[0:13] by. City of davis
[0:42] captions standing by.
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[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
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[12:52] standing by. City of
[12:54] davis captions
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[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..