Board Meeting 3-6-25

001Thank you very much to all the board members for getting here it is 5 o'clock I'm gonna call this meeting to order approval of the board agenda. I need to make a change. Yes, ma'am I'd like to pull all items under n human resources Which is will be n1 n2 and n3. All right Superintendent would like to remove n1 n2 n3 any objections or questions All right. I'd like to give a brief explanation and then I'll do it again once we have everyone here. So as you know, I had a sudden death in the family and needed to travel out of the country, which really impacted my ability to continue working with the board president to finalize the language. And then I didn't want to be rushed and I didn't, for transparency purpose, make sure

002that the public has an opportunity to review the contract. So I thought it was best just to move it for the next agenda. Thank you very much superintendent and condolences to you and your family on the recent loss All right, can I get a motion to approve the agenda as is without items n 1 2 & 3 I make the motion It's been motioned by trustee Rodriguez. Can I get a second? second seconded by trustee Brubaker all those in favor say aye aye any opposition abstentions Motion to approve the agenda has been passed by all those board members present except for trustee Richardson Fowler All right, it is now 5 o 1 and we're gonna proceed to public comment for items on closed session agenda Seeing none. Thank you very much. We're gonna proceed to

003item D closed session agenda And it's 502 so let's go ahead and go to 502 school. We then go to closed session at 502 and return at 6 p.m. Or close to for Open session. Thank you Thank you very much for your patience this evening. We're gonna try to get all our board members to start It's 608 board members. Thank you very much All right It is 609. I'm gonna go ahead and call this meeting to order We are now reconvening in open session and I'm going to have Trustee Brubaker lead us in the Pledge of Allegiance. Please stand. Thank you very much, Trustee Brubaker. Moving on to our next item is our land acknowledgement statement. We're going to jump over. You're going to go ahead and do that. Thank you very much. Trustee Rodriguez-Molkica

004will lead us in this item. We should take a moment to acknowledge the land on which we are gathered. For thousands of years, this land has been the home of the Potwin people. Today, there are three federally recognized Potwin tribes, Kachaldehi Band of Winton Indians of the Colusa Indian Community, Ketzeldehi Winton Nation, and Yokadeehi Winton Nation. The Potwin 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 very much, Trustee Rodriguez-Molica. And we're going to move on to our equity statement, and this one will be read by Trustee Richardson-Fowler. Just to clarify, is this the equity statement from our bylaws? Awesome, I love

005that. This was my contribution my first year as a trustee. Thank you very much. I looked at our superintendent because she drafted it for us. Equity statement. All students deserve excellent schools which are culturally responsive and set high expectations, a high quality learning environment, and equitable resources to ensure that they are reaching their full potential. WJUSD will be purposeful about providing equitable access to all essential educational opportunities, oh I love that, for all WJUSD students, especially diverse and disadvantaged students who have historically been underserved by educational institutions. Thank you very much, Trustee Richardson-Fowler. All right, we're gonna go ahead and move on to item four, and this is announcement of any action taken in closed session. The Board of Trustees took action in closed session by unanimous vote of all trustees present to approve resolution

00650-25, release and reassign certificated administrative employee. Bear with me, I need to flip it to the other side. Okay, that was it for that one. And then the next one. The Board of Trustees took action in closed session by unanimous vote of all trustees present to approve Resolution 68-25, non-reelection of probationary certificated employees. Thank you very much. That completes my script for those two items, making sure I did it correctly. Thank you, Laura Benson. Moving on to our next item, Item F, public comment for Sections G, consent agenda, and H, community engagement. No public comment for item F. Moving on, it's 6-12, consent agenda. Any changes or questions on the consent agenda? Question for the superintendent. Was the scope of work for the strength camp updated or are we approving it minus the? It was

007updated. Okay, thank you. Thank you, Trustee Villagrana. Any other questions? All right, I would like to pull item G1A from the consent agenda. Can I get approval of the agenda with minus item G1A? Make a motion to approve minus item G1A. Second. Motion by Trustee Rodriguez, seconded by Trustee Richardson-Fowler. All those in favor, say aye. Aye. Aye. Any opposition? Any abstention? Seeing none, consent agenda minus G1A has been approved unanimously by all members present. Can I get item G1A, approval of POs? Can I get a motion on that one? I make a motion to approve. Second. Thank you. It's been motioned by Trustee Rodriguez, seconded by Trustee Brubaker. All those in favor say aye. Aye. Any opposition? I am abstaining on this item. Motion passes for item G1A, approval of POs by all members present

008except Trustee Bautista Zavala, who abstained. Thank you very much. Moving on to the next item, community engagement, item H1, recognition of student-led project grant recipients. Superintendent. I'm super excited about this particular item. You're going to be seeing one of the major actions taken by our superintendent advisory committee. Our students, and here they are, let's give them a big hand. I'm so, so proud of these young adults for the time and commitment they have been doing and working with us on helping me and helping you make a difference and empowering students' voices. They have been working on Saturdays. They have been meeting. putting a lot of serious consideration. They have a budget that they have decided how to spend the budget and they decided to offer grants, mini grants to students to develop little grants with

009criteria that took it very, very serious to give students an opportunity to make decisions and have a voice on how to use our funds of course it has to be legit and they were very very serious matter of fact if they could they they were able to identify if it was a an adult-led project that they were you know they had to gently uh deny those requests because you know they know what students really um are asking for and and and need so i'm going to have uh brandon killian come up here's our our youth development uh uh tosa to talk a little bit about how they went through the process and then announce the winners. So thank you all for being here. Oh, there we go, there we go. Well, good evening everyone. I

010actually was not planning on speaking because I was gonna let the students speak. They created a script, but I can give some background information. Just like Superintendent Elodie Ortega-Lampkin said, this group of students is the Superintendent's Youth Advisory Council. This is not all of the council. This is those who could make it to the meeting tonight. They've been working since about October on this project, and so we... We want to announce it tonight. They created the criteria themselves. They drafted the theme for this year. They solicited through advertisements that they created, messaging that they created, and so on. So it's a really cool project, and we're here to announce who are the recipients of the grant, and then we're looking forward to seeing the end result of that as well. So with that said, I'll

011let them go ahead with their script. Good evening Board President Zavala, or Bautista Zavala, Trustee Superintendent Ortega-Lambkin, Executive Cabinet, and our community. My name is Jesus Hernandez and I represent the Superintendent's Youth Advisory Council. We recently approved 12 out of 20 applicants and received and will providing approximately $20,000 to student-led projects that aim to improve and engage the benefit the lives of students on and off campuses, which was our theme of the year. Many of the projects we are funding over general themes of campus improvements and campus health and safety resources and education and culture and community engagements across grade level from elementary to high school. Now we would like to present a certificate of recognition to the representatives of the grant recipients. At Plainfield Elementary, we congratulate Ms. Friedman and Mrs. Johnson students for

012their project entitled Bears Make the Best Reading Buddies, Reading Buddies Big and Small. At Woodland Prairie Elementary, we congratulate Jonathan Rodas presenting the student council for their soccer field initiative project. At Douglas Middle School, we congratulate Malaya Gill for her bathroom rescue project. At Douglas Middle School, we congratulate Natalie... Galvado, Yasmin Martinez, and Bella Rodriguez for their project called Creating Collaborative Spaces. At Douglas Middle School, we congratulate Melina Baldel, Alexa Sanchez, and Amy Quiroz and Juan Morales for their project called Kindness Tiles. At Pioneer High School, we congratulate the Emergency Medical Pathways students at PHS for their project called Anyone Can Learn to Save a Life, CPR First Aid in Middle Schools. At Douglas Middle School, we congratulate the students of Ms. Richardson's class for their project called Kicking Life Skills Lab. At Pioneer High

013School, we congratulate the California Scholarship Foundation and National Honor Society at PHS for their project to put a little library at Tafoya Elementary. And at both Pioneer and Woodland High Schools, we congratulate the Woodland Youth Council student representatives for their projects to initiate a student supply pantry. At Woodland High School, we congratulate Mecha students for their project to promote cultural awareness and inclusivity through the Mecha dance. At Woodland High School, we congratulate the tennis club for their project to make improvements to the Woodland High School tennis courts, including wood screen and scorecard installation. To our superintendent and board of trustees, thank you so much for this incredible opportunity and experience. We are so excited to see how the district and its students will continue to benefit from our efforts. So if we can have all

014the students who receive certificates. I know you sat down. Our public information officer is not here tonight. So I'm going to ask Loretta Carrillo to help us with the picture. So all of you who received certificates, can you please come over here to take a picture? And at the student advisories, you get to take a picture too because this is part of your hard work. So if we can get all the students up there. We might have to be over here, I think. Yeah, let's get up in front of here. There's too many. Scooch in. If you can get a little closer to each other. And to all the parents of these wonderful students, thank you for supporting them. I know that it's a time commitment from you as well. Everything that you're doing to

015support your students to be leaders and having a voice. So thank you for being here tonight to support your students. And I'm just so proud. You heard the topics. They took this very, very serious, and there's more to come with these students. They didn't spend all their money, so they got to make some more decisions. But they asked critical questions. They debated. They went back and forth. And as you can see, they made very responsible decisions. So I'm very excited to see how these projects come and we'll be giving an update to the board at a future meeting. Trustee Rodriguez. Just a question out of curiosity. Elodia, in the decision-making, did they break off in small groups? Was it one large group doing the decision-making? How did they work together? I'll have Brandon come up

016here. I think they wanted, the question is, how did they, what was the process for them to come up with a decision? Was it a small group, large group? I think there was a combination of both. There we go. Yes, it was a combination of both. So they kind of jigsawed it a little bit where they had small groups reviewing one to two, three applications. That small group took notes of what they thought, discussed, then they presented to the whole group, and then they took a vote as a whole group about the proposal. So they could fund it in whole, part, or decline to fund that project. These students wanted to answer some questions too. Can you share, students, can you share with us a little bit about some of the challenges? I'm sure there

017were some challenges during the process, and what helped you make some decisions? One of the main challenges, I would say, would be finding grants that were student-led or that all the group really wanted to work on. All of the grants that were given were... very Yeah, they were very good ideas and it was basically just hard to be able to narrow it down into certain ones That we would give the money to Miss Fowler would you like to say something as well? Something to help when we couldn't decide as a group we debated So like we picked sides of the topic and we'd see like what the good points are and like why we would want to fund it And do you feel that in that process where you guys were kind of debating, but

018working together as a group, did you think that that allowed you to learn more about leadership as opposed to if you would have made small individual decisions? Yes, I would say so. Because it helped us a lot to think about, helped us see all the points of what was going on. Thank you very much, students. Thank you. Before you leave, any other board members have any questions or comments or would like to? All right. Thank you very much. Oh yes. Trustee Fowler. Yes ma'am. So you guys have been on the superintendent's advisory committee since the beginning of the school year. Any words of thoughts or feedback that you can give your peers on how to sign up for something like this or seek out leadership opportunities that can impact their community. A lot of what

019I do is I just like sign up for anything I see on email that like piques my interest. Something that I do mostly is just be outgoing and talk to a lot of my peers, sign up, like Ava said, for a lot of opportunities, and just really be committed to certain things that I sign up for. Thank you very much for your leadership. Superintendent. My only last comment, this is your goal for an LCAP in action? I just want you to see the fruit of the your commitment for that goal of El Cap number four also You're starting to see the us working towards the implementation of our youth That we meant the plan that we develop with the city. I'm starting to Unfold and there's much more that's going to come so I'm very

020excited and and I can only imagine what will be here We'll be three six ten years from now we keep focused in this direction. So thank you students again, thank you to Brandon for all his hard work. Thank you very much, Superintendent. No, trustee Feller, it's your turn. Yes, ma'am. Just adding to this and transitioning to the next one, it's incredible to see these student-led projects and how it's incorporating that youth voice that... that this board has been committed to. So it feels great. Trustee Fowler, your item is up. Presentation, resolution. I have the honor and the pleasure of handing out the resolution for Arts Educations Month. As many of you guys have known, and I've mentioned it several times, I campaigned on it, if there's ever a Yolo County School of the Arts, I

021want that. Woodland. As an alumni of Los Alamitos High School, which was the home of Orange County High School of the Arts back in the 90s, you know those good old 1900s, I believe that as a teacher my involvement in the arts, my exposure to the public speaking, to the performance has made me a better public servant and a better teacher. And so of course for this resolution I wanted to honor the arts teachers in our district. So without further ado, if you are an art teacher here tonight, I don't have the full list of who RSVP'd, but if you guys can come on up, I would love to give you these resolutions and give you a little bit of time to speak. I'm Dwayne Anderson. I teach music at Lee Middle School. I've been

022teaching over 30 years now, and this is my favorite job ever. I love the administration, the support of the district. We are growing our program little by little, and I appreciate the total support we get here. Thank you. Hello, my name is Renee Converse, and I am the art and culture and ceramics teacher at Pioneer High School. I've been there for four years now. This is my first stint as teaching, and I think you are, or as a teacher, and you're stuck with me for life. I love being an art teacher. I love being in this community, and I'm really excited to say that our art program at Pioneer High School is thriving and it's expanding. So thank you for all of your support. Appreciate it. Thanks. Hi, my name is Randall Veers. I'm one

023of the elementary string teachers at four of our elementary schools and grateful to be here teaching our talented kids and look forward to continue calling this place home. So thank you. And I am Jean Davis. I am also an elementary strings teacher at four of our schools. This is my 33rd year teaching and I love music and love sharing it with students. Thank you. We'll have Trustee Fowler come and take a picture with our art teachers, some of our BAPA teachers. Thank you very much. We're going to go ahead and move on to our next item, which is our student board reports. And we're going to have our first student come up. I have a certain order that I'm going to work off today. Here I have it. We're missing one. Is it Pioneer High

024School? Yeah, okay, no problem. Woodland High School, let's have you come first. Metzi Solorio-Vasquez, please. Good evening members of the board and community members. I'm here to share some of the exciting things happening at Woodland High School this month. First, our Metra Club is hosting a dance on Friday, March 14th. Tickets are on sale for $10, and this is a great way for students to celebrate culture and community. Students also have the chance to earn community service hours by helping with tree plantings. at our elementary schools. These events are scheduled for March 8th at Dingle, March 22nd at Whitehead, April 12th at Beamer, and April 26th at Freeman. And students are free to sign up with Mrs. Fettig, and they will be provided with refreshments. La Semilla is organizing a hiking trip on March 22nd.

025Space is limited, and permission slips are available now. And looking into tomorrow and next week, we've started a rummage sale that has now been named... Woody's Closet in the 200s building. Students can pick up donated clothes for free after school, providing helpful resources for those in need. In addition, we have a community service opportunity for those who would like to help organize the room. That is from 10 a.m. to 12 p.m. tomorrow, March 7th. Our winter sports banquet is March 13th to recognize student... athletes for their hard work during the fall season. And we're also hosting our open house on March 11th from 530 to 7 p.m. Families can meet teachers learn about programs clubs and enjoy music from our jazz band and mariachi. Thank you. Thank you very much. We have a question. Trustee

026Feller. Can we donate to the closet. Yeah. The general public and then how can we do that. Actually I'm not sure but Miss Gutierrez she's here and she's in charge of it. if she wants to come speak about it more. Thank you. Good evening everybody for the Woody's closet. We are accepting new and gently used clothes shoes Undergarments tomorrow we have community service of offer for our students to help us finish this project Ms. Menendez is the lead when it comes to the donation so you can contact Elizabeth Menendez at wjusd.org To arrange the donations. Thank you to everybody in the community who has donated Thank you very much Thank you, all right from Cache Creek High School we have Jim Hernandez Good evening board president Bautista Zavala and trustees superintendent Ortega Lampkin executive cabinet

027in my community My name is Jim Hernandez, and I'm a senior at Cache Creek High School. My report tonight is the following The end of the third quarter is next week and I can't believe how quickly the year is going and how many of us are preparing for graduation. We will be hosting an ASVAB administration next Friday for students interested in the military or just want to learn about their skills and interests. I recently met with a Coast Guard recruiter and I'm very excited about joining after graduation. Woodland Community College is visiting campuses weekly speaking about programs they offer and helping students complete applications for this fall. At the end of the month we will be hosting an annual spring carnival. This has been a tradition of the community of Yolo where community comes to

028campus schools highlighted by an Easter account for the kids. We have been recruiting our students volunteers to help with the event. More details will be at the next board meeting. Brown issues students are. painting a panel mural at this SSC. The words and imagery reflect our indigenous roots and the power that we have if we come together as a community. Last Saturday students former students and community members met at Tanah to make posters for the upcoming march in support of undocumented families here in Yolo County. The march will be this Saturday at 12. Starting at Heritage Plaza and ending at Freeman Park our next scheduled school site council meeting is scheduled for March 19th 2025. Our new students are scheduled to start Cache Creek on March 17th. We plan to have them attend to now

029with Mr. Coronado and Elise Doyle Martinez. We plan to have a showcase for the projects we have done with brown issues at our open house scheduled for May 6. Thank you. Thank you very much. Congratulations, Jim, on making your decision to join the Coast Guard. Thank you for sharing that tonight. Can I say that? All right. Someone. I'm sorry. Trustee Fowler. Can I also congratulate you on your choice to join the Coast Guard? My father is a Vietnam vet from the Coast Guard, and their motto is Semper Paratus, which means always ready. So I'm glad WJUSD helped you become always ready for the Coast Guard. Thank you. Thank you very much. We do have our student rep from Pioneer High School here with us. I'm very sorry that I didn't see you. No, no worries.

030No worries. Hi. Good evening. My name is Tanya Tran. I'm the representative of Pioneer High School. My report tonight is the following. Our outreach committee in ASB is having a women's feminine product drive in support of women's... History Month. They're also holding a St. Patrick's Day party and scavenger hunt for our SDC students. Today during lunch we had a picture scavenger hunt. The first 100 students to show their picture proof of items received a cupcake from ASB. This Saturday is our SDC prom. We are excited to be holding this event for Pioneer Woodland and Adult Skills SDC students. On Monday, we went to Gibson for our Read Across America Day. It was so fun to read to different elementary grade levels. We even got to play with them during recess and we met our pen

031pals. This upcoming week is our Spear Week which leads to our Black Light Rally. Monday is Classes as Generations. Freshmans are babies, sophomores are tweens, juniors middle school age, and seniors are senior citizens. This Tuesday is Pajama Day. Wednesday is Camo Day followed by Throwback Thursday. Friday will be white out for the blackout rally. We are also looking forward to vendor day and staff basketball against Woodland coming this month. That concludes my report. Thank you. Thank you very much. All right. Thank you students for being here this evening. You are welcome to stay for as long as you can. We're going to go ahead and go on to our next item on the agenda, which is public comment for items on the agenda. And just to let you guys know. Items N1, N2, and N3

032related to HR, human resources, were pulled and the superintendent will speak about that during her board report. Maribeth, can you please lead us in public comment? I'm not certain if these are for at the time they didn't mark it for the literacy plan. I have Annie and Beja. Did you want to do it now or at the time of the item? Both at the time of the item? Okay, thank you. All right, let's go ahead and continue. Thank you very much, Marivet. Report from the superintendent. Okay, good evening. So just to address before I go into my report, item, just like our board president has just communicated, I requested... TO HAVE ITEMS UNDER H, UNDER HUMAN RESOURCES, WHICH WAS THE ORAL REPORT FOR APPROVAL OF CONTRACTED MANAGEMENT SALARIES OR REPORT FOR APPROVAL OF SUPERINTENDENT CONTRACT

033AND ORAL REPORT OF THE ASSOCIATE SUPERINTENDENT CONTRACT. AND I JUST WANT TO BE VERY TRANSPARENT IN THE REASON THAT I ASKED FOR THAT REQUEST. AND I KNOW THE TRUSTEE IS ALREADY AWARE, BUT I WANT THE PUBLIC TO BE AWARE THAT I HAD A SUDDEN DEATH IN THE FAMILY. I had to travel on emergency and that caused some delays on me finalizing the contract language with our board president and I didn't want to rush it so that you would have also the time and also that we would be transparent and post those contracts in the board packet so that the public had time to review as well. So due to that, thank you for your condolences and your patience. With that, I also got a little sick. HEAR MY VOICE DURING THE VERY STRESSFUL TIME. SO

034JUST FOR TRANSPARENCY, IT WILL COME BACK TO THE NEXT BOARD AGENDA. NOW MY REPORT. SO SINCE THE LAST BOARD MEETING, WE DID HAVE OUR U.S. VETERANS VISIT OUR SCHOOL. IT'S AN ANNUAL EVENT. AND THIS IS AN EVENT. IT WAS VERY SPECIAL, THIS PARTICULAR EVENT, BECAUSE IT WAS DONE IN MR. OWENS' HONOR. HE ACTUALLY STARTED THE PROJECT. And it was a very powerful experience. I walked into the room and the students were so engaged listening to the veterans telling their stories. And Trustee Brubaker was able to join us as well. And I want to thank all the veterans that came out to take the time to share their experiences with our students. It was very powerful to hear them and very personable. It was very personable opportunities for our students to hear their stories. Next. Also,

035we had a unique experience. We had the California Dual Enrollment Equity Conference that was happening in Sacramento. And part of the conference, they decided to have the school visits. And they wanted this conference, the organizers of the conference selected Pioneer High School to visit our schools because I wasn't aware of this. Not as many high schools in the area. actually offered dual enrollment during the school day. I kind of assumed that that's what everyone was doing, but. Apparently we're ahead of the game and it was really nice to showcase and visit the classrooms I got to visit the AG classrooms and see it in action I got to talk to some of our students We had a panel of our staff and panel of our students you see some more students speaking on the panel

036I had an opportunity to speak to some Staff I'm there with one of the deputy superintendents from Southern California and they were just asking like, you know how did you all do this and and you know, how do you train your teachers and You know what is your board committed to this work? And how did how do you how did what's your stance of the superintendent? And so I was just not expecting all that But you know what? Sometimes we are going so fast that we forget to step back and see all the great things that are happening And I want to congratulate all our teachers who are teaching dual enrollment courses in the classroom and we're continuing to work to do even more and building a collaboration with Woodland Community College. So Woodland Community

037College is also there as well to be part of this visitation. Next. We also again part of goal for on helping our students learn about their strengths is also helping our adults Learn about their strengths and how they can use their strengths as important and empower students in the classroom So we had the most recent another group of strength finder Staff staff that came to training this time. It was a 44 staff members and before you may recall that we had students come we've been having different students come and do trace finders this was part of our cafe our librarians and some of our office staff to learning about what their strengths are how to work how to learn more about themselves as a person professionally how to work together with others and to understand

038also to once you learn about your strengths you start recognizing other students strengths and supporting one another to continue to grow and be the best that we can be. So thank you for Brandon and for putting this together. Continue. Our annual Geography Bee, also here the winners of Geography Bee that was held and you can see so there's Scott Clary who's always been very involved in that and congratulate to the students who won the Geography Bee. It was held at Pioneer High School. It's also a very well attended event. Next we also had on the paper released recently you have student we had a press release that I just wanted to point it out because This is a project we've been doing for a while since last year started the grant the city received a

039grant to help with sustainability and in the community they were able to support us with the $200,000 to start addressing waste at our schools. And it took a bit, right? Because it came right when we were all getting back from COVID. And so, but they provided supplies, training, visuals, supporting the principals on how to make that happen in our cafeterias, working very closely with our M&L department, our cafeteria staff. And who I think believes this is... I recognize the school. I think that's the FOIA our students are learning about how to recycle and Address waste and helping with our environment so more to come on that but we now are doing this district-wide You know, there's other areas are more ahead than others But we are really committed in supporting the city with this this

040initiative and we thank them for their collaboration cool schools Cool schools is coming soon. We're working on designs and there's going to be a huge unveiled celebration on Saturday, March 22nd. You've all received invitations, so they're going to be the unveiling of all the plans for the schools that are part of this grant, which is Whitehead, William Prairie, Freeman, Dingle, and Beamer. But prior to this big event, the schools are also doing individual... Tree planting that you may be hearing about where they're just kind of starting to get it, you know get Geared up for this big projects are going to be happening in the summer where it's going to be changing the outside learning environments for our students And creating spaces for outdoor outdoor play outdoor learning also by planting trees again helping the

041environment And so we're very thankful for this this particular grant And you're hearing about all these plant trainings, but the one that we really want you to come to is going to be the big unveiling on March 22nd. And I sent you invitations, and I'll send you a reminder as well. And everyone is invited. It's going to be tacos and games. And if you're curious about what's going to happen at all the schools, we're going to be having the maps there so that you can see what's soon to come in our schools. Next. Also, this is a very unique. event that's going to be happening next Friday on March 14th at 10 o'clock in the morning if you're able to come the kids students at SciTech are very very excited a teacher applied to have

042a moon tree and I didn't know what that was but there's these seeds that get seedlings that get sent to the moon and they're grown there and then they are brought back and you have to sign up because these are very special unique trees not everyone gets these trees. So the students are going to be able to plant a tree that actually started growing in the moon. And that's why it's called the Moon Tree. And we're already getting media interest in this. And so that's going to be a very nice event on the 10th. I mean, the 14th at 10 o'clock. So please come out if you're all everyone's welcome to experience this unique opportunity. And the students have been learning about. the travel to the moon and the seeds and the different environment in

043the moon and how all that happened. So we're very excited about this unique opportunity. And then yesterday, we had the Empower Her Leadership Conference at UC Davis. I'm not sure if we got all the girls because it was right during the break, so I think we tried to get as many as we could. And I want to thank the staff that helped coordinate this and to help spend the day with our girl leaders. to participate and to learn about the power they have in their voice. And they did have a keynote speaker from the university. They had workshops. They got to do some team building. They had a nice lunch. They also had a tour of the university. And we had an opportunity to mingle with our students, and Trustee Rubrico was able to attend.

044Our board president, Jose Zavala. And oh, of course, this was also actually a trustee of other life besides being a trustee, he also runs the EOP program and that's another partnership with the university. So thank you to the university EOP for putting this together. So a lot of opportunities for our students to develop and get opportunities for leadership experiences. I think that was it. Let me see. And thank you. That concludes my report. Thank you superintendent any questions or comments on their superintendents report from my colleagues All right, we're gonna go ahead and continue report from California School Employees Association CSE a Thank you Good evening, Superintendent Ortega-Lampkin, President Batista-Zavala, Board of Trustees, Cabinet, and Community. My name is Rebecca Rossiter, and I am the library technician at Douglas Middle School, as well as the

045president of the Chapter 118 of the California School Employee Association. Our negotiation team met with the district's team where we discussed the classification study, the effects of the layoffs, and... we were able to come to an agreement on the early notification of intent to retire MOU. That MOU is currently being voted on and we should be able to provide results to the district by Tuesday of next week. Voting will close on Monday. Over the last two weeks, many of our office staff, library techs, and cafe specialists attended four half days of the strengths-based training through YDN. In this training, we learned what our top five strengths were and how we can see them at work during our workday and utilize them better and work well with each other. I really enjoyed it and at the

046end of the final session today the consensus was that people were happy they did it and are excited to utilize what they've learned. So we thank you for that training. Thank you and this concludes my report. Thank you very much. Next is report from Woodland Education Association, WEA. One second, there is a question. I'm sorry. I just want to say that you were sharing the experience at the strengths session. I know it's something that first people are adverse to it. I was definitely a huge skeptic when I first did it, but once I did it, I saw the value, and I know a lot of adults see the value in that. So, again, thank you for sharing that with us. Thank you very much, Trustee Villagran, and I apologize. I didn't see you raise your

047hand. Can I just ask my colleagues that if I don't see you, if you guys could just turn on your mic and ask for the floor. Oh, I was just going to say, you're not alone in your skepticism. That was generally the consensus is that everyone walked into it with like a, why are we here? We're so busy. But everybody ended up excited about the training and happy that they attended and that it was provided. So thank you. Thank you so much for your report. Any other questions? All right. Seeing none. Woodland Education Association. Good evening, Superintendent Ortega-Lampkin, President Bautista Zavala, Board of Trustees, Cabinet, and members of our community. Thank you for this opportunity to address you. My name is Becca Bernard. I am the science teacher at Douglas Middle School and the proud

048president representing over 500 educators in the Woodland Education Association. Education, at its core, is an act of hope. investment of the future, a promise to our students that we will provide them with the tools to succeed no matter where they come from or what challenges they may face. But in order to keep that promise we must acknowledge the growing threats to public education. Across the country we see efforts to dismantle the Department of Education, siphon funding away from public schools, and undermine the very system that has shaped generations of learners. These attacks don't just harm educators, they threaten the future of our students, our workforce, and our democracy itself. Now is the time to double down on our commitment to public schools, ensuring that educators have the salaries, resources, and working conditions necessary to stay

049in the classroom and provide the quality education our students deserve. Over the past two weeks, WEA has remained active in our advocacy efforts. We continued with site visits, checking in with educators at Maxwell and Whitehead Elementary Schools to hear directly about their experiences. Their feedback is shaping our approach as we head into bargaining on March 12th. Additionally, a team of WEA leaders spent a full day at CTA headquarters in Burlingame, collaborating with unions from Santa Cruz, West Sacramento, and the Bay Area. Meeting with CTA budget analysts and organizers reinforced our shared mission, advocating for the schools our students deserve and fighting for a livable wage for educators. As a power-up local, WEA is pushing for full funding in our schools so that every student has access to the resources they need and every educator is

050compensated fairly for their essential work. With the support of this board, we can make that a reality in Woodland. Our We Can't Wait platform is not radical. It is a response to the growing crisis in education. Conditions in the classroom have deteriorated over the past two to three decades. Educators are being asked to do more with less, and it is simply unsustainable. We focus on three key areas. One, fully staff our schools. Two, safe and stable schools. Three, competitive wages and benefits. The data published in January in the State of California's Public Schools, a survey of TK-12 educators, is clear. One in three younger educators are considering leaving the profession, with 92% citing financial reasons. Over 10,000 educator vacancies persist across California public schools. 91% of educators who rent want to buy a home but

051can't afford to. Three in 10 educators live paycheck to paycheck. 30% have taken on a second job just to get by. Despite these hardships, 77% of educators still find satisfaction in their work, yet 62% are dissatisfied with their working conditions. This is the reality we must change. So what are we going to do about it? Our students deserve the best. Right now, their teachers are overworked, underpaid, and struggling to stay in the profession. We must act boldly to change this. Next Tuesday, March 12th, our WEA bargaining team looks forward to working collaboratively with the district to reach a fair agreement, one that prioritizes retaining and attracting high-quality educators. With dozens of vacancies, especially in special education, currently filled by long-term subs and teachers working under emergency permits or intern credentials, we must do better. Our

052students deserve a fully staffed, stable learning environment with educators who are invested in their long-term growth. This board has a critical opportunity to make bold decisions. We urge you to take action because when we invest in educators, we invest in the future of Woodlands students. The time is now. We can't wait any longer. Thank you, and this concludes my report. Thank you very much. Any questions or comments for WEA? All right, seeing none, moving to the next is report from board members. Who would like to go first? All right, I'm going to, all right, Trustee Brubaker, and then to the right. So I have attended several events since the last meeting. I went to a... I did not write down the names of these events, so hopefully I get them accurately. The three rotaries in

053town sponsored a community conversation on homelessness, and they screened the film The Dirty Divide and had the filmmaker there to do a Q&A. That was very illuminating. And afterwards, there was representatives from, I think, three different community. groups that support our unhoused community in Woodland. And I jotted down, it was in the dark, so hopefully I jotted down things accurately. A statistic that I wanted to share with my colleagues in the community that sort of directly affects the people we serve after they leave our care, which is that... In 2018, there was a study done of California college students, and 52% of them reported being food insecure, 60% housing insecure, and 15% unhoused, which is pretty startling demographics for the kids that are fresh out of our care. So I think that making sure we

054do what we can to... have our students on the best footing for where it is important, and I think we're doing what we can, but always asking ourselves what else we can do is also an important thing. I also attended, as the superintendent shared, the Veterans Project at Woodland High School. I was very moved to see that it had been renamed after Mr. Owens. I never had the pleasure of meeting him in person, but he and I conversed about various student-related things. on social media over the last few years. And so it felt important to go there in his honor. I sort of floated around sitting in on several conversations that our students were having. And there were veterans there that I interacted with that served as long ago as 1952 and as recently as

055still serving. And I think it was really beautiful that our students had the opportunity to sort of get that firsthand history and experience. And they had amazing questions for the veterans. And then I also intended the YOLO Empower Her, which was beautiful seeing a room full of middle schoolers, I think, from all over the county. the inspiration that was provided to them. So that was amazing. And then I also wanted to address something that was discussed at the very end of the last board meeting. I had presented a yellow sheet about the health tax. We have discovered that I procedurally did not have the ability to bring that forward because I was not part of that original vote. I do want to share just because of the discussion last time why I brought that forward.

056I have immense respect for my colleagues and the board member who was serving then and is not on the board anymore. I would never second guess your decisions. The reason I brought it forward is not because I disagreed with the vote, but because I feel that I actually would have voted the way you all voted given the information that was provided. Because of the Brown Act, we can't all discuss. Things like that outside of a public forum and so I just wanted to have the opportunity to have that discussion again But that is not something I was able to do so I just wanted for the Communities awareness to understand why that is not on the agenda tonight. Thank you Thank you very much any questions or comments trustee Rodriguez No, no report. Thank you

057very much. I'll take my turn participated in a number of agenda planning meetings with my with my respective colleagues, thank you very much, and our superintendent. Superintendent and I had an opportunity to meet with the city on our two by two for the first time with our city mayor and city manager, so that was a very, very short meeting, but it was more of a collaborative and a conversation about their upcoming events with the Cesar Chavez celebration that's coming up that you guys have already been invited to at our last board meeting. Did I miss anything? We talked about the moon tree. Oh the waste management. Yes the waste management. We talked about the partnership and we did the we co-authored the press release. Yes for the recycling initiative. All right. Also attended the League

058of Women Voters Community Luncheon. That was really exciting to hear from the supervisor. What was his name? Lucas Rericks, thank you very much. Supervisor Lucas Rericks gave a very, very good presentation on the state of our county. One of the questions that I wanted to ask was if whether children and women were being prioritized in our homeless shelters in our county. We have three homeless shelters, and that's a curiosity that I have. So I will be reaching out and hopefully giving you guys an update on that. I also attended the YOLO Empower Her Leadership Conference this past Wednesday. Yesterday, feels like a while ago, but it was just yesterday. I do want to give a shout out to all the organizers, to Liliana, to Trustee Richardson-Fowler for having this amazing idea with Melissa Moreno and

059inviting me to become a part of this alongside with Trustee Villagrana. It's now year three, so congratulations and thank you for this initiative. Kudos to you, but also I'm excited to continue this this project with you guys I also wanted to share that in respect to our resolution with the LGBTQ month that we presented recently, earlier this year. I've taken the initiative as an individual to apply to the Equality California Leadership Academy and I interviewed earlier this week and I found out today that I've been selected. So I'll be participating in that in August. But I'm sharing that not... not with the expectation of you guys to congratulate me, but for you guys to know and for the community, our teachers and staff and students to know that I'm committed to doing my part and

060becoming aware and being a voice and an advocate for all of our students. So I want to make sure that I have enough awareness in this issue area to be able to continue bringing a safe space for our students. I'm excited for this meeting. We have a lot of topics on our agenda and I'm excited to continue collaborating with our board. Pressing it on. Trustee Villagrana. Thank you. First of all, I'd like to thank Trustee Brubaker for clarifying on that. Just to make sure I heard correctly, you said you would have voted how we voted? Did I hear correctly? If I had the information you were provided, yes. Perfect. Make sure I heard right. Misunderstand so again, thank you for that. Appreciate the clarification Let's see, what do I start I agree that you know,

061there's there's been an attack on on Education and you know, we we continue to to do what we can on our end, you know We can do what we can do, you know, the federal people are doing what they're doing the state people doing what they're doing And you know, we we keep making statements Which is good And we also take actions, which is better, right? Actions are better than words. Words are needed, of course. So, yeah, just so many things are happening so fast and affecting so many people in our community in so many different ways. It's just very tough on our staff, our families, our students as well. And, you know, again, as a board, we can just... make statements to reassure them, right, that we will continue to do what we can

062to provide as much safety as we can in our schools. So the next part, again, I'll just state my objection again to being lobbied around negotiation items. Again, I heard salaries, advocacy, you know, full funding for full schools. That's not us, right? That's the legislature. If we had more money, we could invest more. We could have more staff, but we can't just generate more money. That's the state has to, you know, so we can lobby them and ask them to provide more funding for all schools, but we just can't make more money. But definitely there's a need for more money. No question about that. There's inadequate funding for education. You know, I mean, look at our buildings, right? They need to be fixed, some upgraded, and we don't have the funding to do that. Hopefully

063get some from the bonded pass But again, there's a long line for that money and it's not enough to go around to for all the needs that we have so That's in my report. Thank you. Thank you trustee Villagrana for your report trustee Rodriguez Mojica I just want to share that yesterday morning, I was lucky enough to spend my morning at Dingle Elementary for Read Across America. I did a little read aloud with a class of wonderful third graders. And it was just so special because I don't know if everyone knows, but in my previous gig, I was a classroom teacher. And the last grade level I taught was third grade. So it was just really nice that I ended up in a third grade classroom and I was able to do a little read

064aloud and ask some questions. And it was a lot. I HAD A GREAT TIME. THANK YOU. TRUSTEE RICHARDSON-FELLER. I HAD AN ETHICS TRAINING. I attended the opening of the new mosque that's in my district on East Street and Oak. I highly recommend folks go and attend. I went to one of their 530 prayers and was invited to Ramadan. They also had a lovely breakfast for the opening, ran into a sped teacher from Douglas Middle School, and we became fast friends, besties, if you will. We sped people tend to do that. It was lovely. So it was just warm and welcoming and great food. I've been coalescing and reaching out to other educators in the California Department of Education to kind of wrap my head around what's going on with the pending executive order that is

065not actually, according to latest news, going to be signed. They're just going to take a scalpel to the Department of Education. However, Representative Massey's House resolution. 899 still exists and will be moving forward which is a bill to eliminate the Department of Education. So we need to look at the ramifications for that since the California Department of Education is two thirds funded by the federal government and see how that will impact us. I was not able to attend Yellow Empower Her. And that broke my heart because that really came together because some of us at the California Latino School Board Association were just spitballing ideas and how we really needed to start developing young leaders at an earlier age. And Rogelio had the trustee Vigrana had the mechanism to make that happen. And so I

066just thank you for continuing to carry that load because we could not have done it without your organization and you spearheading that. So thank you. Part of the reason I was unable to attend is because I had to pick a day to not be at work this week. So it was either yesterday for yellow empower her or tomorrow and tomorrow I'm choosing to take the day off to attend a funeral for a former student. So I'm sad that I had to make that choice but with the shortage of substitutes that's what I had to do. But yeah so we're moving forward. We've we've got a lot on our plate. But I just wanted to give that report to let you guys know that we are working to move things forward. I think that's all I

067have to report at this time. Thank you. Thank you, Trustee Richardson-Fowler. Trustee Garcia. Thank you. Thank you. Are we starting my report in Spanish and then in English? Okay. Thank you. Le agradezco a las directoras y al staff de hacer posible este evento, a pesar de que están pasando, they're doing a lot this time. And also, same day, afternoon, en la tarde, tuve la oportunidad de asistir al taller para los padres de ayuda financiera, que fue aquí en el distrito. Y fue muy emocionante para mí ver que padres que tienen a sus hijos en primaria están veniendo temprano a dar para... I want to thank the Department of Coffee for offering this workshop in both English and Spanish. I also want to thank the families for having access to Zoom and also for taking care

068of the children. This past Thursday morning, I had the opportunity to, again, really allow Dingo and Beamer for their rec across America. And as every year, this is a fabulous experience for me. I want to say thank you to the principals. Thank you to the staff who made this possible because at this time, they were busy. They are very busy. Next week are the... CONFERENCE WEEK, THANK YOU. AND I APPRECIATE IT. ALSO THE SAME DAY I ATTENDED FINANCIAL WORKSHOP FOR PARENTS AT THE DISTRICT OFFICE. AND I WAS SURPRISED THAT I SAW PARENTS FOR ELEMENTARY STUDENTS WHO ARE are very interested to know at early age all these tools for them. And I want to be sure out to the CAFE department to offer this workshop in Spanish and English and as well by Zoom to

069ensure the parents have more opportunities to have this information and as well they have a child care. That concludes my report. Thank you very much trustee Garcia. All right any questions or comments on their respective reports that were given? All right moving on it is 7 14 and we are at item 5 Informational item on board committee updates any committees would like to give a report this evening All right. I haven't attended any board. There haven't been any committees for me in the last two weeks. All right seeing none Superintendent nothing on this item. No. All right. We're gonna move on to item L Teaching and learning and this is an informational item only update on district literacy plan I have estimated about 45 to 60 minutes on this item. We can go beyond that

070We're just letting you know what I'm anticipating We have two public comments on this one. Go ahead. Maribeth Annie book book work holder Button thank you for your time I want to thank you for the commitment you've recently shown towards looking at academic outcomes in the district. I especially want to thank Trustee Rodriguez-Mohica for her dedication to the study session on academics. Thank you for your persistence in ensuring that there are three, four-hour study sessions and sharing that this is just the beginning. I completely agree, and thank you very much. I would also like to thank Trustee Garcia for bringing the item on the agenda this evening about improving our low-performing schools. And also, sorry, I should say thank the whole board for unanimously passing Rodrigo Mejica's agenda item. I really hope that the discussion

071on low-performing schools is fruitful and the outcomes can help our students succeed. So I am one of two parents who served on the Literacy Action Planning Committee, and I want to thank the committee for all their time. I really learned a lot from them, so I was very grateful. So my concerns are not about the plan itself, but about whether the enabling conditions are in place that will allow for faithful execution of the plan. My concerns arise from listening to the participants in the planning committee, reviewing the comprehensive literacy assessment, and personal conversations. There are specific conditions that must exist in the school system to reform to be successful. I am concerned that in this district, these conditions are not fully in place. Some of these include collective teacher efficacy, staff cohesion, collaborative and responsible

072leadership, sufficient time to collaborate, and sufficient agency for teachers to initiate best practices at their school. I hope the upcoming Summary and Study session on academics will more clearly identify these barriers to academic reform and develop strategies to overcome them. If these enabling conditions are not in place, I'm afraid this plan will not have the intended outcome. I am concerned that in three to five years, we will wonder why we are not seeing the expected outcomes. And the reason will be not that we didn't address the, that we did not address the conditions that enable positive and lasting change. In small groups, teachers discussed not having enough time in their schedule to engage in the activities outlined in this plan and expressed significant doubt about whether they will be provided with additional time or resources

073to faithfully execute the plan. What resources will the district promise teachers so that teachers could appropriately and accurately execute the literacy plan? Additionally, what policy and feedback systems are in place to ensure that teachers facetly execute this plan? I was dismayed by the sense of unease in the room and teachers sharing that they were concerned that this plan could not be appropriately executed. Thank you. Beha Springer. Thank you very much. That's it for public comment. Thank you for your comment and we'll go ahead with the presentation on update on district literacy plan I'm gonna have our effective director Christina Lambe come up and then we have some guests as well from West Ed they'll be doing the presentation but we before they start I just want to emphasize this is a still in draft format

074there's still some more work we would want to give you a progress update and where we are right now with the literacy plant and give an opportunity for the board to have a discussion And then we'll come back at a later time after hearing a feedback and from the trustees and at a later time to get staff time to go back and work on Whatever we here. We're here tonight. I want to say that this has been Last year for the new trustees the whole year was spent on an assessment an analysis of where where we are looking at Our curriculum our classrooms input from listening to students parent parent circles listening sessions and so they will looking at from different lenses not just looking at the data from the SBAC but also listening to

075the how parents and students perceive the was happening in literacy in the classrooms and the impact that it makes for them. It was also very important last year, you may recall, that there's a lot of opinions about how literacy should be delivered. There's all kinds of perspectives and opinions. And it happens in our classrooms and our schools as well. So one of the main things is for us to... to move forward is to get everyone on the same page about what literacy means for us here in Woodland and what are the priorities based on the needs, specific needs of our community and our student population. And so this will be a beginning start, a guide to then go deeper into the implementation and to get everybody on the same page of this is what literacy

076means for the district. and having a lot of input and voice so all that i'm going to go ahead and pass it up for christina to begin the presentation thank you superintendent ortega lambkin uh president bodice's zavala and board we're excited to bring um to bring forward this draft of the literacy plan um with me here is sandra lou bonanno and marianne justice from west ed there are consultants who've been supporting us throughout this process THIS IS THE NEXT STEP AS SUPERINTENDENT SHARED IN THE DEVELOPMENT PROCESS OF THIS THREE-YEAR ACTION PLAN. THE LAST TIME WE WERE HERE AS A TEAM WAS IN AUGUST OF 2024 WHEN WE WERE HERE TO SHARE THE COMPREHENSIVE THE RESULTS OF THE COMPREHENSIVE LITERACY ASSESSMENT. AND SO I'LL CALL UP SANDRA AND MARIANNE AND I'LL LET THEM TAKE YOU THROUGH

077THE the steps of what the committee went through and then we'll review the priorities that are within the plan greetings um superintendent ortaya lampkin and wjosd board of trustees um my name as christian said is dr sandra lupinano and i'm joined here with my colleague dr marianne justice um just what a fortuitous opportunity to be here tonight when You all are presenting so many student-centered initiatives and we're really excited to have the time to be able to present about the WestEd and WJUSD collaboration, which is resulting in the draft of this literacy plan, which we can hope to be equally as student-centered and student-focused. Next slide, please. Thank you. That's helpful. Not voice activated. So for our time today, we'll be going over a brief overview of the project. We have also then zeroed in

078on the literacy community process and the feedback from this process. We'll really quickly review some of the literacy priorities and sample action steps and definitely provide some space for questions and answers. As a quick reminder to reorient ourselves to the project work, the project goals were really twofold. The first was to examine intentionally and with detail WJUSD's current literacy policy, systems, materials, and practices, focusing on student experience. which resulted in the findings of the comprehensive literacy strengths and needs assessment. Based on these findings, we are today sharing the draft of the evidence-based and inclusive district literacy plan and the process to form this plan. We shared this last time, but for those members who are new, we just wanted to take a step back and remind you of the framework that we used to develop

079the Comprehensive Literacy Assessment as well as the Literacy Plan. So the Comprehensive Literacy Assessment and the plan were both developed using guidance from WJUSD's graduate profile, the equity audit findings and the LCAP, as well as core documents from the state of California. specifically the California Comprehensive State Literacy Plan, often referred to as the SLP. Specifically, the SLP stresses that high-quality first instruction is best supported in an education system where diversity is celebrated, like we've seen tonight, through an asset-based approach. The needs of the whole child are addressed. Teachers and leaders are well prepared and supported, and families and communities are engaged. The core documents we pulled from included the Literacy Plan, the California ELA-ELD Standards Framework, and also the California English Learner Roadmap. And this is just a brief project overview. And so we kind

080of. disentangled some of the project goals. We've had the comprehensive literacy assessment and now we are delving into the district literacy plan. As a review, the comprehensive literacy assessment really utilized a broad stroke of qualitative and quantitative data sources. Those are listed there for you all and we zeroed in on considerations for Woodlands dual language programming, multilingual learners, and students with disabilities. And today we are thinking about the process behind the district literacy plan draft. In short, we compiled a role site and culturally diverse group of invested WJSD members to support with the co-creation of this literacy plan. And I'll pass it over to Mary Ann, who will provide greater details about the process and the feedback. Thanks, Sandra. So as Sandra outlined, the Literacy Plan Committee is a group of dedicated teachers, parents, principals,

081educators, and leaders from throughout the district and the community who came together in their free time to work with us to collaboratively identify top literacy priorities for WJUSD. The committee convened first in late September. of last year. During that first meeting, we oriented members to the project. We provided an overview of the comprehensive literacy assessment process. We reviewed some of the state guidance so that our work could be grounded in the California state documents. And we read and discussed the comprehensive literacy assessment summary. We met again. about a month later. And in our second meeting, the group collaboratively prioritized key topics from the comprehensive literacy assessment. So they got together, they reviewed the literacy assessment itself, which is organized, of course, according to the California State Literacy Plan. And they engaged in lively discussions about

082how best to support students and educators in achieving the district's literacy goals. In early December, the group drafted action steps aligned with the findings from the comprehensive literacy assessment. And finally, in January, they provided feedback on an early version of the literacy plan and they helped us think through the timing of the different priorities and action steps. Since then, we have been working in close collaboration with WJUSD leaders to create the version of the literacy plan that we are discussing with you today. From this point forward, we will continue to garner feedback from the community and the literacy committee and with the goal of ultimately finalizing and disseminating the plan, but knowing that it is also steeped in continuous improvement, so the plan should be a living document that will serve to be revisited time

083and again. So a couple of quotes from Literacy Plan Committee members. There was a lot of excitement that we're finally getting to do the work that we have been talking about for years. When discussing PLCs and the opportunity to collaborate, one member shared, I am a huge proponent for PLCs, and I am trying to build a process for observing other teachers in my department. Maybe I can help build the process. In addition to expressing hope, committee members, as we've heard, continue to have questions about what the literacy plan will look like at individual sites and the implementation, which is what we are discussing here, and we encourage your feedback, as well as we look forward to their continued collaboration on this process. After each Literacy Plan Committee meeting, we gathered feedback from the committee members

084to ensure that we were accurately addressing their needs. Across these feedback surveys, 91% agreed or strongly agreed that the literacy priorities and action steps address the needs of the district. 100% agreed or strongly agreed that the literacy priorities and action steps address the findings from the comprehensive literacy assessment, which we spoke with you about last August. And 91% agreed or strongly agreed that the literacy priorities and action steps include the committee's contributions and ideas. So Sandra is now going to take you through the five literacy priority areas. Thinking through the literacy priorities and sample action steps, which I know all of you all had had the chance to review, I also wanted to preview that the literacy plan itself has an action step with the persons noted for each desired outcome and suggested measurement. On

085pages 24 to 26, you'll also note a year-by-year implementation plan, which was fully... informed with the input of the literacy committee plan, or excuse me, the literacy committee members. And then on page 8 through 11, we took some of the members' feedback, and you'll see a description of the overall desired outcome for each calendar year in a holistic description that really speaks to a systemic approach and includes the impact on student growth and achievement by that calendar year. So the first literacy priority that you'll see in the draft is to ensure clear communication and alignment of district-wide literacy priorities. And this comes from, in the CLA, a... desire for clearer guidance and communication about the literacy initiatives that are occurring not just at each site but across all sites. Some of the sample action steps

086would be first to disseminate the literacy priorities across each site and really ask educators to think through the strengths and areas of need that are related to this implementation and thinking about a strategic plan. plan that is responsive to the site's implementation of the district plan. Another sample would be to disseminate the initiatives with families and community members and ensure that families have an opportunity to provide that dialogic input that they had expressed. The second priority is to utilize WJUSD professional learning structures to vertically articulate standards-based expectations for student learning and to disseminate and implement high-quality literacy instructional practices, language and literacy, to support students to meet expectations. And this is across content areas. And this comes from... the evidence that there is meaningful coaching and evidence-based literacy happening at various sites, but district-wide there

087is a need to raise consistency and rigor of standards-based instruction. And so some of those action steps might be to provide a focus series of professional learning opportunities for evidence-based literacy that are aligned with the literacy action plan framework. And some of these might include integrated content instruction across content areas as well as understanding what foundational skills looks like from a culturally responsive approach for multilingual learners. And you'll notice in the implementation plan that this action step happens from year one, year two, and year three and beyond because of that continuous professional development that's being provided. Another sample action plan is selecting teacher leaders to participate in action teams to create vertically aligned rigorous student learning expectations. And that builds on a district-wide structure that already exists for our teacher action teams and to utilize

088that to focus on literacy improvement. The third literacy priority is to ensure a cohesive culturally responsive curriculum and supplemental materials for all TK through 12 students across general education and bilingual programs. This is derived from some staff and students expressing a desire for greater implementation of culturally responsive literacy and also an alignment of curriculum across grade levels with particular attention to primary grades. Some of the action steps include co-creating the guidance about culturally responsive materials and resources along with WJUSD members and then also to ensure cohesion of a primary curriculum to review the curriculum and resources that currently exist for primary grades and then begin initiating the process after review for adopting one common curriculum. The fourth literacy priority is to create and communicate about coherent and consistent district-wide assessment systems to closely monitor literacy

089progress across TK through 12. And this comes from... teachers and school leaders expressing a desire for greater uniformity, so common assessments of literacy, particularly for the secondary grades, and support for analyzing the data from these common assessments to really understand the instructional implications, so how we're able to be responsive to students. And some of the action steps first and foremost is to revise and disseminate an inventory of district-wide Tier 1 through 3, so literacy assessments and interventions that exist and that are evidence-based. And then subsequently to utilize the TK through 12 reading assessments to think through you know, based on student scores, what are the instructional implications that teachers will have based on these student scores? And there's a parallel action set for writing as well. And the last priority, but definitely not the least,

090is to establish greater communication and culturally responsive tools for all WJUSD families to be better informed and to engage in family literacy partnerships. And this comes from the engagement that varies across sites and thinking through how we're able to not only increase engagement, but increase the quality of engagement. Some of the action steps include creating expectations for fostering family, community, and school literacy partnerships across sites. So really thinking about the promising practices that are occurring right now, the evidence base, and thinking through what are some of the district-wide expectations that were happening, including incorporating some channels for dialogic or two-way feedback. And then another sample action step is increasing the communication between families and educators, particularly about students' progress in literacy. So that could be sharing assessment scores and ensuring personalized student literacy goals. I'll

091pass it back to Marianne for some next steps. Okay, so we are in in our next steps tonight is the beginning of really garnering feedback about the literacy plan we are looking at ways to gather a wide variety of feedback from teachers and staff as we continue to develop the plan and ensure that it is an effective document that works for our students, families, and staff. Ultimately, to begin implementation to ensure that we're offering an equitable and comprehensive literacy education for every one of our students. And so we look forward to hearing your questions and feedback. Thank you. All right. Who would like to go first? Any questions or comments for our presenters this evening? Trustee Richardson-Fowler will go first, and then we'll go to the right. I love the presentation. I appreciate the plan.

092How are we going to incorporate special education into this since they're not in the PLC's or any of the vertical alignment that you had mentioned. And then how are we going to prepare our teachers to be ready for this. What kind of time frame does that look like. So special education teachers do have their own, sometimes their own PLC. So as a group of special ed teachers at a school site, they might work together. The goal also is, and I can't speak to how often this happens at every school site, but for there to be time when, say, an RSP teacher is engaged in a PLC with a grade level team. So we do we do want special education teachers to be included in the PLC environment that we've been that we've been building over

093the last couple of years So just to say that first they should be included in that the way the PLC's with sped looks Completely different than what it looks like with grade level and it is not with any kind of fidelity that they have with the grade level So I just want to make sure we're the same page with that one because the way the grade level teachers have their PLC's and the way they're able to do their data and work on it it's completely different than we do in SPED because we are focused on the IEP goals in addition to the academics so I just want to make sure we're clear that the SPED PLC's and the general ed PLC's look they're not analogous Yes, I think the greater goal of teacher collaboration around

094data and student progress though remains the same. So to your question about bringing students with disabilities into the plan, so we have part of the vision that's within the plan is about ensuring that we are providing high quality multi-tiered instruction including meaningful supports for students with individual education plans and multilingual learners, so we we do believe that Students with disabilities are really at the at the heart of the development of this we've kept Students with disabilities in the conversation in the literacy plan committee And so we do expect that they will be a part of and benefit from the actions in this plan. Can you say that question again? Sorry. How are we going to make sure that the teachers have the skill set, are ready, are trained, are prepared to engage with this plan

095so that they can support the student learning? Yeah, so we do have a variety of... ways that we deliver professional learning in the district already. We have district-wide and set for next school year is five days of district-wide PD. We also have the district-wide Wednesdays that are negotiated. And then we have other structures such as the action teams and then we have after-school workshops and training. So there are many opportunities for all teachers to participate in and receive that and participate in that professional learning. I think one of the really vital structures that's going to be important is the teacher action teams, and it would be really advantageous to see a site leader who is in special education come and be able to collaborate across sites, but across Tier 1, 2, and 3 instruction. There's

096also an action step that speaks to investigating the possibility of protected time. for tier one through three instruction across TK through 12. And so thinking about that necessity of collaboration between general education and special education is going to be really crux and key for endeavoring on kind of the. the supports and the structures. And then also something that Christina has mentioned is in supporting teachers to build that capacity, we're really going to need instructional leaders. And that comes from our site leaders and building their capacity to become instructional literacy leaders, as well as relying on our instructional coaches. And so I think it's, it's, it's site-based in a system-wide endeavor. Thank you very much anything else that was that was too. Yeah. All right trustee Garcia. Thank you. Thank you I'm gonna start my my

097question in Spanish to be clear me pregunta es como fue por formado el comité porque este en en una pagina dice que vas el comité va a ser incluido maybe So my question is about how the comedy was made. If there are students and also underrepresented groups, represent. To ensure to make to insurance the voice for multilingual families and all represented group are being heard So can you tell me how was the process to make the comedy? Yeah, so thank you for your question. We we reached out to site administrators to To get an initial list of recommendations for staff and community members or parents, family members, we solicited recommendations from the site administrators and then from there sent out invitations to... to garner interest and develop the committee so we we had a variety

098of of Teachers we wanted to ensure that we had dual immersion teachers from a couple of sites as well as a variety of In addition content area teachers, so we had secondary and elementary teachers as well Did I answer your question? Yes, you answered my question, but this is going to be my second question. Yeah, so my question is, before I ask a school board member, is anything from DLAR or ELAC asking to be part of this committee? I'm glad there are parents involved, but I would like to see more diversity because... We are a diversity district and I would like to hear from from all those Sites as well. I hear what you're saying. We did not we did not reach out to committees such as the D lack or the El cap committee

099To to get representatives we we started with our site administrators I would like to have more of, as well, students, ELAC, DELAC, and more different groups represented. I would love to have this. I don't know what my college. Thank you very much. Thank you. Thank you very much for your comments Superintendent and trustee Garcia has made some suggestions. This is an item. Can you I think that's something that definitely we should do I don't think there's anything that can hold us back of adding and changing or There's gonna be a movement people leave people move, you know committees committees are you know change and Definitely, I think we could benefit from adding more From our we should probably have a special ed parent perspective and also an English dinner perspective and You know we'll work

100with staff. That's something we can do. All right, so who's taking notes of these? All right, so we have special ed D lack a lack el cap. Yeah. All right. Thank you very much Go ahead Were any of these groups organically represented in the committee without having to single them out for their engagement? It's very possible. I'd have to spend some time with the list of the committee members to think about. The various representation they would. Because usually the more active people are the ones that the principals and the cafe specialists will put forward. And those are automatically going to be your PTA parents, your school site council, your DLAC, your ELAC parents, and your classroom parents. So I'm just wondering organically if those people were automatically represented. Because I know you and I served

101on so many different of the district committees, just being school site, PTA, and ELAC. It's always the same people so I'm just asking we can definitely we'll go back and and look at the committee list and and look to the folks who run the various committees that we've been talking about and make sure that there's Representation and if not we can we will work on expanding that all right any further discussion on this specific topic trustee Rodriguez-Mujica JUST VERY QUICKLY ON THE PARENT TOPIC, I THINK IT IS A REALLY GOOD IDEA. IT LOOKS LIKE THERE ARE ONLY TWO PARENTS IN THE ENTIRE COMMITTEE. MY COUNT WAS 19 FOLKS ON THE COMMITTEE. EVEN IF THEY WOULD HAVE ORGANICALLY, IT WAS ONLY TWO. I THINK WORKING ON THAT AND INCREASING THAT NUMBER WOULD BE A GOOD IDEA.

102THANK YOU VERY MUCH. I AGREE. I think we had another conversation on a different topic, but related to this, we saw a lot of resources available for parent involvement. And I think this is a good opportunity to bring them in, but also a lost opportunity if we don't do it. All right. No more discussion on this specific seed of this topic. Trustee Brubaker. So we sort of talked about this already, but I wanted to sort of drill down more. What is the right balance to strike between a district-level plan and school site decisions on having the cultural competency in the plan that I think you rightly highlight in the plan? But just like each of our school sites has a unique cultural makeup. How do we honor that while trying to do a district-wide plan?

103I think that's what I'm trying to get at. Okay, yes. So we did have discussion about this in, I think it's Literacy Priority 2, where we talk about creating guidance for developing culturally responsive. for identifying what culturally responsive materials and curriculum should be in our libraries, in our classrooms. We went for the guidance as opposed to creating like a list because we wanted to make sure that... With a list it feels very prescriptive and limiting whereas what what you're describing is that our schools have a community that that has a set of Demographics that may be different from a school across town and so by providing guidance We feel like that's that's more open for school staff to be able to Purchase and select material that's culturally responsive for their particular community Instead of being

104limited by a list great I can offer the example of the LCAP we have our LCAP goals for the district and every school has their school plans and they also develop their school plans with those goals but Taylor to their school needs so it'll be a similar approach we have these priorities that we have identified as a district and Then the school sites will you know move towards those prayers? So we're all moving in the same direction but coming from it from different angles, but we'll be in the same direction And then my other question, and I don't even know whether this is relevant to this topic, so forgive me. Will the ultimate plan have any part of it addressing helping our students who have disabilities that make reading more difficult, or will that be

105more left up to the individual special education teachers? So I'm not exactly sure which action it's in, but we do talk about developing a essentially identifying what the tier one through three interventions and support materials should be. And that's going to apply to some extent for students with disabilities, obviously thinking about IEP goals and what's in place for individual needs. from the special education perspective, but when we think about what materials are in use in classrooms and guidance for tier one, two, and three, that can apply across the board. And that's part of the development. That development is included in this plan. Okay, thank you. Trustee Rodriguez. I have some comments. Thank you very much for the work that you've taken on. It is a huge project to be able to take in all the

106issues that are involved. I know it will be a continuous work. Some of my observations are that, because I went through the document, I may have missed it, but I know when I... start to think of not necessarily the X's and O's about how to deliver a systematic way of improving but rather where do our students get to practice that? Right? And so to me one of the clear assets that every campus has is library. And so when I look to see the mentions of a library, I think I see them in year two at the beginning. I didn't see it in year one. I think in year two, it's in terms of outcomes. It's a partner with library staff to provide internal, external training about cultivating, promoting cultural responsive materials. But it seems to

107me, you know... I think I would ask for a reassessment of what place can our libraries and our library staff have in strengthening this plan because that's where our students are gonna get to practice. Not only practice, but they're gonna practice for free. any reassessment and alignment to bringing, you know, bringing more of a depth to the placement that our library, our campus libraries have in, you know, in moving this issue forward, taking some responsibility, you know, not just the library programming, but, you know. What are our librarians currently responsible for? What could they? What could it look like? And so that's in perhaps bringing, pushing whatever is decided to do with our librarians and our library, push that up into year one. as a really important cog of where they get their practices out.

108A consideration, I'd like to ask you to consider that. I also think that, and I see in year one outcomes, you know, one of the descriptions is family school partnerships to increase students' literacy outcomes, right? I think that's, again, that's really important. You know, again, beside the X's and O's, how you go through it, how are we going to have our families help once they're not in school, right? That's going to be really important. And what tools are we going to give them? And similarly, you know, I'd like to see some of the year two outcomes that... that deal with families and giving our families, provide families greater cultural responsive tools under 5.3 to help children at home. Can we move that up? Is it possible? Can we, again, assess if... especially that particular descriptor,

109provide families greater cultural responsive tools to help their children at home. Can we move that up in the process? Because I'd like to see, in whatever form it is, it could be a small form, it could be some sort of small pilot project, but that it's important for that concept to also evolve from the beginning. And because we also have, you know, really, we have opportunities in our community currently because when I think of families, it's not just what kind of extra activities we'll be able to do on campus, you know, because that, you have a certain amount of... success with that, but we know there's a lot of other, not everybody is able to make it, whether it's a district training or a campus training, and what can we do to meet parents where

110they are, right? So one of the opportunities we currently have, I've definitely spoken about this before, is, you know, we, the Woodland City Library now has its bookmobile. Right and I and and so does Yolo County now has its bookmobile and so they are looking for you know how to Keep this bookmobile up with programming and I know that and I know that the Woodland City Library is already connecting with some of our schools But I think that's from the library's efforts to connect with our schools. It's not coming Internally from us and so I'd like to you know, if you also try and assess that opportunity that's there currently and maybe move up or try to engage that community asset really that we have, right, in terms of how we could bring them on

111to this page, bring them on to our process. So we're communicating via our vision. And so that's an opportunity that we have right now. And the faster we could move on it, the better we could use that asset because they will get filled up with programming. And so that's my other observation. Thirdly, much of the work... that is in this plan seems to indicate that we will create new tools, that we'll get new materials, you know, books, you know, period, right? Do our libraries have enough volume of books and type of books? Now, all those things plus some other things will probably cost money, right? So I think the other informational assessment we need is, which one of these outcomes or actions will necessitate us moving resources or acquiring resources so that we can start

112looking at what this plan will cost, right, to do well. And even if, and again, you know, kind of like when you think about these kinds of programs, what would this plan cost if we could do it all? Right, and maybe we'll have to pare down from that but I think I think I think it's really important for us to Try and talk about costs when we when we're looking at these suggestions Those are my comments. Thank you. Thank you very much for those comments trustee Rodriguez moving on trustee Villagrana You're skipping your turn. I'm not skipping. Um, go I'm not come back to myself once you guys take your turn No problem. Got it. And I'm not sure how many questions are we able to do for turn two questions or two questions and

113two comments? Okay The first question is Were you aware of the concerns that for the consultants actually we were the concerns that were shared during public comment and that you take those into consideration in your development of the plan. I don't know. Yeah, they had most, as we shared, most of the feedback was positive. The concerns were, what is this going to look like? And, you know, what is, and so we've tried to outline that quite clearly in the steps year by year and also by priority area. The question about time and resources, it's kind of back to your question about, you know, how much will it cost? I think it's. great question one that should continue to be thought through that's not something that was voiced overtly however in the Literacy Planning Committee meetings

114thank you and I what point will be we would with the board be told what is the cost per activity I guess that's for Christina maybe or I don't know who that's for So we've we've talked about what the next steps are with continuing together feedback and then bringing a Next version back to the board and we'll need to have conversations about About the costs of certain of the of the action steps. We haven't begun to have those conversations yet It would have to be merged into the LCAP because that's where the funding is at. So it would have to align after we have the plan, we have those discussions, and it's going to have to align into the LCAP so the funding is coming, is outlined within that plan. And I think what I'll

115just add is in some cases, there won't be new funding needed. It will just be a rethinking of how we're using the funding that we currently have. For example, we have funding set aside for professional learning. And so the focus of some of the professional learning that we offer will need to shift based on the action steps in the plan, but not necessarily additional funding for that. I hear and understand that it'll be folded into the LCAP, but for me to approve a plan, I'm going to need to know what the cost will be associated, even though it gets folded into. Just put it out there. That's all for now. Thank you, Trustee Villagrana. Trustee Rodriguez-Molica. Thank you. I noticed across the plan there was a focus on TK-12 or PK-12, right? And I appreciated

116that because it was very much present in the big comprehensive literacy assessment. I found, though, still that in going through each of the action steps, there was a lot that was missing out on the secondary focus. So I wanted to kind of ask questions around that specifically. With literacy, right, and following all of the different models that you outlined at the beginning, literacy happens across the content areas, right? Not just in English classrooms and not just in the lower elementary grades. So I'm curious in the development of assessments, right? Creating a district-wide writing assessment, I think that's a really great idea. Aligning our reading assessments. How are we including writing assessments for writing in science in the secondary levels, reading in science and the other content areas into this plan? The development of the writing

117assessment will need to involve content area teachers just as well as English teachers. So speaking of secondary, we'll need to work with the teachers. I would imagine that would happen within the action teams. We have content area action teams as well as grade level at the elementary. And bringing this work to them. to get their feedback about what that looks like within their content area will be important. We have had this year training for science and social science teachers on disciplinary literacy, and so I think we have a foundation to begin that conversation. Yes, but we we have not had a district-wide Common writing program for for many years. So there will be some work to to get that going again So to be clear when we're talking about reading assessments and writing assessments, we

118are envisioning at the secondary level Writing assessments not just for the English class But writing assessments for all of the content areas and the same for reading in those content areas I would think we would be including those content areas as well. Okay. I think that would be really helpful to include in here because otherwise I think people just directly go to thinking, oh, this is happening in English class. It's not going to happen in my content area. And I make that point both for the writing and for reading. So making sure that we're not just assessing reading in English, but actually assessing reading in the other content areas as well. Whether those are benchmark assessments, they come with a... Curriculum, whatever that is, but that would be helpful to include it. I don't know

119what the superintendent thinks about that That's absolutely needed. Yes, I agree Thank You trustee. It will look different depending on the content right if it's a PE teacher or absolutely depending on the content if it's a CTE class or you know, so there'll be adjustments but but yes, every every content area does have Their standards and they all have the LA standards incorporated. So we have to really focus on those One more question I am looking at the table for the implementation plan. And I noticed some areas of disconnect across the board, but I'm just going to give one example. So under literacy priority number one, in the implementation table where it has the action steps, timeline, all the way to expected outcomes. Action step 1 1.1 Excuse me is create a committee of invested

120members to co-create and provide feedback on key literacy initiatives and align initiatives to the LCAP equity plan, etc So it's to create a committee of invested members to co-create it and provide feedback the evaluation tools though our Committee feedback survey and then the deliverable is meeting agendas The expected outcome is creation of a diverse representation of WJUSD invested members who have the opportunity to provide meaningful input about district-wide literacy priorities. So to me, when I look at those across, I don't see a connecting thread. I feel like I'm a little confused about whether 1.1 is about creating the committee and then providing feedback. or if it's actually about the key literacy initiatives, like actually creating those. And with the expected outcomes, I'm glad to see that there's opportunity to provide meaningful input, but I feel

121like what would be more helpful is how is that input taken in, right? So not just giving input, but how is that actually responded to? And I don't know if you have any thoughts around that. Sure. And I say that because sometimes we provide feedback, you know, but then it's checked off the list and then that's where it stops. So I want to see kind of what's the process here and how can we include that in this table. No, I really appreciate that thoughtful feedback. 1.1 is somewhat of a misnomer because it has been created, right? So it's almost created the Committee of Invested Members, and that action step is solely about the committee itself and creating diverse representation. And though the input and the dialogic feedback, the continuous cycle of... dialogue is incredibly important.

122That also happens throughout other action steps and thinking about the ways that it happens through PLCs, with teachers, as well as with families through a lot of our committee members and thinking through that survey data as well. And I think some of the difficulties of a template and a linear implementation plan is not always highlighting the interconnectedness of some of the action steps. And so, and that's why we tried to kind of think through the year by year calendar outcomes and how each of these action steps work in tandem with each other. But I fully agree that a large component of this is thinking through that feedback, though the action step itself, 1.1, is solely about the creation of the committee. So this isn't actually the action team. This isn't the this is what has

123already been done. 1.1 is about creating the literacy plan committee. So what already happened? That's the group that met this year and will be continuing to meet. That's the committee that we described earlier in the presentation. Okay. Yes. Okay. Thank you. That wasn't clear. And just to your point about the table, right, and not being able to make the, I get that. And. And we can do that in a table, right? Like we can, I think if you break up the steps, it could be a little clearer, right? So there, I understand that it is difficult, right? And it's, maybe it's a little clearer in the year by year, but I've seen it done in a table where it's very clear. This is action step. This is evaluation, right? And this is expected outcome. So

124I would like to see more of that across is what I'm trying to say. Yeah. I think that's a point well taken. And then also as a point of clarification, I think we had revised the 1.1 to say continue to work with the committee rather than. So thank you for the clarification. Any comments on the suggestions from Trustee Rodriguez-Mojica? Superintendent, do you see, do you think that? Those those those requests are feasible. Um, I'd I believe so, but I have to meet with staff Definitely look take a close look at it. And I think it's only gonna make it better So this is why we're having the meeting. So, thank you Christina just making sure that you noted those two suggestions by Trustee Rodriguez-Morales. Yes. You're making a list as well. Yes. It will be

125on video as well, so I'll be watching that after this. And you guys will notice that after you guys make suggestions or comments that I'm trying to make sure that the note-taking is happening because this is not an actionable item. It's an informational item as this document continues to seek feedback from us and it continues to expand and grow. Going down the list, Trustee Richardson-Fowler. Okay. I know that there's going to be a lot of training and in the plan we talk about the and I want to make sure I'm using the right term. We talk about the family educator and I'm going to assume the family educator is a family member who is helping to support the education. Correct. This is page 13 year one measurements clear district-wide expectation for PLC's and family educator

126Family it's family like family to educator educator to family. Like home school. The home school connection. Yes. OK. So in that vein I would like to comment and suggest and I like ring this bell as often as I can that we create some sort of database online that people can access so that they don't miss a one time or two time training because of scheduling life. jobs whatever that way that would enhance whatever training we are having for them to support them systems so that parents can access that as well. Maybe we can fold that into the home school connection is having that database of whatever kind of training supports we're going to have for either the family even. I would love to see a database of trainings for our staff as well so they

127can access them at any time but specifically for the family because we're going to be teaching them a whole new skill set and whatnot. So that's my comment of wouldn't it be nice without asking a question. OK. Here we go. Also I see on a lot of the measurements we have the I ready diagnostic being the primary measurement tool. I just want to make sure superintendent that all of our sites have access to the I ready. And then what does that look like for our our secondary level that aren't using I ready anymore. What is our measurement for them. That's not my second that's just one big question. Okay, so so for elementary schools every site has access to I ready all K through sixth grade students the exception is sitech they have I station

128so they don't they don't use I ready but they have a similar similar assessment product for a secondary secondary English and math teachers use the S back interim assessments as their common assessment. Okay. And then my final question for this round is we were talking about how we will get the supports that the students need with IEPs. So those students with writing goals on their IEPs, will they also get para support and that additional support for their writing and sciences and math classes as well? And what will that look like? I don't think I can answer a question about para support at this time. Okay. Can you put it in your notes and circle back to that? Yes. Thank you. Thank you very much, Trustee Richardson-Fowler. Trustee Garcia? No questions. Thank you. Trustee Brubaker. I

129don't have really follow-up questions. I had intended to go back and reread this today to refresh myself, but I was under the weather. But I do want to take the opportunity to sort of echo Trustee Richardson-Fowler's concern about a parent database. Even if you have the availability to go to trainings, I am famously... Guilty of thinking I will remember all of the things and so being able to go back and revisit that as things come up I think would be of Great assistance in having being able to have parents further these goals. That's it. Thank you very much trustee Brubaker Just giving you guys a time Reminder we are at 60 minutes happy to continue trustee Rodriguez. I just wanted to make a comment kind of piggybacking on on Trustee Villagranas comment about funding. I

130think and also to address my fellow trustees, we also have one time available funds. And I just mentioned that because I would like all avenues to be available as we think about this. Because this is a pretty big deal, right? We're not aiming just to Push out a document. We're aiming for a profound change For our students here in literacy. So I just wanted to echo that a thought for everyone. Thank you Thank you very much trustee Rodriguez. I'm gonna go ahead and take my turn. I don't have any questions What I do is just some thoughts that I want to share When I look at the document, I see the amount of work and collaboration that's been happening between WestEd and our school district staff. So I do come in and appreciate all your

131time and effort. And also to our superintendent, thank you to my college for all the questions that you guys have made. It's definitely made my mind jog a little bit. But when I look at the plan, I do echo Trustee Rodriguez's remarks in terms of the cost. but I also think about like this, it's not just rolling out and developing a plan, right? And seeking the community and staff engagement and student engagement to develop it. It's also the implementation and it's gonna take a long time and that's also gonna cost money. And I think that this board eventually, obviously not today, cause it's not an action item. We need to make sure that we account for the implementation costs in our budget. So, you know, as soon as this is ready to roll out, this

132needs to be a priority when we start talking about numbers. So I look at Louis and I look at Elodia that, yes, we need to put it into our LCAP, but what other resources can we tap into in order to make sure that there's efficiency, transparency, and that... that dedication from this board to say, not only did we work on this, not only did we collaborate with WestEd and make sure that we sought the community involvement and that everybody bought into it, but it's gonna be a long-term investment is what I'm trying to say. And I'm sorry if I repeated myself. So I just wanna make sure that we as a board know that the plans that we develop, we need to keep them in mind when we start talking about numbers and budget approvals.

133Throwing it back to Trustee Villagrana. Your comment about change, Trustee Rodriguez, absolutely. It's a cultural change, though, not just a change, right? People have been doing things a certain way for so long, and we're asking them to change behavior as well, right, and attitude as well, right? So it's going to take time to make that happen. Who wrote the actual plan itself? Who drafted it? Like the document that we received. I think it was written in collaboration with WestEd and the team of ed services directors along with. Writing of it, not like feedback, but the actual creation of putting the words into this piece of. Yeah. How many people? Well, we have like six services directors maybe, and then Sandra and Marianne. Just again, trying to visualize, so y'all got together in one room and

134typed it together? We did have times when we were in the same room together, and then we also had it in Google. It was a Google Doc, and so we would go back and forth. communicating that way. Got it. Thank you. As well. And then so were the priorities written as well in a group or was that the whole group or was it written based on the feedback that was given by the committee? So what I recall is that the priorities were developed in the committee with the committee. Like the actual language that we have now? With the committee. In the committee meetings the priorities were developed. Thank you. Those are my. TWO QUESTIONS. TRUSTEE RODRIGUEZ-MOJICA. THANK YOU. SINCE THIS IS A DRAFT, RIGHT, WE'RE STILL WORKING ON THIS AND REVISING IT AND FINE-TUNING IT.

135QUESTION FIRST, I THINK MAYBE THIS IS FOR YOU, SUPERINTENDENT. HOW MANY DRAFTS ARE WE GOING TO BE RECEIVING? IS THE IDEA THAT THIS IS A DRAFT AND THEN WE'LL DO THE FINAL? WHAT'S THE PROCESS THAT WE'RE IMAGINING? Let me tell you what my goal would be is to have this finalized by June so that we are ready to make staff development plans for the summer and start rolling it out, you know, start making plans. I would like to, so, you know, and I would have to, based on all the feedback that we're getting, I also want to be mindful of staff and be realistic about how much work that's going to entail. So, you know. If that means that we need to extend it, what I want may not necessarily be what will happen, but

136it just depends on how much feedback we receive. And then after this meeting... I'll meet with the staff and determine like, okay, I think it's going to take two or three more drafts. How much time do you need? Can we meet the goal of having it completed by June? Or if it's not realistic, that I can come back to the board and say, you know, it's not going to be done till the fall. So, you know, there can be partial things that we can start moving on regardless. So it's kind of hard for me to tell based on right now because we're not done with the item yet, discussing the item. Okay, that's helpful. It would be helpful for me in order for us to most effectively use this document to move forward, which I

137think is the overall goal. We want to be able to use this to implement. I know the focus for the literacy priorities, whenever we do anything like this, I know we don't want to have like 20 of them because that's just so much. So I understand that. At the same time, I feel like there's a lot in just a single priority. Like there's like three in there. And I think that's part of what kind of makes it a little challenging to be able to draw a straight line right from the action steps to the tools to the expected outcomes. So I would like to request that we look at each of these priorities and see if there's actually three in one of them. Ask ourselves, do we really want all three or do we just

138want the one? And if we do want the three, then make them three. And I think, again, going back to my clear line, right, to be able to see that, I think that's going to help with that. And it's going to help us be able to actually use this and measure it instead of something falling through the cracks. So that's a request I have, is that if we could study these literacy priorities and just see how much is actually in there and if we need to break it up into three, if that would be possible. Thank You trustee Rodriguez mojica trustee Richardson Fowler Comment I love that we're coming up with a common 12 through 2 through 12 writing assessment Which almost feels like we're coming up with a guaranteed viable curriculum. I love the

139vertical alignment and the horizontal alignment I do agree with trustee mojica's comments about making sure we're like making them into bite-sized pieces so that nothing gets overlooked or we don't actually accomplish that deliverable or action item. I do have a question, random question. Why are we waiting till year three for the SEL survey? I mean, we are gonna be doing a significant cultural shift and... It might benefit us to see how people are feeling at the beginning and then how they're feeling at year three because we're going to have a lot of haters in year one. And then to see the progression would be actually pretty beneficial. There's going to be a lot of stressors that first year. But to see that progression and to see that I would hate for us to see your

140three and then we're sticker shocked because people We didn't measure your one and two and see that number go down or change So I'm just wondering what is the rationale of having that SEL survey in year three? We do have a social emotional learning survey that we do every year. I think And correct me if I'm wrong, but I think that the intention with having it be a third year measurement was that it will take some time to see the change. And so we didn't want to. We didn't want to we wanted to ensure that by year three we would have measurable results because of the the timing of Making changes and and seeing those results in how students feel about School and their relationship to school and that said what's the difference between this

141survey in year three and the annual survey for SEL that's done It's I believe it's the same one we the social-emotional learning survey that we currently do is the same one So then why are we only highlighting it in your three? Go ahead I think that was one of the direct results of the culturally responsive guidance that we were hoping to see a greater impact of belongingness by disaggregated student groups. And so that was written into the overall measurements and outcomes as an indicator of that implementation plan. And then so creating the guidance in year one and then thinking about the implementation in year two and then trying to understand the student impact in year three. Although it is a survey that happens annually. Okay. All right. Trustee Garcia said no comments or questions. Trustee

142Brubaker, Trustee Rodriguez, I'm good. Thank you very much. Trustee Villagrana. Thank you. Trustee Rodriguez-Majican, I had a good conversation on the priorities. I appreciate that she raised a concern. as well those concerns on several of these priorities actually some of them are convoluted for me and again I asked who wrote it because you know I don't want to disrespect anybody but I'm also going to say my concerns and I have a lot of concerns I'm glad I'm happy where we're at and I'm happy with everything we've done I'm just not happy with and I get it's a draft but I just would I wanted more of this draft and again I ever expressed my my my concerns to staff and the superintendent Priority five to me does not match the rationale. So can you help

143me understand what's the connection between the rationale and the priority itself? So in reading the literacy, priority number five, establish greater communication and culturally responsive tools for all WJUSD families to become better informed and more capable of supporting students. We're thinking about the ways that we're able to increase communication. A lot of times... some of the family literacy events and all of the offerings that are happening across the district. They are phenomenal and we're hoping to bolster their attendance. And then thinking about the ways that principals as a conduit can be a kind of an informant for literacy and literacy priorities. One of the other pieces of rationale that families were expressing is that there's a variation of family engagement happening across sites. And so one of the literacy or the action steps is also

144to consider the ways that the promising practices that are happening across 5.5. and thinking through how we can garner the promising practices as well as the evidence base to think about how we have district-wide expectations for the ways that we have family school community partnerships. There's also this idea that we are hoping to have families become more empowered and understanding about their students' progress. That's something that families express that they would like. to have more data and more information about their students progress, which we then spoke to in both 5.3 and then also 5.2. So understanding how educators are communicating with families about their students literacy progress and then having personalized goals. And then thinking about how we're taking a culturally responsive approach to honor the bilingualism and the multiculturalism of families so that we're

145not just instructing families, but having that dialogic kind of feedback and understanding about how they are also already providing literacy growth at home and how we can bring those into the classroom. And then the last part was about the community partnerships. And so while that is kind of an extension of family, community, and school partnerships, there was a desire from community partners to be more involved in some of the ways that we provide comprehensive support. So I heard you say communication. The priority but I don't see community I see engagement in the rationale I don't see communication at all in the rationale that's listed there and that's the disconnect that I see I appreciate that I think the rationale in the comprehensive literacy assessment was Was pretty robust and we tried to synthesize that within

146one or two statements within the plan itself But I think we could be more clear about that need pointing back to parts of that to include in the rationale. So thank you for including that feedback. Most people are not going to look at the assessment rather than look at this document. And to me this document the rationale has to support the priority. And again I just don't see that now we're equating engagement communication and to me I'm not OK with that. Right. If it's about engagement then to me priority five should be about engagement. And then my second question is the culture responsive tools. HOW DID THAT EMERGE AS SOMETHING THAT WAS REALLY IMPORTANT ENOUGH TO PUT AS A PRIORITY? FOR THE ACTION STEP? I JUST WANT TO MAKE SURE THAT LITERACY PRIORITY NUMBER FIVE,

147CULTURE RESPONSIVE TOOLS. MY MISTAKE. I THINK THERE IS, WHEN WE'RE THINKING ABOUT THE EVIDENCE BASE FOR FAMILY SCHOOL LITERACY PARTNERSHIPS, A LOT OF IT WAS also drawing on family experiences and then what the research says is that trying to pull in ways that families are already engaging in literacy practices and highlighting those so that we have a culturally responsive approach to kind of some of that dialogic feedback and ensuring that it's not just the dominant ways of knowing and speaking that are honored within our schools. There was also from the CLA a request for Families wanting just more support and understanding how they can support their students at home. And so adopting kind of the WJUSD and evidence-based approach of cultural responsiveness, we incorporated that into the priority. So just to make sure I heard

148you correctly, so that came from research, then not from feedback from our families or our staff? So I apologize. So they were incorporating the research to say culturally responsive, but they have requested additional tools in order to be able to support students at home with literacy. I understand additional tools. But again, so the culturally responsive part, did that come from research or from our families and staff? That I don't know that they asked for culturally responsive by the phrase, but. based on the state guidance and the framework of the SLP, the state literacy plan, we included the culturally responsive as well as kind of based on the mission and statement of literacy that was co-created with district leaders. Understood. Thank you. Those are my two questions. Thank you very much. Trustee Rodriguez-Molica, none. Trustee Richardson-Fowler,

149none. Trustee Garcia, yes. Yes, that's why what was my my first question about to have as many parents you can have in this committee. It's about what Trustee Villagrana say about hear all the voices. And from my perspective as a migrant parent. I can ask for my rights to ask for the grades if I don't understand how the system working here. So we need to hear those parents who have these issues. They need to know where they can go. how they can ask for help. That's why my first question, and I agree, I'm not ready to say I'm fine with this report until I have all those voices heard in this report, because our different perspective, and those parents are the most needed. So that's completely my report. Thank you. Okay trustee Brubaker none trustee

150Rodriguez Just just quickly. I think to trustee Garcia's remarks I think You know, maybe and to my suggestion earlier was to push family engagement a little closer sooner down the line because that would kind of have your mindset there, right? Where it'd be easier to kind of access these issues and make them priorities as you evaluate. And so that's just a comment. All right. So we're not taking action on this item, just making sure that all of you guys are aware of that. This is a draft and the superintendent has already made us aware that there will be numerous drafts coming our way. Trustee Villagrana. Thank you. So... I GUESS I'LL TALK ABOUT PRIORITY NUMBER TWO. IT SAYS UTILIZE WGUSD PROFESSIONAL LEARNING STRUCTURES TO VERTICALLY ARTICULATE STANDARD BASED EXPECTATIONS FOR STUDENT LEARNING AND TO DISSEMINATE

151AND IMPLEMENT HIGH QUALITY INSTRUCTIONAL PRACTICES TO SUPPORT STUDENTS TO MEET EXPECTATIONS. And one of the questions I asked, like, who is the audience for this document? And I was told that it was, again, staff and parents as well. And to me, this is written, and part of the goal is to communicate this, right, and be understandable. And to me, like, I had a hard time understanding that. You know, vertically articulate standards, like that's... Teacher right which again teachers understand that but as a community member or as a parent I would not necessarily understand that so I also want these priorities rewarded so they're Understandable if that's the goal now if they're like nope these are for our teachers, okay that makes sense but if we're saying it's for our teachers and the families right and

152and other suggestion that I had to that maybe we create a Kind of smaller document that translates right this for the families. So it's understandable. But regardless to me the priorities still need to be understandable period. And then we can create another document that explains this this plan. And then my question is so on pages of the plan pages 8 what's called the year by year literacy outcomes and measurements. So I had a hard time understanding what. the little arrows going down and then the equals was and then you have the outcomes listed here and then the outcomes are listed again later and I'm wondering why what was I guess the thinking behind listing the outcomes twice and what was the purpose of these what would you call these graphs is it they're not tables

153how are these described? The tables to be transparent. I think our quality assurance person was trying to communicate something with the the cyclical nature of it then we actually took that out with the So the equal signs, and I think it's probably clearer with just a two-table format. The purpose is to think through the holistic outcomes, and I just want to make sure that I'm understanding the question. The listing of the outcomes on pages eight and beyond, and then the listing of the expected outcomes by action steps, is that correct? When we were thinking about the interconnected nature of some of the action steps even across the literacy priorities, some of the expected outcomes, if you read them in a linear fashion, solely pertain to that action step. But when we were thinking about the

154implementation plan as a whole and the ways that it builds capacity and then has impacts on students, we were hoping to be able to think through the entire outcome for the system and how the system might be growing year by year and the ways that we measure that holistically across all of the action steps that were being implemented in year one. So it's almost thinking about the short-term outcomes, the medium-term outcomes, and the long-term outcomes if the action steps are achieved by year in the plan. And after this was drafted it went back to the committee for feedback before it came to us? No. So the committee didn't see this to be like yeah that makes sense to us then? Correct. So they didn't go back to them. We did see a draft. I think

155we put that put it in. Clarify again. Not a draft. This document. Not this. No. We put it into this format for this meeting. So we can we will share with them. Those are my questions for now. Thank you. All right. Do any other of my colleagues have any questions outside of Mr. Villagrana? All right. Mr. Villagrana, you have the floor, and we are at an hour and 25 minutes right now, and we are getting close to a break. We can take a break now if you'd like. You guys would like a break? Can we just finish this topic so that we have a natural break in between topics? All right. Trustee Villagran. Thank you. So the same question around the activities. They're listed in multiple spaces. And again, what the rationale was for that.

156You mean the action steps? Let's see. They're called. Yeah, sorry. Action steps. Thank you for clarifying. They're listed on the table. And then they're listed again on pages 24, which are the action steps by year. Can you repeat your question? So the action steps were listed in the table and then they're listed again in the action steps by year. And I'm wondering why the two spaces? I think having the actions listed out by year on page 24, the immediate actions and then year one, year two, year three, it's another way for individuals to... See what specifically is happening in year one across all of the priorities. So it's bringing this tape this page 24 is bringing the action steps from all the priorities The pieces that are happening in year one in in a list

157form So it's just another way to organize it if we want to see all of the actions that are supposed to take place in year one Those are listed here Instead of looking across all of the tables Okay. To me, for a document to be more digestible, right, like it should be, I guess, less is more in a sense, and just adding it, because it's just stating the action, like there's nothing else, right? As the table has a lot of information, right, that's beneficial, but just... Guess I'm trying to figure out what the values of just listing them like how does that benefit anybody? That's putting this action this plan into action by just listing them Like what would they do with that versus the table that actually has all the information they need to

158be able to do something with it So we did do this work with the committee the committee went through the actions and identified which actions should take place in year one year two in year three and then what we had everyone do was say hey Actually, we can't have 25 actions take place in year one. So we did actually, this was actually a valuable step to put into place in the development of the plan. I hear what you're saying that perhaps that section is maybe just a staff piece. But it is an essential, it was an essential part of the plan development so that we could see whether we were trying to put all of the actions in year one or all of the actions in year three. Absolutely. It's a great tool. for that

159objective. But to me it's just that I just don't see the added value to adding it to the to the document to me maybe an addendum right for the staff to have if you want to have like a list. But again to me I want this document to be user friendly and digestible and again the longer something is that people pick it up they're like 60 pages. No way. Right. Versus 15 pages 10 pages 5 pages. Right. More likely to to be read. And again maybe it's that other version you know if you decide. decide to do that. So okay, thank you for that. Let's see. So one thing that I mentioned was missing from the table was ways to measure the outcomes. It seemed like there should have been another column. And I was

160curious why that was not included in the plan. I think that's what we meant by the evaluation strategy or tool is how we would be measuring the outcome. So if you could help me pick one that has the outcomes and then that valuation tool that would measure that outcome well, so 1.3 to 7 8 literacy initiatives with family and community members and provide opportunities for biologic feedback about their progress we would collect artifacts from disseminating the literacy goals with families as well as the tool to really measure would be the family survey results we would be looking for greater awareness of family and students about the district literacy priorities as measured by the family survey results and in observations of these events So the artifacts are the products that are produced by the students, correct?

161Or what are the artifacts? Thank you. I think the artifacts would be the dissemination of the literacy initiative, so thinking about the ways that they're being communicated, whether they're within agendas for ELAC or DELAC. It could be from certain communications from a cafe specialist or from principals, but it would be the artifacts and the catalysts for communicating. So the collecting of the artifacts, to me, shows dissemination, but the outcome is awareness. The dissemination of artifacts does not equal awareness. Right. It's just, I think it was one evaluation strategy. It was intended to be one evaluation strategy in the list of evaluation strategies and complemented by the family survey results. Yeah, there's just a lot where, again, I just don't see the... DEVALUATION STRATEGY CONNECTED TO THE OUTCOMES. AND SO, YOU KNOW, I GAVE THESE ALREADY

162TO CHRISTINA SO SHE'S AWARE OF THESE BUT THERE'S QUITE A BIT THAT, AGAIN, I JUST DON'T SEE THAT CONNECTION. THANK YOU FOR THAT. SO I WANT TO RETERATE THE ME, MY, NOT SAY NEED, BUT MY ADVOCACY FOR INVOLVING YOUTH IN THE DEVELOPMENT OF THIS PLAN. IT MEANS IT IS FOR THEM. And I think it's important. I think it's important for their voice to be part of this process, even if it's, you know, focus groups or a committee that get together and you show it to them. I don't know if it's the superintendent's advisory committee or the principal's advisory committee. You know, I would have wanted them and then I'd have to go back and watch the video again, but I could have sworn we said that youth were going to be part of this process,

163but I can't remember. So I have to go back and look at that. But we're here now, regardless. there's still time to get their voice, not in the assessment part, but in the actual plan that's being developed. And then why was the draft not shared with the DLAC for feedback? We haven't shared the draft past the committee that worked on the draft. Ed services team and then now bringing it to the board D lack the l cap collaborative other committees youth advisory councils, etc That will that will be part of our next our next steps with getting feedback There's an ask is because the out camp is shared with those groups right before it comes to us Yes, okay So that's to me I would have want for their feedback to be incorporated into but

164I guess now we'll do it after the fact what I'm hearing then It's never too late. Perfect. Yeah. Thank you. Let's see. Yeah, please. All right. Trustee Rodriguez-Molica. I just wanted to add something that your questions are kind of clarifying, your responses are clarifying to me. And I think part of my confusion that I had with this table. What I'm seeing in the evaluation strategy tool is it seems like we're conflating evidence, like the artifacts, with measurement tools. And I think that's the struggle here, right? And I think the evidence is good because it's proof that, look, we are disseminating, right? It's in a slide, it's in the email text, it's in the newsletter, whatever that is. So it's evidence that the information is being disseminated. But if the goal is greater awareness, Those artifacts

165don't help us measure that, right? So I think my recommendation is to take the evaluation strategy tool. Column and either break it into two into evidence of the dissemination and then what you're actually using to measure Like that family survey results, right that will tell you if it actually increased awareness in that same Table 1.2 is the action step is disseminate literacy priorities across each site The expected outcome is similar to the one we just discussed right? It's increased staff awareness about district-wide literacy priorities But the evaluation strategy or tool is again like the artifact or the evidence right so the staff meeting agendas and site-based input data So that I feel like is another artifact right like it's evidence But what we need in order to be able to measure increase staff awareness is

166another survey Does that make sense like I think that's that's the issue here is that we're conflating evidence and artifact with measurement tool Thank you, you took my next example actually which is no no you're good. Thank you. So yeah, this is greater staff input right and again having Evidence that it was agendized doesn't mean that I suppose agendized doesn't mean there was staff input And again, there's there's a lot of these there Those are just two Again, I won't go on with those. I already gave those to to staff Let's see And then will after this plan is adopted and approved will then each and maybe it's question for the superintendent would each school site then develop their own literacy plan to meet the needs of those specific schools or will there be required

167to follow this plan? We recognize that every student every school has different needs. So there's going to have to be some flexibility. They have to align to this. Definitely has to have alignment. But this is not a step-by-step. So they'll have some more specific sites work to do that. But we all need to be moving in the direction, like I said earlier, but coming from different approaches based on the needs of the school sites. Thank you. And then my last can be a comment. And again, I shared all the other questions with staff. It's just the flow of this document just to me, like, didn't make sense as far as like to get the communication across. Like, really, we should have thanked the committee first. Right. And then, you know, talked about the process and

168then then the priorities listed and then the table and then my opinion done like those other things. Again, don't don't add the intent of communicating what this is about. So and again, I shared that I actually I fit I have one more regarding the mission Where is it at? What page was that? top of page seven Right and it says wjusd's mission, right and to me maybe this is a purpose statement for this document But our district has a mission Like having another mission for this document will create confusion And I know maybe it's a vision, but to me again, maybe a purpose statement, but I would not be okay with creating another vision ourselves here, which is not at all close. I mean, I love the statement, but to me, it's not the district's

169mission. So again, I'm not sure what thought process went into that, but yeah, that's okay. I'll keep my word. That's my final. Thank you. Thank you very much trustee Villagrana anyone else with questions or comments closing comments Seeing none. Thank you very much for your presentation. I'd like to say something. First of all, thank you. I know it was very, very hard work. There was a lot of work behind it. And, you know, I've been involved in ed services for a long time. My heart and soul is in that. And so please, this is feedback. Sometimes we get so much into our project that we have to step back. That's what this is for. It's a step back back to get the perspective from outside perspective from the board. So Just know that this you

170know, the comments tonight is to help improve so that we can better Have a plan that is more Understandable to our stake to all our partners our board members our parents and I thought I thought the feedback was great tonight Thank you trustees for taking the time to read the plan to show your perspectives And I want to thank you also our staff or the committee members of parents Involved in this and you know, we're gonna go as fast as we can but as low as we must And you hear me say that staff that works closely with me and I've heard me say that many times when I go as we can as low as we must and take this not as a criticism tonight but as a very important thing for the district

171and we just want to make sure that we get it as close to as perfect as possible. There's no such thing as perfection either. I also want to also for the purpose of the community and staff members and the board, there are not many districts that have a literacy plan. We did research. on it to try to find something and ask for guidance from the state. There's not many people doing this work. And so we are courageous to give something a first shot when we didn't have a model, trying to be very ambitious with this process. And so thank you. Thank you, Christina and the Ed Services team, the committee. West ed for your support and for the feedback we received tonight from the board So again, we will just keep working working at it

172to make it even better. Thank you The superintendent did a hundred percent again. I said I'm happy we're here I'm Happy of all the work that was done to get here again our goal is just to elevate right the the quality and to to make it a Working document like trust really is not something that just sits, you know I'm sure you don't want your work to just sit in a shelf somewhere collecting dust like that is the last thing I think that a person that works on something like this wants to happen i'm sure none of our staff wants that to happen at all so yeah please don't don't mistake our questions and and our thoughts um as uh saying that you know we don't want this or like this it's just we want

173to make it better we want to make sure it works for our families because it's obviously needed and we just want the best outcome in the end so again thank you Thank you very much for standing this long. It's been almost two hours. Please take your seats and to my colleagues, we will be back at 9 p.m. Thank you. All right, you guys, it's 9.01. Let's go ahead and make our way back to our seats and get started. Item L2 is an informational action item to review and approve updated adult ed education graduation requirements. Thank you very much for your patience this evening. Is this on? Good. Well tonight we are Recommending that the board consider approving changes to the adult education graduation requirements In two in two ways one is to add ethnic studies

174Graduate course to meet the graduation requirement for ethnic studies and then the other one is to have less Elective classes. Elective classes so that students, we have even taken another barrier for our adult students to move on to their next step, their next goal that they want, which usually is either getting a job and then either their high school diploma in order to get a job or they want to transfer to community college or to go to trade school. So just tightening up our graduation requirement and we have here our adult education principals if you have any questions. Good evening everyone. My name is Karen Liu and Superintendent Elodia Ortega-Lambkin stated I am the principal, proud principal at Woodland Adult Education and I am here to answer any questions that you may have. All right.

175Who would like to start? Trustee Richardson-Fowler. So for the ethnic studies requirement, I didn't even think that adult ed didn't have a class. So thank you for... bringing this up as a member of the ethnic studies committee. I do want to ask a question that is loosely related. Do we have any opportunities for dual enrollment for our adult ed students. At this moment no. That is something that we are looking into for CTE. So it is it is out there on the horizon. But at this moment no. OK. I'm loving that it's on the horizon and that's all I have for you. Thank you. Thank you. I am ready to move forward if nobody else has questions. Thank you very much see no questions. Go ahead. Miss. Miss Richardson down the line. I wasn't sure

176so I do have questions. Oh, I'm sorry. We asked does anybody else have questions and I Usually we go down the line. So that's I'm clarifying. Okay, we're down the line trustee Villagrana I did ask does anybody else have questions and nobody said anything I was waiting for to go down the line. No problem. Let's do that trustee Garcia trustee Brubaker trustee Rodriguez I don't have any questions for us TV So the rationale that was provided was that we're trying to remove Obstacles right by reducing the electives. Yes so my question and so I saw another district has 30 units for English and you still recommend 40 is the reason why we're not recommending 30 instead of keeping it at the 40 for the English we want to adhere to the California state standards we

177don't want to dilute the Essential core requirements and that was one of the reasons that I provided the random sampling of 30 schools for you to see. Quite a few of the schools in this sampling do have the 30 credit list for English. And please know, this truly was a random sampling. To be transparent, I asked my VP to do this and to specifically not find schools like, hey, get schools that have low elective credits. Understand there are, I believe, 325. California adult schools. So again, this is very random. It's a very small percentage. I just wanted you to see number one, none of the schools are offering ethnic studies yet. I want to get a jump on that. I realize the requirement does not take effect till 2029. But as I stated, I believe

178it was in the Friday facts and working with Superintendent and Christina Lambie that we want to be proactive. We would have done this sooner. But we use Edgenuity as our online curriculum platform. It was not available to us with our multi-year site license subscription until this school year. So we've been piloting it with students. We're getting very positive results. We're hearing good feedback. We've only had one student, to my knowledge, who has voiced objection. The student actually did finish the class, but overall students are very accepting and willing to take this. And one of the reasons that it is important to me to offer this, just because I feel it's a step towards making Woodland Adult Education more inclusive and supportive of all of our students. And I feel that for our students and our

179staff as well, to learn and understand about the struggles of different cultures, we can have a more inclusive environment and will help each other build a stronger more connected school community where everyone feels heard all voices are represented I know I've heard you speak to that a lot about having student voice and really listening to what students need and want and just this just creates a culture of inclusive inclusivity for our students you have no no concern with the ethnic studies component so if I heard you correctly 30 units of English does not meet the state What you call it? Well, this is it the state is 40 if you look on that the sampling with the 30 schools Let me get to it. I looked at the list. That's why I saw that one,

180California We opted to go with what the district is offering is 40 and it has been that for I've been in with and now for eight years and I know it was 40 prior to that So we want to remain, because it's so important that students can effectively communicate orally and in written fashion. I don't disagree, but just to clarify, so 30 does not meet the state, or it does? Let me look back over. I would have to direct you to the random sampling of the 30 schools. I believe it's on the last page what the CDE requirements are. Yes, CDE is offering 30, but we want to exceed the 30 and go with what the district is offering. Okay, sorry, that's not what I heard you say the first time. I'm sorry, I misstated.

181I'm sorry. So I want to make sure I heard correctly. Yeah. So if you look at for everyone just so we know where Trustee Villagrana is asking about the requirements for California are listed on the last page of the sampling of the 30 schools and you can see all of the requirements listed. And if you'll notice their overall requirement is 135. So yes I do apologize I misspoke when I said it was 40. No worries. Thank you. And so. the same line of again removing as many What's the reason that we're doing 25 electives instead of less than 25 electives? I don't want our school, truthfully, I do not want our school to look like a diploma mill. Okay. Yeah, in all honesty. And so that you know the elective credits, the current courses that

182we have available for electives are foundations of personal wellness, psychology, sociology, strategies for academic success, career planning and development, and personal finance. The three that we would be recommending and keeping to meet the 25 would be foundations of personal wellness, strategies for academic success, and career planning and development. And the purpose or the reasoning for keeping these is that these align with social emotional learning. They address the various aspects of personal growth, mental health, and career readiness. And they focus on the whole student, helping to build resilience, improve self-awareness, and develop... critical thinking skills. So ultimately this will empower students to thrive academically, personally, and professionally. Thank you. So what I hear then is, again, removing as many obstacles but keeping as much rigor as we can. Yes, keeping as much rigor as possible. We

183are not, if you will, diluting or watering down the core requirements. For our new trustees, you may not know, and even for our trustees who have been on the board with, you know, listening to me for several years, you may not know, although you probably do because you've all been to our graduation ceremonies. Our students come with a lot of struggles. with you know just not being successful in the past they're juggling family careers you know all kinds of things that they're coming into class with so in all honesty I cannot see let's say you you know that we're starting career and tech ed classes I can't see saying to one of my students well gee sorry you can't do your dental externship because you've not finished all of your elective credits and earned your

184high school diploma yet. I would rather say let's get rid of some of these electives that really don't benefit them and put them into something that will actually benefit and improve their lives and that of their families. Thank you. Move for approval. Second. All those in favor? Aye. Any opposition? Abstentions? Seeing none. Action to approve the updated adult education graduation requirements has been approved unanimously. Thank you for your time. Thank you everyone. I appreciate it. Thank you. All right. We're moving on to item L3 very quickly here. It's an informational action item to discuss the plan to improve academic performance in schools with low scores. And I am passing on the floor to Trustee Garcia. Thank you So I want to explain my the item I put on on this agenda and if you have

185any question and what is the Outcome I would like to get from this so this item is about creating a plan to improve academic performance low scoring school Starting with those that superintendent can determine determine I By using one-time funds and the resources can be implemented for I wish for the 2020 25 26 school year or as soon as the superintendent since fail civil and So for me allocating one-time funds to the lowest performing schools provide extra research Where there are the most needed this insurance that every student has the same opportunity to success and I would like to share with my college that I believe this is crucial to address some of the most pressing needs with our district, especially these schools. And I have a question for the superintendent. The superintendent and I,

186we have more than one conversation about this item since the first time I submitted the fellowship. And I would like to... If my colleagues has any question about my plan or I'm open to answer. All right. It's been opened for discussion and questions. Superintendent, do you want to say anything before I'll just share? Yes, I've had several conversations with trustee Garcia and Basically, you know What she would like to see is is there are there any ways that we can do something even some more? resources to our low-performing schools And can we consider using some one-time funds? for the low for our lowest performing schools. So it's not necessarily like a plan like you saw tonight, but to be able to provide, let's just say, for example, a particular school, I won't even mention one.

187I won't mention a name because I don't wanna, it's just an example. Let's say a particular school, we recognize that there's more need to engage parents. So maybe there could be some potential, well, what is currently happening there to engage parents and what additional funding or resource could that school site potentially use and let the school site identify, you know, this is where we could use additional resources. And then we're going to be having the other discussions with the board. on the other special sessions and that you know that we're going to be having later that's a whole other discussion but this will give something um that we can start planning and the principles can count now for next year uh to be able to have a little more support at the school site level

188um so i think that is uh doable um uh trustee garcia was very understanding that um that i would have to go back to the staff and come up with uh you know uh um What that might be what the amounts might be? It was also important for me to put the board to understand what is currently happening because there are things that are currently happening but that you know, we could always do more for the low schools and so I Felt that that was a reasonable request and so it's up for you to see if this is a direction of the board is an agreement All right, who would like to go first with questions or comments? I'll go first Trustee Garcia, thank you very much for bringing this item and your patience as

189we got it agendized. My concern with this plan is that I know that our superintendent and staff are already working on something and have already secured some funds from the county, correct, superintendent, to try and implement some outreach. So there are, I'm going to need, did Danielle leave? Danielle. Sorry Danielle so we do receive additional supports from schools that are identified And you're going to have to help me because I can't remember the themes of the funding and the types of things that we need to do. So are you speaking of CSI comprehensive support and improvement? Yes, thank you. All of our schools have exited CSI, so we no longer receive any additional funding after this fiscal year for that support. Although the state guidance is that you should use your Title II funding to...

190to provide professional learning and support for schools that are identified for additional targeted support and improvement. And those are schools that have student groups that are historically underperforming. Okay, I was under the impression that we were getting some county funds to help address these low-performing schools. There's some funds. So, Christina, you're helping out with the CCEE for particular student populations. We've We've recently Let me explain. Oh sure. Yes when I say counting is to clarify the county collaborates between CCE and the county Because the county is responsible for providing those direct service supports, but they contract they select CCE so it's a collaboration between the county and CC CCE So we have been receiving support from the county office under what's called differentiated assistance. That is where our consultant, Joel Rabin, has been working with

191school teams on data analysis and then also providing some individual support for particular schools. And then what's happened recently is that we've been identified for... Tier two intervention and that is support from CCE the California collaborative for educational excellence and It's another as a statewide organization that provides supports to districts and leas and So we're in discussion with them about what that support will look like for the coming years Okay, so you guys are in discussions with them about what the support will look like But you guys are have also from my understanding Elodia is that you guys have also started mapping out What type of resources and implementation you guys would like to do with these monies is what I understood Yeah, and it's a very draft draft Conversations we we know we have

192some one-time funds. We have some carryover funds We're in a situation right now that we also don't know what's gonna happen with the state budget or the federal budget And we have a lot of needs and part of the needs is our low-performing schools, right, you know, so I did not say that we were with my conversation with Trustee Garcia that we had like 10 additional monies to pour in, but it could be some additional support without giving us limitations of addressing some of our other needs. And keeping in mind that we don't know what's going to happen if the Department of Education Shuts down and what implication that means for our federal funded programs. Okay, so I those I had I have a lot of questions So I have that was my two questions,

193but let me give you my comments And we'll come back So I know that Elodia has put in some work to try and address these low-performing schools. I think that tackling this issue through Trying for the board together to try and implement plan to improve academic performances at school sites. I appreciate the initiative, but we don't just have school sites with low scores that we need to address. We also have schools with low performing students that also need to be addressed. So my concern is that Elodia is already working on something. We are asking for a plan to improve academic performance in schools with low scores. But what are we going to do to help the students that are not at these targeted schools that are performing low? So I don't want to leave them

194behind. So it's just something to consider. Those are my comments right now and my questions. And then I'll take another turn when my turn comes around, and I'm going to go to the right. So that would be Trustee Villagrana. I'll let others speak. Then I'll go after you. I'm sorry. What did you say, sir? I'LL PASS FOR NOW. OKAY. TRUSTEE RODRIGUEZ-MOJICA. DID YOU WANT TO RESPOND, B.B., TO THAT BEFORE I GO? YES. THANK YOU SO MUCH. IS THAT OKAY, PRESIDENT? ABSOLUTELY. I JUST DIDN'T SEEM LIKE ANYBODY HAD ANYTHING TO SAY. I'M SORRY IF I PASSED YOU UP. I'LL TAKE MY TURN AFTER B.B. RESPONDS. ABSOLUTELY. GO AHEAD. THANK YOU, TRUSTEE RODRIGUEZ-MOJICA. SO ABOUT YOUR QUESTIONS, TRUSTEE BAUTISTA ZAVALA, I KNOW ABOUT THE PLAN. THE SUPERINTENDENT IS WORKING, BUT FOR ME, THIS PLAN IS FOR DOING

195AS SOON AS CAN TO WORKING WITH THIS, TO START WITH THIS CONSUME SCHOOL. THE SUPERINTENDENT DECIDE WHICH SCHOOLS AND HOW MANY, AND IF WE SEE THIS EXTRA TOOLS FOR THOSE SCHOOLS WORKING, WE DECIDE LATER IF WE CAN IMPLEMENT IT ON THE OTHER SCHOOLS. So that's the plan I have in my mind. I know I'm not expertise. I just give it to the superintendent. They can decide what the source. And for me, I want to clarify this also. I would like to do something is not doing, something is not happening right now. Something different, an extra resource. That's my mind. And I don't know if it is respond your questions. Can I respond? Thank you. Would you be open to modifying your plan to also tackle implementation to improve academic performance for students in the non-identified

196schools that are performing low? Because I'm advocating for them because I don't. I believe that they also need the services at the same time as these other low-performing schools. For me right now, the more important is to take an action to happen as soon as we can. I don't know if the superintendent is the person who needs to tell you if this is possible. I don't know if there are two different things because I'm looking at low-score schools. and working on them and I don't know if we can go too deep on certain students. I'm not the expertise, I think. I did have conversations with the superintendent. I was looking forward to learning more about your plan because. What we had was a title so I did have some conversations with her and I said

197hey This is my understanding of the plan. This is my concern Do you think that this is something that we could address? at the school sites that are not identified so making sure that we capture those students that are performing low and I'll let the superintendent answer if you guys think this is the appropriate time I'm okay with you finish. Will you all finishing this up and then I'll take my turn. Thank you I mean we can look at it different ways. It's really going to be like, you know, all our schools can use additional resources. You know, they all can. You know, if we want to take some of the one-time or some of the carryover funds and say, okay, we're going to take an additional allocation, you know, I'm just going to make

198it up. Maybe $300,000 as an example. Divide those funds To give sites a little more based on the number of students who are low performing That could be one approach it could be maybe we just focus on the lowest performing schools I mean, it's different ways that we can look at it. It's just good. I will do what the board Majority the board wants direction that you want, but I can work at make it work either way Thank You superintendent I DON'T HAVE ANYTHING ELSE TO SAY. TRUSTEE RODRIGUEZ-MOJICA. I WANT TO SAY I APPRECIATE YOU BRINGING THIS UP, TRUSTEE GARCIA, AND YOUR PERSEVERANCE IN MAKING SURE THAT WE DISCUSS IT. I WANT TO BE SUPPORTIVE. I'M A LITTLE CONCERNED. If we move this, let me reword this. So if we move this forward, I feel

199like what I need in order to move this forward is more parameters around what that money will do and if it's actually going to support students in increasing their academic performance. And I feel like that's what's missing for me right now. Otherwise, I agree with you that this is really important and it is urgent, but I worry that if we just move forward a plan. allocating one-time funds to schools that have struggling students without a clear plan about how that money will be used and the straight connection to increase performance like that just worries me a little bit. Can I help clarify? So her request is not to determine that amount or the plan specific now. It's for me if For me to come later if that's the direction you want to give me to

200come back with here's a way that may you know maybe give you a couple options. So there's nothing specific right now. I just want to clarify. It's just an idea that she has and she wants to know if the board would like for me to come back with more information on that. So to clarify, the action is for you to pursue this and research it and figure out how much money and what it will be used for and what the schools will be. So all of that information. Okay, thank you. Can I respond from my perspective? Yes. Okay, yes, we talked with the superintendent about to have that plan. If we agree that the superintendent come with a plan. Later we can decide when. And she can say the step of you say what we

201want to get from that fund. And also I would like to get later adjustment or refine what is working, what is not working. That's why for me it's better to start in some school and then once we know what is working, then implement it to the world. Yeah, I completely agree with what you're saying. Trustee Rodriguez-Molica do you want to no. All right. Do you have any other questions. No. No. OK. Trustee Richardson Fowler. OK. I appreciate targeted support for struggling schools. I am here for closing the achievement gaps. I like the flexibility for immediate impact. The struggles I have with this are that. We've learned that a lot of our title one schools are not using their funding already. I don't want to encourage bad budgeting decisions. The use of one time funds of

202course as we're always told is not sustainable. I have more questions. This feels very nebulous. I think if we did our comprehensive study I would feel much more secure about using one time funds in this direction. But at this point in time we're talking about giving more money to schools and I don't even know where they are financially what carry overs they already have. One thing that is continually sticking out in my head is that our title one schools are not using all of their title one funding. So I don't even know how much money these schools already have and what plans they have So I would need some more information before I made a fiscal decision like this Thank You trustee Garcia Your concerns? My concerns is... Okay, yeah, I got it, I got

203it, sorry. I'll lose for a minute. Yes, what I say about you would like to wait until the studies, the studies after this idea, that's correct? That's a part of it. OK. But the studies aren't just it. I also want to know what the budget is for these school sites that are already low performing. Again I will reiterate we learned that our Title 1 schools are not using all of their funding. What part of their school site council funds are they using with what interventions. What more do they need. I would feel so much more secure if these requests were coming from the school sites or our superintendent had a plan. But at this point, it just feels like, hey, do we want to give these schools more money because they're low performing? And of

204course, yeah, but can I get some more information? That's just my concern. I don't have that information. Yeah, but regarding about... If I remember correctly, when the meeting in January about the report cards, we asked some administrators about if they need something we can do for them. And they said they need help to get more support, more tutoring, to have more money. So my question is, if you were here, to ask question, what is the reason to ask question if we can resolve those questions? So for me, the student sessions are very important. Yes, I was agree, but I can wait more time for this school. I can wait more time for them. We need to do now, if you have one time money, you right now, I don't say spend a lot of money.

205The superintendent is the She's going to tell us what is feasible. Thank You trustee Garcia trustee Rodriguez mojica on this topic. Yes, please. Um, I'm wondering to your concerns trustee Richardson Fowler if that maybe is something that the superintendent could look into and share it sounds like your concerns are about budget and making sure that if we do move forward with this It's not just like that. They actually need the money and they could use it for whatever it is that we end up identifying So I'm wondering if maybe that would help is adding that to the research and the presentation that will happen a little later? Absolutely. Like I said, I just feel like this is nebulous and not clear. And I just need some more clarification, effectiveness of interventions, quality of concerns among

206other schools. I don't want to encourage poor budgeting processes. So there's a lot there. Trustee Garcia. My question for today is to have an action to get back to us the plan. I can say, I can formulate the plan. I'm not expertise. Every single school is different. So that's why I don't make the plan because I'm not expertise. This is, I ask for your support for this school to start doing something now and ask to the superintendent and superintendent think this is feasible to come back with a plan. Trustee Fowler. Are you asking for this money to be used during this fiscal year or next fiscal year? Because I'm hearing two things. No. I don't know the time when we're going to get the plan. Because you keep saying now. So now would be this

207fiscal year. No, the plan. It's not working. We don't have the plan. We don't know if it was going to happen next day when we get the plan. And again I say that goes to the nebulousness. No no no. I don't. I can say is going to the superintendent is based on my discussion with Trustee Garcia. Her intent was for it to be start implementation next year. OK. So next fiscal year. OK. So I don't see the urgency of it if it is for next fiscal year. Some of the plans don't happen next school year. Some start. Next to know the next you know the next to the next year. No, say come on this either el siguiente año. I think trustee Garcia's intention was for the the sooner the schools know what they can

208plan it in within their school plans and Start making you know develop as they're developing their school plans They that they that if they were to have additional resources for whatever we identify that that would be able to take that into consideration as they're planning for next year. So what I've heard is right now but for next fiscal year I've also heard using probably about one hundred thousand dollars of our carry over funds and then dividing that between different schools. I'm going to assume it's going to be in an equitable fashion. That being said if we're dividing that between about five schools that's about 20 K per site roughly. That being said I want to make sure that these schools are going to be using this money in an effective way. I want to know

209what kind of money do they already have left over because if we're talking about schools leaving 80,000 20,000 plus on the table in their title one funds I honestly do not feel comfortable giving an extra 20,000 to them unless they can articulate how this money plus their title one funds are going to be used to improve student outcomes And that could definitely take that into consideration before I bring anything forward to you. I would not bring anything forward to you if the sites were not using their funds. Thank you. Trustee Garcia, can we go to Trustee Brubaker? No. I don't have any more questions. Okay. Trustee Brubaker. When are the sites plans supposed to be done? Isn't that fairly sure towards the end of May June? They start bringing them forward. They're working on them

210right now. They're doing data analysis right now doing Reviewing their results from this school year and they're meeting with the school site councils. So they should be starting to bring How then you'll come up here. She's got the timeline Our goal is to bring the secondary plans to the first meeting in May and the elementary plans to the second meeting in May for your review and approval which gives us a couple extra meetings just in case you have additional questions or feedback. So I guess I echo Trustee Richardson-Fowler's concerns. I also I absolutely understand the urgency felt by Trustee Garcia and parents that we've heard of that this is an issue that we all want to see solved, but I also don't want us to rush into trying to solve things and not be both

211fiscally and, I don't know the right word. I don't, I feel it feels irresponsible to try to rush things quick enough to try to get them onto the plans for this year. And I'm also, I still am very unclear on where we are with the budget and the carryover. And so I am nervous about earmarking some of the budget for this when I don't have any idea where we stand on that and what we keep hearing some things are. You're marked for specific things legally. We can't do You know, whatever we want with and I don't I don't have any idea what that means So that's that's where I stand I guess I again I absolutely understand Why you feel the urgency for this? I think it's fair. I just don't want us to Make

212a misstep in trying to address it too quickly without fully understanding the entire picture. Does that make sense? Trustee Garcia, go ahead For me this is not irresponsible for my perspective. Is it responsible? Don't do anything different. Don't do anything now. I don't say now now right now so for me this school are waiting for so long and I The way the plan the literacy plan is take time to do it For me now we can do something with that money. I don't I didn't give it any amount. I didn't say I didn't give any amounts, how many schools. I didn't say that because I don't have the information to give it that. Maybe it's unclear for you, Trustee Buerbacher, because you don't see these reports and this score for many times. And for me,

213this is the time. This is the time to use not all the money, and I say how many money, how much. but start with doing something and then once we do the study session and all these plans we have it, we have the bigger picture. All right, does anybody have any questions or comments on that specific topic? All right, Trustee Rodriguez. So in a general concept, I am in favor of... Supporting a plan to improve academic performance in our lowest performing schools lowest scores But I see this as a as a as a research action an analysis action Before we ever talk about a funding action Because YOU KNOW, IF YOU, THE IMPACT, AS TRUSTEE GARCIA IS SAYING, THE IMPACT OF LOOKING AT, WE HAVE LOW SCORES AND THEN WE HAVE ABYSMAL SCORES. AND SO

214I THINK THAT THE NOTION OF TRYING TO NOT CREATE A PLAN, BECAUSE THERE'S ALREADY PLANS TO ADDRESS THESE ISSUES, BUT WHAT WOULD A SUPPLEMENTAL PLAN LOOK LIKE TO TRY AND ADDRESS THOSE SCHOOLS, THOSE SEGMENTS IN SCHOOLS, WHETHER IT'S STUDENTS WITH DISABILITIES, HISPANIC STUDENTS, ET CETERA, THIS IS A QUESTION OF ANALYSIS AND DEFINING. LIKE, WHAT DOES LOW SCORES MEAN? WHO ARE OUR LOWEST PERFORMANCE STUDENTS? WHO ARE THEY? AND SO YOU CAN LOOK AT IT IN MANY DIFFERENT WAYS. WHICH ASSESSMENT WOULD YOU USE? WE CAN USE, I WOULD SAY USE ALL OF THEM THAT WE HAVE. SO THIS TO ME IS A DEEPER, I AM GENERALLY IN FAVOR OF THE CONCEPT, BUT AS A PROCESS OF ANALYSIS TO REALLY GET AT, YOU KNOW, LOOK AT WHAT IS THE DEFINITION OF OUR LOWEST PERFORMING SCHOOLS. WHAT DOES THAT

215MEAN? AND YOU WILL FIND THAT ANSWER IN THE SUBGROUPS. YOU WILL FIND THEM IN SCHOOLS AS A WHOLE. And so I think for me that really is the gist of this question. Because along with that analysis would be like, well, what are we currently doing, right? So if we're going to suggest supplemental, what are we currently doing? And especially as we look at the lowest performing scores. So it's really an analysis question. to the question of whether or not should we consider helping everybody because we've got plenty of schools that need help? Yes. I THINK THAT WOULD BE A GENERAL CONSIDERATION. BUT THERE IS A PATHWAY, I THINK, TO LOOK TO TRY ONCE YOU WOULD IDENTIFY WHAT IS THE LOWEST PERFORMING, THE POPULATION IN MOST NEED OR THE SCHOOL IN MOST NEED, THAT IS EQUITY,

216RIGHT? IF YOU LOOK AT WHAT'S ALREADY BEING DONE FOR THEM, AND DESPITE THAT, AND ESPECIALLY IF THERE'S AN EQUALITY, SOME SORT OF EQUALITY ACROSS THE BOARD, THOSE those areas, let me state, those groups who are doing extremely poorly to focus resources on them, maybe not to the exclusion of everybody else, but to focus resources on them is an issue of equity. It's a, especially depending on the analysis of, you know. What kind of help is going on? So if you if you looked at it and you could say well reasonably you could say everybody's getting about About the same help well, but but yet we have these groups that that show extremely low performance well, that's well then that they need another box, right that's the The picture-perfect picture that you get about equity right

217looking over the fence some Some of our some groups may need three boxes to look over the fence some two So I think as a general concept, I think we should find a way to move forward with what Trustee Garcia is asking. But I see it more as a more longer-term research analysis, resources analysis over all the measures that we have and that continually come in. And I think it's a worthwhile, and then at some point, when a lot of the end staff reach a point where they feel good about the different analysis that they've done to come back to us about who have they identified as the lowest performer, those the most in need, and what characteristics make that up. So for me, I think it's something that we THAT WE NEED TO DO

218AND THAT ANALYSIS NOT JUST DONE BY LODIA AND STAFF BUT ALSO THAT THE BOARD HEAR BACK AS THEY ARE MAKING PROGRESS. THIS WOULD BE A GREAT PLACE FOR ME TO STICK A COMMITTEE IN FOR THOSE OF US TO BE WILLING TO GO ALONG AND LOOK AT THE ANALYSIS. DO A DEEPER DIVE. HELP US DO A DEEPER DIVE. IN FACT, I THINK This could be very useful, thinking towards that May 15th meeting about our academic achievement in general, right? That the research that's being done will begin to tease out some of these issues in regards to low performance. What does that mean? What schools can be put in that category with analysis of all the information that we have? That could be a good subset of information to have looking towards the May 15th meeting. So

219I think with, I'm willing to support it if we look at it as a research type of question and action, trying to define. who are the schools with the lowest scores of the lowest performance and also with an analysis of the resources that are already going to those schools as a way for us to engage not just as a district in total from staff to superintendent and for us on the board to really try and and see what we can understand at a deeper level so we can make better decisions down the road if it has to do with funding or or any other kind of reallocation of resources Thank you, Trustee Rodriguez. I really want to appreciate you for mentioning, you know, looking at this from the lens of equity and, you know, addressing

220these low-performing schools with the intention of trying to address that equity standard. But I would argue that... Leaving out the students that are low performing in the other schools that are not the target low performing schools would also be an issue of equity. Because I don't know off the tip of my head how many low performing students there are at a given site outside of these targeted school sites. I don't know that. I don't know what percentage of students represents. are represented at that given school and how that compares in terms of you know data and you know um and you know what what what what i don't even know the trends right it could be the same trends that we see at dingle happening at beamer and prairie you know i don't know because

221i don't have the data in front of us so i am looking forward to these four sessions um that we're having to get a better idea of where what the status of our schools are I am willing to support something, but I can't tell you what that is right now. What I would like to see is or suggest is that we bring this item back, but actually have, you know, like a document where we could actually see like, okay, this is where we are right now. These are some ideas. That's the idea. Does it plan? No, I'm talking about a motion, an actual motion. Like, okay, this is what we could potentially put together. I just don't have something that I could actually support tonight. But I want to be supportive of something. I do

222see the urgency. I do see the need. But I just don't want to leave out students in the other school sites. And I keep referring back to them. I also want to make sure that we try to move forward with the plan that we could sustain long term. Because what I'm hearing right now is one-time funds. And this isn't something that's going to get addressed in one year. And we're potentially facing budget cuts. So I do echo the sentiment of, hey. not supporting the idea of using one-time funds and then not being able to sustain that in the future. I'm going to pass it on to Trustee Villagrana. I actually have a comment on your... Sure, go ahead, sir. That's okay, ma'am. I don't see the process as leaving anybody out, necessarily. It's about us

223understanding more. It's about understanding where our students lie underneath these concepts of low performance or low scores. So it's really, to me, I think the ideal way to move forward is to understand that this is a learning process at this point. To begin this analysis, not... CONCLUSION BUT TO UNDERSTAND THE DATA THAT WE HAVE IN FRONT OF US AND SO THAT WE CAN UNDERSTAND THE STUDENTS AND THE CIRCUMSTANCES THAT FALL UNDER LOW PERFORMANCE OR LOW SCORES. Thank you. Go ahead trustee Garcia. Okay. Yeah, I hear what what you say what what the trustee followers say About to have for me on my plan and what I would like to ask to the superintendent is to have a report and that report can can say about your question about the The money they what school are

224spend the money for sure for I Absolutely, I agree about equity lens. Absolutely. And equity is what schools need this most. And about Trustee Rodriguez say about the analysis, I think the analysis, it will be part of the student section for me. And I don't say something is because I say one time money. is in order to do something now and after we do all this study session and we know what is working with this time, with this money, we can decide from them what we like to move forward. For me, this is an action to getting back a plan. And that plan can be one or two plans when we can see the difference and we can see what the outcome, what is the resources, what is the measures. Absolutely, I agree with you.

225I would like to have a plan to see why we want to get back from these resources. Absolutely, I agree with you. But for me, the urgency, and I think you all seven know what is the urgency for these schools. I would like to do something, start doing something earlier. No wait until the study session, until the literacy plan come back on the next year. That's why the urgency for me. And I would like to ask the superintendent to come. I would like to ask you to say yes to this and get back from the superintendent the plan. I don't know if the superintendent is possible to have. Superintendent my question is if you if you can you think you can get more than one plan or two two different visions that way Everybody knows

226or can select what is better Better for them. I don't know Are you afraid to have that different options? I mean I can bring options to the board If something needs to be done now, it's not gonna be a very thorough Deep analysis. It'll be based on the information. We have now looking at the budgets talking to the principal to see how what they feel their needs are or Any barriers they currently they feel they have But yes, I could definitely I'll do whatever the board wants me to do Thank you. All right, anyone else commenting on this? Okay trustee Villagrana Thank you. I'm happy to hear that we all agree that it's really important. So we're all on the same page about that. I hear a lot of different needs to be able to

227move forward, and I've heard, at least from Trustee Garcia, that she can incorporate all those needs. Correct me if I'm wrong, Trustee Garcia, you're not asking us to approve something unknown. You're asking us to approve the superintendent putting together a plan where she would look at what's being offered. and then what the gaps are, what the needs are, and then come to us with a proposal as to what we can do immediately, right, that could have an impact now, and then assess whether that was helpful or not, and then decide whether we are going to continue in that direction or not. So, again, we're not being asked to approve specifically, okay, we're going to put money into... or X money into these schools, it's the superintendent will identify the schools. The superintendent will determine, again,

228what the need is. And, you know, she would look at or her staff would look at, again, whether that school is spending all their money or not. And if they're not, they're like, okay, well, you tell them. Someone will tell them, hey, we'll use your money to address these needs. And then, again, come with a plan to do that. And I'm in support of limiting it to the schools that are identified, not going. District why because now I guess we're we're removing away from the focus of the request which is to focus on the the highest needs that we have right now because again we have needs in every school and that's we're gonna do this other analysis to determine that but right now what can we do now and then move or is that

229did I understand you correctly trustee that's correct thank you so much Trustee Felder. What I understood you saying is your proposal was to use one time monies to support low performing schools. That's what I heard you say was your proposal. That's entirely different than what you said because what you said was you would develop a plan and then we would fund the plan. I am all for funding a plan but what I'm not for is funding a potential plan. So that's what I have a problem with so which one is it because these feel like two very different things I'm hearing hey, can we approve using one-time monies for the plan that Elodie is developing? but what you're saying is very concise and Okay, so we will charge a load Superintendent Lampkin with making a

230plan and then we'll come back and we'll decide to fund it. Yes If. Exactly. If. Yeah. But that's not the motion that was made. No motion has been made. That's not the proposal that was made initially. That's what I heard. That's what I'm clarifying. And she said yes to both of us. So now I need to know what exactly are you proposing? I would like to propose to. Can I ask, is there a motion that you have that you could make right now that. No, no, no, no. It's not a motion ready yet. Yeah. Trustee Garcia, I would recommend that you make your motion right now. But I would like to respond. Yes, and I appreciate your help, Trustee Villagrana, because you know this is not my first language, and I appreciate all your effort

231to understand what I say. Yes, so my intention is to use one-time money. That's correct. But what Trustee Villagrana said about... You're not in favor to use one time money. That's what I heard. Trustee? No, I didn't say that. Okay. I said I'm willing to fund a plan. But right now we don't have a plan to fund. No, no, no. We don't have a plan. So I'm trying to clarify. Now. What I'm saying is if we came together and we said hey here's this plan can we fund it using one time monies and this is the situation and I honestly feel like Trustee Rodriguez-Mohica said this. I feel like Trustee Rodriguez said this. Trustee Brubaker said this. I said this. We all support helping the low performing students and schools. What I also heard all

232of us say is we don't feel comfortable funding a plan that's not developed. I'm not done. Then we also had the go around where we were asking what funding do the schools already have. So we just entertain those questions from all of us. And now I feel like we're changing what the question is. So just so that we're clear. Are we using what you initially said where we're using one time monies or are we doing what Trustee Villagrana said where we are charging the superintendent to develop a plan which I understand she's already doing. No, no, no what I asking for so can you please clarify for me what we're asking because I feel like you two just said two very different things Because I agree wholeheartedly what trustee via grana said come back with

233the plan so we can fund it I don't feel comfortable approving funding for something that doesn't have a plan. So what are you I I I kind of confused trustee follower where you don't Understand what I say. I didn't say I don't ask to you to support me in a plan that is already done. I ask to my colleagues, to all of you, to make a motion and ask to the lawyer come back with a plan, with a funding and detail what you say about a report about the school's money, a report about what is done already. Doing this plan with equity lens. Also. I would like to integrate all you what you say and I guess I would like to use one-time money I would like to in this plan and We already talked

234with the superintendent. This is feasible, right? Trust and right superintendent If the board wants me to come back with a plan On how we can provide additional resources for low-performing schools I can come up with a plan It won't be a comprehensive plan, you know, but if something about what, are there any additional resources that we can give to these schools? You know I can come up with okay. Yes. I've identified some needs some needs that for my staff The principals are working on their school plans right now. So I if the board wishes I can come with something to propose to you and Potentially some options so that you can take into consideration. Okay. I need to stop right there. It's 10 p.m. On the dot and I Per board policy. I have to

235read you guys what is still left on the agenda and we need to take an motion to extend time Yeah, yes if we want to extend time sir no past 11 the policy Yeah, adding closer to 11. We would do that. We don't have to do it at 10 o'clock Policy says I need to read to you guys what we have left. So you guys are aware. Okay. All right We're not taking the boat right now, right? We just know sir. Perfect. All right So we have the rest of this item. We have all 10 items under facilities and finance and they need to be voted on individually. We have no items in item N. We have the item in O, P, Q, R, S, and T. I estimate that we're going to need about...

236It's going to take us about 20 minutes to get through items M if you guys have very limited questions or you guys submitted your questions in advance and not ask the questions. So between items M, O, P, Q, R, S, and T, I'm estimating about 20, 25 minutes. Don't I don't know that we need to go past 11, but we can revisit that if we get closer Thank you. Just final point of clarification if I understand correctly I heard that the superintendent is currently developing a plan for addressing. Okay, so this feels like theater now What is the point of us making a motion to bring this to the agenda if the superintendent's already working on it? So but I love you Thank you. Okay. Hello there. This is different plan, right? This is not

237a plan you're working on that. I mean Can you define okay that you're working on? I'm just gonna say something I work for all of you and I follow the direction of the majority of the board I don't I don't want to put you know I'll do what the board asked me to do We are the LCAP is our plan for student achievement and we're constantly working on student achievement Our schools are right now working on their school plans to address student achievement We're working with the art our County off our County and the differential assistance Austin achievements as an ongoing thing that we just were doing all the time. There are some specific schools That I'm Looking into doing some potential restructure if needed You know that I'm not ready to discuss here so

238you know it will just What I understand from trustee Garcia is she just wanted to see if there's something that some additional resources that you provide in the meantime to our low-performing schools And so if the board agrees with that, if all of you agree with that, then I'll be happy to come back and show you how we could do that. So I'm ready to make a motion. Oh, yes, yes. So from what I'm understanding, the desire is to have another agenda item to talk about a plan that would then be given to principals to incorporate into their school plan, all of which has to happen. By the end of May. Is that correct? That's something we could do. Is that feasible? That's feasible, but it's not going to be a huge comprehensive, you know,

239like what you got tonight from the, from, you know, and I just gave, and if I, if I mentioned a dollar amount, that was just me just trying to give an example. So I wasn't literally saying that amount, it could be less, you know, but there was some good points brought up tonight. Are some of our sites do struggle spending their money? Sometimes money is actually, could be a challenge for some of our sites. So I want to make sure I brought something to you that was responsible, right? So if I see a school that's low achieving, I'll check right. I mean, I'll tell my staff, what have they spent right now? And if I see that they haven't spent 70% of their budget, that tells me they're going to be rushing with POs for

240April. on things instead of implementing supports for students along the year. So in that case, I probably would not be asking for funds for that school. I have a different issue there where I have to work in a different way on more support for the principal, how to manage those funds. Yes, I'm here to serve all of you and so whatever you would like I I would all bring forward and give you options Thank You superintendent. So what trustee Brubaker just Explained is a totally different idea and concept to what mr. Villagrana Presented and what trustee Garcia presented. I'm just gonna leave it there anybody else I think conceptually, you know, trying to create a plan is a good thing to move forward with. I think conceptually allowing the superintendent to bring us suggestions about

241how she could allocate resources if she felt that that's what she wanted to do. But I also feel that it should be left up to the superintendent. to figure out when she would want to do it. I wouldn't want her to rush, because I just think there's a whole lot to understand about this general issue. And so I wouldn't want to rush her into doing, into making a plan to beat the end of May or something like that. I would want to just, I think it would be an accomplishment to say, We want to see a plan to help those performing schools with the lowest scores that the superintendent will make suggestions to us about how we might fund any plans that she comes up with and that she will report back to us about

242what time frame she needs to be able to do a thorough job considering all the moving parts such as new information coming in. Things of that nature. Superintendent, I have a question for you. So it is possible to have a plan using one-time money to support lowest performance schools ready to present to the board before May? Is feasible for you? It won't be a thorough plan or a comprehensive plan. I just want to be very honest. I could come up with it. I've identified some needs here, some monies that we can use for, I'm afraid to give an example because this is an example for parent involvement, to purchase for a pilot a phonics program for first graders that, you know, for getting a... Outside consultant to do some analysis with the principal I'm just

243kind of come up with you know some basic ideas that you know that could happen It wouldn't be a comprehensive thorough You know just to provide additional support, you know I could come up with something like that pretty quickly Thank you Okay, those were just examples. All right anything any follow-ups to what she just stated. I would just say that I think I think it's in our best interest to try and allow them to do a thorough plan. I think it's a win, maybe if we can get at least four votes to ask the superintendent to make a plan, research the issue, give us... if she finds it, you know, she needs to, to come back with a plan for funding that plan, and for her to take the time necessary for her to do

244a thorough job. I think that's a win for this issue, for the kids, right? For what we want to try and impact. I think that's a win, if that's something you would consider. I hear what you say, Trustee Rodriguez, but I would like to state my motion for now, asking for one-time money, because I have conversation with the superintendent, and she said this is feasible. And again, this is a start. This is just a start. I don't gonna stay with what plan. We decide, we all decide what is working, what we like to continue to doing after the study session, after doing these extra resources for these schools. All right, do you want to go ahead and state your motion? And just so you know, once you state your motion, Trustee Garcia, and if it

245fails, you can't bring it back. Someone else will have to bring it back. Okay. Okay. Trustee Villagran. What about a combo of where your motion would state creation of a preliminary plan with then continuation to a more in-depth involved plan, right? So that there's an immediate need met, but with the continuation of, you know, more time. Because I get the urgency and I don't want to deny the urgency, but I also get the need for more thorough. And, you know, that allows the superintendent to, again, a preliminary or whatever you want to call it, you know, pre-plan, whatever term you want to use, immediate need plan, maybe, and then a more thorough plan. And then the superintendent can determine how much time her staff needs to be able to do that. And, again, to me,

246that accomplishes both. And it's a win for definitely Forreston. So that's what I would propose to do. I would propose. not leaving out the students in the untargeted school sites. And I would also propose that this plan be presented after the research studies that we're doing so that all of us will have all of that background knowledge and be able to completely understand the issues and the status of our students. I would like to start. to do I would like to take a consideration about trustee Villagranes say about to start with plenum and Can you repeat the name? Whether we call it preliminary or urgency, what's that? Well draft doesn't get input into action unfortunately, right? So we it has to be language that it's actually gonna be implemented with the expectation that a more

247thorough right Plan would be developed as the superintendent determined we know whatever timeline that would be but we need something now and then right incorporating again the analysis of the needs analysis of what what's being spent right and what the needs are and you know those those elements are important as well so again that's but again still focusing only on the the highest need schools and and i think if we make the motion as a preliminary plan. The continuation plan can be what you say, Trustee Bautista Zavala, about you would like to continue with the low school students or whatever. This is just the beginning. If that's your motion, I mean, I need to hear your motion because that's not the only thing that I'm concerned about. I also, I mean, I'm considering that. Our

248superintendent and staff have a lot of different things that they're working on, and they're also trying to start working on these study sessions. So that was the second part of my recommendation. So if you want to go ahead and do your motion, and then I can determine where I am. I'm ready to make my motion, but I would like to clarify first that the superintendent said this is feasible. Okay, so my motion is for the superintendent to develop a preliminary plan that 8 and 5 eating time eating 5 1 time funds to be used for additional support for our lowest performing school for for the 25 26 school year and to prepare a report when information What is a currently being done to support our lowest performance schools and report about what the school are?

249What schools are spending their school site money? Second, all right. It's been motioned by trustee Garcia and seconded by trustee Villagrana roll call vote Trusty Villagrana. Yes trustee Rodriguez Mojica. I'm What's that? Courtesy vote. I support it Trustee fell I can't support funding so I'm gonna say no trustee Garcia Absolutely. Yes trustee Brubaker I am going to give a courtesy vote for now with the reminder that I'm hesitant about the funding source So I just this is not a commitment to vote. Yes when it comes back trustees or the deus Can I see clarification on your vote trustee Brubaker? I'm sorry. I didn't is that yes. Yes. Okay Yes. I do have, I had a lot of requests for you tonight, Trustee Garcia, and I felt that none of them were considered. I'm not okay

250with implementing something without helping our students and the other school sites that are not targeted. You have the votes. You don't need my vote, but I am going to stick to my. to my advocacy for the students at those other school sites. Me voting no for this doesn't mean that I can't vote to implement it later when it comes back, should I be 110% on board. The students that are not at these school sites deserve the support and the resources. And I know that our superintendent, I had the conversations and I put in the time to ask these questions and she did say that there is a way to address the targeted schools and the students at the other school sites simultaneously. So for that reason, I'm voting no. This motion passes with four, four,

251five votes. So congratulations and we're moving on to the next one. All right, item F, facilities and finance. Number one, action. How do you want to do this tonight? Good evening, Superintendent Lampkin. President Batista-Vazavala and the trustees, I'm here for information, questions. I can review some things if you guys need to. I did receive some questions prior to the board meeting, which I hope I answered to your... your satisfaction. But yeah, I'm just here to answer questions if need be. Thank you very much. All right. Wasn't there a change that needs to happen? Yeah, I think that there was some language in one of the documents. Yeah, Lewis well, I talked about it where we can do after the fact it wasn't a subsidy It wasn't a system substantial. I brought up the substantial substantial.

252No, he worded in a different way a non substantial change where it could be done either before or after The approval it was something as far as the wording is a little bit a little bit different to read it it kind of made it sound like we were using federal funds for this which we are not I think part of that same articles goes on to say that it was more like if we were using federal funds We'd have to apply the bacon Davis wage, which we already are using Prevailing wages on our sites anyway, so it's little incongruous to you know, we could we could change it So just to kind of sum up what Jim is saying, President Villagrana had identified in the language provided by our legal counsel where it was expressing

253that we needed to follow prevailing wage if we were using federal funds to finance these facility projects, and we are using bond funds. So what we are going to do is we are going to amend. portion of the language to remove that and according to legal counsel it's a non substantive change and so we can still do that and not affect what we're doing here tonight so thank you trustee via grana trustee Richardson Fowler thank you just wanted to make sure the Maxwell situation with the fence has that been articulated in here It is not we have some changes that we are going to still provide to the concerned parties Okay, it's not something that's going to affect this at this moment if we need to do a change order to We have a few

254different designs, but we have not had the opportunity to show those designs back to the sites I've wanted an opportunity to discuss the concerns which hasn't been able to happen as of yet I feel it's a design that we did come up with is putting safety first and doing everything that we wanted to do to the site From the board direction initially for these for these sites I think there was some small in my mind some small asks to address We do have some proposed changes to that which we can certainly do that after the fact Okay, and do we need to vote on these all what individually or can we vote on them as a block? I believe on individually, but I think as we did last time we kind of just knocked him

255off real quick. Yeah, I stated that at the beginning I just wanted to Double-check. Sorry. It's okay. Not second guessing you just trying to okay. Does that it's okay Please make sure to share the new plans that you guys hope to be able to do Maxwell with the teachers and staff and community and students there Any other questions or comments trustee Rodriguez and then trust trust you told yeah, I'm sorry Does anybody have any questions going around this way? All right trustee Brubaker I know in the past when measure-wide projects have been discussed, you've talked about preserving murals at school sites. Is that still the plan with the schools listed? Of course. Yeah, yeah, yeah. I figured I just wanted to make sure. We take pictures of everything. We walk around the sites to make

256sure that they're still there. We ask the sites because some are old, and we do paint over them, but the ones that we want to keep. Excellent. Thank you. Trust you, Rodriguez. Thank you for your patience. No problem. Can you remind me what the project is at the FOIA again? So I know you reached out with that. In each of one of these resolutions at the very back, it does have the project description, which is essentially the same for every site, because we are doing relatively the same thing. We're addressing some components larger than others at some sites. Some fencing scopes could be real big depending on the site needs. Some could be small, but we are doing the same thing throughout, which is fencing concerns for security. Asphalt upgrades with ADA compliance worked in

257there as well same thing with our with our concrete or pathways path of travels on the painting dry rot all that so we're doing essentially the same thing at every site so there is a exhibit a in the in the very back of the construction service agreement does have that that blurb in there so that's essentially what we're doing at Tafoya We are updating fencing Specifically at the FOIA. We did talk with some of the site For some of their concerns and we're going to be adding an additional entrance I can't remember the street in the back there, but it would be the northwest corner where there as of right now is just an old fence for kids to come across. So we're adding a new gate entrance there and a walkway to the blacktop

258so students can come that way as well. And then we're also adding a fence separating the Tafoya fields and the city park. Yeah, with gates just in case they do, if they do want to use that. That is part of the scope. Perfect, yeah. Great, thank you. Thank you very much. Any other questions or comments before we proceed to take action on these 10 items? All right. Can everybody just say no? Trustee Villagrana, do you have any more questions or comments? All right. I had to know earlier. All right, making sure. All right, M1, action. Approve Resolution 57-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease-leaseback services agreements to core construction for the Group 2 Measure Y projects at Freeman Elementary School. So moved. Second. Been

259moved by Trustee Richardson-Fowler, seconded by Trustee Brubaker. All those in favor, say aye. Aye. Any opposition or abstentions? Seeing none, item M1. has been approved by all members present. Unanimous vote of approval. Item M2, action. Approve resolution. 58-25 of the Board of Education of the Woodland Joint Unified School District approve an award of lease leaseback services agreement to core construction for the group to measure Y projects at Maxwell Elementary School. So moved. Second. It's been moved by Trustee Richardson-Fowler and seconded by Trustee Rodriguez. All those in favor say aye. Aye. Any opposition or abstention? Item M. Two has been approved unanimously by all members present item m3 action approved resolution 59-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease lease back services agreement to core construction

260for the group to measure why projects at SciTech Elementary Make a motion to approve second. It's been motioned by trustee Rodriguez seconded by trustee Garcia to approve item 3 All those in favor, say aye. Aye. Any opposition or abstentions? Seeing none, item M3 has been approved by all members present unanimously. Item M4, action to approve resolution 62-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease leaseback services agreement to core construction for the group three measure Y projects at Whitehead Elementary School. So moved. Second. It's been moved by Trustee Richardson-Fowler and seconded by Trustee Brubaker to approve item M4. All those in favor say aye. Aye. Any opposition or abstentions? Seeing none, item M4 is approved unanimously by all members present. Item N5, action to approve resolution

26165-25 of the Board of Education of the Woodland Joint Unified School District, approving the award lease leaseback services agreement to core construction for the group three measure Y projects at Lee Middle School. Go ahead. Move to approve. Move to approve. Second. It's been moved by Trustee Brubaker and seconded by Trustee Garcia to approve Item M5. All those in favor say aye. Aye. Any opposition or abstentions? Seeing none, Item M5 passes unanimously by all members present. Item M6 action to approve resolution 63-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease back services for agreement to core construction for the group three measure Y projects at Tafoya Elementary School. So moved. Second. It's been moved by Trustee Rodriguez, seconded by Trustee Garcia. All those in favor say aye.

262Aye. Any opposition or abstentions? Seeing none, item M6 passes. unanimously by all members present. Item M7, action to approve resolution 64-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease-leaseback services agreement to Cork Construction for the Group 3 Measure Y projects at Zamora Elementary School. So moved. Second. It's been moved by Trustee Richardson-Fowler and seconded by Trustee Brubaker. All those in favor say aye. Aye. Any opposition or abstention? Item M7 passes unanimously by all members present. Item M8, action. Approve resolution 66-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease leaseback services agreement to core construction for the group three measure Y projects at Pioneer High School. So moved. Second. It's been moved by Trustee Richardson-Fowler and seconded by

263Trustee Rodriguez. All those in favor say aye. Aye. Any opposition or abstentions? Item M8 passes unanimously by all members present. Item M9, action to approve resolution 60-25 of the Board of Education of the Woodland Joint Unified School District approving the award lease leaseback services agreement to core construction for the group to measure Y projects at Woodland High School. So moved. Second. It's been moved by Trustee Richardson-Fowler and seconded by Trustee Garcia. All those in favor say aye. Aye. Any opposition or abstention? Seeing none, item M9. approved by all members present unanimously. Item M10 action to approve resolution 61-25 of the Board of Education of the Woodland Joint Unified School District approving the award of lease leaseback services agreement to core construction for the group to measure Y projects adult education site. So moved. Second. It's

264moved by trustee Richardson Fowler and seconded by trustee Rodriguez all those in favor say aye aye Item m10 is approved by all members present unanimous vote Thank you very much, sir We're excited to continue seeing the measure why funds being spent. Thank you very much. Thank you All right. Thank you very much for that item. Oh, this is governance support item, informational action item, letter of support for SB 226, community colleges, territory transfers between districts. This is my item to support SB 226 by Senator Cabaldon. In the attachments you guys got the fact sheet drafted by Senator Cabaldon staff explaining what the bill is, the background, the issue and the solution. You also saw the draft letter of The draft letter of support that I drafted was also attached to there. I put together these

265documents and sent them to the staff. I only requested the staff to place my letter on letterhead, and I'm sharing this so that you guys know that I didn't seek any staff support on this item. I drafted this letter and we are the first school district to draft this letter and other school districts and counties are not asking our staff for this draft letter that I drafted. And I'm going to read it for the record. And then I'm going to ask for you guys to support an action. All right. This one is addressed to Honorable Christopher Cabaldon to support SB 226. Dear Senator Cabaldon, this section specifically would be edited to address respective voting committees, legislators, and or the governor. On behalf of the Woodland Joint Unified School District, I am pleased to express our

266support for SB 226, a crucial piece of legislation aimed at streamlining and improving the process for transferring territory between community college districts. California's community colleges play an essential role in providing accessible, high-quality post-secondary education. However, under current law, the process for adjusting community college district boundaries is often complex and restrictive. creating unnecessary barriers for students who would benefit from a more logical alignment of educational services. SB 226 offers a thoughtful and practical solution for granting the Board of Governors of the California Community Colleges the authority to approve transfer of territory, either on its own initiative or through a petition by a local governing board or county committee. This bill would specifically allow the Board of Governors to recognize community college districts and counties that meet certain criteria, including having three or more districts where the

267majority of the population resides in one or more other counties. Yolo County is the only county in California that meets this criteria, making this legislation particularly important for our region. By enabling the transfer of Woodland and or Winters into Los Rios Community College District, this would offer a range of benefits including improved access to district-specific transfer agreements with principally university destinations for Yolo County residents, UC Davis and Sacramento State University, better enlightenment of career pathways with regional workforce needs and economic development initiatives, easier access to dual enrollment opportunities for high school students who currently must coordinate with multiple community college districts. Simplified credit transfer process reducing confusion for students navigating post-secondary education. SB 226 represents a much-needed step forward, step toward a more efficient. student-centered approach to community college district reorganization. By ensuring that students

268have access to most appropriate and accessible community college resources, this legislation strengthens pathways to higher education, career readiness, and workforce development. We commend your leadership in addressing this critical issue and urge the legislature to pass SB 226. Please do not hesitate to reach out to Woodland Joint Unified School District. Reach out if Woodland Unified... You would lend unified school district can provide additional insight testimony and support for this legislation This specific section would be edited as needed to say for these reasons will enjoy unified school district Board of Trustees urges your aye vote on SB 226 and X committee when sending the committee legislators or urging governors to sign the bill into law and Then I I signed this this letter The sections that I read in the gray sections I entered them into the

269letter so that you guys would see should we have to draft a follow-up letter to the other committees or legislators I did not receive any edits or recommendations from any of my colleagues nor staff So I ask that you approve the letter I asked I motion and request that the Board of Trustees support SB 226 Community College territory transfers between districts and accept the letter that i have drafted second it's been motioned by trustee bautista seconded by trustee villagrana all those in favor say aye aye any opposition any abstention see none the woodland unified school district supports sb 226 and the 220 2025 legislative year thank you thank you colleagues all right moving on public comments on items not on the agenda kathleen dutra Push the button so the light is green. Can you hear

270me now? Okay. Hello. My name is Kathleen Dutra and I'm here to voice my concerns about student safety at Douglas Middle School. My first safety concern is that my son has been the victim of theft on multiple occasions, once in class and the rest at lunch by the same group of students. My husband and I attempted to resolve this issue directly with the Douglas administration starting 2-19 in person via ParentSquare, emails, Zoom, and phone. My husband requested no contact contracts with... the students based on the suggestion from one of the school resource officers. Douglas Admin declined this request and on 2-25 they considered the issue resolved and stated that from their observation and student interviews, my son allowed the thefts to happen. It was of his lunch by the way. Theft is theft whether by

271force or intimidation and is a crime even for minors. My son is afraid of these students, so the school's lack of action caused me to pursue this issue directly with the school district office. After many calls and finally a meeting with Lori Carillo on 228, the no contact contracts are being put in place. I thought it would be today, but sounds like it's gonna be Monday. So a big thank you to Lori for helping facilitate this. I submitted a parent concern form. when I met with Lori, which includes all of the specific details. I feel I should not have had to jump through hoops for over two weeks to make this happen. One of the school's top priorities should be safety, and it clearly is not. If the no-contact contracts are unsuccessful, I'll look into

272taking legal action. Secondly, there's a failure to address students vaping in the boys' bathrooms throughout the day. My son is afraid to go into the bathroom and has received two tardies as a result of the anxiety going in the bathroom causes him. Douglas administration admitted to knowing about the vaping during a zoom meeting on 2 20 and claimed that nothing can really be done because they don't have male yard duties. I'm certain there's some problem solving that can be done such as hire male yard duties, send a male teacher in periodically, have the student or the school resource officers on site more often. or replace the Douglas admin with people who are more willing to take this issue seriously and take action. All students should be able to attend school and feel safe on campus,

273whether in the classroom, in the bathroom, or at lunch. And in my opinion, that is not what Douglas is currently offering. Thank you for your time. Thank you very much. Should I press the button? Sure. Thank you. Superintendent, you made note of the vaping issues. Thank you. Thank you very much for staying this late and participating in public comment. Any more money? Jenny Perez. Good evening, Trustees, President Bautista Zavala and Superintendent Ortega-Lampkin, and members of our Woodland community. I want to present you with the following update on the WJUSD Agriculture Educators Inquiry we first presented on December 19, 2024, concerning our question about what the mission and vision for agriculture education is in WJUSD. All PHS and WHS ag teachers met with Ms. Lambie and Ms. Carrillo on Wednesday, February 19th for a listening session

274in which we again asked the DO leadership team about our district agriculture's education mission and vision. Additional concerns surrounding WHS's academy lack of communication to teachers from site and district, frequent class changes including choosing to no longer offer seven classes and three pathways from top-down directives within the past six years without teacher, student, or community collaboration, the dwindling of our once robust programs, and what the direction for programs, which included, unfortunately, bringing up the possibility of condensing them to one. school site or eradicating them altogether were heard. After a 45-minute listening session we concluded the meeting with the DO's leadership team letting us know that there would be a follow-up session scheduled soon. It's now March 6, two weeks after this initial meeting, three months after our initial Inquiry and even after our department heads

275have reached out through email asking when are we going to meet next? No communication has been returned We are hopeful to hear back from the DO's leadership team soon and given the same opportunity to be heard and a collaborative collaborative solution created that our science colleagues were given in their 48 hours of wait time This is my report from the WJUSD Ag Educators. My personal report is this. I see I have a little bit more time, so I'd like to speak for myself. Reflecting on tonight's board meeting, when student voice, DO teacher... teachers' collaborations was spotlighted multiple times, I feel myself saddened and questioning why was this not being done for the ag departments for the past six years when we brought up our concerns? Why has my department endured top-down directives mandated without accounting

276for our student voice choices and without collaborative and inclusive conversation? welcoming questions instead of fearing them. Please allow us to thrive. Thank you. Thank you very much for participating in public comment. Any more? That's it. Thank you, Mari. All right. Next item is item Q, information request for future agenda items. And this requires a request form completed. Anyone? Trustee Richardson-Fowler, thank you. So I've completed a couple. One request is to learn about the supports for bilingual dual immersion students, predominantly the English speakers and the English dominant speakers from bilingual families. What supports there are at the secondary level and possibilities of increasing that. I also want to get the rates at which our English dominant speakers are passing or even taking the seal of biliteracy. Another request is that when trustees ask questions about our

277agenda items or whatnot, if we can get some of the responses to those questions in a Friday fact, I think that will help make our meetings more efficient if we don't recycle the same questions. I would like to have a discussion with the trustees about... Our meeting structures, possibly having workshops and executive sessions as well as business meetings. The workshops and executive sessions would allow us to talk with subject matter experts and hear their voices, get more comprehensive answers so that we can make better decisions. I would like to investigate and see how we can bring back SAT and ACT prep, noting that a lot of the private schools will be offering much more generous financial aid package and we don't know what's gonna be happening with federally funding. And being able to prepare our

278students for opportunities like USC, which will be taking, and Stanford, which will be taking SAT and ACTs. Whereas schools like USC require SAT and ACT, but they also do provide full ride scholarships for students coming from families who make under 75K. Two more. I would love to see a display in the DO that maps where our high school graduates will be attending college. And then I would love to find a place to display the portrait of Brenda Earl Jones Smith. And all of those have been submitted. Thank you very much, Trustee Richardson-Fowler. Anyone else on the board? All right. Moving on to the next item, closing comments. Anyone would like to say anything this evening? Trustee Brubaker. I would like to thank Trustee Batista-Zavala for continuing to champion our community college students and trying to

279make this change that's, I think, very needed. And I would also like to thank Senator Cobaldin for helping with this endeavor. Thank you very much. I'll make sure to keep you guys apprised as it goes through committees. Maybe you guys can come and express your support. Me too. Anyone else? Closing comments? Yes, Trustee Rodriguez. And then Trustee Rodriguez-Molica. Which, is it mine? Okay. I just wanted to piggyback a little bit on what Trustee Brubaker brought up in regards to the work that the board has done on moving forward the issue of transferring Woodland Community College into Los Rios. Board members who are not here. have also worked on that. This board was one of the first institutions to actually write a letter to Yuba Community College District asking for this really difficult thing to happen.

280And along with many community members, there were many, many meetings to be able to push this issue forward. And now that we find ourselves in a... You know with a with a different strategy that now it's going through the legislature and we're much closer to seeing this be a reality than then many people ever thought that we could and I just wanted to YOU KNOW, TO JUST KIND OF GROUND OUR NEW BOARD MEMBERS, OUR CURRENT BOARD MEMBERS IN, YOU KNOW, JUST REMEMBERING THE WORK THAT THIS BOARD DID. AND REALLY THE LEADERSHIP IT TOOK TO MOVE FORWARD WHEN WE HAD A COMMUNITY COLLEGE DISTRICT THAT WASN'T TOO HAPPY ABOUT THE LETTER THAT WE WROTE. SO, YEAH. Almost there. Thank you very much. Trustee Rodriguez. Trustee Rodriguez-Molica. Thank you for that background. I did not know that.

281So I appreciate you sharing that. I just wanted to express my gratitude to President Bautista-Zavala for taking leadership on this and making the time to draft this letter in support. I'm really appreciative of that. So thank you. Thank you guys very much. All right superintendent just a reminder that next Thursday We do have a special board meeting on the boundary studies You have a calendar invitation. So we will be here. We'll have a consultant here and we will start right at 5 o'clock All right, so she art Our superintendent has given you guys our next special board meeting date. I'm going to announce a date and time of our next regular scheduled board meeting. And that's Thursday, March 20th, 2025 with closed session at five and open session at six. We will see you guys

282back here on Thursday for three consecutive meetings today, next Thursday and the following Thursday. So this meeting stands adjourned at 1045 p.m. Thank you.