001reconvene our meeting now at 602 thanks to technology we can be very precise and uh welcome everyone to the February 11th Escondido Union High School board meeting so um the next thing we're going to do is we're going to establish a quorum and one of the things that's important about this tonight is that David Vincent is uh overseas and David can you hear us yes I can okay great all right so we're going to establish a quorum and um so uh Christy Knight are you here present and Bill dery present Ryan Williams here and David Vincent present thank you all right so then we also have the mission and vision and so ladies um let's see can Cadence as uh you have the vision or the mission okay Mission empowering every student to graduate prepared
002for college career and life through excellence in learning V oh Vision re relentlessly pursue with optimism Equitable support for all students to navigate a changing World by providing rigorous and re Rel relevant learning experiences that strengthen their capacity as open-minded and invested collaborators effective and thoughtful communicators resource resourceful and creative problem solvers curious and analytical critical thinkers and informed and compassionate community members thank you and welcome back we missed you last month all right so now we'll do the Pledge of Allegiance led by Bill Derne everyone please stand IED Al to the of the United States of America and to the Republic stand One Nation God indivisible liy and Justice all right now we have the uh inspirational student recognition by um Mrs Stacy ad how adame thank you and she's principal of the Ed
003Escondido adult school thank you good evening board president Bob Weller members of the board superintendent Peterson and members of the cabinet it is my pleasure to introduce you to a truly remarkable student Manuela Costa Manuela is a dedicated student who works full-time while pursuing her educational goals she's excelling in our Advanced ESL class and has recently completed our basic caregiver program which prepares students for a career in healthcare this program is teamed taught by our resident RN Nelly Waldren and our Advanced ESL teacher Justin Williams it is designed for students who are an intermediate and advanced ESL like manuella who want to pursue a career in healthcare the course provides comprehensive training that extends Beyond medical skills equipping students with essential professional tools as well as language support students learn job specific te uh terminology
004engage in Hands-On caregiver competencies and develop critical Workforce skills including resumé writing and interview preparation near the end of the course students are invited to participate in interviews at our site with employers who are looking to hire caregivers and many of our students are hired as soon as they complete this unique course despite facing numerous challenges Manuel's determination and resilience have been remarkable her story is a testament to the power of perseverance demonstrating that with dedication and hard work it is possible to overcome obstacles and build a promising future Manuel is an inspiration to all of us at Escondido adult school and we are proud to present her as our inspirational student of the month it is now my pleasure to introduce you to Manuel's ESL and basic caregiver instructor instructor Mr Justin Williams Mr
005Williams thank you Stacy so I'll speak a little more reiterate some of that so I can't speak highly enough about the dedication of our Escondido adult students and what they have they often juggle many things including taking care of their family kids coordinating with their spouses all while further in their education it can easily be taken for GR the perseverance one needs to maintain this busy schedule all while usually having to adjust to a new environment one of these dedicated students that we're highlighting is a woman that works full-time all while participating in multiple programs at our school She's Not only a student in our Advanced ESL class as Stacy said where she's perfecting her English skills she's learning valuable skills to assimilate in our community but she's also just our caregiving program as Stacy
006has alluded to is designed to provide an entry-level position into the world of providing assistance to those need this may entail helping Elderly with certain physical needs it also may be providing assistance to people with a type of dementia aiding them with all their daily tasks our class prepares the students to work with their clients at their home or in a facility this is an excellent opportunity for them to learn valuable schools skills that may lead to becoming a nurse assistant an RN or even a photomy technician with the expertise of an of the r RN the class is taught together to provide all the necessary professional skills and communication to help students prepare for their new career I can't speak highly enough about this month's student of the month and her excellent work ethic
007for this reason I'm very proud to honor Manuela Costa [Applause] good evening and today is very special day for me it is a moment to look back and see how much I have grow in the past year study English has a big challenge but also great opportunity to learn and improve every class every new world and every conversation helped me get better and feel more confident finish the caregiving course how has also have important and are learning how to take care of other with responsibility kindness and decid dedication this give me not only a new job but also a new purpose helping people is one of the best thing we can do thank you so much [Applause] Manuel help me pronounce your name correctly Manuel okay I'll be right up and I'll give you all
008these plaques this one from the city of Escondido uh from mayor white he oh thank you um the first one is from the city of es candido from mayor white giving you certificate of recognition the second one is from Jim Desmond's office from the county of Escondido and then the final one is from the school board here that we're giving you a certificate of recognition also just to let you know I what I do for a living I work with a lot of Home Care people so I know what you do when you're working trying to help people with dementia and home care and things like that so it's a great field you really do a lot of good work so I'm very proud to be able to give you these and so congratulations thank
009you so much for appreciate [Applause] all right we will now report on action taken and close session by chrisy Knight thank you president Weller this evening in close session um the report of action taken in close session for Tuesday February 11th 2025 in close session on board me on motion of board member Williams seconded by board member Knight the Board of Education voted to approve physical education waiver case cases number 498 to 662 for the 2024 2025 school year by a roll call vote as follows approval by uh Bill dernie Ryan Williams Christine Knight David Vincent and Bob Weller zero dissenting zero abstaining and zero absent additionally in closed session on motion of board member dery seconded by board member Williams the Board of Education voted to approve graduation waivers case numbers 28 through 35
010for the 2024 2025 school year by a roll call vote as follows approval by Ryan Williams Christy Knight Bob Weller Bill dery and David Vincent with zero dissenting zero abstaining and zero absent and that would conclude the report of action taken in closed session thank you thank you trusty Knight we move on to item number C6 now which is the approval of board meeting minutes and um two things on that before we do that um I want to repeat that David Vincent is out of the country so therefore all action taken during this teleconference meeting shall be by roll call vote so we'll be going down the line and calling out but can I get do I need a motion for this okay can I get a motion for the approval of the board meeting
011minutes for January so moved I'll second thank you with that said um we'll start down at the end and uh we'll go with Alandra how do you vote I and Cadence I David sorry uh Christy Knight oh God D he said I yeah bill dery I Ryan Williams I and I Bob Weller all right so that passes the approval of the board minutes and now we'll do the approval of the public facilities Corporation annual meeting minutes from January 14th and um if anybody wants to make a comment on that do we want to move to vote first or make comment first okay okay make a motion to approve the public facilities Corporation annual meeting minutes of January 14 2025 second very good any yeah does anybody have any discussion on that presentation from January 14th
012other than I was impressed so great job um all right so let's uh vote and so we'll start with the landra how do you vote I and Cadence I uh David Vincent I thank you Christy Knight hi Bill dery I Ryan Williams hi and myself Bob Weller is an I so that also passes and we have another one here for the approval of the board Workshop minutes of February 4th and can I get a second or a motion and a second on that please I'll move to approve second okay thank you and are there any comments before we vote I did want to say that I thought the board Workshop was excellent and that I feel like we accomplished quite a bit so thank you for all that were involved with that so um I
013will start the voting and so we'll start with alra please I and Cadence I David I Christy Knight hi Bill dery hi Ryan Williams hi and myself Bob Weller all right that All Passes so let me scroll down to the next agenda item here which is going to be C9 which is the approval of the agenda for tonight and can I get a motion and a second on that please so moved I'll second are there any additions deletions or Corrections on that no there are not fa or not so I'm going to call for the roll call vote and please vote I or nay and so student board members uh Alandra hi Aiden hi David Vincent hi uh Christy Knight hi Bill dernie I Ryan Williams hi and myself Aron I all right and then
014um next we have uh consent items which are um items on the consent calendar are considered routine and are approved with a single motion the board staff or members of the community may ask that items to be taken off the consent calendar in order to make comments or ask questions so um before we discuss any of that can I get a motion to approve the consent calendar I will move to approve the consent calendar I'll second Sor and a second David did you have any questions none no questions John question if there's a question within the consent calendar item when we're in that section should we ask it or do we ask it now you would ask it now okay for tonight we'll just um go with the consent all right so again I'm going
015to go um require uh ask for a roll call vote so please vote I or nay uh first student board members Alandra I thank you and cand hi Cadence and now for the elected board members David Vincent hi christe Knight hi Bill dney hi Ryan Williams hi and myself Bob Weller is an I so that takes us into section D1 student and staff recognition by superintendent John Peterson good evening and welcome everyone tonight I'd like to share that the voice of San Diego recently shared an article naming Escondido High School s Pasqual high school and Valley High School as part of only 133% of San Diego County schools that had higher English and math test scores last year than they did during the 1819 school year prior to the pandemic congratulations to all three schools
016from orang Glenn High School congratulations to the torch yearbook staff at Orange Glenn High School for winning the 2025 journalism Education Association diversity award Alandra Perez Laino Elizabeth gudino Amy lezma Gonzalez and adviser Jessica young MJ are celebrated for having created a culture of creativity compassion and inclusion their multilingual coverage and dedication to representation ensure that every student's story is heard six culinary students from Orange Glenn High School recently participated in the region 10 FCCLA culinary competition and on February 1st six culinary students from Orange Glenn went to laint high school and participated in the region 10 family career and Community leaders of America's culinary competition out of 49 competitors from 11 different schools orange Glenn took first and second place moving on the S Pasqual High School the S Pasqual High School livestock team
017earned first place High team award at the hemt field day congratulations and congratulations to S Pasqual senior Alice katov for earning the national honorable mention aspirations award and to senior Elena nin who is a regional Award winner from the national Center for Women and Technology the national Center for Women and Technology aspirations in Computing High School award honors 9th to 12th grade students with barriers to participation in technology for their Computing related achievements and interests and encourages them to pursue their passions award recipients are selected based on their aptitude and aspirations and technology and Computing as demonstrated by their Computing experience Computing related activities leadership experience tenacity in the face of barriers to access and their future plans thank you very much for allowing me to recognize some staff and students thank you superintendent it's
018always awesome when we hear of the successful success results of the students it's really good to see um so now we move on to item D2 student board member reports and we'll begin with Alandra pen um good afternoon members of the board and everyone else who decided to join us this evening I will be updating you on several sites reasons and upcoming events starting strong with the logo Academy on January 14th the logo Academy hosted a winter festival where clubs provided fun activities and snacks during the month of January there were Rowdy crowds for the boys and girls basketball team as well as well as well as at the food fair on the last day of January on the last last Wednesday of January there was a pep rally with a Frozen theme during the
019first week of February we celebrated counselor's appreciation week which included a honey Rose where like the students make a sweet comment comments to the counselors as an activity this week ASB is sailing singing grams during lunch where students can pay ASB to sing to a special someone for Valentine's Day this Thursday the the 13 it is senior night for the boys soccer and boys and girls basketball team go Firebirds to end the report for on the 21st they will have a club brush during lunch moving on to esuno high school ESO high school and S Pasqual High School are having a friendly fundraising competition with Kings from Sunday February 9th to Tuesday the 11th with me today on the 12th there will be an eighth grade night um prom tickets will be on going on
020sale starting February 21st and now for escondo Adult School uh escondo Adult School recently participated in an Outreach event at Mina Costa College to inform the public about services available with a focus on ESL classes thank you this is the end of my report thank you so much and now we will do it uh Cadence uh forby will present good evening board members faculty staff and community members I'm excited to share an update on activities achievements and events happening across our high schools in this district and I'll start with s Pas Squall on January 31st s Pasqual hosted a Hunger Games movie night in car Carnival bringing students together for an exciting evening of games food and entertainment today they will be hosting a College and Career FR host Ed by Avid and it will
021take place providing students insight into future educational and career opportunities tomorrow s Pasqual has a very busy day featuring both the spirit and pride Awards and recognizing students for their leadership and school spirit and e8th grade parent night where incoming freshmen and their families will learn more about the high school experience and on February 28th seniors will take their senior panoramic picture which is marking a rememberable part of the graduating class now moving on to Valley high school today they're hosting or tomorrow they're hosting a basketball tournament that will take place and during lunch they will be hosting US Army table setup on February 20th students will give back to the community by volunteering at the San Diego Food Pantry on February 21st a group of students will attend Wicked on Broadway and from from
022the 2 4th to the 28th Valley will host a suicide prevention week and finally let's move on to Orange Glenn High School where on February 4th and 5th Middle School elective visit will take place giving future students a chance to explore OG's elective options and on February 12th OG will host a blood drive in the small gym encouraging students and staff to donate and contribute to life-saving causes that's the end of my report and thank you so much thank you ladies very much for that I was going to make a comment about The Hunger Games event but I'll just let that go um so now we're going to move on to uh recognition presentations item number three which is a Career Technical Ed education presentation by Mia Funk every February the Career Technical CTE Community
023celebrates CTE month to raise a awareness of the role that CTE has in preparing our students for careers and college in the spirit of CTE month the College and Career Readiness department will present CTE highlights and I get to say that Mia Funk is one of my favorite here and she does such a great job so we're so excited to see you here so take it away thank you esteemed school board and cabinet thank you for allowing us to provide updates on escano Union High School District's Career and Technical education programs for organizational do we have people present over on the gray Podium now or does it matter but the middle is fine whichever one you wish all right I'll stay put Career Technical education is an educational strategy that equips students with academic Technical
024and employability skills needed to succeed in secondary Workforce and lifelong learning it combines classroom instruction with to prepare students for high demand careers across various Industries 40.5% of Escondido students are enrolled in a CTE course last school year this is a 3.4% increase in enrollment compared to the year before CTE enrollment is a goal area in our local accountability plan which will be reviewed in future meetings do you mind if I asked a question um regarding the increase uh can you relate that to any particular um hey David David yes there's a really bad um delay or whatever in your questions so I'm wondering why don't we wait till she's done but also let's see if we can figure out another way for you to maybe send an email with your question to me or
025so and I can just read it okay not a problem thanks maybe putting can he is he allowed to to text in the chat of the teams meeting David try do yeah try the text in the team meeting if you can read that Ryan CTE pathway is comprised of two or more CTE courses in an industry area the last course in the sequence is called a Capstone when a student completes the series of courses they're considered a pathway completer this status often highlights the Readiness for post-secondary education training or direct entry into the workforce last year our pathway completion went up 1.4% to 29% yeah you can ask questions along the way sorry David yeah I have a question do all of our CT Pathways have a Capstone yes they do option okay all of
026them do yes the 2425 school year currently has 20 9 highquality CT Pathways across five campuses and representative of 10 of the 15 industry areas the current Pathways include the implementation of 12 newer re revised courses from last year and efforts are being made towards the high towards alignment in high priority areas and we're adding three additional Pathways next year one of the most exciting aspects of CTE programs is that they're aligned directly with the needs of our region we partner with local employers and Industry leaders to identify skills and qualifications that are in demand right here in our community this means that our classes are not just theoretical but they're designed to prepare students for jobs in high growth sectors this is a map of the employment locations in Escondido taken from the 2021
027census the darker the cluster the higher concentration of jobs the chart on the left is the counts of jobs by the National American industry classification cluster got a quick question about that if if you mind um so the out of the remaining five California industries that exist right the different sectors one of them is health and science and medical technology which I think here is is the highest classified one is there are there any plans to to add that one uh that sector yes there is are okay in this slide we've added our schools you can as you can see our high schools offer Pathways in sectors in the top industry sectors of Escondido here is the view of high schools by Pathways as you can see our high schools offer Pathways and direct alignment
028to Regional industry needs specifically construction Automotive manufacturing agriculture business hospitality and arts and media hold um Mia can you go back a second there was a lot of squares there and you read a few of them so you just highlighted some of them okay yes I highlighted the ones that are the largest of the cluster in the map area and they're the ones that are offered at our high schools okay thank you to remain relevant with our current industry Trends all CTE teachers must meet at least annually with local employers to understand our local educ our local Workforce needs during our fall semester we've already had 140 employers engage with CTE teachers at local CTE industry meetings this list is on the kinson item for tonight's board meeting where um where do you usually find
029or um how would community members let's say um volunteer to be part of these industry advisors um that we the list of Industry advisors so yeah that's a great question so typically what we'll do is we'll partner with our local community college that may already have employers that they're working with for placement and we will have our teachers attend the advisory meetings and then have the um members also attend our advisory meetings sometimes we have joint advisory meetings additionally we offer um tours of our facilities to specific industry groups so they're aware of our programs and at that point we'll ask them if they would like to join in our advisories we do open um we encourage participation with local employers as much as possible so that we're truly reflective uh we also uh do
030a post survey so when our students complete the pathway we uh survey them two years after and if they're in the um in the industry we'll also invite them to come back to our advisory and then we we ask our community and our parents if they would like to participate if they're in that industry area so it's it's kind of like an octopus we got tentacles everywhere thank you and if you know anybody that would like to participate please let us know't reach out to you okay absolutely hey um is there um can you guys hear me now yeah yes um is there a website where you where a partner can sign up actually any David because I read about tech your packets are not coming through in one stream so I'll ask your question
031for or at least one of your questions for you and Marie brought it over so if you have another question David send it to her please um David want to know is there a reason for increased enrollment that's a great question so our our CTE teachers and teams have been actively recruiting into CTE Pathways we do CTE awareness events where we invite the middle schools to come onto the campus and participate with our CTE students uh we do a pushout campaign where our CTE students go into the middle schools and do demonstrations at the middle middle school so the families and the students are aware of the pathways additionally our students are active in their Career Technical student organizations and um they're highlighted in the high school so students that are currently in the high
032schools are informed of the CTE pathways on top of that um CTE is embedded in our intentional guidance plan where our counselors push into the classrooms by grade level and the students know which pathways are available to them so I think the combination of team effort of awareness and education in it has definitely contributed to the increase in enrollment okay thank you absolutely the Career Technical education programs are designed to ensure that students have a seamless transition from high school to college and the workforce by collaborating with local colleges and universities to align their curriculum with higher education requirements and Industry standards and to do this they develop articulation agreements these agreements allow students to earn college credit while still in high school by completing their CTE courses this not only saves time and money
033but also accelerates their educational and career goals so on this chart um we've had a pretty big growth area in articulated credit and uh this school year we've had more than 500 last school year we've had more than 500 students earn college credit through CTE courses so that is uh are those specific classes that that Falls with it it's not all C classes that can count for college credit correct right it's specific classes so it's teacher to teacher faculty to faculty so the c teacher and the faculty will review the curriculum and if the high school course is equivalent to what the community college is offered then they'll go into an agreement and then students need to have a specific grade and pass the final or portfolio to earn the credit and so we offer
034as much as our local community college offers so also is Mount sack a private school no it's a public Community College and uh would they articulate with our agricultural programs because Palomar College doesn't offer agriculture okay in addition to alignment with local colleges we align our curriculum with local trade apprenticeships uh we currently have an agreement with Western State Carpenters Union and uh We've jointly applied to the division of apprentice standards to offer pre-apprenticeship so what does that mean in terms of the the apprenti so they they get we'll call it credit for the apprenticeship or they get co-enrolled in that or what does that look like a great question that's a great question so students earn um back there students earn hours that are counted towards The Apprentice program's certification so they have different
035tiers and so as students demonstrate certain competencies and go through a set curriculum that is offered through the Western Carpenters then they earn certificates that are issued by the department of apprentice so they they get authentic directly from The Apprentice programs and then they can use those for Apprentice programs that say that they satisfied or met certain areas so it gives them the advantage when they go into Apprentice programs yeah so it's a big deal I think so I'm really happy to hear that I am too since David is talking um ask his question uh is there a website link where businesses and partners can sign up there is it's on our district website under CTE and there is um an advisory link and it goes directly to my email um but we are in
036the process of revamping it so that we can solicit a little bit more actively because it looks like you have several hundred people that are Community Partners that are involved some have used our current our our current system through the website um but I think we can get a little fancier uh CT Pathways offer also offer industry recognized certifications for students so they're ready for employment right and graduation uh this is just a handful of some of the certifications that students earn can you guys hear me clearly now um because I was going to ask uh follow up with Ryan's question about health um David so sorry my friend you're still breaking up okay I I'm I'm on a separate computer so it's obvious it's uh um maybe on your side because I switched over
037to a different computer um but anyhow okay we'll let you try David but after 15 minutes we're cutting you off thank you Bob okay you're cut off we love you though David we miss you H too funny that came through okay Mia you can continue thank you a ctso is a Career and Technical student organization this is an integral part of many of our CTE programs these organizations provide students with opportunities to enhance their learning experiences through leadership development competition and real world application of Technical and professional skills this school year alone many of our ctso teams have competed and placed competitively in state and National competitions this evening we've invited a handful of our C Future Farmers of America and our distributive education clubs Deca from Del Lago Academy and San Pasqual um they'll
038be here if you have questions for them at the end of the presentation and lastly we're here at the end of the presentation February is CTE month I would like to give a special thanks to our support staff our teachers everyone that pulls it together um and thank you for allowing us to provide CTE Updates this year thank you so much that's awesome um so I noticed that in the consent calendar that we're voting on tonight that we are um approving some money to go to the DECA conference would one of the students be interested in talking a little bit about what you know how they're what just all about all their involvement and what they might accomplish there that's a great idea thanks for volunteering because otherwise I was gonna have to pick someone
039in the front row hi good afternoon um I personally think Deca does help a lot I it's helped me personally public speaking skills and I still feel very new to Deca due to all that we can learn from it um it helps prepare us for future opportunities that we will face like job interviews like at da we're currently going to start next week internships and so we will have to interview I feel like dea has um helped me very much to know what how to be confident and um just know that like whatever I say to be very genuine and honest and persuasive and just yes genuine so cuz there's only one of me and one of everybody else and we have a lot of potential and yes that is what are you going to
040interview for do you know um I'm going to be a counselor at Mission middle school cuz I wanted to I want to pursue Healthcare but I do enjoy Deca very much because it has opened my opportunities so I can also pursue ENT um entrepreneurship or hospitality and just um I feel like people's skills has improved vastly one piece of advice my father gave me that served me well is that looking for a job is a job so you get out at 8 in the morning you go look for work and then once you get a job you can get other jobs so don't be afraid to take something that may not be perfect because when people see you working they know that you work hard and then they want you so little bit of advice
041there thank you thank you for talking I'd love to hear from one of the Future Farmers I got a tour of the uh of the egg and um all that it was very extremely impressive good evening my name is Ree Mory from the eso FFA uh currently I am a vice president for the chapter I also specialize in Goat internship helping make sure goat Productions all sound at our farm making sure babies are healthy all of that I'm also involved with engineering welding and all that and yeah um I would say FFA has been very beneficial to my high school career and my future because I stantially know what I'm going to do in the future be a farmer uh raise animals grow flowers go plants just whatever makes me happy you know I love
042farming that's awesome thank you so much I'm super jealous actually and then um see here hold on oh later okay okay um and then the people on the front row your badges I'm not sure what they are so thank you so much for speaking um would one of you like to say what you guys represent okay so your deck as well but okay got it anybody else would like to um try to stand up and share and worry about that okay oh okay well thank you um students uh but there is one more question from David um for Mia um as per Ryan's comment earlier regarding health services what programs are going to be offered that's a great question uh we're currently surveying our well we're working with our not that I'm stumped I have
043so many things to say so we there are a couple different areas in health care that we can approach one is patient care one is um support systems um supporting mental health they're both huge areas in our region um we are applying to several grants to try to support some of the programs because especially with patient care it's very equipment heavy um at least for the start and um we're working with some of our students in some of our areas and some of our teacher leaders to find out what the interest would be during the course selection process to make sure that we have enough students of interest um and we're also reaching out to our CTE region meetings to see if there are teachers available in the specific areas uh we've met with San
044Marcos University about some of the mental health services and the pathways that they are currently creating and we've met with Palomar with some of their um science Pathways to see which ones would be willing to articulate it's been a very busy spring and no problem thank you so much go ahead right yeah do you uh do you have anything else on your Ro we'll say your road map like what's on your wish list for the next 18 months for pathway development or for yeah for any any pathway or courses yeah absolutely so the the three areas that we really need to support are Healthcare public service and educ a because those are the three high priority areas that our our system we we need to start having students graduate from so we will we've developed
045the education pathway and we'll be Pila it next year um that is in direct alignment with the P3 program that our feeder district has which is a basically a road map to become a teacher and they'll go on to be Educators and so we already have a relation ship where our seniors are interviewed and hired for that but now we'll have an an articulated pathway where the internship placements are at our feeder District so the students have experience doing that that's that's one pathway the other is public service we're looking at Fire Technology we currently have an outdoor program where we have the cadets that come in and they support our students for firefighting at Orange Glenn and um we will we put that on the course selection if enough students sign up for that
046we'll offer the Fire Technology pathway and uh we've developed the pilot program to be in alignment directly with a Fire Technology Program uh that is at Palomar College and um with some influence from um Maramar college and so we'll we'll hopefully offer that pathway because that is one area especially bilingual fire tech firefighters is a really huge need especially in this area and then the health piece and the health piece is pretty complex but we'll be rolling that one out as well so in the next 18 months two years hopefully all three of those Pathways will be ones that will have ctsos here talking about their programs and I guess I would say when it comes to funding I think this is an area where there's promising funding from the state um so this is
047an area where um we should hopefully be receiving more State support for growing these Pathways 100% so the high priority areas are the ones that are um eligible for some of the funding that we've been applying for and so those are some of the areas that we've we've received some funding for Education we've received some funding for the Fire Technology and then we'll be rolling out um the health shortly so it's it's exciting I I appreciate all your hard work and your team uh and uh definitely very successful to date so I appreciate everything well thank you was that muff Cadence um I just had a quick question on um understanding that Valley is a continuation school why is it that they only have one type of CTE um course that's a great question so
048it's based on student enrollment so the amount of students that can participate in the pathway we did change the pathway uh two years ago three two years ago uh to one of the P high priority areas in the past it was arts and media but we moved it into a manufacturing pathway so that uh students that do go through it will have highly marketable skills um I think that as we progress and we start developing things we're always open to adding additional Pathways we just need to make sure there are enough noses in the seats to make the programs viable especially in high priority areas when you say noses and seats roughly minimum requirement that you're looking for yeah so for a course you want to have approximately 30 students but you want to have
049two courses so you want to have the concentrator and Capstone and because there's competing um competing master schedule things for students you typically want to have at least two concentrator sections that so 30 30 30 um we want to have about 90 students for a pathway to be successful thank you oh those are nice those are Ryan stand up you can you wor you get to model it yes yes that's one of these um yes all right all right well thank you uh Mia very much and for your team and all you're doing we're here for you whatever you need thank you all and all the students for coming and spending your time with us thank you impress you all so much great job alrighty so now yes all right we will move on to
050item D4 um special education presentation by Dr Jeremy Owen and so every February oh it didn't update in my there we go okay so we're going to get a presentation from Dr Owen regarding the current state of special education programs and we do have one speaker am I going to call the speaker before okay so we do have one speaker on this agendized topic and she will be called up after the presentation and that will be Maria neelsen all right Dr ow all right well thank you to the board Mr Peterson cabinet for having me um absolutely love talking student support so I was excited to have this opportunity hold on one second is his mic on it's it is it's on it's on but you I guess you have to get a little can
051you hear me better oh perfect thank you so much um just saying thank you to the board uh Mr Peterson cabinet for having me I love to uh talk about student support and so I was very encouraged to come here it's a challenge to try to take all of special education and condense it down into one presentation um there are so many different rabbit holes that we can kind of go down and explore um and so today um it's a little bit more topical in terms of what is the intent of special education law and what does special education look like for our students um so my name is Dr Owen I've been in special education for 18 years um I joined our district in 2023 as the coordinator for special education and then in
052October moved into this position so disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in in or to contribute to society this is the opening of idea which is our federal guidelines of for special education and um really when you look through the language and when you get through I mean you know there's so many different sections and parts but when you get to why do these rules why do these laws exist the intent of special education is access it's simply about how do we take how does an individual with a disability uh be provided with the right supports so that they can access their education and so that they can access their peers and their peer group and so when we talk about
053special education law always keep that in the back of your head in terms of why are we making these decisions what factors should we consider it's going back to does this student does that enable the student to access their peers their education to the greatest extent that they can so uh federal laws for um educating handicapped individuals go back to mid 70s um and it's been a law that's been amended uh many times and really what it boils down to now currently when we talk about providing student support is providing all students with a free and appropriate public education and so what we're looking at is what is that child's unique set of needs and what do they need to overcome that so that they can access some degree of Education two of the primary
054tenants um in making decisions for students are listed on this page and this is really what we're going to spend our this presentation covering because if you can understand these two components you can really apply this to any to any aspect of special education if you're talking about discipline well how does how does free appropriate public education and least restrictive environment how do those factors combine to think about how a student with a disability should be disciplined if you're thinking about uh supporting a behavior or increasing a student's ability to communicate again it all comes back to this in determining what's appropriate for that child so that first term free appropriate public education an acronym for us is fape um is simply as it reads that public education is to be free to every individual
055uh whether the they're uh typically developing or have a disability ages 3 through 22 um have the rights to receive this free public education second the public education needs to be appropriate and this is an interesting topic because appropriate really is a as a subjective matter when you think about it and how do you determine what is appropriate for a student a teacher a parent an administrator may have a very different perspective on what that appropriateness is and so when we get into talking about an actual IEP an educational program for a student it's really recognizing that the ownership of a decision for a student doesn't lie with one person that that student has a team of individuals who are accountable to have discussions to consider pros and cons and make determinations to then come
056up with what is appropriate the second term here leas restrictive environment and this um this is a component that to the maximum extent appropriate children with disabilities are educated with children who are not disabled and so as we go through and look at our our programs and really our options and considerations for where students should be served we're always thinking what's appropriate to meet their unique needs and then also is this the least restrictive environment for them are we providing them access to their typical peers to the extent that is appropriate Dr ow before you move on um will you be going into much more extensive um explanation of the least restrictive environment yes okay I'm also happy at any point they interrupt and we can kind of have a conversation I'll I'll turn it
057back that's fine yeah we'll yeah so what is an IEP individual education program um it's synonymous with special education um if you're in special education you have an individualized program if you have an individualized program that means you're in special education and what this individualized program is is it's a process really to establish Based on data based on fact based on how a student's currently doing what that students future supports should look like and so an IEP it's both a process in terms of the team collaborating working together to make educational decisions but it's also a product and so there is a tangible after an IEP meeting um parents the team teachers who maybe couldn't come to that meeting are given the IEP packet and it's a series of pages that outlines how the student
058is doing what supports they need and kind of how those decisions were arrived at so I know this is this is difficult to read but an an IEP starts with the present levels of performance we're looking at how is a student functioning now what are their strengths uh what are their areas of deficit and if the team determines that there is an area of deficit whether it be let's say that a student struggles in math or a student student has uh social emotional concerns and can't self-regulate we go through all these different components that could play a factor in a student's educational experience and highlight where if the student has deficits in any of those areas if they do then the meat of the document is really establishing goals to address those areas of deficit
059and so for that student who struggles in math he's going to have math goals for a student who has a hard time self-regulating and you know kind of get explosive and angry he's going to have self-regulation goals then there's a direct connection then to the services and supports that they need for that student in their math class maybe they require accommodations like they need a calculator um maybe they have to do a reduced um amount of problems just because the length of doing that takes them so long furthermore maybe they need some extra instruction in math to meet those goals and so then we would have time with a special education teacher instructing them and so the educational program really emphasizes that individualized if you look at two IEPs they should not look similar because
060individuals aren't similar that wonderful comment about everyone being unique that's really the goal of the of this process and of this document and designing a program is highlighting here's an individual with a disability that's caused them to have deficits in these areas let's make goals in those areas so they can improve now what services do they need so that they can actually meet those goals now that that conversation that IEP meeting can happen many times um but at least it happens annually so this isn't a onetime in our nth grade you're in our district now um we set this plan for you it's every year the team comes back reconvenes and establishes new present levels did they meet their old goals and then that process continues can I ask um some questions for some more
061context um the team that you keep describing is there um an established like this is who needs to sit on that team and it has to be one person like this one person like this so what does that team consists of yeah so at a bare minimum it's an administrator okay parent a special education teacher and a general education teacher okay and does that team stay the same throughout the the students time at school or could that change multiple times throughout the year like how often might that change yeah so the general education teacher has the greatest likelihood of Shifting just because you know you bring the math teacher in math one math 2 they have a different math teacher so it's a different representative um typically we we try to keep students with the
062same case manager that specialed education teacher there are a number of reasons though why why it might shift or change um you know and then the administrator is typically the same um year to year but that that's it's both a a a pro and a con if you will you know some wellestablished teams know the student and it's kind of um everything flows really easily other times when it's new people there might be more questions and so maybe we delve deeper into different topics and so um again every meeting we kind of we have the same procedure that's followed but the conversation can look very different and then um because we're a a high school 9 through 12 um a majority of our students are coming to our district arriving to our district with an
063established IEP already um are there is there situations where we are actually establishing an IEP new for a student at a high school level that has never had an IEP could you maybe help me understand that transitions me right into the next step okay good love it so to zoom out that that last slide looking at the IEP was the annual meeting and so that that's the document where we established what are the goals for the next year but obviously not everyone receives an IEP and so there is um an assessment process so um all public schools are obligated to seek out students who may have disabilities and assess and then offer them an offer a fape if they do have a disability and so that's kind of the starting point of special education law
064is this term called child find that if someone suspects a disability the public school is responsible for assessing for that and seeing if special education is required so most and I don't have exact numbers for you but most of our students all come with an IEP a lot of these disabilities are identified you know second to fourth grade um for more profound ones it's when they're younger but we do um we do I wouldn't say a 100 but we do a lot of initial assessments which is that first time saying oh does the student have a disability Let's do an assessment um so in that assessment it's a it's a team based on kind of what the concerns are are there speech and language concerns if not then a speech pathologist won't be there but
065that team is is Guided by uh a school psychologist and the purpose of the assessment is twofold one it's an opportunity it's a very thorough and extensive search where you're going back through educational records to see is is there a pattern of struggle here um doing assessment in terms of cognitive ability how how a person thinks and reasons and processes information academic assessment in terms of what are your reading levels your math levels and and then social emotional assessment that's gathered through rating scales you know does a student demonstrate some type of behavior an atypical amount of time and so with all this information that's a plethora to establish that present level of performance so then when we get to that IEP writing and figure out what does a student need well here's this Baseline
066with all of this information for a snapshot of how they're doing now so to me that that's really important because then you can talk about how a student will benefit uh from support the second reason that we do an assessment though is to determine eligibility for special education there's 14 different handicapping conditions and the school psychologists and others on the team are looking do you meet the criteria for one of these if you meet the criteria and if the nature of that disability is such that you require special education so you require something that's different then you're eligible for special education so there can be a case where we we assess a student and if it's pretty clear they have disc calcula a math disability um but maybe they already passed all their math classes
067that they don't need to take math anymore or maybe they're in math and they're doing fine that second prong is well you don't need special education you have this disability but there are natural supports that can help you um so that does that kind of answer all those questions around that yes thank you and then um the rest of this image is just similar to the one before just kind of um boiling down those key components of the IEP from the assessment you hold an i we hold an IEP meeting talk about those present levels of performance establish goals for deficit areas and then talk about services and educational setting educational setting being where is all of this happening Dr Owen I'm assuming that you know as you say you do an assessment but I
068mean I'm thinking once a year is probably not enough I know you know I'm not a professional in this area what what is the trigger to set up a new assessment or to set up a new IEP like what is it just a parent saying Hey I want my child to be reassessed is their performance goals is there safety what are what would cause a reassessment yeah um any number of the things you just listed and it could be brought up by anyone on that IEP team so um and ju and just to clarify to go back the the IEP document the annual plan for that year that's reviewed once a year the actual assessment process with the school psychologist happens once every three years so then so then more to my question then on
069that IEP meeting if there are issues uh in a classroom or with the child or what have you um how often or can a parent just call up and say Hey I want to meet with you guys and um have an IEP meeting yes so a parent can request an IEP meeting at any time um they have the right to do so and there's no limit to it well we already met this month or whatever um it's when someone on the team is saying this isn't working any of those people have the right to convene a meeting and so if in that meeting let's say that um you know you're talking about a student and they're really not engaged with any of the work they're they're off task all the time they're demonstrating these behaviors
070that's interrupting the rest of the class well then we have a consideration of all right do we already know this information do we have a plan to address this is it easy to Pivot if not if it doesn't feel like we have a robust answer then that would trigger an assessment do we need to do an assessment to look at uh a functional Behavior assessment do we need to look at the consideration of adding additional adult support so there are a myriad of different types of Assessments that can be done that isn't necessarily that do you qualify for special education it's saying we need more information because this is a problem that the current IEP is not addressing I don't know well in later in this presentation will you be going into timelines IE in
071Tech we used to call it deliverables that there's deliverables at certain timelines when a request is made that it has to be accomplished by I I didn't include slides on it you did not okay but I can comment that if someone requests an IEP meeting the team has 30 days to hold that IEP meeting is that state law yes that's the maximum the maximum would be 30 days yes right but it could be sooner yeah and it it depends on what the concern is that's being brought up I think that it's in the law it may say 30 days or a reasonable amount of time so obviously if there's some extreme safety issue concern that could prompt something being faster versus hey I want to get together and talk about you know um classes for
072next semester okay thank you and then there special education is all driven by timelines so I don't want to spot off too many but like for the child find if someone suspects a disability and puts it in writing we have 15 days to respond with an assessment plan or an answer to say this is what the reason we're not going to do an assessment once they sign that assessment plan we have up to 60 days to gather all the information and hold a meeting to to propose that IEP just a little context about special ed in general um in the state of California about one in eight students receive special education support um in the Escondido here both us and Elementary the number is a little bit higher we're at about 15 to 16% of
073our students are El um in special education you can this graph um based on the size demonstrates the prevailance of different disabilities and who we serve so you can see the most common being a student with a learning disability and then some other um prevalent ones speech impairment uh another Health impairment or Autism so those are just a couple of those 14 different handicapping conditions how many total students do we have in the high school district for um special ed let's hope this is the next slide and this will be going really well nope um I do I do have it do you want me to skip ahead Oh no just I'll wait till it comes up okay so um getting into what our current Services look like what does it look like for our
074students in Escondido I'm going to be referring to this picture a lot you'll see it on a lot of slides um and it's helpful to think of special education not as necessarily the one place or one thing but there's a Continuum of services each of these boxes represents kind of a different setting or um or a different level of support and within each of those different settings or or supports there's also a multitude of different interventions within that level and so this is going back to that first slide when we talked about what is appropriate that ultimately as we work through the IEP process and determining supports for a student we're getting to what are the what are the services that they require okay so like I said in the onset there's a lot here
075to unpack um I tried to just make it the most comprehensible please feel free to interupt with questions um as I'll kind of just go through these relatively quickly but at our comprehensive sites that box in red that's the scope or the Continuum of services that we offer at that at our school sites so of course we always start with general education every student in special education is a a general education Student First first they just have additional or more unique needs um for a student that we determined their um they require specialized academic instruction or extra support or that they require special ed we then start to consider moving down this Continuum into if you think of it essentially as more intensive levels of intervention so the second level here is general education with
076consultation or accommodations um you know imagine that that math student who um presented as having a math disability but is doing fine in their class we don't need to move further down and do a higher level intervention for them if giving them a calculator or giving them a set of notes or some accommodation in the class is meets their need and allows them to access the the instruction in the curriculum but for many of our students they do require that additional teaching you know maybe the pace of the math class is too strong there's or too fast there's no one really to check in with and so the majority of our students receive support through co-taught classes and what this is is it's considered a general education class because we have a math teacher the
077content specialist who's teaching it but in addition to that there's also a special education teacher that that joins the class so now there's two teachers to those 30 students the point of having the special education teacher in the room is they're the expert in Access and figuring out building accommodations building supports for students to get by in a curriculum that they struggle in and so our Co talk classes are generally a third students with IEPs and twoth thirds students without IEPs can you repeat that one more time please yes our Co talk classes are generally made up of onethird students with IEPs and 2third students without IEPs and this is a model really that um say the majority of of high school districts have moved to to because what we've achieved is they still have
078access to general education curriculum instruction and they have access to their typical peers in that setting alandre do you have a question yeah what's IOP again yes um I'm going to get to that on the next page so sorry what type of classes would you consider or were our co- talk classes I mean obviously is it all math classes English classes all classes in general or or specific ones yeah generally classes that are required towards reaching a diploma so when you look at all math all English Science History um kind of the you know the core classes that that students need and uh you know I I understand the the concept in terms of benefiting both students right but what are the benefits of you know you've got a third of the students who don't
079have an IEP or sorry two3 two3 students don't have one oneir does in that case like what type of and I guess this is a a general question right what type of experience does that create for the various student groups yeah um the intent behind it really one is it reduces the ratio and so when you have you know that essentially one one teacher to 15 students and it allows for some adaptability within the class in terms of um doing student groups in the model of co- teing that they have if there's kind of a m teacher and and a teacher roving in terms of the exact experience of students I think that would be interesting um you know to gather information on because I you know I don't I don't want to speak for
080them I do know that the philosophy is that if a student requires support in their class with a special education teacher that if we're able to do that in the context of having a math expert in the room have this access expert in the room that the special the the student with the disability or who struggles in math has all of this extra support and they're able to maintain progress and Pace with their peers so that's the benefit to them you know I think the the benefit to students without a disability is um you know learning to work with others and um they also have the extra support we have a number of students um who have either been exited from special education or we're in a co-au class going to the counselor the next
081semester and saying hey can I go back in that Co coau class because I got the attention that I wanted that maybe I wouldn't get in a class of of 30 students so when you're saying that like um say there's 20 kids in the class rough number and it's a you know a math class so you're saying that there's the general education teacher in there and then there's a special education um specialist for same math in that classroom no so there's a special education teacher they don't really have an emphasis in in a um in an academic area but then the content specialist you know whether that's the math teacher or the English teacher they're the expert on that curriculum and so if there are say five specialed students in that class there's a special
082ed teacher coordinator in that classroom helping out yes okay and um okay I think that works for now thanks so not all students can access the instruction that's in that caught class and so when I say access I'm not talking about that they're not able to pass the class I'm going back to their IEP looking at their goals and if the support in in that class is not allowing them to make progress on their individual unique goals then that's when we start to have this question about is this the right setting is this student able to act what's the benefit to them being in that classroom let's say that they're not making progress on their math goals they're not passing this math class then we'd have some questions that you know what maybe they're not
083able to access the instruction or the curriculum for a variety of these different reasons and that's when we start to think about changing placement and so our next our next uh more intensive intervention are our SII classes and this is a class that's taught by a special education teacher and only has students with IEPs in the class this is a significant change at at the end of this we'll we'll get to why we spend so much time talking about LR least restrictive environment and how that's monitored um because this is a separate setting essentially what we've done is we've taken them away from typical peers and put them in a separate setting for this period of time because we've determined they can't access the instruction at these higher levels so th this is a pretty
084substantial jump in making this change of placement the great thing about this though is that it still does work towards credit for a state diploma um so we're not taking them off of a diploma track can I ask a question let's see what would um cause let's say a re-evaluation of if if students are accessing the co-taught classes however for various reasons might not be successful in in those co-taught classes and success could be could look like a number of things I mean I can't I can't give you a scenario because I I don't have the experience but um like let's say that like it's it like the the CL like the the student has the access they could pass that class but perhaps the behaviors or whatever is not a good fit for the
085rest the other 20 students or even the other 29 students in that class because how do you reassess something like that and yeah and that that's that's a common problem and I think in talking about any change of placement at any level that's where the the challenge lies because in terms of the individualized education program and the rights of that student the conversation needs to be focused and centered around what that student benefits from now there is consideration though in terms of what does the behavior or the attitude or whatever it is how does that impact the learning of others and the IEP team is responsible for still addressing that so it's not like oh you know he's benefiting from the class there's nothing that needs to change and so that's that's when the team
086and again it's never just one just one thing but the team gets together and discusses does this student have a behavior plan do they need some type of reinforcement system um you know would they benefit from being in the same level of class with a teacher that they have better rapport with there so whether it's just changing a simple thing in the IEP adding accommodations or maybe it's we don't know what the answer is maybe we should do a social emotional assessment on this child to see if there are issues that we haven't been addressing you keep referring back to that student as opposed to the benefit of the entire class I think that's a big concern we have that the disruption to the rest of the class overweighs just that one individual students um
087Improvement so something to maybe talk about at I guess another scenario to considers like for me to understand what if a parent CA of another student brought forward concerns about and and I it might be it might not be to co- talk classes it could be any number of the settings you're presenting and I think the question comes down to if another parent then has concerns what does that balance look like between concerns of you know one parent versus perhaps what's written into an IEP of another student and I just because I've never been part of this process and dug this deep into really understanding all of that please help us um kind of understand what that would look like yeah it's complicated because um where we're going with this is not oftentimes but there
088are times that IEP teams don't agree and so it's very common that we're in a situation like this um you know where a student does some egregious act and from the special education lens again going back to what's appropriate for them what's the least restrictive for them and what are their rights we'll cover procedural safeguards in a little bit um that student has certain um protections if the issues are stemming from their disability now that's not to say that we preclude and ignore anything else that's being brought up but that's an extra challenge to the team to say okay if this is due to the child's disability that's one thing if if it's not we can we can proceed with discipline but if it is due to that what are we doing how can we
089change our proactive measures to address this deficit area um sometimes it is changing the placement um you know sometimes it's readjusting you know what goes into the IEP sometimes it's doing an assessment um you know it is it's hard to talk in general terms but ultimately what has to happen is that group of people needs to come together and consider all the information um you know a lot of times we have a site administrator who says this is you know this is a problem um in whatever regard and we need something to change because this problem can't persist so then it's going back to that IEP team and saying okay this isn't working now what can we do to change this so that we're setting this student but have all the other students up for
090success as well so I guess ultim Ely it's not saying that other factors besides the student don't matter um it is saying that we have to think through that student situation first but also considering what is the impact to others that that's certainly a consideration and at the end of this presentation you know walking away with four bullet points of what to consider that's one of them all right alandre to get to your question the IOP program um that's what we form normally called it uh rebranded it last year to the journey program is um so again we're going down in intensive intervention levels this is a separate program that supports students with significant social and emotional needs and so the approach it's very therapeutic in terms of having um lots of counseling available um
091setting up an environment that kind of decreases or tries to minimize um you know triggering um and then our other separate program are functional skills programs and so these are on this page these are students with more moderate to severe disabilities and so our students in the functional skills programs are not working towards a diploma they work towards a certificate of completion and when they age out of high school at age 18 um many of them transition to our adult transition program that continues to work with them until they turn 22 just in a side so I give you the information um our alternative sites delago and Valley do not they don't have the size the capacity those same programs um they operate through a consult model which is really the students in the general
092education setting for pretty much their entire day um with some consultation support which is essentially check-ins or some guidance from teachers yes is a also um that other students while taking a math test are kind of go to a different room to be accommodated great Point yep so that's that bottom bullet point um they can go to a separate setting um our special education teachers at those sites do have their own classroom and so sometimes students will leave and take a test with them or maybe they need to be retaught something that's questions I referenced um the ad adult transition program and so this is really great we um it's it's right here on on site of the DSC and um what's wonderful about this is it the shift really moves away from you know
093Academia um kind of high school priorities and now we're completely looking at what does independent living look like you know what are functional skills what are the Adaptive skills that students can develop and so at this point going back to that IEP their goals are really referencing what are they doing in terms of learning the next step for them to become autonomous you know so it might be learning to ride the bus by themselves you know by the goals might be um being able to cook or prepare meals for themselves all right so getting back to the question about how how many students do we have and where are they served so this graphic kind of aims to show to demonstrate we have over a thousand students uh in special education 80% of those are
094considered mild to moderate um and those are students who are served either in general education settings or in that SEI class you can see uh students in in our programs journey and functional and start and then something we haven't talked about but that we will touch on uh we have 10 students in non-public placements and so these are private schools uh that serve specialized groups of students uh we have two students that [Music] um are residentially placed and that's where they need to live at the site where they receive education and then 10 students on Home Hospital instruction generally this is the there's a medical issue that can't be overcome they can't come to school um and so we provide home instruction to them so the facilities where students would be placed that they're not
095allowed to leave I think we have some are out of state yes is that the two residential students it's two within ours and then there is one one student through the Escondido charter school so we're working with three total but as far as Escondido High numbers thank you is that a uh you said our percentage is slightly higher than most schools around the area right rather than 12 13 to 15ish it's higher than the state average in the last in the last couple years a lot of districts have spiked so locally I'd say that we're pretty consistent um you know I don't know where those schools are that are lower but I know that some some nearby districts are as high as 17% and with uh so you've got a thousand sped students that's a
096th000 IEPs right do you how do you keep that sounds like a lot in just in general right so how do you how do you keep up with all those different cases and keep them relevant to the student in a sense yeah so it takes a team thanks for the transition you're welcome this is our special education staff so myself as the Director Caitlyn Alto here is the special education coordinator and then we have three program Specialists each program specialist is at a comprehensive site and has an alternative site as well um and and so as far as coordinating efforts and um guiding the ship if you will you know looking at changes looking at assembly bills that have to change our practice providing professional development a lot of that work lives with the five
097of us um but really as we get down here there's also nine sped managers so that's we have psychologists behavior interventionists and mental health providers A lot of the accountability responsibility skill set is with our special education teachers our education Specialists um the work that they have to do is pretty tremendous as far as the breadth of skills they have to have they're the ones who are writing IEPs they're coordinating efforts with service providers they're also in classes and teaching um so to get back to how how do we support a thousand students it's having staff that's are well prepared well informed um to be able to support their case loads uh what is your turnover look as you get on that down that list yeah um so right probably in terms of turnover instructional
098assistance are are some of the most difficult positions to keep um we have 66 um current spots we have five vacancies right now um and it that it kind of fluctuates where you know last year we were fully staffed for a month or two and then you know we had some changes um what does have some changes mean oh just in terms of instructional assistance resigning from the position or something not working out so then the position's open again are we able to fire them yeah I mean they go through the the same process um the program Specialists are their evaluators at each School site and so it's the they follow the same administrative practices you know as any of our administrators do it says 66 instructional assistance you know currently how many you have
099on hand we have five vacancies five just so you have 61 right if you could just wave a wand how many would you like I'm serious I'd want to be thoughtful about my answer to you um really what I'm what I can consider is looking at ratios um when we say teacher to uh student ratios and so I would want to look at because of these different programs and how how we staff them that would be the feedback in terms of what is the student need and what's a ratio that um is acceptable and and works for whatever that program is for example in start um those students are doing a lot of community- based instruction and so they go out in groups you know to different stores different restaurants uh they're riding the bus
100and so a big factor in us being able to for any students to move around here is looking at what's you know what's the Staffing that day what do we feel comfortable with um so it's a long-winded answer to say I I'd have to dig into each program individually okay so for a future meeting uh superintendent I would love a presentation again specific instructional assistance potentially increased requirement that would serve the C the students better so hopefully by maybe the March meeting the March meeting we could have an actual number you know so that we could try to allocate funds to find people because um the students deserve it yeah I agree with you what you say the 66 um assistance is that designed to give you padding in a sense right so if you
101typically have you know five open spots it's not no right and so that means anytime that you have an open spot you know the students in general are are we'll say suffering from that when we have an open spot we've identified its needed and we're doing our utmost to try to fill it as quick as possible and yeah I think there go ahead David what's the stability of the instructor instruction AIDS what are their um stability in terms of kind of in how long they last in the position yes it it varies tremendously um we have some great instructional assistants that have been with us for 20 plus years um we have other ones you know obviously that are just starting um as part of as part of giving you more information I can look
102into what the average yeah I I think it's pretty fluid for what I understand um so I I really think it's some valuable information that we need yeah I can look into that and just a comment on this isn't necessarily an issue that's specific to us in Escondido you know you talk to any school district and um their list of instructional assistant openings um is is pretty similar with that said do we have a here again a deliverable you said the utmost to fill it but do we have a deliverable that like we will fill that position within 10 days no what we do we try to meet um hold interviews monthly that's kind of the target it really depends on on who applies you know I think um our last round when it was
103open um we had one one viable candidate ended up applying during during that period so it it's you know an issue of supply and demand I think money solves it too what we pay hourly you know I think that for what we're trying to do here so I think I want to see if we could please a little more attention on specifically how fast we need to fill things and also maybe our pay scale in an effort to to uh try to make sure we have enough people because yeah maybe maybe uh we can look into some uh State funding too if if I can jump in uh president Weller yeah uh last month the board approved a reclassification with CSEA where we evalu positions and their comparable pay with comparable districts uh a few
104years ago we entered into anou with CSEA to create a hiring bonus uh I think where Dr Owen have made this presentation three years ago the number of vacancies in the instructional assistant Arena would have been much higher we closed that Gap significantly with the help of CA and that hiring bonus uh I have some additional details looking at some of our instructional assistance and and please don't tie me to these but we have some that have been in the position since 2001 uh 1998 uh so several that go back many years but as Dr Owen did say uh there is a a a degree of volatility in these positions as they typically are entry level positions in the district where people then progress into higher level positions within our district or simply as you
105said earlier this is the job they spent the time looking for now they're looking for the next job I forget the the analogy from yeah I got it so that happens a little bit in this Arena as well um I have a question to them to be honest with you because I know it's not a difficult task but it's extremely important so I think we should acknowledge that thank you um my question would be related to as we're developing the lcap um while I know funding streams are various locations would this would special education be something that could be written into lcap no okay no it's very specific for unduplicated students low social uh economically disadvantaged students uh English Learners and Foster youth there are separate funding that we receive from the state and the
106federal government for special education specifically and it is categorical even if those students then let's say students within special ed might also fall within those unduplicated um categories yeah we get really really monitored on that and we would have to be extremely creative and even then they might put the they might put the breaks on us for that so so yeah it's they've been pretty explicit for that because we do receive very specific categorized money and financing for special education only which is pretty unique to any other student group I have a different way of looking at it perhaps because we use our alap dollars to benefit our entire District how do you write it in a way where instructional assistance for our specialed students to access General educ is part of that support for
107all students yeah are are others all that the instructional AIDS are part of that I understand I understand the point and we would love nothing more to do that however IEPs are very specific and there's different categorizations of IAS and so something Dr Owen maybe will get into later or hasn't gotten into is like the IIA that serves in a collap class or an SII class is very different than the IIA that serves in the journey class or the functional class or the mod severe class and typically if you're an ia4 or five that's serving in the IOP class or the functional class it's because the student has a one-on-one for very specific medical needs and so to say we're going to fund something where it's like written for very specific need for an individual
108student would be challenging there might be a window of opportunity for the IAS that serve in an SI setting but even then that would be highly highly scrutinized but okay s yeah and as as an aside something that we started this year was really focusing on professional development with our instructional assistant um at the start of this year we had a full day pull out that was offered to all of them just to go over components of IEPs and how to implement strategies um as well as our program Specialists are doing um a number of different site-based professional developments with their staffs as well so that that's really an area that we're focused on of course you know addressing having the right number is critical um but you know we're really emphasizing well what are
109the skills that we're we're giving to someone to to implement all of this work um all right so we won't get lost on funding um too much because that's not the point of this presentation but I just did want to make a comment and is um appropo for the timing is that um this graphic kind of depicts uh why special education is so expensive you know you can see the cost just in general uh the average of a general education student to a special education student I believe these numbers are uh from the state so I don't think this was a federal document the second reason why it's expensive is you can see that of the special education costs that were required to provide to students um Federal funding and state funding only cover about
110a third of that so our local contribution is 66% okay um quickly just to touch on non-public schools so I had referenced before going back to our Continuum our triangle moving to more intensive interventions um these last two are sites that we do not offer through our district and so there are some students based on the need whether it's mental health whether it's Behavior whether it's adaptive skills that we're not able to meet the need of in our programs and so that's when we look for a private school um who funds all of the special education services so they work off of the IEP that we write and they help us develop them annually um essentially we contract with them to provide the services to the students and so I know we talked earlier kind
111of just about moving students and changing their placement th this is often an area where IEP teams come into conflict where either a parent saying I want to go to this private school you know you can't meet my child's needs and you know as the school sometimes we agree um other times we say no this this is appropriate let us go through why this is appropriate or on the flip side um we get to the point of saying you know what we've exhausted our resources our our interventions here we need to consider a private non-public school and a parent says no I I I don't want to leave his school you know this is where the family goes um so we we'll we'll get to that that uh that process in a in a moment
112just a um another quick comment on special ed funding so non-public schools um are are pricey you can see the the amount of dollars that we've spent over the last um was that seven years um comparing annuals and again so this number our current year Midway through the year this is serving those 10 students that we have placed um we do also have a number of students who their offer of fape their IEP says non-public school and so we apply to these schools you know to say like here here's our student and they have the right to say no we don't want that student for whatever reason it is and so we do have a small handful of students right now that are awaiting a non-public placement either because there's not a spot open or
113because we haven't found a school that would uh be willing to uh provide those services so what do we do while we wait yeah and so again going back to the IEP team it's never one size fits all for some students that we have um we have students that come in a group home that um you know we always consider could we bring them back to one of our comp sites um the the behaviors um kind of the skills that they're dealing with though are to such a degree that it's going back to it's not safe it wouldn't work out for our programs or for the student to be frank and so in that case we may offer Home Hospital instruction there's typically like an interim type of offer um sometimes if they're being served
114at one site they may stay at that site just pending placement at another school it really depends on the circumstances and again going back to you know your question about well like kind of what about the rest of the class um it it's still the same perspective from any law judge that looks at it as far as saying this student has an IEP you've articulated what's appropriate and you're not providing it and so you know that's a very compromised situation that we're in when we're waiting for these non-public schools so we we do our best in best efforts in good faith to say this is the extent to which we can support while we're waiting you mentioned a judge do we find that we have many lawsuits it relates to that no um monthly you
115know um I'm on a list serve where we get the recent decisions um and I can tell you anytime that you're not providing what's written in the IEP the school district is going to lose um so I don't I don't say that from personal our personal experience um we we did have one case last year that is essentially the case I'm describing so we have dealt with it but it's not super common in general in this Arena are prevalent so I don't want that to go that as an elephant in the room that perhaps they're um there are there even and and I I have I have challenges with this but there are families uh are approached even at times so I just I I struggle with the lawsuit and the familiar um lawyers that
116um repeatedly Sue school districts so um I just wanted to have that on the record there that needs to be addressed all right finally moving on to residential schools um and so this is typically this is a student who's maybe at an NPS or has you know refused to engage age with an NPS um there's also that aspect that to place a student at a non-public school it's very important for that school to have parent Buy in parent has to be you know a team member and if parents not complying or not showing up The NPS placement is not going to work but as an extension of that comment there are some home situations that are so difficult where the students behaviors or mental health or whatever it is um they can't even get the
117student to go to school um and these are very very extreme cases but this is when we're talking about a residential school um there are some States where there's locked facilities in California that's not legal um and so we go through a process of if a student requires that or not um you know finding a placement where they can both reside and uh receive their education in terms of a change in placement um we've talked about this a couple times but really what the IEP team is tasked with and again any analysis of the efficacy of the team is looking through the lens of fape and least restrictive environment and so what we do when we have challenges as we've talked about is okay can we make adjustments to the IEP do we know things
118need to change make a a change to schedule you know shift classes um if not do we need to do further assessment and so the IEP team when a student's current placement is in question has to really go through and understand are we providing all the supports that they need is there something else that we can try have we exhausted all the opportunities essentially like at this tier level of intervention in addition going back to some of the first comments we have to look at well what does the access to academics look like what does the social access look like and so these are all different factors that the team is talking about to determine again that subjective appropriateness um in addition and there's a specific place um in the IEP documentation where you have
119to write down what are the potential harmful effects of this decision and so the team has to think about what are the things that may happen that may be negatively impacting the student if we make this this change and so kind of just in the in the process of and from the intent of the law is it's very cautious to really be reflective on is there something else you can do in this setting before you change that setting how many days does that how many days does that require because like one of the things I'm beginning to see is that this is very general stuff but I'm assuming that there's legislative timelines that are required and maybe tonight's not the night to show it but I'd really like maybe you to come back you know
120we can I'll set it up with a superintendent to come back with very specific timelines that are legislative and maybe a a deliverable that the district would like to see especially when parents are requesting changes yeah um so I mean just to answer that like I said earlier if someone requests an IEP meeting we have 30 days a lot of the other timelines it's not written down as a specific number what it's said is a reasonable amount of time um and so again I recognize that's still kind of in that abstract world when when we talk about applying an intervention or changing trying something different um kind of from a behavioral lens generally a time frame may be 6 to 8 weeks to implement some type of intervention and then be able to assess if
121there's a change um if it's benefiting the parents have a say in this speed yeah like if they're not happy like if they're like look I can't wait 68 weeks they can and again the 6 to8 weeks that's arbitrary in terms of when we look at mtss and providing interventions and respond time how long does it take for someone to to form a new habit that's again it's kind of generic but the team can have a discussion about and often times we do when we Implement something we can say when are we going to evaluate this Effectiveness is that a month is it it depends on you know the exact circumstance for the student but again um because it is nebulous in the language te the teams can get very specific about what their what
122their needs are final comment on a change of placement um and we haven't really covered yet students rights and parents rights in this process but essentially in the world of special education nothing will happen or change without the parents consent so the school district does not have unilateral control to say we're going to move your class and do this you know we're going to start providing this accommodation um it's something where the team need needs to be in consent with that and so in the case where a parent disagrees um the student stays in their current placement until some type of resolution is had so procedural safeguards these outline the rights that families have the protections under idea um they have a right to participate in meetings to access educational records if they disagree with
123an assessment they can request a private assessment um and that their consents required to implement any changes to the IEP the majority of disputes are resolved within the IEP team meeting um you know we had talked about that it's an annual review there are are some cases where we might be meeting once a month or or more frequently than that to try to resolve issues um and that that's where most of the decisions are made if a persists um the district may choose to file due process to enforce what uh their opinion is and so then there's a resolution process and so I'm sure you're familiar you know it would come to you if uh settlement Agreements are made with families if we're not able to agree in this process here sorry is separate and
124apart from the the fape process the IEP process this now becomes more of a legal proceeding of well we know there what the school's offering we know what the parents want we know there's disagreement this is a different path to talk about is there another way that we can settle this disagreement and if it can't be settled then it's it's going through due process where a judge rules uh for or against either side okay getting towards the end sorry I'm talking so much uh so to revisit the least restrictive environment again to the maximum extent appropriate children with disabilities um are educated with children who are not disabled and that the removal of children with disabilities from the regular educational environment um only occurs when the nature or severity of the disability of a student
125such as the education in regular classes with the use of AIDS cannot be achieved satisfactorily so I wanted to share one um court case with you and this is a student Rachel um so she she went to her school district they did the assessments uh determined that she was eligible for services and recommended you know went through the the whole IEP talked about the deficits made goals talked about services and determined we're going to serve you in our special day classroom so this is you know separate setting all the students in that room um have an IEP and there their reasoning was um in this special setting we can be very diagnostic with the interventions that we're we're giving to you there's lots of adults in here Rachel can and I'm paraphrasing some of this
126but there can be onetoone support or she can work in small groups the whole room set up to meet with censoring needs speech comes in and runs groups and so the district it was a a well-intended offer where they were looking at this student can make the most progress if we put her in this type of setting parents disagreed no we want general education setting for the whole day the court the case was ruled on and the judge um cited with the family saying that no the general education is an appropriate setting for her it was appealed um and the judge affirmed the previous decision saying that general education um was the appropriate placement for for her he highlighted that the social benefit of her being with her peers that in that setting she could
127still make um progress on her goals even though she wasn't at grade level was not working on the same things as the other students in the class per her IEP progress she's making progress in her goals so from that student lens she had some educational access where she could make progress and she had access to her peers so that's the least restrictive environment that's what's appropriate you know it's interesting they make it sound so great you know hey this one student you know really succeeding but when they're burning down the rest of the classroom you know I I think it's being missed it's interesting one of the major airlines about 20 years ago was making a lot of top- down decisions and the president's like you know our passengers are not real happy we're giving
128direct authority to the flight attendants and they turned around customer satisfaction within two months and I'm thinking that we almost need to give more direct authority to the classroom teacher as opposed to making decisions up here because classroom teachers interacting with them every day I think they really need to be brought in more to exactly what needs to be done to make faster decisions because I would say that our district has pretty significant specialed problems and that's why we're having this presentation tonight okay I mean most of the accountability in terms of student decisions is made with the those teachers and you know site administrators so when when it's pop down um I think that that's not so much how we drive student placement and progress it's looking at the IEP team members and getting
129their Insight like you know for me for example I'm not if I'm not a part of an IEP team I'm not making decisions to change something I can consult and give advice and we give feedback and kind of get together but there's not in terms of student placement it's not a okay you know we're sorting out you go here and here it's based on the I team so looking at the what's come to be known as the Rachel H factors this is what the judge ultimately ruled on why this placement was appropriate and it's it's what we've been talking about all night um looking at the educational benefit of a regular classroom looking at the non-academic benefits of that setting and then to to the point of many of the questions tonight also considering the
130impact the student with disabilities has on the teacher and other children in the classroom and then finally Point number four is a consideration but it's not one that we would talk about in an IEP meeting because it's it's not um I don't know the word it's not necessarily appropriate or professional but considering the cost of the supplementary aids to be able to implement those services so kind of going back when we're talking about a change in placement when we're addressing those concerns that you that you say where there might be a problem with the environment as a class as a whole these are really the the main talking points those first three Dr ow can I ask a quick follow-up question uh what would happen if like say an assistant principal or a principal came
131to to you and said we need to remove student X because uh it's impacting the learning environment for the rest of the other students and unilaterally change placement without going through the IEP process or change of placement meeting what would happen in that scenario that um I mean that we'd have a very negative outcome from our our behalf we that's not um necessarily a decision that we'd be able to stand behind if it's a decision outside of an IEP meeting um because as you saw kind of in those first slides any decision it needs to be evident about why a recom why the school is recommending something when a judge goes through a case and he's just connecting the dots like we did at the start where it's where is this student now what are
132the goals you have what are the services that decides where the placement needs to be if there are changes or decisions made without sufficient data then we're compromised because how how do we know this as an expert what are we considering um and so in a case like that I mean it's difficult and we deal with it a lot but it's going back to the table to say to know we can't make a unilateral change how do we address this with the family with the IEP team in a way that we can kind of hopefully get everyone on the same page to to make the next step I understand it puts us at risk for sure for lawsuits I'm I think one of the things that I would love to see and I think from
133what I've heard from parents is that the speed at which we try to make the adjustments is faster you know I I was talking to Dr good about this he's like there's a very specific um path that needs to be done and um and that it's just a matter of well how fast can we get that done yeah that that's a fair comment anything else hey Bob are are we so okay continue thank you David no I I was wondering if you guys can hear me yes we can hear you oh so I can come out of uh audio detention and I question though yeah it's clear now whatever you did okay no thank the it they help me okay good job it guys all right to wrap up here um we spend again because
134special education law and everything how it stems from those two components fap lre um that's how we think about a lot of our issues and when we're thinking about issues it's always through the lens of what does this student need how can they get um get access and so the state monitors 14 different indicators essentially to look at how we are providing implementing special education services um three of those one is for younger students it's not relevant but so two of them are directly tied to LR um numbers and so this is a little confusing I'm happy to repeat it but this first state goal that we're looking at are aimed at those students who are mild to moderate disabilities excuse me and the expectation is that 62% of our students on IEPs are in
135the general education setting for 80% of their week or more so again that's about two-thirds of our students IEP should reflect that they're in gen the Gen Ed setting for 80% or more um really quick just because we're on that one here are our numbers over the last three years this is a target that we have not met um so this is something that the state that we're um continually trying to improve in terms of looking at the amount of students who are in the Gen Ed setting for more than 80% of their day they prescribed this percentage and when did they prescribe this percentage was that a state was it passed a long time ago recently yeah I don't know exactly my my guess is that it's when idea was reauthorized that it came
136out years and years ago I mean this is some this is something that I've been looking at for 13 years for me personally so they mandate this percentage so yes it's one of the indicators that if you're not meeting it then you're not um your special education data is not compliant essentially with State exp does that impact funding it can if it's a pervasive problem and um last for um a number of years in terms of the progress that we're making um they haven't elevated our status or our level um to saying that we need a different kind of Assistance or that they would change funds so this so they mandate this but they don't necessarily give you the funding you need to make that re to actually re ize that percentage increase that's fair
137yeah okay because you're never to get to that without more money a lot more money to be able to do what we need to do to achieve that so they're going to mandate it and then good luck and then and then if you dare write it in your lcap because that might be a great way to fund it well then you're screwed so very frustrating you know Bob has his issues with the state while I have my issues with the state and this is one of them that's been bothering me since I've got I've been on this board and it's not gotten better it's getting worse and worse every year and it's unfortunate what the state is choosing to focus money on and that this should be a very high priority and it's not and
138I'm makes me very upset so that's all christe you can include me into that group too I have my frustrations also it's also a number that doesn't seem to mean anything right because they have noidea exactly what the population does of our area or anything so I mean I curiosity do you know anything about this 62% number and where it comes from and I do not I know that it increased over time so it it is a target that's that's moving has increased over time interesting that I mean it goes back to the um least restrictive I would assume they're they're thinking that you know thank you um that they're really trying to help uh the kids being the least restrictive and at the same time they're just not providing the resources like Christy said
139I actually go to a church that has an entire Ministry we have like 20 kids with special needs in our church services and so very familiar with that and a lot of them have talked about the support they do and do not get in public systems so you know the reason why we have you here tonight and we appreciate you being here is the fact that we're we're taking a very huge focus on this and so I know you have a new position and A lot's going to be required so thank you yeah I like the attention and I will say there's no special ed director that's gone in front of a board and has left with you know everyone saying enthusiastically oh yeah David yeah I was going to say uh we we appreciate
140you um your time tonight I was just going to say I can tell you a lot of special um needs instructors instructor AIDS um are very grounded people and they love their kids um my wife is uh Works in elementary school as a instructor special at instructor Aid and she loves uh her job she has a passion for it and also I wanted to share you know my nephew is uh highly highly functioning autism and he graduated with honors and math from UCSD and he works for our company now and our clients absolutely loves them both as work and personally but he came a long way special uh going through special education classes and now he's a valuable professional and um we're very proud of them that's a great story there's a lot of benefits
141to have these class but they have to be funded appropriately yes agreed and so you know we've tackled pretty hard professional development over the last two years um really bu building up the skill set of teachers of our program managers um we we're doing a lot of work with the Elementary District and looking at how they transition students into into our programs um we found that all so if you look at the numbers and I know the numbers are somewhat arbitrary but 80% but if a student's in two SII classes then they're automatically below this this Mark and so um what we found a trend over years was the middle school you know oh it's the big bad high school that's a scary world put them in the in the most supported classes um and
142so we've done a lot of professional development with them also in and really being clear about what our programs are and them looking them understanding potential negative effects um and so you know it's again it's it's something that we're working and striving towards I think I'm not going to go over the the 40% that's not really relevant I think to where our conversation was but um that's something that our mod ofe programs um are doing a lot of strategic planning um and and they're coming along well I think that this overall presentation was very helpful to understand special education one thing I think I'd like to see in the future when we tie some of these other things together is what your vision is for special ed in the coming you know 25 26 year
143you know what changes do you want to see you know what do you think you could use for additional funds uh teachers things like that so I think this was a good like overview of special ed in general but I think that I'd love to see and I think David and Christie would agree with that and Ryan and Bill that we'd really like to see a very specific um presentation on our district and what our you know kind of like what your goals are to make some changes in the future especially in the areas of safety yes I agree Where Do We Go From Here well I appreciate that attitude because you know a lot of times it's again it's special education you're you're costly go do your thing so I appreciate that communication you
144have anything Bob's point where do we go from here what's the plan so um we have a number of different factors that we're looking at a lot of it revolves around professional development um a lot of it is opening communication amongst our service providers um you know and in talking about sight level teams making decisions this was the first year that we sat down um and our mod s year teachers looked at all the incoming eth graders and they worked as teams to determine where the placement was um so I think that that's really about informing our staff about what best practices are and then giving them the Forum to be able to communicate with each other and plan um you know that's the most immediate and succinct thing because I think that there's a
145lot of growth that we can make in those areas I don't want to put you on the spot or or anything like that but we we should be looking at safety also I I think we need a a plan for safety um and you know we got to make sure that our our kids are very well taken care of and that we have a um you know a clearly laid out plan to make sure that there's low risk associated uh with with the classes and that there's good oversight understood all right so we've been going for about two and a half hours here I do want to get public comment though in before we and so um thank you so much um because I you know I can if you need to go but I
146wanted to get some public comment in before you did take off so oh so for public comment we have um this one will be um request to speak on a specific agenda item as it relates to special education and so this is the script I'm supposed to read to keep us out of trouble um for public comments related for public comments related to an item on the agenda the board will hear comments directly following staff presentation the board will limit total time for public input on each agenda to 20 minutes generally each person may speak for up to 3 minutes at board discretion in order to allow all persons to have an opportunity to participate if desired the board May reduce the amount of time per speaker when necessary following public comment the board will
147entertain a motion and a second and then convene discussion on the item public comments not related to an item on the agenda will be shared during the public comment section so I would um at this time um I call Maria neelson to um speak hold on Maria I don't think your mic's on or you're not speaking into it hello there you go you could probably just hand yeah hand hold it if you [Music] can can you hear me now good thank you okay so my name is Maria neelsen and I have been working for this for this district for the past seven years I'm a special education teacher now um I've been teaching for the last two and a half years and I teach students with extensive support needs at Orange Glenn High School it
148is an honor to hold my position and I cannot imagine doing anything else I love my students in my classroom this year I began teaching at Orange Glenn High School and I was excited to to take over a fantastic program previously run by Corney coffin she had built a strong classroom foundation and I knew the expectations for this classroom were high I love challenges and I knew that I would do my best to continue what Corney had created however some challenges are unreasonable and I was soon faced with an unreasonable safety concern by one student this issue was made hard was made this issue made it hard or impossible to implement important activities in the classroom like Community outings and student participation in elective classes when I raised my safety concern with my supervisors i
149f ignore and I was simply instructed to keep the student isolated with his one18 unfortunately that one18 soon got injured and instead of hiring additional support for our students they resign my they reassign my strongest Aid to to assist that particular student making matter and to make matters worse I lost another Aid to a different position that offer a better pay leaving me ill equipped to teach how I wanted to and how my students needed me to over the past five months go everything change when one of my students parents came into the district and made us think about the lack of AIDS and safety issue to that parent thank you my question to um advocating for our classroom to prompt change when my team and I have been voicing our safety concerns for the
150six for the past 6 months why is classroom safety not prioritized over integrate over integration especially when I have students who are terrified and not attending class due to their fears why are we dumping students with high behaviors into classes where they don't belong in the name of integration and least restrictive least restrictive environment I'm here because I fully support integration when students can thrive in that setting however when a student is unable to integrate all the resources tend to be direct towards that one individual I'm urging you to consider a different approach to student integration what what has occurred in my classroom is contrary to that inte what that to what integration looks like or it's intended to be lastly many of my staff and students could have been unnecessarily harmed if this staff
151if this student had been placed in the more appropriate learning environment or if my initial concerns have been seriously taken in the end that is what he deserves not be confined in the classroom classroom thank you thank you Mrs Nelson um so that concludes um section e or sorry where did we leave off um D D4 um depending on how we're doing I was going to take a f minute break but I wanted to have some continuity with the public speakers um is there let me just can I can I make one more comment before just finalize this because as um Maria was speaking something came to me it's just I feel like um there is an extreme level of um and I don't know if fear is the right word but there is such
152it feels like there's such a fear around making the wrong decision when it comes to placement and this this subjective definition of least restrictive environment that nobody at least the sense I'm getting is there isn't an there's no doesn't feel like anyone's empowered in their role to make these decisions and that there is an incredible amount of fear because of lawsuits and um and safety issues so it's I just I really want to address that so that people in this profession feel empowered in in what they're doing and in serving the students rather than um coming from a place of fear with the decisions because of whatever repercussions will come afterwards so I hope we can get to that place um and just I have a lot of empathy for um the current state of
153special education across our entire State of California so thank you for what you do all of you that's all yeah to add to that um trusty Knight it's interesting it's sort of like in my field with underwriting the underwriters can only make a bad decision they don't get credit for the millions of loans that they approve when people make their payments but if they make a bad decision on four or five loans they get fired and I'm thinking that there's got to be a way to work um both locally and at the state level where we can bring the attention to that so that you know we do do um what's best and safe for the kids and give us a little bit more control so that's something that if I get elected to the
154csba I will be pressing um any other comments on uh this um D4 item all right so as it relates right now it's 8:20 um I think we can squeeze in the comment section but first I just want to see if there is a report public comment from the California School Employees Association is anybody here for that speak how about from the Escondido secondary Teachers Association anybody here to speak okay since nobody's here to speak on that we can go to public comment on non- agendized uh topic that is within the subject matter jurisdiction of the board I'm to read this as well the board shall limit the total time for public input into each non-agenda topic to 20 minutes generally each person may speak for up to three minutes at board discretion in order
155to allow all persons to have an opportunity to participate if desired the board May reduce the amount of time per speaker when necessary upon conclusion of all public comments or 30 minutes the board will continue to the next item of business on the agenda in order to ensure the board can effectively um and efficiently conduct the district's business in public at this meeting in the event more time is needed for public comment comments on non agendized items which is what we're about to do um to ensure that all those wishing to address the board have an opportunity to do so the remaining public comments will be heard at Agenda item J1 which it doesn't look like we'll have that need tonight the board of education is prohibited by law from taking action on matters discussed
156uh that are not on the agenda and the board looks forward to and encourages your participation uh we have received three cards from people who wish to make public comment during this meeting so the first person we'll call is Abigail Garrison you can tap it and see if it's working is it David whatever you were struggling with sent it overseas here okay y there we go there we go um to you all and thank you for this opportunity drama program at my school uh I care very much about the people and state of the program I curricular not counted as a class uh but it it like but class uh unfortunately though not like considered that kind of thing and speaking teach and they mentioned a possible lack of tutorial in the future if an
157issue with the Union contract continues and I just thought I'd come here to say my pece about that uh as I said stuff like tutorial could be affected if um issues with the Union contract continue and teachers they're really doing their best to help students uh clubs and tutorial are really good extra resources for helping students feel supported seen and sometimes students would rather be at school than home with various issues um involved uh teachers devote a lot of time for their own the betterment of their students that's a really good goal and I think um if the path the board continues on as is things could get uh cancelled which it's I'd rather not cuz I know a lot of people who really need that support uh and it would really be sad if
158they didn't get the support they needed I understand this is a very compated issue and I really don't understand it fully uh however teachers are pillars of our community and resources and money would be well spent going towards their effort to help um and I'm not a parent I'm not a teacher but I know that kids like me are the future of our and our education and understanding of important topics like science and English are worth the complications I hope you as the board will take my words into consideration and you'll consider being lent with the Union teachers are the best of us and we all know teenagers are some of the most difficult people to work with in life uh thank you for your time Abigail can I ask one clarification Point um so
159you're you're recommending that we have more effort into tutorial is that what more effort into um like talking to the union about the contract renewal and stuff oh can I ask a clarifying question yeah Abigail if I heard you correctly you indicated that A teacher told you that the tutorial uh class would be impacted or perhaps shut down if negotiations did not go a certain way uh yeah cuz it's not included technically in their contract like they provide tutorial as a benefit to the students uh yes it's used so students have support after school like one of my teachers has a tutorial that after school goes till about 5:30 and just helping with like math stuff um it's good for so students just can get that extra little bit of support if they don't understand
160during class oh yeah know it sounds incredible I guess I just want another clarifying Point can I understand if teacher told you this oneon-one or if this was something that was said to the entire class uh it was kind of spoken about uh outside of class like I was talking to your teacher about it they mentioned it thank you thank you for coming and speaking to us thank you Dr kasus yeah and I can't speak for whatever teacher said but I suspect that this could be tied to uh a labor action working to the rule so as negotiations progress or don't progress they could like not period sub because it's not part of the contract or after school activities so that that was probably related to just little um taken back that this was shared
161with a student in a way where a student might not really understand but yet they come down speaking because of of course your concern is that these opportunities um would be taken away from the students and I I guess I'm just really taken back that it was said in that way and shared with you in that way and quite frankly I'm going to apologize for that because I don't want to hear of threats being made or certain things being said to students in a way where there is a fear from students that they won't have the support they need from our teachers um due to the contract to and and again I just I feel like that was not fair um to be said to students and I'm making that very clear we're totally on
162your site Abigail no you are you did a great job bringing this forward so thank you so much thanks you're um you were very articulate and very helpful so thank you so much thank you okay and thank your dad for coming all right so then we have um I think do we need an interpreter yes okay so the next one is Dalia a and we do need an interpreter for her okay my name is Dalia um I have a is uh his a special education student withy and autism [Music] um at the start of the school year uh there was an incident inside the classroom which I reported to the school principal and I I called for a special um IEP to to be processed um up until this day they haven't told me what
163happened in that incident uh there was um another student U older than him that tried to um attack him uh this started at the start of this this happened at the start of the of the year and up until this point this problem has only escalated escalated um to the point where he gets home uh and he's in fear constant fear and he expresses with with his iPad that um he doesn't want to attend school anymore uh to this point he doesn't want to go to school anymore uh he hasn't been to school for weeks and he tells me that he doesn't want to go back to school so I'm here uh today to ask for you to do something because every kid deserves deserves to go to school he he has the right to
164go to school and he needs to go back um my has been in school for the past three weeks and every time he he goes class uh to school um this other kid is in class and he has to stay outside which I don't think is fair today I'm here for do something and I hope I get I get an answer thank you um thank you doia so much for coming and speaking out I you were heard tonight so um can you translate that to her that she was definitely heard and we will follow up as a board for sure okay thank you so much okay so then the third and final speaker for this part will be Crystal Reid please me okay hi my name is Crystal Reed my son's in special education at
165orang Glenn High School I'm here tonight to speak about classroom safety in special education my son and nine other students have been attacked bitten and terrorized by a single student since August of 2024 myself and other parents have pled for six months to the school principal vice principal the old on-site program specialist Caitlyn Alto the director of special education Dr Jeremy Owen and the director of interventions and safety Dr Oscar Felix just to try to find a solution for our children to have a safe learning environment no changes have ever been made our classroom is unsafe and has been severely understaffed so much so of the seven goals set forth in my son's IEP worked an adequate Staffing support in the classroom I have a copy of his most recent annual goals copy of his
166IEP in order to get our voices heard I reached out to board president Bob Weller um who's the first person to listen and to share in our fresh and Dr C uh 3 weeks correct ratio of AIDS to students thank you Dr good um Dr casus has stayed in communication and there are protocols and meetings that have to special education department has allowed violence in my son's classroom for 6 months and changes superintendent's message on the on the website six months of this is absolutely atrocious fair and appropriate public education and I hope to see some positive changes um there are Al thank you Mrs Reed any clarification questions well go ahead only question would be is say are you familiar with with Dalia and is this the same class I her son Alex special
167educ um that wanted to come tonight but other parents in our classroom as well we're actually in Maria nielson's class and she's awesome do you mind that do you mind if I ask a question how long's this been going on for and attacked by this student um the first time on August 19th um I I AP that I have concern Shing that with you all right Mrs Reed uh thank you so much and U you were heard tonight and action will be taken thank you very much so um it is 8:40 we do have quite a bit uh still to do so I'd like to bre uh do a brief uh five minute resource and uh we'll meet back here in about five minutes thank you e you want to you want alrighty uh welcome
168back it's now 8:48 and we're going to reconvene the meeting um so just and uh Cadence just so you know you have permission to leave at any point 9:30 is my limit 9:30 is your bedtime okay all right well 9:30 you're free to go um yeah the rest of us want to go at 9:30 too um section e public comment Let's see we did that so we're down to section F uh so we're down to um the area where the asteris are all on the consent item so then in section F items number one two um have been already um approved on consent so we're going to deal with now F3 the midyear elcap progress report and who gets that okay Dr kasus thank you thank you president Weller as a reminder last month we
169presented on the previous year 23 24 or lcap goals and this happens in January because in December is when the state authenticates the previous year results in dashboard this report is different this is a midyear progress report in this current Academic Year um and it gives an update on how we're doing in our actions and services and expenditure by goal this is a state compliance media report that's 62 pages long um most of the data revolves around semester 1 grades attendance um but some of the other things are hard to determine because as you know a lot of our other measures are State assessments and National AP exams and graduation rates which don't happen until the end of the year um anybody have any questions on this I uh I have one but I'm going
170to open it up for people to okay so you mentioned uh the majority of it is is yearend data what what data is actually here that you have measurable indicators on yeah like I said semester one grades so students receive progress reports at 6 12 and 18 weeks so a lot of our grade data is the 18we grade data which is semester 1 districtwide what we refer to as our a through C rate the percentage of grades that are a through C's is about 1.2% higher than previous years that's an indicator to graduation rate a through G completion should be also an indicator to uh achievement Assessments in AP exams uh you'll also see Renaissance assessment completion data at the time of print we were still completing our second assessment districtwide in mathematics so some
171of that data is incomplete um but mainly you're looking at attendance and grades because those are the main indicators for everything else so this question I'm about to ask Dr casus is more like okay I honestly don't understand 95% of this and the superintendent and I were talking about it before and he's like well that's okay most board members don't item number 115 I'm just uh section one item 15 um I just picked that out randomly so oh uh page eight of 62 it's pretty fast Amanda okay so just to kind of ease us in a little bit so it says here in the First Column the metric uh increase the percentage of students completing a broad course of study by the end of their senior year increase the percent of unduplicated students and students
172with exceptional needs completing three years of social science by the end of their senior year by 1% annually 2% to close the achievement cap I'll just stop there so let me just ask you a question like so is 115 like do all the schools around the state have a 1.5 and they have those words in the metric um I'd like to say that we're super Innovative in everything that we do but probably 80% of our goals are borrowed from other lcap reports that are very similar across the state that's okay I just the this thing is so foreign I I just I'm I'm trying to get my head around it and I'll just add broad course of study is also part of the but the dashboard measures so it's something that we have to include
173say say that one more time California dashboard actually measure measures a broad course of study got it so when it says with exceptional needs what does that mean students with special needs or students with IEPs aha okay and then where it breaks down Baseline it breaks it down by ethnicity and so yeah go ahead yeah it's just not ethnicity it's also English language learner reclassify English proficient special ed Foster youth homeless we have to break that down when we uh make this report so I know the state asks that we break everything down but and I don't know if you can answer this or if you even want to answer it so if you're like no I'm not going to comment on that but like it seems like all the breakdowns just it doesn't really
174help you know like our district is 95% Hispanic or 90% as this says here like why do we need to know every detail of a person's ethnicity to try to improve grades I mean I'll leave that for someone else to answer but we have to report this in the dashboard okay hey I'm I'm bringing up tough questions that I know that people ask me so I appreciate your answer on that so I'm totally not playing any games here trying to you know back you into a corner by any means so then if we go over to the far right column desired outcome for 2627 so it says here on 1.15 at least 1% increase each year 2% to close the achievement Gap from the 2223 and then 2526 overall 93.7 could you kind of um
175summarize that a little bit I yeah yeah a lot of our goals reference the previous year metric and we want to so the previous year if it's one % then we would have been at 92.7 so our goal is to increase 1% to 93.7 so students that by their senior year met a broad course of study okay so when it says 2526 overall 93.7 that relates to the metric that 93.7% of the students are achieving the 1 to 2% increas I'm a little lost I'm so sorry and I all overall last year 92.7 of our seniors graduated with a broad course of study as defined by the state okay our goal for this for 25 26 is by the time those seniors graduate that 93.7 of that class will graduate with a broad course of
176study as defined by the state okay thank you so much I know you guys didn't write this and you're not required but I can tell you this thing makes me mad this is like it's like you guys know what our kids need and the state runs us around and was a stupid thing so I can say that Christie Christie set a good example for me so I appreciate that all right um so there's no action on this this is an information item so thank you so much for that um yeah okay okay we'll go to F4 now action upon recommended expulsion of accused student for case number three so I'm going to need a motion to accept and approve the recommended expulsion of the accused student for case number three from February 11th 2025 through
177at least February 12 2026 and to accept and approve the stipulated expulsion agreement uh yes I move to accept and approve the recommended expulsion of the accused student for case number three from February 11th 2025 through at least February 20 February 12th 2026 and to accept and approve the stipulated expulsion agreement nice second all right thank you uh uh we will be doing a roll call vote student board members will not be called upon on this so we'll go first to uh truste Vincent yay or nay David yay thank you and to trusty Knight I Ernie I Williams I myself as I so that roll call vote is completed uh we're going to move down to the human resources department which I know is Dr good I got my wheels under me again so we
178know that items one and two were approved on consent so we'll now go to item number three and there is an action item for this and it is a motion to approve the proclamation for school Social Work Week to be celebrated from March 2nd to March 8th 2025 so moved Dr good did you want to say anything about that I could lead into it if you would like a little B sure go forward perfect uh pleased to bring forward for your approval the proclamation and recognition the important role our school social workers play in the lives of our students families and the community uh as you had mentioned president Weller this Proclamation designates the week of March 2nd as National School social worker week uh while it's a symbolic it's an important recognition that acknowledges
179the critical role that they play uh I think it's really can be best summarized with a line directly from the proclamation School social workers serve as vital members of a school's Education team playing a central role in creating Partnerships between the home school and Community to ensure student academic success I can't imagine a more noble call in than to help those who are struggling find success in life and in school happy to present this Proclamation for the board's approval thank you Dr good we do have a motion here again it will be a roll call vote this time we will call on student board members so student board member Cadence forby how do you vote I trusty Vincent I trusty Knight I trusty dery I trusty Williams I and I Bob Weller vote I that
180passes unanimously so thank you uh Dr good why don't you uh discuss uh Human Resources Division item number four sure this is an information item this is the initial proposal from CA and it's chapter 219 uh this is the last year of a three-year contract with CSEA these are the articles that cssea is wishing to reopen and negotiate with the district uh article 11 wages article 7 insurance benefits uh be a public hearing next month and then begin negotiations in short order with CA after that again this just an info item uh I have a question on that is the insurance benefits uh negotiated under the same uh contract as um esta or is it different insurance benefits no we're all under housed under Viba yeah uh but there are different rates between the two
181associations just based on differences in the setup of their contributions over time well I can tell you um I appreciate being covered under our insurance so whatever you guys are doing to negotiate it it's uh it's been very helpful for a family of six not to be buried with insurance costs so um thank you for doing that all right we will move on to item G5 Dr good uh similar to the last info item uh again another info item this is our initial proposal to ca and its chapter 219 for the final year of our three-year contract we're simply mirroring CSEA opening uh again for negotiation salary and benefits only uh forgoing our right to open a third article in line with CA forgoing that as well do you think you'll be able to negotiate
182a third-year or another three-year cont contract or is that something you cannot State out here uh that wouldn't really be for this year that'll come up uh next year when the entire contract is open well that's great I'm glad that you guys are able to come to an agreement on a three-year contract I hope other unions that we negotiate with will see their ability to do that going on to section H Business Services Division and here again we have some that were approved under consent items H1 2 3 4 5 6 6 7 8 9 and 10 were all approved under consent I heard cheers to my left on that one um so uh Mrs Phillips is there anything from that section you need to say on or no okay so then if I go
183to i1 uh here this is a uh action item it's a need a motion to cast ballot for representative for the 2025 California School Board Association delegate assembly um what I would um I would make a motion to put forward um two names that I would recommend and then I guess we could open it up to others but the two names I like I would like to put forward would be Bob Weller with the Escondido Union High School District and Barbara Ryan who has been an incredibly long-standing Community member serving the community of San on that school board for I don't know how many years but um I would strongly support bar Barbara Ryan as well uh thank you trusty Knight and I would agree with both of those I would also add to that
184Ciana Vargas uh representing North County I also rep put Jane Lee Smith representing North County uh Elva uh Lopez from sweet board Union High School representing a high school district and then uh zida Rosario I just really loved everything I read about her and uh she had a lot of support okay that's great that's six um Ryan do you have any thoughts on that you know I uh something like this I much would prefer to know the person so I'm not going to comment on any other list other than the the last one not sure who he is [Laughter] Bob Weller for sure okay very good and then uh David Vincent do you have any thoughts or comments um I'm with Ryan I don't really know these any of these other candidates uh except for
185this guy um so I'm gonna go with him so um I probably need a little help on this because I definitely have to recuse myself for all intents and purposes so yeah goad I don't see the need NE necessarily to put forward six names and I have respect for those that don't know these other people I'm happy putting forward simply Bob Weller's name I am confident Barbara Ryan will be appointed to that seat so I I'm fine with putting forward just Bob Weller's name so I could um I will delegate you to deal I guess I would amend my motion to um a because the requirement does not it does not require you to vote for six that I'm that the vote would be um simply for our fellow board member to represent the esan
186Union High School District we would need a second on that to accept the amendment I second all right so then although I will in fact call for the roll call vote I will not be vot the amendment the motion was amended you should ask for further discussion okay do is there any further discuss further discussion I I I'm comfortable with voting for all six based on what I've been able to read and understanding about them but I understand you guys want to I I understand so just that's all thank you Bill for understanding David did you have any comment no sir I'm I'm I I have to say I did don't know these individuals what I read um I feel very much comfortable in just going with the Bob well our president well okay thank
187you so um we will now have a roll call vote and so for student board members I nay and that would be uh Cadence forby how do you vote I and then David Vincent I Christy Knight hi hi Bill dery nay Ryan Williams hi well the motion carries and uh I'm devastated that I didn't get unanimous we didn't get your vote oh am I allowed to vote Yes okay I okay then it's uh five to one so that vote carries four four thank you four to four to one still carries thank you um and Bill and I are still friends is not against I know it wasn't um so then we move on to District Operations I2 uh here again a roll call vote recommended action um regarding adopt a motion recommended revisions and administrative
188regulation 3311 and 331 11.1 before we ask for a motion on this um do I give it to uh superintendent is that for you sure and I will will delegate it to Amanda Phillips oh okay there we go so this is a second read so there were no changes since the last um board meeting um these were just small revisions in the values for our bids um that have been updated very good um can we have a motion in a second please motion to approve second motion to adopt excuse me very good thank you for that and first we're going to ask student board members to clarify we have a did was it seconded as well second okay thank you um so then we have student board member Cadence forby how do you vote I
189uh David Vincent I Christy Knight I bill journey I Ryan Williams I and myself Bob Weller as I so that is approved and thank you superintendent for helping us rewrite things and get things in order thank you Amanda so then we're in District Operations item I3 uh here again um this is just a first reading so no roll call vote is going to be taken um should I give this off to um Mrs Phillips to K it's all yours thank you so like you said you have a first read tonight these are um just revisions based on csba language for General obligation bonds um these are just um old they're from 2013 13 so we thought it was time with cba's recommendations to update them um since we're also going through a long-term facility master
190plan we let them review the language and they only made one minor uh recommendation that wasn't csba uh recommendation and it is in the BP um and you'll see it under the bonds requiring 55% approval by local voters number one they added the green language um and anything that is not directly related to a school site but is necessary for school operations so just to make it clear that if you if we wanted to improve maybe Transportation or Maintenance building or things that maybe are not exactly a School site we still have the ability to do so um and then that language is just repeated again in the 66.67% approval under bullet 11 so just for that Clarity under whichever type of um Bond we end up going for um that that language is there
191so that's the only non csba language in both the BP and the AR for your reading pleasure thank you are you thinking that um based on what you're seeing with the uh facilities and everything in the district that there will be any needs going forward for some Bonds in the future here anything is possible in the future okay any other questions on that all right so that moves us down to I Ford uh board member reports and so we'll we'll start with David Vincent since he's already in tomorrow yeah I'm in the future um so first thing I wanted uh say congratulations to one of our board members our cabinet members I should say Amanda congratulations on your acsa administrator of the Year award well done um also I was very impressed with both presentations
192today um and and just to let you know PPT means presentations PowerPoint presentations um and the CTE program I'm very impressed I'm very happy uh I think Ryan and I are in alignment with that we need to get some more Health Care uh courses in in the program uh because they're much needed in the state of California and uh the special needs safety I think we uh education special education safety um I want to see an up date on that as I requested and I want to make sure that uh it covers some of the issues that we discussed uh today so that's it for me thank you so much thank you trusty Vincent and uh trusty Knight um just thank you we had quite a full audience earlier this evening and I know it's
193been a long night so thank you to all that are still here um and uh my comments will focus on my excitement for eight grade night tomorrow night at particularly I will be at s Pasqual I'm very excited to have my own student attend esano Union High School District next year so for all the parents I'll see you tomorrow night at s Pasqual uh 8th grade night and that will include my report all right uh bill you don't get to speak tonight no I'm kidding um trusty dernie your closing comments I'm not going to speak tonight trusty Williams uh yeah the the quality of my uh pres my thoughts here tends to to deteriorate after nine o'clock so with that I'll say uh thank you to all who are still here thank you all who
194who came already and appreciate the appreciate all the work and the presentations for today they were great thank you and I do not have a long speech tonight I will say though that I know that the everybody that spoke the parents and teachers regarding the special ed Department I know that that will be top priority um and I know that superintendent um Peterson will definitely get back to us immediately on updates on that I also would like to say that um I'm got a chance to go up to the CIF board on Friday and speak in front of them because as a result of the executive action of the president to uh ban boys from being in girls Sports I thought it was important to talk the NCAA has also decided to follow the executive
195order where girls or where boys are not allowed in girl sports but CIF has dug their feet in and I think it's dangerous and I think it's uh just completely wrong that the state of California allows boys to compete in girls Sports Girls Haven worked hard over all these years to get the rights Title 9 was for them not for boys that think they are something else and there's no hate and what I'm saying I'm saying this to protect girls so I look forward to the CIF coming around on this and it was an honor to speak before them and that is concludes my um speech for tonight superintendent we'll move on then to item I5 superintendant report uh last week we celebrated our amazing school counselors during National School counseling week thank you for
196all you do to support our students academic emotional and career development we also continue to to celebrate Career Technical Education Month in support of that desano High School opened its doors to rencon Middle School 8th graders last week for CTE day it was encouraging to see so many incoming students excited about attending High School in our district our lcap survey has been shared with students staff families and our community we encourage everyone to complete the survey if they haven't done so already I'd like to thank our dedicated staff for actively seeking feedback from all stakeholders and I would like to thank our student board members for helping to facilitate our lcap student forums and I think Cadence you were doing Valley High School just today right very good thank you I'd like to uh in
197my report on a similar vein that David Vincent have had by congratulating Mrs Amanda Phillips one more time for being selected as the 2025 AXA administrator the year in the category of business services this is a recognition for all of San Diego and Imperial counties the recognition from the association of California school administrators highlights Amanda's exceptional leadership dedication and the positive impact that she has made in our district I look forward to her formal recognition at the honoring our own award ceremony in May and I hope everyone enjoys the upcoming 4-day weekend as all schools and the district service center will be closed for President's Day this Friday February 14th and on Monday February 17th we will welcome students back on Tuesday February 18th thank you uh thank you superintendent uh item uh J1 are
198there any remaining public comments on non agenti items covered them all at the original public comment period all right so then we are are are we going back to close session or no no we have concluded all of our business from Clos session excellent at 9:36 we adjourn 916 oh there we go 9:16 e for