Board of Education Regular Meeting

2421 D 04/19/2022 San Juan Unified School District Board of Education 3738 Walnut Avenue, Carmichael, California 95608 Board of Education Minutes April 5, 2022 Regular Meeting Board of Education 4:00 p.m. Open Session/Call to Order (A) The April 5 regular meeting was called to order by the president, Dr. Michael McKibbin. The board meeting was held in person and also livestreamed on the district’s YouTube channel. Roll Call Present: Michael McKibbin, Ed.D., president Zima Creason, vice president Pam Costa, clerk Saul Hernandez, member Paula Villescaz, member (arrived at 4:14 p.m.) Workshop: Governance Transition to Seven Board Members (A-1) Superintendent Kern introduced Chief of Staff Trent Allen who moderated a dialogue regarding the upcoming governance transition from five to seven board members. Mr. Allen explained that the workshop will be split into two broad topical areas for discussion: representing an area and serving the entire district, and logistics and mechanics. The first area of discussion (representing an area and serving the entire district) was broken down into two sub-topics: visiting schools/events and representation and voice. Items discussed were: • Visiting schools and events, including expectations for invitations and RSVPs Board members expressed support for continuing the current practice of all board members being invited to all events throughout the district and sending RSVPs to the board administrative assistant. • Student board reports, including building connections with students in each area and formal/informal voice Mr. Allen explained that by-trustee area elections would allow board members to act as liaisons by meeting with students on a more frequent, informal basis. Superintendent Kern shared information about how the Superintendent’s Student Advisory Council has provided him with the opportunity to build relationships with students and to hear student voice. Ms. Creason said she likes the idea of meeting with student representatives, in addition to the high school student council reports during regular board meetings, but she does not want to exclude relationships with students who are outside her trustee area, and she inquired about providing notice to other board members if she meets with students outside of her area. Ms. Costa said informing the other board members is a respectful practice. Mr. Hernandez said he would like to be informed about the outcome of a meeting in his area in the event he has future involvement. Dr. McKibbin supports renewing connections with students in district groups, not just school groups. • Board-appointed committees – selection of committee members, student representation and reporting activities to the board Mr. Allen stated that with the addition of two board members, the size of board-appointed committees will also grow, and

2422 he proposed the concept of board members selecting committee members from their own trustee area versus throughout the entire district. Superintendent Kern spoke about equal representation throughout the district. Ms. Villescaz said she agrees that equal representation is important and should be a priority, but recruitment is a challenge due to the large time commitment that committees require. Ms. Creason said she likes the idea of having representatives from each trustee area, noting that there is talent throughout the district and it should not be limited by area. Mr. Hernandez supports board members selecting committee members from both in and out of their own trustee area, and he spoke about the importance of committee members being able to work effectively, noting that configuration of the Local Control and Accountability Plan Parent Advisory Committee (LCAP PAC) may need to be reexamined. Ms. Costa spoke about the structure of the LCAP PAC and said she agrees with Mr. Hernandez that if the committee was board-appointed, then it may allow for better representation across the district. Dr. McKibbin expressed support for being able to choose the best possible applicants regardless of where they reside, and he encouraged making sure that committee members understand the time commitment and the responsibilities of the committee. Board members also made comments and suggestions related to communicating the role of the committee, recruitment, onboarding and periodic contact with appointees. Mr. Allen then led the board in a discussion on whether students should have a formal or informal role on committees. Board members agreed that if each board member were to each appoint one student to a committee then the size of the committee would become too large and achieving quorum may become a challenge. The board then discussed having one student representative on each committee, either appointed by the board-liaison or through an application process, in order to allow students to have an equal voice and vote. Superintendent Kern noted that student feedback and input is much more robust now than in the past. Mr. Allen asked board members to consider how they would like committees to report to the board. Ms. Villescaz expressed support for consistent written reports, but she is cognizant of not adding more work to the committee. Ms. Creason requested more time to reflect on this topic. Dr. McKibbin supports more committee reports. Ms. Villescaz suggested having a yearly schedule for committee reports. • Board discussion and reports – expectations and norms to provide equal voice and structures to support board members’ reports Board members discussed items related to time limits for board reports, asking technical questions in advance unless it is an item that needs to be discussed publicly, and indicating a desire to speak by turning on the microphone rather than each board member being called on individually. The second area of discussion (logistics and mechanics) was broken down into four sub-topics: participation in graduations, meeting adjustments, requesting agenda items and meeting materials. • Participation in graduations – build connections with students in each area and formal/informal voice Superintendent Kern proposed that board members certify the graduating class rather than giving speeches and that two board members attend each graduation – one in their trustee area and one outside their trustee area. Ms. Villescaz supports certifying the class, rather than making a speech, and she supports attending graduations outside her area. Ms. Costa said she agrees with the proposed changes, noting that student speeches are the most powerful. Ms. Creason noted that her trustee area has two high schools, and she likes the framework but supports flexibility as unexpected issues arise. Mr. Hernandez said he likes giving a speech but supports board members certifying the graduating class, and he supports the idea of attending one graduation in his area and one graduation out of his area. Dr. McKibbin said he enjoys giving a speech at graduation. • Meeting adjustments – time for meetings/adjusting start time and impact on closed session The board discussed adjusting the meeting start time to 6:00 p.m. to allow for more discussion time with the addition of two board members. Ms. Villescaz was not supportive of adjusting the meeting start time due to work commitments, and she noted that regular board meetings typically do not run too late. Mr. Hernandez would like to keep the start time the same for now and take a wait and see approach about the length of the meetings with the addition of two board members. Ms. Creason said she believes public participation is better with a 6:30 p.m. start time, and she noted that shorter agendas might be a way to cut time, if needed, which would also allow for discussing agenda items on a deeper level. Mr. Hernandez appreciates staff giving presentations that cover important information for the community. Ms. Villescaz said she appreciates the lived experiences that are included in presentations. Ms. Costa said she likes the real-life stories and she supports shorter agendas in order to take a deeper dive into topics. Dr. McKibbin reiterated that he enjoys the real-life stories and workshops, which provide a valuable opportunity for the board to talk to each other about development.

2423 • Requesting agenda items – individual member request vs board request for agenda items and staff added agenda items Superintendent Kern explained how some districts require a majority vote of the board to get an item on the future agenda. Ms. Creason said she likes the idea of a majority vote, which offers a transparent process to allow different interests to come to the table and it prevents undo pressure on the board president and superintendent to decide. • Meeting materials – an opportunity to ponder how we can make board packets even more efficient and useful and a variety of services with unique feature sets Mr. Allen explained that staff is in the process of vetting multiple online platforms to allow for board meeting materials to be provided to board members electronically, as well as providing other helpful features for staff and the public such as searching and indexing. Mr. Hernandez talked about the impact of the amount of paper, noting that he prefers receiving supporting documents in a digital format only. Ms. Villescaz supports starting the transition to electronic, while still making it optional to request a paper copy. Ms. Costa said she would like an electronic packet to have the ability for note taking and highlighting. Ms. Creason shared that she supports the transition, would also like the ability for note taking and highlighting, inquired about the technology expectation, and would still like to offer the option to request a printed copy. Dr. McKibbin agreed that it is not necessary to print large supporting documents. Ms. Villescaz expressed support for continuing the norm of governing as a full district related to budget items, which Superintendent Kern said could be addressed as a core statement in the budget book and/or Governance Handbook. Announcement of Closed Session Topics/Closed Session Visitor Comments (B) There were no closed session visitor comments. Closed Session (C) The workshop was recessed at 5:48 p.m., with the board convening in closed session at 5:50 p.m. to discuss with negotiator Daniel Thigpen, Senior Director, Labor Relations, regarding CSEA Chapter 127 General/Operations support, Chauffeurs/Teamsters Local No. 150 Transportation, Supervisors, Teachers and Certificated Supervisory units and regarding non-represented groups: management and confidential units (Government Code section 54957.6). Reconvene Open Session/Pledge of Allegiance (D) At 6:30 p.m., the meeting was called back to order by the president Dr. Michael McKibbin. Four members of the Del Campo High School Air Force Jr. ROTC led the group in the Pledge of Allegiance. Minutes Approved (E) It was moved by Ms. Villescaz, seconded by Ms. Creason, that the minutes of the March 22 regular meeting be approved. MOTION CARRIED UNANIMOUSLY [McKibbin, Creason, Costa, Hernandez, Villescaz]. High School Student Council Reports (F-1) High School Student Council representatives Christian Cabral and Adella Todd from Del Campo High School and Courtney Endres and Jordan Saltonstall from Mesa Verde High School updated the board on the goals, activities and achievements at their respective schools. Board-appointed/District Committees (F-3) Myel Jenkins, chair of the Curriculum and Standards Committee, provided an update on the work of the committee, noting that the committee unanimously decided to move both the instructional materials adoptions and the new high school courses board items to the board for consideration. Closed Session/Expulsion Actions (F-6) There were no closed session actions to report. Visitor Comments (G) Deborah Woolley provided information and spoke about the COVID vaccine. Consent Calendar Approved (H-1/H-7) It was moved by Ms. Villescaz, seconded by Mr. Hernandez, that the consent calendar items H-1 through H-7 be approved. MOTION CARRIED UNANIMOUSLY [McKibbin, Creason, Costa, Hernandez, Villescaz]. Personnel (H-1) Appointments, separations and job description/salary range change – approved as submitted.

2424 Purchasing Report (H-2) Purchase orders and service agreements, change orders, construction and public works bids and piggyback contracts – approved as submitted. Business/Financial Report (H-3) Notices of completion – approved as submitted. Gifts (H-4) Acceptance of gifts to Mesa Verde High School. Disposal of Surplus Property (H-5) Approval to dispose of surplus property pursuant to board policy 3270 and Education Code sections 17545 and 17546. Grant: After School Education and Safety Program Renewal (H-6) Approval to implement the following grant, if funded: After School Education and Safety (ASES) Program Renewal 2022- 2025. Resolution No. 4013: Lease Amendment No. 1 Starr King K-8 School Transitional Kindergarten/Kindergarten New Construction Projects (H-7) Adoption of Resolution No. 4013 approving the first amendment to the lease agreement for the Starr King K-8 School transitional kindergarten/kindergarten new construction project no. 147-9512-P1 between San Juan Unified School District and Otto Construction. Instructional Materials Adoptions (J-1) Assistant Superintendent of Secondary Education and Programs Kristan Schnepp presented the topic and then introduced Director of Professional Learning and Curriculum Innovation Nicole Kukral who shared the current list of curriculum pilots and explained the small adoption process. Science and Health Program Specialist Paula Baucom explained the details of the adoption selection process, including the select criteria and stages of the process. Ms. Baucom noted that the adoption process for Physics of the Universe has been postponed until spring 2023 since pilot teachers were unable to support either program after completing the pilot process. Instructional Technology and World Languages Program Specialist Nicole Naditz reviewed the materials cost for the science, health and Spanish adoptions, including expenses for technology and professional learning. Public Comment: Jennifer Morgan spoke regarding the biology adoption and encouraged revisiting the purpose of board-advisory committees. Board members made comments and posed questions related to the biology adoption, the work of the Curriculum and Standards Committee and the postponement of the Physics of the Universe adoption, which staff addressed. Action was scheduled for April 19. New High School Courses (J-2) Ms. Schnepp presented the topic and then introduced Ms. Kukral who reviewed the list of new proposed high school courses for 2022-2023, which includes three courses: Environmental Science (3rd year science course), Mural Design (Encina) and College and Career Readiness (Del Campo High School). There being no questions from the board, action was scheduled for April 19. 2022-2023 Board Meeting Dates (J-3) It was moved by Ms. Villescaz, seconded by Ms. Creason, to approve the board meeting dates for the 2022-2023 school year as presented. MOTION CARRIED UNANIMOUSLY [McKibbin, Creason, Costa, Hernandez, Villescaz]. Board Reports (K) Ms. Villescaz congratulated the Mira Loma High School speech and debate team and the Bella Vista High School moot court team for their successes, and the three classified employees of the year who moved on to the county level competition. Ms. Villescaz also reported that she attended the San Juan teacher of the year nominee reception, that she was a co-presenter at the National School Boards Association conference and she acknowledged the victims of the violence that took place in the Sacramento area in the past few days. Ms. Creason shared that she participated in a poster project at La Vista Center, she attended the You Light the Way awards ceremony and she acknowledged Cesar Chavez Day and his legacy. Ms. Creason also reported that she will be visiting the

2425 baby goats at Casa Roble Fundamental High School, that the next Special Education Community Advisory Committee meeting will take place in person on April 20, and she echoed the comments made by Ms. Villescaz about the recent violence in Sacramento and asked that the meeting be adjourned on behalf of the lives lost this past weekend. Dr. McKibbin reported that he attended the Family and Community Engagement virtual conference and the San Juan teacher of the year nominee reception, and he visited Oakview Community Elementary School. Future Agenda (L) There were no items added to the future agenda. Visitor Comments (M) There were no general visitor comments. Adjournment (N) At 7:28 p.m., there being no further business, the regular meeting was adjourned. _____________________________ ___________________________________ Michael McKibbin, Ed.D., President Kent Kern, Executive Secretary Approved: _________ :sc 04/19/2022

1 San Juan Unified School District Regular Meeting of the Board of Education 3738 Walnut Avenue, Carmichael, California 95608 Michael McKibbin, Ed.D., President Zima Creason, Vice President Pam Costa, Clerk Saul Hernandez, Member Paula Villescaz, Member PUBLIC PARTICIPATION GUIDELINES Board of Education meetings are held in person in the board room located at 3738 Walnut Avenue, Carmichael, California. Public comment may be offered in person during the board meeting. Alternatively, you can view the board meeting on YouTube from a computer, mobile device or tablet. The YouTube link can be found on the district's YouTube channel or by visiting https://www.sanjuan.edu/boardmeeting where the link will be posted approximately 15 minutes prior to the start of the meeting. The business to be considered at this board meeting is on the following agenda: Board of Education Agenda April 5, 2022 B. ANNOUNCEMENT OF CLOSED SESSION TOPICS – 5:45 p.m. 1. Visitor Comments (for closed session agenda items only) Board Bylaw 9323 limits visitor comments to two (2) minutes per speaker, with no more than 30 minutes per single topic. Time will be extended for any speaker who uses an interpreter. Public comments, including your name, become part of the public record. C. CLOSED SESSION – 5:45 p.m. 1. Collective bargaining matters – discussion with negotiator Daniel Thigpen, Senior Director, Labor Relations, regarding CSEA Chapter 127 General/Operations support, Chauffeurs/Teamsters Local No. 150 Transportation, Supervisors, Teachers and Certificated Supervisory units; and regarding non-represented groups: management and confidential units (Government Code section 54957.6). D. RECONVENE OPEN SESSION/PLEDGE OF ALLEGIANCE – 6:30 p.m. E. APPROVAL OF THE MINUTES – March 22, 2022, regular meeting, pages 2417-2420. F. ORGANIZATIONS/ANNOUNCEMENTS – 6:35 p.m. 1. High School Student Council Reports 2. Staff Reports 3. Board-appointed/District Committees 4. Employee Organizations 5. Other District Organizations 6. Closed Session/Expulsion Actions (Government Code section 54957.1) G. VISITOR COMMENTS – 6:50 p.m. Board Bylaw 9323 limits visitor comments to two (2) minutes per speaker, with no more than 30 minutes per single topic. Time will be extended for any speaker who uses an interpreter. Public comments, including your name, become part of the public record. H. CONSENT CALENDAR – H-1/H-7 – 7:20 p.m. Action: The administration recommends that the consent calendar, H-1 through H-7, regarding regular business items, be approved. Any item may be removed for further discussion and separate action following consideration of remaining agenda items. A. OPEN SESSION/CALL TO ORDER/WORKSHOP 4:00 p.m. - 5:30 p.m. 1. Governance Transition to Seven Board Members (Kern) Material provided. Discussion: regarding aspects of the upcoming transition from five to seven board members.

2 1. *Personnel – appointments, leaves of absence, separations and job description/salary range change. 2. *Purchasing Report – purchase orders and service agreements, change orders, construction and public works bids and piggyback contracts. 3. *Business/Financial Report – notices of completion. 4. Acceptance of the following gifts: (# = donor’s estimate) Bella Vista High School: from Sacramento Region Community Foundation Ose Family Fund – for 2022 Ose Family Community Service Award recipient: $1,000. Mesa Verde High School: from Green Acres Nursery & Supply – for baseball: $500; from North Valley Sports Booster Club – for athletics: $64; from Ken Edwards – for two pole vault poles for athletics/track & field: $1,495.72; from Rotary Club of Citrus Heights – for shoes for students in need: $2,250; from Optimist Club of Country Club – for baseball: $8,000, for girls and boys basketball: $8,500, for associated student body: $6,000; 5. *Approval to dispose of surplus property pursuant to Board Policy 3270 and Education Code sections 17545 and 17546. 6. *Approval to implement the following grant, if funded: After School Education and Safety (ASES) Program Renewal 2022-2025. 7. *Adoption of Resolution No. 4013 approving the first amendment to the lease agreement for the Starr King K-8 transitional kindergarten/kindergarten new construction project no. 147-9512-P1 between San Juan Unified School District and Otto Construction. *Material provided. I. CONSENT CALENDAR (continued, if necessary) Discussion and action on the items removed from the consent calendar. J. BUSINESS ITEMS 1. Instructional Materials Adoptions – 7:25 p.m. (Schnepp) Material provided. Discussion: regarding Report IIs related to the new instructional materials adoptions for Science and Health – Biology: The Living Earth; Honors Biology: The Living Earth; Chemistry in the Earth System; Honors Chemistry in the Earth System; High School Health; Environmental Science; Middle Years Programme (MYP) Honors Biology, Honors Chemistry, Honors Physics and Conceptual Physics; and World Language – Spanish 1-4. Action anticipated: 04/19/2022. 2. New High School Courses – 7:40 p.m. (Schnepp) Material provided. Discussion: regarding new proposed high school courses for 2022-2023. Action anticipated: 04/19/2022. 3. Proposed Board Meeting Dates for 2022-2023 – 7:50 p.m. (Board) Material provided. Action: The superintendent is recommending that the board review and approve the proposed board meeting dates for the 2022-2023 school year. K. BOARD REPORTS – 7:55 p.m. L. FUTURE AGENDA – 8:05 p.m. The board may wish to identify items to be discussed at future meetings and the reasons therefore. M. VISITOR COMMENTS – 8:10 p.m. Board Bylaw 9323 limits visitor comments to two (2) minutes per speaker, with no more than 30 minutes per single topic. Time will be extended for any speaker who uses an interpreter. Public comments, including your name, become part of the public record.

3 C. CLOSED SESSION (continued, if necessary) Announcement of topics/announcement of actions. N. ADJOURNMENT – 8:15 p.m. The Board of Education welcomes and encourages the public’s participation at the board meetings and has devoted time throughout the meeting for that purpose. You may comment on items included on this agenda; however, we ask that you limit your comments to two (2) minutes, so that as many people as possible may be heard (Education Code section 35145.5, Government Code section 54954.3). When an item indicates “material provided,” the additional information is available prior to the meeting in the Information and Communication Office, 3738 Walnut Avenue, Carmichael, (916) 979-8281, or on the district website at www.sanjuan.edu. A person with a disability may contact the Board of Education office at (916) 971-7111, or email stephanie.cunningham@sanjuan.edu at least 48 hours before the scheduled board meeting to request receipt of an agenda and other distributed writings in an appropriate alternative format, or to request disability-related modifications or accommodations, including auxiliary aids or services, in order to participate in the public board meeting. Translation and interpretation services will be made available upon request with advance notice. If you wish to utilize these services, please notify the Board of Education office at (916) 971-7111, or email stephanie.cunningham@sanjuan.edu at least 24 hours before the scheduled board meeting to allow for the scheduling of appropriate translation staff and other resources. NOTE: The times indicated are approximate. Mission Statement Valuing diversity and excellence, the San Juan Unified School District’s mission is to educate and inspire each student to succeed and responsibly contribute to a radically evolving world by providing innovative, rigorous, student-focused instruction and programs in a safe, caring and collaborative learning community.

SAN JUAN UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION SUBJECT: Governance Transition to Seven Board Members DEPARTMENT: Administration AGENDA ITEM: MEETING DATE: 04/05/2022 CHECK ONE: For Discussion: For Action: Report: Workshop: Recognition: Emergency Action: ACTION REQUESTED: The superintendent is recommending that the board discuss aspects of the upcoming transition from five to seven board members. RATIONALE/BACKGROUND: In the summer of 2021, San Juan Unified transitioned to by-trustee area elections after the Board of Education approved a map that reflected seven trustee areas. Subsequently, on February 15, 2022, the board passed a resolution adopting the redistricting scenario map 1 as the new trustee area map for board elections, which took into consideration data from the 2020 Census. The adopted map has been shared with the Sacramento County Registrar of Voters for implementation by the July 6, 2022, deadline, in order to be ready for the November 2022 election. As a result of today’s discussion, any agreed-upon protocols and norms will be incorporated into the governance handbook and/or board bylaws, as appropriate, for approval at a future board meeting. ATTACHMENT(S): A: Presentation B: Governance Handbook BOARD COMMITTEE ACTION/COMMENT: N/A PREVIOUS STAFF/BOARD ACTION: Superintendent’s Cabinet: 03/28/2022 FISCAL IMPACT: Current Budget: $ N/A Additional Budget: $ N/A Funding Source: N/A (Unrestricted Base, Supplemental, other restricted, etc.) Current Year Only: On-going: LCAP/STRATEGIC PLAN: Goal: N/A Focus: N/A Action: N/A Strategic Plan: N/A APPROVED BY: Kent Kern, Superintendent of Schools A-1

Considerations in Board Governance Transitioning from 5 to 7 members Board of Education April 5, 2022 1 Agenda Representing an Area and Serving the Entire District • Visiting Schools/Events • Representation and Voice – Student Board Reports – Board-Appointed Committees – Board Discussion and Reports Logistics and Mechanics • Participation in Graduation(s) • Meeting Adjustments • Requesting Agenda Items • Meeting Materials 2 Purpose: Allow staff to hear board members’ interests. Edits to bylaws and the Board Governance Handbook will return to the board for discussion and action at a future date. Attachment A1

Representing an Area and Serving the Entire District 3 Visiting Schools / Events • Expectations for invitations • Expectations for RSVPs 42

Representation & Voice Student Board Reports • Build connections with students in each area • Formal and informal voice 5 Representation & Voice Board-Appointed Committees • Selection of committee members • Student representation • Reporting activities to the board 63

4 Representation & Voice Board Discussion & Reports • Expectations and norms to provide equal voice 7 • Structures to support board members' reports Logistics & Mechanics 84

Participation in Graduation(s) • Build connections with students in each area • Formal and informal voice 9 Meeting Adjustments • Time for meetings / adjusting start time • Impact on closed sessions 105

Requesting Agenda Items • Individual member request vs. board request for agenda items • Staff added agenda items 11 Meeting Materials • Opportunity to ponder how we can make board packets even more efficient and useful • Variety of services with unique feature sets 126

7 Questions and Board Discussion 137

Governance Handbook Board of Trustees Pam Costa Zima Creason Saul Hernandez Michael McKibbin, Ed.D. Paula Villescaz Attachment B8

2 Table of Contents San Juan Unified School District Mission..................................................................................................3 Shared Beliefs ...............................................................................................................................................3 District Overview .........................................................................................................................................3 Roles and responsibilities of board members and the superintendent ...................................................4 Board Norms .............................................................................................................................................5 Welcoming new members ........................................................................................................................5 Annual Organizational Meeting..............................................................................................................5 Speaking with a common voice ...............................................................................................................5 Assigning work to staff.............................................................................................................................6 Addressing conflict among board members ..........................................................................................6 School visitations ......................................................................................................................................6 Board Meetings ............................................................................................................................................6 Placing items on board agendas ..............................................................................................................6 The role of board members during board meetings..............................................................................6 Individual board member’s request for information, materials or action .........................................6 Board meeting guidelines .........................................................................................................................7 Public comments .......................................................................................................................................7 Voting ........................................................................................................................................................7 Voting no or abstaining............................................................................................................................7 Quorum .....................................................................................................................................................7 Additional Board Information ....................................................................................................................8 Board-appointed/board-approved committees ......................................................................................8 Electronic media.......................................................................................................................................8 Complaints from community/staff .........................................................................................................8 Agreement page …………………………………………………………………………………………….……...99

3 San Juan Unified School District Mission Valuing diversity and excellence, the San Juan Unified School District’s mission is to educate and inspire each student to succeed and responsibly contribute to a radically evolving world by providing innovative, rigorous, student-focused instruction and programs in a safe, caring and collaborative learning community. Shared Beliefs We believe that: • Every person is unique and has equal worth. • Everyone can and will learn. • People learn in different ways and at varied paces. • Education is the shared responsibility of students, families, teachers, staff and community. • Quality education expands opportunities throughout a person’s life. • Challenging people to meet high expectations leads to exceptional learning and remarkable results. • Nurturing relationships and healthy environments are necessary for individuals to thrive. • Diversity is a valuable asset that strengthens and enriches our community. • Personal development and community well-being depend on individual responsibility. • Everyone benefits when people willingly contribute to the well-being of others. • Honesty and integrity are essential to build trusting relationships. • Access to a quality public education is essential to our democracy. District Overview Created in 1960 with the merger of six school districts, San Juan Unified School District has a rich tradition in providing all students with the opportunity for academic success and achievement. The district serves a 75-square-mile area covering the communities of Arden-Arcade, Carmichael, Citrus Heights, Fair Oaks, Gold River and Orangevale. Today, San Juan Unified is the 10th largest school district in California with an expenditure budget of more than $500 million used to employ more than 5,000 individuals and to educate more than 50,000 students in our early learning, TK-12 and adult programs. The district consists of 33 elementary schools, eight K-8 schools, nine middle schools, nine comprehensive high schools, three special-education centers, three alternative schools, one adult-education center, two Early Childhood Education centers and one dependent charter. The student population is diverse. During the 2020-2021 school year, the district’s ethnic/racial makeup was: 0.6 percent American Indian or Alaskan Native, 25.4 percent Hispanic/Latino, 7.0 percent African American, 49.7 percent White, 7.8 percent Asian/Asian American, 0.6 percent Pacific Islander, 1.0 percent Filipino, 7.2 percent multi- race and 0.6 percent Not Reported.10

4 Roles and responsibilities of board members and the superintendent Board Roles The role of the board is to provide each student with an education of the highest possible quality within the limits of financial support provided by the State of California. To accomplish this, board members are responsible for five roles identified by the California School Boards Association (CSBA): • Setting the direction for the district by involving parents/guardians, community, students and staff, while focusing on student learning and achievement. • Establishing an effective and efficient structure by employing the superintendent, developing and adopting policies, establishing academic expectations and adopting curriculum and instructional materials, establishing budget priorities and adopting the budget, providing safe and adequate facilities to support student learning, and setting parameters for negotiations with employee organizations and ratifying collective bargaining agreements. • Providing support to the superintendent and staff by following standards of responsible governance, making decisions and providing resources that support district priorities and goals, upholding board policies and being effective spokespersons by being knowledgeable about district programs and goals. • Ensuring accountability through evaluation of the superintendent; monitoring and evaluating policies; serving as a judicial and appeals body; monitoring student achievement and program effectiveness; approving, monitoring and adjusting district budgets; and monitoring the collective bargaining process. • Providing community leadership and advocacy on behalf of students, the educational program and public education. Superintendent Roles CSBA identifies the following standards and roles for superintendents working with the Board of Education: • Promotes the success of all students and supports the efforts of the board to focus on student learning and achievement. • Values, advocates and supports public education and all stakeholders. • Recognizes and respects the different perspectives and styles of board members, staff, students, parents and community, ensuring the diverse range of views inform board decisions. • Acts with dignity, treats everyone with civility and respect, and understands the implications of demeanor and behavior. • Serves as a model for the value of lifelong learning and supports the board’s continuous professional development. • Works with the board as a “governance team” and assures collective responsibility for building a unity of purpose, common vision and positive organizational culture. • Recognizes that the board/superintendent governance relationship is supported by the district’s management team. • Understands the distinctions between board and staff roles, and respects the roles of the board as the representative of the community. • Understands that the authority rests with the board as a whole, provides guidance to the board to assist in decision making, and provides leadership based on the direction of the board as a whole. • Communicates openly with trust and integrity, including providing all board members with equal access to information, and recognizes the importance of both responsive and anticipatory communications. • Accepts leadership responsibility and accountability for implementing the vision, goals and policies of the district.11

5 Board Norms The governance team commits to accomplishing these standards and roles through: • Focusing on all students • Adherence to the Brown Act • Demonstrating respect • Creating transparency • Communicating openly • Listening actively • Keeping commitments • Being collaborative • Taking the time needed to govern effectively • Encouraging everyone’s ideas and point of view Welcoming new members The board president meets with each newly elected member individually to provide a copy of the Governance Handbook, the schedule of meetings, the format for meetings and governance team operations. The superintendent meets with each newly elected member to provide an overview of the district and to introduce cabinet members and other staff who will be communicating with the board. District legal counsel will give newly elected members a copy of the Brown Act and inform them they must conform to its requirements as if they had already assumed office. The governance team attends the swearing-in ceremony and reception for the newly elected members. Annual Organizational Meeting The annual organizational meeting will be held within the required 15-day period commencing on the second Friday in December. At this meeting, the board shall • Elect a clerk, vice president and president from its members. • Establish the regular school board meeting dates and starting/ending times for the year. • Appoint representatives to specific organizations and committees and • Determine locations of board meetings (Board Bylaws 9320, 9140). Speaking with a common voice All public statements in the name of the board are made by the board president or, if appropriate, by the superintendent or senior director of community relations. When speaking to community groups, the media or to the public, individual board members have a responsibility to identify personal viewpoints as such and not as the viewpoint of the board. When a board decision has been reached, all board members shall support that decision until it is amended or rescinded by board action. Any board member who may wish to criticize or oppose any specific board action should do so in an open board meeting.12

6 Assigning work to staff No individual member of the board, by virtue of holding office, shall exercise any administrative responsibility with respect to the schools; nor as an individual, command the services of any employee. Board members are to channel their requests and/or concerns directly to the superintendent (or, if necessary, through the board president). Addressing conflict among board members Because the governance team norms are designed to create an open, respectful, collaborative culture, members will engage in dialogue while welcoming an open discussion with different points of view. Members will demonstrate an ability to disagree on issues without taking the disagreements personally. Members will endeavor to maintain neutral body language and tone during deliberations. School visitations School visitations are encouraged to build understanding of the district’s instructional programs, curriculum and staffs. Board members should make appointments with the school principal prior to visiting a ca

(gavel taps) - I call the meeting of the San Juan Unified School District Board of Education to order. The meeting is being audio and video recorded, and the recording may capture sounds and images of those attending this meeting. The recording will be posted on the district website. Good afternoon, and welcome. I am Michael McKibbin, Board President. To my right is Ms. Zima Creason, Board Vice President. To her right is Ms. Pam Costa, Board Clerk. To her right is Mr. Saul Hernandez. And Ms. Villescaz will be coming in a few minutes. To my left is Superintendent Kent Kern. And to his left is Board Administrative Assistant, Stephanie Cunningham. This afternoon, we will start with a workshop regarding the governance transition to seven board members. Superintendent Kern. - Thank you, President McKibbin, Members of the Board, staff, and community members. As Dr. McKibbin stated, we are going to be having a workshop today on the transition from five members to seven, which will take place this November when the election happens. And tonight, Trent Allen is going to be kind of moderating and leading us through a discussion. And so, Trent, I will turn it over to you. - Thank you, Superintendent Kern, President McKibbin, Members of the Board. We're excited to have this conversation with you this afternoon. And this is really an opportunity to explore our board members' thinking on how we operationalize this move from five to seven board members, both on the impacts that it will have on our logistics and the mechanics of the district, as well as the board's operation itself. So before we get going this afternoon, I do want to share with you that we're gonna be throwing out some ideas from conversations we've heard in other places, from things we've seen in other districts. So just because we say something does not mean it's a staff recommendation today. We're really trying to generate some conversation and some dialogue. So please take it in that context. And we really want to explore your thinking so that we can come back with the best practices to meet the needs moving forward. And if I could have the PowerPoint. There we go. So on our workshop today, the other thing I do want to stress is that this is not an action item. So our purpose is just to have that discussion, to hear your interests, so that we can come back at a later time with recommended changes to the Board Governance Handbook, as well as any board policies or administrative regulations that might need to be modified to meet your interests as we make that transition from five to seven. The other thing I wanted to stress is that nothing is set in stone. So as we have this conversation today, this just allows staff to start that preparation work so that when we hit that transition point, we can hit the ground running. It does not mean that things cannot change in the future. So as boards continue to evolve and boards continue to change with new members, that will be a continuing conversation that we will always have. So nothing we decide on today or in the future is set in stone. We can always come back and have those conversations and work through those changes if it needs to be changed to meet the needs of the board or our community. So today I'm gonna break our conversation into kind of two big topical areas. The first is gonna look at how we represent voice and how we represent trustee areas while serving the entire district. And our second area that we'll look at is kind of more the logistics and mechanics of meetings and some of those things that we do in the district and how we'll operationalize those pieces. The format of our workshop today is also going to be a little bit different than what we usually do at a board meeting business item, or even some of our workshops. So as I go through today's presentation, we'll actually be stopping throughout the presentation to have dialogue and discussion. So we won't go all the way through the presentation and then ask for discussion. We'll go topic by topic and then ask for some conversation and discussion from board members as we go by topic. So again, our first area that we're gonna talk about is that idea of representing a specific area while serving the entire district. And our first section of topics and wonderings really looks at how historically, in San Juan, we've really engaged all board members at all events. So because board members represent the entire district, they're elected by the entire district, when we have events, everybody's invited, everybody can pick representation for committees from the entire district. So it really has a very broad feel to it. So as we make that transition, we really want to look at how we will engage both on the micro and the macro levels in that representation topic. So I'm gonna start us off with something that will hopefully be a little bit easier of a conversation. And some of these conversations today are going to be very practical. And some of these are gonna be a little more theoretical. We're eager to have any thoughts you might have, but there's two areas I'm gonna start us off with, just to talk about some protocols and practices. The first is around invitations to events. So one of the questions we would have is should schools and programs invite all of the board members to their events, so throughout the entire district, or should they really focus on inviting the trustee who serves their area to their events? Secondly, when a board member is going to go to an event within the district, would it be the board's expectation that they RSVP for that event and that other board members are notified of that event? So if you have an event going on in your trustee area and another board member is going to go to a school event in your area, would you want to be alerted that another board member is attending that event in your area? And I'm gonna pause there for conversations or any additional comment that Superintendent Kern might want to add to that topic. - Okay. If you want to comment on anything, just turn on your mic and we will recognize you. We're not gonna go in any particular order tonight, just, I will be watching for the green light on your mic. - Thank you for that. My gut feeling, I know this is a discussion, is I think that all of us should continue to be invited to all events because we do represent the full district and we do have relationships throughout the district. So I like the idea of all of us being invited to everything. Regarding notice, it'd be nice to know if there's another board member attending an event in our area, but if we're all getting the invite, then we all have the opportunity, and we recognize that another board member may attend in our area. So if the invite includes everybody, then I don't see a need for letting folks know who's gonna show up. - [Pam] Even now when one person RSVPs for an event, Ms. Cunningham lets us know who's coming to an event. So we know at this point in time, I don't think that would change at all. I agree with you, I would like to be invited. I would like to be able to visit any school that I want to and follow the same protocol we have right now, that we talk with the principal to let the principal know we're coming. We let Ms. Cunningham know that we're going to the site. And I think that'll be especially important if we're looking at an issue involving a school, and it's on a board agenda, to be able to, if we need to visit the school, to have an understanding of it, and it's not in our area, it still would be useful to have a clear understanding of what the discussion is about. - Thank you. I agree. I know that the district has our name in each individual district, but I still would love us to have the mindset that it's not my district, but our district. And so I would love us to continue to be invited and to be able to treat this as a district as a whole. And I agree, I understand the theory that, oh, that's the only high school I have, so I maybe want to pay more attention to that or whatever. But in theory, I would hope that it's, we continue to have this, our district mentality. That's my opinion, anyway. - Yeah, I, absolutely, what I was gonna say. The most important thing I do want to emphasize is making sure that Ms. Cunningham, or the administrative assistant, knows our whereabouts and that's a thing and we continue to do that practice the way we do it now. - Yeah, and I appreciate that response from each of you, 'cause I think that is important to really show our community that we're still involved in all areas. Because we know that the majority of the issues that come to the board come to the board around the entire district. And so I think if we're isolated to our region and just to our constituents, it's going to be hard to make a decision that supports the needs of the whole district. Even when we think about specific decisions related to, let's say it's Title I, or even if we had a report on Title I, well, we have the majority of our Title I schools that might be in a certain area and there could be another area that really don't have any of those. We want to make sure that the board still has that interest of all the schools. And that's just one example of an issue that may not affect all those regions equally. So appreciate that, just the conversation from the board. Trent, any follow up on that? - No. I will move us on to our next topic, which is going to be, the rest in this section are actually all going to be on representation, and specifically kind of around voice. So specific to student board reports. Right now, as you know, we rotate through our high schools so that we ensure we hear from each of our high schools throughout the year at the board level. As we transition to those trustee areas, one of the opportunities it does present is to potentially invite board members to act as liaisons with those high schools and those student representatives from those high schools to interact outside the board meetings. So on a more informal stage, meet with them more frequently, and engage with them in slightly different ways. So as you ponder that idea and that concept, consider that our structure right now is very formal. That gives an informal way to interact with students. Really what opportunities do you see for us to create sharing informal student voice as we make this transition to having seven board members? And what role do you see student voice playing in informing your role as a board member? - And I can speak a little bit more to this as well. I just had my SSAC again yesterday, and it's allowed me to build a much different relationship with a group of students than just seeing them present at the board. And I think there's an opportunity to build a relationship with students, when we talk about student voice, potentially with those, really getting to know those student representatives in your area. Because what we've all learned is that students want to be more of an advocate than they ever have. I've even had now Melissa and Kristan join me in those, and next time I think we're having some other guests based on the conversation that they have. And I think they have a desire, the students do, to have a more direct connection directly with someone. So that's just part of the conversation that came up, really generated by... - I want to make sure I'm understanding correctly. I love the idea of having meetings with student representatives outside of the boardroom. I think that's a great idea. But I'm making sure I'm understanding correctly. That's not instead of formal board reports, this would be, as well as? - In addition to, yeah. - Okay. - No, our students would still present here. It's just an opportunity to connect and build a relationship with those students that would potentially be in your area at a whole other level than we currently have. They would, it's much like my students come directly to me and email me directly about things. I call them by their first name, they call me by my first name, and we've just built that kind of relationship. And so, I see a similar opportunity around this with connecting with students on a level that we really haven't to this point. - I think it's a great idea, as long as we're not getting rid of the formal board reports, 'cause I think that that has great importance too. I think my only concern is, 'cause I have built relationships with student groups as well, and not all of them are in my trustee area. So I'd also want to be mindful that we're not excluding relationships with other students that are in our trustee areas, that we're just kind of siloed. I wouldn't want to see that. - Agreed. And we wouldn't stop that. You'd still have an opportunity to support students. I think when I even have interactions with members of the board, they have a desire to connect with students, and sometimes maybe they're not getting reached out to as much. So I think there's an opportunity to just build that. Students are gonna go to whomever they want to. But again, it's just another touch point with the board directly to our students. - Can I do a follow up? - As you were speaking, it made me think of a situation that may arise in what the expectation would be. Like, for example, if there's a student group at Bella, that's a good example that I've been talking to, do I need to provide notice, then, to Dr. McKibbin anytime I'm having these off meetings with students in their area, and not that I would want to be secretive, but at the same time it might be just kind of awkward, to throw you into a conversation. I don't know. What does that look like? - That's, I think, the question for the rest of the board. - [Pam] From my perspective, I would think you would want to let Dr. McKibbin know if you were meeting with students at a school that's in his area, but that just makes sense to me as a matter of respect for the board member in that trustee area, so that they're not caught off guard. But I don't think that stops you from talking to the students. I just think it's a point of respect. - I would be more interested in the after effect, that Zima, if you went to Del Campo, for example, for whatever, to let me know, to me, I really don't care, but more so, "Hey Saul, I went to Del Campo, "and this was discussed and I just want to let you know", 'cause the issue may be, what I guess I'm saying is, I'm more concerned about the after report if I need to be aware, so I may get involved or help you get involved, or whatever, or help us get involved. But that's the only thing for me. I'd be more concerned about it versus you going, in my opinion. - Mike? - I think it's probably more important that Ms. Cunningham knows, because she can coordinate, and that's the thing. And I agree with Mr. Hernandez' notion, is there's something after the fact that you think that the board member from a particular region needs to know, I think that they would do that. And aside from that, I see this as a particular opportunity and an opening to be more connected with various groups around the PAC. I think of, for example, Pride PAC, and connecting, that would be something that all of us, I think, might well be interested in, and it doesn't represent a particular region and that's the thing, but still do that through Ms. Cunningham and so forth. But there are a number of groups like that, that I think that we can do, that at least I can do, a better job of connecting with than I have in the past. And I think this gives us an opportunity to renew our connections with groups like that. - Okay. - I have a-- - One, okay. - So I think you just said something that may bring comfort, is if we work through, and Ms. Cunningham, I try to work through Ms. Cunningham for all of my scheduling, but sometimes it just doesn't happen and I'll throw things on my calendar, but that seems like a solution right there, 'cause we all get the board calendar so everyone knows what we're doing. That might meet the need, right? - Mr. Hernandez? - A question for Mr. Kern, when you meet with your high school group individually, do they go back and report to their high school? How do they go back and report? - It depends on the issue that, really, they're working through. I'll give you a good example. Right now they're, we're having discussions around the dress code. And they actually, they created a survey. And so they were working with their student groups at their schools. They had over 4,000 students respond to the survey that they put out, which is tremendous. But they're not directly, like one of the things we avoided was, we don't necessarily want someone who's involved in student body. And that was their decision. 'Cause remember, the entire SSAC, they pick who's on it every year. They see the applications. They make the choices. They're really looking for that diversity of representation and how you've been involved in your schools. So that isn't a direct go back and respond. Sometimes what they actually end up doing is they go back and they're working with their administration on something, based on conversations that we've had. And that's usually, I'm like, okay, you've got this issue. We were talking yesterday about vaping as well. One of the students brought that up at the end, just the challenges that they're seeing around that. So we had a good conversation. And often those conversations will end up in meetings with Kristan and her administrative team as well. But there's no formal response that they go back. - Okay. - Mr. Allen, I guess. - Moving along. Our next area is around board appointed committees. So when we talk about this item, think Curriculum and Standards and our Facilities Committee. So keep in mind that right now each board member appoints two members of our community to those committees. So as we grow by two board members that means we are growing those committees by four new members. So that's a good proportion of those committees, as far as their size goes. So that dynamic on those committees is likely to change and to grow as well. So the first question we have for conversation is really around appointing those members. As you look to the future, would you be looking to appoint members from your trustee areas or would you be wanting to look to residents from the entire district to appoint to those committees? I'm gonna pause there on that question for discussion. - And one of the things that I could expand on, we could share with the board, because Ms. Bassanelli provided it to me not too long ago, actually where the members of these committees currently are. And so the question is, do we have equal representation throughout the district? So that's part of this conversation of the selection of committee members. So we'll open it up to the board. - [Paula] Good afternoon, colleagues. Oh, thank you, Dr. McKibbin. I think on this item, equal representation across the board is important, but I want to note, even, and some of our existing committees, like recruitment's been a challenge, and I think that is a result of kind of a number of things. But they take a lot of work. They take time to devote to. And so I acknowledge that, and I'm always appreciative of all the hard work that goes into our community members for these committees. I think equal representation across the district, it should be a priority. And therefore I think kind of keeping it proportional, that being the membership of the committee, to the number of kind of board members, with that appointment function, is likely the best way to keep that in check, and continuing that. I just wonder if, in conjunction with that, we could do more consistent kind of recruitment. And I don't, whether it's on an annual basis or every other year, or something like that, to kind of have a pool of folks ready to go. I know that that creates some logistical challenges. If someone volunteers for something in August, they might not necessarily still be willing to go the next August. Those are just some of my immediate thoughts on kind of the makeup of the committees. I do generally think, there's also this component when we're appointing, that you have a relationship with a board member. And so you can report back from that committee to that board member. And I've certainly found that of value in catching up kind of with my appointees, in terms of what the committee's up to, how it's going, cetera. So I think that's a characteristic that is valuable. I just, the things that I go to think about when we talk about board appointed committees is kind of the recruitment function and how we bolster that a little bit. Those are some of my initial thoughts. It sounds like we're going in pretty strict dais order, but I reserve the right to return for additional comments, if that's okay. - We actually weren't. Dr. McKibbin mentioned at the end, he was just looking to see whoever turned a mic on and we'll go kind of in that order. - Got it. - Ms. Creason? - This is a tough one, because if I think about my appointees, many of them from diverse communities, I would lose them all. And they bring tremendous value to our committees, everybody does, but you know what I mean? So I like the idea of trying to have the representation from all of our areas, but I don't like the idea of being put in the box, 'cause there's a whole lot of diversity beyond geographical diversity. And as board members, I think that should be our decision of who we sign on in our name as our appointee, and we have talent throughout the district. So I think that, I'm thinking with my mouth right now, but I think that it's a layer that we should consider, but the choice should be ours. - Mr. Hernandez? - I actually agree with both of you, in the sense that, if we are gonna appoint two per board member, why not have one in your district and one, have the right to go out if you want, and that way your district is represented. But saying that is, I think we have to keep an eye on the ability for our committees to work effectively. So for example, if we each seven have two, that's 14 members now, for example, on LCAP or Facilities, whatever the case may be, we have to keep an eye on that number to make sure that they as a committee are able to function. Just to say we need 14, I'm not sure that's the answer. I think that, again, it's per committee that they work effectively and because 14, what good is having 14 if we can't ever get a quorum for them to vote on? So I think that is more important. And I would love to go, individually comment on a specific committee or is that later on? Should we wait later on? - I think you can speak on a specific committee as well now. This is kind of our general conversation about committee, committee members. We'll talk about the student representation next, then reporting back to the board. So this is probably the best time if you have some thoughts. - Okay. I do. So I have been thinking, along with, Ms. Costa and I have been talking about LCAP, because we are both liaison, and this is my first time, in 10 years, first time on LCAP. And so I've watched as a third party, and I admit that my knowledge on LCAP has not been that sharp because I was not the liaison for that committee. But what I have watched is that, LCAP, when LCAP began, we knew that it was gonna be a changing scenario, and as a result of that, I think, or I would suggest to my colleagues, that this may be a good time, in this transition period, that we take a look at LCAP and where we are, how do we function in our LCAP committee compared to other LCAP committees, not only in our county, but in the state? What works for them may work for us. And it doesn't be that just 'cause of them that we need to do the same, but I think there's things that we could learn. And one of the things is board appointed committees. That is, I think, the only committee that we have as a district that is not a board