001Instructions for accessing subtitles in a language other than English are included on our board meetings web page as well as in the description below. description. A Continion. Board of Trustees regular meeting. Today is November 12th and I am calling our meeting to order at 6:03. We have board trustees present in person at the Ross Valley School District office at 100 Shaw Drive in Sano. myself, Rachel Litwak, Hannah Marsh, Chris Nelles, Cobb, Daniel Cassidy, and we are missing trustee Shelley Hamilton right now. Um, we also have cabinet members present. We have assistant superintendent and temporary superintendent Julia Wala filling in for Tyler Craft. We have CBO Chris Carson and we have our director of student services, Lorie O'Connor. This meeting is being livereamed via YouTube and the link is on our website and on the agenda.
002There will be a 60-second delay between the meeting and the YouTube live stream. an audio [snorts] recording of the meeting will be made available on our YouTube channel. And with that, I will move us over to our agenda. The first item is closed session. I'm going to identify our closed session topics. We have one item which is conference with legal counsel anticipated litigation significant exposure to litigation pursuant to government code 54956.9 subdivision D2 or 3 special education program dispute one case student SSID 3172513915. Um there is no public here for a public comment. So I will recess into closed session at 604. Welcome back. We are reconvening and open session. It's 6:34. Um my report out from close session is that we um approved count um cabinet's recommendation um on special education program dispute one
003case student SSID 3172513915. Our next item on our agenda is procedural items. Uh the first one we have is the pledge of allegiance. If you'd like to say the pledge, please stand and join me. I pledge algiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible with liberty and justice for all. All right. Next item we have is to adopt the agenda and time allocations. Do we have any changes, edits, questions? No. Do we have any public comment on our agenda here tonight? >> Nobody would comment. Okay. Um, with that, would anybody like to make a motion? >> I'll make a motion to adopt the agenda and time allocations. >> Seconded. >> Thank you both. Chris >> I. >> And Daniel. >> I.
004>> Anna. >> I. And Rachel. I. So, we have adopted our agenda for tonight, which will tell us how we're going to go through this whole meeting. Our next item is our procedural items. Oh, no. Sorry. our communication, excuse me. And the first one on there is public comment regarding items that are not on our open session agenda. So, if you have something you would like to bring up to the board, you can step forward and as long as it's not on one of the other topics that's listed later in our agenda. All right. So, seeing no public comment, um the next item is correspondence and communication to the board. We have um two items there posted about um emails that we received in the last um session since our last board meeting. Um next
005is our announcements by labor unions [snorts] CSEA and RBTA. Don't see >> I don't see them either. So please do anything here. >> Hi everyone. and Diana Sautille uh co-president of Ross Valley Teachers Association and just wanted to briefly say on behalf of our our VTA leadership that we're pleased that our tenative agreement was passed by our members last week. Um so we're relieved to have continued health and welfare benefits coverage for employee only and for the contract changes that prioritize uh teachers time spent on assessing, grading, reporting as well as extra duties outside of our work hours. Um, a zero salary increase is a really difficult pill to swallow and our members are feeling a lot of stress and anxiety about the uncertain future. We're cautiously optimistic about a personal tax passing and we
006know that we'll continue to lose staff to higher paying jobs until we can make salaries more competitive in Ross Valley. >> [clears throat] >> At the same time, there's a greater understanding of our district revenue challenges generally speaking among our members and um a real appreciation for our leadership team from our leadership team um for the transparency, the education that's happening. We we're all learning a lot um and the collaboration and mutual respect that has been demonstrated over the last several months between us and the district management. Um, and I always want to thank the board for your continued support of our educators and your dedication most importantly to the success of all of our students. Thank you. >> All right. Um, our next item is e student presentation. I'm very excited to say that
007um, we are welcoming Wade Thomas students here for a presentation on EEL education. So if uh that group would like to come up, we'd love to see you. >> We have principal Julie Harris here to welcome the group. >> Talk really slowly. >> Justin and are on their way. [laughter] [clears throat] [laughter] >> Let me see. Let me see. >> Yeah, I don't know. He just >> make it work. Make it work. Okay. Um, first of all, thank you um the steam board and district office staff for welcoming us and family and friends for bringing everyone and being part of our wonderful Thomas community. I'm Julie Har, principal and we are here I'm here with our two amazing fourth grade teachers and three out of the four soon to be four out of four fourth
008graders here to just share with you a little bit about our EL education. So just kind of setting the stage a little bit and activating your schema. Um we're going back to the LCAP which is our district plan for student achievement and improvement. Um and LCAP goal is all about teaching and learning. And so we are driven in that direction. And you can see there's several action steps. And while we are doing all of those action steps tonight, we're just going to be talking about I think it's 1.3 because these aren't going to help me with that. Um so um we have the district driving the plan and then the school site also has a plan. And in our school plan, we have our focus on the same action step, which is taking this new
009adoption that we um have all agreed to and learning and and trying it out. So, we're very excited about it. Um the structure of the new program has sort of two parts to it. The main part and one part is the modules and that's where the teachers are actually teaching the content knowledge and then the next part is the skills block. Um and that's in our K2 section you can see on the left and C5 is on the right. The skills block is called block in third through fifth grade. And that's where kids um get and teachers get to meet together in small groups. They get to work together individually in pairs. They get to work on foundational skills. Teachers get to meet with small groups as well. So differentiation is happening all throughout this
010new program. One of the highlights of Eel are the texts um these authentic texts um that are very rich and deep um that feature diverse authors and different repres representing a variety of cultures and experiences and voices. So a very different kind of um integrated ELA program for us which is wonderful. It has this compon you know this idea of mirrors and windows that you can see yourself in the text and you can see others and you can like also kind of deepen your understanding of everyone through that. um this idea that we're representing all diversity, individuals with differing abilities, and building empathy and building kind of a bigger breath of experiences for our students. Um and like really we're always trying to push the limit around critical thinking. We want our kids to be
011independent learners that can think critically without all of this adult support so they can go on to their college and future life without needing the support of of you know people scaffolding them through as much. Um the program includes these modules. There's four modules a year and there we want to just sort of give you that quick overview. We're in module one here. We're finishing this up. So, it's everything from toys, exploring toys in kindergarten as the theme to down in fourth grade poetic forms and learning about inspiring minds. [snorts] And so, um, there we go. Um, you can see that this is the first module and then we've got three more. So really like these content units, these units that are rich with content to build a lot of knowledge for our kiddos. Um
012we talked a little bit about differentiation before. I want to highlight that because it's always important in to remind everyone that in school everything isn't just one sizefits-all now and that we really do try to tailor the learning to the students needs. Um and that happens mostly in the all block section but also a little bit in the module section too. So, I'm gonna stop talking because as every good principal should do is hand [clears throat] it over to the teacher, the experts actually teaching it and they're going to share with you a little bit of um their highlights from teaching this for a couple minutes. And you want to introduce yourselves? >> This is Mr. Marshall and Mrs. Stewart. >> Yeah. So, I'm one of the fourth grade teachers, Sam Marshall. Um, I think
013we wanted to kind of highlight what we are really enjoying about the program so far. Um, and what's really stood out to us is the academic rigor of this program is really pushing the students to be writing and thinking deeper about the things that we're working on. So for this first one, poetry and looking inside uh inspiration and really diving deeper than what we have done with students previously. Um, and I think this is really reflective in their work that they're writing these essays which you will hopefully hear very shortly that are like way above and beyond which um that we've seen before of students at this time of the year. So I think that's one of our like big things that we're enjoying >> and we talk to the students about it all the
014time. We say, "Oh my gosh, it's the beginning of fourth grade, right? We're just the first couple months of fourth grade and we're asking you to write an essay about what inspired you as a poet. I was not doing that in fourth grade. [laughter] Um and so it's amazing to see the work that they have produced. We're really excited to share it with you guys. Um the other piece is that they'll tell you this too. They love the mentor text. So, the first book that was our mentor text is Love That Dog, which is a book that's been around a while, but it really has them dive deep into um what's happening with that book, and there's a followup to it called Hate That Cat that they were all dying to read next once we
015finish that book. Um and then we're currently diving into um animal defense mechanisms. So, we're reading a book called um When Lunch Fights Back and all about these animal defenses. and it's kind of gross and kind of interesting and [laughter] um I'd say that's a huge highlight of the work. >> Yeah. Um for teachers as well, it totally helps us that and the students may not like this bit, but we certainly like it. We have lots of data points. Um they're doing lots of different assessments and um just little skill checks where we can check in and know what they need for their supports. Um and every module is also ending with a culminating task. We call it their performance task where uh they combine the knowledge over the whole module into this um big
016presentation and they get to show off all that they've learned throughout that whole unit of learning. And um so we just completed that and it was really cool to see that they actually draw on everything that they've done to do this task of the year. And I would say the last piece for us as educators is that EAL integrates um not just our reading skills but also the grammar, spelling. We're diving deep into vocabulary. Right now, looking at different ways to define different strategies students can use to define vocabulary, talking about aixes, using glosseries, using your prior knowledge, your context clues, and it's all wrapped up into all of your units. It's not something separate that we have to figure out how to weave into our day. So, that's been great, but we're going to
017stop talking now. Um, so our performance task was the students were to um after reading a lot about poetry and famous poets, they were to and they did some practice. So they practice writing some poems. They practice writing essays um with the final piece of writing their own poem um finding inspiration in their life and then writing an essay about that inspiration in their poetry. So um their poems will come up on the slides and then they will read them to you and then they will read their essays to you that they wrote. [clears throat] And I think we have >> Oh, [laughter] [clears throat] I'm Jad and today I'm going to be reading my book and I here I lie in my bed with my book, My Best Friend. We lie here together. We
018spend hours like this in my own world, my favorite world, where I lie and read my book, [snorts] like a lost sailor in the vast seas. There's my essay about my poems. I love to read. Just this school year, I read at least 10 books. I usually read mysteries like Spy School or hilarious stories like Wayside School. But this year, I got into read reading poetry, too. Reading poems in school inspired me to write my own poems. I learned that many poets write about their passions. The poem I wrote, my book and I, is about one of my passions. Reading in the comfort of my bed. I read and read for hours in my bed every day. My parents used to tell me it's time to read. Now they say, "Jad, please stop reading." [laughter]
019The line in my poem that says, "With my book, My Best Friend," shows how much joy reading brings me. Just like my friends do. A good friend makes you happy. Just like reading just for me. Wherever I go, I have my book with I have a book with me. In my car, at school, at the pool, but especially in my bed. When a friend is not around, I know that I have a that I always have a book to keep me company. [snorts] When I'm feeling upset, my book is there to help me calm down and cheer me up. I included the simile like a lost sailor in the vast seas to show how I can how I can get lost in my favorite books. When I open the first pages of a new book,
020I feel excited for what's coming next. Different stories bring me different emotions. In some books, I feel empathy for a character and it brings tears to my eyes. Other times, I crack up laughing and sometimes I feel like I'm one of the main characters saving the day. The biggest emotion that I feel is disappointment when I know a story is coming to an end. Without books, my life wouldn't be the same and I never would have been inspired to write my own poetry. But most [snorts] of all, I would never go into the world that I love the most. The world that brings me away to a special place from the comfort of my bed. My love of Hawaii. When I watch the sunset, there's colors change in the sky as the sun singing. When
021I think of my dear love Hawaii, I think of the sounds and sights. Hawaii and I sit together on warm and cold days. Hawaii and I sit together in the hardest of times. Like the fire that burn the beautiful town and the tree that keeps standing. Hawaii and I are strong together. Hawaii is one of my favorite places to visit and it inspired me to write my poem. I wanted to write about the fire that happened in Maui. I have so many memories and pictures from there and I was heartbroken to see the destruction. In my poem, I talk about the beauty of Hawaii and about the fire in Maui. The things I find beautiful are the ocean, sunsets, and sunrises. I think it's beautiful because of all the colors and how they look together,
022like orange, yellow, and peachy pink. I love visiting Hawaii, and it made me really sad when the fire happened. The last time I was there, I saw the old banyan tree and shopped along French Street. One month, the fire before the fire burned all day. Hawaii means a lot to me. One quote from my poem states, "Let the fire that broke burnt the beautiful tree that that burnt the beautiful town and the tree that keeps standing." The fire burned so much of the town down, but the banyon tree was the only thing left in the area. I know it's not as big as it was when I saw it, but parts of it is regrowing. That tree has been there for such a long time. The shops on the street were much newer. The old
023tree still stands and makes people feel blessed and thankful that they have something left in their town. The shops and homes can be rebuilt. Another line from my poem reads, "Hawaii and I are strong together. Even though the fires destroy parts and mouth, it's such a special place so different from my home. It's a happy place for me and my family. Hawaii inspired me to write poetry. I hope that Hawaiians can rebuild their lives and the tree survives and grows. I want to visit Maui again and go back to make new memories. [clears throat] [snorts] wash, swaying through the sky like the acorn that fell off the tree, like the dust that swayed out the door. The acorn had inches before it hit its destination. So weak it cracked into a million pieces, like it
024controlled the dirt underneath it. It is the end now. The end now. Have you ever sat under a tree? My poem was inspired by our oak tree at home. This inspired me because sometimes I look down from my window and see a seed falling off the tree. This topic is special to me because the sound of the seed hitting the ground is like an alarm. All the dogs barking at once like the acorn that fell off the tree. When I used this line for my poem, it shows my inspiration by a seed that fell off a tree. I also chose the word cracked into a million pieces because it shows how fragile the egg the acorn can be. I was inspired to write about the fragility of an acorn because even though they are normally
025hard and tough, it can be a good thing when they break open because that means a new generation of tree will grow. This is important to me because we need to keep saving trees and I love having one in my front yard as a reminder to save the trees. I was inspired to buy my oak tree at home to write this poem. It is important to me because our ocean makes me feel safe and proud. [applause] Trees, branches stretching out to the sky like the wings of a bird, as if they were calling for freedom. Leaves, each one like a wish for something better. Roots like underground waves flying out and bringing us together. Each [cough and clears throat] sliver like a poem waiting to be read. And [snorts] here's my essay about my inspiration.
026Have you ever been on a hike in nature before? Have you ever wanted to preserve the place that you were going to? I was inspired by the beauty of nature and trying to preserve these beautiful places. And I was especially inspired by trees. Nature is very important to me because we are running out of our beautiful forest and we need to stop people from cutting down trees. Nature is special because more and more trees are being cut down every year because people come into the world each year and therefore people need to log more forest and build homes for new generations. So we need to protect the trees. I use the word flowing. It shows my inspiration of being against climate change because flying usually means the ocean and one of the things that is
027causing climate change is that our oceans are being polluted and I want to stop that from happening. I was inspired by the beauty of nature and preserving forests to write this poem. This is important to me because forests are so beautiful and we need to stop cutting them down. I hope this poem has inspired you to look at trees in a new way and to help preserve the forest. [applause] >> I think that's my presentation for tonight. Thank you to the four students here. We're so pleased that you were able to join us tonight and show off your amazing [snorts] work. You did a really great job. >> Eric, so usually what we do at board meetings is after there's a presentation, we get to ask questions. So of all of you, [laughter] I don't
028know if you guys are open to answering some of our questions. >> They're not hard, I promise. >> Anybody have any questions? >> I have a question for all of you. What is your favorite book? >> Um, Spy School. >> Spy School. >> Um, I like the one and only series. >> The one and only. >> Like the one and only. I think the one and only. >> I like the Land of Story series. >> I like fiction books. >> What's your favorite right now? >> [clears throat] >> I wanted to say that each and every one of you touched my soul because I can identify with each and every poem you wrote. Nature weeding, Hawaii, acorns falling. I really feel like you have captured the ability at such a young age to speak to
029the world and to make everyone remember this time in their lives. And I just want to say great job. We really appreciated it. Awesome work. Keep it up. >> What was harder to write the poem or to write the essay about the poem? >> The essay. [laughter] >> The poem was not hard. The essay was >> How long did the essays take? >> The essay um a while. >> Yeah, >> probably a week and a half. >> Really well written. >> Do you guys Do you guys share your poems with everyone else in your class and your essays or >> Well, our poems are like hanging up like on our like writing wall things, but not our essays. Just one by one. What do you want to be when you grow up >> today? >>
030I don't know. >> Don't know. What do you want to be? >> No idea. >> Okay. >> Uh a marine biologist. >> Okay. All right. That's awesome. >> All right. >> Questions? Do we have any public comment on this item? Okay. So, one other thing that we like to do when we have students that are visiting us is we like to invite you up here for pictures, except your family. So, like some pictures of everybody, [clears throat] but you can also sit here. You're also going to sit in our chairs. >> And you can sit one of our chairs and I'm board presidents. If you want to like knock on the the table with it, feel free if you sit in my chair. >> Come on. All right, that was our lovely presentation from Wade
031Thomas. It's the best when kids come in here. I love it. Um, our next item on the agenda is F presentation andor action items. First item here is update on local control and accountability plan and alcap goal two which is student wellness. >> Fabulous. And so um I'll be presenting that this evening. Julia Walcott um with Lori O' Con our director of student services. Um so we're excited to bring you just an update. We're this year we're making a little bit more of an effort to make sure that you're getting updates on the various goals and actions within our LCAP. Um, and so goal two is all about student wellness. Um, and just as a reminder, the the actual goal is to design and align current social, emotional, and behavioral programs and interventions with our
032within our multi-tered system of supports to support the social and emotional well-being and academic success of all students. And then within that goal, we have three actions. Um the first of those is to work on identifying, building, developing our um transitional kindergarten through 8th grade social emotional learning curriculum. The second is to work on chronic absenteeism and >> [clears throat] >> um lower that rate. Um and then the third is to continue digging into our data um which is typically survey data. Um and so we're gonna start. Lori is gonna take it away with that first action around um SEAL. >> Yeah. So um so our student services department is in the process of putting together a plan um for our social emotional learning for for TK through 8th grade. And um actually Julie Harris
033who is just here um she's helping support this and we're creating a committee to um to put this plan together. Um, and some of the key elements will be to embed SEAL daily in the classroom. So, we're going to be doing training with our teachers to make sure that they have the tools that they need to make sure that that it's embedded in the instruction and also allowing kids to feel that sense of belonging in the classroom. And that is already happening right now. It's, you know, just um just getting some more tools and toolboxes. Um, we definitely want to highlight restorative practices instead of using punitive actions when things don't go so well. Making sure that we are building those positive relationships so the kids know that they fit in and that they or
034belong and make sure that um we have um practices that can support their growth and well-being. We also want to celebrate diversity through um inclusion and we are doing that um extensively through our special education advisory committee right now looking at inclusion and um there are there are already a lot of different practices going on. So we'll be highlighting those practices and sort of sharing best practices as well. um have we have some um some really effective practices happening where we can have other teachers come in and see those types of things happening and um and um getting some training there. Um and empowering staff. We're going to be offering um trauma-informed practice um professional development so that teachers can work with students um as effectively as possible who do need that little extra support.
035Um and then also engaging families. So, um, already a lot of work is being done with families at all of our school sites through all of the weekly newsletters, um, sharing the different character building activities that are going on for in our, um, schools. And then, of course, monitoring progress. So, we have a couple different measures for that. We have the California Healthy Kids Survey. We also have um, I'll be talking a little bit about um, our new um, system that we're going to be using called Kelvin. And then we also use um panorama um data to to to really look in and um to monitor you know um social emotional learning and the social emotional wellness of our kids. >> Question [clears throat] the ongoing professional development and trauma informed what exactly does that
036look like? Um it's strategies for um teachers just to just additional strategies to ensure that kids um get the extra support that they need. Um sometimes our kids come in with a lot of trauma um maybe even from school previously and that we want to make sure that they're feeling supported. Um, so there's just different strategies and it's actually a movement um that the trauma-informed practices is um there's a there's California Department of Education has put out a whole toolbox around that and they actually can come out and do those um trainings with our staff free of charge actually. Um and so just making sure that they have a so so yeah it's just around it's around sense of belonging. It's around um you know our differences um making sure everybody feels included. we really
037leaned into trauma and from practices with the return from the pandemic. >> And so I'm it's really wonderful to see us kind of like move back into there because we are noticing some behaviors and and it's a way of really just supporting students and meeting them where they are >> and making sure like behavior is communication [snorts] and really understanding the wise behind behaviors and using that >> to make decisions. Just a couple of other parts of our SEAL work I wanted to highlight. We have a pilot going on right now at two of our sites, Brookside Elementary and White Hill Middle School. Um there is a local educator, Tanisha Tate Austin. She she was an assistant principal in the TAM district. She was principal of Miller Creek and she now has a um consulting
038firm called Culture, sorry, Critical Friends. and she has partnered with some teachers in the county to create a curriculum. Um, and this curriculum has 10 lessons. It's basically one lesson a month. And you can see over to the right in that box the different lessons. And students in TK all the way through 8th grade are kind of going through a age appropriate version of the same theme as they move throughout the year. Um, and it's a really beautifully built curriculum. The teachers are given a a instructional slide deck to use. There's um every lesson focuses around some kind of a book, kind of like a book bundle books. Um but honestly, just so thoughtfully done. Um and I've been hearing really good things from our teachers. They really like it. And also there's a lot
039of interest from the teachers at the sites that are not yet piloting. We wanted to do kind of a slow roll out a to get to see if it's a good fit for us, but also with the ELA implementation right now with the L education, not wanting to overwhelm our teachers and give them [snorts] and then I did want to point out that a part of EL education is they one of their components they have these these three um kind of core components. mastery of knowledge and skills, high quality work and character. And so character is a part of the lessons. There's usually a learning target around character. And I just went to the very first lesson in the first module, first unit in the first module for kindergarten there at the top and fifth
040grade at the bottom. And you can see I have to pull it up here so I can actually read it. Um [clears throat] just some of the alignment. So, in kindergarten, students are working to become effective learners as as they demonstrate collaboration by sharing toys and working together to learn ways to make playing together fun. And by the time they get to fifth grade, um, they work to become effective learners as they demonstrate initiative, responsibility, perseverance, and collaboration by engaging in pair, small group, and whole class discussions, reading complex text, independently, completing assignments, and using and sharing classroom resources responsibly. And then that second bullet there is around becoming an ethical human being, which we're starting them early and focusing on. So pretty neat to have um the SEAL work embedded in the ELA program
041that goes along with that SEAL plan um as as how that works in the classroom. >> Oh, sorry. It's okay. >> All right. And then as part of our goal to um sense of belonging LCAP goal, this is action 2.2 is to reduce chronic absenteeism in the district. And chronic absenteeism um the definition of that is um when students they're chronically absent if they miss 10% or more of the school year. So if you have 180 days in your school year and students are missing 18 or more days they're considered chronically absent. And so um and and that um as as we have you know we're like six you know 60 or 70 days in right now um you know it it's adjusted because um it's just whatever 10% of whatever number of days but
042by the end of the year if a students miss 18 or more days are chronically absent. Um and that is for excused unexcused and suspensions as well. So, um, when families, um, call their child in as an excused absence, an absence is an absence and it does count toward this chronic absenteeism rate. And so, you can see our rates here from chronic absenteeism. Um, you can see significant decrease um, after COVID um, the state was about 30% chronic absenteeism across the entire state. And um and here we are coming in in 2223 at 17.8 and you can see I mean we you know a 7% decrease and then another 5% decrease. So, we are on a really great trajectory here and um and we want to continue that that um trend and um all of
043our schools are doing a lot to try and keep kids on campus, make sure that parents are calling in absences, make sure that um you know um kids are getting independent study when when possible. And um so we're we're trying to um continue decreasing that as part of one of our goals. um in still statewide it during we only have statewide data for 23 24 right now but um statewide um it was we were at 20.6% 6% so it's 10% more than 10% less here in Ross Valley. So our attendance [snorts] >> what were we during co the state was at 30%. What do you think we were at >> 20? >> I can look >> 25 I mean that's took it >> like a good guess. >> Yeah. Okay. [laughter] >> Yeah. So right
044out of co um what 2021 school year probably or >> there was all of the absences due to illness but then there were was also that kind of shift in work mode right and all of the remote work and families that could >> select work from Tahoe or Hawaii >> 2122 would have been your first regular year >> 212 I'd like to know >> yeah2 I'll just have to wait for it And then is this the 5% last year? That's 5% of our entire student population was chronically absent, >> right? >> Yeah. Um that that's uh TK through [snorts] eight. >> Mhm. >> Yeah. Um Yeah. So 20 the 2122 school year uh we were actually at 14.1%. So um we took a little bit of a up and then now we're coming back down.
045>> Yeah. So, and then the statewide in 2122 was 30.8%. >> So, we were still twice as good as >> Yeah. And even in Mering County, we're like during that time to 16 16.1%. So, in Marin County, we were um we were doing a little better on our >> What about 181 19? >> And then we'll stop. [laughter] >> I'm like now I'm curious. Well, if you love data, you can defin you can go on to dataquest at CDE and you can get [laughter] >> um what was what was 1920? >> Yeah. Or 1819. >> 189. >> Yeah. Yeah. Yeah. Yeah. Okay. >> One of the things that are um that has become a part of our system is using our care team meetings to look at absenteeism [clears throat] and really drill down and
046see which kids aren't making it and you know what have we tried. there's a lot of like persontoperson contact of the teacher or someone else on staff reaching out to the family and trying to figure out how they can get back into school >> and I think that's made a big difference as well. It was also helpful a couple years ago um we received a presentation on the demographics uh age uh school it was really detailed and it was really eye opening >> um just and so >> that might be interesting to to look at again if those >> if if there's been any changes to specific groups that are more >> absent than others. >> There's certainly enough to do a full presentation for you upcoming. So we could definitely put that on the
047on the document >> and this is still spinning so when it comes up I will let you know pre-COVID. [laughter] >> All right. And then moving into action 2.3 which is really about data. >> We're all fans of data here. Um so Panorama is the platform that we've used for the last three years and Lori is going to talk to you about the new platform that we'll be um launching this year. But this is our data for third through fifth grade and kind of gives you a sense of where we are. And really like you see mostly green arrows, but they're just up one or two points. It's been it's been pretty consistent through the last few years in terms of where those numbers are. We've really wanted to push up that value wing of
048school. It's a hard one because inside that one are questions like how interested are you and what's going on and you know how often are you applying what you learn in school at home and in order for it to be seen as a favorable score. it needs to be all the time or most of the time with some of the time putting it to the unfavorable which is kind of interesting for because most kids some of the time sounds kind of positive I think when you're talking about how often are you applying what you're learning at school at home or that sort of thing. up. Just a little bit of a funniness, grandma. [laughter] One of the reasons we're switching. Um, and then sixth through 8th grade actually had significant growth this year, um, in
049all areas, which was pretty terrific to see. You know, I >> it's always, you know, telling to see how our middle school kids are doing. And this is based on, you know, 529 responses. So, that's pretty good solid data there. Um I'm pretty interesting too. >> What's social perspective thinking? >> That's like um I can see that my friend in class is having a hard day and I can show empathy for that person or I understand um it's understanding the perspective of others. >> So empathetic >> it's your empathy one. Yeah. >> And emotional regulation is >> empathy in middle school. What's up? >> It is up 15 points. [laughter] >> When was this data taken? >> This would have been the spring. >> So last year. >> So these are our Yeah. So these
050are current seventh to nth grade. >> And how is correct? >> How is it? Is it administered in a class? >> It's administered in class probably during advisory and it's an online assessment. Um and parents receive a similar [snorts] assessment. The questions are kind of interesting. I I really like a lot of the questions and then some of the questions feel questionable like huh that's an interesting way of putting that and some of our parents have given us that feedback. Um but um it's really important to look at the data we have. I didn't bring it forward tonight, but we definitely look at the data in terms of student groups. Um and like for example, I was noticing today for third through fifth grade. Um and what are we calling? Whoops. That the valuing of
051school um our Latinx population rated at the highest in the whole district, although their ratings for sense of belonging were lower. So, just kind of interesting to see um you know where the different student groups are falling. >> All right. Okay. And then to um circle back on our la on our uh attendance uh before we get here. So, um California absenteeism rate in 1819 was 12.1 and we were at 9.7. So, pre pandemic we're looking way better than pre- pandemic right now. So that's really all right. Okay. And then um another measure that we use um across the state is the California Healthy Kids Survey. This survey is given to fifth, seventh, and ninth grade students every other year. And so this is another um similar to the panorama where they're asking questions about
052um all various indicators to determine um you know school connectedness and belonging. Um this is another measure and um I just put the three years of data here so you can sort of see the comparisons. Um and this also um you know looking at some of the questions too some of the questions uh might be pre perceived differently by you know like if or if a student doesn't know a a definition of a word or something like that like um do you feel like there there's like one that I saw one time that said do you do you feel like you belong at your school and it's like well I go here you I mean how do you how do you interpret that and anybody there's a lot of different ways to interpret that. So,
053so anyway, here's here's um here's the data um for fifth grade and um you can you know you can see that it is on the high end in 2425 and then this also is all this is different cohorts of fifth graders obviously because it's this is only fifth grade data so it's diff different groups of kids so we have to remember that so we're not tracking the same kids over time >> right [snorts] >> and then so just a question >> this is feels safe at school for fifth graders 92%. >> Yeah. >> In the previous one, the third and fifth grade, school safety was really only at 71%. >> So, is there any correlation like, hey, our third and fourth graders don't feel as safe, but our fifth graders do. Are we >> or
054it's how the questions are asked and what and and that's a whole interesting thing of what is the set of questions that goes with each one of these categories >> um to get them there. And these scores actually um just based on on being in [snorts] in using the California Healthy Kids Survey for a pretty long time, these are very high scores um comparatively to other districts um that that I Yeah. >> All right. And here's the seventh grade California healthy kids survey again um with um a little different for our middle schoolers. Um and again, you know, um you can see some um some you know what is like for instance what does meaningful participation mean to a to a student you know like what what does that mean you know and so um
055I think some of the questions sometimes are are difficult to for you know they they get different answers just because it's for not understanding the question too so [snorts] >> okay and then um I I want to talk a little bit about Kelvin Kelvin um actually gives us the opportunity to tailor our surveys. So, well, Panorama and California Healthy Kids Survey are are all set questions. They're norm takes them. However, Kelvin um does have um a way that we can tailor those questions and actually tailor them to answer or we can use our LCAP um to drive the questions like what do we want to learn about what kids are experiencing in our schools? And Kelvin actually does have a whole bank of questions that were developed by um UC Berkeley and that you can
056choose from or you can you can make up your own questions. So, what we're going to do for um this coming spring is we're going to have a group of our um staff get together, sit down, pick the questions um related to what we want to know about our students and then have those questions set throughout um you know over so that we can we can be marking them over time. Also, those other surveys are only one time per year and in California healthy kids surveys every two years. So it's hard to get a pulse on what is happening and so this way we can give that survey a couple times a year and see where we're at. So if a student it dep all this depends on when you give the survey too because
057if it's at the beginning of the school year everybody's excited. Yeah, school's great and then right before winter break if you gave it it will look a lot different after winter break it would look a lot different and at the end of the school year. So we want to measure over time and we can do some good comparisons that way. Um but this is and in fact this whole thing is that this little questionnaire is called a pulse. So as I mentioned like getting a pulse on how things are going. It does provide real-time feedback and it gives really great um data interpretation of uh or interpretation of the data and um and then also it is partially funded by the Cal Hope grant right now and um it is significantly less expensive than Panorama.
058So, Panorama contract was around like $37,000 for three years. This is about $7,000 for three years. So, or yeah, over time. So, anyway, so this is a great thing. Um, we can customize it. We can give it more often. There's also ways that you can just do little pulses like you, if you have a fifth grade class that there's some bullying going on, you can just do a quick little, "Hey, how's it going today?" And then also there's also the option for kids to say that they want to talk to an adult and that is um it's confidential but it's not anonymous. So certain people can get that feedback that this student really needs to talk to an adult today and we can get we can reach out to the student um as soon as
059possible. So um so we're going to use this this year and u move away from panorama um so that we can do all that customization and and also um make sure we have much cleaner data over time. And this actually you can actually give this to down all the way down to TK because they do have like scales where it's smiley faces and things like that. And so right now we can only survey third through [snorts] 8th grade with our panoram >> and we'll still have healthy kids which will give us that like stateormed you know big info but this will just be a little bit more targeted for the information that we're really trying to get at. >> So for the so you said there's an option for students if they needed to speak
060to an adult. Is it unless they do that is it all anonymous or is it always just confidential all of it? I'm just curious like the distinction between the data there. >> Yeah. So you have just have a select group of staff that have access to that. They would get that. The surveys would be anonymous, but that particular >> if they want to know if who the child is to be able to reach out to them. So they do have it set up that way. So you're still anonymous on the surveying, but then if they if [snorts] they answer yes, I need to talk to somebody, it pops. I just want to know because I know I know at the middle school level there's a lot of like oh no these are not anonymous and
061like >> oh >> so it's nice to be able to reassure them that this is anonymous unless you hit this >> yeah that's good to know because when we roll it out we'll make sure >> yeah because they yeah >> they're like these are not anonymous don't answer anything I'm like no please answer it it's anonymous but >> you're getting 30% scores [laughter] >> I mean do we have any idea like how truthful they're being that's why you to look at large numbers of kids because when you survey 500 600 kids, >> you're statistically going to get a pretty good strong result. >> Yeah. >> And I think, you know, we've learned a lot about how you roll it out. Um like often teachers will have the same talking points and really introduce it and
062talk about the importance of it and kind of level set and then you get stronger results. And especially in middle school, you'll always have some kids who do whatever it is, >> the equivalent of a scantron and a smiley face. >> And then um another aspect of this is um is having the you know having the principles go through the data, pulling out the key themes and reporting out to their community. This is what the survey showed us and here's here's the one thing we're going to do to improve the school. So because that way when >> it's not just this random survey that is no no we're not going to use it for anything. Instead the principal is reporting out hey this is what this is what we saw. I was surprised about this
063and this is how we're going to to do some things. So if they see action then all of a sudden they're like wow oh my gosh my voice is valued you know. So we'll we'll definitely do that activity with the principles throughout the year. [snorts] >> And how quickly do you get data from Kelvin? >> Instantly. Yeah. >> Yeah. >> And they do some of the inhouses for you, right? >> Yeah. >> And they'll they'll break it into different student groups and >> and we can serve we we have unlimited use of this and so we can survey families, we can survey um staff. So we'll [snorts] be doing those pieces too. >> And that's it. [snorts] >> Jump the gun with all my questions. [laughter] >> Great. Yeah. Do we have any more questions?
064>> Do you have any public comment? >> Yeah. So, a couple questions with the old panorama and you saw those low scar scores and that's one thing because it's just a static question. This you're saying with Kelvin you'll be able to see that identify it see if you get a better result [snorts] frame the question differently. Is that what I heard correctly? I know I'm not supposed to answer but >> I know you're not. [laughter] >> So >> I wanted to ask you >> I I am I am curious about how we'll respond to these things that we get. >> So >> yeah. Yeah, for sure. So yeah, so we we definitely want to keep the questions similar so that we do get you know um data over time. Um, that is another piece I
065I know that the California Healthy Kid Survey does change questions up sometimes and so you can't it's hard, you know, if we don't have the same questions. Um, it's hard to measure over time, but yeah, we would definitely um have the same questions um thoughtful questions, making sure that we're answering, you know, or we're we're addressing our LCAP goal and getting the the the feedback we need. Um and so yeah, so then that way we can um be tracking it over time because that's really the only way you can see that improvement and make sure that um you know that that we're actually making an impact to support the kids. Thanks. >> It sounds great. Thank you for that great presentation. >> All right. So uh no further [clears throat] public comment. Uh do we
066have any discussion up here? I appreciate that you found something that we have a little more flexibility with because I know that we've been kind of locked into certain things and I know that there were questions where I was kind of like this is a really odd question like why are we asking it this way >> and then we [clears throat] can't change it. >> So that was particularly appealing to me. Um and I like the fact that you can do it at different age groups like and like twice that's like fantastic. And then there's the cost which is just discussion. Do we have any other comments? Um doesn't look like we have to do anything with this one. It's just an update. So um thank you. >> I'll move on to our next item
067which is ratified change orders numbers one through three submitted by Michael Paul incorporated for the Wade Thomas and Manor asphalt projects. So, thank you for um allowing me to bring this forward this evening. And so, I know we had talked um several times about the projects that we had ongoing during the summer. One of them or several of them were the asphalt uh bid and we did have three change orders. Uh one of them is a positive change order. You also see a negative change order and a smaller positive as well. They net together to be $12,952. And it is um I don't have the exact percentage here and I apologize I don't have my computer. It should be about 7 and a half%. Um we have a 10% threshold that we can that we
068can do that. Um, and the one thing I want to point out that is not here, um, because I I want to make sure that the public and as well as the board understands that when we do projects, we look to, um, to really uh, ensure that we control costs. And so we also had a second bid for a roof at Hidden Valley, the multi-purpose room. And one of the things that we did is we had built in a small contingency into that particular bid um because with roofs you never know if there's wood that is underneath that's bad. And so they didn't use um the entire contingency and so there would be a negative change order coming back to the district of $13,274 on that. So we're paying less than what was approved by
069the um board. And so you don't see a a change order coming back for that because there's no approval necessary. But when you net those two together, this 12,952 and the 13 uh 274, we're actually paying less with the two bids than what was approved by the board. So I know that's not not ideal um that we have change orders, but this is kind of what happens when you have projects like this. So, um, with the approval of this, uh, item tonight, you would be approving the the three change orders. >> You're saving us money. >> Yes. >> You want us to vote on that? [laughter] >> I like your question. >> Do you have any more questions for Chris? >> I mean, I appreciate the transparency. Um, thank you. >> So, the manner is
070that's fixing this sort of painted situation. >> No, that was actually when we did it initially, we u requested that it be slurried >> and when they looked at it after uh the bid was done and we were starting the project, they realized that it had already been slurried and so they couldn't put another one down on it and have it stick properly. So that was the reason for that. When what's the the $34,000 change order? It just says paid 22,000 square feet. >> Um >> was it more than >> It ended up being more than what what was >> more square footage than what they originally estimated. >> Yeah. >> Because of the thick. >> Yeah. Because we ended up having to take a lot out as well. >> That was a school that
071we had um a lot of areas that were in really bad shape. And this was also the project that we had put out for bid [snorts] and we didn't have it uh anybody come to the mandatory jobw walk and so we had to put it out again for bid and so it didn't get approved until the June 25th meeting. Um and at that particular point once once we started going through this we could have stopped the project and and dealt with it further but what would have ended up happening is that the work would not have been done at manner and um and way Thomas and way Thomas was actually dangerous at that particular point. So >> any more questions for public comment? >> Do you have any public comment on this? Nope. Seeing none,
072I will bring it back to board for discussion. Discussion on this one for basketball with my son Thomas the other day. It's very nice. I didn't trip. >> He didn't trip. [snorts] Okay. I've been at both of those schools and they do appreciate the work that is done. >> They know there's a really tight timeline [laughter] that all had to get done. >> Thank you. >> So, um, looks like we need to be looking for a recommended action. Do we have any? >> So, I can make a motion that we ratify the change orders one through three. >> Second. Daniel. >> Hi, >> Anna. >> Hi, >> Chris. >> I >> Rachel. I thank you for [snorts] >> Thank you. [laughter] >> Thank you. >> Our next item is consent actions. Um, do we have
073any questions on any of these? We can approve these all in one motion unless somebody would like to pull out something to discuss. If there's not, then we can approve action. Anybody want to pull anything out? Any questions? >> There's nothing I need to pull out. You want to pull out consent? >> No. >> We have any public uh Nope. No public comment on consent. Okay. [laughter] I'll entertain a motion on consent actions then. Make a motion to approve the consent actions. Great. Do I have a second? >> I'll second it. >> Thank you both. Ann >> I >> Chris. Rachel. >> I moved to consent. And next item is board business. I have committee updates and reports from and announcements by trustees. You want to start since you're at the end? >> Um, [clears
074throat] yeah, I don't uh I don't really have too many updates. Um, I did offend some people at White Hill by telling them that the Brookside lunch duty is much more fun than the middle school >> lunch duty. So, I'm I'm working my way out of um some um some some hard feelings with Carrie in the office. >> But um it's true. Elementary schools are more fun >> to play basketball and four square. >> No, >> you can play blackjack for candy. >> Oh, I haven't found that. >> What? [laughter] >> That's middle school, math. >> Well, I'm meant to be outside. >> Or karaoke. You could karaoke, too. I haven't seen these yet. pass club. >> Okay, that sounds way more fun than [clears throat] kids cutting in line and throwing balls at each
075other. >> I don't know. I can I [laughter] I can beat the third graders in basketball. I can't beat the eighth grade. So, >> maybe there's that, too. [laughter] Um, no, but it is fun being uh more involved at White Hill and I'm starting to coach the sixth grade girls team starting on Monday. >> Uh, so that will be fun. Um, >> Basketball. Yeah. And everybody at Brookside is excited about Matilda, the play that's coming up. >> So, a lot of they they received their the permission slips and I think after I think right after Thanksgiving, they're going to start auditions. >> Um, and some some students have very strong opinions on who they want to be. So, it's going to be fascinating. >> It's going to be a great show. So, >> I'll go
076next. >> You skipped me. I'm sorry. [laughter] I'm sorry. >> Um, okay. What have I been up to? I've done a lot in this. We've had an extra week. >> Um, let's see here. Couple meetings with Godby for the polling, which I think is going for that data. Oh my god. um budget advisory committee meeting, special education advisory meeting. I went to um I saw John Carroll speak at the League of Women's Voters meeting. Joined that. That was fun. Made some new friends. [laughter] Um E2 and Jayl were this morning. Um, and then lots of fun stuff like we haven't met since before the fun runs and Halloween, right? All of that stuff was fun. The can food drive going on right now with the scouts. >> That's a big one. >> Yeah. All all
077the campuses. That's cool. I don't know how that came to be with the scout >> connection, but it's very cool. Um, so there's that. What else? Uh, oh, we went to the third grade. That was so fun. Um, Patricia Peleri, third grade at Brookside. That invitation she sent us. I was like, what? I want to get these invitations for all of this stuff. Um, it was so cool. So, they had a what they call it, a book cafe. >> Book tour. And so, they made these book report. Yeah, but my third grader last year didn't do it because it was the new curriculum, but it was so cool because they like the audio visual component of it. They were so proud and like recording and then hearing their own voices. They were like it was
078just really it was really cool to see the kind of figuring out the audio visual and then the content was all about libraries which that was super like really >> really digging deep into like the benefits of libraries not just that they're there. So yeah, that was fun earlier this week. So we got to spread the word of the teachers to invite us to more of these things. That was cool. Okay, that's it. >> Okay. I will miss the Halloween parade when my kid leaves Brookside. >> That was [laughter] Rachel was still there. >> I was there. >> Yeah, >> that's true. That's actually true. I appreciate that perspective because I was like, "Oh my god, this is going to go away." Wait, it's not actually really great event. Um, look forward to that every
079year. Um along Anna's point the teachers just a shout out >> Oh yeah. >> to the teachers that are asking parents to come in and share their cultural experiences with the classes. >> Food and presentations. It's getting very wellreceived and there's a lot of pride that comes with the kids whose parents come in and talk about their culture and share those fun things. So, I just want to continue to show our support to have let those teachers step outside of that zone and let that happen. >> Great. >> Um, fourth this year, I know, but um other teachers are doing it as well. So, they're just offering the chance for parents to schedule. Yeah. [snorts] Um, join Exercise Powers. uh got a email October 27th. Uh the yellow school bus been in full swing for
080the first several weeks of school and they were reporting at that time that it's been a huge success so far. So they skipped the usual meeting to take place and the next time we're meeting is in January and they provided us with the numbers. Now in August it was 100% on time all the way around. It was great. September, they dealt with some illnesses from some bus drivers and they had to combine some roots and fill people in in the last minute, but it still was close to 90%. >> Um, so the ability to to to to um manage those unforeseen circumstances shows that this is a strong program going forward. So, I just wanted to put that out there um so I'll be able to update everybody in January when we meet again. But
081that's it. Thanks. Um, so let's see. I went to the choir concert that they have. They have a masquerade concert every Halloween around Halloween and the students on choir all dress up in costumes. So you get to see a choir performance and they're in costume and it's fantastic. It's so fun. Um, this year I showed up and I realized I was like, why are like all the music teachers wearing finals and like cargo pants and glasses and they were all dressed up as Mr. Succi? Oh my god, >> it was fantastic. They nailed it. It was amazing. They even had like random things stuck in all the cargo pants pockets. >> Like they had it perfect. It was so funny when you saw them all together. So I have a picture of that. >> Um,
082>> but then the or the orchestra was also there and so it was just lovely hearing everybody perform and they're for being like October. It's really impressive to see what they've all learned to put together musically. Um, so that was just it's always fun. I love going to those concerts. Um, I went I did go to the Brookside Parade, the Halloween parade. >> I saw you. >> Um, and I liked that the the district staff were wearing adorable costumes, smashing as well, [laughter] >> even little matching slippers. Um, went to the League of Women Voters meeting where John Carroll spoke about the uncertain future of public education. >> Um, so that was um, >> uplifting. >> Oh, so uplifting [laughter] talking aboutsecure funding and question marks everywhere. our district was mentioned many times. [laughter] >>
083Ah yeah yeah yeah. Um I also attended a Harvard press or Harvard education press um webinar that they had on the future of education which is funny because I signed up for that one long in advance before the legal one voters one which is kind of a similar topic. Um but they had three or four authors on there um who all had different areas of um education that they were looking at. So, one was like creating educational justice and it was from her perspective um of a black educator but um students who are in home being educated um and then there's one about um the big lie about race in America's schools and then there's an author who wrote like who needs college anymore and so and then there's one who's like unlocking the potential
084of team based staffing which is something that like we kind of do here already. Listening to him talk about it I was like we totally do that here. Um, but it was just really an interesting panel of authors that were all there and answering questions and talking about their perspective on those things. Um, and then I also went to the third grade book tour at Brookside which was just I agree with Anna. It was wonderful that we were invited as a board like I'm glad that I was able to work it into my my workday. Um, the students all wrote their own stories like created their own stories and then they recorded it and created a presentation that had the voice over and they were so excited to have a perfect stranger. Like I had
085the volunteer tag on so they knew I was like a legitimate person to be on campus. But they were so eager to let me hear what their stories were and it was it was very sweet and it was similar to like the experience with the poets today. They were proud of their work. They'd obviously learned a lot during this section that they had just been studying in third grade and I was just really happy to see that they've embraced that ELA program especially from the the educators because I know it's kind of a lift. >> Yeah. >> Um >> there was Right. >> But >> that's what Patricia said. It's like there was some learn as you go. It's yeah paying off though and the kids were so exuberant about it. It was just wonderful
086to see. So >> that's what I got going on there. Um so with that do we need public comment on any of this? No public. >> Can I can I I just remembered something. >> Oh you too late. >> I'll go for ahead. >> Um [laughter] >> uh seeds. I attended um uh the poetry thing probably four weeks ago. Um, do we know a do we know a lot about seeds? Because it was exceptional. >> Uh, it's the poets that come into our classrooms for I just had coffee with Matt and Elizabeth just the other day for six weeks to eight weeks just for a class and they do some poetry and then they move on and they're working with six districts across Marin County right now. Um but uh there were so many teachers
087from Brookside that were there, teachers from Hidden Valley that was at this kind of a ceremony. You know, they're recognizing the high school seniors, people that were that were maybe not [snorts] just high school seniors, but high school kids that were um in the program. >> Where was it? >> It [snorts] was at Marin Art and Garden Center. >> It's third year. And I just know it from a connection at Dominican. Uh but it was exceptional. And so I met with the two directors and said, "How do we get more involved? How do we get more knowledge?" Because Sammy was there, >> Barbara was there, um, fifth grade uh, Hidden Valley teacher was there, there was Amanda Wagner. So there there was some school representation, >> but I don't know how we helped share that
088and promote that. >> Did you like that on future board direction? >> There you go. But anyway, I went to that and it was awesome. I was supposed to go to that because my kid was she got like an honorable mention thing. >> Yeah. >> Um but I whiffed on that early. [laughter] All right. So, uh moving on to approval of regular meeting minutes for October 22nd, 2025. Do we have any changes, edits, questions? No. Do you have any public comment on this? No. >> Right. Any discussion? None. Teresa, I they're always perfect. I just like so I don't like saying that anymore. [laughter] I don't know. Like it's just and I'm looking. So great great. >> All right. So with that, I'll entertain a motion on this one. >> I will I'll make a
089motion to approve the regular meeting minutes from the October 22nd, 2025 meeting. >> Great. Do I have a second? >> I'll second it. >> Thank you both, Chris. I >> Daniel >> I >> Anna >> I >> and Rachel I All right, we've approved those. And our next item is recommended approval that the board of trustees hold its annual organizational meeting at its regular meeting on December 17th, 2025. This is pretty, but I will let Julia go. Yeah, this is just something that comes forward every year. Um, and so it's the organizational meeting, the elect board of offices, our board president, board clerk, and Marin County School Boards Association representative. >> And so that'll come up at our next board meeting. >> Okay. >> So, this is where like you get to stand up and
090say, I'd like to be a board president [laughter] or board clerk. Okay. No questions. This microphone's not on. [laughter] >> You guys stay. [laughter] >> All right. >> It's called the meeting of volunte. [laughter] [snorts] >> So, no questions. We need public comments. No. All right. Any discussion here on this one? >> No. >> All right. Well, actually on a serious note, I think that if anyone is [snorts] interested in stepping up into the position of president or clerk, for example, to call those of us who have these roles and talk about them, right? >> You know, we do have to have a Don't blink at me. Don't you blink [laughter] at me. We have to have a succession plan. [laughter] Anyway, that's my that's my two cents. Well, and [laughter] well, >> okay, >>
091Rachel and I will talk. [laughter] >> I'm happy to answer questions about serving as a clerk or a president. I've done both roles, so I'll just leave it at that. Um, and does anybody want to make a motion on this item? >> I will make a motion to approve that board that we hold our annual organizational meeting on December 17th. I will second that. >> Great. Anna >> I >> and Chris >> I. >> Daniel >> I >> and Rachel I. All right. So we've approved that. Our next item is superintendent cabinet report to wedding. >> Terrific. I will double down on the Brookside parade for Halloween. [laughter] Really fabulous. But then I'm going to raise it to the White Hill Halloween parade which if you haven't been up >> and it's really good. It's
092very creative and fun and hilarious. [snorts] So, >> actually my personal favorite were dressing up. >> Oh, no. >> They dress up and they do >> feeds. I got to go to that next year. Um, and I also, um, did we do weekly visits, Tyler and I, to sites and so last week I was over at White Hill and got got into, I think, six different classrooms, and it's just wonderful to be in classrooms and see what's going on. So, really enjoy that. Um, the California dashboard is released tomorrow. It goes public and just my preliminary look. Things are looking really good for Ross Valley. we've made some good progress um which is terrific to see. Um this will be the first time that there's a science indicator. So look for that. Um next week
093we start conferences um at the elementary level and so it's our super minimum days and um it's the roll out of our new report cards. Um so excited for that >> and you know those will look a little bit different and looking forward to the feedback as well. Um, and then just recognizing and thanking everybody who was a part of making the difficult decision to close some of our sites last week. >> Um, and I want to give kudos to Marcy Tran who put together a very detailed school closure plan >> um that we were able to rely on when that happened. I kept telling Tyler, "You're going to leave and the power is going to go out." [laughter] And we never quite got there. And yeah, I was right. Um, and I'm [snorts] really
094hoping that tomorrow we're okay. There's a big storm with lots of wind coming. Chris and I have already been talking about like this need to go out. >> The three of us were were planning the agenda the day before and Julie was like, "Okay, well, I don't know." We're like, "Oh, it's gonna be fine. Don't worry." >> I knew I think I I might have made that happen. [laughter] >> I was just like, "Oh, no. Oh, it's such a bummer to close a school, you know, because we have to add it add another day to the end of the year. >> The power came back on like 10 months after school started. >> It's really really hard both on in all of those cases. There was no ETA for one. >> I know. I know.
095>> It's a little bit of vindiction though for Manor and White Hill teachers because it's always the school, right? >> True. And so I may have heard that it was like >> a little bit [laughter] >> to add that extra day onto their school year. Yeah. >> Well, really hoping that >> tomorrow and the rest of the year we don't have that issue. >> And that is all from me, Chris. >> Um on Saturday I attended the Manor Field Day. >> Thank you. And so I do want to do a shout out to the group of people that were there. Um we had Eric Sundon who has a child at Manor. We had Rowan Gaffne who has a child at Manor. Uh Eddie Roodus and his son and Eddie um Mr. Roodus is actually in
096Venicia Valley and a member of the soccer club. >> Jeff Mayo is a parent of man at Manor. uh Sylvia and Frank Moresca, both from Manor. Uh Jason Ford and his son Gibson um were present as well and they have um Mr. Ford has uh his son at San and Selms. So also a member of the soccer club coming and helping. >> And then we had Eric Benton Court, a parent from Manor, and Jim Guthrie, um who has children at both Manor and White Hill. And I do want to say um thank you to each and every one of them. Um it was not easy work. It was a lot of sweat and um we went through 20 yards of soil getting it spread out on the field and um because we had a a
097good amount of people it took about an hour and 40 minutes to do that. >> Uh but we were able to get that spread out and then uh Dez and his staff came back through and dragged it after that to to further smooth it out. Um so >> did the gophers go like this? [laughter] The one good thing is that site actually doesn't have a lot of gophers at the moment. Let me let me knock on wood a couple times. Uh it's it's uh more at White Hill currently, but we've been doing a good job getting that out. And so we'll probably do something similar at White Hill uh probably in the early uh late winter, early spring, getting ready for the the spring. But I again I want to say thank you to each
098and every one of those people that came out for the betterment of our our students and our school community. So >> was the dirt I'm just curious where it came from. >> We had to purchase it. So we purchased all of that. >> We have so much dirt at our house. >> Yeah. >> And acorns. Um the other the other thing I want to thank is um the RVTA and their leadership um with the negotiations process. I will be coming back and doing an AB1200 which is a process that I need to notify the county office of education of the salary settlement. Um and then we'll be bringing that tenative agreement to the governing board um at the December meeting. So, uh, we just needed for them to approve it and then do all of
099those other those other steps. But again, I want to say thank you to the, uh, RBTA leadership and their hard work in getting, um, the agreement and also to the entire RBTA staff. So, put that way. >> Thanks. >> All right. And then, um, we we celebrated World Occupational Therapy Day. Um we have >> we did uh we had two occupational therapists in the district, Megan Griffin and Nhem McInness. So we um put some information out about that. So they're amazing part of our team. Also we had the National School Psychologist Week um November 3rd through the 7th. Um we recognized Carly Shakwa, Alicia Solis, and Marjorie McDonald for their amazing work that they do with all of our kids and all the hard work they put into IEP assessments and all that. So that's
100great. Oh my gosh. >> We um we had um the dedication to special education organization who raises money to provide grants for teachers. Um we got results over the weekend and the following grants were awarded to the following people. Cara Chambers, Jamie Evans, Briana Hatfield, Sarah H, Rebecca Hayhurst, Alisa Solis, Stacy Walden, and Rachel Zales. almost $10,000 in um resources and like flexible furniture um some curriculum pieces and things like that. That's great. >> Amazing. Yeah. So um so that's super. >> And they individually applied for >> they did. Yes. Yes. >> Wow. >> They did and um and they actually they everybody who applied actually got their award and so it's pretty amazing. >> Congrats. >> So yeah, good stuff. Um we had um a group of Brookside teachers participate in safety care training.
101Safety care is um a more tools for toolboxes around um deescalating be you know elevated students um getting them back to regulation. And so they um went to a full day training through Marin County Office of Education to learn new strategies on deescalation trauma-informed type practices. And um so they came back and I got very good feedback from some of our teachers who are already using the tools or things that they can just start using the next day. Um so that's exciting. And actually what's also exciting is there's another um training on January the 5th and we're going to have about 15 of our classified staff go. It's not a work day for them, but we do have funding through our title two federal funds to be able to send them for the day and
102pay them. Um so they will get those tools as well. So, that's huge for our um classroom management and making sure kids kids get what they need um when they're in those um tricky spaces. Um we Oh, uh we're also um in the ending stages of our special education program review with Holly Wade. Holly was out on let's see November 4th last week, I guess. And um we um we toured every site. we hit every single school site and walked through classrooms. It was fantastic. And then she did stay for our special education um committee, advisory committee that evening. And she did um share out some of her preliminary findings. Um a lot of what we know already as far as all the strengths go, the amazing staff, the supportive, you know, family families, um
103the amazing kids and all the things that we're doing. And then she also provided um just some areas for growth and she's going to put that into a report and then they'll come to us in early January. We'll look at that at our next special education advisory committee meeting and then they'll come to this meeting too. Um and from there we'll go through that and together we'll draft our advisory committee will draft a three-year special education plan. Um and we did have that meeting, the special education advisory committee meeting. It's um just the the energy in the room was amazing. Um we have people there that really deeply care and um we had some great conversation. Um we talked um we also started developing a schoolwide or districtwide um definition of inclusion and so we're
104going to be running that through various groups um to um so we're all on the same page and so we know where we're headed and um super exciting stuff. So yes, >> awesome. Thank you all. Um let's see with that we get to move on to meeting review got future board topics and board direction. I have a in the E2 I think it was this morning they're talking about how January one board members trustees are going to be mand mandatory reporters. So, we're going to need to do required training for that. So, we have to add it. We Well, we'll have until like July to to do it, but uh that's something we need to >> I think that's we've already been assigned those. >> No, we don't have mandatory report. >> It's not mandatory
105reporting. Well, I mean, we went through the training for it. Like, we were all assigned it. >> Not the mandatory reporting training. It's like you have to do a specific one on that. I think it's being a mandated reporter and that is one of our keen trainings. >> I don't think think I'm looking at assigns them but >> I would normally pull it up right now but >> I just [laughter] >> I just pulled it up. It's not >> it wasn't one that we assigned. It's it's easily assigned. >> Yeah. Yeah. So that's we could add it. >> So that would be discuss that further or not but >> I [clears throat] did. Yeah. >> I caught up with my training. I know if I've done that one or not. Like feels like I've done
106that one. >> Well, a lot of us have in our jobs. >> It's just that as as board trustees, we're going to be mandated reporters now as of next year. So, >> it's just something that we have to have training on. Like, I mean, I do it constantly for my job. >> All right. So, we'll just make sure that we're all covered. Thanks, >> Chris. [laughter] >> Thank you, >> you have actually. You have I No, I >> you did it. >> No, I didn't. >> Okay, >> we will discuss this later. Anyway, [laughter] off topic. Off agenda. >> Sorry. No, no, it's okay. >> Um, any other board topics or direction that we'd like the staff to take? >> Do we want to discuss the correspondence at times that comes our way? >> Um,
107right. >> Just you know. >> Yeah. When's the bright space to do that? >> Well, I think when it comes up on the agenda, >> that's when we should discuss it. Okay. >> Yeah. Yeah. So, I'd say that like when it comes up and I'm like, "Hey, correspondence." Like that would be the time to talk about it. >> Okay. Yeah. I I I noticed that today we didn't offer that opportunity and I was just curious if >> I should have. >> Okay. Um >> but that's good to know. Well, just, you know, it's not always that there's something that I'd like to put my two cents in, fill out my green card, but today was >> We could put it on an agenda if you would like to. >> No, I'm over it. >> Next.
108>> Okay. Um I have I have um inquired about getting that put on a future agenda though that that topic just so we have an idea of what the expectations are with the legal since it was kind of unclear. I also think one of the things that we should have is just brief public education about what our meeting is and what role the public is expected to play >> because we are having a meeting here >> and it is in a public forum and we will engage with the public but within the boundaries of the Brown Act, right? And so we're not having a meeting with the public. We're having a meeting in front of the public that has the right to have public comment. I think sometimes that [snorts] line is crossed beyond my
109comfort. Is is there like a can we discuss this at the future of having like like a statement at the beginning of the meeting or something like is that what >> you need to read more stuff >> just [laughter] maybe like two sentences >> I >> no I don't know but there's I agree >> yeah sometimes I think veil >> I'm still learning >> the veil is being pierced that I'm finding >> so it sounds like for board direction we want to like figure out a time or place to put on an agenda where we can clarify when people are allowed to speak to us as a board for public comment. >> Well, just like what >> and make it clear that we're not interacting with them necessarily, but that they're here to provide their
110feedback for our consideration, but we're not here to have a death look. So, we need to work that in somehow, I guess. >> And I hate to I mean, I don't want to be the wet blanket here, but I just think that there's a there's a dance that I'm starting to see that I'm not comfortable with. So that's all >> right. I think the education component of it is like the key. Like this is what this meeting has. >> We're here to meet and run a business. We're here. >> We're here to run business for our schools. >> Thank you. >> I'll let Yeah. >> So we can >> Thank you. Um >> any other directions? >> Oh, one thing that uh future meeting Julia if we could if you would give us a little
111with the substitute changes substitute teacher like that was very wordy today in that meeting. If you could get >> you're present that meeting this morning from the E2 and the work that the county's done around substitutes. if you present that to us on like the changes, you know, that whatever we need to know because it seems like there's some stuff that maybe >> I missed but are important that we all should know. >> That sounds confusing. Okay, we should probably do that. [laughter] All right. Any other future topics? Director. No. >> Okay. >> Thank you. >> Med debrief. >> Julia, thank you. >> Yes. The continuity of leadership and the succession planning we have in place is evidently perfect. Tyler should be home relaxing with his new baby. >> He shouldn't be listening to that,
112but he is. [laughter] >> You should have started it. >> We have you have you have this under your wheels of control. And thank you. >> You are very welcome. It is my honor and huge thanks to my team here, Chris and Lori and Tyler behind there and all of you. We're good. We're good. Well, machine >> Good luck tomorrow [laughter] morning. >> Okay. All right. With that, I am going to adjourn our meeting at 810.