001good evening everyone and welcome to the february 15th meeting of the san luis coastal unified school district board of trustees at this time we'd like those we'd like to ask those in attendance to please keep your videos off and audio muted unless you're presenting information or speaking in public comment we're offering translation services for our spanish speaking attendees to access translation please click on the globe at the bottom of your screen and then the language at this time we'd like to ask if anyone who needs translation would please click on the participants icon at the bottom of your screen and raise your hand maria can you translate that please okay thank you and the board the board did meet in closed session we had anticipated litigation significant exposure to potential litigation personnel review and possible
002action on employment dismissal or discipline of district employees we did not have conference with our labor negotiators regarding uh our designated representatives regarding legal counsel uh in human resources uh regarding our organizations so we did not do that and i did want to make an announcement before we begin and have the consensus on the order of business is that we will have a special board meeting on thursday february 24th at from 3 p.m to 6 p.m to discuss the current state coveted mitigation measures including wearing of masks at schools thank you very much do we have a consensus from 3 p.m to 6 p.m do we have a consensus on the order of business yes all right do we have our student representatives to the board oh mr unger yes on the consensus of business
003yeah could we um hold the agenda item of the board policy agenda item please yes and we're going to pull that would be item number hold on here yeah sorry uh we'll pull item number 9.06 thank you okay getting back to student representatives to the board um do we have lexi moreno here from pack beach is she here no okay let's start with i think that's is that you noah or nick you want to start nick sure awesome thank you so the auditions for the spring theater production which is the seussical the musical were held last week and rehearsals have already started this week last week we had friendship week as a spirit week and on thursday we had friendship pledge in the quad and there was music set up and games such as spike
004ball and it was really fun everyone was sitting on the grass in our new quad um thanks to the measure d project and so that was really awesome and then on friday we had a rally that was friendship themed and that was just uh super fun poetry out loud is all wrapped up um [Music] yeah several senior nights for winter sports as they wrap up are going to be happening i believe boys soccer and girls soccer already had their senior nights i'm not sure for the other ones and then girls and boys wrestling are traveling to cif the girls basketball one league and boys and girls soccer have playoff games this week spring sports have begun such as track i'm doing track and field this year which is cool i've never done track and field
005biology students went on a field trip to learn about oyster hatcheries that was really cool and then another group of bio students went to the embarcadero to study genetic variations in sand crabs in sea otters and then last week we also celebrated national school counseling week and then the new engineering club that was created had their first meeting this wednesday and i believe um [Music] tayo i'm not sure his last name is running that and he's really amazing and really good at engineering and then it's yeah there's just a lot of really cool um activities and opportunities that are happening and mock trial is doing really really well and we actually fielded two mock trial teams for county competition and there's a blue team and a black team the blue team went undefeated 4-0 in
006the accounting competition and that's the best result that we've ever had and this was led by curtis bradley a senior maddie alvarez a junior and then the team also includes juniors reese demerist angie quasi molina rey ruin marina asquith michael gray and ninth graders orion reya lyla green and connor klt but yeah the blue team defeated slow mission coast union and mbhs black so that was really really cool and that's it great thank you very much nick and by the way nick is from morro bay high school uh noah are you here we're not seeing noah so if if either noah or lexi comes in later we'll let them come in and uh give their board report or their school reports correspondence actually i'm sorry 6.02 pacheco elementary program highlights yes good evening mr mayfield
007yes good evening as you mentioned pacheco is the school being highlighted tonight and we have principal carmen wood here with to share with uh some highlights from pacheco carmen hello everybody board members cabinet i am assuming that i'm sharing my screen is that correct uh not yet okay we'll get there though okay i'm sorry yes you can share your screen so i am really proud and happy to be here to share our most recent highlights i almost feel like i got a bonus week because i was able to share our last board meeting and this is one of my favorite quotes about uh learning multiple languages one language sets you in a corridor for life two languages open every door along the way and in honor of black history month oh hang on a second
008i don't know why my screen is not progressing hmm [Music] let me carmen i'll go ahead and share my screen for you okay thank you because i'm trying all the buttons i know and it's not working okay let me stop share thank you there we go and so i just thought it would be uh really appropriate to honor black history month and share with you a recitation that was done in spanish of amanda gorman's inaugural poem so if you um just hit the link mandy that should come right up this is one of our fifth grade students reciting the poem in spanish [Music] is thank you and that was cecilia katona and i thought it was fitting uh go ahead and next slide um that's evidence of the the one before sorry there we go
009of the power of 90 10 90 of the day uh starting in tk in kindergarten right now we have preschool but moving in tk exciting this is um one of our kindergarten teachers maestra amaya doing a writing lesson all in spanish go ahead next flight another beautiful um highlight of this year at pacheco is our new garden project with one cool earth who provide our garden education and we've created a butterfly garden at the front or the back of the school depending on how you're looking at it and in this photo you can see our elac president maggie rivas she found someone to donate stumps for seating and coach carr you can see in the red shirt just happened to be around to help unload the stumps but the students just enjoy working there our
010one cool earth teacher natalie um is really active in that garden as well and then you can see two of our newcomers working in the garden uh in the second picture that's close way and also i i'm just blanking on the name of the other student which is ridiculous santi there we go thank you nerves butterflies next slide and um just i love this photo showing all um genders included this is our third and fourth grade soccer period and they're just um a really inclusive and friendly group as you can see and i got to see just this family feel that pacheco has in action last week as we received four newcomers and as i was taking them around okay i'm back on i'm assuming it's wonderful to see how open-hearted our students are towards
011students of other cultures they were literally flocking to me and myself clapham as we were taking our new students around and introducing them and it was just wonderful to see the relief on our newcomer space as girls boys um all cultural backgrounds were greeting them in spanish and asking them their names and it was just beautiful next slide please another highlight is that i've uh moved a lot of rseb monitor time to lunch time and so you can see michaela there on the right and ready to go in all her equipment this is michaela renick she's a former pacheco student now has her degree and moved back to town so i increased her hours so she's out at lunchtime playing appropriate games here she's uh working with raiders and um they needed a little reset
012during their lunchtime soccer and it's just great to see um half of the kids um watching and once she gets them up to snuff she'll move on to something else and um right now for first and second graders it's red light green light and it's working really well next slide and then i was going to leave you with just a little video snippet this video is a little long mandy so just feel free to fade out when my time's up but it's so wonderful to see our family traditions and celebrations coming back at pacheco this is our 100th day celebration and you can see the whole school is in on it it's traditionally led by kindergarten but this year the first graders were invited to participate since they were not able to last year and
013i'm just going to let the video speak for itself thank you [Applause] [Music] we actually sang and sang and sing you can see i was in training there with my little browning who has informed me that the principal leads the parade so i'll be ready for next year and um it was just a joyous occasion and all of the other students come out and cheer us on and looking forward to more traditions coming back such as the other nina in april and um our variety show it's exciting to see things coming back to life thank you very much board members do you have any comments questions well thank you very much carmen and just we really appreciate the work that everybody does at pacheco it's a great school i think it's probably one of the
014longest running dual immersion schools in california if i'm not mistaken um and it's just a it's a it's a wonderful place a wonderful community so thank you very much we appreciate all the work that everybody there is doing thank you i'll move to item 7.01 which is correspondence and the board did receive two pieces of correspondence one from lisa washmuth and one from dan clancy thank you very much for writing us item 7.02 is public comment and i will read a statement regarding public comment at this point the board welcomes comments on matter matters of district interest the board will listen but can not engage in discussion or take action not on are on items not listed on the agenda generally this section of the agenda is for individuals or a representative of a group
015to address the board on issues not listed on the agenda speakers who wish to discuss items on the agenda are requested to wait until that item comes before the board however comments may be given on agenda items at this time if it's not possible for a speaker to stay until the agenda item is heard by the board if you submit written comments on a topic you will not be allowed to also speak on that topic comments or correspondence submitted anonymously will not be accepted if you'd like to speak in person please complete a yellow public comment request form and submit it to mrs dawson in-person public comments will be heard first if you wish to speak via zoom click on the participants icon at the bottom of your screen and select raise your hand when
016your name is called you may restart your video if you wish and unmute your audio if you need assistance with your video please let us know and we'll attempt to fix it if you have a problem with your audio please click on the thumbs down icon and we will attempt to assist you written public comments submitted prior to the board meeting will be read by mrs scheffer following the verbal public comment all public comments will be limited to three minutes a limit of approximately 450 words and written comment you may not cede any remaining time to another speaker any portion of your comment extending past the 450 word limit may not be read aloud due to time restrictions all written comments that are not read into the record will be made part of the meeting
017minutes provided that such comments are received prior to the end of the meeting please be aware that written public comments including your name may become public information again there will be no seeding of time we ask that other public observers in the room be respectful and do not interrupt the individual giving public comment because this is a time for the board to listen and it's very difficult to do so if there are multiple individuals speaking at one time as board president i will maintain order of the meeting and may issue warnings or removal of disruptive individuals mr shepherd you have the list of people to speak i do and if it's all right i'll read a couple at a time so the next person yes please be ready um first we have debbie arnold followed
018by jennifer grinninger and please uh excuse me if i mispronounced names i am i still hope you can hear me okay great my name is debbie arnold and i i want to start my comments by thanking you for the opportunity to speak to you this evening and also um i want to thank you for your service to your community i um i've come this evening to support the parents and grandparents that are in the audience tonight um they're they're here to ask for your help in finding a pathway to be able to send their children to school unmasked and it was i was happy to hear that you will actually have a discussion on that topic on february 24th um i did want to say that i know starting tomorrow morning the state will be
019changing its mass mandates um making some changes but ironically where many adults in the workplace won't be required to wear a mask anymore children going to school here locally and throughout the state will have to continue and that their discussion it sounds like will be held to review and readdress that situation not until february 28th i want to share a county statistics in this county uh children in the demographics the age group of zero to 17 in the almost nearly two years now we've had one hospitalization in this county and zero deaths in that age group so it just seems funny that that's the age group that will be left to wear masks throughout their day i also want to say when when i say i think these folks are asking for your help as
020elected representatives or people representing them to find that pathway uh to unmask their children that um i believe that that pathway is lobbying the governor and the state public health officer but you won't have to uh lobby the county health officer of the county anymore as of tomorrow the county of san luis obispo will have rescinded all of their county mandates so we won't in this county be operated under any county mandates there's a little confusion because the county itself and as an employer and like your school district will have will be abiding by some of the state mandates but the county will no longer have any mandates in place beginning tomorrow morning so anyway thank you so much for your consideration and again thank you for your service thank you very much baldwin good
021evening my name is jennifer grinninger i'm a parent in templeton i'm also the chapter chair for moms for liberty for the county here in san luis obispo and my background is as a therapist marriage and family therapist um i wanted to express to you what i've been seeing in my professional opinion with kids these past two years in terms of the severe mental decline that we have seen not just educationally but with their mental health we're seeing a lot of hypochondriosis ocd severe depression anxiety you name it we're seeing very severe declines and they're being impacted socially they're being impacted educationally they're being impacted physically getting rashes on their skin having some some great difficulties so when we're faced with seeing that and we know that it's happening we can all see it teachers are
022saying that they are dismayed that they're having to teach a classroom full of kids that are not engaged the way that they used to be why we would consider at all continuing this for one more day um why are we waiting to unmask our children we're hearing reports from the governor that this is a decision made by the teachers union this should never be a decision that's made by an entity such as that against parents wishes and against the children's wishes how that came about i don't know i know that you guys have sr3 funds that you accepted that are conditional upon you following these mandates i would encourage you to return that money so that you're not held to that and i would ask that you start standing up as roseville unified school district
023did and take a moral high ground reaction and stop using our children as pawns thank you rennell baldwin followed by gloria i can't read the last hello thank you for your time and dedication to our community my name is renelle baldwin and i'm from san luis obispo i am a local business owner of a medical company that serves seniors as well as being a mother of three sons i absolutely agree with the masking and serving people such as the people i take care of seniors the ones that are most at risk in our county i do not however agree with what is currently being done for our children it has inhibited children's full ability to learn and give in our local statistics documented and read aloud by supervisor arnold it is time that our students
024gain back their right to properly learn and to breathe thank you thank you and if you wouldn't mind just say your name i'm sorry i just couldn't read it followed by nicole no problem hi i'm corinne lapel that's how you pronounce it um i'm a mother i have two school-age children i have a fourth grader and a seventh grader i spoke to you guys two weeks ago i asked that you add masking to the agenda for this meeting and then eve dobler drew also asked the board to add it to this agenda unfortunately that didn't happen um it's disappointing just because we're delaying getting our kids out of masks i think you know we're passing the buck and saying it's another agency that governs us but as you can see locally the supervisors the county
025board of supervisors today unanimously agreed to put on the agenda the ending of the state of emergency for the county you guys have a lot more power than you realize i wanted to read something from dr renee bravo he's i say the most respected pediatrician in our county yesterday he put this on social media he said masking likely did very little to stifle the omnicron variant vaccinations worked well to decrease hospitalizations and deaths but it still spread folks got sick it is very much time to eliminate the mass mandates especially in schools where we continue to see the spread regardless we now have vaccines to protect those desiring of that modality many children have done fine in fact most but some really have not after two years time to cease and move to normalcy there
026will be those who are really scared and those who are venument against any move toward normalcy but it is clear many of our declarations have passed their effectiveness and we are now in a phase where we have enough data to discern what does little to affect control i want to see the wonderful faces of little people again as a mother my seventh grader goes to school seven hours a day in a mask she's also a competitive dancer so then she goes straight to her dance studio and dances for three hours every night in a mask it wasn't like that during the summer when we didn't have the indoor mask mandate but they follow what the schools are doing so you know how much longer can i have my daughter do that i'm asking you guys
027to help i'd like to publicly know who's going to support helping our kids get out of masks thank you very much thank you mr lapel hello my name is nicole dorfman i live in morro bay and i have two school-aged children i'm also the county ambassador for children's health defense and i want to thank you for hearing us and for scheduling a special meeting to discuss coveted mitigation measures this discussion can't come too soon for our children who are forced to cover their mouth and nose with a face mask for hours at a time monday through friday for months on end a growing body of research now demonstrates that cloth masks worn by most children offer very little if any protection against covid19 and that in fact the harm being done far outweighs any slim
028benefits dr mark mcdonald a clinical child and adult psychiatrist in los angeles makes this point crystal clear in a notice sent to all his patients which reads as follows effective immediately all forms of child abuse will no longer be tolerated in my office this includes masking children just as i would never tolerate a parent beating their child or burning him with a cigarette lighter in my presence i will not condone or allow minors to enter my office with their faces covered my first ethical responsibility as a physician is to do no harm to my patients and allowing children to mask their faces has caused and continues to cause tremendous harm to them physically emotionally psychologically and develop mentally any argument to the contrary is naive and irrational over the past year referrals to speech and
029language therapists have increased by between 25 and 300 percent depending on locale younger children have suffered a 24 cognitive decline along with a 22 iq point loss among infants due to the combination of prolonged isolation anti-social distancing and universal masking of faces this catastrophe is man-made and due entirely to the failings of adults unfortunately in my adult patient population many have developed a fear addiction i strongly encourage them to remove face masks whenever possible including when they visit my office as a necessary first step in overcoming this fear addiction i am available and happy to provide support to any patient ready to move forward toward health and freedom from fear let's agree to make 2022 the year for an individual and national recovery signed mark mcdonald md you can learn more about dr mcdonald at
030mark mcdonald md dot so um and dr mcdonald is not alone there was a growing chorus of doctors and scientists around the world speaking out about the harms of masking children and the need for adults in power to now set things right thank you for setting us on that path thank you mr jorgen [Applause] amy ben brash followed by sheri stinson hello my name is amy van brash and i have two high schoolers at san luis obispo high school i'm in the medical field for cardiac devices i'm here to please urge you to make mask wearing at school a choice for families and children and kids at the high school um as you saw our own lawmaker and governor um our lawmakers were not following their own mandates the nfc championship game the super bowl
03170 000 people and saw very few mass states have lifted restrictions they've ended their state of emergencies and number one reason restrictions are being lifted is because the corruption is finally being exposed and also it's politically and monetarily motivated i understand that you are going to stand behind the mandate set in place by our public health and follow their lead however school districts in california have ended their mask mandates any vaccine potential mandates and testing roseville union san diego san joaquin and orange school district who has 38 in-person campuses so that's 79 790 kids they decided to support staff and families statutory right to choose whether to obtain the emergency use authorized vaccine which is still under testing clinical trials will not be done until 2024 and also mass and testing for themselves or their
032children um they are actually illegal under the california educational code 49005.8 that an educational provider will not use a physical restraint technique that obstructs a student's respiratory airway or impairs the pupils breathing or respiratory capacity so i won't list all the 47 studies proving mask and effectiveness or the 32 side effects and health implications of mask wearing i have copies here in case anyone is interested our children are being targeted in california there's two more laws or bills coming out to push the age to receive a vaccine down to 12 years old without a parental consent also for a pandemic that's basically ending they're going to mandate a shot for school next year our children are the future and so everyone needs to realize it's not hard to see they are being targeted questioning does
033not make you anti-anything questioning your time is up thank you very much if you'd like to you can [Applause] since you have a written statement if you'd like you can give that to mrs dawson and she'll make sure that the board gets a copy of that next is sherry stinson followed by christy shire hello and good evening my name is sheri svenson i'm also known as grandma to three students here in san luis obispo at elementary middle and high school level and i so appreciate that you are entertaining information from parents parents are the children's home but i also want to represent teachers because i have been very much blessed to be able to teach from coast to coast several districts in southern california as well as as far as south carolina and border to
034border from minnesota to texas and with michigan illinois and arizona and and west virginia in between and i think as well as much as we care so much about the the health and condition of our children when when in school and having to be masked and i think we should think of the teachers too because as a teacher i just can't imagine my teaching a child the vowel circle and how you use your mouth to form the sounds and and having to do it from behind a mask so yes thank you for considering unmasking our children but i hope that will apply to teachers as well because it certainly does limit our ability thank you mr stinson [Applause] next is uh christy shire followed by matthew o'leary hi sorry this is my first time um
035i'm christy shearer i am a nurse midwife and nurse practitioner here in the community my partner's a physician and i have three young children in san luis obispo and i just want to point out that you know masks were important and they were huge in the beginning when this was so misunderstood and we were searching for treatments and vaccines but it's been two years now and people who'd like to get vaccinated have that option available it seems so unfair to me that our children are being essentially targeted and and here are all these adults are going to be wandering around with no masks on but none of the children have that opportunity in 95 masks work great for the vulnerable population people who are vulnerable can wear an n95 mask people who are immunocompromised people
036who go home to immunocompromised people this shouldn't be something that just applies to every child across the board my fourth grader has suffered tremendously from mass use he has a speech impediment that went at one point in time to being like voluntary speech therapy through the school district to now being severe um and that that's really hard he has severe eczema on his hands from frequent hand washing and stress and he's so terrified that he's like spreading germs to his his teachers so someone had spoken before about you know kids experiencing more anxiety and ocd and unfortunately my child is one and he was never like that before so thank you for for listening and letting us have the opportunity to speak for the sake of our children thank you very much mr it's the
037last paper i have my name is matthew o'leary and i'm here as a parent with two elementary school kids grades second and kindergarten and two more elementary school children on the way i'm also here in my mask to honor your requests and guidance it's fairly easy for me because of regardless of how i do today i do know how to speak i do know how to read and i do know how to read emotions passively well or at least as well as i ever will i'll also leave this place and go to my office and take it off and be in comfort but none of that applies to my children we've been patient and compliant in this situation anyone could have read the stats and analysis seen the likelihood of a very serious bout of
038kobit for our children it's been slim it always has been we've always always known that so by masking them we were cautious and sensitive to the needs of those children of those around our children putting our children's best interests second that said that time is up it's time for parents it's time for school board members it's time for a school system to restore ourselves to our actual job two years later we have treatments vaccines and knowledge those in the classroom know what they're dealing with there are surely those in our classrooms who are remained wracked by anxiety we can no longer cater to those few at the harm of the many my children and their classmates need to be free to voluntarily wear a mask or not preferably not for their sake this doesn't change
039soon my family and i may have other options we're a two-parent household we could potentially school at home we could potentially go to private school but most don't have such options they're stuck falling behind losing crucial development the name of a modest health safety measure at best and a symbol at worst like i said we must restore ourselves to our actual job that is to focus on our children's well-being and educational progress first and foremost thank you thank you very much thanks mr larry [Applause] but that's all a request for in-person public comment we have uh mrs dawson do we have some people that wish to speak with us on zoom okay um so who would be the first person okay rachel bickert are you there yes i am thank you great your three minutes
040begins now perfect thank you so much um hi everyone my name is rachel bickert um i wanted to introduce myself to you i am with the california school boards association as the new public affairs and community engagement representative for or pacer for short for the central coast division which includes santa cruz monterey san benito san luis obispo and santa barbara counties again i just want to introduce myself and let you know what i'm here for which is to help you as school board members build relationships with legislators in your area as well as to connect with them if needed to help you build relationships with other school board members in the area part of my role is to convene a space for you to do that i also work with the csba regional directors and
041delegates to pass information along to you i also my other goal is also to increase involvement of any all school board members in my division um increase involvement in csba's activities and advocacy um and on that note i have a couple announcements to make for upcoming events for you guys to participate in uh one of them is a training uh that is actually taking place this thursday at 6 p.m on zoom i sent out a flyer with information about this uh earlier last week and i believe uh chris and mark also have that information but um it's a training to help school board members govern more effectively during this uh you know turbulent era that we're in um it covers topics such as masks vaccines critical race theory ethnic studies and just how to govern
042in a more effective way so i really hope you all join us all the board members this is again this thursday at 6 pm on zoom and then the other announcement is that csba's legislative action week is march 15th through 17th uh you should have gotten information from csba on how to sign up to meet with your state senators and assembly members we will also be having pre-meeting trainings and uh convenings to make sure that everybody's on the same page and we know who's talking about which agenda items so that the meetings run as effectively as possible and again that's part of my job is to help you make sure that uh your meetings with your legislators are effective and you're advocating uh in a into an effective way um i a little bit about
043me quickly i am up here in santa cruz county but um again i served this whole division of the central coast uh i sent out an email with my contact info in it last week please feel free to reach out if you need anything if you need something from csba i can help you find it you don't have to dig around and figure out who to email um or if you you know need help with any kind of community engagement i am here for that um but that is pretty much it for me so thank you so much and have a good evening great thank you very much rachel um next we have i believe jesse's iphone that's that's what it says here so jesse's iphone if you want to speak to us maybe there's
044a person behind there hi can hear me yes jesse could you could you tell us your whole name yeah i'm assuming your last name is an iphone yeah sorry you need to i need to update that um yeah jesse elliott uh i spoke two weeks ago uh i'm here to speak again just in support of uh those folks that are in the audience um and just to reiterate the fact that uh again i support unmasking our children immediately i think another day is just a horrible thing over and over again data consistently shows that children are insignificantly affected by this virus they do not transmit easily and if they get infected it is asymptomatic or extremely mild um the masking policies are horrible for our children um they put it they are put in place
045by the false pretenses that they protect children their teachers parents and ground and grandparents when the reality is that these policies are really solely written by fear for adults for the protection of adults not for children um mass had been proven to not be effective to reduce transmission because you know one coveted 19 particles are smaller than what most majority people their mass that they wear um so we know virus particles are transmitting in and out of mass um i just think these policies need to be ended now uh you know the recent part of what i've seen here is i'm thinking right we're in such a world now of equity everything's got to be equitable between everybody and i see this masking of children it's like absolutely there can be some immune compromised children
046and those parents in those families should have the choice to master children in an n95 mask not a cloth mask or a surgical mask but the fact that then you're going to put every other child in the same realm and have that mask is completely ridiculous and it just goes to to me that that we're on this equitable narrative and try and apply that to everything in life and uh i have a problem with it and i suspect many parents have a problem with that um you know current reaction from the school district is that this is a legal issue that you know insurance companies won't cover liability insurance uh you know if your state mandates aren't followed and just as we hear another speaker say there are other school districts in the state of
047california who have rescinded their mandates i imagine they have the similar insurance policies so why can't san luis unified coastal just act immediately um and not worry about it again i'll talk about leadership i think this board needs to step up in the face of the governor the state etc and eliminate mass man give you five more seconds thank you very much thank you mr elliot next is amanda freeman amanda are you there okay um let's okay hold on if not we can come back to her okay let's let's go to melissa el guerra please melissa are you there yes i'm here okay melissa your three minutes begins now thank you so much um i just wanted to share that my daughter is in fifth grade currently and at cl smith and we love our
048school and we love the students there and she's participating in basketball right now and it's been really amazing for her but the really hard thing that she has shared with me about the mass is that she stresses during class on remembering the faces of her peers remembering the face of her teacher and she is very very bright and it's shocking to me that this is something that's stressing her out i wasn't even aware that mass would be such a detrimental thing to her in this capacity and she's not actually being able to focus in class because she's having this level of anxiety and stress on trying to remember who her peers are and i even asked her you know do you remember what your teacher looks like and she said no because during the day
049all day in class her teacher's wearing a mask when she gets to school her teacher is wearing a mask i also want to share that i do hair and i'm also a life coach and some of the clients that have been in my chairs are also teachers and they've expressed the depression they feel just with having to wear a mask not being able to see people's faces and feeling uncomfortable with not being able to know what people's expressions are you can't see somebody smile it's harder to hear them and so i'm just asking that you would really reconsider the fact that we've been at this for two years our children are in a very very difficult state and their development is at stake this is a time where they're developing and to have less oxygen
050to not be able to read you know lips and body language and all that all together is very detrimental to them and so i just asked that you would really reconsider as a public servant that the board is and as our county servants are that you guys are servants to us and our children and so i just ask that you reconsider again to quickly take the masks off of them thank you very much [Applause] what i noticed is apparently mrs freeman ms freeman has her thumbs down with me and she may have an issue with her mic mrs dawson is there anybody else that wants to address this on zoom because otherwise okay otherwise i was going to say we'll come back to mrs freeman and we'll have mrs sheffer read the written public comments
051two more okay michael brickovich michael are you there hi yes thank you uh minutes begins okay uh i'm i'm just speaking to the board respectfully as a local public school teacher and i i just want to let you know that almost every other state in case you didn't know almost every other state in our country has already ended school mass mandates and it may surprise some people to find out that most european countries never even required them of children to begin with and this was out of a concern for the basic psychological well-being uh it's time our schools in this school board take a stand against what our governor is currently doing and the politics he's playing at the expense of our children in order to please some out of touch teachers union leaders just
052last wednesday governor newsom tried to shift the blame of continued masking in schools onto teachers and teachers unions but i can tell you as one of cta's state delegates as well as a long time teachers union leader and chapter founder in this area that in my opinion the leadership of the statewide cta does not speak for many or even perhaps most of our teachers and they are certainly not speaking on behalf of the students or families i urge you to act on behalf of the social emotional health of our children and not politicians our students have been conditioned to accept a faceless environment in which to learn socialize and develop relationships when some people claim that kids don't mind mass or kids except being masked it's because of basic psychological conditioning impose onto them for
053the last two years sadly any child that undergoes ongoing abuse naturally accepts it and becomes used to that treatment without questioning it but it doesn't mean that they magically become immune to its psychological damage which can be as subtle very subtle as we've all grown used to it to some degree as well the symptoms are there this past december our nation's surgeon general issued an advisory on our country's youth mental health crisis one in which he declared a national epidemic of youth mental health and his clinical psychiatrist medical legal expert dr mark mcdonald at los angeles has recently stated over the past year referrals to speech and language therapists have increased between 25 and 300 percent depending on locale with young children having suffered a 24 cognitive decline imposing a mass environment for children and
054preventing them from seeing a vast array of facial expressions violates basic childhood development psychology which involve an understanding of social emotional expression and an understanding between children and others around them particularly those in a caretaking capacity such as teachers a recent study from cognitive research journal is entitled quote face mask disrupt holistic processing and face perception in school-aged children and a quote state changes in face recognition performance and alteration in the processing of partially occluded faces could have significant effects on children's social interactions with their peers and their ability to form relationships with educators previous research and adults have already demonstrated thank you mr time is up we have someone named dan dan if you're there and if you could identify yourself for us please and then you begin uh yeah my name is dan
055clancy uh i wrote a letter to the board as item 7.02 for this tonight's meeting i just uh feel compelled to voice my support and appreciate all the people that showed up tonight to ask you to respectfully disagree with the cdph and the governor and take the masks off the kids it's been known since last year it's been a year the science is clear it's time to take a stand and tell governor newsom that you want local control back and take the masks off the kids thanks thank you very much um mrs freeman are you there okay go ahead please thank you no okay uh it says you're unmuted but we're not hearing your audio you know we'll come back to you let's we'll come back um is there anyone else okay mr sheffer would
056you like to read the written public comments please sure uh first is deborah romano my name is deborah romano i am a teacher in san luis obispo coastal as well as a parent of three children across two schools in the district i was disheartened upon receiving communication last week that dr prater as well as the members of the school board have chosen not to put the topic of masking our children on the agenda at tonight's meeting as an intervention teacher in the district i can't stress to you enough that time is of the essence to discuss changes to the mask policy in place i urge you to consider my second grade students that are reading at a kindergarten level every day they fall farther behind because they struggle to figure out letter sounds because they
057cannot see my lips during instruction i urge you to consider the third grader that i teach after lunch who walks into my room with anxiety clogged up glasses due to his mask and a pleading every day to me that i allow him to sit on the concrete outside in the threshold of the doorway without a mask on to learn because reading out loud with his mask on causes his anxiety to skyrocket i need you to be proactive the children need you to be proactive other districts are acting now on behalf of their students they are not waiting for more time to pass or direction from someone that is not in touch with our student body i would invite you as board members to step into my classroom or any classroom and see students struggling daily
058spend a day in their shoes make parent choice a priority become a proactive voice that focuses on preparing not a reactive voice that ends up focusing on repairing next is brian dorfman my name is brian dorfman and i have been a healthcare provider for over 30 years i'm an expert in anatomy and physiology and have done extensive research in this field at ucla from the perspective of human physiology the childhood mental health crisis evident in high rates of anxiety depression suicide and stress among our children today is by one of the long-term effects of decreasing oxygen and increasing carbon dioxide in the breathing process for many hours a day for months on end there are no long-term studies on this process with children but the established research is clear when we decrease oxygen and increase
059co2 the fight or flight response is stimulated this is an automatic response that over time becomes the norm after months of decreasing access to oxygen and increasing co2 the autumn the autonomic nervous system eventually resigns and says since i'm going to be at a high level of stress constantly fighting for oxygen then i won't check in anymore i'll just be stressed i'll just have anxiety depression and stress because i do want to breathe this is a long-term physiological effect of masking the anatomical effect of inhibiting respiration is a reduction of movement in the breathing mechanism which directly decreases the flow of vital nutrients to the brain and inhibits the removal of waste products among these vital nutrients is glucose which is the source of food for the brain but in the time of chronic masking
060more glucose gets sent to the muscles instead instead because the body is fighting to get oxygen and thinks it needs to run from the tiger day after day this process is occurring at a low level yet over time it creates chronic disease and weakness and impairs brain development once you understand the complexity of the breathing mechanism and how deeply it is tied into the health and wellness of the whole human system you will understand that current school policies are harming children according to the cdc since the start of the pandemic youth suicide attempts have spiked by over 20 percent and among girls 12 to 17 we witnessed a 50 increase in hospitalization from attempted suicide this is completely unacceptable adults must remember that these are fragile systems we are manipulating a child's development is much
061more complicated sensitive and accelerated than that of adults the cumulative detrimental effects of masking are real and are resulting in a childhood mental health crisis the likes of which we have not seen before please do everything in your power to protect the health and well-being of all students by fighting to remove the mass mandates today tomorrow may be too late next is amber pettit good morning my name is amber and i have a third and sixth grader at pacheco and a seventh grader at laguna given what we know about covid omicron transmissibility and the overall costs and benefits to children can we ease enforcement of mass mandates and hopefully even support children who wish to take their masks off at school as a comp as a society we have over oversimplified a very complex issue
062into a sound bite hope it is bad let's stop it at all costs a recent meta analysis of the societal impacts of cohort policies shows little benefit and extreme social and economic costs more specifically the cost-benefit analysis for children is not there for starters we now know that cloth masking is relatively ineffective a point that has been conceded by the cdc furthermore the threat of coped for children remains incredibly low regardless of vaccination status within slow county there have been zero covet deaths of children on a national level there have been fewer than 800 child deaths under 17 years old attributed to covet over a two-year time span while any loss of life is tragic especially of a child we must also keep perspective that there are over 80 million people under age 20 in
063the u.s so the mortality rate is incredibly low for context 2019 data shows that over 3 000 children under age 20 died in car crashes this annual rate is basically eight times higher than the rate of annual coveted deaths in this age group ultimately we live in a world where risk cannot be eliminated to that point dr fauci himself has acknowledged that omicron will find everybody regardless of age vaccination status environment level of social interaction it's only a matter of time before we all get it luckily as hopefully shown above the chances of a severe outcome are statistically incredibly low especially for our children the costs are tremendous psychologically and developmentally and this is largely ignored by our policy makers the cruel irony is that one of the stealth benefits of child care is the
064exposure to germs viruses and bacteria that ultimately improve our children's lifelong immune system those who believe that masking is effective at slowing the spread of germs viruses are rejecting the hygiene hypothesis which could actually make our children more vulnerable to future illness i'm an engaged and caring parent please consider my request above to allow children and parents to choose how they will send their kids to school and push back on our state leaders next is betty windholtz since most or not if not all businesses are opened and all or most churches are now open i think it is time to unmask the children please agendize this topic to consider making it optional thank you for your consideration next is vicki norton tuesday february 15 california's statewide indoor mass mandate requirement will expire or at least
065for some however and without justification the forest masking remains in place for our children to attend public school two years in and the research is clear face masks are ineffective against airborne viruses dr gene noble director of covid19 response for the ucsf emergency department at the university of california san francisco states kids don't need to be masked they have a minuscule risk of serious illness or death from kovic if there's one thing we've learned from the pandemic it is the necessity of believing in science of following the science and now the sciences leading to an inescapable conclusion children should not be masked in school numerous scientific papers have established that it is harder for children including special needs children to hear and understand speech or identify facial expressions when people are wearing masks pediatricians teachers
066and parents are now discussing the potential negative impacts of prolonged masking of children including how masking impedes the learning process the brownstone institute has produced a compilation of 167 studies from which i quote their article dated december 2021. it is not unreasonable to conclude that surgical and cloth masks used as they are currently being used without other forms of ppe protection have no impact on controlling the transmission of covid19 virus current evidence implies that face masks can be actually harmful the body of evidence indicates that face masks are largely ineffective states across the nation have announced they will drop in door masking requirements for children attending school and i'm asking the san los coastal unified school district to drop the mask mandate for the students masks should be optional and not forced upon the children
067to attend school i have spoken with parents across the district who have approached me with their concern their tears and frustration as they have witnessed the impact forced school masking has had on their children although children are doing their best to comply they too are frustrated and anxious and should not be forced to wear a mask to attend public school two years and it's time to move toward normalcy in our schools our children have suffered enough kerry on sunday most of us including our children watched the super bowl with 70 000 people in attendance very few of which were masked 13 hours later kids arrived at school and were required to cover their faces for an education stop using the state governor as your excuse and start advocating for our children i pulled my two
068children out of slc usd in january but i will continue to speak out for the kids without a voice sarah as a mother of a school-aged child who has had to wear a mask for her entire elementary experience i am here to request that you allow masks to be optional for our children it is time that we put more of an emphasis on our children's mental and social well-being instead of the small risk they have from getting severe severely ill from covid19 as a local nurse i have seen this personally to be true and it does make me wonder about our local children's health statistics that support the mandates for children to wear masks and possibly also be forced into a vaccination against covid19 in addition studies have shown that the transmission of copic 19
069amongst unmasked children is very low i ask you to consider the level of pathogens bacteria parasites fungi on our children's masks as they wear and carry them around all day please let our children breathe fresh air like i do love to do after i get off a ship let us choose what is best for our children make it a parent's choice if they want to mask or vaccinate their children the volume of children leaving public school and then california will only increase as you all continue to mandate unnecessary even harmful mandates on our children kylo grafton this letter is in response to dr prater's response or rather lack thereof regarding the continued mask mandate for schools how can he and the slc usd school board take no stance regarding the mandates and take a wait
070and see approach when clearly the science has shown mass mandates are not helpful but also have very real harmful effects on the children in their charge the science categorically questions a no response condition the new york times hardly a right-wing misinformation blog has recently reported on this scientific study reality studies in florida and in england for example tend to find little effect on caseloads one study that did find in effect has been largely debunked research also clearly shows that covid19 poses less less risk to children than the typical risk we expose our children to every day also from the times one recent severe versions of covet including long coveted are extremely rare in children for them the virus resembles a typical flu children face more risk from car rights than covet what the research does
071show unequivocally is that children are facing severe learning deficits because of covid19 medications specifically mask wearing young children and students with special needs are struggling to learn basic human interaction and empathy skills as a result of math querying the growing mental health crisis has been staggeringly high for our students why are we one of the only states in only one of the countries in the world requiring children under 12 to wear masks in any setting the unintended consequences of school mask mandates are doing serious harm even as we are dropping mask mandates for indoor gatherings and businesses where is the plan for when our schools will be free from these harmful regulations i urge that the board agendize a discussion on mass mandates and also that you speak up and advocate for students who are
072harmed by pushing for an end to mask mandates it is time to take immediate action now for the long-term education and mental health of our children paul grafton i'd like to add my voice to what i am sure is a chorus of voices hoping to vote to stop the mask mandate in our schools i taught sixth grade science for 21 years and was skilled at connecting with students to find enthusiasm for our subjects from the teacher's perspective i cannot imagine trying to do this without having the full range and command of my voice and the students responses such as smiles countenance shifts and exclamations i also cannot imagine what it's like to be in the student's shoes trying to get excited about school in a setting where communication is muffled if we were in a
073pandemic where a disease posed significant and severe health risks to children like smallpox for example i might understand the need for drastic protection measures covid however poses a minute risk to children we never masked for the flu why now for children it's not significantly more dangerous the studies now coming to light exploring an education in mass show significant mental challenges to youth i do not find it surprising bringing people together to learn is about connection bean mask hampers this let's take them off craig bitler hello the last two years have been an embarrassing time to be a homo sapien watching the majority of the herd cower and fear of a virus that has a survivability rate of 99.7 even higher in youth and the middle age has been very depressing initially the students were told
074that they had to wear a mask to protect their grandparents however after the grandparents who wanted to be vaccinated were the gold posts were moved the students were then told that they had to wear masks to protect their teachers now those teachers who wanted to be vaccinated have been why then are the students still required to wear masks when i bring up masking and vaccination to the school principles i am always told that they are just following county and state health directives i know it is difficult to change the medical pharma cartel but you should at least stand up to them and express your opinion you are supposed to side with the students it is not healthy for students to continually breathe expired air high in co2 it is not good for their mental health
075to not see the faces of other students or their teachers emerald macleod i am a mother of two a family nurse practitioner and business owner in san luis obispo please end school masking it has been proven to show little to no effect on the outcomes of covid kids do not want this it has delayed speech increased mental illness and caused severe tension in our communities if the indoor super bowl can be held in the epicenter of la during a state of emergency then we can end this in our small community please end it now or give the choice to the parents thank you amanda mobley dear elected public servants and government workers may you sleep well at night knowing the pain and trauma you've caused the children of slcusd i hope one day they forgive
076you hypocrites valerie valerie neuschwander i am asking for the issue of mask choices in schools to be put on the next school board meeting agenda pursuant to the cdc the fatality rate for children from covid19 nationwide is .00003 percent and the state average for california on a 7-day rolling basis is 0 we are now one of eight states in the nation that continue to force children to wear masks in school despite the incredible lack of information showing the benefit of doing so the information we do have is that anxiety depression and an overall upheaval in our children's educational experience is doing extensive harm to both their mental health and their ability to learn there is not a single peer-reviewed study that says masking in schools is beneficial it is our responsibility to show some moral
077courage and put our kids mental health first vaccines for anyone 5 and up as well as n95 masks are now widely available to every child that needs one there are still vulnerable citizens that will need to take these measures but for the general population it's time for a return to some normalcy i am asking for the freedom to choose what is best for our children please add a resolution to make masks optional to the next school board meeting agenda thank you well i have missed dawson has anything else to come in i i see that we have someone named a snyder i'm wondering if that's miss freeman um a snyder if you have a comment would you make it now please can you hear me yes okay awesome yes now thank you and thank you
078for not giving up on me um i came across a statistic a couple weeks ago that was um pretty horrifying for lack of better words um and the statistic was discovered by dr peter etia he had his team do um some data analysis on um deaths for youth and he wanted to compare deaths with car accidents suicide rates drug overdoses and homicide to covet and what he did is he took the kova death rate and um divided that by the death count of the others the other factors um for the adrian of age range of 5 to 12 year olds um i'm only going to talk to one because this is the most heartbreaking for five year olds to 12 year olds um since this pandemic has started they are six and a half times
079more likely to die from suicide than they are to die from covid i know that san luis obispo itself has experienced many suicides in the last couple years and i think that many of the parents and and people who spoke this evening spoke to the fact that masts alone have contributed to um emotional and mental decline in our children so when you connect those two dots it's pretty it's pretty telling that um unmasking our children is really the best next step that we can do for their health and well-being and the last thing that i want to say is i uh my husband and i had the opportunity to leave the state when shortly after this pandemic started we had been san luis obispo residents for 10 plus years our daughter attended bishop peak elementary
080we were so happy there but we saw her mental decline very quickly when they decided to extend the lockdowns through the end of the year my daughter has been unmasked in our state for a full year no there's very very few kids that wear masks i never see teachers wearing masks and our covet case is very very low there are no deaths so the masks really don't play a role in covid but they play a major role in their mental and emotional health again i want to emphasize suicide rates for five to 12 year olds six and a half times more likely than covet does thank you very much that's all that's all the public comment that we have we're going to move on to item 8.01 which is our business and budget update uh
081mr pinkerton yeah just a couple quick things for the board um we are diane and i have been meeting with stash talking about the local control accountability plan lcat meetings continue as we move through again we'll be sharing that information with the board as we pull it all together and the hell cap committee summarizes it for you also having a lot of staffing conversations elementary middle school um secondary right now it's because that process of course um you know for us 85 to 90 of our budget is people so it's super important that you know we begin those conversations with principals and staffing levels those types of things because for the most part we want to you know especially with our temporary teachers hire them back as quickly as possible right so give people that
082kind of good feeling about knowing that they have a position for next year so we're doing a lot of that work right now and i just wanted to let the board know okay thank you very much uh 8.02 ed services update mrs frost yes thank you just a couple of updates today starting with an avid field trip our avid students and teachers from both los osos middle school and laguna middle school attended cal poly on a field trip last friday they had a fantastic time they took part in an a through g requirements workshop they listened to a panel of cal poly students present to them saw a few performances and then went on a tour of the campus they all came back saying how much they got out of the day and just a
083really perfect glimpse of college life as they're going through middle school and planning their classes for high school i also want to remind our board that we are continuing to work on our summer experience we've got isla with jeff martin making sure that we have an outstanding program for our students this summer we shared our brochure with you last time we were together in a board meeting and just a reminder that that did go out in spanish to our spanish speak speaking families we have put out an interest survey to our families although they will have another opportunity and right now jeff martin is looking to identify staff and community partners who can work in the classes with our students this summer so really moving forward with that and then one final thing just reinforcing
084what mr unger said at the beginning of the meeting we are going to have a special board meeting on february 24th that's next thursday it's going to be from three o'clock to six o'clock in the afternoon and again looking at mass mandates and other covet 19 mitigation procedures just an opportunity for our community to continue to share their thoughts with us about this important topic thank you uh 8.03 measure d update mr pinkerton um tonight the board actually has our measure d audit that will be up for approval um good to know no findings and uh just for the board to know i'll be sharing that with our on bond oversight committee as you know we have bond oversight committee made up of citizens that um oversee all of the expenditures for the bond so
085i look forward to sharing that information with them great thank you um we've been at it since actually about five o'clock i would say six o'clock for the general public meeting um we're going to take a 10-minute break now we'll resume the meeting at 7 45 thank you everybody i think present the 2020 2021 audit report mr pinkerton yeah so we have brian rough here tonight from edie bailey um the board you know for for several years we have um vtd vevernick trying today and so edie bailey bought them out but but brian has um been helping with our our audits for several years um katie eckland is here as well to kind of review that so um i'm waiting for brian to turn this brian are you going to join us yes i see
086the br 3913 i see ya ryan can you hear me we can hear you okay um i'm really upset brian i got to tell you everyone left for the audit i figured they would stay and i mean this is you know high theater here just kidding um so yeah brian um katie why don't you start us off by just introducing talking a little bit about the auto process and then brian you can talk about the actual um audit itself okay um so uh brian's team will approach us in about may or june-ish and they will start what's called the mid-year review anything that doesn't need a june 30th close-out date so typically it could be attendance accounts receivable things like that they go through it and then during the summer myself and staff we work
087on closing and uh preparing the what's called the unaudited actuals and that gets presented to the board at the end of september and then um brian's team comes back in october typically and we'll finish up the audit and they will review everything we closed over the summer and all of the information they've got gathered and tested goes into this audit report which i will leave brian to go through okay thank you katie um first off uh i'm unable to put my video on it says the host has stopped my video um turn you on hang on give her one second okay now you're good try it now gotcha all right good okay all right june 30 2021 um so that's the fiscal year that we did our audit for um quite frankly this uh this
088past year's thought it was much more challenging for us and all of our clients than the prior year state controller in the previous year if you might remember gave us until march 31st to complete our audits this year we were only given until january 31st while still auditing in a remote environment with the additional impact of covid related funding in areas of federal compliance which we had to test at the majority of our clients so this audit uh about mid-january or so i would say ryan do you think that's we we filed an extension around that time yes yes so mid-january just to hedge our bets and make sure that we got through all of our processes on our side because we had to go through additional reviews for the new funding that we audited
089that's part of our criteria um we decided to alert the district put the audit on extension um but it's only a week delayed which is truly a testament to the district it's more on our internal processes we uh we just had to make sure that we had everything buttoned up before we could issue the report so in that regard there was nothing on the district side that caused this delay and i shared that with both ryan and katie so thank you both to ryan and katie for all your assistance working in this remote auditing environment and helping us complete this report so this year bit unusual we had a few things going we had a new auditing standard that we had to implement related to how asb funds are reported additionally uh pretty rare occurrence
090with your district we found an error from the prior year audit that we had to restate and that error was in relation to uh opeb actuarial report that we received in error last year it wasn't the finalized draft and i know there was mitigating circumstances as to why that occurred so we were we simply had to correct it the net impact was very nominal ins and outs but we just felt like we needed to start at the right point and there's a restatement related to that we are required when we have uh corrections of errors to have an audit finding in the report so there is an audit finding in the back of the report this year again very unusual with with my experience with the district every district had the uh jazz b 84
091ksp reporting restatement uh the only unique thing with your district is the the error on the opeb questions on yes right so just kind of for the board to know so normally we have very few if any findings ever right so um the gatsby one kind of out of the out of the blue in terms of a change um i've expressed to the to the board before in friday notes just letting you know that we had had an issue with our actuarial person a super unfortunate event um that caused that to happen um so what happens now is these findings that brian has showed with katie we we basically correct them so you know if a fund like um the uh athletics asb monies are supposed to be put into different resource and held in
092a different way katie makes those adjustments we work with the two sites we make the changes um and then we report that to the county um you know in terms of county county schools when we turn in our audit and make any corrections so those are all things that katie's already worked on already put in place um so this should be something that's easily corrected and move forward yeah and really it's important to point out that wasn't uh that the money wasn't accounted for in the past it was just we're accounting for it in different places and we're required to report that mr buckman yeah hey thanks for doing that um it's good to see your face we almost didn't um i i enjoyed um that's funny i enjoyed going through i enjoyed i can't
093balance my checkbook i enjoyed going through this um but when i noticed the restatement and then your your your point right now you received something wrong last year can you share can you be more specific was it something that you you did that we did um well i guess in the in the whole scheme of things the onus always goes back to the district as far as financial presentation but quite frankly we missed it too um we uh we had a an actuarial report for opeb that was not the right report we had a preliminary report instead of the final report so we didn't become aware of this until we were looking at the beginning balances for this year and that's where we noticed it and had to make we had to benchmark ourselves back
094to where the district should be so we have a self-reporting requirement on this with the state controller that i have to file uh within 30 days of this audit report so we'll be doing that as well what the state does with that i don't know but um there there is some metrics there where we probably should have saw this too um but it is overall very immaterial um especially when we talk about opeb liabilities and the large dollar amount those are thank you so we're asking the board to uh approve the audit tonight and um again katie is already working with our team making any changes adjustments and then this moves on to the county board of or county um schools okay wait and yeah mark i have other questions i just i didn't i
095didn't know where you're moving that path okay um when i when i did go through this and and i looked at it seems to on page six it talks about the base property taxes rose four point eighteen percent and ryan when we talked just the other other meeting we we we had estimated three percent and then it went to two percent so i'm kind of confused as to the property tax amount here versus what you reported to us remember this is the audit for the 2021 year right so property taxes for 21 22 the current year that we're at is at 2.1 percent so so far it's a 2.1 yes for this year got it but again this is the last year they were higher than the three percent it was a 4.1 got it
096yeah totally appreciate that thanks um so what i got out of this was also that that i think the term was net position is about 10 million dollars more and i just want to check that that's one time dollars that pushed us up that much i i so in terms of overall budget overall budget from the year before yeah on page seven table one yeah i don't wanna i don't wanna miss speech that's okay so it's just real quick just it was hard for me to separate out um and i couldn't find it in here anywhere where it said okay this is your this is what you're yeah for my terms this is what you really have and this is what you have with one-time money and again this so this doesn't this is not
097applied because it was last year or i think there was some of that well there's a large amount of one-time dollars that we received last year so that makes sense what you're saying makes sense all right i'm just not positive if that's the right neither i guess i'm not so we're on page seven yeah so manny can i then paige can i share and then we can see if casey it's got the number seven at the bottom so it's the actual audit it's up to you yep i would say because you can tell on the table on page seven table one the restricted went up it looks like three million dollars over the prior year so um a big chunk of that is going to be or yeah coveted funds and then the unrestricted went
098up which um our unrestricted budget is mainly made up of property taxes so do you see where the 76 million dollars is um so that would probably be accurate to say overall 10 million between the covet and the increase for the unrestricted um now my question would be to brian that this is um and this includes all funds correct so that's that's the point i was gonna make this is uh this table here anything that deals with what we deem to be government-wide that's when you pull in all of your fixed assets and all of your long-term liabilities bonds uh post-employment benefits pensions this is a really this is not a good table to do a comparison on for the function and operation of the district that would be best probably in your fund financial
099statements where you see individual funds and if you're thinking specific so the general fund there's a budgetary comparison schedule of what you had planned for the beginning of fiscal year 2021 what the revised budgets were and then ultimately what the actual results are but this schedule here this this goes back about 20 years or so we implemented a statewide nationwide the accounting industry had a statement called gasby 34 and it was full governmental reporting trying to bring in kind of a fiscal snapshot of what a district might look like with all the liabilities and fixed assets presented but you can't you can't even take this and compare it to say a neighboring district because circumstances are different in districts you may have had construction uh much later than the other district your oped for reasons
100of agreements and what have you maybe higher or lower uh pension wise you're all under the stirs and purse so that's that's apples the apples but a lot of this is not comparable or anything that i know districts use to uh determine what their financial health is as of a point in time so this this this is what i heard this chart's in here but i really shouldn't pay attention to it well this chart summarizes a financial statement for zed and the government-wide financial statement format so this chart is required it gives you some information but it doesn't tell you everything i just spoke to it very rarely would it go into that because it's just too hard to do any kind of analysis in that regard it's purely for presentation purposes required by our
101audit standards it's trying to put a dollar amount to all of the assets for the school district that's what brian said that's very difficult to do right i mean we do we look at it so some of the assets have gone up because the value of property's right measure d the two high schools those types of things but you're talking it's almost like a theoretical chart in terms of finance basically that we have to do because it's you know part of the state law that we have to put in our audit but it's it's difficult to to probably again if you break it down and compare it to other school districts those things it would be very difficult to do i think in maryland if you'll follow okay mark go ahead yes so um one
102of the other things i had difficulty was i kept looking for the total budget you know and like on on page 10 it looks like there's almost three different numbers um as i went through this it i just couldn't find and it you know i got it i'm i don't write i don't write budgets and i didn't do audits but it it just seemed confusing to me so is there a total number on one of these pages that's actually the total number and if you go to page eight brian would this be a better look at that what what mr buckman's asking for well i think you're you're talking about budget and there's there is a budgetary comparison schedule uh more towards the back of the report there's a short is that not what you're
103asking yeah i'm sorry brian all i'm looking for is i went through this because you know i i just look at big numbers maybe and so all i'm looking for is what was the total budget that you that you started what would we right yeah we don't someone said 134 is 120. when you go down to the next page it's got totals of 125 148. i just so i can clarify that a bit for you i i don't want to confuse it anymore too though these those next two tables are very much the same scenario of the government-wide reporting and the uh activity that make up the balances in the first table that i spoke to so as you go through this document if we can go to table table four let's go to table
104four this is when we get into somewhere there table four of that back back the other way right yeah page ten right got it okay there we go okay so this is the first table that would kind of make sense for what you see throughout the year and and all the items you have to approve with budgets and things of that nature and how you spend your money so it lists each individual fund of the district and it shows uh where he started and what came in and what went out and the only fund where we talk about a budgetary comparison within this report because it's required to be noted by the state is the general fund and that's in our supplementary schedules and that would give you that preliminary budget final amended budget and
105then actual results which would mirror what your ending balance is in the general fund here so realistically unaudited actuals is the best place to find the answer to your question and that's in here no okay because you know so i'm out there talking to folks and they go well the city's budget over two years is 200 million dollars and i'm like i think we have more than that every year and so i tried to find that number yeah and well not at an actual desert you know it's kind of the end of the year budget right overall true numbers that we do in september okay so the problem with the audit the way it looks i mean it's it's looking at measure d expenditures cafeteria it's like it's all combined all the assets those types
106of things that tie into it right so it's it's a little tougher to to follow that you're saying okay so um brian for the general fund that's funda one and what other fund is it 17 and what else 20 20 rolls in to yes sure yes all right thanks you're welcome okay um sorry so when we go to 12 it talks about the value of our buildings and improvements right so at table five planning construction and process buildings and improvements it's i am not sure i'm reading this correctly so we're saying that our buildings are worth 68 million dollars that's it no good because that's really small number so you gotta you gotta understand one concept with how we present it in a in a governmental reporting world and with anything for for that matter
107is that it's reported at historical cost you have a lot of buildings and a lot of land value but those items were acquired years and years ago and that's why it's difficult to compare a district that's been established for a while like yours with similar needs and what have you for schools amount of schools uh to a district that could be a neighbor that is growing because their historical costs are much higher since they incurred them much more recently okay so so yes sorry so there's a house in town that i bought for 200 and whatever 250 000 a while ago it sold last year for seven hundred and eighty thousand dollars wish i had kept it but i didn't 780 thousand dollars so for me when i want to see i i'm looking at
108the value of our property it's got to be going up right there there are school districts that sometimes auction off their property yeah and uh and certainly you could if you did that and felt that it was no longer useful asset and you could take the cash and use it somewhere else that's an option but the uh historically for governmental purposes we don't put appraisals in on your assets every year we did a when we implemented gatsby 34 almost two decades ago there were appraisals because it was hard to get data but they used historical cost methodologies when they did those appraisals and that data was provided to us and then the district continued to maintain that so your cost you know and will refer to measure d as you're spending you're going to see
109that increase in your buildings and improvements but note also that this number is net of depreciation so this gets reduced over time as well uh over whatever the useful life is of that asset many of your assets are fully depreciated um so i'm going to just cut short because katie spent some time with me and i understand a whole lot more and kate i really appreciate the time you spent um so on page 26 i'll just skip a bunch of other stuff we go down to page 26 and i was i was kind of the first paragraph under capital assets and depreciation can you help me what um what you or we meant when we said the district does not possess any infrastructure so infrastructure would be more like you would see in a say
110a water district or what have you where you have sewers and and uh pipelines and things of that nature the district assets are purely buildings and land infrastructure is something that has a multiple multiple level service value to the entire community at large because and i don't have the ability to search on this machine but i did a search and then infrastructure showed up later as something could be bridges in a city something that we did have so okay yeah anyway um this is really good and just as a you know just as somebody that's you know that's not what i do for a living but as a school board member you know i got two basic jobs i think right hire the superintendent and let him run it and and then um and then
111be responsible for the money so i you know i try really hard but i'm i'll talk to you or somebody later but this was really hard to understand so it's not the easiest document to understand i i i get where you're coming from if you're not looking at something like this every day and you're following uh a different subset of numbers you know than we were referring to in the whole government-wide presentation i would say yes it's important to note that everything should be accounted for correctly clearly we thought so because we made an adjustment um on that government-wide level but from your uh i think fiscal solvency is always something that is a big issue with the school district and you're going to get more value out of that with your interim reports this
112just will affirm those numbers a typical year with your district i could tell you that your numbers that you're working off of for planning for a year down the road uh are the same numbers as what you saw on the unknotted actuals for the year under audit um this year we had obvious adjustments that were unusual and circumstantial related type items but they're they're one-offs from my perspective in working with your district and working with your team so it's not i don't have alarm regarding them you know i think that's the key for the board in terms of the audit itself that happens is our systems and procedures that we've put in place to ensure that we we don't have issues with um funding and budget people stealing money or not following through that's what
113they look at i mean thousands of documents right did did i sign off on every contract or you know are the are the proper signatures being put on checks and on pos and are they following those processes right that's what brian's group looks at so they have to put all these numbers together do the audit you know do all the capitalization projects depreciation blah blah blah but for you like that's the key had he come back and said hey listen there's some shady you know things happening with the way you know checks are getting processed or um contracts are being followed and you know the board would have a real issue you know should have a real issue with that and and be concerned with you know proper spending of funds and how they're coming
114in those types of things so that would be the that you know key aspect of the audit that we're looking at so that's where those findings come in right and so in this case fortunately our findings were more of process how the money was put in the right account or um you know resource code types of things so we'll make those changes that um with the new gasby the government accounting standard business right the way that we're supposed to follow the accounting laws we'll definitely put those in place and that should not be a finding next year thank you very much i apologize to the board okay uh is there anybody this is an action item do first of all is there are there any other questions from board members okay i'll go back to
115the public is there anyone from the public that would like to address the board on this item seeing no one i'll i'll take it to a vote would someone like to make a motion mark yeah thank you very much chris i'll make the motion some second please second okay thank you um any further discussion okay mr buckman dr eisendrath rogers ms dobler drew uh mrs sheffer mrs frame this is roger and i'm a yes motion carries 7-0 item 9.02 present the 2020-21 audit report for the building fund this is measure d mr pinkerton yeah so measure d uh much like our our financial books for the school district measure d has its own separate audit and it's a it's twofold there's a financial audit much like you just saw for the school district but they
116also do what's called a performance audit so not only do they ensure that measure d is being again the checks are being processed contracts being followed correctly those types of things with the financial audit they also ensure that the measured dollars are being spent as the voters voted right so they they look at basically the bond language and they ensure that all of the projects all of the funds that are being spent up can can be you know correlated right back to what the voters said that they wanted to approve for those funds so um brian you can give a crips a quick synopsis of that but it looked like everything was uh very clean no findings um and and everything was in order yes so this um the first portion that ryan referred to
117was uh it's more or less an extra of the building fund of your district's audit report um specific to measure d we have a couple uh summaries regarding what we tested and the results of that testing uh we sampled 40 transactions because audit world we live in samples what you get out of 40 you don't get much more out of uh as far as accuracy uh so you'll see that we tested 15 almost 16 million dollars worth of expenditures out of the 24 million spent during fiscal 2021 for a total of 65 percent tested and no no issues to report in our sample thank you questions from board members anyone okay this is also an action item to accept the measure d audit uh this is dawson is there anybody from the public that would
118like to address us on this okay seeing no one i'll bring it back to the board would someone like to make a motion to accept this mrs roger yeah i would i would like to note that it's an exceptionally clean audit and um we're grateful for the oversight that the district has provided and the bond oversight committee has provided to ensure that the public's money is being spent appropriately and that said i will move approval okay would someone like to second that mrs frame any further board discussion seeing none i'll bring it back miss uh mrs roger mrs frame this is sheffer uh i'm a yes dr eisendrath rogers is dobler drew mr buckman motion carries 7-0 thank you very much thank you brian thank you katy thanks guys thanks everybody and thanks for all
119your hard work um we really appreciate it and uh it's really nice to see that we got the clean audits i know we have had a couple of minor issues that you talked about but um overall i think we we can say that we have um we have confidence in our accounting systems in our fiscal systems here and that the audit reflects those so thank you very much it's our pleasure item 9.03 multi-tiered system of support update number six focus on academic achievement mrs storm good evening great to see all of you um this evening with me are the three tosas that work in isla with mtss we have jenny appel who is halftime she focuses on lli support and michelle cass and corey my tree so they're going to be presenting with me um
120i'm excited that you get to meet them and hear all about the awesome work that they have done this year it's pretty incredible so with that so i just wanted to start by reminding everyone um that mtss is a system um it's a lens for viewing supports and it's not a time in the day and of course it's that academic and social emotional behavioral all-in-one and our scope this year is large um thanks in part to the one-time money that has come in because of covid we've been very focused on elementary in large part because our data said that's what was needed our students in the early years first and second grade really suffered under distance learning i think it's hard to learn to read and to do math on zoom and we saw that
121play out in our data we have 11 mtss teachers at nine schools academic intervention teachers 24 aides two full-time toasters at halftime tosa and then um me and spawn special assignment so um it is a large effort with a lot of people um making all of this work but it's exciting because it's amazing what we've been able to do in just half of a year so i'm going to turn it over to michelle cass to pick it up from here michelle good evening everybody um thank you for allowing us this opportunity to come and talk to you about all the great things that are happening with mtss and we really wanted to shine a light on our mtss teachers they are really the backbone of our mts system and without them we would not be
122able to be doing the amazing things that we are doing each and every day for san luis coastal students um so just to kind of give you a little snapshot of what their their job duties look like um at each site they are instrumental in providing support in tier one and tier two they meet regularly with their site principles coordinating with classroom teachers overseeing academic intervention teachers and also the mtss instructional aides so in addition to coordinating all of that great work they are also responsible for supporting students so they each run a small intervention group or an lli group they are also a part of their site ilt team providing meaningful pd through the mtss process so they have so many mtss duties they are also stepping up to the plate they are coordinating
123ssts or sst coordinators we have some of them who are also el specialists they are overseeing extracurricular activities so they are just a very very robust part of our ncss work and without them we would not be able to impact as many students as we're able to through this mtss system and my colleague corey mytree is going to go a little more in depth into tier one and tier two thanks michelle um like laura said earlier we focus a lot on tier one and tier two with our mtss teachers and really we always are really striving for that tier one instruction to be the best it can be and one of the aspects of our mtss teacher role is to work cooperatively with both principals and classroom teachers to make that tier one instruction be
124the best it can be through ongoing professional support and digging into data on our students and we're really fortunate in this district to have classroom teachers that are committed to being lifelong learners and setting that as a role model for their students and our mts teachers are leading that professional development this year through the lens of clarity and what that means really is we're centered on three questions that we want our students in our classes to be able to answer and those questions are what am i learning and why am i learning it and how will i know i've learned and ongoing if you go to the next slide we're also really digging into expanding our tier two and remember tier two is really tailored to students who need more academic support and this year
125we had an undertaking that at our nine sites they picked up time block anywhere from 30 to 35 minutes across a grade level for wind time or what i need time during this time classroom teachers aits and mtss teachers are providing really targeted support in the form of small group instruction whether it be around reading whether it be around math it could be about writing it really depends on the student and what they need some students are getting um challenged or extended learning or that some others might be receiving level literacy intervention and it's a really coordinated effort and if we dig in a little bit more to the numbers for tier two you're gonna see that we are supporting in tier two over elementary students that are receiving um leveled literacy intervention and like
126laura had mentioned before we have around 37 aits um or 32 aits but we also just just know that um teaching lli is not just our aits but our mtss teachers are pulling small groups as well as our tk teachers step up in the back half of their day and they also help sites whether it be in kinder all the way up to fifth or sixth grade um our our aits have received over 25 hours of training or on-site support um just recently i believe on the seventh we had a training that focused for our aits on comprehension and then we also have another training on the 28th we'll dig in a little more to um phonemic awareness and phonics to help kind of embed the needs of our students during that lli time and
127at the beginning of this year um michelle jenny i and one of our mtss teachers aaron clyburn also provided um a training for our ias our instructional assistants um because we heard the need and what we provided was on classroom management support they got a rollout of kind of the bridges curriculum that we see and they were also provided a toolkit to take math activities to help support classroom teachers because our ias are pushing in during math to help the teacher be able to run those small groups in math instruction so in continuing our focus on tier two we wanted to talk a little bit about progress monitoring um progress monitoring is such a critical component of any strong ntss system and this is really a way for us to gauge our students making that
128accelerated growth that we would expect them to see in any type of small group tier 2 support so this gives us a chance to look to see do we need to make any adjustments um and we've i'm proud to say with corey and jenny and laura we've worked really hard on building progress monitoring tools that we have implemented across all of the the school sites with our mtss teachers so we have um up-to-date data every day on all of those 572 students who are in lli and so that's something that we're really proud of and it's really um the linchpin of a strong mtss system and my colleague jenny appell is going to go over um each of those tools next thank you um so this is an example of a snapshot of a second
129grade student in our district and so part of our progress monitoring in lli is for every student to get a reading record about um once a week and when we get this data the aits or the mtss teacher whoever has the group enters this data into a google form and what this is showing us it's showing us that reading record um how did the child score what was the accuracy rate um how was their fluency what about their self-corrections were they making any self-corrections or whether or not the book was instructional independent or hard for them okay and then as you can see here on the right side there's a section for notes and comments and this is what i find truly exciting because this is an opportunity for the teacher working with the student
130to co-create a goal after they um did this reading assessment on them and then they have a chance to share this goal in the google form and then the mtss teacher can share this information with the classroom teacher so this really strengthens that bridge between intervention and the classroom mtss teachers are continually monitoring this data they're looking for trends concerns and of course celebrations which there are a lot of next slide please okay so once we have this data in the form this is a snapshot of the previous student that we just looked at um their goal line okay and so every lli student has a progress monitoring goal line so what i want you to notice is as the ait is or mtss teachers making this goal line for their student first they're going
131to graph the um grade level proficiency line and jenny jenny you're muted thank you there we go let me back up did you hear what i said um about the line we lost you we lost you jenny at the start of explaining the blue line okay then i'll just do that i must accidentally touch something i apologize okay so the blue line so what this is showing us right here in particular is the um grade level proficiency for second grade from spanning from um j to m okay and so that's what we're gonna chart up first and then the second part that they're going to do is their projection or their expected adequate process um progress that they're going to make in the year and so we get this data by we start with an
132entering level which is their bas level which we started right here at d with this particular student and then what we do is we draw the line um in the primary grades k through third it's hey through second excuse me it's bumped up every three weeks um the line goes up a little bit and then the upper grades it's every seven weeks okay so then what we do here you might be asking what are all those circles on there okay well the circles are actually those reading records that i talked about earlier and so we can track how they're doing on their reading records and if we look at the key we're noticing that an open circle is their independent level what they can read independently the circle with the dot in it is an
133instructional level and then if a student's really struggling receives a heart on a reading record it's going to be a solid dot okay and so this provides a crystal clear snapshot of the child's progress okay and it alerts both the ait and the mtss teacher how a child is doing and maybe they notice oh my word look this child got two independent scores in a row it's time to bump that student up a level and get them closer to their goal and or else on the flip side they can also see if there's um something that they're struggling on now what's really exciting about this students um acceleration right here as with many in our district is you can see they started out at d and now they're getting closer they have passed their projected
134line and getting closer to that grade level line thank you yeah um i miss this frame has a question and then um i i actually have a question too after mrs frank yes jenny thank you for this information i was just curious when i was looking at this is that better miss is um how many weeks uh i is this so this student right here is this is the 14th week is is that what i'm looking at on this particular example yes okay so and so typically how how many months are these students in an average in the intervention could we say okay and that varies from student to student um it's possibly an average of a 20-week program however it depends on how um how much learning that child needs to do in that
135year so if the child is starting further away from the grade level progression it's going to take them a little bit longer to achieve that okay and my my follow-up question i'm sorry mr um unger is are we once a student is exited from the program then how are they um tracked to make sure that in tier one they're staying on that same trajectory of um you know meeting meeting the grade level benchmark and staying at that benchmark that's a wonderful question well we use the bas system to um we administer that at the trimester so we can check in to make sure that they're still maintaining that progress and we also any child that is in the system we kind of have a what you would call a watch lift so we keep our
136eye on them and make sure that they're receiving the support and still accelerating and some mtss teachers have decided to use weekly progress monitoring during win time on those students we have a school where we have a few sixth graders that they were a little bit concerned about exiting and so corey has actually been going over there every friday and doing progress monitoring for them to make sure those students don't slip back so we've we've got tools in our tool belt for sure mr unger did you have a question i i do i was just wondering um i'm looking at this chart and i'm i'm wondering how this relates to the standards-based report cards and how this translates to what would actually go on a student's report card yeah um i can take that one
137so um so for this student to have a three on the main report card standard for reading which is 1.10 they would need to be at this blue line so here at the beginning of the year they may have been you know a two or even a one but now i mean looking at this by the time if if this student if this if this boy continues this he is going to be at a three by the shaded line which is the report card um so it's more to make sure that they are moving at the projected rate um and we don't have students that are stalling and and we can catch it quickly if they are and change the intervention so i i think what you're saying too is that the the classroom teacher
138is also heavily involved in this and is having regular conversations with the um with these teachers oh absolutely the the slide right before this that had all of the data for the student um our mtss teachers share those with the classroom teachers pretty regularly so they can see what's going on and there's a lot of communication and final my final question is how does this relate to the fast bridge assessments that we're doing and what do you expect to see based on this the fast bridge assessments and what we're going to be doing with the um with the with the state test uh this spring how's this how are you guys envisioning all this working and what are you kind of seeing the trend right now so um i will share some data with you
139in a couple slides that's encouraging but um what i can say is um we are looking at how these students are doing on fastbridge um especially you know second and up takes it four times a year and then our k1 just does it three as a screener um so we are obviously going to be looking at alignment um fastbridge gives us selexile level and this is a lettered level from bas but there are some correlation charts so we can kind of take a look at that but i would say this that if this student takes fast bridge in march and it says that he is low risk that's going to be a big win that's going to be you know at that at that bar okay eve you have a question i do i have
140a couple of them first of all um thank you for the presentation it's looking very good for this student but i had a question about between week seven and week ten there's a big it goes from november first to december six and that seems like a long time to go without an assessment was he in quarantine or something that is conference week and thanksgiving yeah we have a lot of days off in november but we do have a lot of students that brings up an interesting point we do have a lot of students that have gaps because of absences due to covey so we'll see how we'll have to see how that plays out so the other question i taught second grade mostly for 25 years and did my own wanted to do my own
141level reading mostly so that i would have a one-to-one knowledge a direct knowledge of how that student performs rather than relying on somebody else to relay that information so do these teachers do their own level reading um assessments uh from time to time at least like three three four times a year so typically yes this year has been challenging because usually they get sub substitutes to release them to do some of that assessment and we are we have a big sub shortage so the aits that see these students in small groups do give them that bas assessment but this is this intervention is meant to be a double dose so these teachers should be reading with these students and engaging with them and reading instruction um during tier one so got it yeah thank you
142yeah okay i'm gonna wrap us up um just a reminder within fastbridge so we're using it as a universal screener and we are assessing risk that's it simply our students at risk or not it gives us four risk levels and four times a year or three depending on the grade level and we are looking for students to be either advanced or low risk so that's good some risk is like approaching and high risk is major concerns and this is important to remember with the data i'm about to share so we're really excited to tell you that we see mtss causing growth so in trimester one second through sixth graders in lli may double the growth of students not in lli on the a reading screener which is exactly what we want to see because those
143students need to be running to catch up right to their to their grade level peers um in first grade the number of students low risk on our early reading screener at the beginning of the year to january increased by 10 so we moved more students into that low risk band um and then second through sixth grade gains in trimester one nine percent move from summer high risk to low risk or advanced on a reading so we're seeing good progress mr anger and then this is really exciting we are i think i think mrs frame has a question for you i can't really see yeah that's okay i'll let you know okay i'm sorry mr storm okay so in clarifying the data this this was a little bit confusing for me so when i read this
144and i read um you know more first graders low risk and i saw the um so they went from um the number of students um low-risk it increased to 10 so what does that mean for the 90 does that mean that they didn't they that they stayed the same no it went from like the number of students low-risk went from say like sixty percent to seventy percent so it increased by ten percent okay okay so we don't okay so and so that's the same for the second one because that's when i looked at that okay yeah okay yeah yeah thank you yes so another thing that's really exciting is that mtss is lowering risk so that dark red that i showed you that high risk that is concerning so in trimester one for second through
145sixth grade we started the year with 307 students in that dark red of high risk and at the end of trimester one we had 197 students so that's all like a hundred students moving out of that high risk category and then in first grade um same thing high risk decreased from 192 to 165 and so they still might be in the sum risk category but they're not in the high risk and then in november 57 students exited lli because they met grade level benchmark so we are seeing exciting progress we're looking forward to all of the march screenings um to see what that brings you want to ask okay i'm sorry mrs stern this okay in here so when i okay so i if i'm looking at percentages and this is kind of i think
146follows what what the trend has been so i'm looking at the second through sixth graders i mean if i look at the math that we had like a 35 kind of change and then at the first grade like a 14 percent decline which is you know that then we're have we're struggling with our first graders so i mean i guess what i'm saying is that trend that we've been talking about or you've been talking about is our second through sixth graders you know where that core group is you know removing them but our first graders it's a slower trajectory is that how i'm reading this and then yes the um meeting the benchmark when you i mean i looked at the total number of students in lli was 500 and some students 575 and so
14757 exited so we have a like a nine percent exiting correct is that whatever in trimester one yeah okay um which isn't a surprise because if you remember from our second grade friend's graph um the blue line and the yellow line i'm going to go back in and reference it because i think it's just easier the blue line and the yellow line here they almost don't come together until the end of the school year and for a second grader starting at a d that's actually the end of kindergarten or the very beginning of first grade so when we were charting these out there were some students who even if they're making the expected progress are not scheduled to meet their grade level benchmark by the end of the year which was a little bit hard
148for us to like get our heads around but it also made sense in in the fact that we know we have some students who are significantly have a lot of learning loss right or in that real high risk category so i'm not surprised i think we will see more students exit at trimester two and even more at trimester three um especially if our second graders continue to do like they they did in trimester one they just they just came out like little rocket ships it was awesome they were like we're here and we're ready to read it was great this is this is great stuff the and and and really it just it kind of speaks to what you know you have been saying and people have been saying about you know we have we
149have a group of students that are um that have struggled and so they're coming in um you know having some struggles the yellow line right here is that the programmatic line of the trajectory yes so level literacy yeah so level literacy intervention says they should move this many levels this this many weeks i think in k2 it's they should be going up a level every three and so that's how we got the yellow line okay is by saying that's where so if if he's doing that right he will be here and by the end of the year he will be at grade level now i think he's going to be at grade level in trimester 2 which would be awesome acceleration so we're going to hope for our friend here that he does it so
150thank you yeah mark yeah this is this is great stuff and i'm i'm really excited because it seems like mtss goes beyond just sitting down and you know working with one or two kids so you get that whole win thing and it's it's really interesting um [Music] first question is so the kids came in this year we started mtss so in your estimation or do you have the numbers that do we have more kids that we started with in these lower and lower levels oh absolutely okay absolutely and i think part of why um first grade has been challenging is what we noticed and i would love for michelle jenny or corey to pitch in on this too is they came in as usually first first graders are supposed kinders are supposed to end at
151a d and they'll come in sometimes b or c they were coming in as completely non-readers not even a's asterisks and many of them we were looking at data across the district we were like oh my goodness so that's part of what's been kind of challenging with first grade is that they're it's not just that they're behind right but they they came in significantly you know below where they typically would i don't know if michelle or jenny you want to record but we noticed definitely yeah so so for me what triggered was um so some of those kids would have been pretty accelerated maybe or they would have been better than d and so they were um maybe more tuned in and into being to making this leap so it's still they needed this extra
152help but and i i've tried to ask this maybe before and i just so we have this new program well we i'm assuming we had a program before mtss yes okay in that program did we see gain and do we know whether this gain is any better than what we saw i i know it's more comprehensive but yeah so i i almost want to put jenny a little bit on the spot because she um has worked with level literacy intervention for a number of years both within mtss and outside of it what i would say that is really different now is the systematic data collection and how much we are watching these students to make sure they're progressing um before that was really left up from site to site and really it was up to
153the principal and now there's a dedicated person there that is you know looking at this data making sure these students are moving i don't know jenny what do you think yeah i was going to say that has been a huge this is my sixth year supporting lli but my first year of having the privilege of being part of this mtss system and yes we saw growth in the past and it was you know by school site by school site and it was dependent on the principle and we would always see you know we'd see growth and and monitor things but it wasn't as systematic and it wasn't as documented and it wasn't as well supported because we just didn't have this army of support behind us so that's the really exciting thing about it is
154i already knew it was a wonderful program and it was taught with fidelity and we had training but now we just it encompasses so much more and that progress monitoring and that systematic approach how is very um supportive to every student to all students and the equity piece there just one more question that that's really exciting and so now you have this data is and i may have missed it is this shared with the parents more regularly than you know parent conference at the beginning of the year apparent conference at the end of the year we don't have anything systematic as far as the data sharing with parents um perhaps we'll get there maybe that's something we can put on the the next year list we already have a next year list going um but
155i would say that i suspect teachers are speaking more to progress because they have this data so they can have it's easier for them to have those conversations with parents because they have a good handle on it because there's a system for the data and looking at the data and what's really exciting if i may add to that is that it's a weekly sharing of information from the um lli support to the classroom teachers so they're getting that weekly update so that we can jump in and have those celebrations and jump in and troubleshoot if we're noticing that they aren't progressing thank you chris thanks guys sure and i would just i would point out that um two of the board's initiatives were data collection and closing the achievement gap and it seems like we're
156we're right on track given what you're telling us right now so thank you we sure hope so but we'll be back in the spring with with more data i'm sure so thank you guys okay is that it well i want to just first of all i'll go to the board to see if the board has questions is there anybody from the public that would like to uh ask a question this is not an action item seeing no one and i just want to thank oh mrs frame i'm sorry so i guess i'm um you know wondering is is in our you know next steps and moving forward um will in the the that the update that we get or the final update about this will um we would be receiving information about the transition because
157i'm assuming the level that support that is this year um if the program is successful it's where it'll be needed less and so there will be you know that kind of a you know the more successful it is the less it's needed right yes um we we hope for that and um and when we were working on lcap last year and and ryan feel free to jump in on this too we really were thinking of this as a three-year plan especially with the mtss teachers at the sites but as academic intervention teachers maybe decide that they you know really want to move into retirement or they want a full-time classroom teaching job we may look at data and decide okay we don't need 32 we we can do 25 or whatever that might be and
158kind of um trim down as data warns so yes you're exactly right if we're doing a great job we will work ourselves out of this or but again yeah for us i think we see this as a a multi-year thing to catch up um you know i'm really hopeful that things like full day tk full day k will get our kids a lot more prepared so that we have less kids who need lli i mean that's kind of the that would be the goal the hope the want um but also i think for laura and her team there's some kids that are gonna they may need to take the same amount of support and narrow it down on less kids even to make sure that we get those kids caught up to grade level too
159so there's just different ways i think of doing that especially for me in a lot of resources at the k-1-2 but man those sixth graders moving on to middle school into the high school level like the those are the kids that we want to make sure we have those extra interventions for us too so it'll be interesting to see how this kind of goes throughout the grade levels too and we tweak and and move it as as we go well and and i appreciate because i wasn't really inferring that this wasn't needed because this is really oh yeah we are looking at this it's been a huge or you know ordeal for our students so this is you know something that is going to bring it kind of for the the the l cap cycles
160that we are and we certainly don't want to put stress on our students to you know that we're not going to you know be there to give them the assistance that they need so i didn't mean to imply that i don't know and and the one thing that i believe we need to build into our a frame of reference when it when we talk about this work we also have to look at the summer months this the weeks and and and valuable time in our summer that if done right or done correctly with the right focus we can really close that gap especially among our kindergarten first grade kiddos who might not have met that that apex on the trajectory that we've identified those kids and we have spent a lot of time coming up
161on on the spring parent conferences that we identify those students work with the parents share with them our interest in having their child join us for summer and it's not just going to be a summer where it's loosely affiliated with this work but we're trying to get the best and brightest teachers to join us so that these kiddos that finish school in june have a little bit of time off like a week and then they jump right in and they continue that focus daily monday through friday focused on literacy um focused on their um numeracy the the ability to really become confident learners over the summer so that when they start fresh in the fall it's a different type of energy a different type of child because they've had this nurturing and this engagement i'm
162so excited about it i know laura's been working hard with her team as well and pulling all that together we can truly have a year-round highly evolved and focused program on making sure the kids that need that level of support get it and they get it in a focused intentional way so that they can join um they can find their potential and that is what we're after so i just want to make sure that part was brought into the conversation well thanks to everybody particularly laura thank you michelle jenny corey we really appreciate what you're doing thank you all very very much i'm going to ask the board whether you want to move on to 9.04 which is the secondary achievement data right now or if you'd like to take a short break right now
163it has not been an hour and a half however i suspect that this will also be a longer item um so what what's the board what would the board like to do break a quick break right now or okay let's take a about a five minute break right now and then we'll come back right around nine o'clock and then we'll continue on with the agenda thank you very much do is everybody ready mr o'connor i think we're ready mandy we're gonna start okay mr o'connor take it away still off [Laughter] team now hahahaha yeah just do it testing all right and we got 34 seconds all right thank you guys for giving me some time this evening i'm going to try to make it as brief but insightful as possible um you know i've had
164the honor and pleasure of speaking with you guys with regard to a through g data and aap enrollment data and cte completion data but in this presentation this evening i wanted to give you a different kind of view and perspective it's a it's a view and a perspective that at the secondary sites we use quite regularly i want you to know that because a lot of time with our students we'll look at d and f rates at specific grading periods so please know that it doesn't come out of the blue for a secondary principal or administrative team middle school high school we will a lot of times look at our success with regard to completion rates but we also look very much in depth at students who score a d and an f or d
165or f at a grading period the other piece of the presentation is really focusing on as we start to roll out the conversation around fast bridge you heard laura and the team talking about the incredible work they're doing at the elementary level with regard to mtss and fast bridge assessment i will tell you that we're starting that roll out slowly at the high school and the middle school level with regard to fast bridge assessment and we've given now the second interim we give one in early fall and we gave one in january and we'll have a third in may of the 2022. we also have done the mdtp and the students took the mdtp back in august early september and then we looked at the second interim in january and then we'll look at the
166third iteration in may of 2022 okay we're looking at comparing students across the secondary levels with regard to dnfs we're looking at last year first grading period so at the high schools both of them were on a semester program if you remember this time last year and in the middle schools again all four secondary schools were on distance learning at that point and this year we have students back in session and then when we look at the dnfs across the school campuses we want to see what does it look like for significant subgroups at each of the campus and i'll try and keep it on a broad aggregate level and then you can fire some questions as you will so obviously as i said we wanted to compare district data for the four secondary school
167campuses last year during distance learning what did it look like for students in distance learning 2021 versus back in person and as you see what we would expect we're seeing our students be more successful when it comes to dnf specifics as they're back in person we're seeing less and less students receiving d's or and f's and their grades in their classes than they did when they were in distance learning across all of the campuses when we start to break this year in person first grading period for san luis high we start to break down those d's and f's for students in person by significant subgroup and you know we're breaking it down by gender we're breaking it down by ethnicity white hispanic we're breaking it down for el rfe we're breaking it down for special
168education we're breaking it down for sed and non-sed and in this example as we work our way through the secondary schools we're trying to show you what is the population overall what percentage of the overall enrollment and then of that how many of that subgroup received a d or an f in their first grading period first trimester and we see certain patterns and trends jumping out miss frame yeah um one of the things i was when i was looking at this data and it's uh great data um is are you and i know you guys are really busy do you compare this trend or you know how are we trending with um you know either surrounding districts with these kind of numbers and or nationwide i mean yeah it's a great question it's a great
169thought i have not come across that myself you know from a comparison even within the county i'm sure that it's something that we could probably you know talk about and work with but i will say that you know we've had the last two years as we move to the new system aries to try and grab that data pre-pandemic 2019 2018 is a little bit more problematic because we are in power school at that time but as we start to move forward this is something that we would be consistently looking at yeah i i don't even know if it would be helpful in the sense that i mean these are the these are our students yes the ones we can really um have an impact on so thank you you're very welcome and as we go
170to from san luis i and we go to morrow bay high again we're seeing patterns and trends among our significant subgroups that are fairly consistent what does the student look like on this high school campus that are receiving the d's and deaths whether it be by gender ethnicity socioeconomic status el status we move to the middle schools and we see similar patterns and we see some um patterns and trends within the middle schools at la sos middle school and then we'll move to laguna middle school that that raises us to you know causes us as a secondary level and at the site leadership teams to work with the counseling team work with teachers to think about and asking questions as well as providing potential answers why are students in these significant subgroups receiving f's and
171d's and their course credits again we're looking at laguna middle school and again you're looking at those significant subgroups trends and patterns and you know as i i've presented to the board before whether it be the a through g or the ap enrollment or the cte completers a lot of times we want to pose questions as well as try and provide some answers to questions but it's the reflective process for the administrative teams at the school sites to work with their instructional leadership teams and also then to work with their teachers because obviously we understand first best instruction would be key mr buckman yep so if you go back well you know so on these two slides six and seven and i i i see what you're talking about but when you look at um
172the socialist middle school the percents are much lower in the in hispanic and scd than they are laguna middle school is that due to the size of the school because a percent's just a percent right yeah i think what you're referencing is if you have an enrollment percentage and i'll take el because it's on my screen here for laguna middle school if the el population that laguna makes up eight percent of the overall population what i'm showing you here is almost 70 percent of that eight percent have received at least a d or an f and i will say that at loams it was lower than that 70 mark right yeah okay i i just seen different numbers at the tube it's just quantity of students yeah absolutely it's not programmatic no okay but it
173is but it is an important data piece because you're getting a rich piece of data that tells you in that significant subgroup like how are the students doing in that data set gender is a really simple one to look at when you looked at the breakdown at san luis high it was almost 50 50 but yet the dnf's at center was high i think was 15 versus 25 so you're seeing disproportionately females are doing better with regard to success in school as opposed to males and so you can start to have that same kind of data set for the other secondary schools you're welcome the second piece of the puzzle that we talked about is looking at the mdtp and again we're looking at grade level specific between uh loams because they have sixth grade
174at this moment in time versus across the district and again we're talking about the second iteration we give that fall mdtp and then we're giving that winter mddp now what's really important here is we're looking in the fall at that sixth grade assessment but in the winter you're looking at that seventh grade kind of preparedness so in math you're cycling and and building off um understanding and preparing for upcoming kind of information and learning process when they come to take the mdtp in may they're going to take the same mdtp that they just took about a couple of weeks ago so what we'll see or we potentially will see growth and better success as they prepare through what they're covering in class okay when we look at seventh grade again we're looking at that success
175for students who are currently in our seventh grade at laguna and lomes where they were at at the beginning of the year and as they begin to work in that preparedness for that eighth grade curriculum because the work spirals and grows from previous learning in the class and again these data points are really important because they're diagnostic assessment the students aren't being assessed whether it's a positive or a negative toward their grade it's really that formative assessment that really helps drive the instruction in the classroom and i appreciate what mr unger said earlier one of the tenants of the board was to really dig deep into data and then look at how does that and drive the instructional practice and pedagogy in the classroom which is super important again looking at eighth grade that pivotal
176time how are our students doing in the eighth grade secondary and has how's that setting themselves up for success as they start to think about high school and one of the things we've talked about over and over in our presentations about that linkage between middle school and preparation for high school algebra one algebra one is usually the gatekeeper for success for students to be set up for high school and again what we're looking at here is what does that look like for all of our students currently in the high schools and how are they prepared for that algebra one and then eventually into that geometry readiness and again we're seeing data sets that tell us that our students are performing but at what level and again i will tell you from past experience our teachers
177and math departments would take this data and be able to break it down and see what are the patterns and trends like the feel of the professional learning community comes to mind that data team and really mining for rich information which is super super important to drive the instruction same for geometry we're looking again at by course and this includes students that are in college prep geometry and honors gmg so there's the ability at the school site to disaggregate and look at that again algebra two i will tell you that a lot of times the algebra two will be a problem area for students building upon that prior knowledge from algebra one with that middle year being geometry and you're starting to see a drop-off consistently there all of a sudden with algebra two and
178then that preparedness for that pre-calculus program remember in algebra 2 in our schools you could have 9th graders in algebra 2 you could have 10th graders in algebra 2. you could have 11th graders in algebra 2 and you could have 12th graders in algebra 2. and in algebra 2 you will have an honors cohort within that algebra 2 data set as well fastbridge as laura and her team talked about that breaking down of data all the way from elementary from kinder all the way through sixth grade again we're talking here about our grade level proficiency literacy skills within fastbridge and again this is our first rollout at the secondary level with regard to fast bridge really trying to dig into what does the data tell us and how do the teachers use this in their
179classrooms and what types of interventions might they employ to look at uh lexile levels of of what their their reading in class was frame yeah so um is this given to so this is literacy the fast bridge is literacy yeah okay and is this given it's not given to every student are students identified by a risk assessment and then they get or no we're giving the fast bridge assessment to all our sixth graders all of our seventh graders all of our eighth graders ninth tenth and eleventh with the exception of sometimes over 11 ap and our 12th graders were not given the fast bridge the second iteration okay so this is this is self-administer the students are taking yeah okay and again we're looking at the grade here and we're looking at high school and
180we're talking about the comparison with regard to what are we seeing from about proficiency at the high school overall and we're looking at that aggregate and again this becomes part of the conversation within language arts just like it becomes part of the conversation or mathematics departments conclusions and next steps it's imperative that we realize that you know our students in the first grading period this year are being more successful by being back in school our teachers did an amazing job our parents did an amazing job and most importantly our students did an amazing job last year during distance learning that has to be recognized and commended however we see the value of in-person instruction and whether that in person instruction is looked at from an a b or c an a through g readiness or
181if we're looking at it from the other frame about d and f's we're seeing better and more success amongst our student populations at the secondary level by being in person second piece of information obviously as we see students who score a dnf in a grade or a course we have to think about what are those programmatic interventions that we need to put in place we would all agree that first best instruction is key but if students fall into that drf range how are we going to help them we have to recognize our significance of groups students who are male students of color of economics significant sub-populations have a tendency to receive d's and apps with greater frequency than their cohort i would raise the question and we raised the question at the school site level
182is that as a result of learning and student success is that as a result of completion and compliance and i think that's a powerful question that we need to constantly come back to is it a situation that students in our secondary schools are receiving d's and f's because they're unable to complete a project or is it really truly a mastery of learning and so as we work with regard to our professional development with our staff are on clarity it's imperative we start to have learning intentions we start to talk about students success criteria student outcomes and we think about how are we transferring skills from one curricular area to another because that transference of skills will help set our students up for success and then as we continue the conversation we want to develop systems
183of support and robust opportunities for students if they need that summer enrichment opportunity whether it be for enrichment or intervention because we want to make sure that we set the students up for the next iteration the next grade level and then finally when we're talking about mdtp or we're talking about fastbridge we're starting to bring in that conversation about a research-based best practice with regard to a professional learning community where data is the topic of conversation and at the same time we're looking at best instruction and figuring out what are those areas of success that we're seeing that better move students toward a3g completion college admittance career readiness whatever that may be so this was a presentation about secondary achievement but from a little bit of a different focus how do we drill down to
184the students who are in that dnf range and how does that correlate with students with regard to fast bridge and mttp and i'm sorry i moved fast but i was hoping that would suffice this frame um this is a great presentation mr o'connor i really appreciate it two things one is as you look at the conclusion and next steps will we see some of your how will we see some of that reflected in the lcap and you know specifics you know targeted that that's one question um because we're in that cycle and the other thing i um i read this in um it was ed week about um you know how schools or our ucs and our cal states are you know not looking at accepting you know the sats and the a.c.t and so
185they're looking at um you know gpas and type of courses offered and leadership opportunities are we having discussions you know with our staff that you know these these particular grades really you know it's so much more weighted than you know just that that test that you know some students take or didn't i mean those were i guess my two questions yeah do you want to repeat the first question again please oh how how will um your suggestions or your conclusion and next steps be reflected or will they be reflected in the lcap yeah it's a great question because we're having that same conversation with mrs frost and mr mayfield right now because we're looking at building out what are those interventions and supports we need to build in at the secondary level to help a
186large number of students who receive d's and f's because that's real for them right now graduation from high school is key for that student and for that family but also that preparedness for the next step so yes that's an important piece of the lcap conversation the other topic of conversation with regard to the college readiness it's really interesting our students who are in an avid program at the middle schools were actually on the cal poly campus just on friday with our avid teachers it was a wonderful opportunity for them to see up close and personal and visiting with professors there but one of the things that they took away was a real conversation about the significance of grades that they were receiving in middle school and the college was talking very openly with them that
187they're starting to look at grades all the way back into middle school and it's it's interesting because it balances our conversation about the linkage between middle school and high school and how important that is and it comes back to some of the information we've talked about schools to watch and how do we set the students up for success there so yes without the s a t a c t it's imperative that we and the students better understand the other piece is this on march 1st and march 15th mr pinkerton and i will bring to you the board a through g grant that's available through the state of california where one of those tenants is how do we increase the working knowledge of our staff our teachers and our counselors specifically to understand the nuances of
188a3g and how do we bring more courses to the attention of students that fulfill those needs and we've talked about that in our cte planning how do we find those double dippers so to speak how do we try and link relevant engaging learning to prepare them for the next level you're welcome uh thank you very much i have a couple questions uh first is i think we our presentation about elementary uh earlier this evening those students you know they typically have one teacher so at the secondary level when students are moving between several teachers and if a student is i'm curious about collaboration between teachers and counselors and other administrators as as the need may arise so if a teacher knows that a student has a d or f in a math class that same
189teacher may not be aware of how the student is doing in an english class and the counselor may or may not be aware of the student where the student is in time so is there any collaboration where this the t those teachers and the counselor come together to talk is about those particular students and sort of a team approach i will tell you at the secondary level you will have proactive strategies used by the site administration to give and to sit alongside the counselors with the list of students who all who have received the dnf at the first grading period and then take by course and sit as an algebra team or as a language arts team and sit and look at those students who got a drf in that specific course and that's the
190tenets of a professional learning community to come together to kind of have a focused approach around the students is that happening at the secondary schools absolutely could it be happening more systemically across our schools yes we need to build toward that but we're slowly building around that data set and it's been going on at the secondary sites for several years it's very common for us to sit at the end of the first grading period and look at our dnf list of students and look for patterns and trends and say okay how are we going to affect change within these students and have a collaborative collective conversation about what's causing those d's and f's okay so then there is a a way to look at it is the student perhaps having difficulties at home but would
191otherwise be successful or this student hasn't successfully or effectively built upon the learning building blocks or is it a combination of both so those those attempts are made to identify the source of the uh the challenges the student may be facing 100 percent and a large part of that also is the social emotional learning component of it but another question is why is that student achieving success in those two classes but not having success in those two classes what's going on in that class or what's the relational nature in those two classes that causing success whilst maybe not taking place in this class so it's a whole student approach very much so okay thank you you're welcome um leslie i have a question for you you you said that when you took the avid students
192to cal poly that they were told that there's that college admissions officers are now looking starting to look at junior high school grades so can you tell me a little bit more about that i mean are they looking at trajectory what do they look at because as as you said that really does really highlight the importance of middle school yeah you know i mean all of our of course elementary school everything that leads to high school graduation but but clearly um what happens in middle school is is is important and and now more so than ever you know yeah it's a it's a great question so i wasn't there myself personally one of our jane holly took our team with all the students and with the teachers and she came back and she said it
193was really fascinating because the professors and the missions officers are really having this genuine authentic conversation about the importance of grades all the way into middle school but i've sat in presentations that have been given by the uc system uc santa barbara comes to mind where they were emphasizing that they will give an increase in their weighted average with regard to language arts skills for example and a lot of that conversation starts with advanced courses perhaps in middle school whether that be in spanish or whether it be in math because they are showing the trajectory of students and where students will fall as they enter high school so it wasn't necessarily you need to be in this specific course with this specific grade but more laying that foundational work for those very important years that
194we call middle school okay thank you very much questions from the board mr buckman yeah thanks um thanks leslie um i and i really appreciate seeing the the d's and f's because the the kids that are doing greater they're pretty much doing great um so what comes to mind is what comes to mind is is there a role that the parents can play and how much do we reach out and i know this is an ongoing thing with me but i'm just going to keep bringing it up because this i mean we're getting we're putting a lot of effort in this can the parents be supportive of this can can the parent groups can black and gold be supportive of this in some way well yes um the parent group is so so important but
195i think part of the conversation is to work with our parents for them to understand the significance and importance of us it's also important to work with the students and the parents for them to understand that every time that they take an assessment um it's a key data point for someone hopefully for them and their parents but more importantly there's others that are out analyzing that trajectory and what's the significance of that but they have to understand that each and every course that we provide to them will open a door for them in the years to come so i think through education and that relational nature bringing parents in earth is key and i hear that so i'm also thinking in my mind um me with my kid um this the school is giving this
196extra level of support and i'm not sure that parents know that that that the school has gone ahead so the parent knows that he got a d or an f and they're gonna have their reaction but do they know that the school district is actually stepping in to give an extra extra help or extra bonus or whatever we're doing i i think it's something we can reflect upon and and try and make sure we communicate but i would say that a lot of parents in our school district obviously have a great relationship with our schools but they trust us as well they kind of drop their kid off at the door and hope that it works out really positively but yeah every time we can outreach more and better i think it's important you're welcome
197is anybody else i'm sorry catherine i think i happened to be at cal poly um the other day when the avid kids came because they were swarming all over the place where were all these high school kids coming from and uh someone pointed out to me that these were avid kids who were there to um they were being given tours of you know the and it was the first time i really realized that our uh first generation college-bound kids are i was one of those kids and i was like well look at these kids and then i started talking to them like this you can do this you can be here and you can go through our program through the high school and then you can go on to to um to cal poly and
198and then who knows where but but yes that's that's the the uh the avid program that we have is just such a such a blast off for many kids and i'm just uh very impressed that we've um carried along so far and we've had so many success stories for it from it um and all the good work that you're doing starting at the early levels and then and going up high well i think i think the gratitude is really falls on the avid teachers at the school side i think they're the ones that are doing the heavy lifting and they're the ones that are planting that seed and making sure that the avid students are able to understand and take full advantage of the opportunities yeah bravo everybody else from the board is anybody from
199the public that would like to address us on this this is a discussion item though not an action item okay seeing no one uh item 9.05 thank you very much mr o'connor very interesting um really appreciate it 9.05 is the lcap supplement mr pinkerton oh presented by uh rick mayfield i thought it looks here presented by achievement combo combo tonight we get we get to we get to the tag team of pinkerton and mayfield oh and jeremy too yeah so i'll kick it off really quick for the board and then rick's going to share some of the information as we go through it it doesn't look like it's there we go so this is a strange document because it's something we've never done before and it's a brand new requirement in the state of california
200so um as if the lcap wasn't enough for all the all the different plans we've had to do for all the covet funding that's come forward to the board they made us do an el cap supplement as well so um tonight rick's going to go through some of the things that kind of you know where we're at so far but it's really this is a snapshot for the board of kind of where we're at with the el cap so far this year um there's some information about student data um i and i think a lot of this honestly is probably um for districts that don't do the things that we do in san luis coastal i mean the board you've been getting it seems like every other meeting a different mtss update institute achievement results
201i mean tonight classic example right so on and on and so i think this was the way for for the state to kind of force other districts to do what we've been doing all year and so that said the lcap supplement is not something for you to even approve tonight we're going to review it with you and it becomes part of the lcap process um so we'll be bringing it back to you for approval with the lcap with the budget with the budget overview for parents all those documents that we normally do in may and in june but tonight we do want to kind of share this update um and so rick will kick it off thank you mr pinkerton um so this is a state temperament a template excuse me that we needed to
202fill out the first prompt is regarding engagement and as the board is aware we do quite a myriad of engagement activities we've held forums several board meetings information is presented we go to specific groups like dlac elac parent leaders the district title 1 advisory committee the lcap advisory committee etc etc there are many opportunities for engagement on how we're going to spend the federal relief dollars that are out there the second prompt here is on focus funds and since we don't have any schools concentration funds thank you that meet the criteria as outlined here 55 percent english learners that kind of thing we are not receiving any uh of that money the third prompt uh is also regarding engagement of of how we're going to help students respond from distance learning and you'll see some
203similarities to the first prompt in terms of engagement bi-weekly information goes out to parents as well as staff and again all of the different focus groups that are listed there dlac etc and so many many engagement activities for all educational partners or stakeholders to have access and participation and input into the process this prompt here that is on the screen now is the fourth prompt i believe and this is how specifically we're going to use the money and mr pinkerton is going to go through um and explain how some of that those federal funds have been used yeah so so again as the board knows we we the board approved our expanded learning as opportunities grant as well as our sr3 grant we put together our kind of covid's cheat cheat sheet for people to
204be able to understand right in terms of where those dollars are going and predominantly the dollars are going towards mpss so multi-tiered systems of support um really focused on the academic achievement aspects and things that were affected through through the coven pandemic as well as a large chunk is also going to mental health so a lot of issues in terms of that facing with kids and kind of getting back on track and moving forward and so this just kind of outlines those expenditures again that are all inside the um all inside those those documents right from mtss teachers to academic adventure teachers and special aids on and on about those you know different things that we're spending the dollars and so again this is just kind of a list of all the things we're doing
205from safety to furniture purchases to summer school to instructual time and all the different staff but really this next section um i i think is is probably you know kind of the more important and that you know as we go through covet funding and we look at lcap um we're really trying to mesh those two together right so as the board as we've talked about we're trying to use we have to use our our lcap funds our supplemental funds um but now we have these cova dollars on top of it and i'm trying to utilize both of those funding mechanisms to keep these interventions in place for multiple years as long as we can my hope is at least three years through this particular lcap cycle so this was year one and then we'll be
206working with the board on year two coming up um but but really we've added some things um since the since the budget adoption right so the board has approved camp science camp expenses seb aids right at our schools to to assist with some of the behavior issues that came up we're expanding some of our middle school elementary school offerings so just a lot of different things that have changed even since the beginning of the school year from the lcap itself big picture which is at the bottom of the screen here you know when we started the year we we had estimated it was about 4.5 million in supplemental funds um and then 4.7 or in september with unaudited actuals and actually now when we look at our you know economic disadvantaged our english learners foster
207almost youth we are expected to spend about 5 million in supplemental funds by the end of the year so we have to spend those 5 million thus far we have encumbered about 5.2 million spent a little over four million so far so again that spending goes on throughout the throughout the year um and so what i'll be doing is making sure that we spend those supplemental dollars and then using the covet funds right to um to basically supplement all of the things that that we're working on so it's it's just a matter of balancing those resources some of the covent funds have to be spent most of those we have spent first and they're they're gone but some of the other funds kind of have can have to be spent by 2022 and then have
208to be spent by 2023 so it's really just me trying to again pay for everything that the board has kind of put forward utilizing those funds i will be coming back to you in may to give you an update on how much we've spent in our lcap supplement where are we at with all of the different coveted funds right so you'll be getting an update um kind of on an annual basis of where we're at with that you know just kind of all of the overall funding but i just again this part of this this l cap supplement was to kind of let you know where we're at today in terms of our over overall spinning um with the lcap as well as our coveted funding so a lot we are doing a lot right
209now as a school district um i kind of shared with you kind of the overall lcap katie eckman has been fantastic this year i mean literally broken down every single lcap area what the budget was what we've spent so far well we haven't spent so far um again it's a three-year plan and even some of the items you'll see we haven't spent we haven't done those things yet i will just have to tell you you know our staff can only take so much with everything going on so there are some items that we've held back on and then you know we'll have to work with the board on whether we're going to continue those add them on for next year if we didn't get to them this year um and then you'll also see that
210some of the things that we you know anticipated in in june you know we do this budget in june when we don't really know the actual cost of things um you know we hired 110 people over the summer for mtss and so that that's a big change right in terms of the actual numbers but again due to katie's work and putting all that together and charting it keeping track you know we will this is the first year that we have to spend and show that we've spent every penny of our supplemental dollars in the past you know we the lcap was seven eight million dollars you were supposed to spend those supplemental dollars to go through but there was never a mechanism to kind of show that at the end of the day and we
211always spent more than what we had to spend anyway so it was never really an issue in san luis costell but now with the covet funding utilizing that saving general fund as much as possible you know those are things that we're going to have to chart show prove um as we move forward and so a big piece of that too which rick will have to do and he's going to talk about next is we have to show how we're doing on all of these metrics that move forward and so rick also pulled up and i'll share it the lcat metrics for annual update and he can just give you a brief um description of what that looks like and it should be a little familiar because it's basically what we had in our lcap thank
212you so um as mr pinkerton uh mentioned this is a new a new document these are all the metrics that exist in the lcap that we set at the beginning of the year and this is not intended to be a presentation on data and analyzing of the data because all of the data in this document has been or will be presented to the board in different ways and in other presentations you saw the secondary presentation that mr o'connor did tonight that date is in here the elementary presentation that we did at the last board meeting that data's in here uh the youth truth data will be presented in front of the board that data's uh that data is in here this is just to show that we have updated with the current data that we
213have all of the lcap metrics that exist in the approved lcap from last year and that we will update these at the end of the year and that will become part of the 2223 lcap document that will come in front of the board for approval in june all of the metrics in this document are arranged as the lcap is into the three major areas number one would be first best instruction and that's like your basic benchmark data in math and language arts number two would be interventions or multi-tiered system of support and and the metrics that would correlate with that are in that portion and then as you scroll down into focus area 3 that's where you'll find youth truth data in the culture of care portion of the lcap okay so this document is
214to show that all of the lcap metrics have been updated to date and that we will continue to update these as the year goes on and this becomes part of next year's lcap it it has always been a part of lcap to do an analysis of the data at the end and then any changes that you make in the all cap should reflect what is happening with that data and you'll see that as we as we get into the spring and we start to bring the lcap uh to you okay questions from the board mrs frame um thank you very much and um just a lot of information to take in when i look at the metrics and um this is where i get um i am a little bit confused and the reason why
215is um when i look at focus area one and that's that you know that board priority of all students will achieve substantial academic gains through that you know first tier and it's really um you know clear to me what we're looking where i get con where i'm um struggling is when we go to focus area two and it says all lcap identified subgroups and i think i'm on what what page am i on um i don't know what page this is yeah okay where it says all lcap identified student groups will achieve substantial academic gains so the the state is looking at the i know we look at all but what's when i look at this table i start to lose the the subgroups that we're looking at which would be our um sed el
216and our homeless and foster so i'm just wondering is is there a way that we can move you know that non-essie you know the non-sed and the rfp and the students with disability up above along with that general and then because it really is targeted for those three groups and and i'm not sure why we don't have the homeless and foster but it is that sed el and the homeless and foster so that's where when i'm scrolling through this data i actually begin to kind of lose my focus when i'm looking at these you know on those subgroups that we're supposed to be looking at so okay is there a way that certainly we could certainly add a table that would only have those subgroups within it yes yeah just am i making we do
217tend to report you know everything so that yeah so that it's all there and contained within the document but we certainly could do that yes okay the other part for me i think from the board's perspective in the past because of the gap seeing the gap right it's been nice i would think for the board to know how those other subgroups are doing so you have some comparison you know otherwise you're just going to see hey seds are 28 and there's nothing to like how do you compare that with with the other groups right so it's kind of nice to have all of those we could add the foster homeless youth yeah on top of these other categories no i want to see i mean i i think it is important like as you said
218for us for to look at that i just and i think it you know putting um when we look at that all data and we get that one number and it's you know everything's mushed in um that's where it would be easier to see okay comparing in the groups what what helps me is when i look at because that's where this money that focus area two is supposed to be targeted for those those three groups it just just for me it makes it a little bit um more easily to understand and to follow the trajectory of those those students as as we move so that was the only thing really good suggestion comment okay thank you anybody else is there anybody from the public that wants to address us on this this is a discussion
219item okay well thank you very much i look forward to more of this and um you know our lcap metrics i think are going to be really interesting as we present them as part of our lcap coming up in may we're we took item 9.06 off the table so let's move to action consent please let me know if you'd like something pulled let me just get my piece of paper here all right 10.01 approval of certificated and classified personnel items 10.02 approval of certificated and classified person yeah we have it twice that's right because it's two different dates 10.2 approval of certificated and classified personnel items 10.03 claim against the district our new full morales at all 10.04 acceptance of donations 10.05 approval of furniture and equipment requests 10.06 approval of minutes january 18th 10.07
220approval of minutes february 1st 10.08 approval of surplus and 10.09 proposed new board policy 5126 awards for achievement second reading could you pull 10.09 please 10.09 yes hold on just a moment please okay [Music] all right um would someone like to make a motion to for 10.01 through 10.08 moved by mrs schaffer hold on just a second someone would like to make a sec seconded by mr buckman okay so this is 10.01 through 10.08 um any further discussion okay uh mr mr buckman mr sheffer is dobler drew yes dr eisendrath rogers this is roger mrs frame and i'm a yes uh motion carries 7-0 um ms dobler drew 10.09 yes i was looking at the awards for achievement for the students on this proposed new board policy and there's a cross out of the state
221seal of civic engagement and it and those crosstale words read that the superintendent or designee shall present this award to each student who demonstrates excellence in civics education and participation and has demonstrated an understanding of the u.s constitution the california constitution and the democratic system of government to me this is most needed now more than ever and i don't understand why it has been crossed out nor have i uh decoded the the different colors that hasn't been um presented this one was blue could could i ask a question of what what entity was responsible for crossing it out and doing away with it yes i can answer those questions for you get this a little closer um this is a discussion that we had in our um board of trustees subcommittee we look at all
222of the board policies and changes that that have to be made there are mandatory sections of the policies and there are sections that are under discussion and the subcommittee can can make recommendations actually the section that you pointed out is one that we had a lot of discussion about as a subcommittee and we also had discussion with our secondary director a couple of issues come up in our discussions kind of equity issues and our ability to implement this you know that there are other awards that we have on here the golden state seal the seal of bi-literacy so we as a group really do believe in awards for our students this one the seal of civic engagement we worried about the added pressure of students in the schools and in the classes and the teachers
223themselves it asked for a civic engagement project which asked the students to do a specific project to get out in the community we wanted to make sure that that that awards that we add in board policy are open and equitable and everybody can accomplish them well it's good to have equity but it's good to have uh not start on a slippery what i see to be a slippery slope of crossing out things regarding becoming a good citizen and we do need a pathway to citizenship and this this could have been reworked to reward those students who might not have citizenship yet and this is what a great way because u.s constitution is part of that course in citizenship so no i'm just rather appalled that the us constitution um is being on a slippery slope
224of being crossed out well it doesn't change the requirements that we have in our secondary schools the u.s constitution class that the kids have the teachers that they work with the projects that they already do but we did like i said look at kind of the the burdening of our students the equity our our children who may not be able to do that extra work and then kind of the workload on our teachers to add the new projects to to um come up with a system where they would be able to check to see that the child who earns the seal of civic um excuse me i have to put on my glasses here civic engagement has met all of the qualifications and that they've worked with each of their children to make sure that
225they have the possibility to do so like i said it was a difficult conversation among the committee we really kind of dug in deep on this one okay well the u.s constitution is being devalued right and left in our society as a whole and i think this adds a little bit to that devaluation level i'm i'm disappointed well i appreciate your your perspective i really do other comments dr prater well i kind of you know ms doble drew i can really understand what you're saying with regard to you know seeing the crossout um but this particular state seal of civic engagement is i think um has really good intentions but the the opera being able to operationalize this for kids evenly across the the two high schools is the is the part that i don't
226want to abandon i just think for us right now there's um other ways we can honor the us constitution and we do that in different ways our u.s history our government classes our u.s history classes um the efforts and the work that we're doing um through various uh clubs in our schools we're doing quite a lot right now now with that said this particular state seal i actually am encouraged by it but um if you talk to teachers if you talk to um as ms frost said if you talk to the the administrators in districts where they do have this particular sort of program if you will the way it's implemented means everything and and in our case um i think we need to maybe step back a bit and look at how we want
227to honor civics education honor um how community service and the ways in which we go about it so i think this is a new um a newly approved concept in the state of california and i think like i like i said i think it has some promise um and it's worth revisiting down the road um but our concern is we we we're we're um our hands are full right now with a whole lot of programming that we're trying to get right and this is just one more really great idea right that um it's not meant to disparage the us constitution by any means not by any means but is this the the manner in which kids would be honored for this um would require a whole lot of organization and um additional additional um system
228that we would have to support and i just think you know for now it could be something that we revisit down the road but for right now i just think we just have a lot going on um and keeping our focus on on things that we do currently have in place would be a good way to start those are just my thoughts well i i'm i was concerned about this too and i did phone mrs frost when we did the first reading of it and um i will i will support it as written um but i too agree that we need to have we need to have ways that we honor civics education i think now more than ever we need to to be talking about what does the constitution really mean what did the
229founders of the constitution intend um i agree with you eve that i think that i think our country's in serious trouble right now and i think part of it is people's interpretation of the constitution and what i'd like to see is that our students understand what those meanings are this does i i don't see a direct connection between um constitutional knowledge and and this pre and this particular um this particular board policy regarding this award um from a bigger perspective i want to make sure that our kids are getting what they need to be active prepared citizens for this country and and i see that happening in our history classes i see it happening in our government classes i see it happening with our student senate with our student government everything we do all the
230ways we treat children like i said i'm going to support it but i understand what you're saying and i have i share those concerns too and i would like to see a way for us to honor students uh who become actively engaged in our country in our county and our city and our school district so i think if we can start looking at those ways in an equitable manner i'd like to i would ultimately like to see that i'm not proposing something right now but i i that's my feeling i do want to also acknowledge the hard work that our subcommittee does um they meet regularly they really spend a lot of time on it and really think these things through so i want to thank everybody that's involved in this um because this item
231was pulled first of all i'll see if there's anybody else from the board that wants to address it if not because this item was pulled we do need to go to the public is there anybody from the public that would like to address us on this okay seeing no one i'll bring it back for a vote would someone like to make a motion on 10.09 i'll make a motion to approve it i also i just do want to point out as a member of the committee this was a big topic of discussion and the my remembrances is that diane was instructed to go back and see what's going on and and work on it and so i will i will move approval okay someone like to second it second by mrs sheffer okay mr buckman
232mr scheffer miss dobler drew no dr eisendrath rogers is frame this is roger and i'm a yes motion carries five pro uh two against thank you very much item number 12 point 11 i'm sorry 11.02 advanced agenda does anyone have anything they'd like to bring up ms dobler drew well i went on our break out to thank the parents that came like all 40 or 50 of them whatever was they were still talking out there so they asked me to bring forth that they're desperate and they want something done immediately for their children's benefit about the unmasking and asked me if we would have a meeting tomorrow so i said i will at least bring it forward because i want to acknowledge that they came out here and participated and that they're desperate so that's
233why i'm bringing it forward dr prater could you address this i i appreciate people's um wanting to discuss this we've talked we're talking about having a meeting on the 24th um also i there is it is impossible for us to have a meeting with with less than 24 hours notice that that would be uh illegal i believe so could you could you address that further please yeah i would i would also um concur that um the the respect that the the parents that showed up tonight gave to the board and to the into this democratic process was um was encouraging and and i felt um i felt was i feel optimistic about it i disappreciate that because not all uh people that come to these board meetings are respectful and this group was and they
234were articulate they were considerate thoughtful and i know this is a very emotional issue the reason i chose the um or i'm recommending i should say the next thursday so just a week from now to hold a special board meeting um one is they um uh you know are we we're pretty um pretty um um our calendars are pretty filled with all kinds of things going on this time of year but i would say to you the difference between tomorrow and next thursday in terms of when we'll have information or what that might look like won't make a difference and we we gave a good hour and a half to to hearing their their stated concerns i wrote everything down i collected it and uh to respect that feedback i need some time to process
235and work with my team and and next thursday my intention is to present the board and the public with the facts that are before us the roadmap that i believe the state will lay out for us which is i'm i'm reading the tea leaves if you will i i think i understand what the what the um the this california department of public health will present as their findings and their recommendations and how that will fold out in our county and so my my intention is to uh talk to various experts in our local community some of whom were mentioned tonight and and really get their feedback on on what they think we should consider as we move forward so that way it's a thoughtful and measured approach we will offer up multiple opportunities for parents
236to speak again around this exact topic but we'll have a little more information and and we will present what we know as um as uh facts and um and it won't be a decision point next thursday that special meeting but it'll be an opportunity here from all sides and i would encourage all sides to come because there are different opinions and perspectives that weren't all shared tonight and so for that i would say we stick to our plan and have the special board meeting on thursday and then the following week we have a board meeting again march 1st and on the heels i'm sorry right before that board meeting on march 1st the state is going to come out with their uh pathway their their recommendation on february uh 28th i believe it is so
237by march 1st when we have that board our board meeting we should have collected input from the community not not um loosely but deeply we will have the facts before us and then march first we'll be able to hopefully you'll be able to hear a recommendation from me and i think that's the most prudent and appropriate way to approach this and that way as a board you'll have feedback from the community you'll have the facts it before you and you'll have my recommendation i think that's the best um the best approach rather than having another meeting tomorrow um i'm not sure that will add value to the final recommendation those are those are my thoughts mr buckman um i have to say i was i was impressed that the number of people that showed up
238and we had people online and in writing um some of them were parents some weren't um and i listened to them i also have notes that i made but i also have to say if there's seven thousand seventy five hundred or 8 000 students in our district 14 000 parents were not here and i have not heard from them so i i think that the plan that eric and clark have put together is exactly what we ought to do we need to gather the data we need to look at it and not not overreact and so i support what the what staff and the president and the clerk are doing anybody else okay well thank you and you know i i would echo what mr buckman said and what dr prater said i appreciate i
239i always appreciate public comment and the fact that the public cares enough to come out and speak with us and tell us their concerns is very important to me and i noticed each of the board members was was attentive to the parents who were speaking here tonight and the parents who gave us written comments and who spoke to us on zoom um i think we're going to have a a robust discussion about it and i think clearly what we need what i think we need is a road map to getting kids back to school we're they're back to school thank god we want to keep kids in school as soon as we're given the green light then we need to go ahead and act but but i think dr prater what you've said is we
240don't know what the green light is going to be we don't know what the state is going to mandate us to do and i know that that the public health department's rulings are amanda are are essentially the word of law right is that not correct and we're you know and and that we can't violate that without putting our district at j at risk um there's so much involved in this and you you you and i have talked about this the osha requirements all that stuff but those are all things that we're going to have to consider that i think we need a robust discussion about and i'm prepared i think what we'll be talking about next thursday will cover the things that we need to do to get ever to get things back as normal
241as possible yeah and i think it's fair to say mr hunger i think it's fair to say that i don't know anyone that wishes mass upon children right um nor adults as a function of education and this and as soon as we can do this safely and as soon as we can do this responsibly i i look forward to making that happen or at least encouraging that to happen to this board and um because there are some really excellent points that were made tonight but to mr buckman's point we haven't heard the other side either i have actually but we also are bound even though it's it's easy to say just don't pay attention to or or you have more power than you realize you know i think um i think there are um there
242i think it's equally important that we listen to our attorney our legal counsel and we proceed carefully and we have every intention of doing that um presenting the facts presenting the the risks and the benefits of what uh decisions are before us and and um and i think i think we're all kind of tired of this and ready to focus on all the right things and um and uh and i look forward to the day that we can um remove these masks and and and and bring bring in a sense of normalcy again because i do think there are some real disadvantages um but um but i do think it's going to end up as a discussion point in front of this board the way i see this unfolding is that it will ultimately end
243up in local school districts governance teams to make this ultimate call and that's why i want to spend some time over the next several days putting those facts together putting the most likely scenario in front of the board present it and then hear feedback from the community from the stakeholders including our staff and i will hear from expert panels hopefully in the next few days around that very topic because they're talking about the same things and that way you'll have multiple points of data that you can consider and then i mar like i said march first i i plan on having a recommendation that you can then as a board act upon with confidence and this and my understanding is that the state will be giving us more information about schools because we know the
244county and um indoor masking is has been taken off the table except for unvaccinated people of course uh but my understanding is that that that we will be issued new guidance on the 28th is that correct that is the expectation and i'm hearing um from my sources that there will be links to the the county infection rate hospitalization rate vaccination rate um and um and and that will be you know placed into a set of criteria that say okay so if it's if you're here then it's strongly recommend if it's here it's recommend if it's here it's optional and that's how i think they're going to present it um but before i go too far down that road i just think we need to wait i i i think uh next week i should have
245a lot more information i'll reach out to my sources to gather as much facts as i can and then when we present to you at the special board meeting next thursday we'll spend the first part of that meeting presenting to you and then from there you can hear from the public and um and then the following week it'll be march 1st and the recommendations um the revised recommendations should come out from the state at that point and and hopefully all those things will line up and the board will have the information they need to make the best decision on behalf of our school community okay thank you very much well it is a shock that you can crowd people into a stadium one day and then have the kids have to mask up the next
246day you know no mask for the adults in the stadium and then the kids have to have mass it just doesn't if there were an emergency those people wouldn't have gone to the super bowl last year it was in florida and it was only less than half capacity that now is full capacity what does that tell everybody let me follow the logic is what i say okay well thank you thank you all um 12.01 reports by board members at this late hour anybody got anything well i do um because i want to acknowledge some classrooms that i visited and on friday february 4th it was hundreds day i visited both monarch grove and baywood just to see how the teachers in their classrooms celebrate it and it was great um at monarch grove it was
247wear a hundred or or dress up like you're 100 years old and so it was it was really wonderful and then some of the projects the teachers were doing with the students to highlight that day were just great um baywood they were specifically working on on hundreds day there as well and then i really want to give a shout out to one of my one of the people that i worked with when i was with the county office of education that's julie macedon who teaches uh our probably our our special education class for our most severely needy kids down here at san luis obispo high school and um i would really invite everybody when you have a chance to go visit that class and to really see the breadth of education that we give kids
248from our ap honors classes down to classrooms where one of the most important things you can do for a child is to teach them to sit stand and walk julie julie mcadon is a dedicated special educator as is her staff and the hard work that they do and the hard work of all the special educators so i just want to acknowledge that and thank everyone is there anybody else mr buckman sure um i'd like to thank um ms fraim for arranging a meeting at laguna middle school for both of us it was uh it was very good very interesting um i also attended a california school board's uh region 9 delegate meeting and i stopped by hawthorne to say hi so it's um it's always good the district's really doing well thank you thank you
249anybody else okay this meeting stands adjourned thank you very much doctor good to see your pen again so