001That's me. three minutes for this. So, are you dialed in with that? So, >> okay. >> I rehearsed two or three minutes. [laughter] >> I'm actually going to read. I normally wouldn't do that, but just make sure I get my thoughts up. >> That's fine. That's fine. >> Best presentation style. >> No problem. >> So, well, thank you guys for your time, by the way. I appreciate being here. Uh, my name is Brandon Davis, as you said. Um, my son, Brenley, is a fourth grader at Elmadale Elementary. A little background on us and our family. Brenley came into our care in 2017 after being abandoned in a career by my brother and sister-in-law. He was deaf and in extremely poor health. After more than 50 trips to UCLA, he regained his hearing, overcame all medical
002issues, and recently made the honor role. The reason I'm here tonight is that our family has experienced serious procedural and legal issues with how the Rosedale School District has handles Brenley's IEP. Brenley's IEP specifies curbto curb transportation since we live outside the Almondale attendance area. However, we later learned only after the pro However, we later learned only after problems began that the district interprets curb to curb to mean that an adult must be physically present at drop off. That interpretation was never disclosed to us when we agreed to the IEP and it is not written anywhere in the IEP itself, which I have here highlighted for your reference if you would like. Both my wife and I work full-time and I work out of town every single day. On October 20th, the district refused to
003drop Brenley off at home and returned him to the school instead. After that, both my wife and I began receiving threatening phone calls accusing us of child abandonment. On October 22nd, we were threatened with a CPS report by Jen Pafford. On October 23rd, a police officer called and told us we could be arrested. We immediately requested an IEP meeting, which was held on October 24th. At that meeting, we explained everything in detail and we're told that district policy requires a parent to be present at dropoff and that there is nothing the district can do. This is in spite of the fact that we explained to him that our our son is home alone regularly. As a result, we were forced to keep Britley home for 4 days and were left with two impossible choices. Risk
004arrest or deny our child an education. We got an attorney involved and our attorney advised us to send him back to school. So, Brenley now rides the bus home and then immediately back to school every day. There is no reasonable argument that this arrangement serves his educational or emotional well-being. We have contacted the district multiple times by email and phone requesting a copy of a transportation policy that has never been provided. Just last week, this is the one that really upset me. We pick him up at school every day. We pick him up around 4 because that's when our schedules allow. We show up to school at 3:48. The school closed early, which we did not know. There was three police officers there surrounding our son, threatening to take him to Jameson Center if he
005hadn't arrived whenever we did. Our attorney has confirmed that the district actions constitute both procedural and substantive violations of the Individuals Disabilities Education Act and amount to a denial of Brenley's right to a free and public education. We are Brenley's parents and we have the right to determine if it is appropriate for him to be home alone, not the school. I am asking this board for two things. One, to confirm the existence of a transportation policy requiring a parent to be present. and two for a recommendation for a solution that meets Brenley's needs for an education and his parents' necessity to work to provide for him. Thank you for your time. >> Thank you. >> I've got some questions for you. Do you want to let the other one go first? His wife. >> Oh,
006is it same same situation? >> He's got a better way of speaking than me. It's probably best. >> That's [snorts] sure. Sure. I thought you spoke rather well. >> I was Absolutely. [laughter] >> Sure. >> All right. Well, um, so I we wanted to since we had the three minutes, we're going to split it from here. Um, I wanted to add to what Brandon's message. So, he did a good job going over factually, but what I wanted to really test was the fact that we're just two good parents that want to balance having an education, um, having a career with a school-aged child. This policy that the the school district is stating is preventing us from being able to do that. Um, so I also want to press the issue of how unhelpful special education
007in the district has been in this process. I personally reach out to them every day and I personally have tried to I talk to them all the time and we've gotten to a point where only the front office person talks to us and she's a um at the school. The rest of the people the um the district the director of special education Tina Alagot she never responds to us. We have another contact over there Christina Miranda does not respond to us. And so the first communication we've received after many, many attempts was today where we got a letter from an attorney that states that we had an IEP where this was discussed, but that is factually inaccurate. We did not have we had an IEP, but at the IEP it was not discussed if he
008could um it was only discussed if he could have the general education bus or the curb to curb. So we we can't have a general education bus because we don't live in the district. He can't he would have to walk so far to our house. So he has to have curb to curb. It was not discussed if he could be left at the home for honestly minutes until our until our daughter gets home. And so that was not discussed at the IEP and the IEP meeting was cut short because we kept on asking this like we wanted we're not asking for general education. We're asking for the bus to simply drop him off. And so that's what we come here today just to we've had a lot of issues with communication. We want to press
009the issue of we're looking we're here to ask you guys for your help and how do we get this resolved? Thank you. So, we we do have a complaint procedure at at the district. So, number one, I want to encourage you tomorrow, take care of that part and and you know, write out your complaint with regard to uh all your concerns and I promise you somebody will handle that. You It sounds like you're very frustrated having gotten some phone calls back and we want to make sure that that is remedied. So we will for sure number one ask you to make that complaint and then I promise you somebody will take care of business on this end to work on the remedy for that. >> Have you ever had conversations with Mrs. Biano? >> Okay.
010Okay. No, the complaint that I'm talking about is within our district. It's not going to be six weeks. >> And all we're asking for is a common sense solution here. The current situation is madness. It benefits nobody. >> Great. Okay. Thank you for coming front and speaking to us. >> I had a question, Gary, if it's appropriate right now. is is it >> well we really don't usually have questions back and forth but you know I'll yield to >> Thank you. Um [clears throat] I I'm sorry I'm not following what the issue is. >> So our student gets curb to curb transportation provided by the school. >> Um we curb to curb means curb to curb right like you get dropped off at the curb. The school district has stated that curb to curb means
011our parent must be present. We work. We cannot be home to receive our child. So every single day he gets brought back to school and then the threats can sue with CPS and the cops and the Jameson Center. >> Oh, >> I apologize if I wasn't clear whenever I said that. >> I'm You did say that. Sorry. Sorry. So you're saying that the school is saying when you drop him off at home because there's not a parent there, they then take him back to school. >> Correct. >> Got it. And how what is the time he gets dropped off at home? >> 3:00. >> Okay. And then when does a parent get home? >> Typically around 4. >> But you have another daughter there. Okay. Thank Thank you. >> Okay. Thank you very much. And
012again, you can see Mrs. Biano's name on the on the front right here. So, All right. 3.1 spelling B presentation by John Estabbon. And is it Rehea? >> Ria Longi. Okay. >> Chalusian. Is that right? >> Okay. [laughter] Can't get either one or if I'm right. >> Spell it. >> Come on forward you two. Before I let you speak, you have to make one promise. Can you make one promise? You won't make us spell any words. [laughter] >> Are you going to make us spell? [laughter] >> Okay, we'll do our best, but no laughing at us because we're old and sensitive. I mean, you've been here since 1890, so of course you're old. >> I know. >> Anderson, that would be five push-ups, right? At youth group. Yeah. Mhm. Okay. >> Yeah. Um, this one
013has a homonym or could be confused with another word. Conscience. Um, it's a noun. Sense of right or wrong within the individual. Am I supposed to spell it now? >> Yeah. >> Conscience. Conscious. >> Conscience. >> Oh, your conscience. C O N S C I E N C E. >> Yeah, that's right. >> Yeah, I know. [laughter] >> When you're a policeman, you talk about guilty consciences all the time. >> Yeah. [laughter] >> You only get one though. [laughter] Um the next word is oh this word has a homonym or could be confused with another word asphalt. Um a composition of ground rock and bitamin lime and gravel or even of colar lime and sand used for forming pavements and as a waterproof cement. Asphalt. >> Asphalt is a s p a l t. >>
014That's correct. >> Lucky. >> Yeah, you better. [laughter] I'll take >> sewing or gift. >> [laughter] >> This word has a homonym or could be confused with another word. Equestrian. It's an adjective of, relating to, or featuring. Where's my writing? >> I'd like to write. Can I write it down first or I have >> Do they get to write it down? >> Can I write it? >> You can write it down. >> Okay. E Q U E S T R I A N. >> Yeah, that's right. >> Thank you. >> Um, prestigious. >> Okay. P R E S T I G I O U S. [laughter] >> Sounds like we all did fine. Thank you. Move along to the next part. >> Are we done? >> Yes. >> [laughter] >> Go. One more round. >>
015Okay, one more round. >> Okay. Spell Frankenstein. >> Oh, I didn't hear that. >> Frankenstein. Frankenstein. >> Yeah. Give me a definition of >> Um, it's a noun. A work or agency that proves troublesomely uncontrollable, especially to its creator. especially one that ultimately destroys or ruins its creator. >> F R A R A N K I N >> You forgot the E N. >> Okay. >> Did he forget the EN? >> Spell correctly spell it. >> S T E I N. >> That's what I said. Wait, that's what you said? >> You didn't include the [laughter] >> Sorry. >> Psyche. P S Y C H E. >> Hey. Hey. >> Way to go. That was a little tricky there. Silent P. This word has a homonym or could be confused with another word, deline. It's
016an adjective relating to any of various small marine tothed whales that have the snout more or less elongated into a beak in the neck vertebrae partially fused. Delphine >> deline d e l p h i. >> No no that's not right. Great. >> I think there's [laughter] >> I think you need an N on the end. >> Spell it. >> It's spelled D E L P H I N E. >> It's all about the E. [clears throat] >> Darn it. >> Um, this word has a homonym or could be confused with another word. Differential showing or express expressing cordious or integr in inraing regard for another's wishes. Differential. >> F R E N T I A L. >> Well done. Well done. >> Hey, we're cutting you off right there. [laughter] >> Winners. And Ria
017was our runner up. >> Come back up so we can ask you some questions. >> Yeah. Like how to spell some hard words. [laughter] practice like and by practice I mean just staring at the paper for like three and a half hours until it's time for dinner. But at least I gathered the information. That's what Yes. Yeah. Well, I used to start at like fifth grade and um that's where I like went to the district and I only got like what sixth or seventh place. And then I went to regionals after I took an online test, but then I only got sixth place there. And I then like came to like the sixth grade one and here we are today. Yeah. >> About you, >> Ria. When did you start knowing I'm a speller? I'm
018good at this. >> The first time I did the spelling be was in fourth grade. >> In fourth grade. And were you a reader before that as well? >> And you love to read, too, I'm sure. What was your final word in the uh spelling bee? Do you recall >> the this spelling? >> Yeah, the one. Not tonight. I mean, >> we're trying to forget tonight. [laughter] >> I don't remember what it was. It started with a T. I don't remember what it was. >> Okay. Any other questions? >> No. >> All right. Um, I would like you to give one spelling word to our other president. >> Oh my gosh. >> So, pick one on there, Anderson. You know I love you, right? >> Miss your >> Oh, French. >> Uh, yeah. >> Can
019I have it used in a sentence? Opening a French class. Ms. Robert frequented the same bakery every day on his walk to work to have his favorite chocolate croissant. Msure. >> Can I have the definition? >> Used as the title of courtesy prefixed to the name of a French man. >> More. >> Msure. >> Msour. M O. >> Yeah. >> S. >> Uh-uh. >> No. [laughter] wrong already. >> Nuh-uh. >> Sorry. >> You like giving the test better than taking it, I think. [laughter] >> All right, you guys. Thank you so much. >> Uh, you're welcome. >> I didn't know that one either. >> Anderson, >> you are up. And I'm sure you brought some people to uh cheer you on. So if you'd like to introduce them, you can have them stand up. You
020can have them do a piouette if you could spell it. Um whatever you would like. You have the floor and then you can begin. Wait, use your microphone so that everybody in the visiting audience can. >> You're in student council. Can you stand up? All right. [applause] >> Family, teachers. >> Yeah. So, my mom and my dad went or came and then Miss Beckett who runs student council and then Mr. Turner and Miss Watkins are our vice principal and principal. >> Great. Okay, you are up. >> You want me to go? >> Do you want me to go up there? Uh, you know, you have your own mic, so you don't have to if you want to. >> The floor is yours, man. [laughter] >> Rosedale Middle Bulldogs 2526. Hello, my name is Anderson Riley
021and I'm the student body president here at Rosedale Middle School. I am excited to show you guys what RMS activities and what student council has been able to put together this year. Our mission, the mission here at RMS is to educate all students so that they may become prepared for college and their career up ahead. Toward the end toward this end, the school community is committed to providing a child centered learning environment with high expectations for student achievements and parent involvement through common goals. Bulldog Bulldogs bark. The B in Bulldogs is to be safe. The A is to be accountable. The R is to be respectful. And the K is to be kind. What's happening at RMS clubs on campus? Campus life is a club where students can have fun and play games. But it's
022not just all about those things. It's also about being a part of a positive and friendly community. Tabletop Narrative is a club where kids can share their love for playing role- playinging games together. Homework Club. Students who need help with homework, especially in math, can go to Miss Alamman's classroom after school for extra support. Electives. We have a lot of electives here at RMS. They are yearbook, Spanish 1 and two, life skills, farm to table, project leadway, medical detectives, robotics, career exploration, study hall, strong body, band, cross age, art, advanced art, drum line, and sign language. Sports. The seventh and eighth grade volleyball teams had an amazing season. It's a bummer that the season's over, but we definitely went out strong. The drum line has been putting in a ton of practice, and we're ready
023to see them perform in their first competition. Basketball triyouts for seventh and eighth grade girls and boys started today. We're excited to see what our players can do this season. Bulldog Day. Bulldog Day is a favorite for teachers, students, and families alike. Parents get to step into the classroom and experience a day in the classroom and experience a day in their ch child's shoes. Joining lessons, activities, and all the excitement of school. It's a special day full of smiles, laughter, and memorable moments forever. Apex color. Apex helped our PTC raised funds for our campus, and students went all out this year. Those who raised money got to partake in a colorful high energy color run at the end of the week complete with bursts of rainbow powder and even our administration joined in on the
024fun. Red ribbon week. Red ribbon week was all about celebrating our commitment to being drug-free while having a blast. Students got creative with fun dressup days such as posing as dad barbecue dads or soccer moms. showing that drugs don't do dull out our emotions with inside out day. Wearing red to proudly honor the week, dressing like bikers or surfers, and ending the week off strong with our spooky Halloween costumes rallies. We had such an awesome time kicking off the school year with our back to school rally and c or yeah, celebrating red ribbon week with our red ribbon rally. Both rallies were full of energy, school spirit, fun games, and exciting cheer team performances. Dances. Dances are a fun way for students to connect and spend time with friends. While we traditionally host a Halloween
025dance, Valentine's dance, 8th grade graduation dance, we're excited to add a Christmas dance to this year's agenda. October, focus on time, on task. October was all about being on time and on task, and students absolutely crushed it. They earned tickets for their focus and punctuality. And when the school hit its goal, everyone celebrated with a lively fall festival day. The day was packed with trick-or-treating, a costume contest, and fun-filled games where the students went headto-head with their teachers. My favorites, being in farm to table is very enjoyable because we work on the garden and cook and bake with what we grew. Building my Mars rover and project lead the way robotics has been a really fun experience and I've learned a lot about engineering along the way. Playing slaughter ball, RMS's version of dodgeball in
026PE is a good way to get exercise. Thank you. Does anyone have any questions? >> Of course we do. So, the acronym Bark, I'll just comment about you personally. You do that well at your youth group where you go to junior high because I get to work with him on Wednesdays and Sundays. And so I see that consistency in your life and that's a good thing. Not just to play something somewhere but to be it all the time. So I'm really proud of you for that. And I I take it was farm to table on elective. >> Is that your favorite elective? >> Yeah. >> Do you have like a second favorite one? >> Uh project lead the way robotics. >> Okay, good. Well done. Thank you. Anybody else? >> Yes. So from when you
027were doing your farm tot activity, so what did you grow and what did you make from that? >> So we made squash. So we made >> Wait, you made squash >> or [laughter] sorry, we >> squash and then we made chocolate squash muffins. >> Oh my goodness. Wow. >> They're really good. >> Wow, that's awesome. And you can grow squash at home, too, right? So you'll be able to make that dish quite often. Awesome. >> We also have do a salad lab which we use our own lettuce most of the time. And we're making pomegranate jelly which we'll sell at the Christmas bazaar which hopefully you guys buy something. It's pretty >> I'll put in an order for some right now. Okay. You have to save one for me. Also, I have to tell you,
028you're so spirited, which is just so awesome, that even homework club sounded like a great club to [laughter] join. I love it. It's great. You did a great job. Thank you. Thank you. >> All right, Anderson, thank you for being here. I appreciate it. I'll see you at youth group tonight. >> Thank you, Gary. It's fun to watch you try to smell or spell. [laughter] >> You do that on purpose. Okay. Well, Mr. Turner is going to give us his report and then after that you can leave because you might want to correct him on anything that he forgets. >> Thank you. Well, good evening. Thank you for having me here tonight to talk a little bit about what's been going on at Rosedale Middle the past few months. Um you've already heard from Anderson
029and we've had a great start to the school year and I'm excited to highlight our school um and specifically our staff for you tonight. Uh our district's theme this year is teamwork and engagement. Um as we know and in a middle school setting in particular, we have to lean on each other uh constantly to do what's best for students. So, I thought for tonight, for my presentation, I'd do something a little bit different. Um, I want to focus on our people and highlight how our team approach uh keeps our campus running smoothly. And the group I've chosen to highlight is our classified staff who are often behind the scenes. Um, they don't ask for the spotlight, but they absolutely deserve it and we couldn't run our campus without them. So, um, I'd like to take
030my time to talk a little bit about them and highlight them. Uh for our goals this year, we have lots um and last year I talked to you about hands-on learning and our approach there and how teachers um work every day to give students something to do and to and to experience which is something that we still highlight uh this year and as an initiative that we have at Rosedale Middle. However, with all that activity can come, as you can imagine, some messy classrooms and a need for things like unconventional pivots, like an extra table, uh flexible seating, and we can't do that without our amazing custodial staff. Um, our custodians come to work every day to make a difference with our students. I can't tell you how many times we've had a need in
031the classroom that required some support from our custodial staff. and the response is immediately I'm on it or I'll stop by their classroom and get them what they need, which takes all the pressure off the teacher as well as permission to think outside the box and not not let that get in the way of uh of an engaging lesson. Another goal of ours is student safety. Um students in middle school move a lot. Um, they move from period to period, from the classroom to the restroom, classroom to lunch, lunch to teachers room to make up a test or participate in campus life or tabletop narrative club, um, class to home. There's just a lot of movement going on in the middle school. So, with all of this requires a team ready to help kids navigate
032their path. Whether that's Miss Sherry who walks the perimeter of our campus daily to make sure that we're locked down and ready to learn or Miss Kim who deescalates a student in the classroom or Mikey and Savannah who are organized organizing games and getting kids access to sports equipment during lunch. Our team is serving students every day. Our amazing uh kitchen staff also works to keep our kids fed and serve that basic need of hunger uh in order to remove yet another potential barrier in the classroom. Next slide. We also have uh two SDC classrooms on campus and our aids are amazing. Every day they're at the buses early in the morning waiting for their kids to arrive to give them a warm greeting to start their day. Throughout the day, they know and they
033listen to their kids as you're going to see in just a second. Whether that's if they need a hug or if they need to dance to get that energy out. Um just sometimes to relieve a little bit of that stress. They just they know their students and what they need. All of that contributes to safety and care for our students and our pair professionals are absolutely incredible at that. Next slide. And then we have a goal of improved attendance. And just as a quick side note, as of this morning, we um are looking at a 3% reduction in chronic absenteeism at RMS from the same point last year. Yes. Yes. So with that comes the need to monitor the attendance and to remove barriers that might keep some kids at home. Our secretary and clerks
034work together together every day answering calls, greeting students to make sure they feel welcome, working with students who need conflict management, getting their medication, dealing with an emergency, and just contacting those who need contacting and sometimes helping their principal out who misses an announcement here and there, not me. Their day is full of busy again to keep the focus on the classroom. So, we're very blessed. Um, at RMS, our strength is our people and the way we come together around one shared goal, doing what's best for students. So, I'm proud of the culture that we've built and the continued growth we're seeing because of it. And it has to do with our people. So, I'd like to use the remaining time I have to introduce you to just a handful of our classified staff and
035let you hear directly from them um, and let them share to you their why. My name [music] and I'm a custodian at Rosedale Middle. Being a custodian, I uh my [music] primary position is obviously to clean. However, uh on the dayto-day, you never know. We may have to change a light, do light plumbing, do light fixtures, or a lot of things like that. Uh, I may have to get a ladder and get a ball off the roof or things like that. So, we do a little bit of everything. >> Hello, my name is Sel Lopez. I'm a custom [music] middle class. The way that I impacted every classroom is just to [music] leave the classroom knowing that in the morning those kids are going to walk into a nice clean area. And I feel proud
036of [music] it actually. Uh, my name is Charlotte McKascal. I am an SDC aid at Rosedale Middle School. Mainly our main ability is [music] taking care of the children and meeting their needs. My name is Desire Harrison and I'm a one-on-one aid in special ed. [music] I'm assigned to one student um just to basically help with like guiding him. He just needs a little bit more attention. [music] Um, but I'm able to help, you know, throughout the classroom as well with other students and, you know, other things which is really nice. My name is Erikica Barza and I'm the clerk at RMS. I'm focused on attendance, looking to see [music] um what kids are here, what kids aren't. Um if some of our we say kiddos we're kind of keeping an eye on [music] aren't
037there. I try to let Mr. Turner know that they're not here so we can maybe see what we can do to help get them here. My name is Heather Sergeant and I am lucky to be the school secretary. [music] My direct impact would be just helping students if they need help up in the office, making sure their day goes well or they have anything that [music] they need. Parents, the same situation. Um, sometimes they need to contact their kids, like get the messages, make sure their kids are okay. [music] Um, staff, same thing. Just making sure that they have everything they need to make their [music] job smooth in the classroom. >> My name is Kim. It's Kimberly Vanassel, but I go by Kim or Miss Kim. just to make sure the [music] kids are
038standing on their numbers and um doing what the teachers ask them to do without disruption. And a lot of times [music] there is disruption, but that's why I'm there is to make sure the class runs smoothly and most of the time it does. My name is Miranda and I work as a paraprofessional sped aid [music] here at RMS. I basically assist the teacher with our day-to-day daily activities. Um basically different learning centers for each of the kid. >> [music] >> Every kid has a different um level that they're at. So, we're here to assist them with pretty much whatever they need. Um emotional regulators, [music] you know, we can take walks, we can talk about our feelings. My name is Ricky and I am an SEC [music] aid at Rosell Middle School. So I help
039assist children with disabilities and I help assist the teacher just doing groups [music] and you know emotional needs as well and just help them get through the day and inclusion with other kids. I do have kids come up to me and high five or a fist bump and uh they're always super nice or they'll say thank you at the lunch line. [music] have either trait, thank you very much, and do things like that and it makes you feel better. >> I'm [music] a jokester. I like to play with them. Um, I make it fun. Um, I find like individual things that they like and then like I try to like communicate that with them and like um come down to their, you know, level and like enjoy those things with them. Like we have a
040student that's like [music] very diva and she loves like all things like nails and makeup and [music] like you know [laughter] everything that you can think of. And so like I'm not that girly [music] but you know I try to be when it comes to her. I'm the first person that pretty much everybody sees when they walk through the office. So, I feel like when kids come up with questions, I'm [music] that first person they come to and it is my way of getting [music] to know the kids, a lot of times I can tell kids who are having a good day versus ones that [music] may be struggling a little bit. Um, I do try to be as positive and kids who do come through the office quite a bit, I'll, you know, tell
041them good morning by name and I know that makes them feel good. The way I build rapport with those kids is just like listen to them, make sure they know that we care. Um, we're focused on them and be as attentive as possible to them. >> I get to know their [music] interests and hobbies. Um, I have a hobby of loving plants [music] and um, some kids do like plants and so we got to bond over that. Um, [music] some kids have where they've played soccer and that's like not here but in club and [music] I played soccer. So we I try to find something that we can kind of bond over. >> So this was my first year here. So it was a little bit different coming from TK where they just will sit
042on your lap and talk to you and stuff. The kids here, they fill you out. They're looking at how you talk to them, your body language, how you dress. To break the ice anywhere, I will crack a joke. And it's probably not funny, but like if I can get you to laugh, I know that we can probably have a conversation. I do love just talking to them, just being honest and being real and trying to find things that they like, like, "Oh, I love that shirt." Or, you know, just finding common interests. You know, a lot of kids don't know that I'm into anime or [music] stuff like that and just finding that and building that rapport. >> When I walk into a classroom and the teacher says, [music] "Hey, I'm sorry. My room's dirty."
043I always say that's okay. My job is to clean. Your job is to teach and we'll get along and be a team together like that. We all have to work together [music] to support the kids. There's 10 kids and there's five of us in the classroom, but it takes all five of us to meet all their needs because they [music] do need a lot. I think the main thing is just supporting each other and just understanding like and seeing like what people need and [music] just, you know, fulfilling that. >> I feel like we're a great team. I really do. I feel like everybody knows their role and we can communicate to [music] each other really well. Um I feel like even with teachers, we try to make them feel comfortable in the office. So
044I feel like teachers are comfortable coming and asking for things. [music] Um, we do try our best to, you know, just just work together. We all get along. We're all friends. [music] Um, and I think that's a a huge part of just, you know, being a team. [music] Um, we know each other's roles and we rely on each other to do those roles and it just it works. Every 45 minutes we have 800 [music] moving parts and um it takes all of us to make sure those [music] moving parts go smoothly. Um whether it be in the office, phone calls, student needs, staff needs. Um we're [music] we're really good at like knowing what everybody or anticipating what people need, what you know, amongst our team in the [music] office. Um as well as staff
045out on campus. But yeah, every 45 minutes and it takes all of us. >> What I love about my classroom [music] 28 is the individual um the other aids. We all have different personalities, which I feel like does help the wide variety of kids. Um, I saw this thing where it's like, you know, that your piece when your table looks like this and it's just a bunch of kids crowding around you. And honestly, like we each have that, you know? So, it's really nice to feel important and I feel like our team's great, but those kids are like leaning on you to be their voice and you need to understand their [music] emotions cuz they don't understand their emotions. So, we have a great team here and it makes me really excited to come to
046work every day and know that I'm supported and that we can support the kids, too. >> I've been at a lot of different schools. I've noticed here it's like a lot more positive and everybody, you know, hey, how are you? Um, how's your day going? So, the morale around here is really positive and just fun. This is home for me. You know, [music] I this this is home for me. I love every single one of the you know [music] people I get in contact adults, kids and I think I try to bring that you know that like we are home we are a family [music] you can count I mean I I see teachers you know like another teacher a new teacher comes and [music] the teachers are like hey if you need any help
047I'm here for you know to help you and I want to be that too so I love that community I of what [music] we have created in both of the kids. [music] The kids definitely definitely I wouldn't know what to do with myself if I didn't have them. [laughter] >> To be able to bring your student or your child [music] and drop them off at a school and know that they're going to be taken care of all day without having to worry. you know, they [music] have that period of time where they can just, you know, let them go and they know that their child's going to grow. They're going to learn new things. They're going to meet new people, you know, and all of that and be loved on and, you know, all of
048the things. Even through behaviors or whatever, they don't have to worry. I would say I guess I am a people person. It's fun getting to know everybody. I feel like [music] because I'm up there, I I know I know a lot of people. I know a lot of kids. I know a lot of parents. [music] So, um I I guess I do kind of enjoy that, you know, that getting to see people and talk to people, especially the kids. >> The kids, they're just so funny. [music] And especially like they don't have a filter. So, of course, we we teach, you know, what's acceptable and there's a [music] lot of stuff that, you know, as adults and just growing, you learn, you don't say that. They don't have that. So, it's funny. It's hilarious. [music]
049I'm like, "Okay, we can't say that, but um let's reward that, you know." [music] But yeah, definitely the kids. That's the main reason. This is where I feel appreciative. This is where I feel [music] that uh I I find value in what I do. I see uh the respect that people has to me, job I do. So yeah, you know, I love it. I love I love being part of those things. coming to the schools, you just feel like the love. You feel like you're important enough. These kids are like some of the kids will get off the bus and they'll see you and like they're just brightened up and they know because you're there, you're going to have a good day and I'm going to have a good day. But feeling how important you
050are to these kids just [clears throat] it brings you back because it's hard. You know, working with kids is hard and it's emotional. But [clears throat] as much as I'm healing them, they're like healing me, too. Um that that concludes my presentation. I just wanted to get Yeah, it speaks for itself. I just wanted to give you a little bit of insight into some of those that are behind the scenes but have such an important role. So >> I got a question for you. >> Yes. Are there any questions? >> Yeah, of course. Um do you are you involved in the hiring of all these people? I know they don't all come and go at the same time, but are you part of that interview process? >> Most. >> Yeah, most of them. There's some
051I think with the specialized um that our special ed department does, but most of them I am. Yes. >> And like how many turnovers are there? Do you have uh you know, do you hire 10 different people a year, do you think, or what you what are those numbers kind of look like >> from from classified? >> Yeah. Um, I think that there are some positions that tend to turn over more than others. Um, most of the positions that you saw there are not, they're pretty consistent. Um, so, but for the most part, um, I would say the some of the hours that are maybe a little bit less turnover, uh, more like the nighttime custodian or, um, uh, one of the yard aids, but for the most part, it's been pretty consistent this year.
052>> Great. Okay. Anybody else? Excellent. >> Okay. What do you have a question, young man? Here's your chance. >> Don't do it. [laughter] >> Okay. Thank you very much, Mr. Stur. >> All right, Anderson. This would be the time that you get to uh either keep your family here or let them all go home with you. You're in charge. Don't look at them. He'll probably give you the keys to the car. >> There you go. There you go. >> Thank you very much, Anderson. You did a great job. >> Great job. >> Thank you very much. >> Thank you. >> All right. So, we're going to go into 3.4. the staff reports. >> Yes. Norm and Francis. >> I'm so bad about using the microphone, guys. Um, okay. So, um, at the last couple of
053board meetings, we've been talking about, um, our kind of declining enrollment and that we're, you know, under what we typically have. And so, um, it just hap so happened that at the last CBO meeting, um, they kind of went over that at a state level and then also kind of specifics to the things that are happening in Kern County. Um, so, um, weird enough, it wasn't a company moving out of town. It wasn't people moving out of state, even though there are a handful of people that you could easily say, oh, this family left and this family left. Um but it was more um those are kind of uh you know individuals that we know were recognized that left. Um and so overall statewide um right now there's um basically what has happened over the
054course of the last six years is an offset um in the short term to as we implemented universal TK. um we're actually have been declining enrollment that way for for actually quite some time, but because we were adding the grade level in, it kind of masked a lot of those uh like flatlining enrollment and or declining enrollment. Um and so as we implemented that and now we're fully implemented. Um you'll see that those numbers are now going to start to to like come to fruition. Um, and so we were we were pretty hopeful that everybody would show up and I think we you know kind of planned [cough and clears throat] conservatively based on that on like a flat enrollment but um you know we're I believe 160ish students down at the moment. Um and
055so wanted to be able to kind of talk about that. Um so this is actually through um Fikmat and through uh our CBO meetings. Um they're like this is one of the biggest fiscal challenges that the state is going to have um over the next probably 40 years. Um and and so it's really just making sure that we we plan for that. Um so the primary reason for enrollment right now um is just lower birth rates. Um and so um that's really driving se several different economic and non-economic factors. So, um, I wanted to show you guys this little graph. Um, that's in 10-year increments at the bottom. So, from 2010 to 2020, we were at about a 6% um, change from prior decade. Um, and so if you look at the 20 uh 2020
056to 2030, uh, we're at 3%. Um, and this is what our projection is, you know, now that we're we're five years in. And you can kind of see over the next couple of 10 year spans, it doesn't look to be getting any any better in the near future, at least California as a whole. Um, and then so that's kind of a very similar graph, but they broke it down by age range. Um, and so you'll notice that our zero to five, that's those are the students that are going to be coming to us. That's our future projections um of what our enrollment will be. Um you'll notice that it's down about 36% um and is is kind of flatlined there. Um and so um >> that's 50 years from now though. >> Yes. All the
057way across. So if you start at 2020 back here, the the stuff that's in the white is where we're at now. And this is what everything in the light blue I know it's kind of hard to see on there are projected out. Um and just kind of using where we're at today. um they don't foresee our zero to five population staying on the current downward trajectory that it is. That's going to dip to a certain point and then and then stay relatively consistent after that, you know, with some some minor adjustments. Um and really the only populations currently that are increasing in California happen to be retirement age folks. Um so the 51 and above, they're moving into the state um and um are continuing to do so. So, um, unfortunately that's not going to
058help us with enrollment. Um, so, um, with that being said, um, when we talked about lower birth rates, if you look across the bottom here, um, 2010, this is, uh, 10 years, and then at 2020, it goes every year. Um so to keep like our current fertility rates need to be at a 2.1% to avoid any uh declining um um it's not enrollment sorry it's um population. So if we want population to stay consistent has to be at 2.1 or above. Um, and so if you look across the bottom here, um, they're looking at it's been 1.5, which means we're not even replacing the individuals that are having children. So we're not like each family unit isn't having enough kids to outpace how many, you know, are there. So um, they're looking at that and
059then over the, you know, 2030, 2040, 2050 looking at about 1.5 to 1.4 um, um, in that fertility rates. Um and so really it's not a isolated problem to a specific area or to um you know hey the programs that we're offering to students doesn't it's not driving our enrollment right now. Um and then I think I've got one more um and this is actually from 23 24 to the over the course of the next 10 years. Um these are the projections statewide in the counties that are in declining enrollment currently. Um, and if you look at, uh, Los Angeles, LA County is looking to lose 242,000 students over the course of the next 10 years. Um, which it's a pretty that's a pretty big number for their district. They are a very very big
060district, but um, 240,000 students is a lot of kiddos. Um and so we're looking at Kern County over the course of the next 10 years if if rates stay similar to what they are this year. Um you're looking at about 13 um 13 uh thousand kids um and so almost 14 um over the course of the next 10 years. So it's going to be a problem that we're all talking about consistently. Um the good news about that is since we're all kind of in very similar boats, we're all going to be planning and prepping and and making the same kind of concessions as we start to look at what what does next year look like? what do the year years after look like? Um and so there are a couple of districts in the county
061that are increasing in enrollment. Um um but it's it's kind of based on different um you know housing projects and things like that that are happening. Um and so I overall they'll have to deal with that at some point. Um and so I know we have a couple of different projects that are within our boundaries that should help out some of this stuff. Um and so but I know you guys kind kind of had tasked me with hey where are these kids going? where are our families going? And so really it just seems to be a a birth rate issue. So for the most part, >> yeah, >> and I think that's the last one. Yeah. Yep. That's not my >> questions for >> Well, I I just use that 7%. So we're going to
062lose half a school in 10 years. I >> if the projections hold to what they >> that that projection. >> Yes. Yeah. >> Lose a half school in 10 years. >> Yeah. I I think our leadership team can handle that with no problem. >> Yeah. >> I don't think that's I don't think that's going to cause us any upheavalss or any um serious issues and and you spread that out over 10 years. >> Exactly. >> And it's 40 kids a year. >> Yep. And you plan ahead and prep for it. It's about a class. Yeah. That that makes me feel better. Um >> that it's only 7%. >> Yep. >> And and with the growth we have in our area, >> couple of big housing projects, some things go a little bit different with >>
063less than that. >> Yeah, absolutely. >> And one way for us to help overcome that is to really emphasize and focus on attendance because, you know, our money is based on ADA. um we are seeing some really good um attendance uh rebound from what we had seen you know in the past couple years and you know we can we can thank what's going on in our schools um you know with our staff and um really focusing on attendance >> um and this may be beyond the scope of today but do you have any idea if this is throughout United States or other states or is it just our Um I didn't get any data like a nationwide data or anything like that. Um most of our stuff is very specific to Kern County. Um and
064then obviously we're getting information at a state level that they're then kind of disagregating that information and then kind of narrowing it down for for our focus for our purpose in our meetings. Um but I I mean I I could do a little bit of research, bend a couple of ears and see what we're you know what we're at. Most of my contacts are state level contacts, so they're going to be very focused on the state. So, but um I can definitely look into it. >> Well, thank you. Don't spend a lot of time on it, but I just would like a broad stroke, you know, so we're in the line with everybody else or out of line or whatever. Thank you. >> No problem. >> Thanks, Francis. >> The last time we met, we
065uh talked about the CAS assessment, the state assessment. So, you asked for some math math problems. So what I did is I just um just give you kind of information on how the assessment is built both in language arts and math. Um there's a computer adaptive portion of the assessment and then there is a performance task. So what I shared with you last time was part of the performance task for the language arts where students have to do an extended write on reading several paragraphs. So, this is an example of um four grade levels. Um I stayed away from middle school because you didn't want to look at uh gibberish. [laughter] Um but anytime students see the box, it means that they have a multiple select option. So, they have to select all that apply.
066So a lot of times a single problem will require students to do up to you know eight calculations potentially to to solve the problem. So the top one is um a third grade um question. Um below it is a fourth grade. Um and then I have fifth and sixth. And all of these are um uh they call them uh the difficulty level um is a a two. So they're they're not even the highest level of difficulty that students are being asked to do. So these were from the released items. The next slide shows an example of a performance task for math. So um all students are required to do a performance task. So they have to read some type of scenario. It will give them some kind of data or graphing um information and then
067they have to complete several questions based on this. So this has them um I think looking at g video games and then they give them some amount and then you know they have to justify their reasoning. So on that top one they have to figure out what the least expensive is and then determine whether or not well it's the manager says this is the least they have to justify whether or not that is the correct answer. And then below it asks them to find exactly one/4th of the time cut down in half. And then I think this last one asked them to do I don't know I can't even remember anymore. I looked at so many of them, but they're very in-depth and so the on those that they they're given extended time, right? I
068I told you that they weren't time limited, but it requires them to really, you know, analyze something. So, and answer multiple problems. So, um not only is this difficult, but if like we look at I don't I don't know if there's one up there. If you go to the slide before um oh they're not this one of this the ones I selected aren't but there's a lot of where I don't students have to select like a fraction and then put the numbers in the correct spot and so everything is very technical in terms of you know how they have to answer it within the platform itself. So that's why we encourage our teachers. There's interim assessments that allow them to practice it. But h if they don't get on and practice them, you know, there's
069no other platform that kind of mimics this to really get students to understand how they have to correctly input their answer if they're, you know, having to write an equation down. So this is just kind of a a snapshot of gives you an idea of the difficulty in terms of you know what our students are facing. >> Third grade. >> The top one is third grade. Yeah. The rectangle one. >> What are these over here on the right? My right. >> Um so fifth and sixth. So it goes third, fourth, fifth, and then sixth grade. >> Okay. Okay. >> I'm looking at these over here think third grade. Okay. >> Yeah, >> that makesense. >> And then we have to even teach students how to take the test. So, as Francis said before, if it's
070a square, there's always going to be more than one answer. And then if it's a circle, it's just one answer. >> Yeah. That's that's [clears throat] >> it's a lot, >> especially for third for third grade. >> Yeah. >> Six sixth graders should understand that and comprehend when the teacher says you might have more than one answer, but >> Yeah. Well, in and like in for example in that third grade problem, students are that's the first time they're introduced to area and perimeter, right? And then they're asked to to analyze and not just to find it, but then um you know someone it it's they're having to find twice the area and then they have to find all the answers that fit that correctly. So it's it's really in depth. So it's it's not just
071about knowing the content, but it's really knowing it deeply. And so when we look at those scores, and I talked last week about, you know, uh one doesn't necessarily always mean a student is severely behind grade level. It just means that they don't have the depth and the knowledge to to move it to the application piece. So um you know, our goal is always to have our students in that three and four level, but you know, we'll continue working on it. Thank you. >> Thank you, Francis. And then just a quick update from me. Um, as Norm was talking about, we did have a little bit of a bump up from last uh time that we met. So, we added uh 14 students, but we're still 172 down from where we were this time last
072year. So, um, like I said, we've really got to, um, focus on that attendance, um, as well as, um, identifying any students that, um, are not receiving the benefits of, you know, being a non-duplicated student, if if they are, um, to, you know, get that student identified. Um, in other news, we had our first um, not our first, our second district advisory meeting. Um, went really well. was kind of a, you know, November is not a whole lot going on. Um, so we talked with the group about some input on the ELCAP, what kind of questions should we ask in our surveys? And one of the things that was, you know, brought up because we allow them to, you know, ask any questions about anything is continuing the concern about having polling, you know, places
073on, you know, our sites, uh, due to security. Um, we've come a long way. Um, at at one time all nine sites were polling. I think we were down to four this time, but it was also because it was a much smaller election. So, um, we're continuing to, um, you know, work with our vendors to put up fencing and, you know, it's just a facade that, you know, it's safe, but um, we want to continue to work with the board of supervisors to see if, you know, our schools no longer have to be, you know, pulling place. So, it's still still an area of concern. some of the things that we might think about that if it works in our, you know, schedule to do, maybe do a inservice day, you know, uh, with that.
074Um, but again, it's on a Tuesday, so, you know, it it's just tough in planning the the calendar. So, I think our our best thing to do is continue to work with our board of supervisors to see if we could whittle that down even more. Um, we had some great Veterans Day uh celebrations all over [cough] the district. [clears throat] Um it was really great to see our our students um honoring our vets and at Almondell we had um the ELOP group and not only the primary but the intermediate do some um sign language because that's one of the classes that they're taking and it was very moving. Um, and then our bands participated uh yesterday in the Veterans Day parade and we received many comments from parents that they both of our bands sounded
075like high school bands and uh you know we're prejudice but said that our bands were the very best. So um and then spelling B um you got to enjoy that but uh I will say that John was the highlight of the spelling bee and he's got quite a personality. Um but what I really appreciated him was after um he won, he turned around and congratulated the running runner up and told her that she did a really nice job. So um and then um district safety meeting. So we are working now to have a district safety meeting once a quarter and uh Gina as our um district safety officer is leading those alongside um Christa. And this was just about really going over our um priorities and initiatives with um being safe and allowing the committees
076to you know ask any questions um anything that they're [clears throat] concerned about. But we had representation from every school site. So, I don't know Chris if you want to add anything to that, but yeah. Yeah. Um with the number one thing being um that doors are locked. That's the best way to protect our staff and our and our kids is by making sure that our doors are locked. Um and then some upcoming dates. Um you know, Thanksgiving break is right around the corner. Um we're a reminder that we have our board workshop uh December 1st. Uh CSBA conference [clears throat] is December 3rd through the 5th and then our board meeting will be December 9th and then it will be Christmas before we know it. So that is all for me. Um we're in
077this season of gratitude. Um very appreciative [cough and clears throat] of all of you and and thankful for our staff and uh the leadership from our board. So, thank you. >> Thanks. >> All right. Thanks. Um 3.6 is resignations and retirements. Not a lot in that one. That's kind of nice to have a smaller >> number. And now uh action items. 4.1 is a consent agenda. I need a motion. >> So move >> and a second. >> I'll second. >> All in favor? >> I. And so we have 4.2.1 next reading of the following board policies. >> Can you 4 [clears throat] >> 4.2.2 first reading of the following administrative regulations uniform complaint procedure and sexual harassment. Uh 4.2.3 2.3 The second reading and approval of business and non-instructional operations campus security business and non-instructural
078operations disruptions business and non-instructional operations video surveillance equipment on school campuses. Um those were some interesting reads. Um there's a lot to that. >> Um can I have a motion? So move >> a second. >> Second. >> All in favor? I. Motion carries. Uh 4.2.4 the second reading in the approval of the following administrative regulations. Uh AR 3515 is business and non-instructional operations campus security. These are uh the same ones, but these are administrative regul regulations uh instead of board policies. Um can I have a motion to approve these? So move >> and a second. >> All in favor? I. That motion carries. Thank you. 4.2.5 2.5 is the approval of the clinical experience agreement between California Baptist University and Rosedale Union School District. Um are they sending us um future >> Yeah. student teachers.
079>> Fantastic. Can I have a motion? >> So move >> and a second. >> All in favor? >> I motion carries. And 4.2.6 Six is a quarterly report on Williams uniform complaints and there are no complaints. Um that brings us to 5.0 board member items. So I got to go to two Veterans Day events. I was at Patriot and I led 1,000 people in the flag salute. Um, that was an absolute thrill and one of my friends children held my hand while we did that and so I got some fantastic pictures. Um, and then I left there and went to Patriot. And the speaker at Patriot was a former student who um has stayed friends with one of his teachers from middle school all these years. And she contacted him and and invited him to
080come back and talk. and he joined the army shortly after uh high school, went to war and came home and became a fireman. And he's a fireman. And as I was talking to him, I said, "Oh, I was at at uh Rosedale North the other day." He goes, "Yeah, I saw you there. I was there, too." So, he's stationed um near Rosedale North and they brought a fire truck to school for uh um community readers day. And so that was um but it was great to see one of our students what they become. And that's um the talk he gave the talk he gave to the students was get ready. Here it comes. um you're going to be in my shoes before you know it. And so that was um really neat to see him
081um talking to the kids and then the music and veterans and the whole patriotic theme and it was fantastic day. Anything else? Um, I had a question about the family was here with the transportation policy. Um, but I'm not sure if this is the appropriate time. >> Yeah, due to some student privacy, um, we'll have to speak about it later. >> Okay. Thank you. >> All righty. At this time, we need to move into close session. So, um, can I get a motion to move into close session? >> So, move >> and a second. All in favor? >> I thank you all for being here. You guys college students, some college students back here, welcome. Thanks for being here. My daughter.