okay it is 5 p.m. on Monday November 17th and I am calling the meeting of the
Walnut Creek School District governing board to order do we have any public
comment on closed session I know public comments no public comments okay the
board will then recess to closed session every turn around six it is 605 p.m. on
on Monday, November 17th, and I am calling the open session
to order, and we will begin with the Pledge of Allegiance.
I pledge allegiance to the flag of the United States of America
and to the Republic for which it stands,
one nation under God, indivisible,
with liberty and justice for all.
I'm Sierra Winlay Johnson here.
Hi, do you hear me?
I just can't present.
Jenna Riker here.
Sarah Talik, present.
Item 5.3, the board does not have anything
to report out for closed session.
Moving on to item 5.4, approval of the agenda.
No changes to the agenda.
I move approval of the agenda as presented.
I'll second.
Okay, we have a motion and a second
for approval of the agenda as presented.
All in favor?
Aye.
Opposed?
motion carries.
Moving on to our consent calendar.
I'll move approval of the consent calendar.
A second.
We have a motion and a second for approval of the consent calendar.
All those in favor?
Aye.
Motion carries.
Moving on to item 7, public comment.
comment? We do have one public comment from Emily Moffitt. Quickly. Okay, hi everyone, I'm Emily Moffitt. Good evening,
governing members and superintendent. Thank you for the opportunity to speak.
I'd like to share concerns about the new fall break that was added to this
year's calendar. My comments tonight focus on three areas the board is
ultimately responsible for. Supporting student outcomes, ensuring calendar
equity and making decisions based on reliable and transparent processes. First, student outcomes.
The first months of school are critical for establishing academic foundations, routines,
and relationships. Yet, between Labor Day, professional development days,
conference minimum days, a week-long fall break, and two and a half days for Veterans Day,
our students experience repeated disruptions in just the first three months of school.
This stop-start pattern makes it harder for students, especially younger learners,
English learners, and students who benefit from structure, to maintain academic momentum.
Research consistently shows that consistency and routines support better learning outcomes.
When we repeatedly interrupt instruction during this key early period,
we risk widening achievement gaps rather than closing them.
Second, calendar equity. A week-long break in October may work well for some families,
but it creates real hardship for others. Not all families have flexible schedules or access to
affordable child care. For many working families, especially those without extended family nearby,
fall break becomes an unfunded mandate for additional child care or missed work. I'll
say that again. It becomes an unfunded mandate for additional child care or missed work.
True calendar equity means recognizing that a break is not time off for every family.
It can be a significant burden.
The survey results reflect this reality that the survey results that will be
presented later tonight. This isn't an 80-20 issue with wide community
consensus. It is much closer to a divided community
and it has divided impacts. You can see this by the district's own summary where
there is a 50-50 split among families and staff.
When a change affects every student, every family, and the instructional rhythm
of the year, I think it's essential that it gets
adopted when there is clear and broad support. Right now, that level of support
simply isn't demonstrated. Third, the decision-making process. If the district
plans to use survey data to inform the future of fall break, the process needs
to follow accepted standards. The survey did not indicate when it would close.
It's still open right now. At Walnut Heights, it was additionally shared by our
principal on Wednesday, November 12, and yet the district summary was released
that Friday November 14th. While the survey is still open now and it means
that many responses including those from families who experienced the close
timing of veterans daybreak may be excluded. The survey questions themselves
offered limited nuance and did not capture the full range of concerns about
instructional impacts or equity. For a decision that affects every student and
every staff member the process must be transparent, complete, and supported by
reliable data. I understand that some families and staff appreciate the break.
I'm not dismissing those views, but when the community is clearly divided, when
the survey data is incomplete, and when the instructional calendar becomes
increasingly fragmented, I urge the Board to pause and evaluate this decision
through the lens of what will truly support learning and equity for all
students. At the end of the day, this is not an 80-20 issue. In other words, it's
It's not overwhelmingly popular or advantageous.
It's a great time.
Moving on to employee organization reports,
Walnut Creek Teachers Association.
All right, good evening.
First, I'll start off by just kind of WCTA as a whole things
that are going on right now.
We're in the last week of our glove and soft drive
that we've partnered with Al Costa, the Al Costa group,
which is our Alameda and Contra Costa County unions.
And that'll wrap up on Friday.
And then we are in the process of doing a survey just
for WCTA that will wrap at the end of this week.
And we'll have those results at that time
for the calendar negotiations that will be coming up.
And then, like I did previously, we
have a report from one of our sites, which
is Indian Valley tonight.
And Colleen Tollis is our rep, and she collected this information
for me to pass along.
So across IV, you can see students looking out
for one another, lending a hand when help is needed.
And you can see staff collaborating
to share perspectives and solve problems.
This past month, in addition to our SOC and Glove Drive,
IV participated in a community-focused act
of kindness, which was collecting a SOC donation.
They collected 1,910 pairs of SOCs
that were donated to those in need in our community.
Over the past two weeks, the IV PTO organized
a very successful IV food drive to distribute bags of groceries
to the community members in need.
They've had a recent spirit day amidst Amanda Minick,
the new principal over at IV, had their first annual pump
kinetic grading contest.
It was a big hit.
Teachers in the lower grades completed the Die Bell's
assessment training at the PD day.
Teachers learned how to progress and monitor students using
data from the assessment. Using this data, teachers are now instructing small
groups and respond to areas of need specifically to students who have
identified at reading risk. Ivy teachers report that this has been a valuable
assessment tool. The Ivy leadership team continues to attend CAP sessions to
support staff members of implementation of PLC work. Grade levels continue to
devote time, attention, and resources to this PLC work, which is focused on grade
level essential standards. Teachers won't work to ensure that instruction is
consistent, intentional, and responsive to what students need right now. The
coaching cycles at Ivy are popular resources for teachers. With the support
of our instructional coaches, teachers dive into specific areas of instruction.
The first round just wrapped up and there was a lot of teacher and student
growth to celebrate in this first cycle.
Moving on to item 8.2, our CSCA.
Not a whole lot of report from the CSCA.
We had a very fruitful union meeting last Thursday,
where we updated our constitutions
so that we could rote remotely and have online meetings now.
So it's a good positive note for us moving forward
in the 20th century.
That's about it.
Good night.
Thank you, Chris.
Item 9 reports superintendently.
We have a busy meeting tonight, so I just
have a few things to report.
First of all, I want to thank Jan, Pam, and Kelly
for just the outstanding job that they
did with our professional development day last week.
The feedback has been incredibly positive,
and learning for staff was really extraordinary.
And I know the amount of time that was put into that day.
So thank you, Jan and Pam and Kelly.
Appreciate all the work that they did.
Want to quickly say that the second half of that day,
we had a focus on safety.
And so all of our staff members engaged
in the module for atlas training in the event
that there is an active shooter on campus.
And so just wanted to report that out as well.
I want to share that it's hard to believe
that December 8th, we will already be opening up enrollment
for new TK families and Kinder families.
If you could believe it, I know all of your eyes
did exactly the same thing mine did
when I started looking at the calendar
in terms of looking ahead.
So enrollment opens on December 8th.
On December 4th, we have our TK family night
and this year it'll be at Park Mead at six o'clock.
And so it'd be exciting to meet all of our new TKK families
that'll be joining us in the 26, 27 school year.
And then finally, I just have to tell you
that there is such a level of energy
right now surrounding instruction in our district.
If you have not had the opportunity
to go on and see our dashboard, we
don't often talk over and over and over again
about data from the perspective that we have this year,
but I think all of us are shouting it from the rooftops
because we have had such a focus on instruction
for the past year and a half,
in particular, the tier one instruction in our classrooms.
And tier one are all students,
even students who get tier two and tier three support.
When we talk about tier one instruction,
we talk about all students.
and to see so much growth in our student groups,
and to see our dashboard be in the blue for both English
language arts and math, to see us decrease,
to mean that our chronic absenteeism rate is
decreasing, and see kids really thriving, I think,
educationally in our district right now we are we are very thrilled and so I just
want to you know thank our our staff both certificated and classify all of
who make that work important work you know happen across our district and our
leadership team who have really had a focus on instruction particularly in our
collaboration sessions and I think McHale's report from what's happening at
Indian Valley is really indicative when you hear them talk about coaching
cycles and you hear them talking about instruction at that level. Just a shout
out to everyone and again we are celebrating loud and joyfully when we
look at our dashboard. So that's all I have to say and happy Thanksgiving to everyone.
Thank you. Okay moving on to reports and discussion and info items. 10.1 our
our special education president.
Michael Thornton.
Oh, you're not allowed.
We have a dynamic and I'm my team.
Good evening everybody, it's nice to see you all.
I'm really excited to be here to share with you
an update on our special ed program
and what we're up to these days here in Walnut Creek.
Our intention is to do a few things.
One is to give you an overview of our programs
and across the district and what that looks like.
Also to give you some data to look at and to consider too
and celebrate some of our growth and also look at data
in terms of where we have some opportunities too.
And also kind of looking ahead,
looking forward in the future
and kind of some next steps as well.
So I'm joined tonight by our two amazing program specialists,
Jessica Garcia and Renee Nickerson.
They are just fantastic.
And they have been supportive of all the schools, all the sites,
all the support staff, and the leadership at our sites too.
And I want to give a shout out before we do start to all
of our teachers, special education teachers,
and our general education teachers, our parents,
and all our specialists, because they do amazing work
on behalf of our kids.
Not always the easiest work, but it's very rewarding.
And it's amazing to see the growth already
just a few months in our programs so we couldn't do it without them and the
kids are just fantastic but that's we all know that so we're gonna go through
some slides here and Renee is gonna start us off and then Jessica will take
it from there and then I'll wrap it up for us. Thank you for giving us this opportunity to share about some of the things that are happening in the school.
I wanted to start and I'm gonna be explaining a little bit about special
education place within the MTSS process.
And I did a little graphic for you.
So you can see tier one is our universal supports.
And that's for all the children and all this everywhere.
And also, you can see how the hands are around tier two
and tier three because all the children have access
to any of these, obviously, depending on their need
and what supports they require.
So there's tier one.
You can see I said universal tier two.
We have some students, those are our targeted interventions,
and then tier three are more of our intensive.
So I'm going to explain a little bit.
I have some notes.
There's a lot of wonderful things happening,
so I'm going to try to condense that quickly.
Tier one, we talked about, and Marie mentioned,
the universal systems of support.
And we have the areas of academics, SEL, and attendance,
and those are pretty global.
There's a lot of things happening between all of that, too.
Our academics, we have a lot of things
on differentiated instruction and it really has to do with kind of working on
multi-modalities, good teaching practices and things like that you know working on
strengths and like I said differentiated instruction so that they're using also
you know kinesthetic learning visual learning all different kinds of things
to really tap into the needs and learning styles of each child. And then I
I also wanted to mention we have some programs, these are just a few of them.
We have Lexia, we have Dropbox, we have Freckles.
These are things that children, they're online programs and children can log onto those and
then they will give them kind of an assessment of where they're at so it kind of takes them
from where they're at and brings them to the next step.
So it's very individualized learning.
Then I'll go into SEL supports, we have second step.
I don't know if all of you are familiar but it's a really good program for SEL learning
for children, for emotional regulation, and social skills,
and all those wonderful things.
And they're doing it from TK all the way through eighth grade.
So that's happening once a week in the classrooms
with the Wellness Centers.
And hopefully, you've had a chance
to visit those, they're wonderful.
Makes me happy just to walk into those
and see children in there.
We have restorative practices so they can kind of learn
when they make a mistake rather than punitive.
And I really like that practice.
And then there's toolkits and many other things we use.
And then with the attendance support,
I just wanted to touch on.
We try to find out the why children aren't attending.
You know, it's a family.
Should we try to support the families?
What's going on?
How can we help you?
And if it's a child centered issue,
then of course we work through that.
Then I'm gonna move a little bit into our tier two,
which are the target assistance of support.
Just so you know, what generally happens is
oftentimes if a teacher has concerns,
they've used a lot of the tier one interventions
and strategies, and the child still needs a little bit more.
They'll do an ILP, which is an individualized learning plan.
and then usually bring it to the MTSS team,
which there's usually a lead teacher,
some specialists, maybe administrators,
and they then try to look at really targeted interventions,
and it's a really good brainstorming
with a lot of professionals.
They can do pull-out groups for academic,
and we have, as you know, specialists
that work with children.
SCL supports, there's the check-in checkout
with teachers, skill-based counseling services,
and we have right now like a group of boys
that I know at one of the elementary's
doing executive functioning learning,
so they can learn a little bit about themselves,
self-awareness, organization skills, and things like that.
And then, of course, you know about Care Solace
and other community resources we've had for the year.
And that leads me into the tier three.
I'm not there yet, Chris.
I'm sorry.
Which you're going to see special ed falls into that.
We have our 504 accommodation plans for general education,
and I'm sure you're all aware of how that works.
Those are for people that have children that have impairments
that are substantially limiting.
And so we want to have accommodations
in the general education program that can support them.
And that plan, especially at the middle school level,
we have different teachers.
It follows them, so everyone's on the same page
and understands the support that that child needs.
And then, school-based individualized counseling's
a little more specific.
That's why it's under the two and three.
It might be a little more intensive
and might be a little more ongoing.
They could do six to eight weeks.
The counselor might evaluate it
and decide where they need to go from there.
And then finally, we have special education,
which is, we'll create, as you all know,
it could be that a lot of these interventions
have been tried and they need something more
if they're still not making progress in those areas
and or like my little SDC preschoolers,
sometimes they just come in and you know
they need that level.
So we wanna give that to them and just a quick overview,
I'm sure you're aware of the process
that there's a referral process,
then the specialists look at what the areas of need are,
they do an evaluation and if they qualify,
then goals and services are written
to help support them with the specialist involved.
Having said all that, I'm gonna move into special education
and my colleague, Jessica, is gonna talk a little bit
about the programs we offer here.
Thank you.
Excuse me.
Thank you.
We'll go to the next slide.
So in terms of our programs, in our school district,
we, in every school district, in special education,
we wanna consider where our students can benefit the most,
looking at the least restrictive environment,
knowing that we have other options
to become what we would consider more restrictive
in different settings.
All of our students who have an IEP,
the idea is that we have access to general education.
Excuse me.
At all of our schools, and I'll go through school-specific
programs, too, we have TK in kindergarten inclusion programs.
Moving through the level of more restrictive,
our schools also offer resource support from our resource
teacher and then we have special day classes.
Some of our students who need more than what we can offer
in our schools might be placed in a county
or non-public school in the area.
And then our most restrictive setting
is home-bound instruction.
I'm gonna go to the next slide.
Thanks.
Our programs by site.
As you can see here, all of our schools
have resource programs.
We also, the elementary schools also have inclusion
for like the TK and kindergarten students
I mentioned before.
At Buena Vista, we also have an intensive TK classroom,
SDC, and a second intensive SDC
that's kinder in first grade.
Our preschool SDC is still at Indian Valley this year.
We have one classroom there this year.
Merwood, we have our moderate SDCs,
which are broken up by grade level again,
K through two and three through five.
And then, excuse me, I apologize.
And at Tays Creek, we have our other intensive class
for our older students that now goes up through sixth grade.
Those aren't all the students there.
At WCI, we also have an SDC that's sixth through eighth
grade that's moderate.
And then we have resource classes for students
by grade level.
We have a case manager for sixth grade, seventh and eighth.
And then we also have an additional resource teacher
who does specifically reading intervention
with the S O M D program.
Next slide, Chris.
When we look at the numbers in our programs,
right now we have 10 students in our preschool program
across the district in resource.
We have 215 students and that's broken up
by 100 students in elementary and 115,
sorry, 115 elementary, 100 in middle school,
that is going backwards.
In terms of our SDC, we have 70 students district-wide.
55 are elementary students, and middle school is 15.
So we have a lot more younger students coming up
with some impactful needs.
And then we also have our speech-only students
who have an IEP-only for speech.
There's 106 in our district, six right now in preschool,
88 in elementary school, and then 12
who are in middle school.
Within these numbers, we do have students
who are placed in non-public schools and county programs.
That information is just not included on them.
Before we go on through the last part of the presentation,
any questions that anybody has so far?
Definitely have a chance at the end, of course,
but just wanted to check in and see.
So, wanted to share some information,
some data with the group.
Kind of the intention here, as I mentioned before,
is to highlight some of the areas
where we've seen a lot of growth and gains and successes,
and then also where we have opportunities also.
So, Chris, if you can go to the next one, that'd be great.
Thank you.
This is some data that you've already seen
just in a different way at our last board meeting.
We saw the CASP data,
and this is specifically for students who have an IP
from the last three years,
and the percentage of kids who have been meeting
or exceeding standard.
Just wanted to kind of give that foundation again.
We've talked about that quickly
and kind of recognized the growth there,
which is nice to see,
and we'll talk a little bit in a couple minutes
about kind of the benefits of fidelity
around things like reading and Sunday interventions
and the PD that goes into that
to make sure that that quality instruction
is available for kids.
But just wanted to share some information there
that you've already seen.
And smaller version, lots of colors.
Hopefully you can see that from what you've
had on your slideshow too.
But basically, this is just a different way
of looking at some similar data, which is by cohort.
And so this data is more looking at the group of kids
over the last three years who have been all together with us
and how they progressed over the last three
years relative to this data.
Some very similar things and trends
when it comes to language arts,
something with math, a little bit more growth for sure,
but also a little more static.
But you can just see different angles of data
and what things look like there.
And that was for ELA and this is for math.
You can go ahead one more.
Thank you.
Another area I wanted to share with you
is looking at our qualification numbers
and our percentages of kids who we're assessing
in our schools and what percentage of them
are qualifying for services or not.
And also taking a look at data relative to our exit data.
So kids, once they have an IEP,
the goal is that they're not gonna need an IEP in the future.
Some kids will, for sure, and we want
to make sure they're supported throughout their time with us.
But there's also the goal from the very beginning of being,
as Jessica was talking about, in that least restrictive
environment.
And so as much as possible, we're working towards that end.
And so the last couple of years, we've
got some numbers here from our assessments
that we've been doing now for initial assessments.
And a couple of years ago, it was 112, last year 80.
the percentage next to it, or the percentage of kids
who did not qualify after going through that assessment
process.
And that last two years went from 29% to 38%.
So there is looking.
I looked at that, and it poses some questions.
And it also makes me ask, what are the opportunities there
in terms of the referrals that we're looking at,
and the kids that we're assessing,
and how best do we make sure that we're meeting the needs
of those kids in Gen Ed all the way along,
and then also making sure that we're assessing
the kids that we need to be assessing
for special education as well.
And then on the exit data, 5% of our kids
have been exited the last two years from special education.
We have our percentage of students
relative to our whole populations, about 11%
have an IEP, which is pretty typical compared
to other districts, too.
And the 23 kids from 2023, 24, and 22 last year,
the total number of kids, and then 5%
of the total in special education.
A number of those are students who were only receiving
speech and language services.
So they met their goals, whether it's
articulation or language processing fluency,
whatever it might be.
And they were able to exit out of that.
And so that also, looking at those numbers, for me,
it opens up a question of where are there opportunities there
too, to be looking at our success rates
and our monitoring of progress and our instruction.
And how do we try to celebrate even more
by having more and more kids succeed
and progress to the point where they're not gonna need
that level of support, or if they do need support still,
it's a lesser amount of support than they've needed before.
And then looking ahead, this is kind of, in our view,
kind of like a part one to give you an update
and wanna come back later in after New Years
and into the Spring to give you kind of a part two
looking more detailed wise looking ahead towards with our special programs. And
right now the work that we're doing and the work will continue to be doing is a
lot of work around calibration and alignment of our services and supports
within our district. We've got a lot of new staff over the last few years and so
and that's true of our specialists, that's true of our teachers, it's true of our
site leaders, so we want to make sure that we're all kind of aligned and
and calibrated and how we're doing our work.
And that looks like a lot of times in our job alike meetings
with our speech and language therapists
or school psychologists or teachers.
What are our best practices?
What do our, what does that look like?
And how do we have those kind of conversations
so that we're doing great work collectively as a whole
because we're doing great work all the way around.
But how do we pull that all together
and align that not only within those groups
but within between the grade levels
and between the schools as well.
And then around instruction,
we talked a little bit about reading before,
but definitely I think we're seeing a benefit of PD
and instruction related to reading
with Sunday and the fidelity of that
and the importance of that
and seeing a lot of positive outcomes related to that.
And we wanna continue that trend
not only with reading, but with other areas too.
And we're looking at how best to do that
and looking, as you had heard before,
about some of the work happening at our sites
around professional learning communities.
There's been a lot of work around essential skills
and standards, and how do we in special education
tie that in, in terms of thinking about kids
and their goals and objectives,
so that we have everybody kind of working
in the same direction towards what our kids need.
And then we're looking at expanding
and growing our programs the best we can
in the spirit of continual improvement.
How do we become even stronger in what we do,
and expanding and improving our partnerships as well
with our parents, how do we make even more connections
with them and provide also educational opportunities
for them on different topics of need,
but also with our partners in our community,
with our neighboring districts,
having connections and relationships with them
so that we can collectively work together
and not be isolated since we're so small
and like others, we can come together
and work together as a team.
And that looks like a lot of different things.
But one example might be, like with middle school,
going from eighth to ninth grade,
how do we make sure that our eighth graders are
as prepared as possible for ninth grade in high school?
And that's a seamless transition for kids the best that we can.
And obviously, professional development.
Professional learning is clearly critical in terms of learning.
And it's not just about the staff learning,
but it's about the translation of that
to our students and their achievement as well.
So there'll be more on that later in the year,
but we just wanted to start with kind of an update
and an overview and take any questions
or thoughts that you might have for us.
I think I have one more question.
Yeah.
For the TK kinder, a little unsure in the inclusive model,
after kinder, do you guys kind of reevaluate?
Are they ready to go into continuing
Gen Ed first grade, or come together as a team?
I think that's what you've been working with a little bit.
Yeah.
Well, I'll say that as of last year, especially
with the TKH getting lower, that was a really good conversation
with our preschoolers.
And they have transition meetings and assessments
for the next school year to decide,
help decide what that placement looks like.
That's something that we're seeing with this group
that are TK and K age overall.
The development just has these huge like verse
and shifts for our kids.
And so we're taking I think a much bigger look
throughout the year as to like really
what is most appropriate, what are the options,
what other supports might we need for this to continue
to be the right and most beneficial placement
for our students and working with the teams around that.
And then they also are receiving support
from the resource specialist while they're in TK&K already.
So it might just be a matter of some more times,
more targeted academic instruction,
or really shifting the focus to a different need
and evaluating if a different placement is appropriate.
And just so you know, we're getting to all the sites
between Jess and I. I'm getting to all my sites
at least once a week, and then some of our sites
every other week.
So really watching the flow through of the children
and paying attention to what they're doing,
like the Tea Cares hinders is my pocket and I love yeah so I get in there and I
watch them and see how they're doing and you know talk to the teens and we have a
lot of ongoing conversations to make sure they're going.
Yeah and it's very early in the year and a lot will change by a hundred percent.
Yeah but even last week at our PB day there were conversations amongst special
education teachers around just that like having those collaborative conversations
with gen ed teachers around kind of what's happening within the program in
terms of expectations and how to make sure that those transitions happen the
best and who's gonna we're looking for good fits and growth and all of that
but already that collaboration piece is really huge and so taking those kind of
opportunities and I think people are really excited and interested in having
those conversations for the benefit of the kids. So that's great to see.
You mentioned Saunday. That's the curriculum that's followed, right?
Yeah, for reading it's reading intervention and so that's happening
elementary and also there's a specific class at WCI targeting just that need
so that those kids who have that level of need and those goals and objectives can
have their needs addressed as specifically targeted as possible.
So it spans the grade span?
Yeah.
OK.
Which is nice.
What a data question and a program question.
The cohort data, the 23 to 25, are those exiting eighth graders at 25?
Like what's the, just where in the grade span does that cohort take off?
Yeah, good question.
That's taking all the kids who have been with us, no matter the grade,
over the course of those three years.
OK.
So that is all of them.
Yeah, there's some who weren't part of that
because they moved on, or some maybe just came in,
but the ones that we've had consistently
for the last three years.
Okay, that's great, that's good to know.
And then, just to kind of
comment, question something about articulation,
you know, I've definitely had one of my students
went through resource,
was really well-supported in elementary,
pretty well-supported in middle school,
the transition to high school definitely requires attention,
like coming and going, and I think it's,
I'm really glad to hear that we're gonna focus on that
because it is really, and I think some of that,
some of that even for parents, like as a parent,
just to understand how to intervene, when and why,
would be really useful so that we can be,
we can be best supportive of our students
as they mature and go into Los Alamos.
And actually that reminds me,
I would love for us to think about our goals
around fewer services rather than exit,
because I think just looking at my student
and the cohort in their classes,
the maturation they're going to need,
the work over time they're going to need,
isn't about their academic readiness necessarily.
It looks so much of it is about their emotional
and social maturity to be able to navigate
both the academics and the social life
that they're kind of thrust into,
unready, that you know, just really,
and I've certainly seen that waning
of the types of services from things that included OT
and other things into just like a really focused
learning skills class of Los Alamos,
which I think is hugely successful.
So I wanna make sure that we have a really expansive
picture of success for our students.
A lot of factors go into their independence.
Yeah.
Yeah.
For sure.
And a lot of the exit part was for the speech-only kids.
Large part, right?
Yeah.
For each of those years, hovering around half,
either a little bit below or a little bit above.
I think we were missed to not mention the CASP data
for you.
Yeah.
OK.
Going from 25 to 40?
Yeah.
That's good.
That's good.
Impressive.
That's crazy.
Yeah.
I'm sure you guys have had discussions around what
really drove that.
Well, I think we're, yeah, I think we've been very targeted
and responsive and focused.
And I think the work around not just attending
to those needs, but also doing so with specific tools
and curriculum and Sunday and things like that
to be able to really target how things are going with kids
is I think we're seeing some good outcomes from that,
for sure.
But it is great to see.
I think I remember when that shift kind of happened.
It's great to see that impact.
And our instruction, I would say,
having been a psych principal, too, before all this,
is that that kind of work, too, is happening,
even though it might not be a specific program,
per se, like, it's on day.
But that work is happening kind of throughout our sites
to really be targeted and focused
on how kids are progressing,
I think even more so now than ever.
So that's great to see,
because I think that's for everybody,
and everybody includes everybody, right?
So everybody benefits from that.
I think that one other piece I would mention that I think
for the past probably two and a half years we've really
honed in on, and that is monitoring progress.
And I watched over the course of the last couple of years
that there's very specific conversations that happen
at our principals meetings to say,
okay, so are we taking a look at our students
and even students who aren't making progress?
Why?
And then what are the strategies that we are incorporating
and being very responsive to immediately?
And sometimes in the past, that's only happened at,
you know, more the end of a trimester.
And so it hasn't been as ongoing kind of watching
and watching and consulting and making sure
that we're really monitoring progress on goals
much more in a timely manner.
And so I definitely have watched some of those conversations
have an impact on action steps that we take
at an earlier time.
And so it's less summative, it's more formative.
And based on that instruction and that practice all the time.
And so I think that made a huge difference
with seeing the results.
So we'll continue to practice.
I'll just say quickly in closing that this is a new team,
as you know.
And so part of our goal for tonight, of course,
was to have this whole new team in front of you,
and for you to see the work that they're already doing
and some of the things that they're thinking about.
I think you will be most excited when you see them come back
with part two in February.
I visited over at the Tice Creek portable
where they often hang out as their own collaboration team.
And that whiteboard is just filled with the ideas
and the wishes and the what ifs as they're
thinking about how to continue to best support our students who
meet us the most in terms, in a lot of ways.
So I'm super excited for, thank you for a fabulous
first part one today and coming tonight.
But I think what's to come with this team is really dynamic.
And so I'm excited to see part two that's about myself.
Thank you.
Thank you.
Thank you.
And we know that you have a family and it'll be a longer
meeting, so.
Thank you guys for the opportunity to review this survey.
Before we get started, I just want to quickly go over the process and the purpose of this
particular presentation, for anybody who's not familiar with how we come
about an instructional calendar for anybody that's watching at home. An
instructional calendar calendar is a bargained item. This is something where
all of the bargaining teams management classified certificate come to the table
to represent all of the interests and make decisions about the instructional
calendar the year before. What's important about this particular survey
is that it's going to bring in that parent perspective and give a lot of
information to the team when they come back together to bargain next year's
instructional calendar. So the purpose of this particular survey is to get all of
the information from both the staff and the families and all of the data that
we're going to continue to get is going to be given to the bargaining team. So
the survey is still open. We still want to give parents as much opportunity as
we can to give us their information. What we're going to present tonight is just a
snapshot of the first amount of information that we've gotten all the way
up until Friday morning on the 14th. So what we're going to go over tonight is
we're going to start by talking about some demographics of the survey. I'll
give you some information about who took it, the breakdown of all of the
participants, we're going to talk about what is the experience that was reported
by the people that filled out the survey.
We're gonna talk about some of the anecdotal evidence,
some of the things that they're telling us
that they'd like us to consider for the future
and putting all that information together
to come up with some trends to pass along to you,
hoping that you guys will be able to give some guidance
to the bargaining team.
As a reminder, my role in negotiations is the facilitator.
So my job is to come to the table
with all of the opinions and all of the data
and facilitate that conversation
where we arrive an instruction out there for next year.
So first let's talk a little bit about the survey demographics.
So starting with staff, up until Friday morning,
we got 187 responses.
We have about 350 staff members.
We displayed in a number of ways to get their information,
especially on the PD day.
Some of those harder to reach groups,
we were able to present that to them in their presentation.
And we had 187 people that filled out that survey.
You can see the majority of them are from our certificated staff,
then classified in management.
And there's 13 that don't know which classification there are,
which is a problem for another day.
But they do make up a group.
So what you will notice is that there
is a good chunk, about a third, a little less than a third,
who have students that are in other districts.
So a good majority of them have students in Mount Diablo
since they are kind of our neighbors.
But there are a mixture of districts
throughout where we share kind of their calendars.
And then for families, we had 704.
It is difficult to know how many families we have.
Some were multiple entries.
Some had only done one but couldn't multiple things.
So we have 3,600 kids.
So we do think that 704 is a large number that we got back.
You'll see the breakdown of percentages.
This number's a little misleading again,
because you don't know whether or not
they filled it out twice for different kids
or for different people.
But one of the things I did want to bring your attention to
is the number of respondents from WCI.
So you'll see that there's 129, which made up our majority.
And what's interesting about that number is out of that 129,
76% of them had a sibling in off the lonnies.
So you'll see that that was our heavy group
that decided to fill out this survey.
And then you'll see it kind of waned off
a little bit towards the elementary.
You'll see that there is 18% of the overall respondents
that had a student that was in the Aquamani School District
and then you can see the breakdown
of the number of students.
So heading right to the chase,
the first question we asked them was overall,
how satisfied are you with the addition of a fall break?
Probably the most glaring information you'll see
is the discrepancy between the satisfaction
of the staff versus the families.
So when you add the two where you would say,
very satisfied and somewhat satisfied,
you'd see that 71% of that number of staff
liked the fall break, loved the fall break,
lots of excavation marks.
So that kind of made up the majority
of the staff respondents.
Whereas on the other hand, when you look at the responses
from the families, 48% of them fell
in those upper two categories.
The one thing I want to mention that's not on here
is that you're going to see that there's 9.9% that
fell in the neutral category.
90% of the respondents in the neutral category
had checked that they would be in support of it
if Akalani's or their other union also had a fall break.
So that one wasn't captured on there.
And then the next question was just kind of a fun question.
What did you do over the break?
And what you'll see is a lot of our staff
took the opportunity to travel.
So you can see our biggest pie chunk for 45.9% traveled.
So we got lots of comments about traveling,
lots of things I've never thought of traveling
on a non-school break or couldn't believe the flights
or glad I got in before the government shut down.
So lots of comments about traveling.
And then other 22.4 is they stayed home relaxed.
So that's what a lot of the majority of our staff
did over the fall break.
You'll see that there were some families that decided
to travel, about 37.2% of them traveled,
but the majority said that their schedules stayed the same,
and what that is reflected a lot in the comments
is that they still had to maintain their regular life
and still manage the students that were home.
So a lot of the comments around,
I still had to go to work,
and then I had to find childcare.
So that's reflected in the comments down here.
The next slide tells important information
It seems a little out of place here, but this was important,
because if we were to capture the conversation that
happened at the negotiating table, this was the problem.
These were the things that brought the negotiating
team to the decision to explore the idea of a fall break.
Lots of absences in the month of October.
Lots of students were out in the month of October.
Lots of independent study contracts.
So we thought it was really important to put this
information in here, just to give context to the problem.
So staff absences were probably the biggest shift that we saw.
They were down by 28.3%.
If I told you the number of staff absences,
that would start another conversation, but out of context.
In the month of October, we had lots more people
coming to work on their days and utilizing that fall break.
The student attendance, we improved,
which doesn't look dramatic, but in terms
of where our attendance lies, that's
actually a really large number.
That is about the equivalent of 32 extra days
of students coming to school, 32 students
per day for every day in the month of October.
So the math is a little hard to understand
how that actually is affected, but that
is kind of a large increase in student attendance.
The piece of information that proved
to be the most negligible was the independent studies.
You can see that, yes, they went down,
but also the number of instructional days
in October was less.
And so when you have less numbers to divide by,
it actually should have been a lot less.
So that turned out to not be something
that was greatly improved by the fall break.
Okay, next slide.
One of the most important pieces of information
that we got out of this survey
is understanding the need for childcare during break.
And so what you'll see is that 47% of our family
said they were in need of child care over a break.
And so we thought to ourselves, well, all of our ELOP programs
are open, and our child care was available.
But this actually, in the comments,
turned out to people that don't traditionally
utilize our child care, but still depended on school
as a form of child care.
And so what we heard from the survey
is that we still need to, if we were
to continue any sort of a break, we
need to look at how to give extra childcare opportunities for families
that don't traditionally utilize our childcare. So now we're gonna get sort of
into more of the anecdotal information in the comments because there was lots
of comments. When we went to the part where we specifically asked each of them
about what were the challenges you'll see 50% of the staff said that there was
no challenges. They loved it. They want us to continue that. There was a minority of
people that did talk about that this particular place in the calendar was a little more challenging
when you look at the way that the corridor system, and then they also were hoping we
would back it up to conferences, and so that was one of the things that they said was that,
like we heard earlier, that there was a little bit of scattered breaks as we went through,
and so they wanted us to re-look at where that particular break was in the calendar.
One of the things we have to make sure that we pay attention to is the impact that this particular
break had on our special education timelines. And so we heard from staff that that was one
of the challenges that they got is that a five-day break does not halt special education timelines.
A six-day break does, but a five-day break doesn't. And so they did find that a little
challenging for their particular workload because it was less days that they had available
to test. On the families, the largest thing that we saw was child care related
challenges. So a lot of people said that they had trouble with that and then
secondly a lot of people said that they had trouble with the misalignment of the
two schedules. One kid that was in a school and another kid that wasn't in
school. The next two sides are just a couple quotes that I think are trends
that we saw. So I picked out a couple things that I think were reflective of
more than just these people. From staff we had a lot of teachers that talked
about it comes at the perfect time. There are a lot of five-day weeks in a row in
October so a lot of people had said that that was the right time because they
were feeling burnt out. They had some work to catch up on. There's lots of
things that happened in the beginning of the school year. A lot of comments about
hoping that our neighboring districts would consider this break. That would
have made it easier on them. We had lots of comments about their kids had a fall
break but not their fall break and so they talked about that that was
challenging one week but delightful the next week so we had lots of those
comments. We talked a little bit about the special education timelines and lots
of comments about that they appreciated the fact that we gave them an opportunity
to rest at what was a particularly challenging time in their work here. And
and then the comments from the families they had so one of the things I think is
important that I think was missed on some of the comments is that the year
the work year doesn't change and so some people are like make it shorter make it
longer and so it's that doesn't change it's just the adjustment of the days
and when they were placed so that was a common misconception that had happened
lots of parents want their kids in school a lot so one of the things that
they were talking about is that there was not a lot of communication about
this and so one of the things we want to think about is what are the communication
methods that we're getting this information out are we getting it out in
a timely way so that they can make their plans ahead of time what childcare
options are we making lots of comments about this is very challenging for
single-parent families or this is challenging for families that both work
and can't take time to take off their kid and we had actually comments from
other teachers in other districts who have students in our district and so
then that was a challenge for them because they still had to go to school
but their children did it. So this question was really this idea of if
you have 180 instructional days, if we were to think about what it is that
would look like some sort of a fall break, what would your suggestions be?
And so there was an option for other.
So there was all kinds of suggestions.
So this doesn't necessarily add up to 100,
because there was lots of suggestions about things.
But the trend for this is that if you look at staff,
41% of the staff wanted it as a full week in October.
Only 33% of parents were in support of a full week
in October, whereas 24.9% of families
wanted to get rid of fall break all together.
And so they were not open to any sort of different type
of arrangements of a fall break.
They wanted to take those days and redistribute them
to another time of the year.
And then you can see some of the various other suggestions
that we found those things for.
And then the last thing is,
this was just a little bit about the timing of the break.
So I think I've gone over most of it.
What I will say is that the staff,
overall the comments reflected that the staff
really liked where it was.
The only thing that came up is that possibly they would
like it to be one week earlier, so that it was at the same time
as a neighboring district that we have for sports purposes.
So that was a theme that came up.
But overall, the staff thought that the middle of October
was the right time for that.
And then if we had to have a fall break,
those you can see on the yellow, the parents overall
did not feel that that was a good timing.
They thought it should either be later in the year
or we should eliminate it altogether.
And so here's some trends for staff.
We've kind of gone over all of these,
but these are really overall the reflections that came.
Overall, about 72% of staff very much
wanted to continue the idea of a fall break.
they felt like they were recharged,
they got caught up on work,
they, lots of comments about hoping that we can partner
with some of our neighboring districts
to have a calendar that's more aligned,
and that they also would appreciate clear communication
about whatever is decided.
Whereas the trends for the families,
there we go,
is that they like the idea of a fall break,
They, overall, it was the idea that they were hoping
that we could make some adjustments to it.
We could be better aligned with other districts.
A lot of interest in exploring opportunities
for other childcare.
37% found that mid-October was not a very good time
for a fall break.
They found that that was challenging.
It was a disruption to academics.
And then definitely a theme about us
communicating whatever is decided.
So our next, our kind of conclusions
that we're gonna give to the negotiating team
is really to look at how can we find the middle ground?
How can we explore the idea of giving some time off
in October and then whatever it is that was decided by that
that we can explore ways to support families with childcare
and that we can look at our neighboring districts
and see in what ways can we partner with them
so that we can have a more aligned calendar system
and whatever is decided, make sure
that that is communicated clearly to policyholders.
Do you guys have any questions, comments?
Or have you had any questions?
Who wants to go first?
I don't know if that's what I'd like to say.
I can start if you want.
I think even when we were talking about this last year,
there is a number of things that we're not going to see yet,
but I think anecdotally are kind of leaned in a direction.
I think, Amy, you brought up, when we first
talked about this, this kind of timing
in terms of cadences and routines.
We're hearing that certainly on the special ed side.
I am, however I'll say, I'm surprised,
a little bit surprised by kind of the broad love from staff,
which tells me also that, you know,
finding some compromised middle ground
in terms of respecting staff morale and the pressures
and all of what we ask of teachers is real.
I want to really appreciate
and acknowledge the morale piece.
I also, I think off the top,
and I'm not even sure that I'll be done,
but I'll take a pause in a minute here,
is that we are looking at,
I'll just reiterate something you said right now,
which is that this is an item that's bargained.
I think earlier doesn't necessarily make sense to me.
I think it's more disruptive,
but I don't know what I don't know.
And the coordination piece.
I would say that, you know, the primary,
and even the energy of who completes the survey
at the WCI level when you have kids that are straddling.
Aquilani does their calendar two years at a time.
It's not gonna align neatly,
and I do think that we need to be respectful
of what our elementary community needs.
And we're never gonna align across, you know,
half a county's worth of school districts.
So I think the best that we'll be able to do
is to make rational, thoughtful choices at the table
that will respect the need for some staff morale
and a little bit of pressure release
is really what I'm hearing,
that I think our staff and teachers need.
And I think at some level, many of our students need
But we can't quite disrupt learning the way
that it seems like this has been disrupted.
And we're not going to know the full ramifications for a year,
and we're going to have to bargain it ahead of that.
So I'm not sure how we weigh all that
or say how do we continue to understand
that this will iterate, I think.
This isn't going to be the last time we talk about this.
This isn't going to be the last survey that goes out.
I suspect that this will, figuring out
what the right kind of improved cadence
is for these 180 days of the school year will probably be a two or three year iterative
process. And that's not super satisfying because people really want the structure, but I think
that's also real. I do think it's a matter of finding balance. I wanted to say thank you for
the public comment. I appreciated that because I do think that we're impacted by the small break
childcare with us perhaps not communicating early enough so that they
had advanced notice to plan for what have you. I think we really need to
explore drop-in situations for those who maybe don't require childcare usually
to have that available. Certainly you know with my kids at Los Lomas in
knowing a lot of WCI parents I know that that struggle was definitely there and
realizing that we can't always align with Akalani's. It's a struggle but I do
think that there's some legitimacy to the disruption of our education and
making sure that kids stay on track so hopefully we can explore kind of a compromise if that's
something we can do but hopefully the survey at least paints a good picture for staff and everyone
at the bargaining table when we go into negotiation so that they understand how the community feels
as a whole. We know that the staff certainly appreciates a little break, but do they also
understand that parents have certain struggles and can we come to some sort of balance?
A couple just big bites for me. Thank you for really highlighting the reason why and
and the problem that we were all trying to solve for.
Because I think if you don't know the background,
and schools are very complex with all the different layers,
and the fact that our budget is very tied to attendance
and things like that, a lot of the average parent
doesn't know that.
So I think when they saw it fall break,
it was kind of like, what are they doing?
So I think highlighting that there
were a very high level of staff, absences, and students,
that there was a symptom of something going on
and a need that needed to be met.
And I think that was kind of lost or just didn't really
get out there, just because it's difficult for parents
to understand why that's a problem.
But, you know, and also balancing stakeholders,
that's always a struggle with school districts, right?
You want to support the staff and stay student centered
at the same time.
But if you're going to have quality education,
you can't have teachers that are in front of the help.
And when you have high absences, in fact,
there's something going on there.
So I thank you for kind of highlighting that.
Secondly, also highlighting that it was a bargained piece.
It wasn't something that we just, the board,
just popped out of the air.
So thank you for highlighting those two things.
I also think, given what the story is telling us thus far,
because it's, as you said, a snapshot.
This is the first fish in the fishing in the barrel,
so to speak, and what's how the temperature is.
Definitely, there's some themes coming out.
Child care, obviously, is an area for improvement.
communication
But also the alignment with Aquilanes. It's it's a struggle and as Heidi pointed out
I mean to planning their calendar two years out. It's extremely hard to strongarm your way in is an elementary of one school
It's difficult, but clearly I think that was also a pretty strong thing. So
I think those are some some key takeaways
I think, at least for me, I'm hoping that when you guys do go to the bargaining table
later this year, that those are some key points that are considered pretty strongly as we
continue to look at what we'll do.
I think it's probably pretty obvious that we will continue to do a fall break, but it
needs to be continued to be refined.
I recall last year, it kind of came up because it was the first year at Mount Diablo, our
our New York district did their fall break and they're very large district
and even Martinez I think that was their first fall break. No they don't do any of that.
Okay so then it's Mount Diablo. So I remember that was a topic among a lot of our teachers who have kids in my district.
But I think I could find a good balance of what works for our families and staff.
Yeah I remember hearing what you just said that that was a consideration with
alignment with Mount Diablo because we have a lot of staff who have children in Mount Diablo schools, that the survey results
don't really
tie to that because a lot of the comments said, you know, it didn't help me because my kids had a different break than I did and
yet staff attendance did
I think did improve. Yeah, it dropped by 28 percent. So that's a little confusing to me
Like why did staff attendance approve if we were not aligned with Mount Diablo? People did not take advantage of that.
I don't think we were trying to align with Mount Diablo. I think it was it was it was a fact it was a fact in
the conversation that Mount Diablo was taking a fall break but we did not.
We negotiated before we knew what the fall break was going to be.
So, yeah, they're coordinating those counts,
the timing of different adoptions,
Aquilani's adoption, our adoption,
Santiago's adoption.
We're never gonna have to be able to make everyone happy.
I don't know if I have too much to say
that hasn't already been said.
I think the only thing that maybe hasn't been said
that is the concern for me is that,
as you pointed out, we still have 180 days in our calendar,
which means we've now extended into June
instead of ending right before Memorial Day.
And I just question how valuable those days will be
instructionally, like, they're gonna be parties
and field trips and that's not a good quality
instructional time where I'm so excited to see
all the games that we've seen in our CASP data,
in our special education data,
and we need good quality instructional days to achieve that
and I think you're more likely to get that in October
than you are in June.
but I think all my other thoughts have already been articulate.
Yeah, and this will come after negotiations, too.
But one of the data points, I think, that will be interesting
is to see attendance during that last week in June
if it goes down significantly, because then that
will offset any gains in October for the fall break, right?
Maybe.
Yeah, it would definitely be good to have a summary
report from the year again which is why I think this is going to be iterative
there's not so they'll be a calendar bargained and then we'll have year-end
data and then they'll be another calendar bargain and we'll have another
have the right data and tell me how you did thank you thank you now we'll move
into our action agenda here for our yearly presentation of our school site
plan I'm just gonna give brief overview of process and then I'm gonna invite
mr. law to come up and highlight the great work that WCI's been doing through
their site plan. So this is just the timeline of all of the activities that
the principal and the school site council engage with across the year to
make their school site plan. And as you know we really believe that we're gonna
get the best student outcomes when we align all of our plans and so our school
site plans align with our strategic plan and our LCAT. We are a data-rich school
district. I'm very proud of this. We've really grown our data culture and it's
just always rewarding for me to look in the school site plans and see our all of
our schools really accessing all the data points and really analyzing and
looking for bright spots and areas for improvement. The site planning this slide
just kind of reminds us that it's an ongoing cycle of continuous improvement.
And then I just want to briefly highlight a couple of the areas in our elementary plans.
So one section of the plan is for them to really look at their greatest progress.
And so I just pulled one of the bullet points from the mini for each site.
And you'll see that they're looking at areas of growth they've made on their Smarter Balanced
assessment, their past assessment, LPAC, and then some are highlighting just not
where they're at as far as like 70% meeting our dean, but hey we made a 10%
gain, you know, so it's fun to see the different ways the sites analyze their
data. And then there's a section of the site
plan for them to look at their greatest needs, and so here you see sites really
calling out like helping our students to be prepared for one of the most
challenging parts of our Smarter Balance assessment is the performance tasks and
so we've talked a lot about that and how are they providing opportunities for
students across the school year to be really well prepared to show what they
know in that section. Also really thinking about reducing chronic
absenteeism which we've seen a lot of really good gains this year and we need
to continue that work, and then continuing the focus
on our multilingual learners.
And then this section, for each goal area,
there's actions in order to reach their goal.
And so this is just a sampling.
It's really focused a lot on professional learning,
their plans for how they're going to really make sure
their PLCs are operating really well,
collaboration time is really strong,
and that they're using formative assessment to really guide
instruction and differentiation.
So I'm brief so that we can really spend most of our time.
You keep it that way, you keep it moving.
OK.
I'm talking about our WCI plans.
Good evening, everybody.
Thank you for allowing me to be here, trustees and superintendent
working.
I'm one of many principals in the district,
and I appreciate the opportunity to come up and spotlight
the good work that I think is going on at WCI.
Not a lot.
I had to change in regards to our plan here at WCI.
It's kind of nice to have some consistency in regards
to how our work continues to support district plan.
And again, I'm just really proud that that staff
is able to feel the results on the latest cast
data in regard to their hard work.
I've watched the work over the last couple of years.
And to finally see the traction on the campus
is really fulfilling.
And the best part is seeing the teachers excited
about their work.
and it motivates them to continue the work
that we've established as I think a coalition at WCI.
We continue to do our work in our PLCs,
and I think that really has been the best part
of the reason why our success.
We are part of the CAPS network,
so this is our third year as part of that.
We continue to focus on common rubrics
and having that cool classroom experience
across all departments. I'll drop a little data here. Map-wise, we have seen an upgrade
overall this last year from 60 to 65 percent of our students, you know, getting threes
and fours and achieving the degree of mastery that we'd like. Specifically, I want to highlight
about seventh and eighth grade map, seven grade map from 61 to 70 percent, and a double,
double digit gain in eighth grade from 55 to 65 percent. That doesn't happen by
accident. Some consistency in regards to the department. Consistency in regards to
expectations and holding each other accountable. But again, this jump
reflects just a strong alignment and consistent instructional practices
regardless of what teacher you get every year. Really happy with our ELA and our
our writing gains, substantial, specifically
to our argumentative, explanatory, and narrative
writing, 36% to 55%, 15% to 38%.
And again, these gains show the impact
of the shared rubrics and the shared conversations that
are happening within the professional learning teams
and outcomes for their students.
I went ahead and included the goals there.
One of the things that we tried a couple of years ago that empowered our groups
is instead of myself or Jan sitting down with them
and saying, these will be your goals, but giving them the data
and asking them, what do you think the goal should be?
They've taken that work seriously, and they wanted to do that again this year.
And so I know that our department chairs sat down with the departments
and decided, let's look at the data.
Let's look at our current groups of students
and decide what needs to be done, what holes need to be filled.
And so specifically, they shared the goals there.
Again, we spent a lot of time over the last few years
taking care of our kids as they came out
of a very difficult situation.
And I've challenged, I think, staff over the last 18 months
or so to up the rigor and expectations of students.
And so we're moving along.
But our wellness and equity continues to grow.
Our advisory program continues to build.
Staff gives input.
We have an equity group, a national equity project.
And Unity Club and our black student unions
continue to do that work on the ground.
Our second goal, instructional-driven data, goal one centers on using focused assessment
data to understand student needs and guide instructional decisions.
I talked a little bit about that.
Math is choosing to focus on our sixth grade rational numbers and ratios, seventh grade
and proportional thinking, and equivalent expressions, and eighth grade linear equations
and algebra readiness.
Overall, they're taking baby steps to get you ready for high school math, and talking
with high school, what the essentials
are to be ready in high school, and backwards
planning that appropriately.
ELA focus, specific to writing, is
all students should be able to write a full informational essay
and synthesize across multiple texts.
And a reading goal is students must master
academic vocabulary, including word relationships,
Greek Latin root affixes, not roots, and connotations.
We've been very lucky to have the support of somebody who
is a literacy expert by the name of Meghan Hargreaves, who's
come and spoken with our teachers on several occasions.
They love her.
Every time she comes, we share data with her.
We share what's happening in our classrooms.
And she's able to articulate plan, PDE events
that our teachers look forward to.
And that works build over to our fifth grade team last year,
so we can, again, articulate from the elementary schools
to the middle school.
No?
OK.
Yes.
As our students and parent populations evolve,
we're adapting practices to meet those changing needs.
We have, like I said, I mentioned an advisory committee
that meets quarterly and looks at the needs of our students.
Yes, they have a curriculum, but at the same time,
we found the need to be responsive to what
is happening on campus.
We're still dealing with a lot of things in regards
to hate speech and kids not being kind,
but as one of our goals as district
is to creating a sense of belonging.
We are talking with our students, talking with staff,
and finding ways to support that.
It is very difficult, but I think
that the right people are in the room
to start helping making decisions and creating
action plans where kids are feeling the difference.
I think one of the best things that we've done as a district
and as a site is empowering our student
and the power of student voice and listening to kids
and what their experiences are and listening
to their suggestions about how to fix it.
Yes, they're 11, 12, and 13, and sometimes their ideas
sound like 11, and 12, and 13-year-olds,
but sometimes they're extremely profound
and they say something at the exact right time.
And so we're finding times to talk with our marginalized
groups and, again, with our work with the National Nuclear
Project, design action plans and things
to move our campus forward.
Again, just as we kind of finish things off in the Goal 3,
really asking staff what mastery looks like,
we give grades four times a year.
And I'm challenging the staff now
to really understand what a grade means.
And it doesn't truly measure a mastery of materials.
We want kids to go to high school really having
a sense of what they do well and where they need to grow,
rather than just telling them what makes them feel good
and getting them on the honor roll.
We want students to earn that.
And at the same time, more than anything else,
be prepared for the next level, whether that
be the next grade level of WCI or a high school diploma
and the things it will take to be successful.
Impressive.
Very concise.
That is a lot, a lot of amazing, great work.
And we've seen such progress at WCI.
Thank you, Mr. Law.
Thank you.
Thank you for having us.
We just are proud of that work and wanted to highlight that.
And so really, you get to see that it's
a summary of our next steps.
I can take questions, or we can move on to the recommendation
to approve the school site plans as presented.
Well, I have a question.
and for Jason, on that last slide goal number three,
point number three was calibrated teacher scoring
and collaborative review of student work.
And I just wondered if you could talk about that
a little bit more?
Yeah, it's one thing to give an assessment,
it's another thing to reflect on the assessment.
And I think staff is realizing that
during their Wednesday morning times,
it's not just planning what the next assessment is being,
it's looking back and articulating
What, you know, what do we want our kids to know
and did they learn it and how do we know that?
And by looking and assessing the questions
and changing things.
And I'm just really proud of staff who are like,
no, you know, we taught it so they should learn it.
Or wait a minute, we thought we taught that
and they didn't learn it.
There might be something more to that.
And so I think it's really important that
our PLTs are looking at that together,
whether you're a veteran teacher,
whether you're a brand new teacher
and asking questions of the data.
Because it's in the conversations about data
that we actually give it meeting
rather than just a percentage that we present.
And if one teacher is having a lot of success with something,
that teacher is able to share it with the other teachers
on the department.
We put all those students in their class.
Thank you.
I'm going to ask because you mentioned equitable grading.
And so when I read that, I was thinking more
about the usage of rubrics and working together
grade level teams and subject matter grade level teams and talking about
grading practices. I mean we all have probably everybody in this room has
experienced or heard complaints about inequitable grading or differences
between teachers. It's not really experienced in ourselves. It really is
important and come down to the rubrics because the rubrics are telling the
students and the parents like this is what we think is important and this is
what we want you to learn and you're articulating that right and it's so
great to have a conversation with the student goes but why didn't I get this
is great. And it's not a conversation about points, it's a conversation about learning
targets that weren't met.
All right, good. Jason, look at your runway. Also, you know, just in terms of Goal 2 and
how it is that we're thinking about restorative practices, when we're thinking about hate
speech and how it is that we're bringing community together, just curious about how all of those
pieces fit and how it is I know that your team has been really, really committed to
to the work of the National Equity Project,
which has been really exciting and inspiring,
and just curious about how all of that is coming together.
Yeah, it's our third year and doing the work,
and the first half of the work really is
looking at your systems and reflecting.
And we know that just being punitive,
giving consequences isn't gonna change behavior,
and making sure that the kids understand
the impact of their actions, and that takes time.
and giving staff permission,
it's one of the things we talked about
at the staff development day last week,
is giving them permission to interrupt
the importance of their curriculum,
right in the middle of a math lesson or an English lesson,
where we're getting the results that we all want,
but wait a minute, somebody said something that's not okay,
and taking that moment,
because that's the most important learning
that needs to take place,
and finding those opportunities to do that.
And the kids are saying to us
through the data that we're getting that,
That is happening more in classes
and they feel comfortable there.
It's the unstructured times that we struggle with,
and I pick on PE, but it's, again,
they don't have four walls of a classroom.
It's more kids, hallways, bridges, different areas
where, wait a minute, where we need to empower our kids
to start saying some of the things
that our teachers are saying,
because they're the eyes and ears of our campus
and empowering them with some of the upstander
kind of catch-phrases that we want to establish on campus,
so they hold each other accountable.
That's great, thank you.
I do have one more question, but actually it's sort of related
to the special education presentation,
because there's sixth graders at both Tyce Creek
and the OCI campuses, and I was just thinking about that
and wondering, are there intentional placement decisions
about which sixth graders go to which campus,
or is that just because we happen to have
quite a few sixth graders this year,
we needed two programs in order to accommodate them.
Are you speaking specifically to the STC program? Yeah. Okay. Yeah, sorry.
Tice Creek is the intensive program and WCI is the moderate program.
It's just a different level. So that determines where they go.
I'll move to approve district site school plans for student achievement as
presented for 2025-2026. All second? We have a motion and a second for approval of district school site plans for student achievement as presented for 2025-2026. All those in favor?
I'm bringing some information today about our current parcel tax, and also information
about what we learned from our survey back in 2022 and the past election and our Halamis
and a potential timeline for a parcel tax.
This is an action item, so I'm asking the board to give direction to the staff, and
And I can think of at least two different options.
Either we start the exploratory process of both course tax
or to not do anything for any other variations.
Of that, we're both.
I'm truly grateful for the community partnership
that we have here at Walnut Creek.
Just with our property taxes alone,
90% of our LCF funding is funded locally,
and 10% of our funding comes from the state.
Based on our last board meeting between WSEF and our PTA
and parent group partners, they're
bringing over $1 million every year to the district.
And of course, we have our master T and J
and our major H parcel tax.
We have an even tougher road ahead.
That's always the story of the school budget,
but even more so in the next few months.
Just to give you a preview about COLA,
We budgeted our op-tier COLA for 26-27 at 3%
based on what the state has passed in June.
But we're hearing some information now
that because of inflation is cooling off,
and that is causing the COLA to go down as well.
Right now, we're projected for next year
to be between 1 and 1,000 to 2 and 1,000%.
And that's a big change.
That happens and materializes a lot of this,
and being a world of hurt, especially if they're
writing that minimum 3% reserve.
Also, the impact of federal funding and policies.
We're hearing things about SNAP and Medicaid
requiring work applications for those that could
drive our UPP numbers down and supplemental funding
or title funding.
A lot of things are at stake.
Of course, how do we continue to give raises to our staff
to be competitive, and of course we're
on the second year of the health benefits
MOU that would expire again and make sure
how do we do continue to fund that.
And of course we have our increasing special education
costs and legal costs, particularly around settlement
and legal costs.
And I'll go more over that in detail
when we present the first interim in December.
But these are the things that are added pressure
to our budget, which makes us think
that maybe this is the time for us to go out for a parcel tax.
A brief history on our current parcel tax.
It was passed in 2009, but an overwhelming support of over 75%.
By $82 per parcel, no sunset, no escalator.
And the ballot language included reducing class sizing,
supporting technology, and library services.
That chart shows you that in 2010, when the parcel tax got
funded we were able to pay 21 teachers out of it, but of course it raises the benefits and all of that.
That is now down to less than 13 teachers and it will continue to go down of courses we continue to increase our salaries and benefits.
Next slide. You've seen this over and over again. This is the most current information that we have.
The partial taxes that our neighboring districts have, and you can see we're at the bottom of the ranking there,
at $82 per parcel. Since 2001, the Contra Plaza County has gone out 36 different times in different
districts, and we've seen about a 64% success rate with those that have gone out of parcel tax.
This is information that we gathered when we went out for Measure J back in 2022.
So the first chart to the left shows that we asked a question, would you support a current
parcel tax and the answer was the 67% between the absolutely yes and the mean yes and then we
measured three different scenarios what if it was the same what if it was slightly lower what it
was slightly higher and of course that you can see the support ranging between 54% and 67%
based on what we pulled in 2022. We also got some information for month one based on the last
partial tax debt went out for and I wanted to point out what are the
district support and turnout that first chart shows that when we did the polling
when they did the polling our constituents said that you would
support it 74% but the actual support is only 60% so that means that less people
actually came out to vote right and the next chart shows the makeup of that and
And I just want to highlight that our biggest supporter
continues to be Ross Moore, which I'm so grateful for.
But this is what happened.
The next slide shows you a potential timeline.
Next year is an election year.
So when we go out, either June or November,
the cost is not going to be as much as going
out on a special election.
Either June or November, the first two items
are out for proposing to be the same.
That in December, we would assemble a leadership team
comprised of our labor union partners,
our parent partners, the representative from the board.
We'll need to talk about campaigning,
what the need is, and gathering community support.
What I'm really asking for direction tonight
is if the board would approve for us
to explore partial tax.
And that would be initiated by hiring a firm
that would conduct a poll in January
to see where support is.
So if there is any support at all.
Or what amounts for partial tax.
So let's just go with the June timeline.
If the board approves it, then we
would bring back the results back in late January.
And then the board would make a decision
whether to put it on the ballot by approving
a resolution in February.
And then we would put that in the ballot by March 6.
We would campaign between April and May.
And then June 2 would be the date
that the voters would come out.
And then funding would be in the following year.
If we choose a November timeline,
we could also choose N, like a contingency
just in case using this past because we're expecting
more turnout in November, of course.
Then we just push everything out by five or six months,
and that would be the timeline.
That's all the information that I have.
Had any questions and anything that any...
have a question from watching what other districts have done sometimes districts
add a parcel tax that maybe has different sunset or whatever in addition
and keeps their existing parcel tax and other times district a bend their
existing parcel tax and so I was just wondering would that be something that
that the polling organization would look at?
Absolutely.
It's something that-
Options and what-
Yes, we would, thank you for bringing that up.
We will definitely construct the firm
that we'll be doing the polling on,
but we'll be more feasible to be amended,
we'll be co-op with a partial tax that has a sunset.
What about escalators?
So we're gonna be testing different scenarios
to see where we can get the support from our community.
Well as the longest tenured board member, I remember Measure H, I remember that campaign,
I remember volunteering for it, and to me the highlight of this presentation is that
graph that shows the FTE funded teachers and how that has declined over time.
very significant. So to me that is the reason that we should very strongly
consider putting out parcel tax on the ballot. I remember that campaign,
an intentional decision was made not to raise the cost but to pursue the no
sunset clause. But that was the most important thing at the time. The $82 had
existed I think before 2009. Yeah so it's been a very long time. Even before, I
don't know the exact date, but even before that it's been flat, funded at $82.
It's too little for what we need to provide. I agree, I mean I think we
we should be going, we've known this was coming,
we should be going out.
I would like to see something without a sunset
and with an escalator because it's pretty hard
to get these done and I think we have to avail ourselves
of the opportunity.
I also think we have a lot to point to right now
in terms of strong fiscal stewardship with our bonds.
We have something to point to with schools
that are under construction and going up.
So I think, I do think that that is important
to our community and I've been really proud
of not just our Walnut Creek School District community,
but the Aquiline's Union attendance area in general
in terms of how we do, measure team notwithstanding,
how we generally show up for education
and our prize of public education.
I think this is a really critical moment.
I would strongly prefer all things being equal
and based on polling to be going out in June
and not in a crowded general.
The primary, we did the primary for one of the bonds
and it was very successful and just a little bit saner
and a little bit calmer and it let us rest easy
going into a school year,
rather than coming into the fray of the election cycle.
Yeah, that's a good point to think about
the cadence of the school year
and how that aligns with the cadence of a campaign.
Does the current parcel tax apply to all residents?
Yes, it does, and there are senior exemptions.
So there are senior exemptions.
So any parcel taxes in the future
would also have the same senior exemptions?
Yes, it would.
And seniors can still vote, but they can opt out of being taxed,
right?
Yes.
OK.
So we still get Rossmore voters.
Yes.
Yeah.
I'm just going to clarify.
I can't talk down the bond, and they still
It's just the higher threshold is hard and it's harder now and I think we also have to be honest about the climate that we're in. It is just harder.
Yeah, it's tricky. This year has been a very volatile year. People, I think, are feeling the pinch of tariffs and then they kind of go away and then they come back and there's lots and lots of talk about them and people feeling it in their pocketbook.
So that is concerning, I think.
Kind of like the overall fiscal mood of the electorate.
But as you say, we have a very strong history
of good support for education.
Yeah, I think WCEF's donations are going strong right now.
So there are about 80,000 more things introduced.
Ever.
Ever.
Yeah.
I think all the talk about rising health care costs
and maintaining our benefits for our staff
is probably on a lot of people's minds.
And when you look at that slide
about what the personal tax base formed now
versus what it did when it started,
but we have not changed class size.
We've maintained lower than 23 to one
throughout that, at some point we are gonna have to.
I think a story to be told for us in the sense of, yes, we've gotten bonds and we've maintained
a healthy reserve, but at the same time, there are things coming up that are, you know, it's
a needle that's been threatened, so to speak, right, like we've done, we've balanced, but
there are...
More pressures outside of our control now.
Yes.
I think just highlighting that when money is given that it's managed well and good return on investment
so to speak. I think the point to you about not having the escalator, I mean all of this is way
premature right? We have to see the data first. This is just a discussion to even explore tonight
right? We're just exploring, non-committal. It's just yeah so but there's I think a lot of ways
to be smart about it.
On the health care piece, it would be interesting to understand, and I don't know if this is
data that's generally available, it would be interesting to understand what percentage
of our population takes the Affordable Health Care Act, because that's a very real pressure
on families in this moment, and I think we'll see the effects of that hit hard fast come
January so for sure in time you know that we should be thoughtful just all of
the different factors which I'm sure that our you know any polling will take
into account but I think it would be wise to consider.
I will move to provide direction on the next steps to take regarding a possible
parcel tax measure in 2026. I think I think we need I think I think we need to
direct for polling. I will move to direct staff to pull regarding
There is a motion to direct staff to conduct polling for the possible parcel tax measure
in 2026.
Close enough I think.
All those in favor?
Aye.
Opposed?
The very first item, though on the timeline, is forming the leadership team.
Do we need to vote on that or that's just part of what we just voted on?
Oh, right.
Because I just said polling.
You just said polling.
Since we are moving forward with a poll, we will assemble a leadership team in the event
that we want, that you then, we would bring back that
information to you in January, and then you'll give us
direction from there.
Yeah, I was gonna say leadership team might be premature
to the poll.
Right now, I think our sense of urgency right now
is polling the community and bringing you back that data
because you need to have that data in a timely manner
in order to make all the other decisions.
So that's our number one priority right now.
I hope you guys are ready for some exciting action items.
They are excited, truthfully though.
It's just the the numbers and weans of our wonderful Wednesday projects. The
first one, as we just said, is the Buena Vista Elementary lease back
construction service award. We have an amendment to the agreement between the
district and BHM. The initial allotted amount for phase one construction at
Buena Vista was slated and approved for eight million six hundred and seventy
six thousand three hundred and twenty seven dollars. That was for the phase one of the
The project, inclusive of a $413,158 owner controlled contingency and a $655,548 allowance
for a new play structure that was designed after the award of the contract.
Upon completion of phase one construction change order number one in a credit amount
of $494,823, consisting of $260,540 of unused contingency and $234,283 of scope moved from
Phase 1 to Phase 2 was approved by the Board on October 6, 2025.
Amendment 1 of the Construction Service Agreement reconciles these amounts to provide a final
gross maximum price for phase one in the amount of $8,181,504.
It's recommended the board of trustees
tonight that we approve the amendment number one
to the construction contract with a final contract
amount of $8,181,504.
All right.
OK, I will move to approve amendment number one
to the construction services agreement between London
district and BHM for the Buena Vista Elementary School Project with a final
contract amount of $8,181,504. I'll second. Okay, we have a motion and a second for
approval of amendment number one, construction services agreement between
the school district and BHM for the Buena Vista Elementary School Project
to the final contract amount eight million one hundred eighty one thousand
five hundred and four dollars all right we have to know that's a credit it's
credit yeah it's amazing I told you all okay series item 11.4
Indian Valley all right Indian Valley the modernization project back in
In January of 2024, we approved, utilized the lease-at-leaseback delivery method for
contracting for all the modernization projects.
The request for qualifications was advertised twice public cost times, a process similar
to previous hard bid projects, as we did for this one for Indian Valley.
On October 28, 2025, proposals were received from prospective contractors.
proposed were screened both subjectly and objectively. The four firms with the
highest qualification points were selected for interviews. BHM
construction was found to be the proposer demonstrating final best value
score for the Indian Valley projects. The contractor being recommended by the
panel will be awarded a contract for pre-construction services not to exceed
$25,000 amount. This contract in future and future and awarded GM gross
maximum price contract will be charged to the measure J bond it's recommended
tonight the approved BHM as the contractor for the Indian Valley School
Modernization Project with a pre-construction services not to exceed
$25,000. I'll move to approve BHM construction LLC as contractor for
Indian Valley School Modernization Project with pre-construction services
not to exceed $25,000. Second. Okay we have a motion and a second to approve the VHM
construction LLC as contractor for the Indian Valley school modernization
project with pre-construction services not to exceed $25,000. All those in favor?
All right.
This is regards to the approval of BHM construction change order number one for the final for
the Park Mead Elementary school modernization project phase two.
During the project design changes in owner requests, primary requests from the district
in this case be the replacement of the existing play structure with the new play structure
on the southern playground, which has occurred resulting in additional changes in the scope
of the original project.
Change order number one will increase BHN constructions contract amount by $273,000.
$273,298.
The district's manager Jay Bond, program manager Grace O. Mess has reviewed the change
order for merit and conformance with district and statutory requirements.
The contract amount for this phase of the project was $6,871.00, change order number
one in the amount of $273,298.00 will increase the contract amount to a total of $7,154,369.00
which is an increase of four percent as recommended tonight.
The board trustees approve the change order number one for Parkview Elementary School
modernization project phase 2 in the amount of $273,298.
All made for approval of BHM construction. I'll second. Okay we have a motion and a second for
approval of BHM construction LLC change order number one final for the Park Mead elementary
school modernization project phase two and the amount of $273,298. All those in favor?
Alright. Opposed? Abstentions? Motion carries. Moving on. Item 11.6. More parkmen.
Okay. Tonight I ask the Board to consider the approval of the Notice of Completion for
Parkman Elementary School's modernization project phase two. The district
contract with BHM construction for the for the reference project on May 13th
2024. The contractor completed the project on October 14th 2025. It is recommended to
the board tonight that they approve the notice of completion for the park meet
elementary school modernization project phase 2. I'll move approval of
resolution 25-26-10 BHM construction LLC notice of completion for the park meet
elementary school modernization project phase 2. I'll second. Okay we have a motion and a
second for approval of resolution 25-26-10 BHM construction LLC notice of
completion from Park Mead Elementary School of Modernization project phase two.
All those in favor? Aye. Motion carries. Item 11.7 yep all right just like the
Indian Valley project we went out and request for qualifications did proper
advertising for the upcoming Tice Creek Modernization Project. We screened all
of the prospective contractors and we held interviews in October and the four
firms with the highest qualification points were selected for those interviews.
GCCI was found to be the proposer demonstrating the final best value
score for the Tice Creek Modernization Project. The contractor GCCI which we
recommend tonight to be awarded a contract for pre-construction services
not to exceed $8,000. This contract in a future and awarded
gross maximum price contract will be charged to Measure J Bond. I will motion
to approve GCCI, Inc. as contractor for the Tice Creek School Modernization
Project with pre-construction services not to exceed $8,000. The funding coming from Measure J.
Okay, we have a motion to approve GCCI Inc as contractor for the Tice Creek School
Modernization project with pre-construction services not to exceed $8,000 with funding from Measure J. All those in favor?
Aye. Okay. Second motion carries.
Item 11.8, Walnut Heights.
Walnut Heights Modernization Project was initially approved a construction service agreement for the project in the total amount of 15,097,685 dollars.
The project was slated to be constructed in two phases.
Phase one work consisted of the interior modernization of classrooms and buildings and was completed over this past summer of 2025.
Phase 2 will consist of all site improvements along with the installation of a new modular
tiered support and library building that will be completed over the summer of 2026.
Upon completion of phase 1 work, phase 1 construction costs total of $9,929,262 and phase 2 costs
are $5,168,423.
$168,423.
Phase one total is inclusive of a $285,352 construction
contingency and allowance of $75,472
that was used for items that were missing design information.
Phase two total is inclusive of a $451,551 construction
contingency and an allowance of $330,000 for items
that are in design for increment two.
with completion of phase one construction amendment none one of the
construction service agreement is designed to allocate the construction
costs for each phase of the project. It's recommended tonight board trustees
approve amendment number one to the construction service agreement with phase
one construction cost totally nine million nine hundred twenty nine
thousand two hundred sixty dollars and phase two construction cost totaling five
million one hundred sixty eight thousand four hundred twenty three. I'll approve amendment number one to the construction services agreement with GCCI Inc. for the one hundred school project
We have a motion for approval of amendment number one to the construction services agreement
with the GCCI Inc. for the Walnut Heights Elementary School Project, allocating construction
costs for each phase of the project.
All those in favor?
Aye.
Aye.
Motion carries.
Item 11.9.
Notice of completion for Walnut Heights, and this is a notice of completion of my final
here we go all right the board I will consider the notice of completion for
the wall heights elementary school modernization project phase one the
district contract with GCCI for the reference project on March 24th 2025 the
contractor completed the project on November 6th 2025 it's recommended that
the board trustees approved the notice completion for the wall heights
elementary school modernization project phase one I'll move approval of
resolution 25-26-11 GCCI Inc. notice of completion for the Walnut Heights
Elementary School Modernization Project phase one.
Okay we have a motion and a second for approval of resolution 25-26-11 GCCI Inc. notice of completion for the
Walnut Heights Elementary School Modernization Project phase one. All those in favor?
then I told you I'd bring forward at this next board meeting so I'm asking you to approve
for CSBA-recommended updates in addition to the governing board policy, administrative
regulations, and 4-5 process.
I did have a question.
I noticed there were quite a few items related to websites, district, and, like, 30 different
things that are required.
Yeah.
I did not actually go through the website to check off all of those things, but do you
have a team member?
Let me just say that you're looking at her next to you.
And Lynette, Jan, and I talk about updates to the websites frequently to make sure that
all of our items are income-pliant.
It is quite a task.
It is quite a task, and it used to be.
Yes.
We did the whole refresh for this year, so I'm going to put this in a good place.
Yeah, anytime you do work on it, it forces you to take on another look.
I'll move approval of CSBA recommended updates in addition to governing board policy administrative regulations and board bylaws as indicated.
I'll second.
Okay, we have a motion and a second for approval of CSBA recommended updates and additions to governing board policy administrative regulations and board bylaws as indicated.
All those in favor and the motion carries.
Let's see, I have 12 reports and national numbers.
Can you give anything?
Wenlei and I attended a CCCSBA meeting
at France right down the beaten road,
when it was Monday.
Probably weeks ago.
It wasn't the third.
I think it was the third.
It was a Monday.
Yeah, yeah.
That was really interesting.
The invited speaker was Attorney General Rob Bonta.
And, yeah, it was very, very thoughtful.
Was that there?
Yeah, so that was interesting.
Were they doing anything with that?
Same.
Same.
Same things.
And yeah, I don't think anything else will effect.
I don't think.
OK.
I do.
Oh, I don't have anything to report.
Is that it?
Nothing to report.
OK.
I don't think I do either, so.
Moving on to item 13, future agenda item, item 14, pertinent dates, we meet again December
15.
And I think we can adjourn at 805 p.m.