001Yeah, hold on a second. We're working with Banfield to get your thing done. Hold on. Right. Okay. Now go ahead and check. Check check check check check. No. Okay, perfect. Okay, good evening. Good evening and welcome to the regularly scheduled April 1st uh meeting of the St. Louis Coastal Unified School District Board of Trustees. We have translation available uh for anyone who needs it. If there's anyone present in the room here uh that would like translation, we have headphones at at the rear there being held up. And if you are participating via Zoom, if you look at the I think it's the bottom of your screen, the globe icon, if you press on that, you will be directed to translation. Thank you. The board met previously in close session. We discussed uh a personnel issue.
002We conferred with our labor negotiators and we began the process of the superintendent's evaluation. Do we have consensus on the order of business? Seeing that we seeing that we do, we'll move on to student representatives to the board and we'll begin with Nate Landworth and Sahara Segler from Moral Bay High School. Hello. Thank you so much. Uh to start off talking about our general campus stuff. So we had open house before spring break. All of our eighth graders from LOMS showed up along with several kids from Central Coast Waldorf School, formerly known as Wishing Well, and Old Mission School. Uh they all came to MBHS for an assembly um that featured opportunities at MBHS, including clubs, sports, our CTE pathways, and other electives such as AVID, yearbook, and art. There the eighth graders also had
003a campus tour and a separate presentation from our counselors about registering for their classes. Then on Thursday evening from 5:15 to 6:00, all incoming 9th graders and their families are invited to a special presentation about MBHS and how to register for classes before they go out to enjoy our open house. And the open house was great. Our attendance was higher than last year. Um, in regards for state testing for our 11th graders will be next week. We'll be doing math next week, English the week after, and then science testing after that. And of course, AP testing uh kicks off the first week of May. In regard to sports, spring sports are doing great so far, and there are just two highlights. Baseball is off to a great start with a record of nine-2 and undefeated
004in league play so far. And for track, an interesting amazing stat we have is last spring, Shelby Taylor, who is one of our 10th graders, broke her coach's school record for the 1600 meter. Uh last week, she broke another record held by Coach Far. The 3200 record is now a few seconds faster than Coach Fre's previous school record. As a sophomore, Shelby has broken two records set 30 years ago, which is extremely impressive because Coach F is one of the very few MBHS pirates to be a state champion. Uh so congratulations to Shelby on so much success at MBHS in just two years. And yesterday as well, the boys golf team tied for first in their first league or second league match. And now for upcoming, let me see. Is it going to work? There
005we go. Upcoming events. Uh ASB is having our inter mural March Madness basketball tournament this weekend or this week's, excuse me. Uh we're hoping to take down the staff team this time because they had a pretty good team last year and they're running it up again. Defending champs. And in the ASB world, we are holding our executive board elections for ASB this Friday. Although we will not be there to see all that they do, we're excited for all of our new officers that come in and the amazing things they will do. And then our spring play, Little Shop of Horrors, opens next Friday night, and we're excited to see the show. Make sure to go out there if you're available any of those nights. And also, we are looking forward to the MBHS Film Festival
006at the Bay Theater at the end of the month on the 28th. Thank you again. Thank you. And now we have St. Louis Bispo High School and Leo, I don't remember your last name. Durus, it's all right. Good to see you. Yeah, of course. Likewise. All right. Hello everyone. I'm Leo Durus. I'm filling in for uh Linda Rojas who typically comes and gives these presentations, but nevertheless, here is Slow High's message. And also, um hope everyone had a great spring break. Um Slowh High is already coming back and we're going into full gear with a lot of um events. The first thing I'd like to bring up is ASB. The ASB is doing a lot of things right now. Inter mural basketball is live as well. Um we're having games start next week. We were
007doing signups this week. We also have open mic coming up. Um it's an event we did a couple years ago last or I don't believe we did it last year, but uh basically we invite um performances by student bands to basically perform during lunch and it's a great way to show and give some visibility to some very talented people on campus. Uh additionally, the 24-hour relay is coming up pretty soon. ASB is going to be working on that. Uh we had a video launch today announcing the theme. It's going to be survivor themed. So we're going to have all the running and all the relaying and then throughout the relay we're going to have people be competing in survivoresque games to see who's the most spirited. Um additionally, uh prom is um on the horizon.
008It's going to be May 3rd. Um I don't believe I think it's I'm still on my NDA to not disclose the theme yet. Um however, it's going to be coming up pretty soon. Um, in addition to that, we're having a beach cleanup this Saturday, um, at Avala Beach. We're going to be going down there getting a lot of community service hours. Um, signups for that are also out around the Slowhigh campus. And like Moral Bay, we're having elections uh, not this week, but next week for our executive council. Um, we're filming those speeches uh, this week and next week on Monday. So, yes, very good things are all happening. All right, next slide. Um, beats and brass. This is a great fundraising event that's happening by our Slow Imba booster club for the band. Um
009it's an it's an unforgettable evening of funk and jazz at stunning Riata Ranch on Saturday, April 5th. Uh Slimbo's sorry, Simba's first spring fundraiser event will feature the DOM jazz combo and local funk legends funk jacket. Uh enjoy old slow BBQ as well and the silent auction and support of local music education. And tickets for this are on sale right now. So if you want to support slow high band, you can go beats and you can go to beats and brass. It's going to be a great event. All right. And um many band students are also going to be involved in this fundraiser and you may have actually caught them on KBY. Um they went out and promoted. So it's going to be a great great great event. Um additionally uh we have some amazing
010things to report from Monday club. Um the Monday club um always um award it's an awards program to recognize the excellence in music and visual arts of students in their junior and senior year of high school who reside in slow county. Uh slow high had a few winners um recognized very recently. Uh the art that you see in the top right was by Joanna Rawlings. She got second place as awarded by the Monday club. Uh the art you see in the middle, those three um those paintings were done by Maya Jakot. She placed first place, third place. And Maline Bessum's uh work was um down there in the bottom left. She received the judges merit award. So a lot of great artists at high. We nearly swept the podium for the Monday club. And of
011course, we're also proud to have those students at high. All right. And then in terms of athletics, we have a lot of news for athletics. We had a lot of stuff happen over um spring break. First off, um just in a more uh well yeah, never mind. Sorry. Uh baseball first of all had Clovis East and Kerman this past weekend. Um they lost to both of them unfortunately, but they have a lot of league games coming up coming up pretty soon. Softball picked up a few tournament wins and a league win. They are currently first in their league as well, so it's all very good for them. Boys volleyball split on last week. Uh they won one lost one defeating a Tascadero but falling to Sanz. Uh beach volleyball also split on the week uh
012holding on to second place in league and stunt beat pass the robels and will continue to battle for their way into CIF and pass the robos historically has been very good in stunt so we're happy to beat them. Uh and then track and field also has had a very big um last week. We had practices over spring break. We had a try meet on the Wednesday. We also sent a few dozen athletes out to Buchanan for some great race experiences against some of the best in the section. U we came back home for that um try meet as I said which we won for both varsity and um JB I believe for boys and we won for varsity and girls but we didn't quite win for JB girls but overall very very very good. swim
013and dive as well defeated um Regetti and Templeton in dual meets and boys tennis defeated Sanz and Pastor Robels. And in other unrelated current sports news, something um I'd like to bring up is that next year we're going to have flag football coming to slow high. Um there's going to be an option for or it's girl girls flag football as a CIF sport. It's going to be starting next year for the fall 2025 season. It's going to be awesome. All right. And then in terms of individual athletes, uh if you want to sign up for that, if if you're out there looking on the Zoom, you could just reach out to your counselor to sign up. Also, as well, um we want to I want to take this moment to recognize Bailey Hartford, who was
014actually recognized by the uh Slow County Tribune and the Slow County as the girls basketball player of the year. She had a terrific season. If you went to any girls basketball game, you would have seen it. She was absolutely amazing. I vividly remember a moment when she scored five three-pointers in one quarter. Um Bailey Hartford's terrific. Uh we're so proud to have her. All right. And then I believe that caps it for athletics. Uh the next slide we have FFA. Uh they're currently um competing at the moment in par in state finals for both parliamentary procedure and um for other respective categories for the the top three individuals from our school went to compete as well. um LDE and CDE competitors held a public speaking night for parents and guardians to understand the true value
015to go into preparing for competitions that was held recently at slow high and yeah I got all it right sweet and then upcoming dates in general for slow high is prom May 5th sorry May 3rd my bad very very important day still can't disclose the theme hopefully we'll be getting that out soon and then the 24-hour relay Memorial Day weekend after AP testing after prom everyone's going to have a lot of fun it's the penult like basically the penultimate weekend of everyone's final week of high school. So, it's going to be a great event and we hope to get a lot of people this year. If you're out there, sign up for the 24-hour relay. All right, that is it for Slow High's report. Thank you everyone. Uh hope you have a great night. Thank
016you, Mr. Schffer. As always, thanks for the reports. Um I just wanted to say, uh Nate, you talked about moral big golf. Did you have anything to do with that? You were telling me that you're on the golf team earlier. Uh maybe we don't necessarily talk about my score, but I was there. You were there. You were there. Good. I got to witness us getting tied first, which if you don't really know golf, it's hard to get first place, but it's even harder to tie for first with five scores all totaled up to the same amount. So, well, yeah. Good job. Good job. And then when I hear about all the ASB elections coming up, it just makes me realize that we really are closing in on the end of the school year. You know,
017that's amazing. And I wanted to also point out that I had the uh pleasure of running into Leo at the Denver airport a few days ago when he was um returning from visiting Penn where he will be attending next year. So congrats on that. Yeah, it was great to see you. Yeah. Yes. Congratulations, Mrs. Baltadono. Thank you for the great updates as always. Um, I wanted to congratulate all of you on all the great work at your schools. Um, I do have my tickets for Beats and Brass. I'm looking forward to supporting. It's not just Slow High School band, but also Laguna Middle School band. So, I think that's pretty cool. I need to get my tickets for Little Shop of Horrors. And I am excited for the 24-hour relay. Last year I chaperoned and
018I'm sorry but I took me a week to recover from being up all night um because I never pulled an all nighter even in college. So um my son will be participating but I'm going to go out of town that week. We're giving them a day off. We It's over Memorial Day, right? So you get that extra day after. Smart. And thank you for scheduling it after AP exams this year. I think that was very thoughtful. Okay. Okay, I don't see any additional board comments. So, as always, thank you very much for your reports. We always love to hear from you and I know there's nothing that you'd like more than spending the rest of your evening with us, but you also have other commitments. We're aware of that. So, please feel free to go
019with our thanks. And moving on, we have item 6. Oh, I beg your pardon. San Louis Vispo High School program highlights, Mr. Dickson. I can start without the presentation if that's fine. So, it's good to see all of you. Thanks for being here. Thanks for inviting us. Um, as you can tell from hearing from Leo and Linda, each board meeting, there's so much to celebrate uh at St. Louis High. Um, so proud of our students, so proud of our staff. Uh the way we're going to do our highlights today is I'm going to present first and I'm going to share some data points uh that are some things that we track at our school, some things that we're proud of. Uh so you can get that insight. Um and then I'm going to turn it
020over to three of our students who are going to share about three specific programs at our school. Uh the first go without Oh, it's working. Cool. Nice. Um, so it's always good to look at our hear from our students and to gather student perception data. As you know, we do that through the youth truth survey. As a school, we really strive to have a culture of connectedness, of care, of high expectations, where our students are challenged, where they're supported, where they're known. And it's fun when they are picking up on that and reporting those same things. Uh, so one of the first summary data points is just about students feeling welcome and having collaborative relationships. uh at school and you see really high um perceptions of that at our school and also an increasing level
021of that year-over-year. Uh the two other ones on that slide that are interesting are about um how students report collaborating with their classmates frequently in their classes each period. One of our theories at slow high is that students learn better and more deeply when they are frequently processing with each other and collaborating with each other. uh learning so often is a socially mediated process and we talk about that and we work on that in our collaborative work as a staff and it's fun when we see our students reporting those same things in their experience. So in that one of those slides it talks about how often are you collaborating with students when your teachers ask you to or make you essentially um and we're in 91st percentile in the country uh in response to that
022question and you see that going up also year-over-year and that's the result I think of our real intentional work as a staff and even today when we were doing our work with University of Washington we have these same theories of action like if our students are collaborating in this way um all of our students even those furthest from justice will learn more deeply. Uh so it's fun to see our students reporting that. The other one is even if our teachers aren't asking them to collaborate are they doing it and similarly they are and an increasingly high levels. The next slide talks about and this is going on some of these I don't know how to use this thing. Is this working for you? There it is. Okay. Um some other themes that come up in
023our work uh with the center for education leadership is about our students being happy and proud and these four points from our youth truth data speak to that. Um especially you see that pride coming through of I am getting a high quality education at this school. I take pride in my schoolwork. I try to do my best in school and we learn a lot almost every day. Not only do you see those perception scores being really high, but you also see them growing year-over-year. Um, and so that's something that we're proud of and we're hoping to keep growing. Um, we also of course pay a lot of attention to our students with D's and Fs. Um, we we believe that all of our students can learn at high levels and a key part of that
024is um making sure that our students who are struggling more are getting the interventions and support they need uh so that they are um learning deeply. Uh so something that we are proud of is that number has keep has gone down uh year-over-year for our students who have an F and you see those numbers there from 400 down to 242 and this year we're at 180 and also students with D's and Fs you see those numbers also decreasing from 527 5 years ago to 501 443 418 to 373. Uh so we're proud of that work and I announced that um to our juniors. We were doing our talk before smarter balance assessment and just spontaneously they all started cheering for that which was so cool because they're proud of it. I mean they're part of
025that story of really challenging themselves and doing well. Um and a lot of work goes into that. So we're we're happy about that. As you know we want as many doors to be open for our students as possible as they move forward. You heard about Leo you know going to UPUP. um for people going to UC's, CSUs, a lot of that's meeting the A throughG requirements. Uh so of course as we have more students getting C's or above in their classes, um higher percentage of students are meeting those requirements. Um and one more thing just about AP exams. There are so many ways to challenge our for our students to challenge themselves. One of them is taking AP courses. Um the story also over these past few years is more and more students are taking
026advantage of those opportunities taking the tests scoring threes or higher on the tests and you see even our percentage of students uh scoring that three or higher going up from 79 to 90 89 up to 93%. So it's just outstanding we might not be able to maintain that 93% at all times but we'll keep trying. Uh currently the number of AP exams that our students have registered for and purch purchased is over,00. So it looks like we're going to see that number just going up and more and more students are being involved in those programs which is great. Um of course it's not just about that kind of data. It's so fun to hear from our students and all the amazing things they're doing academically in the arts and athletics and in all the activities
027we have. So I'm going to turn it over first to Freda. Um, and then we're gonna turn it over to Hunter and then we're gonna turn it over to Lana. Um, and they're going to talk about uh theater and then robotics and then the wellness center and how our students are involved in some great uh ways there. So, first Freda. Hi everyone. Whoa. Uh, my name is Freda Vega and I'm the president of our wonderful theater company here at Slo High School. We just closed our spring musical, Guys and Dolls, with our biggest cast yet of over 50 people, which was a lot to fit on stage. I, myself and many others have created lots of new relationships or built upon old ones throughout the course of the show. We all came together and collaborated
028and created our own like thriving theater community full of people who are ready to support one another. I want to thank Miss Eban, Miss Metler, and Mr. Robbins for their hard works and support during this production. Additionally, we have revived our membership as a theater troop 3958 and attended our first international thespian society festival where students competed with others across the state and attended workshops led by industry professionals providing us with great new opportunities. It was an enriching experience and we hope to take a bigger group of us um next year. I want to congratulate Jude Biggers for becoming a state officer of the festival as well. Um, upcoming we're going to have our final production of the year, the student directed show, which will be Frankenstein, directed by Trevor Pearson and Kiana Blau, two
029seniors. We hope to see you there. It'll be a really fun time. Yeah. Thank you. Hello, I'm Hunter Dorf, co-president of the St. Elizabeth High School robotics team. So just to give you a little overview of like what we do every year, the robotics team creates robots designed to complete a specific set of challenges determined by the VEX robotics company. It is a comprehensive design process that requires outstanding knowledge of both mechanical and software engineering as well as the ability to communicate effectively and document everything. Each competition is made up of a series of two versus two matches from teams in the area. Ranking well randomized matches qualifies a team um to compete in an elimination bracket um where two teams eventually come out to be the champions. That is what we were able to
030accomplish two weeks ago at the California State Championship. After remaining undefeated during the qualifying rounds, we made our way through the elimination bracket all the way to first place. Um as you can see on the screen, this is one of our finals matches. Um, so in addition to our victory, we were awarded the excellence award for our strong documentation of our design process as well as the skills award for our strong ability to control the robot autonomously and with manual input. These three awards gave us multiple qualifications to the world championship in Dallas, Texas, where we will compete against the top 800 teams of the total 12,000 international teams to hopefully become number one. Um yeah, so our dedication is a strong reflection of the time and effort that students give at St. Louis Abyispo
031High School. We hope that our club as well as the others on campus demonstrate our ability to embrace new technology as it is created. Thank you for your time this evening. Thank you. Oh, hi everyone. I'm Lana Goodman. Um, I want to start off by asking, what image does the term wellness center conjure in your mind? You might imagine counseling individually or in a group, a calm space, or a place to reset from the stress of teenage life. The Slow High School Wellness Center is all of that, and it's so much more. It's a place to connect over puzzles, make friendship bracelets, share student art, and even de-stress with baby bunnies during finals week. That was my favorite event. Um, having a safe space on campus to support students with either staff support or peers
032without judgment is imperative and this is what the wellness center offers. So, I'm a senior at slow high and I'm also ASB's wellness and inclusivity commissioner um and I'm the president of wellness club and because of that I've worked very closely with Mr. Miller in the wellness center. He's our um social emotional learning counselor. And since its establishment, I've got to watch the wellness center grow and flourish. Over 400 students just this year have accessed the wellness center and many more engage with our activities. As you can see in those photos, um we've launched some very impactful initiatives like be a lifeguard week, which we rebranded from suicide prevention week to focus more on how peers can support each other and learn to recognize signs and things like that because that applies to everyone, not
033just students who are struggling. Um, say hello week was another initiative which I invented to combat social isolation. Um, so essentially we had a schoolwide ro shambo competition where every student got a gold bead necklace and then you would do rock paper scissors and whoever won got the necklaces. By the end of the week there were some people with pretty heavy necks if you imagine that. Um, but the point of that was to allow anyone to walk up to someone new, start a conversation, um, and start a connection without fear of rejection. Uh most recently we've been piloting a peer support initiative uh where after training I and two other students take shifts at the wellness center. So when students come in we are the first people they see and we can ask them if
034they would like a student to talk to or an adult. Um, I've gotten to work with some students and it's been really amazing to see um, how I can connect with them. And being able to support someone who's gone through similar things to myself and might not be as comfortable talking with an adult, I think, is super important. Um, especially as school is a place of learning, but can be distracted by the weight of everyday life and personal things. So, having a peer to turn to can be really helpful. Um, at a high achieving school such as this, the stress can be overwhelming. And so, the wellness center is a resource, but it's more than that. It's also a statement from the school. It says to students, you are seen, you are supportive, and you
035are supported, and you are not alone. And if we want students to strive uh to thrive, we have to support their well-being, which is why the wellness center is such an amazing place. Thank you all. That's the end of our presentation. Thank you very much. Mr. Banfield, I have a question for the robotics. Yes. When does a robot become a robot in your experience and not something that's just remote controlled? Well, that's a tough question. I would have to say from the start of the design process when it is being um created a 3D model is being created on a computer by one of the design team members. Okay. And so are we saying in in robotics you're trying to create what? Something that that is how do you say autonomous? Autonomous. Yeah. Autonomous. You
036know I grew up on the old Lost in Space Danger. Will Robinson and Danger and I'm just wondering I'm just wondering where where is it right now? Where are you in the robotics club? Well, for the autonomous portion um it it's like a good port it's all software engineering for the most part. So we integrate a lot of sensors provided to us by VEX the one hosting these competitions and sponsoring them. Um, so a lot of time goes into setting up a field as sh like one shown in the video and we just do a lot of testing with the sensors, reading values, seeing how it correlates to the physical movement of the robot and just seeing how it progresses as we compete. Great. That's that's wonderful. Thank you. Thank you. Yeah, Archie needs repeat.
037Okay, not seeing anyone else. We thank you very much for coming and your presentation was wonderful. Okay, moving on to correspondence. Uh, we had one piece of correspondence received on March 18th from Betty Winholtz having to do with the sale of the Mororrow Elementary property. And I would like to say um seeing that Miss Winholtz is with us this evening that I would I became confused over the two agenda items and acknowledged your written correspondence and I was in error in not allowing you to speak to the second agenda item. They they kind of became one in my mind. So um please accept my apologies and then let me see here we are at public comment. Mrs. Schffer, have you received request to speak? Um do you want to pick a little speech? Oh, the
038little spiel is that that we allow three minutes uh for public comment. Um you may not seed your time to anyone else. Um if you are speaking to us with translation, we allow six minutes for that. Um, we expect that people will behave and respectfully and and we will do the same. Thank you. I have one yellow sheet from Dan Hawk. Hi, my name is Dan Hawk. I know most of you met you over the years when I was on the booster board and stuff like that out more, but um I feel bad coming and talking about something bad after everybody was had all this good stuff. Nate is a great kid. He's on the team with my son and golf. They're doing a great job out of Mora Bay this year. We have a
039great coach. Um I come to talk about Mororrow Bay basketball. Um give you a little background of myself as I've coached 41 years. I'm coached professionally for about 30 of that. I'm licensed in soccer, which is my main sport. I also coached basketball for 14 years. Uh coach, I got me US license in baseball. I've done that for over 10. So, one of the things I do is I go around and teach coaching at cities and towns and sometimes even high schools of how to be a coach and how to go about coaching. as some of you know because you've heard me give this word spill before so everybody knows who I am. Um this year we had a little trouble at Moral Bay basketball. Um we had three coaches. I liked all three gentlemen.
040I don't have any problem with them as people at all. I think they're all really good people. But the problem is all three of them started out with rosters of 15 kids in some cases more. And by the end of the year, we ended up with five kids on the JB team, six kids on the freshman team. We also had varsity kids not show up for five or six, seven games at a time. The culture at Mororrow Bay basketball is really bad. There's no other way to say it. We have a football coach coaching basketball. Great man. Like him a lot, respect him a lot, but he's a football coach. Now, is he a coach? Yeah, he's a coach, but as you change sports, you understand that coaching is different in everyone. So, you know,
041we have a football coach. We won four games. We had kids. We went to a basketball tournament this year with five kids playing against teams that, you know, finished in the final four in the CIF. And we're playing way out of our league at Mora Bay. You know, I mean, slow got beat by one of the teams and they beat us by what, 60 points. So, we're having a little difficulty. We had a JV coach this year that's never coached any sport ever in his life. We have a freshman coach that's never coached a sport ever in his life. I know for a fact that we had people apply for those jobs or come and talk to the AD about those jobs that are licensed that have coached. I know that for a fact because
042I went and talked to him and they were just never given an answer. Actually, one of them got so upset he transferred his kid from one school to another. And you all know how I feel about that. We should we can't be losing kids out of our schools. We just can't do it. We lose funding. You lose credibility. It's it's just a horrible thing to go about in my mind. So, I don't want anybody think I'm, you know, I didn't go talk to the AD. I did. I went and talked to the AD and I've also talked to the vice principal. We've had a meeting about this. So, it's not a surprise to them. I told them I talked to them before I come talk to Just so you know, there's parents, I'm done. I'm
043sorry. I can come back next week, but there's parents that there's tons of parents that have that are very upset for you guys. I I have talked to them. I ask you to stop now. Thank you. Come back next week and finish. Thank you. Thank you. Okay, those are the only written requests that we have. Is there anyone here who would like to speak? Miss Winholds. Good evening, Betty Winholds. Thank you for your comments earlier. Um, I came here for two reasons. One was to acknowledge and thank Mr. Pinkerton for the response I received this morning regarding my comments. And um it's helpful to know um how the school looks at those exceptions that are allowed through the law and how you perceive those. So that helps the public to understand where you're coming from.
044The second reason I'm here is to talk about Delmare Elementary School's campus. Um you know, next door is a big gossip place in Mororrow Bay. So, we find out what's going on in different parts of town and it became a a to-do on next door at the end of the week when and no one knew. So, no one went out and counted how many trees were cut from that campus last week. And for me, um, I understand that maybe you've got a plan and you're doing something, but for me to do that during nesting season, which is a law in Mororrow Bay, that because we're a bird city, a bird sanctuary, and a tree city USA, we think those things go together. And so we honor the state uh law that says nesting season is
045from February to June. So for those trees to be taken down in the middle of nesting season was disturbing, but for the neighbors it was like, whoa, what happened to the campus? And so maybe you can put out some word or let us know. Um, we we don't understand. And you know, there's a number of dead-end streets that come into Delmare Elementary. I go to church next door, so all the people going to church saw it. And we are confused. We don't know what's going on or why. and it was just shocking. So, um maybe attend to the law and then just let the public know what's going on. Thanks. Thank you. Is there anyone else present that would like to address the board? Is there anyone on Zoom? Okay, seeing no one, then we'll
046move on uh to item 7.01, business and budget update. Mr. Frankton. Yeah, just a couple quick items for the board. In terms of business, we're um I'm putting together the instructional continuity plan, which is basically kind of a plan should a emergency disaster happen, what we do to ensure students stay engaged. Um and and this kind of this requirement came out of really the fires that have been happening throughout the state. Um as well, we're um we're on a daily basis tracking our TK enrollment. And so kind of an interesting dynamic where we're um we're actually a little less than last year at this point. About 312 kids so far signed up. Last year we had about 320 um w with the increasing of the three months. We expected that to go um to about
047400 students. So again, we'll we'll continue to monitor that and see it. Um and uh we're speaking with instruction and and just kind of next steps what what what we should do in terms of that that process. But um it was interesting to see those numbers down. Thank you. Uh 7.02 educational services update. Mrs. Yamasha. Good evening board and community. Um what a fabulous day we had today at Lagona Middle School with the Slow High team in the University of Washington. Um working on a leading equitable schools focus walk and we were looking at students in their classrooms and the agency and belonging and the degree to which uh students that are English learners were able to speak and engage in the classrooms. and it was a fabulous professional collaboration between many of our excellent
048educators and and leaders. Um, it's open house season. I encourage you and our communities at large to get to join enjoy some of our open houses. I got to go to teachers event right before spring break and saw the band and the choir and it's just a fabulous um showing of the great student learning and pride that all of our schools get to enjoy. We also celebrated the pack beach model continuation high school with a luncheon right before break. So, thank you again to Mr. Dowler and his team for putting on a terrific celebration of the students and all of their achievements. We held a parent leader meeting and it reminded me again of the hard work that our parent and community volunteers do to make our schools the special places that they are. Um,
049I had an opportunity to collaborate with other local districts throughout St. Louis Abyispo County. Um, one of the exciting events put on by our county office of education was they hosted Michelle Borba who's written several uh books and most recently one called Thrivvers and it's about seven traits that students and children that really thrive have like compassion and empathy. Sorry, those are the same but I was thinking self-control, self-confidence and that she talks about how these are teachable trainable traits. they are not just inherent and innate in children and how our schools can help teach these things. I got to attend a Sinzyimer staff meeting. Shout out to our Stingers and the great professional dialogue and communication they were having. Um something new on the horizon for our team in Isla is we've um become
050aware of some community engagement grants that the state of California has. And so we are going to be responding um to a grant application next week asking to engage in this kind of professional development planning opportunity that um will give our district $75,000 for the next two years to get to spend on community engagement. Um so we're excited about that. more information to come and a lot of strategic planning meetings um with different teams about 2526. So we're already in full scale you know in this one foot in this year and one foot in next year already. So it's exciting times. Thank you. Um 7.03 measure C updates Mr. Baker. Yeah. So um over the spring break of course BG&T fiscal services measure D and measure C continue on. Right. we're working last week. Uh
051got to visit all the sites, went around with Chris Bond, checked all of our construction progress, had site, had meetings with architects, those types of things. Um in terms of for Mrs. Win Holtz, and I'm sorry she left, but and I will I'll send her a copy of our tree plan for Delmare Elementary School. So, we always plant at least one to two trees for every tree we take down. Um in that case, the parking lot itself, those um trees are they're uprooting the the ground and they're tripping hazards, those types of things. So, um, our plan is to redo all of that and then put new trees down. So, we have a a layout of all the former trees that were there and and you know, you can go on Google Earth and see
052all those. U Mr. Peoples, the project manager for Delmare, actually responded to some some members of the public and I know that his um response was on Next Door because we we we call him Next Door Peoples now. We we talked to him about it. He's all, you know, I'm kind of a we give him a hard time, but he uh so yes. So, Just so you know, when everybody brings up questions like this, we always respond. In this case, if it is nesting season, we have to have an environmentalist there that goes and checks the trees and make sure there's no nest before we can take anything down. So, we go to great lengths, right, in those cases, knowing that this is an issue, of course, in all of our communities, not just Mororrow
053Bay. Um, and so we'll we'll be happy to share that plan with Miss Wood Holtz in terms of that we'll be replanting trees and those types of things. So, I I will I will I'll get in contact with her and let her know that. Thank you. Yes. Stronger, Ryan. I just wanted to say um that I've walked past Monarch Grove on several occasions and it's the school is looking really good. Thank you. I don't know, Rob's probably seen it, too. Paint job looks real good. Um just the the school itself is is, you know, it's a 30 year plus year old school and and it's really been refurbished. So, congratulations to you guys for the hard work you're doing there. Thank you. Yeah. And and again, kudos to our citizens, right, for passing Measure C
054and Measure D before that. So, we couldn't do this work without their support. So, it's it's nice to see we're finally seeing some progress with the first phases now where you start to see some of this work happening and those types of things again, a lot of different schools. So, it's it's really nice. And it looks like there's a big dirt pile in front of uh Pacific Beach. They're getting ready to start. We have a GMP coming to the board at our next meeting. I heard that. Yeah. Mr. Roger, Dr. Prader, all I would like to add is and and I'm not sure if u Miss Yamasha had mentioned this yet, but um over the spring break we were it was announced that um two elementary schools were uh designated in Slow County for distinct
055California distinguished school status, which is a big deal. two in our county. And of the two in the county, one was Pacheco Elementary, the other was Monarch Grove Elementary, both title one schools. One is a dual language immersion school and the other is on on the coast um and is title one as well. So for for um for our team, we're just super thrilled um by that acknowledgement and um and and really the dedication and vision of this school board uh going back many years to make sure that we support all our schools and they're really they're really coming through. So um congratulations everybody. Can I ask Dr. Crater a question? Oh yeah. And yeah, congratulations. So Dr. Crater, I think one of the things that perhaps you could explain to the public is what
056the difference between winning a distinguished school award is now and how those schools are chosen uh as opposed to how they were chosen maybe 10 or 15 years ago where where you applied to become a school. And I don't think that's the case anymore, is it? No, you're exactly right. Back in my day, um you applied uh through an application process, pretty rigorous. application process um and you submitted it based on multiple criterion and um and then the state selection committee would decide who got distinguished status. Several years ago, they changed that to um to a formula and it's based on now it's based on the number of students in the LCAP that so you're thinking so economically disadvantaged students, foster homeless youth and English learners and the growth that they've made over time and
057academically on the state assessment. and they're also looking at social emotional indicators. So, they're looking at attendance, they're looking at behavior, they're looking at those things that um that reflect culture and safety and wellness. All those things are the are built into our LCAP and in our board's annual priorities. So we basically were selected based on those areas. We don't have to submit an application. They just the state um identifies county by county um who u demonstrated that those success in those two areas. So for that I'm on one hand I'm disappointed that we don't get to apply because all of our schools deserve a shot because really our schools are doing extraordinary things all of them. Monarch Grove and Pacheco are really um showing you know that they have made that progress and that
058they are paying attention to those two areas. And um Katie Salceto was the principal at Monarch Grove for the past three years. Um and just watching her work with her team and her community uh was a beautiful thing to see. Great leadership, great cohesion among the staff. Uh everyone was rowing in the same direction at that school. And so I intend to reach out to Katie and and um and make sure she gets her fair credit for that work as well as um we will celebrate at Monarch Grove now and u uh Mr. Gusen, our new principal, will get to enjoy that um celebration as well. And then um um and then of course uh Mr. Wizar at Pacheco. My gosh, he's really really done a great job working with his team. Of course, his
059staff is amazing up and down. So, um I'm excited for this and of course we'll reach out to the board and and see who would like to attend uh the celebration. Um and um and we look forward to honoring two examples of schools that are in our district that are doing extraordinary things right now. Thank you, Mrs. Yamashetta. We have We're moving on to 8.01 the LCAP update additional educational partner [Music] feedback. Perfect. Okay. Uh good evening board. I know myself and my team were here recently to speak with you about our LCAP process, but we want to continue to keep you updated as we move through the spring and gather your feedback and input as well. Um, what is new is so since the beginning of 2025 in January, we held our LCAP pack
060meeting. The pack is our parent advisory committee. Um, we had done a proboard presentation for you all about the midyear update and Katie Ecklund and Stephanie Shepard were going through each of the individual actions to update you on which actions have been completed and budgetary stuff. And then when we were here before on the 4th, we shared with you um the data we had collected through our family survey, our community survey, our staff surveys, and the work that the pack did, the parent advisory committee did in unpacking that data to find some data trends such as we want to focus on hands-on learning was one of the themes that came out and we want emotional support for our students was another theme that came out. Right before break, I had the opportunity to meet um
061with Dr. Per's student senate and get some feedback from our students about what are the kinds of learning opportunities that mean the most to you and what works for you and what kind of learning opportunities are not working for you, what should we stop doing in our classrooms to get some more direct feedback from our actual students. And then on March 13th, we had an opportunity to meet with our DAC and ELAC committee um to go over and garner their feedback on the the surveys that we gave. I want to remind you all and our community at large. So the LCAP is the local control accountability plan. It is the one big um kind of plan and direction that we write for the year that specifically is written to address the academic and social emotional
062needs of English learners, foster homeless youth students and socioeconomically disadvantaged students. And what is a little unique and different in St. Louis Coastal is because um this in the LCAP it's a formula of how much money it's not money we get additionally from the state because we are not an LCFF student uh school district. We're a community funded basic aid district and the money we get is the money we get from our property taxes mostly. Um and so there is a formula that stipulates we need to earmark about $6 million for these three student groups and also special education students is thrown in that group as well. We have to write certain action steps or plans to meet the needs of our special education students. But what I wanted to highlight again is that this
063LCAP funding formula is about $6 million. And that sounds like a lot of money, but in our 130 $140 million budget, it's it's actually not a huge giant piece of the pie. And so really, the work that we do to support these students and these student groups goes well beyond the LCAP um $6 million fund. So all of our actions take into account the needs of these students that may be furthest from justice or have interrupted learning that's already gone on um in in their past. So again, we are required to gather feedback from community members and I'll let um Miss Shepard talk about working with the DACA. Good evening board. So, some of these questions that you see on the slide before you were the same questions that we engaged our LCAP parent advisory
064committee with um back in January. And essentially what Mrs. Yamasha did was share the raw data with uh that you have already seen from our LCAP survey that was administered back in the fall um with all of our various educational stakeholder groups. So, with that, the data was presented and then three questions were posed to them. um what did you notice and hear during the data review because we want to hear what they're taking away, what they're noticing, um what suggestions they have for goal modifications and then also suggestions for our future action steps that might better address some of the feedback that we're seeing within the survey. So, some of the highlights are pulled out from the DAC and what we did is we broke them into small groups. We had a group that
065was um virtually engaged and they were in their own breakout room on Zoom. And then we had um about three groups that were um talking in person and each of them shared out and chose a speaker. And so these are the highlights. Um some interesting things that they pointed out. Um I'll I'll read a few of them. Um not only do students want safer schools, but parents really want to feel assured that their children are safe at school as well. um which we already know and have many plans in place to address. Um an interesting piece that was pulled out by our virtual group was that they were seeing in the data that truencies are not as big of a concern for students but really seemed to be something that the adults in their lives
066are concerned about. Um they didn't necessarily have an action suggestion for that but found that data interesting and wanted it noted. um DAC representatives um since I have come to this district, they have been really trying to garner additional parent participation and involvement. And so this was something that was vocalized um at this meeting, but has also been shared in previous meetings that they would really like to see increased parent participation and involvement and they do their own work to try to recruit other family members to attend. There was a request made that we continue to pursue attempting to hire fluent bilingual personnel and that they appreciate um when they're able to speak to someone in their native language at a school site um with someone who's on staff and knowledgeable. And um they also
067expressed appreciation for the various educational opportunities for parents that have been offered this year and they would like to see those continue if not enhanced as we roll into next year. Neither our LCAP parent advisory committee nor the DAC um or the DAC or the EL pack had any specific revisions that they wanted to see within the goal statements um for our future our next year's LCAP. So the goal statements are listed before you on the slides and in a moment we would like to seek board feedback and input on those three goal areas. Um, I also want to note that we have a fourth goal area that we're not overlooking intentionally, but it's a goal that is set by Pacific Beach High School that um really it's a local decision with at within the
068school site where we have district personnel that are consulting with them to help write a plan about how they're spending those equity multiplier funds. Um, so it's not something that we seek broader feedback on because we really want to personalize that because those dollars go directly to Pack Beach. Hello everyone. Good evening. Uh, excuse me. So looking at kind of the timeline, we've shared this I think before earlier in the year. Um, kind of looking at what we've done in February was sort of kind of our initial ELPAC um, presentation. And we shared kind of who our educational partners and that data and you know how we reached to them with Google survey or parseek reel which is a new tool we had we utilized with the student groups um where we kind of got
069our raw data and then uh presented uh in March um earlier uh kind of beginning that kind of overview and then we will be coming back in May I think it's called GAM right we call our um goals action and budget so we'll be coming back in May early May to do that and then also then coming our first reading as well as then going through that approval process. So by June we have an approved OKCAP which is a process we have to follow. So kind of a regular timeline for that. So this would be your opportunity to share any feedback about the goals as we prepare to start now writing our action steps um for the upcoming year's LCAP. Okay. First, let me go to the public. Is there anyone from the public that
070would like to speak to this item? Please come to the podium and state your name again, please. Um, my name is Dan Hawk. I have a student at Moral Bay High School. Um, I agree with most of what she was saying there. I talk to the students constantly and at Moral Bay the number one biggest thing is the fear of being in that school. The things that happen in that school. There's kids that are My kid is 6' three, very very good athlete and he will not go to the restroom at school. He's going to kill me for saying that out loud but doesn't want to go. They all go to the office area to go to the restaurant. That's crazy to me. We all went to school. We all know what happens in the
071bathrooms, but the kids don't want to go there. They don't want to do it. Um, so I agree with what the survey says, and I know I'm one of the people there. The safety of the kids is should be our main concern when they're at school. And the principal of Norway Bay knows that for a fact because me and him have had a couple arguments about that of letting kids leave campus truency is the main thing I hear from the kids is they don't want to be in class. You know, we all had that, but they don't enjoy their teachers. They just don't enjoy it. They feel like they're being talked at and they don't get to do stuff that's hands-on enough. I know my kid personally that his favorite classes are the ones he's
072hands-on, you know, with his teachers. So, that' be the things I think they should look at when they're doing it. But my biggest thing is fear. They shouldn't be No kid should come to school scared. And that is the number one thing I hear from all the kids that I talk to when I'm sitting around talking and I'm talking mainly to athletes, you know, because that's what I'm involved in. That's what my kids and athletes are normally never scared to come to school because they're the athletes, but they do have that problem at Mororrow Bay. I can't talk about it as slow. I know my kids went to the elementary schools here in town and the junior high here in town, and they have that problem, too. Not as much in the junior high as
073they did the elementary schools. So, I think that's one of the things I know my kid notices that uh the police are not there as much this year as they were in the past. he, you know, he notices that kind of stuff. I know some of the other kids notice that, too, you know. So, those are the kind of things I think our school should be doing. I think our school's done a great job putting the fence up and doing all that kind of stuff, but I've been out there all times of day and night. It's not locked. So, what's the sense of having a fence? So, things like that, I think, is what our kids notice. I know my kids talk about it. I know some of the kids I talked to talk about
074they walk I I watched a kid the other day walk over and open the door for an adult. I don't know if he knew him or not but shouldn't be happening. So those are that's my number one thing with the things she has talked about is fear. Thank you. Okay. Is there anyone on Zoom? Mrs. Dawson. Okay. Seeing no one, bring him back to the board. Mr. Banfield. Oh, did you have something? No. Okay, Mr. Banfield. Well, I think Oh, okay. Okay, Mr. Buckman. Thanks, Rob. As always, and I'm liking the slides. Do you have a new slide presentation? It's okay. Um, they're they're really cool. So, I'm when I read this, I was looking at slide four. It's the things that stood out for you guys. Thank you. Sure. Can we go back? The
075clicker. Okay. Let's see. [Music] There we go. Is it that one? Yes, please. I was I was I was very taken with this slide because it stood out for for you folks. And it's the top line is about [Music] um what parents want to know. Uh then the third line is DAC representatives want to increase parent participation and involvement. And I think the the last one's please continue to educate parents including ongoing information. And so I was really excited because this is a big bugaboo of mine. Um, and it's now showing up here. I was interested in the fact that the words that being used are information, involvement, and engagement as opposed to communicate, communicate with us. Um, which I'm very excited about. Um, and so, um, one of my questions is, and we may
076have just had the answers, where did this sense that our schools are not safe come from? And do we as a district track um incidences and have a spreadsheet on each school and and can we point to a number of incidences that we can say to people what you know over the year this past year we've only had three instances of X. Um so I'm trying to figure out where this sense of safety issue came from. Um I don't we didn't specifically I'm not aware of the discussion asking the parents in this session share why they felt like they were concerned about the safety of their students at school. I believe it could be related to the national political uh frame right now regarding ICE and immigration and these were families that would specifically um
077perhaps have come to our country and may or may not be documented. Um we do of course keep lots of data related to the safety of our schools. One piece of data um that Mr. Dickinson was sharing pieces about was um related to youth truth and we specifically ask students do you feel safe in our schools and actually our youth truth data from the students shows as a school district we are increasing they report on the youth truth survey which is obviously different than the information that you received but on large scale they report anonymously um that they feel safer at our schools now than they did before. Another piece of data we look at at track are our suspension and expulsion rates which if students if there were fights or weapons or those kinds
078of things that would result in those and we are actually decreasing the incidences of those and similarly Mr. Kellish being up here reminds me and specifically related to bathrooms. Um at our two high schools, we've recently installed um the vape sensors and we have um very detailed data on um inappropriate, you know, use of substances in our bathrooms and inappropriate activities and that actually has incredibly we find those vape sensors um to be a great deterrent at least in the bathrooms as a location for inappropriate student behavior going going on. Thanks. So just to so I find those numbers that you've just been able to do off the top of your head and the the the summation of that kids feel safer is is valuable and I'm just wondering how do we share that with
079parents that their sense of angst is more nationally influenced than locally influenced. So that would be a question and then just to just to um encapsulate again I find it really interesting that parents are using the word involve rather than speak to me. they want to be involved and I I just find it so great because I really I know we're moving in that direction. Thank you, Mr. Shepard. I just have a quick clarifying question on the slide about seeking board feedback and input. It is slide five, I believe, and it says neither um LCAP uh PAC or DAC LPAC shared proposed revisions. Does that mean they wanted to continue pursuing those same goals? Okay. Wasn't a lack of response. It was just keep doing what you're doing. Yes. We didn't have anyone when we
080asked, "Do you have any recommended changes you'd like to see to these goals?" Specifically, there were no suggestions put forth to change them. And that yes, they wanted us to continue. They support continue with these goals as they are. Perfect. That's all I wanted to know. Thank you so much, Mrs. Baltton. Thank you. Thank you, Miss Nasha. I really appreciate the context in which you set up the presentation in sort of reminding us, reminding the community how the LCAP fits into our broader um budget and the fact that we're in the middle of a three-year uh term with the current LCAP. We're simultaneously reviewing what we have done while we're looking forward to next year. And so I just want to encourage you to continue to I would recommend starting every LCAP presentation with that
081context. I think it's helpful and it goes to the um parent and community um understanding of this process because it's complex. It's complicated. Um and I and I think that came out in one of the in some of the feedback that you got from the DAC meeting in particular with parents uh DACA parents wanting to continue to have you know more and clear information about the LCAP and the process and also what their relationship is on DAC to that process. So I just want to thank you for that. Um and then I I do understand that we are required to seek public input from a whole variety of different groups um in the LCAP process, but I do think because the purpose of the LCAP is to serve certain student population groups that I I
082feel that we need to center those voices in determining what our goals are and how we how we um what the objectives are under those goals. So, um I that would be my feedback and and whether that's in, you know, in the context of the goals as they are set, that's fine. But I do think it's important to really keep our eye on the ball here, which is what the LCAP, what the purpose of the LCAP is. So, thank you. Thank you for that. and we will and if you remember um unfortunately when we collected our family survey data in the new version of using youth truth which was great because participation got higher we were not able this year to disagregate it to figure out which types of families which groups of families were
083represented and we'll do better at that next year it can be better I want to return to safer schools. Um do students when um in the youth truth survey, Dr. Prader, do students um elaborate on what elements um make schools safe or unsafe for them? Do they elaborate on that? Do they identify those elements? In fact, they do. Um, I just like, you know, first of all, safety and feeling safe. These are this perception data. We do the best we can. When we talk about perception data, it's not to be dismissive of the gentleman that came up and spoke. It it simply is a data set that we use. We have over a 90% participation rate in the youth truth survey. Yeah. Across all of our schools. So, it's a very high participation rate. It's
084anonymous and they ask specific questions about safety and around safety. And what I found to be most interesting around this data set around the youth truth data which I appreciate students uh it's a liyker scale. they do you feel somewhat safe really safe you know generally safe all the way down to I don't I feel unsafe so it's a continuum but also there's a narrative that you can add to to explain why you feel safe or unsafe and in what context and what we've learned and I find this to be true to in My personal experiences is the students are saying that it's not the teachers, it's not the administrators that when they do feel uncomfortable in our schools, it's typically um in the classroom when other students are acting unsafe or aren't paying attention
085or aren't listening to the teacher, are not following the rules. and among all the peers. So what they're saying is that um that is their primary uh discomfort now that we've highly more or less highly regulated our bathrooms with the vapor sensors, the vape sensors, and the cameras that capture who goes in and out of the restrooms. We've had far fewer incidents since we've installed those sensors at middle school and high school. Um, far fewer. But in the bathrooms, the comments that I read in Youth Truth were prior to us having those sensors put in, which were kids were vaping. They were smoking in the bathroom and it made them feel unsafe. They didn't want to get in trouble, so they left. Um and so since those vape sensors have been installed, we've had far
086fewer incidents. Um kids are being um we're using a high-tech app where administrators get dinged if there's any kind of smoke in a bathroom and it locates it, timestamps it, and then we can find the camera to locate who comes out of the bathroom and when. So, it's pretty um tough to work to beat that system. But in youth truth, you have the the liyker scale score and the narrative. And what we're seeing is that by by far most students feel safe. Most students feel like they have an adult connection that they can go to. the counselors are called out as a strong source of comfort. Um we heard tonight the student talk about the wellness centers. Those are coming up as well. So I believe um safety in this day and age is um
087something we have to be very intentional about and I believe we have been. Um but we live in a complex complicated time and we I think have come a long way. our students in the youth to truth data are clearly stating clearly stating um this is not an aberration that they're feeling more safe more connected and we see that validated in um other inputs that we receive through student senate through common ground we're seeing validations now that's not to say some kids are not feeling safe um and And that's something we will continue to work at and I look forward to gathering more information on what we heard. But um but the data right now from youth truth student senate uh and common ground is telling me that we are on the right track. Dr.
088Prader, if I can add one more thing to Mr. Nef reminded me we also held um student focus groups related to the University of Washington work that we're doing around equity and we we talked to them about their you know fears at school and what um came out was um a more generalized sense uh related to possible school shootings at the nation at large. If you remember earlier this fall, there was an incident and um to some degree that weight of just something bad can happen in a school at any time can kind of weigh heavy although no specific incident possibly had occurred with them is some of what we had heard with our individual um focus groups at slowigh. May I continue for just a minute and I don't I don't want to bel
089labor anything because you know when I ask something you can answer me later when um in the narratives that we receive then from the students does bullying ever get mentioned? No. What has gotten mentioned as a source of great frustration among kids is when there are students disrupting class not respecting the teacher and not being called out by the teacher is the source of their anxiety. Did I do I did I capture that correctly? Absolutely. They don't like it when other students um are off task or basically stop the whole class from learning because a student is having some kind of um you know expressive moment issue at the moment and the whole class stops to do something else and they feel like they're missing out on their learning. Then are we saying Dr. Prader
090that um bullying takes a backseat in all of this? I don't think so. I will say to you that bullying of course exists. We It's part of It's part of our human psychology. It's part of groups, but it's becoming less and less of an issue as reported in youth truth than ever before is what I'm trying to say to you. I I think that is in part to the systems we have developed through our MTSS system around bullying and that we have really strong tier one systems where classroom teachers and school counselors are delivering a lot of lessons and instruction about bullying. We also have then our counselors doing the tier 2 small group work with students and the wellness center work. So we have a very robust system developed at this point and our
091bully button concerns our report a concern that that Mr. Pinkerton uh does track and we follow up on as well. Um and so I feel like we just have very defined robust systems that are are working for the most part um to respond to bullying when it occurs. So, are we saying that Ryan? Are we saying that bullying is diminishing? I don't know about diminishing, but it's definitely not as as as we talked about like in terms of the amount of bully or concern, you know, things that we get, it's far less than probably we've ever had before. Now, I will say we again, as Miss Yamasha said, at the beginning of the school year, we had a school shooting. We have and we had a school shooting not not usation in in the nation.
092We had a school shooting which then caused a lot of angst in you know press those types of things that came up and we saw our again even just threat assessments people talking about threats people just looking for anything like grew dramatically over the months of September and October. So we dealt with that a lot. So to think that kids didn't hear that or know about it or talk about it or hey did you hear about what? So again that a lot of that was the beginning of the year since then it's completely quiet I need some wood but yeah completely quieted down so like it's very quiet um to to correspond with the whole vaping you know the vaping bathroom issue yes that huge issue two three years ago right um we finally have
093a sensor that works pretty well as Mr. uh Dickson can attest, right? I mean, it it can test for everything. Our new video camera system um ties into that. So, I would say our bathrooms are probably more safer than ever. Right now, it doesn't mean the kids aren't necessarily vaping. They're just not vaping in the bathrooms anymore. So, um you know, that's something that we're again, our administration is constantly working on with kids. So, most of our bully concern issues too are middle school. I will tell you too, a lot of middle school. But I love the fact that kids are willing to reach out and use the bully or concern button and let us know and that I can then immediately correspond, talk to the administrators, get them to meet with the kids, talk
094to them, counseling, right? And so I think that process of really jumping on things, getting on it whenever things pop up, um, is is super super helpful. And again, I love the fact that kids are willing to let us know. Sure. Are we saying then that the district is reporting that, and I don't want to put words in people's mouths, is the district saying that bullying is checkmated? Is bullying on a decline? Is bullying being more readily identified? Is bullying increasing? it. I can say definitively that as reported by students in the youth truth survey that we've done now for eight years, I can tell you we have seen dramatic declines in bullying type related behaviors. Kids are feeling more connected to their schools, to the adults in the school and and um we're seeing
095as reported by students a much safer environment, much more connected environment for kids. Yes. The thing that we're managing and it's going to come up in our next agenda item social media is social media. So in the modern day bullying bullying is mostly felt and received through social media where kids are really nasty to each other can be very nasty to each other um and and I will say cruel to each other. We have worked really hard working with our parents, with our students and our staff of course to minimize um time on their phone on their phones while at school. And we're really pushing forward with an education component with parents and you're going to hear about in the next agenda item um where we are getting after that. So, I think coupled with
096the work we're doing at schools and social media technology, I think you're going to see continue to see a decline in um bullying and unsafe feelings that kids experience while at school. Plus, the participation rates, as you saw in Mr. Nest presentation last board meeting, the participation rates of kids engaged in activities, clubs, sports has um dramatically increased over the last five years. That contributes to kids feeling more connected. The the key in my view is getting kids engaged. Um and um as you heard from um Mr. talk earlier. Um, I hope I pronounced your name right. Um, coaching is a huge piece to that, right? Um, teachers working with students in their clubs, in the extracurriculars are hugely significant to a child's perception of self- agency, of how they feel connected to one another
097and to their and to their peer group. It's the isolation that really hurts kids in my experience. And we've worked really hard to get kids more and more involved in more in giving them more options and opportunities um while creating guard rails around technology and around um clear expectations around how they uh how we expect them to be while at school. And so um I feel that we are um we've made a tremendous amount of progress in that area. Thank you. I have one little tiny thought kind of almost offhand. You're saying that the students their biggest qual is how they feel like um students aren't uh behaving themselves in the class that they're speaking out against their teachers and that the teachers aren't calling them upon that. death. Is that correct? Am I getting
098that right? Yeah. The perception is among kids in their narrative in their narrative is that what makes them uncomfortable is when kids in their classrooms aren't listening to their teachers, aren't following the rules, and are being disruptive, not necessarily towards them, but towards the teacher. Towards the teacher. Yeah. And so that was an aha moment for me. Yeah. I'm wondering if in an off sort of way I'm wondering if the teachers some of the teachers are feeling bullied. That's a complicated topic. Um, I happen to think you want to you want to talk about complex and that is how do you intervene with behavior and that's tricky too. That's another topic Mr. Anger. So, I'd like to talk about goal number one. Um, where we talk about students receiving achieving substantial academic gains through rigorous,
099relevant, and engaging instruction and curriculum. Talk to me about how our CTE courses and our CTE pathways fit into that. And will those be part of the LCAP that we'll be looking at? They could be part of the LCAP action steps that we're looking at. Um we we have not um made a finalized list yet of what the action steps under the different goals would be. Um any any class whether it be a core class like history or English um in its best form could be relevant, engaging, and contain hands-on elements. It is often perceived as easiest in the CTE elective world to make them hands-on and engaging. And oftentimes children that have had some amount of choice in the course they're taking automatically have a level of buyin and engagement in that. Um but
100we are going to be looking at um ensuring that our CTE programming continues to be supported into into next year. whether that be um through our current staffing levels at our our high schools and middle schools or if we need to add or supplement through the LCAP. Well, and I I'm thinking about you something you just mentioned which is we think about hands-on primarily in our CTE courses, you know, our art courses, our technology courses, our automotive technology courses, our our egg courses. Um, but as I see the the parent square from Moral Bay High School, it looks like many of the teachers there are in their what I would call, you know, the old days solid subjects are trying to engage their students through more activities, hands-on kinds of experiences. And so, um, kind
101of how does that work and is that up to the teacher? Do teachers collaborate on things like that? How do we get there so that the students will be more engaged in those courses where they might not find which they might not find very exciting, but which are, as I think we're seeing, are completely relevant and completely um critical for for our students and and their futures. I I believe there are a couple different pathways to get to that more consistently across our uh instructional system. One pathway is through the instructional programming and curriculums that we purchase for our teachers to use as teachers guides. um and ensuring that those kind of recommended guidelines that we're handing as teachers guides to brand new teachers really put at the forefront hands-on constructivist kind of lessons and
102not just busy drill kill work. Um, another avenue for that is exactly the teacher collaboration work that could, would and should be happening through our PLC, which is our TCT, teacher collaboration time, and the staff development opportunities that our principles um have to highlight uh and bring forward stars of good work in our schools and giving them an opportunity to shine on a pedestal. And then finally, our structured professional development as we move into planning for next school year because again, hands-on engaging instruction was the top focus of our um of the the survey that we got from our parents and community for goal number one. And so we are talking about um creating a professional development plan for all of our teachers next school year that does specifically highlight um hands-on activities and multiple
103multiple modes of content delivered to children as well as multiple modes that children can show what they know and can do in kind of a UDL framework universal divine for learning framework. work um that our students and teachers could be participating in. So there are several different avenues to encourage that kinds of hands-on across all curricular areas. And so it sounds like what you're talking about is we will be looking at ways to evaluate whether these things are successful and whether our efforts are successful in moving our classrooms more toward that relevant engaging um instruction and curriculum. Yes. For example, in today's work at Lagona where the slow high and Laguna teachers were visiting classrooms in Laguna Middle School, um we were looking specifically at student engagement and opportunities for ownership and what would it
104look like and sound like when students take ownership over the learning in the classroom and not just the teacher having all the ownership and demanding tasks in the classroom. So more of those kinds of opportunities for all of our teachers to engage in. And and I'll just leave with a final comment. And I think that starts in elementary school. And I think where I where I've seen in elementary school classes, there are classes that essentially run themselves with the teacher as as the teacher and facilitator. And and I love it when I walk into a classroom and I see a teacher working with a small group of students and the rest of the students working independently. And I think those are the kinds of things that that begin at that level and then hopefully work
105their way up through our secondary schools. Thank you. We'll we'll keep an eye on that as we move forward. Okay. I don't want to belabor this this topic because um we do have other agenda items, but two things that I would say. One is I'm really delighted to see that DACA and ELAC are actively encouraging greater participation. Um, and I'm hopeful that that will be successful. I don't know how we as a district can um help in that process. Um but I think because the ELCAP, you know, they are a a specified group, we want them to participate. Um I know that we try to to provide some food and some assistance with child care so that parents can get out. Um, but any other ways that you become aware of that we might be
106able to to encourage greater participation I think would be terrific. And then the other thing I would say is I I am unclear but because um I can't speak directly to our our audience participant um I don't know if the safety issue having to do with the bathrooms I'm unclear if that's around vaping or smoking and students not wanting ing to be in the bathrooms because they don't want to be around those behaviors that they are not participating in or if safety has to do with fights in the bathrooms if we're talking about physical safety. So, um Dr. Prader, if you do intend to follow up on the comments that were made, could you Yeah. Um we pose that question. Yeah, Mr. Yeah, we're going to follow up and and we'll update. Would you find
107out if there's a a physical safety problem? Yep. Okay. Thank you. Seeing no one else, then my computer went to sleep. Here we go. Uh item 8.02. Don't go anywhere. I Yep. It's more me. Can I ask one clarifying question, please, Miss Rogers? So, is everyone on the board in agreement to move forward with the three goals as presented for this year's LCAP? Are there any concerns with moving forward with those goals? Okay, great. Thank you. We will get writing and share uh action steps with you soon. Okay, so item 8.02 um future ready and healthy future ready and healthy technology implementation update. Yes, good evening board. Um, if you remember at the end of last springtime, uh, it was brought to our attention by a handful of parents concerns about students misusing technology, specifically
108YouTube, in our schools. If you remember, um, right now students in grades three and up have Chromebook devices in their classrooms in a classroom cart. And so the Chromebooks live at school and the children pull them out. We we need them to be proficient in using these Chromebooks um both for their future employment but also to conduct state testing. All of our uh state testing and accountability testing happens on Chromebooks. Um and so that's why one of the reasons why we have classroom carts of Chromebooks. In grades 7 through 12 post pandemic um students receive Chromebooks to take home with them. Each child is distributed a Chromebook. We don't do Chromebook carts in the middle schools and high schools for a number of reasons. Um first of all, many of the students at middle school
109and high school are expected to do work outside of classroom. And if they didn't have a device to access the work, then how could they do their work at home? So, it's um important that students have a device to take home with them. Also, in the setting of a high school, it's some funky complicated math. But if you think about it, each teacher's classroom sits empty for one period a day when they have their prep period. So to fill a high school or to fill a middle school with Chromebook carts in every classroom like you do in elementary school, you actually have to buy 1 more of the Chromebooks because they sit there not used for 1/5 or 16th of the time. So it actually increases the cost of your Chromebook allocation dramatically. So, um,
110so at our 7th through 12th grades right now, students take their Chromebooks home with them. And what we had heard is that students were on their Chromebooks all night watching inappropriate content because again, we have filters um that that block it at school, but it wasn't being the students were having access um differently at at nighttime. So, long story short, I'm telling you this because it prompted us to revamp and revisit and bring stakeholder groups into the conversation about what our technology implementation should be here in St. Louis Coastal. So, that's what I'm going to share with you tonight. The task force we brought together was uh to make recommendations regarding the various aspects of technology integration that can prioritize and balance student learning needs with their safety and their well-being. And at the outcome
111of the work, we wanted to have an updated instructional technology action plan. We knew we needed a more robust digital citizenship media literacy plan because we heard about all the cyber bullying and social media impacts and such. And so I'll talk more about that later. And then finally, we wanted to have really defined, safe, and appropriate use of technology for our staff and for our students. We brought together um parents, students, teachers from elementary, middle and high school and CTE teachers, principles. We had Isla staff also isnt staff. We specifically invited SLCTA to send representation as well as CSEA, our our media library specialists, our CSEA. So we had them represented as well as school library staff because they are critical in our schools to overseeing technology and do a lot of the digital media
112instruction. The team met about four times and we started by defining the the problem or opportunity that was in front of us. We reviewed what the current vision and mission was. Um Kim Holmes when she was here had uh worked with the team right before her departure to start drafting a a mission statement. So, we reviewed that and I gave them a little bit of homework to do some research and then we divided up and were looking at these different categories. Um, hardware and content filtering was an area of interest. AI and screen time we had heard about being concerns. Cell phones at schools, apps and platforms. Um, we had information about student digital wellness, citizenship and literacy. And then finally, we knew that from talking with our parents that really they wanted more parent
113education and information about helping keep kids safe. I also had the opportunity again to meet with the student senate on October 30th, which is a group of 5th through 12th graders. And so we asked them, "What questions and concerns do you have about these topics? And what recommendations do you have for us about these topics? Then on the 13th, we broke up into working groups and each small group started to draft action steps related to their topic at hand based on the feedback we had received. And then on December 5th, so in intervening month, I or weeks um I drafted kind of an outline of technology action plan steps, presented it to the team at large to get their feedback on it um by December 5th to gain consensus. So this is the new vision
114statement for technology in St. Louis Coastal. Students and staff will engage with technology in a responsible and innovative manner, fostering creativity while ensuring age appropriate interactions and prioritizing safety and well-being. This approach prepares them for success both academically and in their future endeavors. Technology-based learning opportunities will require students to demonstrate effective collaboration skills and contribute meaningfully in a diverse and rapidly changing world. So there was a lot of ideas and buzzwords packed into that one statement. But the idea at hand is that technology does have a place in our classrooms, but it's a very specific application place in our classrooms and that we want it, you know, for students to be wellprepared for the workplace and use it for collaboration and creativity, not just use it for busy work. So, some of the exciting plan
115highlights and next steps the team is working on. For example, one thing we heard loud and clear is that parents were like, "Hey, if my kid your kids's going to bring the Chromebook home, I want some say in what goes on that Chromebook at home with me at night." And so, we found out that one of the tools we were already using called Light Speed, that is content filtering for us, has a parent portal. And so parents have the ability to turn off and turn on certain apps on the Chromebook when it's at home with the students. And so um later on this week, the information just went out to staff today. Um Jeremy said that he had 16 new parents, which must be staff members, sign up for the Lightseed parent portal already today.
116Um, we also are eliminating eliminating all student access to social media sites through their district device. Um, previously our middle schoolers and our high schoolers could get to some social media apps. Um, and based on the work of the technology team, we did not feel that was appropriate. So, also um on the 4th this Friday, we'll be closing off access to all those social media apps for students. Um, CSBA has come out with uh four or four to six different artificial intelligence related board policies and so those are going to be moving through our board policy subcommittee and coming to you shortly. But we know that we need many more professional development learning opportunities for our teachers about the age of artificial intelligence um and the appropriate ways to use it and the appropriate ways
117not to use it um etc. Also, cell phone policies was a robust discussion by the the polic the the committee as I'm sure you are well aware um some school districts well I should say the governor issued a statement that required schools to have a cell phone policy which we had one we have them um already but some people interpreted that to mean that they you had to ban cell phones which is not what his policy currently says. we just have to have a policy, not ban them necessarily. Um, and so at our elementary and middle schools, we currently have a cell phone policy that was away for the day, meaning that when they get to campus, the cell phones, electronic devices like watches need to be turned off, not seen, not heard, and then
118when the school day is over, you can get it back out to do whatever you need to do. Um, of course, that's not counting a schoolwide emergency. students would be able to grab their phones, etc. Uh, additionally, if a child has special needs and it's written into their IEP or they have health needs that they need to use their cell phone for their diabetes care, obviously they can have access to their cell phone at that time. Um for our high schools both at Mororrow Bay and Slow High um they sta the staff the students felt strongly that they did not believe a complete ban on cell phones was appropriate in our setting and instead we are doing a distractionfree in learning environments. So, when students are in classes, the phones need to go in pockets
119up on the wall or they can be kept in backpacks. Again, not seen during the learning time or when you're in a learning zone. Um, and that again, if there's an emergency or you have special needs, you can access it. We did though have a discussion about how maybe we need to consider further a complete ban on cell phones at the high school. And so we agreed that our high schools are each going to pilot a cell phone free week. And so our ASB commit um students at both high schools are planning to try a cell phone free week and see what that is like and get some feedback on that. at our two high schools. We also talked about going to visit, taking like a small leadership team to go visit a couple of
120high schools that are doing completely cell phone free engagement and see what that's like and what we could learn from them because there is still community interest um from a small but vocal parent group that would like us to consider completely cell phone free options at our high schools. Some other highlights is going to be implementing the full suite of common sense media digital literacy and wellness for our students. So right now the requirement is um for funding um is two lessons per school year but common sense education actually has six lessons not including their AI lessons and their bullying lessons. And so we want to increase the amount of instruction our students are going to be receiving about digital wellness, digital citizenship, and media literacy. Um that plan is in development. We don't have
121that mapped out yet, but we have established that that is the goal starting next school year at all levels for our students. Um we did talk deep we need more professional development, professional learning for our educators about how to use technology. Um and then specifically more about family education for our parents about how to um both on Android and Apple devices um how they can learn how to you there are tons of parental controls on all of the devices but you know they're complicated and difficult to manage if you haven't done it before and so we want to hold some more parent education so that parents can make informed choices. If you'd like to read the plan in full, you can click on the link below. So, next steps for our team is we are
122meeting, we um Jeremy, myself, the rest of the instructional team at the district office are meeting monthly to kind of tick off the boxes of the 29 next steps we have to take. Um, we do anticipate that there will be bumps in the road and new technologies that come along that may make us shift and pivot from the original plan, but we are hoping to develop a robust staff development plan for starting in fall of 2025. So, definitely technology professional learning for our classroom teachers is going to be one of the main thrusts of our professional development plan next school year. and then um a plan to reconvene like a committee task force in 2728 for a complete plan redo. What questions or feedback do you have? Is there anyone from the public that would
123like to speak to this item? Seeing no one, is there anyone on Zoom? Okay, then I'll bring it back to the board. I'll start with Mr. Buckman, then Mr. Banfield, then Mrs. Sheepard, then Mr. Anger. So, I have several questions. I'm going to uh just ask them and then defer and if you'll come back to me, I would appreciate it. I don't want to ask all 20 questions, but no, I'm kidding. I just don't want to ask all my questions and pag so I'm gonna just ask one and if you'll come back to me. Sure. Thanks. I appreciate that. Um I'm I'm I'm a little confused right now because you did send out an email saying you were going to cut all social media within the district entirely. Uh and then but in when you
124look at the um the task force's report, it lists social media that's acceptable for students and then um by grade level and then um social media that's acceptable for staff. And so my understanding was that's what was going to be available on sites. It will continue to be available to staff. The ones that used to be available to students will no longer be available starting April 4th. So So the ones that were the task force recommended to have available will will no longer be available. They did not recommend having those available. Those were what were currently available when the task force started meeting and we shared with the task force. This is currently how the social media is set up in our school district. Okay. Do you agree with it being set up this way
125or do you recommend changes? You talking to me? No. That was what was posed. That was what was posed to the technology task force and the student senate. And resoundingly the feedback was no students don't have a reason to need to access social media. Okay. The reason why it makes sense to allow staff to access social media is because we do communications for some clubs and activities and promote certain things. So staff needs accounts to be able to do promotion. Okay. So that answers that question. just like to sort of publicly mention that um the perception may still be that Facebook is kind of cool as a social media platform, but but as I understand it um there was a time just 6 months ago that Facebook was monitoring um their own system and um
126after the politics changed they have decided to no longer monitor through their own system. So, I just want to mention that it's whatever you thought it was, it's not anymore. So, I'm really glad because I thought that Facebook was still going to be available. Um, no social labeled by our content filter. That's how we decide what is a social media app. So, if our content filter defines it as a social media app, it will be turned off to all students K12 starting the 4th, Monday, Friday, Friday, Friday. Okay, I'm going to just ask ask one more question because that answered a lot of them on um I think it's Lagouna Middle School's part in the in the report. Um it says that you they're going they're going to be careful about cell phones and laptops
127and iPads and they don't want any jewelry or it's just got this whole long list of stuff and I didn't seem to quite fit in with the the task force. I don't want to read it to you, but it's there. Um, so anyway, I want to just congratulate you. This was this was amazing. Um, I've sort of worked with Common Sense Media over the years and um, I think you guys nailed it. So, I'm really excited. Thank you. Thank you. So if I can highlight the main concern or issue related to Lagona was that um Lagouna had allowed students to take their Chromebooks during break time and lunchtime um to en engage in some gaming activities. some appropriate work being done, probably some not appropriate work being done in unstructured times. And based on feedback
128again from the um parentled task force, um Lagona as of the start of second semester does not allow students to have Chromebooks out during their nutrition break or during their lunchtime. And an interesting wonderful colary is that the um repair work at Laguna on Chromebooks has been significantly reduced now that the Chromebooks are not out during the unstructured time. So we're finding many benefits to Chromebooks need to be away during unstructured times. I don't recall the lineup. So it was Mr. Banfield and then Miss Shuffer and then Mr. and then Mrs. Boltadono. By way of shout out, Moral Bay uh auto shop teacher Richie Whmer is really sharp about how he has a um you know, he has the little phone pocket thing. And he's so sharp. He's told me this. He knows when a
129child has brought another phone. Mhm. and he'll come and say, "Now, Susie, this isn't your regular phone, is it?" So, he can catch them right there. But he's really insistent on that, you know, mostly because the environment needs to be hazard-free and a kid on a phone in an auto shop is spells accident. So, anyway, I just wanted to share that just gonna go. Okay. Um I have a question for Mr. Kellish. I just didn't want you to get to sit there all evening. Uh first of all, um we're really fortunate to have you here. you have proven to be on the cutting edge, really paying close attention to what's going on technologically, also to my impression is really enjoy being on the cutting edge and paying close attention to what's going on. I've been
130with you when you've been looking at those cameras and early on a long time ago. Um but my question is sort of theoretical and that is what are you anticipating in the world of technology as being used in the classroom and by students. Wow. Um wait how long do we have on this? Should I can I as quickly as possible? I I just see AI becoming more and more of a thing. Right now, we're in that phase of AI where it's like AI is a catchphrase. And and you're seeing this right now where every software company just chucks it in and they have no idea what they're going to use, but they can sell more because it has AI. And we're in that weird phase where they're throwing it all in and they haven't quite
131figured out the use. And so, I think we're going to be caught up into that, too. So, we need to be I I I love Lisa's approach where it's just we need to be steady, slow, and then see what value it has within the classroom versus with a lot of these software companies just jumping head first and just being like, we'll just try everything and see what it works. So, I don't know, that's where I'm seeing with AI. I also think that we're all caught up on the AI catchphrase itself and let's just kind of see where it falls in that value because there's a lot of money being spent on AI and nobody really has found the true value yet. So, just wanted to put that out there. Other than that, within technology, I
132think I'm I'm really like, as somebody who does not have any social media, I really love where we're going and I really loved hearing what the parents said. And I I love that the students also agree with the viewpoint that social media, let's just damaging, you know, and I I love that as a school district, we first took a stance on YouTube because YouTube was very hard to filter and we were really at the mercy of Google and their ability to block stuff that we took that stance and we've been um met by other school districts who have reached out to us um because of the New York Times article and asked us felt it's been. Yeah. And and how the students have felt and I think this, you know, the banning of social media
133is another great step to having the kids engage more in the classroom and being more focused like we were when I went to high school. So, I don't know that this the question you have is such a big one and such a broad one. And yeah, it is. I I also really appreciate the the the need to kind of one foot present day realizing what where pe where people are generally, especially the grown-ups in the rooms, you know. So things like when you talked about the ability uh putting out there the ability for parents to monitor the social media accounts and then giving the parents instructions on how to do that. So not just saying you can you can get rid of social media accounts on Chromebook but you know then as a parent I
134would my next question would be I don't know how to do that. So to have include those instructions and and bringing people along with things that you know like the back of your hand to have that knowledge that not everybody is um is aware of that you know um how to do those things to really empower you know I think it's not uncommon for uh you know there's the old joke about my I don't know how to work my computer is there a 12-year-old in the room you know is kind of the the feeling that a lot of adults have that I don't know how to do this only my kid knows how to do this and that's scary because I have no idea is empowering the uh parents with uh a deeper knowledge of
135what's going on and keeping up with those trends and keeping up with how to know if your kid is secretly using you know has figured out back doors in you know to Mr. Vanfield mentioned the cell phone, you know, second cell phone, that kind of thing is what parents need to know to help keep their kids safe on uh technology and and even with AI. I was looking at something in a newspaper recently and the comment section said these comments have been summarized by AI and this was the Washington Post, you know, has been summarized by AI. they may this the uh it may or may not reflect accurately. So it's like well why am I even reading that? I'll just go read the comments you know but uh if I hadn't read to the
136bottom of that I would have thought oh well now I don't need to go any deeper. This is this is what it's saying. So that knowledge of AI being in its infancy uh what it's capable of and not capable of. So thank you. Thank you. I would I would like to add that in working with our parents, they were very um clear that they want students to use technology when it's doing something that pencil and paper can't do. Um but they are very concerned about the amount of screen time overall and even instructional products that require our students to mindlessly be on a screen or not be engaged in active instruction with a teacher or not be engaged in an actual collaborative project with other peers. and um they want us to ensure that technology
137is being used only when it is the appropriate tool that is required to do whatever task is at hand for our students. Thank you. Well, I I sure know that the AI I've been using when I ask specific questions is really helpful and and I love that I can ask a question in English if I ask the right question. And that's really the key is asking the right question to get the right answer. And I I hope that that as we progress in this journey that that's some of the things that that we're able to do because I it is helpful. I but but it again it's it's asking the questions and then being able to filter the content. Is the content you're getting real? You what do they talk about it? It's like hallucinations,
138right? Is that the word that they use? Um but I have a just some more specific questions. How do you enforce the watch band? And and I don't mean the band that is around your wrist, but so um to to me wa you know watches watches are ubiquitous now. They are they are and so I I think it is um it's not a problem until it becomes a problem and then when it becomes a problem there's a conversation and a consequence about it. And so there are lots of students specifically um I know of at our elementary campuses more so children as young as second and third grade um wearing electronic enabled watches. um and you know they I they should not be doing this and if a teacher sees them doing this then there's
139a conversation that's had about it and then if it continues to be a problem there becomes a broader conversation that involves an administrator and a parent and and all the things. So, I think um it's trying to find the balance, right? Because we need to develop our students sense of self-control. Back to the Michelle Borba Thrive conversation we were having that it's not about always completely removing the distraction of having the technology, but helping our students learn how to have the self-control of when to use it and when not to use it is part of it. But technically um it's you know watches, cell phones just like the old iPods with the headphones, right? Um they need to be often put away and not a distraction during the learning time. It's sort of like dieting,
140right? With, you know, mindfulness, mindful eating, right? Um I I I also have to laugh because I I think about our students and if they can figure out a way to get around. So we have been playing a bit of wack restrictions there are certainly going to be yeah and that is part of the game that we are constantly playing. Um the good one cool thing is Jeremy can uh track the number of hits on our YouTube. So whenever a kid tries to ping YouTube and he can track it and then we can find out which tool they were using to try and backend and get around to YouTube. We notice a big spike in YouTube. So for example also um for example Canva has a magic AI content creator button. So we let kids
141have the free version of Canva to make presentations but then there's this AI feature. So then we had to reach out to AI to Canva to ask them to turn off the AI feature or fig tell us how to turn off I don't know how that story ended but how to turn off AI in our version of Canva because a fifth grader at Delmare had written a paper using you know so it is a constant game of whack-a-ole we are playing well and I I don't know if anybody else saw it but this week in the Los Angeles Times there was an article about how students in LA Unified are are getting around the cell phone ban you They're having ghost ghost phones and putting in calculators and things like that. Um, so you know,
142students will be students. Um, what's the clever login? Can you talk to me? I'm just curious. And and then do you want to describe it or you want me? I mean, the the clever login is is commonly used. Um, is it clever.com is? And it just makes it really easy for students to log in to multiple sites. So they log into one and then all of their applications are there that are separate sites and then they just click on it. So and I log on to Clever, but then I can get into my science program, my social studies program, my the appropriate programs, correct that we have that we have purchased for Okay, thank you. So it's one login on a dashboard so it's really easy for the students to find it. Okay, Mrs. Baldano,
143thank you. So um I just want to thank the committee members, the teachers, the staff, both of you, parents that put in a lot of work. This is I did. I mean any one of the topics that you set out to cover is, you know, seminar conference length amount of work, right? And you were able to cover a lot in one document. I just am a little unclear. Well, one thing is that the um the page that links to the full plan, that link is not working for me. I don't know. Sorryone else. So, just if you could check the link on that page. Sure. Um maybe thank you for that heads up. It worked for I was I was able to get it. Okay. I looked at I can look at it from here.
144Okay. I don't know why I can't get it. Just wanted to raise that. And then the other thing was just to clarify and you reference um well you reference additional plan highlights include and then the link to the full plan. So just the status of this plan is this plan it is up and running and posted somewhere. What's the what's the state? Because I I read the full plan and I do recommend people read the full plan. It's not incredibly long for the amount of content that it includes, but it does spell out pretty clearly cell phone use policies at the elementary versus middle school versus high school site. And and I think those are things that parents really care about as well as the other things we've been discussing. I wanted to be sure
145to have the opportunity to present it to the board before we posted it on the the web page. So, it will be added to our instructional web pages so that the community at large can access the plan. It is alive and going and we are already taking action steps um and have completed a good chunk 15ish action steps have already been completed. But some action steps we anticipate will be, you know, next year projects or maybe even the year after projects because they're a little more long-term and all-encompassing. Okay. Well, thank you. And again, just gratitude and also encouragement of members of the community to just read the plan. It's it's helpful and it's well done. Thank you. Okay. I think seeing no further comment, we'll move on to item 8.03, secondary course approval. Mr.
146Nap, good evening everyone. Thank you for allowing the opportunity to present new and modified courses for this upcoming 2526 school year. Um just to kind of recap how the process works or to cover how the process works in general is if a site and that can be a teacher wants to have a new course. It could be principal working with ILT. It could be even at the district office level one of my TOSAs or something in our department we're looking to change or add. Um it can start that way but at some point it will start like hey we we want to do a new course. There's a form like we talk about it or I talk about the principles kind of at the start of the year. There's a form that they fill out
147that includes course description, does it require textbook, how much, some of those sort of logistical things. It gets shared with the court with their sister site. Uh so if it's a middle school, both both middle schools have to sign off on both principles sign off at same high school. Once that's all filled out and signed off, then it's sent up to our office and then myself and my team sit down um and go through each one and then go course by course, request by request, ask sites questions if there's clarifying questions. A lot of times, especially this year, probably more because I'm new um and continuing to learn kind of the history and the background. So, it's it's wonderful to have Jane and Marcy there who know a lot of that. So, I'll go back
148to if it's, you know, Mr. Dixon or Mr. Scaldy or if it's Mr. Miner or Miss Contraras, hey, what's this? what's that? That sort of thing. Once they're all approved, then they would come up and then come here. Simultaneously, they will also then if they're an A throughG course site will submit it to the A throughG portal for sub uh submission. There's a window starting in February that then goes through June uh to get it approved by College Board for A uh A throughG approval. Um and so that's sort of overview kind of the process. It's it's a it's a collaborative effort. It's not, you know, one site just kind of poof makes it up and goes. we have budgetary issues, we make sure we got to address um curricular issues, we make sure we
149it aligns with what programmatically we're doing. Um there's sort of a number of things that we're looking at when we we do this. And so then courses can either be a modification, there's a change that they need to do. They can be literally a new course. It may be something has never been existing. You'll see one of our courses here is a new AP course. That is a new AP course. Literally, College Board just came out with it. Um, sort of like they did with AP pre-calculus that didn't exist when I was at AG, right? Used to just speak pre-calculus. Um, so sometimes th those things come up as well. Um, and so we'll go through that process to to make sure that they're where they need to be. And so you can have a
150course even it's multiaceted. You have instruction in the classroom and for offerings at a school, right? I've always talked about opportunities for kids, right? We want opportunities for kids and that that comes through course offerings. Um so it can be for that that we look at but it's also there's cowpads. So cowpads is a state reporting system of that includes all sorts of things about student data includes or every course has a c corresponding cowpads number that associates it with a curricular sort of topic or pathway can relate to CTE that goes back to like that goes into HR Dr. Buchia that looks at every single um assignment if a teacher's credentialed properly. All kinds of things go on when we say we're going to do a new course, right? It's not just okay, what's
151the teach who's the teacher and what's the textbook, right? We have to make sure the aligns in the portal, all these things. So that's all part of what we coordinate when we do this. Um so there's there's a lot to it. And so part of that is also as this these courses get approved we're working with the sites often it's one of the APs is doing the portal you know managing the portal for them uh for their site we also like Jane Holly for myself at the district end works in the in the A throughg portal the college board portal um looking at that we have Jamie Fosio in in Jeremy's department that looks that makes the the calpads and the course numbers are accurate that works with my secretary so we there's a number
152of sort boxes we have to look at and check and make sure you know if it's a name change if it's a new course all these things are getting done so it's done right love to say it's 100% perfect all the time it's not um we get feedback both we find internally from ourselves we collaborate quite a bit as a curriculum department with other curriculum departments in the county um we contact our neighbors both north and south of us because oftime times they're doing similar courses or similar things you know what are they doing for you know particular different personal finance or maybe ethnic studies or some of these new courses coming up and coordinate, make sure we're all, you know, okay, doing the same, you know, make sure we're doing it right as best
153we can. We'll utilize parent feedback. We have wonderful parents that are very knowledgeable um about different facets of new courses and how it works either in the in the portal for A throughG requirements, all these sort of things. And so we continually work to refine and and make sure they're as accurate as possible. Uh I presented in the fall um one of my presentations included about the used to be called California.edu edu is now the CCGI which is now really state saying this is how all students will apply for college access their FASA kind of be that one-stop shop for career exploration um starting even in you know middle school all the way through postsecary and so we've been a a CCI district we were one of the early adopters so I think this is
154one I say our eighth year of being involved in it so we work with them because they provide us information and reports on hey these are possible miss mismatches um in your courses with the portal or different things. And so we have uh kind of various tools or resources we utilize to make sure kind of we're getting all these things assembled properly. Um it can be more complicated than it may seem. Um so it takes a lot of coordination. So with that that kind of gives sort of in a pretty quick nutshell, but um a synopsis of kind of how all these things we're putting together when we want to do a new course. And that would be even separate from like you to consider a textbook adoption is a whole another process that has
155board policy that guides that you know Miss Shepard here went through you know for sixth grade we follow the same process in the secondary too right so that's its own piece our own process we do that can include new courses but coming back to the things here in terms of the the the new courses or uh modified courses you see kind of some highlights overall some of them are aligning them to Prop 28 so we can utilize you'll see kind in the the lossos middle school courses, those help us better line the property 28 to utilize um those funds. Some of them are aligning with some of the with CTE stuff. So what used to be horiculture is really floriculture. Um and so we're changing to be better properly named better aligned um with some
156of those pathways. And then some of them um are also just new courses that have that have come up. And so you'll see things like organic chemistry at S High School be will be offering. We have AP African studies that I mentioned a little bit ago. We have integrated science as part of our our newcomer program. And so that is really cool because that will be an A throughg approved course that'll allow stu our newcomer students to potentially if they can complete it all meet A throughG requirements which previously you would not really think of that as possible. Um so we're trying to to do things as well to remove I would say what you know our barriers potentially for kids right and so that that is a really new cool thing as part of
157our newcomer program um doing at Soul High School um to do that and so you look at those things you see a couple P classes that are newer opportunities for students to earn P credit and sort of I would say more new and innovative ways um and in our P departments of both schools looking at okay we have pathways for our kids that are athletes and things like that right allow them to P credit if they're playing sports and make it to CIF. But we do have kids that don't play sports or maybe don't do enough. And so, you know, allowing upper other, I'd say more um progressive opportunities, different ways of of um kids meeting PE requirements and overall PU is about fitness for life, right? Learning things to be fit after you're done
158with school. us. So I I I think it's cool that we're are start looking at ways of engaging kids in maybe some different type of activities that they may learn to love and do after they graduate and are healthier for it. Um so you see some of those new courses uh as well. Biggest piece I think to keep in mind is offering is dependent on enrollment, right? Our master schedule at the secondary level is is dependent upon student enrollment and student choice, you know, especially in the electives, right? And so we will offer things and have them available. They may not run. If they don't have enough student signups, they don't run, but they're available. They'll try them again the next year, right? So we try to meet that student choice uh piece with it.
159And so it's while these courses come through and they get approved and they're available is always dependent on student enrollment and that that is kids are signing up in the spring and master scheduling happens and um kind of now through summer, right? And so that that's a piece to keep in mind with new course offerings is whether we actually come fall see them happen and kids are in seats in those classes depend on because what kids sign up for. But again, one of my big things I've always said is about opportunities and choices for kids. Let them pick. Okay. Is there any one from the public that's present and would like to comment? Seeing no one, Mrs. Dawson, is there anyone on Zoom? Thank you. So, bring it back to the board. Mrs. Balta, thank
160you. I have a couple just specific questions. Um, I'm looking at like the course um the Tiger News Network, TNN. How is that considered a new class? What? Because my son did that class a couple years ago. It's sort of a Yes, it's not literally a brand new class. this better this more accurate was set up in terms of um it was sort of nested with another class and it's not really supposed to it's supposed to be a separate class in terms of how so it's really some cleaning up and sort of how we post it and how we have it offered okay so not but still considered new not a modification yeah and that's I probably did a poor job in explaining that's really on sort of the cowpad's end and how we so
161the state will basically provide courses like you have to fit certain criteria to get a certain course number. That's the course number that's used in Aries which is our student information system which is our master schedule. That is what the state pulls data every it's usually what the first Wednesday it's Cabbeds day it's on October when the state grabs all this data from every school and school district and then you know does all their analysis. So that's where practically speaking for your kid or like well we've been doing this well maybe we had the wrong cow pads number we we find out things and so it's cleaning up some sometimes on that end of it um but it's not literally like a brand new class where like organic chemistry is literally going to be a
162brand new class right okay um and then a class like class I think I saw something um was it classical mythology did I see that and with no textbook is that just because other resources will be used or we are utilizing books that we already have or Yeah, I mean it can vary. I think that one particularly there's some open source the teacher already has materials they can use. Um sometimes we're able to find you know books we already have or they can use excerpts from from resources that they already have and they'll coordinate like with Miss Holly or district librarian um to get those as well. Yeah. And then I did talk to Miss Yamasha about this, but just the importance of making sure that our college lists, whatever the course lists are that
163the colleges are looking at are always accurate because correct. I realize how critical that is for when students are applying to college. Correct. That's part of how like how competitive they are, right? That they get Yeah, I think a lot of schools are becoming more more competitive. So, they do look to see what courses are offered and those that need that list needs to be accurate in order for a student to reflect well. Yeah. And I'll get back to primarily touching base. I know like Miss Dallinger does it at um soul high. My guess would be probably yeah moral bay. Typically it's a AP that does work. We had a good conversation about that and just wanted to for sure highlight that. Thank you Mrs. Schaffer and then Mr. Buckman. Um thank you for this.
164I think that it's really interesting that there are 26 courses on the list and 23 of them in whatever manner qualify as new and three is modified. It's exciting as you indicated to be offering so many choices to our kids. I tend to look at things as doors as opening making more doors available for them to either peek inside or take a walk in and they could be things that set them on their path. Um, and I also very much appreciate I know the the board over the years has really worked hard to stress the importance of courses being A throughg and um again that leaves all those doors available for our students. Um, and I know that Mr. Buckmanz is light on but after at that I'd be u honored to make a motion
165to accept these courses. Thanks. So, um I'm excited because there's all these courses. I'm excited because there's um seems to be several or many media courses. Um and um I looked at some of the uh it looks like the curriculum that that there that we're going to be teaching and we're going to teach you know pageionation and we're going to teach communication. Um, what I thought was missing and it may be there is the ethics of being the media, of using cameras, of doing yearbooks. And there's it's just so important. And just in particular in public schools, my understanding is you can't take a picture of a student unless there's permission. And the use of drones, excuse me, the use of drones. We just had somebody arrested down in LMPoke for flying a drone over
166LMPoke the military base. And so there's just I I think there's I'm hoping that within these courses there's a section on the ethics of what we're teaching. Yeah, I'll double check. I'm sure they they deal they'll deal with just some of the rules around that for sure. Oh, okay. I just have a quick comment and then you can make the motion. It's Mrs. Schoffer did the counting for me. So, we have 26 either new or modified course offerings here. Um, a lot of them appear to be really interesting and I think that um they'll be well received. I just wanted to note that out of the 26 there is only one and that would be um at Mororrow Bay High School. Um that is 60% site funded and 40% is funded. Yeah. And the balance
167the 25 other courses are either funded by CTE grant or the cost is uh there is no attendant cost to them. Correct. So even in these difficult budgetary times we are able to offer some very interesting um innovative A3G courses to our middle and high school students. Trying to be creative. some of again they we have existing resources we can utilize and so it's not having to buy that particular moral bay course that is a new literally a new course um and it's something they're trying to do for a number of reasons that I think are great it allows an AP option that freshmen can take it does allow um it can it can act as the ethnic studies requirement as well so high school's interested in it moral base kind of willing to pilot
168it because they have a particular teacher and even one of their assistant principles has a pretty big background and experience being on in Washington DC and working um in in some of the schools there. And so it was kind of a deal I made with the principal like, hey, okay, let's let's see let's see what we can do and see if kids sign up for it. And so that's where that sort of kind of funny piece came up with. I said I' I'd work out with them. The other ones, yeah, CT we have separate CT funding that support that, right? And then the other ones we have existing materials. Um, but it was one of the primary questions is is there an added cost to this knowing that we're in, you know, budget restriction times
169and so we have to be judicious about what we're spending money on, but we try to be creative when we can. Thank you for your good work here and I defer to Mrs. Sheffer. Thank you. I would like to make a motion that we ex uh approve the um the courses as set out in item 8.03 secondary course appro second the motion. So I have a motion by Mrs. Schoffer and a second by Mr. Buckman. Mrs. Sheffer. Yes. Mr. Buckman. Mrs. Baltadono. Yes. Mr. Hunger. Yes. Mr. Banfield. Yes. And I am a yes. So that passes six uh zero with one absent. Item 8.04. Thank you, Mr. N. Uh, Mrs. Jimasha. All right. Good evening, board. We have a board policy I'd like to draw your attention to. The policy title is called accountability. Um,
170and it is trying to update a policy um to include the term long-term English learners. Those we call LTELs as a specific student group that we monitor through the LCAP and other means. Um, and it means it's a student who is an English learner that has not attained English language proficiency within seven years of initial classification as an English learner. And it also goes on to clarify that about um when districts need technical assistance. So that is when for um this is for the accountability of our school programs meaning state test results, suspensions, expulsions. um if any of those start to trend in a poor direction, um you qualify from the state as being a technical assistance school district. And then the county office of education provides additional support and guidance to your work and
171your working teams. And so it outlines here um some of the technical assistance language that districts may receive. This is uh different than the um accountability that we hold our staff to. So for example, teachers are evaluated regularly um and that is outlined in our collective bargaining agreements and our school principles are evaluated regularly by our different cabinet level members. And so this is more the accountability of the school district and the school programs that we have. So this is the first reading. Are you recommending that it be brought back? I am. This is the first reading and would like your feedback or ideas. Mr. Hunger. Well, I just I just want to say perhaps I missed this. Um, I like the new format where we have the good um the actual revisions completed. Great
172document then showing the red line this the redline copies. So, thank you. Yeah, thank you. Shout out to Deb Maxwell, my assistant, you know, who's new this year is um helping us create some new systems electronically, tracking where things are in the system, but also making sure that when the board reviews it, there's more clarity around what the final product would be. And if you have questions, you can refer to the redlinined versions. So then, are we agree in agreement that we'll bring this back at the next meeting for approval? Seeing no objection, let's move on to item 8.05, proposed revision to board policy 1321, solicit solicitation of funds from and by students. Yes, thank you. This again is a CSBA recommended update. Um it is talking about how we solicit of students on behalf
173of a school um or charitable organizations meaning our PTO's our booster clubs etc. Um and some of the changes include written approval can be required for sales or solicitations if some of the money raised is going back to the organizers. So, for example, if you're selling wrapping paper, for example, and then you have to pay for the wrapping paper and you only get part of the proceeds, um those have to be approved by a designate of the superintendent ahead of time. Um we also specifically the the board policy subcommittee wanted to ensure that it's clear that solicitations are made on behalf of the school or charitable organization. Students shall not be barred from participating in an event or activity if they didn't do the fundraising. So participating in school fundraising is entirely optional. And similarly,
174we want to ensure that potential donors including our parents and guardians or other members of our community should not be unduly pressured to contribute to our school system or charitable organizations. So, we want to really emphasize that participation for donations is always voluntary. Thank you. This is a first reading. Oh, Mr. Bfield, it is a first reading. Has that ever been a problem where where there have been I'm not aware of it being a problem. Um, I think there are times where some of our parent leaders who may have less experience or knowledge in this area, um, may use verbiage to encourage student participation. We might not go on the trip if we don't raise x, y, and z number of dollars that would make children feel anxious about having to bring in x, y,
175or z. well-intentioned but um not great for students. Mrs. Baltadon, along those lines, I was wondering how this would play out in a situation where, for example, uh the ninth grade, 10th grade, 11th grade, 12th grade are going to have a competition about who's raising the most or donating the most items or whatever. And so I'm wondering how that plays out. Um, and I I think about it also in the context of which elementary school class raises the most for the walk-athon gets a pizza party. And so that's always been concerning to me from an equity perspective. And I'm wondering how that squares with this policy. I I I don't know that this policy necessarily directly um addresses those kinds of competitive spirit motivational strategies. um except that I hope or believe that um by
176by approving this policy, the next step would be we put it in our Isla update for our principles to all discuss. And then I we can have our principles take it back to their booster clubs and ask them to review it with their booster leaders as well as I can review it with the parent leader group when we meet to talk with the leaders of our fundraising organizations and remind them how important it is to be very explicit that no child shall be left out and that we don't want to pressure people to to engage in these activities. So I think those are two ways we can address it. Yeah, I mean I think it's a slightly it yeah maybe a slightly different issue but it does get to this and I'm just wondering if
177the policy can account for that. Do you have a recommendation change you'd like the board to consider? I'd have to okay kind of words smmith and think about it but I think that okay it's it goes along the lines of not pressuring a student to have to participate um so I think it's worth considering absolutely and that what Mrs. Baltadon was talking about would that be part of a policy or would that be an administrative regulation they are yeah that's a very good point Mr. I think it could definitely um land in an administrative regulation, although I'm not sure off the top of my head. I'd have to check and see if we have the accompanying administrative regulation for this policy. Not all of our policies do have an AR, so I would need to
178check on that, but that's something we certainly can look at before the second reading. Okay. Then this is a first reading. Are you recommending that it be brought back? I am. Thank you. Is the board in agreement? Seeing no objection, then um thank you very much, Mrs. Yamasha. You've been up there a lot. I know. You're welcome. Okay, moving on to the action consent agenda. Please let me know if you would like anything pulled. Item 9.01, approval of I'd like that pulled, please. Okay. Um that's approval of certificated and classified personnel items. 9.02 approval of purchase orders. 9.03 approval of warrants and payroll. So I am seeking uh approval of a motion for approval of 9.02 and 9.03. I'll move that we approve 9.02 and 9.03. And I'll second. So we have a motion by
179Mr. Manfield and a second by myself. Mr. Banfield. Yes. Mrs. Baltadano. Yes. Mr. Anger. Yes. Mrs. Sheffer. Yes. Mr. Buckman. And I'm a yes as well. So that passes 6. Uh with one absent. And then Mr. Anger. Yeah. The the reason I wanted this pulled is um I I just want to bring to bring to the board's attention something I think that we're doing really well. Um one of the one of the personnel items we're being asked to approve is is a gentleman who is going to be a culinary lead. Um he happens to have grown up in my neighborhood. I have I know him. Um he went to Boray High School. He went to culinary school. has been a lead chef at several restaurants around here. And what he has chosen to do is
180to come to work for us and to take the experiences that he's had in his commercial um and and and being an executive chef, he's bringing those to our students and to our district. And I think that says a lot about the kind of things that we're doing and especially in food services, the focus that we're that we that we're making on giving kids high quality farm-totable food and and and I know the Tribune ran an article on this on Sunday. Um I don't think they said enough about how we were the pioneers of this throughout California and probably I think in in the United States. And I believe we won a we won a Magna award for our food services about six or seven years ago. So I just wanted to bring that forward
181and bring people's attention to that. Um I move approval. Well, actually I think we have to go to the public now because I pulled this item. Is there anyone currently present that would like to address this item? Seeing no one, is there anyone on Zoom? Nobody there either. Mr. Er, I'd like to move approval of item 9.01. I'll second. Okay. I've got a motion by Mr. Anger and a second by Mrs. Baltadono. Mr. Hunger, yes. Mrs. Baltadono, yes. Mr. Banfield. Mr. Buckman. Mr. Sheffer. And I'm a yes as well. So, that passes 6 with one absent. Um, advanced agenda. I hear nothing. Reports by board members, Mr. Banfield. So, I have a grandchild attending uh teach and they had their not employment day, career, career day. Yes. And um it was interesting you know the
182architects and the tech people they had you know in their board they had uh average starting salary and you know 100,000 blah blah blah. And then I went around I saw some others and there's couple of kids that wanted to be teachers. They didn't have anything about money and I said that's true. Why do you want to be a teacher? Well, because I like helping people. That brings it all back, doesn't it? It's wonderful. Thank you. Uh let's see, Mrs. Schffer, then Mr. Hunger. I just wanted to give a couple of um sort of things to be that that I'm feeling grateful for in these sort of times that feel challenging sometimes uh that that we talk a lot about the tough issues and um in the work we do and one as Dr. Prader
183mentioned earlier, it uh has to do with Monarch Grove and Pacheco that when we hear from folks in correspondence and when we tackle as a board and as just as a district, the thing we tend to think about uh how we need to do better, the things we need to work harder on and how hard it is and and the feedback we get that we're never we're not doing enough, we're not working hard enough, that this is happening that that is uh having a is is just negative in the community. And when I was going through the agenda over the weekend, it was just so wonderful to think it brought me up short to think, wait a minute, we're doing some things really well. And that those are things to focus on as well. Of
184course, not to the exclusion of the work we're doing to improve and the challenges we face with the budget and uh with with um social issues and with things like we discussed here tonight with social media and technology and all those challenges, but to really remember that there are some things we're doing well and that we need to celebrate. We need to take advantage of celebrating those things. Um, I wanted and I saw it in action here tonight. I uh saw Mr. Nef speaking with with a board me or a member of the public who had some questions and trying to address those immediately. I know Mr. Pinkerton responded to an email earlier today that we've received and um and I also wanted to as a member of the policy subcommittee uh please express the
185gratitude to Deb Maxwell. I mean, she has really worked on making this been really responsive on making this process run more smoothly and um she and the rest of the board and of course the public isn't aware of this, but she's created this incredible Excel spreadsheet to keep track of every policy and where it is in the process and who needs to be talked with about those policies and that kind of um of uh of hard work and attention to detail is really appreciated. So, please let her know. I I'm thinking I can speak with for Mr. Buckman in that regard as well. Thank you, Mr. Anger. Um I I went to a couple of things. I know that several of you went to the Pack Beach model school celebration. I know Mrs. Baltadana was
186there and I saw you there, Marilyn. and just uh what a just as always what a great school and what a great experience that was and to hear Mr. DER um talked to the students about how they're the ones that really make the school the great place that it is. Um it was just really really heartwarming to hear that and to and to see every single student paying attention and and basking in in the the you know the glory and the celebration that they all deserved. Um plus there was lots of food too and thanks to Mr. Pinkerton and those guys for supplying the the food for them because they certainly deserve it. Um I also went to the Moral Bay High School open house and uh you know we talk about hands-on stuff so
187I just want to relate a quick story. So I was in with Mrs. Flynn's class and Mrs. Flynn is the agriculture teacher there. Um, and she was talking to somebody about egg mechanics and the dad was asking questions and the kid was just kind of sitting there and he he didn't really want to say anything, you know, and the dad asked him about a mechanics and said said, "Well, do you do tractors?" And she said, "Oh, yeah, we do tractors and we teach the kids to drive tractors and we drive around the farm." And this kid's eyes just got big. You could just see the excitement and see how this guy wanted to take that class. I went into the technology class and to see the the the professionalgrade 3D mill being uh being explained
188to the students by another student. These are the kinds of things that you know we talk about are we doing some good things. Yes. These are the kinds of things that just make you go, my gosh, what you know, we've got kids that are just that are on the cusp and they're we're helping them bloom. It is it is such a wonderful experience. And then the last thing I I did is I I stayed in the back, but I went to the Sunnyside community meeting and um and and it was actually great to hear the level of enthusiasm for what the community of Los Sos is going to have to do um you know, in order to make this dream come true. And and I think uh one person put it put it I think
189pretty well when they said this is the opportunity of a generation and I and I hope that that community that my community can figure out a way to come together to to make that property a legacy. Okay. And then for myself, I just I'm trying to remember what I have been doing because we had the the spring break, but I know that I did attend the dance fusion at Mororrow Bay High School and that was a great production. the the students really had a good time and the parents did too. And then I um did a a site visit at Delmare um and spent some time observing the S cubes in um at work and it was it was very interesting and um and I and I'm very appreciative of their work and I intend
190to go to Baywood and observe them there as well in a u bilingual situation. So, I'm no I know there are other things, but I can't think of what they are. And we're all tired. Let's go home. This meeting is adjourned.