[I. OPEN SESSION]
[00:00:04]
>> GOOD EVENING, EVERYBODY. I'D LIKE TO CALL THIS SPECIAL BOARD MEETING TO ORDER AT 5:30 PM.
HELENE, COULD YOU PLEASE CALL THE ROLL?
>> ALL RIGHT. I WILL NOW ASK ANGELA HERRERA TO LEAD US IN THE PLEDGE OF ALLEGIANCE.
>> THANK YOU. NUSD BOARD MEETINGS ARE LIVE-STREAMED AND RECORDED AT THE DIRECTION OF THE BOARD.
THE LIVESTREAM IS AVAILABLE FOR VIEWING NATOMASUNIFIED.ORG/BOARDOFTRUSTEES/VIDEO/.
THE RECORDINGS WILL BE AVAILABLE FOR VIEWING THE DAY AFTER THE BOARD MEETING.
THOSE IN ATTENDANCE SHOULD EXPECT THAT THE RECORDINGS WILL CAPTURE ALL ACTIVITY AND DISCUSSIONS BEFORE, DURING, AND AFTER MEETINGS.
PLEASE NOTE THAT PUBLIC COMMENT WILL ONLY BE ACCEPTED IN REGARDS TO THE ITEM ON THE AGENDA SINCE THIS IS A SPECIAL BOARD MEETING.
IN ACCORDANCE WITH BOARD BYLAW 9323 MEETING CONDUCT, INDIVIDUALS WISHING TO ADDRESS THE BOARD MUST SUBMIT A COMPLETED PUBLIC COMMENT CARD PRIOR TO THE CONSIDERATION OF THE ITEM.
INDIVIDUAL SPEAKERS SHALL BE ALLOWED TWO MINUTES TO ADDRESS THE BOARD, AND THE BOARD MAY LIMIT THE TOTAL TIME FOR PUBLIC INPUT ON EACH ITEM TO 20 MINUTES.
I'M LOOKING FOR A MOTION AND A SECOND TO APPROVE THE AGENDA.
[IV. APPROVAL OF THE AGENDA]
>> MOVED BY TRUSTEE MORA, SECOND BY TRUSTEE DOSICK.
WOULD YOU CALL THE ROLL, PLEASE?
WE ARE NOW MOVING ON TO THE FIRST READING OF THE BOARD.
[V.a. First Reading of Board Policies and Administrative Regulations (Series 5000 and 6000)]
POLICIES AND ADMINISTRATIVE REGULATIONS.THIS IS FOR SERIES 500 AND 600.
I DON'T THINK THERE IS ANY PUBLIC COMMENT CARDS THAT HAVE COME IN YET, AM I CORRECT?
>> THAT'S CORRECT. WE HAVE NO PUBLIC COMMENT CARDS.
>> IT'S JUST UP TO US NOW [OVERLAPPING] TO POINT OUT THINGS WE WANT.
ARE WE GOING TO TAKE EACH SECTION? CHRISTINA, ARE YOU THE ONE THAT'S GOING TO GO AHEAD AND LEAD US IN THAT, PLEASE? [OVERLAPPING]
>> YEAH, ABSOLUTELY. THANK YOU FOR BEING HERE THIS EVENING, TRUSTEES AND STAFF.
AS PRESIDENT HEREDIA SHARED, TONIGHT WE'RE DOING A STUDY SESSION LOOKING AT POLICY REVISIONS FOR BOTH THE 5000 AND THE 6000 SERIES.
BEFORE WE GET STARTED, I DO WANT TO TAKE A MOMENT TO GO BY THE 5000S AND THEN THE 6000S IDENTIFYING ANY POLICIES THAT TRUSTEES OR STAFF WOULD LIKE TO DISCUSS AND THEN WE'LL GO THROUGH THEM.
IF YOU DID EMAIL ME OR REACH OUT TO ME EARLIER TO TALK ABOUT SPECIFIC POLICIES, I ALREADY HAVE THOSE NOTED.
BUT I'LL JUST GO IN A CIRCLE IF THAT'S OKAY.
DOSICK, ANYTHING THAT YOU'D LIKE TO SPEAK TO, THE FIVES OR THE SIXES?
>> JUST EXCITED TO SEE WHAT MY COLLEAGUES WOULD LIKE TO DISCUSS.
>> TRUSTEE MORA, ANYTHING YOU'D LIKE TO SPEAK TO OR DISCUSS WITH STAFF FOR THE 5000S OR THE 6000S?
>> I DO. IT WAS IN THE 6000S AND I SENT IT EARLIER.
>> THE AR 6164.5. I'M SORRY, THAT WAS A DIFFERENT ONE.
BP 6172.1, CONCURRENT ENROLLMENT IN COLLEGE CLASSES.
>> ANYTHING ELSE? JUST THE ONE.
THANK YOU. PRESIDENT HEREDIA, ANY POLICIES?
>> I DON'T REALLY HAVE ANY QUESTIONING POINTS BUT I JUST HAVE REALLY QUICK QUESTIONS.
I DID THIS SO LONG AGO, [LAUGHTER] I DON'T EVEN REMEMBER WHAT MY QUESTION WAS.
I'M GOING TO DO 6.4.2.2, THAT'S A BOARD POLICY.
COULD YOU GO AND PLEASE ELIMINATE THE FIRST ONE I GAVE YOU, THE QUESTION IS ON THE SECOND ONE.
6142.5 BOARD POLICY ON ENVIRONMENTAL EDUCATION AND 6143 AR COURSES OF STUDY.
I'VE GOT A QUESTION ON 6162.51 ON THE AR ON
[00:05:06]
STATE ACADEMIC ACHIEVEMENT TESTS AND 6163.1 BOARD POLICY ON LIBRARY MEDIA CENTERS.>> PERFECT. TRUSTEE GRANT? ANY SPECIFIC ONE?
>> WE'LL GO AHEAD AND TRY THE FIRST ONE, 5000, IT'D BE 5111 BP.
>> THAT'S IT? THANK YOU VERY MUCH, TRUSTEES.
IN ADDITION, I DID WANT TO CALL OUT A COUPLE THAT STAFF WOULD LIKE TO SPEAK TO JUST FOR THE NOTES, SO WHEN WE GO IN ORDER, YOU KNOW WHERE THOSE ARE COMING FROM.
THE FIRST ONE IS AR 5148.2, BEFORE AND AFTER SCHOOL PROGRAMS, AND STAFF WILL SPEAK TO THAT ONE WHEN WE GET THERE.
THEN THE NEXT ONE IS AR 6164.5 STUDENTS STUDY TEAMS. THEN THE LAST ONE WAS BOARD POLICY 6170.1 TRANSITIONAL KINDERGARTEN.
STAFF WILL BE SPEAKING TO THOSE.
THERE ARE MEMOS ATTACHED TO A NUMBER OF THESE BUT ASSUMING THERE WAS NO QUESTIONS ON THOSE, I'M GOING TO MOVE THROUGH THEM.
BUT AT ANY POINT, IF WE WANT TO STOP AND GO BACK, WE ABSOLUTELY CAN.
WE'LL GO AHEAD AND GET STARTED.
THE FIRST ONE WE'RE GOING TO TAKE A LOOK AT IS, I GUESS IT'S A STAFF ONE, AR 5148.2 BEFORE AND AFTER SCHOOL PROGRAMS. [BACKGROUND] LITERALLY THE VERY FIRST ONE ON THE LIST.
[LAUGHTER] I APOLOGIZE. SORRY, I DIDN'T MEAN TO SKIP OVER THAT.
>> UNDER THE SECTION THAT SAYS 'VERIFICATION OF ADMISSION ELIGIBILITY', IT READS, BEFORE ENROLLING ANY CHILD IN THE DISTRICT, THE SUPERINTENDENT OR DESIGNEE SHALL VERIFY THE CHILD'S AGE, RESIDENCE WITHIN THE DISTRICT.
MY QUESTION IS ABOUT THAT LINE, RESIDENCE WITHIN THE DISTRICT.
I THINK WE'RE STILL A DISTRICT OF CHOICE, RIGHT? I WAS WONDERING HOW CHANGING THE PHRASE 'RESIDENCE WITHIN THE DISTRICT' WOULD AFFECT OUR DISTRICT OF CHOICE FOR KIDS OUTSIDE OF THE DISTRICT.
DOES THAT HURT THAT WE DO TAKE STUDENTS FROM OTHER DISTRICTS AND OTHER CIRCUMSTANCES? IT'S NOT CLEAR TO ME ENTIRELY.
AGAIN, THERE'S OTHER POLICIES IN HERE THAT I NOTICED IN THE 5000S THAT ADDRESS INTERDISTRICT TRANSFERS, BUT WHY WOULDN'T WE JUST KEEP IT RESIDENCY BECAUSE WE TAKE KIDS FROM EVERYWHERE?
>> THANK YOU FOR THE QUESTION.
>> I'LL SPEAK TO THAT ONE. IT WAS JUST A REWORD FROM RESIDENCY.
WE DO HAVE THE PROCESS, LIKE YOU SAID, FOR INTERDISTRICT TRANSFERS, SO DETERMINING THE RESIDENTS WITHIN THE DISTRICT, THERE'S ONE WAY TO ENROLL AND THEN IF YOU'RE OUTSIDE THE DISTRICT, THERE'S A SEPARATE PROCESS YOU HAVE TO GO THROUGH BEFORE YOU ENROLL.
I THINK IT'S JUST A LITTLE BIT MORE DELINEATING.
>> IS THERE A REASON THAT WE WANT TO DELINEATE? HAVE WE HAD A PROBLEM BEFORE? BECAUSE I LOOK AT THAT POLICY AND I THINK [OVERLAPPING]
>> SOME DISTRICTS DO WITH STUDENTS THAT DON'T LIVE WITHIN THEIR BOUNDARIES BECAUSE IT IMPACTS SERVICES AND OTHER THINGS SO WE DO WANT TO ESTABLISH WHERE PEOPLE LIVE.
IF THEY'RE WITHIN OUR DISTRICT, THAT'S ONE THING, BUT THEN IF THEY'RE OUT OF THE DISTRICT, THERE'S A LOT OF THINGS THAT GO ALONG WITH THAT IF YOU'RE NOT WITHIN THE DISTRICT BOUNDARIES.
BUT AS LONG AS YOU'RE WITHIN THE DISTRICT, BEING A DISTRICT OF CHOICE, AS FAR AS WITHIN THE DISTRICT, IT ISN'T AFFECTED BY THAT.
>> I THINK IF WE USE THE TERM RESIDENCY, IT'S FINE BECAUSE WE'RE TALKING ABOUT VERIFICATION SO WE'RE JUST VERIFYING [OVERLAPPING] THE RESIDENCY.
>> WHETHER IT'S INSIDE OR OUTSIDE, IT DOESN'T REALLY MATTER, WE JUST HAVE TO VERIFY WHAT IT IS.
>> THAT WAS JUST A CSBA RECOMMENDATION.
>> I THINK IF YOU FEEL RESIDENCY IS MORE INCLUSIVE, [OVERLAPPING] I DON'T THINK THAT THAT'S A NON-STARTER.
>> I JUST DON'T WANT PEOPLE WHO LIVE OUTSIDE THE DISTRICT, NOT THAT EVERYONE READS ALL THESE RIVETING BOARD POLICIES, [LAUGHTER] TO GO, I SHOULDN'T APPLY BECAUSE I DON'T HAVE A RESIDENCE WITHIN THE DISTRICT.
>> OTHER TRUSTEES FINE WITH THAT?
>> WE'LL MAKE THAT ADJUSTMENT FOR SECOND READING TO KEEP IT AS RESIDENCY.
AND MY APOLOGIES AGAIN, FOR LOOKING OVER LITERALLY THE VERY FIRST POLICY ON THIS LIST. [OVERLAPPING]
>> NO, IT'S ALL LOVE. I APPRECIATE IT.
>> IT'S VERY EMBARRASSING. [LAUGHTER] NOW WE'LL MOVE TO AR 5148.2 BEFORE AND AFTER SCHOOL PROGRAMS.
>> TRUSTEES, THERE WAS A VERSION OF THIS IN THE BINDER.
YOU'RE GETTING AN UPDATED VERSION RIGHT NOW, OUR APOLOGIES.
WE RECOGNIZE THAT WHILE THERE IS SOME STATE LANGUAGE AND CSBA LANGUAGE THAT TALKS ABOUT
[00:10:06]
HOW WE PRIORITIZE ENROLLMENT FOR OUR LEAP ACADEMIES THROUGH THE ELOP FUNDING BECAUSE THIS IS ADMINISTRATIVE REGULATION, WE WANTED TO MORE EXPLICITLY OUTLINE WHAT OUR IN-DISTRICT PRIORITY PROCESS IS.YOU WILL SEE IN YELLOW, THERE ARE SOME AREAS THAT ARE INDICATED AS STAFF RECOMMENDATIONS.
ONE THING I WANT TO NOTE, YOU'LL SEE THE ENGLISH LANGUAGE LEARNERS IS YELLOW IN HERE.
CSBA'S RECOMMENDED POLICY DID NOT INCORPORATE EL STUDENTS IN THE PRIORITY ENROLLMENT.
HOWEVER, THE GRANT ITSELF DOES REQUIRE EL TO BE INCLUDED IN PRIORITY ENROLLMENT SO WE MADE SURE TO INCORPORATE THAT.
THIS JUST REFLECTS THE CURRENT PROCESS THAT WE HAVE FOR LEAP ACADEMY ENROLLMENT.
IN ADDITION, NOTING THAT THERE IS SOMETHING IN THE CSBA POLICY THAT TALKS ABOUT THE 21ST CENTURY COMMUNITY LEARNING CENTER, FOR 9-12, WE DON'T HAVE THAT GRANT, AND SO WE REMOVED THAT LANGUAGE.
>> I DO WANT TO JUST NOTE, FOR THE RECORD, SINCE THIS REVISION WAS WALKED IN, THERE ARE COPIES ON THE TABLE AVAILABLE FOR THE PUBLIC.
ANY QUESTIONS OF STAFF FROM THE TRUSTEES ON THIS? NO? THANK YOU VERY MUCH, ANGELA AND TEAM.
>> DO WE THINK, DO WE MENTION?
>> HONESTLY, DON'T TELL ME I MISSED ANOTHER ONE. [LAUGHTER]
>> NO. I MISSED ONE TO STATE AT THE VERY BEGINNING AND I'M HOPING WE CAN STILL GO BACK TO ONE IN THE 5000S.
>> IT IS 5145.12 BOARD POLICY, THAT'S SEARCH AND SEIZURE.
I CAN SEE I'M NOT THE LAST ONE THAT'S STILL FLIPPING TO THE PAGE.
I JUST HAD A QUESTION ABOUT SOME OF THE LANGUAGE. LET ME SEE.
YOU CAN'T CONTROL+F ON THESE. JUST ONE SECOND.
>> I'LL GIVE MY COLLEAGUES JUST A SECOND.
>> IF WE CAN GET THE CATALOG SETUP?
>> JUST TO SHARE THE QUESTION THAT I HAVE, I THINK IT'S ON THE SECOND PAGE.
THE SECOND PAGE OF THAT BOARD POLICY, THE LANGUAGE SAYS A STUDENT'S PERSONAL ELECTRONIC DEVICE MAY BE SEARCHED ONLY IF A SCHOOL OFFICIAL, AND THEN THIS IS THE LANGUAGE, 'IN GOOD FAITH', BELIEVES THAT AN EMERGENCY INVOLVING DANGER, ET CETERA.
THAT'S THE THRESHOLD, 'IN GOOD FAITH'.
>> I KNOW THAT THAT'S USED FOR SOME POLICIES, BUT THE WORDING THAT I HAD IN MY MIND WAS UPON REASONABLE SUSPICION.
I JUST WANTED TO KNOW, WHAT WOULD BE THE DIFFERENCE BETWEEN SOMETHING LIKE IN GOOD FAITH AND SOMETHING THAT'S MAYBE A LITTLE BIT DIFFERENT, LIKE REASONABLE SUSPICION.
>> CURRENTLY, I BELIEVE THE LAW STATES THAT WE CAN'T SEARCH ELECTRONICS WITHOUT PERMISSION TO A CERTAIN EXTENT WHICH IS REASONABLE.
WE REASONABLY SUBMIT IN AN EMERGENCY, THERE'S THAT OPPORTUNITY.
AM I CORRECT IN THAT? THAT'S MY INTERPRETATION OF THAT AT THIS POINT.
>> I WOULD SAY THE OTHER THING IS EDUCATORS HAVE A DIFFERENT STANDARD THAN LAW ENFORCEMENT, AND SO WE DON'T USE THE LAW ENFORCEMENT TERM BECAUSE IT'S A DIFFERENT STANDARD.
IN 'GOOD FAITH' IS THAT THOSE THINGS, WE HAVE TO REASONABLY BELIEVE THAT THESE THINGS ARE OCCURRING.
THE LAW ENFORCEMENT STANDARD IS HIGHER THAN THE EDUCATOR STANDARD.
>> WE DO HAVE TO BE VERY CAREFUL WITH BEING ABLE TO LOOK AT ELECTRONIC ITEMS.
[00:15:07]
>> BUT WE WOULDN'T JUST SAY, THIS STUDENT, I THINK MIGHT DO SOMETHING BAD AND SO I'M GOING TO SEARCH.
THERE'S ONGOING SOMETHING THAT'S HAPPENING AND I HAVE A REASON TO SUSPECT THAT I'M GOING TO FIND SOMETHING.
THAT'S WHERE THAT 'IN GOOD FAITH', THAT WE'RE LOOKING AT THESE ISSUES.
>> I SEE, SO WITHIN THE TERM 'IN GOOD FAITH', CERTAIN THINGS HAVE TO HAVE HAPPENED TO GET TO THE POINT OF CONSIDERING THAT. [OVERLAPPING]
>> SOMETHING HAS OCCURRED THAT LED TO SOMETHING. [OVERLAPPING]
>> THAT THEY BELIEVE THERE'S AN EMERGENCY.
YOU'RE PUTTING FAITH IN THE EMPLOYEE THAT THEY'RE CONSIDERING THESE THINGS.
>> NO, AND THAT'S WHAT THIS WAS TO AVOID.
WHAT ONCE STARTED AS A VERY ARBITRARY THING IN THE WORLD WHEN PHONES CAME OUT, TO HAVING CONTROL.
>> WELL, THANK YOU. [OVERLAPPING]
>> OR PROTECTING PRIVACY AS WELL AS SAFETY.
>> WELL, THANK YOU. I JUST WANTED TO MAKE SURE I UNDERSTOOD WHAT WAS ENCOMPASSED IN THAT LANGUAGE.
>> THANK YOU. NOW WE WILL MOVE TO THE 6000S.
THE FIRST ONE WE ARE GOING TO TAKE A LOOK AT IS AR 6142.2 WORLD LANGUAGE INSTRUCTION.
PRESIDENT HEREDIA, THAT WAS ONE THAT YOU HAD CALLED OUT.
>> AR. I'M LOOKING AT THE LAST PARAGRAPH ON PAGE 1.
NOW I HADN'T THOUGHT ABOUT THIS BEFORE IN TERMS OF THE BLOCK SCHEDULE AND THE HISTORY [INAUDIBLE].
[INAUDIBLE] [NOISE] I'M JUST WONDERING, UNDER THIS APPROACH HOW MUCH LEVERAGE WE HAVE?
>> SUE, I FEEL LIKE I'M LOOKING AT THE WRONG ONE.
>> I'M LOOKING AT THE EXTENDED DAY KINDERGARTEN PROGRAM.
I THINK WE'RE NOT LOOKING AT THE RIGHT THING.
>> YEAH. AR 6112 SCHOOL DAY? [OVERLAPPING]
>> IT'S THE PROGRAM ABOVE AUTUMN. [OVERLAPPING]
>> BUT IT TALKS ABOUT THAT WILL ALLOW SECONDARY STUDENTS TO ATTEND SCHOOL FOR FEWER SCHOOL DAYS THAN THE TOTAL NUMBER OF SCHOOL DAYS WHICH SCHOOL IS IN SESSION.
THIS IS A DIFFERENT THING THAN A BLOCK SCHEDULE FOR THE NORMAL DAY.
THIS IS IF YOU'RE TRYING TO CREATE A BLOCK TO MAKE YOU HAVE MORE HOURS AND LESS DAYS.
>> I THINK THEY WERE LOOKING AT ONE TIME WHEN WE WERE CONSIDERING SOMETHING LIKE THAT, IT WAS ENGLISH AND HISTORY, I THINK.
AT ONE TIME, WE WERE LOOKING AT SOMETHING LIKE THAT, SO I WASN'T SURE.
>> THAT WOULDN'T FALL UNDER THIS ONE.
I THINK THEY'RE JUST MAKING SURE THAT WE WOULD WORK WITH OUR EMPLOYEE GROUPS AND WITH THE COMMUNITY IF WE WERE GOING TO SAY WE WERE GOING TO COME FOUR DAYS A WEEK BUT FOR MORE HOURS A DAY.
>> THIS IS A CALLOUT AND I LIKE TO HAVE A GOOD RELATIONSHIP WITH OUR CLASSIFIED AND CERTIFICATED STAFF.
THIS IS IN AN EFFORT TO REACH AN AGREEMENT WITH THE CERTIFICATED AND CLASSIFIED EMPLOYEES, SO IS IT CONSULTATION? IT SOUNDS LIKE AN MOU.
THAT LANGUAGE IS A LITTLE STRONG IN TERMS OF NEGOTIATION.
CAN WE JUST GET A LITTLE BIT OF CLARIFICATION ON WHAT REACHING AN AGREEMENT MEANS? BECAUSE IF THE BOARD IS CONSULTING, IT SEEMS LIKE THE BOARD'S RESPONSIBILITY TO MAKE THAT CHANGE IN CONSULTATION.
TO REACH AN AGREEMENT, IT SOUNDS LIKE CONTRACT LANGUAGE IN THE SAME SECTION THAT SUE JUST POINTED OUT.
>> I WOULD THINK WHEN IT SAYS, IN AN EFFORT TO REACH AN AGREEMENT, THAT THAT WOULD BE TALKING ABOUT THE BARGAINING.
>> IS THAT SOMETHING WE'D NORMALLY BARGAIN IF WE'RE TALKING?
>> YES. IT IMPACTS WORKING CONDITIONS, WORKDAY, WORK HOURS.
>> NO, YOU'RE FINE. [LAUGHTER] THE NEXT ONE, AR 6142.2, WORLD LANGUAGE INSTRUCTION.
[00:20:09]
>> YEAH, THE WORLD LANGUAGE INSTRUCTION.
>> IT INADVERTENTLY, AND THE TITLE OF POINT TWO WOULDN'T COME THROUGH, IT'S AT THE BOTTOM OF THE PAGE BUT NOT AT THE TOP.
>> WE WILL FIX THAT. THANK YOU FOR THE CALLOUT.
>> ON THIS PARTICULAR ONE, SO MY QUESTION IS THAT ON PAGE 3, LET'S SEE, THAT MIGHT BE THE WRONG ONE, HOLD ON.
ON PAGE 2, WHERE IT'S THE PARAGRAPH, IT'S THE 1, 2, 3, 4, FOURTH PARAGRAPH FROM THE BOTTOM ON PAGE 2 FOR THIS ONE FOR 6142, RIGHT?
>> EVERYBODY ON THAT ONE? MAKE SURE I'M ON THAT ONE.
I SEE THE TWO DIDN'T COME OUT AGAIN. THERE IT COMES OUT.
>> [OVERLAPPING] AT THE BOTTOM.
>> YEAH. WHEN IT TALKS ABOUT HOW WE'RE TRYING TO MAINTAIN THIS RATIO OF HALF NATIVE ENGLISH SPEAKERS AND HALF ENGLISH LEARNERS AND WE CAN'T FALL BELOW THE RATIO OF ONE-THIRD FOR EITHER LANGUAGE UNDER EXCEPTIONAL CIRCUMSTANCES.
WHAT IS EXCEPTIONAL CIRCUMSTANCES AND WHAT IS THE PROCESS THAT WE GO THROUGH IF THAT WERE TO HAPPEN?
>> AN EXCEPTIONAL CIRCUMSTANCE MAY BE THAT THE GRADE LEVEL, IT STILL HAS OPEN SPACES, AND THERE MAY BE EO, ENGLISH-ONLY, FAMILIES ON THE WAITLIST.
IT MAY BE THAT IN ORDER TO ENSURE THAT THE SCHOOL'S ENROLLMENT MEETS OUR MINIMUM THRESHOLDS, WE WOULD HAVE THE PERCENTAGE BE DIFFERENT THAN THE 50:50.
>> BECAUSE THEN THE ENGLISH-DOMINANT STUDENTS ARE THE ONLY ONES ON THE WAITLIST AND WAITING TO GET IN.
>> WHEN I WAS SPEAKING WITH THE PRINCIPAL ABOUT THIS AND WE WERE LOOKING AT SOME OF OUR ENROLLMENT NUMBERS, IN ORDER TO DO THE 90:10 MODEL, YOU NEED THAT SPLIT.
THEY WERE SAYING IF WE COULDN'T GET A REASONABLE SPLIT, THAT THEY WOULD HAVE TO SWITCH TO THE 50:50 MODEL IN ORDER FOR IT TO BE EFFECTIVE.
THAT'S WHERE IF YOU WERE NOT ABLE TO GET CLOSE TO THAT, YOU WOULD CONSIDER SWITCHING TO THE 50:50 MODEL, WHICH WOULD BE MORE CONDUCIVE TO MAYBE MORE OF AN ENGLISH-SPEAKING CLASS THAN A SPLIT CLASS.
>> I THINK THERE'S A MORE COMPLICATED NUANCE TOO THAT IS JUST IN WRITING, AND THAT IS THAT THIS ONLY ADDRESSES NATIVE SPEAKERS IN ENGLISH ONLY.
THERE ARE FAMILIES WHO ARE NATIVE SPEAKERS IN OTHER LANGUAGES THAT ARE ALSO PART OF THE PERCENTAGE BALANCE OF OUR SCHOOL.
>> THAT'S ANOTHER [INAUDIBLE].
I WOULD HOPE THAT WE COULD ALWAYS KEEP THAT.
I WOULD HOPE THAT WE NEVER HAVE TO DROP TO THE 50:50.
>> THAT WOULD BE MY HOPE. I UNDERSTAND THAT BODIES WE GET, WE DON'T ALWAYS GET [LAUGHTER] THE LANGUAGE OF THEM.
>> YEAH, DOUG AND THE ENROLLMENT TEAMS STAY REALLY TIGHT WITH US ABOUT WHAT ARE THE NUMBERS? WHO'S ON THE WAIT LIST? WHAT IS THAT CLASS GOING TO BE ENROLLED AT BASED ON THAT BALANCE?
>> THANK YOU. THAT HELPS, ADARA.
>> YOU ARE AND YOU MADE IT SO EASY THAT IT'S LITERALLY THE VERY NEXT POLICY.
>> BEFORE WE LEAVE THIS POLICY, I JUST WANT TO GIVE A SHOUT-OUT.
I HAVE A GOOD FRIEND WHOSE CHILD ATTENDED HEREDIA-ARRIAGA LAST YEAR FOR TK KINDERGARTEN THIS YEAR AND THE PARENT CALLED ME AT ONE POINT IN THE SPRING TO SAY, MY KID'S IN HIS ROOM DOING HIS HOMEWORK OR ACTIVITY OR WHATEVER AND TALKING TO HIMSELF IN SPANISH.
THE FAMILY DOES NOT SPEAK ANY SPANISH WHATSOEVER AT HOME AND WAS JUST SITTING THERE, MIND BLOWN AT THEIR CHILD TALKING TO HIMSELF IN SPANISH, 6, 7 MONTHS INTO THE SCHOOL YEAR.
>> GOOD KID. [LAUGHTER] WHEN THEY START PLAYING SCHOOL, THEN WE KNOW WE'RE THERE.
>> THE ENVIRONMENTAL EDUCATION?
>> ON THIS ONE, JUST AGAIN, JUST REAL QUICK.
THE ENVIRONMENTAL LITERACY ON THIS,
[00:25:01]
ONE OF THE THINGS THAT I WAS SO GLAD TO SEE ABOUT THIS IS THE DISTRICT'S LOCAL CONTROL AND ACCOUNTABILITY PLAN MUST INCLUDE THE LOCAL GOALS AND PRIORITIES FOR ENVIRONMENTAL LITERACY, THINGS WE ALREADY KNOW, BUT I ALWAYS JUST LOVE SEEING THAT STUFF IN WRITING.IT HOLDS US ACCOUNTABLE THERE.
IT'S INCLUDING BUT NOT LIMITED TO CLIMATE CHANGE, AND SO ENVIRONMENTAL LITERACY.
I'M NOT SURE I HAVE A BROAD UNDERSTANDING OF WHAT ELSE THAT WOULD INCLUDE.
I REMEMBER WAY MANY YEARS AGO, ONE OF THE TEACHERS AT AMERICAN LAKES USED TO BASE THEIR WEEKLY SPELLING WORDS ON NATOMAS AND ON THE LEVY AND TAUGHT LITERACY THROUGH THE THINGS THAT WERE HAPPENING IN NATOMAS.
I JUST WASN'T SURE WHEN WE TALK ABOUT ENVIRONMENTAL LITERACY, HOW BROAD ARE WE GETTING, OTHER THAN WHAT'S STATED HERE.
>> I THINK IT'S IMPORTANT TO NOTE THAT FIRST WE WOULD GROUND IT IN GSS, AND IT WOULD BE BASED ON WHAT THE SCIENCE AND ENGINEERING STANDARDS ARE BY GRADE LEVEL.
FOR EXAMPLE, IN PRIMARY GRADES, YOU'RE GOING TO START WITH A BASIC UNDERSTANDING OF WEATHER PATTERNS, WHAT ARE WEATHER AND WEATHER PATTERNS.
THEN SOMEWHERE IN FIFTH GRADE, BASED ON THE STANDARD, YOU'RE LOOKING AT WHAT IS THE WATER CYCLE AND WHAT ARE IMPACTS THAT CAUSE THE WATER CYCLE TO WANE AND WAX? WE MAKE SURE THAT THEY'RE ALIGNED WITH NGSS, AND WITHIN THAT, THERE ARE MULTIPLE WAYS TO EXPLORE THAT.
IT MAY BE THAT THEY USE A WATER TABLE, THAT'S BEEN REALLY POPULAR, PARTICULARLY AT OUR PYP SCHOOLS, TO UNDERSTAND HOW OUR LEVEES AND RIVERWAYS WORK AND WHAT THAT MEANS.
THEN IT'S GOING TO LOOK MORE ADVANCED THAN THAT IN THE SECONDARY LEVEL BUT THE NGSS STANDARDS DO ADDRESS ENVIRONMENTAL LITERACY.
I THINK WE'RE ALSO REALLY LUCKY BECAUSE VINCE AND HIS TEAM HAVE BROUGHT A REALLY IMPORTANT COMPONENT TO THIS WITH THE FARM-TO-FORK MOVEMENT THAT HE'S GOTTEN ROOTED IN OUR DISTRICT AND OUR CLASSROOMS TOO.
IT'S NICE FOR OUR KIDS TO HAVE THEIR HAND IN THAT.[BACKGROUND]
>> FOR WEST SIDE? IT'S GOING TO BE A LOT ENVIRONMENTAL.
>> SUE, I'M GLAD THAT YOU BROUGHT THAT UP AS SOMEONE WHO SPENT THE FIRST HALF OF HIS CAREER WORKING IN THE ENVIRONMENTAL POLICY FIELD, I'LL BEAT THE SAME DRUM I'VE BEATEN ON FOR ALMOST NINE YEARS NOW.
IT'S IMPORTANT TO WALK THE WALK IN ADDITION TO TALKING THE TALK, AND I KNOW THERE'S THINGS THAT WE HAVE BEEN DOING, BUT IT'S IMPORTANT TO SHOW OUR STUDENTS OUR COMMITMENT TO THE ENVIRONMENT, NOT JUST TELL.
THAT INCLUDES THINGS LIKE LOOKING AT DO WE HAVE GREEN WASTE AND COMPOST BINS WHERE WE NEED TO HAVE THEM.
ARE WE ENCOURAGING PAPER RECYCLING? WHAT ARE OUR VENDORS DOING? IS IT MIXED RECYCLING, OR IS IT SINGLE STREAM OR IS IT SEGREGATED RECYCLING? IF IT'S MIXED, WHY DO WE HAVE SEPARATE BOTTLE CAN AND PAPER BINS? WE CAN JUST PUT IT IN ONE AND JUST SAY, THIS IS WHAT GOES INTO THIS BIN.
THEN LOOKING FOR THOSE OTHER OPPORTUNITIES TO SAVE THE DISTRICT MONEY AND CONSERVE NATURAL RESOURCES BY HOPEFULLY, EXTRICATING OURSELVES FROM THE SHACKLES OF PG&E, MOVING TO ALL-ELECTRIC, AND AT THE SAME TIME, REDUCING OUR EMISSIONS AND MAKING OUR CLASSROOMS AND SCHOOL BUILDINGS SAFER.
THINGS OF THAT NATURE. AND WITH OUR NEW CONSTRUCTION AS WELL.
>> THANK YOU. THE NEXT POLICY WE WILL TAKE A LOOK AT IS AR 6143, COURSES OF STUDY.
PRESIDENT HEREDIA, THIS WAS YOU.
>> I'M GOING TO PASS ON THAT ONE.
>> THE NEXT ONE, AR 6162.51, STATE ACADEMIC ACHIEVEMENT TESTS.
PRESIDENT HEREDIA, THAT'S ALSO YOU.
>> [INAUDIBLE] [LAUGHTER] [BACKGROUND] I SEE WHAT I HAD MARKED.
[00:30:10]
HERE'S [INAUDIBLE].ON PAGE 3, AT THE TOP OF PAGE 3, IT'S THE LAST, IN BLUE RIGHT THERE.
WHERE IT SAYS FURTHERMORE, THE RESULTS OF INDIVIDUAL STUDENT ON THE CLASS WILL BE RELEASED TO A POST-SECONDARY EDUCATIONAL INSTITUTION FOR THE PURPOSE OF CREDIT, PLACEMENT, OR ADMISSION.
>> YEAH, THAT'S ANOTHER QUESTION THAT I HAD HERE.
>> 6162.5 STUDENT ASSESSMENT, THE BP, THAT'S WHAT YOU'RE ON?
>> I'M ON 6162.5 STUDENT ASSESSMENT, THE BP.
>> PERFECT. IT'S OKAY. NO PROBLEM.
>> ON [INAUDIBLE] RIGHT THERE, I'M JUST WONDERING HOW OFTEN ARE WE IN THE PROCESS OF RELEASING, OTHER THAN WHEN THE STUDENTS REQUEST THEIR GRADES? IF THEY REQUEST THEIR TRANSCRIPT, BUT DO THEY REQUEST I WANT MY TEST SCORES TO GO THERE?
>> WHAT I COULD THINK OF FOR THIS IS AFTER 11TH GRADE WITH THE EAP, THAT THAT CAN BE USED INSTEAD OF DOING A REMEDIAL CLASS THAT THEY COULD LOOK AT THOSE SCORES, AND THEN THAT WOULD BE THE MAJOR USE THAT I COULD THINK OF.
>> YEAH, AND AS THEY'RE FILLING OUT APPLICATIONS, THEY CAN [OVERLAPPING] CHECK A BOX THAT SAYS, PLEASE USE ALL OF MY RESULTS FROM THE PAST.
>> I'M JUST SO USED TO THEM SAYING THEY WANT THEIR GRADES BUT [INAUDIBLE].
>> ELEVENTH GRADE IS IMPORTANT NOW.
I'M GOING TO GO BACK THEN TO 61 [INAUDIBLE] I THINK THAT'S [INAUDIBLE].
LET'S GO TO THE NEXT ONE, CHRISTINA.
>> 6162.51, YOU'RE GOING TO SKIP THAT ONE?
>> THE NEXT ONE IS BOARD POLICY 6163.1 LIBRARY MEDIA CENTERS.
I ACTUALLY HAVE THIS QUESTION ON PAGE 4 FIRST, ON LIBRARY INSTRUCTION, WE HAVE THE TEACHER LIBRARIANS, I'M GOING TO ASK YOU A QUESTION SO THAT I GET AN UNDERSTANDING OF WHAT'S HAPPENING IN THE SCHOOLS.
WE ASK THAT OUR TEACHERS KEEP IN COMMUNICATION WITH THE LIBRARIANS AT TIMES TO ADDRESS HERE'S WHAT WE'RE STUDYING.
>> YET THIS ONE IS TEACHER LIBRARIANS, THOUGH, SO I DON'T BELIEVE WE HAVE ANY OF THESE.
THESE WOULD ACTUALLY BE CERTIFICATED TEACHERS WITH LIBRARY CREDENTIALS.
>> WE HAVE LIBRARY MEDIA TECHNICIANS. [OVERLAPPING]
>> TECHNICIANS. SO THE TECHNICIANS WOULDN'T APPLY TO THIS ONE.
>> BUT A TECHNICIAN COULD PULL BOOKS ON SUBJECTS AND WORK WITH THAT TEACHER SO THAT [INAUDIBLE] CAN REINFORCE WHAT THEY'RE LOOKING AT IN THE CLASSROOM.
BUT WITH THE TEACHER WITH THE DEGREE THEN THAT ENTAILS THE INSTRUCTION ALSO?
>> THEN ON PAGE 5, ALL OF THE COLLECTION AT EACH LIBRARY, INCLUDING THAT LIMITED TO THE TOTAL NUMBER OF BOOKS IN THE COLLECTION.
I THINK WE HAVE DONE A REALLY GOOD JOB OF MAKING SURE THAT ALL OF OUR LIBRARIES HAVE BOOKS.
>> I KNOW THAT OVER THE YEARS WE'VE REALLY MADE AN EFFORT TO GET ALL THE BOOKS.
[00:35:09]
DO WE HAVE ANY CHALLENGES? I'M JUST CURIOUS, DO WE HAVE ANY CHALLENGES TO THE LIBRARIES KEEPING THE NUMBER OF BOOKS THAT WE WANT TO BE IN THE LIBRARY?>> NO. I WOULD SAY ONE OF OUR LARGEST CHALLENGES WHEN WE PARTICULARLY SELECT OUR DEI LIBRARIES IS FINDING BOOKS THAT ARE WRITTEN IN MULTIPLE LANGUAGES, AND IT CAN BE DIFFICULT TO FIND BOOKS WRITTEN IN FARSI AND PASHTO THAT ARE IN ALIGNMENT WITH ENGLISH, SPANISH, RUSSIAN.
I'D SAY THAT'S THE BIGGEST CHALLENGE WE HAVE.
>> NEXT, WE ARE GOING TO LOOK AT AR 6164.5 STUDENT STUDY TEAMS, AND ANGELA AND TEAM WILL SPEAK TO THIS ONE.
FOR THE RECORD, THERE ARE COPIES ON THE TABLE FOR THE PUBLIC, SINCE THIS IS BEING WALKED IN.
I BELIEVE THESE ARE SOMEWHAT MINOR CHANGES.
YOU'LL SEE THE YELLOW HIGHLIGHTS, THAT REFLECTS OUR RECOMMENDED LANGUAGE.
>> CSBA RECOMMENDED REVISING IT TO STUDENT SUCCESS TEAM.
WE CALL THEM STUDENT STUDY TEAMS AND WE WOULD LIKE TO MAINTAIN THAT.
THERE'S NOT A MATERIAL DIFFERENCE IN THE LANGUAGE.
WE JUST WANT TO STAY WITH WHAT WE HAVE HAD, STUDENT STUDY TEAMS. THEN YOU'LL NOTICE THAT THERE'S ANOTHER ELEMENT WHERE IT TALKS ABOUT TEAM RESPONSIBILITIES AND MEETINGS AT EACH OF THE SITES FOR HOW WE GO ABOUT SUPPORTING STUDENTS THAT MIGHT NEED THAT EXTRA HELP.
WE ARE JUST MAKING A NOTE BECAUSE THERE WAS CSBA LANGUAGE STRICKEN AROUND ESTABLISHING A PROCESS FOR INITIAL REFERRALS, AND SO WE JUST WANTED TO MAKE SURE THAT WE WERE INCORPORATING IN OUR LANGUAGE FOR THIS AR THAT THE PRINCIPAL OR DESIGNEE AT EACH SITE IS GOING TO BE RESPONSIBLE FOR ESTABLISHING PROCEDURES FOR INITIAL REFERRALS OF STUDENTS AS WELL AS SCHEDULING MEETINGS AND ESTABLISHING MEETING PROCEDURES.
WE JUST WANTED TO MAKE SURE THAT WAS STILL REFLECTED IN THE PROCESS.
>> ANY QUESTIONS FROM TRUSTEES ON THAT?
>> JUST ONE QUESTION. WITH THIS ADDED LANGUAGE, WITH THE DIFFERENT STEPS THROUGH STEP 6, WHAT'S THE DIFFERENCE BETWEEN THAT ADDED LANGUAGE AND THE, I GUESS IT'S MORE SPECIFIC THAN JUST SAYING ESTABLISH A PROCESS.
MY QUESTION IS, IS IT THE SAME AS WHEN WE JUST FOLLOWED THE LANGUAGE OF ESTABLISH A PROCESS THAT WAS ALREADY THE PROCESS?
>> EACH OF OUR SITES HAS A PROCESS WHERE STAFF OR PARENTS CAN BASICALLY REFER A STUDENT TO AN SST, AND WE WANT TO MAKE SURE THAT WE'RE MAINTAINING THAT.
>> IT WAS IN THE CURRENT POLICY.
BUT FOR WHATEVER REASON, CSBA RECOMMENDED TAKING THAT OUT.
WE THOUGHT IT WAS IMPORTANT TO KEEP IT IN BECAUSE WE WANTED PEOPLE TO KNOW THAT THEY COULD INITIATE THE PROCESS, AND SO IF WE TOOK OUT THE STEP SAYING HOW TO DO THAT, THEN PARENTS, TEACHERS MIGHT NOT UNDERSTAND THAT THEY HAD THE ABILITY TO INITIATE THAT PROCESS, AND WE WANTED OUR PARENTS TO KNOW THAT THEY CAN DO THAT.
ANY OTHER QUESTIONS ON THIS ONE? NEXT ONE, I BELIEVE IT'S THE VERY NEXT POLICY.
BOARD POLICY, 6170.1, TRANSITIONAL KINDERGARTEN.
I BELIEVE STAFF HAD A CALL OUT ON THIS ONE.
>> YEAH, JUST GIVE EVERYBODY A SECOND TO GET THERE.
ON THE SECOND PAGE OF THE POLICY, THE SECOND PARAGRAPH AT THE TOP, IT TALKS ABOUT ADMITTING KIDS.
AS YOU KNOW WITH TRANSITIONAL KINDERGARTEN, IT'S BEEN A MULTI-YEAR PROCESS TO ALIGN THE DATES.
STARTING NEXT YEAR, WE'LL BE AT FULL IMPLEMENTATION.
WE'RE GOING TO REWORD THIS ONE LITTLE SECTION TO SAY ADMITTANCE WILL BE IN ALIGNMENT WITH THE PREVIOUSLY MENTIONED DATES, SO IT ALL ALIGNS.
WE WANTED TO CALL THAT OUT HERE SINCE IT'S A LITTLE BIT CONFUSING, ESPECIALLY WHEN YOU START TALKING ABOUT EARLY ADMITTANCE AND OTHER THINGS.
>> IT CALLS OUT THE FIFTH BIRTHDAY, BUT THEN THE UPDATED LANGUAGE SAYS THE DATE SPECIFIED FOR ADMITTANCE, AND SO WE JUST NEED THE DATE FOR ADMITTANCE.
WE DON'T NEED THE FIVE-YEARS-OLD ANYMORE.
>> YEAH. IT WAS CONFUSING TO HAVE THAT FIVE-YEARS-OLD STILL THERE.
THAT'S WHY THE FIVE-YEARS-OLD BECAUSE IT'S THE ROLLING TIMELINE HAS MOVED AND CHANGED.
>> WE'LL MAKE THAT UPDATE AND MAKE THAT ONE CHANGE.
[00:40:01]
>> I JUST HAVE ONE CLARIFYING QUESTION FOR THE CURRENT BOARD POLICY.
WELL, ONE OF THE LAST SENTENCES IN BLUE, RIGHT ABOVE CONTINUATION OF KINDERGARTEN ON PAGE 4, THAT ONE ADULT FOR EVERY 12 STUDENTS.
THAT WAS TAKEN FROM THE UPDATED STATE REQUIREMENTS.
>> THE LAST POLICY I HAVE IS BOARD POLICY 6172.1, CONCURRENT ENROLLMENT IN COLLEGE CLASSES, TRUSTEE MORA, THIS WAS YOURS.
>> YES, THANK YOU. ONE SECOND.
IS IT 172.1? I'M NOT USED TO FLIPPING THROUGH THIS MANY PAPERS SO YOU'LL HAVE TO GIVE ME A SECOND. YEAH.
>> I'M NOT AS ADEPT AS EVERYONE ELSE.
I SEE MY NOTE. WELL, BEFORE THAT, I HOPE I CAN REALLY QUICKLY GIVE JUST ONE COMPLIMENT, WHICH IS FOR 6162.8, BOTH THE BP AND THE AR, I JUST WANTED TO SAY THAT'S A GREAT ADDITION TO OUR POLICY MANUAL.
WELL, I KNOW OF NO SHORTAGE OF GRADUATE STUDENTS THAT WANT TO PICK THE BRAIN OF PEOPLE THAT ARE DOING EVERYTHING THAT EVERYONE IN THIS DISTRICT OFFICE DOES.
I WAS JUST REALLY HAPPY TO SEE THAT THERE'S A PROCESS NOW FOR ANY REQUESTS FOR RESEARCH BECAUSE IT'S MUTUALLY BENEFICIAL FOR EVERYONE INVOLVED.
I JUST WANTED TO GIVE A SHOUT OUT / COMPLIMENT TO THAT BRAND NEW BOARD POLICY AND WHOEVER WORKED ON CREATING SOMETHING THAT'S AS COMPREHENSIVE AS THAT FROM SCRATCH.
FOCUSING ON THE PARAGRAPH OF COLLEGE AND CAREER ACCESS PATHWAYS PARTNERSHIPS, I HAVE JUST TWO QUESTIONS.
ONE QUESTION WAS, HOW IS THE PROCESS OF THE BOARD ENTERING INTO A COLLEGE AND CAREER ACCESS PATHWAYS PARTNERSHIP AGREEMENT WITH THE BOARD OF A COMMUNITY COLLEGE DISTRICT, HOW IS THAT ACTUALIZED? OR DO WE HAVE SOMETHING LIKE THAT ALREADY?
>> I'M GOING TO HAVE STEPHEN FONG COME AND SPEAK TO THAT ALSO.
SIDE NOTE, HE HELPED DEVELOP THE RESEARCH POLICY THAT YOU JUST COMMENDED.
>> THANK YOU. CREDIT WHERE CREDIT IS DUE, WE DID LEAN UPON SOME OF OUR COLLEAGUES IN ELK GROVE AND SAC CITY TO START THAT PROCESS AND THEN HOME GREW IT HERE.
WITH REGARDS TO CCAP, AND WE DO HAVE PARTNERSHIPS WITH LOS RIOS, AND THAT ALLOWS US TO WORK WITH THEM TO BE ABLE TO IDENTIFY THE SPECIFIC COURSES THAT WE NEED FOR OUR STUDENTS, PARTICULARLY WITHIN CCAP IN OUR OTHER SCHOOLS WHERE WE RUN THOSE COURSES.
THIS BOARD HAS AGREEMENTS IN PLACE.
>> WE BRING MOUS AND AGREEMENTS TO THE TRUSTEES THAT THEY WOULD THEN APPROVE FOR US TO MOVE FORWARD WITH THOSE PARTNERSHIPS.
>> CCAP IS THIS PARTICULAR PROGRAM, WE HAD IT IN MY PREVIOUS DISTRICT, AND WE HAD A PARTNERSHIP WITH THE COMMUNITY COLLEGE.
THEY WERE SPECIFIC CLASSES THAT THEY TOOK, AND THERE IS ACTUALLY ED CODE AROUND THE NUMBER OF STUDENTS WHO CAN PARTICIPATE, AND IT'S ACTUALLY A PRETTY SMALL NUMBER OF THE PERCENTAGE THAT YOU CAN DO, BUT YOU WOULD WORK WITH THE COMMUNITY COLLEGE TO DEVELOP THE PROGRAM AND THE MOU FOR THAT.
>> WELL, THANK YOU. THEN ANOTHER QUESTION THAT I HAVE FOR THIS ONE.
I THINK THIS IS REALLY A GREAT POLICY TO BRING THIS UP IN, SO I'LL BRING IT UP HERE.
THE SUBJECT OF A GUARANTEED ADMISSION TO A LOCAL CSU.
I THINK WE ALL SAW THAT THERE ARE SCHOOL DISTRICTS THAT HAVE THAT GUARANTEED ADMISSION WITH A LOCAL CSU.
I GUESS MY FIRST QUESTION IS, IS THAT PART OF ANY BOARD POLICIES OR MAYBE A SIMILAR BOARD POLICY, AND IF NOT, HOW WOULD THE BOARD GO ABOUT PURSUING OR PRIORITIZING SOMETHING LIKE THAT?
[00:45:09]
>> I THINK WE'VE HAD SOME TARGETED CONVERSATIONS THROUGH MOUS LIKE WITH IMPROVE YOUR TOMORROW, UC DAVIS AND SAC STATE.
SOME OF THAT WORK WITH THEM, ON A BROADER LEVEL, I DON'T THINK THAT WE HAVE GUARANTEED ADMISSIONS WITH CSUS.
>> THAT'S CORRECT. TO MY KNOWLEDGE, WE DID PARTNER WITH LOS RIOS LAST YEAR TO SEND WHAT I THOUGHT WAS AN INCREDIBLY NICE LETTER TO EVERY SINGLE STUDENT, LETTING THEM KNOW THAT THEY WERE ACCEPTED THE CONDITIONS IN WHICH THEY COULD GO AND CLAIM THEIR TUITION AND MATERIALS.
BUT AS FAR AS CSU, THAT WOULD BE ANOTHER FUTURE AREA OF EXPLORATION.
WE ARE LOOKING AT SOME ADDITIONAL PARTNERSHIPS FOR DUAL ENROLLMENT WITH CSU, BUT NOT NECESSARILY AT THIS POINT ANY CONCRETE ARRANGEMENT TO DO GUARANTEED ADMISSION.
>> ON THAT NOTE, SOMETHING JUST NOT URGENT.
ONE OF THESE DAYS WHEN YOU'RE BORED AND YOU DON'T HAVE ANYTHING ELSE TO DO IN THE OFFICE, IT COULD HAPPEN.
IT HASN'T IN THE NINE YEARS I'VE BEEN DOING THIS, BUT IT COULD HAPPEN.
I DON'T KNOW IF WE HAVE ACCESS TO THIS DATA OR NOT. WE ALL SAW THE NEWS.
PROBABLY IT WAS ON THE NEWS. ELK GROVE UNIFIED GOT THE PROGRAM WITH SAC STATE, WHERE IT'S GUARANTEED ADMISSION FOR ANY GRADUATING SENIOR WHO MEETS THE CSU ELIGIBILITY REQUIREMENTS.
THE QUESTION I WOULD HAVE IS, I WONDER WHAT PERCENTAGE OF NUSD SENIORS WHO APPLIED TO SAC STATE AND MET THE ELIGIBILITY REQUIREMENTS DID NOT GET AN OFFER OF ADMISSION.
I THINK YOU KNOW EXACTLY WHERE I'M GOING WITH THIS, WHICH IS, IT'S NICE TO HAVE THAT GUARANTEED ADMISSION, BUT IF IT'S PRETTY MUCH ALL BUT GUARANTEED ANYWAY.
BECAUSE IF IT'S AN ISSUE WHERE WE DO HAVE A SIGNIFICANT NUMBER OF STUDENTS NOT GETTING THAT ADMISSION, MAYBE WE SHOULD LOOK AT, HEY, ELK GROVE, GOOD.
>> EVEN REGARDLESS OF WHETHER THAT'S SPELLED OUT IN POLICY OR NOT, WE CAN STILL ACTIVELY WORK WITH THE UNIVERSITY TO ESTABLISH THOSE PARTNERSHIPS AND OPPORTUNITIES.
I KNOW OVER THE YEARS, NATOMAS HAS REACHED OUT WITH DIFFERENT THINGS, EVEN WITH THE DUAL MERGING SCHOOL AND SOME OF OUR DEI WORK.
AS STEVEN MENTIONED, SOME OF THE DUAL ENROLLMENTS THROUGH THE CSU, THOSE ARE GREAT OPPORTUNITIES.
I KNOW MY OWN SON BENEFITED FROM THAT, WHEREAS THE UNIVERSITY WOULD TAKE ONLY SO MANY AP CREDITS.
BUT BECAUSE HE HAD DONE SOME DUAL ENROLLMENT THROUGH FRESNO STATE, CAL TOOK THOSE FRESNO STATE UNITS.
WE WANT TO CONSTANTLY LOOK WHAT ARE THOSE OPPORTUNITIES FOR OUR STUDENTS, AND SO WE'LL CONTINUE TO SEEK OUT EVERY OPPORTUNITY THAT WE CAN REGARDLESS OF POLICY, BECAUSE IT'S A GOOD THING TO DO FOR KIDS.
>> IT'S A REALLY FUN TIME TO DO THAT BECAUSE THE PRESIDENT SEEMS TO BE ON A PATH RIGHT NOW TRYING TO GET STUDENTS ADMITTED.
WE SHOULD GO INTO NEGOTIATIONS.
BUT NO, I'D LIKE TO SEE AT LEAST THERE BE A FAIR APPROACH ON THE SCHOOLS.
>> THAT CONCLUDES THE POLICIES THAT I HAD NOTED THAT STAFF OR TRUSTEES WANTED TO DISCUSS.
I'M GOING TO TURN IT OVER TO THE SUPERINTENDENT IN A MOMENT.
BUT FIRST, I JUST WANTED TO SAY, BIG THANK YOU TO THE TRUSTEES.
IN MARCH, WE SET OUT TO UPDATE AND REVISE OUR BOARD POLICY MANUAL, AND IT HAS BEEN A LOT OF WORK, A LOT OF READING, AND THE STAFF IN THIS ROOM AND MANY WHO AREN'T HERE TONIGHT HAVE WORKED REALLY HARD, SO I JUST WANTED TO SAY THANK YOU TO EVERYBODY FOR ALL THE HARD WORK OVER THE LAST FIVE MONTHS.
BEFORE WE WRAP UP, I JUST WANT TO TURN IT OVER TO THE SUPERINTENDENT FOR A FEW MINUTES TO TALK ABOUT NEXT STEPS.
>> THANK YOU, CHRISTINA, AND THANK YOU TO STAFF WHO WORKED DILIGENTLY TO GET THESE UPDATED AND FOR EVERYBODY TO READ THEM.
MOVING FORWARD, SO WE DON'T HAVE SUCH LARGE BINDERS GOING FORWARD, WE WOULD LIKE TO RECOMMEND THAT WE DO THIS PROCESS ANNUALLY.
CSBA RELEASES THE POLICY UPDATES QUARTERLY.
AS ADMINISTRATIVE STAFF, WE WOULD LOOK AT THOSE QUARTERLY AND WORK ON PUTTING THESE TOGETHER.
THEN IN THE SPRING, WE WOULD BRING A BINDER THAT WOULD HAVE THE SUGGESTED UPDATES FOR THAT YEAR.
USUALLY, THERE WOULD BE LEGAL UPDATES.
WE WOULD THINK WE WOULD ONLY NEED TO DO A WORKSHOP LIKE THIS ONCE A YEAR BECAUSE IF WE ANNUALLY BRING THE POLICIES FORWARD, WE'RE NOT GOING TO BE LOOKING AT SUCH VOLUME AND BE ABLE TO FOLLOW THIS PROCESS.
[00:50:04]
A LOT OF THE LEGAL UPDATES GO INTO EFFECT JULY 1, SO WE WOULD WANT TO HAVE THE PROCESS BE COMPLETED BEFORE JULY 1, SO THEN OUR POLICIES WERE ALL SET FOR THE NEXT SCHOOL YEAR GOING IN AND MOVING FORWARD.IF TRUSTEES ARE OKAY WITH THAT DIRECTION, THAT IS SOMETHING THAT WE WOULD LIKE TO DO.
EACH QUARTER, WE WOULD LOOK AT THEM, LOOK FOR UPDATES, ADD THEM TO A BINDER IN THE SPRING, THE BINDER OF THAT YEAR'S UPDATES, AND THEN LOOKING FOR APPROVAL IN LATE SPRING SO THAT WE COULD ENACT THEM FOR THE FOLLOWING SCHOOL YEAR.
>> THE ONLY QUESTION I WOULD HAVE IS, AND I THINK THE PROBLEM IS WHENEVER WE HAVE THIS MEETING, THE POLICIES ARE OUTDATED BY SOMETHING BEFORE THE INK IS DRY.
NO, IT'S WEIRD, BECAUSE FROM A LEGISLATIVE, MICAH, HELP ME OUT HERE.
THE BUDGET OFTEN HAS A SIGNIFICANT NUMBER OF CHANGES TO ED CODE BUILT INTO TRAILER LANGUAGE.
WE KNOW A LOT OF THOSE, BUT NOT ALL OF THOSE BY THE END OF JUNE BECAUSE THEN THERE'S CLEANUP TRAILER LANGUAGE HAPPENING OVER THE SUMMER.
>> I'LL TRUST YOU GUYS TO LOOK AT THE TIMING AND TO SEE WHERE WE CAPTURE THE MOST SO WE'RE NOT SITTING ON POLICIES THAT END UP BEING 12 MONTHS OUT OF DATE.
>> I WOULD SAY ALSO IF WE CAME ACROSS SOMETHING EARLIER, THERE MAY BE ONE OFFS THAT, HEY, HERE'S THIS LEGAL UPDATE.
FOR INSTANCE, TITLE IX WAS JUST UPDATED AT THE BEGINNING OF AUGUST, AND SO THERE MAY BE SOME POLICIES THAT WE NEED TO BRING OUTSIDE OF THAT PROCESS.
OF COURSE, WE'RE ALWAYS GOING TO FOLLOW LAW, WHETHER THE POLICY IS COMPLETELY UPDATED OR NOT, BUT SOME OF THEM ARE NOT AS PRESSING, WHERE ONES THAT NEEDED IMMEDIATE ATTENTION, WE WOULD JUST BRING THOSE AS ONE-OFFS.
>> OR EVEN JUST LOOKING AT THE REGULAR LEGISLATIVE SESSION, WHICH EVERYTHING HAS TO GO THE GOVERNOR BY END OF SEPTEMBER, I WANT TO SAY?
JUST FROM A TIMING PERSPECTIVE, MAYBE WE WANT TO LOOK AT INSTEAD OF THE SPRING, LOOK AT PART OF LIKE THE REORG MEETING, VISITING THE POLICIES IN DECEMBER BECAUSE AT THAT POINT, WE WOULD HAVE HAD ALL THE TRAILER BILLS THAT HIT IN JULY AND AUGUST, PLUS WE WOULD HAVE HAD EVERYTHING FROM THE END OF SESSION AT THAT POINT.
>> WE CAN DEFINITELY LOOK AT HOW THEY'RE COMING THROUGH AND WHERE WE CAN GET THE MOST BANG FOR OUR BUCK.
>> YEAH. OF COURSE, THEN THERE'S THE DELAY OF CSBA TAKING THE NEW CHANGES TO ED CODE AND CONVERTING THEM INTO POLICY, AT WHICH POINT MY WHOLE CONCEPT IS OFF. NEVER MIND.
>> YEAH, I THINK THAT WAS A LITTLE BIT OF THE THOUGHT WITH THE SPRING IS BY THEN, THEN THEY'VE BEEN UPDATED.
BUT WE WILL DEFINITELY LOOK AT THAT AND HELENE HAS DONE A REALLY NICE JOB OF GOING THROUGH.
I WANT TO COMMEND AND THANK HER TOO.
SHE GOT ALL THESE PREPARED, MARKED ALL THE CHANGES, SENT THEM OUT TO STAFF, COLLECTED THEM BACK, MADE ALL THE BINDERS.
SHE'S DONE AN AMAZING AMOUNT OF WORK, AND SO A BIG THANK YOU TO HELENE.
>> WOULD IT BE POSSIBLE TO DO THESE MORE ELECTRONICALLY THAN PAPER.
>> I THINK YOU LET US KNOW HOW YOU PREFER, IF YOU'RE OKAY WITH A DIGITAL COPY.
>> IF YOU PREFER A BINDER, WE'LL ACCOMMODATE TRUSTEE'S REQUESTS.
>> FROM AN ENVIRONMENTAL AND JUST FROM A BULLY AND SEARCH PERSPECTIVE, I'D PREFER ELECTRONIC OVER TREES.
>> WE HAVE THAT ENVIRONMENTAL POLICY WE WERE TALKING.
>> EXACTLY, LET'S PRACTICE WHAT WE PREACH.
>> YEAH, WE CAN DO EITHER WAY.
WE ATTACH THE PACKET ELECTRONICALLY TO THE BOARD AGENDA, RIGHT?
>> YEAH, YOU HAVE IT ON THERE AND THERE'S A TABLE OF CONTENTS WITH A CLICK HERE FOR EACH POLICY. YES, PLEASE.
>> AS FAR AS NEXT STEPS, THERE'S A COUPLE MINOR ADJUSTMENTS THAT NEED TO BE MADE BEFORE SECOND READING.
WE'RE GOING TO TARGET BRINGING THOSE FORWARD FOR SECOND READING AND APPROVAL AT THE AUGUST 28 REGULAR FORUM MEETING.
>> THERE'S NO MORE BUSINESS OF THE BOARD, SO I WOULD LIKE TO ADJOURN TODAY'S SPECIAL BOARD MEETING AT 6:24 P.M. THANK YOU, EVERYBODY.
>> IT'S NOT OFFICIAL.
* This transcript was compiled from uncorrected Closed Captioning.