001The governing board on any items of interest. Providing it relates to the subject matter jurisdiction of the school district. While government code allows speakers to criticize. The district's policies, procedures, programs, services, and or employees. The district does have a policy, BP1312.1. Specific to complaints against employees. Uh, the topic of interest within the jurisdiction of the board. Should comments from the public pertain to a certain district employee. The Board requested the complaint first be submitted in writing to the employee's immediate supervisor for investigation. If the comment is about something that is not on the agenda, it will be heard only during the public comment. On non-agendized items, period. Once that part of the meeting is over, comments will only be taken on agenda items, which… this is an agenda item. During the discussion of those items.
002The Board values public comments, and although we cannot take action. Or discuss items not on the agenda, we listen carefully and appreciate input from the public. Public comments are subject to a 3 minute per person. A limit, or a 20-minute limit per subject matter. Commenters may not exceed their time to others. Okay, so I think you'll all get 3 minutes. Um, and we will start with Susie Stark…. German? Hello, my name is Susie Starkey-German, and I spoke at the last meeting. And I want to thank you again for the thoughtful work you're doing to consider what's best for the PAC students. Tonight, I'm back to speak from a place of realism. School starts August 13th, and the clock is ticking. With limited time and staffing, we need to be honest about what's actually possible for
003the upcoming school year, and what is not. Here's the heart of it. If the current Spanish teacher is returning next year, most rising 8th graders. Will opt out if given the option. And many parents will insist on knowing who this instructor is before allowing their students to opt in. This isn't about blame. Or personal criticism. It's about acknowledging what has been a difficult, widely shared experience. Across many families. Students left 7th grade feeling they hadn't actually learned Spanish, even if their report cards said otherwise. In our case, it required near-constant parent involvement. Just to manage basic expectations. And even with that support. The learning outcomes were minimal. An often demoralizing. If families are being asked to choose Spanish without knowing who is teaching it. It will feel disingenuous. Especially for returning students. Who experienced this
004year firsthand. That's why I strongly urge PAC's leadership and the district to clarify. Will the instructor remain the same? Will families be told before selecting. Electives. And what happens mid-year if students ask to switch out of Spanish? If there's still doubt about whether the program is working, I'd encourage the board. To really study a few key data points. Average Spanish grades compared to core academic subjects over the past 3 years. Student and family feedback on whether the course felt meaningful. And how many PACS students actually placed into Spanish 2? As discussed previously. Let's also be mindful of where we are at. Our interim principal steps down on July 1st. And new site leadership is just beginning. This is not the time to gamble on a class that has been…. Historically a struggle. Pacs has an
005incredible teaching team that has been living and breathing this program for over a decade. They know what has worked, and they know what isn't working. A successful Spanish program might be possible down the line. But it's not realistic for fall 2025. Let's trust the educator's recommendations who've built this program. And listen to the students who are asking for something different. Let's make space for student… a student success period, something solid, dependable, and supported. Supportive at a time when our kids really need it. Thank you. Thank you. Uh, Katie Gill. Thanks. All right, hello everyone. Um, I'll start off by saying I hope everyone had a chance to read my lengthy emails and the details about the history of PACS and our various Q&As we had back and forth. Um, I thank you guys for taking
006the time to learn about our school. We don't have current admin present, though. We have our new admin. Here, which, so excited about that. Um, I do ask that you, um. Trust. Laura and I, who are here in…. Elise Roach, who, um, know about our program, so during the discussion later today, if you have questions, we are happy to answer those questions for you. Um, Laura and I have been here since the beginning, that's 10 years now, 10 years in the same classroom. Um, for us. So, we know that making changes is hard for our community, um, and we know that…. Um, it is often met with resistance. Um, but I'm just asking the community to just trust us in knowing that we know what's best. For our program and for what our kids need.
007Um, in the email that I sent you, I sent, um, 4 possible options to help problem-solve this. Uh, one being eliminate Spanish and adds student success, make music required. Option 2, make music and Spanish optional. Students pick between the two. And student success is required. Option 3, make Spanish and Student Success. Uh, optional between the two, and music is required. And then 4 would just leave the charter as is, which would be a repeat of a. We did last year, and no student success. There are still 4 core classes, PE and an elective, that wouldn't change, and even with all the four options above. All the students would still be taking 8 classes, regardless of the option. Um, I do think it's important to note, and this is where Jason comes in, um, that every
008option has different staffing challenges, and as we are a small school, um. I think oftentimes we don't think about those staffing challenges until it's too late. And the four core teachers are trying to fill in those staffing positions. Um, so I do appreciate this process, I appreciate the cabinet learning about us. I would encourage you guys to learn about the other small middle schools. Our district has 4 of them now. Um, and we all have our own little quirks and things that we need, um, to make our schools. Successful in getting these kids moved on to high school in the best possible way. So…. And lastly, I would like to thank our committee that worked with us. We had Megan, Hallinan, Noel Mullen, Julie Peterson, Isabel Mallara, Laura Clemons. And then Carly Costello help on
009our committee. So thank you. Thank you very much. Uh, now we have, uh, Sarah Sharp. Hi, good evening. My name is Sarah Sharp, and I'm a parent of a rising 7th grader at PACS, as well as a rising 10th grader at Petaluma High. I'm also bilingual resource specialist at McDowell and McNeere Elementary Schools, and I speak today with. Total respect for who are about to be my own child's teachers. Um, and they're my fellow colleagues in PZS, but I have to speak up on this topic. Um, I have over 20 years of experience teaching multilingual learners, including English language development and French as a world language. I also speak Spanish and use those skills daily. Um, so simply put, the decision to address scheduling, workload issues, staffing issues at PECS by cutting Spanish language classes
010should be a non-starter to me. Um, world language classes are part of an academically rigorous course of study. And world language is a core academic subject. So, we live in a multilingual, globally connected community with roughly one-third of students in Petaluma City schools identifying as Hispanic, meaning of Spanish-speaking heritage. Raising the level of multilingual achievement for all learners is part of building an assets-based approach. To language development, as well as an inclusive community. Um, Pax claims to be preparing global citizens, while Petaluma City Schools claims to honor diversity and provide a rigorous and culturally relevant curriculum. Student and family surveys that I had some access to, although my husband, interestingly, didn't get the message, so I don't know what happened there. Um, reflect some real challenges regarding staffing, workload, and student stress levels. However, as
011educational professionals. Um, we can't conflate these symptoms with our core values around building skills in multiple languages. So, you want to ask families if they would rather have music class over math class? And you wouldn't ask if family is rude to have music, um, you would… and you… it's not uncommon for students to choose free or study time. Over a class, especially if adults haven't done a good job, showing them the value of the skills to be gained, or creating, um. Uh, an atmosphere that supports the goals. The research is clear. Learning multiple languages supports cognitive flexibility. Increases an individual's economic opportunities. And reinforces empathy, intercultural communication, and perspective-taking. So at this moment in time, we should be uplifting the value of Spanish language development. Um, and expanding, not limiting access to world language classes.
012Thank you for your time. Thank you very much. Okay, Bailey? Malone? Hello, everyone. I'm Bailey Malone. I'm a parent at McKinley. I have a rising 6th grader and a rising second grader. Um, we've been at the school since my kids were in kindergarten, and TK, respectively. I'm also on the PTA board and on the site council. Um, so I'm fairly involved in the school and have a pretty good understanding of. Um, what the community wants and needs. Um, especially in the lower grades. Um, one of the reasons why we chose McKinley in the first place is because of the access to Spanish language instruction. In grades 1 through 6, and we were very disappointed to lose that. As a result of funding changes. And, um, I agree with. Everything the other speakers have said so
013far, and that I understand that. The Spanish-language program to date has not been successful, or necessarily a good use of students' time. And Spanish is so important, and cutting it entirely before we've really had the ability to. Look at creative solutions with more support from the district. I think is, um…. A little premature, and I would also say that, given McKinley's population, we're a diverse school. And cutting Spanish and deprioritizing it from. Students' development when so many other parts of our school are bilingual and bicultural. Also, just feels… wrong. Um, I was formerly on the TIDE committee. Way back, pre-pandemic, and back then we talked about, you know, what could we do to really. Elevate the importance of Spanish language. Academically and socially the same way that is expected of English language learners. And we'd
014really like to get back to a culture where. Spanish language instruction is prioritized at McKinley. We also have a new principal, who I believe is herself bilingual, and will bring, um, an amazing skill set and asset to our community. So, I urge everyone to continue looking for creative solutions and changes. To the current Spanish program at McKinley in order to preserve and improve upon it. Thank you. Thank you very much. Uh, is there anybody else that would like to speak to the public hearing on the Petalumic Accelerated Charter School, who did not? So, just eventually, you just have to fill out one of these, but you can do it later. So, my name is Ted Sprague, my daughter is going to be joining PACS as a 7th grader coming from Meadows School. And…. I don't
015have all of the information. Somebody alluded to some issues with a previous teacher. Uh, or a current teacher that created. A difficult learning environment. Um, and it seems to me that we are eliminating a vital course of curriculum because a single person can't teach to that curriculum. And for me, as an incoming. Parent, we chose. Packs, because it had a Spanish program. Um, if we had known up front that that program might get eliminated. We might have gone to Kenilworth or one of the other schools. And it just seems like…. While the problem may be real. The solution isn't the right solution to address the problem. It seems like there needs to be more thought into. What the root cause of the problem is, and address the root cause, rather than the symptoms. Thank you.
016Thank you. Anybody else would like to contribute? Okay, the public hearing is closed. Uh, now we have a public hearing. On the 2024-2027. Lcap. I did. Something happened. I had to talk. No comments on the LCAP? Going forward. Okay? I close the public hearing. On the OTAP. And now we have special recognitions, reports, and presentations. Our first up is the introduction of the new principal at Grant Elementary School. Jason. Thank you. I'd like to invite Christy McCullough to come forward. Thank you. So, Petaluma City Schools is thrilled to announce the appointment of Christy McCullough as the new Principal of Grant Elementary School, beginning in the 25-26 school year. Ms. Mccullough brings more than 15 years' experience in elementary education. And is known for her inclusive leadership, deep commitment to student voice, and ability to build
017thriving school cultures rooted in connection and belonging. Ms. Mccullough most recently served as a principal of Chanel Valley Academy, a newly chartered. Tk6 Public School, and before that, she led a K-8 charter school, both in the Ukiah Unified School District. And these schools, she implemented innovative systems that focused on equity, whole child development. And academic excellence. She holds a master's degree in educational leadership and administrative services credential, and a multiple subject teaching credential with an early childhood emphasis, all from Sonoma State University. Throughout her career, Ms. Mccullough has built systems that promote inquiry. Creativity and a growth mindset. She is trained and certified in social-emotional learning. Project-based learning, and the community schools model. And the community engagement initiative. Ms. Mccullough's leadership is grounded in shared vision, real-world learning, and a whole child, whole-family approach. Known
018affectionately by students and families as Ms. Mack, Christy lives in Sebastopol with her husband Jim, horse Max, and enjoys trail running at Helen Putnam Park. She's a proud mother of two grown children, Caspian and Satori, and values time with friends and community, like the grant community, she believes that every child is a promise and a possibility. Ms. Mccullough shared, it's a privilege to join a school community and district that is so clearly student-centered. I'm honored to contribute to the tradition of excellence at Grants Elementary School and to represent Petaluma City Schools. I look forward to building meaningful relationships, safe and supportive learning environments, and a connected, joyful school community. Please join us in welcoming Ms. Mccullough to the Petaluma City Schools family. Thank you so much, um, Trustees, district staff, and community members. I'm truly
019grateful for the opportunity to serve as principal and join the grant community. Um, I look forward to bringing stability and consistency, and to continuing the work that reflects the heart and excellence already at Grant. At the Grant School. So, thank you so much, and I look forward to getting started. Thank you. Uh, now we have the introduction of the new principal at McKinley Elementary and Petaluma Accelerated Charter School. Thank you. We'd like to invite Patricia Donahue to come up. Petaluma City Schools is proud to announce the appointment of Latricia Donahue as the new principal of McKinley Elementary School in Petaluma Accelerated Charter School, beginning in the 25-26 school year. Ms. Donahue brings over 25 years of experience in education with a deep commitment to student success, community connection, and inclusive leadership. Ms. Donahue's journey in
020education began as a Spanish and electives teacher, and evolved into various leadership roles, where she consistently championed. Innovation, equity, and student empowerment. She holds a Bachelor's of Science in Education from the University of Central Florida, a master's degree in education, media design, and Instructional Technology from Full Sail University. And a second master's degree in school administration from CSU Stanislaus. Born into an Air Force military family, Ms. Donahue spent much of her childhood in countries such as Germany, England, Italy, and Western Asia. These early experiences taught her the value of empathy, cultural exchange, and human connection. Which are lessons that continue to inform her leadership philosophy. I learned that most strangers are friends you haven't met, she shares. This perspective allows me to listen deeply, especially during challenging moments. And to build bridges between people. Ms.
021Donahue is passionate about creating learning environments where every student feels inspired and confident in their potential. She shared, all students have the power to be amazing successes. It's our job as educators to help them imagine a brighter future and to know, without question. That they are smart enough to achieve it. A proud mother of two amazing, independent, happy, and healthy human beings, Latricia enjoys gardening. Reading, dancing, traveling, and building connections within our community. She steps into her new role at McKinley Packs. She is eager to collaborate with staff, students, and families to shape a future grounded in academic excellence. Innovation, and joy. Please join us in welcoming Ms. Donahue to the Petaluma City Schools family. Thank you so much. I'm honored to be here, and I'm just excited to get started and start making those
022connections and memories with the. With the staff, with the community, and um…. My new family, so thank you. Fast friends. Um, hey, thank you, welcome! Uh, so now we have comments from the public on special recognition reports. Presentations and non-agendized items. I have no…. Um… comment cards, does anybody want to speak to a non-agendized item now? Okay, moving on. Uh, adoption and approval of the agenda. I need a motion. I move to adopt and approve the agenda. I second. All those in favor? Aye. All those opposed? All right, the motion passes. Report on activities and correspondence of school board members. Um, we… several of us went to the Adults Education graduation last night, um…. On the playground at, uh, Valley Vista, and it was…. Amazing, as always. It's just a great…. A great achievement for
023those students. And then, uh, does anybody else… did anybody else do, uh, an activity that they would like to mention? I just wanted to add that at the graduation yesterday for Adult Ed, it was the highest number of HiSET takers that they had ever had in the history of Petaluma Adult School, which is pretty exciting. Yeah. I went to a couple Juneteenth activities, and it was just. People are always excited to see someone from the district there, and I saw, um, some of our other. School employees at some of the events as well, so yeah, it was good. Very good, thank you. All right, it was, you know. There was no school, so we still did things. Um, so now we have comments from the public on consent items. This is for the consent agenda.
024All right, seeing none, I need a motion for the approval of the consent agenda by Consolidated Motion. Go for it. I move to approve the consent agenda by Consolidated Motion. I'll second. Any discussion? Okay. Yeah. Yes? I have a couple questions on the contracts. Um, first of all, there was a… oh god, I gotta find it now. Um, there's a partnership for. That's only going to be at…. Casa Grande…. Is it the fox? The nurse? It's, um… well, actually, I had two questions about that. But it was, uh…. Not finding it. Um…. I'm not seeing the con…. It was… it was a vaping cessation. Piece, and uh…. The nursing piece. And one of them's only at CASA. And I was wondering why. And then, um…. For the nursing piece, uh…. How do students get into
025that program? Great, so the contract, um, for the nursing is with the Fox Pacific Academy. And that is to provide instruction for our nurse assistant program, which is one of our CTE programs through Casa Grande. Of such, got it. And then for the… I'm guessing your… the second one is the Northern California Center for Wellbeing, which is the. Project True Friday Night Live Program in Youth Vaping Sensation. Yes. That is part of… that is an annual contract, which is part of our 2Pay. Grant. Oh, okay. Thank you. Great, thank you. Any other questions? All right, we have a motion on the floor. All those in favor? Aye. Can you post? Thanks. We have approved the consent agenda. Now, we have comments from the public on action items. All right, we will go on to our
026first action item. Um, 15…. 0.2, 0.1, approval of resolution 2425-65. Of the Board of Education, of Petaluma City, and Petaluma Joint Union High School Districts. Regarding the authorized designated personnel. To sign contract and agreement documents. For fiscal year 2025-26. I move to approve. I second. Any… can you kind of… It's an annual item for, um, district signers. It's the superintendent, myself, and the deputy superintendent. Uh, the motion is on the floor. All those in favor? Any opposed? Motion passes. Now, we have 15.2.2 approval of resolution 2425-66. Of the Board of Education at Petaluma City Elementary, and Petaluma Joint Union High School Districts. Of the County of Sonoma, State of California, appointment member, and alternate to Redwood Empire Schools Insurance Group. I move to approve. I second. Amanda? This is an annual item that, um, puts
027the CBO as the person authorized. For Resig, which is our insurance JPA, and lists the superintendent as the second person. Very good. All those in favor? Aye. Any opposed? All right, um, the motion passes. 15.2.3 approval of the lease. Leaseback Contractor Selection. For Mary Collins' new classroom building. Yeah. I move to approve. I second. Amanda? Sorry, almost… I was excited, I almost just started talking. So, yeah, um, I'm super excited to bring, um, this project forward tonight. We went through an RFP process for a lease-leaseback for the Mary Collins Cherry Valley New Classroom. And we had 13 submissions. Um, we were hopeful for 6, so the fact that we had 13, we ended up having to go through. Two rounds of interviews, and then the selection was made for core construction, and we have a
028couple of representatives here this evening. You guys want to stand up? Thank you. Exciting! Yeah, so, um, this, if approved by the board tonight, this will start the pre-construction of the new building. Any comment? Any comments from anybody? Well, thank you. Congratulations! Thank you, Amanda, this is great. Yes, it is. Okay, and uh… so we have a motion on the floor. All those in favor? Hi. Any posts? Okay. Yay! Uh, the motion passes. Uh, now, approval of energy… uh, sorry, 15.2.4. Approval of energy services agreement with Climate Tech for…. District-wide energy conservation measures. Um, I had a couple of questions that, um, I had sent to Amanda earlier. Um, one of them was, how does this overlap with the contract with our master. Facilities Master Plan. And then also, is it really no money? So
029anyway, she responded, and I thought that that would be great for. To hear tonight. Yeah, great. So, um, I'll touch really quick. We also issued an RFPQ for Energy Management Services. And of this, we've received 4 submissions, which we were super excited about, again, 4 is a lot for these type of services, and. We held interviews in Climate Tech, who Amber is here this evening from Climate Tech, was selected. Um, the question about the facilities master plan is. Through the Facilities Master Plan, we have a. Broad infrastructure system for HVAC and lighting and the current solar. But what this… this contract will do will be, um, specific true site assessments on. Um, potential energy savings, solar, battery backups, HVAC, lighting, and, um. Yes, it is, um, the current contract that is being approved by the
030board is at no cost. So what this contract allows is for Climate Tech to come in and do single-site assessments, um, overall of all of our facilities. And then that report will come back to the board, and if the board. Decides to move forward with any of the projects in conj… like, it will be added along with our Facilities Master Plan. Part of our bond implementation plan, then Climate Tech, um, if we move forward with that. They would receive a 5% fee. Per, um, project. So, just depending on what we decide to use. And this is Bond. Yes. Thank you, really a lot. I know that it took a lot for you. That's my question. Does anybody else have any comments? Yeah, okay. Okay, thank you. Um, that, oh, we need a motion. I move
031to approve. I second. All those in favor? Aye. Any opposed? Motion passes. Thank you, and thank you. Sure, we'll be seeing you. Um, and now we have, uh, 15.2.5 approval of the 2024-25 confidential employee. Ab1200, and salary schedule. I move to approve. Alright, second. Amanda. All right, this evening, um, Jason and myself bring forward the AB1200 and salary schedules for our confidential employees. The salary increase reflects the 2.12 increase that was given on the salary schedule for CSEA. And along with that, um, they will be getting the…. Insurance increase. And this will be retroed back to July 1. Oh. That's great. Wonderful. Okay, we have a motion on the floor. All those in favor? Aye. Any opposed? Motion passes! Thank you. Okay, and now we have, uh, 15.3. Overnight field trip requests. Yeah, so Pelham
032High School is requesting approval for an overnight field trip for their yearbook class. It's a workshop down in San Diego, where students, um. Get a little bit deeper into the… the…. Um, the yearbook kind of course, and the 21st Century Learning, as well as production and best practices around school yearbooks. Uh, and they're just requesting approval for that camp. I just appreciate the breakdown, the new field trip form, so… I know, it's like, that's exactly what we've been looking for this time. Yeah, it's perfect. Got it. Thank you. I think we finally have it. And the next… and July board meeting, we'll bring forward the updated board policy on fees. Which is $32.60, uh, and hopefully that will help also clarify for schools and us. What can be charged and not be charged for students.
033Very good, thank you. Okay, um, do we have a… I move to approve the overnight field trip request. I second. All those in favor? Aye. Any opposed? Motion passes. Great yearbook! Um, so now we have 15…. 0.3… no.4, 0.1. Approval of board policy 5131.8, Mobile…. Communication devices. So, as Mariel said, you're doing it, Tony? Yes, there's one of those in here. However, this is just a second read. If there's any particular questions or comments, this, um. Board policies pulled partly from CSBA as well as from input from the committee. Um, I don't think there was much, uh, changes around this, unless there… unless I had missed something. I did ask, um, Esmeralda about. There was nothing in there about when students are. At lunch, um, or off campus, or on field trips that are school-related,
034and she said this was…. Overbroad, and that within the next year, they would be working on those. Details. Correct, so I believe that, um, um…. Next year, uh, there's limited use for non-instructional time. Students are allowed to use that for things like lunch and maybe filters when they're non-instructional. But the following year, in July 2026, that's when there is no, um, use of it, uh. At all, except for the… what's allowable under. Um, um, in cases of emergencies, or if a, you know, administrator grants permission under certain conditions, obviously a student has an IEP that requires it, or a licensed physician. It also puts in a recommendation for it. But otherwise, um, um, for next year, there will be allowable use during non-instructional time. Although, I think it's really, really important for students to have
035their cell phone when they're off campus. In case something happens. Yes, and I believe they are allowed to have their cell phones. We have nothing in the language that states that they'll be taken as of yet. I'm assuming that's something we'll continue to work on next year when the committee meets and kind of refines maybe a little bit of the language to make some of those things clear. But as it's written now, there's no…. Language that says students will be… that their phones will be taken, just that they cannot use them during instructional time. Yeah, I had, um, questions and concerns along the same lines as Ellen. Um, it's just still really broad, so I was hoping that there'd be more clarity when… because I know this is the board policy, but when the AR
036is brought, that that will have more in there, because it still doesn't address. When students are using their own devices. Um, if they're using our one-to-one tech, then they can't text. 30 minutes. And each other during class? Or go on Pinterest? No, no, there's kids doing Instagram? Lululemon.com? You know, all those things during class. That they could be doing on their bones? Right? Or their iPads, so I think that needs to be addressed, and I don't know, then…. Okay, I'm getting into future business, so I'll pause right there and say that. So I'm just hoping that we'll have, um. More… I guess, more concrete about what this is gonna look like. For the upcoming school year. I… yeah, I'll follow up. Again, there still seems to be… I am concerned about, uh. The…. I would
037say, like, how a violation of this policy will be treated, um, at each school, um, and in each classroom, and with. You know, different students. I mean, there are…. I think some of the stuff is ill-defined. Um, for example, there is a line. Where it says, shall not be used in any manner which infringes on the privacy rights of any other person. And that, you know, pretty much bans all, you know, photos, videos at school, which I think is. Roughly appropriate, but I think students, you know, during this year will still be. Taking photos, so, like, at any given time. They could be, you know, in violation of this policy. Uh, so what does that mean? How do we, um, communicate that to the parents and students? So that's just one example, and my colleagues
038have mentioned others. So, um, and I think some of those fall under certain ed code around discipline, and it may fall under a different policy around discipline about social media use and how that might, um. Um, and how that might be disciplined, and maybe that needs to be clarified further within this board policy as well, maybe within the AR. Um, the board can decide not to, um…. Not to approve or, you know, wait or delay or wait for further information before. We move forward with it, if the board chooses. Um, I was on the cell phone committee, and a lot of that. That Ryan brought up, we talked about, um…. And trying to make…. It uniforms, so one teacher is like, oh, I don't really care, and another teacher's…. So we talked about all that,
039and, um, that will be part of the AR. So then, um, the AR would cover a lot of these concerns that we. I have now. Okay, and so then we could…. Pass this tonight as… as our board policy. And then when we get to the AR, we can make sure that all these other things are in there. Is that my understanding? Correct. Okay. Does that satisfy you, Brian? Uh, what's the timeline on the AR? We could… I would imagine at their earliest is July, but it would. To… might depend on whether or not the cell phone committee needs to get together to finalize anything that they might be… have been working on. I don't know if, uh…. Oh, that's true. So it might. Might be August as the earliest. That'll be something that'll be discussed
040as soon as the cell phone committee can meet, which they're not going to do over the summer. So, we ran into this issue before when we…. Like, because usually we have a BP and an AR at the same time, and so the last time we had just the VP was the transportation policy. And then the AR followed later. And that, you know, caused a lot of confusion and, um, disruption and things, and so I would just hope that the sooner the better. I mean, if it was already discussed in the cell phone policy, and then if there's already, like. Language and CSBA for the AR, I would just hope that we could get it as soon as possible, so that we could also get it out to sites and to administrators and teachers and staff
041so that they know how to implement this. New policy, because it's going to be a big change. For the high schoolers? Uh, yeah, and I mean, you took the words out of my mouth. I mean, I think that, uh, this needs to be, like, effectively communicated. We have to go through some, like, most common scenarios where. Discipline or, uh, I would say, like, you know, student issues were raised. Last year, we worked with the counselors, and, like, again. I'm sure that cell phone policy, I'm coming late in the game in this, so I'm sorry if, uh…. You know, this has been discussed, or you are, you know, ready to rock, but as of this moment, I am… I'm too… I'm very concerned on that we will not… if it's August 18th. You know, that's, you
042know, school has started, and, like, there's a lot of things going on, so we'll get…. Lost, and then we'll have unequal treatment, unequal enforcement. Confusion, um, and, uh, you know, again, potentially some parents thinking that cell phones are banned, some students, some teachers, and it's just…. I think we are setting ourselves up for a lot of miscommunication if we wait to August 18. Although it was stated that this is…. The policy for just…. 25, 26. And that the AR would follow from there. I mean, I have no…. No dog in this fight, I don't care. I mean, we can vote on it or not. But I'm just trying to clarify some of the stuff that came up. Within the discussion of the cell phone committee. So…. I'm just looking at a communication from Esmeralda, um,
043when…. Trustee Webster asked that question, and. She knows, she basically wrote the board policy is intentionally broad and based on CSBA model during the 25-26 school year. We'll focus on creating the implementation plan. So it's not going to be ready in July or August. From my read of this. Um, we'll be working on the logistics for off-campus lunch, 11th and 12th grade students, as well as guidelines for extracurricular activities. Our high schools will collaborate to develop a more detailed plan, which will be included in their, um. Respective student handbooks once finalized and ready for launch in 26-27. So I just want to be clear that this isn't something, in my estimation. These details are going to take more time to work out, because. There's going to be communication with the cell phone committee, with the
044site administrators. Um, with those folks involved. That's my understanding of it, but unless, Tony, there might be a different understanding, but that's what I'm taking away from it. Um, maybe I can, uh, to bring this up, how does this policy. Change with our current policy. Right now, besides, like, the timeline for 26-27, but, like, right now, this is roughly, and again, high level, I'm sure there's some small nuances, but high level. We have already banned cell phones at her middle schools and grade schools. And we already…. Ban cell phones during classroom time? It might depend on the school. I know, for example, the alternative eds have. Their own policies around cell phone use. Um, but I think at the comprehensive schools, it might be a little different, so we'd have to kind of dive into
045exactly what that might look like at the comprehensive sites. So, you know, well, there's just not, um…. I think… Oh, I'm sorry. Joanna, you already started. Joanna was about to speak. Well, I was just wondering, okay, so our next board meeting…. In July is on the 22nd. Can we at least have, like, a draft of an AR then? Because…. I feel like we do need to pass this policy, it's just my opinion. My one vote. We do need to pass the policy, but I also want to know if we can have, like. And because we know that the ARs, even this is a living document, so even if we have some type of, like, framework. Of what's… of how we're gonna move forward. Um… it just feels confusing if we're, like, changing…. The dynamics of
046the policy, which each, you know, cell phone committee meeting that meets every month. That's really hard, um, if that's what the plan is. I don't… that's as, like, a…. School employee, I wouldn't like that. To think, like, this is what it was in August, and now it's October, and it's this. Um, it was just be nice to have something to, like, initially start with to see if that's working, and then, like, use the continuous improvement model and continue changing. As we're going along, but I don't want to just have nothing at the start of the school year. Yeah. So if she's gonna be back before the 22nd, at least if we can get. Some type of draft. So, we, like, think of it as more like a preliminary implementation plan, rather than the AR. That
047would go into the AR. Is that possible to do that? And then we would have those points that have been brought up? That need to be in the AR. Um, but have it called, like, an implementation plan or preliminary plan. Is that possible? Just so that we have something, and bring it forward for that meeting in July. I agree, I don't think. We want to go into August without having some kind of teeth in this. I think Tale. I think the biggest reason behind… behind this is to get…. Equal enforcement in classrooms. Um, because that was brought up a lot. Was that every teacher's different. You know, every school's different. What is Petaluma High do that's different from CASA. But that was talked about the first cell phone committee, because I was on the committee
048the year before. Yeah. I don't even know what year it was. So I was on the year before, and we talked about… that was, like, the first thing, was we talked about what each high school is doing, what each secondary school, and the elementary schools. So I feel like that is already out there, but now is the time for us to be like, okay, this is. And we're going to move forward. I mean, we already know all those things. I just don't want folks on the first day of school to be like. What is this? How is this… how is this different? Yeah. I absolutely agree, because, I mean, again, how I read it is, like, again, all photos are banned at school now. Like, that that is, you know, and they're, like, you can
049have, like, interpretations of this. Um, uh, you can, uh, I just do not want to see, again, uh. You know, enforcement at different levels are, again, miscommunication with parents and staff. Um, that's a huge headline. And so when it's just ambiguous, and when we cannot send out. Clear and specific guidelines and consequences for breaking, uh, these guidelines, then I'm not comfortable with moving forward at this moment in time, because it still is on the books as our policies. Go ahead, Tony. So, we currently don't have any policies around this, because this is fairly new. So if, um, if there's no approval of this, then there's… we'll just be operating without any kind of policy. That might be something to consider. And there's nothing to enforce. Correct. Yeah. What about if we…. Table this until the
050July meeting. And then bring that back forward with, like, a preliminary plan. Or do we want to get this done now, and then…. We need some sort of… We need something now. I would be comfortable, yeah, I would be comfortable with us doing it in July. Matthew will be back then, and if Esmeralda is not back. Right when he is, then he can start working on it. Sorry, Matthew, wherever you are, you guys are working on that. Ar, you know, because, yeah, I…. Feel like we have that. Well, and also…. This is a preliminary plan, and the implementation. Of the full plan would be the 26-27. School year. So that's…. In that sense, it's overly broad. Um. According to the state, we have to have something, like. 2026. Um…. So, I'm not… I'm not really
051sure. I mean, I appreciate all these questions, I think they're great. Um, so I'm not…. To be honest, I'm not really sure how to proceed at this point. I'll move to table the policy until the next meeting, or the July meeting, not till Thursday. I second. Until July, okay? All right, any further discussion before we vote? I just want to point a clarification on the…. Move over the motion, uh, is this the next, uh, the meeting we have scheduled, next regular meeting in July 22nd? Mm-hmm. Okay. Yeah, so it'd be…. Three weeks before school starts, somewhere around there. The year-rounds would have started already, yes. The year-round, but they're elementary. Correct. Oh, and Cary Valley, okay, but…. Cell phones are already…. Not allowed at all at elementary and…. Middle or junior high, so…. Okay, we
052have a motion on the floor. All those in favor? Aye. Any opposed? Okay, so we are tabling the approval of Board Policy 5131.8, mobile…. Communication devices until the meeting on July 22nd. Very good, thank you. And thank you, Tony. All right, um, comments on… from the public on discussion and information items? Seeing none, I've heard this. Because I noticed the caps, I just don't know… Yeah, yeah, yeah. Um, it's listed right as a discussion. As a discussion. It's not being passed tonight. We're not doing an actual discussion about it. But if we want to say another thing, we have to say it verse. Yes. Yes. You have one? Yeah, you just have to give me another copy. There are no two rights. Thank you. I'm new to this. You're welcome. You know, that's why, actually,
053we put it as discussion, is so that we could get more input and also have us. Have the ability to talk about it also. Okay. So, and is it… is it still 3 minutes? It's still 3 minutes. Okay, well…. I'm Susie, you're like a new person? I am. So, earlier I shared why I support the proposed charter amendment, but I want to take a moment to offer an alternative solution if the board. Ultimately decides to approve. Decides not to approve that recommendation. If Spanish remains part of the PACS curriculum next year, I believe we need to. Continue to face this hard and honest truth. That we simply do not have the infrastructure right now, whether staff scheduling or student confidence. To make it…. To make it work. And if we try to force it without
054a sustainable plan, we are risking putting students through yet another year of frustration. I believe we might have a solution worth exploring. Santa Rosa Junior College offers a middle school special enrollment. Program that allows 7th and 8th graders to take one college-level course per semester. Completely tuition-free. This includes Spanish 1. Which is offered online. Taught by experienced faculty and aligned with both high school and college expectations. This could be an option for some of the students at PACS and families who want this meaningful language experience. And we would hope that we could trust. We could trust in the junior college. To deliver academic value. And at the same time, it could relieve the pressure of PACs to deliver a course that may not have the resources to staff confidently. This fall. This isn't about outsourcing
055our responsibilities as a school. This is about buying us some time. Time to recruit the right teacher, time to rebuild student trust, time to create a Spanish program that students actually feel excited to be a part of. A formal or informal partnership between PACS and SRJC could help us pilot this option. Perhaps PACs could support students. With applications or create a study period during the school day for those enrolled. Of course, this might not work for everyone, but for those who are serious about continuing Spanish, it would be a real rigorous path forward. We all want students to feel like their time is being used wisely. That they're being challenged, and that…. They're supported. If we can't offer that in-house right now, we should… we shouldn't…. Continue to try to pretend otherwise. Let's be honest
056and let's be flexible. Thanks again for your time. And your openness. Thank you. That's great. Anybody else that'd like to speak? We speak. In a minute. Okay. Uh, this is a discussion? Ellen. Well, I totally agree about the value of Spanish, um, but 55 minutes twice a week. Is not going to help students go into Spanish 2 at the high school. At the… at the junior highs, they are…. What, 2 or 3 times a week, depending upon if it's an 8, A, or a B day. So they're getting…. Enough Spanish taught by…. Great teachers to then give them the opportunity to be able to go into Spanish 2 when they hit the high school. From my understanding, is that…. The students that currently take Spanish at PACS, when they go into the high school. Cannot…
057are in Spanish 1 anyway. So… and also, in office hours, I heard a lot of complaints about Spanish. So, you know, I love the idea. Of exploring the junior college, um, because then they'd be getting enough Spanish weekly. To be able to take Spanish 2 when they get to high school. So that's my two cents. So the… my… I have a rising 8th grader who's taking ASL right now through the JC. It's really hard. It's a lot of work. And that's not conjugating, listening, speaking. It's learning signs. And it is another language, and it's a lot, and it's them starting their college… they're starting their college transcripts. We also don't have a current MOU with the JC, we don't know if they even have space for enough kids in those classes. I mean, you know,
058Caitlin, those classes fill up like this. So that could be something we could potentially explore with Ed Services at another point, but I don't know about for this. Coming semester. And because of all the implications with. Middle schoolers. I mean, it took two weeks for the JC to even sign off on her even being able to take the class. They have to evaluate every single kid's. Application with our middle school. There's a hold put on their account, so there are, um, complications with that. So I just wanted to speak to that point. Thank you. I know that Tony, Maddie, Luann, and I had a good conversation when we were doing a gender review and figuring out if we wanted this to be a discussion item or an action item. And I think it was Tony's
059idea of…. Working with Edgenuity to offer… have a Spanish offering for the next year that people could take. Kind of during study skills, and the core teachers wouldn't need to know Spanish. It would… the teachers would be there to support with the logistics. Of the program, but they'd be getting Spanish from a Spanish teacher through Edgenuity. Can you talk a little bit more about that? Yeah, essentially, Edgenuity is our, um, district-approved, um. Credit recovery program, but they do also offer world languages. Uc-approved world language, so they're UC and CSU approved. Courses, as well, as I believe, have what they call independent study, um, courses where they would be a credentialed teacher online that would. You know, connect with them once a week or so. Um, to tutor or to help support their language, um, development.
060Regardless of where they're at, so there's, um… for a new beginning. Um, students who are learning a new language, it's a great course that they could take independently, um, during maybe. Course the time. Um, and then maybe the 8th grade year, they do the JC course, depending on what that might look like. Various options that we could explore. Of course, there's logistical things that we would have to look at, but that's a program that we already have, and we already offer at sites, so it's something that. Could be explored as an option, um…. If the other options are not feasible. Is this developmentally… developmentally appropriate for middle schoolers? Because I know we have it at the high school right now. Um, I will have to check, um…. I believe they have a. A…. Junior high
061or middle school. Offering for ingenuity, but I have to see if…. If the course is kind of, um, scaled down for. Junior high student type students. So, I have a question for Susie. And Tony, if you know whether this, um, alternative, the Santa Rosa JC. That you were… class that you were talking about, you said it was for 7th and 8th graders? Or it's just open…. Is just finished one, and that it could possibly be available for. They have a program. Is it a two-year program, then, or two-semester? So, I'm gonna put 8 on the ground. One of the students, an 8th grader, did take this year. He won't have a student do it this year, um, and it was…. Process that Joanna spoke of, who I helped fill out paperwork and wrote letters of
062recommendation, and. This student has… you have to prove that you're capable of taking. And you have the support at home. To take a college loan course. Yeah. Like, they won't let…. I mean, every student join. Um, so I had to, like, write alarm for them. To say that the law is going to be a good mom in this course, and the student is capable of taking the course. Um, and they actually took it during our regular Spanish course. Um, when we were doing another program, 215 program. Online program. Was it Apex? Apex? Oh, oh, you mean at the other junior high? Yeah. Um, yes, yes. I don't think it's the one you were describing…. Ingenuity, yeah. This were…. To advance for. Our regular Spanish program, we're able to take this online program. Um, and that
063did work. We had to pull them out. The hard part was, um…. They're the Spanish teacher was still… our Spanish teacher, the past one, was still responsible for their grades in ARIES. Because back to computers…. Program, couldn't access the grading piece of it. Um, but I do, I mean, I've watched it quite a few times, and kids enjoyed that. I believe the student that took the Spanish at the JC took it for one semester. Because the first semester took so long to get them enrolled into it, that he started. They're starting Sprint Special. I think he's all sorry. He is also very fluent in Spanish. But all JC language courses are one semester, so it's almost four times as fast as it would be. For, like, at Kenilworth, yeah. So much paperwork, and…. And that's
064another equity issue of needing parental involvement. Right. That's a lot of people. Is it a…. What about conversational Spanish, where they learn just, you know, like, basic. Uh, over a two-year period. So, I mean, we've had…. Conversational Spanish before we…. Adopted the curriculum of continuing to teach. Um, and I believe that was probably…. Two, three years ago, maybe? Then we finally got curriculum that the…. June and the kids are actually teaching. Um, so we've had it beforehand. But I… I would not. The outcomes were about the same in terms of getting into Spanish 2? It's also hard to have 6 teachers in 10 years. Get any momentum going in the program? Um, with the curriculum or program, or competition. Yeah, it's just… it's a… it's a toughie. You know, it's, uh, I agree with…. The
065speaker about that this is an accelerated program, and to not have Spanish. Language and the value of world languages is…. Well, and I just think about, like, the timing. There's, like, less than 2 months before school starts, and I think, like, if we were having an issue with bands. Like, if Sean Millard was like, look, these kids are not coming prepared to CASA, we wouldn't be like, no more band. Right? We would find a way to increase the minutes, to do something. So that the students, when they went to CASA, were ready for intermediate or advanced band. We wouldn't just take it out. Um, and…. And I just feel like we're being rushed into this decision. Again, it's June. And I think about the other things that we waited on, and we actually had more
066time, like. Rs… the changes to RSP, the bell schedule, ethnic studies, all of those were delayed at least a year. Because we felt like we were rushed and they were not brought to us in June. And so I would just like us to explore more options. I spoke with… someone brought up, uh, looking at other junior highs. I ended up speaking with a parent. From Cherry Valley, actually, who heard about. About this, and he was like, I wish we had Spanish at Cherry Valley. I mean, there's people wanting more language, they want their students. To have more access to language. We look at the changing landscape of how people brought up the changing landscape of our town. And our district to, like, take Spanish out completely, especially when it's been eliminated in the lower grades.
067At that school, um…. I'm not comfortable with that as well. And then just thinking about, um… so we take Spanish out, how are we going to meet the cultural needs? Of the students who are coming, and also the ones who maybe have gone to other schools who haven't had much interaction with people from. Cultures that speak Spanish. I want us to have more instead of less. And so, I don't know if eliminating. Spanish is the best option, instead of making a way to…. Um, to increase the meeting… the minutes, or… like you're saying, maybe change it to conversational or something, so at least that the access is still there. I mean, we have parents here who…. Chose the school for that reason. I mean, if your kids go to Meadow, I mean, I know, because
068I live in that neighborhood too, they could just be walking to Kenilworth, but they're making a choice to drive across town to go. To that school, and that's one of the reasons why they were choosing, and that's why, you know, we want to have lots of diverse options. And so I don't want to, at the last minute, just, um…. Just do away with it. Is there a teacher now. A Spanish teacher now. That is…. I mean, what's the… the…. So, Ellen, sorry, real quick, can we direct that comment? That's actually one of the things I want to talk… I mean, Jason, where we are… where are we at for the hiring in this position? Um…. Is it open or closed? It's not open right now, we just moved the teacher that, um, we were sharing
069a teacher between CASA and McKinley, and they were. 80% at CASA and 20% at McKinley, and they were just moved fully, like. The sections that CASA opened up, so we have that teacher solely at CASA right now. So we don't have the .2. Billed for McKinley at this time. Right. Is it open? No, it's not open yet. Um…. Second question is…. Uh, is there, uh, any ability to add an additional. 50-minute periods per week. To, uh, PAX to, I would say, like. Have equivalent. Last week, and you know, I don't… we haven't asked Tony, but, like, you know, we… our last conversation, we asked about, like, the equivalent minutes between the two… between the middle schools, um, in Spanish. Uh, the number of folks that do. Go into Spanish 2, or continue, or just move
070into Spanish 1. So, I'd be interested in hearing those numbers, but first, Jason, is there an ability. Uh, to add a 50-minute period, uh, to PACs, uh, to get in that. You know, extra, like, I think the equivalent, roughly the equivalent time for Spanish, or…. Um, is that…. So, that. The part of your question that you're asking, like, could we staff that? Yeah, we could staff that, but the bigger…. Part of that question, I think, is a programmatic one that you would ask Tony, is how does… how do you… how do you fit that in with the instructional minutes? Like, how does that…. Match up with the instructional minute requirements for the students at PACS. Um, so… because that… when I hear that question, that's what I'm hearing is. How do we fit that in
071with everything else? Is it even a…. Possibility, or, like, do we have, like, MOU with our, you know, labor partners? Like, no way, like, that's, like, at all possible, or…. Because I think at PAX, there's a short Wednesday? Is that right? That's it, everybody. Yes. Are you asking, I just want to make sure, maybe we're asking the same question about, um…. Like, the instructional minutes? Right. Like, why…. Why? Do we have to keep it at 55? Can we increase it? It does seem that…. Right now, this last year, there was just… there was not enough instructional minutes. For Spanish. I think that is… It's always been…. I think that is a fact. And we are setting up our…. Uh, so… I'm sorry, can… Can you finish? Do you mind? Uh, okay, so, um, I just
072say, I just want to finish up just saying, like, I think we are setting up our students to struggle in this. Uh, and down instructional minutes for Spanish right now. At PACS, so, um…. Tony, I'd like just to continue to hear from you on, like, how does PAX compare to the other middle schools, and…. Before, Tony, I'm understanding your question a little bit better now. I think if you're talking about the. The… the feasibility of our… increasing our instructional minutes and how that would work with labor partners, is that part of your question? And or just our bus schedule. You know, there's… there are just, like, other things that are… So, I mean, I know I can say one thing, like, our past practice has always been is that at all of our schools, we
073work. To, like, you approve the minutes, and we work with. Um, with our schools and our labor partners to make sure that we are over the minimum requirements, but we also make sure, like, that we're not exponentially over those minimum requirements where we're having people do. Work…. Far more. We want to make sure that we're over the line and we have enough of a cushion so that if something happened on a day, we still have some excess of instructional minutes. So, we do, if you're talking about how do we extend that day, that would be something we need to discuss with our labor partners to extend it. If you're talking about adding 15 minutes with… I thought you were asking, how do we add 15 minutes within the existing day? That would be something I
074was going back to Tony about. How does that work with the rest of existing programming at school? I mean, potentially. I mean, this is just… well, we give…. Discussion. Right, discussion ideas right now, but, like, I do want to, uh, you know, for Tony, like, I just, like, so fundamentally, how does PAX compare to Kenworth and Penelope Jr? So, for example, Peluma Jr. Offers 230 minutes a week of Spanish, so essentially a little more than 4 times what. What PAX offers. Um…. We are discussing this up here right now, so we're not taking comments from the public. You're talking about instructional minutes when you don't even have an open position for an instructor. We may be changing. The… the actual…. Position that we'd be putting forward. So that's why we're discussing it. It would be
075different from 55 minutes. To considering doubling that. So that's why we're… what we're discussing right now. What did… how many minutes…. At the comprehensive junior highs. So, like, for the junior highs, because they're elective courses, they're… so students would choose it, but essentially you have about 4 times as much, um, like, for example, Spanish, than currently at. At PAX. Four times. Yeah. So, if we were to change. We would have to change the structure of how PACS operates, and they could probably speak to that a little bit better, since they…. They kind of know their schedules and how those things work. Um, but in the other data that you were asking about how many students went on to Spanish 2, so for example, in 20… in this current year, uh. 21 students, uh…. At PAX,
076um, 16 of them took Spanish 1, and 5 of them took. Spanish, too. The previous year, in 2023, 2024, it was 14 students. I went to our high schools that were in Paxton 11 took Spanish 1. And three, took Spanish 2, and the previous year, it was 19. In 2022, 2023, it was 19 students. 9 took, um, Spanish 1 and 10 took Spanish 2, and that might be…. When McKinley had Spanish 1 through 6, and those kids matriculated it up, but… Just a point of clarification, I think that it's 55 minutes twice a week. So it adds up to 110, so it's only half, not 24th. Twice as long, yeah. Yeah, okay. Um, I know you guys are eager to chime in and to elaborate on some of that. Sorry, yeah, can I ask, so
077if we're gonna have, uh, you know, just for… It's not, like, just calling out out here, okay. Thank you. So, the…. Minutes for, um, why Pax takes so few, and it's because our kids take 8 classes. The normal… the regular junior highs take 6. So, in order for our kids to get more Spanish minutes. We have to cut two classes. For us to let them take Spanish at the full capacity that they are at the regular junior highs. So the other junior highs take 6 classes, our kids take 8. So, our minutes are spread a little bit more thin over our week. Then, at the regular junior high. Um, when we are looking at scheduling. If that makes sense. In terms of the time amount to, like, do Spanish, right, I almost think that it's….
078Like, someone would have to pick to do study…. Skills, or I forget what it's called, that, and band. Or Spanish, like, it would almost be, like. To elective. Options if we want to do Spanish right. That's how I'm feeling. Yes, probably the correct way, yeah. Yeah, so they would take, like, right now, our elective blocks are in the afternoon. So after lunch, they go to…. Pe, band, Spanish, or their electives, and so most of those afternoons are split into two blocks, so…. It's an hour here and an hour there. They go home. Our…. Afternoon is very short. It goes… we don't start our afternoon until 1.20. Because we're on a campus with TK…. 8, and we have to stagger our yard time. Um, and our tiny little cafeteria that's about this big to get 500-plus
079kids through there. Um, so we're the biggest, so we go last at the end of the day, which causes our afternoon blocks to be much shorter. So, I think…. It's a question for you, but also for you, in terms of this being part of the charter. So, I guess part of the issue for me is that this is part of the charter. And that…. Um, it seems like it has a different… should have a different weight. Than an elective. Um, in terms of it being, you know, um, am I making sense that it's… In terms of, like, the allocation of minutes? Yes. Yeah. Yes, that it should have the same as a core class. What is your… what are the minutes for your core classes? Um, sorry, I should be asking… I should be asking.
080I can ask Tony. Yeah, come on, yeah, just for the folks who are online. Excuse me. Well, the music…. The Charter states that the kids will take. Spanish music and another elective. It doesn't state. That they're equal to core classes, I guess. So, um…. But we're talking about cutting it from the… from the charter, which is requiring the Spanish, that's where all of this is coming from, so that's where my issue is. So the core classes, um, have more minutes. So what are the minutes? That's what they're asking? Uh, I think it's, like. We have, like, two more classes from…. 8.35, I'm not the math. Yeah. 8.35 to 1025. To, like, a block, so what is that? Almost 2 hours. It's a little shy of 2 hours. And we do that twice, before lunch. We
081wrote, the kids rotate through the four subjects throughout the week. Um, so it is more. Um…. We've been fighting this battle for a very long time with the afternoons being squished, because all three of them are in the charter. So, we're all for the…. Solutions, the ideas you guys have come up with. Making Spanish optional would…. Be a good one if we can staff it and find a way to do it. Um, I'm the one who makes the schedule every year. I put it in Aries and do all of that. Um, and it's always changing, because we have to change our staff. Almost every year, we've changed… I've had to change the schedule to fit whenever the staff can work, whether it's. Spanish or music or PE. Um, but I do think that. Something that
082hasn't been said about one of the other issues of Spanish is that forcing kids to take a language. Um, versus having buy-in with… where kids want to take Spanish, so the kids at Kenilworth, for example, they choose that. They're not made to take it, they're not made to take woodshop, they're not made to take robotics, they get to choose their elective. Um, and so I think that we might find more success in…. A Spanish program, if the kids had. Some buy-in, and that they wanted to take it. Same thing with band and any other elective, right? You don't want to…. Make a kid take, um, band, or whatever it is, art. Unless it's something that they really want to do. I think, though, by applying and agreeing to go to PACS. You are buying into
083Spanish, because that's what it says, and that's what it's been for however long. You're also saying that you're gonna take accelerated. Math, accelerating English, you're going to take Spanish, you're gonna… like, that's what it says, and so…. I think that's… that's my resistance, is that's what it's clearly stated, and it says multiple times, I'm looking at this part of the charter, that. It's included in the agenda. It has all types of things around this accelerated course option, so then for us to say that. Actually, we don't want to do this. It feels like we haven't been honest with. The incoming families, or families who chose to send their kids there. Starting back in, uh…. Kindergarten, you know? Um…. Yeah, that… so I think you actually are agreeing to take Spanish if… No, I… I… I….
084I… I think if… if we could have them all take it, and have the…. Minutes that it should have, then I… I think it would be a different conversation, but…. That doesn't exist unless we X music, or we X the other electives, which a lot of kids also come for. So, that's sort of…. We're kind of stuck, so to speak. I'm not seeing the other ones listed in the charter, though. I think that's… that's my…. That's my concern. Like, those are not… I think Spanish is the only thing that's there. It says fifth PE, music, it just says music, it's very general. Student success for Spanish. And it's all listed in there. It is, um… I think it says… And so, I forgot now, because there's been so many. Folks speaking up here, um, talked
085about, should it be given more weight? Should we move minutes? I think it's Caitlin, you were saying, should we move minutes from one thing to another? I don't…. I don't know. But I don't think we should just…. Cut it out. Just my opinion. Okay. All right. Brian? Um, so just, I think, so in sum, I mean, for… I mean, one, it's…. Thanks, staff. Thank you so much for all your work on this, and bringing us different options, and. Laying this out, this is important, because it does seem like this past at least couple years in particular, it hasn't been working for the students. And, uh, it is. You know, we're trying to balance so many different things at the end of the day, you know, thank you to the parents for coming here, um, providing
086your feedback, and…. In opinion, we are trying to, or I am, uh, trying to do the right thing. Uh, so that we have students that are, uh, you know, successful, and we are setting them up. To, uh, again, progress. Um, in high school and move ahead, and, um, you know. Be, you know, as academically successful as they want to be in each area. So…. Um, but, like, from my vantage point, what we're doing right now. Is, like, not working. It seems that we at least need 55 more minutes for Spanish, if not another 11. Um, per week. While, at the same time, it seems like, historically speaking, the student success period is also important. Due to the accelerated nature and. Um, just having more interaction with staff and being able to catch up, or, you
087know, always having, like, you know, teacher hours, or, like, hours, right? So…. I think that's also important, so it's like this… the juggling. So, I just want to let everyone know, like. We… we are, uh, or I hear you. We want to do…. Uh, the right thing for student success, and so, um…. You know, I just think…. What is the next step. Is… is Spanish an elective, so it's in the afternoon? Yes. And so. How does Spanish compare with music as far as…. Choice, as far as kids choosing. Uh, right now… Well, Spanish has always been required. Oh, okay. It's never been optional. Music has…. We've played with being optional at various times, whether it was zero period, after school. Um, and then this last year, everybody took it. It was no longer optional, and
088the very. First four years of… 4 or so years of PACS, it wasn't optional. All kids took some sort of music. Um, McKinley was much smaller then, and we pulled from McKinley's music teachers. Which was easier to do. Um, and then… we lost… Now you're sharing a music teacher. Now you share with, um…. No, I don't bloom out. Hi, I'm a hi. Hi, Junior. Evelyn. Yeah, even this year you did, but not next year. Whatever it was. Yeah. Um, and so…. Now that…. This last year was the first year music was required for the first time in a really long time. Um, and in order to make that work, we had Evelyn and Marimba paired together, but Spanish. Has always been required from. The beginning. But yeah, that's in the afternoon. It is in the
089afternoon. When the other electives, okay. Yeah. So then it, um, it sounds like…. Lunch is part of the problem with increasing the instructional minutes. If we. Move that around in some creative way. Is this a Jason question? No, that's a… I know we have a principal. That's what I'm thinking. You know, I was just thinking that if that is… if that's the roadblock to increasing the amount of minutes for Spanish, it seems like that's really…. A priority that we should look into. I don't know, I have no idea. We have tried. To shorten our lunch. Um…. And we have always gone back, because. Parents don't want the big kids. On the yarn when they're little kids are at lunch or somewhere on the yard. Um, so by the time our big kids go out to
090the yard, all the littles are already. Back in their classrooms. Yeah. Do we have more? Yes, Tony, did you have something? Um, so, I mean, from my point of view, it seems there's…. Not just a staffing issue, but a structural issue, and to…. Provide the kind of Spanish that we may want would require us to structurally change. Um, packs. So really, we think about it, it's one. We either, um, approve them as they have asked to amend their charter. With the caveat of exploring a way to, um. Create a structure that allows… spend the year allowing us to create that structure. We're not approve it, and still spending that year to create a structure where we can. Um, you know, increase and enhance. Uh, ensure better quality of what the PAC's current charter states. Um,
091or some kind of hybrid option, um, that allows, um. You know, students to have that success… that student success course at the same time, options for that Spanish. I think the challenge is. To the timing that we're in right now, for us to change structurally, um, because we don't know what that might ultimately be, and if, if, um. Union, you know, labor conversations need to happen if there are significant structural changes, especially to the working conditions of their staff. Um, as well as, you know, exploring what those minutes might look like. And then what, of course, what would they have to give up if they don't structurally change too much? Um, I think it's not something that we can…. Maybe feasibly do in the next few days, or in the summer. Yeah, so that wouldn't
092be very good. Yeah, Jason. I know that there have been some questions about the… and we talked about it last time, about some of the staffing issues that we've had with Spanish. If we look back historically until 2022, we were employing a full-time Spanish teacher, and that's much easier to. Get somebody that wants a full-time job. When we eliminate, and that person was .6… was 60% at the elementary and 40%. At PACS, and when we eliminated the elim… uh…. The elementary part of it, and we're now looking for a .4. Finding somebody that's wanting to do a .4 in the afternoons every day, you know, or, like, multiple days a week is. Hard, which is why we have. Been relying on trying to pair it up with. Secondary positions so that, like at other schools,
093so this last year, somebody that was a CASA. 60%, and then packs, um, for 40%. So that really is… when we say there's staffing issues, it has to do with the amount and time of day that it fits in. Makes it more challenging than it used to be when we had a full-time person. That was there the whole day and could work around. The individual schedule of the program. So that's the changes and why it's more difficult now than it had been. Maybe in previous years, be from 2022 and earlier. Why was Spanish eliminated from the…. K6. I can't answer that question, I'm sorry. I don't know. So would it be something that we could look into also? So I have two questions. Just fell for that, to…. Reinstitute that Spanish in the…. In the
094elementary, I have no…. That seems like it would be awesome. Um, and, um…. But just look into the feasibility of that. I know expense and, you know, all kinds of things, but…. Also, I'm cons…. I'm just concerned…. I agree it's structural, I agree that we should look into all of this, spend a year. I mean, it just personally, I feel that that would be a really great thing to look into. It's 10 years old. It's a great time to kind of look at it and see how to… Can we update this coming year? And you update, that's the other piece, is that if we update it at the end of the year, and so. It seems like… I really hesitate to change the charter at this point. If we're still looking at. Um, at a
095structural change, that that alone would kind of, like, discombobulate. Everything. Um, and then to just, you know, keep it as best as we can at this point. And then when we look at the charter again, that rest… it seems like a perfect timing for the restructuring, but…. Um, if we do move forward with that, I would just…. Ask for support. From our cabinet in. Helping whatever… if we are going to continue with Spanish this year. Um, that it hasn't been, like, the last 10 years. Um, because that…. It's… is hard for our students. Um, and it's hard for us as teachers who are with our kids every day to help them navigate that. Um, so if… if we do continue, I mean, you're the boss. We'll… we'll follow your lead. Um, I just ask that
096we have. Full support from the district, um, from day one. Uh, to help make sure that's implemented in a very. Cohesive, strong, supportive way for our kids. Seems very reasonable. Anything else? I think also just… oh! She's happier. So… I have some thoughts. Um, as a Spanish teacher at my core, um. You'll be floating the idea of conversational Spanish. Over 2 years is a… it's great. That's a great idea. But it's not a great idea if we're going to stick to our charter and. Be accelerated, and we were pushing those kids into an A through G approved course at. At high school. No bueno. Okay, um, so… and I say that having taught all the way through, you know, AP Spanish, traveled with kids to Spain and Costa Rica, so…. I have some experience and
097knowledge in that. Um, but it sounds like we're not being true. To our charter, even offering. Music, the way that we're offering music, and Spanish. And I think it's a reasonable accommodation for this year, and it's an. Actual response to students. Actual need? Versus… sometimes as adults, we have this idea, right? It's like, we just…. Like, this is such a brilliant idea, they just…. But we want to pull the kids along, but the kids are telling us. The kids are telling their teachers. This is not working. So rather than do something that's not working, because we know we're going to change it, we're going to make it better, we're going to come back stronger, right? Why not go with the teacher suggestions and recommendations from. Based on the surveys, parent surveys, student surveys, and teachers
098who have been doing the work. And knowing that it's coming up for renewal, and look at. Maybe at that time, the structural change. I can feel…. And I've only met them, like, for…. At 6 o'clock? I can feel the apprehension and the tension and, like, the worry. That is emanating from my team. And so, I ask you to consider that, and I know we hold this ideal up here of what we want. But if the kids are telling us what's not working, I think…. We can take the time. To listen to them, and make a choice that's going to actually improve. Their immediate outcomes. And I know there's going to be families that are disappointed that Spanish is not going to be… may not be offered. But I think we can say. We're gonna try
099this model this time, and then we're gonna innovate, come back stronger, and see what we can do, and then…. Um, I don't know…. About Petaluma City Schools and the articulation and agreements, like, with. Um, from, you know, with the junior colleges. But I have been in districts where we've had that model, we've used… I've used Edgenuity before. Well, you know, like, 3 iterations before, you know, it's been through so many name changes. Um, but that is…. Something that could be viable for us, and, um, but I just asked… I did write a schedule, just a mock. With it as an option. That coincides with the high school schedule to share a teacher. Two days a week. Yeah. Just because that's what my brain does. Yeah. We're on summer vacation. Well, also, the students have really
100indicated a desire for the Student Success class. Is that true? Yes. Yeah, that's what I thought. But I think that's because over the last two years, we haven't had a rigorous program, where before we did, like. Tony just wrote out the numbers of the last 3 years… 3 years ago, we did have students accelerating. I mean, we also know that not every kid's going into Math 2 or into advanced English, so it's like…. I think we also need to look at how we've been doing it structurally. And like you're saying, if the kids are telling us, like, they're not going into Spanish 2, it might be an issue with the program. Not the Spanish itself. Um, and again, if we have people… we have parents. Who are either moving from one district to ours for
101this. Move, like, have chosen out of their home district to go to McKinley for this first. They got. Spanish removed 1 through 6. Now they're gonna have it removed 7 through 8. And if we look at the, the, um, the nature that the charter was written in, it was…. Written by our superintendent, who's, again, not here, somewhere out there. It was to honor the culture of the dominant. Um, people group there at the time. Of the parents and families who are at McKinley. So then you're just gonna take it away, like, I have serious reservations about that as well, especially in this political landscape. So… I'd say we wrote…. Don't we? Laura wrote a beautiful schedule. Um, that allows music and Spanish to be optional. Um, and yet still have the required student success course.
102And I feel like if we're gonna update things. Next year anyways, and we're hesitant to get rid of Spanish. I think optional music. And optional Spanish, it would be taught at the same time. I promise it'll work, Jason. Um, that, um…. Uh, it would…. Allow the families who want their student to take Spanish to be able to do that. Um, while the ones who are. A little jaded by it right now, to opt in. To music, um…. And then, again, update next year with whatever we feel like this. Needs to go. Um, I do have to mention, though. Our… our Spanish program has had trouble from the very beginning. Um, and it's… it's… it hasn't been just the last couple of years, um. And…. I think that…. There's room for improvement, and I think we
103can do that. Um, I do know we're pushed for time. So, if we…. Don't want to approve the amendment we're asking for, then maybe look at the optional music and optional. Um, Spanish for this coming year, so that. People can kind of choose their own path. And then we can make it more required for the following year. I think that is going to keep the piece better. Then telling our 8th graders that they're all going to have to take Spanish again. Next year. And I think we can also honor. The cultures, because we… we have…. Families from all different backgrounds, and we don't necessarily have to. Offered that language class in order… in order to honor their culture. Does that make sense? Because we'll be respectful and honoring. All students and their backgrounds. Yes. Sorry,
104bring it back to, um…. At the board discussion. I just, um…. I… I feel like I'm…. Taking a pause because…. Like, we're hearing that this has been an issue for a while. I have not heard about this issue. Get on board for 6 years. Okay, but office hours versus bringing it up here. It has never been brought up as a discussion item, or especially an action item. And so that's why I'm just like, well, what has been going on? I would want more data and more information. Then just hearing it's been an issue, I don't know what the issue was. And then I did ask about how are we going to…. Continue meeting the very cultural and educational needs of the current and incoming PAC students. With the Spanish being eliminated, and didn't…. Get a
105response on that as well. Okay, right. Yes, right. Yeah. Um, quick question, uh, for the optional schedule. Um, how many instructional minutes would be for Spanish per week, on average? Well, this is one version. It's one version, yeah, no. It would be… I just did it with it as the same. Um, but…. Somebody, I don't remember who, mentioned. Making… I don't think it's possible, but I would try. I don't think the puzzle doesn't quite. Add up in my brain, but the only way that I would see adding extra minutes. Even if it was optional, would be, like. If it was somehow paired with music as a choice, and then. Maybe they got some additional Spanish instructions somehow on another day. When they would have had student success, maybe? Um, but again, we're not… the schedule
106for PACS is very complex, because it's not, like, at a high school where it's an A-B schedule, there's…. 6 or now seven periods. The teachers all go into these slots, and they have a lot of staff. We don't have that, and so our afternoons. We've even done things in the morning sometimes with electives, because that's what worked. It's very challenging to schedule it out, basically. Because if those kids are there, we have to figure out where the rest of them are, and who's with them, and what's being taught, and it's…. It's not as cookie-cutter as, like. When the high schools make the bell schedule, and then everything slots in. That makes sense. It doesn't… Absolutely not. Once the schedule's made, and they know when the periods are. Right? You assign teachers certain periods, you know,
107how many teachers you need, and then it… and they have off periods, and then that, and then…. And it goes together. Ours doesn't operate, like, the same in the morning as it does in the afternoon. It just doesn't, because we don't have enough staff. I've imagined what it would look like if we did it the other way, and it doesn't. Because we don't have enough. I, I think staff. Thank you. I think this is why I also would. I'm pausing because I don't have… I don't have the schedule in front of me, I don't see the instructional minutes. I feel like I have nothing to compare it to. Over time, where do we go wrong? What were the different teachers? Like, I'm just…. And then also, like, what are the financial implications if we make
108these changes? Are we gonna fall below our 3%? Are we gonna have… someone… sorry, I don't remember, brought up, like, issues with our labor partners, like. What are all the implications? Of this. If we, um, take away Spanish and increase something else, I don't know, is there a financial implication in that as well? Does it speak to anything in the CIPSA, to the LCAP? I don't know. Yeah, so it sounds like a few of the ideas could have financial implications on our general fund. As it's been mentioned, we, um. Currently are barely meeting our 3% reserves, which is legally required by the state, so any changes in staffing. At this point can have impact on the budget that we. Have not adopted yet, and, you know, we're still waiting for the state to. Look, see
109what funding is going to look like on July 1, so I would caution the board to make any changes right now that could have a financial impact. Starting on July 1. Okay, um, no, we're not taking things from the audience. Because… while this was going on, I think…. It's just a brief point. While we're vacillating with what Jason has shared about the… Can I ask you who you are? I'm an incoming parent for a rising 7th grader. So not a teacher? I am not, okay. So I just was just curious, just for this, if it also can be raised, if there isn't a teacher in place, if there were no changes that were made, hearing the struggles to staff a partial section. What would happen if there couldn't… let's say nothing was changed, or the
110optional model were to move forward. And there weren't a teacher identified to cover the section. I was just curious what would happen in that case. Absent the chart of being revised. I'm just… for the audience, no, I think it's a valuable question. Alright, thank you, thank you. Thank you. Okay, um…. Anything else? Boy, this is…. Interesting. So, I think we need to… Well, this is a discussion only, information only, so if there's any…. Let's try to figure out where we are. So, we need to decide this. By the next meeting. By Friday, at least. The Friday meeting. Yes. So, do we need to change this amendment? Let's say we decide that we'd like to. Also add that option that you were talking about. Have music and Spanish. Making it optional, and figuring out how to
111do that through Ingenuity or whatever. And then have his study skills. Do we need to change your, uh, charter amendment in order to reflect that? I should probably ask Tony. Well, that's what I was… but they wrote it, so… Well, Tony works with them on it. I mean, technically, they… they…. I was asking him first. Yeah, technically they submitted an amendment forced, particularly, to eliminate Spanish and. Make student success course. So, essentially, if we were to adhere to the process, it would… we would have to revise that. To be that amendment… to reflect that in the amendment. So would we be submitting a revised amendment to their amendment? Okay, revised amendment, okay. Can I have a discussion about that, about whether we want to move forward with doing that? Or bring this forward as is,
112to be voted on on Friday. I kind of appreciate Joanna's comments about needing more information. About looking at the schedule, about how do those students succeed if they take Spanish. When they get to the high school. Is… are the students that are taking Spanish 2 native speakers? Um, so that… I'd be really interested in that as well. I just want to…. Point out that by making classes optional, meaning you have to. And you may have to increase staff, and I…. But strongly. Advise us to not do that. At this point. Would the edgenuity edition, if it were to be in study skills. Would that have an additional cost, do we think? Um, it depends, but I wouldn't imagine… as long as there's a teacher that can operate the module… the modules for the. Program, not
113necessarily, but it may just depend on. Ultimately what is, um…. What does that structure look like? And the Charter have language, you know, the May versus shall. Um, the… the district may allow, um, an option between. And… nope, everybody has to take math, I'm sorry. Music, and…. To…. Please do not remove math, um, but can it… something like that, giving maybe changing the language, but giving more time. To have answers before a final decision. Is… reached. Can you say that again? I don't. Was falling on the May versus Chall, the district. May have, um, or may allow. Optional music. The option for music and, uh…. Spanish. Yeah. I mean, the way I read it, it would… then we wouldn't have to change the charter at all, and I might be reading it wrong. It says.
114At McKinley seeks… seeks to provide music and a student success court and Spanish language instruction. So, like, seeks is already kind of getting us into that. Nice, nebulous area. So maybe the solution is to not. Amended, if that's what the strategy we're going for. So then we would be just amending it to. Not have it required, is basically the question that…. That were… what I'm reading…. Right now, it would strike four words. Right? And then, so instead, we just would not strike any… we wouldn't have an amendment. But we'd have to figure out how that…. And we're going to implement offering…. Spanish and music, and…. Study skills, or student success. Too many S-words. And I would love to see, um, Tony a schedule. Um, the current PAC schedule. Um, with the minutes…. As well, for
115each of the classes. Yeah, I think that would be helpful as well. Is it possible to have all of this by Friday? No. There's no way. I'm just… I'm being realistic here. By Friday, if we want to post something in the board agenda. That means you're going to be staying up all night tonight, Tony, and putting it together. In regards to the schedule, it's already posted on their website. I know, but I'm just… It's… if we want to have…. An intense conversation around this, which it sounds like we probably do, we should schedule a study session. Right? I mean, that's kind of what the next step would be, is to do a study session. We're not going to be able to schedule a study session and have all this data available this week. So, it's
116just not realistic. If we want to try to do something in July to look long-term. That doesn't solve their problem, because… Doesn't solve their problem. Oh, they're hiring a Spanish teacher. They need to move forward with implementation of this modified charter. So, it's… it…. The questions in the conversation are great to look at this data and have a bigger conversation around this. But if we need to make a decision now, we're going to need to make a decision now, and we're not gonna have…. We may have a little bit more data we could present, but not much. And, you know, one of the… one of the options for the board is to think about. Piloting Edgenuity, and letting them see in the student success class. Kids can take edgenuity, but…. That really kind of flies
117in the face of Trustee Pawn saying, everybody, this is what we agreed to. Everyone is going to take Spanish. Right? I mean, is that what you were saying? I mean, is that… Yeah, I think that's what people think when they're signing up for PACs. Also, when I'm thinking about the student success course, because I also don't know if there's going to be a curriculum for that, so if some people are doing…. The Student Success Course Curriculum, some people are doing study hall, and some people are doing Spanish. Is that feasible for a teacher either? Um, there's just so many unknowns, because again, this really is…. Two weeks ago was the first that we heard of this. Um, yeah. Okay, um…. Sorry? What? Quite. White. I know. Okay, so we really… we need to move on,
118because we have something else, we have a couple of other things on the agenda. Um, so right now, we need to just… we…. My understanding is that we…. Or at least my opinion, is that we need to move on this on Friday. With either, you know, as presented, because there's really no time. Um, to…. Amended or… or think about how to fund it. Things like that. Those are things that we can talk about, definitely, going forward. I definitely think this needs a study session. Um, so, um, I don't know. I want… So then is it… Is it safer… Ryan, can you give me a…. Your feeling about what… that we just need to move on Friday? I mean, we… we can. I mean, I think we've heard quite clearly that Spanish is broken, and we
119are, uh, uh. You know, we are…. Right now, at 110 minutes. Um, not causing, you know, stress and, you know, um. You know, potentially, you know, hurting academic success, academic curiosity of another language. Um, so I don't want to continue on with, like. A broken… what we… I think has been identified as…. Broken right now. So, like, but, like, I would say, like, we… I think, from my vantage point, I think there needs… if…. Their Spanish, it needs to be at least an additional 55 minutes. Um, uh, per week. To get it closer to, and see if that is a middle ground. Um, and then I would like to see…. Um, you know, with the current class schedule is, what it's been in the past, and then also. Because this year, music was the first.
120You know, mandatory music gear. Um, so it'll be in the last two years of class schedules, hopefully that's not too hard to dig up. And then. Um, I would think, uh, and then, Amanda, what would be the cost of. The optional. So, um, Superintendent Carlomano just said that there's no time between now and Friday, because it all has to be posted. And so, um… I mean, these are questions that can be answered. I mean, I don't think any of this… I think we move forward. They want this to be… to us. Yeah, or just, like, or at the next board, or the… on Friday, will you? On Friday, will you be here. Well, I guess my question is. Do we just…. Move forward on…. The amendment, and not try to do anything else to the
121amendment. Is that clear? No? Just do it on Friday? Up or down? Up to you, you're the president. And congrats. No, no, no, no, no. But no, this is the board's decision. So…. Are we voting on Friday? No, we're not. Okay, so what I've heard is that there…. You know, from me and other people, is that maybe we could amend the, uh…. The amendment. Okay. In order to add it as an option. Music and, um, Spanish is an option. But then Caitlin pointed out that it's kind of already there. And so we… we don't need the amendment. And then other things have been brought up, and so it sounds like we need a lot more information, and we don't have time. In order to do that, so that we can get something to PAX before
122school starts. They need to know now. So, I guess my question is, I feel like we just need to…. This will be on the agenda, and then we vote as an action item. On Friday. But Amanda, we can get the cost. Yeah, turn your microphone. So we can get the cost? Wait, can this be? We have the schedules from the past. 10 years, um…. Odds are, Tony might not have those, because Laura does them. Um, so we have all of our schedules, which will have the minutes break down. Because we have our minutes breakdown. There is no added cost, because we've been told year after year that PACS is allotted 5 staff members, full-time staff members, so we have always held to 5 full-time staff members. Um, and never deviated minutes outside of that. Um,
123so we have all of…. Those schedules, and we're happy to send them to you guys, or we're happy to send them to Tony, and Tony can send them to you guys. Um, and if our numbers are correct, like they've always been. Um, because the optional of music and optional of Spanish, we've…. Worked that, and I think I sent it to Jason. Um, to be 2 days a week. Pool in the afternoon, which is still only one full-time staff. Member. Um, so we have worked through all of those. As us. Um, because that's what we do every year for PACs. So if you want those, we're happy to send it to you. Okay. All right, any other comments? All right, moving on. Whew. Um, we… oh, I skipped this, I'm sorry. The 2025 CSBA Conference and
124Board Professional Development. Discussion. I almost forgot about that. I'm totally so focused on this. Um, mostly, I just want to check in with our trustees to see if there is any interest, and I understand that there's. Budget constraints. Um, so we won't do anything immediately, but just wondering if there's any…. Interest in us moving forward with investigating CSBA. Um, conference this year. For me, every single year, I get talked into it. This year, it's gonna be great. I'm…. I'm done wasting our money on… for me, going, like, if everyone else wants to go, I won't stop them, but I…. I don't need a hotel room for 2 or 3 nights for mediocre people talking about AI. That's how I feel. I won't hold back, no. However, that is where I met Hardy from Footsteps to
125Freedom, so there are some good things… There are some gems, though. Yeah, but… yeah. I don't know, I just think financially, maybe we should skip it this year. What is the cost-ish? Because we don't have to fly this year, it's in Sacramento. I have not seen an invoice or a quote, but we can look up the costs. My guesstimate, having… because every year they mess up the. Credit card and the room, so we always have to end up putting it on our car. I would guess it's without flights, it would probably be about $1,000 per trustee. That's what I was thinking, about $1,000, especially because it's in Sacramento, you don't have to stay. Yeah, we could actually drive…. On Thursday morning, early, and then just have one night overnight to Friday. Right, so maybe in
126Sacramento it would be less, but then in the years where we do have to fly, it's more, so on average. I do recommend, Ryan, if you haven't been, Deck Lego. Uh, that is true. I did miss it last year, so if this is part of my hazing as the… so I will…. I am, you know, interested, but again, I'm deferred to…. We'll come to bond with you. Like, that's been the most valuable part, like, the board bonding, but I don't know that we all…. Need to go to the conference, but we can. Go and join him. Just for dinner, yeah. I do… I do think it would be really valuable for you to go. They have new…. Board member orientations and things like that. They have interesting, it's just that. And it's nice to meet
127other board members from similar districts or nearby districts, like, I don't think it's totally invaluable, I think, for me personally. 5 years. I can skip at least this one. Yeah. So I think the answer is yes, we would like to explore the evidence. Okay, we'll investigate the cost and get back to the trustees. Yeah, and I feel like I don't have to go again either, so if it's…. If you're like, oh, this… it's feasible for this many people to attend, then that's… then we can send Ryan, and then the rest of us will draw strats to go. We'll get some cost estimates so we at least have an idea around that, for sure. Yeah. Okay, buddy. Best buddy. Okay, do you need anything else, Luanne, on that? No, no, I'm good. I can investigate that,
128for sure. All right, uh, future business. Anybody have future business. I think between budget and LCAP and PACS and cell phones. We have a good amount for the summer, but…. I just don't want to add more to staff in the very short term, at least. Well, I do have a specific about two of those things that you mentioned, um…. I think we've already talked about this, though, for the cell phone policy, just more specifics, and then I would also love an update on the technology policy. Or just what we're doing. Um, either next month or in August. As we move into the school year of implementing this. I do not see… the cell phone policy is not going to work if we allow students to bring their personal devices to school. It will not. And
129so, we're already spending so much money. I'll call my own kid out, because she ain't gonna watch. Gee, her? Her computer has been under her bed for 2 years. So we paid $500 or whatever for that computer to get dusty up under her bed. That's also other students as well. And so…. Either we're gonna save the money and just…. Go halfway with the policy? Where we're going to go full on and get the most use of if these students' one-to-one devices. So…. Okay. Okay, um, just want to, again, uh, mention that, uh, or request an update on the bell schedule, uh, rollout, and, uh, how that's going, and have an opportunity to discuss it. Um, so…. Did you know when you all wanted to have that discussion? What do you mean, discuss the bill schedule?
130I mean, if we have a new bill schedule? You know, obviously, we all know this, but… Yes, we do. For other folks, like, we have…. I just wanted to hear how…. Uh, how it's…. You know, the classroom scheduling, informing our labor partners. Hiring, and just, like, I just wanted to see where we are in the… and then how do we, you know, again, inform students and parents. Um, and if there's any, like, just lingering questions, we have a new schedule. I want. To see if we have an opportunity to discuss and make sure there's no. Misinformation or, uh, or, uh, issues. Um, or, like, reduce the number of issues in the first couple weeks of school. Yeah. Would July work for that? Yes. Okay. Yeah, yeah, we're… I mean, I think some of the…. Do
131we have… do we… we have a meeting in July, right? Yeah, July 22nd. I mean, yeah, I think if we… If the implementation doesn't actually… do you have something that's, like, the first two-week update? To see how it's rolling out. Or you want it before we start. So what I'm hearing, just for me to check my comprehension on this, is that… is that, like, having, um, having a report of where we are to date. For example, I came to you earlier in the year and said, wow, this is gonna be hard, we're gonna have to hire 50% more secondary teachers, like, how are we doing in that. Um, how are we doing with working with our labor partners, with…. Identifying how we're going to do the rooms and all of… there's a lot of things
132that we can report about how we're setting up. We won't be able to report on implementation, obviously, until after… after August, and I would say. Probably looking at… probably makes sense to do something in October when we can see how things are going. But I'm just hearing from you, Ryan, it was… and you mentioned it before, just…. More periodic updates about how things are going along the way. Wherever we are, is that correct? Yeah, that's correct, and again, if there are… what are the key differences for parents and for students from last year, this year, Mitchell, we are, uh, communicating those, identifying and communicating those. Before the start of the school year. So there have been updates that have gone out, like, from the schools, but. Were you looking something, like, beyond that? Like, what's
133already gone out to parents, or is there, like, a piece… I feel like there's something unspoken, like, is there something specific that you're looking for? That hasn't already been done? I just want to make sure that we are going to this new school year with eyes open and identifying, again, just, like, hearing an update on. I think moving around the classrooms and, uh, to…. Make sure that, again. Folks are used to doing things one way. We have a new schedule, um…. And, uh, just want to ensure that we have. You know, uh, good communication to staff, good communication to parents and students. Like, and just…. I could be ready for… for something for you in July with. From… I mean, there's a whole programmatic side that I think Tony would be able to give you
134more information as we go into the year, but I could give you an update. From the labor partner side, the nego… that whole piece, and our hiring side, I can give you an update in July. You know, it does occur to me it would be nice to know if what classes in… through CTE that are being added, if there are, you know, because we have those 7 periods. Um, so you guys could give a dual report. We would love that. I bet you would. See, this discussion is already producing results. Okay, and I'm gonna add on to that, but for, like, November, Tony, okay? Um, because I know a lot of this was to give access to our students with disabilities and our multilingual learners, so it'd be interesting to see. Um, how many more
135of those students are now able to take an elective or a language that weren't able to previously? Or a CTE class, yeah. But in the fall, like, right, almost the winter. All right. Board members, anything else? Okay, I call this meeting adjourned.