CUSB Board Meeting 5-27-26

001Good evening. It's 5:02 p.m. and I call this meeting to order. Have any blue cards been received for close session items? >> Two blue cards. All right. Per education code 35145.5 and government code 54954.3, members of the public have the opportunity to provide public comment on close session items. We will invite you to show support for a speaker by waving your fingers or clapping. We have a we have received a total of two blue cards for closed session items. When I call your name, please come to the podium. State your name and indicate whether or not you live within the boundaries of the school district. You will have 3 minutes. We will have the timer on the screen and your mic will be m muted when your time has expired. The first speaker is Rachel

002Marino Aught followed by Angela Lee. Will the rest of the board be joining us? Rachel, we're going to have him come out here. Thank you. Okay, go ahead, Rachel. >> Thank you. My name is Rachel Marino Wat. I'm the teachers union president. Good afternoon, good evening trustees and cabinet. I have three signs in my classroom that I feel are reflective of my ethos. Work hard and be kind and hold on and let me overthink this. I also like to think that in most situations, this may stem from being a middle child, I'm fair. In close session, you'll be hearing from the lab the labor negotiator for the first time regarding the items we sunshined in early April. I would like to share some thoughts with you that I'm concerned won't be shared in your meeting.

003As Bnee Brown says, clear is kind. The 400% raise this board gave themselves in January, voting to increase the yearly wage from $4,800 to $24,000 each hurts teachers. I'm not arguing that the board wasn't entitled to an increase. I think you were. I also know that there were many more thoughtful ways it could have been done. This board gave themselves the $24,000 maximum, the same pay as districts with 25,000 students, but Carlsbad is only barely above the 10,000 student threshold. A pro-rated fair stipen based on our actual enrollment would be closer to 15,300, not $24,000. Adjusting the previous yearly rate of 4,800 for inflation using the CPI calculator would increase the salary to $15,000. Your rate is 60% above that. You could even have started at that lower rate and agreed to a percent increase

004to measure it with the percentage negotiated by the union each year. How's that for fair? You see, overthinking or maybe just thoughtful. I would like to present the issue as seen by our union members. Currently, there's a stipen schedule for teachers whose jobs require time well beyond the contract to complete. At the top of the list, we have ASB adviser, athletic director, and the drama director. I chose these because they're 10-month positions. They put in hours upon hours after school, weekend days, summer camps, all dedicated to students, creating campus culture, uh, facilities, transportation, set building, costumeuming needs, fundraising every scent, and being that person on campus outside academics where hundreds, if not thousands of our students find refuge for all of that work, equivalent of a second job, they get $5,751.30 for 10 months of

005work. This board voted to pay itself four times more than athletic director. Looked at another way, our first year teachers make $58,664. This board gave themselves more than 40%, nearly half the salary of a first year teacher. This board voted to take $95,000 from the general fund. What instructional programs or student resources were sacrificed to fund this $95,000 expenditure? The message you sent to teachers in January is that your work is worth more than theirs. not the same, more so while we shared numbers with the bargaining team that are significantly less than 400% or even 60%. We are also looking for the school board to tell us what they think we are worth. What number will reflect your values as trustees of this district? Thank you. >> Thank you, Angela Lee. Good afternoon. My name

006is Angela Lee and I'm a high school English teacher at Carlbad High School. I am here today to simply share my story so that you may remember me when you make decisions around funding in the future. Upon completing my mers in education from the University of Pennsylvania, I immediately began my teaching career at the age of 23 years old. I taught for three years in the suburbs of Philadelphia and moved back to Southern California in 2023 to be closer to my family. Since then, I have taught at CHS for an additional three years and have only grown more passionate about my role as an educator. Despite my love for what I do, I am now 29 years old and I honestly have not been able to move past living paycheck by paycheck since the start

007of my career. With rising costs, I found in this past year, I've had to be very careful with how much I've spent on basic necessities, including groceries. This was the first year that I've had to take items out of my grocery cart because I could not afford food. I am a smart, responsible individual who cannot find a way to live off of a teacher salary in San Diego. I live with several roommates in Carlsbad and rent out just a room for myself. My parents were immigrants. My father is a pastor. They're missionaries. they don't have much and occasionally ask me for financial support. I feel so defeated because I can't give back to my parents despite longing to. Now that I'm almost in my 30s, I am carrying so much discouragement, shame, and financial stress.

008Knowing that all of my attempts to just build a savings have been feudal, I am single, so I do not have a husband who can help contribute for my finances. Although I'm working on finding one, I have not taken any trips during my summer or winter breaks throughout my 20s, and that's okay. I have always had a second part-time job in addition to working as a full-time teacher. Currently, I work part-time for a marketing company to just help cover my bills. Excuse me. In addition, I run detention and peer tutoring year round at CHS, and I often take advantage of giving up my prep time to sub for other teachers just to make a little bit more. Every summer, I work multiple part-time jobs, often serving as a waitress, working as a private tutor, or

009running summer school when offered the position. I am someone who is willing to do extra work and hard work to make ends meet. But it simply has not been enough. I recognize that I am not alone in feeling the impacts of our economy. It affects everyone. I just want to share from my perspective as a young adult who has been trying everything to build a stable life as an educator when the board makes decisions on funding for next year. If there's any possibility to increase teacher pay, it would directly transform the quality of my life and the financial stress that I live with every day. I never want to change my career because I love what I do. And my hope is to serve my community as a teacher until I retire at an old

010age. Thank you for listening to my story. Okay, thank you. The board will now recess to close session. Reconvening from close session. During close session, on a motion by Trustee Emmery and a second by Trustee Rawlings, the board the board took action to appoint Kimberly Guillian as principal of Buena Vista Elementary School effective July 1st, 2026. by the following roll call with a unanimous vote. During close session on a motion by Trustee Ward and second by Trustee Sioce, the board took action to appoint Tessa Riley as principal of Jefferson Elementary School effective July 2026. By unanimous vote during close session on a motion by trustee Emmery, a second by trustee Verbth, the board took action to appoint Jesse Minland as principal of our Aviara Oaks Middle School effective July 1st, 2026. by the following roll

011call vote unanimous. During close session on a motion by Trustee Rawlings and a second by Trustee Sioce, the board took action to appoint Charles Threat as assistant principal of Aviar Oaks Middle School effective July 1st, 2026 by unanimous vote. Okay. Welcome members of the public, board members, and staff. Thank you for attending. Before we begin tonight's meeting, for clarification of the of the record, the district republished the board agenda in advance of today's meeting to reorder the sequence of the already posted agenda items. Please be advised that all descriptions remain the same. The reorder was done to allow principles to present at the beginning of the meeting. Also, based on communications received prior to the meeting, we wanted to provide the opportunity for the community to address certain items on the agenda earlier in the

012meeting rather than later. As noted in board bylaw 9324, this meeting is being video recorded and and broadcast via a link on our website. The recording and broadcast may capture images and sounds of those attending the meeting. I'd like to remind the audience members and speakers that it is not unusual for students and young children to be in attendance at our meetings or to watch the recorded broadcast. I invite you to model civility and decorum as we go about the business of the board this evening. While I cannot prohibit anyone from using unprofessional language, please think about the students and adults who are watching our proceedings. We invite you to show support for a speaker by raising your fingers or clapping. Unfortunately, our student board representative could not attend the meeting this evening. So, I

013will be leading us in the pledge of allegiance. Trustee Emory will read from the district vision and Miss Garcia will take role. Okay, please stand. Ready? Begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Trusty Amry, as it is graduation season, our graduates are prepared for success. They confidently move to life beyond high school knowing they've acquired the requisite skills and knowledge. They have a passion for learning and personal growth. They can thrive in a high-tech environment. They are compassionate. >> Thank you. We now move on to part four approval. >> Roll call. >> Oh, sorry. >> Okay. We will now take role. Trusty Rawlings >> here. >> Trusty Verbbeck. >>

014Yes. >> Trusty COC >> here. >> Trusty Emory >> here. Trusty Ward >> here. Okay. Now, thank you. We now move on to part four, approval of the agenda. Trustees, are there any questions about the agenda? Okay. May I have a motion to approve agenda item 4.1 approval and or reorganization of the May 27th, 2026 meeting agenda? >> So moved. >> Second. >> Trusty Verbth made the motion. Trustee Coi seconded the motion. Discussion. Okay. And please call for a vote. Miss Garcia, please call for vote. >> Trustee Rawlings. >> Yes. >> Trusty Vervette. >> Yes. >> Trusty COC. >> Yes. >> Trustee Emory. >> Yes. >> Trusty Ward. >> Yes. >> Motion passes five to zero. >> Thank you. We now move on to part five, recognition and performances. Item 5.1, staff recognition. Nikki Ruden.

015I'll now hand it over to Dr. Norman. >> Thank you very much, President Ward. Tonight, we are going to be recognizing Nikki Rudden. And she is a wonderful teacher at Jefferson Elementary School. And I'm going to have Dr. Brackett give a nice description. Then afterwards, we'll take a picture. And Nikki, please make sure you let us know when you come to the podium who you brought with you tonight. And Nikki, I'll invite you to come up to the podium now as we introduce you. Uh we're proud to Oh, welld deserved. Thank you. We're proud to recognize Jefferson Elementary School MTSS teacher Nikki Rudden, who was selected as CUSD's biiteracy champion in recognition of her outstanding leadership and impact in advancing multilingualism and supporting language learners. Nikki's work continues to ev ele elevate student voice, celebrate

016linguistic diversity, and strengthen partnerships with families across our district. She was honored last month alongside other San Diego County District Champions at the 25th annual San Diego Leadership and Biiteracy Symposium at the Baloa Theater in San Diego. Nikki joined CUSD in August of 2023 as the math coach at Jefferson Elementary and after that was asked to be the MTSS teacher for her site. She has successfully supported both students and staff in this role leading to improved outcomes for students. Nikki is a dedicated champion of biiteracy who approaches language and culture as invaluable assets rather than hurdles. By shifting the mindset to view multilingualism as a superpower, she ensures all students experience equity in intellectual in intellectual richness. Nikki has been instrumental in supporting the creation of multilingual conferences that celebrate linguistic diversity and foster a

017shared responsibility for student success. As a dedicated professional development leader, Nikki has served as a presenter for CUSD's Sizzland summer series, our district-wide November professional development sessions, and counselor meetings where she champions the initiative countering deficit thinking, celebrating strengths and stories in our schools. Uh, always present at both ELAC and DAC meetings, Nikki serves on the DAC planning committee where she advocates to make these spaces increasingly engaging and accessible for all families. We want to thank you, Nikki, and are proud to honor you for your support of multilingual families in CUSD. Thank you. >> Nick, I don't think the mic's on at the podium. It is. Okay. Can I Thank you. Um, thank you all. I just wanted to mention um a few important guests that I have with me this evening was is my

018mom Tony Rudden and Tom Redden and my family um Jean Paul and my son Matis and Paloma Dum Michelle who are students at Buenav Vista. Um and I just want to thank you all and especially my Jefferson family for all the support. So thank you all. I appreciate it. Thank you. We now move on to item 5. >> Yes. Yep. That's okay. I got it. >> All right. Thank you. We now move on to item 5.2, commun community partner recognition. Jen Leo, I'll now hand it over to Dr. Norman. >> Thank you. We have another uh community member who could be an employee. She's here so often and Dr. Brackett's going to sing her praises now. >> Thank you, Dr. Norman. It was appropriate to look up and see her taking the picture over there

019um on the last group, but it's my pleasure tonight to recognize Jen Leo, our PTSA uh Carlsbad Unified Council uh president. Uh, Jen Leo has been an active PTA volunteer and leader for the past 11 years, serving across the district in a variety of roles, including at Jefferson Elementary, uh, where I'm told she served as the principal or the president after having been to one meeting, uh, and then being elevated into that leadership role. Um, she was the president and parliamentarian at Valley Middle School. She's been a part of the Carlsbad Unified Council as the vice president of membership, most recently as president, and she'll be outgoing at the end of this year. uh and will return for her final year in CUSD with her students um as the communications uh director for the CUC

020next year. Um she's also been active at Carl'sb High School in speech and debate with their booster club. So serving really across a variety of roles. Uh as shared by uh as shared by Shauna Hurst, another active volunteer, she told me that if we had one phrase uh to describe Jen, it would be community builder. She's always looking for ways to connect people, schools, communities, uh, and communities to the district. She would prefer an in-person meeting over a cup of coffee to directly connect with PTA leaders across the district. And she has fostered a sense of open communication and idea sharing, especially among the PTA presidents across the district. She's also been a great champion for PTSA leadership, always encouraging, recognizing, and supporting. She's always willing to step in and figure things out. and if

021she does not know something, she's not afraid to dig in and find out. Jen's a true community partner and advocate for all of CUSD students. And I can speak on behalf of our executive cabinet when I say it's been a pleasure to work with you this year, Jen. And congratulations. Thank you. >> Jen, who did you bring with you? >> Yes, I brought my husband and daughter, John Caldwell, Cora Caldwell. She's a junior at CHS and we have three CUC team members here, Shauna, Leah, and Stephanie in the audience. >> Thank you. Thank you everybody. Okay, thank you. We now move on to part six, communications, part one. Item 6.1, report by student representative to the board. As mentioned earlier, our student board representative, Dylan Stola, could not attend tonight's meeting. However, we would like

022to take a moment to acknowledge Dylan. We appreciate Dylan serving as one of our outstanding student board representatives this year. We wish Dylan all the best in her future endeavors beyond high school. Let's please give Dylan a round of applause. Thank you. Dylan's written report will be provided to the board following this meeting. We now move on to item 6.2 by CUC PTA president. Please come to the podium. You'll have five minutes to speak. That's me again. Hi everybody. Okay. Um, we at the CUCPTA were very inspired by CEF's impact report last year and so we wanted to do one as well. This PTA impact report is the brainchild of our communications chair Leah Crane who's here and we are Brian and we are really grateful that all 14 schools participated. So we asked them

023for all sorts of data and so what you're going to see tonight is accumulation of all the data that we collected from the 14 schools. Can everybody see? Yeah, everybody's got a screen they can see. Great. Um well at CUSD we have almost 11,000 students and we have approximately 27,000 plus volunteer hours and more than 2600 total PTA members across the 14 schools. A lot of people don't know what PTA is about and they look for the spiritware. They know that there's fundraisers. um they're starting to depend on communication from social media and of course hosted events, but there's also a lot of intangible wins that come from PTA and that is how we connect families and we build community. We are very proud of how PTA builds communities in our schools. It starts from

024the elementary schools and like you were saying when I got in there after just one meeting, you you come as a parent wanting to support your kid when they're when they're so young. And what you don't realize is that by showing up, not just volunteering for the events, not just writing a check, but coming back again and again, year after year, renewing that membership, continuing on through up the grades, you're building community and next thing you know, you're walking in the village. You can't go to the Carl'sbad Village once without running into somebody you know from school. Next. So, one of the things that has really strengthened um lately is our social media accounts. This is one of the one this Instagram is one of the ways that families are depending on finding out their

025information. Across the 14 schools, we have over 10,000 Instagram followers and um as of miday 10th we have had over 9,000 posts. Nick and here PTA is programs. This is the heart and soul of the PTA. It's all the things that each individual school does for the students, the teachers, the parents, the community, everything that they do. Um, right here we're highlighting student performances, teacher grants and appreciation events at the high school, life skills workshops in the elementaryaries, garden education is just one of them. So, all of the fun events, but what are we contributing moneywise? Across the 14 schools they budgeted this year, $1.8 million. And 88% of that comes from the elementary schools. So, we just want to let that sink in a little bit. 1.8, that's quite a bit. Um, so 88

026from the elementary schools, 8% from the high schools, and 4% from the middle schools. Um, you'll see that Carl'sbad and Sage has a big a little bit of a difference there. Don't worry about that. That's mostly grad night. Okay. And here's where our PTA fundraising is coming from. Um if we look at the efforts that had the largest impact, Jogathon of course half a million across the schools PTA programs another half a million direct asks over 400,000 and community sponsors almost $80,000. Next, PTA is really critical to our school system here at CUSD. And one of the things that we discovered in doing this impact report that if we just took the two largest line items from the from the budgets that are coming in, 1.34 million of that 1.8 8 is going to teachers,

027teachers, salary support, PE, art and steam, instructional aids, garden and nutrition, teacher grants. So that is the bulk of what our fundraising is going to. And then you can see the other categories going to school, student and family, spiritware. 1.09 million supports specialty teachers and instructional aids. And finally, um, even though I'm the one standing here, it really does take a team and we want to thank everybody who is a member of PTA, who supports PTA, who supports the families, and also a lot of gratitude for our CUC council. Um, and the names are right there. If you have any questions, you can email us. Um, but we're really proud of what our PTAs bring to CUSD. Thank you, Jen. We now move on to item 6.3, report by the CEO of CEF, the Carl'sbad

028Ed Foundation. Please come to the podium. You'll have five minutes if she is here, but she is not. Okay, we move on to item 6.4, report by the Luna president. She is here. You'll have five minutes to speak. >> Good evening, President Ward, members of the board of trustees, members of the cabinet and audience. I'd like to take a moment to thank the many inspirational people that played a hand in recognizing our dedicated and hardworking classified staff. Director Austin and the entire personnel team. On Monday of last week, re re we received a very thoughtful letter written by Director Austin thanking each employee for the work they do in CUSD. A few days later, the district distributed appreciation gifts to each site. As admin assistant at Pack Rim, I was presented with a Manila envelope,

029a list of classified employees, and a blue rubber armband that reads, "You make a difference." I was honored when Mr. Tubs asked me to join him person to personally recognize each classified member and thank them for a job well done. When we handed each employee their bracelets, we made sure that the message was received. Each and every member of our team does indeed make a difference. Missionfed credit union recognized classified employees at the district office with an ice cream social. And not just any ice cream, they handed out handles. PTAs and PTOs throughout the district often combine the recognition into staff appreciation week with catered lunches, hair tinsel, flower arrangement making, cookie exchanges, and students writing letters of appreciation and handd delivering them to staff. When I was seeking an inspirational message for our Lyuna

030end of the year event last week, I asked my friend for advice. He shared a story with me that he had heard in one of his leadership classes. It goes like this. In 1963, John F. Kennedy was touring NASA. As he went about his tour, he noticed a man holding a broom. He approached the man and asked him what he did for NASA. And the man replied, "I'm helping put man on a moon." The janitor knew something that many of us struggle with. He knew the purpose of his work. He knew that if he kept the center clean and tidy, this allowed the scientists, engineers, and astronauts to focus on the mission of putting man on the moon. They didn't have to worry about spending their time emptying trash cans, cleaning bathrooms, or sweeping hallways

031because he took care of that for them. He saw where his contributions fit within the organization and connected his purpose with theirs. Our proximity to the objective is not determined by an organizational chart or distance from the action. It is determined by our mindset. We are the ones who choose to go to work each day with the mindset of either I sweep the floors or I help put man on the moon. In keeping with the district's forward together mantra, it's our hope that appreciation of the vital roles performed by classified school employees in Carlsbad continue to be highlighted, valued, and fairly compensated. For our staff to sustain that moonshot mindset, they must feel truly included, seen, and valued by this district. With the Luna TA seeking approval on tonight's agenda and the new year new

032year's budget being presented at the upcoming board of trustees meeting, we ask that you keep classified staff recruitment, retention, and recognition at the forefront of conversation. Thank you for the work you do for our staff, our students, and our community. We now move on to item 6.5, report by the CUDA president. Please come to the podium. You have five minutes. Oh, not today. Never mind. Whoops. We move on to item 6.6, superintendent report. Dr. Andrea Norman. >> Thank you, President Ward. I've changed it up a bit and I everybody knows when I go to their school sites, I take pictures. I am my own PR person and I do this for a few reasons. so that we can share with the community all the great work we do. But I'm also going to start putting

033the pictures in my um pres in my uh superintendent report. I tried to go to quite a few school events uh this past month. I went to Something's Rotten, which was so amazing, super impressive. I went to Urine Town before, so I wanted to make sure I got to CHS. I just happened to be sitting next to one of the lead's parents and I was asking them all about their son and they're like, "Well, who are you here to see?" I said, "Well, I'm here to see everybody. I'm the superintendent. If I go to football games, I'm going to go to a musical." and they're like, "That is so fantastic." But it's really the gift is for me to see the students perform because they truly are so talented. I also uh was able to

034go to the CTE showcase. I have a picture up there. And then I went to the Jefferson Multicultural Festival, which was awesome. Shout out to Jefferson. They're there. I think I have a few pictures of Jefferson staff up there also. And then I was at Buenav Vista Science Day and um Mr. Devich was coming back out of retirement for us that day. So, I had to get a picture of him up on that slide. Next slide, please. And then, um, I've been to sites. I try to get to every site every month at least. Um, sometimes I accidentally schedule myself twice, but Hope, Packar, CH, Valley Middle School, CVA, CSA, and Point Set are just some of the sites that I went to. And I do uh want to just share that our board members

035do quite a bit. I know a lot of people only see them in board meetings, but they do try to get out to school sites with me as much as their schedule allows and I'm trying to make sure I get a picture of every single one of them up here because they do do a lot of work. Um, but I do have um uh Trusty Emmery up here. I have Trusty Berb, president of War on the last slide and I'm going to make sure I talked to Trusty COC and I'm going to try to make sure that I also get um Trusty Rawlings up there also for next month. But these are just some of the things that we do. And what I love about visiting our site so much is our principles really know

036what's happening in the classrooms. They know their students. They know what instruction is taking place. They know their teachers. And it's so impressive. And I love going into classrooms. And now that I've been here, it'll be a year next month. Um it's great knowing people and having them share with me what they're doing and building on um a previous visit. And I just have to say it's an absolute joy to be the superintendent of Carlsbad Unified. And that's my report. Thank you. We now move on to part seven, public comment, non-aggenda items. It item 7.1, public comment regarding non-aggendaized topics that lie within the subject matter jurisdiction of the board. This is a time that members of the public have the opportunity to address the board on any non-aggendaized item that is within the subject

037matter jurisdiction of the board. How Miss Garcia, how many blue cards have been received? >> We have a total of three blue cards. >> Okay. In order to allow speakers to present their comments and ensure we are able to proper properly attend to the business of the board per board bylaw 9323, public comments will be limited to 20 minutes. This means each speaker will have three minutes. When I call your name, please come to the podium, state your name, and indicate whether or not you live within the boundaries of the school district. The first speaker is Sunny Gunen and Elliot Blackburn. >> Uh, hi, I'm Sunonny Gunson. >> Hi, I'm Elliot Blackburn. Uh we are in fifth grade at Jefferson Elementary for our fifth grade IB exhibition project. We tackled uh the UN goal uh

038number 10 um of reduced inequalities. >> Our group's idea is to help with or to help with this goal is to paint a mural at Jefferson to spread awareness and promote inclusivity. The location for this mural is the handball wall. um >> by the playground. >> Our playground. >> Uh here's a design for the mural. >> Um Mr. Snider um at Valley Middle School has agreed um to help us paint it this summer. We have gotten funding from our PTA and are now submitting an application for your approval. >> Thank you for your time. Do you have any questions? Okay, next up we have Yousef Miller. My name is Yousef Miller. North County Equity and Justice Coalition and the North County chapter of the NAACP and you had to have me after these wonderful students.

039How can I compete with these fifth graders is the kind of people these fifth graders are the kind of people we need in the world. And I I celebrate you and I salute you for doing what you're doing and the having the mind to do it. And that goes along with my public speak uh which is about um the schools, the terrible things that happen at schools. um the past week at the mosque shooting. It's not just a place of worship, but it is also a school. So, it was also a school shooting, an attempt to harm the children. And I think that all school districts need to pay attention and make sure that we give them a proper cultural diet of diversity, equity, inclusion, belonging, love, you know, and sharing. This is is is

040critical because people if they're not engaged in that in every facet of their life, they could go to a route that is is absolutely abysmal. The type of thing that we saw at the the mosque were by young people 17, 19, not very old at all to go down that route. the the diet that they had mentally in this dark web with no warmth, no comfort, no type of sounding board to say, "Hey, that is a terrible idea." People need to know when they have a great idea and they need to be celebrated like our fifth graders here. And but there are also other people that need to have their coattails pulled. They need to a sounding board that says that is a bad idea. Let's rethink this. Let's talk this. Maybe you need someone

041to talk to. Maybe you need a friend. This is not happening at the rate we hope it would and not the rate that we need it. And we're having these issues turn out in San Diego County. In San Diego County, we have the unusual uh uh statistic that we've had two mass shootings in one county uh in the nation. I don't think any other county in the nation has two. So, we have to turn the corner. We have to turn the page and make sure that our youth at least that we have control over are feeling included and feeling welcomed. One of the shooters talked about is bullying throughout school. I know we're all interested in eliminating bullying. We're all interested in in having people feel loved and and included, but the vacuum of that

042and the lack of that is something we see play out. There's an African proverb that says if uh the youth will burn down the village just to feel the warmth. So we don't want them to have to go through that. We want them to be appreciated and loved so they don't have to burn down the village just to feel the warmth. Thank you. >> Thank you. Our next speaker is Alan Alli Vrenenburgg. Good evening board. My name is Ally Bradenberg and I am here tonight as a Carlbad resident and activist and I run an organization called the We Belong Institute. We are conducting an independent study to figure out whether schools are equipped or not with proper mental health resources and we're trying to look throughout San Diego County. Um I'm a Carlbad resident so

043I live here, born here, raised here and myself and another member of my nonprofit. We called every single school in Carl'sbad to find out this information and we wanted to find out whether the school had a full-time or part-time mental health provider what their credentials were and and then when we did so I was either hung up on or told that they didn't have the information or to check the website which I did and there's very little information in terms of credentiing or whether they're full-time or part-time and So, I emailed every school and again no response. And so, I'm just asking for some basic information. I really believe it's important to for Carl'sbad to be, you know, epitomize what it is to be a beautiful city. I love it here. I'm sure you all

044do, too. So, I'm just hoping for some information and would you guys be willing to share it with my organization? >> I don't know if you can answer a question directly. Um, let's make sure and follow up with her on that. >> Okay. Thank you so much. >> Ally, can you just make sure that you provide your contact information to the superintendent before you leave? Okay. Okay. Thank you. We now move on to part eight, consent calendar. All matters listed on the consent calendar are considered by the board to be routine and will be enacted by the board in one motion. There will be no discussion on these items before the items before the time the board votes on the motion unless there is a board request for one or more specific item to be

045removed from the consent calendar for discussion. Have there been any blue cards? >> We have a total of two blue cards. >> Okay. Thank you. In order to allow speakers to present their comments and ensure we are able to properly attend to the business of the board per bylaw 9323, public comments will be limited to 20 minutes. This means each speaker will have three minutes. When I call your name, please come to the podium, state your name, and indicate whether or not you live within the boundaries of the school district. The first speaker is Jolene Bono. Okay, we'll we'll go to the next speaker for now. Um, Cara Bonano. Hello, I am Jolene. I live in Carlsbad. Um, I do hope that you read the article that I sent you all. Um, I think it

046was a very compassionate but honest uh perspective from a mother that I could have written myself. I do want to add a few uh more thoughts on this. On Saturday, pretty amazing day. Sage Creek senior Josiah Bowman broke the 800 meter sectional record. It's a record that stood since 1964. The longest um sectional record held ever. If anyone is to break his record, it will be a boy. On the girls side, Liam Miller, phenomenal runner. I hope you guys will watch her next year. She smashed the Sage Creek school record in both the 100 meter and 200 meter. Unprecedented. And my own daughter broke her own school record in the 400. Now, if anyone is to break their record, it will be a girl or a boy by current CF rules and state policy. For

047comparison, Leah, who's pretty elite, uh, broke 12 seconds for the first time with an 11.98. Most elite high school boys run in the low 10s with vast number of varsity boys running 11 to 11.5. So, it could stands the reason a boy could easily steal that record from her. I think that's more than sad. It is absolutely unfair. And what really upsets me about some of the arguments that people give is that podium spots and medals shouldn't be the focus. We should be more concerned about inclusivity and people's feelings. And while I appreciate that there are more important things than winning, please stop telling girls they can't be ambitious, that they can't chase goals, work hard, and celebrate when they achieve them. If you saw Leah Miller how happy she was after her hundred, if

048you knew how much she's worked, I've seen her since 9th grade. She has put so much into this. You'd understand how great those moments are for girls and how important fairness is. As you know, the other thing that happened uh my daughter qualified for state and high jump. The same thing happened last year. She competed against a male at state. After that frustrating experience, you know, I proposed a title N resolution which you rejected. Now, this year, the very week my daughter is competing against a mailant state again, you have proposed and are poised to vote on supporting CIF's insane policy allowing this to continue. When will this unfairness end? It will end when adults like you start standing up for girls. Please understand that your vote for this would demonstrate to me that you

049care more about a boy who identifies as a girl in another district than you do for my daughter who has worked so hard to represent Sage Creek and you, the Carlsbad Unified School District. Please reject this resolution and support our girls. Cara Bonano Hi, I'm the gopher who got Jolene from the bathroom. Um, I'm here to also talk about fairness and physiology. Biological boys have an unfair advantage competing against girls. The majority of people would agree that that's a basic concept. I'm pretty sure that most of you would agree that allowing an individual who identifies as a female is much different than a physiological female. As Jolene said, these athletes work very hard. Athletes should compete based on the gender they're assigned at birth. It doesn't mean I'm intolerant. It doesn't mean I'm transphobic. It

050doesn't mean I'm not inclusive. It means I want our girls to compete in a fair and safe environment. I'm advocating for what's fair tonight. The CI the language of the CIF resolution is concerning to me since it seems to aim to silence the superintendent, Dr. Norman, parents, administrators, coaches, and you trustees. Anybody who disagrees with CIF's continual violation of Title 9 is being in is being discouraged from speaking that. I'm not about to take to social media and bash anybody, whether it's an athlete, biological male, biological female, or a trans person. However, I do think that I'm entitled to an opinion. You all are entitled to an opinion. The First Amendment allows for us to speak that opinion or write about that opinion. Why on earth would this board consider adopting the CIF membership resolution

051when this organization, the California Inter interscolastic federation, continues to fail to honor and respect our girls. These boys competing in girls events are stealing titles. There is a website that lists how long this has been going on and each title that is stolen by a biological boy competing in female events. It's called heated.org. I strongly encourage you to look it up. At the end of the day, I think that everybody is entitled to speak their mind. It seems like um a bit of advanced retaliation with the language of the CIF membership resolution. In other words, by adopting it, you would be putting parents, administrators, trustees, anybody who has an adverse opinion to CIF, you'd be putting them on notice that there will be consequences for them utilizing their First Amendment rights to speak and advocate

052for girls. Thank you. Okay, trustees. Are there any items to be pulled from the consent calendar for discussion? >> I'll be pulling 8.13. >> Point of information. >> Um, Trusty Verbbeth, was this discussed with the superintendent prior to tonight? Thank you. >> Trusty Verbbeth, can you repeat the item number? 8.13. >> Okay. Thank you. May I have a motion to approve the consent calendar with the exception of item 8.13? I'll make a motion. >> Second. Rollings. >> Okay. >> Trusty Ward made the motion. Trustee Rawlings seconded the motion. Miss Garcia, please call for a vote. >> Trustee Rawlings, >> yes. Trusty Verbette. >> Yes. >> Trusty COC. >> Yes. >> Trustee Emory. >> Yes. >> Trusty Warren. >> Yes. >> Motion passes five to zero. Okay. >> Trusty Verbette, this is your time to explain

053why you pulled the cons pulled the item. >> Thank you. I asked to pull this item because of recent parent concerns with CIF's failure to comply with Title 9 by allowing biological males to compete in sex segregated sports against biological females. I also have concerns with the language in the membership agreement that prohibits parents, coaches, trustees, superintendent, uh, parent volunteers from disagreeing with CIF. >> Okay, trustees, do you have any questions? Trusty Rollins. >> Um, I do have a question. um if we don't pass this resolution and uh maintain our membership with CIF. Um how many students does that impact as far as being able to compete in those sports? >> I'd have to defer to Dr. Brockett, but you can pass the membership and not the resolution separately as well. Dr. Brockett with the

054numbers. >> Yeah, I don't have an exact number in front of me. I know that over a thousand students at Carlsbad High School participate uh and a similar percentage of students at Sage Creek. So probably somewhere in the neighborhood of 5 to 600 students at Sage Creek as well and participate in inter intercolastic athletics. >> Trusty Burbath. >> Dr. Brockett, um is it typical every year that we have a resolution like this one brought before us as well as a membership agreement? And is the membership agreement the same that it was in prior years? To the best of my knowledge, the membership agreement has not changed um from prior years. Um we did go back and look and and it has been the practice of the board since at least 2022 to bring forward also

055a resolution uh along with it. Um it's unclear what brought about the the resolution. It's the resolution itself is local. That was a local decision this board has made over those years. Um I'm not sure what the what the history was on why that initially came about. Um but there's no requirement to uh to make a resolution uh in order to uh in order to continue membership in CIF. There is a requirement to you know sign off on the membership form itself but otherwise that's it. >> Followup. It's another question related to um section 8 of that membership agreement. Have we checked with our attorneys regarding first amendment rights of our parent volunteers and staff and coaches and trustees and superintendent to be able to voice a difference of opinion with CIF. >> We did

056not specifically seek legal input on that. Um obviously people have first amendment rights. Um I think that the intent of what CIF is is pursuing there is that a a entering into membership with CIF is is you know uh uh asenting to the bylaws uh and the rules that CIF has set forth. CIF uh will set forth rules that are in line with state law. Um you know in terms of the issues that have been raised here um they're you know they have an obligation obviously to to follow the law. Um I know there's there's some disputed law in this area. Uh but uh that that's their stance right now is they're following California state law in terms of the way they've set their bylaws. >> Trusty Rawlings. >> Thank you. Um could you look

057at section one and section two of the membership agreement? It seems to me that compliance with the conditions of membership as set forth in article 2 as well as the 16 principles of pursuing victory with honor are conditions of membership. I'm not sure how not passing the one resolution but accepting membership is appropriate. So, so if you if you look at um if you look at page three of that attachment that you're referring to there, it has the 16 principles. The the other attachment uh the other exhibit related to that item, which is exhibit A, is the resolution that this board has brought forward, as I mentioned, at least over the last four years. um that that speaks to some of the items in that membership agreement, but is a standalone um item that this

058board has uh has brought forward uh over several years. So, um the the exhibit B, the agreement that we would continue membership with CIF in order to allow our uh teams to participate does include an an agreement that we abide by the rules of the CIF. it it doesn't necessarily mean that we have to include exhibit A which has been a local decision um for again I'm not I'm not clear on the background on why that came about but um that's separate from the actual membership agreement >> so just to follow up the resolution that we're passing is just codifying our willingness to comply with the rules of engagement under CIF is that correct >> yeah the agree the membership agreement is speaks to that that we would that we would agree. This would be

059uh minus the resolution would be no different than us agreeing to any contract that we might agree to on a consent calendar uh item. We're we're entering to an agreement for membership with the CIF. Correct. >> Trusty Verba, is there a deadline to vote on this agreement? >> June 26th. >> Yes. So, there is a Oh, sorry. So, is it possible to wait until there's a important Supreme Court hearing that's going to be heard? Um, and so perhaps we should wait until next month until that case is heard because we don't want to get ourselves into legal hot water un and without um we should probably consider that maybe delaying this. It it's a good question. I I did speak with the CIF commissioner uh about um these related issues. Um he indicated and affirmed

060that that obviously the CIF follows uh follows the law, the state law in in the state of California right now. Um as as has been noted is in conflict with some of the uh some of the more recent updates around Title 9 directives. And as you mentioned, there are two cases currently before the Supreme Court under consideration that were argued earlier this spring. Um, we do anticipate decisions being made on those. CIF stance is that they would amend as needed bylaws and their their rules of operation uh as necessary to comply with either a Supreme Court decision um when that came out and becomes the law of the land if if there are any changes required at that point. So, isn't it true that federal law trumps state law? >> Yeah, I think as it

061relates to to this question, there are there are a couple of um uh there are a couple of intersecting but not entirely related issues. Um so, you've got you've got Title 9 um and and then you've got state laws uh about non-discrimination that that certainly intersect but don't entirely overlap. Um, I believe there's some litigation uh at the state level involving that as well. I I don't have all the details on that. I've followed the Supreme Court cases a little more closely, but um but there is there's certainly some overlap there um that is being considered at this point. >> Follow. So, we could technically wait to vote on this until next month to meet a deadline with CIF in order to wait for these decisions at the Supreme Court level. I would I would

062suggest that um we we may not have more information at that point. We we will have one piece of information. Um we may not at that point have um have you know substantive changes to uh bylaws or laws. So we we would have potentially information about the sup the the resolution of the Supreme Court cases. um we may not have other detailed information to help with that consideration at that point in time, but it's certainly possible that we um we could meet our obligation to affirm our membership uh if trustees desired to wait uh to those next June meetings. >> Follow up. So CIF could technically based on these decisions that are pending, they could technically change um their requirements in this agreement. Yeah, I can't speak to what their process for statutory change or

063or how quickly this particular agreement would be. I don't think that I I actually don't think the substance of this agreement necessarily um changes based on that particular law. I don't recall anything um in those uh in these uh principles that are outlined there that necessarily change. I think what changes is the application of them as it relates to potential changes in law. Okay, I'm ready. Any other questions? Okay. >> May I have a motion to approve agenda item 8.13? >> So moved, Rawlings. >> May I have a second? >> Second, Emory. >> Discussion. >> Trusty Verba. >> Sure. I'll be voting no on this resolution and the membership agreement based on my concerns that CIF is violating its own principles of fairness uh which was discussed by our two speakers as well. Um with

064regard to our female athletes, I would like to get clarification on whether CIF is violating Title 9 and whether the speech restrictions in section 8 violate the First Amendment rights of of our parent volunteers. Um, the Department of Justice is suing CIF and several school districts for violating Title 9 and there's a pending Supreme Court case on this issue that will be decided in a few weeks. So, I think it's in our best interest to delay this uh item for at least a month until we have more information. And um we are a board of females and I would think that you would want to stand with our female athletes for all the hard work that they have um done and worked on since they were very young. And um I think >> I'm sorry,

065can you repeat that last part? I couldn't. >> Sure. I said we are a board of females. We have a superintendent who's a female and I think that it's our our duty to protect females in safe spaces and on those podiums. They've worked very hard and we need to honor that. >> Trusty Emmery, I I failed to see anywhere in here where it specifically points out. I don't disagree that maybe there is some things that CIF needs to clarify um and that state law whether it's our place to do so at this dis I I cannot point to something that says as such um and I really am concerned about the the undue stress that that might put upon all the 1500 you know plus students who compete in these CIF without kind of knowing

066where their next tournament is going where their next sport season is going. So I agree that this is part of a larger conversation but I believe is within our purview here um that's a larger conversation outside of this room. Well if you look at the six um pillars of CIF they are trustworthiness respect responsibility fairness caring and good citizenship. So if we are saying that we are adhering to these pillars and we are supporting these, how can you say that you're being fair to our female athletes? We have female athletes that are going to be competing next week and one is going to be competing against a biological male. How is that fair? How can you say that's fair? Trusty Rolls. >> In my opinion, it's not fair to the 500 athletes that wouldn't be

067able to compete at all in CIF sports. The the the thing is is that these are CIF sports and we have to play under CIF rules. And so, in my opinion, um if CIF changes the rules, you know, I would say yes, we you know, we need to go with those rules because our players want to play within CIF. And so, that's that's the issue. And I'm not willing to jeopardize all of those athletes for a perceived issue on the other side. >> But school's almost done. Our student athletes are competing now. We can wait one month until these decisions are made before we sign off on something that I don't agree with. And I don't think any female up here should be agreeing with >> and you're entitled to your opinion. >> Any other

068discussion? Okay, Miss Garcia, please call for a vote. >> Point of information, can you restate the um motion on the floor? >> Yes. It's to approve agenda item 8.13 as is. >> Trusty Relings, >> yes. >> Trusty Rebette, >> no. >> Trusty COC, >> yes. >> Trustee Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 4 to one. Thank you. We now move on to part nine presentations. Agenda item 9.1 20 2026 27 summary of progress elementary 202526 summary of progress elementary highlights trustees this is an information discussion item. I will now hand it over to Dr. Ryan Rocket. >> Thank you President Ward. If you give us just a moment here to get ourselves situated. >> All right. It's uh my pleasure to be here tonight and to welcome Director Fuentes, our

069elementary uh director, as well as our elementary principles here. Um we're uh going with a little bit different uh breakdown this year. You might be accustomed to seeing all of our principles join us at a June meeting. Um, and we're going just a little different this year to break up our elementary and secondary uh to allow uh for some, you know, just a a little bit quicker presentation. Uh, that one is always a favorite. Uh, but it's uh it does take some time to get through all of our principles as well. So, we've got our elementary folks here tonight. We're going to hit some elementary highlights. We'll be back in June with uh more of our traditional summary of progress on our data metrics um as well as our secondary principles at the June 10th

070meeting. Um, so tonight we're going to uh talk about uh some of our district goals and success indicators just as a reminder of what we've been working uh toward in 2526. Um, and we'll hear our stories from the field from our principles uh to highlight some signature uh things that they've been doing at their sites and some uh some good news uh from out at the school sites. As a reminder, uh we have three uh board approved goals that are part of our LCAP and that and that drive uh the focus of the work that our principles uh do with their staffs at their site as well. Um goal one on pupil outcomes uh to ensure that students demonstrate academic growth and proficiencies. Uh goal two is our conditions of learning. Um so we get

071into terra talking about uh instructional materials, instructional technology um and fiscal soundness and some of the other pieces that we work on. And then our goal three is around engagement uh and how we engage uh parents, staff, and community to promote unique educational opportunities. You're going to hear some highlights uh tonight from our elementary principles on each of those three areas. Um and we're excited to be here to share with you. With that, I will hand off to uh Director Fuentes. >> Thank you, Dr. Brockett. So, beginning with goal one are pupil outcomes. The school centers on ensuring all students demonstrate academic growth as they leave Carlsbad Unified um for future success in college and beyond. Throughout this year, our elementary schools remain focused on strengthening core instruction, using data to guide decisions in the

072classroom, providing targeted supports for students based on their individual need. And across the district, we saw strong collaboration among our site teams to ensure students continued to make meaningful progress. Our success indicators for goal number one focus on several key areas. We're looking at academic growth on our local and state assessments, progress among our student groups, college and career readiness, and expanded access to advanced learning opportunities. Now, at the elementary level, much of that work centers on monitoring student progress through STAR and Dibbles data to better understand our student needs, guide the instruction, and ensure that students are building strong foundational skills for that long-term academic success. While we are awaiting scores on state testing, this slide highlights encouraging indicators of academic growth among our elementary schools. In star reading for grades three through five,

073we saw a 5% increase from fall to spring. And on the STAR math assessment for grades one through five, we also saw a 5% increase. And one of the most significant gains was in our K2 Dibbles reading screener data where we increased by 12% from fall to spring. Now, this year marked our first full implementation of the new state required reading risk assessment or screener, DIBLES. um and significant effort went in this year to the initial training um to train teachers and to help calibrate on administration of the test. Year two training will focus on supporting teachers in understanding how to use data effectively and um progress monitoring students who are not meeting standard yet. Monthly MTSS meetings, teacher meetings were facilitated by Miss Cobb and they aimed to strengthen sustainable systems around reviewing student

074data and progress monitoring. This included a focus on developing shared norms for database decision-making, clarifying tier 2 entry and exit criteria and building collaboration structures among their own site grade level teams. We also continued expanding the use of edgeclimr to visualize data, ask questions of the data, and follow students stories within that data. I also am excited to highlight progress specific to our multilingual learners. Now, our EEL services team is um currently reviewing all the additional criteria for um reclassification this year, and we'll report on that later, but we can share at this time that 23% of our multilingual learners scored a level four on the summit of LPAC. So, that's the requirement to be eligible for reclassification. Students who earned an overall four but do not meet the other criteria points um will be

075monitored closely and reviewed at fall and mid-year common assessments for eligibility next year. So we'll keep monitoring their progress. And this year in collaboration with our community liaison and our EL team, we really worked hard to increase attendance and more than that participation at our ELAC and DAC meetings for a stronger partnership with our multilingual families. Moving forward, we'll continue to focus on our professional learning around ELD instruction, assetbased practices, and refining our progress monitoring with multilingual students and our reclassified students. And we're also excited to launch year two of Summer Language Academy. Enrollment this summer has exceeded last year's participation already, and we are excited to expand the opportunity by offering a cross- tutoring class where middle and high school multilingual learners will serve as mentors um directly in the classroom, supporting specials and

076helping to facilitate games out at recess. So, I look forward to sharing more outcomes in the fall. And now I'm excited to introduce our incredible elementary team to share highlights from their own schools um snapshots of how um work on their site has contributed to our overarching goals. Kicking us off is the amazing principal Blom from Kelly Elementary who is just about a week away from completing her first year as a CUSC principal and she'll be followed by Miss Cobb highlighting the great work at Jefferson. >> Good evening board of trustees Dr. Norman and cabinet and Carlsbad community. My name is Megan Blom and I am the proud principal at Kelly Elementary here to celebrate the hard work of our staff and our students specifically around um LCUP goal number 1.2 to for that student

077achievement which sets the goal at increasing scores from fall to spring by 2% for students that are ex meeting or exceeding endofear standards as measured by that star um ELA and math assessment data as you can see we have exceeded that goal almost tripling it in math um I am proud to report that we grew by 5.6% from fall to spring on our star reading assessments and by 7.6% 6% in our star math from fall to spring and that can be attributed to a lot of really hard work from our students but also from our staff. Um, director Fuentes discussed the regular MTSS meetings and we brought that schedule to our school. So we would meet with grade levels as an MTSS team and we use that assessment data to create targeted math and ELA

078intervention groups based on that area of need that was identified um between each grade level and sometimes across multiple grade level groups. As you can see in the top two pictures, we took that learning inside and outside the classroom. Whether that was practicing with real world math money and second grade math skills or phonics based games using the new UFly um procedures with our hourly intervention teacher outside with those really rad sunglasses. Those grade level MTSS meetings and regular grade level meetings also highlight the hard work that's happening within each classroom to bring that tier 2 instruction in the classroom as part of general education practices. Um there was also strategic use and coaching of our MTSS teacher to help bring uh professional learning to light. So that looked um either as strategic release time

079for our grade level teams to observe each other's instruction or at other school sites or the opportunity for our teachers to co-e or have instructional practices modeled by that MTSS teacher. We've seen a significant increase since we have implemented with fidelity um a lot of that learning in that phonics based instruction in K2 as a result of being able to provide that release time. Um, I am very proud of our growth at Kelly Elementary and I look forward to a wonderful last week of school. Thank you. >> Awesome work, Kelly Elementary. Um, good evening, members of the board and Dr. Norman. I'm honored to be here this evening representing Jefferson Elementary and I want to share a little bit about the awesome work that's happened there. Um, for the past two years, there's been a

080schoolwide focus that has been anchored in a simple but powerful theme that we called better together. And these words were far more than a slogan. They represented a fundamental shift in the school culture. And so tonight, I'm proud to share how the Jefferson team operationalized this theme to accelerate student learning. Um, this year, our educators made a profound shift in their mindset, moving away from a traditional classroom silo and embracing a model of collective responsibility. We recognize that our classrooms hold a beautiful wide range of diverse learners. And so to break down barriers and maximize student outcomes, we designed and implemented a brand new framework that we titled power math and power reading instructional blocks. So for 5 days a week, students received core instruction in each subject with their primary classroom teacher. And then

081in addition, students transitioned into fluid groups that met 45 minutes a day, three days a week for some targeted instruction. um whether a student needed intensive intervention support or advanced enrichment um every single child moved into a group that was led by a grade level teacher or an instructional tutor to receive what they needed in that moment. Um the an initiative of this scale required a rigorous logistics and highly systematic approach. The school day was structured to align our special schedules to create dedicated simultaneous release time, which allowed our teaching teams the critical space to engage in weekly data chats and collaborative lesson planning. We were also intentionally intentional about protecting instructional blocks, allowing 90 minutes daily for both reading and math. Our MTSS teacher and IV coordinator were instrumental in driving this work forward.

082They provided focused coaching and leadership and alongside teachers used real-time data to form precise student groups. They developed targeted high impact instructional plans, supported teachers with how to continuously assess and progress monitor to keep groups fluid and responsive. And most important, they championed and celebrated milestones along the way. So through this targeted coaching and emphasis on data, our teachers have developed a powerful sense of collective efficacy, believing now that they can help every student succeed. And as you can see on the slide, this intentional collaborative framework has yielded tremendous student growth across the board. The team at Jefferson has proven that when we break down silos and align our strengths, we truly are better together. Thank you. Our second goal focuses on conditions of learning and this work includes professional learning for our staff, student

083wellness and belonging, building school culture, and ensuring systems and resources are aligned and support all learners. This year, we continued investing in leadership development, MTSS systems, school climate initiatives and structures that helped create positive and including um inclusive learning environments across all of our elementary campuses. Success indicators under goal two reflect our commitment to instructional quality, student wellness and well-being grounded in professional learning and also amplified through our student voice. An important part of this work was continuing to build leadership capacity across our schools. So this year we developed partners in practice, a multi-prong mentorship series led by assistant superintendent Aras, principal flowers and myself. And this work included structured mentorship and collaboration opportunities for our first and second year principles, helping to create intentional systems of support, ensuring our new principles um were equipped

084to lead instructional improvement and manage complex systems um ultimately cultivating strong school communities. We also offered an aspiring administrator series for teacher leaders interested in expanding their leadership skills um hoping to prepare them for possible future administrative roles. but also recognizing the impact their leadership already has on our campuses as um MTSS teachers, TOSAs, department and grade level leads and teachers wanting to build collaborative teams right there on their school sites. Additionally, we used our principal meetings to build on previous UDL work with Placer County and we worked to implement um new laws and policies, review practices and respond to community feedback. Um, so we engaged in a number of table talk scenarios where we could sit together and calibrate and collaborate to strengthen alignment across all of our schools. Another significant and meaningful investment

085this year was the increased allocation of elementary counselors across our elementary schools. Our counselors play such a critical role in supporting student well-being and also helping to support those schoolwide systems. Our elementary counselors helped to lead a number of community building activities including community day, unity day, multicultural days, compassion or ability awareness events. And these opportunities along with classroom lessons that were developed through Kelvin feedback and behavior data ultimately help foster belonging and a stronger sense of community. As a result, we maintained or increased favorability ratings across all aspects of Kelvin. And two notable gains that I wanted to mention included an 8% increase in school climate favorability and a 5% point increase um or improvement related to bullying and harassment indicators. At the same time, we recognize that this work is ongoing and continues

086to evolve based on what we continue to learn about the student experience, which is reflected both in our LCAP and school site plans moving forward. Now, let's get back to our school sites, and I'm excited to hear their work about professional development, student well-being, and school culture. Starting with another one of our rockstar firstear principles, Principal Yamasaki, who I'm excited to congratulate on a first great year at Avier Oaks. We will also get to hear from the equally amazing principal Leech at Magnolia, and Principal Nelson leading the team here at Cala Hills. Well, wonderful. Good evening, board of trustees, superintendent Dr. Norman, our cabinet, and our community. My name is Emily Yamasaki, and I'm happy to serve as the principal over at AOE. I'd like to start by talking about the professional learning that we

087did at AOE this year. I'm excited to share that our focus was on removing barriers for our diverse learners and making learning relevant and also visible for students. We focused on before, during and after reading strategies as well as math practices that increase student talk and understanding. We were very very excited to bring our wonderful TOSAs at the district to our school to run universal design for learning sessions. And in these sessions, teachers rotated around and were able to get planning with UDL in mind in topics such as literature, science, and also how to embed technology in that work. As a team at AOE, we looked at our multi-tered system of supports and we were able to map out in that photo there with all the post-its what tiered interventions that we were able to

088provide in the classroom in our tier 1, tier 2, and tier three work. All of these efforts helped our students thrive academically. We see, for example, a 10% increase from fall to spring in our star reading data that we were excited to celebrate. Going handinhand with that work to remove barriers and make learning relevant to our student population was really trying to increase student belonging on our campus for all students and also really work on that positive school climate. We did that work through assemblies where we focus on our leadership expectations as well as the assembly work that we did to bring student celebrations to light. We also worked to have a restorative approach to behavior management and discipline. Um, and most impactful was that we brought that work to our campus monitor team, our

089specials teachers, so that our entire staff could be aligned with how to support our students and their SEAL needs. Similar to the work with the tiers that we brainstorred for academics, we did that same work for our um SEAL development at AOE. So, we looked at each tier and thought talked about our interventions and resources. That work was pivotal in involving our school counselor, our MTSS teacher, and our support staff. And we were able to see this 10re 10% increase in our school climate favorability in one calendar year which is quite a jump. And in the day-to-day we saw that reflected in higher u participation with our students, more engagement from all of our families and overall a sense of belonging for all of our students. Thank you. And I'm going to jump in and

090present um on behalf of Buenav Vista Elementary School. And in highlighting Buav Vista, we see strong evidence of success indicator 2.1 focusing on professional development. Professional learning at Buenav Vista centered on universal design for learning MTSS strengthening high quality instruction um aligned to the California state standards. The site was very intentionable intentional about creating alignment from the district vision down to the student experience through cascading professional learning plans. Beginning at the beginning of the year with a journey map activity, the site identified areas for tier one improvement and committed to ongoing learning within their collaborative grade level teams. Teachers use data to guide instructional decisions while sharing practices such as building thinking classrooms, fact fluency development, phonics instruction, and the use of Google tools and AI to strengthen UDL strategies. They also partnered closely with

091our districttosas for additional professional development and support. At the same time, the leadership team focused on strengthening MTSS systems and um effective tier 2 instruction um and positive attendance strategies. Finally, teachers individually continue to revi refine their practices through coaching cycles and targeted learning opportunities, including the literacy connections institute series, California math council trainings, and the California UDL summit. Buav Vista's work demonstrates that when professional learning is aligned, collaborative, and embedded through every level um of the system, it directly supports student success. And you can see their proud students recognized for their achievements. Good evening. My name is Craig Leech. I'm the proud principal of Magnolia Elementary. Um there's a feeling that that you get when you step on the campus of Magnolia that um I fir firmly believe that it's the greatest place to

092go to school and work. And it was amazing to see our Kelvin data reflect this. Um we saw great gains from this year to last year. Um 97% of our students reported favorable responses at being at school at Magnolia. And that's really a testament to our teachers, our staff, our families, and our students. Um, some of the things that I really think moved the needle with us this year, um, having that full-time counselor on on site every day was really really evidenced in our Kelvin data as you see that 8% in increase in um, in school climate. um from leading social emotional lessons for like big versus small problems for our little students and college and career readiness for all of our students to doing social emotional groups at lunchtime to meeting with students either

093on a temporary or long-term basis on one-on-one counseling needs. So, we really saw um that boost um in our student population. We also elevated student voice more this year with our kindness club on campus where um students help lead assemblies. They helped launch our no place for hate event and um this year they came up with they partnered with the high school to build a buddy bench so that everybody has a friend to play with at recess. And lastly um it all comes down to our pride values that we exemplify through our assemblies um weekly mini lessons and um also behavior expectations at the beginning of the year. But I would love to um allow our students to express why Magnolia is is a great place to be. What? All these years He's very liking.

094Thank you all. >> Uh, good evening trustees, Dr. Norman, our cabinet, and our community members. My name is Aaron Nelson and I'm fortunate enough to be the principal here at Calaver Hills Elementary. Um, we could of course talk about uh the amazing work that's happening all throughout the year. If you want to see some of that on display, I welcome you to come join us. Tomorrow night's our open house. If you're looking for something to do um some pretty incredible work celebrating the diversity of our school um and some student led projects around UN uh goals, which I think will be really cool to see. So, if you're looking for something to do, come on by. But, um, I I do always love to have the opportunity to talk about, um, success indicator 2.3. Um,

095because for me, I believe that like the most important thing we can do for students is to help them leave our schools with a positive perception of themselves and a positive perception of school. And nothing speaks louder than the survey results from our students themselves. Um, and I I wanted to show on here, we saw some great growth across all three of these domains highlighted in the uh in the success indicator, but I wanted to show the growth from the year prior as well because I think it highlights the point that culture isn't a one-time thing. It isn't just something that we do. It's something we have to continue to build and sustain and grow. And uh a huge piece of that is uh our counselor, Kelly Hatcher. Um who is not only I I'm

096I'm biased, of course, but uh I think the best counselor there is. Um it's little things. It's not a big thing. It's not a magic thing. It's it's greeting every kid by name first thing in the morning at the gate with music playing, giving a high five or a hug and, you know, asking them, you know, about how their their baseball tournament went or whether uh, you know, they they had fun at their their Friday night lights game or or recognizing that new haircut, right? Um, having our kids know that they're seen and known as individuals and valued and that we're glad that they're there. Um, and it continues with the assemblies that we do, with the work our teachers do through morning meetings and and kind of uh community work that they do in

097their classroom every single day. It's through the projects that they do that that highlight student voice and agency. Um, it it's about having fun. you go to our campus, you're going to see our instructional aids and campus monitors shooting hoops with kids and and you know out on the kickball field and all that sort of thing because the adults who work there truly care about the kids that they're working with and that reflects in the culture of our school. So, we're incredibly proud to see yet again an increase in our overall school favorability, but especially some some big increases in those kind of three key areas, school climate, safety, and student well-being. Thank you. Our third goal focuses on engagement. And across our elementary schools, we continue to see strong examples of family engagement, community

098partnerships, student leadership opportunities, and experiences that connect learning beyond the classroom. This work reflects our belief that student success is strengthened when schools and families work in partnership. And we definitely saw that in our impact report from PTA. The success indicators for goal three focus on family engagement, graduate profile development, attendance, and opportunities that connect students to future college and career pathways. At the elementary level, our schools integrated these goals through counseling programs, student leadership opportunities, career exploration activities, family events, and community partnerships. One exciting area of collaboration I'd love to highlight this year is the work on our TK12 counseling continuum. Counselors across all gradspans met throughout the year to examine the social emotional, academic, and college career themes currently being taught or experienced at every grad span. Now, this visual of posting our

099activities and themes into the domains of SEAL, academics, and college career by tier, and then moving those post-its to our graduate profile attributes helped us identify gaps and needs across grade spans. And then using that information, teams worked to build a more cohesive continuum of specific student outcomes, lessons, and experiences that develop progressively throughout the grade spans. And now for more stories from the field. I'm pleased to turn it over to Principal Kesco at Poinsedia, the leader of our Hope Hawks, Principal Gurgich, and from Pacific Rim, our wave writers, um, Principal Teps. >> All right, good evening everybody. I'm Mr. K. Walter Kanesco, proud poinsettia panther principal and I'm happy to report on success indicator 3.3 graduate profile attributes. Um as you can see in our Kelvin data, we showed tremendous gains in almost every

100area from 2025 to 2026 in um various areas from ethical and responsible citizen all the way down to school climate where we showed our biggest increase of 16% which I'm really proud of the hard work of our students, our staff and especially our full-time counselor who's leading the charge on our Kelvin seal survey. Um, so for college and career week this week, we we beefed it up. We made sure all students in grades TK through five participated in the Ryasac survey. And we also gave that survey to some of our staff members and incorporated it into a fun scavenger hunt where we our counselor put pictures of our staff with their top three attributes and students had to match themselves up with it. So, it was a fun way to connect with uh students and

101staff and everyone schoolwide to participate. We also participated in um BisTown this year. We've had various um military visits where our uh Marines from Camp Pendleton came out and exercised with the students. We had a couple helicopter landings. Thank you. Sorry. Um and we also had student speakers at our assemblies and we had guest speakers ranging from various careers. Um doctors, lawyers, people who work in restaurants all over the place, salesmen speak to our students and give them just kind of a an an eye openening experience of what careers are like outside of school. Um we did work-based learning through our college and career week Monday through Friday. Tied it into spirit week. We had our red, white, and blue day where we celebrated America's 250th. And then we have our students participate in mock

102interviews along with our fifth graders completing um career profiles. Thank you. >> Good evening, uh, Superintendent Norman, uh, board members and the community. Uh, I am Andrew Geritch. I'm the, uh, proud, uh, Hawk Hope, uh, principal. Uh at Hope Elementary, we're intentional about intentional about developing the whole child through embedding graduate profile attributes into daily learning experiences, leadership opportunities, and schoolwide programs. Our focus is not only on academic achievement, but also on preparing students to become collaborative, responsible, resilient, and future ready learners. Classroom instruction is intentionally designed to promote strong learner behaviors such as collaboration, communication, critical thinking, and active participation. Students regularly engage in book clubs, classroom discussions, partner work, and vertical learning opportunities that encourage them to learn from one another, share ideas respectfully, and problem solve together. These experiences help students build

103confidence in expressing their thinking while strengthening teamwork and interpersonal skills that are essential for success beyond elementary school. Our students are provided with meaningful opportunities to apply their learning in authentic and engaging ways. Programs such as fifth grade bistown allow students to experience real world financial literacy, career exploration, and civic responsibility through hands-on simulations. Science day encourage inquiry, innovation, and problem solving as students investigate and present scientific concepts. And hope TV and student led assemblies provide opportunities for students to develop leadership, public speaking, creativity, and collaboration skills, which help foster a strong sense of school community and student voice. In upper grades, our students are encouraged to take ownership of their academic and personal growth through structured goal setting opportunities. Students reflect on that progress, identify areas of improvement, and celebrate achievements throughout the year.

104Supporting students socially and emotionally remains a critical component of our work. Monthly SEAL lessons are provided by Miss Lions, our school counselor, focus on topics such as emotional regulation, empathy, problem solving, conflict resolution, and positive peer relationships. Classroom teachers extend these lessons throughout the month by reinforcing strategies and integrating SEAL practices into the daily classroom routines. This consistent support helps students help develop self-management skills, resilience, and positive relationships with others. During our annual college and career week at in May, students are introduced to a wide variety of careers, educational pathways, and future opportunities with guest presenters and interactive activities. These experiences help students begin connecting their interests, talents, and learning for future possibilities. By exposing students to diverse professions at an early age, we help foster curiosity, goal setting, and future focused mindset. Thank you.

105Goal three is a great goal because it focuses on engaging parents, staff, the community to promote unique educational opportunities for students. And I believe it's true of all of our schools that we wouldn't be able to accomplish all that we do without our entire community working together to support our students. And one of our positive parent programs at PAR rim was recognized at the state level with the purple star award this year. And parents engage in many educational opportunities both in the classrooms and outside the classrooms as you'll see in this video. Change the world. Fight. My brother We shine through Thank you. And I want to extend another huge thank you to this great team of leaders amidst a busy time of year. It's really great to be able to pause and say, "Look

106what we did this year." Um, so again, thank you so much, principles, and now I'll turn it over to President Ford. Thank you. Great job, principles. This is a time for public comment. Have there are there any blue cards? We do not have any blue cards. Okay. Okay. Trustees, do you have any questions? Trusty Rawlings. Um, thank you. On slide 14, which I think there was different principles up here at the time, but I'll ask it anyway. Um, you talked about bullying and harassment indicators. Could you tell me what that looks like or what that is? >> Sure. In our Kelvin survey, there are um questions asking if they've experienced um bullying or harassment. There's also a question if students are nice to one another or kind to one another. Um and we're able to

107isolate that um as an indicator for um how they feel about bullying on their campus. Um I believe that's the only question within that um Kelvin pulse um because it separates it by domains which is where we get those do domain percentages. >> Um okay so how is that different than the actual survey results? it it sounded like it was indicators such as behavior or you know uh non-verbal cues that type of thing is what it sounded like beyond just the survey results but was I wrong principles also look at their um referrals and behavior on campus they're also listening to their clubs so we heard about kindness club and their no place for hate clubs and so they're hearing things that are bubbling up on campus I can think of an example at Kelly

108Elementary School where they were hearing um students say unkind things a lot on the playground. And so they took a minute for that month to schedule lessons and um provide great appropriate lessons specifically about um inclusion um appreciating differences with one another and um respecting their sense of self and respecting others. So they use multiple um pieces of data to drive that but the percentage is directly from our Kelvin survey. >> Okay. So the observed behaviors is not part of that when >> indicators. Okay. Yes, >> that was my question. >> Any other questions? on slide 16 um when it talks about um a restorative approach um to managing behaviors on campus. >> 16. >> Yeah. Um when it talked about restorative um approaches to management uh on campus and principles, you can just go

109straight to the podium if you get asked questions. Don't feel like you have to exchange seats. Oh, thank you. >> I think she meant 15 for all >> 16 where it says restorative approach to manif. Okay. Um, thank you. Um, I wanted to ask about um, uh, was did your staff receive any training or did the district office provide any training in restorative practices or did you bring that to the um to your campus and if so, can you tell us a little bit more about that? >> Well, sure. Um for this year I brought some of my own experience with restorative practices to the team primarily around the use of looking at behavior as communication and also talking to students very openly about behavior decisions and talking about it in terms of what was

110what were you hoping to gain from that and what was the harm that may have been caused and then what are we going to do to restore that work on campus. And sometimes that looked it really was situational for each um case when it comes to students and what that work might actually look like. Whether it's bringing two people together to host a restorative conversation between two humans or maybe it's going back into the environment to restore in that manner. >> And then how did you bring that to your staff? Was that through like staff meetings or was it one-on- ones or how how did you kind of um have that be a part of the culture on your campus with your staff? I would say is a gradual process. So being new at AOE

111this year when I first entered and started getting kind of a sense in the lay of the land, it started off small. It was with a grade level team where we had something similar to the example that was shared at uh Kelly Elementary where we saw some bubbling up. So I met with their uh grade level team um not in a staff meeting. It was just them first. Grew that idea out and then it kind of snowballed from there. Ultimately um we did host conversations during our staffings around that work al together and our hope is to continue that work day one during staff meetings next year. >> Thank you. And um is is there anything that the district office could do or that we as a board could do to help provide resources to

112continue that work at your campus and to maybe help provide it in other campuses? >> Absolutely. I think in a earlier slide, I'm not sure if it was in this segment, we talked about some of the um meetings that they have hosted at the district level with principles that are new like myself. That has been very impactful. I also believe I saw recently um the offerings that are coming up in our sizzling summer series and many of those sessions were aligned with behavior management restorative practices. So seeing that is exciting work and I'm excited to use um those resources as well to launch this more globally at our campus and continue that work. >> Okay. Is it for her? Okay. I have a I have a question. Okay, thanks. Um, mine is for Principal Tubs.

113Principal Tubs, I appreciate the video and what you shared. I was just curious about some of your Kelvin data. Can you share with us maybe the three top highlights from your Kelvin um assessment that you gave >> for Pack Rim? All of the >> in terms of engagement. >> Yes. All all of those categories we actually increased by either 1% or uh 2%. And so we're very excited that we've been able to make that continued growth growth. They're all in the 90 percentile with uh one exception that has been continuing to move up and it's at I think 88%. >> Which one was that? >> Uh it is the um bullying and harassment and that's actually in the monthly board report data as well where you can dial in and we have broken those out

114by the questions as well. >> Awesome. um what what do you think the activities were that really contributed to all that growth specifically? >> I think you've heard a lot about our counselors. So, our counselor goes out into the classroom for two lessons every single month with every single classroom. So, from TK, you're going to get age appropriate all the way up to fifth grade. And I think that uh the activities she provides, they're very engaging and uh they're fun and they don't just stay in the classroom because she's out at every recess. And she's providing additional clubs to bring students in to have conversations with one another and continuing to expand the garden club feature for the students. And uh I think that it it's attributed to the intentional work that's done not just

115in the classroom but constantly reinforcing it so that we can make sure that those students are making good choices outside the classroom. >> Awesome. Thank you >> Trusty Rollings. >> Thank you. And um it's from Buenav Vista on slide 17. So I think that would be for you. Um it's my um so when it's when you start with kind of the district plan and then site plan, grade level plan, individual and student success. Um has it been helpful for the district to have to prioritize UDL and um within gold 2 um inclusion work um in order to create that that stairst step um for success for students? Yeah, I think we've heard um from a number of our principles that that district focus helped with alignment. So you you know, we're we're really looking at

116our LCAP and then as principles were finishing up their um school plans um their SIPASS, we're seeking that alignment so that we can um utilize the resources of our principal meetings. Um we had what we called TOSA boot camp. So each of our TOSAs went out to the schools and led different sessions modeling UDL practices. And so it really helped in we had our principal leadership um we had our MTSS leadership that filtered down to the school site so that those grade level teams on site were continuing in that work. So just to confirm the district having a comprehensive plan where kind of everything is under one umbrella is helpful for the school sites in order to level down to that to the individual student success. Is that accurate? >> Yeah. Our um I think

117continuing on with our district-wide focus supported our school sites. >> Excellent. Thank you. Any other questions? Okay. Okay. You want to do that right now? Okay. This is time for discussion. Any discussion? Trusty Verbat. Thank you each principal for your presentations. I'm very proud of the work that you're doing and um that you are um paying attention to each student and each of your teachers and building communities that our students want to be at. So, thank you for all your hard work. I know you're doing hard work. So, thank you. >> I want to say thank you to everything that you shared today was great. I love some of the things that you pointed out. I took some good notes because I want to talk to Dr. Norman about it later about the great things

118and things I would love to see continue that you shared tonight, especially the counselors. I think I heard that pretty much from everybody. So that sounds fabulous and um so thank you for doing all that you are doing and I'm also so proud of the teachers and the staff and how hard they're working and the counselors. Anybody else? Trusty Emry, >> I just want to say again those personal stories um that you bring. Thank you for each, you know, sharing about what the unique things that are happening each of your schools because they really are unique, but it also really, I think, helps to ground me and hopefully us in our LCAP and what actually the purpose and how that is kind of filtering through in the daily life of our students. So, thank you

119for those examples and for sharing the pictures of the adorable children because that makes the night go better. Trusty Rawlings um >> and and Ditto as far as thank you for all the work that you're doing and um for helping us to kind of see where we need to focus and where we need to commit resources and understanding um the counselors came out of a you know an LCAP success indicator or an action in service eight years ago I believe you know or was maybe maybe less than that maybe um six years ago where we really felt that you know elementary counselors were going to really you know help with this work and obviously it has. So that's why I kept asking those questions about you know how can the district office and you know

120where where can we pro help to provide that focus and resources in order to help you do the great work that you're doing. So I really appreciate your um work and willingness to do um to work with our students. So thank you. >> Okay, any more discussion? Okay, I think we're going to take a photo. And then we'll take a break after that and we're going to let the principles go ahead and head out. All right. Ready? One, two, three. All right, here we go. One, two, three. All right, looks great. Okay, we'll take a quick five minute break. And principles, thank you for coming tonight. You're good to go. Okay. Thank you everyone. Please go ahead and take a seat. We're now moving on to agenda item 9.2, the forward together plan. Trustees, this

121is an information discussion item. I will now hand it over to Dr. Brian Brockett. >> Thank you uh President Ward. Uh it is uh our pleasure tonight to be here to share um a year three review and next steps on our forward together plan. Uh we're going to I'm going to hand off in just a moment here to Dr. Eker um who's going to walk through uh some of the background uh on uh where we've been uh over three years of uh efforts related to the forward together plan um uh review for us some stakeholder feedback uh that has been received over the various years as you all are aware um part of uh our uh systematic approach to implementation of that plan has been to bring back uh feedback to the board each year

122um from our forward together committee uh and then Dr. Eker will touch on some of our uh ongoing commitments uh related to uh the work that have been really distilled out out of out of many actions uh over the past three years um feedback uh from our educational partners um has really kind of focused in on some core areas uh and and feedback from students as well uh and Dr. Eker will touch on that and with that I will hand off to him. Thank you, Dr. Brockett, President Ward, Dr. Norman, board of trustees, students, parents, and staff that make up this great community. Thank you for the opportunity to speak tonight. Uh we hope what I hope to do this evening as a CS as a CUSD community supporting our students is to hold two

123truths in our hands at the same time. The first truth is that the past few years have shown us exactly what is possible when we partner with our students, truly listen to them, and take collective responsibility for their sense of safety and belonging. In the upcoming slides, you will see data showing clear academic and social progress across CUSD. This success belongs to our community, to the dedicated staff, parents, students, and community members who have invested their hearts and sweat into this work. who have decided to find ways to model positivity and kindness for our students and to build our community with rolled up sleeves. It's proof of what happens when we share ownership over our students well-being. And second, we must acknowledge that this work has no finish line. Culture, as Mr. Nelson said, is

124not set and forget. The forward together plan was not created with the priority list. However, some items were clearly urgent. Other actions were added along the way because our students spoke up and told us what they needed. The reality is that we live in a world where hate persists and occasionally spikes. Whether it was the rise of anti-Asian harassment during the pandemic, the surge in anti-semitism, the painful realities of antilack racism, the xenophobia that targets our immigrant neighbors, or most recently, the attack against members of our Muslim community. What happens in the world impacts Carl'sbad and why we cannot stop hate from knocking on our door, we can control how we answer. And as such, this work is never done. This presentation meant to honor our community for the work we have accomplished um uh

125as well as to commit to continued improvement. After a background of effort of efforts of our efforts and the feedback from our forward together committee, this presentation will finish with the commitments presented by our for our Carlsb unified forward together committee to make sure we are ready when it comes. Like many of you, I remember the board meeting and the tenor in our community as the forward together plan was being discussed and debated. It felt at times like our community was being ripped in half. After the plan passed in July nearly three years ago, I sat with my thoughts and then spent that summer leaning into an important guiding shift to move this plan from the boardroom to the classroom to shift the focus from adult debate to student voice. As we listened and reflected,

126we listened. There were some clear gaps we had to address. For school culture, we had programs, but the work was inconsistent and we weren't regularly reflecting on the impact of our efforts. Simply put, there was no consistent expectation that our school communities would focus on culture year after year. And despite the best work we can do to build culture, we needed to better our response to hate motivated incidents. While it wasn't specifically written in the plan, we saw an immediate urgent need to better track and respond to hate motivated incidents on our campuses. And finally, our academic data showed clearly that we have been overusing tier 2 and tier three tier three interventions and needed to invest in our teachers so that we can better support the students who need us the most. Nearly three

127years later, there is so much that is true today about CUSD that was not true three years ago. While we should see this as a start, we should also give credit to the students, staff, and community members who made this possible. Around culture, we established a foundational commitment. Every campus pledged to be safe, welcoming, a safe, welcoming environment through our no place for hate pledge, backed by clear expectations for living up to this promise. To support this, our schools now regularly review student survey data to design activities that directly address the feedback students share. We also integrated student voice directly into this process through panels and committees, proving to our students that their perspective drives real change. And because schools are built on relationships, we built our team to support this work. We increased the

128number of bilingual community liaison and added counselors to lower case loads and ensured that every CUSD school has at least one counselor on each campus. For behavior, we equipped our leaders. We created a comprehensive guide for administrators, giving them a blueprint for how to respond to hate motivated incidents day one, day two, and a week later. We trained our staff to actively interrupt hate when it appears in our classrooms with trainings run by administrators, No Place for Hate student leaders, and most recently by the National Conflict Resolution Center. We supported our schools with tools and posters giving them ev giving everyone clear actionable options on how to step in when hate arrives. We had also provided staff and students with trainings on bias through the ADL and with representatives from every school in restorative practices

129in year one. Academically, we powered our work through MTSS and UDL by placing a heavy emphasis on tier 1 instruction. Because when our daily instruction is strong, responsive, and inclusive, we improve our tier 2 and tier three supports. We partnered with Plaster County Office of Education to elevate our instructional leadership. And today, every single one of our principles has established professional development plans for their teams. So, there's many partners in this work. Our no place for hate committees elevated student voice uh with no place for hate adviserss who modeled inclusivity and listening to drive our actions. Miss Flowers, principal at Valley Middle School, and Miss Schilling, counselor at Pacific Room Elementary, were great partners in helping to design the posters that are hanging in our schools today. Pictured here are members of the No Place

130for Hate teams at Carlsbad High School and Jefferson Ele at Jefferson Elementary School with some nice words from Principal Flowers about the impact of Forward Together. So in the past we have presented our progress through a traditional checklist. You may remember however a checklist can be misleading when evaluating something like systemic change. The scorecard graphic represents a a more accurate reli this graphic represents a more accurate reality. While it is true that a 100% of the 40 action items are either fully implemented or actively in progress, change takes time needs and and needs to be authentic and is rarely rarely linear. By partnering with students, we realized that there were action items that needed prioritization and others that were necessary but not in the plan. As we reviewed the action items in the plan, all

131are implemented, but some have clearly become part of the norms in our district and some have been implemented inconsistently to date. Yet, when you look at the major milestones of this plan, the structural progress is undeniable. We have successfully established active no place for hate committees across 16 CUSD schools, built a district-wide forward together advisory committee, rolled out antibbias professional development, expanded our bilingual uh community liaison. At the same time, we have deepened our MTSS and UDL instructional strategies while beginning to explore PBIS. We also look for opportunities for action items uh to work in partnership. For example, MTSS and UDL implementation empowers teachers to better use data to gauge the relationship between instruction and student learning. What I like to call teaching with our eyes open. This reflective mindset has driven our educators to

132update rubrics and assessments through the lens of universal access and tier one support. Furthermore, UDL UDL directly advances our efforts to increase student voice and choice in the classroom while simultaneously expanding access and improving outcomes for multilingual learners. We also trained teachers in civil discourse through the S San Diego County of Office of Education in year 1 where teachers followed up by providing uh trainings on their school sites and at the district office and in our August kickoff meeting for teachers at the beginning of year two. As part of part of the four-part breakfast and belonging event at Sage Creek High School, students presented to staff recommendations and feedback around climate, facilities, and environment, inclusion, and academic support, including homework, assessment, and instructional strategies. So, the plan includes targets, some of which are not available

133at this time, like graduation rates and ESPback data. However, we have some academic data to share about our MTSS work as well as data about harassment and bullying we can provide tonight. So, in the original for together plan, if you remember three years ago, the target that was set was 70% of our TK through 5 intervention students will demonstrate progress towards mastery using STAR achieve 2000 Lexia and Lexi Lexia ELD. uh baseline in the fall for the uh baseline in the fall was included. A few things to share with this target. We needed to determine what an intervention student was. And for the purpose of this target, we considered an intervention student as any student who had not met on both the ESBAC the previous year and the current year star assessment. The target includes

134three different ways to show progress in ELA with nearly all students showing progress and one way for students to show progress in math where we fell just short of our target. In year two, we added MTSS teachers in the middle school. So I took the liberty of adding this target as well. With middle school students, we are able to monitor in math through grades along with STAR. And so we met both ELA and math targets in middle school. I like to think I like the idea of thinking of data with the metaphor of a microscope. So as we increase the magnification, we better understand the impact of instruction and support. And over the next two slides, I'll look to magnify the MTSS impact. In this slide, we review the percentage of students who started out

135as our lowest star at our lowest star band and who moved up to levels two, three, and four. For many of our students, uh, that level one band is pretty large. So, moving students from that band is a critical first step where 56% of our MTSS ELA students made that jump and 40% in math. Um, we also have data to show the amount of students who were not meeting standards in the fall who by the spring were meeting standards. and 30% jump in ELA and a 24% jump in uh in math is pretty substantial when you think about the normal two to three% we see growth throughout the year. If we move to our next slide, we increase the magnification one step further. All right, because I want to help understand how this type of

136growth is possible. So here we're displaying one specific domain in English and one specific domain in math to further see the progress for our MTSS students. These graphs only display our MTSS students in TK through 8. For ELA, we're looking at vocabulary acquisition, which plays a critical role in supporting reading comprehension and is a key indicator for the successes that we saw this year in supporting our MLL students. Educators are trained in the gradual release of responsibility to the student and should be wary of the way in which we can oversupport in which in which we could limit the pace of student progress. This is a common problem that educators have because educators get into education because they love working with kids and love to help kids. So, we have to train ourselves to let

137progressive struggle happen. So, what you're seeing here on this slide is students moving in the red and the orange from needing someone there to help them to being ready for that productive struggle to to showing that they have mastery of this particular concept. So, moving from 59% who are ready to learn on their own to 88% of MTSS students learning independently in vocabulary and then 27% to 84% in operations and algebraic thinking. And I chose this one because of the critical role it plays in helping students be able to pass the expectations of high school math. And it's usually that algebra 2 that is that barrier to graduation. So this is a really important concept to work on in TK through 8. So our MTSS work was a major shift in the way that CUSD

138thinks about intervention and support even from the beginning if we remember calling this intervention students and then thinking through what do we actually need here? How can we better help and support um which included interrupting strategies that were leading to negative outcomes. Um and I so what I what we have here is I wanted to provide an opportunity for MTSS teachers to provide you with their feedback at the end of year three. Uh so on the left hand side of this image you have their impact through the power of AI we're able to show this uh their impact on the left um of what their current strengths are of over the last two years. They built systems they provided a common way for us to look at data. This is you teaching with our eyes

139open that I mentioned earlier and and hyperfocusing on tier one success through the UDL lens and then their recommendations as we move to the right. We are still we're lucky enough to have uh schoolboard members as Dr. Norman had mentioned who are on campuses regularly. You see what I see that we are we do still have levels of inconsistency from sight to sight. Um, and so their recommendation as a full MTSS team is to continue this p push and expectation towards prioritizing tier one coaching, standardizing what the job entails, and then working with our leadership administrators on every site to make sure that we're implementing MTSS as designed. For the next two slides, we focus our attention. We move our attention from academic data to what we call student perception data. Hearing from students directly

140about their experience in school is critical for monitoring the climate of our campuses. So, first uh here's a question. During the past 12 months, how many times on school property were you harassed, bullied based on religion, race, gender, or other? This data is only showing uh our middle school and high school students because that that's the only group of students we asked this specific question four different times in four different ways. Um so and what you're seeing is continued modest but continued growth in these areas. Some of these areas uh with more significant growth. What you don't see here something that all of principles and myself have a chance to look at is we could look at uh this information by site. We could look at this information by subgroup and what we see in

141that information is a lot of reasons to congratulate work and and plenty of areas to continue to work on. One of our principles shared that she finds uh looking at this data to be very helpful and it's sort of in a way the flip side of the other question. So, while we asked how many times you've been harassed uh or bullied, now we're asking the other way around. How do you how are you treated? Students at this school in elementary get along with each other and and at secondary students at my school are nice to each other. Uh and clearly we want this data to be 100%. Um, but I think what you'll see is significant growth in this area. Uh, as a testament to constant consistent work at all of our site, an expectation

142that we're focusing on student perception data as important or maybe even more important than student academic data. They they work together so we can see the full kid on every campus, the full child. I included this slide for transparency around funding used for the implementation of the forward together plan. As you can see from this slide, the vast majority of the funding for this plan is tied to our incredible MTSS teachers. The professional development funding has been used to train staff and students around bias responding to hate speech uh and the support from with the support of the Anti-Defamation League and the National Conflict Resolution Center. We also train staff in restorative practices through the San Diego County Office of Education. Finally, we use the ethnic studies grant to provide teachers with time to develop

143the ethnic studies course offered at Sage Creek and Carlsbad High School. Thank you. So over the past three years, one of our goals in the personnel department uh for the forward together plan has been to expand our recruitment and retention efforts to ensure that Carlsbad Unifi's staff reflects the rich diversity of our student population. And this visual illustrates the variety of strategies that we have implemented to meet this goal. Our approach to diversifying staff focuses on expanding our outreach, increasing awareness of employment opportunities in CUSD, building stronger candidate pipelines, and supporting staff once they are hired. To do this, we cast a wide net to attract the largest and most diverse pool of highly qualified applicants as possible and ensure that our job opportunities are visible to candidates from a wide range of backgrounds and

144experiences and promote Carlsbad Unified as an employer of choice. Once applicants enter the hiring process, selection decisions are solely based on identifying the candidate who is most qualified for the position. While we remain committed to increasing our workforce diversity, state and federal laws prohibit the use of race or ethnicity as a hiring criteria. Therefore, our efforts focus on expanding our outreach and recruitment efforts, which should naturally increase the diversity of our applicants over time. We then also ensure that all hiring decisions remain centered on the candidate qualifications and experience to find the best highly qualified candidate for the position. This work takes time particularly in a district our size with we don't have a lot of turnover luckily. Um so we continue to work on this. Um so for this school you can go to

145the next slide. We have implemented uh several strategies. So first we collected and analyzed uh data to see where we were at with our staff and student demographics. Um, we looked at our race and ethnicity data from staff and compared it to the amount of uh, ethnicity data we had for students and then also compared it over the past three years for this three-year plan. Um, we also looked at enrollment data in local teacher preparation programs at universities and data from the commission on teacher and credentiing to get an idea um of the diversity of teachers that are in programs um or currently in the field. And this data allowed us to identify where our specific representation gaps exist so that we could target our outreach um efforts effectively. So I'll share with you one

146example. Um, one area that when we looked at our comparisons, we saw a gap of under representation um was in the um ethnicity of Hispanic. Um, our our Hispanic staff we had a lower percentage of. So, our overall Hispanic employees comprise 24% of our staff compared to our students who we have 26% of our students who are Hispanic. So when we compare those two percentages, we do see that we have an under reppresentation of about 2.3% for our staff when compared to the percentage of the students. Um we then further broke down that data by job classification. So we looked at it by certificated, classified and management. So for certificated the gap did grow. Um we have only 13% of our certificated staff that are Hispanic versus 26% of our students. So, we identified that

14713% underrepresented um gap. We then pulled our data over the past three years to see if we have grown in um our hiring in that ethnicity uh from our recruitment efforts. And I'm happy to report that although we still have that gap, we did reduce the gap um and we did add 25 Hispanic certificated staff over the past three years. Um and we believe that was due to some of our recruitment efforts. Uh, like I said, we also looked at that data by classified for the same ethnicity. We had 37% of our classified staff who are Hispanic compared to 26% of our students. So, while we don't have a gap there, um, part of that is because we also uh hired 95 Hispanic classified staff over the past three years as well. Um, we did

148similar comparisons like that with uh the other um, ethnicities. And when we look at our overall district staff demographics, um they either aligned or slightly exceeded when we compared it with the percentage of the students who identified in those ethnicities. So there were several areas including black or African-American, American Indian, Asian, Filipino, Japanese, and Pacific Islander. Um however, when we break it down into certificated and classified, some of those uh gaps did uh reveal themselves. Also the number of students that we have and the number of staff that we have in other ethnicities is low. We hope that those numbers will grow with both. Um but we did see that we have been hiring um staff in all of the uh in most of our different demographic areas as well over the last three years.

149So although our data shows we've demonstrated some positive progress, um it also really reinforces to us that our need to continue our targeted recruitments are expanding our outreach efforts to continue to diversify our workforce. Um also up there on the third bullet, one of the things we did to make this happen um is we focused on analyzing just our current marketing and recruitment practices including agreements that we have with universities for student teachers. um student teachers have to do hours where they come into the the school site and work with the teachers. Um so we reviewed a lot of those agreements. We renewed some with our local ones. And then we also did outreach to expand them. We looked at universities and programs that were not only within San Diego, but outside of San Diego,

150even outside of California. We um looked to see their enrollments that are in their programs and targeted ones that had diverse enrollments and and made agreements. and we now have 70 uh university agreements in place. Um we also strengthened our partnerships with um our partners we already had like Cal State San Marcos where we started to um want to get to know those students and connect with them more. So we uh started conducting resume workshops and doing mock interviews with uh the student teacher programs who were getting ready to graduate um so that they would hopefully think of us when applying and sharing our job opportunities. Um we also worked with Cal State on some unique things. Uh they establish um an academic tutor program where they were also trying to get more people into

151the field of teaching. So for students that were interested in becoming a teacher, they got to come and be an academic tutor in our schools um to kind of see what teachers do. Um and they were actually paid through the funding that Cal State had. So trying to do more creative partnerships where students hopefully will think of us when they want um a position. We attended job fairs to get the word out about CUSD. We also displayed uh school site banners that many people have hopefully seen. Um and we also and all of our district vehicles have decals with QR codes that CSD is hiring just to try to get that word out as well. You can go to the next slide. Um we also updated our recruitment efforts and our retention strategies. We really

152also expanded our outreach by um partnering with uh professional organizations um and associations like the California African-American Administrators and Superintendent Association, the California Association of Latino and Superintendent and Administrators, and the California Association of Asian and Pacifica Leaders and Education where we post all of our um job opportunities on those sites. and we have seen a a large increase in our resumes where people list that they're a member in those organizations. Um we also found networks through SDCE that we didn't know before and built relationships with. Um so we discovered that SDCE had a black administrator network that meets a few times a year. So I reached out to um Shantanet Jara who's in charge of it and she gave me the opportunity to present um to that network our job opportunities and um we

153I will now be presenting also to their teacher candidate programs in the future. Um, we enhanced our application process to include different components like writing components or performance opportunities where they give presentations or or video interviews so that applicants can also highlight their qualifications and accomplishments in other ways than just um on resumeumés. And then uh Miss Fuentes already shared that we started an aspiring administrators cohort um to get internal um staff who are interested in leadership opportunities and we also have the mentorship program for our new principles. Um and then for our current staff, we also um try to make sure we're supporting our staff so that they stay here. Um so we worked with our union partners to create a teacher orientation for new teachers where they come in prior to school even

154beginning. We bring them in a day earlier than all staff um where we present items on personnel instruction presents um resources and the union also presents resources too just and then we have our tosses who um also provide additional support through the year. So the work of our department does not stop here. This is just um part of the work that we are um starting. We want to continue to elevate our outreach and our recruitment um and really cast as wide a net as we can just to get the word out about Carlsbad Unified and that should naturally over time uh help to also diversify our applicants and um diversify our staff as well. Thank you. >> Thank you. uh we learned a great deal over the past three years and there are there are

155clear systems that for together initiated that we believe are important to continue and there's and there is other work that we have only just started. The next chapter of MTSS is continuous improvement where we work with teachers to develop effective PLC's where teachers are taking time to reflect on the impact of instructional choices. This also means listening to students and hearing from them about how our instructional choices are impacting their engagement and their learning. We need to continue to pro prioritize the culture of our sites. That is intentionally creating the way we want our campuses to feel in August and then engaging with our students, staff and community throughout the year to continue the work and at times reset culture when it is challenged. And this also means providing clarity about what is not part

156of our district culture and site cultures and what can be expected when behavior challenges what we stand for. This will require ongoing training for all staff and clear protocols for how we respond to hate, bias, and harassment. Among the initial responsibilities of the forward together plan, one of my favorite things I had an opportunity to do over the last three years was to form a forward together committee and 82 students, staff and parents answered the call and over the years even more have joined. In our first meeting, every volunteer arrived with their own experiences, their own priorities, their own points of view. So after making sure we were on the same page about what the plan entails, we spent our first meeting first meeting doing what I believe was most important. We wrote questions. We

157wrote qu questions to students about what we wanted to know from them about their experience in CUSD schools. At our second meeting in the first year, we asked our questions to students on our first of three forward together panels. That night in the cafeteria at Sage Creek High School, student voices broke through the noise in our community. You could hear a pin drop as students shared stories of harassment and hate that they've experienced in our community and in our schools. What needed to come next became clear to our committee and it's how we built our three-year vision. It starts with listening to our students, responding to their needs, and sustaining our efforts. What we created was the first district-wide committee solely focused on the safety, well-being, and sense of belonging for every student who calls

158CUSD home. One of the roles of the forward together committee is to provide this board of trustees with their recommendations at the end of each year. So what I'm going to do uh with the help of Dr. Brockett is go through as a reminder to what those recommendations were from each year. And what I'd hope everyone has a chance to do is to see some of the consistent messages from this committee over three years of time. So after year 1 uh recommendations around uh increasing student voice and empowerment, staff training and support. I was going to Yeah. Um where um and inclusive curriculum and reporting mechanism inc improving our reporting mechanisms for students and engaging our community in 24 and 25. In 2425, we heard again improving communication on bullying and harassment procedures, continuing to

159prioritize the efforts detailed in our plan and and fostering a positive district culture, something that our forward together committee held dear, promoting restorative practices and pro and proactively explaining the role of pro of restorative practices to our families. facilitating safe reporting channels for bullying, defining advisory and morning meeting structures, and looking for ways to bring unity to our community. The the image on the right is a uh poster that we created with the help of I worked with Miss Flowers uh with the attempt of being able to share with our community exactly the types of things we do to improve our community on our campuses and what we do when they're challenged. So in year three, our uh forward together committee w was trying to think through what did these recommendations look in year three

160and decided that what we want to do is shift from a from recommendations to recommended commitments based off what we've learned over three years. the things that we think need to stay true, need to stay current, we need to continue to commit to. The other thing that happened uh you know in the middle of our meeting structure this year uh was the poinsettia incident and then what happened after that was our listening sessions. And so the current ca the typical cadence for the way the forward together committee works is we meet in the beginning of the year. We develop our questions for our students and sometimes staff. We listen to our students and staff when we we put together our our recommendations towards the end of the year. What we did in our final meeting

161to add to that is I took all the feedback that we got from our listening sessions. At the end of each listening session, uh, our community members had the opportunity to complete the blue cards, placed them, uh, down on the floor in their circles. We collected all of them. I added them to the feedback from our forward together committee. And these were the themes that came out of it. A lot, as you might imagine, a lot of similarities from what our forward together committee members were saying to what uh, our community members in our listening sessions were also saying. So we in our final meeting this year sat with these behavior response. How do we best support staff and student support through training or direct support systems? What are these programs and activities that need

162to continue to happen? What type of curriculum? How do we help students learn? How do we actively teaching our students uh about the diversity in our community? About how to celebrate each other and honor each other. Uh how do we engage our students better and better? know that that everything our instruction, our behavior support, the culture on our campus improves when our students are involved in that and and how do we, you know, build some cohesion around the community partnerships we have? We have a lot of different groups in our community that are adding positivity to who we are in Carlsbad. How do we do this work together and not in silos? So if um what we did then uh is our forward together committee then provided these commitments that we need to commit to

163continued work in school climate activities. We've seen this through our no place for hate group. They their commitment is that we continue that work. That work begins with listening to students. It's that perception data. If you can like visualize what really good site data looks like. It's that academic data. It is the perception data. It's demographic data. and its programming. If you have all those four things together, you can better see how each activity, how each decision we make in the classroom impacts our students and which students uh are that we need to improve our administrative response. Uh we do have uh guidelines for how to do it, but how to how to respond to hate and bias when it when it occurs, but I think we've all seen inconsistent response. So, we need to

164commit to yearly ongoing training for all administrators. uh we need to be consistent with our implementation of district protocols around how we respond to hate motivated incidents, how we track hate motivated incidents, how we review hate motivated incidents. Um and then we need to be able to work with our staff for a coordinated effort. It should the when asking a teacher what they do when a hate motivated incident happens in their classroom, we should get the very same answer from every teacher in every school. uh our staff training. Uh what I didn't realize to be honest in my first year is I didn't realize that this need to train staff about what to do when hate appears. I was like adults, what do we do? We're going to interrupt it when we hear it. But

165what we what we needed to do was be very specific about how we do it, what that looks like and how to best support our teammates so that we have that consistent response. So regular training for all staff members including onboarding when onboarding happens for new staff, support in building positive culture in our classroom, what that looks like, how to do it, how to collaborate together, how to get better at it, and clear protocols for coordination between staff and with administration. And finally, and super importantly, we can't stop elevating student voice. It's part of building an inclusive culture. It's part of making sure that what we do is effective. One way to think about it is even with academics, nobody you've got to work with students, you got to listen to students, you got to

166pay attention to what stu what student voice is saying. So yearly panels uh to focus uh and focus groups at all sites, leadership opportunities to to review site perception data of their own peers, uh to develop plans for responding to that data and how to model and mentor on COSD campuses. And we need to increase opportunity for student involvement in school systems. So conferences, site meetings, and exhibitions of learning. So, our next steps would be to implement these commitments. Um, I'll just say with this one, you can't sit with this work for three years. Uh, you can't be as close shoulder-to-shoulder with our student leaders on campuses, shoulder-to-shoulder working with our parents in our district and not be ready to move. And we've already been doing I I just want to give a a shout

167out to Miss Cobb who's already done a lot of work to set the table. We want to be ready to do this work early next year and the way to do that is to pilot some programs. Uh so we had um a wonderful Mr. Dumas present to uh at Carl High School, wonderful speaker on the history um and the impact of the n-word to our ASB uh to our Black Student Union, to our Jewish student union, to our no place for hate groups. And we wanted their feedback. what did you what did you think? How did that sound? Who should hear this? And it was pretty universal. Everybody needs to hear this. We need this message to get out and we needed to get out right away. It's part of the way we set up

168structures starting next year. Uh along with our no place for hate work along with training teachers on what to do when hate happens because I shared earlier it will. Um that we want to provide you with annual updates. Uh we want to talk about this data. We're really proud of what happens when you pay attention to data. When you make it clear to students that we care about their voice, the data improves. They realize we're listening. They partner with us in that work. Um and we really are looking for any way um the man that that presented to Carlsbad High Schools from Sweetwater Unified. Amazing. Let's partner with whatever partnerships we have with anybody that we can that we can find that wants to partner with us in this work. whether they're already here in

169Carlsbad doing parallel work or whether they're in our community and they're interested in being part of part of this effort to take care of our kids. And with that, I'll pass it over. >> Great job, Dr. Thank you. We now Oh, okay. I'm sorry. Um, now this is time for public comment. Sorry. so into your presentation I got distracted. Um, this is time for public comment. We have how many blue cards? >> We have a total of 10 blue cards. >> 10. Okay. When I call your name, please come to the podium, state your name, and indicate whether or not you live within the boundaries of the school district. You have two minutes. We will have the timer on the screen and your mic will be muted muted when your time has expired. The first

170speaker is Max Disposi Disposi. >> Sorry, it took 30 minutes to get you. I appreciate that. Thank you. That was a lot. Mamame Mia. Um, my name is Maxis Posti. I do not live in the district. I'm in next door across the pond in Oceanside. Um, thank you trustee and superintendent. It's great to have you here. Um, there is a lot to digest. I appreciate the effort. I think this is really a good starting point. Um, not many people in the community also know about the effort and sometimes that's part of the problem. How much we communicate with the community about the things that we do and that you do. Um, one thing that I see missing, but that could be just because there was a lot to digest. um community participation I think an

171effort to invite community in it's really important because um you have great community leaders here around in carsbad today you have the the president of the NACP one of the oldest chapter in North County you have great folks that do great work by the way I run an LGBT organization I'm the CEO of the North County LGBT center we have been awarded by the state of California to do the stop the hate prevention antibbias training. I've done it for 40 for four years and we train almost 300 organizations. And one thing I can say is training it's just a starting point but it's not enough. So having the opportunity to participate with community, invite the Muslim community in to share the story, invite the migrants community in to share the story, invite the LGBT community

172in to share their stories because our students need to hear that because unfortunately all of this academic effort is very valid and very important could it goes out of the window. one day when you read the newspaper you have your president of United States targeting immigrants turning them into criminals and now you don't have the tools to answer right away to undo the damage that's been done so it's a everyday effort and so I see this as a starting point but please be very communicative with your local leaders and community partnerships that you can build so to do better. Thank you so much, >> April Amore. After April, Scott Davidson. >> Hi, my name is April. I am um within the Carlsbad Unified School District boundaries. So, in an effort to better understand the decision

173surrounding my daughter's discipline at AOMS on February 26, shortly before she was assaulted at Poinsettia Park, I requested 5 years of suspension data from the CUSD categorized by ethnicity. I was shocked to find that there has been little to no improvement in these rates since the implementation of restorative practices in 2023. Furthermore, I am deeply concerned that restorative practices were not applied to my daughter's situation at any point. I would like to ask the the board to investigate why my daughter and other minority children are being disciplined while others avoid consequences altogether or are disciplined only after major incidents go viral. I want to determine if there is any truth to the claim made by one of the offenders in my daughter's attack who stated he was not suspended because he is white and his

174parents are wealthy. It is becoming difficult to ignore the possibility that such factors allow certain students to remain in school despite repeatedly using racial slurs and committing other offenses with little to no consequence. While some may suggest that these While some may suggest that these issues indicate a failure in DEI efforts, I disagree. I believe the issue is that much like DEI elsewhere, the benefits substantially favor a group they were not primarily intended to serve. Restorative practices are meant to to decrease disproportionate discipline handed down to minority students. However, without diverse without diversity amongst those implementing these policies, it is no wonder that the intended groups are not seeing the benefits. The current suspension data indicates that equity is still lacking. I believe that a more diverse faculty improvement to existing power. >> Thank you,

175>> Scott Davidson. >> I first want to just thank Dr. Eker for all the work. I've been on the DEI committee for three years and that's honestly the best work that we've done. if you as you saw from the presentation tonight to really see what's going on at our schools, what's going on with parents, what's going on with faculty and staff. I just wanted to pull out like on our our last meeting the top comment. It's the comment that I wrote, so I'm going to brag about myself. Principles need standards of practice and accountability from the district office to carry out the standards. That was written by me, a campus monitor, a middle school principal, and another parent. That was the top rated comment. So, you know, echoing what you just heard from the other

176parent is that we have a lot of issues with inconsistency in how discipline is applied. Um, so that's I encourage you to look at what the committee came up with more than anything else. Um, I want to start with a quote that I heard today. Logic without empathy is cruelty, but empathy without logic is lunacy. The DEI plan has goals, actions, and success indicators. Tonight's review discusses goals, actions, and zero success indicators. Those indicators included things like reducing bullying and harassment by 10%. And closing the achievement gap for black and Hispanic students. Why aren't these mentioned? Well, raise your hand if you think we reduce bullying by 10%. What the district is trying to sell tonight is that they made an effort. $5 million spent, no place for hate lessons, restorative practices, trainings, but did

177it do any good? The word success isn't even used in the review. Yesterday, someone stated, "If you are endlessly permissive of someone's behavior, they will not change it." That definitely explains why bullies in our schools continue to use racial slurs and draw swastikas on our sidewalks. But it also explains why CUSD wants a participation trophy just for having a DEI plan. As long as we permit them to avoid outcomes, they're happy to just make an effort. And if it's just effort you care about, we can all go home because the board already passed. >> Shauna Hurst. After Shauna Hurst is Tamara Dixon. Okay. Tamara Dixon. Hi, I'm Tamara Dixon. How can you spend almost $5 million on the DEI forward together plan only to fail to meet the important goals outlined in it? This is

178a failure of execution, oversight, and accountability. Transparency. Um, a transparent review is needed, not pushing forward with the same plan unchanged despite clear evidence it is not delivering results for students. There is little to no measurable impact from the DEI plan or the no place for hate program, especially when it comes to the serious issues like bullying and harassment as highlighted by the Point Cydia Park incident. Even more concerning is the impact on academic achievement. Supporting students should never mean lowering standards. The focus must shift to accountability, measurable outcomes, and maintain high academic standards for every student. Thank you. Yousef Miller. After Yousef Miller is Diana Agiri, Yousef Miller, North County Equity and Justice Coalition, uh Saving Lives in Custody, and NWACP. Um the Forward Together model is a good model. It's a good model

179that needs strong intention to make sure that we're really reaching the goals that we set for ourselves. I don't want to uh uh bash the model so much, but whether we're putting in the right efforts in the right place. I hear and see your redesign as you go on. It's key entertainers to to look at. One of the things that was mentioned by April when she came up here is the suspension and expulsion rates. And we know that the suspension and expulsion rates populate uh is populated by people with uh black and brown and people with disabilities. And then when they have suspension and expulsion, that impacts their educational rate. So if we're not looking at that time off from school and the the strong hand of of discipline that causes that time out from

180school that is not equally uh uh applied, then we're going to have indicators that we are missing. And um I I don't think that everyone is being forthright on the impacts on what's going on in Carl'sbad. I think we need to make sure that we have it in a way we gather our data in a way that the student feels comfortable because what I'm hearing in real time is not necessarily what we're seeing there. In my last few seconds, I want to make sure that we understand that change comes slowly. I'm I'm seeing okay, we're we're doing this for three years and I have some seen some things that I'm impressed with that has been going on. But we know from the civil rights movement, it takes time. We know from voting rights it takes

181time. We know from educational rights it takes time. So I'm willing to uh to hang in there with you with the time, but I need you to have full intention on making sure that you reach the targets that you're you're trying to reach. Everyone is great, but not everyone is having a problem. So the pe the students that having the problem need extra. >> Thank you. After Diana is Rachel Marino A. >> Good evening. I'm Diana Aguire and I do live in Carl'sbad. I just wanted to say I can't believe it's been three years since the initial plan and I remember those hour-long meetings. I did want to say with the presentation that I'm impressed by the no place for hate and elevating the student voices. I think it's fantastic that the students are being

182engaged within this plan. I also want to state that I'm really appreciative of the bilingual community liaison. I think this is very critical especially right now since a lot of our immigrant families do not feel safe in our city because of the presence of ICE and the kidnappings of the people that live and work here. So I appreciate those bilingual community leaison. I also want to say that um it's good that we're expanding access to multilingual students. the one slide that um depicts the survey about the being uh being being nice to each other it it's feelings it's not scientific but I think it's also good to understand the student perception and that seems to have increased over over time so good work but to you's point as well it's important that we are meeting

183our success or the that the plan is meeting the success indicators I do I think we need the planning to dig dig deeper especially since the incident at Point Seta Park and we need to continue listening to um the families especially family immigrant families. So thank you very much for all your work on this plan. Next is Cassandra Peacock and then the last person oh I'm sorry Rachel. Yes, you're next. >> And then after her is Cassandra. >> Thank you. >> Good evening, Madame President, trustees, superintendent Norman, and cabinet. I'm Rachel Marina, president of Carlsbad Unified Teachers Association. I want to start by declaring support for continuing the Forward Together plan. I think it's very strong. It's done great things for our schools. Um, the forward together plan identifies providing support for teachers in delivering

184no place for hate activities during advisory as a key recommendation in past years. For five years, I've engaged in continuous discussion with the district regarding the use and misuse of advisory time, specifically regarding the lack of curriculum, the appropriateness of lessons, and the impact on instructional time. For 5 years, advisor has been the wild wild west of Carlsbad Unified and Secondary Schools. In August, we seeded to the request of the district to wait a school year, allowing the district to work with stakeholders and create a cohesive plan for advisory, which would help us ameliate the years of complaints. To date, one meeting has been held, moving us no closer to a solution to the ongoing issue. As a result, we are finally addressing advisory at the negotiations table. I see that the suggested forward together

185commitments do not specifically mention advisory, but the language has been embedded in the last two years. I simply ask and my hope is that past practice is respected and the negotiation process is honored by waiting for the advisory article to be settled before codifying it in any way written or unwritten in the forward together plan. Thank you Cassandra. And then after Cassandra I need to know who this is because I can't read the Okay, thank you. Okay, you were next after her. Hi, I'm Cassandra Peacock and I do live within the Carlsbad district. I have two girls in high school right now. Well, two granddaughters. Um, I've been a part of the uh moving forward committee for the last two years. I've come to the listening sessions. I participate in all things in the schools.

186Um, and what I find is part of our problem is we often hide behind confidentiality. And so these children who are repeat offenders continue on because they know that they can hide behind that. And the parents as well. I think there needs to be a better tracking system because once you've committed an offense more than a certain amount of time, you should not be allowed to continue to terrorize other children because that's what this is. They are terrorizing these other children. Um, I think that, you know, there's a difference between non-racist and anti-racist. And we got to do more about being anti-racist. Not when it comes knocking on our door, but before that, because when we wait and we sit back, then we sit back and then it affects you and it's like, "Oh my

187god, that's not what I thought this was going to be like. It's it's not fair." We need to look at the teachings of Jane Elliot where she says, you know, any person who is willing to be treated as this black person was stand up and nobody stands up because everybody's really clear about what's happening. It's just not happening to them. And I tell my girls all the time, and I'm going to say this to you all, we teach people how to treat us. And what we're teaching is that it's okay because you're a child and you're a child and you're a child. And they take these things into adulthood. And these are the things that become aggressions and microaggressions. And these are the things that become school shootings and so on and so forth. And

188we don't want this for our children. So we need to start making sure that there are consequences that fit the actions. Let's stop talking about it and let's start putting the action behind it. If my children did this to someone else, they'd come home and have to deal with me. And clearly that's not the case. And that's why we have Angela, >> good evening. Of course, I'm tall, so I have to do all that. I've had the pleasure of serving on the um moving forward together um committee for the last three years, but I also have a unique lens. I have two kids in the district and I have a very unique lens. I am a black woman who grew up in an all-white neighborhood, racially charged, very tense, and I am married to a

189white man, 25 years. We just celebrated our anniversary. And so, I have seen all sides of the racial conversation. I agree with many things that were said regarding moving forward. However, there's so much more work to be done. I tutor in this district. I currently lead the BSU Black Student Union in the middle school. I'm an educator and I have students across the whole district. I have a bird's eye view that those statistics just don't show. Recently, my daughter was uh doing something across the street from Sage with one of her friends, Sage Creek. She's a 10th grader, and she was harassed horribly by white students on ebikes that couldn't have been more than sixth or seventh grade. There was no one to talk to. There was nowhere to go. And the girls just felt

190felt powerless. My the student that I tutor now comes in often, a young white student, and she's just down and heaviness from the hearing the n-word every day in her middle school here where I do the work that I do. We have so much more to be done. And moving forward is just the tip of the iceberg. If we want to truly move forward, we have to have unity. And in order to have unity, there has to be understanding. And in order to have understanding, there has to be more education and acknowledgement of where we actually are. Thank you. >> Okay. Trustees, do you have any questions? >> Trustee Rawlings. >> Thank you. Um on slide seven you talked about um uh systemic changes. Can you provide some specifics on systemic changes that may have

191occurred or that are you believe are occurring? >> Absolutely. Uh so when you when you talk about systemic changes I actually think that um the where are we now slide kind of talks about so where we are today slide five uh talks about all the things that were not in not commonly occurring in the district that are occurring now. So, the idea that we have a district-wide focus, something that was decided here three years ago, not here here, but in the in the the board decided three years ago, uh that this is something that we're all going to do. Being part of that, you know, having a district-wide committee focused on it, didn't exist before. uh having uh students on campus elevated into leadership roles, paying attention to student perception data, uh recognizing the power

192of student perception data and thinking through the impact that we can make on campus, the role of student voices, the way in which um our last I I appreciate the comment that was said here, the most recent DAC meeting for those of us that were there, you can feel the power of our of our community liaison that packs that room and and it feels like a community is there where people feel feel taken care of and people feel like their voice is heard those are systemic changes that weren't there before. uh the efforts around responding to hate made motivated incidents the efforts around um just previously what I'll say is I received a question in year one asking me for some data around how many hate motivated incidents occurred uh in Carl'sbad Unified over a

193period of time and it probably took me four hours to be able to pull through that data and find it because it was hidden in disruption to others. It was hidden in hostile environment. It was hidden in defiance of authority. And so going through each of those made me realize we better have like a clearer mechanism for being able to track and see that data. So I created hate motivated incident as a um as a way that we can track this over time. So, it's much easier when asked recently to be able to say, "Hey, how many have we had this year?" It took me, you know, like 45 seconds instead of four hours. Uh, and then the work that we did academically, the work that we've done, I I I don't uh I I

194can't say that. I mean, while our principles have always done a great job, we did not have a district-wide focus on like on expecting academic leadership from our leaders on campus. And then when we implement MTSS teachers, that move there and it gave each principal a partner to to think about this work, a partner to then develop groups on campus, uh, grade level teams, department teams to look at data and reflect on instruction. all of that work the the work we're doing with UDL around like empowering that tier one effort because that UDL structure is what gives teachers options for what they can do to meet every learner in those in those areas. So it the what I'd say systemic change is happening in these three core areas. >> Followup. Okay, go ahead. >> Thank

195you. Um, so what I hear you saying is is that because we started with this districtwide district focus saying this is where we want to go and we want to move forward in these areas that that helped to create some of the s systemic change that you're talking about. >> Yeah. I I think every year um you know since I've been in Carl's bed, we've we've had set wigs, we've had um like goals that we were working for and I think the shift that happened um you know with I'm lucky enough to work with some amazing people so that we like together and thinking through and and and and how do we communicate that what we added to it was a structure. It's not hey we want you to improve star uh star scores or

196ESPback scores 3%. It was, hey, we believe that if we implement these practices and have conversations about these practices and built in these systems that we're likely to see the gains that we hope to see. You had um also stated that um we've been able to develop uh systems in order to uh track um harassment and bullying behavior and that sort of thing. Why aren't we using that in order to measure um reductions in bullying and harassment and those types of things instead of Kelvin surveys? >> Um well I I mean first of all I think that the what was built into the plan I was trying to show that the uh the targets that were in the plan. That's what I included in the slide deck. the um you know I I have some

197um concerns about using discipline data there's a there around um tracking that over time some not all I mean I think it's a willing to have that conversation you know one of the side effects possibly of using uh discipline data is if that's the target you know there's a a famous saying that as soon as you turn a metric into a target it ceases to be a good metric so it and the idea behind that is then you aim at lowering those numbers and you hear a couple things from you know that we heard from the community here that I've been hearing uh in working with the with the community both within the forward together committee outside the forward together committee lots of conversations and it's both like how do we make sure that we

198address these things seriously uh when they happen and also like how do we have less of them and I do think that that um we just need to be careful sometimes that if that if what we're tracking is that we want these numbers to be lower that what the outcome could be is that is that principles might feel like the message is let's do less of that suspension data or let's whatever the case would be. So just it I'm always happy as I've done already to share any of that data. Uh there's no we are tracking that data that you can do that without providing without you know uh any privacy laws. It's just numbers that I can share at by site, you know, uh by different areas. Um so I do think it's it's

199certainly worthwhile to look at. I just think we should be careful about the targets we set. >> But Dr. Ear looking at I mean there's reasons that you look at your Aries data for for tracking behavior, but the Kelvin data also allows every student to answer who they might may not have been captured. >> That's correct. >> And they may not have been reported. So it's another way to potentially see what's happening with our students. I have a followup to that. So, um I know when this plan was originally came forward, it was barely passed and it passed on the shoulders of one person, you right? And that is a big load to have to carry over the past three years because a lot of the items in this forward together plan were very heavy.

200MTSS, UDL, PBIS, restorative practices, making sure all the teachers and staff are trained and understanding as Yousef mentioned that change does not happen fast, especially something like this. There's I know you heard from me that there are a lot of pieces in this plan that haven't been completely tended to and we need to do that to have this plan in place and ongoing and embedded in all of our practices. Hopefully the direction that we go is that we see a systems change. That is the goal for sure and I think you understand that. Am I correct about that Dr. Ecker? Yeah, I I I don't think there's a single item in the plan that doesn't have a positive impact if implemented in our in our district. >> Right. But it's continued work all of it.

201Also, in terms of the discipline, that is that is one of the line items in the forward together plan that we look deeper into not necessarily just the numbers, but why and who, right, that discipline is happening. And I know that that is work that we have to do. And I see it listed over here. Especially when you target hate motivated incidents, you do need to look at who, how many, and who it's affecting because that's really important for us to be able to make change. But um, so I asked one question, Kathy, so I'm going to ask another one. So I just want to make sure that this work is going to continue and also that it's going to be public facing. So we can see the work that's going to continue on and

202continue will we continue to see that and will we continue to work with people of diverse backgrounds? Um we heard from Max, we heard from Yousef about um connecting with our community and different organizations because I'm still learning. I learned some things today from our speakers and I think it's really important to connect with them. Is that a plan that we are going to um do as part of this move forward together plan? >> Absolutely. Uh I'll that's actually specifically something that came up in the conversations both from the listening session and that came out of our forward together committee. It's that fourth bullet on the school climate activities that we want to actively engage with our community. Uh that's kind of the reference that I said starting point. Uh but already to see Miss

203Cobb do that work, reach out to community members, finding uh not just people that do this work, but people that do this work that our students are saying, "Hey, let's get more of that. That was great." Um and there's a clear need. We we've been talking about addressing u hate motivated speech as you can see uh in the in the recommendations from the for together committee since year one and we did a training this this year that I was like that was still very needed from many of our staff members that received it. So we we need to continue that work. You can't ever stop it. It's like the cadence I I tried to mention about starting in August because there is this feeling as a school principal as you know uh that you do

204all this stuff in the summertime to get your community like perfect right you're like I you know like everything from web to link crew to like the messages you send out to family to what it feels like on that first day back for parents and it and then like what are the activities as a team like like our like I would always say to our to our team like the most important thing that you that you do in the first two weeks is set the culture right in your classroom and then we'll get to the academics and ever the the system is not right in your classroom you stop and you go back to culture and always like at some point in like October you would need to usually around Halloween you have to like

205reset that worksh >> um the the other thing I just want to mention just about the academic data just to add to that is what we've also been training administrators to do is you can do more than just uh what happened. You can you and not just when it happened or who it happened to and who's the victim and who's the aggressor, but where it happened, what time it happened. Was it in a classroom? Was it during unstructured time? Was it at PE? Was it during lunch? Was it before school? And that that's part of what you reflect on. It's also data when pulled out in that aggregate way with no names on it tells you a lot of information that isn't necessarily that is that we have it's not privacy related but it tells

206you about the what's happening on your campus. So there's a there is a lot of ongoing work in all those areas that we need to continue to do. >> Okay. Thank you. Any more questions? >> Go ahead. >> Thank you. Um uh President Ward mentioned it. You've mentioned it. I've mentioned it. Several um uh audience members have uh mentioned it. And so I'm trying to figure out what are you proposing um in order to ensure that this work continues in a plan because I keep hearing we're the plan's going to continue. We're we're going to keep it um uh going and we want to continue this work. Um how are you proposing that we do that and that that this plan document lives and evolves over time? I mean what what I can say is

207that it's already started. That's what I'm trying that's what I like we we had our last four together committee meeting uh and in the days following that I was digging through the feedback. We were having conversations it's um consistent over three years of time what I heard from that what I heard from our from our committee members about what we need. So within those commitments, we need to like the message for us is clear like there's no um I guess what I'm the question about what I'm proposing. I'm proposing we do those commitments that we we have these things sitting here that that we clearly need to do and we should start the work which is what what we're already doing. >> Okay. Follow up. I I'd just like to add to that real quickly

208that when we when we get to when we talk about embedding the work in in the things that we do, when we get to our uh LCAP conversation in a few minutes here, um we're going to hear about things like MTSS teachers. We're going to hear about things like continued counseling support. Um we're going to hear about things like uh like uh work we're doing around school discipline and school climate that are embedded in some of that core work we're doing. So, um, I think that that also goes to the the point of that question of of how where does that work show up? Um, I'll I'll be highlighting some areas where that shows up in our core ongoing work. >> Do you want to say anything? >> No, I hear um the concern from

209Trusty Rawlings. It's not just a matter of we're doing the work. We want to continue the work, but where's the accountability to ensure that the work continues? And I think that we can absolutely do that through having a forward- facing um plan or document on our website. We've seen other districts that do it. Some do it well. I think we could do it better. And then also having the accountability with the pieces that Dr. Brockett just referenced as to what where does it live in our district and who will oversee that and then bringing that back on an annual basis. I think that's very doable. >> Okay, quick questions. Trusty Emry, >> we'll see how >> I still had a followup on that. Well, so does Mike. Um, so along along that I think you

210know you it's really hard to measure what we're saying and I know thank you for the conversations we've had um around this when you're kind of you know testing how you are driving a car when you're still building the car and I think we're you know getting there. Um what one thing I don't see on there um I would like to see in something like this and wonder if this is possible if we put in not just the number of incidents but more of the how have we responded and tracking those responses and also tracking um how we've responded with the victims. That's one thing I I don't see in here that I feel like is just equally as important is that kind of reparations with those people. um you know perception or not those

211that everyone feels hurt and even if it's one student you know one is too many um and so I think no matter how low we get those numbers um I'd like to see something kind of along those lines of you know how are we continuing to intervene what practices do we still have is that something that we can continue to add in or is that something that's already occurring >> yeah so so we do track victim data we have um one of the things I did in my first year was we created a respon response guided and that response guide starts with the victim. You you sit with that's where you begin that conversation with the victim with that victim's family uh conversations about next steps and then it ends with that victim. That's that

212conversation. Uh one of the things you sometimes find is um that at times you have a have a situation that occurs, you address that situation. uh you talk to the student the next day, student the next day is feeling much better about the situation maybe and then you don't recheck in with that with that that student and some and so what we did we built in you check in a week later because sometimes another comment is said that victim feels like oh they clearly didn't do anything because it happened again and the administrator doesn't know it happened again because the student felt like I'm giving up on this administrator because it happened again. So you check back in a week later, it's that's that is embedded within our behavior response to hate motivated incidents or

213harassment or bullying. Um and there are certainly ways that we could track like the like what those responses were. Um how many victims we certainly track to see if somebody's been a victim even from different aggressors uh if that victim's been a victim multiple times. uh because obviously your support and thinking about what we do to help that person might change. >> Trusty Rawlings, did you have a followup? >> I did. Um I wanted to um follow up on um what you said, uh Dr. Norman, so are you is the district proposing that we do have a plan that would include what these commitments are as well as some of the ongoing work that that we want to see happen. and the district would be bringing that back in the fall. Is that something you're

214proposing? >> If that's something that the board during discussion would like to to to do, we certainly can. Okay. The district isn't proposing it, but if the trustees want Okay. Thank you, >> Trustee Beth. Thank you. So we are hearing from this the speakers parents and the community people who work with our students that we have ongoing issues with hate motivated behaviors. One of the things that I believe is part of this plan which you address so nicely thank you is about professional development. And so something you and I talked about last week as a group we talked about how is this being implemented? Is it consistent across sites? Because we're seeing responses be different, right? And how so, how does the district plan on building in consistency when it comes to the trainings and

215how are we going to track the responses of our site administrators to ensure that they are responding to these types of incidences. >> So, I mean, let me go backwards. I mean, tracking how student how administrators are responding to incidents is um is fairly straightforward. That's that's actually the easy part and we can and so it allows for us to do continual conversations about how incidents happen um and how they respond to those incidents. What do we do in those situations? Um and then we really need to start the year. I I 100% agree that um you know change takes time, shifts take time uh and that you know you know how we handle every situation they're unique but there are some commonalities that we can set and and and prioritize. So, you know, all

216like today, for example, uh working with Miss Cobb and Miss Fuentes talking about um systems, behavior systems, PBIS systems. We were had with a call with the county. Uh one of the things I'm most interested in is that they could help us or it might not be the county, but in working with somebody helping us uh work with our sites to develop some consistencies about how we handle those things that we could build together. I mean, I have a like we have like a black and white plan. like this is what happens and this is what you see what you what we would advise you how you respond to those situations but I would agree there's still inconsistencies and some more work to do. Uh so bottom line what we'd like to have is a

217like a like a central PBIS plan that covers how we respond seriously to incidents and how we follow up and provide restorative practices. >> Okay. Any more questions? No. >> Okay. Okay, Trustee Rawlings, thank you. Um, on slide 16. On slide 16, we talk about analyzing um data. Um what did we um what did we find out from the analyzing of the data um around uh personnel? So one of the things I have is here is analyze currentus for student teachers with various colleges and teaching programs. Once we analyze the data, what did we find out? >> Yeah. So that's where we went to um like with example with theus we wanted to start expanding and looking atus um in other areas look into universities that uh we might not typically have anou that uh

218has more diverse enrollment and establish those. So, we did increase the number ofUS um with that piece or were you talking about demographic? >> Like when you analyze the data, what did we find out? Did we find out that we hadUS that didn't include diversity? Did we find out that we that we um uh that theUS needed to be changed or were they just fine? What did we what did we find out when we analyzed? >> Yeah, I could go back. I don't recall what number we started out with three years ago, which I can go back and look at. Um but we our goal was to just increase the number ofus that we had. Um because the more student teachers and outreach that we're doing to different universities, the goal is to attract as

219many people to Carl'sbad to really get our name out there. Um hopefully they'll do their student teaching with us and get the experience here. Um so the more agreements that we have, it just was um increasing the amount. >> I understand that. what when we talk about analyzing that's an action that we took and so what I'm asking is is that when we analyzed what did we what did we discover when we did that analysis >> um part of it was a lot of ourus were just for teachers um and so we needed to get moreus for speech and language psychologist um and so those we have increased as well >> thank you great um trusty verbth um for the success indicator 3.2. This was brought up by one of the speakers um in the

220original plan. It says reduce harassment, bullying, including racial epits and hate motivated speech by 10% from baseline. Where would you say we're at? >> It's a math question in the middle. So, >> well, it was a goal. So, I'm just wondering where I'm trying to be funny. >> Yeah. So, uh if I what I did is I used the Kelvin data. Um I mean to to the to the um point made earlier, we could look at the um act look at Aries data with hate motiv hate motivated incidences. I kind of like the use of the Kelvin data to to be able to show that because you are Dr. Norman said hearing from every every uh student. And so if you go to slide uh 13, I'd say that our progress, as I said, is

221modest, but we're not quite at 10% there. I would probably need some help from my math friends over there uh to help me with the actual percentage. Three, I'd say we're at 3%. Thank you. Uh so 7% short of 10%. Thank you. So, we've made some progress. >> I'd say modest >> modest progress. Okay. >> I have questions. Any other questions? Okay. Trusty Verbth. >> Thank you. So, um goal three success indicator 3.4. We did talk about closing achievement gaps uh academically. And so, I'd just like to bring that up again. Is how do we know if we've achieved achieved that? we don't see it in the presentation so much as but it was something that we really wanted to focus on in the DEI plan and so um can you speak to that please?

222Yeah. So, um, you know, what was in my head as I put together the presentation was that we didn't have our ESPback results yet to be able to share. And so, I focused in on our MTSS results because that target specifically talks about uh, STAR and it doesn't talk about it. It talks about growth over the course of that year using STAR, using achieve. And so, that's the data that I presented. um are um and I'm pretty proud of that MTSS work with within that MTSS work are um it's a pretty diverse cohort of students. Um high percentage of our MTSS students are u low income like every uh MLL would be an MTSS student. Uh so we're we're doing I think pretty good work in in closing the achievement gap especially if you think

223about over three years where if you're meeting mastery at the end of the year like many of our MTSS students are are showing they're not an MTSS student the following year. So that we've seen you know as we remember looking at this presentation over three years of time pretty consistent MTSS growth with different cohorts of students. So, not a direct answer to your question because I was it might I was waiting for the ESPback data to kind of look at that that we'll show when we have that available >> as a followup. Okay. So, we don't have ESPback for this year, but how have we done since year one to year two because we have that ESPback data, right? So, have we made progress? >> Yeah. So I I showed that uh that was in

224the um the fall meeting if you right that we that we show unreported data and I'll do that again at the um at the September meeting when we have that ESPback data ready to go and um we are making uh progress in in many of our areas that I showed in September and I hope the same is true by looking at some of these what I would call lead and lag measures to be able to see that the star is a pretty good indicator of what we can expect on the ESVback. Um so I'm hopeful that that trend continues. >> Trusty Rollings, >> thank you. Um Miss Aras, you had talked about um staffing diversity as far as matching up with student diversity and you had said that um that um certificated was behind and

225in some areas. Um, did that include leadership and management positions? >> Yes, there's areas in uh management that we still want to look at. Um, and I can include the data again in another Friday report. Um, we have made some progress even though we need to make a little more. Um, so for some areas we did not have representation, we now do. Um, for example, we have added uh administrators who are black, Asian, and Filipino where we didn't have any before over the last three years. But that's work that we still want to continue to um to focus on. >> Um, so follow up. Um, do you have that information broken out as far as managers, you know, managers, directors, and and certificated separately? >> Um, I have the managers and supervisors broken out from

226certificated. And if you want and also classified as well >> and class. Yes. >> And I can share all that. >> Okay. Any other questions? >> Trusty Verba. >> Sorry you're getting tired of my questions, but um I think they're important um because I think it's you know good. We've done a lot of good work and I'm happy uh that you've presented so much of the good work and I thank you for that. Um I do want to pay a little bit of attention to a comment that you made. I might not get it exact. So, um something about student perception data is more important than or equally as important as student academic data. And um while I I know I believe that we our students need to feel like they belong in order to

227academically perform, I also think that it's very important that we maintain um academic excellence in our school district. I think that's what our community um wants. that's why they move here and they want to be here in Carlsbad. And so I do think it's important that we evaluate that data. We did set very high goals. Um and um >> you have a question. >> Yeah. So is it possible to to see where we stand with that 5% goal that was set um for some of these academic goals? Um can you weigh in on on how we did relative to the goal that was set, the targets? So in September I'll present the aspect data. I can certainly provide uh broken out data by star. Um that would be different than our MTSS data. I don't

228have that now but I can I can provide that. Um and we you know we we have um presented back in September. I was just looking after you asked and we see some areas where we met and some areas where we didn't. Um, but we could refer back to that presentation and I'll again present in the future. I I do want to explain my comment though based off what you just said is that um the the be the easiest way I can explain what I mean by that is that all data is incomplete. So you when you receive, we have lots of examples where I can show you a student who has straight A's and a five on an AP test and a one on the SBACK or a one on the star. So that

229what we want our educators to do is ask questions. And what perception data allows us to do is see a fuller picture of a student. It's not intended to say that we don't have high high expectations for our students. Actually, what I mean is the quite the opposite that we want them to see in themselves and in this work the building of their future and we want to hear from them about how they're experiencing school and do a better job of of you know providing them the opportunities for learning that you know that we that they should expect from us. Trusty Rawlings >> and President Ward. I did ask questions of staff and I didn't get the answers. So that's why I'm asking them now. So I just want to I just want to clarify

230that. >> Question. >> Um so in the in the dashboard um for the forward together plan um it talks about um antibbias training provided to staff and the last time um a training was provided was May 21st of 2024. And in the analysis it says or in the um instructions it says antibbias education is most effective when it is part of a school's comprehensive plan to establish a safe, respectful and inclusive learning environment for all students. Mastery skills associated with antibbias education develop through a conscious process that occurs over time and requires a long-term commitment by school communities. Um, can you tell me why we haven't had any antib-bias training since 2024? And are we planning on including that for staff and um and uh other folks in the future that would be embedded in

231our um in in our systems? >> Yes. So, in year one, we partnered with the ADL. We did uh uh worked with our principles to make sure that uh they dedicated portions of their professional development c calendar calendar. So meetings throughout the year uh three I believe if I remember correctly at the elementary school and five or six at the high schools. Um throughout the year with the ADL it was done online. uh the um the work that we did, we did we had a we we trained all classified staff during the semester break day and we worked with students uh in like student leaders on each campus where they came out and in person did an antib-bias training. um the idea that we that that that was going to kickstart the work we were

232doing with our no place for hate groups that was generally the people included in our um those student leaders uh in those trainings and then we did several activities that I would say are directly related to antibbias understanding each other that were that we delivered for ourselves and we provided to our own staff members through the year um and in this year we saw the need provided from feedback from the community and from students. That's the U NCRC training that we did this year. Uh that's uh Mr. Dumas coming up and presenting to students. And the idea is exactly to continue that type of work uh to train uh staff members in the years to come. >> But my question was that on on the dashboard it says we haven't had a training since 2024

233and we say that we need a ongoing long-term commitment. So I'm asking why haven't we done that and what are we planning on doing to I guess reignite that work >> right >> for staff because this is this is staff work >> right so what we did there is implement the action item that is in the plan which is a year one action item so we did that in year one >> even though it does say mastery of the mastery requires ongoing long-term commitment but we just wanted to get it done one and done is Is that how we kind of did it or >> um yeah I that's not the perception that we have with the work that we're doing but we we provided it to every single staff member in Carl's bed unified

234like over like over the course of the entire year. I have a different question, but it's kind of a follow-up, but if anyone else does, go ahead. Okay. Um, Miss Aras, you mentioned um uh that we've started doing um employee orientations. Can you tell me what those orientations um include and how they incorporate the forward together plan, including antibbias training? We haven't included the antibbias training in those. Um like for example with the new teacher orientation that's going to tell them everything they need to know from benefits and anything in the human resources department. Um it then goes into instruction going over all of the curriculum pieces um and then uh any other supports in place but we have not um included that in there but it's something we could look into and make a

235part of. we do have yearly um trainings that they have to do like for child abuse and those things. So, we could look out there to see if there's things maybe that are out there that we could include as an annual training. Um we could look into that. >> But my question is is that you mentioned it as a as it relates to the forward together plan. What part of the new employee orientation relates to the forward together plan? >> Sorry. Um yeah, so that's for employee retention. So once we've hired the employees, we want to make sure that we're providing support for them throughout um their time here so that they don't leave. And that means uh making sure that they have the resources they have uh like a department chair teacher they can

236go to that they have to they can reach out to they can we have a ludo modules where they can do PD online if they're having classroom management. So that's where our retention which you know impacts all employees is to help retain them in the district. >> So just to clarify there's nothing in the new employee orientation that includes diversity, equity, inclusion or belonging. Is that accurate? >> Not currently. >> Okay. Thank you. Any other questions? Okay. Um discussion. Thank you trustees. Now's the time for discussion. Trusty Rawlings. Thank you. Um I had lengthy conversations with uh multiple staff members um to talk about to ask about this because I am concerned that we say we want to continue this work. There's work that is still undone. You know that hasn't been concluded that you

237know I don't think can be completed yet. I'm not seeing a an ongoing plan, an ongoing um document, a um something that would live on except for a slide, you know, one slide in a slide deck that has some commitments. So, what I would like to see if if um if there aren't any objections from the trustees that we ask staff to bring back a and I'll we've traditionally done threeear strategic plans. We could just have it be an ongoing plan. um but that staff bring back a forward- facing document that incorporates our current forward together plan, but um but has it evolve and move on um and continue moving forward. And so I'd like to see if um are there if there's any objections to doing that? >> Yes, I I'm going to follow

238up with that. Um I agree with you. I think there should be this should be ongoing and it should be front-facing on our website with reports about what we're doing. Um, I know we spent close to $5 million on the MTSS teachers that provided interventions in our academic classes. So, and that was really beneficial for a lot of our students. So, I just want to make sure that, you know, a lot of that work continues. I I I just remember that when we originally got this plan going, you know, we missed some things in order to get it approved, especially staff. And it makes sense why a lot of this stuff um didn't wasn't tended to as much as it should have been. DEI work is already hard and it's very robust. So that work

239needs to continue. We need to drill down and look at data. I would even like to look at um ESPback data, how it correlates to student groups and how those student groups correlate to the discipline data. And I think Dr. Eer from what I'm hearing is and what he presented tonight is he understands that. And in my conversations with everybody, I feel like they really understand that as well. And I wish we had more than one person that really tried to lead this work. I think it I think a lot of the things that we are asking for or wanted improvements on probably would have happened if we approved this plan originally with with more. But um you know I hear a lot of what the what the um speakers spoke to too and I

240hope that the staff take note of all that. Um also Rachel what she spoke to as well. So I want to make sure that we are listening to all of them. So, a lot of work has been done and I want to recognize that and I do agree that the MTSS really has shined and I think it's um a testament to a lot of great work that continues to happen. So, I'm thankful for that. And yes, there's work that needs to be done as the speakers have noticed. Um, I wouldn't mind having a forward- facing um, accountability and transparency piece where we are looking at the success indicators and and letting people know, yeah, this is how we're doing academically. This is how our kids are feeling. Um, I do wonder if the Kelvin is

241really catching the information that we need to catch from our students. I've wondered that for a while because we've had it for a long time and I think sometimes you use the same tool and you don't necessarily get really good data out of that and I wonder if we should change that up a little bit. Um and so the kids are more interested in responding. Maybe we'll get better data. Um, I do think we need to have consistency when it comes to training and what we expect out of our administrators and at the sites and our teachers as far as reporting the data and maybe tracking that data and see how it correlates. Um, I know we have some privacy issues that you're talking about, but I do think we can track it in a

242way that's, you know, respectful of that privacy. Um, so I would like to see us, um, before I, you know, really jump in and and want another document, I'd like to see that we're actually doing the work that we said we were going to do first and and measure look at measurable outcomes. Um, so that we know where we're putting our money is being effective. And, um, I think we're hearing loud and clear from our community that they want us to um, have effective discipline practices with our students. And so I'd like to take a look at that. Um so there I think we have a lot of things in the plan that we can continue to look at. I think there's work to be done. Um and I'd like to see us um really

243measure outcomes and see how effective we are. >> Um first of all, thank you for that awesome report and for answering all my questions previously. I had a lot of them. Um, and I think this is something that we've heard a lot of school districts grappling with. Um, you know, on some of the trainings we've been on and things like that, it's it's a common theme. And so trying to say we know all the answers early on is not plausible. And I think like all learning, it's messy. Um, and so appreciating the mess and the struggle as we kind of work through this and see what is, you know, targetable. I think adding some tangible numbers would be good. what that is, I don't know. Um, and I think, you know, we're open for for

244some of that discussion, but I think, um, you know, and as our students are constantly changing, um, but I think we have some good things. We've figured some things out. We're not in the refining process yet, um, by any means, but I think, you know, to say that we need to keep working on it, which I hear you saying, um, we've had lots of conversations about that. This is a living, breathing thing. It's not a straight line. it's going to take us all over the place. So, um I agree with my colleagues here um that you know we'd like some numbers to live up to. You guys are in the classrooms. You see you talk to the teachers. So, it's a little bit harder for us on on this end when we hear anecdotally um

245you know, even just one or two people having a problem. That's we think that's you know, everyone thinks that's too many their their kids. Um, and so, you know, we'd appreciate, you know, some of that, but I think that the work you've done and the guidance and the community effort, um, all involved, I think we're on the right track. We just need to keep putting our head down and and going forward. Um, because I think we're we're not there, but I think we're in the right direction. And so thank you for for all the work you're doing and and thank you that part. Okay. Oh, okay. Kathy, I'm sorry, Trusty Rawlings. >> Thank you. Um, I just want to clarify. I didn't hear any objections. So, I just want to clarify that we are asking

246staff to bring back a plan um that would um I guess update the 26 page plan that we currently have, but would update with the current commitments with the things that we've discussed with the audience input and then we would expect um a draft to come back in October. Is that accurate? >> Yeah. So what I'm hearing you say is that is the current plan just continuing to move forward with updates. So we have that accountability piece and so they do have the opportunity to really drill down because you know we couldn't it was just Michael but now we can continue that work >> right but I think that that staff will bring back a draft in October. >> Okay. >> Is that accurate? I didn't hear objection. So I just point um also I'm

247I'm wondering too if >> if it is something that is shared back to the board that it's not annually but semianually. >> I have a point of order. >> Yes. >> This was a discussion item, right? Are we allowed to take action on this? >> We can give direction. That's not action. Well, and I think I clarified that earlier. >> We clarify, that's what I said to her. We clarified that before. >> And so she could give direction because it's regarding the same. >> Yeah. >> So she can give direction to bring back another or we can give direction to bring back another plan. >> Is that what I'm hearing? >> Or to keep the current plan? >> I'm not hearing it as a correct. I'm sorry. I didn't mean to speak over you. I'm

248not hearing it as a different plan. I'm hearing it as a forward- facing document that encompasses everything Dr. Eer has presented and then what we plan to do for the year. So, it's it's not um something we're creating out of thin air. We're really taking what we already have and then sharing it with the board. >> So, you're evaluating >> Say that again. >> Basically, you're evaluating what we're doing the work. Okay. >> And taking into consideration some of the suggestions you made. Like I really loved uh Trusty Rawlings um comment about how are we onboarding our teachers and if we do want them to take um certain trainings, are we going to provide hourly pay for them to do that outside of the day? Will there be release time? We need to also make

249sure we have that for our administrators so that we have um systems in place so that when people come aboard they become part of the culture of Carl'sbad and we can't just speak to it. We need to have actionable items that we can point to. Yeah, I'm in agreement with that. I think it's important that we don't just check boxes, >> but that we actually evaluate how well we're doing. That's what I was trying to get at >> point of information on that. Were we already planning on bringing it back in October? Was that already on our plan? >> Um, no. >> So then I think we do need to um adjust and say that when going forward. Correct. >> Can you clarify? >> Yeah. So if we um speaking to Trusty Verbat's point and

250to Trusty Rawlings that if we can make those finite adjustments but to then that would be a request to bring it back to a a next meeting at a date that is not planned on. So we can modify the plan but to bring it back we'd have to separate those two items. Correct. the to bring it back in October is different >> from >> just bringing it back >> then than bring it back at the next time or the next time in a Friday report with the updated information as Rawlings requested. So, >> we're going to need a little time to work on it. >> That's not what >> I think what I'm hearing her say, and correct me if I'm wrong, is she's saying those are two separate things. saying one is yes the

251plan will continue >> and >> so no objections on that direction that we continue the plan >> with the with the um data points right as suggested >> well and and just to clarify there was there was a slide that had commitments from the district so we're going to include those commitments but then also some of the things that haven't been completely completed so we're we're asking for all of the input the commitments all of that to be put into a document and brought back to us is what the request is and that I haven't heard any objections to that. >> Okay. So, no objections to that. No objection to that. But bringing it back at a specific date that would be >> correct is on an agenda item if we're not already planning on

252it. >> Yeah, we could make that request at a later date. >> Right. It's it's staff would be bringing it back in October. >> Yes. I just wanted to make sure we separate those two and say we're not on a specific date. >> We can talk about Okay. Any other discussion? All right. We are now at part 10, board policies. Agenda item 10.1, revision to the board policy 3260, first reading. Trustees, this is a >> May I make a motion to extend the meeting past 10 o'clock? >> Oh, yeah. Um, can I have a motion to go past 10? >> I just made a motion. >> So moved. >> Second. Rawlings. >> Miss Garcia, please call for a vote. >> Trusty Rawlings. Yes. >> Trusty Burbette. >> Yes. >> Trusty COC. Yes. >> Trusty Emmery.

253Yes. >> Trusty Ward. >> Yes. >> Motion passes. >> Okay. We are now to now at part 10, board policies agenda item 10.1, revision of board policy 3260, first reading. Trustees, this is a discussion action item. I will now hand it over to Dr. Rob Nye. >> Thank you, President Ward. Trustees. Business policy update primarily incorporates CSBA recommended language and legal updates related to student fees, fundraising and debt collection practices. The rever the revisions further further clarify that participation in donations and fundraising activities must remain fully voluntary, reinforce protection against denying students access to educational activities due to unpaid fees or debt, and add language supporting staff and training awareness regarding permissible fees and charges. With that, I'll turn it back over to President Ward. This is a time for public comment. Have any blue

254cards been received? There are no blue cards. Trustees, do you have questions? Okay, no questions. May I have a motion to approve board policy 3260 and approve it as a first reading? So moved. >> Second. >> Trusty Emmery made the motion. Trustee Co made seconded the motion. Discussion. I'd like to amend the motion. >> Okay. >> I'd like to amend the motion um to um wave the second reading as well. >> Yes. >> I would need a second or I would need the maker of the motion to accept and then I would need a second. >> I second. >> Is the maker of the motion okay with that with waving the second? I think the maker of the motion was um Trusty Emmery. I second. >> No, you you say are you ac do you

255accept the amendment to your motion? Thank you. Yes, I meant to say. And then we and we have a second to the There we Thank you. >> Now, now is there any Okay, so is there discussion on the amendment? >> A motion to approve board policy. Oh yeah. 3260 and approve it as a first reading without a second reading. Trustee Rawlings made the motion. Trustee Ward seconded the motion. discussion. Okay, Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbath, >> yes. >> Trusty Cioce, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 5 to zero. >> Thank you. We now move on to item 10.2, revision of board policies 4119.21, 4219.21, 4319.21, first reading. Trustees, this is a discussion action item. I will

256now hand it over to Miss Megan Aras. >> Thank you. The professional standards board policy has been updated to reflect CSBA's revisions which add to the philosophical paragraph the governing board's desire to provide a safe and and positive school environment that promotes the learning engagement, safety, and well-being of district students and to expand upon the expectations for district employee conduct. Additionally, the new policy was updated to reflect the new law SB848, which prohibits inappropriate conduct between district employees, adult volunteers, and contractors and among adults employed, volunteering, or under contract with the district. In addition, policy was updated to clarify that inappropriate employee conduct includes engaging in any conduct that endangers or threatens to endanger students, staff, or others, and other conduct prohibited in board policy 4119.24. 24 4219.24 and 4319.24 meaning maintaining appropriate adult student

257interactions. It's respectfully recommended that the board of trustees re uh approve 4119.21 4219.214319.21 and approve as a first reading. >> Thank you. This is a time for public comment. Have any blue cards been received? >> There are none. Okay. Trustees, do you have any questions? Trusty Rawlings, >> can you tell me what the difference is between A, C, and E? When I looked at it, they looked identical, and I was trying to figure out why are they why are they three different policies? >> Yeah. So, A is certificated, then you have one for classified, and then one for managers. So, you have to do accept the one for each. >> Thank you. Any other questions? Okay. May I have a motion to approve board policies 4119.21, 4219.21, 4319.21, 21 and approve it as a first

258reading. Okay, I will make a motion. Do I have a second? >> Second. >> Okay, discussion. >> Oh, wait. Can I do another motion? >> Yeah, I was going to >> um I would actually like to amend the motion um to bring back this board policy with an addition of a statement. I'm going to read the statement to add to the three policies. You are you guys ready? Okay. Thought Kathy was going to say something or Trusty Rawlings was going to say something. >> Okay. I >> I'm just not sure that that's appropriate now that there's a motion and a second on the floor >> to change that. You would have to >> But we're in discussion right now. >> So you are you amending the motion? Yes. Do you have a second for your

259amendment? >> Oh, thank you. Do I have a second to amend my motion to amend the motion that was on the floor? >> I will second. >> Thank you. Okay, here we go. Um, I would like to add this statement um which says one sec. Okay. making public statements re under under the three board policies under inappropriate conduct for the professional standards. I would like to add making public statements, representations or communications whether verbal, written or electronic that appear to reflect the official position of the district while acting in their capacity as a district representative without authorization to do so or in a manner that is false or misleading regarding district policies, programs or or operations. I would like that to come back. um for a second reading. >> Is this something that's already been

260discussed with Dr. Norman? >> Yes. >> Okay. And can you tell um a little bit of background around the impetus of that um addition? >> Oh, yeah. Because we're in discussion discussion. Okay. Yes. >> Um yes. So, I just want to make sure that if we have a an employee that works for the district and they're representing themselves or speaking on behalf of the district that they are following district policies and our programs, operations and that they are representing the district accurately. >> I have a question. So, have we run this through legal? Most of these have been already vetted through CSBA's legal team. Have you vetted this? >> So when it comes back through for the second reading, we're going to have legal take a look at it. Make sure >> if it's approved

261when it comes back, >> correct? We'll take it to legal and then when it comes back in second, it will be vetted by legal. So we won't bring you back something that isn't allowable. Mhm. >> Could you give me an example of where something like that may occur where there is um uh where they're representing the district yet not speaking of speaking on their personal I guess beliefs instead of the district's belief? What where might that occur? Is that >> So it's not about their personal free speech, personal representation of themselves. It's if like if I was a principal and I were to go somewhere and to say I'm here on behalf of Carlsbad Unified and I'm saying X Y and Z which don't align with our district policies >> then that's what I'm talking

262about. Okay. So it should if I'm representing myself on speaking of be behalf of that I am being very clear that I'm aligning with what we represent as a district >> that your views are your own and not therefore >> yeah so I wouldn't be I wouldn't be saying I'm here representing Carl'sbad Unified right if I'm speaking just about myself. >> Does that make sense? I I guess I think that could get iffy. I I'm just trying to I'm trying to just be clear and I would be fine with bringing it back before legal, but um like if I say yes, I'm a teacher. >> Like that doesn't necessarily like that is what that would Yeah, that would be different. Yeah. So if you like go somewhere and you're like, "Oh yeah, I work there

263and I'm a teacher." >> Okay. >> Yeah. >> So not Okay. Okay. It's if you're serving different Yeah. But if you're if because one of the things that I know our previous superintendent had their employees check in and let them know if they were going to go somewhere to you know present something for Carlsbad Unified or something like that. So um we want to make sure that that happens and also that if they're representing the district it's aligning with our policies. >> So sorry quick follow up. So for example if they went to speak as a speaker at a conference for example, there's Okay, thank you. >> Do you have a specific incident you're referring to? Have we had a problem with this? >> Now, I just want to make sure that if this happens

264that it's it's one of the line items. >> Is there not already something embedded in the district employment? Because I know there is for us as trustees. So, I'm just wondering if there's not similar verbiage somewhere in our employment contract. >> I think this is actually the board policy we're looking at, right, for professional standards and there's nothing listed in there. >> Is this board policy revision already been done by CSPA? This is I haven't seen it from CSBA. Is this something that we're doing on our own? >> This would be in addition to it's not from CSBA, >> right? But I'm saying the one that we have with the changes, is that from CSBA? Okay. >> Correct. >> Okay. Well, I think what I see here is um appropriate and I don't feel the

265need to make any more changes. >> Trusty Rollins. >> Um I had a question for Dr. Norman. Is that okay? Um so if we were to um say we want to move this forward as a um as a first reading and then once we see it even if it's um not um even if legal says it's okay but we have second thoughts could we vote could we vote against it at that point or could we make amendments at that point? Okay. Okay. So, even if I voted yes, I could still vote. I'm not committing myself to it because I I do want to see it in writing kind of in text, you know, in with the the >> Yeah, it's hard reading it. >> It is hard just reading it and I want to see

266it kind of how it blends in with the language, but but I'm willing to do that, but I don't want to commit myself just in case. So, I just want to make sure that's okay. Correct. >> You're correct. >> Okay. So, Trustee Ward amended the motion to add this language that I shared into the three board policies. Trustee Emmery seconded the motion. We had discussion. Miss Garcia, please call for a vote. >> Trustee Rowings, >> yes. >> Trusty PB, >> no. >> Trusty COC, >> yes. >> Trustee Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes four to one. All right. Next. Thank you. We now move on to item 10.3, revision of board. Oh, is that the same one? >> Oh, I am. Okay. Policies 4119.24 4219.24 4319.24 First reading. Trustees, this

267is a discussion action item. I'll now hand it over to Miss Megan Aras. Thank you. Maintaining appropriate adult student interactions policy has been updated to add CSBA revised language that for purposes of this policy employees include interns, volunteers, contractors, and other persons with an employment relationship with the district. Additionally, policy was updated to add the philosophical paragraph, the governing board's desire to provide a safe environment that promotes learning, engagement, and safety of district students. In addition, the policy was updated to reflect the new law SB848, which prohibits inappropriate conduct between district employees and students and expands the list of inappropriate employee conduct. The policy was also updated to add a new section related to violations of this policy. Is respectfully recommended that the board of trustees review the board policies 4119.24, 4219.24, 4319.24 and approve

268as a first reading. Thank you. Trustees, do you have any questions? Okay. May I have a motion to approve board policies 4119.24 4219.24 4319.24 and approve it as a first reading. Oh, I'm sorry. Do we have any? >> We do not have any blue cards. >> Sorry about that. Um, okay. Trustees, no questions. Oh, you do. I'm sorry. Go ahead. Can I make the motion so we could wave the second? >> Um, well, I'm going to put in the same request for that. >> Oh, okay. Thank you. >> Yeah. May I have a motion to approve board policy 4119.24 4219.244319.24 and approve it as a first reading because we we have to do it to get into discussion. So, we need a >> I'll make Okay. Can I have a second? >> A second. >>

269Okay. Um, Trusty Emmery made the motion. Trustee Rawlings seconded the motion. Discussion. I would like to add that same statement that was in the other one to this one as well and bring it back for a second reading. And I would like to amend the motion for that. Do I have a second? I'll second. >> Okay. All right. Trusty Ward amended the motion to include that statement. Trustee Emory seconded the motion. Discussion. Okay. No discussion. Miss Cario, please call for a vote. >> Trustee Rawlings. >> Yes. >> Trusty Verbth. >> Yes. >> Trusty Cos. >> Yes. >> Trusty Emory. >> Yes. >> Trusty Ward. >> Yes. >> Motion passes five to zero. >> Now we move on to item 10.4. 4 revision of board policy 6146.4 first reading trustees. This is a discussion action item.

270I'll now hand it over to Dr. Brian Brockett. >> Thank you, President Ward. A board policy 6146.4 Four, differential graduation and competency standards for students with disabilities has been updated to reflect the authorization for districts to exempt a student with disabilities who satisfies certain eligibility criteria from all coursework and other requirements adopted by the governing board that are additional to the statewide course requirements and to award the student a high school diploma. This exemption was previously adopted in board policy 6146.1 graduation requirements and the current update brings this related policy in line with the previous update. It's respectfully recommended that the board of trustees uh approve the policy uh as a first read. I'll hand it back to you. >> This is time for public comment. Are there any blue cards? >> We don't have

271any blue cards. Okay. Trustees, do you have any questions? Okay. May I have a motion to approve board policy 6146.4 and approve it as a first reading and without a second reading. Wave the second reading. >> Some moved. >> Oo, same time. Trustee COC made the motion. Trusty Rawlings seconded the motion. Discussion. Okay, no discussion. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbette, >> yes. >> Trusty COC, >> yes. Trustee Emory. >> Yes. >> Trusty Ward. >> Yes. >> The motion passes five to zero. >> Okay. Are we okay to move on? >> Okay. We are now at part 11, instructional services. Thank you. We thank we now move on to agenda item 11.1 resolution 32-256 2526 250th semiquincentennial resolution. Trustees, this is a discussion action item. I'll

272now hand it over to Dr. Brian Brockett. >> Thank you, President Ward. Uh, this resolution recognizes the 250th anniversary of the United States on July 4th, 2026, providing an opportunity for students to reflect on the nation's history and founding ideals. It encourages schools to provide age appropriate educational opportunities that promote civic engagement and an understanding of democratic values. To commemorate this milestone, the board a further authorizes the display of the official America 250 flag at the district office flag pole from July 1 through July 31st, 2026. >> Okay, thank you. This is time for public comment. How many blue cards do we have? >> We have a total of three blue cards. >> Okay. When I call your name, please come to the podium, state your name, and indicate whether or not you live in

273the boundaries of the school district. You'll have three minutes. We will have the timer on the screen, and your mic will be muted when your time has expired. The first speaker is Chris Widuck. Good evening, board members. Um, I'm Chris Widick. I have two students in the district and I live in the district. Um, in the interest of time, I'm actually going to speak on all three flags in the next three minutes since hopefully it'll move it a little smoother. >> Um, so I'm here tonight to support flying all three flags that are up for a vote today, which I'll note either been previously flown at federal buildings. >> I'm going to interrupt you. I guess you can only speak to the item that's >> okay, but I'll just speak the first part and I'll

274speak on all three then. That's fine. So again, good evening board members and committee members. I'm here tonight to support the flying of the first of the America 250 flag. I think it represents a worthy milestone for celebration. It's been 250 years um since a group of 18th century activists came together and drafted one of the greatest documents in history, our Declaration of Independence, and set in motion um the creation of our country. Um, this represents an opportunity to celebrate our history and I don't think there's any reason not to do that on our flag pole. >> Thank you. >> Next is Yousef Miller and after that it's Ann Crosby. Yousef Miller, North County NAACP and North County Equity and Justice Coalition, and I support the flying of the flag, the 250th anniversary of a

275long journey for a lot of us. Uh the earlier framers of this constitution, of this nation, would not approve of most of us that are in this room today. But it's our job from 250 years to expand that concept to include everybody in this country. And that's something that we're doing. But it's still a 250year project. It's something that we have embedded in our constitution to make this a better nation, to make it a more perfect uh democracy, a more perfect union. So it's one of the things that reminds us that we have still work to do. As I talked earlier and said, things are not quick and they're not easy. uh sometimes we have push and pull over these items and this these uh concepts but u 250 years and we're still working on

276uh women's rights, people of of color uh uh gender issues and gender identity. We are still trying to stretch that concept to include everyone in this nation. So it's a reminder for us that this is our 250th anniversary, but it's something that we shouldn't take lightly. we still have a ways to go and it's up to us to make sure that the the America that they wanted in the beginning is the America that everyone has access to and we know that that's not the case. So when we look at this and we understand that the the uh the early framers and the work that they had to do was great. The work that they had to do was admirable to the whole world, but it was imperfect and we still have a ways to go

277or we wouldn't be talking about the things we're talking about now. Thank you, >> Ann Crosby. Okay, she's not here. >> Okay. Um trustees, do you have any questions? Trustee Rawlings. Um it talks about um providing um educational opportunities. Um when and um and how will those be um delivered? So we have a a variety across the curriculum of areas where uh where obviously American history is covered um at the various grade levels. Um I don't have a complete listing of of sort of some of the the unique items that um that uh sites are doing specific to the Americas 250. One of the things that we plan to do with the resolution uh if it's adopted tonight is to put it in a format uh for our principles to be able to share um

278out in communications at their at their um assemblies that are coming up uh here at the end of the year to be able to uh communicate that uh out and and raise awareness about the Americas 250 which obviously takes place over the summer but we can provide some foundation for students to better understand what's happening in their country. followup. >> So, just to clarify, it's just till the end of the summer or I'm sorry, end of the year or are you talking about doing a whole educational program in September, October, November? >> We don't have a a formal educational program around this at this point beyond what's what's currently in our curriculum and and what other opportunities >> and that's happening now and to the end of the year. Perfect. Thank you, >> Trusty Verbth.

279this um chapter S Santa Margarita chapter of the DAR who the women who came to present this um did they request that the flag be flown at all sites during the school year or did they request that it be flown in July? We had uh we had ongoing convers not ongo several conversations about the flag. Uh and the last conversation I had was about the with the group was about the um uh July at the uh at the district office. Um I know that they had initially expressed some questions about you know the number of flags that would be required at all the school sites. And so I I didn't uh have any concerns that I heard about that um when uh last I had conversation with the group about this >> follow. So were

280they are they providing the flags this organization? Who's providing the flag? >> No, this is the Carl'sbad Republican Women uh women's group uh was the group that uh indicated that they would provide the the flag. >> So just here at the district office but not at all sites. >> Correct. Okay. >> Any other questions? >> Okay. May I have a motion for the board to approve resolution number 32-2526 to recognize and celebrate the 250th anniversary of the United States of America? >> So moved. >> Second. >> Trustee Emmery made the motion. Trustee seconded the motion. discussion. I have discussion. So, I think this is wonderful that we're celebrating the 250th um anniversary of our country and all the work that is being done and recognizing that there's more work to be done. Um when this

281um opportunity to bring forward resolutions was brought to the board, I voted no. And I voted no because I feel like um and I can speak to this in the next um the flags that are coming up um and the resolutions that are coming up, but I think I'm just going to stay with my no because I think that um it's it's difficult to honor every single request that comes in and to honor it the way that they've requested. And I will speak to that coming up soon. Um, so I just I think I'm just going to stay with my no for for every request that comes in at this point and we'll stay with um just flying the United States flag and the state of California flag. >> Okay, any other discussion? >> Okay,

282Miss Garcia, please call for a vote. >> Trustee Rawlings, >> yes. >> Trusty BBth, >> no. >> Trusty COC, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. Motion passes 4 to1. >> Thank you. We now move on to agenda item 11.2 resolution 31-2526 to recognize the celebration of Junth National Independence Day. Trustees, this is a discussion action item. I will now hand it over to Dr. Brockett. >> Thank you, President Ward. Uh, this resolution reaffirms the district's recognition of Junth, honoring the June 19, 1865 announcement of freedom for enslaved Americans in Galveastston, Texas. To foster an inclusive environment and recognize the contributions of black Americans, the board authorizes the display of the Junth flag at the district office main flag pole. The flag would be flown on the last business day

283prior to the official holiday and would be provided at no cost to the district. I'll hand it back to you, President Ward. >> Thank you. Sorry. Okay. This is a time for public comment. How many blue cards have been received? >> We have a total of seven blue cards. >> Does that include Chris Wid? Because I know he listed that on there, too. >> I believe he might be those first speaker on that card. >> Okay. Okay, we have eight speakers. You will have two and a half minutes. The first speaker is Chris Whitelook. I'm back. So, I'm here again to support uh to voice my support for flying the Junth um flag and passing this resolution. Um previously previously it's flown um above federal buildings and state buildings um and it's in support of

284a national holiday. Um Junth recognizes the end of one of the darkest stains in our history um slavery. Um, and it also reminds us of the ongoing importance of freedom and equality. Uh, and that work still must be done. Um, so we don't continue to have events um, like the ugly event that we experienced here at Poinsettia Park. Um, now schools are not just a place where students learn math and science. They're places where students learn belonging, dignity, and respect. And flying this flag is not about politics. Flying this flag is simply about acknowledging the history of our country, both the good and the bad, and recognizing the contributions and humanity of our diverse community of students, families, and staff. Thank you. >> Thank you, Chiu Chang. And after that will be Max Disposi. Hello

285everyone. My name is Chi Wu Chang. Uh I'm a carplat resident and the president of OCA San Diego and nonprofit organization advocate for uh AA NHPI. But I'm here to support LGBT and and the NWC organization. So first I want to express my support for 312526 recognized the and celebrating Junth National Independence Day. Second, I want to express my support with a short poem. In every classroom, every hall may dignity and care reach all. A flag may wave and promise stand the every child belong in hand with open hearts and voice kind. We we lift each child with soul and mind through courage learning and hope and grace. We build a more compassionate place that cars best school shine strong and true where every dream can still break through. A future shaped by unity, respect,

286and shared humanity. And years from now, may children say they choose compassion, respect, and humanity on that day. And the last I believe the hate, cruelty, harassment, and bullying have no place in the crossbar school system. Thank you, >> Max. And then after Max is Yousef Miller. >> Good evening again. Max Disposi. I'm the executive director of the North County LGBTQ Resource Center. I actually came here at the beginning because I knew also about the private proclamation but finding out that also Jun is going to be celebrated I think this is the way to do it. I'm so proud of this district because flags are not just symbols are representations and they are identities. It's not a political opinion. It's not politics. It's identity. It set the tone of the conversation in the district in

287the community and your own leadership. So, I hope you'll move forward with this. As a um someone that worked on LGBT rights all my life, I also recognize the importance of who we stand on the shoulder of and the civil rights movement of America uh built on the shoulder and the fights of our black communities is really where we stand on. And those are actually the consequent conversation of what we were talking about today, right? It's a minimum gesture of solidarity but also stands up. It opens the conversation in the district about why the June thinking flag it's important to be flown on the city on the school district of cars. So thank you for your leadership. I just wanted to share my support and thank you again. Bye >> Miller. >> Yousef Miller North

288San Diego NAACP and North County Equity and Justice Coalition. And I want to talk about 89 years. 89 years of Fourth of July. 89 years from uh 1776, 4th of July where people of African descent could not celebrate that holiday. 89 years till we get to 1865 of people watching celebrations, parties, fireworks, and the like and asking, "What is this thing about? What are you celebrating? We're celebrating freedom. We're celebrating democracy." and they were not allowed to participate in that. And if you were a young person at uh 1776 for on the 4th of July, your kids probably wouldn't even been able to celebrate that holiday. Maybe your grandkids would might have been able to celebrate that holiday. 89 years from 1776 to 1865. This is when America is becoming. So it is an important

289holiday especially for people of African descent where the true where the American liberty actually meant something. So what I want to do today is explain some of the symbolisms in the Junth flag. And I'll have some help from my wonderful beloved brother here. And what you see here is red, white, and blue because of course the aspiration of people of African descent is to be American, to be accepted as Americans. And that 250 years of a long time coming. But African-Americans uh intent to become woven into the fabric of the nation is why you see red, white, and blue. You see this star fiveointed star because in Galveston, Texas is where Junth started. June 19th se uh 1865 and it represents the the last one of the last bastions of slavery before the north could

290end slavery in all the states. Then behind that you see a a larger starburst of of 12 points. This starburst is for a nova. It im imitates a nova. It's new beginnings. a new beginning for people of African descent. Where are we going now? What are we going to do with our lives now that we are free in this nation? And then you see this curved line that is actually a horizon. That horizon is for new beginnings and new opportunities. And then you lastly, you see the year that it was pro uh announced. So this is the flag and this Diana Giri. Okay, I think she's not here. Dr. Satia Austin, >> she's not here. She >> Okay, she had to go. Okay. And Tracy Pearl. I'm Tracy Perau and I live within the car

291in Carlsbad. So, I want to talk about um obviously the Junth flag being being um flown. Symbols matter and for African-American communities. Junth represents and acknowledge in history freedom. Not only does it acknowledge freedom, it also represents the ongoing pursuit for equity as we heard tonight from previous conversations. So when I know with this district that we are committed to for all students to be successful. Well, success starts with a sense of belonging. And so flying a flag represents it what it what it shares and it sends a very powerful message to all to all students that we see you, we value you and you belong here. Thank you. >> Thank you. Trustees, do you have any questions? I have a question. Trusty Berba, >> why did we deny Jewish American Heritage Month the right

292to fly their flag in the month of May? I'm asking you, board president. >> Well, it's questions for staff, but I believe the board president and the superintendent made that decision. I consult with the board president on all items that come before the agenda. In discussing all of the requests that had come in, we did receive that request and in consult with the president, we decided that in the future we would be bringing forth a resolution that would encompass all of the um heritage months. I don't want to misspeak. Um I understand that some some people feel that um that may not be as inclusive. Um but it in no way we do we want to make one group feel less valued than the other. It's really a motion for us to not just recognize

293the group, but then to also make sure that we are educating our community about the resources available to learn about the different groups in our community. Any other questions? Okay. May I have a motion for the B board to approve resolution number 31-2526 to recognize and celebrate Junth National Independence Day. >> So moved. >> Second. >> Trusty Emmery made the motion. Trusty Rawlings second in the motion. Discussion. Trusty Verbth. The public doesn't know this, but the board does know that we did receive a request from a community member to fly the Jewish American Heritage Month flag in May during its National Recognition Month, but it was not put on the agenda. And therefore, I hear that you're saying for Junth, this is a very important um holiday that recognizes um people who feel they should

294be recognized on that day. And I think if you decided or we decided as a board to recognize them in the month of August or October that that would be disrespectful to them. And this again is my point why I cannot vote for any flag because we have to vote for every flag then and they this is um this is not right to not recognize our fellow Jewish Americans in the national month that they have requested. And I'd like to just read an email. After the shooting at the mosque, we had a parent in our community who's a doctor with two children in our community. And he wrote in and asked us to make a statement about our solidarity with Muslims. And we did that as a community. And I am really grateful that our

295superintendent took the lead on that. And I thank you for that. And I asked this gentleman and I said I asked him if he would like to have a resolution to have a flag flown for Arab American heritage month in the month of April. And he said that would be nice to commemorate and celebrate those who are of Arab heritage. And he's from Pakistan. However, he says I do not think that it would address the issue that caused this tragedy. I myself am a Pakistani heritage and similar to the worldwide Christian community, the Muslim community comprises nearly all nationalities across the world. Additionally, while flying a flag or performing other symbolic actions may make people feel better, these actions do not solve the core issues. And that is what we heard today from speakers who

296said we need to take action. We need to educate. And that's what this gentleman is also saying is we need to we need to educate. So flying a flag, I hear you Max, I hear others saying flying a flag as a way to recognize people and help make them feel better than why aren't we flying a flag for Jewish American Heritage Month. They're community members. They requested it 30 days in advance. They will provide provide the flag. There's absolutely no reason. And so I just can't support if we're not going to support them. I don't think we can support anyone. >> Interesting. >> Okay. So, I >> I wanted to just follow up. Um, first I just want to say that flying the Junth flag, it is a major historical event that changed the trajectory

297of this country in the direction of freedom for this entire country. Also, I just want to make it clear that the Emancipation Proclamation that passed in 1863 was not delivered. So, that was on paper was not delivered to the people when it was delivered in Galveistston, Texas was two years later. So, I think it's important that we have a symbol to let the black community know that Junth is here and we do see them. So, that's my first point. My second point is you you shared that email, but you didn't share everything because I responded to that gentleman and I let him know I never said that we weren't going to be looking at Jewish Heritage Month. I never said that. I said we will be looking at it in the future because it is

298a 60-day window that that request had to be made and the agenda was full. And that is why we couldn't add that on because we're what? It's 10:38 and we're still not done with the agenda. And those were the reasons given when I responded to him. And I know you saw it because he forwarded that email to you. Also, I responded to his last email which he did not forward to all all of the board members which also said and I restated that we are not saying no. We have a standard here on this board that any resolution request could be brought forward and brought to the board for all of us to look at and to vote on. And also the flag that he wanted to fly was the flag of Israel which is

299a state flag. So we have to be really careful about um looking at that as resolutions come forward >> and I I appreciate your comments, Trusty Ward. Um however, the recognition month is in May and the next flag recognition that's coming up is the pride flag. And if you fly the pride flag in a different month than June, that's disrespectful to the pride community. And there are people, and we'll speak to this next, but there are, you know, there are people that don't even care about the pride flag being flown that month because they are who they are and they don't feel the need for a flag. But I do think that we we I know you didn't deny the right to have the flag, Michelle. I never or trusty word. I never said that.

300>> I said resolution. I never said resolution flag. Okay. But I do think their their month of recognition is in May and they did follow the guidelines. Um you're saying there's a 60-day window, but they did it in advance of today's meeting, 30 days in advance and we could have we could have just added it very easily. So this is my point that if we are not going to recognize people when they are justified and it's within the purview of the board and do it the month that they've asked then I think it's disrespectful. So to follow up on that Carlsbad Unified has never recognized formally any heritage months. I I think maybe only Black History Month. So we have never done that in the history of Carl'sbad Unified. We are just starting to look

301at this with my tenure here as a president of the board. So we are looking at that for Junth. We're looking at that for the pride flag. Come fall. We're also going to be looking at heritage months. And so they are recognized for the months that they should be recognized. I'm not saying that all because we're looking at the resolution in the fall that we are going to if there's a flag request to fly it on whatever month we choose because that would be disrespectful. You're >> I'd like to call for the question. >> So, >> I'd like to call for the question. >> Pardon? >> Okay. >> I'm calling for the vote. >> Okay. So, no other discussion. Okay. All right. So, Miss Garcia, please call for the vote. >> Trusty Rawlings, >> yes.

302>> Trusty Burbach, >> no. >> Trusty Siosci, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 4 to one. >> Excuse me. I would like to give the uh the board their first Junth plan. Thank you. We now move on to agenda item 11.3, resolution 30-2526, pride month, to display the pride flag. Excuse me. Trustees, this is a discussion action item. I will now hand it over to Dr. Brian Brockett. >> Thank you, President Ward. Uh, this resolution recognizes June as LGBTQIA+ pride month to promote awareness and foster an inclusive environment for all students and staff. It aligns with the California Education Code and the Fair Education Act by acknowledging the historical contributions and civil rights struggles of the LGBTQIA plus community. To commemorate this month, the board would

303authorize the display of the Pride flag at the district office's main flag pole throughout June. I'll hand it back to you. President, >> thank you. This is a time for public comment. How many blue cards have been received? We have six blue cards. >> Okay. When I call your name, please come to the podium. State your name and indicate whether or not you live within the boundaries of the school district. You'll have three minutes. We have t the timer on the screen and your mic will be muted when your time has expired. The first speaker is Jolene Vano. Chris Widleck. >> Good evening again. Um, one last time, um, board members. Um, as you've seen, I'm here in support of really all three flags today. Um, with this one just being the final one. Um

304like the other flags that we've voted that you guys have voted on tonight, um this one has also been flown above federal buildings in the past, state buildings. Um Pride Month recognizes the LGBTQIA+ community, including the unique struggles that members of that community have faced in seeking basic equality. Um from Stonewall to marriage equality and hopefully beyond. Um that community has a history as well. um just like the black community, just like our nation's history. Um, additionally, Pride Month um serves as an affirmation for every student um that deserves to feel safe, seen, and valued um at school. As I mentioned before, um schools are not just places for math and science. Um they're places where students learn about each other. They learn belonging, they learn dignity, they learn respect. Um and flying this flag

305along with the other two flags is not about politics. It's again it's about acknowledging the history of our country, our unique cultures, um both the good and the bad of our history and also the contributions the humanity of our diverse community of students, families and staff. Thank you guys. >> Thank you Max Despos Disposi. >> Hello again. Um first of all uh we are honored to donate our uh rainbow progressive flag to the board from the LGBT center. So thank you for offering the opportunity as well. I just for a point of clarification which is part of the of my speech today. Um it's important to understand in respect to all our diversity I hear what our trustee was saying there is a distinguish between ideology beliefs and faith which are all very valid. So

306opinions versus identities. The June Junth flag represents a piece of history of United States. The civil rights movement, the LGBT movements and the LGBT flags is not an opinion of of a view or a perception. It's an identity part of the history of United States. The movement against persecution with all respect to all the diversity of beliefs including our Jewish friends. Also, there is not a Jewish flag, an Israeli flag, which also introduce another element of state representation, which is not allowed in any poll in United States for obvious reasons. It's important to distinguish so we don't feel like we are undermining our community because our rainbow flag as well, it's inclusive. That's why it's called the progressive flag of our brown and black brothers and sisters, our trans folks. It's a progressive flag because

307it's being used to include the diversity of our communities which some people might feel represented under and others not. But for all of you so you don't feel like you're causing harm to our brother sisters in other community of faith that they are very valid in their journey of recognition and for the history they have contributed to in United States that we're talking about identity as physically representation of people who we are that we can change being LGBT is not a choice it's who we are some of us can be more visible than others in our representations some others can't. So data also still showing that in our districts LGBT students are seven times more likely to drop out of school and to commit suicide. There is a trend that it hasn't been proven yet

308but it looks like the majority of LGBT students now are homeschooled because school public school have failed us to support LGBT students. Having a flag like this represent another district will give hope to your students but also to the educators. is not just for the students to create a more affirming inclusive environment. So I would like to distinguish a little bit to to honor our partners in the community of faith but to understand that this is not an opinion it's an expression of a struggle a persecution in the history of United States and that's why it's important to us to represent her together today. So thank you for your contribution trustee. I wanted to clarify that so nobody feels left out. Thank you and I'll give you this Yousef Miller, >> Yousef Miller, North County

309NAACP, North County Equity and Justice Coalition. And I I support the flying of the LGBTQIA uh flag. Um, as I said before, people need and everyone has said, people need to be seen. People need to be heard. And the feeling, it's hard to describe, especially if you're from a marginalized community, when you see something that represents yourself that you normally don't see. I remember as a child when I first started seeing positive black role models on TV, someone who was a doctor or a lawyer or something like that. It touches you in a way that it's hard to describe to other people. And when you have some a group like our LGBTQ youth who are committing suicide, who are harming themselves, this is something that we definitely have to mitigate with showing that we see

310you and we appreciate you and you are valued just as everyone else. So flying these flags are very important. And I would like to also add that our our Jewish brothers and sisters and our indigenous brothers and sisters and everybody uh should have if they have a flag. Not all uh uh pro uh months have or or exervances have a flag. They're just observed and that's fine as well. There's no problem with them not having a flag, but if they do have a flag to have it flown and we have to start somewhere. We're starting here in June, but by next time it comes around for everybody else, then they'll be in the cycle and in the loop. So, I don't feel that I hope that we would never exclude someone based on any characteristics

311of theirs or or not putting their flag up, but I don't see us starting in June as a slap to anybody our um Asian uh Pacific heritage or our our uh Jewish brothers and sisters, the the uh Islamic or Arab um acknowledgement, none of those things. I don't I hope that no one feels that it's slapped in the face just because we started at this time because I think the goal of what I heard is to incorporate it throughout the year to encompass everyone. So, um, and I hope that that's true and I'm going to watch to make sure that that's true because I'm not just here for people of African descent. As you see, I'm standing here now talking about my LGBTQ brothers and my Asian brothers and sisters and my my white brothers

312and sisters and everybody who are impacted by anything in this nation. So, I will be keeping an eye on that promise. I thought I heard a promise that we're going to include all the months of the year and include all the celebrations. And that's the way it should be. Where we start, sometimes it's a a point of inspiration. We started in September or we started in whatever. That's not the point. The point is you reach back and grab every person and make sure that they feel acknowledged and and supported. And like I said, the suicide rate based on our LGBTQ brothers and sisters and siblings is unacceptable. We should never have a child feel so unincluded that they have to burn down the village to fill the fire. And and sometimes in that village they

313burn down themselves. And we >> Thank you, Diana Agiri. She's not here. She's not here. Diana. Okay. Um, may I have a motion for the board to approve resolution number 30-2512526, Pride Month, to display the pride flag. >> So moved. Rawlings. >> Second. Emory. >> Trustee Rawlings made the motion. Trustee Emory seconded the motion. Discussion. Trusty Rawlings. >> Um I just wanted to say uh finally and thank you. Um this has been something we've been working on for quite a while and um when I went to Canada and France um their government buildings had rainbow steps painted permanently. All so this is the least we could do. >> Thank you for that, Trusty Rowings. Trusty Burb. >> Oh, I'm sorry, Trusty. >> That's okay. It's late. It's late. Um, I'd like to make a comment

314regarding um Mr. Desposi's um comment, and I appreciate what he was saying. The Jewish American Heritage Month is directly tied to the identity of our Jewish friends. They were born that way. I'm hearing Mr. Dpast's defense of the LGBTQ. Jewish people are born Jewish. Arab people are born Arab. And again, speaking to Yousef's point, we have to start somewhere. Well, this is the month of May, and we could have started today. We could have granted them the right to have us bring forward a resolution. Whether you wanted the Israeli flag, I understand that can't be flown, but we could have at least recognized them. And so, I think this is a difficult slippery slope that I'm just not willing to step out on. I appreciate our LGBTQ community. I appre appreciate our black and African-American

315community. I appreciate all the different identities that you want to bring forward. Um, and yes, we do have to start somewhere, but I don't understand why we did not give our Jewish Americans the right to bring forward a resolution. It would only extend the meeting five more minutes. >> Trustee Emory, >> as I believe the only Jewish American on this board, I'm okay with waiting. I'm I'm I understand the 60-day policy and I think, you know, I understand that when we a rising tide lifts all boats and we need to start someplace and we also have policies that we need to adhere to. I'm a little confused by you saying you want the Jewish American and the Arab, but then you don't want others. It's either I understand you saying you're not voting on any,

316but I'm having trouble understanding whether you won't vote on any if it unless it includes these or you're using it as a reason not to vote on. >> Well, we're denying them. That's why they wanted it in May. Denial. Yeah, we denied them. >> It was a timeline that we don't I do not believe there's a 60-day policy. I have never seen that in writing. And they have as community members a right to request 30 days in advance. when they did that. >> You interrupted um Trusty Emmery and she has the right to finish her thought before she's interrupted. >> Are you done? >> Any other discussion? Trusty Rollings. >> Um Trusty Forbeth, um I do have a question for you. Um if um uh in the past you voted against the policy to even

317wave flags um you have voted against the LGBTQIA flag multiple times. Um so are you saying that you would vote if if this resolution had um been brought forward for Jewish Americans? Would you have also voted in favor of the LGBTQIA and the Junth flag? The fact that we're not recognizing them in the month of May is my example as to why I think this is a slippery slope and we should just stay with the United States flag and the state of California flag because I think we can put ourselves into legal jeopardy right here by not recognizing a group that asked us to. And so, um, you know, I'm I'm going to end up with pro probably pretty soon a daughter-in-law who's Jewish and I stand with her. I have many friends who are

318Jewish. I have many friends who are gay. I have many friends who are black. I'm just I want us to stay with just the United States flag and the state of California flag because I think they represent everybody. That's what we all live here in America. We all live here in the state of California. And so I'm just going to stick stay with that. So >> So your answer is no. >> Thank >> Can I follow up? I'm sorry. Did you know May is al also AAPI month? Because you've said nothing about that. >> Was that brought up by somebody? Did was that presented? >> I was wondering were you aware of that? >> There is a lot of celebrations for every month. >> I was just asking if you were aware. >> I don't

319think that's a yes or no question. >> Let's just go ahead and vote. >> Okay. The other thing I just want to mention though is you you made a comment about the legal ramifications. It's actually we could put ourselves in more more of a legal situation because the LGBTQ community is protected by EDC code. So we want to make sure that we are supporting that student group. >> So you're saying if we don't fly their flag that we could be in legal jeopardy. Is that what you're saying? >> No, that's incorrect. That is not what I said. >> What are you saying? >> I didn't say anything about a flag. I was talking about a student population. >> We do recognize them already. We we already have we have Pride Month in our district and

320we put up posters and we have celebrations and we already have Pride Month. We already have the previous board has already voted that in. >> What are those celebrations that we have? >> I know Sage Creek has um posters that they put up and they they recognize it. And we have a designated month. It's called Pride Month in our district. Do we not? >> Well, then if if you know that, then you should be comfortable with the fact that we we're going to fly the pride flag. >> Well, then we should fly all that. Then we should fly all flags. >> We have a standard. Those resolutions could be brought forward. >> Call for the question. >> Thank you. >> Oh, I'm sorry. What? Oh, yeah. Uh, Miss Garcia, please call for a vote. >>

321Trusty Rawlings, >> yes. >> Trusty Verbat, no. Trusty COC. >> I'm gonna make a comment because I didn't get a chance to. >> Oh, I'm sorry. >> It's fine. >> I'm out of order. >> We can't because the influence is after you voted. >> Oh, that's true. >> Go ahead and vote. Trusty. Are you voting? >> I'm okay. >> Trusty Emmery, >> trust your bickering is more important than everybody having a voice. >> No, I want you to be able to speak. Trusty COC, but >> is this out of order? >> Yeah. >> Trustee Emory. >> Yes. >> Trusty Ward. >> Yes. >> Motion passes 3 to one and one abstension. Okay, thank you. We now move on to agenda item 11.4, approval development of 20. Oh yes, we're going to take a five minute

322break. Thank you. Now move on to agenda item 11.4 approval of development of 2627 proposed annual goals and success indicators. Trustees, this is a discussion action item. I will now hand it over to Dr. Brian Brockett. >> Thank you, President Ward. I'm going to move quickly in the interest of time here. We've got some important business to take care of tonight. Um I do want to point out that on the uh exhibit there based on trustee feedback, we've made some changes since the last meeting. Uh we have restored the academic growth targets to the current 2526 levels. Uh we've removed the forward together plan as a success indicator in light of the conversations we've had around embedding that work uh in uh some of our ongoing work and other areas. Uh and we've added uh

323again I'll just emphasize that we added the uh success indicator 2.4 on student discipline safety and behavior. Um part of that I'll I'll add is around doing uh survey feedback as well as implementing training. So kind of combining some of those things that we talked about earlier. I do want to address again the wellness policy uh the the wellness indicator on there. Um trustees uh on the subcommittee are still working with us on providing feedback and we anticipate bringing that policy back to the board on June 10th. I do not think that's an obstacle to approving tonight's success indicators. The success indicator is written to address the board approved targets that will be written into that policy. We already have uh the board has made a commitment to doing so. Um although we don't have

324those specific targets yet um we know that this that we will be uh uh writing them in and addressing those. Um that was the intent of the board last year. So approval of these success indicators tonight again uh would be an endorsement that would be seeking to meet meet those board approved targets that are established in the policy um as we move forward. The targets aren't intended to necessarily live in this document. They're intended to live in that policy. And all we're doing by approving this is affirming that we're going to uh we're going to get after those targets once they're established. Again, we'll bring that back in June. Uh so at this time, I would respectfully request that the uh board approve uh the 2627 goals and success indicators uh as presented in exhibit

325A. >> Okay. Trustees, do you have any questions? >> Okay, no questions. may have a motion for the board to approve the updated goals and success indicators for the 2627 school year and authorize their incorporation into the local control accountability plan, the LCAP. Oh, I'm sorry. Are there any blue cards? >> We do not have any blue cards. >> Trustees, you have any questions? Okay. No, we don't. All right. May I have a motion for the board to approve the updated goals and success indicators for the 2627 school year and authorize incorporation into the local control accountability plan, the LCAP? I'll motion. I'll second. >> Trusty Ward made the motion. Trustee Emry seconded the motion. Any discussion? Trusty Rawlings. >> Um yes. Um I do have some concerns about um the title of 2.4 for

326where it's student discipline, safety, and behavior. Because I mean, we're not measuring student discipline. We're measuring um actions and reduction and reporting harassment. So, this does seem to be I mean, I I'm not happy about the wording and and I'm struggling whether to support that or not because again, I don't I don't see anything in the description of the success indicator that it's related to discipline. and it's related to reducing bullying and harassment is what it's related to, not discipline. So, I'm I'm struggling with that. Um um I could see maybe student behavior modification, student behavior, safety, and you know, or just student behavior and safety. Um but discipline, it doesn't we're not trying to increase discipline. We're trying to maybe accountability, something along those lines. But I don't see how the title correlates with

327the with the action. So, I'm struggling with that. And I would like to propose that we change that to a to um I'd like to propose that we change that to um student behavior and safety. >> If there's no objection, >> it used to be that. >> So if there's no objections, I'd like to um ask that we change that. >> Okay. Because it looks like that was it was student safety and behavior and then there's a request from the board to ch change that. Looks like because it's in red. So, do we want to go back to what it was? Is that what you're saying? >> Yeah. I'm not comfortable with the term discipline. >> So, you want to go back to what it's >> right. I believe that conversation came up and connect

328correct me if I'm wrong. That along the lines that we were talking about the accountability and the reporting in Aries. So, not necessarily discipline as a whole, but the um accounts of discipline um you know the like the repeated offenders and all that to reduce the number of students that are tagged as having >> but it would be more appropriate that it'd be student accountability not discipline because again to me the title doesn't match with what we're what we're trying to measure. >> I'm so I I'll be voting no if we >> Sorry. I thought you brought that up last time. No. Okay. I think >> I think I brought it up and I think it was in light of the event that took place at Point Cityia Park and our need to um listen

329to our community when they say that, you know, if you don't discipline the kids for the things that they do that they're not going to learn. And so that's where that came from is that we needed some way to track discipline. And I hear what Trusty Rawlings is saying. Um, but I wanted it to be front-facing to our community that we are prioritizing the need for discipline. And that was what I was trying to express. >> But if you read it, it doesn't that's not what that says. So I mean, and again, I don't think discipline. I think it's accountability. I think it's correcting, you know, correction, those types of things. Maybe. So, I would not be voting in favor unless that changes because I it doesn't match to me. >> Okay. Are there any

330objections to changing it back to student safety and behavior? >> Okay. No objections. Any other discussion? Okay. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbette, >> yes. Trusty COC, >> yes. >> Trustee Emory, >> yes. >> Trusty Ward, >> yes. Motion passes 5 to zero. >> Thank you. We now move on to agenda item 11.52627 proposed draft local control accountability plan, the LCAP trustees. This is a discussion action item. I'll now now hand it over to Dr. Brian Brockett. >> Thank you, President Ward. Again, in the interest of time, and I'm going to move fairly quickly. I do want to remind trustees that we are not approving the LCAP tonight. We are simply approving a draft to be posted for public feedback uh in anticipation of our June

33110th study session and then our final approval on June 24th. So, trustees have two bites at the apple coming up uh in the coming weeks. And we don't need to make final decisions today. Um, this is simply an approval of the LCAP draft that will go out for public comment later this week. Um, so I want to point out that the the LCAP itself is uh is the purpose is to increase or improve services particularly for our high need students, our unduplicated students, including multilingual, multilingual learners, foster youth, and students receiving free and reduced lunch. We do capture other actions and services within our LCAP. Um, we're required uh to uh allocate uh $6,66,762 uh as a part of our uh measures to meet uh the needs of our unduplicated students. And this is not

332a separate budget. This is a part of our larger overall budget as you can see in some of the graphics there that are on the document itself. I want to point out going back to the cover slide there that this is a 24 to 27 LCAP. is a three-year plan. We're going into the third year, so you'll see a lot of consistency with that uh as we move forward. Um, as I mentioned, we've got a little over $6 million that we're required to uh invest. Um, we plan to include uh $6 million uh six $6.6 million of funds specifically dedicated to services that meet the needs of our unduplicated students. many of those services also meet the needs of all of our students. Um, so we feel uh like we uh have built a plan

333that works uh along those lines. I'll just point out some quick highlights for you here as we jump into goal one. We won't go back through the goals which we already talked about earlier. Um it is our intent to recommend a continuation of our MTSS teacher model. We heard um some positive feedback earlier about that. Um we want to continue to build some coherence around that. We would recommend continuing to fund uh MTSS at the elementary level, the middle school level, and staff is recommending the expansion of that model to the high school level um by providing uh one FTE uh at each comprehensive high school. That model will look a little bit different at the high schools, but we've been working with our high school principles to see what that would look like. The

334core of that is still the same. Really supporting tier one instruction, data analysis, support for professional learning communities among teachers to be able to uh to be able to review data, think about instruction, and how we get after um good tier one intervention. So, that's a really the big thing in goal one that I really wanted to point out. Uh total expenditures, I won't I won't go deep into the weeds on the total expenditures piece. Um but again we capture uh that supplemental dollars. Those are the dollars that go you know that are kind of dedicated to go towards our uh unduplicated students. But again in the models that we've built uh often many of those services such as our MTSS uh model benefit all students. For goal two um again we're going to continue

335uh doing a lot of the things around professional development uh and dedication to those areas that we have uh continued to work on. Uh as one of our speakers mentioned, things don't change, you know, overnight. This is a the LCAP is designed to be a three-year plan. Uh and we w we believe that we want to continue to focus on some of the areas around professional development uh UDL uh development with some specific instructional focus uh that will complement that for next year. Um, I do want to uh talk about an area that we've received a lot of feedback from our educational partners and our community on which is continuing mental health uh and emotional support uh uh services. So, we uh we want to are going to be recommending continuing uh with our counseling

336uh at the levels that we currently uh have as as the board knows. We came back last year talked about using some one-time dollars to add two FTEEs. We would recommend continuing that. We recommend also continuing uh with a 1.0 FTE counselor at each of our elementary sites. Uh we heard a lot of great feedback from our uh elementary principles tonight about the impact that those counselors are having on their sites. I I also want to hit on uh on this uh slide the the last bullet there around um student discipline safety and behavior which it was previously referred to student safety and behavior. Um I do want to highlight a couple of things that we are planning to dedicate dollars to. Um we want to provide some training across district talking about coherence of

337uh our training across district for students uh at a specific grade level. We're looking at uh a national conflict resolution center as a partner uh to help train across a grade level at the middle school level. Um we're looking at some other um some other training that would be appropriate to the high school level. Dr. director mentioned a gentleman by the name of Don Dumis who came up and did some uh training with regard to racial slurs. We received great feedback on and we would anticipate potentially doing that across the grade level um at the high school level. Um in addition to that, I do want to mention that there are some things that really don't take uh don't take money so much as as an intentional focus. One of the things um that didn't

338get mentioned earlier is we have already made plans to uh reformulate how we're scheduling our our principal meetings and our assistant principal meetings to have additional time with those folks to work on some of that consistency to to implement some of the student services trainings that sometimes we haven't had time for in the past. So I I I want to point out that sometimes there are things that really don't get captured in here because they're not necessarily an expenditure piece, but they're important. you know, uh, uh, systems for how we get after our work. Uh, expenditures, again, I won't get deep in the weeds on that. Um, but, uh, certainly we're capturing again the dollars that will go towards those types of, uh, towards meeting that goal. Uh, under goal three, uh, the big one

339that I really want to talk about on slide 11, and we heard mention of them earlier, unintentionally, but I wanted to highlight them here anyway, as our bilingual community liaison. um those are uh key members of our uh team that really have come into being over the last few years and again we heard I think earlier some positive impacts there uh of the work that we do. Goal three also highlights obviously ongoing career education uh work that uh we've done some great work on across uh the grade spans um communication uh and how we do outreach to our community and then again ongoing work with student engagement attendance and otherwise and really kind of doubling down on some of that work as we move forward. Um I won't hit again I'll I'll kind of skip

340over uh the the expenditures here. Um this is really just an accounting of sort of where those dollars come from and the dollars that are going towards specifically those LCAP dollars which are those unduplicated or what we call the supplemental dollars. Um but again uh the investments that we're making towards meeting that goal. Uh I want to really highlight here just real quickly two slides about feedback that we've received from trustees and our educational partners through our process going back to our March uh study session and the subsequent conversations we've had. We heard some big themes uh prioritizing mental health and counseling services. Um and again I I want to highlight that what we're recommending again is continuing with our current levels of staffing um for our our counselors. We've added um in that area

341in recent years and we want to continue that support uh as we move forward to meet that uh that need and that request that has come forward from again our community and our trustees. Um we've talked about uh behavioral standards and learning conditions. I already mentioned district-wide trainings. I I will add uh we also piloted this spring a staff training to continue uh with a bystander uh challenge uh training uh for our staff. We envision bringing that in uh districtwide next year as well and that's accounted for under goal two. We heard about uh continued need to focus on academic growth and instruction. Um I mentioned already our MTSS model. Um and then some of the other areas that we get into um you know some of our additional counseling support uh intervention classes at

342the high school level uh and some of our supplemental funds that we provide for tutoring intervention etc. Uh and then supporting smaller class sizes is something we've heard uh come up. Um we we obviously have the GSA uh gradspan adjustments at the at the early elementary levels. Um we recommend uh supporting uh additional class size reduction at grades four, five in the elementary level. Um we have this is money that we have committed the board has committed previously towards that effort. Um and we certainly want to continue to do that provides some additional teachers which reduce class sizes those grade levels um as we move forward. And that the total here is not obviously the total uh that I mentioned above, but it it just hits on these core uh areas of feedback that we've

343received. And I wanted to highlight those areas. Again, uh we'll, you know, take uh questions and and comment and feedback. I I I want to again emphasize that we're not trying to solve all of our uh questions tonight about the LCAP. Um we we do have other things that we need to get to tonight. This is really just uh the approval of the draft as it's been presented uh there and uh allowing us to go get some public feedback and we'll be back in a few weeks to discuss again as we continue to receive feedback both from our community and trustees uh in the formulation of the final LCAP which will be brought for approval on June 24th. So with that I'll hand back to you uh Trusty Ward. >> Okay, this is a time

344for public comment. Have any blue cards been received? We have four blue cards. When I call your name, please come to the podium, state your name, and indicate whether or not you live within the boundaries of the school district. You'll have three minutes. We will have the timer on the screen, and your mic will be muted when your time has expired. The first speaker is Stephanie Condrat. I'm sorry if I said your last name wrong. Hello. Uh, my name is Stephanie Condrat and I have two children at Poinsettia Elementary. Thank you for allowing me the opportunity to speak and thank you for all you do for our students and our staff. Um, I'm here today to request the need for full-time counselors at our elementary schools. We've heard the many, many, many benefits that counselors

345provide at elementary schools tonight from our principles. And I want to echo that from a parent perspective. Poinsedia was lucky enough to have a part-time counselor last year, Miss Christmas, and a full-time counselor this year, Miss Goldberg. both who are here and we love them. Having a full-time counselor is so necessary. Miss Goldberg at Pointedia knows every single student. She connects with them personally and she makes them feel safe. They know they always have a safe person to go to every single school day. She also connects with parents and she makes me feel safe knowing she's looking out for our kids on an emotional level. She instructs lessons about bullying, career building, friendships, inclusion, all the valuable topics. She's on the playground supporting students. She's guiding friendships. And that's something that all elementary school students

346struggle with. My one of my children recently had a meltdown in class. It was unexpected and out of character. His teacher, who has 32 students in class, was unable to support him, of course, and Miss Goldberg was there to talk with him and give him the time and support he needed right at that moment. You can't schedule when you need someone to talk to. So, I'm so grateful my kids have a full-time counselor support on campus every single school day. So, my request is to please consider keeping a full-time counselor at every single elementary school. We want our kids to be okay and they do need that emotional support. Thank you. >> Thank you. Arena love and after that will be Lexi Christmas. >> Thank you. I want to echo everything um Stephanie said. Um

347so my name is Ireina Lev. I do live in Carlsbad. I have a kid in the first grade in Pansettia and I have one coming into Ponedia for TK. Um, so I just wanted to say I can't say enough wonderful things about all the teachers at Ponettia and Mr. K. Um, we're incredibly grateful for their uh, supportive environment they create for our kids every day. But I want to especially speak uh, of the importance of keeping a full-time counselor at the school. Uh, one of the people who made a tremendous difference for my first grader is Miss Goldberg. Um she has helped my son regulate his social and emotional challenges and successfully adjust to the first grade. Um her support has had a direct impact not only on his emotional well-being but also in his

348confidence, ability to learn and overall school experience. Um for our family, this support has been invaluable and I know many of other families who couldn't be here today um feel the same way. So we I would love for her to stay at Federia. Um thank you. Lexi. Good evening, board of trustees, superintendent Norman, and district leadership. My name is Lexi Christmas, and I am the school counselor at Kelly Elementary. I am honored to stand before you tonight representing our elementary counseling team. This year, each of our nine elementary schools have been served by its own full-time counselor, and I want to share the immense difference that consistency has made for our students. In previous years, many counselors were split between two schools. While we worked hard to support students, there were times when children in

349crisis had to wait days for follow-up support. This year, because of your investment, that barrier was removed. By having a full-time presence at every school, we have fundamentally shifted from a reactive model of crisis management to a proactive model of student wellness. We are no longer just putting out fires when challenges arise. We are doing the deeper work of implementing sustainable practices that allow us to respond thoughtfully and accurately. The shift is visible in our ability to prioritize tier 1 and tier 2 services for every student. We are now leading safety net meetings to identify students experiencing early challenges and catching slight problems before they escalate into major disruptions. We have expanded our small groups focus on social skills and navigating friendships while providing the consistent one-on-one tier three support our high need students require.

350According to the American School Counselor Association, students and districts with elementary school counselors show significantly improved performance outcomes compared to those without. We see this research reflected in our recent Kelvin data which shows that our elementary schools continue to grow in our overall feelings of safety, connectedness, and graduate pro profile attributes. Our favorability climbed from 91% last spring to 93% this spring. While many factors contribute to a healthy school climate, we believe that having a familiar mental health professional on site every day is a critical piece of that success. Consistency is the foundation of trust. When a child sees their counselor as a permanent part of their school family, they gain the security to ask for help the moment they need it. It allows us to be proactive with a small problem today rather than

351reactive to a major crisis tomorrow. We help students develop the empathy, accountability, and emotional regulation skills that directly impact classroom behavior and readiness for middle school and beyond. Furthermore, being full-time has allowed us to align more closely with our secondary counterparts as we strengthen our TK through2 counseling curriculum, ensuring a seamless social emotional journey for our students. We are so incredibly grateful for the investment you made in our students well-being this year. It's allowed us to do the work we were trained to do at the highest possible level. As you look toward the future, we ask that you maintain this full-time aotment so that we can continue this momentum and ensure that every elementary student in our district has the daily unwavering support they need to thrive. Thank you for your time and for your

352commitment to our students. >> Leah Becker. >> Thank you to the board of trustees, superintendent Norman, and district leadership um for your continued support of our students, families, and our comprehensive school counseling program. As a counselor at Carl'sb High, I want to express our sincere appreciation for the addition of our seventh school counselor to our team this school year. This investment has allowed us to reduce our student to counselor ratios um and provide the individualized effective um support for students and families. These services are essential to our students success and reflect the level of care and support that our community deserves. The additional staffing has also strengthened our ability to align with the district's LCAP goals, particularly in prioritizing student mental health and well-being, academic achievement, and equitable access to student support services. Over the

353past year, our department has intentionally shifted towards a more proactive and student- centered approach that we weren't able to do before. One example is moving our 9th grade freshman parent night to incoming nth grade parent night. At each of the middle schools, we were able to um oh that okay, sorry, hold on. Which has allowed for a stronger collaboration with our middle school teams um and a smoother transition for our students and families entering high school. Um we met individually with every single eighth grade student at each middle school for a day. We went to each of the sites um and it was just really awesome to be able to meet with them, talk about their goals, their courses, um and just provide kind of that seamless transition, right? It's a scary time when they're

354going from middle to high school and being able to be there in person and just really talk to them, have that familiar face, um is just invaluable. And so something that we did new this year and I know we'll continue to do in future years. Um this uh it helped them feel prepared, connected, and um really supports them before they even step on our campus, which is what we want at Carl'sbad High. Um we are excited to be on the cusp of continuing to develop and grow our comprehensive TK through 12 continuum um and our school counseling program across Carl'sbad Unified. Uh continued staffing support is essential to um continuing the services that we provide. Um so we appreciate your belief in the value in our program. Um, and we know you guys have big

355decisions um, in the future to make, but we hope that we can continue this important work and maintain the level of services that we've been able to grow and provide each and every school year. Um, so thank you. That's it. We lost a couple because of the time, so there was more counselors here. >> Okay, trustees, do you have any questions? Trusty Emmery, >> I just have hopefully a quick one here on uh slide three when it says on the green box of for planned investment plans to spend 6.6 million to increase improved services. It does that directly relate to people aids, you know, like can you kind of break down quickly how that works? >> Yeah. Yes, it's it's a a large chunk of that is in personnel um as is the the budget

356as a whole. Um I don't have the exact breakdown. I could certainly provide that to trustees later. I don't have it in front of me right now, but yeah, a big part of that is personnel costs, including some of the things we've talked about MTSS, counseling support at site specifically. >> Correct. Yes. >> Trusty Rowlings. >> Um, yes. on exhibit B. Uh at the very bottom it um it talks about two additional temporary counselors >> for 200 for uh $26,000. Um what is that? >> So those are the two uh additional counselors that trustees approved last year out of one-time uh dollars and we are recommending continuing those uh for uh the coming year. So that's just for one year though. We're not um and that that's not part of the the 1.0 elementary, right?

357>> Yeah. Yeah. And as as of right now, what our what our thought is, although they're cap obviously we're looking at a one-year plan here, um our thought and our discussion is that we would like to because we have the one-time dollars coming in over that we can spend over three years that that amount actually would allow us to continue that over three years that those additional counseling positions. >> Yeah. In the governor's may revision, he's um he's proposing that we get two years of the learning recovery emergency block grant, which we're currently using um next year. So, if we spread that out over the next three years, we could potentially keep those counselors in place for that duration. >> Those are the additional counselors at the high school. Correct. What what happened last year

358was we uh we allocated one of those positions at the high school as as Miss Becker mentioned and one of them went to help fill out the uh elementary at 1.0 at each site. >> Okay. So So one of them is the elementary, one's the additional high. Okay, that's Thank you. >> Any other questions? May I have a motion for the board to approve the preliminary draft of LCAP plan exhibit A? >> So moved. >> May I have a second? >> Second. >> Trusty Verbth made the motion. Trustee Rawlings seconded the motion. Discussion. Okay. Miss Garcia, please call for a vote. >> Trusty Rawlings. >> Yes. >> Trusty Burbette. >> Yes. Trusty COC. >> Yes. >> Trusty Emmery, >> yes. >> Trusty Ward, >> yes. >> Motion passes 5 to zero. >> We are now

359at part 12, business services agenda item 12.1, independent oversight committee 2025 annual report. Trustees, this is a discussion action item. I'll now hand it over to Dr. Nye. >> Uh thank you, President Ward, trustees. Dr. Norman. Uh, I would like to introduce uh Mara Evans, our chairperson, but she actually had to leave. She has a job tomorrow morning and uh I gave her permission to leave tonight. Um, she bravely stuck it out to about 11:00 and we asked her to leave at that point in time. Um but attached is a report that she was going to present uh which is the 2025 annual report uh highlighting our accomplishments regarding measure HH and staff's happy to answer any questions that you might have. The report kind of speaks for itself. We've done a lot of great

360things with the HH bond dollars. I want to thank all the members on the IOC committee for um meeting several times uh during this current year. It's been a lot of fun and they're a great group and uh I'll turn it back to you, President Ward. >> Great. This is a time for public comment. Do we have any blue cards? >> There are none. >> All right. Trustees, do you have questions? >> Okay. May I have a motion for the board to accept the independent oversight committee 2025 annual report exhibit A? >> So moved. >> I'll second. >> Oh, or Trusty Emmery. Trusty Verbth made the motion. Trusty Emmery seconded the motion. That was you, right? Okay. Discussion. Not so much discussion, but will you extend our thanks and apologies to Miss Evans? >> Yes.

361Yeah. It's very sweet. Any other discussion? >> No. Okay. Miss Garcia, please call for a vote. >> Trusty Rawlings? >> Yes. >> Trusty Burbap? >> Yes. >> Trusty COC? >> Yes. >> Trusty Emory? >> Yes. >> Trusty Ward? >> Yes. >> Motion passes 5 to zero. >> We now move on to agenda item 12.2, 2. Resolution number 33-2526, award of contract with the Irvine School District 23- 24-01 for the purchase of the security cameras and related licenses. Trustees, this is a discussion action item. I'll now hand it over to Dr. Nye. >> Thank you again, President War. The district continues to prioritize the replacement and upgrade of security cameras and related software systems at all of our school sites throughout the district to help ensure safe and secure learning environments for our students and staff.

362This comprehensive plan will modernize and standardize camera systems districtwide with upgraded equipment, improved coverage, and enhanced software capabilities. Reliable and functioning camera systems are important tools that assist school administrators as well as law enforcement with campus safety, behavioral investigations, emergency response, um, and monitoring, and overall security in school facilities. Upgraded systems will also improve image quality, system reliability, storage capabilities while helping address ongoing issues with aging equipment and camera outages at school sites. Staff recommends approval of the contract utilizing the cooperative piggyback purchasing agreement which allows the district to maximize purchasing efficiency and obtain competitively sourced pricing for the equipment and related licenses. With that, I'll turn it back over to President Ward. >> Thank you. This is the time for public comment. Do we have any blue cards? >> There are none. >> Trustees

363questions. Trusty Rebeth. Um once this is approved, how long will it take to get the equipment and installed? >> Yeah, we'll have to bid out the installation, the people doing the work. Um we anticipate that coming back in June and the hope is to get a lot of the work done over the summer. >> Okay. Okay. May I have a motion for the board to approve resolution number 33-2526 to authorize the use of this contract for the purchase of security cameras and related licenses as documented in exhibit A. >> So moved. >> Second. >> Trustee Sioce made the motion. Trusty Verbth seconded the motion. Discussion. >> Um I have something. >> Trust. >> I'll make it quick. Thank you for doing this. I think it's really important that we have better security cameras um in

364locations that where we can access data more readily. So, thank you, >> Trusty Rawlings. >> I'll make it quick as well. Um I will be not voting for these. I try to be consistent. I don't think our students should be surveiled as much as they are. And if they're not being monitored, I don't think a camera stops crime. I think people do. So, I'm voting no. Thank you for explaining your no vote discussion or sorry any other discussion. Okay, Miss Garcia, please call for a vote. >> Trusty Rawlings, >> no. >> Trusty Forbette, >> yes. >> Trusty COC, >> yes. >> Trustee Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 4 to one. >> We are now at part 13, personnel services. Agenda item 13.1 approval CUSD Luna tenative agreement in AB120002

365do 2756 financial disclosure trustees this is a discussion action item I'll now hand it over to Mrs. Megan Aras. >> Thank you. The Carl'sbad Unified School District and the Laborers International Union of North America, LAUNA bargaining teams have held negotiation sessions throughout the year. A tenative agreement was signed by the parties on May 5th, 2026. The agreement shall be in effect for two years, July 1st, 2025 to June 30th, 2027, with no reopeners. Effective July 1st, 2025, all unit members who completed their contracted work year or retired in the 2526 school year shall receive a 2.2% onschedule salary increase retroactive to July 1st, 2025. The salary increase shall not be applied to stipens and extra hourly assignments ex including extended school year until the first month until the first of the month after board approval.

366Effective July 1st, 2026, unit members shall receive a 0.9% onschedule salary increase. Should the certificated bargaining unit reach an agreement for an onschedule salary increase for the 2627 school year that exceeds the 0.9%, the district shall adjust the 0.9 classified salary increase to match the same percentage and same effective date as the board approved certificated salary percentage increase. The fiscal impact of this agreement is estimated to be 1,144,875 in 202526 and 202627 and is reflected in the AB1200-2756 financial disclosure document exhibit B. It's respectfully recommended that the board of trustees approve the CUSD Luna tenative agreement dated May 5th, 2026 exhibit A and the accompanying AB1200-2756 financial disclosure exhibit B and the accompanying salary schedules exhibit C and D. Trustees, do you have I'm sorry, this is a time for public comment. Have any blue

367cards been received? We do not have any blue cards. >> Okay. Trustees, do you have any questions? May I have a motion for the board to approve the 2527 tenative agreement between the District and Labors International Union of North America, LAUNA, dated April 20th, 2026, exhibit A, and the accompanying AB12000 2756 financial disclosure exhibit B and the accompanying salary schedules. >> So moved. Second. >> Second. Trustee Emmery made the motion. Trusty Verbth seconded the motion. Discussion. Okay. Miss Garcia, please call for a vote. >> Trusty Rowlings, >> yes. >> Trusty Verbath, >> yes. >> Trusty COC, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 5 to zero. >> Okay, thank you. We now move on to agenda item 13.2. Approval of compensation increase for un unrepresented employees supervis

368supervisor and confidential groups trustees this is a discussion action item on I hand it over to m miss Megan Aras thank you district supervisory and confidential staff members do not collectively bargain and are instead represented by the superintendent or designate who makes a recommendation to the board for compensation adjustments. The practice of the district has been that employee groups receive equitable compensation adjustments. This item proposes that the unrepresented supervisory and confidential groups receive the same salary adjustments as classified employees which you just approved which is the 2.2% salary increase retroactive to July 1st 2025 and the 0.9% salary increase effective July 1st 2026. This item further recommends the board of trustees approve the revised salary schedules for unrepresented supervisory and confidential exhibit A and exhibit B attached. The fiscal impact of the agreement is estimated

369to be 25,594 and 2526. It's respectfully recommended that the board of trustees approve the salary increases for unrepresented employees in the supervisory and confidential groups consistent with compensation adjustments recommended for classified staff and approve the revised salary schedules for unrepresented supervisory and confidential employees exhibit A and B attached. Thank you. >> Okay. Thank you. This is time for public comment. Have any blue cards been received? >> We do not have any blue cards. I have a motion for the board to approve 2.2% salary increase retroactive to July 1st, 2025 along with a 0.9% salary increase effective July 1st, 2026 for the supervisor and confidential groups consistent with the compensation adjustments recommended for classified staff. I will motion. Do I have a second? >> Second. Rawlings. >> Trusty Ward made the motion. Trusty Rawlings second in

370the motion discussion. >> Nope. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Bervette, >> yes. >> Trusty COC, >> yes. >> Trusty Emmery, >> yes. >> Trusty Ward, >> yes. >> Motion passes 5 to zero. >> Thank you. We now move on to agenda item 13.3. Approval compensation increase for underrepresented employees. management trustees. This is a discussion action item. I'll now hand it over to Megan Aras. >> Thank you. District management staff members also do not collectively bargain and are instead represented by the superintendent or designate who makes recommendations to the board for compensation adjustments. The practice of the district has been that employee groups receive equitable compensation adjustments. The CUDA salary agreement was approved by the board of trustees on October 22nd, 2025, which included a 2% salary

371increase retroactive to July 1st, 2025. This item proposes a 2% salary increase retroactive to July 1st, 2025 for all management staff members consistent with the compensation adjustment approved for certificated staff. The item further recommends that the board of trustees approve the revised salary schedules for unrepresented certificated and classified management employees exhibit A and exhibit B attached. The fiscal impact of the agreement is estimated to be at $181,14 and 2526. It is respectfully recommended that the board of trustees approve salary increases for unrepresented employees and the management groups retroactive to July 1st, 2025 consistent with the compensation adjustments approved for certificated staff and approve the revised salary schedules for unrepresented certificated and classified management employees exhibit A and exhibit B attached. Thank you. >> Thank you. This is a time for public comment. Do we have

372any blue cards? >> We do not have any. >> Okay. Trustees, do you have any questions? No. May I have a motion for the board to approve a 2.0% salary increase retroactive to July 1st, 2025 for all management staff consistent with the compensation adjustment. Approved for certificated staff and approves approve the revised salary schedule for unrepresented certificated and classified management employees. Exhibit A and exhibit B attached trust. I'll make a motion. Do I have a second? >> Second. >> Okay. Trusty Ward made the motion. Trusty Verbth seconded the motion. Discussion. Okay. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbat, >> yes. >> Trusty COC, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes five to zero. >> Thank you. We now move

373on to part 14, communications part two. Item 4.1, governance team reports. Are there any reports to be given? Okay, thank you. We now move on to item 14.2, two trustee requests for information from staff. Trustees, are there any requests for information from staff that have already been discussed with the superintendent and have been recommended to bring to the board? I do. Okay. Um, this is my request for information around a resolution and acknowledgement of and commitment to the diverse backgrounds and identities of our students. My official request is to bring forward information around a resolution to recognize the CDE and SDCE observe heritage and history months as part of our district calendar. This calendar should be shared when it is presented to the board. In conjunction with the calendar, I'm also requesting that we collaborate

374with community partners to share re relevant resources with our families, teachers, and staff. Each Heritage Month may be honored on our district website where dedicated resources may be made available to support awareness, information, and celebration through our community. Okay, I have one more request. >> Are you going to ask for objections? >> Pardon? >> Are you going to ask for objections? >> Thank you. >> Are there any objections to that request? No. Okay. Thank you. My next request is um information around a plan toward a resolution that will review the student screen time and technology use in CUSD applicable to all students in preschool TK through 12th grade. Within this plan will be engagement with students, parents, classroom educators, and site administrators and school counselors with the objective that the final policy reflects the needs

375and voices of our broader school community. Any objection? All right. As a reminder, trustees are prohibited from having discussion tonight on these items per the Brown Act. Is there any trustees that want to give direction to staff? Nope. Okay. It is Oh my goodness. It is 11:54 p.m. and the regular meeting is now adjourned. Our next regular meeting will take place on June 10th, 2026 at 6 o'clock p.m. at the Carlsbad Unified School District office. Okay, the time is 11:54 and the board will now return to close session. There will be no report out to close session. Our next regular meeting will take place on June 10th at 6 PM at the Carlsbad Unified School District.