001Good evening. It's 5 o'clock p.m. and I call this meeting to order. Have any blue cards been received for close session items? The board will now recess to close session. It is 6 o'clock p.m. and the board is reconvening from closed session. There is nothing to report out of closed session. Okay, welcome members of the public, board members, and staff. Thank you for attending. As noted in board bylaw 9324, this meeting is being video recorded 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
002decorum 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 waving your fingers or clapping. We'll begin tonight's meeting with our student board representative Dylan Stolba. Did I say that correctly? Great. Leading us in the pledge of allegiance, trusteece will read from the district vision and Miss Garcia will take roll call. Our staff members demonstrate an uncompromising commitment to student growth. They are leading scholars and experts in their field. They enthusiastically share their experience and knowledge and bring innovative ideas to their craft. >> Thank you. We now move on to part four, approval of the agenda. Oh, sorry. >> Thank you. We will
003now take role. Student board representative Stoba here. >> Trusty Rawlings here. >> Trusty Verb here. Trusty Siosci here. >> Trusty Emory here. Trusty Ward >> here. Okay. All right. Thank you. We now 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 the agenda item 4.1? >> So moved. >> Who said that? Okay. Thank you. Um, where was I? Motion to approve. >> Second, rollings. >> Thank you. February 11th, 2026 meeting agenda. Trustee Verbth made the motion. Trustee Rawlings seconded the motion. Discussion. >> Okay. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. Trusty Burbath, >> yes. >> Trusty COC, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. Motion passes,
0045 to zero. >> Thank you. We now move on to part five, recognition and performances. Item 5.1, student recognition, Jacob Antonio. I will now hand it over to Dr. Norman. >> Thank you, President Ward. This is one of our favorite times in the evening. And today, we're fortunate to have Principal um Espinosa with us here from CVA who will tell us all about our impressive student that we are recognizing tonight. >> Great. Good evening everybody. Thank you very much for having me here and bringing Jacob. So, I just want to first start off when I first met Jacob Antonio during his enrollment meeting. He was very honest with me. He told me he didn't like school. And that's a conversation that I have had many times as a continuation high school principal. But as we
005kept talking, Jacob shared with me his love of graphic graphic arts and design and photography. And that moment was what really mattered because when students are able to connect their interests to their education, everything changes. Jacob jumped fully into our graphic design program and found his lane. He produced impressive creative work in digital media and video. And last year he was a finalist in the Ivy Awards for a video he created. And that was a really incredible accomplishment for him. His teacher, Miss Rice, shared that Jacob consistently shows responsibility, reliability, and a willingness to help both staff and his classmates. And through his work in Photoshop, Illustrator, and Premiere Pro, he's demonstrated creativity, technical skill, and a real passion for storytelling. And more than anything, Jacob brings a positive presence to campus. He exemplifies what
006we see at CBA when students turn things around and begin to believe in themselves again. We are incredibly proud of Jacob and honored to recognize him today for our award in excellence in creative growth and leadership. Mr. Jacob Antonio Jacob, did you bring anyone with you this evening? Would you like to just introduce some people? Thank you. We now move on to part six, communications. Part one, item 6.1, report by student representative to the board. I would now like to introduce student Dylan Stolba of Carlsbad High School who will provide a report to the board. >> Hello. Carl'sbad High School has been doing amazing work. Two weekends ago, Carlsbad put on their winter formal which was at last I see the lights or tangled themed and it took place at SeaWorld. All of the feedback
007was super positive and all of our students loved having a roller coaster and an arcade at our dance. We have had amazing winter sports going on right now, including wrestling, soccer, and basketball. Last week, we had the basketball senior night, which many students showed up to support their classmates. Loud Crowd has been hyping up our players, especially with dressing up and cheering for their intros. Chick-fil-A has also been coming out during our halftime shows to offer students in the Loud Crowd free Chick-fil-A for making some baskets. Our dance team just got back from Florida from performing their at their national competition. They competed in jazz, hiphop, and much more and did an amazing job. Our mocktail team just finished their competition season and brought home top 10 in San Diego County out of 42 teams.
008Speech and debate also just had a competition this last weekend and brought home many wins. The team is now in preparation for state calls which is happening in March. Carlsbad's ASB just put on a fundraiser at Beach City Smoothies two weekends ago and will have a fundraiser at Chick-fil-A coming up on February 19th. ASB also just comp completed our GPA stars, which is where we've recognized all students who received a GPA of 3.0 or higher this last semester to congratulate them on their hard work. CHS also just had an assembly where Speaker Keith Hawkins gave an incredible speech that inspired greatness in our students by ad by advising them to show kindness to everyone and that everyone should have a common goal of making our campus a place where people feel like they belong. He
009took the time to speak with students afterwards and was very intentional about getting to know our community. It was an amazing assembly. Looking forward, we are finishing up our signups for spikeball this week and starting our spikeball tournament next week during lunch for teams to compete. It will be a really fun way to bring up the students spirits and have a friendly competition during the school day. And looking forward, we're also in the works of planning our next blood drive, Lancer Market, therapy dogs, and in the process of filming an incredible battle of the fans video to represent our school. And most of all, our students are looking forward to an amazing 4-day weekend to rest up and get back to school on Tuesday. Bobcats kick off the month of February with their second session
010of breakfast and belonging, a student centered activity partnered with the San Diego office of education to elevate student belonging and school improvement directly from student voices. Course selection has also begun this month for Sage paired with a CTE lunch so showcase to introduce students to the new and existing educational pathways the school offers. The Bobcats performing arts program hosted its last show you're in town which had an amazing turnout from all. The program will continue its momentum with its upcoming winter concert on February 27th. And athletics for Sage kicks off with triyouts all month for spring sports, preparing our student athletes for an amazing kickstart to our spring season. Both Carlsbad Village Academy and Carlsbad Seaside Academy are starting the second semester by welcoming new students for both programs. Staff has been focused on helping
011students feel supported, connected, and ready to learn. Last Thursday, both schools hosted the Carlsbad Fire Department for hands-on training in basic first aid, CPR, and overdose response. The session was informative and engaging, and students really appreciated learning skills they could use in real life. The firefighters also stayed to have lunch with students and staff, which made the experience even more meaningful. This month, both schools will welcome visitors from TCI Mira Costa, the United States Navy, and Palomar College, giving students exposure to college, career, and training options after high school. Carlbad Seaside Academy was also proud to recognize Jacob, which was the winner of the district contest. And later this month, students and staff are looking forward to the return of therapy dogs from the Helen Woodward Animal Shelter visiting on Thursday, February 26th. These visits
012always bring smiles and a sense of calmness to the campus. And overall, both schools continue to focus on real world learning, strong relationships, and helping students move confidently towards what's next. So yeah, that's my report. Thank you guys. Good job, Dylan. Thank you. We now move on to item 6.2 two by CUC PTA president. Is she here? Please come to the podium. It you will have five minutes to speak. She here. >> Okay, she is not here. Okay, never mind. Thank you. We now move on to item 6.3, report by the CEO of the Carlsbad Educational Foundation. Please come to the podium and you will have five minutes to speak. Uh good evening. I'm Laura Pitt, CEO of Carl Educational Foundation. I'm excited to share that we hosted the first tech challenge, which is our
013robotics uh league championship at Sage Creek High School on Sunday. Uh Carlsbad students had an exceptional weekend with five out of six Sage Creek teams advancing. Those teams were Crow Force, Flight Risk, Python, Catalyst, and Botcats. Um this is the most teams we have ever had advance at this point in the competition. And I wanted to share Dr. Mozzi, who's the computer science teacher at Sage Creek, and he's also our faculty adviser. He sent us quite a long email celebrating his students, but I wanted to read you an excerpt. Um, the Sage Creek High School robotics club continues to stand out along across the San Diego region as a truly exceptional and nationally distinctive program, fielding six FTC teams, a distinction achieved by very few schools across the United States. Um, this season, as I
014mentioned, five out of the six Sage Creek High School teams reached the playoff rounds and advanced to the California San Diego FTC Championship. Um, this weekend Sage Creek High School teams earned nine total awards reflecting excellence not only in competition performance, but also in design, innovation, outreach, and teamwork. So, I've probably shared this before, but they don't just recognize engineering success in the robotics program, but like a variety of uh characteristics that are important for a well-rounded team. So, they had nine recognitions there. And I also want to mention that Carl High School's team Bambooa also received an innovation award. So, or innovate award, which is again one of those options. So, um, the next round takes place March 7th. So, we will all be cheering on our teams at that point. And, uh, speaking
015of robotics, wanted to also just mention that for our younger students, the fourth through eighth graders that are looking to get involved for the first time, um, they will need to take a summer camp with us over either spring or summer and then they can enroll in the fall and we will have an information session coming in March for those students. One other program update, uh, science days are underway. Okay. So that is sometimes um it will in many of the schools it's kind of a full day school opportunity for students to celebrate science and pack rims took place last week. Hope elementaryaries is scheduled for February 20th and then all elementary and middle schools will be um participating in the next couple of months and it's a unique partnership between Thermoffisher PTA and CF.
016Um so I hope if you've never seen one, it's a it's a fun day to go volunteer. Um and then we have so many dates. So I I'm a bit repetitive on what I may have shared previously but there's a lot going on. So make want to make sure people are aware summer academy registration opened yesterday. So for families um 7th or children students 7th through 12th graders they are able to do PE online and they can do um Spanish as well as geometry on a hybrid schedule at Sage Creek High School. So registration is open. Our senior scholarship program opened today. Um the window to apply it closes March 19th and so students have a little over a month. Uh awards will range from 2500 to $10,000. We're expecting to give around $60,000 in
017scholarships. So, any student that is collegebound, whether it is a university, college, or vocational school who has been impacted by a foundation funded program, is encouraged to apply. Um, additionally, we have summer camp enrollment, which will open early March as an elementary parent. Um, I am already seeing that summer camps are just popping up everywhere and it's time to figure that out. Um, so we will have information out soon and our registration portal will open early March. And lastly, I know everyone's aware, but our gala is upon us. It's in 31 days. So, if you're like, I don't know if I'm ready to commit, well, it's time. It's 31 days away. Um, it is the largest district-wide fundraiser. It is fun. It and proceeds uh impact all 11,000 students. So, I hope everyone will join
018us. Thanks. >> Thank you. We now move on to item 6.4, report by the Luna President. Please come to the podium. You will have not today. Okay. Thank you. We now move on to item 6.5 report by the CUDA president. Please come to the podium. You will have five minutes to speak. Good evening trustees, Madame President, Superintendent Norman, Miss Anne Garcia, Cabinet, and Miss Stolva. School counselors are the secret superheroes of education. No capes, just courage, enormous class case sizes, connection, and serious skill. They're the professionals who catch students before they fall, lift them when they're stuck, and help them see possibilities they didn't know existed. They know our students at their most vulnerable, guide them and parents through rough transitions, and help both students and teachers embrace change. It is my great pleasure to
019invite Leah Becker, CHS counselor, to share some wonderful things these professionals are doing every day. >> All right. Good evening, board of trustees, superintendent, district leadership. Thank you to CUDA for sharing the podium with me and thank you for the opportunity to speak on behalf of um a good portion of our team here, elementary to high school level. Um we serve students TK through 12 now. Um and in honor of National School Counseling Week last week, we want to recognize the impact that school counselors make um in supporting students in achieving success in their education and beyond. This impact could not have been possible without your continued support of school counseling and for your investment in the growth of school counselors across our district. Your con um commitment has made it possible for us to
020do what we do best, and that's building relationships with our students. Research consistently shows that these relationships are foundational to student engagement, well-being, and academic achievement. Over the last 5 years, Carlbad Unified has demonstrated a strong commitment to this work. Districtwide, our counseling staff has grown from 14 secondary school counselors to 28 serving elementary to the high school level. So that's huge. That's like a clap. Yes. Thank you. This growth represents increased access, earlier intervention, and stronger systems of support for students at every developmental stage, and it's something we're celebrating. This expansion didn't happen by chance. It reflects the collective voices of our students, our families, our community, as well as trends in our LCAP data. We continue to see rising levels of students anxiety, depression, and trauma needs that counselors are uniquely trained to
021support. While this growth is meaningful and we're celebrating, there's still important work ahead. The American School Counselor Association National Model um recommends a 251 student um to counselor ratio. We're currently about at an average of 389 to1. ASCA has strong research data on whether um it is an improved test scores um or increased graduation rates for students that have a lower to student counselor ratio and for unified school districts that maintain counselors from the elementary to the high school level. Counselors play a vital role in supporting the whole student academically, socially, emotionally, and in their college and career readiness. This begins in elementary school, helping our youngest students have a sense of belonging, supporting our middle school students through critical transitions into guiding our seniors into their graduation and post-secondary planning. Our vision moving forward
022is to strengthen this work with a district-wide comprehensive school counseling program that's intentional, data informed, um, and really equitable across all of our campuses. It's int um, this work is in action. So this month, elementary school counselors are with fourth grade students teaching them on college and career readiness. Um making sure they're learning about their school um strengths and interests. Middle school eighth grade students will be developing um skills on decision- making. And at the high school level, we're um teaching our students about financial aid and how to help them apply for scholarships like CF um and getting them to pay for their post-secary goals, whatever that might be for them. Many of our um sites shared mid-year reports with each of you um to highlight the great work that is happening on our campus
023and we're really proud of that. This framework aligns grade level competencies, consistent academic and college career uh milestones and universal tier one support um ensuring that all our students regardless of the school site that they attend um have access to the same core services. Um there are developmental in nature, preventative and proactive in design and comprehensive in scope. This framework also moves further into tier two and tier three which focus on providing um services for students that might need a little bit more. At the heart of this work are relationships. When counselors have the capacity to connect with our students, barriers to learning are addressed earlier, attendance improves and academic outcomes follow. Your support has direct um directly strengthened our ability to build these relationships and in turn support student wellness overall. We are proud
024of the work that's happening across our district and grateful for the partnership of district leadership. um to help us really build this vertically aligned TK through 12 continuum. We're super excited about it. Um and ensure and by doing this work, we're ensuring that all students, no matter where they go to school, they live and breathe and they're in our our community, they get the same services. So um that's important to us. We know system building takes time and as we continue to invest in comprehensive school counseling services, we will continue to see growth and measurable outcomes for all of our students. We strive towards the national standard of the studentto counselor ratios and we all um will remain dedicated to providing high quality and individualized services um and care that um that our community expects
025and deserves. Okay, that's it. Thank you. >> Thank you. We now move on to item 6.6, superintendent report. Dr. Andrea Norman. >> Thank you, President Ward. Throughout the month, I had the opportunity to visit several school sites. One highlight that I absolutely recommend doing is visiting TK classrooms at Poinsettia and observing students engaged in play-based learning. Kudos to the TK teachers for skillfully engaging young learners through purposeful activities that build essential skills. It is like a fine-tuned machine. The students get to choose their activities. They can rotate throughout the time and the activities are super engaging. Like I wanted to do it. It was awesome and I was so impressed. So I really appreciated the time they took to um ask me to come out and and to view it. It was great. I I
026wanted to be a TK student. I also went to Hope. The Hope PTA invited me to attend Hope around the World, one of the school's most cherished traditions celebrating the diverse cultures in our community. Families hosted nearly 30 country booths featuring food, music, performances, art, and activities. The Rinkcon Band of Lueno Indians also awarded the school $3,000 grant to support the event, which is an inspiring afternoon of learning, connection, and school spirit. And it was really amazing. And um to all the PTA presidents out there, if there's something that you'd like me or the board to attend, please reach out to us. We're always really happy to do that and to be in our community. And I also Dylan shared you're in town. I was there and I saw um Trusty Rawlings son who was
027in the production and all the students. I was blown away. Um I was an athlete in high school. I cannot sing. I can dance a little bit but I can't do what the students did. So congratulations to Sarah Hunter and her cast of performers on such a successful weekend of shows. And so it's just been a really wonderful month. >> Thank you. We now move on to part seven, public comment, non-aggenda items. 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 matter jurisdiction of the board. How many blue cards have been received for non-aggendaized items? We have a total of seven blue
028cards >> in order to allow speakers to present their comments and ensure we are able to 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 Jana Scott. Hi, I'm Jana Scott. I live in the school um boundaries and I teach at Magnolia. I teach kindergarten. You might remember me from a couple months ago. I was here. I've been here a few times. I um I know that the vote is coming up for our um possibly continuing with the early bird late owl model or changing it.
029And I would just love to extend the invitation again to come through my classroom during the overlap time. I know you're busy, but I know it's a really important vote and um like I've said before, you've been through during the early bird time and maybe even in the late al time, but to see when everyone's there together what it looks like and what and that's what our whole day would look like. I just think it's really important since you have the power to, you know, make this vote that you get as much data and I know you've gotten letters and you have all sorts of information, but to come in and and see it in person and see what it looks like with all these little hands and feet and mouths and bodies and um
030I would just love for you to come through if you can before you vote and and take a look at that. And then also um none of us have seen any data yet on the pilot program and I know you'll be doing the vote in March and that's 75% through the school year. So I don't know if you're going to be able to share data with us or if anyone's going to share data. One of my close friends is in the pilot program. She hasn't seen data yet either. Um, so I thought we all kind of thought the program, the pilot program was to collect data and I think you probably have, but we haven't really seen the data and um, we would love to see the data and again you know whatever you decide
031we're going to work really hard for the children but um, the standards continue to change and the you know the requirements continue to change. They're still 5 years old and they haven't been on the planet very long and they're still, you know, joyful and learning and exploring. And I think we need to keep in mind they're still really little people that have a lot of questions. Um, one thing really quick, um, like the teaching them how to rhyme. You know, we do this program where it's like Matt M. Matt. You take away the M, you add a B, what's the word? and they're like, you know, and we learned how to rhyme by reading poetry and hearing poetry read to us and hop on pop and all those things. There's so many things that it's
032important that we do a number of different things, but I think we lose track of. And I have a couple friends in kindergarten that say, "I don't even have time to read a story." Well, it's not about that. It's like they pile more on us. It doesn't mean we need more minutes. They're still five years old. That means we need to look at how we're spending those minutes. Um anyway, I'm really excited to find out either way because it's been a five-year conversation and we just want to know what we're going to do next year. Thank you. >> Dr. Norman, can you connect with her about the data request? Okay. Oh, next person, Don Ebs. Hi there. I've been up a few times. I'm just going to keep it short because I kind of said
033everything I want to say. Um we had our um task force meeting on Friday and someone had said when we roll it out. And I think a lot of teachers are thinking that this is a done deal and they don't want to, you know, fight for something that we all believe in and we all believe in it. Even my colleagues who are doing the program with me believe I mean we have one new teacher so she doesn't know what it's like to do early bird and laid out but my other two colleagues do believe that early bird laid out is better. Um I wanted to say tonight that I am choosing a different path. So, I will not be teaching kindergarten next year. Um, and but it's still important for me to be up here
034to let you know it's not in the best interest of kindergarten. It's not. And it's not in the best interest of teachers. And I know that I was never supposed to say that because it's not about us, but it should be because we are the creative spirit that's in a classroom with 20 plus kids every day. And it's just it's so magical. last year and this year it's just it's it's different and there's too many kids and we don't have the money and if we don't have the money to do it right then we shouldn't do it. We shouldn't. So think about the money piece especially our most vulnerable kids, our special day kids, you know, to put them all in one room. I'm sorry we don't have the money for it. So thank you
035Diane Vanderindon. Hi guys, Diane Vanderindon. I do live in the boundaries. I didn't realize I was going to get three minutes. So, really quick to the teachers of kindergarteners. I'm a library median technician and I get their early birds and late hours uh late owls together in my library and I only get kindergarten for 30 minutes and 20 minutes to sit still is a struggle for them and then 10 minutes they get active on my shelves to pull books out of shelves is you know I want them to know that that's their library. Um I can't imagine all day if they have to do that all day. 30 minutes is a struggle for me and I'm not a teacher. So, uh, please listen to your kindergarten teachers because that would benefit the early bird late
036hours owls. My kids were early bird late hours owls. They did fine. They're graduating on time. Everything worked well. Okay. So, what I'm here for tonight, thank you for allowing me to speak. Um, I'm a six-hour classified library media technician. I love what I do every day. I serve students, teachers, staff. I'm checking out books. I lead classes. I manage Chromebooks, textbooks, inventories. I support my teachers with materials and handle administrative ta administrative tasks tasks that help keep our school running smoothly. However, classified staff are among the lowest paid employees in the county. We live and work in Southern California where the cost of living does rise and our wages are not keeping up to pace. What impacts us most is our healthcare. I carry the lowest cost plan offered by the district. Yet, as
037a six-hour employee, $810 is deducted from my paycheck every month for medical coverage. This year alone, my premium increased by $100 per month. My step raise this my step raise this year was 27 cents an hour. That's $162 per day, $810 a week, just shy of $33 a month. That increase does not even come close to covering the rise in my insurance premium. When health care costs go up, I take a pay cut. Health care costs are structured on a sliding scale based on hours worked. If my position was increased by just two hours, my insurance premium would drop roughly between four to 500 a month, which is equivalent to a car payment and electric bill. And that change alone is very meaningful for my family. Um, I'm not asking for luxury or sustainability. I'm
038I'm I'm just asking for the sustainability. I respectfully ask the district to consider increasing hours for six-hour classified employees or considering lowering health care costs for all our classified and make them more affordable. Supporting our classified staff does mean supporting the students we serve. I appreciate your time and consideration. And lastly, just I hate I'm embarrassed to share this, but my take-home pay, my tax return is 30,000 this year. I am poverty status. So, I just kind of wanted to put that out there and I am not making it up. I would love to show you my paychecks and show you and pass these out just so you know it's not the last month of my six you guys feel like you'd like to see a little bit further. >> Thank you, Jean Norman. Good
039evening. My name is Gene Norman. I do live in the boundaries of Carlsbad and I'm a proud CUSD classified employee. Dear board members, my name is Golisa Shali, the library media tech at Sage Creek High School. I am grateful to Gene Norman for reading my statement as I could not be present tonight. I moved to Carlsbad in 2019, eager to provide a better life for my son and to serve this community the best I could. I started as a campus monitor and volunteer at AOE, eventually training under Miss Oshima in the library. As a single parent, I was des I was in desperate need for a career to provide for my son. When I was hired as a library media tech at Sage Creek in 2020, it felt like the accumulation of my life's work.
040Combining my background in art, music, finance, inventory management, working with children, and book selling into one role. Being from Persian heritage and having lived in different countries throughout my life made me a suitable fit for this role, serving as a bridge between cultures. Since then, Sage Creek has become my family. I built our library program from scratch during the pandemic. Today, I'm the only LMT in the district serving over,200 students single-handedly. I must admit, it's not easy to handle all the versatile job duties that I have, especially in the fast-paced environment of Sage Creek. However, there is no greater reward than watching a freshman grow into a confident adult over the course of their high school years and knowing that I have contributed to their journey. The feedback I receive from our students tells me
041I am exactly where I belong, which I'm truly grateful for. However, I must be honest. It is becoming challenging to stay motivated when our compensation does not reflect our delivery. I feel a sense of hopelessness as I struggle to make ends meet. We are often compared to certificated employees in ways that diminish our specialized contributions. I love my job, but I cannot survive on passion alone. I wish I could be here tonight and deliver this message myself, but my obligation to my second job did not make this possible. I hope the board recognizes the value of our classified staff and their important role in the quality of our students educational experience, not just with words, but with fair, livable compensation. The work our classified staff The work of our classified staff is the invisible wheel
042that keeps the school running. Thank you for your time and consideration. >> Thank you, Chelsea Welsh. >> Hi, I'm Chelsea Welsh. I live in Carlsbad. I'm a district parent and employee and I've been asked to read a statement written by a CUSD classified staff member who isn't able to attend tonight's meeting. Dear board of trustees and cabinet, thank you for allowing me to share my story. I give permission to have this read by Chelsea Welsh during the meeting tonight. My name is Erica Menddees and I am a health tech at Pacific Rim Elementary. I worked as a medical assistant for 10 years before I joined CUSD almost 5 years ago. I had a child in elementary school and a newborn and was looking for a better schedule. I love my job as a health tech
043here. I love working with our students. It's been so rewarding and satisfying. I even received the employee of the year award my first year, but I am constantly thinking of quitting this job because I can't make a life for my children with what I get paid. Just to give you a snapshot of my life, I work my full-time job. I work another uh another job part-time two times a week. I pick up hours at kids care when they need help. I donate plasma twice a week to make some money and I bartend private events during weekends. Even with all that, I am struggling financially. Every year, my rent is raised by almost $200 a month. I try to save money to make up for the months I have no work over the summer, but I
044am always trying to look for more work to make ends meet. My oldest son is now in high school. I need to find ways to help pay for her or my oldest is now in high school. I need to find help ways to help pay pay for her activities. My son is five. He needs outside OT, speech, ABA therapy, and with that, we have co-pays every session. My youngest is almost three and goes to daycare full-time. I feel like I've been struggling for such a long time and I can't catch a break. There's the monthly house bills, the groceries, gas prices, and car insurance. Everything is so expensive. We only have one car that's in good condition. My husband hasn't been able to find consistent work. His car breaks down or needs work frequently. Any
045money he saves goes directly to that as he cannot get to work without a car. While I love that my district job is stable, instead of spending time with my kids during holidays and breaks, I am either working another job or looking to pick up seasonal work. The constant financial burden takes a toll mentally and physically. I hope this letter gives you all a point of view for for some of us working as classified staff. We really need support in making sure we are getting paid fair wages and can get a little peace of mind. Thank you for your time. Erica Menddees, CUSD Health Tech. Thank you, Lindsay Rudy. Good evening. It's much easier to read to the children. I am a proud member of our classified staff in Carlsbad Unified. I'm also a parent
046of three. Two have graduated. One is still currently enrolled. And I myself am an alumni from Hope Elementary Valley Junior High. Yes, it was a junior high that long ago and Carl's bed high school. This community has helped shape me and I truly believe in pouring back into the place that built my family. I'm here tonight because I love my job. It is literally a dream position. I believe in supporting our students, our teachers, and our schools. But as the months go by, as a single mom, my greatest fear is that at some point I will no longer be able to afford to stay in the role that I care so deeply about. Sorry, I'm a little nervous. Many classified staff members work multiple side jobs to make ends meet. This isn't about seeking luxury
047or extras. For us, many of us, it's just covering basic costs of living. Neighboring districts and current markets pay more. And as a result, we're seeing a high turnover. Talented, dedicated employees leave for better paying positions elsewhere while using this district to be trained. So, they're hired here. We invest in them financially and then they move on to other positions which is disappointing but also starts to erode our team community just the morale and the continuity that we want to supply for our students and our staff. There was a personal moment that showed a true disconnect. While I was working one of my side jobs serving at an event, I had an opportunity to serve a board member. Nobody that's seated here tonight. It wasn't bad. But during our conversation, I was told by the
048board member how fun it was that I had this serving job alongside my primary job. The board member was kind and there was no ill intent. It was but it was just very eye openening that I realized we weren't on the same page that while I do enjoy working, I wasn't doing that job for fun. I like I said, I had three kids at home at that point and fun was experiencing them. So it wasn't just, you know, we're out there doing things. We're just trying to make ends meet. I choose this district first. I want to be a part and live in the community I serve. I want to continue investing here long term. The sustainability matters. Competitive wages are not just about employees. They're also about bringing stability to our schools, continuity of
049our students, and strengthening the very community we all care about. We want to stay. We want to build careers here. We simply need the compensation that reflects the reality of today's cost of living and the value we bring to the district. Thank you for your time and for considering the long-term strength of the people who support our schools every single day. And I want to echo with my other counterpart that I was I started out at one site and I loved that site. It was just everything. I was a six-hour employee, so I knew I had to move. And so I love the site I'm at, but a lot of us do leave positions in areas that we love to go elsewhere because financially we can't give that up. So, thank you so much for
050your time. Super appreciate it. Thank you. Okay, our last speaker is Jamie Rushing. I'm a shorty. Good evening everyone. Thank you to the board for hearing us out. Um, thank you to the leadership and thank you Superintendent Norman. I've been a resident in Carlsbad for 22 years. I have two COSD children. In this debate over full day kindergarten, many have become obsessed with the when and the how long. But many are ignoring the how. As a teacher of 26 years, I'm here to tell you that quantity does not equate with quality. Adding hours to a clock is meaningless if we're subtracting the individual attention that a 5-year-old deserves. We all want what is best for our students. Administrators want maximized instructional hours. Parents often need the convenience of a longer school day. However, our early
051bird laid out model is exactly what fulfills our district's mission of providing an extraordinary education. What makes our current model extraordinary is the studenttoteer ratio. In a staggered day, I have only 12 students present during the core reading, writing, and math instruction. I can give each child 112th of my attention. Not one child is overlooked every day. Contrast this with the full day model where 24 students are present at once. If you try to work with one group, 20 other 5-year-olds are left to self-regulate. Three who may have significant behaviors like in my class that require daily behavior. Sheets daily paranal communication. One who's likely on the spectrum but isn't quite yet identified. Um maybe three more that are eelss and one that elopes when overwhelmed. I'm left alone, one kid running out, and I
052have the rest of them to deal with. Extending the day does not lead to better education. It leads to more downtime and more opportunities for struggling students to slide under the radar. The data I have emailed each of you supports the staggered model. Currently, our students are surpassing academic expectations. In fact, many of my peers teaching the full day pilot are actually behind in pacing compared to my site. So, I urge you to compare the data. the dibbles literacy scores between the two models before your vote. Also, we must consider the fiscal impact. Transitioning to a full day is going to require a significant amount of funding for extra support staff, furniture, supplies, while the money coming in from CEF is going to be significantly depleted. Furthermore, if you decide to move to full day
053kindergarten, you must be prepared to negotiate for a smaller cap on slices specifically for kindergarten. Surrounding districts do offer smaller caps and stipens if they go over the cap. That is to mitigate the challenges of a full day environment and our students deserves that. Our students deserve that same protection. Please trust the educators who have taught kindergarten for years. A smaller class size makes far more significant difference than a longer clock. 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 item I'm sorry on these items before the time the board votes on the motion unless there is a
054board request for one or more specific items to re be removed from the consent calendar for discussion. Have any blue cards been received? We do not have any blue cards. Okay. Trustees, are there any items to be pulled from the consent calendar for discussion? >> Trustee Ward. >> Yes. >> Staff would like to pull an item from the consent calendar. >> Okay. Okay, thank you. Uh, may I have a motion to approve the consent calendar with the exception of item >> it's going to be item 8.5 >> exception of item 8.5. >> I have a motion. So moved. Second. >> Trustee Rawlings made the motion. Trustee Emmery seconded the motion. Miss Garcia, please call for a vote. >> Trustee Rawlings, >> yes. >> Trusty Verb, >> yes. Trusty COC, >> yes. >> Trustee Emory, >>
055yes. >> Trustee Ward, >> yes. >> Motion passes 5 to zero. >> Trustees, agenda item 8.5, contracted services report. Trustees, this agenda item was pulled by Superintendent Norman. I will now now hand it over to Dr. Norman. >> Thank you, President Ward. Um, I've requested to have this pulled because I would like to remove number 12 from contracted services, Runal Clark Architects. At our last meeting, we were given direction to move forward with the track and turf. But since then, um, we are going to be bringing forward uh, an action item next month. It's 11. I'm sorry I said 12. They were listed twice, I apologize, for two different projects. It's 11. Um, we'd rather bring this back next month if it's approved by the board as an action item. And so everything else is
056great on here. It's just that one item we'd like to number 11 uh not move forward on right now so that we are in alignment with um any action items that may be approved in the coming months. I also wanted to add a detail about information to this, a different item. If you look at um item 13, Dr. Nye is going to speak to this, it is about the geotechnical investigation at Sage Creek. It's developer fees. It's going to be 295,000 to continue with that. It's going to be I wanted to frontload you because he's going to talk about it in his presentation so that you understand where the money is coming from and the purpose in it and and that it is on contracted services. Trustees, are there any questions? Uh, Trustee Rawlings. >>
057Thank you. So, to clarify, we're being asked to vote on this item minus 11 or you are you pulling the entire item? >> Just minus 11. >> Thank you. Any other questions? Okay. May I have a motion to approve agenda item 8.5 with removal of item number 11 from the contracted services report? >> So moved. >> Second. >> Trusty Verbth made the motion. Trusty COC seconded the motion. Discussion. Okay. No discussion. Miss Garcia, please call for a vote. >> Trusty Rawlings. >> Yes. >> Trusty Burbath. >> Yes. >> Trusty Cosc. >> Yes. >> Trusty Emory. >> Yes. Trusty Ward. >> Yes. Motion passes five to zero. >> Okay. Thank you. We now move on to part nine, presentations. Agenda item 9.1, presentation. Measure HH bond program monthly update. Trustees, this is an information discussion item.
058I will now hand it over to Dr. Rob Nye. >> Thank you, President Ward, trustees and Dr. Norman. Uh tonight I would just want to start off by doing an introduction before I get into the actual presentation. I'd like to introduce our uh interim director of facilities, John Adelman, who's sitting directly behind me tonight. Uh Mr. Adelman brings extensive experience in school facilities. Most recently, he served as the executive director of facilities and planning in San Diego Union High School District from 2014 to 2024. and we're really fortunate to be working with him. I just wanted to put a face with a name. Um I've had the opportunity to work with John for the past week and a half at this point in time and he is very knowledgeable in the area of school facilities.
059He even has a little background in um uh uh emergency planning and some of the other things as far as facility hardships. So we were um going to tap into that knowledge as we kind of move through our process as well. Um, so we're lucky to have him and I did want to just start by uh introducing him and he's going to hopefully not throw things at me if I mess up anything in the presentation. So here we go. Um, we wanted to provide a brief update in the facilities and bond programs um, regards to phase two and phase three projects as it relates to measure HH. And then we wanted to provide an update as Dr. Dr. Norman had mentioned regarding the soil mitigation efforts over at Sage Creek High School. So, in regards
060to the phase 2 projects, we're on track and scheduled to turn over the new brand new admin building as well as the science labs over at Avier Oaks Middle School uh with the expectation that that would be turned over right around the middle of April. We're excited about that. If you had the opportunity to get over there and and and see that site, it's pretty amazing and it's going to be a great space for both the admin but also a learning space for our students. Buenav Vista building C, those classrooms are scheduled to be completed at the end of February. Uh construction will take place at the administrative building starting on March 9th. And then CVACSA um we really have a summer sprint for that. We've been working with NCA as they vacate those premises
061um trying to find a move out time for them and then working with um the construction team to get in there shortly after that so they can start working on the classroom spaces, the learning spaces uh with the intention that we'll occupy those first day of school and then we'll get to work on the admin spaces um while school is in session. In regards to the phase three projects, we did do a walkthrough uh regarding uh the possibility of turf and track uh that took place on January 29th. We had a good showing of vendors and district staff now is preparing bid packages and soliciting proposals. And as Dr. Norman mentioned, we'll bring some um options back for you during the March meeting. Um, we're still on track, fingers crossed, for a summer implementation. Uh,
062it will be a sprint to get there with the expectation that hopefully we can get that all done over the summer. The fire alarm is in design and scheduled to start in the fall of 2026. As um, Director Kimrell used to talk a lot about, fire alarms are tricky during the school year. So, we're gonna use all the time that we can over winter break and the breaks to do more of the intensive work uh with the hope and the completion being August of 2027. We're working on locating asbuilds to determine the need for DSA submission to replace the current scoreboard. So, uh, we need to see if the specs for a replacement scoreboard, it would just be a a mere replacement or do we need to actually um dig up the pylons that support
063the scoreboard and do a more comprehensive submission to DSA? So, depending on what the um the specs tell us as those ads builds uh will tell us, that'll determine the pace and the uh the movement of the project. And then lastly, we're on schedule to do the hardware upgrades for the main office at Carl'sbad High um at CHS, CHMS, and Point SetIA. We're working with architects there. Runal Clark is um the architects that are doing that. We did a sitewalk with them about a week ago, I believe. Uh Mr. Adelman uh accompanied that sitewalk. And so we're looking at um not just the hardware for those particular things, but that's requiring um some more intensive moving things around. So some casing work that need needs to be done potentially entrances that we need to look
064at. So we work with the staff on that. There is a typo here. It says that's going to be ready and completed in the summer 2026. Uh that actually will be ready in the summer of 2027. So we'll work on that. um that will have to be submitted to DSA and we'll work on um uh those improvements over the course of next year. Um in regards to the soil mitigation um at uh Sage Creek High School, uh we wanted to provide a brief update on this uh additional geotechnical investigation taking place uh near the 4000 building. This work will be conducted by studio WC uh that you saw in contracted services and will be funded through developer fees, not measure HH bond funds. The work ex is expected to begin on Friday. So with your
065action um we're hopeful to get that work uh started on Friday. The scope includes further investigation adjacent to the building. While internal plans contemplated um some uh some of the concrete removal and a test pit, the approach has been adjusted slightly um to do a what's called a slot cut which will be performed adjacent to the 4,000 building. And what we're seeing at the 4,000 building is the concrete is actually bending into the building itself. and there's been a lot of movement there. So, um the architects want to and the geo technical engineers want to do this slot specifically in this area because there is so much movement. So, they're wanting to get in there um do a deeper investigation at this specific area and we think that this will hopefully provide some glean some
066additional information on the soil shifting that's occurring. Um, addition in addition, we're continuing to they are continuing to monitor those wells as part of their ongoing analysis. You'll recall that they dug about 15 wells throughout the campus with monitoring equipment. um they'll be bringing that information to us along with the slot kind of information hopefully in the next couple weeks with a report and the hope is that a future uh facility update we're able going to going to be able to bring that back to you uh with updates. The first update will just be kind of this is the current reality. The second would be a more comprehensive plan on addressing the situation. So just wanted to provide a little bit of expectation tampering of expectations probably in March uh maybe April you're going to
067get a diagnosis of what we think is occurring based on the geotechnical engineers and then what I'm being told is then uh at a subsequent month you're going to be um given an action plan of what we need to do to hopefully rectify that situation. Um, okay. Uh, in regards to our projects by site, this is just an kind of an updated information. You've seen this before. It highlights the um phases of each of the projects as well as where we're at specifically in in regards to completion. And I know at the last board meeting I believe that there was a request regarding doorh hanger information and potential bond language information. So um I did get an email directly that night from Shauna Hurst, as a matter of fact, who sent over that door hanger
068information to me. So I want to thank her for that. And then I went back and looked at the um uh the initial bond language as well, which is pretty aligned with actually what was put out in the door hanger. So there was really four overarching categories. There was repair and modernize facilities, update classrooms and instructional spaces specifically around the area of steam, so science, technology, engineering, arts and mathematics, increase efficiency and sustainability. And then approve safety and security. And when you go back to this list, I would say that there's a number of things that are in alignment with those initial um door hanger language. I would argue, you know, the steam buildings that we've added, um the extra security members uh security uh um items that we've added, whether it be fencing, key
069fobs, different entrances and exits. Um you know, there's been a lot of things that I think uh specifically align with that initial mission um that we went out to the voters with in regards to the bond. So, just wanted to point that out and I'm happy to turn it back over to uh President Ward at this time for public comment. >> This is a time for public comment. Have any blue cards been received? There are no blue cards. Okay. Are there any questions? Trusty Rawlings. >> Thank you. on slide um I guess it's on slide six would be um uh some of the items on slide six the um specifically the fire alarms and some of the other um some of the other projects we discussed back in November and um so I'm wondering why
070we're able to proceed with these items but we're not able to proceed with the track based on our based on the board's conversation. >> My understanding was in the November meeting when we discussed this first, it was discussed as a discussion action item. Um the item that took place in um when was it now? January was an information discussion item. We're still, just to be clear, we're still proceeding. Um, you know, you know, staff heard um, you know, how we should be moving forward. But I think in this case we still will be bringing back um both of those options um because it was staff had asked for some direction at that point in time and it wasn't technically listed as a um action item at that point in time. >> Christy Verbbeth, thank you.
071So I want to follow up with the soil investigation slide and the work that's being done there. My our understanding is that that's coming out of builder developer fees. Correct. >> Correct. >> Right. >> Correct. >> So moving forward will that also we're not sure where that funding is going to be coming from. Is that correct? >> We are not at this point in time. Uh we're only indicating that the soil mitigation that we've done to date has come out of developer fees. That's correct. >> Followup. Do we have any um trusty forth? Go ahead. >> Thank you. Sorry. >> Um do we have any more updates as far as what the state might be offering to us? Yeah, we we really need to go what I'm being told is we really need to go
072through this process first and then we can actually once we have a plan in place on how to mitigate the issue with some costs associated to that, then we can apply to the state for the facility hardship. Um so at this point in time, I I don't know um what the cost could be. Uh I'd hate to throw out a number that's completely off. Trusty Verbath, >> one more followup on this site. So, what are we doing to protect the students and staff safety wise around this area? >> Yeah, we're, you know, any tripping um safety issues, we're trying to mitigate those through our maintenance and operations department as as as those are coming up. So, clearly there's a work order system that people can put in place. Um, we're keeping a close eye on
073it from a facility standpoint. So, they're doing walks to make sure that we're walking the campus and noticing things that need a work order that's put in, but we're in constant con we're in constant uh communication as well with the principal and the site there to make sure that um anything that's shifting and could cause a tripping hazard, which is really the biggest safety issue right now um that we're mitigating and fixing as quickly as we can. So, is that area like caution taped off or do students have access to it? >> Yeah, there's certain areas that are caution taped off until we can actually come in pour new concrete. Um, in this case, uh, where they'll be doing the slot cut, that will be completely caution taped off until and they'll work on another
074path of travel for those students, um, until the work's actually been completed. >> Hold on. Okay, >> Trusty Rawlings, is this a followup? >> Okay, I have two follow-ups on the same question. Um, number one is um uh does this also include the parking lot? >> I I don't know if they actually put some sensors out in the parking lot, but I believe that they did. Yes. So, they're sensoring and monitoring what's occurring in the parking lot as well. um because there is a significant amount of slippage um that we're seeing or experiencing out there as well. >> And following up on that is do we see a safety risk on the with the parking lot because we have mult more than just students but um visitors coming to the campus from the parking lot?
075>> Yeah, I don't think there's any specific safety issues right now with the slippage that's occurring. It's actually occurring after the stalls. Um, so in concrete that's not really where students or staff would be parking or walking. Um, so at this point in time, we don't foresee any safety issues at this point in time. If it continues to slip, um, yeah, we we may run into some issues um that are affecting the parking lot and the path of traffic. >> Trustee Burbath, go ahead. >> Yeah. Okay. Go ahead, Rob. Thanks. >> Um, okay. And then, uh, switching back to the to the money. Um uh so when we were doing an analysis of the budget, the leftover funds that we would be able to work on facilities, we talked about um developer fees within that
076mix. Um and then when we were having those conversations, we talked about about $175,000 committed towards Sage. If everyone I'm seeing nods. Um, so the money that we're spending above that now, how how do we how do we um justify that and how much more are we going to spend over that 175 that we've author already authorized? >> There's an additional $295,000 to do this additional excavation and the slot cut. And again, we have some money in developer fees that we can use um that are not tied to HH that we could commit to this uh work. >> Trustee Rawlings, >> was that included in the document that we went over in November that the the developer fees that we were talking about? >> Um because you you there was a mix of HH funds
077and developer fees in that, you know, in that overall budget document. >> Yeah. So, are we including that in >> I believe it was included in that initial document, but I'd have to go back and review it. Um, >> I do believe that it was because we talked about that with Director Kimrell at the time. >> Oh, I'm sorry. Yes, >> just one more then then. So, but I do recognize that there was some money left over in that, you know, within that document that we reviewed. So, are we taking that the 200 and some dollars um out of that the the leftovers from that document and are we still going to commit another $175,000 um above that amount? >> We're committing another $295,000 out of developer fees from that amount. Yes, that's my understanding.
078>> Above the $175,000. So now we're at almost $400,000 that we're committing to this. Okay. I'm just trying to clarify how much we're committing to this um to so 400 plus,000 we're committing to this >> right now. Yes. >> Any other questions? Trustee. >> Yeah, just a followup to go back to ensure that we have caution tape that area because when Dr. Norman and I did a site visit, there was nothing. I'm a fall prevention specialist particularly with older adults but I do care about our younger generations too. We have older adults on that campus going to games. So I just want to ensure because there are uneven surfaces which can cause falls which can cost thousands of dollars to and change people's lives. So I just want to ensure that we are have that
079area. >> Yeah. My understanding, yes, the area that's going to about to be worked on in on Friday will absolutely be caution taped by the workers that will be there. Yes. >> Any other questions? Okay, trustees, this is now time for discussion. Any discussion? >> Trusty Rawlings. >> Thank you. Um I I do have concerns about um about the escalating costs and that it's oh we need just 200,000 more and 200,000 more here and 200 and eventually you know we're going to spend this money and you know being on campus with my 87year-old father I mean the parking lot is bad. I mean it's I mean it's dipping. I mean there's a big crevice right down the middle of the of the visitor parking lot and he almost tripped twice. I mean, he's having some
080some back issues and some hip issues. So, it was um so I do have concerns about the safety in the parking lot and obviously there's some other areas that need to be um caution taped off, but um it it just seems to be getting worse and worse. So, I'm concerned about, you know, the pace of things and I'm also concerned about the the additional dollars that are being um uh that are being spent that we haven't discussed on because I I thought we were going to limit our our expenditures on this um on this campus in order to at least do this investigation. So, I am concerned about the the creeping up of costs and then also I don't believe we're totally addressing the safety concerns especially in the parking lot. So, I just want
081to throw that out there as discussion. >> Trustee Emmery, >> there it is. Okay. Um, that sounds like too conflicting. And I I hear what you're saying. I think you know what I also hear staff saying though is that we need we're hoping to recoup some of that, but it's only going to continually wor get worse unless we have more information to hopefully go forward. So, um, you know, I I think we're on the right path. just like any construction project you go to, there's always those extra ones. Um, are you still committed then to um, you know, fixing those problems? Because I'm kind of hearing both. I'm hearing that it's a really big problem. We need to be safe, but we're worried about the money. So, is there I would just like us to
082be transparent in how much we're going to spend. I mean, the the we're only going to spend 175,000 and now I'm hearing we're up to 400,000. So when we have when we as a board have conversations and and as staff gives us information I want to I want to know that this is what we are going to spend um I just feel like you know we kind of went above what we had committed to already and I again I'm okay with spending the dollars I just want us to be transparent about what the needs are and you know again I'm >> I have a lot of concerns I think I think this is going to this um uh I think this is going to cost a lot more than what we're being told But that's
083why I think we need to be transparent about it is what I'm is what I'm suggesting. I think if it's going to be a million dollars to do this investigation, then we should be talking about a million dollars, not not 175, $200,000 at a time if that's what it's going to cost because I think the problem is worse than what >> than what we are um than what we are investing at this point. And again, that's a board thing, too. I mean, that's that's we we said we only wanted we weren't going to commit very much money to it >> and so but we're committing more than even what we already said we were going to do. So, >> yeah, I agree. I think the transparency piece is important, but I think it's kind of
084like when you do a remodel of a home, you know, things pop up that you didn't expect. So, I can understand where Dr. NY is how he's sharing that information and how they're going um ensuring that it's going above the 175. But I think as that comes up, it's important for the staff to know that we want to be a breast to that information and our public needs to know as well um as it comes up. And also, um, I think it's hard to kind of put a limit or a cap on it, but I think it's important that we are we are up to date on what's going on so that we know. >> One thing that we can do is it just in line with what everyone's discussing is it can it can
085be a separate item pulled off of contracted services so that it's front and center. Uh, that's why I wanted to bring it to your attention before you voted for it so that you knew so when we got to Dr. Nice presentation, it wasn't like, holy moly, where'd this come from? Um, but I we can certainly structure it differently so that it's more obvious on the agenda and that it can be talked about and voted on as an action item. >> Trusty Rawlings. >> And and just to be clear, I had this conversation with uh Dr. Norman a few days ago. So, it's not, you know, um it's not news to her as well that I was um that I had I was expressing the concerns like, well, wait a minute, didn't we just say this?
086So, but when you say to the public and it's to us as well. So, I mean, >> yeah, I said that, >> right? We we should be saying that um that and like you said that we're taking action on it knowingly taking action that we are saying yes we are committing more dollars to this particular project because again I think it is going to be more than what we're we've committed right now even especially you know walking through that parking I mean I'm also concerned that the dollars that we're going to be spending money on um safety incidents potentially um if uh if we can't figure out a way to um at least uh pardon me >> said hopefully not. >> Well, but again, I think that um I think there I I think it's
087more of an urgent issue than where we're at right now. So, I I would I would like to have more conversations about the the money that it could take potentially take or um uh or like you were saying, you know, uh sectioning off sections of the of the um campus until it can be fixed. So that that's where I you know and again this is discussion so I'm just uh throwing out my opinion. >> Trusty COC >> I did want to say thank you for and to Shauna for for forwarding that door hanger. I in the message of transparency and I think that goes a long way to to showing the community that we really are trying to spend these finite amounts of dollars in the best way. And and I agree, Kathy, that the
088restoration that's going to need to happen at Sage, it it's gonna be probably significantly more, which is why I was really pushing to see if there might be other sources we could get that money from. And it sounds like maybe there will be because there's so many needs, >> but but we're going to have to prioritize somewhere. So, I'm grateful that it sounds like at least we'll get some information >> sometime soon of what what needs to be repaired and what the costs are and that we can try and find that resources. >> Yeah. And I think to um and I as we're having this discussion and kind of thinking out loud about um as they're doing their assessments um I think the staff is probably prioritizing the the most need on that campus and
089and um in terms of safety and making sure that our students and staff members and families are are protected and kind of assessing it that way. So maybe that's something that they could share with us in terms of priority as they uh present this information later. >> Uh Trusty Verbath, >> thank you again. I um extremely concerned about the safety issue being a fall prevention specialist, especially with older adults. And like I said, the last time I was there, there was no safety caution tape anywhere. And I think it needs to be up as soon as tomorrow, not waiting till we actually start a project because the surfaces are uneven now for the students um and the staff and we have games going on and there's lots of people moving around. So I um I
090would not want us to be liable for anything and I think it's really important we do that right away. >> I think that's a good point, Trusty Verbth. And I know um I heard Dr. Nye mention that they kind of assess that by the work orders that are put in, but maybe possibly the principal and the staff can walk the campus um you know weekly to see where the caution tape could be put up and not necessarily um when the work orders are coming in. I get I don't want to say point of order, but is that a board request or >> No, I'm just it was a thought that I was just discussing with >> because we're in discussion right now and this is an informed discussion item. It's not an action item, >>
091right? Speaking to what um Trusty Verb said, I I think it's more than just that specific area. It's the uneven parts. How are we making sure those are marked? >> Um not just the around the 4,000 building, it's throughout the campus. I would agree. But we'll do that as part of our work, not as part of any specific direction. It's just the work that we do. >> Right. Okay. Great. Any other discussion? >> All right. Thank you. We now move on to agenda item 9.2 202526 LCAP midyear progress report goals success indicators. the superintendent to the LCAP or I'm sorry who is that anyways it's you Dr. Norman the supplement to the LCAP other LCAP metrics and midyear LCAP expenditures trustees this is an information discussion item I will now hand it over to Dr.
092Brian Brockett >> uh thank you President Ward trustees Dr. Norman. Uh, it's my pleasure to share with you tonight our mid-year progress on our LCAP goals. Uh, joining me this evening, our director of elementary education, Kimberly Fuentes, and director of secondary education, uh, Michael Eker, who will be teaming with me to provide the midyear update and to answer any questions that you may have. I recognize that we sometimes have a bad reputation instructional services for uh, for getting very excited about sharing our updates. Um, and so we'll try to keep it uh brief and to the point and keep moving forward and but certainly answer any questions that you all have um at the end. >> Thank you. Um, sorry, real quick. Let me just Okay, so uh what we're here to do tonight, as
093I mentioned, is just review some multiple points of data, uh, related to our midyear progress on those LCAP goals. Obviously, we're going to have a lot of talk about the LCAP as the, um, spring goes along here. Um we're currently in um our community and educational partner outreach uh efforts um right now uh gathering information to help refine our goals for the coming years that we'll be uh discussing at our March uh workshop and study session uh around the LCAP. Um, this is a part of an ongoing uh, improvement process. And I won't go all into this, but but where we really are is up in that um, up in that area of uh, to the right there where we're getting ready to um, talk about our mid-year progress and then dig into our work
094of uh, refining revising and refining our LCAP um, for the year ahead based on the feedback that we get. As a reminder, we have three uh, overarching goals um, in the district. Uh and as I share these with our stakeholders, we I kind of talk in big picture about number one being our academic goals. Um number two being our our conditions goals, our our materials, our facilities, um all of the things that we do to create the environments um that are uh are conducive to student learning. Uh and then number three is that engagement piece. How we engage our community um and our parents uh to promote opportunities for students. really all focused around what are our outcomes for students that we're trying to seek underneath each of those goals. Um, as you all are
095aware, we have a number of uh success indicators. Um, we're going to hit tonight on uh progress that we're making at this point uh in the year on meeting those success indicators. And I won't go through all of those right now other than just to highlight that um each of those goals has a variety of metrics that we are um seeking to uh achieve as the year goes on. And as you'll see in a moment, we're making uh a strong progress towards meeting those goals um at the end of the year and look forward to coming back in uh June at our summary of progress and sharing um uh the great successes of the year. Um, just as a reminder, we we uh have for a number of years in CUSD uh employed what's called
096the 4DX model um where we look at what our lag measures are. So those things that we seek to accomplish at the end of the road. Um and we look at a variety of lead measures that are sort of those um checkpoints along the way that help us get to where we want to go. Um, and so one of the things that we're going to look at tonight, obviously we're not at the point of our uh of many of our lag measures yet. So we'll look at what some of those lead measures are um that indicate to us what kind of progress we're making at this point um towards meeting those um endofear goals or lag measures. And so uh jump right in on on goal one with pupil outcomes. Um we uh are doing
097uh great work across the board here. Um we I'll talk in a little bit more detail in just a moment on upcoming slides, but on on the success indicators uh one to 14, we feel like we're on track at this point to meet each of the targets that trustees have set um for those. Oops. Uh as well as with 15 1617 um continuing academic achievement, also college and career readiness, uh and advanced learners. Um we are on track right now to meet each of those goals as well. and I'll dig a little bit deeper into um the data points on those. So, under those success indicators, um we take a look at our uh STAR assessments that our students take multiple times um during the course of the year. Uh and we right now have
098two assessments under our belts. Uh so we have targets uh of growth targets um for um our percentage of students in the higher typical growth bands. Um and as you can see, we're on pace to meet those targets. So our um our um uh goal in math uh is 71% meeting that high or typical growth band. In ELA it's 70% um and we are on pace at this point to um capture those. Our students are making good growth at this point. Um and then we look at the endofear standards um which is sort of the the scaled score not the not the growth band score. Star does a couple of different things. It gives you an indication of how students are are expected to grow over the course of the year. It also gives you
099um the the percentage of students meeting or exceeding endofear standards. That's sort of where you want students to be at the end of the year. Um and and as you can see, we had a um we had a 61% uh math uh baseline, which makes our goal 63% and we've increased by 1% at this point. So, we're on pace for that. Um and we have actually at this point met our growth or our endofear target for um ELA based on the beginning of the year as well. Obviously, like I say, these are these are lead measures, right? So, we will come back with another assessment in the spring. We'll share that data later in the spring about where we've progressed. Um and and if your head's spinning a little bit on what these numbers mean,
100um I I agree. I join you in that. Um, sometimes it takes a little bit of digging in. Um, and I'm happy to answer any questions as we go through, but know that on both of those targets as it relates to our student growth metric as well as our students meeting those end of the year standards. Right now, we're on pace for those goals that trustees have set um for uh our progress. Uh, just digging a little bit deeper in there, just breaking out by um by our grade levels uh grade level spans um in our reading proficiency. Um if you you can take a look here, we're from fall of uh 25 26 to winter. That's the fall to winter administration we've had at this point. We've had a growth of uh 2% uh
101overall. Um even where even where at the high school level you see we started really high at a 77% um reading proficiency on the state benchmark. We we maintain that reading proficiency level. Um that that's still that's still good. That doesn't mean there's been no growth. Um, that means that 77% of those students are still falling in that category where they meet or exceed those year-end standards. Um, and and that's where we dig a little bit deeper on looking at at who are the students that are making growth or maybe need to accelerate growth to help uh meet those levels. But overall up 2%. um on the growth band uh when we look at those uh that high uh typical uh and low growth um I want to point out on this that that all
102of this is growth um it's just about whether they're making you know higher than expected growth expected growth or lower than expected growth as they move forward. And here um you can see on the slide we've compared where we were from fall to winter last year compared to where we are fall this year. Um and obviously, you know, things change um from year to year. In some ways, we have different cohorts of students. Um but we're we're on a similar pace to where we were last year in terms of um those growth uh metrics with students um in terms of the the the percentage of students. Um I I met with our our representative from Renaissance as stars Renaissance program. um he was uh really impressed with one the proficiency level overall of students in
103Carl'sbad um and also these growth numbers um that that you know are showing you know such a significant percentage of students seeing that higher typical growth. So, we're very pleased with that. Um, at the at the uh uh math for our students. And here again, we're showing elementary and middle. I'll remind you uh that we're using a different assessment, the MDTP assessment for our uh math at the um uh at the high school level. Uh but again, here we've got an overall growth of 1% in terms of our proficiency rate. Uh a little bit stronger at the elementary. Um, at the middle school, we still have 55% of our students expected to meet uh those uh benchmarks uh at the end of the year. Um, and so we'll dig a little bit deeper into those
104as well as we work with our teams, our math team and our our site teams about what what are we seeing in terms of the growth that we see with students along the way and and are there ways that we can accelerate growth between now um and the end of the year? obviously on that star assessment which should be a predictor uh hopefully for us of success on the uh state assessments as well. Um in in the math when we look at the the uh the growth student growth percentiles there very similar uh uh profile to what we saw in ELA. Uh a strong number of students uh in the high and typical growth bands. Uh in fact almost uh the same as we saw in ELA. Um a little bit lower number of students
105uh in the um uh in that low growth band. And again, that's where really the data is most valuable at that site level in that classroom with those students and teachers and administrators who are doing that work. Um, and we're continuing to have those conversation with our teams to say how can we um support those students in the low growth. Um, Dr. Eer will talk in a moment about some of the MTSS work that's focused on um students that um we're we're hoping to support with growth as well. Um, the MDTP uh uh results uh at the high school level. Um I I just want to be clear. This is kind of apples and oranges when we think about the numbers and the percentages of growth with the star. Um MDTP, you'll remember we adopted
106a couple years back uh with a focus on uh with input from math teachers because MDTP really gives them course specific um feedback and information um that our teachers found really valuable and we're really continuing to work with them to refine how they're utilizing this information. um you see growth across the board in all of the subject areas which is what we would expect right we start the beginning of the year assessment we do a middle of the year assessment in that subject area and when you really break these down and what the MDTP does well is it breaks down by by specific strands that are that are taught in that class uh and students then are able to or teachers are able to see along with their students uh how they've impacted those areas
107where they've focused um when you look at the the breakdown you'll see some areas that have significant growth, some areas that have smaller growth. Um, and it gives us a clue and when we talk to teachers, we say, "Well, have you been teaching this specifically? Have you've been working on this first semester?" Right? And and the answer is yes. And they and they can really see the impacts of what they're doing um as they grow. And and so we've gotten continued great feedback um on this and we're we're happy with the growth that students are showing um in uh those assessments. Um I won't dig super deep into uh into these other than to to note we do have success indicators around specific uh performance with specific student subgroups. Um we're seeing uh we're seeing
108growth in the areas that have been identified in our success indicator. Um as well um which is our special education, our socioeconomically disadvantaged and our English learners. We also look at our other student subgroups as well um and see um a variety of of areas of growth. Um we're we're mostly happy with this. We've got some areas as you can see where we see a little bit of slide and we'll continue to work um at uh those uh areas as well, but overall um positive growth. Um same thing with the math uh student uh group data. When we look at these um we can see that in uh in those three areas that we've identified in our success indicator um we've had growth and we're on pace to meet those uh targets this year which
109is fantastic. Um when we look at our all all of our subgroups um we've got some areas that we want to continue to drill down on um and make sure that we are uh meeting the needs of all of our students through the variety of supports that we um offer. uh looking at some of the other uh the other data points uh on college and career readiness. Um I do want to just uh note that we're on pace uh to maintain that 80% or better um a tog success rate. As I shared this with students uh the last couple of days, I pointed out to them how really phenomenal it is um to see a district where we're meeting 80% uh or more of our students reaching um a to completion which just leaves open
110opportunities for those students to attend um CSUs, UC's, other opportunities beyond high school uh among the variety of things that students enjoy or are looking forward to doing. A couple things I just want to highlight on this slide. Um, one, we've really uh we launched uh our partnership with the California College Guidance Initiative, which is a really uh uh strong platform for helping students plan for postsecary, whatever direction that may may be. Um there are embedded um uh interest inventories uh um uh opportunities to launch applications and receive support with applications, financial aid information, uh and and a variety of resources that are really compiled in one place for students in a way that we haven't previously had. Um Dr. Ecker's been doing it's been a multi-year effort to kind of get to the launch
111point and I appreciate the work that he's doing this year working with our counselors with that launch. um and they're starting to uh use that at deeper and deeper levels as the year goes on. Um we're also continuing to review our online credit recovery versus in-person credit recovery options. Um how that might play out in summer school uh and also during the school year. Uh and I want to highlight an increase in our number of uh AVID students this year. Um which is really great. Uh we went from about I think it was about 214 215 last year to 240 this year at all of our secondary sites. And AVID, as I think trustees are aware, is a really uh phenomenal program uh for supporting students focused oftentimes on first generation college students um other
112students who are under reppresented uh and giving them uh skills and a place to uh really develop that collegegoing mindset and academic support um and other areas. So we're excited about that growth as well. Um when we look at our academic assessments um I I you know we are looking at targets of where we uh lend uh land at the end of the year and our ESPback but just some of those things that we're doing to get there. Um our MTSS uh teacher team uh is continuing to work on building sustainable practices for the future. Um so really what are those things that we can build in that will be ongoing um areas and Dr. Eer will talk about that in a few moments. Um and then also our Dibbles uh reading risk screener uh
113obviously implementation at K2 uh this year with that as a part of our our state requirement to do that reading risk assessment with our younger elementary students. Um so now we're through two uh administrations of that assessment and that's been a heavy lift to bring on something new, really get those teachers trained and then and then really start to understand what that information is telling us on there. And then when we get into our CAST um scores, um we also have a target of uh of 2% growth to reach 60% proficiency on the uh CAST exam in the spring. Um I want to highlight the the work that our high school teams have done in revamping their curriculum and really instructional approach to to really truly align with the NextGen science standards. Um and I
114also want to highlight uh because it touches on a number of things we've talked about our elementary steam uh work. Um, uh, Director Fuentes and I were in a steam classroom over at Hope today. Um, it brings together the work, uh, that has been done through measure HH to bring the steam classrooms to, um, all of our campuses. It brings together the work that CF has done to support those initiatives. Uh, and I know that we were proud to see a CUSD alum, um, who is a teacher in the steam classroom at Hope, uh, elementary, um, who had her, um, middle school science teacher, a principal, and assistant principal. I'll all walk in today, um, to observe the work that she was doing. But you can really see the passion um, and uh, and just
115the energy that the students then bring to that science discovery work. Um and and it's so many things that have come together to make those things happen um in our classrooms. Um I also need to mention some of the work that we've done uh uh with an update uh around our significant disproportionality work. Um we the significant disproportionality work I' I've mentioned in previous updates has to do with um state identified monitoring for when we have specific groups that are over represented uh in certain areas in this case special education. And going back a couple of years, um, we had Hispanic students, uh, in special education over reppresented with specific learning disabilities. We did a deep dive into why that is. We put action plans in place that really revolve around um, early uh, and
116consistent English language development support, our um, our work around UDL uh, in the classroom and MTSS support. And I'm happy to say that we're not we're no longer significantly disproportionate with our Hispanic students. we have found the the the right ways to get at meeting needs of students um in in terms of pre-referral interventions which I'm really uh proud of our team's work in that area. Um we were also disproportionate with African-American students with disabilities and we're continuing to dig into that work uh and and really through those same avenues looking at that what that first-time instruction looks like through a lens of UDL and how we remove barriers to student learning and support them in the classroom um as well as that MTSS work. So, what does the intervention then look like before we
117get to a point and and and not to say that we, you know, there are students that that should be um identified uh with disabilities and and have an IEP, but it when we have disproportionate percentages of certain populations, that tells us that we need to take a closer look. So, um it's been good work that the team has done and we look forward to continuing to make progress in that area. Uh with that, I'll hand off uh to talk about some of that great multilingual work with director Fentis. >> Great. Thank you. So, I'd like to highlight our progress with our multilingual learner students. Um, last year our reclassification rate was 16% and currently this year at our midyear we're at 7% reclassified. This early progress reflects our intentional fall and winter review windows.
118So, we're looking closely at students who earned a four in their last summitive LPAC and um determine whether they can now meet our local criteria for reclassification. So, we do those review after every common assess assessment window. We've asked teachers to be especially mindful of students who have scored a four um ensuring that those students understand their goal and what they're working for and are actively supported in reaching it within these assessment windows. So, that looks like goal setting, data chats um one-on-one um with our multilingual learners. And then alongside this, we've invested significant effort in educating our staff and students and our families about the ELPAC test. Um, we want to emphasize that the assessment does become more rigorous after second grade and fifth grade. So that awareness of what it means to reclassify
119um is is crucial at this point. Looking at growth indicators, our district-wide English learner progress indicator or ELPI grew to 54%. Um, and that contributed to our 7.7% increase and that moved us to the green performance band on the dashboard. um where we were in orange last year. So that was a significant um significant progress. The ELPI is based on the number of students who improve at least one performance band on the um summitive ELPAC test or that maintain a four. And then to sustain and build on this progress, we continue to target professional learning through our principal meetings, our grade level collaborations, and our department meetings. In addition, our incredible EEL TOSSA Rob Brown provides ongoing consultation, coaching, and model lessons for teachers and school teams. And our EEL specialists have begun administering the
120um summit of ELPAC this month, and they are partnering with teachers and families um following our endofear local assessments to then support timely reclassification. So, I look forward to sharing that at our summary of progress. So, it's my pleasure uh to talk about our third year of elementary school MTSS implementation and our second year of middle school MTSS. And before I get to all this amazing data, I did want to shout out um our MTSS teachers who I I think really model the importance of teacher leadership and the and they really model for all of us the importance of continuous learning as part of this work we do in education. Uh so as a reminder as we look at this data, some of this data is actually easier to understand than some of the data
121that Dr. Brocket shared um because we um have a a pretty clear um I could pretty clearly share who are our intervention MTSS students on this list. And just as a reminder, an MTSS student is a student in elementary and middle school who did not meet standards on both the ESPback and the STAR fall of this year. So when we see uh a 29% growth in uh star reading meets and exceeds uh or a 22% growth in star math exceeds in this winner assessment on the star that is a from zero to 29 and from 0 to 22. Um, just to get some additional numbers in here, that means 231 students not meeting standards now are meeting standards in the winter. Uh, the total English group is 816. It's a larger group in math. Uh,
122996, almost a thousand students in middle school and elementary school. uh with 217 students uh now meeting standards at the winter assessment the the um okay just wanted to note that uh 574 students in ELA uh and 635 in math are now showing uh at or above typical growth. So, this this board knows uh that at times it's been difficult for me to clearly uh detail the work of our MTSS teachers. And as I thought about presenting this today, um I think it's actually easiest to describe their work in describing their legacy and in what the systems that they've built that right now we're in the process of maintaining. Uh so at the heart of this work has been driven by building better systems. So like better able to see student data, uh better able
123to reflect through lesson studies, better able to intervene by tracking the impacts of our interventions, better able to grow by looking for ways we can add continuous learning through purposeful professional developments for our staff. Those are systems that don't just happen. They're systems that happen because of people. uh and and so all of these work all of this work that's that is happening is the result of our teachers working shoulder-to-shoulder with their colleagues in ensuring that these things happen. So I want to just give one example. So this year, uh, in a meeting that, uh, Miss Fuentes and I had with our ELD resource specialists, uh, one of our resource specialists, Miss Stacy Ross, shared that she cannot remember a time when our multilingual learners were better prepared and more encouraged as they were taking
124this year's ELPAC state assessment. what has changed our systems um and that our that our MTSS teachers are implementing and working with every English learner. So one example that I want to give is this the data here the visual that you see is just from Calaver Hills Middle School MTSS students who are also English learners. one like when you think about the role of our of uh you know as Miss Fuentes was was talking about it's so critical that we work with our MLS to help them meet proficiency in English everything else gets more difficult until you accomplish that and it becomes more and more critical every year they're in Carl'sbad because if we haven't reached proficiency by high school additional barriers are there. So they we do a lot of work at our elementary
125schools to get after that and then like the stress level grows in middle school that we're getting them to proficiency. So this year uh with the work of the leadership of Mr. Delaney, the ELD teacher at Calaver Hills Middle School in partnership with Miss Ryan, the MTSS teacher at at Cala Hills, they worked with teachers to have individual meetings with every single of one of our ELD students on that campus. uh a model that has been mirrored at our other schools. So, every one of our students has goals, knows exactly what areas are their gaps to be able to meet proficiency, pass the ELPAC, and be able to become reclassified. Uh the report back from our teachers is that our students now understand even more clearly why they're still in EL, understand what goals they
126need to accomplish to be able to meet proficiency, and it's shifted the feel for our English learners on our campuses. Okay. I thought you said you Oh, yeah. Sorry, Gold. Goal two as I mentioned conditions of learning um on uh goal two again when we look at our success indicators uh we are on track to achieve um each of those targets um and so we're feeling good uh about that work at this point and I'll hand it back to Dr. Eer to share some of the details. >> Thank you Dr. B. We had a plan. Okay. Okay. Uh, professional development still, you know, as I just mentioned, super important and we continue to offer an extensive range of professional development opportunities and seek to align relevance to our goals, staff preparation and student outcomes. Starting
127well before the school begins, our TOSAs and teacher leaders once again offered sizzling summer PD sessions on a range of topics, many of which are listed here on the slide. Our August PD day offered over 50 sessions uh which staff rated at a 90 97% relevance to their position. And this year, additionally, we offered 20 additional PD sessions in a November PD which staff also rated 97% relevant to their roles. Overarching themes for the PD included UDL, best first instruction, MTSS, instructional practices for subgroups, technology with regard to utilizing the utilizing our tech packages, AI for teaching and learning, implementing new curriculum, and diving deeper into our materials. Okay. So in the third year of our forward together plan, we continue with a wide range of actions that span academic, college and career, social, emotional
128support, leadership, and community engagement. And we are on pace to meet all of our targets. The plan has brought together parents, students, and staff to reflect on ways we can better meet the needs of every student with an emphasis on how we can best provide a safe and welcoming environment for every student who calls CUSD home. As you can see on this slide, we are accomplishing sorry um we're accomplishing uh our actions on the plan are on well on pace of of being able to uh check off the boxes of all the plan of all the uh action items on the plan. Um, however, uh, our district-wide committee made up of of a diverse grant staff and students um are have taken note of some of these actions that are really making a difference. Um,
129we have uh the the committee has tethered themselves to voices of our students by hosting a yearly student and staff panel. In the first year, we listened to students as they shared areas they felt needed more attention. In the second year, we focused on building effective programs, professional development, and protocols. And now in our third year, the forward together committee plans to recommend a list of CUSD commitments at the spring forward together meeting. Uh the this community of students, staff, and parents have been dedicated to doing the best for our students in CUSD, and we aim for this work to be sustained so that there is a positive legacy on this ongoing effort. So, I'm really proud to share some of our best Kelvin data to date. Uh, not only is this year uh one
130of the first that we've shown growth across the board, there's notice there's no red. Um, from September to November, which is not an easy task to do in schools. Um, but this data displays growth year overyear. Uh I attribute this to the priority that our work of our work over the past few years that we've given to student survey data. Student feedback needs to be prioritized and does not exist wholly separate from academic and other data in our district held together. It takes multiple data points to fully understand a student, their needs, and importantly their strengths. Administrators and counselors use this data to check in on our students. And our students realize that when they speak in CUSD, adults listen. Student leadership listens. We currently are on track to meet this target. All right. And
131last under goal two is our wellness policy update. Uh and as trustees Verbth and Rawlings and uh student board member Stolba know, we've uh we've been hard at work uh in uh in reviewing uh the wellness policy. Uh I'll be meeting with the subcommittee uh tomorrow actually to to hone in a little bit more on what those uh targets are that we might envision that we'll bring back to our uh wider wellness group in the uh in the weeks ahead uh with the goal of bringing some of those measurable targets back to the board later this spring uh in order to establish uh some baseline uh data and targets uh in these areas uh that we can work towards then in the year ahead. Under goal three for engagement, uh again we are are on
132track to meet almost all of our uh indicators under goal three. Uh under chronic absenteeism, as uh director Fuentes will share, we are making progress um but not quite uh getting there yet. I've enjoyed talking about that with students over the last couple of days um and reminding them of the importance of making sure that they're getting to school um because it is something that is being measured and we're taking a look at. So, um, had some good conversations with students the last couple days on that. Uh, but I'll hand off to director Fentes to share a little bit more about goal three. >> Our parent education success indicator measures both the relevance and um the annual growth in participation and we know that family knowledge and engagement closely linked to their student success. When
133families understand the academics, the resources that we have in school systems, they're better able to support learning at home and also partner um with their schools. So our goal through this indicator um is also to build trust, awareness, and accessibility for all of our families. To date, we've offered six parent university workshops and 97% of participate participants rated these sessions as relevant and valuable. After each session, we do survey our participants not only on the relevance, but we also want to gather feedback on future topics that families would love to see. Um and that helps us continuously refine our offerings and respond to community needs. Our sessions this year have included two literacy nights with um our partnership with Achieve 3000. Our um success um person has come out and presented. The last one we
134did actually two weeks ago. Um we included students, second through 8th grade students to bring their Chromebook and set some family goals around literacy. and they got to show off what they do in Achieve 3000. Um, we've also had family workshops on career pathways, financial literacy, mental health, and well-being. And we've really worked to make these offerings more inclusive. Our community liaison attend to provide Spanish translations. And then we also utilize a language interpreting app to support additional languages, allowing families to fully engage regardless of their primary language. We're also expanding this work by adding little mini workshops within existing parent meetings such as our ELAC and DAX and that helps build our community and directly addresses the feedback that we're receiving from these advisory groups. And looking ahead, we will be offering more engaging
135sessions on some high interest topics. The next success indicator highlights our progress in career pathways and work-based learning and how these experiences help to cultivate the attributes of our graduate profile. We define work-based learning broadly as an ETK12 experience focused on career exploration and preparedness from internships and apprenticeships at the secondary level um to Biztown career speakers, science days, and hands-on robotics at the elementary level. I have to give a shout out to the Carl'sbad Educational Foundation because they do help to fund a number of the field trips particularly at the elementary level and the experiences like science day where they bring in um career speakers from Thermal Fisher um from Helen Woodward and it's a great connector for our elementary students and at the high school level data collection is in progress um but
136within our CTE pathway students engage in at least three integrated work-based learning opportunities each year and we are seeing more ways to expand that to all students across the elementary and middle schools. We are on track to meet our goal and um we continue to refine the TK12 scope and sequence so career awareness and skill development continue to build over time. And part of this work is being done in our expanded counselor meetings. Every other month, all counselors TK through 12 meet and continue developing that counseling continuum that they shared earlier this evening. um so that the elements of college career readiness, academic support, and social emotional learning build in cohesion from grades span to grades span. Additionally, our CTE TOSA Nicole Morsch continues to network and grow opportunities to support student needs and interests.
137I personally got to participate in one of the resumeé workshops um as a mentor and it was such an impactful experience for me and I hope for the high schooler I was working with. and um more Kelvin data. So um two of our Kelvin surveys um our first one in September and then the last one in April. Twice a year we um survey growth in the graduate profile attributes. Um our goal is to increase that 2% from last spring to this spring and our fall results are already showing some positive trends. So, uh, we're currently meeting or exceeding our projected spring targets in all areas. This progress again is supported through the focus work of our TK12, um, counseling continuum where counselors are designing lessons, um, specifically from that survey and seeing the need specific
138to their site, um, to build up those social emotional skills and um, graduate profile competencies. We also ma maintain our partnerships with organizations such as lifeline, new haven and guide and that helps us to strengthen tier 2 and two tier 2 and three wellness supports. Additionally, we have um a number of student leadership programs including web link crew, ASB, student council and our no place for hate committees and these further provide opportunities for peer connection and interpersonal development through classroom lessons. They host schoolwide events and um intentional activities again surrounding the Kelvin data. And then our last success indicator under this goal is um attendance. Um attendance is an area that we continue to work on because when students are present at school, they get those rich learning experiences and um teachers can support their
139progress towards academic goals. So this this success indicator is directed towards chronic absenteeism and reducing that. Um chronic absenteeism, as you'll remember, is defined as missing more than 10% of school days. So we're looking at decreasing this year um by 5 percentage points from the prior year. Across the district, we are seeing some positive move movement in every grad span. And you can see on the slide um that chronic absenteeism has declined from the end of last year to this point in the year. Um though we recognize there's still a lot of work ahead of us. Um and we are seeing chronic absenteeism trending down and positive attendance um trending up. They are higher this time this year which signals that the strategies we're implementing are working. These improvements are supported by um schoolwide attendance
140campaigns, weekly and monthly awards and incentives, attendance letters, and personal outreach um from teachers, our counselors, and our community leaison. Um schools are also using mentors and goal setting with students. Um and I was just at Jefferson this morning and I saw a healthy number of positive attendance awards hanging in classroom windows. So, um I was excited to see that. Um we are focusing on ongoing progress monitoring through our MTSS or safety net meetings helping um students and families address any barriers. Um so those are weekly admin meetings usually with the principal um school counselor, MTSS teacher um and any other support staff sometimes the community lays on to review any needs that they have both academically but also in attendance. >> All right. And just a real quick snapshot, uh we mentioned the the
141California school dashboard of course came out in the fall as well since we did our last um unreported data uh update. Um we're really proud of the work that's done here. As I I've shared with students over the last couple days, I share this same slide and and it is unusual to see a district um that really is in those top rungs uh on uh on all indicators except we've got some work to do still on that chronic absenteeism as we mentioned, but we're really proud of that English learner progress. Uh, as director Fuentes mentioned, we saw strong growth in that area. Um, and you can see that in in those other areas, grad rate, college and career readiness, uh, ELA, math, everything, uh, our students are performing in those top uh, rungs, and we're
142really proud of that work, um, that goes on. Um, of course, uh, as you're aware, this is part of a a required midyear update. Uh, we're excited to be here. We'll take any opportunity to come and share. you can I'm sure you can see um why we love to share. There's a lot going on. There's a lot of positive things happening out at the school sites um and and we're happy to do that. But of course, we um share at this time of year our mid-year progress, all available data um and our midyear expenditure report. Uh those were included in the board agenda as um exhibits B and C. I won't go into those now, but I'm certainly happy to answer any questions if you have them. Um, and uh, with that, uh, we have
143reached the end and I thank you for the time. I hand it back to you, uh, President Ward. >> Thank you. Um, Dylan, we're going to go ahead and let you go if you want to. >> Thank you for being here. >> I I want to give Dylan a shout out. She actually heard my presentation three times today. Now, >> she was in the student superintendent advisory committee this morning and then ASB class and now the board meeting. So, she really deserves a medal of honor for this. >> She could do the presentation. >> That's right. >> Thank you. Have a good night. >> Okay, this is the time for public comment. Have any blue cards been received? >> We do not have any blue cards. >> Okay. Trustees, do you have any questions? President
144um Ward, may I request a short break? >> Oh, do we want? >> Sure. >> Thank you. >> Five minutes. We'll see you guys back at 8:06. Okay, we're back from our break. Um, did I ask if any blue cards have been received? I did already. Okay, trust Oh, or questions. Trustees, do you have any questions? I have one. I'll start. Um, so let's see. I actually have a couple, but I'll start with my first one. Um, the slide where you have, uh, the different groups, uh, student groups, your socioeconomic group and your Hispanic group. I notice there's kind of a drop in the population for your socioeconomic group. There's went from two 2901 to 2813. So it's like 88 students and then your Hispanic students there was a drop too. I'm just curious which
145slide is that 18. >> Um can you >> 189? Yeah. Can you tell me what happened because that also impacts your improvement score, right? So >> yeah, it does. So these are non-cohorted um groups and so what we're capturing here is the students that that took the assessment during that assessment window. Okay. >> Um and those numbers we've seen over the years fluctuate for a variety of reasons. Um whether students are absent or a a class sometimes misses the assessment within the window. Um, so we we try to make sure that we're as consistent with those as possible, but there are a lot of factors that are that are happening out there that sometimes will will impact those one way or the other um as to whether that student has you know taken the assessment
146during both of those assessment windows. So these give us a snapshot. Um and then obviously um you know these are these are highle numbers that then lead us to have further uh discussion at that you know site student uh level about what we uh what we need to do to support students. >> Okay. So because 88 students that's a lot. >> It is. Yeah. It's I mean it's a large number but you're but you're correct. I mean when we look at the SED for for math right here compared to the LA it's a it's a difference of eight >> which which kind of speaks to that variability. Um, and I I would have to dig deeper to know. Sometimes there's an obvious uh an obvious answer. You'll see a discrepancy and you look and you
147find um a class that perhaps missed that assessment during that window. Um, this obviously being a specific subgroup isn't isn't necessarily a class per se, but we'd have to dig deeper to to know what that difference was or or what the reasons were. >> Okay. And then any followup on that? Okay. Go ahead. Uh, Trusty Wellings. >> Thank you. Um, on slide 18 and 19, um, with those with these groups, um, how much overlap is there as far as I'm assuming that the same students that are identified as socioeconomically disadvantaged are also in the homeless um, category? Is that And so, could you tell me how much overlap we actually have here? >> That's a great question. I can't tell you off the top of my head. I I'd have to follow up with some
148some more detailed information on that, but we can certainly pull that information and talk about where those intersections are. You're correct. A student identified as being homeless, for example, is going to fit in your your socioeconomically disadvantaged group, but a an a socioeconomically disadvantaged student also may not fall into any of those other categories. But I can I can pull some additional data um and share that with trustees to to get a better idea of of where those overlaps are. And then a follow up to that as well. So trusty Rawlings >> with the o with the potential overlap. How does that skew the data as far as when we're when we're seeing growth, aren't we seeing if they're overlap, aren't we seeing the same growth in within the categories? >> It's possible depending on,
149you know, depending on what those numbers are. We'd have to have a better uh look at that to to better understand um exactly what that impact is though. >> Yes. Is that something that I would need to request or would that be something that we could receive as followup to this meeting? >> Okay. Thank you. >> Yeah. >> Any other followup to that? Okay. I had another question. The um significant disproportionality um dis disproportionality what uh what's diff 23. Um, yes, that one. So, um, when I when you were presenting this, you said that this was no longer an issue. So, I'm I'm just curious like what happened to the students? Did they re did they get pulled out of special ed or or and was that because you looked at their IEPs and they
150were done incorrectly or like what what happened that you were not in that situation? >> Yeah, that's a great question. the the the the idea of addressing significant disproportionality is actually not not that it's not to look at student IEPs and take students off of IEPs necessarily, although certainly, you know, as you're being uh more cognizant and intentional of the things that might be impacting students. For example, for Hispanic students, we found this intersection of um of language development, English language development needs and over representation in special ed. So, we started getting at that. So it it's possible that a student might be reass might reach their trienal reassessment for special education and with a a closer consideration of the factors that are impacting the student they that they might be exited from an IEP
151because that might not meet their needs. However, the the re the true work around significant disproportionality is pre-referral intervention. So, it's really looking at ensuring that as you're seeing students that have needs that you're really doing the work of of addressing what those and assessing what those actual needs are. And and that's where the work around it, it really when when this came to our attention through the state reaching out and saying, "Hey, we've got this issue." It it really dovetailed nicely with our our UDL uh work in terms of that being an instructional frame for us. Um because UDL is all about really looking at student needs, removing barriers to learning in the classroom and and helping really like with a mindset shift um to uh to help teachers um understand the needs of
152their students. >> So I'm sorry, I just want to interject because I I want to be clear that I'm understanding this right. So for example, your African-American students with disabilities. So what that is saying is that there's an over representation of African-American students >> within special education. >> Correct. Okay. That that's that's correct. >> That's what it means. Okay. >> There's a there's a whole formula. >> And I understand what you're doing now so that doesn't happen, right, with your uh pre-evaluation system. But the students that are currently in there, if it's no longer an issue, what happened to the students that are being identified as special ed, like for your African-American students? Because >> yeah, >> we don't suddenly just pull them out and say, "Oh, look, we we fixed it." Right. So, >>
153correct. But we get new we get new students, right? Students come and students go. So, over a couple of years, you lose a couple of cohorts of students. And then really on that on looking at it from a a pre-referral end of the spectrum, you're looking at new students who you might have concerns about or or questions raised, whether it's by a parent or by a teacher and and then really taking a deep look at those. So what you want to kind of stop the flow of is is overqualifying students who perhaps you're identifying the wrong needs with those students. That's really what it's all about and that's what I would attribute the the growth that we've had with our Hispanic students is really recognizing that that language development need that was our action plan
154was around that UDL MTSS and ensuring that >> that we were recognizing if a student had a language need for example which which is the case with many of our Hispanic students they're they're coming from multilingual households they're they're you know carrying uh uh more work to develop two languages and and we support and honor that rather than saying, "Well, they're not performing on par with their with their peer, their monolingual peers." That's not really a fair comparison. So, so that's an example of the type of work that goes into kind of addressing needs pre-referral for special education that over time helps bring that that ratio down. >> Okay. And so, it was over what span of time that you were kind of working on? So we're in our we're in our third so we're
155in our third year now of of that uh work because it's it takes three years to trig of data to trigger it and then you get into the work of addressing it. Um so yeah it's it's over a number of years with that with the work >> and that's why you we're no longer there. >> Correct. >> Okay. I get it. Thank you >> Trusty Amry. >> Hi. Yes. Thank you. um on slide 10 uh and also 11 um let me get myself there on indicator 1.3 1.4 and 1.5 um since those are all based on the SBA and we haven't taken the SBA during this cycle um can you explain um what kind of uh measurements you're using to indicate that we're on track to achieve those targets? Yes. So, at this point, we're
156using that star those STAR scores as sort of a proxy to um to look at whether we're making growth in those areas uh and and to make a determination. You're right that this is a once a year um you know assessment uh the ESPback. And so, we've got to look at those STAR uh intervals um to see if we're making progress and growth there. Uh and then um you know we look at those other variety of actions that we're taking that we you know that we believe are making positive progress you know including that MTSS work that Dr. Ecker mentioned all those things you know we see the growth in those areas which gives us the confidence to to think that we're we're on track hopefully to meet those goals. >> Trusty Verbbeth. >> Thank
157you. Um, I have a lot Oh, no. I have several questions on the master LCAP action. Um, and I don't know if you want to pull that up or people just want to refer to it, but I have a few questions on that um, exhibit that was >> on exhibit C. >> Yes. >> Okay. Yes. Um so my first question when I'm looking at goal one the second item developing and implementing plan for academic interventions >> um it appears that we've budgeted 6.036 036 million and we've midyear spent 2.1 million and this is summer school avid training CVA staff intervention teachers supplemental curriculum ag plan and additional MTSS coordinator I'm curious as to we've spent a third of our funds at this point midy year that's good right um so what is what are we
158anticipating for the rest of the year as far budget for this. >> Yeah. One of one of the things that we run into with the midyear expenditure report is there are there are things that haven't necessarily hit the the you know the expense column yet. Um so you know as we continue forward with those items um there is some there is some frontload when we look at summer school for example summer school splits over two years. So you capture the July of last year uh and then the June of this coming year. Um, so there's some discrepancy there and and some increased costs with the first uh portion of that. That's a, you know, a small piece. Um, when we do the summer trainings and things like that, some of those um, come forward. Um,
159so I I'd have to dig a little bit deeper on exactly what expenditures have hit there and what we'd anticipate moving forward. Um, but this is the the snapshot in time as of last week of of sort of where we were under that category. Yeah. >> Great. So, as a follow-up to that, do we anticipate that we will expend all of this budget. Yeah. >> By the end of this year, >> yes, I would anticipate the the one area that I've I've talked to Dr. Nye about um that comes up and there and there you'll see there's a couple of areas in here that have zero expenditures right now. Um and and some of those are areas that that again where um expenditures haven't hit the budget yet. So, for example, under 2.5, um we
160do uh we have no place for hate uh um uh kind of extra hours or stipens for the teachers that that support that work at the site level. Um those stipens haven't hit that budget yet. So, it's showing zero now. It's there's it's not that there's nothing been expended in that area. Um the one area I think that right now that we talked about that I think um you know we in hindsight uh we we're realizing now that the work around 2.9 on the on the wellness um piece um you know we obviously are working to develop some targets and a goal and a you know measurable goal um with that which there's staff work that goes into that um but no specific direct expenditures at that time at this time. That being said, we're
161we're doing work around um scratch cooking, for example, as as um you're aware, and some of those pieces, some of that training that goes into that, some of the equipment that goes into some of that expansion, the the salad bars and the other scratch cooking thing, which we haven't we haven't captured necessarily in this budget yet, but we but we certainly can as that align to um our goals there. So, um, I think that what we need to do, this again being a snapshot, we've still got some work to do to look at the the the expenditures that align here, some of which again haven't hit, some of which perhaps because we've had a shift in that. We used to have um extra custodial there because remember it was a cleaning standards goal. And I
162think it and when I looked back historically, the same amount, the dollar amount carried over from last year to this year. Um, and and I'm not sure that we had fully thought about how that related to this goal at this point. Um, but there are things that are being done in that area that we'll capture as the year goes on as well. >> Thank you. >> Yeah. >> Any other questions? >> Trusty Rawlings. >> Thank you. On slide 24. Um I just wanted to know um and great progress by the way. I mean this is fantastic uh news. Um and um so I wanted to know I know we've put a lot of um success indicators and we've we've um attached some actions and services. What would you attribute to this success? I mean what
163what items have we done in actions and services? I heard um uh Mr. Eard uh speak of um I'm sorry Dr. Eard. I apologize for that. uh uh speak of systems that system changes really you know help to attribute to um that uh those success. I wanted to hear from you as far as what you felt was the um why why are we so successful here and what what should we keep doing to make sure we continue the success. >> I think honestly the biggest um the biggest success has been awareness and growing capacity within our teachers and that's through the UDL work. It's also um teachers understanding the ELPAC and understanding that you know um after second grade they take a whole different test between third and fifth grade and gets harder and so
164it's again that awareness of what questions are they asking um what supports can I put in place um when I pull them for designated instruction what kinds of questions or practice should I be offering them um last year through our MTSS teachers We were able to um pull a number of teachers from the classroom just to observe ELPAC testing and see what it's like because every um 3rd through 11th grade teacher administers ELPAC um or uh ESPback and so they're aware of giving the instructions and the test prep, but not everyone administers the ELPAC test. And so again, it's just kind of that education piece um and having conversations. I think a lot of the work that we've done with um our SIGDS has helped us to focus and be intentional about it. And then
165the goal setting um bringing awareness to both the teachers and the students and the families um you know you've got a four on the LPAC but your Lexile score is this many points away and so again setting goals for that but I think the top of the chart would be just awareness and understanding the program. >> I have a followup. >> Okay. Thank you. Um, so I I when I went to D the DAC meeting, I did hear when we were listening to parents, one of the things that really stood out to me was this gentleman next to me and he was talking about um more access to language and having those opportunities. And I think you did a great job in starting the summer school program, which I hope continues forever because that's brilliant
166idea. So good job, Kimberly. Um I are there other ways that you are also providing access for students um to have those opportunities um within the school year. >> I can't speak for secondary um Dr. director can add to that. But um again, I think in the awareness piece um Rob Brown has also been coaching a lot on assetbased and um making sure that teachers and students know that being multilingual is an asset and we want to grow and develop that um and providing other opportunities to um understand language and connect to language. So it's not a specific program but more of the professional development around how we're providing that access and then I think through our community liaison and um just making sure that we have um opportunities for practice and um connecting with
167parents so they know all the opportunities that the school's providing. So that might be um utilizing Lexia and understanding what that means and when they do it and how to check for progress. Um, so again, it's it's more of the professional learning and awareness of what resources we do have and then making sure that's implemented with fidelity. >> Thank you. Uh, Trusty Rawlings, she had a question. >> Dr. Eard, were you going to chime in too or No, I mean, >> always happy to. I will uh >> briefly uh >> is that your is that your follow-up question? >> No. Okay. >> Yeah. >> B I'll just mention I'll reiterate the uh awareness piece. When you some of the work that that Miss Fuentes mentioned when you realize what the ELPAC consists of, you start
168to recognize the importance of including talk time in your classroom. And sometimes when you're not being purposeful about that, you you forget how critical that is for a language learner to speak and be included in that classroom environment. And the other piece is capacity. Um, and that if it goes back to that sigas thing that the overqualification that Dr. Brockett mentioned, a lot of that came from English learners or students that uh haven't yet reached proficiency in English. it it was somewhat of a I don't know what to do and perhaps somebody else knows better how to support these students and that was that shift sometimes to special education and and this work that we've done through MTSS teachers and work that both Dr. Brockett and Miss Fuentes mentioned is about growing our capacity to
169be able to meet the needs of every student in our classroom. >> Trustee Rawlings. Um and then my followup and you and you somewhat mentioned it but I want to I want to clarify um can it also be connected to professional development because we and and how can we connect it to professional development because one of the things that we have had as a we have asked as a board you know how do we connect what's happening in professional development to the classroom and this seems like what we're doing it here but can you explain how we could connect that a little more so we're saying this professional development raised awareness and therefore led to the success. >> Sure. I'll um I'm going to pop over to our professional development slide because I think some
170of the workshops were listed. A lot of it is the UDL strategies and again um understanding that what's good for one student is going to be good for all students. um schools are utilizing not only our larger scale workshops and trainings and we have had some curriculum specific so last year we adopted a new um designated EL curriculum so it's training specific to the curriculum that they can implement in their classroom but it's also the um delivery of instruction in that pedigogy um which Rob Brown our eeltosa has been providing Um we meet for grade level meetings where a representative from each site will join us at you know a third grade meeting and um our EL specialist Honor Ramirez and Rob Brown will come in and give them some updates and a little tip
171that they can go back share with their teams and implement next day. Um it's also you know getting into those grade level team meetings. So when the teams are meeting they're talking about data um they're taking some observational data and as Dr. Ecker had shared um it's making sure that they're talking um and building oral language skills seeing anchor charts on the classroom walls so that they have um frames to reference to build their vocabulary. So we do try to um put the why behind um the instruction that's shared with teachers. um whether it be in a session during a PD day or in a small group um setting. Does that answer your question? >> Yes. Go ahead. >> Some of it. Yes. Um I specifically heard um uh delivery of curriculum, UDL strategies, those
172types of things. The small group piece that you were talking about is do we include that in our PD um uh lead measures or no? No, I don't believe it's specifically a part of, you know, spec I I don't believe that we listed specific um uh professional development opportunities in the lead measure, right? It's it's it's professional development more generally. Um and I I would say, you know, it's it's some it's often very hard to draw a straight line from this PD to outcomes in the classroom, right? There's a whole like variety of factors that go into that recipe, right? I totally agree, but I'm I'm just addressing specifically what um what director Fuentes had talked about, which it sounds like we can it sounds like we can take some of these PDs >> that
173raised awareness because that you said that that was probably the biggest um contributor to bring it back to that PD. I just want to clarify that that's what we're saying, right? >> Yes. And it's for um all different learners. So, we provide strategies and again um you're identifying maybe the student who's not participating and um again if we're doing vertical math, it's great for a multilingual learner because they're practicing that language. It's also great for the shy, quiet student who doesn't like to speak out in class and so now they have a partner and they can work together. So, we are trying to to draw those lines. Um, but we also have a variety of opportunities um where teachers can essentially choose their own adventure and um and determine what's going to connect either with
174their subject area or their grade level. >> Trusty Wall, I just want to mention that when I was uh putting together the slide and thinking through it, I was referencing the um the rate of relevance in which we collect and we collect that at our district-wide professional developments. it but it was it is additionally through these professional developments that we've been working with principles on their PD plans for the year uh which is important because that's the commitment that we started in this work dating back to last year that those are the small groups that Miss Fuentes is referring to and that professional learning and building collective efficacy happens with your team shoulder-to-shoulder with grade level teams and department teams on that work um and they are working on their school sites they even have
175meetings specifically to like how are our MLS doing? Regular meetings, those safety net meetings and those grade level meetings when they're data rich and you're really paying attention, you look by demographic areas including by MLS. >> Go ahead. Thank you. Um, and I I appreciate that because I do think that um that all those experiences are leading to these successes and the that what we struggle with as a board is finding those connections so we can say yes, what we're doing is working. And that's what I think so what I'm hearing you say is that what we're doing is working in PD to raise awareness in order to reach the successes that are described on slide 24. Is that accurate? Yes. >> Thank you very much, >> Trusty Verbth. And then I had a question
176after you. >> Since we're talking about PD, it states that more than 130 teachers attended the sessions over the course of three days looking at sizzling summer PD in a early August. Um, do all of our teachers are they required to attend PD? So the August PD day and the November PD day are required PD days as part of our calendar. Sizzling summer is a teacherled, teacherrun, optional additional summer professional development. >> So then 100% of our teachers are then required for at least two PD days. Is that correct? >> That's accurate. >> Okay. Thank you. Um Dr. recorder. So on slide 27 for MTSS, um so we know that students learn best with their classroom teachers, right? And if that's where it could the most effective learning can be. I I'm curious because and
177I only get snapshots when I visit schools and you know I I see um students being pulled out for groups which I know needs to happen sometimes but um effectively we want MTSS to be a practice right within the classroom with the teacher. How how is it different now um versus before MTSS with intervention? Like what what would you say that if I spent the entire day in a classroom? Like what what is different now that I would be capturing with our MTSS practices that you you have stated here in these bullets versus intervention prior to this? because I know we I know there are still interventions prior to MTSS, right? And us adopting this. So, can you tell me what would be what's different? I mean, I there's a a number Thank you for
178the question. There's a number of different areas that I that that I would say um have shifted. I do want to mention when you talk about this work of MTSS, sometimes the hard part of explaining it is it involves human beings changing a way that they've done things to different ways and that is slow work and it's best done you know shoulder-to-shoulder with I mean that was the key piece of work of who makes a really great MTSS teacher and that's a highly respected teacher with great relationships on their on their campus that we've spent a lot of time working with and understanding the why behind things like intervention cycles. Um, and why it's so critical that we do the best we can with first-time instruction. Um, and the side effects if you don't um,
179and why it's important that we uh, keep our tier 2 it there's not going to be a time. It happens for all of us. We're all humans. We can learn some we can hear something once and then we might need to hear it again. we might that's we're human that happens but that if you're going to do that you're clear about what you're learning what it is you need this extra extra additional learning on and how long of a period of time um and being aware of the side effects so of pulling people out >> and you're talking about teachers. >> Yes. Okay. Yeah. Uh as a as a team. So, previously we've had um interventions that were um not based off data and I've explained an intervention is an intervention when there's data behind
180it. It's there's no data there that it's not an intervention. It's just a thing you're doing. So being aware of why we're doing that, we've seen when I first came into this position, there's or into the other position, there was um clear signs that we weren't using data to track I even things like um teachers selecting uh I you know I have this much room in my intervention, so I'm going to have that that those many students go into that. I'm like, okay, hold on. Why are we having students move into those interventions? So changing that to B being databased um having interventions be required before we jump to an SST driven by staff members. That's a big one that has changed that when we talk about SIGDS that's like the power behind it. Uh
181that if you I have a concern about a student well let's hear what's going on. What have you tried? Well I haven't tried anything but I just have a concern about a student. Um, and when you're not talking about data, you sometimes out of love and care, you can harm. You can you can recommend or say, "I think this child might be disabled." When we don't have the data to back that up, that's a big deal. Um, slowing that down. So, those SST processes being preceded by intervention cycles before we get there when it's recommended by staff, if that makes sense, is a big shift that we've made. um the MLL work, it's like the it's like an ownership piece that there wasn't when you're not doing the ELPAC test when you may or may
182not have MLS in your classroom at any given year or semester or trimester. there's this sense of this is that work is not my work and shifting that to like our work of helping students become proficient in English is all of our work and it's a responsibility shift that our MTSS teachers have really driven. Um and then it's the meeting cycles that we have like what and what we do in those meetings. I think it's normal for a grade level meeting for example uh to involve conversations about a field trip. you have to like talk about the logistics of that field trip, but it also should be expected that in every grade level meeting, we're talking about student data. We're talking about the impact of our instruction. We're reflecting on what we've tried and we're
183thinking about other ways that we might want to get after some of the holes that we're noticing uh with student learning. Uh so those I think those are the big shifts that come front of mind. >> So did we not do SSTs prior to MTSS? We did, right? We we did SSTs, but the numbers of SSTs that we would have um for example might have been on some campuses like in the hundreds and >> and that's gone significantly down. >> It's just if that if you're sitting at that SST because you're concerned about student progress and you're sitting across the the table from a parent at the secondary setting, maybe maybe a student. If you do interventions and you try things in the classroom and collect data on it, you're able to offer that family
184much more information. It's a much more robust meeting with some clarity about here's specifically what we're what we're working on. Here's what we've tried. Here's what we think we're going to do more of. Here's what didn't work and we want to shift and try something else. I think the comparison is like what you would expect from your doctor, right? We're going to try this thing. these are the possible side effects of doing this thing that we're going to watch for and if it doesn't work, we're going to try something different and we're going to stop doing that thing if this side effect starts to happen. >> Okay. Can you tell me what a lesson study cycle is? >> Yeah. So, um it was one of the most powerful meetings that we had last year. Uh
185we held at Jefferson Elementary. Uh we um had a had a couple teachers come in our admin meeting with our MTSS teachers, talk to us about um you know some of the students in his or her class. Uh what they were working on uh you know any other important information for us to know. Uh we were kind of assigned different students to kind of watch for different groups of students to kind of see their reaction to the teacher moves in the classroom. how much talk time they were that they were partaking in, uh whether they they felt like they were uh you know that that lesson was speaking to them. We tracked we did like a like an engagement map on the wall per like for the students that we were uh kind of focusing
186on um and we sat and reflected with the teacher on that lesson and what we're working on designing. Again, this is a like a change management system, too. Not everybody's comfortable with that, but it's been really powerful to see uh some some schools are just running with this and that teacher teams going into each other's classrooms. Another benefit of an MTSS teacher is you can go into a room and release that teacher to go into their colleagues room and see uh and watch a lesson that they may have given the previous day or they may be giving the following day and to be able to kind of talk and reflect how things are going. It's really great. The the medical metaphor works again. And it's like rounds that you would do with as like a
187doctor or a nurse. >> Thank you. >> Yeah. >> Sorry. Pay attention. Uh Trusty Verbth. Um so this is to talk some more about MTSS. Um, historically, our elementary schools have carried our district with when we look at outcomes to STAR in particular, right? And if we look at the data that's been given here tonight in multiple slides, you see that our percentages in grow growth percentages are higher, right? We've implemented MTSS very successfully in elementary school and we got a great email from an MTSS coordinator for middle school that's saying, you know, we are doing the work. It's working. Don't give up on us. Right. And I'm hearing you say that one of the things that you're attributing to this success is increased awareness. Would you say that the MTSS coordinators I think I'm
188asking a question that's pretty obvious right now but would you say that they are the ones that are really increasing this awareness because they're doing they're getting in if we you know if you look at this email she's talking about proven results with rapid ELPAC growth she they're getting in there they're working with the teachers and they're um modeling for the teachers and they're giving teachers a break so they can go look at another classroom and all these things. Would you say that that's the work of the MTSS is really increasing this awareness and helping promote this growth? >> I think I I can jump in there. I think what you what the MTSS teacher provides on a high level is is an extra person that's focused on that work that's a thought partner with
189the principal at the at the elementary level for example or or the secondary level but the elementary level where the principal is the principal right there's there's one principal and they've got somebody that can partner with them on some of this work. We've got some great examples of where that's working well. Um, so you you've got somebody that is focused on that that data work, that awareness raising, what's the professional development that might be needed. So from that standpoint, on a high level, when you've got a person whose job it is to focus on that, um, then we see that benefit and and the focus being placed on those issues, on those items. >> Yeah. And as a followup, the email states that the MTS coordinators are really the engine room. And so I guess
190now when I shift to look at the data and I see the holes that we are h you know on a regular seeing would you say that having an MTSS coordinator at both high school sites would be beneficial to be that engine room to provide more support in the classroom. So again, you know, you've you've got an additional person in that role that's focused on that, you know, instructional support, the data analysis, those pieces that are going on. Um, and and I think that we've done two things. Dr. Ecker has done a phenomenal job of doing two things handinand building, you know, building that capacity and and building those systems to be able to continue in place and also building sustainability um in case that doesn't right. Like so they those two things have sort
191of gone hand inand with the work that's done. But to answer your question I I think that you know when you have someone who can come in and focus on that role you you have the potential for some impact there. Um especially when the work is done and the leadership's provided to build the system in which that person then can operate and and and be successful. I I would say I would say we have a lot of examples of positive there's no guarantee of positive impact, right? There's there's a whole variety of factors there, but I I definitely think that we um we've done some great work about about building the systems to create conditions to make positive impact in this way. >> Thank you. >> Uh Trusty Rawlings, >> thank you. on slide 26.
192Okay. So, I was a little confused and so I want to make sure I'm hearing you correctly. Um I thought I heard you say that um well, first I wanted to say that um uh you're taking that we have 29% growth that went from not met to met or exceeds. Is that accurate? >> That's accurate. Okay. Then um were some of those folks were some of those students in the needs to improve category or were they all not met? Uh so the star does break down one, two, three, four with one and two not meeting standards and three and four meeting standards. So some of those were in two and some of them were in one. I I have the number breakdown if you want, but none of them were in meeting standards in three
193or four. >> Understand that. I just I thought it's like um closing in on the goal or or closing in on meats or I mean so there's that two has a different category. So I just wanted to make sure that I'm hearing you correctly that it's one and twos. >> One and two >> is what we're measuring. >> Correct. >> Um and then um so I thought I heard you say that um that are achieving growth. So does growth mean that they are that they've gone to the to the meets or exceeds side or is growth going from one to two when we're when we're saying that there's been growth. So I was referencing when star provides a data point uh at or above typical growth as compared to their peers. So, we're looking at
194the percentage of students that are uh progressing at rates expected or above expected uh during the course of a year at the midyear point. >> So, that growth could include going from a one to a two. Is that accurate? Okay. I just wanted to clarify that not all the growth is going from not meats to meets or exceeds. That some of the growth is from one to two. >> Certainly. >> Okay. And do we have a breakdown of what what percentage of the growth is the one to two um over the two to three or three to four? >> I I don't have a I have a raw numbers if you want to hear if if that's the question you're asking about how many were ones that became twos or I could provide >> just
195the percent. Yeah, if that could be provided as far as the um but the percentage factor of of what we're seeing here, what percentage of those went from one to two or went from one to four. I mean, you know, to to be able to see that kind of breakdown as far as when we talk about growth, how much growth are we talking about and you know, where did they come from and where did they go, I guess, is what I was looking for for the students. >> Yeah, I could I could provide >> a percentage on that. >> Okay, that'd be great. >> I had a question. Um, which students are what grade levels are cord and do the new screener the dibbles screener? >> Kindergarten through 2 grade. >> So dibbles. >> Okay.
196Are they cord too? So if students perform in the well below range um then they would take the core assessments as a diagnostic >> to determine what areas they may need additional instruction in. >> Okay. And so they don't do star K2. >> Second grade does star reading and um first starting in first grade they do star math. Okay. So then K1 doesn't do star reading, >> but one does star math. >> Yes. >> Okay. So >> part of that is due to um the nature of taking the test on a computer. >> Um what do you mean? >> The star reading and math is all computer- based and independent. And so it's more age appropriate, developmentally appropriate to do the one-on-one dibbles assessment. >> Okay. So this star data that you're pro providing on
197on the slides here is >> three, two, two through five. For elementary, >> we've traditionally reported three starting in grade three because it meets with the success indicator which represents the level the first level at which students are assessed on the CASP assessment as well. >> So elementary is >> three through five. Correct. >> Okay. Okay. I see. And then do we get the data for kinder and first on the other assessments? Yes, we have data for kinder through first grade. >> Okay. >> From um beginning of year to midyear. >> Okay. But it's not represented here. Okay. But we can be provided that information. Okay. >> Um Trusty Verbth. >> Thank you. Um going back to that master LCAP action worksheet that was provided um exhibit C. So um action number 2.10 is additional
198two count two counselors with the LRBG which is the learning recovery block grant. Right. Is that that's onetime dollars >> correct? >> Yes. >> Right. So what are we looking We had a bunch of counselors come tonight and share what wonderful work is being done by them. And I would agree, these are amazing people who are in the trenches with our students and really making a difference. So what is this? Um are are we receiving dollars for another learning recovery block grant? Can you speak to that? Will we be able to continue funding and is there money for more? >> Yeah, so as as Dr. and I shared uh the governor last month, I believe it was, uh the governor has identified some um some uh proposed block grant funding moving forward for next year.
199Um so, as it relates to some of those types of one-time expenditures, that's certainly, I think, conversation that we'll want to have um with this group as we move forward. We think about what our actions um and goals are for the coming year. Um what I I hear Trusty Rollins trying to get at that like what are the things that we can do that lead to success. I mean I think that's our conversation right obviously over the next um couple of months as we head towards uh an update and refinement of our LCAP that we would want to consider whether that was funding through some new source that we would continue to provide. >> Trusty Rawlings. Um and that's a somewhat of a followup on this uh um this exhibit and also on slide 11
200when we talk about the A throughG rate the 80% my understanding is that uh the A throughG dollars are going away at the end of this year um from the state and if I recall that's about a million dollars um how will we um what is the plan if any to um to uh supplement those dollars that we'd be missing to meet that uh success indicator. >> Yeah, it's a good that's a good question. The the A to G um grant does does sunset this year. It's a a multi-year grant that we had um that I want to say was short of a million. It was some I want to say it was around 600 something thousand. I'd have to I'd have to pull that up. Um, but I I think that that like a
201lot of the things that we are doing, I think that the many of the things that were funded under our our A to G grant are things that we've tried to think about in sustainable terms. How do we how do we build up ways to support? Um we we have obviously done a lot of work around um the the board has adopted uh policy around graduation requirements that align our graduation requirements to A to G um requirements which is helpful for encouraging all student you know students to kind of set that goal while also providing other pathways for students for whom that might not be their goal or might not be appropriate. Um I there are um the we we're doing work uh right now um handinhand with the CCGI work that I mentioned where
202uh principal Espinosa uh is working to get courses at at Carlsbad Village Academy A to G approved which they traditionally not have have not been. That would allow more students the opportunity uh and some some incentive to be able to go to CVA to maybe remediate credits and then come back um to one of the comprehensive high schools. So that encourages that a tog completion opportunity. So there's a variety of things that I think are in process there that are definitely sustainable. >> Well, and that's my question. So if we look at 20 for instance, we have specific measures and actions that we're doing. Um where will the money come from when you talk about sustainability? Where does that money come from to sustain it to to maintain these actions? or are there things that
203through the grant you kind of set it up and it's seed money and then that can continue without having to pay those dollars out? >> Yeah, I think there's a little bit of both. I mean, I think that the things that are highlighted here on slide 20, um are largely um things that are kind of baked in to the current budget, uh if you will. Um I I don't know. I mean the the thing that I see on here um some of the intervention down near the bottom the second bullet from the bottom we we did have um you know some off ratio sections for intervention that we were able to provide to sites previously um that that um you know they might have to figure out how to get at that. Um, but we've
204also done work that's really aimed at sustainability in terms of the UDL work um, and how we structure our MTSS that's really designed to think about less about what that pull out or secondary intervention is, but rather how are we providing interventions um, in the at the classroom level and supporting students in that way. So those kinds of things go hand inand and and oh yeah, >> I guess what I'm getting at is is that it's it you're correct. It's in the current budget, but in the current budget is a million dollars that we're in a grant from the state or, you know, under a million dollars >> that we're getting from the state. So, if we're not getting that money anymore, >> where does that money come from? >> It it Well, it's going
205to have to be decisions, you know, out of either ongoing one-time dollars um or um or potentially uh or potentially uh general fund dollars. >> Here comes the big guns. I don't know about that, but as I'm listening to discussion, I would say through the budget development process and the LCAP development process, >> we are receiving new one-time dollars um to the tune of uh $5.4 million roughly in that block grant. And then the learning recover emergency block grant will continue next year as well where we'll receive approximately $600,000. they're giving us two years next year for one-time money as well. So, what we'll need to do is prioritize. So if if a priority is um looking at intervention sections as an example and staff feels like that's a a positive intervention, then we're going
206to have to have that conversation as we develop the LCAP and the actions and services as well as um as we're developing the budget as well and and allocating those resources. But again, my question is that um when we're talking about a specific grant that's for a specific purpose and that dollars are going away, do we have will that will part of those dollars can they be used for something like this? Because that grant dollars were very specific. >> Yeah, the block grant is very wide open as far as how you use that money. The learning recovery emergency block grant as well um is pretty wide open. Now, we're currently using our allocation this year, as you'll recall, to those counselors. So, we're going to have to decide next year, do we want to continue
207with the using those one-time dollars in the next round of learning recovery emergency block grant or do we shift that in other to other areas >> because we also have the SSPD block grant that's coming in too. >> Correct. >> So, there's a couple that were basically in a parlay. It really started with lots of COVID money. Then the learning recovery block grant came in. The arts music came in. The arts has now gone away. The learning recovery block grant is continuing. And now there's a new SSPD grant, student support grant. And basically people are rolling over their expenditures into these and they have far less strings attached than the A3G or specific. >> Well, that's that's my point is is that this was very specific for A throughG and that those dollars are going
208away. But then if is there a replacement dollars these would be >> but is it replacement for this or it's could be replacement for interventions or could it be replacement for other things may be priorities. Okay we'll come with recommendations that then you'll decide on. >> Thank you. >> Okay. >> I have a few more questions but go ahead. >> Okay. Are they follow-ups? Okay. So, um, the attachment, the exhibit C for line item 2.7 and 2.8, I know you mentioned that some of this money hasn't been um um Yeah, thank you. So, for that line item, what is what is that? Is that for counselors? >> Yeah. So that that captures our counselors and I believe some psychologists as well. 2.72.8 right there. It's the >> Okay. So is that their salary? >> Yeah,
209that would be that would be okay. >> Primarily salaries. Yes. >> Okay. So that's that's what that is. So then that four million would take us to the end of the year with them. Cor >> correct. >> Okay. I see. Thank you. Trusty Rawlings. >> Thank you. Um on slide 31 um we talk about the um the forward together plan and it does say 85% of the data targets would be met at the end of this at the end of this cycle. Correct. Um and the different actions and stuff. One of the things that I've noticed in the last few presentations around forward together is I haven't seen a lot around uh staff diversity and representation. So I'm wondering what steps are we taking and is that part of the 15% that we are not
210going to meet or that are we working on that and what outcomes have we seen on some of that work and I bet that's for um director Aras because I I've seen a lot of and I it's great work that I think that we're doing with the student work and the no place for hate and I just haven't heard a lot about the staff and representation piece in goal Yeah. And is that into our recruitment efforts with diversity diversifying staff? >> In the forward together plan, it states um diversity of staff and representation in uh for structures for learning. >> Yeah. I mean, with all of our hiring practices, we've been really working um to diversify our recruitment efforts. Um and so we've reviewed our hiring practices and really tried to c catch a really
211wide net um to make sure that we are getting the word out about our job opportunities. We um are share it with different organizations. Um, we've also been increasing all of our student teaching universities to make sure that we're not just going with the ones that are right around us. We're really trying to diversify those as well. Um, and that has been a goal that we've been working on as well. >> Trusty um Rawlings, >> thank you. Um um when you talk about organizations and what structures andor organizations and and how have we changed things from when we started forward together in order to um move forward on uh the diversification of staff and representation. >> Yeah. I mean before we would only just uh posted on edjoin and that was it. Um so we've
212been reaching out to um Kappell to um CASA and so African-American associations for principles and superintendent um Hispanic Asians and um really share all the job postings with them. We've made a bigger effort on social media um outreaching to our universities uh really to make sure that people know about Carl'sbad um especially even with our our teachers. We've been um working with our you know local universities and expanding that to get more student teachers in in place um and that attracts some more to our to um CUSD as well. Yes. >> Um and do we have specific outcomes that we can um that we'll be able to see or you know maybe at the even at the end of the year where we would have outcomes to say you know this is where we started
213this is you know similar to how we have the student um information do we have will we have some outcome information on um staffing and representation? Yeah, the only difficulty with that piece is that um you know it's optional if people will put down um what ethnicity or race that they are. So um when I was initially just pulling data on our staff um you're not getting the full picture of it. Um so it's something we can still continue to look at but it's it is limited. >> Thank you. >> Okay. >> Go ahead. >> I have one more question but it's not related to that. It's not. It's a different question. Okay. Thank you. Um and then on slide 40, um she Okay. Um, and in slide 40, um, when we talk about chronic
214absenteeism, um, I did want to ask about, um, um, and I know that we are in basic aid and obviously, you know, we want students in the seats, that sort of thing, but because the dollars aren't attached to those kids in the seats, does that have an impact on our on the absenteeism, our ability to lower absenteeism? And then the other side of that is um is there a um are we required as far as the dashboard? Are we still held accountable on the dashboard even though we're basic? So those are two questions. >> Yes, we're still held accountable which makes it important and um and and yes, it's still important for us to get students to come to school, right? So um I I don't think I I do think that one of the
215things that it's important for us to dispel is the idea. I think the the old myth is that, oh, your basic aid attendance doesn't matter, right? There are accountability measures that are tied to that and we obviously know that there's benefit for students being in school and and doing all the things that that they should be doing in school. So, yeah, we'll continue to work at that. Um, we shared some data with trustees uh just last week uh regarding just overall attendance rates. And so, attendance rate is a little bit different than chronic absenteeism, right? Like they're they're interrelated, but they're sort of different. But we've seen uh you know I think a solid increase of about a half a percent in our average daily attendance which in our in our uh you know a
216district our size is not insignificant. So we feel pretty good about the the efforts that are being made there. Um but yeah continuing to get at um this this number is going to be a challenge and it's one we'll continue to to try to get after because we think it's good for students to continue to be here. Yeah. >> Um I had a question. Did you have a follow-up? Oh, go ahead. Um, so I what my question is though, do you believe that the fact that we are in basic aid has an impact of our ability to really um to really go after that number and then I had one more followup. >> Yeah, I don't I don't think so. I I mean I I think that you know we we continue the the positive
217uh attendance messaging that our sites are doing um isn't dependent on school funding, right? they they they are relationship building to get students through the gates. Um and so no, I don't think that has an impact on on our ability to to get after this. It's a it's a challenging it's a it's a lofty goal for sure. I mean on a on a big decrease like that, but but we'll keep getting at it and and uh and build those relationships and get students to school. >> Go ahead. Um and then um are we taking full advantage of the ability to utilize independent study in order to get at this um chronic absenteeism number? >> Yeah, it it does. Uh the the short-term independent study is something that can be helpful. Um obviously that takes some
218communication upfront between families and and school site and teachers um to make that work. Um and and we also, you know, want to be careful about, you know, there are there are uh sometimes when families are gone for an extended period of time and they're trying to utilize some of that. So, we want to be we're careful in how we work with families because we want to encourage that positive attendance. That's a habit that we want to we don't want to en encourage the opportunity that you can just go anytime, right? So, I I think it's a fine line. It's a little bit of a balancing act um between those two things and and really that comes down to you know again that relationship building and uh and we recognize that there are reasons that
219families need to be gone and in that case certainly if we can recapture that attendance um that way we we uh are are able to do that >> followup. Go ahead. >> It's a follow-up to chronic absenteeism. So again on that exhibit C we've budgeted $9,000. haven't used it. At least mid year isn't reflecting that. So, I'm sure that will change as the year goes on. Um, since this seems to be, you know, an area where we need to really, you know, work on in our district, we're improving. It's great that our kids are coming to school and we're seeing an improvement in attendance, but we still have an issue with chronic absenteeism. So, is there something that we could be doing to utilize these funds that we've allocated? Um, is are more funds needed
220that you might, you know, what recommendations could you make? >> That's a great question. I I I do think what what really is getting at that is is staff work that's maybe not reflected there, you know, not specific expenditures that so far have been tagged as, well, this was the chronic absenteeism training we did, right? when we're when we're when we're, you know, taking that snapshot of the budget, that that is real easy. If we did a if we did a training and it cost $5,000 and it was all about chronic absenteeism, that would be one thing. But there's a variety of things I think that go in there. It's a community liaison and the outreach that they do that that isn't yet reflected in there because that's reflected in other parts of the budget
221at this point in time. There's the staff work that we do. There may be um there may be specific trainings coming up. some of the the work around uh PBIS um that is our like a year three forward together uh topic which is positive behavior intervention and supports that's a that's tied to attendance as well and we've just now um you know brought uh brought coordinator uh Cobb in as our coordinator of student services and that's one of her areas of responsibility there may be some specific work that that we do moving forward in that area that that is aligned to our forward together plan and also hits on the expenditures. So again, I I I think it's important to emphasize it's a it's a snapshot in time that's not necessarily capturing all the work
222that's being done. Yeah. >> Okay. I had a quick question. Um I was hoping for um within this snapshot that you're sharing for the different pieces, especially the forward together plan, that we were going to get some information on the action items within the forward together plan. Is that going to be pres are all the action items within the forward together plan going to be presented um later with examples of how those action items are being met within the forward together plan? >> I can absolutely do that. >> Okay. >> Yeah. >> Thank you. >> A followup to that. When when would that be when would when could we anticipate that information? >> I could put it in a future Friday update. Probably not this week, but maybe give me a week or two and
223I can put that together. >> And President Ward, is that what you had in mind? Or did you want to see a presentation or >> um Well, you present it. Well, the forward together plan's going to be presented at the end of the year. Correct. >> That's correct. So, I just want to make sure that all those action items like in that spreadsheet where you're showing um what's been done, how it's been done. I just want to make sure that we're going to get all that information. >> Absolutely. You're talking about presenting it out, not necessarily in a Friday report. >> Yes. >> Okay. Yeah, absolutely. >> Well, I mean, if you want to give us updates in the Friday report, that's also fine, too. However, I just want to get I just want to
224get the information and I want to see that it's being done is really what I want. So, >> absolutely. >> Yeah. Okay. Any other questions? Okay. All right. Trustees, now is the time for discussion. Trustee Rawlings. >> And and thank you, President W. I was thinking the same thing. That's why I asked that question because um ultimately we see this 85% or there but we're not really kind of diving deep into the forward together plan and I know that we're coming to the end of at least the strategic plan and so if there are updates or things that need to carry over into other years because we're not meeting those I'm hoping that we that but I want to see the full picture and so that's why I'm I'm really glad that you followed up
225on that question because I um I'm not sure I've seen the full picture of the forward together plan over the three years, you know, we've been kind of getting inter incremental pieces, but and especially the staff piece. Again, I haven't seen a lot of information on that. So, I I'm hoping that um uh that we can kind of see that and what the outcomes have been and and how, you know, how we can improve upon that. And then this is really helpful for me. um that you know all this information has been really helpful and all the questions I think were great because um I mean in a few weeks we're going to be here trying to decide how we're going to look at you know 2627 and with dollars you know being allocated in
226different ways and in different priorities like we were saying you know what are the priorities what's working and what's not I think this was very helpful this presentation was very helpful in finding out what is actually working and what's going to be funded and what's not and then so we can make um good choices going in for 2728. So I or 26 27. Um so I was very thankful that we were able to take you know a deeper dive into some of these things and um and celebrate our successes but also see some of the gaps that we that we need to fill and and you know and how do we pay for it too, right? So that so I'm glad we had this um conversation. >> I I agree with you, Trusty Rawlings, and
227I was actually really happy to see this presentation, all the data that was shared. So great job staff. Um really happy with the um the cystus or what's the short >> sig sig sig test. Yeah sorry um that information as well as um the impacts with the uh different different student groups. So and especially the multilingual learners. I was so happy to see that. that just makes my heart so happy and I really appreciate all the hard work that staff is doing around that. Um, but I I I was really happy to see this presentation. I I know there's always work to be done and you know it's a continuous process. Um, but I I feel like the staff did a really good job and I know everybody's working really hard. So, thank you. Anyone
228else? All right. Okay, we will now skip over uh part 10, business services, as we do not have any other agenda items under this category. And we now move on to part 11, personnel services. Agenda item 11.1, confidential position designation, human resources analyst certificated. Trustees, this is a discussion action item. I will now hand it over to Megan Aras. >> Thank you. The human resource analyst certificate position is currently included in the classified bargaining unit. Following a review of uh the position's duties, it was recommended that this position also support uh my position in personnel services with items related to negotiations. Um per ED code, these changes require a reclassification of the position to confidential, which would remove it from the bargaining unit. Um the personnel commission reviewed and approved the reclassification on January 28th,
2292026 along with making the salary recommendation of placing it um at the position of range 26 on the supervisory and confidential salary schedule. This placement is consistent with the current salary placement of the same position in the classified side. So our human resource analyst classified position uh which is already designated as confidential and is on range 26. So that maintains the internal alignment um for the two similar positions. So it's respectfully recommended that the board of trustees approve the placement of human resource analyst certificated classification at range 26 on the supervisory and confidential salary schedule. Thank you. This is the time for public comment. Have any blue cards been received? >> There are no blue cards. >> Trustees, do you have any questions? >> May I have a motion for the board to place the
230classification of human resource analyst certificated on range 26 of the supervisory and confidential salary schedule. >> So moved. >> Second. >> Trusty Verbth made the motion. Trusteece seconded the motion. Discussion. No discussion. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbette, >> yes. >> Trusty Cioce, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 5 to zero. >> We will now skip over part 12, instructional services. As we do not have any agenda items under this section, we now move on to part 13, board policies. Agenda item 13.1, review of new board policy 1445, first reading. Trustees, this is a discussion action item. I will now hand it over to Dr. Brian Brockett. >> Thank you, President Ward. Uh, new board policy 1445,
231response to immigration enforcement, updates and replaces much of the former board policy uh, and AR5145.13 uh, and aligns district practice with new legal requirements under AB495. Uh, districts must adopt policy language equivalent to the California Attorney General's model guidance by March uh, 1st, 2026. Uh, and this is before you tonight because uh, CSBA just uh, offered an updated policy as as I think we're aware um, right before um, we met last month. Um, the policy clearly limits uh, what district staff may do regarding immigration enforcement. Unless legally required, staff are prohibited from inquiring about citizenship or immigration status, sharing student, family, or employee records, or granting immigration enforcement access to school buses, non-public areas of district property, or district sponsored activities. At the same time, the policy reiterates that staff may not obstruct or interfere
232with immigration officers who lawfully enter district spaces. Additional provisions require the superintendent or designate to report immigration enforcement requests to the governing board. Uh protect students from discrimination or harassment based on immigration status. Prohibit the use of district data to create registries based on protected characteristics. Uh and ensure that parents and guardians receive required notices about their rights. Um it also includes information uh pertaining to the fact that complaints related to immigrationbased discrimination will follow uniform complaint procedures uh and required policies uh must be shared with the California Department of Education. As I mentioned uh we would submit an updated policy to them. Uh it is respectfully recommended that the board of trustees review board policy 1445 uh in ex attached in exhibit B and approve as a first reading. I'll hand it back to
233you, President Ward. Thank you. This is a time for public comment. We have one blue card. Oh, how many blue cards have been received? We have a total of one blue card. >> Thank you. Didn't want to take that from you, Ann. >> Okay. Nikki Ruden, please come up to the podium. Um, state your name again, I guess. Um, indicate whether or not you live within the boundaries of the school district. You have three minutes. Okay. Good evening, colleagues. Um, Dr. Norman and trustees. My name is Nikki Rudden. I am a very proud MTSS teacher at Jefferson um, Elementary. Um, I am a Buenov Vista parent and a Carl'sbad resident. And I really wanted to have some time to really speak to the Jefferson community. And so I I want you all to know that
234these words are for you, but really they're for sorry um my Jefferson community. Sorry, I'm tired. It's late. Um so good evening Jefferson families and all of you here. Um I want to acknowledge that there are unsettling times for many in our community. When families feel uncertain or afraid, it touches our children and it touches our schools. I'm so sorry. I didn't mean to do this. Um, I want you to hear this clearly that our students and families, you are valued, you are loved, and you belong here. At Jefferson, we are more than a school. We are a community. Our Latino families and immigrant families and our multicultural families are not just part of our Jefferson. Not just part of Jefferson. You are the heart of Jefferson. Your languages, your traditions, your stories, and your
235resilience shape who we are and who I so lucky two and a half years have shaped who I who I am currently. This is personal to me. I'm a granddaughter of Mexican immigrants who called Carl'sbut home in 1959. And they live on Harding Street, which is just a little culde-sac now, right across from Jefferson. Um, they lived on the same streets that many of our students play on and call home. They worked hard. They built community. They dreamed of opportunities for their children, their grandchildren, and their great-grandchildren. I stand here because of their courage and hope. Carlsbud is not new to immigrant families. Immigrant families help build this city. They are part of our foundation. As an MTSS teacher and a Buenov Vista parent at Jefferson, um, and as a Carlbud resident, I want to
236know I want you to know that I stand with you. My commitment is always for safety, dignity, and success of every child who walks through the doors. School must remain a place of hope, connection, and opportunity. In moments like this, community matters even more. So, let us show our children and our families what unity looks like. Let's lead with compassion, speak with kindness, and remember that every family deserve to feel safe and respected in a place they call home. There's a phrase that has given hope to generations in our community. and Dolores Huerta who is a very I love her ceue. Um it means that in difficult times together we have strength together we have voice and together we have hope. So as I said today in the Jefferson halls cue yes we can. Um
237and lastly I support any kind of education as a teacher um and empowerment to support students and center our families. So thank you Okay, trustees, do you have any questions? Trusty Rawlings. Thank you. Um on number three in the first section, can you provide any type of an example when it when it wouldn't be practicable to not disclose or provide in writing verbally or in any other manner to an officer or employee of an agency conducting immigrant enforcement? I I I'm have I'm having to read that a couple of times because the wording is challenging >> and it really starts above with shall not do the following. >> Correct. >> And >> unless there's a valid judicial subpoena, >> right? And then but number three to the extent practicable and that's the only >> sentence
238that starts with that. So can you describe a way that it would not be practicable? >> I am not coming up with an example of I'm not I'm not sure why that is worded the specific way that is. That's coming from the CSBA recommendation and I don't I can't say why that is. I I I think that it might be more clear to make it a >> yes or no, right? uh because there's either a judicial warrant or there's not a judicial warrant >> because this really speaks to leeway allowing leeway which is what you're I think you're getting to that there shouldn't be le >> well and I again if we can't provide an example my next question would be would you see any problem removing that from this sentence that as it would
239apply in Carl'sb Unified >> I don't see a problem with it because it it does make it more clear >> I've checked with legal it doesn't change the really intent of of the of the board policy. >> Okay. >> Thank you. Is there another I have another question, but go ahead. >> Is it a followup? >> No, it's a separate question. >> Okay. Um, have my understanding is we have been providing training for all of our staff members. Is that correct? >> That's correct. >> Okay. Um, however, I'm I'm hearing that there needs to be more. And so, there's a statement in this board policy where it says, uh, may provide training. Um, >> right. >> Would there be a problem to change that to shall? >> I I think if the trustees feel that
240that's appropriate, then we can certainly change that. >> Okay. >> That would be allowable. >> Okay. And is that something that I I appreciate the AR that was also attached which um is significant because that's actually where the action happens um representing this board policy. It is it possible to state in there um something about the training that could be provided for staff. Is that something that's doable? >> Yes. can if trustees would like us to do that and give us direction to do that. I think I would we can we can come up with the specifics I think is what I'm hearing specifics around perhaps when that training might take place or how it might take place and what it might include. >> I think rather than asking for direction what we would like
241to do is hear your thoughts and then we will draft the AR based on the input that we receive. >> Yes. And just to follow up on that, AR um also um could we also state in there in terms of the information that's being provided to our families and our community members? I know the CDE has put out um posters and counter cards for families. Um, I know there's quite a few of them on there. So, you might want to look at them to see which one's the most applicable for our families, but not necessarily running a bunch off for each site, but trying to be intentional about it and having our community liaison work on that, but ensuring that that happens to make sure that we provide that inside the AR. Is that a
242possibility? >> Yeah, that's a possibility as well. I think uh we we have at this point uh provided the posters and posted the posters per >> Yes. Yes, I believe it was AB49 at each of the school sites. Um, but we uh haven't there's no requirement at this point to provide cards or any other information, but we can certainly do so if if the trustees would like us to do that. >> Trusty Bermath, it's attacking me. I wonder if my fellow trustees and what the what the cabinet feel would it be appropriate to include the students in this training as well? We're only addressing staff in the board policy, but would it also be appropriate to include the students? >> I I mean the the intent is right is is response by staff. Should there
243be law enforcement and really a lot of what's included in here is the same response with any law enforcement, right? Um, you know, law enforcement doesn't necessarily isn't necessarily able to come on campus unless there's some exigent circumstance um that would require that. So, there's there's some there's a lot of parallel here to what we would do in any law enforcement situation. Um, I we have not considered what you're raising in terms of student training. Um, and and I don't necessarily I I don't want to sort of speak off the cuff necessarily. I think there's I I I I think there's some possible benefit. I think there's some challenges as well um potentially. Um so I think we'd want to have some more conversation um about what that might actually look like and entail before
244we >> and I do think the BP language here really does speak to the actions of the employees. >> Correct. Yes. And that's the intent. Yeah. followup. Oh, go ahead, Trusty Rolls. >> Thank you. Um, Dr. Norman, you and I had a conversation about uh page two. Let me see. First sentence, however, >> no. Um, no, that one we've already addressed, I believe. Um but uh we had a conversation um if uh below number three where it says such reports shall be provided in a manner that ensures the confidentiality and privacy of any potential um identifying information. Um and we had talked about potentially putting out the information to the board under attorney um cover is that so it could be covered by attorney client privilege. Um, would you be willing to put that in
245an AR in the AR? >> Yeah, we could we could certainly do that. You had said that um in order to maintain privacy and confidentiality that if you were reporting it to the board that it would be more appropriate to have it to >> include >> to to include our attorney. So then it it must be kept private because it's attorney client privilege. Is that something that would be appropriately in the AR? >> We could certainly include it. I can check with legal on that, but I don't see a reason why not. >> Okay. Because you when you and I were talking that you said that that would be your plan >> anyway. So I just wanted to make sure that that if that would be more appropriate in an AR than in the policy.
246>> Correct. To ensure confidentiality. Okay. That's I want to I want to clarify that that would be and then I guess another question for you because that's not something that the board votes on. How is that something you'll just do or how would we go about that? >> Right. So right now is the perfect time to share what and we've done this in previous meetings where you've shared information you'd like to have included in the yard and then we take that in and then we include it. >> Thank you. >> Um >> are you done? I'm sorry. >> Done with that part. I may have one more question, but go ahead. >> Okay. Um, oh my god, I lost my train of thought. Um, >> oh, also in the AR, could it be included uh
247for stakeholder groups? I think we did a good job in January of sharing um information with our families at DAC, but I think maybe some more explicit information in how to handle um or how they're protected. And also I think there's an attachment by the CDE that provides um an actual document where families can fill in information if they are to be detained and what is to happen with their student >> or their child. So, if that information could be filled in, it if we could present that um to the community um whether it's stakeholder groups or um if principles could do it at um PTA meetings or um is that something that could be provided as well >> within the AR? Mhm. >> Because that that part of the law does speak to what
248happens to the children of parents who may be detained, >> but to have the actual document provided to them, not not just it being told to them of what's going to happen. I think um there's an actual sheet that the CDE um supplies, but is that something that we can provide maybe through our community lays on and ensure that our families are getting that information? >> Yeah, we can take a further look at what resources are available. I'd certainly want to use, you know, CDE, you know, aligned resources like you're referencing there, but um we can look at that and and see what we can do to help provide that information to families >> and and communicate to our our different um stakeholder groups. >> Okay. Okay. >> Trusty Rollings, >> thank you. Um and
249uh on the top of page two um uh where it states, "However, district staff shall not obstruct, interfere with or otherwise impede um would there be any problem in uh inserting um physically obstruct, impede or otherwise um interfere?" I did check in on this a little bit more and I I raised the concern when we first talked about it is that when you put the word physical in front of obstruction, it um it limits it as opposed to also including non-tangible ways of obstruction where if you don't put that qualifier in there, it leaves it open to both tangible and non-tangible. So, it's not just physical. for example, there's um influence, there's harassment, there's things that aren't necessarily tangible that can be obstructing and so legal just wanted us to be aware of that that
250it may not be advisable to include that qualifying term. >> Go ahead. >> Um another question. Um then if we follow everything on page one, how can we ensure that that's not seen as obstruction as well? or is there a phrase that we could use because page one basically says we're not gonna you know we're not obligated to give you specific information if these things are not followed right >> and so how can we ensure that page two that obstruction would or that that those actions would not be seen as obstruction by not providing data because you don't have a warrant or not you know not allowing someone to enter a school if they don't have a judicial warrant how can we ensure that that that that individual is not or that that that individual
251is not interpreting the that obstruction piece on page two >> as um the ability not to follow page one. >> Well, I and I don't mean to be argumentative. I I believe that it's pretty clear that you're not to do any of these things and it would be considered obstruction if they did choose to do any of those things. and we we would hope that they'd follow the direction of the board policy in understanding that >> I had a followup to that. Um so when I'm reading that I I see it also as protecting our staff members. Correct. >> Right. And that's really the intention of >> um how that's being communicated. >> Correct. Okay. We don't want people to feel that they have to put themselves in harm way harm's way. >> Yeah. Whether
252it's >> could potentially be >> whether it's physical or anything. So we we essentially want to protect our staff. >> Okay. >> Follow followup or questions? >> All right. >> May I May I make one more comment? Yes. Um, President Ward, >> um, because we have some suggestions, um, that have been taken in tonight about how to potentially revise this for a second reading and we have to have it completed before March. Um, we do have a special meeting coming up February 25th. It's close session, but we could add on a a very brief open to bring this back for second so that the public and the board can see it written the way that it will be implemented. >> I'm okay with that. I have a question around that. If can we make those
253I think there was two phrasing changes to the board policy >> tonight and then put so that we have something in place for the first reading and then bring back the AR separately or do they need to be all together? >> You would approve the first reading tonight because we've gone over it and we'll then make the changes that have been communicated by the board that comes back for the second reading. >> Second reading. >> The AR doesn't get approved. We just write that. >> Got it. we could we could provide it which we've done in the past as a reference if you want to see it >> and so Brian will make sure Dr. Brockett that the AR is all ready by February 25th for sure um because we don't have the AR ready
254until this gets passed but we can have that ready for reference. >> Yeah. Right. So based on um our communications tonight, you're going to bring it back for us to actually approve it. >> Trusty Rawlings, >> can I make a motion? Sure. >> Thank you. I'd like to make a motion that uh the board approve this policy as a um as a first reading with the following amendments. First that we take out to the extent practicable in section three on page one and that we change may to shall at the top of page three. Can I have a second? >> I'll second. >> Okay. Trustee Rawlings made the motion with the changes. Um, Trustee Emory, thank you, seconded the motion. Discussion. >> Trusty Rawlings. Um, and I didn't add in the AR piece, but um,
255from what I heard that there would be a reference to the AR at um, in the policy as well. So, I don't have that doesn't need to be part of the motion, I'm assuming. Um, and then secondly, I I still do have concerns about the obstruction piece and I 100% I you know, we want to protect staff and that's why I was saying that if we could put in physical, of course. Um, my concern is is that um that and I'm hoping either it's expressed in the AR or in the training or what have you that we make sure that that staff is obligated to um to follow uh page one, you know, and that the only way, you know, that obviously we don't expect folks to put their bodies in the way of anything,
256but they also are, you know, they're not allowed to turn over data unless these things are met. and that even if they even if the officer says you're obstructing, that doesn't mean you're actually obstructing. So, I just want to make sure that that's super clear because, you know, I don't want I it just seemed it just seemed like a gray area to me and I don't want there to be gray areas and because I think this is super important and that we have to protect staff, but then we also have to protect, you know, the students that we serve as well. >> Of course, and their families, right? >> And their families, of course. Exactly. And I agree with you and I and I think because of the training that they're going to be providing
257um that they could actually have those conversations and really ensure what that board policy means so our staff are well prepared. Go ahead and yes trust >> you got it. It was that's my name. >> And and with that I'm assuming and this is maybe a possible assumption that there's two parts of that training. There's what is the board policy and the ARs, but then also what is the law >> over that as well. And so with all of that together, I think they would have that cohesive picture even if it's not here. So it might be addressing. >> Yeah. Okay. Um, and I just wanted to say the reason why I was so um, adamant about the term practicable because that's the term that was used in um, during COVID and there was so
258much confusion and so many problems around that one word that I promised myself I would never pass a policy or be in support of a policy that stated the term practicable because it meant so many different things to so many different people and it negated so much of what the what folks were trying to do to keep kids safe and to and to keep the community safe. So that's why that term just it was a you know big red flag for me. So I'm I'm glad we're moving forward on getting rid of that one. So I just wanted to explain myself a little bit on that one. I I thought that was good. >> Any other discussion? >> All right. Board policy 144. >> Oh, sorry. No. Okay. I'm sorry. Um. Yes. Okay. So, thank
259you. >> President Ward, would you like me to do it? >> Okay. So, the motion is to approve board policy 1445. 1445. Okay. Yeah. Don't mess me up more. Okay. and approve it as a first re uh first reading with the changes that trustee Rowling said changing may to shall and practicable removing that word and is there anything else was that everything okay and I'll come back to the board at the next board meeting with those changes um after the board president and the superintendent review the suggestion questions and we will do this during the February 25th meeting. Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbath, >> yes. >> Trusty COC, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 5 to
260zero. >> Okay. Thank you. We now move on to item 13.2, revision of board policy 3460. First reading trustees, this is a discussion action item. I will now hand it over to Dr. Rob Nye. >> Thank you, President Ward, trustees and Dr. Norman. CSBA has issued an updated version of the board policy related to fiscal reports and accountability. Board policy 3460. Just really quickly, some of the key updates, expanded emphasis on public communication, stronger language around earlier intervention, clarified provisions related to fiscal insolveny and the reporting of that, and then refinements to audit requirements. Overall, these updates are primarily clarifying and reinforcing in nature and that we ensure an that we're in alignment with the education code. And at this time, I'm happy to turn it back over to President Warren. >> Okay. Thank you.
261This is a time for public comment. Have any blue cards been received? >> We do not have any blue cards. Good. >> Trustees, do you have any questions? All right. May I have a motion to approve board policy 3460, approve it as a first reading, and wave the second reading? So moved. >> Second. Okay, Trustee Co made the motion. Trustee Emmery seconded the motion. Discussion. >> Okay, no discussion. 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. We now move on to item 13.3 revision of board policy first reading trustees. This is a discussion action item. I will now hand it over to Mrs. Megan Aras.
262>> Thank you. So CSBA has recommended updates to board policy 4030 non-discrimination in employment. Um the revisions include clarifying the definition of employees to also include job applicants, interns, volunteers, and others with an employment relationship to the district. It expands that prohibited discrimination also includes the combination of two or more protected characteristics and clarifies that unlawful discrimination may be based on actual or perceived characteristics. It limits the ability to require a driver's license in job postings unless the driving is part of the job requirement. It prohibits discrimination against an employee based on the person's use of cannabis off the job and away from the workplace. Um, and it was updated to reflect the Tennessee versus Cardona court decision and related federal guidance. Um, clarifying that complaints alleging sexual harassment under Title 9 shall still be
263investigated under uh the prior regulations and in accordance with our admin regulation on Title 9 sexual harassment complaint procedures. Um, it's respectfully recommended that the board of trustees review the board policy 4030 and approve as a first reading. Thank you. Okay, this is a time for public comment. Have any blue cards been received? >> We do not have any blue cards. Okay, trustees, do you have any questions? May I have a motion to approve board policy 4030 and approve it as a first reading and wave the second reading? >> So moved. Second. >> Trustee Emmery 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,
264>> yes. >> Motion passes 5 to zero. >> Thank you. We now move on to item 13.4, revision of board policy 5141.5, first reading. Trustees, this is a discussion action item. I will now hand it over to Dr. Brockett. >> Thank you, President Ward. Uh board policy 5141.5 mental health has been updated to expand student instruction uh to include substance abuse and ensure students receive mental health information and training. Uh the policy aligns with SB 153 requiring um requiring districts serving students in grades 7 to 12 to certify that all certificated staff and 40% of classified staff with student contact. complete youth behavioral health training at least once and to adopt referral protocols uh for student behavioral health concerns. It also requires annual LGBTQ plus cultural competency training uh which is aligned with state law
265uh recordkeeping of completed trainings and expanded use of teleaalth services. Um, it is respectfully recommended that the board of trustees review board policy 1445 attached as exhibit B and approve as a first reading. I hand it back to you Dr. or President Ward. >> This is a time for public comment. Have any blue cards been received? >> There are no blue cards. >> Trustees, do you have any questions? >> Trustee Rawlings. >> And thank you, Dr. Norma for asking or answering so many of my questions uh prior to this piece. Um uh Dr. Brockett um on the top of page three when we talk about using teleaalth technology. Um >> do we even do that? Number one. >> No, we we don't currently do that. Um what what this would do is give some policy
266to put some guard rails in place should that uh be something that we were going to do at some point in the future, but we do not currently have school-based teleaalth options. followup. Um, yes, a followup on this one. Um, so just to be clear, >> if there was a potentially dangerous behavior, um, and and it's an emergency, how would we handle that type of a situation if a a doctor was necessary immediately if we weren't using teleaalth? So depends on the situation and what resources are available, but we have the we have the per response teams uh that we work with regularly through um our local law enforcement. They have a psychological emergency response team um that comes out and does assessments uh in if somebody is having an acute uh mental health situation.
267So that's sort of the primary uh role. Obviously, we're always working to engage the family as well with something that's happening with their student um and get them involved as early in the process as possible. So, in an emergency situation, we have those options um as well as our our um we have uh school-based um uh risk and threat assessment protocols that we walk through and threat assessment teams at each sites. It includes uh counselor, administrator, um school psychologist that are uh that are situated to be able to do um an assessment in a in an acute need as well. >> Go ahead. And so does the perk and some of these other um aspects could they provide teleaalth um in an emergency situation if necessary? Generally speaking, in an emergency situation, we're going to
268want to get that individual to, you know, to uh somewhere, whether it's hospital or some other mental health provider, um as soon as possible. Um I think that you know we work again we work with the families because there's a variety of situations where families you know have access to different resources either through their insurance um or there are resources that that you know do not require insurance that we can um we can uh help get a placement in a particular location again like through the per team or through uh law enforcement will support with that work. Um so it it again it's it's depends on the situation. I'm not aware of a situation where there was no option to deal with an an acute emergency situation other than a teleaalth option. >> Yeah. >>
269Um Dr. Brockett, why don't you explain what a perk team is? >> Yeah. So, the psychological emergency response team is uh a team that has trained psychologists to deal with, you know, emergency mental health situations. They work oftentimes handinhand with law enforcement um and paramedics um to you know to be able to come in the scene, assess a situation, deescalate a situation um and then um provide resources to to students um you know for example it might involve um a handoff to a parent to with a recommendation of of mental further follow-up support. It might involve um in an extreme situation, you know, an individual being um you know, taken uh to a hospital um for mental health services. Um sometimes that's done, you know, on on a like an a 72-hour hold or a
2705150 hold. Sometimes it's referred to as um and then you know an assessment can be made at the hospital by you know those mental health providers as to whether that individual needs to remain in care or whether they can be released and then do outpatient care those types of things. So uh it plays out in a variety of ways that that per team is uh is critical to helping respond whether it's at schools or out in the community to a variety of really emergency types of mental health situations. >> Great. Thank you. Um, can I have a motion to extend the meeting about 15 minutes past 10? >> So moved. >> Second, Emory. >> Okay. Just Oh, yes. Um, Miss Garcia, >> please. >> Trusty Rawlings, >> yes. >> Trusty Verbbeth, >> yes. >> Trusty
271COC, >> yes. >> Trusty Emory, yes. >> Trusty Warren, yes. >> Motion passes five to zero. >> Trusty Verbbeth. >> Thank you. So on page four there's a paragraph that starts it states a student 12 years of age or older may consent to mental health treatment. Do you see that paragraph? >> Okay. >> The second sentence says additionally the student's parent guardian shall consent to the student's treatment unless the mental health professional determines after consulting with the student that the involvement of the parent or guardian would be inappropriate. Could you give me an example of when it would be inappropriate to consult with a parent of a 12-year-old? >> That's a great question. I'm I'm not aware of a situation where this has uh come up in in my experience. Um it is that that
272that paragraph reflects the law that that is in that cited there in the family code. Um so I you know I it's hard to speculate on the type of situation that that could come up. There are times um there are times where for example in the in in relation to working with the per team um that I I referenced there that a student might be if without the if the if the mental health providers the per team uh you know officials they're they're empowered to make a determination about the needs of that student and perhaps the the team is unable to get in contact with uh a parent and they make a determination that the student needs to be, you know, transported for uh for additional that that's a scenario that I can think of
273that's sort of common to um the situations that might arise. Um that that's one where I can say that that's probably happened, but that's a little bit different type of of situation perhaps. >> Okay, this is a time for public comment. >> Sorry, never mind. I know what I'm doing. Um, okay. Um, we're asking questions. And now, may I have a motion to approve board policy 51? >> Oh, didn't we do questions? Yeah, we did questions. Any more questions? No. No. But I have to get a motion for discussion, right? Okay. Got it. >> So moved, Rawlings. >> Okay. Thank you. Can I have a second? >> Second, Emry. Okay. No, because Kathy jumped the gun there. Um, it's okay. She's trying to help me. I got it. All right. May I have a motion
274to approve board policy 5145.5 and approve it as a first reading and a wave the second reading. >> So moved. Rawlings. Second. >> Trustee Rawlings made the motion. Trustee Emmery seconded the motion. Discussion. Any discussion? Yes, Trustee Rawlings. >> Um I I will say um I think this is very poorly written this policy and um I agree. I asked some of the same questions you did. Um and the teleaalth piece was really confusing to me. That's why I asked those questions and um but I'm I'm willing to move forward because it is CSBA and you know they have to address many different districts. Um, but I do hope that um there would be an there is going to be an AR um or that there is an AR to this that will help um make
275clear uh some of these con in my view some of these confusing um statements. So, I just wanted to throw that out there because I I did have several questions around this one. >> Okay. Any other discussion? >> I'm in agreement with Trusty Rawlings on that. I feel uncomfortable about the way some parts of this are written. >> Okay. I thought it was fine. Any other discussion? Okay, Miss Garcia, please call for a vote. >> Trusty Rawlings, >> yes. >> Trusty Verbette, >> no. >> Trusty Ciosci, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 4 to one. >> Thank you. We now move on to part 14, communications part two. Item 14.1, government governance team reports. This is a time for trustees to provide a brief report if
276they've attended committee meetings where they represent the district. Are there any governance team reports? Trusty Amry, I'm sorry. I'm going to be really brief. Um, we went uh Trustee or President Warden and I went to the DACA meeting a couple weeks ago or was it last week? It's all blending together. >> I know it was a while. >> And um I thought it was really great and well put on. The one thing that I would say is I don't feel like it hit um because we've seen previous DAC meetings have been very well attended and I think because of the current climate we had two parents show up which was a tremendous drop from what we've seen in other meetings and I know we've both attended last year as well. Um and so you know
277especially because the topic at hand was handling anxiety in your student and how to recognize it and during this anxious time that would be really pertinent information for those families to have. So we were you know discussing afterwards you know what could be done to make sure to send that information out. other other means in which to communicate that. Um because it was very great and timely information. Um and so I'm, you know, happy with some of our policies going forward and just making sure that we're communicating that with with our families. Um because the team put together some really good work and I just want to make sure that their families know what options are there for them and to them. >> No, you did great. Thank you so much. Anybody else? Trusty Rawlings.
278>> Thank you. Um, I did attend the personnel commission meeting um, last month and um, I was told they were going to be 5 to 10 minutes and this one lasted an entire hour. So, I will tell you and part of that was our discussion about the merit system and what the merit system is and how it's implemented and the role of the personnel commission and that sort of thing. So that was it was a good interesting conversation and I do think that there's going to be more um more engagement on the merit system um from our commissioners and um the other thing that I um was quite um takenback by is the um is the amount of special education aid openings that we have that there's over 47 and that was considered good. Um,
279and so if you look at the report and that's a that's a good year. So I do um I was taken aback by that because we don't see those numbers on a regular basis. So I wanted to share that with my trustees that we do have um many many openings in special ed um instructional assistance and um and 47 seems like a lot and if that's an improvement um I'm I'm glad we're improving. So um but I I'm hoping we can do better. Um so that's my report. Great. Thank you. >> Okay. Uh thank you. We now move on to item 14.2. 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? Okay.
280All right. As a reminder, trustees are prohibited from having a discussion tonight on these items per the Brown Act. When making a request, please indicate the purpose of the request and whether or not staff has provided an estimate of how long the request will take to accomplish. Are there any? No. Okay. Thank you. We now move on to item 14.3, trustee request for direction to staff. This item provides trustees with an opportunity to make requests for direction to staff during the meeting. In alignment with board bylaw 9322, any requests for future agenda items must be submitted in writing to the superintendent. These requests will be reviewed and considered through the standard agenda planning process. At this time, do any trustees have requests for direction to staff? Okay. As a reminder, trustees are prohibited from having
281a discussion tonight on these items per Brown Act when making a request. Please indicate the purpose of the request. Whether or not the staff has provided an estimate of how long the request will take. I guess I don't really have to read that part, but I did anyways. So, item 14.4, continuation of item 7.1, public comment regarding non-aggendaized topics. Never mind. Part 15 and 16 adjournment and next meeting. It is 10:05 and the regular meeting is now adjourned. Our next regular meeting will take place on March 11th, 2026. Oh yeah, I'm sorry. Okay, sorry. I read what was on here. What is it? February. Okay, let me redo that. Um 10:05. >> Okay, so is it February 25th? >> Okay. Don't leave yet anybody. It is 10:05. Regular meeting is now adjourned. >> Oh, sorry.
282>> We only state the regular meeting, the next regular meeting for the on a regular agenda. We don't we usually never announce even if we have an open session, we don't announce um special meetings. >> Okay. So, I'm keeping it for March 11th. Okay. The time was 10:05 and the regular meeting is now adjourned. Our next regular meeting will take place on March 11th, 2026 at 6 pm at the Carlsbad Unified School District office.