Mountain View Whisman School District Board of Education - Regular Meeting

The April 16th, 2026 meeting of the Mountain View Wisman Board of Trustees will please come to order. It is 6:00 p.m. We're meeting tonight in the boardroom at 1400 Monteceto Avenue, Mountain View, California. This meeting is being broadcast live on YouTube, Zoom, and on MVWC.org, and is being recorded. I'll now form the roll call. Bill Lambert, Devin Connley, Anna Reed,

Charles DeFazio, Trustee Vice President Henry is absent and will be joining us shortly. So, please rise for the pledge of allegiance led tonight by Montaloma Elementary. Thank you. Megan, you have a couple of minutes anyhow till we get to you.

Yeah, I'll we have to approve the agenda and then we'll get to you. So, let's see. Um, before we proceed with the agenda, I was to remind all attendees that the board welcomes and encourages public participation. We ask that all speakers adhere to the decorum and time limits established by our bylaws. I'll allocate time during each item for public comments as we see how many speakers we have. Next item of business is the approval of the meeting agenda. Any requests from superintendent or board members to pull reorder. Okay. On that open public comment on the approval of the agenda. If anyone wishes to address the board regarding this item, please turn in a speaker card. And if you're online, use the raise hand function. I'll wait to see how many speakers we have. Right. Seeing none, do we have a motion to approve the agenda?

Make a motion to approve the agenda as presented. Second. All right. All those in favor? I. All opposed. Motion passes unanimously with Vice President Henry absent. Now move to item two on our agenda, the school showcase. We are pleased to feature Montaloma Elementary. Uh, Superintendent Bear, would you like to introduce the school?

Yes. love to uh introduce Miss Megan Chinguchi, principal of Monoma. And I see plenty of leopards here, so we're interested to hear what's happening at Monal Loma. Good evening, members of the board and superintendent Bear. I'm Megan Jinguji, and I'm the proud principal of Montaloma Elementary. And with me this evening, I have our counselor, Mr. Joe, and our esteemed teacher, Mrs. Chuang. Both of them have been instrumental in supporting a positive and encouraging um program for our recess time. But before we get started, what I would like to do is present uh No, it's okay. Um that today we had a celebration for our military students. And so um our military students are an important part of our school community. and we have 55 students that um belong to the Moffettfield community and attend Montaluma. And the month of May is the month of the military child. And it's celebrated across our country in celebration of the perseverance and courage that these students face and demonstrate as they um work through having their parents deployed, um new moves, making new friends at new schools. and they're an important part of our school and contribute in many positive ways. And we celebrated them today with a reception this morning and also an assembly where we recognize each and every one of them with their families there and then Major Matt Miller who presented sur certificates to each and every one of them. Um, something that I want to share that I learned today from Major Miller is that dandelions um are representative of our military children. And he shared today that

dandelions can bloom anywhere that life takes them on a sidewalk, in the middle of a playground, in our fields. And our military kids are like dandelions. Whether you're blown to a new house, country, or a new school, you not only grow, you bloom. and you make that place a better place just by being there. We're grateful for our military students, families, and they each make Montuma a better place. Next, I'm going to turn it over to both Mr. Joe and Mrs. Trong to share their work in implementing our RAD program. They are both exceptional leaders who really took an idea, ran with it, and created a great program to build leadership in our students and create a more positive place for all kids. Hello everybody. Thank you for having us tonight. I'm here to present and introduce all of our pictures as you see up on our slideshow. This is our third through fifth grade rad leaders. So we have students throughout everyone and we have some amazing speakers with us all from our fourth grade class. If you want to click through the slideshow for me please. Thank you. Perfect. Thank you. I'm excited to introduce them and they're going to be here to talk about our broad role today and all the impact they have on our campus. When we launched the program, we started with students who had recommendations for showing strong leadership skills and be consistent role models. These are students who are really passionate about making a difference and helping others in our community. They all went through a training program. They learned about younger children. They learned consistent rules to recess games and they role-played ways to help lead the conflict resolution. We now have a process for any other students who want

to join our program. They go through a training program and they shadowed experienced leader before joining the team. We work mostly with kindergarten, first grade, and second grade students. We have organized games, invite students to play, and make sure no one feels left out. Sometimes kids don't want don't know what to play or who to play with, and that's where we come in. We help bring people together. Being a rad leader means we're helpful leaders and role models all at the same time. As RAD leaders, we make an important commitment to our school. RAD stands for recess activity director. Our job is to help make recess fair, fun, and for everyone. We promise to be positive role models by showing kindness and respect. We stay calm and patient even when things get tricky. We make sure everyone feels included, especially students who might feel left out. We also make sure we we uh we prepare um we are on time and prepare for our shifts because other students are counting on us. And when something is too big for us to handle, we ask an adult for help. Being a rod leader is not just about playing. It's about leading in the right way. One of our biggest job is leading is leading games at recess. We show students how to play games the right way by explaining the rules and modeling them. We also teach teamwork by encouraging students to share, take turns, and support each other. If someone is doing a great job being kind

or a good teammate, we make sure to recognize them. That helps build a positive playground. We want everybody to feel successful and committed and proud of how they are playing. When games are fair and organized, recess becomes more fun for every recess. Problems happen all the time and we help students solve them. There are three different ways that we coach students in solving their problems. Rosham show is a quick way to decide when there is a disagreement. Our whole school does roam the the same way so it can be done quickly. When there is a small problem, students can use counselor's wheel to choose two different solutions. When there are big problems, students or rat leaders can get an adult to help safely solve the problem. Our goal is to help students solve problems peacefully and keep playing. Here is the council's wheel that TK and kindergarteners students use to make a choice of how to solve a problem. Here is the first through sec fifth grade council build where students are encouraged to make two choices. Students that are in a conflict will try to of the solutions that they both agree on. And if it does not solve the conflict, it then goes to a taller support. As WAD leaders, we have we had the opportunity to present to different grade level groups to teach our students about our role as leaders, how to solve small and big problems using CO's view and grow. We took turns presenting and engaging students in role play role play play

scenarios to decide if a problem was big or small and what choices could be made to solve the problem. We check the schedule in our classroom. Remind our teacher that we will be heading to our shift and eat lunch when the younger students eat. After eating in the multi during kindergarten through 2 grade lunch, sitting with the other rathers, politely remind the adults that you were willing to leave a few minutes early. Then when we walk to the black closet, put on our vesting lane, then set up our castle our castles with boards and game station. During the games, we invite other students to play while making sure all games are fair and fun for everyone. After recess, we clean up all equipment, return everything neatly, and make sure our space is organized. Being a rally leader takes responsibility, teamwork, and leadership, and we are proud to do it. One of the big things we wanted to talk about is the sustainment of the program as well. So for all of our leaders, third through fifth grade, we're not only following up with the students as a role model outside of the rad, but we're also following up with our teachers and constant communication to ensure they're showing showing up as examples within the classroom and showing up as examples even when they're not on the black top. And one of those aspects is making sure all the way through with all the requirements, right? making sure that we're looking at all examples for everyone. And as well, we want to check in with our rad. We like to do in we like to do um peer work check-ins with our students, offer in sessions or in the- moment training if needed, as well as providing check-ins for them to fill out surveys and to tell us how they're feeling within their role, any

preferences, as well as just letting us want or letting us letting us know anything else they want about the role as well. The biggest that we want to emphasize is we're just so proud of the students here, right? They've continued to meet expectations and rise to the occasion, which was been so impressive to see on all of the adults on the school because you can see there's a need and they're filling it. They're helping out all the students and creating a culture here on the campus. It's extremely important to make sure all of the students can create that community feeling. Well, that concludes our presentation. I wanted to say thank you to our fourth graders. Um, they have um really set the stage for the future of Montuma. We're excited to have them be leaders as fifth graders next year. And a huge thank you to Mr. Joe and Mrs. Chuang for their leadership. Um, it takes a village and they are really doing amazing work with our students. um not only in the classroom but outside of the classroom. So, thank you for having us this evening.

Thank you. On behalf of the board, thank you to the students and staff for sharing with us tonight. Um I'll now call for a brief fiveminute recess to allow for photos and and for folks to exit before board moves on to more technical business.

All right, we are back from our recess. Um, we're on to item three, opportunities for members of the public, opportunities for members of the public to address the board concerning items on the closed session agenda. Any member of the public wish to speak in person regarding this item? Please turn in a speaker card. Anyone online, please use the raise hand function. I'll wait to see how many speakers we have. Seeing none, floor is now closed to public comment on the close session agenda. The board will now recess to close session at 6:18 p.m.

Board has reconvened open session at 7:10 p.m. During close session, the board took the following reportable action on item number B1 on the close session agenda. By a vote of five yays to zero zero nays, the board approved an expulsion for student 60019009 through April 16th, 2027. There's no other reportable action. President clarity that it would C1. Yes.

Oh, sorry. Apologies. C1. We now move to the consent agenda. These items are considered routine and will be acted upon in one motion. Does any board member wish to remove an item for separate consideration? Right? Seeing none and I'll take public comment on the consent agenda. If anyone in person wishes to speak on the consent agenda, please turn in a speaker card. If anyone online, use the raise hand function. I'll wait to see how many speakers we have to allocate time. Seeing no one online and one speaker in person, I'll give three minutes. First up, Mr. Nelson.

Thank you. Um, yes, I had a comment on the approval of schematic design for the fiber optics replacement. This is about a $2 million project. Um part of it it says is the main purpose is to make the uh bandwidth higher but you guys have just changed direction from when John was first working on this was more than a year ago I think when you first came on the board. Um and one of the things is Graham of course is a higher level uh and more internet usage uh site but um the other elementary sites you guys have given the direction to decrease the amount of uh computer use that's going to happen in the lowest half of those grades. So, um, one of the things is you might look at pulling the elementary schools from this, uh, schematic, um, design and this build, uh, because if you're tight on budget, um, and those fibers are still working and the routers that plug into those cables are still working, you have a bunch of, you should have a bunch of left over from the ones that were replaced. And you can see in a couple of years how it's uh your new idea of not having kids doing um um stuff on their own uh as second graders in classrooms uh may end up being there's much less of a bandwidth. You also should actually look at how bandwidth is being used. Um change order on the outdoor learning. One of the things is um it's taking money because the architects didn't look that there were pipes buried under the ground. Vargas actually has new drawings because it was only done seven years ago. So it has new construction drawings on where the pipes were. So if there is an air on

the part of um construction management and construction design which is the landscape architects if they're going to put something down into the ground it's their responsibility I think profession that to find there aren't any pipes there because maybe they could just have shifted those balls. Um I'll send you a pictures of the ball wall that's been there for at least 20 years at um what used to be Huff and is a Mai and it's can be done very simply rather than a very complicated um large um footing. Um so that's another thing I hope you guys look at and ask your construction management to take um better care of. That's all. I had something else but it's not that important. I think I already wrote you.

Thank you, Mr. Alson. Do I have a motion to approve the consent agenda? I move to approve the consent agenda as presented. Second. All those in favor? I. All oppose. The motion passes unanimously. Now move to section seven on the agenda, communications. First invite any employee organizations. See none present. District committees. Do we have any updates from district committees? Trusty Lambert.

Yes. I attended a uh probably what will be the penultimate check meeting uh last uh Wednesday. Um we're very close to closing the uh um services. Uh really just balancing the books and um you know making sure any outstanding sort of debt and things is sort of consolidated. uh probably have a meeting toward the end of June hopefully and so we don't have to file a tax return the next year but if not it'll we'll close it up and um in uh probably mid July. Uh good thing is that as the check was dissolving we received a grant from uh Santa Clara County so the district will be receiving some uh money and be distributed to all the uh uh joint power members. So,

thank you. Knows about Superintendent Bear knows about that. Thank you. Any other district committees? Finally, Superintendent Bear for the Superintendent report.

Yeah, just a few items. Uh, yesterday we had a an energizing, inspiring day with our principles, administrators, and some teachers uh training with Arenda uh on the MVWSD way. Uh the MVWSD way, which you'll hear about a bit later in the agenda, is our collective identity as educators in Mountain View Wisman and how we serve students with the highest quality educational experience. And based on um our work with Arenda, that will continue to evolve and improve. Some of the areas of focus right now are standards aligned instruction with clear expectations and rigor and using common assessments to monitor progress and provide timely data to inform instruction. um we'll be incorporating the findings from our recent system study uh and that'll be essential to improving the academic outcomes for all of our students particularly the most vulnerable. So again we'll we'll be uh we anticipate meeting again with Arenda uh to continue that work. Uh congrats go out to all the students who entered the uh districtwide film festival uh film districtwide contest uh spotlight on solutions. The film screening was held last night and it showcased 16 short films that explore real world problems and showcase inspiring solutions. Four films and the creators were selected as finalists and the film SOS by Cavia, Olivia and Agnes was selected the winner. So, congrats to all and well done. And finally, as um Principal Chinguchi mentioned earlier, I was honored to be present for Montaloma's celebration of the military child today. Um it was a great event at uh Montaloma. It's important and fitting that we recognize the children of our military families who are part of our community and honor the sacrifices they make and their families make. It was a sea of purple in the uh monol multi uh which is selected because it's a combination of all the colors of all the branches of the military. And I was taken by what uh Megan said as well and I just thought it was so fitting, right? The that idea of the dandelion being the symbolic flower

of the uh of the military child because they they really do bloom anywhere uh anywhere they uh they root themselves. So um congrats to all of them. That's it. Thank you. I will now take public comment on item seven, communications. Any member of the public wishing to speak in person turning a speaker card and online use the raise hand function. I'll see how many speakers we have. Seeing none online and no no one in person. Floor is now closed to public comment. And now we will open the floor to community comments on items not appearing on tonight's agenda. Please remember that the Brown Act prohibits the board from discussing or taking action on any item not listed on the posted agenda. Trustees or staff may briefly respond to clarify facts or you may direct the superintendent to agendaize the matter for a future meeting. Um I will see if anyone in person wants to turn in a speaker card. I will take those and then online use the raise hand function and then I will allocate time once I see I have two cards in person and one online. No one online. So I will give three minutes per person. First up is Miss Moss. Good evening, members of the board. My name is Allison Moss and I'm the community grants fellow at Silicon Valley Clean Energy, known as SBCE. SBC is a public notfor-profit agency that provides clean electricity for residents and businesses across 13 Silicon Valley communities. And part of our mission is to reinvest in the communities we serve by making clean energy alternatives to fossil fuels more feasible and affordable, which is what I'm here to speak to tonight. I'm excited to share the news that SBCE recently launched a new funding

opportunity for schools, its community grants program, and the grant provides a total of 3.2 2 million in capital funding for community serving entities in SVCE service territory to support all electric facilities upgrades. Uh 2.2 million of that total is allocated exclusively to fund projects led by schools. Uh some example projects include removing gas appliances and installing electric heat pump water heaters, HVACs to increase efficiency, adding solar and battery storage to buildings to create reliable backup power during outages and increase cost savings, and purchasing electric vehicles and installing related infrastructure to lower emissions and improve air quality. Um, SPCE wants to make the transition to all electric accessible for schools so that students, teachers, staff, and guardians can experience the benefits of electric technologies. Uh, to increase accessibility, we're also really excited to offer technical assistance as part of this grant program to help awardees navigate the project planning and implementation. And there is no match funding required to apply. If you'd like additional details on eligibility and project requirements, they're listed in the grant application, uh, which can be found on the SVCE solicitations web page at svcleenergy.org/solicitations. And we also had a pre-application webinar today at 3M and you can find the link to the recording for that on the same web page. Uh, I encourage you to please forward this information to your schools. If you have any questions, feel free to email solicitations sbcleanergy.org. I appreciate your time tonight and we at SBCE appreciate all the work that you do and look forward to continuing to support the schools in our community. Thank you so much.

Thank you. Next speaker is Mr. Nelson. You have three minutes.

Um, thank you. Um I want to talk about this um new mantra that I heard introduced at the last meeting. It seems like um even though the endport says narrow the focus uh like on page 72 and talks about all the overlapping that there is for jobs and responsibilities of programs and we would call that a mixed up uh focus was in optics in physics. Um, and I was really surprised because um, I first heard the superintendent say this mantra. And the mantra is um, a focus on the floor and ceiling. And I definitely can't walk around with my focus on the ceiling and not trip over stuff. Um, so I'm wondering uh when we're going to be chanting this new mantra because it seems to be not a singular focus, not narrowing the focus, but expanding it in two directions. And I would like you to remember what the floor is. It means the floor for core instruction. Um, it was there as a responsibility. Um you can look at page uh 70 or 47 and it's talking about the floor or grade level core instruction expert expectations as defined by SBAC. There's a couple of places where this tone or booklet talks about what they mean by the floor. They're talking about the floor um of standards and what they were saying here is meeting the floor means that all students were trying to get them up to meeting the standard. I don't know what you're referring to as the ceiling, but um it isn't really explained in this report. So, it must be

something that you have to teach us what it means. Um I think it's a mistake to say we're going to focus on the fe ceiling because the floor below the floor there's one basement kids that need extra help can be done with different and then there's a subbase kids that are two and three years behind the standard the standard is the floor the grade level expectation or we have lots of kids especially the Hispanic and the economically disadvantaged. They're in the sub basement. So if you're walking around with your focus on the ceiling and the kids, a lot of these kids are in the sub basement. What's happened to them? You spread your energy to a focus on the floor and a focus on the ceiling. And two focus are called folky, not focus. Oh, ask some Latin teacher what the plural of focus is. So you have a folky now on the floor and the ceiling. Thank you. Next. So we will now move on to discussion and action item 9A. MVWSD way. This is a discussion item only. No action will be taken tonight. I'll ask uh director Wen to present the staff report. All right. Um, good evening board. Thanks for allowing me to be here today. Um, the presentation tonight is in response to the board's request to learn about um, the MVWSD way. So the objectives in this presentation are one to describe kind of the origin story of the MVWC way and kind of how we've um lived it this year but also to talk

about how the MVWC way is evolving um relative to all that we have learned from Arenda and what we're going to do moving forward so that we can be better for our students, right? Um we've been pretty lucky. We've been able to have a few sessions with Arenda already to help us understand the work moving um forward. And as Superintendent Baylor was talking about, um we had a really great day yesterday um with 40 folks in this room, teachers, principles, um administrators, and it was really um energizing to realize, okay, we've got some good um practices to build upon, but we know where we need to go and we know um kind of where we missed the mark before. And so it feels really energizing to realize, okay, this is a path moving forward. And so we'll talk through that um today. So um defin is rooted in the strategic plan. The idea that we want to make sure that every student um you meet all their needs to reach grade level, right? Or above. Um and so what is the MPWC way? It's um a synthesis of all of everything that we've been studying, right? So instructional practices, research based practices, evidence-based practices. It's um a way to synthesize all of that learning, all of that information. And so it comes from um what we've been learning through about cognitive science or the science of learning. It comes from John Hadtie's metaanalyses of lots of educational research that gives the effect size of different instructional strategies for students. It comes from um the framework of MTSS. It comes from what we know about um effective instruction for multilingual learners through SCOP. um it comes from what we've learned through the science of reading which is also right cognitive science and how the brain learns um and the frameworks around professional learning communities those are all um the basis for the MVWsa again a synthesis of our learning um and it says set of standard operating procedures

again the synthesis all of all we've been learning um how we operate in Mountain View when we talk about instruction right these are the evidence-based practices that we use to instruct students these are the ways that we collect data analy data. Um, and it's ever it's changing, right? It's evolving. This is um I'll talk about how we've been implementing the MVW2A thus far, but as we've been learning more, then we know better, we do better, right? And so, we're doing better moving forward. Um, it's also the way that we um identify ourselves as educators. We're building this collective identity of who we are as MVWC educators. Um, and like I had uh mentioned before, it's rooted in our strategic plan, right? Our strate our strategic plan already outlines beliefs that we have about learning and students. And so because we believe that students and learning are at the center of what we do because we believe that students thrive when given experiences that challenge academic and social needs. Because we believe that learning experiences engage students in academic excellence. Because we believe that high expectations and continuous learning create a positive educational environment. And because we believe that leadership based around researchbacked instructional elements um is key to transforming schools, then we know that our instruction needs to be standards aligned, responsive, relevant, explicit, and equitable. Again, the um synthesis of all that we know about um effective teaching and learning. And if we kind of um expand on what each of those five elements mean, we're talking about standards align. It means that we align every objective to the rigor of the California state standards. Students know what they will be able to do and how they will demonstrate their learning. We're responsive. We continuously monitor student understanding and adjust our instruction. Um relevant. We value the diverse wealth of our students and communities experiences. Explicit. We clearly define vocabulary, explain concepts, and model the thinking and skills needed for students to grow as

scholars. Equitable. We ensure the high achievement of all students through intentional planning and um this MVWC way we've had these five elements for the last few years but we've slightly altered some of the language um expanding on um specifically in standards align we added the part about we align every objective to the rigor of the California state standards we didn't have that part before in learning through a reenda the importance is we can't just align to um what the curriculum says is the objective we need to know what the standard says and the rigor of the standard as measured by the SVAT right the test that students take to um show their understanding of standards so that part we reise based on the learning that we've done with the Renda um what that has looked like this school year with the MVWC way in practice is that um our PD has been around the MVWC way right building up instructional strategies with our teaching staff um so that we all have um a pretty robust toolbox of strategies to pull out, instructional practices to pull out to use with our students. So, um, when we go out to site visits and we collaborate as a leadership team, it's around the MVWC way and the framework. Um, our PD focus when we've had our district-wide days have been around the MVWC way, specifically around standards alignment with writing, especially in the elementary schools. Um, responsive and equitable instruction through the data cycles and um, responsive instruction for multilingual learners. So again um a lot of our work this year has been um the writing of language learners in fact and then what we can do to support their writing. Um each of our school sites also took one of the elements and looked at their student data looked at their um the skills of their teaching staff the strengths of their teaching staff and then chose um an area in which to focus um their sitebased PD. So like at Castro majority of students multilingual learners so they knew that they needed to focus in on explicit vocabulary

instruction. So, Principal Taylor and um Coach Santiago, their PD at Castro has really been about shoring up explicit vocabulary instruction. Whereas at Graham with the middle school students, they realized we need to set up really intentional opportunities for kids to deepen their learning through studentto student interactions for equitable access and for kids to own their learning, right? And kids to talk about what they're learning. So, their focus in PD has really been about equitable and equitable um opportunities for studentto student talk. Um, we have also been talking about the MVWC way as um, a framework for how we le plan and deliver. We want to make sure that we're um, thinking about all of these elements as we listen, plan, right? Being responsive to our students, making sure that it's relevant, and that we are explicitly teaching what needs to be taught so that students can then further and deepen their learning. Um, and as I mentioned before, it's growing our collective identity as educators. Like, who are we as Mount View Whisman School District teachers? this is who we are, right? Um, and as I had mentioned before, um, it's evolving, right? We do what we know is best at the time and as we continue to learn more, we continue to do better. And so with Arenda, we, um, have, um, taken the findings and are going through the, um, recommendations from Arenda. And the key part that they talk about um working on first is really um honing in on core first instruction and being very clear on what grade level expectations mean as defined by testback and the standards, right? And then ensuring that um the entire organization is clear on that. And the way that works is what we had learned yesterday with ARGA is that um we study the ESPAC, we study the blueprints for the SSA, we understand the level of rigor that's required for each of those things and then collectively every single teacher in the organization works together to create the kindergarten matrix of these

are the essential standards that we say all kindergarters must leave regardless if you're at Castro, Mrol, Monoloma, every kindergartener. This is what we um assess and teach during this period and every single teacher in that grade level in that department agree upon and this is the way that we will measure um students learning on um what we had deemed most important or the most um essential for moving on to the next grade level. Um and so it's um that's we're focusing for MAWC way next year on that standards align part and really honing in on what standards alignment means through that grade level alignment that teacher um ownership and work collective work together to create what it um means through the guidance of the ESPAC and the rigor of the ESPback. Um yeah, so just a super quick overview of the MBWC way. Um, happy to answer any questions.

I can just add sure

quickly. Thank you, Cindy. Um, I think one of the things we were reminded of yesterday, I know I've said it before, but I'm going to say it again, is that the work that um that Orenda is talking about that we are talking about adopting is not quick fix work, right? It is work that is going to take time and uh and that we're going to have to invest in our classroom teachers to ensure that they are equipped, they have the understanding is what Cindy described what that floor is and um and that that floor doesn't necessarily dictate what we're going to teach. It's what we're going to assess five times a year, right? As a minimum, right? Thank you for the presentation. Um, see any clarifying questions from the board? Trusty company.

Thank you. Thank you for the presentation. Um, I'm wondering if you can speak to, and this might be for Miss Bower instead, how the MVWSD way you anticipate it being reflected in the school site plans for next year. Um so I think our focus next year is um Dr. Newman said is that core instruction in the part of the MBWSD way which is standards aligned. And so that's what you'll be seeing in the site plans is that focused work. And just to add to um uh Superintendent Bear, we'll actually be bringing um additional information for you next board meeting on our next steps with the Renda and our plan for next year. So you'll get plenty more information at the next board meeting.

Great. Thank you. That's a preview uh that we would like to continue the work with Arenda um and invest in our teacher professional development and really strengthen uh the backbone of the district for all students and that'll be an ongoing as I said it'll probably be it'll certainly be a one-year maybe a two-year look at um at that work. Trusty member,

a quick question. So I think I heard that you say that we really had this Mountain View way in place for a while. How do you how I guess how is this changing at a high level with your interaction with Arenda? Yeah. So I think um as I was saying, our focus before was on building like teacher instructional strategies, but the the evolution is now focusing in on understanding why we're um using these strategies, right? We have to understand what the floor is. They have to understand what those standards are and that alignment and that's that's what's different moving forward with MVWC way

right and you see this and what one of if I can just add to that one of the things that Cindy mentioned also was in addition to understanding the standard right and what we are going to expect as a minimum it's also important to understand how that translates into the test the students take at the end of the year right and if we believe we're teaching about um topic sentences, right? Are we asking our students to demonstrate their knowledge on topic sentences and their mastery of topic sentences in the same way and at the same level of rigor that they're going to see on that test at the end of the year, right? That's really important because we could think we're teaching it really well, but if we're assessing in a way and in a particular way and the students then see it in a different way that asks about the same concept in a very different way, we're putting them at a disadvantage. Right.

Go ahead. Go ahead,

Mr. President Henry. Um I might be getting ahead of things to what may be coming in the next board meeting. Um but I notic for example you mentioned that the the language defining standards aligned for example had been updated. um kind of as you make those updates to kind of definitions within MVWSD way, is there kind of a reveal planned or like how do you or or kind of like the way that I guess you would communicate that to teachers of this has the the way you see that piece of it as it changes kind of how you get that out to the teachers?

Yeah. I mean next year all of us in August we're going full force into this and so that's that's the opportunity right to

in the part of the intent of yesterday was building some initial understanding with our with our leadership and with with a core set of teachers to um gauge their reception to it, right? their understanding of it and um just build that first layer of um knowledge, right? So that we can have that footing as we go out um to our entire to our entire district, right? And as I said, the reception was very positive, made a whole lot of sense, and they're excited to dig into the work themselves. I guess um maybe this is a preview for the the coming meetings, but um how how do how do you think about how the BWSD way fits into the strategic planning that we're talking about coming up, right? Is this basically like the instructional pillar of that and then or is it not line up there? I don't know. I think I think that um as we look we looked to um build our strategic plan, it's going to be rooted out of the Arenda report, but the Arenda report is then rooted in the MVWSD way. So I think they all tie together, but what we want to remember is the way is going to be influenced and supported by Arenda, but it's going to be the way that the district functions. So yes, it will be a a critical component of the strategic plan. Other questions? All right, with that I will turn to public comment. Any member of the public wishing to speak on item 9A, please turn in a speaker card now or use the raise hand function online. Once I see how many speakers we have, I will allocate time accordingly.

See one one person in person and no members of the public online. So we have three minutes. The first speaker is Mr. Nelson.

That's right. And I forgot to remember to wear my retired badge. The essence of the failures of the way. Just because there are decades of research does not mean that practitioners and adopters like educational services group can successfully and efficiently apply those theories and example practices. This is what the Orenda system study report for Mountain found for Mountain View Wisman. Much work, much carrying, but very poor results for a large segment of students. One-third the Hispanic or the SET doing academically worse than expected for 99% of similarly advantaged California districts. More than a decade of comparative research of similar districts shows the same result as the Arinda system study found. It is not true that quote every student receives a high quality premium education as the presentation said on page four. It would be nice but saying so does not make it so. The Arena system study found this LEA LEA in its strategic plan had common errors of administration and of management. The presentation page five quote because we believe our instruction is the Arena system study particularly found that I'd say the responsive and equitable claims are not true. They are just actually wishes aspirational in the plan but not actually working when you view our results as Arenda did for a third of a million dollars and as professor Ren's education equity research group at Stanford has done including our district

since 2009. The presentation touching on equitable quote we ensure the high achievement of all students through intentional planning the educational reservoir. What's it really holding? What a damn lie. This dam is not holding because the reservoir is not holding knowledge for Hispanics and economically disadvantaged subgroups. And yet educational services insist and insist that there is little or no leaking learning for these subgroups. The dam D am this dam is not holding just not holding. It's failing. It's been leaking more and more. SBAC losses over the last four years are very clear and yet they've been ignored by this group of leaders.

Thank you. Now return to the board for discussion. Trusty, it sounds like we're going to have a more comprehensive presentation next board meeting, but I I I think this very brief presentation that Director Nuin gave us is really very useful. Um, just sort of to keep the momentum going, keep the board informed, and you know, just don't lose sight of it, keep the focus. And so I would, you know, appreciate seeing, you know, these brief little presentations more often. you read.

Um I wanted to highlight the uh massive amount of work that it sounds like is already going going on. Um grade level collaboration on essential standards. Um if you've never done that work, that's a lot of work and that's not simple work. That's not we're going to get together, we're going to decide on these essential standards and then we're going to implement it and by next month we'll be good to go. This is years worth of collaboration and testing and retesting and redefining and um the results of this work isn't going to be something we're going to see soon, but it's very necessary work. And the fact that we already have teacher leaders excited and volunteering to do this work and then who will be excited to go back to their school sites and share that work. Um, that's a that's a great start. Um, pairing down standards to a minimum of things that are essential and really focused on testing is difficult. There's a lot of standards in every single subject at every single grade level. And this is this is a massive undertaking. And there aren't enough professional development days and hours in a school year to um really focus on this and say, "Hey, by next year we'll be we'll be set and by the next round of tests those results will be fantastic." um that's not within the scope of what this work is, but I'm so glad to see that it's started and it started so quickly and there's so many people who after seeing the Arena report are volunteering to sign up and to uh join

and to want to be the change. So, um I agree with what um other trustees said in um more reports like this just to kind of keep us surprised to how things are going and what staff is feeling about it, how we're involving teachers and other staff at all the levels and not just uh management. Um kind of how it's all rolling out as this progresses because this is this is something that's going to take a while for us to see the results for. Trusty Conley

and thank you Trusty Reed for your comments. I very much agree. I think when we're going through a change process, the Urband report is kind of the seat of that change and before that bringing in a new superintendent is a seed of great change in any district. Um, and I'm glad to see that staff is invested in the Arena report and its findings and how to move forward. I think the board has reiterated over and over again that we're very invested in taking action on the findings from the Arenda report and I'm glad to see that community members also appear to be invested in the Arenda report findings as well because this is what is driving the work now. Um, and having presentations like this, I agree with Trusty Lambert and Trusty Reid, does highlight for the community the work that is being done and that's already been done, but where we're trying to go and and continuing to bring that back. I'd love to see, not to put anyone on the spot, I'd love to to have teachers at some point presenting about the work they're doing in their cohorts to develop these essential standards, for example. um so or even principles talking about it as well so we can hear from different layers within the organization as we move forward.

Yeah. Um I think when I was reviewing the the documents ahead of time, I think I had the same the same kind of thoughts that I think my colleagues here had, right? Like there's a lot of work to be done and like a lot of hard work. Um and I think right we have our road map that goes out to 20 32 33. Um ESPback tests come annually. We get those updates on on reports. I was trying to think through and I think structuring how we would get some some updates from staff on how the this is progressing. Um so maybe we can I don't know I was thinking quarterly might be a nice time or even more frequently I don't know whatever works but I think with maybe some leading indicators that you have like how we're progressing through like the the hard work of making a standards alignment like how many grade level teams are completed with that I defer to staff to figure out what's the important things here. Um I know you know I can't I can't determine which is better of Hadtie's meta analysis or anything like that but I I do want us to have some high level view of the progress in like the really really quick time that we've got ahead of us and I think that would be I'd love to see more of these kind of engagement and I think then also trusty town like the the ground level teachers how they're actually processing it too I think pairs those things well where we get the the big picture and then really like micro focus on how that's affecting students and and with them. So, Vice President Henry,

um and I just want to thank you for the presentation and I appreciate that it's um kind of an awkward growing phase point to be giving this presentation um where you're giving us the background of it, but also seeing the future of it um and the core of for me of the the importance that it's We have this information from Arenda, but what you're talking about going forward is how does that become part of our identity as Mountain View Missman School District? Um not just things that came from the outside, but what's coming forward. Um and I appreciate hearing um about the excitement and of the meeting yesterday and how many people were teachers were interested in being part of that effort because that is a statement on their belief in all of you that this really will move forward that they are willing to put their time and energy into this project. I just had one more thing which I think um and his comment, Trusty Reed's comment on the uh the difficulty of the work. I um I want to make sure um that we view this as kind of a consolidation of the work that folks are doing like the existing stuff that we already have in place. We're lining it behind this um and protecting us from the Christmas tree effect that we noted. Um, so as like a governance team, I think it's important for us to probably make sure we're asking all these folks to do lots of hard work, not to pull them away for the, you know, our well-intentioned, but sometimes pulls them off of their their target. I think it's a good standard for us to hold ourselves to of like we need folks to be in keep this investment that they have in it and and maintain that going forward. So want to make sure that the staff knows they have our support in that.

Right. With that, any further comments? All right. Thank you again. Uh, now we will move on to item 9B, uh, solar update. This is a discussion item only and no action will be taken tonight. Uh, chief business officer RTOR, uh, to present the staff report.

Good evening, trustees. I have a couple of helpers this evening. Um, Emily Douglas is a parent in our district, but also helped with our solar program. Um, and we also have another little friend that will be helping us. So, this was a a request from a trustee to have an update on our solar program, kind of what how much money we've been saving and the positive results that we've been seeing from uh the Measure T bond project. So, give me just a moment.

Thank you, Rebecca. Um, and thank you for having me this evening, uh, President Basio and members of the board. Uh my name is Emily Douglas. Um I work at Opterara Energy Services. Um we were the district's uh construction maintenance monitoring um design construction maintenance and monitoring partner for the solar project. And as uh Dr. Resto mentioned, I'm a district parent. Uh so I have a fourth grader at Landals as well as um my daughter Katherine who's here. She's a kindergarter at Landals this year. Um and was at U Mal for TK last year. Um, Katherine wanted me to show you guys that she drew a picture of how the solar panels work because she, you know, has snack and eats lunch under them every day. Um, so this is her her picture of how solar works. Um, so thanks for having us this evening. We'll go through just a couple of couple of slides of uh background information about the the program. Um, obviously aligned with yeah aligned with a key element of the strategic plan. Um, and I'll just go through a couple items. So these were the main pillars or goals when we set out on this project in 2020, the year she was born. Um, and the key goal first and foremost of course was to use measure T funds to uh generate sub uh substantial and stable savings to the general fund. And you'll see tonight that uh the district is well on the way to that um from from what we've seen. um as well. It helps upgrade the the campuses. Um provides a nice shade amenity for uh a lot of the campuses where we were able to put it on the playground. Uh this picture here is at Landals uh at at sort of sunset when I was picking up my son one day. Um and uh many of the the sites have have good shade out of the um out of the canopies. And I'm sorry, that one's mine, not Landals. Um the of course the other goals that the district gets out of it in addition to the the core fiscal savings are advancing sustainability goals um and then putting putting some of the the district's uh spaces and assets to use. So those were the key

goals we set out together. Um the design philosophy, it's important to go through a little bit of why we put things where we did and why they're as big as they are essentially why they're sized the way they are. Um, so the the goals we went into the design with were to provide shade and equity across all sites. We took a lot of principal insight feedback and community feedback at the time of the design process. I think maybe first first a little bit in person and then definitely lots of online meetings in 2020 uh to get that get that feedback. And then our engineers were keeping an eye on where to put the systems and which uh angle to put them at uh to orient them to uh maximize the amount of sun they could capture um and avoid hazards so we wouldn't have baseballs falling on them, things like that. And then avoid shade uh from a lot of the great trees that the many of the district sites have. Each site uh has a solar system size that's typically right about 80% of the annual energy usage. So, we designed the size of the system at each site um to offset um about 80% of what a site uses uh over the course of a year and we do that because that's the best ROI. That's the best return on the the capital the district had um to invest um based on how uh PG& and SBCE uh reimburse uh the district essentially for the for the energy produced. It means over the course of a summer summer day u when the district sites are empty the district is wheeling the meter backwards quite quickly um net producing back to the grid during the summer. Um and then in the winter the district is a net user of energy in any given month but it kind of balances out um such that each site um produces not all not more than its own annual usage but right about 80%. At the time of construction and interconnecting these systems to the grid, the district um received the net energy metering tariff from PG um which has a really favorable uh basically a favorable spin to the meter um and a

favorable rate for the district. So it it uh reimburses the district quite well for the the times that solar is producing um and um and spins the meter the other way at a at a nice rate. uh those rates are locked in um by by rule with P Gen um for quite quite quite a few years off into the future. At the time of the system design um we did evaluate putting batteries at any of the sites. So we looked at whether it made sense to combine solar and batteries. That's pretty common in say a residential solar installation right now. It didn't make sense. We ran the numbers on how much more it would cost to install and how much more benefit it would it would give each district site on the on the energy bill and it didn't make sense because the district was getting really good net energy metering rates instead. So solar alone was favorable enough um at kind of the best the best deal the district could get. This is just a brief summary of the the system size and location at um at each of the district sites. So you can see most of the districts are canopies. That's what we call either the parking lot or playground shade structures. Um couple of the district sites do have combination of canopy and rooftop um because they needed more than there was canopy space available um on the campuses. The canopies are actually uh more efficient and effective to build typically uh because they're faster to design and faster to get through uh the DSA process um and then to get the shade amenity as well. Um this is an example of the daily production of a solar system and also the utility vision software that monitors the production every day at each district site. So each of those systems has a has their own monitoring. Um so you can see in this example uh the purple the nice purple curve is because it's a nice sunny day. So this is when the sun rises and the sun sets. Uh that's the amount of production that the the site is making is that purple curve. Uh the blue curve is what the site is using. uh folks get there in the morning a little bit before the sun's fully up.

Um and then you can see barely on this version the yellow dip down below shows that through the middle of the day the the site is net producing energy. Um so that that yellow bump down below the the zero line is that there's um energy being pushed back to the grid um from the site at the the peak of production in the middle of the day. Um, this is a summary uh for the four years for most sites to date um of of what the district has seen. So, now we're getting into what has happened since we installed the systems uh and and how they're producing. The first six or seven rows have four years worth of production. So, most sites that had canopies um that were built the fastest uh approved through DSA the fastest um have all been operating now for four years. So you can see there's four columns of uh kilowatt hour electron production energy production um for for those four sites. Um you will notice yes you will notice that at Castro withdrawal in year four the production fell off quite a bit. Um so there was an electrical issue um that we had to get some new gear essentially to replace uh replace some some electrical equipment there and get the system back online. So it was offline for a while. Um I'll explain a little more next that the the maintenance and the monitoring that the district has but there uh there probably will be a shortfall in the guarantee for uh that castrod site in year four. Um but the rest of the sites are all producing um as inspected um uh as they go. The three sites on the bottom so Montalum and um all completed construction a little later because they had rooftops that are slower to design and uh get approved and get constructed. Um so they've only completed three and a half years of production. So you can see the data is not there. Um in the bottom corner of the table they're in a different um a different guarantee um phase. So they

have a little bit less data but they're producing all uh as expected. Go to the next. So to get to the return that the district has had I mentioned guarantee. So at the time of the contract um the district signed um an energy guarantee contract as well. So we guaranteed the uh output of the systems. Uh and that comes with an expected uh value of the electrons produced. Uh so the page the previous page showed the the kilowatt hours that had been produced. Um and then that includes that that contract included um that we would we expect those electrons are worth 22.3 kilowatt hour p cents per kilowatt hour in year one. And then that escalates. So of course we've all seen our PG& rates going up quite a lot um and so the expected value is escalating um each year of those um of those of that energy produced. So you can see uh in the first year um based on the actual energy production in year one from all the systems uh the district saved about $595,000 um on the PG bill um 600,000 and then in year three it's $592,000 uh with that escalation. All of these together, the district has already saved sort of three three and a half years ago, the district has already saved $2.1 million um in energy costs to date um from uh from having these systems installed uh based on the actual production that's been uh measured out of the meters at each of those sites. And that's only going to go up as PGD rates keep going up. So finally, the the final item I just wanted to to make sure that the the board members were aware of um is that this uh does also include a monitoring and maintenance scope. So ongoing um monitoring and maintenance to ensure that the systems are producing as expected to see if anything to see see when things go wrong. Um flag when something has gone wrong. Um that could be that that something in the solar

system um has has had a fault. Um, sometimes the inverters, which are the boxes that you see up on the um on the solar array, sometimes they just trip off and need to be tripped back on and sometimes something actually goes wrong with them and you need to replace them. Um, so there's monitoring um monthly reporting data to the to district staff as well as an annual review of the production overall. Um there is annual module cleaning included in the plan as well. Um just to make sure the modules continue to um produce um as as expected. Um I will occasionally also call our on andm team and say I noticed that there's like a hula hoop up on one of them. So maybe we should do our cleaning sooner uh just because when I'm on the sites but uh but one item up on one panel is not it doesn't make a big difference uh across across the whole array. the annual cleaning usually kind of at the beginning of the summer uh makes a difference in the in the production uh each year. Um and then there's a certain number of other sort of uh preventative maintenance items that happen at the same time uh to make sure everything's working well on the systems. So that's all included already in the plan that the district had um from from 2020. So we'll take any questions you have.

Trusty L. So, I uh seen recall when these uh solar um arrays were installed that the district was estimating about a 15-year uh break even uh point when all the maintenance and everything was was uh you know lumped together. Are we on track to uh to meet that whatever that break even point was? Yes. Yeah. the production is essentially a little bit across the district, a little bit above the expected uh the expected output overall. Uh so yes, on on track from from the um from the the plan at the time of approval. Yeah. Thank you. Yep.

Um yeah, I was going back through like the way back in 2020 when we had all of our like uh the initial stuff for this. Um, did we ever at the end of construction redo the I think the we had like a 25 year savings analysis from Sage Energy. Do we do something similar like that after it was built out because I think it like I don't think we had significant construction cost increase when I looked at it. It was like moderate for a big project. Seemed not terrible, but I was wondering if we ever like reran that just to see like where where it landed or if we've done that yet. you know, we didn't have Sage do that. That would be an addition to their contract. If it's something that we really wanted to have done, we could re-engage Sage and have them run it. But I think just from like estimating point of view, because PG& costs have increased so drastically, um, yes, we did have slight increases, but I think the rate of PG& has outpaced that.

There's just one other one other thing. Um I think in in that we also and maybe things changed over the course of it but um I think we assumed some set aside for like inverter replacements and um what else was it? Uh decommissioning I think like inverter replacements in year 12 I think was in the model. I don't know if we've been like preunding that as a set aside or anywhere that's actually or is that something that like we know is coming at some point and we'll have to pay for. Sorry I I should have submitted these ahead of time. I apologize. So, it's included in our maintenance budget each year. So, they they don't uh they don't seem to all go out at once, but we do have to make repairs that are already included in our maintenance budget.

Great. Thank you. Any further questions? I enjoy this topic. Um public comment. So, any members of the public wishing to speak on this item, please in person, turn in a speaker card and online, please use the raise hand function. Check to see how many speakers we have. Seeing no one online and one member of the public in person, so I'll give three minutes. I'll start with Mr. Nelson.

Um, thank you. I was on the board when we um approved the MURS at the middle schools so that their roofs were metal roofs and they were supposed to be set up to face the uh to have hardware on them to be able to put the panels on but apparently that wasn't used at the middle schools unfortunately. Um, one thing I want to know, I perfectly understand why batteries don't make any sense. And the reason because we have onetoone payback. When we dump electricity kilowatt hours into the grid, we get paid exactly as much as the same as when we lose it. But what I would like to know is um related to this because when we put in the solar, he said we're going to have so much energy that they put in the EV charging stations. And I really would like to know as part of the compensation that uh the benefits um have you ever noticed uh we have some of the public looking at what the benefits are for our highest paid administrators and are those administrators getting free kilowatt hours when they plug their EVs into the plugs that are run by the solar panels? Um, right. That's a good question because um we have um administrative members that are getting over $100,000 in benefits when the average teacher is getting on 70,000 75,000. Um so one of the questions are we overpaying benefits and are the only benefits going to people who are wealthy enough to have a EV that they can get plug in and get free energy? Um, in the past, if you had administrators drive up to the uh fuel station at your district and they took free gasoline to put in their car and drove home, people get indicted for that

kind of use. So, what are we doing about actually turning on? So, our administrators that are using these plugins, and it's fine they get a preferential parking place next to the plugin if they have a EV, but shouldn't they be paying for this benefit? Should the public because do you know where that money, it goes into their car? It isn't going into the general fund. If they're using that money and that energy, they're getting the private benefit and it could be used for tutoring. It could be used for buying pencils and paper. Um realize that all the general fund diverted kilowatt hours could be used for instruction. So we're in a place where we're tightening belts. I'd say tighten belts on the administrators who are getting if they're getting free electricity, if they're paying the same as the public is, no problem.

Thank you. Now return to the board for discussion. Trusty Connley, I do have a clarifying question. My understanding is that all of our EV plugs are paytoplay that anyone who plugs in has to pay to use them. Yes. Uh at the time that we installed the EV chargers, the board had decided that they wanted uh during the school day if teachers and staff wanted to charge that it would be at no charge to them after hours, it's charged at the rate that um we are charged. Okay. And are we tracking usage at all or we do have a system to track usage?

Thank you. I'll I'll let you go very soon. But um just minor discussion. I I think this is like is a really good update and I think probably having it regular. Maybe not having you come out or anything or anything necessary, but just either a report or or like because I think we get the the two-year guarantee report every that we looked at. That might be a good cadence for us to get just a summary. I would really like to see how we're tracking against what our expectations were for it kind of like with the life cycle of these things and some light bit but I think other than that I think it's it's helpful to give us some consistent way of judging this in the future but I don't know if folks are

Jesse come

yeah I think tied to that and this is more for Dr. Westover is the the sustainability initiative that we've had around we were looking things at like light switches and there were a whole bunch of different areas that we've tackled. It might be, you know, nice to have an update. I know we're about to hit a very busy time of year and our agendas are going to be extremely long. So maybe it's at the beginning of next year on um what we've seen in terms of implementation and savings through the sustainability work that we've been doing. And this is a very important piece of this. Thank you for coming tonight and thank you to your coworker for also being part of the presentation and having a drawing to share about um what is going on at landolds. It's always hear about it's good to hear about what's going on on the ground level. So thank you. Just to add to what the um other trustees said, I think it's also really good to understand what what the ongoing costs uh are for the district for really almost any project because this maintenance comes out of our general fund, right? It's one thing measure tet one time deal taxpayers pay off for 30 years, but but the costs come come out all the time and we have to understand that and we have to track that. So, Well, thank you. I appreciate the the presentation. I appreciate in in the past having met with me to discuss this. So, thank you.

Thank you so much. Um I I should have also mentioned you you talked about light switches and efficiency. We always look when we're doing a project like this and the district had already done very well at a lot of the basic efficiency things, lights, lights, HVAC, those are the big users um to to to then add solar on top of it. So, we we looked at that as well uh in the in the process and the district was in in good shape from an energy perspective on all of those things. Um so, thank you all for your service on the board. I know I know it's a lot of work. Um and it's really important to the community. So, thank you. And she was excited to come to this. So, yeah. I was hoping she'd have some things to say. Do you want to say anything, Cath?

And share share with the public her photo that um she drew. Such a such a great rendition of the panels there at Landals. Maybe it can be uploaded to the agenda website. Add it to the notes. Add it to the notes. Thank you so much.

Thank you. Um so now we'll move on to item 9 C, Second Amendment to lease agreement. Um Alaska Chief Okay, Dr. West over a moment. All right, Dr. West over second lease agreement. Sorry, he was a little distracted.

Oh, no, it's okay. Um, this next one, um, is something that, uh, has been talked about in close session a few times, so this shouldn't this should not be unfamiliar, but this is the, uh, new lease, second amendment to the lease agreement with us and the German school of Silicon Valley. Um, it's adjusting the lease, uh, providing a longer lease term so they have stability, uh, for their school site. Also sets the rent to $2 million a year paid in equally in equal installments. It also gives us some flexibility in terms of if we need the school back. Um that the first five years uh they get the first five years to have some stability and then after that if we need to reclaim the school because of growth in the district that we could give them a three-year notice. Uh it also requires some increases to insurance which is important especially in today's insurance market. So we've added some SAM coverage that they're required to carry. Um, and it outlines how we're going to manage future improvements to the site. The German school is very interested in making improve long-term improvements, but we have to balance that with the need of the district. So, if they would like to, let's say, um, update the MUR, they can update the MUR, but we're going to collaborate on what the MUR is going to look like together. So, if we needed to reuse it, the MUR would be something similar to a district standard. Um, it also outlines uh if they were to overstay their lease that it would then move to a monthto-month and their rent would be 200% of the current base rent.

Any questions? Questions from Trusty C. I just wanted to note for the public that this has been agendaized in closed session for the board previously. So, we have had the chance to talk with legal counsel and staff and um everyone engaged regarding the lease agreement.

Seeing no further questions, I'll now open public comment on this item. If any member of the public wishes to speak, turn in a speaker card in person or use the raise hand function online. I'll wait to see how many speakers we have. Seeing no members of the public wishing to speak on this item, I'll now return to the board for discussion or potential action. I I move that the board approved the second amendment to the lease agreement by and between Mountain View Wisman School District and the German school of of Silicon Valley for 310 Easy Street, Mountain View, California. Second.

All those in favor? I I All opposed. Motion passes unanimously. Thank you. Now we'll move on to item 9D, declaration of need for fully qual declaration of need for fully qualified educators. Um believe superintendent bear.

Yes. Uh this is looking ahead to next year. Um this is a a um declaration that we need to put in place in the event we need um to issue any emergency credentials. This we're not anticipating needing to but this we want to have in place just should that need arise that we have that ability to do that. We do have to have this in place prior to doing that and extends I believe for a year. Yeah. For 12 months um each year. This is an annual declaration that we ask the board to make.

Thank you. Any clarifying questions from the board? We'll now open public comment on this item. If any member of the public wishes to speak, turn in a speaker card in person or use the raise hand function online. I'll wait to see how many speakers we have. Seeing none, we'll now move back to the board for discussion and possible action. Um, I'm happy to make the motion. Before I do, I assume we'll get an update in the fall on if any of these have had to be used.

We will, um, actually I anticipate we'll probably bring a a staffing update um, at the end of the year, the last meeting May or first meeting in June. Only meeting in June, I guess. Thank you. Um, I move that the board of trustees approve the declaration of need for fully qualified educators for the 2026 27 school year as presented. I second. All those in favor?

I. All opposed? Motion passes unanimously. We now move to discussion and action item 9E, resolution supporting the recognition of ArabAmerican Heritage Month. Uh, Superintendent Bear, will you present the staff report? Yes, this is a um a resolution we're providing to the board uh in honor of uh ArabAmerican Heritage Month. Uh uh important to recognize the importance of honoring the achievements of our Arab-American community members and reflecting thoughtfully on the history of pain and oppression they endured and that it and that continues. So we pro present this resolution for your consideration this evening.

Thank you. Any clarifying questions from the board? Seeing none, I'll open public comment on this item. If any member of the public wishes to speak in person, turn in a speaker card. If anyone remote, please use the raise hand function. Seeing no member of the public wishing to speak, I'll now return to the board for discussion and action. I move that the board approve resolution number 01041626 supporting the recognition of National Arab American Heritage Month. Second. All those in favor? I I. All opposed? Motion passes unanimously.

I will suggest we do a coral reading of the resolution. Um, as promised, I've randomized at this time. So, uh, Trusty Connley, you'll be first. Trusty Reed was all ready to go, too. Um, all right. Whereas today, the ArabAmerican Institute estimates that roughly 3.7 million Arab-Americans are living in the United States from a variety of faith backgrounds, including both Christians and Muslims originating from any of the 22 Arabic-speaking countries. And whereas in the month of April 2026, we continue to honor the rich heritage, history, and contributions of Arab Americans across our country who have helped write the American story and move our nation forward, embodying the truth that diversity has been and always will be our strength. And whereas persons of Arab descent have throughout their history in the United States generously shared their culture, music, and food with fellow Americans and contributed to the economy and society of the United States, bringing with them resilient family values, strong work ethic, dedication to education and diversity that have added strength to United States democracy. And

whereas Arab Americans have served the United States as first responders in the public sector and as public servants from all political parties in the United States government, the Congress, the Senate, as ambassadors, cabinet members, as well as all other Arab Americans in uniform today. And whereas Arab Americans have excelled in science, engineering, medicine, education, scholarship, architecture, sports, entertainment, journalism, literature, and the arts, enriching our national cultural tapestry. And

whereas Arab Americans have and continue to play a critical role in America's social justice and human rights movements, including civil rights, labor organizing, and environmental justice movements. And

whereas ArabAmerican Heritage Month is necessary to address misconceptions, misinformation, Arabophobia, anti-Arabism, and discrimination against Arabameans by celebrating their accomplishments and providing factual information about ArabAmerican culture and persons. hand. Whereas in 2021, President Biden became the first sitting United States president to recognize the celebration of National ArabAmerican Heritage Month. And as of 2025, at least 48 states and territories and numerous cities have taken steps to recognize April as National ArabAmerican Heritage Month. Now therefore, it be resolved that Mountain View Wisman School District supports the recognition of National ArabAmerican Heritage Month and esteems the integral role of Arab-Americans in the economy, culture, and identity of the United States. And

therefore, be it further resolved that the Mountain View Wisman School District Board of Trustees adopts resolution number 01-041626 to encourage the recognition of National Arab American Heritage Month in the schools of the district during the month of April with culturally responsive activities and programs that recognize and celebrate the unique contributions of Arabameans now and always. Thank you. Now we will move on to discussion and action item 9F CSBA delegate assembly runoff election region 20. Uh superintendent Bear.

So I'll hand this off quickly to you. Um based on the uh election that occurred, I think it was last meeting uh end of March. Yeah, end of March. Um there's a runoff necessary and you have the uh the ballot uh for that. So, I'll let you um discuss, consider, and hopefully take action on that.

Any clarifying questions from the board? I'll move to public comment. Any member of the public wishing to speak on this item in person, turn in a speaker card and online, use the raise hand function. Seeing no one wishing to speak on this, I'll now return to the board for discussion. Um, I'll just note that, um, we have four delegate positions that were open for the California School Boards Association. Three of those are filled. Um, these two trustees, Elizabeth Holidayiday with Campbell Union High School District and Jody Mirhead, who's an incumbent with the Santa Clara Unified School District, were tied. And so that's what the runoff is for. The results have to be our ballot has to be submitted by um April 30th and I'm going to abstain from a vote on this because I'm the director for the region and we'll be um working directly with whoever is elected wish to discuss or propose vote. Thank you. If I recall, last time we voted for the incumbent is my recollection just to set the stage for folks. Um I don't know if anyone has any opinions they'd like to share.

Going to take a roll call vote or I believe we'd have to I guess we could straw poll or we could someone could motion to or motion to approve a candidate. Um, I would support Elizabeth Halliday

down the line. I guess trusty Reed. Um, I think going with our original vote of Jody Merhead, President Henry. Um, I think they're both highly qualified. um in the runoff situation. Um I would say Elizabeth Holiday.

Um then I guess to me uh I believe in the Yeah, I'd agree that they're they're both wellqualified candidates. Um but yeah, I think in the in the in the final balloting taking this, I think I would vote for Elizabeth Holidayiday. I think that makes 3 to one. I guess we have our Do we have a motion?

Um I move that the board um vote for Elizabeth Holidayiday in the runoff election for um the final candidate for region 20. I second. All those in favor? I. All opposed. Motion passes unanimously with Trusty Tomley abstaining. With that, we'll move on to our board updates, I believe. Okay. Any member of the board like to provide an update since the last meeting? Trusty Lambert.

Yes. So, I I I promised the uh uh the kids in the and the teacher in the mud moot court that I'd mentioned them. Um I I won't take any credit for anything, but I did did sit in and uh listen at least listen to them for a couple of sessions last week. Anyway, tomorrow they are off to UCLA Law School to compete in the state court competition. A great group of kids. Uh uh uh teacher Miss Dylan just did a Man, the energy that woman has uh really good. I mean, so uh it's all sort of sort of thinking about him on Saturday.

It's an incredible achievement. Their first time out even even getting this far. So, um Trusty Reed,

um I attended um Castro Science Night this evening and um there was a lot of community members out there enjoying the hands-on experiments. It was great to see um they had a bioluminescence exhibit that you went in in the dark and every single grade level was represented in that room with their projects all to the theme of um bioluminescence and marine life. Um so it's great to see that all grades were kind of um working on something similar and the projects that they had going on. They had a little maker space. They had some science experiments that were hands-on that were run through various volunteers and staff and um Stanford was there um doing a couple of things for them. There was lots of uh food and just excitement with the students wanting to share things with parents. And then also parents wanting to um talk to and share and um share their excitement with me and talk about other things that they have going on at the school that they were excited to share about. So it was great to um see Principal Taylor and their several of his staff members and uh the work that they put into this evening. Connie.

Yeah. Um, it's been a while since our last regular meeting. Um, I went to the California Schoolboard Association's Board of Directors meeting at the end of March in Sacramento and I will be um emailing you all the updates that I can share from that meeting so that you have kind of the legislative and the federal updates. Um, and I did want to let you know the letter that was sent in support by our board of the four bill package for um, closing the achievement gap at the state level that CSBA is co-sponsoring these bills AB225, AB2514, AB2149, and AB220. Those bills made it through committee, um, which is great. So now they're on to the next um opportunity for for review and discussion um in the assembly. So I will try to keep you apprised of those bills as they continue to move forward. But I wanted to share that. And then um I hope everyone has signed up for the Hoffman Awards um to attend and that we have some of our our staff who've been working so hard this year there because that's going to be a great celebration of the work that our literacy intervention team has been doing.

Mr. Mr. President Henry. Um I'll just add since our last meeting um I've attended the Masters in Governance course three school finance um where I was able to pull out my printed copy of our second interim. Um so great discussion with a small group of of trustees and administrators um demystifying SAX codes and other things. So um things that I can bring to our our budget discussion in a few weeks. Right. Thank you, Superintendent B.

I just wanted to uh let the board know um recognizing that our um accuracy with AV growth projections are really critical to our uh um our financial success as a school district. Um working with Dr. Westover and reaching out she's reached out to city of Mountain View um to understand how they um approach as well and um we are um likely going to engage with the same consultant they use to give a an accurate projection uh to to our outy years. especially since we're looking um you know further out. We're trying to understand the trajectory of our um of our reserve level and deficit spend further out. Our AV growth is critical to that. So we want to make sure we have some preceded expertise and hopefully added precision around that. So um I just want to give you a heads up about that that you'll see a contract for that um in the very near future. I think April 30, right?

Yep. Yes. I I think also to add Yeah. Yeah. Also important to note is um we had a a good discussion at the budget advisory committee meeting talking about AV growth specifically and really it's a very uh intent if you want to do it right it is a very intense process and which is why uh HDL was also recommended by a member of our budget advisory committee. Right with that now I'll move to items for future agendas. board member want to propose. Trusty Cley.

Um I'll I just want to let the board know that um um I'm hoping that with um some collaboration, we'll bring an item regarding um technology use in the district, a resolution for the board to look at um hopefully in May. Thank you. Now moving on to future board meeting dates. Our next regular meeting is scheduled for April 30th, 2026. Additional upcoming meetings May 14th and May 28th. Any further business? Hearing none, having reached the end of the the agenda, the meeting is adjourned at 8:35 p.m. and the next regular meeting is scheduled for April 30th, 2026.