i Uh, good morning and welcome to the special meeting of the Oakland School Board. MR. Rakestrack, and we have a roll call to establish quorum, please. Yes ma am. On the roll call, on the attendance roll call. Student director Simmons. Student director Smith here. Director Lara. Director Williams presents, sir. Director Hutchinson. Director Barry Director Thoson. Vice PRESIDENT Bachelor here PRESIDENT Brohart Forum present. All right thank you
um just a sec. Ger interpretation. All right. Oh, can I, we have an interpretation check, please. Yes, moving to interpretation check for today s meeting. We currently have two languages for life and interpretation. They are Cantonese and Spanish for in person, we have laptops, please see us. And there s also closed caption uh feature available on Zoom that you can use by clicking your uh closed caption Ronya zoom dashbar. We ll move to, we ll start with Arabic. Uh, please don t raise
your hand if you need Arabic interpretation. But at the moment, they are not present, so we ll not start with them. We ll start with Cantonese. Please only raise your hand if you Cantonese interpretation. MS. Hou, if you can come off mute and make the interpretation announcement for Cantonese, please. Gooseke yani hou later I also knew Nabao Tapi kayo you know got you you got sent to yin Chao Yousuyu Guangdongwaang Cheng Lei Hansi Cheng Cheng Lei Hansi yun angzhou yun en bandi no in knowing tongwagamos and 10 zhong just has soo tango they go Guangdongwaang it kayili sung tongwa found it qingde ying ping a ya hafe
diking yao yin zhonggeuhouyinhao Xunza kong tongwaita ang don t want to go Guangdongwaang it can you you gong tong waangingdeiying Pingang Bingu zao qi dao qi qi dao tao, the Cantonese announcement is that MR. Choo. Great, thank you, 10 to see if any hands raised for Cantonese interpretation. Seeing no hands raised, will not start with Cantonese interpretation. Next, we ll go to Spanish. Again, please only Reian if you need Spanish interpretation. MISS Walker Marquette, if you can come off mute and make the interpretation announcement for Spanish, please. Yes, of course. Good morning
Buenoscias ismos ofreciento interpretation simultania a espanol ener union parapoderes cuarsistan ensu parapodereescuchar la reunion mano la parte de vaupagia interpretation es un icono combo terracio is interpretation. EIEpressionnai I sevana des plegalosiioma I elija Spanish osa espanol Ivana pore scuchar Sinove er el Sibor dele interpretationalena on the sanosres punito suspendidosia illa banencotras. Aurai um no querenescuchart pene linglesapoummen mas fajitolopodena pagar and on the
this mute original audio significapagarelauroriginal I preenton ya soloban escucha del espanol. Sitauste Sitauste Sitauste des presenten presentes epiana judai lespanatara computaddora parapode rescuarla interpretation tambienen elumboyaoner la sistruiones emo ingressar al al canal de espanol, muchas gracias. Spanish announcement is done. Check in attendees to see if any hands raised for a Spanish interpretation. Seeing no hand raises will not start with any interpretation at the moment and we ll check in later during the meeting. And I turn it back to you, PRESIDENT Bruhart.
Thank you Um, good morning and welcome to our board retreat. Welcome to our new school board directors, student directors, and are graduating student directors. Um, today is an opportunity for us to step back from the day to day work of the governance, reflect on where we are as a district, identify our priorities and think strategically about how we can best support students, staff, families, and community. Today s retreat is being facilitated by Eve Gordon, who is the owner of Eve Gordon Consulting. And as I found out this morning, Eve knows everyone in the district, um, which is great. Um, so for those of you who don
t know her, um, she taught and served as the principal at Matwest High School from 2022004 to 2011 and later worked in the district leadership supporting high school, uh, through the wasp process, serving as a quality schools evaluator and supporting behavioral health initiatives, including mtss and pbis in Network 3. She has also worked with districts throughout Al am ed a Contra Costa, and San Francisco counties. She brings a wealth of educational expertise and facilitation that will help guide our work today. Over the years, the board retreats have benefited from facilitators and having a facilitator allows all board members, including board PRESIDENT, who typically facilitates regular meetings to
participate fully in discussions, reflections, and plannings that are the focus of this retreat. And Eve has been a valuable partner in helping plan today s agenda, and I want to thank her for her time and support I also want to thank Director Lata for suggesting that we frame our work around the lcap, um, we had a kind of confusing conversation about this, and she was like, why don t we just look at the la which made total sense. So I really appreciated that feedback as well. So today we ll be um using the llcap as the framework f our discussions to help us align our board goals and priorities for 2026, 207, and begin laying the groundwork for the development of the next 3-year
llcap cycle that starts in 2007. I also want to thank staff members who are here as well. Um, the purpose of today was really to co-construct our goals with staff and board so that we had input and the expertise from both. So again, I look forward to a productive and thoughtful conversation and let s get started. Before we start, the new board members and they sit up here. Do do you want to come sit up here? We re close enough Yeah It s up to you if you want to participate. I mean, we re starting to plan it, so if you want to be a part of that discussion, but I ll leave it up to you guys. I no, no
pressure. We need the PRESIDENT Aruhart, can we introduce them? Yes, thank you. More that I like a me in Preston looks like a mini in Preston. Ok. Yeah Yeah. Ok, before we start, I m just going to give you guys each a, you know, minute to introduce yourselves and schools you go to, grade year and that kind of thing. Hi, my name is Drew. Uh, my pronouns are hehem. I m an
incoming freshman at Oakland High School. Oh I m a rising senior at Oakland Tech and our phones are she her. And we ll we ll have a more formal welcoming a little bit later, so. But thank you for joining us today. I want to get started And every year after that, we brought a stool. But anyway, um, it is so, so wonderful to be here with you all and with you all. Um, it is wonderful to be back in this building and um it s an honor to have this opportunity to help you all. Um, think together and do some planning for next year. I m
particularly, I just want to thank those of you who are elected, um from the community that you service, um, to Oakland and to our young people and families is just uh so deeply appreciated and to the young people for being here. Um, I don t think we should ever have conversations about all of this without you all at the table. So thank you for your time and for representing uh your peers and for partnering in this work. It s beautiful, beautiful, beautiful thing, um. All right, so when you came in, or at some point I asked each of you sitting up here to pick
a postcard, um, that I don t know if you guys did know, huh? Do you wanna come over here and while I m explaining this, so I like to um start long, important gatherings, uh, with just some grounding and getting to know kind of what s in the room with us. So what s come, what s in what have what have each of you, what comes into the room with you around, um, sort of how you re showing up today for this collective work. So I am going to uh ask if we might start with MR. Edgar Riekstraw, would you be willing to start us off and we re just gonna go down the
table. So you re gonna share you had a, you picked a postcard. Did you? I know you did Yay. Ok, so you re gonna show your postcard, show everybody your postcard, and just tell us briefly what it represents or reflects about something that you re bringing into this collective work today. We become, the more, I m sorry Yeah, uh, the quieter we become, the more we are able to hear. So what I m bringing into this meeting today is, uh, listening. Uh and to get comprehension of all of the issues that are going to be discussed here, uh, and reflect upon them, and then
probably later give some feedback. Beautiful. All right. Awesome And MS. Lindsay. Yes, so mine says. Do all you can with what you have in the time you have, in the place you are. Mm. And um I really, really like this. Um, and for me it s just really important, words, and I m going to be holding this uh with me today. Beautiful. Thank you Doctor Sadler Good morning, everyone. This is my car, and it has a group of people, some people playing
instruments. The thing I like about it and it reflects what I m thinking about today is a group of people working together, playing music together, getting things done and being just tight-knit around doing something together. That s what I bring in to um the room today. Thank you, yes. Good morning everybody. Um, so the postcard that I picked,, says Andalusia at the top and it has many different types of doors, um, and I picked this for a couple of different reasons, um, both, I think a city like Andalucia like has just a lot of different cultures that are mixed in, and I think that that
s very indicative of what Oakland is as well. Um. But I picked this as for I feel like we re at a point where there s many different doors that we can open. There s many different places where we can go. Um, and I want to figure out how we can do that as much as possible together, cause I know we can go further and figure out different things that both work and don t work, rather than trying to go fast towards one versus the other. Um, and I want to figure out how we can do that as a board, how we can do that in collaboration with our students and our staff, um, so that s what I m bringing into the conversation, just reminding us of the cultures and mixtures of communities
that we have, but also the many paths that we can take together. Beautiful. Thank you. And director Barry. Um, my card. Has a woman with black-eyed peas on a farm. And I was just home for two weeks with my siblings and all my nieces and nephews and my mom grew up on a farm, so I come from a family of farmers and engineers and musicians and so this really spoke to me and my mom, um, really talked a lot about the importance of land inheritance, being separate and distinct from wealth, but also the importance of like education and a lot of that has is why I m even in the room today, um, wanting to
make possible the kind of liberation um that my mom tried that she preached about a lot, um, for all of Oakland kids, and I m feeling pretty grounded and filled up since, you know, I ve been back for like 2 days. So I m bringing my most grounded version of myself today. Beautiful. Thank you. Director Lata. Yeah, um, so my card says, what we re doing here is so important. We better not take it too seriously. Um, and I, this spoke to me, I think, because, um, I often use humor
to diffuse my, uh, discomfort, which, um, sometimes we are having these conversations or the work that we re doing, um, as a board can be very, um, it s not only very con you know, contentious at times, but also um is deeply important to um the families and students um that we re serving. Um, but I do think that if we get to in our you know, kind of like um focus only on how intense and serious it is that, um, it hampers our ability to connect with one another, and I think that s how we do our work better, so. I picked that one Beautiful. Thank you. And
PRESIDENT Berhar? Ok, this one is a picture of, I just noticed two cats, which made the whole thing a little differently. I m not a cat person, so I wish this were a dog, but that s ok. Um, and those of you who know me know I have a crazy dog. Um, but this one kind of spoke to me because it was kind of like a little reflective, but not solitary. And once I saw the other cat, you don t go through things alone and but at the same time, I like to take things. Slowly. Which can be a problem too, but It was a nice car Director Williams
I picked up uh Frieda Carlo. Right now. Sorry. Uh, it took me a moment, but, you know, really, uh, I just like the um the reflection that comes from her, uh, in regards to her artwork, um, just really how she pushed the narrative for women to be in a a place that uh wasn t actually given uh much support at the time, um, I think she had a really, uh, popular and uh husband who really made some really amazing work, but she established herself outside
of that, and I think that is something that I would like to see not only all of our young ladies established themselves outside of a system, a system of oppression, a system of economic injustice, a system of social injustice. They need to stand up, but all of us need to take take lessons from Frida and brr and reflect upon our own, uh, growth and continue to put forth ideas of. Uh expression that MAY not be uh satisfactory to uh contemporary ideas when actually uh they need to be challenged on all levels. Thank you. I love that and I love the
idea that um of that you re bringing in being reflective, a commitment to being reflective about our growth and that piece is like directly, of course, the whole um. Yes, it was beautiful. Thank you. Yes, director Simmons, is it? Smith, I m so sorry, I can t see it. And I got it wrong. Good morning, everyone. Here s my card. My card says we can always begin again. So as a youth person, you know, as a young person, I think I picked up that car because our world is evolving every single day, and we cannot stick to the same rules or regulations that we always once followed every single day, there s gonna be new ideas, new problems, and
you know, the way to solve it is with our young people, so I really think this car stuck out to me and yeah. I love it. Thank you I chose a postcard of a national park and I chose this one because, um, I am going to appreciate where I am. And take it in ok, um, this is my postcard. It has, um, well, what other people would seem like a bunch of random things like there s a man, there s a hand with like a nail in it that s bleeding. There s a cat and like a swallow, and another cat and like. A mass that kind of like in a suit with like. I have no idea what that is in
his mouth, but something, um, I don t really know why I chose this. I just saw it and I decided to pick it up and I don t know, I feel really connected to it because I feel like there s like obviously these things were very intentional to the artist. But like to the blind eye, these would seem like very random things, and I think that s like. Something I think about a lot, how a lot of things show up to you that MAY like not make sense to you at the time, but later on they like appear to you and reveal as something meaningful. So that s something I m going to be keeping close to me as I m stepping into this new role.
And yeah Thank you so much. Um, so I hope that that is um helpful to each of you to hear something about, it s a way to hear something about each other that you wouldn t necessarily know coming in, um, and part of the work for you all is this work together, um, thank you. So, um, next, we re gonna, I wanna like to just review the guiding questions and our goals for today. So I m wondering if, um, one of the directors would be volunteered to read out loud our guiding questions. Nice and loud
for us Thank you. Ok, so we have, what do we accomplish over the last year and what gains can we build on? Which challenges are priorities? Which challenges are priorities going into next year? And how can focusing on a specific goal and metric over the next year in form and strengthen your work in service of ousd, which goal and metric would be the most useful for us to focus. Beautiful. Thank you, Director Smith. And can I have somebody else read the goals out loud. To build connection to one another and our shared purpose. Create committee work plans for
2026, 27, generate a shared understanding of current metrics and data related to our committee s work plan. Create 26, 27 calendar of committee activities and identify your next steps as a committee member. Or chair Thank you so much, Director Berry. So, are, do any of you have questions about either these guiding questions or the goals. This. Questions clarifying or. Um anything surprising about these questions or goals The only, um observation, and maybe it s
also a question for you, is that the focus of today, like one clear deliverable or committee work plans, and I m curious how. The development of committee work plans will align with what the board overall work plan is. Whether that will be discussed first. So great, thank you for, for raising that. Um PRESIDENT Berhart, do you wanna Yeah, our work plan is, um, seriously out of date. So I think this is it s attached to kind of give us a sample. But I think the purpose of this
is to really kind of start grounding it in the lcap, but also coming up with a new work plan and and designing so I think the last one was done 2 years ago. Um, anyway, it doesn t. Necessarily want to So the question and there a request, um, to make sure that these things are aligned. I will say, um that I don t know the answer, which is why, yeah. And I think what I m hearing because you just brought up llcap, which I do think is a good idea, uh, is in the absence of a work plan. The thing that would hold on, can
you hold on one sec? So if it s, can you guys do me a favor? I, one of our, one of the agreements we re about to get to is to really listen to one another and so if we want to make sure that we re getting questions answered and bringing each other along. We also don t really want to make sure that what each of you says is heard by everybody. Each of you, it s like your words really matter. Um, so if you guys can just hold off and if we can get to that, yeah, uh, and I ll sum this up in like 10 seconds. So it sounds like the lap will help us maintain coherence across the committee work plans. Yeah, and you also made a point, they really are the committee work plan,o that s what we re
looking at today. Yeah, but there is this inherent an attempt, what I understood, um, in working with PRESIDENT Brohart with her agenda was that there is this attempt to have greater alignment through the use of the lcap. Since that embodies and reflects the district s overall goals. And it s a great thing to keep pushing on. Because we should all be keeping that in mind, right? We don t like the doors that director Bachelor brought up. We don t want to be going everybody through different doors to different places, right? In this time, in
particular, of, of contraction of resource, we need to really have a clear direction and I ll be going the same way. So thank you for that. Any other um questions or comments about the guiding questions or the goals for today. i m a teacher, so I give wait time because people s brains work differently, right? Ok, so, um, I just wanna put out uh if things come up, please, you know, raise your hand. Um, so our, for our agenda today, I wanna do just a real quick quick review. Um we are gonna, in a moment, go into uh some reflection,
thinking about like the year in review, specifically around, uh, we all know there s lots of challenges. So what we want to really be able to also think about and bring forward our what, where have we made gains? What have been some successes this year so that we can leverage those and build on those for next year, knowing the significant challenges. Um, so we re going to do that and then we re gonna go into looking at the lcap goals and metrics and you all will have some time to think individually and then together, um, and sort of frame
up the, the, the focus for your committee work and then how, what a little bit more of the specifics of what will be happening in your committee work. Um and then I will at the end, really, I have a feedback form, and I feel like I don t want you to leave or get up or get your lunch or anything until you ve, oh, we might, it might happen after lunch, but I really want to get that from each of you because it and it just goes to me, um, and I will share back with all of you the kind of trends, but it s really useful, um, for me and my facilitation, but also I think for you guys
and your development to get to hear back from folks and all of your experiences are valuable. Do you want to explain a little bit how we re seated and how we re gonna, um, yes, well, I will, I will get into there. Let me just, um, so the next piece is I just wanna do a little container setting, a little, um, expectation setting for us. So I asked um PRESIDENT Brohart about what your kind of rules of engagement, your norms, your agreements for how you engage with one another, uh, in these meetings, and um she shared these, um, board member engagement expectations from
that are, uh, I think on the on the board meeting agendas. And so I would like to review these, and I m thinking perhaps that we could start, could we start with you, um, rising director Tongan, and could you guys just, um, we could go around and each person read one of them, uh, out loud, and if you guys would read along there on your agendas Um, let s just review what these what our engagement expectations are. Um, number one, every action by a board member should be directed toward improving the educational program for students.
2, every board member will exhibit behavior that is honorable, honest, and dedicated to the success of students and staff of the district. Each board member is to be treated with dignity and respect. Uh let s see. 4 is um board members commitment will include participate fully in discussion of issues, Listen respectfully to all views and opinions, uh respect each other s, uh, expect each individual s opinion and accept the majority action of the board. Thank you
So a couple of things specific to this that I wanna ask for today from you all. Um, I want, I already mentioned really, um, listening to one another and uh asking if you need clarification so that you can get that and not, um, either stay lost. Or, um, MISS What somebody else is saying. So really, um, one person speaking at a time. I m gonna also ask that I know that that many of you are using laptops and you have the agenda and the lcap and stuff on there. I m gonna just ask that you really, really stay with us where we are in the agenda, um, and, uh
I know you all have many, many things on your plates, and that it can be very easy when you especially have a device in front of you to have notifications pop up to be doing other work, um, it s very natural, and I m gonna ask that whatever you can do to help yourself stay here, engaged with one another is gonna help the collective work. Right? Um, and obviously the respect is, uh, going to be going to be critical. So, um, are there any questions, clarifying questions about our expectations for how we re going to be together today. Anybody have anything else that they want? They feel like is a burning issue that we should add. Ok, seeing none
Um, can I please have a thumbs up that you are agreeing to abide by these. Board member expectations. I got the 3 of you. Got ok, beautiful. Thank you so much. I appreciate you. I like the double thumbs up, especially as exciting. Um, ok, so just a word about my facilitation, you guys, so I am, I m kind of a bossy human and um I take this very seriously and your time is, I take very seriously. So I m gonna move us along, um, at different moments when I see fit to get us to as far to these goals as we can within the time frame, ok? So
there MAY be times when I will interrupt. You, um, and that is not personal, and it is absolutely about me holding the end in mind, um, and having a sense of the arc of the work today. Um, and so that just, let me see, is there anything else I m supposed to tell you about me because I can be a lot if some people, you know, some people might laugh here. Um yep, nope, I think, I think I said it all. Ok. Um, all right, so we re gonna go now. We re gonna go now to the year in review portion of what we re doing. So, um, I
m gonna so, um, this very simple piece of paper is coming around to you year in review, um, the top is what success is. It s also on your, um, agendas. What successes? Can we celebrate, learn from, and, and build on. And then uh the second one is what challenges do we need to prioritize again thinking about the doors, the many, many, many, many, many, many doors, um, and how we cannot go through all of them at once. Um, so I m gonna give, I m gonna give you 2 minutes. To just individually think and jot. You could just uh bullet
out a list. Of both the successes. That you guys can build on and the challenges that need to be prioritized. If you find yourself gravitating towards those challenges. I m gonna challenge you to stay with the successes. For as long as you can Definitely start there All right. Questions about what you re doing? 2 minutes. I would love to see everybody jotting, thinking silently and jotting. And if you need a pen, let me know you. I have another 30 seconds. Please get as much down as you can.
Right Um people want one more minute, 30 more seconds. What would you like? Can we get one more minute Thank you so much I didn t realize we have the lovely beautiful, thank you. So the good news is wherever you are is perfect. It s ok if you haven t gotten every single thing you possibly could get down. I m gonna ask that you pause. Wherever you are. It s fantastic. Um, and now we re gonna actually go around the table and share. And what I wanna do start out with, um,
each of you sharing one success. Or thing that has you guys, um, can look at and, and that s really an accomplishment. And then, um, if you d like to one of the challenges that you feel is a priority. We re going to go around each of you will have a chance to share one and one, and then we ll have a chance if there s anything that you have left on your list that hasn t already been spoken. This is a listening activity, um, then we ll come back to you so that we can bring that into the space as well. How s that sound ok, fantastic. Um can we have, where should we start?
Where should we start Director bachelor, do you want to start? And we ll just kind of go around. And I am coming to you guys as well. Thank you. Um, I think one highlight for me, uh, really happened, I think over this week and will be happening next week as well, is that we have began work on our major facilities projects, uh, starting with Mac, ccpa, and others. I m really proud of that because it s been a long time coming for a lot of those community members. Um, and we have great facility staff that have been keeping us on track as much as possible. Um, the challenge that I ve,
one of the challenges that I feel, um, that is prioritizing for me is um next school year we are set to go through a permanent superintendent search. So figuring out how we manage that with some of the other um things that we need to be doing as a diss. Thank you I also had a few facility shout outs, but I m trying to like, who else can we shout out? Um, I m excited. I, before I get to facilities because I do think facilities is huge. I am excited about graduate profile, even though I haven t yet seen the absolute latest. I m very, very, very excited and I ve
heard really good things about it. And I think it can be part of how we build and maintain cohesion across the district. If we take that work seriously, and I think the same about Facilities master plan. Just thinking about the longer term visioning and planning that the district has an opportunity to do in this moment. Uh, challenges one that uh, 11. Choose wisely I think the one, I m gonna do too just because I want to balance the fact that I should. You re hilarious and I see you pushing me, that s ok. I m gonna let you go this time, but
next time. I want, I, I think that we should be more obsessed with the 20%. Literacy rate. Like it should just come up in every conversation. It is so urgent to me and I m like that s a big challenge and I think part of our approach, if that s like an outcome, I think the transparency and communication is squarely within our realm of control, and as we make improvements and roll out programs and decisions at the very least, we need to get that right. Beautiful. Thank you So my success would be our
budget, um, that we um have completed almost a full year out of state receivership that we ve also been able to settle now 3 contracts and had had no strikes despite going through some pretty significant reductions. I think that s um uh has has taken a lot of work, um, across a lot of different, um. Different visions for the district. So I I think I would say that s my number one that I would, uh, highlight, and I think the challenge, um, I would also highlight is that we have done, um, I mean, I think the budget is one example, but there are many, um, that we
just need to do a better job communicating, um, to our district, to the community, um, about what s going on in the district, um, not just our challenges, but also our accomplishments. Um, I think I ve seen some Is, I m like, I m about to be like, I ve seen some improvement. We ve had some really great, you know, videos come out, but I, but I think we need to just, um, wait as the to be responsive to the community, we need to be able to explain um kind of what the work is that we re doing, um, so. Thank you Thank you This is the best part about being at the end. They ve all been named, but um, I am going
to give a facility. You re in the middle. It s the best part about having really smart amazing people who you re working with that so in agreement. Uh, I m going to give a shout out to the schools in my district are being like, one s being totally redone. Garfield, and that s been a huge celebration for the community. And thank you for hearing those of us who said, there s no way you can fix this school without tearing it down. And the other is Roosevelt, which is also a feeder middle school and well-deserving of master. So anyway, I appreciate that. Um. Yeah, so I had that. I, I did, ok, that
s, yeah. Um, so the challenges, I, I d also put communications. I think that this has really come up a lot, um, and it, it was kind of linked to a strength, and I m gonna do this really fast because you can say you re pushing it too. I m, I m watching you. I think one thing that has really changed and I want to give a shout out again to like facilities is like the start, but explaining that measure why spending was probably one of the best 2 by 2s and budgets that I ve been to. And I felt like I finally understood contingency plans and percentages, and I think that s the kind of information our community needs as well. It was not hard to understand
I could get it. Um, I think we can put that information out. That s it. Thank you. Director Williams I d like to, uh, second what Rachel said regarding the budget stability is a success, uh, uh it s it s been very difficult over the last two years. Really find our way, but, uh, somehow we ve been able to stabilize our budget. Uh or that s what I m hoping by the end of this year, we will have some confirmation of that Um there s a lot to learn from that process, and a lot to build on to that process, which is just an evaluation of
the metrics we use to track our spending. Uh, the transparency as well as the accountability that should be built in. I think we actually need to look at our mission statement, our vision statement, our values again to really reaffirm what we are trying to accomplish. That s the challenge. Is that your challenge Get Thank you. I know you like it nice and concise and I know we re gonna yeah, so I think that is a challenge, but really the bigger challenge is how to change the culture of our district. I think that s a much larger uh challenge where we, uh, come
together, work, work together as a community versus attacking one another. So you all, I m gonna thank you. And you guys are where this starts. Right? So the coming together and working together is, um, we re gonna, we re doing that today, so buck, I would, uh, uh, I would not say this where where it starts. I think it s actually starts with a relationship in the community. I get that I just want to I just want to finish. Ok. And then I would finish it. You don t have to cut me off. Well, I m going to sometimes. Ok. And I set that up front. So a little uncomfortable. Ok,
it s ok to be uncomfortable. We can all be uncomfortable sometimes, and I m gonna try not to, and to get us to where, to get us to where we need to go, I m going to sometimes, right? So I m asking you to share two short things. Ok. Ok, to conclude. We re gonna, no, no, no, no, no. Director Williams. I have been asked to facilitate today? and I went over the expectations of how we re going to do it. And I m gonna hold every single one of you equally to that. And so I appreciate that it s hard and uncomfortable in some moments. And we
re gonna keep moving So thank you. Ok, director. Ok, well, we can have a conversation outside of here. But right now we re gonna keep moving ok. Director Smith. Um, I think that what stood out to me this year is how proactive our staff, our students and our families have been this year sitting up on the dais I ve seen so many different people come up and share their personal experiences and their challenges. Um, this year, and that takes a lot of courage to go up there, you know, and express and try to advocate for something that s bigger than you, so I saw a lot of participation in our board meetings and just outside community events, if you check
the ousd news or just Oakland News in general. There s a lot of things going on and um our community is doing really good at being proactive. Um, and challenges I have to, you know, hop on the bandwagon of communication, especially with our student directors, you know, um, sad to say, it s definitely been times where I didn t get the full memo or I wasn t really in full understanding of what was going on or even when it comes to committee groups like the Superintendent search. I wasn t fully, you know, given the information to help with the search as students should be in it. So yes, communication is something that we need to work on as a district and as board members
if we want to build a community within one another and solve all of our problems. Thank you Super important and since I didn t sit on the board, um, this last school year, I wrote some things down about my middle school brewer. I feel like this year, um, this last year. We did a really good job with um not escalating conflict. I feel like there were no big um negative events. So that s an a a success that we can celebrate and a challenge is to make sure teachers are teaching the students and finding them
outside of class to help um. To help them get to where they understand the curriculum. Beautiful. Thank you Um a lot of what I thought, um, other directors have already said, um, but that just shows that we all have like aligned mindsets, um, so a success that I think we can celebrate is also making it one full school year, um, out of state receivership. Um, I think that s a really big thing and I remember like hearing the news about that during the summer before school started, um, this year and I was very excited about that. Um, challenges, obviously there
was a lot of challenges, um, a lot that I didn t see because I wasn t on the board as student director, but I was still in acc and a student in this district, so I obviously saw challenges that were happening like on school, um sites and through my work with acc and I think transparency is a big one like how director um Smith was talking about transparency with the board and um the students. With the um superintendent search. I remember there wasn t a lot of communication. When students were supposed to be involved in that process, and I think that s something that s, that needs to be changed.
Thank you so much As promised, um, we have a few more minutes for this, if anybody has any, uh, additional im important successes or a challenge that has not yet been named. So anything that has not yet been named that. that is important. Oh yeah, I m so sorry. I ve. Keep me on track. Thank you. Yes, so, so sorry, Doctor Sadler, yes. For me, um, a big success. I always focus on what s happening academically. And a big highlight for me was
to to um see our literacy focus, um, and working with the literacy, Oakland literacy coalition and getting a chance to see how that s spreading in the schools and connecting, and the same thing with our science. Um, the science fair is the biggest science fair I ve ever seen in my whole career in the district, and that was really powerful. Um, and then I just wanted to put an exclamation point on challenge, um. I feel um positive commun well communication internally and externally. Thank you so much. And MS.
Lindsay, got anything for us? Sure, I ll just, uh, say, for me this year, um, a success was being able to navigate through many unknown, um, areas with transitions and with budget changes and and sometimes that s difficult, especially when we work in teams where people have different styles and some folks comfort level, um, and tolerance for not knowing exactly where things are going. Um, people s tolerance level is different, and some folks are able to just navigate through that. And so I think we did a great job this year of kind of getting to the end, um, through
many, many, many areas of unknown and changing and evolving information. Um, and then I would say that uh when challenge is adult to adult culture and conflict and problem solving, um, culture eats strateg y for breakfast, and so I really hope that we can continue to work on our problem solving culture, our communication, um, with regard to that. Thank you so much Beautiful. Um, and now uh, does anybody have anything that has not already been heard This is just a, it is a a success. I think this is the
first time in a while that we ve had, uh, a good working relationship between the board and the superintendent. Anything else that we haven t heard yet? Yes, Doctor Sadler. Um, improved relationships with the city of Oakland, working with the mayor and city staff. Very closely, it s been very productive this year. Great, thank you. Yes Director Lata. Um, the other one I, I would add is um that our, um, District advisory committees have been more included in our work, um, and have been, and you know had meaningful participation from senior leadership, including the superintendent and general counsel, um, so I think that s uh.
A highlight and I a success, um, and the challenge from that is then I think, and I think this goes back to what, um, you know, like not just what the student board directors are saying, but what the leaders from acc have said around. Then meaningfully including that feedback and those perspectives into our work continues to be a challenge. Yep. Thank you ok Last editions. Yeah. Yes, Director Smith, come on. I m so sorry, but director Lauder brought up a point for me. Like I said with the community being so proactive, I need the board members to be
just as proactive. So like reaching out to our students, reaching out to acc, making sure that you re seeing those updates to your school districts, just like I said, being proactive, you know, getting out into the community yourself will go a long way and you know, it ll help our students connect with you better. Thank you. All right. So we are going to take a 10 minute break. right? That was our, yeah, um, do we need 10 minutes? Do we want 5 minutes? Little nature break Do we have to do 10 minutes because it s what it says in the in the agenda. 5, ok, in case anybody needs to
go to the bathroom, in case anybody wants more snacks. All right? We ll be, so we ll meet back here let s say at 10:20 we ll restart. Thank you. Can we go? Is it, do I have the ok? Ok, thank you Um Oh, thank you Rakesar, can we have a a roll call to establish quorum, please. Yes, ma am On the roll call to establish quarrel. Student director summons student director Smith. Yeah.
Ok, Director Latta Director Williams Here, sir. Director Hutchinson. Director Perry. Uh, Director Thompson. Vice PRESIDENT Batchelor. Here and PRESIDENT Brohart. Here present Thanks All right, you re on, MS. Gordon. Do we know what that feedback is from They re working on it. Oh, that s wonderful. Thank you. I m glad nothing bad happened. Ok Thank you all All right, yeah facilities, fix that. No, just
kidding. Ok. Um, so we re gonna go now into getting ready for this, um. Starting to do this, this looking at the la. So I m gonna hand it over to PRESIDENT Brohart to just give us uh some framing and grounding for this section. All right, so, um, we looked at, we just said I, I thought it was a good idea to look at the lcap as a way to ground our work for this year. Um looking at the metrics, I know in in any of our committees, we ve discussed these metrics, um. In our committee meetings
and I think the intent of this part is to, um, each committee to have agreement on 1 to 2 metrics that they would um see as the focus for their work. And that s also working in conjunction with staff because I think the other thing we decided that would be a good idea would be to co-construct with staff so that we re all kind of on the same page. Um we all have similar goals and expectations, and that can guide our work. So with that, um, we re going to ask people to take a minute to look at the lcap goals. Um, do you want me to explain this or do you want to do this part? I can. Ok, um, but anyway, lcap guides all our other work. It
should also um, guide our, our, uh, board work as well. Yeah, thank you. So to the point of agning our goals within our goals, um, and making sure that you all. Uh have like are developing over time deeper and deeper understanding of the metrics that we re using to measure our growth towards these goals? Uh, we wanna, we re gonna give you some time. This is a big packet. There s a lot in there as somebody who you know, has spent many hours of my life writing these plans,
um, I appreciate the board, board members becoming very familiar with it. So, um, we re gonna do uh, do you think should we start with 10 minutes? I think 10 minutes. Ok. So we re gonna do 10 minutes of individual reading and marking up, ok? And the idea here is that in your committee, your committee is gonna decide which of the 7 goals, or there s 7 goals altogether? 4. There s only 4 Ls. Ok, sorry. Which of the four goals your committee is gonna be focused on for next year and
then within that goal what one or two of the specific metrics, are you going to follow closely over the course of next year, and are you gonna kind of um become experts in over, over next year. So this first part is 10 minutes to read through, mark up and identify your personal thoughts of for each committee you re on, what, what would be like the top. Couple of, of metrics, which goal and what metrics. And then you re gonna have a chance to share. I want to just for the new students, when the first time you look at llcap, it s, this is like, you know, um, 1/10 of it. But so if you
kind of think about how to read it, the first page has the goal and the explanation of the goal is. So what I might do is look at that first and then decide. So it s kind of a little more manageable than going through 40 pages. Don t read all the metrics before you read all the goals. Read all the goals and then go back. And then when, uh, for student directors, when you are also, you re gonna think about which committee you are interested in now. This doesn t mean something you have to be stuck with the rest of the year, but again, so you can also ground, um, or you could also work as students and decide
which of the student goals you want to do as as your own committee, so. Yeah, sure, there s teaching and learning, we re kind of sitting in our committees. There s teaching and learning, there s budget and finance, facilities, and at the end, we re all going to do charter matters together. So you can decide to work as, as a group of students or you can decide to join a committee, whichever works best for you finance, facilities, teaching and learning All right. We got 10 minutes on the clock. Um, with a, with your with your fingers, can you show me if you need more minutes, like a 1 would be a one more
minute, 2, or if you need 0 more minutes. We got, we got a 0, we got a 2 and a 1, and then I got no responses from 0. Ok. So we re gonna do, let s do one more minute. Just give these guys a little bit more time and then we will transition Oh Bye. Over s get on it. All right, friends. Yes, we want more chairs. Do we need more chairs up here? Ok So you will notice
that our incredible staff has now clumped up. They ve come to you. Come to you We are going to do some meaning making now and um due to brown Act requirements, we re gonna do meaning making like one committee at a time so when it s not your committee, here s my thought, and I would, I m open to anything. Number one, you should also know what they re talking about. Number 2, if as their re deliberating, you have a, an, a question or a suggestion.
It would probably be useful to, to bring that out. Ok. So our time, the way we re gonna do this. Is you guys have each gone through this, so the first thing will be, um, sharing each, each person on your committee will share with, with each other the like 3 top, the goal and the and the metrics that you think you should, um, would be good for you guys to, to track over the course of the next year. Then you re gonna get, you re gonna hear from the staff. Any thoughts they have about those metrics, right? The ideas
for us, you guys to make meaning together about what these metrics really, really mean. What they tell us and they don t tell us. And um, so that you can make an uh a good decision about what, what you want to be tracking over the next year. Ok? So that s gonna be the first step is gonna be that conversation and then you will come to agreement committees and we re gonna use a thumbs. Decision-making consensus, ok, which means a thumbs up is. I wholeheartedly enthusiastically feel great about us committing to this, this is our goal, and these are
our two metrics, ok? A thumbs to the side is I think something else or there s some, you know, I could live with this. I can go with this, but I m hesitant for some reason, and a thumbs down is absolutely I don t, I don t think that this should be the metric that we re, that we should, um, work with for the next year and a thumbs down if we can t get to either all thumbs up or thumbs to the side, then we cannot, that s not gonna be our metric. Um, and the thumbs to the side means we need to talk more about it. So what s, what s your hesitation? Is there, you know, and we, we grapple with that. Questions about the process.
Of this next part I m watching and I m curious. It is a process question. It goes back to the question I asked initially. So, in the uh without having first cause in my mind, this is the tension. I m like, we need to be focused on stable workforce, steady leadership, sustainable budget, right? And all in so doing, all of those things as a governance entity should create the conditions for the lcap on all the the work embedded within it to thrive. But we haven t had that conversation. So I guess I m
wondering where in the process will calibrate. Because you know, this committee can decide to focus on that, but then where will that other work live? And that was the issue in the fall when we set off to do a superintendent search, but because of the competing priorities, it did not manifest as we imagined. So really, thank you. So I think one of the things for me in this is that if our work is grounded, and if it s co-constructed with staff. And as we begin to elect a superintendent search. We re like this is how our district works.
And I think that cohesiveness. Lends itself to. The superintendent search piece of it. I think it also lends itself to the budget. If the committees have priorities in their, their um, their plan, then as we re looking at, I m, I m just going to say for teaching and learning where it s come up a lot. If our priority is reading by 3rd grade then we would look at where those expenditures come in as we look at the budget. We would look at positions. Do we have the people to do it? And then the outcomes, does that really matter? Is it, is it working?
And if it wasn t working, then we would make those again, most likely budget adjustments. To um to correct that So to me, they are really grounded in those three things are grounded in the work of the committees. If that makes sense. Yes, and without naming it, like without the discussion, it s not explicit So like we will not have an accountability anchor, that those are the things that we care the most about, I guess is. And maybe that doesn t Maybe i m the only one to whom that is important. Maybe MAY,
MAY I offer this, um, I m listening very intently in terms of the board s work. Um, obviously I have, I want everybody to know I ve asked all of our senior staff to lay out what they see as their work plan going forward and they have a designated time to get that to me, but as we hear where um the board s priorities are as it relates to committees make recommendations. And then the, you know, board will set the policy, you know, together, but as we listen in terms of supporting board policy, I m listening for our in our administrative regulations and our planning, so we will be having our
retreat on the twenty-sixth. They have the deadlines, um, to meet that are required to me about their focus goals by the 22nd, I think they ve, they re real clear. They re real clear about those things. So this is a great opportunity to make sure there s coherence and alignment. So board absolutely, this is the time to, you know, say what, you know, what your priorities are given by the structure of an la which speaks to the investment. As well as the focus and how is it going to be evaluated? And so that s something that um we re listening very closely to that so that we have a realistic timelines for things,
reporting out. And alignment in terms of the work. So it s not everybody working in an island on what they re doing and not in a coherent way. So, um, I think this process is really good to work together around feedback on what what it takes to implement policy and also where we are, what we ve accomplished so far, and thinking about the goals we have for the future. And ground it by our end users, our students, our families, I was really important to have a student input, which I ve already been impressed with. So that s, I just wanted to make
that comment. Yeah, Director Smith Sorry, clarifying questions. So you guys are gonna come back together and continue this conversation with one another. The senior, I think, um, Doctor Sadler was talking about the senior leadership, not the board, but senior leadership is meeting on the 26th to do that finalize everything. To talk about how we re gonna get it, get it done, um, Director Smith, in terms of the details of what that looks like as we open school as we follow up so that the board is absolutely clear that uh when we meet with the board, our process for implementing um our
goals. So we have to do after hearing today, you know, we have, we re doing our own internal planning, but refining it by the conversations that we have today informed by our student voice informed by um ongoing meetings with the community, and then we will have a, you know, an absolute plan of action of how we re going to implement it, but we have to do the follow-up work, um, internally as well. Can I offer that, um this MAY be a learning. Moment around timeline and process for the board and senior leadership, right? And it MAY be that coming out that what you come up with today,
the reason why this is we do have staff here. Is to make to like co-construct and make sure that there s alignment there. And that going into next year, that there MAY, it MAY make sense to have some to have different conversations earlier in the year for for the following year. Right? And to get more clarity when I m hearing and I could be wrong, but it sounds like we re having, you know, it s summer, and both the board and the senior leadership are still figuring out some of the plans for next year.
right? And, and some of how the, how we re going to meet the goals and what the goals are so that we re tracking those things. And ideally, that would have those two things would have been developed. In connection with each other earlier. Right? And so that it would be very, very clear as you go to make concrete. Uh calendared plans for how we re monitoring something that we would know very clearly why we re monitoring the things that we re monitoring, right? So given where we are and that we re all here today and we have this
unique opportunity of all of these brains in one room at the same time, can we make use of this to really try to get to concrete like under shared understanding and a direction and can we agree that as the, you know, as we move into next year, that there MAY be an adjustment. Right, or and that we should structure time in the committees and with the staff to, to be checking. Right? And that we ve been doing this earlier next year. How does that land for folks? That makes sense. And so it sounds like just to sum up closing statement, this is more
about what we re monitoring as a board. It, it will not address the full scope of work of the board. Yes, that is really, really good distinction. Absolutely, that s right. And my, my, when I was um working with PRESIDENT Brohart my understanding of the, the like the theory of action is, if you guys get over the course of the next year, really, really knowledgeable, more a deeper understanding of a metric that is absolutely an important metric tied to all of your plans and your vision. Youill be better informed that kind of more sophisticated understanding of that and what
s happening with that will help you think about the, the overall. Does that make sense Did you have a question, Director Williams, yeah. Uh thank you Yeah, it does make sense, uh. Director Berry s comments make sense as well. Uh, ok. Thank you. Let s keep, we re we re doing good. Look, we re getting on the same page, ok. Passa I think though that it s, it s always this this sense of why are we creating something new? For this moment when we actually already have a plan that. we haven t actually addressed or evaluated or assessed. Though how well it has worked, like,
so we have in front of us the 2425 board work. And I don t want to just scrap it and try to start something new. I don t think we had that conversation of how was this board work How can we look at it at evaluate and see. Where we missed. We did not go back to it. There s a different board that actually brought this forth, but is this something of consideration what s a modifications that could help us move forward, or do we just go ahead and put this 24 in a plan and reset everything I do.
Resetting something anew. Uh takes multiple engagements, like you said. Um, and if we go with a kind of an overarching theme and then try to work through it. Throughout the school year. Uh, we know. We know from experience that that is really hard to do. We don t overarching idea you re saying yes, yes. Correct for each of the goals because I think when we talk about the goal the metrics behind each goal. The engagement. I m not a practitioner, uh, educator, and so for me to come up with these
goals is actually a wish list. It s a wish of things that I would like to see, not necessarily what we re doing. I, I want to be clear, if I haven t been clear, so the idea. Is not starting, you re not starting, you re not starting from scratch and you re not making stuff up. Right? We re going from the lcap, which has the district goals embedded. Right? And this is the decision-making is together it s like, well, what of this should we what s one metric that we could really watch to make sense of this goal. We re not making a goal. We already have the goals. Does that make sense? Sure, that
s, yes, so when we identify the particular goals of. Of what we re looking to support throughout the year. Uh what we don t have is the conversation of educators, students. Of that to really understand the effectiveness of what that goal. Really Beautiful. So this is you, you re doing the work right now. No, I know but you re doing the work. This is so good. You re getting us. This is, this is the next part after this part. So, which is what are the things that we
would need, that we want to learn from and learn about to to help us understand this metric. That s exactly where we re going today, which is, you know, it could be, we want, we wanna do a uh a focus group with students. Around to help us understand what is this metric? What does this really mean? What does it look like, right? We wanna, I wanna, we wanna do site visits and watch teachers and students doing I ready and and talk to them about what does this mean and I wanna sit in on their pd when they re, when they re making sense of the, the, the inform the, the assessment data that they get. How does that help you? So what does this mean to you
and how do you use that data to help move kids reading. Right? That s exactly what we re trying to identify is what are the concrete things that will help that should, that we should be looking at to make sense of this, this one metric that is moving us supposedly towards this goal that we ve already set. So you re ok, ok so you re ok, all those ideas, this is, this is gonna be the time for them, so it s great. Anything else before we start, yes. Yes, MS. Gordon, I, I would, um, I really appreciate that Director Barry raised having sort of those three concrete
rocks as guiding principles, um, and then with director Williams raising the 2024. Work plan. And so what I would offer up is I strongly advise trying to take some of the time today. To revisit this to see what are we sticking to? What do we need to continue with? Um, because, of course, you know, having a 26, 27 work plan officially, uh, is gonna be extremely important. And so, and, and that means like Director Williams said, if there are components that you want to keep, that we want to continue with. If there s revisions to, it
would be great um to spend some time as you re as you re working through um the process today. Um, because we know that quickly we ll be moving into the next school year and the next thing you know, we re operating from a 2024 work plan still. So it s, it s clunky, right? Can we, can we try to work with that today knowing that there might need to be another real time to to do more of that and to and to your point, Director Berry, the, the to get clear on the overall because this committee today was designed the idea that I understood was,
it was really about the specific, like a specific piece of work that each committee would be taking on, but that s not your whole the, the, all of your oversight. Mhm. Yeah, I do want to add I think we need to have another retreat going into the first part of AUGUST before school starts. So I think the first part today was really looking and grounding ourselves in ecap and, and co-constructing because I think that was a piece that was missing. And then, but I think again you re right we need to go back and actually produce the work plan and I m, I m not sure we ll get to that, um, today.
Ok. So we are gonna dig in our goal. Right now, the first, the first part, and I m gonna say let s see if we can get there in 15 minutes is in your committee. Oh, but we have to do it. Oh my GOD, we have to, ok, sorry, my brain. Um, we have to do it. In each one. You can t do it all at the same time. That was the original idea, but we can t do that. So, get my brain back. Um so we ll go each committee will have, let s see if we can in 15 minutes, listening, you want to try 10 minutes.
I think we can do 5 minutes each. 0, 15 minutes total. Ok, that seems, yeah, that seems pushing it because we do want time for people to make some meaning, you know what I mean? But we re only doing the first part where we re choosing with the true ok. It s, it is true. I m not saying that I m just clarifying. Yeah, ok, let s, I appreciate you working with me and being flexible on the the time. All right, let s try for let s see how it goes with 10 minutes for each committee to to share your thoughts about what the metric is and then discuss with and hopefully with
the staff because we wanna come up with something that really makes sense and I don t want to rush this part. And so at the end of 10 minutes, we ll, we ll be able to discern if we re if it makes sense, we can move on with the metric that we ve chosen. Ok And I think for, for the overarching thing, this will be really useful to hear how their other people are thinking and then to potentially jump in on. Ok We re gonna start 10 minutes and we re starting with
teaching and learning. So each of you wanna share what your, what goal lcap goal and specific metrics you each came up with, and then, so we ll just hear from each of you and then, um, you guys will discuss. Hm. Yeah And I, yeah This might be, I also wanna say this might be something for the our new folks, more of a learning. So listening in and learning at this point, you know, and asking questions, but yeah. All right. Director Williams, you wanna Brohart s eagerness to really
start this conversation. This is her thing, so let s allow her to do this. Ok All right then. Uh, I focused on goal one, which is all students graduate college career and community ready just because I felt it encompassed all the grades, but I wanted to focus on goals 1.167 and 8, which is increasing the percentage of, I m sorry. 67, yeah, 670, uh, which is really looking at increasing the reading in grades 3568, and 9, 12, um, I feel kind of an urgency with the 912 and we re looking at college graduation. And I know that the 68 has done really good work on that and
continuing that bridge. And as a former 4th, 5th grade teacher, I am always concerned about what happens to 3rd, 4th, and 5th graders who. Don t learn to read by 3rd grade Right. Director Williams I concur we talked about earlier, we agree, uh literacy is an important aspect. Uh, I don t think we ve done a very good job. Uh, I ve been on the board my 2nd. Term, so it s been 5 years. Not impressed with our literacy scores. Um I know a previous superintendent had 8 years and
it only would have 1.2%. In our particular goals are usually 5. 3% So I really want to put a heavy focus on literacy and I concur with, uh, Director Brohart, I think twice the energy focused on that. We can get some outcomes, so, uh, I m, I m 100% behind her. Thank you. Ok Do you have anything to add, Drew? I was looking at, um, goal 3 because, um, specifically metric. 3.2, um. 3.22 um, 3.4.1
and 3.6.1. Because if students are, um. Can you read those out so we all know. Um, increase the percentage percentage of students who agree or strongly agree that there is a teacher or other adults at their school who checks in on how they are feeling. Um. Increased percentage of schools with the ability to provide centrally funded direct student mental health services. Increase the percentage of students who report they participate in student leadership or extracurricular activities 4 or more times each year. And while I was focusing on
this is because if a student is actively participating at their school and feels at home at their school, I believe that will, um, they will be more motivated to have higher grades and keep up with the curriculum. Uh, 3.2, 3.2.2. 3.4.1 and 3.6.1. 6.1, 3.6.1. Ok. Um are you in the teaching and learning? No, I mean, no, but um I m going to hop in, sorry guys, um, one of them that stood out, or actually, I had a clarifying question. I m wondering if the I ready it says increase the participation of the eye ready. I
m wondering if you guys are saying like the I already is supposed to help students get to their reading level, or are you saying that s supposed to be a data point? Ok, question. Ok, it s a data point. Ok. I m wondering how we re supposed to increase that. That s a question that I have. And then for um goal 1 1.61, increase the number of students attaining by literacy path pathway awards in dual language schools is something that stood out to me and I think that s important for us to, you know, focus on. And one point um, increased the combined 4 in 5-year graduation rate as reported on the, I mean, I m so sorry, I m so sorry. 1.72% reduced the high school cohort
dropout rate. Mhm ok So we have, you guys have 4.5 minutes to I, I thought about the, um graduation rate as well and the the um I m sorry, the cohort rate, the dropout rate, and the biliteracy. And then I thought if you increase the literacy, does that increase the graduate, the graduation, that, does that decrease the dropout rate. That s cause that s increasing. But then like, again, some of the things that you re saying, it s not all academic as to why students
read well, come to school, graduate. So, I think they re I know you hear this breaking a rule really seriously badly, but I do think they re related, and I think you can t just look at one of those things without looking at both um how students feel about school Um and, and I also think the thing you re saying about having a teacher. Um, who you can relate to, I know that that s also really important for kids in terms of um, feeling like they belong and also feeling like there s a way out, you know, if their grades are really crummy, they
know they can go talk to that teacher. And see a way out. So I think all of those things together. Really work with the literacy, um. Component. So that would mean we d have 6 goals, so that would be um our job. Yeah, too many metrics, but we re gonna get there, um, staff, do you have any, would you like to weigh in on this, the, the what they re doing, you know, the, the purpose right now is to decide, choose a metric. Or two Um, I would encourage us to look at uh grade level reading for every grade level, I guess
some of the metrics that are stated here, when you look at sbac only, it s the end of the school year, and it s one metric, um, and so that is the grades that are tested, um, and so I always encourage us to look at every, um, grade level is on track, um, to be at reading proficiency, and the best way is to use iReady. Um as a metric that you can, um, progress monitor, and then for the lower grades, it would be dibe, um, which is knowing if kids are able to another letters and um segmentation of uh words. Um, so that s what I would
encourage us to use as the progress monitoring metrics. Um, because spac is, um. One metric and it s the end of those, um. Milestone grades where kids transition. That s the only thing I would add. And then for the, the mental health, um, aspect, it s cis data, which if you guys remember, you take a, like a survey. California Healthy Kids survey. You take a survey at the end of the school year. And so again, it would be good to think about what the metrics are. And that you can progress monitor towards looking at that goal, so maybe it is referrals. Maybe it is suspensions, maybe it is so to grow.
Um, and um, or maybe it is reference to um. Meeting an rj circle, something that we can uh, progress monitor towards, uh, because the ability for us to know if kids are. Uh feeling welcomed, um, come so late at the end of the school year, and it s all again just one metric, so um just think about ways to progress monitor towards those um those overall goals. Do any of you have clarifying questions about any of what. MISS Aguilera just said. Ok. Estion. Ok Um, I think I m a little
stumped about the I Ready portion or and how like accurate it is because if you ve been in schools yourself, you can see that a lot of students either just skip through it or there are a lot of students that are rebelling against it. I ve been a product of it. I m not gonna lie to you. I ve definitely rebelled against it a couple of years and I ve skipped through it a bunch of times. So it s really just not accurate in my eyes. A lot of the students that I see take it, don t take it seriously. So I m just wondering, how can we look at that data and be like, ok, this is really what s going on in the schools, but I m also saying I m stumped because I m trying to figure out what the solution MAY be. Like I don t know if it
should be like incentives for like classes trying to get like make it more of like a game thing, like, ok, um classes get prizes for finishing it or like the participation score, but like I don t know. I m not really sure how I Readdy s gonna really help with the participation in the data that we want. I noticed, um, it looks like, um Doctor Sadler had something to say about this, and we are at that was 10 minutes. So um I want to give my time I noticed that um our um student director like Drew had a comment I, and, um, our student voice is really important to me about dealing with this. I ll, I
ll defer my time to him and I can talk later. Ok, yeah. Um I was uh, going off at what, um, going off what you said. Um, that I already test is really long um, and so I go into it with a clear mindset, but at the end, I m done. I m like ready to be done. Um, so maybe a shorter test would be a solution to that. So what we have here is a incredibly important and instructive example of why it is important to have these
conversations with people at all the different points of a system. Right? And so there is um, it is not, my understanding is not the board s purview to determine what literacy metric, you know, uh, what, what assessments the district is is implementing. It is the board s purview, I think, to ask these questions and to be hearing from enough voices that you know what questions to ask because you cannot possibly as a board member who has not been a principal, a teacher, and a
student recently in this system you can t know what you guys just illuminated which is so important, right? And, and that s not their work. This is not, this is not the board s work to like make this work in schools, right? It is, these people are, are supporting school folks to do this work so um I guess my question is, that s this is also why we want the idea of of picking a metric or two metrics is really valuable because if you go into it across the year like we really want to understand what this metric is and what it is and what it isn t. And how would we learn more? And who do we need to hear from and who do, right? That s the point is that
you would, you will learn so much and be of better service to the whole, if you have, if you develop a much deeper understanding of what any of these metrics. Means and what what s underneath it. Right? And so this that would be could be part of the work planned for next year is. Hearing from students going and watching it happen, talking to principals about why, you know, whatever, all those, all those things to help you understand, because that is what the state is is judging the district by, right? Like we, it, it has real world implications and it
s so problematic. All of these data points, right? Because what do they really tell you because of all these different things. So um, yes, director Williams. 15 seconds. Just want to say, you do have practitioners on the teaching and learning. I m 26 years in the classroom, high school history, San Francisco, 27 years, uh, and Clifford Thomas, director Thomas, has 30+ years, right? And so we try again to dive a little deeper and instead of just taking a summary presentation that is needed to make those steps necessary.
To build a new culture that will be inclusive of young folks that we ve just heard here. Uh uh, Director-elect Drew, as well as Director Smith. Uh, we didn t have that last year. And so moving towards a new culture of really diving deeper in these conversations would be helpful. Thank you. And and this is part of my hope for you guys is that you will, you will choose a couple of these metrics that you wanna, you wanna look at and that you will create a work plan for the committee that will include diving deeper, having the right people at the table for various
discussions, looking at different kinds of data to understand that one thing, right? Rather than because all of these things matter, everything matters, and they, they re all connected, but you can t dive deep and make deep meaning about all of them. There is not time in a year, so, so picking something and, and deciding that your plan is going to include that kind of conversation and, and letting these folks know who can help or arrange organize that, you know. I think one thing we didn t talk about, um, and it s involves you, Jeff, is, is teacher retention. And I think in all of this and um I think um.
Problem we have of teachers leaving hopefully with a new contract that will decrease, but also I think the problem of non-relx. And there are a number of our schools that have high um they have low scores in in literacy and I think a lot of that also relates to um, really how do we bring in new teachers, how do we nurture them, how do we keep them, and then how do we limit that number of non-reelects. So we re trying to, we want to hear from you, but we re trying to, you guys are over time to make some decisions about what metrics are going to be. Or maybe you decide you can t make this decision yet today, but I m gonna, let s hear from
Jeff and then you guys can decide. Yeah, one thing we have noticed in our retention is that the teachers who actually take advantage of what we offer are returning at a 22% more clip. So, now we have to reach more teachers and the non-reelect process is definitely a a longer conversation that we should engage in. Yes I just want to offer, I just as a teaching and learning committee or as we staff as I listened to this, it was really powerful for me to hear the implications for our students, and I really want, um, on the record to show that staff is visiting already starting the
process and a part of our protocol is to visit school sites and hearing student voice and it made me think that many times our student directors are not at our committee meetings. They re at our board meetings, but even as we look at our uh ad admin regulations of like how we re going to implement policy I, I m gonna go so far and say that there needs to be a recommendation and documentation of the student voice regarding recommendations to the board, uh, for policy so that we re very intentional about what was the student, uh, input and voice as we
deliberate as a team. Um, I know as an educator, how important it is to understand, to get to literacy that we need to know what the literacy rates are. And I m ready right now is a document that we re, you know, we ll go from we have a process all the way from early childhood all the way up. And so we have some ideas about you know, a tool to use. Now the integrity of the tool and monitoring that, but also helping the students understand how important it is to support them. Is a part of this process that needs to be discussed before we even give the test. We need to be talking to them. We re taking this test for a certain
reason to help us know better how to support your success in school. So starting off the year with them understanding that is really critical. So I m, I m hearing from this process some things that we need to do internally around even. Connecting with the students around them, even understanding the why and how important it is to their success. Well, and it s classroom teachers who really need to. That s, it s all about the teachers, so yes, absolutely. Um, can I just wanted to let Director Berry had a comment or question Observation is that it sounds
like there are two leading metrics. Then one that focuses on student achievement, like directly, you know, literacy rates. And then the other is a metric that measures how we re like investing, like the conditions we re creating for that. And so I think that that makes a lot of sense. And by having this student-focused metric. It does create sort of like the direct invitation to engage students in the committee work. That you do. And on the I Ready front by having the literacy um metric, it does invite conversations around how we re measuring success and the kinks that need to be worked out if we
re going to continue to use I Ready. Ok, do you want to make a proposal for your committee. So I am going to propose that we look at the literacy from 9 to 11. That we link it to the teacher connection. That kind of goes along with the I Ready, and that our outcome that we look at is a decrease. It could either be an increase in graduation rate or a decrease in the dropout rate. So the two, just to clarify, so you re saying you got, you got 3 things, but one was the idea of looking at 912 literacy rates by grade, I m assuming and using the iReady, IReady data because that
s what. Yeah. Assistant superintendent that I said yes I mean, that s been the goal. I think that s another discussion for. So I. Ok, so there s that, and that s a progress monitoring situation because it happens repeatedly over the course of the year. The other two you said, um, students, student reporting that they have a teacher who they feel connected to that happens once a year, so there s no progress monitoring you could do with that. Across the district, but you could, yeah, there isn t a progress monitor, but I think if that
s a goal in staff development at each site. That you know, that could be each teacher names. 3 kids they have a connection with and they spend the year trying to build that. I don t know. I mean that s up, but we re not making programmatic, um, new things for people to do in schools, but if we re looking to improve that, then that s really on the staff to come up with some way to improve that teacher belonging. But you re right, we can only measure it at the end of the year. Um and, and any of those things we can, but I think it was important to have, I, I thought
what what Drew was raising. Is important to this process. Yeah. Anyway, those are my director Barry, you looked like you had a thought. Uh a, there is an opera there that student centered the safety, the student committee on Save Africa the formal title. If students are already engaging students on in data collection like there is an opportunity for us to just optimize the work that we re already doing and that s what we wanna do. Don t make new work. Use what s happening. And there s probably a way to, yeah, that s it. I ll just stop there.
Does anybody have more, any more clarity about that so that this committee might choose have a no, you know. That might help make the decision. Ok, so I would say for now what s real is that you have some you have some direction around IReady data and that you want to con continue to, you need to figure out what the data would be, then you don t want to collect new stuff. You re not making new things for anybody to do. Promise me you re just making use of getting greater understanding of what is in, what, what
exists, right? And hearing from people about that. So, um oh, we need you back. So. So we were talking about um safety committee that where students are. Guys could use that data metric ok I propose that we look at 9 to 11 literacy, 9 to 12, I keep saying. 9 to 12 literacy We look at Patrice mentioned, um, the safety committee, student safety committee that exists already.
To look at kind of the behavioral goals and things that Drew was mentioning. And that the outcome we look at is either we can form it as a decrease in dropout or an increase in graduation. Great. My goal is I, I want my high school students to, I went to high school students for Oakland to read at grade level. When they graduate i don t think she s looking for us. Yeah. Ok, please continue. So that focus focus it it works in my frame of thinking, um, if you re a literate 12th grader reading it at the 12th grade level. You can make any decision. Um for you. If not, you will get exploited after that, so.
I m fine with that. Number 2, I will, uh, defer to acc and the Student Safety Committee to really come up with these ideas to invite directors to these places, or we can partner up and do that, Drew, uh, and, uh sorry, director Letch Drew and uh director Smith loved to work with you. One of these days, catch the email. Thank you ok So it sounds like you guys are, are honing in on, on 33 metrics. Um, can we get that? Ok, and that, and you ll be. Continuing to kind of firm that
up around, in particular around the student belonging connection. Metric, but using working with acc and the the work, the data collection work that students are doing. Yeah, good. But can we have a thumbs for this? Ok, fantastic. Next, ok, beautiful. So I m going to so we re gonna move on to the next. But now we re going to go on to the next committee. So next committee we have is budget and finance, is that right? All right, let s give the start with 10 minutes. And see how far we can go, um, with each of you please share
um your thoughts about the goal and the metrics that you would like to be focused on for next year. Again, that s not the only thing you ll be paying attention to, obviously, but for your committee work, um and then you can discuss, come up. Ok, I will start. So, um, I think using the llcap as a focus, the things that make the most sense, um, I would say like the three buckets that I was thinking of was enrollment, attendance, and then there is a section on iep completion on time since many of our like our legal exposure comes from IEPs that aren t. Completed on time. So the metrics within here based on
that were in goal 1.51, increase the number in 3 and 4 year old children who are enrolled in district-run early childhood and tk programs. Um, I think that s um, we generally do look at enrollment, but I think that. Using that specific metric is helpful, especially since we re launching tk hubs, um, this year. Um, the next one, there s a lot of disaggregated goals for our focal groups around chronic absenteeism, and so, but then it shows up, you know, kind of. So. It s not exactly using one specific metric in the lcap, but I do think looking at um average daily attendance and chronic absenteeism
disaggregated by student group. Um and again, we, we did have a presentation from the mtss folks at the end of the school year, but one thing we could consider having is just a standing item. Uh, in budget and finance on the kind of most updated, um, enrollment and attendance and then. Um. Er it most updated, uh, you know, kind of like the current ada and um chronic absent absence, um, and then enrollment is trickier, but um, but we can always look at frier year and then kind of during the year, whether it s
applications during the enrollment window or something, so. Um, I ll leave, can you share those numbers again for the, the, the, yeah, the metrics, the metrics, so it would be, you could like having a item every month, you mean I m so sorry, you mean like just the numbers in la. Oh, sorry. Well, yeah, because some of them are a little, like I said, so 1.51 is the is ece and tk. Enrollment And then the, I will, the other one is, um, if we re using the specific metrics that are 3.5.1, which has increased the percentage of schools with ada greater than 96%.
But again, maybe that s like a little specific, but, um, and then 3.5.2 is reduced that chronic absenteeism rate for all students? And then the last one was the where the where the iep would go. I have to find. Uh, nope, not that one Oh, here this I m like, I can t It is cool. I was like, ok, yeah, you can phone a friend. Uh it s no, there, where did they go? Who There it is. 2.4.1, which is the increase the percentage of on-time annual IEPs. Thank you
Um, Director Barry, what were you thinking? So I named for budget and finance, the first thing I did was just think about the things that might be most critical for us to pay attention to all things considered. I also named enrollment, attendance, chronic absenteeism, but then overall stabilization and therefore looked at goals 123, and 4 as potential there because chronic absenteeism is explicitly named enrollment is explicitly named for some of the metrics that Director Latta named um, I didn t really see attendant specific goals, but I could be wrong, so I maybe missed something. I was gonna
ask Claude, but I didn t get to it yet. Um. And then um, on the one thing that came up when we were having the teaching and learning discussion that came up for me in the budget. Or just some of the investments that are critical for us to protect in the budget that influence not just some of the things that I mentioned, but overall performance as well. Um, and thinking about teacher recruitment and retention, thinking about the resources that educators depend on in order to be effective in the classroom. And so how the question I asked was how do we
create space for those conversations? What goals will we be uh will we pay attention to in order to have those substantive conversations? I did not resolve that, but I just wanted to name it. Um, I was hoping that we could look at 4.11. It s decreased the percentage of teacher misassignments and teachers without credentials. I ve heard from plenty of schools, mac being one of the top schools i ve heard from that it s a lot of teachers or just staff that are there because of like personal connections or like they weren t really hired properly and I think that plays a big part of student-teacher relationships. And then 4.17 decrease the number of vacant teacher
positions district-wide on census day. I ve looked at the district, um roll sheet where it says all the different positions and there are plenty of positions that are just open and I m wondering how much that is affecting our budget. Um and this isn t, I mean, it s definitely important, but like we probably have other things to focus on, but I m hoping that we can increase the percentage of new teachers district-wide who plan to continue teaching ousd. And um increase the percentage of new teachers who feel adequately supported by ousd with their credentialing needs. So that s 4.31 and 4.33.
Be You discuss amongst yourselves, please. Yeah. Uh, one thing that I noticed about teacher retention. Is I, and I m curious. Is there a match between the metrics that are listed here. And the metrics that are explored in the survey. That goes out every year Because in the survey, you hear teachers talk about like housing as being like really important, but it s not reflected in the lap as like an
input, you know what I mean? So I just wonder. How these were identified I wouldn t Thank you, Doctor Simon. I d have to look at, uh, at that data to know for sure if those metrics align. Um, and while I have the opportunity, I will say that I appreciate the student director. We are working hard to decrease the misassignments, um, and, um, I think we ve done pretty well with the vacancy rate, um, overall the last couple of years. And we are working with our credentials team to make sure that uh everybody has a credential that aligns with the course of teaching and we need to align with the leaders a little more around the master
schedule for that, but I appreciate those comments. Real quick, um real quick, uh, director Jeff, uh, I, I was told that there when teachers leave the district, they fill out an exit survey. Oh, that s the survey we re talking about. Have you seen it? I haven t seen it. I survey instrument, but I ve seen the results, the data, yeah. Oh yeah, yeah I have it. Oh, that s what you were talking about, ok, cause there s I think there s, there s an exit survey, but there s also annual, yeah, yeah, there, there s a retention survey, and then there is the exit survey. The retention survey, we ve gotten a lot of
traction on the exit surveys, not as much. At do you present them to the board? Uh, uh, we, we can That s what I m saying. Yes, here we are. This is beautiful. So you guys get to decide what are the metrics that you wanna really track over the next year and it could be part of it, but this is also why I m asking about the metrics because I, ok, increase average one year tenure retention rate, but is it the one year retention rate, like after a certain number of years, people are more likely to stay, right? What is that number? And like, that s the that might be a more important measure
of our success than the one-year retention rate. Like maybe there s a really high one year retention rate. I actually can t remember what it is, but the two, it s the 2-year rate. Is the opposite. I think we have, we have a comment from the staff here. No, this is Thomas, I actually think to your point, there is alignment across all three of the committees, and I think this is the, the question that you raised around like why are the retention rate when we present it out and I m just presenting some information when we did look at the, the staff retention surveys, um, 17, like the housing affordability in the Bay Area was 53% of staff were were looking
at that as a variable. 17% indicated uh long transportation or commute, and then 29%, it was the cost of living in the city of Oakland that was a factor for them. So it s, it s an area where kind of some of the decisions that facilities MAY make influences your teacher retention and the academic outcomes that are coming there. So I just wanted to, you know, kind of bring up some of the data that we were able to pull from our talent division division in some of the conversations that we re having in the facilities. Great Um, just to jump in, there are, uh, metrics that we track that are similar to the questions that the survey asks. Um, so
there is a question about, uh, does salary impact your um ability to stay and just with the um question around retention. We have a harder time, uh, retaining our teachers after 1 to 3 years. That s when we usually lose most of our teachers. The 10-year rate um is higher and so what we put into the lcap is the one year metric, um, because that s what we have struggled with most, and that s about 75 to 76% are retained year after year. Um, and so that s a pretty big amount that leaves after their first year. And so if you think about the investment in
professional learning and support and new teacher, um, support you re constantly churning that amount because you have so many teachers leaving just after a year. But if, um, teachers get to, um, I think somebody said, I think you said that if they stay, they might stay after a certain number of years, that is true, and it goes up to about 85% of teachers staying. But still, a lot of, um, turnover year after year. Um, so, uh, those inputs that you mentioned are on the survey and they are a metric on um the la, which is further down. Ok, and so then on the lcat reflecting the survey, so being satisfied with professional learning is
an influencer then. Ok. That is a question on the survey and it is something that we measure as well. Thank you MAY I just offer one more comment just in terms of investment for this um upcoming budget. There has been intentionally um an investment with new teacher support. There have been no cuts in that area and there s also additional um programs that we have, um, supported that are working with some of our local colleges around in this area as well. So, but again, that s something that the board needs to be updated on so that you have clarity around the actual work that
s being done. You mentioned something too about getting more um first year teachers in the new teacher. Uh support. So I think that s because what what did you say it was like 23% or something? Yeah, the teachers that take advantage of the new teacher support, uh, stay at a 22% clip. Year one to year two Right, so I know one of the things that that you guys are all weighing is what are the of all the things we re trying and we re doing, which are yielding results, right? And that then would help
you inform around budget decisions, right? And so that, that kind, this is the kind of like ongoing, pulling it together with the between the staff and you guys that will help you. Get that, that to that understanding. Beautiful. Ok, so, um, budget and finance committee, you guys. What You ready? Proposal, yes, proposal. One. 5.1 3.5.1 and 1 and 4.1.4. 1.4. Ok, but I think, you know, like that one or the next? Oh yes, so uh
151 is yeah, increase the number of 3 and 4-year-old children who are enrolled in district-run early childhood and transitional kindergarten programs which, by the way should directly shape literacy. Outcomes as well Uh, 351 is I can re-add that one. That s the increase the number of schools with an average daily attendance of 96% or higher. That s right. And then the last one is one year teacher retention. Increasing average one year retention rate. How do you, ok, discuss and are you ready to make a decision? That proposal, you have a proposal on the table, committee.
I think that sounds good to me. I think the um. I, we would just, we should just circle back about like the timing of like, cause some of that I I don t know if, and maybe Jeff, you know, about kind of monitoring the retention for teachers because I would think that, I mean, I know from personal experience that a lot of people leave midyear. So I, you know, so maybe that s part of it, but I, I guess I d be curious to your, you know, about kind of what s the progress monitoring that we would have for that The progress monitoring from 1st year to 2nd year? Well, if there, my understanding is if they re, they
re over the, if the committee is going throughout the year. Be looking at those that that metric, what would they be able to, you know, have you come and share and discuss with them mid-year. Around that one year retention participate. Is that it Um, yeah, I don t know that we have something mid-year. I d have to think about that, um, because usually we do that data at the end of the year. So I d have to think about what we can share throughout the year, I was thinking that Doctor Sadler and you were both talking about new teacher support as being a thing that we kind of protected and it s working, so maybe it s you know, like initially it s like who
s there? Who s continuing to it, I don t know, you know. No, that, that s a great point. We could report out on the participation of new teachers in our new teacher support development program throughout the year. And understand like why people aren t participating in it. Yep. Noted, thank you. Yep, absolutely. Ok, we have 111 more comment before that you guys. Or just really quickly I was just going to add, I think the new teacher support component as a part of a committee feature is gonna be really great this year in particular because our teachers union
supports new teacher support such that it is included in a new provision of our uh latest contract where it s it s now mandatory component. So, um, so I think this is a good, a good year to start. 1.5.1, 3.5.1, 4.1.4. Yay Beautiful ok, so I m noticing that lunch just arrived. And I m thinking that this would be a beautiful time to break if the as long as because then we re gonna come back and do our third committee. We good with that? Um, we have
how long for our lunch break? Pre Senora Presidente. Do we wanna do 40? Do we wanna do 30 with you guys in the agenda agenda 30. 30, perfect. Ok, I d like to as a facilities chair I d like us to do facilities before we do lunch, um, does that means we, we have done all of the committees of the chairs are here for. That s ok, it s up to you guys. I just thought you might want a break. I m ok. Yeah, ok, ok, yay, ok, then. Postpone that. All right, 10 minutes to start us off with facilities. Talk to us. Thank you. Um, yeah, so one thing that I struggled with is that I
feel like facilities both are not named explicitly in here as much as I would like them to, um, and that they encompass all four goals. Um, because I think they are supportive of each and every one of those goals. So to narrowing it down, um, the way I think of facilities is both managing the facilities that house our students and staff every day, and then managing the properties that we have as assets that we should be engaging with the community to figure out what community good that can come from those properties. Um, in many conversations that we ve already had as a board and that i ve had with community, I think two
things really come out for me for those community, um, activation spaces is what I ll call them, is housing, affordable housing, um, as we ve already discussed, and spaces for young people and families. Um, so really thinking about those as we think of our managing our properties. So the two, I guess I did this in a different way than other committees have. Um, so I will look to my comrade here on that committee to let me know if I, there s any changes that you d make, but I think um the two goals that I focused on were the last two, which is called 3 and 4, students and families, and I put staff are welcomed, safe,
healthy, and engaged in joyful schools. Um, and as of that one, I had two specific goals that I was thinking about. Um, 3.62, which is increased the percentage of students receiving uh students receiving special education services and self-contained classes who participate in district-run sports programs. And then because we re doing a lot of our facilities management around our um sports complexes, so making sure that our students with disabilities can access those and increasing the percentage of I m sorry, and then the next goal is 3.8.5, which is increase the percentage of school facilities in good or exemplary condition.
And then under goal number 4, it s 4.16, which is decrease the percentage of teachers who report that they want to leave ousd due to salary because I think as we just mentioned, like housing is one of the other bigger costs to folks as, and that correlates to transportation as well. And then 4.17, which is decrease the number of vacant teacher positions district-wide on census day. Um, because again, one thing that I ve heard, especially from your former director at hr is that the biggest challenge for new teachers or recruiting new teachers is that they cannot find housing. Um, like they get the position, they re
very excited. They want to come to Oakland and they re like, I literally can t find anything. Um. So if we re able to move on the things that we are going to be studying on Thursday the 18th as part of our facilities, um, meeting. Then I think we can move forward and um with some of and impacting some of these things over the next few years. Director Berry Brilliant I did not do this exercise. The only thing that I did was mark goal number 3 as being one of the most relevant to facilities. That s literally I have
facilities and 3 and conditions, and 385 is a good one for that. I also think that because facilities is inherently one of the bodies of our system that shapes conditions. More than anything, that to me because all of the conditions are not reflected here, like it would be appropriate to establish not set new goals, but to talk more about deliverables and making sure that we hold facilities like we support facilities and hold facilities accountable for like executing things that we ve discussed and agreed upon our priorities, I think is appropriate. For this one
And I think in accordance to that too, one thing that I wanted to make, um, very transparent as a part of our facility s work is, um, what pockets of the budget directly impact facilities and what is our plan for those dollars? Like outside of just measure why because I think we have a lot of good conversations about Measure y. I think figuring out every other pocket of money that comes into the district for facilities. How are we managing the heat issues? How are we making sure that water quality is up to date. And how are we making sure that um there are adequate facilities for staff and students to be able to learn in.
And work in. Staff have any comments, thoughts? Um, yeah, no, I think those are all really great points, and I think. There are the things that your facilities program can do. And then there s the ongoing maintenance of some of those things and the superintendent and I just had a conversation the other day about the water filters, right, which is not a capital investment. It s an ongoing maintenance issue. And so, um, I do think that there isn t a lot of places in the lap where you see our facilities show up and I ve interpreted it, just don t want to say, um, for example, at the Garfield Project, there s a
design around reading nooks that does cost money to build these spaces, but it supports our literacy goals, right? So when we re in design with architects, knowing what the focus is, the strategic plan, and the llcap is allows us to say when we get to a point where we re a little bit over budget, and we talked about this. No, we re keeping that because it supports the literacy functions in the district. As we have two high school students or a few incoming high school student and and exiting high school student, um, noticed that like there hasn t been a historical investment in cte, but yet there is measure, measure h now and a lot of the school sites
like we need to partner more closely with them around what does it look to create? A robust cte experience. I did want to point out I love the fact that we started talking about the, the tk hubs, because it is a really, really great opportunity for us to do some cohort modeling around tracking the student data because I do agree with you, Director Barry. The academic outcomes with an extra year should be profound in terms of what it means for the academic outcomes around literacy. And, you know, so I, I see that also. I, I appreciate you for lifting up, you know, if 53%, the top two reasons. That people left, um, the district was one, was 53% was the cost of living associated
with either housing or transportation, and number 2 was salary. Right? Those were the top two reasons, a commitment around our assets around workforce housing could be a really powerful way to provide a subsidized, you know, kind of cost of living that holds people in the, in the district. So I, I see us as like a lot of times when I m going through the lcap, how can we have our facilities do support some of the major initiatives that are there, and I think everything that you all lifted up were great examples, and there probably are more, um, it s just not clearly articulated in the lcap to support that way. Yeah, go ahead
One of the things I want to add to this, and I ve also talked to Preston about this is we want to use every opportunity for students to learn, not only through cte, but as we re, as we re, um, rehabbing and even constructing new buildings, we want to take every opportunity, why do the workers wear hard hats. How is the electrical put in? I mean, all of these things are related to math, to reading, to, you know, so everything, so while things are happening, it s not just an inconvenience that this is happening. No, this is a whole major learning opportunity. So we want, you know, like I envision and I ve talked to some of our principals that
around like this week, construction is going to be doing this. How are we tying that into the day to day learning of our students at the site. So and even when we re repairing something or putting in lights, we now have a new law that requires a certain kind of light bulb in the school, so when the team comes in to change the light bulbs, I want my students to be able to understand that and then the work that that person s doing and what requirements that they have to understand electricity, you have to understand safety. That s why you have two people there, you know, all of those things are a part of our learning. So that s another thing that we want so it s not just the facilities, it s a
separate thing. It s a part of the whole learning process and the earlier students get exposure to it, the more they can think about their personal goals. So there is a connect ion between facilities and academic outcomes. Um, comment on for the facilities decision. Thank you board. Um, so two things because I think one of the metrics I was pointed out was joyful schools, right? And creating a school where students feel safe, comfortable, and a great learning environment. It s not just the teachers that are there and obviously them being
credentialed and being qualified teachers relating to the students but also how they re able to kind of shape their classroom, for example, um, I think that what sparked it was a comment about like creating and making sure there s like reading nooks to promote literacy in our schools, but also what are the other spaces that are there? Growing up and being an ouz alumni myself. A lot of the spaces that I felt safest in were either specific classrooms where teachers created that space, right, where I had a teacher very, very quickly. He was ap World History. He made me fall in love with history because he had the kind of environment that he wouldn t turn on the overhead lights. He had floor lamps in there, right? He had the ability to do that
cause, um, that s something that he knew created a warm and welcoming learning environment. And then, secondly, I wanted to mention is uh the important partnerships that we have in this district like rooted, for example, like as an ousd staff as well. It s been really hard to stay close by and to work here because it s so expensive, um, especially being from Oakland like it s really, really hard to stay here, um, but rooted is one of the things that I think has been monumental in keeping some teachers here because I know firsthandedly a lot of teachers that had to move far away and commute here to keep a job and then have made the decision like I can t stay here anymore because gas is so expensive. The economy is going
bad and, and also there are conditions at their school sites that are already making the job hard enough, so they choose to leave, but Rooted has come in and also supported. They have their marketplace where you can search for apartments, um, and they have like a great partnership with like our house and a couple of other like developers in the in the city where they can stay here and find um rents that are a lot lower than the the market rate at least, um, and they helped negotiate and review contracts with you, which is something that teachers don t have time to do on their own. Um, so they made the move in process. I was gonna move in through them, but I found something luckily but just putting that out there. Thank you. Thank you. All right, facilities you, you proposed for
metrics. Do you want, do you more discussion, alternate proposal. Ready to thumb thumb it up. Yeah, I d like to keep the 4, as a proposer of the four, and make an amendment to 3.62. Um, I don t know if that would then amend the llcap. I hope not, but, um. Because that s not probably going to happen, but I think for, for our sake, um, we are also set to have discussions with, um, two nps providers, um, and so as we think about sports spaces, I think also making sure that we are um providing the spaces like. Spaces that uh those providers can use as well as I believe we also have been doing a lot
around um to to the point earlier about the lighting, um, about the lighting in classrooms and prioritizing um classrooms that have self-contained programs first for that lighting, uh, because I know that those types of um stimulus, uh, affect our um students, uh, disabled students more. Are you ready to call a vote? My only thumbs, my only comment is I would like to see if there s a way we could get it to 2, just because there s there s so much work and implementation phase right now, that if we commit to monitoring 4 goals with a 2-hour monthly meeting I don t know how effective will be.
Realistically. Well, I think the 3.85 and 3.62. Like are really the same, quite honestly, if we just like make sure that we re, we have like, we can do an overall scope, but we re like have a specific maybe emphasis on special education as a part of that. And then I think similarly the two goals, uh, 4.16 and 4.17. Quite honestly, are together because they re salary and census day. So they re already very similar. Is that amenable to staff who are going to be presenting these. Regularly at meetings There s so few places that like i, I do absolutely feel like they re in the same goal and
there are different ways of looking at them. I do feel like we would be able to present data. And I, actually, I know we re trying to get down to 2. I do think there are significant investments going into tk. I do think tracking what the facilities, investments are monitoring that as part of whoa, wait a second. Yeah 28 185. 15, yeah. But as part of the 35. Yeah, it could be part of the 385, yeah. All right, it s up to you. You can do, you know, anybody else have. Other folks have thoughts not in the committee? I m in. I m not in the facilities, um, committee, but, um, just wanted
to lift up for the group that 3.8.5 is actually a Williams, um uh, it, it is a Williams compliance metric, and so, I think the definition of what you re building in the facilities Committee is, uh, more robust than. Um, can you pass Williams? So I just want to raise that because the, uh, rate at which we have exemplary um, facilities it s already at 97.9%. That s because we passed Williams, which is not the same as the environments that we re trying to create through the facilities master plan. So just offering that in terms of a way
to look at that metric differently. I love what she s bringing up because one thing that didn t come up in any of the discussions was the gap from the baseline that we re at right now. So like how much work actually needs to happen, which does signal how robust the conversations MAY need to be and whether we actually have time to manage them, but that can be like a filtering exercise on the planning front. So just to be clear, I know you mentioned earlier affordable housing. And that goes into the 3.4.166, 4.1. And we re talking about workforce housing.
Yes? Possibly ok Yeah, I think the question, yeah, it s. Mhm ok Committee you have, you, you got the 4. Are we, are we, are we, are we thumbing? Ok, look at that, so beautiful, oh my goodness. Thank you so much for pushing to do this before lunch, um, let us be, can we do 25 minutes and be back at 12:30? Ok, beautiful. Ok. That s right and hydrate MR. Bakestra, can we have a
roll call to establish quorum, please. Yes, MADAM PRESIDENT, uh, student director Simmons, student director Smith here. Director Lauder. Director Williams PRESIDENT. Director Hutchinson Director Berry PRESIDENT Director Thompson Vice PRESIDENT Bachelor and PRESIDENT Brohart. War. I m gonna turn it back over to you Beautiful. Welcome back. I hope everybody had a minute and enough time for the moment, um. Got some food, got some water. Or juice, hydration, very
important, my friends um, ok, so our next, next task is going to be now that you have identified the metrics that you re committee is gonna be digging into all year next year. I m gonna have guys around um um I don t know if we have, let s see if we have another one. Sorry. Um, ok, so our goal now is going to be 2 basically talk through your committee and we re going to do
it the same way with staff in the conversations with you guys. The goal is gonna be what identifying what are the activities that your committee should engage in, could engage in over the course of the year that will help you really understand what s happening with each of the metrics that you have identified. Ok? So in other words, so you re gonna go through this um on, on the handout that you each
should have now. It s asking you, so for, and if you have multiple metrics, uh, it would probably be good. You ll just start with one today. Right? So you re gonna, I look at that metric and have this conversation and take some notes. What is this metric? What is this data tell us? Right? And what does it not tell us? And we got to a lot of the what is it not tell us, right? And that s, those are really important questions. Um, what questions does this data raise for us and how might we answer these questions. And so this is where the staff is gonna help be really helpful in thinking about what do, what do we really,
what should, what more should we know? Right? And whether that is, that MAY be. Again, we ve talked about, you know, hearing from students or other stakeholder groups looking at data that the students are collecting looking at survey data, maybe understand, you know, maybe we re, we re digging into that grade level Ire data all along. Maybe we re gonna go to a site and see what that looks like happening, and we might talk to some kids and some teachers, right? This is not so that you can be deci deciding how this should be rolled out. That s not why. The reason that is
so valuable, so valuable for you guys to understand in a much deeper and fuller way what these data points. Are telling you and like how they happen is because it gives you, it helps you then. Inform it gives you that like perspective about the parts that really are your work, which is asking the hard questions and making the budget decisions and thinking through um contracts, right? And and being in, the more you all are in authentic, uh, detailed dialogue. Every once in a while along the
year with the the staff who are then implementing all of this, the better informed you will be and, and to understand the whole, right? So um you re gonna go kind of go through maybe we ll give a couple of minutes for everybody individually to think through, do a little brainstorming on this sheet. Um, oh, we re not gonna do, yeah, we re not gonna do the calendar. We re only going to do the first part, so it s these, the six questions that are at the top, at the the first, the 4 on the front side and the top on the second side. We re not going to go
into calendaring today, um. But trying to start imagining what would you want to know, to understand this better. Questions and. Comments. We can start with you, Director Berry. For the other committee? Is there enough? You can if we make more. Oh, so good, genius over here. Thank you, Corey. Um, director bachelor, we have brilliant folks in the facilities committee, I will say. Um, I had a question about the 4th committee that we have, which is our, uh, charter matters committee. When would we get to talking about the lcap for that committee. Great
question. That was after we do microphone after we do the, have the discussion of these um 6 items for the committees that are here and then we ll do charter as a whole. Ok. Did everybody hear that ok Other questions, comments, suggestions, needs? Yeah It might be good, um, when we go. Through each committee to review what the agreed upon priorities are again in the lap just to go over those.
Um. Areas again, yeah, because you guys just wanna make decide of those which, um, which one you re gonna. Talk through today ok. Oh, we re only gonna do one of the 3 or 4. Well, yeah, I mean, we ll see how much time we have, but given the time constraints I don t. We ll see how far we can get Mhm we will come back together, which I think we re targeting. The first week of AUGUST. It might be helpful to protect. 15 minutes or some amount of time today just to unpack and tease out the other scope of work that we
re not talking about, so that we re not we have had some full board discussion on the work that needs to happen, so things can advance in the month of JULY. Um, just for my clarification, are you talking about outside of the committee meetings outside of the committees. Yeah. So how does that sound Thank you. Ok So let s see, let s, we re gonna, this is an experiment we re gonna try it out. Hopefully it will be fruitful and uh we ll, we ll figure out next steps, ok? So staff, could
I have you rejoin our beautiful folks up here, directors up here. And let us, um this time maybe we ll go the opposite direction. Ooh, that s nice. I like that. So we re gonna start with facilities. And um, basically your task right now is to talk through this, these 6 boxes, these 6 questions, um, but first you would choose one of your one of your data points and 2. Recall for facilities. Or facilities you guys are looking at either
starting with 3.6.2, 3.8.5, 4.16 on 4.17. Ok. Can we do, uh, can we start with 10 minutes and then we ll see you guys Yeah. Yeah, is this like quiet reflection time or is this active participant. I jumped the gun. Can we do 2 minutes first. And see if folks can. No, not 2 minutes, that s not enough time. Let s start with 5 minutes. And for everybody at the same time. To try to fill out this these 6 answer these 6
questions. Do you wanna decide together which metric or it doesn t matter, you could. Decide which metric we re looking at. Yes. Ok, so let s, let s quickly look at decide which metric. You guys want to start with and then we ll go into some quiet individual thinking time. For the facilities for me, I d like to propose, uh, 3.8.5, knowing the restraint that, uh, Director Aguilera mentioned. I would. Ok, ok ok You re right. Medicaid
All right, friends. You ve been having some really juicy conversations it sounded like, right? I love that So I m thinking I m thinking we should um just do a very, very, um, maybe a very brief share out just of what you um focused on in any specific things that you are wanting to know more about about it next year. Um or anything juicy that came up really in your conversation, but let s keep it to 30 seconds, you know, to a minute, whatever. I m looking at the time, um. Oh yeah, can we have that s what we ll do. Let s have one
person from each committee. Share out with us Um all right You guys good. So we ll have one person from each committee to share out what you talk about what metric, and some of the ideas that came up. That you will continue with later on, yes. Thank you rising director block. Um, we talked about, um, metric 3.2.2. Um it, uh, 3.2.2 talks about increased percentage of students who have adults who
check up on them and make them feel safe at their school. And um this data tells us that less than half of students at schools have an adult that um they talk to. And um the, the further information that we would like is um what the no means. Um, like, if they do not have a an adult? Is it just like they don t have anyone they feel comfortable with or they don t. Um have the courage to go to this adult who they um trust, but they don t know. They don
t have the courage to go up and start a conversation. So things like that, um, additionally, we re um do students not feel safe in schools. So is it just like in the classroom, um, do they not feel safe in the classroom, and the bathroom, and the courtyard, where are these places that they feel uncomfortable. And how we might, um, get answers is we ll, um, we re thinking of administering a specified survey, um, to, 3 times a year. And interview outside classroom, um, teachers, so like tsa
s culture and climate, uh, directors, people like that. Awesome. Thank you All right, can we go teaching and learning Um, budget finance. Woo woo. Clap it up So for budget and finance, we mostly, um, talked about 10 no, hold on, um, 3.5.1, which is um around attendance and specifically percent of schools with 96% or greater are increasing the percent of schools with 96% or greater attendance, and we talked about having a an a, you know, a
standing with the kind of information item on all the meetings going forward that has the current ada, also the percent of schools with 96% or greater attendance, and the schools that are improving And, um, we also talked about disaggregating the ada numbers as part of that so that we could identify um you know, just, I think, understand the different ways that different student subgroups are also attending. Um, we talked about then using that information to identify what strategies are
working. And specifically when we re seeing the schools that are improving, having them come and present, having students from those schools come and present to identify, you know, kind of in that environment, what s what what s working so that we can make sure that when we re making budgetary decisions. That we re protecting things that are working. Um, the other thing we talked about also was uh ada recovery came up a little bit last year and that there s some energy in the district around having more of a strategy around ada recovery so we could talk in budget and finance about what would some of those strategies be? What
would we then need to invest in at a district level. Um, so that s, um, those are, I think the things we talked about and then we sort of spent a small amount of time on the, um, 4.1.4 around the teacher attention for one year and we re um uh, Jeff, um, uh, had said that um we re going to do commit one by one since we can t send but Director Berry and I can t be on a call together with Lisa Rothbard, who runs our new teacher, um, uh, support program, um, since we know that s working, since we re investing in that going forward, and then we can bring, um, we can identify a scope for
that metric as well. Beautiful. Thank you. Excellent Thank you. Budget and finance and facilities. The most brilliant of committees, uh, as my laptop shuts down on me, um, so we talked about, uh, 3.8.5, which is increased the percentage of school facilities in good or exemplary condition. Um, as director, Aguilera pointed out that is like a very baseline assessment. So we wanted to figure out how can we like go deeper to really tackle some of the things that both students have brought up, community has brought up, but we can physically see at school sites that need to be addressed. So, um in the kind of leading like we re already doing a lot of
work in this, but could be reporting it out and communicating it out more is in our water quality work as well as our play spaces. We re doing a lot with e-learn Play and others to create joyful play spaces for our students as well as um updating fields and things like that for um. Members of our community and our school sites. Uh, we have also started doing a lot around the heat mitigation work in our district, uh, so reporting out from that work that will be starting this summer. It ll be starting in the summer. Yes, it will. Thumbs up. Everyone s thought thumbs up. Um, and then, um, we re also beginning to do
um some thinking and work around um bathrooms as both a health and safety issue, um, as well as the lighting in classrooms as a condition within uh the classroom site, um, and so, uh, those are kind of the ways in which we re taking kind of a deeper dive and thinking about how we re progressing in those areas. Yeah, exciting It s great That s fantastic Um, strong work, everybody. Getting going on these, um, and more to do. Uh, you all have asked for, so
time to talk about the charter matters committee and identify some parties and also time to check in about the overall. Overarching Is that right? Ok. Um so we wanted to do we have until for this, for these parts, do we have until 2 or what? Ok, for these parts. Ok. So, um, is that right? Yes? What? Ok. Um so you had said 15 minutes, um. For the last, for the overarching part, which would
give us, if we do that, then we have can we do 20 try to do 20 minutes on charter matters. What do you think? What are your thoughts or what? Oh. Beautiful, we ll do 10. You re 10 minutes begins. Who is opening the floor on this matter. Come on, director Barry, go for it on closing the last thing, which I think charter matters will continue, but if chairs can agree that by the first meeting. Um, when we re back, that that s when the calendaring of work.
Might be presented and proposed to the committee for discussion. Like all the meetings in AUGUST, I think that would I just feel like we need the next thing. Yes. Can I just make one? Um, and this is a process check for our governance team, which was that. Maybe there s a temple, just cause I know that there are some, there s a level of detail we can t share. Like the chair can have a scope and sequence that we, that has the level of detail that maybe we can t share because it s a, so that that s just what I have understood from before, so I just want to make sure we all have that information. Well, the work plan and the
calendar usually uh is developed at the first meeting uh, in AUGUST. So whatever your work plan is or whatever time frame you re going to do that over the next year. You should have it available for consideration, even if you don t pass it, uh, as to the subsequent meeting. But that usually that s been the tradition in the practice. But was I hearing um the request for like a template for each uh subcommittee of the board work plan. Yeah, and I think I,
I guess the, the thing that I m that has, that I had been understood in the past was that, for example, if we re putting in, here s the item, here s the goal, here s the board policy that we ll be reviewing that that was potentially too much information No, it s not. Ok, great Also, just to clarify, I think the most important thing is an out direct outcome of this conversation is not work plan because it feels like they re they re at least 1 or 2 more conversations before we could do that, but what we could do as an outcome of this conversation is do like the
scope and sequence of committee meetings because we did thoroughly discuss scope today. Well, actually you were supposed to set that scope in sequence at following the annual organizational meeting of the board, uh, I have which, which, which. You know, occurs occurs in JANUARY. And usually, the committee s actions of, of course you have a charge that s given to you in the bylaws, but also, uh, it s a little difficult for committees in my opinion, to do work if the board has not formulated its own work plan because you re as committed, you re supposed to be drivers of the board s work
plan, uh, for the year. That s director Barry asked earlier. Yeah, so this is, so the idea let do we wanna um try to this is a great thing to hone in, yeah, so it sounds like. They re coming out of this that the chairs. Were asking the chairs to now draft up a scope and sequence. Coming out of this, that then would be brought back. To the subsequent meetings and eventually and then turned into added, put into a work plan. Is that accurate? Yes, because it s just reflective of what we re monitoring. It is not the work plan. It
s just the data that we re monitoring aligned to the lcatp. And MAY I, uh, recommend that it essentially comes back as attachments to the work plan. So it ll be sub subsection of your work. And it s the other scope that should be a part of the work plan that I m suggesting we take now probably 300 seconds to just like be like, what are those things? So that we at least are aligned on that body of work. And I would say Superintendent search is on there and then continued, uh. Fiscal stabilization trying to use the language that
we use Do you, ok, do you wanna do this now and then go to charter matters or you want to stop pause? You, you know the, let s do this part of it. And then we ll do charter matters. Ok. Ok, so to be roving charters is the other. You see that yes, the, it s all ok. So so chairs are going to draft a scope and sequence. For committee work coming out of these conversations based on those the lcap measures that y all
agreed on. Ok. Next the next piece is open a conversation about the what are the big buckets for the board. Work plan? Is that what? Yeah. So I, I m looking at our, our work plan from 2 years ago So I think I, I would say when the vision stays the same. Um but we re adding something there of like 3 main goals for the year. which is not how we had, so I m, I m just saying, do we want to just under like, excuse me, under vision.
Do we want to add our three primary goals for the year. I think that that might be that might be jumping a step. I think it requires seems like more thought and. And input but I m one, but I format wise, I guess, where do we want to put it because we don t have that kind of thing in our boardplane. That s that to put what? You re asking what are our three main, our goals for the year. No, kind of like we, we already know what the goals are because the majority of them have been established by the lcat. We just spent some time identifying the core set of like 10 to 15 that we re going to monitor as a board
over the course of the year through our committees. Then the to further build out our work plan, it seems like we should have a discussion about the other pieces of work that we have to prioritize because so that we can have a full view of the competing priorities, which mon it or ing the lcap is just one piece of. There are going to be other things that occupy our time and then have like we then have to allocate staff and ourselves to addressing that work I, I agree, it s just that this, so I, I guess my question is how do we want to include that. I would discard this. Let me just for a minute. Ok, we could discard this. That s ok.
And then we start over with our three goals or whatever we decide. I want to pause, you guys, for one sec, because I think the process is murky, right? Beca and that and it makes sense because we didn t actually build this into the agenda and it s arisen as an important thing to to touch on. So we don t wanna go rush into a decision like discard a whole plan, don t discard. We haven t heard from everybody. We haven t considered it, um and so I, I, I would, I would caution us against that course of action right now. I think what I m hearing um from Director Berry, and I m
curious from other directors if this is if it, if it, if it feels also useful and important right now to name the other big chunks of work. That you all will be doing so that I m thinking so that first of all, as the senior leaders of the district meet. right? We re, we re making sure there s alignment there and also so that as the chairs go and draft the scope and sequences you re where we re keeping in mind the other big chunks of work that are not showing up in the committee work. Is that right? Ok.
So could we take a few minutes to hear from each director. Of the big pieces of work that you guys know are gonna take time for you next year as a board, and we have the superintendent search that s already like we know that this is not, it s not a decision-making thing, right? That s happening. Um, the budget stabilization. What are, can we, can we? Um, just go around and um if each of you, like what, what are, what s on your mind that you know is going to require the board s time next year.
So yes, let s start with you, Director Smith, and then we ll go around. I brought this up at the last board meeting, um, or whatever board meeting, sorry guys, but I brought this up at a last board meeting and I talked about the um is it the it s not the teaching and learning community, it s the one where we meet with the city. What committee is that? The Ed Partnership. I said meeting once or twice a year is not enough, and I don t know who you guys have to talk to about that, but I hope that you guys can get that in order because the meetings, they re very important and there s a lot to be said. So having the meetings so little a year is not right. Um, so I hope that you can increase
the number of times that you meet with the city and um I hope that you guys can be proactive with our student leaders. So our student safety committee and acc. I hope that you guys can at least meet with them in your committee groups. I know you can t meet with them as a whole, but try to meet with them either individually or in your committee groups to let them know what s your personal goals are, how you whatever feedback you need from them, I just need you guys to connect with them because this year um there wasn t a lot of connection between the students and the board directly. Yeah. Edgar, can you give us a just a quick history of the
purpose of the Ed Partnership for the student directors, um just so they have an idea of what that purpose was. even though they would defer to the PRESIDENT Of the board. Uh, or on that issue. Uh, and the reason I wanted to defer is that s still being defined. It is still in, he s right, it s still in the process of being defined. Um, it s, we ve had it now for I guess a couple of years, a number of years. Um, I think it, um, this year is kind of fallen into a place where where each kind of sharing the work we re doing and seeing where there can be um collaboration to further that work. Um
so I think it s, it s and it s it s a hard committee to define it sits in the city council. Where they vote on it and we often, we have to figure out a way that we also vote on things. So it s I think there s a, a definition of power and a definition of, of responsibility for each group. So it is a little murky. I don t know Director Batchelor if you want to add anything to that. I think Doctor Sadler has something to add to. Ok. I definitely wanted to speak to this because having been someone who s been the staff to e Partnership in the past. It has had a different um role
that was um in the 90s actually, in that we rotated between both agencies Um, I was staffed to Superintendent Karen Gridge at the time, and there were agenda items very specific agenda items put on by each agency. So there was very, you know, real viable work based on policy implementation. And so and we literally rotated from meeting at the city council. Um, and also at the board. So, um there, you know, what I have noticed in these meetings it s been kind of like reporting out of. You know, just different topics, but this was real work like how we used our facilities, how we
use the parks, um, initiatives like we now have uh a, you know, the literacy, Oakland literacy initiative. So talking about how we can make that work between both agencies is something that could be very valuable around investments. Um, I had the board, I mean the council PRESIDENT Called me on Friday. They were working on their budget. And making a decision right then and there. So we ve developed a rapport where they are checking in with us around things they re investing in. So Director Smith, I think it s very thoughtful that you ve brought this up is that there could be a new vision around how we utilize this resource
and also um acknowledgement of what um PRESIDENT Rouhart uh commented on just around, you know, how we exchange um the relationship and power between both agencies because we need, we re the city as a whole. So we need each other to do the work, whether it s using our facilities, our, our buildings, our, uh, programs, outcomes for safety, all those things are really critical and so there s an opportunity with this board s vision to make it a more robust committee, um, to serve, um, our purposes. Um, or just have it a kind of a reporting out highlight certain things, you know, which is not what it was originally.
So I just wanted to give you that background. How would that get operationalized? Is a, is a clarifying question that I have. So, um, who who determines what, how, what that is and how it works. Who of in this room, I m assuming the committee or the the priorities that we have with the city. The, the committee that would that works with that city so that it be like if it were to not just be a report out if it were a more robust ongoing decision making collaborative. Committee who
s I have the political leadership of both the city and the district plus the administrative leadership. Of both have to have the will to move in the direction uh, that, uh, superintendent Sadler spoke. Because right now it s one-sided. In my opinion So if we want to get back to the 1990s collaboration, which is the more effective means and methods, uh, the political leadership and the and the administrative leadership of, of the two entities are going
to have to get together and work it out. Yeah, I was going to echo that. I think it s the, the, the board leadership and I also think the parliamentarian and the um city clerk who also interprets the different um governance laws around each of those. The city and the city and the district have got to be able to create a structure uh that both sides can live with, uh, and what you see going on right now, while there are substantive discussions as the superintendent has mentioned, it s the uh operational and and uh uh uh legislative structure, uh,
that needs to be reformed, in my opinion. And I just want to say, uh, I just want to say how observant, uh, director Smith was and saying she sits on this committee and doesn t find it as effective as it could be. They ll try to understand what is the purpose, um, and, you know, her sitting on the committee as a representation seat. But if she doesn t feel work is getting done. It s a waste of her time and in essence, she can be there, be representative, but what what the directors this year have really been advocating on is we want to be in the space, we
want to be in partnership, we want to have a voice at the table, and if we re just in this particular space, this partnership. How is it? Why? What make it make sense. Make it make sense. I think you had something to say. Yeah, I was just gonna say, if I think they re the way that you structure the conversation today where we focus on committee works. I think that same blueprint can be applied to some of the other spaces, so like how uh and Peace a celebrated the way that uh PRESIDENT Brohart and Director Latta showed up along with Doctor Sadler this year and so like there could have been a full board conversation around
that kind of engagement. There could have been a full board conversation on a partnerships. There are actually 5 board members that represent the board at at Partnerships and so what makes sense that we align on the body of work that we would want to prioritize and propose for that body to take up so that at the very least there s strength on our side around the vision for that. And I said could have, meaning it can still happen. Yeah. It s time and intention and structure. It s a lot of time, ok Thank you. Thank you. Um, let s continue
around. Are there other big pieces of work that this board needs to be paying attention to next year. So far we ve said city partnership student engagement, superintendent search and budget stabilization. Yep. We re gonna go ahead. No, no, wait, I want to go around. So I d like to come to you, Directors, if you have one. Uh Uh, my thing is also chronic absenteeism. We have over 3000 students, and I, I, there s nothing. I got on the board in 2021. And we had 3200 kids who were chronically
absentee. It is 2026, and we have 3000 kids that are still chronic. So for me, I have not seen our district bake. A concerted everyone has their job as staff level and everyone do what they do and the attendance department, but I think that we as a board have to be intentional. And really understanding what are the factors. Uh, that are keeping our kids from school. Because between 20 and 80% of that could be up to $40 million that we ve been missing every year and we just keep cutting back, cutting back, cutting
back, and we haven t put a full intentionality on building relationships at the school site. And this is actually what the director Smith is saying, if I m walking on the school side and culture keepers are not talking to me. I had, um, it s not a safe space for me or I m in different places. There s only 1 or 2 places I feel safe. The students MAY not feel like them being at school matters as much and I just want to turn that back around to say that for me would be an item that we can continue to talk about and invest it and and look at what those outcomes look like. And
that goes to me, that goes into uh the budget stabilization. Work is that make sense to you to you guys? As part of, ok No. Ok. Anything else major that hasn t been named yet? I do think I would like to look also at the, the graduation rates. Um, for our students, but also I think that goes into a metric. But, um, the other thing I, I would really like to focus on is our, um, 10 vacant sites and um using the feasibility, looking at the feasibility study for those. Is just to just to clarify for me, is that, that s work that
the facilities folks are doing. Is that? We have a facilities, uh, committee meeting on the 18th. We ll be talking about the feasibility study that we ve conducted, but that is up to any other board members to decide what to do once they get that information for a specific site that they would like to make a motion, a resolution, uh, to move forward any specific type project. Ok, so, yeah, ok. Thank you. Yes I ll just say I know we re gonna talk about charter matters committee separately, but we will do all of the hearings as a full board. So we don t do the, the, so that will be, I mean, if it
s, if 9, if all 9 schools choose to renew, that s a significant burden of work for the fall. And going into the winter. Yes. You, you meant you started us off with Superintendent search and budget stabilization, you have another thing that. No, I just want to say this is why this conversation is important because we can t drop balls because there s too much work. So Yep Yes. Let s say something that hasn t been mentioned already is the ongoing work that we need to do to, um, ensure that we have violence
prevention programs on our high school campuses. Um, that was something that the city was funding, um, and, um, ongoing work with philanthropy as well as um state partners, state legislators, um, to figure out how we can bridge the gap in funding for subsequent years. And would love collaboration with my board colleagues on that. Director b Batchley, would that be like something that would be considered um school safety as a, as a priority. Or is that, I think that should be, yes. And both, I think we should figure out through our own budget process. What are some investments that we can make,
but then also what our partnerships that we can have, um, to be able to continue those investments because those are, I think, really good programs and they re not ones that we can totally fund for ongoing years. Beautiful ok, um, Superintendent, is there anything else that you, that hasn t been mentioned that you can predict is going to require significant board time next year. Anything additional Thank you. Um, I think that this would absolutely be discussed in, um, teaching and
learning, academic outcomes, um, is you know, like at the top of the list, um, but everything else that s been mentioned is a priority, but it, it, it goes through every one of these things being discussed. But this is what we do at school. Learning. Ok. So Director Berry, you brought this issue up. We got a lot of information just now. Is there anything else on this, at this moment? That we should do besides knowing that. It has to be agenda. As you guys proceed. I think that s it. I think
verbal commitment from board leadership on agendizing. These items, I think but that s the it would be good to agendaize them in the first, um. Meeting in August ok. Yes I would just like to encourage the board, board leadership to take a look at the cspa sample School District Governance calendar, which outlines some of the Mary very varied job responsibilities that you have as a governing board, and they give a timeline as to basically when you should be looking to take those up.
Uh, so that you are have a comprehensive list of some of the things that are your responsibility. You you name specific items here, but there are a whole lot of other things here that boards are responsible for, and you have to pay attention in terms of meeting your statutory responsibilities to be the governing body over those issues. Thank you. Yeah. Yes One more thing I wanted to add was it is a part of the facilities process, but the board needs to keep in mind, um, the bond process. And that s coming up as well,
so that has an overarching, we have, you know, everything is relevant, but it s all interconnected. So I wanted to make sure that we highlighted that. Thank you for calling out. Yes. To that end, um, the renewal of Measure g1 also, we ll becoming this NOVEMBER. I can t believe I forgot it, but there is just so that it s clear, there especially because Edgar brought this up and then things are, people are remembering things. This what we were just talking about is not comprehensive. What I was trying to help us unpack cause like there are going to be things that require the full board to be a part of, which is a different challenge than
getting 3 people in a room to discuss something at a facilities committee meeting. So like if we all have to take a vote on things related to the superintendent search on things related to charter, like those are the things that we have to plan for today because it s harder for us to organize around that. So just so that to clarify, make sure I understand you re, you re saying we need to be present at board meetings. And be prepared and have all of these things agenized ahead of time and so that we come prepared. Is that? In the first challenge being we have to put the, we have to
plan for them to be on an agenda. That s the agenda and then yes, then it s the board s responsibility to to be prepared for those conversations, but something like bonds and even measure g1, that could go to a committee first, so the challenge of scheduling it to me is a little different. But I could be, this is for another conversation, but I think that another piece is how our agendas are actually done. We ve tried normally to do, we ve tried, I don t know, we ve tried to have like one operational meeting and then one more uh, talking about students and safety and some other things like that, but I feel like our board agendas, I
m just going to say are a list of everything that we can cram in 5 hours and um and it s there, there isn t that we really need to develop a cohesiveness. Oh my goodness, what happened to your arm? Um, sorry. Ok, um, sorry, I just, ok, but it is, it s a real problem I ve seen that some of the work I m hearing that some of the work for you all as a board is to get some uh revise how we re agendaizing things and how we re using our meeting time to make sure that we re not losing important things. and also
to make sure we can make meaning of things. Yeah, there s a focus to meetings. I mean, people should come to our meetings knowing that there s going to be a focus to that meeting not just a list of 100 items which is what our meetings here are All right. Not a finished conversation by any means, but a really and a really, really important one that, um, I m glad got going and my hope for you all is that it you. You continue that you figure this out. That you work to have a, a clear plan. Yes, Director Batchelor, if I
can make one last comment around this. I think one thing that would help me as a board director. Keep all of these things in mind and be able to um do the things that we need to do in a timely manner, is to make sure that we have robust communications that go out so that families and school site staff and students are able to get this information so that we can hear from them, because quite honestly, it s been difficult for me to, to think through like when would be the most sense to have these conversations with folks, because when I show up, people have no idea what we ve been doing. Um, and I want to make sure that, again, we re having like clear communications as to
what are some things that are coming up? What are some things to be looking out for, so that when we re able to engage with community, um, there s a way that they have at least seen what we ve been doing and, and can have like that initial, um, uh piece, uh, already built into that conversation. So we don t have to start from square one. Ok. And I think that s going to be the help of staff to make sure that that happens, um, and also really be thinking about what do we have now that s going to be coming on the ballot and what we have coming up that will be on the ballot, such as a future bond. Yeah, beautiful. Ok. It
s 1:56. We um the, the charter matters. Charter matters committee still, we need to address, um before we can move on to other things, is my understanding. Is that Hi I think for the sake of time, um, we would put off charter matters unless there s a particular. Um, I know that there s a calendar coming out and I think we can talk about that at a, at a board meeting. Um, but of the upcoming, um, charters. Uh renewals What s the consequence to not. Getting a little bit of the scope and sequence, some clarity about the scope and
sequence for charter stuff I think it s really important in terms of the boards timing, like we have a robust agenda around the work that needs to be accomplished annually and um I like the idea that um Edgar brought around just looking at a comprehensive calendar because they re really is. Staff time and the board work time to make decisions and the board has a responsibility to make decisions related to charters. And so having that calendar of the work, the staff work that has to be completed and even just when you meet, it takes a
lot of time to review the information to read the information that the board has an obligation to make decisions on, so we have, we know in advance now what those timelines are, so we just have to make sure that the calendar is really clear so that the work does get done. Um, so I think we re, we re clear about the standards that are used to evaluate and get feedback, but those hearings have to be scheduled. The, I mean, there s, you know, statutes related to that. So our calendar is going to be very critical given all of the work that has to happen next year. And you re saying, so we
need to check in about the charter matters. I just think that that that there needs to be a priority, so staff knows. That. What work that has to be done by our charter staff. To make sure that it aligns with the overall calendar of the board to get all of our other work done. And MISS Lindsay, you had uh a hand raised. Yes, yes, uh, just on the charter calendar for next year. You do have those renewals and several material revisions coming forward, and I think Board PRESIDENT, uh, we talked about, um, a specific request came from the charter department about whether those renewals needed to go as a new ledge matter. It s a kind of a
technicality. The law doesn t require that your policy doesn t specifically and so that MAY be an opportunity for the charter Matters Committee to have space for those renewals instead of it being just a um technical check-off of a new ledge matter, um, coming to board. So that s for consideration and then I think this year you scheduled a couple of uh special meetings just to handle when there was heavy charter renewal or material revision material, so that s just something else um that I think you re gonna need to continue next next school year, looking at what s ahead
I think we ve already worked out the recommendations between the gen uh MISS Lindsay and uh the charter director and I have had the board of staff who had conversations about scheduling uh, in consultation with the PRESIDENT Of the board. All of the charter matters that are expected, uh, in the new, uh, school year, uh, of which you will have to, uh, make decisions as a board. You know, most of the stuff that you do, while I respect PRESIDENT Boearhart saying, uh, a list, but those things are statutorily required. So, you re, you re gonna have
to do with direction of the district kinds of substantive issues, but you re also going to have to do those things that are statutorily required of you as a governing board because a lot of that s that in you, and while you can only delegate so much to staff, you ultimately have to make the decisions. Ok, yes, PRESIDENT. I think last year it did work. I mean some of it is depending on when they apply for their renewal from the period. So I think working with Kelly last year in the different time frame, the statutory timeframes, and then trying to lump them together so that we could do special hearings with a number of schools at one time, I think
we expect some fouls in JULY, which will start the, the, the clock to roll, and you will be doing some early consideration between uh 60 days and, and 100 days thereafter. So we ve got all that mapped out, uh, to, uh, when, when they execute, so that we stay within the statutory timeline, and you are able to make the substantive decisions about whether or not there is merit to renewals. Right, but I think that calendar also depends on when, so Kelly has been really good about giving the timeline and then we can set those meetings from there. So whe does this leave us in terms of anything else, anything that needs should be discussed now.
In terms of the charter matters. I think that the only thing that s not clear right now. Is when the public and when the board, because I m speaking selfishly as a parent. When we can expect to know when we re convening. Around charter hearings and whether these will be allocated to special meetings, not currently conceived. Etc. Like what s the timeline for decision making? When will we have everything calendared? Yeah yeah. And in general. Ok, in general, it s we have a, we have a, I m sorry, we have a we have a calendar, but it depends on when the charter
files, because within 60 days of their fouling, you have to hold a hearing The first initial hearing. Within 90 days, you have to make a decision. All of those are as, uh, MISS Lindsay and and uh the charter director and I have all discussed, so it depends on when they file it. You know, we re on vacation as a board and as a board staff come JULY. They re going to be filings, we expect filings in JULY. That kicks the timeline off. So, despite my being on vacation or we being on vacation, we have to, we have to know what to do and we have to do it in a timely fashion.
So, is working with the schools to know, so unless it s like this is the schedule unless something disrupts it, so you should be able to have that tentatively scheduled out, which I m, it sounds like that s what you have. No, no, kind of, we do have, uh, we do request, uh, the charters to let us know when they re going to submit it so that we can kind of plan ahead, but they don t, they don t have to tell us. They, we just have to schedule it within 60 days of their submission. So, so that s what we re beholden to, um. Unfortunately, the director but
um Barry, we can t. Map it out in advance Yeah. Ok. Is there anything else on this charter matters that we should touch upon and yes, Director Batchelor. Yeah, I think one thing and one of the reasons I have kept bringing this committee up is from my understanding, it has not met this entire year. So it has not done any sort of preliminary conversations or evaluation with any of the charter schools that are coming up, uh, which again is concerning to me because we have 9, and that s a lot of information outside of the material revisions. So I
would love to understand the chair s reasoning why the meetings haven t happened. And the board committee members as to why they haven t asked that the meetings happen, um, because again, it is up to 2 board members in those committees that can t request a meeting to occur. Um, and again, I think this goes into we have committees for a reason. If there s no longer a need for a committee, it d be helpful to understand that as a full board and make a full board decision versus one person and or a committee making that decision on its own. Um, and, uh, yeah, I think what s going to be difficult is those members of the public that are in those charter
schools have not presented to anyone on the board. So there MAY be some huge, you know, gaps. There MAY be some concerns that we could have brought up earlier, but then we will have a very truncated, very speedy, very heavy process to go through in the fall. Um so that s just one of the concerns that I have going into this. So this, there s a question of why has the committee not met? Do we still need the committee, um, and for the board to really actually be part of that, have a conversation. And I think that this is not like we re
over time right now. Um, and so I m gonna suggest that that has to be. This has to be tabled and agendaized on your next meeting. I don t know when that is. Um, but this is very important conversation for you guys to have. And um unless you want to make a different decision, I think I think we got a bunch of information and it s really important that the follow-up will be very important. Yeah, my assumption it s not my assumption. I declare. I m just kidding. PRESIDENT Brohart, I, one suggestion for you and Vice
PRESIDENT Batchelor is to have a conversation with the chair of Charters, Charter matters because the assignment that every other chair has been given today is the same assignment that he has, which is to have a conversation upon which a scope and sequence can be built like that has. To happen so that we can, we can have this Yes. The has to at least be. Um, who is on the charter matters Committee. Myself, um, Director Williams, and then Director Hutchinson is the chair.
Ok And, and just remember statutorily. The chair or the majority of the committee can keep it functioning ok. So it does it s not dependent on one person. Ok. So this is we re gonna, we re gonna, we re gonna, we re gonna pause. This is useful information from everybody. And this is gonna be on your, on your docket hopefully for your next, your next convening. Um with that, with that,
um MR. Rakestraw, do we go now to uh public comment on any of this retreat. And then I think the PRESIDENT Has the board has 2 additional items to consider, which also will require uh an opportunity for the public to come on separately from Before we do that, MR. Rakestraw, can you poll for an AUGUST date for a retreat? No, not, I mean, in the next before. Ok. All right, I will do that. I m giving it time Boardman was bear in mind that I that that that I need to know from you of your availability uh for AUGUST AUGUST AUGUST and
and if PRESIDENT Berard you have some dates you want to suggest, I can poll against, I will do that and we can get that going I just don t wanna in a side conversation. 3rd week of JULY, so, let s ok. Um, is there public comment on just before you turn it over. Um, I wanna, um, thank Ms Gordon for your facilitation. Oh my pleasure of the meeting today and then um I d like you, then it would be appropriate to turn it back over to the PRESIDENT To continue the meeting. Ok, thank you all so much for allowing me to be here with you all. It is a pleasure and very fun and you re doing really hard work. Really hard work, and I
appreciate each one of you. Yeah, yeah. Real, real quick question, just before you leave, before you before you take off. I think we had really good, um, in-depth conversations about what needs to take place with our board work, there were some commentary in regards to coming back in AUGUST to continue to move this work forward. So, um what of our takeaways now that we ve finished all this in regards to be clear for everybody to understand what the next steps are. I think there s a lot of conversations, but we didn
t come to the conclusion of what the next steps will be and what process as well, uh, be utilized in those next steps. Uh, can you give us some suggestions? Yeah, well, my understanding is chairs are gonna come back with a draft scope and sequence for the committee. Um, in, you know focus on those specific metrics. That and that there are a number of that that you guys have to take up this question of the board. Uh work plan right, and how you re gonna put those things together that you probably also need to, it
sounds like there s a need for some system revision around the agenizing and the communication, and so I m not sure if anything will happen between now and and that that meeting to bring anything to you if it were my house, I would, I would want to come with something because these were loud and clear needs that were expressed. Um thus, those are the, and then obviously the charter, the charter piece coming back to the scope and sequence for that. Is that helpful ok. Thank you for asking So now it would be appropriate
to turn it over to PRESIDENT Rouhart. For public comment I also want to say thank you to Eve. I really appreciated um this wouldn t have come together without your support. Uh, is there any public comment on the retreat? Uh, yes, MADAM PRESIDENT, we have 2 Asada Olabala in Adriana Vegas Alright, uh, 2 minutes, please. Hello. Um, so I just wanted to make a quick comment cause I ve been here the whole time, um, and I just wanted to make sure that we can follow up on how we re supporting our student directors moving forward, um, aside from thank you Doctor Sadler for already scheduling a time to meet with me, um, but I do want to meet with the board, um, either in small groups or
one on one just so that we can also discuss what board orientation will look like and so that we can move forward and schedule that for our student directors moving forward, um. And maybe talk about, uh, some ideas on how we can agendaize some of these things, um, I do want the students to be a part of that process as well, so that s all. Thank you. Thank you, MRS. So Your discussion on partnership with the city is not enough. You need to know what s going on with the city as it relates to you. The budget was discussed last week. You were part of elimination of monies, $200,000 taken away from the beverage
uh, uh, funding going to water for your students was transferred to the senior centers. You also have uh Department of Violence Prevention. I talked to the director. They are not going to be funding you. You have to, if you want them to be a part of the scope of work, you have to fund it. That s understood Uh, prioritization in this district has to be created in a fair and equitable manner. In my opinion, it doesn t exist. Am I going to go into detail details on that. You have to be in compliance with the Department of Education and with the Education codes of the state of California. You re out of compliance with
issues like volunteers in your school district, expulsion requirements and truancy requirements. You re out of compliance with the Department of Education related to the anti-Semitic issues, uh, related to black students being boys being suspended, you haven t resolved that yet. Uh, black, uh, boys being placed in disproportionately into special education. And the closing of predominantly black schools. As it relates to staff accountability. It doesn t exist. Particularly when you have one issue with the water, uh, being identified, let in the water at 30-something schools. You said you want to hold people accountable. That didn
t happen. There s some areas where you have safety in this building today. Anybody can walk in here with those children outside, no safety for them and no safety for me in this room. It doesn t exist. I was appalled to see all the open doors that exist. Areas of concern of of violence prevention, reading literacy was discussed this morning, but you need to concentrate on literacy comprehension. Life skills, workforce readiness. Icap does not include last point, icap does not include the focus of the uh of African-American students. What is the element that s going to
exist in this district that focus on the needs of African-American students. Thank you. And with that, we will move on to item c2, 26 1564, Special Education program promotion of school stability and belonging for disabled students in ousd. Director Lana, I d like to make a motion to approve. I second it. I believe um there is one staff, uh, amendment. I ll add it to MISS Lindsay. Yes, thank you, uh, director Lada. There is one line that was included um in error and so that line just needs to be um
removed from the resolution. It s the first whereas clause. I believe it s the, is it the 3rd? I m sorry. Ok, I pull it up now. It is the 3rd or no the 2nd be it resolved clause where it reads, uh, the final line after the comma. Prior to the process requirements in this resolution being fulfilled. That uh is stricken and I will send the correction for the record. Sorry, it s the prior to the process requirements in this
resolution being fulfilled, that s being stricken. Yes, and I can share a screen if you d like. Ok ok I ll just provide the red line copy, um, for that Looks like I won t be able to share screens. Uh, do we have public comment on this? Yes, for public speakers, public con we have Assado Labala and Ciente Molena. Oh I was gonna bring it to you. Stability and belonging for disabled students. Like I said before I, I haven t seen anything. That in the past has created stability for our special
education students. So this is some new initiative, right? Something you ve never done before. Because I haven t seen it in uh I ve seen MISS Janelle Harris, constantly trying to get uh services for her, her son, and she s she s filed complaints after complaint after complaint with no actions taken to deal with her concerns. So does this include the ability to have strategies to deal with complaints of parents. I see it on your agenda item that you have something related to and the consent agenda. Uh. We have, we have failed to come up with strong, stable
capacities to serve. Our students who are in special education. And the thing that is a part of what you are about is you re willing to act like we re getting results when we re not. And that creates the problem You re willing to say we are on the road to, are we close to, or we have been able to do some things and not others. Ok, let me finish with this. You are leaving out even though you re dealing with this, and an important part of the population of our school district and that s our gifted students When I came here in 2007, and attended my first meeting
of this school board I recognized you had no services for gifted students. I personally had been exposed to that in New Orleans. You told me you had no money to do it. But soon as you had the newcomer students come, you had this elaborate funding for newcomer students. So that was a lie. Why do you not support our gifted and talented students in this school district is beyond me. We are losing a valuable part of this community. We don t, when we don t serve that community. Thank you. Next speaker please I m Cynthia Molina. Um, here
just to speak to the process and to appreciate the process. Um, I know that this time was difficult for um cac members to attend. It still doesn t deny the fact that they have met with staff and with leadership about this resolution, hashing out things that addressed every single concern that was raised for years. So, um, thanking the parent leaders that might or might not be listening right now for their patients, thanking the board liaisons and staff that have collaborated thanking Jen Blake for providing all the relevant information about its
feasibility and how to do it in a way that s thoughtful. So, um, yes, this is the product of 3 years of careful work. So, um, just recognizing all that. I m glad to have been a part of it. Are there any bored comments Director Hutchinson Yes, thank you. Um you know, the fact that there was business scheduled, uh. During the school board retreat. It s kind of indicative of the many problems we have going on in the district. And having watched the the prior conversation. Um, it was pretty wild. There s just not even a general understanding of how things work or what the job is.
Um, but I want to be really clear about this resolution. Uh, beyond, uh, what merits there might be in this resolution. Uh, this board and this senior leadership team have proven that it doesn t matter if we pass a resolution because people will ignore it. You know, we passed a 3 hours resolution. It s been ignored. I can rattle off half a dozen other resolutions that have been ignored, board policies, board bylaws. And so what this is is just some words on a piece of paper. And we should be really clear about that here and what there hasn t been a discussion of is this same board and superintendent. Proposed cutting special education funding. By 10%
on their latest document is said by $12 million. Yet. The latest document also said everything was pending. But we don t even know what s been cut from special education funding for next year, just like we don t know what s been cut from any place. but nobody is talking about that. Instead, we want to create procedures of community notification at a meeting that the community couldn t intend because there was no proper notification. Um, and we need to be really clear, our budget deficit is largely driven by the fact that we spend well over $100 million from our unrestricted.
Because our restricted dollars don t cover education spending fully. And so this is all interconnected. And not only is there a real question of why is this being put through now when there s no changes on the table, no discussion of anything because this board and superintendent have not had those discussions all year long. The way this is supposed to be done is the same way everything s supposed to be done. Part of a larger comprehensive plan because we re supposed to be a unified school district. So we don t make decisions about special education programs and creating notification procedures in
isolation. Of the rest of the district, we create a universal plan that serves all of our students well. And this idea that uh some families are gonna get one set of notifications and another set of families are gonna get another set, and that we re on a craft policy and put all this work into special education while allowing the budget and the rest of the district to this tank. I mean, there hasn t even been a conversation about how are we going to deal with the fact that we re planning to have one less elementary school network next year. What s the staffing changes? What s the flow chart? What s the job responsibilities? How are things going to be covered?
And so again, this is great. You know, some good language on a piece of paper. But until there s a board and a senior leadership team that s going to enforce resolutions as the letter of the law. Doesn t hold a lot of water. Thank you. I want to speak to this resolution as someone who introduced it 3 years ago, um, and someone who s a former special education teacher, and I think what this really addresses and I again, the work of the parents, um, whose students were affected by this, the work of staff the work of Jen Blake, I know you mentioned, um, but
so many people were involved in crafting a resolution that promoted the rights of our disabled students to remain in their school sites. Um, for many parents, again, this, this came about as a, as parents found out that their programs were being closed and I think what this really um to me not only just celebrates the hard work but also celebrates the acknowledgement that every student enrolled in a school. Deserves to stay there through the full grade span. Um, I appreciate the fine tuning. I know many, many people looked at this to craft it.
But again, the really at the heart o this. Is that our disabled students deserve to start school. At the school they start at, they deserve to stay until they promote with their classmates. Um it s often very hard, you know, for students to move. I ve, I ve been in programs where students moved in in 5th grade. And you know, if you ve ever taught 5th grade, that s the last year of belonging to elementary school, and there are, there s both the celebration of being 5th graders and the anticipation and the, you know, nervousness of moving on to middle school. Um, I think at our middle schools we ve seen programs in
the past moved and again we know for those of us who have middle school, have taught it or have middle school, you know, children. We know this is a time when our students really want to belong. Their friends matter to them. I think it also really matters to parents. Again many of our parents who are in, whose students are in disabled programs really have to fight to be a part of that school. And when they ve established the same contacts, parent contacts, they ve established their positions on SSCs or uh PTAs. Where they feel they belong to then be told that their program
is moving. And every student deserves. To be treated as a full member of that school community and every parent deserves it as well. So again, I met, you know, much appreciation to cac, to Cynthia, to jd Woloshin, Jen Blake, Rachel, um, I think that many, many people saw this as something that was critical to our disabled students. So um, again, I urge my colleagues to vote to pass this and um if there are any other board comments Thank you. Uh, MR. Rakestrack, can we have a roll call in the vote, please? Yes, on the, uh,
boat to, uh, prove the resolution is as amended, meaning that the stricken line is taken out, uh, student director Simmons. Student director Smith Director Lauder. Yes. Director Williams Yes sir Director Hutchinson abstain Gregor Berry Yes Director Thompson is absent. Vice PRESIDENT Baselor. Yes. PRESIDENT Berhar Yes. Motions adopted Yeah. You can cheer. The next item on the agenda is the adoption of the general
consent report, and I understand there s uh another motion. Am I correct? No? To take these up? Motion to adopt the general consent report. Second uh, board comments Point of clarification, please. I, I need a ruling from the parliamentarian, uh, bored bylaw 93 PRESIDENT MAY agendize a vote on a new board policy amendment to an existing policy, a resolution, or any other proposal, the superintendent must first provide a fiscal impact analysis that includes at a minimum, all of the following a description of salaries, goods, and or services.
The source sources of funding that have been identified to pay for the salaries, goods, and or services. The amount of funding that would be needed, that would need to be allocated both one time and ongoing, whether other programs, positions, or services would uh would be affected in order to reallocate the necessary funds to the proposal under consideration. This requirement shall not apply if the proposed increase in total expenditures are less than $100,000. And lastly, the board MAY forego the requirements of this bylaw for a particular item by unanimous vote of all members present. So in reading through the consent report, there were a number of items that did not
have a fiscal impact analysis included in the memo. And um some of them just only listed the dollar amount. Um and so I want a, a ruling on these items. I, uh, listed all of the items in the consent report that involve over $100,000 that do not complain of fiscal impact analysis. They are d1, d2, d9. D15, d16, d 17, d 18, d 19, d 20, d 21, d22, d 25, d 26, d 29, d 31, d 38, d 39, and d 48. And I m very disappointed because I brought up these issues at Wednesday s board
meeting. And still in scheduling a new meeting, there have not been a fiscal impact analysis included. So, my reading of the board bylaws and looking at these documents, it s clear that the items I listed would require a unanimous vote. And so if the consent report does not get a unanimous vote from the members present. These items cannot be approved and so I would just like a a ruling on that to make sure that um board bylaw 9322.1. Applies to these items. Thank you. Uh, the question, uh, being raised right now. Is the items on this. Consent agenda that s been
specified by Director Hutchinson. I think that board bylaw says basically, uh, new expenditures. That are not budgeted Question is, whether or not the items that are named by Director Hutchinson. Budgeted That s the first threshold question. Uh, as to whether or not uh we can tell whether or not uh there s revenue for those uh items. That I do not know, uh, because I have not looked at the individual items That s the first question So are these new expenditures or are these items that are
budgeted. And if we pull up the items that I listed. You will see that that information is not included on the memo or the supporting documents. That s why I didn t list off every item I listed off the the apparent, the apparent items. And so if we need to, we can go through each of them now, and we can point out on the documents where that information doesn t exist, and I brought this directly. Up on Wednesday I brought it up directly to General Kinzel, general counsel Lindsay on Wednesday. So there shouldn t be a
surprise to anyone. So, so I, I, I got a little bit um thrown off. I think you brought up 9322.1 or is you re talking about 9322.1, right? Didn t you? Wasn t your question regarding the fiscal impact analysis and the need for a, a unanimous vote. 93221 and I brought it up to you on Wednesday that these items in this consent report did not include a fiscal impact analysis, in that case, 93 I heard physical impact report, 9322 does not address fiscal impact. I wanna, I wanna make sure I m reading it off quick. Bored bylaw 9322.1 fiscal
impact analysis, where it has 4 components that make up. A fiscal impact analysis and a requirement of a unanimous vote. That is the term that is used in the board bylaw, which I m reading from directly. That s the question. So I, I understood your question to be, um, part 9322.1 if there s a fiscal impact analysis and 93221 states in relevant part that you re referencing. Um, before, before the board PRESIDENT MAY agendize a vote on a new board policy. Amendment to an existing board policy. A resolution or other proposal
the superintendent must provide a fiscal impact analysis that includes the minimum, um, list of things. So that is a new sport. No, no, no, no, no no. And, and then there are 4 items underneath that explicitly detail what s in the board bylaw, and what makes a fiscal impact analysis. So if you re gonna read it, it s the next 4 items that are the pertinent items in the bylaw. Of salaries, goods and services, the source of the funds, identified to pay for the salaries, goods or services, that amount of funding that we need to be allocated by one time and ongoing, whether over
other programs, positions, or services would affect um, will be affected in order to reallocate the necessary funds. Um, but my point is, this is related to, as it states pretty clearly, before the board PRESIDENT MAY agendize a vote on a board policy, Amendment to an existing board policy a resolution. So, and it s never been applied to this or any proposal. It s or any proposal. A contract is not a proposal. It s not a board policy and it s not a record. So is that going to be your ruling general Councy, that this doesn t fit a catch-all of any proposal.
So, um, director Hutchinson, I ve I ve never in all my days seeing 9322.1 elicited with regard to the consent agenda and contracts. This has always been about work policy resolutions. Always, always. So this would be the first time ever. I m just reading what s listed in the board bylaw, which is explicit and all-encompassing by using the phrase any proposal. So you might not have seen it before, but it s still in the board bylaw, and it applies in this case. No, it s not her ruling. I asked for a ruling from the parliamentarian, and if people are not going to force our board bylaws as it s explicitly written, that s even a bigger problem. That s why we have board bylaws. These are, I don
t see anything funny about this. When I brought this up, and there s no there s not even information in here about the 17 $17.6 million a year, 15-year contract. All it says is 17.6 million. 2040, 2041 for the fiscal impact. I think that both of the parliamentarian and the general counsel have given a ruling. No, I didn t hear a ruling. Uh, I heard the ruling to be that that it didn t fit the criteria of that any that that we ve never done this for general I m sorry, um items on the excuse me, I didn t hear them make that ruling. You can t tell me what their ruling is. So I asked, so I asked for a ruling from the parliamentarian. I haven t
heard that. I didn t hear a ruling from General Counsel Lindsay. So if the rulings on bee this doesn t apply when it s clearly, I mean, on the memo, it says fiscal impact analysis. And there s nothing there. And then I go to the bylaw for a description of what a fiscal impact analysis is, and it gives the description. Director Hutson, let them give their ruling since you didn t hear it, they will give the ruling again. And what I heard, uh, is another recommendation, uh, I believe that was the phrase theology we use, a recommendation here is to spend money on contracts. Is this budgeted? That that
s the central question that uh is being asked here as to whether or not a physical impact analysis is required. If it s in the budget, it s fine. If it s not in the budget, it doesn t comply with the bylaw And and and I understand people MAY be disagree with this, but that s my interpretation, uh, of this particular instance. Thank you, and since the memo documents do not say if it s budgeted or not or where it s budgeted. That means the bylaw applies. Thank you. Superintendent are those items budgeted? My, my understanding is that the items are budgeted and we
have staff here that can speak to the specific. Uh let s hold on I have staff here that can speak to the multi-year contract that you were referencing. Um, so I, I, I referenced over 20 different items-year contract. I can, I have staff that can speak to that. Would you like to speak to that at this time just so for clarification since it was referenced, uh, and, and just a point of order. If it s not included in the documents that were submitted. Including the memo. Somebody speaking at a podium does not carry the same weight as what s in the agenda, what s in the documents, and what was shared
with the community. So to fill in more information now, still doesn t do the job because it s not contained in the fiscal impact analysis connected to the items on the agenda. So if this really does exist, if it s budgeted, then the only option is to pull these items back, include that information, and bring them forward at the next meeting, but you just go ahead and think you can fill it in when it doesn t exist. The board bylaw will still apply. MISS Rainey, do you want to go ahead? Yes, um, so I, I believe he pulled 7 of mine, so would you like me to go line by line or you want to specifically go about the 15 year one. Can point of clarification, so I, so since this is, I d just like to understand from the
parliamentarian and the general council so that we understand what specifically we re requesting of our staff to provide to satisfy the requirements of the bylaw. Can you clarify what question it sounds like MR. Rickshaw, you re saying it has this already been included in the budget. Therefore, this provision does not reply. Can I just get that clarification so we re going to go through 20 contracts. Would you repeat? So my question is, is that, um, the point that Director Hutchinson is raising around the bylaw requires is that is this budgeted for? If the if the superintendent or staff has confirmed that this is in the budget, then the bylaw does not apply because I, I don
t think I, I, I understand that there s a need to satisfy this bylaw. Therefore, my question is, what specific answer is our staff or what question is our staff answering to satisfy the bylaw that it doesn t need the additional information named. The staff needs to provide is this budgeting. Thank you very much. So we should, or is the and is so board PRESIDENT Is the plan to go through each of those contracts because the bylaw in question says that before things get agendaized and put on that basically is not already in the approved budget of the
year, you must then give a financial analysis. And in this particular instance, the superintendent has said that there s money available to pay in this year s budget to pay for these items. Director Hutchinson has asked the question, is there money? So, the facts would speak for themselves. You provide the proof that there is money, and that is, give a funding source. Of this, that s budgeted from this year s budget. Can I just clarify that because it sounds, I just, I feel a little bit like um the what we re trying, what we re asking our staff to satisfy has changed over the course of last
meeting, this meeting, and over the current discussion because one, the the bylaws states that the, that we need to ensure that it s budgeted. If the superintendent has agenda something and and then my question, then my question is, how does this apply and if what we re asking staff is, is this in the budget? That s, that is. I guess you re stating a different level of uh, you know, I No, I am not stating a different level, all the superintendent has to do is to answer the board s member s question about the resource. Is there money identify it. He s
raising the question because uh it does not say that there is a funding source for the items that uh he has raised. And I will give a recommendation at this particular point is the best, in my opinion, wages satisfy this unless the board wishes to proceed otherwise, is to have these items that he specified in particular. Brought back on the 24th meeting with the funding source listed, and that should satisfy his question. MADAM PRESIDENT, can we hear from MS. Rainey? Um, so are we, so to clarify, am I speaking about have 8. Items
or am I speaking about the specific one of d16. As to if it s funded or not. Were there other items that he listed that Director Hutchinson listed? Let s speak to all of them. No, I m, I ve asked MISS Rainey to speak, if you re don t speak to all of them, please be very clear and specifying what year that we re talking about, either there needs to be a document showing this year s budget of where the money s coming from and the trade-offs, or in the draft budget for next year. There needs to be something in there that gives notation of where we are going to find that within that document. So again, somebody just verbally
responding, and saying yes or no to the budget, um, that doesn t satisfy the components of an analysis, and I want people to be very careful, because now we re into an area where whatever people say on the microphone now, they re going to be held accountable for. And when the easy solution is just to bring this back at the next meeting and satisfy everything, but instead people are pushing this forward with the other questions that are going on. When I put general counsel on notice last week about this. People should be very, very careful. Rady. Absolutely. So for d13 it s a mou with ac transit there
s a no cost, therefore no resource for d15, 17, and 18, um, that s our spa certification. We are a point of clarification. I didn t bring up d13. She s going through the ones that she s discussing, the ones that are in her department. Ok, so this I m going to. So this has finished. So, this has nothing to do with the items that I brought up that just don t have a fiscal impact analysis. She s just presenting everything. So we just need to be very clear. As we re trying to answer this. I would specific in the numbers that I polled, and Superintendent Sadler asked her to come up and speak. I thought on the items that I pulled, and now you ve turned it into something else. Can we let her speak, please?
So you, you, you pulled, I believe, the sa certification for field trips and athletics, uh, which was d15 d17, 18, black tie, beer and bus loop, um, in order to do a a resource code is not included because these costs are not funded through a centralized district budget instead expenditures occur at the school or program level. And they re charged to the appropriate funding source at the time services are requested. This does reflect the district s hybrid operating model, procurement oversight and vendor approval are centralized to ensure compliance and fiscal controls while spending decisions and funding sources are decentralized at the site level, so
procurement will do the rfp so this contract is a general contract, um, which is why there s no resource or fiscal impact. What we do is we do an analysis of what we spent last year and then that s how we anticipate the cost for things, the same with d19, d20, and d21, which is odp and Lakeshore learning. This is also a piggyback, and so it s multiple resources and multiple types of uh funding sources, which is why there s no funding or funding impact on those. Um, to speak for these 16, which is Zoom. There is a current law on the books, uh, ab 5s. Let me let me flip. I only got one arm, so I
apologize. Uh ab 579 was invoked uh in 2024 and what that did is I did 3 board 2 by 2s to share the information about the law, um, and the reason why it was passed in the state of California. Um, it does match the life span of an ev bus, um, so basically you re offsetting the cost of your capital equipment over 15 years verse 5. So the number you see on the board memo. Is the highest dollar amount after that 15 year span. The first year is currently budgeted, according to our budget, uh, which is 13.3 million.
Yeah ok You re fine. Thank you. Just can I make sure I do a quick check for understanding real quick. So from what I m hearing, among the, some of, at least some of the items that were pulled. The answer to why we don t see a resource code is because though that money was budgeted for, we won t know the specific code because that will happen at the time that a school sort of requests the services. Correct, correct. That is correct. Ok. Thank you Are there any public comments
on this side? Just a follow up question, if we were to look at the budget and the lions in the budget today. Where will we, where will we find the money that is resourcing for field trips, athletics or for school school supplies. For both. That is completely across every centralized department and every school site so we could present but it would have numerous resources, numerous object codes. Thank you One of the requirements that, um, in terms of one of the work, some of the work that we ve been doing with outsourcing and doing master contracts. Has to do with just that,
having master contracts, field trips, study tours, we don t know those in advance, but they do an evaluation of what has been done this year to estimate what the amounts of the monies for those kind of um expenditures will be and so we set aside money in the budget for that. Same thing with um used for transportation for our students who are involved in sports. We do a projection of what that might be. We cannot predict the use of the exact amount of what that those costs are, but we have estimates on an annual
basis of what that might be. Which was indicated Are there any public comments on this? Just, just a comment, a comment on what? We, we, I, I had a point of clarification, and it devolved into this. So again, just so we can be clear a fiscal impact analysis that includes at a minimum, all of the following a description of the salaries, goods, and or services. The sources of funding that have been identified to pay for the salaries, goods, and or services. The amount of funding that would need to be allocated both one time and ongoing. Whether other programs,
positions, or services would be infected in order to reallocate the necessary funds to the proposal. Under consideration. That is the bare minimum, the four components of a fiscal impact analysis that still applies to everything. Actually, I just heard it reinforced because to be told, it comes from various sources that does not satisfy. At all the board bylaw requirements, and so the only way around this, where these requirements wouldn t apply like this is if the board voted to change the board bylaws, so this was no longer written in our governing rules.
And so, again, the items that I listed off, I would expect that no matter what the board votes, because I won t vote for it. That it will not be listed as past. And then these things die. So that s why again I recommend that the board PRESIDENT Bring these items back at the next meeting so they can be done the right way. Thank you. I just want to clarify, I believe that you said because there s a hybrid of of funding between Central and Sites and because again we don t know the number of games the students will be attending, but we don t know what the athletic schedules are. We don t know, um what the field trips, the
travel, uh, I, I assume that was for bigger trips. We don t know what those are at this point. So therefore, that s why this is written in the way it is. Thank you. Are there any public comments on this? Are there any public comments on what you need to say on the full consent report then are we finally moving on to the full concept report. Please see, that s why I didn t show up before. I I watched it, but the way you like to talk to me here is entirely unacceptable, and it s only because I have good home upbringing that I don t respond how I really want to.
So you can cut me off however you want. You can keep doing these things. I know people don t like it because there s rules that they have to follow, but that s why we have board bylaws, MADAM PRESIDENT, there are 2 public speakers. Thank you, and this is on the entire consent line since nothing has been pulled. Yes, this uh Mario Capitelli and Asada Olugbala. Asada is Mario online? Mario will be on his way, uh. Yeah stabilizing your fiscal situation and then to have items for which you are approving and you
do not have the source of funding identified. Speaks to lack of proper management of funding. So you have the ability to look at items on this agenda and question you have items on this agenda who had previously measured y items have been in separate agendas matter. Measure bj and y, but now you have it under this consent. This is, uh, thoroughly inappropriate. You when I go to the city council, every item has a source of funding. If you can t identify the source of funding,
you wait until you can identify the source of funding and then you vote on it. This is totally irresponsible. You have turf, I m trying to go onto some of these items. Item r1 you have take uh turf replacement. You have a daily log, and overseeing to proper completion and compliance. You re not doing that at McClymon s. A a fool, Colosseum College Prep. More money where you do an additional uh classroom to a school where we have 2 schools. Where we have under 300 students. You re adding on classroom space, totally irresponsible. R 6 and rs 7 is measure y. R9 is lead abatement of the water,
but you don t deal with the lead abatement in the soil, McClymons included. You have weed abatement at Skyline. You act like Skyline doesn t get any funding. You ve had more services related to facilities for Skyline compared to McClymon s absolutely no services during the whole school year. Uh, cleaning up properties and the general fund. You re not cleaning up that uh bunch over there. It s still, uh, work needs to be done. I am so upset about the way you re doing business. The irresponsibility, source of funding of each item has to be in place. It s bad enough that
some of these items, like you have this memorandum of understanding with Skyline related to the use of the bathroom. That started in JANUARY. The bus drivers going on the campus using the bathrooms started in JANUARY I ll continue to bring this up, but I can t identify how you re so comfortable with doing things this way. I m gonna uh also just before um we we called up for public comment. I m gonna ask um our my staff persons Preston and Sandra to come forth. These other items that were pulled are and their work area and they can speak to these items specifically.
Well, I, I, I couldn t see the present, MADAM PRESIDENT, um, I would just like to add that we ve already had issues with, uh, not allowing folks to speak during open comments. I would suggest that we at least have Mario since he s in the room speak and then have these two folks speak. No, no, no, come on up. Maria, consistency matters. And maybe we can see if we can do another round of public comments. Uh, you all received my email hopefully, um, I m speaking today not about what s going on now, but asking the question very clearly, what are we gonna do different next year? Um, you know, $3 million in translation contracts.
$120,000 which is $100,000 in labor. Around uh security cameras. An entire fte on two vegetation clearance contracts, which I know well, I have to clear my yard. I know what that is. Uh. $35,000 in graphic design, and I want to speak to the conversation that happened 5 minutes ago, because I think this is as someone who s been in the district for a long time. This is a tension. Do we centrally fund it? And serve everyone or do we fee for service it? And how do we do that if we re trying to do it and keep jobs in the district. We need a better way to address how we spend our money. We need to know where it s coming from,
but we also need to know we re gonna need to clear these hillsides every single year. It is a state, you know, I pay for it on my property every year. We know that s gonna happen. How do we staff for it? How do we build it in cause two contracts for an entire ftu and we re saying we need gardeners. That s a problem. Um, so all of these things are in an email to you. You all have them. I understand we gotta do what we gotta do now. The problem is I ve been here long enough that that s always the excuse. It s always, well, right now, this is an emergency. We gotta fix that thing tomorrow, and I get it. Kids are suffering tomorrow, but we need to take a step back And as part of the contracts committee, we
ve been trying to do that. We ve put some roadblocks in place. We re trying to slow us down. We re trying to think, you know, Shanti Gonzalez brought the fiscal impact a long time ago, and I remember watching her fight for that. And I think the spirit of what she was saying very clearly was we need to understand and ask those questions. Does it affect staff? Does it affect, you know, so I, I defer to the folks who are the experts here, but I think the spirit of that was understand what we re doing every with every decision and understand the financial impact, so that s my comment. That s not a priority Uh, we ll have probably comment
again after uh presentations from MR. Thomas and Doctor Aguilera. Sure. Preston Thomas, the Chief Systems and Services Officer, um, I just wanna pull up like, and we can look at the contracts, but I just wanna name something that s in the contracts. There was a grand jury report, and there were lots of efforts by the district in this predates me. And also general counsel Lindsay, where there were a lot of people that looked into, um, what s the best way to present some of the facilities s items, and one of the recommendations was to move a lot of that critical information that Director Hutchinson is asking
about into the action requested. So you ll notice a pattern in all the facilities contracts that come forward where it tells you whether it s an approval or a ratification. Then it tells you who the entity is that they re working for. Then it says the dollar amount that s there and the and the time period that it is anticipated to be done, um, and then it tells you whether or not there s an lbu waiver that s associated with it, and then it tells you where the funding impact is coming from. And so if you go through d1, it is a turf replacement that is happening at Hoover because the essentially the grass area that the students play on, the irrigations eroded and doesn t
work, so the kids end up playing in dirt. We re working with Eat Learn play to come in and bring in a neutral field that s in that area. This is a portion of that project and it s coming out of elop and yes it was budgeted for. We sit down with the academic side and Martha, um, Pena, and we talk about where do we need to expand our programming to do that work. So that does meet the threshold in terms of what you re talking about in terms of physical impacts the memo of d1. It says fiscal impact. Fund fund one general fund, eop. Yeah, so the, the funding that is dedicated towards that, the second item d2 is around the lead abatement work, and as we
know that that funding was allocated, this is the summer testing that we do during this time of the year, um, that comes forward and it is funded by Measure j. It is funded also by Measure y, and it is located in the spending plan. So if you go through these items, I just want a key that the action requested and the dollar amounts that are there also in the fis cal impacts identifies the funding location where that funding is coming from. i do also want to add about the items, about the gardening, um, that I, it. Definitely makes sense, I ve heard it, I ve had conversations with board directors. One of the reasons
why that is is contracted out is because of the specialized equipment and the locations in which they re doing the gardening and weed abatement. It s on steep hillsides that has in the past resulted in workplace injuries for our staff, so there was a determination made around two contracts out in some of these areas where you need specialized equipment or there is a risk for our employees. So it is with great, you know, and, and there s been emails that I received today about when are they going to begin that cleaning uh around some of our sites. So I just wanted a name that it is complex, and we are doing our due diligence to make sure that
we have staff available to do the work, and I will say that like every facility s contract gets reviewed by myself, the executive director, general counsel, also outside legal counsel, we also have a contracting team that reviews it. So I just wanted to name some of the things that you re seeing here are in a very predictable format that it s gonna come forward to you, it is budgeted for in all these cases, and so I just wanted to articulate that to you all. And point of clarification, d2 for fiscal impact, says Fund 21 building funds, j. It does not say contained within the measure j spending plan. And so there s a big difference. You can
t just list off things like that. And all I ask, all I ve been asking all along is if that s the case. Show me the document and it should be included here. So all I m doing is reading off of the memo that was put out, and it s not there, and you can t backfill that information in this sort of way. This to me, this makes it worse if it actually was identified and measured j in the spending plan, then why don t the documents say that? DR. Aguilera, did you want to Uh, good afternoon, Sandra Clara, chief academic Officer for the items that were pulled for translation. That s what I
m speaking to, uh, the items were um. Done by school sites and so in order for us to pay for the invoices that were submitted. We are seeking an amendment, uh, so that way we can increase the, uh, threshold amount. Uh, again, uh, school sites have submitted requisitions so that they could pay the invoice, and it is various, um, uh, resources that will pay for the increases in the translation costs, but this is why we are submitting amendments for translation. Are there public comments Let me start with translation
a better way to spend money on translation. Do like the city of Oakland does. It says on their agendas. If you need translation you submit just like you submit a a request to speak, you submit a request for translation. If no requests come in, you don t need to have translation, but y all have people sitting there meeting after meeting, paying them, and there s no need for translation. Here s an example of, uh, fiscal responsibility re related to measure y. Beginning of uh the summer you allocated for Me y $72,000 to move furniture and other pieces of equipment from
McClymon s High School for the beginning of the remodeling. Then two meetings ago, you allocated $72,000 for removal of whatever from McClymons High School to be stored. You already did it What did you remove in $42,000 for when you already did. Nobody caught that. So there s things going on where you have to catch the need to question what is going on, ok? Uh, here s another thing. Funding for the football field was a separate funding. Had nothing to do with Mawa, had nothing to do with the remodeling of the school. You re feeling your facilities department decided we re gonna
take that item and put it in with measure y. You didn t need to do that. Why did you do it Nobody questioned it, MISTER Williams. That field could have the funding was there, it did, what was the reasoning for doing that. So many opportunities to correct things that are not being done correctly. I m just a layperson telling you what you need to do. Uh, I did wanna clarify for our translation services and um the school district, in most cases, those are for um individual education plans where we are required to provide translations services real-time
for iep meetings and uh pertinent academic conversations that must happen in the language of the parents. So I just want to make sure that s real, which is different than a community meeting. Yes MR. Rakesrock, can we call the question, please? Uh board comment. Director Hutchinson Thank you So, um, I heard the ruling from the parliamentarian at the start. I didn t hear any of the staff who stepped up. Explained that it was budgeted for or show us anywhere that it was. Uh when people made statements. I then read from the memos to
show that it hasn t been done. And so I would expect the items that I listed off and I ll list them again, no matter what the vote is, they can t be listed as passing because they require unanimous vote under the board bylaws. And this is really frustrating because I m not talking about the merit of any of these items. I think it s disingenuous for the superintendent to ask department heads to stand up and explain it when the question is, where have you identified the funding? Or why isn t MISS Garden? Asked to come up and speak as the head of that department.
And this is a basic level. We should actually have more information than this provided to us. Before we make a decision, especially in our current financial situation, which was not brought up during the whole retreat. Or the whole work plan and the reason, and you know, and just like nobody mentioned, we didn t have a work plan this year, neither the board nor the superintendent. That s why they had to use a template from 2425. But, uh, excuse me, please don t interrupt. I know it s, I know it s really, I know it s really hard for you. I know it s really hard for you. So these items can t be listed as past.
And again, the prudent thing to do actually what I would expect is the general counsel to enforce the board bylaws and direct. The board PRESIDENT That it s a bad idea to go forward with this. Or to direct the superintendent that she shouldn t have staff come up and speak in this way, especially since they said things that were not contained in the memos. And I have a real problem about that. And see, these are public dollars. And no matter how everyone up here reacts. There s 7 people who have fiduciary responsibility. Over ousd 7 people who are responsible for over a billion dollars a year in revenue.
and as one of those seven people, I don t think it s too high of a bar to demand that the requirements of fiscal impact analysis be met. Before I m asked to vote for something. Let s be clear, the bylaw says the PRESIDENT Shouldn t have even put these items on the agenda. Without a fiscal impact analysis. And now this is the 2nd meeting in a row they ve been here without that, even though they were put on notice. So I know everyone loves to watch the clock countdown as I m speaking and do all of these other things. It s really sad that I m the only one bringing up our core responsibility to manage our
finances. We all know we can t pass a balanced budget by JUNE 30th, and what s happening. And the reason why and the reason why I haven t voted for a consent report since APRIL. Is because people are voting on millions and tens of millions of dollars, and they don t even know where it s coming from or where it s going. Thank you. Mr. On the roll call, student directors are absent. Direct a lotta Yes. Director Williams No Director Hutchinson No. Director Barry is absent.
Director Thompson the absinthe Vice PRESIDENT Batchelor. Yes. And PRESIDENT Brohart motion is not agreed to. General consent reports not adopted Uh, there s nothing else. There s no with the meeting is