[0:13] by. City of davis

[0:42] captions standing by.

[0:45] City of davis standing

[1:14] by. City of davis

[1:43] captions by. City of

[2:14] davis captions by. Of

[2:43] davis standing b.

[2:46] City of davis captions

[3:15] standing by. City of

[3:44] davis standing by.

[3:47] City of davis captions

[4:16] by. City of davis

[4:48] captions by. Of davis

[5:16] standing by. City of

[5:45] davis captions by.

[6:16] City of davis by. City

[6:46] of dvis standing by.

[6:49] City of davis captions

[7:20] by. Of davis standing

[7:49] by. City of davis

[8:18] captions by. City of

[8:42] davis by.

[8:44] >> la.. Lisinopril.

[8:46] Violinist your the

[8:47] you're supported

[8:48] radio.

[8:50] >> city of davis

[8:57] captions standing by.

[8:58] >> program was made

[8:59] possible by members

[9:02] like other. He invite

[9:06] you to support shows

[9:12] and missing today.

[9:18] Fearful. William

[9:21] >> city of davis

[9:28] standing by.

[9:36] >> in la but music you

[9:42] two commissioner

[9:48] connection. Sundays at

[9:48] two.

[9:52] >> city of davis

[9:59] standing by.

[10:09] >> for...

[10:11] >> all

[10:15] >> with from. The.

[10:18] 1944. After by

[10:20] nigerian composer.

[10:49] >> davis captions by.

[11:20] City of davis by. City

[11:50] of davis standing by.

[11:53] city of davis standing

[12:24] by. City of davis

[12:52] standing by. City of

[12:54] davis captions

[13:22] standing by. City of

[13:52] davis by. City of

[14:22] davis standing by.

[14:26] City of davis captions

[14:56] by. City of davis

[15:24] standing by. City of

[15:53] davis captions by.

[15:57] City of davis captions

[16:26] by. City of davis

[16:54] captions standing by.

[16:57] City of davis captions

[17:27] by. Of davis captions

[17:56] standing by. City of

[18:25] davis captions by.

[18:56] City of davis by. City

[19:26] of davis standing by.

[19:29] City of davis captions

[19:59] by. City of davis

[20:18] standing by.

[20:19] >> selections from the

[20:22] african region from

[20:23] 1944 by nigerian

[20:27] composer.

[20:30] >> davis captions

[20:39] standing by.

[20:43] >> administrative de.

[20:46] Times from but I'm

[20:48] grateful that context

[20:50] to these changes.

[20:50] Thank you for

[20:51] supporting the future

[20:53] of

[20:57] >> you

[21:00] >> city of davis

[21:09] standing by.

[21:12] >> the la composer.

[21:28] Arrangements

[21:30] >> city of davis

[21:59] standing by. City of

[22:07] davis captions by.

[22:08] >> now call to order

[22:09] the regular meeting of

[22:11] the de board of

[22:13] education for JUNE 4th,

[22:14] 2026. Welcome to those

[22:15] attending the meeting

[22:16] in person and those

[22:17] who are watching the

[22:19] of this meting.

[22:20] Please note that a

[22:22] recording and of this

[22:23] meeting is being made.

[22:24] This means that the

[22:25] recording or broadcast

[22:27] MAY capture images and

[22:28] sounds of those

[22:30] attending the meting

[22:31] order to gain a

[22:32] respectful public

[22:33] forum. Members of the

[22:35] audience will please

[22:36] limit applause to

[22:37] occasions. A student

[22:39] performance. Employee

[22:40] recognition and

[22:41] significant community

[22:42] contributions which

[22:42] are celebrated by

[22:45] everyone present in

[22:46] accordance with board

[22:48] policy. 9323. Personal

[22:49] video, audio recording

[22:50] is permissible.

[22:51] However, it MAY not

[22:53] disrupt the meeting if

[22:54] any person wishes to

[22:54] record the meeting,

[22:56] they MAY do so on the

[22:57] side of the room.

[22:58] Between the wood strip

[22:59] and the wall between

[23:01] the door and the video

[23:04] screen anyone filming

[23:04] obstructs the view of

[23:06] others and causes a

[23:06] disruption to the

[23:08] meeting, they MAY be

[23:10] asked to leave we'll

[23:12] now have our land

[23:13] acknowledgement and I

[23:15] invite up to the

[23:17] podium here. The

[23:18] principal of cesar

[23:20] chavez elementary

[23:25] veronica dunne

[23:27] >> good evening.

[23:28] should take a moment to

[23:29] acknowledge the land

[23:30] on which we are

[23:31] gathered for thousands

[23:32] of years, this land

[23:33] has been the home of

[23:36] people today there are

[23:36] three federally

[23:39] recognized tribes.

[23:40] And wintun indians of

[23:42] the calusa indian

[23:45] community win two

[23:47] nation at. Yio chu de

[23:48] wintun nation. The

[23:49] pueblo people have

[23:50] remained committed to

[23:51] the stewardship of

[23:53] this land over many

[23:54] centuries. It has been

[23:54] cherished and

[23:56] protected as elder

[23:56] instructed the young

[23:57] through generations.

[23:59] We are honored and

[23:59] grateful to be here

[24:01] today on their

[24:03] traditional lands

[24:06] >> you. I now invite

[24:07] up MR. Mark mcgreevey,

[24:09] who is the athletic

[24:11] director for davis

[24:12] high school, to lead us

[24:13] in a ptriotic

[24:18] observance..

[24:19] >> let's begin. I

[24:20] pledge allegiance to

[24:22] the flag of the united

[24:24] states of america. And

[24:25] to the republic for

[24:27] which it stands. One

[24:29] nation under GOD,

[24:29] indivisible, with

[24:30] liberty and justice

[24:39] for all..

[24:40] >> note that we have

[24:41] all five of our

[24:44] trustees. Present the

[24:46] board made no

[24:47] reportable decisions

[24:51] in late gave

[24:52] >> ratified t.

[24:53] >> okay, my. My

[24:56] apologies. We we made.

[24:58] Decisions on three

[25:00] special education

[25:03] cases right. Trustees,

[25:04] the agenda is before

[25:05] you MAY I have a motion

[25:06] it.

[25:07] >> so moved. Second.

[25:09] >> it's been moved by

[25:09] greenwald. It's been

[25:10] seconded by vice

[25:12] PRESIDENT Darrah. All

[25:15] in favor I any opposed

[25:17] any abstain? So the

[25:21] agenda is approved and

[25:24] I now turn it over to

[25:25] superintendent matt

[25:26] best for recognition.

[25:27] >> yeah. Thank you

[25:27] PRESIDENT Jackson.

[25:29] We've got student

[25:30] recognitions tonight.

[25:31] We're going to start

[25:33] with spring athletes

[25:34] recognition. So let me

[25:35] welcome up athletic

[25:41] director mcgreevy..

[25:44] >> thank you. And

[25:46] another very

[25:48] successful semester.

[25:50] Of sport. At at davis

[25:50] senior high school. So

[25:52] we're very pleased to

[25:53] acknowledge and

[25:54] celebrate our league in

[25:56] section champions and

[25:57] in a national champion

[25:59] as well. So I'll start

[26:01] with the the winter

[26:03] sports and our

[26:04] competitive

[26:07] cheerleading team blue

[26:08] devil cheerleaders

[26:08] competed in las vegas

[26:09] in JANUARY and took

[26:11] home their fourth

[26:12] consecutive jams

[26:14] national championship.

[26:22] head coach andy coach

[26:23] tamara reed. Squad was

[26:24] led by. Four year

[26:25] varsity standouts

[26:27] violet. Watts and

[26:34] lorelei colle..

[26:35] Proceed and have a

[26:36] photo opportunity at

[26:39] the end next winners

[26:40] squad. Earning

[26:42] championships was was

[26:43] our blue boys soccer

[26:45] team. Under the

[26:46] leadership of head

[26:47] coach alex park. The

[26:48] davis senior high

[26:49] school boys soccer

[26:52] team captured the 2026

[26:53] sac-joaquin division

[26:53] one championship and

[26:55] made it all the way to

[26:57] the cif norcal

[26:59] regional d1 finals,

[27:03] where at runners up

[27:05] state runners up. So

[27:06] they were one penalty

[27:06] kick away from playing

[27:07] in the state

[27:08] championship game

[27:08] against modern day high

[27:09] school out of orange

[27:11] county. They also won

[27:12] the sierra foothill

[27:14] league championship.

[27:14] They finished their

[27:16] league play with a

[27:17] record of ten one and

[27:19] three were led by

[27:20] league mvp. Christian

[27:21] anderson, again.

[27:23] Sierra foothill league

[27:24] and christian

[27:25] anderson. And we have

[27:25] some members of our

[27:27] team over here wearing

[27:27] their section

[27:36] championship hats..

[27:38] Moving into the spring

[27:39] badminton team had

[27:40] another fantastic year

[27:41] under the direction of

[27:42] head coach chris.

[27:43] Lawson. Davis high one.

[27:45] The psac section

[27:47] badminton title led by

[27:48] its two doubles teams,

[27:49] the blue devils

[27:50] repeated as section

[27:52] champs sue and grace

[27:53] lee would win the

[27:54] section doubles title.

[27:55] They had to defeat

[27:56] their teammates.

[28:00] Vaught and joanna wang

[28:04] finished second. In the

[28:05] championship match in

[28:07] singles in singles,

[28:07] emily lee of davis

[28:09] high would be a top

[28:11] seed from lincoln and

[28:12] another highly ranked

[28:13] opponent opponent from

[28:15] edison. She finished

[28:15] third in valuable team

[28:17] points. Davis would

[28:19] finish with 38 points.

[28:19] Outdistancing second

[28:21] place squad, the blue

[28:21] devils squad also won

[28:24] the monticello empire

[28:25] league championship,

[28:26] stretching their

[28:26] undefeated match

[28:28] streak in league to.

[28:30] 48 consecutive wins

[28:32] along with five

[28:34] straight. Monticello

[28:35] empire league titles.

[28:36] So another fantastic

[28:37] season for our blue

[28:42] devil. We have some

[28:42] members of our

[28:43] coaching staff are able

[28:46] to be here tonight.

[28:47] There's a lot of

[28:47] students studying for

[28:51] finals and so.. And in

[28:52] the pool. Our

[28:53] beautiful new pool. The

[28:54] boys swim and dive led

[28:57] by head coach tracy

[28:58] stapleton. Won the

[29:00] sierra foothill league

[29:01] championship. They

[29:03] finished third at the

[29:04] division one.

[29:04] Sac-joaquin section

[29:06] meet and sent six

[29:07] athletes to the cif

[29:08] state championship

[29:09] meet. Highlights

[29:10] included senior isaac

[29:12] castle taken second in

[29:12] the 100 meter

[29:14] breaststroke the only

[29:18] person beat him had

[29:20] score a state record

[29:23] to do to do so and

[29:24] senior jace glasberg,

[29:25] a blue devil diver,

[29:28] finished in a solid

[29:29] 17th place. So the blue

[29:31] devils finished in the

[29:31] top 20 in state. So

[29:34] our boys swim and dive

[29:35] and coach stapleton is

[29:36] here as well, and some

[29:44] of our athletes.. And

[29:44] finally, our girls swim

[29:46] and dive team led by

[29:47] head coach brian

[29:48] nevada. Davis high

[29:50] girls swim and dve

[29:51] team won the sierra

[29:52] foothill league

[29:53] championship as well

[29:55] as the sac-joaquin

[29:56] division one section

[29:57] championship. The blue

[29:58] devils had a great

[29:59] showing in the state,

[30:01] finishing in the top

[30:05] ten. Kira mina was top

[30:06] at the state,

[30:07] capturing seventh

[30:08] place in the 50 meter

[30:08] freestyle. So we're

[30:10] celebrating our blue

[30:11] devil girls in the

[30:18] pool as well thank you

[30:20] very much.

[30:21] >> and before we go to

[30:23] the back for photos

[30:24] with our award

[30:26] winners, I wanted to

[30:27] recognize girl scout

[30:28] award recipients

[30:31] sophie webb

[30:32] implemented a two year

[30:33] a two pronged strategy

[30:34] combining

[30:34] environmental

[30:36] engineering with youth

[30:38] education to replace

[30:39] the public sphere of

[30:41] bees and with

[30:42] stewardship over over

[30:43] the solitary bee

[30:44] populations in yolo

[30:45] county, she built a

[30:46] network of bee hotels

[30:48] using recycled

[30:49] materials with the

[30:51] help of davis recology &

[30:52] waste management and

[30:53] developed a curriculum

[30:55] for daisy and brownie

[30:56] girl scout troops to

[30:57] teach them about bees

[30:59] and how bees and hw to

[31:01] build bee boxes. So

[31:08] recognizing sophie..

[31:10] So trustees, let's go

[31:11] to the back and we'll

[31:12] take pictures with each

[35:32] group individually.

[35:35] >> all right. We now

[35:37] with superintendent

[35:38] communications,

[35:38] please.

[35:39] >> all right. Thank

[35:40] you, PRESIDENT

[35:40] Jackson. As we begin

[35:42] the month of JUNE, I'd

[35:43] like to recognize two

[35:44] important observances.

[35:47] JUNE is lgbtq plus

[35:48] month, pride month, and

[35:49] it's a time to

[35:49] celebrate the

[35:50] diversity that

[35:51] strengthens our

[35:52] schools and community.

[35:54] We honor the

[35:55] contributions of our

[35:56] lgbtq plus students,

[35:58] staff, and community

[35:58] members, and reaffirm

[35:59] our commitment to

[36:01] ensuring every feels

[36:03] safe and respected with

[36:06] a sense of belonging

[36:07] is also gun storage

[36:09] safety month secure

[36:10] firearms help prevent

[36:11] accidents and

[36:12] unauthorized access

[36:13] children families and

[36:15] our community.

[36:16] Encourage families to

[36:18] review. Safe storage

[36:18] practices which can be

[36:20] found on our website

[36:20] and have ae

[36:21] appropriate

[36:22] conversations about

[36:23] firearm safety at

[36:24] home. Together, these

[36:25] observances. Reflect

[36:26] our community, our

[36:27] commitment to creating

[36:29] safe and supportive

[36:30] environments for every

[36:34] student slide. JUNE is

[36:35] also a recognition of

[36:36] gun storage safety

[36:38] month and we we also

[36:39] observe national gun

[36:40] violence awareness day

[36:42] on JUNE 5th. We join

[36:43] communities across the

[36:44] nation in promoting

[36:46] awareness responsible

[36:47] firearm safety

[36:48] practices and

[36:49] supporting efforts

[36:50] that keep our

[36:51] students, staff and

[36:52] families safe

[36:53] together, we can

[36:53] continue to work

[36:55] towards a future where

[36:55] every child feels safe

[36:57] and secure and able to

[36:58] learn and grow next

[37:01] slide. Graduation

[37:02] season is officially

[37:03] underway across our

[37:03] and we're proud to take

[37:05] a moment to celebrate

[37:07] the many milestones and

[37:07] accomplishments

[37:08] happening in our

[37:09] schools. This week,

[37:10] we're especially

[37:13] excited to recognize

[37:13] three meaningful

[37:14] celebrations. We're on

[37:16] we were proud to

[37:17] recognize the 10th

[37:18] annual black student

[37:19] union gaduation

[37:20] celebration, where

[37:21] students, families,

[37:22] staff and community

[37:23] members came together

[37:24] to honor graduating

[37:25] seniors and celebrate

[37:27] their achievements.

[37:28] Their stories, and

[37:29] their bright futures.

[37:32] We also celebrated 27

[37:33] graduates at the yolo

[37:33] solano center for

[37:35] teacher credentialing

[37:36] program. These future

[37:37] teachers have shown

[37:39] tremendous dedication

[37:40] over the past two years

[37:41] and are now ready to

[37:41] bring their passion,

[37:43] skills and commitment

[37:44] to classrooms across

[37:46] our region and

[37:47] finally, we'd like to

[37:47] congratulate the

[37:48] graduates of davis

[37:50] adult community

[37:51] education. Their

[37:52] perseverance,

[37:52] determination and hard

[37:54] work have truly paid

[37:54] off, and we're so

[37:55] excited to see what

[37:57] comes next for them.

[37:58] Join me in celebrating

[37:59] all of these

[37:59] graduates, and we look

[38:00] forward to continuing

[38:02] our graduation

[38:03] celebrations. Next

[38:05] week. Next slide. As we

[38:06] enter the fnal few

[38:07] days of school, I'd

[38:08] like to remind

[38:09] everyone that the last

[38:10] day of school is

[38:11] thursday, JUNE 11th. I

[38:13] know the students are

[38:14] counting the days. I

[38:16] know mine is as well.

[38:16] Please check with your

[38:17] individual school

[38:19] sites for dismissal

[38:20] times. We look forward

[38:21] to continuing our

[38:22] celebrations next week

[38:24] and watching king hgh

[38:26] school independence.

[38:27] Day. Davinci high

[38:28] school and davis senior

[38:29] high school

[38:31] graduations. Thank you

[38:32] all for a wonderful

[38:32] school year, and we

[38:33] wish all of our

[38:35] students, staff,

[38:35] families a safe and

[38:36] restful summer. Thank

[38:38] you.

[38:39] >> all right. Now it's

[38:40] time for a report from

[38:42] our davis teacher

[38:42] association PRESIDENT,

[38:50] amanda rales.

[38:51] >> good evening,

[38:53] PRESIDENT Jackson

[38:54] best. And to the

[38:55] community, both here in

[38:56] person and tuning in

[38:59] virtually wow. Only

[39:01] five days left. As we

[39:01] come to the close of

[39:02] another school year. I

[39:03] would like to take a

[39:04] moment to reflect on

[39:06] this year.. First, I

[39:07] want to rcognize our

[39:08] educators and school

[39:10] staff every day. They

[39:11] show up for our

[39:12] students with

[39:13] dedication compassion,

[39:15] patience, and

[39:17] professionalism.

[39:18] Classrooms, counseling

[39:19] offices, lunchrooms

[39:20] libraries, maintenance

[39:21] or support services.

[39:23] Our staff have worked

[39:24] tirelessly to create

[39:25] safe, supportive and

[39:26] meaningful learning

[39:28] environments for our

[39:30] students as educators,

[39:30] one thing remains

[39:31] constant we continue

[39:33] to support all of our

[39:34] students. We care

[39:35] deeply about each and

[39:36] every one of them, and

[39:38] we value every student

[39:39] for who they are and

[39:39] what they bring to our

[39:41] school communities.

[39:42] Every student deserves

[39:45] to feel seen and

[39:46] couraged and supported

[39:48] in our schools. Our

[39:49] staff work every day

[39:50] to ensure students

[39:51] feel sen, welcomed,

[39:53] and and supported that

[39:55] commitment. Remains at

[39:55] the heart of what we

[39:57] do. I also want to

[39:58] acknowledge our

[39:59] families and community

[40:01] members partnership

[40:02] involvement and trust

[40:04] help make our schools

[40:05] stronger. This year

[40:07] brought challenges,

[40:08] successes celebrations

[40:09] and growth and through

[40:11] it all, our school

[40:12] continue to come

[40:13] together for our

[40:15] students year was also

[40:16] significant because it

[40:17] was our first year

[40:19] working together. Like

[40:20] any first year, there

[40:22] were moments of

[40:22] collaboration, moments

[40:23] of learning and

[40:24] moments where we

[40:26] disagreed. But strong

[40:27] relationships are built

[40:28] over time and

[40:29] meaningful

[40:30] partnerships require

[40:32] honesty ad trust. As

[40:33] we move forward to

[40:35] next year, together, I

[40:36] look to continue to

[40:37] build our partnership

[40:37] in support of what

[40:39] matters most. Our

[40:42] students as dta

[40:43] PRESIDENT And a dj

[40:45] educator. I appreciate

[40:46] efforts being made to

[40:47] truly listen to staff

[40:48] voices and engage in

[40:50] dialogue at the same

[40:51] time. We recognize

[40:52] there is still

[40:53] important work ahead

[40:54] of us. There is more

[40:55] work to do to ensure

[40:56] that every employee

[40:58] feels valued and

[40:59] respected work to do to

[41:00] recruit and retain

[41:01] high quality educators

[41:04] and staff work to do to

[41:06] address workload.

[41:06] Compensation, student

[41:07] support needs and the

[41:08] long term stability of

[41:11] our district. These

[41:11] conversations are not

[41:12] always easy, but they

[41:13] are necessary if we

[41:15] want our schools to

[41:17] thrive. What gives me

[41:17] hope is that our

[41:19] shared goal remains the

[41:20] same. Supporting

[41:21] students and

[41:21] strengthening our

[41:23] schools. As we close

[41:24] this year. I hope we

[41:25] can take pride in what

[41:26] has been accomplished

[41:27] while also being

[41:28] honest about the

[41:30] challenges that remain

[41:31] does not happen

[41:32] overnight. But it does

[41:33] happen when people

[41:35] stay committed to the

[41:36] work and to one

[41:38] another. On behalf of

[41:39] dta, I want to thank

[41:40] every staff member for

[41:41] the care and

[41:41] commitment they bring

[41:42] to our schools each

[41:44] day. I want to thank

[41:45] families for their

[41:46] partnership and trust,

[41:47] and I want to thank the

[41:48] board and district

[41:49] leadership for the work

[41:49] you do on behalf of

[41:51] this community. We

[41:52] look forward to

[41:53] continuing this work

[41:54] during the coming

[41:56] year. With continued

[41:57] collaboration

[41:58] advocacy, and

[41:59] continued focus on

[42:01] what matters most. Our

[42:02] students thank you,

[42:03] and I hope everyone has

[42:04] a restful and

[42:07] well-deserved summer

[42:09] >> and now we welcome

[42:11] our from the

[42:11] california school

[42:12] employees association.

[42:20] PRESIDENT Runyon..

[42:21] >> good evening.

[42:25] PRESIDENT Jackson and

[42:26] community members in

[42:27] chambers and listening

[42:29] in a home. My name is

[42:30] beau runyon. I'm the

[42:31] PRESIDENT Of csc.

[42:33] Chapter five. 72.

[42:35] Representing the

[42:38] professionals at d usd

[42:38] recently accepted this

[42:39] appointment as

[42:40] PRESIDENT With deep

[42:41] respect for the

[42:42] responsibility that

[42:43] was placed in me. My

[42:45] connection to usd is

[42:46] personal. I attended

[42:47] valley oak elementary

[42:50] as a student graduated

[42:51] from da vinci charter

[42:52] academy and have now

[42:53] worked in the district

[42:54] professionally for

[42:56] nearly a decade have

[42:58] served as a supervisor

[42:59] paraeducator three and

[42:59] currently as

[43:00] instructional

[43:01] technology specialist

[43:02] for supporting

[43:03] students and staff

[43:05] across the district. I

[43:06] share that because I &

[43:08] care deeply about this

[43:09] district. Our students

[43:10] and the people who

[43:11] make this educational

[43:14] community. Possible..

[43:14] Two weeks ago was

[43:15] classified school

[43:16] employee week, a time

[43:18] to celebrate employees

[43:19] who keep our schools

[43:20] operating excuse me.

[43:22] every single day.

[43:23] Classified employees

[43:24] support students in the

[43:26] classroom. Maintain

[43:28] safe campuses

[43:29] technology support,

[43:30] care for students,

[43:30] prepare multiple meals

[43:33] in the kitchens

[43:34] offices, transport the

[43:35] mail, keep our

[43:36] campuses clean and

[43:37] ensure that our schools

[43:38] continue to look great

[43:41] and function smoothly

[43:42] on the the 21st of

[43:42] APRIL, we celebrated

[43:44] our milestone honorees

[43:45] at our end of year

[43:46] celebration. These

[43:47] employees have

[43:49] dedicated. Ten, 15,

[43:52] 20, 25 and 130 years of

[43:54] service would like

[43:55] like to congratulate

[43:56] all our retiring

[43:58] classified staff. Thank

[43:59] you for your years of

[44:01] service work that

[44:02] classified

[44:03] professionals is the

[44:04] work of classified

[44:05] professionals is

[44:07] essential to student

[44:07] success and to the

[44:08] overall strength of

[44:10] this district. As we

[44:12] through negotiations,

[44:13] our members are looking

[44:15] forward to meaningful

[44:15] progress

[44:16] >> and a strong

[44:16] proponent. Proposal

[44:19] from the district in

[44:21] SEPTEMBER. Staff are

[44:23] struggling like the

[44:23] rest of the community.

[44:25] We continue to face

[44:26] rising costs of living

[44:28] while balancing

[44:29] increasing workloads.

[44:30] Our members want to

[44:31] feel respected and

[44:32] recognized not only

[44:33] through words but

[44:35] through comments and

[44:36] meaningful investments

[44:39] in their futures. Csea

[44:39] remains committed to

[44:40] the collaborative and

[44:41] productive

[44:43] negotiations process.

[44:43] We believe the best

[44:44] outcomes are achieved

[44:45] when all parties come

[44:47] to the table with

[44:47] transparency and a

[44:49] shared commitment to

[44:50] supporting the people

[44:53] and students every day

[44:54] our classified staff

[44:55] are proud of the work

[44:57] they do for and they

[44:58] deserve compensation

[45:00] and benefits that that

[45:02] reflect that value that

[45:03] they bring to this

[45:04] district. Look forward

[45:06] to continuing these

[45:06] conversations in good

[45:07] faith and working

[45:09] together working

[45:10] together towards a

[45:11] solution. Because

[45:12] together we rise

[45:14] stronger as one. Thank

[45:17] you..

[45:18] >> thank you. Well, now

[45:20] I have from board

[45:21] members and we'll start

[45:21] with trustee

[45:24] d'annunzio

[45:25] >> thank you.

[45:26] PRESIDENT Jackson and

[45:27] great to hear from

[45:29] you. MR. Thank you.

[45:30] It's great to have

[45:32] csea back at the

[45:36] podium. So briefly had

[45:37] my last two listening

[45:38] tours over the last

[45:40] week, one at our whole

[45:42] home school. With

[45:44] third, furth and fifth

[45:45] graders and then at

[45:47] davis senior high

[45:49] school with 10th,

[45:49] 11th, and 12th graders.

[45:50] I know we'll be

[45:52] reporting out on those

[45:55] conversations at our

[45:56] second meeting along

[45:57] with vice PRESIDENT

[45:58] Darrah. I attended the

[45:58] race and social

[46:00] justice special board

[46:01] meeting. We had 11

[46:02] teams that did an

[46:04] absolutely phenomenal

[46:05] job of presenting their

[46:08] work. Work that not

[46:09] only addressed the

[46:10] broader issues that

[46:12] they're facing in

[46:13] their curriculum, but

[46:15] that directly

[46:16] confronted challenges

[46:17] they're facing in their

[46:18] environment as high

[46:19] schoolers. And at

[46:20] davis high and I know

[46:22] I was extraordinarily

[46:24] impressed and were

[46:25] quite a few insights

[46:27] that we have shared

[46:28] with district staff

[46:29] for fr pursuit that

[46:31] was fantastic of us

[46:32] went to the party for

[46:34] a purpose last week in

[46:36] honor of the empower

[46:37] yolo crisis

[46:38] intervention and

[46:39] emergency shelter.

[46:40] Grateful for all of

[46:42] the community support

[46:46] of that PRESIDENT

[46:47] Jackson and I had a

[46:48] boundary subcommittee

[46:49] meeting the results of

[46:50] which we will be

[46:51] talking about later in

[46:53] this meeting, and vice

[46:54] PRESIDENT Darragh and I

[46:55] had a lovely facility

[46:56] subcommittee meeting

[46:57] which is going to be &

[46:58] followed up by an

[47:00] additional workforce.

[47:03] Housing study. Trip

[47:04] next week. I

[47:05] appreciate the

[47:06] opportunity to attend

[47:06] the black student

[47:08] union graduation on

[47:10] saturday phenomenal,

[47:12] thoughtful beautiful

[47:13] ceremony. Really

[47:14] appreciated it. I

[47:18] know. Trustee was there

[47:19] as well as

[47:21] superintendent best

[47:23] and then vice

[47:24] PRESIDENT Dora and I

[47:26] were tuesday at the

[47:27] adult school

[47:29] graduation. All of our

[47:29] graduations are

[47:30] magnificent, but

[47:31] there's something

[47:33] extra mega special

[47:33] about.

[47:34] >> the old adult

[47:35] school

[47:36] >> graduation. The

[47:36] challenges that these

[47:38] students have overcome

[47:39] and their commitment

[47:42] to their education is

[47:43] very inspiring. And

[47:45] then last, in my

[47:47] report opportunity to

[47:51] win. And to I because

[47:52] I'm I won't be able to

[47:53] go to pot one day, but

[47:54] I went to the

[47:56] kindergarten. Pot one

[47:58] day. Festival and that

[47:59] certainly made all the

[48:00] challenges of being a

[48:02] trustee worth that was

[48:04] a wonderful. But I

[48:06] also got to go to the

[48:07] sixth grade market day

[48:07] quite a contrast

[48:08] between the

[48:10] kindergarteners and

[48:12] the sixth graders. The

[48:14] kindergartners me and

[48:14] the sixth graders

[48:15] wondered why this

[48:16] adult was in their

[48:18] midst. In part because

[48:20] market day is trading

[48:22] and even though. Was

[48:24] given some currency.

[48:27] To trade there was let

[48:27] me just put it this

[48:29] way I was an

[48:30] unsuccessful trader

[48:31] and I'm also

[48:31] disappointed they were

[48:33] not impressed with my

[48:35] latin which I found. I

[48:36] found just quite

[48:37] disheartening. Six

[48:38] years of latin down the

[48:42] tubes, but I did buy

[48:44] is. I was told because

[48:45] of course mars, the

[48:46] GOD of war, is a big

[48:47] part of roman culture.

[48:49] I bought what I was

[48:52] told by the seller or

[48:53] frommars, so I'm. I'm

[48:54] sure it is. It's

[48:56] labeled mars so I

[48:58] would like to. In

[48:59] honor of all the

[49:00] wonderful things you do

[49:01] for us, PRESIDENT

[49:01] Jackson give you a

[49:06] little bit of mars...

[49:06] All right. So I'm going

[49:08] to wrap up briefly

[49:09] with my books. As

[49:11] always all of which

[49:13] are in honor of pride

[49:14] and the last one will

[49:15] be a mystery for a

[49:16] moment as to why it is

[49:19] a pride so the first

[49:19] one I know many in this

[49:20] audience and our

[49:20] teachers are familiar

[49:22] with the family book

[49:25] by todd simple and

[49:26] joyful. Celebration.

[49:28] The fact that families

[49:29] can all colors and

[49:32] sizes and structures

[49:33] and completely

[49:34] non-judgmental and

[49:36] told in a way that you

[49:38] can read your, your,

[49:40] your, young person and

[49:41] it's this version is

[49:42] in english and in

[49:43] spanish, and it's just

[49:45] a lovely celebratory

[49:49] book and okay. Second

[49:50] book, one that I know

[49:52] many of our junior high

[49:53] school and high school

[49:56] teachers know and

[49:58] dante discover the

[49:59] secrets of the

[50:00] universe by benjamin

[50:02] alire saenz was a

[50:03] phenomenal book. I

[50:03] read it a number of

[50:05] years ago. I reread it

[50:07] last week. It moved me

[50:08] to tears in the same

[50:09] way that it did when I

[50:11] read it the first time.

[50:12] Story of discovery and

[50:13] coming of age, but

[50:15] also honesty and

[50:16] togetherness. It

[50:17] doubles as my banned

[50:18] book. Many communities

[50:19] are uncomfortable with

[50:20] this book, and

[50:22] abandoned because part

[50:24] of of the theme is

[50:26] about discovery and

[50:30] lgbtq lives. Okay, my

[50:31] third book is was a

[50:33] very difficult book to

[50:35] read. And it's for our

[50:37] adults. And it's

[50:38] called the great

[50:40] believers by rebecca

[50:44] makkai is a story that

[50:45] bounces between the

[50:46] aids crisis and the

[50:52] 80s. And the late 2000,

[50:53] 2000 and the story of

[50:55] connection between

[50:56] those two and the

[50:56] journeys that people

[50:58] took and I think part

[51:00] of having lived through

[51:01] the 80s, part of it was

[51:02] I think we've

[51:03] forgotten about how

[51:04] incredibly difficult

[51:05] those times were and

[51:06] what it took to

[51:08] overcome things. And I

[51:08] think it's a part of

[51:11] history that we often

[51:12] minimize and I think

[51:13] for me, the thing that

[51:14] was most powerful

[51:15] about this book which

[51:16] was a finalist for the

[51:17] pulitzer as well as the

[51:18] national book award,

[51:20] is the importance of

[51:21] testimony of your

[51:22] experiences

[51:23] phenomenal. Could not

[51:24] recommend it more.

[51:26] Okay. Last and

[51:28] definitely not least

[51:29] this little book just

[51:31] as a reminder, friends

[51:32] library sale is this

[51:33] weekend, you can pick

[51:35] up great books for a

[51:37] song this one is a

[51:38] series of sonnets.

[51:39] Regret to say it's the

[51:41] yale shakespeare, but

[51:42] we're going to we're

[51:44] going to go with tat.

[51:45] It was originally

[51:47] published in 1923.

[51:48] shakespeare wrote a

[51:49] little earlier than

[51:51] that. This version was

[51:54] printed in 1961.

[51:55] Before I was born. So

[51:56] I'm going to read one

[51:57] sonnet and talk for a

[51:58] moment about it, and

[51:59] then I will turn it

[52:00] back to PRESIDENT

[52:01] Jackson. I'm guessing

[52:02] many of you MAY

[52:05] recognize this I

[52:06] compare thee to a

[52:07] summer's day? Thou art

[52:09] more lovely and more

[52:10] temperate rough winds

[52:12] do shake the darling

[52:13] buds of MAY and summer

[52:17] least hath all a date.

[52:17] Sometimes too hot. The

[52:19] eye of heaven shines

[52:22] and often is his gold

[52:23] complexion dimmed and

[52:25] every fair from fair.

[52:27] Sometime declines by

[52:28] chance or nature's

[52:32] changing course by the

[52:34] internal summer not

[52:36] fade. Nor lose

[52:37] possession of that

[52:38] fair thou dost thou

[52:41] shalt death bragg. The

[52:42] thou nor shall death

[52:44] brag thou in his

[52:46] shade. When internal

[52:49] lines to time grows so

[52:50] long as man can

[52:51] breathe. Or eyes can

[52:55] see long lives this

[52:57] gives life to thee

[52:58] many of you have heard

[52:59] this at weddings, and

[53:02] we think what a lovely

[53:03] fantastic. Ode from

[53:04] shakespeare to a young

[53:09] woman most scholars

[53:11] believe that the

[53:11] sonnets that make up

[53:13] the fair youth

[53:15] sequence were actually

[53:17] written to a young

[53:21] man. The original

[53:22] context is much more

[53:23] layered than many of

[53:25] us were taught so I

[53:26] think it's worth

[53:27] acknowledging the

[53:28] possibility that one

[53:29] of, if not the most

[53:30] famous love pem in

[53:32] the english language.

[53:34] Is actually about

[53:35] admiration affection

[53:37] and love to another

[53:39] man. So for me, this is

[53:41] a great part of why

[53:44] literature matters.

[53:46] Books and poems open

[53:48] doors and challenge

[53:50] our assumptions. They

[53:53] help people feel seen

[53:55] and sometimes they

[53:57] remind us that lgbtq

[53:58] plus lives and loves

[54:00] are not new. They're

[54:02] not fringe, and they're

[54:04] not separate from our

[54:06] shared literary

[54:08] tradition have been a

[54:11] part of our story. All

[54:13] along. Thank us in

[54:15] jackson

[54:16] >> you. Trusty

[54:23] greenwald

[54:24] >> the warren

[54:24] continuously want to

[54:27] say thank you so much

[54:33] to dementia.. Before

[54:33] begin, I want to say

[54:35] thank you so much to

[54:36] trustee d'annunzio

[54:38] haven't read this book

[54:40] but I gotta say, when

[54:45] you think about lgbtq

[54:46] appreciation awareness

[54:51] month. It makes me

[54:53] pause and think of

[54:54] friends. I've lost

[54:57] over the years. One in

[54:57] particular. Good

[54:58] friend of mine, dear

[55:01] friend of mine, george

[55:02] very caring and nice

[55:05] person. And when I

[55:06] think about that, I

[55:08] think gosh, if he was

[55:10] still around the

[55:11] advances in medicine.

[55:14] That we have now he

[55:14] would be alive. He

[55:16] would be here with us

[55:18] and I know many of you

[55:19] have friends, fmily

[55:20] members who've gone

[55:21] through the same

[55:21] thing. So I just want

[55:24] to say thank you for

[55:25] sharing the the title

[55:27] of that book with us,

[55:29] trustee denuncio and

[55:31] to those members of the

[55:33] lgbtq plus community

[55:34] and their friends and

[55:37] family. We acknowledge

[55:39] you. We love you.

[55:41] We're wth you we are

[55:43] an inclusive school

[55:44] district. And we will

[55:45] continue to be. And I

[55:46] just want you to know

[55:47] that. And I want to

[55:49] say it out loud, that

[55:51] we support you. We

[55:52] support you. We

[55:54] welcome you. Thank you.

[55:56] I also like my

[55:57] colleagues went to the

[55:59] black student union

[56:01] graduation. Talk about

[56:04] an empowering and

[56:06] inspirational

[56:07] graduation. All of our

[56:08] graduations are. This

[56:10] one is just so unique.

[56:12] And I was over at

[56:14] harper and it's just

[56:14] wonderful to look

[56:17] around and see a room

[56:18] filled standing room

[56:19] only. With african

[56:21] american students

[56:23] graduating and their

[56:24] family members.

[56:26] They're so proud and

[56:27] we too, are so proud of

[56:29] them and all

[56:29] accomplishments. It

[56:31] was wonderful. You see,

[56:32] davis had some

[56:34] students there.

[56:35] Congratulating them as

[56:39] well. I with a couple

[56:40] parents. They said,

[56:42] thank you and shared

[56:44] their views on the

[56:46] cell phone decision.

[56:48] We made and they said

[56:49] that they in turn had

[56:51] spoken with teachers

[56:53] who are happy about

[56:55] that decision. Can't

[56:57] say my my, my, my kids

[57:01] think the same but you

[57:01] know, I told them they

[57:03] will survive. They

[57:05] will survive. I also

[57:06] talked to a couple

[57:08] parents about

[57:11] boundaries that know

[57:11] don't know yet what's

[57:13] going on with

[57:13] potential school

[57:15] closures, but they

[57:15] wanted to share their

[57:17] thoughts and

[57:17] suggestions with me.

[57:19] And I was very

[57:20] thankful they took the

[57:21] time to meet with me

[57:22] and share their

[57:26] thoughts. Let's see

[57:30] and I believe that all

[57:31] in closing, I just want

[57:34] to say thank you to

[57:35] teachers, to parents,

[57:39] to staff counselors

[57:40] for keeping our

[57:43] schools. Safe

[57:46] inclusive teaching our

[57:47] children. And for all

[57:49] the work you do really

[57:50] hope you have a

[57:51] restful summer. I just

[57:52] want to say thank you

[57:53] from the bottom of my

[57:54] heart for all the work

[57:56] you've done. Thank you

[57:57] so much. Give

[57:58] yourselves a round of

[58:00] applause. Thank you.

[58:02] That's all from me.

[58:03] >> thank you. Vice

[58:06] PRESIDENT Darryl

[58:08] >> PRESIDENT Jackson

[58:13] .. I see my you. Okay.

[58:15] As d'annunzio said he

[58:16] and I were able to

[58:17] attend the special

[58:18] meeting with the race

[58:19] and special justice.

[58:20] Social justice class.

[58:21] And I just wanted to

[58:23] commend the students

[58:25] on the. The they only

[58:27] had a short time to

[58:27] present because we had.

[58:29] 11 groups. But in. 11.

[58:29] In these few minutes

[58:31] they had a really

[58:32] impactful.

[58:32] Presentations. They

[58:33] were able to give us

[58:34] some slides and some

[58:36] data. We also gave

[58:38] each member gave some

[58:39] insight into their

[58:41] project and I was

[58:42] talking to the

[58:42] teachers afterwards

[58:43] asking how the

[58:43] students come up with

[58:45] these topics and

[58:45] sometimes they can see

[58:46] past projects that have

[58:48] been done, but the

[58:49] students really seem

[58:50] to identify something

[58:51] they either see needs

[58:52] to improve or

[58:53] something that has was

[58:54] not so good for them,

[58:56] or or things that they

[58:57] were curious about. And

[58:58] they put the effort in

[58:59] to do some high

[59:01] quality research and

[59:02] then I just wanted to

[59:03] commend them for

[59:04] taking the time to

[59:04] share that information

[59:06] with the, with the

[59:07] board. Because, you

[59:08] know, of course, we do

[59:09] tours and we sometimes

[59:10] get waylaid by

[59:11] students sometimes and

[59:12] get emails. But the

[59:14] time to really

[59:16] understand kind of dig

[59:17] down into things and

[59:18] hear student voices

[59:19] and a variety of

[59:20] students, it was

[59:21] really meaningful

[59:22] time. So I appreciate

[59:23] that. And I just

[59:23] wanted to commend the

[59:24] teachers who are also

[59:25] putting the extra time

[59:25] in the evening because

[59:26] they already do a

[59:27] symposium thing with

[59:28] the parents, and then

[59:30] they came in and

[59:30] corralled the cats

[59:32] with us again. And,

[59:33] and I just need to

[59:34] acknowledge that it

[59:35] rained like at the end

[59:37] of time in the time

[59:38] that we were driving

[59:39] from my house to the

[59:41] high school there was

[59:41] rain. There was hard

[59:42] rain. And then there

[59:44] was hail. And I

[59:45] thought didn't like,

[59:47] like, seriously, like a

[59:47] like a nine minute

[59:48] drive. I thought, I had

[59:49] gone through like

[59:49] several weather

[59:53] systems. So crazy, but

[59:53] well worth. Well worth

[59:54] getting a bit soaked

[59:57] and wet feet. Also.

[59:58] Yes. With trustee

[1:00:00] d'annunzio attended

[1:00:01] subcommittee. I think

[1:00:02] you know, the we all

[1:00:03] attend subcommittees,

[1:00:05] but for us to continue

[1:00:07] to both hear about the

[1:00:08] work that's being done

[1:00:09] around the district

[1:00:11] and then to have the

[1:00:11] opportunity to discuss

[1:00:13] the potential for our

[1:00:14] workforce housing

[1:00:15] goals and sort of, you

[1:00:17] know, looking looking

[1:00:18] about possible plans.

[1:00:20] And then I think he

[1:00:21] mentioned that there's

[1:00:22] an upcoming visit next

[1:00:25] week to see some other

[1:00:26] bay area community

[1:00:27] school districts that

[1:00:28] have put in workforce

[1:00:28] housing. So we can

[1:00:30] kind of see how it

[1:00:31] looks. I think it's

[1:00:33] just been a good use of

[1:00:34] our time. It's extra

[1:00:35] time and extra travel,

[1:00:36] but I think we're

[1:00:37] learning and that we

[1:00:38] can do the best for

[1:00:40] davis that way.

[1:00:41] Trustee moon and I had

[1:00:42] a bard policy

[1:00:43] subcommittee meeting,

[1:00:45] which we had 1 million

[1:00:46] policies to review

[1:00:48] give or take so and had

[1:00:49] some lively

[1:00:50] discussion. And I

[1:00:51] really appreciate that,

[1:00:52] that we both come in

[1:00:54] with. I was saying that

[1:00:54] we're generally in

[1:00:55] agreement, but we're

[1:00:56] specifically in

[1:00:57] disagreement at times

[1:00:58] and so it makes for

[1:01:00] some really rich and

[1:01:01] opportunity to really

[1:01:02] think through policies

[1:01:04] and different

[1:01:04] implementations and

[1:01:05] different

[1:01:07] implications. So it

[1:01:08] might seem when you

[1:01:09] have a giant stack of

[1:01:10] policies that you

[1:01:10] might rather just say,

[1:01:11] yes, and continue to

[1:01:13] move on because that

[1:01:14] would feel expeditious

[1:01:16] and maybe even feel

[1:01:18] like you know, after

[1:01:19] about the 30th one.

[1:01:20] But I really want to

[1:01:21] just commend trustee

[1:01:23] moon for like rally

[1:01:24] engaging deeply and

[1:01:24] having bringing up

[1:01:25] different points of

[1:01:26] view. So our

[1:01:26] conversation, I'd say

[1:01:27] is pretty rich. I

[1:01:28] think the staff has to

[1:01:29] sometimes watch us

[1:01:31] debate respectfully,

[1:01:32] but really thinking

[1:01:32] through things. And I

[1:01:33] think because of that

[1:01:34] process, we come up

[1:01:35] with better

[1:01:36] recommendations for the

[1:01:37] board. So I know that

[1:01:38] that's not everyone's

[1:01:39] cup of tea. I've heard

[1:01:41] from trustee about 80

[1:01:41] times how he's glad

[1:01:42] I'm here on that

[1:01:43] committee, not him.

[1:01:44] But I in fact really

[1:01:46] enjoy getting our

[1:01:47] policies right so that

[1:01:47] we can serve our

[1:01:49] students best and if

[1:01:50] you ask me, ask my

[1:01:51] kids. I like things

[1:01:51] written down so I can

[1:01:52] tell you that. So

[1:01:53] that's what we agreed

[1:01:57] to right adult ed able

[1:02:00] to attend also got to

[1:02:01] recognize students that

[1:02:04] are taking esl and

[1:02:05] their accomplishments.

[1:02:06] We have a beginning

[1:02:07] and intermediate

[1:02:08] students that had

[1:02:09] gotten certificates

[1:02:12] for their performance.

[1:02:14] And program. And it

[1:02:15] was a range of

[1:02:16] families from people

[1:02:17] from different

[1:02:18] cultures and different

[1:02:20] home languages that

[1:02:21] were developing

[1:02:22] language skills. So it

[1:02:24] really is a reminder

[1:02:24] that you can be a

[1:02:25] lifelong learner, that

[1:02:26] people are being brave

[1:02:27] to take on something

[1:02:29] that's a different

[1:02:29] country, different

[1:02:30] language. And I think

[1:02:31] it's really a

[1:02:32] testament to teir

[1:02:34] desire to be

[1:02:34] knowledgeable and I

[1:02:35] think it's absolutely

[1:02:36] something that they

[1:02:37] can show their

[1:02:37] children and their

[1:02:39] families. So just three

[1:02:40] cheers for not only

[1:02:41] our adult graduates

[1:02:43] who definitely some

[1:02:44] overcame some huge

[1:02:46] obstacles. That esl

[1:02:47] learners. And then we

[1:02:49] also had some one who

[1:02:49] came. But I think

[1:02:51] there were more cna

[1:02:52] graduates too, so I'll

[1:02:54] be people into the

[1:02:56] workforce super

[1:02:59] exciting. As trustee

[1:02:59] d'annunzio said, I

[1:03:00] attended the party for

[1:03:01] a purpose as well. I

[1:03:02] just wanted to

[1:03:03] highlight empower

[1:03:04] yolo, many of us know

[1:03:06] some of what they do.

[1:03:08] But when the talk was

[1:03:10] on the stage, was some

[1:03:10] discussion. There was a

[1:03:11] lot of conversation

[1:03:12] around the children

[1:03:13] that are in these

[1:03:15] situations, and the.

[1:03:19] The ways in which the

[1:03:21] empower yolo staff and

[1:03:22] volunteers try and

[1:03:23] give the students the

[1:03:26] most safe. And warm

[1:03:27] place to land while

[1:03:28] they're in a tough

[1:03:28] situation. And then

[1:03:29] they even do like a

[1:03:30] back to school

[1:03:31] breakfast. So it just,

[1:03:32] it was very

[1:03:33] heartwarming. It was

[1:03:34] really like nice to

[1:03:34] know that we know

[1:03:35] they're doing good

[1:03:36] things. But when you

[1:03:37] tell them things like

[1:03:38] that, I can just

[1:03:39] imagine the pancakes

[1:03:40] and the spilled milk

[1:03:41] and all the things that

[1:03:42] happened before that

[1:03:42] first day of school

[1:03:43] and for some of those

[1:03:43] kids who hven't had

[1:03:45] that before. So I just

[1:03:45] want to shout out

[1:03:49] empower yolo. Okay. As

[1:03:50] we come to the end of

[1:03:51] the school year, I

[1:03:51] really want to thank

[1:03:53] our staff members. I

[1:03:54] know people are

[1:03:56] counting the days and

[1:03:58] you're our students are

[1:03:59] you and the community

[1:04:00] appreciate you and

[1:04:01] students. You're

[1:04:04] almost there aso was

[1:04:05] able to attend the

[1:04:07] last night, the pca

[1:04:09] graduation and that is

[1:04:14] the.. Let's see

[1:04:15] institute for quality

[1:04:16] education program. And

[1:04:18] that is a was a seven

[1:04:19] week program that

[1:04:20] parents and our

[1:04:22] district chose to

[1:04:24] often did not attend.

[1:04:25] American school

[1:04:26] systems. And maybe

[1:04:27] english MAY or MAY not

[1:04:28] have been their first

[1:04:29] language. And so

[1:04:31] parents made a

[1:04:31] commitment of seven

[1:04:32] weeks to attend

[1:04:34] classes to learn about

[1:04:35] understanding some of

[1:04:35] the navigation through

[1:04:37] our current education

[1:04:37] system, community

[1:04:39] college and college

[1:04:40] options for their

[1:04:42] students. So I did not

[1:04:43] attend all the I got to

[1:04:45] attend last night's

[1:04:45] session sort of

[1:04:46] listening in my office

[1:04:47] while I was waiting to

[1:04:50] give their keynote and

[1:04:51] great questions. Great

[1:04:52] conversation. Then the

[1:04:53] parents gave their

[1:04:54] speeches and I was

[1:04:54] like, you didn't need

[1:04:55] me to give a keynote

[1:04:56] because these parents

[1:04:59] gave extremely

[1:05:00] meaningful while I am

[1:05:01] not a native spanish

[1:05:02] speaker, and I'm not a

[1:05:02] fluent spanish

[1:05:03] speaker, I can

[1:05:03] understand some

[1:05:04] spanish. And I'll tell

[1:05:04] you, I could

[1:05:05] understand the

[1:05:06] spanish. This lady was

[1:05:07] saying before they

[1:05:08] translated because she

[1:05:09] was talking about

[1:05:10] caring about her

[1:05:10] child, wanting to make

[1:05:11] sure her daughter had

[1:05:12] the best chances for

[1:05:13] the future. You know,

[1:05:14] opening doors,

[1:05:15] creating paths. And I

[1:05:17] was like, I get you,

[1:05:17] but most of all, I

[1:05:18] could hear the passion

[1:05:19] that she was like, I'm

[1:05:21] doing this for you. So

[1:05:22] of course, I'm choked

[1:05:23] up and I had to do my

[1:05:24] speech. I'm like,

[1:05:26] thanks guys but I just

[1:05:26] wanted to highlight

[1:05:27] something and I was in

[1:05:28] my speech, but it's

[1:05:29] something I looked up

[1:05:30] and I thought it'd be

[1:05:30] helpful to know. So the

[1:05:32] former us secretary of

[1:05:33] education, jane dee

[1:05:34] hull, said at the end

[1:05:35] of the day, the most

[1:05:36] overwhelming key to a

[1:05:37] child's success is the

[1:05:39] positive involvement of

[1:05:40] parents that truth is &

[1:05:41] at the heart of the

[1:05:42] peak philosophy. When

[1:05:43] parents gain

[1:05:43] knowledge, their

[1:05:44] children gain

[1:05:46] opportunity. So

[1:05:47] tonight we celebrate

[1:05:49] that nt only what you

[1:05:50] learned, but what your

[1:05:51] what your children will

[1:05:52] gain because of your

[1:05:53] efforts. Research

[1:05:54] consistently shows that

[1:05:55] children whose parents

[1:05:57] participate in pk

[1:05:57] programs. Graduate

[1:05:59] from high school and

[1:05:59] attend college at

[1:06:00] higher rates than

[1:06:01] their peers. That's

[1:06:02] success comes from

[1:06:03] empowering parents to

[1:06:04] become confident

[1:06:05] advocates for their

[1:06:07] children's education.

[1:06:08] So that I just. Hats

[1:06:09] off to the parents who

[1:06:10] took the time to do.

[1:06:11] That was our inaugural

[1:06:12] class, so I hope to see

[1:06:13] more. I just want to

[1:06:15] really acknowledge the

[1:06:15] effort that parents are

[1:06:18] taking to do that. The

[1:06:18] to their students. And

[1:06:19] I think the role model

[1:06:20] they made for their

[1:06:21] students was very,

[1:06:22] very meaningful. I was

[1:06:23] really proud to be able

[1:06:23] just to hear them and

[1:06:26] be part of it, but I

[1:06:26] hope we continue to do

[1:06:29] this in our district.

[1:06:29] Lastly, just want to

[1:06:30] say happy pride. Thank

[1:06:34] you

[1:06:35] >> la

[1:06:36] >> first.

[1:06:37] >> I attended

[1:06:38] >> the policy

[1:06:39] subcommittee with

[1:06:41] trustee back to her.

[1:06:42] It's incredible to

[1:06:43] have a colleague that

[1:06:45] you can you can

[1:06:47] actually have

[1:06:48] respectful discussions

[1:06:49] even when you're not

[1:06:50] on the same page on

[1:06:51] something. But that

[1:06:52] you're able to figure

[1:06:54] out a solution forward

[1:06:55] together that only

[1:06:56] benefits the students,

[1:06:58] the staff, and our

[1:07:00] community. And dj and I

[1:07:00] think that's an

[1:07:03] important piece of who

[1:07:05] we are as a district

[1:07:06] hopefully what I bring

[1:07:08] to the table at times

[1:07:09] is that solution

[1:07:10] focus, that ability to

[1:07:14] bring people together

[1:07:15] pride month. But it's

[1:07:18] also immigrant. It's

[1:07:18] also national

[1:07:21] immigrant month

[1:07:22] celebrating all the

[1:07:24] people who america who

[1:07:27] we are today I am a

[1:07:29] parent of two

[1:07:31] incredibly queer

[1:07:34] people. And so this

[1:07:35] month means a lot to

[1:07:37] me. It has been is

[1:07:38] also an immigrant and

[1:07:40] so bringing these two

[1:07:41] things together, it

[1:07:43] just shows that we can

[1:07:45] come together and it's

[1:07:47] not that it shouldn't

[1:07:50] be decisive. And I

[1:07:50] wrote something a

[1:07:52] little bit with my kids

[1:07:53] earlier this week.

[1:07:54] That I had to look up

[1:07:55] on my phone because I

[1:08:00] forgot where it was..

[1:08:01] I want to uphold the

[1:08:03] honor want to, I want

[1:08:06] to uphold an honor the

[1:08:07] contributions of our

[1:08:09] queer immigrant and

[1:08:09] transgender men, of

[1:08:12] our community.

[1:08:13] Actually been

[1:08:14] immigrants in this

[1:08:16] country for many

[1:08:18] hundreds of years and

[1:08:19] our first trans

[1:08:21] advocacy group in the

[1:08:22] united states is

[1:08:24] actually established

[1:08:28] in 1865. And so all of

[1:08:30] the pride that we talk

[1:08:32] about is pride for

[1:08:32] whatever someone

[1:08:34] brings to the table

[1:08:35] and it's a

[1:08:36] continuation of a long

[1:08:37] struggle. Our

[1:08:37] immigrants and our

[1:08:39] members of the queer

[1:08:40] community have been

[1:08:41] struggling and

[1:08:41] fighting for the

[1:08:43] ability to only be

[1:08:44] themselves, to support

[1:08:45] their families, to

[1:08:48] share love and to

[1:08:50] actually uplift the in

[1:08:52] which they exist which

[1:08:56] is every community..

[1:08:58] We also know that when

[1:09:00] we highlight and we

[1:09:02] celebrate. Others

[1:09:04] especially our queer

[1:09:05] students, our

[1:09:06] immigrant students,

[1:09:07] and we uplift them.

[1:09:09] The rates of suicide

[1:09:11] decrease dramatically

[1:09:12] it's a dramatic

[1:09:14] decrease in suicide.

[1:09:15] People want to be

[1:09:16] seen. They want to be

[1:09:17] heard. They want to be

[1:09:19] loved is really what

[1:09:19] all of us want. I think

[1:09:24] at the end of the day.

[1:09:29] And we must not force

[1:09:30] erasure of anyone,

[1:09:32] whether it's through

[1:09:32] laws. Whether it's

[1:09:34] through actions,

[1:09:35] whether it's through

[1:09:37] hateful speech. We

[1:09:37] should not erase

[1:09:41] others the erasure for

[1:09:43] someone's comfort or

[1:09:44] someone's protected.

[1:09:45] That's like, I feel

[1:09:47] this way. Well, every

[1:09:48] one of us can have

[1:09:49] feelings but that

[1:09:50] doesn't give us the

[1:09:53] right to make our

[1:09:55] feelings. Actually

[1:09:55] -

[1:09:55] terrorize or hurt

[1:09:57] others. As we seen in

[1:09:57] our immigrant

[1:09:58] communities across the

[1:10:00] united states as we've

[1:10:01] seen in our

[1:10:02] communities.

[1:10:02] Especially in the last

[1:10:04] couple of months, has

[1:10:05] been dramatically

[1:10:06] difficult for those in

[1:10:08] that community. So I

[1:10:08] just want to share how

[1:10:11] much I appreciate our

[1:10:12] community for the love

[1:10:14] that we give to

[1:10:16] everyone that uplifts

[1:10:17] each one of our

[1:10:17] students and our

[1:10:18] families, that

[1:10:19] actually give us the

[1:10:20] fabric of life that

[1:10:22] we're looking for so

[1:10:23] with that, so much

[1:10:24] gratitude. Especially

[1:10:26] to our teachers and

[1:10:28] our staff and those

[1:10:29] who spend days and

[1:10:31] hours every day

[1:10:31] uplifting the kids in

[1:10:32] our community. So

[1:10:40] thank you

[1:10:40] >> thank you, trustee

[1:10:41] moon. I really

[1:10:42] appreciated those

[1:10:46] comments. I of course,

[1:10:47] as mentioned earlier,

[1:10:48] attended te boundary

[1:10:49] subcommittee meeting

[1:10:50] that will be talking

[1:10:51] about a little bit

[1:10:53] later in the agenda. I

[1:10:54] also participated in

[1:10:56] the solano center for

[1:10:58] teacher teaching

[1:10:59] credentials

[1:11:02] graduation. On monday.

[1:11:03] As well as the davis

[1:11:04] high school awards

[1:11:05] night. That was also

[1:11:08] later that evening.

[1:11:09] Last saturday, I

[1:11:10] attended the davis

[1:11:11] high school choir

[1:11:13] performance. At the

[1:11:18] brunell and.. Yeah,

[1:11:19] and I look forward to

[1:11:21] attending the davis

[1:11:24] pride festival. The.

[1:11:26] And happy summer to

[1:11:27] everybody as we

[1:11:27] approach the end of

[1:11:29] the school year. So

[1:11:31] with that, we move on

[1:11:33] to public comments.

[1:11:34] And the interest of

[1:11:35] conducting business

[1:11:35] public education in a

[1:11:37] timely manner speakers

[1:11:39] MAY be allowed up to

[1:11:40] three minutes to

[1:11:40] address the board on

[1:11:41] each agenda item or

[1:11:43] non agenda item the

[1:11:44] board MAY limit the

[1:11:46] total time for public

[1:11:47] comment. Or public

[1:11:49] input on each item to

[1:11:50] 20 minutes, with board

[1:11:51] consent. The board

[1:11:52] PRESIDENT MAY increase

[1:11:53] or decrease the time

[1:11:54] allowed for public

[1:11:55] comment on the topic

[1:11:56] and the number of

[1:11:57] persons wishing to be

[1:11:58] heard. Order to

[1:12:00] maintain a respectful

[1:12:00] public forum. Members

[1:12:01] of the audience will

[1:12:02] please limit applause

[1:12:03] to occasions of

[1:12:04] student performance,

[1:12:05] employee recognition

[1:12:06] and significant

[1:12:07] community

[1:12:08] contributions which

[1:12:10] are celebrated by

[1:12:11] reminding accordance

[1:12:14] with board c 9323

[1:12:15] personal video, audio

[1:12:17] recording recording is

[1:12:18] permissible. Disrupt

[1:12:19] the meeting if any

[1:12:19] person wishes to

[1:12:20] record the meeting,

[1:12:21] they MAY do so on the

[1:12:23] left side of the room.

[1:12:23] Between the wood strip

[1:12:24] and the wall between

[1:12:26] the door and the video

[1:12:27] screen. If anyone

[1:12:28] filming obstructs the

[1:12:30] view of others and or

[1:12:31] causes a disruption to

[1:12:32] the meeting. They MAY

[1:12:34] be asked to leave

[1:12:35] during this public

[1:12:36] comment. Period. The

[1:12:38] law does not allow the

[1:12:39] board of education to

[1:12:42] take any action on any

[1:12:43] item, not explicitly

[1:12:44] posted on the agenda

[1:12:46] in advance. However,

[1:12:46] board members MAY ask

[1:12:48] for clarification,

[1:12:49] refer concerns to

[1:12:50] staff and or requested

[1:12:52] an item be placed on a

[1:12:53] future agenda. If you

[1:12:54] wish to speak during

[1:12:55] public comment, please

[1:12:56] drop your blue card

[1:12:57] with the item you wish

[1:12:58] to provide. Public

[1:13:00] comment on with the

[1:13:00] staff at the table

[1:13:02] next to the dais will

[1:13:04] give you a number. I

[1:13:05] will call the numbers

[1:13:05] associated with the

[1:13:07] various agenda items.

[1:13:07] This will help us to

[1:13:09] organize each item and

[1:13:10] make sure that we have

[1:13:10] everyone who wishes to

[1:13:12] speak the board will

[1:13:13] not accept additional

[1:13:14] public comment cards

[1:13:15] after the bard

[1:13:16] allocates time for

[1:13:17] each public comment

[1:13:19] period. The numbers

[1:13:20] called will likely not

[1:13:21] be in numerical order.

[1:13:22] When you come to the

[1:13:22] podium, please state

[1:13:24] your name before you

[1:13:41] speak all right we

[1:13:43] have five blue cards

[1:13:45] and so each speaker

[1:13:45] will have up to three

[1:13:47] minutes. I'll call

[1:13:48] each person up

[1:13:49] individually and we'll

[1:13:50] actually start with a

[1:13:51] student who is

[1:13:54] commenting on our

[1:13:54] boundary discussion

[1:13:56] later. But respect to

[1:13:58] having a decent

[1:13:58] bedtime for school

[1:14:00] night. And providing

[1:14:02] them to, t speak now.

[1:14:03] So that'd be number

[1:14:18] 48. Please.

[1:14:19] >> hi, my name is

[1:14:21] nolan I'm a the fifth

[1:14:22] grade at portland

[1:14:24] elementary has amazing

[1:14:26] staff and students

[1:14:27] stay open because of

[1:14:29] they would be at other

[1:14:30] schools neighborhood

[1:14:31] school. School and

[1:14:33] portland creates

[1:14:33] community all

[1:14:34] throughout davis. You

[1:14:36] make decisions about

[1:14:36] closing schools, I

[1:14:38] hope you consider these

[1:14:40] facts. If there won't

[1:14:41] be one at all. Their

[1:14:42] schools. I understand

[1:14:43] that right now it's

[1:14:44] expensive to keep out

[1:14:45] in the open, but you

[1:14:46] need to think long

[1:14:47] term. Will start moving

[1:14:48] out in young families

[1:14:49] will start moving in

[1:14:51] eventually. You'll need

[1:14:52] portland. The teachers

[1:14:54] and staff to meet that

[1:14:56] commute to davis drive

[1:14:57] to davis so they can

[1:15:00] have portland if will.

[1:15:02] Just as many students.

[1:15:03] Justice and teachers

[1:15:04] estimated amount of

[1:15:06] money that expecting

[1:15:08] you're to spend on

[1:15:11] portable classrooms is

[1:15:11] 12 to $13 million.

[1:15:12] That's more than

[1:15:13] elementary in each

[1:15:15] year. As you can

[1:15:17] clearly see will cause

[1:15:18] crowding out other

[1:15:21] schools. That stay

[1:15:23] open because of the

[1:15:23] neighborhood school. A

[1:15:25] lot of kids walk in,

[1:15:26] bike to school every

[1:15:27] morning. I usually

[1:15:28] walk about with my

[1:15:29] brother because my

[1:15:30] parents didn't parents

[1:15:31] are busy and have to

[1:15:34] leave for work early.

[1:15:35] However, I'll be in

[1:15:38] junior high. By the

[1:15:39] 2728 school year, but

[1:15:40] my brother will only

[1:15:41] be in second grade.

[1:15:43] Will. It is a long way

[1:15:44] for second grade. To

[1:15:45] bike especially with

[1:15:48] the overpasses with

[1:15:49] college and high

[1:15:50] school students on

[1:15:51] e-bikes going.

[1:15:53] Sometimes even over 20

[1:15:53] miles an hour. Not to

[1:15:55] mention amount of

[1:15:56] additional traffic that &

[1:15:58] would be by all the

[1:15:59] parents driving their

[1:16:00] kids to and from

[1:16:01] school. Because of not

[1:16:02] safe for kids to make

[1:16:04] that that makes it

[1:16:05] safe and possible for

[1:16:06] kids to bike and walk

[1:16:09] to and from school.

[1:16:10] Increasing community

[1:16:12] all throughout indies.

[1:16:12] After school on most

[1:16:14] days nice to be able to

[1:16:14] just hop on your bike

[1:16:15] with friends and go to

[1:16:17] the park. The dollar

[1:16:18] store get boba or go to

[1:16:19] a friend's huse. But

[1:16:20] if you're at school

[1:16:21] with other kids from

[1:16:23] all over. In different

[1:16:23] neighborhoods, that

[1:16:25] becomes harder. To

[1:16:26] spangler says.

[1:16:26] Substitute teachers

[1:16:27] definitely prefer to

[1:16:28] work here. She also

[1:16:31] says she chose to work

[1:16:32] at patman because

[1:16:34] after working with at

[1:16:35] emerson, she noticed

[1:16:36] that the kids that

[1:16:37] came from portland were

[1:16:39] more positive and kind

[1:16:40] these are just a few of

[1:16:42] many ways portland is

[1:16:43] important to our

[1:16:51] community. We support.

[1:16:53] >> thank you number

[1:17:04] 17.

[1:17:08] >> name is

[1:17:09] >> I am here to share

[1:17:10] my experience with

[1:17:11] another. Anoush

[1:17:12] grigoryan, wo I

[1:17:13] understand has a

[1:17:16] contract with the city

[1:17:18] with a district city I

[1:17:21] am the iranian and I

[1:17:22] fully support the

[1:17:26] attack. Me on along

[1:17:29] with millions of other

[1:17:30] iranians from inside

[1:17:32] and outside iran. The

[1:17:33] day after the attack

[1:17:35] and she decided to

[1:17:39] post her.. Her

[1:17:40] opinions about why the

[1:17:42] attack were not good.

[1:17:44] I challenged her she

[1:17:46] resorted to making

[1:17:46] slanderous statements

[1:17:50] about me and. Engaged

[1:17:51] in turning the entire

[1:17:54] city against me. I do

[1:17:56] not believe that she

[1:17:56] should. She's a tough

[1:17:58] person who should be in

[1:17:59] a position to

[1:18:00] influence our

[1:18:00] children, especially

[1:18:02] at a time when the

[1:18:03] world, including the

[1:18:05] city, is so divided

[1:18:06] about her public posts

[1:18:08] are often divisive and

[1:18:09] hateful. I hatred for

[1:18:10] israel is

[1:18:12] unacceptable. I am

[1:18:13] unsure if she is

[1:18:14] pro-hamas, but she

[1:18:15] also doesn't condemn

[1:18:20] them once said on the

[1:18:22] at a dc meeting that

[1:18:24] jews can hide their

[1:18:25] identity. The context

[1:18:29] was lgbtq cannot

[1:18:30] anti-gay basically is

[1:18:32] worse than

[1:18:32] anti-semitism, she

[1:18:34] also talked over jews

[1:18:36] expressing similar

[1:18:38] concerns about

[1:18:39] anti-semitism

[1:18:41] anti-semitism. It's

[1:18:42] concerning to see. Her

[1:18:43] minimize the dramatic

[1:18:45] rise of anti-semitism

[1:18:47] anti-semitism.

[1:18:49] Incidents at schools,

[1:18:50] including davis as

[1:18:53] simply bullying. She

[1:18:54] and many of her

[1:18:56] friends and supporters

[1:18:57] are pro-palestine

[1:18:58] without even knowing

[1:19:00] what the palestinians

[1:19:01] actually want. She also

[1:19:05] to be without having a

[1:19:06] clue about what the

[1:19:08] iranian people really

[1:19:10] want and so I just ask

[1:19:13] that you focus more on

[1:19:14] teaching kids how to

[1:19:15] think critically

[1:19:16] versus what to think,

[1:19:19] and think twice about

[1:19:20] allowing her to do

[1:19:25] around our kids you.

[1:19:41] >> number 32.

[1:19:43] >> my name is liam I'm

[1:19:44] a student at

[1:19:45] parliamentary have you

[1:19:47] ever seen someone on a

[1:19:48] bike who is not

[1:19:49] pedaling or a bike

[1:19:51] that looks different?

[1:19:52] Well, those are called

[1:19:54] e-bikes. My opinion is

[1:19:55] that davis calls. In

[1:19:57] the community should

[1:19:59] support kids to use

[1:20:00] safely because they

[1:20:02] can get kids outside

[1:20:03] more and give kids more

[1:20:05] independence. Gives

[1:20:07] kids outside more and

[1:20:08] reaches researchers

[1:20:09] from oregon state

[1:20:11] college says that you'd

[1:20:12] like kids outside.

[1:20:14] More as kids can ride

[1:20:16] their bikes hang out

[1:20:17] with friends. School,

[1:20:19] or just go on a ride

[1:20:20] when I'm home in

[1:20:21] berlin, I just go on

[1:20:23] rides to or even the

[1:20:25] pump tracks e-bikes

[1:20:26] helps kids get more

[1:20:27] independence. For

[1:20:29] example, I explore new

[1:20:30] places on my e-bike

[1:20:32] that I haven't been to

[1:20:33] or even take myself to

[1:20:36] sports in sports

[1:20:38] practices and games

[1:20:39] also have a car wash

[1:20:40] business that I can

[1:20:42] get to really easily

[1:20:43] on my e-bikes in

[1:20:45] addition have e-bikes

[1:20:47] help parents use less

[1:20:49] gas. Think the

[1:20:49] district shouldn't

[1:20:51] allow students to

[1:20:53] school in town on

[1:20:54] e-bikes. I understand

[1:20:55] that e-bikes are not

[1:20:57] safe if the

[1:20:59] incorrectly and people

[1:21:01] get people can get

[1:21:03] into. However, if

[1:21:05] kids. Safely. They

[1:21:06] should be able to

[1:21:07] bring their e-bikes to

[1:21:09] school when I do that,

[1:21:11] the principal teaches

[1:21:12] could approve kids to

[1:21:15] be able to ride a bike

[1:21:16] to school. Please

[1:21:17] consider supporting the

[1:21:17] e-bike community.

[1:21:20] Thank you.

[1:21:36] >> william number 79.

[1:21:37] >> and

[1:21:40] >> evening. Trustees

[1:21:41] >> name is maria godoy

[1:21:43] and I'm the site chair

[1:21:44] at niagara montgomery

[1:21:47] elementary want to

[1:21:47] acknowledge the

[1:21:48] challenges of

[1:21:49] balancing budget

[1:21:50] constraints and thank

[1:21:51] you for your efforts

[1:21:53] in making wise

[1:21:54] decisions for our

[1:21:57] schools is the only

[1:21:58] two way bilingual

[1:21:59] school in this

[1:22:00] district serving a

[1:22:02] diverse student

[1:22:04] population. It's a

[1:22:06] title one school, but

[1:22:07] only allows students

[1:22:08] to learn a second

[1:22:11] language fosters

[1:22:12] understanding and

[1:22:13] students to thrive in a

[1:22:15] global society. With

[1:22:17] highly skilled

[1:22:19] teachers teachers

[1:22:20] diverse community

[1:22:23] plays a vital role in

[1:22:25] making davis stronger,

[1:22:26] more inclusive and

[1:22:27] welcoming city for all

[1:22:30] of us. This spring.

[1:22:32] Our site council

[1:22:32] conducted a

[1:22:33] comprehensive needs

[1:22:36] assessment including a

[1:22:36] ten year review of

[1:22:38] academic results. At

[1:22:40] the same time, we

[1:22:41] learned our budget

[1:22:44] would be reduced by

[1:22:45] nearly 20%, forcing us

[1:22:46] to choose which

[1:22:49] programs to cut

[1:22:50] improvements since the

[1:22:51] pandemic, the academic

[1:22:53] gap remains

[1:22:54] significant for

[1:22:56] example, only 9% of our

[1:22:57] english learners. Meet

[1:22:58] the standards in

[1:23:01] english lnguage arts

[1:23:03] to 48% of all students

[1:23:04] . One third of

[1:23:05] students are far from

[1:23:07] meeting the standards

[1:23:08] and this number has

[1:23:10] not only meaning has

[1:23:12] not meaningfully

[1:23:13] declined compared to

[1:23:15] pre-pandemic levels. I

[1:23:16] recognize that

[1:23:18] measuring impact is

[1:23:19] complex and that

[1:23:20] standardized tests

[1:23:21] will never fully

[1:23:23] capture the scope of

[1:23:25] student growth or

[1:23:27] staff effort even so,

[1:23:28] the council is charged

[1:23:30] with grounding

[1:23:31] decisions in evidence.

[1:23:32] So we rely on the best

[1:23:35] available data last

[1:23:36] year district approved

[1:23:38] a reduction in reading

[1:23:40] space support a

[1:23:41] decision that was

[1:23:42] considered after

[1:23:43] teacher advocacy

[1:23:45] allowing me to restore

[1:23:48] that spport now.

[1:23:49] Further cuts forced us

[1:23:51] to reduce our reading

[1:23:53] support and forego the

[1:23:54] to have a wellness

[1:23:55] coach to expand our

[1:23:57] current pbis

[1:23:59] paraeducator support

[1:24:00] while we appreciate the

[1:24:01] district's efforts,

[1:24:03] such as the additional

[1:24:03] 0.1 full time

[1:24:05] employment allocation

[1:24:07] reading para and many

[1:24:10] other items or

[1:24:12] district items current

[1:24:13] funding is not enough

[1:24:15] for me. As you

[1:24:17] finalize the next year

[1:24:19] budget, I urge you to

[1:24:20] reconsider these cuts

[1:24:22] and ensure funding and

[1:24:23] resources are aligned

[1:24:26] with my needs in this

[1:24:28] district. All students

[1:24:29] can achieve their full

[1:24:32] potential. Thank you.

[1:24:44] >> member 27.

[1:24:46] >> hi evening. My name

[1:24:49] is beth warren.. I'm

[1:24:49] one of the parents who

[1:24:50] had a child who was

[1:24:53] impacted by the

[1:24:54] ideology that's being

[1:24:55] taught in davis

[1:24:56] schools starting in

[1:24:57] 2016. But before I get

[1:24:58] into my comments, I

[1:24:59] just would like for you

[1:25:01] to hear what anusha

[1:25:02] jordan said at the

[1:25:03] city council meeting

[1:25:04] two nights ago. I'm

[1:25:05] going to actually play

[1:25:09] her testimony. Know,

[1:25:10] as trustees, she's

[1:25:12] with the davis schools

[1:25:13] she holds the yolo

[1:25:14] family rainbow groups

[1:25:15] for the elementary

[1:25:17] school kids and ten

[1:25:18] the davis queer teen

[1:25:19] group at the junior

[1:25:20] high school level and

[1:25:21] high school. So she

[1:25:23] meets with kids at

[1:25:24] school during their

[1:25:25] lunch club meetings.

[1:25:26] Right. And she's able

[1:25:27] to have access with

[1:25:29] our children without

[1:25:31] parents or consent

[1:25:32] because it's happening

[1:25:33] during lunch, you would

[1:25:35] have no idea. So let me

[1:25:36] just play a little bit

[1:25:37] for what anusha

[1:25:38] believes in. So you can

[1:25:40] get an idea o.

[1:25:41] >> also in honor of

[1:25:44] pride month to address

[1:25:46] the fact that one of

[1:25:47] the services that

[1:25:48] davis phoenix

[1:25:50] coalition provides to

[1:25:53] our community is yolo

[1:25:54] families which is a

[1:25:55] support group for

[1:25:56] parents who are

[1:25:58] either. Lgbtq plus

[1:26:00] themselves or who have

[1:26:02] lgbtq plus children.

[1:26:03] Because the fact is,

[1:26:05] if you have a child

[1:26:06] who belongs to the

[1:26:08] lgbtq plus community

[1:26:10] studies show that when

[1:26:10] those children. If

[1:26:12] those children are

[1:26:13] rejected by their

[1:26:14] parents or they

[1:26:16] experience homophobia.

[1:26:17] Or transphobia from

[1:26:19] their parents, a lot of

[1:26:20] times what happens is

[1:26:22] that those children

[1:26:23] go, no contact with

[1:26:26] those parents don't

[1:26:27] talk to them for

[1:26:30] years. Perhaps never

[1:26:32] again some of those

[1:26:33] children can really

[1:26:35] experience a loss of

[1:26:35] depression, which is

[1:26:36] why it is so important

[1:26:38] for us to have

[1:26:39] supportive

[1:26:41] communities. In our

[1:26:42] school

[1:26:43] >> to

[1:26:44] >> think that's giving

[1:26:45] you an idea of the

[1:26:46] message. And it's very

[1:26:47] similar to what

[1:26:47] trustee moon said,

[1:26:50] right they're holding

[1:26:51] parents hostage,

[1:26:51] right? Doesn't matter

[1:26:53] what your family

[1:26:55] values are you want to

[1:26:56] keep your child safe

[1:26:57] because maybe they're a

[1:26:59] child who has suffered

[1:27:00] some sexual assault

[1:27:01] trauma, maybe a child

[1:27:03] who's cutting what is

[1:27:04] saying and what you

[1:27:07] know said, is that the

[1:27:08] school, the community

[1:27:10] will take your child

[1:27:12] in. And it's perfectly

[1:27:12] acceptable if that

[1:27:14] child goes no contact

[1:27:16] with that parent that

[1:27:17] it might be a couple

[1:27:17] years. You don't hear

[1:27:18] from your child. It

[1:27:19] might be forever, but

[1:27:21] that's okay because the

[1:27:23] school's elizabeth

[1:27:25] moon will be that

[1:27:26] chosen family. And in

[1:27:27] fact, elizabeth moon

[1:27:29] just said that you will

[1:27:31] your child committing

[1:27:32] suicide if you don't

[1:27:33] affirm their

[1:27:34] transgender identity.

[1:27:36] How dare you tell

[1:27:37] parents that they have

[1:27:38] to mutilate sterilize

[1:27:40] their or they might

[1:27:41] risk committing

[1:27:43] suicide? What kind of

[1:27:44] crazy nut woman are

[1:27:45] you

[1:27:52] >> up..

[1:27:53] >> item is the

[1:28:02] calendar. I have one

[1:28:04] card on this item, so

[1:28:06] that speaker will have

[1:28:09] up to three minutes.

[1:28:32] Number 44.

[1:28:33] >> hi, my name is

[1:28:34] beth, born and I'm

[1:28:36] here to talk about

[1:28:37] pride in the

[1:28:38] resolution and thank

[1:28:39] you, trustees for all

[1:28:41] that you're doing. I

[1:28:42] love that you are

[1:28:43] promoting more

[1:28:44] mastectomies for

[1:28:45] girls. You know, right

[1:28:47] now I know of seven

[1:28:47] girls at davis high

[1:28:48] school have had their

[1:28:49] breasts removed

[1:28:50] because they learned

[1:28:51] in school they could

[1:28:53] be transgender. So how

[1:28:55] do we learn in school?

[1:28:55] Elizabeth moon, that

[1:28:57] children can be

[1:28:57] transgender? Let me

[1:28:58] show you some of the

[1:29:00] picture book are in the

[1:29:01] elementary school. This

[1:29:02] is so wonderful. A book

[1:29:04] about jazz, jennings

[1:29:05] in our kindergarten

[1:29:06] and first grade class.

[1:29:07] It shows a boy who

[1:29:09] liked wearing dresses,

[1:29:10] who found out at six

[1:29:10] years old, he was

[1:29:12] actually a girl. Isn't

[1:29:13] that aazing?

[1:29:14] Elizabeth moon, did

[1:29:15] your son ever like

[1:29:17] wearing dresses? What

[1:29:19] about this book? This

[1:29:20] is another one in the

[1:29:22] davis elementary

[1:29:22] schools. If you're a

[1:29:24] kid like gavin, this

[1:29:27] is about a young girl

[1:29:29] overweight they've got

[1:29:31] pictures of her in her

[1:29:32] bedroom. She looks

[1:29:33] incredibly unhappy.

[1:29:34] But, you know what I

[1:29:36] mean. Everybody can see

[1:29:37] this is an autistic,

[1:29:38] overweight girl. This

[1:29:40] is a true story. She

[1:29:41] comes out as a trans

[1:29:43] boy and she gets

[1:29:44] celebrated by the

[1:29:46] aclu. And everybody

[1:29:49] celebrates her know at

[1:29:50] davis this is in front

[1:29:51] of the davis high

[1:29:52] school. This is the

[1:29:53] office next to a

[1:29:55] principal you can see

[1:29:57] the sign here it's the

[1:29:59] sign that says kids can

[1:30:01] access free penis

[1:30:02] tucking kits and free

[1:30:04] breast binders. If

[1:30:06] they're 13 and over,

[1:30:06] they can get a free

[1:30:08] breast binder. I don't

[1:30:09] know how many of you

[1:30:10] have seen what a breast

[1:30:10] binder looks like.

[1:30:11] It's a dress.

[1:30:12] >> the board.

[1:30:13] >> sorry. It's a

[1:30:15] compression grment. A

[1:30:15] mini girls after

[1:30:16] wearing this binder,

[1:30:17] decide they'd rather

[1:30:18] have a double

[1:30:19] mastectomy because

[1:30:20] they're so

[1:30:20] uncomfortable, they can

[1:30:22] press their lungs and

[1:30:24] chest boys at davis

[1:30:25] high school and also,

[1:30:26] you know, they're at

[1:30:28] harper as well.

[1:30:28] They're able to access

[1:30:30] a free penis tucking

[1:30:31] kit. I'm not sure how

[1:30:33] many of you seen how a

[1:30:34] penis tucking kit

[1:30:35] works, but these are

[1:30:36] available to kids,

[1:30:37] boys who want to hide

[1:30:39] their penis and

[1:30:40] scrotum so they can

[1:30:41] have the appearance of

[1:30:42] a girl. It's just a

[1:30:44] piece of adhesive it

[1:30:45] says, don't use these

[1:30:47] if they're under 18,

[1:30:48] because it actually

[1:30:50] causes issues with

[1:30:52] your sperm count

[1:30:53] anyways, you use this

[1:30:54] adhesive. You put it

[1:30:56] here and yeah, MR.

[1:30:57] Bass, you just push

[1:30:58] your, your penis and

[1:30:59] your testicles deep

[1:31:00] into your groin and you

[1:31:02] can hide your penis.

[1:31:02] And if you can even put

[1:31:04] this on if you want a

[1:31:05] camel toe. Mean, how

[1:31:06] wonderful we're

[1:31:07] offering these to

[1:31:08] children. I've got the

[1:31:09] flyer here. It's in

[1:31:09] front of davis high

[1:31:11] school. I asked all of

[1:31:12] you to sorry. Please go

[1:31:14] to the school

[1:31:15] tomorrow. Check it out

[1:31:17] you look around, davis

[1:31:17] schools, they've been

[1:31:18] painting rainbow

[1:31:20] crosswalks children are

[1:31:23] cupcakes stay after

[1:31:23] >> board. We can't.

[1:31:24] >> see what? Sorry,

[1:31:25] sorry. I'm sorry. This

[1:31:26] is the one that's in

[1:31:27] front of da vinci. I

[1:31:28] says protect trans

[1:31:29] kids. It's a rainbow

[1:31:30] you guys are doing

[1:31:33] such a wonderful job.

[1:31:34] Six girls having double

[1:31:36] isn't enough thank

[1:31:40] you.

[1:31:42] >> there any items or

[1:31:42] remove from the

[1:31:45] consent calendar?

[1:31:46] >> I

[1:31:47] >> have a comment.

[1:31:49] Yeah, I my colleagues

[1:31:50] will want to talk

[1:31:52] about resolution 6426.

[1:31:53] And I know we addressed

[1:31:54] it during our

[1:31:55] comments, but I, I

[1:31:59] want to call

[1:31:59] resolution 6026

[1:32:00] recognizing this month

[1:32:01] as firearm storage

[1:32:03] safety is a simple

[1:32:05] step those of you that

[1:32:06] do have firearms

[1:32:08] taking this step of

[1:32:09] making sure that it's

[1:32:10] secure the ammunition

[1:32:13] is separate there.

[1:32:13] Unfortunately, are

[1:32:14] thousands of accidents

[1:32:17] a year children gain

[1:32:18] access to firearms.

[1:32:20] And so taking this

[1:32:21] simple step of storing

[1:32:23] your firearm safely.

[1:32:24] Safely is important.

[1:32:25] And there are many

[1:32:26] resources in our

[1:32:27] community, including

[1:32:27] starting with the

[1:32:28] police department. If

[1:32:30] you don't have those

[1:32:30] resources, they will

[1:32:32] help you get them.

[1:32:33] That's all PRESIDENT

[1:32:34] Jackson

[1:32:35] >> thank you. Other

[1:32:38] trustees.

[1:32:39] >> thank you.

[1:32:40] PRESIDENT Jackson.

[1:32:42] Yes, I'd like to also

[1:32:44] share my support for

[1:32:47] resolution 62, 26 for a

[1:32:48] national gun violence

[1:32:51] awareness day well as

[1:32:52] encouraging the safe

[1:32:53] storage of firearms

[1:32:54] and then I would like

[1:32:56] to show my strong

[1:32:58] support for resolution

[1:33:00] 6426. Yeah, in

[1:33:01] recognition of lgbtq

[1:33:03] pride month

[1:33:07] >> right. Anyone else?

[1:33:07] Is going to

[1:33:08] >> be

[1:33:11] >> thank you.

[1:33:12] PRESIDENT Also want to

[1:33:16] show my support for the

[1:33:17] approval of resolution

[1:33:20] 62, 2 in support of

[1:33:22] national gun violence

[1:33:23] awareness day. There

[1:33:25] are a lot of community

[1:33:27] members and moms and

[1:33:28] dads and moms in

[1:33:29] particular, know they

[1:33:32] have groups. That lot

[1:33:35] of work bringing

[1:33:37] awareness and

[1:33:37] recognition to the

[1:33:42] need to.. To promote

[1:33:45] gun safety and to

[1:33:47] ensure that they lock

[1:33:48] guns. If they have

[1:33:49] them. And as my

[1:33:50] colleagues already

[1:33:53] mentioned if there is

[1:33:55] more knowledge needed

[1:33:55] on this or how to

[1:33:57] either get rid of a

[1:33:58] gun, or how to

[1:34:00] properly and safely a

[1:34:01] gun. Please reach out

[1:34:03] to the davis police

[1:34:05] department. They have

[1:34:06] definitely been very

[1:34:07] helpful to members of

[1:34:09] the community. Thank

[1:34:13] you so much..

[1:34:15] >> thank you. Okay.

[1:34:17] Right I have a motion

[1:34:19] to approve the consent

[1:34:20] agenda as presented?

[1:34:24] So moved. All right.

[1:34:26] Okay. It's been moved

[1:34:26] okay. It's been moved

[1:34:28] by trustee darrah

[1:34:29] seconded by trustee

[1:34:31] moon. All in favor?

[1:34:31] >> I,

[1:34:34] >> I any opposed? Any

[1:34:36] abstentions? All right.

[1:34:37] So the consent agenda

[1:34:40] is approved now move

[1:34:41] on to presentation

[1:34:43] discussion and action

[1:34:45] items. And our first

[1:34:46] item of the evening

[1:34:47] evening is

[1:34:48] recommendations by the

[1:34:49] ad hoc committee to

[1:34:50] rename cesar chavez

[1:34:52] elementary school and

[1:34:54] again, this item with

[1:34:55] superintendent matt

[1:34:56] >> yeah. Thank you,

[1:34:57] PRESIDENT Jackson. At

[1:34:58] this time, I'd like to

[1:34:59] call up the chair of

[1:35:00] the board, ad hoc

[1:35:01] committee to rename

[1:35:03] cce edgar wong chen,

[1:35:04] who will describe the

[1:35:06] work of the committee

[1:35:06] and the

[1:35:07] recommendations and

[1:35:08] rationale that are

[1:35:09] attached to this

[1:35:12] agenda item second,

[1:35:13] >> all right. Thank

[1:35:14] you, PRESIDENT

[1:35:16] Jackson. Trustees and

[1:35:17] superintendent best

[1:35:19] name I edgar wong

[1:35:21] chen a little

[1:35:22] introduction of who I

[1:35:25] am. I am the parent of

[1:35:26] two wonderful kids at

[1:35:29] cc. A second grader and

[1:35:29] a fifth grader. I'm

[1:35:31] also going to be

[1:35:31] surveying next year as

[1:35:33] the evp for the cpat,

[1:35:37] the pta. There very

[1:35:38] involved on the school

[1:35:41] campus. And my

[1:35:41] background in this

[1:35:42] field is I have a

[1:35:44] background in ethnic

[1:35:45] studies, labor

[1:35:46] history. I teach asian

[1:35:48] american studies at uc

[1:35:50] davis and have labor

[1:35:52] historian background.

[1:35:53] But what you also

[1:35:54] unique is that I'm an

[1:35:58] alumni. Of wde and when

[1:35:59] i was there. It was

[1:36:01] actually an overflow

[1:36:02] classroom and it was

[1:36:04] made into a bilingual

[1:36:06] classroom. And so I had

[1:36:07] transferred from saint

[1:36:09] james to go to that

[1:36:10] school. And so I have

[1:36:11] some very deep roots

[1:36:12] coming from there in

[1:36:15] the 1980s. I don't

[1:36:18] look. My age. But I

[1:36:19] wanted to just say

[1:36:20] thank you for giving

[1:36:22] all of us on this ad

[1:36:23] hoc committee the

[1:36:24] absolute privilege to

[1:36:28] do this very big task

[1:36:30] was not easy. The time

[1:36:34] line was quite fast

[1:36:35] but I'm absolutely

[1:36:36] impressed with this

[1:36:39] group we really came

[1:36:41] together and I feel

[1:36:41] like we're very proud

[1:36:42] of the outcomes that

[1:36:44] we had as well. So

[1:36:45] just to kind of go over

[1:36:47] the process during the

[1:36:49] selection committee

[1:36:51] process back in APRIL.

[1:36:52] Trustees chose three

[1:36:54] members each to make up

[1:36:56] a full committee of 15

[1:36:57] members. This ad hoc

[1:36:58] committee once that

[1:37:00] was put together, our

[1:37:02] group quickly set out a

[1:37:05] schedule and from the

[1:37:05] school district, they

[1:37:07] put out a public ask

[1:37:08] for suggestions. This

[1:37:09] was through a google

[1:37:10] form that was put out

[1:37:12] and once we were kind

[1:37:13] of put into motion, we

[1:37:14] decided that we wanted

[1:37:16] to extend the deadline

[1:37:18] and extra week with

[1:37:19] that extension, we were

[1:37:20] able to increase the

[1:37:22] number of suggestions

[1:37:23] by quite a bit. Not

[1:37:25] only that wanted to

[1:37:27] make sure that there

[1:37:30] was a lot of cc staff

[1:37:31] and student

[1:37:32] involvement in this

[1:37:33] process as well, and

[1:37:34] what we ended up

[1:37:36] deciding to do was we

[1:37:38] actually asked the

[1:37:39] teachers to actually

[1:37:40] host a brainstorming

[1:37:41] activity for every

[1:37:42] single classroom. And

[1:37:44] then those students in

[1:37:45] those classrooms would

[1:37:46] submit whatever work

[1:37:47] they wanted to back to

[1:37:48] the committee. This

[1:37:49] all happened before we

[1:37:50] even began discussion

[1:37:51] of what we wanted to

[1:37:52] do with consideration

[1:37:54] of the name change. I

[1:37:55] thought that was we

[1:37:56] thought this was very

[1:37:57] important because we

[1:38:00] feel like the students

[1:38:01] MAY have felt like &

[1:38:02] they lost something in

[1:38:03] this process. And it

[1:38:04] was really valuable

[1:38:06] that they regained

[1:38:07] some ownership of this

[1:38:09] name change. And so we

[1:38:10] were vry fortunate to

[1:38:12] have a lot of

[1:38:13] participation from the

[1:38:14] students getting their

[1:38:16] input. Some of it

[1:38:17] funny, some of it was

[1:38:20] really good we had a

[1:38:21] great time looking

[1:38:22] over all the

[1:38:23] suggestions from the

[1:38:25] online google form. We

[1:38:28] had received 281

[1:38:28] suggestions. So if we

[1:38:30] look at the entire

[1:38:31] process, you know, we

[1:38:32] extended the deadline.

[1:38:34] We had an increase of

[1:38:35] suggestions through

[1:38:36] the deadline. And then

[1:38:38] we also got a lot of

[1:38:39] input from the

[1:38:41] community within the

[1:38:44] csc ce staff. And

[1:38:47] students was all set,

[1:38:48] we decided that we

[1:38:48] would start meeting

[1:38:49] and of course, this is

[1:38:51] all happening very

[1:38:52] quickly. We set out

[1:38:54] five meetings. Weekly

[1:38:55] and during that

[1:38:58] process. We made sure

[1:38:59] that we were able to

[1:39:02] all agree on core

[1:39:03] principles and values

[1:39:05] of the school before,

[1:39:06] again discussing the

[1:39:07] name changes and even

[1:39:08] looking at the list

[1:39:09] because we wanted to

[1:39:10] make sure we were all

[1:39:12] on the same page and

[1:39:13] once we agreed on those

[1:39:14] core principles and

[1:39:16] values then

[1:39:16] >> we sent out the

[1:39:18] entire list of all the

[1:39:18] recommendations and

[1:39:20] what the students did

[1:39:21] and it was quite a bit.

[1:39:22] It was a lot of

[1:39:23] suggestions, and I want

[1:39:23] to say we're very

[1:39:24] grateful for the

[1:39:25] community. For

[1:39:26] bringing in so many

[1:39:27] suggestions. We did

[1:39:29] take them all

[1:39:29] seriously, and we did

[1:39:30] do all of them as

[1:39:33] well. With that final

[1:39:35] process, we asked

[1:39:37] every a hoc committee

[1:39:38] member to make two

[1:39:40] final recommendations,

[1:39:41] which drastically

[1:39:43] shortened the list and

[1:39:43] our hope was that we

[1:39:45] could just have

[1:39:46] organic discussions

[1:39:47] and kind of bring it

[1:39:49] down to a narrowed

[1:39:50] down options. And it

[1:39:51] did. I think it also

[1:39:54] just highlights the

[1:39:56] amazing the amazing

[1:39:57] ability of this group

[1:39:58] to work together and

[1:39:58] work efficiently. We

[1:40:00] knew we had limited

[1:40:02] time and that we were

[1:40:02] all very respectful,

[1:40:04] even though at times

[1:40:06] there was tough

[1:40:07] deliberation of all the

[1:40:08] different topics and

[1:40:11] suggestions in the end

[1:40:13] we definitely found

[1:40:15] our camps and that is

[1:40:16] what you're going to

[1:40:17] see in these

[1:40:18] recommendations that we

[1:40:20] came down to two camps

[1:40:21] and two name

[1:40:22] recommendations. Those

[1:40:23] two recommendations

[1:40:25] are the first one,

[1:40:26] monaca elementary

[1:40:28] school and the second

[1:40:29] one is puede.

[1:40:31] Elementary school.

[1:40:32] Monaca elementary

[1:40:34] school received nine

[1:40:35] votes out of the 15.

[1:40:36] And si se puede.

[1:40:37] Elementary school

[1:40:38] received six votes out

[1:40:40] of the committee and

[1:40:41] so what we're going to

[1:40:42] do today is we're

[1:40:43] going to have a

[1:40:44] representative or

[1:40:44] representatives come

[1:40:46] from each of those

[1:40:48] groups going to

[1:40:49] present why they think

[1:40:51] this was a this is a

[1:40:53] good new name for the

[1:40:56] school with that I am

[1:40:59] going to call up

[1:41:01] alejandro gutierrez

[1:41:04] and antonio. Antonio

[1:41:05] gutierrez will be

[1:41:06] representing the

[1:41:07] elementary school side

[1:41:10] and then antonio

[1:41:11] delaware de. Delaware.

[1:41:13] Will. And christie

[1:41:14] lacroix. Dunbar will be

[1:41:15] representing the

[1:41:18] elementary school.

[1:41:19] Once we finished

[1:41:20] presenting will be

[1:41:21] time for all of you to

[1:41:23] ask the committee

[1:41:23] questions. The

[1:41:24] majority of us are

[1:41:26] here, but I also just

[1:41:28] want to say that I want

[1:41:29] to give a big thanks to

[1:41:30] the committee members.

[1:41:32] Lot of these folks are

[1:41:35] crazy busy and we made

[1:41:37] time every week.

[1:41:39] Change schedules and

[1:41:39] you know, made it

[1:41:41] happen. So that we

[1:41:43] could make this final

[1:41:43] recommendation. It was

[1:41:45] not easy and it did

[1:41:46] take a lot of efforts.

[1:41:47] So I want to &

[1:41:48] definitely recognize

[1:41:49] all the amazing

[1:41:51] committee members for

[1:41:56] doing this hard work

[1:41:57] all rght. So with

[1:41:58] that, I'm going to

[1:42:00] call up alejandro

[1:42:06] gutierrez

[1:42:08] >> good evening. My

[1:42:08] name is alejandro

[1:42:09] gutierrez. Like you

[1:42:10] mentioned a proud

[1:42:12] member of the renaming

[1:42:13] committee. Also a west

[1:42:14] davis elementary

[1:42:17] alumni. And chavez

[1:42:17] elementary alumni as

[1:42:19] well. And my son is a

[1:42:20] current student there

[1:42:21] as well. So I'm a very

[1:42:22] proud member of the

[1:42:23] community. My mother

[1:42:23] was also a teacher

[1:42:25] there for almost 30

[1:42:27] years. So huge so

[1:42:28] chavez elementary

[1:42:29] school was davis

[1:42:30] elementary school

[1:42:31] advocate. And part of

[1:42:33] our process like, like

[1:42:35] . Our friend here said

[1:42:37] is we to come up with a

[1:42:38] name that would

[1:42:39] represent the school

[1:42:40] and keep the legacy

[1:42:42] moving as dating back

[1:42:43] to the west elementary

[1:42:45] days. Where we hosted

[1:42:47] the del sol migrant

[1:42:48] students, which were

[1:42:48] some of my peers when I

[1:42:51] went to school, there

[1:42:53] 20 plus years ago, and

[1:42:55] the name in spanish,

[1:42:56] which keeps the

[1:42:57] identity of the school

[1:42:58] bilingual spanish

[1:42:59] immersion school

[1:43:00] monarch butterfly also

[1:43:03] resembles other just a

[1:43:04] great importance to

[1:43:06] our biome here as a

[1:43:06] species, a keystone

[1:43:07] species in our biome

[1:43:09] here and. Represents

[1:43:11] the migration of

[1:43:12] generations dating from

[1:43:13] mexico. You know, all

[1:43:13] the way towards

[1:43:14] canada, right? Northern

[1:43:16] north america. And so

[1:43:17] because was just

[1:43:17] resembles everything

[1:43:18] that we're about in

[1:43:20] this community. It

[1:43:21] aligns to the core

[1:43:24] values of being

[1:43:25] inclusive schools.

[1:43:27] Welcoming to everyone.

[1:43:28] And the monarch

[1:43:28] butterfly also is

[1:43:30] already vital into the

[1:43:30] hispanic community,

[1:43:31] like I said, and the

[1:43:34] name is in spanish,

[1:43:34] easy to pronounce. And

[1:43:35] we felt really strong

[1:43:36] about this name. It

[1:43:37] also keeps the legacy

[1:43:38] of the farmworker

[1:43:38] movement. We don't

[1:43:39] want to lose but we

[1:43:41] wanted to have a name

[1:43:42] that did not have a

[1:43:43] single division tied to

[1:43:45] it, but would be

[1:43:47] easily in both

[1:43:47] languages. So thank

[1:43:52] you.

[1:43:53] >> okay. And now we

[1:43:54] will have antonio and

[1:44:06] christi come up..

[1:44:07] >> hello. My name is

[1:44:09] antonio de la I want

[1:44:10] to start by thanking

[1:44:11] all of you for

[1:44:12] including me in the ad

[1:44:14] hoc committee. I was a

[1:44:15] student at cesar chavez

[1:44:16] elementary myself from

[1:44:18] k through sixth. In

[1:44:20] 2000 through 2006.

[1:44:21] Today, I am the

[1:44:21] communications

[1:44:22] director for the

[1:44:23] united farm workers I

[1:44:24] also do a lot of local

[1:44:25] work, both with the

[1:44:26] mexican american

[1:44:28] consiglio, county the

[1:44:29] yolo interfaith

[1:44:30] immigration network.

[1:44:31] For many years. Going

[1:44:33] back to when I was

[1:44:33] volunteering with ian

[1:44:35] while still a dj.

[1:44:36] Myself out at the

[1:44:37] madison migrant

[1:44:39] center. Ever since then

[1:44:41] and other immigrants in

[1:44:42] our community have

[1:44:45] often come to me for

[1:44:45] help with their

[1:44:46] challenges from facing

[1:44:47] eviction to

[1:44:48] experiencing wage

[1:44:49] theft to struggling to

[1:44:51] afford groceries. More

[1:44:52] recently, when ice

[1:44:53] detained an immigrant

[1:44:54] worker here in davis

[1:44:55] was through me that

[1:44:56] this family, which

[1:44:57] includes a current dj

[1:44:59] usd student was able to

[1:45:00] access the legal

[1:45:01] representation and the

[1:45:02] rental support that

[1:45:02] they have needed to

[1:45:04] endure this very

[1:45:05] difficult time also

[1:45:06] going to share that

[1:45:07] I'm currently

[1:45:08] organizing a farm in

[1:45:09] the davis area, where

[1:45:10] many of the workers who

[1:45:12] are complaining about

[1:45:12] ill treatment, unsafe

[1:45:14] conditions and poor

[1:45:15] wages are themselves

[1:45:17] parents of current dj

[1:45:18] students. For obvious

[1:45:19] reasons. I'm not going

[1:45:20] to say which farm but I

[1:45:22] will tell you that when

[1:45:23] we end our meetings, we

[1:45:25] say si se puede share

[1:45:26] this to emphasize just

[1:45:27] how deeply my life and

[1:45:30] my work have been

[1:45:30] shaped by the values

[1:45:31] and the history that I

[1:45:33] was taught at cesar

[1:45:34] chavez elementary as

[1:45:35] the son of immigrants

[1:45:37] and the grandson of

[1:45:38] bracero farmworker, it

[1:45:39] was actually still at

[1:45:41] our elementary school

[1:45:42] that I first heard

[1:45:42] anything about the

[1:45:43] united farm workers or

[1:45:44] the history of the

[1:45:45] farmworker movement, or

[1:45:48] who dolores huerta was

[1:45:49] just anything about the

[1:45:50] broader labor and

[1:45:51] immigration movements.

[1:45:52] And so the name of the

[1:45:53] school I went to

[1:45:54] really mattered to me

[1:45:56] and was the gateway

[1:45:57] for me to access a

[1:45:58] broader history that I

[1:45:59] was part of. And it

[1:46:00] helped place myself in

[1:46:02] a context of the

[1:46:02] history of the country

[1:46:03] that I was growing up

[1:46:04] in. Really important

[1:46:05] for any young person,

[1:46:06] especially for those

[1:46:08] of us who often feel

[1:46:08] like we're not sure

[1:46:10] where we really fit

[1:46:11] and so frankly,

[1:46:13] growing up in a, you

[1:46:14] know, what was then a

[1:46:15] spanish immersion, but

[1:46:15] still a predominantly

[1:46:17] white school, having

[1:46:18] the name of the school

[1:46:19] teach me something

[1:46:19] about my history and

[1:46:21] where I belonged was

[1:46:22] something that I

[1:46:22] really valued. And

[1:46:23] these were really the

[1:46:24] most important lessons

[1:46:26] I got anywhere in my

[1:46:27] usd. Education. And i

[1:46:28] try to live by this

[1:46:30] lesson every day. And

[1:46:31] so that's why I

[1:46:32] believe that si se

[1:46:33] puede. Elementary

[1:46:34] school is the best

[1:46:36] name for my old school

[1:46:38] is the name that most

[1:46:39] reflects the continued

[1:46:39] connection with the

[1:46:42] ufw and the broader

[1:46:44] movement generally se

[1:46:44] puede is a name with

[1:46:45] deep meaning in a

[1:46:46] number of our

[1:46:47] communities. I believe

[1:46:48] I just watched our

[1:46:50] next likely governor

[1:46:51] becerra, lead asi se

[1:46:52] puede chant on tuesday

[1:46:55] night. And si se puede

[1:46:57] is in itself a lesson

[1:46:58] and a life code. A

[1:46:59] refrain that any of us

[1:47:01] can come back to when

[1:47:02] times are tough and we

[1:47:04] need to keep going it

[1:47:05] is what best preserves

[1:47:06] the values and the

[1:47:07] history that we all

[1:47:08] agreed we need to

[1:47:08] preserve, and that it

[1:47:10] would be a tragedy to

[1:47:11] lose, and that is why,

[1:47:12] along with a number of

[1:47:14] my fellow volunteers

[1:47:14] for the renaming

[1:47:16] commission we feel

[1:47:17] that se elementary

[1:47:17] school is the best

[1:47:19] name we can offer in

[1:47:20] the hopes that it will

[1:47:21] inspire future

[1:47:22] generations of

[1:47:23] students to. Be

[1:47:23] servants for others

[1:47:24] and to use the

[1:47:24] language skills that

[1:47:26] they are being taught

[1:47:27] for the good o all

[1:47:28] and so thank you for

[1:47:31] your consideration.

[1:47:33] >> I'm christine.

[1:47:35] >> dunbar.

[1:47:36] >> I've been teaching

[1:47:38] for 30 years, 24 of

[1:47:41] them for davis at

[1:47:43] chavez elementary I

[1:47:45] love my job. It's a

[1:47:46] privilege and a

[1:47:47] responsibility. Every

[1:47:48] day to get to

[1:47:49] facilitate and

[1:47:51] encourage discovery

[1:47:52] future citizens and

[1:47:54] model positivity and

[1:47:56] as I continue, as I

[1:47:57] consider my future

[1:48:00] with the retirement,

[1:48:02] somewhere out there.

[1:48:04] At cesar chavez

[1:48:05] elementary I get. So I

[1:48:07] get very excited about

[1:48:09] calling our schools as

[1:48:10] elementary school. I

[1:48:11] think what a great

[1:48:12] idea that our school

[1:48:13] name in and of itself

[1:48:15] says, yes, we can.

[1:48:16] It's built into the

[1:48:18] very fabric or the

[1:48:19] title of our school.

[1:48:21] We. It it references.

[1:48:22] It refers to

[1:48:23] empowerment

[1:48:24] motivation, and social

[1:48:26] instability. Having the

[1:48:29] name si se puede as my

[1:48:30] said, recognizes.

[1:48:32] Latino and indigenous

[1:48:34] workers it's a symbol.

[1:48:35] It's symbolic of

[1:48:36] empowerment. Taking a

[1:48:37] stand for basic human

[1:48:39] rights. It inspires

[1:48:39] students to look

[1:48:41] beyond their own

[1:48:42] report cards and

[1:48:43] consider how they can

[1:48:45] use their education to

[1:48:46] improve their

[1:48:46] communities and stand

[1:48:48] up for others a school

[1:48:50] named si se puede. Are

[1:48:51] reclaims cultural

[1:48:52] identity fostering

[1:48:54] unity and spaces where

[1:48:56] voices were once

[1:48:56] historically or

[1:48:58] currently silenced, or

[1:48:59] discriminated against.

[1:49:00] What a beautiful gift

[1:49:01] to offer to an entire

[1:49:02] school community. Kids

[1:49:04] and adults. The

[1:49:05] opportunity to

[1:49:07] advocate for inclusion

[1:49:09] and representation the

[1:49:11] si se puede. Spirit

[1:49:12] encapsulates what it

[1:49:13] takes to give extra

[1:49:15] effort in general, and

[1:49:16] working along. When

[1:49:17] we're working outside

[1:49:17] of our language,

[1:49:18] comfort zone as

[1:49:19] bilingual learners, as

[1:49:21] are the students are at

[1:49:23] chavez. Using si se

[1:49:24] puede in our everyday

[1:49:25] language, including

[1:49:26] the school name

[1:49:27] hardwires, a growth

[1:49:29] mindset. Children

[1:49:30] naturally face

[1:49:31] challenges at school.

[1:49:33] Academics social

[1:49:33] emotional and. Here we

[1:49:34] are telling them you

[1:49:37] got this si se puede.

[1:49:38] Even your school name

[1:49:40] says so se puede. In

[1:49:41] general fosters a

[1:49:42] culture of

[1:49:43] collaboration. It

[1:49:44] teaches that success is

[1:49:46] a shared journey.

[1:49:48] Including empathy and

[1:49:49] teamwork. Inside the

[1:49:50] classroom and also in

[1:49:53] the broader world acts

[1:49:55] as an active verbal

[1:49:56] contract between

[1:49:57] teachers, students,

[1:49:59] parents loudly

[1:50:00] declares that

[1:50:02] regardless of one's

[1:50:02] socioeconomic

[1:50:03] background, learning

[1:50:04] differences, or

[1:50:06] starting point school

[1:50:08] firmly believes we.

[1:50:09] For. I firmly believe

[1:50:11] we firmly believe in

[1:50:12] your capacity to

[1:50:14] achieve greatness.

[1:50:15] Thank you for alowing

[1:50:16] me to be part of this

[1:50:17] committee. I tip my hat

[1:50:19] to everybody who

[1:50:20] participated in it and

[1:50:21] to our fearless

[1:50:24] leader, edgar, and it

[1:50:25] was. It was it was

[1:50:26] many things. It was

[1:50:29] enlightening it was

[1:50:29] shaping. And I

[1:50:31] appreciate the

[1:50:31] opportunity to be a

[1:50:32] part of it. Si se

[1:50:37] puede..

[1:50:38] >> very good. Before

[1:50:41] we move on to perhaps

[1:50:43] trustee comments or

[1:50:44] questions, I have a

[1:50:46] couple of cards here

[1:50:48] for public comment.

[1:50:50] Starting with number

[1:51:13] 95.

[1:51:14] >> good evening.

[1:51:18] Jackson gara mmbers of

[1:51:20] the school board and

[1:51:21] superintendent

[1:51:22] bassett. My name is

[1:51:27] morgan I applied to do

[1:51:28] this, I'm not quite

[1:51:29] sure what exactly I

[1:51:30] was thinking when I did

[1:51:33] that, but done this in

[1:51:36] a while. And with. Try

[1:51:39] something, you know.

[1:51:41] Night we went through

[1:51:42] to introduced

[1:51:44] ourselves. My

[1:51:45] introduction was that

[1:51:47] when wife and I had

[1:51:49] actually met across the

[1:51:51] street. Starting

[1:51:53] seventh grade in 1969.

[1:51:54] So the fact that we're

[1:51:56] sitting there in my

[1:51:58] old elementary school.

[1:52:00] Junior high brought

[1:52:02] horror to ideas. You

[1:52:03] know what happened? I

[1:52:05] found my old locker

[1:52:06] area, that kind of

[1:52:09] thing. But when they

[1:52:11] started going through

[1:52:12] their background of

[1:52:13] why they were doing

[1:52:16] this, why they applied

[1:52:19] I was like I was so

[1:52:23] going no way I can

[1:52:23] participate in

[1:52:25] something like this.

[1:52:26] And as I explained to

[1:52:27] them, you know, my

[1:52:29] background was when I

[1:52:31] was in high school.

[1:52:32] Very close friend of

[1:52:35] mine who also did ap

[1:52:37] government and social

[1:52:38] studies. And he's also

[1:52:39] a student council

[1:52:41] advisor was a guy

[1:52:44] named bob ross the

[1:52:46] fame was that his

[1:52:49] father was senior

[1:52:52] taught huerta. And

[1:52:53] cesar chavez that many,

[1:52:56] many years ago. Union

[1:52:57] organizing the other

[1:52:58] thing we did was my

[1:52:59] friend mark grossman,

[1:53:02] who is antonio's

[1:53:05] predecessor was help

[1:53:10] organize te ufw to go

[1:53:15] to to go on. Election

[1:53:16] night or election

[1:53:17] morning very early in

[1:53:18] the morning to get out

[1:53:20] the vote targeted

[1:53:21] assembly districts that

[1:53:23] we were working on and

[1:53:24] we kept running into

[1:53:26] chavez and the ufw

[1:53:28] there getting back to

[1:53:33] you know this whole

[1:53:35] experience, I on

[1:53:37] number of boards over

[1:53:41] the yars. And by far

[1:53:43] this has been sch a

[1:53:44] pleasure getting to

[1:53:46] know all of them. And,

[1:53:48] you know, just one on

[1:53:51] one as well as you know

[1:53:53] is just been such an

[1:53:54] incredible two months,

[1:53:55] experience edgar and I

[1:53:57] have been joking. Have

[1:53:59] similar backgrounds. I

[1:54:01] did my undergraduate

[1:54:02] work in political

[1:54:03] science and asian

[1:54:05] american studies. Very

[1:54:06] similar to what edward

[1:54:08] had but at the same

[1:54:09] time, it's just an

[1:54:10] absolute delight to.

[1:54:12] Thank you all for

[1:54:13] thank you.

[1:54:19] >> thank you. Number

[1:54:41] 40. My name is adam.

[1:54:41] >> jacob

[1:54:42] >> and first o all,

[1:54:42] I'd like to thank you

[1:54:43] >> for the opportunity

[1:54:44] for letting me speak

[1:54:46] and I'd like to thank

[1:54:47] the renaming committee

[1:54:48] for all their hard

[1:54:49] work sure. I'm sure it

[1:54:51] was a lot I have a

[1:54:54] daughter who is in

[1:54:56] first grade currently

[1:54:58] chavez, and son who I

[1:54:59] hope can start

[1:55:01] kindergarten there in

[1:55:04] another year or in fall

[1:55:04] 2027. Anyway, what I

[1:55:07] wanted to say. Well,,

[1:55:10] first, before I share

[1:55:12] my exact thought on

[1:55:13] which name I like

[1:55:15] better there were

[1:55:16] there were a few

[1:55:17] families that had

[1:55:20] talked to me. Who felt

[1:55:21] like it went. The

[1:55:22] process went perhaps a

[1:55:23] little fast, and they

[1:55:23] wished that they had

[1:55:25] had more opportunity to

[1:55:27] contribute and be part

[1:55:29] of choosing a name for

[1:55:29] the school, which, you

[1:55:30] know, affects

[1:55:31] everyone, affects all

[1:55:33] of us. I don't think

[1:55:34] that it could be

[1:55:35] feasible somehow to

[1:55:37] have everyone vote and

[1:55:39] contribute, but was

[1:55:40] that sentiment that I

[1:55:41] wanted to let the board

[1:55:42] know that, you know w

[1:55:43] wish that more people

[1:55:44] could have been

[1:55:45] involved in, you

[1:55:46] choosing a name, which

[1:55:49] is very important

[1:55:51] anyway. As for which of

[1:55:51] the two names that I

[1:55:53] like I want to say that

[1:55:55] my daughter loves the

[1:55:56] fact that her school

[1:55:58] mascot is the lobos or

[1:56:00] amazing. And you know,

[1:56:01] the wolf is the

[1:56:02] favorite animal of my

[1:56:03] son. And I think that

[1:56:05] it would be kind of

[1:56:06] sad for them to lose

[1:56:07] that mascot in addition

[1:56:10] to losing any which is

[1:56:11] a big change. This is &

[1:56:12] going to be hard on the

[1:56:14] kids. So for that

[1:56:16] reason, I like the

[1:56:17] elementary school.

[1:56:18] Name better because

[1:56:19] then at least they can

[1:56:19] keep their mascot,

[1:56:21] which is like a nce

[1:56:22] bit of annuity for all

[1:56:24] the children that's all

[1:56:25] I wanted to say. Thank

[1:56:27] you so much

[1:56:29] >> thank you for

[1:56:33] comments. And so now

[1:56:34] we'll have board.

[1:56:35] Comments and

[1:56:36] questions. We'll start

[1:56:38] with trustee ischemia

[1:56:43] greenwald

[1:56:45] >> I want to begin by

[1:56:46] saying thank you so

[1:56:48] much to those who

[1:56:50] participated in the

[1:56:51] subcommittee spent a

[1:56:52] lot of time away from

[1:56:53] their families, from

[1:56:55] other activities that

[1:56:55] you could have been

[1:56:57] doing to do this. It

[1:56:59] just shows your love

[1:57:01] of the community of the

[1:57:02] school and your

[1:57:03] commitment and so

[1:57:04] really can't thank you

[1:57:07] enough and you know, I

[1:57:09] saw these I'm curious

[1:57:10] can't do interaction

[1:57:11] with members of the

[1:57:13] public, but I hadn't

[1:57:14] thought about that. I

[1:57:16] wonder if those lobos

[1:57:17] elementary ever came

[1:57:19] up. But anyways.

[1:57:22] Talking about these

[1:57:23] two. Gotta be honest,

[1:57:25] I like both of them. I

[1:57:30] mean se puede we all

[1:57:33] know I unos dias unos

[1:57:37] los gritos sorry. I'm

[1:57:39] you know we'd be

[1:57:40] chanting at a rally

[1:57:41] or. And you you asked

[1:57:44] you shout, you know

[1:57:45] puede and what do you

[1:57:46] respond? Si se puede.

[1:57:49] You know it's it's an

[1:57:50] affirmation. Just like

[1:57:53] antonio explained is an

[1:57:58] affirmation. That

[1:58:00] through the struggles

[1:58:01] and I'm sorry, I did

[1:58:02] emotional. I come from

[1:58:04] a family of farm

[1:58:05] workers through the

[1:58:07] struggle through the

[1:58:09] fights, the fights for

[1:58:10] justice. Fights for

[1:58:11] justice in the fields,

[1:58:15] for workers for basic

[1:58:19] needs. Water to use.

[1:58:22] Yours. Good pay that

[1:58:24] in spite of all that

[1:58:26] si se puede it can be

[1:58:29] done if we stick

[1:58:30] together. If we work

[1:58:31] hard, we can achieve

[1:58:34] it. So it's not just a

[1:58:35] phrase I'm sorry. I'm

[1:58:36] getting emotional.

[1:58:39] This is my roots. It's

[1:58:40] not just a phrase.

[1:58:41] It's a very. For those

[1:58:43] of you that know come

[1:58:44] from the community. And

[1:58:50] antonio it's has deep

[1:58:51] meaning and so it's

[1:58:52] not just a phrase si

[1:58:56] se puede a part of you.

[1:58:57] It's prt of the

[1:58:58] community. And not

[1:59:00] just the latino

[1:59:01] community, but those

[1:59:03] that know, the

[1:59:04] bilingual community,

[1:59:06] those interested in, in

[1:59:08] bilingual education.

[1:59:10] And so it's, it's very

[1:59:11] emotional. I really

[1:59:13] is so I apologies, I

[1:59:13] didn't even know that

[1:59:14] was going to happen.

[1:59:16] My apologies. And then

[1:59:19] the other name, wanaka

[1:59:21] is beautiful. Because

[1:59:22] as you all know, the

[1:59:24] monarch butterfly.

[1:59:27] Mean, the, the history

[1:59:28] of the monarch

[1:59:30] butterfly and the, the

[1:59:31] travels of the monarch

[1:59:33] butterfly and the

[1:59:34] beauty of the monarch

[1:59:35] butterfly that is just &

[1:59:36] an absolutely

[1:59:38] beautiful name hard to

[1:59:39] choose between the two.

[1:59:42] And I really am. Fine

[1:59:44] with either one, but I

[1:59:46] think I lean a little

[1:59:48] towards puede.

[1:59:50] Elementary for just

[1:59:53] what it means history

[1:59:57] of the and just the

[2:00:04] notes. The. You know

[2:00:05] perseverance

[2:00:06] determination and

[2:00:07] those are the things

[2:00:09] that we want to

[2:00:10] instill in our

[2:00:11] students. Regardless of

[2:00:13] what school they go to

[2:00:14] those are some values

[2:00:15] that I think that we

[2:00:16] want to instill in our

[2:00:18] children. And that we

[2:00:19] have in this district.

[2:00:20] So for that reason, I

[2:00:21] lean a little more

[2:00:22] towards si se puede,

[2:00:23] but I'm fine with

[2:00:24] either one. They're

[2:00:25] both beautiful names.

[2:00:28] Thank you

[2:00:29] >> me. Trustee

[2:00:30] d'annunzio

[2:00:33] >> for you thank you

[2:00:34] for that. I appreciate

[2:00:37] that. Very much.

[2:00:38] Trustee. And I

[2:00:39] appreciate your

[2:00:40] statements and I think

[2:00:41] that honesty and the

[2:00:42] lived experience that

[2:00:44] we bring to the dais is

[2:00:45] important. So you

[2:00:47] shouldn't apologize for

[2:00:48] that. I think it's

[2:00:52] fabulous. Yeah, I.

[2:00:52] You spoke more

[2:00:53] eloquently than I

[2:00:54] would have, but I'm

[2:00:55] I'm with you. I think

[2:00:56] first off, thank you

[2:00:58] for the committee. I am

[2:00:59] interested in if. MR.

[2:01:01] Wong chen really is

[2:01:02] fearless. Because if

[2:01:04] so, we could use you

[2:01:05] in the future for sure. &

[2:01:06] so we MAY have you on

[2:01:12] other committees.. I

[2:01:14] know norby is

[2:01:14] fearless, but that

[2:01:16] might for different

[2:01:18] reasons I really

[2:01:19] grateful for. This is

[2:01:21] hard work, right? And

[2:01:21] hopefully there was

[2:01:22] some joy in the hard

[2:01:24] work for you all

[2:01:26] because you are

[2:01:28] helping a really

[2:01:29] important decision and

[2:01:30] sometimes we think,

[2:01:31] well, you know, it's

[2:01:32] just a name, but it

[2:01:34] isn't. There's so much

[2:01:35] emotion and connection

[2:01:37] in all of our schools,

[2:01:38] but I think especially

[2:01:39] our elementary schools

[2:01:41] and especially cesar

[2:01:45] chavez elementary and

[2:01:47] so really grateful for

[2:01:48] your work. I think

[2:01:49] both names are

[2:01:51] beautiful and

[2:01:51] appropriate and, and

[2:01:53] it's a very for me.

[2:01:54] Personally would be

[2:01:55] very hard to choose.

[2:01:57] But if I were to lean,

[2:02:00] I think puede wuld be

[2:02:01] would be where I lean,

[2:02:02] but I would be

[2:02:04] thrilled and happy

[2:02:05] with either of the

[2:02:06] names for, for our

[2:02:09] school

[2:02:12] >> right. Trustee

[2:02:12] >> you, PRESIDENT

[2:02:15] Jackson. I share my

[2:02:17] fellow trustees.

[2:02:18] Thanks for the

[2:02:20] committee and really

[2:02:21] acknowledge the short

[2:02:21] timeline that you

[2:02:25] worked in and it was

[2:02:27] true for of love for

[2:02:27] our community and for

[2:02:29] the school community

[2:02:31] and our families for

[2:02:31] these to step forward

[2:02:32] and bring your

[2:02:33] expertise and your

[2:02:35] very viewpoints into a

[2:02:36] room and to get this

[2:02:37] done so quickly, so we

[2:02:39] knew that the ask was a

[2:02:41] big ask. And then when

[2:02:41] you brought these two

[2:02:42] recommendations, I was

[2:02:43] blown away. I was so

[2:02:44] impressed. I really,

[2:02:45] really wanted to

[2:02:48] express my gratitude I

[2:02:52] definitely am so to

[2:02:53] have input from a

[2:02:54] committee and your

[2:02:55] committee with large

[2:02:57] majority voted for

[2:02:58] monarca elementary. So

[2:03:00] that's the that is the

[2:03:01] name that resonates

[2:03:03] with me and in my

[2:03:05] small survey of one

[2:03:05] sister chavez that I

[2:03:07] have access to this

[2:03:08] afternoon, which is my

[2:03:09] granddaughter, I asked

[2:03:12] her and she preferred

[2:03:13] monarca and she said to

[2:03:23] me. She doesn't read

[2:03:24] the board agenda. She

[2:03:25] said to me, I know

[2:03:26] we're keeping the

[2:03:27] lobo. And I said,

[2:03:28] yeah. And she said, so

[2:03:28] if there's a

[2:03:29] butterfly, could we

[2:03:30] have the butterfly

[2:03:31] land on the wolf? I'm

[2:03:32] not kidding. I loked

[2:03:34] at her and I was like,

[2:03:37] what and I was just

[2:03:38] really like, so she

[2:03:39] already. And she's

[2:03:39] kind of an artistic

[2:03:42] kid. She likes to draw

[2:03:43] already had that in

[2:03:44] that vision. And so I

[2:03:46] was like, okay. And I

[2:03:48] mean, I have to say so

[2:03:49] that just made me like

[2:03:51] it to me was very

[2:03:51] confirming. But

[2:03:53] especially just wanted

[2:03:54] to confirm the work of

[2:03:54] the committee. You

[2:03:56] were the folks who sat

[2:03:56] in the room and saw the

[2:03:57] whole list and saw all

[2:03:58] the conversations in

[2:03:59] the different names.

[2:04:00] And this is

[2:04:02] recommendation. So not

[2:04:03] having been part of

[2:04:03] that and having seen

[2:04:04] both reports, and I'm

[2:04:06] not by any means saying

[2:04:07] is not a good name, and

[2:04:10] it is a very powerful

[2:04:10] raises powerful

[2:04:11] imagery. It's a

[2:04:12] powerful message. And I

[2:04:12] think that message

[2:04:14] would still stay

[2:04:15] because this school

[2:04:17] will still always have

[2:04:19] the latinx ad mexican

[2:04:20] experience as part of

[2:04:21] the school community.

[2:04:24] My granddaughters

[2:04:24] grandparents, both were

[2:04:25] farm workers. That's in

[2:04:27] our family as well. So

[2:04:28] that is still part of

[2:04:29] the experience that

[2:04:30] that I think that any

[2:04:31] name would bring

[2:04:32] because this is just

[2:04:33] the culture that's

[2:04:34] there. But being able

[2:04:35] to incorporate the

[2:04:37] monarch butterfly in

[2:04:37] the dia de los

[2:04:38] muertos, which is such

[2:04:40] a beautiful event

[2:04:41] that's at the school.

[2:04:43] I just in my mind

[2:04:43] envision these

[2:04:44] beautiful butterflies

[2:04:45] painted down the

[2:04:47] hallways of the school

[2:04:49] and the imagery of

[2:04:49] butterflies being such

[2:04:52] a transformative and

[2:04:54] kind of out of this

[2:04:54] cocoon into this

[2:04:56] beautiful thing to me,

[2:04:57] was very, very moving.

[2:04:58] I have to admit, when I

[2:04:59] read it the first time,

[2:05:00] superintendent

[2:05:01] preview. I got chills.

[2:05:04] I was like guys, I

[2:05:04] never thought of it.

[2:05:05] And I thought of a lot

[2:05:06] of things every night.

[2:05:07] I was like, thinking of

[2:05:09] all the good, the bad

[2:05:11] I will say that your

[2:05:15] former davis teachers

[2:05:17] association.

[2:05:18] PRESIDENT, victor

[2:05:19] suggested bad bunny

[2:05:23] elementary, and I said

[2:05:25] still alive. So. So

[2:05:27] the future still is to

[2:05:27] be determined, right?

[2:05:28] Somewhere off in the

[2:05:29] future, maybe there'll

[2:05:30] be a bad bunny but for

[2:05:33] now. This, this spoke

[2:05:34] to me in a way that

[2:05:35] was very meaningful.

[2:05:38] But but committee's

[2:05:38] recommendations, I just

[2:05:39] really want to honor

[2:05:39] the work of the

[2:05:41] committee. It doesn't

[2:05:42] mean that you didn't

[2:05:43] come up with two great

[2:05:43] names. And I think

[2:05:44] there is a way to

[2:05:46] incorporate the

[2:05:52] messaging into a..

[2:05:53] Oh, I just want to

[2:05:54] thank you because it

[2:05:56] was when we set the

[2:05:57] timeline. So

[2:05:58] aggressively, I was

[2:05:59] worried because we had

[2:06:00] so many things from

[2:06:01] community, so many

[2:06:03] ideas millions of

[2:06:04] ideas and you guys

[2:06:04] really did some

[2:06:06] amazing work. So I

[2:06:06] think that you will

[2:06:08] leave such a legacy in

[2:06:09] our community and

[2:06:11] whatever name gets

[2:06:11] chosen. I think it's

[2:06:14] going to honor this.

[2:06:17] The latinx, latinx

[2:06:18] experience I

[2:06:19] definitely have my

[2:06:21] favorite. So thank you

[2:06:22] >> right. Trustee

[2:06:24] moon.

[2:06:25] >> thank you.

[2:06:27] >> you to every.

[2:06:27] >> single one of you

[2:06:29] that stood up, raised

[2:06:33] their hand the know

[2:06:35] the ask to come and

[2:06:36] spend two months.

[2:06:38] Wrangling schedules.

[2:06:40] But I also really

[2:06:41] appreciated that you

[2:06:42] went back to the

[2:06:43] school and you went

[2:06:44] back to the students

[2:06:45] and that you shared

[2:06:47] that you had them all

[2:06:47] brainstorm and come up

[2:06:49] with ideas. And so you

[2:06:50] really did that extra

[2:06:51] reach out, even though

[2:06:52] they had to an online

[2:06:53] thing. We all know not

[2:06:54] everyone does the

[2:06:56] online thing. So it

[2:06:57] was such to me, like, I

[2:06:58] felt like we had made &

[2:06:59] such an incredible

[2:07:01] choice of, of people

[2:07:03] in our community. That

[2:07:04] actually understood

[2:07:05] what it meant to

[2:07:06] really get voices in

[2:07:07] there. So I want to

[2:07:08] thank you for that so

[2:07:11] much also want, you

[2:07:12] know, to recognize

[2:07:13] that I have received a

[2:07:15] few emails just today

[2:07:16] about some concerns

[2:07:20] over the name monarca

[2:07:21] could someone I, I

[2:07:23] don't speak any

[2:07:27] spanish. I, I admit.

[2:07:27] So if one of you would

[2:07:28] be open to just kind

[2:07:30] of sharing with me

[2:07:31] just like I think some

[2:07:33] of the concerns was

[2:07:35] that is also monarchy

[2:07:37] as well. But I don't

[2:07:38] know because I

[2:07:39] literally don't know.

[2:07:40] So if one of you would

[2:07:40] be can I have them

[2:07:41] come up and just share

[2:07:42] a little bit about

[2:07:43] that? Would that be

[2:07:44] okay?

[2:07:45] >> excellent.

[2:07:46] >> I just, I just need

[2:07:47] a

[2:07:47] >> yeah, if we just,

[2:07:48] just have maybe a

[2:07:49] minute or so to

[2:07:49] comment.

[2:07:50] >> yeah, just a minute

[2:07:51] or so to answer that

[2:08:00] question for me.

[2:08:04] >> I thanks question

[2:08:05] and thank you for

[2:08:06] sharing that. Input

[2:08:08] that you've from the

[2:08:12] community I think..

[2:08:14] Traditionally, the

[2:08:18] monarchy. Word is

[2:08:21] monarchy is quite &

[2:08:23] different from

[2:08:23] monarchy. I think

[2:08:26] monarca can refer to

[2:08:27] the monarch. Which is

[2:08:29] why it's the monarch

[2:08:31] butterfly. But

[2:08:32] monarchy

[2:08:36] >> is..

[2:08:39] >> okay. So the is that

[2:08:40] helpful

[2:08:40] >> that is so helpful.

[2:08:42] Thank you so much. I

[2:08:43] really appreciate te

[2:08:44] learning too.

[2:08:44] >> yeah. No.

[2:08:44] >> great. Because I

[2:08:45] didn't want to

[2:08:46] >> use adiscussion.

[2:08:48] >> that we did have.

[2:08:50] Okay okay. So that

[2:08:52] concern we is why I

[2:08:52] go.

[2:08:53] >> okay. Perfect.

[2:08:55] Thank you so, so much.

[2:08:55] I knew that my ai was

[2:08:57] not going to help me

[2:09:00] on.. So I appreciate

[2:09:04] that. So when I read

[2:09:05] the report. I think it

[2:09:09] was last friday. I was

[2:09:10] blown away by the

[2:09:12] monarca because to me,

[2:09:14] butterflies represent

[2:09:16] resiliency the ability

[2:09:19] to find hope and joy.

[2:09:20] And I love that you

[2:09:21] had already thought

[2:09:23] about the low lobos

[2:09:24] and putting the

[2:09:25] butterfly on the nose

[2:09:28] of the of the wolf. And

[2:09:29] so I was really just

[2:09:30] blown away by it. And

[2:09:34] I love tat means a

[2:09:37] lot understanding from

[2:09:39] my understanding from

[2:09:40] different community

[2:09:40] members that I've

[2:09:41] talked to gone to

[2:09:43] chavez in the past, I

[2:09:44] that si se puede is

[2:09:45] already the slogan for

[2:09:47] the school and so

[2:09:49] it's, it kind of just

[2:09:50] enriches that in my

[2:09:52] mind. And. One of the

[2:09:54] alums of the school

[2:09:55] who's about 23 or 24

[2:09:58] right now shared that.

[2:09:59] Monarca is the choice

[2:09:59] that she would have

[2:10:01] gone with as well. And

[2:10:02] that she really felt

[2:10:03] like the si se puede

[2:10:04] and the monarca kind

[2:10:06] of like work together.

[2:10:07] So well and really

[2:10:08] just uplifted in many

[2:10:10] ways. So thank you

[2:10:11] again. Thank you for

[2:10:12] your time. Thank you

[2:10:13] for your just

[2:10:14] commitment and

[2:10:15] intentionality in this

[2:10:16] process for sharing

[2:10:17] some learning with me

[2:10:20] as well. Thank you..

[2:10:21] >> all right. And I'd

[2:10:23] like just to add to

[2:10:24] that again, my own

[2:10:25] thanks to to you all.

[2:10:26] Many of you in the

[2:10:27] audience who served on

[2:10:30] the committee. It's

[2:10:31] you know, it's a, it's

[2:10:33] a sacred duty. Or

[2:10:37] task. And, and to mr.

[2:10:40] edgar wong chen for

[2:10:40] heading. What could

[2:10:41] have could have been,

[2:10:43] you know, possibly

[2:10:45] divisive. But he, he

[2:10:47] did it with with a lot

[2:10:49] of and and so I

[2:10:51] appreciate that. You

[2:10:52] know, my my own sense.

[2:10:54] I was just I too, when

[2:10:56] I saw the was thinking

[2:11:00] was that would that be

[2:11:01] confused for being, you

[2:11:02] know, the monarch and

[2:11:03] then I think maybe I

[2:11:04] think of it, I just

[2:11:06] said, well, if it was

[2:11:06] hypothetical, I mean,

[2:11:07] I'm not suggesting we

[2:11:09] do this, but if I were

[2:11:11] going to call

[2:11:12] elementary I think

[2:11:13] probably I would tend

[2:11:14] to think o probably

[2:11:15] it's the butterfly. As

[2:11:17] opposed to, you know

[2:11:19] calling it monarch as

[2:11:20] that seemed weird. So I

[2:11:23] think I think part of

[2:11:25] that is just the

[2:11:26] context that the

[2:11:28] monarch butterfly is

[2:11:29] indigenous to

[2:11:31] california. So you see

[2:11:34] it. I don't know.

[2:11:35] Necessarily how

[2:11:36] indigenous it is to

[2:11:38] other countries in

[2:11:39] latin america. I know

[2:11:40] there's reference to

[2:11:42] to, to mexico, but.

[2:11:43] You know, I don't know

[2:11:44] that it's necessarily

[2:11:46] indigenous to many

[2:11:48] other countries think

[2:11:51] I too could go. I tend

[2:11:54] to lean for monarca in

[2:11:55] part because that was

[2:11:56] the majority. And I

[2:11:58] also think it's a very

[2:12:00] interesting. Metaphor.

[2:12:02] That's. That's that's

[2:12:04] made available to to,

[2:12:06] to represent the

[2:12:09] school ad I guess my

[2:12:12] sense too is I would

[2:12:13] perhaps you could

[2:12:14] respond, edgar or

[2:12:17] somebody was the

[2:12:19] intent for monarca to,

[2:12:21] to be a mascot or was

[2:12:23] it just solely just

[2:12:25] the name just the name

[2:12:28] yeah. Okay. Okay.

[2:12:30] Yeah. So I, I mean, I,

[2:12:32] I guess also read some

[2:12:33] comments and we heard a

[2:12:34] public comment about

[2:12:35] concerns that this was

[2:12:37] choosing somehow a

[2:12:41] mascot. So I, I sense

[2:12:43] that from, from just

[2:12:44] listening to the board

[2:12:45] that we're good with

[2:12:47] the choices. No one

[2:12:49] wanted to go outside.

[2:12:51] We maybe just take a

[2:12:52] >> think about that

[2:13:00] bunny or just..

[2:13:02] >> will form a

[2:13:04] subcommittee of one.

[2:13:08] Okay. Could we maybe

[2:13:09] to to formalize it?

[2:13:11] Can we just take a a

[2:13:12] roll call of, of our

[2:13:12] choices?

[2:13:12] >> yeah. I think you

[2:13:13] should take a motion

[2:13:15] and a. Motion

[2:13:20] >> a motion that we

[2:13:25] name this elementary

[2:13:26] monarca. Elementary

[2:13:27] >> second.

[2:13:27] >> okay. It's been

[2:13:29] moved by trustee

[2:13:30] escamilla greenwald and

[2:13:32] seconded by vice

[2:13:34] PRESIDENT Dara. All in

[2:13:34] favor?

[2:13:35] >> i

[2:13:38] >> any opposed? Any

[2:13:38] abstentions? All

[2:13:39] right. So we have a

[2:14:01] new name for monarca

[2:14:02] >> I

[2:14:03] >> jackson would would

[2:14:05] you consider a brief

[2:14:06] recess?

[2:14:07] >> was going to

[2:14:08] suggest that we're

[2:14:09] about due for a bio

[2:14:11] break and recess.

[2:14:12] Let's

[2:14:13] >> johnson, before we

[2:14:14] take the real quick, I

[2:14:15] just wanted to make a

[2:14:17] comment that and I

[2:14:18] know this discussion

[2:14:19] will go on, but know,

[2:14:20] we were talking about

[2:14:22] how to incorporate the

[2:14:24] two. Maybe as they do

[2:14:25] the signage and all

[2:14:28] that. Maybe somehow

[2:14:30] the si se puede could

[2:14:32] be either painted on a

[2:14:33] wall or you know,

[2:14:35] somehow to include

[2:14:35] that because I know it

[2:14:37] was a part of your

[2:14:38] process. And we really

[2:14:39] want to show respect

[2:14:41] and thank you for both

[2:14:42] names that came up.

[2:14:43] Thank you so much.

[2:14:44] That's all.

[2:14:44] >> all right. We'll

[2:14:48] take a recess of tn

[2:19:49] minutes.

[2:20:20] >> la a.. La buy one

[2:20:32] MR.. La la la I d see

[2:20:48] seriously la....

[2:21:19] Heard.. I I la know..

[2:21:32] Heart.. Soul. On...

[2:21:37] I give myself to see

[2:21:47] .. My one and only..

[2:22:25] I won't...

[2:22:26] >> not going to happen

[2:22:28] much more that's been

[2:22:29] true for decades. My

[2:22:32] name from what is

[2:22:34] music. Jazz that have a

[2:22:37] public radio in very

[2:22:38] important. I did not

[2:22:39] start at the beginning

[2:22:40] at some point that

[2:22:41] message of if you want

[2:22:43] this to stay, you need

[2:22:45] to support it. And

[2:22:46] very happy to do that.

[2:22:48] And public radio for

[2:22:50] our community now have

[2:25:27] a radio for

[2:25:27] >> right, we're back

[2:25:31] in session. So that

[2:25:35] was a bit of a happy

[2:25:37] agenda item. We moved

[2:25:41] to.. Nine b mobile

[2:25:43] device policy update.

[2:25:43] And we'll begin this

[2:25:45] item with

[2:25:46] superintendent best.

[2:25:47] >> yeah. Thank you,

[2:25:48] PRESIDENT Jackson.

[2:25:49] Since it's 9:00 and

[2:25:50] we're on item two. We

[2:25:52] are going are going to

[2:25:53] move as expeditiously

[2:25:55] through the many items

[2:25:57] we have remaining so

[2:25:59] let me hand over this

[2:26:00] presentation to

[2:26:01] executive directors.

[2:26:02] Thompson. And duffy to

[2:26:04] give you an update

[2:26:06] about planning for

[2:26:06] implementation. This

[2:26:08] coming year thank you.

[2:26:09] Superintendent. Good

[2:26:10] evening, PRESIDENT

[2:26:10] Jackson.

[2:26:11] >> and members of the

[2:26:12] board.

[2:26:13] >> as requested by

[2:26:14] this board, executive

[2:26:15] director duffy and I

[2:26:16] return to you tonight

[2:26:18] to discuss steps taken

[2:26:19] to plan out the

[2:26:21] implementation of a way

[2:26:22] for the day for mobile

[2:26:23] devices at our senior

[2:26:25] high schools. This

[2:26:25] presentation will

[2:26:27] highlight the outreach

[2:26:28] research and

[2:26:29] collaborative design

[2:26:30] is currently taking

[2:26:32] place with students

[2:26:32] certificated and

[2:26:33] classified staff

[2:26:36] inside administrators.

[2:26:37] Sound implementation

[2:26:38] begins with structured

[2:26:40] listening over the

[2:26:41] past month, our senior

[2:26:42] high school mobile

[2:26:44] device implementation

[2:26:45] implementation teams

[2:26:46] and having been

[2:26:47] engaged in a

[2:26:48] deliberate process of

[2:26:49] research and

[2:26:50] consultation. We've

[2:26:52] conducted outreach to

[2:26:53] districts currently

[2:26:54] implementing

[2:26:55] comparable policies and

[2:26:56] from the research

[2:26:57] literature on

[2:26:58] adolescent device use

[2:26:59] and academic

[2:27:01] engagement. We

[2:27:01] collaborated

[2:27:03] extensively with ste

[2:27:03] administrators and

[2:27:04] senior high school

[2:27:06] staff to surface what

[2:27:07] conditions are

[2:27:08] necessary for

[2:27:10] consistent equitable

[2:27:11] implementation and we

[2:27:12] sought direct student

[2:27:13] voice visiting

[2:27:14] classrooms at davis

[2:27:14] senior high school to

[2:27:16] hear from students

[2:27:17] themselves about what

[2:27:19] they anticipate, what

[2:27:20] concerns them, and

[2:27:21] what support they

[2:27:21] believe that they will

[2:27:25] need implementation

[2:27:25] framework is grounded

[2:27:26] in our district's

[2:27:27] commitment to a

[2:27:29] multi-tiered system of

[2:27:31] support for mtss this

[2:27:32] is not simply a

[2:27:33] framework for academic

[2:27:34] intervention. It is a

[2:27:35] structure for

[2:27:36] supporting the whole

[2:27:37] student, including the

[2:27:38] behavioral and social

[2:27:39] emotional competencies

[2:27:40] that make learning

[2:27:42] possible habitual

[2:27:44] device bhavior

[2:27:44] requires more than

[2:27:46] just a rule. It

[2:27:47] requires clear and

[2:27:48] compelling rationale

[2:27:49] communicated to

[2:27:51] students, staff, and

[2:27:53] families. It requires

[2:27:55] tier one universal

[2:27:55] expectations so that

[2:27:57] every student

[2:27:58] experience.

[2:27:59] Experiences the policy

[2:28:00] consistently

[2:28:01] regardless of which

[2:28:02] teacher or classroom

[2:28:05] they are in requires

[2:28:06] tier two and tier

[2:28:06] three supports for

[2:28:07] students who need

[2:28:08] additional structure,

[2:28:11] support meet those

[2:28:12] expectations. I will

[2:28:13] also add that this

[2:28:14] approach directly

[2:28:16] advances our graduate

[2:28:17] profile. When we

[2:28:18] reduce distraction and

[2:28:20] restore intentional

[2:28:21] focus to the learning

[2:28:22] environment we are

[2:28:23] investing in. Students

[2:28:24] capability to think

[2:28:26] critically, engage

[2:28:27] collaboratively.

[2:28:29] Engage

[2:28:30] collaboratively, and

[2:28:31] develop the

[2:28:32] self-direction and

[2:28:32] resilience that

[2:28:35] defined graduate we've

[2:28:37] worked with site staff,

[2:28:37] this last month, teams

[2:28:39] have been planning for

[2:28:40] how to implement this

[2:28:41] new policy, focusing

[2:28:43] primarily on classroom

[2:28:45] expectations and

[2:28:45] enforcement. It is

[2:28:46] commonly agreed upon

[2:28:48] that school sites have

[2:28:49] consistent, clear

[2:28:50] expectations across

[2:28:51] classrooms and

[2:28:52] prevalent signage,

[2:28:53] making policy

[2:28:54] implementation and

[2:28:55] consequences clear

[2:28:56] senior high school

[2:28:56] teachers voted to

[2:28:58] implement the practice

[2:29:00] of students storing

[2:29:00] phones and backpacks

[2:29:01] while on campus and in

[2:29:03] class. Some would. Some

[2:29:04] teachers would prefer a

[2:29:05] classroom storage

[2:29:05] system and

[2:29:06] implementation

[2:29:07] implementation team

[2:29:08] will continue working

[2:29:09] towards a consistent

[2:29:09] practices and

[2:29:10] communication for the

[2:29:11] start of the school

[2:29:12] year at da vinci

[2:29:13] senior high teachers

[2:29:13] prefer that students

[2:29:14] do not have access to

[2:29:15] their phones during

[2:29:16] class and will have

[2:29:17] students check phones

[2:29:18] into a box or pouch at

[2:29:19] the beginning of each

[2:29:21] class period. Teams

[2:29:21] emphasize that

[2:29:23] consistent enforcement

[2:29:23] will be the key to

[2:29:25] this policy, being

[2:29:26] implemented

[2:29:27] successfully, and

[2:29:27] discuss at length how

[2:29:28] to intervene if a

[2:29:29] student decides to use

[2:29:30] a device without

[2:29:31] permission during

[2:29:33] class occurs, tachers

[2:29:34] will direct students to

[2:29:34] put the device in a

[2:29:36] locked box in the

[2:29:37] classroom.

[2:29:37] Administration will

[2:29:38] develop an efficient

[2:29:39] way to submit the

[2:29:41] referral and campus

[2:29:42] supervisors will sweep

[2:29:44] classrooms for phones.

[2:29:45] If confiscated, phones

[2:29:46] will be retrieved from

[2:29:47] the office at the end

[2:29:48] of the school day,

[2:29:50] with interventions to

[2:29:51] the student continue to

[2:29:52] struggle with adhering

[2:29:54] to the policy

[2:29:54] implementation will

[2:29:55] require a partnership

[2:29:56] between classroom

[2:29:57] teachers, site staff

[2:29:59] and administration.

[2:30:00] Staff emphasized that

[2:30:01] timely communication

[2:30:02] with students and

[2:30:03] families will be

[2:30:03] important to helping

[2:30:05] shift behavior and

[2:30:06] progressive

[2:30:06] consequences,

[2:30:07] including a parent or

[2:30:08] guardian picking up a

[2:30:09] phone and supports

[2:30:11] such as phone pouches

[2:30:11] for students

[2:30:12] struggling with the

[2:30:13] policy. With a

[2:30:14] calibrated electronic

[2:30:15] referral process.

[2:30:16] Administration can also

[2:30:18] review data on who and

[2:30:19] where infractions are

[2:30:20] most occurring to

[2:30:21] develop individual and

[2:30:23] systemic interventions

[2:30:24] when possible, and

[2:30:26] appropriate the biggest

[2:30:27] organizational shift at

[2:30:28] this policy change is

[2:30:29] the expectation that

[2:30:30] high school students do

[2:30:31] not have access to

[2:30:32] during lunch, and

[2:30:33] passing periods. We are

[2:30:35] not going to monitor

[2:30:36] device as they leave

[2:30:37] campus for lunch or

[2:30:37] traveling between

[2:30:39] school sites and the

[2:30:39] work of defining the

[2:30:40] physical boundaries of

[2:30:42] wind phones cannot be

[2:30:45] used as well as the

[2:30:45] timing of enforcement.

[2:30:47] Given that students are

[2:30:48] in different class

[2:30:49] schedules and MAY be on

[2:30:49] campus for

[2:30:50] extracurricular

[2:30:50] activities after their

[2:30:51] school day ends, is

[2:30:52] still to be

[2:30:54] determined. We will

[2:30:54] also be establishing

[2:30:56] clear expectations for

[2:30:57] staff on enforcement

[2:30:57] during these

[2:30:59] unstructured times. For

[2:30:59] example, teachers will

[2:31:00] not be asked to

[2:31:01] confiscate phones

[2:31:02] between classes on a

[2:31:03] prep time or dring

[2:31:05] their lunch and we

[2:31:07] need to be pragmatic in

[2:31:08] how much campus

[2:31:08] supervisors can

[2:31:09] enforce at these

[2:31:11] times. Given a ratio

[2:31:11] of one supervisor to

[2:31:13] over 300 students. And

[2:31:14] listening to students,

[2:31:15] this will be a major

[2:31:16] shift in expectation

[2:31:17] for them we will need

[2:31:18] to engage with them on

[2:31:20] how to shift this

[2:31:21] historic culture to

[2:31:22] less device use on

[2:31:23] campus, and what kinds

[2:31:24] of engaging activities

[2:31:25] such as games and

[2:31:26] clubs, would help them

[2:31:27] resist temptation to

[2:31:28] get on a device at

[2:31:31] school. But work will

[2:31:32] continue over the

[2:31:33] summer break to be

[2:31:33] ready for

[2:31:35] implementation on

[2:31:35] AUGUST 25th. We will

[2:31:36] continue to engage

[2:31:37] with site

[2:31:37] implementation teams,

[2:31:38] including

[2:31:39] administration

[2:31:41] teachers and staff

[2:31:42] staff at the senior

[2:31:43] high schools to

[2:31:44] clarify some of the

[2:31:45] logistics of campus

[2:31:47] monitoring systems and

[2:31:48] staff messaging for

[2:31:49] the start of school.

[2:31:50] We'll also be planning

[2:31:52] for staff trainings at

[2:31:52] the first meetings

[2:31:53] prior to the start of

[2:31:56] school, and purchasing

[2:31:58] distributing signs.

[2:31:59] Other supplies needed

[2:32:01] for policy enforcement

[2:32:02] staff will work to

[2:32:03] revise administrative

[2:32:04] regulations for board

[2:32:05] approval by the fall

[2:32:06] and we will work with

[2:32:07] our public information

[2:32:08] office to push out

[2:32:09] clear communications

[2:32:10] about this policy

[2:32:12] change for the start of

[2:32:14] the 2627 school year

[2:32:15] will include education

[2:32:16] on the rationale

[2:32:18] behind policy changes

[2:32:18] responses to

[2:32:19] frequently asked

[2:32:20] questions and

[2:32:21] direction on how to

[2:32:21] communicate with

[2:32:22] students on campus

[2:32:25] when needed. But this

[2:32:26] concludes our update on

[2:32:27] implementation of the

[2:32:28] mobile device policies

[2:32:28] we welcome any

[2:32:29] thoughts, question and

[2:32:33] direction.

[2:32:38] >> all right.. Have

[2:32:40] one. Public comment.

[2:32:41] On this item, and

[2:32:53] that's number 84.

[2:32:53] >> hello board

[2:32:54] members. Happy spring.

[2:32:55] Hope you're all doing

[2:32:56] well. My name is jared

[2:32:57] hippler, tacher and

[2:32:59] digital health and

[2:33:01] addiction specialist

[2:33:02] so I know there's a lot

[2:33:04] of intricacies that go

[2:33:05] into a smart device

[2:33:06] policy. It's not easy.

[2:33:07] There's a lot that

[2:33:08] goes into it, but I

[2:33:10] just to reiterate that

[2:33:13] the number one factor

[2:33:14] of successful, smart

[2:33:16] device policies. I

[2:33:18] that the phone is not

[2:33:20] on the student's

[2:33:22] person.. Jonathan

[2:33:23] hite, who wrote the

[2:33:24] anxious generation fig.

[2:33:25] Leaders. He said if

[2:33:26] it's still on the

[2:33:27] person's their

[2:33:28] backpack, it could be

[2:33:29] practically useless as

[2:33:31] far as policies go,

[2:33:35] it's just too tempting

[2:33:37] you know, an alcoholic

[2:33:38] and you say you can't

[2:33:39] drink, but you could

[2:33:40] carry around a flask

[2:33:41] in your backpack all

[2:33:43] day it's just too

[2:33:46] tempting and also, I

[2:33:47] mean, you could have

[2:33:49] all the signs that you

[2:33:51] want in the

[2:33:51] classrooms, but if we

[2:33:52] allow them to have

[2:33:53] their personal smart

[2:33:55] device on them. I feel

[2:33:56] that teachers are just

[2:33:57] going to have the same

[2:33:58] issues that they have

[2:33:59] now you know, am I

[2:34:00] going to take the

[2:34:02] phone discipline him,

[2:34:03] go through that

[2:34:03] rigamarole, or do I'm

[2:34:05] just going to throw my

[2:34:07] hands up and and give

[2:34:09] up on it. So I also

[2:34:11] want to remind you that

[2:34:12] the state will help

[2:34:14] cover costs for going

[2:34:15] phone free, since now

[2:34:18] is a state law money

[2:34:19] the state can cver

[2:34:21] that so I just want to

[2:34:23] implore you to please

[2:34:24] make sure that

[2:34:25] whatever policy goes

[2:34:27] forward that that

[2:34:29] number one factor is on

[2:34:29] there. And then we

[2:34:32] build from that around

[2:34:34] that thank you very

[2:34:36] much for your time.

[2:34:39] >> thank you.

[2:34:41] >> so trustee comments

[2:34:43] and questions wants to

[2:34:48] start?? Go ahead

[2:34:49] >> want to say thank

[2:34:51] you so much for all

[2:34:52] the the work you've

[2:34:56] done on this know it

[2:35:00] was it was a lot. And

[2:35:00] there's going to be

[2:35:02] some. I don't want to

[2:35:02] say trial and error,

[2:35:04] but as you said, you

[2:35:05] know, when when

[2:35:07] students come back and

[2:35:08] we we have this

[2:35:09] implemented, we'll

[2:35:09] work on it in the

[2:35:10] summer. And then

[2:35:12] implemented students

[2:35:13] start again. It'll be a

[2:35:14] new thing for students

[2:35:15] that are here this

[2:35:16] year and come back

[2:35:17] next year. But, you

[2:35:18] know, just like all

[2:35:21] change it takes time

[2:35:23] and once they see that

[2:35:24] we're serious about

[2:35:25] it. I think it'll be

[2:35:28] much easier to again

[2:35:29] say thank you so much

[2:35:33] for all your work..

[2:35:34] >> yeah. Thank you

[2:35:37] thank you both for for

[2:35:38] the work. And I know

[2:35:41] we put you in a bit of

[2:35:43] a challenging

[2:35:43] situation with the

[2:35:45] short timeline and a

[2:35:47] lot of work and many

[2:35:48] constituencies to

[2:35:51] engage with and so

[2:35:51] thank you for not

[2:35:53] throwing your hands up

[2:35:54] and not saying too

[2:35:59] many expletives sure

[2:35:59] three things that I'd

[2:36:01] like to focus on for a

[2:36:02] couple of minutes. One

[2:36:04] is just a recognition

[2:36:05] and compliment of

[2:36:08] leveraging mtss we as a

[2:36:08] district have really

[2:36:10] done a phenomenal job

[2:36:12] of learning how that

[2:36:14] can help you know,

[2:36:15] really think through

[2:36:16] how to best address

[2:36:18] the specific needs of

[2:36:19] specific students and

[2:36:22] so candidly, when we

[2:36:22] were doing the preview

[2:36:23] and I heard that was

[2:36:24] your approach, I was

[2:36:26] really impressed

[2:36:26] because it's something

[2:36:28] our teachers are

[2:36:28] familiar with and

[2:36:30] comfortable with

[2:36:31] invested heavily in

[2:36:32] training. It's a geat

[2:36:33] model. And so you

[2:36:34] really deserve a lot

[2:36:36] of credit for for that

[2:36:37] and as opposed to

[2:36:39] trying to invent it

[2:36:40] entirely. New approach

[2:36:41] and admittedly, you're

[2:36:41] going to have to

[2:36:42] stretch from all the

[2:36:43] things. But I thought

[2:36:45] that was just

[2:36:47] phenomenal. Second is

[2:36:50] a question for you is,

[2:36:53] you know, I think

[2:36:55] consistency is is, is a

[2:36:57] concern. Right. And

[2:36:58] that that we've been

[2:36:59] clear about the policy

[2:37:01] and implementation is,

[2:37:04] you know, is of

[2:37:04] challenging. But I

[2:37:06] think if our students

[2:37:08] and our teachers and

[2:37:11] other staff know

[2:37:11] consistency in how

[2:37:13] it's being delivered

[2:37:14] it's not perfect,

[2:37:15] we'll feel like we're

[2:37:16] heading in the right

[2:37:17] direction. So have

[2:37:19] thoughts on how we're

[2:37:20] going to address the

[2:37:22] challenges

[2:37:26] consistency.

[2:37:28] >> I mean, it's at

[2:37:29] high school for

[2:37:31] example there's strong

[2:37:32] contingency that that

[2:37:34] are okay with the

[2:37:34] backpack kind of that,

[2:37:36] that support of like

[2:37:37] 80, 85% since they

[2:37:38] will, they will, they

[2:37:39] will follow the policy

[2:37:40] and they'll, they'll

[2:37:41] be students that need

[2:37:43] support that you know,

[2:37:44] to, to do it, you know,

[2:37:46] to, to go along with

[2:37:48] it. So as far as it's &

[2:37:49] going to be a lot more

[2:37:51] building consensus and

[2:37:52] talking with teachers

[2:37:52] and getting them, you

[2:37:54] know, really all to buy

[2:37:56] in and committed to, to

[2:37:57] following the same

[2:37:58] policy whether, you

[2:38:00] know, whether that's

[2:38:00] it's, I think it's

[2:38:01] definitely, like I

[2:38:01] said, in the

[2:38:02] enforcement and

[2:38:03] whether, you know,

[2:38:04] people are responding,

[2:38:04] if they see a phone in

[2:38:06] class and they respond

[2:38:07] in this, you know, this

[2:38:08] way of putting it in a

[2:38:08] lockbox, and they if

[2:38:09] they feel that

[2:38:10] support, I think

[2:38:11] that's going to be the

[2:38:12] key is that that they

[2:38:13] feel that support and

[2:38:14] that follow through and

[2:38:15] that consistency also

[2:38:16] in how they're

[2:38:17] supported by

[2:38:18] administration things

[2:38:19] are communicated

[2:38:20] clearly to parents, t

[2:38:22] students, and that they

[2:38:22] see. One of the

[2:38:23] frustrations, I think,

[2:38:23] with the with the

[2:38:24] current was there

[2:38:25] wasn't a way to

[2:38:27] compile like if it

[2:38:27] happened in first

[2:38:28] period and second

[2:38:28] period, it was like

[2:38:30] two. It you know, it

[2:38:30] was two different

[2:38:31] fractions not

[2:38:32] necessarily being you

[2:38:33] know collated and say,

[2:38:33] well, the students

[2:38:34] clearly having a

[2:38:34] trouble over the

[2:38:36] school day. So we need

[2:38:36] to, to, you know,

[2:38:37] continue to follow, you

[2:38:40] know, more stronger

[2:38:40] interventions, whether

[2:38:41] it's conversations

[2:38:42] with the student, you

[2:38:43] know, whatever, you

[2:38:44] know, whatever they

[2:38:44] need. So I think, you

[2:38:45] know, it's that

[2:38:46] consistency is going

[2:38:47] to have to come from

[2:38:48] the fall through the

[2:38:49] enforcement and, you

[2:38:50] know, I think when

[2:38:50] teachers see that,

[2:38:51] they'll be they'll feel

[2:38:52] they'll feel more

[2:38:53] confident. I think

[2:38:55] being able to it. And,

[2:38:56] you know, enforce it in

[2:38:58] their classrooms.

[2:39:00] >> thank you. And then

[2:39:01] my last question, at

[2:39:02] least for the moment,

[2:39:06] is think we we have

[2:39:07] done a great job

[2:39:08] across the district

[2:39:08] over the last couple

[2:39:09] of years in

[2:39:10] implementing our

[2:39:13] strategic plan ad

[2:39:13] implementing

[2:39:16] measurement and

[2:39:17] objective fact based

[2:39:19] data so I, I know we

[2:39:21] gave you an hour to do

[2:39:23] all this work but do

[2:39:24] you have thoughts on

[2:39:25] how we're going to

[2:39:27] measure our progress?

[2:39:27] Because I think we're

[2:39:29] all going to I suspect

[2:39:30] all of us are going to

[2:39:31] be like, we know

[2:39:32] there's, there's going

[2:39:34] to be a process to

[2:39:36] evolve this the way to

[2:39:36] evolve it in

[2:39:37] thoughtful way is to

[2:39:39] collect meaningful

[2:39:40] data and then be able

[2:39:42] to examine it. So can

[2:39:43] you share your

[2:39:44] thoughts on what and

[2:39:45] how we will collect

[2:39:47] data on this

[2:39:47] >> I'm.

[2:39:49] >> happy to. One of the

[2:39:51] ways that we collect

[2:39:52] data, you know, for

[2:39:53] for policy

[2:39:54] infractions, those are

[2:39:55] going to go into our

[2:39:56] student information

[2:39:57] system. And that data

[2:39:58] feeds directly into

[2:39:59] our dashboard. And

[2:40:01] that will be one of the

[2:40:02] elements that I think

[2:40:03] is going to be very

[2:40:03] important for

[2:40:05] everybody to look at

[2:40:07] at key benchmark

[2:40:08] points after the first

[2:40:09] two months of the

[2:40:11] policy, and then second

[2:40:12] semester. That we have

[2:40:14] to do so. That being

[2:40:16] part of just the just

[2:40:18] the kind of the

[2:40:19] measurement and check

[2:40:20] ins, you know, for

[2:40:21] that hard data to look

[2:40:22] at the numbers and

[2:40:24] also anecdotal about

[2:40:25] you know, how teachers

[2:40:27] are responding to the

[2:40:28] situations where they

[2:40:29] encounter some kind of

[2:40:30] power struggle and

[2:40:32] what you know are made

[2:40:33] for that. So that, and

[2:40:34] I think, you know,

[2:40:36] broader strategic plan

[2:40:37] wise, you know, I think

[2:40:38] there's work to be

[2:40:38] done in future years

[2:40:39] for our strategic plan

[2:40:41] to add in some

[2:40:42] elements around this

[2:40:43] that we're going to be

[2:40:43] thinking about this

[2:40:47] year. So so yeah.

[2:40:48] >> if I could just

[2:40:49] follow up, I don't

[2:40:51] know superintendent

[2:40:51] allen, if you wanted to

[2:40:53] say something. I think

[2:40:54] what I would offer is

[2:40:55] that what we have

[2:40:57] learned is when adult

[2:40:58] behavior changes.

[2:40:59] That's how we see the

[2:41:00] student outcomes

[2:41:01] changing. So I have a

[2:41:02] great interest also in

[2:41:04] just tracking that

[2:41:06] teacher and staff

[2:41:06] perception on the

[2:41:08] alignment because as

[2:41:09] they described, this is

[2:41:10] going to have to be go

[2:41:11] through some cycles of

[2:41:12] critique and revise

[2:41:13] what's working. We

[2:41:14] need to talk to our

[2:41:14] students. We need to

[2:41:14] see where the hot

[2:41:16] spots are and adjust

[2:41:17] accordingly because

[2:41:18] it's a huge shift. We

[2:41:19] can't expect to get

[2:41:20] your first draft

[2:41:21] perfect.

[2:41:22] >> and

[2:41:22] >> so.

[2:41:23] >> oh yeah, I'm just

[2:41:24] going to, you know,

[2:41:25] leaning into the way

[2:41:26] we implement pbis or

[2:41:27] elementary and junior

[2:41:28] high schools with this

[2:41:29] use a system called

[2:41:30] swiss where, when

[2:41:31] there's an infraction

[2:41:32] or minor, minor

[2:41:32] infraction, that's not

[2:41:33] just like who the

[2:41:34] student is, but where

[2:41:35] it happened, what time

[2:41:37] of day classroom it is.

[2:41:38] So so we're not there

[2:41:39] yet, but if we can get

[2:41:40] to a place where we

[2:41:40] can start monitoring

[2:41:41] that kind of thing, we

[2:41:42] can we can like look

[2:41:43] at systemic changes.

[2:41:44] Like we, we see that

[2:41:46] this passing period or

[2:41:48] it has more issues in

[2:41:48] this one. And so what

[2:41:50] are we change in the

[2:41:50] system or this, this

[2:41:52] spot of campus so that

[2:41:53] kind of thing. So

[2:41:53] that's kind of where

[2:41:54] I'm thinking we need to

[2:41:55] evolve if we're going

[2:41:56] to use data to really

[2:41:57] change the system to,

[2:41:58] to support students.

[2:41:59] Yeah. That's fair.

[2:41:59] >> and I &

[2:42:00] >> know you'll figure

[2:42:01] it out, but I, you

[2:42:02] know, there's data and

[2:42:03] there's absence of

[2:42:03] data too, right? If

[2:42:05] we're only looking

[2:42:06] infractions, we MAY be

[2:42:07] missing the you know,

[2:42:07] there are times where

[2:42:08] there should have been

[2:42:10] infractions you know,

[2:42:12] so I would encourage us

[2:42:13] to think about an early

[2:42:14] and often measurement,

[2:42:16] whether that's

[2:42:16] conversations in focus

[2:42:18] groups with teachers or

[2:42:20] however we do it that

[2:42:21] we are actively

[2:42:23] seeking, especially in

[2:42:23] the first few months,

[2:42:26] you know looking for

[2:42:27] data in the holes, the

[2:42:28] gaps we'll get data on

[2:42:30] how many infractions

[2:42:30] and when do they happen

[2:42:32] and what that I'm not

[2:42:33] suggesting there, but

[2:42:34] there's other things

[2:42:35] that are, you know,

[2:42:36] maybe at the next

[2:42:37] level or absence, you

[2:42:38] know, gaps in the data

[2:42:40] that MAY tell us

[2:42:41] exactly important

[2:42:42] things thank you.

[2:42:43] Thank you for this.

[2:42:45] And thank you jackson.

[2:42:46] Sure.

[2:42:49] >> sure. Steven..

[2:42:50] >> thank you so much

[2:42:51] for this work. And I

[2:42:53] know it was fast and I

[2:42:56] know it was furious.

[2:42:58] Can we go back to the

[2:42:59] implementation cart

[2:43:03] piece??

[2:43:04] >> that one. Yeah.

[2:43:04] >> implementation

[2:43:08] details are I really

[2:43:09] appreciate what went

[2:43:11] into it. And I know

[2:43:11] that there's going to

[2:43:13] be challenges in the

[2:43:15] implementation. And the

[2:43:16] first year, not going

[2:43:17] to be perfect. We're

[2:43:18] not looking for I

[2:43:21] mean, we can't expect

[2:43:23] 100% perfection or

[2:43:24] following of the, the

[2:43:25] new policy, but I

[2:43:27] really appreciate like

[2:43:29] setting the

[2:43:30] expectations. And I'm

[2:43:32] wondering how we're

[2:43:33] looking wondering at

[2:43:35] how we're looking at

[2:43:37] the education for

[2:43:38] parents because mean,

[2:43:40] there is a lot of

[2:43:42] parents. Know power in

[2:43:44] that kind of

[2:43:45] happening. So how are

[2:43:46] we looking at that

[2:43:46] from kind of like

[2:43:48] maybe a holistic

[2:43:50] perspective?

[2:43:50] >> I can start at a

[2:43:53] high level in that in

[2:43:55] the fall, we have

[2:43:55] many, many kind of

[2:43:56] parent engagement

[2:43:57] events b sites. And I

[2:43:58] think what we want to

[2:43:59] do is make sure that

[2:44:00] our sites are

[2:44:00] calibrated on what

[2:44:01] they're sharing with

[2:44:02] parents and not

[2:44:03] starting with the

[2:44:03] punitive. What happens

[2:44:04] with the infraction,

[2:44:05] but starting with a

[2:44:06] really strong

[2:44:07] foundation of how we

[2:44:08] got here, why we're

[2:44:09] doing this and why

[2:44:10] it's the best interest

[2:44:11] of learning and

[2:44:13] students health so my

[2:44:14] expectation is that

[2:44:14] we're going to be

[2:44:15] creating some

[2:44:16] materials that then are

[2:44:17] sites are going to be

[2:44:19] able to modify to their

[2:44:20] own context, but that

[2:44:21] creates a shared

[2:44:23] message. And then I

[2:44:24] again. When when we

[2:44:25] follow the teacher's

[2:44:27] lead teachers are more

[2:44:28] trusted than any one of

[2:44:29] us coming to bck to

[2:44:31] school night, giving a

[2:44:32] spiel. And so we

[2:44:32] really need to support

[2:44:34] the teachers with that

[2:44:35] same information so

[2:44:35] that they can talk

[2:44:36] about what's happening

[2:44:37] in their classroom.

[2:44:39] But also communicate

[2:44:40] that we care about

[2:44:41] their students. We see

[2:44:42] them, we want them to

[2:44:43] learn. And this is one

[2:44:44] of the supports that

[2:44:46] we're putting in place

[2:44:47] perfect.

[2:44:48] >> are we going to be

[2:44:49] able to like partner

[2:44:50] maybe with david

[2:44:52] parent called? David

[2:44:56] parent yeah. Thank

[2:44:59] you. David.

[2:45:00] University. Like maybe

[2:45:02] hosting some learning

[2:45:03] sessions or something.

[2:45:04] >> yes. We're already

[2:45:05] in several

[2:45:06] >> different

[2:45:06] conversations. There's

[2:45:07] some of that happening

[2:45:10] now. In the community,

[2:45:10] in smaller groups. And

[2:45:12] I think our goal is to

[2:45:14] have some ones that

[2:45:14] are sort of large

[2:45:15] scale, like davis

[2:45:16] parent university.

[2:45:18] That's sort of general

[2:45:19] information. Maybe

[2:45:20] something that's a

[2:45:21] little more targeted

[2:45:23] and longer term for

[2:45:24] those who are looking

[2:45:25] to go a little deeper.

[2:45:26] And then support for

[2:45:27] those who are really

[2:45:27] those parents who are

[2:45:30] really struggling to

[2:45:31] whether it's change of

[2:45:32] behavior or set of

[2:45:34] behavior. And so I

[2:45:34] think just like we're

[2:45:35] doing with students,

[2:45:36] we have that some

[2:45:37] things are good for

[2:45:38] all, some things are

[2:45:38] good for some. And

[2:45:39] then there's things

[2:45:40] you need to do for just

[2:45:42] a few. I think just

[2:45:43] really speaking we're

[2:45:43] going to need to

[2:45:45] partner to make that a

[2:45:48] reality.

[2:45:50] >> that's fantastic. I

[2:45:50] really appreciate it. I

[2:45:51] know this is a lot of

[2:45:57] work and I know that I

[2:45:59] been really adamant

[2:45:59] about this work that

[2:46:00] needs to be done in

[2:46:02] this area. And so I

[2:46:03] really, truly have so

[2:46:05] much gratitude for all

[2:46:06] of you that were a

[2:46:07] part of it. So thank

[2:46:10] you..

[2:46:11] >> all right.

[2:46:16] >> did that trustee..

[2:46:17] >> first of all, thank

[2:46:18] you for this report

[2:46:19] and thank you for the

[2:46:19] fast turnaround. I

[2:46:21] know you got a quick

[2:46:22] decision and then had

[2:46:23] to start thinking

[2:46:25] about fall. So I want

[2:46:26] to commend the work

[2:46:27] that's been done so

[2:46:30] far. And I trustee

[2:46:32] said using the

[2:46:33] framework, I think is a

[2:46:34] really appropriate

[2:46:35] approach. So I

[2:46:35] appreciate that. I know

[2:46:37] our job is not

[2:46:37] implementation, but I

[2:46:38] have to say, as we have

[2:46:39] the conversation, I

[2:46:39] kept thinking

[2:46:40] implementation

[2:46:40] implementation, how

[2:46:41] will this happen? So I

[2:46:43] really appreciate you

[2:46:44] and I was thinking a

[2:46:46] little bit about with

[2:46:49] the existing law that

[2:46:50] teachers do have the

[2:46:51] ability to have

[2:46:53] students utilize their

[2:46:56] phones at times. For

[2:46:57] coursework photo

[2:46:59] record something, do

[2:46:59] whatever. And so that

[2:47:01] will still be teacher

[2:47:03] is that correct?

[2:47:04] >> yes, it is.

[2:47:04] >> okay. So we would

[2:47:06] want students at some

[2:47:07] times it would be

[2:47:08] appropriate for a

[2:47:08] student to have access

[2:47:09] to their phone, not

[2:47:11] for social media or

[2:47:12] for texting, but to do

[2:47:14] work in the classroom

[2:47:15] >> of the calibration

[2:47:16] is kind of what those

[2:47:17] guidelines are and what

[2:47:18] types of activities

[2:47:19] and it would be

[2:47:20] appropriate to say to

[2:47:21] our code, is it

[2:47:22] checking canvas? It's

[2:47:23] it's not it's not,

[2:47:24] hey, we're done. You

[2:47:25] have five minutes. Go

[2:47:26] ahead and use your

[2:47:27] phone. You know, type

[2:47:28] activity. Yeah, sure.

[2:47:29] Sure.

[2:47:30] >> yeah. So I was

[2:47:30] thinking a bit about

[2:47:31] that and trying to

[2:47:32] figure out kind of that

[2:47:32] balance because I'm

[2:47:33] sure there'll be some

[2:47:34] teachers who prefer a

[2:47:35] screen free classroom

[2:47:36] in which case this

[2:47:37] policy would support

[2:47:38] that. And then for

[2:47:38] those who feel like

[2:47:39] it's a tool, they would

[2:47:41] be allowed by state

[2:47:42] law to, to utilize

[2:47:46] them.. Was thinking

[2:47:48] about smartwatches

[2:47:49] that been is that kind

[2:47:50] of addressed in this,

[2:47:50] or are you thinking

[2:47:51] more along phones?

[2:47:52] Because I think there's

[2:47:54] so ubiquitous

[2:47:56] smartwatches and those

[2:47:57] that are more savvy

[2:47:59] than I can probably use

[2:47:59] on. I could talk into

[2:48:00] my phone, but by the

[2:48:01] time I'm trying to

[2:48:02] poke a message out,

[2:48:04] it's I've lost my

[2:48:05] patience. You know,

[2:48:06] after about three

[2:48:08] sentences. So I'm just

[2:48:08] thought about that?

[2:48:10] Because I know I'm

[2:48:11] currently I'll just

[2:48:13] say talking to my

[2:48:14] third grade

[2:48:14] granddaughter, kids in

[2:48:16] the district are

[2:48:16] receiving apple

[2:48:17] watches like as gifts

[2:48:18] from their parents.

[2:48:19] You know, fun,

[2:48:20] exciting, big moment

[2:48:21] in your life. I guess

[2:48:22] and, and it was viewed

[2:48:23] maybe as sort of like

[2:48:24] a not quite a phone,

[2:48:25] but something. So I

[2:48:25] think we have a lot, as

[2:48:27] I look at students lot

[2:48:28] of smartwatches. So

[2:48:30] how do we plan to

[2:48:33] monitor and sort of

[2:48:34] deal with that.

[2:48:35] >> so I can

[2:48:35] >> speak to that. The,

[2:48:37] the broad policy that

[2:48:38] that you approved of

[2:48:40] does address mobile

[2:48:41] devices, which under

[2:48:42] that umbrella includes

[2:48:43] a couple of things.

[2:48:44] When we draft the

[2:48:45] administrative

[2:48:46] regulations, we are

[2:48:48] going to highlight and

[2:48:53] put in earbuds.

[2:48:56] Watches and any other

[2:48:56] device that's coming

[2:48:58] down the pipeline from

[2:49:00] our friends down in the

[2:49:00] silicon valley,

[2:49:02] because we are facing

[2:49:06] a you know, a era of

[2:49:06] every six months.

[2:49:08] There's a new iternet

[2:49:10] enabled device camera,

[2:49:12] something like that we

[2:49:13] will under the

[2:49:13] umbrella of that

[2:49:15] policy, be able to

[2:49:16] apply that and say

[2:49:17] those things also need

[2:49:18] to be away for the day

[2:49:19] to when they

[2:49:21] distraction.

[2:49:21] >> I appreciate that I

[2:49:22] was just I was just

[2:49:25] thinking about the

[2:49:26] myriad ways in which

[2:49:27] this I know it was

[2:49:29] mentioned that te

[2:49:30] state would pay for

[2:49:31] pouches and devices,

[2:49:33] but as I read the

[2:49:34] legislation. Although

[2:49:34] it's a state law, there

[2:49:38] is no funding tied to

[2:49:38] is.

[2:49:39] >> there something I'm

[2:49:40] researching? I haven't

[2:49:41] I can

[2:49:42] >> I can answer that.

[2:49:43] So it's covered under

[2:49:44] the. The mandated

[2:49:47] block grant so any of

[2:49:49] the things the state

[2:49:50] requires that you do

[2:49:51] they don't have

[2:49:53] specific funding for

[2:49:54] falls under this

[2:49:55] mandated block grant.

[2:49:56] And the amount is

[2:49:59] somewhere between $25

[2:50:02] and $75 per ada very

[2:50:02] depending on whether

[2:50:04] you're charter unified

[2:50:06] district generally it

[2:50:08] covers about $0.05 to

[2:50:10] the dollar to the

[2:50:12] actual costs required

[2:50:12] to do the thing.

[2:50:14] That's mandated

[2:50:15] >> there's not a

[2:50:16] specific stream. It's

[2:50:17] in the block.

[2:50:18] >> it's just in the

[2:50:19] block. Yeah, that's the

[2:50:19] way they do it.

[2:50:20] Anything that's in

[2:50:21] that block grant. And

[2:50:23] usually it inflates

[2:50:24] year to some greater or

[2:50:25] lesser degree, but it

[2:50:26] covers a fraction of

[2:50:27] what the actual costs

[2:50:27] are.

[2:50:28] >> yeah. So I just want

[2:50:29] to acknowledge that

[2:50:30] the, the investment

[2:50:31] that by the district

[2:50:33] and whatever mterials

[2:50:34] or devices that are

[2:50:35] needed to maintain

[2:50:37] phones and once again,

[2:50:38] it'd be great if the

[2:50:39] state followed up. You

[2:50:42] know laws with paying

[2:50:43] for them. But I has not

[2:50:44] been case in my

[2:50:48] experience..

[2:50:50] >> all right you get a

[2:50:53] chance okay. All right

[2:50:54] I, I have a few

[2:50:55] questions here. So I

[2:50:59] am looking at that da

[2:51:02] vinci decided that the

[2:51:02] phones would be

[2:51:04] checked in in pouches

[2:51:05] or boxes at the

[2:51:05] beginning of the class

[2:51:08] period. Whereas at

[2:51:09] davis high, the

[2:51:11] teachers voted to have

[2:51:13] them phones in in

[2:51:15] backpacks. That

[2:51:15] understand.

[2:51:17] >> yeah, it's about

[2:51:17] 60% of davis high

[2:51:19] students now that

[2:51:20] prefer the backpack

[2:51:23] model that that's

[2:51:23] where, you know, that's

[2:51:24] a that's you know,

[2:51:25] it's not a strong

[2:51:25] majority. So that's

[2:51:26] where there's still

[2:51:27] some, some consensus

[2:51:29] building to be done to

[2:51:29] really land on, you

[2:51:31] know, to that

[2:51:31] consistency that

[2:51:32] we're, we're starting

[2:51:33] the year, all saying

[2:51:34] the same thing, doing

[2:51:35] the same thing so that

[2:51:36] students are having

[2:51:38] to, you know, adjust

[2:51:39] from first to second to

[2:51:39] third period.

[2:51:41] >> so what fell in the

[2:51:42] other 40%? They

[2:51:42] didn't.

[2:51:43] >> it was a split

[2:51:44] between a box or like

[2:51:46] a hanging pouch on the

[2:51:47] on the wall. Some

[2:51:47] teachers already have

[2:51:49] those in their

[2:51:50] classroom. So yeah,

[2:51:50] there were two other

[2:51:51] choices. It was it &

[2:51:52] was, it was student

[2:51:53] student has in their

[2:51:54] backpack. And there

[2:51:55] was, you know, a box

[2:51:56] that puts it, they put

[2:51:57] it in and then there

[2:51:58] was a wall pouch.

[2:52:00] Yeah. Yeah.

[2:52:02] >> and then you didn't

[2:52:04] mention king or dsis

[2:52:05] you know what will

[2:52:06] happen there.

[2:52:07] >> so working with

[2:52:09] them. Yeah, they've

[2:52:10] they've got talked to

[2:52:11] both of them and

[2:52:12] they've, you know,

[2:52:12] they're still working

[2:52:13] on policies here, but

[2:52:14] we really in this short

[2:52:16] time, just be focused &

[2:52:17] on davis high and

[2:52:19] right now. So

[2:52:21] >> and. You know, I

[2:52:22] think there was some

[2:52:23] some general

[2:52:26] referencing to

[2:52:28] teachers perhaps.

[2:52:30] Modeling this policy. I

[2:52:31] mean, I were teachers

[2:52:34] be perhaps conscious

[2:52:36] of you know, if

[2:52:36] students have their

[2:52:37] phones away, then it

[2:52:39] might be appropriate

[2:52:40] for teachers to from

[2:52:43] staff to as well or

[2:52:44] >> hasn't come up in

[2:52:47] our planning yet

[2:52:48] >> I know that it came

[2:52:50] up in, in other that

[2:52:53] we've had this as, as

[2:52:55] as an agenda item

[2:52:55] >> students pointed

[2:52:57] that out also as we

[2:52:57] talked to them, you

[2:52:58] know, you're doing this

[2:52:59] to us and teachers

[2:53:01] aren't so think that's

[2:53:02] going to be kind of

[2:53:04] nuanced to how we're

[2:53:05] know, regulating

[2:53:05] teacher use of phones.

[2:53:06] And obviously

[2:53:07] different needs as

[2:53:08] adults that might need

[2:53:09] to access a phone. We

[2:53:10] use use our use

[2:53:11] groupme as an

[2:53:13] emergency contact and

[2:53:14] system for, for our

[2:53:16] staff. So asking them

[2:53:16] not to have their

[2:53:17] phone, we have to

[2:53:18] develop a new system

[2:53:19] of, you know. Yeah,

[2:53:20] notifying of

[2:53:21] evacuation and things

[2:53:21] like that.

[2:53:23] >> and, and so you

[2:53:26] mentioned that you

[2:53:27] know, it sounds like

[2:53:29] if phones are

[2:53:30] confiscated and then

[2:53:31] you mentioned

[2:53:33] supervisors will sweep

[2:53:34] classrooms for

[2:53:35] classroom phones.

[2:53:35] >> yeah. This is

[2:53:37] mainly davis high

[2:53:38] talking might do that a

[2:53:39] little bit different.

[2:53:40] That was mainly davis

[2:53:41] high. But yeah, it was

[2:53:42] a there was a you know

[2:53:43] we know how big davis

[2:53:43] high school is. We

[2:53:44] didn't want teachers to

[2:53:46] have to b responsible

[2:53:46] for during their day

[2:53:47] bringing the phone

[2:53:49] down to, to the office

[2:53:50] or sending a student

[2:53:51] with it, you know,

[2:53:51] >> how do they

[2:53:53] communicate that

[2:53:54] >> once they plan is

[2:53:55] they'll submit it

[2:53:55] they're going to be

[2:53:57] using minga to submit

[2:53:58] the referral. And that

[2:53:59] will be, you know, that

[2:54:01] will trigger a

[2:54:02] spreadsheet. But

[2:54:03] supervisors will be

[2:54:05] notified to to just

[2:54:06] sweep by classrooms

[2:54:07] where devices are have

[2:54:08] been confiscated and

[2:54:09] lock boxes and then

[2:54:10] bring them to the

[2:54:11] office. Given the

[2:54:11] phones, you know,

[2:54:12] won't be picked up

[2:54:14] each period. So it

[2:54:14] doesn't need

[2:54:15] necessarily happen

[2:54:15] right away. It doesn't

[2:54:16] need to be in the

[2:54:16] office by the end of

[2:54:17] that period. For

[2:54:18] example, as long as

[2:54:18] it's the teachers want

[2:54:19] it somewhere safe in

[2:54:20] their class to put it

[2:54:21] so they weren't

[2:54:22] responsible for it or

[2:54:23] worried about it. And,

[2:54:23] you know, having a

[2:54:24] clear way to label it

[2:54:25] whose phone it is, when

[2:54:26] it was taken, that

[2:54:28] kind of thing. But but

[2:54:28] that's kind of the

[2:54:29] process that yeah,

[2:54:30] that's kind of some

[2:54:30] still some of the work

[2:54:32] to work with our campus

[2:54:32] supervisors to and how

[2:54:33] they, hw they do

[2:54:34] that.

[2:54:36] >> all right. And

[2:54:37] that's all the

[2:54:40] questions from me and

[2:54:42] thank you directors

[2:54:43] and duffy for for all

[2:54:44] the work that went into

[2:54:47] this....

[2:54:48] Superintendent vest is

[2:54:50] there any feedback

[2:54:50] that you think you

[2:54:52] require at this point

[2:54:53] or

[2:54:53] >> don't think so.

[2:54:54] Okay. Yeah, I think

[2:54:55] just acknowledging the

[2:54:57] work that's been done,

[2:54:58] but still quite a bit

[2:55:00] left to do as we work

[2:55:01] with staff to get the

[2:55:02] school year kicked off

[2:55:05] and I think we are

[2:55:05] expecting, especially

[2:55:06] at the senior high

[2:55:06] school level, it'll be

[2:55:08] all hands on deck for

[2:55:09] those first couple of

[2:55:09] weeks because that's

[2:55:10] really the critical

[2:55:11] time to make sure

[2:55:13] staff feel that

[2:55:15] support and that

[2:55:16] whatever the process

[2:55:17] is, is turned around

[2:55:19] quickly to change yu

[2:55:20] know, change that

[2:55:21] culture, right off the

[2:55:24] bat. So I expect we'll

[2:55:26] all be out running

[2:55:27] around, picking u

[2:55:29] phones. In supporting

[2:55:30] that work. That first

[2:55:30] couple of weeks. But

[2:55:32] we've we know from

[2:55:32] experience that when

[2:55:33] you're implementing

[2:55:35] that culture change,

[2:55:35] that first couple of

[2:55:36] weeks are really

[2:55:38] critical. To

[2:55:39] successful course of

[2:55:41] the year. So

[2:55:42] >> thank you. There's

[2:55:43] no action required on

[2:55:44] this item. We now

[2:55:46] moved to our next

[2:55:47] item, which is

[2:55:48] boundaries and

[2:55:49] planning update. And

[2:55:50] we'll begin our item

[2:55:51] with chief strategy

[2:55:54] officer clayton

[2:55:55] >> you, PRESIDENT

[2:55:56] Jackson. And good

[2:55:58] evening. Trustees.

[2:55:59] Next slide. Tonight

[2:56:01] we're returning to a

[2:56:03] discussion about our

[2:56:04] declining enrollment

[2:56:04] challenge and the

[2:56:05] planning and future of

[2:56:07] our schools. Since we

[2:56:08] are approaching the end

[2:56:09] of this school year and

[2:56:10] have decisions to make

[2:56:11] about a path forward,

[2:56:12] we have decided that

[2:56:13] tonight would be

[2:56:13] helpful to our board

[2:56:15] and to our community to

[2:56:15] step back and provide

[2:56:17] an overview about the

[2:56:18] work that has been

[2:56:18] happening in this

[2:56:19] space over the last

[2:56:21] several years, and to

[2:56:22] discuss the path ahead

[2:56:23] in the next few

[2:56:24] slides. I'll walk

[2:56:25] through the highlights

[2:56:25] from our and

[2:56:27] enrollment

[2:56:27] discussions. I want to

[2:56:29] note that tonight's

[2:56:30] recap focuses on

[2:56:30] discussions that were

[2:56:31] agendized and held

[2:56:32] during board of

[2:56:34] meetings. However,

[2:56:34] it's also important to

[2:56:36] acknowledge that many

[2:56:37] additional discussions

[2:56:38] and iterations of this

[2:56:38] work occurred in the

[2:56:39] board boundary

[2:56:40] subcommittee meetings,

[2:56:41] which helped to shape

[2:56:43] and this process.

[2:56:44] After providing an

[2:56:45] overview of how this

[2:56:46] work has evolved over

[2:56:48] the past several years

[2:56:48] best will offer

[2:56:49] closing remarks before

[2:56:50] we turn the item over

[2:56:51] to the boundary

[2:56:52] subcommittee members

[2:56:53] PRESIDENT Jackson and

[2:56:56] trusty share a revised

[2:56:57] timeline along with

[2:56:58] recommended next steps

[2:57:00] for board discussion.

[2:57:02] Next side. For the

[2:57:03] purpose of tonight's

[2:57:04] recap, we'll begin with

[2:57:06] the 23. 24 school

[2:57:08] year. Jcsd had been

[2:57:09] monitoring, declining

[2:57:09] resident enrollment

[2:57:11] for many years.

[2:57:12] However, because the

[2:57:12] district had continued

[2:57:14] to attract

[2:57:15] interdistrict transfer

[2:57:16] students. Overall

[2:57:16] enrollment has

[2:57:18] remained relatively

[2:57:20] stable what we saw in

[2:57:21] fall of 2023 was

[2:57:23] different that year.

[2:57:24] Experienced a sharp

[2:57:25] and unexpected decline

[2:57:26] in kindergarten

[2:57:27] enrollment, which had

[2:57:28] a destabilizing efect

[2:57:29] on planning for tat

[2:57:31] school year. In MARCH,

[2:57:32] the board received the

[2:57:33] annual demographic

[2:57:34] report, which

[2:57:35] reinforced several

[2:57:36] important trends. Area

[2:57:37] births had declined to

[2:57:38] the lowest level seen

[2:57:40] in more than 20 years.

[2:57:41] Resident enrollment

[2:57:42] had declined by more

[2:57:43] than 1200 students over

[2:57:44] the previous decade.

[2:57:46] At the same time,

[2:57:47] while the full

[2:57:48] expansion of tk and

[2:57:49] rollout of full day

[2:57:50] kindergarten were to

[2:57:51] help support

[2:57:52] enrollment, the

[2:57:53] following year, it was

[2:57:54] not yet clear how much

[2:57:55] they would help or for

[2:57:57] how long while had

[2:57:58] been monitoring

[2:57:58] declining enrollment

[2:58:01] for some time, the

[2:58:01] 2324 school year

[2:58:02] brought the issue into

[2:58:04] much sharper focus,

[2:58:04] with those trends

[2:58:05] becoming more

[2:58:06] pronounced, the board

[2:58:07] shifted from

[2:58:08] monitoring the issue to

[2:58:09] more actively studying

[2:58:10] potential responses.

[2:58:11] And that brings us to

[2:58:13] the work that occurred

[2:58:14] during the 2425 school

[2:58:17] year slide this slide

[2:58:17] is displayed the

[2:58:18] summary of our

[2:58:19] meetings where these

[2:58:21] discussions happened in

[2:58:22] the 2425 school year.

[2:58:23] During this period, the

[2:58:24] focus moved from

[2:58:25] understanding the

[2:58:26] problem to building a

[2:58:27] framework for long term

[2:58:28] planning and community

[2:58:30] engagement at our

[2:58:31] first board meeting in

[2:58:32] SEPTEMBER 2024, we

[2:58:33] launched the

[2:58:33] conversation with a

[2:58:35] boundary enrollment

[2:58:36] study overview where

[2:58:37] we acknowledge the

[2:58:37] shifting demographics

[2:58:39] in our community and

[2:58:40] the impact on

[2:58:41] enrollment in our

[2:58:42] schools. We noted that

[2:58:43] while declining

[2:58:44] enrollment was most

[2:58:44] seriously impacting

[2:58:46] the west side of town,

[2:58:48] the planning for any

[2:58:48] development that might

[2:58:50] be passed by voters

[2:58:51] was slated for the

[2:58:52] eastern side of town,

[2:58:54] with challenges and

[2:58:54] opportunities that

[2:58:55] needed to be analyzed

[2:58:57] and discussed. This

[2:58:57] meeting kicked off the

[2:58:59] effort to increase the

[2:59:00] community's of our

[2:59:01] current school

[2:59:02] boundaries. The

[2:59:03] patterns of students

[2:59:04] as they move up from

[2:59:05] elementary to

[2:59:05] secondary schools, and

[2:59:07] our enrollment numbers

[2:59:09] and trends in OCTOBER,

[2:59:10] the board held its

[2:59:11] first two study

[2:59:13] sessions on enrollment

[2:59:13] trends, boundary

[2:59:14] patterns, and

[2:59:15] demographic changes &

[2:59:16] across the district.

[2:59:17] The board reviewed

[2:59:18] current attendance

[2:59:19] boundaries, how they've

[2:59:20] evolved over time,

[2:59:21] where students live in

[2:59:22] relation to the

[2:59:23] schools they attend,

[2:59:25] and changes in both

[2:59:25] population and

[2:59:26] enrollment across the

[2:59:27] district. The

[2:59:28] discussions also

[2:59:29] highlighted the

[2:59:30] challenges and

[2:59:31] opportunities facing

[2:59:31] in the short, medium

[2:59:34] and long term with a

[2:59:34] stronger understanding

[2:59:35] of existing

[2:59:36] conditions, the board

[2:59:37] turned its attention to

[2:59:39] future projections in

[2:59:41] NOVEMBER, the board

[2:59:42] held two more study

[2:59:42] sessions and reviewed

[2:59:43] school specific

[2:59:44] enrollment forecasts

[2:59:47] based on the MARCH 2024

[2:59:47] demographic report,

[2:59:48] along with estimates &

[2:59:49] of how two proposed

[2:59:51] large scale housing

[2:59:52] developments could

[2:59:53] affect future

[2:59:55] enrollment. If passed

[2:59:56] if the board also

[2:59:57] sorry, the board also

[2:59:58] discussed a proposed

[2:59:59] timeline that could.

[3:00:01] That included

[3:00:02] community education

[3:00:03] efforts to increase

[3:00:04] awareness of dgs

[3:00:04] declining erollment

[3:00:05] and the potential need

[3:00:07] to consider boundary

[3:00:08] changes. Program

[3:00:09] adjustments, school

[3:00:10] model changes, or

[3:00:11] school consolidation,

[3:00:12] or closure in the

[3:00:14] future. In addition,

[3:00:14] the board directed

[3:00:16] staff to begin

[3:00:17] preparing a no

[3:00:17] development or what

[3:00:19] later became to as the

[3:00:20] worst case scenario

[3:00:21] planning, which would

[3:00:23] include a transparent

[3:00:24] community process

[3:00:25] prior to board action,

[3:00:28] which ws then for the

[3:00:30] spring of 2026. In

[3:00:31] JANUARY of 2025, the

[3:00:32] board approved a

[3:00:33] timeline that included

[3:00:34] a staff led community

[3:00:36] education effort and

[3:00:36] transparent community

[3:00:37] process to inform

[3:00:39] future decisions

[3:00:40] regarding declining

[3:00:41] enrollment. The

[3:00:42] purpose of community

[3:00:42] education effort was to

[3:00:43] increase awareness of

[3:00:44] how enrollment trends

[3:00:46] and potential housing

[3:00:47] decisions could affect

[3:00:48] the future of jcsd.

[3:00:50] The board also began

[3:00:51] discussing the

[3:00:51] structure of a

[3:00:52] community engagement

[3:00:53] process to support what

[3:00:55] was then referred to

[3:00:55] as the no development

[3:00:57] planning after

[3:00:58] reviewing several

[3:00:59] options for concept

[3:01:00] development and

[3:01:01] community engagement,

[3:01:02] the board selected a

[3:01:03] model in which staff

[3:01:05] would develop planning

[3:01:06] scenarios and gather

[3:01:06] community wide

[3:01:07] feedback to help

[3:01:09] inform future board

[3:01:10] decision. Board action

[3:01:11] with those decisions in

[3:01:13] place, the focus

[3:01:13] shifted from designing

[3:01:16] the process to it. As

[3:01:18] you know, during the

[3:01:20] remainder of the 24

[3:01:20] 2025 school year,

[3:01:21] superintendent best &

[3:01:21] and I conducted more

[3:01:23] than 60 community

[3:01:24] meetings with staff,

[3:01:26] families and community

[3:01:27] members to share

[3:01:27] information about

[3:01:28] declining enrollment

[3:01:30] and the challenges ad

[3:01:31] opportunities with

[3:01:32] future housing

[3:01:33] development. This was

[3:01:35] called the housing

[3:01:36] schools connection

[3:01:38] presentation, and we

[3:01:39] APRIL 17th. Shortly

[3:01:40] after the board

[3:01:41] received the annual

[3:01:42] demographic report that

[3:01:45] MARCH. Next slide on

[3:01:46] the community

[3:01:47] education effort and

[3:01:48] planning discussions

[3:01:48] from the past year,

[3:01:50] the board its boundary

[3:01:51] and planning

[3:01:53] discussions in

[3:01:54] SEPTEMBER of 2025 with

[3:01:55] a revised timeline and

[3:01:56] clearer framework for

[3:01:57] moving the work

[3:01:58] forward at that meeting

[3:01:59] in SEPTEMBER, the

[3:02:00] board approved a

[3:02:01] revised timeline that

[3:02:02] moved a final board

[3:02:04] decision to winter or

[3:02:06] spring of 2027, with

[3:02:06] implementation

[3:02:07] beginning no earlier

[3:02:09] than the 2829 school

[3:02:11] year. This adjustment

[3:02:11] reflected the changes

[3:02:13] to the city's timeline

[3:02:14] for potential housing

[3:02:15] development votes and

[3:02:16] ensured adequate time

[3:02:18] for community outreach

[3:02:20] impact analysis and

[3:02:20] implementation

[3:02:22] planning also approved

[3:02:23] the objectives and

[3:02:25] structure. Of a

[3:02:26] community process and

[3:02:27] directed staff to

[3:02:28] develop two worst case

[3:02:30] scenario concepts for

[3:02:31] district

[3:02:32] reconfiguration one

[3:02:33] localized and one

[3:02:35] district wide

[3:02:35] implications. During

[3:02:37] the OCTOBER and during

[3:02:38] the OCTOBER and

[3:02:39] NOVEMBER meeting shown

[3:02:40] on the slide. Staff

[3:02:42] provided updates on the

[3:02:43] community process,

[3:02:44] shared outreach plans

[3:02:45] and materials, and

[3:02:45] kept the board

[3:02:47] informed as community

[3:02:47] engagement activities

[3:02:50] were underway outreach

[3:02:50] concluded, the focus

[3:02:52] shifted from

[3:02:52] conducting engagement

[3:02:53] to understanding what

[3:02:54] the community had

[3:02:55] shared and how that

[3:02:56] feedback would inform

[3:02:57] the next phase of our

[3:02:59] work at the DECEMBER

[3:03:00] meeting, the board

[3:03:02] received raw feedback

[3:03:02] collected through the

[3:03:03] community outreach

[3:03:04] process and began

[3:03:05] discussing the guiding

[3:03:06] assumptions that would

[3:03:07] shape future concept

[3:03:09] development. The

[3:03:09] conversation also

[3:03:10] introduced the idea of

[3:03:12] an iterative concept

[3:03:13] development process

[3:03:14] with additional

[3:03:14] scenarios to be

[3:03:15] created and through

[3:03:16] future rounds of

[3:03:18] community outreach at

[3:03:19] the same time, staff

[3:03:21] continuing to analyze

[3:03:22] and synthesize what

[3:03:24] became known as round

[3:03:24] one of community

[3:03:26] feedback in JANUARY,

[3:03:27] the board reviewed the

[3:03:28] results of round one

[3:03:29] community feedback and &

[3:03:29] began considering

[3:03:31] whether should be made

[3:03:33] to the strategic

[3:03:34] objectives. The

[3:03:35] guiding assumptions

[3:03:35] and the outreach

[3:03:37] process before moving

[3:03:39] forward proceeding

[3:03:40] into another phase of

[3:03:41] concept development

[3:03:43] for case scenario

[3:03:43] planning, which

[3:03:46] projections would be a

[3:03:46] decline of 1000

[3:03:47] students in the next

[3:03:48] ten years. The board

[3:03:50] requested additional

[3:03:50] information on school

[3:03:52] size and models,

[3:03:53] budget considerations

[3:03:54] and a transportation

[3:03:56] related issues. Since

[3:03:57] then, the board has

[3:03:58] received the study

[3:03:59] sessions on school

[3:04:00] site size and model,

[3:04:02] and budget, as well as

[3:04:04] an updated demographic

[3:04:05] report. That our

[3:04:07] enrollment decline

[3:04:10] continues at an pace.

[3:04:11] While the board has

[3:04:12] received significant

[3:04:12] information and

[3:04:14] community feedback over

[3:04:14] the course of the

[3:04:16] year. Discussions

[3:04:17] regarding a potential

[3:04:18] transportation

[3:04:19] assumption and work to

[3:04:20] finalize the guiding

[3:04:21] assumptions remain

[3:04:23] unfinished. So as we

[3:04:25] close the 2526 school

[3:04:25] year, we find

[3:04:26] ourselves at an

[3:04:27] important decision

[3:04:28] point regarding how to

[3:04:30] move this work forward

[3:04:32] next slides focus on

[3:04:32] the five year timeline

[3:04:33] that has guided this

[3:04:35] process, and the and

[3:04:35] potential adjustments

[3:04:37] that emerged from

[3:04:39] recent board boundary

[3:04:40] subcommittee.

[3:04:42] Discussions with that,

[3:04:44] I'll turn this back to

[3:04:46] superintendent vest

[3:04:47] >> maria. At our

[3:04:49] recent board

[3:04:50] subcommittee, the

[3:04:51] meeting the trustees

[3:04:52] heard this overview

[3:04:53] from maria and began a

[3:04:54] conversation about next

[3:04:56] steps the forefront of

[3:04:58] my mind is the looming

[3:04:58] reductions that we are

[3:04:59] going to need to make

[3:05:00] this coming winter

[3:05:03] that will impact the

[3:05:05] 2627 school year and

[3:05:06] primarily due to

[3:05:07] declining enrollment.

[3:05:08] And you all know how

[3:05:09] important it is that

[3:05:10] we reduce expenditures

[3:05:12] as quickly as possible

[3:05:12] following the in

[3:05:14] revenue. How we can

[3:05:17] continue to prioritize

[3:05:18] compensation and

[3:05:19] maintain fiscal

[3:05:20] solvency and

[3:05:22] flexibility this this

[3:05:23] slide shows our

[3:05:25] current timeline. And

[3:05:26] the following slides

[3:05:27] offer proposed changes

[3:05:29] to that timeline that

[3:05:31] came from discussions.

[3:05:32] I'll turn it over to

[3:05:34] PRESIDENT Jackson and

[3:05:35] d'annunzio trustee

[3:05:36] d'annunzio to walk

[3:05:37] through their thoughts

[3:05:37] and then we can take

[3:05:39] public comment and

[3:05:42] then board discussion.

[3:05:42] >> all right. Thank

[3:05:43] you. Superintendent

[3:05:44] beth, let me ask.

[3:05:46] Trustee nunzio to

[3:05:46] share his thoughts on

[3:05:48] the subcommittee

[3:05:48] recommendation, and

[3:05:49] I'll share my

[3:05:52] perspective after that

[3:05:52] >> you. PRESIDENT

[3:05:53] Jackson.

[3:05:54] >> slide.

[3:05:55] >> yeah, it's can we go

[3:05:57] to the next slide? So

[3:05:58] I think first off, I

[3:05:59] think it's important

[3:06:02] to say that we're

[3:06:04] grateful for the

[3:06:06] thoughtful insightful,

[3:06:08] and often quite candid

[3:06:09] feedback that we have

[3:06:10] received from the

[3:06:12] community. And the

[3:06:12] first phases of this

[3:06:14] work think we got to

[3:06:15] both during the

[3:06:16] community education

[3:06:18] process. But also

[3:06:20] during the round one

[3:06:21] outreach effort that

[3:06:23] chief strategy officer

[3:06:25] clayton mentioned and

[3:06:26] the expectation is

[3:06:26] that community

[3:06:28] engagement is going to

[3:06:29] continue I think it's

[3:06:31] important that as a

[3:06:33] district and a board a

[3:06:35] great deal not just

[3:06:37] about the content of

[3:06:38] the discussion, but

[3:06:40] the process of how to

[3:06:42] engage in the dialogue

[3:06:44] and I think you know,

[3:06:46] we went in full bore

[3:06:46] with what we thought

[3:06:47] was and I think was a

[3:06:48] thoughtful process. But

[3:06:50] I think now we've

[3:06:50] learned a lot of

[3:06:52] things that will help

[3:06:54] round two to be a mre

[3:06:56] effective and more

[3:06:58] engaging in

[3:06:58] >> go to the next

[3:07:05] slide? There we go.

[3:07:05] >> yeah.

[3:07:06] >> oh I'm sorry.

[3:07:07] >> yeah. I'm okay. On

[3:07:10] the on the I yeah. And

[3:07:12] so I think I promise

[3:07:13] I'm getting there.

[3:07:18] Okay I reinforcing

[3:07:19] what superintendent

[3:07:20] beth said I think

[3:07:22] there's a recognition

[3:07:23] that right now our

[3:07:25] near-term biggest

[3:07:26] challenges are on the

[3:07:27] budget priorities. As

[3:07:31] we work to cut another

[3:07:32] 4 million plus out of

[3:07:34] the upcoming fiscal

[3:07:35] year. And the

[3:07:37] following fiscal year.

[3:07:37] So as we think about

[3:07:38] the process and what

[3:07:41] we're showing in the

[3:07:43] second line school

[3:07:45] year 25 to 26 and two,

[3:07:46] 26 and 27, think about

[3:07:49] the community process

[3:07:50] pausing how we think

[3:07:51] about a conversation

[3:07:53] about boundary and

[3:07:55] more broadly looking

[3:07:57] at what I think is

[3:07:59] fair to call now the

[3:08:01] best triangle of

[3:08:03] success is a balance

[3:08:05] of employee

[3:08:07] compensation program

[3:08:08] offerings and, you know

[3:08:09] what I would call

[3:08:10] fiscal sustainability

[3:08:11] and flexibility. And I

[3:08:13] think that last one

[3:08:14] becomes important

[3:08:16] because there MAY be in

[3:08:17] the coming couple of

[3:08:18] years, the likelihood

[3:08:19] that we might have

[3:08:20] bridge a year where

[3:08:21] we're running negative

[3:08:23] to be able to get to a

[3:08:24] future where we a year

[3:08:26] where we want so the

[3:08:28] timeline here focuses

[3:08:31] on the conversation.

[3:08:32] For a budget

[3:08:33] discussion and the way

[3:08:35] I think about that is

[3:08:36] we pause the specific

[3:08:38] boundary discussion.

[3:08:40] And focus on how we

[3:08:42] think about

[3:08:43] prioritizing the

[3:08:45] elements of our budget

[3:08:47] and there we started

[3:08:48] that conversation with

[3:08:49] the budget review. But

[3:08:50] I think we need to

[3:08:53] have a more engaged and

[3:08:53] one on the trade offs

[3:08:54] that we, as a

[3:08:55] community are going to

[3:08:57] have to make to reach

[3:08:59] the at least $8 million

[3:09:01] that we need to get

[3:09:02] and honestly, as part

[3:09:03] of the conversation, I

[3:09:04] think, you know, we

[3:09:05] school closures will

[3:09:07] be a potential tool.

[3:09:08] We're going to have to

[3:09:10] look at. But that we

[3:09:14] take a step back from

[3:09:15] the specific talk

[3:09:16] about the next round

[3:09:18] of of, you know,

[3:09:20] potential boundary

[3:09:22] adjustments and you

[3:09:22] know, I'll turn back

[3:09:23] over to you in a

[3:09:24] moment. PRESIDENT

[3:09:25] Jackson, I think

[3:09:27] during this time going

[3:09:39] to learn about both..

DJUSD Board of Education

Agenda

Transcript