[0:53] Thank you.

[5:55] Thank you for watching, I'll see you very soon.

[10:12] All right, we're going to go ahead and get started. Good evening.

[10:17] Welcome to the regular board meeting of August 20th, 2026, the Burbank Unified School District Board of Education.

[10:24] Let's start with the pledge of allegiance, everyone, rise.

[10:32] Congratulations to the five of the United States over here on the two of the main public stands.

[10:40] I'm nation, individual, liberty, justice for all.

[10:47] Thank you so much. We acknowledge the traditional ancestral unceded territory of the Chumash Chongba

[10:54] for an endangiotative EM and First Nations on which we are learning, educating and living.

[11:00] Next is our report on closed session actions. I have two.

[11:03] In the matter of special education case 27-01, the Board of Trustees voted to approve by a vote of 5-0,

[11:11] a settlement agreement for $14,500 for additional services.

[11:15] And in the matter of special education case 27-02, the Board of Trustees voted to approve by a vote of 5-0,

[11:22] a settlement agreement for 7,000 for additional services.

[11:26] All right, move to six, adoption of the agenda, do I have changes to the agenda?

[11:32] Miss Olson.

[11:33] Thank you. Can I pull 14 A, H, K, and W for discussion out of consent, please?

[11:42] 14 A, H, and K, and W.

[11:45] And W, I'm sorry, I'm sorry, I'm sorry.

[11:47] Thank you. Any other items to pull from consent or I just changes to the agenda?

[11:56] Okay. Hearing none, we'll move on to seven approval of minutes. Both of these minutes are amended.

[12:02] So we'll do first the consideration of approval of minutes in the special board meeting held August 1, 2021,

[12:10] Can I get a motion in a second to approve these minutes?

[12:13] So moved.

[12:15] Thank you.

[12:17] And Dr. County, New York, absence of you abstaining.

[12:20] Thank you.

[12:21] So can Dr. Weissberg, an emotion for Dr. Weissberg, a second for Miss Cano.

[12:26] Well, those in favor say aye.

[12:28] Aye.

[12:29] Any opposed?

[12:30] and one, so that's four oh with one abstaining. On item seven B, consideration of approval of minutes

[12:36] from the regular Birmingham Health August 6, again, amended and Ms. Olsen was absent, so you'll be

[12:42] abstaining. Is that right? Okay, can I get a motion a second to approve is amended? Second.

[12:49] Okay,

[12:49] moved by Dr. Iconi and second by Dr. Weisberg, I'll go to the same favor say aye. Any opposed?

[12:56] Motion passes four to zero with one abstention. All right, eight, items for future consideration,

[13:01] and colleagues, Ms. Olsen.

[13:06] From last December, I asked for key findings from the District Safety Committee.

[13:12] And as our schools sit down to start re-looking at those committees and safety plans,

[13:18] I would love to get some findings from the District Safety Committee to kind of guide and give that as a frame

[13:24] if that's something that we can do.

[13:26] The second request would be a report on summer school.

[13:31] I'd love to hear the good, the bad, the evolving enrollment changes and parent and

[13:37] staff feedback.

[13:39] Thank you.

[13:41] Dr. Riceberg.

[13:42] Actually, quite similarly to Ms. Olson, I would like to have a more robust conversation

[13:47] about safety on our school campuses in general.

[13:50] And that would include pretty, and I'm pretty big way of the safety.

[13:56] So I'm glad that you brought that off.

[13:57] I also want to ask Dr. McCoy if we can revisit this to do list that we started a while back.

[14:07] That was just the agenda items that we as board members have requested come back.

[14:12] And we can just revisit that because there's quite a few in here that have been on for a while.

[14:16] And, you know, we'd love to get those things actually brought that before us.

[14:21] Maybe we'll look at that and have some different gems.

[14:23] Okay, thank you. Miss Conno.

[14:25] And then going along with Dr. Weiss, I had in that vein the just if we have any way of getting

[14:32] some type of timeline in terms of, because I know I asked last year in the last,

[14:37] but I think last meeting in terms of with all the different ASL agencies that we have

[14:42] they come in in terms of, I just said, you know, which are the ones we're using

[14:46] because we report a group of a lot of them, and I know there are different reasons.

[14:49] So it's kind of behind me against some understanding of which companies work with, do what?

[14:57] So that's that's report on interpretation services.

[15:00] Well, I mean, or any other language interpretation services as well.

[15:06] Yeah, but no, I think that's called just ASL, right now. It's busy. That's one. I know we have a lot of different agencies work with. Yes.

[15:11] That's the one.

[15:12] Dr. Ike, can you introduce yourself?

[15:16] Through things, one with the safety one. I also, it always talk about internal, but also, you know, recently sort of fired at pretty close.

[15:26] I want to know also what the procedure is in case of evacuation room and what the fire gets

[15:32] that closed.

[15:36] And the second one is today, I learned that there have been some changes from the state

[15:42] size and the dwelling room and where it's, it's, it's, it's, it's, and the interpretation

[15:50] So when we change, I made it a little more complex, you know, a little more high.

[15:55] I want us to look into that, see if there's something that's going to be effected.

[15:58] I mean, that's because it is, it is, if I think, for example,

[16:01] Mount Bela School District and some of the cook.

[16:05] So maybe we can look into what those changes are, and if it's kind of the effected.

[16:09] Great.

[16:11] I have one addition as well, which is the last two years.

[16:16] We've done a midweek start for the getting of the school year.

[16:21] I'd like to see some data on how that's affected attendance that first week of school as so that the board is prepared to

[16:32] Please provide that to the calendar committee when they're making their recommendation.

[16:36] It would also be great to have some sort of data from teachers and parents, but if that's not possible to get before that we look at it.

[16:46] that's okay too, but I think having the data around is this effective start for us would be helpful.

[16:54] Anything else on items for future consideration?

[16:58] Okay, nine presentations and recognitions. Dr. Wilk.

[17:03] We have an answer. Okay, thank you. All right, then we will move to ten requests to address the board.

[17:09] Those persons wishing to address the board may do so at this time and are asked

[17:12] to complete a speaker card. All public comments are to be directed to the board president.

[17:16] Individual speakers should be allowed three minutes to address the board on each agenda or non-agenda item.

[17:22] However, an exceptional circumstance is when necessary to ensure full opportunity for public input.

[17:26] The President may, with more consent, adjust the amount of time allowed for public input, and or the time allowed for each speaker.

[17:32] Any such adjustments shall be done equitably, so as to allow for a diversity of viewpoints.

[17:37] The President may also ask members of the public with the same viewpoint to elect a few individuals to address the board on behalf of that viewpoint.

[17:43] Please refer to the complete text of the Burbank Unified School Board by La 9323 meeting conduct public participation.

[17:50] Due to the Brown Act that governs public meetings, the board cannot respond directly to public comment.

[17:55] The board can direct the superintendent and staff to meet with members of the public to better understand their concerns or points of view.

[18:00] I believe I have nine cards, and I have one virtual speaker.

[18:04] So let's try to start with our virtual speaker that's Carolina Villamil.

[18:11] Well, that's you come off mute and...

[18:13] Hi, can you hear me?

[18:15] Thank you. Yes, we can hear you. Thank you. Thank you. Thank you for this opportunity. My name is

[18:19] Karolie Kapil and I have an Emerson Elementary Parent. I am here to express my deep concern

[18:26] and disappointment regarding the district's last minute decision to eliminate several ATV programs.

[18:33] This decision created unnecessary stress for many families and effectively forced us to enroll

[18:39] Our children in a child care program we had not previously chosen or considered a suitable.

[18:46] The cancellation note is also did not provide meaningful alternatives, particularly for families who rely on before school care.

[18:56] I have already contacted Mr. McCoy and Ms. Stone regarding my concerns about the current right at school set up at Emerson.

[19:04] The children are in a classroom that offers very little visibility or access for parents to see how they are adjusting.

[19:13] We also have limited information about the staff caring for our children.

[19:18] As parents, we should have greater transparency about who is supervising our kids.

[19:24] I am also concerned about the classroom setup.

[19:27] It lacks basic supplies such as pencil, scissors, books.

[19:32] Our children should have access to the resources and environment promised by the new program.

[19:39] At a minimum, I am asking the district to move the new RAS program into the unused ATB classroom.

[19:46] This classroom provides a much more appropriate environment with books, toys, puzzles, games, crafts,

[19:54] and immediate access to a playground.

[19:56] It also allows parents to walk directly to the clock.

[20:00] Classroom door during drop-off and pickup times, giving us greater visibility into our children's new environment and interactions with others.

[20:09] I think it goes without saying it is very disappointing that the district did not do more to preserve the ATV.

[20:15] Last year, we had a temporary teacher, Ms. Brooke, who was willing to return and had made a significant positive impact on the program.

[20:26] The children loved her, the program was working well for our families.

[20:31] I'm asking the district to do better, not just for the families but for the kids who are the ones that ultimately suffer.

[20:37] They deserve a safe and riching well equipped environment, it is my hope that the district will take immediate steps to improve the current situation.

[20:47] Thank you.

[20:48] Thank you, Ms. Villamel.

[20:50] Do we have our other other other virtual speaker around?

[20:54] Let me know if she does join.

[20:57] Then I first have George Garabiji followed by Kathy Wilson.

[21:06] Welcome.

[21:07] Hey, Brad.

[21:10] Sorry, I'm going to read through my phone.

[21:12] Good phone speaker, but I've good evening, everybody.

[21:17] Board members, cabinet, and everybody else,

[21:20] I should probably acknowledge that my anxiety is skyrocketing right now,

[21:24] so I'm on my brain's pride. Sorry.

[21:28] So, as you introduced me and my name is George David Young,

[21:30] the systems analyst for our technology service team.

[21:34] And I'm here to speak tonight about item 14 being, the consideration of who will be a

[21:40] more new with Siltron, two by the streaming school athletics events.

[21:47] I wanted to raise a concern, I'm not necessarily about the goal of the pilot itself, but

[21:52] about the process that brought this item before the board.

[21:57] I can only speak for myself and from my experience, I'm also one of the members of the

[22:03] technical work required to make this project function safely on our district network.

[22:13] I only became aware of this project about two weeks ago.

[22:19] At that point, discussions about even taking place between the high schools, the district

[22:23] admins, the vendor, and the project had progressed to the point where we were essentially

[22:28] being asked to work with the vendor to make the implementation happen.

[22:32] So my concern is, it's not whether streaming athletic events is a good idea.

[22:42] I don't have an opinion on that.

[22:44] My concern is that the full deployment of something like this is fundamentally a technology

[22:50] that dependent project and the staff responsible for implementing and supporting the technical side of it.

[22:56] we're not even included in the initial discussions

[22:58] for planning of, that we're taking place.

[23:03] This isn't really a matter of finding somewhere

[23:06] to plug in a camera and add some computers

[23:08] for the better to do their thing.

[23:11] When an outside vendor wants to install servers

[23:14] and audio and video,

[23:15] we're going to need on our district property

[23:17] and connect those two systems,

[23:20] specifically our network.

[23:22] There are significant technical security considerations

[23:26] From my side of the project, that means understanding what equipment is being installed, how it's community, what integrated access it requires, working with our network analyst to make sure that the firewall rules need to

[23:38] What needs to be created, how those systems will be isolated for the rest of the network.

[23:43] What accounts and credentials are required, how much bandwidth is needed.

[23:48] We'll have remote access in how that equipment will be maintained and supported.

[23:53] Those are the questions that should be addressed before the implementation timeline is established, not after boarder.

[24:00] We also learned about this immediately before the beginning of the school year.

[24:06] Both the vendor already making travel arrangements and the equipment installation arrangements.

[24:12] Thank you, Mr. Mayor Bajji.

[24:13] Would you like, I know you've got notes on your phone. Would you mind denying them to us, though?

[24:17] I'll be really helpful.

[24:18] Yeah, absolutely.

[24:21] Next I have Ms. Will Sarnan, I'll be very Sarnan.

[24:35] Good evening. My name is Kathy Willes. I'm here to formally thank those of you

[24:41] that responded to the email that I sent after my very first day teaching kindergarten this year.

[24:47] What I had planned, what I had planned, when smoothly, the food fiasco had a very negative

[24:52] impact on me and my students. I wanted to let you know that your

[24:58] responses some of them were short.

[25:00] Some of them long and very details showed me that I whispered. I appreciate the time you took to read and to respond. And while it didn't change the fact that what happened was and is inexcusable, it did let me know that some of you understand the importance of communication.

[25:15] I sent the email to eight of you and I heard back from four of you. That is 50% which to me is to the failing rate.

[25:23] People are not expecting long. People who send emails are not expecting long responses to the emails.

[25:28] But please consider, even if it's on a chain and you see what everybody else.

[25:33] Please consider sending a one sentence response to the people, your bourbon community.

[25:38] Four or five words. Thank you for sharing. We are working on it.

[25:43] I appreciate hearing from you. No response from people is just unsettling.

[25:49] It's important for us to know that you've got the email, even if there's no way for us to know that you took the time to read it.

[25:57] If the board and the superintendent and the district management continues to emphasize the importance of communication and transparency, then please make sure that your actions reflect that.

[26:09] Thank you.

[26:10] Thank you, Ms. Wells. Next, I have Barry Sinon followed by Elizabeth Isabella.

[26:18] I'm very sorry you heard from my definitely better half.

[26:23] Good evening.

[26:24] I'd like to quote some strategies from the very well-known

[26:28] Contrarians guide to leadership in some years ago for a vague held and aspiring

[26:33] administrative class using this book as a guide and here are some of the lessons we can

[26:38] learn.

[26:39] Think Gray and Free, which means gather all relevant information before making decisions

[26:44] and avoid rushing to conclusions.

[26:47] Post-bomb decisions, until you have enough context, especially in complex or uncertain situations.

[26:55] Artful listening, listening to understand, not just to respond.

[26:59] If you act without asking employees and I'll add the public, they will think you don't care.

[27:05] Understand the organization's culture, including its values, norms, and written rules.

[27:10] I believe these are well-known strategies that would serve you well to take a look at.

[27:17] Consider not having board meetings at City Hall.

[27:20] A nominal fee was charged for the use of a professional up-to-date venue with plenty of parking and seating for the public.

[27:28] We waste more money through mistakes and fraud that have happened than it would cost us at City Hall.

[27:34] I think it's a paramount importance that we fostered a long-held relationship between

[27:40] BUSD and the city of Burbank.

[27:43] The third floor of BUSD, Wardroom here, even with updates, doesn't look to me or feel

[27:49] professional.

[27:50] There's only street parking and a limit to how many people could be in here.

[27:54] If the superintendent needs to sit on the diast, I assure you I can show you how we can

[28:00] fit in other chair and other committees have done it as well.

[28:03] I'm sorry. I really can't reach any other conclusion and having meetings up here seem to limit public

[28:11] access can comment. The recent debacle with food prep in delivery to elementary schools is also

[28:19] to me a lack in study of communication and understanding of what has worked in the past. The kitchen

[28:25] at Luther has been far more effective in serving the needs of elementary schools. If the people who

[28:31] actually work in food prep, we're listening to who knew this would be a problem.

[28:38] This failure could have been avoided.

[28:40] I'm sure you'll hear more on this. You already have.

[28:43] So please listen to understand before actions are taken and more mistakes are made.

[28:48] Thank you very much.

[28:50] Thank you, Mr. Sarna.

[28:51] I have Elizabeth Isabella by Jeff Vanderbilt.

[28:56] Good evening, members of the School Board and the Bureau of State Administration, and

[28:59] Lisa Gipzabella, President of the Burbank High School, keep this up.

[29:03] I spoke to you last year about the need for a permanent session stop at the Bureau of

[29:08] And I promised you that I would be back when the football phases started to continue to

[29:13] up.

[29:14] We have our first football event here this Friday, August 2021, and I invite you all

[29:19] to attend and partake of many, many sessions.

[29:22] When I last came before the board, I spoke of the need for equity between the high school

[29:27] campuses and the legal liability of the high-sum's physical risk that I'll volunteer to

[29:31] volunteer that came from operating at temporary sessions.

[29:36] The events of this month have highlighted another reason that the HHS should have a concession

[29:41] site.

[29:43] What happens if memorial fields is out-commission?

[29:47] Because of ongoing construction at memorial fields, various football team is being forced

[29:51] to play at the H.S. Next row. I can tell you that their PCSA is more than a little intimidating.

[30:00] By the prospect of running a temporary concession stand that they have the full aim from the ground of law.

[30:05] But it made me think a lot of situations. As Californians, we are always worried about enough right, and it is an unfortunate truth that the memorial feels is smacked up in the middle of the election side.

[30:18] We can all easily imagine a situation where the more you feel is not safe to use for months,

[30:25] but better than climb my way.

[30:27] We owe it to our school community to have a viable plan to use in potential problems in such a situation.

[30:34] A permanent insertion stand at BHS would help ensure the site is a feasible backup to the more we feel.

[30:41] We have six phone games this year at the VHS campus, and we always need volunteers with

[30:47] a dog-gantuan staff setting up, selling, talking about conversations, and cleaning the

[30:53] equipment.

[30:54] We ask that, which is more or not, but I will send you all the link in the future of

[30:58] volunteer side-offs.

[30:59] We hope.

[31:01] Thank you, Mrs. Bella.

[31:04] I have Jeff Vanderbibor, followed by Daniel Hacken.

[31:16] This is about another concern, fiscal transparency.

[31:21] Two weeks ago, and Dr. Hasty presented into big grades

[31:25] on our fiscal tracker, health fiscal tracker.

[31:28] And we went from an overall D to a C.

[31:31] He acknowledged, fiscal tracker, social staffs

[31:34] and deficit spending, the general fund, internal controls,

[31:38] and precision control.

[31:40] You know this.

[31:41] What is confusing to the public is that he did not mention

[31:44] the letter from Laco, that you mentioned, share received on July 22nd.

[31:52] The Los Angeles County Office of Education sent this letter. We obtained it from them to a PRA.

[31:59] This letter continues a designation of lack of going concern for our district for the fiscal year

[32:06] 26.27. We will continue to see the presence of Mr. Hollace appearance before quite a while

[32:13] longer and pay 75% of those expenses.

[32:19] The County Board of Education, Superintendent,

[32:25] is charged or mandated to monitor the financial and operational viability of all districts

[32:30] Stanley County. She has the term in that our district faces some significant fiscal concerns.

[32:39] These are not abstract accounting terms.

[32:43] This designation affects everything we do, bargaining, decisions, program planning, staff and public confidence that you, our elected officials, will continue to remain in charge.

[32:56] Please don't dismiss this as a technical footnote.

[33:01] We know we're not alone in dealing with these financial problems, other school districts

[33:06] across California, like the district Dr. McCoy came from where he led for five years

[33:12] of similar financial challenges.

[33:15] We cannot continue to kick down the proverbial cam down the road with a hope that more

[33:21] future funding will appear or that we will make cuts and further years future years.

[33:27] Now more than ever in the spirit of transparency please make the superintendent's budget advisory committee

[33:34] available to the public to see so we can all learn together where we're headed. I leave you with

[33:40] three questions. Did this board decide it was a good idea to keep this letter from the public?

[33:46] How does not releasing this letter meet your commitment to transparency?

[33:52] Similarly, tongue and cheek, we decided it's a good idea to spend three months

[33:58] redacting the sobel report.

[34:00] You know, they're hoping to be forgotten report.

[34:03] Your promise would be released as soon as it arrived in your hot-level hands with no

[34:07] redactions or with minimal redactions.

[34:10] Please let us know.

[34:12] Thank you, Mr. Vanderbord. I have Daniel Hacking, followed by Alexander Healthwork.

[34:25] Good evening, School Ward, Dr. McCoy. My name is Daniel Hacking, and I'm here speaking

[34:29] today because the public deserves clear answers about food service to our students. The district

[34:36] said that recent food service failures were caused by health department restrictions, staff

[34:41] and shortages, and issues outside management control. But no proof has been provided of any health

[34:47] Department notice or inspection report with a shutdown order or formal directive requiring

[34:52] elementary kitchens to stop using sinks or limit operation.

[34:57] Health Department notices our public information.

[35:00] As anyone here, seen these restricted notices, maybe you have, but we can't find them. People have contacted the health department directly. We're told that these sites had not been deemed non-operational and no shutdown or plan check was unrecord until BUSD reported the initiated one only yesterday. Why did it take this long and how long will this process take now? This is not a new problem. Why wasn't it reported and managed in the spring?

[35:27] This is a minor communication issue, staff were reportedly directed not to use kitchen sinks and to fill sanitation buckets from handwashing sinks.

[35:37] That sounds like an actual health department violation.

[35:41] Water was reportedly shut off to food service sinks installed in 2425 with caution-tape placed around equipment interfering with bathics sanitation in kitchens, feeding children.

[35:51] Where is the work order or their repair? Why wasn't this made a top priority when it was finally reported back in July?

[35:59] At the whole month, a larger problem is mismanagement.

[36:03] Concerns about staffing, safety, meal planning, and food procurement were raised internally months ago and went unanswered.

[36:10] Back to school food orders were late and incomplete.

[36:13] In experience, kitchen staff were not consulted.

[36:16] experience kitchen staff were not consulted. Frontline employees were blamed for problems caused

[36:22] by a lack of supplies in direction. Most seriously, there are reports of unsafe food being

[36:29] served to children, late deliveries, food held at unsafe temperatures, expired or spoiled items,

[36:35] and the confusion around basic sanitation. These are not small operational hiccups. They create

[36:41] real food safety risks. I am asking this board to stop accepting verbal explanations and demand

[36:48] documentation. Any health department directive, inspection reports, work orders, ordering and delivery

[36:53] records, temperature logs, and written communications showing who made these decisions and why.

[37:00] Food services responsible for the basic mazlo hierarchy of need, feeding hungry children safety.

[37:06] every single day. When management fails to plan, fails to communicate honestly, and shifts

[37:12] blame into frontline staff, children pay the price. This board must investigate, hold

[37:18] responsible administrators accountable, and restore trust with more students or whatever

[37:23] risk. Thank you very much. Thank you, Mr. Hacking.

[37:29] I have Alexandra Healthwick, and then

[37:31] as our last virtual speakers logged in?

[37:35] No, okay.

[37:36] Then this is my last part.

[37:36] Thank you.

[37:38] My name is Alexandra Healthrick.

[37:40] Since the first day of school, many parents, students,

[37:43] and staff have raised serious concerns

[37:44] about ongoing district-wide food service challenges.

[37:48] While the administration has offered some explanations,

[37:51] the problems have not been fully resolved.

[37:54] At Burroughs High School, families continue

[37:56] to report late lunches and daily food shortages.

[37:58] Today, for example, several students were left standing in line hoping more food would arrive before they had to return to class.

[38:07] Many kids who eat school-provided meals count on them every day.

[38:12] Growing up, school lunch was often my only reliable meal.

[38:15] Missing it could mean I didn't eat that day, or until the next.

[38:19] California offers universal free school meals to end student hunger and prove academic focus and eliminate social stigma.

[38:27] It's meant to ensure that every student can receive healthy nutritious tasty breakfast and

[38:32] lunch because it's critical to learning health and while being regardless of family income.

[38:38] Here are a few parent quotes about BUSD food service since the first day of school.

[38:43] It's really a terrible situation.

[38:45] I have a fourth grader who used to eat 60% of the meals last year provided by her school.

[38:50] We had a breakdown this morning when she discovered that we had forgotten to pack lunch.

[38:55] Crying. This is how bad it is. I ate a kid from another school. Tell me the chicken salad had no chicken and tasted like dirty leaves. What are they serving the kids?

[39:05] No wonder my kid said he didn't like the food at school because he usually loved it when last year he tried it for the first time. We had to back lunch today.

[39:14] Oh my gosh, no wonder we were so confused by the menus and thought, you can salad and rats every day. Yesterday, it was supposed to be mandarin chicken and my kid was like heck, yeah, well

[39:24] It wasn't. Instead, it was ham and cheese on a hamburger bun, but the cheese was half melted and watery, and I almost threw up, according to my son.

[39:34] Update regarding lunch today. By the time she got lunch, they were out of the Philly cheese state. They gave her a grilled cheese that she said tasted like vomit.

[39:42] Then she went for the broccoli. Apparently, that was the only edible thing today.

[39:47] Bear in mind, these quotes are about students who eventually got food.

[39:52] Many waited well over an hour after their lunch period, while watching their peers who

[39:56] brought lunch from home, eat.

[39:59] This is only a small...

[40:01] But the message is heartbreaking and clear. No child to spend the school day hungry, embarrassed or unsure whether the meal they are given will be edible. I encourage each of you to eat school lunch at a different site daily until these issues are fully resolved. Please communicate a concrete plan and fix the food service issues now. Thank you.

[40:25] Thank you, Ms. Hilfak, that was my last card.

[40:34] We move to our report from Labor Partners, Ms. Chair of Schwartz,

[40:40] from Burlington Association.

[40:54] Good evening, community members, members of the Board of Education,

[40:57] and fellow BUSD employees. My name is Sarah Schwartz,

[41:00] and I'm a Burbank teacher, a BUSD parent,

[41:03] and the president of the Burbank Teachers Association,

[41:06] representing approximately 700 teachers, counselors, nurses,

[41:09] and speech-language pathologists in BUSD.

[41:12] I want to start today by welcoming all BUSD employees, students, and families back to school.

[41:19] The exciting first days of getting to know new classmates, welcoming new employees,

[41:24] and reconnecting with students and their families at school are made possible by the dedicated work of educators,

[41:30] classified staff, administrators, and volunteers, starting weeks before students step foot on our campuses.

[41:38] Whenever I start a new school year, I am reminded of BUSD's greatest strengths.

[41:42] The committed employees who keep our district running and the caring community that

[41:47] course so much support is each of our schools.

[41:51] As we enter a new school year, I want to express my gratitude to the team that

[41:56] guided us through an unprecedented series of events.

[41:59] Dr. Messius, thank you for stepping up to guide our district.

[42:03] I hope you are able to get some well-deserved rest over some.

[42:08] I'm deeply grateful for your dedication to keeping BUSD moving forward, such a terminal during such a turbulent time.

[42:16] I also want to welcome new leadership to the district office, including Dr. Tom McBoy, Matt LeBell,

[42:22] Myisha James McIntosh, Steven Hicks and Kelly Stone, who are joining us for their first school year with BUSD.

[42:30] U.S. stepping into important roles at a critical time of transition and change for Boomer Inc.

[42:36] educators and this community want and in fact truly need you to succeed in your new roles.

[42:43] To that end, it is my view and that of many of the educators I talk to that our priority must be restoring trust in the district office.

[42:52] We need district office leadership that educators, school sites and our community can rely on.

[42:58] I'd ask you to consider this your North Star for the coming year.

[43:03] BUSD has been through a lot over the past year, and its students, employees, and community deserve the absolute best.

[43:11] I look forward to working with you to bring that vision to life and to move BUSD from a reactive posture to a proactive approach to our work.

[43:20] In this spirit of being proactive, I want to touch on some issues weighing on educators' minds right now.

[43:26] First, I want to acknowledge the reality that you won't fix everything that frustrates everyone in your first day, first month, and maybe not even in your first year.

[43:37] However, it is important to me and the educators I represent that we see progress.

[43:43] Which is why I have to bring up the chaos of the first day of the first day with school lunches.

[43:49] issues arise and unforeseen problems emerge, but we need to address them moving forward and avoid

[43:55] their recurrence. We had a similar issue during summer school, and whatever the problem is,

[44:00] whether our kitchen facility is staffing or both, we need to learn from what went wrong,

[44:06] implement a solution and get back on track. I appreciate that leadership rolled up their sleeves,

[44:12] and in some cases got to work, making food alongside our classified colleagues. But the best

[44:17] way to show progress is to avoid repeating mistakes.

[44:21] Second, I want to acknowledge the discussion

[44:24] parents are having with district staff

[44:26] on student technology use.

[44:29] This is an issue where I know educators want to do right

[44:33] by our students.

[44:34] It is also one in which we want to act deliberately

[44:37] and find a solution that does not over-correct

[44:40] or inhibit meaningful instruction.

[44:43] I want to make sure we can make space for digital tools

[44:46] when they add value to an exercise or classroom experience.

[44:50] Well, also ensuring the use of technology is purposeful and great-level appropriate.

[44:55] It is through intentional use of technology at all levels that correct-

[45:00] Film can be enriched, and students can be prepared for the modern world, which they will go on to lead.

[45:07] We appreciate being kept up to date on these discussions and look forward to continuing to contribute

[45:12] productive.

[45:14] Finally, I want to end by celebrating a win for public schools in California.

[45:19] Thanks to the hard work of educators, classified employees, our unions, and other supporters

[45:24] of public education. The extension of Proposition 55 has qualified for the November

[45:29] ballot. The measure, now, number Proposition 3, would make permanent $14.6 billion in funding

[45:38] that supports California's students. The funding provided by this measure is a whopping

[45:44] 1-6 of school funding in California, and in Burbank alone accounts for approximately $20.5 million

[45:53] dollars of our budget. But qualifying it for the ballot was only the start. We need our community

[46:00] and voters in Burbank and all across California to support our students and make this funding

[46:05] permanent. Our school's deserve funding that meets the needs of our students. The best start to

[46:12] winning the funding our school's deserve is to prevent potentially catastrophic cut that failing to

[46:17] pass failing to pass, drop position three would cost. Thank you.

[46:23] Thank you so much, Mr. Swartz.

[46:25] We'll move to number 12. Superintendents Report.

[46:28] Dr. McCoy.

[46:30] Thank you, President Ponsor Camp card trust these staff and guests.

[46:34] Welcome to the Superintendents Report for August 20, 2026.

[46:39] I'm going to report out in a couple of items that are top of mind in the community.

[46:42] First of all, I want to thank all the parents who have communicated and met with us about

[46:47] the transition that was poorly handled at the last minute

[46:50] from some A to B classrooms to right at school classrooms.

[46:54] Right at school is designed to be a choice for parents.

[46:57] And in this case, it wasn't, we understand the hardships

[46:59] that that created in the community.

[47:03] From that day to now, we've been able to communicate with all the parents

[47:09] and we do have an offer where they can move to a different program

[47:14] that has availability on their elementary school site

[47:16] if they would like. I want to thank Kelly Stone, our new director of expanded learning who officially

[47:21] started Tuesday this week, but was in the building a couple days last week to help us

[47:26] begin to meet with parents and understand their concerns, our communication gaps, then how we

[47:32] can do better the next time. We just wanted to let staff know that no A to B classrooms were closed.

[47:38] We had 22 A to B classrooms last year, 16 of those classrooms remain up and running. We had six

[47:45] classrooms to begin the year that weren't stopped. Yes, those were the classroom

[47:49] stopped in the past with temporary agency hires. And write a school is

[47:54] available to take those classrooms rather than create waiting list for

[47:57] students and families. Write a school is again designed to be a choice to not

[48:01] mandate and we understand that loud and clear. One of Miss Stone's key jobs is

[48:08] to complete the study of all our child care programs that was promised

[48:12] last year, and we expect that that would be completed by November.

[48:17] Parent surveys will be going out and we'll be trying to hear from everybody on the

[48:21] what's working and what's not working in all the programs that serve our students before

[48:25] and after school care.

[48:27] We know that childcare is critical for our families, most families now have to have two incomes

[48:32] in order to make ends meet and our childcare program is even more critical.

[48:36] Well, we do want to also note that there is no plan to discontinue the ATB program.

[48:43] If you know anyone who's interested, we're flying ATB teaching in per educator positions

[48:47] on ed join right now.

[48:49] We did send that information out also to all our elementary parents for the frequently asked

[48:54] questions program last week.

[48:57] Our ATB program honestly has been hard to staff.

[49:00] our folks tend not only to not get a lot of applicants but that folks in those programs tend

[49:07] to come and go a lot during the school year because they're college students or retirees

[49:10] primarily and so we are actively working to recruit for ATB positions and we will continue

[49:18] to do so. Also just to answer our concern we received about our contracting with right

[49:24] school, a services provided by write a school in similar types of vendors, meeting technology

[49:30] programs from early like flash from Dojo, like Aries. They fall under a similar service

[49:38] and similar services, fall under the category of professional and special services under

[49:42] public contract code, section two, zero, one, one, one, D, and government code, section five,

[49:48] three, zero, six, zero. And as such, they can be awarded without a formal bid process as the

[49:52] confirmed in the case of fair education Santa Barbara versus Santa Barbara

[49:56] Unified School District in 2021.

[50:00] Do you receive prompts on these different types of programs from all members of the community, including board members, teachers, staff, community members who are always trying to let us know what programs are out there and available. Those programs are vetted and then brought to the board for consideration. There is no conflict of interest violation or right at school in our board policy, 1997, zero conflict of interest that was just renewed by the board in our previous meeting.

[50:28] And again, we are working to build a better program with child care and communicate more

[50:36] offense.

[50:36] Our goal is by mid-year to have all elementary parents have a one sheet that describes

[50:41] each program that we offer, what the primary types of activities are, and typically what

[50:49] the primary actions during the day, whether that's more active and outside, whether that's

[50:54] inside and homework based and we will have that report to the board as well before we put the

[50:59] one sheet out. In regard to the nutrition services program, there's no excuses for what happened

[51:05] on the first day of school and we are every day trying to take more input in from our frontline

[51:10] staff and nutrition services and we want to thank them for literally holding us together over the

[51:16] last week and a half. I do have some good news. We did send out frequently asked questions on

[51:21] interest in services last night. So over 33,000 constituents, parents and staff. And we had

[51:29] a in person meeting with public health yesterday down in Los Angeles with Dr. Hacie and our

[51:34] facilities director, Boleska MS. I met online today with director MS folks from our bond staff

[51:42] and the public health department. Public health department has given us an opportunity submitted

[51:48] interim plan to reopen the elementary school kitchens. We believe that would be as early as next week,

[51:54] and we'll be returning to those kitchens with providing them our interim solution while we submit

[52:00] as you heard me have submitted plans into their plan check process. And this is another issue where

[52:06] we are not going to go through this again. That's our commitment and what we've heard loud and clear from

[52:11] the community is to, you know,

[52:15] to whom he wants, shame on you,

[52:17] whom he twice shame on me.

[52:18] And we are not going to be in that business.

[52:20] So the news today was really positive.

[52:22] We're going to be checking tomorrow that 120 degree hot water temperature,

[52:27] looking for a couple pieces of equipment,

[52:31] where we don't have two prep boards.

[52:33] We'll add one and then we're going to stand

[52:35] to standard operating procedure manual to public health department.

[52:39] And at this time, there are no public health concerns on their end for any of our

[52:43] kitchens.

[52:44] We just have to catch up on paperwork that was missed and discover, are there any other

[52:50] modernization updates that needs to be made?

[52:53] So our goal is to be back serving from the elementary school kitchens by the end of

[52:57] next week.

[52:58] So that was a small win that we had today.

[53:02] And just to appreciate, we'll ask MS or director of facilities who stepped in the middle

[53:06] this on Monday this week and was able to get a lot of information moving that really helped

[53:13] facilitate this process where we're now on a timeline to return to the kitchens as

[53:17] well as a timeline to submit the proper documentation and avoid these types of situations

[53:21] in the future. So I do want to thank everyone for their patience in the middle of all of this.

[53:27] Everyone has been very welcoming to me, which surprised me a little bit on the first day,

[53:31] but I'm glad to be here. I'm grateful to be in Burbank and there's really an amazing

[53:36] engine of teachers, students, and families that make this district what it is.

[53:42] We've had a chance as a new team to meet with a city leadership next week.

[53:47] We met with the police department.

[53:49] I met with a city manager.

[53:51] We've talked with the mayor and council member Perez, where I was at the Chamber of Commerce

[53:56] today.

[53:57] We talked to the CIS to meet our business leaders.

[54:01] We met with our PTA group and thank you to them for an amazing event at John Burrow's

[54:05] school immediately before school started to bring us all together in community

[54:09] and we look forward to a lot more events like that.

[54:12] I think what I would agree with you 100% loud and clear that we can't have things

[54:18] like this happen anymore.

[54:20] And our commitment to you is as things pop up that have been unattended for whatever reason

[54:25] over the last 12 to 18 months, we will be dealing with those and in some cases

[54:30] they will cause some dissonance in the system.

[54:34] But we're trying to be proactive and let you know what's happening and then make the fix this we need to make

[54:40] and the apologies we need to make to move on and a more positive way.

[54:44] There's so much good and positive in this district and we're also looking forward if you have a man or a new public information officer Steven Hicks is in day four.

[54:53] And he had quite a first four days and we're able to actually start to push out some positive stuff.

[55:00] Our story is about our students. We're trying to get into LA times and some other local media to make sure that the community and a broader LA region understands what an amazing place for bank unified is.

[55:12] And now with that, I'd like to go to the actual best part of the superintendent's report. And so I had a chance last Friday to be with a bank unified student involvement committee.

[55:21] We have a group of, I think, 30-ish dedicated students from all our high schools that have come together

[55:28] as student voices, one of the goals that we're trying to achieve this year.

[55:33] And so I'd like to invite committee chair Emma, all this from Tom Burroughs High School,

[55:38] and Vice Chair Kamogon Sion from a per bank high school to the podium for the report from the student involvement committee.

[55:45] Thank you guys and come on down.

[56:08] My name is Emma. I'm a student at Jumpers High School and I serve as the chair of the

[56:15] Urban Council of PTA student involvement.

[56:23] We're honored to be here tonight representing students across the urban and sharing some of

[56:31] Our goal is simple.

[56:32] We want students to have a real voice in the conversations that affect their schools.

[56:36] Not just be invited in the room, but to feel comfortable speaking up, sharing ideas,

[56:41] and turning those ideas into action.

[56:44] One of our first programs this school year was a voter registration drive, a voting activity.

[56:49] It gave students an opportunity to learn more about civic participation,

[56:53] also sharing their own opinions about what they felt was working on our district,

[56:56] From what they believe could be improved, there is also for clear.

[57:01] The topic that received the highest number of votes was mental health, and a second

[57:04] place was future preparedness.

[57:07] Now, their project has become especially meaningful to me was a student excellence in

[57:11] engagement award last semester.

[57:13] The project began from a vision I had to recognize students whose impact might not always show

[57:18] up to GPA, test court, tissue, traditional award.

[57:22] I brought the vision to our community but it was all the team work that made it real.

[57:27] Together, we brought the program to a moving high school,

[57:30] Johnbury's high school, Monterey High School, giving teachers

[57:33] to opportunity to recognize students for their engagement,

[57:37] growth, leadership,

[57:38] character, and depositive defense they make in their classrooms.

[57:42] The students recognized for qualities that can sometimes go unnoticed

[57:46] and mine it as exactly why student volume is not there.

[57:50] And we're just getting started.

[57:51] This year, we want to continue creating programs like next students across our schools.

[57:56] Give them opportunities to leave and make sure your life perspectives are heard by adults making decisions with them.

[58:02] We also want more students and families to know that PTA is not something students is simply to benefit from.

[58:09] It is something we can actively be part of.

[58:12] We encourage students, parents, staff and community members to join PTA at their local school or become involved with breathing costs of PTA.

[58:19] Because when adults have the kids for citizens, that is powerful.

[58:23] Well, when students are given the opportunity to advocate alongside them, that voice becomes even stronger.

[58:29] Thank you so, Board, our district and the Burbank Council of PTA for continuing to make space for student voices.

[58:35] We're excited for the for what we can accomplish to get it this year.

[58:39] Thank you.

[58:44] And I just want to thank our student leaders. We had a wonderful conversation on Friday afternoon about their priorities,

[58:50] and they'll be meeting with me several times during the school year and I'll be feeding that information back to the board and to their principles and to the school community in general.

[59:01] So thank you guys for being here and thank you for keeping our focus on the main thing, which we appreciate.

[59:07] And that is the superintendent's report for August 20th, 2026.

[59:10] Thank you.

[59:11] Thank you. All right, so we'll move to 13, which is action items. We have 13 A's consideration of approval of amended and recited by laws concerning measure EBC citizens bond oversight committee.

[59:24] I guess this is as you, Dr. McCoy, because Dr. Hasey is taking his child to call right now.

[59:29] Yes. And we hope Dr. Hasty is not watching right now. He took his daughter to Georgetown University today and he will be back in a couple of days. So before the board is item 13A consideration of approval of amended and restated by last governing the measure ABC citizen bond oversight committee for the board in the public. There is an amendment to the bylaws says that we're published with the agenda with three small changes that actually open up the bylaws to

[59:58] I have to give the most of you

[1:00:00] Insurance to the Bond Oversight Committee, Susan Bond Oversight Committee and the public. On January 16, 2025, the board adopted resolution

[1:00:07] number 19. It's establishing the measure ABC citizens bond oversight committee adopting and adopting related

[1:00:13] bylaws. That staffs request legal counsel review the bylaws to update and clarify provisions, governing

[1:00:18] the committee's oversight response billies and administration. The amended and restated bylaws clarify

[1:00:23] the committee's oversight of measure ABC bond proceeds, annual and interim reporting and audit review requirements.

[1:00:30] the respective authority of the board superintendent and committee members membership appointment,

[1:00:35] term, alternate and exoficial provisions request for district records and district administrative

[1:00:39] support. The revised violas also provide for meetings at least annually and no more frequently

[1:00:45] than quarterly. And include transition language regarding completion of measure S bond expenditures

[1:00:51] and termination of the measure S committee following final report. We did want to note that

[1:00:57] One of the small amendments in the bylaws is that if the bond committee voted in a majority

[1:01:03] to have additional meetings that additional meetings would be held, so there's not

[1:01:07] a limit to the quarterly meetings.

[1:01:10] There's no fiscal impact.

[1:01:11] Excuse me, the proposed bylaws were provided to the committee members at their August 12,

[1:01:15] 2020, 26 meeting on board approval, the amended and restated bylaws will supercede the

[1:01:19] prior measure ABC bylaws.

[1:01:21] There's no fiscal impact in its recommendation of district administration that the Board

[1:01:26] of trustees approve, be amended, and be stated by law's

[1:01:30] covering the measure ABC citizens bond oversight committee

[1:01:33] as presented.

[1:01:34] Can I have a motion a second to approve 13A as amended?

[1:01:39] I can.

[1:01:40] Discussion or questions?

[1:01:44] Dr. Wysford?

[1:01:46] OK.

[1:01:47] Well, yes.

[1:01:48] Go ahead.

[1:01:50] I appreciate the changes.

[1:01:53] I think it doesn't hurt us to, like you said,

[1:01:55] open up the language a bit.

[1:01:57] I know that in past incarnations there was definitely a lack of clarity in regards to, and I don't mean our current, to bond oversight committees.

[1:02:08] But I'll be a lack of clarity in regards to what the positions role was and how they worked in partnership with the district and some grateful that we've spent time revisiting these, and that we were open to feedback.

[1:02:26] I just want to thank the members of the Citizens Bond oversight committee.

[1:02:31] I attended the meeting.

[1:02:32] My first ever public comment in my career at their committee meeting in order to just thank them for their service and the time they're spending and ensuring that our measure ABC funds are spent according to the ballot measure.

[1:02:45] And just my thanks to all of you, her serving.

[1:02:49] What was the feedback from the Underbarate Committee on these changes?

[1:02:54] The Bond-Oversight Committee has approved the changes.

[1:02:57] Okay.

[1:02:58] Was there a discussion that happened at the meeting about them or...

[1:03:03] Ms. Morris, do you want to come up?

[1:03:06] Yeah.

[1:03:06] Thankfully, we have our Congress committee chair just happens to be in the room tonight.

[1:03:12] Ms. Morris, would you mind sharing with us the conversation?

[1:03:16] Hi. Hi. That was our first time meeting the attorney that's working with USD. So it was

[1:03:23] informative just to experience the whole thing. What I can tell you guys is that I can't make

[1:03:32] a formal statement on behalf of the committee because they haven't voted, but I can tell you that

[1:03:38] the committee did share some of you edits and concerns and the attorneys said that they would

[1:03:44] you can do consideration, so I'm hoping that the third or minor, I think overall that I personally

[1:03:51] feel that this is a wonderful step ahead. These are current by-lot we like that. It's needed

[1:03:56] to be done, but I do think that we should continue the conversation regularly about the by-laws

[1:04:02] and review them. Otherwise, I mean, that's a good step. Thank you so much.

[1:04:09] Okay. Anything else?

[1:04:11] All right. It was moved by Dr. Rikhanian and seconded by member Olson to approve the amended

[1:04:19] and recited by Lowe's as amended. All those in favor say aye. Aye. Any opposed? Motion passes

[1:04:25] 5-0. 13 B. When resources, consideration of approval agreement for professional services

[1:04:31] for Shaw, each are consulting. Mr. Albaugh.

[1:04:35] From a bold board policy and administrative regulations address the compliance obligations of

[1:04:40] Americans with Disabilities Act or ADA and the Fair Employment and Housing Act.

[1:04:45] Excuse me.

[1:04:46] A cohesive disability management program is crucial for all California employees including

[1:04:50] the district.

[1:04:52] Consultants, Shaw, HR, Consulting, Incorporated, will assist district staff with a development

[1:04:56] and continued implementation of a disability management program that

[1:05:00] Laws of Districts continue to ability to meet the compliance obligations as outlined in the ADA and FTHA legislation as well as board policy and administrative regulations.

[1:05:10] The cost and failure of effective solution to creating a quality program will continue to mitigate the cost of compliance.

[1:05:15] It is expected that a portion of the contacts contracts expense will be recovered through savings through the workers' comp program budget by reducing temporarily temporary disability payments and indemnity reserves.

[1:05:27] In addition, a quality disability management program can significantly reduce future liability costs,

[1:05:33] including within the scope of the program or a formal return to work program, essential job analysis,

[1:05:38] and an enhanced interactive accommodation process.

[1:05:42] The return to work program is a temporary modified duty program that serves to minimize workers'

[1:05:47] company and disability costs and keep trained and experienced workers on the job while reinforcing

[1:05:52] the District's commitment to employer welfare and employee welfare.

[1:05:56] The essential job analysis identifies the essential functions and physical abilities required

[1:06:00] to perform them for certificated and classified positions.

[1:06:03] The analysis are an imperative tool for use when the district is faced with the legal

[1:06:08] obligation or request to accommodate disabled slash injured person, applicant or employee.

[1:06:13] The interactive accommodation process will provide for continued engagement through the

[1:06:18] application process employment and while former employees are on the 39-month

[1:06:21] re-employment list. This agreement is effective from August 21, 2026 through June 30,

[1:06:28] 2027. Fiscal impact of a professional services agreement with Shaway

[1:06:32] Chark Consulting to perform ongoing services would be in the amount not to exceed

[1:06:37] $40,000. It is a recommendation of district administration and the Board of Trustees

[1:06:43] approved the agreement for professional services for Shaway Chark Consulting as presented.

[1:06:47] Thank you, Mr. Oval. Can I have a motion in a second to approve the agreement?

[1:06:54] Second? Thank you. Discussion? Dr. Westbrook?

[1:06:58] A couple of follow-up questions.

[1:07:02] So, one is it possible to get a report back at the end of the year if there is our savings

[1:07:08] that we have been able to accrue due to this?

[1:07:12] And is this a one-time only, or is this something we're going to have to do annually?

[1:07:17] So, the report, I don't know how we would actually identify and document that, and the reason

[1:07:24] being is these are, this consulting group would be using cases that would be potentially

[1:07:29] making a decision on kind of an employee terminally or permanently be accommodated, or if

[1:07:34] we have to have them go off completely.

[1:07:37] So, there's not a, it's a case by case thing.

[1:07:41] I was just, yeah, I was responding to that part of the, yeah.

[1:07:44] But it's in basically it's in those complex situations that could clearly be litigious and we also want to make sure we do right by our voice.

[1:07:52] Sure.

[1:07:52] But he would be able to assess from a very professional sense.

[1:07:55] And is it standard for districts to contract like this or is it usually done with in-house counsel or in a district employee?

[1:08:06] It's relatively typical on complex cases.

[1:08:12] have a company like this available. So the goal of this is not to replace the day-to-day

[1:08:18] interaction between the human resources department employees and our labor partners,

[1:08:23] but if there's a complex case, where this would be used.

[1:08:27] So essentially it's almost like a retainer. Yes. Okay. And so this would be something that we

[1:08:32] would be doing in perpetuity. This isn't like a one, this is this work, assuming we'll have this

[1:08:38] or there's a company on retainer.

[1:08:40] That's a best practice in human resources, yes.

[1:08:43] Thank you.

[1:08:44] And we have a bunch.

[1:08:45] Great. Thank you.

[1:08:48] Was I a question, didn't I?

[1:08:50] No, I just, when I, when I'd read this,

[1:08:53] I thought, well, how, what do we have right now?

[1:08:56] And how far off is it?

[1:08:57] Are we right now?

[1:08:58] So we've already had them before.

[1:09:01] So my understanding without being here last year

[1:09:04] is they did quite a bit of our interactive processes.

[1:09:08] I believe that that current staff will see myself will be doing the majority of that now,

[1:09:15] which should decrease the amount needed based on the occasions when it is a highly complex scenario.

[1:09:22] We might bring in assistance.

[1:09:25] Thank you.

[1:09:27] Thank you.

[1:09:27] Thank

[1:09:30] you.

[1:09:40] that did notice that we had used them before and I was just curious if the estimate of $40,000

[1:09:46] a year if it's because we've danced at that number before or kind of where that number came from.

[1:09:53] My understanding is that's the same as it was last year, but I can tell you that we've probably done

[1:10:00] So far this year and we have not engaged them. They are engaged in a current one that has extended back from before, but we have not had the need to.

[1:10:10] Thank you. So this is a case where we would get build against that up to amount as we're doing cases with them. That's helpful. And then I think when we approve this last year.

[1:10:26] I believe my understanding of at least was that it was a combination of kind of direct services

[1:10:34] and some amount of training for in-house staff. Is that true? Or should we expect to kind of always

[1:10:44] have this external resource? I cannot speak to the training from before. I really think I'm confident

[1:10:52] to do this work, and I have done it in the past. But again, in certain legal potential scenarios

[1:11:00] that are making life-changing decisions for employees, it's best practice to get the next one.

[1:11:05] Great. Thank you. Anything else to add, colleagues? Okay. It was moved by Dr. Arcanian,

[1:11:12] seconded by Trustee Olsen, to approve the agreement with professional services, which shot

[1:11:17] are consulting all those in favor say aye aye aye aye aye aye aye aye opposed motion passes

[1:11:22] unanimously. All right. 13 C consideration of approval of district core value state.

[1:11:28] Thank you President Ponser-Camp car trustee staff and guests before the board

[1:11:33] is item 13 C consideration of approval of district core values. During the special board meeting

[1:11:38] of August 1st, 2026 the board considered and discussed the 2019 core value statements and recommended

[1:11:43] updates and changes. Tonight the board will discuss and consider approval of the updated

[1:11:48] district core values. It is the recommendation of district administration that the board

[1:11:53] approved the district core values as presented. However, if trustees would like to make

[1:11:57] additional recommendations during discussion, we'll certainly, we're certainly still open

[1:12:02] to that. And then let me, do you want me to read them first or go ahead? Okay, so right now,

[1:12:09] draft for our core values and just to explain a little bit to the public in the community.

[1:12:14] The core values are umbrella over all the district's operations.

[1:12:18] So these are going to be our broadest, most applicable goals to all of our program services and

[1:12:24] everything that we do for kids. Tonight later on the agenda, we'll talk a little bit about board

[1:12:29] goals, which are operational, implementable goals that will measure during the school year and

[1:12:34] then determine how we fare it on those schools. So this is a big picture in the core

[1:12:39] values, and our current four core values that are proposed are

[1:12:44] a Burbank Unified School District Prioritizes Student Learning Health

[1:12:47] and Wellness, Burbank Unified School District values

[1:12:50] meaningful family and caregiver involvement,

[1:12:53] and recognizes timely communication as a foundation for

[1:12:56] student success and community collaboration.

[1:13:00] Burbank Unified School District recruits and retains

[1:13:02] highly qualified talented staff who believe in the true

[1:13:05] capacity of our students and the strength of our families.

[1:13:08] We're going to invite school district values and celebrates the cultural and human diversity of our students, families, and staff, and recognizes diversity as fundamental to creating welcoming and supportive classrooms and schools.

[1:13:22] Thank you.

[1:13:24] Can I get a motion in a second to approve these and then we'll do discussion in some moments.

[1:13:31] All right, discussion on this one.

[1:13:34] Do you mind if I start actions after I start doing mine?

[1:13:38] Okay.

[1:13:40] So thank you for putting this together and I know this was an update to what we had from 2019.

[1:13:46] And we had an extensive conversation about this on the first.

[1:13:49] And I think what I'd like for us to think about as we adopt or amend these is really just how kind of who and who they're for and what they're for.

[1:14:01] So as I've gone through the exercise of putting together core values and organizations, the idea is that you can develop a shared language within an organization to be able to say, like, are we, when we make a decision, are we upholding a particular value.

[1:14:21] So that when we're faced with tough decisions, we can say are we upholding our value of

[1:14:26] communicating with families and caregivers when we make a decision about a TV, the day before school,

[1:14:31] and maybe we can say, oh actually, maybe we need to rethink this, right? And so

[1:14:38] and that is an example of the time when having really clear core values and shared language around

[1:14:44] them would be really important. The other place is when we're thinking about who we bring into the team,

[1:14:50] Right? And so, what I'd love to think about too is how do these then translate into, um, like,

[1:14:59] job description.

[1:15:00] For example, and how each person's role in the district has a place in essentially each one of these, and that we're holding them accountable for holding those values.

[1:15:12] And so I think it's not that I disagree with any of them, and I don't know what I'm missing, but that's kind of how I'm approaching this is really, I just want to make sure that as we think about this is really for the district as an organization,

[1:15:28] It's really about, kind of, it is about telling the community what we're about, but it's really about internal operations, right?

[1:15:37] And so I'm kind of looking to staff to kind of say, like, is this going to help you?

[1:15:43] Rather than be kind of something generic that gets put on a website.

[1:15:49] Yes. Well, what I would tell you is the importance of core values is to lens those through

[1:16:01] the district operations through the board goals. So when you see the board goal item,

[1:16:05] you'll see that we refer back to the board values as foundational for the particular board

[1:16:10] goals that we're recommending. But it really does help us understand how we're making decisions

[1:16:17] and why we're making decisions.

[1:16:20] So one of the questions I always ask folks in schools is why do you do the work you do and

[1:16:28] why do you do it here?

[1:16:30] And so part of what we're trying to answer is the organization itself, why do we do the

[1:16:36] work we do and why do we do it here?

[1:16:39] And those are sort of the foundational questions that help us then organize the rest of the

[1:16:44] work.

[1:16:45] So you'll hear me say a lot.

[1:16:46] we need to do what's we need to keep kids in the center and what's good for kids as hard

[1:16:50] for grown-ups. When we have core values that lead with, we prioritize student learning

[1:16:55] health and wellness. It helps us at times when a decision is designed to support adults and

[1:17:01] maybe doesn't meet the needs of the students. And so when we look back to the core value and we

[1:17:08] say we have to make a decision and this is what our grown-ups want. But this is what our kids need.

[1:17:15] These are the statements that help us as that North Star, as that guide back to why do we do the work we do and why do we do it here.

[1:17:25] And so I think these are important because they apply broadly.

[1:17:29] So I think that the more specific, the core value is the more difficult it's to apply across the system and to all our operations.

[1:17:37] And I've told some folks that had a chance to meet with our staff here at Olive.

[1:17:41] and business services, and human resources,

[1:17:47] instructional services, all the folks who make the engine go.

[1:17:50] And we asked those questions of ourselves,

[1:17:52] but really said, you know, when you go by an elementary school

[1:17:55] and you see a student on the yard

[1:17:57] and they're playing kickball, you ordered the kickball,

[1:18:00] you've prepared the kickball,

[1:18:02] you delivered the kickball,

[1:18:04] that's why we're working,

[1:18:06] is we're working on behalf of students,

[1:18:07] no matter what role we hold in organization.

[1:18:10] And I feel like these give us a broad ability to have that conversation.

[1:18:17] Dr. Esper.

[1:18:19] Yeah, I think about it like backwards planning, right?

[1:18:21] Like, are the choices we making?

[1:18:24] Are they supporting these things?

[1:18:26] And if they're not, then why are we making them?

[1:18:29] Um, my literal only piece of,

[1:18:32] Amendment is that some of these have periods at the end and some do not.

[1:18:36] And, uh, I'm sorry.

[1:18:38] former English teacher. I just want us to be as professional as we can be. And so that is, I think we spend a really great amount of time in both our governance retreat and in previous meetings talking through the content. I think these represent the things that we want to focus on and that they all either need or all don't need a period of being.

[1:19:01] But I think that's, you know, one thing, right, when we talked about kind of existing values versus aspirational values was one of our conversations that we had at the governor's retreat.

[1:19:14] It's like, you know, details matter, right?

[1:19:17] And so, like, that's not on the core values list, but it could be.

[1:19:21] If we, if we, like, if we really matters that we get it right, and we get it right the first time,

[1:19:26] And maybe that fits under the idea of having

[1:19:30] a highly qualified talented staff who believe in the capacity

[1:19:33] or students, right?

[1:19:34] But, and so that's then, you know, trying to figure out

[1:19:39] how did they, how is the feedback that we're giving even

[1:19:42] tied back into those core values?

[1:19:45] I'm going to go to Ms. Olson and then Ms. Conno.

[1:19:49] Thank you, Madam President, for sort of setting the stage

[1:19:52] on that discussion piece around sort of,

[1:19:56] I think like the essence of how we will.

[1:20:00] Use these, but I'm also looking to see, again, a little bit more operational energy in here.

[1:20:09] Like I took a second to reflect and looked at these values against the superintendent.

[1:20:15] when it's a conference, you know, the report that was provided by the profile, yes, that's the profile, thank you, the district profile and and and truthfully, you know, it did a good job in that we value our workforce so highly in that report and I think that comes out in these values and then also the idea of

[1:20:44] communication as a weakness we've had, that is something that's more, you know, prominent and then diversity is something that's a stronghold that we want to continue to grow.

[1:20:54] I think that piece that's missing for me is how do we have it as a core value that is representative of the board all the way down on sort of that trust but verify idea of like hey we want to think.

[1:21:11] We want to give everyone the benefit of the doubt, we want to assume best of everyone, but we all want to hold each other accountable.

[1:21:19] I feel like that's the piece that only core value that I found out of our district report that I didn't feel coming out of those values.

[1:21:31] And again, I don't have some horrific core value that I'm like here, I'd like to present for everyone.

[1:21:35] I just sort of wanted to bring it up as a way for all of us to just reflect on the last

[1:21:40] year.

[1:21:41] So, and be like, what are the things that are missing from these values that we can add?

[1:21:48] Knowing that these should not be looked at every seven years.

[1:21:53] Like we, and don't forget, love for you to speak on this, that we should be rediscovering

[1:21:58] this every three years or two years so that we're just sort of staying up with what matters.

[1:22:07] I'll let you go, Dr. McCoy, and then this kind of?

[1:22:10] Yeah, and would I would say if you were to add sort of a brief accountability statement,

[1:22:16] it would probably be in the first square value, where we say prioritizes student learning,

[1:22:21] health and wellness through multiple measures of accountability might be something that we could

[1:22:27] add, because then that speaks to not just, you know, a state indicator that may or may not

[1:22:34] tell our whole story, but it also speaks to,

[1:22:37] we hold ourselves accountable and how we hold

[1:22:39] one another accountable.

[1:22:42] So we could add to first one prioritize student learning,

[1:22:47] health and wellness through multiple measures

[1:22:48] of accountability.

[1:22:50] I would also agree that, you know, you don't want core values

[1:22:56] that are just a poster on the wall of the third floor

[1:22:58] of 1900 was solved.

[1:23:00] So I think part of it too is knowing as a governance team,

[1:23:05] when the core values seem to no longer apply, right?

[1:23:09] And then having that moment and whether it's a schedule

[1:23:12] in every two years, we say to ourselves in that opening retreat

[1:23:17] or that governance workshop where we say, let's start with core values.

[1:23:22] And I think annually, we would want to ask ourselves,

[1:23:25] is this where we are today?

[1:23:28] And how can we meet that moment?

[1:23:31] I think prior to COVID, we didn't see wellness in anyone's core values, and then post-COVID

[1:23:37] wellness is in our top three all the time if not top two, right?

[1:23:42] Because of everybody's needs.

[1:23:45] So that's an example where I would recommend annually we look and take that sort of test

[1:23:52] Um, is this where we are today and what we would what would we have?

[1:23:57] Miss Conno and them, Dr. Wester.

[1:24:02] Okay.

[1:24:04] I'm I'm doing a little pivot right now, though, but so when we're talking I like the word accountability that I don't release we don't really have in there, but is is accountability of value or is that one of our goals.

[1:24:14] That took a great question.

[1:24:16] Um, one of the things that I had written down actually, um, I had also written down something about accountability and I think it was for it.

[1:24:23] In my mind, it was that we have staff that, like, or that we as a district take accountability for our role in the community.

[1:24:29] Yeah, we can say, oh, I value accountability.

[1:24:33] But we're talking about, because, like, what Ms. Wilson said, in terms of the ideas of, in terms of operationalizing,

[1:24:39] then it sounds like we're talking about the upper operation, the union of the over with operationalization of, of accountability.

[1:24:48] And that seems like it would actually almost be a goal because it's something we're doing as opposed to saying, I just value a capital.

[1:24:55] Yeah, I'm just to keep another.

[1:24:57] Yeah, go ahead.

[1:24:58] So I think when you see the board.

[1:25:00] We're clearly going to have some accountability measures that are built in with some numerical targets, but also a lot of qualitative measures, because we're a feeling place. We're not just a statistics place.

[1:25:15] And so, and I'm qualitative by nature.

[1:25:19] I don't know if that's like a good quote that I could use later, but, you know, I keep

[1:25:25] quantitative people close so they can help me in wrong.

[1:25:28] But it's really about, are we, are we measuring through conversation, communication, and

[1:25:35] feeling how the values are operationalizing?

[1:25:39] But I would say that you could safely add accountability through multiple measures and then

[1:25:45] operationalizing. Remember, we're trying to operationalize goals through the board goals next

[1:25:49] level down, but this gives us that umbrella under which to work.

[1:25:56] You know, I know he's not for us.

[1:26:01] One of the ways I think that it would be helpful for us to revisit these district values.

[1:26:07] which was trying to pull it up would be to, you know, when we do the employee surveys to ask

[1:26:15] them how they're feeling about things. One, if we're going to keep asking our employees to do surveys,

[1:26:20] we really need to share the results with them. But two, that we ask them, if they think the district

[1:26:25] values are represented in the decisions that we're making. Because often I feel like they're going

[1:26:29] to be a much better judge of, are we actually valuing these things? Because, you know, I think

[1:26:35] Well, Ms. Olsen, Dr. Mr. C. Captain Olsen, was talking about how in the leadership, I don't

[1:26:42] know, in the leadership profile we talk about valuing our employees, but I would say if we're

[1:26:49] being truthful, I don't know if our employees feel value. Right now. And so to me, asking

[1:26:56] them, do you feel like these core values are represented in? However, I think that could be for

[1:27:02] least for me is a board member really helpful to take to sort of check myself, right?

[1:27:06] If I think we're doing a great job and the people that are doing the work on the ground

[1:27:10] are telling me you're not meeting this and I need to ask myself why my perception is so

[1:27:15] far from other people's feeling about it.

[1:27:19] So again, this doesn't mean we, it just, it gives us the feedback we need so rather than

[1:27:25] sort of reflecting on it, we're actually hearing from people, do they feel like those values

[1:27:30] are being operationalized every day.

[1:27:35] No, I don't want, I'm okay with the values, because I do think the more general we are,

[1:27:41] the more space it gives us, because everything should fit into these, right?

[1:27:46] And I would hesitate only about including then multiple measures of in the first value,

[1:27:51] because then it sounds like just about, we're doing that just to our students, just the

[1:27:56] verbiage of it.

[1:27:57] I don't want it to seem like we're doing, it's not to the kids.

[1:28:01] So, again, I think these make sense to me, but if we're thinking about how can we keep them relevant,

[1:28:07] how can we be checking ourselves and asking ourselves where we're at, that's a conversation we should

[1:28:13] involve our classified and certificated staff members and management and everybody else because

[1:28:21] what better way to keep ourselves accountable. Dr. Iconian, then Miss Wilson.

[1:28:28] I understand at the same time, we're talking about core values here. Everyone, feedback is one thing.

[1:28:35] If you do the values properly and it's practice as a general, as these are which are wonderful,

[1:28:42] I think the feedback will come. I think we should focus separately on the communication factor in terms of how we're really practicing our values.

[1:28:51] Or if we're going to change values every two years, then that's not the way values work. I'm sorry.

[1:28:57] I think goals, I think you're mixing values and goals.

[1:28:59] And I think it's it to me, these are very,

[1:29:03] like the Constitution, we eat a people.

[1:29:06] It's pretty stretchy.

[1:29:08] So district pride has a student learning.

[1:29:12] I mean, of course.

[1:29:15] And these are the things that we need to establish.

[1:29:17] So everyone else, but also it's important.

[1:29:19] among people looking in a district having these core values,

[1:29:22] there are so universal, sets and standard.

[1:29:26] But let's not talk about every two or three years,

[1:29:28] we need to change our core values,

[1:29:31] or the feedback is important,

[1:29:33] but feedback is to me, it's,

[1:29:35] we need to improve the communication.

[1:29:37] So if this improved that great,

[1:29:40] but I think to me, that's our two-step, which is just mine.

[1:29:44] No, I appreciate that.

[1:29:45] I think the suggestion that I heard was less about

[1:29:49] changing them every two years and more of like reaffirming right that we're looking at it that we that these are still the right that these are still relevant right.

[1:30:00] And if I heard Dr. Weissberg's comment correctly about employee feedback, it was really just another way to measure whether we're adhering to these values. Right. It wasn't about it wasn't necessarily about getting more feedback on these values, which, again, as we've said, are really a revision of a version that's been around since 2019. And are not wildly out of place with, I think, what most school districts would have, would be my case.

[1:30:34] I just wanted to come back to the suggestion around adding accountability, the student learning that I think that the first core value. I think that's great. It's because it's literally one word and it's I want it to mean a promise that in order to ensure that we're prioritizing student learning health and wellness accountability is folded into that.

[1:30:58] And so it might be a sort of semantic stance on making sure you're right.

[1:31:03] We don't want it to echo the students.

[1:31:05] Are being held accountable for their own or only students?

[1:31:09] Yes, but I think that just sort of gives me the spirit of moving forward being proactive

[1:31:18] and taking in reflection to what has happened since 2019 and making sure it's echoed in there.

[1:31:26] The only other thing that I would have as feedback that I just didn't share before is just sort of progress.

[1:31:36] And that I read back to our challenges in that report of that we need to re operationalize and we need to challenge ourselves and push ourselves a little bit more.

[1:31:48] And so again, I'm not having a perfect suggestion here on a word, but I just and and this also I do feel like can come out way more in our goals, but I just as I was reflecting on the core values to that report, that was the only other thing to me that felt like it was absent.

[1:32:04] But I think Dr. and queer suggestion for just the word and accountability and the first one is great.

[1:32:09] Yeah, actually, I'm sorry, so hearing the discussion around the dias, the board may want to consider

[1:32:18] for ranking to fight school district priority, student learning health and wellness, and we'll hold

[1:32:22] ourselves accountable for student success. And that means that's our all in. Yeah, just as a thought.

[1:32:34] Sure, it would consider a change to add.

[1:32:38] We're making right school district prioritizes student learning, health, and wellness, and we'll hold ourselves accountable for student success.

[1:32:46] Could I make a theory?

[1:32:48] Or not.

[1:32:49] Or not.

[1:32:51] I mean, let's get fancy.

[1:32:52] Let's send me calling it up, you know?

[1:32:57] What about saying and hold ourselves with accountable of you said for student success in an priority?

[1:33:03] like, I guess we could say success. I was trying to figure out a way to say all three of those things.

[1:33:12] I think what's in my head is just learning plus health plus wellness sequence success.

[1:33:17] Okay. Yep. I like it. I'll take them. And I just like the feeling of all in. I like it. Yep.

[1:33:25] Okay. So then it would be amended in Dr. Wysper,

[1:33:33] you're the one who made the amendment.

[1:33:34] So do you accept the amendment of adding and use it?

[1:33:39] And we'll hold ourselves accountable for student success

[1:33:42] to the beginning of the first per value, indeed, I do.

[1:33:47] And is that okay with you, Dr. Agpani?

[1:33:49] You were the second?

[1:33:51] Certainly.

[1:33:52] Burbank unified school district prioritizes student learning, health,

[1:33:56] and wellness, and we'll hold ourselves accountable

[1:33:58] for student success.

[1:34:01] Is that the second?

[1:34:02] Okay, thank you.

[1:34:02] All right, moved by Dr. Oyesberg, second of by Dr. Iconian to approve as amended the district core value statements, all those in favor say aye, aye, any opposed motion passes unanimously. Thank you all. All right.

[1:34:17] The 13D consideration of approval of the 2026-2027 board goals.

[1:34:24] Dr. McCoy.

[1:34:25] Thank you, President.

[1:34:25] I think you trust these staff and guests before the board on item 13D is a consideration

[1:34:32] of approval of 2627 board goals to align the work of the district in the evaluation

[1:34:38] of the superintendent.

[1:34:39] The board annually adopts board goals that provide direction to superintendent and staff

[1:34:43] for the school year.

[1:34:44] Tonight the board will discuss and consider approval of the board goals.

[1:34:47] for 2627. It's the recommendation of district administration that the board approved the

[1:34:53] 2627 board goals as presented, but just as in our last item, if there is interest in.

[1:35:01] In getting into the goals and demanding them, then staff is certainly open to that. And then do you want me to read three?

[1:35:08] I don't know that we need to read through them. Let's do a motion in a second first.

[1:35:18] Second.

[1:35:19] Thank you.

[1:35:21] All right, discussion on the board goals. Dr. Bysberg.

[1:35:24] I don't know if this is a Dr. Bysier question or Dr. McCoy question, but in reading through just I'll start with board goal one.

[1:35:33] Looking at the increased completion of A through G course requirements by 1% to 50% and then 2% to 57% maintaining a 97% graduation rate.

[1:35:45] I want to make sure that these are realistic goals that we are going to be able to meet and that's not a lack of faith in instruction or our phenomenal teachers.

[1:35:55] it's just a question making sure that what we're putting in writing are things we feel are achievable.

[1:36:02] The short answer is yes. We deliberately had quite a bit instructional services. We shared

[1:36:07] with Cabinet. We have a lot of confidence that these are very tangible and reasonable. I appreciate that.

[1:36:14] Thank you. Before I go to your doctor, I can you share how these were put together.

[1:36:19] Certainly, we looked at the year three LCAP goals that were achieved last year and looked at what the following school year,

[1:36:31] even 2627, these were our state of goals in the LCAP.

[1:36:35] And so the instructional service system analyzed those,

[1:36:40] and then recommended that we include these as our measure goals for this year's board.

[1:36:45] goals obviously our goal is to achieve greater than. This will also be the starting point for

[1:36:51] the LCAP committee as they develop the new three year LCAP meeting. This would be the first

[1:36:57] the starting point to then achieve from these data goals for the next three years.

[1:37:07] And okay, let's just say on board goal one then. So that's really helpful. So the first

[1:37:12] kind of two here, where they're measure of all are coming directly from Melcalf.

[1:37:18] Dr. Iconi?

[1:37:19] Yeah, so regarding these numbers, the fact that we just

[1:37:25] amended our values to the end of responsible,

[1:37:28] it will be responsible if these goals are not meant.

[1:37:34] The superintendent, actually. So what these goals also become the superintendent

[1:37:39] in schools or his evaluation.

[1:37:44] And so is there a lot of the market transferring

[1:37:46] to your evaluation?

[1:37:47] That's what we've been discussing

[1:37:49] is that these are the, and where that helps is that

[1:37:54] there's no, there's no mystery as to what our goals are

[1:37:58] for me, which is to help guide us to these achievements.

[1:38:02] But I think that's really good context, right?

[1:38:03] As we think about,

[1:38:08] I appreciate that question, Dr. Arcanian,

[1:38:10] because I do think it's worth thinking about how these ventranslate

[1:38:13] then too, Dr. One Quiz evaluation at the end of mid-year and at the end of the year and

[1:38:19] whether these all make sense for that. Anything else on, I want to kind of go through

[1:38:25] goal by goal. Anything else on goal one? Which is there?

[1:38:31] Yeah, go ahead.

[1:38:35] I wanted to make a clarification at the start. What felt missing to me was

[1:38:41] When, like, is this by 2028? Is this by the end of LCAP? When is this?

[1:38:50] Our board goals are annual. Okay. So what we would do is, and obviously we don't receive all the data on

[1:38:57] on a good timeline, but what we will do is at your board retreat in August next year, we would respond

[1:39:07] in writing and in a presentation to all the stated goals, to let you know our progress to

[1:39:12] goals and what we achieved or if we missed anything to try and understand why and what action

[1:39:22] steps we would take to remediate. What's interesting about board goals over time, there would

[1:39:26] be goals that you might remove from the goals if they're consistently achieved. Other goals

[1:39:30] will remain year after year as we try and increase and improve A to G, third grade literacy,

[1:39:36] being middle school math achievement,

[1:39:38] which creates greater high school math achievement.

[1:39:40] So these are a mix of quantitative and qualitative goals,

[1:39:44] but they should be considered for one school year.

[1:39:47] Well, Dr. Wester, and then, sorry, I just really

[1:39:50] surprisingly want to say that I have some basic grammar,

[1:39:53] punctuation, any type of thingies,

[1:39:55] I'm not going to share from the diet, but I'll send to you.

[1:39:58] Nursuit.

[1:39:58] But I have some.

[1:40:00] Deeply moving content discussions as we move further along.

[1:40:03] It's kind of.

[1:40:06] And I'll go one.

[1:40:10] I just wanted to, okay, that we can move to two.

[1:40:15] Okay.

[1:40:18] I want to clarify that that's our board goal is these going up, say, 1% and such.

[1:40:25] But by school, they may have different numbers based on how they're doing.

[1:40:30] So I just want people to understand that by school as a school you have based on what you are doing so that you're contributing to the overall of what's happening with the district.

[1:40:40] But it's you're not going to say, oh my school is going to say, you know, I'm saying you're not just locked into that every school has got their goals. Our board goal is this bigger.

[1:40:50] Yes, these goals would be sort of rolled up from the entire district.

[1:40:58] Sorry, I didn't finish, but did you have, did I cut you off?

[1:41:05] Oh, go ahead.

[1:41:06] I think this, you bring up a very good point.

[1:41:10] Trustee Conno, is that that's the, the coherence we're opening to establish with our school plans for student achievement.

[1:41:16] With the overarching goals that we have, and we'll see that way up.

[1:41:21] Thank you, Dr. Consias.

[1:41:23] Miss Wilson.

[1:41:24] I guess this note is a little bit generalized because I feel like the goals and general to me are sort of mixed narrative of the goal, the metrics and the strategy.

[1:41:37] And I would love to break that out because I know for me that it just sort of helps understand not just what we're trying to achieve, but the component of the how that's really in there.

[1:41:50] Like, for example, for board goal 1 to me, you know, the goal is, you know, accelerating the student learning with those, the, the, the nice words and all of the pieces with the specific emphasis on metrics for students with disabilities, English learners and so those facing economic hardship, et cetera.

[1:42:11] But then we have the outcomes we're going for, and then we note the strategies of being

[1:42:16] instructional excellence and professional development, and then the kind of future

[1:42:22] ready agility of making sure we form that committee, and we get the voice for everybody

[1:42:29] on technology.

[1:42:30] And so I just feel like that structure could be modeled if you will get all of them.

[1:42:36] This one is the mediaist for sure, but I just sort of wanted to suggest the idea of

[1:42:41] chunking it out that way because, I mean, not every single one will have such pretty quantitative

[1:42:47] metrics, but still something that we could aim to measure by, I can give examples further.

[1:42:54] But I just wanted to get everybody's feeling on maybe writing it out that way.

[1:43:01] Well, so it's another question.

[1:43:03] No, I mean, so if I can paraphrase and because I think I was trying to get over the same

[1:43:10] And then what I was really thinking about was I want to make sure that when we have goals that at the end of the year, we're not saying, like, well, did we do it? How do we know if we did it? How do we know if we, so the ones that are tied to LCAP are really clear because we have quantitative measurements. And so, you know, the last two on this one,

[1:43:32] providing professional development on promoting inquiry and, or sorry, the promoting

[1:43:36] green access. That one is a little bit harder to say, like, did we do it or not?

[1:43:45] Because it's like, is it, well, either, like, I guess we did or did not provide professional

[1:43:50] development? Yeah. I mean, and, and it's like, so, which is fine. And then the, this last

[1:43:59] one, it's really like did we make a recommendation or did staff make a recommendation on learning

[1:44:04] management systems, classroom technology programs, and classroom technology programs, and

[1:44:08] the dispersal approach to screen time and artificial intelligence, right?

[1:44:11] Like we're going to be in, well, you all are going to be next year saying, okay, did we

[1:44:18] receive four reports on these items essentially, right?

[1:44:24] Like you're going to need to show your work as I think where I'm getting with this, and as long

[1:44:28] is it's clear to staff what you're going to need to show, to show that you did this, then I'm okay with it.

[1:44:35] But I was working on the same kind of late length as you were.

[1:44:38] Yeah, and when I would say to that, that's why it's important that these are evaluation goals.

[1:44:43] So you're going to have quantitative data sets, but also narratives, and also presentations,

[1:44:49] and also essentially a professional development would be presented back with on October 1st.

[1:44:57] this present, this professional development happened.

[1:45:00] October 10th, October 12th. Here's the minutes from our math advisory committee, from the ELA advisory committee, the ELD advisory committee.

[1:45:09] And you end up with qualitative pieces of data that are harder to put in a narrative, but also can be presented as exhibits.

[1:45:19] and so what's really important is thinking about it potentially in a way where if we're going

[1:45:27] to support reading, writing, speaking, and academic vocabulary, and mathematical literacy,

[1:45:33] then our professional development that we present that we can then inform the board about,

[1:45:39] supports reading, writing, speaking, academic, vocabulary, mathematical literacy,

[1:45:43] and access includes how we're reaching out to our students with disabilities, English learners,

[1:45:48] and students facing economic hardship.

[1:45:50] So over time, you can triangulate, for example, if A to G goes up, but our students

[1:45:57] learning English don't see the same rate of return, then we could look at, well, when we did

[1:46:02] professional development, did we specifically address what English learners need?

[1:46:07] Did we specifically work with our special education experts for by general education teachers information

[1:46:14] how to access lessons that we may not typically provide in the general IPD. So these really

[1:46:23] become a more holistic report. So to speak, here's quantitative results, but here's exhibits

[1:46:30] and then some of these end up being interviewed. So like if you have a technology advisory committee

[1:46:36] and no board presentation comes back and you don't hear from the variety of members of the tech advisory

[1:46:43] committee, then that's a zero-sum game, so I think you're right to point out that we will measure

[1:46:51] these in different ways and report them in different ways. And I think that's part of in schools

[1:46:57] in particular what when we talk about, you know, we have some feelings happening, that's what

[1:47:02] that committee's for, right, to talk about it. And if we have a goal to talk about screen time

[1:47:09] to AI, then as hard as the conversations are, we're going to have those conversations and get

[1:47:15] everything on the table and see what we've done potentially in the next year when you

[1:47:19] read your board goals, then we have a more specific approach like we are going to measure screen

[1:47:25] time, we're going to have this much or this much more, we have a committee that's going to validate

[1:47:30] the type of tools that we use with BTA partners and with parents and with community. I mean depending

[1:47:38] and how we want to cast it out.

[1:47:40] So I think there's a lot of different ways

[1:47:41] to get out of the measurements.

[1:47:46] So some of on to number two,

[1:47:52] which is more about wellness or students,

[1:47:56] feedback on these Dr. Wester.

[1:48:01] If two things that are going to be,

[1:48:06] when we say at the very beginning,

[1:48:07] that celebrates and promotes trusting relationships.

[1:48:11] Can I just ask for clarification about with whom?

[1:48:14] Is this amongst, is it student relationships?

[1:48:17] Is it student and teacher relationships?

[1:48:19] Do we need to get more specific?

[1:48:23] Am I being ridiculous?

[1:48:25] I don't think you're being ridiculous.

[1:48:27] I think it speaks to the importance of all the systemic relationships

[1:48:32] that make the district health.

[1:48:33] Okay, so it's, could we say within the district and promote trusting relationships?

[1:48:38] We may not need to, but I think that's, that clarification is helpful to me.

[1:48:45] The other thing, and this may not belong here, but one of the issues that I know has been challenging for us in regards to suspensions and expulsions is a lack of consistent and uniform reporting.

[1:48:59] is every school site, coding things the same way,

[1:49:03] are they all reporting issues the same way,

[1:49:06] is discipline being, you know, consistently.

[1:49:11] So, so that is something that has been a struggle.

[1:49:15] And so I don't know if we, if that needs to go something

[1:49:20] about consistent uniform reporting needs to be in here,

[1:49:24] or it's just, I don't want to get so prescribed

[1:49:29] that we list every single way we can do things, because that's why we have trusted professionals,

[1:49:34] but that is something that I know has prevented us from doing the best possible work we can do

[1:49:40] on this issue, and I know it's something that our instructional team has prioritized for a really long

[1:49:45] time. So I can just chime in for a moment. Please watch my airtime. So on the overarching goal,

[1:49:55] that our student receives access to connection and wellness supports and services in it.

[1:50:00] Healthy Learning Environment. It celebrates some of the most trusting relationships within the district. Is this a question?

[1:50:07] And then on the first one where we talked about suspensions and expulsions, we could add after the word expulsions through consistent reporting practices.

[1:50:18] And then that gives us a guide with our student services team to create a system around what reporting is and what is is reporting and how it's

[1:50:29] report it. Dr. Iconian. It's going back to my first point again. Consistency, if they're

[1:50:39] not consistent, who is held responsible for not being consistent? Because that is important

[1:50:46] if we're going to make this and this is a big change. So again, this would go into Dr.

[1:50:59] McCoy's

[1:50:59] at the end of the year. I would also say that then these become things that other groups who

[1:51:10] other groups of staff that have a real stake in this that they become accountable to as well.

[1:51:17] So if we put a stake in the ground and say we want consistent reporting and a decrease in suspension

[1:51:23] and expulsions, that's something that the yes, the superintendent is ultimately accountable to,

[1:51:28] that our students service this team and our school site staffs need to know that that's a

[1:51:33] goal that we're setting so that they're also moving in that same direction.

[1:51:37] Dr. McClellan, how are you going to set up consistency so that the the good news for the

[1:51:45] assistant superintendent table is that these goals are shared and so with the evaluation process

[1:51:54] for the assistance, superintendents, they may not have every board goal and sub-goal in their

[1:52:01] evaluation, but for that division, which is tasked with that effort, that would be part

[1:52:09] of their accountability. And so we work as a team. We even have a vehicle that we all fit in.

[1:52:14] Thanks to Dr. Messius, which we appreciate, the Mobile Administrative Unit, that's not

[1:52:22] It's his personal vehicle, but he knew to get enough seats to hold all of us.

[1:52:26] So it's really about our weekly efforts to work together, Matt has to sit in the front, right?

[1:52:33] I'm sorry, I didn't take the last thing there.

[1:52:35] It's important to share the seeding arrangements of our mobile outlets.

[1:52:40] This is his personal vehicle just to be clear.

[1:52:43] But one of the things we do weekly that is important is we meet weekly to discuss all the aspects of the district's divisions,

[1:52:51] and how we're progressing to solve problems and how we're trying to achieve the goals once there's set.

[1:53:00] So we will be regularly discussing, not just from the perspective of Ms. James Vagintosh around

[1:53:07] suspension, expulsion, consistent data collection, wellness programming, but how we're all participating

[1:53:13] from the fiscal side to HR side, instructional side and all those activities. And so one thing that

[1:53:21] the team knows that I explained to them and we do all the time as we, we've been diagramming.

[1:53:25] We're all, that we have the individual responsibilities that we don't work together to

[1:53:30] problem solve, then we're solving a problem here that's creating a problem here.

[1:53:33] And I think that's part of the issue we're solving in BUSD is that we're all accountable to

[1:53:40] one another. And as we solve a problem, we all have to take part in the responsibility.

[1:53:44] This follow-up on that concern, and we get a photo of all of you hiding fit in the car

[1:53:50] after that's a report for the next board meeting. I'm just curious. I'm not a button.

[1:53:57] Sure. I'm on regular basis.

[1:53:59] This Olson.

[1:54:04] Can I, uh, I like some of the edits we've already made, like the after you were speaking, Dr.

[1:54:10] I spoke the word just like cohesion kept coming up for me, I don't know if that's something

[1:54:15] we want to.

[1:54:16] Thank you.

[1:54:19] But for for me, that speaks to sort of this like a connective tissue between all the

[1:54:23] different things like just like you're talking about Dr. McCoy, but I wanted to see if

[1:54:29] I could trigger one some other metrics to this one.

[1:54:32] I think that when we look at wellness and services, I want to think about not just reducing

[1:54:40] suspensions but reducing increasing attendance. That sort of sense of belonging and people showing

[1:54:46] up, I think is a really important way to look at this. I know this sort of ties to communication

[1:54:55] as well and maybe that goes somewhere else, but student participation in

[1:55:00] Those surveys, metrics, engagement in our committees. I think those are also things we can add to this goal. If not explicitly, but somewhere. And then the only thing I was just a little confused by was the word develop approach is to student accountability. I feel like that could be missed. Sorry, those were a couple too.

[1:55:24] But

[1:55:29] develop a approach is to student accountability, like so, for, yeah, like, it's accountability on behalf of students, not the students themselves, literally like to the first value that we were talking about. Yeah, no, I don't think I get that.

[1:55:45] Yeah, so in this respect, I think maybe the word for instead of two would be more descriptive,

[1:55:54] but old school, we call it student discipline.

[1:55:59] and new school we call it student accountability. So we know that young people at times make mistakes.

[1:56:08] And what we want to do is have an approach when mistakes are made that prioritizes restoration.

[1:56:15] And moving ahead in a positive way rather than punishment and time for time.

[1:56:19] So I understand that I would tell you as one person is I eliminated every time for time punishment as a high school principal because it doesn't work, but when we have real conversations with the trusted adult,

[1:56:32] when we have other ways to engage students and re-engage them in their education, that's the, that's the secret to having a really positive campus culture into lowering it discipline incidents is it's not,

[1:56:45] You did this, you're bad, we punish you, but this happened in what happens next, kind of like what we're doing,

[1:56:51] system wide, and then how do we re-engage students in their own education in a way that's positive to them?

[1:56:57] So when we say developed approaches potentially for student accountability,

[1:57:01] that prioritized restorative intervention provide opportunities to trusted adults,

[1:57:07] we're trying to get to a place where we're accounting for developmental growth

[1:57:11] from our students and we're not expecting a 14 year old boy to act like he would when he's 34 years old, right?

[1:57:19] We need him to be able to grow through what he goes through.

[1:57:24] I really do appreciate the idea of having an attendance measure here though,

[1:57:31] whether it's attendance or chronic absenteeism or something else there.

[1:57:38] And I'll, I don't know what's already in our LCAP for that.

[1:57:42] That maybe something that we could pull from there.

[1:57:47] But I think that's a great one because that's a great way to measure

[1:57:50] whether students are engaged and connecting.

[1:57:55] Can we move on to number three?

[1:58:02] Dr. Wresfer.

[1:58:04] Just have the word proactive.

[1:58:06] So providing engaging communication.

[1:58:08] I think proactive isn't really important for it to include here since it is a need need be a big focus for us

[1:58:16] I don't know if you need to do it in both places first and last sentence of board goal, but having it somewhere appeals important

[1:58:26] Miss Wilson, I think

[1:58:30] Kind of to your statement

[1:58:31] Madam President that in our values about our

[1:58:35] Responsibility to the community. I feel like this is the place where I feel like we could

[1:58:42] Add that and, again, I think that has a lot to do with communication, but it has a lot to do is showing up to and participation in the community and so I don't know exactly, again, the semantics of where we want to add that, but I'm just curious if we wanted to put that piece in here.

[1:59:08] Give me an example of what you're thinking about.

[1:59:12] Yeah.

[1:59:14] So, I think I brought this up.

[1:59:16] Like, downtown Burbank has art fairs, like, often, and festivals.

[1:59:22] And we need to have a booth presence there.

[1:59:25] It's an opportunity to communicate with people in the community, parents, families that are attending.

[1:59:33] And showing up there and being a part of that is something where I feel like we could hold

[1:59:38] ourselves accountable to doing more of this community is so like alive in the amount of things

[1:59:45] that it's doing and alongside the conversation about just ongoing partnerships with the city council

[1:59:52] and all of the Chamber of Commerce, the nonprofits. So I don't know if we want to provide sort of a

[2:00:01] tangible of, I know that very much links to the kind of PAO role, but yeah, that's sort of what I was thinking as example.

[2:00:08] Yeah, I wonder if within that second bullet of maintaining consistent social media presence, it might be maintaining a consistent physical and social media presence, right?

[2:00:19] That we're not just posting about things online, but that the district is physically actually present for things.

[2:00:25] It's kind of, that's, all right. Well, I just, it seems like some of it, I just don't want us to get so bogged down, you know, kind of,

[2:00:34] of this quagmire of like we have to have everything in there. I mean, this is just bowls.

[2:00:38] So in terms of, again, how we, I'm really showing the mark and stays there.

[2:00:43] Very good. You know, some of those things like the first we maintain a consistent social media presence and, you know,

[2:00:49] and site events. So, I mean, doesn't that some of that take into consideration that so that we're

[2:00:55] we had all this first. We didn't write these out. These are the first. We're saying them

[2:01:02] or do I see these? I know we saw that they have a, maybe a documentation on three. So,

[2:01:09] adding providing engaging proactive communication and at the last one provide timely proactive

[2:01:15] district communications, and then to add a bullet that essentially says participate as an engaged

[2:01:21] partner in community events. And that gives us a broad way to try and achieve that for students

[2:01:28] in person.

[2:01:30] Yep. Thank you. Thank you. All right. And the last is bar goal number four. I will say I appreciated

[2:01:42] the inclusion of avoiding deficit spending for the current fiscal year and two years that follow.

[2:01:49] I know that that was a goal that this board set last year and got significantly closer to it.

[2:02:00] For some reason, the idea of the word of void doesn't speak to me much,

[2:02:05] but I could try the second bulletier. Implement effective fiscal practices, yes, the

[2:02:09] developed balance, but just yes an avoid deficit spending for the current fiscal year and two

[2:02:13] years of fall.

[2:02:18] Yeah. Yeah, but it's something. What if, if I didn't

[2:02:22] intentionally, I mean, I mean, I didn't expect to pay so much for me and

[2:02:27] egg last year and I have to avoid buying. You know, avoiding deficit is

[2:02:31] difficult because we don't know what's coming. What if the budget

[2:02:35] changing? Well, but we have to make a budget, right? We shouldn't be planning to

[2:02:40] of a deficit spend, which is what this, I think, what the intention of this is.

[2:02:47] Yeah, we want to use the word avoid deficit spending. Well, I think you could consider

[2:02:55] the word. Yes, I plan to eliminate or I like that. And I think that gives us a chance to

[2:03:03] meet the moment. So, you know, if we get a good budget in January, we have one plan if we

[2:03:08] get a bad budget in January, we have another plan of Prop 3 passes, we have one plan and

[2:03:13] it fails, we have another plan. So if we, the wording, if we said, implement efficient fiscal

[2:03:20] practices that develop balance budgets and plan to eliminate deficits spending for the current

[2:03:26] fiscal year and the two fiscal years that follow. Yeah, I think that, that I like that meets my needs

[2:03:31] for that one because I think just the idea of putting together a plan that we know has deficit spending

[2:03:39] You know, it's hard enough for you to do.

[2:03:45] Anything else on number four?

[2:03:52] This is awesome.

[2:03:53] So I did one in draft.

[2:03:56] So the word modernized HR system.

[2:04:00] And the reason I say this because, you know, for example,

[2:04:04] not HR by the accounting there was a program.

[2:04:07] It was a problem with the accounting was offering

[2:04:10] in us and bringing, it wasn't really a question of modernization, it was also a question of

[2:04:16] arcade system to the other side. So can we say modernizing each other system for work

[2:04:22] escaping in the world kind of like me, but should we also add accounting and finance?

[2:04:29] So we were trying to cover the accounting and finance upgrades in the

[2:04:33] implement efficient fiscal practices, is that gives us some room to move on our, and we'll bring to the board, we have an 18-punt plan to move from the two financial systems we use to one. It's going to take us some time. We're working with LA County office on the implementation of the human capital management in HR, but I would tell you as one person who's on your team modernizes a very important work with our HR.

[2:05:01] And that is a goal that we should be able to provide you a lot of data on our efforts to improve.

[2:05:09] On the hook for human capital management system upgrade with the county this year? Is it this year or is it next?

[2:05:19] This current.

[2:05:20] This year we have employees training as we say.

[2:05:22] Okay, that's what I thought.

[2:05:23] Um, great. And I think, um, I just wonder, uh, in terms of the implementing effective

[2:05:32] efficient fiscal practices, um, I don't know that it needs to be in here, but I would assume

[2:05:38] that some of that is as measured by the, the, the scorecard, the Dr. Hasty showed last time,

[2:05:44] right, and, and improvement on that. Yeah. We can name that if, if that makes sense. Yeah. I,

[2:05:50] I would suggest that you are going to have with your interim budget reports.

[2:05:57] You're, and on the actual first interim second interim, and adopt a budget, those will be the reporting times for our fiscal practice.

[2:06:05] And what Dr. Casey, I've been talking about.

[2:06:08] We've been discussing in cabinet is to address some of the plan of grades in the fiscal upgrades that we are underway with during the interim budget reports.

[2:06:18] So when you see unaudated actuals, we want to talk to you about our timeline to implement

[2:06:24] one financial system instead of two, just on one slide, when we get to the first

[2:06:28] interim budget, we want to talk to you about our plans around position control that are

[2:06:34] underway and be able to show you our new position control efforts and systems that are underway.

[2:06:39] So, this will have already defined regular check-ins for the board, for board goal number four.

[2:06:49] Right.

[2:06:51] This was my only thing was to add sort of like an increase in that feedback score.

[2:06:58] But again, I mean, I mean, I need to sort of already brought it up.

[2:07:01] But I prefer to raise these like grading score versus theirs.

[2:07:05] It's very confusing. I don't know if it's a smart thing to add.

[2:07:09] is just a specific goal, but that was the only metric I was going to ask.

[2:07:13] Yeah, I would suggest our most important goal is the current year and the two out-ear

[2:07:19] projection and positive qualifier negative. I think a lot of the reason the district received

[2:07:24] the letting it letter of going concerned were system issues and personal issues and so part of

[2:07:32] our imposition control and those are all underway so that will be an annual, that will be a regular

[2:07:38] part of our progress report, but there will be a point where we sense that the FIC math score

[2:07:43] and go back to the LA County score of positive.

[2:07:48] Oh, I mean, I think we make it as simple as having a qualified score, positive.

[2:07:54] Oh, sorry.

[2:07:55] Thank you.

[2:07:56] Thank you.

[2:07:59] I think that this allows us to get there because of the good, and this is what's been

[2:08:07] in translation a little bit and our budget discussion.

[2:08:09] The district has never not had a positive score on their budget and most of the time when

[2:08:15] you go qualified it's because you can't pay your bills in the third year and we're not in

[2:08:19] that situation.

[2:08:20] Our deficit spending is against reserves.

[2:08:23] Those reserves need to be short of which will happen when we eliminate deficit spending.

[2:08:27] So there was never a condition where the district could not meet its obligations in any

[2:08:31] of the years, but there were all these other conditions that caused our ratings.

[2:08:35] So when we bring these interim budget reports to you, they'll include, again, those system updates that we're making to shore up our practices.

[2:08:43] And do we want to state what the reserve cap is?

[2:08:47] Also, in case people now, yeah.

[2:08:51] Yeah, we're turning percentage. That's what we have to do.

[2:08:54] Yeah, we'll include some information on that if we're getting close to the cap just for the general public.

[2:08:59] The state only allows us to hold a certain amount of money in reserve, which because some districts will hold money in reserve and not spend it on students.

[2:09:09] And so there is a state law that requires us only to hold a certain amount of money in reserve.

[2:09:14] That's called the Reserve Cap and certain budget years.

[2:09:17] They release the cap and let you to save more for a rainy day.

[2:09:21] In other years, the implement the cap and it's really an annual decision by the legislature and the governor.

[2:09:26] So that will be part of our discussion with the board and you bring in a run budget reports.

[2:09:32] I would also, you know, I know I was the one who brought up like do we put into fiscal score,

[2:09:36] but I'm also reminding myself that the score on the fiscal health assessment,

[2:09:43] the positive budget certification, those all then become pieces of evidence in Dr.

[2:09:48] Coise evaluation and Dr. Hastel's evaluation.

[2:09:50] But he is getting evaluated by Dr. McCoy and so I don't know that you could do

[2:09:56] Uh, this goal without having those as your evidence.

[2:10:00] But so I think that this is good as this. So we've made a couple of amendments. Do we, do you want to go through what you've got as amendments?

[2:10:14] Yes. So, these are the suggested amendments that could be considered in a minute motion.

[2:10:23] In Portugal,

[2:10:25] one,

[2:10:28] I don't think we've had any changes.

[2:10:30] I think the only adjustment that I noted was that we need to make sure that the core value

[2:10:37] has reflects the adjustment that we made to the core values around accountability.

[2:10:40] Yeah, the core values will be adjusted.

[2:10:43] Yes.

[2:10:44] A board goal too, we proposed adding within the district to the end of the first sentence,

[2:10:53] celebrates the most trusting relationships within the district.

[2:10:56] We proposed after the word expulsions, adding through consistent reporting practices.

[2:11:03] And we will add a fourth bullet marking our already stated attendance improvement both in the

[2:11:13] We'll use the language from the LCAP to deliver that.

[2:11:17] And Borgal 3, we're adding the word proactive

[2:11:20] to engaging proactive communication

[2:11:23] and provide timely proactive district communications.

[2:11:28] We're adding a bullet, participate as an engage partner

[2:11:31] in community events.

[2:11:33] And then in Borgal 4, and we're adding,

[2:11:36] instead of avoid, deficit spending,

[2:11:38] we're adding and plan to eliminate deficits spending

[2:11:42] and those were those were the suggested amendments from trustees that I can.

[2:11:51] You are the one who made the motion, do you accept those amendments?

[2:11:55] And Dr. Weissberg? Okay, great. So it's been moved and seconded, moved by Dr.

[2:11:59] Iconi and seconded by Dr. Weissberg to approve the workals as amended.

[2:12:05] All those in favor say aye. Aye.

[2:12:08] Thank you for the thorough discussion, Colin.

[2:12:13] All right.

[2:12:14] Let's move to 13E, consideration of approval of change of date for the October 22nd,

[2:12:19] regular board meeting to October 29th.

[2:12:22] Thank you President Ponsor Campcar, trustee staff and guests.

[2:12:26] Before the board,

[2:12:27] I'm 13E consideration of approval,

[2:12:29] I change the date for the October 22nd,

[2:12:31] 2026 regular board meeting to October 29th, 2026.

[2:12:35] Emily, the board sets calendar regular meetings, so for the regular meeting scheduled for Thursday, October 22nd, October 22nd,

[2:12:42] 2026, two trustees of unavoidable conflicts that have recently come to the attention of the district.

[2:12:47] Staff is recommending the board considered Thursday, October 29th, 2026 as a replacement date for the regular meeting.

[2:12:54] It is the recommendation of district administration that the board approved a change of date for the October 22nd, 2026 regular meeting to October 29th, 2026 as a presenter.

[2:13:03] I get a motion a second second. Any discussion on this?

[2:13:12] Can I just add this October 29th work for everybody?

[2:13:17] As someone who had a conflict with the October 22nd, it does work for me.

[2:13:24] Okay.

[2:13:26] Okay.

[2:13:26] That's okay.

[2:13:28] So everybody on the diet can confirm that the 29th works.

[2:13:35] Great. Just just checking.

[2:13:36] Alright, move by Dr. Arikhanian, seconded by Dr. Westburg, all those in favor say aye, aye, aye, any opposed?

[2:13:43] Motion passes unanimous. Thank you. 13F consideration of revision of board policy and regulation 40.

[2:13:53] Your mic is off.

[2:13:55] Since we've made a change, that's what this one makes, because you'll go to our website. The always shows the regular ones going to make sure like,

[2:14:02] yes, go as in immediately. Yes, so we won't have like last week. Yes, this one, it will still be a regular meeting.

[2:14:07] it will not be a special meeting, but we should make sure that we sign close that it will be

[2:14:10] on the 29th and set of the 22nd. Thank you for that suggestion.

[2:14:14] All right. 13F revision of board policy and regulation 4311 recruitment and selection of

[2:14:20] management and supervisory personnel. Dr. McCoy.

[2:14:27] Thank you, President Ponser-Kamkar, Trustee Staff, and guests before the board is item 13F

[2:14:32] consideration of revision of board policy and regulation 4311 recruitment and selection

[2:14:37] of management and supervisory personnel in the first reading.

[2:14:40] annually the board reviews board policies and regulations and considers

[2:14:43] revisions to meet the needs of the district and the district state

[2:14:46] holders.

[2:14:47] Tonight the board will discuss and consider revisions in the first reading of

[2:14:50] board policy regulation 4311 recruitment and selection of management and

[2:14:54] supervisory personnel is a recommendation of district administration at the

[2:14:58] board revised board policy.

[2:15:00] Regulation for 3-1-1 recruitment and selection and management and supervisory personnel. This is a first reading as for Senate.

[2:15:08] We don't need a motion, second, because we're not taking action. Discussion on this item.

[2:15:14] I just noticed on the first page of the policy, we have been changing our pronouns to be more inclusive. So where is this issue? We could have things that would be great.

[2:15:26] I just see that in the second last paragraph there.

[2:15:31] I think.

[2:15:34] Other.

[2:15:36] And just.

[2:15:37] This is.

[2:15:41] A very thorough and I really appreciate it.

[2:15:45] And I.

[2:15:46] My understanding is this is codifying what was in place.

[2:15:50] Over the last month and a half.

[2:15:55] As new folks were brought in to make it really clear how we interview who is participating in panels, what the expectations are, etc.

[2:16:05] Yes.

[2:16:06] I'm going to have Mr. Label kind of walk us through it a little bit.

[2:16:09] But essentially one of the concerns we were allowed to clear from district staff is that there was sort of an unknown for the process to select supervisors and managers both classified and certificate.

[2:16:18] So one way to codify the process is to ensure it's an important policy and regulation.

[2:16:25] We actually have three policies around recruitment and selection.

[2:16:28] This is particular to management and supervisor.

[2:16:31] Mr. Bell, you want to give us a general overview of the process and how we're including district staff and community.

[2:16:40] Yeah, so we did do this for the six management management positions that we hired, basically it's a set panel so that people know what's expected who picks how many of each item make sure everything's balanced across the board.

[2:16:56] And the screening is done either by the cabinet or the direct supervisor of that person on an individual basis.

[2:17:05] We then we vet for my office.

[2:17:07] We vet for credentials and things like that for bare minimums.

[2:17:12] Then the interview process itself is done in a way where personnel in the past,

[2:17:19] they've given them a score sheet and they get scores of one through four for each question

[2:17:23] and everybody gets an answer.

[2:17:25] That is something that the panelists may use if they would like.

[2:17:29] The other option is they can use a forced scoring grid

[2:17:31] where they choose the candidate.

[2:17:34] Regardless of the option they do as long as they do one of the other with fidelity

[2:17:37] and that is all tracked and turned in.

[2:17:39] At the end they put their choices of the candidate

[2:17:42] 1, 2, 3, 4 on the list.

[2:17:45] What that does is create equity to each person.

[2:17:47] So no one can push the vote in one way to another

[2:17:50] against a certain candidate.

[2:17:52] Those numbers are then vetted by the group publicly so they see not what each person scored

[2:17:59] But how the scores were done in the case of two panel ones. We bring the union in with us and both the solicitation

[2:18:06] The two panels. We'll sit with the union person also that they can see in confidentiality with the scores were

[2:18:12] And then we bring those back to the to the public in the second round all candidates are all panelists are known

[2:18:19] noted that anybody you bring to the next round is somebody you feel confident can get that job

[2:18:25] and do it. They're not guaranteed by an order. There is that second group but we only bring people

[2:18:29] forward that they the panel believes is competent to handle the job. In the final job they are the final

[2:18:35] interview. They are given a performance task where they create a 10 to 15 minute presentation and they

[2:18:41] present that to the panel or to the cabinet and the cabinet also has depending on the job

[2:18:48] specific personnel in addition that are specific to the spot or if it's

[2:18:53] first in a system principle we need the principal from the site. There's been some

[2:18:57] questions that are taken care from there and then a final decision. Thank you questions and

[2:19:04] comments from my colleagues. Dr. Wasteberg. Oh sorry Ms. Olsen, you see me? Okay. I just

[2:19:12] want to first say thank you because this is something we asked for report on last

[2:19:16] year as to the formalization and just presentation of the process to the public outside of

[2:19:24] you know, a formal written. And I think it's reflective of the work that you've both done in your

[2:19:31] time here to see how needed this was for everybody. To just comment on it for me, I was wondering

[2:19:40] If it is typical for the board to only see the one final candidate, and if there are other, I don't know, practices on what the board gets access to seeing.

[2:19:57] So, that, there.

[2:20:00] The test is really, the board hires the superintendent and it's the superintendent's recommendation for all the rest of the personnel in the district. So typically in the process, the person coming forward to the board for final approval is someone who's been vetted and then recommended by the superintendent to the board.

[2:20:20] And it's always the option of the board to not select the final candidate.

[2:20:26] But in the policy, you'll see it calls out that the board cannot select someone not recommended by the superintendent, and that's to avoid conditions where there's someone who potentially let's say didn't make it and this hasn't happened here.

[2:20:42] I can't wait, but there's been other systems.

[2:20:45] Someone in the first round panel is

[2:20:47] for not one of the top one or two or three.

[2:20:51] And then A-board will go back into the first round

[2:20:54] and say, person's six needs to have the job.

[2:20:59] And so to avoid those kinds of conditions and situations,

[2:21:04] the policy is designed.

[2:21:06] So the district has a wide variety of people

[2:21:09] that do the first round panel.

[2:21:11] that recommend, usually two or three at the most that go for the second round, but that,

[2:21:18] as Mr. LeBelle stated, the first round panel knows anyone recommended by the first round

[2:21:23] could end up with the position, and so they have to be ultimately comfortable. And what

[2:21:29] that avoids is if I know somebody's great, I might tell them to apply, but they have to get

[2:21:38] themselves through the first round panel. They have to get them through the second round panel,

[2:21:44] and we don't want anyone being hired by the district with a question that they came in because

[2:21:49] they know a board member or they know the superintendent or they know the union president.

[2:21:53] We want people to be vetted so that everyone on the first round panel is someone in the district

[2:21:57] because they know I saw them interview and I think they're going to be good. And really we're trying to

[2:22:03] not ever put the board in the position where the board would select somebody that a panel said

[2:22:08] and maybe not yet. And so that's what's behind this.

[2:22:14] Thank you. That that just that clarification was what I'm looking for.

[2:22:19] I have two things. The first one is this is wondering if it says first round panel interview score.

[2:22:26] So I think it's the line that starts discussion from the panel will be limited to.

[2:22:32] I think the sentence maybe has two says she'll not be made in a manner that will not intimidate.

[2:22:38] I think what we're trying to say shouldn't be made in a manner that would intimidate.

[2:22:43] But I wanted to talk about why, so when we say discussion from the panel,

[2:22:47] be limited to positive comments, I am in no way endorsing people just like bashing a candidate.

[2:22:55] But if there is, I mean, we have the people in the room because we think they're the best qualified

[2:22:58] to hire. So is there not room for constructive feedback and talking about the benefits or challenges

[2:23:07] is of a specific candidate?

[2:23:10] So the idea of it is the people should be picked

[2:23:13] based on the interview that they gave.

[2:23:16] If people know something small that they want to say,

[2:23:18] but what we don't want, and I've seen happen,

[2:23:21] and that's why we created it in this way,

[2:23:23] is I'm going to talk really loud.

[2:23:26] And my neighbor here is not going to say much

[2:23:28] because she's timid, right?

[2:23:30] And so now my voice gets out and an unequal amount

[2:23:33] of information is given to the panelists themselves.

[2:23:37] Is there a way to find, I think that's really important, I wonder if there's a way to find

[2:23:43] language that discussion from the panel will be limited and not be made in a manner that

[2:23:52] will intimidate or change the vote of other panel members so that there could be space to

[2:23:57] say something that is both positive and also something that is constructive feedback, but it's

[2:24:03] And the limited means, you know, and you can talk, we could even get hyper-specific, I don't think we need to about, you know, everyone has provided an opportunity to speak. I mean, I think you're right that there's that human condition of some people feel more agency than others,

[2:24:18] but it feels like we're really intentional with the people we choose to be in the room and I would, I would like to make sure that those people are given the space to, and I, this space to provide feedback if it's relevant.

[2:24:34] So I don't know.

[2:24:35] Yeah, we can work on the language around that to try and more accurately reflect that.

[2:24:42] And this is also given to the panelists.

[2:24:44] This is based on the instructions that they get from the facilitator as well.

[2:24:49] But we'll look for a more effective way to say that in the policy.

[2:24:53] I appreciate, and again, want to echo how great this is.

[2:24:57] The only other question I had is

[2:25:02] How, so I think the breakdown of who's on the panel is fantastic.

[2:25:10] My question is, I know that a lot of it is up to our union leadership, which is great.

[2:25:17] But with like, PTA Council, for example, how are we ensuring that there's a diversity of voice in the room when it's not something that is, you know, controlled by us, not everything to be.

[2:25:29] But like, that we're not choosing the same person every single time, maybe brings with them their own, you know, less or more experience.

[2:25:38] For my experience, typically that does not happen.

[2:25:42] Typically the unions and people that are picking pick people that are generally close to the scenario.

[2:25:48] Oh yeah, I know that.

[2:25:50] I think I, I'll be honest already with our unions.

[2:25:54] I think I have a really good relationship. They've been great to work with.

[2:25:57] Um, and I think we could have that dialogue like, hey, we keep seeing the same person or or we are they could say to us,

[2:26:02] hey, we keep seeing the same person.

[2:26:04] I'm sorry.

[2:26:05] I'm sorry.

[2:26:05] I wasn't clear.

[2:26:06] The unions don't worry me.

[2:26:07] I'm at all.

[2:26:08] I'm actually just more and it's only one person, but like with our PTA council, I think we've,

[2:26:13] we've learned over time that certain PTAs feel a larger sense of agency, specific communities and others.

[2:26:18] And so how are we ensuring that parents from all of our school sites know that it's possible to do something like this and are included?

[2:26:27] So I'm feel really confident about the way the district chooses and the way our unions choose,

[2:26:32] but this is an area where I think both on like the calendar committee and in every opportunity

[2:26:36] we have parent possible involvement.

[2:26:39] How are we making sure that all of our schools have an opportunity to be represented?

[2:26:44] I think one good way to do that is I think what's actually very unique to Berbank is the strength of the council,

[2:26:51] meaning the district wide group with a 17 presidents.

[2:26:56] and the council officers who don't sit as officers on their local on the site based PTAs.

[2:27:02] And so the council level is where we would, if, and when this policy proved, we would review that with them.

[2:27:08] And one of the things that is okay for us to do is remind, hey, this person was on last time, would you like to give someone else a chance?

[2:27:15] Or if it's a particular school that we're recruiting for, then we would expect someone from that particular PTA to be the one selected.

[2:27:25] can ask one thing quick. So I know, I'm curious the approach when you are doing the match

[2:27:38] between candidates and the panel, right? So someone who's like done a bunch of interviews

[2:27:44] as a candidate for like public agency, as early as D, or whatever, they always go through

[2:27:49] and they say, hey, these are the possible people that could be on your panel. Do you have any reason

[2:27:52] to think that they wouldn't be able to evaluate you fairly, or have you been, they're supervisor

[2:27:57] where they, you're a supervisor, or any other reason.

[2:28:00] Is that something that we're checking with our candidates or with our panelists?

[2:28:06] We typically do not notify the candidates who the panel is, or how many people are on the

[2:28:11] panel, or anything else, they come into it knowing there will be a panel.

[2:28:16] OK.

[2:28:17] Would we want to maybe do that at least with the panelists to say, like, hey, is there any reason

[2:28:21] that you wouldn't be able to evaluate some of these folks fairly

[2:28:24] before they come into the room and say,

[2:28:26] oh, actually, this is my brother-in-law,

[2:28:28] you wouldn't know because we have the state.

[2:28:30] We don't have dev-to-to-last names or something.

[2:28:31] I think we get at that to the instructions,

[2:28:33] essentially, to the interview scoring,

[2:28:36] is that panel members would inform the facilitator

[2:28:39] if they have pre-existing relationship with the candidate.

[2:28:43] That would be great, it's a small time, as you know.

[2:28:52] these are for management and super supervisory personnel.

[2:28:58] So I just went through a one.

[2:29:01] Do we go back to our cutting and miss kind of was next and then you go?

[2:29:04] I'm sorry.

[2:29:08] Your mic is not on.

[2:29:10] It's okay.

[2:29:11] On this one, it was that it was you know,

[2:29:14] I'm looking under the assistance superintendent in principles,

[2:29:17] but then when I went down,

[2:29:18] and it just says is assistance superintendent technical panel,

[2:29:22] assistance superintendent in a personal panel. So do we have anything like this or

[2:29:27] principles or is this also principles and can we just add that on?

[2:29:32] It both principle and assistance superintendent would have technical and interpersonal so we can add that to the

[2:29:37] pen to the table.

[2:29:40] Yeah, we'll add that to the table.

[2:29:43] Dr. Rikhanin?

[2:29:46] So it's just went to a interview with my work but so we had to be trained as because of the union

[2:29:55] rooms, but do we provide that or this position is good enough?

[2:30:01] We have to go to a training. There's someone who has to absorb it and the panel list, have to go to a separate training with the HR people to make sure they've fallen to the base.

[2:30:14] In this case, because these are management positions and supervisor positions, we wouldn't have a specific training, but the facilitator of each panel will go through the process and make sure people are comfortable.

[2:30:26] Thank you.

[2:30:29] Other feedback or questions about the policy?

[2:30:32] I'm going to bring up one thing.

[2:30:34] Oh, please.

[2:30:35] I think I have to.

[2:30:36] The downside to this process is very thorough.

[2:30:40] My team is also.

[2:30:42] And they have been had to make do a lot more work on that to make it run right.

[2:30:45] So I just want to say thank you for that.

[2:30:49] Yes, we have really appreciate.

[2:30:51] We appreciate it.

[2:30:52] And I would hope that having a really clear process.

[2:30:56] Well, there's a lot more work to do makes their job at least easier from the fact that

[2:31:00] like, there's no, there's not a lot of gray area here about what actually happens, right?

[2:31:06] And I think that that's when we put our staff in a really unfortunate position when it's like, well,

[2:31:12] let's do it differently this time.

[2:31:14] It's like, no, we're going to move on to 14, which is the consent calendar.

[2:31:23] But before we do that, let's discuss the items that were pulled.

[2:31:29] So we'll go to 14A, consideration of approval, the agreement with capital advisors group LSE for five

[2:31:34] circulation, legislative advocacy services.

[2:31:38] Ms. Olsen, you had questions about this?

[2:31:41] Yeah, I just wanted to have a discussion and get more understanding, especially the specific value from you.

[2:31:47] As a participant, I know we are one of the points of the five stars, but it's referenced

[2:31:53] a lot as a resource. And the way that this reads is very much like consulting services to,

[2:32:03] and I just wanted to see, you know, for public to just share a little bit more about this

[2:32:08] partnership. Yeah, let me, let me, let me talk about where this came from because this is going to

[2:32:14] all of those boards, partially because of a discussion that I started at five star, which was, what is

[2:32:23] The five-star coalition is our partnership that we have with Glendonil Unified,

[2:32:30] Lockenata Unified, South Passive Unified and Passive Unified.

[2:32:35] And basically, monthly, the superintendents and one or two board members

[2:32:40] from each of those groups gets together.

[2:32:42] We usually have a speaker or share of us practices

[2:32:47] and have a really good discussion.

[2:32:49] And it's been, frankly, like, really helpful for me

[2:32:52] as just a place of good, professional, both

[2:32:56] support and learning.

[2:32:58] And what we found was we were often bringing in

[2:33:00] electives, our local electives.

[2:33:04] So either, you know, assembly members should also come in.

[2:33:06] We had Assemblymember Harbadian represents kind of the Pasadena

[2:33:10] kind of area of folks.

[2:33:12] So he came and talked to us.

[2:33:14] And we've kind of run out of electives to bring in

[2:33:17] to just talk to. And generally speaking, our electives are fairly supportive of what those

[2:33:25] five districts are doing and they understand the challenges that we have around enrollment

[2:33:29] around rising special education costs with the fires that have been last year. That was a big

[2:33:36] point of conversation. And so what I had brought up to this team was, you know, what is the work

[2:33:43] that we're doing here and what is it?

[2:33:47] How can we be more effective?

[2:33:49] Because we have the California School Board

[2:33:51] Association and all those group serve members of it.

[2:33:54] And frankly, I think we're probably overrepresented

[2:33:58] from a delegate's way of putting a view there

[2:34:02] between those five groups.

[2:34:04] But essentially, five star was started

[2:34:06] to do advocacy together.

[2:34:09] And it's, I think, probably gotten away from that.

[2:34:11] think it was a number of years ago, maybe even during the pandemic that they stopped having a contract

[2:34:17] with someone who would be in Sacramento and advocate on the half of those five groups.

[2:34:24] So Kevin Gordon, who's from Capitol Advisory Group, has come and talked to us a number of times

[2:34:28] about, here's the state of the budget, here's what I'm seeing from a policy perspective that

[2:34:33] might come through, et cetera. And so what we did was we asked him to put together a proposal,

[2:34:38] So what it would look like to advocate for the needs of those five districts together,

[2:34:44] and

[2:34:44] you know, come to that group regularly and make sure he was hearing what we needed, so that

[2:34:50] we could really kind of join forces and amplify that impact.

[2:34:55] And so this is, to essentially act as purbank unified.

[2:35:00] It's lobbyist in Sacramento with the support of four other districts with that I would pay for lobbyist all by ourselves.

[2:35:09] And so this is someone who has really great connections, not only in Sacramento, but also in Washington with both with all kinds of administrations.

[2:35:18] And I think he's brought really interesting insight back to us about what's happening both in the federal and state legislative land.

[2:35:28] So, that is why this is,

[2:35:32] can I quickly, yes, very much, can I just clarify this, so this is one fifth of his total cost, that is correct.

[2:35:40] Dr. Rysberg.

[2:35:43] A couple of follow-up questions, so do we know how other the other four boards have voted on this?

[2:35:51] It's my understanding that the other four boards created an agreement to start August 1.

[2:35:58] I had talked with Kevin and let him know that we couldn't do that without taking it to our

[2:36:04] Augsport meetings.

[2:36:05] So this is actually for us, we're entering the agreements of September 1.

[2:36:10] So all four other schools, the school boards approved their part of this.

[2:36:15] That's our understanding.

[2:36:16] We have our first meeting next week on Friday to come from.

[2:36:19] Okay. Um, my other question is we also, I don't know how much we pay, but we pay a membership fee to

[2:36:27] CSBA, right? Yes. Okay. So, and a big part of CSBA is supposed to be led, uh, advocacy,

[2:36:35] legislative advocacy. So I'm wondering, I think I understand, um, President Ponsor came

[2:36:40] to talk about this being localized, so rather than CSBA that represents every California

[2:36:46] school board association represents every school board in California that we would have a more like

[2:36:51] niche representation and then I think how will we measure if this money is worth spending?

[2:36:59] I know we're, again, we're spending it with CSBA. Can we talk a little bit about why it's worth

[2:37:05] spending it, um, locally? Yeah, sure. So to me the difference between advocacy here and the advocacy

[2:37:11] advocacy for CSBA is that it's very localized, right? And the example I'll give is I always attend

[2:37:16] legislative action week for CSBA when we're, it's, and it's all, I'm doing now, but it's basically you have meetings with legislators and CSBA puts together a beautiful set of

[2:37:27] talking points for you, and they say, this is our agenda for meeting with this legislative legislator. It's these five bills that we want to talk about getting past.

[2:37:35] And often, what I find myself in those meetings thinking is like, well, I only care about two of these five.

[2:37:40] are only two of these five bills are relevant to permit unified even if I support the other ones as

[2:37:46] individual right but like there will be a lot like CSBA is great and a lot of the work that they do

[2:37:54] because there are so many school districts in the state of California something like 1100 or something

[2:38:00] a lot of them are teeny tiny and so they do a lot of advocacy on behalf of teeny tiny districts and so that's

[2:38:05] But a lot of our conversations are with legislators, our hate can you make sure you pass this

[2:38:12] bill that's going to allow a principle to also act as the Nutrition Services Specialist

[2:38:16] and is this, which, you know, this essentially allows us to set the agenda for those meetings

[2:38:22] in a way that working with CSB it does really.

[2:38:27] Dr. Iconian.

[2:38:28] I've been attended a lot of these even when he was around. I really don't see a bad need.

[2:38:33] Let's not tell you what. If we had hired him as a lobbyist just for our district needs, I wouldn't understand.

[2:38:41] But for him to go and ask legislators in Sacramento and Washington to split it five ways, that's got to be almost impossible.

[2:38:49] And I give it an example.

[2:38:51] Right now, for example, we missed a board on some items to get it from our congressional representatives to get some earmarks.

[2:38:59] That you've got to need a lot of this if you need that extra error.

[2:39:03] But if you're not going to ask our legislator about,

[2:39:06] well, Burbank needs money, but so those passively amounts.

[2:39:10] So that's, and this is a challenge we've had in the past with our previous legislations.

[2:39:14] When they say, well, I give you the money to Burbank that I have to give you to my other districts.

[2:39:19] And it also depends who are representatives, right?

[2:39:25] So depending on where your child is really cut out, it makes a big difference.

[2:39:29] But then they have to also go back and meet their colleagues

[2:39:32] in a Senate asking for items.

[2:39:35] As far as builds go, I mean,

[2:39:38] if there are consideration of legislation

[2:39:40] that would affect our district specifically,

[2:39:44] I understand it.

[2:39:46] But when you're splitting it five ways, it becomes complicated.

[2:39:50] And I'd be honest with you, I've brought this up

[2:39:52] before in our meetings where it's more of a,

[2:39:55] and it's an informative meeting.

[2:39:57] And we already can look up to Stins with some of us up.

[2:40:00] Very close relationship, which is a need. But the question again becomes, what is, what are they going to do? And again, the group is, to me, it's, it's a good group if you are new at this. But for some of us who really know what the process is, it really, I don't see the value in charge.

[2:40:25] Dr. Westward?

[2:40:27] I want to speak a little bit to what President Ponceur can curse that because I have the pleasure

[2:40:33] to be a delegate for our CSBA region, which means I go to the delegate conferences and

[2:40:39] the big takeaway that I got from the five been to one, so I have one experience.

[2:40:45] but not advised at CSBA is that diversity of needs within the district is crazy. It's so vast.

[2:41:01] And so I think we, I would assume everybody up here agrees that we advocacy is a huge part of what is going to help us,

[2:41:10] whether it is, you know, speaking to what Ms. Schwartz was talking about, in regard to continuing

[2:41:17] Prop 55 or trying to figure out a way for whoever is our governor next to not take $4 billion

[2:41:22] out of Prop 98 money that that's not something that we can do as five of us on our own, even

[2:41:29] if we have really positive relationships with our local legislators. And I think to a certain degree

[2:41:35] If we're presented as a coalition, and I think all five districts have a strong reputation.

[2:41:44] And in some ways, I wonder if we don't create more of a united coalition than we might buy ourselves.

[2:41:51] So if we're saying to a legislator, hey, we really want to make sure that you are prioritizing these two bills.

[2:41:58] And instead of it just being BUSD, it's all five.

[2:42:01] I think you can make an argument.

[2:42:03] Now, look, I would want us to look back at this at the end of one year and say, did this benefit

[2:42:08] us in a meaningful way?

[2:42:10] And if it didn't, then we'll go back to, you know, the way that we did things, but I think right

[2:42:16] now it is incumbent upon us to look for every possible way that we can bring more money into

[2:42:24] district. And, you know, everybody on this

[2:42:28] dias has other jobs and, you know, this is my second

[2:42:33] full-time job, right? Like, and as great as my

[2:42:35] relationships are with legislators, I don't always have

[2:42:38] the time to have lengthy meetings or to bring things

[2:42:41] up or to even be persistent in that way. And I like the

[2:42:45] idea of us building bridges with our other four

[2:42:47] districts and five star and working on creating a

[2:42:50] larger sense of community because for at least some of

[2:42:53] We're very similar districts as far as size as far as need often student populations, so I think all of that to say having experienced being sort of

[2:43:04] One tiny boat in a giant ocean of

[2:43:09] California. I think it is

[2:43:12] Worth us trying to see if doing this

[2:43:16] Benefits up at us in a meaningful way and if it doesn't then we don't but

[2:43:20] Like what, what, what, what caused the thing on, it's, uh, missiles the next.

[2:43:28] I actually completely understand what you're coming from, uh, Dr. Gokhanian, and I want to just echo, like, so I, in my experience, I've actually worked with lobbyists. And one of the things that I found as a huge benefit is that it's a two way street.

[2:43:43] So not only are you getting to supplant narrative, especially in a state that's so wide and diverse about our unique needs and

[2:43:52] this space. I mean, how many times have we talked about the we just get the short straw

[2:43:56] when it comes to funding and and LCAP? Um, uh, but I think to they get to provide us some

[2:44:05] data and insight as to where things are moving. I mean, we have a lot of exchanges, like

[2:44:09] the structure of the states who've rented and all these different things are happening. I guess

[2:44:14] my ask would be if we could just make sure that there's some tangibles on the, um, the scope

[2:44:21] of services and that it is that back and forth and that like, hey, we want the Intel on these

[2:44:28] these five things that we care about as a collective and to be voicing these concerns so

[2:44:33] that it's, yeah, it's multi-beneficial, but I can't express enough how excited I am for this

[2:44:41] opportunity actually in this moment. Like, I don't know that it would be worth it at every year,

[2:44:48] But for right now, I think it would be very, very helpful.

[2:44:52] Well, and what I'll say is this is not necessarily about identifying individual,

[2:44:57] like, hey, we need $40,000.

[2:45:00] For this thing, can you find it for us? And this is more about, hey, what Burbank unified cares about is raising the base, because we don't get concentration funding.

[2:45:11] So how do you, how are you Kevin Gordon going to communicate that these five districts? And it is all five of those districts care most about raising the base.

[2:45:20] How are you communicating that on our behalf?

[2:45:22] In any amount of our elective look,

[2:45:25] not so look at the history of this.

[2:45:26] When this group was created,

[2:45:29] the redistricting did not have.

[2:45:31] Meaning, the senator that represented all the files,

[2:45:35] no longer represents all the five districts.

[2:45:38] Now it's half of it.

[2:45:39] It is manageable.

[2:45:40] The other half is progress.

[2:45:42] Well, this was created.

[2:45:43] It was all one, seven districts.

[2:45:46] One, this was created.

[2:45:47] It was mostly the same as the seven districts.

[2:45:49] I want to put that out there.

[2:45:51] Because if we want to just say, well, we need more money, but if you can just write your legislators and get that, I'm just trying to

[2:45:58] But that hasn't worked, right? Like, we've done that.

[2:46:01] We love it. It's going to make a difference.

[2:46:03] Well, certainly somebody who's full-time job it is to advocate for the needs of

[2:46:08] a collective group of public school districts. I think has a significantly higher chance of

[2:46:15] I'm trying my experience with this, I get it if the Senate was the same, the Assembly was the same.

[2:46:23] To me, really, what if I'm going to hire lobbies, I will ask for specifics and earmarks for my district.

[2:46:30] I need to talk about a build that affects all of the districts, then you can write your maps.

[2:46:38] I mean, that's like classic like free rider problem in economics, right?

[2:46:42] Like somebody has to do the advocacy, right?

[2:46:44] And I guess like this to me feels like a pretty low lift,

[2:46:48] financially for us when we are, when we have a coalition built that

[2:46:53] wants to advocate for all the same thing.

[2:46:54] I look and I agree with you and I think it is real, but at the same time,

[2:47:00] I want to make sure that we're not, and I say this from a personal experience.

[2:47:06] When I raised it for example, the question of product.

[2:47:10] The person was like, we're trying. Look, I deal with lobbies.

[2:47:13] And I don't want this to be just way here.

[2:47:16] We need to also specifically within that see what they can do

[2:47:20] for a specific ask for our distance.

[2:47:23] I mean, you know, so within that if they can put it in there

[2:47:26] without additional fee, where we can say, oh, we need this

[2:47:30] and this little help and they say, okay, we understand.

[2:47:33] For example, the question I had earlier about the earlier morning, they can give us more information about the changes.

[2:47:40] But also for us, and just seeing what's coming in the budget, and we look, we got a free ride because of AI.

[2:47:49] Next year is not going to be the same when it comes to the budget.

[2:47:52] What do you think?

[2:47:53] Oh, okay.

[2:47:55] I'm sorry.

[2:47:56] I'm sorry.

[2:47:57] government. So I think we also within that language have to put in asks. This is one thing we

[2:48:02] don't we need to do more and we've talked about this. When we meet with electors we have

[2:48:06] to ask. Just like when we met with with supervisor Barker we said we need $70,000 for our

[2:48:12] library and said okay. We need to also have these numbers ready. So when we meet with the legislators

[2:48:18] we do so. That includes you know you're marking federal because our Congress member next door

[2:48:24] got a bunch of money to some of the other institutions that would benefit. So I think that's

[2:48:30] important by the same time we need to also have a separate as for this lobby sink and for our

[2:48:35] district we would like to see. I think that's a great. So the vision for this in my mind is that

[2:48:43] the group puts together essentially a legislative platform or an issue platform that they care about

[2:48:51] that they want Mr. Gordon to go and advocate on, and if we have specific asks, that he

[2:48:57] includes those, right? And so I think, and I think that the other districts are going

[2:49:01] to be amenable to that being part of his, I hope so.

[2:49:05] Well, if you, again, just, they will want money to a gentle, a gentle reminder that if you go

[2:49:11] back to the last page of the contract, the description of services, it doesn't just say fully

[2:49:16] engage the coalition in a legislative morgivatory process, says us and the coalition. And that's

[2:49:22] in almost every single point in here where it singles us out individually and also as

[2:49:26] part of the coalition. So we have to have an ass in numbers and dollar demands ready. And we have

[2:49:34] that. I'm okay. Well, I would go back and reread the exhibit a description of services. I think

[2:49:40] that will that does speak to some of your concerns. Well, that's what I think having having

[2:49:45] is having a specific ask when we actually, when he's preparing to go out to talk to folks

[2:49:52] on every half.

[2:49:52] I think as a fair request.

[2:49:54] Thank you.

[2:50:00] E-mail is incorrect in the court.

[2:50:04] They have my correct email because he emailed me this.

[2:50:08] So it was just an edit that I was like, might as well.

[2:50:13] Details matter. Thank you.

[2:50:16] So can I get a motion in a second to approve 14.

[2:50:19] So second, all those in favor, or sorry, the motion made by Dr.

[2:50:30] 14th consideration of approval of piggybacked agreement with class learning LLC replacement of three relocateable classrooms at Thomas as an elementary school of developer fees.

[2:50:40] Dr. McLeod, do you want to talk about this one?

[2:50:44] Before the board consideration of approval of the piggybacked agreement with class leasing LLC for the replacement of three relocateable classrooms at Thomas Edison Elementary School paid from developer fees.

[2:50:54] The three existing relocatable classroom buildings at Thomas Edison have reached the end of their useful life and require replacement due to age condition and normal deterioration.

[2:51:03] Lastly, seeing cementer revised proposal, delayed it, dated July 14, 2026, with a purchase delivery and installation of 3 new 24 by 40 relocatables.

[2:51:12] The proposal includes the classroom buildings with foundation ramps, delivery, and installation engineering and data state approvals.

[2:51:19] District will utilize the Gonzalo's unified school district piggyback procurement documents from the purchase of buildings,

[2:51:25] allowing the district to use previously completed solicited contract pricing.

[2:51:29] The school impact is not to exceed amount of $417,782.

[2:51:33] $1,802, when it three developed for fees.

[2:51:36] Proposed on clues 371,034 dollars for the three classroom buildings and associated components

[2:51:42] in 46,448 dollars in one time delivery installation for meeting project management related

[2:51:48] costs.

[2:51:50] The recommendation of district administration that the Board of Trustees approved the agreement

[2:51:53] with last leasing of the prison.

[2:51:56] Okay.

[2:51:57] It's also interesting to do a question on this, Mr. Nerf.

[2:51:59] Come on.

[2:52:00] Yeah.

[2:52:01] It's sort of, I mean, a piggyback contract is great.

[2:52:05] The my concern was that it just sort of felt to me like it was missing a page at the top.

[2:52:11] Because I think the majority of the proposal is like, this proposal does not include any of the following.

[2:52:19] And so I, and I know that us, because not here and neither is Dr. Hastie, but I was sort of hoping to get a second.

[2:52:27] And yes, this has been fully vetted that it needs all of our needs.

[2:52:33] So, I can tell you, we are, as you've noted, missing page 1 of 3, and which includes

[2:52:40] the detailed descriptions of the buildings, but we reviewed this project and the executive

[2:52:44] cabinet, and we've actually seen the condition of buildings in Edison, and we can validate

[2:52:51] that this is a needed project that is district.

[2:52:54] Is it possible to catch missiles?

[2:52:56] Is it possible to re-upload the complete document?

[2:52:59] Just in case someone wants to take a look at it?

[2:53:01] Yes, well, Mr. Forward Guard, now we'll do that.

[2:53:04] Thank you.

[2:53:05] So could I get a motion a second on this as amended with the appropriate?

[2:53:10] Intosias, take least from that.

[2:53:12] Those vongers.

[2:53:13] Thank you.

[2:53:15] Can I have a second?

[2:53:16] Second.

[2:53:17] It's been moved in second.

[2:53:18] Move, but Dr. Arcani second by Ms. Olson to approve the amended approval of the piggyback agreement.

[2:53:23] And others in favor say aye.

[2:53:26] Aye.

[2:53:26] Any pose?

[2:53:27] Motion passes unanimously.

[2:53:28] 14K consideration of approval of agreement with the LASO's bakery for fresh bread products.

[2:53:34] Dr. McCoy.

[2:53:35] Thank you, President.

[2:53:36] On behalf of our trustee, staff and guests, before the board is consideration of approval of

[2:53:40] the agreement with the LASO's bakery for fresh bread products from nutrition services fund.

[2:53:45] We're going to invite participants in the San Gabriel Valley Food Service,

[2:53:48] forching cooperative, which provides participating

[2:53:50] still districts access to competitively

[2:53:53] procured food and related products.

[2:53:55] Charter of Unified is the lead agency

[2:53:57] for the cooperative conducted a request for proposal,

[2:54:00] for fresh bread products and awarded the applicable items

[2:54:03] to galosos.

[2:54:04] Google this agreement will allow the district's nutrition

[2:54:06] services department, purchase fresh bread

[2:54:09] products from galosos using the pricing terms,

[2:54:12] and conditions established through the cooperatives

[2:54:14] competitively awarded are the 25-26-01 expenditures are based on actual district purchases

[2:54:21] at the contract prices and will be paid from the InterTrition Services Fund.

[2:54:25] It is the recommendation administration of the Board of Trustees approve the agreement with

[2:54:29] Colossus Bakery's presenting.

[2:54:31] Missiles and questions comes.

[2:54:34] You pulled it.

[2:54:35] I did.

[2:54:36] You had your hand up too, I was like, um, okay.

[2:54:42] The first is that the other RFP, the produce, other item and consent agenda, had it

[2:54:50] just a more thorough breakdown of why this was the best choice, which I appreciated, and

[2:54:57] this was lacking that.

[2:54:58] The second is act.

[2:55:00] This is sort of a weird personal thing. I know like the price of everything at every store. And I could tell you the store is where I could get a better deal on some of these items.

[2:55:11] And so I am just sort of kind of surprised by these numbers, if I'm being honest, at like bulk wholesale, do you, were these, I was looking at them?

[2:55:21] And I think when you look at like bagels or wheat, six pack, it's six times six.

[2:55:26] So it's 36 bagels for three dollars and eighty cents.

[2:55:28] Is that okay?

[2:55:30] Well, I'm wondering.

[2:55:32] Right.

[2:55:33] That's what I would expect.

[2:55:34] Thank you.

[2:55:35] I mean, I don't know.

[2:55:36] I think that's like the per pack pricing.

[2:55:38] Okay.

[2:55:39] Wait.

[2:55:40] No.

[2:55:41] It says six per bag.

[2:55:42] That's what's, but if it's a six pack, and then there's six per bag, is that the truth?

[2:55:47] Six packs per bag.

[2:55:48] the other the other thing is this is not our only bread

[2:55:52] vendor. So we're trying to add this at all. Okay. One more vendor to choose from.

[2:55:57] Okay. So if if bagels were cheaper at our other bread vendor, we would order from the other

[2:56:03] bread vendor. So this is just adding another one. Another vendor to the baked items sort

[2:56:11] of list that we could select from based on charter of RFP for the product.

[2:56:16] Okay, so just to confirm that is accurate then, we're looking at 36 vehicles versus six.

[2:56:23] That's my understanding.

[2:56:24] Okay, because

[2:56:28] I just saw these prices as like this cannot be what we're buying in bulk.

[2:56:34] So, yeah.

[2:56:43] Quick question.

[2:56:45] That's much, thank you so much.

[2:56:48] Big fan of red.

[2:56:51] Are we just sort of reflecting on our past week of struggles?

[2:56:56] We're sure that both of these, both with the bagels and with the other one that we need this, that the amount that we're ordering is the amount that we need.

[2:57:07] We've gotten confirmation from.

[2:57:09] Very good point.

[2:57:10] Yeah, so so what I would reassure the board, these aren't the amount of items that we order.

[2:57:16] This is what this is essentially a menu and so what our nutrition services staff will do is in advance of menu items.

[2:57:24] So we should know that if we're going to go into sandwich mode, that we would in advance

[2:57:30] of when the menu change to sandwiches, we would go to our bread vendors and then we would

[2:57:35] order in advance with enough time for free front line staff to prepare the order that has

[2:57:43] fidelity to the menu and then prepare those items as those products arrive.

[2:57:48] So this would be something where the ordering is subject to our menus and our own personnel

[2:57:53] would be the ones determining how much we need or based on what the menu items are.

[2:57:57] So that's helpful. I think perhaps a better phrased version of my question would be,

[2:58:07] we have confirmation that they are cheaper than the other vendor that we're using,

[2:58:12] that this is a necessary addition. We've checked that and we're sure that like.

[2:58:17] So this is at the request nutrition services staff that we add this vendor,

[2:58:21] But also if we have multiple vendors that allows us to select certain products at the best prices from different vendors rather than having just one vendor for each product.

[2:58:31] Okay.

[2:58:31] Thank you.

[2:58:32] I just want to make sure that we're getting 36 and not six, just face them.

[2:58:38] I think the direction to staff is making sure we're getting the best price for our cards.

[2:58:42] The right.

[2:58:42] That work and the right.

[2:58:44] Yes.

[2:58:45] Got it.

[2:58:45] I think I miss Reddit.

[2:58:46] I fill up better.

[2:58:47] Now that I, well, and then their point was like, that also seems like too low if we're getting 144

[2:58:54] hamburger buns. So I think, I think the food, the nutrition services team can check and make sure.

[2:59:01] Good. Miss Conno.

[2:59:03] Well, though, where I know we're talking price and such, but I'm just going back and trying,

[2:59:07] and some the quality of this in terms of, does it, is this good tasting bread?

[2:59:14] I have not tasted the bread. All right, but it's my understanding that

[2:59:18] that we're trying to work with multiple vendors

[2:59:21] so we can ensure qualities.

[2:59:23] So if we get feedback from staff for students

[2:59:27] that a particular food product isn't meeting our needs,

[2:59:30] that we don't have to come to you in an emergency

[2:59:33] to go to another vendor,

[2:59:35] but that we have multiple vendors that we can work with.

[2:59:37] Thank you.

[2:59:38] Can I get a motion in a second to approve 14 second?

[2:59:41] Thank you.

[2:59:42] Moved by Dr. Ayer,

[2:59:44] and a conny and seconded by Miss Olson to approve the groom

[2:59:48] with Colossus Bakery for curbs.

[2:59:51] All those in favor say aye, aye, can he pose?

[2:59:54] Motion passes.

[2:59:55] Right, the car to record also.

[2:59:57] If you ever need someone to sample stuff,

[2:59:59] you can call me.

[3:00:00] Thank you. 14 W. Consideration of ratification of Second Amendment to Services School Facilities Licenses and Building Usure Grid Mode, right at school. Dr. McCoy.

[3:00:12] Thank you before the Board is consideration of ratification of the Second Amendment to Services for School Facilities and Building Usure Grid Mode.

[3:00:19] On May 7, the district dinner into a services school facilities license and building use agreement with

[3:00:25] right-of-school to provide before school after school intercession and other enrichment programming.

[3:00:30] The proposed second amendment expands services by adding a before school expanded learning

[3:00:35] opportunities to program at all 11 district elementary schools.

[3:00:39] Programming would operate from 6.30 a.m. to 8.30 a.m. of the amendment also incorporates the

[3:00:45] for the three-day BUSD employee student camp,

[3:00:48] which was held at no charge to our employees

[3:00:50] at Emerson, Red Heart and students in elementary schools.

[3:00:53] All other terms and conditions

[3:00:55] of the existing agreement and first amendment remain

[3:00:57] in effect, except as modified.

[3:01:01] The additional cost for the before school program

[3:01:04] is a not to exceed $264,000

[3:01:07] that the three-day employee student camp,

[3:01:09] $3600 in the amendment includes moving our entire agreement

[3:01:14] to a not to exceed eight eight hundred and seven thousand six hundred dollars.

[3:01:18] It's the recommendation of district administration that the board

[3:01:21] ratify the second amendment of the School of Facilities License and Building

[3:01:25] Use for private school LLCs presented and Mrs. Stone is here.

[3:01:29] If you have any questions, you can come on down, Mrs. Stone, to the podium.

[3:01:33] But we did want to say that this is to add the ability of the district to

[3:01:37] pay for ELOP eligible students for a before school program.

[3:01:41] So this program would only be build if students sign up for it, so this isn't money going out the door to write it school without students who come in the door who are eligible for e-lock services.

[3:01:58] At some of our schools, we don't have an A to B before school program available.

[3:02:03] So, if there was a demand at a school without an A to B before school program, then this is where the contract we would use to implement it.

[3:02:11] So, this is not replacing any A to B programs.

[3:02:15] This is also new, will this and then a little bit kind of?

[3:02:19] I pulled it just to ensure that there was that clarification.

[3:02:23] There's been a lot of questions this week, and I just wanted to ensure that it was clear that this allows a program to exist.

[3:02:32] It parents want to sign up for it, and that the funds are coming from Elap, if a student

[3:02:38] that is eligible, signs up for a family, signs up for it.

[3:02:41] That is correct.

[3:02:43] Thank you.

[3:02:44] Who's kind of?

[3:02:48] Just several questions right now, in terms of with just some questions about ready school.

[3:02:56] I know they were told, you know, just with that was the big affair that we had the big

[3:03:02] specific, the big event, think of this one.

[3:03:05] Um, um, I would go Tuesday over it for my, at, uh, for us.

[3:03:09] And so they had a table, they didn't have a lot of, um, literature.

[3:03:14] And so I know we've had them this May.

[3:03:15] So one question is, do they have more literature or something that maybe we could put on

[3:03:20] websites?

[3:03:20] So we have a little bit, people have a little bit more understanding of who they are,

[3:03:25] because I mean, you know, boys and girls get up, stop theirs.

[3:03:28] Right now, ATBs, they're around so people know, but since this is a new member

[3:03:32] into community.

[3:03:33] You'll be grateful.

[3:03:33] There's some way we could have people have a little bit more, because I know people have reservations.

[3:03:38] It's been kind of a clunky rollout, so maybe just in some way for them to engage in

[3:03:42] themselves.

[3:03:43] Maybe it's possibly even having one of the representatives going on at a meeting researcher.

[3:03:48] Absolutely.

[3:03:49] We, I first of all, I've been looking for an opportunity to work with the EPA, so this is

[3:03:53] an exception.

[3:03:55] To do that work and get that step on the website for all of our families, we did have

[3:04:01] and host a meeting when Tuesday night where I was on the ground was that it is from

[3:04:11] right at school and their leadership team and their local area manager as well who were present

[3:04:17] in the meeting along with Dr. McCoy and Mr. Rebell in myself and answered questions. We had,

[3:04:24] I think of maximum number of about 47 families who came online and were able to ask questions.

[3:04:33] I expect that right, it's fully does have a very robust website of their own,

[3:04:38] where they provide, I've seen it myself, actually, not just to expect that, where they do provide

[3:04:42] all of that information. But I do believe that having that information together here or our families

[3:04:49] on our website with absolutely BID. So I hope I found that, for sure. And my other part of my

[3:04:55] question is, since we did sign up with them like in May. And, and...

[3:05:00] The classes that we, you know, got feedback in terms of that some of the classrooms, you know, people were saying they didn't have.

[3:05:06] There was not enough activities or not enough supplies and such. Why did we have that delay or why didn't they set up?

[3:05:14] So we did not have a good communication with right at school from May till about a week and a half ago.

[3:05:19] And I would say that we had our previous director retire,

[3:05:23] previous assistant superintendent retired,

[3:05:26] and Mr. Level and I got in the middle of this around July 15.

[3:05:31] Unfortunately, we didn't have the rosters that we needed

[3:05:34] until the day we sent them out to parents.

[3:05:36] We know that's a system problem that we have that we're going to have corrected.

[3:05:40] So we would tell you that right at school has been very helpful to us

[3:05:45] in our timeline and knowing that we didn't do the preparation

[3:05:48] internally. We needed to do positive rollout for the program. They've also miss a phone offered to

[3:05:55] do individual in-person parent meetings at each site and to wear small 10-to-1 zooms with parents.

[3:06:05] Our person in public comment tonight is actually has a live in-person appointment with Mr. Stone

[3:06:10] tomorrow to walk the classroom and to observe the new materials and the location of students

[3:06:18] and provide more reassurance. So we have been in, I have amnisestone has been an email communication

[3:06:25] and the system has been in personal communication with many parents. This week trying to make sure

[3:06:30] that they know they have choice and that we have a commitment to having a better roll out of all

[3:06:36] programs that we feel fully. I would just like to see, like I said, it did to me right now. I'm just,

[3:06:43] I was still, you know, I would like to see them putting forth maybe a little bit more in terms of this. I mean,

[3:06:51] we had clones. We had this, but they're this community. There's this organization. They're a big company. You're right.

[3:06:56] They do have a very big website. Why didn't they bring literature on to that Tuesday to think? Why do they have one

[3:07:03] table with like a little stickers and like what are they doing then to kind of try

[3:07:07] to ingratiate themselves especially then after the kind of the big step of

[3:07:11] the last feet what are they doing to kind of come out and say hey we know we got

[3:07:14] your money so here's the provided they're taking care of children okay yes I

[3:07:20] know as a grandma I found that my I found out my grandson was not there I would

[3:07:24] want to go you need to talk to me you need to reach out you need to you know

[3:07:29] Absolutely. Well, they do have a customer service, like loop for people who have been responding

[3:07:35] to all of the inquiries that individual parents and families have been putting out there.

[3:07:39] I know that Joshua Royceman, who is the area manager, has been speaking to many of our families

[3:07:44] individually and has been on site at every site in the district this week, right, individually

[3:07:51] speaking with families. The parent and public comments was actually followed personally by Mr.

[3:07:56] and offered to meet them today as well, prior to this meeting and our meeting tomorrow, to help walk them through.

[3:08:07] They are also hosting these individual meetings for each school site so that they can ask specific individuals.

[3:08:13] We'll cite questions regarding the programs and we're going to all be attending the Disney PTA.

[3:08:22] Are you coming to the picnic tomorrow?

[3:08:25] I'm coming to the picnic tomorrow.

[3:08:26] Yes, so the area manager for our A.S. and myself

[3:08:30] are planning on sending the disinfectant tomorrow.

[3:08:34] We want to give you some idea of how the classrooms

[3:08:36] are actually looking.

[3:08:38] Do they have all this place?

[3:08:39] What are they putting?

[3:08:40] You know what I'm saying?

[3:08:41] So that means to be some of the concerns

[3:08:42] that parents have.

[3:08:43] You know, you're sitting in a...

[3:08:45] I've been at great-looking room yet.

[3:08:47] Well, I've been receiving photographs

[3:08:49] And, you know, feedback and communications from the RAS team about activities that the kids are involved in and feedback also that they have been receiving from their resources, right, and from families about the responses for children who are in the programs themselves, right, and from parents and the majority of them are very positive, so we're, you know, looking at things very positively right now with RAS.

[3:09:22] As we, so we are working to rebuild the website and Stephen is actually, if you, in fact,

[3:09:30] lifted our board of trustees page, we've already made a couple of significant improvements

[3:09:34] just today about centering our information and making it more user friendly.

[3:09:38] So our expanded learning page is subject to those improvements and we can make sure we have

[3:09:44] pictures of classrooms, and we'll be highlighting each of the programs that work with our district,

[3:09:50] so we'll have highlights for right-to-school boys and girls club after school days and ACEs to make sure parents can see all the information about each program centrally.

[3:10:00] And we'll make sure that that's provided by right at school.

[3:10:04] And do we have, is we have, do we have some type of an online instance of when that's going to be?

[3:10:12] We're working daily, so you should start to see improvements in our website each day, but we're going to elevate,

[3:10:18] span and learning to make sure we get their communication there.

[3:10:21] Thank you.

[3:10:23] I think also to give a little bit of context, Ms. Conno,

[3:10:30] just for my own experience of trying to get child care this year for my children.

[3:10:35] And I like pulled aside, Mr. Wally announced her appointment because I was like child care has been a struggle.

[3:10:43] So, you know, I just think my experience of the webinar on Tuesday,

[3:10:48] which I very much attended as a parent asking questions in the chat

[3:10:50] that Dr. McCoy was answering was that they're being pretty incredibly gracious knowing

[3:10:57] what I know about how we did not set them up for success.

[3:11:01] So like I, a parent, another parent doesn't parent who I told them were in a TV with last

[3:11:07] year emailed about about right at school, right?

[3:11:10] And I basically said to her, like, listen, the board president has found this incredibly

[3:11:15] frustrating also, and like I have not been able to figure this out.

[3:11:18] But the day after we approved it, I was on an email

[3:11:24] with Miss Olsen and Dr. Knappik saying,

[3:11:27] OK, we've approved this.

[3:11:28] We know that people are making decisions about childcare

[3:11:31] when are we pulling right at school in?

[3:11:33] And then, I sent something again, the end of May, saying,

[3:11:40] hey, next week is registration for after school days.

[3:11:42] We need to have the registration data out there.

[3:11:45] And then, you know, when, when, when after school days was full of Disney, I was like, just FYI, I'm stopping problems, but like we need to figure this out. And so I feel like I was trying to raise this throughout the summer, but without having, without having people on staff that could actually run point on it, I think right at school is kind of left not being it because they, we couldn't, they can't send an email without us, right?

[3:12:12] They can't reach out to the community without us.

[3:12:14] They actually had their website set up four registrations in July.

[3:12:18] And I was like, well, so I registered my kid.

[3:12:20] If I don't know if we're really opening this program

[3:12:24] to all of these grades or not.

[3:12:27] And so I know it's been hard to hear.

[3:12:32] And I just don't think that we,

[3:12:36] I think they are doing the best with the way that we set them up

[3:12:41] and they need to do better.

[3:12:42] Right, I think I think both of those things can be true. No, because yeah, I could go that and go, yeah, I'm this lawsuit retired went like in March or April.

[3:12:49] So we've had we know that so we that was us. Yeah, no, but the flip side is this is a big company and we're not just they're not doing it for free.

[3:12:55] So I would love to see them kind of come in in terms of they've got stocks. They've got literature, you know, bring some flyers bring some, you know, and then just actually seeing them and even like what you're saying is this down though.

[3:13:06] The idea of you've got pictures that we can start up and Mr. Hakes, we get more of that stuff on that would be great because like I say we it

[3:13:12] You have children, you know what happened last week.

[3:13:16] I just want to make sure people are a good idea and that right at school also knows that they got it.

[3:13:24] I want to see them push a little bit more too.

[3:13:26] Yeah, I think my conversations I've had with other parents this week have really been trying to ensure that they are,

[3:13:40] You know, if they're happy where they're at, then they should say where they're at.

[3:13:44] And like, if they're not, then they have another choice right now, right?

[3:13:48] And that's the experience that I'm having in my own family, right?

[3:13:51] Where, like, my kids are in one program, they're split up from their friends, they're trying.

[3:13:55] Where's like trying to wheel and deal with after school days and trying to figure out if we can

[3:13:59] reunite all these kids, right? But like, the idea of having choice,

[3:14:07] where previously there were

[3:14:08] lots of weight lists and it was kind of like whatever you got into that's what you were taking.

[3:14:13] It's really nice to have a partner that at least says they're going to provide that kind of additional capacity.

[3:14:22] We do boys in girls' hopes, so we're in a...

[3:14:25] That's what we're doing ASUS, which is where my boys and girls come from.

[3:14:30] Any Dr. Wysberg?

[3:14:33] Super quickly.

[3:14:38] I would love for us to in the future also have a conversation about offering up an option to families that is specific to our special needs students and families.

[3:14:50] This is not a conversation for now. It is a conversation for later, but I think it is one well worth having.

[3:14:56] And I know that we have some, you know, amazing educators already doing.

[3:15:09] Okay, that's correct.

[3:15:13] Thank you.

[3:15:14] Okay, can I get a motion a second to approve this second amendment? Thank you.

[3:15:19] Second.

[3:15:21] Move by Dr. Arcanion, seconded by Miss Olsen to approve the ratification of second amendment to services

[3:15:26] with right at school, all those in favor say aye. Aye. Any opposed? Motion passes 5-0.

[3:15:34] Dr. Weisberg, you wanted to discuss 14-B? Yeah. I am not clear on the timeline. We're

[3:15:45] working on, especially because we have football games next week, but I feel uneasy about approving

[3:15:53] are as much as I enjoy saying the word facilitron, and I do.

[3:15:59] Dr. McCoy, could we get some feedback from Mr. Avery and the team about

[3:16:06] whether or not how right in the IT department has been on this and if they are

[3:16:14] ready to set go and, you know, in general, just a conversation about like who's involved in these

[3:16:19] conversations when we're trying something new like this.

[3:16:24] Yes, so we can pull 14B and bring that back because this is a no-cost agreement.

[3:16:31] Right.

[3:16:31] And we would emphasize this is a pilot.

[3:16:34] Yeah.

[3:16:34] And a pilot there is going to be more unknowns than if we have a typical project.

[3:16:39] For sure.

[3:16:40] We'll certainly talk with director Avery about communication with staff around particular projects.

[3:16:46] Thank you.

[3:16:48] And I'll leave it there and we'll both, we'll, we'll, we'll, that's for tonight.

[3:16:51] Okay.

[3:16:53] So then can I get a, I'm going to go through the whole list here.

[3:16:57] I don't think we had anything else amended on consent, right?

[3:16:59] Okay.

[3:16:59] So can I get a motion to approve 14 C through G, I and J, L through V, X through CC, as presented.

[3:17:14] second motion made by Dr. Arcanian, second by Dr. Weisberg, authors and

[3:17:19] favors say aye. Aye. Any opposed? Consent passes by to zero. All right.

[3:17:27] Board reports and communications.

[3:17:30] The missiles and who are you were going to

[3:17:32] say time, you want to start? I'll start up this slide and then go back and forth.

[3:17:37] Thank you. Yeah. I just want to say a huge

[3:17:41] Thank you to everybody for a back to school energy like getting to be on the campuses and seeing everybody moving despite our hiccups has been has been a real treasure.

[3:17:58] And I, yeah, I also just appreciate the the energy movement toward better communication.

[3:18:06] And that's all I want to say.

[3:18:08] Thank you.

[3:18:09] Thank you.

[3:18:10] Dr. Coney, any of you?

[3:18:12] I just want to thank the Urban High School as some of you

[3:18:20] where our son just started high school.

[3:18:22] So this is his first year.

[3:18:25] And I did, I find also the TK meeting last night,

[3:18:29] a lot of energy.

[3:18:32] And he's very happy.

[3:18:33] So we're happy.

[3:18:34] So, thank you everyone and go, no, I can't say that.

[3:18:39] You can say that if you aren't, okay, no, no.

[3:18:41] It's whatever corollary there is to happy life, happy wife,

[3:18:44] for whatever, happy father, happy board, miscono.

[3:18:50] Well, just I started my was back my first week this week.

[3:18:55] So, for all the birth, BUSD teachers,

[3:18:57] I just want to remind you,

[3:18:58] them all to take care of yourselves.

[3:19:00] As all the memes say, there is no tired.

[3:19:02] Like first week back to school tired, so I want you all to take care of yourself and to the all the seven faculties. Thank you very much

[3:19:11] Dr. Bister.

[3:19:14] Thanks

[3:19:15] a couple of quick shoutouts. Thank you to Monoree for inviting me to your

[3:19:21] Back to school staff barbecue. It was super great to be there and to meet both new and returning staff

[3:19:28] Thank you to schools beyond screens for their family.

[3:19:32] Get together, picnic thing.

[3:19:33] It was a lot of fun to talk with parents and to learn a little bit more.

[3:19:38] And there's a really positive, a lot of people showed up,

[3:19:43] which, again, is just another highlight of how invested our families are in the community.

[3:19:50] I want to give just a big thank you to everybody for a little bit of a rocky first.

[3:19:56] week and a half from everybody here in the district office too.

[3:20:00] Our teachers to our classified staff, special, a very special thank you to our food service team.

[3:20:08] Everybody who works in food service care so deeply about our students and making sure that they are served food that they like and they enjoy.

[3:20:19] And even though what happened this week had nothing to do with them at all. I know they felt personally responsible because they take enormous amount of pride in their work.

[3:20:28] And so it's really hard to do a difficult job

[3:20:32] when you also feel like people don't think you're doing that job.

[3:20:37] And so I'm so grateful to them on Friday.

[3:20:45] Dr. Hastie and I got to go make about 22 Kajillion.

[3:20:49] Okay, so Diaz and learn how it's being made

[3:20:51] and just see how hard everybody works

[3:20:54] and how invested they are in the success.

[3:20:56] And I did just want to briefly encourage our community members that, and I, as a middle school teacher, I value nothing more than my students, right?

[3:21:11] But I also know that there are young people and that often when they're sharing anecdotes or sharing quotes about food that, you know, coming up and reading those quotes.

[3:21:22] It could be deeply hurtful to the people making that food.

[3:21:27] I'm not trying to devalue our student voice because they're so important, but I would

[3:21:32] ask our community to think about when you're coming up and asking us to do better to think

[3:21:38] a little bit about the ways in which you're framing that request.

[3:21:42] How can we both do better and honor the people who are working hard every single day to

[3:21:47] already be exceptional.

[3:21:52] So sharing anecdotes as fact, I think it can be dangerous. And I just

[3:21:58] want us, I think most of us are on the same team here. We're fighting to get our students and

[3:22:04] our teachers and our staff, the best possible version of every single thing we offer. And if we

[3:22:09] can all come from a place of that understanding and think a bit about how the comments we make

[3:22:16] impact the people who are doing the work, I think that we're going to find better, more meaningful

[3:22:22] solutions than we would otherwise. So thank you to everybody, make in our food and running

[3:22:29] our schools and I look forward to hearing about continued success and also just wanted to thank

[3:22:34] Dr. McCoy and Dr. Hasty and Mr. Mobile and Dr. Nassias and all of our new members because this

[3:22:40] been one hack of a welcome to Burbank Unified. And I want to thank you for your steadfast

[3:22:49] level headedness and the reminder constantly that like we're going to get better every day.

[3:22:55] It's really hard to get stuck in the, oh my god, this went wrong in this but wrong.

[3:22:59] But I am, I'm really appreciative to you for continuing to encourage me to focus on what's next

[3:23:05] and not just focus on what was, that's important.

[3:23:08] We've been through a year of really not being able to see what's next

[3:23:12] and it feels really good to be able to start to say,

[3:23:16] hey, there is a what's next and I'm excited and confident about it.

[3:23:19] So I just want to thank all of you guys for consistently reminding me

[3:23:23] that over the last week and a half, it's important to thank you.

[3:23:27] Thank you, Dr. Oyesberg.

[3:23:29] I'm happy first week of school to everyone.

[3:23:33] And since I know we all celebrate here, I want to think,

[3:23:43] after taking my own kids to their

[3:23:45] first day of school and attending our little PTA coffee that we do, I visited McKinley Elementary

[3:23:51] on the first day of school where they do a really great, that I haven't actually seen elsewhere.

[3:23:59] They do essentially a rotation the first week of school around their PBIS and around their school routines, and

[3:24:07] It's so and they mix the grades for it. So I was watching a group of kindergarteners and second graders learn about you know

[3:24:13] What do we do when we go to the bathroom? How do we act respectful in the bathroom?

[3:24:17] What do we do when we're out on the blacktop et cetera?

[3:24:19] Although I did learn the lesson that I need to

[3:24:28] here, why is Jack's mom, Bartos mom at my school? Which, you know, I forget that sometimes.

[3:24:36] But, you know, I want to thanks staff for really modeling on this communication that takes

[3:24:44] accountability. I think it can be really hard, especially when we all have a backstory that

[3:24:51] is true and also that we're creating a real time about what happened or didn't happen.

[3:24:57] to get defensive and so I just

[3:25:00] I think the communication that has gone out this first week of school has, you know, it can always get better, right?

[3:25:08] But I think that that has been really refreshing for people to feel like, I know something is wrong and I'm being told yes, that was wrong, right?

[3:25:19] And I think where I often even personally have the impulse to try to like tell people to look on the bright side or look at this one thing that did go well and it's like it's sometimes it is okay for us to say this went wrong and we want to do better.

[3:25:38] And I just I really appreciated that about this last week so you know I do want to extend my appreciation.

[3:25:47] First to, Dr. Riceburg, Dr. Hissie, I know made a billion cases, which my kids then ate later that day, and I said, we're very good, but also just, you know, to staff for being willing to kind of help us understand what's going on without, without any sort of sense of panic.

[3:26:05] like there's always a sense of this is happening and we're taking care of it and we want you to know

[3:26:12] we want you to be engaged, you want you to know in case somebody asks you but you're not responsible

[3:26:18] for figuring out what to do with the fire of activation near an elementary school or whatever it is.

[3:26:25] And so I just I really appreciate that during a week that can be often kind of stressful.

[3:26:31] So, with that, we will adjourn at 9.27.

08.20.26 Regular Meeting - Board of Education

Agenda

Transcript