Chico Unified School District Board of Education-Special Meeting 5/6/26

001order. This meeting is recorded in live stream. For the past hour, we've been in close session. Uh we did take action. The board of trustees of the Chico Unified School District met in close session to conduct the annual performance evaluation of superintendent Greg Blake uh using seven categories with 46 subcategories. Following this review and deliberation, a motion was made by member Hayes, seconded by member Lando. The board voted five to zero that the superintendent has progressed successfully during the 25 2026 school year. >> Thank you. >> It's time. I'm gonna ask everyone. >> Perfect. To the flag of the republic for it stands one nation indivisible with liberty and justice for all this time we're going to be moving on to the consent. calendar. Is there a board member that would like to pull a

002consent item for further discussion? >> No, ma'am. >> Is there a motion um to approve the consent calendar? >> Motion to approve. >> Second. >> We have Um, a motion by and a second by member Lando member. Oh, sorry. Let's start that over. We have a motion um by member Olsen, Vice President Walt Olsson. Sorry you guys, I'm just getting warmed up here. And member Lando, do we have any discussion at this time? >> Yeah, just a quick comment because we've had some issues with it. I just want to point out that the um event calendar only has two items on it today. They're both um using field trips which are both super excited. One for competitive cheer competition and one for media arts which I believe is the house of blue who did so

003well in the previous competition and are going down to red event in LA. Excited for both. Let's go ahead and um do a roll call vote. Start with you. Robinson. >> Yes. >> Robinson I >> pumpkin I also passes. Let's go ahead and move on to educational services. I'm sorry >> that was your >> I'm sorry or workshop topic at this time we're going to be talking about governance workshop and community partner services um support that you >> yeah so I mean tonight we're going to talk about your evaluation your self evaluation that you did and uh we will have an opportunity to talk about governance in general as Well, ultimately, I think what would be um appropriate is that we come up with well, we that's a strong word. You come up with a

004uh a couple of items that you want to focus on for next year. And if we can't narrow it down today, then that's okay. We we can have this on another agenda to continue discussion. So, but I think it just just sort of opens it up for you all to chat about how you your your evaluation that you did and then what you're in terms of governance. So with that really it's just to kick it off. Would you like me to start? >> Um yes. I mean do we start with areas that we think we did well in or areas that I mean I'd like to start off with good. >> Yeah. Great. >> Do you have something you want? >> I think we did really well in every single area. Um I do but

005I have to find it. Um it's I'm not going to be able to find it because I'm trying to too hard but just the fact that that we really work together and we really respect >> I think is this one number four govern in a dignified and professional manner treating everyone with civil Yes. Yes. >> I think we do an excellent job at respecting each other, listening to each other, and keeping an open mind. >> I would further um Vice President Osen's um idea there. I think it's not just respect each other. I think we listen to the public keenly um attentively um I we don't we have been able there might be times when we disagree but we were not disagreeable and I think that's um really nice. I think we've done a really

006excellent job in that way. I had another one. Did I say >> just kind let me just ask. Do we want to just let it flow? Just freefor all. I mean, just let it rip. >> Why don't you start with that? >> Yeah. You know, I mean, listen, I know this is new for all of us, right? And we haven't sat in this room together like this before, especially with me sitting over here. So, I mean, I just, you know, want you to be able to let it go. >> So, should we perhaps um just look at one section at a time just so we can kind of keep the conversation somewhat focused? Would that is that? >> Yeah, absolutely. >> Yeah. >> We just start with section one. >> Sure. All >> right. Anything

007they want to say about section one of the board or >> So, are you talking about this this Oh, >> the self. Yeah. >> The board section one of the board. >> Yeah. >> We had eight metrics there. Keeping the district focused on learning and achievement. Communicating common vision. Operating openly with trust and integrity. Governing in a dignified professional manner. Governing within board adopted policies and taking collective responsibility. Evaluating our effectiveness and ensuring opportunities for a diverse range of views in the community to inform board deliberations. Any of those stick out to anybody? >> This is the one that Gail mentioned. Number four was in there. Yeah. >> And I'm still trying to to find what you're looking at. Tom, >> Greg sent out email to you. >> Yeah. No, I >> No, I was

008a piece of this. >> Perfect. >> But I forgot to give you >> wonderful. Thank you so much. >> Yeah. I mean, I found it online, but it's >> Sorry about that. Right there in front of me. >> Thank you, Erica. Madame Secretary of our hearts. >> So, what I was going to comment on was number eight. That that was said, the freeall freeall. I was going to move down to it was still under the Number eight, ensure opportunities for diverse range of views in the community to inform board deliberations. Again, I think we've been responsive to one another uh when we have diverse um range of views and also I think we've been responsive to the public. So, I'm proud of ourselves in that regard. And again, perhaps it's not her, you know, perhaps

009there are people that would think that we're that we do have improvement and I'm not saying we couldn't have improvement but I feel like that is something that we've done well and I and I am heartened to see that um that was one of the areas we scored higher in in well in addition to that I we we scored high in that but um I also feel like we have work to do in providing opportunities for meeting D amilies um to be able to participate in LCAP um and making sure that we're um getting a diverse population of student input um on agree. >> Yeah. And that is in our plan um to look at, you know, making those more um easily accessible to the parent population to be able to participate and um and

010just making sure that the student population representative of um you know all students not just good students but you know students who struggle I want to hear from students who are struggling with that so while we did score well there's there's room for improvement >> for sure it's not a five >> I want a five >> right that's what we strive for >> and just to add to that I would also to see um inclusion of a variety of groups on campus. You know, >> LCAP or something >> for the LCAP. Yes. For that, for example, you know, we've had students come and take their time and uh to speak to the board um regarding being seen in the LGBTQ community. And I just say that for any kids to get up in front of

011a group of adults and speak takes a lot of courage and I there are full grown adults that stutter and stammer and you know when they're addressing the board and even though I was in education and I was very familiar with our board I have to say that every time I went to and addressed the board I my heart would raise and I mean it's not a very comfortable thing and the fact that they came and spoke to us I would really love to you know, and they're saying, "Hey, we're we're here and we we want to be, you know, recognized." And I I would love it if our uh administrators made a conscient like a concerted effort to have, you know, somebody from like the perhaps underserved groups be on the LCAP. That's all.

012>> Yeah. Specifically those um you know the groups that we that we identified in the LCAP as needing the most support a lot of sense to make sure those groups were had the tell what they needed in order to succeed. >> Yeah. E foster youth, special ed. I mean those those things I think are I mean those that those groups are why we get extra LCF money, right? And so it's like we should be hearing from from those groups and not just our student government who may or may not I mean it may be that the student government represents all those groups and if so wonderful but if not then let's make sure that we include uh those students as well. When I look at these um different categories, I mean there's several that kind

013of stand out to me as the most important, but one of the ones that I would address tonight is um number three, operating openly with trust and integrity. And um I I'm pleased to see that we scored on the higher side for this. And I I do think this is representative of what last year has looked like. I think um we definely haven't been perfect and there's been areas where I feel like we've um in some ways fallen short um with with things, but I feel like we have been open about those areas where um we we could have been better and we've owned up to that. And um I'm hoping that that builds trust with our community and that we can continue to build on that. And I know I I hear over and

014over again like um the issue of transparency and and wanting to feel like we're not hiding anything and that we're open and we're honest. And um I I see that we're strong in that category, but I also hope we can just continue to build that relationship and that trust with our community um even when we've maybe haven't been perfect in our in in certain >> bills. Sorry if I'm being vague here. >> No, I think it makes a lot of sense. Um it is definitely a time when people are nervous about government at, you know, big government at a big scale. And in those times, it's really somehow going to get reflected on local government, even little old us. And it's it's important that we do what we can to stand up to that and

015massage it and make sure that people do feel like that for their concerns to be heard. >> I mean, I I've heard it said at at previous meetings like, you know, we could have done that better. And I think that that's important to continue to to have that conversation with the community so that they know we're um we're kind of a work in progress and we're we're striving to be more and more um transparent and I think that yeah hopefully that's building trust. That would be one area I just would comment on. One thought I had, um, I know we didn't really, just because of the nature of the the Brown Act, we didn't really have the opportunity to talk about what this would look like ahead of time. So, I know it can kind

016of feel uncomfortable in the moment, but um, I liked Tom's idea of breaking this down in each section. And I don't want in any way to feel like that we're bound to this, but I think it'd be nice if we could in some way, we don't even need to like write down the the verbiage or anything, but kind of come up with like what would be a great goal in looking at this first section, like what does anyone have an idea of what they would see as a good goal moving forward next year? Um, and it may even be just continue to um be transparent and open. Um, in our interactions with the community. Maybe just take a second and see if you have any thoughts on like because I think these self eval I

017guess where I'm coming from is I think self-evaluations serve a purpose but rather than just taking all this information and going oh that was nice I like the idea of saying like well what do we do with this information like how are we going to continue to improve and Well, I I can if you don't mind me typing in just a little bit based on the conversation that you all just had. I've got I wrote my words. This is not a goal goal written, but you know, I wrote LCAP expansion, make sure we're including LGBTQ special ed, you know, to to share that with our our administrative team. So, I mean, I've got that written down. And, you know, in terms of, you know, being to use the word inclusive, but you know, more inclusive

018and making sure we're getting other groups that may not always be involved involved. That's something that was a very natural goal out of the discussion that you just had. >> So that was, you know, just to let you know what I've written down over here as a thought. >> You're like the chat GPT who just >> summarized. Well, I would like to add on to what you said about, you know, the trust and integrity and and being open and um honest in any relationship. Those those are critical in any relationship. And I feel like on the board it's also very critical that that people believe that we are that we have integrity that we can be trusted that we are open um that we listen right >> approachable because without without that trust you know

019that that's just not good. to continue working towards achieving that. I don't know how you would Mr. Chat GBT put that in a goal, but I just, you know, I just want the public to know that >> you say something like continue to build trust. >> Continue to build trust and openness and approachability, you know, um yeah, in both positives and negatives. any anything from the public >> on the board on the section one. Do you have it? >> Oh, you do? Okay. >> No pressure. >> Okay. Just just checking. >> All right. We don't have any further comments on section one. on section two. This is the board's jobs. Want to take a second of this? I have a question. Um fellow members were uh number two is communicate a common vision. What would

020you define as our common vision uh statement >> in section one? >> Right. Well in section one number two says communicate a common vision. When I was reading through our um governance handbook last night, there's there's several examples of, you know, a vision, common vision and stuff like that. just was curious if we were to discuss right now the communication a common vision where would you go to pull a common vision definition from our governance handbook >> we go >> yeah and see I I saw those last night when I was reading again our um governance handbook, you know, are are we being proactive in looking at and um utilizing our mission statement to to guide and direct a lot of what we're doing because we're in, you know, section one, the board and that's

021our statement. Do we need to make any changes or do we need to just make sure that we bring it to not only our attention but to our community's potential because staff and community are um mentioned in there. >> Well, and for me and for me it's not just the mission statement but the equity statement. It's like these are things that are these are and these are things that um like what are our core values and those are the things that the mission and the equity and >> I I do think it's important to um you know realize to say this partnership of students, staff, families and community. I think that is incredibly key and I and I heard over and over again like we this like making community and families are more involved, making

022sure students are more involved, more diverse students. I I like that we are already that we do seem to have that focus, but I appreciate you saying especially for our public like where what is our focus? I mean, here here it is in a nutshell that this is what we're striving for. And um and knowing where it's buried is important to me because I mean, I knew we had one. I've worked on them before and we could make changes before. And then last night when I was reviewing SE, oh, there it is. There those things are. and um just thought it was important that we don't forget that we put this stuff in writing and and we've sworn at the bottom of that document that this these are our guiding principles. >> Right. And something

023that the public probably doesn't know is that last summer uh July yes in July that we sat down and went through the entire board government's handbook and we looked to Are there things that need changing? And there were some changes. There were and so we did this with a a critical eye and um I think a thoughtful process and so um this isn't just a dead document that we don't look at. I mean we reviewed it less than a year ago >> and and here we are again >> and we made sure that >> continue to review it, >> right? And we made sure that this this uh meeting actually came forward rather than until July because that's what the board policy says we're supposed to do. Yeah. >> So, it was like in reflecting

024we we thought, oh, this is something we need to make sure goes on the the right agenda >> and it ties into everything including our LCAP state. >> Absolutely. and stuff. It is a a binding practice and declaration and um Okay, I just lost my train of thought. Wherever that train went, >> pulled right out of the station. >> It pulled right out of the station >> at 6:30. I mean, we could, you know, I guess as we go along and we're talking, you know, thinking about this is, you know, when when something's brought up, I want to be careful though. You don't want to have 15 goals, right? >> Right. So, I mean, it's so be careful. >> I mean, all these things are great, but I mean, I'm I'm sitting here writing and

025I wrote, you know, be proactive to share and enact our mission statement, equity statement, and unity and purpose. you know, I mean, it's just because that's just trying to lay it out a little bit and, you know, being able to share this with our community more than maybe we do right now. And that so when we talk about I think the goal in terms of getting more input from our stakeholders and that includes everybody, you know, in that same vein, it could be >> get input and share our mission statement and, you know, I mean, it can sort of a little slightly more global Um, goals. >> Yeah. >> Now, goals can be something you can, you know, drive a train through. They don't have to be super super specific. They can be a little

026bit more broad. >> I used to write goals all the time. >> Be careful what you wish for. >> No, I'm just saying I know they can be broad. Yes. >> Yes. >> Yeah. >> So, um, >> probably the trees back. >> Yeah. All right. Um, jumping down to section two. Can we can we go down there? >> Yeah, sure. >> And, um, the first one is very similar to getting everybody involved in them, right? I mean, that's that's number one. >> Yeah. And number one is something that I not struggled with, but I want to keep kind of at the forefront. Um, for instance, I know we've been working with several of our schools have received the community schools grant and it's really important to me that we do use that and everything we

027do to be really responsive and have each of our schools be unique to the students who go there. So we don't see things like the community school grant. It's just another pot of money to do what we're already doing. But to make sure that we have a lot of input from the community, neighbors, families, students of course um to make sure that every you know every small group of students has we can target more and more, right? Like in a district we have to be really general. The site we have to be really specific specific as we can be in terms of what does this particular group of students need. Um So I just want to I see that's one of the the lowest thing we rated ourselves on in section two. Um I mean

028we give a 3.6 out of five which is by no means bad and I think we are doing a pretty good job. I really want to make sure that in some way we keep our focus on that and I'm not making really high levelic health but I'm making sure thinking about how all of our students affect individual sites and how those be tailored for the particular students and students >> and the needs of all students is is a term that we have purposefully included in so much of our language because it is in fact our intent to meet the needs of all students, whether they be um you know, special ed or or um you know, having particular needs. Um that's our you know, that's always been part of our philosophy is meeting the needs

029of all students. >> Kind of basically number seven. >> That's what I was going to say. which we didn't score the highest on. And I think um you know in education the pendulum always swings and I'm feeling like the pendulum you know swung and now it's getting ready to to swing back and we need to um be aware of that so that we are making sure that we are meeting those kids needs not just academically but um mental health and socially emotion socially emotionally social whatever. >> Thank you. supports. >> Yeah. You know, um um you know, and I think we've somewhat rebounded from COVID, but you know, there's still, you know, effects of that. So, I think keeping that in the forefront of our minds along with our mission statement and our equity statement

030to to make sure that we're really meeting the the needs of the students. I think number seven is really a weighty job. I mean, to me, maybe it's too many things all in one um um because I see like this is okay maybe I'll just go ahead and read it since it's ensure that a safe and appropriate educational environment is provided to all students I think there's definitely um that that could be anything from you know physical safety on the campuses um you know we had discussions of implementing SRO's um it could also include um our action we took towards um uh using Chromebooks in a more um thoughtful yeah useful, productive way and limiting um access to the you know the Chromebooks. I see that as a safety issue um that we've addressed this

031year. And then also at the same time, I feel like there's an a strong element of um inclusiveness because we're we're saying, you know, that we need to provide the safe and appropriate education environment to all students. So it implies that you know for some students we may need to take um extra measures right to make sure that um students who whether it's special needs or you know a particular population that they're um protected. So um this is a a huge one in my mind. I mean it encompasses so many things >> and we happen to score ourselves on the lower side. So, I feel like it begs to maybe come up with a goal for this particular category. And maybe it needs to be like two different goals, you know, like the all students

032versus like the I don't know. I I'm open to thoughts and discussion here. I guess I'm trying to say >> the fact that we're having the discussion I think is important. >> Yes. We're verbalizing what we are, you know, it's what I internalize. And I do think we are I mean I think we made some big >> you know we've had some great discussion and even some action in these categories. Absolutely. And I think we're going to continue to as the year goes on. Even in facilities, we've made I mean addressing the RIP at Chico High, addressing bathrooms for for our schools that aren't going to be uh you know able to use the um measure C dollars for two or four years and saying we we can't let those bathrooms stay the way they

033are. Even in facilities, I think that's about safety, right? There's like the physical safety and then there's like the um mental health and it just is very broad >> and and I wanted to just say I I wanted to um thank you for saying this is a weighty issue and it is and I I think that is also the fact that we we scored oursel this is the lowest in in this it I think it speaks to the feeling of that weight upon us >> like this is important thing and we need to make sure it happens and and we can do better and we're striving to do better >> and that's I think incredibly important >> but I do think it's also important to acknowledge um >> that we we have made changes this

034year and um and I think that that's going to continue to evolve. I know like obviously you and I all of us feel strongly about like you know the use of Chromebooks and how those are used but um I feel like we we're moving in the right direction and I just want to keep that momentum going you know whether it's like I said physical safety or it is a very weighty goal that that encompasses a lot like you said I would be hesitant to try to come up with like two goals >> only because then you're in the IEP world you're getting into these objectives, right? And if you keep it more global, even though there's a lot of things that fit in that category, it's easy to take whatever we might be discussing and

035and put it in there and say it it absolutely fits here. And as long as we know, my personal belief, as long as we know that, yeah, this is this is very global and it encompasses a lot um and we make decisions based on this. You know that this that you know um facilities fit in here and um educational materials will fit in here and um social workers and meal will fit in here like it already fits nicely. That's just my Did you get all that? >> I do. >> Every word. >> Okay, perfect. >> Yeah, the all students is is really important because we don't just focus on one end or the other. I think we try I think the intention is I firmly believe that this board believes that we need that all

036students are served. I believe that that's um and we're not saying that we're not we're not hitting that five yet, but that's what we're shooting for. >> Yeah. >> Right. >> Yes. >> So, any other comments on section two? Well, I will say this. Um, if you look at number six, adopt a fiscally responsible budget based on the district's vision and goals and regular monitor the fiscal health of the district. That is our area of that's our highest level. And um I think um perhaps the public is also unaware of how many school districts around the state are going through incredible uh fiscal issues and um I know that in county >> uh >> it's so I think it's wonderful that we have that we can pay our bills because that's in everybody's best interest,

037right? It's it's incredibly important that we keep a a good safe um that we manage our budget well and I I I like that we scored ourselves well on that and there's a reason we scored ourselves highly on that. I will say some of our latest discussions seem to have revolved around really seems like we've spent a lot of time making sure that we're good stewards of our resources. >> Right. I think what I'd like to do um is I'm gonna if you're okay with it, I'm gonna tap our our goal guru Gale >> and afterward I mean not tonight, but I'm going to just chat with you a little bit about honing like that last one in and trying to I I like the idea of a big goal like that, but I'm just

038wondering if there's a way that we can write it in a way that can also share what might be included in school in some way, you know, because lots of times like an IEP goal, it has this goal, but then it talks about the things you're going to do to meet the goal. So, similar but not exact, you know what I mean? But I thought maybe you and I could just bounce that around a little bit. >> Let's do that. >> And then that way we can bring something back to you another time if you're comfortable with that. And somebody else wants to be involved. There can be two of you. >> Good either way. >> How many? >> Two. Two from the right and two from the left. >> Train silo station. >> I

039um I would say um there was something you said that made me think. Oh yeah, this Oh, I you know we've we always talk about our to our students and to our staff that if we make a goal, it should be measurable. like how would we know if we did that thing, right? You know, how how do we know that we're we're getting better at um ensuring that it's safe and appropriate? Like what are some things like I wholeheartedly agree with Rebecca that we've done some some specific things. I think we should note those things like say this is growth this year in 2526. here's some ways that we sought to ensure this this this this and this. You know what I'm saying? I think that's >> Yeah. I think it's it's not inconsequential that

040to me the board policy that says we're going to limit Chromebooks at the elementary school level that they're not going home with kids. And that's phys fiscally responsible and it's also we believe what's best for kids, you know. And so I >> we want I just look at that and say, how do we how do we show that we're actually doing this? >> And yeah, >> and that kind of my other concern of for item three, how do we as a board hold the system that we supposedly govern accountable for in general for creating a safe environment? You know, we are we're at the top level, the kind of vision statement type, but part of our job is holding the whole system accountable for boosting the goals that the community expects. We don't a lot

041of great accountability letters all the time like this kind of like word but I would like >> number three number >> aren't there quite a few of those defined accountability measurements suggested in a lot of our LCAP um the LCAP goals Yes, >> we we'll say, you know, we'll >> we'll make progress by 0.25% or, you know, x >> lower the suspension rate by or >> there are things like that in those in that document. >> Yes. >> And those those are the goals. I mean, do we ever come back? How often do we come back and say, "Hey, you know, are we making toward goals and if not what do we need to change? >> Don't we do that every year when we review the LCAP in June? >> Sort of. >> I'd say

042I mean I would say yes. I mean, I've only I've only done it once, but I mean, here I've only done it once, but it is like it does inform the way we write the next goals and and and also going and getting input from the student groups and the community groups and all of that informs how we write the LCAP. And, you know, to the public's like it's interesting on this on the um topic of technology. More and more uh throughout the world, throughout the nation, there's a there's a push to say we let this pendulum go too too far into the technology piece and we need to get back to some analog, you know, pencil and paper, uh reading text in books and not online, you know, that sort of thing. And >>

043that's kind of concerned about is that you know 10 years ago oneto one devices was the thing. It was right >> level the playing field for everybody and it took a long time for anybody to come and say hey >> are we you know is are the having these devices everywhere actually improving student lives in the way we want them to. >> Yeah. And I don't feel like there was a lot of >> clear measurable like yeah we've had one to one computers for three years and sports haven't changed or you know they haven't changed any more than they were already changing and nothing happened you know >> that's it's really tough though because co was there and like how do you attribute this to this or this like we don't know all the factors

044like we're not doing education isn't a um It's it's not a scientific, you know, we don't have a control group and and a and a you know what I'm saying? It's like that's a difficult thing like how much is >> it's difficult but I don't think it's a posit and there are a lot of research groups out there that that try to parse out you know and yes there are a million variables going on every school every day. Absolutely. >> Sorry. Please no you were talking about how do we parse out isn't that what we use Mr. Harris to help do for us when we compare ourselves with the the overall state testing process. I'm I'm asking the question. I don't have the answer. >> But when you said that, my thought process went, you

045know, well, we are making comparisons. We've got red, white, and blue. >> I guess we'd have to figure out though. I'm going to try and paraphrase a little. I think you were saying, and I'm just going to use the example you used with the one Chromebook kind of thing. >> Did the Chromebook make the difference in the 4% increase that we had or would we have made the 4% increase anyway >> you had I think was >> and we you know every year especially when we were collecting co money we were trying new things all the time let's try this program let's try this and >> I'm concerned at a time we don't have a good system when we put when we put a new program in place we ought to be able to say

046every time hey in two years we're going to come back and figure out is this still something we want to continue is this still serve students and and pushes growth. >> Well, we've we've identified um what things do provide benefits that end up with increasing student function. One of the things that I think we identified is in service training for staff in certain it seems as though we've been able to make a connection between in service programs and how the students of those teachers gain from the in service that we're providing the teachers. Well, I I'll say that when I sat in on the Chico High and LCAP as group, first of all, I wanted I I will say that I felt like the Chico High um group of students had a more diverse uh

047field than than uh PD. And but they actually commented on uh certain teaching um specific things like the up. It's like the um the thinking classroom I think is what it's called. And being up and moving and not having just to be seated and they they like so my you know they they were enthusiastic about talking about the teachers that did that. And then >> conversely there were other teachers that didn't embrace that at all. And the students had a real difference of opinion about well and a f it was fascinating that there were some student learners that that was not their learning style and that was very uncomfortable to them and they really they really clapped the teachers that were like you know you come in you have this routine you do this that

048was very comfortable to them and I thought this is this is what we need to know this is what we need to hear but I to your point I think kids do care what kind of inservice training our kids our teachers are are getting and whether or not they think it's effective or not. And also to your point, you know, I taught I taught reading at the high school level, which you know that's not enough. You wouldn't think that you're should be teaching reading at the high school level. And yet that was a need. And every year I had to show I had to show that my data supported the fact because it was title one funded and I had to show that look here these are here's where my our kids started. This is

049the growth they had. I mean, I think that that's a fair thing to say that how are our programs uh effective and then how do we know it and people should be able to say uh it is effective and I'll tell you how >> and and it's not just anecdotally but this is it's data driven. >> Yeah. So like with the building classroom because it would be really easy to go and say hey here's the math teachers who were using this you know strategy and this paradigm here's ones who work and we can just go in and look not even you know call teacher up directly but say hey and here's the scores you know the score growth and score change for those kids to see what works and what doesn't. Yes. And that's that's

050something that I think we can ask staff to do. And I think they would please be it might be um a chore, but I think they would do that chore with a at least a somewhat cheerful heart. I really do believe that. I think our staff wants to to know is it working and is this is this worthwhile. So I like that. And my worry, and this actually relates back to the budget piece, my worry is always that I don't want to I don't want us to be paying for extra things and starting, you know, a new whatever the new fad in education is every four years and then finding out 10 years later still paying for it when there's no evidence that it works, right? That might be going something else. I'm hearing a

051somehow like and again this this is me spitballing but like something about you know uh doing some not you necessarily but asking for research of I say recent initiatives because you know or something you know we'll figure out recent but you know uh and looking at data and seeing if they're working. I mean, it's a very basic thing I'm saying right now. We'll come up with some lisbang words on how to say it. But I mean, I actually wrote, "What new initiatives have we been using and has it made a difference?" And share with the board >> and so right and so now now I'm writing goal and I'm trying to figure out the words for that. But I think that the bones are there enough to >> write the goal with our goalith. >>

052So I'm putting a lot of pressure on you. >> I shouldn't have said >> and then I mean not to have the goal but with an attitude of flexibility and recognizing like >> it's okay if it didn't work. We we can shift gears and we don't have just because >> you know we bought into that two years ago doesn't mean we have to >> it's doesn't have to be our hill to die on right I mean we can have a attitude of flexibility >> recognizing when >> it's not going well. >> I would say not only I was going to say not only can we I think we I mean I would go further to say I think we should If if we're not seeing growth and we're spending to Tom's point, we're spending money

053on it. Then why are we spending money on it? Like and we want that being said, you know, sometimes it takes new programs a while to show you can't also just say, "Oh, you had you had one school year." I mean, that's not fair either. But you but you need to we can do research to figure out like in schools for this whatever has been successful, how long did it to kind of establish the pattern of being able to collect um accurate data if that makes sense >> like a not to just keep you know using the technology example but I think sometimes when you invest a lot of money in something um you know there every part of you that wants to see that that's working well and um yeah not wanting to jump

054ship right away because there's been a large amount invested in that and so rather than yeah just ditching it anyway >> my point being like yeah just an attitude of flexibility and being willing to shift gears when >> if it if well taking into consideration all the many other variables because 35 kids in a class are 35 different kids and for one isn't going to work for the other. Um, and so I struggle with trying to come up with data when every kid is so different, you know, and the the get up and move math classrooms that I've gone in and observed that are just fantastic might not work for a group of students who are like, you know, I just want to learn and be in my in my seat, you know? So, >>

055um, while that strategy might be a great strategy for some, many, most, who knows? >> Is it the only strategy or do you use a variety of strategies in a classroom to meet the needs? >> And then how do you scientifically get any data on that? >> It just teach, you know, talented teacher who can adapt those learning styles. Create a environment where everybody finds right. >> Well, nobody said it was going to be easy. >> No, it's >> but I think we can start somewhere. >> Well, and I think >> you choose three things within that to really look at instead of >> start small. >> But I I think that's >> Oh, yes. Go ahead. >> Um I I would agree Gail with what you're saying about um I think what you might

056be trying to say is not just um having different ways to deliver something but but also looking at the goals as different ways of um different metrics to determine if the goal is successful because it'll be different for different populations of students. Um, within the LCAP world, um, as parents, we some of us attend those meetings each year and the goals are delivered to us, but we never circle back to, well, what how did it work last year and what was the change that you guys did last year and did it work? Because the goals just kind of keep repeating. And I think that as the public, it would be great to see that accountability process happening in real time. I think the metrics that sometimes even with LCAP they use to determine if a

057goal was met >> aren't necessarily indicative of if this student population it was meant to serve if that goal was successful or not. >> Right. Right. >> Sometimes it's more of did we do it rather than did it work. >> Exactly. >> Yes. >> Thank you for that. >> Yeah. >> Excellent point. >> How about section three? Great conversation. >> Yes. >> Well, obviously num number seven was the weekly. You scored pretty well in all of the confidential matters. Confidential Participate professional development putting in the time and energy. >> Participate at professional development for the trustee or >> yes for the individual trustee. This was you answered it for yourself. >> Yeah. So one thing that I don't know that we have told the public is what does what does the 4.6 even mean? What

058I'm saying is you know the little thing that said a one is this, a two is this, a three is this? >> Um, can we had it next door? So >> it I I think you know >> what's one? >> Yes, exactly. And and that it is a point scale. So this we didn't even mention that, >> right? We didn't even say it's a five point scale. >> So >> while we're digging that out, though. Um >> are there only three categories? >> This was it. >> Okay. Thank you. It's just that we have three. We have it's on both sides. >> Everybody's scores. >> That's the individual anonymous individual that >> Yes. Thank you. >> But going back to number seven, um I know that it's you you've ranked it not as high as

059some other areas. Um >> I just want to tell you that there isn't a big the administrative team is not all that concerned about this. >> So and I feel like the administrative team also knows that if we feel and I'm gonna say we them telling me, "Hey, Greg, can you talk to Rebecca about X?" I talk to Rebecca about X. >> I mean, and that's >> totally okay. And when I say Rebecca, I'm just using her as an example, right? So, I mean, if if we feel like somebody's >> not in their lane, >> get not in their lane, that's a good way of putting it. Generally, I think I can tell you that without being offensive, >> and I would hope so. >> Yeah. And it's, you know, and I and everybody in

060here, I I will say that I think you're you're all doing okay. And if if I feel like you're not, you're going to know, and that's okay. >> Yeah. >> And you can also disagree. >> I don't For me, >> it's okay, too. >> Yeah. >> I know it's in um I think it's there's information in the handbook on this, but I'm not clear on the distinction, you know, and then of course being a retired teacher from unified. I might get a little nutty. I don't know, you know. So, I would hope you know you and the administrative team would >> let us know that because we don't know. We don't know. >> Well, and if you start getting into the weeds, I'll gently guide you back to your path >> or directly. Yes. >>

061I prefer directly. I will guide you back to your I'm not I mean I appreciate that you all acknowledge that and I think that you had I think that you ranked yourselves where you felt you were but I will say that >> it's you're not bad and 3.6 6 isn't bad either, but I mean, you're not >> Yeah. >> You're not in the weeds all the time. >> So, if he doesn't have to pull us from the weeds this year >> at all, then we can evaluate ourselves pretty high next year. >> Sure. >> Right. >> Did Did we find what like >> Oh, >> the scale. >> Yeah. So, >> Oh, you got it. Yeah. Um, >> it's on the I mean I just went back to the original >> to the original one

062>> where I was filling it out. But for the section a five listed as outstanding or strong agreement with the statement. A four is successfully completed or above average agreement. Three is dressing acceptably or average. Two is making little progress or improvement >> and one was unsatisfactory or strong disagreement with the statement. So the fact that our lows are the three means we're somewhere in between progressing acceptably and successful. >> Average and above average. >> Yeah, >> I will disagree with that. And I will say this, I you as a board function pretty smoothly. I mean, you're when I hear from other districts and superintendent and things, there are some kooky boards out there. I mean, you are not in that realm. You are. I mean, we're all we have a good governance team. We

063can talk to each other. We're respectful. I mean, and it's not like that everywhere. So, you know, we can we can pat yourselves on the back a little bit for doing the right thing. my shoulder. >> Patt yourself on the back. >> But in any case, I mean, really true. Sometimes I hear stories. >> Yeah. >> And if we go to CSBA, you should ask around. Just see what they say. >> Yeah. >> Um I don't know if I'm feeling I mean certainly on number seven, I don't feel like there needs to be a goal on that. I think that you're doing okay. I'm looking at what I've got and I think Gay and I are going to be able to come up with three good goals out of what I've already got written >>

064down. That's really important to not have too many. I >> agree. >> So, if you're cool, I mean, let's leave it at that. Gail and I will get together in the next, you know, little while and we'll come back with something maybe in like uh I don't know. >> Well, and what will that look like with the goals? Will these be um like when the evaluation comes around next year, will the goals be there to kind of um check in with or are we just going to periodically bring these goals up and check in with ourselves or I'm just kind of trying to figure out what how we'll utilize the goals. Will we put them in the self? >> Are you asking me my thoughts? >> Yeah. Or anyone's thoughts? >> I would think that

065we would bring them like in let's say August. Okay. >> I mean, I'm thinking that'll be we can refine and bring them in August. You say, "Yeah, we like that." >> Yes. And then some of this will be you working on it yourself and some of will be you directing me to get data or whatever and then bring it to you future needs, you know, those kinds of things. So, that'll and then that's how you'll know if it's we're moving in the right direction. Well, and then I would also add I would also add that >> in December we should revisit those because we have an election this year and so it's important to make sure that >> board members know that these were goals that were set by us but now they're a part

066of it and you know we want to make sure that they understood what we meant by you know what what was our intention that >> honestly once we've got goals for the year we set them in August both for ourselves and for the superintendent. I wouldn't mind seeing them on every agenda like up the top somewhere. So, we like, "Hey, this is these are the questions and the tasks that are guiding us as we do this work." >> I like that. >> I just don't want to write them and then forget about them. >> Yeah, I guess that's where I would like this. What are we going to do with them? >> Yeah, >> I I like the idea of not forgetting about them. I'm not so hot to trod on putting them on every

067agenda, but that's just But we could talk about that in the future, too. >> I I have a when I was going back through the handle um plus experiencing what has gone on in the last say four or five weeks with this court. One of the things that has been a frustration is um the restrictions of the Brown Act on collaboration between more than two board members because you know, provides a form and and then we violate all kinds of stuff whether it's inadvertently through email or you know my my concern and what I wanted to state is there are there are things that we are considering that we are wrestling with that are if I can't talk to my fellow board members And I have it because none of us we don't violate that

068Brown Act, but I feel like I need to, you know, there needs to be a process where other than just at a board meeting, we have uh some way to deliberate about some of the stuff. And I thought I', you know, been around long enough, I got to thinking, well, how did we used to do this? Because this isn't the first time we had bumps and needed to, you know, really talk and Erica might be the only one that's going to know the answer to this question. Did Kelly bring us in two at a time very often to where two board members and and discuss stuff with her that that was burning. >> It tended to be with the committees, the standing committees or the board liaons for whatever work group or topic. >> So,

069>> and that's something that's also mentioned in our handbook using those committees. So, so what I I'm totally 100% with you. Uh I don't think I mean I didn't understand how uh restrictive the Brown Act was. I my vision of the Brown Act was that you know no more than two board members would get together and talk about things. But I didn't realize that also included any text communication, email communication that literally You know, we are told by uh CSBA, the California School Boards Association, and also uh attorneys that do not reply all, you know, make sure you you are not doing that because then we would we could be uh violating a serial, you know, the Brown Act with a serial meeting. And I was like, how then do how do we get to

070talk to one another? And >> the way that I mean the way that we get to talk to one another is on the agenda and one of the things I find also restrictive and you know perhaps inefficient is the manner in which we agendaize things and I understood I understand that or I think I understand the intention of the way that that it's like you say a board member requests to agendaize an item is to not have an agenda that goes on and on and on and have not have board members talk about every last, you know, fancy detail. I get that. And I think there there are things that we need to talk about and the only way we can do that is in front of the public. So, how do we get those

071things so that we can have an important conversation about the important things? And it seems to me that that shouldn't be something like if if there was something brewing that not only we know is brewing, but the community knows is brewing. Those are things that uh if a board member says, "I'd like to discuss this with my my fellow board members and I I'm constrained by the Brown Act, so I'd like to make move that this be put on the agenda." If that wasn't seconded by anybody or, you know, you don't get three votes, I still think that that's not necessarily that that's where I That's where I say I think this is problematic because if if there are things that are brewing in the community and we need to have discussions about it. What

072if board thought well we want to uh we want to quiet the community so we want to hear I don't know it's you I'm just saying that uh if we don't get a chance to talk about it they also don't get any action. China. >> Yeah. >> So, it sounds to me like you're thinking that our current process is too cumbersome >> and restrictive. >> So, I think that you might like to request to agendaize how do we agendaize items because that is our process right now and that's been voted on by a previous board. So, we can't just change that. But we can if we agendaize that item to to come up with a new process of how to get things on the agenda and that's perfectly okay to talk about if that's what

073but that that would be the way to do it. And there have been other examples of the way of other districts and things that have done this is where a board member talks to the board president. The board president makes a decision whether or not it gets on the agenda. So there's other ways of doing these things. I don't know that I want to put that kind of pressure on our president, but I understand what you're saying. But if we want to change that, because it wasn't changed all that long ago that we went to this form, right? >> So, um, yeah, >> it didn't used to be any any written application, for lack of a better term, for putting something on the agenda. Um, >> but I think that we would have to talk

074about what the intent of that >> there was. It was co era. There were some very very big discussions and people were getting very heated and saying well I want to put this on the agenda. I want to put this on the agenda. Um which just devolved into having the same right arguments that the board was already having. And so it really was say okay what's the educational purpose of this and do we all think it's actually worth devoting a lot of time to with it so that we could say hey right now is not time to argue about this. Let's you know >> and quite often my opinion once I more information, my need to discuss went away because I got more information. It it came, you know, it came through cabinet and and

075um I don't have an answer. >> I don't either. I just think that we are hamstrung by by the Brown Act. And how how do we get around that? Well, we And that means >> conversations have to happen publicly. And how does that happen? It has to be agendas >> because we can't even have a conver I don't I didn't understand this. I didn't understand that if it's not on the agenda, we don't even get to have a conversation about it in close session. So it's like that was mindblowing to me that we can't even like what is our job if not to figure out how how we feel about something and we can't even discuss it in closed. So how anyway I think it's I'm hearing Tom and that's what I understood the intention

076to be and I agree with that intention and yet I think >> I think there needs to be something less cumbersome and more responsive more re really responsive like how do we respond to we are we are elected by the How do we respond to the community? If if we can't even talk about things, we respond poorly. Is that that would be my that's my estimation. I don't know. >> Um I I think I I have questions or need clarification with what I might be about to say. So I know that um my first year No, you were my first year. No, >> Kelly. had Kelly for six months. >> Yeah. Six months. And it was religious. We had two meetings a month, right? A regular and a special, right? And then we came up

077with an idea of why have a special board meeting just to have a special board meeting, right? If there was no reason, but yet that still allows us to have a special board meeting to be able to have the conversation. So if here's my question I guess if somebody let's pretend that Gail puts something you know I want to agendaize this and we talk about it at the meeting and we all say yeah this is a great idea but we decide let's have a special board meeting >> can can we particular topic >> for a particular topic right >> we just did for >> absolutely >> yeah yeah for the day um so I I see that as an opportunity to be able to sit actually in a more relaxed environment um depending on the

078number of people in the audience, right? Um just to be able to have that conversation if we need to. If if there's nothing heated, um then there's no need for it. But if there's something heated and we feel like we need to have more conversation on it, I I feel like that's just an easy path. Well, it sounds like >> opinion. >> It sounds like this could be a conversation that we want to have. I mean, I'm hearing it, right? So, Tisha, >> will you please request to agendaize that for for maybe a meeting? Maybe, you know, we can do it and at least do it before the fall starts and we can >> then you can decide as a group, okay, >> we're going to make this a more nimble process, >> okay, >>

079of getting something on the agenda. Let's talk about how we're going to do that and make it so. >> So, Madam Secretary, can you in the governance. >> Are you looking at me or >> No. >> I know. I know. But can you can you find in the governance handbook that little thing that tells us how it is that we're supposed how how we're supposed to? >> No. No. There's an actual in the It says in our >> in the handbook it tells us how how we're supposed to do it. >> It does. I know. >> I thought it also had something about when newbies came on because I thought that would be a good thing to add in the handbook that when newbies come on, >> they're introduced to the goals. >> This is

080the handbook right here, >> right? And it's in there for action. >> Okay. >> Nine. >> Page nine. >> Well, it'll say 11 up at the top. But that's and the one in the govern sand is very vague. It doesn't reflect the process we just says individuals may request an item for future agenda by explaining their interest in a particular course of action and working to get a board majority support moving direction. >> Right. >> And so I think I think at the time that well I'm guessing that at the time that the procedure went into place was because it was quite chaotic during co and and it needed to be kind of like streamlined and um >> formalized. >> Yeah. >> Can you scroll down, please? >> Erica, >> request for action. >> The

081majority of the board sitting in a formal meeting request action and it should be done in the context of the intended results. Oh, it's a policy. >> I'm honestly not I'm not following what you're talking about. >> I'll enlighten you at something. We're policy 900 or >> 900. >> I I'm not I'm I'm trying to find it. I'm trying to find the governance vote. I know that Eric >> Well, >> what would I mean I guess I'm I'm just trying to streamline what we're doing right now. What would be your goal by finding it right now? Each of this >> just to make a motion like if it's in the if I think it's to re to review that the the manner in which we agendaize items and I think it I do believe that

082it's in there and I would like I would make a motion as to I mean we can >> whether it's in there or not I guess I can governance and that's part of what we're talking about today. It's not it's not not on the agenda. talk about. So, >> but you're talking about talking about it right now and making a decision right now or you talking about let's get it on a future >> right? I'm talking about how do I make I'm talking about making a proper an accurate not just proper an accurate motion that does the thing that I'm that we're trying to do like so >> I move a little bit >> so so right now in order so it in order to get something on the agenda a board member has to

083>> it's not Do you want to make a motion to discuss the process by which a board member can put something on an agenda? >> Yes. I move that we discuss the process by which a board member can get an item onto the agenda >> at a future meeting. >> And I'll I'll >> at a no at a future meeting. I I move or you want to make a motion now on a future meeting. >> But you guys, I'm just letting you know you you had a dangling preposition that you're not just talking >> grammar. >> Correct. >> Okay, fair. >> At a future meeting at a future meeting, I at I mo move I move that at a future meeting, we discuss the means by which a board member put something on the agenda.

084>> That says second. >> Yeah. >> At this point, you probably favor. >> I >> August. >> Yes. >> Sounds good. You got it. Okay. Okay. June's already full. >> Okay. >> July is funky. >> We're back in the groove, >> right? And this two I I wrote Rebecca and Greg. And I know that on May 22nd and on May 27th 7th um are the negotiation teams are going to be getting together and according to our governance handbook um it says that the board part of our responsibility in governing is to direct bargaining to that is part of our role and if we're going to do that that means we would need to have a conversation on the 20th because they're going to be doing bargaining on the 22nd and on the 27th. And so

085I would also I move to put on the May 20th agenda because it's timesensitive that the board would have a discussion about direction to the Chico Unified bargaining team. That's my motion. I did. I said I was just looking at you. I said, "Do we have any discussion?" >> Oh, discussion. >> No, I think any public comment. >> I think I have discussion. I'm just wondering I'm curious because I feel like and I don't want to take away from your motion but I feel like that we're cramming in a whole bunch of stuff in May. Are we or are we not do you know >> and generally negotiations discussion happen in close session >> but we can't >> uh so >> I mean that's a that's a close session can meeting with your negotiators, which

086is >> All right. Well, I again, >> how about >> So, so hold on. Let me just because it's been motioned and seconded. It can be voted down. That's fine. I mean, I'm I'm >> Well, or it can be I mean, it can be voted down. I guess what I'm what I'm reticent to do it only So often we come out and say there was no action in closed. So again, the public has no idea what our close session item was, which is appropriate because there was no action. And I think there are some things that um our staff meaning are classified and are certificated um that they have concerns that I think are valid concerns. And we how many people we employ. But I think to only hear about things and close and say,

087"Oh, we don't we didn't make any we didn't have anything to report out, then they don't really know how the board stands on anything because we're not reporting out about anything." And there is. So, in effect, what happens is there's no direction from the board because there's nothing that we can report out. >> Well, aren't the bargaining communicating with their members on their own. >> They're not board members. And it says we're supposed to be directing how how negotiations are. It says in our governance handbook that we're we should be a driver of that that that is our job. And so, yes, of course, they are bargaining. They're they're bargaining. Absolutely. And we approve we approve the settlements that come forth. And I'm not I'm not trying to um >> sorry I'm not I'm not

088trying to say that we haven't done that portion but in my in my viewing online I don't get to know how the board feels about a a bargain until it is all completed and it's brought to the board for for approval. There isn't I don't have any idea how former boards felt about any of the things that are topics of negotiation. And I think that that does our that does our classified and our certificated and our public a disservice because that's our job to have an opinion about how things are going. I think I disagree that that our employee our employees are in the because I think leadership CSA and CUTA are doing a good job of letting their membership know where we are with things. >> No, they know how each other felt. They

089don't know how the board feels. That's true. So, and I'm saying that the board the board it says that we will direct it. And so, all they all they get a chance to hear is how their team felt and how the other team responded to them. They have no idea whether they think whether the board is like hurrah or boo, you know, we don't want to do that. And I think that that I haven't seen that Like I said, I haven't seen this board. I don't know how how the board felt towards any bargaining issues. And with the exception of this, the only exception I could find in review viewing Chico Unified was that there was a a concerted effort to institute IB, interest based bargaining, right? that h that was made that was made

090quite public and that's the I I mean I'm putting it to you Tom and and and Rebecca and I can you recall a time when you guys on the board reported out how the board wanted bargaining teams to bargain other than saying ID >> uh in closed session the district's bargainer person reports what's out there on the table and then asks for our direction on what to do about what is on the table, >> right? >> Yeah. >> Is it our is it our role to be um involved in what articles are open? >> No, that's No, that that that isn't because each site. Well, I mean, I guess we could we we could say we would like to see the the district uh bargain, you know, article three or whatever that I mean, we

091could do that, but I would say um >> what Eileen said is typically that's generally >> and what I would say that's typical in this district. I know that that's typical at all. I will say >> in every district I've worked. >> Yeah. >> Wasn't it typical in ours? I mean, at least at the bargaining table, we were told the board philosophically disagrees with X or the board feels this way. And we and what I'm saying is that uh oftentimes our team was told the board felt one way and then when people would when teachers would go because I can only speak for the teachers because I wasn't a member of TSA. When the teachers would go and say, "I hear you feel this way." And they're like, "What? What are you talking about? >>

092We didn't don't put words in our mouth." And it was like, "This is what we are." Lit I could show them bargaining minute notes just like Greg Forwood puts out where where the team was telling the the teachers the board feels this way. And I say, "What? What's wrong with I mean why are we not doing that? Um, I'm just going to have to reflect when there were problems. Um, the um I think my statement is if it isn't broken, don't fix it. What what the the process does right start saying, "Okay, we want to talk about X." And you go through the identification of, you know, all the different things you can do with X that you find your interests and you find the things you can agree on, things you can't agree on.

093And I don't I don't see how involve anybody else in that process. It has to everybody knows everybody at the table uh is always told we can't reach an agreement until we until we know the board will agree to this. >> Yes, sir. >> And that's where we get the direction. >> Yeah. >> So, I don't know how it went down. where you were. Um, that's I don't know that that doesn't sound like a good relationship and I don't necessarily think that we're in that situation here. >> I I don't disagree. And yet there's the conundrum of what our governance handbook says. >> I I I don't think I think there's a reason that that's in there. I think it's important that the public I think it's important that the public have an idea of

094what we what we value. >> But by giving direction or help you know helping with direction in the closed session you are directing negotiations. It's not it's not a public discussion, >> right? >> Because you are part of the district team. >> Uh I I would push back on that. >> Sure. Would you do that? >> I I I would say we what we do is that that the what I'm understanding, you All ideas are thrown out there and you know they whittle down and whittle down and whittle down and what comes to us is a finished product. Um that would be like likening me to I'm I'm a part of like um you know when when I when I choose to buy a car yes I've made I've made a vote because I've selected

095this but I wasn't a part of building that car or the culture or any of that. And so I I think we were elected to do more um has historically been been done and that's that's my opinion. So >> I think we have that opportunity in close session to have that conversation with with those um presidents of those associations when they come in and um or whoever comes in and >> and tells us what's going on. That's our That's our perfect opportunity to say, >> "Okay, so when have we had a president of association come and address us at the board?" Not once since I've been there. It's always our team reporting out to us and I would say you're getting one side of you're getting one side of the the conversation and yes, Greg

096Ford sends out his bargaining updates and and says this, but we don't seek we are not seeking out input from our unit. So is that an option for the presidents of the associations to join us in close session? >> No, >> they could talk to you in open session. They could tell you their opinion in open session, >> but you shouldn't share your opinion with them in open session >> because then you get into public and that's illegal. >> I mean, if if three if three of you said we feel this way, that's done because that votes over now. Whatever it is, Even if it comes a month later, the vote's over. That's not that's not how you bargain. >> And and what I'm saying is if three of us Well, okay. >> I'm just

097I mean I I'm I'm I'm listening. I I And I and I understand I I hear what you're saying. Um and I I'm pushing back just I mean we're we're pushing back on each other and that's okay, you know. I mean, but I the the process that's working in Chico is working and I think we're coming up with a you know good solid negotiated agreements and I I don't I don't know that something this would be a a fairly dramatic change to do something like you're suggesting now >> if you want to get input from the groups on what has been what their impression is of what's been shared you can ask Or you can make time for them. If they want to say something, you can say, "Do you want to be on the

098agenda and speak your mind for, you know, a few minutes?" We'll put you on there. That's okay. Eileen, I cut you off. I'm sorry. >> No. Well, because you know, I was here when when we did involve more public input into the bargaining process. It was awful. Ugly, awful demonstrations, shouting. How come how come that our kindergarten teachers aren't getting, you know, I mean, it was off. And it wasn't until we got away from that and went to interest based bargaining that all of those things changed and I would say interested bargaining doesn't absolve us provide direction for and vote to accept collective bargaining agreements uh and monitor the collective bargaining process. I think the purpose of this has been my experience the purpose of closed has been that monitoring the collective bargaining process but

099we have not defined provided direction for we just listen to our team come in and say hey so this is you know we've started and we put a whole bunch of things out and that's what I that has been my experience and because it's in close session I it has to be in such broad terms that You can't even talk about what's in closer because there is the the mandate by the Brown Act that things in closed are confidential. So can I talk to the bargaining unit about that? And I would say no. So, so how how is it that we are providing direction if we can't even all we can do is approach our teams our our groups and say >> how's it going and they get a chance to to at least say

100their part but that's that's the only they can only speak to two people at any one time because otherwise it's a parame can talk at the board meeting. >> They can tell you at the board meeting. >> I mean, if CTA wants some time agenda at a board meeting to share their whatever they want to share, >> they could do that. >> Yeah. Oh, yeah. Absolutely. Or CSA. I'm not trying to exclude CSA >> or they could or they could uh >> or the managerial group, >> whatever. I'm just saying any group that wants to share with the board can do that and then >> even on a non-aggenda item >> your job well sure I'm thinking but they could have more than three minutes if they want to get agendas and then they can

101you you would then use what you heard from them what you've heard from us you know with the the the district team and then you can help >> okay >> guide the the stuff I mean that if that's important but you can't >> that would not be a discussion it's you can ask questions clarifying but You you have to be very careful about sharing your opinion in an open session meeting regarding a particular topic that's being discussed in negotiations. >> There's being discussed >> restrictions and everything else about >> I'm I'm well aware of bargaining law. I'm very well well aware of it and I mean I know what side bargaining is and I' I've been I've been to herb hearings and I understand that and that's why I'm saying that that this is it's

102important that we that we don't sherk our duty to provide direction for and vote to accept collective bargaining agreements. And that's I guess that's it. >> Okay. kind of lost sight on what the next were. >> It was motioned and seconded and there was there was discussion. >> That's where we're at. >> Can we repeat the motion? >> Please cl move to put on the May 20th agenda since it's a timesensitive issue for the board to have a discussion regarding the direction to the Unifi School District. by board president. So just to be clear at the that meeting then we'll have a further discussion that looks like this or there will be action taken to I'm sorry I've kind of lost sight what will >> I don't really know okay >> what will happen at

103at the May meeting in terms of this particular motion. I don't I don't I don't know. >> But the goal is to have a discussion about how we provide oversight and direction setting to the bargaining team. >> That's not what I got. >> Okay. >> I thought it was >> I think bargaining teams need to know philosophically how we feel about I I think >> like particular items. >> Not not particular items but like for example, it's important that for for this board, I feel that we are able to um end with a physically sound decision. you know, there are there are things that um and and uh I think again um h how is it that we do the thing that it says we're supposed to do? And what you what I what I've

104heard repeatedly is, well, that's all. I'm saying I don't think that that I don't think that that meets our um I don't think that's the litmus test because nobody ever knows how the board feels and what I'm hearing as well the the board knows how how we or that the public knows how we feel because because we listening in close and I'm like I don't think that meets our burden. I I don't see discussing our direction to our bargaining team, which is our administrator that goes to the table on our behalf involving any public dialogue. You know, that's not how the process works. And I'm wondering how in the world That just that instruction got into our governance handbook. It doesn't fit with interest based bargaining. >> Well, I didn't put it there. I just

105read it. >> Well, >> and and we approved it last July. >> Well, so we missed something. >> I mean, which part are you talking about? The hardware says that we set direction. >> Provide direction. >> Yeah. Okay. Is that what we're talking about? >> Yes. >> Okay. >> We do set direction. That's how I we provide direction because the negotiate our the district negotiating team comes to us says here's where we're at and we always have the option in those meetings to say no it's not where we're at. >> So um on the self-evaluation on section two number eight it says establish a framework for the district's collective bargaining process and adopt responsible agreements. >> That's interest bargaining. >> Yeah. So maybe it's just the wording there on the provide direction for maybe it's

106you're providing the framework for the process to happen right that's what I'm hearing is happen is the current process right in close session is >> so changing the word direction to framework >> yeah to to match establish a framework for the district's collective bargaining process >> meaning they're going to bring the contract what's being discussed in close session and And then from there you guys would that's the process for that's also the opportunity for you to say no that >> it's not the direction we want to go >> right that's the process that's a framework >> the wording again is establish >> establish a framework for the district's collective bargaining process and adopt responsible agreements section two number eight. >> so I do feel like there's >> there's a motion on the floor. There is

107a motion on the floor right now that needs to be managed. >> Okay. >> First, then if we want to do something else, we can, but let's manage this one first. So, it was >> uh Clerk is moved to the May 20th board agenda for the board to have a discussion regarding the direction to the Chico Unified School District bargaining team by board president. >> And just to be clear, we're not going to be providing any specific direction at that meeting. We're just establishing or ensuring that at future times that's the plan or you wanted to talk about each But my my intention is not to get into the the specifics because again that's what their job is to do is to but I think at a um like here's how we feel like we

108um and again um I'm I'm appreciating the the comment from the audience um that perhaps that I'm a very literal person and I read things carefully and I and when something says that this is what we're to do and I think that you should do it and that's I think that so I think that you know as providing a framework that that does help me um where because I don't feel like in my year and a half on the board that the board has provided direction I think we've been a receptacle of information. That's what we've done. And we haven't we haven't really said that sounds great. Other than of course we've agreed to collective bargaining agreements that were able to meet the threeear, you know, the threeear test of can we can we do

109this? And you know, can we pay our bills three years out as required by law? And we hear yes, we can. And that's about the the extent of providing we've we have received information and in my opinion we have not given any information. It's not filtered from this side to there. It's only filtered from there to here in my opinion. I will add in respectfully in my opinion I feel like in close session that's our opportunity to provide that direction if we feel that it needs to go a different way >> and and that's fine >> and that's where we provide direction >> and if I'm being totally honest I feel like I don't have the expert the same level of expertise and knowledge when it comes to bargaining that maybe you do so I

110don't feel probably comfortable in that role offering guidance in that way. You know, >> I mean, I can >> refer back to our vision statement and our goals and things like that, but I I'm not I'm not as knowledgeable when it comes to bargaining units and things like that. So, I I somewhat feel not qualified, but I understand that there's members on the board who are qualified to do that. Well, then again the goal from the board point of view shouldn't be to get them agree to say as a philosophy our direct our belief is that we want to bargain you know an agreement that does >> XY pushes this >> yeah and it's up to them to get the language right >> to make sure that I mean if we don't feel like they're

111faithfully executing what we want them to do at the bargain table that's a bigger discussion is it but I personally I don't feel that way I don't see that there have certainly been times when we I think it has been the last year and a half when we've given bargaining has come to us and said hey want to show people XYZ do you want us to do this you want to do that here's an option and we definitely that feedback >> so the question is do we want to have this discussion on May 20th I mean that's we've got a vote on this >> okay so shall we just go ahead and vote Roll call. >> Roll call. >> Robinson. >> No. >> Yes. Yes. >> Now I'm clear, right? We are still on section

112three. Correct. We sort of segueed into governance. So, I mean, we're, you know, I mean, we've >> That's fair. >> Yeah. >> Give me a quick second here >> as we And if you don't mind, I'll just chime in where I think we are. Um, I know that, you know, I've got some really good ideas on uh what some goals can be. Gail and I will get together. We'll write them out. We'll bring them in August. will, you know, that will give us over the summer to be able to do this with some in the morning with some coffee or something. Doesn't have to be, you know, 8:00 at night, you know, we'll work this out. And um and uh you know, I mean, I there are some things that we talked about in terms

113of governance um or that we can talk about, but they're pretty pretty small things. I don't know. Tisha, do you want to bring up that um anything else? some of these other things we talked about like the engage re-engaging the public. You want to bring that up now or >> you're looking at me like the uh uh page 10 number seven, >> you know, we engage the public and then how just want to make sure that you know because those are things that we we didn't you talked to me about. Um, so I mean I'm kind of feeling like the things that were brought up in terms of governance are managed at this point. >> If people don't have anything more. >> Okay. So I thought we were on number I I thought that we

114were on number six and then >> and then now we're at number seven. >> That's what I thought. >> Okay. So we didn't have any additional requests to agendaize items. Um, so let's go ahead and move on. Is there a motion to adjurnn this meeting? >> So move. >> I have a motion in a second. Any discussion? >> All right, let's go ahead and vote. >> Good work. >> All those in favor say I. >> I. >> Thank you, Madam President. Ammo.