001Good evening. It is 5 PM and I call this meeting to order. Have any blue cards been received for close session items? We do not have any blue cards. Great. Uh the board will now recess to close session. It is 6:01 and the board is reconvening from close session. There is no action to report from close session. Welcome members of the public and 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 audience members and speakers that it is not unusual for students and young children to be in attendance at our meeting or to watch the recorded broadcast. I
002invite you to model civility and decorum as we go about the business of the board this evening. While I cannot prohibit anyone from using unprofessional language, please think about the students and adults who are watching our proceedings. We invite you to show support for a speaker by waving your fingers rather than clapping or cheering. We'll begin tonight's meeting with student board representative Mera Moore leading us in the pledge of allegiance. Trustee Emory Emory will read from the district vision and Miss Garcia will take the role. Please stand for the pledge. Ready? Begin. I aliance to the flag of the United States of America and to the stands. One nation under God, indivisible, with liberty and justice for all. Trusty Amory. So sorry. Thank you. Our community and its traditions are deeply connected to our schools.
003Parents, community members partnered with teachers to provide unique educational opportunities for students. Students value the traditions that built our community. Local businesses. The lagoons, preserves, and beaches are an integral part of our identity. Thank you. We will now take role. Student board representative Moore here. Trusty Cosiosce here. Trusty Emory here. Trusty Bath here. Trusty Ward here. Trusty Rawlings here. Thank you. And we now move on to part four, approval of the agenda. Trustees, are there any questions? I don't see any questions. May I have a motion to approve agenda item 4.1, approval andor reorganization of the May 21st, 2025 meeting agenda? Motion. Second. Motion by Trusty Ward, second by Trusty Verbth. Any discussion? No discussion. Miss Garcia, please call for a vote. Trusty Cioce, yes. Trusty Emory, yes. Trusty Verbette, yes. Trusty Ward, yes. Trusty
004Rawlings, yes. Motion passes 5 to zero. Thank you. We now move on to part five, communications, uh 5.1, report of student representative to the board. Good evening. Here are the monthly reports for the Carlsbad high schools. To start, Carlbad High recently had their prom at Nova San Diego. In terms of sports, Carlbad High School boys volleyball won open division. Girls lacrosse won division 1. And beach volleyball were D1 runner runner-ups. Track, swim, boys lacrosse, and boys golf are also wrapping up. Students also just ended two weeks of AP exams and are starting to study for finals. To prepare, ASB brought in therapy dogs to calm nerves and relax. In terms of more ASB activities, tomorrow will be the annual spring Lancer market where studentr run businesses have the chance to sell their very own creations.
005There will also be shaved ice and Chick-fil-A. Moreover, as the class of 2025 starts prepare for next steps, we got to recognize them on May 1st where students wore their college merch and celebrated their achievements. Yesterday, seniors had their senior dinner where they got to receive student superlative awards. For more senior updates, the senior award night will take place on the 27th. Senior trip at Disneyland on the 3rd, senior breakfast on the 4th, and finally, graduation on the 5th. Carlwood High School will be having its commencement ceremony for the class of 2025 on Thursday, June 5th. The processional will start at 4:15 p.m., and the ceremony will begin promptly at 4:30 p.m. Gates will open at 2:30 p.m. It is open seating, and there are no reserved seats in the stands. More information is available
006at Lancer Nation. We look forward to the end of the year in recognizing our seniors. For Sage Creek, the class of 2025 at Sage Creek is wrapping up their final year with a series of exciting and meaningful events that celebrate their accomplishments and prepare them for life beyond high school. Graduation is scheduled for Thursday, June 5th at 6:30 p.m. in Bobcat Stadium. The ceremony will be open to all with no tickets required, and seating will be available on a first come, first- serve basis. Seniors are expected to arrive early, dressed in their caps and gowns, ready to participate in one of the most important milestones of their academic journey. In addition to graduation, seniors are looking forward to grad night at Disneyland on Friday, June 6th. The day will include full access to the park
007and a private celebration for seniors from 9:00 p.m. to 2:00 a.m., giving students a chance to make unforgettable memories with their classmates. Earlier this month, seniors attended attended Prom 2025, which was held on May 10th at Park in San Diego. Seniors will also participate in seniors awards night where selected students will be recognized for achievements in academics, leadership, and extracurricular involvement on May 28th. In addition to all senior festivities, Sage Creek is continuing its tradition of community service with an upcoming blood drive on Thursday, May 22nd. And this event gives every student a chance to give back and make a tangible tangible impact by donating blood to those in need. As the school year comes to a close, the class of 2025 is leaving its mark on the Sage Creek campus, both through celebration and
008service. The school community is proud of everything the students have accomplished and are excited to watch them move forward with confidence, compassion, and Bobcat pride. At Carlad Village Academy and Carls Seaside Academy, students are wrapping up state testing this week with both students both schools on track to exceed the 95% participation rate for CASP and CAST assessments. As we move into the final stretch of the school year, students are preparing for final projects and exams, which will begin during the last week of May. Excitement is also building for graduation, which will take place on Wednesday, June 4th, 2025 at 9:00 a.m. at the Cultural Arts Center on the Carlsbad High School campus. We're proud of the progress our students have made and are looking forward to celebrating the achievements of the class of 2025. Thank
009you, Mirror. I like to thank you for serving as our student representative to the board. Thanks for that really great comprehensive update. That was pretty speedy and um congratulations on your soontobe graduation from high school and good luck on whatever you decide to do next. Thanks again. Thank you. And uh we now move on to item 5.2 report by cuda president. Good evening. My name is Rachel Marina Watt and I'm proud to serve as the president of the Carlsbad Unified Teachers Association and as a parent in this district. Cuda had an amazing time connecting with our community at the Carlsbad Street Fair earlier this month. We gave away over a hundred free books and had conversations with former students, current students, and even prospective educators. We answered questions about our schools, shared what makes our
010district special, and even introduced active members to retired teachers eager to give back, offering offering their time, energy, and expertise to support our programs. Again and again, teachers from nearby districts stopped to say, "I wish my union did this." It was a powerful reminder that CUDA isn't just a labor organization. We are a community and we show up. Then on Saturday, May 17th, several CUDA members joined thousands of educators, students, and families at the fight for schools march in Beloa Park. And I'll be honest, when I dragged myself out of bed that morning to drive down to San Diego, I had to remind myself why we do this. Teachers show up. We show up on weekends to cheer on our students at games, attend their performances, celebrate their victories, and mourn their losses. We bring
011snacks because a hungry student can't think. We worry about them late at night, hoping they got home safely from work, a dance, a game. And as we lined up to begin the march, we had to pause and wait for a red light to turn green. One of the marchers took up a familiar chant, "This is what democracy looks like." And I, because I couldn't help myself, called back, politely waiting for the red light to turn green. We laughed, but the moment stuck with me because it's true. Teachers in a democracy work to create change within the system. We don't move fast and break things because our charge, lifting up the next generation, is far too important. We move with intention. We move together. And sometimes we move slowly because we're bringing parents and community members
012with us. People who care deeply, but may believe education should stay the same as what they remember. Indeed, when I looked at our schools, I'm struck by how little has changed since I was a student. There are very few spaces in the world where things remain so constant and it can be a source of comfort. But innovation and excellence do not grow from stagnation. They come from courageous educators who push forward even when the light is red. Who wait when they must but never stop moving. Another chant from our march stayed with me and is echoing in our mind. When our students are under attack, what do we do? Stand up. Fight back. Thank you to every educator and every education adjacent person who continues to stand up for our students, for public education, and
013for the future we are building step by step together in solidarity. Thank you. Next speaker is uh CUC PTA president. Okay, I'll move on to the next one. Uh thank you. And we now move on to uh 5.4 report by CEO of Carl'sb Educational Foundation. Hi everyone. Um several updates for you tonight. Um first of all, thank you to everyone in this room that was able to attend our gala. We had our annual fundraiser um on Saturday. It went really, really well. We are still in wrap-up mode, so we're going to send out um something by the end of the week to share how we did financially. But it was a really wonderful time to get together and celebrate. The weather participated. It started raining at 7 p.m. exactly when we needed everyone inside. That
014was um really lucky. Um and the one thing I hope that everyone in this room and listening will be able to take a look at is we made this really beautiful video, which we do every year, and this year we focused um on STEM education, programming, hands-on learning at Carlbud High. And it's it I thought the video was awesome and I got a lot of really good feedback. So I hope everybody will have a chance to take a look at that to see some of the mission work that we do. And speaking of kind of our programs and the work that we do, I wanted to highlight two programs today. Um one is our robotics first tech challenge which is our high school program. Um one of Sage Sage Creek's high school teams Crow Force
015is headed to Southbend, Indiana. They qualified for a competition that will take place in June called the Michigan Premiere event. um first tech challenge started premier events. I believe this is the first year they have something called worlds where kids come from all over the world can compete. That's like a top um competition that they get to invited to. We narrowly missed that. Like they were very very close. And so this is another um invitational that they get to go to. And the reason I wanted to highlight this is that the other thing that's really neat about robotics is oftentimes they are connecting with other teams from across the globe. and there was a team in Vietnam that they were mentoring and these kids are gonna be there and they get to meet them and
016I just think that's just like I mean it's amazing. So that's gonna happen. I just wanted to congratulate them. And then the other thing I wanted to share with you, I just came from Carlsbad High a few minutes ago. Um we are doing interviews for our student leadership program. So our student leadership council is a program that um works with freshman through seniors. We've changed the format a little bit in the last couple of years where we are only accepting freshman and sophomore and once you are a junior you can apply to be a mentor. And so today I got to see all the interviews of our young eth and nth graders coming in to apply but the interviews are being run by our juniors and seniors. And so it's just really neat because the
017program is really designed for these kids that are not quite overscheduled yet. We want to like get our like freshman and sophomores really understanding leadership skills, but then by the time they're juniors and seniors, like the fact that they're actually running it, I just think is a really neat give back. So, that's something that we're doing um that's different. And then, um in terms of grants, I wanted to update you. Um I don't believe if I've shared this with you last month, um our teacher grants, we've we've shut that window down and our committee is going to be evaluating those in the next week. And so, teachers will be notified by the end of the school year if they are receiving a teacher grant. Anyone that doesn't will be considered for um the fall if
018we have additional funds. And then for our district-wide grants, um, we worked with the district and instructional services to push that date back a month to give them more time to work with teachers and to get data to make sure that we're putting our resources in the right place. So, we will have those decided at the end of June. Um, and then the last thing I want to share within our summer programs and kids care is that I also got to attend a meeting today where my kids care staff, all of our site coordinators were able to go attend a professional development conference, which was really neat for team building for them, but it's also um, it's called Boost and it's an afterchool program professional development conference. And so they came back and they were
019all sharing about takeaways. And it was just neat because they they had takeaways from like, "Oh, these are better ways we can set up our classroom to make it more inviting for learners." And somebody else was like, "Wow, I really learned about, you know, stop telling kids to stop running and instead of telling them to use walking feet and just like they all were taking away different ways to engage our students." And it was just they were very excited to share. So I thought that was really neat. And the last thing is is just to remind everyone that our summer programs are going to fill. We are at capacity in most of our enrichment programs because they are being run by these wonderful people. And so for anyone in the community that needs care, especially
020if they need child care, they need to enroll like tonight because they are going to fill and I don't want to turn families that would need us away. So lots going on and thank you so much. Thank you. And uh next speaker is or it's item 5.4 report by Launa President. Good evening, President Rawlings, esteemed trustees, interimm superintendent Schmidt, cabinet members, and members of the audience both in person and joining us online. My name is Gene Norman, and I am the Luna chapter president of the classified unit here at Carlsbad Unified, representing 508 classified employees. I have been with the district for 12 years and have served in positions as guidance tech, health tech, and now administrative assistant. I am a resident of Carlsbad as well as a parent of a Carlbad graduate. Thank you
021for the opportunity to speak tonight. I'm here to advocate for something that we believe is essential to the success of our students and our schools, a classification and compensation study for all classified positions. For years, Carllesbad Unified has struggled with a persistent 9 to 11% unfilled rate among classified positions, driven in large part by minimal hours and salaries that no longer reflect the evolving demands of these roles. This has created challenges in recruiting and retaining the dedicated individuals who support our students and make CUSD the worldclass district that it is and the envy of surrounding districts. We respectfully request that the board prioritizes a comprehensive class and compensation study for all classified positions. Doing so demonstrates a commitment to equity and acknowledges the profound impact classified employees have on the daily educational experiences of every
022classified student. Thank you. Thank you. And 5.6 is superintendent report. Rick Schmidt. Thank you, President Rawlings. And I just again want to thank you for your great decision to hire Dr. Norman for many reasons and I've really enjoyed getting to know her and I'm sure you will do the same. So, we had another great meeting today talking about all things transition uh planning for next year and beyond and again I think she's doing a fabulous job. She's engaged locally in the community. She's attended superintendent meetings. She's uh been in and out of this building a number of times the last couple weeks. We'll be back again next week and the following week. and she's looking forward to her very first meeting on June 18th. Thank you. We now move on to item 5.7, public comment
023on non-aggenda items. This is the time that members of the public have the opportunity to address the board on non-aggendaized items that is within the subject matter jurisdiction of the board. How many blue cards have been received for non-aggenda items? We have a total of six blue cards. Thank you. In order to allow speakers to present their comments and ensure we are able to properly attend to the business of the board per 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 Scott Davidson. So, according to the Coast News, apparently we're still having a problem
024with guest speakers. On behalf of all of us who were here last month asking why the staff and administrators refused to be transparent and provide us with information on the BDSM gender clinic director invited to speak to students at lunch at Sage Creek. I will simply say we tried to tell you. What would have prevented the overreaction at Sage Creek in March? Perhaps some transparency with parents. Instead, we were shut out and ignored and then everybody ended up mad. What would have prevented the overreaction at CHS last week? Perhaps some transparency with parents. Instead, they were shut out and ignored and then everybody ended up mad. The fun part about fighting for the principles transparency and accountability in my message is that it's the same no matter what the side is, whether it's politics or
025not. Be transparent with us. Be accountable with us. Parents want to partner with you to educate our children, not fight with you about it. But if you find yourself thinking parents are the enemy, you're in the wrong line of work. Thank you. Next speaker is Linda Daniels. Hello. You all know me probably except for um Mr. Schmidt. So, good evening, Superintendent Schmidt, President Rawlings Trustees. I have lived in Carl'sbad um for 12 years and an advocate for a healthy environment for the residents and especially for the children here in Carlsbad. I represent Carlsbad on the community advisory council for the CEA, our clean energy alliance and I'm on the committee for schools on the San Diego Building Electrification Coalition because I believe that clean air is important for us and for our planet. The Carlsbass
026City Council will not pass an ordinance requiring no idling at school drop offs and pickups because the police refuse to do citations on the residents because they don't ruin their relationships with the public. So, I'm asking the board on behalf of the children in Carlsbad that we put up signs asking parents to stop idling while waiting for their children to come out of school and when they get in line to drop them off. Most parents do not realize that the emissions from idling cars is a serious health issue. Most people don't know that you use less gas turning your engine off and then restarting rather than idling. You use less gas and these stop emission hazards. Two solutions. Just park your car when picking up your child and let the child come to you. Turn
027off your vehicle when bringing kids to school. A sign could very easily say, "Please be considerate. Turn off your car while waiting. Idling produces harmful emissions. Educate the public in your newsletter and maybe on your website and let them know that emissions contain carbon dioxide CO2, nitrogen oxides, NOX, particulate matters, PM, and volatile organic compounds VOCC. exposure to which can cause respiratory distress, asthma, and cardiovascular vascular disease, and increase the risk of cancer. Burning one gallon of fuel equates to 20 pounds of tailpipe carbon. Let's keep our children healthy. Stop idling at school drop off and pickups. Thank you very much. Thank you. Next speaker is Katrina Wlick. [Music] Good evening uh board members, staff, and community. My name is Katrina Widlick, and I am a parent, teacher, and homeowner in the district. On January
02825th, the school district sent out a communication via parent square reminding the community of their support of all students. One part of the message say stated, "Our goal is simple. To create schools where every child, regardless of their immigration status, feels welcome, safe, and ready to learn. All students will be treated equally and with respect in accordance with both California ed 220 and CUSD board policy 5145.3. Two weeks ago, a guest speaker at Crosswood High School was invited to campus. That's not my problem. The issue is they were cosplaying as a border patrol agent complete with a fake law enforcement vehicle lights and sirens. Many of our students, especially those from undocumented families, were caught off guard by the vehicle. They expressed confusion, distress, and concern to our staff. This is factual. That fear wasn't
029theoretical. It's real. It's rooted in lived experience. It is unacceptable to stage a mock law enforcement presence at school, especially without warning when we serve students whose safety is under threat due to immigration status and targeted enforcement. In addition, the guest speaker took photographs of students and then published them on their public social media accounts. Did you confirm that parents and guardians approved of these images? Did parents and guardians consent to having their child on this person's public social media? If not, that alone is a violation of privacy. But it gets worse. These images are now being used in paid advertisements to promote this speaker's business. I have emailed you all this evidence. Let me say this plainly. Children are not marketing material without parental consent. You have a legal and moral duty to protect
030our students, not serve them up as content for someone's social media brand. These are students. They are not props. They are not engagement boosters. and they are not here to pad someone's ad revenue. I am calling on this board to take immediate action. Send a cease and desist letter to the guest speaker demanding the immediate removal of all student images from their social media and advertising content. Notify all parents and guardians whose children were photographed and used without permission. They deserve to know. Three, develop and enforce a district-wide policy that no guest speaker or external visitor may use images of students on social media, in advertising, or anywhere without explicit parental or guardian consent. Schools should be places of trust, not performance art, at the expense of marginalized students. I urge this board to take
031seriously the voices of those harmed, even if it was just one student, and to reflect on why students are expected to adapt to fear. Thank you. Next speaker is Adele Lancaster. And if you could let us know if you live within the district, that would be great. But you know what? Do you live within the school district uh boundaries? I do not. Thank you. Thank you for listening us to us this evening. My name is Adele Lancaster and I am a member of the Santa Margarita chapter, Daughters of the American Revolution, honorary straight state regent of California and current national chair for Constitution Week. The National Society Daughters of the American Revolution, the DAR, a nonprofit non-political organization, was founded in 1890 to promote historic preservation, education, and patriotism. The D has approximately 190,000 members
032across three 3,000 chapters worldwide. California has over 9,000 members in 116 chapters and Santa Margarita is one of 11 in District 14 covering San Diego and Imperial counties. Members come from a variety of backgrounds and interests, but all share a common bond of having an ancestor who helped contribute to securing the independence of the United States of America. Any woman 18 years or older, regardless of race, religion, or ethnic background, who can prove lineal descent from a patriot of the American Revolution, is eligible to to join. Since the society's founding, more than 1 million women have found purpose and passion in D membership. The D was the first heritage society to formally partner with the US semisenquincential commission established by Congress in n in 2016. Working with the America 250, the nonprofit supporting organization, the
033commission was tasked with planning and orchestrating the 250th anniversary of the signing of the Declaration of Independence celebrated this next July 4th, 2026. Its primary purpose is to inspire Americans to participate in the largest and most inclusive anniversary observance in the nation's history. This involves coordinating local, state, national, and international engagement to reflect on our past, strengthen our love of country, showcase the rich tapestry of our American stories, inspire service in our communities, and re renew our commitment to the ideals of democracy through programs that educate educ um engage and unite as a nation. Although a bipartisan the bipartisan bills were introduced in the state legislature, neither bill passed. Consequently, it is up to the communities working within their service structure like schools and independent organizations like the D to coordinate the 250th anniversary celebrations.
034Two, Santa Margarita members will share several activities or programs that are already in place. Programs that would have no fiscal impact on the district, but would engage students in the celebration of America's historic milestone. Thank you. Next speaker is Kelly Walker. Good evening. Thank you. In preparation for the Daughters of American Revolution America 250 essay contest, our chapter wanted to put the contest on teachers radar. So for the 2425 contest, we took on the big go big or go home attitude and packaged flyers for all fifth, 8th, and 11th grade teachers in the Carlsbad and Oceanside Unified School Districts. Envelopes containing the flyers were delivered to every elementary, middle, and high school, including alternative education sites. As a result, more students participated in the DA essay contest in our chapter area than ever before. Fifth
035grade teacher Joy Jansen of Hope Elementary School promoted our contest to her class, and several students submitted essays. Marian Harris won at the chapter level, and read her cash prize-winning essay at our February meeting. For America 250, our goal is to go bigger or go home and deliver flyers to every K12 teacher in our area, thus providing all students the opportunity to participate in Celebrating America 250. To celebrate America's 250th birthday on July 4th, 2026, the essay and video contest will prompt prompt will be, "If you could go back in time and meet one of the signers of the Declaration of Independence for lunch, who would you choose? and how did their actions and service contribute to our country becoming independent? High school students will be invited to research and write about a figure from
036the American Revolution era and their contribution to the founding of the new nation. Winners of the contest will tear up to compete at district, state, division, and national levels. There are certificates, medals, and cash prizes for winners. And we all know how good a winning essay or video contest looks on those college applications. Additionally, the D is sponsoring a junior American citizens contest for the more artistically inclined in grades 1 through 12. There are even opportunities for preK and kindergarten students to participate in creative contests. Supporting America 250 will not cost the district any money and very little time. We ask that you request teachers to inform students of these contests. Contests typically open for submissions on September 15th with a deadline of November 21st. The D has all the parameters of the contest worked
037out. Constitution Bells Across America is a one-minute event involving the entire country at the same time. Thank you. Thank you. Next speaker is Carla Budre. Good evening. My name is Charla Budrey. Carl'sbad has been home to my family for over 70 years. So now you know how old I am. and my husband and I raised our children here. We're proud to have three generations of Carlsbad High School grads and I was in the second class. I retired after 24 years with Carlsbad Unified School District as a classified employee and have served on the CHS Hall of Fame board for over two decades. This town and its students are close to my heart as it is my involvement with the Daughters of the American Revolution. Our mission is rooted in patriotism, education, and the preservation of
038our nation's history. We, as we celebrate the 250th anniversary of our nation, the Santa Margarita chapter is proud to partner with the Carlsbad School District to help students learn about the birth of the United States, the signing of the Constitution, and the events that shaped it. We're offering opportunities for students to participate in esso essay and video contests. And while I'm talking about video, I know about the Carlsbad video department and I know those kids could do a good job. And this is only the second year of the video competition. Um, so I think there's big opportunities for them to earn scholarships and showcase their talents in meaningful ways. From September to 17 through the 23rd, we observe Constitution Week. As part of this, we invite the district to take part in the Bells Across
039America event, a nationwide ringing of bells to commemorate the first public reading of the US Constitution. We ask that you consider whether you can help us organize a proposal for students to gather on Wednesday, September 17th at 1:00 p.m. Pacific time to join in this shared national moment. It could be at the flag pole. It could be in their individual classrooms. We're not a having a big ask there, but I know how full your schedules are. I also believe believe deeply that our children are our greatest treasure and that understanding our history is part of preparing them for a future that can help shape them with pride and purpose. Thank you for your time and consideration. Thank you. Dr. Nye, could you uh follow up with that last speaker? Thank you. We'll now move on
040to part six, 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 prior to the time the board votes on the motion unless there is a board request for one or more of the items to be removed from the consent calendar for discussion. Have any blue cards been received? We do not have any blue cards. Thank you. Trustees, are there any items to be pulled for discussion? May I have a motion to approve the consent calendar? Motion. Second. Motion by Trusty Ward. Second by Trustee Emory. Miss Garcia, please call for vote. Trusty Cioce, yes. Trustee Emory, yes. Trusty Verbath, yes. Trusty Ward, yes. Trusty Rawlings, yes. Motion passes 5 to
041zero. Thank you. We now move on to part seven, information, discussion, action items. Item 7.1, high school ethnic studies elective trustees. This is an information discussion item. I will now hand it over to Dr. Nye. Thank you, President Rawlings, trustees, and superintendent Schmidt. uh to prepare uh to meet the requirements of AB 101, instructional services staff convened a group of teachers, administrators, and district staff to develop an ethnic studies course. This work took place over the 2023 24 and 2024 25 school years. Additionally, an ad ad hoc sub advisory subcommittee met over the course of the uh school year as well to learn more about ethnic studies at the high school level and provide feedback to help inform the development of the course for CUSD students. The current course outline under consideration is for a
042year-long ethnic studies elective course for interested students. staff is not making a recommendation at this time regarding a potential required course in ethnic studies moving forward. I'm going to turn it over to Dr. Brockett and he's going to walk us through uh his slide deck. I want to thank him for his continued leadership in this area. Has worked closely with both uh the teacher group uh the working group that we've had in place as well as the ad hoc subcommittee. So, thank him and I'll turn it over to him now. Thank you, Dr. Nye. Good evening, trustees. Thank you for having me this evening. Um, I've got a lot to get through uh here, so I'm going to try to try to keep it as concise as possible, but we're going to uh the purpose
043of tonight's presentation is to do four things. Uh, one is to provide um some background on ethnic studies in California schools. Um, much of this information we've shared before, uh, here before trustees, uh, and in other venues, uh, to provide some background on the development of an ethnic studies course in CUSD. um to share the current status of ethnic studies in Carl'sbad as well as to receive any board direction regarding next steps in the development of an ethnic studies course for CUSD. So background on ethnic studies in California schools as uh trustees are aware um in October 2021 the legislature passed AB 101 which Dr. and I mentioned uh making California the first state um to uh require ethnic studies as a high school graduation requirement. Um that would be for the class of 2030
044and beyond. And the other component of that was that uh a uh a a course an ethnic studies course be offered during the 2526 school year. At the same time, the uh well, just shortly thereafter, the state uh California Department of Education also approved the ethnic studies model curriculum, which is the framework for ethnic studies in California, and I'll come back to that a number of times this evening. Um trustees are aware uh a as has been in the news recently that there is a trigger clause in that legislation uh that talks about uh the law becoming operative upon an appropriation of funds by the legislature. Um we've been monitoring that requirement closely. Dr. and I and I were on the um school services webinar this morning um and uh and heard uh the advice
045which we have really kind of been following all along which was that districts need to be prepared for any eventuality uh the ethnic studies uh requirement remains a legislative priority um but uh we need to be prepared for all eventualities which is how we landed here where we are today and I'll talk a little bit more about that journey so I Uh the next two slides I've shared a number of times uh over the last couple of years. Um in fact, I think every time I've presented about ethnic studies, I it's saves me a couple of slides because these two are in there. And I share these intentionally because um again, the ethnic studies model curriculum is the framework for the state of California. It's the CDE adopted um guidance that we have. And these
046um six guiding values and principles and the next uh slide which are the eight uh the eight key outcomes form the foundation of what the model curriculum framework is built around. Um I want to make a note and I'm and I want to address some of the questions that have come up uh along the way and the work that we've done. I I will make a note that if you look at these uh values and principles and the uh key outcomes, these do do go beyond uh what some people call a multicultural history class. Um if you take a look at the at the uh the principles, the outcomes um there's two components to uh to ethnic studies as it's defined by the state of California. It's it's in part understanding the history of those
047who have been underrepresented in uh in the curriculum in the past as well as allowing students to reflect on themselves, their communities, to build empathy for others, and to build the skills to be positive contributors in their in their society. So there's there is an action component um that you can see throughout um the uh model curriculum. I I want to uh I want to touch on before I I go on, you know, the as we've done our work, as I mentioned, we've really worked with our team to try to ground that work in the model curriculum as our basis for what we have in the state of California. Uh and as I know trustees have heard from constituents, we've heard feedback along the way in a variety of formats. And and one of the
048things that helps me as I think about the feedback that I'm hearing is is is the feedback that I hear or the critique that I hear um uh uh because the uh the outcomes that we're talking about are not aligned to the model curriculum or is it because they are aligned to the model curriculum? kind of a helpful lens for me to think about as we're breaking down um what we're doing because again I I want to be clear with trustees that we worked from a foundation of the ethnic studies model curriculum that has been adopted by the state. So to the degree that it aligns with that curriculum which we believe that this uh the proposed course today does um that's that's the the aim that we were shooting for. So, getting on to
049our timeline, uh, we've been here, as I mentioned, I I've presented about ethnic studies several times before the board. Um, going back to the 22 23 school year, um, when we developed a, uh, film academy, ethnic studies course at Carlsbad High School as part of a four-year expansion of the film, uh, academy pathway. Um and at that time that course came into being largely because there there was some foresight to think about an eventual graduation requirement uh that was coming on and making sure that that was built into um what was happening. Uh beyond that we implemented that course uh in the 22 23 school year. Um we continued then with some building work um with our team internally um throughout the 2425 school year as Dr. And I mentioned we've been working both with
050our working group as well as an advisory committee to get some feedback um on our work that we're doing. Here we are today with a with a proposal for again to be clear an elective ethnic studies course. Um and we're not talking about the graduation requirement this time. I'll talk about kind of how we bifrocated those two things in the course of our work in a moment here. Um and then the plan would be to uh a pending board approval to implement that course, monitor it next year and then monitor the ongoing situation with regard to the ethnic studies graduation requirement. So development process over the course of the year. Um as Dr. Nye mentioned, we've been working with our working group that's high school teachers, administrators, and instructional services staff. They've met seven times
051over the course of the year as a as a whole group and done some follow-up work on their own. Um that was, you know, from a teaching standpoint. We had teachers from English, from social studies, um all with extensive experience, uh working with high school students across the grad span. Um as well as three teachers who had previous experience teaching ethnic studies. So that was a helpful um input for our committee as this is uh new uh relatively new to us in Carlsbad. um our advisory committee that group the stated the stated role of that group was to provide feedback to the working group and that exchange took place over the course of um three meetings during the year. Uh we worked with that group to sort of lay a foundation and help folks understand
052the requirements uh the model curriculum the content therein um and and help them understand what we were looking for in terms of feedback. Um, we dug deeper uh in in meetings two and three and got feedback about subsequent uh uh drafts of a course outline uh and then reached a final point with with uh the more or less the the draft outline that you have right now. Got some final feedback um remote virtually uh from that team uh before we came for you uh to before you here today. Um I I have had questions about you know what what if feedback I I you know I've heard this feedback or I heard that feedback. How did that feedback um come into the course itself? Um and I think it's it's always challenging when we provide
053feedback. We obviously got an array of feedback um from our committee members. Um we've heard from our community and and we hear a lot of different things, right? It's hard sometimes to to draw a straight line between someone gave X feedback and that ended up, you know, that exact thing ended up in the course. Um, I will say there there are some things that come to mind immediately that that um, you know, are are more obvious cases of that. We had a lot of talk about um about identity and how people identify themselves. And one of the things that came from um, our conversations with our our community group uh, had to do with religion as an important part of identity. and our our team came back and and took that to heart and and
054included that uh as a part of um the the uh unit descriptions from unit one and three. Um we had uh other feedback from the group around uh the importance of the historical perspectives in uh ethnic studies. Um we also took that to heart with our team. Um and and although it's not purely the historical piece in the background, um we made sure to to go back and ensure that we were including that piece um throughout the course as one of the um one of the main threads. And I would say that you know throughout that process of back and forth with our working group um and our advisory team, that feedback was shared. It was integrated. We we gave back um uh we gave that feedback directly back to our working group um from
055our advisory committee to help them think about the the questions um the concerns, the recommendations that were being raised um by our advisory group. I've also included in here uh course development guidelines and I I've shared these previously as well. I won't go into great detail. Um, but we did, uh, work with our team again in grounding our work in the in the ethnic studies model curriculum. Um, we did, uh, review these and and really, uh, utilize these guidelines within the context of those outcomes and principles that I talked about, um, to ensure that we were building a course that would really meet the needs of all of our students. So, the status of where we are as we've arrived here today. Um, I uh I want to again reiterate that we're here today to
056talk about an ethnic studies elective course to meet that one requirement um from AB 101, which is that a course be offered in the 2526 school year. Um, as we got into our conversations uh about, you know, uh, what a course would look like, what a graduation requirement looked like, we we realized that those were really um, better discussed as kind of two separate topics. Let's let's talk about an outline for a course here that will meet that first requirement. And we still have runway and in fact now some questions kind of lingering over the future adoption of a graduation requirement. So, that would be something to be clear that we're not making a recommendation on a graduation requirement or a required course for graduation tonight. We're merely talking about um an elective course um
057for students who are interested in taking ethnic studies. Um this course, I've gotten questions about um the the graduation requirement is a one semester course in ethnic studies. And so, I've had questions come up from folks about um what how the group landed on a a year-long course. There were two considerations uh a as we worked on that. One was just in terms of the content and ensuring that um that there was ample uh time and space to um cover the content that the the team felt like um was a value in the uh in the curriculum and what the uh model curriculum asked for. The second one is a more practical consideration is that most of our high school level courses are year-long courses. So they're two semester or two trimester courses. And so
058from a scheduling standpoint, um there are complications to have a a one um semester, one trimester course. Um if we get to the point where we have to address a graduation requirement, that's going to be a question that we're going to um we're going to have to address at that point in time to see how that fits, see how it what it how it impacts student schedules, and see um what we might recommend uh at that point. But again, for the reasons I mentioned, we're we're looking at a year-long um elective course at this point. The other thing uh that's come up as question is the grade level. And our group uh our working team had a lot of conversation around the grade level question. Um as did our advisory group in in you know
059what's appropriate from a content perspective. We know from going back to um our uh film academy ethnic studies class uh that we got feedback um from that context that that 9th grade um is challenging in some components because students don't have the historical background the underpinnings of the history that they haven't gotten yet perhaps at in their high school history classes to be prepared for that. Um the the flip side is that when we think about um some of the building of empathy and community and civil discourse skills, um one of the advantages to offering it to earlier grades would be that students develop those ski have an opportunity to directly be taught those skills and utilize those throughout their time in high school. Um when we really got into that and then we we
060we talked with our group about making a decision regarding, you know, purely talking of an elective course here. Um ultimately we we gave that work to the high schools uh allowed them an opportunity to offer that in grades 9 through 12. Um as and and thought that as an elective offering that would give a good opportunity actually to perhaps get some feedback should we need to make decisions and determinations moving forward. Um moving on to the the course content itself. Uh I want to point out uh and I won't read through all the details on on every one of these slides. I do want to point out some themes. Uh these themes, the the four core unit themes that you'll see um are aligned to the recommended uh unit themes in the ethnic studies model
061curriculum adopted by the state of California. Um and so you know when we when we outline these um you'll see those parallels if you uh reference those um in the model curriculum as we come throughout. So to be clear, we didn't come you know the team didn't kind of come up with these from nowhere. um these are the core recommended uh units of study in that model curriculum. Um we we get a number of questions I've had a number of questions over time and going back to that idea about sort of history versus the other components of uh of ethnic studies. um you know uh we talk about identity um and and some of the components about identity that I've gotten questions about is this idea of including identity all um or uh intersectionality and
062and what does the talk about the components of folks identity uh do in the classroom and I you know I want to I want to point out I think that you know the intent of the working group when we talk about identity is to help people it's the it's the windows and mirrors idea for me as a window to be able to learn about others and to learn about my community. The mirror idea being me having an opportunity to reflect and learn more about myself. Um, and in so doing, uh, we're able to better understand the complexity of of identity, better understand ourselves, better understand our others, and to and to use understanding that complexity to be able to break down actually some of the the biases that we might have sometimes when we oversimplify
063um when we oversimplify people's identities. And so that's really the the challenge. Um the challenge that comes up in the classroom obviously is these are these are you know challenging topics um in any classroom we have we get in discussions sometimes I I think about sometimes in English classes and the challenges that may come up in navigating uh uh difficult conversations that have the potential to create conflict um in the classroom. You know, for that reason, you'll see throughout uh the the outline the importance and the and the focus on civil discourse and building up those skills and and if you look closely, you'll see a progression of skills related to civil discourse um throughout the the course. Um that was intentional by the team in terms of building up those pieces. In addition, we've
064laid the foundation for some of this work through our work with the forward together uh plan. Uh as you'll recall um uh teacher uh professional development and training around uh antibbias training uh was a core po uh part of our year one um forward together plan. So our teachers have the training in the background um and we intend of course to provide additional training for our ethnic studies teachers um to support them in you know uh respect uh recognizing bias pushing back uh and being equipped to lead those kind of respectful challenging conversations in the classroom. Um in any of our classes our number one priority is creating a safe and welcoming environment and and that obviously is a core component of our ethnic studies work as well. Um, moving on to units three and
065four. Um, I again, you know, these are aligned uh parallel with the recommended units of study in the model curriculum. Um, I I will say that I I've had some questions about this idea of the the the unit called systems of power. And what this asks us to do um is to is to think about um different ways in which um power is uh is afforded within uh society. And and you can see there the the the core questions um and how they relate to what um are the essential components that the uh that the course will get after in those areas. And the if you look at our our particular unit here of study, um uh the the focus in this unit is thinking about uh media representations of different people and how how
066different uh of these four uh core groups uh are represented in uh in media. Uh, and our our team really felt like that was an accessible way for students to be able to get at understanding in a in an area that they see a lot of, uh, in movies, in music, in in advertisement. Um, how do people get represented? Um, and and there's a parallel here with what we've we've already seen in our film academy, ethnic studies class, which studies representation in film as well. Um, and and this team in looking at that felt like that was a natural uh, connection point for students that would be relevant um, to them as well. Um, in unit five, uh, uh, units four and five, uh, really get to, um, thinking about, um, sort of activist movements,
067um, through unit four, I should say, looks at historical and contemporary movements, social movements, activist movements, if you will, um, in in that regard. Uh, unit five is related to that in that it asks students to think about what they've learned and how they can apply that in their community. So, I I've had some questions and I've seen some some concerns about about, you know, asking students to be activists in the community. And you you'll note that unit 5 doesn't ask a student to be as as it's written here, does not ask students to be activists. Um, it asks them to reflect on the things they learned, think about ways that they can make positive impacts um, in their community and think about areas that are of of interest to them in their community as
068well. Um, and this is a this is an opportunity to uh for students to pursue specific areas of interest. Um and and that was important to to the team um because we recognized that throughout um we weren't going to capture every um every uh group uh or every uh component of ethnic studies that could possibly included. I'll talk in a moment about, you know, the decision to really focus on those four core disciplines as an introductory class. But this this unit allows students to think about things that are pertinent to them to give them an opportunity to um explore areas that are of interest and and this you know can cover a wide variety of of uh topics depending on what's you know what a student's comfortable with and what is important to um that
069student. Just some common threads throughout the course to to point out and and to wrap up you know the the course outline here. Um, one is again as I mentioned that focus on civil discourse throughout and the and the escalating kind of levels of complexity of of building civil discourse um that to help develop empathy, listening skills um understanding of others um and being able to articulate ideas. Um this is that's challenging. I mean, we can look around our our society today and see the challenges that we have um with civil discourse um and and we really believe that this is something that lends itself well to um to inclusion in the class uh and really closely align with those um outcomes and principles that we talked about. The second um is that the content
070uh is connected to the four core disciplines of ethnic studies. Um, again in in leaning back on the uh the model curriculum, the model curriculum strongly focuses around the four core disciplines. Um, we felt like that was a a good place to uh to focus uh given, you know, that that there could be a variety of topics that could come in potentially to an ethnic studies class. But that grounding in those core pieces uh provided us an opportunity to uh allow students an introduction along with the uh the component that I mentioned which is that that sort of application section where students can look at um ideas that are of interest to them. And then last but not least um opportunities for self-reflection and understanding of others and understanding of the community. When I when
071I read through the outline, I think of sort of the parallel threads of that second uh bullet point, which is sort of the content and the historical and contemporary perspective of um of the four core discipline uh groups uh along with the second thread of opportunities for students to reflect, learn about themselves, and learn about others. Um, in parallel with that, um, piece, uh, I it's worth pointing out that that this doesn't just come from the, um, the ethnic studies model curriculum, which was more recently. If, if, if, if, if, if, if, if, if, if, if, if one goes back to the, uh, history social science, uh, framework, which is adopted in 2016, um, the, you know, uh, it talks about ethnic studies, um, in the history social science framework that we've been working off
072of for a number of years. Um, and and I thought it was worth uh worth reading that, you know, part of that description in the history social science framework is that central to any ethnic studies course is the historic struggle of communities of color, taking into account the intersectionality of identity, gender, class, sexuality, among others, to challenge racism, discrimination, and oppression and interrogate the systems that continue to perpetuate inequality. So, you know, before the ethnic studies model curriculum defined those, um the the you know, the writers of the history social science framework had identified some of those core ideas. Um, and I and I think it's again I know I've gone back to that a number of times, but that was really h how educators develop coursework is to ground themselves um in the foundation
073of the frameworks and the standards that are adopted by the state and use those as the basis for um their work. So status uh just to give everyone an update on where we are with this um in anticipation of uh you know of of where we are today here. Um Carlsbad High School, Sage Creek High School both solicited interest for uh an ethnic studies course on their course request forums this year. Um there was un insufficient interest uh at Carlsbad High School. Um, and Sage Creek High School on the other hand had a a a number of interested students. I I think there's some some structural factors that are involved in that in terms of the flexibility sometimes that students at Sage Creek have a little bit more of in their schedules. Um, they're uh
074they're really ultimately here making a decision between one elective class and and another. Um, so, you know, it's it's really a matter of choice there. Um it it is it is worth noting because I know I have uh the question has come up a number of times like what's the cost of of this proposal right here and really when we add a new elective course um that that doesn't have you know equipment costs or things like that. There are there are not actual costs to that. This is really just a student making an a choice of one elective versus another. So we're shifting what might have been taught uh a different class for another class. Um, right now, uh, pending board approval, Sage Creek, uh, is planning on offering one section. Uh, they they're going
075to have to pair down that number just a little bit to get to, uh, a a section, but that happens all the time. Um, students don't always get their first choice class. Um, and so for students that chose this, they'll have to get that down to a, you know, a workable uh, classroom number, and some students might receive their uh, second choice class. um where we are right now uh and I'll mention this again in a moment uh in accordance with ed code 51225.3 which is the education code update that came along with AB 101 um for a locally developed course in ethnic studies we should first be presented at a public meeting of the governing board here we are tonight um and then uh not approved until a subsequent public meeting uh of the
076governing board u when the uh public has had an opportunity to comment. So, as trustees are aware, uh once once this was posted, some of our our uh community has made comments already. We're going to provide a second opportunity for them to provide feedback. Uh we'll be posting uh feedback uh information on the website tomorrow. Um and then I'm sure we'll uh we'll continue to hear from constituents um both uh both in support of and with questions andor concerns about um the course as we move forward. Um, I I won't I won't go deep into these because I I hope that I uh provided some context to some of the frequent questions that we've got here. Um, but but just a couple of just quick uh overarching points on on some of these FAQs that
077were included in there. Um, I I do want to be clear that there are there there has been an effort to develop um specific content standards in ethnic studies. Um, that that the push in this legis legislative session was actually just recently withdrawn. Um, and so, uh, there are no content standards, but the the model curriculum, the CDE adopted model curriculum again forms that framework for what ethnic studies looks like. And most uh, subject areas have that framework um, that provides kind of the outline for what a subject should look like. Um I I touched on this question already about kind of the multicultural history and I I it bears repeating again you know the both the model curriculum the history social science framework certainly provide guidance and a definition of of ethnic studies that
078goes beyond just the historical component um and I think that's important to point out um and then uh lastly uh the you know the ethnic studies graduation requirement I've already mentioned we're going to continue to monitor that question um and uh and see where uh the state takes us with that. There are a number of factors that play into a a potential graduation requirement. Um and we would want to bring those back to trustees at the appropriate time. Again, all we're talking about tonight is is an elective course for interested students. Um there's been controversy in the news, I'm sure you've all seen, uh about um the ethnic studies model curriculum, um what's called what's referred to as liberated ethnic studies. Um some charges of anti-semitism as it relates to some of the different variations.
079Um and and just to provide kind of a very high level overview, um there was some controversy around the the state model curriculum uh during the development process. Um the there were uh there were uh steps taken then to jump to go back in and rewrite and remove uh the the controversial portions of that which led to a a splintering of the the group that was initially working on the ethnic studies model curriculum. So some folks broke off um that and and actually wrote their own curriculum which is the liberated ethnic studies model curriculum consortium. Um that's what what some might call a more uh activist uh strand of ethnic studies. Um uh and so the the the breakoff of that group then led to um the approval the CDE's approval and the state's approval
080of what became what we know now as the California ethnic studies model curriculum. So those kind of separated into two things. the the charges that we've heard sometimes in the news recently about anti-semitism as it relates to this um has has to do with the um the the uh the discussion of the Israeli Palestinian conflict in the liberated ethnic studies model curriculum. um this doesn't show up um this doesn't show up in the in the California model study model curriculum and and again our team made an intentional choice to focus specifically on the four core disciplines um that I shared a moment ago um and and so while there's possibility again that in in any classroom in in you know in uh in discussion uh challenging concepts come up um we're not the the the
081outline of this course you'll see does not intend to um cover some of those topics that have been uh more controversial as they've been rolled out um in other areas related to that. I I've had a number of questions come up about, you know, guard rails and and again, I won't go into this. Um both the ed code um as well as the um as well as the uh existing COSD policies um uh really do make it clear the importance of uh using curriculum uh and developing curriculum and courses that are appropriate. It's the it's kind of that middle bullet point there uh for use with pupils of all races, religions, nationalities, genders, and diverse ethnic and cultural backgrounds. Uh that's the intent of the class is to really make sure that this is a
082course that is a place where all students can feel comfortable, have a chance to learn about themselves and others, have a chance to learn about important history that has been uh that has often not been told in traditional history classes and and to use that understanding to help them think about um how they can positively impact their communities. Last but not least, uh next steps. I I kind of referenced this already. We're we're here uh tonight uh with our informational presentation. Um we'll you know we'll obviously hear from uh hear from trustees. Uh happy to answer any questions that you all have. Um and then uh following your discussion, take any direction that you uh might have um for uh if there's anything in there that uh requires us to go back and take a
083look at it again. Um, and then we would plan at this point uh to bring uh the course back um in alignment with the uh ED code requirement that we bring that back to a second public hearing um uh on June 18th for a follow-up presentation uh and then uh a recommendation for approval of that course. Um, I know again I I just want to close by saying I know we've seen a number of uh trustees have already seen a number of of questions, concerns, critiques, and support for um the ethnic studies course. Um I I want to again uh emphasize uh and thank the the groups both our advisory group um that was uh engaged and showed up in the evenings to to walk through and provide feedback and sit side by side with
084their neighbors um to uh to give us feedback that helped inform uh the development of the course. um as well as our working group of of professional educators who who dug in um spent uh you know a lot of time uh really digging into what uh the state has outlined uh for us as our framework um and and doing uh the hard work of really kind of putting those pieces together uh to to put together a course um that they feel like is going to uh well serve our students. Um, and at this time, like I said, uh, students who are interested in in the study of ethnic studies and want to want to, uh, dip their toe in that water, um, to give them something that really gives them some meaning and a good
085introduction to what ethnic studies, um, is is all about. So, with that, I'll hand back to Dr. N. Yeah. And and thank you, Dr. Brockett, for that thorough presentation. We're happy to, uh, pass it back to President Rawlings, and uh, we'll begin public speaking. Thank you. Uh, this is the time for public comment. Uh, we've received 12 blue cards. When I call your name, please come to the podium, state your name, and indicate whether or not you live within the boundaries of the school district. You will have 1 minute and 45 seconds. We will have the timer on the screen, and your mic will be muted when your time has expired. The first speaker is Scott Davidson. [Music] There are two courses up for discussion tonight. The one that people think ethnic studies is about,
086the untold history, struggles, and successes of ethnic groups. And the one that our teachers are actually planning to teach, which is about identity politics, framing America as an institutionally racist nation and asking students to accept a different worldview and become activists for social justice resistance movements. Two years ago, the board approved an ethnic studies elective on the promise from staff that it would not use the model curriculum to seek to indoctrinate students with these controversial ideas, but rather ask them open-ended questions. But then a few days later, Trusty Rollins told the Union Tribune that quote, "Just because the description doesn't explicitly mention institutional racism as a discussion topic doesn't mean the concepts of it won't be ultimately discussed in class." She added, "It's not a theory happening in the past. It's actually happening right now
087today. It turns out that Trusty Rollins was right. We now have the slides from that first class and all of the concepts of critical race theory from the model curriculum were taught as facts. Students must accept the idea of intersectionality and determine whether or not they are part of the dominant culture like a white Anglo-Saxon Protestant or Wasp who opposes and oppresses minority voices. that the police are a repressive state apparatus which is the tool of the dominant culture. The question for the board tonight is whether you still want to pretend to the parents and the students and the community that you're not trying to indoctrinate students with a radical critical race theorybased course. It might be straight from the model curriculum, but that doesn't change the fact that it's based on liberated ethnic studies
088in critical race theory, which was not the intent of the legislature when it approved. The next speaker is Nicole Bernstein. Good evening. My name is Nicole Bernstein. I am the co-founder of Pure K12. We are a Jewish organization that advocates for Jewish civil rights in K through2 environments. And the reason why we were formed in the first place was because those Jewish civil rights were being violated on a regular basis, which after hearing, you know, the Daughters of the American Revolution is still really upsetting to me. I I found your presentation really thorough. I think the intent that everyone has here is really genuine. I really do. Um I also think that the amount of hoops and and back and forth that the state legislature has required from school boards and from school districts has
089been um harsh. I I it's not fair to make school districts go through this much work and this much controversy. Um I I do want to mention that last week the you also mentioned this. Um there was a bill uh on the docket at in Sacramento that was supposed to create content standards for ethnic studies. And the reason why they felt that that bill was necessary is because too many districts were implementing their freedoms to bring all kinds of things into the classrooms. oftentimes um without the knowledge of school board trustees um or superintendent which was you know making it even harder. I only have 10 seconds. Um but it switched into being a bill about anti-semitism and there were I would say about 60 or 70 people in opposition who were all liberated ethnic
090studies proponents opposing a bill. Thank you. Next speaker is Jennifer Zamora. Good evening board members, superintendent, and staff. Um, thank you for your time and service. I'm a parent reside in the district. I also participate in the ethnic studies parent working groups led by COD staff and appreciate the opportunity to do so. I'm here to express my strong support for ethnic studies course being offered in our district. This course is not only aligned with the California ethnic studies model curriculum, but also with our district schools of equity, academic achievement, and preparing students for college, career, and civic life. It gives students a chance to see themselves and others in the curriculum, promoting deeper engagement, and stronger connections to their education. Ethnic studies focuses on the histories, contributions, and perspectives of groups who have been underrepresented
091um in traditional curriculum. Um, let me speed up here since I only have a minute. It's also backed by research. A Stamford study found that students enrolled in ethnic studies, especially those who are struggling, showed higher GPA, better attendance, and improved graduation rates. These are the kinds of outcomes we all want to see in our district. This course is not about division, it's about inclusion. It empowers students with a more complete understanding of our collective history and gives them tools to build a more just and informed society. I urge the board to continue supporting ethnic studies as a core part of our district's academic and equity mission. I also urge staff to have a more focused and expanded solicitation of this course for the following academic year as I feel the advertisement was a bit
092lacking this year uh resulting in low interest at CHS. Thank you for your leadership and your commitment to all students. Thank you. Next speaker is Linda Dance. Okay, she's not here. The next speaker is Teresa Wallace. Good evening. I'm here to object to ethnic studies being taught in our high schools. You know, every time some shiny new curriculum is offered, a lot of people get very rich. It's because these curriculums are expensive to buy as well as to implement. Teachers have to be trained. Materials have to be purchased. Resources have to be diverted into these often from other important areas. Even Gavin Newsome, who originally sought to mandate this curriculum, has recently seen common sense and withdrawn funding from uh sought to ri to withdraw funding from ethnic courses statewide. his commitment has wavered likely
093because this curriculum is expensive um and we have a huge state deficit. However, it's also wavering because although early research touted ethnic studies courses as improving student outcomes, that research has since been refuted. Even the NEA now acknowledges that more research needs to be done in order for us to know if there is any impact whatsoever on students who take ethnic studies courses. Funds are limited. Please do not waste the limited educational funds that we have on divisive, demeaning, and unproven courses. and let's get back to the business of educating our children in the fundamentals. Thank you. Thank you. Next speaker is Katrina Wick. Good evening members of the board, staff, and community. My name is Katrina Widlick. I'm a parent, teacher, and homeowner in the district. Naomi Osaka, Japanese Haitian American tennis player. Davis
094Troyer, Ojiway and Jewish writer. Raquel Vasquez Gileian, Mexican-American poet and novelist. Amanda Gorman, black national youth poet laurate. These are all the diverse voices featured on this year's AP language and composition test. As an AP English teacher, one of my responsibilities is to prepare students to succeed on this test. For AP seminar, the College Board provided diverse texts, including an article about the Mayori, the indigenous people of New Zealand, focusing on how culture and history of marginalized people has been removed throughout history. And throughout the year, I provide lessons on how to understand the context of historical text, how to write about the identity of a diverse writer, and how to understand the diverse audiences of whom a writer crafts their argument. Every year I find gaps in student understanding about the complexity of our
095country's history and unsure of how to articulate the nuances of identity. And every year I find students are capable and confident to enough to engage in this work. Some here may say we don't need an ethnic studies course, but I'm here to beg you for this class. These students need it. They need to know the complex and rich history of our country. They need to be prepared to write about diverse identities. And that is what the College Board is encouraging them to do. The College Board encourages teachers to embrace diversity in the document what AP stands for which I emailed you earlier and please review. Please listen to the voices of the community members, the students, the parents and even the schoolboard trustee that was present at these advisory committees. Thank you. Thank you. Next
096speaker is Eileen Freriedman. Freedelland, sorry. Um, my name is Eileen Freedelland and I live in Carlsbad and I'm here tonight to express my strong support for ethnic studies. I also want to put this board on notice that a public records act request will be submitted immediately following this meeting. The request will seek to access all notes, printed handouts, handwritten notes, computer notes, phone messages, text messages, and computer chats that any trustee refers to during tonight's May 21st, 2025 meeting, specifically related to this agenda item. Thank you. Thank you. Next speaker is Tamara Dixon. Hi, I'm Tamara Dixon, Carl'sbad resident, mother of two sons, and part of a multicultural family. I want to thank you, Dr. Brockett, for all the work that you've put in and just explaining everything. I really appreciate it. However, however, the
097narrative of ethnic studies pushes a selective narrative promoting anti-white and anti-semitic rhetoric under the guise of diversity and inclusion. At your February 2023 meeting, a speaker Hannah Summerhill supported DEI very, very strongly. She did this fearing exclusion as a Jewish woman. Ironically, eight months later, Hamas attacked Israel. Hana and others like her saw the anti-semitism within the very movement she supported. Ethnic studies isn't about unity. It's a facade for CRT. Isn't that right? You like CRT? I've heard you say that it chooses who will be oppressed and the victim. The only outcome is intolerance. Thank you, Kathy. Next speaker is Julian Lodge. Hi, good evening. and I live in the boundaries of Carlsbad Unified and I'm the parent of a child in um Carlsbad schools. So I just want to say thank you for developing
098this beautiful curriculum. I see that it is aligned with the ethnic studies model curriculum. Um I I've had a chance to review it and it looks great. Thank you. Um and I think it's a a big step forward um uh in compared to this the uh prior uh film studies class. So a big big evolution. Um the one concern that I have is that it's an elective course and um I'm concerned that very few kids will actually access this after all of the work that you've done. Um I want I I just want to propose that you consider infusing ethnic studies and other content areas and um look to that in the future. I just want to review some of the principles of ethnic studies um I want to point out are also found in
099California education code. So, it's an easy connection, but cultivating empathy, community self-worth, and self-determination, celebrating and honoring uh people, native people and people of color, including stories of their successes and cultural wealth. So, we need to see the cultural wealth reflected in all content areas. Um, honor pre-colonial ancestral knowledge and family knowledge because our families are marginalized families. They do have knowledge and they need to see that knowledge reflected in the curriculum. um critiquing empire building, white supremacy and systems of power and oppression. We need to name it. We need to see it and the kids need to talk about it. Not just in an elective class with maybe 20 kids, but they need to have it in history. They need to have it in literature. They need to have it economics, in government, and
100they can have it in science and they can have it in math. Thank you. Thank you. Next speaker is Jessica Price. Hi. I first I want to um thank you for your work on this. I um initially was really upset with how the how it was going to be run and how it had been presented. I feel slightly better that it is an elective. However, um I I have five kids. Sorry. I have five kids in the district um ranging from high school to elementary school. I'll be here. You'll see me for a long time. I um we have lots of kids of different color and at my house spending the night having dinners with us. We're a very inclusive family. I worry about this curriculum. I really do. I um especially when you you
101talked about different um teachers. You already have some trained up. Are those in Carl'sbad? Would they teach at Carl'sbad and Sage Creek or are they just nearby? You when you said you had three teachers who were trained up in this? No. No. Oh, sorry. I kind of Yeah, I don't always come. So, sorry. Okay. So, I'm totally digressing from my notes, but I I don't disagree with us teaching about cultures and celebrating them. This just feels very divisive. It feels like a very divisive way to present it. And as we discussed, you said you had English teachers and different teachers all commenting and and helping build this. Well, I feel like then why are we paying for this new thing? They should just those requirements should be met in other classes. Kind of what you
102were you were talking about as well, like why are we paying for this? Why aren't we seeing other courses um in accounting, budgeting, taxes, um emotional resilience, things that would actually be so helpful for kids when these topics are are kind of covered in other things. I also would be in favor of a semester. My kids are bored at Carl'sbad. They are bored. Okay. I I want them to be challenged and I want them to have more choices in electives. Thank you. Next speaker is Elizabeth Hinto. Thank you for having me tonight. My name is Elizabeth Hassinto. I'm a mom in the district. I've been here for almost 10 years. And while I do support some points within this curriculum, I do not support the adoption of the ethnic studies curriculum. The emphasis on ethnic
103studies would further distract, in my view, from the core classes. It's disappointing that CUSD would consider this curriculum rather than focus on improving competency among graduates. I hope it's no surprise to you that math proficiency has dropped. In 2019, it was 58% of high school students um met state standards and now it is even lower at 42% according to ed source. I'm not a stati statistician but I did do some research. Also, uh the ELA has decreased by 8% within the last 5 years. Now, only 67% of our high school students are proficient in ELA. We are missing the mark at CHS. I have a student attending CHS next year. I am excited for him to go to the high school. Um, but I do want to be uh um supportive of the classes that
104will most benefit him and uh upon graduation, his life skills. Uh, I was surprised when reviewing the curriculum, the course catalog at Carswood High School in preparation for his pre-registration that US history only teaches the time of an industrial resolution to present day. Why are we proposing a new course when we hardly support educating students in basic skills and as uh the AP history um US history teacher um or English teacher, excuse me, um stated that we do need to understand our our history and we're not teaching that. Um, we're also not promoting things like finance or money management. The career technical education class at CHS might be a good start, but it probably needs to be further developed. Um, I did review the ethnic studies curriculum. I think it would be better aligned with
105perhaps a geography and a Thank you. Next speaker is Nikki Ruden. Okay. Uh, good evening trustees and community members. My name is Nikki Rudden. I'm speaking tonight as a proud U CUSD alumni, a current Jefferson MTSS teacher, and a proud CUSD parent. Um, I'm also a proud Mexican-American woman and mother, and a proud resident of this community. I'd like to take a moment to celebrate my children in this moment and their tribal ancestry. My children are actually indigenous current tribal members of the Miami Miami tribe um pronounced Miami and they are an indigenous first nations people and I use first nations very purposely that is the Canadian that comes um from Canada and honors that um my children are part of the first nation here in this country. Um they are from originally from the
106great lakes region. Um, for generations, their language and traditions were pushed to the margins through forced removal, assimilation policies, and cultural suppression. But the Miami people did not disappear. They have fought quietly and powerfully. They are a tribe of around 7,000 registered indigenous people. Um, and my husband and children are members. Um, this is the kind of resilience that ethnic study makes space for. Ethnic study is an invitation to tell the truth further. um honest stories to reflect the identities of our students in our classroom. They are a third grader and a kindergarter at Buenav Vista and their stories matter. As Zetta Hammond reminds us, culture is how the brain makes sense of the world. When students see themselves reflected in what they learn, they don't feel pride or they just feel pride. They engage
107more deeply and they think more critically and connect more meaningfully to others. Ethnic study is not about blame or division as you might have heard tonight. It's about connection and belonging. truth, diversity, and resilience that lives in so many of our families. Thank you. Trustees, do you have any questions? Who's first? Who's first? Trusty W. I think this will be an easy question. Um if it does become um if the state does push it forward with funding and it becomes um a graduation requirement and students have taken the elective course, does that will that suffice for that requirement? What do you do do you understand what I'm saying? Yes. Okay. Yes. So, so, um, the students the graduation requirement as it's written right now would go into effect for the current 7th grade class. So,
108um, so, sorry, am I right on that? Let me do my math real quick. It's the class graduating class of 2030. 2030, correct? Seventh. Seventh grade. Yes. So um so in the short term that no that wouldn't be relevant to the to the kids the students that might take it next year. Um but theoretically yes a student that would have taken the elective course at some point should that then become a graduation requirement for that class of students then yes they would have we would consider that as having met the graduation requirement. Other questions? Trusty Babette, you did touch upon the issue of one semester versus two or three trimesters at Sage. Um, will we be condensing this into one semester when it is required? So again, I think there's a lot of considerations around
109a graduation requirement and the impact that that has on student schedules um and and you know, in in unison with the other requirements. Um, so we have to bring that back. We really have not um taken a deep dive into considering what those implications are. We're very surface level at this point thinking about what that could entail, but we'd have to come back and have further discussion about that. It would require trustees ultimately to uh change graduation requirements both to meet the uh to meet the ed code but also then in consideration of what trustees whether trustees felt that that was the the one semester as as is required uh currently would be the requirement in CUSD or um as it's stated in the in AB 101 that they have that districts have the option
110to uh do a longer course if they want. So that would be a topic for future discussion. Is that a follow-up? Yes, a follow-up. So um per the speaker who just spoke with the five children and I have had two at Carl'sbad, I know how long those courses can be when they're two-hour blocks. So um it would it be possible in the future for us to have a discussion about pairing the course one semester with perhaps a finance course or a constit a course on the constitution or whatever. Yeah, that that's that's that's the consideration, right? Is and as I mentioned where the group landed on a recommendation for a a two trimester two semester course at this time, part of that is the structural piece of how it fits into the schedule, right? So,
111um so yeah, if if we were to make a a movement in the future for a one semester course um or a one trimester course, there would necessarily need to be something that backed up against that. Absolutely. Other questions? I do have one. Um, uh, would or could this course replace a social stud a current social studies course offering? So, such as we offer financial algebra for instance, that takes the place of the algebra 2 requirement in um, uh, for A throughG. Yeah. No, the the way that that both the A to G requirements as well as the the state graduation requirements and and our graduation requirements in turn are written is that no, it currently does not do that. Uh the courses it's proposed would be submitted um as a as a a G
112academic elective in in doorways. So students would receive um credit for it through that avenue, but they would still take the regular course of of history social studies courses. And then as a followup, can that could there be changes made to the current curriculum to make that happen? One of the challenges with that is we we've had conversation and and I I heard mention of uh integrating ethnic studies into other courses. Um we we've had conversation again very surface level at this time about what that might look like especially if there were a graduation requirement and the ways in which we could mesh some of the course you know course work together um to uh to allow students a little more flexibility. But uh but the where we're cautious with that I will say is
113is that the the legislation is written says that a course must be primarily ethnic studies content to meet the requirement as it's written. So there there's where you know the group as we talk through and and again we kind of bifurcated the conversation about graduation requirement versus just offering an elective course. You know at this point what we're looking at in front of you here is is that purely uh ethnic studies course. That wasn't my question. So my question is is that could there be could there be could there be changes made to the current curriculum that's in front of us that could replace a year of US history or a year of um of other uh Got it. history courses that we offer that could take that place under A3G. Yeah, that that would
114be a a significant deep dive to start at square one. Again, back to that idea that that the the intent of the legislation is to offer a course that is primarily ethnic studies. If you if if we look and and and we looked at the ethnic studies model curriculum and you think about the content standards in US history, um that would be a challenging uh mesh. Some other districts uh have have worked uh to integrate English uh ethnic studies into English courses. That's a little easier lift because the because the content standards in uh in an English class aren't aren't so contentbased as they are in a history class. they're they're more uh aligned to skills and one can access skills through a variety of of you know different course readings and and and activities
115and things whereas um really coming at you know and ensuring we're doing the job that we should be doing with US history for example that's a lot of content that students need to we need to make sure the students um get as well. Other questions? Trusty Cosc uh you mentioned that the focus of this course was on the four core disciplines. Um but you also mentioned that there was an effort made to u bring religion in integrating that. Can you expound upon that a little bit? Yeah. Yeah. Thank you. That's a good question. really the the the religious piece and identity is thinking about how among among those core disciplines that we're looking at as well as that thread about students reflecting upon themselves and who they are um religion is a is a core
116foundational piece of people's identity within those groups that we talked about as well as within our community and the students that that you know will be uh exposed to the course. So, it was a valuable piece of feedback to think about the way that that fit in there. And and so to clarify, I think maybe what you're getting at there is it's not a it's not an intent to study specific religious groups so much as to think about the way that religion is a core part of people's identity and and a component of of who who people are and how they identify in the world. Other questions? Trusty Verbeth, you talked a little bit about the age of the students and what grade um we're offering this to. Can you explain why staff believes the
117concepts that are in this course curriculum are best presented to ninth graders and why we didn't offer it to older students and maybe we might have had more success with older students? Well, you're getting you're getting to one of those other core questions, right, of of when we when we think about a required course. Um, we we'd really there's a a lot of deep diving into appropriate grade level for requiring a course. um when we when we made that shift in lanes and said look for the time being because of our time frame where we are what what's being asked for next school year um and and and shifted gears to thinking just about the elective course um the team felt like offering it to all grade levels. So this this to be clear this
118was a an available elective option for 9 through 12. Um, so that was it was open to any of the students that would have been interested this year um at at either high school. Um, again, there's I think there's a variety of factors that that probably influenced um student selection or not selection of the course regardless of their grade level. Um, and so yeah, I think that we'd need to it's definitely a topic we'd need to revisit. The the upside as I mentioned as I see it just from a planning perspective is to the degree that you you have students across multiple grade levels uh potentially in the course uh as an elective offering it gives some insight into what would be potentially an appropriate place to situate in the curriculum. There's other questions about
119appropriate place just in terms of what other requirements fit at different grade levels. But I think that's a key one and and again as I mentioned we we did get feedback on that front um from uh from the film uh course and and sort of the the need to backfill some of that historical knowledge that that students didn't quite have yet. Um and and so I think that's an important component. So because what it looks like for a nth grade student is going to be different than what it looks like for a 12th grade student. For sure. Trusty Emmery. Yes. On that um side adjacent to that, uh what was the breakdown of the students you had in each grade level if you have that information? And do you also have um any of the
120demographic uh you know where those students lay within those groups? That's a great question. I don't I don't have the exact numbers in front of me. My recollection is that it's a pretty balanced in terms of across grade levels. Um I do know that um part of the conversation and I I don't want to break any news to uh students that have made their course requests at this point, but I do know that part of the conversation as I mentioned at Sage Creek is about you know with 44 requests. Uh that's that's like more than one section but you know not quite two sections. Um and so um they're going to have to pair some students out and I think the conversation was around um limiting that to 10th, 11th and 12th graders then just
121as an easy uh as an easy cut point. Uh theoretically 9th grade students have more opportunity to go back and take an elective later. So often times um uh you know upper class or or older students might have preference uh in uh in getting an elective um if a decision needs to be made to to you know carve some students out and put them in second choices. Um as far as demographic information, I don't have all the details there. I did uh look at that and it's I would say it's a it's a multicultural mix of students um from different um uh race uh and ethnicity backgrounds uh uh language uh linguistic backgrounds. Um those are the components that I looked at. I don't have all the details right in front of me, but definitely
122a rich group um uh and and I think you know representative of the the uh the the array of of students that we have um in our schools. Thank you. And I had a followup to that is um could this course qualify as dual enrollment under the community college transfer requirement at Mira Costa? And um if if it can or not, then the second part of that question would be can students that are not able to get in, could they take uh this class as a required transfer unit at Mirara Costa? So the course under consideration tonight, the answer is no. This is this is a would be a CUSD course. Um specifically um uh ethnic studies is offered at Mira Costa College. So a student, any student right now could um concurrently enroll in
123Mira Costa to take an ethnic studies course. Um that that would be transferable for students that are going to CSU etc. where it's ethnic studies is also becoming a requirement. Um, so you know, it's some it's a conversation that that we've again surface level had as something that we might want to explore in the future should a graduation requirement come online and and in terms of giving flexibility for students to find different avenues to meet that, but it's not what we're under consideration on tonight. And then a followup again. It would it also be considerable changes to the current curriculum being proposed to meet that potential dual enrollment andor to be a um to meet the requirement of Mira Costa as a transfer unit. Yeah, that's a great question and I'm I'm not very familiar
124with the Mira Costa curriculum, but yes, a dual enrolled course is the college curriculum. Um so it's another consideration to to keep in mind. um that uh you know my my suspicion would be that there are um some substantive differences with the college curriculum. Um you know the the model curriculum that was used as the foundation for this course is is explicitly a K12 uh uh project. Um and so that would be one thing to consider. Um if that were an option for students, it would be important to make sure that students and families were aware that there were differences between the courses. One more followup. Uh, will you make sure that those students that expressed interest that maybe didn't get in that there is that option for Mira Costa? Is that something you'd be
125that you'd be letting those students know about? Yeah, I think that's the work that that counselors do all the time is is, you know, when they're working with students on scheduling and they do, you know, their meetings with students to go through what they've got. um if if there's you know an opportunity, let's pretend that that the board approves this class uh and it moves forward as an elective course. Certainly, again, those students would have another opportunity in the future to uh to request the course. Um and then again, counselors work with their students all the time to find um opportunities for courses that might not be available to them on campus. Other questions? Trusty Ward. So, um, it's not being offered at Carl'sbad High School and that's because there wasn't enough to fill a
126class. So, or was there no demand at all for it? The at last check, one student had requested it at Carlsbad High School. Um, I had a question uh come up I I believe from a trustee uh earlier a couple weeks ago about that number and and what was done to promote it at at the different uh uh at the different campuses. And to the best of my knowledge, there was no concerted effort at either campus. Um the there's um electives can be challenging sometimes on a on a high school campus because there there's competition for electives. There's you know there's sort of a zero sum game and I and I think you know that a lot a lot of times you know certain programs sometimes will do promotion of their things. Um the the
127counselors you know provide information to students about what's available and and allow students to kind of make those choices. Um and and so I I'd have to dig deeper to to better understand what the dynamic was or what counselors might have heard back from students as they were making those choices. Um I suspect again just anecdotally I would say that you know there's a little bit more flexibility in a student's schedule at um at Sage Creek on the trimester system and and so I would suspect that students you know uh that students might have had more opportunity um that might have been interested. Another component is um that you know students students in the trimester system have opportunities to have those off-roll periods kind of throughout their time whereas upper class students at Carlsbad High
128School have limited opportunity to have that free period which is sort of a a reward for the you know for years of hard work. Uh and so sometimes you know grabbing onto that extra academic elective even if it might be something of interest to them is a is a tough is you know it's a tough decision to make too. So I think there's a number of things we could, you know, certainly dig into that at a later point. Other questions? Trusty Vet. So California law requires that the board approve all instructional materials um before the course is offered? Correct. Um if there's no textbook, do the slides like the film academy ethnic studies course count um as instructional materials? So that uh and they need to be approved. So, under under our board policy, uh,
129we have we have sort of two there's two components to instructional materials, just to be clear. There there are um there are what we would consider to be the core instructional materials that that we bring before the board for adoption. Um, and there are uh what are called supplemental materials which are uh things that teachers may bring into the classes or or maybe sometimes courses are built around supplemental materials. there is no core textbook that is being adopted for a course. um that conversation came up in the course of of this development. And one of the challenges right now is ethnic studies being new is there aren't a lot of textbook options um to uh to you know lean on. Um a and so you know as it stands right now uh the this course
130is being recommended to uh to meet the aims that you see outlined in the course outline utilizing uh utilizing uh supplemental materials whether that's primary source readings uh or or other you know items that that would be um compiled together to create the the content piece of what the class would look like. A followup trust as a followup to that then how do you standardize a course if you have one teacher using supplemental materials over at Sage and then eventually another teacher over at Carlsbad using different supplemental materials then the students aren't getting the same course. Yeah, it's it's a great question. It's it's it's a challenge. Um I I will say that uh the working group I as we uh had conversation with that group of teachers, they really wanted to ensure that there
131was um there was uh they were putting together pieces that that any teacher could pick up and have the pieces that they need. Um and and we have other examples of where we have done that before. We um we for example transitioned to NGSS um and were delayed in adopting new materials and teachers develop materials to go along with you know the the new standards that they were uh working on um in a more informal manner. Teachers all the time use um supplemental materials uh in a math class for example students are struggling with a particular area. they're pulling resources together, whether that's from other textbooks outside of our adopted textbook or or other resources that they can find to help the students along. Um I I think that we we do have certainly an
132interest in um in this course in in setting teachers and students up for success with with continuing to build some consistency. And right now we we don't we don't need to cross that bridge of of you know Carl's bad sage with with the idea that we we look like we're offering one uh one site. Um and it gives uh some time to do um some of that work a and see what other uh materials come online in the coming years that might provide um you know a core text that would uh be supportive of of the aims of the course as well. And then I have a followup as well. Um uh don't we have open resource also as far as um software that we've used for multiple um uh multiple courses that we and
133we've actually kind of moved in that direction since textbooks are so expensive. Yeah. I open open educational resources is kind of a catch-all term for um a variety of ways to to come at um putting together curriculum. We we you know an example of that is we've been doing some development um with um NG I I mentioned NGSS and science transition um we uh we did work uh for a number of years where where standards uh and frameworks had shifted in science and we hadn't adopted new textbooks and largely because again the textbooks hadn't caught up with new material. teachers did a lot of work around that. And when we uh a couple of years ago, we uh we sat down with science teachers again and our um our middle school science teachers uh did
134adopt a textbook that came to the board for approval. Our high school teachers elected to utilize open educational resources and are are piecing those together with a foundation of a supplemental uh material and then working on building their own lessons. Um, you know, uh, ultimately, um, what we the goal there is to put together a a developed comprehensive curriculum, but that takes years, literally years to to put those pieces together to where we would have that all together in one piece. And still follow. So, how do you intend to put guard rails into a course like this that's being offered when you hear concerns from the community about certain um topics that are going to be introduced and maintain that level of transparency that our community is looking for to build trust with them and
135so that they can then also have conversations at home with their children. um and students uh how do you plan to put those guard rails in place if uh we don't have any framework from you know if you're calling them supplemental materials. Yeah, it's it's a great question and it in the in the slide there I outlined some of those um you know some of those policies um both in in EDC code uh and in our board policies that address the types of guard rails that you're talking about. Um the you know these issues could come up in a variety of contexts you know whether it's in ethnic studies or not in ethnic studies. Um we we obviously have non-discrimination uh uh policies. Um we take those very seriously. We want to make sure that
136we are creating safe and welcoming environments for all of our students and all of our classes. We have uh procedures for complaints against instructional materials. Uh so we that starts at the site level where if there's a concern about you know something that's happening in the classroom, a lesson, a reading, a resource that's being used. Um we work with a family or a student that has a concern uh at the site level first and then there's a process to elevate that if if a family doesn't feel like that's resolved. Um and you know uh students we we hope students and families just like you referenced are having those conversations at home and and talking through um the things that they're that they're learning um being exposed to. Um you know we do have we we
137have this happen sometimes student a student expresses something at home and and you know uh as a principal or as a teacher we'll hear from you know with a question. Hey my my student mentioned you're doing this. Can you help help me understand this a little better? Um and and you know we're able to talk through those those questions and and concerns whatever they might be and and then you know again uh there's ways to address those if if they you know a family doesn't feel like those are are resolved. So I I do think that those you know those guard rails are there um they're there on purpose. Um we we respect those. we have we have additionally you know guardrails about how to address controversial topics um in the classroom um and ensuring
138that you know there's there's balance to the way things are presented in the classroom um and I think all of those are are important reminders especially in a in a topic that can be um you know that can be challenging and and in some ways controversial um to make sure that we're we're really uh following all of those pieces um on page five. Um, in the ethnic studies model curriculum number four, it says um, the goal is to critique empire building in history and its relationship to white supremacy, racism, and other forms of power and oppression. And I'm wondering how that has morphed into this systems of power where we're addressing today in our classroom today where we're dividing in our classroom today oppressors and oppressed. I think that's the biggest concern that I've heard
139from constituents that that thing where we're not discussing historically and how this has happened and clearly there's still um effects of what happened then but placing it in today. Oh, sorry. It's a good question and and you know certainly the intent of the class the intent of the of the aims of the model curriculum is not to put students in a classroom and divide them between oppressors and oppressed. Um it's it's to um learn some of the historical realities and as you mentioned the way that some of those historical realities have played forward into modern social movements um and and representations. you know with regard to that particular um section uh the systems of power again that that title is borrowed from the recommended out the sections uh recommended units uh in the model curriculum
140and as I mentioned earlier um you know that there's there's a lot of layers potentially to that conversation and and as you look at it in as it's outlined in the in the uh draft outline you have before you you'll see that the team um elected to go at that through media representation, which is again, as I mentioned, kind of what I think the team felt like was an accessible um way to get at how how people are viewed, how that is set up, who's sending messages about what as a way that that in some ways depersonalizes that that conversation and and attach attaches that to things that students are familiar with. again whether that's social media or film or music or whatever it might be. Um so that you know that's the best you
141know I think that's what the the group felt like that was a good way to come at that what could be a very challenging topic in a way that that you know sort of touches on one layer but maybe um maybe doesn't get into some of the more uh challenging topics that uh that you're referencing. I I have a followup too. So go ahead. Yeah. So, I'm wondering what we're putting in place to make sure that we are making sure that all voices are heard and that all students feel safe to explain their perspective and their feelings. Uh, that whole WASP thing in the in the film class was pretty harsh for kids who might be white Anglo-Saxon Protestant. Um, I think that's a difficult age and a difficult time for kids to try and
142deal with all of these feelings and to have that focused on them. And I don't think we're doing a good job of that. And what's the question? I didn't hear the question. I started with the question, Kathy. But what I wanted to hear there could you repeat it again? I just wondering what we're doing to protect the white Anglo-Saxon Protestant students or the Jewish students, any white students who are by this content deemed as oppressors. Yeah. Again, I think that's the core of what every teacher should be doing in the classroom every time they walk in there is building a welcoming, safe environment for all students. Um, I I go back to the that thread, that throughine of really building the civil discourse and and part of civil discourse is, you know, having that respect
143and and being able to engage in conversation in a way that's that's productive um and that respects the the other uh the other uh folks that are involved in the conversation. Um so I I think that that's you know a core component of both what the outcomes are um in the in the model curriculum um as well as what the intent of this course is is to is to build that community build that empathy and understanding of of one another in a respectful way. and and as I mentioned that that's a challenge, right? When when we talk about challenging topics in the classroom, it's definitely going to be something that um that we're going to be asking our teachers to attend to in terms of what that community dynamic is that they're building in their
144classrooms. And then my followup on that is um will it also include current events such as when a black couple when their home was appraised for $100,000 less than what a white couple the same house and the white couples the same house was appraised at $100,000 more when they saw a white couple or with the black family that just received beach property back in Manhattan Beach two years ago. Are those types of current events going to be also um discussed in these courses? W with due respect, I' I'd refer you back to the the outline before you. And I think that the the best the best answer to that question is to um look at those essential questions that the team spent a lot of time really developing um as as entry points to understanding
145some of those topics. Um, I I I believe that the that the team did an outstanding job of of um of presenting uh opportunities for a variety of entry points to those essential questions and and uh the a way to come at those questions from a variety of perspectives, from a variety of backgrounds, um with uh with a perhaps a variety of conclusions um as they explore those topics. Um and so you know it's hard to say whether a that specific you know uh current event will will come into play or not. Um but I think that the um you know that what what the group has uh has developed there uh allows for access points as it relates to those specific themes of study. I had a followup trusty word. Um, so to speak
146to the film studies, um, ethnic studies course, were there concerns from students that were voiced to administration or to teachers where they were not feeling safe in that class? Uh, no, we're not aware of that. Um, we actually did some uh, student survey feedback at the end of the course and I don't have that in front of me tonight. It was shared with trustees at the time and I know that was spring of 23 maybe 24. Okay. Um so I maybe not all of the trustees here have seen that. Um I'm happy to provide that to trustees in a in a future update. Um but yeah the the feedback from the film course was overwhelmingly positive. Oh that's great. Um the the uh the course just for context is not running this year um because
147none of the the 9th grade um uh film courses ran this year just because of of low enrollment. Um and and that's just been something that the film academy they they you know made a a step forward to expand to four years um and and were able to make it happen for one year and then numbers dropped a little bit. They weren't able to do it this year. So they're hopeful to continue that. But yeah, we we received positive feedback and again I can I can reshare that because I know there are trustees that have not seen that information. So then all students that took that course overwhelmingly positive. Nobody felt unsafe or felt like they were being targeted or that's correct or anything like that. Okay. All right. Thank you. Just follow up to
148that. So, I think that's entirely my point, Michelle, that those who might feel oppressed or uh um uncomfortable to share their feelings. Um would not reveal that in their review at the end of a semester. Um the it's a difficult position to be in. That that would be for discussion, not for questions. Can you ask a question of staff? Do you have a question for staff? I'll I'll let her ask hers and then I'll because that again we can have that discussion absolutely during uh discussion. Trusty Ward the survey that was taken by students. Um was it required for them to take the survey? They took it in class. Um, and I'd have to go back and see if some of them uh ignored the um assignment that day. Um, I'm not I I'd have
149to like to to answer that question. I'd have to go back and look at how many were enrolled and how many gave us feedback. It it my recollection is that it it appeared that all the students had taken the survey, but I'm Was it anonymous or did it Yes, it was it was anonymous. It was via Google form, but we didn't collect uh any demographic information back then. Was it open-ended or multiple choice? Like, well, you're didn't like the course. Impressing me. It's been a while now. Um, I know you could look back and check. I'll have to I'll have to look back and check it. Like, I'm happy to share share it. I I'll just recopy what we had previously shared and drop it in a Friday update to trustees. Sounds good. Thank you
150very much, Trusty Verbath. So, kind of spinning off some of this conversation, but a little bit different. So my assessment is there don't appear to be any units in the outline which provide factual information on the opposing viewpoints on the controversial subjects um like identity and systems of power activism and that is required in our controversial um subject policy right to have the alternative position presented correct so I didn't see that in here. And I'm wondering is staff willing to revise the outline to provide alternative views um that will be taught and provide lessons where students can understand and teachers can teach both viewpoints. So you two points on that. One I would say you know referring again back to the essential questions that sort of underpin and drive those those units. Um I I
151think that you know in the estimation of our review of that they they do provide those opportunities for engagement from a variety of perspectives. Um that being said should trustees have direction for staff tonight uh regarding um you know changes that they'd like to see in um in how some of those topics are approached um we'd be happy to take those into consideration and uh go back and work with the team. Other questions? Trusty to CFC. In what way were students involved in the course development as as it stands? That's a good fe good question. We have not had uh student engagement at this point in terms of the the content of the course. Um we you know again like I said we worked with the the groups that I mentioned um and uh a
152and you know in alignment with the model curriculum uh we developed you know the the course that you see before you. I have a follow-up question to that um do you traditionally receive student feedback on curriculum? We generally do not. So Steve Beth, has staff analyzed any of the legal implications or challenges against existing ethnic studies courses that have been happening throughout the state like um Campbell, Santa Ana, Mountain View, Hayward, those places. We've been following them closely. Yes. Um and and one of the this the distinctions that I would make, you know, some of the ones the ones that you mentioned there um uh specifically uh there's a a common thread that I see uh in um those uh cases and some of the challenges that come before them um which is that um
153those uh those places where they've had those challenges that have been most publicized um primarily were utilizing uh the liberated ethnic studies model curriculum consortium uh materials um and or consultants that were associated with those uh those materials and um and and those faced then some of the same challenges that had been faced by the model curriculum in its early iteration um and some of the same challenges that have faced those uh those uh those strands of liberated ethnic studies moving forward. Um so I I think that you know that's part of what has informed uh the the focus on grounding in the the state adopted model curriculum um which was ultimately supported um again as I shared earlier the the groups that that supported liberated ethnic studies splintered off and and formed their own
154uh curriculum consortium um which one can find online and uh and see what's in there and and really disavowed the the states effort um and some of the critics um such as the the legislative Jewish caucus that was um that was really fighting um for uh what they felt you know should be involved in the the model curriculum ultimately endorsed the the CDE adopted and the state approved model curriculum trusty thank you so you don't see any of the content that is currently in this uh course outline as potential risk for litigation because you believe that it is not this content is not related or does not stem from liberated studies. Is that correct? I I'm I'm not a legal expert, but I again I'll reiterate that that staff and and the working team and
155and in our work with our advisory group, we we emphasized and and educated um that group on the ethnic studies model curriculum as adopted by the state of California and feel like that was our best grounding in terms of developing a course that would um would be appropriate for high school. Other questions? Trusty Rebecc um this kind of spins off what we were just talking about. So um originally the legislative mandate to my understanding and I was part of the committee as um people in the community have um testified that yes I did participate as a parent and a community member and a trustee. I guess you want to say that doesn't matter. But um originally I think the mandate was for ethnic studies to teach students about histories, cultures, struggles and contributions of historically
156marginalized groups in America. And I think everybody in this room and the feedback that we've received, nobody is arguing about that. I think we are all we're all fine with that. Um, but originally that legislative mandate did not include identity sections on identity, intersectionality, current systems of power, which Kathy just was talking about, activism or applications of activism. Um, and so those those intersectionality, systems of power, dominant narratives, institutional oppression, those are additional l lessons and principles which I believe are extending the length of the course. If we took those out, we could keep it at one semester. Um, that's one point. But, um, what's the question though? So, my question is, aren't these principles of critical race theory and liberal liberated ethnic studies? You're saying it's not, but I believe that that is where
157the rub is. And isn't that the question? Don't allow them to ask the question. Don't answer the question for the staff is um these were not originally in the legislative mandate. Correct. These these sorry these additional sections that intersectionality, systems of power, dominant narratives, and institutional oppression. Those are additional lessons. Isn't that correct? So, so to be clear, the the the original uh legislation I'd have to go back. I don't have it in front of me right now, but um but that's that's in in a in a the legislation that set the requirement um is not intended, I don't believe, by the state to be an exhaustive um framework for for content for a course. So again, you know, we took what the state has provided in terms of the model curriculum and uh used
158that as the foundation for the course that was developed. And one of the I have another question. Is it a follow-up? Yes, it's a followup. Okay, go ahead. So the curriculum, the state curriculum also states that we are supposed to be developing this according to they give us the freedom each um individual district gets to develop the course according to their community. Correct. And what the priorities and the demographics and all of that for the from the community. Is that correct? Yes. I I believe that that the intention of that um that section is largely to think about including um diverse groups that may not have been represented in those four core disciplines. um you know, for example, uh uh communities that have large um you know, Mong communities um might focus, you know, specifically
159on um that group that has also not been traditionally represented in the in the curriculum. So, other questions? Yes, I'll just keep going. Um my understanding is that these principles um are principles of critical race theory and Carl'sbad Unified says that it does not teach and it's on our website that we do not teach critical race theory. So can you tell me how these um additional principles are not part of critical race theory in your mind? I I think I'd defer to trustees. Um we you know the again the the group the the team uh here has developed a course that is aligned with the state adopted model curriculum. Um I if if there are um feedback again as I mentioned earlier about where the course does not align um I think that that would
160be uh important for us to to hear um as to whether the the trustees would like uh for staff to go a different direction from the adopted model curriculum. That would be I think um for discussion with sta with uh among trustees and then direction to staff. Any other questions? Discussion. Oh, trusty verb. Okay. So, um I have a draft that was provided to the committee um early May and then I have a a draft outline or draft outline that was provided to us um and it's also provided to the public for this meeting. I don't see any changes in that outline and I was just wondering um how the feedback from the advisory committee was implemented if there's been no changes since early May and we were just given an opportunity to provide feedback.
161How did the working group how were they able to use any feedback that was just given to them to change it? and I don't see any changes since early May. That's a great question. We, as as you know, we extended the window for feedback um to give folks some extra time to do that um which put us through uh this last Sunday. Um and so there was, you know, once we had posted um the existing uh the existing outline, um you know, we had to post that before the feedback opportunity closed. Um I will say that uh the feedback um I would say is um uh I'm happy to provide that to trustees as well. Uh the feedback is uh is sort of polar if you will. Um we had a number of people that
162expressed strong support and appreciation for the outline that they saw before them. We had some folks that expressed concern. Um I I don't know that any of the concerns that we heard uh are different than the concerns that we have heard previously from um from constituents as they've weighed in. Um and and again uh you know I think uh the challenge of the working group in developing was um to to one hear hear feedback and critique uh about the curriculum and weigh that against the uh the effort to align it to the state adopted framework that that uh they had been provided. Um and so um that's where that that interplay of of trying to you know uh reconcile and understand where people are coming from and their views but also to stay true um
163to that model curriculum which is which is one of the core pieces that the that the group uh attempted to do. Trustee has requested a break so we'll take 10 minutes. Okay, we're back in session. Um, and um, as a reminder, we do have five other agenda items. So, are there any other questions? Trusty Verb Beth, this will be my last one, I think, unless I think of something else. So anyway, pertaining to the committee feedback. So I did participate in all those meetings and I believe in the last meeting if I'm not correct, but I do recall that the course outline was provided, but it went fast. We didn't have a lot of time for discussion and and that's why you've been collecting feedback up until more recently. Is that correct? Yeah. Yeah. No,
164the intention was to take the feedback from that third committee meeting, uh, bring that back to the working group and then at some point in the future provide another opportunity for the committee to see the material which was what was provided the via the email and the and the feedback tool. Yeah. So, will you be bringing that all the feedback back? Will you be providing that to the board since you're especially because you're saying it's it's showing two different very different sides and perspectives on this course outline. Will you be providing that to the board before the June meeting? Yes, I can provide the the feedback. I mean the I can provide the feedback from the the most recent thought exchange uh as well as I I've got a note to to pull together the
165the film academy feedback from students. Um, I I can get both of those to trustees prior to the June meeting for sure. Do you need a governance request for those or were you pl you could Are you planning on doing those anyway? I'll plan on doing it anyway unless Dr. Nye tells me otherwise. We we could certainly do it, but per protocol, it may be good to ask for that during governance. So, we can uh we can do that at that or during discussion of this item. Okay. Either way. Yes. I just want to make sure if you need that or not. Will that feedback be given to the advisory committee as well? Will you be summarizing any of that data for them? It certainly can be. I I uh hadn't really crossed that bridge
166yet to be honest with you. I was working on just breaking it down today, but I could certainly provide that feedback to the committee as well. Thank you. Other questions? No other questions? Let's go to discussion. Okay. Um so we're in discussion now. So um no questions during that time. So yes, I would like to um thank you first of all for the thorough explanation and your detailed, you know, answering the questions. I greatly appreciate it. Um I was excited when this first came out. My daughter is in seventh grade and would be the first class to to be receiving that. So, you know, excited to have her. I know that when I hate to say almost 30 years ago now, I uh was at SCSU and took um ethnic studies specifically and uh Native
167American studies, it was transformative and it was incredibly impactful in my own life. And so I'm excited that we have the chance to offer those opportunities to our students here. um and is looking through you know your the uh electives the the out the course outline and everything um having deeply delved into um the um framework of the K12 social studies curriculum I can see the points that the um CDE was trying to make in aligning a lot of that and so I appreciate the work that's gone into that but I can also tell it has a unique Carl'sbad touch on it that I think is what our um you know students have been asking for um and so I'm excited to see where this goes and you know kind of give it a um
168a trial run through this elective for these students and you know get more feedback after after the year of the course. So that is that is you know my interpretation of everything and I'm excited to see what um comes from that and um trusty verbth I have a question for you again um and um you've mentioned CRT several times and um I asked you two and a half to three years ago what the def what working definition of that because I I still don't know what the definition is that is sparking the concern and so That's what I would like to um because I I don't know what it means. So I I would love to hear what what you think it means. And again, I I don't know what it means. It doesn't matter
169really what I think it means. I think it's we have community members who are writing in about it. So it matters what they think it is. And I two and a half years ago told you what CSSBA says CRT is. And and you said, "Well, I don't want to hear about what CSBA says, right? I want to hear what you what what your concerns are." So, so the term CRT, you know, whatever it means is out there, but it obviously is sparking some concerns for you and some community members, and I'm trying to figure out what those concerns are. Not not the label, but the the actual concerns. That's what I'm trying to understand because that that's what I'm I'm struggling with. Sure. So I believe that CRT um the the concerns that people are
170expressing believe that um CRT is emp emphasizing race as like a social construct. It's a classification system. Um, and it's it it is acknowledging it ra that racism is embedded in systems. And I think the concern is that people are okay with talking about the multicultural aspects of different ethnicities in these four core disciplines. That's not the issue. I think the issue and trustee Siozi brought this up as well is, you know, are people being put into categories which are going to cause more division? Um, are they white Anglosaxon Protestant males or whatever that category is? And I think that's what CRT has a tendencies. it it uh and they're saying that the the systems are systemically racist and I think what we want to do is talk about how people have been impacted their
171lives their you know because of their race or their religion and then talk about what the systems are today but don't make people feel like just because you know I may not be a race that is marginalized that I am now the oppressor. And that's where that's this that's that's the concern. That's the CRT, the concern. Does that make sense to you, Kathy? Right. And so what I'm hearing you say is that you don't want to see uh you don't want to see individuals made responsible for the systems correct that could be oppressing. Correct. Okay. And that I totally get that and I agree with you, right, is what I'm trying to get because I agree that individuals are not, you know, that you're not responsible. I'm not responsible. No one in this room is
172responsible. Just because I have a German name doesn't mean I'm responsible for what happened. Exactly. I agree. So that's what I'm hearing you say. So you want to make sure that the curriculum doesn't label different people and make them responsible for the actual systems, but that the systems do exist and that we can talk about those systems and how to potentially um at least get rid of some of those systems that so we can get rid of the the racism that exists in the system. Is that are you okay with that? Well, I think what I'm hearing you say, Kathy, correct me if I'm wrong, is that you're saying that some of these systems are still existing today. Yes. And so, what systems are you talking about? What similar system? So, and that's why I
173brought up those two stories. So, it was in the news two years ago that um But what's today? Like, tell me today. Well, again, well, it still exists. I mean, is what I'm saying is is that in the banking system, there's uh there's red lining still exists. It still exists that uh if a white couple um if a white couple owns a home and that same home is seen by a an auditor, Bank of America got sued for like a million dollars over that and it was, you know, because it was appraised at a different level based on the color of someone's skin. Now, do I blame that particular individual? I'm not sure. I think it was an unconscious um reaction. However, that's a system that exists that was discriminatory towards an individ towards an
174individual couple. So, that's what I'm getting at is that those types of there's redlinining. There's um you know, again, you know, a couple got land taken away from them uh back in the 30s in Manhattan Beach. They just had that restored just a year ago. Um, so there's so I mean those are the types of things I'm talking about that doesn't fall on any individual in my opinion but I think that the systems that you know as you build systems um that those systems exist to this day. So but so are we on the same page as far as if so long as we're not blaming individuals but we are outlining the systems that are there that that would be an appropriate thing to teach our students. Well, again, we it we're talking about ninth
175graders right now. And so 9inth graders are what 11, 12, 13 years, 14 years old, 14. Yeah, sorry. Um some are Yeah, some are 15. um and um perhaps not comfortable enough or I'm not I mean obviously if they're taking the course they're they're interested in having these discussions and I'm not saying the discussions aren't appropriate but there is a reason why CRT whatever definition you want to give it has been reserved for the college institutions because of the level of maturity that these students can engage in that conversation. I'm not talking about that. I'm talking about what we agree on is that we don't want to label individuals correct with the downfalls of the system. Are we correct? Okay. But so as long as we do that, we're okay with that. Okay. So that's
176I mean so that's the concern that you that you're expressing when you talk about the concern over CRT. Is that accurate? Well, uh that's one of the concerns. Yeah. Okay. So So if we can agree on that, then I think that that gives me a clear understanding because I'm opposed to that as well. I don't think anybody should be sitting in a room, you know, because those ninth graders could be bankers one day, right? And I'm sure we don't want those bankers discriminating against, you know, against somebody for the color of their skin and provide loans to those people. So that's to me, if we teach about those types of stories that happen that could prevent that ninth grader from becoming a banker that would discriminate at someone. Sure. To me, that's what I think
177that these these courses assist with. And so so to me I think that we are on the same page because I agree with you and I don't think I think that you know hearing the presentation that that is in my view it's going to be safeguarded in that way to make sure that we are not um that we are not labeling individuals with systems that they had nothing to do with. I I'm glad you're bringing this up. So I I just want to highlight an email I forwarded to Dr. Nine Dr. brocket earlier today from a community member who shared with all of the board about a family member who um had been in a Japanese internment camp. Okay. And I replied to this community member as I like to try to do as much
178as I can. And um what I did was um I I appreciated the story and then I highlighted how wonderful it was that this person in her family, it was her stepdad's mother, um had been able to overcome challenges and was able to get an education in our country, was able to start a business and have a beautiful family and I validated that in the email and I got nothing but hate and um hostility back that I wasn't recognizing all of the trials and tribulations that this person went through. That is not true. All I did is I wanted to then say, isn't it amazing what America can do and offer to people? And so that is what I'm asking our staff to, you know, show another side of this, right? Are what are what
179are the what are the boundaries for our teachers, right? And then are we showing the other side? Is it okay? Are we are we telling the stories of of success and how these people overcame being marginalized? No. Right. Right. And I get that. So, but that that's a different piece. So, I just wanted Right. So, I just wanted to get clarify where we are on what CRT means. And if that's what if that's what it means is labeling individuals with systems, I'm opposed to it. So, I Do you have another definition? What's your definition? Because again, I don't know. I I I keep hearing these letters coming up and I'm sitting you shared it. So, we She wants to know how you because I I have to work with you, right? you know, and there
180and so I want to be able to find, you know, areas of agreement where and it sounds like we do agree and that's what I was trying to get at because I didn't know what you were meaning when when you say that I don't know what you mean and because again people put labels on things all the time and you know you could have you could mean something different than I do and then we're talking past each other rather than talking with each other and that's what I'm trying to get at because we are a board and we have to act as as a group not as individuals and so that's why I want to understand where you're coming from. It's not I got you. It's a I'm trying to understand where you're coming from
181so I could try to meet you and see where we could find areas of agreement. And I and I appreciate that, Kathy. Thank you. Um, Trusty Brawling, sorry, we're in a professional meeting. Sorry. Sorry everybody. Um, so if so, if we could do that, there's other folks that want to say stuff. So, well, but I also want to highlight the part in CSBA because CSBA does help us with our policies. We use it all the time and I think it's important to to to read the critical race theory definition from CSBA and CR it says CRT is a practice of interrogating race and racism in society which acknowledges that race is embedded within systems and institutions that replicate racial inequality codified in law embedded in structures and woven into public policy. And I think that's
182where we have to be very careful when we talk about present day systemic racism and um you know yes you gave an example of something two years ago but again we have to be very careful as we're developing you know public policy and things like that. So okay and I did see trustees say first so um you can go ahead. Well, kind of piggybacking on that, I think just as importantly, just as passionately as I feel about not labeling oppressors, I feel the same about not labeling oppressed. I don't want people to feel limited. I don't want people to feel minimized. Labeling students as marginalized inherently says you're less than. you can't do this because this and I think our goals as a district are to empower and so it's great that we have open
183discussions. It's a it's a goal here. It says civil discourse to develop empathy and understanding but we have to be listening to both sides and both sides need to feel safe to express opinions differing from the instructor of the class. Okay. So what is the other side? So we have the curriculum in front of us. What what is the other side of the current curriculum that is being proposed right now? I think the current curriculum is coming very hard on this oppressor oppressed and I so so what would be the other side of that is my question. More of a social studies historical perspective of these things happened. This has led to where we are today. we can learn from the past and work towards the future together. More of a positive optimistic approach and
184less of a pessimistic angry approach. Okay. So the so the teacher would be teaching the angry approach and then the and then there would be a a I don't know um one B where it's a positive approach that it was good to have. I don't know. Um there's no argument that it was good that we had internment camps. That's not is that so that's what I'm trying to So what is what part of that is or if and let's say then I'll just use your example because you brought it up. So if we're if we're talking about interment camps that occurred um in this country um what would be the opposite in order to provide that equal um that equal uh version that you're talking about? I don't know Kathy. I I think well but
185I mean we're being asked to give input we're being asked to give input to to um uh you know to our staff in order to you know be able to approve this curriculum and you're saying that you're against this oppressor oppress you know position which because I think it minimizes right I'm I'm hearing where you're where you're coming from. I'm trying to figure out what what is the opposite of that is in order to have the both sides presented. That's what I'm trying to get at. What would be the both sides of that? And I mean, go ahead. I I want to make sure you have an opportunity to respond to that. Just what is the what is the opposite of I'm not sure how to answer that question because I I I think I'm
186not sure how to answer that question. Okay. Trusty Emry, that was that was kind of I circle back to something that you said um Trusty Verbth is that um you pointed to um I forget exactly what uh uh resource you were using uh but on the state no sorry it was on the state framework and something about when you're providing um the curriculum you need to provide alternative viewpoints is one of the points that you said and was one and I was kind of wondering along those same lines if that's similar to what your um trustee COC is saying and if you could get an an example of what that alternative viewpoint would be in this and how that would apply in this situation. So, if you're talking about one of the four disciplines, one
187of the four ethnic groups that are being proposed in this um e state curriculum, right? and you start having, you know, storytelling. Um, you know, I think the example that I just gave is, you know, you have this Japanese internment camp. How awful is that, right? Um, and you talk about the history behind that and what the family went through. Um, and and there's no al there's no alternative view when you talk about that because it happened, right? It's just like the Holocaust. it happened. Um, it's just like, you know, the recent October 7th events. It happened, right? But I think the conversation can be directed very intentionally by the adult in the room to talk about, you know, how people overcame that. Um, what did they then do to be a voice? I remember
188reading a story about two um African-American brothers who grew up in Orange County from poverty and they developed a they they worked really hard. Their parents, you know, you know, encouraged them to work their best, you know, their hardest and they ended up developing a business and then they ended up giving back to their community. So again, that's not an it's not not an alternative viewpoint necessarily and I think that's something that maybe the committee the advisory committee starts having more discussion about. Um, you know, we're all thinking on our feet right now about specific examples, but um, I think it expressing to everybody in the class that, you know, you're you don't have to be oppressed just because COC, could you put your phone away, please? I'm using my phone to access information for
189this discussion. Can you use your computer? We we have a policy that we're asked not to use our cell phones during the board meetings. Um, yeah, I lost my train of thought. So, um, well, and just to bring you back to what you were talking about, Trusty COC, could you please put your phone away? I'm sending it to my computer so that I can access it on my computer. Thank you. You're very welcome. Um, so when you're saying that when you're talking about that that story and you're talking about the disciplines, so where would that fall in systems of power, would that fall in access uh, activism, application, and action? I'm just trying to get specific so we can give guidance to staff on what we would like them to bring back. That's because we're
190at 10 to nine and you know, that's what we're that's what our charge is at this point. I think she's talking about the four core disciplines of of ethnic studies. Yeah. Okay. So, what section is that and what would you like changed in that or but what direction and then we can see if there's board consensus in order to do that. Well, she was well you were talking about you were just asking me to give an example of an alternative viewpoint. Right. Well, but what I'm hearing you say is is that that you're uncomfortable with the with the curriculum as it stands and that you believe that alternative viewpoint should be should be presented. So, in order to give guidance to staff and to be specific, we need to know what you want to see
191changed to see if there's board consensus to do that. Okay. So, like I would like um the course to focus on history uh not identity. uh victimhood or or activism. Um because I think those lessons are divisive. I think the the design of the course was originally to be a multicultural history course where yes, we we talk about these different these four core disciplines, but I don't believe that the original intent was to talk about identity, victim, victimhood, or activism. So, I'm suggesting removing those um units from the course and then we can revise the course into a one semester or trimester course which focuses on histories, cultures, struggles and contributions of historically marginalized groups. So, you made a May I Well, I just want to see because I don't want to have a conversation.
192I just want to Does anyone object to that to making that change? I object to making that change. I object. Okay. Okay. There's three objections. We're done. Okay. Next, next topic. Um, uh, Trusty Ward, did you have a suggestion? I did as well. I just want to kind of move it along. So if that was already consensus, is there other I I just wanted to understand better what she was thinking in terms of um you know h how does she view like one of the core and she's mentioned um the Japanese interament camps about what is the AsianPacific Islander American experience that you want to see discussed if we're not talking about the struggles that they experienced here. But I will say we we don't have consensus to move forward, so we should probably move
193it along. Okay. Um are is there other um I did have one that um uh but I want to see if there's anyone else before I bring mine up. Okay. Um yes, Trusty Cassie. We had in the film course curriculum a whole conversation about systemic discrimination and how courses that are weighted suggest that their students carry more weight are more important than others. Weighted courses listed as honors or AP imply students not enrolled in such courses are the opposite of these identifiers. Uh it's it's a difficult thing when you're placing success and nonsuccess and and I think there's so many things in this curriculum that are challenging and I think it it's difficult for kids to feel safe to express their opinions. Like I said, my daughter was in this class and my daughter's feedback
194was positive. What do your kids say when they come home from school and you ask them how their day was? Do they say anything other? It was great. was fine. Like this is this is kind of standard feedback. My daughter would tell you she thought the K the class was fine. My daughter would also tell you that there's room with in the wrong hands. It could go a place we don't want it to go. And so that's why we're talking about parameters and making sure that nobody's being vilified and nobody's being minimized, that all of the voices are heard. Well, again, I What specifics do you have suggestions to see if there's board consensus for the curriculum? Because that's that's what we're being asked to do at, like I say, at 8:55. I would like
195to ask uh the board for consensus that we add lessons which show some individuals and ethnic groups have overcome racism, bias, and discrimination to succeed. I'd like to see some positive optimistic uh discussions as part of this as well. Maybe that's the antithesis to the systems of oppression that despite the systems of oppression, these people have prevailed. Okay. Can I um I'm going to ask questions of staff. Um are examples like that part of the curriculum? I'd have to go back and take a look at specifics. I mean, I think this that would be something we'd want to go back and and look at if if that was a recommendation by trustees. I think the intent certainly is to uh encaps encapsulate um both struggles and progress. That's part of the the you know the
196uh unit 4. Uh but to the degree that that doesn't appear explicitly there or or trustees feel it doesn't that certainly would be feedback we could go back and consider. I I mean okay so we have a a on the table. Are there are there objections? I object. Okay, we have one objection. I mean, I feel like it's already in here, so I object. Yeah, as I I don't object. I I don't see any problem with, you know, it sounds like it's there. It's just not written specific. Um, so I'm I'm okay with um I'm okay with that. So I want to get clarification. Can I just talk about that? So I just want to understand a little bit better what what trustee COC is saying. So when you say, you know, the different four
197ethnic groups that they're going to be discussing um has overcome race racism in systems. Are you saying it's completely overcome and they don't deal with any issues with racism in any type of system or situation? And that's not absolutely not my what I specifically said was stories of And and again, we have three trustees that have said that they're good with it, so I think we want to move on. But um and what I heard was that staff is planning on having that as part of the curriculum. So, I'm I'm good with it. Um well, that was the that's feedback we're giving them and then they're going to bring back the final curriculum for an actual vote. So, if it's I guess if it's not there, then um folks can vote the way they choose
198to vote would be my perspective. Are there any other feedback pieces? Because then I do have one. Um, under the course description, it talks about Latin X and um uh recently that has um there have been um some cultures that have um are not um uh are not in agreement with that term. Um so I'd like to see if we could explore potential other alternatives for that term. Are there any objections to that feedback? Okay, I'm not seeing any feedback to that. If if we could just explore some other potential other terms for um Latinx or maybe clarify if those terms are terms that aren't to be used. Yeah. I mean, I' I've just I mean folks that I know have take have do take offense to it that I that I've heard from. Okay.
199If we could clarify that, that would be that was my only feedback on that. Anything else? Okay, we have finished discussion at 8:55. Um, we'll move on to uh item 7.2, reading screener for elementary schools. Trustees, this is an information discussion item. I will now hand it over to Dr. Knight. Uh, thank you uh, President Rawlings, trustees, superintendent Schmidt. Uh I'm inviting up uh our director of elementary education Kim Kim Fuentes who's gonna present this information. I want to thank her for working with our elementary TOSA Kim Guian as well as uh many elementary teachers looking at a reading difficulties risk screener. and we're bringing forward to you today an information discussion item uh similar to what we did with the ethnic studies uh curriculum and we'll be asking for feedback on this tonight and
200then we'll bring it back at a subsequent meeting in June for final adoption but I'll turn it over to director Fuentes who's going to walk us through the process as well as our recommendation for a reading screener starting next year. Great. Thank you. Beginning in the 2526 school year, education code requires all California public schools to annually screen students in kindergarten through 2 grade using a state approved screener. This is part of California's transforming schools initiative called reading by third grade and beyond. Parents do have the right to opt out of the screening, but the intent is for all students to be screened as a means of identifying learning needs early. The legislature recognizes that early identification and intervention using evidence-based strategies improves outcomes for students at risk of reading difficulties, including dyslexia. Now, this
201is important to note that the screener is not a diagnosis of dyslexia or any disability. The legislation is explicit that screeners must not be used for high stakes purposes or to label students. Instead, the screener is meant to flag potential risk early on and guide classroom based intervention strategies. The screener will help te teachers to pinpoint the specific areas of need in a child's reading development. It also equips teachers with personalized instructional tools and will support more informed conversations with families. Parents will receive notification of the screening process at least 15 calendar days before the screener is administered and results will be shared shortly after administration. Again, the screener is a preventative step in a comprehensive instructional system and by acting early, we can provide that targeted support through tier one instruction and then monitor
202whether those supports are closing the gap. Development of this adoption began when the governor signed Senate Bill 114 in July of 23. That moved on to the um appointment of a state panel to review screeners um and then they provided a screener approved list in December of this past year. In January, we formed a district committee um who evaluated the screeners and selected two out of the four that were approved and we piloted them. Our committee was trained in both of the screeners, implemented them with their own students, shared and modeled the tools with their um grade level um at their grade level meetings and ultimately came to a consensus on a screener to recommend for adoption. We're now in that in that adoption phase, sharing our findings tonight and making materials available for public
203view. Full implementation and teacher training are scheduled for the start of the 2526 school year. Our pilot team represented all elementary schools and a variety of roles best suited to understand the screener from their unique lens. And as um Dr. and I shared. I do have to take a moment to acknowledge Miss Kim Guian, our elementary TOSA who effectively facilitated this pilot and worked diligently with the county office and the publishers to in seem that um ensure that we had a seamless and collaborative process. I also want to thank our pilot teachers um who took time away from their sites. They wrote sub plans to be at our trainings and thoughtfully deliberated to select a screener and begin um development of our implementation plan. So to start our pilot, we developed a comprehensive district lens
204inclusive of our demographics, current barriers and access and instruction and other considerations um unique to CUSD. We discussed each screener through our lens with a particular focus on how well the data would inform instruction and build alignment across Carl'sbad. Ultimately, we reached a unanimous decision and the screening tool we chose to provide um um the screening tool we chose provides immediate and actionable data um as well as targeted lessons to address the instructional needs. Um we chose amplify MClass. It stood out for its ease of use enrich targeted interventions. The platform uses dibbles which stands for dynamic indicators of basic early literacy skills and these are research bas based measures that assess the essential components of beginning reading phmic awareness phonics fluency and comprehension. These quick, reliable indicators help teachers identify where students are struggling
205and make informed decisions um to um provide that instruction that they need. The screener also provides um a Spanish component. So our Spanish-sp speakaking multilingual learners um can access this um can be assessed in their primary language and um it will help us to understand if a student is having difficulties due to a language barrier if or if they are actually at risk um in reading development. The ED code does specify guidance to minimize over identification. So our ELDtosa and our EL specialists who are part of our pilot team are further developing guidelines to help our teachers understand the cultural, linguistic and developmental considerations involved. Furthermore, screening data can be uploaded to educ um at grade levels or at site levels. The state has allocated 25 million in supporting um a literacy screening professional development
206plan of which Carl'sbad has been um allocated 45 about 44,000. We anticipate using approximately $35,000 for um the MClass this year. um that's for training and materials um through the company, but it also leaves us room to continue refining that implementation and provide ongoing professional development. Again, the screener is not an end point. Um it's the start of a responsive evidence-based instructional cycle that will get give us some clearer data points for monitoring the progress of our K2 students much like STAR does for um grades 12 or 2 through 12. So tonight's presentation is an opportunity for questions and discussion. We will be making um the screener materials available for community review at the district office. And um so we prepared an infographic and a digital folder of materials to preview. Um we also have
207the actual screening um materials that that parents and community members may see. Um, community members may submit questions or comments using a response form and either myself or Miss Kian will follow up directly. We do plan to return to the board on June 18th to formally request action in adop adopting the Amplify MClass screener. With that, we'll turn it back over to President Rawlings. Thank you. This is the time for public comment. Have any blue cards been received? We do not have any blue cards. Thank you. Uh, trustes, do you have any questions? Trusty Emory. Um, so forgive me, I haven't paid a lot of attention to this because I am not in the K2 world um myself on a daily basis. Uh, if a student is screened for this and comes up um, you
208know, as needing further assessment, does that automatically like trigger a student study team? Um, what would be the next step in that process? So this screening platform would identify those specific skills that the student is struggling with um and then provide lesson plans. So a teacher would be able to see maybe all of the students who are struggling with segmentation, be able to pull a small group. So we're really looking at tier one intervention. So we want to put that best um instruction first in the classroom and then we'll have progress monitoring. So, in 6 weeks, we'll reassess and um if we're not seeing progress, we might look at tier 2 intervention um and potentially hold a student study team after that. So, it's it's really um starting the um process of providing that explicit
209instruction in the specific targeted areas and then monitoring to see if there's progress or not. Okay. Thank you. Other questions? Trusty Wood. So, um, thank you for your presentation. Um, so, Miss Fuentes, how are, See, I'm getting really good about saying your last names. Uh, how are you, um, or how is this program going to consider the language backgrounds, um, the cultural backgrounds in terms of, um, how that impacts their reading and language? part of the vetting process for the state board um in selecting these four screeners out of many um was to ensure that they were um getting a sampling of California's demographics. So um they did have to meet that threshold with the state. Um furthermore, there are um opportunities for us to decide as um an LEA um how we are going
210to um assess students who may not be able to access the screener yet. Maybe these are newcomers. So we would pull um data such as their educational history um such as you know the language they speak and maybe um how language transfers. And so that's what our ELD TOSA and ELD specialists are pulling together those recommendations um for support. Again, we do have the screener in Spanish so that we can um assess our Spanish speakers if that's their primary language. We can compare the English and Spanish um and determine again if this is a language barrier or um a reading difficulty. Are there other languages that are available? Not in this particular screener. Okay. And I have a followup. Um, also um, uh, oh, if I notice there is an opt out component. Uh, so
211what happens in terms of doing that screener if the parents opt out? Teachers use um a multitude of um tools to determine where their students are at and if they're making progress. So, we would um employ other um assessments and data to monitor progress. Um but we also want to make sure that parents are informed as to the purpose of the screener. Um so, we'll work for all of our K2 teachers um a slide that they can put into their back to school night presentations so that they can talk about it with parents what's the purpose and how this will benefit their child. Okay. And then one more thing um if you could just because I think not everybody understands what the what you mean when you say newcomer. Sure. Yeah. Can you explain what
212that is? Um so a newcomer is um new to learning English. They may have recently moved from another country um and their only exposure is their primary language. Um and so the lack of um understanding English can serve as a barrier. And again, we want to make sure that um we don't identify them or label them um in a certain way because they're not meeting um the expectation of an English assessment. Trusty Ary, um thank you again. Uh you said that there is um with the fiscal implications are is there a yearly fee or is that a onetime fee or how how does that go forward after this? So the actual screener um is free. what we're paying for is the professional development and the physical materials. So, um the books that the teachers will
213be using um and the tools that come along with the screener. So, there will be ongoing fees, but they'll be minimal because we're purchasing a lot upfront. Um we will want to continue um professional development, train new teachers to the grade level as teachers can train change grade levels over the years. So, I have a followup to that. Jesse, what um I'm not sure if I'm saying this is correct and what it's called, but is there an early recovery block grant that supports the funding for this? Um to my understanding, the funding is coming specifically um around literacy screening professional development. So that's a specific um allocation for that. Okay. Yeah. There there was a separate state allocation for the screener and its implementation. Okay. including professional development. But some of the consumables uh that
214we'll be required to purchase on an annual basis, we won't be you know we'll use lottery or instructional materials uh for the ongoing purpose of the consumables. Okay, other questions? I have questions. Um uh will the will this screener help with the mandate on um identifying uh students with dyslex dyslexia? Yes, it will certainly help us to again identify early on if there are reading challenges. Um and the targeted lessons will help to kind of support the neuro connections as they're learning how to read. So um we do we will be providing that intervention for um all students so that the um potential risk is not rooted and um by third grade we're hoping that they get the direct phonics instruction they need to read beyond and then that that's in addition to what teachers
215are doing now. Correct. In addition just the screening for dyslexia and other reading um uh difficulties. Is that is that in addition to what teachers are doing this year? This current screener will um replace what teachers are doing this year. So this year um teachers are using CBMs. Those are curriculum based measures. They're very similar to these um short tests on the different um components of reading. Um in fact um the CBMs are through Renaissance because that's what STAR um it's under the Star umbrella and um that was not California did not adopt them to their approved list. So that's why we're looking at um other publishers for that but they're essentially um targeting the same skills. Well, and I guess my question is is that teachers weren't required to identify dyslexia prior to this
216bill. Isn't that correct or no? um teachers aren't identifying dyslexia, but they're um identifying reading risk. If through their targeted tier one instruction, tier 2 instruction that might be a little more robust, um then we would look at an SST meeting and down the line if we're not seeing progress, we would pull in um specialists to support with the diagnosis. But this does not diagnose. And then um has there been notice and opportunity to bargain for the bargaining unit that would be implemented? It would be responsible for this work and I'm assuming both classified and um uh teacher or credentialed would be responsible in one way or the other. Is there is there an opportunity to bargain? Is there going to be additional work responsibilities? Are there going to be items taken off the plate
217in order to re utilize this reader? It won't be any more than they're already doing. Again, we're replacing we're taking away the CVMs and then we're adding on this reading screener. So, it we wouldn't be bargaining anything. It would be part of the um teachers instructional plan in the classroom. So, just the training would need to be bargained if it's in addition to what they're doing now. Well, the the training will um employ as we do all of our training. So, um we'll use time in August when we um have our PD days. In fact, we're offering an opportunity for teachers to come early in August and get paid to be there for a training. Um, and then we will also offer to provide subs to cover their class while they come to a training.
218So, we have a couple different options that teachers can um select. Thank you. Okay, then uh we move to discussion. I'll just say um I did have a concern because of the dyslexia piece and that um uh but if we're replacing it one for the other then I think that that would be um a lot easier. But I do think that the training is important because if it's not obviously if there's something that folks have been using for a long time, they're used to using it and then it changes. I think there's a learning curve and I think that there's um uh that that that the training is super important if this is going to be successful. So that's my my concern. But um sounds like that's covered. So I'm I'm fine. Any other discussion?
219Okay, we will move on. Thank you. Um the next one is uh 7.3 independent oversight committee 2024 annual report. Trustees, this is a discussion action item. I will now hand it over to uh Mrs. Suzan Suzanne Okonnell. Thank you, President Rawlings. It is my pleasure at this time to call up the very patient Mr. Greg Dowel to give you a report on the measure HH um citizens oversight uh committee annual report and Mr. Mr. Dowel was the chairman of that oversight committee for the greater part of 2024 which this covers. Thank you, Mr. D. Good evening and um President Rollins, thank you so much um Superintendent Schmidt and thank anybody else who's still here. Uh, I bring you good news. Um, and that is that the independent oversight committee, oh, by the way, I'm Greg
220Dow. I previously um was the chairperson of the committee and um and I also am a citizen of Carl'sbad with children that came up through your wonderful schools. So, I'm a big fan. And annually the IOC publishes a report on the status of expenditures by the district um on any spending that involves voterapproved bonds. And I'm here tonight to request that the board accept the annual report covering measure HH expenditures for the period of January through December of last year. Um the a visual. Okay. It's also on your website. Um the report's a concise update on modernization on building programs and those that were completed in the last year or are currently underway and it includes building that was completed at Aviardara Oaks uh Valley Middle School um Cala Hills Elementary and then ongoing design
221and modernization programs and projects that are underway at Buenav Vista and also Pacific Rim. M. Uh, the report includes a detailed timeline of construction funded by measure HH and it also has balance sheets showing capturing the remaining assets that are going to be applied against any future phases of modernization. It complements the independent auditors reports which you approved at the last trustees meeting and it also details um really a continuing high level of fiscal responsibility in this district. It's a good report. It's a good report that gives transparency to the community. Um it is reviewed by our uh independent oversight committee. Uh we've had four meetings this year. They are open public meetings. Um the report will also appear on the district website. And um I'm here to ask that the trustees accept the report.
222Um, and I also am here to thank all of you for allowing me to have a role in this district for quite a few years. Um, I'm confident that the incoming chairperson, Mara Evans, is going to find, as I have, that the, uh, public trust in the spending of this district is well served. And I congratulate all of you on that. So, that's the whole story. Yeah. Well, thank you. Uh, uh, this is time for public comment. Have any blue cards been received? We do not have any blue cards. With no blue cards. Trustees, do you have any questions? No. I may have a motion to accept the independent oversight committee 2024 annual report. Motion. Second. I have a motion from Trusty Ward, second from Trusty Verbth. Discussion. I would just like to thank you
223for um all of your years of service. I I will miss you. I hope still come back and see us. You know, you just uh even if you just do some public comment on uh uh non-aggendaized items, we we appreciate hearing from you and and really appreciate all the work that you've done with with I admire all of you. Thank you very much. Any other discussion? Okay, we're good. Okay, great. Uh Miss Garcia, please call for a vote. Trustee Co? Yes. Trustee Emory? Yes. Trusty Burbette? Yes. Trusty Worry? Yes. Trusty Rawlings. Yes. Motion passes 5 to zero. Thank you. We now move on to 7.4. Authorizing a final guaranteed maximum price execution delivery of a site lease subleasase construction services agreement and other acts relating to the district's buista elementary school modernization project. Trustees, this
224is a discussion action item. I will now hand it over to Mrs. Suzanne Okonnell. Thank you, President Rawlings. So, the project that will be uh taking place at Buenav Vista Elementary is broken up into two different parts. The portion that we're bringing to you tonight for a final guaranteed maximum price represents simply the portion um for the interim housing that will um hold the students during the construction process. Anything involving any of the other construction I will be bringing to you for a preliminary guaranteed maximum price at a later date. So with that, I'm simply asking you to give uh direction for us to enter into the agreement with the final maximum price for that portion of the project that involves interim housing. Thank you. Um this is time for public comment. Have any blue
225cards been received? We do not have any blue cards. No blue cards. Trustees, do you have any questions? No questions. May I have a motion to approve authorizing the final guaranteed maximum price execution and delivery of a site lease subleasase construction services agreement and other acts relating to the district's buista elementary school modernization project. Motion. Second. We have a motion from Trusty Ward, second from Trusty Seos. Discussion. I would just like to thank thank you for securing this. Um these types of agreements have saved us multiple times because they do give us a guaranteed price and when prices go up which they have done multiple times during HH um this gives us that guarantee that uh that we don't have to eat those um those increases that that comes from the contractor. So I appreciate
226the district um securing those agreements. Any other discussion? No discussion. Okay. Miss Garcia, please call for vote. Trusty Ciosci, yes. Trustee Emory, yes. Trustee Burbath, yes. Trusty Ward, yes. Trusty Rawlings, yes. Motion passes five to zero. Thank you. Thank you. Uh we now move on to item 7.5, uh 2025 2026 proposed draft local control accountability plan aligned to actions and services. Trustees, this is a discussion action item. I will now hand it over to Dr. Nye. Thank you, President Rawlings, trustees, and superintendent Schmidt. Uh, tonight I'm pleased to bring to you a draft of our LCAP, our local control accountability plan actions and services for the 2526 school year. Just a few reminders about the LCAP. Uh, the purpose of the LCAP is to identify increased or improved services for high need students. And we
227call those our unduplicated students and students that include multilingual learners, foster youth, and students receiving or on free and reduced lunch for the 2526 school year. We anticipate that that equals a dollar amount of $6,572,000 roughly that we would get uh for unduplicated students that should go largely targeted toward their support. Um, it's important to remember that this is not the LCAP is not a separate item or budget item. It's part of our overall general budget. So, it is a subset, if you will, of our overall general budget. And most of the expenditures that we've identified are ongoing expenditures. So, if we added something back in the 22 23 school year that was beyond uh the general fund dollars that's geared towards meeting the needs of unduplicated students, as long as we continue with those
228uh expenditures, we count those towards our unduplicated uh students in the plan. So, what is included? As I mentioned before, uh we are receiving approximately uh $6 million, $6.5 million based on enrollment. Uh Carl'sbad Unified plans to spend about a million more dollars. We've identified about a million more dollars um towards unduplicated students in next year's LCAP plan. The actions and service services that we've identified in the LCAP are intended to come from our our general budget. So, in order for us to count them towards unduplicated students, they have to be part of our general ongoing budget, our LCFF funded budget. However, we also in our LCAP plan have identified one-time dollars um through uh some of our grants. And so you'll see educator effectiveness dollars that are part of the plan. Arts, music, and
229instructional material discretionary block grant um which is coming to the conclusion next year. That's part of the plan as well as well as other state and federal monies that we've identified in the plan itself. Now, all of those dollars that we dedicated in those one-time funding sources we've identified, they can't go towards that overall $7.5 million though that we've identified in ongoing general fund account money. So, um just to make that distinction clear, we've uh included exhibit B, which is really a onepage kind of cheat sheet, if you will, that uh does a very good job. It's a public-f facing document that outlines all the expenditures. It's broken down by each of the goals and it identifies the funding source. So, is it coming from general fund dollars? Is it coming or is it uh
230accounting towards our LCFF supplemental account or is it coming from some of our one-time expenditures? So, uh, whether they be federal or state dollars or is it coming from educator effectiveness or arts, music, instructional materials block grant. So, in the area goal number one, you'll see a lot of different things here. Uh, just for time purposes, you'll see continued a lot because we've uh identified things that we're already doing in our LCAP plan um and we're crediting those towards the plan itself. Just to give you um some of the highlights here in goal number one, it's to ensure students leave USD ready for college and career. This includes academic in interventions like read 180 and math 180 along with push-in tutoring at AVID. And then we continue funding in in regards to our elementary, secondary,
231and science toas to guide professional development and learning and standards aligned instruction. Uh so a total in this goal area is $29 million roughly just a little bit over that in regards to total expenditures out of our LCFF base. We've identified $20 million 20 million791 uh accredited towards those unduplicated students. We've identified 4,885,000 and then federal dollars. You'll see there and other. So that's your grants and your federal dollars that is posted in that one particular uh chart in the area. Goal number two. Um this supports high quality teaching and learning environments through PD curriculum and our tech technology plan as well as mental health supports. You'll see there that we include um additional UDL training which is universal design for learning training uh instructional materials um social emotional learning programs as well as a
232refresh technology plan. You'll also see our continued commitment to K12 counselors that we've increased elementary and secondary counselors. Um since returning back to school um coming back from COVID, we've had a number of different additions including elementary counselors at um at elementary school sites as well as secondary counselors that we've added uh since that time. So in this goal area, there's a total of roughly $9.5 million in total expenditures. Uh credited to that LCFF supplemental uh or excuse me, LCFF base is $5 million. The supplemental amount is uh roughly about a million and a half and then the federal other state programs is just over $2 million. And lastly in the area goal area number three this focuses on college and career pathways, parent engagement and school climate. Um highlights here we continue to fund
233CTE pathways, parent university programs, communication tools like our parent square as well as transl translation services. Um in here you'll also see bilingual our continued um commitment towards bilingual community liaison as well. um and that has um attributed here. So with that, it's a total of just under $4 million in total expenditures out of the general fund, roughly $2.5 million. Um accredited towards that supplemental student population, just over a million dollars, and then other federal and state, roughly about a half million, a half million dollars there. So, we wanted to just quantify um some of the additional services that we've added since returning back to school co times. And you'll see here as well as uh provide you some information on how we've uh integrated that and how it aligns to stakeholder feedback. So, the
234continuation of elementary and middle school teachers for an additional year. Those are your uh MTSS teachers. We have nine at the elementary school site and three at the middle school site currently. Uh that's attributed to about $1.6 million. And that's coming directly out of that arts material instructional uh block grant. Uh as I mentioned before, those are temporary positions and that grant is set to expire at the end of the next year. So, we'll have to decide um if there's another funding source to continue with our MTSS teachers beyond next year at this particular level or um we'd have to make a decision whether or not we continue those in in place at the school sites. We also have a continuation of additional secondary supports. These include additional classes that are baked into the secondary
235um schedules. They include intervention, additional secondary counselor support, supplemental site for tutoring and intervention as well as summer school to the tune of roughly 1,700,000. We'll continue again in the LCAP plan with the continued commitment for elementary school counselors. We added uh six at the elementary school sites to the tune of $675,000 which is coming out of general ongoing funds. Uh this started as one-time dollars and it shifted into the general ongoing account um to the tune of that amount. And then lastly, we have some um dollars or expenditures uh specifically for um class size reduction in grades four through five. This is in tune of additional sections. I believe there's seven additional sections that are allocated um at the elementary level to the tune of about $828,000. So all in told this is about
236just under $5 million that um are aligned to stakeholder feedback, district priorities, and um continual uh services for students at each of our school sites. In regards to trustee requests that we received at the March study session, there were five in total. And the first was to explore the cost of potential model of bringing MTSS teachers to the high school to support secondary students like the way we're supporting elementary and middle school students which would fall under goal one. Uh two was to take a look at uh an effective social worker program in the district. Uh the third request was to explore the opportunity of bringing three additional counselors on board at our school sites and I think the intent there was to cover all of our elementary school sites um all nine of them.
237Uh the fourth was to provide in information on where the need is most heaviest and if there's a difference between a counselor and social worker in the ed educational setting. So we costed out uh each one of these proposals. You'll see the top proposal was the first and that was the MTSS high school teachers. Roughly the median cost of a teacher with uh LRC's which is health and benefits that go into that is roughly about $127,000. If we were to have two teachers that totals $254,000. Uh, a counselor roughly with LRC's is $140,000. Um, if we anticipated three additional counselors, that would equate to about $421,000. And the cost of an additional social worker uh is about $147,000. And we've included the descriptions in each of those jobs. Um some of the differences as we
238uh relate and there's a lot of overlap between a social worker and a counselor but there are some differences as well. Um social workers tend to focus on high need legal cases and agency coordination networking with outside community resources. They're also focused more on intervention rather than prevention. And uh there would be more of a case manager role if you're a social worker where our counselors are more assigned to school sites. They're working with specific individuals on their school sites. Uh counselors do some of this uh as an adjunct, but um you know, obviously counselors are performing academic and social emotional counseling um on each of our school sites. So, as far as a staff recommendation, uh the governor's May revision did come out most recently. Um we don't believe that there's a lot of
239new money coming in from the governor's budget as well as um we met with or were online with uh school services today. Um it's pretty clear that there's not going to be a lot of new money for the next year as far as either one-time or ongoing. Um, so with that in mind, there is a mention that there will be uh an extension of one-time dollars in the learning recovery emergency block grant funding. I would say today from uh school services, this was still a contingency. It's not a for sure at this point in time. Um, however, uh, if we do receive those funds in one-time money, uh, it's our recommendation at this point in time to extend, uh, the MTSS teachers, the two full MTSS teachers, one at each of the comprehensive high schools
240on an on a temporary basis. Part of the rationale here is because the money is one-time and with the with the job itself of the MTSS teacher as being a temporary job knowing that it's not going to be sustainable for us to have these positions over a long period of time. um that weighs into our decision-m of an MTSS teacher at the high school versus a counselor or a social worker who you're going to want to put in place permanently. Um they're working with kids, they're dealing with social emotional supports, counseling supports. And the thought there is when you use temporary funds for a counselor or a part-time uh a temporary position and then you're taking those services away, um the counselor is a more permanent position. And so because we're receiving the funds as
241a one-time amount, it makes sense for us to use those funds in regards to an MTSS teacher at each of our two comprehensive high schools. Uh this would also um complete and give us coverage at each of our uh each of our schools to have an MTSS teacher that's providing um academic support pushin tiered one support at for each of our teachers um at the high school level like we're doing at the middle school and the elementary level. Uh we recognize the need for additional mental health support. We heard that loud and clear in each of the surveys that we sent out. We heard it with our stakeholder groups. However, due to the nature that this money is temporary, we know that it's going to sunset. We feel it is a better use at this
242point in time to utilize that with our MTSS teachers because that is a temporary position. Uh I do have Dr. Eer here as well. Um he's been instrumental in working with our MTSS teachers at the middle school and the elementary school. Um he I did want to have him just highlight some of the work that he feels could be accomplished at the high school as well and how it could be a real benefit academically uh for those teachers there. So I'll turn it over to him to talk about that and then we'll go from there. things. Number one is ongoing professional development in like like on like in in the classroom like like being able to walk and see classroom and instructional design be able to talk about it in their grade level. So we
243we do the work at the district level and provide the ongoing professional development from here or from a classroom but you really need to think about instructional design every day because it's not there's no set and forget. So the idea of instructional rounds not necessarily by admin but instructional rounds by teachers starting from like what are who are the students that were not meeting their needs? how what what professional development do we need to do that and then how can I watch my colleagues my own peers do that work and that's some sort of that ongoing PD that happens within the constructs of schools made possible by a teacher on campus that can pull pull teachers out of the classroom and do that cover for them while they're while they're seeing other teachers teach run
244grade level meetings and the other things is about structures that make sense on a campus if we're going to be pulling students for tier 2 interventions why what are the criter criteria for that. What are the um what are the diagnostics of that tier 2? How long should a student be in a tier 2 and out of at a high school setting or a middle school setting out of the elective course? So, being thoughtful about getting that student from the tier 2 back to the tier one and then having tier one strong enough to then maintain them once they reach back to grade level. And then we meet every month. And one of the neat things about being a unified district is that we can have conversations from preschool TK through 12. Uh, and some
245of those really neat things about consistency that happen now from sight to sight, you know, across the first grade, but also across uh, elementary to middle. And then getting our high school teachers in that room with us every month to have those types of conversations I think is a profound opportunity that I think could really grow the work we do in Carlsbad Unified. Okay. Um at this point in time, uh we'll turn it back over to President Rawlings. And I know we have some public comment. Thank you. Uh this is the time for public comment. Have any blue cards been received? We have three blue cards. Thank you. 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.
246You will have three minutes. We will have the timer on the screen, and your mic will be muted when your time has expired. The first speaker is Lelay Becker. I didn't want to jump. Okay. My name is Leah Becker and I live within the school boundaries. Um, I'm also a school counselor at Carl'sbad High School, a Valley Middle School parent, um, and I live in the community. So, good evening or good night if we want to go to bed soon. Um, we all agree that Carl'sb Unified is committed to providing every student an extraordinary education in an inspiring environment. To truly meet that mission, we must recognize that student achievement is directly tied to student support, and school counselors are essential to that support system. We agree that addressing critical academic needs is essential. Academic
247engagement and achievement cannot be fully addressed until student well-being and mental health is prioritized. And adding more counselors would directly address these critical needs as highlighted in the 25 um LCAP results and survey. Counselors don't just help in a crisis. We teach tier one lessons in the classroom, building social emotional skills, delivering targeted small groupoup intervention, and we support academic and college and career readiness. All of which are proven to improve our student outcomes. But we can't do that when we are spread too thin. Right now, we have two elementary schools um counselors split across multiple schools. Um that means some students may go days without that support of a school counselor. At the middle and high school levels, counselor case loads remain inequitable for students, creating inconsistent access to critical services. And some of
248those discrepancies are are quite large um across the school side. So, we can provide those numbers to you later if you would like. Um this is not just a staffing issue, it's a student achievement issue. When school counselors have time to build relationships, deliver comprehensive school counseling programming, and collaborate with our teachers and our families and students that we serve, they are more engaged, more supported, and more likely to succeed. Where funds have been allocated, they've allowed for more a comprehensive approach to our programming. Um, we're moving beyond crisis intervention now, so we're getting proactive. We're providing the services that we want to provide every day to our students and families. Um, this benefit is not yet universal at our schools because of those numbers. Um, and our student needs remain significant. As a school
249counselor on the front lines, we believe these funds are most impactful when directed towards bolstering our comprehensive school counseling programs. And we urge leadership to ensure current funds are aligned with the LCAP feedback to support two full-time counselors at elementary school sites and to balance the case load specifically at AMS and CHS. Um, this aligns with goal two and goal three in the LCAP. We are eager and ready to support our students. With the right staffing, we can meet them where it matters most and before the challenges become great greater um barriers to achievement. Thank you. And this is our support team. So, thank you. Thank you. Um, next speaker is Rachel Marino. Hello again, Rachel Marino to present. Um, I'm here again to share some concerns regard about the proposal to use one-time learning
250recovery emergency block grant. I hope I got that right. Funding to hire two fulltime MTSS teachers at CHS and Sage Creek high schools. Let me start by saying that I deeply value MTSS and the work our educators do every day to meet the needs of all students. But I urge you to ask if we're investing in solutions that are proven and impactful, clear, and measurable. As Dr. Nye pointed out, hiring full-time staff with temporary dollars creates an unstable foundation. Hiring a new teacher to teach a course for one year in the event that a seasoned teacher takes the MTSS position deprivives a large number of students of quality, experienced instruction. How will the effectiveness of the use of these funds be measured when they're assigned to create systemic change? Will people interview for the position?
251Will they be true pedagogical experts? Or will principles choose teachers at will, which is what happened at the middle school level? One MTSS teacher per high school will not have the capacity to create lasting systems of support across large student populations. We risk putting too much pressure on a single individual without the infrastructure to truly enact change. There are also broader questions we need to ask. Have we explored other options? ACES at Sage Creek High School has already shown success at the student level. After three years of Andrea Fett teaching this course, the facts are these. The average GPA of incoming eighth graders in ACE is 1.65. And the average GPA of those same students after a year of this program is 2.34. If you know anything of how hard it is to move the
252needle at high school level, you know that these are impressive results indeed. She's taken students who do not know how to succeed and works in concert with all the departments to help these students. These are the same unduplicated students we need to help the most. CHS had a similar class called Lancer Success. When I reached out to the former teacher of this class to see how it was going for them, they reported that the program had died. Why? Why would a program with a proven record and method of success at one school not be touted, supported, and extended? This comment doesn't even go into the fact that two MTSS teachers do not fill the same role of counselors or social workers and cannot be swapped one for the other. Finally, tier one instruction is good
253teaching. This plan reads like an outsourcing of instructional leadership, but not to anyone in a position to ensure that any changes will occur. If administration cannot change, charge their teachers with doing better. Ensure that the ones who need it attend professional development. How can you believe that a single teacher can achieve that on a peer-to-peer level in one year? I urge the board to consider not just what is possible with this funding, but what is responsible. Let's invest in strategies that match the scope of the funding not just in terms of impact but in terms of sustainability. Our students deserve that. Thank you. Thank you. Uh last speaker is uh Nikki Redden. Okay. Um my name is Nikki Redden. Um and I proudly serve as an MTSS teacher. Um, I would like to also state
254that I am at Jefferson and I work alongside a team of um, with a full-time counselor. Um, and this work would not be possible without that. But, um, at Jefferson, I just also wanted to make an opportunity to speak about some of the things we're doing, um, and just highlight some of the amazing, um, teachers that are doing this work. So, at Jefferson, we believe that tier one instruction is the foundation for student success. We focused on building systems that strengthen our core teaching, elevate teacher agency, and promote ownership of student data to drive collaboration uh to to drive collaborative um student- centered decisions. I'm sorry. Through dedicated professional development, as Dr. Eker had stated, we've created protected time for teams of teachers to dive deeply into lesson design, instructional rounds, and reflect um together
255on what highquality inclusive instruction truly looks like in every classroom. This work has been made possible through intentional support and coverage um because we believe investing in our teachers is also investing in our students. So also some of the systems we've implemented are through weekly student- centered MTSS meetings where teachers come to the meetings to discuss students, share strategies, ideas, discuss student work, accommodations, log data um where teachers can um collaborate and tr truly that collective efficacy to um support student learning. Um also um one of the things that we have implemented is um so sorry um a successful system we've also implemented is a six six week progress monitoring cycle where teachers meet with our principal to discuss student data progress and next steps. Our teachers have the tools, time and trust to reflect,
256problem solve and lead this way, lead this work with clarity and purpose. We did um a lot of surveys and feedback and teachers um at our site were loving the weekly collaboration that was implemented through our strong leadership through Emma Cobb and doing intentional planning to have that um shared time. Um also that they really appreciated the six week check-ins to to collect to go over that data. Um we have a safety net meeting that we we meet once a week with um um Shay Marone, our counselor. um and Kirsten Squires who drive that agenda and we have everyone represented from all tiers. We it's a safety net where we discuss students um and really make sure that we're on the same page um as well as our school culture. Um as a title one
257school in Carlsbad, we are so deeply committed to creating systems that celebrate student assets, highlight strengths, and honestly confront inequities that persist. The lens of equity is not a side note. It's central to the work that we're doing at Jefferson. Um, and while we are proud of the progress we've made, we know this is a process and there's still so much work to be done. But we continue to move forward with intention grounded in belief that every child has potential, every educator has power, and we truly are better together. A motto that we started off this year that is very thematic through the work we've been doing. Thank Thank you. Trustees, are there any questions? Who would like to ask a question? Trusty Emory. I'll go ahead. Um, as far as the mental health supports,
258is there any has there been any changes up or down in the recent years or is there a plan for an increase or decrease? Obviously, not an increase, but a decrease in the coming year as of yet. Or is the numbers uh planning on staying standard? There's no like moving around of teachers to address those overages or anything of that sort. No, I as far as counseling support, if that's what you're referring to, we've added counselors, obviously the six at the elementary school level. Uh I believe we added one at uh Calaver Hills Middle School and two at both of our comprehensive high schools uh since the return to school and COVID time. So uh those are all baked into the LCAP. they're accounted for here and there's no plan to reduce uh that counseling
259support at this point in time. Okay. I had a follow question. Uh so can you share with me what are the total numbers of counselors? So for elementary there are six well there's nine I'm sorry seven elementary. I apologize. Okay. One extra and uh there's two at each middle school. Okay. Five at Carl'sbad High, six at Carl'sbad High, three, four at Sage Creek, and one at CVAC CSA. CVA. Okay. And then, um, did you have a followup? Yes. I'm sorry. Thank you. Uh, the elementary school counselors, they're there, uh, five days a week or three days a week or how many? Depends on the size of the school. They have an allocation of days. However, our two title one schools, Jefferson and Cala, are using a portion of their Title One dollars to make their
260counselor full-time. Okay. And then they're full-time at the middle school and high school. Okay. Other questions? Trusty. Okay. So, I'm trying to get the slide number 18 under staff recommendation. Oops, sorry, sorry, slide 18. Under staff recommendation, it says under bud budget context, COSD is projected to receive approximately $275 in one-time funds. So, is that the funding that would cover either MTSS high school teacher times two or two counselors, two additional counselors? Is that Yeah, it's it's it could be you could do either obviously with that. The recommendation from staff at this point in time is the two MTSS. I just want to make that connection. Thank you. I need a motion to extend the meeting past 10 o'clock. Motion to extend the meeting past 10 o'clock. Second. I have a motion uh from Trusty
261Ward. A second from Trusty Verbbeth. Any questions? Yes, I have one. No. No. We have to Any questions about the motion? Sorry, it's late. Any questions about the motion on the floor? No. Any discussion? Trustee or Miss Garcia, please call for a vote. Rollust. Trusty COC. Yes. Trusty Emory. Yes. Trusty Burbath. Yes. Trusty Ward. Yes. Trusty Rawlings. Yes. Motion passes back to zero. Okay. Trusty Ward. Go ahead. Question. What time is it? Okay. Um, so I ideally I I understand um I hear the counselors and I definitely understand how beneficial it is to have counselors on site. Um, I know as a principal I had a counselor that was there four days a week. Ideally, I would have loved to have her every single day. Um, but I understand there's some funding uh issues with
262that. Wondering um just because counselors at the elementary school level is different than in the secondary level. Have we ever considered um to support the elementary schools use using counselors with an SSA so we can provide maybe stretch and support the secondary sites with um more counselors and does that make sense what I'm saying? Have you ever heard of an SSA? I have not. That's what I might need your help on. So, it's um Could you tell us what the acronym means? Sure. Thank you. No AC. So, it's a student it's a it's a student support aid. And so, what um happened at the school site that I was at in Powe is we had a counselor, but we also had a student support aid. So, what the student support aid would do is essentially
263work in concert with the counselor. and they were an hourly classified employee. So they would teach like secondstep lessons and do do friendship clubs, meet one-on-one, be out at recess and support, but it would kind of lighten the load up for the counselor at the elementary level so they can either um you know not have to be there every day or um they can tend to other bigger things um that they had to deal with. for example, like 504s, right? Because that's a um a gened responsibility. So I I is that I mean are there other ways other things that we've looked at so we can kind of lighten the load at the elementary school level and also possibly you know shift some counselors to the secondary level where they are really impacted and need
264that support. Yeah, we could certainly we have not looked at student support aids at this point in time. I don't believe we have that job description currently in our um classified employee ranks, but we could we could definitely look at that and it would be an additional cost obviously. So, we'd have to um look at the impact of that cost and how many aids we'd be looking at, but we'd certainly could do that. Okay. Um I mean, ideally, I would love to see the Do you have another question? Okay. Follow up. Okay. Ideally, I would love to see the funding available so we can provide more counselors. Is it is there an area that we've looked at where we can actually support sites with more counselors until we looked at um an SSA? Yeah. Currently,
265as as we look at it now, no. I think that if we were to add additional counselors, we could use the one-time dollars that we've identified. Hopefully, we get those onetime dollars. Uh that could be one funding source. Otherwise, uh we would need to be uh looking at um a reduction somewhere of of some ongoing expense or service that we're already providing um and replacing that with counseling support. I have a followup to that. Um uh the board could decide to re uh repurpose um other dollars that are committed currently, correct? Such as the um the stabilization fund. Uh yeah, if board took action to uh repurpose dollars, uh you could use some of those that one-time in nature dollars again uh for uh additional counseling support as an example or and to follow up
266on that, the could the board just say we want counselors and then ask staff to to decide where the money is coming from. Is that accurate as well? Yes, you could give us that direction as well. Thank you, Jesse Emmery. Yeah. Uh, as sort of follow up to that, um, one of the things you mentioned was the refresh of the technology. Is that on a required timetable or is that, you know, as we're looking at tariffs and imports and things and the cost of that? Um, is that something that could then be postponed for a year or is there a certain requirement within a contract we already have standing? Yeah, we, you know, that's part of our, um, technology plan, uh, that gets approved annually. And so it is a refresh plan plan that we
267uh provide students at certain grade spans with uh newer devices and it's a you know it's flushing out older devices that are no longer useful um and no longer supported and bringing in new devices that are supported and and that students can use. So, I don't think uh at this point in time it would certainly not be staff's recommendation um to kind of suspend that plan because it does support uh staff as well. So, it's supporting students and staff as far as a refresh. Could you repeat your question for me trusty? Yeah. So, one of the things in our LCAP is or in our technology plan that some of the expenditures are going to is the refresh of the technology that were on the timetable. some um some of the technology is under contract, so
268it needs to be refreshed and there's a contract with a company or a certain organization that needs to be every 3 years to 5 years, whatever it is. I'm wondering if we're bound to that or if there's something that we could push it off for a year in order to maybe recoup some of that money if not all the equipment is necessarily and with the tariffs and with other, you know, things coming in maybe being more expensive to do this year anyway. And I I I follow up to that then. Um, so for that purpose, there's a line item in the general fund, but that does not include the $2.1 million uh in the reserve. Is that accurate? The that's extra. So, we already have dollars to refresh those the Chromebooks and then the the
269reserve is for the extra amount. Correct. We have a technology reserved that is in the budget that is for years where we don't have the ability to purchase. Correct. It is extra dollars that is in there should we run into a situation where we needed it. And then how long has that been there without being used? Do you know or I don't know. Mr. Okonnell, do you know? I don't know off hand. I know that um I don't know. I don't think we know. I have a follow question. Okay. So, when does that refresh happen? I mean, what what's the cycle on that? Uh typically we refresh annually. Um so there's two grade spans where we um cycle out older machines and then we provide new uh machines at I believe the ninth grade level
270and I think it's the fifth grade level. So all new students in those grade levels get new machines and then we have a cycle to refresh um at the school sites for teachers as well. Okay. And that's strictly for laptops and it's Chromebooks specifically and then yeah any um teacher Chromebooks and machines as well. And we're not uh to trust the Emirates uh question. I don't believe we're locked into any contracts. I believe they're yeartoear. Um so we're not in any three-year contracts or anything. Had another question too. Last year, I made a several requests um for these secondary intervention teachers and we didn't vote on it at the time. However, sometime in August before Mrs. Okonnell came back, um a decision was made to add middle school MTSS teachers. So funding was found to
271to pay for those teachers. So my question is, can staff find some money for us? Come on, say yes. Uh, you know, we we ran into a situation last year where there was um some savings in one-time dollars um that uh we were able to support the addition of three middle school um MTSS teachers. I I can't anticipate, you know, uh that we're in that situation again. I I don't know if we're going to get additional dollars from the state or not. It does not look like it. Uh from the projections, it looks like uh if anything, it's going to be fairly flat as far as our funding at this point in time. So, um even the dollars that we have allocated in here, what we heard from uh school services today is that that's
272contingent upon um passage of those dollars and those being dispersed. So, um I don't know the answer to that question yet. I have a I have a followup on that. Um, can you um can you run through a little bit for me how MTSS works at the middle school level? I'm really having a hard time struggling with how how effective it could be at at a secondary level and especially if there's only one per and a at a high school level. So, I'm trying to figure out how effective MTSS could really be when you're moving around classes so much. I what I what I'd say I mean I think the way that I the way that we've seen success in our schools is I think based on this understanding that we do not have a
273teacher in Carl'sbad or in the United States or in the world that has all the capacity knowledge and time to meet the needs of every student that they serve just like a doctor doesn't have all the No I'm I'm wondering about specifically at the middle school. I'm Yeah. So, and I say that because what those teachers do is work within grade level teams which exist at elementaryaries, middles, high schools, uh, and department teams, which is more secondary in nature. as they as you look at student needs in your classroom, which is in many ways much more complex at the secondary level because learning gaps that that are created or start at the elementary school level are much more significant in seventh grade than they are in third grade. Uh are much more significant in 11th
274grade than they are in in seventh grade. Uh, and you need some real thought about how you run a classroom with the expectation on a teacher to teach grade level standards. That's what they're assessed on. That's what they're teaching in areas like math that build on each other. This is a complex decision about how do we get after supporting the students. And what happens sometimes without thoughtful MTSS is we lean on as we've seen has happened in this district and in many other districts around the country trying to solve the problem through tier 2 and tier three supports and those things balloon mostly tier three. You have this giant robust tier three and then uh like a tier one system that is inconsistent uh and isn't making use of the research isn't thoughtful enough because
275we there isn't built-in time for teachers to do that. So, at a middle school setting, just like at an elementary school setting, just like what could be at a high school setting, uh having the opportunity to work with grade levels, have conversations within grade level meetings, within department meetings, looking at data about students that are not successful in these classrooms, um not successful on on assessments, uh and coming up with ideas for how to solve those problems, getting into each other's classrooms. It's one of the things that's really nice about having an MTSS teacher, being able to get into those rooms. I I think I just lastly would say that um none of the options that are here are bad options. They're all really good choices. This is a tough choice that for a board
276to make. It's like just a budget. You have to make a decision about which way you're going to go. I do believe, especially when I look at some of the barriers that I see at the high school setting, that one of the groups of people that will be benefited from a MTSS teacher who can work as a liaison across the campus are counselors where there's a gap between instruction that's happening in the classroom and the concerns that might be brought up in an SST. And sometimes those counselors because of that gap have a tough time recognizing what kind of things we could try or have we tried this first before we're here. That liaison piece that instructional mind there is is critical and schools are busy places. high schools like a a high school principal
277that that works to be the instructional lead on campus uh is constantly taken away from that role of instructional lead for all the things that will happen. And this is a person on the campus that doesn't currently exist that could be every day, every minute of every day like focused on instruction across a campus. And I do think that could I have a follow up on that? I have a followup too. Um yeah. Okay. So I I still not sure you answered my question. So okay. So what does it look like at the secondary level currently in our schools? Because you mentioned like it's a great idea to have them meet and that type is are they meeting during prep? Are they meeting you know um during their classroom and then are students pulled out
278and then what happens to the rest of the students? That kind of stuff. I'm trying to figure out the actual practical implic implementation at the middle school level. I didn't hear that. Right. I'm sorry. Let me let me try to clarify. Thank you. So, one of the things that MTSS teachers did this year is develop norms. Uh, we we we saw certain things happen uh differently on all the sites. Um, one of the norms that are that our MTSS teachers noticed like, whoa, we better all be doing this is norms around what happens at grade level meetings and department meetings. A lot of things at a grade level need to be discussed, right? Let's a field trip's coming up. You got to figure out who's going to be chaperoning this and who's calling the bus
279company or all the different things that have to happen. But can we dedicate a portion of every grade level meeting time to talk about student academic outcomes and needs and develop and have a conversation around what are the gaps in our in the learning that we're noticing. When you develop those gaps, you start to realize as an adult on this campus, does am I not meeting these gaps because of gaps in my knowledge as an instructor? And then you can develop things that you want to work on as work, you know, as connected to the UDL kind of work we've been doing all year. and you can get into each other's classrooms and see people try things and have conversation about that instructional design to support students. That is like and this is happening at
280the middle school. Absolutely. At the grade level when you have single subject folks. Yeah. Well, the one thing about a grade level meeting is that is that those grade levels or like a village at Valley for example, they share all the same students. So they so a lot of the student concern process what what hasn't what won't ever change and what has happened for for years and years and years is what happens in those grade level meetings is they talk about student concerns that they have about worried about oh this student's not doing well in school what's like how what can we do to support that student that's always been there but having the MTSS person in there to kind of actualize that and think about ways in which we can address it uh having
281experience to be able to go to the other sites and see things and learn from other places allows that professional development to grow. We we're actually also you can get teachers off campuses and on to other campuses and see something that's being attempted on on another campus in that way that's absolutely happening at the elementary and the middle school. I have a followup trusty word. So um and I asked those same questions. I think we were having a conversation about that and I emailed it to you guys, but um and hearing Miss uh Marino a talk about that at the high school. I'm wondering um because ideally with MTSS, it's a system, right? So, you want to be able to teach your teachers how to effectively do it within their classroom and then eventually take
282that MTSS teacher away because everybody has those skills in order to apply that within the classroom setting. So, it's not like I don't see it uh it's it's a form of intervention, but I don't see it like an intervention class, right? It's it's essentially a tool. Can you effectively do that if it's a one-time fund and then you're providing it at the secondary level at high school and you're you have an MTSS teacher at one at each at two very large high schools to support that with the understanding that these teachers are going to adopt the skills and understand that and move away and could that also happen in professional development. I feel like teachers also going to other sites that that happens that could happen anyways without an MTSS teacher but um could that
283happen um through PD as well? You know, some of some of the things that you're saying that teachers could effectively do with an MTSS teacher at the secondary level, could they could they do that through a PD? And could that that teacher with one-time funds be really effectively used if MTSS as a system is something that we really want them to adopt and utilize within their classroom walls? Yeah. I I I just would say that the the efforts of of implementing things like UDL in your classroom, thinking about the design uh of your room, you like you can't you you know there's this great saying about how you from Zetta Hammond that you you can't teach reading whole class. And so just in that mindset, you have to think about okay, how well I'm one
284teacher and I've got this room full of students and I know I can't teach reading whole class. You also really can't teach math whole class. You can't teach science whole class. You have got to find a way to get one-on-one with students, to get small groups with students. What you're actually trying to do is build a culture in your room where you share the cognitive load and then you help develop independent learners. There's the complexity of that is that you need scaffolds for some students, but like a painter, you need to pull those scaffolds away or else you create dependency. So being very thoughtful about it. Can you do that uh like on on your own? I'd say you like one could I think that the idea there is that that the power of of
285MTSS focusing on the on the tier one is there isn't a single human being that has all the skills and the time and the knowledge to meet every kid in their classroom. So what you're trying to do as the MTSS teacher is build that model of learning ac across a grade level or if more appropriately across a department or you could do you know more appropriately at different times depending on what you're actually trying to grow. Um and that and when you're going to use a tier 2, how you're going to determine when that tier 2 is appropriate like that things just make sense. Uh, and we've had without this uh, like the reason we've talked about MTSS dating back a couple years here in Carlsbad is because before we had this conversation, we've seen
286the they creep into the tier three mostly. Um, our or the our counselors might talk about the creep into the into 504s as well. um where if the mindset is my job is teaching and I've got this set of standards to to to go through and I have my scope and sequence from beginning of the year to the end of the year and you're and you're focused on pacing and students then are falling behind then without this model you're looking over for who's going to take these kids instead of thinking about redesigning that room. So yes, it could happen where a teacher or a grade level or a department can do it on their own. Yeah, I'm thinking more of a team, not just an individual. Yeah, of course. And we've seen the effectiveness of
287of a person on a campus as an instructional focus, like that's their job being able to unhinge some of those barriers that have been present before that are that are being removed now from some of these sites. And you and you heard from one example today where you could see some really profound things that are happening. I think because of that instructional coaching happen happening and the last thing I'll say is we I heard him mention about the role of an administrator which is better from like this work is not compliance-based. It's too complex for compliance based. This is about a learning culture and about a collaborative culture that you're building uh like where you're working shouldertoshoulder. It's about teachers like seeing how powerful they are and how important they are in delivering uh and
288and feeling and and why it's so important for continuous learning to be able to make sure we're meeting all the needs of all the students in our tier one environments. Okay. So what just to understand what you're saying um so yes an MTSS teacher one at each of of the high schools can effectively support and teach those tiered systems of supports to both high schools and the teachers there in one year I believe so I I think it has it a lot to do with who it is you know and making sure that that relationship based piece is really important. Um, but somebody that like a respected member of a team that um that can work shoulder-to-shoulder with grade levels and have an opportunity to just honestly think and look at ways to improve instruction.
289So with that, yes. Trusty Henry, a quick followup to that. Uh, have you elicited any um, high school teacher feedback and do they have any buyin into having an MTSS teacher on campus? Yeah, I I had some preliminary conversations with uh Rachel Marino A, but other than that, um uh we have not reached out to high school teachers um to gather some feedback on that. I I don't think we reached out to middle school teachers when we implemented it there as well. But we do know that um from what we've done at the secondary site at the three middle schools, uh it has been a um I would say a popular thing that uh has been pretty well received. It all depends on the selection of the teacher and who you're using. But in regards
290to the um professional development piece versus having a person on staff full-time that's kind of getting into classrooms, I think that um what we tend to see with professional development, even though it's ongoing, uh is that oftentimes it doesn't have it doesn't move the critical mass that we think it needs to move and it's not changing instructional practices. Uh what we've seen here a little bit more is that because that person is on site every day working with teachers every single day that it it tends to have a larger impact and we would hope that it could happen at the high school as well. We don't know for sure. It's a big high schools are big places and uh they may start with a particular department or departments. Um uh but in regards to one
291year versus two-year, this particular dollar amount is for the next two years. So similar to what we've had at the elementary school where we've had now three years of MTSS teachers, middle schools would be two years. This would allow for the high school level to have an additional or have two years of MTSS support, if you will. Uh follow that. Yeah. So then you know with the MTSS teachers being at the school sites for three years, do you think now they have effectively supported all the teachers enough that you can you know the MTSS teachers can pull away and the classroom teachers can effectively use those tiered systems of supports or do you feel like um they have to continue to be there. Well, I I don't think we've effectively with 100% fidelity um can
292walk away and say, "Oh, yeah, you know, every gen ed teacher at all of our elementary sites are uh tier one support experts and that they can effectively now a lot of our teachers are um but the funding is going away. So, we are going to either have to figure out a way to continue with those services or um offer it in some other capacity. Yeah. I guess I'm just asking because that's essentially what would happen at the high school, right? You're they're they're going to be pulled after two years. And I just wonder if um that allocation and I'm I'm even thinking even though I would love to have a so district social worker if those funds can also be funneled toward um having counseling support. Yeah, they could they could they're open again.
293They're one time in nature, but yes, you could you could uh give staff direction tonight if you wanted to to come back with a plan to um put those onetime dollars in another towards another uh towards another allocation. Trusty Emmery, um I know that we're talking about onetime funds here, but if you did hire additional counselors, wouldn't they be hired on a temporary basis yearby-year anyway? They certainly if it's one-time funds that we're using uh those positions would have to be temporary. Correct. But wouldn't they normally start off as a temporary and not permanent status? Not necessarily. Not necessarily. Okay. Trust Beth. For goal two, um I'm on the spreadsheet. Um it says provide mental health, social, emotional, and academic support for students. The 2526 draft budget is listed at 4.39 million. The notes state
294for school counselors and mental health services increase school psychologist support elementary curriculum supports. of that $4.39 million. Um, are all the current counselors that we have in our school district underneath included in this or is that different? No, I don't believe that's including all of our counselors. Uh, no. I I I believe that it's a portion of them, but I don't believe that's the entire um counselor, psychologist. Um, but I'd have to go through the line item one by one to see how we captured that full number of the $4.3 million. Um, but I don't think it's capturing them all. Follow up on that, Trusty Ward. What is the um mental health services that is noted there? Yeah. The the mental health services would be the actual people themselves. So the the psychologists are providing
295mental health. The counselors are providing mental health counselors talked about uh that they are going at actually into classrooms providing social emotional learning lessons. So there's a lot of mental health supports that they're providing and so that's what it's alluding to is the actual people in that group. Other questions? I do have one. Um, why did uh staff decide that the MTSS teachers would be more effective in achieving our success indicators than counselors? Yeah. For for us, um, a large determination of the recommendation had to do with the the way that we were receiving the funding. So, the fact that we're getting one-time dollars um had a lot uh weighed in a lot to the determination to make this recommendation of a temporary MTSS teacher aotment at the high school. I don't think we're making
296a conscious choice to say MTSS teachers are more important than counselors. I think what we're saying is that because we're receiving the funding this way, this is a better use um of those one-time dollars at this time. Could the current could those funds be used for counselors? Yes, on a temporary basis. Correct. Other questions? Trusty, is the social worker funding is that one time that you noted in here? All of it would be Yeah. contingent upon that one-time dollars that we receive from the state. Correct. And when you say one time, you're saying two years over the course of the next two years. Yes. That grant what we're anticipating receiving from the state could be spent over the course of the next two years. Correct. And and I think and this might be a question
297for Miss Okonnell is that I think a for two years after two years that's when we can really see the benefits from basic aid. Correct. It's completely dependent on local, right? I understand that. But isn't there kind of um projected growth? Right. Okay. Um the dollars that are currently MTSS elementary school teachers go away this next year. So there's one more year of them. And this learning recovery emergency block grant which they're telling us don't build into the budget yet final budget that's certainly a target could be changed etc would would be enough it's supposed to be paid back over the next two years so that gives the idea to MTSS but the rest have one more So, it's a big chunk of money we'd be looking for to continue. Okay. Trusty, back to the
298$4.39 million um draft budget for providing mental health, social, emotional, academic support for students. Could we find monies in that budget for three counselors? No. that's already capturing uh many of our C counselors already. Those are existing staff that were expending on existing staff. So, they're already baked into that number. Any other questions? Okay. Um, I'm going to make a motion um to approve the preliminary draft uh LCAP plan to include all three uh pieces in uh slide 16. May I have a second? Do I have a second? Okay. No. So, I'm saying um may I have a motion to approve the preliminary draft LCAP plan, but it would include the MTSS high school teachers, counselor, and social worker on outlined on slide 16. I'm looking for a second. Okay. Motion uh motion fails due
299to a lack of a second. I'm going to Can I make a motion? You certainly can. Um, I want to make a motion to move the social worker funding in the MTSS. I know I understand that they're onetime funds to approve the LCAP plan um to support um three counselors. Can you repeat the motion? Be specific. That was pretty specific. the LCAP plan. I'm making a motion. Pardon? But sorry, you said Wait, we can't we can't talk about it. I need a motion. I'm making a motion to approve the LCAP plan with the funding for the MTSS high school teacher, two of them, and the social worker to support counselors. Thank you. Do I have a second? I'll second. discussion. It's like picking between your children. It It really is. Um I So the M
300Say Say it one more time for me, please. Sorry, it's late. MTSS basically, it's approving the plan with the MTSS and the social workers, but no counselors is basically what it is, right? No, I I mean with the counselor, but in addition moving the two funds to counseling. Okay, that's not what I heard. Yeah, there's no two funds because Wait, I'm confused then. Okay, so can I just Well, yeah, but I wasn't saying without the counselor funds. I'm saying moving the funding for MTSS high school teacher to counseling. Okay. The social worker funding to counseling. Got it. Okay. So, you're saying and keeping the counselor for with the 100 the three counselors as well is what I'm saying. Okay. So, we don't have that. So, what So, your motion is to and that I got
301to make sure that it was seconded appropriately that um so you're saying adopt the the adopt the LCAP plan as presented but to include three counselors only. Is that correct? No MTSS and no social workers. Can we go back to that other slide because I think I'm confused. Correct. Okay. No funds have been allocated. Right. These would all be new costs. I understand that staff's recommendation. So the recommendation was the MTSS school teachers. Can I ask a question because I to clarify for my brain that's clearly not getting it. Um, so the MTSS, the total cost for the two teachers, could that be for counselors? Okay. Could the social worker cost, could that be for a counselor? We we only have we're anticipating uh receiving $275,000 uh in this learning recovery emergency block grant. So
302we Yes. Okay. Sorry. However, um what that's why I asked the questions is that we have $3.2 million in a stabilization fund. We have $2.1 million in a technology a technology uh you know reserve. So we have we already have money dedicated for that and then we have a reserve for it. So, there is money to fund, but what they're saying is is that there's, you know, and what um what they're saying is that there's one-time dollars for this extra piece. So, what um so what I'm saying is is that I believe there's plenty of money to fund it all. But my motion did not pass. So, your motion was to do what? So, that's what we're trying to clarify. But having more Okay, I understand now. So, these are So, we only have two
303I want. No, no, we have the one the board can direct the board can direct staff to do what what you choose to do. Okay. Staff has said that there's $270,000 of onetime dollars coming in that they're recommending that we commit to to uh MTSS. Yes. So what is your motion? And I'm saying I would like to commit that to counselors not to MTSS is what I'm saying. Very good. Okay. So that's your motion. So but it's not to go over that amount of money. So it's not to go over the 270 because that would provide how many counselors? Two. Okay. Very good. Oh, I see. I see. I get it. Thank you. Just second that motion. I think we already had a second, but that's okay. Then it's a third. Okay. Okay. Okay. So,
304um, thank you. I just needed to clarify. We needed a motion a second before we could discuss. So, that's why we needed that piece. So, okay. I understand what you're saying now. So, um, is there any other discussion on the motion? that is to is to commit the I mean personally I'd like it to be more. I think we can afford it. I think there's plenty of money. I think the money is there. We could you know that doesn't need to be found. It's staring us right in the face. Um but um if the board doesn't want to um uh doesn't want to commit those dollars, that's up to the board. I I think that the the purpose of bringing up the social worker, I think, is it does play a valuable role. Um, I
305don't want to cross over anything um any services that extra counselors would be providing and kind of um spending money that maybe is served first with counselors and then maybe adding on something else. Um, same thing with the MTSS. Um, I would like to have some more information. I'm I'm not sure how effective one would be at that point. Um, and so it's not something I'm not I'm not opposed to. I just don't know how effective that would be in spending the money we do have um in that way at this time in this plan. So the motion on the floor is to com is to basically adopt the plan except have the the $270,000 go towards two counselors. And so that's the motion on the floor. Are you in support of that motion? I
306am in support. I do have a question about where those counselors would go. What we those two that would that would not be Right. That would be we would right we would receive that information at the final plan when it comes back in June. So basically what we're being asked to do is to um is to pass the motion. I will definitely support the motion. I think we should do more but hey I'll more money we can get back into the classrooms the better for me. So I would I'm supporting the motion. Any other discussion? Yes. Trusty Beth. I love our guidance counselors. I know many of them that are in this room. Um, I think I've been asking for MTSS support for a long time and I'm going to stay with that. I feel
307like we can find money um for our counselors as well, but I will not be supporting this motion despite the disappointment that some of the people in the room are going to have. But it is because I strongly believe in the academic support at this point that we have a significant fund for counseling um already 4 something million dollars and I really want to get our students caught up. So I'm going to stay firm on that. Well, like I say, you could we could spend the stabilization fund. A little bit of the stabilization fun. I do not want to spend the stabilization fund. It's not a wise choice. Thank you. Well, I think your support is a little limited then. Uh, Trusty Seos, I thought I saw your hand. Trusty Emry, um, I I would,
308and I don't know if this is the time to make um a request of staff to examine what are other possible solutions that we have to support those students by um, you know, hopefully by the time they've gotten to our high school through our high school that they've had those MTSS supports through elementary and middle. And if that's still not working, you know, some of the programs that, you know, some of the speakers have brought up that were already happening as far as like ACES and Lancer success. Um, I mean, you could do a governance request that you if you can get that three trustees to say, you know, yes, three or more trustees and you just want to be specific on your request. Perfect. Got it. Thank you. Did you want to make a
309request? You could you could make it during You want me to make it I can make you could make it during this agenda. I would like to make a governance request. Well, you talked to us. Is that it? To specifically um examine other ways of identifying and supporting those students at risk at the high school um using current uh staff and resources redirected in possible other ways. Are there any objections to that governance request? Okay. No. And is that understood by staff of what the request is? Very good. Okay. No. No objections. Any other discussion? Miss Garcia, please call for a vote. Trusty COC, yes. Trusty Emory, yes. Trusty Verbth, no. Trusty Ward, yes. Trusty Rings, yes. Motion passes four to one. Thank you. Uh, we now move on to item 7.6, revision of board
310policies, first reading. Trustees, this is a discussion action item. I now hand it over to Superintendent Rich. Thank you, President Rawlings. The district has contracted with the California School Boards Association, CSBA, for its policy manual updates and related services. Updated policy guides from CSB are issued five times per year and contain sample language to reflect legislated or related changes. In addition, new and revised policies may be brought to the board from time to time. So for tonight we have three pol or two policy revisions and one administrative regulation revision for a first read. And if uh trustees have any questions we have uh our staff prepared to answer any questions you have tonight. Thank you. Uh this is time for public comment. Have any blue cards been received? We have one blue card. Thank you.
311I got to read my thing. Sorry. Uh, when I call your name, please come to the podium, state your name, and indicate whether or not you live within the boundaries of the school district. You will have three minutes. We will have the timer on the screen and your mic will be muted when the time has expired. It's Jen Bellnap. Okay, everybody still here deserves a medal. I don't think we have been here this late and this long since pandemic days. Um, okay. AR4161 on leaves. I urge you not to make the requested change before you this evening. We are a DEI district. The E stands for equity. This change favors only one occupation. So how is that equitable? Uh we have other part-time and full-time um employees on this board and they will not be
312compensated by their employers to perform their trustee duties. nor should they be public ser this is a public service position. It's not salaried like city council or congress. So asking for compensation to perform this service role goes against what public service is all about. Uh, for those of you who intend to vote for this change tonight, I'd like to hear your explanation for how this is equitable to the other gainfully employed members on your board and what's the justification for giving our district's dollars to another school district in order for a trustee to fulfill her role. I think this would make sense if we were in a position where no one wanted to be in these seats and serve on our board. But since we've had always at least one candidate in most cases too
313for every board seat, I think this is an unnecessary policy change. I urge you to demonstrate what equitable policies look like by rejecting the proposed change and to keep our district's dollars right here in Carl'sbad. Thank you. Trustees, do you have any questions? Trusty Bab, can someone explain how this works? this being this policy which was just spoken to. So if a trustee is in another district then um and wanted to be released to come maybe visit our schools because they're a board of trustee uh here in CUSD. Um then that district would make they would have to make a request to us to uh reimburse the cost of the substitute to cover their class. Um, if we don't have the board policy though, then we wouldn't um be able to have that approval from
314the board to reimburse the that district. That's my understanding. It's questions only right now. Are there any other It was for the question, but I can't staff. No. And we can do it during discussion. Thank you, Trusty Rebeth. Anybody else? Okay. So, what about um Trustee Rawlings and Trustee Siozi and myself? Uh Trustee um Ward is retired now, but um maybe she would like something as well uh for her time. So, um yes, it's um how will the district pay for us to miss our work as well? The way the policy is written is um just according to CSBA language and it only addresses um if you're on one of these panels of um a education board committee. Other questions? No other questions? Uh, I'd like uh I'll make a motion to approve board policy
3153280 3320 and administrative regulation 4161 and approve as first reading and wave the second reading. Do I have a second? I'll second. Thank you. That was Rawlings and Emry with the second and discussion trust. I will not be voting for this um policy change um because it's not equitable. It's not fair. I am a teacher also, but not in the school district and um and I work and I have to take time off from obligations in my own life. It's not fair. So, I will not be voting for it. Other discussion? Uh to further answer your question, you have to actually look at both policies. And so um one or the other says uh that they have to request in writing time and if requested the subpay it does not mean that they have to
316request it. They just need to communicate that we're allowing this person to leave and not that they necessarily have to cover the pay. So it's just a more of a recognition and agreement that you know um we're going to borrow your employee for the day. doesn't mean that it has to come with a pay at each time or at any time. So, how do you differentiate like who gets to decide? Because is that you? No, that would be um my board, my employer. So, because I um teachers are only given so many days that you can use for so many reasons. So, we only have three days a year that I can use for any personal reason. And so this would basically say, "Oh, there's a conference or your school district really needs you for
317an emergency. We're going to let you go, but it doesn't mean that I'm I would never get paid." And it doesn't necessarily mean that they would request payment. Yeah. The way I look at this, and I understand your point, but um this just makes it really a nice package for um teachers unions to continue to get their candidates to run for school board. And I just we've never done it that way. I don't think it's necessary and it's not equitable and I will not be supporting it. Trusty Cos I agreed that it's not equitable. My employer has the same situation. They need me at work for me to leave work to do district business. Puts them in a lurch and they maybe need to pay somebody else to fill my role or not or just
318do without. But it's it's not equitable to have one board member supplemented and not another. So, we either need to have something that's equitable for all board members to facilitate their ability to attend district functions or none. That would be great if you could do that with your work. That'd be awesome, wouldn't it? Yeah, it really would. Thank you. I wonder discussion. Discussion. Okay. Trusty board. Um, so would it cover the the sub cost only if requested? Okay. So, who would cover the subcost? My district. Oh, I see. Unless they request that. Okay. So, you just want you just don't want to be like if you get 10 days of sick days, you don't want to use that up so you can come visit schools or something. And I wouldn't be able to under our
319current contract be able to use any because nor have I, right? Nor have I this year just should something arise, which I don't foresee. Luckily, our breaks and everything align don't align. Um, but should there be something, I would just like the opportunity to make myself available if possible, you know, for a need in the future. May I May I ask a question regarding your contract? Um, are you allotted 10 days of sick days? Sick, but three personal for any use. So, you can't use your sick day for are they don't don't ask don't tell days the three days. No, I'm serious. Yeah. No, I know. It's a It's a thing. It's a thing. Um, we did away with the language. And this is actually the board policy, not the contract. So, it's the board's
320policy. Oh, okay. For teacher release on any government duty. Oh, for three days. No, for um they allow up to 20, which I can't believe anyone Okay. would allow. Oh, I see. But, um, it's more just district speaking to each other. Okay. So, were you aware of the responsibilities or opportunities as a trustee when you ran for this role? Yes, my principal um pointed out to me even beforehand that this was something that they had in their policy um and the board members came to me in full support should I need any days outside of my time because they fully supported me in um this position in helping out our schools. And that's great. So again, my question is you knew as a candidate that there would be opportunities for you as a trustee in
321our school district um that you would have to step away from your role as a teacher in your school district. Correct. No, not necessarily. I I haven't so far this year. Uh you know, we like I said, our breaks don't align. My hours align to the meetings. This is just more of a should something come up, you would have to have it ahead of time. I haven't used it. I don't necessarily plan on it, but should there be, you know, something that does, it's more of a an insurance in those cases. Yeah. I I still think that, you know, I don't have a school board back where I live or in my house or as an independent contractor and it's not fair. I understand. And I'm just trying to avail myself to the commitment I've
322made and as much as possible and you know if that's allowed then you know why not support that. I wish everyone had that. That'd be great. But I and I know that's not the case but you know if I could be of any extra help to any school I wouldn't provide myself. Right. But our school district has to pay your your school district if they request it. Correct. And they can deny it. They can deny it. So it's all case by case basis. Yeah. Sure. It was your district that would deny it, right? Not us with this policy. No, they would ask and you could deny. It could go both ways. So they would have to um submit in writing and for the request and then um I believe I've submitted the board policy at
323another time. Um and then Carlsbad could decide whether or not they wanted and that is if the district asks for compensation. I I'll be supporting the um policy I and I'll be supporting all three policies um uh because public agencies can't provide private um can't provide uh private agencies dollars but they can do it you know reciprocity between so if there was a Carl'sb teacher that lived in Salana Beach and they wanted to be on their school board they could also do that and to be honest with you I think we are um we are hugely um fortunate to have a teacher in a neighboring district on our board. And I would and I would say, you know, I wish uh Trusty Ward would have taken advantage of it as well. Um it's more difficult
324as a principal, but public agencies do have the ability to be to have that reciprocity where you don't have that ability to do it um otherwise. And there are multiple board members and uh Martha Alvarado in Vista. Um uh she's a teacher in Escanido and she's a board member in Vista and this does allow her to be more involved in the district and I think that you know Trusty Emory as an ambassador for the profession as well as uh for the board I think is um a value to the school district and to the board that uh for her ability to do that. So that's why I'll be supporting this policy and the other policies that are also a part of this. Any other discussion? Okay. Uh Miss Garcia, please call for a vote. Trusty
325COC? No. Trusty Emmery, yes. Trusty BBth, no. Trusty Ward, yes. Trusty Rawlings, yes. Motion passes three to two. Thank you. We now move on to Yes. Governance team reports. This is the time for trustees to provide a brief report if they've attended a committee meetings where they represented the district. Are there any governance team reports? I have one. Trusty Ward and uh Trusty Amry can chime in if she'd like. Um just recently went to the DAC meeting. It was a great event that um Miss Fuentes organized and it was very well done. It even had as you went along, you saw the signs of where to go so no one got lost with little cute gold little things. Yes, I noticed that. Very cute. Thank you for doing that. Um made it very inviting. They
326were serving food. There was a lot of people there and families were sitting together talking and district staff were walking around talking to families. Saw Dr. Eer give a few knuckles to some of his students. So um it was a great event. My favorite part of that um meeting was seeing the student panel and um hearing also from our ELD TOSA uh Rob Brown and I think he's done a really great job to help support all of these students. um the student panel. Some of my takeaways was um that they were talking kind of about their lives and um what really supported them and and I think my my favorites were um how they talked about making sure that everybody knows that they wanted different opportunities especially in sports. Wanted to remind teachers to have
327patience. um want to be challenged even though they aren't um English speakers and not to oversimplify things and to remember that even though they're they their primary language is not English and um they believe in um you know being part of this community and being part of their their school community. So I those were some of my great takeaways and it it was really nicely done and so I just want to say thank you to the staff that was there and and organized that and put it together. So yeah to add on to that I thought it was the best turnout. It was a fantastic turnout where we were running out of chairs and I think the food and childcare always is a draw for people. Um but the one other um thing that um
328besides that trustee Ward didn't already mention fantastic job um is that uh they highlighted the Jefferson program that is going on between the families and the school um and really building those um kind of connections between the families um between both dual language basically the parents learning from the kids and the kids learning from the parents and a bunch of the parents did get up and speak to that and that was really really powerful to see those bonds being made very early by very dedicated people. So thank you Yeah. All right. And Trusty Verbth, are you prepared to discuss the wellness? You didn't ask me to. So, um, are you? I did the last meeting, but I'll I'll go ahead and do it. Okay. Um uh so we did have we've had two wellness uh
329committee meetings um in the past um in the past few months um and attempting to align our success indicator and our LCAP to um uh to wellness and healthier you know healthier nutrition as it relates to that but we talked about other things as well. Um what we are working on is um changing the policy to align more with our success indicators and um we did have um uh in the second meeting we did have students in the room which was very um very interesting and as well as the board did receive the results of the survey um that went out to parents which was over almost 700 parents um did respond and um so it kind of validated what we were talking about earlier where uh parents want to see less sugar, less salt,
330and less saturated fat in their in the students foods. And even the students agreed that that healthier food would be more um uh that the definition was was less processed food as well, which is already in included in our uh board policy. So the one so one of the things I was very encouraged about is that our nutrition services um is committed to adding additional staff to nutrition services in order to um provide at least I believe one uh salad bar at the high school and I think we're going to try you know maybe nudge to get uh two salad bars and those bo those uh salad bars can also be we talked about having them be even um kind of uh bowl bars to where you could actually have a protein and then add
331sauces and and uh different um different pieces so they could customize um their meals and the students really like that idea. So I was encouraged by that as well. Um we also talked about um reducing our um uh reducing uh waste in our nutrition services and uh create more sustainability within that uh within that system. And um there was one other piece the um and as far as um uh creating more um menus and uh more locally sourced foods such as uh fresh fruits and vegetables. So it was very productive meeting and I do believe we're going to have a student survey at the beginning of the um at the beginning of the school year. Once things calm down, I'm assuming Septemberish would be the time frame where we would actually talk to students to
332find out what they want and what what would work best for them as far as the nutrition's concerned. So that's my report. So 8.2 trustees, are there any requests for information from staff that have already been discussed with the superintendent and have been recommended to bring to the board? I have one. And so let me read my my piece here. 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. So, I did share this with the superintendent. Um, and I'm requesting information. Can I just read this whole thing? Okay. Request information regarding district policy or board regulations concerning
333the use of student photographs by outside entities. especially in instances where those images may be used for marketing or promotional purposes. Specifically, I'm seeking clarification on the following. Um, is there board policy, administrative regulation, or district level requirement that governs the approval process for outside organizations wishing to use student photographs? Does such policy require that prior consent be obtained from the school site and or the students parents, guardians before an image can be used in marketing materials, whether in print, online, or on social media platforms? And what procedures must um an outside organization follow to receive authorization if such a policy exists? Um, I'm asking this um because of the importance of student privacy and the potential implications of unauthorized use of student images and any policy numbers, documents or guidelines that address a request
334is being asked. Are there any objections? Okay, there's no objections. Um, does staff understand the request? Thank you. Okay. Uh, we move on to 8.3. Trustee request for future agenda items. Trustees, are there any requests for future agenda items that have already been discussed with the superintendent and have been recommended to bring to the board? Nope. Then it is 11:03 and the regular meeting is now adjourned. Our next regular meeting will take place on June 11th, 2025 at 6 p.m. at the Carl Unified School District office. Uh before we close up, I know we did have a speaker that had requested The meeting's closed. We've Sorry.