CUSD Board Meeting 2-21-2024

001good evening it's 5:00 pm and I call this meeting to order have any blue cards been received for closed session items we have a total of two blue cards thank you per Education Code 351 45.5 the government code 5495 4.3 members of the public have the opportunity to provide public comment on close session items we invite you to show your support for a speaker by waving your fingers rather than clapping or Che hearing we have received a total of two blue cards for Clos session items when I call your name please come to the podium state your name and indicate whether or not you live within the boundaries of the school district you will have 3 minutes we will have the timer on the screen and your mic will be muted when your time has

002expired the first speaker is Rachel Marino a good evening Rachel Marino CU Union president I would honestly prefer not to have to fight or play games in order for teachers to be adequately recognized we have a chance this year to engage in true collaboration to work together to solve issues that affect the students and teachers of this District I hope this doesn't become a missed opportunity 1.9% each of our comparison districts have all settled at more than twice what you have offered us here San Marcos at 4 Oceanside and Powe who is the nearest to us in funding levels at 5 Vista is not yet settled but again there's more currently on the table than this I do not accept that the educators of Carl's bed unified are worth so much less than our surrounding

003districts and if we're going to have comps at all they cannot be used at will to justify salary increases or not they're there for a reason just as we teachers have to tighten our belt as it were I would like to see the district make similar concessions it is no accident that in the new budget not the one that we are negotiating for now but the budget the new budget the governor of California has not included any cuts to education that is due to the diligent work and advocacy of teachers across Ross California so here I stand to ask the board not to cut our budget not to cut our wages as this increase would do in relation to inflation and the Consumer Price Index the union believes that students should not be in overcrowded

004classrooms multiple studies show that smaller class sizes benefit students from culturally linguistically and economically disenfranchised communities yet in the elementary school with the highest percentage of folks falling into this category we have the largest class sizes in 2017 the district agreed to meagerly compensate High School teachers if their classes went over an average of 38 an average this year 35 sections at carlb high school and a whopping 65 section at Sage Creek had between 39 and 45 students in a single classroom these situations are not acceptable these are not conditions conducive to learning or teaching where do you stand on this the district office often throws up its hand these things happen and point to site admin decisions as a culprit but in fact it is the district's Duty to make sure learning conditions are

005valued at individual sites a duty they've been shrugging off for too long classes must have common sense caps and if the district truly cannot figure how to balance a class the teacher should be fairly compensated for the extra time and effort required to help students thrive in that environment the role of the Union is to provide checks and balances to administrative decisions that do not serve teachers or students it is the Union's position that students deserve better than they're getting under the current class siiz policies fixing this takes creativity and strong contract language including clear agreements aimed at safeguarding students from poor decision- making we are asking the district to work with us to solve this issue for the mutual benefit of all the current stalling of meaningful progress shows rather than tells the truth

006that these values for students and teachers aren't shared is that truly the message you want to send to parents thank you thank you and I think it's Dominique manente good evening my name is Dominic Mente and I reside in the district I'm here today to call attention to what I believe is a concerning practice within cusd specifically the way this board uses the annual budget to designate their priorities I would like to begin by highlighting some important numbers over the past nine years spending on certificated salaries in the district has increased 55% when taken on its own this seems great however when we considered it during the same period the district has seen its total revenue increase 76% and its total expenditures inre increase 81% this is concerning a frequent explanation when this discrepancy is

007pointed out is that a number of other costs are rising and the district must allocate funds to pay for those Rising costs my response is that you don't need to tell any of the hundreds of Educators in this room or lined in the hallway outside about Rising costs we understand as well as anyone the difficulties stemming from inflation what is difficult for us to understand is why year after year this board continues to prioritize expenditures not associated with staff and students as a board you are responsible for every budget that you pass it is through your guidance that staff and draft and implement the budget all of your choices in your role as a board member send a message about your priorities unfortunately the message that staff continue to hear is that sure you are

008important but not as important as X Y and Z we are here today to ask you to reconsider your priorities I like all of you truly believe cusd is a world-class District what I hope you will begin to consider is what makes us a world class District I would say first and foremost it is our students but secondly it is our it is the staff that choose to work here now is your opportunity to recognize their value and demonstrate your priorities thank you thank you and and now the board will recess to close session e it is 6 p.m. and the board is reconvening from Clos session during close session the board took action to reject claim number 24671 on a vote of 5 to Z welcome members of the public board members and staff

009thank you for attending as noted on 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 meetings or to watch the recorded broadcast I invite you to model Civility and decorum as we go about the business of the board this evening while I cannot prohibit anyone from using unprofessional language please think about the students and adults who are watching the 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 truste Ward leading Us in the Pledge of

010Allegiance trustee Pearson will lead us in a moment of meditation trusty Williamson will read from our meeting Norms student board representative Michaela santon will read from the district vision and Miss Garcia will take the role I pledge aliance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liberty and justice for all okay um growing up one of my favorite presidents was Abraham Lincoln particularly now I look at his a legacy at a time when the country was divided and where there's some really distinct things going on in our country that seems to be dividing us the one thing that doesn't divide us is education everyone can agree that education is important so I I pulled three quotes from Abraham Lincoln on

011education so just bear with me on these uh education does not mean teaching people what they do not know it means teaching them to behave as they do not behave next one was it follows from this that henceforth educated people must labor otherwise education itself would become a positive and intolerable evil no country can sustain in idleness more than a small percentage of its numbers the great majority must labor at something productive and then the final one is from uh President Lincoln upon the subject of Education I can only say that I view it as the most important subject which we as a people can be engaged in our meeting Norms everyone participates seek first to understand then be understood stay on topic listen before responding keep discussion moving forward remain objective adhere to time

012one conversation conduct ourselves with gracious professionalism our students are engaged self-directed Learners they are exposed to different learning environments and Pathways students aspire to expand their talents and Achieve Excellence they are good thinkers communicators and problem solvers we will now take role student board representative santon here trusty Pearson here trusty Williamson here trusty Ward here trusty verth here trusty Rings here thank you uh we move on to part four approval of the agenda trustees are there any questions on the agenda okay seeing none may have a motion to approve agenda item 4.1 approval and or regularization of the February 21 2024 meeting agenda trusty Ward second and trusty Pearson second any discussion Miss Garcia please call for the vote trusty Pearson yeah yes trusty Williamson yes trusty Ward yes trusty verbet yes trusty Rollings yes

013motion passes 5 to Z thank you and we now move on to part five Communications um item 5.1 report by student representative to the board I now welcome Carl's bed thesite Academy Michaela santon who will provide the board with a student report Thank You Sage Creek is wrapping up the second trimester and are preparing for finals that are on this week on the first week week of March this weekend the theater Department had their winter or is going to have their winter musical which is Into the Woods uh fourth year students in the engineering pathway will be presenting their Capstone projects in the Performing Arts Center on the 27th girls basketball had made school history once again and will play against Montgomery high school tomorrow on the second for the state championship the boys basketball

014team is currently playing against Rancho buav Vista in the semi-finals with the hopes to making it to the state championship again um carlb High School kicked off the the start of their second semester Carl's bad's Powderpuff Football registration just closed yesterday and the season is going to start soon uh Carls bed also put up their GPA Stars which are for students who have gotten a 3.0 or higher GPA the wrestling team has three wrestlers who have qualified to go to the state championship the boys basketball team advances to the open division semi-finals with a 104 to 64 win over Cathedral Catholic High School the boys basketball team plays La Hoya Country Day tonight at 700 p.m. in the Lance Arena croset held the National Honor Society membership committee last week um also last week Carl's

015bed held a CTE showcase which was a huge success Carl's bed Seaside and Village Academy have also kicked off their second semester as well a teacher at Seaside Miss uh Miss Ryan is collaborating with her students to develop a children's book called the seaside story book the book is filled with stories they wrote about what they would have read what they wanted to be read to them when they were little these stories will be professionally published the book is aimed to be published on March 24th all the proceeds for the book go to filibeli along with that on Sunday May 11th there will be a book signing at the Barnes & Nobles in inanitus a Village Academy on Thursday February 22nd the students and staff will spend an afternoon with Rocky heroin in the Magnolia

016MPR Mr heroin is a a former DEA agent and he travels the country talking to young people thank you and we now move on to item 5.2 superintendent's report Dr church thank you I'm proud to share one site recognition and two individual recognitions tonight first congratulations to cala Hills Middle School for achieving California schools to watch status again this year the California League of Educators model middle school program recognizes excellence in the Middle grades and we're proud of CHMS for earning this distinction again next congrats to Kasha absit our director of Elementary education for being recognized as the curriculum and instruction administrator of the year for San Diego and Imperial counties an award given by the Association of California school administrators she'll be recognized at the dinner in May and finally congratulate I'd like to

017congratulate our very own Ann Garcia for being recognized by the California school boards association's San Diego region as the 2024 executive assistant of the Year award uh she'll also be recognized at a dinner in May this is the beginning of award season and I look forward to Bringing future information about the Carl's bed Chambers educator of the Year Awards as well as our own District teacher of the year and classified staff member of the Year Awards our great staff contribute significantly to our great District thank you thank you we now move on to item 5.3 public comment on non-agenda items this is the time that members of the public have the opportunity to address the board on any non-agenda items that is within the subject matter jurisdiction of the board do we have any blue

018cards we have a total of seven blue cards we have seven blue cards and uh 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 that each speaker will have 3 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 shaa Hurst shaa Hurst Cu uh PTA president uh just my quick report that happy to report that the C was able to support the CTE showcase last week by providing pizzas and cookies to all of our amazing student ambassadors and once again this students both at The

019Advisory event and the Showcase were definitely the stars of the show it's always exciting to see them so excited about all the different career Pathways available CU also loved to show our love to the district office staff and we hosted a um appreciation treat thing last week and it was good thing I was in charge because it looked way better because I wasn't in charge I just made some cookies and toffee so that was all I did um AOE was UN even though they had slow start to their jagathon they did hit their $80,000 goal they also had a incredibly successful Talent variety show with 66 students performing in 20 plus acts they also had a fun science fair and they had 54 entries and 12 judges and they've also started a chess lunch and

020learn Club at CHMS and also I heard at Valley um the ptsas are holding honor rooll recognitions event at chm we have over 400 students out of 600 who made honor rooll which is 3.5 with no ends or use um at CH they had held a great family math night that was a huge hit the Hope was to bring families together to have fun doing math and to see math in all different forms they had seven staff members both teachers and classified staff plan and organized the event they had student event student volunteers from CHS sage and chm and adult volunteers through past America cors and even one of the evening custodians enlisted their teenage daughter to help out with the event the PTA helped with pizzas and prizes they had over 200 attendants with

021students parents and siblings and they participated in 22 activities it was such a huge hit that they are going to have just next week a family stem night and to even have more Community involved Albertson is going to be making donations for sur uh for Supply so it's truly a great Community event and also if you do notice and add up everything that was in the consent calendar under donations um when you have Kelly Magnolia Pacific Riv and a avar Oaks elementaries those ptas donated over $250,000 in the last month to the schools to help support um all the different teachers that PE science Innovation art all the things so not only are we holding lots of amazing events but we are raising a lot of money and putting it right back into the school

022thank you thank you and I'm not sure I can read the writing but I'm going to try Jeffrey Bell perfect thank you uh Dr Jeffrey Bell I live at 3686 Highland Drive lived in carlbad for 50 years both of my children went to the carlbad through the carlbad school system I believe in the carlbad school system it's a great system uh I was one of the founding members of the Carlsbad Education Foundation with Bob beard we worked to produce the out uh after school program I was instrumental in helping to develop the independent study program in Carl bed School District because I was very involved in my child's education I believe in the Carl bed school district and I know that it's an excellent system and one of the reasons it's good is because you

023listen to the parents and the school district school district employees and the council and the board have done that and I think this is one kindergarten is one of the things that you need to really listen to your parents about again so I have a I have a granddaughter who is in first grade at at buav Vista and I was uh actually in the kindergarten class at Magnolia doing uh uh career day teaching little kids about dentistry and making a mess with making Impressions and things but um it's chaos it's difficult they're they're five years old they have a lot of energy there's they need structure and they need a way to stay help them to stay focused and the teachers did a great job but again they need stability and they need a a

024positive comfortable place where they have to learn to sit still and be quiet because this is probably one of the first times in their lives that they've been forced to do that and I think there's a reason that every other school district in San Diego has full-time kindergarten not split and that's because it allows those children a more stable environment with a a chance to learn to sit for longer and to focus and that by by having the split case you have you're putting the children of carlb at a disadvantage because they are not going to get the time on task to learn to be controlled to take care of themselves to focus on what the teachers want to them to do I'm not going to address what a disaster it is for the the

025parents but it takes two in this in this city it takes two young parents both working to live here and if if you think it's easy to balance when the when the field trip is and they have to change all the schedules it you're you're putting an enormous burden on them trying to establish that balance of work and family so I would recommend that you listen to the parents again and really re-evaluate whether a split kindergarten uh situation is a good idea because I think that you you need to help the children of Carl's bed get a good start and be on an equal basis with the rest of the county and the rest of the nation probably thank you Julia Mard good evening I am a carlbad resident 3725 Catalina Drive um Julia maart

026is my name um I as stated earlier also believe in the carlb district and I appreciate everyone being here to listen to me tonight um I'm here also to urge the board to consider transitioning from halfday kindergarten to full-time kindergarten a quote directly from the National Education Association the NRE States full day kindergarten not only boasts students academic achievement it also strengthens their social and emotional skills it offers benefits to teachers and parents teachers have more time to work with and get to know students and parents have access to Better Learning and care for children as a marriage and family therapist with a focus on educationally related mental health for the last 15 years I couldn't agree with this statement more it took me having my own kindergartener in the half day kindergarten at Magnolia

027to really really understand the negative impacts that half day kindergarten has on these kiddos my son Parker is enrolled in the late Al class at Magnolia which mean he does his class doesn't start until 10: a.m. and is dismissed at 1:30 p.m. his father and I are both working parents we full-time working parents this makes Child Care extremely difficult for our family furthermore we have and I'm not going to try not to get emotional here we have sadly seen a major regression socially and emotionally this year as a result of the constant transitioning changes in staff student students and environment and the lack of structure he's gone from Kids Care to kindergarten back to Kids Care different teachers different environment different students from a kid who went to preschool for six hours straight with the

028same teachers and the same kids and had the ability to really get to know and build rapport and have that structure this has been extremely detrimental to him um and I've also Seena in other students in the class and obviously as a marriage and family therapist who works with students I work with high schoolers I work with K through high school I can see how early difficulties for children have a major impact on them for the their entire education he's also not able to sit down for lunch until 1:45 p.m. so we have emotionally disregulated hungry five and six-year-olds trying to learn I believe this is setting them up for failure due to the short duration of time in the classroom and and the fact that the teacher is not able to spend adequate time

029building rapport with the students and fully help them develop their understanding of the subjects additionally at Magnolia there's a monthly Spirit day assembly once a month where kids come to come together to build rapport support the school and have fun because the late owls are not officially on campus when they with their teachers during this assembly they are excluded from this schoolwide event when my son asked me why he wasn't allowed to attend I was at a loss of how to respond I'm sure you can understand why I couldn't understand how a district that boasts such inclusivity would exclude these children from a spirit day assembly when I asked the principal who was very gracious and and responded quickly he said because schedules don't work out and that's my point Thank you next speaker is

030Jen belut good evening I'm Jen belnet Carl's bed resident and CD parent I'm also the legislative Le aison for the carlbad unified Council of ptas last week the carlbad city council signed an agreement with cusd to continue the decades long partnership between both entities for funding school resource officers for our district school resource officers serve our district in many ways some of their responsibilities include handling law enforcement during regular school hours and at sporting events or other school activities and providing emergency response training school safety plans and special training for campus supervisors and lunchtime Duty Personnel officers also promote positive relationships with students parents and the school Community they can deescalate conflicts and connect community members to Social Services Under this agreement cusd has three school resource officers one at carlbad high school one at

031Sage Creek High School and one roving officer who serves all of our middle and elementary school campuses another great example of partnership exists between cusd and the carlbad police department through the bicycle permit program students had the opportunity to attend bike safety classes throughout the summer and early this school year in order to receive a bicycle permit which allows them to park their bikes on campus The Surge of students biking to campus after covid and the ebike explosion necessitated action to ensure safety for our community the CU wants to express our support and appreciation for these Partnerships designed to help keep our schools and Community safe one last thing and this is a repeat announcement San Diego County host an annual honoring our own Awards night to recognize Educators parents community members board members and

032support staff who make a difference in the lives of students I'd like to give a hearty congratulations to our very own an Garcia for being recognized as executive assistant of the Year cusd staff member Kasha OB also earned an award for curriculum and instruction way to go see USD thank you next speaker is Jeremy Huffman all right um just want to thank you all for your time and the service to uh our community and kids of our community here my name is Jeremy Hoffman I'm a lifelong San diegan and my son is currently enrolled in kindergarten at Magnolia and um as you know that's Happ day kindergarten um I think you've heard from two of us now I'm I'm the third to stand up here to uh talk a little bit about that just to

033reiterate what half kindergarten is basically the kids go to school for three and a half hours they're broken into two groups got to catch my breath here haven't done any public speaking in a while um two groups you got the early birds three and a half hours they go from 8: to 11:30 you have the late hours that go from 10:30 to 1 this might be old news but just want to make sure you know clear understanding here two minutes all right our son Adrian and myself uh is was in full day prechool for years right so leading up to kindergarten he was in school for 6 to eight hours per day and so going into the half day kindergarten it was kind of a major regression for him and I don't want this to

034sound like a me me me us us us right you've heard from two members of the community I'm sure you've heard it before this is a challenge for the community these aren't just my issues this is these are our issues these are our ch ches we also have a younger son coming up through full day preschool and at this point we do not plan to enroll him in full day kindergarten and Magnolia right that's a bummer we love the teachers we love the community we want our child to be you know a member of that cohort and see that through through high school here challenge is with a half half day kindergarten you've heard quite a bit of this right so they're in school for three and a half hours a day I'm just thinking

035going into first grade now they're going from three and a half hours to 6 and 1/2 hours that's a big jump right now you're asking a kid to focus for three and 1 half hours and immediately the next year you're asking him to focus or him or her for for for you know an additional three hours that's a big jump I also understand there's a number of kindergarten teachers that have been you know a little bit loud in terms of being supportive of the all day or the half day kindergarten excuse me I'm getting my half fulls and whatever mixed up here but what I would want to see or ask for is have the first grade teachers been pulled right have they been asked anonymously what they think about half day kindergarten because one

036of the questions I would ask is how do the kids coming from full day kindergarten perform against the kids coming out of the carlbad school district half day kindergarten program terms of scheduling I've got 30 seconds here you heard it here laid owls basically have to adjust to the um the early morning schedule whenever there's an assembly Whenever there is a field trip they have have to adjust that means working parents have to adjust the kids have to adjust as we know kids thrive on structure we just got an email today saying there's four days coming up in the next month basically um saying we have to adjust to to the morning the morning schedule I've got a couple additional points but U anyways appreciate your time that you take you full day kindergarten consideration

037thank you thank you very much uh next speaker is Scott Davidson [Music] earlier tonight you heard from the teachers union about their demands for bigger raises and smaller class sizes I think I'm going to dub this their let them eat cake speech in essentially the same breath the union for the highest paid Unified District of North County are asking for a bigger raise which will cost millions and smaller class sizes which will cost Millions I'm starting to understand why only 40% of our high school students are proficient at math the union leadership bought them Pizza to get them to show up tonight and complain about being offered only a 1.9% raise the email which I have never mentions class sizes now parents don't have hundreds of thousands of dollars in the bank to bribe other

038parents to show up to talk about how their kids are struggling in school and need more intervention teachers or smaller class sizes the carlbad education Alliance doesn't even have a bank account most Carl's Bad households are now dual income families struggling to afford to live here because they don't have government jobs with guaranteed raises every year especially the ones with kids who are struggling and need the most help most of them are still working or shuttling their kids to clubs and sports or helping them do their homework so you'll just have to accept my statement on their behalf if you were still holding on to a glimmer of hope that the unions are all about the kids I assume that was easily dispelled for good earlier tonight while teachers reach out to me regularly to

039talk about how far kids have fallen behind in school how many of their kids are addicted to their phones how many of them are anxious how unmanageable their classrooms are their Union leadership is here asking for more money when I ran for Schoolboard and Cuda spent $43,000 on candidates opposed to parents I knew why it was for meetings like this one as one of their executive board members put it at the time we want these seats she makes $121,000 by the way imagine being employees at a company in getting to elect your own bosses to vote for whatever raise you wanted as we get ready for another election year we know Cuda is getting ready with their checkbooks to make sure that they don't fail again how much money will they spend this year to

040ensure that next year's board puts teachers first instead of students probably a lot how much will they tell the public that they're all about smaller class sizes while internally they're only demanding more money probably more than a lot if students were their top priority there wouldn't be a teachers union we would all work together to add intervention teachers lower class sizes and Rewards great teachers so in case it wasn't clear by now that's not what the union is for the union is here to fight for every last dime they can get regardless of whether it benefits students or not if their priority was students they would be offering to take a pay cut to actually achieve smaller class sizes but you didn't hear that tonight did you remember whose team you're on remember who you

041swore an oath to it's not the union it's our kids thank you uh Linda Daniels my name is Linda Daniels I've been resident of carlbad for 11 years and I never told anybody but I'm an ex school teacher I have represent the San Diego building electrification Coalition here in the county of San Diego and I am on their subcommittee of schools carlbad city council proclaimed a climate emergency nearly two years ago this coming April I am still waiting for some actual Council action on this they did not make all new police cars hybrids like they were intending to do and they're still working on their cap which is now two years late which we hope will um Outlaw gas leaf blowers and bring many more changes to the city we have a green house gas

042problem in the meantime sdbe has been focusing on other means to reduce greenhouse gas emissions I'm on the school subcommittee for the CAC too which is the council uh the community advisory Council for the ca our clean energy okay um Alliance you guys one of our goals is to have you power up to the first level electricity usage you're currently at level two and to Electrify every school in the county we're doing doing this through resolutions passed by Boards of Education the largest San Diego unified passed their resolution last April and Sweetwater passed theirs last month with the help of the students pushing to help the help the environment most students are very aware of the need to make changes so we can get cleaner air in our buildings which produce 30% of our greenhouse

043gases okay cars 40% buildings 30% if we could help mitigate climate change by having all classrooms that have LED lighting all schools be heated and cooled by heat pumps instead of gas furnaces we need to do that just that and as water tanks fail replace them with heat pump water tank when h v HVAC systems need replacement use heat pumps there are grants so many grants I got $3200 back when I put in my water heater okay um there's rebates all these improvements for state and federal let's do whatever we can individually as well as educationally to combat climate change change thank you thank you we now move on to part six the consent calendar all matters listed on the consent calendar are considered by the board to be routine and will be enacted by

044the 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 specific items to be removed from the consent calendar for discussion have we received any blue cards we do not have any blue cards thank you trustees are there any items to be pulled for discussion seeing none I may have a motion to approve the consent calendar so moved Williamson second award and Miss Garcia please call for a vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verth yes trusty Rings yes motion passes by to Z thank you we now move on to part seven uh discussion act action items uh first item up is item 7.1 the lcap midyear progress report

045for 2324 goals success indicators the supplement to the lcap other lcap metrics and midyear lcap expenditures trustees this is an information discussion item I will now hand it over to Dr NY thank you president Rawlings trustees and Dr Churchill I didn't realize how long that title was so I'll have to change that for the next time uh give me a second while my team assembles here um I'm joined by several members in the instructional Services team just want to point them out and say thank you for being here we're going to co-present tonight uh to my immediate left is Dr Brockett our director of secondary education uh director obset director of Elementary education and Dr Michael eer coordinator of student services so I'm happy to they can all join me and and sharing some uh

046good data that we have for you this evening uh as we mentioned before this is our midyear update on our lcap and our goals and uh success indicators the purpose of tonight really is to review the progress that we've made uh towards our 2023 24 goals and we call them our lead measures which are predictors of success and so um we have what's called lead measures which uh influence the ultimate outcome of lag measures which are kind of those end of the year outcomes or our success indicators what we call those as well so you're going to see tonight that we're going to present uh many academic achievement uh metrics and I've listed them out there I'm not going to list uh read through those all as well as non-academic metrics so we're looking at

047things like professional development Effectiveness our progress towards strategic plan social emotional learning metrics parent University rates and such this is a a visual of our continuous Improvement cycle and we evaluate this every single year but you can see here that we're on step four of our continuous Improvement cycle and this goes on and on and we've uh this has seen several iterations over the course of the year over the course of many years um but we're proud of this and I think that having a continuous Improvement cycle that we look at each year uh looking at our data um and evaluating student outcomes is really important so this is a copy of our current uh 2023 24 goals and success indicators you'll see that we have three overarching goals and the bullets are represent our

048success indicators not going to go over all those but um they're well posted and all over our website should should you want to see those I mentioned before the difference between lead and lag measures as well and this is um you know part of a book that we all did a book study on several years ago and I think they're re redoing that book study now it's a cvy book called the four disciplines of exe execution and uh they talk about making measurable uh goals and then identifying lead measures which will ultimately be predictors of the lag measures at the end of the year and so we just gave this one example one of our success indicators or lag measures is to increase the percentage of students meeting or taking at least one AP Community

049College course or honors course while they're in high school and there's a bunch of different things that happen throughout the year in order to impact that and I've just listed out a few there articulation agreements as an example with the community colleges parent informational nights student informational nights uh going over with students four-year plans counseling all that are lead measures that hopefully in uh influence the outcome of that that success indicator so in the area goal number one uh I mentioned before these are success indicators we feel uh based on the data that we're presenting that we're on track to meet these um you know some of that is speculative you know sbac is in the spring and so uh one of the things that we do look at is our interim assessments is giving

050us a glimpse into how that might look but that's certainly not 100% aligned with esack scores but it does give you an idea of how students May perform on the state testing at the end of the end of the school year um so we'll go over each one of those these in a little bit more detail as we get into the presentation so we have interim assessments and what we use for the interim assessments are our star assessments and primarily the reason for the star is to identify students in need of intervention and and um what it does is we give three assessments throughout the course of the year in English language arts and math and um it we can do customizable uh lessons designed for those students based on gaps that they present on

051the interm assessment um for that reason we don't test at the high school specifically many of our highest performing students in math because they don't need intervention we already know that so already at the math level we're not testing kids that are already at the summit of math or above which is anything beyond Algebra 2 so any students that are taking AP stats or calculus we know already they don't need intervention in math and therefore they don't get this diagnostic tool throughout the course of the year most of the other grades do though um so just on Baseline data what you see there is good growth we saw from fall to winter of 2022 20 or 2023 24 69.4% of our students are in higher typical growth bands versus the same time last year we

052were roughly at about the same level just a tick lower at 70.2% Ela we were slightly higher so 70.4% for higher typical growth bands uh this year and then last year same same time last year we were at 68.8 so slightly higher as far as the um as far as the meeting or P meeting or exceeding proficiency bans which is the um number two bullet there we were at 53.3% of our students meeting or exceeding standards in math uh K12 uh or excuse me grades three 3 through 12 um and uh you'll see there that that increased at the winner up to 57.2% or increased roughly 2.9% and then for English language arts we were at 70.4% in the fall which established the Baseline of students meeting or exceeding and that grew 2 . 7%

053so roughly just under 3% of both of those from fall to winter um in meeting or exceeding standards on Star both for English language arts and math this is just a breakdown by grade span so you'll see the highest growth was at the elementary level where we grew 8% in ela this is proficiency again and and we saw flat growth at the high school for ELA um this just gives you another look at what you know each of those uh each of those levels so you'll see roughly the 73.1% in um in the winter as compared to the 70.4% meeting or exceeding in the fall uh we also added a new metric this year and that was to de inrease that lowest band as well so you'll see there that we did decrease that by

054about you know 1.6% so we're still on we think we're on track if we continue our growth right now we will hopefully have moved that to a 2% uh reduction in that particular uh level one band um you'll see here Ela cohort now this is um um students that grow so rather than proficiency if they meet the bar one two three or four this just measures High uh typical growth and low growth over the course of the Year we're still using the same assessments but it may measure or capture students that grow inside a band but don't jump a band um and so in this case we just compared last year's fall to winter scores with this year's fall to winter scores for uh English language arts as an example we understanding that's a little

055bit apples to oranges comparison because they're different groups of kids but we are at a slightly higher place than we were the previous year as it relates to our Ela scores for higher typical growth um in regards to math and math proficiency you'll see the breakdown by grade level uh as well so you'll see ele Elementary again we saw good growth there we did see a decline at the middle school level um and uh Dr Brocket May address some of that in his slides um and we saw a slight increase at the high school level again at the high school level just to clarify that 40% median or exceeds only represents students that are in algebra geometry and Algebra 2 we have many many students that go beyond Algebra 2 and math that don't take

056this diagnosis assessment and those are some of our highest performing students so um take that percentage into kind of uh account when you're looking at that number this is just a breakdown of each of the level bands again as uh it relates to levels one two three and four again we saw a good significant decrease in that level one specifically so students moving uh away from that level one that were in that level one from the previous uh Administration so it went from 25% roughly to 19.4% again with higher typical growth we compared the fall to winter of last year to the fall to winter of this year and we were slightly lower uh we were in a lower place by a percentage Point than we were last year in math for higher typical growth

057um well then you know that gives us our Baseline then to try to grow that 2% from Fall to spring now so that 69% becomes our Baseline and the goal then is then to increase that by 2% over the course of the next semester and um increase uh to get it to a 2% growth we did break it down by by student group data as well and we saw um some growth as well in these areas so special education students and this again is for meeting and exceeding proficiency uh it's not for the growth model but you'll see there special education students grew about 4% um we can go kind of down the road socioeconomic dis disadvantage students uh grew 1% English language Learners uh just under 3% just under 3% for Hispanic students uh

0584 and a half% for black students and a pretty significant jump but a very small number for homeless students and uh you'll see the growth uh here for math as well so I'm going to turn it over to Dr Brockett who are going to walk us through the next couple of success indicators and and uh we'll go from there thank you good evening everyone uh I'm excited to share some of the high Lev kind of High School uh level outcomes here uh and where we are in terms of making progress on uh a tog Readiness uh one of the the high level indicator that I really want to highlight here is our 2023 adg rate of 84% that represents a 177% growth since the class of 2021 uh so up from 72% so we've seen

059uh continue growth in that area and that growth is reflected in all of our student subgroups over that period of time as well so I think we've done really great work with getting our students prepared getting opportunities and bridges open for them for postsecondary study um and a lot of the other things I won't go through Point by point but really feed into that uh preparedness that counseling uh the Avid support that students get uh the the communication about a tog uh the course uh offerings that we've provided for students have done a great job in getting them ready and prepared and we feel like we're on Pace again this year to meet that Mark in the uh number of uh students completing or or uh taking at least one honors AP or Community College

060course a couple of high level highlights I want to include in there um are one our our MiraCosta College uh concurrent enrollment numbers you can see have more than doubled over the last 5 years so we have uh in our collaboration with Mira Costa as well as our students you know in some cases it's it's direct collaboration in some cases it's students going on their own uh but students are taking advantage of those opportunities they're seeing those opportunities that are being provided both on campus and as well as to go to Mira coast and take classes they're hearing about those and taking advantage of the opportunity to push themselves earn that early college credit which sets them up for Success later gets that foot in the door for for our students to continue on to

061great success I also want to highlight the the work that our our team teams have done with uh offering new courses for students to really push themselves to higher levels the Spanish for Spanish speakers course which we've talked about previously uh is running this year and a part of the rationale by uh to bring that class back was to really prepare our heritage uh in Native Spanish speaker students for that AP level course and give them the foundation that they need to be successful in that advanced placement course in the future um and then uh our team has continued to work at the high school level on AP World History uh that course has been developed uh and uh was approved earlier this evening um uh one trustee did point out I had the wrong

062years on here it is developed in 2324 to be offered in 2425 and and really what I want to highlight there is the the continuing work um that our high school teams are doing to provide opportunities for students based on student interest uh our our staff's knowledge of what students uh will be accessible to students in the classes there to really put push them to those higher level courses and give them opportunities to really push and expand themselves um with that I'll hand off to director obset thanks all right good evening um so this slide is about our sback scores which Dr NY already mentioned that you know those are in the spring and we won't know what those results are but we've kind of just highlighted what our scores were last spring um and

063then we also put our student groups there and you can see there's some work to do with some of those student groups and that gap between what all students are scoring and and Performing and um some of those groups um looking at some um English learner data specifically um we did have almost 15% of our students that reclassified uh last year I meant those are students that were English Learners that met the English language proficiency and academic standards ready to be reclassified you also approved the reclassification criteria earlier tonight um as we updated those a little bit um and then just our achiev 3,000 scores that we've been using that program for a number of years now um and then just some of the things that we're doing are are really um looking at the

064interventions I know Dr erer will talk a little bit about that later but using some of those programs such as Freckle math read 180 um the Sunday system another thing that we've done in like our early uh grades uh K K1 actually tk12 is implemented some early literacy um programs that address like phonics and phic awareness so that's kind of new this this year and the teachers are seeing a lot of success with that um and then we um have just different interventions such as you know tutoring um small groups and then really using that data that star data that you saw earlier to to monitor student progress and identify those areas of need to address and then we also have like our math tosa as well as our other tosas that support the work

065with our teachers in the grade levels and the department meetings to really kind of help them find different resources as well as like talk and discuss about best practices switch my SL too where I my notes sorry um all right so this one is just really about the science test um our cast test so again those uh scores are from last spring and we'll take that again we only take that in uh several a couple of grade levels so fifth grade 8th grade and 10th 11th grade um so um looking at those scores which uh do you know look like there's still growth there but it's one of those newer assessment and we are actually doing very well when compared to the county and the state um in middle school and Elementary we have new

066science curriculum that was adopted this year and so the teachers are getting into all of the the new curriculum um and the students are are engaging in a lot of Hands-On experiences and then at high school they are developing curriculum um so that we have upto-date uh curriculum and activities for the students we're supported um through CF for a lot of scien related activities such as our steam lab teachers at the elementary science days um science labs at the the secondary um this year the state has released interim assessments for the science test so we're starting to Pilot those with certain grade levels and and get students to be familiar with those those are available in more grade levels than just what the test is so that's a a new opportunity um and then we

067do have a science tosa this year that's supporting that implementation of the new curriculum supporting the high school with developing their curriculum as well as just those collaboration meetings and grade level she you know comes to our grade level meetings and supports them she does model lessons in the classroom really trying to help the teachers you know Implement that new curriculum and feel comfortable with it um and then there's just some opportunities with like um our field trips um and guest speakers and internships so that students really have that connection to those careers in science all right next up we have uh Dr eer is going to run us through our elementary intervention support and as you know this was uh we added some additional Staffing at the elementary level to provide uh more intensive

068intervention and while we're still in the early stages of that we're pleased by some of the results that we see early on and he's going to highlight some of that now good evening if you want to go to the next slide all right so so I thought I'd start by just reminding everyone uh who our intervention students are so uh tracking students in intervention can be challenging as this work is dynamic uh so we streamlined this visualization of our impact by creating a group of 674 Elementary School students who didn't meet grade level standards in a key metric last spring then uh Incorporated additional updates with the fall data so most of the students that we are that are Incorporated in this work are receiving uh direct interventions through the process um due to not

069meeting standards in one of these metrics so as can be seen by the slide I'm very happy to point out uh that we are well exceeding our goal of improving academic growth by 70% um for our students in this group and there's a ton of accolades to go around uh so I'll start on the right hand side I think Dr NY said I couldn't go any smaller on the font uh it so we uh we we started the year uh or actually throughout this year I've done numerous uh mtss presentations uh at school sites at grade level meetings uh to like every staff group you could imagine uh just to talk about uh our mtss process um and they're designed uh to develop a sense of collective efficacy uh in that namely that student intervention

070support is all of our job it doesn't doesn't fall on the shoulders of one teacher it falls on all of us as a school community so um from here looking at the next bullet down on the right hand side uh our intervention teachers really took flight and I just want to name as you see all the things that they've done that our intervention teachers are providing direct intervention but they're actually much more than that in some ways the name intervention teacher is almost not giving them their due because they're really academic uh coaches on their school sites because what we realized early on is that mtss is actually culture changing work you have to shift what you're doing on campus and if anybody's been involved in culture changing work it's hard and you don't always

071find 100% of people that are want to immediately jump on board so uh what they've done is they've done some pushin work they've done some pullout work they've done this data review and reflection shoulder-to-shoulder with grade level teams they're providing PD to staff like on at the moment we've talked a lot about the PD process where it it could be better than just waiting for PD to come to you professional development is best when you realize there's an area of need and then there's someone near you in the moment to provide that support uh and so that's what they're doing and then they're building systems that meet diverse needs each of those middle three bullet points is design they're constantly reworking that and thinking through how to do it better and the big one on

072the last bullet point on the right hand side collaboration across the district uh on Friday in two days we're going to meet uh for our monthly meeting to go over the current data for us it's going to be midyear data talking about the systems that are in place talking about what works what didn't work is what we do every single month uh we have a uh chat Group which is constantly being singing at all hours of the day and sometimes at night and over the weekend uh sharing information asking questions receiving input uh it is really um been an honor to work with this group of teachers uh that we did I mean those early conversations by Design the conversations with principles the recommendation um that were pulling teachers that are veteran experienced trusted teachers

073to work to do this shift on their campus and for to me when I look at this data I my my heart just kind of floats a little bit when you see not just that almost all of our students have shown growth that we're actually outpacing you probably not surprised that I spent a lot of time this week looking at data um and that we're seeing that our intervention groups are outperforming and outpacing their peers which is what we obviously need to happen um and I want to talk a little bit about those bottom otom two numbers uh so 34% of our intervention students grew a band that's the star test where you're talking about 1 to two two to three 3 to four um 65% increase in percentile rank uh and we've been talking

074as an instructional team about data and you know like how you shine the light on data to see different like depending on what you're looking at which is why you see Dr and I show several slides to show different ways of seeing it is because you want to kind of see it from all angles and what percentile rank provides is that you can see the growth that happens in between the bands if we have a student that is an El learner for example who went from a one to a one we might without shining the light different miss the fact that that student might have grown tremendously when we look at percentile rank so I think what you see in that percentile rank number is what real growth looks like and then the the blue

075number the 34 and then the 28.8 in math shows the band to band jumpers I also wanted to to show a bit of a case study as I talked about Collective efficacy I wanted us to kind of visualize uh and I wanted to highlight Magnolia Elementary has gotten some air time today uh that we have um our first grade team there which just is incredible Dynamic team it's teachers who partnered with an incredible teacher their intervention teacher at Magnolia Miss Reigns uh and they do rotations on around Ela supporting students uh in in teer in a tiered sense so that what it allows them to do is be able to work with the most the students in most need three times a day and three different blocks and they've been using a strategy where they

076are asking for support from their parent Community to come in and play one of those roles so you have a teacher you have your intervention teacher and you have a parent uh that are all providing opportunities for student growth and what the teach I think the quote at the bottom coming from a teacher uh one of our teachers in first grade really speaks for himself speaks for itself in that What's Happening Here is the numbers we're showing growth we're seeing students move from the lowest performing B group out of that group at really tremendous rates and four or five months of trying this uh different activity the different rotational model uh but what also happened is the student's view of himself because that's a big piece of it we talk about Collective efficacy uh if

077you this is the hady data if you can see the colorful thing on the top right hand corner uh showing the amount of growth that's possible with Collective teacher e efficacy he does this data through meta studies and pulling them together and then uh making some assumptions based off those studies uh point 4 recognizes a year of growth so anything above that you're making greater than a Year's growth what isn't shown on there is student efficacy is also very high on that list so when we're impacting student efficacy and we're impacting teacher efficacy we start seeing results like this okay and then moving on to goal number two uh in conditions of learning these are our success indicators for each of those there's a su success indicator around professional development there's our diversity Equity inclusion

078and belonging plan our forward together plan uh mental health and school safety and social emotional learning as well as a new new success indicator on cleaning standards we believe that we are on track to meet each of these success indicators um in regards to professional learning uh we survey teachers every time we offer some type of professional development whether it be in our August pre-service days or any other professional development offering that we offer throughout the course of the school year um we are happy to uh report that as of right now we're at a 96% uh relevant ratio um in regards to uh the PD offerings that we've offered to date especially those uh that were offered during the August PD sessions uh we also want to just highlight our TOA support which does

079a tremendous amount of Outreach in professional development and training uh whether that be our elementary tosa our secondary tosa uh our math specific tosa our technology tosa and our TOA that is in charge of Career Technical education so they're all doing a fantastic job I uh joke with u assistant superintendent Dill because he came from a district that has far more toses that we do we we are a little lean I think the last count was 65 or 70 at a previous 80 80 toses so uh we we make good use of the toses that we do have and uh they work really hard um in regards to that I'm going to turn it back over to uh Dr eer Who's going to run us through a little bit of a success as far as

080the for together plan hello again uh so uh we are about you a little over halfway through the year uh there are 33 total year one actions in our for together plan uh and so we have 54% of the actions that's been completed and additional uh 39% that are well under way so with this I'm confident that we'll meet our Target of 85% uh and this work is uh broken up into three different categories um it might be easier to see the next um so goal one is communication and understanding each um site uh welcomes interested students staff and parents to play a positive role um on our in our uh no place for hate committees uh and our district forward together committee spent time discussing belonging and its importance as a goal for each

081of the each School in C USD recently and we will meet again next week for our second meeting uh in goal two uh our work towards improving uh systemwide support was highlighted by our commitment to providing anti-bias training to all of our staff members in CD our implementation of our mtss system I previously discussed and providing opportunities for professional growth uh as staff took part in San Diego County Office of Education training and civil discourse and restorative practices finally in goal three structures for learning saw the heavy lift of reviewing and responding to student survey feedback through our no place for hate committees students with staff and parents staff and parents support work together together uh to gather support across the campus to stand up to hate in any form on our campuses and create

082three activities that respond to schoolwide needs this work has taken many forms and I encourage everyone to review our forward together website where I post each student designed activity based on our Baseline survey we gave in the fall far too many cusd students have shared harassment or bullying that they've received based on their identity My Hope Is that this work motiv Ates all of us to take responsibility over the well-being of our community and the well-being of each student in cusd on this slide you will see a breakdown of our progress so far uh by goal uh and the appendix provides uh specifics uh for each item in our forward together plan all right um all right so going along with this um as we've been doing for the past few years we administer the

083Kelvin survey um so we've just finished our third uh time that the students took it this year and we have one more opportunity in April um and so our Target is to have that overall rating of 80% or or higher a favorable rating um and so overall you can see we have that we've got a couple areas um that we're still addressing they're close but not quite that 80% um but we do have some that are there and then our principals and our counselors look at that data they kind of Identify some of those areas that may be of need um and maybe design lessons around those or uh school activities um so just trying to like address any of those you know sometimes they have focus group sometimes the schools also like administer their

084own surveys to kind of dig a little bit deeper into those categories that may have more of a concern to find out you know what else is going on and how they can address that all right and then next one is in regards to a new success indicator that well it's a new old success indicator that we put back on and that's in regards the cleaning standards and that's that the cleaning standards would be met with 75% or higher emphasis on bathrooms uh the midyear report indicates that overall we're at 89% of those standards being met with the restrooms at a slightly lower rate of 84% uh just wanted to point out some some of the things that uh our custodians are cleaning on a daily basis um we are really appreciative to have a

085fully staffed custodial crew at this point in time they work tremendously hard at keeping our campuses clean um and so we'll continue to monitor those standards and uh I know that they're working tremendously hard to try to keep those up to dat and then in regards to goal number three around in engagement these are success indicators there so one is under parent education and that's our parent universities uh the second is around career Pathways and work-based learning and then the third is around our graduate profile and social emotional learning um in regards to parent education we've held 19 parent University workshops to date uh and that includes 730 attendees some of those attendees may be repetitive they may have come to multiple uh workshops so um but we really appreciate uh the hard work of

086uh Rosemary echelman as well as our community to put some of those workshops together at this point in time we have 100% of the participants who have responded rated rated the sessions as being relevant and valuable and we've listed out some of the things that we've done to date um as I mentioned there's more on that list uh than what we've just bulleted out but we we think that it's uh we're well on track to hit our goal of the relevance rate as well as the participation rate so uh we had a goal this year to establish a baseline for the number of students participating in work-based learning activities and and to do that we had to kind of establish what those activities are at the various grade levels so the core of our work

087this year with our career Ed team uh and and really under the drive of Nicole morch who I know you have all heard from and and had the chance to work with in different ways um we've developed the uh tk12 Career Development Career Education Continuum um which is really a Continuum of that both considering the the progression from uh career exploration and just learning about uh careers to opportunities for our older students to be engaged in internships um and and real Hands-On type work-based learning experiences um so we're really proud of that and the secondary piece to that is really kind of the the underpinning of that is the uh scope and sequence of career based uh career learning activities that happen at each of those grade levels so there's kind of this overarching piece

088which is the graphic that you see there uh and then we're continuing the work to build out what those little pieces are that we see at each level which will help us to identify where we might have gaps or areas for growth um and then that will help us get to this point of establishing that Baseline for um future growth um we're uh confident we're really uh actually ahead of pace uh to be uh have that completed this year and very excited about that and that continuing work of really integrating that career awareness and career Readiness hand inhand with uh what's happening in the classroom to really bring together the College and Career piece for all of our students thank you all right so in addition to the survey we also do our survey and

089we do that twice a year and this one's really measuring um our uh graduate profile attributes um so you see like where we actually scored in the fall and then what our targets are for the spring so we'll report that at the end of the year um but also in this this area some of the things that we do is we have um lessons onal for both like our elementary and middle school um and high school sorry secondary schools um we did add Elementary and secondary counselors this year so that we have additional support for students um we also connect with like some Community Partners um in in this work um and then you know the counselors and the teachers are doing you know individual check-ins small groups and those sorts of things especially with

090like some of those students that may have additional concerns that they want to support we talk about College and Career and social emotional learning it's important to highlight the work that our amazing counseling team teams uh across the district do at the secondary level again I won't touch on each of these but I want to highlight a couple of uh key points um our team at aviar Oaks Middle School was recently recognized as a recognized AXA model program ramp certification which is a tremendous honor uh that comes along with really aligning to National standards for an Evidence uh based uh and datab based uh counseling program uh so the team there has worked hard over the last several years um to really uh bring their practices uh in line with what was required for that

091certification um and so congratulations to them on that um at CVA uh talk about bringing together kind of that that Career Education with what's happening with counseling um in the classroom uh the counselor at CVA Miss Payne has collaborated with Senior English to help deliver our Futures Academy curriculum to 12th grade CVA students and Futures Academy is a curriculum that was developed for um kind of career Readiness um um and um and employability skills and so they've been able to bring that in to really help students discover their what's next and what they will continue to do Beyond High School um and then at carlb high school and Sage Creek both teams really uh commented on the on the benefits of the additional counselor um uh over the past couple of years and the things

092that that has allowed them to do with intervention um and and really more uh student contact and student- centered uh approach to counseling on the challenge side of things our counseling teams continue to uh you know reflect on the challenges of doing a proactive uh wh School type counseling lessons and activities to really reach out to more students and the tension with the the individual students needs that that sometimes students have that are more of the one-on-one thing so really balancing that time and really finding ways to uh support uh all students and and the needs that they have all right so for our elementary counselors slightly different Focus than than the secondary um but they are able to do the classroom lessons so they try to get into each classroom on a monthly basis

093um and some of the topics addressed um are listed there and some of them are also dependent on like what their results of their Kelvin survey are or something that they may find like the first grade kiddos are having issues out on the playground and so they designed specific lessons just for first grade um they also are doing some small group and individual counseling you know based on like through that mtss process students that are identified as well as some like large group like Lunch Bunch um you know girls groups those sorts of of activities again each site's slightly different just depending on the the needs of the students um and then they also are out on the playground they're there before and after school they connect with families as well as with the students

094um just kind of being a resource there collaborate with the teachers providing support of how to support that student in the classroom um if needed um sometimes they'll drop in and just kind of check in with those students that may not really need a pull out support but they just need somebody to check in with them and then this year we've also added there they've taken over the Section 504 plans so they're working on on those with the students and the families and also like support a lot of the schoolwide activities so in some of the schools they are the no place for hate coordinator and so they're working on that other schools like they coordinated compassion day or career week um so again slightly different IDE each of the sites they have more time

095to to spend in the classrooms um than secondary because there's a lot more things that happen there but they're a valuable um asset to our elementary schools all right and we have obviously our goals and success indicators and then there's the lcap which is this Compliance Document that we try to align as best as we can uh what we work and live with is those goals and success indicators every single day however one of the requirements that we have to uh comply by is that uh part of the lcap requires that we list out all of our data and metrics um some of which we you know Monitor and track but the requirement of the lcap but they're not embedded in our goals and success indicators so for that extent we've included exhibit B which

096talks about some of the metrics that the lcap requires us to uh post and publicize and then we report on that at the end of the year uh also is Exhibit C which talks about our midyear expenditures to date so part of the lcap requires us to uh provide an expenditure plan and it uh it anticipates what we're going to spend in this course of the uh school year um pleased to present that we're pretty much right on the halfway point as far as our expenditures to date and we think we'll meet uh the ex uh the not the exact number but pretty close to the exact number as far as expenditures and that's listed in Exhibit C so those two exhibits are attached to this board item we wanted to just point that out

097that they're there as well uh we also have several appendices in uh the actual slide deck itself we put together some other data slides uh for the public if they'd like to see that and we'll be posting that publicly to the website so that they can see more detail if they wanted to uh some of the uh some of the data that we've PR presented and with that we're happy to turn it back over to president Rawlings thank you uh this is the time for public comment have any blue cards been received we have one blue card thank you um when I call your name please come to the podium state your name and indicate whether or not you live within the boundaries of the school district you will have 3 minutes we will have

098the timer on the screen and your mic will be muted when your time has expired the first and only speaker is Allison Emory hello and good evening sorry a little shorter than I thought tonight um I am speaking on the elcap and having uh I am a current resident of carlbad lifelong resident uh currently just moved our daughter over to the school district though because I am myself a teacher in Arc Salona Beach and um so this is my first time experiencing the elcap through the parent lens um in a different District so it's been really insightful um one of the things I might be new to is a thought exchange uh I was really interested to take that for the first time and I hope we can get a lot more participation before it

099closes although they're already close to 3,000 participants and almost 100,000 ratings which seems really good um it's amazing though how much it changes and shifts over time depending on who puts in the comments so I don't know if that's something you can sort out is who are the community members the teachers the students and whatnot but you can definitely tell when the students are answering so um some of the initial ones you know I looked at were needing intervention counselors which is exactly a line with the LC cap and the ones that um I was looking through recently the main ones came up as like fun lunch breaks food um so all important things to consider because we know that the students environment creates a positive learning experience as well uh also really glad to

100see the Intervention Program being um implemented in uh kind of a pull out pushing that has I've seen in previous school districts I've worked in uh as well as schools a huge amount of success so uh very excited to see what that happens and what um comes about from that uh and also just kind of curious if uh there is a um uh District social worker that's something that I've seen implemented in districts that seems to uh be able to handle some more of those intense cases so that that one I'm on counseling and other lessons can really happen so um all in all uh my last question is just uh in regard to the star test and how does that directly align with the esack it seems um from going from our previous District

101my daughter was outstanding and now we're very down you know she's dropped quite a bit but I know her understanding has not so just how is that aligning um because I have a lot of parents coming to me being the teacher in the neighborhood and I go I don't know um so just how much that aligns in kind of the Curiosity because the parents are confused uh so a little bit more clarity on that and education might be beneficial okay thank you so much thank you uh trustees do you have any questions for staff that you were unable to ask prior to the meeting trusty Williamson well I asked prior to the meeting but I also said that I would ask again because I wasn't answered um but I didn't really necessarily ask for an

102answer just thank you so much for the presentation and for the data and it was so helpful and congratulations to everyone who has worked so hard to put it together as well as to create the good things that have occurred my question is now that you've had a chance to look and specifically of I think of interest to all of us on the board specifically the intervention um results because that was something that we that's you know we did for one time this year and we would really are interested to dive to make sure that we're really looking at it closely can you tell me after having looked through this um what you what Lessons Learned what you might be doing differently we've had like for five months into this um as Dr eer you

103and I have as you know I've visited our intervention teachers and I think all except for one of our elementary schools and and spent time watching and observing and and um and each side is different each side is implementing it differently some of them Ma vastly different some of similar what changes what into processes to procedures to anything do you anticipate making between now and the end of the year yeah thank you for the question so I I just want to uh premise it with just a couple things and and I promise you I trust you will I'll answer your question directly as well uh I I'll just note that uh the shifts have already started occurring they the idea behind the continuous Improvement model is that we're constantly looking at data and are able

104to use uh the Renaissance star system is great and able to to help us create groups and figure out who should move where uh and even design as Dr I said lessons uh our um principles have looked at the data and already some shifted some grouping that's one thing is that they that the shifts have already occurred um number two what I'd say is that one of the lessons I've learned about the intervention process is we have to be a little careful about how top down it becomes and and this work is always going to be most effective shoulder-to-shoulder in our schools with greater numbers of students in need of intervention the design I think makes sense to be different than schools with smaller numbers of interventions and the easiest way for to like visualize

105that is if you had three or four students in your classroom that needed uh some additional support it might make sense to pull three or four students out at a key time that they're not missing something else to get that support but if you have 40% of the students in your classroom that need additional support now it do now it it deserves a different sort of design uh in which is going to need all on board to do so um and the design that uh We've really talked about this uh Collective efficacy design where grade levels are working together continues to be uh what I'm encouraging elementary schools specifically uh bless you uh to um to try to incorporate where it makes sense um and I think that one of the things I'm really proud

106of is where we're doing that we're seeing some incredible results the thing to me to the direct question that it really points to is something that we started realizing a little bit like in the middle of this is that math is more challenging than Ela and the one of the reasons that math is more challenging than Ela is that the groups of students that need support shift beneath your feet uh from unit to unit uh as a principal was talking to me just a uh just this week on her Point uh was that you know we're teaching students about place value and then and they're doing great and then you're like okay now we're doing measurement and it's like a totally different world that they're in and talk about selfe see oh I don't know

107if I can do this anymore things shift like that and now we change who should be in which targeted group and I think one of the I know one of the things that we're already starting to look at is how can we better think about the intervention process in the area of math because I think the data shows us we've been much we've been successful in both areas but much more successful in the area of ela so we need to work on some of that some of those math tweaks and like one idea that came up this week was looking at curriculum because you could think about you know work with students you can think about curriculum you can think about culture uh but in the area of curriculum if there's a way that we

108could start designing some of these math units to link better with one another and they don't in a lot of a lot of grade levels they they're a little clunkier in the move from one unit to the other and there and you know there's ways to relate some of these Concepts together so maybe The Landing in the next unit doesn't feel so severe to some of our kids that are going through those transitions so that's the big picture is how can we re rethink math more more difficult um and and we're already coming up with some ideas we may want to try to pull that off trusty pson it's along the same topic on the intervention uh this for Dr eert as well just to tag along on this I think you mentioned about culture

109change and you mentioned correct me if I'm wrong and culture change takes time so as you envision let's on the positive side culture change as it relates to intervention do you see a point where the need for intervention teachers will diminish because the culture has changed I I I mentioned the um like the the shifting of what what I'm now thinking of them and different sites Miss Williamson is absolutely correctly doing this differently uh taking some chances on some sites that um that are quite Brave and trying to do different things and think in different ways um what our intervention teachers or academic coaches I would say are doing is making that transition move a whole lot easier smoother and that they're able to um partner with with grade level teams and make some things

110that wouldn't have happened without their support that first grade model is a perfect example of that uh they're also by getting off their campus which is something that is as can imagine is much more difficult for any other teacher on that campus to do they're able to see these models employed and they're bringing our schools closer together so I mean I would say everything is about a discussion about you know what to have more of in a finite system uh but I do believe that what our intervention teachers are doing are much more than working with specific students uh and and I'm seeing the need for academic coaches when we want to make any shifts which we constantly do on our campus is trying new things and realizing there's not a simple answer to education

111it's tough because you're not learning for a kid you have to just develop an environment that's most likely for that student to learn so I guess my simple answer is I think we would continue to benefit from having teach that could do that work year in year out um I don't think there's a point where we no longer would benefit from it thank you other questions trusty verth I did ask this question earlier but um I talked to Dr NY about just explaining it a little bit more um to all of us so our high school star math proficiency r on slide 12 is 40% and our graduation rate is 95% um um if we're seeing a proficiency rate of 40% which is not grade level proficient in math how is it that so many

112students are qualifying to graduate yeah and that's an excellent question uh I think uh there are a couple different factors that weigh into that what I mentioned earlier about Summit of math is one of those factors so um some of our students aren't testing uh some of our highest performing students aren't testing another thing that's trickier at the high school is is um this idea of high stakes testing and what is a high stakes test for a high school student um versus what's high stakes test for us and and the sback is a state test as well as STAR testing and we would view those as high stake testing but for students um their high stake tests are classes or tests that they take in their classes to earn grades in order to get a

113diploma that's their main objective as well as well as they're if they're an advanced placement student they're working hard to try to get college credit and do well on an AP test so there's uh definitely we see a effort performance uh I think challenge as we get into the high school uh math and English language arts um where um you know we we principes do a good job as well as site administrators talking to students about the importance of these uh assessments that we use them for multiple things they guide our instruction but um that's hard to convince an AP kids sometimes you know when they're staring down a College Board Test that's coming up and they also have a interim assessment on Star that's uh you know measuring whether or not they're at grade

114level or not so when they far exceed grade levels so there are challenges with the high school I know some districts don't even uh do interim assessments at at the high school level um but we felt like it was advantageous uh to identify students in need of intervention more specifically um specifically at the lower grades ninth and 10th grade but we do use it in 11th grade as well thank you I actually have a followup on that one myself and um I think I may have misunderstood when we talked earlier um that so on um I had it on slide 8 or on 12 that um are you saying that the AP and the high performers are not testing at all or they're taking the the they're taking the fall exam and not the winter

115exam so summi of math doesn't test at all so anybody that's beyond Algebra 2 so that's your pre-calculus honors those students do not test at all in English uh we give our uh accelerated students our AP students uh the fall assessment if those students uh show that they're exceeding standards which they should show that they're exceeding standards um then those students would not have to take a winter or a spring assessment so it deflates our scores in a way but we've talked to English teachers and Math teachers um uh at at those levels and again and you know the primary purpose of this assessment is to figure out who's in need of intervention at that grade level our AP honors kiddos at the high school specifically Junior and Senior year aren't necessarily um going to

116need intervention we know that so uh as long as they can do well and perform well on that fall assessment in English uh we don't test them again uh throughout the year so then a followup based on that answer um so are we saying that the fact that we have 80% of our students are taking either an AP honors or um um a community college class does that mean that the percentage of students that are actually taking the test in general is maybe 60 50% no not not necessarily I mean the the AP honors and Community College classes won throughout the course of uh their four years in high school so we we see higher rates than that um but we do see and I noticed that se there were a few of you that

117were asking that question we do see a dip in students that take the tests in the fall and then students that again take the tests in the winter and the spring and primarily that dip is because of our high school students and so when you look at our middle school and Elementary it's really consistent those numbers they I mean it might be off maybe 10 kids but at the high school level it was a thousand several thousand students less um from Fall to spring now some of that can be attributed to you know AP students that scored exceeding in standards other things could be students not testing inside the window um we may have uh you know an issue with uh absenteeism there could be a number of different things we're reaching out to both

118principles to try to get a better sense of why we saw such a large discrepancy but um there is a reason why we should see a decline in the number of students from fall to winter to Spring trusty Pearson uh for you Dr eer again um on for together and you reported some really positive things uh from a tactical side but from a from an evaluation side or measurement side are you seeing or are we seeing any feedback from students and staff attitudinally about their experience yeah so yeah today was the was reporting on the lcap that's why I didn't necessarily go into into great detail um also say uh a lot of it is just person to person conversation to conversation um you know talking with students about the Avenue of using no place

119for hate and clubs on campus um to be able to feel comfortable in groups of students you know be able to respond to situations where they are looking for more connections on campus there's been some um some real positives there the like the whole con concept of students looking at their own data and then developing activities that they think are likely to improve campus climate um has been just kind of a neat activity uh to go through and to continue to go through um and I and I think for me what I want to see is uh percentages of students that you know like what we saw in the fall uh that are sharing that they were harassed because of identity based features uh and um which I referenced in what I said because that

120that's kind of what that that's at the heart of it and this should be in my eyes a community-based response nobody you had mentioned actually early on I was thinking about your comment uh where you referenced uh President Lincoln and how uh it's students bring us together and it it reminded me of of this quote from ber Brown where she says we seem to have forgotten that what what we're doing here is bigger than ideology it's bigger than political party uh it's bigger than sports team that what we have going for us is all of us are here for the betterment of of the students in which we serve and I I think for me that's what I'm hoping that we get from this is that our students feel supported and that they feel uh

121empowered and have some agency in which to apply some of these things that are going to make a difference so these conversations I'm having are wonderful but I'd like to see what the what the results of this the next survey it's just a followup on on this but trusty what is your followup mine's a question it's not a followup to what was just answered um trusty Pearson so just to followup I know you're going to wait for the for some additional data everything um on the academic and the attendance side are you looking forward to seeing how the impacts of for together have on those absolutely and there are some actually the academic data I'll speak to um we have one school at CH that uh was on targeted improvement from the state based off

122their uh chronic absenteeism at 22% and their most recent data they just hit as nine uh so doing tremendous work there um and we do we talk about the way that you know the the the pursuit of this culture and climate on each of our campus is and it's going to be a little different on what the feel is that we're looking for an elementary school middle and high um like it's about students realizing the power they have over their own environment and that's really I think the beautiful what's beautiful about a no place for hate program because it's like an empty shell right it's it's just there for students to come in and fill it and and the conversations I'm having with Elementary School staff is guess who I see at the at the

123high schools doing this work is those that were involved in kids for peace in elementary those that were involved in the web program in Middle School we're growing leaders in our community and that and that we should see that work as as extremely important in doing this work and and serving every kid yeah trusty Ward thanks everybody for all your work excuse me gez um and this is for Dr eer and thank you for everything that you're doing because I know you have a lot on your shoulders so thanks great work um I was wondering um you shared a lot about the progress that's a lot of kids that were're making and that's enormous curious are are there a lot of students that are also reaching the grade level standards that they need to be

124at or or is it more progress that you're seeing question we're actually to the first question we're seeing both um and and I think that um I can um we have we were looking one of the data like I was going deep into the data this week uh one of the uh one of the data pieces that we were looking at is looking at uh meet succeed data for overall you might you probably saw that and then for the intervention students as well and that is i' like to share another light to shine on there and to and remember that the group that we're that we're working with I think needs to be you got to understand who you're looking at to understand the data in full because we started with this data that we

125pulled from the fall uh most of the students I'd say like 75% of each school is made up of fourth and fifth graders you know because of when we look at star data and esack data uh or esack data specifically uh so then uh when you look at the growth that's occurring grade by grade the greatest growth that happened overall for most of the schools was in third some of our schools actually that made the made huge growth almost flatten four five with huge growth in third and the idea that our intervention students still made growth knowing that most of those students are in these grade level spans that as a grade level didn't make as much growth as maybe other grade level spans even highlights more that the growth that we're making so yes

126we've had some great growth um and specifically at our models that have full-time intervention teachers and that are using this Collective efficacy model that I showcased at Magnolia mhm and I was going to speak to that too so thank you for sharing that um is that a followup I just want to make sure no one else has any question question okay is there anyone else has a followup to that one okay go ahead thank you um my second question is just hearing uh what truste Williamson has observed and some things that have been reported to us and what you shared about Magnolia are you looking I know every site is has its own own culture and its own characteristics but are you looking to kind of unify that system the that intervention system so possibly

127if a student moves from site to site that they're getting um the same support um are you looking to you know kind of use possibly use that model from Magnolia I mean you highlighted it so and it looks like it's working well so is that something that you're looking to do so I I'll answer that in first by saying yes I I'm a big believer in that what is happening at Magnolia and it's not just Magnolia it's happening at you guys saw it at multiple sites um and I'd say to say like where we are about five six months into the year at multiple sites in Pockets at multiple sites so it's it's it takes buyin and it takes collaboration which is easy either uh to to work shoulder-to-shoulder and see students as these are

128my these moving from this is my student and how did your students do to how did our students do is 100% what I believe is the uh most effective model to see the greatest gains that we that that we can get so on that note absolutely um and in pursuit of that you can expect that I will continue to work shoulder-to-shoulder with the staff at each school to step forward in ways that they feel comfortable doing because you can't lose sight of that we have to build thinking mentalities and as soon as someone comes in and tries to shift something for someone people then pull back and what we need them to do is lean forward and look at that data and and like make constant changes uh in that practice it's it's really like

129this ongoing each chapter test uh each opportunity to see new data thinking differently and celebrating students which is the neat thing about that uh about Collective advocacy that you get to all celebrate students when they move up to different levels or when they he hit key metric so the answer is yes and we're going to do one step at a time and there are still examples of where maybe three students in this class and that's the kids that need help maybe the idea for them is just to get that help directly um and then return although ideally we move to this idea of collective advocacy thank you trusty PE lots of questions tonight I'm just looking for other folks so everyone has an opportunity absolutely I think Dr NY it was slide 29 on school

130safety yes so um where you see 6 through 12 at 75% um is there specific campuses that I think it's Dr Brock's gonna answer this I can see him smiling so uh is it specific campuses that are are seeing more of that coming up in terms of school safety issues for the students in the 6th to 12th that's a great question it is pretty consistent across the board um and and actually it was interesting because I was just looking earlier at the at the questions um as I think that some of the trustees have had conversation around you know what um what meets that the what answer choices count as the you know the the the positives versus the negatives and I I wanted to go back and look at that because it it was

131a slight drop and and I don't know if you remember the conversation last year where it was flipped it was at the elementary level that was the lowest area and at the secondary level it was the highest area um so I I don't necessarily have a a finger on what the reason is for that um whether it's the way students are are reading the the uh questions or if there was something in the news on the day before they took the the uh uh survey I I'm not certain yet but we certainly our our secondary teams do look very closely at these results these are a snapshot results right they don't dig deep into which students answered which ways and reasons why but it does give them a starting point to start to think about

132and have conversations about these things on campus and I know that our our principles are doing that and I would just add to that that you know once the principles do get the data um they do oftentimes uh followup climate surveys to kind of dig into what that data means so they may send an additional Kelvin survey um digging deeper into what that school safety might mean so one of of the things that we will be asking principles in their kind of midyear reflection is to be reflecting on not just the academic portions of where they're at but also the Kelvin pulses so to be uh expecting some Reflection from each of the school sites on you know uh each of the data points and how they feel like they did other questions Justus ver

133Beth so on exhibit b b page three um you address chronic absenteeism it's still pretty high at 17.6% what was the basis for creating a goal to move into blue or green how much lower would we need to to get to achieve blue or green and what have we done to address this so far Dr eer talked a little bit about what's happening over at Calera Hills Elementary which is excellent yeah I think um each one of the schools is trying to increas increase attendance um we have our uh bilingual liaison as well that have been working hard at uh Outreach to certain families to try to encourage attendance as well um in order for us to get into uh a green or a blue band in chronic absenteeism the state kind of has this

134metric or Matrix that they uh look at and they not just look at status where you're currently at but they look at change over time so there's two different things that they're looking at when I looked at it today we'd have to get our chronic absenteeism rate around 10% or 10% or below in order for us to move into that band of a blue or a green and so I I would say that individual sites are working very diligently to try to increase attendence decrease chronic absenteeism um it's been a struggle since the pandemic for sure um but I think we're moving in the right direction it seems to be ticking down each year since we've been back in person so um we'll continue to monitor that work with school sites to try to increase

135that I know our overall attendance rate has been very good as well so those are good signs thank you trusty person my last question so I think it's slide 33 yes um is there any plans besides measuring participation and parent University on outcomes I mean is there uh or impacts either outcomes or impacts any plans for that uh as of right now no um certainly as we develop the lcap goals and success indicators for next year that could be a discussion and and something that comes up in our March study session I it may be challenging to kind of have a Nexus or draw a line between a parent University session and the impact of that session but we could look at it certainly you know staff's not opposed to that I just would want

136to figure out kind of what that would look like any other questions I had one um on slide 18 and thank you for um correcting the developed and offered um part on the world history um but I was hoping that you would address also how does offering a class um um indicate a lead measure so not just this class but all the other classes that you're offering the class how does that in how does that indicate uh increased enrollment that's a great question and I I think you know obviously uh an array of offerings for students provide multiple access points for more students to get engaged in these advanced level courses like this um in the particular case of the AP World History uh uh course for example um that that course has been in

137discussion over multiple years since my time as a as a high school principal um and one of the one of the um thoughts about that one we we have heard from students so there's there's multiple offerings kind of in that in that realm right now there's there's you know CP world history there's AP European History and and many schools offer rather than AP European History offer the AP World History um we've heard from both students an interest in the AP World Class as well as um teachers feeling like that was a course that would draw more students into that higher level course um and and get them engaged uh in in the AP level course in the 10th grade level like that which again opens the door for more students um if if if that

138is of a higher interest now ultimately students vote with their with their course selections right so um so we'll you know we'll see this spring um what the selections look like for that course next year um but I I think in this particular case I'm pretty confident that we will see a strong number of students that are interested in that course um and then to the degree that opens the the door for students to experience those higher level courses in the 10th grade level for more students to do that who might have looked at maybe AP European History and felt like that was a little bit esoteric and I'm just going to take my regular world history class that they would have an opportunity to do that and and we'll see and we we can

139certainly uh share back more information at a later time on that once course selections are completed and things like that but I I do think you know that that was a lot of the thinking that went into the development of that as an offering and just as a follow that's true for all the offerings here that that we will see as a lead measure how that impacted enrollment correct right yeah correct and so yeah the more again the more chances the more opportunities that students have and that's where like the concurrent enrollment is is really uh great for students because concurrent enrollment in Community College courses allows a student in some cases those are dual enrollment courses at the at the high school in some cases that's a student opening up the catalog at Mira

140Costa and saying hey I'm interested in doing this and that's great for our kids as well okay thank you um now the time is for discussion uh Bard is there any discussion okay um I just wanted to say um that um I am thrilled with our decision as a board to focus in on Elementary and to me I truly believe that Elementary as um Dr eard talked about that's going to create culture change that will impact middle school and high school so I'm thrilled that us as a board made that decision last year to have that focus on Elementary I'm also thrilled that we decided to look at multiple measures and not just um and not just testing you know that we're looking at achieve 3,000 we're looking at these different measures and we're saying

141that you know this is an indication of success this is an indication of success and the quote that was that you um that you indicated in the um in the slide deck that when a student believes in themselves they're going to succeed you know and that's what I look at when I'm um uh when when I'm looking at what lcap decisions we're going to make next month um to me this is an indication of you know the actions of this board and our discussions and our and our debating and those types of things and coming to an agreement I think is paying off and so I just wanted to um make that comment and then one other comment was um the the success of parent University one of the things that um trusty Pearson and

142I learned at our city um at our city school district um session is that no other districts um that are in carlbad which is four other districts I think um offer a parent University so we're the only District that offers that which is a great engagement and again I'm proud of this board that we've decided to prioritize that and to engage our parents and I think that we've we've shown lots of success so I just want to congratulate our board and thank you so much all of you know for you making the the vision of this board um come to light and we're seeing our successes in mid year so that's all I have to say trusty Williamson so that inspired me to to actually to say something also um just as a board um

143I I heard when Dr eer one of the things that you said is that you didn't with again with the intervention that you did that there was maybe one of the things Lessons Learned was that you didn't want it to be too top down that at least I think that that's what I heard and so um when uh Miss Bard you had just mentioned about having it be I think consistency having some type of processes in place for the intervention I think that as a board it that I'm hoping that we will have a discussion about if you know is this something that we want to have be basic kind of a top down or a or very prescriptive or do we want it to continue to be kind of how what it's been like

144this year is that principles basically from my my understanding is principles have kind of driven what happens on their side in conjunction with what the intervention teacher and staff and Inter and input from the district office anyway just something to kind of be prepared for that I think that that's some a discussion that will my guess is that we'd be having probably during lcap but just kind of a anyway just kind of a preview that I think that there is a little bit of a of a difference of a maybe not a difference of opinion but of a different approach and that I think that that's something that we would certainly have a discussion about trusty Pearson I was encouraged to hear that forward together is starting to have impacts and we're going to see

145um even though we don't have all the data yet is that we'll start seeing how the academics of certain subgroups are being impacted as well as their attendance because uh my remembrance of the initial conversation years ago was to say how can we help these kids how can we help these students we've done everything else and it's not working so you know we we started slicing and dicing and for together became part of the slicing and dicing and so I'm I'm encouraged from Dr er's comments um I know we need to have a lot more data um and sleepless nights for Dr eers again but I think then it it also not just for our board but for the community as well uh to prove prove what for together is doing for that particularly for

146a lot of groups of students that are not have not been able to succeed in our district any other discussion okay thank you so much and uh we now move on to item 7.2 annual measure HH financial and performance audit uh fiscal year 2022 [Music] I was more than willing to give one of those three people my comfortable seat but they brought their own we need fit four yes yes okay just let me get to my notes Here uh next item up is the measure HH audit report the board previously reviewed and accepted the annual audit and financial report for the 2223 school year which did include information on the measure H H funds the measure HH audit uh conducts further testing uh of the financial transactions and also conducts a performance audit to make

147sure that all of the funds are spent for purposes that were outlined in the bond measure uh happy to report that uh we once again have the highest level of report that we can get which is an unmodified opinion with no findings uh I did uh transmit the audit report to the board audit committee and they had the opportunity to review the audit report before we posted it to the agenda and ask any questions um at the same time we presented the uh we posted the audit report with the board agenda I also transmitted that to the independent oversight committee uh as it is the law that we give both bodies the uh audit report at the same time so they have also had a chance to see that um with us tonight is is

148one of the members of our independent oversight committee uh and it is uh common that uh one of our members speak to the audit report um but as Miss Hurst uh approaches I will say that there were some uh accolades that were given earlier in the superintendent report and I just wanted to point out that at our next oversight committee meeting that we will be presenting Miss Hurst uh with an award uh or with a recog nition for her many years of service on the oversight committee and also uh uh for both proposition p and measure HH and I know that you were heavily involved with getting measure HH passed so miss Hurst if you'd like to speak to the AUD report for a few moments happy to speak and i' be happy don't know

149chairs are not I've said it before I'm going to say it again my back does not like the chairs and if we have any money left in Phase five of HH I want a chair of my own in the district office I'm going on record so as um Mr Dill has mentioned I've been on the HH oversight committee for the past five years but I'm going to Tri them out at the end of next month which um even though I'm triming out I know everyone in this room knows that I will still be involved anyways so I might not have an official um vote but I will still be watching what goes on on this on the on the measure as Mr Dill pointed out I was one of the co-chairs and helping get it

150passed back in 20 18 18 holy moly where does the time goes for the past two years I've also served as the um oversight committee San Diego taxpayers association representative which just means that every year we I help the c um the district fill out our school bond scorecard and and report back to the taxpayers association they have a whole metric I help fill it out making sure that we're checking all the boxes my opinion that scorecard has some flaws but I continually tell the taxpayer Association in that but they have not listen to my opinion yet and but I digress on that but we still continually score like what B+ or higher yes so I'm really convinced anyone who gets an A+ is totally lying on that scorecard but that's just me so anyways

151I'm happy report that our audit received no findings and as a committee we review all the bond construction contracts the purchases and warrants to ensure all the bond funds were used only on authorized projects approved by the voters when reviewing the expenditures the oversight committee always really pays particular attention to the increase or decrease of certain line items you wouldn't think in this day and age that there's ever any decreases but on occasion we see some and it's great because I know the district is always looking for those those ways to cut um save money here where we can um according to the audit all significant respects expended um let me read this measure HH Bond off building fund was only used for the specific project approved by the voters and in accordance with Proposition

15239 and outlined in article 13A Section 1 b3c in the California Constitution um anyways I just wanted to also thank Mr D Jessica cell Kathy gunselman and the whole cusd finance department because there's a lot of work on the back end of this and one of the things with the taxpayer Association that's really pushed I think the District staff is it has to be every expenditure needs to be tracked per project and so that's been a lot of work on the District staff to implement that so we could get another Point um on our scorecard so there's just a lot of work we have a great oversight committee and we do have a couple vacancies so um if there's anyone listening to this that's interested contact me or Eric till so um thanks again to

153all the staff and we have another great audit thank you and with that uh we would ask for acceptance of the audit report thank you and I did fail to say trustees that this is a a AC this is a discussion action item and I failed to say that so um uh this is the time for public comment have any blue cards been received we do not have any blue cards uh trustees do you have any questions for staff that were unable to ask prior to the meeting no questions uh may I have a motion to accept the measure HH Bond building fund audit report for fiscal year 2022 23 as presented as exhibit a so moved Pearson I'm gonna go with motion by um trusty ver Beth and second by trusty Pearson and any

154discussion I just want to say another great job uh no findings um can't get any much any better than that so I appreciate the work and um one more meeting I didn't have to go to so I appreciate that too um with that said any other discussion okay uh Miss Garcia please call for a vote student board representative Santa yes trusty Pearson yes trusty Williamson yes trusty Ward yes trusty bth yes trusty rings yes motion passes 5 to zero thank you we now move on to item 7.3 measure HH Bond program update trustees this is an information discussion item I will now turn over to Mr D okay uh thank you again and uh we did post a monthly report on Valley Middle School as that's the one school that is currently active under construction

155uh with a little bit of work happening at Cala Hills but let me give you a quick rundown of some work because and I will start with some good news news and that is uh yesterday we did receive the notification that we will have our storm water and grading permit approved uh for avara Oaks Elementary School so we have our final final meeting with them on uh on Monday it's already been scheduled at the end of that meeting we get our permit issued so uh that means the work uh that is uh pending for uh building 800 and 900 uh can now commence as well as the other site improvements that we need to do um at Aviara Oaks so that was uh very good news uh we are patiently uh waiting for the storm

156water in grading permit for Valley uh middle school but we're we're also this close uh to getting that uh when when Jessica hung up the phone on AAR Oaks I said call back and ask about Valley uh she said we're close so and I know I've I've uh actually uh completed all of the final documents so we're just waiting for their final review uh so we'll get back uh underway at aiar Oaks soon and uh as as well as at at Valley uh Cal Hills uh we have poured the footings for the uh steam Lab at Cal Hills Elementary and we anticipate that the modular building will be delivered in April so uh we should have that project done before the end of the school year unfortunately it wasn't earlier before the end of the

157school year uh so it'll be up and running for next school year at at buav Vista we're still uh in uh plan review with the city and depart uh division of State architect uh for that project uh we're we're working with the Builder and the architect on that uh Pacific Rim uh I'll start with the uh flooding that we had in building 400 uh we will get the final uh proposal for the guaranteed maximum price from the contractor this week so we'll be reviewing that uh to get that piece of the project started uh soon and we will also begin working on the um uh the entire site modern ganization uh design and schematic phase and then we'll bring that back to the board uh probably at the facilities Workshop so they can uh they

158can review that uh a uh where we are also uh working with a design team uh to begin the schematic design process and then back in April uh we hope to give the board a more uh thorough update on where we are with that uh upcoming project uh I think I'll leave it at that we have a couple of other random things but I think those are the highlights of of what we're working on right now thank you Mr Bill dill and Mr Bill oh no oh no we have dated ourselves on that one I'm I'm afraid um uh um this is the time for public comment um have any blue cards been received we do not have any blue cards thank goodness okay um trustees do you have any questions for staff that you

159were unable to ask prior to the board meeting justif for Beth um when you described the evaluation of the site at aom uh does that evaluation include discussions with the administrators at that site yes when we kick off a project we do uh begin to involve uh involve the administrators uh to get their assessment of what they feel their needs are uh and then the architect team and the construction team do a full sight evaluation and uh and the administrators are with us every step of the way from that point on uh as we develop the schematic design which is you know based on the overall needs of the site and working within the budget uh we'll bring that back to for discussion with the administrators uh then our plan would be to have a

160review of the proposed budget and uh project scope with the board and then we do our public and staff Outreach as we did in phases uh one and and 2A any other questions Jessie vth kind of as a followup he um Mr Dill just mentioned the public Outreach um so I wanted to ask is are we including Outreach to Neighbors about their concerns with any changes on that side as well as to the city and making sure that we have all our ducks in a row yeah with uh with with avara Oaks uh we've already done a significant amount of Outreach part of the phase 2 planning uh for the Elementary School uh including taking input on the traffic uh impacts the Middle School uh that that work will be done by the time we

161get to the middle school so we really won't need to conduct that level of Outreach uh on the traffic impacts um we have been having conversations with the uh City because we are in the coastal zone so we want to make sure that we're in compliance with uh with all of their regulations uh fortunately we're we're in our bow below uh any neighbors so they look out over the school and not at the school so we shouldn't have any any type of view impacts or anything like that um and then again uh uh once we get through the initial project scoping that's when we go back out for uh for staff and parent and Community input or um evaluation of the plan and then we bring it back to the board for final approval before

162we move forward thank you MH any other questions seeing none um and uh trustees now is the time for board discussion any discussion no discussion okay then we will move on and um I was um uh I want to go ahead and take a quick Break um so at uh 8:15 if we could be back please that's 7 minutes next item uh and we now move to 7.4 election of 20 24 uh csba region 17 delegate trustees this is a discussion action item I will now hand it over to Dr churo thank you trustees each year the California school boards Association holds elections for representatives to the csba delegate assembly um that happens annually we are in csp's region 17 there are nine vacancies to be filled in region 17 this year uh we distributed

163to you via board dos a ballot um there are a total of nine people running for uh the nine vacant positions uh this evening uh the action for you to take will be to determine which of those nine up to nine the board collectively will uh place a vote for uh as part of the election process um so I think that's all I have excellent um is there any blue cards we do not have any blue cards okay great uh trustees uh do you have any questions for staff that you were unable to ask before the me no questions okay um I'm sorry for Dr Churchill um I know I received a couple Communications from a couple of the candidates um is there in your opinion that the the nine candidates um do you have

164any sense of I'm not asking you to advocate for any one of them but do you have any sense in terms of them representing Carl's Bad Unified School District favorably uh no sir I do not have a sense one way or the other okay thank you any other questions okay so what I'd like to um i' like to go through each name one by one each of the approvals will go on the ballot that staff will return as indicated so I just wanted to make sure everyone have their exhibits up so they know who they're voting for okay great okay so I may have a motion in a second for trustee listed in Exhibit C can I ask a question a procedural sure if there are nine positions and nine candidates can we just vote

165for them all or for them for none I mean is there a reason why it doesn't give an opportunity if a trustee wanted to vote no on a candidate okay all right very good good so um uh so the may have a and I will say each one would be if it fails for a lack of a motion or a lack of a second then that person would not go on the ballot as well so that's why I need a motion a second for each one if we want to move forward okay so we may have a motion and a second for Exhibit C so Mo Pearson thank you there any discussion Miss Garcia please call for the vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verv yes trusty Rawlings I'm sorry

166yes motion passes 5 to zero thank you um may I have a motion a second uh for trustee listed in exhibit D I need a motion in a second I'm GNA ask one more time and then it fails for a lack of a motion and you can make a motion you know you're right I could okay just I'll make a motion for Beth second PE thank you is there any discussion no discussion Miss Garcia please call for the vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verb yes trusty Rollings yes motion passes 5 to Z thank you may have a motion and a second for trustee listed in exhibit e Soo Pearson I need a second I will second oh second trusty board there any discussion and this is this is e

167is in Ned word correct okay um I will be voting no on this candidate um um I don't believe that um this candidate is would serve our district B we're in discussion great can you be a little more specific um I'm familiar with the voting record of the candidate and I just don't believe and um also as the candidate has been on csba in the past and um hasn't been as responsive as I would have liked any other discussion Miss Garcia please call for a vote trusty Pearson yes trusty Williamson yes trusty Ward no trusty verb no trusty Rollings no motion fails 3 to [Music] two oh I'm sorry and may I have a motion and a second for ex trustee listed in exhibit f as in Frank so Mo Pearson second Williamson I have

168a motion a second is there any discussion no discussion Miss Garcia please call for vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verb yes trusty Rings yes motion passes 5 to zero thank you may have a motion and a second for a trustey listed in exhibit h g oh I'm sorry apologize G I'll move to approve candidate in G second person we have a motion of a second any discussion no discussion may I please Garcia Miss Garcia please call for the vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verth yes trusty Rollings yes motion passes 5 to zero thank you and um may have a motion a second for trustee listed in exhibit H so move be second Williamson I have a motion a second is there any discussion

169um I will not be voting in favor of this um candidate as well um for similar reasons um this person has not been on the um on csba but um again I'm familiar with the voting record and I don't believe it's consistent with um Carl's bed Unified can I ask you a question yes is there anything specific that stands out in this candidate that you that you uh feel doesn't represent carlb Unified School District best interest um i' would be more comfortable if um uh you could review the Verona Unified School District um voting record over the past 3 years and I'm sure you could figure that out any other discussion Miss Garcia please call for the vote trusty Pearson yes trusty Williamson yes trusty Ward no trusty verv yes trusty Rawlings no motion passes

1703 to two thank you um we move on to uh can I have a motion a second for the trustee listed in exhibit I so move Williamson second pearon I have a first and a second is there any discussion Miss Garcia please call for the vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verv yes trusty Rollings yes motion passes 5 to zero thank you um may I have a motion a second for the trustee listed in exhibit J so move ver bef I'll second Rawlings is there any discussion no discussion Miss Garcia please call for a vote trusty pson yes trusty Williamson yes trusty Ward yes trusty verv yes trusty rings yes motion passes 5 to Zer thank you and may have a motion in a second for the trustee listed in

171exhibit K is in King so moved Williamson and I'll second Rings any discussion no discussion Miss Garcia please call for a vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty verb yes trusty Rawlings yes motion passes 5 to zero thank you that wasn't so hard um so we move on now to um to item 7.5 approval updates to the governance team document trustees this is a discussion action item and I will hand it over to Dr Trill thank you trustees uh there are two items attached here to attachments I'm sorry uh the first exhibit is the governance team attic glance calendar uh we publish this annually we make minor modifications to dates uh and ask that you approve it this comes from a csba developed document um that we've used for many years

172so uh for one portion of this agenda item We'll be asking you to approve that updated governance team at a glance calendar for um the 20124 calendar year additionally at the February 7th board study session it was requested that we bring back the governance team handbook for discussion at a future meeting um and uh so we added it to this agenda um we're hopeful staff is hopeful that um the board will have discussion um make some determinations about modifications to the governance team handbook uh and then we can handle it in one of two ways um uh and certainly at the discretion of the board president if there are minor modifications I'd recommend we go ahead and just make those and approve it tonight uh if there are more substantial modifications you might consider uh

173directing staff to bring that back at a subsequent meeting so that you can review the changes in writing but um entirely up to you and and we'll do our best to um capture any portions of the discussion changes that you'd like to make this evening thank you and this is time for public comment have any blue cards been received we have one blue card 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 you will have three minutes the speaker is Scott Davidson [Music] as you prepare to try again to work on your governance issues I want to speak for a moment about trust two weeks ago I watched as the board struggled to Define why

174the past year has been so difficult and played with controversy it's really pretty simple you don't trust each other it's very easy for me to see because I don't trust most of you either why is that may maybe if I provide some examples it will help you decide if you're willing to work towards building trust with each other First Trust takes honesty if you're not willing to be honest about your priorities your worldview or your rationale for critical decisions you're making for our students like why you kept schools closed for a year or where our Dei plan really came from for example then it's impossible for anyone to trust you another example is that trusty Rawlings just voted against vosd trustee Julie Kelly for csba because trusty Rollings is currently involved in a contentious negotiation

175on behalf of VTA with vusd why wouldn't she honest about that so if you're not willing to be honest why not if you're deliberately trying to hide your motives or your agenda do you think you can build trust with each other second it takes a willingness to have conversations with those you disagree with how many of you call each other to discuss the issues or work to build relationships with each other or with members of the public you all have my phone number but I don't get many calls I bet you'd be surprised to find out that during school closures I spoke often with one board board member who was honest with me about why our schools were closed and worked with us to try and get them open I trust her to this day

176even though we disagree on many other things in case you're wondering that person is no longer on this board third it takes clear and consistent applied rules on how board meetings are run when rules are applied to some board members but not others even on issues as simple as being allowed to ask a question this furthers a lack of trust the real question is whether or not you actually want to build trust with each other with parents with teachers or the public the behavior of the board and your sole employee would indicate that that's the answer the answer to that is no whether Whenever there is a chance to be less transparent you take it whenever there are opportunities to engage with members of the community to address their concerns you don't respond Whenever there

177is feedback provided over significant programs like the Dei plan you ignore it whenever there's an opportunity to diffuse growing differences between members of the public over contentious issues that where you could demonstrate your commitment to diversity equity and inclusion not only do you not take it you inflame those divisions there are lots of opportunities to revise your handbook to build the foundation needed to build trust with each other which will in turn build trust with the public but it requires having a dialogue with people that you don't agree with and being transparent and being willing to be fair with each other that's not something this board has ever done well but it's never too late to change be honest be transparent be clear and consistent imagine how much these efforts will trickle down to our

178staff and students and once again imagine if I didn't have to come up here every month to express the concerns of parents students and teachers who don't trust you but do trust me to help improve our Public Schools thank you um trustees do you have any questions for staff that you unable to ask prior to the meeting no questions may I have a motion to approve revisions to the governance team year at a glance calendar as presented in exhibit a so move Williamson motion by trusty Williamson second by trusty Ward any discussion trusty Williamson I just don't want to clarify something Dr chura said that this was instigated by csba it was actually developed by Nicole papus and Mark Tanner two school board members in in 2002 and it has been carried forward since then

179and then it was spread to other districts but it actually the Genesis for it was our own School Board excellent and I just want to clarify that we are that um we're voting now on the approval of the calendar and then we'll have a second vote for for um exhibit B I just want to clarify that any other discussion okay Miss Garcia please call for a vote trusty Pearson yes trusty Williamson yes trusty Ward yes trusty BBV yes trusty Rings yes motion passes says 5 to Z thank you and then I would like to make a motion to review and discuss potential changes to the governance team handbook may I have a second second Williamson second Williamson and uh trustees may I have oh I'm sorry excuse me um any so let's go to discussion

180so we're going to review and U discuss potential changes so I apologize so um are there any potential changes that the board would like to discuss based on our meeting uh few weeks ago just sta Beth I have three so I just want just want to make sure everybody has is anyone else I have I think three or four myself oh great so are there any others that have some potential changes okay great uh trusty verth okay um I want to make sure we are clear on the purpose for asking questions to staff in advance of the meeting it's the no surprise idea of giving staff time to provide the answer before the meeting but I think the questions still need to be asked at the meeting for the benefit of the rest of the

181trustees and the public there are times when the staff include the answers to the questions in their presentations in which case the question does not need to be asked during the board meeting I have some concerns about the way our current message could possibly imply that staff is unable to answer the question or we can't ask a question of Staff which was already asked prior to the meeting or we are conducting board business behind the scenes individually and out of sight of the public our current language um that we're using by trusty Rawlings which is not found in our handbook under section three says trustees do you have any questions for staff that you are unable to ask prior to the meeting so I have some proposed language that I would like to propose I'm

182not sure when I should do that go ahead go ahead okay so one option um for proposed language for our handbook as this is a living document and we have um uh potentially new trustees coming on in the fall or late fall um one option would be trustees now is the time for questions for staff this should include any questions which were asked to staff in advance of the meeting which have not been answered in the written presentation so that all trustees um this is a process check um the um we're not discussing the rpt that's a separate document where we we're discussing the handbook so do you have potential changes to the handbook well this would be a potential change we would add this proposed language so that it would be a standard for

183us to the handbook or to the script well in the handbook it would be for the handbook oh where would it say that it would be under question uh section three board meeting preparation and we say trustees will notify the superintendent if staff's not responded to questions and then we could add the proposed language okay I'm okay so below the because it sounded like you were talking about the script so I just so what language would you propose to go after trustees will notify the superintendent if staff has not responded to questions when they said they would so it could be item four if you want because you're we're saying ask questions during the board prep meeting um we've talked about calling or emailing questions to the superintendent as soon as possible um so I

184just would like to add language that St states that um that we can ask questions that we have asked prior to uh the meeting because our current verbiage that has been changed from last year is that trust the question uh the verbiage is trustees do you have any questions for staff that you were unable to ask prior to the that's in the script that's not in the handbook okay so okay so so what changes do you want to make make to the handbook to reflect what you're saying so we could amend section three by adding number four unless questions resulted in updates to the written materials in advance of the meeting trustees will ensure that all questions asked in advance of the meeting are asked during the questions period so that all trustees and members

185of the public will have the benefit of all information which may impact our decisions and then number five adding to that amending that section trustees are free to ask any additional questions which haven't been asked in advance of the meeting okay D are there any questions from from we can ask questions of each other we're in discussion trusty what so then we just have to make sure that if we're asking them a question they don't answer it or if it's like you know because Dr I and I were emailing other and he responded it was kind of went in the day and we also have to make sure that I mean how are we going to make sure that you know it's been answered if they don't present it or have a you ask it

186then you can ask it during the meeting ask right I'm just saying we shouldn't be limited by the way the wording is it's saying you can only ask a question you haven't asked and I would like to to be able to ask questions that we have asked and I discussed it with staff today you know as well and so I don't want us to be limited if it's information that's going to help all of us to make it be able to make a decision if you've received some information that you feel would be important for me to uh to know in order to make a better decision then I would want to know that information because otherwise it's just information shared between you and that staff person does that make sense yeah okay one then

187my question would be if I have a question why wouldn't I ask that question why would I need you to ask a question for me if I've see I see the same material and I'm free to ask the questions that I want to ask so why why why would I need to hear your question and the answer to from your question if I'm free to ask as many questions as I want but you're saying in the spirit of no surprises we're supposed to ask our questions prior to the meeting and that's how we were trained as new trustees and so I just want this living document to be updated so that it's understood clearly by incoming trustees and we're all on the same page I don't think it's necessary that we get told or uh

188the script says that you can only ask questions that you um haven't asked already so I just would like clarification on that because I think it's okay for us to be able to ask questions that we've asked prior to the meeting for what purpose to if it's not give the staff an opportunity to include it in their presentation which they often do which is very helpful for all of us in the room oh no no I'm saying if it's already been asked and answered by staff right then what's the purpose for restating it and asking the question again because again from my perspective again if I have questions I'll ask the questions and I you know and and that'll help me decide what you know um uh what decision you know that'll guide my decision

189because I can I have free to ask my questions so I'm trying to figure out what purpose you the answer so there's one it serves three purposes one staff will may have over you know overlooked and they'll include the information in their presentation two would be to share information with other trustees and I know that we've discussed this in the last meeting that we had that that's important and three it's not a town hall meeting just by sharing information with the public and I think we are supposed to be transparent with the public and we are often asking questions that help answer questions that the public have so those are three reasons why I feel it's necessary okay the the first one it sounds at least from my perspective um the first one sounds like

190that would be a reason to ask the question in advance so they have the opportunity to change the presentation Andor um so I'm confused why why that would be a reason to ask questions again it may not have been included in the presentation and so the public might not see it everybody on the board may not have seen it so everybody get so if it hasn't been responded to correct got it okay trusty Pearson I saw your hand first discussion yep I do like the idea that when the question is asked of staff that the rest of the trustees get the same information um what I am concerned about in this proposal is that if there are questions during our board meeting of staff and they don't have they don't know what the question is

191and they don't have a preparation in advance then it seems not fair to them in terms of their preparation to be have that question before them um but that's not what I was saying I we still ask the questions so that they are prepared that's what I am saying so you're saying that there's a question at I just want to make sure I understand your proposal you would ask a question of Staff before the board meeting and say that I'm going to ask the same question during the board meeting correct okay now I understand now I'm clear trusty word oh sorry yes yes she right next to me so is um but I thought you said we could ask questions that we that have that we could still Yes okay so that also and that's

192being done there are questions that always come up right but we're not necessarily bound to ask the question twice correct okay so if we don't want to ask it a second time no okay even though we're going to put it in the handbook right it's just giving us the freedom to be able to ask the question okay and to let future trustees know that it's okay if you've asked staff a question to ask it again okay you know and it a lot of times I'll have a list of questions and I will have discussed them but I won't ask them again because one they've either they've either Incorporated it into the presentation or somebody else asked the question and it got answered so I don't need to ask it again but if I asked a

193question they answered me and it's not necessarily something that's going to be in their presentation I don't necessarily have to ask it again even though the purpose of it is for to let everybody know what we asked no and okay yeah all right yeah I'm sorry trusty person I do have a little bit concern about this whole process and let me just verbalize it from a legal standpoint uh five of us are not lawyers here so if we start writing governance here tonight without a legal opinion I'm a little bit concerned about liability and also how that could be interpreted uh to do that and if if if there if that's not the concern of any of my colleagues that that's fine but I believe this governance handbook has been vetted or hasn't it hasn't

194never been vetted by any legal okay oh and then the other side of is we've made lots of changes to this handbook over the years I mean you've been on the board when we've made those changes so I I don't see any reason and again we made a commitment in the last Workshop that we would you know have this conversation and see if there were any changes or clarification or what have you that needed to be made at this meeting I'm still concerned okay you can remain concerned any other discussion I do have some discussion um one of the things that we did for many years is that we would submit um questions and writing to staff and that we would all receive an answer back and then when that practice changed I think that

195there was kind of a um um number one the board didn't get to weigh in on that change of practice you know it just kind of happened and then that seemed to kind of change our culture in the meetings um that um um one of the big reasons that and what we had talked about for many years is that um that board meetings are a business meeting conducted in public so again it's not meant to be a town hall it's not meant and there's even a section in the handbook that talks about you know that if we feel that there there that there's a topic that necessitates a town hall and that we want to have an exchange and have lots of questions um then we could do that and the public absolutely can ask

196questions of the board and that we you know that um we have the opportunity to have that you know um form our decision-making process and be a part of our decision-making process so the purpose I get from from my perspective number one was to you know have an efficient meeting that you know didn't go you know uh didn't go on and on and um and that um but that trustees would still have plenty of opportunity to ask as many questions as possible so there's a clear understanding of the topic so um uh and one of the things I have heard from staff as well is is that um that they're getting lots of questions you know kind of late in the day on a on a board meeting day and that sort of thing as

197well so that causes problems for them so I had actually come up with something that um that um I did discuss with um with the superintendent um that potentially we could go back to that practice um and so um adding in section three um it would be um ask questions of staff at least 24 hours before the board meeting using one of the three methods so then it would be the three different methods and then below trustees will notify the superintendent if staff shall not respond to questions when they um when when they said they would and then Bel that questions and answers shall be reduced to writing shared with the entire board and the public at the same time to keep the meetings focused on the business of the board so that was something

198that I had put out there and you know vetted it through Dr Churchill that and to your point um trusty Williams and um you had said that you know we used to be able to see the answers so we could see kind of um that information and again I'm not looking at you know rest because again I'll have questions in the presentation it's like oh or you ask a question it's like oh that Sparks a question for me so I'm not saying you can't ever do it but it is a way to really keep the focus on the business of the board and what we're here to do to make these decisions and and um uh and to move the business of the district forward so that was my proposal in that area I don't

199know if that if we can find a a blended method um to to you know um uh to accomplish the goal of the parties so I'm going to throw that out there I is there something in there that you that you that would um meet your interests and what you're looking for and is there something that um we might be able to incorporate in your language and the language I just read I'm not adverse to you know asking questions you know and giving staff more time um and you know sticking to the business of the board I just feel like especially as a new trustee um um I got used to um trusty Pearson as president asking the question a certain way or directing the board a certain way do you have any questions but

200and now we we are being asked a different way and so I just would like us to come to an agreement um and if we need to implement this verbiage I just would like us to have an agreement that it's okay to ask a question again um it's has to do with the business of the board and the presentation and the material that's been shared um I just would like to be able to have that freedom without feeling like we can only ask a question of staff that we were unable to ask prior to the meeting I'm not really understanding why the language has changed as a new trustee and so I'm trying to create a standard especially as we have future trustees coming to join us so I'm not adverse to what you're seeing

201I just would like us to blend it and as this President I have the ability to help develop the script with the superintendent and one of the things that um that um I wanted to do that because I felt that we were kind of straying from our initial and especially once the um once the practice changed where we weren't seeing each other's um questions and answers um I felt you know from my perspective that we were straying off to um uh territory that we had developed over time that we would you know again kind of move the agenda forward and work the business of the of the board and not um and not continue to ask questions that um were more for the public um interest and not necessarily getting to the point of of

202um the business of the board anybody else anything to say Jesse wison just so that we don't keep saying the same thing over and over again because I think I hear what you're saying and I think I hear that you have some concerns I'll just say that you know being totally transparent I'm not sure that I appreciate the addition in the if you the questions you have already that have already been that haven't been asked or something like that I think that it's a good for us to have a conversation to be a remind us all okay try to ask your questions ahead of time don't ask questions I think what we're talking about we don't want to ask questions for political grants standing or for I I think that I think that I assume

203we're all in agreement for that let's ask questions that help us make good decisions and have a good discussion and if we will agree to that excuse me I'm not getting emotional I just have a frog in my throat um if we can agree to that I believe that that will serve the intent right I I anyway that's that's my thought and I would be I would be happy for with that um I would like to have language in the handbook so this doesn't happen again because again I thought we had understanding prior to the change in practice and it seemed to you know I felt that there was some questions that were more for the public interest than to benefit the board and so if if so what I would like to propose is

204that we ask staff to um to put language in the handbook that would promote what you're saying trusty Williamson if you're amable to that okay then can I see you didn't just ask me to you staff no I I had asked staff earlier on how we were going to conduct this so I mean if we don't have to we don't have to adopt my language I have to adopt um trusty ver best language that that if we can ask staff to bring back language that captures what you just said is that okay can we see thumbs on that for that excellent thank you can I ask one more question trust St Beth okay so if when they bring back language for us does that eradicate the need for um the statement that is read that

205where you read trustees do you have any questions for staff that you were unable to ask prior to the meeting can we eliminate that question based on the fact that we will have an understanding that we are asking questions that pertain to the presentations and we we don't need to be reminded of that it's in our handbook we've all reviewed it is that necessary to say every every meeting I mean it it is at the discretion of the president but I certainly would um if I'm satisfied that the H you know that the handbook reflects that practice um then I would be satisfied with with removing that from the script thank you and again it's at the the discretion of the president so it certainly could stay or it could certainly go um uh I

206can make that decision um are there any other proposed changes I have a few more myself any other Pur did you have go ahead TR be you want me to go okay so um item number 18 communication tools um policy on superintendent responding on behalf of the board I've received some feedback from members of the public about how they like when I reply to them um as an elected official uh to constituents and otherwise um and how we've allowed the superintendent has had a a practice of responding on our behalf um I think it would be helpful if we were as board trustees more responsive to those who reach out to us but again I'm new to the board and I know you've had this in place for a while so um I'm probably going

207against the grain but I think it it's served me well as a public official to respond to people when they and I don't say a whole lot I just you know acknowledge them that they have emailed me and so I am proposing that um we add under number 18 communication um tools adding a sentence in response to all public comments received electronically or in writing the board president or an individual board member will respond to acknowledge the comment and where possible direct the member of the public to contact the appropriate minist Ator site principal or staff member who can address the concerns expressed in the comment any discussion I would not be in favor of that um the reason why is because um uh I think that you know each individual could go in different

208directions and I think the superintendent knows exactly where to send that um that information um we can always ask for a report from the superintendent did you respond you know was what did you say and I do think the superintendent is um Keeps Us in the loop on that um and so I for me it adds a level of consistency I don't see any problem with um with if you want to go as you know if it's an individual email to you but if it's like a bulk email I would rather see the superintendent Do It um as far as just because there's going to be consistency the superintendent's going to have um uh more of a pulse on the situation and how to deal with it and who to contact and all of that

209more so than than an individual board member so that's so I would be opposed to that and I agree with that I agree with what trustee Rawlings is saying so I think he has a better better knowledge on how to answer some of those um emails and I think if they're coming to you directly I mean of course as elected officials who can answer Andor you could you could ask that the superintendent respond on your behalf so you you know you could do it either way and which is you have that ability trusty Williamson that doesn't preclude us from from from answering every individual email if we want to I think that that's that that's an a trusty option but I think that the the policy right now has is serving us well there probably

210are specific times when and it typically as the board president has been asked and will be asked in the future will you handle this situation especially if it's something that somebody's having a real issue with maybe even a staff member that maybe the board president could could you know respond as far as communicating communication with an individual in the community but I in order to do that there really needs to be support from the board to in in that situation that they would not like Miss Rollins would not take it upon herself to start answering a whole lot of questions unless the whole board has said would you please address you know the this topic so anyway so I I I would like to leave things the way that they are but I I totally

211understand and I think it's great if you want to answer every email I think that that's a really I think that's a really good thing to do actually so trusty Pearson okay I figured change was going to be hard so I'm just make I just making some suggestions did you want me to go for thumbs or no it sounds like um I'm in a minority so it's fine okay thank you were there any other changes you wanted to propose but you have one so I do have one more um I was looking at section two um in order to um reflect our current um our new practice um instead of having um instead of having to seek consensus um for information requests um I would I so I'm proposing that um it would read trustees

212will in so far as possible ask the superintendent and staff ahead of time when requesting to see if the request can be fulfilled without board consensus so we had we've we've decided that we would ask the superintendent um hey is this information that you're already going to gather is this information um that we could get or what have you and the superintendent says yeah no problem then we don't have to go and get board consensus for that information request and we've already adopted that in our um in our agenda um for information and then um the second paragraph would read um if it appears that a request for information will take considerable staff time or the superintendent do deems necessary comma the board president will um uh restate the request and ask the superintendent for

213input so it's basically what we're doing at the end of each agenda now where we're asking for you know is there uh governance requests is there request for information and what we're asking folks to do is to talk to the superintendent prior to and then if it doesn't need to come to the board if the superintendent's already going to do it so it's a what I'm trying to do is to reflect the current practice in our handbook because the the handbook does not reflect our current practice so I'm not sure that I see the difference so could you be more specific as far as what the difference is between our practice in what the first paragraph reads I guess I'm not seeing the distinction basically it says that um that uh that if you have

214a request for information will be made in public so the staff can be prepared to provide um an answer um and so what we've done in the past is we would ask for consensus that I could only ask for information if I had two other board members in agreement with me at a public meeting our current practice is you go to the superintendent and talk to to them and see if the superintendent um that you don't have to get consensus prior to that for information if the superintendent agrees I mean that's what our current so when we ask for governance um for governance requests it's request for information from staff that have already been discussed with superintendent and have recommended to bring to the board we never had that before so you had to you

215had to get consensus on any information and then um is that number two yes it's again my my request is that we make the change in number two from our handbook can you give an example how that would work in a board meeting your change I have a question well we're already again what we're doing now per changes that we we adopted a few months ago is that if you have a request for information I want I want grade level information on third grade on how they did on the star test if I want that I go to superintendent and say hey I'm going to make that request at a board meeting oh well we're already getting that information anyway then I don't have to bring it to the board I don't have to get

216consensus from two other board members in order to get that information but what if the the scenario was just the opposite then the superintendent says I think it's necessary that you go to the board and get consensus okay okay and that's what our current practice is but our our handbook doesn't reflect it in my opinion trusty W never mind you answered it okay so the heading is trust trustee request for information on a non-agenda item so I think this is addressing what happens in the board meeting so if we're in a board meeting and there's not an agenda item how do you put it on and so I think it still is explaining I think it's still accurate because this is not talking about getting information not at the board meeting this is if you're

217making a request at the board meeting this is how you go about doing it but I guess what I'm saying is is that are because we changed the practice here that you're supposed to go to the superintendent first which is what this says and you you what this says is that you let the superintendent know in advance what I'm s suggesting is that you ask the superintendent if you can get the data if you can get the information if you can get it then you don't have to bring it to the board trusty Pearson just a process check in terms of this can we ask the superintendent how he interprets that yes okay Dr Churchill uh whether or not it's documented here in the handbook if uh a trustee says I'm thinking about at the

218next meeting asking for information X if I already know that staff plans to provide that I will simply say I don't think you need to ask that question because we're going to give it to you anyways right so so the the that will happen on the natural uh I understand Trust Rawlings and her desire to capture that somehow in our handbook um but whether or not our existing language changes if a trustee says I'm going to ask for information about X I'm going to let the trustee know well we're already planning to share that information where it's already in the slide deck or it'll be in next you know next week's presentation jusy wison so perhaps this needs to be a different number and the if if is the issue how do you communicate with

219the staff are you able to ask you know to ask for a meeting with them and ask questions or I mean so if we're talking about this being a handbook that is good for the ages and so for new trustees coming in if perhaps maybe we need to have something about how do you get information from staff what's acceptable but you can have them you know you can schedule a meeting you can email you if you have a request you I mean is that more would would that help what the you know what the um issue is I think it can but also the um the language says you know let the superintendent know so it's like to me it's a difference between notification and permission if you will if I'm asking that's an that's

220an action item if I'm saying hey I'm going to be doing this that's just letting them know so from my perspective there needs to be that ask hey I'm going to ask for this information what do you think instead of hey superintendent I'm going to do this is that do you see what I'm saying so it's a difference to me between asking you know notification and permission I guess or asking the question rather than just letting you know so that's the other piece of it now I'm very open to again handing this over to Dr Trill and asking him to bring it back as a recommended language that would meet that criteria I'm just trying to make sure that this reflects what we're doing here because it used to be that any request for information

221we would have to get consensus from the board and that's no longer our practice and I guess my point is I've had numerous times where I have asked for information and they've just said oh this is where you'd find it or you know so I haven't felt that I had to come to a board meeting necessarily to ask for information and so maybe that's where there's a communication problem is maybe everybody needs to know that you don't have to have a request for information at the end of the board meeting you can just go to Mr Dylan say hey you know what is what is this with you know so I'm not sure well that's why I tried to put in the second paragraph if it appears that a request for information will take considerable

222staff time or the superintendent diss deems necessary the board president will restate the request just truste Pearson because there's different ways of synthesizing different board members now I think it would be a good idea for the ages as well too that sent it back to staff with the idea that all these different scenarios are covered in the handbook and it's clear so if a new trustee comes in there's not going to be a question about how to get information it's going to be very clear here's that so you know I agree with you I agree with actually I agree with everybody because everybody needs to get information so I I'm agreeing but I think it needs to be clearly defined how to do that and clearly Define when it has to be a consensus that

223so there's no gray area so I I would agree with that but I also would agree it's with trusty Williamson that it's probably in a different section to do that and I would I would I would support going back to Dr chel and staff to kind of um word Smith it or reevaluate or come back with a proposal on how that would look okay any other discussion okay I would be in favor of that as well so um I'd like to see thumbs on that piece okay great um trust Beth did you have another change I do um number 19 we're all in the same place public comment is that right public put yes um so I've noticed at uh City Council meetings that during public comment mayor often responds to public comments by directing

224the speaker to talk to a specific staff member in order to schedule a discussion about the issue I did talk about this um earlier meeting um most speakers seem to be grateful so I'd like to propose that we make it a practice to recommend a public speaker to public speakers that they contact appropriate staff person and Dr Churchill did this in the last uh board meeting where uh we had a public comment on the polls and Valley Middle School and he directed him to proper staff so I'd like to propose language that says at the conclusion of any public comment at the board meeting the board president shall direct the member of the public to contact the appropriate administrator site principal or staff member who can address the concern expressed in the comment trusty Pearson

225uh the intent I agree with but it's the delivery of the public that I'm concerned about and sitting in that chair I've seen where the public has been disrespectful in how they present I've also see when the public has been absolutely respectful and I've been at City Council meetings in the times that I've heard city council when it's public the usually the person is very respectful to the council when the when the person who's doing who's not who's been very disrespectful to the council doesn't necessarily get the same response from the council or the mayor to do that and and it's it's what we put up here about civility matters I think I think it's it's saying hey we we want to get you your answers but you need to be civil about how you

226deliver it and you know I'm probably a little little old school out of fashion on this one but I'm going to hold to it because I use my Abraham Lincoln things this earlier in the meeting that's why any other discussion um I would agree I and I do believe that um that should remain within the discretion of the superintendent and the president um and and um but I have heard you and I would um um as president I would probably be more um more apt to do that in the future um we were expecting that speaker to be there and and we wanted to make sure that that it was addressed for sure um but um but I do I don't believe it belongs in the handbook to where it's prescriptive I think that it

227should remain within the discretion of the president and the and the superintendent so that's where I would sit that's fair that's trusty Williamson what if it were put in the handbook as like an option when appropriate the board president may direct staff or something like that I just if sometimes because if it's there that gives it a little bit more teeth and then it wouldn't it isn't as you kind of offthe wall why did the board president all a sudden start doing this and anyway just thinking that that it might if it's there as as an optional or as needed or as appropriate or something like that I think that would be I mean I would something along lines of at the discretion of the president and the superintendent blah blah blah blah blah yeah

228I would be willing to go with that do that trusty person yeah no I was I was just G I was going to support that approach okay how about thumbs that we um we use your thought but we make it discretionary that at the discretion of the president and the superent get than you any others I have two more okay um under five under meeting behavior and Norms we've already kind of agreed to one of them to the last bullet would be act with gracious profession professionalism and um the other piece I wanted to add in here is these are business meetings conducted in public so I wanted to add that um and to my knowledge that's what we've pretty much agreed to in different settings and different um components when we've had workshops in

229the past so I just thought it'd be a good idea to have it in the handbook these are Behavior Behavior Norms I don't know that this is a public meeting being business meeting being held in the public is that's not a behavior Norm so I don't know that it belongs there I I'm not agree I'm not disagreeing with it but these are this is behavior so I had a hard time figuring out what spot to put I would be more uh I would be um very agreeable to change it I just think it does belong in the handbook and again not just for this board but for future boards what what if you put it on the unity of purpose sure I think that that it kind of fits there that we agree these meetings

230are that our regular meetings are business meetings conducted in public something like that okay can we I'd like to request that we ask staff to put that together if that's okay can I have a thumb for that perfect thank you and then the last one um I may get some push back on this one but um uh um 15 election of the board officers um as what happened last time and I do think that um the the language is permissive in here anyway and um I do believe that um the the time frame is off to because we can have you know to have somebody um vote on officers when they haven't served on the board and they come in in December and that's when the election is but they're according to our handbook they're

231supposed to let folks know in October if that's going to be the problem so I just changed language to say the board normally follows a rotation method clerk to vice president to president for selecting officers however individual board members have the ability to vote no on any candidate for these offices following section 10 of this handbook which in section 10 is you have to explain why you would be voting no on someone so that's why I put in here that one because I don't believe the language technically forbids anyone from doing that as far as um the term normally it's again it's a permissive statement and I think it is kind of awkward if you have new board members coming in so that's why I changed it and what it says we'll call a special

232meeting should any board member wish to discuss it so it doesn't say I mean so if somebody comes on the board in December obviously they it it wouldn't apply but I think it's just out of respect I just think it's a I think it's a good policy to that if you're if you know you know if you know you're going to be voting no and to the normal rotation I believe that it's probably I think it's a good idea for the board to have the opportunity to to kind of have a discussion about that because in December it's too late basically I mean to have a to have a real discussion because it has to get done in in December we don't have what if the person doesn't know well then then if you don't

233know then you don't then obviously you can't do it so if you decide in I had right and you had a disagreement about this at the last the last time we elected a president before me so that's why I just want to I'm just trying to clarify you know what the options are for folks and again I don't you know I'm not trying to be I just want to make sure that the board you know our handbook is clear so we don't have the disagreements potentially did you have something trusty person you're right about push back so um you know unfortunately unfortunately I mean what happens in these elections is you you know you're going to have people come in with very strong I think we've had with very strong positions that their public voted

234them to represent that and that the person may not fulfill who in the rotation is that or they've done something that somebody feels so I I agree with trustee Williamson is that I think keeping the current practice uh has a certain amount of professionalism I would hope there's some gracious professionalism in having the meeting so I understand your point president Rawlings but I I won't be supporting that okay so I think there's two that won't be supporting that so um uh is is there a third that would support that or is there two others that would support that can you stated I just have it under Section uh 15 or how you would want it written right so um in section 15 the there's the first part and then you have um the next sentence

235would be however individual board members have the ability to vote no on any candidate for these offices following section 10 of this handbook and section 10 basically says you have to you know let somebody know you're voting no and then and then say you're going to vote now in the alternative I just think there needs to be an understanding that this language is permiss permissive and that technically the language is basically that you still have the ability to vote no if you choose to I mean that that would be the other um just so we have an understanding so we don't have disagreements that's all and you would let them know in advance I would support it yeah there would be a that you let them know that you let folks know in advance and

236that um and that you would follow the handbook and state your reasons why I'm not going to vote for that okay okay then we will move on um I just wanted to clarify that you know I do think the language is permiss permissive and allows for that [Music] and make sure yes that's all I have anything else okay and I'll I'll read what we uh we agreed upon um uh trustees because there are many changes I'd like to go through and see if there oh wa we we already did thumbs for each individual one um and we're going to have staff uh bring back the changes at the next regular meeting for approval any discussion or questions on that very good we will move on is there a motion on the table we already did

237that the motion was to review was to review and discuss okay got it thank you so so now we're so now it gets sent and um so just just to be clear um the timeline you gave president Rawlings uh Dr Churchill can meet that and his staff okay in cabinet wh okay excellent okay now we have um thank you and now we move on to part eight Communications uh and this is uh 8.1 governance team reports are there any governance team reports this is the time for trustees to provide a brief report if they've attended committee meetings where they were the represented the district yes Jesse what I went to an elac meeting and um it's great I there wasn't a lot of people attending but uh the staff did a great job including everybody

238and sharing the information and they talked about um the new process with the reclassification so yeah could you say that partly again the last part um they shared the process in which um the reclassification was changing the reclassification changing did you see there were a lot thank you okay great um and Cy Ward this is not my committee but I just wanted to say that I attended the um CTE choose your path um event and it was really great and it was neat to hear how they had students present and share um the work that they did so it was really great thank you and now we move to item 8.2 trustee requests for information from staff trustees are there any requests for information from staff that have already been discussed with the superintendent and

239have been recommended to bring to the board 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 trusty Ward so I have two so should I and I just read what I wrote and they're both requests for information correct very good okay and I already discussed it with Churchill so the first one is for an electrification resolution I'd like to request the consideration of a resolution focused on electrification as part of our ongoing commitment to sustainability and Innovation as we check I'm going to ask that that be moved to 8.3 because that's a request for a future agenda

240item oh okay sorry so can I try the other one yes okay all right so the next one is for kindergarten information um and case so stop me if I do it wrong I guess problem um I'd like to request support from the board to direct staff to gather information to help the board understand the pros and cons of a halfday Kinder versus a full day Kinder program in order to make more informed decisions around kindergarten in cusd I would greatly appreciate it if um if information could be shared regarding the following points School academic outcomes how um do academic outcomes compare between students who attend halfday kinder to those in full day programs impacts on instructional minutes impacts with assemblies or other school events that may occur during the day social and emotional development

241have there been observations or studies on the social emotional development of students and both half day and full day Kinder um resource resource allocation how does the district allocate resources including teacher time facilities materials for half day versus versus full day Kinder and what are the financial impacts and staff input is it possible for principles to pull their Kinder teams regarding this issue either anecdotally or utilizing a simple survey um Talk trusty W I'm going to have to stop you there that that um it wouldn't be necessarily questions and so we're directing staff to gather information okay and then you've stated the purpose right the purpose is right so you you've asked for information and the purpose and then do you have an estimated time that staff provided you I did talked to Dr Churchill

242about that he said to gather that information that I kind of pointed out was about two to three hours I remember there's no discussion um are there any clarify TR so this would come to us as a board agenda item or this would come to us just in a report a report it would be a request for information and then the next one's agenda so a request for information so if there's no um clarification then um if we can see thumbs if you're in favor of asking that of Staff okay that's a fiveo any other requests for information okay then the next one thank you and we will move to item 8.3 truste requests for future agenda items uh trustees are there any requests for future agenda items that have already been discussed with the

243superintendent and have been recommended to bring to the board 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 yes I do okay so this is for an electrification resolution I'm just going to read what I wrote is that okay um I'd like to request the consideration of a resolution focus on the electrification is part of our ongoing commitment to sustainability and Innovation as we navigate the evolving landscape of our environment and strive to meet the expectations of our students the electrification of our operations presents a significant opportunity to reduce our environmental footprint enhance operational efficiency and contribute

244to a more sustainable future for our students and our community this commitment would ensure that we can work toward a world that is safer healthier and a better place to live for our kids and their kids I've discussed this with Dr Churchill um I understand that other districts have approved a similar resolutions and I recommend using existing resolutions as a model my request is to direct staff to develop a resolution regarding working toward working toward full electrification to be brought back for a board's consideration at a future meeting and no the amount of time was not shared we didn't discuss that Dr ch can you sure yeah uh to the extent that there are already existing resolutions out there that would be pretty simple for us to cut and pays you know I'll certainly be

245asking uh uh Mr Dill to to weigh in on that so there might be a couple hours of work here but it's doable thank you um may I see thumbs if you support there's three thumbs so if you could and that'll be brought back at the next meeting a future meeting a future meeting okay very good thank you and then um it is 9:25 and the regular meeting is now adjourned our next regular meeting will take place on March 13th at 6 p.m. at the Carl bed Unified School District what