001someone people get. Yes, Maria. We should be good. Please bear with us while we get our translator connected. Maria, are you able to hear us? Good evening. We're ready. The only thing is we cannot hear and we're waiting for the translation bar to be set. Can you hear me now? Yes, I can hear you now. I'm just waiting for the translation system to to get started and we can go on our way. Hi David, you need to actually translate the opening message on how people can uh find translation before I start it. Maria will be doing that. She's She's also waiting. She just told me to speak a little just to be sure that we were communicating. Okay, we can we can hear you fine. Okay. Um, while we get translation in order, um, do
002we have consensus on the order of business? Okay, seeing that we do, then I'll move on to item 5.01, student representatives to the board. Nate, would you like to begin? Yes, thank you. Uh, so it's been really busy since the last time I was here at Mororrow Bay High School. Um, I'll wait for the slideshow to pop up or I get started so you can see all the amazing pictures. There we go. Um, this direction, right? [Music] Maybe let's try this way. Okay, that works too. Uh, just in some general campus events, the MBHS Interact Club and ASB students volunteered at Moral Bay in Bloom's annual I love Mororrow Bay community gardening event. It's an amazing event for where one day out of the year the uh Moral Bay and Bloom invites everybody to come
003around and start planting and gardening projects all around the community. I know a lot of the area was focused around downtown and it was a lot of planters they installed which was amazing. Makes the community look great and it's a great bonding experience. Uh next up, our spring student recognition lunch with teachers inviting a few of their students to enjoy a taco bar. Uh it's an amazing event. We do it once a semester. Teachers love it, students love it. We'd like to give a big shout out to Chef Corey, his team, and our fellow ASB students for putting on the lunch and making it look nice. And students in ceramics, including me, as you can see in that bottom left pictures, uh we use our talents to help create ceramic bowls to donate to our
004local empty bowls fundraiser event, which is hosted by the Echo Homeless Shelter. And it's the fundraiser uh raises funds to support those in need in the slow community, and they sell our bowls at that. It's amazing thing. we're always be help happy to help with. And on Friday, slow county held the 805 games at Questa College. I was lucky enough to attend. It's an amazing event with uh athletes for special needs. Uh four of our MI students attended and it was an amazing experience and we're grateful to Mr. Grim and the entire MI program for all of their support. And we'd like to extend a special thank you to Mr. Bellier and our jazz band students. Last Tuesday night's show was amazing. I wasn't fortunate enough to make it out there. I heard it was
005amazing. I've heard raving reviews and I can't wait for their upcoming concerts they have. And last week we held our end of the year rally. It was super fun. Uh we've started a tradition my sophomore year, so about two years ago now, where we do a teacher and staff dance. And uh Mr. Scaldy, who is in attendance, was also a part of that. It's an amazing event. Students love it. It's just a good way to end the year. And the advanced film and video class hosted the fourth annual film festival. We'd like to give a spotlight to the winners selected by our panel of judges. For best in show is Savior Cowgirl by Emerson Jaquay. For animation was Noistra Seahontes by Abby Ryan. Comedy was Noah Mareno with Hall Monitor by Noah Marino. Uh drama
006was 988 Dial now by Deian Lewis. Foreign language was Mama's Day volleyball by Lucy Dep Prey, Abby Tuller, Haley Hart, Bridget Olri, and Feline Asunian. As you can tell, that one had a stacked cast. It was a lot of names. And for horror, it was Stalker by Noah Lewis. And rounding it out for Miscellaneous was The Park by Ella Bettincort. It was an amazing event. Everybody loved it. I believe this is our second or third year in a row, fourth year, excuse me, I was corrected. Thank you, Mr. Scoly. Fourth year in a row hosting it. It's a fun time. Everybody loves it. Everybody makes loves making the films and everybody loves watching them. And this oh sorry, excuse me. Friday, juniors were invited to attend our just for juniors presentation. This included current seniors
007sharing their experiences with college application, financial aid, and scholarship applications. It's a great way to give advice to their upcoming seniors and just how to easily do it from a student perspective. And we're excited to share that our Ardo teacher, Mr. Whimmer is one of the six nationwide finalists for the Blaster Corp and tomorrow's Tech Automotive Teacher of the Year award. This instructor of the year program recognizes the automotive technology instructors at high schools, vocational technology programs, and community colleges who think outside the toolbox. He's been an amazing addition to the staff. He's taken them on lots of amazing field trips, including to the uh SEMA show in Vegas. That was an amazing time. Everybody loved it. So, congrats to Mr. Whmer. And this week on campus is our mental health awareness week. Uh it's
008done by our psychology class which I am a part of and it it's a great way to raise uh awareness about mental health by students for students. Like on Monday we gave out uh green ribbons for May being mental health health awareness month. Uh Tuesday there was well today actually at lunch there was chalk in the quad at lunch. And tomorrow there will be uh different de-stress activities including writing things that stress you out on a paper and then tearing up the paper. Uh destroying some old appliances. I'm personally hosting that one. And then also a gratitude wall to counteract everything. And then Thursday will be uh flower grams for your friends at nutrition. And in the quad there will be notes of appreciation for friends. And then Friday will be LGBTQI plus mental health
009awareness talk in Miss Brinkman's room at lunch. So it's an amazing event. It's a great thing to put on and it's a lots of different fun events. And in the world of sports, spring sports seasons are coming to an end tonight. Personally, volleyball, they're out down in Madera and their playoffs for CIF against Taus High School tonight. And for baseball, they're undefeated in league so far and they have a record of 19 and five, which is kind of insane. Uh track and field, uh more school records have been set, and we continue to host end of the season meets. The team's excited for CIF. That's coming up soon. Boys golf, we had our last uh league tournament yesterday. Jonah Smith came out with uh being number one in league and Stonehawk came third in league.
010And we're ready for D2CIF on Monday. Uh, swim and dive is having one of the best seasons in recent memory. There's a great vibe out on the pool and everybody's doing great and having a good time. And that's about it for sports. And this next kind of month is a lot of stuff going on. May 7th, which is tomorrow, we have the Coastal Pops Choir concert at the theater starting at 7. On the 13th, the Coastal Bands concert at the Big Gym at 6. And May 17th is a great day. Today we are having a parade in honor of our CIF champions so far. Girls water polo and cross country and it'll end with a banner raising in the main gym. And May 17th is also prom at the octagon barn at 700 p.m. As
011you can see on the poster on the right, the theme is fly me to the moon. Uh May 21st will be our senior recognition assembly in the big gym and it is also the spring band concert at the theater at 7. And May 22nd is an event I'm really looking forward to. includes the Pirate Olympics from 8:45 to 2:15 where we invite local elementary schools to have their fourth and fifth graders come and partake in a lot of events we put on at the campus. And May 24th, which is fitting, will be the 24-hour musical at the theater at 7. The 27th will be the spring sports award night at the big gym at 6. May 28th will be our athletical athletic physical night at the small gym at 6:00. May 29th will be our
012music production classes album release in the commons right after school. That's an amazing event. They put on a lot of work for it all year. It's a great thing to see it all come together in the end. June 3rd will be our senior tribute at the big gym at 6. And June 5th is graduation. That's the last thing we have for the year. It's a bittersweet day, but I'm kind of looking forward to it. Well, thank you everybody and I will move it on to Linda now. Good evening everyone. Thank you so much for having me tonight. It is always so wonderful to see all of your beautiful faces. Um, as I was getting ready for tonight's meeting, I just have to think about all the amazing individuals on this panel and I just want
013to take a moment to express my gratitude for you all and every single thing you do for our district. So, thank you very much and I'll get started right away. Okay, so for our first slide, let's see. So, our Slow High Theater Company presents Frankenstein, a student directed by senior Trevor Pearson, who also happens to be our ASB secretary. Entirely student produced, this cast and crew has been working hard to bring Mary Shel's literary classic to life on stage. It's one weekend only, so grab your tickets now. And Frankenstein will only show this weekend, May 9th and 10th at 7:00. Um, up on that screen you can see them working hard to put that together. On April 23rd, the SLOHS math department took 16 students to Bakersville to compete in AP Stats and AP Calc
014math competition sponsored by the Kern County Math Council. 99 students from the coast and the valley converged at Independence High School to test the limits of their math abilities. Tonight, I'd like to highlight AP Stats teams who placed both first and fourth and our calculus teams who placed fifth and eighth overall. AP Stats student Justin Fry won the overall individual first place award. Justin Toes placed second overall. Khloe Elliot placed third and Lana Goodman placed fifth. These four students made up the top team in the competition while Evelyn Hefner, Natalie Wner, Rebecca Waterbury, and Anukica Milner comprised the fourth place team. On the calculus side, Adri Black placed top in the school and was 11th overall. The other calculus students such as Liam Alsbury, Leota Turus, Mason Hartman, Micen Ror, Wesley Bishop, Jules Caragle, and
015Simone Maltart contributed to the success of the teams. In all, we brought home seven trophies. We are so proud of all 16 of these mathletes. On April 26th, the Fullerton College Music Department Jazz Festival um hosted our honors jazz band who won first in class. This is a huge honor and I just like to congratulate these students up on the screen as well as Miss Jesy. For our weekly update for athletics, um league seasons are wrapping up and most of our teams are moving into their championship season. Uh this past week, boys tennis fell to Stockdale in the team playoffs, but they still have players competing in the individual portion. They will play Friday at home to qualify for CIF, so we're wishing them all the best. for boys and girls swim and dive. Both
016finished second in the league meet and advanced many swimmers and divers to CIF. Softball picked up two more wins this week and looking forward to finishing second in league. Baseball picked up a key win and sits in the driver's seat for a league title. Boys volleyball celebrated their senior night with a win over Templeton at home. They play their first CIF playoff game this Thursday at home. Beach volleyball won their gold bracket and the league tournament. They play at CIF at Calpali this upcoming Saturday. for track and field. Um started their postseason with league prelims at home and Tigers are looking good going into finals. The boys 4 by 800 team finished off the night by setting a new school record. So we're extremely proud of them. And last but never least, our stunt team
017hosted the CIF championships here at Soh High. And I want to just thank the players, coaches, and parents who helped to make this event happen. Over the two days, Stunt won three games, finally defeating St. Joseph's on Saturday to be crowned CIF champions. Over the last three years, this team has finished first, second, and again first this year at CIF, which is pretty impressive if you ask me. So, we're also wishing them the best of luck next weekend at state. So, for tonight, I saved my favorite portion for last, which was prom. So, we just had our beautiful prom on Saturday at Kavali Estates. And here are a couple of pictures of our students having a blast. Thank you to Miss Avery and staff, students, and volunteer, as well as our bus drivers who made
018it all happen. um as well as Kavali Estates for hosting us and allowing to use their beautiful property. For upcoming dates, as Nate said earlier, it is a pretty busy month. Um so, starting yesterday until the 16th, we will be having our AP testing. Um as well as on the 16th, we'll be having our Aggie Backers barn bash. On the 19th, we'll be having our signing day during tutorial. And on the 20th, we'll be having our senior recognition assembly as well as the spring sports awards night. Um the following day will be the Golden Tiger Awards night and then on the 30th we will be having our annual powderpuff game and then starting in June on the 4th we'll be having our senior picnic followed by our senior showcase and then graduation which will be
019bittersweet as we've mentioned before. Um so that's about it for me tonight. Thank you again so much for having me and have a good night everybody. Okay. Are there any questions from the board? Seeing none, we thank you very much for your presentations. As always, you're welcome to stay and we're mindful that you have other obligations as well. So, um, thank you for sharing your time with us. Thank you. Have a good night. Good night. Okay, moving on. We have item 5.02, 02 student senate key learnings and goals. Dr. Prader, Madame President and board, I I look forward to this evening for the entire year because it highlights in a quick snapshot the tremendous work that our student senators do throughout the whole year. And uh as you all know, student voice is a priority
020of our school board and leadership through student voice is um an evolving and refining effort uh that I am just so thrilled to see how far our kids have come in this role as student senators. uh just as a a matter of describing it, the student senate began about eight years ago when we really uh began to recognize the need for students to express themselves in positive, proactive, thoughtful ways, but there wasn't really a mechanism uh districtwide to do that. So, we established the superintendent student senate and it has been going very well, very strong. We're we're up to 140 students representing 15 schools and um and these students uh are not your uh you can't you know point to this group and say it's these students you know look, talk or behave in a
021certain way. No, no, these kids come from all walks of life. They are um they are an impressive group of students that represent who we are. And with that, uh at the end of the year, they work very hard to pull together the um the their smart goals or we call them smarty goals for the following year. And tonight, I I'm going to ask that you bear with me. We're going to do um a snapshot with the coast. So, we're going to do a coastal continuum of elementary, middle, and high school to give you a flavor of how our our student senators on the coast are viewing what they want to do at their schools to make learning experiences for all kids safe, supportive, and and engaging. We also are going to hear tonight from
022Pacific Beach High School. As you know, Pacific Beach High School is a state recognized distinguished continuation high school. And um in the student senate circles, they have become the gold standard in the youth truth result category across the United States. So very few schools who take the survey score higher than they do in terms of belonging, connectivity, and engagement says a lot for the principal, principal Dowler. It says a lot for the staff um on how they respect and honor their students. And so tonight, what I'd like to do, I've given each of the schools five minutes because we have a lot going on tonight to show you what they're planning to do next year based on the results of the youth truth survey taken in October. So, if I could, I'd like to introduce
023Monarch Grove to come on up and um let's uh not be bashful. Yeah, you could probably explain it to me, so I'll stop. Hello, we are the Monarch Grove representatives. My name is Revy and this is Devon. Here are our smarty goals. Smarty goal one, increase student interests in learning about different cultures. For smart goal 2, we have increasing student interest in going to school. Smart goal three, increasing opportunities for students to feel like important part of schools. Um, go one, why we chose the school. Our youth truth data showed a lower interest and learning about cultures and we think it's important that students value their own cultures as well as others and the impact. We hope students will be more understanding of everyone and not judge each other's culture. For goal two, we have
024increasing student interest in going to school. We chose this goal because our youth truth data showed this as an area of growth and we think it's important that students value their own cultures as well as others. We hope the impact of this goal will be students will be more understanding of everyone not judge each other for their culture. For goal three, we have increasing opportunities for students to feel like important parts of school. We chose this goal because we want students to feel like an important part of their school and to feel like they belong. We hope the impact of this goal will be be that students will feel braver and know that they belong no matter what. Thank you. Next we have Losos Middle School. And if I forgot to mention, Monarch Grove was
025one of two elementary schools in our county to earn California Distinguished School this year. We're super proud of them. And our middle school, Los Middle School, also is a uh is a uh California and national model schools to watch. So, a lot of things happening here. I'd like to introduce our amazing Lossos Middle School team. Hello distinguished board members. My name is Bennett Robertson and um today I have the pleasure of presenting uh smarty goal one which is um the goal to enhance school culture and positivity by um constantly incorporating students and staff's voices into decision-m. We want uh our schools be um oh sorry we want our schools to be a positive and welcoming place and we believe that listening to students and staff voices can make this happen. That's where we're planning on
026having regular focus groups meetings where people can share ideas, concerns and feedback. These groups will happen once a month during lunch um after school even during class time for students and after staff meetings for teachers. After this process, we will share what we have learned through the lines newscast, student senate videos, advisory presentations, and many more uh methods. We're doing this like before and um we believe it will work. The key thing this time is staying um oh staying consistent and making sure focus groups happen regularly as well as knowing their voices can lead to real change. What we have learned is that people um when people see that their ideas matter, they're more likely to get involved and try to um get them try to make them happen. As you know, we started this
027work um early in 2024 and um are planning or did it until September this year and um we're planning on the next year of student centers to do this through um oh well sorry messed up some dates. We finished um that goal this year and we're starting the new one in September of 2025 and going through May of 2026. Um we're hoping that more the Sanders will be able to take on more leadership roles in this um progress. And um now I think I'm going to hand it off to Christian Jules with um goal two. Hello everybody. My name is Christian Jules and I am the grandson of Jim Quenberry. You might have known a I hope to live up to his high standards. Uh and I will be talking about our second smarty goal
028which is increasing student engagement in academics and extracurriculars. So the name explains itself. So for this goal, I will be talking about how we will be improving student engagement and I mean in classes and extracurricular activities. For the strategic part of Smarty, we hope to make a goal more I mean to make school more exciting by helping students feel more connected in the classroom and during school events. This means more fun and meaningful learning like hands-on projects. and some projects and lessons that mix up mix different subjects. Outside the classroom, we'll have after sorry we we'll have more things like academic competitions, lunchtime games, spirit weeks, and after school dances so everyone can find something they enjoy. Next is measurable. For this, we aim to check in with students four times a year using questions
029from the youth truth survey. We'll also hold focus groups to hear what people are thinking. And plus, we'll work with with school leaders to look at in important information like attendance, behavior, and how many students are joining in clubs, sports, and events. We'll share what we learn with teachers to keep them on the same page. After that comes ambitious. We've already improved. Our engagement score went up from the 20th percentile to the in 2023 to the 31st in 2024. Our next big goal is to hit the 36th percentile by the end of 2025. We know it's a challenge, but we believe we can do it if we keep gaining input from all. Next is realistic. This goal makes sense because we're focusing both both on uh school work and fun activities. When students enjoy what
030they're learning and having fun and things to look forward to, they're more likely to feel connected and and and excited to come to school. Then there's time bound. We we started this work in late spring 22 2022 and we're not stopping. We'll keep be checking our progress every few months using surveys and focus groups. We'll also keep teaming up with counselors, AVID, leadership, and link lines to plan more ways to build school community after or that is inclusive. We'll make sure your students who don't always get the spotlight have a chance to join in. And we'll also talk to teachers about creating activities and lessons where everybody can feel seen, included, and excited to participate. Lastly, there's equality. Not everyone has the same access to things like tickets or supplies. So, we'll help when needed.
031That means free tickets event to events, tutoring, or other support so that every student, no matter what, has a chance to be involved and to grow. We'll also create more leadership spots, clubs, and sports teams so everybody has a chance to shine. Thank you for your time. Hello. It is so nice to meet you board members. My name is Tiff and I'm a seventh grader at Los Sos Middle School, otherwise known as LOMS. The smart eagle I will present today is to celebrate what makes us unique at LOMS. As we can all see, LOMS is full of diversity. We have diverse cultures, races, religions, genders, abilities, and experiences. We want to make sure everyone feels seen, heard, and valued. That means making diversity visible in class projects, leadership roles, clubs, sports, group work, and even
032what we see around our walls at school. An example of this is in our advisory slides. Advisory is held during first period and is a slide deck that has specific slides for specific days. Every month, we focus on a certain heritage. For example, in October, we celebrate Filipino Heritage Month with good foods and games like Cahoot or Bluket. For the games in advisory, it has slides about information about the specific month. So at the near end month of the month, we can play a game of blue or cahoot with all the new information we have learned that month to test our skills while having fun in the process. Also included in our advisory is our lines were broadcast. It is a studentmade newscast that shows everything that's happening at our school. The club posts once
033a week and everyone watches it to see everything we have done. To continue with this topic, we'll invite guest speakers from the community to teach us more. We'll also share some of this learning with families so it can continue at home. We've already made great progress. Our diversity score went up from the 58th percentile in 2023 to the 65th percentile in 2024. This can help us reach our goal for 2025 in the 70th percentile. Our goals make sense because we have a separate time for advisory and have an equal amount of time for education. By focusing that time on learning and about and celebrating each other's backgrounds and stories will help everyone feel like they belong and matter at LOMS. The timeline of this area started in 2002 and is continuing to grow even larger
034as the years go by. The equity team and teachers will meet to help guide the work and make sure it stays useful. We'll always make sure the people we are learning about are also a part of the planning process. That way, we're not just talking about them, we're learning about them. We value all of our students and staff members to feel like their true self is celebrated at our school. We notice how all students don't learn the same as others. We'll share our news in many different ways, including videos, posters, discussions, and guest speakers to help everyone understand in their own ways. We'll also make sure there's nothing stopping the teachers or students from helping participate in these extremely important life lessons. I am so excited to help lead our current and future senators who
035will come from seventh grade to 8th grade and our incoming sixth graders next year by becoming an eighth grader and a three-year student senator. This experience has meant a lot to me and taught me so many life skills that can help me when I get older into high school and beyond. It was so nice to present in in front of all of you. I hope you have an amazing night. I'm sure you can see the continuum occurring here. So, you can imagine our fifth graders from Monarch. Now, fast forward those kids to high school and just think about what we're doing here. So speaking of high school, Mon um Mororrow Bay High School has really been extraordinary over the last several years. They've really bought into this process of student voice, student leadership, and um
036and I'm so proud of them. So I'd like to have Monarch Mororrow Bay High School come on up and finish the continuum. Hi, my name is Bridget. I'm a junior at Mororrow Bay High. Um, so we have three smarty goals. The first one being college and career readiness. And for this one, we're we've basically said that we feel like by the time a lot of students hit 11th grade, they don't feel quite as knowledgeable about doing college apps and applying for scholarships. So, we were talking about ways to fix that. And one of the things we talked about at the last meeting was during our tutorial for next year's schedule, having some time to talk about that and really focus in on it. Um, for our second one, it was about engagement and relevance. And
037this one pretty much just focused on real life connections to the curriculum because I know that I've heard some of my own friends say, "Why are we learning this? Like when are we going to use this?" So, I feel like if there are ways for teachers to connect that to real life, like if we're in math and they connect it to like doing taxes or something, that would bring a lot more engagement in because we would be learning real life skills instead of just feeling like we're memorizing formulas. For our third one, it was about relationships. And this one was specifically for student teacher relationships and feeling like you're not just interacting with a teacher, but you're interacting with a person. Um, for me, I know that I have something like that with my history
038teacher because he talks to us not like we're just students, but he brings in real life scenarios to our class and it's really helpful and it brings in a lot of engagement and it sort of makes him seem less like a teacher and just more like a regular person. And if we can do that for all teachers, I think that would be really helpful for engagement. Thank you. So that is our coastal continuum TK through 12th grade. And um I look forward to continuing this um this conversation and this effort uh and let the kids um help guide that process. Um, now what I'd like to do is invite Pacific Beach High School to the podium and share their smarty goals for the year. Hello, my name is Finny Prior and I'm rep well I'm
039here on behalf of Pacific Beach High School. Um, we have worked hard to think of these goals and have put a lot of effort into trying to make these goals a reality. Um, our first goal is that we at Pacific Beach High School would like to develop a media outreach campaign to advertise Pacific Beach at a as a valuable alternative education program for students struggling academically and socially at Mororrow Bay and high and slow high school. Um we our program helps students that have struggled in school socially and academically. And we we make it a big thing at our school to make sure that all students are accepted socially and all students are made aware that we understand that all students don't learn the same. And knowing that our school has not exactly exactly had
040the best reputation lately um or in years past, um we would like to have um social media accounts on Instagram and Facebook. Oh, sorry. making it aware that um we are more than just what people portray us as and that we our community at our school is very strong and um all of our teachers are wonderful and all the students there are very committed to school and everything like that. Um our second goal is expanding vocational learning opportunities. Um, at Pacific Beach High School, we like to expand learning opportunities to highlight vocational skills and career pathways. We would like to explore opportunities for job internships and partnering with local trades and businesses such as restaurant work, automotive maintenance, repair and repair technicians. These classes would focus on the career pathways without multi- multi-semester commitments. at
041our school. We have a lot of students coming in and out of our school constantly and students graduating half year through halfway through the year. Um and students coming in mid year. So making that um having full year, full semester and quarter commitments is a little bit more difficult for us. Um but a lot of our students would love to see trade at our school, would love to see um automotive work at our school, um love to see um culinary and home at our school. Um, and so that's something that we would definitely like to add to our school and add as a addition to make it more obtainable for everybody who is sticking at these schools just for the electives because I know that was a really big part for me is that I
042would love to have electives, but at the same time, I really needed to get my credits in. I really needed to just work on school, but um, electives are a big way of helping students have a break throughout the day. And so just having that at our school would be an amazing addition. Thank you. So I'd like for the board to have a opportunity to ask questions for our student leaders if they have any before we move on to the next agenda item. Mr. Banfield. Well, not so much a question, but I think all of us on the board and all the audience were just so amazed at how articulate and um well well spoken all the presenters were, you know, enjoyed hearing you review your smarty goals. Wonderful job all of you. Thank you,
043Mr. Buckman. Thanks. Um, student sen is my favorite thing. I got to attend the last meeting on behalf of Miss Sheffer who was really sad that she couldn't go. Um, so my question and anybody can answer it is as you were putting up your um, smarty goals um with the little pieces paper, the sticky notes, did you notice that things were sort of dovetailing between what you were thinking and students at the other schools were thinking? or even at your site when you got back, did people seem to agree with what you thought? Um, personally, I saw a lot of similarities between uh most schools where it was a lot of diversity and culture that people wanted to see uh integrated into um elementary, middle, and high school for pretty much everything. That's the main
044uh overlap I saw between the schools. I think there was also a bit of um I think for several schools I saw some uh stuff saying uh they want less group punishments from um teachers and more singular punishments um which would seem like a more fair option which that's something I saw but um yeah thank you very much and you guys do a great job. Okay, Mr. Anger. So, it it it sounded to me like there were three things that sort of interwo everything we heard. And I just want to check and make sure that I heard this right. It first of all, it seemed like engagement that everybody talked about wanting to really increase the engagement that students have with their schools and as one way and and and and sort of the nexus
045between engagement and academic achievement. I think that was the first thing. Was that pretty much everybody's sense there? The next thing was diversity and what do we do about in terms of engagement? How do we use diversity as a pos as a positive way of getting engagement in school? And then finally, it seemed like everybody was talking about hands-on learning and what can we do to make the learning that we do relevant to what students think their futures are going to be. Is is that pretty much correct too? And then I and then I don't know if a student would be or a student would be willing to answer this question, but one of the things I I'm curious about is um you talk about presenting these things to the staff and having focus groups
046and things like that. And I'm wondering um how do you find the staff's re reception to the smarty goals um because they they feel like they're very very important to the students and so what's been the staff's reception and and how have you seen things change? So I'm not sure who can answer that. I mean I know Pac Beach you guys just do it there right? Yeah. Um hands-on learning is a really big thing for me especially um hands-on learning is very important. It's very useful for child's development. Um, it can it helps students understand things more. So, seeing things visually for for me and other students I know of, seeing things visually is more of just having a teacher recite it to you, having teachers take having you take notes of it. Some students
047say that taking notes can help with understanding and but for me seeing it visually and having it in my hands is very easily um e makes it easier for me to retain it. Um and what was your other question? Well, how how are you finding the reaction of the staff and and what are what changes are you seeing at the school given the input that you're giving to the staff and you know thinking about your school in general? Um we've seen a lot of our teachers increasing um just being more um up and about and of course at Pack Beach we have teachers that answer questions constantly um but having the teachers up and about having you um making it easier for the students to ask questions too um is a big thing that we
048have at Pack Beach. Um and just um they love doing hands-on activities there. I mean, our science teacher and PE teacher, Miss Green, she does an amazing job of having things handone. Um, we don't just get handed packets. We do full-on experiments for science. We do we go out to a farm during PE for farm class. Um, and they've definitely morphed it in a way um of traditional school to make it more um exciting and more like you don't know what's going to happen next. And sometimes that can be a little can spook some students, but for a lot of us here at Pac Beach, we love it. And so having that off-campus exper like work is really nice. And I know at Pac Beach, a lot of the students work. Yes. And so are
049you finding that the things you're learning at Pac Beach and the things you've done through student senate have have changed your opinion or or how you've approached the jobs that you might have outside of the school, understanding that a lot of you have to work. I've definitely noticed that um a lot of students there have taken um because of the farm class they've wanted to pursue a job in agriculture. Um a lot of students there want to continue trades and um a lot of this but also these these things that we do they also offer um internships for us to put on our resume. So, at the same time as getting class, we're also getting um work for um for our resumes to offer to people. Thank you. Um for us at LOMS for we
050every year once we create our smarty goals for the next year, we have a meeting with the staff, all the student senators, all the staff and we tell them about our goals. They're very receptive and give us good feedback. And that's how we also conduct how our goals will work out in the next year when we use them and to conduct our next year's goals. Um, my name is Parker, but at Pacific Beach we do this thing called like portfolio portfolio class and it was really it's not the most exciting class I would say but it is definitely really helpful especially like for graduating. Um, it's the class you take right before you graduate. And so for me, I was really interested in tattooing as a job for like the future. I just knew I
051was really interested in something like art related. And so portfolio helped me to get a meeting with like an actual tattoo artist and do a job shadow. And it helps you like it just it was really helpful. It gives you a lot of good information on tons of different things and like some of I forget what the class is called, but another one of the classes we have is really good because it prepares you for the future like with moving out and like what you need to do to afford a house while having the job that you want. And so like I feel like without that class I wouldn't have been lost right now. Um, so yeah, it was it was a really good class and I think I'm I'm just very happy and proud
052of our school. So yeah, thank you, Mrs. Sheffer. I just wanted to say that one of the things that stood out to me with the the goals as presented tonight and all and nearly all the goals I read from all the schools was they're not just let's put something out there. You have clear expectations and you're making them measurable. You're saying we want to see this by this time as well as accountability by everybody. We're going to hold ourselves accountable. We're going to hold our fellow students available and we expect our um teachers and staff to be accountable as well to help us achieve these goals. So I really commend you on your ability to set goals clearly and have uh expect clear expectations of outcomes that you can then go back and you either
053you as students remaining in student senate or those coming after you next year can look at and say yes this is what we said we were going to do. This is how far we got. we either achieved it or we didn't or we need to look at it a little more closely this coming up here uh to make it to we see we want to advance that goal we want to do even more go into it uh more deeply in more depth so I commend you for your ability to do that important thinking to come up with the goals and think about how to best actualize them for your fellow students good work thank you Mr. Pawson. Well, first of all, uh those presentations were great. Thank you everyone for being here. Just really impressive
054both goals and and presentation abilities. Um I wanted to ask a question about the student senate experience for you guys. Um I think Dr. Prader said it's now 8 years old. I remember I think my sons were early early days senators. Um, I was curious if any of you have feedback on the student senate experience and program and can share thoughts on how we can keep making this better. And um, just how is how has student senate been for for this group? In my opinion, student senate like helped me a lot. Like it helped me like so before I was really shy and like I kept to myself a lot but like student senate helped me like achieve goals that like I could have dreamed of like achieving like especially with public speaking like coming
055here tonight I was pretty nervous but then like now like thinking about it like my fellow senators and Miss Contraras helped out a lot and student senate was is a really fun experience and I hope to do it and so I'm a senior. Well, if you were nervous, it didn't show. You did a great job. Thank you. Okay. Is there anyone from the public that would like to comment on the student senate presentation? I just want to share and commend the board and the district for facilitating an opportunity to have the students civically engaged and just having them develop that uh that backbone, that strength, that uh courage. So, thank you. Thank you. Seeing no additional board comment, then we'll move on to 5.03, the common ground advisory task force. presentation. Dr. Crater, for those
056of you that do not know, thank you everyone for coming tonight. Really appreciate you. Thank you. For the for the public that may not know, the Common Ground Advisory Task Force uh was formed um really from the fires of of controversy way back probably nine years ago now. And um in that in that difficult time, we formed a committee with uh 10 very specific action steps, things that we were um we were we were focused on achieving for our district. And um this particular group is a um is a safe group but it's a tense group because we talk about challenging and difficult controversial topics and um and we engage each other and and it's a diverse group of volunteers, staff, administrators, teachers, classified parents, uh religious leaders, Um and it has proven to be
057um a real powerful space to talk about tough things even when within the group there's differences. And that's the key is that it's a place where we really wrestle through uh differences of beliefs, differences of opinions. And um we found success finding common ground, hence the name. And uh Mrs. Baltadano was um um a member of that committee from the beginning and just recently stepped off when she became member of our school board. And so she knows what I'm talking about and she's seen some some interesting engaging times. Um that said uh each spring we bring forward our facilitator um who uh Maggie Torres and Jila Paragaber is not here tonight but Maggie uh from collaboration helps us facilitate as does Josh Whiteside uh who is also an attorney who helps us in that group
058stay focused and also helps us answer some sticky legal questions along the way. So, he has been with us for quite some time as well as uh Maggie from the very beginning. And what I'd like to do tonight is have them come and share their brief recommendations to all of you based on a full year of meeting um with this group uh actually in this space. Um, and I think we've met maybe seven times. And um, and in those meetings, we would have um, we would have a whole variety of people from our district come in as panel speakers and share their perspective about particular issues. And so the recommendations come from those direct experiences um by our own educators in the in the community as well as students um who shared their direct experiences.
059So, uh, tonight you'll hear those recommendations and as the board knows in the spring you adopt the LCAP and the budget and you also fold in the feedback from our student senators and the common ground which then help form your annual priorities the following year. That is how we keep the pulse of of what we're doing to make sure it's um as thoughtful and intentional as possible. So I'd like to introduce Maggie Torres to come and share the common ground advisory task force recommendations. Thank you Dr. Prader for that introduction and also to this board for continuously supporting this group and the work that they're doing. Um as he mentioned these are recommendations that come straight from the task force. So after seven meetings with panels and discussion those are all brought together. We had
060a list of different recommendations and then that work that group works together to finalize and these are our final three for this past school year to find s sustainable solutions to maintain the current variety of social and emotional supports and programs available to all K through2 students that prioritizes connections and engagement with students on campo campus. examples, adequate support staffing, wellness centers, and appropriate use and integration of social and emotional learning curriculum. Number two, to strengthen studentled transition activities between elementary to middle and a middle to high school by emphasizing orientation activities, peer mentorship programs, and intentional efforts to connect students and parents to the school community. And number three, ensure that everyone knows they have a right to attend a welcoming and safe school by providing education, support, and resource access to immigrant families
061and staff. Thank you. Any questions? Uh, seeing none questions from the public. Oh, I'm sorry, Mrs. B. Thank you. Not so much a question. just want to express gratitude uh for the work that you've done in facilitating Common Ground all these many years um and just to highlight the really um deep dive that Common Ground Advisory Task Force does on really tough topics. Um uh I do remember having um very complex and detailed conversations that resulted in complex and detailed recommendations that I would often see um become policy for the district. So, these are this is important work that's being done and I appreciate the commitment um to continue bringing together a diversity of community members um from both within and outside of the district to continue to have these conversations um and um and
062so I just want to commend that work and Dr. Prader as well and uh I certainly was honored to be a part of it for seven or eight years I think. Thank you. Okay. Thank you very much for Oh, okay. We have public comment. Uh I just I just wanted to uh I appreciated the recommendations. They were they were very thoughtful and thorough. Um one of the things that the district can do and I know we have a new uh sports director because you guys are taking our beloved principal at CL Smith. Um, but uh, one of the things that really helped my son transition from sixth grade into seventh grade was being able to participate on at sports at Laguna Middle School as a sixth grader. And it was able to work out really
063really well for him because he went to CL Smith and was able to just go right over after school. And so if there is maybe like a a concerted effort to get transportation from other schools so that sixth graders could go to practices and attend um sports events, then that could really help with that transition because when my son became a seventh grader, he already knew several eighth graders. So thanks. Thank you. And thank you for the presentation. Moving to item 6.01. correspondence. I believe at the time the agenda was issued, no official correspondence had been received. 6.02 public comment. Mr. Schffer, you appear to have some requests to speak. Oh, well, you know, we we have our um our standard rules of of public comment. Um your comment is limited to three minutes. Um
064this comment period is intended for people who uh don't wish to stay for a particular agenda item or are unable to stay but want to speak to it. This is general public comment. Um so you will have three minutes. It'll be timed. Uh if there's translation involved, you'll have six minutes. Um and you may not seed your time to anyone else. So with that said, we'll we'll ask Mr. Sheffer to call the first speaker. First speaker I have is Andrea Wsland. Good evening board members. My name is Andrea Wsland. I'm a parent, head girls wrestling coach at Lagona Middle School, coach swimming and water polo for youth and adults, and officiate youth swimming, collegiate and youth water polo, and youth basketball. I'm here to raise concerns tonight about pool use um at St. St. Louis
065Coastal Unified School District facilities, an organization where I have coached for the last three years, has benefited from free access to P pool public school facilities. Um, but I have concerns. I received complaints from parents um about kids being unsupervised on days I wasn't wasn't scheduled to coach. and I sent an email because I believe they deserve clarity and in response without process or notice or explanation um they've decided to move in a different direction and summer and I wouldn't be coaching. The club is calling itself Central Coast Water Polo, which is Slow Water Polo Club, Slow Water Polo Club's head coach John Marsh's longtime private club. It's not a nonprofit and does not operate under the same community oriented community oriented leadership that so Water Polo Club did in the past. The club operates
066on school grounds and represents our community to thousands in the region. Historically, when I went to Qua to play water polo and through the community programs and John Marsh was running that program, he told me that they didn't let women play. Instead of filing a complaint, I put a course proposal together and a year later I'm running that program. Although I still coach coach water polo. However, since that time, John Marsh has continued to treat communications from myself and other coaches dismissively, and these are not isolated events and potentially point to a broader pattern, which I wanted to bring to your attention. In one month, we're meant to hold Junior Olympics qualifiers, which is a multi-day event. Two weeks ago, uh, we held a water polo event that was a tournament that was riddled with
067administrative and organizational errors, reducing a two-day tournament to one day and from two pools to one. And these were St. Louis Coastal Unified School District pools. I urge the board to look into whether or not uh Central Coast Water Polo Club, a private entity and C and Slow Water Polo Club, it's a nonprofit is being used correctly with the proper I need you to just stop speaking now. Thank you. Next I have um Michael Low. Uh good evening. Um I'm aware that the water pool club uh I I heard negotiated like a $11,000 discount to have pool use for free. Um, the club that I operate or work with is called Central Coast Grappling. And we uh we actually had uh a future club, not one that I was associated with, application denied because of
068a unpaid bill from a club that I run. And we're trying to run this club to actually benefit the district. Currently at um the high school, the boys team gets about 40 matches a year and the girls only get about 25 and we need about 10 to $15,000 to change that. Um and this is this is really critical as my son now moves into high school. Um he will probably win the county championship uh coming this year. And one of the reasons for that is because he's got incredible coaches, but is also because he's had an incredible wrestling partner and she is amazing. Dr. Prader got to come out to a wrestling match and saw her wrestle um with a really, really, really incredible women's coach over there as well. And so whatever the district
069or their associated programs are doing that is excluding our wonderful coaches from interacting with our kids, we need to get in in control of right now because these are the people that are helping me and my wife and our community members, our parents raise our children and we should have a say in the quality of those people, not just in their skills, but in who they are and what they want to invest in. Um, so that's really really frustrating testimony to hear that I didn't know what I was going to hear tonight. But I am incredibly upset as I have watched her for the last three years at Lagona just be completely dedicated to the students as well as supportive of all of the head coaches. So whatever is going on, let's get this fixed
070because this is this is not okay. Um, the other thing is as my club continues to uh try to raise funds, it is in the policy that the board authorizes uh nonprofits that are serving to the benefit of the district to have their resources uh or to have their facility fees excused. That's in your policy. Um, and so I'm requesting that on behalf of Central Ghost grappling so that we can raise money with our revenues to help uh really offset this Title N issue currently existing within the wrestling program at the high school. Thank you. Next is uh Dr. Low. Uh good evening school board. Um this is a new mic. For nearly uh two years I've been coming to these meetings as a community member, an educator, and a parent. And I feel most
071of these meetings I've left feeling quite sad, otherred, and sometimes ridiculed. Um and I've just been wondering if we are a democratic society, shouldn't we all share the commitment to freedom, fairness, and civic responsibility? And shouldn't we value participation, accountability, and equality as a public institution? I want to live in a world where we can be honest and vulnerable so that harmony is possible and genuine. And so, I'm going to try to model this tonight by sharing that I'm not immune to your contempt for me. It does not feel good. It does not encourage me or support me or help me feel more a part of this community when you continue to exclude me or laugh at me or ignore me. I want this school district to be the best that it can be, especially
072for our vulnerable community members. I want the work of our superintendent to be excellent. And I have demonstrated this. The night that I witnessed Dr. Prader's courageous leadership, I wanted the community that was in this very room to recognize that he was genuinely accountable to the community for the budget. So, I stood up for you, Eric, and I commended you. And then I also asked you in private during a moment of significant vulnerability if you would mentor me and you said yes. But what appears to be an act or not my good, I promise you I will always use it for good because I know who I am and I live out my values and I choose to exist with the hope that we can all do better and be better to each other. And
073so because I want to be consistent in my values even when it's not to my benefit and when it feels incredibly scary. I speak truth to power when harm and misconduct occurs. And I have survived so many moments in my life that should have crushed me. And all I needed in those moments was for a single person to have the courage to stand with me and say and say stop. But I'm committed to always being that person for others especially in our community and to being the person that I needed and didn't always have. So, I'm going to publicly declare, Eric, that I'm going to continue to hold space for you because I want to live in a reality where a person like you will defend my dignity, even if I'm not your favorite person.
074And sometimes you're not mine either. But I will always extend the opportunity to restore a relationship because I will choose to honor your humanity. But if I have to play the role of the thorn on your side so that the community can benefit, then so be it. And so I'll end by sharing that I'm deeply concerned about the sustainability of our efforts to preserve DEI in the district. Um I've I've been here fighting with you guys to participate to engage. Um you just ignore me. Um but I saw firsthand what Moms for Liberty did in the Midwest during COVID. And I'm legitimately concerned that we're not prepared for what could be coming our way in our district. And so my goal, my vision is to empower the community. Thank you. I have I have no
075other yellow sheets. Okay. Is there anyone else present that would like to address the board in public comment? Is there anyone on Zoom? Okay. Seeing no one, then we'll move on um to the superintendent's updates. 7.01 business and budget update. Mr. Pinkerton. Yeah, just a couple quick thing couple quick things. Um, huge kudos to our trio here in the back who have been working tirelessly to put the LCAP and budget together. Just con, you know, a lot of work goes into producing that document annually. Um, as well as putting the budget to get it right, especially in these times, right, where we we really need to be detailed about the budget and where we're spending money. um those things. So again, huge kudos to Stephanie, Katie, and Dan for their work. Um staffing, as the
076board remembers, back in February, we talked about, you know, we're going to be increasing class size, right? So we talked about 26 to1, TK3, 29:1, uh 412. So um I know Greg has been and and Mr. Nef have been working with the secondary sites getting their staff together, making sure everything's covered. Um, I've been working with the secretaries to get new TK enrollment as well as kindergarten enrollment, looking at classes. Um, so we have some preliminary, you know, kind of staffing. Greg will work with the Mr. Mr. Dr. Patia will work with the sites to put that together um, in terms of hiring those types of things. And then just for for the board to know, it doesn't end now. We continue to look at staffing throughout the summer, right? And so we'll be working
077with sites, parents come in, people leave, those types of things. um but trying to do the best we can um as we begin to kind of tighten our staffing ratios from where we I mean really really low levels at postcoid right so again we'll continue to work on that and I'll and I'll continue to update the board um in that manner thank you don't see any board questions um the education services update Mrs. Jamasha. Good evening board and community. I have an exciting celebration for Bishop's Peak and Sinsimer Elementary. We just found out yesterday that they are both being recognized by the Social Emotional Learning Alliance for California. They're receiving the Thriving Schools award this year in the category of schoolwide practices. So, this is part of their work that they've been doing with the
078county and we call it the SEB program. social, emotional, behavioral program. It's kind of a redo of the PBIS work. Um, and they've been receiving coaching um, for a couple years now in how to provide safe and nurturing spaces for children in their schools. And so there's a virtual awards program um, and we'll send out a calendar invite and all the information to you. But hats off to principal Diana Jones and Jessica Miller and Stephanie Shepard and Janet Gould for all of their support um in this work around social emotional behavioral health. It's excellent and exciting. More of our schools being recognized on a state and national level is just amazing. Um we've been busy in ed services. Uh yesterday was our last leading equitable schools day. Thank you to Miss Flores Baltadano for being
079there all day with the University of Washington. um all four of our secondary schools excluding Pac Beach developed incredible equitable schools visions for student learning and then they took that and translated it to what teacher actions needed to be in place and then what instructional practices needed to be in place. And it definitely gives um an invigorating roadmap for the work in those schools next school year that the teacher leaders as well as the principles will be kicking off. but really all the while facing deeply and looking carefully at our students and continuing to listen to our student voice in the work. So, it's super exciting. Also, last week you were all there, but I wanted to be sure the community at large knew that we got to celebrate Assembly Bill 1391, passing the education
080um committee and the assembly with the help of Don Addis. and we had a couple of our TK teachers there to speak about the values and needs of TK. And then we came back to Pacheo on Friday and it happened to be Dia Del Nino celebration day and it was just um you know glorious accomplishment of perseverance and passion around an important and dear topic for all of us. So congratulations to Dr. Prader and the board of course. Um, we've been doing a ton of work in board policy subcommittee because there were a few months there where we paused on bringing them to the board because we had other topics that were pressing. Um, so we're going to be continuing to bring tonight and probably the next meeting a good chunk of board policies to
081discuss with you all. I did get the opportunity last week in Dr. Prader's absence to lead the student senate that helped develop um, and review those smarty goals. I've been working with strategic direction planning teams, both the principal leadership and director level, but also parents and staff. More information to come on that before the board workshop. Um, also I've been doing a bunch of work with Christine and our educational foundation to help clarify um some tactics and strategies related to their major programming as well as deliverables um and kind of metrics that we can review the impacts of the programs that they're offering our our students. And so trying to get some clarity around roles and costs and what do we want to get out of it and those kinds of things. So, um, Miss
082Robertson just sent out to her board, um, today, uh, three documents, one related to Innovate, one related to Avid NextGen, and the other one was about athletics, youth athletics for achievement. So, more information to come on that as well. Um, and then I also got to help support the Common Ground Advisory Task Force in their last meeting again in Dr. Prader's absence in Sacramento. Um, and we had a great time whittling down the, you know, eight goals into three goals and a bunch of robust dialogue about what really makes a difference for our students. And then finally, I'd want you to know that today we had our joint principles meeting and at the opening of the meeting, I had the opportunity to let each principal share just the exciting things going on in their schools
083today. And we heard about Love Hawthorne Day last weekend where they were pulling weeds. We heard about bike day at Los Ranchos coming up tomorrow. We heard about Dia del Nino at Poacheo. We heard about Loms had their last Candyland dance of the year on Friday. And I can't tell you, you know, we continue to hear from our students what really makes a difference in their life. It's not the everyday doldrums of like teaching and learning stuff, right? But it's all those extra special things. And sometimes I think it's too easy to take for granted all the work and effort our principles and our teachers and our parent volunteers put in their time to create these extra special kinds of activities. Not to mention the long list our high schools shared with us today between
084here and like three weeks, four weeks from now when they all take off for summer break. So it's just so exciting to see the fun celebrations and special things going on across our school district. Thank you. Uh let's see. We have back to you, Mr. Pingerton for the Measure C update. Yeah, quick measure C update. We were uh Mr. Bond and myself got to go to Baywood last week to the parent teacher um principal's coffee that they had and so it was a big group. I want to say like 25 people showed up. So it was fantastic. And Mr. Bonan um got to drive through the potential schematic design of of the new Baywood school and so that was really nice to for people to see, you know, lay eyes on it, get to see
085what it was like and very positive feedback from them. Um and so kudos to Kirsten May for putting that together, the principal there and having us out. Um we have Pacific Beach, you know, it's going to be I'm really excited for the board to vote on the GMP tonight for Pack Beach. Um the GMP actually came in much better than anticipated. So even even less than our estimates. Our estimates had been from 5.5 to 16.2 million. And so you'll see tonight 15.1 if we spent all of our contingencies. So um that was really good news right as we're again looking at the big picture of everything we're trying to accomplish and each project at a time as they come forward. So um felt really really positive about that. And then lastly for the board to
086know our study session next week will be at Bishop's Peak. So, we'll be walking the the new modernized classrooms there. There's not completed completely, but still just to get a view of those. And then also the um the new modular TK and kindergarten classrooms. Um we'll also take a look at kind of where the the new classroom building for phase two will go as well. So, um we'll be doing that, talking about budget um and other things next week. Thank you. Okay, seeing no comment, we'll move on. Item 8.01 is a resolution resolution 242 2425 employee appreciation. Good evening board of education. I am here tonight to present a resolution uh for our teach for our employee uh appreciation this year. So the St. Louis Coastal uh board of education believes that quality education programs
087are are made possible thanks to the dedicated, talented, innovative, and hardworking educators and support staff who have chosen public service as their calling. The attached combined employee appreciation resolution honoring certificated and classified staff is presented in that spirit. And additionally with the resolution, we have letters of support from our partners SLCTA, CSEA, and SEIU. And uh before I hand it over to board president uh Roger to uh share the resolution with everybody, if you'd like to read that for us, I'd appreciate it. Um just we've we just uh two weeks ago finalized all of our employees of the year and teacher of the year and uh my first year here in the district. What a what an amazing group of people who were nominated. Very difficult for the the panel to to whittle it down,
088but we're really excited about those that have been chosen and we're very uh anxious to bring them to uh the meeting on May 20th for presentation of the board and a little bit of a celebration. So looking forward to that. So with that in mind, uh Miss Roger, if you would. Okay. This is resolution 242 2425. appreciation of St. Louis Coastal Unified School District employees. Whereas the St. Louis Coastal Unified School District Board of Education believes that every student has the right to access highquality educational programs to further their academic and personal success. And whereas the St. Louis Coastal Unified School District Board of Education believes that quality educational programs are made possible thanks to the dedicated, talented, innovative, and hardworking educators and support staff who have chosen public service as their calling. And whereas
089the St. Los Goo Unified School District Board of Education acknowledges the extensive skill and effort required to provide individualized educational opportunities for students. And whereas the St. Louis Coastal Unified School District Board of Education is fortunate to have a team of skilled educators, staff, and administrators who provide students with valuable guidance, support, and encouragement toward helping students become tomorrow's leaders. And whereas the St. Louis Coastal Unified School District Board of Education is proud to recognize the dedication and commitment to excellence displayed by the team. And whereas the St. Louis Coastal Unified School District Board of Education believes that the St. Louis Coastal Unified School District team serves as a model of public service and pride for our community. And whereas the St. Louis Coastal Unified School District Board of Education believes that such a team,
090pardon me, deserves the gratitude, respect, and recognition from the board, students, parents, and the entire community. Now therefore, be it resolved that the St. Louis Coastal Unified School District Board of Education proudly proclaims the month of May 2025 as employee appreciation month to include the California Day of the Teacher, Wednesday, May 14th, 2025. The week of classified employees, May 18th through May 24th, 2025. School Lunch Hero Day, Friday, May 2nd, 2025, and recognition of confidential support and administrative staff. In making this declaration, the board honors the St. Louis Coastal Unified School District team for dedicating their lives in service to promoting the success of our children and our community. Adopted the sixth day of May, 2025 by the board of education of the St. Louis Coastal Unified School District by the following roll call vote.
091Mrs. Baltadano. Oh, is there anyone from the public who would like to speak to this resolution? Mr. Low. Yeah, I would just like to mentioned that at the employee recognition event last year, uh, all of the teachers, I believe all of the teachers that were recognized were white. And I just think that we should probably look into why that's occurring from a systemic level. Thanks. Thank you. Anyone else? Okay. Mrs. Baltadono. Yes. Mr. Yes. Mr. Banfield. Yes. Mrs. Sheffer. Yes. Mr. Buckman. Yes. Mr. Clawson. Yes. And I'm a yes. That passes 70. We did that without a motion. No motion. I take it all back. I'm seeking a motion. I would move to please adopt uh resolution number 242425 uh appreciation of Standless Coastal Unified School District employees. I'll second that. Okay. We now have
092a motion by Mrs. Schaffer and a second by Mr. Banfield. Mrs. Sheffer again. Yes. Mr. Banfield. Yes. Mrs. Baltadano. Yes. Mr. Anger. Yes. Mr. Buckman. Yes. Yes. Mr. Clawson. Yes. And I'm also a yes. That passes 70 again. Okay. Item 9.01, 01 LCAP update number five overview document and proposed budget. Mrs. Yamashida, Mrs. Shepard, Mr. Nef and Mrs. Eland. Oh, yes. I beg your pardon. It's a team effort. Yeah. All right. Good evening, board. Thank you for giving us this time to speak uh to you again and our community about the LCAP and where we are in the process. I'd like to remind everyone that um the the work we're doing now and talking about is for implementation in the 2526 school year, which is year two of the three-year LCAP cycle. Um the LCAP,
093if you remember, is our local control accountability plan. It is the plan that we're required to write uh by the state of California that explains kind of our strategic direction to specifically address the needs of our English learners, foster homeless youth, um socioeconomically disadvantaged students, and students with disabilities. And the way there's a formula calculated and the amount of dollars that must be spent towards these student groups is approximately $67,000 for us. The LCAP we're presenting to you tonight, if you remember, we have about 130 $140 million budget and $6 million and $7 million although it sounds like a really lot is not a large portion of our budget. And so what we're going to be talking with you a lot about tonight is the way that we are blend blending or braiding funding sources
094together to provide appropriate supports for these student groups to make gains, close opportunity gaps and achievement gaps. It's important to note that this is ongoing work that that we take in a lot of feedback across a lot of different um avenues. Some through surveys, some through town hall meetings, um some with actually meeting students and meeting teachers face to face and asking for their feedback and participation. So you heard a presentation on February about the midyear update of this year's expenditures and what we've done so far and metrics we've collected. Then in early March, you heard about our educational partner feedback and all the different surveys and ways that we talked to our educational partners. March 12th, I met with the student senate and received their information. Remember, we surveyed them about what instructional strategies,
095what lessons mean the most to you, how can we make our schools meet your needs better? And then we met specifically with DAC, the district English learner advisory council to ensure that they read the the educational partner feedback and had an opportunity to weigh in and share what thoughts they had about goals and possible action steps for the new LCAP we're writing for next year. And then um just last month in April, we again met with you to get your feedback and updates on LCAP goals. We continue um based on all of those groups and feedback um continue with these goals at hand which is all students will receive substantial academic gains through rigorous relevant and engaging instruction and curriculum. And the idea is is that students receive first best instruction that meets their needs
096in their classroom from the traditional quote unquote core instruction teachers. Our second goal is focusing on continuing to develop our intervention programming and extra supports for students who may have gaps or knowledge holes um and need extra different kinds of learning opportunities to close the gap. So this one is all LCAP identified student groups will achieve substantial academic gains through a multi-tered system of support. And then finally goal three talks about the intentional culture of care and the social emotional learning supports that we are trying to work on in our school district at large to make sure all students whether they be furthest from justice or students high achieving feel connected. they have belonging and they have agency in their in their work and in their schools. And so we want to focus on student
097emotional wellness and parent connectedness. How are we going to ensure that our parents are our true partners and um work with us, not just they're on one side and we're on the other. Good evening board. Um there are a couple of documents that are available within the slide deck um for you to view this evening as we go through them um as well as to the general public. So these are live links that are bright blue. We have both um English and translations into Spanish. I'm going to start with the LCAP overview and just do a brief orientation and we'll screen share so that folks at home can follow along as well. So, the three LCAP goals um that Miss Yamasha just shared are up there. Um it's also worth noting that we have a
098fourth goal with Pacific Beach High School. The reason why it's not on our overview um nor accounted for in the broader surveys is because it's developed locally um alongside Mr. Nef and Principal Galler as well as the Pack Beach community. It's specifically to account for equity multiplier funding. And so it is in the actual LCAP template itself that will be shared with you this coming Friday and in our future board presentation on May 20th, but is not on the overview because we do not accept broader feedback beyond Pack Beach's community itself. So they really get to drive how those funds are utilized there. So goals one, two, and three, our feedback from our community partners as well as um from you all was that we should maintain our goals moving forward from year one of
099the LCAP into year two. So you'll see that reflected here as well as in the budget document and the LCAP itself. And this document is really intended to be a a one-pager um sort of a an elevator speech, if you will, of what our LCAP is intended to represent. And so what you'll see is that our priorities that are derived from our stakeholder input by goal are listed out here in terms of the the ones that had the highest level of response. And so those are then aligned to those categories for action that are listed out below. And the categories for action are spelled out within the budget itself. So we're going to switch to that. Now, I do encourage you um if you're following along at home or if you have an electronic device
100in front of you, if you want to keep that LCAP overview open, it may help to orient you as we then dive into the budget, um which is rather detailed. So, we're going to go through that. Um lastly, I do want to note that this year our LCAP survey produced three times the amount of responses in comparison to last year. So all of those um pieces of feedback and that stakeholder input is from about 2500 individuals that completed that ranging from students all the way to community members. So we want to thank everybody that took the survey and shared their feedback with us. Right. Let me zoom in here. All right. So diving into goal one. This is going to um sequentially take us through the expenses that are proposed for goals one through three.
101I'm going to um orient you as we go through goals one and two and then Mr. and will be jumping in on goals three and four. So we start off here um with a which is strengthening teachers depth of knowledge and support um in terms of implementation of standards and curriculum in our core academic areas. So, as Miss Miss Yamashta mentioned earlier, we believe in first best instruction having incredible power in being able to influence our our kiddos's outcomes. So, similar to last year, we have outlined professional development as a line item in terms of teacher hourly materials, occasional substitutes, which we've greatly reduced this year. What you'll see is that there's a reduction in the overall amount that we're allocating here for next year. Um, however, we are investing in our curriculum toes both
102at the elementary and secondary levels because they not only organize and develop, but they oftentimes deliver our professional development to our teachers. Uh, let me take just a quick moment to orient you to this document a little bit further. So, you'll see on the right hand side there are four columns. One of those is LCAP supplemental and that speaks to the proposed budget and line item for our LCFF dollars which are LCAP dollars. Next to that you'll see federal title dollars as a as another column and that is so we could call out some of that braided funding that Miss Yamashetta referred to earlier. um many of these initiatives um we're utilizing those supplemental dollars in order to maintain some of this programming as we go through budget reduction. So, we want to call it
103out there. We know it's important and we want to make sure that it is clear to the public that we're continuing to prioritize some of these initiatives. Um next to that is alternate funding source. For this one, you'll see where um the schools foundation is stepping in to help support some of our initiatives and some of those are still pending board approval, which is why this says draft all over it. Um but we are planning to um resolve that hopefully before we come to you on the 20th and have a clear outcome and clear budget for you. So then moving into staff professional development um that is around providing safe and supportive schools. This year our secondary um leaders were able to engage with the University of Washington and the center for educational leadership in
104this work and we've heard nothing but positive feedback. Um they've really been able to raise up student voices and we've been highlighting tonight that fairly thoroughly. um how we want to continue doing that work and creating successful outcomes for all of our students. So, uh we're looking at approximately I have a question about this particular line item. I noticed that it were hoping for $60,000 in federal title dollars, title two money, and my understanding is that title two is in jeopardy. Do you have any comments about that? I don't at this time other than we're attempting to keep up with the news as it comes our way. Okay. Thank you. So, we're we are looking at approximately $60,000 of that in order to maintain that um moving forward. It's been powerful work that we do
105want to continue and prioritize. Um the next one is inclusive hiring practices aligned to best practices and this is a continuation of work that has occurred with our HR department. Year one there was development of these two resources both the interview protocol and a hiring panel guide and next year Dr. Puchia will help to refine those two items and that's based upon handover research's recommendations that came through at the approximately um a year ago at this time. uh we have heard loud and clear from our students, from our staff about handson curriculum and um engagement for them. And so you'll see here I innovate implementation is um we're evolving that as we move into next year and we do want to maintain that work as we grow it. the schools foundation is generously leaning into
106um a proposal that they help to absorb some of those costs so that we can continue and not only maintain those programs but continue to expand them as we move into next year as well. So, it's been a great partnership with Christine Robertson as well as some of our site administrators representing that work as we've met together to refine it. And under E, we have use of assessment and data to drive instructional decision makingaking. And so that was also an identified priority in our survey feedback. Uh we are looking into not only maintaining Parseek and Parseek real, which is the tool that our students have been utilizing pretty heavily. It allows them to engage in a very modern way where they can take video of themselves, they can text and answer. Um, and so it's
107allowing us a peak into their world a little bit more and allowing us to be more responsive to their needs. In addition, um, ARC itself has really been, um, it's been empowering to our principles. They've been able to really see their school's data story and how that plays out over time. And they've shared that during not only principal coffees, but at evening events. And so we're excited to continue the partnership. And um Parseek has really brought all of our data tools and resources together in one place and um it's teaching us a lot about what it is that our students are doing, where those gaps are and we're excited to continue using that. And so it's written into our proposal here because we want to continue to use data to to drive all of our
108um decision making at the district level and the site level and at the teacher level. Um, also in here is um, Renaissance suite of assessments K to 12. We are looking to move to a common assessment system through um, elementary all the way up through secondary so that our students would be able to um, essentially be monitored over time through a single assessment tool and system. Um, so more about that to come, but it is written into the proposal here because we've heard a lot of feedback, at least in my last two years, around assessment, around tools, um, and having a through line for our kiddos as they make all of those transitions from elementary to middle and middle to high and continuing our TK to 12 administration of common assessments with our littlest learners.
109um it really requires that we our teachers are one-on-one with them as they're um seeing where they're at academically. And so this is for release time and to continue that for our teachers moving forward. So that's goal one. Would should we stop after each goal? Would you like us to keep going? Does anyone have questions about Does anyone have questions about goal one, Mr. Banfield? If I might, followed by Mrs. Baltadono. Um, so we're talking about um inclusive hiring practices and um it's listed as a refinement of an interview protocol and refinement of hiring panel. Um what would that look like? Can we explain that briefly or is that just Yeah, I'll hand it off to Dr. Puchia. Certainly. So, um as uh Miss Shepard shared a couple years back, uh handover group came in
110provided some recommendations to uh the district related to uh more inclusive hiring practices. So, we've taken that uh information and we're working on developing um information when we meet with panels to review and discuss uh implicit and and unconscious biases that people have. Um in that process to make folks aware of uh you know as as again we hope to attract a more diverse um pool of people for our interviews and and hiring practices. So just making sure that panels are more diverse and that they are aware of diversity and like I said again aware of their own not necessarily I guess you can't be aware of your unconscious biases but but just to understand that we have those biases and to work through those things proactively. So that would be something that we'll we'll
111begin to work with uh each of our panels prior to uh interviews. And then as far as the interview, uh, you know, we're really looking at the the actual outward facing um flying of our positions to make sure that the language in those um advertisements, particularly on Edo Join are um considerate of, you know, the things that that would attract a more diverse group of folks applying for positions and make the uh those those um just feel more inclusive and make people be able to see themselves here in St. Louis Abyspo and here working for the district. So it is a it is a process in in work. Um and this year uh at the end of this year I'm going to get to where we are at the end of the year. I'm working
112to uh get together a panel of current uh employees, particularly employees of color who have come from outside the area and and kind of understanding their um experience in researching the district and evaluating the city of St. Louis Abyspo, the central coast as a potential place to live. Um we've worked a little bit with the um and I always get the if it's the coalition that the diversity coalition. Yes, thank you. Um uh Rita Kasa Verde and uh primarily just uh kind of taking some feedback from her and that organization and trying to begin to reach out to partner with additional groups here in the county to make sure that we have resources available for potential employees coming coming from outside. I would say anecdotally uh you know even as a a white man moving
113to from Los Angeles to uh St. Louis Abyspo. It's definitely uh it's it's a little bit of a culture shock. Um just really in in in dealing with um you know just a little bit of a less diverse population in general. But those are some of the things that we're really trying to take into consideration as we seek to expand our expand out and expand uh the pool of people who would be interested in. But at the at the end of that, to get back to the question with regards to the the uh interview panel information and the interviewing questions is just making sure that once we get those people in the room that the the the people that are on the interview panel are um aware of their biases and open to you know
114the diversity that we hopefully can bring and and be a more inclusive uh process from beginning to end. Mrs. Baltadono. Yeah. Um, going back to Mr. Anger's question regarding um utilization of title 2 funding to support ongoing work with the University of Washington uh leading equitable schools work. I think it's valuable work. Um, I think it's not appropriate to stop doing that work. I think that work needs to be built into our everyday operations and so I would hate to lose that momentum. Um, but I'm also mindful of the political climate. So I'm wondering what has there been thought and what is the thinking if we don't get that title to funding? Um, how do we continue to keep this work going? We are waiting to hear more information about the budgets and at whatever
115point we learn we lose title two, we lose title three, we lose title four, then we will have to be moving things. Katie is masterful. Um, Mr. Pinkerton is fantastic. And obviously those things would have to move into other places of other things and then those other things would have to go away. So that work of prioritizing um as we lose funding is going to be work we're all going to have to do together. There's no easy answer because there is no pot of money sitting somewhere that we're not currently utilizing. Unfortunately, Mrs. Boltadono. While that is exactly true, we're paying close attention to the May revision because it's within the May revision that I'm most anxious because there are there are portions of that budget, if it comes out as promised, as we think
116it will, will specifically speak to some of these um efforts. What we're hoping we do not see is that we get bumped out based on our population. So, they put language in the governor's budget. It's basically um it's a hedge if you will to basically say um in May if the numbers look worse than than what we thought they were then they would exclude certain districts with certain populations of socioeconomically disadvantaged and English learners. Hopefully our district will be included in that uh criteria. Right now, we suspect we will get that money because what we're hearing from the LAO's office, the legislative analyst's office, is that the projections are coming in higher than what the projections were at um at the start of the year. Um, when I look at budget people, I I I'm
117looking over at Katie and I can tell she's been in some workshops, but what I'm what I'm suspecting is that we will um receive um in effect categorical dollars that will allow us to spend in these ways if the title monies are taken. And so that's what I'll be paying close attention to to answer your question because I agree this work is too important to stop doing. So um I'm looking anxiously forward to the the May revision for those reasons. Thank you. Yes. And also Miss Baldo, I can we talked a little bit yesterday with Mr. James Mentosa, but I can speak to in terms of our Ryan Mr. James and my vision with this work and our partnering with um center for educational leadership is to do over time so next year the year
118after as we talked about this isn't a one year two-year this is a forever work right uh and so working with them of kind of this was the big learning year to then start transitioning for Mr. James and I to start kind of taking that baton and working with sites to then build capacity at the sites and then we kind of facilitate that year to year to year. And so in making that transition we can incrementally reduce the amount that it costs because Ryan and I end up doing Mr. James and I end up doing a lot of that work with the sites and the sites build their own capacity both within their leadership teams but then eventually with all staff and on boarding new staff. So, um, that will allow us to pivot pivot
119if needed depending on how, you know, budgetary environment goes, right? I appreciate that conversation yesterday and I appreciate you sharing it again tonight. Good question. Thank you. Uh, goal two. Goal two. Excellent. Okay. So, goal two. Um, our first line item here is around strengthening our district-wide multi-tered systems of support or more commonly referred to in this space as MTSS as we want to support our students academic needs especially within our identified subgroups. Um, one thing that we have creatively, um, been able to utilize blended funding around, and this is with a lot of partnership from our site principles and giving a ton of credit to Katie Ecklund, is we've um, reinvisioned how those student success specialists will be funded for the coming year. And so there is some reliance upon title one dollars that
120you'll see um outlined here so that we can maintain that staffing that important role within our sites. And so our title one sites would have a 1.0 FTE at the elementary level while our non-title sites would have a.7 FTE. And so the supplementary funds through title dollars are to create that 1.0 O position at title so that we're supplementing and not supplanting that role. Um next up we have our intervention at secondary schools which looks a little bit different. So these would be class sections across middle and high schools that are really focused on study skills in ELA and math. And so the aortionment of dollars for that those sections is totaled out here so that they also have those intervention classes. We have some um a very small portionment of dollars here that is
121likely um going to be utilized around a book study um or some other materials potentially one day of contracted services. We want to continue to support um the professional development of our folks that are involved in MTSS and so that will require some investment of dollars and so you'll see that small $3,000 amount there. That's also in partnership with Janet Gould. Um, in the past we've had both our counselors and our S cubes attend um, conferences together in the summer. They've gone to the California MTSS conference. Um, a few of them the first year that I was onboarding and last year we sent a large group and so we're looking at reimagining their professional development on a much smaller scale next year to accommodate the budget reductions but prioritizing it here because it is important.
122Um, you'll also see an aortionment of dollars next that are really to ensure that we're utilizing the best materials and curriculum within our tier 2 programming um, across our elementary sites. at our DLI sites both Baywood and Pacheco were proposing that they continue to have a half-time um aortionment with to in order to provide Spanish interventions at those two DL sites just because of the unique model. Um we need that those roles to fulfill that if students need those gaps filled and so that is proposed and outlined there. And our AITS have also been a little bit reimagined with some braided funding. Um we've moved to a formula based on our SED population in order to asssure that we're meeting the title one requirements. And so that means the dollars that are outlined there are
123heavily utilized in order to provide that student support and that that academic intervention in small groups. And so you'll see the blended funding there. That means that our our sites such as um CL Smith would have um I believe it's five or six AITS whereas other sites might only have one AIT. And last but not least for this A we have uh we're proposing that we continue to be able to pay teacher hourly to review online credit um and grade recovery courses. So, moving into B, um you'll see that we have um this particular area is focused on EL supports in order to um focus in on our students um who are English language learners. And so, this has been a big area of focus for us over the last year or two with some
124new things um happening that we're excited about. So, we want to make sure that they continue. So, the first two are staffing. You'll see the top um the top line item here is a slight increase in FTE from 2425 and that's due to our um growing needs at some sites and growing numbers of English learners who need that support at level one and two according to their ELPAC scores. And then at the secondary site um you'll see that that's the aortionment totaling uh 2.0 O FTE to support those class sections that provide English learn language development to our English learners. The next two line items, we would really like to continue our secondary newcomer programs that were started this current school year. And so you'll see the proposal includes the costs to continue that work
125for a second year, including curriculum um as well as salary and benefits for the two teachers that support that programming. We have a small aortionment of dollars for um high school ELD materials. That has been a need that came up um last year and we anticipated in the coming year just to replenish or to purchase new materials at that level. Um and then our elevation software subscription is next. This keeps us compliant and it keeps parents informed and our DLAC parents that we've spoken to are very appreciative of the communication that this helps us to generate and keep them in the loop in terms of our FET processes um and u their students ELPAC test scores. So this is a very helpful software system that we would like to continue. Um, next up we have
126supplemental pro and um supplemental materials and progress monitoring tools that support our English learners as well as our students at our um dual language immersion sites. And so we're proposing to put the Stamp E, which is a Spanish language fluency assessment in this category. We have not had this type of assessment before, but we had our DLI sites pilot it this year and we honed in on various subgroups to check out performance and this um testing tool came out in the lead and it will allow us to determine the level of speaking or fluency that a child has in Spanish as they metriculate through our system. So next year would be the first year that we roll this out if the proposal is approved. And then uh we would also need to purchase headphones because
127since it's a speaking assessment, students have to speak into a microphone um as well as some other instructional tools. So that line item is included here. And then we have last but not least, you'll see some more braided funding. This is for our EL and intervention TOSA. Um and so blending her funding between title three as well as all cap dollars was a strategic move that we were um hoping to make moving into next year. Next, um through local partnerships and staff training, we're under C. We want to continue to expand and strengthen district work focus on safe and supportive schools. For the last two years, we've been partnering with SLOCKO. Oh, thank you so much. We've been partnering with Slowco um and doing some some braided funding there to um do this work and
128they have different cohorts um a level one and a level two and uh we would like to continue this work moving forward utilizing federal title dollars and we're still fleshing out what this might look like but really continuing to focus on safe and nurturing schools as well as student centered support would be the goal. Moving into D, our AVID programming. This is a small yet robust line item that is heavily supported in our LCAP survey feedback. Um, our families and our staff and our students really want this to continue to be expanded. And so what you'll see there is that this line item helps to fund myriad items. It's avid membership. It's student um college trips. It's professional development and conferences for our teachers as well as salary and benefits so that students have access
129to those individuals with the expertise. Um so that line item item is a big one but one that we've heard loud and clear from our community that they would like to see continued. And last but certainly not least um provide robust support from highly qualified teachers for students with disabilities. And so although our LCFF formula does not um include students with disabilities, we do write items that are supportive of students with disabilities into the LCAP. And then we also meet with SULPA and we have a partnership to determine what the support can and should look like. And something unique that we do in St. Louis Coastal is um co-taught classes at the secondary level. So including the FTE um for 8.4 individuals. This is where a gened teacher and a special education teacher are doing
130what's called co-taught. That means they're in the same classroom with students and they're supporting the it's additional support for our students with special needs or disabilities. So that is listed in here. All right. And we'll pause for questions on goal two. Is there anyone from the public who has a question? Please on goal two. We did goal one. This is goal two. We didn't go. We have four. I'm sorry. You will have an opportunity, but I think it's a little bit downstream. Okay. So, to the board, Mrs. Baltton, thank you. Um, I appreciate and I hope that any members of the public appreciate the line by line um, explanations. Um, I have a question regarding support and stren uh, strengthen 7 through 12 AVID program. I'm just curious, is this a continuation of the program
131we have or does it account for an expansion? use that little little of both. So we want to obviously maintain what we have and then we are also looking to grow um part of the work that uh one of my toes with Marcy Bal does in supporting Abbott is to expand get two sections of freshmen coming in at slow high um to increase those numbers. Um so little both. Good. Thank you Mr. Buckman. Okay. Okay. Then I'll turn it over to Mr. Nef for goal three. Thank you, Miss Shepard. So, moving into goal three. Uh so, starting with uh part A is the multi-tered system of support. Um particularly with students within identified subgroups. So, remember goal three is that intentional culture of care, right? Uh so, first item there is continuing our partnership with
132the link. And so, uh, a couple link family advocates that specifically support our homeless students. And so, Mr. Dowler works with them both on the coast and city, uh, schools as well. Again, specifically for those students, it is braided funding. So, some title dollars, title one dollars, and then medical um, funding as well for that. And then just right, let's just start here. So $10,000 $35,000 doesn't seem like much, but my understanding was we have staff assigned to the two family centers. Is that correct? That I don't know if I can speak specifically to I know Mr. Dowler works with them and and kind of supervises them and coordinates with um our families um that specifically the homeless homeless families to support them. But I can I can talk to Mr. D. Would you? I
133just I mean I'm finding $35,000 just not enough to support that great program. Right. Right. It's a contract. So it's not our specific FT. That's why it doesn't say FTE. They're not our employees. It's our contract with them. Thank you. That work. Okay. I'm sorry. Just to clarify on that. So this is in addition to our existing res um sorry um family advocates our our resource centers. No th this this is our family advocates. Okay. So this is a contract a contract. We contract with the link to have those family advocates. Is that how it's always been? Yeah. Okay. Well, I will tell you as a former member of the public and parent seemed like we they were our themeless and I thought it was district employees. So thank you. Yeah. Yeah, I know Mr.
134Der does great work with them. Thank you. Um, continue on. So, the next two line items there are our well, next three actually, our counseling staff at the secondary level and our wellness centers u which we've we've talked about a lot earlier in the year. Um, they do a fantastic job supporting our students. So you can see um particularly particular amount of FT for elementary counseling uh as well as an increase for our secondary specifically for bilingual counselors that have been a huge addition um specifically with our AVID students and our NextGen students um done a ton of great work with them and overall so that's been a great addition this year and so continuing that as well and then as we know in our wellness center um both with Austin and Heather are doing
135great job supporting moral bay and slow high uh with their as we know we've had increased social emotional needs over the years um recently, right? So supporting students and doing great work there. So continuing that uh moving into B uh which is uh safe and nurturing campuses through ongoing training. So continuing the leader in me work that that schools have already participated in. So that includes a district contract and then um site contracts for those specific title one elementary schools that have already been doing that work. So it's continuing that uh continuing. This is where our um foundation has done a ton of work in in financial support and our athletics for achievement program. Uh so continuing that both in a coach of leases and stipens materials and supplies and fingerprints to keep that the
136awesome program going and then moving on as you heard about specifically tonight the next two uh very cool work I can say as a side note coming from other districts. I other districts don't do this. It's super cool um to see this as a as a new person coming in. um both the work in uh common ground advisory task force and the superintendent student senate and so those don't use LCAP or title dollars but as you can see specifically with tonight with the feedback we heard it does play a big role in impacting students and and what we do at sites to try to make them as student centered and possible or enhance their learning experiences so if I can this was one of the things where I made a note it $10,000 just doesn't
137seem like enough to run these the program um especially no Not to pick on you, Josh, but especially if we have an attorney attending the Common Ground Task Force. I just and all the just all the pizza that I love. Yes. So, we have uh anywhere from from five to seven meetings a year. And so, $10,000 is about what we spend annually on these things. Okay. Um just doesn't seem like enough. It's It's I think we're landing it pretty closely. It does a lot with a little. And and I'll say this um um our our uh our facilitators and as well as our attorney has have been very fair to us in their billing. Thank you. Mhm. The only place we get a little extravagant is probably when we take a trip to Los Angeles.
138For Common Ground, we don't do field trips. Right. Right. Right. But for student senate, we we we do. But um for Common Ground, we where we get extravagant perhaps is when we go to choose Shalomar over Woodstocks for dinner. Um yeah, I was gonna say it's it's not, you know, three course dining. No, it's buffet style for sure, but fair. Mostly concerned about student senate to be honest. and students in it. We were we did not go on a field trip this year which is the highlight for the kids and I feel really bad but it's also a lesson for them as well. An important one that it just isn't right when we're when we're um you know cutting jobs and programs um taking kids on a field trip while fantastic and it's been so
139much fun. Um, it's just it I want them to know it's not the right thing to do and this year was one of those years. So, I'm already thinking about next year and hopefully we can get some donors and and um and hopefully we'll we'll uh be able to take them um to a really cool spot next year, too. Thank you. Moving on into uh area C, that is parent education. And so you can see we've set aside uh both braided monies in terms of LCAP monies and title one monies uh to support this year was a great yeah um emphasis with our um DAC group and we'll continue that. We heard a lot of positive feedback with both the presenter. We brought in Tony Roskcoll and his program that he did as well in
140general um cabab uh attendance as institute for them and so continue to work to support our um parents and specifically our our DAC parents with that and and I'm sorry go ahead. Can can you tell me what the outreach is to our SEB families? Is there an activity like DAC because I couldn't find it. Okay. So, we have additional plans that are in the works right now with a few of our teachers. Um, and that is the teacher hourly that you'll see accounted for for prep and presentation. So, we have a few volunteers that are willing to um basically create something or they've done this in other districts and would like to bring it here. And so, that is a future statement for next year that we want to enhance. And so, and go ahead.
141And additionally, we are in the process of um applying for a community schools parent engagement grant. And um we're going through the initial stages of that, which could be up to $70,000 a year for a district team to engage for $70,000 each year for two years to study a problem of practice. And one of the areas we really want to connect with is our social socioeconomically disadvantaged families. Um so we're hoping to increase our work in that area through our engagement with the community schools grant that should happen next year. Um and remember also the work of the parent advisory um task force related to our technology team and they very much um wanted parent training and outreach regarding technology programming. And so that would be offered across all of our student groups, not just
142socioeconomically disadvantaged families, etc. So those are some specific areas of parent engagement outreach for next year that will be different than this year. I have to tell you, I'm really excited and it didn't come through and I had like six more questions, but you've already answered them and so I'm very excited about this. Perfect. Thank you. And and I'm sorry, I'm very excited because I think we're up to 45% of our families are SED. Okay, I'm exaggerating. Sure. Thank you. Uh moving on to the D continue line K12 systems around response to student behavior. And so what we're doing with that is we've had some schools already participate in a program partnership with St. Louis County Office of Education called SEB but social emotional behavior. Uh it's a cohort and so we will continue that.
143They will move into the next year and then we're onboarding um some schools into year one as well. And so it's a contract that we uh do with the county office of education. And so as you can see there that's a braided of funding as well between LCAP dollars and title 4. And then also including it's pretty it's a pretty small price but um utilizing a swi Swiss software and so it's software that integrates with areas that's specific to this sort of program that allows um sites to really track their behavioral data to really see what's going on all do we see more behaviors I'll put I'll put it you know is it after lunch is it fifth period is it during morning recess is a particular um if you go on the secondary levels
144a particular um content areas or not. So you can really start drilling down um more than you could particularly with Aries uh to do that. And so that'll be onboarding that software uh for some of those sites as they get into year two and further of this uh program. And so that uh that is that information there. May I ask a question on that point on that that uh software does it integrate with parseek? Great question. We are working on that now. We were in a pilot this year with three of our elementary school sites and so we're we're in the process and that is the hope. Yes. That we will be able to integrate that. Good. Yeah. Good question. Yeah. Our hope is to have like all our data be able to come into
145Parseek so we have one hub for our site leaders, right? It's been um a powerful move so far instead of Miss O'Hagen trying to pull from all these different silos of data. So yeah, I'll definitely be hopefully work with that as well. And then um continue our work to try to uh decrease student chronic absenteeism. And so working with uh PD for our counselors and then um something that was plotted this year of siphons for uh club adviserss at the middle school to increase participation in clubs um for our middle school students. And so having some success with that uh and the feedback that we heard from principles and so continuing that in next year as well. As you can see, it's a braided funding um as well with some money from title 2 and
146then some LCAP uh money there. And that is I believe goal three. Any further questions on goal three? Okay, thank you. I'll move into then as we talked about a little bit before. So there is this goal four that is very that is specific to Pacific Beach. um it is part of LCAP but it's sort of a different process in terms of it's just with that site and so I go to the staff I go to the site I work with Mr. and his staff to get input around what they want to do because it's specific to equity multiplier funds based on um the demographics of their student population. And so really continuing some of the things that they uh started this year wanted to continue working on this year. And so um couple things
147it's really about increasing uh dual enrollment rates helps a college career readiness indicator to get that's red. So trying to uh to get it better as well as get them sort of that post-secondary ready and social emotional support um along with it. So you can see a combination of things and for funding it's all equity multiplier money that's again specific to just Mr. N I is equity multiplier funding state or federal state. state. It's part of the LCAP, but it's only for specific beach because of the basically the demographics of their students, student population, but it's from the state. It's not from the general fund. Okay. Okay. Um so looking at continuing their CT construction course that they that they did this year. So continuing that has been successful. um contract some therapist uh FTE
148position to support social emotional needs of students there and then moving into something we're going to look into. They tried this year but weren't able to really get it going for kind of lack of staffing and some program development. So, uh my team is going to work with Mr. Dal and really see if we can get get it going this next year of a workplace um medical workplace course or development. So, almost like a CNA sort of program. And so we're looking into can we partner with QUA? What can we do? There is a um neighboring district that has a similar program that started doing this with some with a link to QUA as well as in CalState Monterey to move into a a nursing program. And so we're going to explore and see what
149we can do with that to create some um very good opportunities for students there in terms of uh economically viable jobs. And I and and I understand from from my doctor's office and through my doctor that um that I don't know what it's called when that the people that take your blood pressure and take your temperature when you come in physicians assistant. Yeah. They're they're they're all hurting for those folks. So I'm just you know they don't need to go to the univers. Correct. That's like for that specific program that's for an art like to get a bachelor's of nursing. But yeah, there is multiple different jobs you can get through this this kind of as a start to that path. Thank you. Um or multiple paths I should say. So yeah, so we're definitely
150going to look into I think it's an exciting opportunity. Um we actually maybe we might possibly be able to to partner with adult education too. Um because it fulfills some of the goals we're trying to do there potentially. So again really this is just starting you know pretty recently but I'm pretty excited about where we might be able to do um with it. So we're going to work on that. Uh so there's some salary benefits for uh a section of a teacher to teach that course or start that work um courses going and then there's some FTE to continue or to um sort of had a resident artist now build this into some digital media arts classes to support some of the this will also support some of the prop 28 work uh at that
151site as well. And so um to uh point to or a section of a teacher to teach digital med arts classes and then continuing uh liaison support for the EL students and families. They've had that currently. It's been very successful. That was a big thing um that I heard from their staff that they wanted to continue. And so salary and benefit benefits for that person. and then um continuing to try to offer a driver's education course because if kids don't have their driver's license then it's pretty hard to get to where they need to go whether it's job or post-secary education or whatever. Um and so this year didn't have a ton of student interest but in talking with Mr. Dallas still wanted to have that as an option and try to work towards providing
152that. You know there as you know their their student uh population can change quite a bit over time and so they may have a greater need coming in. So, we wanted to keep that and it's a it's a relatively small amount. Um, but do want to support that. I've had that in my experience of working at the high schools of um students who don't have licenses. That's a barrier. We don't have a real robust I'd say transit system in this in this area, right? So, we want if we can help them get their driver's license that can help them get to where they need to go to be employed, go to Qua postsecondary certification, whatever that is to to get their goals. Um, so those are the things we have outlined for goal four. Um,
153okay. A question regarding increased counseling support for Pacific Beach. I heard the need loud and clear when I was visiting with both staff and students. Um so is it increasing or is it maintaining what they had because I at the time when I met with them they were concerned that they were going to lose what they had? It's it's increasing. So they've had some counselor support uh more in the dual enrollment piece. So they do as you'll see I'll bring in the next option or my next thing with the dual enrollment. They do the peds 110. Um so Mrs. Hoy's helping with that. This is more additional on the social emotional side. We'll still be able to utilize Miss Miss Hoy to support them through some other grants that we've applied for for the dual
154enrollment and sort of CCAP initiative work um with that. So, this will actually be an increase and they I heard loud and clear they didn't want that too. And they were able to secure the contract contracted services with the county that they were really looking forward to. So we were fortunate that the county was able to come up with a contract and the same counselor I understand which was really important for this school to have that continuity exactly what they wanted. Yes. Is this additional counseling is it in addition to the the counselor they have had this year? Yeah. More counseling. Okay. I think it's a little bit more for the contract. Yeah. The the the point 8 or the decimal point has gone up a little bit. So it's a little bit more time.
155Is this is this the is it driver's education or driver's training we're we're doing here? This is a driver's education course. Um and it's supporting the teacher working with the kids to get them through it. So to to get them to be able to pass their licensing test or the written test, not not the driving. Okay. Correct. Thank you. Yeah. further questions on go for questions. Mr. Shepher. Um, I did some very quick math that Katie could probably do in her head, but I added up went through and looked at all the um, federal dollars and just because I know it's something of concern to all of us and I also know we don't have enough information right now to, you know, it's we have enough to worry about without inventing things, but until we
156have the May reise, but it does add up to a 950,256 6 is what I came up with. So about a million bucks of federal funding for all this. Does that sound close? Yeah. So, so um I do it just bears keeping in the back of our minds that if we do lose all those federal dollars that the adjustments will need to be made. Title one is midse. So then I can subtract. Okay. For according for right now, according to the latest CASBO, title one is safe. Title two they haven't mentioned. Title three they're talking about reducing or eliminating and title four. Okay. So looks like we can subtract title one is about $60,000. It looks like title two is where a lot of the professional development is. that fell in goal two and goal
157three and then title four we had a small little bit in there and then in title um three uh or I'm sorry title two was the professional development title three is supports our e work and we have a staff person currently funded out of title three for next year and if we have to pivot in October when the federal budget is done um there's a spot we can pivot for one year to next year to support that person until we can uh regroup and redo relook at our LCAP and all of our funding sources for 2627. And then uh Title 4, it isn't um our largest pot of money. It's probably what 80,000 $80,000 and we have a person in there, part of a person in there. And then we give to our private schools
158and then we have a little bit of money for um what is it? health. Yeah. Social, emotional, behavioral, technology, and what was the well-rounded education and and it's just small pieces of their like 3,000 in one category, 95 in the other. Okay. Thank you. There there are also contractual um legal issues related to notification for staff members and where they can go and when they can go and all of that that if it were a million dollars to disappear tomorrow, we would not be the only school district that that much money disappeared from. And so clearly the state of California would likely have to change the notification rules with our collective bargaining. So again, this is one of those questions that quickly gets so big so fast. Um, we're trying to make the best plan
159we can at this moment with the money we've been told we have and then when we get told that money isn't our money anymore, we will have to make the new next best plan as my amazing team can. I'll say thank you. So along those lines, my question would be um do you have enough information from all I mean this a huge amount of people this year? It's phenomenal. Do you is there enough information with the data that you've gathered that we could actually prioritize? So if we if we had to choose between two programs that are whatever title two funded, would we have enough information from the folks that brought that program to us? Well, we do have a lot of information on the effectiveness of programs and looking at the metrics and outcomes
160of our students. So, I think that information needs to be taken into account as well as the feedback and input from our educational partners. But I I would want to recognize and support that if you look at the list of things our educational partners all want, it is all the things, right? So they they do want TK and they do want full-time counselors and they do want full. So at some point it will likely mean balancing how to continue to offer some of all the programs. It's but yes we have if you look what color are the boxes the blue boxes Mr. Buckman tell us what our stakeholder feedback tells us they want us to keep and prioritize. Yeah. Okay. So just let me try to say it again because I'm maybe I'm not. So
161we have 10 things that people even 10 things that it looks like most people agreed on. But with among those 10 things, do we have enough data from the from the people that did helped you do this to say, "Okay, but we we ranked this one the highest, this one the next." Okay, thanks. Yeah, our educational partners did force rank which one's the most important, which one's the second most important. But again, we also need to take into account the board's priority of closing the achievement gap and the student metrics that our students are showing are working. The blue box actually is outlined in terms of the top priority that was identified amongst our stakeholders, then second, then third, and so on. Thank you. Thank you, Mr. Clawson. I have a high level question about
162the three goals. Um I was wondering if you could comment on how our budget allocation between goal one, goal two, and goal three has evolved over the past few years. I feel like I should know that, but I don't. And um I actually don't know percentages by goal either off the top of my head. Um but I'm wondering if my team has that info. you relatively like goal the amount of money spent on goal one has increased steadily over the past goal one is a lower budget allocation than goals two and three and that yes which is fine but um I was curious if it's if goal one is decreased relatively or go how have they moved over time and how do we determine I'm just curious how have they moved over time between those
163three goals at a high level and I don't mean by like a percent but is there materially large differences over the years you know I I the two years that we did um goal one was smaller and goal two and three were larger and that is due to the fact that the LCAP requirements in terms of metrics and contributing actions of the actual template and requirement by St. Melissa Aabispo County Office of Education has changed from the work Diane Frost and Rick Mayfield did to the work Stephanie Shepard and I have done um on the first year of the three-year new LCAP. And so again, since the LCAP is specifically written originally to those specific student groups to make progress and including actions and goals written for the red indicator items on the California school
164dashboard, so like a student group, say long-term English learners that are red at one of our schools, um, needs a specific goal or action to it. that kind of narrow focused goal is more likely to land in goal two and goal three. The goal one which is first best instruction is again that that overarching piece that actually reaches all of our students. Um and it's really important to continue to grow and strengthen that aspect of our instruction. But the LCAP's original focus, purpose, etc. uh with what we're doing differently for the LCAP student groups. Yeah. And I don't have any issue with the allocation between them. I was more just wondering if so it's there's notable movement over time. So it's very similar to what we've done in the past. Okay. So it's pretty consistent.
165So goal two is always the the heaviest the heavy hitter, right? Goal three because all the counseling support, you know, with the staffing part of it is a little bit more and then goal one's always less. Okay. You will find if you went like over the past five six years of the LCAP it has gone down because total's gone down or all of them have gone down because we purposely taken out the things that don't have a metric to them because of the new rules that Mimasha was talking about. But in terms of the makeup of where the budget goes, it's you know the intervention is goal two which is where most of the dollars have been. Yeah. No since we started. It makes sense. Yeah. Okay. Yes. So, it's very similar. Okay. So, my
166question, and I don't want to belabor this because we do have other agenda items, but just off the top of your head, what um what are the indicators? How do we as a board know that the monies that we allocate to the LCAP in various areas are achieving our goals? What are our uh indicators for success? we're required to draft and write into the LCAP for each of the goal areas what are the metrics or student data we're going to collect and what growth we expect to see that group of students to make over time and in some cases that's specifically by school. So as a board as you invest in these programs and action steps you should look to those metrics that we have said will move based on the implementation of these things
167and if they are moving in the direction anticipated then that would mean that these action steps are having their intended outcome. Okay. Thank you. And and to be clear, this is a specific allocation, but it's not the entire allocation of funds that serve these student groups. Thank you for that reminder. Yes. And again, our entire budget is about $140 million, $137 million. And hopefully every one of those dollars we spend is contributing to these students just like all the other students in our classroom. But these are the action steps that we're doing differently and we're perhaps collecting different types of metric data and we're specifically asking our educational partners throughout our community to collaboratively build these action steps with us. Thank you. I'd like to go to the public. Is there anyone who wants to
168speak to this item? Dr. Low. Uh, thank you. I just want to note this is the most interesting LCAP conversation you guys have had and I'm really proud of the questions you guys are asking. Um, and also staff for being prepared. Um, if you go back two years ago, this would have been really boring and painful, but like I'm really proud of the work you're doing. Um, so I just wanted to offer an alternative approach to common assessments. Um, I've worked in school districts that were in full implementation of PLC and they used teachers to develop those common assessments. And so rather than spending the resources on an outside company as teachers when we vertically aligned our curriculum from K12 it not only improve it empowered the teachers it also improved instruction and it was
169directly related to increasing student achievement and so it's a lot of work but once you do that work it stays and you're not relying on outside agencies. So, I just wanted to let you know that people do things differently. I was trained in the Midwest and so um I've seen um using outside companies for data collection, which the Swiss thing sounded really cool. Um, but if we're moving towards having common assessments, I do think that you'll get more bang for your buck if your teachers are creating those and then your district leaders can help make sure that those are aligned vertically so you can see the progression, but it does um drastically impact instruction because your teachers have buyin. Um, I also wanted to comment on earlier I mentioned the sustainability of equity work. Again,
170it sounds like it's dependent on funding. Um, and so like I'm I forget who asked um about what happens if the title two funds aren't there. Um, it was a little disappointing to hear like we're going to wait till we don't have funds to come up with a plan, which is kind of what I've been harping on you guys for the last two years is at what point are we going to stop being reliant on outside resources and really build capacity within so that we can continue the work? Um, and then my last feedback, and Aaron, please forgive me. Um, but I have been on CL Smith Schools site council for the last two, three years. Um, and I'm not a huge fan of leader in me. I understand why it's in place, but um,
171I have been closely tracking um, the decline in scores since we implemented leader inme. And so, and that's not to discredit the positives that it has brought. Um, but I know that my first year on the council, I was looking at uh data for our English learners and I said, "Aaron, this looks really ugly. What are we going to do?" Um, and he responded and he his whole staff came together and that year's scores just went up and I was really proud of that work. And then leader in me came in and there was less emphasis on academic intervention in supporting our English learners and scores dropped. And so I just want you to be aware like I'm not I just feel like it for resources it's better directed in instruction versus like a leader
172in me program that unifies language and all that. But I could talk to you guys about that later. Um and then the last point is um it seems like yet again parent engagement has been reduced to parents physically coming somewhere to consume information from staff. Um and I just want to encourage you to continue to provide opportunities for parents or community members to come and and offer input similar to what we did with the um community forums when all the budget stuff was going on. Um I felt like a real sense of community. I thought it was beautiful. Um, and so just I don't think that cost has to cost money. Uh, thanks. I would also like to commend the work of staff and, uh, the board on this item. Uh I do think that
173it was too lengthy of an item compared considering how long your agenda is tonight. And so uh it's it's hard to balance that. It's kind of a balancing act with these uh these meetings. And so I understand, but um I'm I'm really really proud to see board members asking really critical and difficult questions and even more proud of the staff who's able to answer in a way. Um and even going line by line shows that the board is deliberative in the matters that you are considering and that's really really important that we are being that type of uh having that type of function as a community. Um and I want to credit uh whoever it was that put together that very detailed spreadsheet. It was just very easy to follow. Um I also want to
174emphasize uh uh just reiterate what my wife was saying about leader and me. Um, we had Leader and Me out in the Midwest in the school that we were in. And so we had actually uh seen a lot of the cultural changes or occurrences that were occurring within a school site because of this program. And I've talked to Mr. Black about this and shared with him my concerns particularly because it's not uh best first instruction, it's our second instruction, right? And so it's it's he found it to be beneficial uh specifically for behavioral matters as it created uh common language amongst the student body. But I just think that we can take a framework like that and make it specific to a school site. And so that's how I I have been able to live
175with it under Mr. Black at CL Smith is because he's done a really good job of making leader in me CL Smith's version of leader in me. And so I think that that local um buy into some type of program like that is really really important especially if the school is a majority um you know Hispanic population or a growing Hispanic population. These types the types of terms that they use and the sayings the the euphemisms they're just not as impactful to certain demographics than maybe others. And so if we could customize it to a local school site and get parent buyin, I think that that would really help the program and to even just use it as a framework as opposed to actual terms and everything that's that's involved in it. The other thing
176is um I just don't see a lot of parents showing up to give input and this uh the LCAP funds affect and are targeted towards a very specific demographic and we should have targeted uh outreach to those uh members of the community to ensure that their voices are being heard because it's my suspicion that on the common ground advisory task force and those other boards we don't have as many of those voices particularly socially socioeconomically disadvantaged ones. Thanks. Would you state your name, please? Yeah. Hi, Madam President, members of the board. My name is Ben Libert. I'm a parent of two kids in the district. Um, I'm going to betray some of my ignorance on some of this stuff, but I'm going to ask a couple questions of you guys if that's okay or direct
177them to you to maybe ask them. But um the LCAP funding I'm trying to figure out because a lot of there's a lot of overlap between this presentation and some of the cuts that we saw proposed previously. And so what I'm trying to figure out is the nine FTEs for the MTSS for example. That was a proposed cut if I'm not mistaken. The leader in me was a proposed cut. I think it was 100K. I'm going off of memory here so I might be wrong but I think it was 100K previously. Now I see 50k in this the LCAP. Um I'm trying to understand if this is in lie of those cuts, if the money comes from the general fund, if the LCAP money is because it says LCAP some or it says uh supplemental
178on the on the um spreadsheet. And so again, this is sort of showing ignorance, but I I'm as budget brained as a parent can get with this stuff. like I've read the the the regs. I've followed the you know uh as much of the funding formula as I can and it's very confusing and so I'm just trying to get a sense for I know there are also a lot of parents who' be really interested in knowing about this and it's like you have to click three or four times on the agenda to even get to this and so I think you'd have people that would be here and asking questions if maybe some of the um communication with the parents was a little better. That's a little side thing but maybe those questions first. Is
179that okay? I don't know how you guys want to do the Yeah, I think um why don't I ask Mrs. Yabasha to uh get back to you with the answers to those questions. supplemental funding that required at the at the mic. It's supplemental funding funding that for those subgroups that we have to write the plan to. And when you see for the S cubes, you'll see on the um template where we're going line by line that it was some was allocated to title funds and and so that's where the cut was made to the um supplemental general fund and picked up by title funds. We were moving funding in that instance. We were moving funding from our S cubes from the general fund to our supplemental title one funds. center column. So the left column
180general fund money I know it's I know it's separated out in LCAP but for someone who doesn't have that's money that from the general fund but has to yeah I think this really is not the way that we conduct our meetings. We don't engage with the public in this way. We can have someone get back to you or certainly you could schedule an appointment with uh Mrs. Yamasha or Mr. Nef or Mrs. Shepard. Yeah I Mr. Libert and I would say to Miss Roger, uh, excellent questions. Excellent questions and I look forward to having those conversations. Yeah. Yeah. I I I would like his questions to be answered and yeah, but in this meeting is not the appropriate venue. We'll we'll circle back with Mr. Libert. Excellent questions. Really good. Okay. Good. So yeah, um
181the purpose of the detailed presentation tonight was asking for your feedback on um act proposed action steps and budget items. Um so the board members could share that this evening with us as we work on the first draft which we will be bringing back to you all um in the next meeting. Right. Yeah. First read. So okay I'm a little confused. We have given you feedback in the form of questions. That works for us. We were just double-checking. We had received all the feedback from the board members that you would want us to consider to include in changing or making updates to the first draft. Is there anyone that has additional comments or suggestions? No, I I think we've received it. Okay. Thank you. Okay. The next item is CCAP dual enrollment course approval. Mr.
182Nef. Yes. Thank you. So, this is an annual thing we do with our um partnership with Questa College for our dual enrollment courses. And so, you can see in the handout that was provided to you um for both Slow High School, Moral Bay High School, and Pacific Beach courses that are either new or continuing. New ones would be for your approval, of course. Um and so things to consider are, and Mr. Banfield asked this question, so I think you're asking because it is sort of a little asterisk piece. teachers have to be certified. They have to meet particular criteria to be to be able to teach a Questa dual enrollment course. And so sometimes those criteria can be um having a masters in that content area. They can be um years or hours of experience
183in a particular profession. If you think just more specifically like CT area, so automotive, they have so many hours of of experience um to be able to teach that meet that meet those metrics. And so as we have different staff come on board, they have to be certified if they weren't already by Questa. So that is still some way kind of considered a new course even though we may have already had the course, but it's a new teacher teaching it because um if you think of like for Moral Bay Auto, Mr. Omar's a new teacher. He had to get certified. And so you see on there we have those auto courses. We had those but he got certified as a new teacher. So it's Questa's way they still sort of count it as a new
184course even though kind of for layman's terms like wait we've had that course before so sorry if that's a little confusing but it's kind of how we do it because we have to map out specifically with Qua which ones are new and which ones are continuing. Miss Hoy does a lot of that specifically does that work. So sorry if that's confusing. Um, but kind of a little little asterisk there with that um part. But as you can see, we're continue to have dual enrollment courses, which is, as I've said from the beginning, and I don't know if I'll ever change my mind. My my pieces about opportunities for kids, and dual enrollment is a great opportunity. My own my own son had it and seen a with a lot of students I've worked with, and
185so continuing to to offer those. You can see in a lot of different areas, uh, which is great both within CTE and a little bit within core. uh and then continue our peds 110 uh that career planning course for our Pacific Beach students. And so that again going back to earlier presentation for goal four um in the LCAP for Pacific Beaches increasing dual enrollment support for their college career readiness u piece and so continuing to offer that and and increase those numbers. Any questions before the there's a motion to approve. Uh Mr. Banfield, Mrs. Shepherd, I know that um I had sent out an an email and my and it was answered. My question was why is there a difference in the number of courses offered at Slow High School as opposed to Mo Bay?
186And I want to make sure that I had this right. Part of the reason was because of the size of the student body. Yeah. Yeah. So, some of that Yeah. larger schools will have more offerings uh based on student population and staff and then as well as what those um schools want to support programs. They obviously look at the number of CTE pathways is pretty common. If you have even my experience between a Roy High School and a PO High offerings are different because one school was more than double the size of the other. Another way to think of it, Mr. Banfield, is if you have 800 students and they all take one CTE or dual enrollment class, you would take the 800 and divide it by the 30 kids in classes and you would
187get some number like 52. If you have 1,600, twice the number of students, and they all take one CTE or dual enrollment class, you have to simultaneously offer twice the number of classes simultaneously to fit them all in because each student does have a max number of spots in the class schedules over the course of their high school degree. And as you're aware, that's very different for us between Slow High and Mororrow Bay High in some significant ways related to the trimester scheduling. Um, it also is based on the pathway classes and class course offerings that were already kind of set up and in existence in the two high schools, but we're continuing to try and make sure that we have a variety of offerings to meet all of the students desired needs. So part
188of the way we develop these courses is based on the requested areas that our students are requesting to take courses in and also the faculty and staff that are eligible to be the dual enrollment course instructors as well. So it's very complicated. That's why there's a lot of variety between the different high schools. While I appreciate that, I'll simplify it. Questa determines who qualifies for teaching a dual enrollment course and it has to do with the teacher's qualifications. Most notably a an advanced degree in a specific subject area typically is who they approve. And and what I can say is that um Mororrow Bay High has fewer teachers that qualify for those dual enrollment courses. Slow High has more teachers with advanced degrees than Mororrow Bay in this particular time. It's not always true, but
189it's typically the case. And like Miamashta said, it's also tied to the number of courses that we're able to offer. And at Slowh High, they have more teachers, more sections available because of the trimester system. And more teachers are qualifying to teach dual enrollment at Slow High than at Mororrow Bay High typically. But um we're seeing a change. We're seeing more more dual enrollment course offerings at Mororrow Bay High than we have in the past. We're we're getting there, but it's never going to reach parody at this point that I can see. So, I hope that helped you understand. Yeah, a little. I'm looking at you and I'm not No, I I get it. I you know I I remember that I qualified to teach at Quester College Spanish because I had a master's degree.
190So that's basically what that is. Yes. Wrong. That's it. Yeah. But I think we need to acknowledge that this is very disparit. It always has been. It always has been. Doesn't make it right. Doesn't make it right. Makes it twice ever thus. But but more dual enrollment now at Mororrow Bay High than in the past. Well, you've got progress. You've got Mr. Whmer by golly, I don't know if he's got a master's degree, but he certainly has the equivalent of experience, which I think is another qualifier, isn't it? Especially in industrial arts. In the CTE world, it's different. Yeah. In the industrial arts, you if you have the equivalent Yes. CT specifically was most often there'll be years or hours of experience. you know, it's 1,500. It's a lot, but they can be a qualifier
191um in area in content areas where master's degree aren't as common. Let's say specifically CTE stuff. So, does does that suggest to you that fewer teachers at Mororrow Bay are uh making uh columnar movement? I'm sorry, what? Say that again. That Well, there's they're stepping, but the columns are they less interested in ad in um continuing education. No, no, no, no. I I don't see it that way at all. To teach in high school, you need a teaching credential, you need and that's typically and if it's a single subject, then you get a single subject credential, right? That most of the time leads to a master's degree, but not always. Okay? So, you could have a bachelor's degree in chemistry, get a single subject degree teaching chemistry, and be an amazing teacher and a highly
192qualified teacher. The number of units determine how far right when you move over. So, it's units, but that but Qua doesn't recognize necessarily the units. They recognize degree degree. And so, do you understand the difference? I do. But then would a teacher not become qualified if they moved across the columns to a master? You can take additional units. So as a teacher, if I had a bachelor's, I'll just say right, I have bachelors in biology, I have a single subject in biology and I teach biology, I can get additional continue education units and acrew acrew over on the salary schedule, but not necessarily towards a master's in biology. I can acrue credits in different areas that count as professional development. Perqua again it is a master's or doctorate PhD degree. I was assuming that not
193an accumulation of credit was in your um not not so not not always specific to just a degree. It can be in different areas. It should also be noted that Moral Bay far exceeds St. Louis the high school and CT completion rates. Yes. though this is Qua right these are the terms enrollment dual enrollment courses when you look at moral bay high school they have far more percentage of students that meet the CT requirements right and complete those course that courses it may not be the quest part but they still you know meet that career technical education then compared to slow so I don't want you to necessarily walk away from that doesn't have CT classes I I know that they do class I know that they do and I know that they're very well
194attended. Um, but that still doesn't change my original comment that this is a dispirit list. So, may I also throw in one other piece? I don't know. Maybe every everything we do is complicated. This is one of them. It doesn't fully tell the whole story. A num we have more kids who attend Qua in high school at Moral Bay High than we do at St. Los Abyispo High. So in other words, kids are going to Qua physically going to physically going to Qua from Mororrow Bay, taking college classes while in high school. Excellent. So they're accessing it. They're just doing it differently than you're seeing in the slow high program. So there's a lot more to this conversation than meets the eye. And it's not necessarily bad. It's just kids are finding their their equilibrium
195and they're still getting access. I know that we have a number of students who graduate high school with a year of college credit under their belt more and more or perhaps more. And if you talk to Mr. Scaldy, he'll tell you more and more kids at Moray High are attending Qua while while in their senior year. So I I feel I feel this is um exciting to have these opportunities but I think kids are finding access points along the way that may not be revealed in this data in this data. Okay. Yeah. I think that's great and but I don't want to be perceived as um feeling that every student is necessarily required to be collegebound. I think there are other avenues and it depends on who you are and where your interests lie. I
196agree. And I want to say one more thing out loud. I can't I this is a burning topic for me. Just because you have a master's degree and just because you're teaching a dual l a dual enrollment course doesn't make you a great teacher. Yeah. And doesn't make that experience more grand. Right. I think we're all trying to make it exciting and engaging, but I know quite a few teachers specifically at Mororrow Bay High and Slow High who don't have a master's degree. They don't qualify for the dual program, but they are dynamic and awesome and popular teachers. Yeah. And just saying I'll do a couple things maybe to close this out to bring this. So, one would be specific to that. So we are in a consortium with Lucy, Pastor Robels, Templeton, Atascadero, right
197to work with Questa for dual enrollments of CCAP. So I'll be bringing hopefully pretty soon anou for the next three years is this year we're sort of in a one-year um with them because we the three years expired last the year before last. Um, and one of the things as a consortium we brought to Questa as we went through sort of I guess I'll call them negotiations this year. But as we're working with them on the new MLOU is around the teacher qualification piece. They did not want to budge. Their faculty did not want to budge from their established criteria and the process they do to say if a teacher's um meets the criteria or not. So we'll still keep engaging in that to see like as Dr. Prader said right there we there's the
198teacher at St. Louis I can think of right now who is overly qualified but does not have a masters and therefore cannot do a dual enrollment class in history according to their criteria right and that we're not the only district that has that sort of rub um so we'll continue as a consortium to work with Quest as we do theus and try or you know try to do language adjustments for that other piece to your point I agree and I know Mr. Skull and I talk a lot about how do we create more opportunities for kids, right? And that includes dual enrollment and he's done work to expand that. We'll continue to do it. Um, and so yes, there you have numbers, differences, and things like that, but there's still opportunity to offer more things
199and um, having been in the high school game for a while and and those of us have been at AP versus dual enrollment is still an ongoing sort of thing, right? Um, and that will continue to evolve. We had that conversation I think in here I want to say in fall right of talking about that when I get kind of the secondary um achievement data the kind of annual report right and so that that is a factor as well um for all schools to face but that is a piece too to consider right of you know kids are consciously making choices around do I do more do AP do I do more dual enrollment how does that line with my post-secary goals college admittance or is it another program I want to go into um
200there's a number of factors kids have to weigh when they look at how do I achieve what I want to do after high school and it's more complicated than it used to be. You know, when I was in school, there wasn't dual enrollment. You there was some AP and you did some AP and right, you go to college or you did CTE and you went to CTE, right? And so, we've created more opportunities which is great. It's awesome. It's made it more complicated, too. And that's I think speaks to what Dr. Prader was saying as well is it's there's not one or two sort of things to grab on into and say, "Okay, that's what's happening." It's very multiaceted. Um it's a blessing and a curse for kids. You know, they have a lot more
201opportunities, which is great, but it's it's harder to navigate. Um and so that's that's our work to do and support them in that, too. Um but yeah, I agree. We want to continue to expand the opportunities as long as they're what kids want. And Qua wants it, too. They want to continue to have more offerings as well. So, we should be able to keep forging ahead. Okay. Mr. Clawson, then Mrs. Sheffford, then Mrs. Baltadon. Who went for you? I didn't skip line. I don't know that you skipped line. I can't I'm going to go ahead first. Sorry. Well, we So, quick question. So, let's say so it seems like we're taking some general classes like AP physics and moving them into this categorization. This This is Yeah, sort of. But not I mean it's a
202very early this is sort of pilot. So we've done it with environmental studies um at slow high school and so well so let me just ask ask a question. So let's say we have two or three teachers that are qualified to teach AP physics and one has a master's degree and the others don't and we move AP physics to be dual enrollment. Does that preclude the non-masters teachers from teaching AP physics from that point forward? Not necessarily. So in this specific case where you see on here right we are trying this with the partnership with a Questa teacher and a soh high teacher because they've done it in the past when that teacher worked in another district and it's the same teach same our teacher and Questa teacher working together for this next year so
203they've worked together in the past and been pass rates high successfully work together. So that's why we're trying this again. So in that particular case yes it would be Qua does have a model where you can have a teach high school teacher the facil facilitator and the Questa teacher teaches and in that case the teacher the high school teacher does not need to have a masters and you can still have a dual enrollment course they offer sort of a theory though the more classes we move into dual enrollment the more we're limiting the portion of our staff that can teach them. Is that a true statement? Not necessarily. No, because again in that hybrid model you can have a Questa le and you can have a high school teacher be the facilitator. It's still a
204dual enrollment course. That high school teacher does not need to have a masters or meet the Questa criteria for it to be a quest to teach. Okay. But we just went through an explanation about the reason we're not doing it moral bay is because the teachers have a lower incident of masters. But we're not using that approach there. I guess I don't know just the explanations don't. So in terms of the the option I talked about is a newer one. It's not it's been come on maybe I experienced it. We had a couple there's a couple classes at AG High that started it maybe three years ago. So that's a newer model that hasn't been existence in the past. In the past has traditionally been you have the masters to be a Questa teacher to
205do enrollment or not. So Questa is trying to um offer some other options as well. So where sites are schools are not in that position where if you need to offer more enough sections that more than one teacher needs to do it then you're sort of stuck. I don't know if does that does that help answer it's a reality sounds like you're saying we are stuck except for this like exception case that might emerge but it doesn't really emerge yet so we can't really count on it but I I'm not buy in your answer completely I guess I would say traditionally for most of the probability of how dual enrollment works most of them yes you have a master's degree there are some abil there is an ability to do a workaround it is newer
206and it does not happen as often very little. Yeah. And if we offered multiple sections of a class, there could be an offering that was taught by a teacher with a master's degree and it is dual enrolled and we could choose to offer the same title course without the dual enrollment with a teach you could you could run two sections. We could choose to I I would refer to doc Mr. enough if we do this or not, but we could run an AP physics that is not dual enrolled by a teacher that may or may not have a master's while simultaneously offering. And again, keep in mind that our principles make decisions about which staff teaches and they also make decisions about which courses will be offered to students based on um forecasting that we
207do with our students. And when Dr. Prader said it was complex, he was right. He's legit. It's super complex. You're You're right. It's not. It's driven by student enem drives master schedules at high school. All right. So, I don't know which of you had your light on first, Ellen. So, I want to make sure Brian, were you done? Okay. So, a a question and a comment and my question is um so by offering something like AP physics as a dual enrollment course, we're not eliminating a position at the high school of a teacher who doesn't have the master's degree. No, we're just offering it as a dual role opportunity and they can still take the AP test and get AP credit. Okay, so that's I wanted to clear that up. This is we're doing like
208this is a this is a pilot this year of doing specifically with this class. I've talked we've talked a lot with um Rollin and and Mr. Dickinson the principal and his um team about this. This is sort of a pilot we're trying um because it is a pretty unique situation in my experience before when you have a Questa and a high school teacher working together. It can be great or it can be not so great depending on their relationship and how they've worked well. And I've had both. have had it been great and had it not been great. So, the fact that they've worked together and done we're piloting it. So, it's not like we're just going cart blanch with all these courses this way. We're really just trying to see what this how this
209is going to work um at Solh High with this particular sort of option to see if it's something we want to explore. Most at this point in our district, most dual enrollment is in the CTE uh areas and they're and they're generally class courses that are not offered at uh well they are offered at the high school at the particular high school as as um students will gain the advantage of taking a course and having it be dual enrollment whether it's something they're you know planning to go into as career or not. And I think that's one of the um pluses for this. I really appreciate the expansion of course offerings as dual enrollment. I think it's great. I mean, I remember it's something as a board that I'm really it's been great to watch
210this occur because when I started on the board, this did not exist. We didn't have dual enrollment with Qua. and to watch this grow and expand and these opportunities become available. And it's also, you know, I know we certainly support support it for our students who are planning a career that is more CTE driven, but I also very much appreciate it for our students who plan to go to take these courses and be able to use them to tr when they transfer money to save money and be exposed to additional courses um as electives and save money and time when they uh when they go to a a four-year school. So, I think it's beneficial to all students and I really appreciate and and am excited to see the expansions of these offerings. Does offer
211advantages why you see more students taking dual enrollment than in the past, right? Um thank you for the presentation. I I what I'm hearing is um a a really robust expansion of our CTE program, but I'm also hear hearing and and seeing visualizing disparities between the two traditional high schools that I think are worth looking into a little bit. We heard some of the explanation behind it, but the explanation doesn't address what we can do about it. So I think there's value in some sort of internal audit as this program is growing to kind of assess that's data driven that we can tie it to. You know there was the mention that we have more students completing CTE pathways at Mororrow Bay High School. Why is that? And are there too many offerings at slow
212high school perhaps? I'm you know there's there's things that we can assess. Um, why do we have more teachers that are qualified by Qua standards to teach dual enrollment classes at one high school versus the other? Is there something is there a systemic issue here on how staff are distributed? These are all questions that I think are worth asking. Um, and um, there was a third a third uh, question there that I can't remember what it was or third point there. But in essence, I think since this is a newly develop or this is a developing program, um I think it's a ripe time to audit it, you know, and to to take to assess it and to look and see um you know, where can we shore things up and um ensure that we
213are providing equal opportunity um at all of our at both of our high schools, at all of our high schools, all three of our high schools. Um, so that would be my um suggestion going forward. Just to put it out there. Okay. Um, Mr. class, just real quick, I I feel like the tone of this has kind of gone in a weird direction and um I I just want to say that dual enrollment pro programs are extremely great and positive and it sounds like we're all poking holes in them. I I mean, I can speak for my own kids. It it benefited them because they got the credit without having to take the AP class. Saved them money. It saved them stress. It it it's a extremely positive program and so I just want to
214leave on that note and not the what if a teacher doesn't take a No, I have I hear you. My my son took doing one too. It is it's a great opportunity for a lot of kids. Um especially some of our most at risk kids because it's free. You don't have to pay for a test. You're guaranteed credit if you go to Cal State or UC through the Gety Agreement. Like there's a lot of positives to it which is why we see you know see more kids taking it. So like I said kind of from the beginning I'll keep saying it it's about opportunities for kids and that's what I'll keep working on to to promote as much as possible but yes we'll we can look at kind of overall right like what's going on
215how thing and Dr. P said it's like a lot of things there's many moving pieces but nonetheless still work to really do see if we're going in the right direction. Okay, thank you. I I'll go to the public. Hi, I just wanted to offer uh experience as a former AP concurrent enrollment instructor. And so um this keeps going out. Um part of the uh dilemma that uh my school faced was oftentimes the course through the local community college the course competency competencies were not always at the academic rigor of an AP class. And so um what Quest is doing is pretty uniform with most most community colleges when they're giving that college credit because if you consider like A throughG requirements, right? you can't have someone who isn't a subject matter expert. So, for example,
216I have a master's in English, which then allowed me to open up both literature uh courses with that kids were able to get credit as well as composition and rhetoric. And so, we're not talking about quality of teaching when we're talking about dual enrollment because they're getting that college credit and it cannot be equivalent to the high school credit, right? It's double dipping. And so I understand the desire to increase dual enrollment classes. I just want the awareness to know that it isn't always at the same academic level that an AP course requires of students. Um the the writing demands aren't there. Um I also want to add that um in Iowa we had students we basically and I know a task is just piloting it and they just had their first student graduate with
217an AA. Um it's pretty common um for school districts to have programs where students are they have access to dual enrollment classes at the site, but then it's also very common that they go then to to the local community college and there is a pathway established where they are kind of double dipping, but they're, you know, they're getting their history or their math class at the community college. And so when they graduate from high school, they're also graduating with their AA. And so I I would hesitate to limit the conversation between access to teachers at different sites, but however, Miss Balta Donald, super valid point um for distribution of load, but just to consider um how what access actually means and what the end goal is. And I also have to add that um at
218least in Iowa, I don't know what it's like in California, but um I was contracted through De Moine Community College. And so, uh, the credit that they got from my courses wasn't always received outside of the state. So, that's also something to consider. Whereas AP scores are pretty like nationally recognized. And so, I did have students that when they left the state, even though they had, you know, credit for composition, the university didn't necessarily honor that. So, that's also just kind of the drawback with that. So, thanks Yeah, I would like to contribute actually to the conversations that you were having regarding CTE. Um, I started I started uh actually I'll just start back in high school. I was chronically absent, hated going to high school and just decided I was going to do the
219very bare minimum to get by because I found wood shop and decire decided I'm just going to be a carpenter and build things for the rest of my life. Then my senior year, I met Jackie. I was at school every day and you know was more driven to get higher uh achieve a um a higher education. Uh so I graduated high school went got into the uh carpenters apprenticeship union uh union apprenticeship program and uh had probably I I would say 10th grade reading level right out of high school and throughout uh my early 20s. And we were having some discussions here about uh not everybody is needs to be going to college right out of high school or or have that direction. But uh what I'm concerned is that we would just brush those
220kids off academically. And one of the biggest barriers I had to achieving the education that I have now, which is a master's degree, was that I had I I had it I had screwed off in co uh high school and I had to take tests. I had to take a lot of classes to just even be eligible to earn a bachelor's degree. And so one of the cool things about the some of these pathways u particularly with union apprenticeships is that you can take that journeyman certificate which is uh comes from the um department of labor the US department of labor and a lot of colleges will accept that as uh um elective credit. And so I got my first uh degree, associates degree from De Moine Area Community College because I only had to
221take four classes and then 52 credits were transferred into the college um towards that degree. The problem was when I went on to get my master's degree, I'm sorry, my my bachelor's degree, none of those electives were transferable into that program. And so I I was basically starting over again as well. And so I just want to encourage us to always recognize that every student's the goal should be high academic achievement for every student even if their passion is to go to towards the trades. Um the other thing is we were talking about master's degree and that doesn't make you a good teacher and like I I appreciate that conversation Dr. operator I and I agree that academic attainment does not necessarily translate to uh proficiency in pedigogy but what higher education did for me
222was develop skills that you wouldn't otherwise get right and so 10th grade reading level I don't have that problem now I read just fine I'm very very proficient in reading and and there's even data that shows like I think master's students read at like 400 words a minute and bachelors is like 250 and common non-educated people is like 180. So I just as an as an organization I think that we should always uh prioritize and recognize high academic achievement. Thanks. Anyone else? Oh, okay. There's someone online. Yeah. Hi. Uh, this is Emily Goodman, graduate of Mora Bay High School in 2003, taking every AP class that was offered there and not St. Louis Bispo High School. So, I do appreciate Miss Rogers and Mr. Banfield bringing up that discrepancy that's been decades and decades in
223the making. Um, and I just wanted to ditto that I agree with everything Miss Baltadono said and this would be a really good opportunity to add to our strategic initiatives that we're working on uh to narrow you know the offerings between LOMS and Lagona and Mora Bay High School and St. Louis Bispo High School. Um, and I think that's it. I just wanted I was had my hand raised and then Miss Baltadono said everything I wanted to say. So I just wanted to echo her sentiment. So, thank you. Thank you. Okay, we'll move on then. I just I'd like to I'd like to make a motion to approve the CC CAP dual enrollment courses. I'll second it. So, I have a motion by Mr. Anger and a second by Mr. Banfield. Mr. Anger? Yes. Mr.
224Banfield? Yes. Mrs. Baltadono? Yes. Mrs. Sheffer? Yes. Mr. Buckman, yes. Mr. Clawson, yes. And I'm a yes. Pass the 70. Thank you. 9.03 approval of new job description and classification of employee. Dr. Puchia. Good evening again. Uh oh, my computer died. So my information isn't there. But so uh I am here tonight to uh present and seek board approval for a job description for the director of opportunity engagement. Um we have uh the very good fortune of having this be fully funded by industry partners through the ED Foundation. So it is a program it is a position and a program oversight that will not cost the district any money for the period of three years. So that's very exciting and the um again the purpose of it I'm sorry my computer died on me with
225all my information so I'm winging it right now but uh so the the purpose of it is multifaceted uh one is to help uh local industry our students engage with local industry through um apprenticeships kind of through the CTE pathways into a number of organizations here that are frankly finding it hard to fill positions u based on the technical needs of their of their organizations. Um it is also my understanding the uh vision of this will also align with supporting some of the additional programs uh through the um our our athletics effort the engagement uh programs through our athletic program. So, kind of a multiaceted deal, but again, I'm sorry I don't have the information in front of me as I said, but uh I'm seeking your uh consideration approval and obviously open to any
226questions at this point in time. Okay, Mr. Anger. Yeah, a quick question. The the job description specifically talks about precision manufacturing apprenticeships. So, I'm wondering what other apprenticeships, if developed, use this model? So, I'm going to defer to um our superintendent and assistant superintendent of uh ed services. They're a little bit more uh dialed into the to the scope of it. Could you uh repeat your questions? So, specifically, it talks about about precision manufacturing apprenticeships, which I appreciate. Um but I'm wondering if we have other apprenticeship opportunities when we follow the model that was developed with this job description. Yeah, that's a great question. I I view this position and I view this opportunity as a a framework, a template that can be applied across multiple industries, not just precision manufacturing. This is simply the
227opportunity to connect some of our graduates who are willing to participate and go through this this pathway continuum um to get um uh uh living wage jobs in our community. And um what I will also acknowledge and and um the previous comment from Mr. low. I couldn't agree more about achievement and that's why we've always said college and career ready is our responsibility. college and career, not or career and career. Because if that gets misunderstood and the and turns into an or we are going to lose a generation of kids because they will get pushed coralled into this space and so uh it's really important to me and I know it's important to this board based on your evaluation of me to consider achievement as a top priority. Back to your question though, this position
228is really exciting for me because it um it will change the course of some of our students lives and will give them the opportunity not just to have a living wage but also to uh be curious and engaged in the learning community that we are creat. creating. So, uh I do see uh Qua and Kalpali or Qua and in this day and age an online uh platform for kids to take night school and continue to get their degrees. But back to your question, this is the beginning. It's a framework. And I will say to you, we're faking it to make it here. We have the money. That's the big one. We have the a willing partner. in trust automation to help to trust us to help build this infrastructure and then my intention and I
229believe our intention foundation's intention reach their intention is to replicate this across multiple industries so that our students regardless uh uh it could be precision manufacturing, it could be healthcare, it could be education, It could be automotive, could be high-tech, um, uh, aerospace, engineering. I see this having multiple applications down the road. While this only is a three-year commitment, what I believe will happen, just because I know Mr. black and I know Miss Robertson and I know the team that's underneath all of this. Uh I suspect this will become a countywide model not just for St. Louis Coastal kids but for the entire county um as kids u move up through high school um they will have these opportunities. I predict within five years. Um I predict that this will become replicated within two years.
230Right now we're just trying to get it started. Uh we have lots of really great ideas, but um but we're all kind of um quite frankly we're we're trying to innovate this as a template for success. And um and that's why I'm I'm really excited about it, having a full commitment to this um with industry partners committed to it, with our foundation committed to this at a higher level. when you look at our um AVID programs and our NextGen programs and you're looking at how kids are uh learning and engaging in our high schools, uh I just see this being a natural continuum. And when you think about K12, TK12 education, um I I think this is going to take off, Mr. Hunger, and be really really exciting. But for the first year or two,
231we're going to be um we're going to be thought partners. We're going to push back on some of these assumptions and um we will be in a refining space um while we build it. Yeah, I I think uh this is very this is very exciting and and I think you know as as the board's uh one of the board's foundation exofficial members I know that this is a this is this is an initiative of the foundation um and and we're very lucky that we have that available. Uh I I believe that the plan ultimately would be for this to be a model regional program, not just county program, but I know that we're talking about northern Santa Barbara County as well as San Losabespoke counties. Um and and I would just end with uh for
232those of you who remember Mark Pera who spoke at the CSBA conference a couple of years ago, he said that we should stop calling it college and or career education. We should call it career education because college is simply a way of getting to a career. and there are many pathways to get to careers. I know that we we um will have to go to public comment, but um when the time comes, I would like to make the motion to approve this item. Okay. To the public. Is there anyone on Zoom? Okay. We have no public comment. Mr. Anger, the very excited Mr. Anger. Yep. I'd like to uh uh make a motion to approve item 9.03 approval of new job description and classification of employee. So I have a motion by Mr. Anger and
233a second by Mrs. Sheffer. Mr. Anger, yes. Mrs. Schffer. Mrs. Baltadono. Yes. Mr. Bfield, yes. Mr. Buckman, yes. Mr. Carson, yes. And I'm a yes. That passes 70. 9.04 measure C22 lease lease back sub lease amendment number one setting the guaranteed maximum price for the Pacific Beach High School new campus project. Mr. So yeah, so very excited tonight. I alluded to it earlier in my um bond update. Uh the GMP came in below our estimates that we had which is a good sign right for us in terms of again overall planning where we're headed. Um, you know, I hearing the PB kids today, knowing Miss Mr. D or being at the school recently for their celebration, those types of things. I can't wait for those kids to have a brand new campus. I mean, I
234just can't wait, right? So, when we talk about kids wanting to go to PB, you know, drawing in all those things, you know, I think having that campus is going to be a huge help, right, in terms of getting kids to really think about the benefits of Pacific Beach High School. So, again, it's um we were kind of 15, you know, 158 162 with the amount of work that we were doing. So, this includes the uh basically getting rid of the former portables that are left at Vicente um kind of that demo plan. We will be raising that whole site, right, for drainage, those types of things. End of the day, the community still will have a beautiful park, right, like they do now. Um and so it's it's just a win-win, I think, for
235everybody, the community and and um and the site. So, um, bringing this forward for the board to approve tonight and we should begin construction this summer. Okay, any questions? Mr. Schffer and then Mr. Hunger. Um, all I want to do is make a quick shout out to Mr. Bonan who has been waiting patiently in the back and is a um crucial uh person in making all this happen. And I didn't want you to spend the evening unrecognized. Thank you for coming and whether we have questions for you or not, I certainly don't. But thank you for all your work and your expertise and enjoyment of uh the tech the technology that you get to play with uh so much. We we really benefit from that. So, thank you for being here. And and I would
236just say I think one of the most exciting things is that that that new campus will have a CTE component to it and have in many ways a CTE focus. So this is very exciting. Okay. I'm uh I'll take this to the public. Is there anyone Okay. I just wanted to share that um I'm on the construction bond oversight committee and I I show up uh and I ask a lot of questions and I have not been able to stump Chris yet. So, we're doing good here. Thank you. Thank you. Okay, then I if there's no other public comment, I'm seeking a motion. I'd love to make a motion to um uh with regard to the lease lease back sub lease amendment number one setting the GMP for Pacific Beach High School new campus project.
237I'd like to second that. Okay. I have a motion by Mr. Schffer, a second by Mr. Banfield. Mrs. Schffer. Mr. Banfield. Yes. Mr. Clawson. Yes. Mr. Buckman. Yes. Mrs. Baltadono. Yes. Mr. Anger. Yes. And I'm a yes as well. That passes 70. Okay. Now we're moving on to a a spate of board policies 9.05 proposed revisions to board policy 113 district and school websites. This is a first reading. Mrs. Yamashida. Thank you. I'm trying to find it on the agenda, but I have the printed copies here as well. Um, I'm bringing this first read to you tonight with the help of the board policy subcommittee and the recommendations by CSVA as usual. Um, the US Department of Justice technical assistance publication, the accessibility of state and local government websites to people with disabilities, states that
238an agency with a website that is otherwise inaccessible to individuals with disabilities may meet its legal obligations by providing alternative accessible ways for them to use program services. but the um the programs or services but points out that these alternatives are unlikely to provide equal degrees of access. And so really this policy is trying to focus on and ensure that our public-f facing websites meet all the accessibility criteria. Um, we do coordinate with Final Site, which is our website design company, which ensures that our websites are compliant to current ADA regulations. That work is done both in our superintendent's office as we um support and um you know, keep track of where things are on the website and how as well as with Jeremy Kellish and his department. So, this is trying to update and
239clarify and make sure our our board policies reflect that we are staying current with whatever accessibility regulations are there. Okay. Thank you. Is it your recommendation that we bring this back? Yes, it is. Please. Okay. I'm seeking a motion. Okay. I'll take a motion. Okay. How about 9.06? Oh, stop it. Oh my god almighty. I'm having a difficult time tonight, folks. Is there anyone from the com from the comment that would like to speak to the public about this? Okay. Okay. Thank you. Okay. Then we will bring it back for a second read. Let's do that. Okay. And then 9.06. 06 proposed revisions to board policy 3553 free and reduced price meals. Again, a first reading. So, this policy reflects the new law, Senate Bill 348 from 2023, which clarifies that districts are required to
240make available during the school day and free of charge one nutritionally adequate breakfast and one nutritionally adequate lunch to any student who requests a meal regardless of the student's eligibility for their federally funded free or reduced lunch program. Um, and it does allow us, and we left it in the policy, although we don't currently do this, if students come back for a second serving of lunch or breakfast, we could choose to charge them for that, but that is not currently our practice. Of course, the federal food lunch program and free and reduced lunch programs, um, there has been much talk publicly and we are following that closely about changes Thank you. Is there any board comment? Is there any public comment? Is it your recommendation that we bring this back? Yes, please. Also, Aaron Primer
241and the um board policy subcommittee has already worked on this one. Okay. Thank you. Then let's see. 9.07 07 proposed revisions to board policy 4040 employee responsible use of technology again a first reading. So this is specifically an update provided by CSBA um to provide guidance related to the appropriate use of artificial intelligence by our employees not our students. This one is specifically addressing AI use by employees. If you remember, our own Jeremy Kellish was on the writing committee this past summer in CSBA that was working on developing this policy. Um, additionally, the policy is updated to expand the governing board's philosophical statement related to the recognition that technological re resources enhance employees performance that to include enriching the curriculum, enhancing student learning. Um it clarifies that the definition of district technology and specify the
242prohibited and permitted uses of technology and requires us to provide professional development on the appropriate use of technology for our staff. [Music] Um, and it also outlines that employees may access their mobile or other communication devices if there is a need to seek emergency assistance, assess a safety situation, or communicate with a person to confirm their safety. So, while we usually during instruction would not allow staff members to be on a device, in the event of emergency or some kind of safety issue, of of course they're allowed to access their device to get whatever they need. Okay. Thank you. Is there any board comment? Is there any public comment? Is it your recommendation that this be brought back, please? Okay. It shall be done. Uh item 9.08 proposed revisions to board policy 4157-4257- or rather
243slash4357 employee safety. This is first reading policy comes to us again through CSBA and the board policy subcommittee. It's in reference to the new law SB553 from two 2023 which required that in July 1st of 2024 we will establish, implement and maintain at all times in all work areas a workplace violence prevention plan with specific components which also includes our new workplace violence um reporting form that all of our staff members um can report incidences on and they go to HR and then can be investigated and followed up on. So I request your approval to move on to second reading on this one. Okay. Board discussion, public comment. We'll bring it back. Thank you. Um 9.09 proposed revisions to board policy 5144.1 suspension and expulsion due process. a first reading. This is a very important
244policy to us and I know that our board really um prides itself on their work with expulsions and expulsion hearings and um specifically CSBA notes that while recognizing that suspension or expulsion of students is sometimes necessary legislative, administrative, regulatory, civic and educational leaders are united in the belief that instructional time should be used for student learning purposes and that School discipline should be imposed in a way that as much as possible does not exclude students from school or limit their ability or opportunity to learn. And they really speak to the importance of the fair administration of student discipline in the ways that treats all students with dignity and respect while using a continuum of supports to increase student success and promote positive and supportive school environments and keep students in the classrooms learning as much
245as possible. So again, this has been reviewed by Chris Dowler who is our student services assistant director over discipline as well as the school um the board policy subcommittee and it comes to us through gamut and CSBA. Okay. Is there board comment, public comment? You mind me? No, no, go ahead. Um, if you listen to many of the criticisms that my wife and I bring to the board, it typically has to do with administrative processes that we're really dissatisfied with and how the district executes those processes. And especially in this moment right now, I want the school board to recognize that our democracy is literally lived out every day through our public agencies administrative processes. And so due process right now is is really really really critical and it's really really important that we recognize
246that. Um and my wife made a comment earlier about Moms for Liberty and part of the reason why extreme ideologies are very successful in taking over local institutions is because they hone in on violations of due process. They hone in on failures to um satisfy administrative processes and us being here being vocal, our our goal is to protect that for our community. And so if some type of radical ideology comes into our community, my wife and I will be here. And the reason why we're really really hard on the school district on these types of topics is because we've seen what it does to a community and we don't want to live in that community and that's why we're here. Thank you. Thank you. So, Mrs. Baltad, um yeah, I just wanted to um thank
247you for I guess reinserting or removing a paragraph that was missing from the um the four outlined points. one, two, three, four. There was some missing language there. So, it makes a whole lot more sense now than it was than it did originally. Um, but I wanted to ask whether um we have uh whether uh Mr. Dowler has reviewed this policy in particular because this is sort of an area that he oversees. And on that point, whether um our consultant in this area, Doradome Law, has weighed in or I I would actually trust Mr. dollar because I know he works closely with her. Um just to ensure that it conforms to everything that we are obligated to do under the law. Um I read the book, the full book that Mr. Dollar gave me when
248I joined the board. Um that was written by Dora Dor Dora Dome. And um I I I just I want to just emphasize that these when we get to expulsion hearings, these are these are legal hearings. they are formal. They need to be conducted formally because it is due process that is at stake. Um and so um I'm glad that you know we're updating the policy here and I think that's just I just wanted to use that as an opportunity to say that this is important stuff and I'm just wondering if you checked in with Chris Dollar. Yes. The way our process works is when the CSBA recommendation first comes out quarterly, they get sent to the director first as the first step. So he actually uh worked on it first and then he and
249I met to review his ideas, suggestion, changes and then from there it goes to the board policy subcommittee next. And if we feel comfortable with it, we do not always reach out to actually our attorneys that we contract with because of course that's an added cost. And part of what we're paying CSBA for is their legal guidance on this. Exactly. If there ever is a question or something that we are uncomfortable with or is extremely different than our current practice and we're not sure do we have to do this or can we keep this or that that's usually when we will reach out to our contracted attorneys regarding specific elements of the policy. That makes sense. And also presumably CSBA's legal people are the ones that are making these recommendations. Yes, this comes from CSDA's
250legal team and I'm also glad to hear that it goes to the director first. That makes sense. And thank you. Yep. Mr. Sheffer, you know, I just wanted to echo what Miss Yamashidus is saying that um the the way the committee works is we do not see this uh the board subcommittee do does not see these until they have been reviewed appropriately by the director or um staff who will be implementing be responsible for implementing this to make sure that's when we have the ability, we meaning the district, the district has the ability to customize these uh to make sure that that they will um uh that they will be implemented in accordance with our particular district's needs and the way we do things. So, as as Missa pointed out earlier, the one about the
251those concerning technology, uh Jeremy Kalish looked at and anyone else. When we've done those having to do with um with for example sports related or athletic related things, they go to the they go to the athletic directors. You know, we're really we do not the committee does not see these until they have been vetted by the appropriate the kind of our district experts in those areas. I am uh asking if I may move this on to the second read. Yes, please. Okay. 9.10 proposed revisions to board policy 6143 courses of study. A first reading. I'm actually bringing this one back to you from last time. This was a first read. And at the bottom of the first page, there was a robust discussion regarding the sentence about the district's course of study. And it had
252the word may provide blah blah blah blah blah. And there was a discussion about the need to change it to the word shall. And so I brought it back to the board policy subcommittee. We met about it and made a change to that sentence that now reads, "The district's course of study shall provide for a rigorous academic curriculum." Period. Thank you. Is there board discussion? I think it shall move on. Anyone from the public? Okay. Having seen this once before, it's up to the board. Do you want to bring it back on consent or would you like to vote on it now? I appreciate that the change was made and I'm comfortable voting on it. I am comfortable voting on it, too. Yeah, but I'm seeking a motion. I move to adopt um board policy
2536143 courses of STEM. And I would second that. I have a motion from Mrs. Baltadono, a second by Mr. Unger. Mrs. Baltadono. Yes. Mr. Anger. Yes. Mr. Banfield. Yes. Mr. Schaer. Mr. Buckman. Yes. Yes. It's late. Your name just went right. Your last name went right out of my mind. Vote yes. No matter what you call me, Mr. Brian. Okay. And I'm a Yes. That passes 70. Thank you all for your detailed attention and time. Okay. Moving on to the action consent agenda. Please let me know if you'd like anything. P. That's so helpful. Everybody put your name this this direction. Marilyn can see. I'm going to give comment on this on that on the consent. Oh, we don't take public comment on the consent agenda. Uh yeah, pardon. Any any item you make, any
254decision you make, you've got to get public comment for it. No one's ever I have. I've done it in the past. Have you? Okay. Come on. usually you decide to pull it, you give public comment. Um I just I want to talk about some of the concerns I have with legal representation um across our area for public agencies. Um the many of these agencies have business models that depend on billable hours and so for their business to succeed, they need to achieve a certain number of billable hours. But from a public agency standpoint, billable hours are bad. That means that the public agency is not doing a good job or not doing what they need to do. So when you have a private organization with that type of business model representing a public agency, they're
255in contrast with one another in what their ultimate goal is. The attorney, the private agency wants to make money and we should be saving money. and it's been Mike's uh based on some of the financials that we looked at uh Slow Coastal has spent a lot of money on legal representation over the last several years and I just wonder if we've ever looked into the type of uh payment structures that we have with these legal services so that we're not just paying out hundreds of thousands if not millions of dollars in billable hours for legal services. And you know, it's been we we interacted with um legal representatives with the school district this school year and the item that we were interacting with them on was so silly. It was so silly. We should have
256just been able to have a conversation, get the public records that we were looking for, but instead that it it was just so trivial. It was like we had to be proven wrong. And I wasn't really happy with the way they provided services to the district either in that um I found that a lot of the uh replies in the briefings that was submitted to the courts were inaccurate and misrepresented um some very very critical facts um and even cited case law that didn't actually represent the arguments or the the situation at hand. And so it just seemed to me that the whole purpose of it was to paint the opposing party as difficult to drive up billable hours. And so I'm really really concerned with how private entities are representing public agencies. And um
257I'm not just seeing this in our district, but with public agencies across the Central Coast. Thank you. Anyone else? Um, please let me know if you would like an item poll. 10.01 Approval of Certificated and Classified Personnel items. 10.02 Certification to the Board of Education Board of Education temporary athletic coaches for the 2024 25 spring sports season. 10.03 Acceptance of donations. 10.04 4 renew legal services contract with Lozana Smith. 10.05 approve legal services contract with Glover and Whiteside. 10.06 Approve legal services contract with Dora Dome Law. 10.07 Approval of purchase orders and Calcard purchases. 10.08 Approval of Warrants and payroll. 10.09 09 proposed revisions to board policy 6141.2 recognition of religious beliefs and customs. The second reading 10.10 proposed revisions to board policy 3516 emergency and disaster preparedness plan. A second reading 10 uh11 approve
258proposed revisions to board policy 6163.1 library media centers a second reading. I'm seeking an approval of items 10.01 through 10 11. I move approval of items 10.01 to 10.11. I'll second. So I have a motion by Mr. Anger, a second by Mr. Buckman. Uh, Mr. Hunger. Yes. Mr. Buckman. Yes. Mrs. Baltadano. Yes. Mr. Clawson. Yes. Mr. Banfield. Yes. Mrs. Shepard. And I'm a yes. That passes 70. Uh, do we have anything for the consent agenda? We did that for the future agenda. The advance agenda. We just did the after 10. I think anything you say is excused. I am a pumpkin. Okay. The advance agenda. Okay. Hearing nothing. How about reports by board members? I hope not. Okay. Thank you very much. We are ajourned. Mrs. Gadono has her light on. Do you Did you
259have your light on? I've got a really early flight. Oh, really? Got 5 a.m. Yes.