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No, I need to ask you a couple of

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questions.

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No, I need to ask you a couple of questions.

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No, I need to

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ask you a couple of questions.

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this meeting to order. Thank you, those in attendance for coming to this meeting. This is our

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September regular board meeting, and I believe we've got some special guests from Burton Valley.

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So Jamie, do you want to kick us off with a plug?

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of the

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United States of America and to the public for which it stands for education

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and that are God, indivisible, with liberty and justice for all.

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Thank you.

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I might have been the best pledge we've had down there for my entire time on the board.

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All right. Moving from there, I will entertain a motion to approve the agenda.

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I'll move to approve the agenda. Second.

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All those in favor?

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Aye.

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I will also say that Board Member Smith is traveling and is unable to be here, but she's here in spirit.

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Passes unanimously.

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All right. Moving forward then to 3.4 student spotlight.

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And I think we have, again, our special guest from Burton Valley.

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We are very excited to have you present.

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Okay.

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I've got five excited Bobcat and mathematicians here.

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And I'm Jamie Carmer, the assistant principal of this body.

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Couldn't make it tonight.

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So we're excited to be here and do a little explaining about math class and math discourse

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and how we learn and talk about math at Burton Valley.

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So we've got three second graders and two good graders.

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We're going to introduce themselves and do some math talks, right?

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Hi, we are BVB buckets.

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Hi, my name is David.

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My name is William.

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I'm in second grade.

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My name is Aida and I'm in second grade.

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My name is Aula and I'm in fifth grade.

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My name is Lily and I'm in fifth grade.

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We're teaching you about math talks tonight.

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Our math talk is something where a class is all about sharing ideas about math and it

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only takes five to seven minutes and it's a lot of fun.

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Both we see the problem and then we think about how to solve.

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Then we turn it talk to David.

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We also hear about what other people say.

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It's okay for us to live together.

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Then we raise our hands and the teacher has a speech explain our thinking.

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It's the same with you the same though.

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My fault was understand fault once and he is there are other ways to solve.

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Maybe someone has an easier way to solve math problems.

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Now it's time to learn how to solve it.

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Now it's your change of check.

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Listen to me.

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I didn't know that.

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Look at the fault.

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So this is the rules for the laws and it's four numbers.

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those feet on and you draw on this floor

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and you're trying to get to this point

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that's not belong in this pattern.

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Now it's your turn to try.

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First, you'll get the numbers and state,

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which one doesn't belong.

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And raise your hands when you have that idea.

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Well, remember, Forman, you really shot her hand.

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If it keeps your ankle on you, it's perfect.

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Oh, wait, sorry.

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Finish your instructions.

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I think it's up to you now, so I know if you're ready to just call on you.

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I think 65 doesn't belong because the digits don't add up to 8.

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Oh yeah, so what if we are in for 6 to see this, right?

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I think 17 doesn't belong because I'm number.

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Oh, yeah, but okay.

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I'm going to

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dial a friend, somebody figure out a 20-symphilis, do you want to share

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or maybe Hillary or Davis.

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The level one is, you think it's 65,

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because it goes 4, 5, 6, 7, and then it would be 1, 2.

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That would be 3, and that would be 5.

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Oh my gosh.

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Wow.

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I had not thought of that one.

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Any of you have one for 26?

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I'm going to be.

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The visible by 13.

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That was really good.

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The only one that's the visible by 13.

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All right.

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26 doesn't look that's the only one that is hard to exclude.

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Yeah.

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So it's 25 has a lot.

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Well, that's great.

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You got four different answers.

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Nobody was wrong.

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Everybody was right.

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But what's the right answer?

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Is there a right answer?

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I don't know.

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I love that.

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No, I have to do anything.

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Thank you.

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Thank you.

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Yeah.

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You have another one?

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Yeah.

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This is the fifth paper.

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We are going to emerge.

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So smart.

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This is 800.

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What number would this arrow be?

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55.

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55.

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Why?

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Explain your thinking.

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Because it's not quite.

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It's less than halfway, but more than a quarter way.

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And I like the number 55.

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I think it's a little less than five because it looks a little closer to the four to me than the than five fifty five should be.

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Thank you.

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Anything else?

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I feel like we should ask some people over here.

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I think we should ask our CVL.

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I think our CVL who, who, who, who, what do you think that travels with numbers should

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be?

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Like, it's the number of...

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Facially, it's the kind of word.

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Yeah.

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Here's about the bottom row and how that influences.

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Just to help you like...

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Oh!

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That's a key.

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Or...

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Okay.

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Is this a timed exam?

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I don't want to just say, like,

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she's staring her thinking about that.

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We think that the answer is 545 or 550, wow, there, because it's not quite 500 because 500 would be about there.

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and if it's 800 it would be 600 that would be more for it to 800 yeah yeah very

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nice when you did this were you allowed to do anything like could you do

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anything you wanted with a paper to make a guess or did you have to just look

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at it like could you draw or measure or do any other things yeah I was

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That's our goal in folding it in class.

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When we, I did it in class, we just looked at them.

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And my class, we can draw on it,

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like if we need to be like,

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you can draw like a line of like half way

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because it might help us get, okay,

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so let's, in this case, have we still standard so that,

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okay, it's less than 600 or it's more than 600.

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Thank you, I see that.

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Yeah, thank you very much.

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All right.

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Thank you, Burton Valley.

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We appreciate you.

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All right, there's still no right now.

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All right, how close is that?

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All right, that's a hard act to follow, but no.

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Please, thank you.

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We're gonna turn it over to Christy to report out

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on from your LEA communications.

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Thank you, my condolences.

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Christy, you're up.

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I was not prepared to speak tonight, but I did not join you last month because we were

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kicking off our school year, and it was the first week of school.

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I'm happy to report that week five of routines have been established, where we've hit

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the ground running.

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I think we're all engaging in math talks.

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It's fun to see that we're all doing it at all of our campuses.

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Math is a push this year, especially language.

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And I think you know this because our goal is to elevate the language of our students when

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speaking about math and writing about math, especially with SBAC. So this is one really big

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way that data shows as children engage with dialogue, talking about math, and then we always

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have also some certain starters behind us so that they can also borrow from ideas if they

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can't get started, and then also add on to what each other, the children say, and then that

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eventually turns into powerful writing. We also, as teachers, spend a lot of time, especially with the

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which one doesn't belong, we're able to take their language and flip it and repeat back what

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we really would like them to say so that they're speaking using mathematical language as opposed to

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talking young and saying, you know, a plus or a minus, giving them the tools so that they

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they will use add-and-add-and-sum and factor-factor product with the vision they're solving

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for the unknown factor or the missing factor.

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So turning that language so that they really can make sense of it and articulate it in

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their writing.

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So they just gave me something to talk about and I'm happy to share that.

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All of these routines and we started with coral counting helping the kids really have

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So, we also started with some counting or some sort of games where sometimes it's holding up a card and I might say the fact that known factor is five and you write the product and then they jot it down and then they show me and I can guess oh it is the missing factor of nine if they write down 45 and they can play that game with each other.

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So just manipulating numbers and elevating their dialogue and that's some fun things that we are doing this year to kick off the year.

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Also with reading word work with haggity or just building on some things that we added last year.

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And so it's been fun just to see where they've come from and how far we'll take them all each year.

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It's kind of the exciting part of starting up in here. These routines, these things, how we start off math, how we start off writing with some work work and off they'll go. So nice to see everyone's face. And you'll hear from Lauren a little later. Thank you. Thanks, super. Thanks. And it was a pleasure celebrating you last weekend.

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We are ready for communications from CSCA.

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Hello.

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So, I was going to give my usual greeting, but I think every single person in here already

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knows who I am.

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So, we are also jumping back into our 2025-2026 school year, as I was thinking about what

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I wanted to say.

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I decided to kind of reflect on the past few years for CSCA, chapter 134, and I looked back

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at the three goals that we had laid out way back in 2022, which was to square the salary

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schedule update job descriptions and increase membership. Three years later we can say we have a

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square salary schedule, yay, we have a very clear process for updating job descriptions that is

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laid out in the contract and we've already finished one round or family of job descriptions.

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And then lastly, increasing membership. We're still working on this one but the decreasing contract

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and employees has led to an increase in union membership which is great and we know that a strong

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Union is in the best interest for all of our classified employees and for the district as a whole.

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And basically the last update or the most like nuts and bolts I have is that we did pass our

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MOU which was about the Stanley custodian reduction so that was for the effects of the reduction.

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And the other thing is that we are looking forward to returning to the negotiations table

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with the district in October and that is all I have. Okay thank you. Thank you.

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All right. Well, we have a lean audience here. So I'm not anticipating that the following

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is going to prompt a whole bunch of public comment, but nonetheless, I feel like I'm obliged

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to entertain my board colleagues. So I do, do, do that. We are, and I will, I will officially

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say that we did not take actionable lighting in closed session before moving on to public

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So I come with some props because today I am channeling my good friend Ron

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Swanson.

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I'm running out of characters I can't wait for my term to end.

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No

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pressure on my successor. All right here we go. Good evening. I am tasked with

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explaining how public comment works at our board meeting.

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Since efficiency is

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important, I'll keep this simple. First, pursuant to board bylaws 93-23 and 93-24,

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public comment is encouraged. That's not my personal phrasing. I don't usually

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encourage talking, but in this case, it's an important part of the process. Second,

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you'll need to fill out a speaker slip. Please print your name clearly.

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If your

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it as the public meeting version of Sandingwood before Stanyon.

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Operation matters.

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Third, each speaker gets three minutes.

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That's enough time to make your point without drifting into a lecture on the luxury of

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civilization, the history of civilization, use the time well.

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Imagine it's like grilling a steak hot, focused, and done before you overcook it.

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Finally, the Board of Practice is not to respond to public comment in the moment, except

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for clarification. So if you say something and we don't reply, don't take a

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personal. Silence can feel awkward, but it's also underrated. Just know that your

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input is part of the record and it will be considered when the board

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deliberates. That's it. Show up, fill out the slip, share your thoughts, and know you've

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contributed to the process. Simple.

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Any public comment that matters not on the

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agenda. Okay. I'll go. Thank you. Who's can? All right. I will turn to superintendents

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remarks. Thank you very much. I appreciate it. Not too much from me tonight. I thought

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I would start just on the topic of safety to express appreciation for all of our families

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across our schools, especially at Stanley, who have been taking part in our e-bike registration

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program that's going for the second year running and talking with the Stanley

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administrators last week. We still have a few e-bikes that we can see in our

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racks that need those stickers and so I'd encourage families to get on

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that. I have been invited to participate in a region-wide meeting taking place in

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Danville on Friday as a number of other districts are starting to think about

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also starting this registration program. So I'll be sharing our experience. Well,

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went, well, what hasn't sort of, what's been more challenging. And then I'm encouraged

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to see so many city managers, superintendents, police chiefs starting to come together

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to talk about this topic. And to think that at some level or another, we'll have to approach

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the state, seeking some kind of legislative guidance on this question of sort of youth, youth

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use of e-bikes. It will be good, I think, ultimately, that this group can sort of speak on behalf

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of these communities where bikes are becoming more and more prevalent and offer some sort of thinking

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about what a solution might look like, including potentially some guidance on restricting younger

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students from using e-bikes altogether, if that's sort of where the group decides to go.

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I also appreciate the collaboration we had just last week with the city to start talking about

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analyzing our crossing guard postings. That work is now underway. All of this is to say, though,

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they have questions about our overall approach to school safety. We'll hear a little bit later on

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about the closing of our 24-25 books. I thought I would just sort of offer a quick headline on what

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will be shared in much more detail and you will see I think really clearly the positive impact

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of all of our cost control efforts. We're really making a difference and I encourage us to hang in

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there together as we look for ways to save and our work's not done. You'll very clearly see that

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that we're gonna have to continue that effort

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to find additional savings in the out years

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to balance our budget.

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I too wanna say congratulations to you,

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Christy, it was a wonderful event last week

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to celebrate you and so many amazing teachers

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across the county.

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It is really one of my favorite events of the year

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and it really, it's celebrated 18 different teachers

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across the county

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and I know you would share this with me.

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Any one of our teachers is worthy

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of a similar acknowledgement.

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The amount of love and passion and thought

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that goes into every one of our classrooms. I think it's been on full display over the course

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of the year. So congrats again to you and I probably will hear it again and again as the year stretches

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on, but it does mean a lot that you're representing all of our educators in that way.

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And I also want to just close with a word of gratitude to all of the hard work I see going on around

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the district. It is just evident everywhere I go that we're all banded together trying to do the right

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thing for kids that's our, you know, in no particular order, our classified staff, our volunteers,

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our parent leaders, our administrators, teachers, and then our district office team who's been out

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in schools and awful lot, these first five weeks. So it really makes a difference. We're a great team

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and together we can. Awesome. All right, thank you. And it's been a long time since I've made

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board president remarks but I do want to just exercise a quick point of privilege and reiterate

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not that we have a lot of people who are here this evening but some comments that we had at the

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city schools as we've had a rash of serious vandalism at Burton Valley following last year's incident

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that Stanley, these are violative, they're costly, and they pull away our administrative

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people, our teachers, our staff from our mission of serving students.

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And I am pleased that we are working collaboratively and cooperatively with the police, and they

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have been a fantastic partner, and I also think we need the community's help.

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So I would encourage for those who are perhaps listening or will listen that if you see or hear anything that could assist in our efforts, please come forward so we can protect our schools and keep our focus where it belongs on our kids.

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And while I realize that that's a pretty sobering message, candidly in my ears on the board, I've never witnessed this kind of destructive behavior.

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And frankly, it just underscores how important it is that we come together as a community to protect our schools.

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All right, so that will bring us forward to our public hearings.

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5.1 is a public hearing presentation of negotiation proposals to and from the Lafayette Education Association.

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We refer to them as LEA.

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And so, before we move into this next item, I just want to take a quick moment to explain

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the process by law, both the Teachers Association and the District must publicly share initial

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proposals before negotiations begin.

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That step is often called sun shining, it's meant to keep the process transparent and allow

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our community to understand the broad topics that will be part of the upcoming discussions

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and negotiations, tonight we'll first hear from the Teachers Association with its proposals,

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and then the districts. We are not going to be debating. We're deciding on substance at all

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of these proposals this evening. This is simply the public disclosure step that begins the bargaining

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process. So I am going to hit the gavel and open the public hearing. Is there any public comment on

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the Agenda's proposal from LEA. Seeing none, I'm going to close it. And I now would be

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an appropriate time to present. Thank you. Before I do my official presentation, my name's

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Lauren Hansel. I'm a Stanley core teacher and our lead negotiator. I just wanted to say thinking

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of the beginning of the year and the really productive relationship that LEA and the

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district have really been cultivating the last few years. We had a really strong start

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just saying, thinking of even the first three working days for teachers, you know,

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we discussed and really came up with a great plan for those first three working days and

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a number of teachers talked to me and told me, you know, they had the time, the headspace,

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the physical space to really get ready for a good school year.

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So that felt like the right note to start things.

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And we will definitely continue that wonderful collaborative spirit in this year's negotiations.

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So for the official piece,

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Lafayette Education Association members believe our students deserve the best.

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Every year in negotiations, we work towards the strongest contract possible for our members because with supportive working conditions, we can do our best for our students every day.

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LEA's goal is always to work towards the best collective good for all members this year.

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With the additional goal of justice for all students, we will also focus on articles to support our special education providers specifically.

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The Lafayette Education Association hereby

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submits the following initial proposal for an upcoming 2025-26 collective bargaining agreement

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with the Lafayette School District. All agreements reached on individual items shall be tentative,

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subject to a final ratification by our members. Salary and employee benefits are always discussed.

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We additionally will be opening articles 13 on class size and articles 14 on work day.

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And we'll be meeting, I believe it's September 30th, and we are looking forward to good negotiations this year.

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Thank you very much.

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Thank you.

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Okay.

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So next I'm going to open the public hearing and on the district's proposals.

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Is there any public comment on the agendas materials from the district?

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So you're none, close to hearing, and I'll turn to Superintendent Stephens.

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Would you mind doing the honors, Lisa?

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Sure, absolutely.

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I just, on behalf of the district, I'd like to echo what Lauren has said.

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We, we two are looking forward to our negotiations and to a great year.

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We feel like we have a very strong working relationship with our

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certificated employees union and and our classified employees union for that matter.

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And we are thrilled to hear that some of the work that we've done, you know, to prepare for this school year was kind of hitting the right note. And we look forward to more of that collaborative work this year.

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So for the district, we proposed to open the following articles for an upcoming 2526 collective bargaining agreement with the Lafayette Education Association.

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Salaries and benefits as Lauren said are always open and then we will also propose to open Article 10 evaluation procedures and Article 15 preparation period and adjunct duties.

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Super. All right. Thanks all for for kickstarting things here. All right. Next up is 5.2. Public hearing on

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Board Resolution 02-2526 having a bit of computer issues here.

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But this should be the way

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So just to describe what's going on here, so state law requires the Williams Act specifically

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requires that every year the district conduct an inventory of all of its adopted materials.

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That's not to say every material used in every classroom that those that have been formally

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approved by the board, and see.

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You abstain, guarantee that those materials are available in all of our classrooms. So as is our annual practice, we've done that. We're here to ask the board to pass a resolution to that effect. So I will formally open for the public hearing. For that purpose, I will inquire as to whether there's any public comment and seeing none, I will close the public hearing.

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Okay.

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Okay, moving forward, and I don't know where I can, I seem to have been booted off the,

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yeah.

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Thank you.

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How did you need one?

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No, I've got it.

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I've got it.

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It would just be, if we can get that set up, that'll be helpful, but if not, we're fine.

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Okay.

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So moving forward to six, 6.1, specifically, update on academic priorities and professional

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development and I believe that our assistance superintendent and curriculum is going to be

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presenting to us.

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Absolutely.

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I'm excited to take a brief moment of time tonight to take a look at the goals to action.

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I know we've spent a lot of time last year and early this year identifying what are our areas

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of focus.

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You obviously heard from students and teachers and saw some of the work that's already in action

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and math.

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tonight's goal is really just to see if we go to the next slide is just to spend a little

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time talking about what are the pathways and opportunities that we will get to those goals?

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How are we looking at professional learning with our teachers and admin staff in our three

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areas? And then we'll have an opportunity if you have any discussions or questions. So knowing

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that this is goals to action, I just want to start by thanking our administrators who truly

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are the instructional leaders at each site. Each of them has a deep knowledge of the work

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that we want to see in place and know the work that we want to make sure we're supporting

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within each of our classrooms. They have the best communication and connection with teachers

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and are really good listeners for what would be helpful at each site in each classroom.

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I also want to thank all of our teachers who take the time to really be curious and dig into what

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we might want to be thinking about doing differently and do so in such an intentional way that's all

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for the good and purpose of raising all of our students. So it's just very impressive to see

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that happening truly to our LEA leadership who spends time really being that facilitator of

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things that we want to make sure we're honoring for our teachers. One of the things we've heard is

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please less time out of our classrooms so we were working this year. We're only having one opportunity

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this year, but there will be optional opportunities for teachers that we're offering as well as in classroom

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coaching. So we minimize the number of times teachers need to get us up. And knowing that nothing really

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happens at a school site without our classified staff support, really thinking our office staff,

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who spend a lot of time arranging for professional development to happen. So it takes a village to get

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us here. And tonight we're just going to spend a few minutes talking about what that looks like in each

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area. So the first one is talking about math, which we did have an opportunity in the spring

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to get a sense of what that timeline is looking for us, looking like for us in our adoption cycle

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and our pilot and adoption cycle. And then also how are we really supporting those four areas of

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focus? One of them you have heard tonight was mathematical discourse and how we are supporting

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not in classrooms. So that begins and begin actually just yesterday. We started our grade level

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professional development with each of the grade levels for math. So we did Stanley yesterday,

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which is a wonderful opportunity. Starting September the week of September 22nd, we will kick off one

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of our two math coaching cycles. So each site will have Christina with them for a full week where they'll

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be able to go in and work with teachers in a variety of different ways, whether that's

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coaching one-on-one or modeling a lesson.

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Curriculum Council is great, Eileen Leach is our second great rep, and she was with us

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on Monday, so we kicked off Curriculum Council on Monday.

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That's really the team that's going to be highlighting and leading us through our adoption

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cycle this year.

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And then one of the things that we're working on with the admin team is a clear communication

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with families. So putting together consistent topics that we want to make sure we're sharing with our parent community around math.

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Next slide, you'll, these are just some opportunities to see what it looks like in action. Our Silicon Valley Math Initiative, SEMI, which we've spoken about a few times, but that's our external partner that's helping support our professional development.

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they were Jenny Chang was with us yesterday and Monday to help us kick off our curriculum

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council and then to run those great level professional developments. An example of math

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coaching can be anything from like I said demoing a lesson to doing a lesson study to having a

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teacher go and observe somebody else and have somebody to debrief with so having that flexibility for

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what works for each teacher will be able to provide with our Christina Netsosos, our math coach.

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And then I really again want to shout out teachers and our principals. This is an image of Spring Hill

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who was working at their faculty meeting on a math problem together and engaging in what would it

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look like to help facilitate math discourse when you're working on a task. So I really just want to

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shout out that as a great opportunity for how we are leaning to professional development this year.

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The next slide, in literacy, we're in year two of our

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Heggardy implementation and year three of our K-8

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Essential Standards and English Language Arts.

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So what that work is looking like for us this year in

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supporting teachers in the classroom.

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Christina has been available to help support launching of Heggardy

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in grades K-3.

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She's been working mostly with any teachers that are new to

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the district, but also any teacher who needs additional support or just needs a little

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extra set of hands to look at the year launched with the routines in Heggard 8.

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We also are working, I just want to give another shout out here to our reading specialist

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who have been doing a great deal of work on learning about the reading difficulty risk

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Screener, RDRS, what we adopted our M-Class Dibbles for last year, so they're learning

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a new platform, assessing all of the students through this platform and getting ready

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for all teachers to be sharing that information with parents at our parent conference day

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for our K-2 families.

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So they've been doing a lot of work of making sure that teachers are supported and ready

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to speak to Dibbles scores, and also learning about the platform and how to best support

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all students in utilizing that screener. And then Katie Moats this year has done a great job of

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really handling not only induction for the many teachers that she's working with this year

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and supporting those teachers who are not ready for, not yet qualifying for induction.

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And at the same time helping support our English language arts work. So she is offering workshops

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for any teacher who needs a little bit more support or wants to dig a little bit deeper into

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readers and writers' workshop routines. So she's just had a session that she offered on

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how do you run small groups and how do you support differentiation within the workshop model.

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She's offering this to any new teachers or attending just because they're new to our district.

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But she's also going to sites and is willing to work with groups of teachers where they are rather

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than in the meeting everybody has to leave their classroom or come from three to four on this

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Tuesday. So I know it's Stanley it worked out better for them to work with her on a Wednesday.

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So she went and met with groups of teachers there. So it's nice to provide that flexible kind of

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workshop opportunities. The next slide. I really want to applaud the county who's doing a lot of work

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with us this year, not only in the new math chair who's helping us work with our adoption,

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but their English language arts team who's facilitating RDRS implementation. So it was really nice

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that all of our reading specialists were able to go to the counties. So really that partnership

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has been very helpful having optional workshops areas for our teachers who who need it and want it

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and then also that just in time support for launching

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a haggity this year.

450
00:39:09,620 --> 00:39:14,720
The next slide is really leaning into how are we supporting the goal

451
00:39:14,720 --> 00:39:21,600
of increasing access, intervention, and meaningful extension to our students

452
00:39:21,600 --> 00:39:26,640
and another moment where our principles are utilizing faculty meetings

453
00:39:26,640 --> 00:39:32,120
and PLC and MTSS times to really discuss different methods that teachers can use

454
00:39:32,120 --> 00:39:41,520
to differentiate, then also in our RTI meetings, or our cost meetings at Stanley, having that

455
00:39:41,520 --> 00:39:48,140
data available either through the new M-Class Dibbles platform, or through MAP, which are

456
00:39:48,140 --> 00:39:53,160
four through eighth grade students have already taken, really leaning into those as opportunities

457
00:39:53,160 --> 00:40:00,500
to help identify those students who are in need of additional support or extension, and all students.

458
00:40:00,500 --> 00:40:05,360
How are we getting all students from their individual A to their individual B?

459
00:40:06,040 --> 00:40:07,940
So principals are doing a lot of work.

460
00:40:08,280 --> 00:40:13,720
We're really partnering with our Sped and Student Services team to make sure that we're

461
00:40:13,720 --> 00:40:18,820
using these as opportunities to really early identify students who might be in need of

462
00:40:18,820 --> 00:40:19,900
that additional support.

463
00:40:20,500 --> 00:40:24,660
So that's been really a great opportunity to lean into this year.

464
00:40:25,260 --> 00:40:30,480
And then really just giving teachers that space during collaboration time to utilize

465
00:40:30,480 --> 00:40:36,260
some of the tools and to identify now we have this data, how can we work together to support

466
00:40:36,260 --> 00:40:41,200
all of the students that we have either through Academy or through in small groups in our

467
00:40:41,200 --> 00:40:41,800
own classrooms.

468
00:40:43,040 --> 00:40:49,540
The next slide is just looking at how our Fed teachers are really intentionally working

469
00:40:49,540 --> 00:40:56,900
together to identify those, just not only the cut points of what we're looking for in

470
00:40:56,900 --> 00:41:01,120
student success and where students might need additional support but really talking

471
00:41:01,120 --> 00:41:03,840
about strategies for intervention.

472
00:41:05,260 --> 00:41:13,460
The next image is a poor job of a screen, not the next slide, but the next image there

473
00:41:13,460 --> 00:41:19,740
is a poor job of capturing all of our admin and lead teachers were invited to participate

474
00:41:19,740 --> 00:41:20,460
in the county.

475
00:41:20,740 --> 00:41:21,300
Did a webinar.

476
00:41:21,320 --> 00:41:26,060
They're doing a three-part series with Katie Novak on universal design for learning.

477
00:41:26,060 --> 00:41:45,220
We did a book study this summer and we had our first kick off meeting in September where they were really able to talk about how are we identifying firm goals and flexible means and choice for all students and how that really helps support the intervention and extension for students.

478
00:41:45,220 --> 00:41:47,760
So it was great to have our principals participate in that.

479
00:41:47,760 --> 00:41:55,120
I know today there was an opportunity at one of the sites where they were taking clips

480
00:41:55,120 --> 00:41:59,460
of this video and talking about it in grade level teams, so just really seeing how instructional

481
00:41:59,460 --> 00:42:05,880
leaders are leading this work at their sites is a shout out to them and also a really great

482
00:42:05,880 --> 00:42:09,260
appreciation for the work that the county is supporting at all schools in our county.

483
00:42:10,360 --> 00:42:15,240
And then last slide, just giving a sense of the different ways that we are providing that

484
00:42:15,240 --> 00:42:19,780
layered, embedded professional development across the year in a variety of different ways,

485
00:42:20,620 --> 00:42:30,760
which you can see there. And that's our great deal of work in a few short slides and a few short

486
00:42:30,760 --> 00:42:37,920
minutes. Any questions or, um, or wondering that you might have? Questions or comments here?

487
00:42:41,510 --> 00:42:46,590
I'm good. This is really fun. I'm like digging in and I'm going to play around and see what's there.

488
00:42:47,970 --> 00:42:52,830
Okay, so seeing none, I will thank you for all the work you and your team and the broader

489
00:42:52,830 --> 00:42:53,130
team.

490
00:42:53,910 --> 00:42:54,390
I kind of did.

491
00:42:54,490 --> 00:42:54,650
Did you?

492
00:42:54,930 --> 00:42:56,050
Oh, I didn't.

493
00:42:56,050 --> 00:42:57,170
No, nobody reacted.

494
00:42:57,550 --> 00:42:58,390
Sorry, I was waiting for you.

495
00:42:58,610 --> 00:43:05,570
My only broader one is, I know I was actually trying to look for it, it was just the conversations

496
00:43:05,570 --> 00:43:10,510
we've had around ensuring we keep professional development while also being conscious of budget

497
00:43:10,510 --> 00:43:16,170
and it feels we brought a lot of things here rather than sending more people elsewhere.

498
00:43:16,550 --> 00:43:23,410
That's sort of one of our themes and has it worked well, that we're still seeing good success

499
00:43:24,030 --> 00:43:30,970
when cutting. I will say I think one of our key, the secret sauce is really our teacher leaders

500
00:43:30,970 --> 00:43:36,570
in this district and having the opportunity to work with our curriculum council for a three-hour

501
00:43:36,570 --> 00:43:43,330
block on Monday to make sure that they have what they need to ensure that success of working

502
00:43:43,330 --> 00:43:50,690
with their colleagues has really been key in keeping things within our district and in

503
00:43:50,690 --> 00:43:57,310
a more controlled and supported budget. We're aware of math being our focus, so we are really

504
00:43:57,310 --> 00:44:03,170
leaning into what support can we receive from the county, which is all free to us, which is wonderful.

505
00:44:03,170 --> 00:44:16,070
And then also our partnership with SVMI and how they're really an intentional choice that we're making in bringing in and outside support for that reason.

506
00:44:16,710 --> 00:44:31,210
But yeah, again, I think our teachers are highly engaged in getting each of them to be ready to lead and support their colleagues has been key to a lot of the work we did with our bridge to reading.

507
00:44:31,210 --> 00:44:34,010
and then also now with math, yeah.

508
00:44:36,180 --> 00:44:43,120
You mentioned the coaching cycles and going spending time at each campus.

509
00:44:44,680 --> 00:44:52,280
Does the coaching work kind of a blanket we treat everyone equally?

510
00:44:52,740 --> 00:44:57,260
Or is there sort of a responsive coaching that happens based on anything?

511
00:44:57,260 --> 00:44:59,400
It's really a different.

512
00:45:00,000 --> 00:45:29,940
Different models and at different times. So I will say that there are moments where there is responsive coaching, like how we are launching Heggarty, which is really a teacher who has a particular need and has reached out for support or has worked with their principle to really identify. Can you help me with. And then there are more equitable coaching cycles, like our upcoming math coaching cycle, where we're really working with the leaders, the curriculum council leaders at that.

513
00:45:29,940 --> 00:45:37,380
and the principal to help facilitate conversations about what would be supportive for this site.

514
00:45:38,100 --> 00:45:42,940
So, for example, the coaching cycle at Stanley, which is coming up on September 22nd,

515
00:45:43,840 --> 00:45:50,800
has been created in design with the teachers' input of we'd really like to A, B, and C,

516
00:45:50,800 --> 00:46:03,900
And also working with Brian and Lily and Liz and Diana who are the needs of it would be helpful to like the team is recognizing a need for this additional support.

517
00:46:04,480 --> 00:46:15,780
So in some cases it's responsive and in other cases it's much more how are we meeting everybody's needs at the site, which is responsive but also in a much more targeted way if that makes sense.

518
00:46:15,780 --> 00:46:26,360
Yeah, and then I fear this may sound paternalistic and I so I don't want it to sound that way, but you mentioned the kind of optional things.

519
00:46:26,760 --> 00:46:29,380
Is there any kind of almost like?

520
00:46:30,560 --> 00:46:34,680
But, like, you know, if your kid gets tagged for a academy, because something's not good

521
00:46:34,680 --> 00:46:35,000
right.

522
00:46:35,540 --> 00:46:39,660
Is there anything like, we just did the map testing and this map, you know, this particular

523
00:46:39,660 --> 00:46:49,920
pocket isn't matching up with others, like target intervention for these PD resources,

524
00:46:50,220 --> 00:46:50,720
for example.

525
00:46:51,380 --> 00:46:57,400
Well, let me ask you a follow-up, do you mean that what are we providing responsive coaching

526
00:46:57,400 --> 00:47:01,540
based on what we're seeing in student need and student data.

527
00:47:01,820 --> 00:47:02,440
Is that what you mean?

528
00:47:02,640 --> 00:47:04,160
That was a little bit of my first question,

529
00:47:04,260 --> 00:47:07,540
but this one is more around kind of the opt-in resources

530
00:47:07,540 --> 00:47:08,700
that you're making available.

531
00:47:08,920 --> 00:47:11,200
Like you mentioned, teachers want more time in their classrooms,

532
00:47:11,200 --> 00:47:12,340
which I usually get.

533
00:47:13,600 --> 00:47:18,480
Some people are more maybe more interested in that

534
00:47:18,480 --> 00:47:21,760
in those optional, like I'd like to participate in that extra thing.

535
00:47:22,160 --> 00:47:25,660
Is there any kind of, we'd like you to participate in this extra thing?

536
00:47:25,660 --> 00:47:34,700
Yeah, that's a really good question. So, um, this is working with, so Katie's role is really working with any teachers who are new to our district.

537
00:47:35,120 --> 00:47:41,500
So that's more of a, I'm working with you and we're holding hands, not so much of an opt in.

538
00:47:42,020 --> 00:47:51,340
But, um, we're going to, we're going to have support through induction and then if you are new, how we're providing that is a little bit more scaffolded coaching.

539
00:47:51,340 --> 00:48:08,800
and then there's also the conversations that we have with the administrators of what are teachers bringing to you as concerns, what are things maybe you're noticing that would be helpful in looking at our goals to help support in classrooms.

540
00:48:09,340 --> 00:48:14,420
So I'll give you another example here in my curriculum meetings that I have with principals.

541
00:48:14,420 --> 00:48:20,020
we talked about, what does it look like to see facilitation of meaningful discourse?

542
00:48:21,200 --> 00:48:27,760
And where might you in your conversations with teachers feel like having an additional support

543
00:48:27,760 --> 00:48:29,240
or coaching in that area?

544
00:48:29,520 --> 00:48:32,340
Would be beneficial or supportive to a teacher.

545
00:48:33,040 --> 00:48:40,880
So that's maybe one piece of the puzzle is that we're providing a, this is what it looks like

546
00:48:40,880 --> 00:48:44,560
and where might you see places where we could provide more support.

547
00:48:45,100 --> 00:48:49,820
So that's one thing. When I mentioned the coaching cycles that Katie is doing,

548
00:48:50,000 --> 00:48:53,760
and she's doing a series of six in the fall and six in the spring,

549
00:48:54,160 --> 00:48:57,680
where we're making it available, we're also working with principals

550
00:48:57,680 --> 00:49:03,120
to recognize if there are places where we're feeling like we need additional support

551
00:49:03,120 --> 00:49:09,040
or teachers are saying, I just don't know how to get in small groups into

552
00:49:09,040 --> 00:49:18,140
That's where we're saying, hey, here's a really great module for a session and Katie is able to come and work with teachers wherever and whenever.

553
00:49:19,200 --> 00:49:19,220
Yeah.

554
00:49:21,100 --> 00:49:29,020
So just to follow up though, because I'm not 100% sure that maybe the nuanced question was answered.

555
00:49:29,020 --> 00:49:37,000
So it sounds like there are a lot of injury points for teachers who self-diagnose an area

556
00:49:37,000 --> 00:49:47,000
of opportunity and are looking for assistance for those who are, for whatever reason, not

557
00:49:47,000 --> 00:49:52,800
kind of read, affirmatively raising their hand, what's the approach to ensure that those

558
00:49:52,800 --> 00:50:01,600
teachers who aren't leaning in proactively to make sure that they get them.

559
00:50:01,660 --> 00:50:05,340
In the private sector, we have a more explicit approach.

560
00:50:05,760 --> 00:50:09,120
Yeah. Luckily, that's not something that happens a lot.

561
00:50:09,500 --> 00:50:10,240
Right, understand.

562
00:50:10,660 --> 00:50:14,300
Because I think we have such strong collaborative teams.

563
00:50:14,960 --> 00:50:17,920
So while coaching is one method of supporting a teacher,

564
00:50:17,920 --> 00:50:24,020
I think our model for collaboration both at the site and across the district

565
00:50:24,020 --> 00:50:28,780
really helps promote what are we all working on together and how can we help

566
00:50:28,780 --> 00:50:35,080
one another so there are there is coach in the classroom there's also opportunities

567
00:50:35,080 --> 00:50:39,000
for peer observation and I really want to drive home the fact that our

568
00:50:39,000 --> 00:50:43,680
principals work very closely with their classroom teachers often and that

569
00:50:43,680 --> 00:50:53,080
there are there are always not just in an evaluative way, but how are we growing together? Conversations

570
00:50:53,080 --> 00:50:58,240
and where my unique support and where are things that you're doing really well that could be

571
00:50:58,240 --> 00:51:04,020
supportive to other people to learn. So I'll bring back a Burton Valley example here. One of the ways

572
00:51:04,020 --> 00:51:12,040
that they kicked off the year was looking at our areas our four areas of focus and math and the

573
00:51:12,040 --> 00:51:31,440
Jamie and Meredith put out like what are you rocking at that you could showcase for somebody else and where something that you feel like you'd like to see right like we're building at all of our sites cultures where professional learning and growth is normal and saying like I don't think I'm rocking it that yet.

574
00:51:31,440 --> 00:51:44,420
And just to see that that's a conversation that happens normally in a faculty meeting where teachers are like oh I could absolutely showcase this for people come and see me do it or I'd really like to learn more about this.

575
00:51:45,020 --> 00:51:55,300
So there's coaching, there's collaboration, and there's just that culture that is created by each of our principles of we're all learning together.

576
00:51:55,300 --> 00:51:57,960
And this is what we do and how can we support each other.

577
00:51:58,300 --> 00:52:03,920
So that's really just the beauty of mafia educators,

578
00:52:04,100 --> 00:52:06,320
is that we are all continual learners.

579
00:52:07,060 --> 00:52:11,580
And there's many methods of how we get support for teachers.

580
00:52:12,120 --> 00:52:15,220
And also how we showcase where things are really going well.

581
00:52:16,060 --> 00:52:16,960
Does that help?

582
00:52:17,860 --> 00:52:22,360
Yeah, and actually it sort of answered the follow-up question

583
00:52:22,360 --> 00:52:24,380
that I otherwise would have asked, which is, you know,

584
00:52:24,380 --> 00:52:53,200
Typically, individuals when they think about, and I'm not specific to the schools, but I've seen it in my own professional world, where people can either get very defensive and curl up in a ball, I got this, stay in your lane, or they can embrace the concepts of continual improvement and really lean into and get excited about professional development.

585
00:52:53,200 --> 00:52:57,440
And you commented on that, and that's great.

586
00:52:58,100 --> 00:53:01,040
I mean, I guess the only question that would beg is,

587
00:53:01,200 --> 00:53:05,100
where can we as a board assist here?

588
00:53:05,340 --> 00:53:07,760
I sort of felt like we did that last year

589
00:53:07,760 --> 00:53:11,280
when we were deliberating over the coach,

590
00:53:11,800 --> 00:53:15,280
and there were bodies that were saying,

591
00:53:15,880 --> 00:53:19,360
let's eliminate that, and the board ended up saying,

592
00:53:19,500 --> 00:53:22,300
no, we're not going to, that's not an area

593
00:53:22,300 --> 00:53:27,780
that we're comfortable notwithstanding the need to cut that's not something that we wanted to do.

594
00:53:28,320 --> 00:53:34,100
Do you see other areas or do you see things that we should be thinking about or otherwise doing?

595
00:53:34,560 --> 00:53:39,160
Yeah, I really appreciate that question. I think as we're going through the year,

596
00:53:39,660 --> 00:53:47,400
having opportunities to really see what these areas of focus, these academic priorities and these

597
00:53:47,400 --> 00:53:53,900
professional learning opportunities are bringing about in classrooms, having moments where our

598
00:53:53,900 --> 00:54:00,440
teachers can showcase this is what discourse is looking like and that we will do an inter, I will

599
00:54:00,440 --> 00:54:05,800
do an intentional job of sharing where that's coming from and how we're all working on this going

600
00:54:05,800 --> 00:54:13,540
together and then knowing that there is obviously our deep area of focus around math this year and how

601
00:54:13,540 --> 00:54:18,880
we will be utilizing a lot of our budget and time and resources to really focus on that.

602
00:54:19,140 --> 00:54:23,120
And we'll just continue that conversation as we go forward. Thank you.

603
00:54:23,880 --> 00:54:31,220
Super. All right. Well, thank you very much. All right. Moving forward to

604
00:54:34,280 --> 00:54:37,920
6.2 are draft academic school year calendar.

605
00:54:37,920 --> 00:54:38,820
to

606
00:54:42,600 --> 00:54:44,800
me. Thank you. Thank you.

607
00:54:49,860 --> 00:54:56,080
So what you have before you is an earlier, as you recall last year,

608
00:54:56,240 --> 00:55:01,220
we've been trying to bring forward our approval of the following year's academic calendar a little

609
00:55:01,220 --> 00:55:06,700
bit earlier in the school year. So you have before you a draft of the instructional calendar for the

610
00:55:06,700 --> 00:55:12,640
the 26th, 27th school year, which we'll be bringing forward to a vote that our next

611
00:55:12,640 --> 00:55:19,400
October meeting. This aligns with the Ocalonis calendar. Luckily this year, Halloween is

612
00:55:19,400 --> 00:55:25,680
not an issue. That's what I know is one of the first things people look at. We have had

613
00:55:25,680 --> 00:55:31,040
an opportunity to have this reviewed by district leadership. LEA's had an opportunity to look

614
00:55:31,040 --> 00:55:38,880
at it as has CSCA, and we're presenting not only the calendar, but it's beautiful new

615
00:55:38,880 --> 00:55:39,780
like this.

616
00:55:40,320 --> 00:55:40,540
Yeah.

617
00:55:41,160 --> 00:55:41,760
Yeah.

618
00:55:42,080 --> 00:55:42,680
Yeah.

619
00:55:42,840 --> 00:55:43,720
Thank you.

620
00:55:43,800 --> 00:55:48,880
When I pulled up the one for this year, I was like, this is a huge improvement.

621
00:55:49,080 --> 00:55:50,240
Beautiful and it's own.

622
00:55:50,560 --> 00:55:51,840
Last year, it's beautiful.

623
00:55:52,180 --> 00:55:52,380
Sorry.

624
00:55:52,600 --> 00:55:53,000
Sorry.

625
00:55:55,680 --> 00:56:04,920
We're leaving you all the way, a new version, which hopefully is just as good, but allows

626
00:56:04,920 --> 00:56:08,580
us to be in a portrait view.

627
00:56:09,020 --> 00:56:10,260
Yes, it's really nice.

628
00:56:10,340 --> 00:56:16,980
Handscape view, and we've done Dunlin who did something to find us a great new version.

629
00:56:17,840 --> 00:56:18,780
So I like it.

630
00:56:18,780 --> 00:56:24,440
really bringing it forward to see if you have any questions or comments on this draft calendar

631
00:56:24,440 --> 00:56:28,400
before we bring it to you in October. So you're pretty straightforward to me. Any questions or

632
00:56:28,400 --> 00:56:35,780
comments? Well, it's a comment. Maybe there's a question. Maybe there's a response to it which is

633
00:56:35,780 --> 00:56:43,200
I see that this coming year we will get that Monday off the January Monday off which sometimes

634
00:56:44,360 --> 00:56:48,420
which aligns with Ocalonies, and sometimes we don't do that, right?

635
00:56:49,140 --> 00:56:53,260
So I appreciate that we're aligning somehow that that's working out this year,

636
00:56:53,460 --> 00:56:56,520
so that we don't have that one day where everybody's texting me,

637
00:56:56,580 --> 00:56:57,640
we have school tomorrow? Yeah.

638
00:56:58,760 --> 00:57:01,420
So I think that was related to a question I had,

639
00:57:01,420 --> 00:57:06,220
which is, had we look at, I know we had two days that were different with Ocalonies,

640
00:57:06,240 --> 00:57:09,420
because they had to do the professional development day.

641
00:57:09,420 --> 00:57:17,480
last year. Did we see a significant difference in attendance on those days, or have we?

642
00:57:17,720 --> 00:57:22,880
I think we've shared that with you. We did look at it, and there was a difference in previous years

643
00:57:22,880 --> 00:57:27,740
when we hadn't been aligned, and maybe we could share that again and again.

644
00:57:27,780 --> 00:57:31,980
We'll find it. I don't recall that it was significant, but there was a difference.

645
00:57:32,100 --> 00:57:34,560
There was a difference. Yeah, that's what I kind of recalled it was.

646
00:57:34,560 --> 00:57:43,060
Yeah, but it was mild. Yeah, which led to my second question, which is do we have to line up on this and other ways that we can.

647
00:57:44,160 --> 00:57:50,960
I know there has been a discussion in previous years and I think that the aligning of the starting and ending makes complete sense.

648
00:57:50,960 --> 00:58:01,820
I know there's also been a question around the complete Thanksgiving week versus like a winter week.

649
00:58:01,820 --> 00:58:04,860
And if it could sort of move those around, have we?

650
00:58:05,820 --> 00:58:13,800
We have not really formally engaged in a conversation about shifting our breaks from

651
00:58:13,800 --> 00:58:14,680
acolonies.

652
00:58:16,700 --> 00:58:22,440
I have not, nor do I think we've heard from our community or from people that there

653
00:58:22,440 --> 00:58:24,160
is a grand desire to do so.

654
00:58:25,580 --> 00:58:26,600
Should we hear that?

655
00:58:26,920 --> 00:58:30,800
I think it could be a conversation we could engage in, but at this point, I think being

656
00:58:30,800 --> 00:58:33,720
aligned has worked.

657
00:58:36,100 --> 00:58:39,160
I know alkalines has already been forward with their approval of.

658
00:58:39,380 --> 00:58:40,740
Correct. And you have a link.

659
00:58:41,900 --> 00:58:44,620
Which also, but they're now, you know,

660
00:58:44,680 --> 00:58:46,700
be moving into the discussion of the following year,

661
00:58:46,740 --> 00:58:50,320
which I know we're sort of looking at engaging in that conversation.

662
00:58:51,720 --> 00:58:56,500
I would welcome an exploration of us seeing if there is an interest

663
00:58:56,500 --> 00:58:59,780
in a collaboration around a winter versus.

664
00:58:59,780 --> 00:59:01,820
because it feels like you sort of get to that,

665
00:59:01,920 --> 00:59:04,060
and you see a lot of green there at the bottom.

666
00:59:05,180 --> 00:59:07,600
And I know there's a purpose for that

667
00:59:07,600 --> 00:59:10,260
on the Galani side to get all the way through the end there,

668
00:59:10,360 --> 00:59:12,640
because that's where all the finals are happening.

669
00:59:15,600 --> 00:59:19,480
I think there's a, I wonder if there could be more of a

670
00:59:20,240 --> 00:59:23,120
effectiveness towards the end of the year in the classroom,

671
00:59:23,120 --> 00:59:25,680
if we also, you know, if we spread out some of those breaks

672
00:59:25,680 --> 00:59:27,100
a little bit more and had something

673
00:59:27,100 --> 00:59:29,520
and that was a little bit further into winter,

674
00:59:30,140 --> 00:59:33,740
like a February week versus two days.

675
00:59:36,380 --> 00:59:37,520
The idea is two weeks,

676
00:59:37,920 --> 00:59:39,240
sort of February and April, is that what you're?

677
00:59:40,360 --> 00:59:41,860
Yes, sort of like versus a thing.

678
00:59:41,880 --> 00:59:43,180
The December we, you know,

679
00:59:43,380 --> 00:59:45,880
you still have a two and a half day or whatever at that point,

680
00:59:45,980 --> 00:59:48,000
but I guess this is a question of,

681
00:59:48,320 --> 00:59:50,180
this is for discussion, not for decisions,

682
00:59:50,180 --> 00:59:51,640
so my question would just sort of like,

683
00:59:51,660 --> 00:59:53,080
I don't think we would change it this year

684
00:59:53,080 --> 00:59:54,000
because it's aligned,

685
00:59:54,200 --> 00:59:56,240
but it's happy in the conversations with our clients.

686
00:59:57,100 --> 00:59:59,880
They're 20 so actively can we

687
01:00:00,900 --> 01:00:27,480
Or come back and say, no, there's a reason why we, you know, we just see that this works better within our area or not. Because it does, you know, it ended up being the same number of days. It would just be when you have those and then you would have, you know, more full months followed by a week off or it's two weeks off, followed by a month, followed by a week off, followed by a month, followed by a week off. So you get a little bit more of a cadence.

688
01:00:29,400 --> 01:00:33,800
Yeah, I appreciate you raising it and I thank you for not suggesting that be something we entertain

689
01:00:33,800 --> 01:00:39,200
for next month. Why don't we ask, though, to see at least what kind of internal dialogue they're

690
01:00:39,200 --> 01:00:44,340
having about potential changes? Maybe it is on their radar. I just don't know. I don't know that you've

691
01:00:44,340 --> 01:00:49,880
asked the question and I haven't either. No, I know, like Mount Diablo made that shift. So it's likely

692
01:00:49,880 --> 01:00:54,840
something that's come up, but I haven't heard formally, but certainly can check in with how long

693
01:00:54,840 --> 01:01:08,520
Yeah, I will just say when Akalane's changed their start to it was a massive massive thing. Yeah, the unintended consequences on sports and images was a massive thing.

694
01:01:08,880 --> 01:01:09,400
Yeah.

695
01:01:09,640 --> 01:01:13,280
It wasn't a wave to the wand. We're done sort of thing. It was a big big big deal.

696
01:01:13,300 --> 01:01:14,000
But we're asking.

697
01:01:14,380 --> 01:01:14,460
Yeah.

698
01:01:14,860 --> 01:01:15,620
Shifts have happened.

699
01:01:15,720 --> 01:01:16,820
Yeah, surrounding districts.

700
01:01:17,140 --> 01:01:17,260
Okay.

701
01:01:17,800 --> 01:01:18,300
All right.

702
01:01:18,300 --> 01:01:28,160
and then the only other comment ending prior to Memorial Day. I guess I would say if we are

703
01:01:28,160 --> 01:01:33,980
starting this early it is, I think that's appreciated versus where we sometimes tail it into one or

704
01:01:33,980 --> 01:01:39,580
two days and that's a long way. Then we have to come back. So depends on when Memorial Day lands.

705
01:01:40,240 --> 01:01:45,140
Correction. One on every five times we'll get it right. As we go with Halloween.

706
01:01:46,980 --> 01:01:50,260
All right, so the intent is to bring this back next month.

707
01:01:50,960 --> 01:01:55,000
Very good. All right, so we will move to 6.3.

708
01:01:55,720 --> 01:01:59,220
Thank you in advance to our policy committee.

709
01:02:00,320 --> 01:02:01,660
These are first readings.

710
01:02:03,060 --> 01:02:05,020
And is there anything that you wanted to highlight?

711
01:02:05,020 --> 01:02:06,480
It's a good idea.

712
01:02:15,850 --> 01:02:23,870
Essentially CSBA, there are a little bit of tweaks in the student wellness schools

713
01:02:23,870 --> 01:02:33,560
that were kind of just the language that we preferred, but the CSBA change and that

714
01:02:33,560 --> 01:02:39,940
one is that end USDA disclosure contact info on discrimination statement.

715
01:02:39,940 --> 01:02:45,060
But otherwise, I think these are all the CFDAs, that's how I'm right looking for that.

716
01:02:46,120 --> 01:02:47,520
Yeah, that's what I recall Katie.

717
01:02:48,060 --> 01:02:48,260
Yes.

718
01:02:48,920 --> 01:02:51,760
Can I have a clarifying question on one?

719
01:02:51,960 --> 01:02:55,060
I just don't know how to, if I'm reading it like, which number is this?

720
01:02:56,860 --> 01:03:00,700
1312.3, the universal complaint procedures, uniform complaint procedures.

721
01:03:01,540 --> 01:03:07,620
In line 10, in the section in green, that's been added, it says, you know, you had a discrimination

722
01:03:08,340 --> 01:03:14,540
I'm not going on and on based on one comma or a combination of two or more comma protected

723
01:03:14,540 --> 01:03:15,260
characteristics.

724
01:03:16,200 --> 01:03:19,420
I'm not sure I understand what the difference is between one or two or more.

725
01:03:19,960 --> 01:03:22,820
Like if you could do it one, why do you need two or more?

726
01:03:23,400 --> 01:03:28,380
So I didn't know if I was reading that if there was like some my versus one or more.

727
01:03:28,560 --> 01:03:33,260
Yes, versus if one's enough, then just saying one, I'm not sure what the two are.

728
01:03:33,340 --> 01:03:36,140
I thought maybe they were going to be somehow differentiated as I read it.

729
01:03:36,260 --> 01:03:36,460
Okay.

730
01:03:50,960 --> 01:03:53,340
I don't think that's meant to.

731
01:03:53,700 --> 01:03:54,000
Yeah.

732
01:03:54,600 --> 01:03:54,720
Yeah.

733
01:03:54,900 --> 01:03:56,500
Referred any specific situation.

734
01:03:56,840 --> 01:03:57,480
Yeah.

735
01:03:57,620 --> 01:04:00,040
I suspect that's a direct quote from.

736
01:04:00,100 --> 01:04:00,200
Yeah.

737
01:04:00,440 --> 01:04:01,820
That's what it is.

738
01:04:02,420 --> 01:04:02,720
Yeah.

739
01:04:03,600 --> 01:04:03,720
Yeah.

740
01:04:03,720 --> 01:04:03,740
Yeah.

741
01:04:04,640 --> 01:04:05,280
Yeah.

742
01:04:06,440 --> 01:04:07,860
We share your confidence.

743
01:04:09,400 --> 01:04:11,580
All right, I still have a lot to do.

744
01:04:11,860 --> 01:04:12,360
Yes, go ahead.

745
01:04:12,500 --> 01:04:15,960
On the mental health, 51, 41, 0.5.

746
01:04:16,780 --> 01:04:21,660
So there's the new language in there that references that the Super Tedder's doesn't

747
01:04:21,660 --> 01:04:21,780
need.

748
01:04:21,920 --> 01:04:28,280
She'll ensure that all certificate employees and at least 40% of classified employees who

749
01:04:28,280 --> 01:04:33,380
have direct contact with students in grade 7 to 8 receive youth behavioral training.

750
01:04:33,660 --> 01:04:33,840
Yeah.

751
01:04:34,160 --> 01:04:35,540
That comes directly from that code.

752
01:04:35,540 --> 01:04:37,020
That goes directly for 40 percent.

753
01:04:37,100 --> 01:04:39,940
How are we currently doing on that type of a training?

754
01:04:40,880 --> 01:04:43,000
Do you talk about that in module?

755
01:04:44,140 --> 01:04:44,460
Sorry.

756
01:04:44,860 --> 01:04:49,080
The training that we're going to be rolling out to our seventh and eighth grade students.

757
01:04:49,080 --> 01:04:51,320
Yes, I absolutely will talk about that.

758
01:04:51,760 --> 01:04:56,980
Yes, so there is a new training module that the state has put out that we are rolling out

759
01:04:56,980 --> 01:05:02,160
to Stanley teachers and administrators, Stanley certificates, also certificates.

760
01:05:04,880 --> 01:05:11,520
And we are kind of beta testing it now because it's brand new, but it will go out soon and

761
01:05:11,520 --> 01:05:17,480
that will cover this training and it will be an hour a year, and we will, this is at least one

762
01:05:17,480 --> 01:05:22,300
time, we will be doing it every year. So that would cover that. I'm tracking our footage.

763
01:05:22,340 --> 01:05:26,540
It's not something we currently do, but it's something we will be new that we are doing to be compliant.

764
01:05:26,540 --> 01:05:33,940
We do various types of training, but I think that this specific type of training is absolutely covered within that module.

765
01:05:34,800 --> 01:05:42,760
Okay. And is there a reason, I guess I'm less concerned about the reason that they, that the policy was passed at 40% of classified employees?

766
01:05:42,960 --> 01:05:47,340
But is that our intent, or is our intent to invite all classified employees to this training?

767
01:05:48,080 --> 01:05:54,360
I mean, you actually added the phrase at least, I think the language was 40%, so I think

768
01:05:54,360 --> 01:05:56,500
our hope, right, I think that it will be all of them.

769
01:05:56,800 --> 01:06:01,280
Yes, and certainly all of them that have contact with students.

770
01:06:01,440 --> 01:06:04,400
I mean, I think that's the key and that will be more than 40%.

771
01:06:04,400 --> 01:06:04,500
So.

772
01:06:05,240 --> 01:06:10,860
No other special education classified and certificate are offered the de-escalation, CPI training,

773
01:06:10,860 --> 01:06:15,720
all of our staffs for our special day class students and our, including our

774
01:06:15,720 --> 01:06:21,480
counseling-rich, we make sure that that happens. It is offered on the first

775
01:06:21,480 --> 01:06:25,420
pdday in August who are classified special ed paris. It's provided rather

776
01:06:25,420 --> 01:06:30,700
not offered. So we do hit a significant amount of that specific, classified

777
01:06:30,700 --> 01:06:33,700
certificate portion through the spread site as well, so.

778
01:06:34,600 --> 01:06:40,840
Thank you. It's a strange wording isn't it? Yeah. It is. I think I figured it

779
01:06:40,840 --> 01:06:45,200
was I guess there was sort of a question of how much of this is the bar that someone else is

780
01:06:45,200 --> 01:06:50,100
sending versus what we're setting. So yeah, yeah, we're intending to get well about that work.

781
01:06:50,440 --> 01:06:54,680
Yeah, and I won't send us down the rabbit's hall of what we see the means because it doesn't say

782
01:06:54,680 --> 01:06:59,180
anything to complete the training pages need to receive it. Well, the state does leave that a lot.

783
01:06:59,200 --> 01:07:03,720
It does work with for the training that I'm talking about. It does have to be completed. It's pretty

784
01:07:03,720 --> 01:07:10,580
it's pretty significant in terms of participation. You can't leave and come back. You have to stay

785
01:07:10,580 --> 01:07:15,940
for the whole time. We have to track it. We have to. That's the training provider. It appears

786
01:07:15,940 --> 01:07:20,660
at the head code. Oh, yes. Fair point. Fair point. Certainly.

787
01:07:20,760 --> 01:07:26,060
You're what you're saying. Yeah. All right. So we will look forward to seeing this again

788
01:07:26,060 --> 01:07:34,440
as well next month. I mean, we will now move forward to our action items. 7.1, the 2024, 2025,

789
01:07:37,180 --> 01:07:47,140
I don't want to steal your thunder, but by way of background, the aid code section 42-100

790
01:07:47,770 --> 01:07:52,720
requires it's school district review and approve what are called the un-audited actuals

791
01:07:52,720 --> 01:08:00,220
by September 15 for us, the 2024-25 un-audited actuals provide a detailed snapshot of our financial

792
01:08:00,220 --> 01:08:06,920
picture for the fiscal year ending June 30, 2025, the report separates the budget into unrestricted

793
01:08:06,920 --> 01:08:12,680
and restricted revenues and the expenditures, restricted funds may be used for specific purposes.

794
01:08:13,260 --> 01:08:17,720
Unrestricted funds, on the other hand, can be used more flexibly for any legal purpose

795
01:08:17,720 --> 01:08:23,120
the district sees fit. The report also includes ending balances for all non-general funds,

796
01:08:23,120 --> 01:08:28,540
including the cafeteria fund, deferred maintenance fund, building bond fund, capital facilities

797
01:08:28,540 --> 01:08:34,200
find in other funds as well. All of these are detailed in the state financial reports that were included in the agenda.

798
01:08:34,940 --> 01:08:41,980
The district administration is recommending that the governing board approve the 2024-25 on audit at Actuals

799
01:08:41,980 --> 01:08:52,420
and this has been agenda as an action item. So following the presentation from our CBO, I will first ask for inquiries from the public

800
01:08:53,160 --> 01:09:15,140
and then pause for board questions and there I have to move to board comments and a vote and I will also say consistent with the promise that I made last year I will thank the teachers and staff that we have here for participating in this because this is important and we very much want you to be it just as aware of our financial situation.

801
01:09:15,980 --> 01:09:16,560
Thank you.

802
01:09:17,910 --> 01:09:19,790
Thank you very much.

803
01:09:21,090 --> 01:09:29,570
So we are at the just right there in terms of closing out last year even though we're in full swing for 2526.

804
01:09:30,350 --> 01:09:32,850
I have a couple of math talks that we can work on.

805
01:09:37,230 --> 01:09:39,790
So if you could go to the next slide.

806
01:09:39,790 --> 01:09:46,590
Um, so just this is based on last year just wanting to show you with that gold star where we are.

807
01:09:46,930 --> 01:09:52,550
Um, we're not really officially done after tonight, assuming you vote to approve unaudited

808
01:09:52,550 --> 01:10:01,030
actuals with 2425, we will launch into our auditing process for 2425 and we'll be bringing

809
01:10:01,030 --> 01:10:07,330
forward to you in January or independent auditors report, which will then officially close out

810
01:10:07,330 --> 01:10:15,110
to the 24-25 budget year. Just want to start off and also thank the small but mighty business

811
01:10:15,110 --> 01:10:22,650
services team. A lot of activity happens over the summer as we work to close the books and close

812
01:10:22,650 --> 01:10:30,450
out the year. So huge appreciation to Kathy, Aish, Brandy, and Peter for that for all of their help.

813
01:10:30,950 --> 01:10:37,050
And in our similarly with our around professional learning and coaching, we're always looking at

814
01:10:37,050 --> 01:10:38,470
from a continuous improvement.

815
01:10:39,230 --> 01:10:42,770
So with each iteration, how we're strengthening our processes

816
01:10:42,770 --> 01:10:45,170
and our practices and the tools that we use.

817
01:10:46,370 --> 01:10:47,530
Next slide.

818
01:10:48,330 --> 01:10:51,630
So I'll cover, we'll give a quick sort of what's the headline

819
01:10:51,630 --> 01:10:54,270
and snapshot of our audited actuals,

820
01:10:54,350 --> 01:10:56,890
then we'll dig into our revenues and expenditures,

821
01:10:57,570 --> 01:11:00,070
talk about where from a fund summary

822
01:11:00,070 --> 01:11:03,590
where we're ending the year, a brief look at our other funds

823
01:11:03,590 --> 01:11:12,250
outside of our general fund, and then I'll look ahead to what for 2526 and beyond.

824
01:11:12,510 --> 01:11:17,330
Although some of that we covered last month at our 2526 budget update.

825
01:11:18,210 --> 01:11:18,710
Next slide.

826
01:11:20,330 --> 01:11:28,110
So again, this is sort of the snapshot of where we actually closed the books last year.

827
01:11:28,650 --> 01:11:32,170
So looking beyond budget to our actual revenues and expenditures.

828
01:11:32,170 --> 01:11:42,530
as we're embarked on this 18-month process and we'll come back with the audit report in January and that should say January 2020.

829
01:11:43,370 --> 01:11:44,250
Next slide.

830
01:11:45,930 --> 01:11:50,930
Okay, so snapshot or add a glance for 2425.

831
01:11:50,930 --> 01:11:55,210
We continue to deficit spend as our cost outpaced our resources.

832
01:11:55,350 --> 01:12:01,690
I'll be it as Superintendent Steven shared in his opening remarks at a slower rate

833
01:12:01,690 --> 01:12:07,070
with all of our cost-control measures and our mitigation strategies are on helping to maintain

834
01:12:07,070 --> 01:12:16,590
our expenses, by leveraging our reserves, but reversing that trajectory of deficit spending.

835
01:12:18,130 --> 01:12:24,370
So overall, between, and I shall also say that, do you not edit actuals and the slides that you'll

836
01:12:24,370 --> 01:12:31,330
be seeing compare where we anticipated ending the year back in May at estimated actuals to where we

837
01:12:31,330 --> 01:12:35,930
We did in fact close the books with all of the information that comes in in between.

838
01:12:37,070 --> 01:12:42,610
So our unrestricted ending fund balance was a little higher than estimated and about

839
01:12:43,550 --> 01:12:49,110
886,000 that is less of a variance than we've had in past years.

840
01:12:50,110 --> 01:12:57,730
But as you know, those funds were committed back in the resolution in June to our, to support

841
01:12:57,730 --> 01:13:03,330
prior year commitments for recruitment and retention. Our restricted ending fund balance

842
01:13:03,850 --> 01:13:10,650
was higher than estimated by about 586,000. This is on our restricted side. Those are for

843
01:13:10,650 --> 01:13:15,870
legally restricted purposes, and all of our other funds have a positive ending fund balance.

844
01:13:17,310 --> 01:13:22,090
To some of the highlights of what we do at Unondited Actuals, we do a lot of resource and fund

845
01:13:22,090 --> 01:13:27,190
reconciliation, sort of let all of that year end work, look at where our indirect costs are

846
01:13:27,190 --> 01:13:32,590
and apply those. That is something new that the district started that we started last year.

847
01:13:33,470 --> 01:13:38,450
And then our special education accounting, we have a number of requirements with our special

848
01:13:38,450 --> 01:13:45,010
ed accounting, so we make sure that we're meeting those requirements. And so we've implemented

849
01:13:45,010 --> 01:13:51,250
those as well. From a revenue perspective, you'll see as I go through the slides from a combined

850
01:13:51,250 --> 01:13:59,810
perspective, revenues were up by about 652,000, and our expenditures were down by about 820,000,

851
01:13:59,950 --> 01:14:04,890
and I'll talk through what those are the rationale behind some of that. Next slide.

852
01:14:06,110 --> 01:14:14,930
Keep going. Okay, so from unrestricted revenues, we were just up by about a net increase of 107,000.

853
01:14:14,930 --> 01:14:22,830
And this was mainly due in terms of our other local revenue interest as well as some increases

854
01:14:22,830 --> 01:14:27,590
from rentals and fees just based on what we had set from a budget perspective.

855
01:14:28,450 --> 01:14:33,530
We always have some one-time reimbursements and caught miscellaneous income that comes

856
01:14:33,530 --> 01:14:39,550
in, that those are not ongoing, so we kind of shore those up at the end of the fiscal year.

857
01:14:39,550 --> 01:14:46,810
We saw slight decrease at the state side, but mainly due to a timing issue with our lottery

858
01:14:46,810 --> 01:14:47,710
apportionment.

859
01:14:47,990 --> 01:14:51,710
So we get a number of apportionments that come in throughout the year.

860
01:14:52,290 --> 01:14:55,550
So we always do true ups in the following fiscal year if those are needed.

861
01:14:56,430 --> 01:14:57,550
Next slide.

862
01:14:57,550 --> 01:14:59,770
on the restricted side.

863
01:15:00,000 --> 01:15:28,860
This is, we saw some revenue increases here. So most of our revenue, the majority of our revenue increases were on our restricted side. The bulk of which being federal's own increase due to accounting for prior year IDA, ID funding comes in at various points in time. And so we were able, we accounted for the prior year revenue in this year. That was a one time adjustment that we made. Next slide.

864
01:15:30,820 --> 01:15:47,100
So overall, this is what 600 in about 52,000 in that combined revenue, again, mainly on the restricted side and again any revenue increases as we close out the books are just our one time and help to offset our deficit spending.

865
01:15:48,220 --> 01:15:49,160
Next slide.

866
01:15:51,240 --> 01:15:52,040
Keep going.

867
01:15:52,040 --> 01:15:58,380
Okay, so on our expenditure side, we have a bit more sort of activity here that I'll

868
01:15:58,380 --> 01:16:04,520
walk us through, but you have brief explanations and happy to provide more if you have questions.

869
01:16:05,300 --> 01:16:10,240
From a salaries perspective, again, from what we were estimating back in May, we saw some

870
01:16:10,240 --> 01:16:15,740
increases around extra comp, substitutes, yard duty, expenditures.

871
01:16:16,420 --> 01:16:30,280
on our benefits side, we were able to, our actuals came in under what we had budgeted mainly due to a prior year payment that it turned it was really a credit with our health and welfare benefits.

872
01:16:31,380 --> 01:16:43,280
And some, and in conferences that we had in our system around benefits related to that that we were able to release that yielded a one time reduction or adjustment in those assumptions around benefits.

873
01:16:43,280 --> 01:16:53,100
We had reductions in books and supplies that's mainly due to an area where from our budget

874
01:16:53,100 --> 01:16:57,960
reductions in savings, we exceeded some of our targets and really tightened our belts

875
01:16:57,960 --> 01:16:58,700
this year.

876
01:16:59,720 --> 01:17:03,740
So within the district office as well as on technology supplies there.

877
01:17:04,720 --> 01:17:11,300
And then the shift you see a decrease here in services and other operating but you'll see

878
01:17:11,300 --> 01:17:15,600
that come back on the next slide and restricted because it's really just an accounting maneuver

879
01:17:15,600 --> 01:17:21,640
that we use to move allowable expenses from unrestricted over into restricted.

880
01:17:23,420 --> 01:17:24,520
Next slide.

881
01:17:27,300 --> 01:17:36,380
So here again, we see we have some smaller adjustments here on the salary side.

882
01:17:36,380 --> 01:17:42,200
From a classified perspective, we participate in a summer assistance program that has a state

883
01:17:42,200 --> 01:17:49,060
match for 10-month classified employees to be paid throughout the summer. So it's just accounting

884
01:17:49,060 --> 01:17:53,560
for that true because we don't know those numbers at the time of estimated actuals.

885
01:17:55,160 --> 01:18:01,280
And then here as well, some reductions on the books and supply side mainly on our, this is mainly

886
01:18:01,280 --> 01:18:06,560
in our facilities, that we're able to release those funds that we, you know, not sure what type of

887
01:18:06,560 --> 01:18:08,460
work or emergencies might come up.

888
01:18:08,660 --> 01:18:10,820
So we want to hold resources there.

889
01:18:11,620 --> 01:18:13,680
And then here you see the net variant

890
01:18:13,680 --> 01:18:17,460
or the net difference of bringing those expenditures

891
01:18:17,460 --> 01:18:20,800
that we previously had booked on the unrestricted side

892
01:18:20,800 --> 01:18:26,380
over into the restricted side and some capital outlay shifts

893
01:18:26,380 --> 01:18:27,220
as well.

894
01:18:27,640 --> 01:18:30,200
We're closing out our Cal shape grant

895
01:18:30,860 --> 01:18:32,980
and we had some budget that was based on

896
01:18:32,980 --> 01:18:35,080
there was also contingency built in.

897
01:18:35,240 --> 01:18:36,140
Should we need that?

898
01:18:36,140 --> 01:18:44,060
we did not have to leverage that so we made those adjustments down as well. Next slide. So overall

899
01:18:44,060 --> 01:18:51,280
from expenditure side, we have that net decrease. I'm in expenditures of about 820,000 overall.

900
01:18:53,560 --> 01:19:02,020
Next slide. So what does that mean for us? This just looks at, again, from a combined perspective of where

901
01:19:02,020 --> 01:19:09,340
where we were at estimated actuals and where we close the books, we continue to deficit spend.

902
01:19:10,280 --> 01:19:16,500
So if you look at in the 24, 25 unaudited actuals, you see sort of like the arrow down from

903
01:19:16,500 --> 01:19:24,880
where we started the year with our beginning balance and where we're ending and our, sorry,

904
01:19:24,880 --> 01:19:33,200
This indicates the same numbers that we saw earlier around the variance between estimated

905
01:19:33,200 --> 01:19:39,240
actual and unaudited of that 886 on the unrestricted side and 586 on the restricted.

906
01:19:40,480 --> 01:19:45,660
So again, through our cost-saving measures, we're still deaf that's spending and using

907
01:19:45,660 --> 01:19:51,880
our one-time savings account, but from a one-time perspective of last year, we were able to narrow

908
01:19:51,880 --> 01:19:53,580
that and slow that rate down.

909
01:19:54,940 --> 01:19:56,020
Next slide.

910
01:19:57,820 --> 01:20:04,140
With our other funds, as I shared, we have, we're ending with positive balances here.

911
01:20:04,260 --> 01:20:08,820
These are our most restricted dollars primarily related to facilities.

912
01:20:10,480 --> 01:20:12,120
And next slide.

913
01:20:13,720 --> 01:20:15,680
So again, good news.

914
01:20:15,680 --> 01:20:24,460
So, for the 2425 and that we have one time improvements that help us manage our deficit

915
01:20:24,460 --> 01:20:32,220
spending and delay our forecasted cliff that is soon on the horizon, the bullets here

916
01:20:32,220 --> 01:20:37,380
just represent they might look familiar to what I shared at estimated actuals as we really

917
01:20:37,380 --> 01:20:42,400
look at this reductions that our budget advisory committee has been doing and where we were able

918
01:20:42,400 --> 01:20:49,500
to exceed targets in the ongoing reductions, and if you recall, in each year we have one

919
01:20:49,500 --> 01:20:53,600
time savings assumptions as well, so we see that reflected in the budget.

920
01:20:56,260 --> 01:21:02,300
And just to look ahead, as I shared last month, we will be making adjustments at first

921
01:21:02,300 --> 01:21:02,860
interim.

922
01:21:03,100 --> 01:21:08,980
We know that there are some one time increases that came in on the enacted budget at the state

923
01:21:08,980 --> 01:21:14,180
level but then we have both known and unknown expenditures that we anticipate this year as well.

924
01:21:16,080 --> 01:21:22,420
And so closing out just kind of the key points that we when we think about our fiscal health

925
01:21:22,420 --> 01:21:29,920
of our district and being responsible stewards of those dollars beyond the immediate budget year

926
01:21:29,920 --> 01:21:36,860
that we're in, we keep a close eye on our deficit spending as our costs continue to exceed the

927
01:21:36,860 --> 01:21:45,460
revenue that we bring in on an annual basis, we closely monitor our reserves, the recommendation

928
01:21:45,460 --> 01:21:51,700
for reserves is more in the 16-17%, which would allow districts to cover at least two months

929
01:21:51,700 --> 01:21:59,740
of operating expenses. Our 8% reserve gives us about a month to cover, but I think also now

930
01:21:59,740 --> 01:22:06,680
more than ever, having those reserves for economic uncertainties is important.

931
01:22:07,380 --> 01:22:15,080
We are also mindful that Measure L does sunset after the 26, 27-year, so to meet our current

932
01:22:15,080 --> 01:22:22,840
and future obligations, we will want to need that revenue stream to be ongoing.

933
01:22:23,400 --> 01:22:28,400
Our district budget advisory committee kicked off last month already at the request we started

934
01:22:28,400 --> 01:22:34,160
even a month earlier than last year. We have a target of $2 million and ongoing savings and

935
01:22:34,160 --> 01:22:40,220
reductions starting in the 26, 27 in school year and then we're always mindful of those cost

936
01:22:40,220 --> 01:22:46,840
increases and our investments as well but anything that we're putting back in has an impact on

937
01:22:46,840 --> 01:22:52,960
that long-term forecast and how much we're dipping and using our one-time savings to help

938
01:22:56,040 --> 01:23:02,920
So, with all of that, our recommendation is for you to approve the 24-25 un audited

939
01:23:02,920 --> 01:23:06,800
actuals report, and I'm happy to answer any questions you may have.

940
01:23:08,400 --> 01:23:09,140
All right.

941
01:23:09,280 --> 01:23:10,500
I don't think we have any public comments.

942
01:23:10,780 --> 01:23:13,820
So, let's combine questions and comments.

943
01:23:15,720 --> 01:23:18,980
I haven't done a lot of stuff.

944
01:23:18,980 --> 01:23:22,360
And I feel like I'm also getting a cycle now, I'm kind of getting into it, so.

945
01:23:24,950 --> 01:23:30,590
So just for now, I think you said this as we were going through it, but of the, you know,

946
01:23:30,750 --> 01:23:38,230
1.3 million to the good that we ended up having across this, it was almost all one

947
01:23:38,230 --> 01:23:38,650
time.

948
01:23:39,810 --> 01:23:40,030
It is.

949
01:23:40,150 --> 01:23:40,970
Is there any recreation?

950
01:23:41,030 --> 01:23:46,230
It's something about like the books and supplies that we saved money a little bit earlier than

951
01:23:46,230 --> 01:23:51,450
we were hoping, but like that's then book. We were planning on doing that this year anyway,

952
01:23:51,650 --> 01:23:57,490
so is this, I guess is there any spillover from this good news to even better news into this year,

953
01:23:57,690 --> 01:24:04,290
or is it sort of like this is a one-time padding of some resources, but we're still in a pretty

954
01:24:04,290 --> 01:24:11,130
similar situation for this year? Oh yes, Andy, I'll say a little bit of both. So yes, there's some,

955
01:24:11,130 --> 01:24:12,930
It is one time, right?

956
01:24:13,190 --> 01:24:18,950
So we start the 2526 with a bit of a higher beginning fund balance,

957
01:24:18,950 --> 01:24:26,210
although we know that that's already committed, those are already committed dollars,

958
01:24:26,610 --> 01:24:31,870
but what we can see in terms of the strategies and practices for reductions in 2425,

959
01:24:31,870 --> 01:24:38,530
we can continue those into 2526 with monitoring,

960
01:24:39,250 --> 01:24:46,910
and to make sure that we're, you know, managing those in the same way that we did this past years, we move into the new year.

961
01:24:47,650 --> 01:24:52,850
When we start our budget, right, we don't quite, we don't know what's going to happen.

962
01:24:53,450 --> 01:24:57,590
We have plans for the year, but there's always the unknown.

963
01:24:57,590 --> 01:25:06,850
So there is a bit of a reset in our budget that we start the beginning of the year with that we are monitoring and making adjustments as we go at each of the interrums.

964
01:25:07,690 --> 01:25:22,650
And so it is a sort of comes over as a one time not to say though that there aren't opportunities for us to continue with those same practices so that we're managing cause maybe not at the same degree.

965
01:25:23,250 --> 01:25:29,830
Because if we've made improvements, we want to just hold those through into the upcoming year.

966
01:25:31,110 --> 01:25:38,590
And also it feels like some of the work that Debak was doing in the conversations we were having that haven't earlier in the year.

967
01:25:39,370 --> 01:25:43,050
Some of those were able to actually influence that year and not just future years.

968
01:25:44,350 --> 01:25:51,710
So while we're not going to be putting forward a group of cuts until later in the year after it's gone through the process.

969
01:25:51,910 --> 01:25:55,470
If there is any of that, I guess we've kind of got rid of most of the low hanging fruit.

970
01:25:55,470 --> 01:25:59,170
So it's not that tree is stripped more and more there.

971
01:25:59,410 --> 01:25:59,670
It's true.

972
01:25:59,990 --> 01:26:01,210
Giving tree all the way down.

973
01:26:04,130 --> 01:26:07,310
I also was at the interest income was off a little bit.

974
01:26:07,690 --> 01:26:12,150
And so I guess it was pretty helpful to have a healthy reserve at the time that we have high interest rate.

975
01:26:12,150 --> 01:26:12,410
Correct.

976
01:26:12,850 --> 01:26:14,450
Right, start to go on our reserve.

977
01:26:14,450 --> 01:26:15,170
It starts to complete.

978
01:26:15,170 --> 01:26:16,290
I imagine it was number school.

979
01:26:16,990 --> 01:26:18,410
Yes, those numbers, right.

980
01:26:18,810 --> 01:26:20,030
But they are going down.

981
01:26:20,210 --> 01:26:23,770
We do see a significant difference in our annual interest

982
01:26:23,770 --> 01:26:35,230
in 24-25 in comparison to 23-24. We had a very healthy year in 23-24, not as much this past year, last year.

983
01:26:35,750 --> 01:26:45,770
So, and if you recall, we've in doing an analysis of our interest, given those reserves, you know, we've made adjustments in our budget.

984
01:26:45,770 --> 01:26:59,890
So we start at a higher, at a higher point and we don't wait until the end to adjust. We're doing it at each interim, but there is a sort of a final amount of interest that gets held that we learn about in the summer.

985
01:27:00,030 --> 01:27:05,630
So that's why we often see that increase, that increase come in and estimated an un audited.

986
01:27:06,570 --> 01:27:09,490
And hopefully the lottery for earlier this week might buy a couple books.

987
01:27:09,490 --> 01:27:15,990
Well, yeah, that's a, that was my transition.

988
01:27:17,890 --> 01:27:19,070
Take it away, again.

989
01:27:20,390 --> 01:27:24,950
So the 1.5 million that shifted from unrestricted to restricted.

990
01:27:25,770 --> 01:27:28,570
Is that the D-back stuff?

991
01:27:29,850 --> 01:27:33,350
Sort of D-back strategy, identified strategies of...

992
01:27:33,350 --> 01:27:38,630
No, that's related to, it's around our special education accounting

993
01:27:38,630 --> 01:27:43,690
in our maintenance of effort work, so where with our federal funding we're required to maintain

994
01:27:43,690 --> 01:27:49,670
our level, it's called maintenance of effort, which we do we meet. And it's just a matter of where

995
01:27:49,670 --> 01:27:55,210
we're accounting for it, whether it's in our unrestricted side or our restricted. So it's to help.

996
01:27:55,650 --> 01:27:59,710
Kind of every year in unaddeded actions, you're going to see this like shift.

997
01:28:00,050 --> 01:28:06,830
Potentially, yes, depending on that year. It has a net zero impact on our, on the bottom line,

998
01:28:06,830 --> 01:28:11,190
it's just a matter of where we're accounting for those expenditures and giving care.

999
01:28:11,430 --> 01:28:18,610
So, and I'm sorry, I can't keep my ears straight, but one of these Z-back years we've had

1000
01:28:20,230 --> 01:28:23,870
that one of the strategies has been moving some things to restricted.

1001
01:28:24,410 --> 01:28:24,570
Yes.

1002
01:28:24,970 --> 01:28:26,690
Is that in this budget or that will be in?

1003
01:28:27,290 --> 01:28:29,050
It's been in both budgets.

1004
01:28:29,570 --> 01:28:35,150
Yeah, so I guess what I'm wondering, like, I get nervous sometimes like,

1005
01:28:35,150 --> 01:28:42,430
are we hitting our restricted too hard? How long can we use that strategy? And it doesn't appear

1006
01:28:43,110 --> 01:28:48,010
that we are doing so. That we're hitting it too hard. It appears that our restricted funds are

1007
01:28:49,450 --> 01:28:51,750
saying, I think you've got to talk about that too.

1008
01:28:51,850 --> 01:28:58,170
Summizing how we use our restricted dollars. So we're maximizing and making sure that all allowable

1009
01:28:58,170 --> 01:29:04,150
expenses that can be unrestricted, that meet whatever those requirements are, that we're using those

1010
01:29:04,150 --> 01:29:10,250
dollars and not carrying them over unless it's like a planned carry over into the following year.

1011
01:29:11,350 --> 01:29:17,510
And that has been, you know, those funding shifts as part of D-Back, we built those in for 24,

1012
01:29:17,790 --> 01:29:28,130
25, and then again for 25, 26. I would say we're maximizing that ability. So a lot of, in some instances,

1013
01:29:28,210 --> 01:29:33,030
those shifts might just be one time because it's based on a one-time grant. In other times,

1014
01:29:33,030 --> 01:29:40,210
some of our restricted is we get ongoing revenue and so those are ongoing unrestricted

1015
01:29:40,790 --> 01:29:45,150
savings if you will because we're using those restricted dollars in a different way.

1016
01:29:45,350 --> 01:29:51,550
Right. Got it. All legally allowable. And then so the bottom line though on the kind of the big

1017
01:29:51,550 --> 01:29:57,370
ticket items here were the IDEA thing and the benefits thing. Both of which kind of lined up to

1018
01:29:57,370 --> 01:29:59,810
with Narrow or Corrower.

1019
01:30:00,000 --> 01:30:29,820
Yeah, two, six, twenty, six, forty-five. Correct, yeah. And we, and that was, you know, as we did that year and reconciliation on the benefits side and when we go back through and look at our revenue, our, you know, revenue coming in and we've been doing more of each year, let's go, you know, do the reconciliation for past years. I mean, we go all the way back now to like 2019. And so that's where those two, the IDA funds and the benefits were really the main reasons.

1020
01:30:29,820 --> 01:30:34,740
why we're seeing a difference between estimated actuals and I'm on audit.

1021
01:30:37,880 --> 01:30:46,540
Okay all right well thank you I will just say again for those who are here I am very appreciative

1022
01:30:46,540 --> 01:30:53,820
that this whole topic is super complicated I mean it's really there's a degree of complexity

1023
01:30:53,820 --> 01:31:01,120
that I don't see in the private sector a ton of moving parts and so it can it is essentially impossible

1024
01:31:01,120 --> 01:31:07,800
to helicopter into this and can get it in the first instance. I mean, it frankly is like Charlie Brown's

1025
01:31:07,800 --> 01:31:14,860
teachers. And so it really requires a degree of, no, no, I mean, I think you'd agree. It's just

1026
01:31:14,860 --> 01:31:22,060
really, it is complicated too. And so it requires a degree of repetition. I am very grateful because I

1027
01:31:22,060 --> 01:31:26,920
think we have, and I've said that I've shared this with Brent many times, but I think we have

1028
01:31:26,920 --> 01:31:41,300
have over my term on the board, we've made a lot of progress in a relatively short period of time and I'm thankful for that both my systems perspective and just from a clarity perspective.

1029
01:31:42,400 --> 01:31:46,600
So I'll leave it at that and say thanks.

1030
01:31:46,600 --> 01:31:51,660
And otherwise, we'll entertain a motion to approve the unidentifiable.

1031
01:31:52,260 --> 01:31:53,840
We'll approve the unidentifiable.

1032
01:31:54,460 --> 01:31:54,760
Same.

1033
01:31:55,940 --> 01:31:56,940
All those in favor?

1034
01:31:57,280 --> 01:31:58,000
Aye.

1035
01:31:58,400 --> 01:31:59,020
All those opposed?

1036
01:31:59,780 --> 01:32:01,400
Passes unanimously for zero.

1037
01:32:03,220 --> 01:32:03,540
Okay.

1038
01:32:06,420 --> 01:32:09,860
Moving forward to our next action item.

1039
01:32:10,140 --> 01:32:14,960
We are at 7.2 and I will remind my board colleagues

1040
01:32:14,960 --> 01:32:22,280
that, at the August Board Meeting, Assistant Superintendent Betsy Bellmet, presented the draft

1041
01:32:23,240 --> 01:32:28,940
LAFSD English Learner Master Plan. It was shared and then with us with the understanding

1042
01:32:28,940 --> 01:32:34,380
that formal approval would be requested if this summer meeting plan outlines the district

1043
01:32:34,380 --> 01:32:40,100
how the district supports English learners in grades TK-8, covering policies and instructional

1044
01:32:40,100 --> 01:32:45,240
practices and procedures that meet state and federal requirements that emphasizes equity,

1045
01:32:45,460 --> 01:32:46,960
access, and continuous improvement.

1046
01:32:47,560 --> 01:32:51,780
Land was developed collaboratively with teachers, site leaders, district staff, and parent

1047
01:32:51,780 --> 01:32:56,900
representatives, and the funding comes from LCFF supplemental funds and title three allocations.

1048
01:32:58,720 --> 01:33:00,160
So are there any questions?

1049
01:33:02,460 --> 01:33:06,580
Otherwise, I will, again, this is an action item, so I will entertain a motion to approve it.

1050
01:33:06,600 --> 01:33:07,720
Were there any changes from the draft?

1051
01:33:07,720 --> 01:33:08,500
No, no, no, no.

1052
01:33:09,060 --> 01:33:13,040
So I'll then approve the 2526 legislative learner math plan.

1053
01:33:13,540 --> 01:33:14,120
Okay.

1054
01:33:17,000 --> 01:33:18,720
Forming in dean all those in favor.

1055
01:33:19,520 --> 01:33:22,760
I, all those opposed, that too passes unanimously.

1056
01:33:23,880 --> 01:33:24,360
Thank you.

1057
01:33:24,680 --> 01:33:24,880
Thank you.

1058
01:33:25,560 --> 01:33:25,920
All right.

1059
01:33:26,100 --> 01:33:31,380
Moving forward to Senate and point 3 board resolutions 0 2, 25, 26.

1060
01:33:31,380 --> 01:33:42,980
Officially instructional materials, this is a standard action item for us in the motion.

1061
01:33:43,780 --> 01:33:48,700
The resolution certifies that the district I will, that the district has provided every

1062
01:33:48,700 --> 01:33:51,980
student with sufficient textbooks and other instructional materials.

1063
01:33:52,300 --> 01:33:56,900
These materials are aligned with the state's academic content standards and match the cycles

1064
01:33:56,900 --> 01:33:58,980
and content of our curriculum framework.

1065
01:33:58,980 --> 01:34:01,800
in the absence of questions or comments.

1066
01:34:02,040 --> 01:34:04,300
I will entertain a motion.

1067
01:34:05,040 --> 01:34:11,580
I move to approve a governing board resolution number 02-2526.

1068
01:34:12,540 --> 01:34:13,120
There's second.

1069
01:34:14,300 --> 01:34:14,600
Second.

1070
01:34:15,980 --> 01:34:16,960
All those are favor.

1071
01:34:17,740 --> 01:34:18,080
Aye.

1072
01:34:18,440 --> 01:34:19,060
All those opposed?

1073
01:34:20,220 --> 01:34:20,780
Thank you.

1074
01:34:20,860 --> 01:34:22,160
That passes unanimously.

1075
01:34:24,660 --> 01:34:28,120
7.4 is the GAN limit resolution.

1076
01:34:28,120 --> 01:34:37,460
It requires that each year the Board adopt a resolution showing the estimated spending limit for this year and the actual limit for last year.

1077
01:34:38,140 --> 01:34:47,240
The GAN limit was created decades ago to the government spending growth, to tie government spending growth to inflation and population.

1078
01:34:48,220 --> 01:34:50,960
And today it is mostly a routine calculation.

1079
01:34:50,960 --> 01:34:59,760
For our district, the calculation is included in the 2024-25 unordered actuals, and our administration

1080
01:34:59,760 --> 01:35:05,700
is recommending that the board approve the resolution 03526 adopting this year's

1081
01:35:05,700 --> 01:35:06,020
limit.

1082
01:35:08,100 --> 01:35:09,580
Can you please explain to us the

1083
01:35:09,580 --> 01:35:10,840
gameload detail?

1084
01:35:13,820 --> 01:35:14,020
I move.

1085
01:35:14,300 --> 01:35:17,840
I'm trying to get the money on later time.

1086
01:35:18,340 --> 01:35:20,340
Oh, is that what's going on?

1087
01:35:21,960 --> 01:35:25,640
I move from a whole zero three two five two six gameload

1088
01:35:25,640 --> 01:35:26,000
resolution.

1089
01:35:26,820 --> 01:35:27,680
There's no money.

1090
01:35:28,400 --> 01:35:30,300
I was going to say, what's the pool?

1091
01:35:30,300 --> 01:35:30,500
All right.

1092
01:35:30,720 --> 01:35:30,860
Second.

1093
01:35:31,820 --> 01:35:32,340
Second.

1094
01:35:33,260 --> 01:35:33,720
Okay.

1095
01:35:34,040 --> 01:35:34,660
Smith, informative.

1096
01:35:34,660 --> 01:35:35,400
All those in favor?

1097
01:35:36,160 --> 01:35:36,400
Aye.

1098
01:35:36,660 --> 01:35:37,280
All those opposed?

1099
01:35:37,880 --> 01:35:40,680
Passes unanimously, which brings us to the consent calendar.

1100
01:35:41,300 --> 01:35:41,940
Any changes?

1101
01:35:42,280 --> 01:35:42,400
None.

1102
01:35:42,780 --> 01:35:43,080
Okay.

1103
01:35:43,820 --> 01:35:48,000
Here are two in the absence of questions from the board.

1104
01:35:48,020 --> 01:35:50,180
I'll enter an emotion to approve the consent calendar.

1105
01:35:51,660 --> 01:35:53,100
Let's do approve the consent calendar.

1106
01:35:53,460 --> 01:35:53,720
Second.

1107
01:35:54,540 --> 01:35:55,680
All those in favor?

1108
01:35:56,540 --> 01:35:56,680
Aye.

1109
01:35:57,020 --> 01:35:57,640
All those opposed?

1110
01:35:58,700 --> 01:36:02,320
Consent calendar passes unanimously. Thank you.

1111
01:36:02,360 --> 01:36:07,260
Consent, uh, we will move to future agenda items.

1112
01:36:09,510 --> 01:36:12,310
Is for board critics. Yes. Okay.

1113
01:36:13,530 --> 01:36:14,750
One is.

1114
01:36:15,910 --> 01:36:20,070
I thought that your ran as president was going to continue from much

1115
01:36:20,070 --> 01:36:22,330
longer to realize how short it was going to be.

1116
01:36:22,790 --> 01:36:26,290
You have these interstitials that go between each of like

1117
01:36:26,290 --> 01:36:30,450
where you sort of tee up what some of the items are. Can we get those done in different

1118
01:36:30,450 --> 01:36:30,870
characters?

1119
01:36:33,230 --> 01:36:39,390
Just for maybe like the last maybe the last maybe to bring multiple characters

1120
01:36:39,390 --> 01:36:44,830
to win me. That is one of those. They can be I fit change. It seems within one particular

1121
01:36:44,830 --> 01:36:52,770
genre. Of course, in the year I'd become nothing more than a prop. Yes, be worse. Any any

1122
01:36:52,770 --> 01:36:54,430
Any other contribution?

1123
01:36:54,690 --> 01:36:55,770
There's not a vote on that.

1124
01:36:56,810 --> 01:36:57,890
It's not a check back.

1125
01:36:59,090 --> 01:36:59,230
Okay.

1126
01:36:59,510 --> 01:37:00,030
Seeing none.

1127
01:37:02,790 --> 01:37:07,550
I will just say I did have a conversation and follow up to last meeting.

1128
01:37:08,110 --> 01:37:09,470
Because I think there was,

1129
01:37:09,550 --> 01:37:17,900
there was a consistent support for a study session or something akin to it with the

1130
01:37:17,900 --> 01:37:20,300
the Akalani's administrator.

1131
01:37:20,760 --> 01:37:24,140
So superintendent Stevens is working on that.

1132
01:37:27,700 --> 01:37:30,880
Okay, communications from the board

1133
01:37:30,880 --> 01:37:31,980
and the administration.

1134
01:37:32,720 --> 01:37:35,080
It's typical fashion, we'll start with the administration.

1135
01:37:35,100 --> 01:37:35,780
No, I'm not sure.

1136
01:37:36,280 --> 01:37:37,000
We flipped it around.

1137
01:37:37,160 --> 01:37:38,380
We're going to start with you this year.

1138
01:37:39,360 --> 01:37:40,040
No way, I don't know.

1139
01:37:40,280 --> 01:37:40,680
Just kidding.

1140
01:37:41,220 --> 01:37:41,620
I don't know.

1141
01:37:41,920 --> 01:37:44,640
So everyone has spoken a little bit

1142
01:37:44,640 --> 01:37:45,600
about the start of the year.

1143
01:37:45,600 --> 01:37:51,180
and I'm just so crazy, proud and excited about our teams, both our classified and certificated.

1144
01:37:51,280 --> 01:37:57,060
We had several new team members who really just came in and our returning team members and

1145
01:37:57,060 --> 01:38:01,480
new team members have just really come together. The collaboration already is just through the roof.

1146
01:38:01,480 --> 01:38:06,220
You would never know. It's week five. I'm super impressed with the work that they're doing and

1147
01:38:06,220 --> 01:38:10,860
already starting to look at pre-referral data for conferences coming up here at the elementary

1148
01:38:10,860 --> 01:38:16,300
in another week, or not next week, the following week, and so really already starting to dive in

1149
01:38:16,300 --> 01:38:20,240
and collect attendance data and first round of letters going out and things like that. So

1150
01:38:20,240 --> 01:38:25,200
that's been really, really exciting. Our Kelvin survey opened this week as well. So our first

1151
01:38:25,200 --> 01:38:33,460
Kelvin survey is in progress right now, and our program specialists are attending the RTI and

1152
01:38:33,460 --> 01:38:38,360
class meetings at the sites to really help look at that data and analyze individual students

1153
01:38:38,360 --> 01:38:43,740
as well as trends at certain sites and grade levels to really make sure our supports are matching

1154
01:38:43,740 --> 01:38:48,540
where the needs are and kind of partnering with our admin to really look at the data in the

1155
01:38:48,540 --> 01:38:53,760
different way and a more comprehensive way of not just the academic or not just the attendance but

1156
01:38:54,280 --> 01:38:59,680
and social emotional but kind of all together and looking at those crosspoints for intervention.

1157
01:39:00,000 --> 01:39:03,540
So it's been a great start of the year and I'm excited. I can't believe we're already starting to

1158
01:39:03,540 --> 01:39:09,060
look at the PDD in October and all that good stuff that's been a great start. So I'm just proud of

1159
01:39:09,060 --> 01:39:16,380
our teams and how hard they're working. Awesome. Well, please pass on the board's appreciation and

1160
01:39:16,380 --> 01:39:18,240
bride as well. Thank you. I sure will.

1161
01:39:20,800 --> 01:39:24,020
So now thank you. Now that we have our approved unaudited

1162
01:39:24,020 --> 01:39:29,420
actuals, we'll get that submitted over to the county and we start our audit process for that for that,

1163
01:39:29,420 --> 01:39:38,300
And we're already well into first interim for that will come to you in December.

1164
01:39:38,520 --> 01:39:42,940
So it doesn't stop. We just move on to the next. We've already mapped up the next three months for that.

1165
01:39:44,060 --> 01:39:50,920
And we get a little reprieve where we can work on upgrading and improving some of our systems and tools.

1166
01:39:50,920 --> 01:40:00,620
So we get about a week or so to be able to do that, as we dig in, week five in on switching gears for food and nutrition.

1167
01:40:00,640 --> 01:40:05,140
We are in full swing back in the new kitchen, and it is just awesome.

1168
01:40:06,820 --> 01:40:20,900
So the team has sort of gotten settled back in and a huge shout out to the MNO team for their help and all of the sort of adjustments and tweaks and improvements to make as they figure out.

1169
01:40:20,900 --> 01:40:28,420
out the kind of new workflows for everything we the fall crunch report came out or really

1170
01:40:28,420 --> 01:40:35,220
focused on sustainability and working on metal trays and now metal silverware as well coming

1171
01:40:35,220 --> 01:40:41,300
to some of our school sites so that's pretty exciting and just yesterday the through our grant

1172
01:40:41,300 --> 01:40:47,680
for the smoothie wonders that they've arrived for most of our sites so we're super excited about

1173
01:40:47,680 --> 01:40:54,300
that we are kitchen team at Burton has been phenomenal because they've been preparing all of the smoothies

1174
01:40:54,300 --> 01:41:01,460
which have been a huge hit out of Burton and delivering them to sites. It's like one batch at a time

1175
01:41:01,460 --> 01:41:06,080
so it's super exciting that we're going to get now get the blenders in place at all at all the school

1176
01:41:06,080 --> 01:41:13,680
sites so that's very exciting. And a number of committees we as a shared D-back we'll kick up we have our

1177
01:41:13,680 --> 01:41:17,920
September meeting coming up, we'll be regrouping with our

1178
01:41:17,920 --> 01:41:23,440
Major L Citizen Oversight Committee. So just a lot of committee work up ahead as well.

1179
01:41:25,440 --> 01:41:31,200
Thank you. So on the HR side we are like Shay said, it's been a great start to the year.

1180
01:41:31,340 --> 01:41:37,200
Thank you to my colleagues for helping to get such a strong team in place. I mean it really takes

1181
01:41:37,200 --> 01:41:43,900
makes everyone's hard work and going out and texting and calling and do you know anyone

1182
01:41:43,900 --> 01:41:48,980
who can. But for a staffing perspective, we are almost fully staffed. We're the best

1183
01:41:48,980 --> 01:41:52,820
place we've been in all the years that I've been here. We only have two part-time

1184
01:41:52,820 --> 01:42:00,280
certificated positions open and two classified positions open. We have one LVN and a Sbed

1185
01:42:00,280 --> 01:42:05,300
but otherwise we are, besides these two

1186
01:42:05,300 --> 01:42:07,800
certificated part-time, we are fully, fully staffed,

1187
01:42:07,880 --> 01:42:09,140
so we're in great shape there.

1188
01:42:09,880 --> 01:42:12,340
We have been onboarding our new hires

1189
01:42:12,340 --> 01:42:13,360
and making sure everyone's getting their

1190
01:42:13,360 --> 01:42:14,180
cane and training done.

1191
01:42:14,900 --> 01:42:19,080
We are preparing for, we're in the middle of open enrollment

1192
01:42:19,080 --> 01:42:20,220
for our benefits programs.

1193
01:42:20,480 --> 01:42:22,260
Our plan year starts October 1st,

1194
01:42:22,280 --> 01:42:25,360
so we have representatives from American Fidelity

1195
01:42:25,360 --> 01:42:28,020
to come out in person to each of our sites

1196
01:42:28,020 --> 01:42:33,220
to talk to people about what our offerings are so that they can have one-to-one in-person

1197
01:42:33,220 --> 01:42:39,340
conversation and understand really what we offer. So that's exciting too. What else do

1198
01:42:39,340 --> 01:42:44,240
we have? I recently did, just, I thought of this because that's when Betsy was mentioning

1199
01:42:44,240 --> 01:42:49,360
the partnership with the county in terms of reading. I recently went to an HR training at

1200
01:42:49,360 --> 01:42:54,760
the county and the new superintendent, the new assistant super HR at the county has been

1201
01:42:54,760 --> 01:42:57,500
and really active in getting us all kind of together

1202
01:42:57,500 --> 01:42:58,900
and ensuring best practices.

1203
01:42:59,100 --> 01:43:00,480
It's something that a couple of years ago,

1204
01:43:00,560 --> 01:43:01,540
we didn't really have much of,

1205
01:43:01,660 --> 01:43:02,820
but we're starting to have more of now.

1206
01:43:02,940 --> 01:43:05,420
And it's a really great resource to be able to sit down

1207
01:43:05,420 --> 01:43:08,180
and share best practices with counterparts

1208
01:43:08,180 --> 01:43:10,720
across the county and have the resources

1209
01:43:10,720 --> 01:43:12,540
that the county can provide tests for free.

1210
01:43:12,620 --> 01:43:15,180
So that's been a really good thing to do as well.

1211
01:43:16,000 --> 01:43:18,040
And finally, I'm really looking forward to negotiations.

1212
01:43:18,500 --> 01:43:21,440
So it's actually something that I legitimately enjoy.

1213
01:43:21,800 --> 01:43:24,060
And I'm looking forward to sitting at the table

1214
01:43:24,060 --> 01:43:30,400
for many hours with you and that will start with LEA at the end of this month and then

1215
01:43:30,400 --> 01:43:33,800
with CSCA we'll continue, we'll start it in spring with them and we'll continue in October,

1216
01:43:34,120 --> 01:43:42,340
so I'm looking forward to that. Great. I think all I will add because I believe I expressed my great

1217
01:43:42,340 --> 01:43:48,520
excitement about the kickoff of all of the work that we're doing this year. It's really truly

1218
01:43:48,520 --> 01:43:55,600
a little dorky but I'm super excited for our math highlights. I love the curriculum

1219
01:43:55,600 --> 01:44:00,660
council on Monday was just a room full of 20 people who were equally as excited for

1220
01:44:00,660 --> 01:44:05,900
the road that we're walking down together so that's just been really wonderful. I again

1221
01:44:05,900 --> 01:44:10,560
want to just highlight the work that our reading specialists have been doing at their sites.

1222
01:44:11,060 --> 01:44:17,680
Our reading specialists who at four of five sites also hold that hat of being our EL teachers.

1223
01:44:17,680 --> 01:44:25,180
So right now by Friday, they have to finish our initial LPAC assessments as well as do all of our reading screening.

1224
01:44:25,660 --> 01:44:33,020
So they've been really working in overdrive and learning about some new platforms and how to get data into our M-Class Dibble system.

1225
01:44:33,280 --> 01:44:38,820
So just really shout out to the work that they've been doing and how they've been working with their teachers at their sites.

1226
01:44:38,820 --> 01:44:45,860
We also, as Shane mentioned, are looking forward to our October Professional Development Day,

1227
01:44:46,000 --> 01:44:47,480
which we'll be here before we know it.

1228
01:44:47,960 --> 01:44:52,360
And at our next meeting, I'll have an opportunity to be sharing our SBAC scores.

1229
01:44:52,660 --> 01:44:58,340
So I am anticipating a release where I'll be spending lots of time behind the door crunching numbers.

1230
01:44:58,340 --> 01:44:58,720
or so.

1231
01:45:00,000 --> 01:45:08,340
Absolutely. Well, I have nothing particular for me other than to say thank you for all the work that you just described. It really is remarkable.

1232
01:45:13,140 --> 01:45:19,460
I'm going to start out by saying, for the last like hour and some I've been dying to share that I had a different math talk response.

1233
01:45:21,580 --> 01:45:31,420
No, I thought about this right after the kids left. I can get out of my head. I'm sure job 65 is the one that's off because ready for this.

1234
01:45:31,420 --> 01:45:41,900
17 is 9 plus 8. 26 is 9 plus 9 plus 8. 44 is 9 plus 9 plus 9 plus 9 plus 9 plus 8.

1235
01:45:42,300 --> 01:45:46,720
That's 65 doesn't follow that pattern. So they all go bold. I may see.

1236
01:45:47,080 --> 01:45:51,720
Yeah. I feel like I'm going to say, I came and I was like, I can't hold this in.

1237
01:45:51,720 --> 01:45:52,120
Yeah.

1238
01:45:52,620 --> 01:45:53,060
Yeah.

1239
01:45:53,060 --> 01:45:54,200
So on and on.

1240
01:45:54,520 --> 01:45:54,720
We're done.

1241
01:45:55,340 --> 01:45:56,160
Well, here we are.

1242
01:45:56,280 --> 01:45:56,420
Yeah.

1243
01:45:57,640 --> 01:45:57,960
Yeah.

1244
01:45:58,360 --> 01:45:58,480
Yeah.

1245
01:45:58,940 --> 01:45:59,440
We're calm.

1246
01:45:59,460 --> 01:46:00,040
We're calm.

1247
01:46:00,160 --> 01:46:00,440
Yeah.

1248
01:46:00,920 --> 01:46:01,040
Yeah.

1249
01:46:03,940 --> 01:46:06,400
You're bringing in like to stop standing on it.

1250
01:46:06,400 --> 01:46:06,620
Okay.

1251
01:46:07,060 --> 01:46:07,460
And.

1252
01:46:08,100 --> 01:46:09,140
Let's see one.

1253
01:46:09,700 --> 01:46:12,120
Well, Christine, the dinner was amazing.

1254
01:46:12,320 --> 01:46:12,560
Thank you.

1255
01:46:12,560 --> 01:46:13,800
It was like the highlight of the week last week.

1256
01:46:13,960 --> 01:46:16,440
So congratulations for that.

1257
01:46:18,180 --> 01:46:20,740
Stanley back to school night this year was both amazing.

1258
01:46:20,740 --> 01:46:27,500
And also I was like, oh, this is my last middle school back to school night and I think I finally figured out all the classrooms are damn it.

1259
01:46:28,960 --> 01:46:35,800
So, but it was it was great. It was real like we left and I was like, there's some my kids have a great off my son.

1260
01:46:35,800 --> 01:46:38,540
New still here as a great opportunity was really fun to see that so.

1261
01:46:40,060 --> 01:46:47,960
Elpide board meeting last week was great to kick off the Elpide board with a new president stepping back in this year with the biggest task ever again.

1262
01:46:47,960 --> 01:46:55,220
And I just again, thanks to that group and all the incredible efforts, I think I actually might have gotten a call while we are in here.

1263
01:46:55,840 --> 01:47:00,800
I was ringing those like, I think that's somebody calling me from LPA right now. So the work never stops.

1264
01:47:01,820 --> 01:47:08,880
I'm excited for the revamp belonging committee tomorrow, Brad, for the first of the year. So that will be exciting to start tomorrow.

1265
01:47:08,880 --> 01:47:14,160
And then the only other thing is if all of you guys paid attention or caught up with it,

1266
01:47:14,460 --> 01:47:20,680
the NAEP scores came out yesterday, kind of a wet blanket on the national news of the 12th

1267
01:47:20,680 --> 01:47:26,060
graders going down, which we've kind of known for a while. The piece that has been sticking with me a

1268
01:47:26,060 --> 01:47:32,340
lot is the results from the 8th grade science survey and kids across the country saying science is

1269
01:47:32,340 --> 01:47:38,060
like just significantly less important and relevant to them now. It's just making me think a lot

1270
01:47:38,060 --> 01:47:43,480
having an eighth grader now, like how do we take that and take a look at it as to like this is

1271
01:47:43,480 --> 01:47:49,300
something that's really important to see that national news was pretty intense. I think for a lot of people.

1272
01:47:52,540 --> 01:47:54,520
My remarks were coming in 14 parts.

1273
01:48:01,560 --> 01:48:08,520
What I will say is I know we were just like two days into school during our last meeting and it has

1274
01:48:08,520 --> 01:48:15,120
been amazing to see all the incredible things happening in and around schools from back to school

1275
01:48:15,120 --> 01:48:24,140
night that I was just a couple nights I think after that and getting a chance to see what the

1276
01:48:24,140 --> 01:48:31,480
like classrooms to life. I know there's also all of the arts and music and performing arts are

1277
01:48:31,480 --> 01:48:36,820
all coming alive on our campuses. That's the 5th grader that's in Madagascar and we've learned

1278
01:48:36,820 --> 01:48:43,920
all the dances and all the songs through that and there's a trumpet playing all moments of the

1279
01:48:43,920 --> 01:48:50,800
diet throughout our house which is great and very thankful for a school district that invests in

1280
01:48:50,800 --> 01:48:56,960
and all these different facets of how our students find their spark and find themselves.

1281
01:48:58,760 --> 01:49:06,040
Also a shout out to the Lothia Police Department and their presence around our schools in what

1282
01:49:06,040 --> 01:49:13,920
I felt sort of like appropriately effective ways of making sure that people are following

1283
01:49:13,920 --> 01:49:20,780
the various rules around our campuses and feeling supported as our students are passing, you

1284
01:49:20,780 --> 01:49:24,180
and whatnot, at least how I've seen them around a couple of the campuses. And so I appreciate

1285
01:49:24,180 --> 01:49:28,780
that partnership, especially as people are getting getting back into schools.

1286
01:49:30,940 --> 01:49:32,200
At that first

1287
01:49:32,200 --> 01:49:36,440
de-back meeting, which was great to kind of reconvene in our work folks as well as bringing in a

1288
01:49:36,440 --> 01:49:43,180
couple of folks that weren't part of it before. And to be able to dig into a big task in front of us,

1289
01:49:43,300 --> 01:49:48,420
but had a bunch of sticky notes and ideas out there to be able to kind of build on top of. I did

1290
01:49:48,420 --> 01:49:54,600
a chance to also attend the Spring Hill PFC meeting, which is my first time coming back to

1291
01:49:55,620 --> 01:50:03,320
the my home campus, which was nice and actually to be able to go there. And it was a very well-attended

1292
01:50:03,320 --> 01:50:10,180
first meeting with folks at various levels of brand new families, and folks who have been there for

1293
01:50:10,840 --> 01:50:39,560
five, seven years, and nice to kind of hear what's going on throughout the year as well as kind of how there were a lot of questions around our budget and some of the things that are that are happening here, so I hope that that relationship with them continues throughout throughout the year as a liaison had multiple LP events from the LP back to school to other other events that, you know, are trying to both talk about the incredible work.

1294
01:50:39,560 --> 01:50:46,620
that LPI has accomplished, and the Herculean efforts that happen year after year, and how

1295
01:50:46,620 --> 01:50:51,860
we cannot take those for granted, because it requires all of us to be able to make those

1296
01:50:51,860 --> 01:50:55,900
phone calls, to make sure that everybody is making their contributions, so we can get those

1297
01:50:56,680 --> 01:51:00,940
numbers up both in terms of total dollars, but of course the percentage so that everyone's

1298
01:51:00,940 --> 01:51:02,600
feeling part of these campaigns.

1299
01:51:04,700 --> 01:51:27,840
The Meals website has become like a, that is how our week begins and is how we meal plan based off of which of the things and what I will say is the number of, yeah, that looks good. Yeah, that looks good has gone up significantly and so our meal planning for lunches has gone down and even so they'll be like, well pack this but you should really try that.

1300
01:51:27,840 --> 01:51:31,280
So hopefully we're getting some bump in those numbers as well.

1301
01:51:33,200 --> 01:51:40,980
And then one other one other note I would say is I've been in a few settings with folks from other school districts.

1302
01:51:42,100 --> 01:51:46,040
That when I sort of asked them what they're thinking about and looking and looking at.

1303
01:51:46,400 --> 01:51:54,480
They've referenced devices in classrooms and ebikes and scooters and it has been really cool to be able to say.

1304
01:51:54,480 --> 01:52:07,320
Well, I can tell you what we're learning on that or what we've been able to kind of make happen on that front and so it's it's nice to be part of a school district that's constantly kind of looking forward and trying to anticipate what are.

1305
01:52:08,100 --> 01:52:19,300
The issues that are affecting our students now and will affect them even more and how can we be a little proactive and that we can try things learn them adapt to them and make sure that they work even better over time.

1306
01:52:19,300 --> 01:52:22,500
So I'll

1307
01:52:24,740 --> 01:52:25,480
pass it on again.

1308
01:52:29,260 --> 01:52:32,240
I've been in a lot of meetings, learning a lot of things.

1309
01:52:33,480 --> 01:52:34,840
I'll just say three things.

1310
01:52:35,580 --> 01:52:41,180
Number one, the Aquilani's trustee area maps conversation is happening.

1311
01:52:41,940 --> 01:52:43,640
I was really encouraged.

1312
01:52:48,340 --> 01:52:53,120
to engage and look at those maps, particularly around,

1313
01:52:56,220 --> 01:53:02,860
don't assume that these maps have, like, communities boundaries that you think they may have.

1314
01:53:03,240 --> 01:53:09,020
So the trustee area does not necessarily preserve an elementary school boundary.

1315
01:53:09,020 --> 01:53:12,800
they are mentioning that as a priority, but it is not always the case.

1316
01:53:13,220 --> 01:53:16,440
So, and you may have thoughts, thoughts or feelings about that.

1317
01:53:16,620 --> 01:53:19,480
You know, spring home may be sliced into one my creak or bird valley,

1318
01:53:19,580 --> 01:53:24,520
maybe sliced into maraga. So, you know, there's a lot of opportunity to

1319
01:53:24,520 --> 01:53:28,100
comment and if you have feelings about how lucky it's being sliced up,

1320
01:53:28,260 --> 01:53:33,060
please make them numb. Number two, I'm really grateful for

1321
01:53:33,060 --> 01:53:37,600
at 8.8 Wildcats on stage stipend, really thank Paddock,

1322
01:53:37,700 --> 01:53:39,500
patting us on the back, but also applauding

1323
01:53:39,500 --> 01:53:41,100
that that conversation happened.

1324
01:53:41,300 --> 01:53:42,580
How can we make this more sustainable?

1325
01:53:43,400 --> 01:53:45,380
Let's see if this helps make that more sustainable

1326
01:53:45,380 --> 01:53:46,620
and support that program.

1327
01:53:47,460 --> 01:53:50,980
And then number three, the contractor round,

1328
01:53:51,820 --> 01:53:53,840
looking at the mayor school property.

1329
01:53:54,820 --> 01:53:57,360
You just want to, if anybody is listening

1330
01:53:57,360 --> 01:54:00,640
and you know parents or families in the mayor schools,

1331
01:54:00,640 --> 01:54:07,020
I hope that we will be open to and having conversations with people to explain what our intent

1332
01:54:07,020 --> 01:54:14,760
is with that contract and how we want to have that open channel moving forward as we study that.

1333
01:54:17,130 --> 01:54:22,650
And so that the board does not. I had a great conversation with Vince D'Aceis if I'm saying his

1334
01:54:22,650 --> 01:54:26,830
name correctly, he's one of the co-heads of the school. So he's well aware that we're beginning

1335
01:54:26,830 --> 01:54:31,830
the study process appreciates being up to loop and he said that he would let me know if there were

1336
01:54:31,830 --> 01:54:33,190
questions coming up from its community.

1337
01:54:33,930 --> 01:54:34,030
Right.

1338
01:54:34,310 --> 01:54:34,390
Yep.

1339
01:54:36,190 --> 01:54:36,890
All right.

1340
01:54:37,090 --> 01:54:39,510
Well, I don't have anything that hasn't already been said.

1341
01:54:39,810 --> 01:54:40,450
So I will.

1342
01:54:40,830 --> 01:54:41,310
I will.

1343
01:54:43,270 --> 01:54:44,190
We got referenced.

1344
01:54:44,470 --> 01:54:44,730
Okay.

1345
01:54:44,910 --> 01:54:45,070
We did.

1346
01:54:45,070 --> 01:54:45,390
Yeah.

1347
01:54:45,630 --> 01:54:46,110
I think we're good.

1348
01:54:46,290 --> 01:54:47,190
All right.

1349
01:54:47,430 --> 01:54:48,750
We are going to adjourn.

1350
01:54:49,150 --> 01:54:49,430
Nice.

1351
01:54:50,270 --> 01:54:51,230
Thank you.

1352
01:54:51,650 --> 01:54:52,310
You're welcome.

1353
01:54:53,950 --> 01:54:54,890
Do it with that.

1354
01:54:55,330 --> 01:54:55,910
Don't you think?