Capistrano USD Board Workshop & Special Meeting | 5-6-2026

001You remain silent while staff starts the live stream. Vice President Bulock, the live stream is now live. You can start turn on your mic and start the meeting. Good evening and welcome to the May 6 board workshop meeting at the Capestron Unified School District. The meeting is now in session and the time is 5:05. Miss Wanky. Um, please call the role. >> Trusty Costianos >> here. >> Trusty Pritchard is absent. Trustee Zinger >> here. >> Trusty Jones >> here. >> Trusty Adams >> here. >> Trusty Bulicus >> here. >> And Trusty Davis will be absent this evening. >> And may I ask um our uh chief technology officer, Stephanie Aa, to lead us in the pledge of allegiance, please. Put your right hand over your heart. Ready, begin. I pledge allegiance to the flag of

002the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. May I have a motion to adopt the agenda? Moved by trustee costos, >> second by trustee Zling. All those in favor say I. Those opposed. And so that is a five Z two. I'd like to recognize Clark Hampton, Deputy Superintendent, Business and Support Services to present the following business and support services item, >> the proposed use of facilities, fees, schedule, and transition plan. >> Thank you, Vice President Bolicus, trustees. Uh nice to have you here tonight. Uh this item that we're going to discuss today is something that we've gone through um many years ago. We did an update to the facilities fee structure and as time passes on as we went

003through COVID. Now we're back to where we really take need to take another look at the facilities fee structure what we charge we're guided by the civic center act. So there are certain requirements where we're required to h make available public facilities to the public for their use, but we also have to charge them the direct costs for the use of those facilities. And as time has gone by, the fees have not kept up with the direct costs of the maintaining the facilities or the capital uh uh costs for the facilities themselves. So, what we want to do tonight is we want to go through um a transition plan to getting our fees back in line with where they're supposed to be per ED code and then also um meeting a a plan for discussing

004this with stakeholders so that they can be eased into this uh newer fee structure which in some cases are frankly much higher than what the district's been charging because they're below the um direct cost. So, we want to get into that. So tonight with me is the uh chief facilities officer John Forny and executive director of maintenance operation transportation Carlos Chicus and uh they're going to present the transition plan for our facilities fees and we can have discussion during each slide. Feel free to ask questions so we can clarify each item as we move through it. >> Before we start, may I ask do you remember what year um we had increased these fees? I know it's been since I was on the board, but I couldn't remember. >> Yeah. 2019. >> It was 2019.

005Okay. Thank you. >> So, I'm going to turn it over to Carlos Chis to present. >> Hello, trustees. uh we're we're following up on our February board workshop where we you know went into some detail regarding the gaps that exist when we're talking about recovery costs right uh with our facility uh rentals. So um just as a as a real brief recap um this just is a snapshot of some of the associated costs particularly operational costs. It's it's it's significant annually and this is um uh really narrowed down to those spaces that are rentable, right? That people can book uh our actual operating costs are are larger than this, but this has been narrowed down by those spaces, those that square footage that people can actually book and and they do. Um we identified particularly

006in that group B with our which are some of our youth serving uh groups. uh there's a a gap of of over $2 million though. So as we address that uh we think about um a mandate, a goal, and an action. And we we need to get to that point and the board expressed this very well last time we met where we our our fees are are more directly reflecting what our costs are, right? In some cases with some of our groups, they they they they have been in others not even close. Right? So, uh, we want to maintain access for the community. That's something we have to do under the Civic Center Act, but we also want to do it being mindful of of the financial implications. >> Pardon me, M. One second, Mr.

007Chas. Uh, on your previous slide, you have the 2.3 million just on the youth serving uh, nonprofits. I just wanted to point out that buys a lot of counselors or BCL's or whatever. >> Yes, for sure. Uh so what do we need to do? We need to to get to a fee schedule that that is actually uh you know covering that gap. And that's what we're hoping to do as we um inform you and then as as the board makes some decisions moving forward. So how do we calculate uh total direct costs? Um there's a lot of data collection. I me I mentioned square footage. What we did before we we started using this new system of actual uh you know people booking uh through a web-based system is we went to every site and

008we identified the square footage of these spaces. So we went and we we actually measured okay what is this how how how big is this gym and then of course you have to gather your operational costs and your capital costs and then determine what part of that applies to that particular super type facility. Um and then once you once you get that you aggregate that cost you you add both those two for the sake of simplicity you add the two capital uh direct uh capital cost and direct operational cost and that gets you to an hourly rate. So, drilling down a little bit further um for operational costs and um we tried to to to depict it as best we could in this slide. Um but I want to kind of work through it so

009we understand all the steps uh in in in this formula. So once you've identified what those annual operating costs are and as you see the list kind of gives you an idea of everything that's involved in including um staffing and labor. uh then you take that square footage for that particular space and you divide it by the total annual hours that that space is used. So that includes our use, right? Our internal use, what sites use it for on a daily basis and oftentimes we even use these spaces um on the weekends and that's includes our use. So we take all of those and then we identify the actual usage by the public. How how many hours were they using the the that that gym, right? That gives us to a shared cost um on

010their end. That proportional share is what helps us come up with the facility use fee. So you divide the total annual hours um and you you come up with a public use uh percentage. That percentage is then applied to that particular facility type. But then there's an additional step which is you have to go back and divide it by the hours that they actually use it for because that is going to get you to the hourly rate that they'll be paying. Uh any questions on this portion? Yes, Trusty Bulock. >> Oh, okay. I'm sorry. I don't want to preempt. Are are you getting into then the chart feel forthcoming about >> Yes. Yes. We'll drill down. We'll use an example so we can actually see what >> Oh, wait. I've got questions on that. I'm

011sorry. >> Okay. All right. >> So, capital costs are determined by uh estimated replacement. >> So, I just want to make sure we're different. We just talked about operating costs. So, now um and that is the cost to actually keep it going with electricity and things like that. The capital cost is like what the cost of the building is like the the the replacement value for the entire building itself. So those are the two major cost factors and then later you'll see how those factor into the hourly rate. >> That that's correct. Thank you Clark. And um just so we kind of get an idea as you there there are there are operational costs that are ongoing but then there's also ongoing capital costs right um an HVAC system that has to be replaced. Uh

012all types of of issues that could come up with other equipment um w with with a pool for example. There could be a heater or a pump that goes out and that has to be replaced throughout the life of that facility type. So you capture that in capital costs, right? The the the the other portion is more of just the operational upkeep of that facility type. So how you get there is is you get an estimated replacement of that particular facility superype for example um a gym which right now we are we're we're we're replacing a gym and that's somewhere in the neighborhood of >> 22 million >> $22 million. So based on that, we we divide it by a lifespan, right? Um an estimated lifespan, and then we divide that by the the percentage

013that the public's using that building. That then is divided by the the hours that they use use it, actual hours, and then that gives us an hourly rate. So, um just to summarize that operational cost rate plus the capital the capital cost rate uh those hourly operational costs and capital op uh hourly capital costs they will equal the hourly facilities use fee. So here's an example of of a large gym right. So, uh, we've determined that this gym has a square footage of 20 25,500 square ft and the total use, uh, of this gym, including the district's use, is approximately 1720 hours a year. The public is using it for 100 hours. So, that gives us a proportional share percentage of 5.84% for the public. That's how often they're using it. We then take our

014annual operation costs which we identified for this particular gym 222,561 uh for that particular year. The public's share of that in other words 5.8% of that is approximately 12,997 uh per year. You then take that and then you add the capital costs which in this case a lifespan of about 50 years that gives us an annual capital cost of approximately $191,310 public share of that was 5.8% of that is about 11,66. That gives us a an hourly rate first on the operational cost of 129 and on the hourly cost for the capital cost 111. Um the step that we want to make sure we understand is that after we come to that figure of 12,997 public share and 11,166 public share, you have to divide it by the number of hours that they're using it.

015That's how you get to the hourly rate. So you you've kind of calculated what the hole is. Now you have to drill down to the hourly portion and that gives us our hourly rate for both operational costs and capital costs. Questions there? Yes. >> You said in your statement this particular gym, so we've got six high schools, some in more better shape than others, newer. Um, so it to get to this it's not the composite of sticks. I don't know if there are some high schools that really get theirs used more from outside and inside the school usage. Um, so how did you pick which school to look at? >> So when I say a particular gym, I'm talking about high school gyms, right? So it is a composite. So, an average uh of use

016throughout our district of this size high school gym. And there's there is some variation on the square footage from one to another, but this is the average. Yes. Yes. Correct. Correct. So, we have some small gyms that are at our middle school. We have some gyms that we've identified as smaller gyms even at our high schools, but for the most part, the high schools are the largest. >> Okay. But just for clarification, at Capo Valley High School, for example, enturo where they have a small gym next door, you're considering that in the small gym. >> Okay. >> Well, the total square foot. >> Well, with the total square footage, we would consider the the facility super type. In other words, that larger gym, that's the ones included in this category, but that is a good

017example of that smaller gym. It is closer to some of our middle school gyms and we've captured that when we when we come up with a facility use fee for that based on the size of that particular gym. >> Okay. >> It's going to be in that a different category. >> So that's my question. Is the Doro and Cappo small gyms in the small gym category? >> Yes. >> Okay. That's all I need to think. So even though like um a food court could be different from school to school, you have come up with this sort of model food court or library or whatever it is and and you're just saying this is what a high school library costs. This is what a high school food cart costs even though they could be very different.

018Okay. >> Yes. Yes. They could be somewhat different but they they would still fit within this this this parameter. So that was a that was a gym and we we picked this other example um of the of the pool because it's an extreme example of of of a gap that exists when it comes to us recovering um our operational and capital costs. So in this case uh we notice that the percentage um that the public uses it is is significantly higher. It's 21.9%. Uh uh in addition with a pool there are significant operational ongoing operational costs uh not the least being utility. Uh our pools are are are heated throughout ongoing um that never stops. So you can imagine what the utility cost looks like there. Uh we also have dedicated staff um pool technicians

019that this is their role throughout the year. uh we we are uh forced often to use um outside partners to help us in the maintenance of the pools and repairs as well. We only have I I believe two pool technicians now and they're stretched pretty pretty far. So in this case um the the public uses uh the pool 454 hours of the 2,000 hours it's used all year long. Um we have significant operational costs annually over 500,000. Uh so that gets us to a public share of about 116,000. When you divide that by the number of hours we're using it, it it takes us to an hourly operational rate of 255 bucks. And then capital costs. Again, um this is this is conservative um and we use conservative figure figures for most of our capital

020replacement costs. Um it's a about 850,000 annual capital costs um over a lifespan of 30 years. That's that likely is not going to cover a pool replacement, but you know, it's it's it's a it's an appropriate figure. So that the public share then is 186,000. You divide that by the number of hours that they're using it, it gets us to the 409 figure. You add those two together, it's $665 an hour and um it's a significant increase. But if you compare it to aquatic centers and you compare it to to to regional um pool rentals, it's actually kind of in the middle. You know, you could you could rent an aquatic center. Some of them are between 5600 all the way up to $1,500 an hour to rent um a 50 meter pool because we're

021using the example of a of a 50 meter large pool. >> Hey Carlos, could I have you go back? I'm so sorry. I on slides seven and eight. So just for the public, I'm assuming that this presentation is available for the public to see, right? So when I plugged in the figures according to that chart um to figure out the operational cost the hourly operational cost I was getting a different number and I kept doing it going what am I doing wrong and then I asked chatbt to do it and and chat said no using this you're getting the right number there must be a different there must be a step missing so I'm and then I I think I heard you say on on page eight that there was some kind of you're dividing

022the public share by the public use or you're dividing that number. So yeah, and that that could be a little confusing and it and and likely we probably should have spelled that out a little bit better here, but it's hard to put it like in a in a formula that so so public percentage that includes >> the amount of hours, right, that they have used it for that particular school year, right? So that gives you a percentage because you're comparing it to the total use. But then when you when you go back and you want to check out what the fee is going to be, you have to take whatever that proportional share is and divide it by the actual number of hours. >> Okay, >> that that is still under that public percentage category.

023It's just >> two different things. So you you use the total hours to figure out what that is, but then when you come up with the total number, you're going to have to go back and divide it by the total number of hours, and that's where you'll get this. Okay, >> that was likely the step that was missing. I wonder if we want to add that or something just so that the public can look at it and you know if we want it to be transparent we want them to be able to figure it out because I had a hard time. So just saying >> so um so now we talk about how we implement um these changes. >> Excuse me. Yes. >> Can you go back one slide to the pool? >> Sure. >>

024Quick question. Operational cost. I understand capital cost when it comes to a pool because operational costs include equipment as in water polo the what outside sources are coming to our pool to use also the equipment not not the filter filtration and that >> um because how do we get that back? >> That wouldn't be an operational cost but that you would recover through capital costs. So, uh, operational costs are more, um, you know, the utilities, um, the staff that you use that you that that you're that are that are needed to maintain it, right? Yeah. Chemicals, supplies, those are operational cost. >> The way to think about it, like on a gym, the basketball hoops would be capital cost, >> right? >> Even though to replace just a hoop isn't >> it's still part of

025the capital equipment, you can't not have it, right? So you can't you could theoretically not heat the pool and not have use, but you can't have no pool, you know, um filter. You have to have it. You have to have a basketball rim. Otherwise, you don't have a basketball court, right? So So those are considered capital costs as opposed to the electricity, the lights, the HVAC, uh the personnel to clean it, all of the stuff that's sort of day-to-day operation that would get replenished dayto-day. Electricity is replenished every day. Chemicals replenished every day. Pool gets cleaned. All of that stuff is operational. any equipment damage like lane lines, you don't replace those every day. They will wear out over time, but that's part of the capital replacement cost. You don't you don't leave a pool

026and then just replace the whole pool. You could replace pieces of the capital like like windows in a building you could replace before you replace the whole building. >> So, it's categorical and not some price cut off in terms of a building versus the chairs in the building. >> Yeah. And and that's where I would say that, you know, Carlos said we're conservative. We could probably make this number a lot higher if we went and said, "Okay, over the last 20 years, how often have we spent $15,000 to replace lane lines? How often have we spent $20,000 to refinish a floor, restripe it?" Um, it would actually probably drive that number up. We don't do that because we're not trying to drive everyone out. We're just trying to be closer to where we are. Um,

027so it'll never be a perfect um get back. Not to mention uh we pay a lot more for our own use, right? So, it'll never be perfect, but the problem now is it's wildly desperate. Um, and and we could talk about this, but but those agencies have continued to up their costs. They haven't actually had to pay us anymore. So, I don't, you know, like there's going to be some push back, but we have to keep that in mind is th those groups have not kept their costs the same since 2019 for the families that participate in them, right? They've continually raised their costs and so they've continually had a bigger margin between what they collect and what they have to give to us uh use our pools for our gyms, our baseball fields. >>

028Yeah. And so the new uh to that point to to Dr. Brown's point, um the the legislation that was um approved this past year uh will will not only enable us to capture those capital costs, but then it also um it legislates the need for us to then shift those funds to a separate fund, right? So, so um so Clark's team will then take those funds and they're going to be separate from other funds. There isn't a lot of language on how you have to spend it, but the intention is that it goes back to the site or capital cost refers refurbish, >> right, Clark? >> Yeah. We go like into a defer deferred maintenance, but it's but if you're charging the full amount, then you differentiate those charges and those go into a separate

029account, but it's really to go and it's to go into refurbishing and things like that >> so that we can buy new land lines if we need to. That would come out of that account. But it's important to point out it's only for their their portion of use. So it doesn't it's not meant to be saved up to any full replacements. >> That that's all we're collecting. >> Have we looked at other districts and looked at what the charges? I just I look at this and I feel like if I were running, for example, a program that used the 50 meter pool, I don't think it would be I would be able to afford to keep it going. Even though they've raised their prices, they haven't raised them this kind of a percentage. I don't

030want to lose money as a district, but I know pools are super expensive to maintain. So, even if nobody else was using it, it would cost us a lot of money. I'm just worried about these numbers. Like, I just look at, you know, if you've been paying $89, which is obviously way too low, but then in five years it goes up to 665. It's just I mean, are we kind of okay with driving like not allowing It's kind of like not allowing public access. I feel like >> that's part of the discussion tonight is how we this um draft implementation plan. So, it'll be it's really a six-year plan because there's nothing the first year and changes and it's it's for people to get ready to adapt to it and we phase it in and

031we have a chart later because some of them we phase in faster but the bigger ticket items they come in over five or the six-year period. >> I mean, and the reality is the more they use it, the more wear and tear it gets, right? So, yes, you're right. Pools are expensive when they're not used, but they don't go through chemicals as fast. They don't break as fast. They don't wear out their surfaces as fast. They don't lose heat as fast when there's bodies not in them and they stay covered, right? So all of those things when they're in them 20% of our time. Um it's a lot. Now most of these agencies have hopefully a lot of kids that are there, right? That's how they disperse their cost. But everyone's looking at this because

032nobody nobody who's funded the way we're funded can afford to just subsidize um forprofit programs. Remember, we're not talking about nonprofit programs. We're not talking about community good programs. we're talking about forprofit entities. Um, we can't afford to subsidize them for millions of dollars when they're a for-profit entity. >> Yeah. >> And and you know, um, and we'll get into this and this this slide kind of talks a little bit about this. So there is a gradual transition particularly for those ones that are a higher impacted uh facility type. Uh but in addition to that um the idea is doing this early with with a lot of lead time so that people know what to expect. Um so like transparency isn't just hey this is what it is. It's giving people a time to to

033digest it. Um, one of the things that we will um, also do um, in this phased transition is continuously look at the fee schedule and the proportionate share of the public. If they start using it less, the rate is going to go down. So, we're going to we're going to study that every year, right? Well, okay, it was 21% but now it's 10%. So, that is going to be reflected in the in the actual fee. we'll be able to adjust it accordingly. And and maybe we hopefully get to a sweet spot where there's still there's access and and the and the we're recovering costs, but it is an abuse of our of our facilities without us us being able to uh to continue to maintain them, at least without encroaching the general fund. So, here

034is an example, a draft of um the facility uh B schedule. Um you'll notice that in this one it is u most of our interior spaces and it would take us um uh four years if you count 27 26 27 um 2728 being the first time it's implemented for us to begin to raise the rates. But if you'll take this room for example right now the current rate is 21.93 an hour. um 2728 it'll go up to 30 bucks and then in year two 40 bucks. Year three um almost $50. Uh and and it's uh this is a space that there's some cost associated but it isn't often used by the public. So we don't we don't charge them much to use it. Uh then you go down to maybe one of our um uh

035performing arts centers. Um the the the rate is close to where it should be right now. So, even after three years, uh we're going to we're going to be, you know, we're not it's not much of a of a push forward. The outdoor spaces and athletic spaces, these are the spaces where we're hurting, right? Um there's a lot of use and um not much recovery. So, uh, for example, uh, if you we we already talked about the pools, but if you look at even some of our smaller pools, uh, 25 meter pool, we're at 4855 right now. Uh, there's a gap of almost $400 what, but we're charging from what it costs us to to keep you keep up with with these facilities. So, the fee schedule um, addresses that. And this is just a

036snapshot of how we're going to get there. uh we take one year at a time and of course it's more significant with some of our spaces. So um this is of course as we stand now those numbers as I said could change in year three we could we could notice a significant drop in public use and then the fee would be adjusted accordingly. Uh and for our interior spaces after year three it's pretty it it pretty much plateaus. Can I ask a question? >> Yes. >> I actually have a few. Um, so now I kind of understand that you grouped it by indoors and outdoors. I made my own chart today and colorcoded it. Um, because it was kind of hard to follow these big numbers and then these numbers that were changing it for

037$12. Um, and so I understood being a parent that the pool usually the performing arts center and theater are more expensive, but can you just tell me in regards to um multi-purpose room versus mall um because I view those as in every school's different that those were kind of the same but in terms of the multi-purpose room I mean there was a very small change of $138 eight cents. Um but when it came to the mall it was higher um at $25. So I was just trying to figure out well so like how did you calculate? >> So you consider the mall bigger? >> Yes. >> But the mall is indoors or outdoors. >> Well so that that that kind of categorizing of of interior versus outdoor. The purpose of that is more because those

038spaces are typically used less, right, than the outdoor spaces. Not not because there's this bucket for outdoor and one for indoor. It's just based on use. So when when the fee schedule is finalized, and this was together, but I couldn't get it all on one slide. When the entire fee schedule is is is finalized, every particular super type of facility will be on there. So like for our malls, right? Um you you have Capo Valley, you have Dana Hills. Those are significant spaces. And remember that square footage is is a big piece of this formula. So that significant space is going to be is going to cost much more than than an NPR, which is not a small space, but it's still significantly smaller than than a than a mall. >> Okay. And then just

039for clarification, I was surprised that the tennis courts were viewed as less expensive than black top, but tennis courts the way they're painted, they hold up longer, or do you have any thoughts on >> Yeah, that is likely because of use, like how much are they used by the public versus how much they're used by us? But let's say that the public uses it significantly, but we use it internally so much that their share is is is minimal, right? So that will affect the the the final hourly rate. >> Okay. I did find the staff lounge kind of funny. Really? Do we rent that out much? The staff lounge? [laughter] >> not very much. >> But but it had it had a bigger increase than in some other areas. I'm like, yeah, still trying to

040understand the >> I think what we found we're doing analysis is that when it was done before um there was I don't I don't think there was a real drill down to square footage. That's one of the things that was kind of missing um in in our previous formula of the fee schedule because we found the same thing. We're like, well, why did that change? And oftentimes it was because you know what, the square footage is actually actually different than what was being used before. And And I can't speak to exactly how we got there before um 2019. Um but there was some discrepancies in that area. >> We also know that the first time we don't have a fee schedule for something that'll be something that somebody wants to rent. So we got to

041make sure that we're >> for sure >> we're ready on everything. I'm just surprised the swimming pools that we didn't do a bigger bump in 2019 because you know ranging from $348 up to $575 um is those are the the biggest huge u >> yeah I think I think as we're as we're sharing this out um the board's going to hear all kinds of things and it happened because even though I a participant. I remember those board meetings and how much push back there was for certain facility types. So, we can expect that again. I I I'm I'm sure of it. Um and it'll be a decision to look and consider it because there's going to be some some outcry for sure. >> Yeah. Especially amongst the aquatics programs, right? That's where they're going to

042be push back. But the I mean the reality is it's just it's really hard for us to justify taxpayer dollars for private entities. Um and and we know that our pools get beat up faster. You know, a building might last 50 to 100 years, but pool's not going to. It's just it's just an expensive thing. And and if they wanted to go rent the woollet center or notadores or something else, they're they're not going to pay $84 an hour for a 50 meter pool. It's just not going to happen. Um because it can't. >> Now, in older communities, uh and Mission Vo is an ex exception. Uh there was often a city pool or multiple city pools. I don't know if you have them in Huntington Beach. Um but uh and the community I grew

043up in had a community theater that was for the whole community. And when the Civic Center Act came along, I don't know the year of it. Um I think that made it less necessary for cities to build these things because now why should we? we'll just use the schools. And I think it's a lot of things that were, you know, like many things, it was well intended and at the time schools were much more wellunded than they are now. Uh but as I said in the beginning, this buys a lot of counselors. This buys a lot of BCLs. This buys a lot of guaranteeing that third graders can read. Um and I cannot I cannot favor any group that's renting our facilities over the need for counselors and BCL's and teaching third graders to read.

044I can't do it. I cannot in my conscience do it. >> Well, and remember, we're not talking about no community. There's a lot of community groups like like nonprofit swim lessons will not be paying $660 an hour at the pool, right? We have the the different categories of groups, right? So, there there's a lot of community groups that that aren't going to pay that price, right? We're talking about what the top end is of the the the groups that are making money by utilizing our facilities because ultimately what that translates into is we're paying them, right? We're paying them to increase their profit because we're paying for all the wear and tear on a capital expense they don't have as opposed to a nonprofit entity who's doing like like we do in my city honey

045um community uh cityrun swim lessons. They're at the school pools, but they're nonprofit. They're cityrun and they're very uh economical. >> Yeah. Say the money we're collecting is going into facilities though like specifically isn't it earmarked? Did we say that at the beginning or did I misunderstand that >> deferred maint? >> Well, it it'll allow us to encroach less on the general fund. >> Yes. So what happens now when the pool heaters break is we use general fund money to repair them. So the idea is if if there's more money in deferred maintenance from these types of things, then you have less being pulled out of general fund. >> Yeah. >> Because that's what's happening, right? So, so we know there's always going to be a loss for facilities. Like like I said, we have

046a lot of nonprofit groups that use them. We're never going to make up the gap. Um the the key is to not be reaching way into general fund and taking away from other opportunities um at at this level to the tune of millions of dollars. >> I don't believe that the community facilities act ever intended for this to be a loss leader for schools. I absolutely cannot believe that. the state would not have said, "Oh, now you school districts, you're going to lose money on this." They thought that we would break even. >> Yeah. Sorry. >> Most school districts might have bonds in place, too, that upgrade their facilities, which are easier to maintain when they're a newer facility. You have that, too. But I just wanted to piggy back off something that you said,

047Trusty Jones, because I I I mean, I think this is actually more than generous to give them this long of a runway. I I mean, when you're saying this is a three-year or whatever, three to five year roll out. I mean, we're not even saying that we're starting until 2728, which to me is a year too late. I don't know why they need a year runway. Um especially when you're only going up $7. And if my role on the board is student achievement and we are definitely being used for our facilities and they're profiting because we have the facility and they're not paying enough is what they should pay. And these facilities are older and they take a lot to maintain and abuse of the pool. I mean, I know how it how hard it

048is to maintain a pool. I can't imagine how difficult it is to maintain a high school pool because the wear and tear on a pool is incredible. So, in my mind, this is more than generous of giving. And another note, when we tend to roll out for so long, my fear is that we have these conversations with the clubs and the groups and the coaches that are incurrent right now, but they're only going to see the $7 increase, right? Well, these guys are going to be long gone in five years. And so, as trustees, that's typically what we get when we increase fees. We get push back from constituents and the public and the water polo uh teams that are um at the pools, but they'll have been long gone by the time we get

049to full roll out. So, it'll be a whole uh new group that'll be coming in saying, "Oh, well, >> now this is another I mean a price point that they're going to be complaining about." So, can we avoid the conversation of not having push back? I don't think we can avoid it when we're our rollout is so intensely long. >> Yeah, I don't think there's any way to avoid push back. So the goal is to have information money faster. >> But I would say that the the one of the reasons we want to do this every year, right, and to recalculate every year so that it stays on that front burner. We're going to be talking to these clubs every year. It's not going to we're not going to talk to them once and then

050in five years they suddenly go, "Wait a minute, what happened?" Right? We're going to >> That's the conversation we hear >> is that Yeah. And I would say that that the one thing I've learned is that it kind of if they're unhappy with it, they'll find a reason to be unhappy, which is totally fine. Um, and so part of it is is us trying to be responsive to the community, right? In in that we're making a pretty sizable change. Um, because we haven't done anything for seven years. Uh, but we want to make sure we balance that with with um sort of community expectations, right? So like will it eliminate push back? No. But it does take a little bit of the fervor I think out of it because it's not we're going to go

051from zero to 100% in two years. >> I mean I guess is there a reason why you don't start in 2627 if it's really virtually $7 $8 $21? I mean your outdoor facilities are going to be a $20 jump maybe or a $70 jump with the pools. But >> I mean to me that's >> Yeah. It had to do with doing the work. So getting everything prepped, doing the work, getting it in front of the board. And so now you'd be talking about the you in July or August made a vote to make a change or June when nobody was around everyone in that sort of push back of you're not being transparent. You're going to to make this decision when no one's around. Um and we don't want that. We don't want to be

052that way, right? We we're trying to be as transparent as we can. So it took us this year basically to gather all the data, run all the numbers, make sure we had everything presented to the board for then the board to take action. We're already in May. Um and so that's why right the idea was we didn't want to say in a June or you know historically would have been a July meeting when we're actually gonna be dark that we we'd make a change this drastic for the community when they weren't around. I think that we don't want that push back because we want to be transparent. >> Question the trajectory is the three-year and the fiveyear within that while to trust Castiano's point that we're waiting well the price is also going up. >>

053Yeah. >> So are we keeping up with that? Has that been calculated in terms of the uh >> Yes. So we'll rebench every year. So like as Carlos mentioned earlier, if the if the community uses the facilities less, then the hourly rate will go down. So we'll rebench each year. So when you get to the end of the if you when it goes from for the uh three-year roll out from 65 to 194 uh it could go the 194 may drop to 160 175 based on rebenching these every year as we move forward. >> Well, I got that and as I said to Superintendent Brown is that you know once they get sticker shock and they say, "Oh, we're going to try and go somewhere else." And so then now we lower it the next

054year and then people might go oh they've lowered the price and they come back and then we might be going up again. But so I I get the calculation but I'm for clarity within that calculation the cost of goods is calculated in in this number. So where we've got the 50 meter pool overall in five years $576 if you round up >> in that is understanding in that third year and fourth year and fifth year that cost >> yeah those will go into the calculation as well >> will go into or it's the numbers we're looking at now that's my question they'll go into and we we kind of we covered that last at the last workshop. So there will be in inflationary steps which which we don't have right now but we need to

055incorporate those and and so so maybe a year when the proportional use goes down the inflation piece kind of keeps it right where it's at or you know >> stated you know that will be held to year four. >> yeah that's a good point. So we we'll make sure we put that out there and as we talk to these groups when they do book our spaces and and we be able to give this information to them. This is a projection like any fiscal projection. Anything could change between here and there. The economy could go one way or the other which will change inflationary pressures up or down um as well as use and everything else. So that's why we want to be kind of flexible with it. It's it's going to go up for the

056foreseeable future because we're so far behind. Um, but the level at which it goes up will just >> So when you say we're going to address I forget who said it, we're going to address it each year and the then the steps change each year. Is that going to happen in a workshop each year? Is that going to happen at a board meeting because we're deciding it now? This is the plan or we're talking about the plan now. >> Yeah. Yeah. So you you will approve the plan and when you approve it, we'll probably have language in there that allows it to flex without it having to come back to the board unless it moves by a certain percentage. So, it won't need to come to the board every time because it's it's not going

057to be a drastic change. Right now, if it moved 30% over what was projected, then yeah, it would come back. But if it's just going to go up or down by inflation or use, we we don't want to have to reapprove. Uh, you know, it's it's not 660, it's 658. We, you know, we don't want to have to come back to the board and reapprove that. So, the language of the approval will have that built in. >> Okay. Well, that that >> Trusty Castiano's point that is that's difficult because then if it's not discussed for four years in the public, then it does look like we're just jumping. So, I I don't know if there's a middle ground where it's like we're not m making a decision per se or voting on something, but maybe

058it's presented. >> Here's the new here's the new grid or here's the new >> Yeah, I mean, we could do that. The other thing is we will be sharing it every year with every group that books. So the groups that are booking will see it as we go through every year. Here's the new projections. Here's what we're doing. Here's the new calculations. So, uh, while it may not come here, I mean, and I'm famous for saying this, right? There's, you know, millions and millions of six people watching this board meeting right now. >> Um, but but the actual real communication will be as the water polo club books Capo Valley's pool, here's your information. every single time they refresh that booking every year or every semester, we're going to give that information to them so

059that the groups that are impacted stay informed. >> And that's I kind of have the same type of question that's ongoing past year five like so that we don't get into this position, you know, where there's another five-year gap or we can just make this [clears throat] an annual item that Yeah. >> Yeah. Our plan is to not have to the po the the one of the reasons we don't want to set a flat number is then you have to come back and so then you wait four or five years because you don't want to as opposed to setting a here's our policy our policy is to recoup costs as allowable by ED code here's how that calculation works we're agreeing that now if suddenly the board decided they wanted to use a different calculation

060that would have to come back right but that's why you do it this way is so that you you're exactly you're voting on a formula and a policy as opposed to v voting on the the actual detail Right. Yeah. >> So, in that formula, it will state basically the rate because if you've said the rate, then you've got the flexibility. Um, >> yeah, it'll have the formula for how it's calculated um with the projected rates. >> So, in line with what Trusty Costano said, could we roll this out starting June, a year from now, not next month, but a year, 13 months out? Um, I it just seems like I agree to wait. Yes, we need to get everybody on board. Uh, but it's not like that's a one-time thing. And I I just hate

061to see it drag on longer than necessary because then people will start to forget even if we tell them in October, by the following September they've forgotten. Um, >> right. Yeah. Yeah. Yeah. Right. I I also feel like this is the the the a notification that it's going to go up each year or it's potentially going up or or changing, let's say changing uh each year could just go on the website in the facilities use application form. So that when you fill out that form, it tells you and then any contracts that we have with uh in with groups, it should say something right in there, you know, warning warning. Um that will help some because I think they have to do a facilities use application every year, right? It it only lasts a year.

062Okay. Well, that'll help something right there. I just would like to see >> and that's why I mean if you talk about a June roll out most of these groups are going to sign their contracts for next year July 1. >> So they're they're going to be set through July of next year anyways as they do these these >> if that's the case fine but anything that is expiring sooner maybe we just should do it sooner. I I don't know. Okay. >> So you're saying that we can't propose as a board to have it start the school year 2026 2025. You can propose to have it start immediately. I think um the meeting you're going to have in September is going to be very different if you do that. >> Yeah. I mean because reality

063is you're now you are going to shock people. You're you're going to surprise them. They didn't know it was coming and you're going to vote on it in a time when they're not available. So again, that's one of the the big feedbacks we've taken right over the years of of governance is that if it's a big item that that impacts community members across the green, even those who don't go to our schools, um trying not to do it in the in the what they call what I get told last year, the dark of the summer, um matters, right? And so as opposed to messaging it, getting it out and it rolls out the year after that. Again, if we had gotten this work and had been ready to do this a year ago, no problem.

064um starting at the semester. I we could staff could absolutely explore that and you would you could do a one semester change and then it would change again in the year. We want to line it to our fiscal year too. Remember our books accounting July 1 to June 30. So to have things like that change mid accounting for us is just very very challenging for staff, right? >> So we so that's where it became this July 1 is too soon. December weird >> because if they're if contracts are come they're in their current contract it's going to finish or they will be and it'll finish >> June. I don't see unless there are a variety of contracts that have different dates. >> So since you'll be seeing this again I will have staff look at

065what it would look like to change it at a different rollout time. >> If we didn't change the rollout time is there way is the increase That study I didn't do. Is the increase even every year? Like if it's an $8 increase, it's $8 for each any way to step it up and then kind of then down the road project that it is going to be lower. I mean in our second meeting we are having to lay off people. Um, so I at this same night I wouldn't be talking about this being able to pay for counselors that or whatever staff, but uh we're already behind the eightball. We've been behind the eightball. So is there a way to be able to step up? >> We could look at we could look at a nonlinear

066increase. I think now it's like it's a fiveyear period. So 20% in you know goes up 20% of the gap each. So we're fully covered the gap. We could look at something that's non we could do we could do it look at something like that >> could increase it a certain rate and then that then the following year it doesn't happen you could do something so we can explore anything I will say that there are districts that are already pursuing this um recently um San Marcos did it and and and they kind of they took a different approach and I don't want to over overstate this but kind of blew up because what what was happening is the outreach was happening first before there had landed on you know on on this this type of

067formula and then so it made it very difficult to even make progress because we were talking about the idea before [clears throat] actually talking about what the idea should be based on data right so so I think this approach is is there's always going to be push back that there's there's going to be push back but what we're doing is we're saying look this is the data this is what it is and um it's not fun but >> when we see a place where we can recoup some money that it's hard to sit here and not >> I totally understand I want to be very very clear like we're on a path of cuts for the next foreseeable future years this in itself would not suddenly get rid of all cuts and allow us to

068start rehiring Right. Right. That's >> So I want to be very clear. I know I know it's been stated it could buy a lot of of VCL's or counselors, but but we still are sort of on a 6 million per year cutting path. This would mean we only have to cut four. It doesn't suddenly mean we need to add 2 million back to the budget, right? So So it would ease that pain and mean we we we don't have to hopefully continue downsizing as rapidly, but would does not guarantee that we'd bring positions back, right? So, I just wanted to >> I understand that. I just every cut is hard, >> right? And I didn't mean to imply that. I just meant that this this is money that affects student learning. >> And what we're

069what what we're trying to do as a staff is is um as we are getting fiscally tight, find places where we're, you know, out of balance with what we should be and try and fix those first um in a way that we can. Right. So, >> that's super appreciative. I that's yeah that's the work we have to do and I'm appreciative that we're doing the work. >> So staff will explore a nonlinear progression that could start as early as let's say the semester, right? That gives people the fall to learn and a fall to to vote. Um and then we'll bring that back for the board. >> Okay. Thank you. >> So could this be like an information item at a future board soon? >> Yeah, it' probably be if it's going to be in

070the semester you're talking about an August information and a September vote, something like that. >> Okay. Mhm. >> Or a June information and a September vote or August vote. >> Okay. >> I would just like to leave you with this message. Cities are in the same boat. Um and I can speak very specifically in the city of Mission Viejo. I mean they think they can use Saddleback College or let's go to Kappo and see about using their theater when it comes to the performing arts. Um and we've looked at building a performing art, you know, or an outdoor stage and everything and it's just like cost prohibitive to spend the city funds. Um, and so, you know, my heart goes to the performing arts and and being able to give different avenues for our students

071to perform even outside of school. Yet, um, everybody is pinched for that. And there's not enough facilities for those who want to be able to >> Yeah. The numbers for facilities are 20, 30, 40 plus million dollars, right? We're not talking about small numbers and that's what happens with the hourly. >> That's right. Yeah, >> thank you. So, this is just a proposed use of facilities, fee, schedule, transition plan, and information only. So, no board action is necessary. We're now going to move on to Chromebooks. uh the onetoone transition for elementary school sites. This is also an information only um item and no board action is necessary. They're learning. >> Thank you, Vice President Bulicus. Trustees, so we are on the precipice of a change of the the Chromebook program as trustees know it. Um

072during COVID, uh CUSD had a plan for transitioning to 1:1 Chromebooks prior to that, but it was going to be a much easier uh transition, but uh COVID came and it made it a much faster ma mad rush to one:1. So now, but we've been through that. We've been looking at um some options for re revising our Chromebook program to really uh meet the needs uh of the kids where they are versus just having it be one to one Chromeback one to one Chromebook everywhere. Um uh but to something that's more manageable and more meaningful to the students especially based on their grade levels. So I'm going to introduce uh Stephanie Ara our uh chief technology officer to go over the program with you. Thank you. Thanks, Clark. And good evening, everybody. And if you

073have questions during the time, please just stop me and I'm happy to answer as best as I can. So, uh, Chromebook program updates. Uh, as Clark mentioned, during the pandemic, it was a mad rush to get every student a Chromebook, and we did it. It wasn't pretty, but we did it. And so now we can sit back and take a look at our program and see and re-evaluate and decide how we can change things. uh to make it better for our students, for our staff. And um these are some of the changes that we're looking at. So, first and foremost, prioritizing age appropriate learning. So, looking at our youngest learners in our preK through 2 grade classrooms. Um right now, our prek and um TK students have a shared cart model uh where they have

074basically three students per one Chromebook. and the teachers share a cart in a school, the students do not take those Chromebooks home. Um, and that will remain the same. In kindergarten, um, we have a full cart in each kindergarten classroom and those uh, don't go home. As well, we're going to look at first grade and second grade tonight to see the changes we're going to make for the next school year. uh we would like uh to emphasize hands-on collaborative and teacher-led instruction in the foundational years instead of looking at a screen. Um I will tell you that uh throughout this year I've had the opportunity to go to lots of classrooms, visit lots of classrooms from the kindergarten all the way up to 12th grade. And um you would think as a CTO I would

075want to see the Chromebooks out as much as I possibly could. That is not the case. Um I don't see them as much as um the community thinks that they are out there. Um probably 10% of the time when we've gone to classrooms, we've seen Chromebooks on on students um uh desks, which is a nice thing to see. The other reason why we need to shift this change is because of our fiscal uh priorities. And so there has been a significant increase in Chromebook device costs over the past several years, specifically this year. Last year we paid $340 per Chromebook. They are now $540 per Chromebook. So a $200 increase per device. So for one grade level, that's about $600,000 extra dollars a year. So, we have to look at how we can accommodate not

076buying as many devices because we just can't afford it. And then we would also like to shift to more shared smaller carts in our younger grades, especially in our kindergarten classrooms because in our kindergarten classrooms, uh, full room instruction on Chromebooks is just not age appropriate. They should be in small groups working with volunteers or with teacher aids instead of a full group of kindergarten students on Chromebooks. Google when we first adopted Chromebooks, I don't know, 12, 15 years ago, every time we got a device, Google would give us a four-year license. And so that's how long they would last. Now the license is 10 years. So Google has expanded the lifespan of a Chromebook to 10 years. And so this allows us to hopefully make them last longer instead of just the four or

077the three or the five years that we have been using and refreshing them. And devices are better made now and they can be um used for longer periods of time. Our Chromebook program has evolved over the last three or four years and students are taking better care of our Chromebooks. We're putting cases on our Chromebooks that we um send out in middle school because they are our toughest users on our Chromebooks. Teaching middle school for 30 years. I I knew that was going to happen. But anyways, so we put cases on those and we've seen a a significant degree decrease in damage. So they are lasting longer. And then when we have fewer devices going home with the students traveling from the backpack into the home back to the backpack to the classroom, there's lower

078repairs, lower replacement, they're not losing them. And so that's better as well. And also for if you have a Chromebook cart in a classroom and you control that that Chromebook is charged overnight, you don't have to worry about the student bringing their Chromebook to school. Is it charged? And so it's a significant increase in instruction time for for teachers as well. Any questions so far? >> Awesome. >> Um, pardon me. Are we uh I understand this is what's going on now. Are you are we going to be talking about a proposals for changing? >> Yes, that's the next slide. >> Great. Okay. Oh, I didn't get another slide. >> Oh, >> it's only a two-page presentation. I'd like to point that out. >> This represents the current situation, does it not? >> No, it does

079not. >> Oh, okay. All right. All right. >> Okay. It looked like a little Mattel symbol. So I [laughter] >> I tried to fit it on one slide. I like to be efficient. Anyways, so as I'm going to go through this, so we look at the preKTK for next year for the 26 27 school years. Nothing is going to change for preKTK. We're going to keep that shared cart 3:1 ratio. Um usage policy stays the same. It's classroom use only and they do not take the Chromebooks home. So, nothing is going to change for prek and TK. >> So, um I wonder trusty Castianos who teaches TK, do you have Chromebooks in your TK classroom? >> We have iPads. >> You have >> iPads. >> Yep. >> And do you have one to one in

080your classroom? >> Probably. >> I probably have 20 in there. Yeah. >> All right. I guess I'm >> mostly used for small group instruction like my math programs online. I'm just really dubious about the need for Chromebooks in PK and TK. I I I don't see it uh at all. Uh and some parents have the technology at home and that's fine. I just don't see it at that age. Um >> well, I will tell you the data shows that they are not used very often in preK, TK. Yeah, >> we do have touchscreen uh Chromebooks in our prek, TK, and kindergarten classrooms. >> Yeah. >> However, um we did not want to make any changes to prek, TK for this coming year. >> For this coming year, I understand we're too close to it happening.

081I was telling somebody recently who was like, "Do this next year." I'm and I said >> in our minds, we are already in next year. >> Uh so I get that, but I I don't I don't support devices in prek and TK. >> So, I will say that the at some point the board is probably going to um work on what does screen use look like holist overall in our district. This is more of a based on where we are, how do we make a quick change to someplace closer to where we'd like to be. >> All right. >> As we then continue this work over the next year. >> Um so, so this is this is this year's and there is some changes coming this year. There'll probably be more changes in the future

082one way or the other, but this is a way we could get started. Um, it's it's programmatic, so the board didn't have to vote on this. We could just get this change moving and now we can get the board then uh activated around policy work. >> Okay. Kindergarten. So, there will be a change for kindergarten next year um for 2627. The classrooms will receive smaller Chromebooks uh carts. There will be 15 to 20 devices in the cart. There's a typo on the one that's on your page. I apologize. It says 15 to 30. It should say 15 to 20 devices because of small groupoup instruction. So, anytime we visit a kindergarten classroom, we see small groupoup instruction for Chromebooks. We don't really see full group instruction and it's it's age appropriate for small group. Um,

083you >> How many do they currently have then? >> They have 32 to 36. >> Okay. And so we will need to buy new carts for a Chromebook, the smaller carts because we will be using the carts that are currently in kindergarten. We will be moving those to second grade. >> So because second grade do not have carts this year. So the usage policy remains the same in kindergarten. It will be classroom use only. They do not take Chromebooks home currently and they will continue to not take them home and they will be for classroom use only. First grade, there's uh one change this summer because they will be leaving first grade and entering second grade in the fall. They will not be taking Chromebooks home over the summer because their Chromebooks will be living

084in carts in second grade. So, usually we would give the first graders their Chromebooks and they would take them home over the summer. We will not be doing that this year because in second grade their Chromebooks will live in carts and they will not be taking them home on a daily basis. So, really the only change for first graders and they won't even recognize this because it's never happened to them before. They've never taken Chromebooks home and they will continue not taking them home over the summer as well. second grade. So, um, our second graders who will be incoming third graders will take their Chromebooks home over the summer as they have done in previous years because when they enter third grade, we will still have onetoone devices and they will need that Chromebook when

085they start third grade. However, the new second graders that were first graders this year when they come into second grade in 2627 will have new Chromebooks in the carts that we moved from kindergarten into second grade. So, we've already purchased those Chromebooks. I purchased them before the price went up. So, they're sitting in our warehouse getting managed. And so we will put those into the carts over the summer in the second grade classrooms and they will be ready for the second graders when they enter the school in the fall. They will not, this will be new for our second graders. They will not be taking Chromebooks home or on a daily basis next year. They will stay in the c in the carts. They will have full-size carts because they will be getting the the

086kindergarten carts. We'll we'll be moving those. It's kind of an even swap, too, which is kind of nice. Any questions on that? Those are the biggest changes for next year. >> Oh, you go. Okay. >> Well, I'm dying to know why um the third, fourth, and fifth graders do take them home for summer because I know I get a lot of >> That was my question, too. I just I love the idea of carts. I'm so glad that we're reducing usage and I know a lot of parents will be thrilled. Um I just don't know why we would send them home if it increases the chances of damage and just >> remember we we started this policy during the pandemic when they needed the Chromebooks at home, right? And so now we're re-evaluating the the

087policy. And right now in third, fourth, and fifth grade, we don't have carts. And we can't afford to just put carts back into every classroom. Carts are about $1,500 each. So if you have a hundred classrooms, that's like $150,000 to put carts back into into a classroom. And also we wanted to do a gradual for the teachers who need need to get adjusted to the idea of not sending Chromebooks home with their students. >> Yeah. Remember these kids already have their Chromebooks. They don't get a new one every year. They get assigned one and they keep it kind of in perpetuity until they get a new one in sixth grade. >> Sixth grade. >> So So that one's been at home. It's been going home. It it for third, fourth, and fifth graders. It nothing's

088changing. It's status quo. It's not like we're giving them one to suddenly take home. >> They were taking one home as a second grader this year, right? So, this allows us to go the kids who have never taken one home will still never take one home. The kids who have been taking them home will still take them home as we again try and balance the budgetary requirements with the roll out of a change and then give the board again that year to think about so what does it look like in third, fourth, fifth? What do teachers feel about it? How do we get all that work done as well as not go spend a ton of money to suddenly try and recollect Chromebooks and put them in carts that we don't own? >> Right. Right.

089>> Oh, sorry. If you're if you're number 24, you use number 24 Chromebook and you're responsible for that and maintaining it that year. I just there's just so much access to it and some of these parents don't allow their kids to have devices and then all of a sudden they have the schools giving them a device and at home. It's just one more thing >> and we can definitely continue to work with parents on custodial because they can completely shut it down when it's at home. They can make it so that it's unusable by a child. >> No, it's just one more thing. It's just I'm just telling you as like a mom of five kids, it's like one more thing. Like you're trying to control so many things and then it's like wait, I'm

090missing a Chromebook. Where is it? Like it's it's just a lot. And so then as we talk about the future years and what that looks like, that'll be part of the work of the board to go what does that look like? But but again, there's a cost associated with suddenly trying to buy three grades of carts, >> right? But there's no cost just collecting them at the end of the year. >> There's nowhere to put them. >> We we have nowhere to put them. >> There's nowhere to put them. There's no storage. There's no cart. There's nothing that you have to have. >> Thinking of just a stack in the back of the room. >> They don't survive well when they stay unplugged for an entire summer and all stacked on each other. So that

091would not be the greatest for us. But we are considering phasing that whole take home or the summer out, right? I mean that you we are we don't want to do it this year because of all those things. >> Well, we're doing one of the grades this year. >> I understand that. And and and I I I don't like it, but I accept it. But I do feel that, you know, I mean, early 2000s, it was like we need more technology. All parents were clamoring for more technology. And now those parents are saying we need less technology. And I agree with those parents. >> Well, there there's there's probably a balance, right? There's a lot of research out there. It's not just the screen, but it's what's on the screen. >> Um what they're looking

092what they're doing with it. There there's they're going to go into a world that is tech based. So um we do have to have that in there. So that'll be the work of the board in terms of like what is that belief on how much screen time, how it is, right? You also remember our teachers have completely built their homework and everything else to be Chromebook based as they had to because of COVID. So, so getting that done, having a whole shift in homework also because it's not just a shift in screens, it's a shift in how they do homework, do they do homework? So, it's a bigger okay discussion >> and and we've based a lot of this on surveys with our teachers with all of our elementary teachers of what >> how how

093we could roll this out. And so this is where this plan started with surveying all of our teachers and uh starting with one grade level seems to be you know the way that we can start the the process and they get the idea and then maybe in later years adding a year a grade level per year and then we can afford it because we can add those those cards back in. Yeah, I think there's a h I think there's a happy medium that you got to figure out where that sweet spot lies because I think as we continue to move forward as a society, we're not going to stop testing digitally. That's just not going to stop. So to not prepare our students on on that test online is they come in with a pretty

094significant disadvantage. and not even just the state testing, but AR, everything that they do in their reading world, they they have some type of an assessment online. So, um I think there's a space that you can find, you know, educational use and the value that it brings versus, you know, hanging out on YouTube or or screen um flipping through massive amounts of videos. I think there's a big difference and I think we have to define that as a school district and a board. I think we went the pendulum likes to swing in education and we like to swing all the way one way and then we swing all the way back. But like can we find that happy space where parents are okay with it and the school district is okay with it and we

095still see student achievement. >> I mean then that's kind of where we're at. The research is nuanced, right? Like you've got some people are like all screens are bad. Somebody like we need tech everywhere and the reality is it's in the middle, right? Right. And so we need to look at that research. I mean, Stephanie's heard me say this. In my perfect world, the current group of students who have never taken a Chromebook home in elementary school won't take a Chromebook home. So, they're not going to take it home next year in second grade. And then, depending what the board does, what I'm going to push for is that they won't take it home the following year in third grade, the following year in fourth, right? We'll we'll kind of move that out, work with

096our teachers, get our policy right. We'll continue on the path of that work. That that's where I like to be. Now, of course, we'll hear from the public. We'll hear from our teachers. We'll hear from the board and and that plan could get changed. Um, but I don't want to go all or nothing all at once because I don't want to end up bouncing back and forth as well, right? So, um, I I think everyone's pretty clear K1, two, they don't need to take them home and then we'll we'll move on from there. We can, but that's kind of where I mean Stephanie's heard me say that before and so she created this plan to sort of meet that sort of goal that I had. And then I know that some of you are interested

097in working on this. So, we're going to and we will continue to to bring more information through the year. Okay. And then the last three grade levels will not change next year. So, but like Dr. Brown says, we do have a plan um but it has to be worked out with everybody involved um for the next three years, three or four years. The other thing that I want to make, um, this doesn't involve elementary, it involves middle school students. Normally, we refresh our Chromebooks in first grade, sixth grade, and ninth grade. Well, this year, this 26 27, we're refreshing in second grade. And we are not refreshing in sixth grade and nth grade because of the costs of Chromebooks. We're going to wait for them to come down. When I they first gave me the

098costs in January, they were $540. Now they're down to $480. So because of the increased license of Google, it allows us to wait out the device cost. And so next year, our fifth graders who will be entering sixth grade will take their Chromebooks that they've had since first grade and they will use those in sixth grade. And then in seventh grade, they will get a new Chromebook and that will last them until they graduate. And so we will do a two-year two grade level refresh and from now on instead of a three grade level refresh, which will save us about a million dollars a year. >> And Stephanie did a good job working on a plan like that. By being able to do that over the next couple years, that helps us offset the cost

099of carts and not have the carts be this huge expense because we're we're stretching Chromebook use. So, save money in the Chromebooks, buy the cards, and then we can roll out our plan. >> Are there any further questions or comments? >> I'm grateful to see these changes. This is definitely the direction I want to see, so I appreciate it. Thank you. >> You're welcome. >> Thank you. Okay, we're moving on to B1. Um, I'd like to recognize Greg Merwin, associate superintendent, education support services to present the following education and support service items. >> All right, let's get going. Uh, thank you, Vice President Bulockus and trustees. Uh, staff presents this item as a follow-up to the two resolutions that you approved at the April 22nd board meeting regarding South County virtual schools. uh currently operating

100as Cal Prep Academy. Tonight's presentation, we're going to provide you with some additional information regarding how South County Virtual is providing families different program options and flexibility. It's going to include information like logistics, enrollments, uh courses, and ways we can provide a secure online learning environment for our students. So, Principal Michael Hatcher is here and he will be leading us through a brief presentation. Please stop us with questions along the way. >> And again, Michael, >> this is an information only item. Uh there will be no um court action necessary. >> All right. Good evening everybody. Happy to be here with you tonight to share about all the wonderful things we got going on. So first with this presentation, just wanted to kind of um update of kind of the current status of our enrollment

101in our school. Um, currently with the students that we have sitting in our in our classes, we offer multiple options for the students in CUSD. Uh, one, we offer 100% online students. Um, we also offer what's called hybrid students. And so, you see the numbers there. We have almost 400 students um, in our school in either the 100% online or the hybrid option. Uh, the one thing I do want to point out is that those two groups of students are the students that we get ADA for. um in for for South County virtual. So that's how we and then with the independent study um students have to take a minimum of four courses in order to get full ADA with independent study. We also offer single course enrollments for students at in high schools. Um

102we also manage all the students in IP and at the high school we're also there's a small cohort of students taking geometry um that we offer the enrollment um for them as well. So these are our enrollment numbers uh for our high school. >> Just to clarify, IP is the independent PE for our kids who qualify because they are, you know, world or uh nationally ranked in in a certain thing that we don't offer uh or ice hockey players or few other things. So they take independent PE as opposed to having to take PE because they're traveling for their sport at a international or national level. >> Yeah. And also for medical for medical reasons as well. those students uh for we also offered the medical PE um that has to be approved by a

103nurse and site admin. Uh the one thing I did want to point out is that these are record numbers in in our school. Uh since I this is my second year in this position and I know that as part of as one branch of the of the district, we want to offer these these options for our students to keep students in our district. um our sing our fully uh 100% virtual numbers um is the 97 is actually up um 45% from the previous year and the hybrid students is actually it's almost double from the previous year. So the students that we are receiving ADA for has increased significantly in just one year with the changes that we've made um recently and the single course enrollment has actually increased by by 47% from the previous year.

104So, lots there's a lot more kids taking taking classes online in just my short time there. >> Can I ask you a question about that? >> Yeah. >> Um 462 single course students that are taking four to five classes at their home high school. Is there a way that we can look at that number? I'm just curious why they're doing that. And I'd love to see what classes are people not going to at their class because they're choosing the online option instead. I would love to see >> I would say the number one reason we see it is because they want to build a hole into their schedule to take another CCA course or another science course or another AP course, right? So, it's a way that they can get seven classes instead of six

105to make themselves more competitive. So, if I can offset a course at independent and then now I can go take my elective that I wanted or my dance or my music or my PE or sport and take my robotics or my medical terminology or whatever, right? Because often what the problem is, especially sophomore and junior year, kids, they they can't take everything they have to take and take a performing art or a sport and take a CCA course, but they want to take it all. Um, which makes total sense. So, they try to offload a core course. Um, now obviously they don't take CCA courses at at Keepo Virtual because they don't have them. So it's your English, your math, your history classes that they offload because those are the courses that are offered over

106there. So they can get another hole into their schedule. But >> what are the problems? English >> history and math I would say. >> Um, yeah, I mean we offer single courses in all of our subjects. Um, currently this year we don't offer math um and PE. um we are going to be opening it up to more but we do see general trends that the class that students take significantly more is English and it's definitely the senior level um English and then also the social studies so the US history the government at the junior senior level >> which also would allow them to leave school earlier and then work >> and so the reason you know it's for that purpose is because you can see their schedules and that they have sports I mean I'm

107just curious how you know that that's the trend >> yeah because we've talked to princip And we can audit it as well and look and and one of the things that my class has to do is talk to the principles because it it at some point if too many kids try to take one class, you have a problem, right? Because there's no they don't count as ADA for the independent study, which means I have no way to pay a teacher to teach that class for them in independent study. So they're draining the where where the teacher is and putting it where a teacher isn't. So they're limited to the number of classes like the number of single classes that can be taken, >> right? >> Um and so all the schools have tried to go

108up. Um, >> Yeah, there's definitely a lot more detail about single courses later on. Oh, >> yeah. Yeah. >> But I'll give an example because I had a parent write me that from San Juan Hills High School, 100 students wanted English, 47 got in and people who want to students who want to take song and cheer and the other electives, well, what can they take? English. But my concern that we should be looking at is now we're talking about students taking English and history. We have a lot of parents that say, "Why don't you just teach English and math and history?" Um, and now we've got kids online teaching themselves our core courses um so that they can take more electives. So, I mean, I don't know that we can put a stop to that,

109but um students have found a way to be able to take more classes that they want to take and and using it that way. And that was not our intention in offering >> this, you know, to help students. >> And I don't have a problem with it. I'm just curious, why do they all choose English? Like, why? To me, it's it's a little bit like what's happening in our English classes that people are choosing something else. That's the only thing I'm thinking is why is that? >> Yeah, we can run an audit, too. I mean, the reality is if you want to take AP AP biology, it's probably not as easily to get that independent, right? So, so they're taking a class that they consider, >> right, but online is not being chosen. I'm just

110It's just I think history is being chosen. Yeah, history is being chosen. No, it's yeah, we have we have students taking all levels. We have students taking science and math and and and electives as well. It's just the majority is with the English and the history. And we've talked to principles. I've had numerous conversations. I you know, I was a principal at Alisa Niguel High School. And so um it is the idea that of all the courses what are the courses that are more accessible online that because we got very motivated students that they can learn independently right >> and English is the most accessible subject area right >> and so and it's and it's not AP lit it's not AP lang it's it's our college it's our college prep level English four English three

111US history and government those are our top more classes that kids take more than others, but we have students taking all we have students taking s uh Spanish in singleton courses. Yeah. >> And and when we when we consult with families, >> they always say, "Well, which one should we take?" And I actually say, "The area that your student is probably the strongest in >> because they're motivated to sit and to can go through the the curriculum independently, the the subject that you struggle the most, that's the one you got to be in person. That's why our math numbers are like >> right >> zero right because and everyone and even our hybrid >> our hybrid students >> those are the classes that they're taking at the at the sites is the math and and

112but it's it varies for everybody >> right >> but in in the conversations with the counselors and and all this because we asked the same exact question why why English right I mean I'm going to have four full-time English teachers uh at my school you know before this >> and I I'm I'm not saying I don't want to shut it I want those students to have that option because I want them to have that flexibility. So, I'm not saying that we should shut it down. I'm just curious >> what information we can get from those numbers. >> Yeah. >> And I just caution everyone, it's it's very expensive to then offer teachers at the site and the teachers there, right? We're basically paying for an extra course without receiving ADA, right? You don't get any

113more money than the state because the kid takes seven versus six or six versus five as a senior, right? So, so if the kid takes four at home and one in pay study and then goes to work, that actually like we're now having to staff for that, but we're not getting any in additional income from the state for that. So, there is a point at which we we can't offer it to everybody because it'll become very expensive. >> So, so if they're on campus four to five classes, we're not getting ADA for that kit. >> The school get we get we get it, but we're paying for the teachers at the school because we still have to fullload the teachers. So now to add another teacher to offer the online that's an extra >> you're

114not getting additional ADA provide the online teacher. >> So so now we're now we're basically hiring extra teachers for the same number of kids. >> Yeah. >> The other thing about English is it's the only high school class that you have to take four times. You don't have to take four classes of math. You only have to take three of social science. Um and I think only one or two of science to graduate. Uh so they that's one that you have to take and particularly a student that wants to graduate a year early that's the only class that is difficult for you to fit in is your fourth English class. >> Yeah. And at the senior level the only two required courses is English and the social studies. All the rest are electives that students

115choose for higher level science CTE electives. that's when they really get into the meat of where they like to explore their time and and there's obviously so many great programs at all of our at all of our schools that our students are choosing that and um so it all kind of works together because my school overall is very senior heavy and then junior heavy and then with the sophomores and freshman sophomores is smaller number but we we'll definitely get into more that in a little bit in the presentation and then so next is just our current enrollment at our independent study middle school. Um again the numbers there for the online 100% online and hybrid. We do not offer singletons at the middle school level um because of just there's not as many hybrid students

116and so the the disparity in the staffing isn't really there as comp as compared to the high school. And also too there's real no need or want for necessarily for a middle school student to have one less class on campus. They're not going to leave early. They don't have work. they don't have all those other things. So, it's just it's just not really a thing with our middle school program. Um, but we do have a a bigger increase in the IP students. There's definitely a lot more middle school students with the high level of athletics um at the middle school level. And so, these are current. And so, these enrollment numbers are similar to what we've seen in the past. And so, next is the changes to the independent study offerings. And so the biggest

117change uh for the high school is that we moved to Saddleback College uh this year. So we're currently we're currently at Saddleback College. And so we will be starting with our first cohort of our our middle college program starting in the fall. Uh we currently have 14 students enrolled. Um and what do you know? We had 14 apply. So uh they're all at grade level. So they're all in. Um so that was great. And we specifically had four students that that are coming from current home or private schools. So, we're bringing these these additional students uh back into our school district. Um we recently, I think today, signed our five-year umou agreement facilities that um all of you approved recently. So, very excited for that. And um our students will be um adding again an

118AVID support for our middle college uh program that we'll be starting in the fall. And then uh our biggest change uh for our middle school is going through a lot lots of changes. uh obviously the the name change uh we are going to be moving to the uh tutor time building next to Ambu where currently CRLA is is occupying so we will be moving uh to that facility uh we'll be starting our elite performance academy and currently we have 23 students enrolled into that uh grade six to high school prep and so the number breakdown is there um of those 23 students we have four students again coming from outside the district that's currently in private or or home schools. Uh so these are students being added uh back into our school district. Um and

119these students again will be independent study students but having the opportunity for in-person instruction. We're going to be having more of a hybrid feel for these for these students. We're having academic uh in-person academic sessions and we're also going to be offering the high the post 8ighth grade high school prep year. Can I ask you something? Yeah. >> Well, it's actually more of a Well, I guess it's a question. Um, I love seeing that we're bringing some kids back to the district and I'm wondering what we're doing to promote this program to get it out into the community so that homeschool, private school, charter school kids know about it and want to come back. >> Yeah. Um, I know personally, uh, I went to every single PTA meeting, uh, at the middle school level that,

120uh, would have me. So, I got to see all the schools. That was, that was super awesome. Uh, trying to get the word out because I know the PTAs are the pub of of of each school. Um, we offered four parent information meetings at three of them were in person. Um, at three of our middle schools, we also offered one virtual. We probably had total probably a couple hundred uh people show up for those. Um we currently the virtual meeting that we had we video recorded and so it's currently online. So all the information uh for our school is there so anybody can hear me talk some more. It's online. Um and we are so that's the promotion that that we've that we put out. We have continued enrollment and also the other advertisements at

121the >> our communications office also put it out multiple times on our uh social media channels uh to advertise it broadly to the community as well. >> Okay. >> We also featured it in our parent workshop series. So we did that recorded that as well showed that online as well. >> All right. >> And so I definitely with something like this obviously with word of mouth would is going to be our best. So, I think once we move into the move into the facility, I mean, even in our in in my presentation, there was a picture of, you know, sports equipment and kids are like, "Oh, is that the No, that's just the stock Google Google image." Um, and so, uh, just going on the, you know, the faith of of the proposal is is

122kind of where we're at. So, once we move in and we have our facility and they can see it in action, I think we're going to have uh a huge increase in enrollment >> and and new information. We also paid for print advertising in the cities of Sanan, San Clementi, and Dana Point as well. So, we also did some some broader outreach to try and get families who maybe don't have any connection to a family in Capo. >> So, I was on uh Facebook on the Laguna Niguel neighborhood group this morning and there was a person that's uh I think was anonymous and said uh they checked out such and such elite academy, not ours. And uh they were very unimpressed. And does anybody have any ideas? Um a teacher that I know, some of

123you might know, Brenda Wallace, uh piped up and said, "Guess what? CDA has one of these." And then there were the questions about, you know, more about that. She probably went into her classroom, but I answered them. Um but, uh I have been to, as you know, two of the presentations, and some people might say I'm easily confused. I don't know that I am, but I am still really confused about all these. Uh there's a lot of them. If we had added one per year, maybe I would have kept better track. But I think for a parent, it is confusing. And I'm wondering if, you know, we have on our website, we have elementary, middle, high school. And I wonder if we need a whole section for all the other stuff, the virtual and hybrids,

124and explain in great detail what's there and and uh point to the slide decks, etc., etc., because I think it is really hard for people to figure out uh what these all are. And and people have asked me since I went to those presentations, and I'll start to give an answer, and then I realize I don't really know. It's it's complicated. You you know it's complicated. >> Yeah. >> Um and I you know somebody asked me recently is is uh do we still have Cal Cal Prep? I think we do, but I'm not 100% sure that it's not just a name change. So I mean if I'm confused, everybody's confused. Well, you're not. >> [laughter] >> Can we can we do more of a visual like some type of visual where it's >> like Stephanie?

125Yeah. Like instead of in a slide deck, but more of just it's all in >> on one page as a visual like this is a K5 school and this and then this is Stephanie just got a great visual with Chromebooks, right? It just depicted each grade. It was very easy to read and maybe if we could kind of figure out a way to define our schools hybrid online but in a very colorful >> something that looks more like >> and and Michael has developed something like that and we have shared it with our >> CC PTSA when he's presented to them we can get that out and make sure >> I think you were sharing that too in your sessions. It's a visual that we can do very similar. It's already built. It's just so

126confusing. And again, I have been to the presentations and I paid attention. >> Yeah. No, we have um in our in our flyers that we've that we produce, there's a breakdown of the three different programs and what are the differences and the nuances um of it. And it it really is because it's new and of what are the different options. We're we're trying to um because of the different offerings and and what that looks like. It it is it just it will take time for us to get that out to and also too to see it right of when we have the buildings, we have the teachers doing this, we can take pictures of our students, our teachers doing using in our buildings um and and being able to provide tours and all this. I

127mean, when I was standing in front of the parents, I I barely could say what what building we were going to be in. Um, and so that's as a parent, right? I have a sixth grader and a seventh grader, right? I if I'm going to sign up for school, I want to know where it's going to be at. Where am I going to drop my kid off? So, in going at going through this process and getting the information out, um, again, once we're once we're there and we're moved in and and all the things, then we could really start taking I mean, we have we have motivated parents that are part of this. Almost every single parent I talk to, they love the program. They want to help get the get the word out. Um,

128and it's just finding different avenues to to to do that. For sure. one last oh >> in our board update so we can have it I would like to get the information out to the public as well but it's easier for me to send a p you know a visual to them to kind of explain the programs oh thank you very much >> yeah one last thing I would say about the marketing is that um the families that are not educating their students at CUSD this is the time of the year where they're making changes or they're deciding is this a good fit where I'm at so now would be the time to really push the marketing and like fly it a lot because people change their minds. They change a program, especially going from

129uh elementary to middle school, it's a whole another thing. And so if they see there's independent study options, the sports option, the middle college, all of it, this is time to hit it. Yeah, >> 100%. We uh we actually had a just uh recent enrollment meeting where there was a parent that wanted to enroll and then they're like, "What's your capacity? I have an entire team that wants to come over." and we're like, "Come on down. We're we're here." So, um, but yes, no, that's definitely a first of my front of mind for for all of us as well. So, um, I know we wanted there was some questions uh about our enrollment process. Um, we are just constantly enrolling in in our in our in in in both the high school and and the

130middle school. So, we start with uh just anformational video. We we used to make parents come in person for an inerson presentation, but now it's just a video that's online that people can access at any time. And then really we set up uh family setup enrollment appointments and that is when they sit down with our staff because there's so many different options and we kind of craft their students educational plan of what works for them of what class do you take on campus, what class do you take with us and and and we we review all that information. So that's our most updated um current enrollment status and again we are currently about at on pace even though we had huge increases we are on pace to our um current numbers. So we're looking at

131that that jump is is most likely going to stay um at at that current rate. Um because of independent study, the nature of independent study, we get a lot of enrollments like the week before school and this was the first year that we opened our doors and kept enrolling students at the high school. We we enrolled students all the way to the sixth and seventh week mark. Um which was difficult with you know partial credits and and all the things and and so we were enrolling students for the first six weeks and um definitely saw the increase in enrollment. um with that trend and that's a continual trend um with independent study that we know will we're confident we'll we will continue and then for the single course enrollments um currently we have 319 students

132enrolled for next year and this is where the uh we started putting uh kind of the brakes on this um in the first when we first put this out because we haven't in previous years we hadn't really been kind of keeping track track of this and and uh caps. In the first two weeks of the single course enrollment uh form that was out, we had almost 300 students go through the process. And so uh the counselor uh the parent first starts the starts the paperwork. It goes to the counselor. They kind of they sign off on it goes to the high school AP and then and then we we enroll. So in those first two weeks, I saw the numbers and I'm like, whoa, this we cannot maintain this because of what Dr. Brown was

133saying is that as a district, we're already paying for the student at their home high school. They can't double pay for them to be with us. So, the main the main way this is the idea with with single course enrollments is because if my hybrid student is taking one or two of their elective courses or their sport or math at their home high school, that's increasing the students in the home high school's seats. And so, in order to even it out, then I would take a single course students. So then the actual number of physical students in the actual classroom is is equal and so I we looked at those enrollments. So at um this is the first year that I provided all the sites with caps of that these are this based upon the

134students that are hybrid stu my hybrid students sitting in your classes these are the number of open seats of students that I can take from you and so that is to be fiscally you know responsible so we're not paying for students twice and so this is the first year why um we I I put caps on on all on all the schools now as more students get enrolled and more students are coming with us and sitting in in those seats at the high schools then we will raise that cap for each indiv if there's students that that need um additional addition those single course enrollments and um all the high schools are managing that on their own because I obviously I know each high school has a different community and different needs and so those

135those assistant principles and principles are managing um how they want to approve the the single course enrollments. Do you know how some of them did it? Like I'm just curious how it varied from school or generally what schools were doing. >> Yeah, they're different but >> so really there was only two schools where the need exceeded the cap. >> Yeah. And so San Hills is one of them. Um so they went to we basically uh of the 300 probably 200 of them were from San Hills at the very beginning. So, uh, I worked with Cena and Alex and, uh, they wanted to just start from scratch. So, we just disenrolled all the students from San Juan Hills and then they did a lottery system and they they did their priorities, um, based upon their their

136needs. And so, that was the communication out to the to the to the community and then we reenrolled the students that won the lottery or from that their their priority. um at one of the other schools where they was kind of they were getting close to the to the cap. They didn't exceed the cap, but they were getting close. They were just okay, we know we're getting close to the number and so they were managing it um as as they saw fit at at their site and the other uh other four sites, their enrollment has kind of traditionally been well under the cap and so that I established. So they were just kind of approving as it came or what what what met their needs. Yeah. And then for the middle school, we actually have

137a lot it's a lot more open with the enrollment process. We enroll students pretty much all year except for just kind of the like right now we wouldn't enroll a student new fresh to our school. Right now in the last six weeks, it just doesn't make sense because it takes a couple weeks just to kind of get a student up and running. But our middle schoolers, we're constantly enrolling students. is much easier to enroll students because we don't have, you know, transfer credits and and and transfer grades and and also middle schools are on a quarter system. So, it's just much easier to um bring middle school students in. So, we're just constantly enrolling our students at the middle school level. All right. So, instructional changes. So obviously we we we take pride in the

138fact that we are a CUSD school and that the education our students get at same level as as all of our comprehensive our students move on as you know you guys come and attend our graduation you hear the the places that our students go they go to all the Cal States UC's all the things uh it doesn't doesn't prevent them at all so we take pride in the fact that we have high level of rigor in our school and that it's a CUSD education and we want to make sure that that that that stays in place um so far our instructional changes is that uh We've been using the Flex Point online curriculum for a number of years. Um, and recently this year, we moved it to to Canvas. So, students would access the all

139the online curriculum through through Canvas. Um, we've also moved to a 100% online capability. So before we would require students to come in person to take tests and we and the feedback we got from our community and our students is that that was a barrier for students choosing the online independent study because if they want to be online in independent study and have the freedom they want the the independent study part of the independent study, right? And so forcing students to come in person was creating that barrier. So we switched to now there is a pos we are we we do have capability for students to be 100% online. Um and then so we've been kind of consolidating all this and and as a parent myself and understanding when I first stepped foot on campus

140um students that had uh at Cal Prep had to to access their curriculum they could possibly be logging into three different locations um to access the different classes. And so I'm very proud to say that now starting in this spring, students only have to log into one location, Canvas, and everything is there. And also too, because of the hybrid option, so many students are hybrid, their online courses are or their their classes at at at their home sites are on Canvas. So just one-stop shop, all the all the things on Canvas. And so super super excited uh for that. Now, at the middle school level, when I first got to this position, the middle school was kind of doing things differently. They used a different online curriculum, and we're just functionally running differently. But now

141that we are now that Cal Prep has gone away has sunseted and Capital Virtual has sunseted and we are now a collective South County Virtual Academy grades six to 12. We obviously wanted to have a seamless transition and experience and look and feel for by the by the families and students at from the middle school to the high school. So all the things that we have in place at the middle at the high school is going to be implemented at at the middle school. And so all those changes are there. We are changing from ingenuity to flex point curriculum. We're moving to Canvas full integration. Um, currently students get credit, no credit. We're moving to to letter grades. We we added accelerated courses to mirror our our um in-person middle schools. We will be in

142um operating the honorlock system, virtual testing program, and all things on campus to mirror the experience. Students that are with us in middle school will have the same experience, look and feel as when when they when they get to high school. So very proud of that. Alrighty. So academic integrity obviously as the as as the you know an online independent study educator um we know the we know the the memes right of like kids are just going to AI everything and cheat everything and and you know I work from home and I'm you know we don't we're just kind of there and all the things. And so we take academic integrity seriously and we we put a we spend a lot of time and effort in safeguards to ensure again that we have a CUSD

143level education, worldclass education and that um coming to us virtually there's no change in the rigor. It's just experiencing the information in a different way. So the so the guardrails that we have I mean by state law with all independent study we have a master agreement. So this is our master agreement. This is the uh agreement spells out all the rules and regulations about what it means to be an independent study student. Um we also provide our students with an orientation. So it's a full module orientation of all the our rules and regulations at our school that every student has to complete every single semester before they can get started on their coursework. Um this is our intervention plan. And so as you can see through the tiers of intervention um we have our tier

144one, tier two, tier three and tier four at each moving from um each tier involves a warning letter. So we have a warning letter system which I'll go in more detail in a second. As you can see it gets progressive as it goes. And so a student that that gets a warning letter that is for any violation of the master agreement. So it could be for academic integrity. It could be for not making adequate academic progress. It could be for any violation that a student would have. This is essentially my discipline matrix that I use for kind of everything. I can't really suspend a kid. I mean I could suspend a kid but it's doesn't it doesn't it doesn't hit the same right on the online school. Um so this is my intervention plan. So

145again, uh the with the warning letters as you can see the the um the the different levels of of what we do and the this the statistics from fall is that uh you know over 80 about almost 80% of our students are not having a single violation of the master agreement and doing everything that that that they need to do. Now at the course level to make sure our to ensure academic integrity is that uh with the online curriculum I think the biggest thing is that they built in is they have what's called discussion based assessments. It's basically a one-on-one meeting that a student has with the teacher and they talk through an assessment versus a you know an online just multiple choice. I mean we have that as well but this is one essential

146part that is involved in a lot of our uh history classes Spanish and in all of our courses that students do this to ensure academic integrity. >> Michael excuse me before you keep going quick on the integrity. >> Um a parent had shared with me the warning to the warning to letter but it was my understanding the parent said to me so I'm verifying that if it there's a third infraction of cheating um they're removed from they can no longer take they're out of independent study. Is that correct? >> Yeah. Because that would be considered a violation of the master agreement. >> Okay. >> So it's it's if it's multiple multiple ways and if students are continually if I just can't trust the kid to turn anything because every they're attending schools based upon completing

147work. And so I mean >> they get a first chance they get a second and then the third you're out >> or I I have a discussion. I mean each each case is is is unique and so kind of looking at >> Yeah. No, I mean it's again to move the different levels. I mean we have a full SST meeting where the parents, the student, all the teachers are involved and the counselor, we have a support plan of of how to move forward. And then also too, if it does reach another time, then I sit down with the parent and just try to discuss and see what's what's what's the best course of action. And so, uh, we do reach a point where it just doesn't make sense to dismiss a student. Like I wouldn't

148dismiss a student right now. would be, you know, you can stay with us, you know, make sure you get your grades and then you may not come back um at next next quarter. >> They either go back to a COD school or they homeschool or whatever their parent can find for them to do, right? >> Well, they they have a guaranteed spot at their home school. >> Okay. Okay. >> Yeah. So, this is a voluntary program and so by law we have to offer I mean a spot at their home school and so they would >> most of them have probably come from a private school, a charter school, whatever um to come into this program. >> Yeah. But they're still guaranteed a spot in their school of residence where they live, right? So, yes,

149they they they can definitely stay with us. They just can't stay online necessarily. They need more inperson support. >> Yeah. because usually by then it's you could tell an independent study most time when when we get to the to um tier four the parents agree this is not this is not the best learning environment for them. And so with our honor lock um this is a our biggest change uh with our online testing uh program that we're using and this program videotapes students um during the entire testing session and AI provides us flags and so our teachers have access to all these videos and they review these videos and so uh this after the after the first semester we came up with a a flowchart for our for our teachers of how to support families

150and students with the online virtual testing. And so all of the details of of our intervention plan is there. And so notice there's a term of of honorlock revoke. We view students testing virtually as a privilege. And so if they've shown that they can't manage to not violate our rules on online, then no problem. You can just take the test in person in our testing lab that's manned by uh by one of our teachers. Just I'll just add honor lock is no joke because my daughter's in one of these classes and her sister walked into her into her bedroom. She came like sobbing to me that she was going to be caught for cheating and was really just she had told us all that we couldn't walk into her room that she was going to

151be testing but her sister walked in anyway and of course it was caught. I just for the record [laughter] she got an email from her teacher. >> Yeah. Yeah. No, it's >> I said don't worry it was quick. She they probably won't notice. No, they noticed. >> Yeah. Yeah. And also it's it's AI but our teachers review the videos of like if there's a flag of like okay sister walked in okay that's not a big so they are they're filtering this and they're and they're reviewing it. Um so as with the stats here you know because of what this our our huge diligence in all this you can see that um almost 90% of our students have no violations no issues uh no things everyone's you know taking their courses uh taking their tests um

152with academic integrity and uh you know I I would probably say similar similar stats as an inerson school and then just kind of finally um looking at our overall grades again trying to dis dismiss the idea that you know we're the online school we're just handing out grades um that this is a comparison of fall of 24 to this fall. As you can see, the grades are similar. Um but we had actually had an increase of 85% of of grades. So we have an increase of 85% um students taking our courses and then you notice sim similar trends uh at the with the most recent grades of spring spring 12 uh at at the 12week grade. So with the changes that we've done, we've reduced barriers so more students have access to our school, but

153we've also maintained our our academic integrity um for for our school. So very very proud of the work that my staff and my teachers are doing. >> Any further questions or comments from trustees? >> I would just like to thank Mr. Hatcher for taking this on and coming up with this because it's it's a big deal and I'm sure was a lot of work for you. >> Thank you. >> No worries. for Wasp accreditation. >> Uh similar way they come and to make sure that we have that we have a uh a plant that we are implementing our uh looking at our areas of growth and and areas of strength. We just had our midyear visit last year. Um I I am I I chair several WASK accreditations for other schools and um they look

154at similar ways. There a distinction in head code for A12 about the correspondent person education. >> There are state guidelines of what are what's essential for independent study. So at the high school level, we have to uh interact with the students once a once a week um to ensure that we have contact that they're not ghosting us and or all the things. Um >> how's that document? >> Uh we do a home room system. So we have four times that students are required to attend and so we have a fivestar program that students kind of check in. We run students through announcement videos or announcement slides and we we keep track and any student that doesn't attend home room. We notify parents and we follow up with them as part of the as part of

155our intervention program. >> For um students who are writing papers, you use the turn it on function. >> Yep. >> Yeah. It's all because we we everything is run through canvas. That's an automatic uh filter that is that is checked uh with with canvas is the turnin.com is is integrated. >> Yeah, it's a little inaccurate. you thought about, you know, it's more cost and Grammarly has that function determines whether or not something was it goes through all the key strokes and clicks so that you can actually see if something wrote a >> Yeah. No, definitely we're looking at all all aspects of it. There's there's Brisk um there's Grammarly. Um, one of our teachers is or several of our teachers are in the in the AI task force that is run by the district. And

156so, uh, looking at the best programs that's more efficient, the most efficient and, you know, for our teachers and students is definitely something that we're that we're evaluating constantly. >> Moving on. >> Thank you. >> Okay. Thank you, trustees. We'll continue on then with 4B2, high school co-curricular transportation fee proposal. This was last brought to you a year ago, May 7th, 2025. Since that time, we have been working on a proposal. We're presenting that to you this evening for a proposed transportation fees for 2627 school year. Uh Jen will facilitate a brief presentation for you and then we'll present the new fee structure for your feedback. We're good. Okay. I know we're running over so I'm going to be very brief. I'm going to provide a quick history actions taken this year from last May

157and then share with you the proposed fee schedule. Just a reminder, we presented last May and explained that um we discontinued collecting transportation fees in 2015 and as a district we allocate 90,000 per school site for a total of 540,000 and that covered athletics, marching band, cheer, and at some schools FAPA. That lasted and covered our costs all the way up until the 22 school year. 21 well till the 22 school year. In 2223, we far exceeded the 540,000 that the district provides to each high for the six high schools and we spent 917,000 almost four four 377,000 almost 400,000 over budget. So we got your permission last year to look at ways to offset these costs. As a reminder, there are a lot of contributing factors to the increase. It's the later start times

158for high school, the limit now on how many hours bus drivers can drive. if we have a shortage of bus substitute drivers and then an increased reliance on our chartered buses that cost more. So this last year we researched um the fees that local districts were collecting. We worked with our principles, athletic directors, and activity directors on how this could work. We've created an AR to outline fees and parameters in order to be fiscally responsible but also provide transportation to all of our for all of our students involved in programs to their events. We also included our JRO JOTC students at San Clemeni and made sure all VAPA could be part of the transportation costs. Previously, just some schools were uh providing busing for VAP, not all six. We've also created a waiver for students

159who wish to self-transport so it has maximum flexibility for families. We've worked with our communications department to have communication ready to roll out once board approved. And then we'll be training our coaches at the coaches summit at the end of the year pending board approval. We developed a po a model that's a four it's based on four groups. It's based on size and the number of trips. As a reminder, any student who qualifies for free and reduced lunch would be exempt. And we also want to have flexibility at the school site. So certain athletic programs or VAPA pro programs could choose to opt out of paying the transportation fee and self-und it through their boosters or through collections. We have annual caps for families who have multiple students in multiple sports and programs. And we're

160going to be very careful to collect these fees separate from the donations so they don't get coingled with the donations for the uniforms. This is our proposed fee structure. You can see we have four groups, different costs for each group, and it's based on the size of group and the number of trips that group takes. For example, our football teams are some of our largest groups. They fall into group C. They have more than 30 students, and they take between 10 to 15 trips in a season. Some of our high schools have a men's choir. They might have 14, 17 students. They'd fall into group A because maybe they only go on four trips a year. So, we've really tried to tailor it and this was with the input of all of our VAPA teachers,

161our coaches, our athletic directors and activities director. As I said earlier, too, schools uh groups can choose to opt out. An example would be a cross-country team that only travels once on a school bus. It may be more economical for that group just to collect money through their boosters program, through the donations, and just opt out of all of this. We want to have that flexibility for each group as well. >> At the bottom are the caps. And I'm available. We are all available for questions. I think this is great. I'm just curious if somebody chooses not like if you're on basketball team and you are not on reduced lunch or free or reduced lunch program and your parents just decide not to pay, you're still able to ride the bus, right? >> Yes. But

162we will do everything we can to support that family in paying their transportation. >> Absolutely. No. >> Any additional questions or comments? >> Okay. Thank you. >> Okay. Can continue on. Vice President Bolicus. >> Yes. >> All right. We're on to B3. This is first read board policy 0430, comprehensive local plan for special education. Clint Collins will come up here and join me. This policy was first adopted in 1995, has not been revised since. So, we are happy to answer any questions. We're bringing this for uh very needed review. We appreciate your feedback. >> So, the so the main principle behind this is just updating the the wording with some some new CDE language. This was um initially adopted in 1995 as Dr. Murwood said when we were a multi-dista. we are part of Saddleback

163Valley and Laguna Beach. Um so we're just it's mainly just updating the wording so that it shows that we're a single district Sulpha and um taking some of the new CDE wording and just adding into our board policy. So not a whole lot of changes really. It's just kind of walking through what we have to do requirements of create when we create our our local plan. >> Any questions, comments from trustees? >> I think you just answered the question that I have. I I saw uh in the second sentence down that's crossed out uh the district participates as a member of a SULPA. So we were grouped with other districts and now we're our own. >> Yeah, we used to be the South Orange County SULPA which still exists but that's Saddleback Valley and Laguna

164Beach now. They just kept that name. We just created our own rural Capistron Unified Sulpa. Okay. >> But we used to be a three district sulpa. >> Thank you. >> That ended probably 20 years ago. So obviously not much needed uh update. >> Exactly. >> Okay. If there's no further questions, we're going to move on to first reading of board policy 5145.3 non-discrimination harassment. The first reading of this board policy is a information only. U no board action is necessary. >> Yes. Thank you. Uh Dr. Mike Gomez joins me. This policy may look familiar to you because you last revised it in February, but since that point, uh, federal program monitoring auditors came back and had additional requirements for us that they wanted in this policy after you had approved it. So, that's why we're

165bringing it back for those additional requirements coming into the policy. We also noted it. We received feedback. There is a duplicative uh, sentence in the policy revision. We have noted that and we will strike that duplicative. It's in the third section on page two. It's just stated twice. We'll take out the duplication. >> Just had one like quick thing and that was um I just noticed that you took out some some writing in the second on page let's see on on page 66 one of three um you took out this policy applies to all acts related to that second crossed out paragraph and you It's up above, but you didn't reference the ED code. And as I was reading this, I just thought I love it when the ed code is referenced. So, I don't

166want to take that out because I like to know what's our district policy, what's the ed code, like where are where's the verbiage coming from. >> Absolutely. We can add that citation back in. So, we'll put that citation back in. Uh, first reading, board policy 5145.11, questioning and apprehension by law enforcement, formerly 5153, questioning of students by law enforcement. Again, information only. Um, there is no board action required. Um you want to go ahead? >> Yes, thank you. So Darren Jinder joins for this revision. Uh this was last revised in 2019. We are happy to answer any questions and we appreciate the feedback. Um okay, I have another question. This is in the paragraph um fourth paragraph um down where it says accepting cases of suspected child abuse. Um where it says the word after.

167I would love to strike the word after because um your notifying design shall notify the student's parent guardian as soon as practicable after the law enforcement officer interviews interviews the student. The next paragraph says that during the interview of a student by law enforcement, the principal or designate shall be present unless the student or their parent or guardian declines. But if the parents aren't notified, and I understand that they can't always be notified, but I just feel like I would they if the parents aren't notified, they can't decline. So I feel like it should just say as soon as soon as possible. These parents should know what's going on. That might be after >> parents should always be notified except in exigent circum circumstances. Full stop. I I cannot accept that we just oh well,

168we might notify you or we couldn't reach you. We will reach you before we we question your student. >> Yeah. >> That's the exception. >> The word after out because we're not talking about child we're not talking about suspected child abuse and neglect. fourth. >> Yeah. I'd actually have proposed wording on this and some other other things and um trusty Bulockus and trustee uh Zolander and I talked about this on the phone because I can talk to two trustees and I have a number of questions. Um, and I have them all written out >> references. So I mean the the the legal ramifications here is that the law enforcement officer as they come to um interview a student within the scope of their investigation they do understand the rights that they have to um provide

169to the student that they're going to interview. Now, in the absence of a parent, obviously the administrator at the site is going to act as the parent and and support that student within their rights um as an advocate. So, [clears throat] um I will I will also say that I would say nine maybe out of 10 times the parent has already been notified. Law enforcement comes with the parent or they talk to the parent um before they go interview the student. um on occasion, usually when there's something going on in the home, that's when they will instruct like that, but we can't tell them right now because the suspect's in the home or something like that that's specific, but they do have the right to to go and make contact with someone to to interview

170that student within the scope of what their investigation is. And then they will determine whether or not Miranda comes into play. Is it a custodial interview versus just an interview? Um and then if the parent is not there at the moment, the administrator will act as the student advocate to protect their rights. Um but I have not seen really where um the parent is already not involved in the process when they're coming to the campus for any reason. >> Um no, as soon as practical >> does that make sense though? >> As soon as practical would would fit. >> Does it? >> And then the other question Darren is that um paragraph after that one that you just mentioned, the principal or designate would be with the student unless the student of the parent uh

171or their parent declines. Now, I don't know how likely a second grader might decline the principal stain with them, but it almost seems like there should be for a student to be able to decline, there should almost be maybe an age in which they can do that. We wouldn't want to leave some young uh student with an officer without an adult figure representing the student >> and and that that wouldn't happen. Not only does the administrator stand in there, but law enforcement officer under their scope of authority, they know that their legal rights where they can and cannot talk to a person based on a certain age. >> But this policy doesn't state that. It says unless the student or their parent guarantee a guardian declines. So the student can decline it. >> Yeah. And

172I've seen them do that when I'm sitting in with the student and it's most likely usually it's because I don't want the administrator to understand what I did and so no thank you but I'm say look you should probably have somebody here then I'm going to step out and I'm going to call the parent say look they're here talking with your child they didn't want me in there do you know what this is about and every time I've gotten yep I know what it's about so we're good. So, um, >> just like we have the age at 12 years old, you know, I I just wonder if there couldn't be something here in terms to safeguard the young student that wouldn't know their rights and and they are embarrassed and so it's like no, yeah,

173I don't want the administration >> law enforcement not they under the scope of their authority, they're not going to come interview a student regarding a case. >> But that's not in the policy. It needs to be in the policy. And I say that we change that paragraph to during an interview of a student by law enforcement, the princ principal or designate shall be present unless the student aged I say 16. Trusty Zolinger preferred 12. I don't really care but some age or their parent/guardian declines. I don't think that a second grader has the right to decline. >> No. And I know of of instances where a second grader did declined and and uh didn't understand what they were doing and just you know there they know they didn't do anything wrong or they believe they

174didn't do anything wrong. Um I I I don't think that it is okay and it should be in the policy. I don't care that law enforcement should know. I want it in the policy because our teachers are going by what's in our policies not what law enforcement knows. And you know, I am pro law enforcement, but I am more pro- studentent than I am pro law enforcement because it's not my job in this district to be pro law enforcement. It's my job to be pro- student. And and I and I think there's there are things in here that are not pro- studentent. And I think that that that paragraph should be unless the student aged and the board can say I say 16 or older or their parent declines. A young student does not should

175not be given the opportunity to decline. Now if you get the parent on the phone and the parent declines, fine, but the student should not have the opportunity a young student should not have the opportunity to decline. I also want in the fifth paragraph to be during an interview of a student by law enforcement, the principal or designate shall be present unless the student or parent parent oh I'm wait student or parent declines. Um I and and again exit circumstances where it's an emergency that's different that is covered in the policy and the policy also covers suspected child abuse but outside of those we have to protect the student and we cannot say oh well law enforcement knows this you knew it you were law enforcement >> but that is not something we govern we

176do not govern what law enforcement knows >> we don't make assumpions Yeah. And we're we can't make that assumption. >> Yeah. >> Noted. >> Well, I would just I mean I'm think I'm saying the same thing a little, but if there is a reason why we wouldn't alert parents before law enforcement interviews a student, I don't see a like I don't know what the legal what the law is about that. I don't I think we absolutely I agree with Trusty Jones that we don't let a police officer interview a student unless that parent knows that it's happening. That's what I say. >> I would agree. >> So I I have a list and there's copies on the back table. Maybe they're over my by Mr. Burr. Maybe he could bring them up for for the

177two of you because I've given them to the board members and um and Dr. Brown. Um, I'm concerned about potential confusion between this and the immigration enforcement response board policy because immigration agents are law enforcement and a staff could look at this policy and say, um, oh, okay, I'm I've got an immigration agent. They're law enforcement, so I'm applying this. But state law says you can't do that. And I think we need a statement early on in this policy that says that uh in case of im immigration enforcement that takes precedence over this policy that that the uh which one is immigration enforcement that 1445 takes precedence over uh 5145.11 because that's state law and we have to follow state law. We talk about this all the time that state law takes precedent. So I

178think we need to make sure that staff is not confused because we could get sued if staff gets confused on any of this stuff. There's there's possibility of legal action in this stuff being done wrong and parents not being notified etc etc throughout. Um then um I want to bring up a lot of things. [laughter] Um, so the existing policy says in the second paragraphs, local law enforcement, but then that was struck through in the proposal. Um, and if we take that out, the policy pertains to state, federal, and and local law enforcement. I think it should only pertain to local because again, what's to stop a staff member from saying, "Oh, wait. I've got immigration enforcement here. I'm supposed to use this because it doesn't say local. It's everybody. I sort of doubt that

179would happen. But why take out local? Let's put local back in. >> We might have to do it as an and then I'm fine with putting it back in. But but the reality is if if it was >> federal non-immigration enforcement law, >> this would still apply. So I don't want them to be like, "Oh, the FBI is here." Which probably won't happen. And be like, "Oh, this doesn't apply." >> I'm good with that. I'm good with that. >> We would say local and national law enforcement. And then your your line at the top clarifying when to use the immigration policy 4045 is fine too. >> So my next issue has to do with SRO's. If you look at this policy, I don't think we are requiring SRO's to abide by it because the SRO's

180on a lot of our campuses are kind of just staff members and an SRO could say to a kid, oh, I saw you over at Vans. Do you still live in that neighborhood there? and they're just being friendly, but later on they use that information in in some investigation and they have inadvertently questioned a student. I we don't have a policy on SRO. SRO's are kind of a hybrid thing. And what I did find is that we have um uh in 2018 we accepted thisou with the sheriff's department. And as far as I can tell, this is what is governing how mo uh uh law um SRO's work. But there's some problems here. It says here that in an emergency, let's see. Um uh in an emergency, the school shall call 911 and notify the

181SRO. In a non-emergency situation, the school should notify the SRO. Do our does our staff know that? that's in this de facto policy, thisou that we accepted. Um, and then on the uh later on it says uh in cases where the SRO is requested by school staff to assist with a potential mental health investigation, which they are imminently qualified to do, they should follow procedures outlined in sheriff's department policy field operations manual section 29. That was last revised in August 2014. August 2014. Do you do we really think that that's up to date and that that's in line with >> No, that's not up to date. >> No, it's not. It can't be. Um uh then later on the schoolside principal or his her design shall advise his her staff of their legal oper operation

182obligation to cooperate with law enforcement and should not interfere in law enforcement investigations. Well, if it's if it's immigration enforcement, we they do interfere. I mean, not interfere, but they get involved. Um, and then it says that con consistent with federal and state laws, law enforcement officers may have the right to come on campus and interview students who are suspects, witnesses, or crimes or crimes of victims. Um, parental permission to interview student from school is not required. That is false. it. There is no law that says it is not required. In fact, the school districts can require it there. And if you can find a law that says that that is that they are permitted and school districts can't overrule that, I would like to see it because I looked high and low. Uh so

183I I mean there are problems in thisou. Um then later on, consistent with federal and state laws, the SRO may have authority to stop, questioning, interview, and take police action without the prior authorization of the school site principal or contacting parents. Same thing. Uh later on, is it expected school administrators and staff will follow specific instructions given by law enforcement when attempting to protect student? >> Ke I I only want to keep us on track though. We're not looking at the MO tonight. That was an attempt. >> I understand. But here's the problem. We do not have an SRO policy and the way if you look at this policy I do not believe this this uh the questioning and apprehension we are following this with our SRO's I think we need a separate SRO policy

184I really do >> or we need to call them out in this because because they are sworn officers local law enforcement they're they're not a hybrid they are 100% sheriff's deputies um okay so they would definitely fall into this policy so we may need some clarity around the >> yes like that would a place to start. >> Yeah. So, so I I agree that we need to take them into consideration, but but I don't know about >> um we are not defining the word interviewing here. I don't know if this is like a legal term or not, a term of art in the law. But how does a school staff member who is not an attorney know when something is an interview again with an SRO? If you say, "Hey, I saw you over at

185Vans. Do you still live by there?" Is that an interview? I think again I just think this is a problem. Um >> um if I can jump in >> Yeah. >> to to Gila's point that she has discussed with me is we know SRO officers in especi well really all of our grade levels all of our schools um they really get to know the kids. I mean during you know um in in recent times people think oh you know we're putting these police officers you know to to uh putting police officers to to try and find kids to arrest or whatever. Our SRO officers are highly trained in working with kids, working with letting them know in terms of uh where to go if they want to report something, see something, say something and build

186the relationship. So what Gila has expressed um is that there is sometimes this conversational you know that they get to know certain kids and then the word interview well if they've learned something can they use that I mean I don't know how much we can get into dissecting that sort of thing but >> yeah I mean there's a point at which we we definitely want the SRO's to be interacting with our kids we want them to build relationships you know it's going to be really hard for us to make a legal definition of at that moment that became an interview even though if you didn't intend then we're then we're now we're going to start to define was your intent at that time to do that or did it just happen to be that later

187you found out something happened at Vons and you didn't talk to that kid that might be beyond the scope of what we're capable of doing while we have SRO's like so so I would say that that that's >> like including them in here is fine I I think defining how an SRO interacts with every single student every single day and whether or not that's an interview might be a little bit >> well >> too too challenging >> it might also have in part of that conversation of knowing when the interview is being guided more towards penal code, welfare institution code, something that is criminal in nature versus maybe the ed code, school rules that are not a crime necessarily to where you clarify between those two of what your role is and where you're saying.

188But if we had an SRO policy, we could deal with that more in an SRO policy and >> and let SRO's know that, for example, uh a casual conversation could end up being regarded legally as an interview, for example. Um because that could happen. You get into a lawsuit and then it's like, what did you say and why did you say it and what was your intent? >> And things can go south pretty quick. Uh, so that is a concern to me. There's also a statement here about the staff asking under what authority the law enforcement officer is acting and if they say I'm acting under my own authority, is that enough? Um, I I I just think there's a lot of stuff in here that's kind of loosey goosey and I don't think we

189generally like our board policies to be loosey goosey and and that >> can you accept from trustee Jones her submission of recommendations? This is first reading. You can take a look, make a recommendation to come back for second reading. >> They're all coming back for second. So, >> well, but I mean to include possibly uh where you see fit. >> Absolutely. And then you will look at theou to see um the SRO and >> yeah we will this is very helpful to >> Christy Jones this will help us guide through >> the work we'll take a look at it again often time our details are an AR so maybe we need to create an AR right >> that deals with SRO's specifically that is sub to this policy so it' be an aligned AR >>

190that clarifies SRO work inside this policy >> very good >> okay >> and then we're going to move on to uh B6, the deletion of board policy 5131.1, use of individual student record information for academic achievement data. Uh disagregation um again information only, no board action and >> just wanted to point out that uh the AR is already posted on the website. AR5125 student records is already available for the public. So probably no questions in this one. Uh let's move on to uh 4B7 deletion of the board policy 6200 adult education. Very similar. Um >> they're just recommending deleting the policy because we no longer operate a comprehensive adult education program. Uh we do however have some adult classes uh in vocational and I and I didn't look at this because the deletions often Okay.

191Okay. >> Yes. I talked to Chris Carter and we do we do offer different programs through CCA. >> Exactly. Right. And I'm I >> I didn't look at this one to be honest with you, but but I'm just not sure. Are we okay with deleting it when we are still doing some of the golf programs? >> We aren't doing it. CCA is doing it. Remember, we are not the CCA board. >> Okay. >> So, so they are their own independent board. So, they would need a policy around adult >> right >> education. >> Since there's no further business before the board, may I have a motion to adjourn >> workshop? >> I think we >> moved by trustee Adam, seconded by trustee Zinger. >> All those in favor say I. >> I. >> Any opposition?

192>> I'll go. Uh that is 61 >> open first. >> Okay. And the time is now 7:20. No, 7:36. And we will now move to the special meeting. >> You have to open the meeting first. So we can go and close. >> Okay. But I meant opening >> because it's a separate. It's a separate meeting. So we have to open the special meeting. >> You're opening the special meeting. >> You are. >> Welcome [laughter] to the May 6, 2026 special board meeting at the Capistrani Unified School District. The meeting is now in session and the time is 7:37. Uh Mrs. Schwini, could you please call the role? Trusty Castianos >> here. >> Trusty Pritchard. >> Trusty Zinger >> here. >> Trusty Jones >> here. >> Trusty Adams >> here. >> Trusty Bullus >> here. >>

193And Trusty Davis will be absent this evening. >> May I have a motion to adopt the agenda? >> Second. >> Moved by Trustee Adams and seconded by Trustee Jones. Miss Trani, do we have any requests to speak um for the adoption of the agenda? >> There are none. Okay. Um so all those in favor say I and any nos. Okay. And that is 61. Miss Swinky. Before the board recesses to close session, is there anyone who'd like to speak to close session agenda item? >> We have none. >> Okay. Okay. The board will now recess to close session to address the following agenda items. A conference with labor negotiators, CUA, CSEA, Teamsters, KUMA, and unrepresented employees. B. Public employee discipline dismissal release one case. B. Public employment and evaluation of performance. The board will now

194recess to close session. The meeting is now live. You can start the meeting. >> I'd like to reconvene the board meeting to open this session. The time is now 8:16 p.m. Miss Winky, please call the role. Trusty Costanos >> here. >> Trusty Pritchard >> present. >> Trusty Zinger >> here. >> Trusty Jones >> here. >> Trusty Adams >> here. >> Trusty Bullus >> here. >> And Trusty Davis will be absent this evening. [clears throat] >> And I'd like to ask if Clint Collins could please lead us in the pledge of allegiance. Miss Swinky, please read the report from close session. On agenda item 4A, conference with labor negotiators. No reportable action. On agenda item 4B, public employee discipline dismissal release. Trustees voted 601 to approve staff recommendation on the following case. Resolution number 2526-12C. And

195on agenda item 4C, public employment and evaluation of performance superintendent. No reportable action. This concludes the report. >> Thank you. We will now move to the consent calendar. Miss Wanki, do we have any speaker cards for this item? >> There are none. >> Do any trustees wish to pull a consent item uh for further discussion? May I have a motion to approve the consent uh calendar items 10A and 10B? >> So moved. >> Moved by Trustee Adnoms and >> Zinger. >> Seconded by Trusty Zinger. Miss Swanky, please call the role. >> Trustee Costians I. >> Trusty Prard. >> I. Trusty Zinger. I. >> Trusty Jones. I. >> Trusty Adams. I. Trusty Bolicus. I >> motion carries 61 to approve the consent calendar. There being no further business before the board, may I have a motion

196to adjurnn? >> So move. >> Second. >> Moved by trustee Jones and seconded by trustee Adams. Schweni, please call the role. >> Trusty Castianos. >> Trusty Pchard. >> I. >> Trusty Zinger. >> I. >> Trusty Jones. I >> trusty Adams. >> I and trusty Bullus. >> I motion carries 601 to adjourn the meeting. The time is now 818.