8/19/2025 - NMUSD Regular Board of Education Meeting

001All right, I'm going to call the meeting to order at 4:02 p.m. Roll call, please. Trusty Wagan, >> here. >> Trusty, >> here. >> Trusty Murphy, >> yes, here. >> Trusty Pearson, >> here. >> Trusty Anderson. >> Trusty Mroy >> here. >> Trusty Crane >> here. >> Dr. Smith, >> here. >> All right. Do I have a motion to adopt the agenda? >> So move. >> Second. Moved by trustee Oy, excuse me, and uh seconded was Crane. >> All right. Um >> vote, please. Trusty Wagan here or yes, trusty. >> Let's get it. We're gonna start. >> We're all here. >> Yes. >> Trusty Murphy. We're doing well tonight. >> Trusty Pearson. >> Yes. >> Trusty Anderson. >> Trusty Mroy. >> Yes. >> Trusty Crane. >> Yes. All right. Uh 601 absent. Um community input

002on close session items only. Do we have any? Seeing none, we will um move to close session now. The um items are A conference with legal counsel workers compensation. B, conference with legal counsel work legal council workers compensation. C, conference with real property negotiator. D, public employee discipline dismissal release. And E, conference with labor negotiator. We will return to open session at 6:00 p. p.m. [Music] I'm going to call the meeting to order at 6:02 p.m. All right. Um Okay. So, welcome everyone to the uh board meeting and to the start of the new school year. >> Um, opening ceremonies and pledge of allegiance led by um Trustee Crane. >> Please stand. >> Hand over your heart. >> Begin. I aliance to the flag of the United States of America and to the republic for

003which it stands. One nation, indivisible, with liberty and justice for all. >> Okay. Adoption of a minute minutes from um July 15, 2025. Do I have a motion? So moved. >> Second. Moved by Trusty Crane, seconded by Trusty Pearson. Roll call vote. >> Trusty Wagan. >> Yes. >> Trusty Soilu. >> Yes. >> Trusty Murphy. >> Yes. >> Trusty Pearson, >> yes. >> Trusty Anderson, >> yes. >> Trusty Mroy, >> yes. >> Trusty Crane, >> yes. >> All right. Vote with 70. Vote carries. Now, item 10. Introduction to new staff of our new principal for Davis Magnet School. Shak assistant superintendent Shields doc well there you passed it over to me board president Wand esteemed board members uh superintendent Smith and community a mustang a maverick and now a duck walked into a boardroom and that

004unicorn happens to be Dr. Mina Glasson. We are so excited to welcome a new member to our principal leadership team. She comes to us not only as an experienced educator and leader, but also very steeped in the vision, the values, and the mission of the Mason Nation. Before joining us, she has been a social studies teacher. She's been a district instructional coach. She's a curriculum specialist. So, she definitely checks all the boxes of being an instructional leader. She also has been an essential force at Costa Mesa Middle and High School in developing district-wide assessment systems, supporting teachers, and coordinating professional learning experiences. We're so excited to welcome her to our community at this level and uh we appreciate her deep knowledge and history and needs of our community who here in Newport Mesa. So without

005further ado, Dr. [Applause] Thank you so much, Sakuro. Good evening, President Wand, members of the board, Superintendent Smith, Executive Cabinet, and members of our school community. I am joined this evening by my husband, Eric, and my daughter, Isabelle. [Applause] I'm truly honored and grateful to serve as the new principal of Davis Magnet School. Over the past few weeks, I've had the wonderful opportunity to meet with our dedicated staff and engaged parents, and I've been inspired by the passion and commitment they bring to our school community. I look forward to building strong partnerships with our talented staff, the PTA, and the Davis Magnet School Educational Foundation as we work together to create a positive, enriching learning environment, and one that fosters lifelong love for science, engineering, math, and technology. Coming from Costa Mesa Middle and High

006School, where I served as an assistant principal, I'm especially excited to support a continuum of learning, creating a pathway where students can grow, thrive, and soar. It's perfect for the alignment of our year's inspiring theme, greatness takes flight. Thank you all for the warm welcome and I'm excited about the journey ahead. I look forward to sharing our successes this year and beyond. Thank you. Thank you. Welcome. All right, moving on. We have Harbor Council PTA report Martha Floor. Good evening, President Wagan, Vice President Su, uh, Clerk Murphy, board, Dr. Smith, and community members and cabinet. My name is Martha Flor, and I'm the president of the Harbor Council PTA. Our 27 school uh, units are off to a running start uh, with meet the teacher, back to school events, uh, lunchons, breakfast, membership drives, program

007development, and more. Membership is also off to a roaring start with over members as of August 15th before school started. That does not include the memberships of Crona Delmare uh Middle and High School, East Bluff and Lincoln because they do a different system of charting membership um versus Totem. Two of our schools are over 200 already. Mariners Elementary School and Newport Harbor High School at 250. and California, Enson, Davis and Newport Coast have surpassed 100 and there are a few big down behind that that are just within tweaking. So I am sure by next meeting we will have well over all of those. Thank you board members, Newport Mesa personnel and community members for renewing and or joining our local PTAs. I encourage all of you to join uh your local PTAs and together we

008can achieve great things for our students, parents, and schools. Our first Harbor Council PTA meeting will be on uh September 8th at 9:00 a.m. in the morning right here in this room. And we are looking forward to seeing and meeting our new HR and CBO. Um we also will be having a refresher conversation with Annette Franco on Parent Square since it's going districtwide. And we will also have Amber Schumacher to help us with Basilron, the biggie. um and knowing the ins and outs and the new systems of of the 21day uh cancellation or request system. Um we will be encouraging our members uh units to participate in ED 100 lessons, a free and self-paced online course that prepares members to make a difference in their schools and school district by understanding what's going on. We

009are also encouraging our units to participate in our advocacy trainings and forums and that so that we may advocate on behalf of our students, parents, families, and schools locally uh statewide and nationally. We look forward to partnering with our school board, our superintendent and cabinet and staff to improve the lives and safeties of our students and families. A special thank you to our facilities and maintenance operation crews. Wow. Once again, you guys did outdid yourselves. Everything looks beautiful, fresh, painted. The multi-purpose rooms that I've been in are fabulous. Um, I'm also looking forward to the Barbara Van Holt Theater ribbon cutting uh um on September 9th at Estansia High School, six years in the making. I leave you with this quote from Denise Whitmer, a recognized uh writer of parenting and family books and websites.

010She wrote the the everything parents guide to raising a successful child. All you need to encourage all you need to know to encourage your child to excel at home and school. And I quote, "A new year means new beginnings, new adventures, new friendships, new challenges. The slate is clean and anything can happen. Thank you on behalf of our PTAs, schools, and communities. Let's make things happen best together. >> Thank you. All right. Next up, CSCA President Amy Ching. >> Hi, good evening. Uh, President Wagant, trustees, Superintendent Smith, Cabinet, and guests. Um, I also want to mirror uh Martha's Anything Can Happen with the new school year. So, we also want to thank um our dedicated staff uh through the summer to support the summer school programs and also as she pointed out the amazing renovations

011that have been completed. It's uh really a significant undertaking and from all accounts we have been told it's been a great success. So, I I live near several of the schools and I drive by and I'm like, "Jeff, is it going to be done because I'm not sure." And he's like, "Yes, it will be." And I was okay. So, everything looks great. Um, also as as we begin this school year, um, we want to highlight some things from last year, um, regarding the classified think tank, um, and the vital role that classified staff play in supporting student outcomes. Many, such as instructional assistants work directly in classrooms and contribute meaningfully to the educational experience. Upon reviewing the agenda for tonight's meeting, I noticed several items related to professional development. Unfortunately, none of them appeared to

012include classified staff. Uh at last month's meeting, I express expressed my appreciation to the board for its leadership in launching the classified think tank. Um this initiative reflects an important step toward recognizing the contributions of classified staff. In investing in staff development not only enhances performance but also boosts morale and job satisfaction. This is evident by the exceptional work performed by our classified staff. We have had some conversations and we hope to continue that with the new staff on board. Um but we're just making the point so that we can continue to move forward with um your direction. As often stated, all our students are all our students. To live by that vision fully, we must also embrace the belief that all our staff is all our staff. CSEA remains committed to expanding opportunities for

013professional growth and we hope the board continues to support this endeavor. As always, we look forward to continuing to do the good work for students, staff, and the community. Thank you. >> Thank you. >> All right. Next, we have an MFTt, uh, Tamara Fairbanks. >> Good evening. Um, President Wagan, Superintendent Smith, board, and honored guests. It is a great start to the school year. And it would be remiss to not recognize the hard work of all of our staff during this first this first week of staff only dodging construction and LC Fairgrounds people and all and everything that's goes with it. join just to prepare for this first day and welcoming our students with joy and with happiness. And I just want to give kudos to the staff at Anderson Elementary School for just going

014through surmountable odds. I mean, just actually being walls now. And that alone was a monumental task. and just their hard work just to prepare for their kids just to make sure that those kids feel loved, welcomed and safe on that first day of school. And I just want to give so that's for that staff your hard work is, you know, is noticed. Um um also just excited just excited as a certificated staff to see all of these new renovations that are happening whether it's new flooring or new sound systems in our NPRs or or just even the renovations the roofing and all of that has been done in the classroom. We just want to say we just want to appreciate you board for actually having the forethought in allocating the funds uh ahead of time

015to actually execute this and make sure that our um campuses are updated and safe and so I just wanted to give you kudos for that for having that forethought in doing that and thank you. >> Thank you. Okay. Uh, community input on non-aggendaized item. Do we have any input? >> All right, seeing none, we've got the superintendent's comments. >> I'll speak about opening schools later uh this evening, but I did want to comment on the think tank because I it is really important and it's commitment that we've made and all of our employees are definitely all of our employees and we're so grateful for them all. Um, and one of the beauties of of hiring Tracy is that's her expertise coming here. I mean, she's got lots of expertise, got big brain. um but but

016specialty in in dealing with classified um unit members and how to develop that talent. So, we're excited that she's here now. That commitment remains the same and and thank you for reminding us that while our students are all our students, so our employees. >> Um next, community input on agendaized items. Do we have any input? No. All right, moving right along to achievement. Uh this report on special education charting the path forward. Assistant Superintendent Jacum >> that I can use all the time. >> Yes, it's all for you. Believe me, let's see. Aha, we're there. Good evening. Thank you, President Wigan, members of the board, Dr. Smith cabinet community special ed team behind me and guests here this evening. We're really excited to present some information this evening about special education about the work that

017we've been doing about some of our data some of the gaps we've seen and our plan to move forwards in charting that path forward. You also because special ed is the land of acronyms. You should also have a handout with you that that goes for all of the acronyms that you'll see on the slides. Um, I'll try and mention them at least the first time uh what they are, but in case you have any questions or concerns, they're on the on the sheet there. So, turn this on. There we go. So, in order for us to know if we're on the right path moving forward, we have to know what that end goal is for our students. And for us, one of the things we want to do is make sure that we that all

018of our students are prepared and that they're prepared to participate in higher education, have competitive employment, either do vocational training with independence, and really have some personal fulfillment in life. So that's really where we're looking for when we do all of our work is we know students are going to leave us and they're going to have a long life outside of Newport Mesa special ed and we want to make sure that we are doing the best we can for them. So how do we do this and how do we know if we're on that path? One of the things we do is we really use our data to really know our students and to measure the effectiveness of the services and supports we're providing. The other thing we do and and you'll see throughout this

019presentation is some of the work we've done on continuous improvement and that's work that we've done with the California Collaborative for Educational Excellence and we'll talk about that. uh continuous or compliance improvement monitoring and differentiated assistance and we'll talk a little bit about those a little bit later but also getting input from our principles our staff and our parents into our work. So it's kind of important to know who are we talking about what kids are we really talking about. So, our data as of census day 2024, which is October of 2024, shows that we had 2475, 2,475 students in special education in the district at that time. And you can kind of see the breakdown. There's more preschool, elementary, about 1,400, about,00 secondary. We have a little offshoot which is called um alternative settings.

020And there's at that time there were 54 students who were in those alternative settings. What's important to know here is that we serve students beginning at age three all the way until 22. And in some instances we actually already we also serve students from birth. We have a very small program that we have for infants who are hearing impaired. If it's a solely low incidence that they're found at birth that they have a hearing impairment, the district provides that service as well. So the other thing on here I think that's important is when you're looking at that alternative setting, you may recall that several years ago Costa Mesa had Fairview Developmental Center. And once the the state closed Fairview Developmental Center, the city of Costa Mesa has authorized and approved several group homes. And several

021of those group homes also serve students who have significant either cognitive, mental health, behavioral challenges because they're located within Costa Mesa, they become Newport Mesa students and we serve them. So there's a lot of turnover in those group homes and many of those students end up in our alternative programs. And then one other number that's really not reflected in this data is our responsibility to students who attend private school. So we have about 165 students who attend private schools and we are responsible to do the assessments, the IEP, offer them services if they choose to come back to the district. If they don't, we're responsible to send them annually notification about IEPs. Do you want assessment? Um, and there's been some really big legal cases lately with private school about private school students. So, um,

022we've done a really nice job of of making sure we're providing the services that we need to. So when we look at our students and we look at how um our services are broken down, there's 13 eligibility categories across special education and you can see them listed across the bottom. So the top four services, students of eligibility in Newport Mesa are specific learning disability, autism, other health impairment, and speech and language impairment. But we have students in all of the other categories as well. and we provide services to all those students. So we may provide um curriculum in braille, we may provide large print, we may provide um an advanced audio support for students with hearing impairment. We provide alternative and augmentative communication for those students who need a different way to communicate in their

023life and to be able to access their education. The other piece with the eligibility categories is the eligibility doesn't tell you where the students go, what program they're in. Eligibility in special education does not drive the placement. The needs of the student drive the placement. So if you have a eligibility of X, it doesn't automatically mean you're going here and you're going to get these services. It's still all based on that individual student need. So, how do we measure achievement in special ed when we're looking at our students? There's really four primary areas that we look at. One is how are students doing on their individual IEP goals? We look at that annually. That's the progress that they're making. The second one is how students are doing on our statewide tests. The third is really

024looking at that school dashboard, that all that LCAP information, how they're doing there. And then the fourth area is called an annual performance report. That's a state specialed compliance tool that we are given to say how do we measure up and where do we need to improve. This is the APR, the annual performance report and it tells you in different areas where the district and our special ed students have met the target and where we have not. So an X means we have not. um and a check mark means we have and the dash line for number 11 means it's not something that the state is collecting data on at this time. So with our graduation rate for students with disabilities, we were one less than one half of 1% away from the target, but

025we know we need to do better for our kids who to help them graduate. Number three is our statewide assessment. We'll talk about that in a little bit. Five and six, you'll see the words least restrictive environment. That's for school age kids. Number six is least restrictive environment for preschool. We'll explain that in the next slide. Seven is how are preschool students doing? What are their outcomes when they leave preschool? And then 13 and 14 is really a focus on our secondary students and what are they doing? What are the transition for them to leave our schools and how well are we doing with that? And those are areas we need to work on. So the concept of least restrictive environment is a local focus. It's a state focus. It's a national focus. And it's

026really because students who spend more time in general education have higher achievement. The more time you're in general ed, students with disabilities have higher achievement. They have better social skills and they have higher self-esteem. There is a push across the state to say more students need to spend more time in general education. So when we look at this graphic and you start on the left hand side, the ideal is for students to be in general ed. We like to say all students are general ed students first. And so this would be students who qualify for special education, have a disability, but maybe the services that they need are just accommodations in the general ed classroom. Moving over, you see general education with support. That's when students are in general education and the services are pushed

027in to the classroom by special education. Sometimes students have speech within the classroom. Sometimes the mild moderate services come into the classroom, but the location remains in the special in the general ed classroom. The next one over is general education, but with pullout support. students are pulled out of general education and they go into a separate setting to get services. Now, what I will say on this one is we did a lot of work in general ed really supported um the work last year and going into this year of when we're looking at pull out services that we have protected core time. So we are working to not pull students for special ed services during ELA and math that they get that first best instruction. So they really have taken the point on that and

028and our principles have really worked with staff to make sure we've done that. The next area over is our self-contained classes. Now these are classes that are of students with all students with disabilities. And some of these students we call mainstream. they go back into general education for a portion of their day. And then obviously our most restrictive placements are our non-public schools, our residential centers, uh students who attend our county programs, and students who need to be on home instruction. The reason they're considered the most restrictive is because there's no access to typical peers. Research says that access to typical peers is a gamecher for our kids. So when we look at how we can increase, we have that APR data, we have that information, but then we also have taken information and input

029from a lot of different sources. So two years ago, we started work with the California Collaborative for Educational Excellence. You'll see them on the left hand side. This was a proactive move. Dr. Smith said, "Hey, how would you like to come work with a district that's like doesn't need you, but wants you?" and they they came out, they've met with a lot of different stakeholder groups. They got a lot of feedback. They gave us information about how to do some quick wins, how to do a little bit more strategic long-term planning. And that's really what we used as our jumping off point for the work we did in 2425. Now, I will say as a little aside, as an outcome of the work with CCE that we do have a presentation that was selected for

030the California School Boards Association December um conference because it was a unique opportunity for a district to want to have help and say, "Come look at our stuff and we're going to show you everything and tell us how we can get better." So, we're excited about that. The second one, the middle is compliance improvement monitoring. That's based on all of that APR data I just shared with you. This is a required process. You they say you haven't met those targets. You need to work and you need to do something about it. And one of the things this is really looking at again that LRE. One of the things too and I forgot to mention with CCE and some of the work they did was really telling us we need to do a better job with

031our culture of belonging for kids to feel like they belong in general ed for our staff to embrace them and for for kids to feel that they are appropriate for general education instead of well I think those kids need to go over there. So that's what we've been working on. And you saw a lot of work we've done across the district with belonging and that's for all kids. It isn't just for geneted. It's for all kids. And then differentiated assistance. This is again another required um component for us. This is not a special ed tool. This is based on the California dashboard. We happen to be out or non-compliant because of special education in two areas. And one of those areas is college and career. So think back. The other one was post-secary, right? How

032are secondary students doing? And then this one is how many of our kids are taking um CTE courses? How many kids are completing CTE courses? How many kids have, you know, general ed electives and they're kind of progressing towards that? The other piece of differentiated assistance is again looking at our test scores and our students with disabilities scored in the very low range for math, excuse me, and the low range for English language arts. Now, I will say as a little preview that our 2425 test scores indicate that students with disabilities had an over 5% increase in ELA and over 3% increase in math. Thank you for the applause. I appreciate that. So, we're really proud of that work and we I'll show you where I think why that why that improved because of the

033work we've done partnering with general education, having our teachers do more and and having that rigor be higher and higher expectations for kids. The other piece that we always want to get input from is our site principles and we've had uh multiple opportunities over the past year. Thank you. Um, multiple opportunities over the past year to get input from them in principal meetings and in one-on-one meetings. >> See, when you go over 10 minutes, you need water. So, principles were requesting, let's look at some IEP training. And so what we're going to do as we move forward into this year is not only administrative design training, who can lead an IEP, but also the IEP training to say it's not just about the compliance. Did you make sure you checked all the boxes, but helping

034principles and our staff look at quality? Is this appropriate? Could they be in general education more? Let's start pushing for that. Moving towards LRE. They also said, "We really would like you to start looking at what other placements you can have for preschoolers. Our preschoolers seem to go into self-contained programs, and when they get to elementary, the principles are like, "Oh, no, they can be in general ed. So, what can we do?" So, what we're doing this year with our elementary director of special ed, Kathleen Liry, um all of kind of the ed division side of early learning is looking at piloting how we can provide that support in the gened preschool programs for our students. They also just said, can we just look at opportunities to increase time in general education? So, they get

035it. Principles are saying, we see what you're asking for. And so what we've done as we've started this school year is Dr. Sir and Gabe Del Riel have spent a lot of time saying how many kids are in this self-contained class and let's build some space for them to mainstream and spend more time in general education without there being a huge impact on the general education program. co-eing. This is a secondary way of doing um looking at how you serve students. And this is a special education teacher and a general education teacher co-eing a class together. And it's twothirds of the students are general education students and a third are students with IEPs. And because it's considered a general ed support with pushin, it moves you towards that least restrictive. So, we did kick that

036off this past year and we're continuing training this year. And then really looking, this is another secondary one, our basic skills classes. These are study skills classes at the secondary level. How appropriate are they? What are students doing in those classes? It takes away an elective. And so, what we really want to do with our secondary director is to say, let's look at what other elective option options there are. The other one that we wanted and a lot of this parent in input came from our work with CCE is they said we would really like you to have teachers trained on how to do core curriculum. Right? So what we've done, we did some training last year as we talked about increasing the rigger, but this year all of our certificated staff teachers are going

037to participate in site PDs and site PLT meetings. And that's really they get to see what what other folks are doing, how are you teaching this, and then maybe they have to modify it or accommodate it for their students, but they see that level of rigor and curriculum. the parents that were asking for support, increased access of support for all students. Again, we're looking at general education electives. Last year, we did some work with unified sports. Um, that's still an ask. We're going to have our secondary director look at that. Is that the way we want to go or do we want to have more kids in general ed courses? They said, "Can you train AIDS?" They heard Amy talking earlier about, "Can we train folks?" Um and so last year the board approved a

038training called paramites that we rolled out with our uh our para educators, our instructional aids and our behavioral assistants. And um this year with some of the common planning time, PLT time at elementary, it frees up some time in the afternoons or the mornings for us to work with our instructional aids and give them ongoing PD on a regular basis. And then finally, parents just said, can we increase inclusion? And so we said yes. And that's really what kind of where we're looking at with co-eing. So, we did a lot of work starting last year. We took all of this information. We did a lot of training of special ed staff last year. We did IEP training on on quality. We did legal training. We did twilight training. We paid people to come after work.

039We did training with our preschool teachers. We did a lot of behavioral training. We um partnered with ed division to do some stuff on how can we have handle students who have some more behavioral needs. and we did training with our aids. We started work on the alternative diploma pathway. We've talked about that a little bit. It's another road and an option for students to be able to graduate from Newport Mesa with a diploma going a little bit different pathway. We increased co-eing. One of the other things we did is is we took time and we said we've got to clarify some roles and responsibilities in special ed. Who does what? How do you get a hold of them? And we really started that work with our special ed coordinators so that they're better able

040to support school site staff. Here's what we want you to do. Here's how we expect you to support staff. And that's been embraced by them. Student independence plans. We'll talk about that in a little bit, how we uh rolled that out. And then educational benefit, and that's really looking special ed is a complianced driven world, right? Um, but if we land and we stop at compliance, we don't we're not going to get the changes we want. So, we've said we've got to start looking at quality and is there an educational benefit to all the different services and supports and it all has kind of led to and led with started with increased collaboration with general ed. And we really started that last year intentionality from cabinet to all of our directors and then it kind

041of moves down. So, we're happy with that. The other thing that we looked at when we were looking at where are some glitches in the system, where can we shore up, where can we improve was in saying we need to maybe reorganize how we look at our world in special education. And we moved from one director to two, one covering elementary and one covering secondary. And you saw throughout the presentation, there's some different and specific needs at secondary that we need to give a little attention to. So, we are very thankful for the board for your support of this um reorganization. I think it's going to um reap great benefits and it already has as we've started work together. So, with that, I would like to call up that fabulous team of people that are

042going to present on some of the next steps. So we have Heather Cash who is our director of elementary special education. We have Rob Nichols who's our director of secondary education and Juliana Salva who's our director of resolution and SULPA. [Applause] >> Hi, good evening. Thank you. Uh I'm Rob Nichols, your director of special ed secondary. Thank you for making that change. That's allowed me to be here. Um, I'm excited to talk to you um about student achievement and how we're going to continue these initiatives that the district started prior to to my joining the district. Um, you know, as Dr. Jockam mentioned, we know that our students achieve best by participating in the gened setting as much as possible. So, it's exciting that we've been able to partner with our ed services team on

043the GenEd side and really work closely together to make sure that we're providing those opportunities. And one way that we're going to keep doing that this year is really increasing our staff opportunities for PD. And that includes bringing in our general education teachers. Um I'm starting my 23rd year in special ed. I was a teacher for 10 in admin for 10. And oftent times our general ed teachers have been left out of those trainings. And we know that the majority of our students with IEPs spend their time in the gened setting. and we really need to bring our Jenna teachers in to help them understand the IEP, the process, IEP at a glance, and really how to to make those accommodations. So, we're really going to be focusing on on professional development where our general

044ed teachers and our special ed teachers can work together to move toward that goal. Uh we've already started this year with making sure that all of our special ed teachers and the different levels of programs all the way to our extensive needs programs that our teachers are participating in PLTS whether it's with their group um as a newly formed PLT or whether they are participating um in their their general ed peer PLTS at their school site. it it's very important that they are able to come together look at that data so that we can all support our students. Um you saw uh a little bit about the the uh the organizational chart. We have looked at that chart and we've really made some changes to further define roles so that our staff can not only

045be focused a little more focused on the work that we do, but also so that everybody out there in the school community who relies on us for support knows how to contact us and who to contact when they need specific support. Uh from our teachers to our pair professionals to our administrators. And then we're really going to be looking at educational benefit because um like Dr. Jacam said as well, uh we can't simply write the IEP to check the boxes. Um part of compliance is also making sure that we are reviewing those IEPs for educational benefit and that students are actually they're written for students to actually make progress. And then we're looking at inclusive placements. We actually received a grant from supporting inclusive practices group. Uh we're going to start working with them. Uh,

046I have to tell you, you being from two different districts, we're doing a great job and we have a really great start for inclusion, but you know, we can always we can always do better. And we are really going to make sure that from elementary all the way to secondary that we provide our students those inclusive opportunities. And then core curriculum, making sure that we're really focusing on the the curriculum and that students um who are working on the general curriculum uh are getting that curriculum whether it's modified or accommodated and then also making sure that our teachers are trained um and have the support they need to make sure that that it's being implemented uh including our alternative curriculum as well. And then at the secondary level really looking at co-eing. Um I I'm

047right now I'm finalizing the co-eing schedule for the year. Uh we have uh Dr. Morowski coming in again with her team to help coach our co-eing teams. Uh we were able to increase some sections this year. Uh last year we had 74 co-eing sections at the high school level. This year we have 84. So, we are slowly um improving those or increasing those co-eing numbers uh because the goal really is to um reduce the SAI and create true co-eing classrooms. Um general education electives, opening those up, making sure that uh all of our students uh with IEPs have access access to the general education electives because th that area is one of the easiest areas that we can we can promote inclusion. And then at the secondary level, which really excited me when I came

048here to see the number of uh community colleges we have in the area, is really working um to improve the the access to CTE and post-secary opportunities. Um and CTE, it doesn't start when students get to high school. It starts when they are in middle school and we start exposing them to what's available to them in high school. and then if they choose a CTE path, making sure that they have support to finish that path and successfully. And then also with the post-secondary transition, um I'm looking forward to really uh enhancing the partnerships that we have with the local community colleges, but then also creating new ones um for our students with special needs and and working with the families so that they know the process for getting students enrolled in college and the programs

049that are available to them. and then uh student independence plan. I'm gonna turn it over to Dr. Cash. >> Thank you for having us tonight. Uh when I think about student independence, I'm reminded of one moment in my life when my daughter was 7 years old and it was the first day of second grade. Yesterday was the first day of school for a lot of our students. It was a super joyful day for this. For me, this day was a hard day because she said, "Mom, you can drop me off here." And I wasn't prepared for that. I was prepared to walk her to her classroom and make sure she was all set up, but she was telling me she was ready to be independent. Her backpack went to her knees. I remember the moment.

050I remember the day. And I was a teacher at the time, so I dropped her off and I get had to go to my own classroom. Um, I cried the whole way, of course, but she was ready to be independent. And that's what we want for all of our students. That's going to look different for each of our students, but we want them to be happy and healthy and fulfilled and independent when they leave our program. So, that's what our goal is today. We do a lot of this work behind the scenes and you probably don't know much about it. We have more acronyms for you. Um, when a student needs more support than what they have in the general education classroom, you know, we are experts at providing that support. Um, one thing we'll

051do if we've determined that they might need an extra adult in that space is we have a special um assessment that's called a Skia assessment. It's a special circumstance instructional assistant. Um, and when we assign an additional support to a student, we're very targeted in how we do that. Um, this is a sample of a piece of a Skia. And this is a piece of information that we would use to share with parents exactly when their child needs support during the day. And this is pretty easy to understand. You can't see it, but this student needs support during ELA and math. They're pretty great the rest of the day and needs somebody else to check in on them. The problem with putting an aid on a student more than they need is it sends the

052wrong message. It tells them we don't trust you to be independent. It says um this adult is going to follow you around campus and that can interfere with peer relationships. I know of one particular kiddo who very much prefers to hang out with his aid than his co than his friends in his classroom. And also it can build overdependence. We have a lot of that going on. It happens because we're helpers. We're teachers. We want to support a student and to us that means get in there, jump in. But what we really need to do is let them walk across the playground on their own. Right? So this is one tool we use. It's called a Skia. This leads to a SIP, a student independence plan. And that is a way that we communicate with

053all the service providers that are supporting a student, the special education teacher, the instructional assistant, what exactly this child is working on. This is an example of a goal that lives in a SIP that is how we're going to measure when a student's ready to be more independent when they have met their goals. Um, you can look at it closely, but really it gives us a baseline of what they're able to do now and then it tells us what we expect them to be able to do in the future. And this tells us when it's time for the adult to fade. Another thing we really need to do, and I'm so glad Amy brought it up, is value the time and expertise of our instructional assistants. We have a lot more instructional assistants than we

054do teachers in our department, almost 350. And they deserve training. They deserve to be valued and they deserve to be given the credit for that. The work they do every day. They're excellent and they're there every day. This is an example of the kind of training that we have given and will continue to work on. It's called a prompting ladder and it helps to um give instructional assistants ideas on how to support without being very very intrusive. So, this is just an example. We do have um the training program that's already been put in place. We've had a hard time rolling it out because they haven't had access to that common time until this year. But this year, we're going to support principles by emailing them directly and telling them which um modules are available

055to the aids. We're also going to email the aids directly and say, "We're really excited for you to do this training this week." And then call out and give them credit, give them um acknowledgement and recognition for when they do complete those trainings. So, we have a plan in place. I know we're all excited about that. Um, and as Rob said, our goal is for students and families to know what their final goal is. Um, my little girl who walked across the playground is a senior in college this year, and I couldn't be more proud of her. Um, it does, you don't get there automatically, right? And, and that is not everybody's goal, but a child and a family needs to know, are they on an alternate pathway? Are they going to get a certificate?

056Are they going to a two-year college? Are they excited about vocational training? Are they excited about a four-year college? And that needs to happen when they create that transition plan before their 16th birthday, hopefully around the time time they transition from 8th to 9th grade. That only happens when we've given them the independence that they've needed all the way along. And it begins in preschool. I know the preschools very well and we are working closely with Kathleen Liry and this gened department to create placements for students who come out of the assessment center or any assessment for that matter in our general education program with supports in place. It's going to be a work in progress. We haven't had that and that's why our indicator was non-compliant for inclusive preschools. So, we're working on that

057and we're really excited for the work. I'm also excited because I look back and I feel supported by some really important people who came tonight. So, we have a lot of special education staff here who believe in this work and show up every day. Would you mind standing? [Applause] Thank you for being here. Your smiling faces made this a lot easier. All right, I'll introduce um Juliana Sao. This is the work we're doing um preparing all of our students for that post-secary education and life where they are personally fulfilled and independent. Good evening everybody. It's good to be back and good to be presenting to you today. Um, all of the work that we do here with our special educators and and all of our staff really is does go hand inand with our parents

058and we want to make sure that we are including them along every step of the way. And part of my job as the SULPA director is really to connect with parents, get input from them, and we do that through our community advisory committee. Um, it's called CAC. It's in ED code and we have bylaws with officers that are elected by the group. We have input meetings. I meet with the officers several times throughout the year before meetings, after meetings in order to get their feedback of what they're hearing out um with their um community. And then they also help us create and implement our local plan. I do want to recognize Trusty Murphy and Trusty Pearson. They have been actively engaged with our CAC meetings and um we appreciate that. The last few years, Trusty

059Crane joined us a few years before that. So, we appreciate your support. Um we also um do parent education series through the CAC meetings. So, this year we're increasing them to four times a year. We are transitioning them to the evening time similar to DAC meetings where we will have them here at the district office where we will also include child care and really trying to focus on what they would like to hear about and learn about. It is open to all parents and staff and again the topics are directly um selected by the parents of what they would like information on and then we do our best to find the right presenters and really target that training to what they're asking for. We are also going to increase parent input opportunities. Um it will

060be it will look different at elementary and secondary because there are different zones, number of schools, all of that. And so we're working through that as through the district as well as getting input from our CAC officers on how that will look this year. So we're really excited for that and um in making sure that our parents are engaged in every step of the process. So you can see I know we threw a lot at you. I I um a not really apologize. It we we're we're excited to to share all of this stuff. I knew it was going to be long. I've warned everybody um that it was going to be long, but um we really wanted to share that information, kind of share where we're where we're headed. Um we're excited. I we

061think there's a a bright future for all of our kids. Again, I'm super thankful that the staff is here and we're here to answer any questions. So, what do you got? >> Trustees, >> questions? I mean, I'll start. Yes, Trusty Pearson. >> Um, thank you for this. Um, you know, it's wonderful. I mean, it needed to be long because we needed, you know, we needed the information. Um, super excited about the CTE classes and trying to get to these kids before they hit high school to see where their interests are. I mean, that just make it's just brilliant. um and then to push them towards those CTE classes um at the high schools. But what do I know CDM doesn't have a lot of CTE classes. I mean, how are we going to is there

062a way if we find a kid at CDM middle school that's interested in cooking. Is there a way to get them on that path? >> I think um what we would do is we're partnering. We've had great conversations with Lisa Snowden, with Carrie, with Mike Shaka at the secondary team to really look at, you know, are there different CTE courses we need to offer different places? What, you know, CTE is often driven by like courses in general, student need, and is there enough students to warrant something or another, we can always look at opportunities as well after um, you know, after school for some students if we needed to. So, we're open to whatever our students need, >> what we need to do. And then with that, I know there's been talk a little bit

063about that paid internship program. >> Yes. >> Is there a way to start that at our, you know, to tie it all in? It just seems like that would be such a wonderful path. >> So, while Rob didn't talk about that, I've given him that because it falls into the secondary stuff. We don't know how much money there is in in um being able to do that. But we are meeting kind of look at what that next steps would be if that's a viable option for us. So, we are working on that. Great. My Okay. And the only other the only other thing is I guess what makes me the saddest in all these pages is um we need to build a culture of belonging for all students. And I think that that's when I

064talk to parent when I that our job is to talk to the parents and make the parents happy. And I guess that's where I come across you know the hardest part is they really they want their kids to be independent yet they want them to belong. Um, and I know it's hard to be independent when you've got all this extra help on top of you. So, where's the path forward to get these kids feeling included, you know, included in graduations, including in our orientations? I mean, I I think ideally in being a parent of a special ed student, that communication was so important. Um, I mean, just communicating, just getting out there and communicating with the parents or communicating with them, knowing that their kid has a plan at graduation. and what's going to happen

065because they're not like the other typical kids. They need to know where they're going to sit and what they're going to do. So, I just think communication is so important. So, I would just love to know the path on how we're going to get these kids feeling included because I feel like that's that's where the parents and the kids are are are feeling sad or or >> not connected. >> So, we had a wonderful meeting earlier this summer with Dr. Taurus and we brought Rob in and we brought in several parents to kind of talk about some of those issues and how do we ensure that kids are connected. So this year when we started registration for all of our secondary programs, Rob reached out to each of those principles and each of those sites

066and said, "How can we support? How can we help kids feel and families feel right that they know what they're doing?" You know, sometimes it's scary enough to go to a high a new high school as a ninth grader and be like, I don't know where I'm going or what this looks like. It's even more um challenging sometimes for students who have a disability or a special need. So, we started that work already. We did several days. Uh CDM was the high school this year that said, "Let's try it. Let's see what it looks like." We had staff at tables there. We brought in an aid to help the students figure out where they're, you know, moving around. I think it's a lot of communication. So, when we know there's the eighth grade dance coming

067up, it's the con conversation of what does that mean for students who have disabilities at that school site? Do we need to staff an aid to be at the dance? Do we need to send something home to parents? So, it's really being much more proactive. And I do believe that with the the focus that Rob is able to do at secondary and the communication with those secondary coordinators, Rob and general education principles that we will get there. We're going to have some, you know, glips along the way, but I think we're starting on that process of making sure we're thinking about proactively how do we ensure all kids are included in activities. Are we still looking into the unified program and is that something that we're still >> We are um you know Rob wanted

068to get his um you know get school started um because he is new and learning all about it. But we have the contact information for Saddleback and we'll be looking at at you know how how does that work? What did they do and if that's the direction we want to continue to go in to make sure we're building those connections. Trusty Crane. >> Yes. Um, wonderful presentation. Thank you all. I I believe special eds teachers, aids, etc. are angels in these students lives. So, thank you. And parents of special needs students, they're even super angels. So, um, I was I was thinking because Trustee Pearson and I have had a lot of conversations about inclusion. Um, and uh, at CDM, for example, I know my my kids used to be part of a uh, Best

069Buddy uh, program. I'm not sure if that's still at CDM. I know kids used to be in Sparkle. Uh, that's part of the cheer at football games. There's definitely a lot a lot of opportunity for inclusion for special needs students. Um, another thing is um, can they can we have a representative on ASB? can one of a special needs student be part of the superintendent um student advisory council. There's so many ways that we can enrich and include these students in our lives because they are our students. And so there's I think it's the sky's is the limit. I it's just a matter of us coming down and just, you know, thinking of the portrait of a blank and what would it look like and and I know that we can execute it as long

070as we've got the vision because we certainly have the will and the and the want and I think a first step was basically um pairing up with CCE saying hey we don't need it but we want it. So there I know that we have the will and the capacity and I I from what I'm hearing it is an ambitious plan but I think Newport Mesa can do it because we are Newport Mesa and I I personally believe in all of us can and it can be done. So co-eing growing 74 to 84 excellent let's keep it going. um increased engagement of parents always always a plus and I know a lot of these parents that came to our two meetings ago and spoke from their heart and love their delivery because they came from a

071um action-minded not pointing fingerminded lens and that's awesome because that's that's good. They want to be part of the group. Um increase PD for general ed teachers. Absolutely. If we're going to mainstream kids and put them in general ed, these teachers need the support for sure. and the tools and uh increasing PD for instructional assistance that's that's also 350 assistants yes they need to be able to be given the tools as well in order to succeed so I see this as a village as a huge um undertaking but absolutely possible and uh I do have one question um how are we doing on the can we finance and fund all this because I do know that special ed does not get the money needed from the federal government as as far as um allocation under

072IDEA and I don't know what the state does for us as well. So can you answer that question? >> Well, you may recall I was here in May and in June and we talked about the local plan and the annual service and annual budget plan and at that time um the general the general fund in Newport Mesa contributed about $74 million to support special education programming. Yes. So, we're very mindful of that. We are trying to be very good stewards of the money that we have and not um we think we have the staff we need to do this work. >> Okay. >> Thank you. Thanks, Trusty Mroy. >> Yes. Um thank you. Um I have a question. I'm new. What is co-eing? Does that mean there are two teachers in one classroom at the

073same time? One teaching one group of kids and one teaching the other group of kids. >> So there there's two teachers. There's a general education teacher, there's a special education teacher. The ratio is twothirds gened kids, onethird students with an IEP. And there's many different models of teaching built within that. There's um sometimes they do station teaching where you do this part of the room or these kids move from station to station. Sometimes it's this is my day, this is my content and the other teacher walks around and helps students as they are needed. Then the next period, the next block day, we switch and we do different things. Um so it's always two teachers. It isn't a teacher and an aid. It isn't I'm the aid in the classroom. They co-plan and they co-

074they co-own all of the kids in those classrooms. So it isn't well those are your kids and these are my kids. These are our kids and we have to figure out how we're going to work with them together. >> And how many kids are in the class and is it is one teacher specialized in one area and the other teacher specialized in another area? >> So they're they're typically done in our content areas at secondary. So you have two teachers who are math teachers. So you have the general ed teacher who is a math teacher. That's their specialty. And then you have the special education teacher who math is their specialty as well. So they're both experts in that field. And typically our general education teachers have that stronger knowledge base coming from that and

075our special ed teachers come in with more um knowledge of how to maybe accommodate or modify or change anything to meet all of the students needs. So that's why it's a really nice pairing. I don't know what our it falls into our regular class sizes at secondary. So it isn't they're not larger classes. They're typically not smaller. We try and staff them um that the classes look at the same as all other classes and we would love to have you all come visit co-eing at secondary um you know once they you know they're underway in the school year you can definitely see what it looks like. >> Okay. And one more question sorry and say it's a math class is it and there's a certain amount of special ed that need to be in a

076math class. Is it just one math class that has the co-eing for the ones when when you're bringing them into the classroom being together or is it every class like that? >> It's not every class and that's I think um Rob talked about sections. It's different sections. So depending on the needs of that particular school, they may have four sections of you know I don't even know what the beginning level math is. What is it? Algebra 1. They may have four sections of algebra 1. They may have one section of algebra 2. They may have two sections of geometry that are c co-taught or the same thing for history or the same thing for other content areas. So, um >> I was just trying to think of a way. It's a lot of teachers, it's

077a lot of money and I was just making sure that it was being the most efficient. It's a great idea, but the most efficient way it's being done. Um >> and that's why we we want to take some really good data on on outcomes of students who have co-teers because not every student has wants or you know is in a co-eing situation. So we want to make sure because you are overstaffing by having two teachers in a classroom um that that it's it's make it's worth the investment from the district to do that. So, we're going to be taking data on some of those outcomes for students. >> Okay. Trustee uh Murphy, >> thank you. Um, you know, we've been asking for this for a while, so I appreciate it, Sarah. Um, just a couple

078questions sort of randomly. Um, are we going through the contracted aids? Are we training them in the same way? Are they going to go through the same additional training or the opportunity to access the new trainings? >> Well, I'm really pleased that um you know once Heather Cash came aboard um and even before she started as the director, she started really looking at working with AIDS, several of our coordinators worked all summer. They worked with um Claudine, our inclusion specialist, to make sure we did hiring. So, we do not have that many agency aids anymore. We're probably in 25ish maybe 20 20. So last year we started the year with probably 65 to 70 agency aids. So we are in a much better place and we don't typically train those because we only pay for

079them for the hours that they're with students. So we wouldn't pay for them to um attend training for us. What we would do is say, "We'd love to hire you and then you come work for us and we'll get all you get all the training." >> Well, yes. But yes, that that would be the better outcome because, you know, I've told you we've heard complaints about the contracted. >> Yes. And and we're we're working with one agency right now because of that number and we are ensuring that we're trying to get high quality folks in those and so if we hear that they're not, we say we don't want them back. So, >> and it sounds like we have more wiggle room to do that. Okay, which is great. Um, and then again on the

080co-eing model, I don't know if I heard so much about the training for the teacher. Did I miss that? Is there more is there additional training that the that the gened teachers going through? >> So, what what we have is the te that they work together as a team and they go through the training as a team. They're going the general education teacher and the special education teacher go through they go through co-raining um >> that they it's been too long up here they um they are trained together and that's part of the work that they do with Dr. Moravski and these different days as they figure out how are we going to plan, you know, it's it's almost like a it's a relationship, right? You're you sharing you're sharing space with one another. You

081have to figure out how we're going to work together, you know, what are our styles? What do we like how do you like to handle discipline? How do I So, that's the point of doing these year-long um check-ins and different trainings with them coming as a team so they can work together. But it's not like the general ed teacher has to go through a specific training before they can go into a co-eing model. >> We like them to have the training on what co-eing is before we we um implement it because it doesn't make sense to them otherwise. So yeah, we want them to go through the training first. Okay. And then um and then my other question, sorry I wrote notes all over the place. um uh on the CAC, right? The parent education

082series. So, thank you for for um for listening to our notes on that. Um so, four, we're going to do four now for the year. It was three last year. Yes. >> Right. And now they're all going to be in the evenings. >> Yes. >> And are we going to do Zoom still? >> Are we gonna have offer Zoom and in person? Um, we were looking at doing in person only because we want people to come, but we we can be open and flexible because that's who we are. We pivot in special ed all the time. So Juliana and I can talk about that if that's a desire that we feel we'll get more parents. Um, I don't know does DACA offer a Zoom they offer a Zoom option. >> DACA doesn't zoom, but the

083a lot of successful EL parent trainings are on Zoom and they have a wide audience. So >> I I because what we talked about at that last or when I was at the last CAC meeting, it was so good like every parent could have gone to that and you know conceivably should have but um but it's so hard to go in the middle of the day at you know 10 in the morning and then for a lot of parents you know even six o'clock at night doesn't work but um but it's good training. We invest a lot of money or I'm assuming we are because they're good training. So, I mean, it seems like we're investing money in the training. >> It's our staff typically that provide the training, so there's no extra cost. >>

084And so, I would like to be able to share them with more parents. So, it would make sense to me that they were also Zoom and recorded so that we could then share them. Um, additionally, you know, send out an email, you know, have a even have a web page with the different, you know, trainings or the um so that parents can go see those when um when they have time because I know this is, you know, these topics are are valuable and lots of parents are very interested, but six o'clock on Wednesday just may never work for somebody. So, you know, I just I feel like we have the resources. there's maybe some dollars in the 74 million to be able to record them and put them up on a website. So, I would

085hope that we could do that. And I'm not afraid of, you know, of push back or criticism of our staff or the training trainings because I know that they're high quality. So, I just don't, you know, I wouldn't want us to not do it because of that. >> So, I hope I hope you do that. And then and we're doing them bilingual, right? >> Yes. where there we there will be um interpretation at the meetings. >> So then we can do a zoom bilingual, right? >> Yes, we could. >> That's great. >> Sorry. And then um and then I think that was the last one. Um I'm sorry I wrote a million notes. Oh yeah, when um Trusty Crane brought up sharing best practices and I realized I should have asked about this before. Um

086but Best Buddies and Sparkle at CDM um like I know it's not at Mesa. So is are we looking at you know sharing you know some of those best practices across the different schools? Um I should have asked this two years ago, three years ago just dawned on me. Thanks Carol. Yeah, I think those are definitely conversations that um are are excellent to have now that we have kind of secondary to secondary conversations because I don't know enough of the details about like how clubs are run, how do they get set up like a best buddies, how does that work? Um you know where that's where it's Dr. Torres expertise or Dr. Shaka's expertise working with us to say, you know, this sparkle group has been really, you know, a fabulous opportunity for kids at

087CDM. Is it something that we could take and try and replicate at Mesa or maybe they want something different or at Estansia and what does that look like? So, we're open to any of those conversations. I think that um we're probably a little late for this year just because I think a lot of clubs have started but I think we are open to having that to figure out how to best find opportunities for our students. >> So it's good. So what I'm hearing is we have the capacity now to really expand what's working and you know the best in some schools move it to you know expand it to the other schools that need it and that kind of with more capacity and additional staff and expertise. So >> yeah, >> now Rob doesn't even

088know what Sparkle is. So he's >> Murphy. Rob. Rob, you need to go check out Sparkle. >> Trusty Murphy. I'm not sure. I'm not sure if it's existing now, but when my I mean >> it's a couple years ago. >> Yeah. But it does I mean it is possible. So I think we can build it is what we're saying. Yeah. >> Yeah. there has to always be, you know, um staff who are willing to kind of lead that club or that work. Um and so we can definitely put it out there and support them if they were like this is how, you know, we would love to do it if we had, >> you know, somebody who's a coach, coach or something. >> Well, and Best Buddies for sure is still at >> Yeah. CM.

089Yeah. So that would also be great. >> Yeah. >> Thank you. >> All right, sir. Trusty Anderson. >> Um, thank you. Just I think expanding upon that, I think it would be awesome too to also share that by sight with our assistant principles. We we have our assistant principles seem to change more than others and I think they could fill in that role also with helping connect with clubs. Um, I just wanted to say thank you to the special ed staff that's here. Thank you for taking this time particularly this first week. I know you're probably so tired and we just thank you so much for getting everything ready. So, thank you for being here. Um, I was wondering the chart that shows the elementary versus secondary is awesome. I love to see that. I

090would love to see also it broken down by zone. I would love to see if for each level. Um, one of the things that I hear from a lot of parents um, in my area in area 7 is they don't know a lot about the special ed process, particularly for secondary. um if they if a student did not have something come up in elementary school or somehow passed through. So I would love um some numbers >> what you're referring to >> is it is it just the the p this one >> the >> okay just the percentages okay >> yeah just I mean by zone would be really helpful I think to see um I think one of my concerns is we we might have some zones that we have more students in there but

091that doesn't necessarily mean that other zones don't have the same students they just haven't been diagnosed at the same levels Um, and parents often don't know. Um, I also love love love the the focus for preschool for least restrictive. I think that's huge and will really benefit for years to come and I think too um you know kindergarten teachers are often ready to take as many kids with any levels and any um experiences. So um I I would love us to continue doing that. I did also want to um the chart that follows that. So the third one that has the disability categories >> um the highest amount um that was 29% it it says specific learning disability but it doesn't say what is encapsulated within that is that like do we what are some

092of the specific learning disabilities that are like highest in that within that >> I don't know that it's broken down that way I think once you're eligible as specific learning disabled that's the eligibility. Now we do have students it may be for um you know auditory processing plus this plus this but when you're the and maybe the multiddisciplinary report explains all the steps to how you got that eligibility or why you're eligible but I don't know how else we can break it up. I'll have to work with my team on that. >> Well one thing I was thinking specifically and then the the second is autism and then third is other health impairments which is 20%. So we have 50% half that are kind of vague that if it if it's a classroom teacher, right,

093that doesn't have that exposure and hasn't done that training or a parent who just gets a letter that says other health impairment, they may not know what that means. They may not know what the next steps are. Um, so I think just the specificity and then training specifically and communicating specifically I think would be helpful for us to know too. you know, if that's if that's if there's a higher amount at one school, then we need to do something, right? So, um I just would like more detailed information and please don't apologize because this we've been wanting this information for a long time. So, we're so glad that you're here and everyone is here. >> Thank you. >> Invite me anytime. >> All right, Trustee Ursulu. >> Yeah, ditto to everyone. Thank you so much

094for for doing this. Um a really naive question. the disability categories by percentage. How do you get in this chart? Is that everyone with an IEP? Yes. Only. Yes. Only IEPs. >> Correct. Okay. So then no 504. This is this is this is not 504. 504 is a general education function. Um this is every student with an IEP in Newport Mesa. And and again this was kind of our disability c it changes all the time, right? So, it just gives you that ballpark of kind of where those eligibilities lie. >> Totally. And that was kind of what I was assuming, but I didn't want to assume because we know what assuming does. Um, okay. So, then my question is, so I don't even know if it's a question for you then, but um, it's something

095that I'm sure a lot of parents out there are also question. So, 11% of kids have ADD. So, ADD is not necessarily reflected in this because a lot of them are on 504s. So any kid floating around with ADD and a 504 and not an IEP isn't factored into kind of like this discussion, right? >> Correct. We do have students who um have ADD or ADHD. It does qualify as other health impairment depending on the level of services and supports and you know 504 is the other hat I wear. Um so from health services we oversee all 504s. So we're happy to look at giving you some data on some >> No, it's not really data that I would want. It was just um thinking about these parent education series, thinking about like I love

096that you all are expanding the training for the Jed ed teachers um but that even though ADD isn't a big factor in this if that if ADD can be incorporated into those trainings for teachers um and especially my my soapbox is about the difference between girls and boys ADD um how that manifests because it's completely different um and I know personally my daughter went the first three years in this system pretty miserable. able um because it was just like no she gets a she's fine she's fine no not not fine so that was a very tricky conversations and to get the assessment to get all that stuff was really difficult in the elementary part and that really leads to the inclusivity and belonging because some of the the these kids they don't feel like they

097belong and they don't and then the teachers really aren't kind of trained well enough to understand that like oh that high performing girl also can have these other things going on that that just don't manifest the way boys ADHD does and it just goes so un under the radar for a very long longer than it needs to for girls I think. Um so if there's a way that these trainings for the teachers but also the parents just general parents like oh the girl at the birthday party having a meltdown at your you know your daughter's birthday party oh there's like an actual reason but the parents are very un unbelonging and uninclusive as well. So trying to find ways to get that into the education tracks. >> We we um we don't want to be

098exclusive in special ed um or we wouldn't practice what we preach, which is, you know, if we so if there's a way for us to expand kind of our parent footprint or our staff footprint, we definitely want to do that. One of the things we're doing with these PLT times that we have um there's there's certain required trainings that people have and then we have added to that is some different optional trainings for folks this year with principles. So if you know when we can definitely um add anything about ADHD to that level of training because that does encompass kids across special ed and gened and it may be that a teacher says I need that or a principal says my third grade team really needs that because they got some kids that you know

099we think they would they would benefit from that. So that's definitely an option for all of us as we look at it. >> Thank you. >> Uh Trusty Crane. Yeah, I I had a question. I'm I'm not a sped um expert, but you know how with English learners, you reclassify, you can reclassify. Is there such a thing in the sped world where >> someone actually outgrows their special need, whatever. Well, we do have kids who are no longer eligible and and so sometimes it's based on um that the interventions we've done, early interventions or support services have met the needs and they no longer meet the eligibility to qualify for that. So, yes, we do have that as we reassess kids um you know, every three years, we are definitely looking if there's continued eligibility.

100>> Okay. So, then they're off of the IEP. they may end up on on a 504 and genad sort of thing. Is that the path or >> Well, we we don't like to try and say that 504 is a after it's like a less than or a different thing from a IEP. We consider them separate processes and separate issues. But we do we do have students who they don't qualify for special ed and we do a 504 assessment, but it isn't a default or a consolation prize if you don't meet the eligibility. So we we look at them both separately because they have different criteria for eligibility. >> Okay. Thank you. >> But you will be an expert yet. >> Okay. Working on it >> and I'll have the final questions. Um well thank you

101for this. It's obviously super informative. I think you've been up here for an hour. So I appreciate your longevity. Um but this has been really informative and thank you for answering our questions. Um I noticed that uh this past year and I think including this year you've rebalanced um our SAI teachers um assignments or case loads and how has that gone? Um I know that there was initially maybe some push back. Um but I was wondering after you know we've done this for a couple months how that's going. Well, um, as we start the school year, we always want to know who actually shows up, what what those case loads look like, what their, um, you know, what their assignments look like. I know we have um in the audience tonight several of our mild

102modtosis, our um dyslexia support team that work with our elementary mildmod teachers, SAI teachers on their case load and work, you know, how to how to incorporate to make sure that kids are getting all the services they need because that was our commitment overall. No student is going to lose any IEP time. Whatever they have, we're going to continue to um implement. So, as teachers are just coming back, kids are coming in. We're looking at all of that right now. We have done some work over the summer where we knew the numbers were going to look a little bit different. And we have augmented staff um at a couple of our sites where we thought maybe we'll be able to reduce half a teach five um not half a teacher, but 0.5 um and the

103numbers just came out higher than what we thought. So, we added that 0.5 back in. So, um I think we're sitting pretty well as we start this school year. Um that's something that Dr. Cash continues to um monitor with site principles and the the mild mattosis, you know, if there's questions like I don't know, we can't figure this piece out, we'll look at it. >> Okay, great. Um and in this piece of about about inclusion, I think um what is there, you know, the kids get used to um general educ general education kids, GE kids, they get used to the type of kids that are at their little elementary school when they're elementary, whatever um you know, type of programs that they have at their elementary school. But as they go off to middle school,

104all these other elementary schools come together and they have different types of students um with just different type of programs all coming together. What are we doing to kind of educate our general ed students on, you know, differences are our strength? And so that when they do go off to, you know, um, middle school that all the differences that maybe that they've grown accustomed to at one school, these students are now meeting kids with other types of disabilities. And, you know, to make sure that all of our kids are inclusive at that point. I don't know that we have. I don't know that that's something that we've really been intentional about. So, we definitely um can see that as a gap and would have to look at how we're going to address that moving forward,

105but it it hasn't been something we've done up to now. >> Okay. Yeah, that that would be great because I could just see, you know, kids going off to middle school and seeing all different types of people regardless of that is, but you know, making sure people realize and and students realize that that, you know, we are so different. no judgments. We all have our special strengths and then being, you know, moving along with that in our education world and world in general. I think that um, you know, it kind of talks about what Trusty Pearson was talking about, which is, you know, how do our kids belong and do this? And if you were at an elementary school that didn't have self-contained programs and you weren't around those kids than when you get to,

106you know, CDM in in seventh grade, you see that in a student who maybe looks a little bit differently or has a little bit different um way of handling their world. It is it is something we have to address. So, I appreciate you bringing that up. We'll make sure we let we look at a way to to be able to be more intentional about that as kids um transition into those different levels. >> Great. Thank you. Well, this has been super informative. Thank you for all the work you've done. We really appreciate it. Thank you. [Applause] All right. So, next up,formational items. Personnel Commission Board of Education's appointee process assistant nib. All right. Good evening, uh, President Wagand, esteemed trustees, superintendent Smith, members of executive cabinet, colleagues, and members of the community. Uh, my name

107is Tracy Nebuses and superintendent of human resources, and I'm joined this evening by Kristen Clark, administrative director, one of the classified. I'm working with the personnel commission. So tonight we would like to provide a brief overview of the personnel commission including its purpose and the statutory process for the board's appointment. This background will help frame the direction available to the board for this upcoming appointment cycle. So the personnel commission is an independent body established under the California education code for merit system districts which we are. Its role is to ensure fair and equitable employment practices for classified employees including recruitment, examinations, and classification. The commission consists of three members called commissioners. One is appointed by the board of education, one appointed by the classified employee union, and a third appointed jointly by those two commissioners.

108The current board appointed commissioner's term is set to expire on December 1st. California Education Code sections outline the board's responsibilities in making an appointment. Specifically, the board must publicly announce its intended appointee at a regular meeting no later than September 30th. After 30 days and within 45 days of the announcement, the board holds a public hearing to allow for community input and to take formal action on the appointment. Currently, the regularly scheduled September and October board meetings would meet those requirements. Tonight, to align with the statutory timelines, the board may give direction to post an online announcement of the vacancy, or the board may give direction to not run an online recruitment and bring forward the incumbent's name for consideration in September. If a if the board prefers to run an online recruitment, a recommended

109recruitment posting window would be approximately August 25th through September 5th in order to comply with the statutory timelines. Now, with respect to reviewing any potential applicants, boards do have a flexibility in how they structure that process. Now, if the board direction tonight is to post an online recruitment and take applicants based on the current schedule of upcoming board meetings and how that aligns with the statutory timelines, the default would be for the board to briefly screen all qualified applicants publicly before announcing its attended appointee at the September meeting. So, with that background, I want to open it up to the board for any questions. That's why I have Miss Clark here with me or discussion on how um you know what direction there is to proceed regarding the upcoming vacancy. >> Trusty Anderson, >> thank

110you. Thank you for sharing this. I feel like this is one of those areas that's a bit of a mystery to us all. Um so I would just love to know in the past it looks like well the only two that I have known have been former trustees. Is that the case with the history since we've had personnel commissioners? Is that standard across other boards? We would just love more information. >> Well, that that's a great question, Trusty Anderson, and I could definitely provide more detailed information, but I'm hearing um that it is been kind of here in Newport Mesa um kind of a standing um situation, but it's not necessarily true across all personnel commissions in all districts. >> Stand. What is Can you Does that mean it's always been a former trustee? Is

111that what you mean? >> For this district, it has been um it has always been a former trustee, but not all merit systems utilize that. We have I know of somebody here who is uh um uh the board appointee and they are a director. So, you don't necessarily have to be um but that's just what you the answer of the question. They have always been a former uh board trustee here. And who like another? So it could be a director. It could be somebody who has just retired. Who else? >> We're just No, >> that's a great question. So maybe talking about some qualifications. >> I'm looking at the website and it's just very unclear also. So just I just love more information. >> Absolutely. I'll have Miss Clark go over the qualifications, but um

112just to be really clear just about that director position, employees are not eligible to be on the personnel commission of the district in which they're employed. doesn't mean they can't be on the personnel commission of a different district. Well, Miss Clark, review the other requirements. >> All right. Well, um, California Ed Code requires that the any of the commissioners have to be a registered voter and a resident within the jurisdiction of the district. They um cannot be a sitting board member and they cannot be an employee of the district. And then they also have to have uh be a known adherent to the principles of the merit merit system. And basically what that means is it's somebody by nature by their prior public or private um service have given evidence for the support of the

113concept of employment continuence in employment in service promotional opportunities and other related matters on the basis of merit and fitness. So those are that's the uh criteria as outlined in ED code. >> Okay. And have other districts what is the process related to I saw that there's like annual reports. Um I it doesn't look like there have been any updates to the website since 2018. So are we as a board with the pro because to me I think one of this one of the gaps is communication just overall with even knowing what this commission does right I think some people know but a lot of people in the community don't um I know for me I was asked and someone went on the website and they were like nothing it doesn't it has a former

114person on here it doesn't have our current person and the annual report is from 2018 so what is a standard standard like communication beyond this that I think we need to update. What is a what is a usual communication kind of process where are there any districts that when there's a a a personal commission meeting sends particularly the board appointee would send like a one paragraph update or here's a link to the meeting we just had. What is what happens in other districts? I'm not sure I could answer that question um about how the other districts have structured that communication. I mean, it's information we could attempt to gather. Um I will say I appreciate the feedback on the website, Trusty Anderson. I think that's something we could definitely look at. Um as far as

115the annual reporting requirements, you want to speak to that? Well, I will just say that we're um considered a public entity as well, so we have to post our meetings and everything has to be posted um kind of similar to um the requirements for the board. I'm not sure how the board appointee communicates with the board about what's happening. I do know that there was a report that she sent in um recently, but I that's really I'm not sure how the board appointee communicates with the board. >> Okay. Yeah. I just I think o overall it could be helpful for more communication. This isn't a criticism of our current at all. I think what I what I I was hoping to get more information about just like what personnel commissions do in similar districts to

116ours and it's not all that clear to me particularly just from looking at our website. So what would be a next step process to making it more clear? next step process would make it more clear. Um we could definitely work internally because remember it is a separate um independent body but we definitely um want to ensure that like say websites are updated. I mean those things we do have some jurisdiction control over. So I could definitely work with Miss Clark um and the commission and ensure that their website has like the most updated information that's available so that people can find current contact information, names. I think those things are the most important when it comes to the board's appointee. Um part of the I think the beauty sometimes of education code putting the the

117terms every three years is that you do get that opportunity right to explore who that appointee is and within that process there could absolutely be communication about what some of those basic expectations are or or wants from the board. >> Okay. Yeah. I I just I think it's one of it's an opportunity for us to improve communication I think with the community overall. I think if if um some of us don't know and a parent who's very involved doesn't know, we like that there's a communication gap on our side that I think we need to work on. So, um I think the the person who reached out to me also, you know, works in another district, um and had some suggestions and ideas and so um I just I want to make sure that we

118are providing as much clarity like they were like there's an application every single time that it comes up for their district and we don't have that and I didn't know if that was standard, if that was normal. No idea. So, um thank you for clarifying a bit of that. >> Absolutely. And um if there's suggestions or absolutely forward them to us, we're really happy to take a look and I can work with Miss Clark um to review if any of those things would be pertinent to our commission. So please do. Um and one of the reasons being here tonight is to have that discussion because it is the board's appointee, right? It is your process. It you own it. And so um that's why we wanted to bring forward the information that we are in

119that um you are at that point where you're going to have to make an attended appointee decision. All right. in September. And so, um, coming in to the district, I want to ensure that we're getting that direction. Would you like support, um, in running an online application of recruitment, um, or not? You know, that's really on that's your decision. And, you know, the the school boards do have the discretion to kind of give direction either way. >> Well, I think one of my concerns, too, is the former person that was running it. I like I don't know if we ever asked him like, "Do you want it?" Like there there was no kind of a communication process. And so that's the thing too is I think if particularly if it's somebody who's already been on

120our board and has already served for quite some time, do they want to keep doing this? What is the process for asking, you know, and that I think would inform if we put out an application? Well, just as it relates to um how you know is that when an appointees uh term is coming up, so if it's the board appointee, I always provide a communication to the uh assistant superintendent outlining uh the process and explaining that um the person is still interested in uh continuing in this role if the board wanted to. Um and when the last person prior to um Commissioner Matoya uh he let us know he wasn't interested. He wasn't going to run. He didn't want to be appointed anymore. And so that's how you ended up with a process that you

121whatever you utilize to um put her name forward. But we do communicate and then I do that same communication with the union for their representative. >> Okay. Yeah. I just Thank you. I It's just something I think for me it's really interesting. I as I have a lot of people asking questions about our job postings. So I there's a lot of pieces to it that I think you know the role the rules on here haven't been updated since 2014. So I I there's just a lot of questions that I personally have. So thank you for starting that conversation. >> Trusty Crane. >> Yeah. Um thank you for being here and explaining the process. Um I I do remember uh appointee Metuay coming to a couple of meetings and making reports on the personnel commission. I

122also recall a recent report via email to the board about maybe two months ago that was a report. So thank you for you know giving us reports throughout the year. Um, so are we trying to understand whether we need to call a special session of the board so we can meet the deadline for September? >> That's a really great question. Um, Trusty Crane, no. Um, we believe in looking with legal counsel that our regularly scheduled September and October board meetings will meet those required timelines. I think today being an information only item, it's really just direction on whether we want to post an online application recruitment and if so looking at the recommended timeline because it is definitely a quickly approaching um statutory date that we have in front of us. That's really the only

123direction necessarily being looked at today. >> So let's say we we do fly the position online. We will still need to would we need to then meet in a special session or we can tack it on to a September or October meeting in order to interview panelists and candidates? >> Great question. Um with the struct with the timelines the way they are, you absolutely can screen those applicants publicly at the September board meeting and deliberate publicly before um choosing your or announcing your intended appointee, which is what Ed code requires. leading up to that. That's where there's a lot of flexibility for the board. Um that would be probably the default option in this situation. Um boards do have discretion. So um with you know you can um for example you know appoint an ad

124hoc committee of the board um with less than a quorum to screen applicants and do all those things but that would require board action. With our timelines the way they are that's a little tough, right? And so I think if we if the choice of the board um the direction was to post an online recruitment, I think the default process using the scheduled meetings we have would be then to screen those applicants publicly whether that's and we could talk about all those different options. It looks different in different districts, right? It could be they get a minute to share a little bit about their background, right? They get two like depending on what those pools look like, but we could look at how that would be structured. >> So do we need to kind of

125read the board on this or tonight or Again, there there is no action tonight. So, there's no polling of the board. >> There hoping to explain the default because of the timeline is to post it. >> Um and once it's posted, then we'll bring those to you. If the board wanted to have a special meeting code, but we don't need to. >> Okay. >> Um I I would want to check with legal counsel on the idea of a subcommittee screening because everything I've heard is that it needs to be done in public. Mhm. >> Subcommittee could verify that they meet the qualifications of the job and not screen them, but that's something we could talk about. But tonight, it's just to describe the process to hear the thoughts. I think um some of Trusty Anderson's

126thoughts about how our board decides to interface with their um representative. That's fully, as I heard them say and as I understand too, within the power of the board. And those could be questions that are asked when those folks come forward at that meeting. Um, and then some kind of cadence could be articulated by the board. They'd like regular updates. Um, you know, again, they can read the minutes like everybody else can read the minutes because they're posted, but they could also ask their folks to come and and present and do all of that. Um, you know, clearly it's it's an interesting situation because a personnel commission is its own entity. Correct. Um, and I think they've heard some of the thoughts about websites and things like that outside of our control, but you know,

127there's some ideas for you to to consider as as folks have shared. >> Okay. >> So, thank you so much. Yes, I appreciate that. >> Okay, moving on to consent calendar. >> Do I have a motion to approve the consent calendar? >> So, moved. >> Second. Approved by trust uh moved by trustee Orsulu. Um seconded by trustee Crane. Rollo. >> Trusty Wagan. >> Yes. Trusty Soilu. >> Yes. >> Trusty Murphy. >> Yes. >> Trusty Pearson. >> Yes. >> Trusty Anderson. >> Yes. And I have a question. >> Trusty Mroy? >> Yes. >> Trusty Crane? >> Yes. >> Motion carries 70. What's your question? >> Um my question is on item A. Uh, sorry. 18B26. >> 18B, >> the Car Solace medical item. >> I just wanted to ask specifically at this point as we're adding

128this amendment for um more specific data specifically around the medical itemization section and the data that we got last time was not very clear and concise. Um, and I just I saw that this is only for one year, which I think is good. I'm a little concerned about us paying 7% for total reimbursement amounts. So, yes, just raising a red flag and I would like a lot more data and information ahead of this contract coming forward next year, please, since this is the first time we're doing it. >> Uh, yes, thank you for that. and um I've already expressed that um interest um to the director of this program through Caras Solace and um I'll have more followup for you. >> Thank you so much. >> Just since it got brought up and the public

129are listening um and something we we shared in write-ups for the board, um all of the folks who are qualified to do this work charge districts a portion of that money um and all of the quotes were for the same 7%. So, um I I agree it'd be nice they just do it for free. Um but all the folks that had put in to do this work charge that 7%. This one actually um didn't charge anything more. Um which was nice just to keep that in front of people. >> Thank you for that clarification. Okay. Uh moving on to discussion action calendar 19A. >> Approve certificated credential waiver for certificated employee assistant superintendent. Yes. >> Good evening, President Wagan, distinguished trustees, super denith, colleagues and community. This evening, I'm bringing forward action to um for

130action to request for certificate credential waivers. Um the board of education is required to approve requests for certificate or credential waiverss before they are submitted to the commission on teacher credentiing. These waivers allow the district to meet specific staffing needs while employees complete or pursue the necessary coursework for credentiing requirements. The first request is for an employee who serves as a CTE teacher who is currently enrolled in coursework to obtain the certification authorization to provide services to limited English proficient students as required by state board of ed and the commission on teacher credentiing. Approve approval of this waiver will allow the teacher to continue providing instruction while completing the required credentiing process. So it's recommended the board approve the request for their certificate credential waiver as presented. >> All right. Do I have a motion?

131So moved. I second. >> Moved by Trusty Crane, seconded by Trusty Pearson. Roll call vote. >> Trusty Wagan. >> Yes. >> Trust. >> Yes. >> Trusty Murphy. >> Yes. >> Trusty Pearson, >> yes. >> Trusty Anderson, >> yes. >> Trusty Mroy, >> yes. >> Trusty Crane, >> yes. >> Motion carries 70. Okay. 19B. Approve credential waiver for a certificated employee. >> Thank you. Uh the second request is for an employee who is assigned to teach secondary driver's education. Um, currently there is not a teacher preparation program available for this course, but the employee has agreed to seek enrollment in an appropriate program if one becomes available as required by the state board of education in the commission on teacher credential. So, it's recommended the board of education approve the request for the credential waiver as

132presented. >> All right. Do we have a motion? >> So, moved. Second. Seconded by Oh, moved by Trusty Anderson. Seconded by Trusty Crane. Roll call vote. Trusty Wagan, >> yes. >> Trusty Soil, >> yes. >> Trusty Murphy, >> yes. >> Trusty Pearson, >> yes. >> Trusty Anderson, >> yes. >> Trusty Morick, >> yes. >> Trusty Crane, >> yes. >> All right, motion carries 70. >> Thank you so much. Okay, now we're moving on to informal reports. Superintendent Smith. >> Yeah, I want to focus on just uh where we are. Uh we started school this week in case folks didn't know. um 17,000 almost 700 students um welcome them back and um all the staff as well who are ours um all of them right and there are a lot of things that happened for that

133to be so successful one is the professional development I want to thank everybody in the room that helped with that I got feedback from teachers and other folks that the PD that we did to launch this school year um was meaningful around inclusion and belonging and the stuff they did at their site heights. Um, and of course we need to do more with classified, but for those things that we did do this year, they seem to be really, really meaningful. So to all the folks in the room that help get our folks ready to start this week, thank you for that. The sites um look great. Uh there was $90 million worth of work done on our school sites to make sure that they were safe learning environments appropriate for our students and our professional

134staff. um from roofs like you heard to doors with locks to cameras to NPRs with fans. And while we still have some work to do there, we'll have NPRs where folks can actually hear the presentations. Won't that be marvelous for those of us who have been in rooms where we're like, they look cute, but I'm not really sure how they sound. Um now they will look cute and we'll hear them uh and it will be more bearable in those uh in those warm days. uh and they will look good. But but more than that, the the grass and where we where we didn't or weren't able to bring it back with overwatering, we looked at hydra seeding and saw it uh because we couldn't wait for there to be green grass for our students. Um

135and so the team really worked hard. We apologize for the orange barriers called snow barriers. snow around, but if you've been to a ski resort and you've seen a race, you know why they're called snow barriers. Please don't run into them. Um, >> like they're intended, but it's there because this board is committed to making sure that the grass is green again. And when it couldn't, um, we did more. Uh, and we're going to protect that investment for a little while, then let students play. The playgrounds, I have to thank our board again. I mean, they made these investments in safety, security, and appropriate work environments and learning environments, but they also prioritize prioritize shade years ago. Um, and we have planted trees. Um, but we've also put shade structures over these amazing playgrounds. They

136are amazing and they're shaded and that's because of their advocacy for needing that in this beautiful place um that we live. Um, so for all the the the staff that work diligently, I talked to Lance and he's just one of many that didn't sleep at all last year because they worked all night Sunday night getting ready for school. Lance slept Sunday night. >> Wow. >> Yeah. [Applause] >> And and others, right? Awesome was pulling wires last year at all hours of the night and a and the list goes on. And John delivering things and picking things up. When there was trash, they went and they picked it up. when there were materials they didn't need. Sunday they were picking them up. Um so that when kids got there there wasn't junk, right? There were school

137sites with new playgrounds and patched roofs and new paint in many instances and grass protected by snow barriers. All of it to say thank you so much everybody for all the work you did. We started successfully and now we have about 178 more days to go of of great success. Uh, but nothing like a great start. And so to everybody that helped and for the board prioritizing those investments, thank you very much. >> All right. Thank you so much. It's been a great uh first few days. I'm going to start with Trusty Ursulo. >> Yes. Ditto to every everyone for working so hard for a first uh great first week of school. Um it's off to a good start and I'm excited for the um the Estansia's own um performing arts center. The ribbon cutting

138coming up is September 9th. Um, so hope to see you all there. Um, same ditto. Um, and yes, again, Sarah, so very excited to see um, what happens with special ed this year. Uh, I think that's going to be great. So again, thanks to everyone who's going to I know put so much hard work into this. Um, and you know, my neighbor Aim, I know, um, hopefully he's sleeping somewhere. I don't see him back there, but um, I know him and Lance and the team work very, very, very hard. So um so thank you. We we can't tell you enough how much we appreciate it and appreciate how um all the all the response from everyone about schools has been very positive. Um no no not one complaint not one. So that has been lovely.

139Uh so I will see hopefully all of you at Costa Mesa's first home game this Friday at 7 o'clock. Um, I think I've mentioned before, Friday nights in Costa Mesa at uh, Mesa is amazing. There is no parking. I suggest you walk. Um, but if there's lots of things to do, so come down to the game. Um, and yeah. Um, yeah, that's it. >> Trusty Pearson to everything everyone said. Um, welcome back to our students, um, our kids, our our parents. Um, not only was facilities just such an amazing job, um, but our leadership, I can't tell you how wonderful, um, and how proactive they have been. It's so nice to walk onto a campus before school starts and meet happy teachers, happy principles, happy parents because our leadership did a pro we were proactively

140I mean, we added more classrooms. Our our class sizes are low. Um, I can't thank you enough. Everyone is so happy. Again, smiles all over. Um, a big thank you again for our Anderson and how amazing that campus is. It's now safe. Our classrooms are quiet. Um, our kids are going to th are going to thrive. So, thank you. >> Um, yes, it was exciting this year to have um proactive and positive comments around Enen and the entering and exiting, which was good to hear. Um, I feel like that's been a few >> Yeah. No, this is the first year I heard positive things. I feel like we've nailed it finally and I'm just so thankful. Um, and I also wanted to thank Shelley. I don't know if she's here, but um, thank you to

141our transportation department for the extra attention around buses and the process for um, signing up for buses this year, making it slightly easier. Um, and I just really appreciate the attention to detail and it sounds like our buses have been extra full this year for the first time. And so, thank you for that work. Um, and I just wanted to also thank the community at large for all the work this summer. We've had so many people from different nonprofits and churches and organizations caring for some of our families who are impacted by immigration in our city. And so, I just thank you for all the people that helped deliver food boxes and provide support and resources um, including our own staff. I just wanted to thank um people who are school facilitators and our counselors

142who are calling parents and making sure they felt safe. Um and really the fact that we have a 98% attendance rate on day one is amazing and thanks to our staff. Um and so I just wanted to thank each of you again for that. That's huge. We know that children are best on our campus in our classrooms. So thank you. And um yes, and I got to go with a few others to do the Estansia Theater um walkth through which was lovely to see at the almost, you know, 11th hour of the process. So I'm looking forward to that ribbon cutting as well. But yeah, I just wanted to thank our staff um particularly for the amount of attention and care um for our students and families. Thank you. >> Yeah, Trusty Maroy. Um, over

143the past month, I've continued to settle into this role in our community. Um, I had the pleasure of meeting Principal Payne at Enson, and what a delight she was. We toured the campus and marveled at the impressive upgrades of the school. The new bleachers are truly remarkable. Um, I'm excited to attend upcoming CB events. We also visited the music and choir room and admired the upgraded outdoor tables in the common area. I also met Dr. Glenbachi, the new principal at Newport L, who was equally fantastic. During our tour, we we explored the new library and admired the beautiful enhancements to the classic NPR lunchroom. Newport Elementary is truly one of a kind and never fails to bring a smile to my face. The students at both schools are in excellent hands. Another highlight was attending

144the East Bluff Community Theater production of Oklahoma. The young performers were outstanding and the director and the behind thescenes crew deserve high praise for their incredible work. I also attended the back to school kickoff expo where the energy was infectious. Over 237 students attended, each receiving donated shoes, backpack, skateboards, soccer balls, and more. Seeing so many kids was heartwarming with smiles on their face. And the haircut station was particularly inspiring. I mean there was a line what 200 300 long kudos to the team and the volunteers who made this um event a resounding success. I also got to tour the Estansia new theater. It was incredible. Beyond visiting schools, I had the opportunity to sit down with two board members I had previously not known well. I appreciate their initiative in reaching out. Our open

145dialogue was productive and while we may not agree on everything, I am committed to listening and collaborating for the benefit of our students. >> Great, >> Trusty Crane. All right. Well, this I I believe this past summer was pretty historic. I I arguably I don't think we've ever spent this much money in such a short amount of time. $90 million in facilities uh in m maintenance and operations um investment. And I personally was one that was very anxious about it. And I'm just thrilled and so proud of our team from superintendent all the way to the cross to uh every single person including the leaders of M and um facilities, IT, everyone that was involved in this process that made it happen. Um, so I'm just incredibly proud of our team and I know that

146um there was burning, you know, midnight oil to to many of you. So I very much appreciate and it shows the love that you the love and the care for making that first day of school a special day for our kids. So thank you so much um certificate classified M facilities everyone. Thank you all. Um we we attended the welcome back lunchon at uh CDM was hosting this year where the whole yeah district is invited to come and get TK burgers and it's my most favorite time is just hanging out with the M team because they you know they all have different color shirts and so I've got it all down as far as like the you know um blue is this green is is um you know uh grounds for example and My favorite

147my favorite meetup was with the our our guy who's in charge of pest control. No one ever thinks of pest control. Well, we've got like, you know, 33 sites that need controlling of pests. So, that was a even a bigger highlight for me. It's just everyone matters. Everyone counts and it's all because of that our kids. So, thank you Newport Mesa and here's the a great launch the 24 256. Thank you. >> Great. Thanks everyone. Um yeah, it's been a great um first few days. I mean, there's been so much hard work. I wanted to thank um HR for all the hiring that you've done over the summer to make sure that we had teachers for all of our classes, but not only that, but um all of our new principles at our sites. That

148is no small feat to find such great talent. Um and it's no um it's no secret that people want to work at our district because we've got such great people to work with. And so, thank you so much for for welcoming them with open arms. Um, and um, you know, it's it I have to tell you that this year, you know, there might have been a couple comments or questions that I've gotten from parents, but then before I could even resolve them, they would say, "Oh, don't worry. The principal already called me." So, I was thought I was like, "Wow, that's that's impressive. One one less to do." So, I just want to say, you know, I'm I'm very excited for the school year, very excited for um the uh all of our new admins.

149Um and then going forward, we're going to um put in some strategic planning on a portrait of a graduate, which we've been talking about, and really trying to elevate who our students are and how and what what they come out knowing and what we're preparing them um how we are preparing them for the future. So, with that, uh, we will end at 8:02, um, p.m. All right. 8:03. Here we go.