CUSD Board Meeting 1-18-23

001I didn't show you that's so great yeah it is hey my caucus I [ __ ] is accurate I'm gonna go ahead and use it okay all right foreign it's 6 p.m and the board is reconvening from closed session there's nothing to report from closed session welcome members of the public board members and staff thank you for attending as noted in board bylaw 9324 this meeting is being video recorded and broadcast via 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 into quorum as we go about the business of the board

002this evening while I cannot prohibit anyone from using unprofessional language please think about the students and adults who are watching our proceedings will begin tonight's meeting with stupid student representative Channing Headley leading Us in the Pledge of Allegiance followed by trustee Williamson leading us in a moment of meditation and trustee Ward reading from the district vision and then miss miss Garcia will take role Dr Churchill was kind enough to give all of the governance team members a book entitled The fascinating title of the governance Corps and I read through it over the last several weeks and I just wanted to share something that really struck me in it um and for your information it's on page 149 if you want to go and look at it later but um it was a tip one of

003the tips for trustees and it reads never forget that governance is a team sport the board is a team you may not like the team you may even have campaigned against some of the team but it's your team now and it wins or loses for children as a team if the board succeeds you succeed if the board fails you fail um and I love that thought of that we are a team I sometimes um with I'll leave it at that I think that if we if we think of ourselves as a team well when as a team and I think that's the attitude if we can keep that attitude as a governance as a board a governance team as an entire team so that's my thought okay um District Vision our students are engaged self-directed

004Learners they are exposed to different learning environments and Pathways students aspire to expand their talents and Achieve Excellence they're good thinkers communicators and problem solvers we will now take role student board representative Channing Headley here trustee Williamson here trustee Ward here trustee Rebecca here trustee Rawlings here trustee Pearson here thank you we now move on to part four approval agenda trustees may have a motion to prove agenda item 4.1 approval and or reorganization the January 18th some 23 meeting agenda so moved Williamson second Rawlings trustee Williamson made the motion trustee Rawlings seconded the motion Ms Garcia please call for a vote trustee Williamson yes trustee Ward yes trustee burbap yes trustee Rawlings yes trustee Pearson yes motion passes five to zero thank you we now move on to part five Communications report by our student

005representative to the board Channing Headley hi it's so since the last meeting our CHS ASB has been working hard to put together our Wizard of Oz winter formal which will be held at the Carlsbad flower fields on February 4th we also welcomed therapy dogs onto campus last Friday in efforts to de-stress students as they entered their finals this week tomorrow will be the last day of finals and with Friday off students will be enjoying a three-day weekend for a semester break this Friday our varsity boys and girls basketball teams will be playing El Camino at home in the old gym we wish both teams luck the JV Excalibur dance team recently held their first ever dancing with Excalibur show and our Varsity Lancer dancers will be hosting a national dance preview on Saturday January 28th

006to Premiere their new dance routines before heading to UDA Nationals in Orlando Florida and the CHS theater has recently hosted auditions for their 2023 spring musical Spamalot and they're now in the rehearsal process our loud crowd was recently named the number one student section in Southern California and moved on to place second in the National vote hosted by the student section report and speech and debate has also been working hard in preparation for their state qualifications coming up and all of our winter sports are nearing the end of their seasons and preparing for their senior nights moving on to Sage Creek they have partnered with North County Lifeline this week to hold a check your mood week providing students an opportunity to have discussions about emotions and managing academic and social stress and tickets are

007now on sale for sage Creek's production of Legally Blonde the musical and the shows will be on Fret on February 23rd and 24th at 7 pm and February 25th at 2 pm and 7 pm you thank you Miss Headley for your report now move on to item 5.2 superintendent's report Dr Churchill thank you sir three brief items this evening first the city of Carlsbad will hold a small event at Valley Middle School next Wednesday to kick off what they're calling safer streets together in an Associated pledge campaign it's a community-wide promotion to get everyone who uses our roads to sign an online pledge to follow the rules of the road and other safe behaviors city council members will be there along with reps from the San Diego bike Coalition our Police and Fire Chiefs and

008others the city is hoping to also get some media coverage to help increase awareness of the need for everyone to be safe on our streets the city is inviting our school board trustees to attend I don't have all of the details like time yet but as soon as I get that I'll pass that on to you and I think it's a great opportunity for us to work with the city on Street safety number two January is School Board recognition month the California school boards Association or csba wishes to acknowledge the more than 5 000 School Board trustees across our state who work to support the education and well-being of nearly 6 million public school students in California I'd like specifically to acknowledge our five elected trustees thank you for your contributions to California students and

009finally the great kindness challenge is next week you're aware that this is a one-week activity devoted to performing as many acts as possible as many acts of kindness as possible using provided kindness checklists our students will show the world that kindness matters we're proud to be the founding district for this amazing annual event and looking forward to those activities thank you Dr Churchill we now move on to item 5.3 oral Communications how many blue okay how many blue cards have been received for non-agenda items we've received a total of six blue cards six okay so that's three minutes each in order to allow speakers to present their comments and ensure we are able to properly attend to the business of the board per board bylaw 9323 public comments will be limited to 20 minutes this

010means each speaker will have three minutes this is the time that members of the public have the opportunity to address the board on any non-agendized item that is within the subject matter jurisdiction of the board ordinarily board members will not respond to presentations and no action may be taken however the board may give direction to staff following a presentation please keep in mind though that school board meetings or business meetings that are conducted in public not Town Hall meetings where there is ongoing discussion between board members and the public as a school board we have a responsibility to ensure that the agendized business of the district is completed during the meeting we invite you to show support for a speaker by waving your fingers rather than clapping or cheering when I call your name please

011come to the podium right there state your name and indicate whether or not you live in when we live within the boundaries of the school district we'll have the timer on the screen and your mic will be muted when your time is expired the first speaker is as Laura Pitts uh good evening trustees I'm Laura Pitts I'm the CEO at Carlsbad Educational Foundation and I have a first grader at Calavera Elementary I am excited to report tickets are available for our second annual Gala we have already sold over 200 tickets and we do expect to sell it again and I hope that you will all consider attending and as a reminder this year's Gala will be featuring Tainted Love which is the best of the 80s live and we will be back at the beautiful

012Omni La Costa Resort on May 20th into our programming you've been hearing about our Middle School programming and it is now live we had a successful launch and are offering cooking and clay sculpting and we do a plan on expanding options over the next couple of sessions moving into the next school year this program was created with the intention of serving our expanded learning opportunity program students and it is achieving that but our attendance for those students is quite low and so we are working with the Camellia Liaisons at each of the schools to get the word out in hopes that more students will be taking advantage of this great opportunity and finally I wanted to share kind of a heartwarming story from Kids Care to give you an idea about some of the things

013that happen at Kids Care that might not always be obvious on the surface yes we are serving students before and after school for child care but one of the neat things that happened in December is that our Aces students that we run an Aces program at Jefferson and Buena Vista Elementary and we partnered with Cal State San Marcos through an angel tree gift giving program and so students in the aces program who are typically low income and these students were able to write down a wish list of gifts that they would hope to receive over Christmas and the students then had these wishes hung at a tree at Cal State San Marcos and the human resources department and staff were able to choose gifts from this and so one of the members of the human

014resources department at Cal State who used to be a manager at Kids Care was able to bring the gifts and give them to the students in mid-December and I wish I could show you the pictures it was just like it was the most amazing thing it was so cool and it was really exciting for me to see a staff remember who resigned and I was devastated when she left because she was great bring back some of the great gifts that she now has to these students and so just a really cool thing that happened at Kids Care so thank you Ms Shawna Hurst good evening I'm Shawna Hurst and I have two children at chm and I'm the Carlsbad Unified Council PTA president bringing you the PTA update I want to start off with Buena

015Vista was excited to bring back their two Signature Events their camp out and the holiday hootenanny The Hoot Nanny made over two thousand dollars in profit and they're excited because this is the first time they've had them since covid Hope was awarded a grant from the 9th District PTA to fund their compassion day they've also been working with the high school music directors and students to restring and tune their guitars thus investing more money into repairing and replacing other instruments in their music program Sage Creek High School along with Carlsbad Unified staff held a fabulous elective showcase that I went to and it was great we had a really good turnout even though the weather kept a lot of people away because it was one of those really blustery days and it really um also

016this has nothing with PTA but Sage Creek on the genius program continues to run Shadow cats and my son absolutely loved it and he came home and he said you could go ahead and put me in the portal at Sage Creek so I just want to shout out to Sage Creek to genius project and whoever they keep running Shadow cats it's fantastic also at Sage Creek the PTSA is awarding 2500 in student grants to fund student community service projects there's an awards ceremony on January 25th at their General Association and I do know the time it's 6 PM in the PAC and along with a special presentation celebrating 10 years of Excellence at Sage Creek as you know it's their 10-year anniversary and AOE is um one week into their jogathon fundraiser and they're already

017hit thirty thousand dollars on their way to eighty thousand dollar goal and they have over a hundred and one students in their musical Aladdin and unfortunately I do not know the dates of that event Carlsbad High School PTSA has many career Pathways um lunchtime Clinic lunchtime clinics plan through now through the end of the year working again with the career Pathways here at the district and of course we're gearing up for our February 22nd career Pathways event for the entire District I would really encourage you if you have a 7th or 8th grade or a 9th grader to have them come to that event and also at Sage Creek we have a student-led Library exterior beautification project going on and I know it's just January and we feel like we're just getting to the end

018of the first semester but at ptas we're already looking to the fall so I would encourage any parents to reach out to your ptaes we are actively recruiting for our boards for next year and we always need parents and it doesn't matter if you can only volunteer a little bit of time we could find a place for you to put you to work thanks thank you Mr Augustine Dow he's absent he's down here good night here thank you Miss krishow Walter hello I'm following a tall girl so um we the city Carlsbad citizens for Community oversight wrote this petition as you are no doubt aware not all members of the community have the ability to attend a board meeting to voice their concerns in light of that we determined that we would pull put together

019a position on the Dei plan invite the community to agree or disagree and so we sent this message to our friends and family this is the petition Carlsbad parents and other concerned members of our community are uniting to ensure Carlsbad children are educated at school and not indoctrinated we ask that our school board be transparent and realistic in establishing effective policies and programs in setting academic goals for students Carlsbad Unified School Districts 2023-20-2026 diversity Equity inclusion strategic plan Dei plan largely focuses on race and identify identified groups causing division rather than Unity let Carlsbad Unified School Board trustees know that parents are entitled to voice to a voice in their children's education as taxpayers we expect quality education for our children and reject the DI plan and is as it is a political ideology which

020needs to stay out of our classrooms the Dei plan distracts teachers from accomplishing their primary mission of core education needs Reading Writing mathematics science art history and Civics signing this petition will direct the school board trustees on what parents want them to focus on namely helping students recover from the covid lockdown learning loss and improve core subject knowledge this matter is urgent I had them sign this before on Saturday so we have a few days turn this around we we are pleased to share with you that our many community members responded favorably in support of our position that the school board helping students recover from covid Lockdown learning loss and improve core subject knowledge and educate at school not indoctrinate the children as of last night we had 54 hand signed petitions and 94 electrically

021signed petitions but we are continuing still continuing and as of this morning at 11 A.M today we had 220 electric electrically signed petitions in 59 hand sign and more to come thank you in advance for your dedication to the students in Carlsbad school and we hope that these petitions demonstrate the board to the board that the community supports our position of Education educating the students and leave the political induction out of the classroom thank you so much thank you okay so I I'm glad Dr Churchill reminds me of also being the parliamentarian on things as well too um this this portion of the board meeting is really for agendaist items items so that was really an 8.1 agenda item not that we'll have you come back and do that again for you uh but if

022there are anybody who pulled a blue here who was speaking to the same item can you wait till 8.1 to make your comments okay okay uh Mr Mike Barella good evening everyone Mike borello I've been a resident of Carlsbad for 27 years now so in rebuttal to your comment Ray that was about a petition not about Dei it's about a petition and that's not on your agenda any petition so we offered something in addition to that so what I'm going to talk about tonight is enrollment so you might want to think about this in terms of what the what the school school board is going to decide why is old saying people vote with their feet so a recent study by the national Center of Education statistics concluded all states in our nation save for

023six are seeing a significant decline in public education enrollment over the next seven years California ranks number eight on that list a degree decreasing trend of 9.6 percent fall of 2020 shows just over 6 million enrolled in California but by the fall of 2030s it's expected to be 5.4 million why is this happening I'd say it's a lack of trust and belief in public schools or not doing their job my guess is this trend would be considerably worse if all parents could afford private or homeschooled Solutions most cannot most parents have to deal with daily struggles have little time to see what's going on in the classroom at their school and I'd guess up to 30 percent don't know who you are or that you even exist as a school board and those that want

024to get involved can't now schools have shrouded themselves in secrecy there's no transparency anymore parents just want a quality education for their children tantamount to the taxes they pay woke agendas aren't free and they distract from core needs thank you Mr JB Scranton I'm gonna please the board Mr chairman JB Scranton San Diego's number one sub I do not reside in the district I'd like to call your attention to my December 14 records request to you over 30 days have elapsed and you've still not replied I'd like to read into the public transcript the following from my record from my letter a school district may not avoid the requirements of the Ed code by maintaining a personnel file for certain documents relating to an employee segregating elsewhere under a different label materials which may serve

025as a basis for affecting the status of the employee's employment nor May the school district insulate Itself by simply neglecting to file materials which the statute contemplates this is a quote from a court decision that relates to our dispute fundamentally this is about why did you blacklist me from Sage the truth is the site leader had nothing to do with it I have this information directly from him so why did Rick Grove shut the phones off for me this is in direct contravention of your own administrative policy that you provided to me retaliation is [ __ ] up it is cruel it is no way to treat people I would like a response to my December 14 letter thank you and now move on to part six to item 6.1 approval of the consent calendar all matters

026listed on the consent calendar all matters listed on the consent calendar considered by the board to be routine and will be enacted by the board in one motion there will be no discussion on these items prior to the time the board votes on the motion unless there is a request for one or more specific items to be discussed and or removed from consent calendar this is the time for public comment we have received one blue card when I call your name please come to the podium state your name and indicate whether or not you'll live within the boundaries of the school district will have three well three minutes while the timer on the screen and your mic will be muted when your time has expired the first speaker is Mr JB Scranton um I believe

027the consent calendar has multiple items I'm assuming the Whatever item is being spoken to needs to be pulled prior to the party speaking to the idol I would argue that you could take public comment on any of the clothes I'm sorry any of the consent calendar items at the top and then and then go and the board could choose to pull the item following hearing public comment if any board member chose to do that Mr Scranton thank you with me please the board again JB Scranton I do not reside in the district I pulled this item the uh the January certificated report because it's incomplete there are only eight line items this month more substitutes higher than that's it but it does nothing to report on the working conditions or why you still have to

028keep hiring Subs even though we're five months into the school year number one I've already Illustrated the problems with working conditions number two is compensation and I've already been on the record about how you cut our compensation from 250 to what is it now 190 during record-breaking inflation this hurts you've given us no explanation why you cut our pay San Diego unified is still 250 dollars I'll yield back the balance of my time I'm trustees are there any items to be pooled okay if no items are pulled may have a motion to prove the consent calendar some of Williamson second Rawlings Mr Williamson made the motion trustee Rawling second of the motion Ms Garcia please call for a vote trustee Williamson yes trustee Ward yes trustee verbeth yes trustee Rawlings yes trustee Pearson yes motion

029passes five to zero thank you we'll now move on to part seven discussion action items item 7.1 Governors 2023 24 budget proposal update trustees this is an information discussion item I will now turn it over to Mr Eric Dill thank you president Pearson and good evening trustees this is just a quick high level update of the governor's proposal for the State of California Budget that was released last year this is the start of our budget development process every year as the state of California provides the bulk of funding for for school districts so we wait and we wait patiently for the governor to release that proposal and begin the analysis of what that could possibly mean for Carlsbad Unified and we try to sift out the things that that would not apply to us and

030then we watch the political process as it unfolds over the next few months this is just a proposal and that proposal goes over to the legislature it's also a very high level document that just sets out a framework and a number of goals for the state budget and we often don't know the details until the subsequent bills get introduced in February so we'll be watching that and continuing to have have our ear to the ground as we see what happens in the legislative committees and the legislature develops its own counter proposals to what the governor has proposed but as a baseline what we what we see here is essentially what we were expecting the beginning in the fall the Department of Finance and the legislative analysts and many other folks up in Sacramento were signaling

031that they knew that last year was a peak in revenue for the State of California they knew that that was going to drop this year in terms of Revenue that would be available to put into the state budget which is why when they adopted this year's budget the bulk of the Surplus dollars or the excess dollars that they knew were going to drop off Came To Us by way of one-time dollars and the the local control funding formula stayed uh you know at a certain level they could have put all of those dollars in into local control but they would have had to cut it the following year so uh so in order to make sure that they could sustain what they expected to be a very large cost of living adjustment for next year

032they restricted what they gave us in an ongoing manner this year and so as we look at what the governor's proposed proposal was last week he's done exactly that and he's managed to make a proposal that fully funds what they anticipate the cost of living adjustment to be calculated at that's not set until May uh be able to fully fund that in an ongoing way for next year and he does that without dipping into the public school stabilization account or the rainy day fund so he does it through cost cutting ways in in other parts of the budget and one key place that I'll talk about a moment to education this year and that what that does is that saves the reserves for future years should that decline in state revenue continue into into subsequent

033years so prop 98 which sets the the size of the pie or the size of the bucket for uh for public education it contracts uh from this year to next year for the first time since the Great Recession um uh but so all of the uh the uh the revenues um in proposition 98 are really focused at um adding the statutory Cola for all state-funded programs so it would be local control funding formula special education Child Nutrition and any of the other uh State categorical programs the estimated Cola is uh is 8.13 that's an estimate we don't have the the number until May so we have to have two more quarters of uh information before they have that and with uh inflation seems to be tapering down this number is lower than what the legislative

034analyst uh predicted it would be in November but it's slightly higher than what the Lao suggested the state could fund now it's important to remember that while the dollars per student in the local control funding formula will increase there's another part of that calculation which is the number of students that we multiply that times and we are currently on that three-year rolling average uh and as I I spoke about that at the first interim budget last month we're on that three-year average so that tapers down over the next couple of years so more dollars per student fewer students means we would not receive the full 8.13 percent in terms of dollars compared last year to this year it calculates just my back of the napkin to about six percent but we'll continue to watch the

035estimates on the cola we'll have an another quarter coming up um and then we'll just have to wait one last quarter before we've got that number dialed in there are some other proposals that did get some press that we would not be uh we would not qualify for one is called the equity multiplier which are additional dollars that go to uh based off of school level demographics and we don't have any schools with those levels of 85 to 90 percent or more who would be considered low income so that new funding stream that would be an add-on to the local control funding formula we would not qualify for at any of our schools so we're not going to even bother plugging that in or putting that into an assumption there may be some changes to

036the local control and accountability plan that are associated with that Equity multiplier that would apply to all districts some specifically to those districts that would receive those dollars but they've signaled that in in February to expect some additional changes to the elk cap but that would be for the following year so it would be enacted conceivably this summer for the 24-25 lcap cycle so as we go into the process don't worry about changes now we'll worry about those changes later if they're actually adopted so if you do hear about that don't worry about this interfering with the upcoming lcap process so the one piece of of bad news that is proposed in the budget is a mid-year cut to the Arts music and instructional materials discretionary block grant that is an amount that we spoke

037about last month during the first interim presentation where the district is receiving or has already been allocated uh 6.85 million we've received half of those dollars to be used for a number of of different purposes actually it's completely discretionary despite its very long name the governor proposes to cut that this year by about a third so what they're looking at is they've already provided half of those dollars to the district they would short districts on the remaining apportionment if this proposal is agreed to by the legislature and enacted you know by the governor in the state budget act so right now just a proposal but we need to be cautious about those dollars and make sure that we don't spend dollars that are currently on the table to be cut this year and that's unusual

038uh the the the rationale behind this is that they're they're seeing with the passage of prop 28 which is specifically for arts and music that prop 98 Grows by one percent next year so there cutting dollars in a program that had Arts and Music in its name but could be used for many different things to be able to pay for the growth in prop 98 next year on a program that is specifically for arts and music and restricted and they're they're cutting 1.2 billion this year to give us 900 million next year so what we would um propose to do in the spending plan is come back to the board and as you may recall from last month and we'll be talking about it after Dr nye's next or during Dr nice next item we

039do have needs for adoption of instructional materials it is unlikely that the legislature would say cut it all and then some and Club back the dollars that they've already given out to districts we have sufficient funding to be able to meet our our most immediate needs for instructional materials and so we would continue to use those dollars but stop short of the amount that potentially could be cut and not allocated to us and then just have a contingency plan for what we would do if those dollars in fact are not cut and were able to receive the full second apportionment so that's something that we're looking at you know more details on on that will be released in February and I've not heard of any reaction yet in the legislature fortunately I will be in

040Sacramento on Friday Also attending school Services Workshop tomorrow morning where we're hoping to get some more information on the the political reality of that of that happening so that's just a quick update in there and there really is not a lot else to speak about it's really a cola and that's it for next year's budget there are no large one-time spending programs there's no large categorical programs there's a couple really small ones and the cynical side of me says they were thrown out there just so that they could get cut and people could feel like they did something or if it turns out the state revenue continues to drop and they're not able to fully fund without drop dipping into the stabilization account they can cut these really small ones and probably still come out

041balanced so but we'll watch the small ones too we watch everything with uh with the price tag that we could potentially qualify for and I will keep you updated as thank you Mr Dale this time for public comment how many blue cards been received we did not receive any blue cards for the site thank you staff do you have anything to add is there anything else okay trustees do you have any questions trustee Rawlings thank you um I just wanted to clarify when you were talking about enrollment and the three-year average that's um Ada not necessarily enrollment correct correct it's it's a three-year average of average daily attendance going from uh pre-pandemic Peak down to to where we are at this point trustee Rawlings thank you and um I just wanted to clarify that that's

042based on the P2 which is in the spring and so we we won't have final numbers on that until the spring correct correct and and right now we're not seeing the same absences that we saw last year in uh in December and January so I'm optimistic because we use that lower percentage of average daily attendance in assuming what our our Ada would be for this year and if we pick up uh you know a higher yield that can affect our three-year rolling average and bring in additional funding but until we actually calculate it and certify it we won't count the revenue until we actually see it any other questions Mr Dale trustees now is a time for discussion yeah are you just pushing me there Mr Dr Nye are you pushing me there a little

043bit uh but the discussion on this agenda item any discussion okay you're reading Minds okay thank you we now move on to item 7.2 approval of the K-5 science instructional materials adoption trustees this is a discussion action item I will now turn it over to Dr Mai good evening president Pearson trustees and Dr Churchill tonight's staff is pleased to present our recommendation for a K-5 science instructional materials adoption staff wanted to just take a moment to describe the process that we undertook in order to select a publisher as well as some of the features of the publisher that was selected and then we're happy to answer any questions after that just really quickly it is a pretty intensive process that we undergo when we select a new Adoption it re it requires a ton of

044feedback from specifically teachers and support staff number of different levels this process started back in 1920 if you can believe that and it included you know taking a look at the created materials and creating a science leader committee to preview the state adopted materials and then in the fall of 2021 we paper screen those materials and selected programs to Pilot and we invited K5 teachers to Pilot I think we probably had about 15 to 20 elementary teachers that piloted in all grade levels from February to November we piloted units from each of the following programs that included McGraw-Hill Savas and Carolina biological and then in December of 2022 all programs were evaluated and the science teachers reviewed data and they're recommending tonight the adoption of Carolina biological some of the strengths that we found from

045this publisher in particular and why we think it's a good fit here in Carlsbad 77 percent of the teachers selected this as their first choice it aligned with all the California Science framework and the Next Generation science standards it uses science and engineering practices including cross-cutting Concepts and disciplinary core ideas to make sense of phenomena uh or design solutions to problems and ensures that all students have access to learning goals and experiences it provides universal access and instructional supports for intervention on level and enrichment the assessments match our targeted learning goals and it includes and I think I would point out that this was one of the keys the Hands-On materials the online resources the manipulatives that are being used the digital textbooks the science notebooks were all really key integral features that are signed

046that our elementary teachers and feedback from our students really enjoyed and loved so for those reasons we are pleased to present this tonight and we look forward to answering any questions that you might have thank you Dr Nye this is a time for a public comment how many blue cards been received we have not received any blue cards for this item okay trustees do you have any questions trustee Williamson thank you Dr Knight just for the record could you restate when this process began it began in 20 uh 2019 2020 the year 2019 2020. okay so what did I say when you said 1920 I thought that was really a long time yeah so okay we've been around a long time just wanted to clarify thank you uh trustee verbeth did you add your hand

047up trustee Rawlings I did have a question about Calavera and the Project Lead the Way program and project-based learning how does these textbooks in this program align with that yeah this fits in um very nicely with the program that they have the project lead the way that they use the minute manipulatives so teachers that piloted from that site were very favorable of the program I just have a couple questions Dr Nye what is cross-cutting plus cutting ideas are on science ideas that um that cross-cut into multiple platforms so that's the best way I can describe it science principles um you know when you're talking about energy as an example for Science and then how that relates to the environment that could be a cross-cutting idea right one other question so awareness was being looked at

048and then what was being recommended it is also fit into our career path strategies yes it actually does and there are a lot of components in the curriculum that talk about careers in science and and the like so they do go into that quite a bit great thank you okay trustee Winston and I didn't know if this should be in the questions or comments or discussion but the assuming that we do not receive the rest of the art music and curriculum and instructional materials budget can you tell how much of it would be spent on this and what would we not be doing with if we don't get the rest of the money and start and um you know from The District's perspective and an instructional perspective you know there there are two adoptions that

049are prioritized in my mind and that would be science materials which they've released a framework for already and history social science so if we were to prioritize our adoptions those would be the two out of the gate that we would do so in this case we're putting a dollar amount not to exceed a million dollars for the for the curricular materials for K-5 and so that would be a portion I I don't know exactly what percentage of the total allocation but we would still have ample dollars for the secondary level of Science and then also history social science in my mind yeah and I I sorry I don't have that spreadsheet pulled up in front of me where I could I could look at that um however if we did not have the discretionary block

050grant we would have been looking at our Lottery funds that we have been setting aside in the restricted ending balance and also we do have a textbook adoption Reserve as well so we would have been looking at other funding sources anyway and so we're just looking you know in terms of these upcoming priority adoptions of using the one-time dollars that we have that have an expiration date on them to use those first before we tap into the our own reserves or Lottery funds which are ongoing so just to clarify there is not an adoption that we will be postponing or not doing because we are moving forward with this is that correct yes okay I would say that thank you Mr Rawlings this is a follow-up I just want to clarify I was on the

051impression that we had been planning on this adoption for several years and that the the dollars for this adoption is included in books and supplies in the current budget so this uh well in particular these upcoming that's I'm pulling up my spreadsheet so I can look at it here um in total we'd be looking at 2.2 million uh for the science adoption and we would have sufficient funds um between our Lottery and Reserve textbook adoption Reserve to cover that but then we received the discretionary block grant this year which is an instructional materials discretionary block grant so it makes sense and as I just mentioned it has an expiration date so it makes sense to use those dollars first before we use other dollars that we have been setting aside for these upcoming textbook adoptions

052yeah I'll say it's not in this year's budget um because this is really next year's adoption but we are but we are considering accelerating that uh that order so that we can get it things ordered now because of lead times and um and make sure that we've got the the textbooks earlier rather than later trust your Rolex so just to be clear there's no money in books and supplies line item for this adoption correct so it's all in reserves correct I think yes any other questions may have a motion to approve their Carolina biological Supply Company building blocks of science 3D as the K-5 science program so moved Williamson second rolling trustee Williamson made the motion trustee Rawlings second the motion discussion really okay uh thank you Dr Nye Miss Garcia please call for a

053vote student representative Headley yes trustee Williamson yes trustee Ward yes trustee verbeth yes trustee Rawlings yes trustee Pearson yes motion passes five to zero thank you we'll now move on to item 7.3 school board meeting scheduled for 20 23. trustees this is a discussion action item well now I'll turn it over to Dr Churchill thanks to the last meeting you approved the 2023 school board meeting calendar at that time a request was made to consider moving the May 10th date to May 17th subsequently staff has also recommended moving the April 19th date to April 26th so we'd like to ask for your approval of those two changes tonight this is time for public comment how many blue cards been received we have not received any blue cards for this item Chrissy do you have any

054questions okay may have a motion to prove the changes to the April and May meeting dates as presented so moved Williamson trustee Williamson made the motion need a second second trustee verbeth second of the motion discussion um I still have not been able to confirm that I can make the second meeting but the the change in May but I will be going ahead and voting for it and then if I will be out of town I simply won't be at the meeting thank you trustee Williamson any other discussion Ms Garcia please call for a vote student representative Hedley yes trustee Williamson yes trustee Ward yes trustee verbeth yes trustee Rawlings yes trustee Pearson yes motion passes five to zero thank you we now move on to part a study session Workshop item 8.1 board study

055session diversity equity and inclusion strategic plan I will now call on Dr Churchill to introduce this item thank you Dr nice pulling up thank you so we've got the next slide please a brief staff presentation this evening we'll go through a number of items to sort of update you on where we are to date following that we'll do public comment and then move on to board discussion we'll conclude with next steps next slide please you see here there's really three desired outcomes staff would ask tonight that we receive board consensus on the establishment of three to four goals we would also ask for board consensus on some draft targets or success indicators measures of success for those goals and then determine a timeline and some next steps slide please so we shared this slide of

056the last meeting we do Envision the the diversity equity and inclusion strategic plan to support the overall work of the district as described in our lcap just as the goals and objectives of the educational technology plan for example and the goals and objectives of the career Pathways plan those goals and objectives serve to support student progress toward achieving our board adoptive goals and success indicators in the same manner we expect that the goals and objectives of the Dei strategic plan to support progress toward achieving our board adopted goals and success indicators next slide please our mission is clear we will provide every student an extraordinary education in an inspiring environment next slide please to that end our board annually adopts updated goals and success indicators focused on meeting the needs of all students the development

057of our educational technology plan and the development of our career pathway strategic plan did not distract teachers and staff from accomplishing their primary objectives as described in our goals and success indicators here on the screen and as you saw in our graduate profile on mission and vision on the previous screen in the same way the development of our Dei strategic plan is also intended to support not distract as we accomplish the goals you see here I'd like to share an anecdote that I heard recently which may help the better explain the possible benefits to all students as we're developing a Dei strategic plan our County Superintendent Dr Paul gothold recently described the curb cut effect when he was sharing information about sdcoe's Equity blueprint the curb cut effect describes how addressing disadvantages or exclusions experienced

058by one group of people creates an environment that enables everyone to participate and contribute fully the concept was coined by Angela Glover Blackwell and alludes to how sidewalk ramps also known as curb Cuts they were installed to make communities more accessible to wheelchair users these became Universal because of the improved ability and ease of movement for all people curb Cuts benefited not only people in wheelchairs but also people pushing strollers or carts Wheeling luggage riding bicycles and even Runners and walkers Dr gothal described the curb cut effect as being relevant to schools as we attempt to address the needs of specific groups of students in classroom lesson design it's sometimes referred to as Universal Design for Learning or udl by looking at the specific needs of groups of students who are struggling to be successful

059in a school environment and implementing changes with that group in mind it is possible and indeed probable that those changes can also positively impact all students that's the curb cut effect and it's in that spirit that we approach this work on the next couple of slides we copied over some things that we presented previously this one has some definitions Dr Knight if you go to the next slide we just share again some of the work that's been done to date on the next slide then I want to highlight there were three governance team requests last month the first was to have this discussion in a workshop format which we're doing the second was using resources readily available bring as much new information as possible and we did share some of that with the board we'll

060we'll discuss that this evening and then the third one was to come in with a clean slate and provide all the information that we've already provided with the goal to develop three or four high-level goals this evening now regarding that note about a Clean Slate staff didn't feel that the study session would be as productive without giving you some starting point for discussion so we synthesized much of the feedback received into a few overarching themes and goal areas and then we created three possible goals and Associated success indicators for board discussion if the board is displeased with this approach by all means you can certainly start with a clean slate and we certainly understand that you may choose to to do so the information provided here is an attempt to facilitate a more focused discussion

061by giving you some goals and success indicators to consider on the next slide then I just want to highlight a couple of guiding questions one are the three goal areas that we've listed appropriate for our strategic plan and then what measures of success is the board looking for Dr Nye loves to use this quote on our lcap study session every year and I think it's it's a worthy reminder Tim Cook from from Apple I'm saying that we say no to great ideas to keep the amount of things we focus on very small in number and this way we're able to put enormous energy behind the things we choose so that's always our word of caution as we're thinking about a success indicators for example we may be naturally inclined to develop a long list of

062success indicators but the longer that list grows the more things we're measuring and monitoring the more difficult it is potentially to to do a few things well so uh moving on then um the request was for information previously shared so we have over a number of board meetings uh presented or or discussed uh the development of a Dei strategic plan these are all available on our website we just compiled them in one place here this deck will be on our website tomorrow so easy for the public to click through and find those on the next slide we also just did quick links to the items that were attached to last month's board agenda again they're in board docs but we wanted everything to be here in one place and then as we move on there

063was a request for some new information including student and staff demographic information so we did compile current uh student demographic information you can see our largest student demographic group our white students at about 55 percent next is Hispanic or Latino students at about 27 you'll see down in the bottom right hand corner uh six percent of our student population are English Learners nearly 15 percent of our students are students with disabilities so with the documented IEP 22 or just over one in five students qualify as being socio-economically disadvantaged and there's a formula for that based on family income and then finally we do have 56 students who are deemed homeless the next slide we attempted to pull together and what we wanted to do was a side-by-side look at staff demographics to see how it

064reflects student demographics but you'll see at the very bottom they're highlighted in yellow um that that over a third of our employees declined to State their their racial um identification uh we are we are not able we're not we're not able to require the collection of that um uh that it's a self-identified self-reported metric so it is a little challenging for us to draw any true conclusions about the relative percentages of our staff compared to the percentages of student in any racial demographic group however you know we can get a sense and uh and we did provide that that here for you if the board moves forward with a goal or success indicator around staff representation then we would have to work through what that looks like to provide good data uh next slide we

065did disaggregate some of the survey data that came in organized it by theme which I'll throw up there on the screen in a moment and then uh We've mentioned the Kelvin surveys they're quick surveys or inventories done by students four times a year it's one of our lcap success indicators and uh we've had very high rates of response from students 95-ish percent of our elementary students click on the the little dog that pops up on their computer screen and it's a very short you know 10 question the feedback loop you know 70 plus percent of the Middle School fifty percent of the high school I've spoken with both principals about um ways in which they might be able to improve the response rate for for students so we disaggregated that and included it as well

066and that'll be there for the public um this is a quick overview of of some of the key themes that we've pulled out as we looked across the the focus groups and the the different surveys that went out there so communication and understanding system-wide support learning support and structure those are the three themes that we identified and shared with you at the last meeting we just teased it out a little bit more here and then if we move on uh yeah one more so so you saw something very similar to this at the last meeting um where where we identified some overarching themes and priorities uh as I mentioned communication understanding system-wide support learning structure and support um we we know that we need measurable objectives so uh we'll we'll we hope to identify a

067goal in each of these overarching areas uh and and uh maybe a draft of some success indicators and then we would argue that staff needs the opportunity to finalize those bring them back for approval in the future and then start to apply actions and services and budgets to to the work so that's upcoming next um uh again uh we're hoping to find out from you or the three goal area is appropriate are are what measures of success are you looking for and we hope to walk out of the meeting this evening with some clarity doctor and I will hand it over to you all right thanks again and uh thank you uh president Pearson trustees and Dr Churchill uh based on last month's discussion staff has created three overarching goals accompanied by themes and priorities

068for each one of those goals um staff has also listed several potential success indicators for each of the goals to read reiterate what Dr Churchill had said um this is meant to be a list it's not meant to you know adopt all of these success criteria uh we wanted to list out some of them and then hopefully have further discussion on what those could look like it's also important to note that each of the success indicators could be adjusted to include additional measurable targets if if that's something that the board wants us to do so under draft goal number one it reads prepare students and graduates for a diverse and inclusive workplace by fostering the development of trusted relationships with staff in the community and then underneath that the cross-cutting themes would be communication and

069understanding and some of the pro some of the priorities would be fostering relational trust listening to students staff and the community some potential success indicators could include surveying both staff and students regarding Deni related topics success indicators could be conducted by students and staff three times a year regarding topics related to dni as we mentioned before we could use our Kelvin platform to do that the first survey we could gather Baseline data and that could be done this spring if we wanted to do that specific targets could be developed based on that survey that is collected or the survey questions that are collected and then we could vet that survey those survey questions through student groups staff prior as well as uh prior to collecting the information other potential success indicators on this list include

070an expansion of affinity groups that could include clubs and organizations on our secondary school campuses and then we could continue to convene Community talks with specific stakeholder groups that would include representation from each of our school sites these could be facilitated potentially by a third party facilitator a consultant to gather that input in an impartial manner uh moving on we wanted for each goal and success criteria we wanted to Define some terms and then relate those terms back to the overall definitions that were listed before regarding diversity equity and inclusion so I'm not going to go through all of these but just uh in regards to the first one for example we talked about relational trust and why that's important it is clear that when people trust one another they're more likely to collaborate effectively

071communicate openly and feel comfortable relying on each other we know that these types of environments can lead to better outcomes both academically and social and emotionally for our students strong relationships between students teachers and staff can create a sense of belonging and support and that's what we want for all of our students we want them to be in great environments that are supportive and that they can reach their full potential so these Concepts or these particular Concepts as we look at them they specifically align with the definition of inclusion so that's why we have the inclusion Focus underneath there I'm not going to go through each one of these but just wanted to highlight kind of what we were looking at in relationship to the goal the themes the priorities the success indicators and then

072some definitions around those so in goal number two it states Empower cusd education professionals to create safe and inclusive learning environments that allow for Unique backgrounds cultures and shared experiences to fuel a growth mindset some of the themes here could include system-wide supports for students and priorities would include additional professional development and training restorative justice practices and collaboration with potentially other agencies some of the success indicators to measure the effectiveness of this particular goal could include professional development with our staff which may include topics like fostering student voice and choice or implicit bias another potential success indicator could include evaluating current teaching and learning strategies that may include topics around Equitable grading strategies and cultural culturally responsive instructional strategies which could include student voice and agency this could also another success indicator could be expanding

073our restorative practice program this could be additional training around PBIS which stands for positive behavior intervention strategies and other Statewide supports some of the examples of system-wide support training may include code of conduct and behavioral expectations positive behavioral interventions as I explained before rewards and consequences and tiered intervention approaches so tier one tier two and tier three interventions we have also included success indicators from the last meeting that could be included and those are down at the bottom that we've highlighted at the last board meeting as well so in regards to definitions here we've included restorative practices and culturally responsive instruction in regards to restorative practices they focus on repairing the harm rather than simply punishing the perpetrator you would want to use discipline as a means of corrective behavior and that's what we always

074have been taught as administrators you want to use discipline to correct the behavior so it doesn't occur again restorative practices does not mean that students don't get any disciplinary consequences and they stop getting consequences for bad behavior the Education Code specifically lists out specific infractions that require us to suspend students as well as expel students for certain situations that occur on school campuses rather restorative practices focus on proactive measures to try to help curb Behavior behaviors staff has listed some of the topics in this definition this particular definition aligns with the equity Focus presented earlier And in regards to goal number three it's to uh the draft goal reads to build structures that incorporate diversity equity and inclusion throughout the organization including across departments and in every classroom some of the themes include learning supports

075and structure the priorities in this area could include representation and Staffing closing Equity gaps and updating our curriculum staff has listed out some potential success indicators under this goal those would include additional student training that could include programs like no place for hate continue to look at text to include diversity of authors as well as diverse perspectives and expanding efforts for hiring diverse staff that reflect demographics of cusd students and then we've also included the success indicators from the previous presentation in last month's presentation so those could be as well potential targets slide 29 list again the definitions here and the terms Equity gaps and representation for Staffing and how those align with the three overarching definitions provided earlier so this concludes staff's formal presentation and we'd like to turn it back over to president

076Pearson for public comment Dr Nye thank you Dr Churchill thank you as well this is the time for public comment we have received how many blue cards have we received we received a total of nine blue cards for this item 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 schools district was with nine speakers you will have two minutes 15 seconds we'll have the timer on on the screen and your mic will be muted when your time is expired the first speaker is Mr Brandon tyanginson hi thank you uh my name is brandonson um I don't reside in the school district but I am the current employee of the carlsbit City libraries co-vice president of the Carlsbad equality Coalition

077and an ex-employee of this District but immediately so um for this item I want to support goal two's approach to experimenting with new Equitable approaches to grading policies as a way to narrow the achievement Gap among your students when I worked in the guidance office in aoms my Approach with kids that were brought in to my attention for having grades resistant to change was to take an f and have the the child see it as a valley to reflect before finding a better upward trajectory out of it they would see the f as a grade on their worth while I worked in mastery-based understandings to reframe it as something to move Beyond instead of seeing it as just a punitive measure with advanced placement I think this requires extra Focus Beyond a metric since not

078only is this impacted by possible inequities inherited unusual rating systems but such placement also bends easily to implicit it in explicit biases one study states that high schools counselors are less likely to recommend black girls and teenagers to advance placement classes than their peers even when their transcripts are identical My Hope Is that this school district can not only dive deep enough to deal with the issues that these metrics hint at but to potentially lead to the rest of the city growing out of of other inequitable values as our students grow into becoming our leaders thank you Miss Kelly liverson Kelly liberthon the equity plan relies on the input from several surveys including World Cafe Equity committee health healthy kids and Calvin in last month's staff presentation slides were provided for surveyed responses but the

079actual surveys were not provided what are the questions being asked of students California Education Code 51513 reads quote no test questionnaire survey or examination containing any questions about the people's personal beliefs or practices in sex family life morality and religion shall be administered to any people in K-12 unless the parent or guardian of the people gives written permission for the people to take the test questionnaire survey or exam do any of our surveys ask what is your gender are you transgender which of the following best describes you a straight not gay B lesbian or gay C bisexual D something else e not sure F declined to respond questions like these perpetuate the progressive lie that gender can be chosen and that it is separate from one's biological sex affirming a child's erroneous belief about themselves

080does nothing to help the child and resolve their confusion it only elongates their suffering if the district is asking these questions did you receive parents written permission for the people to take the survey as is required by the California Ed code or did the district not receive a parent's request to opt their child out of the survey and then administer the survey to the student which is not the spirit or the language of the California edcoat are you aware there is pending litigation filed against the California school district for violating the law by illegally providing minors with inappropriate gender affirming surveys lastly the survey questions come from a staff Equity committee student equity and sdcoe equity thank you Miss Hannah Summerhill hi good evening I'm Hannah Summerhill I'm a resident of Carlsbad and I'm the

081co-vice president of the Carlsbad equality coalition thank you so much for presenting this Dei plan I fully support it I would say about draftkle one instead of preparing students and graduates for diverse inclusive workplace I think it should read that it's really not just for workplace but it's for life because Dei will help them in every area of their lives whether it's familial romantic platonic or workplace draft gold 2 and power educational professionals to create safe and inclusive learning environments for here I would just say that I think relational trust like you guys said is so important and that needs to include accountability so I think students can really only trust their teachers if they know their teachers are working on their own anti-bias anti-racism anti-anti-semitism anti-xenophobic work themselves number three um to build structures

082to incorporate Dei throughout the organization across departments and classrooms that's great think representation and Staffing is so important yes to diverse authors and I just want to say to um the petition against Dei signed by almost 300 people makes me really really sad because I can't imagine saying that I'm proud to say I'm against diversity I'm against Equity I'm against inclusion that is racism that is fear and a desperate attempt to prevent progress and keep the toxic status quo and for those who signed it do you talk to people of color do you listen to students of color do you listen to the teachers of color here who come and speak they're saying they want Dei and it is white supremacy for white people to get up here and say I know what you need

083better than you know what you need Dei only strengthens education I know that's clear to all of you Reading Writing history these do not exist in a vacuum and for those who signed the petition are you saying you don't want your kids to read diverse authors to learn our actual American history thank you so much for the work you guys are doing on this Mr Scott Davidson [Music] my name is Scott Davison I have a student at CSD I want to talk briefly about my experience advocating for Dei as the co-founder of families for opening Carlsbad schools the group that pushed to reopen our schools as we were all aware at the time school closures had devastating impacts on our most vulnerable students that became quantifiable within weeks of our schools being closed when cusd

084responded to our open records request and acknowledged that F grades had increased by over 300 percent when the judge struck down The rules keeping our schools closed she said they violated the equal protection Clause by treating students differently school closures disproportionately affected certain groups but we didn't try to divide students and only advocate for our kids or those in a certain school or those of a certain race we fought on behalf of all students because all were affected in some way whether academically physically or emotionally that's why we ended up with a coalition of thousands of parents from all different racial socioeconomic and political backgrounds this Dei plan divides students by providing interventions only to certain racial groups and ethnic groups on Monday we honored Martin Luther King Jr who famously stated that he had

085a dream that his children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character but here we are in 2023 creating plans which judge students by the color of their skin and ask for us to provide equal outcomes for them because they aren't capable of achieving them on their own that's what terms like restorative practices and Equitable grading really mean don't be fooled this plan is racist to its core it injects race into discussions that should simply be about helping all students and listening and respecting all voices it's hard to imagine a judge looking at this plan and not seeing what we all see a plan to treat students differently based on race a plan that clearly violates the

086equal protection Clause of the United States Constitution thank you [Music] Miss Jen hamburger [Music] I'd actually like to start by giving a very uncomfortable example of what restorative justice actually is Scott and I'm going to just use my personal family story my son was on the baseball team he's a fantastic player he has a lot of friends very you know he's also black um there was a coach that was hired and was there for a long time that allowed a really racist um environment to start that which resulted in my son no longer wanting to play the sport he loves for the school he loves I have a screenshot of one of the players that was sent to my son saying some awful awful things he's still playing baseball my son isn't he got restorative

087justice it helps all the kids to know what I'm not demonizing that child who has taught him you don't put your face on a picture that has the n-word on it or die little black boy if that happened to your child Scott you'd be burning this town down and so would everyone on the Carlsbad reopening page I have I like this plan much better than when I saw it last week but I will say there's a lot of words when you say staff are you including coaches are you including substitute teachers since I spoke at the last meeting I have been barraged with different people coming to me sharing their experiences of their children of how their children feel how they can't get any justice or even consequences or even educate the kids who do

088the wrong things because they don't understand what they're doing a lot of them substitute teachers have come to me and told me that they hear the n-word on campus every time they go to Carlsbad High there are adults who are not addressing this at the school you're letting the kids down and if you allow yourself to act like this you as the board are complicit Dr Churchill Dr Nye all of you and you have a lot of great teachers that do the right thing you need to know who you're hiring good evening I'm Shawna Hearst here as individual and not cuc president in last month's de and I discussion there were many comments and concerns over feelings and while I know all of us have feelings and they're very important feelings are not a measurable

089metric for a district-wide plan as the trustees and cabinets are aware cusd operates on a very tight budget as referenced earlier tonight as a previous executive taxpayer and cod cosd parent it concerns me when a plan is being discussed with a potential allocation of District funds without smart goals goals should be specific measurable achievable realistic and time-bound even if the best plan is backed by the best ideas most likely will not have an effective outcome if desires of the plan do not contain smart goals we've all seen scope creep changing of the Target and Universal unrealistic goals prevent any solid forward motion on any plan smart goals offer Clarity increased motivation offer roadmap and a Finish Line which allows you to look and see if you've been successful I would ask the board to do

090the difficult work tonight and possibly in future board meetings if needed to create a plan centered on smart actionable goals that do what RC USD Vision says we're going to do provide every student and exhort extraordinary education in an inspiring environment thanks Ms Katrina weidlich foreign [Music] good evening board members and District staff I speaker as a resident parent of two children in the district and teacher in the district since we love to quote Dr Martin Luther King Jr here's one that you may not have heard white Americans must recognize that Justice for black people cannot be achieved without radical changes in the structure of our society 1967. so let's start with our schools I'm here to strongly encourage you to develop a comprehensive and robust diversity equity and inclusion plan with measurable goals having

091a plan that ensures our students are prepared to celebrate the diversity of their peers and their community and discuss diversity in an empathic way is the best way to prepare graduates for future employment and academic success according to the Carlsbad Chamber of Commerce the top three employers are via stat Thermo Fisher Scientific and Legoland Carlsbad Unified being the fourth each of these companies the largest employers of Carlsbad have robust and comprehensive Dei plans in place here are a few of their Dei statements from via stat we believe that that diverse perspectives lead to Innovative problem solving that help us connect the world we strive to create a workplace that ignites the power of diversity and supports the inclusion of new ideas and solutions to meet the needs of our Global customers we want to empower

092talented determined team players from all backgrounds interests and life stages from Fishers scientific our commitment to fostering a culture that values diversity and inclusion considers gender and ethnicity diversity as well as diversity of backgrounds experiences and viewpoints so why are the largest employees in Carlsbad on the path towards diversity Equity inclusion but we aren't do you want our students to be employed in Innovative companies enriching the economic growth of our own City do you want our students truly College and Career ready or do you want to leave our students ill-prepared for their future align yourselves with the work that the leading companies in Carlsbad are already doing diversity equity and inclusion [Music] Nikki Rudin goodness okay hi everybody thanks for having me uh Nikki rudden I am a parent in at Buena Vista I actually

093employed actually by Margie hired me for a little job so I am an employee of the district and um and I live in District One um and the next student I've been up here I think you guys are starting to see my familiar face but I wanted to talk a little bit about data collection strategies and I'm so happy to see this tonight because it was much more detailed and something that I felt like I was holding on to certain sentences and words but there's conventional strategies for collecting data we talked a lot about data last time and then there's culturally responsive strategies and you know I I feel like you can kind of really just Google any of this and I would hope that as we collect data and move forward that these are

094things that we're doing if surveys are not working then we need to think about how we can collect data differently and I heard some there's some things we're doing but like information tables at community events like authentic ways of collecting data not just you know Hi here's a survey but how you know talking with families with trusted adults trusted people part of their Community are English language Learners our black students our homeless Community like these are the people these are the people we need to hear from 120 black students we should be speaking every single one of them you know and not just a phone call or a quick you know for a data point we really need to be reaching out in authentic ways drawing on our experts if you look up cultural Brokers

095that's I mean people in education we should know what that means like these are people who are vital to our community they are vital to collecting true information connecting with people engaging um and running out of time also goal three our whole organization to Echo gen absolutely you should know if you're a substitute in our district like this is what the expectation is if you are a parent on our campuses this is the expectation of Carlsbad Unified if you're a part of the PTA the PTA we should have deib like chapters part of the PTA like these are what we need if you look at any PTA meeting if you look at at schools during the day here at this table who a majority of people sitting here we need to have these voices heard

096and these are the things that we need to do to make our district the best it can be so thank you Miss Rachel Marina lot good evening I'm Rachel Marino watts and I'm here at this moment as an English teacher at Sage Creek High School today I sat with my 12th grade students who are working on their genius projects two of them have taken on a legacy project meaning that this is a project that has been done before and is taken on by new students much like the shadow cats program that you heard about earlier these two students work for months in conjunction with Elementary teachers and leaders to create and deliver age-appropriate lessons during Black History Month I asked them today why they chose this project what they shared with me was that they

097feel there's a lack of black history shared with students Beyond Martin Luther King Jr and Rosa Parks that although black history is given a month to celebrate they believe the honoring of notable black Americans falls short my first reaction was surely not there must be more but I swallowed that regardless of my reactions I've learned that when students tell you their truth you accept it I would like to believe that we can make a reality where this genius project is deemed unnecessary by the students taking it on I would also like to share that Carlsbad has had a unique chance to weigh in on the Dei conversation we had an election back of the napkin math about 9572 people voted for candidates who ran openly on their support for diversity equity and inclusion as reflected

098by their websites further in an interview created conducted by chs's Lancer link two further candidates responded positively and in support when asked the question what will you do to ensure students have access to diverse and inclusive curriculum in cusd high schools taken together more than fifteen thousand residents voted for candidates who would represent their interests in favor of diversity equity and inclusion both our students and our community support putting student needs necessary supports for success and inclusion of all ahead of political talking points thank you okay Steph thank you for all the speakers staff do you have anything to add no not at not at this time I I would like to say that we do uh comply with California Education Code as it relates to surveying students we do not currently ask students any

099of the questions that were commented on by the speaker however one survey the California healthy kids survey does ask some of those questions and we notify families in advance of an opt-out procedure so we are complying with the law in regards to surveying students thank you any other staff comments hey trustees now is the time for questions and discussion our goal by the end of this conversation will be to find clear Direction staff about next steps staff has also asked for consensus on the three draft goals and possible success indicators and as suggested a protocol for us to follow with that in mind I'll open the floor to trustee questions and then discussion trustee Williamson thank you and thank you for the um but thank you for the presentation I've sensed a lot of fear

100on both sides regarding this plan and there's a lot of questions that I have so I alerted Dr Nye that I was going to be asking him some questions simply to help me and perhaps the public understand better what we're talking about and so I'm going to if it's okay I would like to go ahead and just ask all these questions and um any questions you have trustee there are five and it's all kind of related so if you want me just to ask one and then of course there might be other trust us and then if the trustees want a same theme to your question then they can ask the same type of question and they'll just will rotate if you don't mind okay absolutely and when we get to the discussion it might

101even be helpful if we there might be some responses that you have I'm really trying to understand that that's where I'm I really want to understand so here's my first question assuming that there are two male third grade students in the same classroom they're both reading they're in third grade they're both reading on the first grade level one is white the other is Hispanic neither has an IEP currently would they both be receiving the same level of support and would you expect anything to change with the implementation of a Dei plan no I I think that currently they are receiving the same level of support and with a Deni plan in place I wouldn't expect them to be receiving any different levels of support after that any questions related to that that's fine trustee Rawlings

102yeah and this is more procedural once we get into the discussion phase will we be going into more of kind of brainstorming and you know writing stuff on the right board where Mr Grove writes our thoughts down and and then we start narrowing the list and those types of things that's what kind of what I was expecting when we were talking about a workshop style and I'm not seeing a a whiteboard or a paper sitting around the room I'm prepared to take some notes digitally and then we can read those back to you as as necessary so we wouldn't have a visual of what's being of the brainstorming God I can take some notes and I can throw them up there if that's the desire of the group yes okay that was what I was

103expecting when we were talking about Workshop because that's what we do with our lcap so that's I just wanted to clarify it procedurally so that's all I wanted to ask so good uh other questions trustee Williamson thank you okay three middle school students report they're being bullied one girl by a group of girls who make fun of her appearance including using social media one boy by a couple of students who keep calling him gay one boy who was repeatedly on the receiving end of anti-semitic remarks what is the current protocol including consequences in dealing with these situations and would you anticipate that it would change what the implementation of a dni plan yeah we have a bullying and harassment protocol that's in place we would do an investigation in each one of the cases gather

104witness statements and apply appropriate disciplinary consequences for each situation where that's occurring those are all what you described if we can cooperate that that's going on those are totally inappropriate situations and no it wouldn't change based on a Deni plan hopefully we'd be proactive and and giving some students information ahead of time as as the inappropriateness of those things and potentially working with them on things that they can correct their behaviors moving forward so okay thank you trustee Rawlings that would be a follow-up to that so my understanding of what a de and I plan would do and and again what we have in front of us with number one hopefully prevent that situation from occurring because our students are seen and heard for who they are and what they are would that be accurate

105yeah that would be one of the things that we'd be doing there are you know I would say another thing that could potentially come out of this is a more heightened focus on the on those types of behaviors that are occurring and a tracking system for those so it would bring those things to more of a Forefront we'd be monitoring and tracking those even more closely than we kind of already do I mean yes can I do follow-up yeah follow up to that yeah of course and in that same vein so um if we were to adopt let's say some restorative practices under that same scenario wouldn't there be the likelihood in using restorative practices that there would be a clear understanding of the why the person might be being bullied and why the bully

106may not understand certain attributes from an individual student and therefore the consequences may be more reflective to prevent the situation from happening in the future would that be accurate you would hope that that would be the outcome yeah absolutely trustee Ward I was just going to concur with what uh trustee Rawling said I think a Dei plan would definitely help pre prevent a lot of that because there will be more understanding and less ignorance around a lot of those types of issues that would come up so I think that's what the really the purpose of the Dei plan is to make sure that there's a lot of education and learning to support um all people all students Christie Rawlings and just to follow up again on that when you talk about the success indicators looking

107at restorative practices is that something that you'd be tracking to see that that if the restored restorative practices could be measured that we have a reduction in harassing and bullying Behavior by other students so that could potentially be one of the ways that we measure success yes trust her bath so I'd like to just state that I like the goals and I think what I really want to focus on are the potential measures for success and the data targets so that's where my notes are going and those are the questions that I have so I don't know when that's appropriate to start discussing you I still have more questions but so but are you talking questions are you talking discussion I'm sorry no I have questions about the discussions so we're taking a one by

108one unless somebody has a question that's tied to that for other trustees question well no but if you have a question now well um I like the theme of communication understanding and the priorities so looking at potential measures of success um I think when we look at as a as a board trustee my role is to keep learning and achievement for all students is our primary focus each one of us right and help to keep the district focused on learning and achievement for all students and so when we're looking at designing surveys or asking questions I think we need to be looking at all students so when we talk about Affinity groups clubs and organizations I have just some concern that we might miss some students if we're talking about all students so not all

109students participate in clubs they're not comfortable being in a club they're not comfortable starting a club so how do we how do we get to those students I think there were some recommendations that were made I think you know but I don't know if we have the money the resources the time to do all this so I just just have some questions how we plan to address all students because that's really our role as a trustee is to look at all students not just certain groups I'd like to take that question I I would just say that you know we're you know we want to try to cast a widest net as possible when it comes to creating some instruments or tools to collect feedback you know that's always the challenge is that you're not

110reaching the right kids and potentially there's a pocket of students out there that you're not hearing from so there are the you know the the quantitative measures that you can gather and there's also qualitative right getting out talking to students talking to different groups so I think it's a balance of both of those things to try to get after um meeting your goals and you know we obviously can't hear from every single person but um we can do our best to try to cast the widest net as possible trust is it along that same line it is Christy Ward thank you uh so when you say Affinity groups aren't aren't the Affinity groups the groups that we've actually missed up until this time and this is why we want to give them the opportunity to

111have conversation and share so um kind of speaking to what trustee for Beth was saying you know we want to make sure that we're hearing from everybody our Affinity groups or the people that we haven't heard from so that's why we would have conversations with our different groups like our lgbtqia community and or Jedi groups and things like that so these are groups we typically don't hear from yeah I think I think we have heard from some of those groups but obviously um casting a wider net and hearing for more perspectives more clubs more organizations um would be the goal I think you know one of the things would be you know as we develop surveying information and types of things to ask I think having a greater conversation with students and staff about what

112those potentially could look like and the types of information that we want to collect would be very valuable so I do envision utilizing that approach and getting more feedback from both student groups as well as staff groups and potentially parent groups as well along the same line I have a question about and I know you just mentioned parent groups but what about the community what about our stakeholders in the community how do you how do you Vision getting their feedback yeah I think um you know we could you know there are certain groups that we have standing as far as Community rotaries uh you know chamber Community groups we also heard from folks from the city we could continue to gather feedback from city employees as well as city workers but you know it's always

113a challenge to try to try to harness all of that but I think we do have some standing um committees that exist right now that specifically work with the with the larger Community if that's what if that's what you're supposed to follow up it's similar to what we do in El Cap yeah very similar absolutely trustee Williamson there you had a this is question three I think yes so as no one else said because I okay I'll go ahead all right um how would you ensure that setting a success indicator of reducing the numbers of D's and F's among secondary students or ones and twos among Elementary subgroup um subgroups wouldn't result in lowering the requirements as opposed to increasing performance yeah it certainly wouldn't be Our intention to be lowering or um dumbing down

114the curriculum I think the examples that I would give has concrete examples of what we've used in the past would be around our ELD curriculum as an example so in the past I think it was 1516 we introduced or the state adopted rather robust English language development curriculum and framework that had a number of different standards in it we trained all of our teachers in that curriculum and it was specifically geared towards second language learners but what we found was that it helped all students it really had an impact when you talked about academic vocabulary as an example found that that just didn't help in second language Learners it helped every single student so to the analogy that Dr Churchill had pointed out before I think there are a number of different examples that we

115have had in the past where we've implemented an intervention or a strategy for a specific targeted group that had benefits for all students and so I would say the same thing would hold true in the analogy of grading we would take a look at our policies and practices but it certainly wouldn't be the intention to lower the standards it would be to Target how can we provide interventions and strategies for certain targeted groups which I think will help all students that are struggling not just particular groups of students thank you okay that's okay trustee Rawlings thank you um so my question is is that based on our definition that we haven't told adopted yet but I'm assuming that if that's what we're working off of under diversity it talks about let's say a military veteran

116status as one of the groups within diversity okay so that's what it states here wouldn't it be more effective instead of just trying to improve grades to look at the root cause so if the if the grade is being impacted due to diversity Equity or inclusion issues for instance a military family let's say they're in the process of moving and being redeployed wouldn't that be potentially a root cause of a lower grade rather than just having a blanket statement of we're going to increase you know the grades of these particular students wouldn't it be wouldn't we be better off looking at the root causes of the deficiency of grade or absenteeism or what have you I certainly think that that would be flushed out and developed through an action plan is that you know as

117we look at the root causes as we pull together different groups of teachers and students some of those things will get fleshed out in an actual action plan and those causes are going to be identified so I don't I don't know necessarily uh all the potential reasons why students get D's and F's um and I I wouldn't want to guess I'm not you know potentially I think there's going to be a lot of reasons and a lot of root causes but I'd like to get uh folks in a room that are have a great deal of expertise in that area and get their feedback and then develop some actions and strategies around that if that's a success indicator that the board wants us to pursue obviously if it if it's not then we'll we'll create

118action plans on what what they do want us to pursue let me just say um okay and just as a follow-up wouldn't that be more consistent with a Deni plan and looking at the root causes instead of just looking at the outcome which would be absenteeism or failing grades or what have you I think that that will occur once we've defined what our goals and success criteria are so I think that we're only on the the cusp of things right now and so staff wouldn't want to develop actions and services aligned to something that we're not going to potentially identify as an outcome that we want I give the analogy of you know a to G in our l cap we've done an amazing job at increasing the percent of students um when we first

119when I first got here it was hovering around 58 of your graduates meeting College and Career or college readiness uccsu approval we are now well over 80 percent 81 82 percent um and we've created actions and services every year since I've been here to try to increase that number if we're not focused on that area though you know if it's a different area that you want staff to focus on we need to know that to create actions and services around that if it's the Seal of by literacy that we want to focus on as an example we may have a different action plan to get after that particular success indicator that makes sense but I I Envision some of the things that you're talking about the identification and the the root causes really being flushed

120out as we start to dive into the actions and and the services that we're providing trustee Ward did you have a question yeah I just had a follow-up to that so I you know I appreciate the work that staff has put into this and I do like the goals that you worked on so thank you for that I want to just follow up with I think some of the learning around this is probably going to be and I think you're kind of speaking to this um Dr Nye about we have to kind of hear from everybody right we need to hear from our students our staff and our families and I think that's part of your measures of success and until we know how people are feeling and how they're what is happening in our

121schools and hearing from students and you got a little bit of that from your Kelvin surveys but until we can really drill down I think trying to find out what those actual goals are you know might be a little difficult or you're how how those things are going to be measured because we don't know how everybody is feeling how students are affected I I know a little bit because I'm a parent and of graduates and I have a pretty strong idea of what was happening in the schools so I think that you know it would be really good to get information from students and staff before possibly even diving into what those measures of success are going to be but I do like the goals okay do you have a question in there no I

122was just following up okay okay I have questions trustee or Beth so again referring back to our governance handbook uh section f with our board rules roles we are to involve the community and parents staff students and staff in developing a common vision for the district focused on learning and achievement and responsive to the needs of all students and I would agree with trustee Ward that I'm very appreciative of all the work that's been put in and I know that you wanted to put something out there for us to discuss and we have a lot of work to do still because we're still in an understanding phase but I think I would like to ask um about for instance these committees that you're referring to on number four and five for potential measures of success

123who creates the Committees who's on these committees were these committees formed before were these opportunities given to all students are these committees representative all students parents and staff so keeping in mind our our role of all students and involving the community parents students and staff and developing this I think this is very important as we move forward in gathering more information is looking who we're asking to get this information from right so I'd like to take a look more deeply at who are who's creating the Committees that we've already looked at you know who's on those is that representative of everybody um in Carlsbad for our students so yeah there's certainly a lot of different committees I could you know in general we try to get a good representation whether that be our Deni committees

124for staff those were folks that um had received some training had gone to specific some County trainings there were site representation from each of our school sites that consisted of a dni committee of not just certificated teachers but also classified staff um in regards to students we reached out to Club advisors we reached out to you principals and other teacher leaders and and for student represent Representatives that could serve on the Deni committee we have a number of different standing committees that you know are are ongoing that were established well before the dni Committees came forward the the any anyways there's a lot of different aspects to that our world cafes we use the County Office of Education to um put out some feelers to the community as far as who could be participants of

125that we were confined a little bit by space because we wanted to have those World cafes in person and we felt like we they actually were con conducted in this room so we you know we couldn't make that as as wide as potentially it could have gotten but we we felt like we got a good cross representation of parents that participated in that could we do better absolutely could we talk to more folks yes and I think through the process of this I think I think we will do that you know as as we Define what those questions kind of look like as we Define as we get results from those I think we're going to be talking to students about those things we're going to be asking additional questions of staff students in the

126community so I I just feel like it's not a a one shot and we get the information we create the plan I almost Envision it of being like an accordion right you you kind of reach out a very wide breath to try to get information you distill that information then you go out again and it's that constant process of getting information and and Distilling it and putting it in the plan so it's going to evolve and I'll just add to that I think that people are more aware now right they know that we're developing this plan and I think maybe not as much as the students some students but I think our community is more aware that we're moving towards a plan and so I think people are going to be more likely to offer

127feedback you know I think that the survey that was administered in June was probably overlooked because people were planning their summer vacations and graduations and promotions so I think now that we move forward I think that the community is at large ready to offer more feedback at least I would hope so trustee Williamson question four I think my other two questions have kind of been answered and so as we're discussing I think that I would like to hear anyway so I have no further questions at this time trustee Rawlings yes my question is um when it comes to Kelvin I want to confirm that anybody with a cusd could participate in kelvin surveys is that accurate yes and is there any way to even broaden Kelvin to part of the community or like you were

128talking about some of the city groups or even some of our outside groups besides scusd email we're we're looking into that now I don't know definitively the answer to that but we certainly can use it with parents of cusd students so that is another option that we have do you have a follow-up on that actually I don't want to put you on the spot but a student representative Hadley did you have any questions and it's okay to say no actually yeah so you guys are talking about the Calvin a lot I was just wondering I don't believe I've ever taken this survey where would I find that uh the Calvin survey should pop up on your Chromebook if you have a district device um it should pop up on your uh on on your District

129device it actually is an uh icon of like a little dog that pops up okay if I'm logged into my district District account on this computer would it pop up on there no no so it would not you need a district uh owned device where we can push that out to things that we manage so we currently don't manage your own MacBook but hopefully uh that's a great question though and a great comment is that how are we reaching students that are bringing their own devices to school and and utilizing those um as well so something to take back as well yeah good point Thank you thank you student representative Hadley for that great question on that did you have another question I have one but you know you go ahead and then and then

130I'll go um so one of the um on slide nine and there was another spot that you mentioned uh potential of an outside um outside facilitator um would you be looking to an outside facilitator to potentially help develop some of these questions through Kelvin and other surveys and also potentially util in how to utilize the information to broaden potential um uh actions and services and potentially additional measures we'd certainly be open to that um you know I'd be the first to admit that I'm not an expert in the area you know I didn't go through any formalized training other than you know the training that I've received at the county and some other professional workshops but I didn't take any college courses on diversity equity and inclusion I you know I'd be the first to

131admit that I'm certainly not an expert in this area so any help that we could get from experts in the field to develop the surveys to professionally you know to provide professional development I would Envision us utilizing outside resources to do some of that work yeah absolutely I I do so I'm gonna go ask this question I've just been listening both to the public input and my colleagues on the board and including staff and the question I have is uh just managing expectations um do we have any evidence and there were some great examples here by my colleagues here on how Dei might impact some of those examples do we have any evidence from other districts in California who are farther along in the process and that they can show actual data targets they actually

132show some of the same things that we're making examples of or looking at that were presented that have actually impacted that do we have any of that I don't at this point in time it's something that we could certainly research I'm sure there's information out there on districts that are farther along than us that have some uh data that would support the work that they're doing in their districts but I don't off the top of my head know of any districts that that I have that for eign thank you um this is the second meeting I've heard concerns about Behavior by students at Carlsbad High School and the baseball team and I just wanted to ask if staff has followed up with that thank you and then I just have one one final question this

133is not just for you Dr Knights for Dr Churchill or Mr Grove or Mr Dill um to respond to a lot of conversation today was uh and the goals he presented and some of the potential data points they presented how far are we away from what we're already doing in our district to to what you're presenting in the Dei plan yeah I think some of the work is being done now we've we've done some professional development and training for our staff but you know there's a lot of work that still needs to be done there's um the heightened Focus that a plan would um bring to this work you know I there's a number of different areas that we need much more progress in and and I you know so I think there's a lot

134of work to be done we we have um I I think it's important to note that we're we're continuing to train staff as appropriate we're continuing and try to do some of the work but it's not a comprehensive plan per se that's measuring outcomes and and really trying to um focus on actions that that are impacting the outcomes so more work absolutely needs to be done I think you've heard from speakers today in that regard and you know to hear that you know being a former High School principal the idea that students are still exposed to racial epithets as an example is completely it makes my skin boil you know and it makes me you know it is totally inappropriate and we need to do more work in that area and so if students are

135experiencing that even one student it's one too many so we need to do a better job Dr Churchill yeah I would just add so you know we've got our district goals and success indicators tied to the lcap when when Dr Nye and cabinet and I work with principals on on establishing the mechanisms at each campus to try to get after achievement of those goals and success indicators we ask them to establish some site-based goals typically they'll write a goal in the area of academics and they'll write an area and the goal of like social emotional wellness and we've been working on that for for the last couple of years we've started in the last year and a half using the Kelvin survey as a as a way to kind of gauge where kids are at

136on the on the social emotional Wellness side of things we've got lots of of data on academics but it's been hard to quantify the social emotional side so so for example one of the questions we ask students is to agree on a scale scale of four being I agree very much one I don't agree at all is there someone on campus that cares about you simple question right when we look at the feedback and and I'm making this number up so I don't know the actual number but if it's 80 percent agree with that statement the flip side is that there's 20 percent of our students on campus who don't feel that there's someone on campus that cares about them so so to Dr nye's point that's what we're working on right now is how

137do we identify those 20 of the kids on a campus that don't feel connected um what what's causing them to not feel connected to somebody on campus um we're already working on that some of what we've described here tonight will help us have additional tools and resources to support that work right if if we're explicit about the fact that that the development of trusted relationships on a campus is a priority for us then it allows us to drive our professional learning it allows us to to work with administrators and and others on campus to say this is a priority so I I hope that helps yes we're working on it but but we we can always use more tools to support that work thank you questions still might have been generated more questions uh trustee

138River thank you so what does community talks mean when you refer to that in the first potential measure yeah we we view that as hearing from stakeholders specifically parents in the community as well as community members at large so getting Community forums together to get more feedback from parents um and also community members at Large so would it make sense if we scheduled say a forum and then let them know that we are we have a questionnaire or survey then we'd have their attention and then they might be more readily interested in completing that survey yeah I think potentially that could be one thing I think potentially having some guiding questions you know similar to The Way We conducted World cafes where we're getting more input targeted you know the world cafes were very Broad

139um they were aligned towards you know our overall goals and Visions um the the further Community talks could be around a specific topic or a couple different topics and Gathering more feedback on that specific topic so that's that's what we envisioned as kind of the next steps in that area do you have another follow-up question follow-up to that question question sorry yes um do we have other districts in the area that have done this I know you touched upon this a little bit but do we have any examples of this and how successful it was or not I don't know how successful it was or not but I I know that there are literally yeah there are many districts that do this um on a regular basis trustee Williamson I did have another question on

140slide 26 you talked about Equitable grading strategies and culturally responsive instructional practices could you just give a like an example of what is an equitable grading strategy what does that mean yeah for me it it's taking a look at how we grade um and you know potentially looking at standards-based grading as an example measuring uh whether or not students have mastered certain standards versus potentially whether or not a student completes every single homework assignment and therefore you know that dictates a grade so taking a look at how we grade across subject areas grade levels for some consistency and also to make sure that we're making sure that it's it's you know Mastery of Standards rather than potentially completing homework as an example just a side comment uh to trustee burbap so um correct me if

141I'm wrong here Dr Churchill that uh if anyone has a request of staff we have to have you have to have a majority of the the board to agree to that request to do that so on that point you had when you asked it's possible is when we get into the discussion and we're in and if the Border wants to move into actual uh giving the staff what they asked for tonight then that you would probably we'd want to ask to you know are there three other board members that want to do that is that correct thank you trustee Rawlings I I wanted to double check the if we're doing this in a workshop style that if that's something that um that we wanted to put on the board to say this is an idea

142and any trustee could do that right as we've done in the past and then we go back and narrow the scope as to go to three so it wouldn't so any trustee you could put something on the board and then to see if he can get the consensus correct yeah okay I just want to verify that we're still processing it okay because that was a little different than what you just stated and Dr Churchill I'm curious capture trustee verbs idea and sounded like well no in fact I have not what we're I have not been taking notes on recommendations from trustees we're in a question and answer session okay so when we get into discussion uh we're going to reiterate any directional things as though we were on at a working board and yester Grove

143is off the hook so on this one but Dr Churchill is not off the hook off the hook so we will do that does that make sense if you can reiterate that I'm not sure what is happening so I'll use the example of trustee verbat she asked some question about given Direction yes typically when we have a workshop format okay um and trustee Rawlings had that input on that is that it would go on a whiteboard all these ideas okay and then as we get to actual action we'd say are the three are there three other board members that agree to that one okay does that does that make sense yes but we don't have that right we're gonna get there okay are there any other questions okay so we're gonna open it to discussion

144but I'd like to put a little parameter on the discussion we're doing fairly well on time is that it should be around what staff is at the cabinet has asked us three are we ready to go to to either take their goals or do our own goals or three to four goals uh consensus in it we'll take that piece first before we get into drafts success indicators for each of those goals so if you want to make a general comment great but just in terms of managing our time is that that's what they've asked that's what staff has asked us to do trustee Williamson I'd like to make a general request that we have a five minute break before we move to discussion my thumbs for that okay it's okay I'm sure that's five cusd

145Board of Trustees minutes is it I'm a German he's the one who made a comment um okay just to where we were at we were now in discussion and I would have suggested was uh some general just some general discussion and then are we ready to actually talk about three to four goals or more or less um as a board and so that's that is what our objective is right now but certainly open to any general discussion or comments you want to make any of your trustees want to make trustee Rawlings we started um so um yes I am very oh I think we do have to wait for Ben okay and the one who's supposed to be documenting our comments and requests right um so overall um I actually am very pleased with the

146um with the draft goals um I think it it um it goes along well with how our lcap is set up as well that we have these overarching goals and that we in the past what had happened is we worked very hard in really defining those goals and we haven't had to change them I believe in seven years is that accurate trustee Williamson that we've had our lcap the original overarching lcap goals have been in place for seven years and then we've been able to adapt our success indicators and our actions and services based on things that we've accomplished things we want to shift and change and those types of things so I do believe that these three draft goals are really close to that piece I I do take into account what one of

147the speakers said that potentially changing workplace to something along the lines of more of a real world perspective because I think there's more than just the workplace that we're that we're preparing students for but I do think that the the draft is really solid and it just needs a little tweaking from as far as the measures and success I'd do believe that we could do more to measure success in these areas for instance with our lcap we have we're going to and to to address what you had talked about Gretchen as far as you know how are we going to look at you know how the parents actually feel well in our lcap we have in our parent University piece that we're gonna we're gonna we're gonna see how relevant the parents that attend actually

148believe that the sessions are that we offer in parent University so I'd like to see more along those lines where there's actually measures within the piece of we're going to for instance on the surveys instead of just surveying the students because I'm not sure that that really measures development of trusted relationships for instance I'd like to see something along the lines of that we're going to increase participation in multiple surveys by X percent so for me that would be that's what I'd like to see more of within the um uh within the success indicators that we have but I personally think the goals are solid I think we could maybe use a little tweaks so that's why I stand thank you Steve um I'd like to propose that we amend the measures of success in

149goal one to address all students staff in the community and um that perhaps changed topics related to Dei it seems a little generic and focus on a priority under the goal so the priority under the goal is fostering relational trust listening to students staff in the community I like the goal and I like the theme and the priorities so I just think that um we need to focus on those Focus the priority on under the goal so I'd like to propose that we amend measures of success to address all the students staff in the community okay and our Dr Churchill's taking notes I think thank you uh General Conference just you Mr Williamson okay um I think that I thought our task right now was to look at the goals the three goals and so

150the the first goal where for it said inclusive workplace I'm fine if we just change it to maybe Community instead of workplace because then it would incorporate I think a broader than just the workplace because we're also preparing them for you know for work or for school and for anyway so that was that would be my suggestion on goal one goal two um I'll see goal three I would just stop it at build structures that incorporate diversity equity and inclusion and I would because I think it's stronger to leave it at that than adding throughout the organization including the cross departments and in every classroom to me I just think that that is as the entire structure as an entity so those are the those are my suggestions Christie Ward yeah I want to add

151anything from your perspective sure thank you I do like what uh trustee Williamson is saying for draft goal one but we do mention um relationships with staff and communities so maybe change diverse and inclusive environments by fostering and development of trusted relationship with staff and the community instead of having community in there twice more carefully which what word would you put in place of um instead of workplace the environment so okay your living environment your learning environment we'll vote on these I just wanted to hear what she put it but it was it she was terrifying yeah okay and I actually like a lot of the measures potential measures of success not necessarily the data targets because I think that's already a small um group of students and you know after hearing from Miss Headley

152it sounds like we and and I think when I looked at the results in terms of the numbers from hearing from students and stuff it was a small number so I think having the opportunity to hear from different Affinity groups and different students and staff families is important so I think a lot of those potential measures of success would be something that we should consider to get a lot of that input and I would say that corresponds for graph two for goal two as well as goal three I think especially if you're trying to establish relational trust they need to hear from us we need to have conversations and we should be talking to our student population instead of just giving out like a cold survey and we probably want to try I mean I

153think surveys are good and um having those conversations and I just want to kind of add as I'm kind of learning all the procedural stuff here and what I can say cannot say but um you know I work in a district that has been doing a lot of this work and I've seen a lot of success from it especially for students that are underrepresented so it's great work and I'm really excited about these goals and that we're moving forward with this but I do like the potential measures of success in a workshop format we can ask questions of each other yeah trustee Ward you know to name your District that you work in but okay to work on Dei you've seen you made a comment right now that you've seen a lot what's been measurable

154from the time they started doing this work or your District started doing this work what was the issues before as it related to Dei and what have you seen has improved I'm just using Improvement as a measurement word sure well let me share first along the lines of what Dr Churchill said earlier about social emotional learning it's really hard to measure right because like mental health issues or social emotional well-being those those are things that are you know you can't really give it a cold number it's it's hard to measure and a lot of it is conversation and talking to students and you know what the district guides site leaders and teachers to do right so to answer your question the improvements that I have seen is in terms of the learning that I've seen

155with students and staff and even our community population so around understanding more about each other about different racial groups students that identify differently different cultures you know having those opportunities and giving the community that learning is has been very very valuable and I think as world-class Learners we want to make sure that our students are prepared by knowing about all different people and that's what's going to make our economy stronger and be able to contribute better so the learning that I the improvements that I have seen it's like social emotional learning it's kind of hard to give it a number but there's a lot of value in it because you see a lot of learning and understanding thank you yeah student representative Hadley your general comments um going back to the Calvin survey more um

156like I feel like in it there's a lot of agree disagree questions and it's kind of all of a multiple choice but a lot of clubs at our school really work towards diversity equity and inclusion and I think if there were maybe an option on the survey to like um just speak your mind and maybe give ideas to the school board that could be really helpful too because well maybe not every student would have something that they want to say I think there's a large population of kids at our school that want to see a change and just maybe don't really know how exactly to help so I think sitting in this conversation um is really helpful to me to see that you guys want to hear student voices and I think um students at

157my school and obviously Sage Creek also really want to give them I think Nick who's the other student representative told me that he had to run against 12 other students at Sage Creek to get the position as student representative so it kind of shows that those students that know that that opportunity is there would love to give their voices and I think that we just need to kind of give them more opportunities to hear from them so that we can kind of provide a better plan and really go off of everyone's views and so let me let me get my feedback on the on the goals because that's what we're being asked to do um I'm fine with the goals this is my only concern and I I asked it in a question phenomena voice

158it in a conversation is that we have community members come forth some have kids some don't have kids in the district but the community managers nevertheless they're taxpayers they support our bonds uh to do that is that um that those petitions and things are feedback mechanisms and that we pay attention to that and so whatever the process is is that all stakeholders in the community have a voice in this process and the reason I say that is because I think this is a comment I think the strength of cusd has been that process talk about lcap you can talk about the bond getting uh getting our bonds approved by a community that was didn't have any kids in the district but they saw the value of it because they it was explained to them and

159it was explained in a value proposition way that they could relate to and so I think that's the missing link here I and and you know I know not everybody gets happy with everything we do but I do think that's the only part that's missing for me is that that conduit to that part of our community that needs to be heard on this just like anything else we do absolutely trustee Rollins thank you to the community for when we say you have a petition here you know what if what do we do in order to do that how do we be responsive thanks for that question so what I like about Calvin what I heard in the presentation was is and what I heard from uh student representative adley was we are going to make

160sure that more kids especially those that bring their own devices can participate in that we are going to make sure we prove uh you know part of our continuous improvements cycle is taking everything we do and say how can we do better so this is I'm simplifying it um this is one way to cancel that part that's so I'll get this thing apart did you want to ask me a question on my response to the first part does that satisfy your the first part that by expanding Kelvin together and then I saw it all before assume representative Headley commented I saw that expanding I can't remember where it was it was either on goal one I saw on where Dr Nye but I did see it and I said okay long as that on the

161second part um and I think trust Steve or Beth alluded to it a little bit um and we've heard some speakers to that point is that I don't know the exact mechanism if it's if it's more community outreach and or it's out reaching the people who sign the petition even and put them all in a room and you know I can remember when we had to do hope that was not going to be a pleasant experience for us on this site for everything that was going on at Hope on that but we did it and we got a lot of we got a lot of feedback from it you know that helped us so that's so what I'm hearing you say tactical response but it's a response to make sure that everybody is heard in

162this process and out of it I'm hoping some good ideas come out of it as well from their viewpoint so what I'm hearing you say is part of our success indicators you'd like to see some ways to elicit feedback and two-way conversations between cusd and the community success that was my feedback so now it's I've heard oh boy I might be missing this and maybe Dr church you can help me I think there was either two or three and I have a four including me that were fine with the goals with some adjustments but I think what we need to do is take all the requests and see where everybody's out on see if we got three thumbs for each of those requests for the request on the goals now requests on the success indicators

163is that is everyone an agreement let me see if everyone's agreeing with that first part and then I'll come and see are you amending that yes I wanted to look at something one piece first um I did want to see if we could get agreement on the definitions I I believe that we should that the board should be in agreement that we are defining diversity Equity inclusion in the way that's being presented before we move on to the goals can you put up that slide because I think that was the first one of the first five slides five or six slides that was up there just so we can have it again there it is so if if all my colleagues here would would take a look at those definitions again and see if they're

164comfortable with them because that trustee Williamson I finished your sentence I'm sorry I'm sorry I I said finish your sentence I didn't mean to interrupt you no sorry okay all right I'm very glad that and typically in board workshops we call each other by the first name so but I'm so I'm kind of getting thrown off by past tradition but trustee Rawlings I appreciate you bringing that up because it's based on those definitions that I am willing to move forward with the um with with the goals because as I look at it I'm seeing that all groups all actually individuals it's not one anyway it's under those you know refers to me for all members are respected and feel respected we're not there's no excluding in any of those three definitions it's it's all including

165so the way that I look at it is if someone disagrees with the Deni plan they have a voice they we would listen to them their voice would be welcome at the table because we are we are advocating diversity and having diversity of thought so as long as that is part of our understanding then I I'm very glad that she brought that up because I think that that is an important part to me that that all voices are are heard and you're absolutely right workshops should be firsthand but you know how I struggle with your first name I know you do you do I have for the last eight years and uh actually Kathy reminded that and I you know I wasn't picking it up but I was like I don't want to embarrass myself

166first thing messing it up again because I do I just got you know I probably need some therapy or something but aside from that um aside from that I just I just want to make sure Surfers are included right okay just want to make sure and and I think that it's important when it's it talks about religion because I noticed that faith-based groups were not listed anywhere else and I thought to me that's really important that that religion or faith-based groups or you know that that's that that is part of the diversity that's part of who is who is being their input is being sought after they are they have a voice at the table no matter what their voice is yes so going around this is the definitions right I just wanted to clarify

167that that's I do believe that as we go through this so long as we have agreement on the definitions I think it'll make things much easier as we say we want to have a diverse workplace so because you may be thinking that means something different than I think and an audience member thinks and so that's why I think the first step is to get you know consensus on the definitions and then I believe we can move into the goals from my perspective so I'm I am a thumbs up on the definitions do we have can I see thumbs for the definitions okay that's five thumbs on the definition now we can move forward on the for the goals the recommendations on the goals trustee Rawlings um I would agree with um trustee Williamson as far

168as um the uh goal three by just building structures that are where she said end it instead of talking about the Departments and organization um I would agree with that and I do believe we need to find a better term for workplace in goal one so I would just say I I believe trustee Williamson said end it at build structures that incorporate diversity Equity inclusion period And I would I'm I'm thumbs up on that one sure Dr Churchill these are the notes I took um so we could probably go through each of the three goals go one goal two three and then ask for thumbs they're they're for goal one there was recommendations to change the term workplace to life change workplace to community and change workplace to environment so we need some consensus on

169what we're changing that word to and then we could ask for thumbs on are we good with the goal as written I changed mine to um number four to Michelle's okay to environment to an environment so you can delete mine as far as I'm concerned delete delete yes very good so really on goal one we're really talking between two changing workplace to life or change workplace to environment and let me let me bring that back up sorry tabs here all right and there it is so it could read prepare students and graduates for a diverse and inclusive environment by fostering the development of religious community so I just have a quick question for for Michelle [Music] um that's right environment s our environments um can you explain that a little further so I feel I'm

170going to try to get comfortable with that word sure I think it encompass environment whether you're on a baseball field whether you are on a football field or you're in the district office so any environment and we and in education I feel like that's used a lot like your learning environment your classroom environment so I think that kind of encompasses everything your community environment your school Community um so I think that kind of it's a catch-all for for that that word is what I'm thinking but okay is my thought okay so I think we can do a thumbs on one or two we have Rusty Rawlings on with environment environment right how many how many thumbs for environment so then we don't even need well it'd be good to capture if there's thumbs or not

171for that my question is are we deleting the word a and making it environments or are we making I just want to hear because I think I heard Michelle differently that you wanted an environments yeah and if so then we delete the word AI singular I would say plural because we're talking about then delete the word a we have to be specific yes I do so can you read it back with if we were going to include so it would be prepare students and graduates for diverse and inclusive environments by fostering the development of trusted relationships with staff in the community okay can I get thumbs how many are in agreement with that okay moving on so for goal two there were there was no wordsmithing so I guess we would just ask is there

172thumbs up on goal 2 as written everybody's still comfortable with cold too or there's some comments good luck [Music] I guess my question is what does that mean to empower the professionals what what does that mean so so I you know I'll take a first crack Dr nine then right so because professional training and and support Falls underneath this goal um uh when we think about the systems that are in place to make sure that all of our faculty and staff um have the tools necessary to to accomplish the creation of safe and inclusive learning environments right so we'd be focusing on staff training Etc I think that's what that means with this um could this be related to that they would then be developing their own curriculum the doctor now you're at the curriculum

173guy I'll let you take that one I would say that we no we we have uh standardized curriculum that follows uh State framework and and so you know to the degree that we allow some autonomy for teachers to um somewhat customize their lessons plans but no not not Implement certain topics that certainly aren't part of the state adopted scope and sequence and curriculum okay thank you Michelle I was I was thinking I wonder if if that's more in goal three what you're speaking to Elisa did I say your name you did very good thank you Elisa um because you know you talk about no place for hate you know second step is something that is done too around that kind of learning so those programs could support that those kinds of lessons so that might

174be more goal three as opposed to goal too this sounds to me like it's more about um kind of the social aspects of creating safe and inclusive learning environments so maybe how students are being treated and respected and understood in the classroom um outside of the classroom as well for example on a baseball field something like that so maybe that professional learning for cusd staff could can support that that that's kind of what I'm capturing from this goal um did you want to say is that correct language or additional language to that goal well I'm asking staff if that's what you're trying to capture there sorry say that again I know you sure I apologize no it's okay so I think what you're you're not necessarily speaking to curriculum and what's being taught in the

175classroom you're talking about the social aspects of how students are feeling and in the classroom or outside of the classroom I.E baseball fields or is that is that correct for me when I look at this goal and what I Envision of this goal it's specifically around staff professional development and training fostering environments that are healthy for students and and getting the training that they need in order to do that great yeah that's what I thought I was clarifying okay it's Kathy Kathy and I just wanted to say that I um when I read in power I think of our Innovative mindset book that we read a few years ago where we are really empowering staff to excel in areas and creating safe spaces for students and and not feel like they have to check in

17620 different times before they actually just do the work and so that to me it's an empowerment like we would for the Innovative mindset is how I see it and that would you know we we shouldn't be our and when I see education professionals I I view that as you know beyond just teachers I mean we're talking about custodians and you know nutrition services folks and that sort of thing you know it's every it's all it's everybody within our School community that is empowered to create these these spaces for students is how I read this correction so to comment on Michelle's she brought up the baseball coaches a couple times so I have a question because they're not staff is that correct they are volunteers a lot of them they are staff they're a combination

177of of current certificated staff that earn a stipend for doing this additional work and there are also walk-on coaches who perform those tasks but they're they're processed as employees they're paid as employees they're definitely our staff yes oh I'm sorry so yeah so for more clarification my son played football this year and I there were a lot of Staff people right or volunteers or Walk-Ons you're calling them so and I know that's true for other sports as well so when we look at training how can you require this of people who are volunteering their time if they have full-time jobs those kinds of things what does that look like whatever we decide it does I mean absolutely we can require that of volunteers um and and to your point yes in the football program larger

178programs are volunteers primarily those these these programs are staffed by coaches who we employ who go through a an onboarding process and a variety of trainings things like concussion protocol as an example things like that so but but even the volunteers we can place restrictions on volunteers who are working in these types of capacities certainly Michelle I was just hearing Kathy I'm wondering if we could because are you struggling Kathy a little bit with the word empower I'm not I just I just wanted to verify what I when I read this that that's my interpretation so that's all I was saying because if we're speaking to professional development and just hearing her point about that it affects everybody maybe it could be something along the lines of custody education leaders and staff members will learn

179to create because isn't that I mean we're giving them professional development so they can learn about creating safe and inclusive learning environments yeah the you know the word Empower I think is a is a strong word you know we want to make sure that we've got places that every single one of our campuses are places where every single one of our employees whether they're paid or volunteer but if you hear the n-word on campus you ought to be empowered to address and correct that behavior right and so so I think that's what we're getting at here with that we need training and support because my guess is as we've heard some things tonight you know folks might not have the skill set yet to deal with that so we need to address it but anyways

180that's the empowerment that we're describing well thank you for explaining that I'm fine with Goal two as is do I have thumbs for that okay go three goal three goal three the only feedback was um to stop after the word inclusion and so build structures that incorporate diversity equity and inclusion full stop Kathy I'm fine with it because I do believe that we could ensure through the success indicators and measures that we ensure that it's throughout the organization when we talk about departments and classrooms and those types of things so I think we can get at that part of the goal within the success indicator so that's why I'd be okay with it Gretchen well I didn't get to ask the question but I guess I don't I need more clarification on what structures means

181as a new trustee someone can respond well I mean so if you look at it within the context of some of the possible success indicators that we that we brainstormed um you know there there would be structures that would involve training for students and we listed one possible program there are many that we could choose from some structures would include the the texts the books that this board adopts right to include diversity if we were to have a success indicator around staff representation of a variety of racial demographic groups you know that's a structure as well so you know I think that we would better Define those structures as we flesh out the success indicators did you need any more explain okay anything any other comments are we ready to make a decision here I

182guess my question is is that we're looking at the three goals now none of them would be conducive to having academic performance be a success indicator so is um by looking at it that way then you simply are relying on our overall goals are basically lcap goals and success indicators to ensure that it's being that we continue to track success of these subgroups because I don't that's an important component of it I mean a very important component to me is actually the main component so I want to make sure that we're not going to lose that that you know as when it was presented to us last time it was that was the ultimate I mean that was basically the whole Focus well now it seems to me that we have totally lost that Focus

183so I guess am I so slide I want to say with sword in the beginning how you we we have these plans and they they all filter into there it is thank you so the way I was looking at this is that it's not a standalone uh plan it is part of the career Pathways educational technology that all fits into the local control accountability plan so they're not bifurcated they are integrated if you will and I think that to me is one of the reasons why I feel comfortable enough is that it fits into the overall objectives of what we're trying to achieve with each one of our students here as long as the message is really clear that I'm hoping that the board still is very concerned about the you know academic performance of

184our of our subgroup students I mean I just want to make sure that that's not getting lost in this that we are very concerned about the social emotional that that's that's important that I'm I just I just want to have confirmation from my fellow board members that we still are looking at the academic performance the because I anyway Kathy again that was one of the reasons why I asked the question about the root causes because you know it may not be um and and I'll use the the military veteran that's you know as an agreed upon a group within our Diversity Program and the the grade you know we want to get the root cause of what's you know what's causing the D or the F you know so just by increasing D's and F's

185to me I think we've already addressed that in let's say the lcap for instance however in my view A diversity Equity inclusion plan would get at the root cause of the reason why the grade is and then to address that root cause so if there's you know if there's deployment issues let's say like I said before that could we create structures that would allow more work to be done at home in order to address the root cause of the potential move and and need the need not to be in the classroom so to me that's a structure that could be changed that could deal with the root cause of a great issue does that make sense I mean again it's more specific but I agree with you our our overall goal is to ensure education

186success but again I think with a diversity Equity inclusion program it's very important that we get to these root causes rather than just because I I fear that we would be getting at a deficit um a uh that we're we're looking at these subgroups in deficit as we're creating goals and I'm not sure that that's true I think that there may be structures that are getting in the way of academic success for instance other this is feedback to yes okay so I I think Elisa that I agree with you that I mean we're a learning institution so it's really important that we have um that we're focused on academics but and also and in education we think a lot about like the Maslow's hierarchy of me right so we consider what if a student comes

187to school they didn't have breakfast and they didn't get they got to sleep really late they had a tough morning they're coming to school they had a fight with their parents they're late you know they're having being able to sit down in class and to think and to get through everything is really hard right it's really difficult for them to um really focus I think when students are dealing with um issues where they're being treated unfairly and it's a constant situation it's really hard and it can wear on them in terms of their academics I I think it's a lot of different factors in a lot of different pieces and I think it's you know I I think you're both right and I think Kathy is right about trying to get to those root causes

188but I think it's a bigger picture than that um and you know I I don't I too am learning about all of this as well but I think that we have to kind of understand that it's it's not as cut and dry like that and when you're dealing with when you have a student that is dealing with racism and has been dealing with racism whether they're microaggressions or whatever the situation is as they're going through school um you know that wears on you and how you're learning and and sometimes just getting to a d and an F isn't really going to get you to why that student is being treated a certain way because they're black or they identify differently or they're Japanese or right so I um I think that's important and because we

189are a school district of course but I think uh that piece has to be considered too and I and I do like how Ray also shared that these are all integrated right it's these aren't all standalones these are all part of um what makes the student whole that's kind of the way to look at it and and I think a comment I made to you your comment was yes no way to leave the academics out but because of how this is all integrated I feel confident that they all work together okay I guess I what I feel like I need to state is if if the um if the goals are not measurable if the success indicator is that we're going to be are not measurable and if the academic performance of these subgroups does

190not improve I'm going to say that the plan is failing because I think that I need to have and even though there there obviously will be some improvements but I think that we need to have something we we need to have academic performance increase because our it simply isn't in my mind it isn't fair for our subgroups to not receive the education that they that that they deserve and what these items may be keeping them from getting that and so those these items need to be removed but the ultimate focus for me is is always going to be um academic growth so anyway I I've said it and I okay but I I just want to make sure that that is that that needs to there needs to be a component of that that we

191are going to be measuring and Reporting on that okay are we ready for thumbs on goal three I'm just looking everybody okay all those are good with Goal three okay that's what I'm asking yes okay okay so we're at 906 uh we're at the success indicator portion here uh to open the discussion on success indicators so I guess we need to have a general comment about the success indicators my goal and I'm trying to think of a very efficient way to move through this but you know you all deserve to have your voices heard in your comments so I don't want to rush something without having that Kathy on go one for the potential success indicators for instance um in my view like four and five could be collapsed into one and just say students

192and staff and when we talk about expanding meetings and participation I think that again I would agree that we need to have some measurement that would um when we talk about expanding meetings is that to be more inclusive or what have you so I would want to have some type of a measurement there and I would want staff to bring something back um can you sorry I missed some of that can you start over so it used to collapse so collapse four and five because you have expand meetings and participation on site and District equity and inclusion committee for students you have the same sentence for staff you can have one that says students and staff and but again make it measurable right so we're you know we're you know are we increasing participation by

19320 and these you know that sort of thing so so those are my Kathy are you putting you're putting a specific data Target to that measurement right I'm saying if you collapse four and five once you do that then you make it measurable so the participation so expand meanings of participation I would say it would be more increased participation on site District Equity inclusion committee for students and staff by 20 and again I'm just throwing a number out there I would want staff to bring something back that's realistic for instance then I wanted I had a second one as an example for number one for instance it says surveill students let's go to that one first okay Gretchen did you want to comment on Kathy's comment or did you want to do some talk about

194something different I did want to make a comment so we're talking about all students right all staff not just what's listed there is that right because if we're trying to Foster relational trust listening students staff and Community then we should be addressing all students all staff and everyone in the community am I not that's a question I I don't understand I'm sorry can you break it down to a specific success indicator are you asking us to include the word all yes okay yeah in other words um for the success indicators uh four and five include all yeah yeah it's okay right would you be okay with that Kathy because I just don't think that um I don't think that's measurable because then you're saying that we want 22 000 or 11 000 students to be

195on this committee and that's just not feasible so what I'm saying is is that we want to we want to increase participation and meetings is what I'm gathering what is meant by what's on the page currently so what I'm saying is that we increase participation and we could say make these meetings open to or accessible to all interested students and staff something like that but you couldn't have just all because you're talking about a thousand I'm just saying we want to be representative of more than just the people on that those two committees right what I'm suggesting is is that part of the success would be increased participation by 20 or whatever staff thinks is unattainable indicator but then it would open it up to all interested students and staff to be on that committee

196does that make sense but I have a question on that 20 is that right no I'm saying 20 I'm not using whatever percent is that present against the whole student and staff population I'm saying what's currently in place so we're going to in so let's say there's 10 people on that committee there would be two additional People based on and it would be made accessible to all students I don't think I'm gonna be okay with that I think when we do lcap we use measurement against the whole population when we say we're going to do a to G let's say it's a measurement a percentage against the whole great population and again I'm just using that as an example I'm asking staff to bring something back that would be measurable similar to a percentage of

197increase just like we do in lcap we say we're going to increase graduation rates by x amount percentage so I'm just saying here collapse these two and then say we're going to increase participation in meetings by 20 percent for students and staff in this area so all I'm saying is make it a measurable goal let me go Michelle um I wonder if we could possibly go through maybe number one do we all agree do we not agree number two all agree and then if there's any changes after that maybe with the ones that we agree on there could be some changes if or input but for the to get through that do you think that's possible so what you're suggesting as far as the process is right now just go through all six of these

198say which ones we agree on the ones we don't I mean Kathy's can't come up with a recommendation on merging four and five with some similar Gretchen has brought up Sir so um let me just do let me just sure go ahead because mine also is a is a process if I could just present an alternative alternate um process typically we have maybe at the most three success indicators per goal they've given us six and they said we don't anticipate that you're going to have all these this is just to give you a a laundry list and you choose maybe two or three at the very most so instead of maybe addressing each one and also these really aren't measurable for I mean conducting a survey really isn't measurable expanding a meeting isn't measurable what's

199measurable is the survey the response will increase or will and so I would prefer to you know maybe spend a couple minutes now right now and look at this and say okay what how can we make what are the main success indicators that we would you know and then go from there rather than trying to Wordsmith these six because and right Dr Churchill you anticipating that we were going to select six no I was hoping that we could narrow it down that's why we put the Steve Jobs quote in the slide deck twice so so we could kind of reiterate the fact that let's let's measure a couple of things and and focus on on doing them really well so I am hopeful that tonight we can get some consensus around two or three success

200indicators for each we don't need them to be completely Wordsmith we will in February bring them back for you to discuss and hopefully approve and to trustee Rawlings point I think staff could work with something along the type of Direction she gave for for four and five if there was consensus around four and five staff would then make it measurable with some data point and bring it back to you for discussion and approval at the next meeting so I would hope we would come up with a couple of those Rick do you remember uh and we did l cap and we're doing this kind of processed how did we to this point right now how do you remember how we got down to like three did we take a vote I can't remember exactly I

201don't recall I I just did what I was told [Laughter] you're a lot of help sorry um so so I'm looking at it okay well that was what what we were saying is is that we each trustee would have the ability to kind of throw stuff up and and just popcorn it and brainstorm it and then we would narrow the scope however because it is getting late and [Music] you know I I some would agree with the the um the suggested process however um I would like to see us in general terms say yes we like this idea and see if staff can come back with the next meeting with and make these goals measurable for instance I'm seeing six and one could be combined yes because they're surveys you know one's a survey of

202families one's a survey of students and it talks about welcoming and supportive School environments we you take one and six and make it measurable I'm good you know but but again I I agree with you we should be sitting here wordsmithing this but that's what I was trying to get at when I was looking at four and five to see okay what concepts do we agree with as a board and then we ask staff to to bring back the magic would be my would be my suggestion Michelle uh I agree with Kathy so when I was suggesting we go through all those then we'll know which ones that we agree upon and then because a lot of these can be put together I was thinking the same thing one in six could be one four

203and five could be one and then we pick one more and you have three so I you know and then maybe it could go back to staff and they can put those together I'm fine with that process to do that so what we have to do is at least say which ones do we want of those six and then if it's combining them into merging them if you will question you know let's what do you think you're good with that you're you're last about I'm are you are you good with what we just saw we have four people agreeing right now sure okay so let's go through these and thumbs up on one through yes yes yes this is to your point so one yeah sorry um do you want to take one and six

204no I'm gonna say I I'm thumbs up but in all of these I'm concerned that I'm not they're not measurable so I would want staff to bring anything I agree with I want it to come back as measurable correct okay I have complete confidence to figure out the measurements so maybe we should say one and six okay six one and six um four and five okay and then I'm gonna say two well we yeah you know I'm asking we got eliminate okay okay so it's four to one on that one um Ray could you say what the four to one is sorry for I'm sorry one to four thank you thank you okay so now we're at convene Community talks three times per year to learn more you guys can read it your question on

205this okay because so we won't do the thumbs yet to go again from my perspective I wouldn't want to use the term marginalized group since we've already agreed on specific definitions and I would like to be consistent with our definitions so using the term traditionally marginalized groups I would be more of our diverse population something like that the rest of the trustees feel about that change well what is what are you recommending Kathy I was what I was suggesting is our diverse population so then it we're still consistent with our definitions that we all agreed on the so the goal in this I'm sorry can I talk I think Kathy responded to Michelle's question right go ahead so the goal is in talks about um fostering the development of trusted relationships with staff and the

206community so in what way is what we're doing developing trusted relationships with the community I guess is my yeah it wants to have to go back and give actual measurements against that or not or you need more well no I as I'm looking um giving someone a survey is not developing a trusted relationship so are we talking will we get to the action plan and that is that when you will be yeah yeah actions and services will certainly come down the line we want to hone in a little bit on what some of the measures of success might look like um you know when we were originally pulling these things together the the driving concept on that one was you can't just one second we need to not be having other people talking when you're

207talking sorry okay I'm sorry so the the driving idea there was um that you can't begin to develop trusting relationships until perhaps you've heard from the community's impact that are affected or or those individuals who don't feel trust in in the system right so that was the kind of driving ideal let's let's convene um let's find some opportunity and and Ray mentioned it earlier too how do we engage in two-way dialogue with with folks so but you know but it's it's not very measurable it's it that's a kernel of an idea and um you know honestly to to to keep us moving here I think um even just the two success indicators the combination of one and six and the combination of four and five gives us a good starting point and then we can

208work in through actions and services well we can work in some more measurement and then through actions and services some of those uh you know a community Town Hall might be an action not a not a measure of success does that make sense yes yes uh is is the board or the trustees satisfied or want to go with Dr Churchill's I just want to make sure that we don't lose that opportunity for our to hear from our community and even to support some of our Affinity groups I know we're getting rid of those two but um yeah we're maybe not having them as a success indicator but as we go into actions and services yeah and this you're I mean you and the entire group will have the opportunity after we bring back more finalized

209success indicators for for for approval then we'll start talking about actions and services and so we'll have a couple of bites at the Apple to ensure that we don't lose sight of that desire for Community dialogue okay okay okay I I'm actually going to argue to keep Community talks or Community dialogue would be more appropriate similar to our parent universities how we conduct our parent universities in those and how we measure that is through um uh is the response well we used to have a participation now we ask them just to let us know how relevant it was you know that we we provided the the parent University and then we asked them to let us know it was it was that University relevant and that we asked that that they be what is it

210uh it used to be like a 80 satisfaction rate or something along those lines so you know that that we wanted to ensure our offerings were going to be well received and so that's what I would you know I think it could be measured the same way this community talks piece could be measured in a similar manner you also added back the success indicator of measuring partner we have two metrics on that we did do that okay sorry I knew we took it out for a few years but then brought it back so what's what's the will of why don't you ask if we are need to have if we want to have three or two do you want it thank you you heard do you want to have a three or two it's fine

211three two well if there's three okay wait I'm sorry let me do that let me do this up how many of you want three what three success indicators so that includes number three includes three three okay three well let me see this again how many are three and it will be measurable okay moving on so now we've got to go to gold two at 9 25. there's only three here Kathy conceptually I'm fine with all three okay Michelle you agree with that I agree Gretchen right I agree with the measure of success conceptually that I like the idea of professional training and evaluate current teaching and the restorative practices but again we want staff to bring a more refined success indicator that's measurable is what we said about the others as well so that when

212I say conceptually the ideas are good I want staff to refine it and bring it back something that's measurable and Dr nayu had answered a question by another trustee on what is Equitable grading strategies I believe you did earlier I attempted to uh give you one definition of what that could look like what you said was I think on our quote or not uh we're not dumbing our grading in academics if I remember I'm not quoting you exactly but I think that's yeah certainly not the intention is that yes that's okay then I'm fine okay I have a comment for the potential measure of success number three um I think it we need to rework it and just I I would like to see restorative practices what is let's look at the effectiveness of that

213measure how effective has it been what do we mean by that and will that be an effective potential measure of success does that make sense so restorative practices I remember I think that was around expulsions and right suspensions and we have a measurement about reducing those currently with the full student population but I I believe where we start looking and drilling down in the numbers we see subgroups represent over-represented in those numbers if I remember you know can we look at the effectiveness of restorative practices before approving them as a success indicator that's what you're asking for right that's correct yeah yeah so before approval can we get some more information on their effectiveness and and I think we can research that and bring something back that'd be great thank you with that would that

214take away from having agreeing to those three or do you need to have that feedback before you would agree would you agree on too I I would like to have that information before I agree to number three I think one and two I can work with and number three I just like more information but we can all still vote on number three right so um just uh any so I I support asking for more information about the effectiveness of restorative practices but I will also be voting yes on these three but I just I support Gretchen's request if you're asking because since we need three people in order to okay if people say I'll vote for three but want to have more feedback on yes I I think there's three thumbs for more information but

215again it's consent what I was giving thumbs for was conceptually and then with more information before you have a final approval is what I'm hearing and I'm fine with that okay so let me see everybody understand of that how many thumbs do we have okay okay we can go on to go three there's only three through here okay so um there's three there three success indicators get the same process we've been going with the first two goals and where are we at Kathy I do have concerns about number three the way it's worded I do believe um there's processes that could be put in place and measures without being specific on the that we're going to have hiring targets because I think I think you went into some um employment issues there so I would

216like that to be reworded to be more process driven everything else I'm fine with yes I think you know when we talk about changing the demographic makeup of a staff very often people in their minds go to a place of hiring quotas or preferential hiring and that that's not what this means I mean I think first we have to decide whether all things being equal we agree that our staff ought to reflect the demographics of our students and if not why not I mean all things being equal if you're if you're hiring pool reflects the demographics of your students then all things being equal it ought to reflect them in your in your hiring if I can give an inelegant example um you know if you if you have a jar of marbles let's say

217and there are a hundred marbles in that jar and 97 of them are clear and three of them are green and you pull 10 out at random representing 10 hires you're probably not going to get any green ones so one way of addressing this is to increase the relative percentages and the relative numbers of people in your in your hiring pool so let's say that the next year through through assertive recruitment developing personal relationships with with colleges and and attacking the career fairs personally let's say that you now have 200 candidates you've doubled your pool and let's say that 170 of them in these this marble example are clear and 30 of them are green now uh same 10 random picks at the jar you're going to get one or two green so you know

218one way of addressing this is simply building the relative percentages in the pool so that all things being equal you do shift your demographic now having said that you know the demographic shifts of students who are with us 13 years can happen much more rapidly than when you consider that a teacher may be with us 35 years so it's a ship that turns slowly but if you if you agree with the notion the aspirational statement that we Aspire for our staff to reflect the rich diversity of our students then we can develop a plan to to address it now having said that there are a lot of a lot of caveats that I said all things being equal and all things are not equal when we look at the relative percentages of the candidates that

219graduated from csusm in their teacher credentialing program in 2122 as an example if you just look at one one demographic black African-American a 2.29 percent is the number of candidates so even if you get that relative percentage in your pool you're still probably going to fall short so it takes a lot more than simply hoping that this happens but anyway that's my and again from my perspective on number three we have to remember the goal is build structures that incorporate diversity equity and inclusion and to me efforts for hiring I think we need to be more specific on what's the structure that's going to get at that that's where I'm that's where I'm at so what what structures are we going to change how we interview are we going to change how we recruit are

220we going to change how we do that are we going to change you know another piece would be are we going to change How We Do staff meetings are we going to change how we provide mentorships all of those things that's a structure piece and so that's where building structures is what I was getting at that and and that's word number three I think I think number three needs to get at Diverse Staffing without um in order to build structure and we're building structures to get there not say this is what we're going to do I think we can address that through actions and Services I think the question that I need to know tonight is whether the board supports the notion that all things being equal our staff ought to reflect the diversity of

221our students if that is a statement that you accept and support then we can go about developing a plan to to address it Gretch it well regarding our staff it's 37 percent are not declaring their race how do we figure that out problem for us to solve you need to ask the question why aren't people and racism because they're not comfortable or is it because they don't understand the question because it is a two-part question ethnicity raised I mean those are the types of things we want to dive into and find out Michelle I support all three of these I think they're great um I I understand what Kathy is saying but I think you kind of shared a structure about increasing that hiring pull um and I think that's representative of the demographics I

222think it could even be increased larger to make up for you know how it looks on our campuses and I think you know there's a lot of Staff members that don't um share but I think if you walk on to any of the school campuses you can get a pretty clear representation of what that stuff looks like but um I support all three Gretchen I'm looking at potential measures of success number one and I'm wondering how that measure of success relates to the priority for this goal I'm not saying that it doesn't have a place someplace but I'm just saying how does it relate to the priority that's listed under this goal yeah one one possible response there is that you know if we focus on making sure that that students know and understand what

223you know appropriate behavior is on on a campus um then you know that School site then supports diversity at cleaning inclusion right like I I'm sorry I didn't enunciate that very quick clearly but I think that thinking through how to support students on a campus and have you know clear Behavior expectations and clear understanding of norms and rules and those sorts of things that's a structural piece don't don't force me trustee Williamson so on the first goal the first success indicator uh I liked what you said when you gave the examples of like how to behave on the playground and the provide increased training to me is a little bit of a trigger that I I don't think I'm comfortable is I think that there could be a lot of misunderstanding under that so if

224you're more specific in what that means that that would be really helpful yeah we'd have to be I think as we brought this back to make it more measurable the one theme that I know we've heard throughout is you know how are each of these going to be refined to be more measurable and so so certainly we'll we'll put under paper and start working on that um and so far in the first two goals I think we we kind of know where you're going once once you give us that direction on the third one we'll be Michelle and I'm familiar with no place for a and they have like a pre and post test so where they gather information from students so you can measure that way to here it's part of those programs thank

225you Kathy I'm two things um one we did we did have a discussion as a board that we did want to have we wanted to incorporate some academics within um some of these success indicators so I do think this is a good place to do it and secondly um and again I agree um Rick that um uh 100 that um we definitely need to have Staffing that is reflective of our student body 100 um but again I don't I do think it needs to be more reflective of building structures that get there and that's where and remember we dropped off throughout organization including across departments and in every classroom so I think in my view the third one should be reflective of what we took out and the academic piece that you were talking about

226um originally and I had just written down some notes um before that you know places to do this within our structures is staff meetings department meetings advisories assemblies those types of things that we are we already have those structures if we could reshape some of those to get at Deni within those structures I think that that's to me that would be more of a success indicator than what we have in number three and I just want to make a comment on the third one expand efforts for hiring diverse staff better reflect the demographic CS students I could support that one once the work is done on that 37.3 percent because we may already be there and it's okay we're if we're already there then the second part of it it is that those kids that

227show up on the Calvin survey that are feeling like they're not part of the school they're feeling ostracized how how much of that is because not just everybody on the school but their actual teachers people who they exchange with they can relate to either culturally or our background or that and so it's one thing to say have to have all that for me Diverse staff but it's another thing to say the students have staff that they can relate to and have backgrounds and then and that's just my position on that if truly I don't know what the the data is going to be that but if it's truly going to impact them on surveying or everything else I would hope that part would be addressed the two things that I've mentioned but that that's where

228I'm going to be have to be comfortable with that third one and to put Kathy said I would like to add the third possible data Target so that there would be maybe four on this one so that that that touches every student so it's not just graduates it's not anyway so if we are going to have an academic um success indicator I think that that's one that goes across you know goes K-12 so yeah so let me just make sure I understand what you're saying so so staff to come back with an academic uh data Target to include as a success indicator is that what you're saying I thought that's what Kathy had said that this would be the place to it would be under this goal that that's where it would there would be

229one that would be incorporated I didn't add data Target I just said that an academic success indicator and again we're measuring success of building structures that incorporate diversity equity and inclusion so that's I want to make sure that that's what we're trying to make that's what we're trying to measure but in an academic frame with it with here that was what I was getting at but I but the data targets we haven't touched those and I I'm not sure we're going there tonight no no we're not we're good that's why I heard Ben say data targets and I'm like wait a minute well that's what I thought I heard I'm sorry so I just want to make sure you know thus far I've heard conceptually we're fine with all three but refine and make them

230measurable we don't have thumbs on those yet but I've kind of I've heard that um you know we're interested in a focus on on the actions for the third one especially but then I also heard maybe at a fourth that was an academic success indicator and I guess the question is do you want staff to come back with a recommendation next time or are you hoping to give us some direction let's put your thumbs on a force success indicator that well first of all let's take the first three are we in agreement on the first three let me see if thumbs on the first three mine was only my comment my caveat I'm not sure if anyone agreed with me on it and if they don't they don't but that is my comment and then

231and then with the now if you could ask for there would be one academic success indicator in the entire in the entire five and we got five for the three right and then now let's if you want to comment on the fourth go ahead and again I wanted to make sure that it this and the other three measure the building structures that incorporate diversity Equity inclusion because that's the that's the part that I'm I'm not seeing that they are respond that the the measures are responsive to the actual goal so I just want to make sure that even if it's an academic one that it's responsive to the goal we'll work on it okay okay uh Gretchen I think you said you were you're good okay okay so this you're we're putting our thumbs for

232an academic success indicator for goal three how many how many thumbs do I got we got four okay four are we done yes which is great because it's not 10 yet um okay thank you we now move on to part nine governance team reports and requests are there any governance team reports not yet okay in the future there will be so um are there any requests I'm going to save my request for the next meeting okay okay [Laughter] um if there's not any request then oh continuation of oral Communications okay it's time for our regular meeting now to be a germ but we are going to adjourn to close session and we will not be reporting out okay thank you all