001order at 12:08 on Wednesday and moment of reflection and pledge of allegiance led by Pearson. Please stand. >> Ready to begin. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Um, now adoption of the um, so roll call. Just kidding. Uh, roll call. >> Trusty. >> Yes. >> Trusty Murphy. >> Mhm. >> Trusty Pearson >> here. >> Trusty Mroy. >> Yes. >> Trusty Anderson >> here. >> Trusty Crane >> here. >> Trusty Wagan >> here. Dr. >> here. >> Great. Now, adoption of the agenda. Do I have a motion? >> So moved. >> Second. >> Green and Pearson. Roll call vote. Second. >> Trusty. >> Yes. >> Trusty Murphy.
002>> Trusty Pearson. >> Yes. >> Trusty Anderson. >> Yes. >> Trusty Mroy. >> Yes. >> Trusty Crane. >> Yes. >> Trusty White. >> Yes. >> Great. And community input on special agenda items only. Um Trusty, can you read the floor? We have one. This is an opportunity for the public to address the board regarding items on the special meeting agenda only. Comments on special meeting agenda items are limited to three minutes per comment up to 20 minutes per topic. The speaker may not relinquish his or her time to another person. >> Great. So for this we have one comment from Cole Christian. >> Hi. Where would you like to get microphones? So, I have uh >> I have the same uh tendencies as Mr. Smith here. Uh I like a microphone. So, um my name's
003Cole Crusilius. I'm a dad of two boys at College Park Elementary. Um, I saw this meeting come up and I was, you know, saw that the strategic planning, uh, you know, session that we had a few weeks ago was on here and I thought I would come as a parent and just share, um, my perspective. Um, first and foremost, I want to thank so much the district and everybody involved for making it happen. I know it was a major feat to get everybody in that room. I'm sorry you all weren't able to be there. I know there are reasons for that happening. Um, but it was a very special time with so many incredible stakeholders across every school. Everyone, you know, you could ask anyone, everyone would say their favorite part was having the students
004there and getting to hear from actual high school students. Absolutely. Um, and so not only making that effort to have that happen, but the thing that I was most proud of in being a part of that that whole journey was um the transparency that that the the staff and the district um put out there and the data that you all maybe have reviewed or will get to review and just saying good, bad, or otherwise, this is where we're at. This is where test scores are. This is where it's at by zone. this is where it's at by um you know socioeconomically disadvantaged English language learners. It put all of that into really great perspective. Um and it for me it helped answer answer a few a few things and provide some objectivity to u some
005issues that have been really near and dear to our heart for us at College Park Elementary. Um we see a lot of families kind of come in um and leave or not even try us out for the first time. One quick story to share is that my son, who's a fourth grader, was talking to a fifth grader that had just left College Park. And that student, when asked by my son, hey, why did you do that? He goes, well, I'm going to another school in the district um to get a better education. And that is heartbreaking. And it's unfortunately a prevailing belief amongst parents because I can only speak for parents, but I know it's not something that any one of us believe in this room and it's something that I think this data now
006that's out there is something that we really have to look at. And I would really highly encourage you all to look at the school transfer data. College Park, for example, 39% of students who are zoned for that school do not transfer out to different schools. But that's not just College Park. It's it's a zone issue for Estansia and Costa Mesa. The demographics of of co Costa Mesa are changing and I think that our strategic vision has to think about that moving forward. So, thank you. >> Perfect. >> Not my first. >> All right. So, now we'll move into item six, the strategic vision and planning. um board update. So, we'll turn it over to our consultant um Sandy who has been working with staff on this. >> All right. Good morning. Good. I keep saying
007morning. It's afternoon. I was sick all week last week. So, I feel like I've lost a few days. Um glad to be with you all today and it was such an honor and a pleasure to get to be with your community for those few days, couple of days uh last month. And so what we're going to do today is we're going to take you through the overview very quick review kind of of the process and what we've done just to anchor you to that and then a little bit about the experience and then we've got data that we've collected. And the goal today is really for the board to start to grapple with the data that we've collected from the folks that were there um and the next steps and really get your input because
008as you know you are in the body that sets direction for the district and so we're going to really talk a little bit about your role in this process. Caroline sends her regrets she would be here if she could. She has been uplooking in Northern California till the we hours and so um she is online and listening and we're going to invite her in just a little bit. We know the Zoom piece and having her virtually is a little challenging. I wish she could be here dynamically because she's lived this process and been a board member. Um, but she will be able to ring in and she's listening to everything. So, at the end, we'll also invite her in to speak, but we don't want to distract the board too much. Um, so I'm going
009to jump in. Did you want to say anything else before I start? I know I should probably give you the mic before I get going. >> No, I I I don't like the mic. Um, contrary positively. Um, no, I just just want to uh thank the consultants for their hard work taking all the data that that we um had in that space uh all over the walls, all over the tables and to take that and consolidate it for you effort. Thank you. And to the community that supported this. Um, you know, we had, and you'll see a slide on this, but we invited 180 folks, and they told us, you know, you probably get 50% of those folks. Had 160 show up. Um, we heard from folks in the room. It was the most diverse
010uh constituent meeting they've seen in this district and the largest, right, at scale. I I don't know. I've only been here four years. Um, but I think it speaks to the intentionality around it. um even at the tables themselves I would say. Okay. So, as you look at this data and you might be thinking about who's in the room. Um, we've shared a bit of that. Um, Sorl Shields even took and hand assigned every single table to make sure that it had diverse representation, right? So, it wasn't one group at one table, etc. Um, and so the intentionality I think paid off and I think their results uh demonstrate that. So, thank you to the community. Thank you to the, you know, our our consultants and to the board for authorizing this work. And this
011is a process. It's a journey. And so we're going to talk about that today and get the board's input and direction as we move to the next phase. Um, and I'll just take you quickly through the overview. We're going to talk in a minute about who's in the room, what we're looking to get out of it, and give you a little snapshot of the two days. And then the bo the big part of our time together uh today is really for you to take a look at the data that we collected around this idea of commitments portrait of a graduate and then strategic visioning initiatives and to give us some uh input and feedback. This is not the totality of the data. We have a lot more data. Um our job is to get into
012the weeds and to really look for themes across the different areas to bubble up things. But what you're seeing here is really the top uh pieces that came out of all the data that we did collect around these areas. But we have other stuff that we will go through as we work on this process. So we were there with folks for a whole day and a half day November 12th and 13th at Vanguard University. Wonderful facility that was just fabulous. And um as we already said, we had 123 participants from across the district um administration, classified, certificated, parents, students, community leaders. I'm not sure that's the that was our active number. Um and I was going to ask uh Wes if he wouldn't mind just ringing in a little bit about, you know, the folks
013that were in the space because I I'm an outside observer, so I know he was a little bit more intimately involved. One thing I will say before you hear a little bit more about that is um I always gauge how well that heterogeneous grouping is by the kind of conversation that I hear. And so Carolyn and I pushed in and we also had the set with us and we were at every table throughout the day and the level of conversation and I know um Cole can probably agree was at a high level at every table. was really an amazing thing to see. And so I I really commend you and and to Wes's point, um you know, sometimes you'll set one of these up. People send out a lot of invitations, really get assurances that
014folks are going to be in the room and then they're not there. And that was not the case for yours. You the tables were full. Um the conversations were dynamic. Did you want to add anything to >> just clarifying for any community members that that you know weren't aware or didn't know or concerned that it was predominantly a a staff voice um intentionally that wasn't so so as we invited Harrison we looked at uh parental representation from every single zone from every site but then also strategically bringing in folks from like CAC and DAC to speak to those realities. um and then leaned in even more to community with our community leaders. So, we looked at folks like uh realtors, business owners, uh faith-based leaders in our community come and speak to those different dynamics.
015And then we allowed the trustees even to say, "Here's someone I would recommend because in my community, they really know boots on the ground, what's going on." So, we combined all those folks together um with the parents, with the students, let's certificate, classify. Um, and last night we had the leader of our our classified unit, you know, speaking to this and and expressing gratitude for being invited into the room. Um, we had Spanish speaking uh parents there. We had Russian speaking parents there. Um, and really were intentional too about lifting up that voice because we know some of the folks in the room aren't always as uh confident as Cole and I with the microphone and so they might sit back a little bit. Um, we wouldn't let them, you know, we kind of push
016their voice forward. token that's the representation intentionally so designed in the room to maximize opportunity. >> All right. So, you know, as we've said with you all and I'll just put it up there for context. The whole goal is really to have unified direction. Um, yes, you have the LCAP and you know, a couple hundred page document is not inspiring. It's not something that you can really wrap your hands around. So the goal with it this is is typically not off base from what you have there but what it does is it elevates other kinds of themes direction and ideas that may not be present in sort of the tactics that we put in our LCAP. But if you know Patrick Lencion who's well-known organizational um researcher and strategist says that if you could get
017everyone in any organization pulling in the same direction you could dominate any industry and any market against any competition at any time. We're not business. We're not that kind of an organization, but the reality is we don't have all the ores in the water at the same time pulling that whole organization in the direction that we want. And you know, I I always use this slide because this is really about high performance teaming, but it makes the point that the results are at the top. And what everybody wants is just to go to results, accountability, let's hold people accountable, let's get things done. The reality is it's a process and you have to have all those components in place in order to meet those goals. This is just a quick little slide to show you
018some of what was happening in the room. Um, when I was a teacher, I used to tell my students that thinking is a messy business. And um, I think this was evident during that day. We had the we were doing a lot of thinking, a lot of storming. Up on the top left um, picture you see our student panel. Um, they did a fabulous job and we always really try to elevate student voice in this because we always talk about them as our end users. You know, how are we meeting your needs? are we doing what you want us to do um as as you think about your future. So a lot of thinking a lot of collection uh we really should invest in those large posted um so the board's role in this is
019unique and you are the body that sets direction for the district and you will see as you go through the data you know everybody's coming in with their lived experience. Um, I've done several of these now and every board says we need more input. Did we get enough? We need more. And and you could you can always slice and dice that and we'll hear from you today about, you know, the direction on that. But the reality is I think when you look at the data, we had a great cross-section in that room of people representing a variety of voices and all voices were valued and elevated and you're going to see that in the data. your job is to think about holistically the organization where you're trying to take it and um which of these
020>> let you just do it. So, okay. Yeah. >> Um, now okay. And make sure that what bubbles up here and the direction that we go on and with this vision really aligns with your vision, your collective vision. And then ultimately, um, the initiatives that are picked, if everything's important, nothing's important. So, how do you bubble up those? You know, if we could do nothing else as we steer this district in the direction we want, what are those things that we want to accomplish? And so, I'd ask you to think about these questions. what outcomes matter most for your students over the next five years because that's really the lifespan. And again, this is something we're going to continue to work on. We're not launching in January. So, we've got some some pathway to lay
021to get to that place. How do you define success for your community? If you were doing, you know, if you had a miracle wand and everything looked like you wanted it to look tomorrow, what's that look like? What's the success for your folks? And then, are the initiatives balanced between forward thinking, aspirational, and specific, and tangible? When things are too lofty, it's overwhelming. If they're too weedy, it's not inspiring. So, we're looking to do that sort of sweet spot around what those initiatives look like. Your job then is really to determine what ideas and considerations might be missing from the input gathered so far. And what you're going to see when you go through the data is there's an idea over here. Maybe it really belongs over here. That's the kind of feedback we really
022need from you today because as we've talked as a board, this is one of the things that keeps coming up. And then also ultimately as the fiduciaries is how can resources be used to support the new vision that will be happening now, but that should be in your mindset, right? You should not be creating a vision that no one can execute, no one can afford, can't happen. You should be setting that balance between inspirational, aspirational and realistic. Um, and it is not an easy task. Everybody wants everything all the time and yesterday. And so your goal is to think about what can really get you where you want to be for your students in the future. I think there's a vend di and I were talking this through. I actually have this in my head,
023but I put it on paper because really any district strategic elements are sort of in the middle of a ven diagram. Part of that really is the knowledge from the field, the real world needs, the changing dynamics, future unknowns. There's a lot of stuff floating out there. But you have experts, you have your cabinet, you have your staff who are your your knowledge base for what what is best practice, what really should and could be happening. And then you have the community lived experiences, the current realities that people are facing in the district at the particular sites at the district at large, and then an understanding of the current context. And so in the middle there is where we should find those elements, things that really do line up with what's a best practice, where
024do you need to be heading for your students, what can we plan for and what's an unknown. And then really that idea that you all know you you've been here, you went to school here, your kids went to school here, you have neighbors, and so all of that comes to play in this role. All right, so we're going to dig in. The first thing that I I really want to um have you think about is this notion of um the commitment. We started off with this idea of a commitment because you do have this idea of all students are all our students seen, heard, supported, and safe. And we had that up for the community to kind of respond to. And we spent some time unpacking with them what does it mean to be seen?
025What does it mean to be heard? What does it mean to be supported? What does it mean to be safe? So, from all the different aspects of your district, what what do we think is a definition that we'd like apply to all of us in our community? The most the top most responded to answer was known by name. And we heard a lot about that. And that idea um and some you know districts have no by name and need, right? that idea that people see me on my campus and in my community and they know me, they know my name. Um, we were having a little sidebar conversation about the idea that we don't hold things in our brains the same way that we used to, right? And I think we are very everybody's kind
026of distracted. And so this idea that kids and this came up a lot with the students like know who I am when I'm in a class. Um, follow up with action. That idea of follow through. Don't just put a great idea out there, but let's make sure things get done. Um, and so that's an interesting when you think about the notion that we were talking about being seen, being heard, being supported, and being safe. This was something that resonated with the community. So much what's going to happen now is what we had each team do was they brainstormed what they thought it was. Then they collected those and you're going to get to go through this activity in a minute. We gave them spend the dots and they or dots to spend and they went
027around and rated the things that really resonated with them. Now, keep in mind, they had tons of things to process and go through and it's like these dots are worth thousands of dollars if you really think about um where they're going to put them and and what's really important and I think it's important for you as the board to hear that was one that you know half the room said that needs to be something bubbled up for the board. Uh follow up with action then again I go back to the idea that this was in this context of how are we seen safe, heard and supported. um that they want things to happen, they want things to impact them. Student voice, equity of voice, another really highly prioritized one, acknowledgement, etc. So, just give you
028a minute to take those in and then you're going to get them in a minute. We've bubbled up um the top ones for you to respond to, but I wanted you to see all of those. Now my question is my seed planting for you as we go forward and you giving us some ideas about what you think is important and then we're going to have a dialogue as you give us direction for the next steps. What do you envision as a board? Do you want a statement? Do you want definitions of seeing heard because that's really important on where we go in the next phase. So what are those things and how would how would you want this to be impactful in the learning community in Newport Mesa? thoughts or comments before I go to
029minutes slide. >> Okay. I know you're going to take in the data. We're going to give you time uh to do that and then come back and process with us. I just spent a little time grouping them just so the board could kind of see some of the themes that came up around this. So be belonging and being known was a a high priority around obviously seeing heard and supported trust, safety and emotional support and then relationships and intentional practices. The other three that um I themed were student voice, agency and feedback. Again that student voice was a really a top get vote getter. Um, and then the follow through notion of support and resources and making sure those are are there for students. And then finally, pathways, options, and future readiness. Um, not as
030much interest here, but you're going to see that emerge in other parts of you. >> It's funny because we thought that that was what >> you're and you're going to see that in the in the initials because that bubbles up all the time and it does. So remember I said you're going to see a lot of crossover and so this was still even in this notion of what do you want us to be committed to about seeing this came up but you're really going to see it as a high priority when we get to the initiative. >> I think one of the things that helps provide context is with the commitments we're talking about those commitments we've expressed to the community every student seen heard supported say all our students are all our students. So
031they were responding to those commitments and even then this came up >> and even then this came up >> and then when they talk about okay so what does that look like for like a portrait of a graduate >> then you see even more of those AI skills in fact that bubbles up to the top then that's right >> well and I think for me the observation is a lot of this is fundamental to >> um who was being asked like the reason why we're having those as our current kind of district goals is because >> that was something that wasn't happening, right? So, that's something that we're tangibly and very strategically working towards. >> There's notebooks. Every staff person got one this year. As a reminder, it's something that we have been working on
032and it's because we didn't have it in the past. >> And so, I think some of these are, you know, there are a lot of high school students that were in the room. this may not have been their experience in elementary school. It may not be their current experience. And I think um particularly for some of our families, this has not been their experience. And so we have similarly to the triangle, you know, Mazo's hierarchy of needs. If some of those basic pieces are missing, if there's not trust, if a student comes on campus or family comes on campus and they don't feel emotionally safe, if they don't feel personal connections or trust, they're not thinking about what does it look like when my child is 16 and is looking for the future. >> So,
033I think these are fundamental um and these are areas that we have needed to work on and grow in. And so to me it just re reiterates yes we're making progress but it's still a huge fundamental need >> right and I think as you you know as you guys are processing the data and responding to it and thinking about the direction um >> much of this will be stuff that you've started or are doing and so your goal is really now to bubble it up make it something that's an expectation across the district right name continue to name it and put it out there so I think there are some things that you say you may say okay we're really not doing that well but I I would imagine almost everything that you're going to
034see, not everything, but I think most things are going to be things that you've talked about, you're touching on, you're working on explicitly. Um, and to your point, that's why the diversity in that room and having students and community members and parents of of young children and, you know, students who've graduated helps you get that continuum. And to your point, still these are the things that bubbled up. Okay. So, in order to set the stage, um, we asked staff to provide sort of the data story of the district because you've got folks in there that only know their lived experience and some of them it's narrow. Um, students haven't really, you know, necessarily elevated up and thought about what's the whole district look like, what are the things, um, that are successful, what are the
035challenges. So for each of these areas, uh, your cabinet stood and and really gave great presentations on the data around student achievement, really dissecting that what does it look like holistically, what does it look like uh by zones, what does it look like by grades spans. Um, they did the same thing with student wellness and safety, community engagement, leadership development and employee success, and then fiscal facility resources. So for each of those we got just a again aerial view because you know you cannot you guys you know what how much data there is out there but really we wanted the whole room to be thinking framing it around some of the the data who's here what what are we trying to do and then what are the challenges and what are the successes what do
036we think's going well and what are our acknowledged challenges within the data and I think you have all of that in your binders in front of you and so way too much for obviously, you know, folks to really dig into, but what we it was referential. And the one thing I want to say is they did a great job of presenting. Folks had the data on their table. When we got to each of these initiative areas, which I'm going to show you in a minute, folks had their I mean, it was like homework. They had their binders out. They were going through them. They had somebody scribing and our facilitators uh did a great job. We had administrators that helped with that. And so, they were scribing what the table was saying. And so they
037were really able to capture and use what was in their binder to make some of those determinations. I'll just tell you what we did. We showed a little video. It's not the end all be all by any stretch of the imagination. But every year Indeed uh does a little segment on the Today Show that captures what are the job skills people are looking for right now. Whether you're straight out of high school or you are a college grad or you're looking for a new job, what is marketable? What is needed? And um and I think you can see from the heading there human- centric skills talked about AI you got to be able to be adaptable move in that area and you really have to be able to have conflict mitigation be able to innovate
038and be able to think and and speak. So it just gives a little framing for everybody in the room that's at a level that should be accessible for all the folks that are with us. Can I say something about striving real quick? Because I think we've all been in rooms where you know you you ask administrator to facilitate and they take over the conversation. And so we did we did intentional training for the folks who are scribbing facilitating the tables to say you're there to take notes. >> That's right. >> Right. They're there to speak. And so we didn't even leave that to chance. >> We wanted the room, the people invited there >> to elevate their voices. And I've heard, you know, walking around facilitators would say things like, "So, what do you want
039me to write?" >> Because they'd be having all these conversations. What do you want me to say? >> So, and it's not easy. And I also wanted to say we did have one of our um our facilitators was Lette Hernandez, who was a superintendent up north and is a Spanish speaker. And so, she also worked through the room and was able to on the spot translate and answer questions. And I think that was a value added. Oh, so let me go back to the portrait of a graduate. There really three elements to the portrait of a graduate um that exist, whoever's kind of doing them. It's academic, cognitive. What are those, you know, thinking skills, academic skills? What are the interpersonal or personal skills? What are the qualities that you want students to take away
040when they get their diploma, cross that stage? And then interpersonally, what do they need to do to be successful? And you just heard from, you know, this Indeed presentation that you saw that part of that is just the human centric abilities to communicate. So they had a little resource in their binder and then we asked folks to just start brainstorming at their tables. And then what I I talked about earlier, we put those up on the wall. You saw some uh photos of that. And then people spent a dot. If you you know, you could think of the three things because they only get so many dots. There's no science to the dots and people may have used more dots than we make them, but the idea being that what are the three or so
041things that you really want on each of these areas or two things in each of these areas for people to have as they leave Newport Mesa critical thinking clearly important problem solving also and then you can see literacy, resilience, creativity, analysis. So this is one of the areas where the board has to really think about the totality of your work, all the things that are presented to you. Um because some of these words may not be the words you as the board want as terminology, but you want the concept. So I want you to think about that as you look at these going forward. Personal um they these were all in more competition. There's a little bit of overlap here and there. Um integrity though was the highest. confidence, adaptability, perseverance, self-awareness, and resilience. And
042so again, as the board thinking about you're handing out these diplomas, what are the personal qualities you really hope that Newport Mason plays a role in? And then finally, interpersonal. And what I thought was interesting, >> I read a question. >> Yes. I'm sorry. >> Were these terms um fed to the group or they came up with those? >> They came up with those. Yeah. >> Okay. Y um we did tell people they could use their phones. So I know folks were googling and you know looking up other putting things into um you know what are important skills for a portto >> building that critical thinking >> right? >> Yeah. >> Oh yes. >> Um but what I think is interesting is it was the interpersonal skills that you know people also really that resonated
043with them. So collaboration on top with conflict resolution, communication, respect, responsibility, empathy. Um, and then there are, you know, number of others that came underneath it, but without that, and you'll see some of those when you come around. So questions about that and I'm going to tell you what you all are going to do. We're going to get you up and moving. And then finally, um, after the portrait of the graduate work that we, um, engaged in, we asked them now to think about these big ideas, the initiatives. So, given all we've talked about, the data that you've seen, what you've said you value, what the commitments are in Newport Mesa, what you want your graduates to look like, here's where you are. Here's where you want to be. What should the board and the
044staff be doing in order to make that happen? Um, and so this is a big lift, I will tell you. And, and they engaged, I mean, we probably could have spent a whole other day. They had a lot of ideas. And as you go through the initiatives, the one thing I want to say to the board is um you're going to see some of them are weedy because we don't give them any parameters. We really just let them what comes to mind as you think about what are these areas you want the district to be focused on given all that you've heard and talked about at your table areas. And um and so these are the ones that that they bubbled up. And I just want to take a minute kind of go through them
045and and um say a couple of things as you're responding to these in a few minutes when you get a chance to digest these a little bit. Um you may notice that there are things that are specific. Bring back home. Like that's a how right? But you might say out of that what we're hearing is right real life skills for adulting or what is it that what's that big bucket that you want the district to focus on and then your staff's going to come back with the action plan. What does that look like? How can we do that? But these are the original ideas from that community integrating life skills like personal finance and AI literacy which did get bubbled up in the entire room uh so that students are prepared to function. We did
046have a parent who brought that up and said and especially initially and I think that's the power of that robe. You have all these different voices. We do pass the mic a lot so they don't just hear the voice at their table. So we do we get a lot of sharing out. So this got bubbled up and then it created a lot of conversation at other tables as well. Um the idea of relevant life skills though is something I think you you can see was really important and and there were a lot of things that came under that bucket. Expanding CTE pathways. So, as we talked about earlier, here it is again as an initiative in terms of academics and really looking at a 712 curriculum on that. Um, they talked about supporting students in
047an individualized way. Um, and so not just students who may have an individual plan, but for really thinking about individual needs and then early identification and intervention, re-evaluating the definition of student achievement. So, that's an interesting notion for you to think about. And then um this was just a question but I left it in there because I do think this was a conversation around our tables was about English learners, students with special needs and um and students with disability. Same issue. Belonging and safety was another bucket. So this first one is academics. This next one we've grouped kind of under belonging and safety. We have training for teachers on behavior support prioritizing opportunities for connection in all classrooms. So again, you're seeing that notion that we talked about making sure everybody's having that experience, strong
048relationships. Again, the same theme. So you're going to see overlap here. And so part of what we need to hear from you today is around the notion of language, verbiage, focus that really resonates with you as a board member. um creating zone pride and this notion of zones um and ensuring that zones have what they need and students are staying and really getting what they need in their zones came up quite a bit. Uh creating a climate and culture of social safety and then ultimately again identity specializations for schools. So that idea that you're really people want to be in their neighborhood community, high expectations and accountability slightly different than the academics. And so here is really, you know, thinking about the idea of how are you measuring it? How do you know um how
049are we allocating resources? So that idea that there's a high expectation systemwide and accountability for that systemwide, right? versus just in particular pockets. Um the sense of pride came up the adopting additional standards for achievement 83 unit alignment highquality um institutions and that may have been instruction but we captured it as it was individualized expectations with individual and appropriate supports have it. So again, you see what I'm saying about some of these things may be in three buckets and so we may decide where do you want them and and where can they best be represented. The idea of systems and resources as a board, you know, that's your big challenge is how do you support the entire system? Um and then how do you allocate resources in a way that makes that happen? So, this
050was a big idea that came up and a one-sizefits-all moving away from that and really looking at which of each of your schools and and again remember I said you're either doing it talking about it or it's something that's represented. So none none of these ideas will be new but this is what the community in that space um said they really for them that's what they feel and they'd like to see it moving away from that life readiness here it is again trust and empower educators and professionals to collaborate communication system um and then developing systems to ensure effective allocation of needs-based resources and then continuous improvement really having meaningful learning opportunities for all students multicultural awareness surveying school free space again some of these are really how we right but the idea in their
051mind is is there this system around how we're doing this work accessing accessing innovative technology connections to concepts real world and then again IB programming uh suggestion this is a how hopefully as you're listening to this though you're hearing excuse me under each of these three or these five areas, there's probably three key areas that can be combined. And so that's where the board really we need to hear from you today. How do you see this when you think about the big ideas under each of these areas? What did that look like? So as I shared earlier, so now I'm going to give you the assignment portion of the meeting. And so we'll give you about 15 to 20 minutes. We see how you're doing. But um you do have dots in your binder just
052as the stu as the participants did on that day. Um, and I, you know, people always ask me, why do I only have this number? There's no science to it. I've read no literature on how many thoughts you should have in these activities. Um, if you want to get more from Rosie, feel free. But what we really want you to be able to do is to at least get one of your ideas on the these posters so that we can see what you're thinking. I think we gave them two per poster. Was that the goal, Rosie? I think we did two per posterish or two or three. Um, and so what you're going to do as you think about the commitments, you're going to look at the list of words. You're gonna say what best
053resonates with you and captures what you think are the commitments. But I also would like you to take a notepad with you. Take something to write down. And and I want you to really reflect as a board and think what's missing. Is there something there that you're surprised or something that you thought you would see that you're not seeing that you'd like us to consider? Because again, this is the input. We were really clear with our uh participants that day that the board ultimately is the body that revises, refineses and and puts this in a way that makes sense for the the entire community. And so if you have an idea how something can be captured in a different way, we want to hear from you. Same thing for this portrait of a graduate. These
054are they're not put in any particular order. I'm just going through again what uh you're going to do for each of them. You will note uh we on most of these that you'll look at if you looked at any other districts, you're going to see sort of two personal, two interpersonal, two academic cognitive kind of as a balance. And actually, it's kind of the way they bubbled up. So, you'll think about that as you go through those. Um, and every community is different. I, you know, I think I've said in this room, every school district in the state of California is a thumbrint, right? We have swirls and whirls and they're all different. And so if you look at every different district, you're going to see different nuances around the language and those skills that
055are most important. And the same thing now with strategic initiatives. And so the task for you and you can see we have them with the headings continuous improvement academics is to kind of make note. So let's say you see CTE pathways throughout um and you know there's going to be some sort of initiative. You imagine that because that's clearly something the community's had input around. You're already working on it. Where do you want that to live? So if you have an idea like I really think if we're going to have something around CTE pathways and um impactful secondary I would like to see it under academics or I would like to see it under where do you want that to live that helps us as we aggregate the data and then I will bring you
056back and we will have a discussion and gather input. So um let me give you about 15 minutes. I know that's not a long long time I remember we'll >> 10 you're 10. Okay. It's a bass group very >> okay they probably already coming in as an idea so if you wouldn't mind and the reason we are going to have you do this I will actually capture these so that I know kind of board's thinking and it's easier to do than just having you verbally give us that six posters >> how many do you have >> um she's got more Rosy's giving you more but the objective is to >> two each you know sort of two each poster yeah and that will give us an idea of where the board is. Are you all
057spread out? Do you aggregate in some areas? We'll get a good sense of that. Then we can have a dialogue, but it gives you a chance to kind of interact with the data for a minute. Okay. Thank you, Rosie. >> Okay. How about 10 minutes? >> Okay. All right. So, so in the interest of time, we have until about 2:00 for this discussion to save us 1 hour for the bike discussion. From 2 to 3, we'll have the bike discussion. So, that means we kind of need to redive back into this one. Um, we'll have until 2:00. Um, Sid, do you want to >> All right. I do. And if you don't mind, I'm gonna take notes and capture what I hear. >> Sure. >> All right. >> So, we'll just kind of start with
058any general impressions as you would spend a little more time with it. Anything that's just got to get off your chest as we start. Um, I guess I think I'm talking over there over to you, but there was, you know, some things we were like, wait, what does that mean? Like trust and then trusting adults. And so when you said, well, we've just, you know, we haven't synthesized the data yet, but we've just, um, kind of put it out there for, >> right? >> Um, so that makes sense. Um, because one of those things could be something else. >> Yes. So, but yeah, I it's uh it's interesting to see how we've talked about I think I overheard you guys talking about resilience earlier and that was such a big thing at some point and
059maybe it was coming out of the pandemic. >> Yeah. >> And and now it's like okay now what is it? It's like >> you know we've hoped. So there might be um thoughts and ideas that we need for our students based on the times and things going on in the world. >> Right. >> Okay. And that's the hardest thing I think right now and that came up in a lot of the dialogues and discussion was the uncertainty of the future. And I think with the you know escalation of AI and the change in technology and you know our work landscape um that idea of how do we really what do we need now but what do we need 5 years from now and 10 years from now and that forecasting is challenging. What I've noticed
060is this um the word zone is very much uh getting a lot of attention from all of us. >> I'm sorry. Say that louder. >> The word zone. >> Yes. >> Um 2478 over there one size resource based on individual zone needs etc. >> Yep. >> And then over there create zone pride this five six three five. Mhm. >> And so that's something to keep an eye on. >> Absolutely. Got it. >> Well, let's just as you're still thinking, let's just start with commitments. Um, anything there you we talked about the trust and what does it really mean? Who are we trusting? But I would say this, just the idea of trust is something that resonates with your community, however you want to spell that out. And as we define it, look at the other
061data. We'll try to expand on that. Um, but I would say that was something because you see it really in those two places, trusted adults, um, and trust at large, just this notion of trust. And so I think that's interesting that we had it in in two different two different locations. Anything else around the commitment? So let me just hear from the board a little bit. As you think about Well, let me let me back up. You know, whatever we end up creating, whatever the board ends up adopting, it becomes your sort of rubric, right? Are we doing what we said we were going to do? These are the things that we value and committed to. Do our graduates look like what we said they should look like? That's our assessment at the end. And
062then the initiatives, are we doing the things that we said? Are we focusing our resources, our attention, our energy on those things? So, in terms of the commitments uh and thinking about how it might be applied, I'd just like to hear from the board. I mean, do you like the idea of really defining each of those discreetly? Um, or do you like the idea of sort of a a catch-all commitment that not wordy but concise that really gets to the fiber of who you are in your DNA and Newport Mesa? >> I think catchall is probably >> well to be used for what purpose? >> Um, to be again that idea, you know, one of the things we used to do belief statements, now they're commitments, there's value statements. It really just becomes those big
063ideas that you use again as a rubric. So I would use them as a principal. I would use them as a superintendent with employees, with staff, with parents to say these are the things and then they become embedded in what's happening in your classrooms, in your campus with leadership that those are notions that we're are we building trust? What's it look like? How are we doing that? >> How um so where where do board priorities that we have set now fit into all this? Are we then tossing those and replacing with that or are they are we working in in parallel with those? >> That's a last question. >> Yeah. So, and you'll remember when we set those we set them as threeyear board priorities. >> Now we're in the fourth year. So, strategically this
064is the year then to reset that conversation. What I would say though is >> one of them is academic achievement. >> So, that's here. It's just defined differently now based on everything you've heard. >> Okay. >> What do we want to specifically address within AC academic achievement? For example, the other one social emotional or whole student support. Well, belonging is a part of this as well. So, I don't think they're necessarily different, but this is that next iteration of where do we want to head now for the next 3 to 5 years. And and to follow up on that, it seems like there's two items going on like the commitments discussion that to me that's like the value statement for the district, a value statement and then priorities. We have our whatever x number of
065priority areas. Now they'll just be modified to be these other things. Continuous improvement, academic system, whichever of that we decide, but those are priority elements and this is just like a value statement of like this district supporting all. Um, and I think like the ability to take risks is um, tied into trust um, and the kids feeling emotionally safe because something that I'm hearing from students is like if they're afraid they're going to not get an A, they're not taking intellectual risks. They're not willing to think outside the box because they're like, well, the lady said I have to do this, so I'm going to do that. And it's like, well, then she's teaching a robot, right? >> Um, so that commitment to having some critical thinkers being built. >> Yeah. And definitely a lot
066of creating value keeps coming up. Yep. >> Yeah. And in fairness, so very very well said, um, with the commitments value statement, a lot of districts have vision and mission >> and the community gets confused between what is what, what is the other, and they're both too lengthy to remember anyway. >> And so what we worked on is what's what's new now? And new now is a value statement. Something that we can all remember. >> We don't have to be confused between two different statements. This is the statement. >> This is it, >> right? like our senior support and save is it's an attempt to be very very focused with what we intend to do. So that's kind of the old language, kind of new language >> and and I think on some of the
067other documents we really did try to thank you for that because I did make that clarification today that this is that this is sort of your I call them in some districts of the vision, right? It's your idea of like what are we committed to? How are we getting there both practically and in a lofty aspirational kind of way >> and then you said that what's I think it's great that we do have that vision because then we could measure everything to that vision including how our students are achieving how our employees are performing those kinds of things and hey are you hitting are you hitting your trust and commitments how are you hitting this how are you getting that and then we can evaluate everyone off of that >> and I think we see
068boards then that use them for their own board self amount >> you know that I mean it's the idea that it all cascades through the organization. If we value that, how are we doing that? So, yes, that's what you want is that rubric, right? Um, anything else around commitments? I mean, I can see where you, you know, put your energies there. So, that's helpful. And you can see again there's redundancy. So, as we really aggregate the data, we'll be looking for that as well. Blowing up the ideas that came across in different ways in different places. Okay, let's move to a portrait of a graduate. Um, and I had a conversation with Andrew and I wanted to just say this here as well. Um, for cognitive academic, you you see that they put literacy and
069I I think it's different comp what they're really talking about there is academic proficiency. We did hear that in the room like when you graduate there should be some guarantee that you are grade level that you have some competencies. So I have seen that taken in different places to be ac you know if there's no doubt academically and cognitively we expect our graduates to be proficient. Um so love to hear from the board that there's language around that because I did ask for what was missing and that was one of the things that that came up is this idea of academic proficiency. >> Yeah I think um I cut the dot because I I figured that's what it meant. I think one of the pieces that um being a part of DACA all of these
070years and hearing firsthand from parents, there was a parent at the last meeting that was at my table who um is a fifth grade parent at Adams and her child had never been tested um for Elac, which was surprising and shocking and we had a couple of staff people talk to her. And so when those realities are still happening and that child is getting ready to, you know, metriculate up, the options are limited for electives, there's a far less likelihood that maybe that child from maybe his fourth grade or fifth grade teacher has been able to know, oh, he's actually at this level, but everything is coming back as he needs to get reclassified and needs to be remediated. And so those are the types of kind of systemwide things that I think we need
071to address um because that shouldn't be happening, right? And so that's on us as a system, that's on us as a district to identify where those gaps are still happening. So when a student that we're graduating, we have pride and um confidence in knowing we're graduating someone with I mean again that's the bare minimum right to I think most of us and so that we need to the expectation and the evaluations and all of that should be every child knows how to read and we're doing everything that we do possible and if not that's on us. It's not I think some of the previous conversations you know a decade ago or so where there must be wrong something wrong with the student and the student isn't achieving but when we're hearing those things that are
072happening within our system that we have control over we need to address them and need to prioritize them. Thank you. Carolyn um had texted me as well as we think about the portrait of a graduate um something that came up in a number of tables was this notion of um do we value what we measure? Do we measure what we value? And so that idea of as you think about you know portrait of a graduate should be the things that you're investing energy in and that kids are held accountable for right in some way. So it's just a notion for you to tuck away as you think about what these qualities and characteristics are. So am I hearing some interest though from the board in perhaps something around the idea of academic academic proficiency some
073language so that becomes a criteria by which >> some of the >> and it is over there yeah >> on the top over there >> okay so somewhere we're going to get that >> I mean I'm sorry go ahead >> not just rewrite reading writing and but also >> that would be brought into >> yep okay >> life skills that kind of stuff. >> So, you're all over the map on in not completely but on interpersonal skills. Um ADHD >> any any conversation about that? I mean collaboration um we you know talked about the humanentric skills and the things that we heard kids talking about and staff and um and parents and community members that idea that you got to be able to work in a team in order to be successful and that's going
074to continue. I mean not in every field for sure but in a lot of fields and particularly the idea that people do isolate so much now that when they come to collaborate um and that's something that's bubbled up in the student groups that I've worked with in the last six eight months is this idea that we don't have enough time to work on our speaking skills and working and and collaborating with each other. So, um, as you think about collaboration, what does that look like for you as a board when you think about students engaged in collaborative efforts >> and it's interpersonal? >> My kids will say my son says that he has plenty of collaboration. It's not too much. >> Okay. >> Um, so >> it's not it's somewhere but not everywhere. >> And
075um, actually both of them are kind well for my older one who's on the spectrum is the best thing for him. So, um, >> but middle school say that one thing that I just want to touch on is, um, why I put a dot on empathy because I think, um, for interpersonal, it's, >> um, nowadays probably one of the most important things that we're possibly not teaching our kids. Um, I think social media really stunts your ability to develop empathy. Um, we are seeing it played out in in how our students are treating each other. Um, we had a mom come last night and tell us what happened to her daughter from a group of students that or a group of kids that are students in a school somewhere. Um, if they were, you know,
076not ours, they live very close to our school and they were most likely ours. So, um I have a hard time with um with hearing again from from my younger son that that lack of empathy, that lack of compassion is just treated as fine. I mean, why be nice to somebody? I mean, that doesn't look like you or doesn't, you know, talk like you or is from a different place than you. So um and I think that issue is very is it is is big in our district especially because it is a lot of the have and have nots and um that disrespect coming from the halves of they can't be seen with the have knots they can't go to the have not schools um is really prevalent if you ask any of the kids.
077Um so so our ability to to I think try to instill empathy in these kids especially given you know what is what is surrounding them in the you know the world in general but certainly what they see online I think all the time um is big >> and I think you know when you think about it conflict resolution and empathy is huge they're kind of kissing cousins right so there may be a way to kind of combine those >> I think that that all start with respect. >> So you know you you build empathy if you respect people. You you bu you can collaborate with people if you respect one another. So to me respect is is very important. >> Okay. >> And also taking responsibility um for your actions and who you are is
078super important with you. So I you know it all stems from respecting one another. I think a lot of these these interpersonal personal cognitive academic all those kinds of things really have to be modeled by the folks that they are are with every day you know the empathy how do you really teach that if you're not also showing that student empathy at some point um so I think you know our adults that are around our students obviously they're the teachers but they're the teachers more in just not just an academic sense and >> I think that's the power of these documents ments ultimately is again they become these very visible expectations that are sticky that people can wrap their heads around and you kind of live into the aspiration of you know to your point
079if this is what we want how are we modeling it how are we living into it how are we ensuring that it's trickling down through the organization anything there that that um else that you want to I want to make sure we're on time here as we move toward because I think the initiatives may take a little longer >> I mean I do think that uh conflict resolution collaboration all that kind of stuff goes together. >> Um I do think I mean personally from what I've seen is that in in our younger grades we're getting folks um students interested in or or um >> used to speaking in front of people and through a lot of our social emotional learning we've actually done that with like >> the circle time we do um where they
080you know maybe have a prompt and then they have to talk about it. But I think, you know, starting a lot of those uncomfortable things early on and that they realize the kid realize like they can die and they're still okay and they can do it better. I think it's doing I know our teachers do a lot about having helping our kids identify their feelings. I'm feeling sad. I'm feeling angry like all of that. I think we've done a lot of that to a certain extent. And so again, back to then just though, what do you want to continue? Even if you've done a lot, is that something that's so important to you as a board that we got to enable and it's got to be something that we're really pushing into. >> Yeah. >>
081Yes. >> We're never done. That's the challenge, right? >> When they one of the things that came up um like the advanced governance um training that I did at CSV was on emotional intelligence. It was actually a very different discussion than what I think a lot of people thought it was going to be. And so I think that's something too that um in training students and that's something you know similar to like Connie like people who are businesses study emotional intelligence and value that as a high skill the conflict mitigation piece. >> So I think that also kind of encapsulates several of those and maybe particular as we're like talking with teachers or with parents like that's the end goal. It's not just we're like throwing some of these like words out there. It's about
082what cuz I saw like self-awareness was up there, right? >> We didn't put a dot on it because it's not necessarily something I think that like the board think it's it's something that's maybe a a skill that could be taught, but it also encapsulates all of those. But self-awareness is a huge piece of >> and so remember, we're going to try to pull language from different places, too. It may not be exactly what it is now, but hearing from you about what are those things you want to make sure level up and you can't have everything. This is our challenge is what are the key things. But I think I think you're right, the self-awareness. And I think what's interesting is that they named it that and that people really kind of leaned into that
083idea. Um, and it goes back to empathy. It goes back to, you know, like are you aware? Are you are you respectful? Are you aware in this environment? So, how do we capture that? So, that's helpful for me. >> Yeah. I think that whole um idea of emotional intelligence, emotion, emotional scientists. I know we've been ruler for many years and our teachers are very well um you know schooled in all that and so I think that definitely needs to be I like those terms even emotional intelligence emotional quotient emotional >> you know scientists. >> Y okay >> because then it does fit in a lot of these >> Y okay that's good. All right, I'm going to keep us moving. Um, let's just go over to belonging and safety just because now I can just
084kind of go left to right here. Um, anything that you felt was missing from that? I knew there was some unonymity around a couple of those ideas in a in a bigger way. anything you'd want to make sure as we try to figure out how to aggregate and create a couple of you know overarching areas >> to me there were two that were um I I feel are interconnected and I think one is more a tactic and one is a goal and so um the I think creating a climate and a cultural environment of social safety where students feel comfortable seen heard supported and safe before addressing their learning is similar to what we were talking about earlier class and then the prioritizing creating opportunities for connection for all classrooms including professional development staff education.
085I think those are interconnected. Um and so I wouldn't want to one of them we got to support each other. But for sure work that we need to do is because it's come up a couple places is great. I said for sure work that we need to do it seems like is the creating the zone pride or helping students feel, you know, really good about the schools that they're going to parents feel good about the schools that they're sending their kids to. Um I don't think we talk about that enough. Um certainly on the Costa Mesa side um so and you know from from you know my perspective I know Ashley's perspective Leah's perspective we want our kids to go to our schools we know our schools are good >> um they could be better
086>> I mean all of our schools could be better >> definitely >> but that's hard to sort of blend something that the board's grappling >> with yes and um it creates a lot of different issues within the within the district um that would be great if we didn't have to deal with them. Um so I I just think that that is something we could definitely work on. We've never really we didn't talk about this really in our last strategic plan I don't think at all. So it would be good to think about how we do that. What would be the best way to do that? I mean, how are other districts, you know, grappling with these issues? Um, certainly, you know, people wanting to do interd district transfers and inter school, you know, I mean,
087that's been going on for forever. But, um, but if we're all thinking if there's dots on that and that wherever else it is, I mean, >> now is a good time to, I think, really start addressing it. And to Cole's point, um, you know, the the the population is changing in Costa Mesa. So, um, you know, now's a good time. >> Is zone the right word? >> Zone is a >> divisive like, >> well, it may not be the word we want to use, but it's how they defined it. So, we, you know, how we define it and put it to the board to grapple with the verbiage, you know, in the future. But I hear what you're saying that maybe there's >> that's very >> then that's your other district comes from the high
088school zones. >> So that's where the language was kind of introduced to them. >> Some districts have zones, some have pathways, some have cohorts everybody has little slightly different terminology just like the geographic descriptor that delineates where different populations are getting educated. It's just a fact. We can think it's negative. We can think it's positive. It's just reality. Yeah. Um, but I think to follow up on Trusty Mark's point about the belonging and safety, the stuff about the zones, um, I think that Trusty Crane pointed out the I think we'd be remiss to not see that through the lens of the high expectations and accountability because the reason that I mean the elephant in the room, the reason that there is less zone pride in certain zones, the high expectations and accountability may not always
089be there. If you are seeing not high achievement levels, not high collegegoing levels or high, you know, whatever score, whatever your metric is, they're not seeing. >> Yeah. >> To be blunt and honest, >> Leah's daughter is at CDM and my son is at Costa Mesa and they are having entirely different experiences. Mhm. >> So one of the goals would be to have ensure that you've got this consistent expectation, however we end up terming it, so that you're you're moving that for the whole organization, >> high expectations across all the zones in all the neighborhoods. So that we are getting because I mean it's it's fascinating to look at the data and see ah similar A throughG rates now through our high schools. Oh, similar um levels of AB and C. All these things are
090very similar. Yet you look at Estansia, 27%'s going to college. you look at CVM and other sites, it's not 27%. It's black people. So, you can't try to tell a community that um just come to your zone, be pumped up about your zone. >> Your zone may not be serving all the students it needs to serve. >> And I mean, and certainly we understand that there will be, you know, it's not like every and actually this goes across the entire district. Not everybody's going to college. And I think we've all gotten away from that, which is very helpful. Not everybody's going to college and that's okay. Um, and certainly our focus on CTE, I think, is really helping families and students, you know, be okay with that. There's nothing shameful. There's nothing that they have
091to, you know, hide or not tell their friends or whatever. Um, or also for the kids who are struggling. I mean, there is something you will be successful at or you can be successful and we're going to help you get there. Um, so I don't think that, you know, we're talking about um, you know, we're talking about taking that away from our Costa Mesa schools necessarily, but um, really would be really great, what I would love to see is if my son was being challenged the way her daughter is. So one of the things I'm thinking >> can I quote I just want to add one thing before we get too far past it because while we're talking about Costansia and that experience I think something was really interesting is when we saw the data
092about where students are going one of the most surprised group were our Anderson dean parents the ones who were there like I never knew cuz in their mind >> y >> their kids stay and their kids go and they trickle through that that system and they were asking the question well then why what do we need to do and so it's not just an issue that is of concern for one part of town. >> No, I think >> it was a shared concern in the room by 12 constituents >> which is great. >> It was encouraging. I thought >> it was very encouraging and that people really grappled with that data. I will say that in that room on that day and really >> should I think that's why I think that's why you're seeing
093some of that. >> But that's something that the board doesn't get given unless we're asked. So like I've asked for that data and done deep dives of it. Not everyone on the board probably even knows what that data is. that was presented at that meeting. And so that's where too there's a different reality as to what's happening and people aren't presented with the same information or digging deeper into that. >> And so when some of us are hearing from a parent who has a one-year-old that they've just they live across the street from a certain school but like half about going to another one. So like their child literally is not even in preschool and has like already just has been told by outside people you have to go to this school or people who
094have never stepped foot on a campus at College Park or Victoria and seen what rich environments they are and how everyone that's actually there and gets involved loves them. When people are hearing outside voices, they assume certain things. And so I think as a district we need to do a much better job of communicating what those specific I think it was mentioned on here like what are some ident like >> identity specializations but that's also how we got to Davis. So it's al it should be to me >> having parents that are there share why they love it and why they stayed and why they're so excited. There's been an entire cohort of parents that have dedicated themselves to going to Victoria, T-wingle, and Estonia for the past 15 years and we continue to see
095that and those families that have decided to do that are doing really well. They broke that narrative. But again, if people are only hearing about college rates and looking at, you know, only test scores, it's not it's not ne and that was what my mother did. My mom's from Long Beach. And she went to the first integrated high school in Long Beach and was like, "You're going to your neighborhood school. I went to Wilson. I went to Asansia." She was like, "I'm not pulling you out. I don't care if half your friends are going to New Harbor or Edison. You're walking to school and you're going to school in your neighborhood. That's how I'm here." Like, so for me, it's I I think we continue to And that was, you know, 25 years ago. So
096I think >> this is a longstanding problem and it's not going to get solved today. It's not going to get solved necessarily with this plan, but like >> it might have I think that's something we can all I wanted to finish with. >> So I think having a really clear conversation and direction around that is really important. >> Thank you. >> So I think we have about 25 minutes left. >> Can I ask one clarifying question on this one? My gut says based on the other ones that and some of them you have unonymity around. So I I feel pretty good about that. But with this topic in particular, although it got put under belonging and safety in the room, you also saw it in another poster. I'm wondering if the board's comfortable with it
097actually being maybe in a systems and resources but in a different bucket than belonging and safety. I hear why it came up there and I know what they were kind of thinking of, but I think it's a little more comprehensive than that. And would the board agree if we moved it into a different bucket? and and and it needs to be I mean I don't I feel like we're kind of getting talked to the Newport Beach area is kind of being talked at. >> I don't think Yeah. No, I know. But I mean I'm just saying I don't think any of us is going to none of us are going to >> say no to high expectations and and I mean well car it's a rewiring of how you think and it has to start
098with us. Right. Carol and I I walked over to Carol immediately kind of like and I was like, "Hey, we're the same dog." And we went to each one of these and we were looking for high acade we're looking for the high achievers. We actually wrote on some of the things and high achievers because there's no high achievers anywhere. >> So that's how our minds work and we need to as a board focus that way. We need to think, okay, we we need to all have high expectations. We need to we need to focus on that and getting all of our kids into that. None of us are going to none of us are against not saying that you're not. >> Yeah. You know there the way I look at it >> is for our
099to our students is that where is the student now? And if this student needs to go this way no matter what zip code. >> Yep. >> No matter what zip code. That's what we have. We have to focus on that student here. no matter what zip code needs to end up that way, not that way or even flatlining because sometimes some of our students who are, you know, that's how we need to look at this. That's our minds right >> and that's it. You know, when you create the portrait of a graduate, you create these initiatives, it's for everybody. It's not >> every valuable every kid is seen. All our students are all our students, you know, cuz I I will I put I want to succeed. I want the parents to send their kids
100to their neighborhood schools. I mean that's huge. But we have had Costa and Newport has had a history of many parents sending their kids to private, >> right? I mean so that's kind of also part of our culture. But at what but how many and we >> they're losing out in my opinion. >> Well for sure >> they are losing out because we have amazing teachers, amazing programs, resources. Our direction is in the right trajectory. It's like you're not going there like you're missing out. Well, Carol, we're not I don't think we're promoting the new resources that we do have. We brought on so many resources to really support all of our students. That's not like one side or the other. The resources are going to both. But, um, I would just say just one
101little thing. Um, I it I was pushing you, Carrie, to get that postcard out to all of the um the Mesa kids about what is good at Mesa, what schools the kids are going to from. Yeah. From from Estansia and it was honestly it was copied from what Ed was it ending. >> Edison where my husband went. um to it was copied from Edison because Edison was sending that to our our parents. >> Um and then there was also one question that I had that supervisor Foley brought up to me. How come she didn't get it? How come she didn't get that postcard? >> We blacklisted her. >> I know. And so are we sending So my question is are we sending it to everyone? >> Is it going to every address in those over
102there is the the former policies were built on >> a a transfer policy that was to address not sending kids to private schools. It wasn't to create a system where children were going to their home school. It was to prevent people from leaving rather than staying within the district and staying at their neighborhood home. So there wasn't a dual purpose or there wasn't an intentional because the current the current policy is not to have someone go to that school site first and meet with the principal. It's literally people are looking online or like Facebook are asking one person who's 70 years old, what do you think about this school from 20 years ago? So it's a very different piece and for us as a system we have we have access and um ability to work
103on policy. >> So for us to me the thing that is the the higher level for us to start having conversations on is the transfer policy and how we're looking at that and how we're addressing the impact. And so I think you know and you're two steps ahead because I think that's where you you're all going to go once you have these overarching buckets then it's how do we build an action plan that starts to take apart what are the pieces what are the policy pieces what are the practical application pieces what are the training pieces what are all those elements that will help you guys move in that direction that's a great point >> um so in the interest of time so the belonging and safety elements can get marked section >> yes yeah
104anything and so that's what I'm listening for because um what we bring back to you won't look like this. Um so we spend a lot of time aggregating you know looking at the data really um trying to make sure whatever that we've got evidence that supports that as well as you know one of the things that we have is your LCAP and we have all your other documents because this can't be outside of and completely erroneous to the work that you're already doing. >> Yeah. And I think um before if we're moving along to the next one like the high expectations and the systems, I just want to clarify um the example I give of the 27% college going rate is not meant to say that everyone should go to college. We know that that's
105outdated. We all understand that. But I do find it difficult to believe that we have 40% like a 40 point gap in college going rate. So, I mean, if if 80% of CDM goes to college, cool. 20%'s not. They're being entrepreneurial, they're doing going to the military, whatever. That's fine. But I find it very hard to believe that we have one school that is dozens and dozens of points lower on that particular bar than others. And in my mind, I want to have it be more equal because if it is so much lower, then what is that telling us about the high expectations and accountability that we do or don't have at that site >> that is keeping it substantially lower? Because the insinuation would be that our lower income kids can't perform and get
106to college. And that is just >> not true. >> Purely wrong. So that just always needs to be. So yeah, I don't want to get caught up in what percent should go to college, but tell me the collegegoing rate for our three other schools, four other schools mapping and say, do we have all the right pieces in place? >> Does that make any sense? >> Yeah. So I think as long as we're all clear on that that the expectations of accountability are across every >> about data about looking at developing and implementing the system to measure the effectiveness and allocation of resources and there's there's three dots next >> anything else for the high expectations accountability >> to I do know the sorry to your point about um college track a through G. I know
107Dr. Shaka did a presentation on how we need to have a higher standard for the AG because we were like >> but that's the thing they're very similar now the A through G achievement across our school from the from the 150 page PowerPoint we just looked at last night um they're actually now equal pretty much the A through G. >> So they now all reach A through G. So why are these ones going to college with their A throughG and these ones aren't? So that is my issue. That is what I'm curious about >> and and that's where it could be what we might be might see is the counselors and their expectations. I mean not to throw counselors under the bus by any stretch of the imagination but the culture but the yeah the
108culture and the folks who are helping them get to their next place. um you know working on maybe what their achievement what their idea of achievement a higher expectation could be for >> affordability. I mean that goes to me and I like that these are both on the same slide on our to me the systems and the high expectations and accountability are joined. So like for me one of the things that rather than um I think some people are like again this is a different conversation than the assets in each zone that are currently in place but I think something that we have struggled with as a district and historically is each zone was its own bike dump and so it was really determinant on who was the principal what was going on on that
109campus and so I think there's still a huge question of What is our system? What is we we have not had systems in place for a long time. So what is our system? What does it look like for support and resources at our district? And do every single person on that campus know from a janitor to the principal to a parent to a community partner? If a child is struggling, it like there was something on there about like the first thing was behavior intervention. No, maybe that child just needs one trusted adult. And so there's I don't think and this is why I'm thankful and I'm glad that we're doing this and I think it's a reason why there isn't we don't have a clearly defined system and >> what do you do first who
110to contact even and so to me for the high expectations it was developing and implementing a system to measure the effectiveness of allocation of resources to maximize improvement and academic growth but it's also having individualized expectations and appropriate supports for students. A 15minute parent meeting twice a year is insufficient and that's happening in a lot of our schools, elementary schools. So, uh, if you don't have a parent who has the time to access our 14 apps or have the confidence to go and speak to the principal if something is happening in the classroom, that is not that's a systems problem that needs to be addressed. And parents, I think a lot of it is expectations counselors, but also parents not knowing what the course what the direction could be for their student. And so to
111me it's about what is our system and how are we distilling that and then how are we empowering parents. >> Got it. >> And I think um to go back to the system point about what you do with each child when you encounter them or encounter them um to what Trusty Murphy has said about training the counselors. Um I know from my own experience in high school. I was told to not apply to any private universities because you're poor. You should just go to your state school. Straight up told me that. And that's awesome, you know, like is that really what you want? And so if they are doing that to our kids here in this day and age still um you're going to see different outcomes and who goes to college and who's like
112yeah maybe I shouldn't go. So I mean we have a situation where we have early college that is like half population of early college is from Estansia. They're all going to college. So how is that happening? So why can't that be true at Estansia? So, I just I just want to know where is the accountability and expectations and just make sure that they're everywhere. >> It would be so great if we could track um the CT what goes on after CT. >> 50% is going to college and 50% is are becoming becoming you know plumbers and making 200 grand a year. >> It's coming soon. We'll have that. Yeah, they track it finally. >> Data we have right now is really >> we do some level of tracking and surveying, but the state is actually
113>> leaning into it to collect longitudinal data finally. It's just taken a while to get it all >> 10 years right now. We've been waiting for this for a long time. >> Um, all right. Anybody else around this high expectations accountability? >> All right. Systems and resources. I think we've touched on systems. Obviously, I hear the the need for that thread. you seem to have unonymity around that first bullet. >> Um, so that's a good one. >> Anything else anybody wants to say about that as we try to aggregate that data for you? >> All right. Academics. Again, there's um different ideas there. There's some overlap there though. And so we'll look at the language based on where you kind of rang in. Anybody want to hit anything with that? Just do want to lift
114up again because the parents were very very clear and it's one of the first ones that they are interested in what they call innovative technology literacy. So AI can be something different tomorrow and wouldn't surprise the industry >> and so how do we make sure that on top of all the other high expectations we have for students numeracy literacy critical thinking that we also they're prepared for that as well. >> Yeah but I'm so afraid that AI is going to take away all the critical thinking. Well, that's that's I think why what those human skills are the things that the experts are saying if we don't ensure that those students have that they certainly will lose those human skills and what is their value >> but I do think the financial literacy that people are
115mentioning and I know we've mentioned it for a long time even when trusty Barto was here we talked about it whether the kid wants to be an entrepreneur and be financially literate or whether that kid wants to push back on that counselor telling them they can't afford college and they have the financial literacy to figure out No, actually if I do A, B, and C, I can go to college. So that financial literacy piece, if we as a district can figure out where we integrate it, where do we put it, where does it sit, how do you do it, do you do it online, do you do it in the summer? >> Do all of our parents get the FAFSA information? >> Yeah, >> we have that coming out multiple ways. >> But I think
116one of the things there's a lot of elementary schools that have elementary students who are starting their own businesses. So, I think waiting till someone's in high school to start thinking when they're going to college or what financial literacy looks like is far too late to me. There's big pieces like in kindergarten and first grade. Some of those basic standards are learning about your community. One of field trips kids had gone to in the past was going to a bank, going to different places. There's really again like as we talked last night about math a K12 >> alignment there can be pieces and every level of what that looks like and I think now you know that's something that it has started to be talked about more at the state level but there's there's a
117lot of local people and there's lots of local organizations that are doing that work to me I don't even know that it needs to be something I mean it to me it's just something I think we all are in agreement that needs to happen so what that looks like. I'm not sure. I think that's a how for the district to do, but I think we are all in alignment that >> needs to happen then quickly. >> Yeah. >> Isn't there a legislation for um >> we have two pilots right now? >> They're not making it a grant requirement. I think they're hoping not to make it like >> 27. It's by 2031. >> Okay. >> Yeah. >> So, a long way off. mitigating what what if the district gets >> we have two right now
118>> she's going to get to this um eventually but I think something you just said it's a great segue into this because really the intention isn't to do anything very quickly um not to delay it but to be intentional about our next steps and so I think we want to set a context for the community that that this year is the year to develop the plan, right? Next year is then the time for us to develop how to accomplish those tasks and where we can begin begin, right? But I I I I do want us to be careful not to suggest to the community that next month, right? We will be a different district because of the conversation we had today and even next fall >> that we'll be significantly different because we're spending this
119this year >> right really thinking through >> what right what is the what do you want so that we can develop the how >> and the one the one more thing like financial definitely however you need to do that but the second thing is science our science scores are relatively ridiculously low compared to the county and um it's it's kind of tragic. So, I don't know why or how to fix that, but science is just particularly low in this district. And I I don't know how we're going to train future scientists. And I think you're seeing the kids once they get to high school um really struggling with the sciences because they have had like zero base exposure. >> Um and it's really hitting them hard in in the high school. It seems >> the
120beauty of it is you don't have to worry about that. >> Yes. You as a body have to agree that's one of the priorities, right? That's right. >> You have to say science is a priority. Financial literacy is a priority. Period. Stop. You know, that's it. And then expect the data. >> It's empowering the teachers that we have. So, we're the only district that has science teachers. >> So, if we have science specialists, do they know and are working with again, it's a system. >> Do they are they working with the high schools? Are they working with middle school to see what the alignment should be? Are they working backwards? Like those are those pieces as a teacher you work backwards. So that's again on us to address, but it shouldn't be happening across the
121district because we've already it's been a priority for like 25 years. >> I think we're focusing their work. So you're absolutely right. You guys have made a large investment in the science specialist. >> Yeah. I was going to say, didn't we just approve a new science group? >> And and we have a lot of things going on at You guys have made a tremendous investment. So I'll just be refining the work that we do with that. I think you will see better gains in the future and better academic outcomes. >> That is going to be the future of work that AI can't do can't do. >> So >> besides being a plumber. >> So one of the challenges is as we said the depth and breadth of the work that you're trying to oversee, right?
122And it never ends. And you know it is iterative things that you know I always use the plate spinning plate analogy because soon as we take our eye off this plate it starts wobbling while we're trying to get all these going. And so your goal is really in this work to try to be as narrow as you can. I mean all these are going to be big broad pieces but then to work with staff as they come up with action plans to really have only the plates spinning that you can keep spinning because what happens is every time our attention gets taken off that spinning plate then stuff happens. So if I've got three that the board has set and I'm not going to give you just three initiatives but you understand what I'm saying.
123the more that as you think about this and grapple with the writing of it to help the help the staff say these are the things if we could work on high expectations and systems that support that in every academic area TK12 whatever that is so think about it as they're sort of a four-lane highway but it's all going in the same direction it's still broad but we don't have a bunch of multiple lanes that are are kind of tying things up um that wasn't a good metaphor at all so just let's let that slide Um, >> we're moving into breaks. So, >> I know. Okay. Good. Oh, good. So, that was good that I got on and kind of walked. >> Um, what's going to happen now is we're going to work on taking your
124input. I'm going to take pictures of all this stuff or Rosie will help me. I did want to thank Rosie and and Sam and staff uh for making those I mean it it's like I I was teasing that it's kind of like holding a small wedding, you know, and it really because it's a lot to do to get all that prepped and it was really was a huge part of making those days successful and and your cabinet as well because they just did an amazing job teeing up everything. Um we're going to, you know, start working with staff on the on the drafting and how they want to go about that. And then um in the next step and these are not you know completely definitive and descriptive because we'll work with Wes after this
125to see you know how he wants us to approach it. But really what will happen um with the committee that was here and I I told um Cole before he left and well you still have a job to do because what will happen with the draft is it will also go back to that body that worked with us initially because we want them to say yeah that that captures because they saw everything. They heard everything. Everybody in that room read every poster that was put up. they've heard the students, they, you know, experience the same thing. So, we want to make sure that it resonates with them and that if we've missed something in that. Um, but they'll see that if it wasn't here, they're going to find it over here. So, um, I think
126that's a really important part of this step. And then that, you know, we start to then work on revising it. It comes back to you for the real words smmithing and grappling with it and making sure that those are the priorities. of course will be working with staff in between and then any revisions and then that adoption and how the how the board president and your superintendent want to put that together on the agenda that's just the gestalt of what we'll be doing in the future. >> Any questions? >> Um yeah a a quick one. Typically it was such a process. How how much um awareness to the public and the parent community aside from theund you know our task force um work is done typically just to kind of show that we are working
127towards something >> so that they feel like they've been involved through the process by if anything awareness. >> Yeah it's a great point. Um I mean typically especially if we get a draft um every community is a little different and so how we you know do this in different places. In some places they just take it from here and the board adopts it and it's disseminated. I mean to be quite frank um that is you know it's very sort of linear and and closed. In other places this part where we do ask the folks um and I'll work with Wes on this as well when we have kind of a draft um we do ask the folks who were there in the room to be the ambassadors. So if you're connected to other parents, if
128you're a student representative, if you're a, you know, whatever, would you please, you know, share this, take it home to your parents, take it, take to the chamber meeting, whatever it is, so that they can get some input because that's that network of of it really does help. Um, and then sometimes there will be other, you know, groups that people want to take a look at it. We do, we should publicize, you should publicize that meeting where you're really grappling with the draft because people will pay attention and they will come and they'll say, I didn't see this, I didn't hear this. And so I think that's a really important part of the process. The other thing that we say with this, you know, now is it's a living document. And so, you know, there
129may be things that over time you hear from the community like we left that out and you want to work with staff to put that elevate that up or put something in that will and can happen. Um, but I think I think you'll be surprised that you have you have covered enough and there is enough information here and enough work from staff and from the board that you really will capture directions that people will hang their hats on that you really will come up with a few initiatives that people go okay this is where we're headed this is what a graduate looks like this is what we're committed to and then you know if unless it's written in stone everything is re revisable and so I always encourage people not to get so anchored that
130You can't. We had a process in my last district where every year we revisited it and we changed words and when we put it back out we changed the color of it. We wanted it to always look fresh and new and reflect where we were at that moment in time. I mean let's just say we don't call anything let's just say we have a meltdown and none of us are using technology. You would have to come back and revise that. But there may be things in the landscape that you suddenly say this is more important and we need to somehow elevate that up. So that's just that's just saying the work is never done. I guess >> if I could ask and I don't know if you know what the process has been in other
131districts that are our size, but >> um for me I would like there to be my my request would be that there's an opportunity prior to the draft even being formalized for this to go back out to school sites and to our parent groups. So to me, we have a lot of groups that we there may be representation, but I mean there's 22 parents that were part of this. To me, it's really important. We've done a lot of work and building up our PTAs. to me what what has been shared even like the notes from today should I go back to sites and particularly for our sites who um may not have a lot of people that are able to attend full full day meetings I mean we're I think to me 22 parents needs
132>> much more >> out of conceivably 30 something thousand probably >> right so to me I think it should go before we get a formalized draft A lot of this work that we did today and with those with this group should go back to the school sites and to some of like to the CAC to DWAC. Here's what's being discussed. Do you have anything to add to the draft? Because once a I think my concern is once a draft is formalized, it's we're like step, you know, we're so far along the process and while I think it's great to have, you know, higher representation than we anticipated, it's so low based on the numbers of our the size of our district. So I I think one of the challenges is and I'll just put this
133out there >> on those two days. One of the things that we do we work really hard at is setting up a foundation for everybody in the room. So the challenge is and I'll work with Wes to see what what next steps you you know think about in terms of that they don't have the same foundation. So what you know in fact I talked to a district um that did that when I was you know starting this a year ago with another district and they said it was it wasn't helpful because they they were saying you need to focus on this but that's not what the data say. So how do I now incorp that I think that just becomes a challenge they just don't have the same hooks to hang it on. On the
134other hand, I do think when you have a a draft and there's some, you know, some some structure to it that people can kind of understand, then getting feedback. I hear what you're saying and that's I think this is the challenge because now they're always rebuting data that they don't really have any context for. So that's >> Yeah, I just I think there's an interim process. Yeah, I think I think we can think about what that might >> Well, I again I think there's a process that you've explained and I think we have to be careful of going against the process unless it's the consensus of the board. So, we have one trustee that wants taken a direction that isn't in the planned process. I think that's problematic. I think we have to then have
135a conversation about how do we want to pivot. Well, then I think it would be helpful to be much more clear and make sure that there's a wide on-ramp to sharing that the draft. So, the information that was shared with this strategic group should be shared with everyone that's getting that draft. So, like those are the transfer information. Some of a lot of that stuff is not private. Nothing that we do. We can't even have a conversation in private. So none of that is a secret anything. So what I I think if we're going that route then there could be perhaps a we add a link on our website which again a lot of this to me is like we're still operating like it's 1955. So there should be a link then on our website.
136Here are the documents. Here's the data that was shared within this strategic planning group. here is the draft and here are the timeline that people need to know so they can get them on their calendar, you know, weeks and months in advance so we can make sure to get all of that information from all of our stakeholders. >> And and if I can just um add as a someone that's facilitated these kind of processes a billion times, I completely agree with Sandy that without the context like without without that 150 page PowerPoint, getting people to just weigh in freelancing is very dangerous actually. I love community engagement and then you can incorporate their feedback. >> I get that. So it's like but I do think like there is room though for like to the suggestion
137of that 150 page PowerPoint people should be able to see it. So that then if they do get curious then it's like >> it'll avoid us getting accused of not >> and I do think especially to your point you know as you're getting closer to adopting or giving input on a draft where there's some I think having some structure to it it's helpful and I think having you know principal share hey the board's going to look at you know you know here it is if you have any concerns or questions come to me. I think having that funnel is really helpful and I do think you know people care more about what their principal says than >> the superintendent PTA >> to your PTA and also to our staff. So we had a lot of
138staff representation but not everyone was take two days off. Our staff also needs to be aware I haven't seen this document. I haven't seen it. So like our staff needs to be aware before the draft goes out too that they can access that on the website and give input. I just I think >> we need to do a heightened level of communication that I really want to see that thank you. >> I do have to say I did I got three personal phone calls after you guys one from a CAC member and all just raving of how amazing this was and >> way better than what they thought they were setting into. say by how like they really felt important. They felt like they really had a voice and they and you know those people
139are powerful because >> we we nominated people that we know are part of our community. So I do think that we have a really good start and I do agree with her that once we have the draft we can get it out there again and it'll be interesting. It's probably going to be the five people that watch our our meetings. You know I don't really think it's going to be a whole lot. It needs to be different but I think the process you did um was amazing. >> Thank you. >> Great. So, any final comments before we move on to bikes? It's 208. We did pretty good. >> Anybody else? Well, thank you. >> Thank you. Thank you all. And I'll be seeing you before too long. >> All right. So, next we'll move to
140the bike safety discussion. Um, can we check on >> Okay, so um it's 209. We'll move into the bike and um with that we do have um one public comment. So we should get that. Um is the person here? Okay, perfect. >> All right, second one. >> We got a mic and a timer for you. Hold on one second. We're beginning the bike safety discussion at 209. >> Say one says um this is an opportunity for the public to address the board regarding items on the special meeting agenda only. Comments on special meeting agenda items are limited to three minutes per comment up to 20 minutes per topic. speaker may have relinguish his or her time to another person. Thank you, Mr. Jim >> Kassuba. >> Kuba. >> Yes. Uh I've been a longtime resident
141of Newport and then New York and Boston. So, you know, I bounced around over the years. But the thing that alarmed me was like I lived in that neighborhood when I was in my 20s and then I moved away. I moved to Kota, New York, Boston, come back, right? And then everything switched like over a lot of little things happened over like 30 years and all of a sudden all the drop offs that were occurring like on East 15th at the entrance of the high school and Enson all moved off to other side of Irvine. So we kind of started people were getting knocked down in the streets and it's also against the regulations and design standards. So, we started complaining and we did get some progress, but that's kind of stalled. And the problem
142is a lot of that all happened years ago before the regulation changed. Like back in the 80s and the early 90s, there were no regulations about drop offs and the bike lanes. Everything was different and they locked it all in. So now no one wants to change it because it upsets all the neighbors. I mean, there's a lot of big money homes around here. Nothing upsets people more than like Bike Sign Cliff Drive, right? You know what I mean? Yep. >> So that's where that is, right? So thanks to R, we massively better. It could be even better. There's still a problem there, but it's probably about about a fourth of what it used to be, right? There's some easy changes we can make there, but pedestrian if they were add more drop off space
143along Coral Drive because there's still a problem with people. there's not enough places like at dismissal like the way that engineers look at that is they go and they see if all the drop off space is filled at dismissal and they still see cars across the street they look for more space adjacent to the campus right and same thing in the morning you have people dropping off in the bike lane on Irvine because they don't have they're walking into the bike gate and they don't have a a drop off spot anywhere near that so they're dropping in the bike lanes and there's kids in a bike bike bike lane so so Putting that aside, we're we're also looking at the intersection from the high school because the reason that a lot of the drop off
144stopped at Enen and also at the high school is they used to be able to loop around on St. Andrews like on Enson. They used to go along the backside and drop off on Coral and then they'd make a left on St. Andrews and then a left on 15th to leave the area. But then Newport came in and they put those uh they changed everything when they put those brick things in the front of the school there and now you can't see. So people stop going that way. It's too dangerous. Right. So it kind of cut off the drop offs in the back of Enson and also the drop offs at the front of the high school. Kind of pushed everybody out into Irvine. So we've been pushed on that. And Newport's been giving us
145kind of a sketchy reason like, you know, I used to be an engineer before I I I was a Wall Street guy, but before I was a trader, I used to work as an engineer in land development. So, I kind of had an idea how that all works. So, we're ready to go to the state with that. We didn't want to do that cuz we kind of like those guys, but this point is that it >> can I ask one more thing that's really important? >> It's actually really >> always email us and then we'll all get it. >> Well, it just take me 30 seconds. Is right now there's that safe. This is important for my neighbors. There's a safe streets of school initiative and that's important to us because when you take funding
146for that, you have to follow design standards. You can't do that kind of stuff they're doing now where they just like, you know, explain it away. So, uh, it's really important that we see the plans before they make any changes, but do you really want to see if there's any more violations of design standards before they move forward with anything? >> So, we can reach back out to you. uh the safe rooms to school stuff. >> Yeah, we'll open the plants. There's a set of engineers and architects that are all professionals. We'd like to take a look at those before they move ahead with >> Sure. We'll connect you. >> That's highly important. >> Sounds good. Thank you. >> I appreciate your time, guys. >> Thank you so much. >> And I appreciate if you
147can help us get that instant drop off thing in the back >> and that and that thing fixed in front of high school. You can't make it. >> We hear you. Thank you so much. Thank you. >> You guys have a good day. Sorry. >> You too. Thank you. All right. Dr. Torres. >> Yes. >> Okay. So, um, you guys, um, received, um, this PowerPoint, so we're going to go ahead and kind of breeze through this. Some of this is, um, information that maybe some of you've already seen. I know we have new trustees since the last time we talked about bike. I'll be quick. Um, but you're here today really to, uh, be able to have an opportunity to learn a little bit about what we do with bike safety, some of our current
148challenges, and for you to be able to have a discussion about where you want to see bike safety go. Um and so and with me behind me is the team that works on boots on the ground. Uh Sarah Kohley, our administrative director, Paula Litz, our coordinator of elementary, and Dr. Jen Pena, coordinator of sector, who actually execute the work on the sites. So they're here in case we have any specific uh questions. Um as board, you know that policy is your thing. We've heard that a couple of times today. So as you listen today, just remember that these are some of the grounding um policies that we have in the ARS that accompany them to be able to discuss and kind of create policy around um bike safety and uh safe routes to school. So
149that's 5 5030 and 5142. Um we do a lot of this work in partnership. We just heard our community member Jimmy uh speaking, but we have, you know, community, we have our uh internal partners, and then we have outside vendors, we have the city, we have a lot of people whose hands are involved in um in supporting our bike safety programs. Um one of the new things that was not available yesterday that is now available today is just some information and data on bike collisions. So, we talk about the why we're here, why you care so deeply as a board about bike safety um is because we know that um kids are in accidents. Um and so, um while we have many citizens that are in accidents, our priority is our students. And so, you
150can see that um for the city of Costa Mesa, by October 31st of this year, we had um several um bike accidents. Um Costa Mesa does a great job breaking it down by age group. Um, Newport Beach doesn't break it down by age group. They just break it down by number of incidents, which is 59, and all the different reasons why they crashed. Um, but also by October 31st. And so, just tells you that this is an issue for our community. Um, we do a lot of student training and and bike safety was um has been a thing in Newport Mesa, but in 22 23 we were charged. The board said, "Hey, you need to do a little bit more. Let's keep going." And then by we had some wellestablished training practices. And so um
151again you didn't have this in your original packet because we were getting this information but we have all of the data for students who have been trained. Elementary schools um we do whole school trainings and we have um vendors that come in and support that. Uh we have walk-in rollers and then at secondary we have a variety of different programs that we use to be able to do that. in 2526 which is our current school year. It's an ongoing process. We started that in August and we continue to work through that. We have some um asterisks there that you'll see. Those are upcoming events. We have weather issues and other things and we have to move things around. Um but we continue to train our students and it's an ongoing process. We'll be doing a
152highlight as the holidays come and with Annette our PIO to be able to remind people as they get gifts for the holidays. um and a bike comes from maybe Santa Claus that we can re get them trained, right? Because we know that students get bikes at different points in the year. Um one of the things you've seen before is just the volume of bikes. Um community members speaking on just the number that are in the streets. Um and so this is for the city of Costa Mesa, all of our Costa Mesa schools. You'll see we did go out and count those bikes. Those are accurate numbers. And then you'll look at Newport Beach. Same thing. um just a large volume of bikes with um that number only increasing. And then just thinking about, you know,
153in elementary and 2425, we really um started to really get those interactive assemblies going for for our students and we really hosted things by zone. We really tried to get more synergy behind it and we continue to do that. Um one of the new things is we're interfacing more deeply with Newport Beach Police Department. they are leaning in hard to this um and they've been able to be able to provide a very similar experience done in Costa Mesa in Newport Beach schools that's ongoing right now and then secondary we had done some work and we've tried a lot of different things with with secondary students they're harder audience to capture as you can imagine um so we've tried different tools different vendors different programs to see which one sticks um we started a um sticker
154program we basically you know permitted them and then We've asked kids to register with project 529 as well, which was brought to us by Harbor Council PTA. And then in 2526, all of that continues. Deep relationships and partnerships with both police departments. Um, some of you as trustees have been involved in those conversations as well. Um, and then we've reached out to other school districts just to learn best practices. Today's really about you talking telling us about ideas and thoughts that you have about how we can improve this practice and keep our kids safe and our community safer. Um, but I wanted to make sure that you knew that this work was going to continue. some of the things that were highlighted in the presentation. Um, and that throughout this school year, we will continue
155to work with elementary schools, with secondary. Um, we are doing parent communication on bike safety trips, uh, tips, excuse me, bringing in by zone um, parents and trainings to bring people in. We had a lovely one at Estansia that the city of Costa Mesa helped partner with um, in August to kick it off. We had kids from all around the district um who came and those types of events will continue um as we move throughout the year. And then we're always just to my point about the holidays um always looking for opportunities as the year goes on when students like getting new cars, right? They come uh when they get new bikes to be able to work with our sites to say we need to be able to retrain and redo. >> So that's just
156kind of a little bit of information to ground you in current status. >> But thank you. Thank you so much. >> Sorry. >> So, um is your trusty wagon is back. Thank you. Sorry. >> No. No. Perfect. Um just in time for the bikes. Um so it's 2:20. So we have about 40 minutes um until 3:00. So with that time, what we were really hoping to do is figure out from all of you. You see all the tactical steps that our district is doing. What we all want to weigh in. We want to hear um what kinds of do you have ideas? Do you think for instance the policy committee should take up examining those two bike policy bike related policies? Do you think there should be some kind of task force? If so, who
157would you like staff to convene for such a task force? Those kind of elements that are more in our purview than the than the nitty-g gritties of the house of the kinds of ways they do training, but more on what are the policies andor task force working group things that you'd like to see. So with that, we just open it up and anyone want to jump in? >> Yeah, I think um this is near and dear to my heart. Um I think that because we get a lot of um comments about ebikes. Like I think the the number one comment from the community and also from parents really is at least in in the hub zone is um about ebikes and they kind of take over and no parent really wants to give their child
158an ebike. they do it because of peer pressure or um they you know it it mostly peer pressure mostly getting to and from and granted that is the parents you know they bought it so it is their onus as well but I um looking at this and it's been probably since the pandemic it's really really increased and the the danger to our students has really it's really increased specifically this year where we've had deaths we've had broken jaws we've had just last week we had someone knock out their front teeth even though they had braces on. Um, and those teeth aren't coming back. And that was just, you know, my neighbor that was in great and and those are and those are things that that wasn't reported by the school. That's just things that like
159I hear as you know from being around the community. There's a there's a correlation between these ebikes, the speed, the um the age of the student that's just not aware of how to utilize those well enough. Um, and I don't know what kind of training or anything would really help that. Um, as I'm looking at what to do with these ebikes and kind of considering like some of our like work that we do strategic wise, like how do we get our kids to be maybe more um, you know, resourceful and safe and trusting and all that kind of stuff. I don't know if giving a child an ebike and letting them come on our campuses is really the best thing to do. Um, before ebikes, we all had regular bikes that they rode to campuses.
160I in my vision, I would envision not allowing ebikes to come on our campuses anymore. And with that being said, I know that Newport Beach PD has put in their new municipal code that they passed a month ago that if anything is um they they will tow ebikes. you know, there's ebikes around campuses or or around, let's say, neighborhoods. Um, they have the right to tow those ebikes away and and tree for example tree. They have now that ability to take the ebike and then the parents would have to come in and pick it up. >> There's like towyard. >> Yeah. I mean, >> it's good business. >> Probably a little bit expensive. So in my in in in my view that will prevent these families from needing to buy that ebike or feeling that
161they need to buy this ebike and then you know eventually those ebike riders will be less and less and less and and stop creating those issues like that that woman that came to our um meeting last week. It was yesterday, I'm sorry. Um it was heart-wrenching to hear what those ebikes and and the amount that these ebikes give those students such um feeling of power over others and I just >> I haven't seen really a great thing come out of of ebikes. >> So that's my >> thanks Trusty Anderson and Trusty Melro. I would actually like to bring um the city um representative that's here to just explain I would love if you could just share some of what the city of Costa Mesa has been doing because I think um some of the punitive
162or like attempting to restrict it is not necessarily reality of what's going to happen. I think when we have like Kaiser is the number one school of bike ridership that continues through all of the years including in paper harbor because it is hard to park at those schools. Um and so I would just love to hear any what you have seen or maybe anything you wanted to share before we make decisions. >> And I think like a point of order for this because we have such limited time together. I really was hoping we could hear from the trustees at this moment in time and then definitely reach out to the city and have a further conversation. But for today, since we're all in one room, which as we we never are and we can never
163discuss things freely, to just hear from everybody here um substantially on what they'd like to see for the bikes um and then definitely this is an ongoing conversation, so we'll we'll absolutely hear from the city at a future time, but for today to keep it in this time that we have, 35 minutes. >> Okay. Well, then I think >> Okay. Well, rather than that, um you know, something that I've been asking for I think for over a year now is to have that meeting. So, um, which is what I I wanted as meaning to me. I wanted my goal for having a bike a bike safety study session was not have it on this agenda. To me, this is a meeting that needs to happen at night. So, parents can attend, stakeholders can attend, a
164lot of people can be involved, including students. Um, and so it's a here's where we are, here are hearing from students, which we have seen and heard is really helpful. What are what are their experiences and why are they doing what they're doing? Um, hearing from parents and having our city partners, which I think, you know, the city of Newport isn't here. I don't know that they were invited. I don't know that they got this. we didn't have some of this data because I don't think we have been partnering well with our city partners um and utilizing all of their data and all of the um things that they have been doing with their school sites. So my request is a study session in the evening with community partners with parents and students. Um, and
165that it would be I would like to see one that is perhaps city specific and then one that is joint because I think one of our problems is we have students um and the Asans particularly who are crossing cities and I think we have parents who ride their ebikes don't know rules that are crossing cities and so I want us to make sure that we're not considering this in silos which we sometimes do that we're talking about it together um and that we're doing that holistically. Some of us have been working on this for quite some time and so I just so >> but I do think since we're here like you said so I think from what I'm hearing Trusty Anderson if we can have um perhaps some kind of working group or some
166kind of um task force working group that not only is city specific and which I think there is one group that meets in Newport. So then a Costa Mesa, you know, equal and then those two groups kind of coming together at some point to discuss that and having opportunity to invite community members. In terms of like formally saying like a night meeting, like night meetings are difficult for a lot of parents. So uh we'll figure out when is the best time that staff thinks that they can pull off those meetings and hearing from students is also important um to figure out how to integrate that. But I think again it's like in the that the the things that must be happening is hearing from students, hearing from parents, having both cities involved, both cities kind
167of come together Kumbaya and as long as those elements happen, we kind of leave it to staff as like how that happens. But if those are the key elements um then we can move to Trusty Melroy and then Pearson and then we'll come back. >> That's not my screen like >> that's not my request. My my request is to have a study session where the community can be involved because we have been having small groups. We have been having those conversations and I think at this point when we've had deaths particularly we need to start doing a broader public messaging and broader community engagement. I don't think doing in my opinion continuing to do smaller groups is not I'm I'm worried next week we'll have a death. So I I want to make sure that
168we're addressing this as a community, a a whole community quickly. Um I think the outcome of that can be continued, you know, task forces, but my concern is something happening soon. So >> So you thinking we we does that require like a public meeting of the board or you thinking more of a working group which is which trustee suggested? Again, my request is for a night study session or the community. No. >> Okay. So, not a public meeting >> of the board. >> Not a board directed meeting. Well, to me, the goal would be a study session like a study session that the city does. So, the stud the study sessions I have gone to with the city are interactive. We don't limit someone. I feel horrible cutting you off. He is he could probably
169speak for an hour on this topic. He's very knowledgeable. >> I do have a lot of information. I just don't have time to write it all down, >> right? The study session study session >> it what I would like to see is more similar to what other entities do where there's interaction from the community. The community can have those conversations to me us this is one piece but it I I I really caution us and yes we can give some basic direction today. I think there's there's other factors involved that we need to hear from parents and students and our city experts and community experts before we do anything. And so that's what I'm saying. Does that clear? >> So Sam and Rosie are taking notes. So that's definitely note. So can we move to
170Trusty Melroy and then Pearson? I uh met with the principal of uh Newport L um two weeks ago and she said to me, "Can we please ban these electric bikes from these babies on on them? These are electric vehicles that they're riding to school and can you please can we do this?" And I think it I said I think that's an excellent idea. There's no reason a 7-year-old should be on an electric vehicle going to school. And at Newport L, it's if you know that the uh speed on the boardwalk is 8 m hour and the average speed that these kids are going is 20 to 30. Um, and they're all racing to get to school. And my suggestion would be as a board to immediately make a um policy that K through sixth grade
171because they can get to school from their parents and they can ride a normal bike should ban all ebikes from school. My next the next thing I think we should do, not as far as every school, but ban ebikes from all schools, but parents have the ability to opt in and let their child as long as they take full responsibility for their child, meaning an accident that the school is out of it. we are not responsible for what could happen to their child. And um in addition, I would any infraction that a older student gets um on an ebike that the parents need to be attend a traffic school with their child. That means the parents then will take this seriously instead of paying the fine and just go okay go go go away or
172take the bike away for a period of time or and in addition the police report this is just going to and from school. Um, it I consider it a school incident that if a child gets an infraction on their electric bike, the school is notified and they are also penalized at school in some type of detention or something. I mean, we have to take like a drastic drastic action. I live on a street, a super steep street every single day. They're doing wheelies out of control up and down my street. I watched four kids crash into our trash cans like two weeks ago. It's not reported. Um it's it's insane. So K through six, ban. Total ban, not allowed. Seven and up, ban. But parents can opt in because I know there's people coming from
173Costa Mesa going to, you know, Newport schools, vice versa, and they need it. But they have to take full responsibility for the child and it doesn't fall on the school. >> Great. So clarifying question. I understood from Miss Kohley that when we spoke at a Costa Mesa meeting um with Trusty Wand is aren't we already banning K through six? >> No. >> So that's already >> we have language that's actually included in your packet and so there's certain ebikes and certain bikes that are not allowed on an elementary school campus. Yes. >> Is it class? Is it class two and three or three? >> Class I believe it's the class three one >> but it's only certain >> only certain ones and those other ones you can >> all you can modify the other >>
174yeah they can modify the other ones I don't think mine's not so >> so can you clarify for us on the current >> so if we go to tab two in your I think >> yeah I don't have to So when we go to >> yellow on And I would even say not just ebikes but also the electric the electric um >> scooters anything electric >> for elementary school. So class 3 ebikes and any other motorized vehicles are prohibited from campus by elementary and middle school students. Any students with a class 3 bike ebike would be have the ebike confiscated and parents picked up or requested. So we included motorized because we were talking about scooters as well. >> So we wanted to have both. >> Yeah. But it doesn't it doesn't have two. It's
175the last page before. >> But does it include all for the people are watching if they're going to look for this and it's in our policy? I don't see them. >> This is in the handbook. So, hold on one second. So, I can >> student handbook, >> what is the number? What is the section? >> No problem. Hold on one second cuz I'm trying to I want to make sure that we're everybody's hearing the question. Everyone's having a chance >> and everybody's having I just want to make sure we're Yes, I know. We should have gotten this in advance and I just want to make it clear to anyone that's watching. >> This is just a discussion. >> Yeah. >> Okay. So, can you >> So, let me clarify for a second. In your in
176your tap 2, you you have the original ARS and board policy. That's a policy the board sets. We also have student handbooks that are best practices that the best practical application of board policy and how that's enacted at a school site. That's what you have here that she's referring to. Um, and those live in both the um, elementary handbook and then we have a secondary handbook. So, we have the ones for the littles and then our older students. >> So, I'm sorry, Trusty Anderson, I couldn't hear or understand your question. >> I just wanted her to share what she was because she just started reading. So, I wanted to make sure it was clear what she was reading. I didn't know she was doing policy handbook what it was. So, if I don't know, no
177one in the community knows that might be listed. Thank you. >> Okay. So, then, sorry, just to clarify. So then in the handbook, it does indeed say class 3 ebikes and any other motorized vehicle is prohibited. >> Correct. >> So our handbook says they're prohibited, but you're saying we don't have a policy that prohibits it >> cuz this clearly says it's prohibited all. >> It's class three all. I'm sorry, I'm class, >> but it says 30. >> Oh, 30. >> But it says and any other motorized vehicle. I >> I think they meant the like alternative to an ebike. I think you have to >> in the handbook, but we don't have a policy that says this sentence. >> Correct. And let's be >> and to be clear about class 3 and other motorized vehicles.
178>> Class 3 is a certain level of bike that goes a certain miles per hour. And then there are other motorized vehicles, golf carts, scooters, other things. >> But isn't it the other ebikes? >> Those are motorcycles and other ebikes. So we can be more clear. And I think that's where we're at in 2025. to Trusty Anderson's point like we've been talking about this for a long time in the district 2019 pre-COVID somebody mentioned that um where bikes have gone from 2019 to 2026 um they've changed dramatically. So those electric and I'm sorry those motorized vehicles and ebikes have changed. So I think what we could do better I would suggest is that we could outline that in policy and handbook. >> Okay. Yes. So are folks okay with with that clarification that in the
179policy it reflects what the handbook actually says and bronze it to the >> that's my concern is how is the handbook different than a policy >> so let's clean it up that's why we're here that's literally why we're here >> that's my question to the district is how do we have a handbook that doesn't follow our policies >> that's concerning to me >> but I do think that as Dr. Torres said it's because the ebike evolution of the ebike has been very quick. Our policy has not caught up with our reality which is the handbook. So now we go backward. This is why we have this meeting. We go backwards and we clean up the policies to reflect the tightening of that. >> Yeah. >> I I didn't read this but I just to clarify
180for me. So when we wrote it, it was meant for when you said and other electric vehicles. It wasn't or electric things. It wasn't really meant for the other type of ebikes. Correct. >> So now we need to make it for the children K through six. All >> three ebike and then also any scooter or whatever electric vehicle they could be. Can we >> That to me would be a very smart move. >> So then that sounds like something that the policy committee can then kind of take up and clarify. So if it's okay with all of you, we have 20 minutes left. Can we all agree today that the policy committee takes up these two particular policies that are in the hand in the in the policies not the handbook using the handbook as
181a guide but going beyond probably perhaps but that's up to the policy committee to draft but go through and say okay our deep concern is the ebike safety especially the K through six can we restrict those and like on the scooters too >> um and then however you all feel about middle school do you want expand it through middle school did just get a draft going whatever and then what are the the repercussions though I think to your point we don't want to lose the repercussions for when a whoever does whoever is left with ebikes let's say it's high schoolers when a high schooler does get in a violation what are the steps that the parent needs to do x that this needs to happen so those are all elements that you'll go back in
182the policy committee you'll take out Harry will present and Dr. will present you these two documents. you'll add to them and you'll add these specific characteristics and um qualifications of okay what's going to happen then if and then they can have administrative regulations that she'll then make that goes along with those and those are the kind of things that will get sent back to handbooks for clarity we'd like your feedback >> give us your feedback or email us feedback type >> well and I do know that um the police have to also um be involved because when I talked to the police the head of police that he said we can't implement them going to um traffic school. >> That's something they have to do. >> Oh yeah, we can only control what we can
183control policy that you guys will write. You will write only what we can do like your your >> but they want to work with us. They said they want they >> can they can do that but this is about what we can control. And um I think we'll go to Trusty Pearson next. But did you have a clear? >> Yeah. I just want to make sure we're clear. Um the administrative regulations are not policies. Right. >> So just just so we're clear what they showed you up there, we've referred to them as policies before. They are not >> and absent a board policy, we have administrative regulation, other documents that allow us to conduct the visits of the school district. >> Right. >> Absent that policy. >> However, anytime a board wants to have a
184policy that supersedes and then defines the rest of those things. >> Yes. So then that policy committee will clarify all of this so that then any other documents in the district reflect what the actual our our law about bikes will be. Um so if people are okay with that did you want to >> I was just going to comment on Dr. Smith's comment about uh board the accompanying board policies and we can take a look at those and do a deep dive with the policy committee to see if there's an opportunity in those to add bicep language. >> Yeah. Perfect. And then trust. >> Yeah. I mean, I feel very I'm very thankful for this meeting and I feel comfortable talking about it. Um, I don't feel like we're doing this behind our parents' backs
185because I feel like our job is to get out in the community and find out how they feel. Um, I feel like I've had so many conversations at every one of my schools and not just the schools, but it was in one given day that I was at three different city meetings. One Cornet Delmare meeting, one CDM walk meeting. I was at three different city meetings with the police chief. And the only question anybody wanted to ask was about ebikes. I mean the poor guy didn't want to talk the chief didn't really want to talk about ebikes but that was what and all they that's all that they had to do. So when I'm I hearing from my parents because when this first came up I think Chris did mention you know I want to
186ban I want to first my first concept was there's no way you know how can we do this but once I got out there and started asking the questions it's something our parents want something our community wants. Um so I feel very comfortable making that recommendation. Um even this morning I was you know what you know how far to go uh K through six absolutely are those students should not have these big machines on our campuses and having us be responsible for it. How do I go you know that the the higher grade 7 through 12? How do I feel? I think it's really hard to police you know what you know consequences and all this other stuff. Can we say a a ban? Um, again, it's hard to police class two. I know a
187lot of cities are doing a lot of this, not a lot, but a few cities have gone um banned everything class two and class three. They can only do class one. How do we control that? I think that's going to be a nightmare. >> Is it better to do Okay, fine. Let's ban them, but we have to give the parents the choice because we have a lot of parents who that's how the kids get to school. That's their prerogative. we are parent right I'm a parent right person um do we give them the right to opt in yet now it is their responsibility to take the safety issue for their child I mean that's kind to me that's the simplest way to do it to have that ban but still give that parent that right
188to opt in for their student but that becomes their responsibility >> um and I think that's just the cleanest way to do it but then again >> and I'm going to get a talking about it huh Yeah. I mean, and you're you're right. It is a huge parents. I mean, parents will stop me all the time. Like, I'll get texts. Do you think we're ever going to find it's like it's really Yeah. >> No. And I do think so to follow up on on Trusty Pearson's point, I think um the K through six is kind of a no-brainer for all of us. It sounds like the seven through seven through seven and eight middle school. Um that one honestly is a no-brainer for me. I I think that their frontal lobe is not developed. It's
189just what makes a seventh grader any more concrete just than a sixth grader? Honestly, I I don't think there's anything. Sorry, seventh graders. >> I can't. >> But but I do believe that for the high school, yes, the high schoolers, their parents need them to get themselves to where they are going and then they can take on that that accountability and those trainings and those, you know, whatever the repercussions are. But I do think that the the reason I am more gung-ho about us making the ban for through the middle school and just have as little as possible bikes going to a school is um I think it just will make it easier honestly on the the police because frankly right now what I've seen from Newport Beach police cuz I drive to CDM every
190day and I was on East Bluff making we need to make a left turn. Two cops on the vehicle on the motorcycles. A gang of nine bikes went by. Three of the girls did not have helmets on, which I know is not like you need to have a helmet and both of the cops just sat there and hung out, but I was like, can one of you go check on them? But again, they were all headed to CVM parking lot. They weren't going to flee. It wasn't going to be a car chase through the streets of Newport Beach. They were going around the corner to the school. And that would have a great opportunity to pull them over, give them the tickets for not wearing the helmet, shame them in front of another hundred students
191that would have seen, oh, I got to wear my helmet. But no, total missed opportunity. So if we don't limit the bike movement to our schools, I don't trust that they are penalizing when they see them out in the streets. >> They're very heavy at our school penalizing. But it but they shouldn't have to be doing this. >> Well, exactly. If we can save the work of them for having to do the middle school, why not? Yes. >> So So what where I'm hearing I'm on the policy committee. So what I'm hearing is kind of unanimous approval of like of from the trustes of like a K6 um K6 and then with 78 discussion. >> No, that's not we in committee and try to sort of start form for formulating. But what's what's even as
192important is the fact that um we need to be partners in this, not the only driver in this. And that's something that's been huge for me from the beginning when I sat first sat on that dice back in 20 whatever. Um it's it's all the agencies that are involved including the police and the city council and the public works department and the even the businesses who are giving those bikes to those parents where you know like Pedigo for example they have this that they give but do they actually give it any sort of highlight we need to bring all together that's why I think I do think a s a session is good to bring everyone together but we just so you know it's not all on us it can't be but we will do
193whatever we can to make it easier on parents to say no. Okay, fine. We did it with our cell phone policy. It's working beautifully. Okay, we're giving tease to and safety always been our driver. I mean, we all know we care so much about our students and our families and our teachers and so we're going to get it done. It's just to degree and but we also have to have partners and I think it's going to be the job of our staff to reach out to the agencies that are involved. It's been interesting. >> That's it. >> So my my request about having the study session is because again so some of this is new data to us which we didn't get in advance. I am someone who appreciates data and also best practices. I
194know there's like a there's a high need to do something on this, but I want to hear from people so from the city of Costa Mesa specifically who are experts in this field and know what's happening in other cities in other jurisdictions and other school districts. So while I understand that the four Newport trustees have a decision and have decided and have these conversations in Costa Mesa that has not happened. So when we have students particularly for middle school who are traveling long distances to me I think there's a lot more that we need to do proactively rather than punitively. We as the district I think have a responsibility particularly when we are also in charge of transportation routes, transportation distances. It's a larger conversation which to me is what a study session should be
195about. rather than we know this is important, we know this is like literally life and death, but rather than making knee-jerk decisions that we're going to make a policy about X, Y, and Z, to me it needs to be informed and it needs to include community partners and parents and students. So that that was to me the goal for this meeting and again as I told Carol before Christmas because we know that people are getting ebikes. So you know that's one piece to it. But I think again I know I it's important that things are not in silos. It's important that there's a process and then it makes sense that we're not just well we heard a policy from over here. We want this to stop tomorrow. Yes. And we need data and we need
196proactive pieces rather than just one one thing. >> I will say that I'm sorry. >> No. And I and I hear you but try to hear this. I think our jobs as trustees being voted in by our constituents is to get out and hear what they have to say. I mean especially you keep saying coast it's really hard to get them out like they need night things. more the reason for you to get out, more the reason for you, that's our job. Our job is to to give the district what our constituents are saying, um what the pulse of our community is, not just to put more work on them. I mean, I I have seen this data. She gave it to us at another meeting. Um Carrie gave us to to at another meeting.
197And so, our job, that's our job. I mean, they do the how. We give them what our what our constituents are saying. And that's what we're so we haven't talked the four of us haven't talked >> but we've talked to our constituents and we've talked to the principles we've talked to our we've tal I mean I was I was at a performance today and I literally was like what do you think about you know your life they didn't have any idea who I WAS AND I WAS just and so that's >> yeah that's what I think there's that's not what I'm saying I'm not saying not hearing from constituents I'm saying based on data What are the cities saying? Like, do we need to focus on certain streets? Do we need to focus on certain
198schools? Does it need to be a middle school? Because that's where we're getting a lot of tickets. To me, it's about not just hearing from constituents. That's not what I'm saying the study session is about. It's from hearing on from experts in both cities on what the data is and what are best practices on a ban. Does it look like it's more important that we work together with both city partners and the parents and the police department and the school districts have you maybe you have to have all three sign off that those a student has done training. There's just piece practical pieces. If we're doing a policy then I don't think we're there yet which is what I wanted this meeting to be and why I'm asking for a next step meeting. >> Yes.
199And there will be a next step meeting. Um and I know Dr. Torres is working on that but and also though there is a lot of data that has been presented that shows you know for instance there's been 107 trainings of Stansia 859 at Enson like we know there are hundreds of ebikes out on the streets and kids are getting hurt every day and that we do have the power to limit their using them as a tool to and from home. We can't limit what they do on the weekends. We can't limit how they uh get ticketed by the police or when they get ticketed. we can only control. Can you come to school on this vehicle? Yes or no. That's the only leverage we have. And that is I think what the policy committee
200is thinking about talking about bringing a draft to all of us to weigh in on >> Yeah, I was going to say I mean every time we've had the last four years trainings at ENS with parents with with the police department with everything three parents show up. >> It's not having we just need to we we need to create an action plan. The cities have like city of Costa Mesa has their you know active transportation department. The city of Newport Beach just updated their municipal codes and they are also telling the the city of Costa Mesa they're working together on an updated whole municipal codes which is going to include that that you know removal of those bikes and have things where their parents have to come in actually pick up the bikes if they
201attach those. So there's so much going on that a study session is just and then we had caps we had caps for that and then now the city of Newport Beach also has a bike safety um group and so that's already done. We just need to lead lead like we did on the cell phone policy and just take action because you know what >> it we we all have the the input from all the places that we need right now. We just we just need to I mean I don't mean to have Jimmy come over here and tell us even more like this is we know we know what we need to do. We have a policy committee. What we'll do we'll craft something. We'll bring it to the board and if the board doesn't
202like it, we can redline it and change it. But that's the part of the policy committee is that you make something up and then everyone votes on it. So that's my next steps and I agree with Leah of where that next step needs to go. And then just >> I just have a quick question to help Paul like what do you guys think about once they're 16 or they have a license? >> I mean we can do that too. Hey you got >> Huh? 16 in high school though. So to me high school is like different but it's through the middle school and they are >> the middle school one. If you don't do anything with middle school you're not >> and I'm fine with that. >> That's true. >> So she Okay. So then
203with that then the next steps will be the policy committee will look through these and again Dr. Torres brings all the models from other districts and all of the best practices to the policy committee and we'll have these ideas. Irvine's been pretty progressive on a lot of stuff. We already know that we've already learned that at our Mason meetings. Um so there's there's a lot that can be done there and then staff will work to figure out the next steps for public um public meetings how that goes how that study session looks invited if it's subcommittees on both city you know what is that going to take to get that >> I I would just say just point of clarification if it's a study session then it's board driven >> so I'd work with you
204>> to see how you want to schedule it who you want to invite >> if it's a community meeting then we would want some more information on the interests of the board, but but certainly they're they're different meetings and I think that's still unclear. >> But I guess that map that's the question for a board meeting study session. I think this is a great discussion. I would rather reach out to the community and have their input and in a usually a board study session we can't really interact so much with the public. >> Well then an info sorry she hasn't had her hand up once. some that info because people need to know what they're doing. >> So I think Cynthia's recommending Saturday >> a Saturday because that people can come. It's not if they're
205helping their kids. Well, hopefully helping kids. >> They're working or they're working, but a Saturday would be a better option. It's my opinion. >> And and the only reason why I haven't said anything is because I'm just gearing up for my parent friends who are going to yell at me. We are going to yell a lot when this policy is implemented. So kid doesn't touch their front teeth, they'll be taking. >> I totally agree with you. I just said I'm just gearing up for whimsical. So your parents want overall >> Oh, they're going to be pissed. >> They want They want >> They're They're going to be pissed. But I won't. You haven't given my kid any for these reasons. But they can opt in high school. THEY CAN OPT IN. >> I WANT THAT.
206I MEAN, I'M NOT I'M NOT WORRIED about high school. My metal ruler is the problem because he can't get an ebike and I don't care because I like his teeth and also I did the same to mine. So she's also so back to trustee Anderson at some point about whether it is a study session or a community meeting as Cynthia mentioned on a on a weekend. So are can we pull the board here who's wanting a study session versus who's wanting it to be a community meeting? >> No, I'm changing my I mean that's fine. It's that we're gonna do that. I just my we don't need to pull it. I just want to make sure that we are having an info meeting then for the for the community specifically at large not just for
207parents about what the plans are because a big piece of this is a communication right people seem to still not know their child has to wear a helmet like that's a basic. So to me, and again this is my concern with having a policy committee that does not represent currently it it currently represents Newport Harbor zone and CDM zone. It doesn't represent Costa Mesa zone or Estansia zone. That was a big part of my concern with what happened last night. So no, that's what happened. So Costa Mesa zone is not represented or Estansia zone is not represented on the policy committee. That's a problem for me when we're making decisions like this that are for the whole district. So, I just want to I'm no I'm I want that out there because this is part
208of those conversations when children are using ebikes to get to school across very long distances. I want to make sure that the training is happening rather than just we're talking about banning things because there are other features. There are other times where I think the city's been doing a great job in Costa Mesa of doing education, but I just think we need to make sure that we're working in concert with them and I don't think that's been happening thus far at the level that it could. Thank you. >> Thank you. And I think to trusty Wan's point, there are so many moving pieces in the bike issue. And I think that's our staff, it's their they're sort of accountable to keeping it all keeping all the pieces connected and figuring out how it is best
209because there are clearly from the slides a bunch of trainings happening. Um is it sufficient? I don't know. But um to kind of keep that ball rolling, but then um to make sure that whatever the policy committee is just a committee. It is just three people that are going to sit and craft something that we ultimately will say yay or nay. Um, so I also was not excited to not be on the policy committee with my PhD in policy. I love it. It's fun for me. That's the one part of the job I like. Um, but that's fine. I've gotten over it because in reality they're going to have to bring it to us for a vote and it's going to be fine. So I think we just need to kind of keep moving forward
210and we need things to happen for the bikes very quickly um as soon as they can. So if that's there's policy and then there's also the programs and and planning and all of these other and partnerships. All of that all the four Ps they're all happening but this group can handle the policies right now and the planning and the partnerships and all of that is going to still keep going. It's still running. It's still happening to make sure that those other elements and we understand we don't want it all to be punitive but right now there's no punitive and it's not working and our kids are getting hit on bikes and falling and >> hitting pedestrians. I saw this older lady walking her dog and these two kids zoom right by her. She like almost
211fell over. It was like it's a menace and if we have any ounce of control over it, we can control them coming to and from school. That's all we can handle. The rest is other people's in control. This is the only little piece of the puzzle in our control like the ven diagram. What can you actually control? What do you want to control? We can do this. And so that is where we can begin. And the the only thing Ash I would say is the idea of letting parents opt in if they have to >> is a good idea >> for middle school as well. >> Yes. And that's No one No one is arguing with that. No one is fit. No one's arguing that. >> Yes. There's five people that are arguing. >> No,
212they're not arguing. They're not arguing option. >> It was our idea. >> They're not arguing opt in. They're not. We can't do that. >> Okay. That is not what's happening. >> That how happened. You said that. YOU SAID THAT. YOU >> NO, I'M THE ONE THAT SAID they can opt in. >> They can part of my middle school, not for middle school. >> No, we're not doing a ban on high school. The ban is the the ban is middle and down. >> Yes, that's my And if the second wants to opt in, the second grader can. That parent wants to BAN sign that they're going to take a ban for K to six and a ban for middle school as well. Well, I did that's why we're having the conversation. >> But the but but
213and I hear you on that, but we did not say high school. >> We said that I think optin is the best idea because if there's a parent who's like I can't get from A to Z and I am to take full responsibility. my kid crashes and loses their teeth or dies. I mean, >> that's that's impact that we can't COMMIT TO. >> WELL, TRUE. TRUE THAT. True that. True that. Not having a whole middle school ban without more information from city partners. >> Well, our students, >> they should be getting those tickets, right? We can do one piece. Yes. But it's not our job the whole process of them getting to school. That's why it needs to be a joint conversation to me. >> That's what we're here for. >> Well, that's what I
214wanted today to be. So, I wanted today argue, we would have had more time to do. I mean, that's what we're discussing. That's what I want to make a full week that we're getting from both cities for the city staff to be a part of this conversation and a parent wanted to be there as well. So, I'm just sharing >> again what I would have wanted this conversation to be today. >> Yes. before a policy is decided without having those components. >> And I think that that is clear. I understand what you wanted to happen today. But today was about what the board can discuss among ourselves and what we can control while the other moving parts of these other committees that are happening. These other meetings with police are happening. Those other things are
215going to keep happening and those things will evolve. But what today was was just for us here to figure out where we all stand and what directive we can give that policy committee so that they can kind of start drafting and bring things to us and then at the night of the whenever we do get that draft from them we can decide okay we want to vote or not but then that's that's what happens that night but for today was just where are we what are some options and I think it's clear now that we understand what are the options a communitywide info meeting on bikes on a weekend that like that sounds great a special another special session like this doesn't really necessitate at this moment but I think there are still other things
216that going to keep happening we're going to keep talking to the city the other cities learning all the best practices so I think it's definitely moving forward and I think um with that if there's any more no more questions comments we can adjourn unless there's any final >> I just want to make sure that's happening because some of us have been talking about this for over a year this presentation has been changed even from last tonight because it was missing key pieces from the city of Costa Mesa. So my concern is our staff has not been doing as much. So I want to make sure that going forward we do have that commitment because that has not been the commitment in the past. And when we have deaths, it's really concerning to me. It's not
217something that is we can just choose not to have those conversations and partnerships with the both cities and the police departments and those teams working on that. To me, that's where I want to make sure the piece we can control, which is the district side, our staff is doing all of these pieces. Our staff is having conversations about safe roads to school and as part of OCTA. Our staff has compiled this before we're having a meeting. The these are trainings that we're having with the city and the district was not a huge piece of them. So when we're claiming that we're doing these trainings, that's not necessarily been the case. So I just love it as well. I went to all of them. >> I hear your concerns and I think at this point uh
218we are good to kind of move forward. If you have one quick final thought, >> I just want to thank the staff for all your hard work and everything you do. >> I'm not It's a lot of work and to me if you get the night before, who cares? You guys are doing a great job and I really appreciate everything you guys do for for us. >> All right. Well, with that positive note, 306, we're adjourned and thank you everyone for your time. >> Thank you.