001President Davis, we are live. You may start the meeting. >> Thank you. Good evening and welcome to the January 28th regular board meeting of the Capistroni Unified School District. The meeting is now in session. The time is 5:01 p.m. Mrs. Swinky, can you please call the role? >> Trustee Costanos, >> here. >> Trusty Pritchard, >> present. >> Trusty Zinger, >> here. >> Trusty Adams, >> here. Please note that Trusty Jones is absent this evening. Trusty Bulicus >> here. >> Trusty Davis >> here. Before we adopt the agenda, please note the close session item 4H, public employee discipline dismissal release has been pulled by staff. We have a motion to adopt the agenda as amended. >> So moved. >> Second. >> Moved by Trustee Adam, seconded by Trusty Bulicus. Mr. Swanky, do you have any requests
002to speak for the adoption of the agenda? >> Yes, we have one speaker. >> Thank you. Miss Vargas, please. >> Okay. Nice to see you all again. I was here last month. I hope you guys had amazing holiday. I have three minutes. Okay, no more chitchat. Um I'm here to actually ask each and every one of you if you could hear my appeal uh to have the book Poet X removed. And um I'm here to finish the argument that I was unable to finish last month. Um so I'll kind of start at the beginning. The way that I came to find out about the book Poetex was when a mom had reached out to me to let me know that their freshman student came home upset about a book that him and his classmates were
003being required to read. Of course, this piqued my curiosity due to the fact that I also have a freshman at SCHS. I did my due diligence and read through my son's copy and to say the least, I was shocked and disappointed. I am here not just for my kids, but I'm here because there are hundreds of students that do not have a voice that are be required to read something that is making them feel things that are not appropriate in the English class setting. The book Poetex contains repeated graphic descriptions which I read last time and these are not abstract references or vague illusions. They are explicit scenes that place a reader inside a sexual experience. My concern is not that difficult topics are addressed but that this material is required removing parental choice. If
004we were to turn these excerpts into movie scenes, would we be pushing play in those classrooms? Teenagers are still developing emotionally and psychologically, and required exposure to explicit sexual material is not necessary to teach literary analysis, empathy, or identity. There are many alternative texts that meet educational goals without crossing these boundaries. I am also aware that the students can opt out of reading this book and be given a different book that they can read, but will have to leave and go sit in the library while poet X is being discussed in class. And as a lot of us in this room know, that's ostracizing the kids. There's nobody, none of my friends kids that will say that will stick up for themselves because they will be shined a light on them that they don't want
005they don't want the extra attention. And at this age, they they have yet to find their voices. So they go along say nothing and it leaves them in a vulnerable position. The part that gets me the most as a mother and concerned parent is that our kids are being sexually stimulated in the classroom. My question is why are they being sexually stimulated in the classroom? I would encourage each and every one of you to grab that book. It's a very quick read and it reads like a romance novel and I just don't think that that's teaching our kids anything they need to learn. So, I go on to say, "We are the ones that are in charge of what comes in and out of the gates of our schools and classrooms, and protecting them is
006of the utmost importance. I appreciate every single thing that you do coming here at night and the hours that you spend thinking about our kids. And I do ask today that if you could please remove PoEx from the required reading list at San Clemeny High School. And may I go as far as asking to remove it from the rest of the district. I appreciate all of your time. Thank you, Miss Vargas. Okay. And on the agenda, all those in favor, plea, please say I. >> I. >> Any opposed? >> Okay. And the motion carries 601 to adopt the agenda. Mr. Swank, before the board recesses to close session, are there any requests to speak for a close session agenda item? The speaker spoke on close session, so there are more. No more. >> Thank you.
007>> The board will now recess for close session to address the following agenda items. Student readmissions, two cases. Student expulsions, two cases. Conference with legal counsel anticipated litigation, two cases. Conference with legal counsel, anticipated litigation, one case. Conference with legal counsel anticipated litigation, two cases. Conference with legal counsel existing litigation, three cases. Liability claim one case. The board will now recess to close session. President Davis, you may start the meeting. >> Good evening and welcome to the January 28th regular board meeting of the Capistroni Unified School District. The meeting is now in session. The time is 6:06 p.m. Mr. Swanky, can you please call the role? >> Student board member Hansen is absent this evening. Trustee Costanos >> here. Trusty Pritchard >> present. >> Trusty Zinger >> here. >> Trusty Adams >> here. >> Trusty
008Jones is absent this evening. Trusty Bulicas >> here. >> Trusty Davis >> here. The pledge of allegiance will be led by Patricia. Patrice, would you mind leading us in the pledge of allegiance? I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Mr. Mr. Swinky, can you please read out the report from close session? >> On agenda item 4 A, student readmissions, trustees voted 601 to approve staff recommendation on the following cases. 2023 0008 2024 027. On agenda item 4B, student expulsion, trustees voted 61 to approve staff recommendations on the following cases. 2026002 2026006. On agenda item 4 C, conference with legal counsel anticipated litigation. Trustees gave direction to staff. On agenda
009item 4 D, conference with legal counsel anticipated litigation. Trustees voted 331 to hear the level four complaint regarding instructional materials. Trustees Adams, Bulicus, and Davis voting A. I. Trustees Castianis Pritchard and Zolinger voting nay. Motion failed. On agenda item four, oh uh board will reconvene close session following all regular business of the board is completed. And this concludes the report. >> Thank you. We are now moving on to public comment. The total time for public comment shall be 20 minutes. Mr. Swanky, do we have any requests to speak on non-aggenda items? >> Yes, we have seven speakers, so the time will be three minutes each. >> Thank you. We will start with the student speaker, Alex Sarah, and then following Darla McGanna, Lisa Meyers, Michael Blanchard, Linda Moore, Julie Isola, and James Brophie. Alex, you
010may begin. >> Hello, my name is Alex Sarah and I am a student at Turo High School. I would like to voice my concern about San Juan Hills High School's website. So on San Juan Hills High School's website, there is a page with the d name with the name dreamers. All capital letters dreamers. So on the dreamers page on the high school's website, there is a link that helps illegal immigrants get driver's licenses. Now, let me remind you the consequences. In August of 2025, an illegal immigrant with a California driver's license caused a car crash that killed three people in Florida. Then in October, another illegal with a California CDL killed three more people in a brutal car crash in Ontario, California. Two illegals, two accidents, and six dead in two states. And yet, San
011Juan Hills is helping these people get driver's licenses. This is absolutely unacceptable. And I'm not pointing the finger at you guys because, you know, you guys may not be aware about this, but when six people die due to this stuff, it really affects me and I'm I'm outraged. I think that link should be removed and our school should be keeping students safe and I think that link is contributing to these deaths. I will ask, how many more people have to die before we do something about this? I'm fighting for those six innocent people who were killed. This is not about hate. This is about safety and morality. And if you guys care about the safety of your students, please get that link removed. I do not hate illegal immigrants and I just want for people
012to be safe. I don't think they have a right to be in the country, but I just want safety and I don't want for people dying in car crash. It's it's just very wrong. So, please do not contribute to this. Please remove this link and help save lives. Thank you. >> Darla Magana. >> Hello, my name is Darla Magna and I live in the community. I'm also a school librarian at a private school. Um, I want to start by saying thank you. My son is currently a student teacher in um San Juan Hills in an English class and he's thriving. His master teacher is absolutely wonderful and I want to thank the board for supporting partnerships like this with UCI credential program. But what I'm here to speak about tonight is a concern that I
013had after the last board meeting when several speakers spoke against a book available to high school students in the English classes called the PoEex. I've read this book twice. It's beautifully written, thoughtful, and powerful, and I fully understand why teachers would choose it for students. I want to urge caution when we hear books criticized through isolated quotes meant pulled and meant to shock, pulling language out of context as a disservice to the board, to educators, and to students. For example, one speaker shared a bowed passage describing physical affection between the main character Zeiamara and her boyfriend Aman. But that speaker stopped just before the next lines where Ziamara says, "We have to stop." And then she worried about how she might be treated for settle for setting a boundary. Quote, I waited for him to
014call me all the names I know girls get called in this moment to point me to the door. I know how this works. You put out or you get out. What comes next matters. I waited for him to point me to the door and I Oops. Sorry. So I was surprised when instead of my boots, Aman handed me his own t-shirt. And when I looked at him confused, he take it he takes it back and uses his sleeve to wipe the tears sprinting down my cheeks. That's not pornography. That's a clear, healthy message. It's okay to say no and respectful partners will listen. Another passage, excuse me, speakers last month also worried that the book teaches students to disregard parents. But what was not quoted was when a teacher counseledled Ziamara and the teacher said,
015quote, "You do have to talk to your mom. Really talk to her and you need to figure out how to make a relationship work with her." Later, the family even seeks help from a pastor. And this book was called Ungodly last month. So, those moments weren't shared, and I think it's because they just aren't shocking enough. I appreciate that this district has thoughtful processes in place that allow parents to request alternatives while allowing teachers to teach. My concern is simply this. When books are judged by cherrypicked quotes, we miss their full message. I urge us to consider what isn't being read aloud and to trust educators to who select literature based on its entire value. Thank you so much. >> Thank you. Our next speaker is Lisa Meyers. >> Good evening. I'm Lisa Myers. I'm
016a parent of two students at San Juan Hills High School who are very excited tonight because it's opening night of Sweeney Todd and they're both involved. So, I'm super proud of them. Tonight, I had to come here, though, instead to speak in honor of Liam Ramos, the 5-year-old boy with the blue bunny ear hat who was taken from his school last week in Minnesota. A quote from Min Minnesota Public Radio said, "His teacher, Ella Sullivan, was invisible tears during the announcement that Liam had been taken away. He's a bright young student and he's so kind and loving and his classmates miss him and all I want for him to be safe and back here," Sullivan said. Another Minnesota teacher shared this. "We're creating a generation of students from immigrant families who understand exactly how little
017this country values their safety. Given the trauma and anxiety these events in Minnesota have sparked among students and families nationwide and what we know about ICE out in our community, what support and reassurance is the district offering to those worried about this situation? I asked the school board and district leadership, what have you done to support the students, the families, the employees, the educators who live in every day in fear that someone in their community may not be there when they get home or the next day in their classroom. our school board members who claim to love children and love their community. How have you reassured your communities that this is a top concern of yours? Every time I think of the vision of a CUSD graduate, I think of how this schoolboard majority does
018not demonstrate those characteristics. Standing up for others is part of that vision. When will this board or district stand up for their students and those families? Thank you. [applause] >> Our next speaker is Michelle Blanchard. >> When you're ready. >> I thank you for correcting my name too. It's Michelle. I've heard Michael many times. Um Michelle Blanchard. I am a mom to two kids in the district and I am also this is my third year as an elementary library media tech. Um I did actually work in Kappo before my kids and I was a substitute teacher. Um so I've been in the district and been in education for a long time. But um I'm here because as much as I I know um it's not necessarily I don't know hope it happened in our lifetime,
019my lifetime that we would have full-time elementary library media texts. Um my 3.5 hours is is not um enough um to get everything that I need to get done. And I worry sometimes about you know different school sites. It should sometimes I believe it should be based on the numbers at the school. Uh like I happen to know somebody at O Grande that's a huge school and it's just one library tech. It makes me feel for her every time I hear about all the things they have to do rotating libraries. Anyways um but I'm here today because um as much as I'm fortunate that I can um survive uh with my one income family. Um but I want to be back to work and work more hours. So I'm always looking out for middle school
020and high school when I can. Next year my kids are both going to Capo. So, I'm very excited. Um, recently we had a change of position and I was reaching out because I was concerned that the there's usually in high school been an elementary technician, uh, library technician and elementary library clerk. Um, and when our, um, wonderful technician moved up um, and then the clerk moved up, the clerk position has not been filled and I reached out and I was told it has not been approved to fill. Um, and I know there's other clerk positions in the district that have not been filled. And so I'm concerned and I'm wanted to reach out to the district and ask why that is. Um, I worry for the kids that aren't getting I don't know how they're
021doing Chromebooks and checking out curriculum and um managing the library with one person, but also if I hope that you want to keep people in the district and you hope that that is the goal, the arc of where you would go if I if you can have elementary full-time position. I hope that those middle school and high school positions will continue. and I hope that you'll approve the clerk position to fill so that I may apply. Thank you. >> Thank you. Our next speaker is Miss Linda Moore. >> Hi, I'm a retired CUSD teacher. I attend schoolboard meetings regularly but was unable to do so last month. So instead, I watched the streaming version of it available at capusd.org, which is an excellent resource. Unfortunately, during open communications, I was disappointed to witness a small
022group of people speak to the banning of a book, The Poet X, in our school district. These were the same people who I have seen in the past speak to ban ban banning books many many many times in the past. They used their usual tactic of reading aloud passages from the book that they deemed unfit for our students. One person invoked the name of Jesus and referred to teachers as tempters. Fortunately, a high school librarian defended the book, noting that in the end, the main character chooses to make good decisions in her life. As a teacher, I know that books are an excellent resource used to stimulate critical thinking, analyze complex issues, and engage in meaningful discussion. I also know that banning books is a proverbial slippery slope that often leads to the censoring of
023all different types of information. It also needs to be remembered that we are a public school system. We are not a private religious school system. Finally, it is CUSD policy to allow parents to opt their children out of reading any of the district adopted books. So, trustees, please do not allow book banning into our district. Do not lead us down that contentious road. Thank you. [applause] >> Thank you. Our next speaker is Julie Isola. >> Good evening, trustees. My name is Julia Isola and I am honored to serve as the new president of CSEA. Representing more than 2,000 classified employees who are the backbone of our district. Our members are proud of the work we do every single day. We feed hungry students, support our most vulnerable learners in the classroom, and foster independent reading
024in our libraries. Big Michelle. Um, our office staff ensure everyone gets paid and the ADA funding flows to our schools. We keep the lights on, the water running, and the Wi-Fi working. We clean every campus, and maintain every field. Simply put, we make this district run. Our work matters. Our students deserve our best, and I'm proud to represent the dedicated professionals who show up for them every day. I look forward to working with you to ensure our classified employees have the support and the resources they need to continue to serve our community with excellence. Thank you. [applause] >> Thank you. Our next speaker is James Brophie. >> Hello. Uh my name is James Broofphy. I'm the parent of five children who are all students in the Capistron Unified School District ranging from elementary school to
025uh high school. And I'm also the Cub Scout leader for Cub Scout Pack 702 uh based out of Aliso Viejo. Uh historically most of the scouts that we've recruited into our pack uh which serves the elementary uh school age range have come from the local elementary schools uh within you know Capistron Unified. Um and depending on the policies of the uh elementary school principles in the area, Cub Scouts have generally been allowed to promote um their organization through uh and their recruiting events uh through things like um promotional flyers that have been approved by the principal uh to take home and takehome folders or to uh distribute flyers perhaps on a table before back to school night that families could take if they're interested. Um in the last two years, it's been much harder to
026uh recruit for Cub Scouts. Um at the elementary school level, our group has been told that Capistrona Unified uh has uh new policies in place that um restrict um recruiting for groups like Cub Scouts. So uh we have no longer been allowed, for example, to have a flyer out in front of the school that parents could pick a flyer up from back to school night, that kind of thing. Um, and this has even been at schools where we've had longstanding very positive relationships with uh the school uh principal and the PTA and so forth. Uh, and these restrictions on Cub Scout promotion have resulted in um diminishing uh recruitment. Um, it's been as hard I would say in the last two years as it was during COVID if you can believe that which was very
027very difficult. Uh I was very happy to have a massive upturn, but when we've had our uh recruiting restricted, that's been very difficult on our group. Um and um our group has had many benefits to uh the schools. We've done campus cleanups for the local elementary schools. Uh the older scouts and troop 774 have on many occasions helped break down um the equipment after the u some of the uh the fundraising fairs the local schools have had. My own son, uh, my eldest, is doing a project for his old middle school, AVMS. So, scouting has a long tradition of working with the schools and benefiting them. So, I would like to ask the school board to please u perhaps clarify how scouts uh can work with the schools, what we're permitted to do to do
028recruitment. That would be very, very helpful. Um, and to keep an open mind about it. you know, our our kids at these schools there uh that that that we have in our pack are the same kids in your schools. And you know, we all want to work hard to to benefit the community and uh teach our kids kids about civic service. So, thank you for your time. >> Thank you. We have no remaining speakers. >> Thank you. And I'd like to welcome Julia Julie as our new CSEA or CUA. No, CSEA. CSEA president. Thank you. Sorry. All right. Um, moving on to 11A presentation. We're moving to discussion action items. 11A presentation receipt of the district and community facility districts annual financial reports for the fiscal year ending June 30th, 2025. I have a motion
029to approve. Moved by Trusty Zinger, second by Trusty Bulicus. >> So, oh, so President Davis, we have a uh presentation today, not a an overhead, but a report from our internal auditor. So, I'd like to introduce uh Jessica Miller, her new name, is auditor with Nigro Nigro LLC. But before she starts, I'd like to thank um Philip uh Townsen, our assistant superintendent for fiscal services and her staff for the work that goes into what culminates into our budget each year and also into our audit uh audit report that the auditors prepare. >> Great. Thank you. >> Thank you. Um as was said, my name is Jessica Miller. I'm a partner with Nigro and Nigro and we're your external independent auditor. For presentations, I usually do a very brief overview of our process that takes place
030throughout the year and then the report itself. And I'm more than happy to answer any questions you might have about either at the conclusion. So for our process, it's really a repetitive each year annual process takes place in three different stages. We start really about this time of year with what we call our site visits. At that point in time, we're taking a sample of your different school sites, and we're actually going out to those sites and visiting and going through your attendance taking procedures as well as ASB transactions for the sites that have ASBs. Obviously, attendance is a major driver for a lot of your funding. And so, we want to make sure there's proper checks and balances and controls when it comes to how attendance is taken. This would include regular classroom attendance
031as well as independent study. A little bit later on in the year, we do our first visit with the district office. It's takes place in the springtime. So, we're not looking at final financial numbers yet, but we're looking at controls and compliance. For controls, that's taking samples of different transactions, making sure there's proper supporting documentation, things are being done timely, there's approvals when approvals are required, and just those kind of checks and balances on internal controls. We also do a lot of questionnaires with the different staff that handle transactions and have them kind of walk us through their procedures so we understand what procedures are in place over different transaction areas. We also do compliance testing, both state and federal compliance. For federal, we do a rotation of your largest federal programs and audit different
032ones each year. For state, we follow actually the state audit guide that's put out. And there's a lot of different things included in this. Can be anything from allowable expenditures for a particular program to a certain notice having to be posted or updated by a particular date. So quite a few different things that we look at. Actually, the attendance testing itself that we'd already done as part of that compliance testing as well. We come back again then in the fall. At this point, the books are closed for the year and so we're really shifting our focus to the financials, working our way through your unodudited actuals and making sure that the numbers presented there can be tied out to supporting documentation and that we agree with what's being presented in your funds and your unodudited
033actuals. All of that leads to a lovely audit report. Maybe not the most fun reading, but I'll give you kind of a quick overview as we go through. Starts off at the very beginning with our opinion letter. And in this report, this is what's known as a clean or an unmodified opinion, which is what you would want. It's saying that we agree that the financial statements as presented here are presented fairly in all material aspects. So that's really what that opening letter is saying. After [snorts] that is about seven pages or so of what's known as management's discussion and analysis. Sometimes call it the cliffnotes of the audit report. Gives shortened versions of the financial statements. Also gives current year as well as prior year information. So a little bit of context you can kind
034of see overall what went up, what went down, that sort of information. After that are the full financial statements and then after the full financial statements are the notes. That's going to be the bulk of the audit report itself. A lot of required disclosures about accounting policies and practices. Uh pensions and OPED in particular have rather lengthy required notes that take up quite a bit of that space. After the notes, there's more schedules in the back. There'll be a budgetary comparison schedule. There's more schedules on pension and OPED. Again, they have a lot of required disclosures. Uh there'll be a schedule of your federal expenditures for the year, your average daily attendance, your instructional minutes, a few other required schedules in the back, and then it really wraps up with three more opinion letters at
035the very end. The beginning was our overall opinion on financials. The letters in the back are with three different standards. So the first one according to governmental auditing standards, the second according to federal standards, and the last one for state compliance. And so really that's how those letters are laid out. Again, all cleaner, unmodified opinion on those letters. After that are any findings that were known for the year, which there weren't any in this audit report, and then any resolution of prior year findings. So again, very kind of quick overview. Um we also do the community facilities district as a separate audit. It's briefly mentioned in your main audit, but most of the detail for that is in the um separately issued audit that we do. When we're testing that, we focus a lot of
036our time on expenditures, making sure that the expenditures coming out of those funds are for allowable uses and then reconciling all the various funds and bank accounts that are used either for capital projects or for debt service on the community facility districts. Again, very brief overview, but more than happy to answer any questions or delve into any particular area in more detail. >> Thank you. Trustees, do you have any questions for staff or for Jessica? >> I do. Thank you, Jessica. Um you started off in saying you visit different schools. So I have a few questions. Um do you how do you rotate if there was a school that there was some kind of problem with it last year? Do you make sure you go back to that one and I'm asking in the realm
037of um our district is very large um and it's broken into seven different areas. Do does your um firm look to do an equal amount in each area? I just wonder what the approach is since you were giving us an overview. >> Sure. So, actually there are specific requirements on how large our sample is set by the state audit guide. It's not based off geographic. It's really based off of grade level. And so, we have to pull 20% of sites that cover any particular grade level. So, normally it kind of breaks up into, you know, elementary, middle, high school. Sometimes you have overlapping where one site might go like a if you had a K8 or something like that that would cover multiple grade levels. So that shifts it a little bit. So we do
038a rotating sample based off grade level. When we're pulling that, we will look at which ones we've tested in past years and basically trying to test the ones that's been the longest since we've tested that one. And so they're we're working our way through the rotation. And then we also when we're selecting we'll send our list of samples over to district office as well. So they kind of know in advance if they had a particular school site that they had concerns about and wanted us like, "Hey, can you pay extra special attention to this one?" Then that is something we would consider as well. >> Okay. Because potentially we have more elementary schools. >> Yes. >> Um versus middle school and high school. But when you get into the middle schools, we have ASB and
039not this school district in particular, although there's been times. Um ASB and those funds and the money handling had there's been a lot of different school districts that have had issues with that. Um how do you focus in on that these days? >> So for ASB, we're looking at it a few different times. We will look at during our site visits. So really don't see it much at uh elementary schools because they're unorganized, so fairly small amounts. But at middle schools and high schools, we do, again, we're kind of sampling the school sites and looking at um a rotation of the ASB activity for those sites. When we're out there, that would include middle and high school, as you mentioned. Um when we're out there, we're pulling uh cash receipts, making sure there's documentation for
040that. Money coming in from fundraisers, from athletics, from plays, that type of thing, and cash dispersements, money going out, making sure it's allowable, pre-approved. Uh we look at bank reconciliations as well, and we have some pretty lengthy questionnaires that we go through with the bookkeepers. We also will look at ASBs when we get to our year-end testing. Uh so ASBs are reported in your fund date, which is one of the funds um in your district. And so it's within obviously our overall financial report. At that point, we're really looking at final, so not as much transactional basis. We do that earlier on, but looking at final numbers, and so like their cash balances, we're tying out to bank statements, making sure those are reconciled, if they have any accounts receivable, accounts payable, tying that out
041to invoices or documentation there. And so really gathering the financials and bank information from all the different ASBs including the elementarymentaries actually at that stage and making sure those are all compiled together and that they're properly reflected in your fund 8. That's part of your unodudited actuals. >> Okay. And my last question is because ASB is a part of our school district, we have lots and lots and lots of parent booster clubs. Um but because that would be considered private I guess that would not fall under any um jurisdiction or auditing. Um is that correct? >> Correct. So boosters are generally formed as not for-p profofit entities. They operate under their own tax ID numbers. They have to do their own compliance, their own filing. So no, the only time we would really see it
042is once they've donated money into an ASB. Obviously that becomes a a cash receipt that's coming into the ASB. We'd see it at that point. But no, we don't audit the external boosters themselves. >> Okay. Thank you. >> Of course. >> Other comments, questions. >> Okay. Thank you, Jessica. >> Um, Mr. Frankie, do we have any requests to speak on this item? >> We have none. Thank you. And all those in favor, please say I. >> I. >> Any opposed? Motion carries 61. Okay. And we're moving on to 11B. California school dashboard college and career indicator and futurology presentation. This is anformational item only. No board action is necessary. I'd like to recognize Dr. Greg Murman, associate superintendent to introduce the item. >> Thank you very much, President Davis and trustees. It's our pleasure to
043present item 11B, California school dashboard, college and career indicator and futurology presentation. Assistant Superintendent Jen Smallley and Coordinator of College and Career Counseling Erica Gardner joined me to share a presentation with you this evening where we're going to present additional information regarding CUSD's dashboard kind of in a a continuation from the December meeting where we're providing more information in the area of college and career indicator. And then we're also providing information regarding our futurology counselors and how they're supporting our high school students. As always, we encourage you to ask questions along the way. Please stop us at any time. Erica Jen and I are happy to answer your questions. And also in the front row, district administrator Michelle Benham is here. She'll be helping as well for any technical data questions you may have. So
044you can ask any questions at any time of all of us. We begin tonight's presentation by revisiting the CCI indicator on the dashboard and explaining further about the criteria. You'll remember we we discussed this uh during the December meeting and how it relates to our district score of green or high on the dashboard. So just a friendly reminder before we dig in a little bit further that as you look at 2019 it may look like that was our highest point and before uh before the pandemic at 81.9%. Just wanted to point out again that the way this that the state changed the criteria for college courses around that time and what it did is it limited the types of college courses that would qualify for the CCI. So that significantly impacted our district as it
045did other districts across the state and it changed that bar. So Miss Small is now going to jump in and continue with more details regarding CCI metrics and exciting news about our schools on the AP honor role. Miss, >> I'm going to discuss both the college and the career readiness indicators. This slide focuses solely on the college readiness indicators. College readiness is not defined by a single test or a single pathway. Students can demonstrate college readiness through state testing, ABIP coursework and tests, CCAP college credit courses, A to G completion or completion of the state seal of biiteracy. This flexibility is intentional and important. It allows students with different strengths and goals to show college readiness in meaningful ways while still maintaining rigor. And then this slide demonstrates the career readiness indicators. Career readiness is
046equally important and equally equally intentional. Students can qualify through leadership in military science. As a reminder, we're in our third year of our new JOTC program at San Clemeni High School. CTE pathways, registered pre-apprenticeships, and or structured work-based learning experiences. As a reminder, the structured work-based learning experiences measure is specifically for our students who qualify for special education and are on the alternative pathway to diploma. The career indicators reinforce an important message for students and families that success after high school is not onesizefitsall. College is a great option, but it's not the only good option. This slide shows how our students are most commonly meeting the college and career indicators here in CUSD. A TOG completion, advanced placement participation, and smarter balanced assessments are our strongest contributors, which aligns with our district's strong academic focus.
047This data helps staff identify where to maintain our momentum and where to focus next. Vilus, >> can you please remind me um for the CTE pathway completion? The fact that it's just at 18% I would say is that because we have a lot of students that will take a bunch of different CTE courses but don't necessarily take the one pathway and get like a certificate in that >> my memory. I'm trying >> for Erica answer that question for you. you. So, it's CTE and so they have to complete a CTE pathway plus something else, whether that's A throughG completion or smarter balance test score. So, it's CTE plus. So, that's why yes, our students are absolutely completing pathways more, but they also have to meet another measure like taking a college course. >> Miss Small,
048I have a question, too. >> Yes. Um, so when I was looking at this bar graph, I'm thinking, okay, so and you just said it. Um, there are areas that we this is how it focuses on what do we need to improve on or what are what are our strengths, what are our weaknesses, but I don't really have um this is not my wheelhouse at all. And so what am I really like comparing it to? This is us as a district, but maybe 63 or 62.3% is phenomenal in Smarter Balance Assessment in when in comparison to the rest of the state or to in comparison to other students in other districts. I don't know. I'm just trying to figure out what do these numbers mean outside of this area and are these I'm just trying
049to look for some comparisons if that makes sense. We can do you have that with you or you can provide it? >> If you were going to pick like your strength or your weakness, are you just going say, "Okay, we're going to work on military science and leadership or register." I mean, are you just clearly just going down and looking at where we're low and high and those are and that's what we're doing or are there areas where we're high but we could be a lot higher? I guess >> we want to maintain where we are right now and then grow in military leadership military science. We expect that to anticipate that going up with the JOTC gaining >> growth and strength and more enrollment. And then we have a pre-apprenticeship starting at San Juan
050Hills this year. So we anticipate to see more of those programs in our schools. So we anticipate those numbers going up as well. >> Okay. >> Is that >> Yep. Thank you. to add on to Trusty Castianos. It would be nice to see comparison with within like Orange County and then the state of California so that it does give us some some frame of reference. Thank you. >> And then I'm excited like Dr. Mwin said to share this uh slide. All six of our comprehensive high schools earned AP honoral recognition between 2023 and 2025. This recognition reflects not just performance but increased access within advanced placement programs. It tells us that our CUSD students are enrolling, persisting, and succeeding in rigorous coursework across all of our six comprehensive campuses. The AP honor role offers four
051levels of distinction, bronze, silver, gold, and platinum. In 2023, we had four silver and two bronze schools and then grew in 2024 to five silver and one bronze. And we're excited to share that in 2025 we earned our first gold with f and with and had five silver schools. And I anticipate we'll be back to share platinum schools soon. With that, I will hand it off to Erica. Good evening. I get to talk about Futurology, our college and career counseling team who are all credentialed school counselors who are experts in college admissions. Many of our team members are UC application readers and so really know the ins and outs of college applications. We're extremely data driven and our goals align with our district goals and our school goals. One of our kind of um one
052of our helpful things is our webinars and we have monthly webinars on various topics. These topics are chosen with our advisory council that are that consist of parents, students, staff members, um really to kind of see what our students are asking for. So tonight actually we have our ninth and tth grade college and career orientation webinar going on now that we had over 500 families register for on average we have about 140 families joining us for our webinars that go over financial aid california.edu edu that I'm going to go into just a little bit more. And we're very excited about our alumni insights college admissions journey coming up in March where former board member Katherine Verando is going to be sharing her first year at UPEN with other students. So very excited about that. Not
053only do we have our webinars, but we also have one-on-one appointments with students and families. We have our tutorial workshops that we host at all of the six comprehensive um high schools. We have classroom lessons, our financial aid support during school and after school. We help host the college fair, the CUSD college fair, and then our summer programming where we offer one-on-one appointments over the summer and also workshops for students so they're prepared for their fall applications. Just a little numbers, our 2425 impact report. We had over 2500 one-on-one appointments with students and families. Last year, we were able to host over 23,000 um parents and students through our events. Our college fair is always one of our biggest of the of the year with over a thousand attendees. um and and just our our
054webinars, events, and 545 lessons that we have um given over over the last year. And those numbers we'll we'll have for you um next year as soon as this year is complete. So, I had mentioned California.edu or sometimes it's referred to as CCGI, but it's the state and CUSD's official college and career online platform for students. Um students in grades 6 through 12 have access to this online platform with career information, career like interest inventories, college search, college list building, A throughg monitoring so students can see where they are and tracking their A throughG so that they are able to apply to Cal States and UC's and there is a college application integration so what is on a student's transcript can automatically go into the UC and state application which helps with errors and time
055and taking of completing their college applications. Last year over 14,000 applications were launched through California colleges.edu and it's just a great partnership that we have. We do have a webinar coming up for families on how students and parents can kind of look over and see student grades and transcript and make sure their student is eligible for college applications. >> Question. >> Yes. >> Um the career assessments and search tools, I mean, oh my goodness, all of the offerings that you give. Do you have a way to measure um how many of our students are taking advantage of that? Because if we don't find that, if we feel there should be more, how we advertise it more? >> Absolutely. Great question. So, our school counseling teams have decided on lessons starting at sixth grade. The first
056one being an intro to California colleges.edu. And in that first lesson, all sixth graders are completing what or the first one is called an interest inventory. So just getting them excited about learning about themselves, what interests they have and then what careers go along with their interests and they can heard it, they like it and it saves to their profile. So counselors and teachers are able to see what careers their students are interested in, maybe bring in guest speakers and then connect them to colleges that have that major. So really starting off at that level. Um, also in eighth grade they do the what's called the intelligences. um assessment. It's not really saying their intelligence is just kind of their style of learning. And so students again connect to careers and colleges there. And then
057again at the high school level, they have access to this information and work in tutorials with our futurology counselors. So lots of different pieces in there. So for clarification, the career assessments and search tools, this isn't a site that they go to online and do themselves. They >> Yep. >> or they can as well. >> They can do it on their own, but we have counselors giving lessons on these in the classroom. >> Okay. Thank >> y And then this slide is from the National Student Clearing House. We get this data every year. This is actually our top institutions that students are enrolling in straight out of high school. And you're probably thinking, "Oh my goodness, 10,000 students. We don't have that many seniors graduating." This is actually they give us data from the last
058eight years. So this is class of 2018 all the way to class of 2025. And um as you can see, Saddleback is our institution that most of our students enroll in straight out of high school. Number two is going to be Calpali. um St. Louis Abyspo, we have Fullerton, San Diego State and so on. For the class of 2025, just that class, it was Saddleback and then IBC. So different different years, but again this is all the way class of 2018 to 2025. Um so in closing, college and career indicator is more than just a data point. It reflects systems counseling, instruction, and access all working in alignment. Our focus remains on preparing students not just for graduation day, but for what comes next and we appreciate you supporting students as well and being continued
059support to us. Thank you. >> Thank you, Mr. Swanky. Do we have any requests to speak on this item? >> There are none. >> Thank you. >> Okay, go ahead. I still have another two questions and and one for Jen. Um on that last slide, thank you for the clarification that it goes back to 118. We realize this is a business meeting for the trustees for our our benefit, but there are a lot of people that go on to our website and look and so it's helpful if the if the screen projects and gives that information that if that could have said from 2018 to 2025 because someone else might have the question we had 10,000 grades. Um and the last one, this might make you laugh, Jen. Um, I don't get the big book
060delivered to my home. I read the agenda on the screen. Some screens are better than the others. And I kept looking at the what I now know is bronze versus gold. It's so my screen was not showing the bronze and the gold. And I'm looking at it and I'm and I'm trying to figure out, well, so there's only one now. Why would why would we be proud of that? I didn't see that it was gold versus the bronze. Oh, if in a legend, you know, you could say bronze, silver, and gold, so people aren't like me trying to figure out what the chart is trying to tell me. >> Thank you. >> Would it also be possible to show the last years on the last chart that shows where students have gone? It shows the
061eight years, but could we pull it off and just >> extra extrapolate just last year's? >> That would be helpful, too. >> Yeah. Thank you. Okay, this is information only, so there's no board action. Thank you. Move on to 11C, 2026 [snorts] local control accountability plan, midyear monitoring report for the 202526 local control accountability plan. This is also an information item only and no board action is necessary. And I'd like to recognize Greg Marwin to present this item. Okay. Thank you, President Davis and trustees. Staff presents item 11 C, local control accountability plan, mid-year monitoring report for the 2526 local control accountability plan. This is an annual information item where staff reports mid-year data outcomes and expenditures related to the action steps in the current year's LCAP. Executive Director Dr. Michael Gomez joins me to
062answer any questions you may have. This is information. Sorry. Thank you, Miss Swinky. Do we have any requests to speak for this item? >> There are none. >> Thank you. Okay, trustees. >> Okay. Thank you so much. And we'll be moving on to 11D. We have a motion to approve the instructional materials recommended for adoption by the instructional materials review committee. Moved by Trusty Zinger, seconded by Trusty Bulockus. Trustees, do you have any questions for staff? Okay. Um, I just wanted to share something that my IMRC rep had shared in regards to one of the books. Um her husband is was really interested in the AP music theory text. So they both reviewed it carefully as he was um he was a teacher at a university anyway down in San Diego and they reviewed it
063in the district office and he said it was the very best music theory text he'd ever seen and they w they went and reviewed it here at the district office office which I just wanted to make sure that the public is aware that anyone can review any books at any time and just come into the office here and they have them available for you. Um, and anyway, it just basically wanted to say that it was absolutely the very best that he's ever seen and it's been far too many years since we've approved a new book in this category. So, um, I'm excited for that. So, The Musicians Guide to Theory and Analysis. And then on hidden figures, um I I just really appreciate that we're adding this book because it is the reminder that we
064are looking for lifelong learners and how we perform is the ultimate equalizer and we are in the business of education and these these incredible women um were educated, disciplined and they just had a strong educational foundation which allowed them to have such great careers and um they took ownership of their careers and learned new technology and worked within the groups that they were working with to make things better. So I'm so I'm excited for both of these. Okay. Any other comments, discussion? >> Okay, Mr. Swinky can I have a com uh >> are you are we supposed to be voting and then comment? >> We will vote after but we're good. move speaker cards, but go ahead. >> Okay. Do you want to do speaker? >> No, I should go ahead. >> Go ahead. >>
065Okay. I just wanted to add to that. I was very excited about Hidden um >> figures. >> Thank you. Hidden Figures. I saw that movie back in 2017 with my husband and I thought, you know, thank goodness there's filmmakers who decide to latch on to some of these things. How many years this happened in in the late 50s and 60s and these black women and you noticed in we noticed in the movie you know all white men all in white shirts what they went through you know I haven't read the book but in the movie and where they made them go so far to use the restroom and here are these women that are just brainiacs in mathematics and it was like how long it took us to have that story come out I I
066was ashamed shamed over that but thrilled to then learn um and that Nassau named the um a building after um and excuse me that I don't forget her name. I don't know if anybody Thank you. Um and so I was just thrilled that we have this book now in our library and for our students to learn about history. I think it was great. Thank you. >> So write down your stories. Who knows what'll happen. Mr. Mr. Swinky, do we have any requests to speak for this item? >> There are none. >> Thank you. Um, Miss Swinky, can you please call the role? >> Trusty Costanos. >> I. >> Trusty Pritchard. >> I. >> Trusty Zinger. >> I. >> Trusty Adams. >> I. >> Trusty Bulicus. >> I. >> Trusty Davis. >> I. Motion carries 601.
067Moving on to 11E. May I have a motion to wave second reading and approve the first reading for board policy 3580, district records. >> So move. because Gila's not here. Because Gila's not here, we can vote to approve it and then it has to come back on. So, we are not going to approve for first reading, but we will vote to approve um because we're short one board member here um because with less than anonymous vote for the total board bringing back for ratification on consent at the February meeting. May I have a motion? >> So, just to clarify, you're waving the second reading. So, >> waving the second reading. >> Yes. >> Yeah. to wave the second reading and approve the first reading, but it will come back on consent the next meeting. >>
068Sorry, I had a little pause in the discussion on that. So, thank you. Yes. And so moved by trustee Adams and seconded by trustee Thank you, Zinger. And I'd like to recognize Clark Hampton, deputy superintendent, to introduce the item. >> Thank you, President Davis. So, this this uh board policy was last updated in 2018. This just brings it up to date with the current technology and conforms with the latest federal and state laws on uh data privacy. >> Thank you, Mr. Swanky. Do we have any uh requests to speak for this item? >> There are none. >> Thank you. Okay. Trustee discussion. Okay. With no discussion, all those in favor, please say I. >> I. >> Any opposed? Okay. Motion carries. Motion carries 601. Thank you. Okay, moving to 11F. May I have a motion
069to wave second reading and approve the first reading of board policy 5131 um point2 bullying was with less than anonymous vote of the total board. Bring it back to ratification on consent at the February regular meeting. Moved by Trustee Adams, second by trustee Zinger. And I'd like to recognize Greg Murwin, associate superintendent to introduce the item. Thank you, President Davis and trustees. This policy was last revised in 2022. It's being updated in response to the federal program monitoring process. Dr. Gomez and I are available for questions. Staff recommends approval. >> Okay, any comments? I have a question on page 288. Um about halfway down the page it says when appropriate based on the severity or pervasiveness of the bullying the superintendent or designate shall notify parents of victims and perpetrators and may contact um law
070enforcement. When would it not be appropriate to contact to notify parents? >> We would always want to notify parents. We would never >> That's what I was thinking too. So, I don't know if that wording needs to be adjusted to say I mean I understand when appropriate contacting law enforcement >> but in my mind any kind of bullying we would want to contact parents. >> Yeah, we're double checking this is this is temp state template language. So, we're just confirming but we would always want to notify parents right >> if they were victims of bullying. We're happy to it's >> While we're while we're working on that, Miss Shinky, do we have any speaker cards on this item? >> There are none. Thank you. We'll continue with our discussion here. >> And actually, as we're
071looking at that's existing language from the way the policy was prior to the revisions. So, we're happy to to review that and make sure that's stronger statement to say we always notify parents. >> I would like that to be reviewed and maybe potentially be rewritten. Yeah. >> Yeah. Yeah. We'd be happy to do that. >> Okay. Thank you. Um I wanted to share we um I I believe all trustees received this an email in regard to this policy. Um and I have permission from this this uh constituent to share. This past Sunday at church, our pastor shared nine words that can change your life. I am sorry. I was wrong. Please forgive me. It immediately made her think about the seven years substituting in our district from K TK through high school and the countless
072classrooms she's been in. One thing that has been consistent across every age, every child at some point has been unkind or has has hurt another student. In the moments where she's witnessed an interaction like that, she's often had to step back in, step in, and coach students on how to apologize. What has surprised her most is how difficult asking for forgiveness can be for many of them. She's been encouraged to see this bullying policy is being reviewed and her hope is that it will go beyond identifying bullying and empowering bystanders and also teach students how to take responsibility for their actions in a meaningful way. Saying sorry is important but it is incomplete without the next step asking for forgiveness. I would love to see all students taught a simple shared framework perhaps expanding this
073to 10 words. I'm sorry. I was wrong. Can you forgive me? As you know, repairing relationships matters. For a student who has been hurt, hearing a genuine apology directly from the person who caused harm is powerful. For the student who caused the harm, learning how to take responsibility and seek forgiveness is formative. These are life skills and they must be taught. The videos and materials that she's seen at our schools, particularly at the middle school level, focuses primarily on being an upstander rather than a bystander. While that is valuable, there is no guidance for the student who bullied or the student who was hurt. No clear emphasis on accountability, responsibility, or repairing the relationship. This feels like a significant missed opportunity. I realizing I realize the bullying policy is being reviewed at tonight's meeting and
074new language is being added, but I hope the message for all staff to share with students is consistent. No child is perfect and every student needs to know that they can reverse course, change their behavior, and move forward leading with kindness and empathy. These 10 words can truly change a relationship. I am sorry. I was wrong. Can you forgive me? and then she asked for to, you know, was grateful for the thoughtful review of this important policy. So, I appreciated that email from one of our substitute teachers in our district and her sharing the importance of, you know, how important this policy is because words matter, actions matter from adults and students. And the best move forward is to focus on helping to make things right and helping teach how to build and repair and
075mend relationships as you move along in life. So, thank you. I think we're giving direction on this that will bring it back. And um any other comments? Okay. All those in favor say I. >> I. Any opposed? Motion carries. 61. Okay. Moving to 11G. May I have a motion to wave second reading and approve first reading board policy 5145.3 non-discrimination harassment, formerly 5180 non-discrimination with with less than an anonymous vote of the total board and bring it back for ratification on consent at the February regular meeting. >> Moved by. >> So moved. >> Trusty Adams. seconded by second >> trusty Bulockus. I'd like to recognize Greg Murwin, associate superintendent, to introduce the item. >> Thank you, President Davis and trustees. This policy was last revised in 2018. It's being updated in response again to the
076federal program monitoring process. Dr. Gomez is here again with me and we're available for questions. Staff recommends approval. >> Thank you, Mr. Swanky. Do we have any speaker cards or do we have any requests to speak for this item? >> There are none. Thank you. Trustees. >> Yeah. So I have the same question that I had on the previous policy. This is located on page 300. Um when appropriate based on the severity and pervasiveness, uh we shall notify parents. So I would say same thing. >> Yeah, it's the same it's the same exact language there as it is in the other. >> So we'll want to adjust adjust that one as well. >> Thank you. I'm assuming do we have any speaker cards on this item? >> Oh, so it's on page 300 and it
077says when appropriate based on the severity or pervasiveness of the bullying, the superintendent or designation notify the parents, guardians of victims and perpetrators and may contact law enforcement. And so I had the same question of when would it not be appropriate to notify parents. Yeah. Okay. Any other comments? Okay. Thank you. All those in favor say I. >> I. >> Any opposed? Motion carries 61. Okay. Okay, moving on to 11H. We have a motion to wave second reading and approve the first reading board policy 5145.7, formerly 5183, sexual harassment, with with less than an anonymous vote of the total board, and bring it back for ratification on consent at the February regular meeting. Moved by Trusty Bulockus, seconded by Trusty Adams. I'd like to recognize Greg Bergman Merwin, associate superintendent, to introduce the item. Thank
078you again, President Davis and trustees. Uh, this policy was last revised in 2021. It is also being updated in response to the federal program monitoring process. I do want to point out one other thing about this policy uh that the regarding how to notify the title 9 coordinator with sexual harassment concerns. That information is being moved from the policy into an accompanying administrative regulation. It will be posted on our website after the policyy's approved right next to the policy so that it will be very clear how people contact the coordinator. So Dr. Gomez and I are available for questions. Staff recommends approval. >> Okay, Miss Swinky, do we have any requests to speak for this item? >> There are none. >> Thank you. Trustees, trusty Bulgus. without necessarily stating who that contact is um for
079trustees to know is that person still the same that is going to be stated on the AR. >> Yes, the title N coordinator is still the same person. >> Thank you. Other questions? Okay. All those in favor please say I. >> I. I. >> Any opposed? >> Motion carries 601. We'll now move to the consent calendar. Mr. Swanky, do we have any requests to speak for this item? >> There are none. >> Thank you. Trustees, do we have any consent items that you'd like to pull? >> Okay. May I have a motion to approve the consent calendar? >> Moved by Trusty Zinger. >> Seconded by Trusty Bulicus. Mr. Swinky, can you please call the role? >> Trusty Costanos. >> I. >> Trusty Pritchard. >> Hi. >> Trusty Zinger. >> Hi. >> Trustee Adams. >> I.
080Trusty Bulicus. >> I trusty Jones. >> Sorry, Trusty Davis. >> Davis. Motion carries. I Motion carries 601 to approve the consent calendar. Thank you. >> Okay. And now I'd like to recognize uh Mr. Clark Hampton. Do you have any comments? This is now the superintendent and board member comments. >> Thank you, President Davis. I have no comments tonight. Thank you. >> Thank you, trustees. The only comment I would like to make is to congratulate Sam Darnold. And yeah, just say we're proud of you, Sam. CUSD is proud of you. St. Clemeny Triton's are proud of you. And also, shout out to Mike Darnold, his grandfather, who serves so faithfully and diligently at Dana Hills High School. Make sure your grandson gets you good seats at the game. [laughter] Any others? Well, you absolutely stole mine.
081So, thank you. Absolute congratulations to Sam Darnold. And um when I spoke with Mike Darnold a couple months ago, um it was it he's doing just excellent work in so many ways and it's exciting exciting to see. But it is really exciting for San Clemeni community and all of our community to have, you know, Sam Darnold running that running that ship there on that uh field. Okay. I love it. And I'd like to just recognize um some of the retirees on this month's agenda. Jeffrey Gino, who's a high school teacher for 31 years. And we've got Patricia Garcia, school bus driver for 35 years. Elmer um Santalon custodian for 35 years. Patricia York, PAR educator, 28 years. K. Lopery, PAR educator 27 years. Randy Vazano, PAR educator 27 years. Hector Rivera, school bus driver, 26
082years. Joanne Blacker, accounting technician, 25 years. Janine Napes, middle school office manager, 23 years. And Genevie Gonzalez, pair educator, 13 years. So, thank you to all all of the many, many years of service in CUSD, to those retiring, those that are currently working with us. May I have a motion to adjourn the meeting? Oh, I'm so sorry. My goodness. One moment, please. If we could please move this over to Trusty Bulacus for her for her comments. I have to advertise. So, Toro has their famous uh vocal concert uh the next two nights. It is the um Oh, just a second. Let me see. This is the Broadway tribute. And to remind everybody, it is the spring play season. Um, and Tossorro's play is um I want to get that title right. The girl in the
083white pinn. And I wasn't familiar with what that was, so I had to go on the internet and look to see. Um, and then later in spring, they're doing Foot Loose. Now, that's just one high school. And we have lots of performing arts throughout. So, I want to remind you, take advantage of spring season. It cost you less than going to the Seagarum Performing Arts Center. and to see our students perform is just great joy. So go online and check out tickets and go see a show and that's all I have. Thank you. >> I mean I'll jump in because this week at San Juan Hills is Sweeney Todd. So I'll be there this week as well. It's going to be a good one. So >> so many great things happening everywhere on the sports
084fields as well. Thank you. Okay. And [snorts] now if May I have a motion to adjourn this Oh, excuse me. I'm sorry. We are going to motion to recess this meeting. We need to go back into close session to go over the conference with legal counsel existing litigation three cases and item G the liability claim one case. Motion to recess. Okay. Moved by Trustee Adnms and seconded by Trusty Bulicus. We'll be back in a few moments. Thank you. trustes, please stand by while we start the live stream. >> Okay, welcome back. We have a motion to adjourn the meeting. >> So moved. >> Second. >> Moved by Trusty Adams. Okay, sorry. U when we readjourn the meeting and then we have to we have to reopen and then I have to read out the script.
085It's easy. Good later evening and welcome back to the January 28th regular board meeting of the Capistron Unified School District. The meeting is now back in session and the time is 7:25 p.m. Mr. Swinky, can you please call the role? >> Trusty Costanos is absent. Trusty Pritchard is absent. Lisa Zander or Trusty Zinger >> here. >> Trusty Jones is absent. Trusty Adams >> here. >> Trusty Bulicus >> here. Trusty Davis >> here. And Mrs. Swink, Mrs. Swinky, can you please report read the report from close session? >> On agenda item 4E, conference with legal council, anticipated litigation. Trustees voted 502 to approve staff recommendations on the following cases. ADR cases 20250 620m in case number 20251205. On item 4F, conference with legal counsel existing litigation. Trustees voted 502 to approve staff recommendations on the following
086OA cases. 20259 and agenda item on agenda item 4G liability claim. Trustees voted 502 to approve rejection of government claim number 2514189. This concludes my report. >> Thank you. And now may I have a motion to adjourn the meeting. >> So moved. >> Moved by Trusty Adam, second by trustee Salinger. All those in favor, please say I. >> I. >> Any opposed? Motion carries 403 to adjourn the meeting. The time is now 7:29 p.m. Thank you and have a great night.