001we're coming we're going to go ahead and get started we are open to the public and any individual desiring to address the board shall complete the appropriate card and submit to board assistant board members are not allowed to address items that are not on the agenda and this is with policy bda b-e-d-h um is it okay if i read it in spanish too for the budget hearing estamos persona directive and i will turn it over to mr man to start with our public budget hearing thank you much madam president members of the board dr lewis an executive team i think i just accidentally previewed some of the hearing by leaning on my keyboard but tonight we have the revised number one budget hearing for fiscal year 2023. this is not a hearing we typically do
002but is necessitated due to state statute related to us having to adopt our budget on preliminary forms um prior to the state releasing final forms because of the delays with the legislature this year um so with that i will turn it over to dina duba sorry throat locked up there dina dumoulin who is our director of finance to walk you through the revisions good morning i'm sorry i'm going to interrupt you real quick and if anybody needs spanish translation we have a spanish translation in the back espanola my apologies go ahead uh good evening madam president members of the board dr lewis and exec team for our budget we have made some assumptions as we do every year prior to presenting a budget one of those is that we we already recognize that our numbers
003are artificially high what we're trying to do is capture as much budget capacity as possible so this is based off of a report that was gathered on june 7th so that is prior to any 10-day drops so you need to be aware of that and then the carry forward also because of the high high number of vacancies across the district across schools and across the departments we have higher than normal carry forward as well which is reflected in this budget the next two slides that you see are showing you what was proposed earlier in june and then the second screen there is the revision that we're bringing forward tonight and then we have a summary page that kind of goes over the differences it's really the mmo that has changed a little bit based on
004those numbers that we captured earlier so you can see that just just shy of 200 000 we've picked that budget capacity up in hopes that we can maintain numbers we do however expect a significant decrease in the december revision once everything gets reconciled and the ten day drops are processed it does include all of the federal funds from the pandemic relief funds and the revenues that are associated with that in this budget as well the new base level is captured in this it was an estimate in the in the proposed budget the one number that is still proposed in this is the free and reduced and that's a that's a new funding source this year that was added that's based on 2019 numbers pre-covered because of course during covert the rules kind of changed so
005until we get this year's numbers we'll we'll use the 19 numbers to kind of guide this budget process and then as we discussed earlier the december revision is probably going to be a mandatory revision for us anytime you are over budget by more than one percent you're required to come in december and revise that budget um a lot of the future challenges are ones that we have already discussed in in quite length um the first bullet is really the driving force behind everything it's adm so as your adm continues to decline so will your budget capacity for school finance we've talked about tax revenues from the state because of tax cuts those are declining year after year that third bullet is an important one for us as we've discussed in the past new funding is
006capped for school districts at two percent inflation rate we all know it's much higher than that so we're feeling it pretty heavily in some of our big departments food costs for food service paper goods for physical plant services parts and repairs for buses things like that are all at a much higher cost way beyond the two percent that we're actually being funded for um the pandemic relief funds there's actually two sets that will be impacting us in the future one is some of the new positions and the new programs that we put in face using esser funds so somewhere down the line when those funds go away there will be discussions about well what do we do now with those programs or services or people absorbing them back into mno at the level they're in
007now unless we have a big increase just won't be possible without cuts or something like that and then the second part of the ester funds is remember we have significant amounts of mno expenses that were moved into esser funds the december revision you will probably start seeing some of those costs come back in we're already making plans to move some costs back into mmo that had been temporarily moved into esser so that december revision um you'll see a lot of movement there also just while we're on the topic when you see the afr come out this year and next year you're going to see some waves of up and down because of the moving of funds between esther and m o and then as we discussed we also have um carry forward that is inflated
008because of vacancy savings um i just looked it up before we came over and we already have another 1.7 vacancy savings just from the volume of people that we can't hire for the positions that we have funded so that's driving our carry forward as well and luckily we have that because we are expecting a cut in december 1.7 million yeah okay based on the positions we have open today so it's significant so if we if we would have filled all those positions we'd be in a much different situation but over the last few years because of the staffing issues um we've we've actually been able to bank some money in mno and those were the added positions yes and that's all the rest of our time we have left for questions does anyone have questions
009no okay we do not have any further questions thank you so much right that brings us to our board meeting and if there's anyone in the audience that has a question they would they can come up to the podium and ask a question regarding the budget does anybody in the audience have a question yes no oh sorry sorry no we don't okay thank you miss mcshuffrey um we move on to the regular board meeting now and we're going to start off with our land acknowledgement creighton school district understands that our community of schools is located on the ancestral land of the odom jude and akumal odam people who descended from the hohokam and have inhabited these lands since time immemorial the odom whose names translates literally to people are vibrant culture and communities spanning countless
010generations into the past continuing to thrive in the present and carrying a powerful legacy for generations into the future with this acknowledgement the creighton school district formally recognizes that the traditional care in keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices policy and human relations ms mcsharphree can you lead us in the pledge of allegiance two six all right it looks like we have messier's myself miss mccaleb and miss mcshaffry here with us um i already did our welcome statement statement so i'm not going to do it again um i move the governing board approve the agenda as presented a second all those in favor hi i all right and that brings us to item 3b adoption of revised number one 2022
0112023 budgets i move the governing board adopt the revised number one total aggregate school district budget per ars 15905 and specifically 15 905 e1 and ars 15905q for fiscal year 2223 i second all those in favor hi i i i alright motion passes and that brings us to public comments and we will have vincent first three minutes hi vincent if you just want us tell us your name and you'll have three minutes okay all right go ahead hi my name is vincent i'm a student from that i just wanted to say that i don't think i'm being treated well over there because they're like um [Music] i've been being very mean you know and first day of school um i was in office for an hour i'm missing out on work and stuff and i
012don't know it's just that i don't think mackin is like being good to me and that's why i'm gonna be moving schools um [Music] on this thursday because of that and um yeah that's basically it it is that um the like people at my kids not very like treating me very well and being like rude yeah okay thank you vincent just know that you are loved and we appreciate everything that you do and i'm sorry that was your experience yeah thank you um we have another one bobby rodriguez hi my name is bobby and i just i've been a member of mackin for six years and um i don't like how they've been disrespecting me and they always they don't show me respect that much and um i've been sent to the office this week
013for like three times and um i just don't like how they've been treating me this past two years and um yeah that's um that's it thank you so much bobby um we have katie gibson mclean hi there um i believe i've been introduced to all of you so i'm saying hello to everyone else behind me as well my name is katie gibson mclean i am the incoming board member that will be serving on the board starting in january i live in the house i grew up in i attended the district from 1991 to 2001. i went to monte vista and i got promoted from the school now known as biltmore prep academy and i graduated from camelback high school in 2005. i'm currently a public defender for maricopa county i'm a former public educator and
014my husband was a former high school teacher as well i work full time representing indigent folks and that's why one of my top priorities is taking a greater look at inequities in the policies we have in the district and committing to equity within the district given i i'm very involved and very committed to ending the school the prison pipeline that's very personal to me additionally given my background i number one priority aside from that as it is retaining teachers and staff clearly there are shortages in the district and we really need to figure out what's behind that number one is actually listening to what teachers and staff have to say and trying our best to implement things according to their needs they're the experts in their field so we should hear what they have to
015say and actually listen and not just have it go in one ear and out the other and lastly i went to school at a time when public schools were being attacked but not in the way they are now you still had to attend your neighborhood school and our schools were the centers of our communities and i'd really love to see our district get back to that possibly by opening up after hours we only have one park in this district allowing families to utilize our facilities at other times these are things that i would love to bring up and discuss once i'm on the board um and so this is just kind of highlighting some of the things that are important to me and introducing myself to the board and to the community and i look
016forward to getting to work starting in january so thank you thank you um that brings us to our next superintendent report governing board member of our community it's so great to see so many familiar fun faces uh first of all i would like the community to know that a group of superintendents across the state have signed a request for the legislature to get together to re-engage in the aggregate expenditure limit hoping for a session to uh uplift that two percent uh we were able to successfully adjust it just for the year but it's and it needs to be fully revamped so we're hoping to be advocating for that as a larger group statewide um secondly i would like to say saturday was just wonderful i really enjoyed our time together reflecting on uh how we
017thought we were doing with our board expectations we i think changed the word to board agreements liking the idea of agreeing and agreement the self-evaluation conversation was phased around the expectations uh the feedback and the deep reflections of each of you was very thought provoking we also dug in deep with our facilitator on our work with equity and how we see ourselves as leaders of equity and i appreciated the strategic planning goal review and the update from the strategic planning goals it was just a marvelous day together i want to say that in our last equity training we did with elevate we um deepened our work again with dr nicole law and she's the author of a book called collective equity that i think would be a marvelous read for us across the district uh
018and the focus of collective equity in terms of its i really particularly found a couple of chapters compelling and i haven't read it all but culturally fortifying practices strengthening all the members in the learning community so that we can create a movement where we can all and her term is breed so it really mirrors the space we're trying to create with and for one another and i really appreciate where we're going with that so thank you to the elevate team and to dr nicole law uh i wanted to say that the maricopa county office's superintendent and office of elections team did indeed announce that we will have two new board members we have two seats open mr angel campos will not be returning and uh miss sophia creadal is up for election again and so
019she and miss katie gibson mclean who you just met were both appointed officially most recently so we want to give a round of applause to those two women and you just met katie we continue to work diligently on staffing thank you so much dr lugo and our principals and all the people who work diligently we have are we're waiting just at the for the finesse of our h1 visas for our teachers from mexico that we're bringing so thank you i know that's a lot of bureaucracy that we will work through to get these wonderful people here uh we have e-lit teachers stepping in and running classrooms and doing an amazing job and whole being on hold with their illiteracy programs that we had hoped to get started who are really helping our kids develop uh
020in their literacy in their regular classroom while we fill these handful of positions left that we have and the hard to fill positions a shout out to one of our teachers who is continuing to work on getting a special education degree that we're looking forward to her completion so maybe we can fill up one of those positions well uh i would like to say that the staff just received their sign their stay and signed stipend for a thousand dollars all staff members got it so that was what friday guys so if if everybody signed your your friday stipend should be coming paper performance for staff will be coming out in october from the 21 22 so we have another bump coming there and we're looking forward to bringing to the board a conversation that we're
021having to see what we can do to extend our vacancy savings so that vacancy savings can be put into the hands of our staff so we're we're looking at a third stipend we're hoping depending on the board vote um to bring to you maybe first of october we might be able to bring have some numbers ready for you to consider um i'd like to remind everybody we are under intensive heat advisory so if parents and staff will be mindful to stay hydrated and stay cool as much as we love recess and getting warm and we will get overheated and we've had some dangerous things on the hiking trails this past week so we've got to keep our kids and each other and ourselves hydrated the heat advisory is very real and and can be very
022dangerous and in fact deadly so we want to be mindful of that i would like to thank our artists our young artists the kennedy from loma linda students are our first uh debut of our artwork uh erica uh spiradudo is the art teacher from um uh kennedy at loma linda and the first through eighth graders that are highlighted over there tonight are focused on nature that was their theme um i would like to send out thoughts and prayers to those brothers and sisters we have in pakistan the flood and the displacement thousands upon thousands upon thousands of people there are experiencing is beyond my capacity to understand so just i know that you know we're still one one globe and together we care for one another thank you thank you miss mccheffery um board update
023yeah i actually um just spoke from a with a parent today um and it reminded me of the concerns mostly staff brought last year about principles not being on campus enough and i'm sure this varies from school to school but we did hear that a lot last year and a parent just experienced it um uh this parent's daughter was is not wanting to go to school um a little one and they're not finding a way to get parent-teacher conferences to figure out what's going on because there's no coverage for teachers um i think us being so understaffed at the moment principles it's really important that they're on campus and i mentioned this last year to dr lewis and i believe there's like a leadership council once a week and i twice a month okay they're
024still they i think they need to be on campus as much as possible and and not being pulled at district-wide meetings unless it's absolutely necessary just just my two cents is a customer service issue if we want to keep our families here and our staff here um they they need that that help from their leadership on campus thank you that's michaleb um just a second i'm excited to see student artwork here i'm also excited to see physically students here um saturday we had some really good discussions they were very student centered teacher centered and we talked a lot about how can we get more student voice more student presence throughout our district leadership as well as with the board so i'm excited to see where that goes and then the next three days actually four
025days i'll be attending the asba law conference and delegate assembly so i look forward to learning about all of the implications good or bad all of our new legislation from this year we'll have on our schools and be able to bring that back to the board and the cabinet as well as my own school district because we're always learning so i'm excited for that it's going to be a lot of brain numbing work i'm sure but um i know that the lineup that they have is looking really really good so thank you mrs thank you good evening i am also really happy to see the artwork um bright colors i love it i like that it's decorated in here um with student work i also enjoyed saturday um and just being open and honest and
026being able to move forward with the board and um i heard there's a get together tomorrow for the override um i wish i could make it i just like literally found out about it an hour before so maybe next time you can get invited to those things thanks all right um yes our board retreat was awesome and since we're in the subject of you know certain people bringing the school to prison pipeline and all these things one of the things that really stood out for me is that in part of our strategic plan we said access diversity equity inclusion what we define that as and what we're going to do as a district we said crane community advocates advocates for equity and justice and identifies and eliminates internal oppressive systems and ensures access to learning
027opportunity and success i can't continue this meeting without pretending i just didn't hear two kids come up here and said how they were felt by our school system until this institution realizes the harm that we're causing on our kids nothing is going to get better it's part of our strategic plan we have it everywhere adventurous thinkers collaborate learners kind-hearted leaders what kind of hearted leader makes a child feel that way and it's not just one person or two or three it's the institution and as a whole i'm not talking and pointing fingers at anybody specifically we need to do better for these kids i'm glad that our strategic plan is going in that route but we're really behind and we really get it together for these babies because we're failing them at the end of
028the day and we were put here and work here to do exactly just for them nothing else matters if these kids do not thrive some of them are surviving right now if you go out to these homes in these districts they literally are surviving they can't even live so this is unacceptable approval of consent i move the governing board approve consent items a through in accordance with policy b-e-d-b e i would like to pull item d from consent for discussion d if i move the governing board um approve consent items a through c and then e through j in accordance with policy b e d b e a second all those in favor aye aye aye that's mick jeffrey um hilda do you want to make a note that miss carrillo doll stepped out okay
029um so there's a very large so i'm just wondering why the school facilities board gym roof replacement for creighton academy is listed here under donations that just seems odd to me that is a great question so it was a situation of timing because of the monday holiday and the late notification of the availability of the funding we would have been unable to properly notice and technically the grant is a hearing or the the grant is a donation and so it you know was legitimate for us to put it there since the donation item existed it wouldn't require reposting the meeting which there really wasn't time to do um and the reason for the time sensitivity of it was we wanted to make certain that we claim the funds as soon as possible particularly with the
030delays with things like ripping materials anything that gets delayed seems like the price goes up and then we're having to fight with the school facilities board for a cost increase so mr wells worked diligently um as he has been to get a lot of these grants that are coming in and we just wanted to make sure we took advantage of them um i sincerely apologize for the oddity of how it looked because it wasn't the normal way we would do it we just wanted to make sure that we didn't lose the funds due to the oddities with the timing of the holiday and everything thank you very much um and then i just just for transparency's sake had a couple other questions as i was looking at it so do we have so when the
031vendor for this particular job is chosen the board wouldn't need to vote on it or not need to vote on it because it's under a million dollar threshold we probably don't right right it's a great question um it the dollar threshold is a component of it there's also some oddities with these what's now called school facilities oversight board projects because they drive how the procurement works for it so the selection process is tied into the school facilities oversight board's approval of the funding so it these come oddly like normally we go through a procurement we come to the board the board would approve the procurement with these we go through the procurement it goes to the school facilities oversight board they approve it and then it's kind of a yes or no do you want
032the money deal when it comes to the board for to approve the acceptance of the grant so um my personal opinion not that it's worth much is that that procurement should be separated from the sfob but um that is the way the system functions okay so they would actually ch choose who the vendor they actually work with the district in the selection so the district runs the process but we run it under the oversight of the school facilities oversight gotcha and according to those rules okay and do we have a um [Music] joc set up yeah job order contracting yeah we use the state's job order contracting okay through i believe it's adoa arizona department of administration okay um and that was um if you remember back in june and i apologize for my voice
033today um it doesn't hurt it just is hard for to get the sound out um but back in june um i think we brought a couple of items in one of them was the joc approvals for up to certain thresholds and that was part of that whole procurement for situations like not just like this but if we had to do a sudden repair or something okay and then that means also that there's three or four vendors on listed right correct um if i remember correctly and i wish i had mr wells here with me what i recall but i don't want to commit to this was even though there's multiples listed um there was we did have uh multiple bids submitted like so that was there was pricing that was submitted on okay so that's
034my understanding but like i said i i wasn't okay that closely uh tied to that but certainly something i could get clarification okay maybe just in our next board update that would be great and like who the vendors are that are on the joc that'd be great i would also like to compliment scott wells i was going to say that i was going to say i'm sorry awesome go for it yeah no i just um i we all know that funding is really tight and anytime we can get anything from the school facilities board amazing and it is a lengthy process and i know scott's not here but if you're listening um we just appreciate the work that scott's done for this district because it's a big deal it's 780 000 that our district isn't
035having to pull out of our pockets to repair a roof which is something that literally is needed to keep safe to keep over our kids heads so and it can be tricky to get those dollars and he is a master yep it is an arcane process that's the best phrase i can come up with and he has just gone at it with all f urbans and passion for supporting history yeah yeah thank you anything else do you want to make the motion yeah i move the governing board approve consent agenda item d in accordance with policy b-e-d-d-e second all those in favor hi hi oh and i'm i know i'm late to the party but mr wells is watching um about all the praise but he did say yes we received three quotes for the
036project and that was below quote okay thank you and that moves us to 7a child justice and advocacy update good evening governing board members dr lewis and members of executive team on this evening we will share and discuss progress made with our child equity justice is linda mckeever forward ms mckeever joined us on april and in the very short months since that time she has built on the work of our social emotional learning task force she has gotten quickly up to speed on our equity development and she has assembled the team of people that are seated here in these rows before you all with the intention of creating spaces that align social emotional learning and equity in a very unique and child-centered way so i'm going to let ms mckeever bring you up to speed
037on our development and then of course our child justice advocates and students will share examples in progress we welcome your questions throughout the conversation this evening ms mckeever there i am good evening thank you so much dr doopen and i'm very appreciative to be here tonight sharing with you the child justice and advocacy team we've assembled ourselves and the first month of school has given us a lot of time to to include our training get to know our families get to know our students get to know our staff and our community so i thank you so much madam president governing board members dr lewis and the executive team staff students parents and community members who are in attendance at first what i'd like to do is i'd like to introduce you to each of the
038child justice advocates and their schools so as i call your name please rise and give a wave and please remain standing miss kaylee porter is our child justice advocate for biltmore prep academy monica wu is actually started her day today this is her first day in the district and she is supporting creighton virtual academy and the creighton academy lisa considine considine who is supporting excelencia dr andrea magnus who is a district level uh child justice advocate and she is supporting gateway right now it's the only vacancy we have sorry i'll have to shift from kennedy at loma linda dr tim wells lisa fisher who is serving at monte vista mr zachary isaiah washington who is serving at papago elementary school mr billy mayne who is also a district level child justice advocate he is covering
039at william t mackin for right now and michael zepeda michael zepeda is our teacher who is currently teaching sixth grade at mackin and once his substit once his replacement is secured then he will be able to shift into the child justice and advocacy position at mackin go ahead and take a seat and as you can see we have some students with us tonight some were not able to attend for various reasons but many were invited so in terms of access diversity equity and inclusion through child justice advocacy there are many ways that we support the district's strategic plan i'm having a technical issue i'm sorry there we go so first of all as as our governing board president had noted earlier the creighton community is absolutely committed to advocating for equity equity injustice identifying and
040eliminating internal oppressive systems and ensuring access to learning opportunity and success for all students and that is part of our strategic plan goal equity and social emotional learning are interconnected and when students are regulated they're more likely to learn so when children are deregulated and not able to to manage their emotions they're not learning so by providing the supports that are needed so students can have coping strategies that can be used in the classroom and in other generalized situations that that makes a difference in terms of their learning and their ability to attend to the instruction and the learning episodes the sel task force had studied quite a bit of information in terms of the manner to move forward especially with social emotional learning and that was in response to covet 19 and yet we
041recognized that students often had struggled prior to covet 19 so this is sort of a wrap around opportunity for us and the investment in equity and social emotional learning was prioritized in using the pandemic relief funds which are commonly called the esser funds our district is a community creighton is a very small school community and yet the community has arms to wrap around all of us this is um this is a piece of writing from strum struck mull isquist and it speaks to community i am not self-made i'm community-made i'm land-made i'm ancestry-made i'm made up of everything and everything that made me exist outside of just myself and that is a beautiful way to think about our community and the impact that our children have and the impact that we have and the impact
042that we can continue to grow and develop to strengthen our school communities so there are six social emotional learning standards that you'll see that are projected currently we are in the first social emotional learning learning standard for this first quarter which is self-awareness the following quarter which will be our second quarter the end of the for the remainder of the semester is self-management followed by self-efficacy social awareness social management and social engagement so i'm going to drill down a little bit more into where we are right now so the sel task force reviewed a lot of different social emotional learning standards and landed on the washington state standards as those that closely align with with our community needs they are aligned with castle which is a collaborative for academic and social and emotional learning and
043the interesting thing about castle is castle's been around for some time and still interconnects the academic piece and the social emotional learning piece so if you take a look at the first standard that we have which is self-awareness it allows individual students to be able to identify their emotions their own personal assets areas for growth and potential external resources and supports and then we have a number of benchmarks that that drill down even further into into the detail as we move forward in terms of providing supports and instruction around social emotional learning benchmark one speaks to self-awareness and understanding of one's own emotions and our own emotions influence on behavior benchmark 1b uh demonstrates awareness of purpose personal and collective identity including encompassing strengths areas for growth aspirations and cultural and linguistic assets and benchmark
044c demonstrates self-awareness and understanding of external influences including culture family school community resources and supports so with social emotional learning engagement we have a few ways that we can approach the social emotional journey that our students take first of all our curriculum design studio got together this summer first time that i had an opportunity to meet with them and they did a phenomenal job so on the curriculum dashboard what we developed is we developed them and added them to the curriculum dashboard through unit guides our ela and sel integrated lessons using our existing curriculum so we're not purchasing another curriculum it's our existing curriculum with wonders and study sync so our hope is that our teachers have that access to to those lessons and we we hope that they're able to provide instruction on a
045minimum of one lesson and if they can two lessons we have two lessons per grade level created and it all depends upon the teacher teachers have autonomy to either teach a lesson a whole lesson or they can chunk it out as they choose to a second a second way to learn about social emotional learning is the boys town social skills so the boys town social skills are very simple social skills and they range from very simple to more complex as students are a bit older the social skills are available on our district website under uh under resources for staff there's a there's a small um instructional video that billy mayne prepared for us and there are a number of those those posters and lesson plans that you can teach in your own class so if
046you have for instance difficulty with students who are asking a question there's this particular social skill that you review your you teach the lesson you review the skill and then you post it in the room and when students struggle they can go back to that in order to follow through with that social skill not all students need those skills but it's it's good solid explanation and expectation of what we expect in the classroom and what we'd like to happen in the classroom but the teachers have the choice to choose what best meets the needs of their students and in addition to that with culturally responsive practices we have youth youth equity stewardship with students and staff and we know that those are coming up very soon depending upon the buildings that they will be rolling
047out very quickly and our deep equity workshops with leadership and site equity working group facilitation teams and as a matter of fact our child justice advocates are also a part of those working teams so at this time i'm going to ask haley to come forward good evening members of the board good evening members of the community um i've really enjoyed spending my first month at biltmore prep academy building relationships with students staff and families and i've worked especially one of the students providing check-ins working in small groups with students as well as popping into classrooms so pictured here i have two students that i've had the privilege of working with one-on-one the first student is a first grader who was feeling a little bit anxious about entering her classroom every day so as a team
048we developed a plan to support her and you know integrating into her classroom joining and building that community so part of this plan is that she would spend her first 10 minutes of the day really just helping her regulate so we've referred to this as her calm down time so we worked on various breathing exercises we were reading some books about emotions pictured here she's doing a modified yoga pose and again just to support her and feeling comfortable joining her classroom and the second photo is a second grade student who we also met as a team to develop a plan to support him and part of his plan is that he is given three 10-minute break passes so he has to you know communicate with his teachers that he needs a break and then he
049spends that time either with me or our school psychologist and pictured here he's um choosing his break to work with fidgets and then in addition to working with students one-on-one i've also had the privilege of working with our school psychologists to facilitate lunch bunch groups so these are every wednesday we invite students to join us for their lunch and recess time where we can just focus on you know building relationships as well as working on some social and emotional skills thank you all can i ask a question linda certainly um so it seems like and dr lewis and i talked today and i she wants to hear from the board if we're heading in the right direction and and get feedback and i thought i got the gist of this a little bit last year
050but it seems like we really are focusing on kids sel kids equity kids understanding controlling their emotions but it doesn't sound like there's any focus on teacher and culturally responsive teaching practices and how teachers recognize the importance of equity and how that impacts how kids are acting um and that and recognizing that if they're in trauma they may act out very badly potentially um and that you know changes the relationship between the teacher and the kid and and just basically can blow up right like that's that's one of the problems we face so is that something our advocates are able to do in the classroom in addition to the work they're doing with kids certainly so tonight we focused on on our student interactions so you would have an idea kind of a snapshot of
051of how we work with our students but in addition to that and it's only the first month of school so the first two weeks for those of you in education the first two weeks you are running running running running and so just now our groups are settling down as kaylie said that she and her psych are doing lunch batch and small group so we first of all we need to take care of the students at this point so as we do that work we we have conversations with teachers because typically when a meltdown occurs in a classroom it's not about the teacher it's about the student and so we are talking about restorative practices as well and and i know that um dr wells will talk a little bit about the empowerment room that he's
052going to share with you so there are lots of ways for us to work with staff as well in terms of recognizing that behavior is communication and ultimately it's identifying what is the communication and that's part of our responsibility is to identify what the situation is and i i understand you know what what you have shared about having damaged relationships with staff in this particular scenario we have supports not only for the the students for the family members but also for our staff so if if a teacher is struggling with a child's behavior immediately we have an opportunity to go have a conversation perhaps do observation of the student collect some data and then begin to have a conversation with the child and that's very helpful for us because unless the the teachers or the
053psychologist or someone else in the campus lets us know that there might be a struggle we wouldn't know and our cj's are everywhere they're they're duty they're doing a lot of different things but they also justify their time to one-on-one check-in check-outs small group support and then also collaborating with other teachers with instructional coaches with admin almost all of our our cj's are on a leadership team special ed team meetings mtss meetings and in that way we can we're we're bringing the message and and support for teachers as well because teaching has never been an easy profession but in times like these where we know that our students are struggling our families absolutely are struggling i echo everything that has been said so far our goal is to be able to support our students support
054our teachers but also support our families so there are a lot of ways that we can also support the families so when we're talking about um a child doing the yoga poses sometimes that's going to work at home when a child has anxiety they may need a stress ball things like that so there are those interventions that we can talk about as well i hope that did i answer your question yes okay thank you so much okay so monica will you come up i forgot my laptop um my name is monica uh i am the newest cga for the korean academy and the the crane virtual academy uh as you may have heard today has been my first day um like a full report it's been it's been very informative um the environment right when
055i stepped in i met with uh principal cartier and she's very welcoming um she really makes you feel like she's giving you your her most one-on-one attention um and i i i know i definitely have a lot of questions and she you know she sat there patiently she listened she she gave me some support um i also had my first meeting with the cga cj cj team and it was just amazing to be in a room where you know my teammates they're very supportive they're very um creative and you could just tell by all the conversations that they're having um all the different uh resources and skills and implementations that they're that they're using you can really see and hear the passion i'm really excited to be a part of a team that is really
056striving towards you know building social emotional skills um because you know social emotional skills are just as important as kids learning their their numbers their letters um it's really the building blocks the foundations of a strong adulthood so i appreciate it thank you good evening my name is lisa constine i am the child justice advocate at excellencia school at excellencia i work closely with students to address their social and emotional needs through our cares program we also work hard with restorative practices to make sure that when damage is done to a community everyone feels safe and empowered moving forward one program we are especially proud of is our excellencia ambassadors which is a leadership group made of mostly middle school students to help with conflict resolution welcoming new students and strengthening peer expectations and i
057brought two with me this evening hi my name is shayla bernal i'm in eighth grade and i've been in excellence here for nine years i'm representing excelencia ambassadors by being a part of the ambassadors my role is to make students students and visitors feel welcome and safe i help by informing them about our school rules and about what's happening around campus we also understand students emotions and all students are different and they are unique in their own way for example teachers and teachers and fast learners help students that have trouble learning the curriculum being taught hi um hi i'm mr guru i've been um where i represent uh excellency ambassadors is by helping new students making them feel welcome maybe at lunch letting them sit with me if you know if you don't know anybody
058yet you know yeah you can see what means fine you know letting them know our rules like what you can't do or you could do you know like you know formulas then you know some new students maybe not know that like last week we had new students you know i showed them around campus and told them if you want you can see with me or you know they didn't know what classes to go to so they just followed you know like you know so um thank you okay i want to be a new student taken around by the ambassadors uh hi i am currently i'm working with the district office but i work currently uh housed at gateway so i am covering until we find that position um one thing that we're really working on
059at gateway is uh how we can find how we can use coping strategies as replacement behaviors and then how we can reinforce those coping strategies along the function that those kiddos are seeking so essentially if a kiddo if we're identifying it as attention or we're identifying as escape or those different things then when we reward them using their replacement behaviors their coping strategies we need to reward it along that same function so rewarding it with attention rewarding it with a break rewarding it um with the tangible items that you know maybe the pbis bucks and things like that can get you as you see in the picture i have a number of tools that i give to students and those are also tools that i give to the teachers so we have little coping strategies
060that i work on with the kiddos one on one in my classroom but then i take them back to the teacher and so they have a pack for themselves and then they have a pack that the teachers have and then i have a conversation with those teachers about how they can be reinforcing those kiddos using those strategies and then how they can fade those so they become more self-management type strategies um you also see a picture of me in one of the classrooms and this is where um i call them emotional dragons it's just because of a game that i happen to have that goes along with this but the different kind of dragons that can kind of take over and kind of choose your choices for you and then they kind of disappear when
061your consequences show up right and so that was me going into the classrooms and talking about the different emotional dragons but then also i provided seven example coping strategies just so that not only the kiddos had you know a sense of what we'd be working on but so that the teachers were really hearing about how those coping strategies can be implemented and how they can kind of start prompting kiddos in the classroom on those different strategies thank you good evening um my name is timothy wells and i'm the child justice advocate at kennedy at loma linda i've been tasked with running our school's empowerment room the apartment room is part of a larger effort towards a restorative approach restorative justice approach of um managing student behaviors um to shift away from thinking about misbehavior as
062simply an infraction or in violation but also but towards thinking about it as a rupture of a relationship so we have our empowerment room for um students that might have been referred uh to the office or misbehaved or had some sort of um difficulty with a peer or their teacher and they come to the empowerment room and we do projects so projects the idea of the project is that it's restorative centrally so it might be learning about a particular issue or it might be learning about apologies or making apologies and script and walking students through that process um and yeah so we think about that as part of just a broader school-wide initiative towards restorative um justice approach and um yeah that's essentially what i've been doing good evening madam president good evening all the
063board members of all the community thank you so much for having me i'm melissa anne fisher i am the child justice advocate for monte vista and it has been a real pleasure being here and being able to be in this community um a lot of my colleagues have already talked about we are there to infuse social emotional learning but at all levels in the beginning as we're there as dr um and dr mckeever said in the beginning it's it's a little crazy in the beginning of the year and so you're putting out a lot of fires and so it starts very individual in the beginning because we're trying to rebuild the community after a pandemic those sorts of things and still start there but ultimately the goal is to infuse the social emotional learning at
064all levels from the teacher down to the students and into the community as a whole because we could all use it especially in times like this and so for what i'm doing right there this is just a product of what we're doing for the first month and that was what i would call a schedule break this particular student has a lot of trouble adapting in the classroom especially in the mornings because he's got a lot going on he wants to talk about a lot of things and i'm sure that teacher wants to talk to about those things but she's got a classroom full of students and so that's where i step in is i take the work that he's learning on a schedule break let him talk to me a little bit in the beginning
065so we can get some of those things out and then we move right into the learning then i take him back to the class and reacclimate him back into the class restore him to the teacher i really enjoy getting to work with students in all types of capacities the different photos you see up here on the screen right now kind of touch on a lot of the different topics that we've discussed as well some of the concerns expressed by some of the board members here this evening as well so far up here on the screen in the bottom left you see a student working on an apology like dr wells had talked about earlier this is an apology that's not just a forced apology where a student is asked to write a letter in a
066punitive way it's a conversation it's a time taking process that really allows them to understand what has happened how it's affected them their relationships with themselves others and their teachers a group as a whole in the top right corner actually i'm going to skip that one for a moment because roy's going to touch on that one in the bottom right corner is a student who in the first few weeks of school was really having a tough time getting to class if there was more space on this slide you would see exactly how i found him in on our campus which was curled up in a ball crying because he was having a tough time transitioning into his classroom this year so what we did is we through conversation found that hey why don't we go
067and talk to some of the older grade students and when we got to the class they were really engaged so instead of talking with those older students we sat back and he observed these students doing student type behaviors he as a second grader was able to look at sixth graders in the classroom and note that hey this is a good student i'm going to go give them praise for x y and z and so he was going up to each and every student giving them stickers letting them know that he recognizes them as good students as well and what's great about that is now that student has somebody who he knows from the older grades and can look up to as well and vice versa they have somebody who they can look out for in
068the younger grades in the top right corner is a community circle tough to tell by the picture but a community circle nonetheless where we aim to build community amongst ourselves in a more proactive approach and that is what roy is going to speak to us about uh hello uh this community circle is about the sixth grade classroom which i was in uh we're talking about stuff we did in the cafeteria oh we did something bad by not picking up our mess so we had one we all felt guilty and after that day we picked up our mess and we had another one that we did a good job thank you for your time i'd like to just jump in on roy's behalf there roy's definitely talking about community circle done to restore the community relationship
069do you remember what this question was roy uh who inspires you who inspires you uh a lot of people were saying a lot of stuff but my question is who inspires me was my family they helped me a lot and my friends the they helped me a lot during like bad times during the test like you can do it then one of my friends just jumped in and say oh uh here's what you got to do on the map problem he helped me out on that and that's how i got a good grade on that math test so community circles are all about helping your environment and your friends build up courage to have friends knowledge and know what you're supposed to do thank you to mr mayne and mr zepeda because they showed me
070how to be a good kid you're better than a good kid you're an amazing kid can we have a round of applause for these students and jas you have any questions for us i'm wondering how our advocates work with assistant principals or or principals when it comes to discipline issues because they must have are they're building relationships um so how does that work so first of all first and foremost um through camp creighton those of uh those individuals who were able to participate in camp crate because i was still hiring up to that point they recognized that building relationships is the most important thing that we can do with our students with our staff with our administrators so when we have a child justice advocate at leadership team meetings at as at the leadership table
071there's opportunities to talk about what's happening with within the building and oftentimes it can be a one-off you get a call on the radio you go meet with your administrator they identify what the behavior was and sometimes it's a situation where the cja may take that child who's highly escalated help them de-escalate in a private spot in an office or in a place like the panther den for instance so that they can be able to be more regulated before they write their due process and we offer support in in helping them get to that point so ultimately that's an opportunity to support a kiddo because when i was a dean of students and when i was an assistant principal or principal i didn't have the i didn't have the staffing for that and so what
072that does is it provides a trusting ad adult that most kids have seen the teachers or the cjas but not all of them know them so once they start to learn about what we do and what we have to support them um and just the language that we use and the manner in which we talk with them everybody makes mistakes everybody does and it's a learn it's an opportunity to learn so we help them to take that opportunity to learn and not to be so hard on themselves in themselves simply because everything that's in our head doesn't mean it's true and so that allows for some calming more understanding as they're writing their due process statement adding the details that they need to and oftentimes that allows an apology or a restorative conversation to take
073place so there are lots of ways and in addition to that when you're looking at larger episodes of behavior there are many ways that that we're offering support for instance we have a student who is at gateway who had an incident last week that was a serious incident and a dcs was involved at the end of it and we weren't sure what was happening with the child so as soon as we got into the building um today i popped into the office found the student was there which was wonderful and so had a conversation with him and he is doing kind of an in-school suspension and so two of the days the the student will be in in the child justice advocacy space because that way we can not only help him with his learning
074because he needs to complete his missed work but we have conversations about what happened what are some who are people that you could turn to when you're upset like this what are some different ways to approach this and already between dr magnus and i we've had multiple conversations with this young man on the day that should have been i mean two hard hits two hard hits that day dcs and then a major infraction he came back to us on on on tuesday morning and he was calm he was doing his work we had conversations he explained a lot i jumped into his qm file was able to get more information so already we're starting to talk about what his assets are and he's not stuck in that deficit thinking piece he's now talking about and
075thinking about his assets and we're going to have him do a restorative project as well and um i assume you have access to um like southwest behavioral health and and solace yeah okay absolutely great thank you any other questions i have a couple questions sorry feature um so the cgas are they teaching lessons only in certain classrooms or are they like scheduled to come in to class so it's kind of up to the teachers so i know that some of the cjas have gone into their classrooms when teachers have the time because again the first month of school it's a little dodgy um and if we had if we had a rainy day schedule or we have a heat schedule it changes so teachers we will not go into a classroom until a teacher says
076this is a good time so i know that andrea had gone into classrooms done an introduction the kids know who she is they approach her in the hall etc so we have that piece and then when it comes down to teaching the lessons we have what's in the curriculum dashboard with the the um the unit guides and and the the social emotional and ela integrated units but if there's a need for support uh cja can co-teach one of those lessons they can also come in and co-teach if they need to and help run a community circle if there's if there's an issue that has happened in a classroom where everyone needs to kind of have a conversation and to be able to talk about what has happened and so you can do you can do
077it in a community circle or if there's a request for a lesson and sometimes it's nice because the teacher is going to want you is going to want to stay in the classroom to observe because sometimes we have a feeling i was a middle grades teacher i was a secondary person sometimes we believe that you know perhaps the message needs to come from someone else in order for me to understand how to take that forward so there are lots of ways to either co-teach model instruction there are lots of ways to provide that support all right so my second question kind of has to do with that okay so you were talking about the lessons that the teachers are giving based off the curriculum maps that you guys have um how are we ensuring that
078they're actually using and teaching the lessons with fidelity to this curriculum i will say that that that is a school level expectation because we so so i i'm training i'm hiring and i do a lot of the work but in terms of following through that's i would say that's more likely a building level administrator follow through and we could survey as well and it and it is a tough thing to begin with because you have a lot of curriculum we have a new math adoption that's why we basically gave a real gentle um release so please do one lesson don't expect to if you can do two do two but if not do your one and if you're not sure get a hold of your cja we can co-teach remodel it kind of building off
079of that um do you guys have plans on maybe working with teachers for professional development during the wednesday plc's absolutely there are a lot of ways that we can work with them one that i'm excited about is we do have a crisis prevention intervention training but the de-escalation piece is what teachers need so when you have when you have the time to do de-escalation training and it might take a few wednesdays you have the tools in your in your pocket and if if you're educators you recognize that because just the verbal de-escalation is usually enough and only when when we are in a situation where whether a child is a danger to himself or others would we go with forward with more of a hold or restraint i hope that makes sense perfect that's always
080how does helping and as we're as we're developing and as we're developing further as as the questions come forward we're absolutely happy to do professional development well i think it'll be good too kind of building off you know so we're making sure it's not one and done and so teachers i feel like at the beginning of the year everybody gets all this training and then it's like brain mush so having i'm just excited that you guys have representation at every site so that it can you know even if it's a 15 minute bite size at the staff meeting you know want to remind you know let's talk about the language things like that and we'll also be popping in and doing some observations we'll observe students and and identify what may be working for them
081and what they might need to help them be more regulated so there are a lot of ways for us to offer support and if teachers are open to be able to coach them to help them a bit in that way and and teachers are fairly open they are because ultimately um this is this is our responsibility we have academic interventions these are social emotional interventions that can support all of our students and again we'll be working with community ed as well to provide some some additional supports for um for adult ed as well further questions i have a comment i guess um i've just recently gotten feedback that there's a lot of kids um saying they identify as binary or they them recently and like even little kids who probably don't even understand what that
082means you know i don't know that we all have the same understanding of what that means but that some teachers are offended by using these pronouns um and i think this is low-hanging fruit but um i just think that can be a conversation too because it fits in equity and seal for the kids who want to do that and for my daughter you know she almost all of her friends identify would like to use the pronoun they and sometimes there's nothing behind it and most of the time it's none of our business what's behind it but they want to be a they to be supportive of their peers um and so my daughter convinced me to to use my pronoun yeah i said why do i need it on my email if i'm just a
083she her you know like obvious um she said it's supportive because someone who's out there who isn't quite ready to step out yet or do whatever you know do whatever they need to do to feel like they belong in this world you're sending a message that you're supportive of them you don't have to approve of whatever is going on behind closed doors it's not really anyone's business anyway but i think i think this is a trend that is not going away and the only thing i can think to compare it to is like the miz that i never i've always used miz i've never had to think about it and like why would i tell someone i'm mrs or miss that's that's none of your business mister who you have won you know you have
084one choice so i think you know the misses and miss could probably have gone away but i think the they thing is here to stay and it's for a variety of reasons and i think i'd like people to not be so offended by it because it's fairly harmless like my mom is offended because she's an english teacher and she's a grammar nerd and so we're still working on her and so am um so i just got that that feedback recently and thought again low hanging fruit that's a conversation should be an easy conversation to have and that will be probably around the equity piece um i've not heard anything yet but it doesn't mean that it hasn't already surfaced at any of our schools and if it has i trust my child justice advocates to
085most likely agree with with they as the pronoun it's not a when you refer to one person as they it's plural not singular so i understand your mother right yeah okay also just a quick minor thing yeah this is textural um we have a link on our presentation to see like the boys town social skills but we need access that's because the link is for um staff it's under staff resources but i'm sure that we can get that taken care of if you'd like to take a look governing board members we can get that to you in an update so you'll be able to see thank you thank you again for your time thank you and thank you for your thoughtful questions thank you all thank you team thank you linda we appreciate this work
086i just want to acknowledge that everybody just jumped right in to i think this is our fourth week of school jumped right into where the needs were the most evident there's lots of layers lots of opportunities with this work we're very excited we also have an eye towards sustainability so what we've accomplished in the last month we're thinking about when we get an opportunity once again to rewrite for school safety grants and how to reframe that toward the social work justice advocacy components that we've seen here so we're seeking those measurable pieces we want to show impact and really be able to carry this work forward past the end of the esser period so lots of opportunity very grateful thank you all thank you thank you that takes us to 11b discussion on a three-year
087calendar adoption for school year 23 to 25 session chavez observation i'm sorry i did totally miss it 11 8 discuss and consider proposed revisions to governing board policy hb board meet and come for agent first reading so good evening madam president members of the governing board uh we uh miss kelly blakesly uh president of cea is also available she's not available in person this evening but she is available on the webex should you have any questions we work collaboratively to look at the current meet and confer policy with a lens on flexibility for timelines clarification on the one team approach and then adding in some language on the final agreement for uh cea practices that were already in place but uh wanted to formalize that so we stand ready to answer any questions yes um
088okay um why the changes to the policy in the first place um what are we accomplishing that we couldn't before all right thank you uh madam mcshuffrey and uh governing board so the ms makeshift sorry [Music] i am showing my age uh so there was a question about reconfig reconvening the meet and confer team to look at some recommendations and when we reviewed the policy and because the timelines were set in the policy we felt like moving that to a regulation where it's more flexible would uh give the meet and confer team and the team in general because remember the team last year may not be the same team as this year to add the flexibility of bringing the team back together and then um last year some of the feedback we got was um
089some of like the budget advisory committee maybe said thumbs down on some of the stuff that came out of meet and confer which appeared as i was overruling meet and confer are we avoiding that scenario with this new policy so i i don't know that the policy addresses what we used to call the bouncing balls of the meet and confer process and the intent there was for inclusion of you know budget experts as well as the compensation committee with the benefits and uh salaries so i'm not sure that that addresses that uh okay issue but we want our experts to be able to to have a voice and include more voices at the table okay so i know that is something that we might want to address at some point maybe it doesn't belong in
090this policy but i know that it felt like the policy was watered down by kind of that practice of having obviously we can't do it if it's not sustainable but it seems like there was more going on than just that the sustainability became maybe subjective based on who you talk to so um i think that's still a concern and so i don't know if it's fixable in the policy but something we might want to fix in practice um something maybe just have a statement in regulation right yeah so that this policy isn't watered down yeah by other committees depending on who's sitting on the committee and how strong the voices are um that the idea is that this is the mean confer policy is a policy we have in place so a budget committee um
091i can't remember all the even the names of all the different committees but there were two through you know compensation somehow it felt that those at times had us a stronger and louder voice in the process i don't know if anyone else has thoughts on that on how no i think i don't have a magic solution but i think maybe it's some kind of statement in regulation just something about how does that communication intertwine like we want the experts on all the the micro work that all the committees are doing maybe something about how that communication like flows into the meet and confer process i don't have the magic words but i think i agree with you just some clarification so when we do our like meet and confer in our we don't have other
092committees like that um that's just wasn't our practice i'm not saying that shouldn't be here neither here nor there but usually what happens is like the president is the one that starts gleaning information from its members and well actually from everybody because we don't we don't leave out anybody um when we're doing meet and confer um but we do a lot of like surveys and things like that to gather information on like what budgets look like and and literally we do budgets very last in our meet and confer until we know like what kind of money is coming in and then we just and then we like have that conversation um i thought it was a little weird like that's just not my experience of doing that first because usually we don't have the legislation
093done by that time um so my recommendation would be to wait um until the end to discuss budget if there's a budget committee maybe have some of those members sit on that to maybe put their input in like maybe kelly wants to sit on that or maybe another member wants to sit on that to um you know to have that conversation with kelly or maybe she has a meet up with that person so they're kind of on the same page um i would have to take a look at like why do we have the budget committee and then what are they working on versus like what is meet and come for working on so i'm not gonna say we shouldn't have one um or we shouldn't have one i guess we need to look into
094that um but i definitely would recommend waiting until the end because i think it got a little ugly this year and then there was some more money that came out later so it was kind of weird i would wait um we always wait and have one last meeting about budget so um that might clear up some problems um as far as the policy i it looks a lot um i i think it's a lot more flexible um and i'm really glad that you two work together to um accomplish something together because that's kind of how it should be so i'm glad that kelly was able to work with you um and to get some change to become a little bit more flexible because that's what this committee should be it should be a flexible working
095committee so i appreciate that policy too like we don't yeah we know we're growing and this is a new policy but we also don't want to have to come and fully revise it all the time like right we want to have clear expectations for the process and but without like you said like what needs to be sustainable we don't have to go back and say well this didn't work with our policy let's revise the policy every time so i appreciate the collaboration as well well and i think it's if we need to update the policy once a year or so until we get it right if everyone's really happy with it then that's okay too um so maybe that's something everyone can just kind of keep in the back of their mind if if the
096budget committee is interfering i mean initially that was created to just have more voice when we're doing budgets and it not just be again behind closed doors so um you know it's not mandatory that we have a budget committee i i like it um i'd like to see more community members on it we did have more um kind of a few years ago um i think the more heads in that room the better you know because you do get some good ideas about things um so those are just my thoughts and it's getting like i said all that all the micro work all the little numbers all the this from here and this pocket and this this pocket and being able to come to me and confer and say here's what's available and from where
097and mean confer has you know brains thinking about what are the needs of our staff you know what do we have from our surveys and here's what we have to work with in you know here's our framework any other comments for questions okay all right and that brings us to 11b discussion of the three-year calendar adoption for school year 23 to 25 server so travis observation any takers yes madam president members mr denault do we have the apple tv in the meantime we'll be joined by mr gutierrez and mr diaz members of our calendar committee now what we're going to be discussing this evening actually seeking some guidance around the parameters that have been in place to get us to where we are in our existing calendar structure the considerations for a possible redesign redevelopment
098of the calendar structure to incorporate some of the ideas and feedback from from our board members could you use the code i did 744 what seven four four six six thank you okay momentarily so once again a bit of the background in terms of the parameters that created the calendar were in and considerations for moving for forward for possible redevelopment so diaz either um so uh i i don't know how far back it goes i want to say 2018 or 19 or so not exactly sure um when the committee first came together by dr peterson uh we went through the process and gathered input from a variety of different stakeholders and different places that went to community council uh dr peterson walked through a process at the tables and gathering feedback from people from the
099community we had surveys and so this is sort of a representation percentage-wise of what that uh what that how that came about and uh that background uh historical aspect of it and then the next slide we after getting that feedback and it's a fun fun process being on the calendar committee no matter what happens someone's always upset about something or happy about something else but we kind of willed it whittled it down to uh these uh bullet points that you see here um and having the uh considerations that we came up with for the actual uh calendar itself and then that's kind of the historical background for it so those surveys were done when i believe that's what i was trying to think of the date um the community council i want to say was
100the surveys i believe were done at the end of the year like around april may um and uh they were uh sent out uh uh through uh through the um to all staff and all community members to get feedback from that way too okay so we also got feedback from teachers from different sites as well at that time so our staff is turned over a lot and i think we have a much better ways of effectively effectively surveying families than we did back then so just a comment yeah that's true they're used to google forms at this point all right so next up are some possible additional considerations when we're looking at a redesign is we're in year two of the three year uh so any uh additional things that we want to look for
101would be for the 23 24 school year some of the things we can look at is applying culturally responsive practices to celebrate the progress and honor the diversity of cesar chavez day indigenous people day and any of the other sacred observance periods one of the big things that we want to look at is maintaining the budget neutral neutrality one of the pieces we've always looked at is if we add days uh it goes into memorial day and then we have to pay people for memorial day so that's definitely a cost that we as you saw with the budget that we can't handle right now we want to make sure that we are feasible with the alignment with the funding and the payroll and then we want to look at alternative models to help enrich our
102students and our families in la like ms mcshappy said make sure we're honoring the staff and students next is some a timeline that could be uh based off of the action that you will decide to take tonight is in september through november we could reconvene and expand the calendar committee because it's pretty much a small committee over the past few years mr d is about five of us but it's a smaller committee um and then you know research and develop other models for calendar structures uh we there's so many new ways that you mentioned that we can reach out to families we have new staff we want to engage students parents and staff through feedback you know continue to use community council looking at google forms various surveys through the creighton kids congress then in
103february discuss any recommendations with the governing board for possible action and then in march publish the updated calendar by spring breaks questions for us so in conclusion we have a we have a calendar that's in place when you're two of a three year so we have a calendar for next year however if it's the board's desire for the calendar team to come back together we can put together some options for changing that calendar up we're not stuck with the calendar that was adopted for the coming school year we could put back some recommendations off following on this timeline so when we voted on this um i didn't love the calendar but i was sort of in the minority i guess i mean no one like had super strong feelings like i did about the um
104extra day of spring break and fall break we've eliminated one of those but that's still a big inconvenience for parents having that extra uh day off it's like a teacher and service day and it doesn't align with phoenix union um uh that's always been an issue and i always thought i mean having the wednesday of um thanksgiving off would be nice for teachers because um you know yeah i have it obviously that was a very believe it or not a very controversial yeah um because some like i said any time with the calendar committee there's always real it's it's like yeah naming a school there's a lot of passion behind that and that was believe it or not a very controversial thing and the committee at the time supported the idea but when the surveys
105came rolling in it said a different thing yeah well then your parents very fascinating then parents have to have their kids at home and try and get ready for thanksgiving so but again we've had a lot of turnover um you know so i mean there may be different thoughts so i would like to see us uh and at that time i was told no big deal we can update the calendar next year and obviously we didn't we haven't done that so i think it's a great idea and a great time to reconvene and expand the calendar design team to take some of those things into consideration and obviously we can recognize days um and not make them a holiday but i do think that we're a little out of sync with our community and not
106having cesar chavez day um you know my kids school had a jewish holiday off instead of good friday you know it's to each your their own you know i mean um i think we're more in sync if we align with what phoenix union is doing that's my thoughts yeah i mean i think like you said some of this stuff gets far more controversial than you would think it would um but i know like there are other phoenix union district like i want to keep that alignment with phoenix union um but not just the high school but also our surrounding districts um so like i know in vaults we added cesar chavez day for this current year we're in um we have the wednesday before thanksgiving off so they masked it out it works um but
107again kind of going back like we're all going to have our own opinions about these days um but i'm interested like i definitely want to see us reach back out to the community and see what does the community want what do the staff members want um and make decisions from there so i'm excited to see work picking up on this again and i want to make sure we do recognize say there are some jewish holidays that we do not recognize and if there are kids that you know need to be home for those i i certainly hope that we are recognizing those holidays and also muslim holidays too you know um so i i would like to see an awareness of you know if we don't take the day off let's make sure it's on
108the calendar so so staff are aware if we have muslim kids fasting you know what they're dealing with you know yeah i think yeah building on that like having the observances listed on the calendar i think is huge um even not just for the students but i know like staff members where a major pd or required training is scheduled on a jewish holiday and you know and so it it's a little thing to put these observances on and it's not saying we're taking the day off but it does put it front and center for everybody to be considerate when we're planning things for our staff when we're recognizing that we have children and families and staff members who might be fasting so i think little things like that is really key one year we had
109veterans day on a sunday and we had school the next day and people thought no big deal and like three quarters of the school was absent because they thought well we weren't supposed to do that so those those types of calendaring conversations i think yeah and some of it like i said is literally just let's add the words of observance we're not taking it off or making sure that everybody's aware of everything that's been observed and everything that everyone's going through during those times i think the discussion needs to be had on how we deal with it moving because like in my district we don't necessarily take it on stage our chavez day because it does move it's not like a fixed day so that's something to also consider because i was looking up like
110next year it's on a sunday i think this year is probably on a saturday but then it moves this year it's on a friday a friday okay march 31st yeah march 31st you didn't say the day but did the the 20th well i'm sure we can see how they handle it phoenix union and other yeah i mean we move ours yeah it's not necessarily on that yeah yeah so the city of phoenix recognized that as march 31st so it should always be march 31st yeah and that's the problem that i have is if we're going to celebrate the day that we should take it on that day and not like a week later or a week earlier or something yeah march 31st is the phoenix no um holiday my mom are reading so such how
111this is the 31st so when we say such as such harvest day it would be march 31st so do city employees have the day off i'm just getting something okay so what i'm hearing just in terms of guidance for the committee when it reconvenes is cultural responsiveness to our community and their feedback as well as community representation to include the observances and perspectives that we know are here locally and then alignment with but i'm also hearing not limited to phoenix union and some of our feeders because we know that there's always going to be a little bit of variation and we'll need flexibility and i think the theaters have kind of started spring some of the feeders are more in alignment not necessarily with the high school so rather than let the high school drive
112like looking at all 15 districts there and being most in alignment if that makes sense and there's some neat opportunities potentially to explore you know what might intercessions look like what might you know adding a 200-day thing might that look like you know i'm not saying that's what would end up happening but these are opportunities to explore and play with the time that we have because the way we invest our time reflects our values we value learning we value community and we value um regular pounding over here yes did i say 300 days or two my heart fluttered it's like an extra twenty days there you didn't hear that from the board yeah yeah oh i'm sorry i would also like you to look into the wednesday because i think there's enough before thanksgiving i
113think there's enough districts that do that that you can look at their calendars definitely isaac does it so i mean i think it's quite feasible to look at that as well it's really helpful like if you if you ask your teachers um because i'm on the calendar committee in my district and we've asked our teachers and most of them do want it off because that's a travel day that they you know that they don't have to get a sub for otherwise they'll call out and travel on wednesday so it's it's been really it's it's kind of a religious holiday for us like we they always want to take it out like they want to say oh no wednesday it's like no you don't touch wednesday like that's just like yeah i think uh miss mcstuffrey
114is right we have a different staff now it's been like five years yeah um uh at the time the committee supported the idea but then the survey was like but it's five years later yeah well and i think you could also you know in the survey that you know this teachers would appreciate having wednesday off before thanksgiving period like what do you think you could leave that day a little bit bleeding pull there i mean but there's only 27 of parents that actually voted on that survey so i think we can do much better than i think we can yeah any other questions or comments no thank you right that brings us to future agenda items do we have any miss mcsheffrey um i don't but i do see the review of the title ix
115policy and regulations in here and dr lewis believes that's going to happen on the 20th so our next meeting says the 20th 20th my bad the 18th is prompt oh yeah um is michaela penny oh go ahead well just for sharing out after the law conference but can i do that during board report yes or it could be yeah it should be on the agenda ideal ideally it's a law conference yeah report or whatever yeah yeah yeah um no um i do have some future agenda items i'm gonna name all the ones but they all live under the same one so when i do it i'm gonna yeah but i'm gonna name the different ones um so i won on the feature agenda item all basically our dress code our student conduct or student discipline
116expulsion apology um policies they're basically all jic and i have some jk and jke and then i'll be more detailed in the email but they basically all intertwined together and we haven't revisit these policies and now with the what we the meeting that we had on saturday with the strategic plan pending and everything that's going on we really need to make sure that these policies are equitable and they're in line what we're doing in our strategic plan and they definitely need to be revisited so those are forthcoming all right and with that being said i'm motion we adjourn second all those in favor hi hi hi perfect thank you guys you