CUHSD Board Meeting JUN, 25th 2020

001All right, good. All right, welcome everyone to the Campbell Union High School District meeting. Today is February, or sorry, it's June 25th. It's 5.02 p.m. Sorry, I went a little live faster than I thought it would, so catching up. So welcome. We are now going to enter a roll call. Dr. Bravo, can you do a roll call? Rusty Aresmith. Here. Rusty Brown. Here. Rusty Gallagher. Here. Trustee Goytia? Here. And Trustee Baric? Here. All right, everyone is here. So once he is the adoption of tonight's closed session agenda, is there a motion? So moved. Second. All right, so motion by Stacy, second by Robert. Is there any discussion? Can we have a roll call vote, please? Trustee Arisman? Aye. Brown? Aye. Gallagher? Aye. Goytia? Aye. Baric? Aye. All right, motion passes 5-0. The items are disclosed

002on our website. If there are any public comments throughout tonight's meeting, you can fill out a digital blue card that's located on the agenda and on the district website. There are no digital blue cards for our closed session items, so we will move on to adjourn the closed session. Board, you should have a link in your inbox calendar invite for closed session. So see you on the other side. And public will be back right around 6pm. Hi, everyone. We are still in closed session. We will be back out at 630 at the absolute latest. So just want to give you all a heads up for watching from home. We'll be back at 630pm. Not everyone is muted, just as a heads up. All right, if trustees could turn on their cameras, we know they're here.

003We will get started. All right, everyone ready? We have everyone is here. Great. Hi, everyone. I call this meeting back to order. It is 631 p.m. The board is returning from closed session where we did not take any action. Due to COVID-19 and the global pandemic, members of the board are joining via teleconference and all votes tonight are recorded via a roll call vote. While there's no physical location available for the public to join, members of the public may submit a request to speak through the public comment card, digital public comment card, available on the district's website and on our agenda in board docs. That takes us to item 3B, the Pledge of Allegiance. Do we have a trustee who would like to lead us in the Pledge of Allegiance this evening? All right, I

004will lead us in the Pledge of Allegiance. If everyone could please rise. Feel free to mute so we don't have to all try to sync up. All right, ready, begin. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Tonight we have item 3C, the adoption of tonight's agenda. So I'm going to make a motion to adopt tonight's agenda with the with tabling item 17B. Second. All right, so motion by me, a second by Stacey. Any discussion? Seeing none, can we please have a roll call vote? Trustee Aerosmith? Aye. Trustee Brown? Aye. Trustee Gallagher? Aye. Trustee Goytia? Aye. Trustee Barrett? Aye. Dr. Bravo, if I made a mistake on an action in

005closed session, should I announce that now? Yes, I was just going to say that there actually was an accident. Yes, I apologize. Typically, we do not take actions in closed session. So that's kind of automatic language that is in my head. But during closed session tonight, the Board of Trustees approved a proposed settlement agreement in case 062520201 with a 5-0 vote. I apologize for messing that up. All right. Dr. Rob, is there anything under item four this evening? Great. All right. We're going to move on to our student board member reports. Take it away. Hello, everybody. I would like to talk just more of my opinions on some of the reopening and what is going to be happening in the next couple of weeks and hopefully giving a student view on some of it. As

006with most students, I feel eager to get back in the classroom, hopeful to spend time in a classroom actively working in high school. Like many, I learned far better with the group interactions in a classroom that is difficult to find while secluded at home. With that being said, I have to present some evidence as to why we must be cautious about transitioning to normal school too fast. Yesterday, it was reported that America had 36,000 new cases of COVID-19 in a single day, this being the highest amount of cases in the entire time that coronavirus has been in America. Not only have we spent months preparing and researching and restricting better rules and guidelines, we still experience a massive increase of cases. The amount of cases is rising in over half of the states as local,

007state, and federal governments have begun swiftly reopening, while many people continue to break the guidelines set. Bars, restaurants, and large parties are actively coming back across the country, with many refusing to wear masks or socially distancing. To put into a state perspective, California also saw the single highest amount of cases with 7,000 just two days ago and another 5,000 the following day. Over a quarter of California's total coronavirus cases have come in the past 14 days. The positivity rate is 5.6%, which is surpassing the required number needed to continue safely reopening. Santa Clara County continues to see many of the problems prescribed above, with large calls are gathering in restaurants, parties, and work as if the coronavirus never happened. Many refusing to maintain socially distanced standards or mask wearing. Many seem to have gone into

008misconception that the virus has passed us, and many believe the initial short quarantine would complete this mission, but it failed to do its job. Last week, in the board's discussion of reopening, there were far too many flaws and proposals that the board was able to easily see. Do we force reluctant students to come into the classroom? How do we ensure students socially distance while on campus? What do we do with students living with family members at risk? I also believe that certain allegations made, especially one over a certain study, showed that it is actually healthier for students' emotional state if they were to return to school than if they were to stay at home. I believe the way in which the statement is being used is flawed. Yes, students are far less likely to have

009serious... negative effects from coronavirus, but not impossible. Not to mention them going home to at-risk family members and overall increase the amount of exposure in the community. It's not ideal, but we must not open too fast. Our district is one that is privileged to the ability to provide technological access for every student in the district and numerous platforms for students and teachers to actually communicate throughout the day. Cases are rising, number of hospitalizations are rising, deaths are rising. And in six days, there's a hard deadline given on the plan for the fall semester. As a district, I feel we have a moral responsibility to stop the spread of COVID-19 for the students and staff in the district and the families at home that they go back to. Is opening up really worth the risk that

010we are taking? Thank you. Thank you, Riley. Any other student board member reports? Yeah, I think Emily will go and then I will. Great. Yeah, sorry about that. I'd just like to speak in regards to last week's meeting. Last week, I asked non-Black people of color to reflect on the role and repercussions of colorism in their communities, and I called on white people to reflect on the issue of white supremacy and how they explicitly and implicitly benefit from it. I posed two questions. How far are you willing to go, and what privileges are you willing to let go of? for racial and economic equity and justice. I acknowledge the difficulty and discomfort that a lot of people experience in the process of having conversations regarding race and racial justice. But beyond failing to have this

011conversation, what could have been the first of what should be a series of conversations and action steps, the board refused to have this conversation. Through the decision to table Resolution No. 60-06-18-20, the Board refused to experience discomfort and told the most vulnerable students of our district, our Black and Brown students, our English language learners, our students from low socioeconomic backgrounds, and our students with diverse learning needs that they do not matter. Whether this was the intention or not, the Board failed to answer the call and refused to answer these difficult questions. I'm not asking for a lot. Black and brown students, English language learners, students from low socioeconomic backgrounds, and students with diverse learning needs are not asking for a lot. The least the board can do is to ensure that the resolution number 60-06-18-20

012will be on the July 16th board meeting agenda. Then, the board must engage in the conversation that they refused to have last week. Bringing this resolution back for discussion will only be the start of a long process, not the end. Thank you. Thank you, Emily. As far as reopening goes, I concur with Riley's statements, but I also just wanted to take a moment to talk about the Black Lives Matter movement, specifically the resolution number 6006-1820, which was in support of racial, socioeconomic, and educational equity. Before I wrote up what I wanted to say, I went ahead and read the resolution again and watched the board meeting again just to make sure I fully understood everything before I came to make this message. I also just want to say that no one has asked me to

013say this, but as my platform as a student board member, I wanted to speak up for something that I think I feel our district will be benefited by. I understand that change would require funding and time, both of which are limited currently. I understand that Dr. Bravo is busy with reopening efforts and adding this to his plate will be a lot for him to handle. However, this resolution is especially time sensitive and is good for us to revisit our policies while the rest of the nation does it too. COVID-19 has affected everyone in a negative way. However, those who this resolution specifically addressed as a whole have been negatively impacted more. We need to pass this resolution as soon as we can to level the playing field and bring equity, especially in a time where

014the gap has grown. Big reason why your trustees chose to delay passing the resolution was because the reopening was a bigger priority. However, Dr. Bravo mentioned last meeting that those who are already successful during school and when it was open prospered more and those who did not or who did worse, those who were not successful did worse in an online structure. This resolution would go hand in hand to bring our students up and should be reconsidered as we plan our reopening structure. I Google searched equity and it said the quality of being fair and impartial. COVID-19 has not made things fair, especially for the students addressed in the resolution. We have a great opportunity to really redefine what school looks like for everyone. As we start conversations on restarting from the ground up. we should

015we should consider this resolution as part of that furthermore delaying this might cost COHSD more in terms of scoring reports financially and more As a school district, we have the unique opportunity to fix some of these problems at the root before our students go on to becoming adults. High school is a transformative time, and we should make sure we fulfill this responsibility by creating a culture of equity. And this will boost our COHSD students for a lifetime. We can start small because this will take baby steps until we see complete equity. For example, the San Mateo Union High School District is now mandating ethnic studies as a graduation requirement and is giving implicit bias training to all staff. This might not be practical for our district, but I don't think delaying the conversations about the

016resolution were either. I firmly believe that we shouldn't have delayed these uncomfortable conversations. In fact, I believe that we should embrace them and should feel okay when we don't know the right answer. I urge the board to speak about these resolutions soon so that we can fulfill what two of our guiding principles say. We focus on equity to provide all students what they need to be successful and we do not give up when things get hard. Thank you. Thank you. I just like to share with you that I reached out to board president Gallagher this past weekend and indicated that if you feel we have this adequate staff to accomplish the task described in the second resolution in the timeframe indicated, I think it should be returned to our agenda for this coming Thursday. That

017would be tonight. I was actually surprised when I looked at tonight's agenda to see that it was not there because often when we table something, it's just to give us another week and it comes back at the next board meeting. It wasn't there and I would like to see it brought back. All right. So yeah, just to speak to that. Yeah, Trustee Gortier did email me on Monday asking if it could be on this Thursday's agenda. It was Sunday. Okay, well, sorry, Sunday. because, well, keep in mind, me and Christina wrote this together, right? So I do have an interest in having it coming back before the board and was not super excited when it was tabled. And that said, I think when I went back and watched the meeting, I think the intention of

018the tabling was to table indefinitely, not for a week. And I think it would be an abuse of my power to put it back on the agenda without. the express direction of the board. And so it is something we will talk about tonight during future planning. If a majority of the board does want to bring it back, we will bring it back at whatever meeting they give me direction to do it at. So just that's my thought process. You can agree or disagree with it, but I'm trying to balance being board president and not abusing that power. for things that I want. I would just say that I don't think it was our intent, my intent for it to be tabled forever. I think my intent was to get us through the opening of school.

019I probably, I would tell you that the hard conversations have already been going on and that work is already being done. Therefore, I didn't feel like it had to be something that we put on an agenda. or put on staff to have ready for us in a very short period of time when we need to open school. And that is going to be in flux. So there are many things in that that are normally something I would want to talk about. But it was written by two people and three people didn't have a chance to see it other than when it showed up on the agenda. We didn't know it was coming. We hadn't talked about it. We certainly... need to talk about it. And there's certainly things in there that are important. But that

020was the reason that I voted to table it. And I wish that was clearer if it wasn't. And based on some comments tonight, I don't think it was. So. Yeah, I don't. I think that we should talk about this during future planning. Now's not the time. And we can't talk about it at too much detail because it's not agendized item. Right. So if we can move on to our, unless anyone has questions for the student board members. I have two things I want to say. I concur with Robert on the resolution. I think the place to have the discussion about when the board, not one person, two people, three people, or three is a majority, but when the board is ready or thinks it's the right time to have the conversation in the grand scheme

021of what we've got going. And I just want to say to Riley, you know, I've been that's what I've been worried about the most. That's what I've been watching the most about. How do we reopen safely? How do we keep people safely? So thank you for your very thoughtful words on that. Thank you. All right. All right. So that will be something that is talked about during future planning at the end of the meeting. But. Before that can happen, we have to get through the rest of the meeting. So is everyone ready to move on? All right, so we'll move on to public comment. The board welcomes comments from the public. If you'd like to address the board, please fill out the digital blue card that's located on our website and on the agenda. If

022your item is not on the agenda, you'll comment at this time. Provisions of the Brown Act preclude any action being taken on any item not appearing on the post of the agenda for action. Oral presentations and communications to the board are limited to three minutes per person and 20 minutes per topic. We do have quite a few blue cards. I believe 11 of them are around a non-agendized item and one is around an agendized item. Because we limit to 20 minutes per topic, what I'm going to do, I hope people watching along are following this, instead of having three minutes, you're going to have two minutes. That's going to allow everyone... to get their two minutes in. I think it'll take us right around the 20 minute limit and we'll go from there. Unless the

023board disagrees with that call. All right. So we're going to move on. Our first speaker tonight is Emily Cassie and they wish to address the tabling of resolution number 60. All right, Kaylin. All right. Hi, Emily. You're on with the board and team. You're live on the internet and we have moved discussion to two minutes instead of three to fit everyone in. We'll take it away. Good evening, CUHSD trustees, Dr. Bravo, and district staff. My name is Emily Cassie, and I'm a history teacher at Del Mar High School. I'm speaking tonight to express my concern and frustration regarding the board's decision at last week's meeting to table the discussion of Resolution 60 in support of racial, socioeconomic, and educational equity. It was embarrassing and alarming enough to listen to some trustees struggle to say that

024Black Lives Matter and deny the fact that all systems in this country are in fact... built upon racism and white supremacy. And while I do honestly appreciate the passing of Resolution 59 acknowledging support for Black Lives Matter, it is not nearly enough. As a teacher, when I want to know if my students truly understand something, I expect them to actually demonstrate their knowledge. And by refusing to even discuss acting to uphold racial equity in the district, you've given the impression that it is not in fact something the board truly understands or values. As I listened to some of the arguments last week about how now is not the time, I was immediately reminded of Dr. King's letter from a Birmingham jail in which he expresses his frustration with the white moderate and laments on the

025fact that the word wait almost always means never. Those of you who voted to table the resolution have essentially told every member of this district that making a priority of dismantling systemic racism would have to wait and therefore may never happen. By telling our students and families to wait to see any real action or even hear a discussion, you demonstrated that the board is more committed to upholding a system founded on racism and inequality, one that favors and offers unearned privilege to people who look like me and all of you, than to creating a new normal dedicated to the success of all of our students. Our students and family of color should not have to wait any longer for something that has been owed to them their entire lives. In addition, your refusal to discuss

026this resolution sends a powerful message to those of us teaching in the district. It is not enough to hope or expect that individual teachers take it upon themselves. I do appreciate the time the board has put into discussing plans for the next school year, but I ask that you dedicate that same level of commitment to equity. Our students cannot afford for you to wait. Emily, that was exactly two minutes. So thank you. And we'll go to our next speaker, Victoria Waite. Can any of you hear Victoria? She's not on yet, Linda. Oh, okay. All right, Kayla. Hi, Victoria. You're on the board. You're live on the internet, and we have reduced the comments just to two minutes so we can fit everyone in. And whenever you start, I'll start the timer. Okay, I'm ready. Thank

027you. All right. Good evening, folks. My name is Tori Waite, and I'm a special education teacher at Delmar High School. I have been working towards social justice in my country for almost 22 years, through AmeriCorps, Boston Public Schools, and now I am so proud that I'm doing that work here at CUHSC. I work with the most dedicated and passionate educators at Del Mar who are working and will continue to work to better themselves so that they can support students to grow their culture, identity, and place in this world. Throughout my career, I looked at all of the systems that affected the lives of the students I worked with. and the thought of how to combat the oppression and struggle that the system has brought onto them and their families. As I continued to grow as

028an educator, I began to understand that not only do my students of color struggle because of the racist structures outside of school, but because of the public school system as well. As a mother, woman of color, and educator, this last month has been scary and exhausting, but also inspiring. We have seen so many people begin to address the white supremacy that is a part of all systems we participate in and benefit from. I want to thank Ms. Erasmus for her diligent work to begin to uncover the issues facing black students in creating the Black Lives Matter resolution. In the board's discussion leading up to Resolution 59, board members shared their support of Black Lives Matter, but not their willingness to have the discussion to address the why now. Why do we need to say Black

029Lives Matter? What is the history of our country that leads us to need a statement like Black Lives Matter? The acknowledgement of Black Lives Matter understands that for over 400 years, Black people have not been valued in our country. The lack of vote for Resolution 60 was disappointing. To affirm that Black Lives Matter, but not move forward to discuss the ways that people of color are harmed daily, both physically and mentally, was a loss. We don't have the time to table a discussion. The time is now. As a community, we need to see our board have the difficult conversations to address race in class, how to dismantle the systems that affect our students of color in our district. As an entire community, our role in the- Victoria, that's time to wrap up. Okay, thank you.

030I just want to say thank you for the time. Okay, thank you very much. Our next speaker is Claire McCarthy. Okay, we're ready. All right. Hi, Claire. You're on with the board. You're live on the internet and you have two minutes and I'll start the timer whenever you start. Hi, thank you. Good evening. My name is Claire McCarthy and I am a special education teacher at Delmar High School. And I'm one of many teachers in the district who is disappointed with the board's decision to table resolution 60061820, especially considering the passing of resolution 59061820, which appears to be hollow if there is no follow-up action. In the 1970s, there was a revolution happening within education that eventually birthed the special education department. As we know very well, the current laws binding us to appropriately serving

031students with diverse learning needs has allowed for many students to discover successes inside and outside of the classroom. Our work is not done, but what we know is that while these programs are designed to target a specific subset of our population, the resources dedicated to these programs and the learning strategies and supports that have been developed by them do inevitably benefit all students. When we lift up those who are in need, we all rise. Our country and our community is in a state of uprising against the unacceptable failures of our societal systems that are based in white supremacy. There is the backdrop of this global pandemic, and I understand that it is your priority to keep our students and communities safe during this time. However, this pandemic does not exist in a vacuum. It is

032irrevocably linked with the social justice systems at play. Community safety and social justice go hand in hand. In order to preserve Dr. Bravo's time, we cannot allow him to develop a plan for the reopening without talking about Black Lives Matter. Without considering racial and social justice, we are already reconfiguring our school systems to not address racial and social inequities at this time equates to neglect and will result in an ineffective plan. I know from my own journey to uncover my biases, racism, and recognize my privilege, it is challenging and time-consuming. However, I acknowledge that it is my privilege as a cisgendered, straight, white woman that allows me to learn about institutional racism and oppression instead of experiencing it the entirety of my life. I mention this because while it is hard work to begin to

033understand the horrific consequences of the system and just understand while saying all lives matter or all students need help does in fact indicate that you don't understand the severity of the situation for Black people. It is not too late to learn. It is not too late to join the movement. Thank you. Thank you so much. All right. Ji Sun Yoon is our next speaker. All right, Kayla, we're ready. All right. Hey, you are with the board. You're on the Internet and you have two minutes. I'll start a timer. When you hear a beep, that's when the time has expired. Take it away. Thank you. You can start. OK, I'm here to speak on behalf of the 90 signatures gathered from all six high schools in our district in just over 24 hours. We are writing

034to demand that you support racial, socioeconomic and educational equity with not just words, but action. Students of color, especially black and Latinx students, English learners, students from low socioeconomic backgrounds, and students with diverse learning needs are the most underserved student groups within our district. The needs of the students cannot be tabled to be addressed when it is more convenient. The board directly contradicts CUHSD's supposed mission of equity by tabling Resolution 606-1820, especially in the wake of COVID-19 and distance learning, which exacerbates the inequities in our district. By voting to end the discussion before hearing from Dr. Bravo, Trustees Brown, Virg and Goitia refused to become informed about the primary concern of resource allocation and continued the systemic oppression of underserved populations in our district. Right now, we demand the board to untable and adopt Resolution

03560-06-1820 to lift the silence imposed on Dr. Bravo by the board so we can hear his voice. By unanimously passing Resolution 59-06-1820, the board acknowledged the history of institutional racism that systemically and systematically has prohibited the educational and social advancement of black, brown, and indigenous students. We demand that the board of trustees honor this acknowledgement by direct... directing the superintendent to develop a recommendation to establish a permanent and formal structure in the district for board discussion by the August 27th board workshop. We acknowledge that this is not enough and meeting these demands is just the beginning. However, without these demands being met at minimum, then your passing of Resolution 59 is meaningless and hypocritical. Without any follow-up action which Resolution 16 entails in action directly contradicts the board's... passing of Resolution 59, which in quote,

036wishes to affirm its commitment to the well-being and safety of Black community members and let them know that they are not alone and their district stands in solidarity with them in their struggle for justice. It is your duty to represent your constituents. Staff of CRC believe you must act now by including the passing of Resolution 60 at your next board meeting. In solidarity. Thank you. Thank you. Our next speaker is Kyra Durant. Kaylin, before the next person speaks, can I just ask all the board members to please turn their cameras on? I know that people at home can't see the cameras, but just to show that they're paying attention, can I ask folks to turn their cameras on? Thank you. I'm going to speak to that request. There may be a time that camera is

037turned off and it's under our protocol that that can happen. They're expected to pay attention. Kaylin, can you continue? Yeah, I think we're waiting on the next speaker to connect. Hi Kyra, you're on with the board. You're on the internet. You have two minutes and you should hear a beep when your time is up. Okay, great. I'm going to read my statement in a few full minutes. I'm going to read the rest of Tori's statement because she ran out of time. I'm going to start with mine. Kyra Durant and I'm a teacher at Delmar High School. I'm an active member of the district to reopen schools that are better than the ones we closed in March. Recommendations of the reopening committee cannot be implemented with any fidelity if they are not predicated on and executed

038through the lens of the constant and necessary work that comes with reaching racial equity. That work comes first. It goes along with it. We have no business reopening schools that are not actively working towards racial justice every single minute of every single day. And I'm going to read the rest. Community, we need to see our board. have the difficult conversations to address race in class and how to dismantle the systems that affect our students of color in our district. As an entire school district community, board, and staff members, our role in the community at large is to address inequities and to acknowledge our role in them. I urge you all to continue to discuss, challenge, and dismantle the systems that continue to oppress our students in and outside of our school walls. I, Tori, like

039my colleagues, was reminded in MLK's letter from Berkeley We know through painful experience that freedom is never voluntarily given by the oppressor. It must be demanded by the oppressed. Frankly, I have yet to engage in a direct action campaign that was well-timed in the view of those who have not suffered unduly from the disease of segregation. For years now, I have heard the word wait. It rings in the ears of every Negro with piercing familiarity. This wait always meant never. We must come to see with one of our distinguished jurors that justice too long delayed is justice. And those last words. Thank you. Thank you. Our next speaker is Amanda Davidson. All right, Kayla, I'm ready. All right. Hi, Amanda. You're on with the board. You are now live streaming on the internet and you

040have two minutes. Okay. My name is Amanda Davidson and I am a teacher at Del Mar and resident voter of this district. I'm here to speak about what was and wasn't discussed and done about black lives at the last board meeting. I would like to share a relevant metaphor from Ijeomu Oluo, author of So You Want to Talk About Race. Earlier this week, she wrote, quote, Imagine waking up and realizing that every other house on your block has been on fire and you hadn't noticed until now. You didn't look at the fire and say, geez, I need to go study the history of fire. You go to the people frantically trying to put out the fire and you ask, how can I? You listen to the people who know what they are doing. Then you

041get to work. You learn as you go. You don't debate the nature of the fire. You focus out if that's for the experts. you need to go. You help those whose homes are already burned down if that's where the experts say you need to go. You listen when experts say that you need to stop doing things that are making the fire worse and don't instead argue that you can't have made it worse because you've always said you are. You don't take a break from the fire hoping it will put itself out. Members of this board last week made the fire worse. When you said you need more time to read on the issues related to Resolution 59 and 60, you allowed the fire of racism to continue to burn. When you said there are more

042important issues or things to focus on, you encouraged the fire to spread. The racism in our district and the dismiss the experienced students and teachers showed your blindness. The board is ignoring the fire of racism and inequity in this district and our computer community. There is not an option. Action is already. I want to bring your attention that the letter that G-Sun mentioned has 90 signatures. Thank you. Our next speaker is Michelle Le. All right. Hi, Michelle. You are on with the board and team. You are now on the internet and two minutes begins whenever you start. Okay. Good evening, board. My name is Michelle Lee and I was a former student of the Campbell Union High School District. I'm a resident of Area 4 and I demand that the board add resolution number 6806-1820

043to the board meeting agenda no later than the July 16th board meeting. I yield my time. Thank you. Thank you very much. Our next speaker is Eva Abara. All right, Kayla, we're ready. All right. Hi, Eva. You're on with the board. You're streaming live on the internet and you have two minutes and you should hear a beep when your time is up. Okay. And when I am finished, is it okay if I finish? Sorry, ask that again? So yeah, sorry. I was going to say that I am ready. And when I'm finished, I am able to leave. Is that correct? Correct. Awesome. Go ahead and take it away. Good evening, Board. My name is Eva Ibarra, and I am a former student and community member of the Campbell Union High School District. I am a

044resident of Area 3. I demand that the Board add resolution to number 6006-1820 to the Board meeting agenda no later than the July 16 Board meeting. I yield my time. Thank you. Thank you very much. Our next speaker is Jasmine Garzon. All right, Caitlin, we're ready. All right. Hi, Jasmine. You're on with the board and you're streaming on the internet and you have two minutes. Okay. Good evening, board. My name is Shazma Garza, and I am a student of the Campbell Union High School District. I'm a resident of Area 4. I demand that the board add Revolution No. 60-06-18-20 to the board meeting agenda no later than July 16th. Board meeting, I yield my time. Thank you. Our next speaker is Leanne Higigi. All right, Kayla, I'm ready. All right. Hi, Leanne. You're on with

045the board. on the internet. And you have two minutes and we'll let you know when your time is up. Thank you. Good evening, board. My name is Leanne Higigi and I'm a special education teacher and teacher of the year at Branham High School. While I am glad to see the board approve the resolution declaring that Black Lives Matter, I would like to share my concerns over the discussion that occurred in order to pass the resolution. The fact that we have no Black, Brown, Indigenous, or any other people of color on our school board speaks volumes to the concerns that follow. I was disappointed after Trustee Aerosmith worked with students from our district's BSUs that Trustees Brown, Verich, and Goytia asked for additional time to review minor details of the resolution. What you asked for was

046to speak over input and review from our Black student community members. I would ask why you felt your voices were more important in drafting this particular resolution. Additionally, I wanted to address the discussion around deletion of the word all in regard to the systems and institutions in which Black people face oppression. Not acknowledging that black people face oppression in all systems and institutions is ignorant at best and clearly speaks to the lack of awareness of ways in which systems and institutions contribute to the oppression of the black community as a whole. Removing the word all only serves to make the wording more palatable for white people and as an example of racism in action, knowing that racism is more than individual actions and how people treat one another, but is prejudice and power. Trustee Verich,

047I heard you share disbelief over the ways in which our own school district has been racially biased, and I would highly encourage you to do some research on how school institutions, including our own, perpetuate institutional racism. Some things to look into include the lack of representative curriculum, our staff representation compared to our student population, and how school district funding perpetuates inequitable access to education. Regarding the resolution in support of racial, socioeconomic, and educational equity, I was dismayed to see that once again, no actionable steps were taken to address these inequities at the district level or even further discuss them. I hear the desire to wait until there's a better time, but our students have been waiting too long. As Trustee Gallagher mentioned, there will never be a perfect time. I am also disappointed that the

048majority of the board chose not allow Dr. Bravo, one of our few leaders of color represented in the district, an opportunity to share his own thoughts on whether or not he felt he would have enough time to look into talking about a plan to address educational equity two months from now. You silenced him, another example of racism in action, whether or not you meant it that way. Additionally, while I would like to praise the passing of the resolution in support of digital access and inclusion, it was disheartening to see how easily the board passed this resolution without any comments on the specifics, as opposed to wanting to focus on seemingly- Why do we have a limit of two minutes? I'm sorry, Leanne, we're at the two minutes. Am I at time? Yeah. Okay, I would

049just like to conclude by saying, please read the email Dr. Bravo sent out on May 31 titled racial injustice and take some steps to understanding how racism lives within ourselves and in our institution. Thank you. Thank you. Our next speaker is Stacy Ross. And then there's one more. And then we'll move on to item seven. Hi Stacy you're on with the board, you are on streaming on the internet, and you have two minutes and There should be a beep when your time is up. Okay, thank you. Good evening, folks. My name is Stacey Ross, and I am a special education teacher at Del Mar High School. Acknowledging the existence of systemic racism, racial inequity, and that Black Lives Matter is the first minute step. To affirm it exists is merely a head nod. It is

050a no-brainer. The student speaker last week mentioned Clint Smith, a prominent poet whom I personally have had the honor of meeting and working with. She mentioned his term proactive empathy in her claim that if we don't say something, our community will receive the message that this isn't important enough. Resolution 59 was a public declaration that says, I see you. From there, the next resolution called for more than to just say, I see you. Resolution 60061820 asked to back up the easy part, the optically appealing I see you, the head nod through action. Here's where things got messy and frankly painful to watch. Some of the comments before the resolution was tabled by a 3-2 vote spoke of not enough time or too much too soon or budgetary concerns. It appeared to you the board were

051tired by the time you got to this discussion, having expended all your energy on Resolution 59. Rather than spend my brief time telling you how the exhaustion of every one of us who comes from a place of privilege doesn't hold a candle to those who have had to suffer through systemic and systematic oppression every day of their lives, I want to say this. Resolution 59 means nothing without Resolution 60061820. If we do not take action, we will continue the cycle of oppression on which this country was built, continue to perpetuate the institutional inequity and inequality we claim to want to dismantle in our district's mission statement. It reads, we focus on equity to provide all students what they need to be successful. If we want to honor that mission, we need to do this. We

052can do this. Educators can do anything. You've seen it in the way we transition to distance learning overnight. Educators do so much with so little every single day. It is our responsibility as educators to do more now. We have to do better and we have to do better now. Thank you for the opportunity. Thank you. And our final blue card is from Bobby Joe Stewart. Kalen, we're ready to go. All right. Yes, I'm Bobby Stewart, and I'm from Prospect High School. As I've been listening to everybody's input, I do want to tell you that the item 60 and tabling it was a little troubling and is troubling to students, the community, other districts that sent the wrong message. As a teacher who works with all students, we see the day-to-day issues and the equity. It

053is fixable, and my suggestion is that we address it. as soon as possible to repair and move forward. Thank you. Thank you. All right. That concludes our blue cards on non-agenda items. Just as we're saying at the beginning, the opportunity a board member has recommended that this be spoken about during future planning, which is item 22. So any discussion of this resolution will happen at that point. With that said, we will move on to. Item seven, comments from associations. I believe, I know Chista has comments. So let's start there. And tonight we'll be joined by Laurel Garceau. All right, hi Laurel, you're on with the board and whenever you're ready, take it away. Okay. Hi, this is Laurel Garceau. I know you all know me, but I always feel the need to introduce myself. I'm

054Chista, exec board secretary and French teacher at Branham High School. Good evening. CHSDA is gravely disappointed that Resolution 60-6-18-20, in support of racial, socioeconomic, and educational equity that was introduced at last week's board meeting, was tabled without comment from Dr. Bravo. In essence, three trustees made a decision for Dr. Bravo without hearing from Dr. Bravo. The structure referred to being established in the resolution is past due. I'd like to share a quote from a teacher in the district. I've just been reflecting a lot recently, especially on the lower retention rates of teachers of color, even though we make up a small percentage of the overall teaching force. We're the students of color who somehow made it through. But when we get back to the classroom, even as teachers and nothing's changed, it's hard. Sometimes it's

055damn near hopeless. From another teacher, I am tired of groups being formed and nothing or little action actually happens after. I hope we can serve all students by doing something despite self-imposed or systematic restrictions. And a last quote from another teacher, your actions, while perhaps unintended, send a negative message to students, teachers, and the community. By passing resolution number 59, but tabling number 60, you are saying you are aware of the problem, but it does not matter enough to you to do something about it. As Langston Hughes stated, a dream deferred is a dream denied. By deferring action in support of racial, socioeconomic, and educational equity, you are denying that equity. The conversations and resolutions put in front of the board are already long overdue. They are spurred by the protests and incredible action of

056activists across the country right now. But without action, your acknowledgement of Black Lives Matter is only performative allyship. We have work to do and we shouldn't waste a single moment getting started. Just to believe this is the most important topic on the agenda right now, even more important than how we are going to reopen schools in the fall. We urge you to pass Resolution Number 60 this evening as it will be sending a clear message if you choose not to. Thank you. Thank you. And just to speak that we cannot. approve it tonight because it's not agendized. Is that correct, Dr. Brava? You're on mute. You're still on mute. Yes, you're correct. Yeah. So although it is not on the agenda tonight for action, like I said before, this will come back up during item

05722 for board discussion. So with that said, we're going to move to item eight, our superintendent's report. Dr. Brava, you're on mute again. Okay. Thank you, Trustee Gallagher. Actually, tonight I wanted to focus my superintendent's comments on some of the messages that I've received from staff members that were disappointed to see Resolution 60, its Board of Racial, Socioeconomic, and Educational Equity table at the last meeting. And we heard some of that sentiment this evening. And I know that there are a number of staff. that are hoping that the resolution is picked back up soon. As a Latino who's dedicated my adult life, at least, working in education with the hope and goal that I'm not just helping replicate the dominant culture, but trying to move the system in the direction of equity for students of

058color, I love the passion that staff have been sharing with me. A number of messages I received were from staff members who serve as members of the Fairness and Belonging Committee who are eager to see their work expand. And if you all may recall, the Fairness and Belonging Committee launched in 2018 and has implemented and the district has tried to implement four of their top recommendations to date. The first one being equity training. and it hasn't spread to all staff, but there has been equity training with the National Equity Project, Coaching for Equity and Leading for Equity. Approximately 100 staff members participated in these training sessions in 18, 19, and 19, 20. There's been increased representation of students of color and low-income backgrounds in advanced courses through partnership with equal opportunity schools. And that means

059an increase of about 134 additional students in advanced placement and IB courses, and even more so this coming year. We've had a restorative, advanced restorative approach to discipline training for all administrators this academic year, 1920. We've certified over 100 adults in 1920 in mental health first aid. And we have worked to increase diversity of new hires. the 2019 New Hire cohort more closely resembles the ethnic makeup of our students. And these are positive steps, but I think that the people that express themselves today would absolutely be right to say they're not enough and they're nearly not enough. So thinking on this, trustees, as you think about how to move forward when you choose to bring the resolution back, I want to second the point that was made by Trustee Brown. And she said that for

060there to be change, there needed to be dedicated funding, budget, and people. And it reminds me of a time when someone told me, if you want to know what a leader cares about, you don't need to talk to that person. You just need to see how they spend their money, their calendar, and see where they spend their time. And you need to see who they hire. And we have had the, I'm proud of some of the things that we've done in this district. I think that we're an exemplar of really spending our LCAP dollars where they're supposed to be spent and not on other things. But I think we have plenty of way to go in hiring. And so I'm going to be working with our human resources staff around what can we do? Are

061we ensuring that our interview processes, for example, do everything possible to eliminate bias, et cetera? So while the topic is not agendized tonight, as you consider future discussions about a plan for establishing a permanent and formal structure dedicated to the racial, socioeconomic, and educational equity of students, I would invite you to consider a dedicated percentage of our annual budgets that could henceforth be set aside to give a body such as the Fairness and Belonging Committee a tool that we didn't provide them previously, and that is dedicated budget. Now, we've just gone through a budget development process, and we know that it is not easy to free up dollars because so much of what we do is for kids and is of benefit, and everything has its supporters. So this would be a percentage that we

062would be ready to defend with those members of the staff or public that wouldn't agree necessarily with those staff that called tonight and would see other priorities as more important. But I know that the work isn't easy and I appreciate all the support you've given in the past on behalf of Equity Initiatives. Thank you, Dr. Bravo. Dr. Bravo, if I have a couple. Clark Arriginton, M.D.: Clarifying questions. I just want to make sure I understand. I mean, I understood what you said, but there were a couple things that I was thinking as you said them. We have gone out of our way in our HR department to hire Clark Arriginton, M.D.: Staff that look like our students. Correct. Well, I mean, when you say out of our way. Is that enough. So it has it.

063Is it a goal. Yeah. So let me ask the question and I and we were told They have to apply. We can't go out and find them somewhere else. They have to apply or we have to catch them at a job fair. I mean, that's one thing, right? Yeah. No, definitely. But I think that's one of the things perhaps we need to look at, though, is recruiting practices. The board has communicated that's important. Yes. And our curriculum information that we've seen from administrators, these are all things that they're working on at their sites now. And teachers can incorporate an author that they think is important for their students to hear, or are they blocked from doing that? Teachers can do that. Okay. And so those are things that are taking place already. Yes. Okay. Great.

064That was, it was. There are things in the works and there's things to come and there's things to be worked on. What I'm hearing from you. You've already had committees, you've already done some work and you've already implemented some of that. Yes. Okay. Thank you. And thank you for being a leader that cares. Right. Dr. Bravo, do you have anything else? Anything else I'll save for when we talk about the response to COVID. Great. And just to clarify a point that was brought up earlier, the board members do have a right to have their cameras off. I think the ask is that when people are speaking that they have their cameras on. The view that we have here, we can see everyone, but from the public view, I think they only see the speaker. So

065agree or disagree, that's the rules. And we'll take it away from there. Item nine is... informational items. Just as a reminder to the board, we try to limit our presentations to 15 minutes. And during those 15 minutes, the board tries to not ask questions, let people get in the flow of their presentation, write your question down, and at the end, we'll have time to dive in with questions and direction and thoughts. Today, our first item is 9B, the 2019-2020 Measure A and Measure E Parcel Tax Citizens Oversight Committee's Annual Reports. Who's introducing this item? That would be me. This is Andrea Siplikas talking. I'm here with Creighton Nolte. And we are the President and Vice President of the Measure AA Citizens Oversight Committee and Measure E Parcel Tax Committee. And we're here to submit the

066annual reports. The Measure AA Committee meets quarterly, Measure E Committee meets annually, and we would like to thank the finance team and facilities team for their thorough work, their patience in answering our many, many, many questions, and the willingness to go above and beyond what's required to keep our committee and the public informed of bond projects. We all really appreciate that. We have reviewed in detail the independent auto reports and the itemized list of expenditures coupled with the ballot language. You have electronic copies of the committee's work and verified findings signed by all members of the citizen oversight committees. And the Citizens Oversight Committee switched to present to the board its annual report intended to inform the public that the committee has determined that the bond proceeds were expended only for the purposes described in

067the California Constitution and the project list approved by voters. And we agree that all expenditures incurred are in alignment with the intent of the ballot measure. Does anybody have any questions? I was just going to say, I think. you know, probably on behalf of the board. I can't speak for the board, but I think I can sometimes. I think, you know, this is such an important process and it is so much work and, you know, kind of seeing how different districts do it. I know y'all are on top of it and you're asking hard questions and you, you know, you're getting answers. And I think it matters so much for the public to have trust that we are, when we go out and ask them for resources that. There is someone who, you know, outside

068of the board is really taking a hard look at things. So thank you for all that hard work because I know it's hours and hours and hours of time. It's exceedingly interesting and we really appreciate how quickly the finance team answers any questions we have because we literally go through every penny that is spent. literally down to the penny. And it can be confusing, but Nancy's team and the finance team and the facilities team make it all very clear and are really a dream to work with. Great. Any questions from the board or comments? Thank you, Andrea, for continuing to work for the district well after your students are gone. My pleasure. And volunteer. Volunteer. Work for free. Great. All right. Thank you all so much. Thank you. And Dr. Bob, this is not an

069action item, correct? You're correct. That's going to take us to item 9C, which is an information item, a first reading of board policy 6154, homework slash makeup work. And I think our student board members are going to introduce this item. Thank you again. Jitanjali and I will be presenting a draft of the homework policy that we've been working on. We want to use this time to get feedback on the draft and advice on how to move forward. But first, we want to introduce to you how we got the idea to take this on in the first place. In November, we had the Superintendent Student Advisory Council, or SSAC for short, interview department chairs, academic counselors, and students about academic support. This wasn't specific to the homework policy. It was just about, do you feel supported

070academically? But throughout the district, we found a pattern of many being unhappy with homework, and we decided to make a change. We have made around 15 different drafts overall in the past six to eight months. We asked a lot of stakeholders, including department chairs through emails and in-person meeting, teachers through an online survey, Campbell High School Teacher Association through a Zoom call, student site representatives through numerous meetings, principals through a Zoom call, and more. We've taken the feedback these groups gave us and we changed our draft accordingly. Overall, there are three things that we as students want to see a change in. One, emphasizing quality over quantity. We have noticed that a lot of students get assigned homework that is not always meaningful. We want our teachers to really consider what homework assignments will do

071for students in the long term. Two, reducing the hours of homework for students of for all levels of classes. We want to empower students to take advanced classes that they wouldn't have considered to take normally. Many of our students have other obligations like working, taking care of their family and more. And they often opt out of taking AP, IB and honors classes because of the homework load that these classes entail. By limiting the amount of homework students will receive. We will give all, but not just the privilege to take these classes. Additionally, this will be a huge factor in making the overall mental health of our students better. The last thing we want to see a change is in homework over break. We've been finding that many students are getting assigned a lot of homework

072or studying over breaks. We want our students to be able to travel, relax, watch TV, or stare at a wall, or do whatever they want. We were unable to reach consensus on summer break, but we have made new requirements for winter and weekly breaks. We've even created accompanying guidelines in hopes of clearing up some confusions that people may have. We also plan on creating an in-person presentation or having Zoom calls with teachers and staff on all campuses to make sure that this gets implemented in a way that benefits both students and teachers. We hope by the end of these discussions, you'll be able to give us feedback on the draft and provide us with next steps to take in order to make this homework policy a reality. Does that conclude the presentation? Well, We don't

073really know how this works. Sorry, sorry. Are you like, is it time for the board to talk and ask you questions? Yes, it is. So board, do you have any questions or comments for our student board members or Dr. Bravo? Riley and Gitanjali, thank you for your work on this. You mentioned that you couldn't come to consensus around summer. You mentioned that there were as many as 15 versions of this. What are some of the concerns or some of the problems you came up with summer? Well, I think summer break was one thing that's been discussed for like quite a few months, like even before I was here. And I think the teachers just could not get on board on getting rid of summer homework. We are at least limiting it in any way. I

074think there's just so many honors and AP classes that do it. I think virtually all of them at my school. And so we were unable to get that into any finalization. However, we did come to agreements on doing no homework during this break between semesters over Christmas and also. having a limited amount of time for the weekly breaks that we've made clear in the proposal. Other questions? Stacy? Yeah, so I think this is a great draft that you've come around to. Just a couple of thoughts on the expression using quality over quantity. You know, and you talked about homework being meaningful, quality over quantity meaningful. So I'm just wondering if you want to include some of that in how you describe quality over quantity. So it's crystal clear. Remember, this is going to be the

075policy. This is the document we're all going to look to on homework. And so. meaningful and relevant are some things that came to mind when I read this in terms of how you're describing how you want to prioritize homework. And I think we do talk about providing teachers with training opportunities for this. And I don't know if we want to call that out a little bit more with kind of this shift towards this quality versus quantity concept. And then the other thing that I would add for consideration is that We do have students that have accommodations around homework, can have more time, things like that. We've never really called that out very specifically in our policies, but I know from my experience as a parent, it's been difficult for some of those students to have

076their accommodations. considered in all of this. So I ask you to consider finding, maybe finding some way to highlight some of that. And then just the last comment I had about excused absences, work excused absences versus unexcused absences. And I noticed that for the unexcused absences, you changed the wording from students who miss schoolwork because of unexcused absences, you changed it from shall be given to may be given. So can you elaborate on your thoughts around why students with unexcused absences, you don't want to... you basically made that delineation? So that's something that we are like, that's something that we didn't really get to address as much during these conversations. But there was concern in terms of excused and unexcused, where there's a lot of students who, who skip. classes in order to study. If

077it's a test day, then they get to, then they skip that class and use that time just to study and get it and get to know from their friends what the test was like. So there's a lot of students that do that. So maybe make, we don't want to just hold teachers accountable. We want to hold students accountable as well. So we thought that maybe this was a way to, to really make. to make students know that there is consequences to that. But that is something that we could, if that's going to bring a lot of issues, we could change it to shell and change it back. But that's not something that we had really spent too much time thinking about. Yeah, the only thing I think about when I think about students, I quite

078frankly, I didn't think about the case where students are skipping assignments because they need more time to study and things like that. I think about students who are just struggling to get to school. and things like that. And so I just want to bring that point up and let you guys decide on a recommendation around that. Yep. And that's a point well taken. Thank you for bringing that up because we wouldn't have thought of that in the first place. I think you guys did terrific on this. And when it comes back for a second reading and an approval, I will be supporting this. All right. Other board members, questions, comments? You mentioned that there were many different drafts, kind of many different interviews. What was the decision making process in taking that feedback and input?

079Who ultimately, at which points was, I guess, writing and deciding how to collect all of the feedback? So first, like what we had come up with is kind of like a list of things that us as students have decided that we want. And those are kind of like considered or non-negotiables. So one of them was limiting homework or like the time limit. And that was something that teachers had raised a lot of concern about, specifically AP teachers, where they felt that they're already in a crunch for time. Crunching more time will be difficult. So we... we took their considerations and and sometimes they were like we took their considerations um and we looked at them and said is this something that we as students could could could live with or could not and so there

080were some that really just want to get rid of the time boxing on homework and that's not something that we wanted um we're able to give up but if there are recommendations that we didn't think of um or recommendations that we we agreed with uh we added and um This is kind of like an effort from the three student board members. First, Emily and I worked on it, and then Riley and I worked on it. And we just really considered from a student perspective, what are some things that we need? So that was kind of our decision-making mechanism, where we just saw where some concerns were accurate and some things that we overlooked, because this is our first time really writing a policy. So we didn't know what language. issues could have and stuff. So

081we really try to make sure that we interviewed everyone that would really be impacted by this policy and we got their point of views. Most of them were in agreeance with the statements we've had, but with some statements that have caused a little bit of concern, we've tried to either clarify them in terms of the guidelines or just really see what is something that we can do to meet in the middle. Thank you. Yeah, I think that you've done a really great job, I think, not just in the content of the policy, which I support, you know, we have seen Multiple times in research that homework does not make a significant positive impact on student learning. And so we are also seeing that students in the Healthy Kids survey, anecdotally, our students are telling us

082that they're more stressed out than ever. And I think you have done a really good job of balancing the needs of multiple stakeholders in talking to guidance counselors and talking to different groups of students and talking to teachers multiple times, department heads, just really making the process really bottom up. And so I applaud you for taking on this work. And they kind of glossed over it, but really our students have been working on this for most of this past school year and into the summer. I know at the end of the school year, we asked kind of, okay, we're not sure where this is at. Do we want to, do you want to keep working on it? And our student board members without any hesitation. Yes, of course. We want to keep working on it

083even through the summer, because we know this is important. We've been working on it. We want to see it through. And so. Our student board members have really demonstrated leadership well beyond their years throughout this whole process. And I want to commend you for taking that on and for showing up in the ways that you have and continue to. Thank you. And I'd like to say that I think I said to you once before that I have seen people shy away from taking this on over and over because they say the process is, the considerations are too complex, there are too many nuances to it, and so on and so on. You remind me of the thing I have taped to my computer. The world is moving so fast that the man who says it

084can't be done is generally interrupted by the one doing it. And you've been the ones doing it. Thank you so much. I want to thank you for the input as you got for reaching out, for taking the time to do it properly, working through the process, and wordsmithing it. There's plenty of things that you obviously in 15 versions have come up with. It's really important that that kind of time is given. And I appreciate the work that you all three have done, as well as those students that volunteered to work with you, and the teachers, administrators. Really appreciate it. Thank you. Yeah. I'm sorry, go ahead. Oh, I had just kind of one more thought of not a concern necessarily, but just. You know, we don't know what school is going to look like in

085the fall. So we don't know what homework is going to look like in the fall. And I think it's really important as we move forward, if and when we adopt this policy that we really think about this policy and the guidelines as we adapt whatever homework is going to look like given whatever school will look like. So I just wanted to put that out there. And I had one more thought as well for our student board members as they take in this feedback. Most policies start off with the governing board recognizes or the governing board acknowledges, you know, it's a statement of the belief of the governing board because policies are typically the purview of the governing board. I think it's important. for this particular policy and for the work that you guys do is

086to start off this, your introduction and let everybody know that this is student, that this is student written, that this is the voice of the students. in our policy. I think that we should document that as part of the policy. Just have an introduction, you know, that kind of declares that this is the work of the student body of the Campbell Union High School District. You've earned it. Thank you. I had a couple thoughts. My first, I think whenever I look at new policies, I look at what was the process in which this policy was made. And I think you all pass that with flying colors. And I think it's, you know, another lesson that the more voices you have at the table and have those serious discussions and have some things that are non-negotiable,

087you're going to have a better result. And be able to do that as a group of students is rare and very, very impressive. And also just a shout out to Dr. Bravo and Christina for helping create that space for our students to be able to, you know, actually create change. I can't read my writing. I guess a couple of questions, right? One, I have three little grammatical things to point out. In President's Week, I think the apostrophe may be in the wrong place. I also could be wrong on that. Winter break, I think both those words have to be capitalized or are capitalized to match the rest of the resolution. And then throughout lots of our policies, it talks about parents and guardians and it does in parts of this resolution and parts it just

088says parents. So I think just adding and guardians in those areas. Two more things. One, I cannot support moving things to May. I was on the board, I think, when we moved it to Shell. And I think the driving force behind that is that students who come from more privilege often have their absences excused because they have a structure or an adult who is taking the time to excuse their absence. So that's the reason it reads Shell. And that's something I believed in pretty strongly then and still do. Is this for the excused absence or unexcused absence? Unexcused, right? Because... you really need an adult to call in and make that an excuse and kind of, you know, whatever that process is. Right. And so that's, that was the thinking behind turning it to shell

089back in the day. Whenever we did that, I think it was me and Linda on the board. I don't know if anyone else was at that point. We apologize. We didn't want to like, Oh, no, no, no, no. Sorry. And I'll start by saying there's no way you could have known that. And there was no mal and like ill intention there. So I was just saying. My last question is just, Dr. Bravo, like, is this, are you recommending that we pass this with minor tweaks? Like, what's your recommendation as superintendent? Well, I think that the students of the advisory committee did a great job of going out and getting voices, like you said. I have very much the same feelings as you, Trustee Gallagher. I think it's a quality product. I personally agree with you

090about the May-Shall issue that you just brought up. But I really think it's up to the students. And all along, I've let them know that this is their project. And I'm happy to advise that they need to do what they feel is right. And I know that it's very important to them that they feel that there is staff voice. And so I don't know if they want it voted on soon or if they wanted to wait for the school year to get back in session to engage any more with staff. But I would support it either way. Board, do you want us to bring this back for our July meeting for second read and potential passing? I'd like us to bring it back for second read and potential passing when our student board members think

091it should come back. And maybe we talk about that during item 20. Well, no, I guess we could talk about it now. So I want that to be their decision as to how much time they need to absorb the feedback they got. think about what kind of changes they may want to make, what kind of process they want to engage for the 17th draft or the 18th or whatever this would be, and let them come back and tell us which meeting they'd like to come back to with a second read. And I would think that that second read would give the opportunity for us to hear from others that have concerns they've already reached out, but I don't know if all of the teachers have seen it, had an opportunity to weigh in on it.

092It certainly is something they have to work with. And I really do appreciate the fact that you've gotten some of that already. It's clearly some informed decisions and you took your time with it. So I don't know if the second read is the right time, but I guess I would ask, is the intent to have this in place? prior to some date or for the start of school year so that everybody's seen it? What kind of timeline are we working back from, Dr. Bravo? Well, and I think that's the challenge that we have now is that, you know, we, I think as we heard from public comment today, there's lots of staff who are still engaged in what's going on in the district, but it's also summer break and, you know, we could have some

093staff that are not right now. HAB-Jacques Juilland, And so I think that really that's the timeline. This is something the board can do can take up the matter really whenever the board chooses to. But I think that that's really the question if HAB-Jacques Juilland, If we have want to make sure that it's the most likely that we have timing so that he would can make public comments on it, then perhaps we would wait until August. Well, I think that, you know, creating the policy is step one. Implementing the policy is step two. So I think since teachers have a big role to play in the implementation of the policy, maybe that's the next part of the input that we need so we can answer some of those questions about when. I mean, we can make

094this policy over the summer, but if nobody's ready to do any of the professional development work, changes to, you know, whatever learning plans people have to do, whatever the prep work is in order to be able to implement the new policy, to me, that's part of the decision as well. Jitandjali, Riley, Emily, what are your thoughts? Because I know we've been kind of back and forth, but want to hear where you're at right now. Yeah, I think, I mean, Jitandjali and I want it to be passed as soon as possible, of course. Like that's our goal is we hope to get it in and get it there. At the same time, it is like the teachers have a big say in how that gets implemented and it's really their responsibility to spend time making sure

095that actually makes its way into the classroom. And so I think our focus is we want it to happen, but also make sure it happens right. Because if we do it and then things are kind of forgotten or they're not implemented in the correct way, then it's kind of like, what's the point? So we don't know how much time the teachers would request to have it. We've spoken to people and there's been a variety of responses from members across the district, but it's, we're just curious of what you guys would think in terms of how quick we could get it there. And then Jiton, Julie and I can kind of fill in the gaps. Because one thing that we want to see it through, we don't want to see it passed. And like, of course,

096COVID-19 plays a huge role in that. So maybe because we're online the entire year, we don't get to see it. But if we go back to normal in this spring semester, we want to see it implemented so we can, or to have those conversations about implementing it. Just we want to make sure that what we... what our intentions behind the policy are really followed through on and there's no misinterpretation and both of us are going to be seniors this year so we won't be like although we'll try to put in all of our time after as well but after a certain point we're going to have to start college or our careers or whatever we decide to do in the future and I just want to make sure that while we're here and while we

097know the policy inside out that were there when these conversations are happening. But I don't know if that means have more conversations then pass it. Really, I don't know what that looks like. We would wanna see it passed soon so we can start those conversations because I think that there's really, there's a few minor tweaks that we wanna make, but I think in terms of like, what in general the policy says. There's really not that much that we want to change, but I know that some teachers are really, or staff or admin really might have opposing views, but in terms of a policy that we would present with a few minor tweaks, there's really not that much that we would want to change. So I don't know how that goes. So based on that, You

098know, I think the reality is, is that a policy, like we said, the first part, phase one. is change the policy, get it approved, make it the policy of the district. Phase two is getting everybody to buy into it and utilize it, implement it. So the other thing about policies, we have policies that have been revised dozens of times over the years, right? So there's nothing that says that this is the last iteration of the policy and that... during your implementation if you wanted to make revisions, there's still time to make revisions during the school year. So I think it's okay to move forward when you're ready to bring the second reading, you pick the meeting, and I think it's okay for us to take it up at that point. And then you guys, you

099know, you still have work to do on phase two. Yeah, and I think I would be ready to vote on this at our next meeting, because this came from a place where it was drafted with teachers in mind. You talk to department chairs, you talk to individual teachers, and you talk to their formal representation with Chista. So it's not like this is coming out of left field. You just made this up today and we're going to vote on it next time. I do think I would explore what it might look like to make sure that people have one last opportunity to get feedback in. And I think there is an expectation that people check their emails and things throughout the summer. So hopefully, I think people will get a flavor of what people feel, even

100if not every single person. fully understands like this is happening right now. That's my personal view. I will support bringing it back for a second read next week. Next meeting, right? Next meeting, sorry. All the meetings. Yes, next meeting in July. Wanted to make sure, Emily, I know you worked on this all of last year as well. If you had anything that you wanted to add that you had a chance to do so. I think Jatanda Lee and Riley have said. A lot of what I feel about this policy, I think I went into this with equity top of mind, making higher level classes accessible to students who don't participate in those classes. The students I was thinking about when working on this policy, when getting all the feedback that we got were low income

101students who have to support their families through an afterschool job or a job on the weekends. Students who... want to participate in extracurriculars and also have a job and students who have to take care of their siblings and have so many responsibilities outside of school and have so much to carry that homework shouldn't be the reason that they don't participate in higher level classes. Homework shouldn't be a gateway to keep those kinds of students outside of those classes. Yeah, those are my thoughts. Thank you. My last caution is that like the grading policy and coming back phase two of learning, there was some concerns that not enough people were involved. I have heard you say you've involved the department chairs, but we learned some things on the grading policy that needed to be addressed from

102when it was shown. So I agree, bring it back. I don't think we should vote on it yet. Right. Because the teachers aren't available to talk about it. Like most things we work on, they do need some time. This is really well thought out. There's I can't imagine, but we've already found a couple of things just really shortly here. Right. So I'd like to have some teachers, as always, have some input. I do want to say thank you. And unless there's anything else, we'll move on to our next item. I just want to ask, are there any other policies you guys are interested in writing? We'll get back to you on that one. Okay. Good answer. Good answer. All right. So item 10, this is the consent calendar and I will read our consent calendar

103statement. Action on all consent calendar items will be acted upon in one motion with no discussion prior to the board vote, unless a board member or the superintendent requests that any such item be removed from the consent calendar. Move to approve. Sorry, for discussion by trustees or any interested party, each consent calendar item approved by the board shall be deemed to have been considered in full and adopted as recommended before motion. Is there anything anyone wants to pull from tonight's? Yes. All right. I withdraw my motion. I would like to withdraw 13A, 13B, and 14A. Okay, so 13A, 13B, 14A. Anything else from other trustees? All right. You want to make that motion, Christina? I move to approve the consent calendar with the exception of 13A, 13B, and 14A. Second. All right. So there's a

104motion and a second. Is there any discussion? Seeing none, could we please have a roll call vote? Trustee Harris-Smith. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Barish. Aye. All right, so consent calendar passes 5-0. That's going to take us to item 13-A, which is to approve independent contractor agreement for specialized services with Robert Powell for the 2020-2021 school year. Yeah, so my question here is this is for theatrical equipment for the performing arts centers. And my question was just, do we still need that if we are not physically in school? It looks like there's some part of it that's online, but I just wanted to understand better what this is. So we're preparing for, oh, sorry. Go ahead, Bob. Oh, no, I'm glad you're here. You go. I jumped in. I'm

105sorry. So we're preparing for both. And this is in preparation for a hybrid model. We don't know if we're going to be right, how we're going to reopen. And a lot of that guidance we will be getting from the county of, you know, Santa Clara County Office of Education July 1st. And so we just want to make sure we have this ready to go in case we do have to service our PACs and or Mr. Powell's services for next year. Okay, that answers my question. I'll move to approve. Second. All right, so we have a motion by Christina and a second by Stacy. Is there any more discussion? Thank you. I would like to ask, Herman, if we find out on July 1st that we're not opening in the fall or it's delayed, will this

106contract be held until such a time as it is and we need it, or do you not see it that way, just because of what you said earlier? I was asking. Dr. Bravo, you want to jump in for that one? Dr. Bravo, you're muted. You can keep going, Hermann. Yeah, so as far as the services for the contract, if they're not servicing the PACs, then we definitely would want to pull back on the full payment or the contract. But it's time and materials, isn't it? He has to submit an invoice for his time. Right. Yeah, he submits. Right. Exactly. So, yeah, I don't think we have to worry about if we're not using the PACs, I don't think we have to worry about that. And, you know, I think Robert Powell's been with us. I

107don't even know how many years he's been with us. And he's just such a tremendous resource to our students. And if we ever do a performance again in the next two years under shelter in place and social distancing, and you have an opportunity to see one of the productions and actually sit next to Robert in the audience, that's a special treat. All right. Any more discussion? All right. Seeing none, can we please have a roll call, Dr. Bravo? Trustee Aerosmith. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Linda, you're on mute. Aye. Trustee Barrett? Aye. All right, so passes with a 5-0 vote. 13B is to approve the Single Plans for Student Achievement, the SPSAs, for Brandon, Boynton, Delmar, Lee, Prospect, and Westmont High Schools. One introduction, Christina, or? Well, um... just wanted a

108chance to call out some of the things that I got to read in these plans. And just in terms of conversations that we've been having, I think there's some opportunity here. And then I had a couple questions. I'll start with those. So One thing that I read in Branham's is that they had written that budget cuts have eliminated summer school for 2020 and credit recovery options for the 2021 school year. I'm hoping that that was written before we were able to provide summer school. Is that the case? Yeah. So, so these plans, you know, we're in a very unique situation with COVID-19. They took them to their councils. So they, they've actually began drafting those way before closure, the closure of the schools. And so one of the things just, this may answer the other

109question, these are going to have to go back and a lot of it. is dependent to back to their to their councils for review, you know, to edit it and update it dependent on July 1 and the new guidelines and how we reopen, you know, to better support, you know, our students at each of the sites. So definitely, these are going to have to go back, and they're gonna have to be revised. Great. I just want to make sure our Brandom students were able to go to summer school. The other kind of one of the big questions that came out was, because we were not able to do the ELPAC, how are we classifying our students who have English, who are learning English into their classes for next year? So, yeah, so what we're doing

110is we're actually looking at their seventh grade scores. And so that's one of the things that we are looking. We did work. But the problem with that was that we're going to have to monitor our students when they begin, you know, their courses dependent, of course, on the hybrid model. And, of course, teacher observation, teacher recommendation. The wonderful thing about one of the systems that we set in place, which is the English learner. the ELAS, the English Learner Academic Support Team, they're going to be meeting with those students at each of the sites to ensure proper placement, to ensure that the students are, you know, in the right placement and getting the support that they need. And if they're not, then we're going to have to make sure that we put them in the appropriate

111placement based on teacher recommendation, grade, and of course, the recommendation of the ELAS, which will be, of course, facilitated. at the district, you know, with support from the district level from our coordinator, as well as the EL TOSAs that have that support. And we've actually have been meeting with them and having that discussion around how that support is going to get into the classroom for English learner students. Awesome. Thank you. The, so the other thing I kind of wanted to call out is in terms of what school sites are already doing to really be focusing on equity kind of opportunities that I saw that were called out that I just want to be able to highlight. Brandom talked about one of their goals being increasing the cultural diversity of course materials, especially in the humanities

112classes. All departments will explore and use more culturally diverse teaching materials in their courses. Boynton talked about their great student satisfaction. Delmar talked about equity training they've been doing for the past couple years and something called altitude training. In terms of that vertical articulation, Delmar also called out meeting with Monroe Middle. seeing the eighth graders from Luther Burbank. Prospect had the, they mentioned the coaching for equity. And one thing that I really wanted to call out from Prospect SIPSA was that in the area where you're supposed to comment on resource inequity, you know, most of us, most of the schools all said not applicable because access to resources, all students have access to the physical textbooks and those kinds of things. But Prospect said that our inequities seem to stem predominantly from our practice rather

113than the available resources. We're hopeful that the infusion of Title I funds can provide the additional supports necessary to truly implement more equitable supports for all students. And I thought that was just a really helpful perspective. Westmont has done some anti-bias training. All of the different campuses talked about instructional rounds and teachers observing teachers. Westmont also called out a progressive discipline system with restorative circles, had led to a decrease in suspensions and Branham even talked that they had 0% suspensions this year, which is amazing. So I wanted to be able to call out that our sites are doing... a ton of work. Our sites continue to do a ton of work. A couple of the themes that I pulled out in terms of maybe priorities to consider are that In the instructional rounds, two of

114our schools mentioned the percentage of classrooms that were seeing on grade level standards work happening, and it was around 50%. The other schools did not mention what percentage they were, but I know that that is something that needs to continue to be a priority. And going back to the conversation earlier. The department heads are listed as the people who work with our curriculum department to make sure that students have resources that are aligned and standards-based and my push here is to make sure that it is also culturally relevant. It is not enough, going back to what Robert was talking about earlier, that individual teachers, yes they can choose to have another author. But I think that we really need to be looking at what is the default and changing the default to be centered around

115the diversity of all of our students, which is an actual change that needs to happen across the system. And I think one of the best ways, and I know that some of that work is already happening in our curriculum department with Emily Hansen, but I saw that as a big opportunity for people who are already in place with our department heads. to be leading those conversations at the sites in terms of what is the default curriculum that we go to, what does that say about what we're teaching, whose narrative is centered. And so there's a ton that's great that's happening. And I just wanted to be able to shout out the schools that are really doing well. And Lee, I think, I can't remember if I mentioned or not. They talked about how the admin

116have really been working to calibrate with one another so that they can give really great feedback to teachers. And so, yeah, I just wanted a chance to kind of bring up some of those thoughts and be able to ask those questions and also just highlight the great work that's already happening at our sites. So with that, I will move to approve all of the SIPSAs. I also want to add that Prospect had just one suspension. Amazing. Amazing. So, I'll second it, but I had a question on this. Do all of these SPSAs have to go back for modification, or is it just some because of COVID and where they are and things like that? You said something, Hermann, about like Brandon is going to have to go back and Well, the goals that they've written,

117your CIPSA is supposed to guide your, the needs of, of course, the program, the needs of your students, right? And so if, depending on funding, depending on, and a lot of these CIPSAs were written before COVID closure, online, remotely, you know, trying to get their councils back together. And so, and not knowing how you're going to open, you're setting up. your goals based on the funding, your discretionary, your LCAP. And so now one other thing, for example, like if you look at Prospect, they just got approval school-wide for Title I. They're getting an additional $200,000 that they're going to have to dedicate. invest in programs to support their students based on need. And so definitely depending on how we open, I would say they definitely have to go back and revisit them and align them

118to the current situation in the fall. Okay, so here's what my question is in terms of what this vote means, right? Because this is really the plan of the school site council. I was on school site council at Branham for two years before I came on the board. So I wrote the, helped write the, the, the SPSAs for Branham for two years and went through the whole voting and all that kind of stuff. They're coming here more so for a ratification, not necessarily an approval. So, so my question is, is that. You know, we have to do this is a Ed code thing we school sites have to have their sips as they have to be ratified for the by the board. Because of these kind of unusual circumstances that we're in are the are

119we going to have to come back and ratify any changes that might be made many adjustments that might be made prior to opening up the school year based upon some of the known unknowns. Can I just open a can of worms? No, I, you know, some of the things I think if those are plans that the sites are making based on dollars that are being, you know, funding that's being approved by the board of trustees, then definitely I think it should come, they should come back so that you know what is being implemented, what changes, how the budgets are being invested and, you know, of course, student need. whether we're getting results. So definitely I would say yes, they do have to come back to get them approved. Maybe not have to, but should. Okay,

120should work for me. Okay, so I just wanted to make that point because this is one of the most important things that a school district does is have a SPSA. And Herman, thank you for pointing out that Prospect had one suspension. It's not the board's desire that we get to zero. It's that we do the right thing for students, right? Thank you. Great. So we do have a motion and a second. I think any other thoughts or questions? All right. Just to chime in a little, like I do think these, I think, are the most interesting, some of the most interesting documents, right? Because I think across the state. they're some of the most important tools to make the changes that, you know, I think everyone wants to see. And they don't get highlighted as

121much as like an LCAP or as somebody like a budget, right? For example. And every year I kind of think like, maybe that is something we should highlight a little bit more and have it be a presentation before the board. So I wanted to kind of see what the board thought about that. And secondly, I think it speaks to the amazing work that is happening at the school sites and how that amazing work is not equally distributed across all our sites, right? So site A might be doing one or two things really well, but not actually doing nearly anything that another school is doing really well. And I think it speaks to some of that bigger picture stuff. So those are all my thoughts. Like, are there districts, I guess, Dr. Bravo or Herman, that...

122have a presentation around SIPSAs? Well, my previous district was huge. It was a very large, and I don't ever recall a SIPSA going over. And one of the things, you know, when I was a principal was I had to update my SIPSA every time I made a budget adjustment for Title I dollars to ensure that I was compliant with those federal dollars, right? And so, but I would submit it to the district and not once did I ever see a presentation. So I can't answer that. I don't know, Dr. Bravo. Yeah, in my experience, I know LA, but I also know some smaller districts. But I have seen SIPs presentations, but only in smaller districts. And, you know, I'm talking about like really small districts. It's not usual that every school in the district presents

123on their SIPs. Okay. Okay. Well, hang on. Because I will tell you, and Robert, I don't know what they do over in Moreland, but in Cambrian, the whole SIPSA process is like, and I don't know if they do it anymore, but when I was on the board there, it was quite an involved process. The school site council, along with the principal, come and basically have a peer review in front of cabinet. They would invite board members to sit in on that. And it was an all day thing and you got like two or three hours to make that presentation to cabinet, take feedback from cabinet and the superintendent. And then when all of that was done, there would be formal presentations to the board. by the school site council for each school. Now they weren't

124two hours, they were like 20 minutes each. It was a long board meeting, but I, you know, I just found the presentation incredibly valuable. And I know that's an elementary thing and it was an elementary thing. It's a small elementary district, but I would certainly be open to having some more discussions about how to bring these important documents, these important governing documents, more to play at the board. Thank you, Stacey. And Moreland, when I started, they were doing them one school at a time per board meeting. So that way they were spread out a little bit, but it involved the principal, teachers, parents, students in that presentation. I am of the belief that cabinet was involved in the design of the SPSAs. Our sites are putting together incredible SPSAs. So thank you very much. And

125then as it got closer to the end, we did kind of a speed dating thing where A board member met, one or two of us met at tables and you, for 15 minutes, you would talk about their SIPSA. The bell would go off and you'd move on. And there was a cabinet member with each board group kind of taking down any comments or questions so that they could incorporate that. That was how we did them. I'm certainly open to working with the board on what they think they want to do. But those are some examples. Great. Well, Christina, I'm glad you pulled it because it was a note I had for Dr. Bravo anyways. And now we've heard from the board, you know, this would be something that would come up either, you know, sometime

126in the future or just at the next year. So go from there, unless there's any other feedback. Yeah, I think I, I mean, I obviously I'm very interested in it because I read the whole thing and brought it up, but. I do have an interest in kind of hearing about this more regularly. And I don't want to create a crazy process that drains a ton of time and energy from staff from just like executing the plan. So I just want to make sure that's clear. I'm not saying that anybody else did, but. Some of that. There's a lot of nodding. Yeah, no, the process I described and I'm guessing the process Robert described were not processes that were directed by the board. They were directed by the superintendent and the board just got to participate.

127Exactly. Great. So do you have a motion? We have a second. Is everyone okay with starting the roll call vote? All right, Dr. Bravo. That's the air, Smith. Aye. Trustee Brown? Aye. Trustee Gallagher? Aye. Trustee Goytia? Aye. Trustee Barrett? Aye. I have it. I have it. Yeah, it's five. Oh, board. Let's take up this item and then we'll see if people want to take a break. Item 14 a is to ratify contracts up to $30,000. Christina, did you have a Also me. Um, two questions. One is I saw on there the charge for the false alarms and I wanted to know whether we had identified and resolved the problem of the Lots of fire alarms that was happening. or maybe it's just a non-issue now that we're not in school but did we ever figure

128out what was going wrong with that? Is it? I don't know is Eric with us right now or not? Yeah Eric just unmuted. Hi Dr. Bravo. Hello board Dr. Bravo. So the fire alarms part of it is the that part is under the Gary for the annual amount is for the general fund for the $11,000. We tend to have false alarms. Part because of construction and part because of the wiring and the schools are very old. And so as you're aware, Del Mar, we rewired the entire campus. Prospect has a lot of false alarms and so does Lee. And so this is just an account that we have to take care of code for and some of the contracts to remedy the false alarms because the old wiring is delicate out there. And so that's

129kind of a problem we have. So that's what this is going for the board for. Got it. Thank you. My question is, there was the professional development for history teachers. And I wanted to know, is that one the one through UC Berkeley? Is that continuing? Or is that a different one? That's continuing. This will be the fourth year. And now we're actually we're going to be working with each of the sites specifically, and then offering professional development at the district level as well. Is that a, have we been opting into that year by year or is this part of a multi-year? Year to year. It's been a year to year. Okay. Those are my two questions. So I will move to approve. Second. All right. So a motion by Christina and a second by Robert.

130Is there any discussion from the board? Seeing none, can we please have a roll call vote? Trustee Aerosmith. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Baric. Aye. All right, passes 5-0. Board, usually around two hours, I ask if people want to take a short five to ten minute break. Yes. Some nodding. All right. So I said let's come back at 840. That gives us nine minutes. So I'm muted. Trustees, we're going to head back. So when you're ready, go ahead and turn on your cameras so I know you're here. Kalen, I'm here. Sorry, who said that? Was that Robert? It was. Okay, great. All right. Everyone is back. It is 8.40 p.m. We're back in action, everyone. Item 16A is consideration of action regarding district response to COVID-19. Dr. Bravo? Thank

131you. In a moment, there's going to be some slides put up there, but I just want to start by sort of talking about what's happening now. Food services. We've now served 287,000 meals. Chef Rory informed me that today the USDA extended most waivers that would allow us to continue drive-by meal pickup at Del Mar and Boynton through August, which is positive. I'm sorry? Through the end of August or up until August? I think it's to the end of August. Okay. I'm not positive. If not, you can just update the email or something. Thanks. The district received 50 donated PCs through the County Office of Education that received a donation of laptops from IBM. And these computers are going to be available to students to allow them to use more powerful software suites like Computer Science,

132Adobe Photoshop, etc. Right now, the plant managers out at the sites, they have been distributed to them no contact infrared thermometers so they can do health screenings of their staffs. And I forwarded you previously the memorandum from Assistant Superintendent Serda to our sites so that sports and marching band. and have some conditioning happening right now. And so there's lots of groups taking advantage of that. And how about those slides, John? So what's new this week? And I think the big news that's new this week so far is the new California state budget deal. And while there's so much interplay between preparing for what we're going to do about school and COVID and the budget deal. And in some ways of more import to us as a district is actually the budget trailer bill, Assembly Bill

13377 in what it says or doesn't say. So next slide. So this is now the state's fourth budget. If you look at it as... the governor's original in January, then may revise, then what the legislature passed, and now this is what the legislature and the governor seem to have come to agreement on. And the new budget does count on Congress, and I apologize, I think that's capitalized maybe? I'm not sure. Passing the HEROES Act. And so it should the heroes act not be passed. There could be deferred payments to school districts. Now in our case, we are a community funded district. So this mechanism works a little differently for us, but on the whole, the idea as the, at the state level, the trend is that no cuts for ed, but could be deferred payments

134from the state. but no cost of living adjustment. So the legislature had built in no cuts and the cost of living adjustment. And as the compromise, they went the path of the no cuts, but no cost of living adjustment. But I think it's that trailer bill that really has the most implications for us right now. So if we could see the next slide. So here's some of the headlines. In the trailer bill, it says that in-person instruction, it's the intent of the legislature and the governor, that in-person instruction should be offered to the greatest extent possible. So the trailer bill tries to establish in-person instruction as sort of the default. And then what it says is the exceptions are on a district or school level. Distance learning could be done as a result of an

135order or guidance from a state or local public health officer. And for pupils who are medically fragile or will be put at risk by in-person instruction or who are self-quarantining because of exposure to COVID-19, that they can do distance learning. And so I think that there's discussion up and down the state right now of trying to interpret exactly what does this mean. So, okay, we understand the intent of the legislature is default to being in person. But is this an absolute? Can it only be done with the permission, an express permission from a health officer? And I have seen some opinions out there that say, no, a district can do that without needing some kind of permission. We are eagerly awaiting the guidance for our county, which has not come out yet. The intent from

136the county has been to deliver that by July 1st. As of Tuesday, they said they were still on track to meet that deadline and hope to do better than that. So we are really literally just days away from seeing what the advice is for our county. people in Sacramento who are the educational lobbyists and analysts, et cetera, they would say that the question of pupils who are medically fragile or be put at risk by in-person instruction, that there really is the intent that if a family requests that option, that they're going to be provided it. So if the intent is not to to put us in the position of trying to examine evidence or people to prove the need necessarily. So that's really what we're trying to figure out and facing right now and looking

137forward to that information from the county. In terms of instructional days, so the days required remain 180. That has not changed. And it says that daily instructional minutes need to be 240 minutes a day. And there's some flexibility for distance instruction that some assignments given the time it takes to give, to do a certain assignment could be counted towards that 240 in the case of distance learning. So that is, so what it means to say is that students would not necessarily have to be. in a class per se for four hours, but they would need the equivalent of four hours in total. And that for a hybrid scenario, they would need some blend of so much time with a credentialed person and then whatever else in distance and that would need to come together to

138make 240 minutes. So I think these are really The headlines of the day right now is just folks figuring out, okay, here's the service laying out the rules of the game. Can we get clear on exactly what the rules are though? Because there is a little bit of subjectivity in there. And then to see how it's going to play out in our county. I can't tell you that there are some of the districts in the county that are going ahead already. in anticipation of what's ever coming, but they've gone ahead and made the announcement. I think that the most significant one for us is going to be the recommendation of the superintendent for Eastside Union that they begin with distance learning. So although the guidance from the county is not quite out yet, I think

139some of our surrounding districts are starting to signal the direction in which they're going to go. Can I have the next slide, please? So the planning priorities is something that I talked about with you at our last meeting. And of course, health and safety are going to appear right at the top. And we heard the concerns from our student board member, our new student board member today, Trustee Anderson, talked about the concerns of health and safety. So that's definitely important. Reopening Committee did emphasize that we do want to have access to in-person instruction to the extent allowable. So while we do have some staff who have told us they're very concerned about the health implications, we have some other staff who that is, they have stated that that is their preference is to be with

140students in person, in the flesh, at least for some time. There was a lot of discussion with the reopening committee that at the very least there be a cohort advisory model so that there's individual student check ins and academic support hotline to offer tutoring supports, the explicit teaching of online skills, make sure that whatever kind of schedule that we end up coming up with that there is time for teacher collaboration, that we try and streamline the number of different technology platforms that are out there that students and teachers have to be using to develop a multi-tiered system of support for students' mental health and well-being, to make sure that we keep on doing activities that try to build community, and that every site has a communications team to ensure that important information is clearly communicated.

141Next slide, please. So here, this is the timeline that we're working from right now. And I welcome any feedback you may have. So this will be the week coming. So the week of June 29 to July 3. It is, you know, we are hoping again that we are going to get our county's guidelines by July 1. We have been sold. that the guidelines will likely be different from the guidelines that they issued in relation to summer programs. So the guidance around summer programs talks about stable cohorts of 12. And there is a certain recognition that, especially at the secondary level, that may not be possible. So they're looking at potentially expanding the size of cohorts, et cetera. But they just told us that don't expect the guidance to be the same as it has been

142for summer programs. So we're going to get that information as soon as we can, start pouring over it, disseminate it. The reopening steering committee has already set a meeting next week to reconvene. and to look at whatever guidance we have from the county. There's going to be, you know, before the end of school, I did a series of Zoom staff meetings for each school. And now that we're at summer, I'm not going to try and do one for each school. I don't know how many folks might be on vacation. So I'm going to try to do a mega. a mega meeting for any interested staff across the district all at the same time to at least share with them what we know as of that time. I'm going to be meeting again with the presidents

143of our PTSAs, home and school clubs, and we're setting up a time to meet again with Student Advisory Council. Again, to share with them, this is what we know now. Now that the county has given us more information, now that we know more about what the state, where the state is coming from in terms of budget, et cetera. So that is next week. So the week of July 6th through 10th, we have set up a time to do a, once again, a Facebook Live Q&A with parents. And we hope to be working with our various labor partners. to look at what kinds of things do we need to negotiate based on how the working conditions are going to be impacted by whatever program it is that we need to field. And we want to have

144a second staff survey on different reopening scenarios. So the week of July 13. and that is a board meeting week, but that week would be where we would need to or hope to solidify any plans based on the latest guidance at that time and present plans to you as a board. Ongoing throughout all this process is working to meet health department requirements to safely reopen. And I know that at the sites, you know, they have begun that process of looking at their site plans and doing things such as deciding, okay, where are we going to paint some arrows on the ground to try and keep foot traffic moving in one direction and not having cross traffic, et cetera. Plant managers are going to be looking at where is it appropriate to install. plexiglass perhaps at

145some desks, et cetera. So that is happening throughout. Next slide, please. So again, the bottom line is that the commitment needs to be health and safety, that we need to make sure that we have a strong stream of communication going on through the next couple of weeks, especially, and that we continue to and make sure that we're collaborating with a lot of different folks to problem solve and develop recommendations through that reopening steering committee. That is the conclusion of the slides and I'm happy to answer any questions you may have. All right board, any questions or comments? I'll start. So a couple questions, couple comments. A little gumbo tonight. A little jambalaya tonight. Bob, the no-contact infrared thermometers that we received, were those part of the state's allocation, or was that part of, did we

146pay for those? We paid for those ourselves. Okay. We have not yet received a state allotment. Okay. So, so we have like a small getter started kind of thing. Yes. Okay. So the requirement for in person, right, is you, you, you take a, basically a self assessment CDC health. quiz, right? Do you have any symptoms? You know, dot, dot, dot, dot, dot. And then you get your temperature taken, you wash your hands, you put your mask on, you socially distance. Is that kind of it in a nutshell? Yes. Yeah. And so I'm sorry. Go ahead. I was just going to say. You know, the hand washing stations that we previously rented, you know, we retained some of those. So we still have some of those. And if we have to get some more, we will.

147And the district did put in an order to purchase a number of ours so that we would own them. But at the rate right now that we're being told about how long it's going to take for the delivery, it'll be well into the school year before those are delivered to us. Well, I'm glad you had the foresight to at least order some back in February to at least have some available. So here's my first question. Given, you know, we've got, you know, we're going to get some thermometers. We got to, you know, we got everybody has to take a self-assessment, get their temperature taken, wash their hands, put their mask on. What type of... tools are we going to use to keep track of who's on board or who's coming to school that day? Have

148they taken the assessment? Have they answered a question that basically says, no, you shouldn't be coming to school today? How are we going to take the temperature of, you know, let's just say we do cohort, we cut everything in half and we have half the students on A day and half the students on B day. How are we going to take the temperature of 900 students at Branham High School? Yeah, that's a great question. And that is actually one of the things in which our county health department has signaled. might have some guidance for us that is different from the state guidance. So our county is talking about they don't think that temperature taking of every student is necessary. That there are many, many people who are asymptomatic or just don't have fever and yet

149may have COVID and especially with younger folks. You know, they're not sure the temperature actually is an effective screener. And this is part of the, I think the hard work that we have ahead of us is trying to parse out through different kinds of guidance pieces that we're getting. So we at the federal level, we have the CDC and their recommendations. We had the California Department of Health and their recommendations. But in both of those cases, it's advisory right now. It's not required. And then we're going to have the public health officers. And I don't know what hers is going to look like in terms of, you know, encouraged versus required. I have, if I had to guess, I would think that HAB-Jacques Juilland, Dr. Cody's instructions are going to be a little bit more

150exacting about what is optional and what is not optional and HAB-Jacques Juilland, But that that's why that document is so important to us because at the end of the day, while I appreciate the guidance from the federal and state level, it's really going to be the county guidance that rules the day. Okay. Um, So I think it was yesterday, Wall Street Journal came out with a really great article that talked about some of the things that we've learned since the beginning of the outbreak about how COVID-19 spreads and things like that. And it turns out that the original about the contact, you know, coming in contact with the surface isn't so much how it's spread anymore, but it's really about being inside. in inside spaces with poor ventilation and depending and then how many people

151in there, whether or not you can, you know, truly be socially distanced, whether you're wearing a mask and what types of things you're doing. So choirs and big outbreaks from activities like that. Have we looked at the ventilation of our classrooms and do we think that it's going to meet? some of the more stringent requirements we're going to need around ventilation to be able to put students in them, even, you know, half of them six feet apart? Well, we've been looking at the size of classrooms specifically around how many students could, what is the maximum, sorry, air quotes, maximum capacity in terms of seating students so that they have that at least six feet apart space. I think that in terms of the ventilation, we don't know yet what kinds of requirements there are going

152to be around ventilation. So that's part of the assessment we're going to need to do when we get those requirements, but we don't have them at this time. Okay. So then I only have a couple more. Testing. There's going to be some guidelines around testing. And I believe right now they're talking about the testing is going to be handled through people's own, all testing is free, right? So you can go to a test site, you can go to a mobile site, you can go to, if you're going to LabCorp like I am on Saturday to get my regular blood draw, I can get a COVID antibody test if I so desire. But what happens if after when we're doing all this testing and we got all these results and we get somebody who tests positive?

153That's another fantastic question. And that's one of those pieces, again, of the county guidance is what do they want us to do in those cases? And at a certain point in the earlier in the year when COVID was something new that we were really just learning about, there was a certain point at which because of the lack of contact tracers, really. At a certain point, they said, we're not going to let you know. And now that was going the other way. That was like a county health department informing a school, you have a case. But at a certain point, they said, we're not even going to try and let you know anymore because we don't have the manpower. HAB-Jacques Juilland, In terms of our duty to report or where to report. We don't have, we

154don't have that clarity. HAB-Jacques Juilland, Okay, this, this is why we is really truly going to be a crunch and I recall that at the last meeting trustee brown you talked about, you know, you would you'd rather get it right. then go fast. I think that's why some of the other districts are already starting to signal that they feel that they need to start in the distance learning mode. Yeah, so and this is my concluding questions here. So given that we are going to get that final guidance and it is days, right? Next Wednesday is July 1st. I'm guessing that it's going to be maybe before that. But there's so much assessment that we have to do just to know what to start implementing. And it's such a compressed timeline. Have we given any thought

155to possibly delaying the start of our school year? Well, it's not something that I have proposed to you, trustees. It is the, it's been the recommendation of the county. And again, we can, it is our choice as an individual district to change the calendar. But the recommendation of the county has been not to try and change the calendar. And part of their rationale has been, we have no idea what's going to happen in the coming months. And so I know that there's some districts that looked at pushing the start date back. And the county said, well, you could be pushing your start date right back into when things are worse than they are in an earlier start date. So because it's still so unpredictable about what is going to happen in terms of the ebb

156and flow, their recommendation was we don't recommend you change days because then you could be just doing it constantly. You'll be walking into the, yeah, okay. So just my last comment is, is that since we're going to know a lot more at our July 16th meeting, which hopefully is our next meeting and we get to take a little break, right? I'd like to have some, and I'd like to just have some discussions at that time when you're going to have a lot more, you're going to know more, right? You're going to know what the go forward plan is. I'd like to have some discussions at the board level of what does success look like? Because I don't want us to do what I was just doing and kind of getting down into the nitty gritty

157and talking about what are you going to do about this? And what are you going to do about that? I really want our discussions to be focused on what does success look like and how do we measure that and be talking about it at that level and not down to the how many thermometers do you need and, you know, that kind of thing. So, I'm done. All right. Other trustees, do you have any questions or comments? Yes, I do. Am I muted? No. Okay. The screening, the pre-classroom entry screenings, Where do we envision that taking place? Outside the classroom door, at the gated entry points? And if it's at the gated entry points and then the students separate and go toward their cohort group, who do we have enough staff to handle control points and

158do all that checking of kids before they come on? And I certainly would hope that. Tardy policies are just going to have to go out the window because it's going to take a while to feed everybody in to where they belong. So can you elaborate a little bit on that? Yeah, great questions. And the guidance of the health department, when they've given out guidance globally to places of business and workplaces, they have pushed the idea of the single point of entry. So often, for those of you who are venturing out to Target and places like that, they might have one, they might have two main entries, but they're only using one. The County Health Department has already signaled to us that they understand that that would make things worse in a school setting, not better

159because of the amount of congregation that could start happening at a gate. So they're taking a different tact of that. we should actually be using as many different points of entry as possible at our site. So that's a great question. Will we have the sufficient staff to handle that? And depending, and I think there's a couple of implications. If we're not taking temperature, that becomes a somewhat more doable. If we are, if we do have to pay attention, if we are taking temperatures. that the recommendations that we've seen so far or the guidance that we've seen so far is before entry on the campus. It's not wait to get to classroom. And I think that that is one of the considerations that Eastside has been using in their planning. I think that's one of the

160reasons why, you know, Eastside has some big campuses. And I mean, we have good sized campuses, but they've had campus, you know, Independence High School, we're talking about 3000 students. And so if we're, and I know that it's on their minds, if we have to take temperatures. of 3,000 students, even if you cut it in half, that's 1,500 students. So that's a challenge. So if we are going to have something in person, we just might have to have groups of students small enough to make that kind of screening doable. And so that's why there's different. modes potentially of starting with smaller groups of students perhaps and I think that I've heard from some folks that hey, maybe it's like maybe it's freshmen specifically that we need to make sure get some in-person access or maybe

161we look at students with disabilities, for example. So yeah, the challenge of screening depending on what the expectations are. That's just another reason why I think so many education advocacy groups in the last few weeks were saying that we could get priced out of trying to come back in person. Not because it's not possible, but the costs will price us out of it as an option. I have two other things I'd like to mention too. ventilation I don't I'm not so concerned about in all the rooms with our new HVAC systems but the older portables, Eric are they still using the same AC and ventilation systems that they have had? I don't know if he's there. Well I just would like to point out that with those older systems the filters really need to be

162changed often and then the The start date, I know that SPCTE were planning August 10 based around, I guess, the county guidelines and what everybody else is doing. So it could get really difficult in terms of our calendars, I would think, for our vacation times and everything else if there isn't coordination among the districts with regard to start. Our reopening time. And then one last question that I had for Eric, but if he's not here, I just was wondering, you know, when I was a kid, this, this whole thing came up about sterilizing with UV light. And so for a while you'd drive past a school at night and it would have this creepy violet glow coming from it. And they were UV lights on the ceiling. What nobody realized was that the light had

163to be like sort of right over the surface. And so it was not doing any good at all. I was just curious to know where that technology is today. If anybody is using it for sterilization purposes, either with wands or whatever, because our custodial staff is going to have a tremendous amount of work to do. to clean surfaces in between student groups. Yes, and I'm not aware right now of any of our peer districts that are looking at any use of infrared technology. There's probably nothing out there. I believe Eric took himself off mute. Eric, did you hear that question? I did hear that question. President Gallagher. And as far as ultraviolet rays, I have no information about that. I know that we are moving forward with foggers and disinfecting the campuses, moving forward with

164that process. But as far as ultraviolet, Linda, I am not familiar with that. Okay. And I guess you heard what I said about ventilation in the older portables. Those filters really are going to have to be changed a lot. Yes. They get dragged past anyway. Absolutely. We have a plan to replace all the filters and all of our HVAC units throughout the district. They're already on order, and we are working on that as well before school starts. Thank you. Absolutely. All right. Other trustees? Eric, one more question or maybe for you. Are we able to get enough of the types of cleaning products that we need or are those on back order? Do we have enough of what we need to be able to clean well? Yes, so we are working diligently to enhance those.

165They're on order already. The county has a part in this as well to get us masks for teachers, staff, cleaning materials. And so we are working on that right now so that we're ready to go in 45 days if we were to go full force or just some students on site. Yes, ma'am. Okay, thank you. My other questions are maybe for John. In terms of the devices and hotspots that were distributed, Do students still have those and are we still supporting the data plans on those hotspots through the summer right now? Yes, the students all still have the devices that were checked out to them unless they graduated. And all of our hotspots remain active throughout the summer. Okay. And are the hot spots that we gave out, were those sufficient for the video streaming

166that students needed to do in order to access their classes? Yes. For the vast majority of our students, you know, we had some areas that may be dead spots, things like that. But I would say for the vast, vast majority of our students, these hot spots worked for their families. Do we have the information about where those dead spots are? Not directly. They are, you know, I don't really have any documented ones that are, you know, that come to mind. However, I don't want to say simply that every location inside of our area is covered by all service providers. Right. Okay. I don't, you know, and to be perfectly honest, I don't have a, you know, a formal issue with any specific carrier in any of our neighborhoods. Okay. And this might be coming later,

167but for the one-on-one, expanding the one-on-one program, what's the timeline on that? So we are prepping all of the devices for checkout at the return of school. So would those be just for freshmen or for all students? I mean, so some students right now have their own computers. They don't have them from the school. Some students do have devices. Is that one-to-one for every single student or? Correct. The one-to-one is for every single student. We'll be taking the older Chromebooks that were previously assigned to carts on campus and converting those to, you know, putting them in laptop bags and sending them home with students at the start of school. Great. And so that, what we've purchased will cover all of our students throughout the district when we utilize the existing computers in addition to every

168freshman having a brand new Chromebook that's supposed to last the four years that they're attending our schools. Fantastic. And do we have any data yet on our incoming freshmen and their need for hotspots? No, we do not have that data yet. We have the hotspots that were returned from the seniors. So we have a little bit of an inventory there. We also should be receiving more hotspots from the One Million Project as well. And that's the nonprofit that we are set up with and a majority of our students are getting internet from. And so we would expect to fulfill any additional need using that program. And trustees, you didn't ask, but John has told me, the rate of return on this equipment is really great. And I know sometimes people wonder like, well, are we

169going to lose all this technology? John, maybe you can comment on that a little bit. Yeah, I would say, you know, when we started doing our one-to-one program at Del Mar, there was a lot of concern about, you know, how many at the end of the year, how many devices are going to be turned in from the seniors. At the end of the day, when we did all of our accounts, I believe we were missing three Chromebooks out of the entire senior class at Del Mar. And I think it just spoke to how much the students cared for the devices and how much they wanted to make sure that the device that they were using for school remained in good condition and was able to be returned to the school district at the end of

170the program. Wonderful. My final comment here is just, Just as a reminder, when we are thinking about health and safety, yes, of course, all the things that have already been mentioned, but also thinking about that the safest place for some of our students is not at home and that it's at school. And so when we're thinking about the health and safety of our students, for some of us, that's at home and for some of us, that's at school. And so that goes back to the priority or principle, I forget what you called them, but doing as much as possible at school and when prioritizing really thinking about who you know who needs to be at school the most and oftentimes that's our students who don't have a safe, quiet space to be studying at home.

171And so even if we do end up doing mostly or all virtual, I want us to get really creative about, I don't know if we can offer any sort of study space for some students that are still doing online. They're not getting instruction in the classroom, but just thinking about what staff might be available. You know, we've been able to pull people in and do kind of some creative things. I really liked what one of our teachers said earlier tonight about opening up schools that are better than the ones we closed in March. And that was Kyra Durant. Of course it was Kyra Durant. Yes, so Kiki, just to kind of piggyback on that. So the client I'm working at right now in terms of them trying to get their building reopened, one of the

172things that they did was they created waves. And they went through every single person that works in each in their building, each of their buildings. And they basically ranked them based upon their criteria. Right. It was around essential work. And fortunately, I'm not essential, so I don't have to go back to the office. I'm in a very late wave, which I'm very happy about because I can work at home just fine. But just, you know, in terms of how we evaluate, you know, who's going to be on campus, thinking about what that criteria is, maybe not just going by ninth grade, you know, I like the idea of incorporating you know, kind of that needs-based analysis in determining like who's essential in the earliest waves. All right. Robert, do you have anything? Questions, comments? Okay.

173Really quick. First, I want to applaud you for waiting. You know, I do think, I know you're one of the advocates at the county level to have a go, no, go decision early. I do think there's a lot of value in taking that step with others. I understand every district has a different place. That's not a judgment on Eastside, but I think thank you for that patience. Because I think the longer we wait, the more data we have. And at some point, we can wait too long. So I like the timeline you presented. Two quick things. One, because I haven't heard it brought up before and I was thinking about it when, you know, news of who's gotten COVID on different sports teams and stuff has been in the news lately, right? And usually the

174next day it follows with that sports member was outraged that it leaked. And I do think there is some degree of confidentiality that has to come with people coming and going, students and our staff. that's something that it's hard to police. I think anytime anyone's not at school one day, there will be speculation. But I think to the extent that we can control that and protect our staff and protect our students, the better. Yeah, absolutely. On the question of privacy. Yeah. And in maintaining that. And, you know, this is not quite exactly related to what you brought up, but it is somewhat that. One of those question marks that's still out there is some of the state level education advocacy groups, they have wanted something from the legislature, the governor around liability. And that has

175not been forthcoming. And the state government has said, well, it's not that we don't want to do it. But we don't want to just do it for just one sector, education. So we'll get to that and do it more as a bigger blanket for different sectors of industry. But that's just another related piece, too. Yeah. Imagine a scenario where every kid is getting temperature checked as they come through, right? And what if that temperature gun reads 103 degrees? Right. Like, what does that look like? So it's not causing a scene for that student. I think that's important to think through. High school's hard enough as it is. I think my one of my really big concerns is just the class of 2024 and any student who is new to our district this year. coming in

176as a sophomore, junior, or senior. I don't know if now is the time to ask the question of what might that look like, assuming we're 100% virtual, which it seems to be trending towards, or if that's a better conversation for the 17th. Well, I'll take just an initial stab at it. I think that even it could be the situation that even if on the whole, We think that the distance learning is the way we need to go. Potentially we could do some at least limited experiences in person. So maybe like using outdoor spaces in very small cohorts of the students, bring them in to at least meet with. some of their teachers in person or some of the staff there in person. So, I mean, that is one possibility is to really tell it's really,

177it may not be one of those things where it's a binary like on or off, like, you know, you can have in person, you can't. I think that even if on the whole, we have to be distanced, I think there will be some opportunities for some limited. connection between staff and new students in the district. Thank you. Do you need any direction from the board at this time? I don't think so at this time. I appreciate that we're all on the journey on this together. You thanked me for waiting. Well, I thank you all as well. It is not easy. I know people, you know, the sooner you know what you're going to do, the more time you have to plan. But if we come to a plan too early, we might really miss out

178on some great opportunities for students. So it's not, I know it's probably really frustrating for folks who are saying, like, just let me know. And I really appreciate how much I think people have really shown a willingness to just to hold on a little bit. Great. So unless there's anything else around 16A from the board, we'll move on to our next topic. All right. Thank you, Bob. 17A is to approve an MOU with the California School Employees Association or CSEA. Is this Meredith? It is. Yep. And I am just pleased to be able to present this to you all tonight. At the last meeting, we hadn't quite reached this point, but our goal was to be able to provide options to employees who were impacted by a reduction of positions. And we've been able to

179do that. And that's this. memo, MOU outlines are those options that we've been able to present to employees, which we've done that already, and some of the commitments that we've made specifically regarding benefits for employees next year who may have to reduce their number of hours, work hours. So again, this is a MOU with CSEA. We've worked hard to get here and just got a message from the president around this. pleased with where we have been able to come through the the lots of days of negotiations. All right is there a motion or comments questions? Move to approve. Second. All right so we have a motion by Stacy to approve, a second by Christina. Is there any discussion? Good job. We'll move on uh let's do a roll call vote or sorry Christina. I was

180just gonna say I am pleased to see that we have this agreement in front of us so great work. with everybody involved. All right, let's do a roll call. Trustee Harris. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Maritz. Aye. All right, passes 5-0. There are no items under 18 tonight. 19 A's to adopt the 2020-2021 proposed district budget. Before we move on to discussion, there is... a blue card filled out for this item. So Mindy Carpenter, if we can get her on the line. For those of you at home, I think we call one or two times and then by the second time that person is an answer, then we will move on. So thank you for your patience. Kaelin, I called twice and she's not available. Okay. Okay. Then we'll

181move on. adopt 2020-2021 proposed district budget. Is this you, Nancy? All right. Take it away. Yes, sir. We presented, we had a public hearing at the board meeting on June 18th. We presented the proposed 2021 budget to the board. At that time, we received no comments or requests for any changes or any suggestions to changes. So we're moving forward with the approval of the 2021 proposed district budget as it was presented to the board on June 18th during the public hearing. I'll move to approve. Second. This is a motion by me, a second by Stacey. Are there any comments or questions? I appreciated the process that led to this budget adoption. Yeah, to echo that, I think top to bottom, it's... I think the most work we've put into a budget since I've been here

182and got a lot of stakeholders at the table and really were able to lay out and get feedback. So that happens with hours and hours and hours of work from a lot of different people. So thank you all. All right, let's do a roll call. Sorry, muted. Christy Arisman. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Barish. Aye. All right. The budget passes 5-0. Thank you all very much. 19B is COVID-19 Operations Written Report. Who introduces this one? I think Jan Orlik is. She's unmuted. All right. Great. Hi everyone. So as you know, the school closures kind of upended our local control and accountability plan process. And essentially in lieu of that, our state has asked us. to prepare a report. It's a very short, purposefully short summary of the district's response

183to school closures, especially in changes that have been made to the educational program, provision of technology and meals. And we are being asked to present this to the board for approval, submit it to the county, although they do not have to approve it. And then we additionally post it to our website in English and Spanish. All right, motion, questions, comments? Move to approve. Second. All right, so there's been a motion by Robert and a second by Christina. Any discussion? Looks pretty much like what the district did. All right, let's move to a roll call. Trustee Aerosmith? Aye. Trustee Brown? Aye. Trustee Gallagher? Aye. Trustee Goytia? Aye. Trustee Barrett? Aye. All right, passes 5-0. Item 19 is approved resolution 62 ratifying the execution delivery of a lease purchase agreement with respect to the acquisition purchase financing

184and leasing of certain equipment for the public benefit ratifying the execution delivery of documents required in connection therewith and authorizing the taking of all other actions necessary to the consummation of the transactions contemplated hereby. That's a mouthful. So I'll introduce the item if that's it is on the April 2nd board meeting the board approved the district to enter a Chromebook lease with the idea that we you know, there's a lot of uncertainty in the fall of you know, if we'll be returning to school, but one thing that we can do is ensure that if we need to do remote learning that we have the devices necessary to make that happen. This is a ratification of the contract that we had entered on May 11th. And this is just to approve that ratification. Move to approve.

185Second. All right. So I made a motion. It was seconded by Christina. Any discussion from the board? John, just to, I don't know that I've met enough of your team to see how we're doing setting up 4,000 Chromebooks. You do that when you get them two days before school starts. What's going on? So one of the things, so we secured our Chromebooks early, which gave us a head start. So not only did it ensure that we had the stock available for next year, because everything's a buying frenzy, but it also gave my team the time to get ahead of it. And as of now, we've almost completed all of the freshman grade level. Chromebooks. We're still waiting on the cases that are going to go with them. But we've made substantial progress towards the freshman

186grade level. And then moving forward, we're going to be working at the sites, transitioning those carts, cleaning up the Chromebooks, reinstalling them, testing them, make sure they're functional. And we're going to be collecting everything and getting it all organized and ready to go for the fall. We have a lot of Chromebooks to do between Lee, Branham, and Westmont. Probably around 4,500 just on the existing carts. And then you add the 2,200. So we're really moving a lot of Chromebooks. Thank you. All right. Is there any more discussion? All right. Can we please have a roll call vote? Trustee Arislett. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Barrett. Aye. Passes 5-0. 19D is to approve Resolution 63 authorizing a joint use agreement with T-Mobile West LLC and related actions. And I will

187be introducing this item. Part of the due diligence process of the exchange of property between Robeson Home and the Marr family for the acquisition of the Heritage Building in exchange for the metal property in between. Camden and Union Avenue, property of the district. One of the pieces that still needed to be concluded was the relocation of the T-Mobile tower. That's located exactly where the exchange is going to occur, where the land is being transferred. And I'm very pleased to inform the board that the negotiations have concluded that the tower will be relocated. at no cost to the district. Their initial T-Mobile's initial proposal is that was going to cost them between $250,000 to a half a million dollars to relocate it. And we were able to convince them that that's great, that the relocation cost

188is that great, but we're not bearing that cost. So they are relocating it temporarily to first to a temporary location because that's easier to obtain a permit so that we can get it. out of the middle of the property. And then once they have the full permit to install the permanent location. So where are we moving it to? We're moving it to the district side, the union side, the easiest location for us and for them. And so this is part of the due diligence process and allows us to continue to move forward with the exchange of the properties. How did you get them to agree to cover the cost? Well, the lease that was originally signed was never ratified by the board. The agreement was void and null. And when that was brought to their

189attention, I can tell you that they were not very pleased. But we were trying to negotiate this agreement in a way that was fair. And when that didn't happen, we had to bring in other measures. And that was a measure that was used. And fortunately, one of the other criteria is about the exchange is that if this was not resolved in time for the exchange, that that Robeson would retain $2 million of the exchange price for the property until the tower was moved. And I'm so pleased and relieved that that will not happen and that the tower will be moved prior to the exchange taking place. Nancy, I'm sorry, Linda, go ahead. No, I said thank you. Nancy, were we generating lease income from that unratified contract all these years? Yes. About how much a

190month? $2,500. $2,500? Yes. And now we're getting about $3,500 with the... Correct. So the negotiated agreement is an increase, a monthly increase. And that was not something they were very pleased with, but... T-Mobile has a very, very presence in our area and they need that cell tower and we're a public entity and we need money. Sorry, Stacy. No. Is there a second? Second. All right. Motion by Robert, a second by Stacy. Is there any more discussion? All right. Seeing none. Can you please have a roll call vote? Trustee Brown? Aye. Trustee Gallagher? Aye. Trustee Goitia? Aye. Trustee Barrett? Aye. Passes 5-0. Thank you. Move on to 19E to approve a five-year renewal with the Zayo Group for dark fiber connectivity. So this item is the connectivity between all of our school sites. It provides our

191campuses with direct communications to the district office, provides the services like our bell system, everything integrates all through this dark fiber system. Dark fiber is basically limitless supply of internet in a way. Whereas we're not, you know, we don't call up a company and ask them for another 100 megabits. We control the electronics on both sides and we can control how much speed we need. And then this contract specifically allows us to end our existing agreement one year early while entering a new agreement and saving approximately $2,100 a month moving forward. Move to approve. Second. All right. Motion by Robert, second by Stacey. Is there any discussion? Well done, John. I'm just, I'm loving how... And I'm guessing some of it came from Measure AA, not this one in particular, but just how we have

192really improved the infrastructure of the district and providing this level of information access. So great job. Thank you. Thank you. Yeah, I would just echo, seeing where we were about a decade ago to now is almost unbelievable. I know you're a big part of that as well as a lot of other people, but being a district in Silicon Valley, I think we should invest in this. I think it's really important and it really helps out our students. So I'm in full support. All right. Any other discussion before vote? All right, Dr. Bravo, take it away. Trustee Arisman. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Baric. Aye. All right, passes 5-0. 19F is to approve a contract with Sodexo America LLC for the procurement of food and non-food supplies district-wide. And this

193is an item that I will be introducing. This is a contract that we've had with Sodexo for many years. And it's worked out extremely well for the district. And we would like to continue utilizing their services to continue to provide meals for our students. All right. Discussion or motions? Move to approve. Second. All right. So motion by Stacey, a second by Christina. Any discussion? All right, seeing none, could we please have a roll call vote? Trustee Gara Smith? Aye. Trustee Brown? Aye. Trustee Gallagher? Aye. Trustee Goitia? Aye. Trustee Barrett? Aye. All right, passes 5-0. 19G is to approve the 2020-2021 Piggyback Contract Extension with Veritiv Corporation Incorporated to purchase sanitary maintenance supplies and equipment for district-wide use using the Keystone Purchasing Network Piggyback Contract. And I will be talking to this item as well. The

194district has a very well established. relationship with Veritiv. The piggyback that we're asking the board to authorize that we use gives us competitive pricing for the purchasing of all of the sanitation maintenance and supplies that we need. Particularly most important at this time because they're the suppliers of all of the the supplies that we need, not just to sterilize our furniture and equipment, but also for sanitation of our hands, of the students' hands, and so on and so forth. We're hoping that this is approved so that we can order immediately for the next academic year the supplies we're going to need to sanitize all of our campuses. Move to approve. Second. All right. Motion by Robert, second by Stacey. Any discussion? Roll call, please. Trustee Arisman. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goitia.

195Aye. Trustee Barrett. Aye. All right. Passes 5-0. Thank you. That takes us to item 21, board reports and communications. And we are heading back into closed session after this. I always like to say that. And let's go with our traditional where we sit pre-COVID order. After, Linda gives us a report on MetroEd. Okay. I'm wondering if you forgot me. Okay. I reported last week on my efforts to garner some financial support for SBCTE from our city council and county board of supervisors. And anyone else out there who wants to help? Since last week, I've had Zoom meetings with four more of our local officials, including a terrific session with Supervisor Chavez. Both bodies will be revisiting their budgets in August. and we will have an opportunity then to be heard as well as during the

196city budget review next January, although I hope that we will have movement before next January. Superintendent Lynch and I have also been provided with introductions to key leaders of several groups and agencies who might be supportive in substantial ways. And I'd like to add a personal comment about what's motivated me to take this on, other than the fact that COVID has ravaged all school district budgets and SBCTE is totally dependent on our partner districts for funding. So yeah, there's that, that little detail. But for me personally, I've long believed that we need to offer our students more choice of pathways and more opportunity. Not every student is in a position to go to college. or wants to, and not every family needs to carry the obscene burden that is student debt. The skills taught at

197SVCTE are very high level and they give access to great careers to our most underserved students. 62% of our students are socioeconomically disadvantaged and only 10% are white. SVCTE is... basically a monument to equity, where what equity looks like. So my work to preserve it for the future is something concrete that I can do, that I know a little bit about how to do around equity. While I'm waiting to circle back around for the August budget discussions, I'm launching a letter collection project, much like the letters of support we gathered as part of the For the Kids initiative. At that time, the city council definitely referenced our terrific show of community support as part of the reason for our favorable outcome. To avoid a Brown Act violation and appeal to my fellow board members for

198letters will be coming to you from Superintendent Lynch. Please join us by lending your voice. Thank you. Thank you, Linda. Done. All right, let's go to board reports. Christina. Right. Um, so just as an update. Last week we passed the resolution around digital equity. I met with some other board members and have been kind of tracking how many other districts across our county have done that. And we're somewhere between 1015 and are expecting that more of them will be approving that resolution and joining in to the effort to make sure that our digital divide is closed. There were big wins in that arena on Tuesday, both at San Jose City Council and at the Board of Supervisors meeting at the county. San Jose City Council unanimously approved $3.4 million in funding to provide 11,000 hotspots

199from AT&T to students lacking internet connection. and that funding is coming from the coronavirus relief funds so using that money that needs to be spent by december and putting it to putting it where we need it. However, this will only be for a year and Eastside Union High School District has been working for about six years on a community wi-fi project just to get the first one, James Lick, done and there's still a lot of work being done to ensure that the projects at some of their other high schools including Yerba Buena, Overfall are staying on track to make sure it doesn't take another six years to get those done. um at the county board of supervisors they um voted to put seven million dollars to address the problem um and noted that most of

200those needing the computers and and connections are in san jose and the southern more rural parts of the county um still will need to make it into the final budget in august um but um Part of the reason that I really am working there, we already heard that our district has some great resources and our students will all have the devices that they need. All of our students are all of our students and these are community members. These are some of our students that are in some of our feeder districts. A lot of it is Eastside, but we all need to be working together and looking more at the long-term infrastructure. And I am... Looking forward to bringing the equity resolution back. I definitely was disappointed when we did not pass it last week. Thank

201you to the speakers that we've heard the emails that I've gotten. One of the great things in some of these communications I've heard about are some of the great initiatives and great work that is already happening at the sites, which I also saw in those SIFSAs. So I think we need to do better and I'm looking forward to taking more of those steps. That's it for me. Thank you. Looking at the calendar, it appears that today is the last board meeting that Nancy will be working with us. So I'd like to thank you, Nancy. I also understand that Alisal has approved your contract and I look forward to hearing about your success there. I've certainly learned a lot from you here and appreciated you helping me learn our budget as quickly as you did. That's

202it for me. Thank you, Mr. Baric. I appreciate your comments. So I'm going to, for the most part, skip any report tonight. I'm exhausted, to be honest with you. I'm so glad this is the last school board meeting of the year. This has been just an exhaustive process to deal with so much coming at us. I'm tired. I want to go recharge my batteries for a little bit. But I did have one suggestion to consider. It looks like we're going to be doing remote school board meetings for the unforeseeable future. Board docs, I believe, has a capability of actually having board members place their vote when it's time to call for votes. And you can just basically mark the vote and then it would show what the vote was. So as we move into next

203year, maybe we look at implementing some of the technology so we don't have to do a voice roll call for every vote. Linda. Trustee Brown, just for the general public, I think you meant last school board meeting of the fiscal year? Yes. Yeah, we don't want people thinking we're done until January. I don't know. Okay. Yeah, I have nothing further to report, but I just would want to add to what Kiki said. I came to the conclusion that the... work that would be formulated, I guess, by the resolution that we had tabled should be embedded in the reopening plan. And Cara Durant, you won the call-in lottery tonight because I also wrote down in my notes that you said it very well. We need to reopen schools that are better than the ones we closed

204in March. And another one of the speakers said, educators can do so much with so little. Oh boy, do we know that. So I would like to see the resolution brought back as soon as possible, as I already indicated this past Sunday. So wait a minute. I was supposed to say that under future planning. I'm sorry. Okay. I'm done with my comment. All right. And I think just echoing where the end of the school year, right after today. And this was not an easy year by any means. I think back to. I think being in Arizona a hundred days ago and realizing like I need to fly back because we're about to shut down schools to where we are today. It feels like years in a lot of ways, but it wasn't that long ago.

205And so to all the staff and board and everyone to put in all that time, parents, students, it's, I don't know, we're not through it yet, but I'm hopeful that. if it's going to be okay. I did want to bring up, you know, one of my former students actually found out that she had COVID this week and was put on oxygen in the hospital. And I question whether I should bring it up, but I think it is important because she's not old, right? She is 21, 22, right? Starting out her life. Not that much older than the students that we... our tasks to to make sure are safe um and so I think that's something I'm carrying into this I think you know it's that balance and desire of what how can we make sure

206that um you know our students are safe and and I think what Christina said sometimes some of our students the safest place is our schools and how do we do that in the right way uh but it's just really impactful to see her taking selfies from you know from her bed and putting on Facebook and um I don't know. I just have this lasting image. And I think I'm going to carry that with me the rest of this pandemic. Two quick things. I got to go to the Black Lives Matter demonstration at Branham. And I think just really quickly, I was just impressed by the students who put together how it was cross school and how they're partnering with people, kids in other public schools and kids in private school as well. But I thought

207the coolest thing was a lot of our teachers were there, right? On their summer break, they were out demonstrating and being supportive. I saw a lot of admins there who were actively thinking about, you know, this was around the time there were like violence at a lot of, with counter protesters, I guess, to put it nicely, but people who were being violent, you know, and they had student safety at top of their head and had plans for if certain things happened. So I thought that was really impressive. And then lastly, I got to go deliver some food at Branham. I know y'all probably gotten the emails about, you know, to keep this going throughout the summer, we need volunteers. And when I walked up, it was once again, just a lot of teachers who were

208volunteering their time on their break. Kevin, the social worker at Branham, has a separate food delivery thing that happens every second Wednesday of the month where community members can come get entire boxes of food and groceries for the week. And it was just so well run. And I think very, you know, Dr. Rowe talks about 287,000 meals. Right. But then when you see the cars of people who are lined up. and going through for an hour and a half straight and all the work it takes to get people to food. It's just, it's so impressive. I'm happy we're able to be in that position to do it. And that so many staff members have made that possible. So thank you. So with that said, we'll move to future planning. I did want to. frame it

209with two things, right? When we talk about future planning, we're not relitigating the actual resolution itself, but about the idea of whether or not it is going to come back. I want to make one apology because I think earlier I said that, you know, in looking at the footage, it was to be tabled indefinitely. And I actually do not think that's true. I think it was to be tabled until after we figured out what the school plan looked like. Right. And I used the word indefinitely. I apologize for that. Secondly, just as board president, I do want to state, you know, there is some sort of degree of positional power around like what shows up on the agenda and what doesn't. The way I approach that is it is not my job to place what

210I personally want on the agenda. It should be something that, you know, all board members have access to equally. And when Trustee Gorty had emailed me, and I think it was Sunday, I apologize, Linda. I was kind of put in a dilemma, right? Because personally, I wanted to put it on. But also, in going back, I think it was the intention of the board to table it until after the August reopen, right? And so my personal decision at that point was, let's bring it back to the board for discussion on Thursday. Because the board, I want to have actual direction, not just do it and ignore that tabling. If that makes sense. Happy to answer questions about that, but also would love to open up the floor. Yeah. So, I think that, you know, we

211do have an unfortunate outcome from what happened last week with the resolution. And I'll be honest with you, I was, when I saw that come up, I was absolutely, you know, I was just kind of I'm sorry, I'm stumbling here, but I was kind of calm down. Okay. Kaelin, I get that we're a board and when somebody has a resolution or an item that they want on the agenda, we have this kind of protocol and stuff like that. But I don't feel like we were prepared. at all to have the kind of conversation that this topic deserves. And the outcome is that people are mad at us. People are blaming the three trustees who tabled it. And the reality is that all five of us are responsible and accountable for the consequences of what happened.

212And so I just really want us moving forward. I personally, and this is where we are, right? We each kind of have a personal style that we bring to this. We don't have an agreed to protocol about this. But when I want to bring a resolution about something, I always use this time and future planning to kind of say, hey, this is what I'm thinking of and I'd like to work on a resolution for this. So at least people know that the conversation is coming. I mean, the two resolutions just came out of left field. It was literally, you know, on Sunday night when I opened up the board docs, I was like, whoa. right, or Saturday night, whatever it was. So I don't ever want to operate as a board where people are feeling

213like, boy, that came out of left field, and I'm not really prepared to have the conversation. But it's published now, and boy, is this going to be awkward. So with regard to when we bring this resolution back, To be honest with you, you know, if we had just moved ahead and done the resolution last week, we would have passed a resolution. We would have made people feel good about things. It would have been the one-two punch. But we wouldn't have done the work of the board, which is to make sure our budget aligns with our priorities. And so I would really like to work on this resolution together as a board, instead of, you know, one or two board members, you know, bringing it and then trying to, you know, wordsmith it and edit it

214so that everybody's voice is in the resolution. I'd like to find a way for us to do this together because it's too important. And I don't think we're doing our job until we do figure out how we're going to allocate funding to accelerate the actions that we need to do. Food for thought. There's about a 70% chance I'm not going to be here for the July 16th meeting. 70% chance. There's still a chance I'm working something out, but unfortunately I'm one of... 430 people. So that's where I'm at right now. So I'm hearing two things, right? One is, I believe is Linda's ask that we do agendize this for our next meeting. Is that, am I correct, Linda? I'm trying to process what Stacey said and see if she's suggesting another avenue where we all

215work on it together in a workshop or something. I'm not exactly sure. Is that kind of what you're thinking would be? I am. And I'd like to, the resolution to be more about specifically what we're going to do. You know, a lot of resolution, right? And that was, that was one of my, I didn't have much time to look at it. Like I said, I had been coming off this other work and was just literally sleep deprived. But I, I was bothered by the fact that there were And maybe you just do something as an umbrella and then you build in the specifics later. But I could think of several specifics that I would have wanted to see there and they weren't there. Yeah, so I think the second piece is according to our current

216board policies, board members can introduce resolutions. If that's something the board wants to change, I would not personally be in support of that, but I am supportive of having that discussion. the majority of the board wants to. I'm not suggesting that we change the policy that board members can introduce resolutions. I'm suggesting that we look at a protocol that we have the discussions ahead of time in our future planning when board members want to do things so nobody gets blindsided by by a conversation that you have more time to prepare for the topic. Yeah. And I hear that. I think, I think from my perspective, you know, we do get our agendas on Friday, which gives us six days to prepare, to ask questions of staff and to bring those questions to the board. I

217hear what you're saying. I also don't fully agree with it. And I also, I think it's important to add that, you know, the reason I think this resolution is important to bring back, if that's the pleasure of the board, is because it is open-ended enough that it directs staff to do the work to bring a conversation at a board workshop. Right. That's what it did. It said, we, we want to have this future discussion and we're directing staff to, to do that. Um, and I think that typically when we have a resolute, most of the resolutions we deal with are, are things that come to us from somebody else that's suggesting it, we make minor tweaks to it and it's not as impactful as this one's expected to be. Um, Yeah, but we're like, so

218from my viewpoint, we're a policy board, right? Our job is to implement policy and that's the instrument, right? Like in Congress, they drop a bill in the hopper, right? In a support world, it's you write a resolution that directs staff to do something. When they drop a bill in the hopper, it goes through several committees and several comment periods. And this was not clearly. Nobody's saying we don't want to do it. Clearly what we're hearing is people needed a little more time. I really appreciated the work that went into it. I appreciate some things that were in there. There's maybe one line I don't want to see, but I'm going to talk to you guys about it when we talk about it. So to respond a little bit, I'm having... I'm hearing the, we want

219to do this well. What I'm having a really hard time with is the idea that this conversation is coming out of left field when this is, this has been happening for hundreds of years and we have seen these gaps with our students. The entire time that you have been on the board, these gaps exist, not just in our district, across the whole country. And when our students of color, when our staff of color hear us, a white board, say, I had no idea this was coming, that feels so invalidating. to those people because it's on us to do the work. It's on us to prepare ourselves. And yes, we're not ready. No, I don't know all the answers. No, we don't know all of these things. But what I'm hearing from the reason that people

220are angry is because they have been told this over and over and over and over again. And we said last time, this sends the message that we don't care. You are not saying that right now that you don't care. But that's what people are hearing. It's not what we're saying. And... Right, right. But I'm saying that that's what people are hearing. Whether or not it's your intent, the impact is different. Whether or not it's your intent, the impact is that people feel like if we do not take official action... Right? There are things that are happening. We're talking about, there's not one conversation that needs to be had. There's not one workshop that fixes this. But when we say that we don't want to commit to talking about it next time, that's what people hear,

221regardless of all the other stuff that's happening. So, Christina, are you still there? Yeah. You froze. Can you hear me? I'm not talking about the conversation. I'm not talking about what we should be doing. I'm talking about how we operate as a board. And the board is an entity, all right? It's not you. It's not me. It's not Kaylin. We're the board. And, you know, for me, from my perspective, You know, I'm not shy about telling people what I think and what I believe. I'll have those conversations. But we're in the middle of a budget development cycle that's more challenging than I have ever experienced in 10 years as a school district trustee. We had a meeting to basically go through. the public hearing and all the things that are within that budget development cycle,

222things that you worked on to make sure that we, everybody knew what we were supposed to be doing, what, you know, and what meetings we were doing what. And then, you know, on Saturday, I see two resolutions that were talking about important things, but in the context of what the work we're supposed to be doing as a board. That's what caught me by surprise. And I just did, that's all I'm saying. To me, this is about how we operate as a board so that this doesn't happen again, so that we don't send, you know, the perceptions that you're talking about. And every single one of us, everyone, all five of us bear responsibility for this. Not just the three of us who tabled this motion last week. All five of us bear the responsibility of

223this because we are the board. That is the entity. The board produced the outcome that we had last week, and it's unfortunate. Right. Yeah, and look, I think what I'm hearing is that the current tabling is until after school starts. Is there a desire to change that from anyone? I would like to bring it. Can I make a comment before we ask that question? Would that be okay? Yeah, yeah, yeah. I'm trying to focus the discussion. Yeah, I understand. But I probably have to answer to just a couple things and help Christina understand that we're doing this work. We've seen this work go on and we've been focused on it as a district. Meredith, Bob. Herman and probably Nancy, but that's not a piece that we talk about with her other than budget to this,

224but the hiring plan, the initiatives, I attended the FACES luncheon and got people connected in the right spots that wanted to expand it across the district. In my previous district, we needed to make a change and we made it quick. But we had the lowest performing school in Santa Clara County with a principal that didn't want to change much. So we changed the superintendent who changed the principal and the school got turned around and all those teachers that were unsuccessful under a principal were there to celebrate when they moved that school out of the bottom. We take action like this all the time. This was a lot at a time. that we weren't prepared for it. It's okay that we weren't prepared. We're allowed to not be prepared. We're allowed to want to work through

225things. But to say, quite honestly, for people to demand that we do something right now, that's what was happening with the city of San Jose. That's what's happening all over the country instead of people talking. So I am part of the five. that didn't have this go forward. I'd like to bring it back. I don't think July 16th is the right time, mainly because I don't know that I'm going to be here. I certainly have a possibility I could attend remotely, obviously, but it's not likely. If I go, I can't. So that's all I want to say. I'd like it to come back. I'd like to work through it. And I thought it was too much to put on our staff while they're still trying to open school. They've been trying to open school since

226March, and they are prepared for 15 different options that they may know on July 1st, but it may change by August 1st. So my guess is people have their mind made up of whether they want to hear it at our next board meeting or not. Karen White- Okay, Karen. I don't know about next board meeting, but I'm not sure what prompted you to say not until after school starts. Kaelan Penrod , City of Boulder OSMP, That if you go back and watch the video of that meeting that was the intention behind the motion. Kaelan Penrod , City of Boulder OSMP, It was Kaelan Penrod , City of Boulder OSMP, To get past opening of school because this was asking for them to bring us a report. or bring us information for the work study in

227August, which was right around the time we're opening. And it just felt like it didn't fit right there. That was why the motion was made. And I tried to respect that as board president, even though I wanted to agendize it for this meeting. Full transparency. That was my thought process. Thank you. I personally would like to see it agendized for our next meeting. We could do a vote again. I move that we agendize resolution 60 for our July. 17th is that the meeting date? I'm meeting. Second. 16th. 16th. 16th. So my motion is to agendize it for that meeting. And I will second. There's a second by Linda. Is there any discussion? Seeing none, can we please have a roll call vote? Trustee Harris. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goitia. Aye. Trustee

228Barrett. Aye. So, Kalyn, what's going to be different on the 16th? It would be the exact same resolution. We have more time to prepare. And then a shorter window for staff to bring it to us if we still call for it on the August 27th. We could talk about the timeline. I want to avoid talking about the contents of the resolution too much because it's not an agendized item. There has been a motion, and I think it was a 5-0 vote or a 4-1 vote. 5-0. 5-0 vote. I have a question, President Gallater. If any one of us wanted to add something to the resolution at that time, can we? Yes, but because Trustee Aerosmith and I wrote it together, we're Brown Act it out from talking about it with any other board member outside

229of a publicly scheduled meeting. No, I'm not asking you to talk about it. I'm just asking you in terms of protocol and process when it's brought back. Are we allowed, if we want to add something to it, to propose that? Yeah. And I think what we would want to do is follow, you know, if it's a friendly amendment, then, you know, it could go on. If it's something that, you know, like, hey, I move to change paragraph three and make it say this. Is there a second? Vote on it. That kind of thing. So, Callan, you know. Great. We're going to have the conversation. We're probably going to pass a resolution on the 16th. Everybody's going to be happy and all that other stuff. But I don't think we've addressed how we operate as a

230board issue. And I would like to see, I don't know when our next workshop is. I think there's a lot of protocols we have to have to start having some conversations about. And I think this more than anything. is probably one of the top things that we need to work on right now, because what's happening here is you have a split board. Okay. It's not that we don't want to pass a resolution. It's not that we don't want to try to figure out how to. you know, do all these things and find some money for this so that we can make changing, you know, make these programs change and are permanent and all that kind of stuff. It's not that. That's not what the issue is. The issue truly is about how we do this.

231And we are split. And now with everything that's going on, okay, just go back three months, right? A global pandemic, the collapse of the world economy, and now the move, Black Lives Matter, finally getting to what I'm hoping is the tipping point that's going to get us, you know, get some of these changes made. If we're not a unified, high-performing team, we haven't got a chance of leading this district. through what this new normal looks like. And I want us to be working on those types of things. Yeah, and I think I hear that. And I think for me personally, I do believe that board members should have the right to introduce resolutions for discussion by the board. We're elected to do that. It sounds like there's disagreement there, but maybe that's something we can

232flesh out over. I have no disagreement with- There was no disagreement about that, Kaylin. It's not that- Stacey, help me understand the point you just made. The point that I just made about the resolutions is that I think that we should all be bringing the resolutions, right? We all have different things that we are passionate about. But what I'm saying is that we should bring resolutions in a formal protocol. For me personally, I think I've been pretty consistent about bringing resolutions and telling the board my intentions of doing this before placing it on the agenda. So you know, this is what I'm doing. What you guys did is you just kind of threw it on there. It's important. I get that. But let's have that. You know, I actually think that's more positive than going

233through a board process. For me, we've done with many other resolutions in the past. So, you know, it's our right as an elected official to do that. If we want to change the protocols so that we can't, if there's three votes, we can do that. Perfect. Let's keep us, let's just keep the split board moving forward. Instead of trying to figure out how to unify us into a high performing team. So if I can, it is future planning. And it feels like the discussion is going future planning and then actually addressing topics. And what it sounds like really, Trustee Brown, if you're suggesting that there'd be a meeting around protocol. HAB-Jacques Juilland, And and I in that that really is that is appropriate to the item of future planning. HAB-Jacques Juilland, I just HAB-Jacques Juilland,

234Want to remind everybody about, you know, Brown act and yeah HAB-Danny Teodoru, I'll add unity is not my main driver. HAB-Jacques Juilland, It's okay to have a split board. It really is. What's important is that we that we talk about things and that's what we're doing here. I don't think that we need to change the protocol at all. And so I just think it was a weighty issue and needed attention more than could be given in the six days we had, but the two days that I had. You don't, I mean, we talk about students that had to do stuff. I had family stuff I couldn't get out of and I couldn't read my packet until two days before. That's the way it worked this particular week. And there was way more in there than

235I could process. So that happens all the time. This also was these types of resolutions were passed by lots of districts around us. It was a pretty common response to the events that were happening in our world. All right. So anything else on future planning? All right. With that said, the board does have to go back into closed session. So at this point, board, you do have a link. Dr. Bravo, you can join as well. And then we'll be back out to close when it is time to close. See you in the closed session. I know there's too much on your desk when you're out of paperclips. All right. So the board is returning from closed session where we did not take any action. It is 1036 p.m. Is there a motion to adjourn? So

236moved. Second. All right so we have a motion by Christina, a second by Robert. Is there any discussion? Seeing none, can we please have a roll call vote? Trustee Arisemid. Keekey. Aye. Aye. Trustee Brown. Aye. Trustee Gallagher. Aye. Trustee Goytia. Aye. Trustee Virich. Aye. All right, motion passes 5-0. We are now adjourned at 1036. A quick comment for everybody that I learned today. I'm guessing Zoom fixed this. It used to be if you touched the space bar, you could temporarily unmute. That's still true, but if you just hit it, it unmutes you. So all those people that are trying to find their mouse and try to get to it, as long as you're on the Zoom screen and you haven't clicked off onto a second screen, the space bar will mute you and unmute you.

237Good to know. Yeah, just trying to say, I know that would work for Linda because she doesn't click off of anything. So, good job. All right, everyone have a good night. See you soon. Bye.