[0:11] All right, good evening and welcome to our regularly scheduled board meeting. This Tuesday evening, November 9, 2021. And I'm going to go ahead and call this meeting to order. Mr. Terrell, could you please do the roll call? Here.

[0:27] Here. Okay. And Dr. Christie, I believe we'll be joining us closer to six. And now any public comments to close session. It does not appear we have any yellow cards. So I will go ahead and adjourn to close session and we will reconvene to the open

[0:43] session at approximately 6.30, so I'll see you then.

[0:47] Thank you.

[1:48] Okay,

[1:51] so welcome back to the open session portion

[1:54] of our regularly scheduled board meeting this Tuesday evening,

[1:58] November 9, 2021, in report from close session,

[2:05] the board voted to approve a settlement agreement

[2:08] for student ID number 3279225497.

[2:14] five, four, nine, seven.

[2:16] And the roll call vote was as follows.

[2:18] Three, zero in favor.

[2:21] And Dr. Kiki was absent.

[2:24] Also in close session,

[2:26] the board voted to approve a settlement agreement

[2:28] for student ID number two, one, two, two, eight, seven, nine,

[2:32] eight, three, six.

[2:33] And the roll call vote was as follows.

[2:36] Three, zero.

[2:37] Again, a favor in Dr. Kiki absent.

[2:39] Two additional items.

[2:41] The board considered the appeal of a classified employee and voted for zero to deny the appeal

[2:48] and upholds the recommendation from district administration.

[2:52] Also, the board voted unanimously for zero to approve the settlement of charges for

[2:58] this statement of charges, I'm sorry, but I said to approve the statement of charges for

[3:06] this middle against a classified employee. And now if you could all rise and join me

[3:17] in

[3:38] the

[3:41] student board member report.

[3:43] Now, let's go.

[3:45] Thank you so much.

[3:48] I'd like to begin with my report

[3:51] to reflect on where the language and

[3:53] knowledge is not good for you to try to

[3:55] hungry, so I'm going to talk with

[3:57] some of the people.

[3:58] And I'm going to talk to some of the

[4:00] other people in the state of America

[4:01] and I'm going to talk to some of the

[4:03] other people in the state of America.

[4:07] I'm going to talk to everyone

[4:10] I'm trying to also do other initiatives.

[4:12] Community and community is only a three-year-old

[4:14] and a three-year-old family partner.

[4:16] I'm in Japan there, and I'm here to prepare to start.

[4:19] I'd like to reflect on the district mission

[4:24] to provide a four-minute experience

[4:25] as I develop the physical pathways of learning.

[4:30] And I want to talk about this sport.

[4:31] It's very young, a little bit.

[4:33] A challenge is for me.

[4:36] And I love to make part of, you know,

[4:38] So many students, together, education was a big success.

[4:43] A lot of this time, maybe not, talked about, like, what they need to do.

[4:49] Personally, I'm talking about countries, which not only have to be exercise, but it's

[4:54] really been a family to me, and it's me and me, and I, you know, my fourth year on the

[5:00] and started trying to upload it.

[5:04] And if anybody can see, I just really thought,

[5:07] really aimed for me over the pandemic,

[5:10] and that it made the opportunity for,

[5:13] just to find my friends and find my home in the campus.

[5:18] So I'm sure that it's been a great experience

[5:20] for many of the students in the past,

[5:22] because I've been on the campus.

[5:24] But yes, thank you for this.

[5:28] Great, thank you.

[5:29] And now for 3.0 ordering and approval of the agenda, will you like to reorder the agenda?

[5:38] No. Okay. So now we have presentation and I'm pleased to say 4.01 teacher of the year and district teachers of the year.

[5:47] That's the end.

[5:55] So what a better month and November to reflect on how thankful we are to have the wonderful teachers that we do.

[6:04] And as we start off to this presentation, I'd like to share a brief quote from somebody

[6:10] who I find incredibly inspiring, Temple Grandin, who is a professor, a scientist, also

[6:17] prominent speaker and an author, which is that I cannot emphasize enough the importance

[6:23] of a good teacher.

[6:25] Can spice through, we're incredibly blessed and grateful for the wonderful teachers we have

[6:31] here.

[6:31] And so, one by one, I'm going to ask you to come forward with your principal.

[6:37] I'm going to read a little something about each of you.

[6:39] If you'd like to make some comments, you can.

[6:41] You'd rather not. That's okay as well.

[6:44] And then we're going to have a photo together with the board.

[6:47] So I'm going to have to stand in front of your friends and admirers for a minute, until we get to the photo.

[6:54] So our lucky first contestant to come up and stand up here the longest.

[6:59] Sharon Reid, so Sharon, and Kristen, can you clear?

[7:03] Come on up.

[7:07] Sharon Reid has been teaching since 1991.

[7:10] During her time at a Royal VISTA, she has taught every grade level.

[7:14] She's full of dedication, passion, and loves the craft of teaching.

[7:19] She has a knack for getting students excited about learning by incorporating many different hands-on activities.

[7:26] Sheeran creates a sense of community in her classroom as well as provide the supportive

[7:31] collaborative environment for her students.

[7:34] She loves learning, new teaching strategies, and incorporating new technology into lessons

[7:39] to engage students.

[7:41] She's also the first to offer help, advice, or share something new she learned with other

[7:46] colleagues.

[7:47] The student's teachers and staff at AV are very lucky to have such a dedicated educator and

[7:52] user words of your principal.

[7:54] Congratulations,

[8:02] and we have a teacher who's unable to join us tonight. She's retired and

[8:07] not even Carlson, but what a wonderful educator.

[8:15] Next, if Ms. Cheedle and Kristen Kato would

[8:18] come forward,

[8:23] Miss Kato has been teaching for 22 years and has taught second grade at

[8:28] Marango for the last 13 years. Kristen is an extremely kind and compassionate teacher who brings

[8:33] out the very best in her students. She makes it a priority to form strong relationships

[8:38] with her students and their families each year. Her classroom lessons are creative and

[8:44] hands-on with a focus on celebrating her student's strengths and abilities. Kristen is a team

[8:50] player and a problem solver who is always there to share ideas and support her colleagues.

[8:56] We're so fortunate to have Kristen on the Marango team and to recognize her as the Marango

[9:02] teacher of the year and

[9:11] if Miss Bucic and Julie Rieu would come join us in

[9:15] France.

[9:21] Julie Rieu is a sixth grade English and ELD teacher at the middle

[9:25] school. She is highly regarded by her college parents and students. Julie is

[9:29] always on the lookout for new ways of making content relevant and engaging for

[9:34] her students. She seeks professional development and keeps current with trends

[9:39] and education as a means to improve learning for her students.

[9:42] Julie is invested in SPMS.

[9:46] She has high expectations for herself and for her students.

[9:50] She tells her students that education opens doors, creates opportunities,

[9:56] informs a solid foundation for the rest of their lives.

[9:59] Congratulations.

[10:06] And if Dean McCoy would come join us up front.

[10:15] Dean McCoy is oniosa teacher of the year representing the secondary school.

[10:19] Dean is a sixth grade math teacher and a math department chair at South Pasadena Middle

[10:24] School.

[10:25] He consistently goes above and beyond, helping students understand math.

[10:31] Dean shows students what it looks like to love learning and when there are setbacks,

[10:36] he reminds students that they matter.

[10:40] He creates a fun learning environment that's nurturing, engaging, and fun.

[10:46] That's important in learning, right, the fire.

[10:48] And

[10:54] as Mr. Eldred and KDR would come forward,

[11:02] KDR's tireless dedication to exposing her students

[11:05] to meaningful literature in a way that makes it accessible, as well as something they

[11:10] willingly engage with and learned from as a credit to the SPHS English Department and

[11:14] her school.

[11:15] Likewise, her efforts to help students improve their writing to better prepare them for college

[11:20] as well as life is nothing short of humbling.

[11:23] As she seeks to elicit from her students, the very best thoughts that they possess and

[11:28] translate that onto paper, a feat that can be time-consuming and tedious, yet she never

[11:33] waivers in the face of it.

[11:35] Her belief in the English language and the magic that words can possess for young people

[11:40] is a lesson for us all, and her classroom remains, as always, a safe place where students can

[11:46] exchange ideas freely and without judgment and find their personal best.

[11:51] We're honored which he has been chosen teacher of the year to call her our colleague.

[12:04] And last but certainly not least, Christina Torres, Dr. Nara, who is joining us at Fred.

[12:15] Three qualities describe Christina as a teacher.

[12:18] Her understanding of the whole child concern for everyone to be heard and commitment to

[12:24] continuous learning.

[12:25] These qualities are illuminated with the disposition of an enlightened teacher.

[12:29] She's reflective, humble, and vulnerable.

[12:32] Her students are consistently given opportunities

[12:34] to be meaningful members of a larger group.

[12:37] Students build their communication and cooperation skills.

[12:41] And as they say, everything they learn,

[12:43] they will have learned in Christina's kindergarten class.

[12:47] Christina has been able to support positive change

[12:50] through her example as well, express empathy

[12:53] for those who may be hesitant in implementation.

[12:56] She's the epitome of an active learner

[12:58] And she not only listens to what people have to say, but into it's what they don't say.

[13:04] She acknowledges and supports her peers as colleagues and as friends.

[13:09] Congratulations.

[13:10] And Christina is also our district teacher of the year.

[13:21] Get the group to kind of form together.

[13:23] And if the board would like to come join us, we will take a group picture.

[13:33] And if anybody, any other proud people want to come take a picture, don't be shy.

[13:37] It's okay.

[13:37] Because I see a lot of people who are here to celebrate with us, so let me see if

[14:37] you

[14:39] Thank you.

[14:41] You

[14:55] wonderful teacher, congratulations!

[15:00] Oh, there's one more. That's okay. I'll share my pictures and in case someone didn't get one.

[15:35] Yeah, that I don't feel so bad. When they walk out, the middle of my Christmas. Congratulations again.

[15:49] Okay.

[15:53] Good night.

[16:01] Congratulations.

[16:03] So moving on to 4.02, the 2021 C-Bed Census Data Enrollment, back to you on.

[16:13] This won't be quite as exciting or an age increase in the prior presentation, but it was nice

[16:20] to see that, you know, we missed that last year. And it is very important that we do take the

[16:28] moments to recognize our employees and stuff too.

[16:32] So it felt good, so nice to have you.

[16:35] So now into really interesting things, enrollment.

[16:41] Each year, school districts in California

[16:45] have what's called the Census Day or a Seabed's Day, in which

[16:49] we capture our enrollment at all our school sites,

[16:52] and then that goes into a report along with our demographic

[16:56] to the state and typically provide the board an update on where we are.

[17:04] It's important to make a distinction between enrollment versus what you may hear about

[17:09] as ADA, which is average daily attendance.

[17:13] ADA is comprised of what our total enrollment is as a factor of the number of students

[17:20] that attend school each day.

[17:22] And that then generates the revenue in which we receive.

[17:27] So enrollment is a factor of our revenue,

[17:30] but it isn't the only factor within that.

[17:36] So what I have before you is actually

[17:39] a history of enrollment from a census day

[17:43] dating back to the year 2000.

[17:45] If you've moved to the second page, actually, we'll start there.

[17:50] And I'm just going to briefly go over the slides.

[17:53] And I will add that enrollment is important, obviously,

[17:59] for funding purposes, but it also has a factor

[18:06] into what programs we can offer students from one year

[18:11] to the next if we say, for example, a secondary level.

[18:15] If enrollment is strong and it's increasing, it means that we're able to offer more programs

[18:21] and support the students in that way, as enrollment declines in school districts, it means

[18:27] that you have fewer sections or fewer opportunities for students.

[18:32] So you have to make constant adjustments from one year to the next.

[18:36] And so when school districts are in a declining enrollment pattern, one, it strains the budget

[18:44] and then two, it can also strain the programs and services once you offer those students as a result of having less students

[18:51] perhaps sign up for a particular elective from one year to the next in order to keep those classes going.

[19:02] So, District White, we have what's important and note, as you can see that dating all the way back to 2000,

[19:11] and the enrollment has steadily increased.

[19:15] There have been some years where it's maybe one year,

[19:18] it's dropped a little bit from the prior year,

[19:20] but then typically that second year after that,

[19:23] it'll go back up.

[19:25] This is, this past year, this year is the first year

[19:29] in which we've actually declined year over year since 2019.

[19:35] We're also projected to decline next year

[19:37] by about another 50 students.

[19:39] And that is with the addition of a new grade level transitional kindergarten that we're required to add.

[19:47] So we are expected to experience another decline next year.

[19:52] Again, things can change.

[19:54] And as you've probably heard me say in the past, the decline is most likely due to several factors,

[20:03] which is, you know, property values, COVID, and we are not having as many students move

[20:11] into the district as well as historically low birth rates.

[20:15] So we are seeing that as a result of our enrollment.

[20:24] So going on to the next slide, which is the Royal VISTA, you can see it has, you know, was

[20:29] up at 7.27 and 2019 and now it's down at 6.83.

[20:36] We've lost about 40 students. Our loss

[20:39] of enrollment has mostly been experienced at the elementary levels with some at the

[20:45] middle school and the high school has been holding study.

[20:49] Do we know is that Melissa Kinder?

[20:52] Yes, well, it's the youngest, right?

[20:53] It is, there's less kindergartners coming in than there are graduating seniors. So there's

[21:00] and that loss there, but each, our elementary grade levels are smaller than historically.

[21:10] So you could call it a bubble that's sort of going up and then what will happen 10 years

[21:16] from now or eight years from now, high school will begin to drop.

[21:23] So Morango in 2019, it was at 7.73, it's down to 7.62, so again, this, you know,

[21:30] Morango went down to 749 and then it went up to 762 and Monterey Hills has experienced

[21:37] the greatest loss, which is it was at its peak at 696 and now it's down to 584.

[21:45] So it's a loss of over 100 students.

[21:49] And the reason for that is because Monterey Hills has historically been a site where what we

[21:54] call an overflow site.

[21:55] So if Marango or AB grade levels are full, then the students who enroll later in the summer during the school year are assigned to Monterey Hills.

[22:12] And then the middle school, it has declined over the last couple of years as well.

[22:18] That is peak 1213, which was the most it's ever had.

[22:23] And then now it's down to 1147.

[22:31] Yeah, when you look at the train going back 100 and that was really 2019 was almost all the schools sort of a peak years and then moving over to the high school, as I said, it has been increasing over the last couple of years as 2019, it was 14, 27 and now it's up at 14, 50 projected go a little higher next year.

[22:59] So

[23:07] at this time of year, what we do is we take our enrollment projections and we begin our staffing assignments.

[23:16] We're planning for that for next year.

[23:18] We take a look at what the classrooms are like this year.

[23:22] The schools are given their allocation for staffing.

[23:26] And then they'll begin to plan in January to solicit the student interested in classes and courses.

[23:35] and that takes the remainder of the year.

[23:42] Any questions?

[23:46] We mentioned the addition of TK. Is there a way, I mean obviously, birth rates and things

[23:52] long as I'm but is there a way to kind of get engaged? That projected number of expected

[23:58] TK sort of interests and or availability?

[24:02] Yeah, so we do plan on either in January, if ever we're providing the board with the

[24:06] but update. The state is in the county have been

[24:13] curiously quiet on the implementation guidelines for TK.

[24:22] The first seminar was actually just held today.

[24:25] I think from school services on it that provides all the information on

[24:29] credentialing and sort of the nuts and bolts of it.

[24:33] As far as projection, we can only look at what the past has brought us, and factor in

[24:40] that with based on the number of months that we have to add in each year, and then we'll

[24:45] factor in some other matters, but so it's difficult, and then as I said, birth rates are very

[24:53] low, so it'll probably be less than what we've received in prior years.

[25:02] So, we don't obviously know the timing of this, but we do know that there's quite a bit

[25:06] of development that will occur over the next few years, get development here, get development

[25:11] here, you've got development there, you've got development there, you've got development

[25:13] here.

[25:15] So, I mean, you know, some of those have been in hold for a couple years, a few years, but

[25:20] at some point in time, you'll have a whole new group of families that are moving into

[25:25] town, quite possibly, and where, what's difficult to predict is what grade levels they all

[25:31] because they're not going to all show up as kindergartners, right?

[25:33] So typically, you know, as our enrollment at the elementary declines, depending on if

[25:38] it swings back up in future years, you know, that's to be determined, but we would be

[25:44] able to absorb an increase in enrollment there, but the secondary level is a little easier

[25:51] to take on additional students because if you're able to add sections and their own as many

[26:00] facility constraints as there are at the elementary level because of the limited number

[26:05] of teaching stations.

[26:06] You've got a little bit more flexibility with the way that the schedules work at the

[26:10] secondary level.

[26:12] But again, it's difficult to predict what grade levels they'll move in and how many.

[26:23] Well, I'm just going to say this was going to be my update as a board report, but just

[26:28] to say we met with, you know, as part of our monthly meeting with members of the city council

[26:34] or ad hoc committee. You know, we have started asking them how many units will be

[26:40] developed at each of these locations, and next time they're going to come back to us with

[26:45] some estimate dates for when they'll date the constructional story potentially, and so

[26:50] we'll have a little bit more information, but it's yours down in the room.

[26:56] And I may also have additional flexibility when we allow in for permitted students, especially

[27:00] for students with staff so we can all work with our staff.

[27:04] Correct.

[27:05] We have a percentage of students who do attend our schools from outside the district

[27:09] or who are employees' children.

[27:12] Okay.

[27:13] Well, we hope we never get to that point, you know?

[27:16] We certainly don't want to be there.

[27:18] Okay.

[27:19] Thank you for not having any other questions or comments.

[27:23] All right.

[27:23] Thank you. 4.03, 2021-2022 Educator Effectiveness Block Grant Plan, Mr. Vade.

[27:37] Good evening. You have the presentation in front of you and viewers at home can also see it.

[27:44] This is a presentation on the Educator Effectiveness Block Grant, another block grant for this school year.

[27:51] Next slide.

[27:53] This block grant is a program providing funds to school districts to provide professional

[27:58] learning and to promote educator equity, quality, and effectiveness.

[28:03] As a condition of receiving these funds, the plan has represented to the board at a meeting

[28:11] and then approved and adopted at a subsequent meeting.

[28:15] So you'll see the final draft at our next board meeting.

[28:20] Next slide.

[28:21] Here's an overview of how the funds can be used.

[28:27] The school districts may use the allocated funds to provide professional development to

[28:32] teachers, administrators, paraprofessional to work with students and classified staff

[28:36] who interact with students, again for the purposes of equity, quality, and effectiveness.

[28:41] The expenditures actually can take place over five school years, and our preliminary grant

[28:49] toward $885,000.

[28:54] Next slide.

[28:56] We have two priorities for the spending of this five-year educator effect in this grant.

[29:04] Our first being supporting our beginning teachers through the St. Gabriel Valley induction program.

[29:10] This program offers coaching and mentoring it offers training for our new teachers.

[29:16] It gives them an opportunity to choose a research project, implement that research project

[29:21] in their classrooms, get feedback from their mentors, get feedback from people that are

[29:27] involved in the induction program, and it gives our teachers an opportunity to clear their

[29:31] credential once they come to us with just a preliminary credential.

[29:36] We believe that over five years it will cost us approximately $325,000.

[29:44] Our next priority next slide

[29:48] is to help our teachers, administrators and classified staff

[29:53] on the practices and strategies they are currently using to reengage students and accelerate

[29:58] their learning.

[29:59] So.

[30:00] It's an investment in existing professional development and training aligned to our strategic plan

[30:07] and our LCAP, including but not limited to CGI practices, letting workshop practices,

[30:14] community classroom practices, responsive classroom practices, multi-tier systems of support,

[30:20] trauma informed practices, project-based learning strategies, diversity equity inclusion practices,

[30:26] for restorative practices, social emotional learning strategies and mindfulness practices.

[30:31] Again, our teachers have been doing a lot of work in these areas and we want to continue that work into the future.

[30:38] We approximate $560,000 to continue this learning.

[30:44] I've included, but not limited to these strategies because we will have test results at the end of this school year

[30:51] And if additional practices and strategies that re-engaging to accelerate learning need

[30:56] to be added, they can be, since we have five years to spend these five.

[31:04] And that's it.

[31:05] Any questions?

[31:07] I think it's great.

[31:07] I thought it was really lovely to hear about what all the teachers are doing in their professional

[31:11] development and those wide array of things that you've mentioned here and I'm really thankful

[31:16] that we have that ability to provide that for our teachers because of course, they directly

[31:20] benefit for students.

[31:21] And I know that Grant always comes with a lot of paperwork, so I'm going to be

[31:25] answering that piece as well.

[31:27] Thanks.

[31:28] Yeah.

[31:29] I think the biggest thing that stands out is that it is not focused solely on the academic

[31:34] or social emotional.

[31:35] It is really spread across several domains and it really will help us as the students to sort

[31:41] of develop both, you know, or I guess teachers.

[31:45] And thereby, you just eventually become really well-rounded and supported across many different

[31:50] and I appreciate we're not focusing on the solely one or the other is doing things.

[31:54] Funds solely in one location, I think it really is what we're seeing.

[31:58] At this time, it all happened to us. It's good to see that there was a broad look at what might be possible,

[32:03] and we should continue to look at what we're doing.

[32:06] Thank you.

[32:07] It's also wonderful to see that we have the ability to use a consortium,

[32:12] so that the fact that we're a small district doesn't limit what we're able to provide

[32:16] support and quality teaching and the growth of our very professional staff, so that's what it is.

[32:24] Thank you.

[32:25] Thank you.

[32:26] Okay, so moving into agenda number five, public hearings.

[32:29] Actually, we do not have a public hearing this month.

[32:33] And 6.01, visitor comments.

[32:36] So one, we're so happy to be back in person.

[32:40] And this is my second time now with actual visitor comments card.

[32:45] Again, the board always welcomes and appreciates any visitor comments.

[32:50] We do not respond to the visitor comments and there is a time limit for each comment.

[32:56] It is three minutes and I will apologize if I mispronounce anyone's name.

[33:02] Right, the answer here.

[33:03] First, I will call upon Mr. Garrett Shore.

[33:14] Hi, everybody.

[33:15] I'm Garrett Shore.

[33:16] I teach at the high school.

[33:18] The district, I think, has a problem with internal consistency.

[33:22] You say you appreciate public comments, but you artificially restrict them by ending

[33:27] the ability to email them.

[33:29] You say you care about mental health, but you use the definite language learning laws

[33:33] with students.

[33:34] And while other districts give teachers time and effective communication, we often get reminders

[33:40] to practice self-care, you know, along with hotlines and PDFs.

[33:45] You discuss the importance of testing when it comes to identifying gaps in achievements,

[33:49] or opportunity, but you don't want to test the error teachers and students' brief.

[33:54] Both to ensure ventilation is adequate for COVID, and CO2 levels are low enough to produce

[34:00] a learning.

[34:02] You test the acknowledge that COVID is airborne by accepting the importance of inhalation

[34:06] and endorsing hypocritiation, but you won't discuss the importance of better quality masks

[34:11] with appropriate fits. You allow the district to loosen quarantine protocols, as long as the

[34:18] student is vaccinated and has properly won a mask, but the district doesn't teach students

[34:24] or teachers how to properly wear masks and simply trust that they have them. And teachers

[34:31] aren't told who's under modified quarantine, so stricter protocols in schools are left to

[34:36] the owner's system.

[34:39] You want people to stay home if they feel sick, but you don't provide

[34:43] students with a way to keep up while at home. You don't let teachers use COVID time to stay

[34:47] home out of precaution, and you don't have rapid tests available at school sites.

[34:54] Your

[34:54] COVID notification emails say everyone who's a close contact has been told that close contacts

[35:00] have been overlooked. Teachers don't appear on the seating charts in areas, and teachers aren't

[35:07] interviewed to see if class activities may have altered who closed contexts might have been

[35:12] on a given day.

[35:16] If we take appropriate measures, we won't have outbreaks. That is a strictly

[35:22] conditional statement. It's not a biconditional statement. We cannot assume that if we don't

[35:28] have outbreaks, we have taken appropriate measures. Not all of LA Public Health guidelines are

[35:35] being followed right now, in order those guidelines go far enough in the first place.

[35:40] We've been lucky so far, and I hope our luck doesn't run out.

[35:44] More so, I hope the district and board policies become internally consistent so we don't have

[35:50] to rely on that luck.

[35:52] Thank you.

[35:53] Great time.

[35:54] Thank you.

[35:56] Our second comment this evening is from Mr. John Srebales.

[36:05] Good evening.

[36:07] Evening Board and administrators, I am John Srebolis.

[36:11] You know some of me by email, Zaire actually has the misfortune of knowing me in person.

[36:17] I want to start off by asking the room, how many people in this room are familiar with

[36:23] the free public school guarantee of California Constitution?

[36:30] Article 9, Section 5 and 6.

[36:33] Several years ago, I appointed myself something of a fee police.

[36:39] I believe in a free public school system.

[36:42] The Constitution and related statutes mandate it.

[36:46] Okay. Now this district does a great job on many things,

[36:51] but sometimes you play fast and loose with that mandate.

[36:57] Okay, and I've had to send letters and complaints.

[37:00] and some of you know that the lengths have gone on this issue.

[37:03] So we have a field trip that's on the calendar for the middle school.

[37:08] It's happening in February.

[37:10] Now this is a field trip trip to Washington, D.C.

[37:13] and I believe a couple of former plantations.

[37:17] And that's another issue that we'll be discussed.

[37:19] But the trip costs $2,500.

[37:24] Okay.

[37:25] And how many kids can afford that?

[37:30] All of them?

[37:32] No.

[37:33] So the district claims that this is not a school-sponsored event.

[37:42] It's administered by a company called World Strides, a four-profit company.

[37:49] And in reality, you may say that.

[37:54] It doesn't necessarily become a non-school sponsored event just because you say it is.

[38:01] If you missed one, actually, when you updated the web properties, this is on the middle school website.

[38:08] Under eighth grade activities, it lists this field trip.

[38:12] And the parent meeting took place during open house in the library on school grounds.

[38:19] This trip was promoted on parent square by the assistant principal, vice principal of the middle school.

[38:28] And Ms. Katie Chen is listed as the contact with her SPUSD.net email.

[38:36] So you got to do better in what I'm asking for now because this ship has somewhat sailed.

[38:47] But under statute you need to go out and get funding, secure funding from community service groups for the kids who can't afford the $2,500.

[38:57] Okay, so I'm going to ask you because this has been so prominently displayed on district web properties.

[39:06] Walk this back, please. Open it up, clarify that no student will be denied participation

[39:16] for lack of funds and go out and get those funds. Okay, please, I'm asking for your

[39:22] help. I'm not here to give you trouble. Can one person here stand up and leave a safety

[39:29] of the PAC,

[39:32] and consider this. Consider it. Free public schools should be free. Thank you.

[39:41] Thank you. Thank you. And we are now at, I just need 6.0 to board comments. Why don't

[39:50] we start with Mr. Rob?

[39:54] So this has been an interesting sort of time. I'm trying to remember

[39:59] between meetings and public comments. We've had intermediate things. I think I got my counter

[40:03] right. So, South-Western High School Rooster Club and PTSA meetings is great to see the

[40:11] amount of activities coming back at high school and secondary level, I think, is having

[40:15] all of our schools, but especially in that level, it's sort of all I've been well. A lot

[40:20] of that was evidenced by the homecoming festivities, both the games and correlated activities

[40:27] advanced and I think so long with lines. And what was great to see in the booster club meeting,

[40:32] especially is the amount of efforts put together by

[40:36] FU Chan, you know, he mentioned he's a advisor for that group of students.

[40:40] I know there are some e-cups as we look at COVID protocols and

[40:43] side what could be accommodated but in the end I think they found a very

[40:46] workable solution that was enjoyed by everyone I talked to so

[40:50] that was really great to see and want to put here back on the students because I

[40:53] think some of that normalcy that was seen in school comes from yes for

[40:57] training classes but also some of these other social behaviors I think he had a

[41:00] the case last spring, but to really see things during the

[41:03] convention, obviously, it's been wonderful to see.

[41:06] So it may work by all parties there.

[41:08] Bingo, you know, is up and running again, you know,

[41:10] different activities are definitely there.

[41:12] So that's great to see.

[41:14] Also, with the departure of Dr. Badge and sadly,

[41:19] Moringo of PTA was left without a representative.

[41:22] So I know as if the joint one, I think, Ruby Eurbs

[41:24] again, meaning as well, that's good.

[41:26] I think the representation of PASO come back to that group

[41:29] been just sharing from that community again. It was nice to have. So good busy doing that.

[41:34] I'm excited to see the success of the football team and other playoffs and there was

[41:39] other sports, but I know it was a big game Friday, so wishing them all the success

[41:44] with that weekend and also the performances from the theater group. So lots of happening,

[41:48] a lot of excitement. So just by seeing people participating fully and enjoying school again.

[41:54] Yes, that's all. Thank you for that. And then moving on to our student board member Mr. Kim.

[41:58] I was going to sort of take you back on to that. I was going to mention the homecoming.

[42:04] We had a record turn after dance about 650 people, which is sort of twice what was

[42:10] anticipated, but glad we could accommodate everywhere and along with that the assembly

[42:16] and the picnic, which is where clubs can sell different things to fundraise, that all

[42:21] weren't well. And then we also hosted, I was part of a group of students who hosted a

[42:27] to a pre-registration drive at SHS along with the AP government teacher, Ms. Nielsen.

[42:33] And that was pretty successful. We got maybe 150 people to pre-register and, you know,

[42:40] anyone 16 over can do it on the link, like just lifting up California pre-registered vote.

[42:46] Also, SHS had an ADL training, anti-deformation training for students. There wasn't a great

[42:54] The attendance I've played there was some communication issues with just publicizing that but still

[42:58] some students didn't get to attend that and the entire virus, other than other groups are

[43:03] trying to publicize those resources and also we're sort of in the midst of the ASB Health

[43:11] and Wellness Sciences are releasing the now-linual wellness survey so that closes November 12th,

[43:16] So there will probably be some data on possibly to present to you all and other staff and

[43:21] research.

[43:24] And also, Mr. Admission, this is the sense and sensibility of a full play this weekend

[43:31] and very exciting looking forward to attend that.

[43:34] So yeah, a lot of events happening.

[43:36] All right.

[43:37] And it's nice that the full play will be outdoors.

[43:39] They've had to keep changing and changing to accommodate the time.

[43:42] Thank you for that.

[43:43] Dr. Tiki.

[43:45] Hi.

[43:45] Yes, so I have just two comments that I wanted to make.

[43:50] First, I wanted to just thank our team and Mr. Bay in particular, the

[43:56] professional development this last week.

[43:58] I just was so impressed that the two topics that were discussed were

[44:02] trauma-informed care and LGBTQ plus competency training.

[44:08] So I thank you.

[44:09] I mean, this is, gosh, couldn't be any more excited that those are two topics

[44:14] that we're really supporting our employees, our staff, and teachers.

[44:18] The other thing is just to acknowledge and thank our teachers who were honored tonight,

[44:24] but also to thank all of our teachers and all of our employees for just the tremendous

[44:31] work that they do each and every day to support our students.

[44:38] So in my role as PTA Council Representative, I'm happy to inform you that I do every

[44:47] month that PTA continues alive and well and does so many things at every one of our

[44:54] schools to make a special place for students.

[44:57] I'm very appreciative of that.

[45:00] Without the teachers and parents, we wouldn't be the district we are. So that's such an important thing. And then a really special opportunity for me had the chance to attend the fourth grade play that Mr.

[45:15] Mr. Chair of Manel, our drama district-wide elementary drama teacher puts on at each of

[45:22] our elementary schools.

[45:24] And I was extremely impressed by the fact that for the third year going, he has created

[45:30] an original play based on a significant but better but lesser-known representative of some

[45:38] of our endorsed local leaders.

[45:40] This year, it was on Didi Mason, and I learned that Didi Mason, who came to California as a slave, became a freed person, and went on to become the nurse midwife to many of the outstanding families whose names we do recognize as important in California, and became such a well-to-do woman to the property she owned,

[46:08] that after the great flood that occurred in the 1850s in Los Angeles was able to establish

[46:15] at the local grocery store. LA was much smaller. They had a local grocery store in there.

[46:21] A charge account. And when asked by the proprietor, why are you establishing this charge account,

[46:27] you have plenty of money. He said, this is for my neighbors. He said, which neighbors?

[46:33] She said, well, all of them, they need it, and I have it, and she gave them a bundle of cash.

[46:40] I am so impressed to watch the learning that happens with our fourth graders as they participate in drama,

[46:47] because it makes such a difference to have the arts support the concept.

[46:52] So I wanted to be sure and mention that, even though that's not the school I'm attached to,

[46:58] in the catch to the middle school and their clubs are going great,

[47:04] watch them getting together as I go around near the school by sunburns near.

[47:10] So I see a lot of kids are happily participating in terminal sports.

[47:17] People out there playing every single day after school,

[47:21] and it is wonderful to see I don't hear them ever raise their voices

[47:25] there's anything but joy, which is also an outstanding thing.

[47:29] And coming up, I believe it's this Wednesday night

[47:31] they're having a social where the kids are going to grow.

[47:35] Eat, play games, have a good time together.

[47:38] And when I asked, is this a dance?

[47:40] Let's talk now.

[47:41] We're just getting together.

[47:43] So why not we're getting wonderful chats for the next few days?

[47:48] That's my report.

[47:49] Great, thank you.

[47:51] And then for my report, just a couple of meetings

[47:53] As Jessica Kipsey already mentioned, Dr. Kipsey, myself and Dr. Yance, and two city council members were able to meet and discuss some things of common interest to the district as well as the city.

[48:05] You did discuss about the distancing process, but both of us are going through the city already as a district election.

[48:12] And we will be going to just elections by district seeing and then as Jessica Kipsey mentioned, all the different developments and trying to figure out where we are with those.

[48:20] We also discussed some cost and guard issues, apparently.

[48:24] The city does trade and hire cost and guards,

[48:28] and there were a couple issues with certain cost and guards

[48:32] not having shown up for duty,

[48:35] and the police department had to come in and take over,

[48:37] and so we talked about ways that the company that they use

[48:40] could be notified by this more before there's this problem

[48:44] when there's a bunch of students waiting to cross,

[48:47] things like that.

[48:48] But that was a productive meeting,

[48:49] and I'm glad that we were able to do that and in fact that was also in person at City Hall.

[48:55] So that's always great. I attended my usual press and the Monor Hill's PTA meetings,

[48:59] both of which I'm the Board Liaison for. You've seen the press yard sign sign now, and if you have

[49:04] not yet had a chance to donate this school year, it is not too late to get one of your

[49:09] lovely orange yard signs saying that you have contributed to the south path to be an educational

[49:14] Foundation as you can, and as Dr. Ava Singh, Dr. Avajyan, who is absent, I also did attend

[49:24] the Moringo PTA meeting, and that was actually really great for me because all three of my

[49:28] children were in Moringo, and it was just lovely to be a part of the Moringo PTA meeting

[49:33] again, and just so much activity there is, everyone is already stated, and I also was able

[49:39] to attend, because Dr. Ravaji and Missouliya's on to the Special Needs Committee, us

[49:44] go and measure all from the Special Needs Committee, hosted a special ed 101 virtual meeting

[49:51] for parents and Dennis Lefav and Nancy Goldstein were able to present to parents and really

[49:57] explain what the process is to have a student success team or to have a 90P or a 504 in the

[50:07] a really great presentation and I'm really proud of our district and that so many of you

[50:14] all from the district are just so willing to you know come out whether it be in person

[50:18] or on Zoom on an EGME after work and share your time and your knowledge and your expertise

[50:24] with parents because I think it's really important.

[50:27] So thank you for that and I also wanted to mention you know we've talked about vaccines

[50:33] We're here, the 5-2-11, they're eligible for COVID vaccines.

[50:39] We had had now four different vaccine drives, too.

[50:44] We partnered with the USC CEP School of Medicine and did all our teachers and staff when

[50:50] the vaccine was first available for high-risk work type populations.

[50:55] And then we hosted two on-site, if the middle school gym, vaccine drives when the vaccine

[51:01] became available for 12 and up.

[51:03] We got about 140 to 160 kids.

[51:05] Really fantastic.

[51:07] I know I mentioned before, but I think there were about two

[51:09] kids who turned 12 on the day because they were getting

[51:12] their vaccine and it was their first time ever being

[51:14] in the gym during all the pandemic stuff.

[51:17] We're just seeing our campus.

[51:19] So those are really great.

[51:20] We have worked to schedule another drive.

[51:23] We've been going back and forth on day

[51:24] from we were kind of watching what was going on.

[51:26] Initially it was eight months for another booster

[51:28] that I shortened to six months.

[51:30] And then five to 11 was going to be closer to Thanksgiving

[51:32] giving and then that really got closer. But we do have a dry schedule for December 11th,

[51:37] which is a Saturday at the middle school gym. Abby, silver, our nurse, reached out to

[51:42] me if we couldn't get a sooner appointment because of the sooner availability. But my understanding

[51:48] and I don't know if she certainly differently is that techs don't have the pediatric dosing available.

[51:53] So we aren't able right now to get a sooner drive. But for sure, we found December 11th on the book,

[52:01] and that will be at the middle school, and that will be more information to come.

[52:04] All would be welcome who aren't eligible to receive their Pfizer vaccine.

[52:08] So that would be from five on top.

[52:11] And the last thing I wanted to say, I did get a chance to attend that first CIS football game this last Friday.

[52:18] And I have to say, you know, Mr. Shaw is always up there in the stands, and he gives it all out, play by play.

[52:24] I showed up, and I looked at the other team, and I thought, oh my god, they were huge.

[52:28] which I had a moment of worry, but oh my God,

[52:32] our team was just so quick and agile

[52:34] that the fans were so on it.

[52:36] So many good plays, it was really remarkable.

[52:38] They did fantastic.

[52:40] And so for those of you who can,

[52:43] the next theme is a way, as Mr. Roger said,

[52:46] and that's I think an upland.

[52:48] And tickets are available online.

[52:50] They have to be pre-purchased.

[52:52] So I'd encourage people to go there if they can.

[52:55] I actually will be at a family wedding.

[52:56] But I can tell others to go.

[53:00] So that's my report.

[53:01] And before I close, I just have to say it again too.

[53:04] And we all at this entire table.

[53:07] We all are so thankful to our teachers and our staff.

[53:09] And we were so grateful to have our excellent teachers of the year

[53:11] here with us this evening.

[53:13] And being strong believer of public education,

[53:16] I can absolutely 100% say that a good teacher really makes a difference

[53:21] in a child's life forever.

[53:22] And I still recall many of the teachers who made me,

[53:27] who were very different than the rest of my classmates,

[53:30] still feel like I had value.

[53:32] And I carry that to this day and I saw it with my own children

[53:35] as they went through the district.

[53:37] So, thank you to all our teachers and staff.

[53:41] Moving on to the superintendent's report, 6.03.

[53:44] Back to you guys.

[53:45] Yeah.

[53:47] Your comments about Mr. Mann,

[53:49] I believe he writes those points.

[53:51] So I wanted to make sure that was not understood that he actually writes the plays and that's what's even more impressive.

[53:58] And I was so impressed by the quality of the information that I was telling a friend on the phone in the company of one of my grandkids who was here.

[54:08] I asked afterwards, am I getting it right? And play by play, remember everything in it even though they weren't all his parts.

[54:19] But the, yes, and the original, it was fantastic every year he does that, so it's nice to

[54:27] see.

[54:29] Meaning of Facilities, if you recall, the board gave direction regarding the Meaning of

[54:35] Facility after Mr. Janet Anderson.

[54:38] Noah has provided, he went out and recruited a couple of students who would like to participate.

[54:44] Mr. Elder assisted with getting a list of teachers who are interested and were in the

[54:49] process of getting some classified staff as well and we'll move on to getting maybe

[54:57] a parent or two.

[54:59] We're going to, there's a sort of a longer list with teachers who are interested so we

[55:04] just got to figure out how to sort of dwindle up down so we don't have a lot of people

[55:09] to coordinate the schedule somewhat.

[55:13] Yes, it's a very good sign.

[55:14] So I just want to let you know that we're in process,

[55:18] and there are a lot of other things going on,

[55:21] but we're taking a day by day with that.

[55:25] Likewise, with staff development, Mr. Durvey,

[55:29] and the teachers, and the administrators,

[55:31] it does take a lot of effort to coordinate that,

[55:35] and what is even more challenging is there's just so much need and no time right when it comes

[55:43] to being able to have those opportunities. We only have a few in service days throughout a

[55:49] school year there are opportunities for late start dates or you know some other little staff

[55:54] meetings and stuff we can speak some things in but these days are very precious when it comes to

[56:00] teachers time and what we do and again there's a lot of need out there and these

[56:07] are two very relevant important topics and it is nice to see and I the feedback

[56:12] that I received to was it was a real good experience for our secondary teachers.

[56:20] Middle school Whiffle Ball Intermural Finals is on Friday so they've been playing

[56:27] Whistleball 3-B, 3-B, I think the 3-B 3-B or 7-B-7, I don't know how many are on a team

[56:33] but it is, it's pretty wild out there and they have a lot of fun at middle school.

[56:41] So it is Friday if anybody wants to go to watch so let me know, I'm going to try and make

[56:46] it over there and then they're going to be doing kickball next go around.

[56:51] So it's a big tournament, even teachers are playing and students and stuff too so it's

[56:56] been great to see. The last couple of weeks I've had an opportunity to work with the music

[57:01] boosters at the middle school to kind of navigate through some challenges we're having.

[57:07] But what came out of that was just a while. We've, you know, again, a large group of parents

[57:14] who are very passionate about the arts and who contribute their time and their talents

[57:22] to support what goes on in the classroom and just want to appreciate and extend my appreciation to everything that they're doing for the middle school and making our arts program better.

[57:33] It was just nice to see and experience and work through some challenges they were having.

[57:38] And lastly, I've mentioned this in the past too, just a cultural shift we've really focused on in high school athletics and at the San Marino Games.

[57:47] I know we had a CIF game, but Sam Marino game was just a week or two prior to that and the

[57:53] stands were packed and there was so much spirit there. It was fun to watch. Everybody was

[57:58] enjoying it. Great game. We came out on top, but it's just, it's nice to see all the spirit

[58:07] and as Noah mentioned, the homecoming dance, twice the number of students, it's great.

[58:14] It's so needed and everybody is really stepping up to make things happen and make it fun and enjoyable and state connected, so.

[58:25] With that, that's my report.

[58:27] Okay, thank you.

[58:28] And then instruction student achievement, update, missed survey.

[58:40] As our elementary first trimester comes to a close, I want to thank our art teachers.

[58:46] Our drama teacher, our visual arts teacher and music teacher who are packing up their

[58:52] staff and moving on to their new school and it is not easy being an itinerant teacher

[58:58] and they do so much for all of our students.

[59:00] So thank you to the art teachers, for all they do for our students at the elementary level.

[59:06] We have elementary parent teacher conference week next week, encourage all parents to attend

[59:11] and link our teachers for their constant and continuous communication with our parents

[59:18] on student progress.

[59:19] I know that parent-teacher conference week is often long days for our teachers, but I

[59:23] so appreciate all they do to keep our parents informed.

[59:29] And in terms of trauma-informed practices, I thank you to young and healthy not only for

[59:34] Monday's professional development session, but they're actually doing afternoon sessions

[59:39] for all three of our elementary schools.

[59:41] When we sent out our PV interest survey at the beginning of the year,

[59:45] trauma-informed practices was of highest interest to our teachers.

[59:50] I think they recognized the need given the pandemic.

[59:55] So we thought, instead of providing optional afternoon works.

[1:00:03] I'm grateful to report that, you know, by the end of this year, all of our teachers will have been trained in foundational trauma informed practices 101. And that training will continue in grow. Thanks to the educator effective.

[1:00:18] Yes.

[1:00:19] Thank you.

[1:00:21] Great.

[1:00:21] Thank you.

[1:00:23] And human resources update.

[1:00:26] Thank you.

[1:00:27] Thank you.

[1:00:28] Thank you.

[1:00:28] And business service update.

[1:00:29] Thank you.

[1:00:29] All right.

[1:00:30] We're good.

[1:00:31] Moving on to 7.0-1-F-P-S-P-S-T strategic plan.

[1:00:37] Talk to you on.

[1:00:42] Six, eight weeks ago.

[1:00:43] Boy, how the strategic planning session, which we went through last couple of years and looked

[1:00:50] forward, and as one of the outcomes of that, the board had a recommendation to revise

[1:01:01] the goal regarding evaluate and modify existing academic intervention programs and social

[1:01:09] and emotional support services to meet individual and collective student needs and to close

[1:01:14] the achievement gap for identified subgroups. There are a couple sample revisions based on the

[1:01:22] discussion that was held and clearly it can be modified from what you read here too as well but

[1:01:34] so it's a discussion item before you to talk further and if you do come to consensus we can

[1:01:42] bring her back as an accident and more have further discussion at your next meeting.

[1:01:48] So as you said, we had kind of re-worked it during our strategic plan meetings.

[1:01:53] And then I think we kind of got the consensus and we brought it forward.

[1:01:56] And then at that point, Dr. Rajan, who had not been part of the strategic plan meeting,

[1:02:01] had some concerns about.

[1:02:03] I think it was more of just missing an action piece.

[1:02:06] What I heard there, and I'm going to look at Dr. Rajan.

[1:02:15] I think one of the issues that we talked about was the difference between equitable opportunity

[1:02:36] and equitable to change that equitable opportunity means that you offer something to everyone.

[1:02:46] But the offering of something in the environment where students may not already be ready to receive it

[1:02:52] does not necessarily mean that it's an equitable opportunity for that achievement to occur.

[1:02:58] So I think that's where we were putting some of our emphasis knowing that

[1:03:02] just because we can come up with a statement by the board and it becomes policy if there's no action and no measure of how we're doing on achieving it, we don't get to anything other than offering.

[1:03:18] So that was some of the discussion around.

[1:03:23] Yeah, I mean I think that's the big piece is just a conversation around simply providing

[1:03:29] versus not only providing but looking at what art now comes at it and that's why we want

[1:03:35] to sort of modify some of that language there and come up with something that is a little

[1:03:38] bit more grounded in what really comes of the actions that we're taking as a policy.

[1:03:45] So I think that was really just kind of circling back on those pieces and finding if there was

[1:03:50] something that really, you know, comes together with it, you know, I don't know how many iterations

[1:03:56] we went through.

[1:03:58] Quite a few.

[1:04:01] And I think it all started initially, you know, I said, instead of it, you make out it

[1:04:05] so I don't have the opportunity to make out for men from there, we just kind of really

[1:04:08] kind of rework the whole thing.

[1:04:16] We have a certain point.

[1:04:19] Every few years we go through an iteration of what the language was going to use to talk

[1:04:23] about something that we will form in our size. We come up with new words but we don't necessarily

[1:04:29] extract the form. So I guess the point I'm making is talking about achievement gaps can sometimes

[1:04:38] put the blame on a student for not having achieved at the level we would want that student to achieve

[1:04:44] as if it were the students fault high five in the self. And I think the direction that we're

[1:04:51] growing is looking at how do we hold the highest expectations for all students and support

[1:04:56] them in whatever way necessary, such that they achieve the outcome.

[1:05:05] It's a hard goal to reach, but one I think we should always be striving for.

[1:05:10] However, we label what we're doing, and I like that we, basically where we ended up here

[1:05:19] from what I recall is when we said we were ensuring

[1:05:22] that our students were all students, it was really

[1:05:24] that same idea that we can challenge those

[1:05:28] while we're doing well even further

[1:05:30] and yet we can also continue to support

[1:05:33] whether to help in a variety of different ways, right?

[1:05:37] So I think, for me, I don't have a problem right now

[1:05:41] with the way that we ended up.

[1:05:43] I don't know if that was the number one person option.

[1:05:47] Yeah. Yeah, I would encourage that number one seems to get at the heart of the issue and

[1:05:57] do the way that highlights what our goals were. In the end, it's language moving it around

[1:06:05] what we think is really what we do in that and make sure that we hold ourselves to it.

[1:06:10] We're more important, but to give a guide post for future boards, I think number one does

[1:06:17] I'm always impressed by student board members reflection on this issue and wonder if there

[1:06:24] is something that we should do as a regular part of our board event that actually attends

[1:06:30] to ensure that that's an award.

[1:06:34] She's like, so that we would be sure to do that something that happened here, but that's

[1:06:39] that it occurred that it was measurable in ways that are not always about figures.

[1:06:49] Lots of the measurements in schools have to be by observation.

[1:06:54] There's just anything that adds some of our own things to this.

[1:07:00] For ourselves and for public understanding.

[1:07:12] Yeah, I like where we landed with number one, and if we're ready to move to two, I also

[1:07:19] just really like this new language, and just emphasizing, you know, one of the changes

[1:07:24] is to provide equitable opportunities that support the achievement of all students.

[1:07:29] I just really look at it.

[1:07:31] So we're looking at one or the other, but one or the other, oh gosh, and I really, oh okay, all right,

[1:07:47] so everyone's feeling number one?

[1:07:50] I think they're very similar, quite honestly. I can see what these things are.

[1:07:54] This is word of different.

[1:07:55] Yeah. The difference is whether or not we're looking at being a little outcome, or we're looking at opportunities for athletes.

[1:08:04] to support the achievement, which is I think why I'm sort of

[1:08:08] wide of like that. I've been drawn to that one.

[1:08:14] Well, also we do want to do something

[1:08:16] to ensure the effort of all the achievement

[1:08:18] for all students by supporting faculty.

[1:08:25] I don't know how many opportunities we give people.

[1:08:28] It doesn't show that all that our kids are all moving forward.

[1:08:32] Then I don't care about that.

[1:08:34] You know what I'm saying? But if we see that it's not all have the same access to the opportunities I think that's right.

[1:08:50] I feel like the first piece in some ways is this idea of evaluating my music in academic programs and as your services to me individual and collective needs.

[1:09:02] That's, that to me, is providing those equitable opportunities.

[1:09:07] I change our opportunities.

[1:09:09] And so in some ways we're almost, there's some redundancy there.

[1:09:12] In that, because I feel like that's what we're doing in the first part.

[1:09:15] And in the end, the ultimate goal is to ensure equitable achievement for all students.

[1:09:21] So I feel like the opportunities are already listed.

[1:09:23] You know, the programs that we're creating, the support services that we've developed,

[1:09:29] So I feel that that's the, you know, what we're creating is to provide us a couple of opportunities.

[1:09:36] So I feel it's already built in.

[1:09:38] I see that and I do think it's important that speed opportunities should result in some measurable achievement.

[1:09:45] Even though, as you said, they may not necessarily do what they're supposed to do, but our goal is that that's what they're supposed to do.

[1:09:51] And that's why that one seems more actionable.

[1:09:55] It just clarifies what we're going to make.

[1:10:03] Okay, so are we going for a consensus or all-board number one, or do we need to bring this back

[1:10:10] and consider it further?

[1:10:11] This is just a discussion.

[1:10:13] Right.

[1:10:15] We can bring it back to the next item, but do we need to do anything in between?

[1:10:18] is what I'm saying, I guess, between...

[1:10:22] ...and now.

[1:10:23] No.

[1:10:24] Okay.

[1:10:24] Is it good?

[1:10:25] Is that what this?

[1:10:26] So it's good.

[1:10:27] And that would be one of the ones.

[1:10:29] There are a lot.

[1:10:30] All right.

[1:10:31] Thank you.

[1:10:33] That's kind of a revisit.

[1:10:34] It feels like about a month ago.

[1:10:35] I know.

[1:10:36] I know.

[1:10:36] It feels well.

[1:10:37] It was part four or five years ago.

[1:10:39] So it just feels like it was a month ago.

[1:10:41] Okay.

[1:10:42] Okay.

[1:10:43] Really answer a agenda item.

[1:10:46] First off, would anyone like to pull?

[1:10:48] any of these consents of the agenda item?

[1:10:51] Okay, so do I have a motion to approve consent agenda items

[1:10:54] 8.01 through 8.22.

[1:10:58] So moved.

[1:10:58] Okay.

[1:10:59] All right, any discussion?

[1:11:01] Just, however we found Wisteng Fogg tell corporate

[1:11:05] for internship opportunity.

[1:11:07] Yeah.

[1:11:08] Okay, not even in space?

[1:11:09] Yeah, it was like a fantastic idea.

[1:11:11] It was like a wonderful opportunity for students

[1:11:14] So, way to go on that.

[1:11:16] I'm pretty excited.

[1:11:18] Okay.

[1:11:20] All right.

[1:11:21] Then, let's go.

[1:11:25] Yes.

[1:11:27] Hi.

[1:11:28] Hi.

[1:11:31] Okay.

[1:11:31] Let's go straight.

[1:11:32] Thank you.

[1:11:33] Moving on to number nine.

[1:11:34] Now, we are at action items.

[1:11:37] Okay.

[1:11:38] 9.01.

[1:11:39] A patient of provisional board member.

[1:11:42] Dr. Piazza, do you want to introduce yourself?

[1:11:44] I'm sure as you're aware that Dr. Bajian relocated her residence, which required her to

[1:11:51] resign from the Board of Education, and subsequently the Board chose to appoint a new

[1:12:01] board member, rather than go for an election.

[1:12:07] I believe a lot of it was financially motivated.

[1:12:11] $38,000 to run an election, and so you put together a process, and I'll turn that over

[1:12:19] to Dr. Calvary.

[1:12:21] So first off, I just have to say thank you to our community because when we put out

[1:12:25] that call for seeking applicants, we honestly weren't sure if we would even receive any

[1:12:30] applicants, especially considering the years we've had and some of the long board meetings

[1:12:34] that we've had.

[1:12:35] But I'm very grateful to say that our community has always stepped up.

[1:12:40] We received a total of 11 applications.

[1:12:43] Two of them were incomplete, so we then were left with nine.

[1:12:48] And we just, you know, we lived through the nine applications and we felt that we really

[1:12:53] needed to meet each and every one of the nine applicants.

[1:12:56] They each brought to us a great wealth of talents and experience and dedication to our

[1:13:04] schools and plenty of the applicants also even worked in other school districts.

[1:13:10] So we were really very pleased to see the caliber of our applicants.

[1:13:16] And as I said, we decided to set out and meet all nine people.

[1:13:19] We wanted it to be, you know, a concession, so we did have two Tuesday evenings here in

[1:13:24] the boardroom.

[1:13:25] And we interviewed on the first Tuesday, five applicants, and on the second Tuesday we interviewed

[1:13:31] four.

[1:13:32] They were 30-minute reviews and each of the applicants were given the exact same five questions.

[1:13:40] One, of course, an introductory question just asking about themselves.

[1:13:43] Their experience with our schools and why they chose to apply followed by four standard questions from each of us.

[1:13:51] And then an opportunity to ask further questions should there be time.

[1:13:55] I think that was really important because that really helped us to understand each applicant's perspective

[1:14:01] on the same question and to understand their knowledge of the district and really why they were running.

[1:14:08] So again, a pretty standardized process.

[1:14:12] And I think we really were very actively engaged in trying to get to know each of our nine applicants.

[1:14:19] So great caliber of candidates.

[1:14:23] And we are tonight with the difficult decision, of course, of choosing under for nine.

[1:14:28] So we've all had an opportunity to review their applications, the questions that they

[1:14:34] answered that we had posed to them.

[1:14:37] And I should also say that everybody was also screened for residency verification to ensure

[1:14:41] that they truly reside here in South Pasadena, which of course is a big requirement for serving

[1:14:47] for the board.

[1:14:49] So at this point, I'd like to see if there is any of you that may want to make a motion towards

[1:14:55] and anyone of the nine applicants will be refused.

[1:15:00] I'd like to make a point of motion to appoint Christchurch Adams as a provisional word moment.

[1:15:08] I'll second that motion for the purpose of discussion. Okay, so just to wrap it up, let you start

[1:15:14] on to why you are appointing Christchurch Adams. Yeah, I think, you know, to speak to every

[1:15:21] At every point we had a tremendous group of candidates,

[1:15:25] wonderful to meet really a broad cross-section of different

[1:15:30] experiences, some, you know, active public school educators,

[1:15:34] some retired, some from out of the professional worlds,

[1:15:38] different levels of involvement in our schools,

[1:15:40] in our community, and as we went through this journey,

[1:15:43] it was really trying to identify what were those pieces

[1:15:47] that would really help serve us at this time.

[1:15:49] It is a provisional seat, it's a unique opportunity for someone to really have to jump in and get going.

[1:15:57] And I think while everyone brought a lot to the table, as sort of we had these conversations,

[1:16:03] I think it was through our discussion.

[1:16:07] I felt we really started to learn a lot about HRSA, somewhat we already knew,

[1:16:11] but obviously some pieces that were new to us and it really seemed to,

[1:16:15] for my end, point to that she could dive right in

[1:16:19] for a lot of connections and awareness within the schools

[1:16:22] and the larger community to help us move forward in our work

[1:16:25] and contribute to this conversation

[1:16:27] that we have as a board.

[1:16:28] So that's that process, but again thankful to everyone

[1:16:31] who came to provide quite a bit of discussion

[1:16:36] around this, but in the end, that's you, Chris.

[1:16:40] So, you know, I, too, just want to pick up on Mr. Rob's comments about just what an incredibly

[1:16:49] talented, smart, thoughtful group of individuals who came to us, willing to volunteer their

[1:16:56] time to support the success of our students and our district.

[1:17:00] And it was really, you know, just an extraordinary pool of candidates, and I want to thank those

[1:17:06] was for coming and spending 30 minutes with us, but again, really looking to make that

[1:17:11] longer term commitment to the district.

[1:17:15] As I sort of evaluated the different candidates, I was, you know, looking for a couple things,

[1:17:21] one, how well did they know our schools and the district at this point in time, given

[1:17:26] that we're really talking about just a little under a year of a term, and I just know, you

[1:17:35] Remember, for a little while, it's a steep learning curve.

[1:17:38] No matter what you've done in the past, whether it's PTA or it's a staff or anything,

[1:17:42] it's a pretty darn steep learning curve.

[1:17:45] And so, in a short time frame, so I was really looking for someone who knew us very well

[1:17:50] and knew us well enough that it might be a little bit less of a steep learning curve

[1:17:55] so they could really sort of jump in and contribute through the course of this year.

[1:18:01] So that's sort of the way which I was looking at this candidate.

[1:18:08] One of the things that I was extremely pleased about as we interview candidates was that

[1:18:15] there was something that every one of them said that made us think about things

[1:18:19] in a way that has enhanced the process in the future no matter what.

[1:18:25] And that's a pretty extraordinarily extraordinary thing to say.

[1:18:30] There will be an election coming up in November of 2022.

[1:18:36] And interestingly, sometimes we get no candidates running against an incumbent.

[1:18:43] Sometimes we get one or two.

[1:18:46] We never get nine.

[1:18:48] Wouldn't it be wonderful to have a broad selection when the time comes?

[1:18:52] So we know that we have solid candidates and they should go ahead to their next step too.

[1:19:03] I'm going to take a little bit, I guess that.

[1:19:07] Christa, one thing I really appreciated is that she served as PTA president at the middle school,

[1:19:13] I mean, AB, excuse me, or the road VISTA.

[1:19:16] And she did that during the pandemic and they really did switch over from, you know,

[1:19:20] in-person meetings to having virtual meetings and to having so many activities for the kids to bond whether it's virtually or even through some books and things like that that they put together and for the parents to still connect.

[1:19:36] And then that, I think, says a lot because it really, when you're a PTA president, especially

[1:19:42] the elementary school and that's the hardest PTA's role to have and to be able to interface

[1:19:50] with the teachers and the staff and the parents and the students.

[1:19:53] And I think that she's always had a really positive attitude every time I've ever seen her

[1:19:57] as any of those PTA meetings.

[1:19:59] She's really been very supportive of everything that goes on on campus.

[1:20:02] And then she also serves currently in the Council of PTA Presidents.

[1:20:06] And I serve just Council of PTA Presidents.

[1:20:09] And I think it's a really important role because you get to know all five of our schools.

[1:20:13] When you're the Council of PTA Presidents, you're mentoring all five units.

[1:20:18] And you're also interfacing your higher level of PTA with first district PTA

[1:20:22] and getting more involved with coming down from the California State PTA.

[1:20:26] So I think having that breadth of experience and knowledge of our five schools

[1:20:30] was an important thing for me having children in our school currently was an

[1:20:35] important thing for me having an attitude of really just volunteering and always

[1:20:40] being ready to do something. I think she shared with us that she's one of the

[1:20:44] commissioners of the Little League, softball and so much that she's with the

[1:20:51] boosters and other things that she's been involved with. I feel like sort of

[1:20:56] to represent for me the spirit of what a true path to being a volunteer is, and as you

[1:21:02] were saying that to keep you having to step in, you really have to be at a place where

[1:21:05] you've heard a lot about what's going on with the district.

[1:21:08] And being PTA president and being council, PTA president, you really have access to having

[1:21:14] the site administrators and the district administrators being there and introducing with you and understanding

[1:21:19] how things are done on our campuses, so I thought that was important as well, so I will say

[1:21:25] without a doubt, Krista.

[1:21:27] Is there any further discussion?

[1:21:29] I would just say that sitting right beside that,

[1:21:32] having wonderful, good hands-on knowledge

[1:21:35] of our school district, another piece of what I heard

[1:21:39] when there was a scope was for that ground that

[1:21:43] isn't just the local school environment,

[1:21:46] that more than that can bring and hide

[1:21:48] to the whole in ways that consider the larger

[1:21:53] and energy of education, which I think is often what we'll call the obligatory

[1:21:58] support members for our own desires as in the district and context of the whole.

[1:22:04] And that is part of the steep learning curve.

[1:22:07] Yeah, that's a good point.

[1:22:11] And as you said, we do have an election in November of 2022, and not only in the election,

[1:22:19] but it will be the first time we will be in the election,

[1:22:22] like a white district.

[1:22:24] So we will take you to the big candidate spread out

[1:22:27] throughout the city to be able to run in that.

[1:22:31] So we have the motion.

[1:22:34] We have a second.

[1:22:35] Is there any further discussion?

[1:22:38] All right, so I'm just going to go.

[1:22:40] Excuse me for a minute.

[1:22:44] Yes.

[1:22:45] I'm sorry.

[1:22:46] Hi.

[1:22:48] Okay,

[1:22:51] motion carries, and it will be the next board meeting that Christophe Adams will be joining us.

[1:22:58] Yeah, we'll swear her in beforehand.

[1:23:02] And then she'll take over Dr. Suziobaji and Marango and her special education committee for me.

[1:23:09] There will be plenty of things for her to do, though, of course, we'll be happy to mentor her along the way.

[1:23:15] Okay, 9.02 new and improved board policy.

[1:23:23] Yeah, these series of policies came to you with the last meeting as a discussion of first

[1:23:28] reading.

[1:23:29] So they're here for your approval.

[1:23:31] I do want to make a notation that the transitional kindergarten policy, though, was prior to the

[1:23:36] law that came out.

[1:23:38] So, they'll anticipate additional changes coming out in the winter or spring of this next

[1:23:45] year.

[1:23:49] Are they asking Stan now or in advance with what is current, is that correct?

[1:23:54] Correct.

[1:23:56] The motion took proof.

[1:23:58] Okay.

[1:23:59] Do I have to check it?

[1:24:00] Do I have any discussion?

[1:24:04] Okay.

[1:24:04] All those in favor?

[1:24:05] All right.

[1:24:06] This is me.

[1:24:06] I'm just going to close that short.

[1:24:08] All right.

[1:24:08] I'm taking over.

[1:24:08] I'm looking at you and I'm just taking over.

[1:24:10] I'm sorry.

[1:24:29] Yes,

[1:24:32] this is the first of three resolutions, I am asked for the board approval on.

[1:24:36] The first is for a Roya Vista, this involves our construction projects and the California Environmental

[1:24:42] quality at governs portions of our construction projects and these projects are sets that

[1:24:49] they are our exemptions so that we do not have to go through the entire SQL process.

[1:24:55] And so what this resolution does is it lays out the three areas that we are exempt from

[1:25:00] the SQL process.

[1:25:02] They are less than, kind of less than 25% capacity, we're replacing structures that are substantially

[1:25:09] have the same purpose and the activities in question do not have a significant

[1:25:15] effect on the environment. So there's one replacement of each of the portable

[1:25:18] classrooms with one-to-one replacement. Correct. Even even though in a couple of

[1:25:23] places we're doing more than one-to-one it's still much less than 25%. So we

[1:25:27] call it hard for these exemptions and the first one is the resolution for

[1:25:31] or a Royal VISTA.

[1:25:32] Okay.

[1:25:32] You'll have a motion.

[1:25:34] So a little bit?

[1:25:35] Sure.

[1:25:36] Okay.

[1:25:37] Great.

[1:25:37] Any discussion?

[1:25:39] Sure.

[1:25:43] Yes.

[1:25:44] Hi.

[1:25:45] Hi.

[1:25:47] Hi.

[1:25:48] Okay.

[1:25:48] Motion carries.

[1:25:49] And then 9.04.

[1:25:50] Same.

[1:25:51] Maringo.

[1:25:52] Same thing.

[1:25:53] The only thing that I would add that I forgot to mention was that this is also one of the checkboxes

[1:25:56] for the Prop 51 process.

[1:25:58] us. So later on, if we ever actually get those vat buses by money years for

[1:26:03] now, this is a component of that process as well. So this one is for Maranko seeking your

[1:26:08] approval.

[1:26:11] Do I have a motion?

[1:26:12] First and to approve.

[1:26:14] Do I have a second?

[1:26:16] Okay, great. Any further discussion?

[1:26:18] Do you think we will, Overseasers?

[1:26:22] Funds?

[1:26:23] Not out of prop 51. I think maybe if there's another state,

[1:26:28] It puts us in line.

[1:26:30] Yeah, it'll still be.

[1:26:31] We have skills in line for other positions that we've taken.

[1:26:35] So, I think we're in line.

[1:26:36] Because we're still online too.

[1:26:40] Okay.

[1:26:40] Ms. Kell.

[1:26:45] Yes.

[1:26:46] Hi.

[1:26:48] Hi.

[1:26:49] Hi.

[1:26:50] Hi.

[1:26:51] Okay.

[1:26:51] Motion carries.

[1:26:52] 9.05.

[1:26:53] Resolution for Monterrey Hills.

[1:26:54] People I know that's an exemption.

[1:26:56] Yes, same exact resolution, just a different site.

[1:26:59] Motion to approve.

[1:27:03] Second.

[1:27:04] Second.

[1:27:04] Excellent.

[1:27:05] Any further discussion?

[1:27:07] And Michelle.

[1:27:10] Yes.

[1:27:12] Hi.

[1:27:14] Hi.

[1:27:17] Okay, great.

[1:27:18] So this question also carries.

[1:27:19] That takes us to the end of the action items.

[1:27:21] We are now at section 10.

[1:27:23] The discussion of items for next or future board meetings.

[1:27:27] You have two items in the next board, meaning that a quite significant one is the maps for the districts.

[1:27:37] You know, as soon as we get them, we'll release them to the public.

[1:27:40] And then they'll be on the board agenda for your discussion and as well as a public hearing.

[1:27:46] And then the second we'll have all our principals back again to present the school plans.

[1:27:51] Okay,

[1:27:55] sounds like a full meeting.

[1:27:56] It's gonna be a long meeting.

[1:27:59] Yeah, okay. Any other?

[1:28:02] Alright, well then, I will go ahead and return the meeting and thank you.

2021 Regular Board of Education Meeting November 9th, 2021

Agenda

Transcript