CUSD Board Meeting 9-13-23

001foreign it is 6 p.m and the board is reconvening from closed session there is no action to report trustee Williamson let me know that she has personal business later this evening and will leave the meeting at 7 30 tonight welcome members of the public board members and staff thank you for attending as noted and board by law 9324 this meeting is being video recorded and broadcast via link on our website the recording and broadcast May capture images and sounds of those attending the meeting I'd like to remind the audience members and speakers that it's 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

002cannot prohibit anyone from using unprofessional language please think about the students and adults who are watching our proceedings we invite you to show support for speaker waving your fingers rather than clapping or cheering we'll begin tonight's meeting with trustee Rawlings leading Us in the Pledge of Allegiance I will lead us in a moment of meditation student board representative Sophia Hirsch will read from the district vision and Miss Garcia will take role in the United States of America and to the Republic for which it stands one nation under God and indivisible with liberty and just for all okay well I think this is our first meeting of the school year with our a new student representative so I think we're whole now and I'd like to read from our board governance norms the COC cusd is

003governed by a board not by individual trustees while understanding our separate roles the board and superintendent work together as a governance team this team assumes Collective responsibility for building unity and create a positive organizational culture in order to govern effectively we will keep the district focused on learning and achievement for all students we will communicate a common Vision we will operate openly with trust and integrity we will govern in a dignified and professional manner treating everyone with Civility and respect we will govern within board adopted policies and procedures we'll take Collective responsibility for the board's performance we have a periodically evaluate our own effectiveness and last we will ensure opportunities for the diverse range of views in this community in our community to inform board deliberations thank you our graduates are prepared for Success they

004confidently move through through life beyond high school knowing they have acquired the requisite skills and knowledge they have a passion for Learning and personal growth they can thrive in a high-tech environment they are they are compassionate and we will now take roll call student representative Sophie Hirsch present trustee Williamson here trustee Ward here trustee verbeth here trustee Rawlings here trustee Pearson here thank you and I'll move on to part four approval of the agenda may have a motion to approve agenda item 4.1 approval and or reorganization is September 13th 2023 meeting agenda so moved Williamson second Rawlings okay trustee Williamson made the motion trustee Rawlings seconded is there any discussion now is the time for that no discussion Garcia please call for a vote trustee Williamson yes trustee Ward yes trustee verbeth yes trustee Rawlings

005yes trustee Pearson yes motion passes five to zero thank you we now move on to part five student and staff reports item 5.1 report by student representative to the board trustee this is an information item I now welcome again Sage Creek student Sophie Hershey will apply the board with a student report Thank You Sage Creek kicked a senior sunrise and first day of school pep assembly where we welcome to the Freshman Class of 2027 and honored the senior class of 2024 as we embarked on our last year of high school last week we hosted back to school night where parents were able to come to campus to hear from Principal way and explore their students classrooms our theater department is preparing for their rendition of The Adams Family which will Premiere in the Performing Arts

006Center at the end of October our fall Sports season is off to a strong start girls volleyball defeated Rancho Buena Vista last week field hockey holds a record of six wins one loss so far this season and girls golf defeated Carlsbad High yesterday and Will face off against the Lancers again tomorrow satrix ASB is preparing for start with hello week in our annual flag football tournament both taking place next week start with hello week is an annual initiative created by the Sandy Hook promise that promotes kindness and inclusivity within schools say trick ASB will host a spare week aligning with the goals of the Sandy Hook promise and start with hello week our flag football tournament will take place after school next Friday September 22nd where student created teams will face off against each other

007trying to make it to the final round where they will face our staff team this week is Sage Creek's annual safety week students and staff prepare prepare themselves for an emergency by practicing all forms of drills community members are also encouraged to donate cases of water to replenish our emergency water supply more information can be found on Sage Creek's website CHS and CSA CVA both hosted back to school night last week as well carlsbad's girls volleyball team defeated Oceanside High last night carlsbad's football team currently stands undefeated and will host Ramona High this Friday for their USA themed game carlsbad's choir department is preparing for their Carl spot on Broadway show which will be held on October 11th and 12th in the Carlsbad Cultural Arts Center the counseling departments from Carlsbad and Sage Creek will

008host a 9th grade family night at Carlsbad High tomorrow night presenting on information pertinent to freshmen and their families thank you Sophie thank you and I'll move on to i-95.2 superintendent's report trustees this is an information item I will now hand it over to Dr Churchill all right thank you sir we've had an amazing start of the school year as we generally do in September I'll provide a brief update on student enrollment this evening as of this week our current enrollment is 142 students fewer than it was on the state's enrollment calculation day in October of last year while a decline in year-over-year enrollment is not ideal there are a number of bright spots and other contacts worth noting as we look at our cohorts of students for example the number of students who are

009in first grade last year and who are in second grade this year or the number of students who were in ninth grade last year in 10th grade this year for example when we look at those cohorts of students I'm pleased to report that 10 out of 12 cohorts have in fact gained students from last year to this year notably we've gained 87 students in this year's Elementary cohort and we've gained 71 students in this year's High School cohort the outlier is this year's Middle School cohort where we saw an overall decrease of 13 students when we look at all the students and all the students out going from year to year the primary driver of our enrollment decline then is not caused by a net outflow of previously enrolled students rather than that change in

010number of students can be seen primarily and the difference between last year's senior class of about 930 and this year's incoming TK and K class of about 780 students fortunately we're not surprised by the lower number of tknk students as demographic Studies have shown the regional birth rate began to decline around 2017-2018 which is when our current hinders were being born while the lower birth rate combined with the increased cost of purchasing a home within the boundaries of our school district are factors that we're going to continue to monitor it's also important to note that our overall High School enrollment is higher this year than last year and that five of our nine elementary schools have grown in total enrollment from last year this year that includes Buena Vista hope Jefferson Magnolia and poinsettia so

011there's much more to come on this topic in the future but that concludes my report for this evening thank you thank you thank you and I'll move on to part six consent calendar all matters listed on the consent calendar are considered by the board to be routine and will be enacted by the board in one motion there will be no discussion on these items prior to this 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 any blue cards been received we have received one blue card okay when I call your name please come to the podium state your name and indicate whether or not you live within the boundaries of the school district you'll have

012three minutes the first speaker is Mr Scott Davison I'd like to ask the board to reject the proposed thirty nine thousand dollar payment to the Anti-Defamation League for their proposed training programs in addition to all of the references to critical race Theory and gender theory in the ADL education materials ADL has in the past several years become a highly politicized organization intent on suppressing speech and indoctrinating students with far left radical views that ironically conflict with its own original Mission of fighting anti-semitism for those of you who follow the news last week Elon Musk revealed that last year ADL launched a campaign to bankrupt Twitter after Elon Musk purchased the company and committed to eliminating Twitter's previous policies of censoring speech as musk noted he is now considering filing a lawsuit against ADL for ironically

013defamation on Tuesday ADL of Southern California filed a lawsuit against the Santa Ana school district for adopting an ethnic studies course which it considered anti-semitic because of the references to Israel being a colonizer and oppressor of Palestinians now I know this board struggles with definitions so let me help you out those are the elements of critical race Theory you have to appreciate the irony of ADL promoting lessons about CRT to us and filing lawsuits when the schools actually adopt the applications of CRT into their ethnic studies courses time to call the lawyers were probably next so of course I was concerned when I saw that Megan Neville's associate education director for ADL provided an anti-bias staff training to the at the covid super spreader event I mean staff kickoff event on August 18th as a

014quick side note I want to say how proud I am of our Educators for completely ignoring the laughable request to wear masks for the first week of school we may have lost a legal battle on that but we certainly won the Battle of public opinion didn't we cusd didn't provide a copy of any of her training materials so we looked her up and found a training session online Miss Neville's Begins by stating quote this country was founded on racism through the stealing of land in the attempted genocide of Native American and First Nations peoples and the use of chattel slavery of black Africans to build our American economy now I haven't taken U.S history in a while but I checked my son's apus history textbook tonight and I can't find anything in there about our

015country being founded on racism for either of those purposes is this what Miss Neville shared with our staff during their anti-bias training in August is this what we can expect for our students during this ADL trainings during the year it's never too late to admit that you made a mistake by adopting these divisive and hateful ADL programs and their bizarre revisionist histories of America as an inherently racist Nation please vote no trustees are there any items to be pulled for discussion 6.8 may I have a motion to approve the consent calendar with the exception of item 6.8 in a second so moved Williamson second Rollings Mrs Garcia please call for a vote trustee Williamson yes trustee Ward yes trustee verbeth yes trustee Rawlings yes trustee Pearson yes motion passes five to zero thank you may

016have a motion to approve item 6.8 the certificated personal Personnel activity report so moved away looking for Beth thank you discussion trustee Rollins everybody knowing this item because I don't have enough information any other discussion did you did you need some time okay Miss Garcia please call for a vote trustee Williamson yes trustee Ward yes trustee berbeth yes trustee Rawlings no trustee Pearson yes motion passes four to one thank you and I'll move on to part seven discussion action items item 7.1 2022 23 lcap updated results from unreported data trustees this is an information discussion item I'll now hand it over to Dr Nye good evening good evening president Pearson trustees and Dr Churchill as the board recalls in June we presented our summary of progress our annual summary of progress meeting where our principals

017came in and we shared information about the 2022-23 lcap goals and success indicators at that time as part of our continuous Improvement cycle we know that we won't have all the data available in order to complete the and close out the school year so as part of that process we always in September bring back what we call our unreported data and that's data that wasn't available at the time in June which includes graduation data uccsu data as well as s back data which still technically hasn't been finalized until the state publishes that on their website and they're telling us that they will do that in late September early October but we are allowed to share that um unfinalized data with you tonight and make decisions based on that as well so tonight I'm joined by

018uh director of secondary education Dr Brian Brockett director of Elementary education uh director absit and they're going to help me co-present this item tonight and then we're happy to answer any questions that you might have as I mentioned before the S back data was not available at the time this is pretty much finalized data at this point we don't have currently San Diego County or California data because that has not been published yet has not been released so we put up their comparisons to last year's data so this gives you final results of English language arts math and science at the time that we presented last in June we we were right at 74.5 of Target for English language arts as we looked at data over the summer and students finalizing specific data it looks

019like we're going to fall just short of that Target that still represents an increase of about 1.1 percent over previous years results in English language arts but we did not hit our Target goal of two percent there math we did our Target of 62 percent and science we well exceeded our Target of 53.8 with a 57 percent uh rates so when you look at the entire scorecard under goal number one we met eight out of the nine targets as I mentioned before the other data point that we did not have available at the time was the percentage of graduates meeting a to G requirements and it looks like we are at 84 percent of the graduating class last year so 2023 meeting a to G requirements so that puts us at meeting a to the

020nine Targets in this specific specific area so when you look at the scorecard all together eight of the nine targets and goal area number one were met two out of the four goal or targets and goal area number two and two out of the three for uh overall success indicator rate of 12 out of 16 or approximately 75 percent so at this point in time I'm going to turn it over to Dr Brockett he's going to run you through some other specific data that's it thank you for having us this evening trustees excited to be here to share some uh some positive news about uh some of the outcomes from our uh 2223 school year I want to start out with the College and Career Readiness data that's up on the screen right now um

021of particular note Dr and I mentioned the the 84 percent a to G completion rate you can see how that compares again we don't have data on the county and state for last year just yet but you can see how that compares with previous years and then another highlight is the AP pass rate I know that we reported a previously post pandemic there had been a little bit of a dip like a one-year dip there and we are back up with the most AP exams taken that we have on record since uh we've been keeping track of those results and the second highest pass rate we've had in that time since 2007. so super exciting news with students doing great work um in those two areas uh summer school for those students that did struggle

022during the school year and needed to remediate any of their courses we did again offer Credit Recovery summer school at Carlsbad High School this past year we returned to an in-person model and this actually helped increase the number of credits earned and completions that we had you can see that students being in person every day were seemed to be highly motivated to finish in the first session there and so we had students really working hard to get back on track if they had had some challenges during the school year one thing I want to note out of that data there is the number of algebra one completions dropped over this past summer I haven't had a chance to dig too deep into that data point yet but as you are aware we introduced algebra interventions

023in in different models at both Comprehensive High Schools last year and in talking to counselors we suspect that that was a direct correlation there with the number of students that did not need to remediate algebra one this past summer um I think it's always valuable to highlight kind of what this means what what what some of the things that we're doing with students actually looks like um for a stu at the student level and so I've got two quick uh student highlights for you one with a middle school student Uh current seventh grader at Calavera Hills Middle School and this is a student with significant home life instability and Trauma behavioral concerns and challenges and as you can see the school worked on a variety of fronts with interventions Behavior Support School home communication reading

024intervention and so with all of that work over the course of the year they felt like significant progress was made in in the behavioral concerns which of course is the foundation of being ready to learn in the classroom and this student has gone from uh being uh in Reading support class and having two years of gain of Lexile of close to 400 points and now in 23 24 is in the Avid elective which is really a Next Level support for students which instead of focusing on the core basic uh you know intervention pieces will is really designed on helping that student and those students be prepared for college and Beyond to think about their future and start to plan for that and you can see that with this student the difference has been made in

025the outcomes in the academic classes too with the GPA from 2.8 to 3.5 at the high school level um as as I think most of you are aware we have uh ninth grade interventions at both high schools Aces or lancer success and um one of the high one of the students that uh I felt like was worth highlighting is the 10th grade student uh socioeconomically disadvantaged student has had struggles in a variety of areas uh previously had been assessed for special education and ultimately qualified for a 504 plan due to anxiety and ADHD that student got into Lancer success for support last year which provides academic and social emotional support for students did weekly check-ins with the counselor and you can see from semester two of eighth grade that this student went from a 1.8

026to a 2.3 to a 3.6 grade point average at the end of last year with that support was able to remediate those two F's In Summer School from the first semester and turn first semester F's into B's which doesn't happen very often I gotta say is to make that turn around during the during the school year and the teacher was pleased to report that this student is involved in multiple extracurricular activities and I I just think that the the height what I want to highlight with those two stories is that there's no simple recipe for intervention for students right we're we're um we're dealing with human beings who have a variety of experiences and backgrounds and abilities and so there's a lot of pieces a lot of times that go into that but it's it's

027always exciting to see uh stories like these and I'll quickly share one more I was over at Carlsbad Village Academy uh last week and uh I was meeting with Miss Payne the counselor and a student who graduated last year from CVA who had had significant uh academic and behavioral problems kind of that led to her being at CVA continue to have some challenges there but graduated last year and she was in the office she showed up out of the blue to see Miss Payne to get some help with her registration to MiraCosta College and so it doesn't always kick in at the moment it doesn't always kick in when we have them but I love to see those examples of where we've made a difference with a student who feels like they can come back

028and and still seek the help that they need to help them with their future all right good evening so I'm going to share a little bit about an elementary student so this student is currently a fifth grader at Calavera Hills Elementary School they've actually been there most of their careers I started in kindergarten first grade pandemic happened um and so they had sort of poor attendance when schools shut down they went to CSA for a bit and then returned to Calavera kind of the in the second grade through the present because of their academic gaps they were experiencing some attendance they hug attendance kind of before that happened but because of the attendance the academic gaps they were falling behind and so had some school avoidance and you know that just kind of made those

029attendance concerns worse as well as those academic concerns so the school you know looked at the student and and put some supports into place Calavera is fortunate to have the past Americorps program so they have a mentor every year so that Mentor was assigned to work with the student the student was experiencing attendance concerns usually they mentors work with students that have Behavior or attendance concerns also putting um math and language arts interventions into place so working with the intervention teacher realizing that you know that math was not quite progressing at the same rate that the language arts was and so added some sort of tier three individualized math support um and then also the teacher really worked with the parent on just attendance and and ways to get the student more comfortable at school

030so you can kind of see the results at the end of the previous year they were scoring at level one so you know not meeting standards at all on language arts and math on the the S back and then at the end of last year actually improved to a level three which is meeting standards and then attendance has improved as well as decreased that anxiety in the school avoidance so and then you know she's now participating in class as well so I'll turn it back over to you okay as we look at some other data the state uh on the state dashboard will report out not just overall data on the S back but it will report out that data by race as well as well as specific other categories socioeconomically disadvantaged English language Learners

031special education are some of the categories that the state will post on its website which we also include in our lcap so this is just a snapshot of a two-year comparison this is not cohorted information so this is just overall information you'll see in the far left so English language arts I mentioned we increased about 1.1 percent there it's actually 74.1 versus 74 and you'll see down at the bottom the increase or decrease and then we just provided information for each of the students based on race as a category and we did see some good growth with a number of different categories there as well we still have a significant Gap that exists between many of our students of of race as well as our overall student population so that's something that we hope to

032address in the upcoming school years so this is English language arts we saw some similar performances in math as well but not going to go through each one of these individually we also did include the same representation here just in graphical form if you will and the black line represents what the information I just showed you the blue colors as well as the green yellow and red are the bands the performance bands that students would enter into so if the public wants to see you know what percentage of students increase in the in in the highest band level they can see that there as well as meeting standards below standards so this is English language arts and this is the math summary as well of what we just showed you in the graph I'll turn

033it back to Dr Brockett on graduation rates by student group we've continued to maintain a very strong graduation rate overall previously we've been about 10 percent above the county average for that we do continue to see some gaps there as well with our English Learners and special ed population down compared to our overall population so something we're continuing to work in some areas there to be aware of making sure that they have those students have opportunities to reach that graduation point and then we talked previously about uccsu eligibility rates um uh the Statewide average on this I should note is is around 50 percent um we're up at 84 for the class of 2023 um which is really outstanding work um and yet we still have a few gaps uh in there that we can

034see as well our Hispanic students for example and our socioeconomically disadvantaged students are meeting that you see eligibility rate at a lower rate than our general student population so we continue to focus on interventions and supports and opportunities uh for those student populations as well on the next slide here uh just some back to some College and Career Readiness demographics kind of broken out by subgroup again some you know overall when we look at our total student population we see some outstanding work in in a variety of areas um everything from grad rate to UC eligibility to AP pass rates which we discussed I will note just a couple of quick things here we're still awaiting the disaggregated data from the college board and so we'd be happy to share that at a future Point

035uh uh if uh if trustees would like to see that once we have it available to us um the the honors AP and Community College uh participation rate that we have uh looked at as an indicator for a number of years now overall is up to 82 percent again you can see some discrepancy there with some of our subgroups and I do want to make a note that we had we recognized that the special ed number on there it's 83 percent is actually incorrect we found that the query had been pulling data from the wrong field and so the number actually is 49.2 percent of our special ed students have been enrolled in at least one honors AP and Community College course we'll get that corrected in the uh in the version of the the

036slide deck that will go up on the website but I did want to point that out but overall again great opportunities for our students across the board there including in our career pathways uh when we get into action plans for each of the goal items um again I won't go in depth on on all of these I do want to point out under uh action plan for goal one um two important areas obviously that we have spent a lot of time discussing uh are number one and two um are our data analysis our our methodology for identifying students for intervention and supports as well as our uh mtss our continued implementation and build out of our mtss systems those are well underway with Dr Ecker uh leading the way with the mtss work at both

037the the elementary and the secondary level it's been great to have that support and focus in that area as well as number eight there are the additional Elementary intervention teachers who are really hitting the ground running out of the elementary sites identifying students and really setting in place uh those uh those methods for working with students and being impactful and then uh you know we we go on we've got a variety of uh of other items uh related to different populations including our English Learners um I I do want to highlight here uh our our work with our secondary subject area leadership teams um as you're aware one of our themes this year is is uh strengthening the core and and as we've come out of the pandemic we're we've started last spring and are

038working this year with our secondary leadership teams on focusing on uh their Department Vision their essential learning outcomes instructional practices really taking a step back we've got new teachers on board since the last time we really took a deep dive into those topics we've got new Frameworks for example in math that that will take a deep dive this year as well so really kind of strengthening back to that those foundational pieces of what we do to help Propel all of our other work uh forward throughout the year foreign excuse me all right so kind of digging deeper into the elementary intervention teachers this light kind of just shows like some of the work that we've already started um so early in the summer really just kind of taking a look at like our processes that

039we had our flow charts our forms the resources that we had available so a work group of teachers counselors psychologists administrators really just kind of looked at everything put together specific flow charts for elementary and secondary of that process that needs to be utilized at each of the school site as well as kind of organized our mtss website because it was kind of a mixed mass of all kinds of resources and then we started pulling that list of students once we got our our s back results and kind of identified a initial group of students and that's how we determine the funding to allocate to each of the school sites and then really just kind of worked with the principals individually as a group like as they reached out to us to help them really

040like kind of look at their our data look at their needs and identify like what the best use of those funds are like how they were going to organize it so they submitted plans to us and then made that determination of who to hire whether it was like a teacher that was on site that they removed from the classroom back filled with somebody else that had some experience or expertise in whichever area they were looking for or hiring a new teacher or continuing with an intervention teacher that they had had in the in previous years we've in our department have been like working and pulling all kinds of different data reports so really trying to pull that list of of students to Target so we provided that out to the the principals and the intervention

041teachers to look at we we identified as you'll see on the next slide but we identified like 600 and about 75 students based on their scores on the S back as well as achieve three thousand and Then star students in second through fifth grade that will kind of be our watch list of students that we'll be working with all year we've been meeting with our principals giving them that opportunity to collaborate and talk with each other about what they're doing at their site again we you know reiterate that at every principal meeting when we do our instructional rounds we talk to them about that we've also been meeting with the intervention teachers they've got a chat going that they are sharing resources back and forth like it pings constantly of like hey we found this

042like what about if we do this so a lot of collaboration we've invited Michael into like our grade level meetings and so we'll be also you know talking about that when we meet with our grade level leads from each of the school sites so sort of our Focus all year of like what's everybody doing at each School site how are we supporting those kids back to that strengthening the core Dr Ecker has gone out and done presentations for that's fine done presentations for several of the school sites he's got more on the books but really just kind of hitting it from all angles so to speak so that everybody is aware of what our new process is and then really focusing on those students and so we looked at our the students that we identified

043in that 674 that I was mentioning actually represents about 14 of all of our K-5 students so big group of of kiddos there that we really want to Target and and support them um of that 14 30 of them are students that are socioeconomically disadvantaged and 8.3 percent are actually English Learners um also um we've been grappling uh with the what our actual goal for this area is we've had many discussions in our department we've looked at looking at that 14 percent and wanting to decrease that so you know knowing that 100 of those kids are not meeting standards um we want that to be a smaller percentage of students so decreasing that 674 but I know we've had discussions about like what the best uh you know method is to actually calculate that we've

044you know tossed around is it like a five percent change change or or whatever on those assessments but the way a lot of those assessments that are reported and the scores that the students receive out of that makes it really difficult to capture that that five percent we can measure the students as a group of whether like there's more students meeting or not meeting standards we can look at students improvement improvement on different assessments we can look at students that move up a level but actually narrowing it down to that individual student and that five percent is is not it doesn't seem like it's feasible at this point so we're still kind of grappling with exactly like what that methodology will will look like but we know we want that 14 to to decrease and

045we want those students to to improve all right I think this one is is mine as well um okay so moving on to goal two um as Dr and I shared earlier we met um 50 of these um and some of it was just the work that we we did last year on really working with our deib plan um that we had hoped when we had set these targets back at the beginning of the previous year that we would actually have that plan in place but as you know we worked really hard on that all throughout the year we now have a plan so our our targets for next year will be different and then again these are just some of the actions that we have for goal two I'm not going to read all

046of them this one's really focused on just that professional Learning and Development that we're offering for all of our staff we see the subject area leadership teams as well as grade levels there as well because that is really part of that professional development of those teachers and then really just continuing with like some of our technology programs implementing our deib plan and then all so we're really excited we saw that in rounds this morning we've got our new science materials so that's super exciting we were out at school this morning and kids were dissecting squids with along with parents they were super excited so really uh nice that we've got those materials the teachers were were gushing about like how amazing the the materials are and then uh going on to goal three um so

047we met two out of the three here as was mentioned earlier um so again in the the second one there we did increase we just didn't hit that that two percent and so then continuing some of the actions in this area is really just focused on that the parent University or SEL curriculum um you know the additional counselors that we added the additional counselor that we added at elementary and then that mtss process again that we have mentioned I think pretty much on every goal here because it kind of crosses over all of it and then just um looking at those work based learning opportunities so staff at this time doesn't recommend any changes from our approved goals and success indicators for this upcoming year the 2023-24 school year as the board recalls those those

048were approved on the April 26 2023 meeting I've linked those there um we think that we're on the right trajectory as it relates to academic social emotional goals and we would not be recommending any changes at this time and we'll turn it back over to president Pearson it's time for public comment have any blue cards been received we have one blue card thank you okay when I call your name please come to the podium state your name and indicate whether or not you live within the boundaries of the school district you will have three minutes the first speaker is Scott Davison this week a report came out analyzing California's educational outcomes as a result of moving to the local control funding formula over a decade ago despite the old adage that spending more money on

049education doesn't improve results it actually showed that it can if you spend it in the right ways but it also showed that it takes time in this case three years for students to be brought up to the grade level benchmarks using a variety of strategies interestingly enough this is the year three years after our prolonged school closures that most of our coveted relief money will run out so wouldn't it be great to look back at whether or not the students who fell behind when our schools were closed have actually caught back up and whether or not we've spent all that money as wisely as other school districts in the state cusd has a distinct pattern of not showing how much our students fell behind and not showing whether or not they've caught backed up cut

050back up why is that recently I heard a former School Board member say school districts do two things well they protect themselves and they celebrate themselves and they find ways to celebrate themselves so that they can protect themselves I smiled because that really does Define cusd last year cusd sent a Friday newsletter which bragged about our academic performance in comparison to San Diego unified one of the worst performing school districts in California and in comparison to the state overall one of the worst performing states in America what we didn't see is a comparison to a school district similar to ours and what we didn't see was the big drop in academic achievement from this testing which showed how far our kids fell behind and what we didn't see was how some schools in cusd made

051gains in academics while some schools fell behind by double digits what a great way to protect yourself by celebrating yourself tonight we see many more examples of a district celebrating itself to protect itself we set goals for minuscule improvements that don't seek to remedy the massive learning loss caused by our extended school closures we see data aggregated for the entire School District that obscures failures at our secondary schools with high marks at some of our elementary schools we added intervention teachers at elementary levels but none at the secondary levels where the scores are embarrassingly low there's nothing in here about chronic absenteeism which is still at record levels Statewide our high school students needed three years to recover from school closures according to this study are you doing anything to help them just before they

052graduate or are you just celebrating yourself to protect yourself Steph do you have anything to add trustees do you have any questions oh actually you go ahead no no go ahead trustee Williamson um I believe when you were talking about the five percent we've kind of had this conver written conversation that originally it was going to be that we were hoping that five that the proposal was that five percent of the students that are of this 674 students who've been identified that five percent of them would no longer need intervention that that would be um then our goal would be achieved which would be about 33 students and my concern about that is um then that leaves a lot of students out not with no accountability so I guess my question is we've talked about

053some other methodology is there is there no way that we can identify some a student getting five percent growth I guess that's the question I think it depends on like the measure so it's like really difficult on the aspect to measure five percent um just the way that that score is reported so we can measure whether they've moved like from a one to a two um or you know two to a three um so that they are proficient so we can definitely measure that we can measure growth on the star assessment to see like where the students started and whether they improved and that they're closer to that um I know like our data person was like not sure exactly how that could be I'd have to think about it that we may be able

054to measure that five percent um you know and then every student like age grade level has a different cut point for some of those assessments too and so that was like where she was grappling with like I'm not sure like how we actually do that so there's definitely I mean we can all obviously like increase that five percent to a larger number because we realize too that you know just five percent which I think is what we had mentioned at some point in time time when we actually did the math is not a lot of kids so how do we like increase that you know do we want to say we want you know 25 percent you know um a number of kids again reducing that number of 674 like we want fewer kids to

055be in need of intervention is our ultimate goal but how we actually state that and then how we measure that we're still kind of grappling with that could you as a follow-up if we changed from the five percent to moving up a band would that make it on the S back for the maybe for the fourth and fifth graders but and so that maybe maybe for the younger ones it would be five percent but maybe for the fourth and fifth graders it would be moving up a band would that does that would that make sense it does it's it's that struggle of like where that kid is currently performing you know so that student that's really close to moving up to that next band whether it's a one to a two or a two to

056a three obviously doesn't need as much support um but that student that is is you know far from meeting that next band is going to need a lot more support so we want to still measure whether they're improving um and so that's what we're grappling with like if we just look at you know did they did they I mean obviously we want more kids to be in threes and fours overall like we want fewer kids to to qualify for for intervention and we've got multiple measures that we can look at to determine whether they're making progress um but that Final Cut point of you know does that I mean we can set that Target but and we're still going to measure the growth of each of the students in whichever method we're going to do

057so I don't know that the answer the question because we've had so many conversations about this like as a department team like trying to figure out like how do we measure this since we identified students on all these different measures I look forward to hearing where you Landing Mr Rawlings as a follow-up to that when you're when you're looking at these students are you and you identify them are you looking at other factors instead of just the test taking because some students aren't good in test taking but they're actually achieving in other areas are you looking at that and then how are you separating those two so our data sheet that we actually provided like to the uh to the principals and the intervention teacher has the students it has you know their star scores

058it has if that's what it was it has their s back scores if they took it their achieved scores it has their performance on their report card it also has you know are they an English learner you know did they have like a disability we actually pulled some of the students that were receiving services for special education out into another group still on the spreadsheet but we're not counting them in there because they're getting Services already but we also like shared you know the how the principals really look at that because like you said maybe there's other factors that we don't know about we just looked at numbers and that's like where the the principles and the intervention teachers really are digging deep so we had that starting point of like let's give them a

059list here's that starting point but then they know like which students you know that those students were kind of just having a bad week you know and that may be why that they you know something was going on with them at home and so they may not may not need as much support but then other ones need more support but are those included here or have they are right now yes okay but your plan is as to we will still measure on these students because those are the ones that we identified but in terms of the services that the principals provide that may be not all six 674 based on and there may be additional students that they know need intervention that just enrolled or something's happened this year and just uh just to follow

060up to get to the five percent I think we talked about it at like during our deib plan I think there was a five percent somewhere yeah that's where we're like I don't know where we landed on that one but that's like where it came up with any other questions related to slide 23 actually on this okay other questions trustee for path well it's a tag on to Kathy's question to you so we've identified 674 you're saying that principals people at the site the intervention teachers are working with those art do you think you provided three great examples of students that are making great strides in our district so um what percentage of our 674 elementary students that are needing intervention or receiving it actually receiving it or what you know can you speak to

061that yeah we don't have that yet I mean they're still sort of putting those groups together um so we don't actually have that but those are some things that we'll be collecting as well like which are the ones that are actually receiving the services the other thing that we really are focusing on with the intervention teachers is really again that strengthening the core right so we're working with our teachers they're providing coaching they're providing strategies so that you know there's some of these students that may just benefit from interventions in the classroom like another pull out reading group or something and not needing to actually go to the to the intervention teacher so we're really trying to put those systems into place of how you support all students and then providing those additional supports as

062as needed and so that's also something that we want to be able to measure like what's the impact of this one-year position and how do we make sure that we've got those systems in place at each of the schools so when that person goes away it doesn't all sort of Fall Apart Christy Rawlings um you just made me think of something so when you filter out those students that maybe don't need the specific intervention maybe they had a bad day not great test takers that's when you're going to apply the five percent correct you're not going to include them in the five percent that oh they didn't need it so that's part of our five percent that was reduced yeah so if like we look at our list like once principles have really dug in

063there and determined that maybe some of those students shouldn't have been on the list and we'll like revise that 674 number if that's the case correct or whatever percentage we end up landing on yes unrelated uh this is for Dr Nye um when you were reporting on reported data um and their success indicators you're going through some of the reasons why we didn't meet some of the goals on the success indicators I didn't see anything the why yeah I think that I'm trying to think of ones that we didn't meet English as an example overall English we did not meet we improved we went up a percentage 1.1 percent but we didn't hit our overall Target of two percent um we haven't dug deeply into the data yet to figure out are there particular School

064sites where there's some discrepancies there um was it a grade level or a specific group of students that didn't perform well we have a meeting with principals a K-12 meeting in September and that traditionally is a data kind of mining meeting where we're going to sit around and look at the data at each of the sites and go over kind of an action plan moving forward for the year so the others I know that the social emotional learning goal as director opsid mentioned we did hit several of the categories we increased over fall to Spring results but we didn't again at the overall Target so we were increasing our graduate profile awareness but we weren't hitting our targets so um you know the the deib goal is another example of a we were certainly working

065towards putting a plan in place but the uh the the metric was to get it in place obviously at the start of the last school year which we did not accomplish so that's another example of not meeting a particular Target and just to follow up do you look at cohorts in terms of how they improved or didn't improve yes so we we provide a ton of information to school sites one of those is cohorted information so they'll get cohort information on S back in particular of their students that tested in grade three is an example on how they performed over third grade to fourth grade we'll do pivot tables for individual School sites so they'll be able to see students that grew bands from one year to the next as well as students that declined

066in bands from one year to the next they can break that down to the grade level and all the way down to the teacher level if if need be in a principal wants to dig into that data to try to figure out how there is there a teacher that's doing something particularly well that can share that with other teachers on best practices or are there a cluster of students that aren't performing for whatever reason so that's all data that is provided to principals again that'll happen at the September meeting coming up for the K-12 meeting Christopher Beth I had asked staff about the number of middle school and high school students that are not meeting standards and how many of them are we providing intervention plans for so I just would like to see if

067you could speak to that yeah so I just ran some quick numbers um in regards to middle school students not meeting the S back this last year in English language arts we had approximately 1400 middle school students not at grade level standards um and that's sixth seventh and eighth grade and another 215 high school students not meet and obviously that's only one grade level grade 11 for those students not at grade level I would say that um certainly a good majority of those students are receiving interventions at the high school level it's a little bit different because we're only testing at that one grade level so we're looking at a combination of things not just the S back but we're looking at grades specifically at the secondary level we're also looking at their performance on

068common assessments um and and you know at the high school level we also have other metrics that students take math specific courses or math specific tests that they're taking that teachers are looking at to provide intervention as well so it's a it's a combination of things that are identifying students in need of intervention I would say the types of intervention at the high school and middle school level vary there's a number of different things that we have all the way down to read 180 and Math 180 classes tutoring classes before in school be before and after school tutoring as well as a number of different interventions in school Dr Brockett had mentioned the Lancer success at the ninth grade level at Carlsbad High School we also have Apex which is a credit recovery program that

069students can recoup credit during the school year at the high school levels at both Sage Creek and Carlsbad High so there's a number of different interventions academically there's also social emotional interventions with counselors question on how do you measure anxiety and he said anxiety went up or downs but I'm interested in uh how to measure anxiety our students yeah I don't think there's a formal way to measure anxiety we do um Monitor and track students that we see for various reasons I know Wellness together provides us a report every year about the types of students they're seeing and the reason why they're seeing students I can tell you anxiety is the number one reason uh high school students in in particular that Wellness together gets referrals for um so they monitor and track that and

070then they provide resources for that student and their family uh Beyond if we have resources at our school side as well all right I just added that that in addition you know for the general student population I know I met with both of our High School counseling teams today and they both talked about the work that they're doing this year um and and have been doing over the past few years to to do proactive being out in classrooms doing lessons with students so one of the things that they don't talk about among a variety of things would be you know how to cope with anxiety and stress and things like that um in you know that social emotional learning piece so um I know the true same is true at the uh at the middle

071school level um and and even we we see it in elementary where they do things as basic as just sort of tracing a drawing or whatever it may be to help bring um you know that stress level down so I think we're seeing it across the board in a variety of ways being addressed but yeah the measurement I don't you might have to get a professional in that area to to be able to speak to that Christy Rawlings as a follow-up um someone doesn't have to be diagnosed with anxiety in order to be included in the measurement correct no that's correct and then I I just have one final question um I did notice in reporting out graduation rates year over year there were certain groups that actually drop pretty significant do you have any

072reasons why for that we haven't taken a deep dive into those numbers I one of the things that um I do want to point out about those specific numbers is that it's important remember those are cohort numbers so that's your your cohort that starts in ninth grade and then continues through for four years we're doing some work right now actually to to re-examine how we track our cohorts and and making sure that we are uh we're addressing if a student leaves the cohort that we're properly accounting for them there's a variety of reasons why a student might leave Carlsbad for example and not get it and not be removed from our cohort if we're not able to verify their enrollment somewhere else so a portion of that a portion of that graduation rate at least

073is accounted for because of the the nature of the Azure being a four-year cohort rate we have very few students like this year graduation rate we have very few non-grads year in and year out that's just a small handful of kids who in most cases were working with to uh to graduate you know if they don't graduate in June we're working with them to graduate over the summer some of the specific areas where it may have dropped a couple of things to think about is is between 22 and 23 in clut for the class of 22 we still had ab104 in effect which gave sites greater flexibility in terms of graduation requirements and working with students so there's a possibility that um that that you know impacted some of those student numbers in terms of

074the students that we did have and then some of those areas are are relatively smaller groups of students so you know a couple students one way or the other can make what looks like a relatively bigger difference and that's what I would say is that when you look at your performance of drops you know English language Learners is an example you're talking about a sample size of only 33 students so that that could mean one or two students in that particular group that shifts that significantly right so um you know that the the end number is also significant when you look at these groups any other questions trustees okay well thank you is there going to be any discussion is there going to be discussion yeah let me see yes go ahead trustee Ryerson thank

075you um and I should have said thank you for answering the questions that I had beforehand Dr Nyan I appreciate that um I just want to make sure that the fellow our my fellow board members are aware the a to G pass rate when when Ed Trust West came and worked with us a number of years ago and when they first recommended that we have a to G be a high school requirement High School graduation requirement there were people in our district who thought that that was a horrible idea and that they um because they said that this is not fair to some of our subgroups that they won't be able to that will keep them from graduating from high school and um and I just wanted to make sure that you had that background

076because at the time I think our age of degree agency graduation rate was in the 40s of our of our of most of our that was I think it was typically in the 40s and we have not only moved up the entire population but if you look at the subgroups the a to G graduation rate is is actually quite good and so I think that we should we need to keep that in mind that sometimes which something that on the surface might look like it's a really bad idea for students and I believe it's probably was a very good recommendation and was when you talk about Equity it was absolutely what we should have been doing all along and I'm very glad that we did that because it it kept the standards and the goals

077high for all students I just want to bring that up and then the second thing is I just want to make sure that my fellow board members are in agreement that we do want to have for the this these 674 students that we do want to make sure that they are all being looked at that we want them all to be making the measurable progress we don't just want to have five percent of them no longer need interventions because I I just want to make sure that I was not the only one who was that that was important too that that we are looking at all of those students so let's say Rollins and and I would agree I just again I don't want to be providing interventions for a student that's having a bad

078day or that you know just isn't a good test taker but has you know it it wouldn't be A's I guess it's you know um uh but is making progress at grade level it just didn't do well in a test so I just want to make sure that that gets filtered out so we are focusing our resources as much as possible for those students that that truly need the intervention because I think we'll far surpass the five percent if we do that other discussion you know you know I just like to add and I agree with you trustee Rawlings on that is that uh we don't want to just play with numbers and everything we really want to impact a large amount of things so you know don't want to get caught in definitions uh

079that it's it's really about the kids and so um you know the only thing um I guess I'm a little bit concerned about is um how we explain you know what's working and what's not working so I'm interested either in a report or that when you get together in September K-12 and everybody comes to agreement on this is what we need to do to improve on certain things that not just me but my fellow trustees we would have something to say this is what the plan is that I think that'd be helpful well what the Improvement I mean it's this is a discussion with the board so I'm wondering do you need thumbs for this or I'm trying to figure out what you're asking us okay thank you so my discussion with you is is

080it important for you for each of you to see when they have the September meeting K-12 how they report out to us what the improvements are going to be you're talking this the June meeting or the September meeting K-12 okay so what you're requesting is is that do you know because I'm asking is that important too the rest of the trustees could you clarify what it is that you're wanting to hear I I'm not sure in September indicators right we had them reported what we didn't have report is how are you going to prove those what I understand from the rep from information was in the September meeting they're going to talk about all that and then talk about what the plan is going to be going forward what I said was what asks is

081that important to all of you to hear what that is going to be does that clarify yeah thank you yeah I I would agree because it sounds like we're still trying to figure out um what multiple measures we're using what the cut points are because I think you stated that they're different from site to site so I think with after that meeting it would be nice for us to hear and just to piggyback on what you're saying um what what the consensus is and what interventions you're all going to be focused on and how you're going to measure that and what the plan is I would like to know that mm-hmm and Dr Brockett kind of teased a little bit that you want to talk about maybe some disparities between school sites right in this

082conversation I think it was you Dr Brockett that maybe would be having conversations between principals talking about what's working and what maybe could be added to a different site to maybe look at what disparities why there are disparities between some of our sites right I think that might be about so let me back up a little bit to trustee Rawlings this is a discussion within discussion uh just to keep focused on this uh back to I know there's two of us that I'd like to have that so I'm looking for thumbs because this is a discussion item how many trustees are interested then reporting back from the September meeting trustee Rollins can I ask a question of staff oh you want to shift now to say well I'm I'm asking permission um if I recall

083I believe you do kind of a mid-year point with that you bring back um information to the board isn't that included as far as the way you're going to look at improving at the mid-year report we do a Midway mid-year report that talks about uh kind of where we're at but we also do if you recall we have a data commitments refresh cycle and so one of the things we do at the September meeting is that we put Reflections from each principle on how they did on their wigs for the previous year and we share that we compile all that information and in that they're sharing you know did we meet our academic wigs if not why not and and they're putting information in there so certainly we can commit to doing that for each

084of the school sites and then also commit to really solidifying the intervention plan at the elementary school and provide you with the action plan what it's going to look like at the various School sites you know these the so we can Shore up that as well so I think both of those will get after what president Pearson was initially requesting he had three thumbs for that or more for that the reason I'm asking that because I'm not sure exactly what you're asking for you are you asking for an additional report and if so at what time after the September meeting among staff so that's why I'm hesitating because I'm not sure exactly what you're asking for try to explain it so as far as timing um it'd be the timing that reason reasonability tests to

085Dr Nye when you can provide that to the to the trustees to the board yeah we could at the end of September I believe we say that we will update the board on the data commitments on the the site wigs for each of the school sites and we could at the same time also provide you with the the the action plan if you will of the intervention at the elementary school including targets okay so how many thumbs do I received okay talk tonight okay trustee for Beth I'd like to continue to discuss I had asked Dr Nye about the intervention needs at the middle school and the high school level and he had reported back the number of 11th graders and that would be our current 12th graders so that's 215 students that didn't meet

086so I just would like to hear back more because these are going to be our future graduates in a few months so I would just like to get some feedback on on those particular students and what we're doing at the high school level because we're talking about elementary a lot but I'd also like to talk about secondary and get some reports back from that because I think it's important when we look at our graduation reads so you're asking all the trustees how many agree with you on that yes when would you want that report and what would you like included in that report well I think it could be similar data to what were and the similar timing regarding the elementary whenever it's just to clarify it wasn't just Elementary Oh I thought they said

087Elementary the K it was K through 12 years in September what's the question I'm sorry yeah we we provide a report from every principle at all the sites on um their wigs their goals from last year and they give a reflection on did they meet their goals or not why they felt they met their goals why they felt they didn't and that's part of what we do annually so high school principals would be reporting out I you know whether or not it gets to the specificity of those 200 kids and I I don't I don't think it does but um yeah I guess I'm just very interested in what intervention strategies we're providing to those 215 kids because they're going to be graduating this year so if they're not meeting standards like how are we

088helping them to get to that level so that we graduate kids who are meeting standards but you're sorry trust your work okay but the 200 is also based on S back correct because it's only 11th grade so that test is given in the spring so if they're looking at that right so it would have to be something and that's 200 with both high schools in total yeah and that was only English language arts I would imagine we had probably I didn't look at math but we'll probably have a little bit higher number in math some of those are the same kids right right um so yeah and it's both high schools you said correct so it might be a little bit heavier on the Carlsbad High School side than Sage but and it's at the

089end of the year so it might be kind of hard to base it on that in terms of intervention support so it would be half you would they would have to track something else because it would have to be at the beginning of the year trustee Rawlings and I was just going to say too that we would still have the same I think the same situation that um that they didn't meet standards on that particular test on that particular day but you know they may they could be an honors English you know and and or an A B English or what have you I mean I know many students that that don't take what you know don't do well on tests but again are in you know higher levels so they're meeting standards and they

090will graduate and they'll meet the a3g standards so but but I hear what you're saying and I would be willing to support um you know how your how you're tracking how you're tracking it and then to make sure that that those students are getting the assistance they need in their senior year is that what you're asking for and then you want it the same timeline as well or or would it there be it yeah other data data science not necessarily to get a um why Elisa bye Elisa um it might be better to have a conversation about looking at students that are coming into high school and where they're at so you know maybe they're going to base it on a certain class or of cohort of students and see how they do as they

091and use some type of measure as they track and go through high school but I don't think it would really make sense like you know a high stakes test I guess back you know puts a lot of pressure on kids they might not get the best performance and the best most accurate data because in it they take it once in high school so it might be something else but I'm sure that they do that in high school the teachers and everybody are are paying attention to students that need more support and I'm sure they're providing interventions so we still need three thumbs for where you were going with that trusty barbell and trustee Rawlings you were you weighed in on what you thought you would agree to I think I heard you say I was

092asking about timing and we're not sure about the timing because I you know I realize staff you know has a lot of work to do as well and you know when when would that be appropriate to bring it up where it would have the impact that I think you're looking for so that before I could agree I'd want to know those specifics well I think it's important that we you know look at our middle school kids as they feed into high school but I'm trying to put a cohort together of our 11th grader or our 12th graders now who are going to be graduating and what assistance they need so whatever timeline would be appropriate just making sure that we're capturing these students and we're providing support so I'm not looking for it this month

093but I think it would be appropriate for us to keep track of these students see what interventions we're providing can I trust your work go ahead yeah yeah I'm sure okay staff I was maybe you can speak to how you how you support students with various interventions at the secondary level and how you and also kind of curious the 200 students has that changed over time I mean is that is it a is it more now than it has been I mean I know we went through kobit but um yeah I would have to look and see how big that number has fluctuated over time I just looked uh based on uh trustee verbas question today so we looked at high school and middle school specifically for English language arts we have a various number

094of interventions I was just talking with Dr Brockett on um you know how we could maybe take a look at the cohort of kids that were not meeting standards on S back math and English language arts in the 11th grade year and and maybe there's a way that we could see of those students which students received interventions uh between their Junior and Senior year and what types of interventions they received it would it would take a little bit of digging for us to see uh you know part of that is relying on the sites to actually be recording the interventions that they're receiving so if a student goes to after school tutorial as an example I'm not confident right now in that we're recording that in an SIS system that we can monitor and track

095so I would want to check with high school principals just to make sure that there's a way for us to Monitor and track that I would say as well um you know the the idea that you know what we're hyper focused on at the high school level is is grades and and we want to make sure that students graduate having met a to G standards which is our graduation requirements um and so while the S back is one point in time if students are passing their grades it means that they're meeting standards in those classes and so that is the ultimate kind of measurement or predictor on how well students are going to do on Life Beyond High School I was just thinking about that too and I I'm just wondering too if you can

096kind of go backwards a little bit if you're looking at like let's say you have 150 students at Carlsbad High School if you can kind of look back to see the kids that weren't at grade level standards are these the same kids that weren't meeting their grade level standards their freshman sophomore junior year and then there's still no improvement when they get to the S back that might be I mean is that typical is that what happens but if that's not what's happening you know I mean it might be something else but if you're seeing the kids that hit 11th grade not meeting grade level standards you know what support have those kids received in the pre previous years and has nothing changed and if that's consistently what's happening at the secondary level then maybe

097some something different needs to be done from 9th to 11th grade when they hit 11th and take that test does that make sense so trustee Ward before we Direct if you're saying something different than trustee verbat we still want to get three thumbs we're still in this discussion portion so if we want you know majority of the current trustees here I'm not asking anything it was just a thought oh okay trustee Rawling trustee or Beth would that satisfy what you're looking for yes it would I think I think I just want to continue the dialogue and track these kids that are coming out of Middle School into high school yeah yeah trustee Rollins and how much staff time would that take I don't know right now um because I don't know the level in which

098we're um accurately tracking interventions for students but I certainly think a good step could be looking at students who are not passing as an example there are math classes in ninth grade year their ninth grade class their math classes in 10th grade year and then their performance on the ass back versus conversely are we seeing students that are passing their math classes in the 9th and 10th grade year but for some reason not passing the aspect so we we can look at some of that data I it wouldn't be quick I I think it you know for us to turn something around uh for that would take us a good month or two yeah maybe it's not everybody maybe it's just a group cohort that you're looking at to see what the impact impact okay

099so everybody clear what trustee verbat what's your what you're requesting so okay so how many thumbs do we have I'm sorry is Staff clear on what the trustee request is because I'm not I've not taken adequate notes I'm sorry I I don't have anything to repeat so here's I'll try to attempt it I think what staff is going to go back and do is look at math and English language arts for 9th and 10th grade students and do a projection of students that either have D's or F's in in their math class and their English language arts class and we're going to work backwards from last year's 11th grade class so we're going to track and monitor and work back from students and then uh sorry I'm not giving you the right words we're going

100to look at 9th and 10th grade students um and look at their grades and then compare that to their s back scores in grade 11. and see if we can find any patterns there and then we're also going to try to match up whether those students received interventions along the way and then report that back to the board that's correct your findings yes okay thank you okay so thumbs for that record trustee Ward we're doing thumbs oh okay I just want to check for your okay Dr Churchill do you understand um not really but I trust Dr Nya okay we're going to move on that's okay everybody all right thank you uh item 7.2 2022 23 unaudited actuals financial report proposition 30 education protection account expenditure report and resolution number 10-2324 adopting the Gan limit

101for 2022 23 and 23 24. trustees this is a discussion action item I will hand it over to Mr Dill thank you I'm glad that was a long item to read because I'm adjusting back and well yeah I just need to kick Dr Nye off of the uh off of the screen here actually I need to do one more movement here all right now and I yeah that's what I thought I did hang on I know how to do it you know hang on cast screen all right I knew I'd get there I think I need one more agenda item between uh doctor and I and me to get everything correct so thank you good evening trustees uh tonight I'm presenting the results of the 2022-23 unaudited actuals once we end the fiscal year it

102takes us about a month and a half to go through and close all of the accounts and do the final settlement of where we've landed what I will usually say at this time of the year is every time we bring a budget to you it is our best estimate at that time it's based off of assumptions that we knew then and this is why we bring back different iterations of the budget throughout the year because as those assumptions change we we change the budget and then we get unaudited actuals and I tell you what really happened and so these are typically the real numbers uh for the entire year and why sometimes I'll say I'll tell you next August how much we have to spend today uh there will be an asterisk to this report

103though and I will get into that and it relates to um the status of our contract agreement with uh with lyuna which is causing a wrinkle in what we are reporting tonight and what we may be reporting as our final audited actuals when we come back in December so three main themes for this evening we saw an increase in revenue and that was expected at the very end of the year as the budget Act was passed and the legislature and administration restored dollars that we assumed were going to be cut mid-year so we've reflected that in the united actuals I'll be explaining all this in more detail as we get through we did include the value of the salary increases with Cuda lyuna and management and then when we really look back at what happened

104last year versus the year before so the 2122 school year what stands out and uh the the biggest jump uh was in services and specifically in special education transportation and special ed agency services and then also our utilities so I'll be talking through all of those things as we go through at a very high level this is the summary all in Revenue all in expenditures the beginning and ending fund balance I'll break this apart but as as you can see uh increase in Revenue again that's the Arts and Music instructional materials block grant the learning recovery emergency block grant both restored that was put in expenditures we had an increase because we added the value of those salary increases at the end of the year that we did not have at audited actuals and we'll

105talk we'll go through that this is just the history I show this to you every time we we come to you with a budget report or the unaudited actuals the unauded actions would be the second to last group of bars there so you can see more Revenue than we took in expenditures all in but that was predominantly on the restricted side of the general general fund budget which shows that increase in the black bar which is the restricted ending fund balance just looking at two different pie charts revenue and expenditures where we get the money and how we spend it uh of course uh local control and prop funding formula and property tax is the majority of our funding other State uh the orange slice there is larger for last year than it will be

106in upcoming in the upcoming year because that represents those two big one-time block grants that we do not get this year so that'll shrink and blue will grow when I come back a year from now and show you how we ended this year on the expenditure side this is this is pretty typical in terms of the spread of of how we spend the dollars except the gray slice of services did grow last year because of those areas that I I spoke about at the top of this and we'll go into more detail in a moment breaking apart the revenue by the major categories here uh just uh some minor changes to property tax and federal revenue that's typical and very minor compare comparatively to the the the big dollar amounts that we have for the

107full Revenue uh on the local Revenue that represents uh insurance proceeds that we haven't received yet so claims that we filed last year specifically for repair work we did at Buena Vista Elementary School and the Carlsbad High School gym we booked that revenue for the Claims Settlement it hasn't hit yet actually we got half of the Carlsbad gym this week so that'll be scored against this year's Revenue so that's the the dry you normally do not see a drop in local Revenue at year end it was essentially the claim settlements that we hadn't received yet and then on the state side that big jump in the middle precisely what I spoke about with the restoration of the two big block grants this is uh in more words what I've already explained to you so I

108won't explain this uh this slide any further regarding the block grants one thing we are pointing out just an update on our attendance rates and so this is not uh enrollment this is the percentage of students who attend on a daily basis compared to our enrollment and how we stack up the dotted line in the middle is pre-pandemic and post-pandemic also there's a gap in the years that are reported there because in the 2021 school year attendance was not reported Statewide so we don't have data that we can that we can share on a Statewide basis there so you can see before and after definitely a drop in daily attendance there was a rebound in the previous year 2223 but we're still not back in terms of daily attendance where we were pre-pandemic and this

109is as you can see with the Statewide numbers they're seeing more or less the same trajectory as I talked to my colleagues this is something that everybody Statewide is suffering in all sorts in all districts and really when we look back to last year we well two years ago in 2122 we thought that was an anomaly that was the Omicron surge year when we had such uh low attendance in in the spring and or winter and spring of 2122 uh we thought we would fully rebound haven't quite yet and you know frankly it's uh you know behaviors have changed and when uh students in the past have the sniffles maybe they went to school now they don't uh and parents are keeping their kids they're they're doing what we told them to do prior to

110the pandemic of keep your child home if they're sick we think that there's more of that going on and so we're really not sure when we have conversations at the state level whether This Is The New Normal or something like it and this is really what attendance rates should have been however uh you know we want to stress to families that School attendance is important I know president Pearson sent a letter out to families last week talking about all the reasons why attendance is important so you know this is a goal to um you know every every tick up we have in our in our Ada percentage is additional dollars that we would receive in the local control funding formula so that's information on the expenditure side you can see uh from where we were

111at estimated actuals to actuals we didn't have the value of the salaries uh settlements and so we plugged those dollars in that's net of any other savings that we might have had uh in because of vacant positions and other savings that we would typically see at the at the end of the year and then for the rest of the categories books and Supply Services we did capture savings there red is good on this slide usually Red's bad everywhere else I show it to you but it's good on this one and so it is it is typical that we do capture savings at the end of the year in those books and supplies and services categories that's what we saw this year I will note though in particularly in Services we did increase those budgets mid-year

112particularly in the special ed categories in the utilities categories as we saw our expenditures above what we had estimated at the beginning of the year we adjust it upward and then we brought it back down when we when we paid the bills so in speaking about the salary assumptions uh even though we will be paying uh retro salary adjustments to Cuda and management in this year it's accounted for in the prior year because that was last year's salary settlement so as we were closing the books we put the value of that into last year's budget as if it had happened in that budget this is a cruel accounting and this is the way that it's done we also on the the eve of closing had reached a tentative agreement with lyuna and we calculated the

113value of that we also accrued that value back to the prior year had spoken with our Auditors in the County Office of Education they advised us to do it that way however subsequently last week we learned that lyuna had not approved the tentative agreement we did not have time to adjust the the unaudited actuals go in and rebalance every one of our accounts to pull that value out and so right now the value of that salary settlement appears in the united actuals uh if by the time we close our audit with our independent Auditors if we don't have a tentative agreement reached or a full contract settlement and agreement reached we may adjust last year's expenditures down to pull that assumption out and any agreement that we would reach with lyuna would be scored against

114this year's actuals so this is all accounting speak but this is the first time I've come to a board and said this is not entirely or this might not be entirely accurate this is not entirely reflective of what happened last year however under our accounting rules and assumptions this is how it was prepared and it could still be the the final version when we come back to you in December either way the audited actuals will be the most accurate reflection of of uh what occurred last year uh so in just uh talking about the other expenditure categories where we saw increases I mentioned uh increased support for students with disabilities to lead to higher costs across the year uh we did see non-public agency costs these are the service providers not the uh non-public schools

115where we sometimes have students placed that increased and so the the biggest category there were instructional assistance uh when we were not able to find staff to fill those vacancies we had to contract out for those Services it's a much higher cost and so uh so that cost kept creeping up throughout the year there's some other categories in there as well for medical service providers and others who also had had raised their rates the transportation costs additional students had qualified for transportation so we in order to meet Our obligation to provide transportation we had to increase that as well but there were good news I don't want to beat up on special education uh one you know we believe in providing the services but to non-public school tuition and residential placement those were reduced and

116that's good news because that actually means that we're bringing students back into our programs when we see reductions in those programs so there was some good news in special education um didn't quite offset some of the bad news that I mentioned but it just shows the great work that they're doing over there with providing services and attorney costs additionally decreased as well so even as we were bringing students back we weren't being challenged for the reasons to do that so some good and some and some not so great in in special education budgeting and expenditures I'll talk a bit about utilities as I mentioned when we compared to the previous year our utilities and trash increased in total by about one million dollars last year and so in looking at sdg e water and recycling

117what are the trends there I will be bringing back some additional information specifically about solar and savings we may have some information from our contractor that that installed that by early October so I can bring in some comparative data but if you just look at the Blue Line and see way back to 2018 and then the next two years when we were fully open you saw a pretty good drop in in just the dollars that we were spending we saw a big spike this year that includes that surge in natural natural gas prices that everyone saw and so I have staff going through the bills right now pulling out the gas costs just looking at the electrical consumption so that we that can support that analysis that we're doing on site by site solar non-solar

118uh how are we doing with both our energy consumption and also the projects that we're doing with measure HH which are intended to lower our consumption notwithstanding the solar production that we're doing um the the the water we really took a look at that because we saw dips and spikes and and it really does seem to coincide with when we do Major Field Rehabilitation so when we actually went back and and looked critically it makes sense that we saw this this these highs and lows with recycling we are diverting more waste away from the general landfill and into Recycling and organic but that also means that more trash trucks have to come and pick up those additional bins and so we are working with the waste hauler to improve our sorting and also to reduce

119the number of trips per site so that we can reduce that trash cost so we're doing good work on on trash and it is leading to more pickups for trash so that's that's the work to be done in this upcoming year and and our maintenance staff and custodial staff are doing that work right now okay so the general fund balance comparison again looking at where we uh had assumed we would be at the estimated actuals versus unaudited actuals uh you can see the uh the net change and we do have a uh a net deficit on the unrestricted side it really is the contributions that we made towards all of those Services uh from the unrestricted to the restricted side also the salary settlements it's really everything it's not one thing it's everything that leads

120to that unrestricted deficit on that side on the restricted side the Surplus really is the intended um receipt of the one-time State block grants last year that we intended to carry over into this year to support the certificated staff who were funded by Esser and other coveted relief dollars so these were counselors and other intervention teachers and then also using the discretionary block grant for upcoming textbook adoptions and the additional intervention teachers that were approved by the board in June so all of those dollars we intended all year long even though the revenue was changing we had always intended to carry that into this year and so we were always showing a surplus on the restricted side from holding those State dollars with the intention of using them this year what that means is we'll

121see an inverse of that we'll see a deficit on the restricted side this year because the money came in last year we're spending it this year however the fund balance will be will be still thriving and protected so our next steps uh will be back in December with the first interim report and there will be lots of adjustments as we typically see when we go from uh the beginning of the year to First interim uh we will be since the salary increases for Cuda in management and potentially lyuna came in late uh we will be incorporating those into this year's budget because they were not included at adopted we will adjust the property tax estimate start looking at enrollment versus attendance rates and start projecting out our future Revenue as we lead into the budget

122adoption cycle which will follow the next month in January when we start that that process and the actual audit report will be back to you in December so with that I am ready to entertain any questions this is time for public comment how many blue cards been received we have one blue card can 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 first speaker is Scott Davison foreign I note that spending is up in last year's revised budget driven primarily by an increase in salaries and benefits I hope this isn't a pattern of things to come I note that there are some hints about financial trouble ahead and some notable omissions of

123some key data that would tell us what to expect in the coming budget year first enrollment we haven't received the enrollment numbers for the first day of school indicating the number of students and staff at cusd that is usually presented in a colorful infographic just to note despite Dr Churchill's statement a few minutes ago we still haven't did you catch his trick he didn't give us the overall enrollment number but rather in apples to oranges comparison of our day one number to the October count from last year but not the raw data why because the October number is always lower which means we've likely lost even more students than he wants to admit and this is in spite of us adding an entire grade of TK students which should have boosted our enrollment numbers in

124the first place so despite predictions of flat enrollment we now see that it's actually down despite Dr Churchill now claiming that this was expected due to low birth rates cusd just a few months ago was still predicting flat enrollment at cusd in spite of this known birth rate issue so hopefully the board hasn't forgotten this clever change in messaging we're now receiving tonight from their superintendent have we adjusted staff as a result of this unexpected decrease how are our staffing levels and class sizes in comparison a company facing lost profits reduces employees to stem the bleeding and maintain fiscal responsibility if we want to talk about funding and academic achievement where is our data on chronic absenteeism last week many of us attended an important Community event where a director at Oceanside unified talked in

125detail about the consequences both financial and academic of chronic absenteeism he went into detail about the raids at ousd the causes and what they're doing about it their Solutions are varied and intense just like the causes but what is the what is the chronic absenteeism rate in cust you wouldn't know from coming to a board meeting those of us who do know know where to find those numbers know it's bad in 2019 chronic absenteeism was in the single digits but by 2021-22 we had skyrocketed to over 20 percent now we all know the reason that it got this bad in the first place crazy coveted restrictions like mandatory quarantines for unvaccinated kids and forcing every child to stay home when they had a runny nose some districts have set out to try and fix this

126LAUSD already told kids at the beginning of the school year that they should come to school even if they have the sniffles because this obsessive safety culture has devastated attendance Ada funding and academic outcomes has cusd analyzed the rates of chronic absenteeism as Oceanside has and determine what messages to send to parents who encourage higher attendance and better financial and academic outcomes or his cusd been so consumed with Dei ethnic studies and other political distractions that it's neglected its primary Mission now reflected in increased costs decreased enrollment and decreased funding thank you Steph do you have anything to add not at this time trustees do you have any questions trustee Rawlings and then trustee Ward thank you on Slide Five you show comparison between you saw a comparison between revenue and expenditures as far as

127percentages go but can you outline what the ending balance and or reserves is as part of the expenditures in percentage in percentages so here you would see uh if you're looking at all in 41 million in total reserves compared against uh 172 million um I can do the math quickly the the main thing that uh that I look at is the unrestricted ending balance as compared and not the total but if we're just doing big round numbers that'd be 24 that's just big round numbers but in terms of the unrestricted no my question was how does it how does it relate to the chart that you showed for expenditures so it would be 24 so you have certificated salaries is 41 and you have the Reserve at 24. I've never done that analysis of looking

128at the total Reserve percentage as a comparison to the total of how we spend our dollars is that what you're asking well it counts as an expenditure doesn't it as word and then when you do your budget doesn't it count as as expenditures on the other side but but the ending balance isn't Revenue it's savings so but as far as when you're looking at this chart that obviously doesn't equal 100 so the rest of anything that's not there is reserved which you said it's about 24 so that would be in comparison we have 24 in reserve and we have 41 certificated 12 classified would that be accurate uh again I don't look at it in those terms of the percentage of the reserve to the percentage of expenditures in Revenue that normally we when we

129look at the at the percentage of the ending balance you're looking at the either the total unrestricted ending balance or the total general fund ending balance as a percentage of your expenditures not individually salaries or benefits or any of the components of that but it's still a percentage as it relates to revenue correct again we look at it in terms of expenditures not Revenue we look at the ending balance as a percentage of Revenue not as a percentage of expenditures okay so it's 24 percent of Revenue of expenditures of expenditures or Revenue expenditures okay so 24 is committed to reserves as expenditures correct correct okay thank you basically if I could if I could clarify so what you're what we're looking at is uh if you were to take all of our costs and compare

130that to how much we have in savings we have 24 of our budget is in savings um we don't look at in terms of Revenue if that makes sense sorry I didn't hear I wasn't correcting I just didn't hear um uh prop 28 is this year not last year uh and so that would not be reflected here in the United actuals yeah and and as far as uh prop 28 goes for this year uh we still we still have an estimate not technically an apportion letter from apportionment letter from CDE and so we've not reflected that in the current uh adopted budget that you saw uh it should be adjusted by the time we get to First enter them uh because we're we're all hoping that we will have the official apportionment from CDE um

131and then I I just answered this question earlier today as well we still do not have the precise rules on spending prop 28 yet so uh because this was a ballot measure that was put on on the Statewide ballot and not something that went through the rulemaking process in the the legislature they're still making up the rules and we might not know those until the spring yeah and so again talk this is about this year's budget we've we did some strategic things knowing what our estimate was one was we determined to hire the Elementary music teachers because we knew that would not butt up against our total amount so we moved forward with hiring Elementary music teachers we've held off on secondary because it's more complicated there with how the additional funding could work within

132Master scheduling and not knowing what that final amount was we didn't want to commit to hiring and putting more staff in a master schedule that we might not get funding for and it had actually decreased from the initial from way back in January until June those estimates were dropping because of the size of prop 98 was dropping and so you know it was it was sliding down and we just wanted to be cautious before we committed to doing anything with Revenue that we didn't exactly know how much we were going to have and what the rules were going to be around spending it but we thought we were safe with Elementary and many districts have done the same thing we have we have an estimate for the for the full amount which is yeah we

133have an estimate for the full amount which is um under a million dollars uh just just under and so but the last time we got an estimated dropped by fifty thousand dollars so you know we're okay we're being careful yeah thank you Mr Dale I know you're talking to your colleagues throughout the state regarding um attendance do any of your colleagues have like said we've figured it out and there's a real success story here somewhere in the state getting pre-covered numbers back on attendance you know I have not spoken to anyone who said they've fully recovered um you know the the the same tale that I hear is we all did better I mean consistently we all did better last year than we did before but we're not back to where we were um I

134I have one colleague who is in the district where enrollment is growing but their attendance is still declining and so they even though they are growing in enrollment they have less funding this year than they had last year and so they were in a very strange place and we're fortunate we're not in that predicament okay other questions trustee for Beth what's the fiscal impact that we're looking at with the change from previous to current so for this current yeah so for this current year we are funded on a three-year rolling average and so our our funding is set for this year uh and so and and that we knew that going into this year how much we would receive in local control funding formula um if we were just to look at the variance between

135where we are now and if we were funded on our pre uh covet amount that would be about 2.4 million dollars maybe two and a half million dollars uh difference uh if I were to really geek out on the number and figure out how to that would factor in the three-year rolling average it would be something less than that but if we were back to the way we were we were funded on current year Ada it would be about a two and a half million dollar swing so just to follow up on trustee Pearson he he asked what are your colleagues saying what's how are people improving how are our district other districts improving their Ada you know when I speak to my colleagues we're usually just commiserating on our on our money and so

136and and leave that up to uh to principles and certificated staff on working on strategies to improve uh attendance as they're the ones who see the kids every day and it really has to come from uh the ground up and not the top down uh for improving attendance Christy Rawlings thank you um uh in August we did a there was a revised budget that stated that we had we were we were looking at 150 a little over 153 million in revenue and that our ending balance would be 30 a little over 32 million now we're at 172 and uh and 41 million how does how what contributes to such a significant change in proposed budget to um that would be the uh the difference between at the time we did not know the actual amounts

137of the learning recovery emergency block grant and the uh and the Arts music discretionary block grant and so those would have been added in at first interim I believe but then even at the estimated at second interim there were still six to seven million dollar differences how do you explain those differences so in by by second interim we had the news that the governor was proposing to cut the Arts and Music instructional materials block grant and so we reduced the revenue uh assumption for the current year at second interim and so that would be reflective and that's that that gets back to my opening comments of every time we bring a budget it's based off of the you know the best information that we have at that time and uh and those assumptions get updated

138at every budget cycle and so at different points of the year uh we may have different information and this year was probably more of a roller coaster than than normal uh going from adopted budget all the way to year end um you know we we didn't know about block grants than we knew about them and we put them in and then one was proposed to be cut so we took it out and at the very end of the year it got put back in and now it's being reflected in actuals so this is where you see that that cycle in revenue and then we also were increasing our expenditure budgets through the year as we were you know suffering from you know cost increases and cost pressures particular Lillian services and then also adding in

139salary adjustments at the end of the year so you know each one of those things was something that was learned at a different point in the year and so at each point of the budget process we put in the best information and best estimates we had at that time trustee Rawlings and then so now that we realize we have additional dollars um how where does that get added into the the adopted budget from this year uh well it's already in there because uh if you look at where we saw the Surplus for this year and actually let me just uh go back to where we see the Surplus for this year on the uh in the general fund it is in the restricted side uh about 10.3 million dollars of that Surplus is from the

140Arts music and instructional materials block grant and the learning recovery emergency block grant because we received 11.3 last year we spent 900 000 on uh on textbook adoption last year as was the plan and so the rest of that 10.3 million dollars on the restricted side was always intended to be spent this year for the to sustain the certificated staff that were in last year's budget that had been paid for by federal funds and then to use the Arts and Music dollars for upcoming textbook adoptions and also now the the additional instructional support that was approved in June so all of those dollars on the restricted side were already planned for and uh and carried forward into this year last year Rawlings no I have a question but go ahead go ahead okay and looking

141at the last three years it seems like our ending balance has continued to go up and up and up um and but we have um but we've predicted that it would go down down because we have additional dollars that would be spent and that's at you know at the end of the year um so I just want to um from what you're telling me that you anticipate that our ending balance will go down um at the so this time next year we're going to see a decrease in our ending balance we will definitely see it in the restricted side uh but we see I'm talking overall because you're saying that we're going to spend it on textbooks we're going to spend on all these other things so we're going to see a decrease for the

142first time in at least the last three years um I'd say that's not entirely true because we did have uh we did have a unrestricted deficit this year we had one last year we're attacking overall overall but I look at those different funds differently um but the the the black bar there 10 million dollars of that is two large grants five uh a little over five and a half million are already booked in salaries for this year uh the remaining dollars we need to put in the 800 000 for additional teachers that were approved after the budget was adopted essentially because we were instructed to put it in this year so that's not reflected in there yet uh and then to the extent that we spend any of those additional uh textbook tagged dollars on

143upcoming adoptions that will also further deplete that black bar according to the plan so you know all in the that black bar is already intended to be you know half of it is already locked up in salaries and benefits this year shift a little bit on budget item with uh sped terms of contributions by the state and federal government I know you're reporting the past there's been some increases but transportation side of sped in particular I'm assuming that your colleagues are also when you talk about this that they are seeing the increases as well too yeah uh and it's a and it's a double whammy in that it's uh it's the additional number of students who are qualifying for transportation in the increased costs for transportation so you're getting hit on on two ways the

144one little bit of good news in in the in special education Transportation came in last year's budget act where for the first time the state agreed to fund 60 of your prior year expenditures on Transportation so while we saw an increase we're going to get six cents on the dollar in this year's budget for Revenue so you're there's always going to be a lag of what you spent and then the following year you get 60 of what you spent and so we we've Incorporated that into our Revenue assumptions for this year that we would be receiving that reimbursement but still we're on the hook for the other 40 percent of the of the growth in that cost but at least it's not a hundred percent which is what it would have been two years ago

145and on the federal side do we continue to see just minimal increases uh it's minimal at best on the federal side the state has done a good job at increasing the dollars per student that are allocated towards selfas however Statewide there's declining enrollment and so you you will see actually fewer dollars flowing to selpas even though they're on one side they're giving more dollars per student on the other side there's fewer students so these are fewer pets students so special education funding is actually based on total average daily attendance not the number of students who receive special education services and then I had a question on what percentage of that one million dollar increase was trash uh you know it was it was much lower yeah it was it was much lower it was um

146I think fewer less than than 200 000 to less than 20 percent okay yeah yeah thank you India trustee Rawlings um can you tell me what the value is of looking at estimated actuals to unauded actuals over looking at proposed budget for standard room second interim and then unident actuals as far as that you know really a scope of how we're doing in our projections yeah um I'll say it's in the last three years it's less valuable to do that because we have seen so many changes within the years and there were years when at the we went in with a budget assumption and we were looking good all throughout the year and then at the very end of the year they gave us more Federal money and we had to count it towards that

147year even though we couldn't even spend it and so that threw that year off and so we in this year where we were at the beginning of the year versus all of those Revenue fluctuations I just mentioned not due to anything that we've done but because of the state's action uh this is why I say hey each one of those snapshots in time is the best snapshot that we have if we ever get back to boring in terms of our budgeting when I think of the way things were back in 2016 and 17 when things were a little more stable and predictable I'd say that would be more valuable to say where did we start the year and where Did We End the year and maybe look in the middle and see were there any

148other Peaks and valleys but right now when I think back to the 2019 or the the 2019 to 20 school year to now there's just been so many different changes that we've had to deal with both on revenue and expenditures that it's not as valuable as Hey by the time we got to the end of the year here's here's where we landed how is providing the estimated actuals um to the unactuals how is that more valuable than what you've described well because the estimated actuals we've already made it through most of the school year and so um you know we've we we've already accounted for all of the major changes that have happened through the year um and we're zeroing in on what we believe the ending balance will be for for the following year

149um and it's accounting for all of those strange changes normally it's as I said it's it's kind of a boring operation and it shouldn't be that different from say your second interim but in the last three years we've seen big changes between February and June no I'm done okay any other questions trustees um and then on slide 12 you talked about the energy costs and that sort of thing um and I know you and I have discussed um some uh proposed decisions at the cpuc um are you monitoring those and and ensuring that we are making sure our voices are heard that we're protecting our solar investment um with it when it comes to our rates yeah and I did receive the the information you've sent I'm still trying to determine whether that actual proposal

150affects us because it doesn't appear to me that it does even though they use the word schools we don't have multiple meters at our schools and that's that one particular uh proposal um but we do get updates from the San Diego Coalition that we have uh that the I think all but four school districts belong to so we do have attorneys that are following the sdg E rate cases and report back to the business group periodically on anything that we need to advocate for and those rate cases come up every three years you're monitoring those and making sure that you that that if if we need to make sure our voices are being heard that that is heard in order to try to stop detrimental actions being taken by this yeah okay we're going to

151move on uh may I have a motion to approve the 2020 23 unauded actuals financial report proposition 30 education protection account expenditure report and adopt resolution number 10-2324 which sets forth to 20223 and 23 24 Gan limit Appropriations so move second rolling Beth made the motion trustee Rawlings seconded discussion Christie Rawlings yes I would like to make a request in years past and actually in the last two second interims we have received we have received the actual information where we have what the proposed or the projected expenditures revenues beginning balance ending balance from start to finish where we have the second we have the adopted budget first interim second interim estimated actuals and then a lot of actuals and my concern is is that you know as we go through the year you know budgets

152are a reflection in time but we're making decisions in the middle of the Year and that um I I would I would find it valuable to receive that information at I'm not at actual time so I'm asking to see if my trustees would agree that um when we get that on a yearly basis when we get this um when we get this presentation that that is also presented that we see that we get to see what was proposed the first interim second interim and the what the outcome was in the Internationals and we used to receive that um years in the years past so that's my request that we that next year's are not actuals will have that information so let me understand well first of all as far as I'm going to ask a

153question of deal how much staff time would that take but that's that's easy to do and um you know the only difference is I might have to add more context in these days but in the past you know we did have a chart that did do that I I know exactly what you're pointing to um and it would be an easy thing to include and and I I want to understand trustee Rawlings the intent of having that information I'm not sure I'm clear I mean when we're making financial decisions for multi-years and when we're only seeing small snapshots it's hard for us to say yes we want to have intervention teachers on a regular basis or we want to have art teachers on a right you know on an ongoing basis when we are seeing

154like well gosh our revenues look down right now at second interim but when we really look at it over time and we look at what the what the outcomes are we have the ability to make those decisions um uh without fear of going bankrupt if we can see that information on a regular basis in the from the UN actuals so why is that any different I'm using your example why is that any difference then when Mr dill and his team reports out to us what the trend lines are because we're not seeing what was proposed we're only seeing what the what the end what the end period is if you look at that graph it it's all actuals actual is actuals it doesn't say this is what was proposed this is what happened at first

155interim this is what happened a second we got this big chunk of money in second interim and that's why we're looking at the unite actuals of rolling over five million dollars into our ending balance that'll help I I'm confident I understand what because it's so wacky in the state in terms of how money flows between the state and School District but I'm just saying that the board should see that like right the board should see the big picture and the fluctuations is what I'm saying also and the public supported what for me I'm just speaking for myself I understand enough from you Mr Dill you know where we're going to be fiscally and what we can afford if we're doing a budgeting process and we want to add X and ask a question can we

156afford this Mr Dill can we afford it in the out years and everything you'll give me a straight answer yes sir no because but if this can help I I absolutely will support it thank you okay so how many fingers for for that our thumbs nothing yeah I'd much rather have a thumb than a finger trust me that was a trick question uh how many thumbs for that okay okay thank you for okay anything else in discussion okay we have a motion um Everybody understand the motion first of all okay and we've had discussion Ms Garcia please call for a vote student board representative Hirsch yes trustee Ward yes trustee verbeth yes trustee Rawlings yes trustee Pearson yes motion passes four to zero thank you we now move on to item 7.3 measure HH Bond

157program monthly update trustees this is an information discussion item I will not hand over back to Mr Dill thank you again this is a discussion and no presentation so I'll just give you some some updates as we go through and we have our monthly reports added to the agenda what I will start with is Valley Middle School because I've got good news and that is that we did receive DSA approval for the interior Renovations and so that crew is going to keep on working that's not what the report says that was attached to the agenda we are going to edit that before we give that over to principal flowers to send out to her community so so just a little bit of an update you know work continues with those classrooms to be completed by

158the end of this calendar year we're still working on the grading and storm water permits for the interior quad to get from the city of Carlsbad right now that quota is torn up because we had to do a number of utility Replacements and improvements so it looks bad but we but we can't do the rest of the work there until we have our storm water and Grading permits so we did what we could on uh Aviara Oaks the building's 500 and 600 are complete that was a true summer Sprint and uh teachers and kids are back in those classrooms for building 300 which will be the Arts and the music and steam building uh the interior Demolition and the roof demolition has occurred on that but we are waiting for the DSA approval on that

159which we hope to get by the end of this month and then once that happens the contractor is still on site they're going to push forward with doing the 300s renovation as soon as that happens also we should get approval on building 800 as well when that happens we will demolish that building once we I think move some additional teachers around into the 300s we'll demolish 800 but we'll do that when school's not in session so it'll be a fall break a winter break a spring break we'll get that work done and then proceed and we're still working on the overall site plan for grading in stormwater with the city on on Aviara Oaks Elementary Calavera Hills Elementary uh the steam classroom is being fabricated it will be ready for delivery later this month the

160one hang up on that is waiting on the County Department of Health for approval to reroute uh reclaimed water lines in the area where the foundation will be laid so the city is uh is good with it it's now in the hands of the County Department of Health since we are moving one of those pipes uh it's Ms Kimbrell is checking in with them regularly they know it's on that it's an urgent thing for us it's a workload issue for them for them to get to it but we're having good conversations with that and so they don't have any objections they just need to get to it so we're pushing as hard as we can on Buena Vista we are waiting for both DSA and c and City approval on that project once we get

161the city approval actually both of those we're hoping by the end of this calendar year we'll turn around and start mobilizing the Buena Vista project which would start with the work on the upper pad there where we're going to put the new classroom buildings we can fence all of that up and and start the demolition grading and construction work with the eye if we can get this started at the beginning of the calendar year to be done by the Fall for next school year so uh we're we're pushing and we're hoping uh that we can get that project going um very early spring winter the last project that I'll talk about is a brand new one as of Sunday morning and that specific Rim Elementary School we had a water pipe burst in one of

162the in the wall separating a classroom in a restroom and it flooded the entire building so five classrooms and the um and the restroom there so we actually will be starting demolish we've moved the the classrooms out we got all we got them all out on Sunday night and some work continued on Monday morning all of the classrooms are in different spaces on campus so everyone was accommodated now that everything is out we're going to start the demolition of uh of damaged building materials tomorrow we've already submitted our property insurance claim but as we were strategizing on the Reconstruction of that knowing that Pacific Rim Elementary modernization and is part of the next phase the thought was well let's not make teachers move more than once and if we're going to do construction inside the

163classroom let's do it to the modernized standard for the upcoming modernization so we've already met with the architect and the construction manager on site yet yesterday yes yesterday in order to start a a discrete separate project that will be along the same standards that we've seen from modernization of our of our other elementary schools and so we can rebuild that just once and teachers can move in and they can be the the first recipients of modernized classroom at Pacific Rim the other phases will come in behind that and if there is any good news in that is that insurance proceeds will be partially funding the Reconstruction so we will get reimbursement for the value of what was damaged not necessarily the value value of the new and shiny things that we would be putting in

164or things that weren't damaged that we're going to upgrade and modernize but we'll get some partial renovation and so that will save measure HH some some funds on Pacific Rim so that's about when we're already working as fast as we can on that one uh and thank you Mr dill and thank the team for everybody uh the response to what happened on on a weekend they always happen on weekends um but thank you for that it's actually better that it happens on a weekend and not when kids are in classrooms this is a time for public common how many blue cards been received we do not have any blue cards staff do you have anything to add okay trustees do you have any questions I had one question with the water damage were there teacher

165supplies that were damaged in their things not as not as bad um as say like a fire sprinkler if that had gone off uh in a classroom uh it was the where the water intruded was pretty much limited to a resource classroom so that teacher probably likely has because it was right above one of her cabinets but the other classrooms the water Rose and it didn't get all the way up into where they might have had things stored there might be some other things that were on the walls that because of the humidity and moisture are damaged like posters and things so um we've actually already had communication with the school on uh that yes we will be replacing materials we're going to strategize tomorrow afternoon on what's the best way to go about replacing

166things that might have been damaged in terms of instructional materials and that would be fully reimbursed by insurance on that trustees any other questions Christopher Beth as far as storage like teachers receiving enough space for their storage to accommodate wherever they've been moved to I'm sure they've not been able to take everything with them where's everything else going that kind of thing yeah I'll I'll have a look at it tomorrow afternoon we've we've said it's okay to get additional storage container on site if there's some places that we need to temporarily store the things that might have been in their storage cabinets if they don't have room in their new spaces to do that but you know whether we'll we'll help them out whatever we need we've already said whatever it takes to make that

167a fully functioning learning space with everything that the teachers needs from technology to we already had the desks and chairs and white boards we we actually relocated the white boards overnight from the old classrooms into the new spaces where they didn't have them so we're doing everything we can these are interior PODS of multi-classroom buildings so they can function as a classroom they're designed to be classrooms or collaboration spaces so you know we just had to quickly convert the we had three that were not being used as classroom spaces they've been converted to classroom spaces any other questions okay trustees is there any discussion just your Rollings I just want to say thank you for working so quickly and for incorporating this into the bond work and uh trustee Pearson I just wanted to hear

168your thoughts because you won't be here for the facilities Workshop that how would you feel about or it sounds like you are in support of maybe moving up some work at Pac Ram in order to kind of take advantage of construction being on the campus but I want to hear your your thoughts on that because I'm assuming that would be part of our discussion and at the end of the month um first of all is that appropriate students not being in the facilities Workshop it's okay just want to make sure we're processed um my opinion is you know I like to hear from Mr Dill it sounds like we're moving up and it's going to save some HH funds if I heard that correctly if that's it then I'm supportive then yes okay to answer

169your question okay do that any other discussion okay um do you want to or do you want to take a seven and a half minute break it ends up being 10 minutes okay is that okay to take a 10 minute break and then we'll come back foreign Sam I think you need to hand it to Anne I think oh good job [Laughter] eight minutes [Laughter] no it's eight minutes now okay okay we'll get we're back uh thank you we now move on to item 7.4 Community facilities District number five proposed annexation number eight adoption of resolutions approving a school facilities mitigation and annexation agreement intention to Annex territory and Levy special taxes recording a boundary map of the proposed annexation territory trustees this is a discussion action item I will hand over back to Mr

170Dill thank you now I get to educate you all on annexation and to community facilities districts this is actually a choice that a developer makes up front when they are building a new development of whether to pay developer fees up front or to pass those on to the Future owners over 30 years by annexing into one of our community facilities districts cfds our legal counsel works with the developer in creating all the exhibits the developer pays for all of our costs to Annex them into that cfd and that starts the three-step process so on the next two meetings you will also see this item return and we'll be asking you to take different actions related to this annexation so tonight is step one just as mentioned by President Pearson we're asking that you approve the

171mitigation agreement that you adopt the resolution of intention to Annex the property into the cfd into Levy the special taxes and to adopt the resolution approving the boundary map and I'll be back next month and the month after with two more steps of the process and I'm happy to inform you or ask questions answer questions along the way about this process thank you Mr Dale this is time for public comment have any blue cards been received we do not have any blue cards staff do you have anything to add trustees do you have any questions okay may have a motion to approve resolution number 05-2324 exhibit a resolution number 06-2324 exhibit B and resolution 07-2324 Exhibit C so moved second Rawlings trustee Rawlings second trustee the motion discussion Ms Garcia please take a vote student

172board representative Hirsch yes trustee Ward yes trustee berbeth yes trustee Rawlings yes trustee Pearson yes motion passes four to zero thank you we now move on to item 7.5 public hearing and approval resolution number zero eight twenty three twenty four sufficiency of textbooks and instructional materials for 20 23 2024 trustees this is discussion action item includes a public hearing I will hand it over to Dr Nye thank you president Pearson trustees Dr Churchill staff has confirmed that students in the district have sufficient textbooks and instructional materials aligned a state adopted curriculum Frameworks as provided in exhibit a this time I'll turn it back to president Pearson uh okay this is time designated for public hearing on this item have any blue cards been received we do not have any blue cards staff do you have

173anything to add okay trustees do you have any questions you have a motion dot board resolution number08-2324 declaring that each student has been provided sufficient textbooks and instructional materials aligned with content standards and curriculum Frameworks exhibit B motion second rolling Steve Ward made the motion trustee Rawlings seconded discussion Mr Garcia please call for a vote student board representative Hirsch yes Steve Ward yes trustee burback yes trustee rullings yes trustee Pearson yes motion passes four to zero thank you now move on to item 7.6 approval resolution number 11-23-24 teachers teaching outside credential authorization per EC 44253.10 ec44263 trustees this is a discussion action item I'll hand over to Ms Megan Arias thank you it is respectfully recommended that the Board of Trustees adopt the resolution for teachers teaching outside their credential as authorized by Ed code

174there are currently 16 teachers who hold a credential but do not have the required credential to teach one class outside of their credential area but they have been determined to have special expertise training and knowledge of the subject area to teach it based on either College coursework they have taken specialized training or staff development they've completed thank you this is time for public comment have we any blue cards been received we do not have any blue cards staff do you have anything to add trustees do you have any questions you have a motion to adopt resolution number 11-2324 teachers teaching outside credential authorization per EC 44253.10 ec44263 motion second wrongs trustee Ward made the motion trustee Rawlings seconded the Motions discussion discussion is Garcia please call for a vote student board representative Hirsch yes trustee

175Ward yes trustee verbeth yes trustee Rawlings yes trustee Pearson yes motion passes four to zero thank you we now move on to item 7.7 approval resolution number zero nine-2324 week of the school administrator trustees this is a discussion action item I will hand over to Ms Megan Harris it is I respectfully recommended that the Board of Trustees adopt the week of the school administrator resolution thank you this is time for public comment have any blue cards been received we do not have any blue cards staff do you have anything to add okay trustees do you have any questions may I have a motion to adopt resolution number 09-2324 designating October 8th through the 14th 2023 as week of the school administrator motion trustee award made the motion trustee verbeth second discussion okay Miss Garcia please

176call for a vote student board representative Hirsch yes trustee Ward yes trustee berbeth yes trustee Rawlings yes trustee Pearson yes motion passes four to zero okay so we traditionally uh it's been the practice of this board to read the resolution following approval so let's see what order okay does everybody understand that okay resolution number 09-2324 resolution proclaiming October 8th through October 14 2023 week of the school administrator on a motion a member Ward second and by member for bath trustee verbeth the falling resolution is adopted whereas approximately fifteen thousand certificated and classified school administrators work in California's public schools and whereas nearly 60 of these administrators are principals and vice principals providing direct support for the educational programs at school sites and oh whereas research has determined that one of the main attributes of effective

177schools is the com is the competent leadership of principles and whereas others certificated and classified administrators provide leadership and support for the educational program by developing and implementing the curriculum selecting textbooks and instrument instructional materials recruiting training and evaluating classified and certificated staff managing the budget and monitoring cost controls implementing School Board policies and complying with federal state and local regulations and laws planning and maintaining school facilities and providing Transportation nutrition and social service programs to pupils and their families and whereas research shows that efficient District level Administration improves teacher Effectiveness and whereas research shows that Public School administration California has become increasingly efficient and effective with fewer administrators managing more schools with more pupils than in the past and whereas the school's administrative team includes confidential employees who perform and assist in the performance

178of many critical functions and whereas School administrators and confidential employees ensure that effective and Innovative classroom instruction is promoted in every area of California and now therefore be it resolved that the week of October 8th through October 14 2023 B proclaimed the week of the school administrator in honor of the many outstanding contributions and services provided by the administrative teams in California's public school districts and be it further resolved that the administrators of California's public schools be commended for their support of and contributions to Quality education in the state right and I like to add uh trustee word you're also a administrator to in your school district so we want to honor that as well too okay thank you now we move on to part no we don't Now we move on to item 7.8

179revision aboard policy second reading trustees this is a discussion action item I will hand over to Dr Churchill uh thank you this board policy was reviewed at the August 16th meeting there was an addition made for the recommendation of trustee Rawlings we've updated the policy and provided it here to you for a second reading this is time for public comment how many blue cards been received we do not have any blue cards Dr Churchill do you have anything to add trustees do you have any questions okay may have a motion approval board policy 6163.4 as a second reading so mood Rawlings second trustee Rawlings made the motion trustee Ward seconded the motion discussion Ms Garcia please call for a vote student board representative Hirsch yes trustee Ward yes trustee verbeth yes trustee Rawlings yes trustee

180Pearson yes motion passes four to zero thank you we now move on to item 7.9 revision and board policies first reading trustees this is a discussion action I am I'll hand over to Dr Churchill thank you seven of our existing policies have been revised to reflect changes in language recommended by the California Sports Association those changes are generally recommended by csba after uh being vetted by their legal counsel uh it's our practice to the extent possible to reflect the language of csba so that is what you see before you we did ask trustees Williamson and Rawlings to take a look at those in advance as is also our practice they weed in on a few minor changes just to remain consistent with our practices here in Carlsbad and we're bringing them to you as a

181first reading this is time for public comment how many blue cards been received we do not have any blue cards to church or anything dad trustees do you have any questions trustee Rawlings and then trustee for back yes um I think there was some confusion on if we were going to bring certain ones forward and if changes were going to be made or not so I am going to ask questions of staff on those and um I was having a conversation I wasn't just lollygag and I was having a conversation with stuff in the hallway to try to figure this one out so um but I have not been able to figure it out so um my question is either to director Arius or um anyone else who can answer this on the school policy

182on the school day 6112 yeah I had asked the question in the last paragraph and the I'm going to say the third sentence down where it says then the total number of school days for which the school is in session the board shall consult in a good faith effort to reach agreement and I had asked if this was if this was a mandatory subject of bargaining or not and I was told yes but then the term consult remained in the verbiage because I had suggested that we change it and I thought it had been changed to the board shell ensure negotiations in good faith shall occur to reach agreement now if I'm wrong I mean I don't know for sure but again I thought it had been and I had asked for it to be

183changed and then it wasn't so that's my first question yeah we staff can certainly research that and get a final clarifying answer as to whether or not it is required or not that the school day be negotiated or not so let us let us look at that I I think that we we read that as in good faith in a good faith effort agreements is kind of that give and take back and forth with uh labor at that point but as you know with like curriculum for instance that it's required that you consult but not necessarily negotiate to where other areas are required to negotiate so I was confused when you had the term consult and then in good faith I had not seen that and it just hadn't been clarified before it came up

184in the meeting so um so would it be appropriate then to ask or to when emotions made to not include that one so if you are not waving the second reading if this is a first reading and then this is going to come back for a second reading you could include this as one of the ones that you're moving forward to a second reading we could provide the answer or make any updates prior to that meeting and posting it and uh or you could at the second reading ask it a comeback for a third reading or as you just suggested just don't approve make a motion this evening to not include this one as a first reading you've got lots of options okay and then to do that if I did the first option would

185then there need to be three trustees to agree to that to ask staff to research it and bring it back or how would that work no we understand the question and that was a little bit of our miscommunication on the front end of not answering the question that you had originally asked so we would have asked it if we had uh yeah we would have answered it anyway perfect thank you now my second one is for Dr Nye on policy 6146.11 we had not had an opportunity to finish our conversation on that one and we run I think at least two of us were in the impression that it was going to be pulled from this agenda and I I did not see it or I would have asked for it to be pulled off

186of this piece is that accurate yeah I can't recall whether or not I do recall that in conversations we did talk about delaying bringing this forward but I can't recall uh where we landed on that ultimately alternative credits towards graduation six one four one six one four six point one one yeah I'll own that mistake we should we uh we did have the discussion of having some additional discussion so again with this one I would recommend either just making a motion and not including this one to approve as a first reading to give us a little bit more time or if you move it forward as a first reading knowing that you could pull it as a second as well whatever you prefer thank you trustee for Beth about uh so Dr Churchill didn't mentioned

187this embedded by csda um I wanted to ask um it says we will provide mtss in accordance with the law is it is it a law or what law requires us to provide ntss I didn't know if that needed to be in there or can we delete it yeah I believe there's Ed code around and board other board policy that requires us to offer tiered intervention strategies for all students I I don't know what that is off the top of my head director opposite might be able to think she's better with board policies than me but I I know that we are required to offer that by law would you like to come to the mic just so everyone can hear thank you um yeah so in this one in this policy it was updated

188based on new legislation that that passed about what um the role of the counselor would be so in this sentence it's referencing wanting to make sure that the responsibilities of the counselors are in accordance with the law and that it they serve under the mtss process okay I'm not hearing any other questions well I guess I'm just asking are the are counselors qualified to provide all of these additional services I I've talked to a couple counselors and they've you know they're quite busy so I just I didn't know we have contracts with third party professionals who do provide some of these services so I'm just wondering um you know can they handle this load and are they qualified the counselors are are qualified um that's part of like their training and so I think the

189law just clarified like what their responsibilities should be okay trustee for Beth okay so um instead of me just reading off this can I make a motion trustee Rawlings thank you um I'd like to make a motion to adopt exhibit a b c I'm sorry I apologize I'm backing up um exhibit B exhibit d exhibit f exhibit J and exhibit l and exhibit n for first reading and to waive the second reading okay so I have these by number um you gave me by letter they're on the agenda by letter so does everybody understand the motion that's correct on the ones that I identified uh I'm sorry before we can discuss you know what a second can I correct my motion draw your emotions yes withdraw my emotions thank you and what's wrong my motion

190I'd like to um make another motion I apologize um I'd like to move that we adopt and waive the second reading on exhibit B exhibit d exhibit J exhibit L and exhibit n ah we're waving it we're waving the second reading on just the ones I said oh okay if I get a second second okay first of all I want to make sure that was everybody understands the motion Dr Churchill we got okay and did I hear a second from trustee Ward okay Steve Rebecca you understand the motion okay okay um discussion Christy Rawlings and I just wanted to say I I did mess up but um I I this motion would remove the one that we had talked about um that would could be further discussed and then I'll be coming back with another

191motion that we would not waive the second reading on one of the board policies that has already been discussed so I just want to make sure that that's clear but all the other ones and just so everyone knows that these did go through the committee the ad hoc committee so we had the discussion the only two that there was some confusion on was the two that I mentioned so I just wanted to clarify that in the discussion thank you trustee Rollings for clarification any other discussion okay Mr C please call for a vote student board representative Hirsch yes trustee Ward yes trustee no justy Rawlings yes trustee Pearson yes motion passes three to one okay thank you now move on to part eight on which item are you making a motion trustee rolling I'd like

192um I'd like to move that we adopt um exhibit f for our first reading and I'm looking for a second second okay trustee Rawlings made motion to accept exhibit F first reading and wave a second no not wave a second and trustee Ward second of the motion is everyone clear okay discussion just to clarify staff is understands that they're going to investigate the term consult versus negotiate in the last paragraph and then bring it back on the second reading with clarification that was what we had talked about in the questioning component so that's why I didn't waive the second reading okay okay other discussion all right Ms Garcia please call for a vote student board representative Hirsch yes trustee Ward yes trustee for Beth yes trustee Wellings yes trustee Pearson yes motion passes four to

193zero okay thank you now we move on to part eight Communications item 8.1 public comment on non-agenda items this is time that members of the public have the opportunity to dress aboard on any non-agendized item that is within subject matter jurisdiction of the board how many blue cards have been received for non-agenda items we have a total of three blue cards three okay in order to allow speakers to present their comments ensure we are able to properly attend to the business of the board per board bylaw 9323 public comments will be limited 20 minutes this means each Beaker will have three minutes when I call your name please come to the podium state your name and indicate whether or not you live within the boundaries of the school district the first speaker is Scott Davison

194I just want to start off and say that I appreciate the board permanently moving non-agenda public comment to the end of the meetings especially without notice it is consistent with the board's overall attitude of always limiting the amount of time and number of speakers to discourage public comments it is consistent with the comments of our individual board members that don't want to hear from the public like trustee Rollins commented the June meeting that she wasn't interested in hearing from the public and it is entirely consistent with the superintendent's attitude towards the public after he ignored 55 pages of feedback on the Dei plan and publicly condemned a member of his staff for sharing his religious beliefs his own church if you watch the news you'll note that school boards who want to include parents are

195moving in the opposite direction often having meetings lasting hours and letting everybody have speak their piece but I understand that's not you did you see the survey that came out last week about who supports Free Speech it is generally favored by most groups that are oppressed the most in this case it was broken down by religion guess who was at the top Christians but to be fair almost all religious groups responded similarly the only groups which were significantly lower were atheists so yes Christians already know superintendent Churchill was opposed to their freedom of speech and freedom of religion but now it's clear that the entire board isn't really interested in free speech either so why do I appreciate that the board moved public comments to the end it's not just for the selfish reason that

196it will guarantee me three full minutes to speak since no one else will stick around till the end it's because I appreciate people really telling us who they are and not pretending to be somebody that they're not your secret decision to move comments to the end tells us exactly who you are and what you believe in as we all know very few parents and students have time to show up to these meetings to listen or to speak since they're busy working studying making dinner and attending countless extracurricular activities so thank you for showing us who you are and who you want to hear from okay our next speaker is Shauna Hearst good evening Shawna Hurst and I do have I live in the district and I also am the Carlsbad Unified Council of PTA presidents

197but this is my personal opinion that these chairs back in the district office are torture devices and if you see me not be able to sit is because I'm like truly in back pain so I don't really have back pain it is literally just these chairs anyways I just want to do a quick report on PTA activities because it is the beginning of the year where all the PTA units are back in full force it's exciting this year because we have ptas at all 13 of our schools pack Rams PTO converted to a PTA over the summer and those parents really worked hard to do that so appreciate all the hard work that they put in at pack RAM they already have almost 100 percent of the teachers have joined the PTA and they have

198over 120 members and already have funding to fund four credentialed assistance in PE art and stem from September to May so they've been very very busy um uh Che we had well I'm not there anymore but I feel like I'm always going to be at Che they had their annual packing a breakfast with over 200 attendees and the exciting thing is I did see a photo from that event and I didn't recognize anyone so it just means like the new crew is in and it's like you know what I'm saying like you just see a new group of people um step up and and make things happen it's fantastic at AOE they already have secured twenty thousand dollars in corporate sponsors 250 PTA members and over twenty four thousand dollars in donations and they are

199gearing up for their boots and bling which I think is a very clever name for their daddy daughter dance on September 30th um Carlsbad High School PTSA held a phenomenal um kind of slew of events during registration it was called their parent Insight nights they invited they corresponded with registration so on senior registration it was for senior parents it was past senior parents coming in and doing Q a and information on what like if for a senior parent what you should know for the upcoming year and modesty watts and Marla Evans really read LED that charge I just wanted to check it out for the freshman and it was fantastic standing room only in the room left to duplicate it in Sage next year and over the summer Marla Evans rebuilt that CHS PTSA website

200looks fantastic and I just want to do a little shout out even though she had to leave is Stephanie Wells is the Valley Middle School PTSA and she spent the whole summer I swear finding login and passwords for all the things so just doing the little things takes a lot of time so anyways thank you huh okay our next speaker is Mr Sam Ward good evening good evening everybody my name is Sam Ward and I do live within the district uh I share the the concerns about a pre the previous speaker made about moving public comment to the end I'm assuming that since there was no board vote on this this was a decision by the board president I would encourage the entire board to consider this issue and take steps to make public comment

201and public engagement with the school board easier not harder this is harder not easier it's a poor choice I came here today to discuss a recent incident between in which a close friend an associate of trustee verbeth repeatedly and by name publicly attacked a recently graduated former student cusd student by name on social media referring to her as a liar and seeking a meeting with her to quote set the record straight unquote regarding her interactions with trustee for Beth the Seoul basis trustee verbeth for your friends attacks on this student we're a discussion between you and that person and you and that student this incident raises a number of questions about board conduct and I had hoped that the board would take this incident seriously and have a discussion about the board's role in discussing

202matters with the public and with students unfortunately trustee Pearson made clear in his reply to me that anything that does not rise to a level of a criminal violation is not a subject he's going to address I think that's a profoundly low bar and sets a terribly low standard our community deserves better trustee verbeth since trustee Pearson does not want to address these questions I'm going to ask them of you are you demeaning or maligning cusd students in conversations with third parties are you telling unrelated members of the public that cusd students are liars are you encouraging your surrogates to attack people who disagree with you kids who disagree with you are you comfortable with adult friends of yours attacking kids on social media are you comfortable with adult friends of yours trying to set

203up meetings to quote set the record straight with teenage girls on your behalf kinds of attacks are consistent with the Integrity of this board these should be easy questions for you to answer and I doubt that well I just I have one more question this one might be a little more challenging if you can't answer no to each of the and every one of the questions I just asked you do you believe you're fit to sit on this board thank you now move on to 8.2 governance team reports and request are there any governance team reports I have a request let me see if there's any governance team reports I think there are yes trustee Ward I want to request that we move public comments to the beginning of the board meeting instead of having

204it at the end okay um do I have thumbs for that request I'm fine with that that's fine okay it's done great thank you any other requests now see no there's aren't any other requests uh let's see oh no no no uh German and next meeting and it's time uh it is let me see which 909 okay and the regular meeting is now adjourned our next regular meeting will take place on October 18 2023 at 6 pm at the Carlsbad Unified School District office