Okay, time is 604 and I'm calling the meeting to session Pledge of Allegiance.
Pledge of 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.
All right, 5.2, roll call.
Is that a writer?
Here.
Amy Monck, here.
Wendley Johnson, I'm here.
Sarah Talley, here.
And Heidi, her name is Gaddia, present.
5.3, report out from closed session.
I have three items to report out regarding liability claims
against the district pursuant to government code 54957.1.
The board took action in closed session
to deny the claim filed by Richard Watson
against Walnut Creek School District,
the roll call vote was unanimous.
Regarding GC 54956.9,
Special Education Final Settlement Agreement
and General Release Number 1,
pursuant to government code 54957.1,
the board took action in closed session
to approve the Final Settlement Agreement
and General Release 4-1 case.
The roll call vote was as follows, four ayes and one abstention.
Regarding GC number 54956.9, special education final settlement agreement
and general release number two, pursuant to government code 54957.1,
the board took action in closed session to approve the final settlement agreement
and general release for one case.
The roll call vote was unanimous.
5.4 approval of agenda. I'll move approval of the agenda as presented. I'll second. Ok I have a motion and a second to approve the agenda as presented. All those in favor? Aye. Opposed?
abstention motion carries item 6 consent calendar I move approval of the concept
calendar I'll second I have a motion and a second to approve all items on the
consent calendar all those in favor
post abstention motion carries item 7 public comments we have one public
comment from salmon I becoming a familiar face around here so this is
going to be mostly for Amy since she's the only one I haven't grabbed by the
lapel and rigorously interrogated on this. So good evening board members,
superintendent, especially Amy. So my name is Solman Sohordi. Buena Vista is my
home school. My son attended TK there in 24. He's currently a second grader in the
Bancroft Elementary Spanish Immersion Program. I also have a daughter who's TK
age and she's in a private Spanish preschool. So I wanted to give everyone a
quick update on our parent effort to bring Spanish immersion to Walnut Creek
School District. I want to thank district staff, especially Jan and Knop.
Thanks to them, there's now a clear process on the district website for
parents who are trying to submit a language acquisition program request
under Prop 58. That's California Education Code Section 310. Those requests
should already now be flowing into Principal Gramlich. I really appreciate
the welcoming and collaborative way the district has approached this. Tomorrow
night I'll be presenting our efforts to the Buena Vista PTA, just explaining
what the program actually looks like, what Spanish immersion really means, why
families are doing this, how they can get involved, and how this is really a
district-wide effort that's just sort of being started through Buena Vista. So I
I want to share one more time the motivation
behind this effort.
Obviously, English, Spanish, bilingual education
is very important to my family.
I'm trying to create the same opportunities for my daughter
that my son already has in his program at Bencroft.
On top of that, you'll hear me recite these figures a lot.
Growing up in the Bay Area, millions of our friends
and neighbors speak Spanish.
Growing up in California, 56% of students
are Latino already right now.
Growing up in the US, there are 65 million Spanish speakers
in the US.
That is second only to Mexico.
They have 130 million about.
They're growing up in a hemisphere
where Spanish is in the community,
in their future workplaces, in health care, business science,
government travel, their future friendships, relationships.
So in a very real sense, our children are already immersed.
The question is whether we prepare them to participate
fully in that world.
To clarify, again, for anyone who doesn't know,
Spanish immersion is not Spanish class.
It doesn't take any time away from math, science, reading,
writing.
It means teaching those same academic subjects
through both languages.
So by the time our children graduate,
it's not just a subject that they learn.
It is a language that they can actually use.
So again, our kids are already immersed
in the Spanish-speaking world.
We just need to make sure that they can speak the language.
Thank you so much.
Thank you.
8.1, W.C.
Really excited to highlight
our comprehensive wellness program
and just always want to start by grounding
that it's one of our focus areas in our strategic plan
and also supported by the LCAP.
And this is something that in our district,
we really kind of started right before COVID
and then we were so fortunate
to have a really strong foundation in place
And it really speaks to the planning.
Corey Cohen was a founding member
of our Comprehensive Wellness Program,
along with Connie McCarley, if you'll remember.
And so it has stayed strong.
And it's been so fun just to watch it even get stronger.
And it really become the fabric of all of our schools.
And so tonight, you're just going to hear some highlights.
And it's just fantastic.
And I'm just so proud of the work
that our wellness coordinator, Corey Cohen,
and now Renee Nickerson as a program specialist
joined us last year.
And so she really gets to help with the Littles
and they're a great team.
So I don't want to take any more time.
I want to, I'm not sure who's going, I think I am.
All right.
Thank you for that introduction.
So tonight we just want to give you a few highlights
of the great things that are happening
with our wellness program across the district.
We're going to talk a little bit about wellness centers
and highlight what's going on at Buena Vista
and at Walnut Heights from Measure J as well.
We're gonna talk a little bit about TK and kindergarten
programs, Renee is gonna talk about that,
social-emotional learning, what's going on in the district,
and then a little bit about what's going on
with behavioral and mental health supports.
So I don't know if you've been over to see Buena Vista,
it's beautiful, they have a new Wellness Center this year,
so we set everything up.
They have a new wellness para also,
so we just wanted to share a photo with you.
The Wellness Center there,
just like all of our Wellness Centers has designated areas
for students to have sensory calming, art, movement,
and other regulatory activities for them
during recess and lunch, very well used.
We're gonna give you a little bit of data.
So that's one of VISTA, it's called the Paw Patch.
Walnut Heights Elementary is called the Oasis.
They also got a brand new Wellness Center last year
and it's really well-loved.
As you can see, they have little areas
for students to decompress.
There's a reading area, there's places for them
to have cooperative learning opportunities with one another
and to really reinforce the social-emotional learning
that's also going on in classrooms.
So that's the OASIS at Walnut Heights.
And then there's a lot of activities going on.
I encourage you, if you're at a site,
to walk around and see what's going on.
The top left was at WCI.
The WCI Wellness Center has hundreds and hundreds
of kids coming through it every month
and using it for various reasons.
That is an activity that we did with the leadership class
around sleep awareness for students.
So the Wellness Center is partnering
with our student leadership to do some wellness
and kindness activities and get students more involved.
And then other wellness centers at other sites
also have weekly activities.
Some do yogas on Mondays,
or they have a student invited friend
that might not have a friend to come at lunch
and have an experience with them.
So I just wanted to share some of the various activities
that are going on.
This was some data that we shared
at Strategic Planning last year,
just to give you a sense, as Jan said,
our Wellness Center's opened right after COVID,
And they're a huge part of our wellness program,
they're not the only part.
But in the 2022-23 school year,
there are over 43,000 student visits
to our wellness centers,
and that number just kept growing over the next three years
and it continues to grow.
So the wellness centers are highly utilized,
they're amazing spaces,
and it's so great that we get to have them in every school.
Okay, I'm gonna pass it over to Renee
to talk a little bit about TK and Kinder.
So we last year realized that, as you all know,
that the date changed, so we can have four-year-olds,
do the cut off now September 1st.
We have very little ones.
Some are three and 11 months in August.
And they haven't had the exposure to,
you know, they have some behavioral challenges.
They have some social skills learning
that needs to take place and emotional regulation
and things like that.
So in talking to those teachers, we interviewed the TK teachers
and we did a survey, and they told us kind of some areas
that they'd like support.
So this year, what we decided to do
was do some optional professional development
opportunities so they could drop in as needed when they felt that the topic
kind of supported their needs. So we're doing and what I decided to do too is
tap into our special education specialists. We have a lot of knowledge in the
district so those are the people running the sessions. So we have
de-escalation techniques which is kind of like CPI but first level tier one with
our program specialists student engagement participation you can see
that our SCC teacher is going to be working on that respecting each other
personal space and then in the winter we're doing the behaviors just coming in
with supporting them with behaviors. We have timelines and procedures that's a
course a crowd pleaser for education and then building fine motor skills sensory
needs with OT and then they also wanted the speech language pathologist to share
a little bit about developmentally appropriate articulation and also kind
of their referral procedures so they understand a little bit about that and
then in the spring we're going to do case consultation and just have teachers
bring up topics that they need and we'll have every specialist there to support them.
We're also doing some pullouts, some small group pullouts with our wellness paris.
They were trained to support them with small group and these are the topics they're just
going to be doing.
With the little TKRS and the kinders, they can either be referred through the MTSS process
or the site staff referral.
There's parent permission involved, it's kind of passive consent that teachers will send
email that I kind of gave them a mock email
and they can personalize that.
30 minutes once a week, it can go from eight to 12 weeks,
and they'll be doing working together,
telling the truth, respecting others on the playground,
bullying, don't take others things, use polite words.
And then they're gonna be working on
the two big emotions, mad, being mad and being sad.
And how you, those are okay to have those emotions,
but what you do with it is what they need to learn.
So we're gonna be working on that.
And also the parents have access to the curriculum too, so if they want to reinforce it.
And then finally, with the TK Kinders, at each site last year, Cory and I made toolkits.
And these are kind of the things we put in each of the toolkits.
Every site has one for TK and Kinder, and the teachers can just share and use those supplies
as needed.
I'm just going to share a brief update.
You can just take a look at this.
It's a lot to look at.
But we have SEL calendars where we sort of lay out the scope and sequence for teaching
our second step, which is our district adopted SEL curriculum.
And then we have other things for teachers to look at just to support the teaching and
learning of SEL each month throughout the school year.
So that's for elementary, and this is all on CERC for teachers and for staff.
And this is for middle school, and the middle school one also supports the major themes
of what's going on at Tice Creek and Walnut Creek Intermediate for advisory focus.
So things like respect, digital citizenship,
you'll see more sort of middle school things.
Conflict resolution, that is age appropriate.
And so we're teaching these things in advisory as well.
I'm excited, this is I think my third year
I'm on the District Equity Committee
and I really love doing that work.
There are representatives from each site
on the District Equity Committee
and we're doing great work there.
And we also have made these folks SEL champions
because these two things don't exist in silos.
So I'm really excited that the SEL work and the equity work
are really happening simultaneously with this team.
And so, and that goes back to some of the focuses
for our strategic plan.
Last year, the equity committee came up with some
additional data through student surveys
so they could get a pulse of what's going on
in their classroom each trimester.
And the questions they asked students were,
these are just some of the examples.
I feel ready to learn and come to school in the morning.
People in this class are friendly to me.
Sometimes we get big data sets about SEL
and get them at the end of the year
and then we're not able to respond to them as readily.
So the teachers really felt like it
would be good to come up with some questions we could ask
students throughout the school year
so we could be more responsive to see what our classroom
communities need.
And so teachers got really good information back.
They're continuing to do that again this year.
And then just a strength I wanted to highlight from the data
from last year was that teacher support and trust
is that overall students felt overwhelmingly supported
by school staff.
It's not just the teachers.
It's the school staff because it takes everything.
Across all sites, 80% reported that their teacher listened
to the student ideas, and that many of them
felt that teachers treated them fairly all or most of the time.
So we're getting some really nice data back
from all this work together.
Just a really brief overview.
We have school-based brief mental health supports,
brief counseling at all sites for Tier 2.
So that's information about how parents or anyone
could get school-based counseling
if they needed a brief counseling referral.
Also we continue our partnership with Care Solace
for families that need more services outside of school,
we can make those referrals.
It's been a great partnership that we're continuing.
Okay, wait, last two slides.
We're also working on attendance right now.
I mean, we have 97% right now attendance,
which is wonderful, but there's still families
that we need to work with to try to support them
and figure out why it's becoming a problem
to have their child come to school.
So we're using Parent Square to manage attendance district-wide.
We're also recognizing positive attendance, which has been,
we've got a lot of feedback from families.
They've really appreciated that.
And then working with families, like I said, doing contracts, things like that,
and seeing what their need is, ride shares, other things like that to support them.
And then Cory and I are meeting with districts, or the site admin,
monthly to talk to them and just make sure that the process is working.
C-Y-B-H-I.
We are working with the Children and Youth Behavioral Health
Initiative.
I don't know how much all of you know about it probably somewhat.
You have some information about this.
But we're partnering them to provide more access
to mental health.
We also, if the parents will provide their insurance
information and billing information,
we receive reimbursement for that.
So we're working on that in many facets.
We're a tech department working on with Aries.
And we have an interface with Care Solace
they can input, the providers can input their information.
I think the providers right now are ready to start inputting.
They've been trained several times.
And then we also are going to be pulling in our billing
with Christina soon.
And then that will all get up and running.
So we're just pushing that out.
Our school psychologists, nurse, and our counselors.
And counselors are all doing that too.
So thank you.
Thank you for your time.
And we wanted to open it up for questions
if anyone has questions.
A broad one that for you, Corey, I mean,
We've been doing this work here for three years,
four years now?
I think this is, yeah, this is six for me.
It's just five percent.
It's okay.
You know, we implemented the wellness centers
after COVID and everything.
I mean, it's such a journey to see where it's gone now.
What would you say has been some of the recent changes
that you've seen in the way
that students are accessing the spaces?
I mean, they're still well utilized spaces,
but I think now the students that need them the most
are really finding their way to them.
At the beginning, it's sort of like novel,
and it's what's the difference between a wellness center
and a play space, right?
So I think the first year or two,
it just took some time to figure out
what is that space really for?
Why is it different from the yard?
How many kids can be accommodated?
And then some kids are just running there,
but they don't really need it,
and they're checking in and they're saying
they're great every day.
So I think the difference is that over time,
students really understand what, and so do staff,
really understand what this space is for
and why it is different from the yard.
And so, and also the paraprofessionals that are working,
like some of them have been there since the beginning
and we have great staff.
And so they're really being more integrated
into the academic spaces.
So I think there's more crossover between what's
brought on in the classroom and school site
and in the wellness center.
But mostly I would say my first answer,
which is I think they're being used
in the way that they have always been attended,
that any student can access them,
But for a student who really needs a regulatory space
and to really extra practice those SEL skills,
not just in the classroom,
but in a more concentrated way they're getting there
and we can identify them.
We have really good systems on identifying.
I do remember hearing that somewhat about
some children are learning just the color
and the pens were there.
Right.
So that's why I was really surprised.
The data's seeing the numbers go up, the visits.
So that's like number of visits, not number of students.
That is correct, it's the number of visits,
not the number of students and so and like it's kind of it's plateaued off
it's sort of if you look at last year it's sort of about the same as it was
some of it is that we have more students and like sometimes now we see TK and K
more K sometimes we see a little bit of K in there we didn't we didn't see before
but even you know I still I still would answer the same way I think like even if
students are coming in and there's a lot of them we can kind of figure out who
means what better and the middle schools are very high like Tice is very highly
used by all grades, and so is WCI.
Because they're open all day, and they're also
the gateway to get sort of additional help
from an admin or a counselor.
I know with the bond work, the flow was changed.
Yeah.
I'm huge on physical space and how it influences people's
behavior.
So the way it was before, I mean, you all know.
And then changing the entrance to be to the side.
I don't know if that's the space, the new bond space,
is that any influence?
We had to think about that when we were setting up
the new Buena Vista space, right?
Because we could have had it open from the lunch room,
and so kids would run out of the lunch room
and go straight to the wellness center.
But we decided to have the entrance be more intentional
so that the kids actually had to kind of walk their way
around and think about whether they actually
really needed to go into the wellness center
or they just wanted to go into the wellness center.
So I think, you know, we think about these things
now that we're growing as a district
and the spaces are changing, how do we accommodate?
And some of the spaces are smaller.
But what's interesting is they're getting utilized
almost the same amount.
And we do have data that we keep everyday that says, which when a kid checks in, they
have to say where they're at, they have to sort of think for a second, where am I, am
I, one, two, three, four, five.
And so if a kid's saying they're one everyday, they can go play.
And for the kids who are three, fours, and five, we can really consistently serve them.
Cory, I'm sure it's different than at WCI, but in the elementary, are they pretty much
open just at morning recess breaks and lunches?
the elementaries they are pretty much open at morning recess and lunch and
then our wellness para's now are doing some reading intervention support but
they're also doing the TK and kimber groups in between those times.
They'll be bringing them in that space so that they can play and practice the skills
they've learned in that that's what part of that 30 minutes is the lesson and
then the play and then you know having an adult there to kind of guide them
through that play so they incorporate and hopefully transfer it back into the classroom.
And WCI is all day. Yeah, yeah. It's just from the minute schools open sometimes before and then a little bit after school.
Are they experienced in terms of self-referrals or student self-referring or staff referrals?
Or do you know, do you have any data on?
In elementary or middle or both?
I guess I was mainly thinking about elementary, but...
It's mostly student referral.
A teacher can give a ticket.
Some sites will have a ticket if they
want to encourage a student to go.
But we've been really clear that it's
never for disciplinary reasons.
Teachers don't staff.
No one sends a statement.
So it wasn't the discipline that somebody was out of five
and they needed to regulate.
They might be walked over to get some support.
But it's mostly self, I would say.
Yeah, and the parents do monitor those kids
then send the data to Corey so that we can look at that and see how many of
them are out of fiber or four consistently right and he really maybe
needs counseling or something else right. It's mostly a shelter girl but we can
also see yeah and we can encourage especially for a student who's
isolating or doesn't necessarily you know they've saying they're checking it
at a number but they haven't really told you what's going on. I'm really excited
about the TKNK programming and the opportunity for our teachers and
everyone to learn from special education.
It really, I think, is aligned to the way
that we think that serving our often least served students
supports the totality of our school population.
So I just want to say, I'm really excited to see that.
And I hope that it is part of the de-stigmatization of what
it means to have mental health.
I think we see that in the high school already,
that kids, now that, like you say, the novelty is worn up,
but also the stigma is wearing off.
and to the extent that we are supporting that articulation
by continuing to normalize what it means
to have and utilize these spaces for a preferred purpose,
I think, I hope that we're doing a service to Alani's
as well in all of this work.
I'm curious about the pulse check,
the kind of student voice check.
Is that once a year, three times a year?
Like how often do, are we looking at that
and are there different times of year
where it's just more stressful?
Yeah, three times a year.
Three times a year, yeah.
Once a trimester.
And we were sort of, we did it as a prototype last year
and learned some things.
And we asked the group of teachers
what would be better.
So I think we're moving the dates up a little bit this year
just so we would have enough time,
especially in the third trimester, to really look at that.
And then we are working with the middle school teachers
around doing some more formalized,
using some CURTS surveys in their classrooms also
to get feedback from their students immediately
about their teaching practices in their classroom.
It's a great time of the year, hopefully, yeah.
Thank you.
Thank you.
Good evening.
I want to first start off by I wasn't
able to attend the last board meeting for a prior family
engagement, but I want to thank the board publicly
for coming out in support of Proposition 3,
joining our community members WCEF, who are also
supporting Proposition 3.
Obviously, a huge initiative statewide.
This past week and myself and two of our other teachers,
Julie Craig and Aaron Baker,
joined educators all throughout the state canvassing
in Walnut Creek in support of Proposition 3,
even though it was 95 degrees out there.
Important to get the word out and knock on doors,
a lot of people weren't home but they got literature dropped.
There's obviously a huge initiative that we're taking on
as a union this year and if people are still,
there's a lot of people that are still unclear
proposition three it's a lot of confusion with the billionaire tax which
is very briefly it's a tax that's already in place so it's not a new tax
that people are being asked to pay only the wealthiest Californians who are
already paying it will continue to pay it if it doesn't pass it'll sunset in
2030 and our small district alone stands to lose up to seven hundred thirteen
thousand dollars annually which when we talk about funding obviously we can't
afford to lose anything. $713,000 is no small amount. So we're really hoping for its passing
in November. Other than that, very busy week in Walnut Creek schools for teachers. We have
elementary staff that started parent-teacher conferences last Thursday and Friday, continuing
this Monday and Tuesday where WCI teachers join them today and tomorrow, meeting with
parents helping our students get support that they need so we can kind of cut
things off at the head right now this early in the year. And then we have a
district-wide professional development on Thursday which I think you know staff
is always grateful for the time to get together with colleagues and
administrators to focus on the things that can better help serve our students.
And then after our modified fall break coming up at the end of this week and
into early next week. Our negotiation team will start surveying members and
lead up to our calendar negotiations that will be happening in the next couple
of weeks tail end of October, early part of November. That's it. Thank you very much.
First I'd like to thank wallace rooms. I know Renee and Corey left but Jan's leading up.
But to give all of you credit for that it's not common to have what we have and
one of the things I've assessed as I've come in is seeing that work. It's
tremendous. It's very difficult to do it district wide so thank you for that. It's
serving our students. It's very a very strategic and thoughtful approach that
you maintain and resource so that is huge. I recognize that coming from other
districts and where I've been this is unique what we have so thank you for
that. Our readathon WCEF we read over a million minutes our students which is
incredible Park Mead read over 200,000 minutes. There are winners and Tice
Creek raised the most money and thank you WCEF for putting that on. Since the
last board meeting a few highlights, the same day I had coffee in the morning at
Burwood and then a district cooking night here where we had great input and
participation. My favorite meeting, I shouldn't say that probably though, was
at Indian Valley. I met with the students of Indian Valley. One of the things that
we're doing and I invite you to join if you can and I'll be bugging my team to
join when they can. They're incredibly busy but Principal Minick and I sat with
two kiddos from each grade, kindergarten that told us what they loved about Indian
Valley and some needed improvements. What they loved is over and over their staff,
after teachers, their principal, they talked about the NEST,
which is the name of their wellness room.
They loved going to the librarian.
They said it's way more fun this year in the library.
I don't know what they're doing,
but they're reading a lot and they love it.
One kiddo said he loves his program called Lexia.
They have new toys that have made play
a lot more fun at recess.
And then they gave me some funny things
that we need to work on, right?
And, but it was very helpful.
And it was great.
And I really want to model that we can listen to our students and our staff, our community,
but students tell us they don't hold back, and so that is very valuable.
So Amy and I, Trustee Moss and I were at WCI with Principal Law, and you know, a lot of
it's the same, they're just older.
They want kids to be respectful, they want our restrooms cleaned, they want to be treated
fairly, they love to have an adult that connects with them.
So that is something that will continue.
Last week and then again, this week I'm going to events at Tice Creek that go public, which
last week was second graders that gave speeches and showed us how they assessed different
projects.
So they were given a task, but they got to show what they knew in many ways.
And that's the project based learning we're doing, connecting at work.
There's not just one way to show it, you know?
So that was a ton of fun.
A number of us from the district office on Friday went over to the WCI rally.
Mr. Ratzloff and the team there put on and Mr.
Patison, our music teacher, if you haven't heard him before,
they had the jazz band out there performing, and it was incredible.
And the school spirit, the culture there has been pretty contagious.
So just to wrap up, I think we have very good momentum going into Thursday.
One of the things that I have seen and
have grown to value is the teaching learning mindset in this district. The agenda for our
PD day on Thursday is robust. It provides something for everybody and I'm really proud of the learning
that goes on and looking at students at the center and how we can be innovative. So lots been going
on. I'm looking forward to a few days of rest when it comes up but for that we have our PD day
which will be very exciting. So thanks for helping report. The public school construction adding
district members. Good evening Board of Trustees Christina Gogolotchi, CBO. Tonight I am requesting
the approval of resolution 26-27-13. It is an administrative requirement from the Office of
Public School Construction, OPSC, and they require all district representatives to be approved by
the Board of Education, and it formally would authorize myself, Superintendent Kepa Piano,
director of construction and maintenance, Stephen Miller, to act on behalf of the district for
programs administered by the state allocation board. The state allocation board has sub-programs
that we as a district participate in such as modernization grants through the school facility
program and approval ensures that the appropriate district staff are authorized to move forward
with these programs and any associated funding opportunities.
So just to be all plain English about it Christina this is this is basically to say if we want
to file for any potential reimbursements from any of the state bond programs for the facilities
upgrades that we wanted we need to appoint people to this body. Correct. That's what I thought.
Thirteen naming district representatives and authorizing participation
This is an annual compliance item, so what I'm asking is for you to approve the certification
administrators listed on that list because the skills and knowledge they
have to effectively evaluate certificated employees.
And again it's a procedural.
I'll move approval of the certification of administrators to evaluate teachers.
I'll second.
I have a motion and a second to approve the certification of administrators to evaluate teachers.
All those in favor?
Aye.
Opposed?
Abstention.
Motion carries.
Thank you.
Item 11.3 resolution 26-27-12 week of the school administrator.
Thank you. I have four resolutions so I'll say it about each as they go but next week is a big
week for our administrators on our sites where we recognize them for all the work
they do. Second to our teaching staff and classified staff our administrators
they are critical for student learning and you all kudos to you and
Superintendent Morgan and all of our team we have great principles in place and they care so much
about our students and our three assistant principals as well as school administrators do
incredible work supporting so I really like us to honor we'll be doing some things at the district
level office level to support and honor them but for all of our communities saying thank you
and notes of appreciation to our incredible leaders will be great. I'll just say out loud that I
notice that this also includes you know all of our business officials and all
of the teams that it goes into supporting this really incredible
community and to supporting our students and parents you know so I move approval
of resolution 26 27 12 week of the school administrator. I'll second. Okay I have a motion and a second to
approve resolution 26-27-12 week of the school administrator. All those in favor.
Opposed? Abstention? Motion carries. Moving on to item 11.4 resolution 26-27-09
red ribbon. Thank you and the theme this year as part of the resolution is
make a difference, be a hero, stay drug-free. Our sites will be
participating many of them doing spirit weeks, posters, decorations, and we all
know how important it is to continue to reinforce with our students that we're a
drug-free community so we will celebrate and honor and recognize Red Ribbon Week
from October 23rd through 31st.
I'll move approval of resolution 26-27-9 for Red Ribbon Week.
I have a motion and a second to approve resolution 26-27-09 Red Ribbon Week to occur each year
from the 23rd of October through the 31st of October.
All those in favor?
Aye.
Opposed?
Abstentions?
abstention motion carries the item 11.5 resolution 26-27-10 against
bullying harassment discrimination and violence thank you October is national
bullying prevention month which is a month-long event to prevent childhood
bullying and promote kindness acceptance and inclusion you heard one of our
strongest district initiatives with our wellness rooms as a way to do that we
also have common sense media and digital citizenship lessons that our librarians
provide those lessons on how to be safe online as we know. We also have an
anonymous tip line through Sandy Hook Promise, see something and say something.
We're continuing to build cultures of upstanders, of being able to speak against
something that is wrong, to interrupt. We all know it's age appropriate and
there's guidelines to that but having staff to support that so they can
intervene. Our students are usually the first ones to experience or see
something so we really want to reiterate that throughout this month and of course
that's a safety is our normal priority every day but this month recognizes it.
It's hard to look out into the world and think that and know that it's important
it's really imperative that kids learn how to interrupt misconduct you know
early and have the comfort and conflicts that muscle just seeing something
that isn't right and to intervene in an appropriate way. I move approval of
resolution 26 2710 against bullying harassment discrimination and violence.
I'll second. I have a motion and a second to approve resolution 26-27-10 against
bullying, harassment, discrimination and violence.
All those in favor?
All right, all opposed?
In absentia, motion carries.
It's 11.6, Resolution 26-27-11, Clean Air Month.
All right, briefly, this is a resolution in support of Clean Air Month
following California's Clean Air Day on the 7th of October, next Wednesday, correct?
Every year tens of thousands of Californians participate in Clean Air Day, the state's largest such event.
Is this also where students walk to school?
We do have different- oh no, it's not the same than maybe I thought it was today.
I think they already complete- well it depends on the campus.
Some campuses have already done the walk to school.
Okay.
Or bike to school.
Okay.
Bike to school is the walker.
I might walk to school this winter, maybe.
Isn't it the beginning of October?
Yeah, we also have walk and roll.
I was looking for my team to help with the team, which
our elementary, all of our schools
do walk and roll to promote that.
And you'll see that on different days.
Yeah, it's always good.
In a pair of volunteers and the students,
it's always a great event to see.
This one reminded me of reading it because I
haven't done pick up in a while.
But idling, like are we, yeah, it's all idle free.
Are there signs in front of schools?
I was going to ask that too, because a couple of years ago,
We had an idol free campaign.
And there was a local organization
that provided us with signage and stickers and things
like that to promote that message.
I will have to, Mr. Miller is not here tonight.
I'll have him put something in the board update
around idol free, because I know some of the schools
are my children, though, and how's that signage?
Yeah, I don't remember the name of the organization.
But if they're still out there, given the construction that
has happened, probably those signs have kind of disappeared.
but it might be nice to get them back.
Yeah, I just turned my parents because I heard that.
Yeah, it feels like something concrete that we can do
to promote clean air on around the schools.
Yeah, I mean, and some parents are sitting out front
for like 20 minutes of just running the dad news live.
Do you have a motion?
I think Sarah's going to ask about it.
I will move approval of Resolution 26-27-11
for clean air mows effectively, is it the 7th of October?
A second. I have a motion and a second to approve resolution 26-27-11, clean air month
following California's clean air day on 7th of October 2026. All those in favor?
Opposed? Abstention? Motion carries. Item 12, reports from governing board members.
Set up.
I was just looking at the date.
I attended the candidate forum on October 1st.
I was just going to, I had the joy of going to WCI,
thanks to Superintendent Cabo Piana's invitation.
But I don't remember the date.
I didn't write it down.
But I don't think I reported out about that.
It was a little while ago.
What were you doing?
What did you say?
There was a group of students that
were organized by principal law, who provided some insight
into their experience as WCI students.
In fact, the Wellness Center was one of the topics that came up.
And I just remember hearing, well,
to go to Heidi's point earlier, there
was a student, a young woman in eighth grade,
who talked about going to the Wellness Center
when she and her group of friends had drama to work through
and how she appreciated having the Wellness Center there
for that purpose.
And then there was yet another young man who
might have been in sixth grade who said he felt like there
was a bit of a stigma in going to the Wellness Center.
So it was just interesting to hear both of those perspectives
were on campus.
And then they also talked about Indian Valley cleanliness
and desire for respectful environment.
And that's all I have to report.
I did attend the candidate forum last week as well.
Very good.
I attended the WCI book club.
We read Miss Bixby, oh, I forget the full name,
Ms. Bixby's class, if you are ever in need of a break between, like, Heavy's last day,
thank you, Ms. Bixby's last day, if you're ever in need of a break between Heavy reads,
I'm telling you, YA reads are just fantastic, because they give you, like, really fun nuggets
of wisdom in something you can read in two hours.
So it's great to meet parents from the community who also
have a similar interest in books.
I find that we are sometimes in the minority,
but it's always good to make other book lovers acquaintances.
And then on September 30th, I attended the cookie chat.
Was that on the 30th?
Oh, the first.
And then I was at the forum.
Sarah?
On September 30th, I attended the LTCC online Zoom call
on our behalf with my new role in advocacy.
And then on October 1st, I also then went up again.
I was at the coffee chat with the superintendent
on the 30th of September.
It also attended the Citizens Bond Oversight Committee
meeting at Merwood on the 1st of October.
Really excited.
It was at Merwood so that the committee could actually
see some of those site improvements.
It's not a site that they had been on.
And now that that construction is done,
or is mostly done with some punchless things,
it was really great to see.