Capistrano USD Board Workshop | 10-29-2025

001is 5:03 p.m. We'd like to remind everyone that this is anformational workshop for the board of trustees. Mrs. Hayes, can you please call the role? >> Thank you. >> Trustee Trustee Adams >> here. >> Trusty Bulicus >> here. >> Trusty Castianos is absent. Trusty Davis. Trusty Jones >> here. >> Trusty Pritchard is absent. Trusty Zinger >> here. >> The pledge of allegiance will be led by Dr. Gomez. >> Thank you. >> I aliance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> I wanted to add very quickly. >> Look, let's go ahead and finish this first. >> Okay. But before we vote on it, I talked to Mrs. Hayes. She said, "This is how I should

002do it." Correct. um is to ask to add something to the agenda and uh and that is just a one-word change to BP5115. 51115. Um that's the language immersion. Yeah. >> Is it is it >> it's not one of the ones we're doing, but it affects one of the other ones. So when we're talking about immersion PK and those it would be appropriate to add those in at that time. >> Okay. So talk you don't have agenda during PK >> if you wanted to make a staff sign. >> Yeah. It would just Right. >> You would do it at the same time. >> It's not a change to the agenda. >> Okay. Okay. So by trusty Adam, second by trusty Bulicus. All those in favor say I. >> I. >> Any opposed? Motion carry 601

003to adopt the agenda. I'd like to recognize Greg Hampton for education services board policy review. >> Good evening trustees. We have 22 policies that we are presenting for your feedback this evening. Uh before we start, I'm going to introduce to you the team that will be here to that has supported the policy work and will be here to answer questions for you. Uh, first we have assistant superintendents meas, Jen Smallley, and Brad Shear. We also have executive directors Chris Carter, Michael Gomez, and Darren Gindra will be joining us for item seven, suicide prevention coordinator Omero Coral will be joining us for item 12, mobile communication devices. High school principles Kennesy, Britney Casey, Brad Baker, and Cena Abidzad will be joining us for that item. uh for items 18 and 20, Principal Michael Hatcher will be

004joining us to uh for any questions about alternative programs. And then also a a person maybe you haven't seen before, but the behind thescenes wizard who does all the revisions and we'll be taking copious notes, our executive assistant Angie Nolles is here as well. So with that, we're going to jump right in. Uh we'll start with A1, first reading board policy 0410, non-discrimination in district programs and activities. We are available for your feedback. Trusty Jones. >> So, um, I read the ED code on this and I was disappointed to see that it refers to Apache, Chipua, and Comanches as derogatory terms because I'm pretty sure the Apaches, Chipua, and Comanches don't think that. What I would like to say, and I don't think there's any problem with eco any conflict, is to say derogatory or

005potentially offensive Native American terms. I just think it's insulting to a ethnic group to say that their name is derogatory. Um, so >> that same paragraph, I think you're talking about the fourth paragraph down on page 13. Is that correct? Okay. So, I have that same paragraph kind of highlighted and I first off, I'm I 100% agree and would like an alternative word there. And also um have we talked to our Native American American Indian tribes locally as if they prefer American Indian or Native American because I know it's often a discussion. So I think what we should do is is to reach out to our group. My microphone is not working. Oh, maybe it is. Okay. Um we have not specifically asked for that feedback. uh we tend to use Native American, but I'd

006be happy to reach out to our parent chairperson who is actually also the chairperson of the Aashiman Nation and get their preference for that. >> Okay, great. Yeah, because I as a Native American, American Indian, it's I think that's important and I highly recommend that we change the word derogatory because I agree and my high school name was Braves and Apaches and yeah, so it comes with some concern to make sure that it's in line with what we're looking for. >> We we do still have to make sure we in line with ED code though. So we we >> but we could choose another word. >> Well, some of these are called out >> derogatory. Do I'm sure we could choose another word rather than >> Yeah. >> Is that's the legal definition. >> Is

007that what you're suggesting, Gila? Is to switch the word derogatory or >> I I will the Ed code does say derogatory and they do say Native American which was surprising to me, >> right? >> Um and but I do think if we say derogatory or potentially offensive that I think sort of covers it. We could say Native American SL uh American Indian uh American Indian, whatever. I I >> uh I agree with you. American Indian is kind of a dated term and I was surprised they used it, but >> So, are you still saying keep the >> Oh, yes. Keep Apache, right? Right. Because that's in ED code. I mean, this this paragraph is comes right from ED code. >> Okay. But but I don't think it's a conflict to say just not derogatory Native

008American terms and instead say derogatory or potentially offensive. >> Yeah. And then staff will check with our our community partners about Native American versus American Indian or or including both. >> I for sure if possible would prefer to remove derogatory >> if that's possible. Other comments one more thing ities coordinator. >> Uh that would be Laura Lions, assistant of human resources. >> Thank you. Question. Is my mic working? No, it sounds like it's working. um for in-house use um in any of our directories. Does Laura Lion have all her titles given to us? You know, title nine, this other one plus what she is as an assistant superintendent of human resource services. Um because if it's not there when one of us goes to look up and say, "Who who ever sees that? How are

009we supposed to find?" >> Yeah. It's definitely part of the job description. It's also there when you go to those. So, if you go to because you want to do an ADA filing, when you look up who the ADA coordinator is, it shows Laura Lion. If you look up who our um title N coordinator because you want to file a Title N compl complaint or have a title N question, it it shows Laura. Title N. There's not >> website. >> Yeah. Under those things though, not under the directory of her with everything listed, but if you were going to file a Title N complaint, it shows Laura Line. >> Okay. At least it should. Are you talking about direct >> public? I'm talking when I say >> I mean for any staff member for any

010one of us inside CUSD. >> Yeah, we've got an alphabetical one. We have one by department. >> Yeah. And you have an org chart. We we've generally I don't know that we have that in there. We've generally not included sort of >> titles. Well, it's not they're not titles, right? They're sort of superintendent designate responsibilities. we could put them to anybody. Um it doesn't have to be with Laura. So Laura happens to be handling those because that's the way that we've got it designated, but it's not actually her her job title to do those things. Um it's just part of her her responsibilities, right? So I I we could put there I think that the figuring out where we draw the line of who oversees which projects and which things everybody has probably a long

011list under their name. >> Okay. Okay. So, if I go to the website and look up for the ADA person or the Title N, it has her name. >> Yes. >> Okay. Thank you. >> And we can look at the directory. We'll look at I just I don't think it's there that way. >> And do we have any um any of our schools that have more than 15% of the school students speak a single primary language other than English? How many or rather how many of our schools? I I'm not giving you the exact one, but it's around 15 to 18 of our schools. Okay. >> Have that translation requirement because they have that >> for one language. >> Yes. And it's only Spanish for us districtwide. There's not a particular school that has any

012other population that that >> reaches that threshold. That's what I thought. Thank you. >> Any other questions? No. >> Yeah, I don't think there >> just requires that we provide translation. So there I don't know there's an acronym for that. Just it's a requirement. >> Okay. Any other comments? All right. I think we got some direction on that one. Thank you. Thank you. Okay, we'll move on to A2. >> All right, thank you. A2, first reading, board policy 050, accountability. We're available for questions and feedback >> on the last paragraph. What technical assistance do we currently receive from the Orange County Board of Education? >> Great question. Uh the board of it's not necessarily the board of education but the Orange County Department of Education. >> Sorry, Department of Ed. That's what >> they provide

013us the technical support. So, as we've been working through the um differentiated assistance support that they provide, they're the ones that facilitate. So there's actually a department um I want to say their continuous improvement department is who we interface with as a district to make sure that our LCAP addresses that differentiated stand uh assistance as well as the different supports that they provide us as a district in differentiated assistance. >> Thank you. I have a question and then go ahead. >> Um on the third paragraph, the first line, uh the district and each district school shall demonstrate comparable improvement in academic achievement for all numerically significant student subgroups. Is there a particular group, excuse me, a particular report that gives us that information right now or is it where someone has to be pulling that

014to provide that? >> We have to pull it. We do every year. So actually in the last board meeting we talked about those statistically significant subgroups and their um performance their growth right so we we give the report to you usually twice right once in October and then this year it'll be a little later for the dashboard report where the dashboard when that I believe becomes unmbargoed November 13th is when it becomes unmbargoed so it's on our December uh timeline that also we review those statistically significant subgroups we don't have a place where one report comes we have to pull all that from from the different sort of data sources that we have but we provide it twice year in this room. >> It just seems to me in these policies that throughout um there's

015more and more policy that states we will be given these numbers. And you have already shared with us we don't have a reporting system that pulls it all. And so we're about to sign up that our policy states we will share this with parents, we will share this with everybody and have these numbers. um are we going to be able to live up to that? I mean >> yeah I mean we have so far right I mean that's like I said that's one of the reasons we do those one of the reasons we do those presentations in board meetings right that is a place where then that is public it's available it's accessible we give that that data point right so so we do that it just it it takes staff time and work to

016put those together but that is the work of our staff we are investing in infrastructure to make some of that a little bit easier for ourselves with our data warehousing system um that we're investing in to give ourselves dashboards where hopefully it will become um a easier to pull and b easier to to report on if we want to in interim methods uh with interim data points but right now we pull it and we present it uh in the board meeting for that reason basically. >> Okay. Well then as we go through I will start to point out on each policy where I don't believe I've ever been given that information before and it seems like we're now signing ourselves up for it. So uh >> well this one we definitely have done so but

017yes we'll talk about them >> so um same paragraph uh trusty Bulockas had a slight different question it says uh district in each district school shall demonstrate comparable improvement um I don't understand how we can and and I I looked for this in vain in ed code it ain't there um I I don't understand how we can sign up for demonstrating comparable improvement in all these groups because sometimes you just don't get it no matter how hard you're trying. Um, so why are we saying comparable improvement if that's if EdCode doesn't say we have to? And well, I guess that's the question. I I would say when when it comes down to this as we as a district look at that data we start comparing comparable schools where we're looking at we would not want

018to compare like a Canon Vista to a Konosha but we look at oh look at our title one schools look at our emergence schools just kind of how they exist in our our pockets where they're similar amongst the schools is the way that we've kind of have done that process >> but I I would I would agree that that that's a question that I was wondering was going to come up, right? We're basically saying that we're violating policy if we don't show improvement. Um, and there are years where for some reason different schools don't show improvement. So, I think that we could look at that language. Um, because I think accountability, the the spirit is that we're reporting on what we're doing. And yes, we're pushing for improvement. We don't definitely want to say no

019improvements necessary, but I think we want to give ourselves Yeah. some >> uh but but actually demonstrating it. I Yeah, we're going to we're saying that something we can't do. I don't >> Yeah, I think I think we probably look at some language that says if we don't show improvement, you know, we're able to sort of do analysis and get to get to what we want to do about that, make changes, right? >> Good. >> Other comments? >> I'm going to go back to the first paragraph, uh, the second sentence. The board shall regularly review the effectiveness of district programs, personnel, and fiscal operations with a focus on the capacity to improve student achievement. Um, the board is going to regularly review and it has personnel in here. Again, I mean, unless there's a particular

020issue, I've never been aware that we get into discussions about personnel and their effectiveness or not employee. >> Yeah, we probably need to look at some of that language because ultimately it's the superintendent who reviews the effectiveness of personnel and and then that comes out and I I think the idea is that you're providing fiscal oversight there. Like if we're going to invest in a program, then we're going to report on the effectiveness of that program. So, we'll clean up that language. Yeah, I would agree like in the LCAP you have >> the personnel that are responsible for different programs and services and so that would be something we would be obviously the LCAP we have to tie it to results. So we're measuring the effectiveness of spending our find our our resources on that

021personnel that result >> I understand but my concern was once it's in the policy we say this then it I should be able to ask about personnel and that's you know in my domain. Thank you. had the same question, not paragraph. So, other questions, comments, direction. >> Okay, we got direction on that policy. All right. 4 A3, school accountability report card. >> Thank you. First reading board policy 0510, school accountability report card. comments, questions, anything to add? Um, I was curious if we could see the school accountability report card, what it has on it. I don't have an example here, but I know they're definitely on our website. U if I I can get you a copy though. >> Okay, that'd be great. >> Yeah, they are public, but we will send them all to

022you. But sirs are public documents. you okay? Okay. Any other comments or direction? Okay, that's the one. Thank you. All right. 4 A4 and the intervention in underperforming schools. >> Thank you. A4 first reading board policy 0520 intervention in under underperforming schools. comments. >> You'll note this is a new board policy. So there are no revisions to it. It is a new policy >> and that is because >> this is in this is in preparation for our federal program monitoring our FPM. So we will have auditors coming to make sure from CDE that all of our policies are accurate and up to date. This is a policy that we did not previously have so we're adding it. So I'm >> as well. >> I'm curious. How did we have a 052.2 but never had the

023052. >> That's very interesting. I do not know why that that's the case. >> And that's why we're doing these workshops of 20 plus policies multiple times to to get ourselves caught up and up uh compliant. >> But I think sometimes it's a matter of there's like a CSBA policy that we aren't using. Um so we are just leaving that blank. uh until one comes along. >> So, I have a question for Dr. Brown. Um kind of starting here on uh BP0520 and continuing through. Um and maybe because I just haven't read enough of these board policies. I see that you're supposed to be having a lot of meetings with the county superintendent. Um, do you actually um in the first number one county superintendent to review performance data? Does Dr. Bean actually review each

024school districts on somewhat of a regular basis >> or do you meet with him that often? >> I I can't speak to what he does and does not review. I would imagine that he has a team that looks and then the districts that get put into like differentiated support or have certain areas that are in differential support, that's where their team then meets. So it's not like they're going to meet every year with every district. That wouldn't be possible um for everything. But if you get put into differentiated assistance, his design like our department we talked about earlier meets with my design to talk about what is the technical support we need for differentiated assistance for whichever subgroup is in differentiated assistant. Um and then so some districts he's going to meet a lot more

025with, others he's going to meet a lot less with. He does meet uh with all of the OC soups. Once a month he comes to our OCUs meeting. So, we do we talk about all sorts of things, not necessarily our individuals and then he and I meet as needed. Uh, but I don't know that he individually reviews every school. I believe it's his department, right? Kind of like the he doesn't review all of our budgets, but his the OCD is responsible for reviewing and qualifying our budget and then they do and they work with Clark and we get a qualified budget. Um, so we work designate to designate. >> Yeah. And and I think I want to add the word designated these like we do in most of our policies wherever it's not pleasant because

026the the idea that Dr. Bean and I was going to sit and meet with soups over the hundreds of schools in OC is probably not realistic but his teams will meet with our teams. >> Other comments action okay 45 the comprehensive and targeted school improvement. This is also a new board policy. >> Thank you. Yes, this is a new policy. First reading board policy 0520.1 comprehensive and targeted school improvement. >> So I understand how this is new and and it's there's a reference as I'm sure we have to put into CSI, TSI, and ATSI designated schools. Do we have any such schools? Yes, currently we have two schools that are TSI and that's going to be Capistrono Union High School and Dana Hills High School. Both of which were identified for their u performance on

027their English learner progress indicator. >> And then we have one ATSI school and that's Delabispo and that is for uh the student group two or more races in chronic absenteeism and suspension. >> I believe I Los Flores Elementary School um is also noted as at >> they are out of ATSI. They exited. >> They did? >> Yes. >> Okay. Well, on our LCFF that's online, they're still on. >> Yes. For that particular um instance on the LCAP, at the time when the LCAP was written, we had to include all schools on the 2023 dashboard that were ATSI. Since the 2024 dashboard was released, we now only have three schools in that case. So, one for Delispo as the ATSI and then two for TSI. >> It is very great progress that our schools have made.

028>> And I'll I'll mention too that when we present the dashboard when we have we will share the names of the schools, >> we have done so in the past. We'll continue to do so so that you know who is categorized for what's level of support. And are we offering a a high incentive at Delabispo to increase our attendance there? >> Uh the school has identified a number of attendance improvement strategies um to incentivize and just you're welcomed here. You're part of our team. All of those kinds of things. Uh the school has worked comprehensively to address those um elements. And then on this page and then on page 34 second paragraph down of two years of implementing the school plan. If any school has been unsuccessful in improving student outcomes to a level that

029exceeds initial eligibility criteria, the district shall identify the problem and take action as necessary. Why are we waiting two years? >> The way even our LCAP is written. So when something has been ineffective, you can't keep doing the same thing over. Um but every year Delabby um or any school in this revises their school plans like this worked, this did not work. We're not seeing the the amount of income so or not income the amount of change that needs to happen. So they change the strategies. >> Yeah. So it gives you the time if you're going to try something you don't then abandon it nine months later to try something new. So you don't get that rolling initiative, right? It gives you two years. If two years it doesn't work now you do have to

030try something new for those school gives you that timeline to implement something get it throughout the school which we know it takes a year to implement and then a year to happen right then you look at data so if you try to roll an implementation every nine year months um knowing what's effective and what's not you're never going to get there >> right and then the follow-up on that is the four years if it's if it fails the student outcomes within four years to a level that exceeds a CSI eligibility it shall be subject to more rigorous intervention So we're giving it to and then >> yeah so at that point then we have to we have to spend more money and we have to do more to partner with other agencies and organizations. Basically

031we're giving two years to try interventions, four years to see if we can figure it out internally and if we can't uh then we have something else we have to do but we've been pretty successful in getting ourselves out of there. >> And and I will say uh President Davis um Capstone Union was CS our CSI school and they exited based on the 24 2024 dashboard. They exited that status. Oh, great. >> TSI, a different label in this process, but they did exit the CSI, which was more harsh kind of a thing to a different label of level of support that they needed as a school site. So, we do have our own schools that have made those progresses. >> And how about Dana? >> Dana Hills High School is in new in TSI. I'm

032anxious to see our new dashboard to see if they've made gains, but we know that it takes time. So, >> right. And remember the other thing that some of this data is based on dashboard. State does not embargo dashboard till November. So if if you were trying to make changes every year, now you're making mid-year shifts, right? So that's the other reason we have a two and a four-year timeline is the dashboard data that's going to make these determinations will come out in the next three weeks or last year, >> right? And so and they're the ones that make the determination, not us. So that we have to deal with that. Miss Adams. >> Um on that same page, the first sentence, the board and super and superintendent or designate shall regularly review the performance

033of each school. What's regularly? Do we do we need to be more specific on that? >> I mean, the principal at that school is one of my designates and they're reviewing data on that, you know, weekly depending on what the different thing is. So, so I don't know that we need to be more specific, but design has, you know, the principal is a design coordinator is a design, right? So, so it's at different levels at different times. >> Okay. >> Other comments or direction? >> Okay. Thank you. Thank you. All right. Moving on to 4 A6. The deletion of board policy title one program improvement schools. >> Yes. Thank you. So yes, this board policy is being we are recommending deletion because this is no longer current information. This is uh board policy 0520.2 title

034one program improvement schools which is now outdated and no longer in effect. >> Perfect. Okay. All right. Moving on. Okay. For A7 um boardley on the suicide prevention. >> Okay. Just checking to see that our our star witness is in the audience. Just kidding. Coordinator Romero Carell is here and he is the coordinator of our counseling services. So he is he can speak to if you have any questions regarding the actual work that's uh described in this policy. So we are presenting to you A7 first reading board policy 5141.52 suicide prevention. >> Thank you. Any comments? Trusty Jones. Um, okay. Just a little housekeeping uh under Oh, where is it? Oh, I guess it's actually the first second new paragraph or third uh where it names all the different people that interact with students and

035we name crossing guards who are not our employees, but we don't name campus supervisors. I thought maybe we should consider naming campus supervisors and not crossing guards. I would leave it up to staff. I you know, but I just thought it was something that ought to be uh mentioned. Um and I have a similar concern to my concern about the Native Americans saying that uh uh on in the next page under suicide prevention. Well, number nine on the next one. uh as appropriate, these measures and strategies shall specifically address the needs of students at um who are at a high risk of suicide, including all these different ones. And I I just feel like it's insulting to say that they are at high risk. They may be at a higher risk certainly and I understand

036why such students are likely to be at higher risk but I just feel like we're we're labeling them in a way that I you know words matter and I and I think that to to say that just bothers me. Um >> can you clarify again where you are Trusty Jones? >> I'm sorry. Okay. >> Page 40. Yes. Uh second from the bottom, as appropriate, these measures and strategies shall specifically address the needs of students who are at high risk of suicide, including and then all of these >> okay >> types um and um may be at high risk or maybe at higher risk. I just >> I just don't like making assumptions about people. I just don't. And I felt like that was something just >> I like it. >> Just kind of insulting. >>

037Um >> appropriate. >> Do you want this? >> No. No. >> Okay. I have a question. >> I don't see where you >> where it lists crossing guard. >> Oh, it was the previous page. It was over here. >> 39. >> Page 30. >> 39. >> Right here. number under number one, >> right? >> Third paragraph up. >> Got it. >> Yeah. Number one, >> crossing guards are not our our employees. So, we have no authority over them. >> Uh, and I did, by the way, on this one where I just said that I had problem with it. Uh, that I did look at ED code and ED code is not requiring us to say that they are at high risk. No, no. I'm saying that was the language being >> what I what we

038were talking about is that might be the language that's being used in a code, but that doesn't mean we have to use that exact words. It's not a change for us. So that's fine. >> An increased risk. It's clearly an increased risk, but it's not like everybody. Some districts do do pay their crossing guards. We don't >> Right. Exactly. Exactly. No, no, I understand that. >> Okay. I have a question for Omero. Are we currently working with um any kind of governmental agency in terms of our um suicide prevention plan? >> It mentioned here on page 39 the first uh red paragraph that's not stricken through um that uh if a city or a county has a plan that we might work with them. I contacted the city of Mission Viejo to see if we

039have um a specific plan and we don't as a city but they then recommended a particular source. So I just wondered um what are our sources? >> When we calibrated for the current protocols as they stand we coordinated with the county Orange County Department of Ed has regional mental health coordinators. the individuals we work with are no longer employed but the position is still there and we still consult with them as needed but as the uh protocol and prevention support stand we coordinated with them and additionally with chalk um because they have a mental health impatient program to which some of our students who present with ideiations will be supported there and so we just look to coordinate with as many educational partners you know as possible to do so um even inclusive of a

040small county contracted um organization children's in home crisis stabilization is another um agency that we asked to reflect on our current prevention protocols and support and they just gave us additional language to be mindful of um with regards to how we're screening students since we're not conducting assessments and making determinations on our students. So those were the entities that we reached out to to support the protocols as they stand. >> Has there been work done to work with our cities? uh with our cities. Not that was directed to us by the county chalk or the children's in home crisis organization, but I'm sure we'd be happy to to always just try to be as intentional as possible. >> If we have partnerships that we can find, we use them. In Orange County, the mental health,

041a lot of the mental health funding that comes to the county is distributed at the county level, not the city level. Right? So, the county gets the dispersement from the state for mental health supports. Then they contract with agencies and with the school districts who you can refer to, right? So it it tends to be at least for us run at the county level more than at the city level as many of our cities are very small and and don't have that ability to get those contracts done. >> Just to let you know the city of Mission Viejo, they work with the American Federation of Suicide Prevention. That was the recommendation. Uh not that I'm aware. Which number? >> Where are you? Where are you at? But the polic I understand the policy is about

042what we do not who is highrisisk people right but when you're right are high risk >> but you're saying you could not list but you can't change thatclude people do fit that >> right >> as an example. >> Yeah. >> So that if you need >> you could put the example in the AR. >> Yes. >> Yeah. Yeah. So so the idea would be that because of these things that we must do for students who are at high risk. This isn't about defining who is at high risk. This is the intention of this paragraph is what do we have to do? So then you would put the how we determine risk and who might be at high risk in an AR. Um but you would just so you would simplify that step. It would list

043as appropriate these messages and strategies. >> Period. Everything else >> they are. >> On page 39, uh item number two at the bottom, instruction to students. So it's listing uh measures and strategies for suicide prevention, intervention, postvention shall include but are not limited to and then it makes a list. Uh number two, instruction to students in problem solving, coping, etc. Do we get to I would love to see um the that instruction is that available to to trustees to kind of see what what's being taught on that >> instruction. The instruction that's provided is through mindwise signs of suicide. >> It's through what? >> Mindweise is the organization and the presentation to students is signs of suicide and it comes uh at seventh grade and 10th grade and additionally there's also parent resources that are

044provided. So um as we present it there's language that we communicate out to the students to the community and families and so we can get a copy of that. Okay. >> Yeah absolutely we can share that and that's delivered by the counselors >> school counselors. >> Yes. So we can share that with trustees. >> That would be great. Thank you. And then on page 40, uh, item number four at the top, the review of materials and resources used in awareness efforts and communications. So you're reviewing the materials to ensure they align with best practices for safe and effective messaging about suicide. Where what's the guidance on that? like who's deciding or what what are we using to say yeah this is what best practice is we're leaning on the the curation of the signs of

045suicide curriculum >> okay >> but that's also the work we did with our county mind wise but that's also the work we did with our county right so when we talk about our protocols our protocols include all that messaging and so when we talk about our county partners who help us with that right we we don't what this is basically saying is that we're not going to just create it once and then walk away from it right we're going to continue to partner with our county resources with MindWise with our partners to make sure uh that we're staying up to date on whatever practices are changing >> uh as you know this continues to move forward. >> Okay. >> Perfect. >> And I would mention too that um um you have helped to uh develop

046a document that has prevention intervention postvention u uh guidance for schools regard and communication is part of that. So we can share that document with you. We update it regularly to make sure that you know if there are any other new practices that are um recommended by the OCD or our other partners, we update it. We happy to share with you what that that it's basically a handbook kind of a guide book on on again and from everywhere from prevention to intervention to postvention and what is communication is a big part of that >> in line with trusty Pritchard's um on page 40 the last paragraph and then the first paragraph on 41 um could those two paragraphs go in the AR I don't know that they don't I'm not sure that that's necessary for

047us to establish prosperous process for school staff to maintain daily or regular contact with all students. I don't know if that needs to be in the policy or rather the AR. I don't know if those two paragraphs should be policy or AR. Bottom of 40 and top of 41. I mean continuing on to the next two as well. >> We'll have to look into that. the top 41 talks about we don't we're not absolved of our duties to check in with students just because we're through distance learning in the event that we have to go to distance learning. Um so I don't know how that would be worded. So we'll look at that. We can look at how that could be worded differently if it went into the hour. But but that is sort of

048a policy piece right that's it's not a it's a a what not a how. We will continue to check on even during distance learning. >> The AR would be how distance learning again. Unfortunately, I can't predict the future and who knows what the state and federal government may do at some point in the distant future. >> Um, looking forward on that because so oftent times a phone call from a school is made to a home and they get the answer machine and then the next day maybe the answer machine. Do do we have any kind of system set up that um you know after so many days we send out the sheriff to check on the person or >> um and is that a policy within this? >> That would be the AR about how

049but we check we we also have our bilingual and our community leaison who do home checks. Our counselors can do home checks and then yes we we can also have the sheriff's department do wellness checks. So it just depends on why we're calling right. We we don't want to have a policy that says every time we don't get a parent, we're instantly going out, right? Because it has to be if we were calling for some concern, then usually we go out right away. If we can't get a hold of anybody and we had a concern, we would consult with our counselor and our sheriff and and go out right away. We're calling for some benign reason, then then we don't. >> Okay. I also have a question on paragraph three, the first line. The board

050shall in uh ensure that suicide prevention measures and strategies for students in grades six through excuse me K through six. So most of our elementary schools go through five. Um then I assume we have a process that the elementary school if we have students that are on maybe suicide watch that that information is then shared to the middle school that they are now attending. Um >> yes absolutely the fifth grade the admin counselors supporting and as the student goes to the middle school or you know to K8 it's obviously much more seamless but that I would imagine that the as a student moves and metriculates from fifth to sixth >> there's the the schools communicate and make sure that that student that needs support >> it's also in the and and the student record file

051so those things get flagged and they show up on the um counselor's reports when >> I'm sure this has to do with the 12 and under the laws within California on the over 12 or 12 and under. Is that why we're And I'm I'm guessing we're making the change to say TK to six. >> We do need >> Yeah, >> we do need to make that adjustment. So, it does say TK >> and I mean this is critical. This is and I don't know if this if there's some way that we can strengthen this, but this is really critical that we are that it's really sensitive to the age appropriateness of of the discussion. and they're little. >> So, I don't know if we can somehow strengthen that that it's like critically important that it's

052very very sensitive, age appropriate. >> Um, and then the last paragraph, all right, on ed code 234.6 six is and is this policy on our um parent corner on the website and the ed code that connects with it? >> Yes, this policy would be posted on the website. >> Okay. >> It currently is and the revised version once approved >> whatever it's called at whatever it's >> corner >> the parent resources. Yes. >> Parent resource the parent resource center. Well, this this will be there. Other comments, questions, direction. Okay, no other comments. Right. Okay. Anyone else? All right. Thank you. All right. And let's move on to 488 before and after school programs. >> Thank you. This is a new board policy. First reading board policy 5148.2 before and after school programs. >> Comment direction.

053Okay. Well, I've got some things to say. Um, are we offering after school programs at our elementary sites that we're partnering with our cities >> because I know we're not for San Clemeni because I was just approached by city >> there. There are it's more limited. I want to say it's the city of Dana Point has partnered with Palisades in particular. >> Um, that's the one school that comes to mind that has city uh involvement. The other one that I would add is some of our schools in Mission VJO. Trusty Balucas have kids factory which is partnered with the city of Mission VJO and Saddleback Valley Unified kind of manages that for the city. >> Yes. >> So in those senses, yes, we do have city >> but not San Clemeni. >> But in San

054Clemeni, we offer our own program for expanded learning. Um and we also partner with the Boys and Girls Club of San Clemeni. So, this the city I mean I spoke with city staff the other day and they're interested in you know getting back on the board because we used to and it does provide an opportunity for families that need an extra hour but they don't need three hours and they are can afford the three hours but they they would like the the opportunity to have their child stay for a soccer or a baseball or some other things that >> so that be something staff could work with the city on a separate from the policy staff could work with the city if the city has offerings that it's funding that it wants to share >>

055and they did they did >> yes but I don't I don't know that they still do so that'll be the question of what are they proposing and how does it fit in with our with our program so we're always open to those discussions with the city um they haven't really had those discussions with us >> yeah I know that for a while Benedict Truman Benick did have a program with the city of San Clemeni I don't I don't think it exists anymore >> yeah but yeah happy Yeah, I look forward to that. >> So, we can follow up >> well through the ELOP. Right. >> EOP is ours, >> right? Right. >> I would check with Dana Point because Mike Killer um and I don't know if it was just a one-year thing, but he

056had a community uh group that um uh was funding an afterchool program for kids. Um, but I don't remember if it was just elementary and or middle school um, and its continuence, but I remember he was specifically involved. >> Happy to follow up. >> Yeah. So I'm I'm assuming that this is not going to affect my area for doing prioritizing the um where did it say that it's prioritizing the offering um to sites in the lowest income communities. So my area is Lera Ranch, you know, ranch on Mission VJO and Wheel Elementary. Are we going to see any afterchool programs? And >> yes, at all of those schools in your area, actually all of our elementary schools do offer a YMCA program that we partner with. And so there are students that are taking that

057that are part of expanded learning. Basically expanded learning pays for those services. That does happen at all of our schools. >> Well, I love the idea of the one hour. Like I I know that YMCA is available for pay and then I think believe there's opportunities for kids who can't pay, but I just that type of a program where you have a one hour would be amazing for some of these kids to be able to utilize that. the YMCA. Um, I know in Mission Viejo, at least for I want to say, is it kinder for first grade? I believe they have a program to extend out the day. Do they not do that anymore? This is going back to the days when my kids were there. >> Um, I want to say that that's for

058TK students that they do the all day, you know, our they're with us for three hours and then do >> and then they go to that and then if they still need more time, they go to Kids Factory. >> Correct. >> Yeah. Okay. Thank you. Any other comments? >> Sure. >> Because I think that's confusing. So, how ELOT funds are coming into the district, right? Which offers before and after school program to students specifically for lowinccome opportunities for parents and that's at no fee. Correct. And how is that in collaboration with like the YMCA or the because there's >> you're saying there's monies that are going. So that I'm I'm a little get getting confused. >> Great question. So we work very closely with all of our YMCA's and then our two partners with Boys

059and Girls Club of Capistrono Valley and then San Clemeni. Uh when families register with them, okay, >> they actually send us a list and say, "Do any of these kids qualify for ELO?" >> Oh, yes they do. So then the elop funds they invoice us and we pay those >> specific children. >> The other thing that we do is do a big outreach kind of August and September >> that we find out because it's really our unduplicated kids our English learners or low income and our foster we send those family specific invites and said if you want this this is available for you we will cover the cost for you. So for those particular ones that qualify for ELOP we reach out specifically. Is there the same communication between all of our partners that are

060at our school sites like let's say Michigan VA's kids factory or whatever it's called and other sites have YMCA because it's not consistent across the district that it's one organization. >> So so we don't pay the cost for um for kids factory. Okay. We cover the cost for either YMCA which is at every elementary school. Okay. And then for those schools that are close enough or that we have transportation for getting support from the Boys and Girls Club. Okay. And so literally every school is customized. So if a student like okay RH Dana we say would you like to go YMCA on campus or would you like the bus that'll take you to the Capestrono Valley campus for Boys and Girls Club. So we give families the opportunity. Okay. Which one would you like? Same

061is true in our San Clemeni schools. You can take that. Los Palmus is actually a great example because they actually have three options. Would you like to do YMCA? Would you like to do campco that's on campus? Or would you like to do Boys and Girls Club? So, every school is different, but we do offer that whole 9-hour day for them. >> Yeah. >> Uh for all of those schools. >> Yeah. Camco, >> thank you for the clar. O is uh one of our providers through the >> ASUS and I cannot remember what the afterchool educ I can I won't make it up I cannot remember what ASUS stands for um but they are one of our five providers for an afterchool program that we get uh a specific grant that we get um four

062of our partners are YMCA so at some of our schools we either offer YMCA through a ELO or YMCA through ASUS >> just for clarification in the city of mission VJO kids factory is subsidized by the city of Mission Vjo. >> Yeah. >> Um when my kids went to elementary school it was $25 for the full school year >> and it was a great insurance policy if I was running late. I I know it went up to like a hundred and something but it's still >> very low compared to other afterchool programs. >> Yeah. And I think to reiterate the point that you were making trusting that it elop is not at the expense of non-EOP students. They all have the opportunity, which is a it's good to know that it's not like, okay, they're

063taking all the seats, >> right? >> The ELOP program is taking the seats from students that wouldn't qualify. So, it's still available for all. It's just the ELOP funds it for those that qualify for it. >> Awesome. I'm wondering um how we monitor those programs because I I my daughter actually was in YMCA when she was in kindergarten just to do the full day um and she it was right before we went to full day kindergarten course. that was the next year and I um it didn't seem like there was a lot of academic support there like so I'm just curious how do we monitor that what we has is it changed a lot since then it's been a few years that >> that's a that's a great question we actually work very closely with

064them um and Beth Euing our director too of expanded learning and myself we actually go visit the school sites unannounced um and do check-ins on them often uh just to see what's going on what are your procedures we check in with the individual site directors ers, we have a very collaborative uh working relationship with the executive director of YMCA where we're constantly in contact with them about if if any parent had a concern, they're either sharing it because it came through them or from us so that we have that ongoing uh relationship. I would say at all of our YMCA's though, we have our CUSD teachers that go to the YMCA and do homework support for them. Um so we do have some elements of that. We also recognize it's been a long day at

065school, too. Like, we don't want to spend two and a half hours of doing homework. Like, we want them to have fun, too, because that's definitely part of the program. >> I'll just add to that um because the city contacted me to ask my view on continuing pay for uh kids factory uh with the YMCA. And um so I reached out to all the principles in area 7, Mission VJO. And unlike when my kids did kids factory and it was just playing on the playground, um they had very very positive response on uh their YMCA's um and that they actually did have a curriculum and they worked with their people and it was yeah they they absolutely wanted it thought it was terrific program. There there are standards that um the ELO programs have to

066address and make sure they have food components, they have to have teacher components. The staffing requirements also are at a higher level too because it can't just be anybody. Uh whereas Kids Factory, their employee model looks a little bit different. I'll just leave it at that and let you make your own inference at that point. But truly like we have to have um certain levels of like any of their staff that work with our kids in these ELO programs have to have like an AA or qualified like what our own instructional assistants or PAR educators have to have. they have to meet those requirements and actually that's part of our federal program monitoring that CDE is looking for like okay you're saying par you know this person is serving students at this school in an

067ELO program what are their qualifications and we actually have to demonstrate that for um for CDE and the YMCA does work on maintaining how they in um hire people and making sure they meet those minimum qualifications it's actually written into our contracts that we have with them that they have to maintain those levels of uh of detail and make those records available to us so that we can support that in an audit process. >> Okay, moving on. Thank you. Moving on to um education for American Indian students. >> Okay, thank you trustees. So first reading board policy 6173.4 education for American Indian students. So staff has replaced the exhibit with a new version. So you all have a new version in front of you. Uh what we did is we removed the section on page

068one describing a task force. So the the part on page one was removed. The reason we removed that is because we already have a Native American parent committee >> that meets regularly every year >> and would serve in the same role and so staff would like to avoid duplicate or redundancy. So that's why we removed it from this policy because it is not necessary. >> Okay. Thank you. I have a few questions on this. So excuse me if I am going to say something that is now being addressed here. So since we just got it or right now um First others comments ahead. >> Correct. It is a new policy. >> Okay. Um, go ahead, Lisa. Well, I had another question I have is how many students in CUSD are designated >> or affected by

069this policy >> there? Uh to date, we have 107 students that have identified using the federal form that we've verified their tribal um affiliation. >> 107. Okay. >> And we're usually about about 120 per year. >> Okay. And why is this policy coming from the state? Is this a new policy that's directed from the state? Because I know that's 0 1% of our >> correct. Uh we do operate a title six Indian education program under the US Department of Education. We do that annually. Uh and we are awarded funds from the US Department of Ed. Um so we should have a policy that addresses a title six program. And so that was the attempt is to make sure we had a policy in place to address that because our existing policy well there wasn't an

070existing policy. >> Okay. >> Yeah. on the on page 50, the last paragraph under education for American Indian students, at least annually, the superintendent or design shall report to the board on the outcomes of American Indian students, including but not limited to attendance. This one um when do we currently receive this information or this will be new that we will now be receiving this? that that would be something new >> and we should expect it. >> It'll be in our normal October sessions we do. Yeah. The challenge will be um in many of our schools we don't get the data because the number of kids in the school is not statistically significant. So what happens is the state then represses their data so you can't find them. So it's going to be a challenge for

071us. We're going to have to find some unique ways to report on there because we won't get aggregated data for them. Uh right now like one of the things that I report on our title six progress to the federal government is I do use our dashboard data but oftentimes we're looking at like 22 kids of our 122 that actually tested and those kind of things. So I reported as that and put a caveat like >> it's too small to generate a number but >> yeah because remember it's 107 but they don't all test right only third through 8th and 11th test. So a lot of them don't test. And so then, like I said, because of student privacy, if you if you know where a kid goes and you know they're one of six kids,

072it becomes easy to figure out who's got what score. So then those numbers are repressed, >> right? And I mean several of them will be families, right? So then you can kind of navigate some of that as well. >> Okay. Any other comments direction? >> And might have one more question on page 52, second to last paragraph. superintendent um maintain a record of information establishing the status of each student as an American Indian student eligible for assistance through the federal American Indian education program. Um who does this work? Will that will that be you? >> That's work uh I do along with our special grants technician. Okay. >> Uh that helps we curate through data. We find out students that are going to need additional tutoring support and we actually use our title six grant

073funds for programs like professional tutors of America, CC Prep, whatever the need might be. We try to make that need uh because part of the goal of title six is to uh increase academic achievement um increase collegegoing rates and then the other one is cultural awareness and have cultural events. So those are the three aims of the goals and that's what we curate and reach out to families to make sure they know this is eligible for you. So in our November no excuse me our October September excuse me uh meeting with our Native American parents that we held here. We actually brought our different vendors in saying this is what Mathnasium can support you with. This is what Professional Tutors of America can help you with. Um, and then those that don't reach out, don't

074come to those meetings, we make sure we push out that information to all uh 100 plus students so that they know that they're aware there's lots of resources that are available for you as a Native American student. >> Great. And approximately how many people did we have at the September meeting? >> It was a smaller one. So I think we had about 16 people. Yeah. >> Thank you. Six. It does. The 506 eligibility form that we use from the US Department of Education uh says I I don't remember the exact percentage, but they have to have so much blood to count within that and within that number of being eligible. Correct. Yeah. Yeah. So for some of our our community that are um attached to the Aashiman nation, they don't have that federal recognition capability,

075but some of them have it from different tribal affiliations that are federally recognized and so they are able to access those services and supports that way. I know the chairman um is working with the committee to get that level of recognition. Uh but it's a very arduous and very detailed process uh that they're going through with the uh Bureau of Indian Affairs right now. >> Thank you. Other comments, direction? >> Okay. 4810 Community Day School. >> Thank you. This is a new board policy. So first reading board policy 6185 community day school. are currently the community day school that operates within our district is >> Bridges. That's the only one we have here, right? Other ones are in Orange and Garden Grove and Santa Ana and Irvine within our county, right? And can you give

076me the background on why this policy is necessary at this time? Uh this is necessary because uh part of our federal program monitoring that we're going through um they are asking that we make sure that we send in the corrected or the approved community day school polic policies under our compensatory ed or title one requirements. They are looking at discipline in particular. So they're looking at involuntary transfers to our continuation schools as well as our community day school programs suspension uh expulsion processes. all of those that are being federally under federal program monitoring is really what's driving quite a bit of these policies that we have and that's coming up in February for us but we're uploading data already now to the state system >> comments thank you um moving on to 411 care for

077technical education regional occupation center program >> okay thank you I'm going to welcome up executive Director Chris Carter is going to join us for any questions you have on this. Uh this is first reading board policy 617A career tech education regional occupation center program. >> Welcome comments direction >> trusty Jones. >> So um I just have a there's something I think is missing here. uh because we say that uh to enroll in the ROC/PP on a part full-time basis, district high school student must have admittance approved d uh they must be at least 16 years of age unless they meet one of the conditions specified in ED code blah blah blah. So, so if I'm a parent and I read that, I'm going to be like, you know, and they actually in ed code I

078I forget which one. Um, oh, yes. Uh, five uh 2314, there's a whole lot of things that are easily met, but a parent doesn't see that. So, I would like to include that in this board policy. It's people enroll in grade 11 or higher grade. People received referral and all the following conditions are made uh met. Uh the approval of the parents guardian must be sought but is not required. People's comprehensive high school plan requires a referral to an RO center. Um a pupil is enrolled in a school that maintains any of grades 9 to 12 inclusive which I mean we've got this. So, in any event, I' I'd like to see all of that in there. Um, and I supplied it to Mrs. Hayes so she could easily pass along. I just would like

079the the 6,000 series parents read those and when there's something that they have an issue with, we hear from them. And I'm sure I'm not the only one. I think this case and probably the superintendent hear from people. Anyway, I just like that >> top of page 59, just so you guys know where she was referring to. top of page 59. >> What's that? >> Top of page 59. Orient them to where you were talking about. >> Page 59. >> So, so they knew where we were talking. >> And just to clarify, >> to clarify on that, um that's for our regional program. So, those are after school programs. If a RO class is offered during the school day, entrance into that is um determined by the the high school. So, whatever policies we already

080have, we do not have age limits on our RO or CTE classes in Bell. This is only for afterbell programs and we could easily add that in. Yeah, I like it. There's some more options and help people get into our more of our CTE classes. Uh other comments, direction on page 57, third from the last paragraph, the board shall adopt district standards for CTE. On page 57, third from the last paragraph that it starts with the board shall adopt district standards. >> We have standards. >> Is it just I mean can you give me a little bit more like what's what is that? We follow the model we follow the model curricular standards for CTE and so all of those have been adopted in our classes. So we follow the statewide standards. We're in the

081process currently of revising those as a state um and uh to be um commensurate with the national standard. >> We don't want to designate a certain standard in here. We want to make sure we keep it the board will adopt standards as opposed to the board will adopt this standard especially as we roll different programs out. There's obviously sometimes multiple options for a program. This just means that for us to stay in partnership with CCA, they have to have a course that meets or exceeds the state standards when they choose that pre-apprenticeship program or or whatever that program may be. Um like when we were looking at curriculum. >> Absolutely love it. Yep. Thank you. Um anything else? on page 59. Um it's the first paragraph um it's black print to the extent required by

082law the superintendent designation shall invite the participation of private school students. Do we get ADA for them when they come? >> No. And that's for that's for afterbell programs only. >> Oh okay. >> So we could put some language in that clarifies that for our regional programs. So our inbell courses although they fall under RO they're not considered regional because they are >> um subject to you know only students at that site. >> Okay. >> So um the afterchool programs though if we have space space available then students in a charter or private could come and take courses. >> Okay. >> And start with starts with our students first right and then >> our students fill first >> then we can move on. >> Ours and Laguna beaches. >> What's that? ours and Laguna beaches.

083>> So, we'll have we have u opportunities for learning students take advantage of our our programs every once in a while if space is available. >> I do like the idea of just adding a little piece in there that this is referring specifically to the RO section of that. No, >> it also I mean it's talking about Perkins which has its own very specific set of rules for Perkins funding but um I think just adding ROP part will be clarifying. I just want to highlight on page 58 second paragraph. Um I just really appreciate the partnerships with our local businesses and industries that we've been navigating and doing a great job on. So I just want to highlight that and I appreciate it and it really is offering the real world relevance for these students

084and it's critically important. I can't wait for HVAC and electrical and all the other trades that are needed are needed. So state we need you. Thank you. Any other comments directionction? Thank you. Okay, moving on to 4 A12 mobile communication devices. >> So this one you guys have seen before. It's why the principles are here. So the yellow highlights represent stuff that came as the result of your input last time we discussed this uh policy. So, this is coming back so you can see those changes and talk through it one more time and then it'll obviously continue to come back one more time later in the year >> and we appreciate our high school principles being here this evening just if you have any questions about >> their insights and perspectives. >> Thanks for joining

085us. Okay, board comments. Where would you like to start? I can start. Um, okay. Where do I um I like the addition highlighted in yellow to support transition to adulthood. High school students may be permitted. Limited access. Okay. Wait, before I get to that, um, mobile communication, so this is on page 66. Um, mobile communication devices shall be turned off during school hours. And that is a change from instructional time. So, that's great. They're going to turn them off. Um, and then it lists uh the student shall not be prohibited from possessing the device under any prohibited, right? So, they can have them for these cases. Um, okay. Before I get to what I was about to talk about, I want to jump down to the bottom paragraph that uh, Trusty Jones brought up at

086our board meeting. Kind of the wording. So, the the on page 66, a student's personal electronic device shall not be searched without the consent of the student in possession or the student's parents or guardians. um or pursuant to those different things. I think the language there is still confusing and I know that Trusty Jones had offered we need the word or in there to list out the different times when they will be it we would search them or search the phone the electronic device. Maybe we just put it in bullet points because it still seems a little I don't know what you guys think about that but like you know obviously if we have the permission of the student or the parent or guardian then we can search the phone but also in these cases

087and like list them out as bullet points just so it's a little more clear like when we are going to um take the right to search a student's mobile device. These are this the conditions in which we would do that. Does that make sense? >> Is there ad code language on that or is there I mean this is what's happening. Is there anything >> when we when we talk about search and seizure just in basic in general the school district has the authority based on reasonable suspicion to be able to search a student's belongings. When it comes to the cell phone um then scope of search comes into play. Um students cheating in class. I'm going to maybe in a spot where it's likely that they're cheating. Um maybe to see if there's a screenshot

088of something, but I can't go into their address book and all the things further into that. So scope of search comes into play and that's what we're really talking about. So when we talk about consent, um we get permission to go in and we we articulate the scope of the search bar. I'm going to go in and look for to see if you're cheating in class or whatever the case may be. Search warrant is also similar to that. That's secondary to consent. Consent's first. search warrants going to come afterwards if there's a need for that or there's or thirdly there's exigent circumstances with the safety or an emergency situation where we need to be able to get into something uh into the phone because somebody's safety is in question. So those are the three ways

089to search. >> So trusty Adams, is this the language you're looking for? >> Yeah. I just think it's not >> I just want bullet points. Bullet points are Yeah. Yeah. >> Because then it's like okay under these circumstances we will search them. >> Make it clear. for my >> I'm doing something that raises a level of suspicion that would now in my professional judgment is a teacher say I can enter into this electronic >> not a teacher okay >> it would be an administrator >> so the teacher informs in an administrator during a testing process hey I Somebody that I believe is now suspect of cheating in a particular section that administer comes down to that class then seizes the phone under the authority here that we're given them. >> Teacher can confiscate the phone.

090>> Okay. So the teacher can take the phone. Yes. >> They cannot look inside that phone. >> No. Correct. >> So now I have to call my site administer. Hello. >> Come down here while this student waits for an answer whether or not they were cheating. The time is still going on their test. that site administer comes into that classroom. They now have the authority with this board policy. >> Limited scope as you said, right, >> to look into this, >> but there's going to be consent as well. Consent needs to be given as well. I'm going to look at your phone because there's >> cheating is probably not the best example. I don't know any of our administrators are going to look in a phone for cheating. I'll be honest without a code. >>

091Yeah. Yeah. You you would have to have something more than cheating to to search a phone. >> Yeah. Well, that that would be search of seizure, not of the phone, though. That'd be >> Yeah. Yeah. That that'd be search of of trying to get at is this policy enforceable because now you've gone from instructional time to school hours. >> So, if I'm at lunch now, >> Yeah. >> at school hours, right? >> Yeah. who's going to walk around to every student who's got a device in their wrist glasses >> and start enforcing something that we've said now you've got to be responsible for at a site level. Are they really going to do that or is this just simply >> a version of some reality in the future that might exist with the proper technology?

092And >> well, no, you're saying look here during we cross instructional time, which makes sense to me if I'm a teacher in a classroom and I have students that are now I'm responsible for. But now outside of that space, you're saying school out. So, I've driven onto the campus and the bell rings. At that point, all mobile communication devices shall be turned off. Not me. Shall. So, um, who's who's really responsible for all of that? >> But you're allowing them to use their device here. >> Yeah. >> During school hours. >> That's true. >> So, that doesn't make sense. So >> right because the >> the board the board was >> but then >> so turning it off >> it's contradictory to letting them have it. >> Right. So a lot of our policies are

093>> so during a lot of our policies are written out. Here's the policy and here's the exemptions to the policy, right? So this is the policy. >> Yeah. >> So the board was pretty clear in its direction. They they wanted bell-to-bell no instructional devices. That was the that was the feedback that we got at the last board meeting. So the so the change was made from instructional to school hours. >> However, there are exceptions to that. >> It's not in my mind. for a limited use case. >> No, you just basically >> you can't be the judge of this >> and that's where and that's administrative, >> right? And that's administrative judgment which we have for a lot of situations on campus right now, right? Okay. I mean, as the administrator is interacting with students

094and they're out on supervision, it's up to them to think, is that an appropriate use or is there are you they're using it for some inappropriate reason which wouldn't have been covered here, in which case do we need to to enforce? >> Well, I I think >> so. Do you want do you have something you'd like to add to make it less confusing? >> But also, we would need to specify then uh the grade levels because I what we discussed was turning the device off TK through 8, no devices from start to finish. And then we've been getting feedback from principles and teachers and students for high school students that, you know, in the passing periods, there's things that they need to check. There's calendars, there's their um >> which is why it does say

095um high school students, >> right? >> But we could write it as two separate. We could write We could write >> for TK8. >> Well, and it it goes to one of my questions was where in this does it state explicitly that TK through 8 is bell-to-bell, no cell phone? I think that should be >> well, it says all basically and then it gives the exemption for high school. But we could write it the other way around. We could write it as a positive. So we could say TK to 8 is is school hours and high school is instructional time. So we we could write it the other way around. That's fine. So, we were at a school today, Dr. Brown and Dr. Merwin and I, where they have a a uh tutorial time >>

096and it's being run kind of loosely and uh there was a suggestion that uh teachers would say, "Okay, anybody getting a D or an F has to come to my class at tutorial today and and tighten it up that there's an actual purpose." and they would be notified I guess I'm I don't I'm not familiar with how this works but through fivear so that would come in on their phone so they may even and that was middle school >> we would have to do it a different way for K8 so for high school we are definitely already using phones and five stars not to mention their work uh places of business text them regularly during the day to call them in for the afternoons their coaches text them to change practices and events their club

097coaches text them so so for high school um like I said at the last board the idea that you're going to remove the phone from the kid in the entirety of the day um doesn't just jive with the adult world that they're existing in outside of our school walls. For K8, it's a little different. There are other ways for us to program kids into the K8 um interventions. And most of our K8 um elementary and middle schools are already doing bell-to-bell no cell phones. They're already there. So, that's not really a big policy shift for them. They're already doing that. for high schools the passing period like I said uh in our uh earlier meeting last was that last week two weeks ago. Okay. Um there's just too much going on in that non-instructional time

098which is what we put we we clarified that in this paragraph right the idea that if they've got a reason because for example the school's using fivestar to program them in they need to use five star on their phone to get programmed into their intervention or work is calling them or their coach is changing. Sure. >> So then we can write it back as two. We will separate this into two sections. So we'll separate this into a or maybe even three middle and then elementary TKA and then high school. We'll look at that and we'll separate it out so it doesn't seem to contradict to itself. But we'll go bell to bell TKA. >> The only other thing I'm so sorry. >> Yeah, I've got two other things. Um, >> yeah, >> I I hear

099what you're saying, Trustee Pritchard and Castanos, about the confusion and going back to instructional hours where the device is turned off. I would love it to still communicate even to high schoolers that the phone, our goal is to have you off your phone while you're at school. We understand that under these circumstances, you're going to need to use your phone to connect here or there, but what we're not wanting is for you to be checking your Instagram and being so I and I know that's hard to put in a policy, but I think it goes to like how we implement it. >> We can put it in our beliefs. I'll be very honest, right? And Pat's right. When you have 2,600 kids all at lunch, we absolutely do not have the adult capacity to see

100who's on social media. Who's on fivestar >> and it's I but we can put it in a belief statement in the beginning >> and we don't want a policy that we can't enforce. That's that's the worst kind of news because if we can't enforce it then it means nothing. >> But I guess I would just encourage the principles just in the communication with kids. It's like, hey, our goal is the the top priority or not priority, the the highest uh the greatest desire would be for you guys to be communicating with each other and having live interaction and not just be scrolling on your phone. So, however you guys, however the principles decide to implement that, >> but then >> I so in that sense, I still like the wording of turning it off during

101school hours except for this particular condition for high school kids at this time. So, that's my input on changing it back to instructional time as opposed to keeping it turned off. I think turned off except in this case. >> No, Trusty Jones, I think you had a comment. >> Yeah, I have a couple, but one of my concerns with fooling around with this very much is that we've had the high schools and I guess the middle schools piloting this and it was Mr. Esradi who I think started at Toro and I don't want to take their pilot and say, "Yeah, we don't care what you did. you guys figured out what worked, what was going to work and what wasn't going to work. And I don't think we can just throw that away. So, I'm

102interested in what you have to say on this because I know that, for example, there's got to be times where maybe you're in a play and you're learning your lines and you've got those on your cell phone and you're getting them out and and all the kids are standing there and reading from their cell phones. I don't know. I haven't been in drama practice recently, >> but Okay. All right. See, I make up a lot of things that turn to come out true. Um, but so I think there are some valid reasons sometimes to have cell phones, but but but I think that there are times when they it's doing more harm than good. So I want to I I want to give you know time to you but I also have one thing that

103I need to mention and that is we had this sentence have a sentence in the policy that says when a licensed physician or surgeon determines that the possession or use is necessary with students health and wellbeing and then I wanted again from ed code added and it didn't get in this version and that was uh when it's the possession and or use is necessary for the students health and well-being and use of which is limited to the purposes related to the health of the people. Meaning if you've got diabetes and you've got a diabetes monitor app then you get to do it but that doesn't mean that you with diabetes get to use it for everything else. And so then we've got some kid who oh I get to use this. Again we need to

104be clear to parents. So I think it's really important that we include that. But like I say, I I I want to know what is going to work for you because I am not going to be administering this policy. You are. >> And and Trusty Jones, just to speak to that that language which you're referring to, the ED code 48901.5. What uh and Darren can speak to this further is the newer ED code. The language here is from the newer ED code and the one you're citing is the older ed code. The newer ed code is tied to the uh the no cell phone act policy. I can't remember the name. Can you describe just so you understand why we didn't put that language in? I just want you to know >> Okay, but it's

105in two parts of the ED code. I mean, if it's new since Friday, you got me. But I woke this up on Friday. So, yes, it the old ed the ED code has in one part where it only mentions the physician and surgeon, but later on in in the same thing, it mentions this other part. >> Right. So you're >> I mean I could be wrong but I was pretty careful. >> You're not wrong. It is written the 48901.5 uh that was amended in 2002 and that was referring to more like pagers and electronic devices. That's the older section. That's where that statement is written in that in that piece that additional piece. The 48901.7 is the amended version based off of AB 3216 which is the phone free schools act and it truncates that

106piece off. same language but it takes that last piece off. So really the alignment of this new policy is um in alignment more with the 48901.7 which is a directive from AB3216 which is the newer policy. >> That's all it is. >> But that's not to say we won't add it back. That's just the reason why it wasn't included. >> It shows that we're working building our policy off of AB 3216 which is 489.7. But I also just quickly say that we should probably call out uh internet connected watches and and similar devices just because we want students and parents to know that this is not you don't get around this by having one on your wrist. >> And that's one of the reasons we didn't call it the cell phone policy and we called

107it the mobile communications device policy. that gave us the breath to also think about something that we aren't thinking about that becomes a mobile communication device three years from now. It's the Apple Wi-Fi ring with cell phone. I don't know like but it'll just be covered under this policy. Yeah. My my implant just go straight in. >> Right. >> And Trusty Jones, did you want to hear from our from our >> two things? One, yeah, I' I'd for >> um Yeah. Well, first I want to um trusty adnims is you know you talked about you know the um the students you know using their phones and not interacting and uh we do use our PBIS systems and those things right to message uh the connectiveness and having conversations um and I'm just you know I'm

108happy to say I I you know I've supervised lunch over a thousand kids every day and the mass majority are not on their cell phones. It's really incredible and it's gotten it's gotten um more um less and less every year. So, the kids are interacting. They're in groups. They're interested in each other. I was just talking to my daughter before I left here um and she she assured me like that's what kids look forward to is having those conversations and talking with each other um and doing all those types of things. So, um it is it's out there. I think we always can do a better job of continue to communicate the importance of um that self-regulation with the phone and obviously the uh the the the social connectiveness and the importance and the value

109there. So yeah, if I can add I I agree with what Dr. Baker said is that and there's some things that our school can do. you know, the number of clubs that have meetings at lunch, the number of ASB activities that go on that get kids to put it away and look up and interact. And so, not to say that we can't continue to try and do those things. Um, but some the way kids behave these days, some of it is, yeah, I'm searching on social media and I see a Tik Tok and now I'm showing it to friends. Sometimes you see six kids all looking at the same phone and then interacting that. So, so it's a gray area, but I I get your point of we don't want kids faces in their phones

110all the time, not interacting. That should be part of what school's about is that having that internet interactive um as far as the rest of so many of our high schoolers use our use their phones for so many different reasons. I had a kid today that got caught with it and turns out and he said, "I know I shouldn't have been on it, but I have I owned my own business and I got a new client and I just got I just wanted to see who it was." He he makes homemade macaroni and cheese and delivers it. It's like crazy sophomore kid, right? I mean, like entrepreneur, but you know, it's like okay. Yeah. >> You know, yeah, exactly. you know, and so yes, would have been better you waited until passing period or lunch

111to look at that. Absolutely. And so those types of things I think um and I've found, you know, this is our third year at Tossoro with the cell phone policy. I found that we can make that reasonable accommodations to kids and get them to buy into put them away during class and don't try and sneak them and don't do this and don't do that knowing that we're being reasonable in the policy by giving you access in between periods and at lunch. We're not talking about a six hour six and a half hour window where it's cold turkey that a lot of them you know because otherwise that's what they'll do. If they think it's gone for the day, there will be more deception and and everything else. We'll be we'll be fighting that as opposed

112to saying you guys understand why this is reasonable. We want you focused on the learning. And I think that kids will really have really bought into that and accepted that as a rationale for the decision. that speaks to the amazing job that you guys have done in implementing this policy and communicating with your students and understanding them. And so I appreciate that and I think that's where I think they will rise to the occasion and they will be on them less and less and they will be hopefully less addicted to them and you know able to utilize them hopefully like the rest of us adults do. We use them when we need to and we put them away when we should put them away. So, I I think that's great and it's I love to

113hear just how you're messaging it and how it's rolling out. I think that's the key. They they will follow your lead. So, that's great. >> I have a question. Um and it's for you, John. We talked about this last night. I was there at the event and um question number one is the situation we talked about >> cross country. >> Yeah. Was that after school or was that during a class period that incident? I think at that time the coach wasn't an it was a walk-on so it was after school so they had it but as he became a elementary school counselor it's it's now during the school day so it would have been um fifth period in our bell schedule now >> so yeah it would have been helpful because our most of our

114cross country teams are at some point in the middle of city kids so like baron wilderness but it's really just the canyon or whatever but um to have both a device that we could we could find them if we needed to if a parent really needed to find them if they're out running across country or if an emergency situation like that one happened um would be really really crucial because they're obviously off our campus and and out in in the community. >> Well, that gave me food for thought. >> What? >> Yeah. A number of years ago, we had a student who was running cross country and was um Crown Valley going across the Crown Valley Bridge and um a homeless person grabbed him and tried to throw him off the bridge. And so we

115obviously needed an emergency and so his friend had called for help and then fought the person off and so the police responded, you know, and went to that location. So that was just it was like seven or eight years ago. It was quite a while ago. Yeah. >> Yeah. Um well, and there's times so it made me think that maybe there should be some sort of policy within athletics. Um because Teddy on the same cross country team about that time period um fell rolled down and then limped along to get to some place that because he didn't have his phone on him. Um, so in those kinds of in instances because I know our cross country, I mean at Kappo, I know their path. They take off, they're down at the mission and all. It

116would actually be good for someone to have a phone on them in case there is an accident. But do do we tell the coach that or do we do anything about that? Because if we are having our students off property, it is a safety um situation. >> Well, I can tell you right now, they're running with their phones. So they have their phones with them and that's why I think we want to leave some of that flexibility for the high schools in the policy if we just >> we'll always have all kinds of exceptions but that was one that we talked about. It's like yeah but >> same with kids who do uh work study kids who are off campus for other reasons. We had I was in a Los Flores class today where a

117Tasorro student uh teaching intern was there working with the first grade students. So she's during a Toro class but she's not at Tasorro. I would expect her to have her phone with her in case something happened on her transit to and from. So I think those are all the reasons why we we have to think about high school slightly differently than K8. >> Well, and I like the flexibility on it. Right. So I think the policy I like a language at the beginning that the value of the board is that the focus is on education and learning and interaction and and communication with one another. All of those important pieces that make up the beauty of what we do every day, right? And what you do every day. And um and I I would like

118to see two policies. one for TK8 and one for high school because they are different and I know this will be tricky for middle school. I I do think I would like to see personally a TK8 bell-to-bell and not just cell phone but devices and then different >> policy versus >> No, we can do two sections. Yeah, we'll do two sections. >> Do two Yeah, okay. >> We would do two sections of this policy. Yeah, it's still it's one policy, but it would be in two sections. So, instead of writing it one section within a high school exemption, we'll write two separate sections. We'll write a T, which is fine. The language is here. We can do that. >> And I I appreciate that as the high school team that you guys are teaching and

119leading and um doing that work to help help change. Right. So, there was a shift a few years ago and now we're bringing it back to we are going to engage one-on-one and visit and interact and and keep our phones away and um and be engaged in learning more significantly. So, and I have been in many classes where I see students on phones for sure in our high schools, in our middle schools, and um not so much in elementary but for sure in middle schools and high schools. And um and I would like to continue to have that be the focus is that we are at school to learn and that and I mean since we have a bundle of our high school principles. Um I personally am really I value the bell-to- bell learning

120bell-to-bell learning. We go to school to learn and that we are have instruction from bell to bell. So I just pull that out while I have a few of you. Pressy Jones. >> Um, I do think that we we think that a lot of parents may not be in favor of this. And I think the millennials, which is what most of our parents of elementary and even middle schoolers are, they uh didn't have cell phones when they were in high school. And I think they maybe even more than those of us who are a little older than that are are aware. They they see the problems in it. and I think they don't want them often for their kids. That's what I hear from the millennials I know. Um I did want to just mention

121one thing. I um somebody I know that was concerned about cell phones um some months ago uh asked me about what we were doing and I said, "Well, you know, they were they're piloting this at or they were piloting it at Toro and now at Toro they're they're fully not using." So this person well that's what I thought I anyway so this person called and talked to probably the receptionist uh and the receptionist said oh no teachers sometimes let them use their phones and I thought that was a problem but I think that possibly what oh and I talked to a mom and she said well my kid who's in AP classes keeps their phone all day uh and that bothers me a little bit that like this elite group of AP students are allowed

122to to treat be treated differently. Um, again, I'm okay with certain actual uses for phones, but I don't think that one group because they're AP students should be allowed to do that. And if you want, I will tell you the name of the parent, but not here. >> No, you let you know. I would love that name. >> Okay. I think I think the kids are out now, but >> So, let me let me address that if I can. Um, >> I don't think that's the case this year. I don't know if this was something this year, last year. Okay. So, last year was year two. And I think that in implementing the policy and getting teachers on board, some of our AP teachers probably more than our other teachers, especially and I'd argue probably

123more junior and senior teachers felt we try and teach K treat kids like adults more. They're juniors to seniors. These kids all have 4 point whatever GPA. They handle their work. They're passing their classes. they're doing all these amazing things. As long as I tell them they're going to respect that and do that, I think that we've really said no, that's not appropriate because now you're you're having unequal consequences here. And I've saw a big shift this year where we said no, all means all. And I can't say there's not one teacher that does it on occasion, but for the most part. And I think the other thing, which is not great, but um some of our AP teachers are so stringent on I've got to get material covered. Class starts the minute the bell

124rings and they're teaching and they forget to tell the kids to put their phones up. And then I come into class and I see a phone caddy halfway empty and I look at the teacher. Oh, you guys should know better. Get your phones up there. you know, um, that's not an excuse, but is that a reality? I'd say with some of our AP teachers that they want every minute, right? It's just it's a it's a logistic things that sometimes they are not as careful with as they should be, but we're working on it. I think it's a lot of our teachers to want every minute. >> I want all of our teachers to want it. No. Absolutely. >> Yeah. >> Right. >> Yes. >> You know what? >> For a class. >> No, no, no,

125no. We're not having teachers say, "I don't believe in the school policy, so I'm going to do things my way." That's not the case. I think that >> Yeah. So, maybe it needs to be I I appreciate that Dr. Prard. I so I think we maybe need to change that and where that I think the meaning of that is to represent are there instructional times when a phone needs to be used when either a Chromebook can't or there's something different about it. >> Right. We can add to it though. So, we can make it clear that it we tried to if you look at the language, it says um subject to reasonable limitation pose, but what that was really getting at is not can the teacher opt out of our cell phone policy. What it

126was getting at is kind of like what uh >> ad hoc >> Trusty Jones was saying, right? Like sometimes the students are going to do presentation and their lines are on their phone, right? That's their teleprompter, so to speak. Right. >> Right. But the teacher is granting the permission. So what we we we could clarify in in item two that it it's not to exempt the student from the policy is for an educational need in the classroom at that moment. Yeah, we'll clarify. We'll we'll tighten that one up. Number two, so two we'll put it into two sections and we'll tighten that up. We have a few other pieces of information. Um >> I have a question just about our elementary schools and middle schools in the district because with my experience with our schools

127and I mentioned this at the board meeting. My kids had zero phones in both levels. my I some of my kids would kind of sneak me a text sometimes and sometimes they'd get caught and um and like if they weren't feeling well, I'm gonna go to the nurse. Will you pick me up? I'm like, do not get on your phone when I pick them up. Um I'm curious though about um is this consistent throughout the district? I think you were mentioning some I think did you make a comment that maybe some middle schools are allowing kids like it's not blanket already because a lot of this seems like it's already in play. No, it's it's blanket. The policy is the practice is in place everywhere. It's at different levels of implementation, right? So, if you

128remember, one of the things I talked about is the reason I didn't want to start with the policy and then do the practice is it's going to take time to get thousands of employees and tens of thousands of students all moving the same direction. It just does. It's reality. That's why we work for three. No, the the it exists everywhere. Um, phones are be off and away everywhere. Now, >> what's the level of that implementation everywhere? It differs. Although I haven't been to a school yet this year where it's completely uninforced at all. >> So, so this is everywhere. >> It seemed really strict. I mean, my children were terrified. >> Yeah, it it's and and what we've allowed is we've allowed the flexibility for the schools to >> We did it right. >> We've

129allowed the flexibility for the schools to figure out how to do it in a way that best suits them. So, so when you guys talk about TKA going bell to bell, >> almost all of our elementary and middle schools already are beltobell period anyways. No. So, so that's not really a big lift for us on this policy because that's what we're already doing. For high school, it's a little different, right? Because of the nature of the beast for high school. Um, so I think that >> well and I think the shift will get better in time like as these kids because when they come in and all of a sudden they had access like I have two older kids that once they got into high school there was they just used their phones. they were

130using it for Quizlet and using it to jump on social media or whatever they wanted. So now having this >> going from middle school where they couldn't use it at all and then having a little more restriction like where they're turning it in >> um >> in >> high school. Yes. I think it's been really great. I also in an ideal world actually we wouldn't give kids phones ever. Obviously, my children have phones because it's one of the biggest struggles I have and I know it's not realistic and um so we have a lot of rules at home and I'm sure a lot of other families do as well. But I'm really appreciative for the work that's been done and I do think it's going to get better in time as these kids get used

131to this. Um I did have a question about just the mobile devices being turned off during instructional hours. I actually texted my 10th grader um asking her if she turned him off or if she silenced it and I just wonder if we want to write policy that we aren't going to be um going against. I think maybe we might want to mention that that she said some of her teachers will tell them to silence it and some of them tell them to turn it off. So that just might be wording that we want to put in there that um turned off or silenced as instructed by the teacher or however you want to word. I think the language might be silenced and put away or something like that. Nonav available, right? Because some of our

132schools are putting them in caddies, some are leaving them in one classroom, some are so they're doing different ways. So, we can talk about that. >> Maybe the the language I mean, but turned off or removed out of your possession. I we don't have kids turn them off. We don't make sure every kid turns them off. We put them in caddies, make sure they're silenced, and you know, and that works for us as opposed to every kid turning it off. And now I would I would rather have them put them where they're not in their possession, then trust that they turn them off and put them in their pocket. Like I can't >> I can't control is yours really off or not? I But if it's out of your possession, >> right, >> it achieves

133the same goal and it's easier logistically for us to do that. So I think there is a differentiation. >> Got you. Well, and if you silence them and you have good hearing, you hear it vibrate or feel it vibrate. >> Turn it off. >> Yeah. But you said silence. And so when I silence my phone, um I mean, if we get all this mastered, then maybe you all could work on families going to dinner at the restaurant and not all being on their phones that maybe they come. >> And the communication with parents, of course, right? This is will be an ongoing communication with parents as we're as we're making a shift and transitioning this way. Great. >> Other types of location devices and you know those are important to a lot of parents to

134know where their kids are especially uh you know teenagers that are new drivers and they're leaving school you know they could leave school you know all those kind of things. So, it's important for us as parents like, you know, at least I know where they're at in in event of emergency, you know, I can track them and all that. >> Um, we're in year one. Obviously, last year it was a soft roll out, but year one and we went pretty hard right at the beginning just to give you guys some feedback of like realistically what rolled out this year at our new student orientation. I let everyone know we're bell-to-bell within each class period, instructional time, no cell phones. We got a standing ovation from literally the entire room which was just parents. The kids

135were obviously not in there giving us standing ovations. Um but yes, but we have not all of our teachers are on the same page. They are managing their classrooms in whatever it it looks like for them, whether it's in a box or it's in the the caddy, whatever they're comfortable with. And we've had no issues. Um we've had kids that have used their cell phones, broke the rules, as you do, and the consequences are really clear. and in the conversations with parents where in the past there's always been an excuse that's kind of aligned with that. Well, they were they were calling me or I was calling them. It it has not come up. So, um I feel really strongly that and we've all done this. We've all kind of gone pretty hard out this

136year of what this is the expectation and it's been met with um pretty successful from parents and students understand it. And I think the more we're sticking to those strong rules at the TK8, by the time they get to high school, they're used to that and then they get a little bit of freedom where we're we're teaching them how to be adults at this point. So, >> I appreciate you sharing that because um I have heard the the only parents that I've heard from is that they are happy to see this direction, but I have heard that some parents are not happy with that. But I I haven't encountered that. So I'm glad to hear that you are hearing >> majority mass majority are looking to support this policy. So >> absolutely I did share

137with them at the time like they'll be able because we did have a couple questions. Well what if we >> of course if you need to get a hold of them and it's the middle class you would do it the same way you always did. You call us um or you could message them and they'll see it at break and lunch. But, you know, I I did I spoke to a student who I I went to school with her mom and at break at Dana, she was an avid reader and that was her decompression. She she was sitting with us but never really engaged. She sat with us in our little theater group and read constantly and her daughter is the spinning image, but she's she has her phone and she sits with she's in

138theater and choir. She sits with all of them, but she's got her music on at all times and she's reading her it's the same. She needed that decompression. Um, and her mom was concerned about that for what it's worth. I'm like, she'll still have that be the ability to do that, but she's engaging with all of us. Um, it those kids are the same kids that went to school with me. They're just using other things and and I think they need that um at some level, of course, with responsibility. But we've we definitely pushed it out that they'll they can still communicate with you um and with each other and through clubs, but we've been met with pretty pretty supportive families. Yeah. Any other direction, comments? Trusty Jones, >> I just want to say that

139I think the idea of terrorizing children with Halloween coming up is excellent. >> Thank you guys so much. Thank you for being here. >> Day for you. Thank you. Thank you. >> Thank you. Okay, moving on to 4 A13 involuntary student transfers. >> Thank you. This is a new board policy. Uh first read board policy 5116.2 to involuntary student transfers and Darren is staying with us to answer any questions on this. >> Thank you. Comments is there. Okay. Is there >> No problem. We will not move on. Um this is a new policy and I'm sure it's the same reasoning etc. Is there additional funding for American Indian students? Is that is that why this is that they're included in this? because I've never noticed that we would have a policy for um special protection

140for foster youth and American Indian students. >> There's there's not additional funding for that, but falls under a different set of things that we have to do working with if a student is foster youth and American Indian, there's tribal representation that we have to include whenever there's discipline for that. or if there's a foster youth student that that is that way, then we also have to have tribal relations with that group to make sure tribal uh I'm not saying it >> tradition. >> Yeah, those kind of thing that the the tribal nation signs off on anything like that. Uh it was kind of done in response to like kids being taken from reservations and then now they're subject to discipline and all of these kinds of things, but the tribe was not aware of it.

141So, we're aligning our practices better with that with basically extra hoops we have to jump through to make sure their rights are protected kind of from that First Nations perspective. >> Yeah, I there's a few groups, right? Foster groups, you have to deal with different rules when you transfer them. Um, American Indian students, same with like um students with IEPs, right? When you're doing discipline, you have to do a manifest determination for students with IEPs. You can't just follow the same pattern you follow with everybody else. So those are the sort of the three classes of student that because of federal designations they have different rules you have to follow. So we had to call that out in policy. >> Well, but it's just that it says for foster youth and American Indian students. So

142those are just the two groups that are listed here. So >> special. >> So this is just so basically so if it's a foster youth and an American Indian that's why we have this policy. Is that correct? that particular section >> is applies to we needed that call out for that the whole policy we need for all of our students as we do any involuntary student transfers. >> Yeah. >> I just was wondering why and how so it's that those two and >> it's for those two they get special things that we do in particular >> involuntary transfers >> for them that uh >> Yes. So the policy is involuntary transfers and it kind of runs with community day schools, right? Like they're looking at how we transfer kids in and out of our community

143day school. But as part of our total involuntary transfers policy, we had to specifically call out those two groups. >> That's correct. >> Can I ask a question in regards to that? is um are they trying to help us help that student or is it more from making sure we're not inappropriately treating that student differently? I >> I I think it's both actually like making sure both parts are addressed appropriately. >> Okay. That they are trying to work with us so that these students get a better education. >> Correct. >> Yes. >> Okay. Thank you. >> Other comments? Yeah, I have on page 71 under the first paragraph under involuntary transfer of a student convicted of a violent felony, etc. >> The first sentence, it says the student may may be transferred to another district

144school if the student is convicted of a violent felony or a misdemeanor under those penal codes and is enrolled at the same school um as the victim of the crime. Okay. When I read that as a parent, so convicted of a violent felony, what I mean, I looked up the penal code. Like if that's a juvenile, >> they would be incarcerated, right? I mean, if they're convicted of a violent, >> it could be that. >> Not always. >> So, we would our policy would just be to transfer them to a different school. All right. >> This is to give >> No, no, this is >> this is involuntary. So, this allows us to transfer the perpetrator without them wanting to be transferred. Right? So, something happens outside school and they say, "Tough, I don't want

145to leave this school." No, we can make you move the school. >> Right? This gives us the authority to do that. Depending on what the crime is, there could be other raifications. >> Well, that >> to including expulsion, but those would be under the expulsion policies. Right. This is >> it's a matter of following through with the discipline that we've come up with for that student even at the new school. >> Yeah. This just allows us to do it when especially if we didn't have jurisdiction over the discipline, >> right? >> Yeah. >> So, it's not something happened in summer at a party somewhere else. We we still have that. right? >> Okay. Yeah. Yeah. Okay. >> Other direction comments. >> Um on page 72, sorry. John Jones. Um so the third paragraph on the

146bottom, the decision shall also include so the decision the decision to transfer. Okay. The decision shall also include the date by which the student may transfer back to the student's original school which shall no be no longer than the end of the semester following the semester. Okay. Is there so they may get transferred back? I'm assuming there's some sort of evaluation before that happens and there's protocols that have to be met before they can and does that where it says which will need which shall be no longer than the end of the semester following does that mean >> if it happened now then it would be by the end of next >> automatically they'll be transferred back >> no >> May okay according to an evaluation or >> yeah I mean often this goes through

147readmissions process, right? So, we deal with that in close session and we talk about where they're going, why they're going there, but sometimes Yeah. So, so it's a similar thing, right? But they basically that like this is the duration of the discipline, right? You you you're not saying >> it's only going to be three weeks. It's going to be at least >> basically the remainder of this semester and all of the next semester. Okay. Whatever. So, if it's right now, it'd be not until the next school year, right? If it happened in the spring, it wouldn't be till halfway through winter break of the following school year. It it puts a minimum duration on it. Got it. So, do you think we should have language in there that says may transfer back pending evaluation or

148pending >> just so it's >> so I think that's AR language, right? That that be the how this is just the the what they may transfer back at this period of time. Okay. >> How we decide to do that that's that's the the sort of staff work around why we bring a kid back. >> More specify when that would happen. Okay. Sounds good. >> Mr. Jones. So on page 73, second to last paragraph, um I understand this is all about in involuntary student transfers, but there's it starts out whenever an employee learns and I think that opens the door for could this be any situation. So I think we need to call out that this when they learn that this when the parent of a student who is being involuntary transferred is unable to understand

149etc. I I just I like to be clear. So >> I'm not sure what you're asking. Well, the whole par the whole policy is about involuntary transfers, >> but here at the very end, it's not talking about involuntary transfer. And I think that's it's implied, but I I just think that you could add that language in, >> right? You could see it and think that it's for anybody in the polic. We can absolutely add the language, but my push back is language in one policy doesn't apply to other policies, right? Like you can't carry it out. So, so this is language inside the involuntary student transfers policy. So, it only applies in this case, right? And it's actually under the notices, informations, and reports section of the involuntary student transfers policy. So, I mean, we

150could. It just starts to get, I think, really wordy when you when you say that all the time, but but >> but we would help them understand if they pulled this language and tried to use it somewhere else like where'd you get that language from? That's only from this particular policy. >> Okay. Um, and actually that language is probably repeated in a couple places um that notifications because I know the 15% language is complete is is elsewhere. It actually shows up in every policy that it applies for. >> Stop arguing with me. >> Any other >> But I enjoy it. >> Okay, moving on to 4 A14 suspension and expulsion. Due process comments. >> Okay, thank you. Yes. And this is a this is a revision of a a policy that was last revised in

1512020. And again, Darren joins us for additional questions. I like the changes in the second to last paragraph on page 75. Um, district shaft staff shall enforce the rules concerning suspension and expulsion of students fairly, consistently, equally, and in accordance with the district's non-discrimination policies. Like the verbiage on that. Thank you. And same with the paragraph two above. No students may be suspended for disruption or will for defiance except by teacher pursuant to. So, I have one and once again I think uh we're I'm looking for additional clarity on page 75, the first red one, no student may be suspended, etc. Um, teachers retain authority to remove a student from class for the day of removal in the next day, etc. Um, I I just I'm confused by the word retain there because it kind

152of sounds to me like like it used to be this other way and now it's this way and I just would like it rewritten to maybe just plain old not have the word retain in it. >> That's a good point. So So it it actually did switch and that's why the word retains there, but I agree we can clarify that. Um but but but basically they used to be able to well schools and teachers could suspend for defiance. That is no longer lawful in the state of California. >> However, teachers retain the ability from their classroom. So the law changed, but it didn't change the teachers ability, but we don't have we don't have to clarify that. We can we can just >> we we can literally change that to just may teachers may remove

153a student. >> Yep. for clarity. >> That's why it was >> that would read teachers may remove a student from class for the day or Perfect. Anything else? >> Correct. >> That's all it's ever been. Two days. >> Yeah. >> And not and not two additional days. Two days. >> Y. >> Okay. In 4:15 school calendar. >> Okay. Thank you. And Dr. Irvvis is going to come join us here. I'd like to point out uh as she comes up that there is an error in the draft. So I'd like to point that out to you. So if you go to page 81, page two of two of the revised policy, that last sentence was actually current is current language. So it should not be in a different font color. It is not new language. It

154is current language. So >> no less than a total of 17 minutes. That is current language, not new language. >> That is not enough. That is not enough. >> That that's ad code. >> No less. >> That doesn't count. That's just I'm with you. I like the flip of that as well. >> Less than a total of 17 daily. >> Not enough minutes. It's not enough minutes. >> We can rewrite it. >> Yeah, we can reorder the sentence. >> I think the flip and starting with the elementary schools. >> We can absolutely play with that. >> Um, do we need the TK on here? This just starts with Kinder, but should there be a TK minutes? >> No. No. Uh, number four. >> Number four. Under four. On number four in the school day. >>

155Yes. >> Should we have a TK number on there? >> Yep. >> All right. Thank you. And and I have a question on grades 9 through 12 for 64,800 minutes. Many of our juniors and seniors have like four classes. So how five >> five? >> I know a lot of fours. >> Yes, I do. >> Only if they have a sport that counts as a class or if they're taking a class or a dual enroll. >> Okay. Here. >> All right. So, is that still the proper number of minutes for juniors and seniors? >> That's five. That's based on five. I didn't do the math, so I Yeah. Okay. >> Yeah. So, the way the state does it is they end up averaging it out, right? So, so your instructional day has to total up

156to that. If you have a prepoundonderance of your students who are for some reason getting way less than that and they audit you, then you'll have findings and you'll um as we had in my previous district, a school went to school all of spring break because they needed to make up minutes. that they understand that you're going to have a few kids who have more and a few kids who have less, but the preponderance of students have to have at least that um or more than that. So, we build our schedules to try and have a little wiggle in them as well. So, most of our class schedules have slightly more 64,800 over the course of the year. >> Are we 180 days? >> 180 student days. Yes. >> Questions? Anything else? >> Okay. Thank

157you. All right. 4 A16 sexual health and HIV AIDS prevention instruction. >> Yep. And again, Dr. Riss joins me as well. And this is uh we are bringing this policy and the next policy uh forward as part of u in response to the Mahmud uh Supreme Court decision. So this was a recommendation that these policies be reviewed and at the same time as you can see this one was adopted in 1999. So we have a lot of antiquated outdated language here that we wanted to update. >> Any comments? >> I had asked Mrs. Hayes previously if we could see the administrative the AR that is accompanied with this and it and she responded that that's in the works. So we'll expect to see that. Okay. >> Yes. So once the board once the policy is

158approved by the board, then we will have the administrative regulations finalized. It'll be available before trustees and link to the website directly underneath the board policy. It'll be EP link, AR link right there for the public to see. >> Great. Thank you. >> Okay. So I have a bunch of questions. Number one, um, instead of STD, let's just start on 86 and it's throughout. Um, on number two, instruction, sexuality and HIV slash, isn't it? STI. It the language has shifted to STI. That is the language we use in the class. This is EDC code. So, I'll double check, but it this is very recent language. So I believe ED code has not shifted. So if it would be more clear, we could say STDS STI. >> I mean just since we're shifting that way, maybe

159if we could add that that's >> and I would say that throughout that came up a couple of times. >> And um let's see the paragraph >> um on page 85, second paragraph, is this ed code that this has to say? This the district shall respect the rights of parents, guardians. I I would like it to just be a period there. The district shall respect the rights of parents and guardians to s to parents or guardians. Period. I don't think we need to have to supervise their students education on these subjects and to impact values to their children regarding human sexuality. >> I don't believe there's a requirement to have that part of the sentence. >> Yeah. Well, I'd say get rid of the whole paragraph unless maybe we want just the first the first

160part of that sentence where we >> I think part of that is in response to Mimmude Taylor. This idea that part of the reason we're making these changes is so the parents have that opt out in in these particular situations. So, you're setting the narrative for why we're allowing the opt out. Obviously, you're not going to quote uh Supreme Court president in your board policy. So, you're going to say what Mimood Taylor said is that parents have the right to impart these values. So we're just kind of mimicking what Mimmude Taylor said to make sure that we're in alignment. >> So that's why it's there. We can remove it, but that that is why it exists is because that's sort of the ruling for Mimmude Taylor. >> Well, I'd like it to say the district

161shall respect the rights of parents and guardians with a period after that and get rid of the rest of that sentence. And then in the next paragraph uh it starts with the district shall strive to provide students with the knowledge and skills necessary to protect them from risks presented by sexually transmitted infections, I'd like to add teach abstinence as the only 100% guarantee or something along that line that um well actually and emphasize abstinence as the only 100% effective method to prevent pregnancy, unintended pregnancy, sexual harassment, sexual assault, sexual abuse. blah blah blah >> that is um there is abstinence language in ED code so we can borrow straight from that language and add it in. >> Okay, great. Thank you. >> And that uh that it must be presented as the it's something like

162the only >> 100% Yes, there's also policy around it can't you can't only teach that >> right everything else is in here >> you can't teach a house that is only >> right and that's the other piece that's in there right the skills necessary to protect themselves from risks so those skills are the non-abstinencebased skills right So um contraception and um prophylactics. >> So the next version that you see will have the ED code language included. I like well I think as a direction of the board we'll have to discuss that a little bit further. Um because I certainly don't think think that uh teachers should impart values to their children regarding human sexuality. >> There's nothing else. >> Well, I I just think we just keep it there. The district shall respect the rights

163of parents and guardians. >> Could I make a suggestion that maybe deals with both of these? Um I I agree that district shall respect the rights of parents and guardians but this policy is about um sexual health etc etc. So I think maybe what we say here is shall we respect the rights of parents guard and guardians uh comma including the right to supervise their students education da so that we're being specific about that right here because that's what the policy is about. So just insert between parents, guardians and the word to supervise. The words to supervise insert including the right to supervise. I I mean I don't think we need the paragraph at all. I think we're covering everything in sexual health and HIV, AIDS, STI prevention instruction all throughout. >> Yeah. is the

164statement for the parents who are opting out of it. that responsibility assumed by the parents paragraph. It's just an acknowledgement of yeah there there's been a shift. It says a parent now can decide to remove a child mandatory education that we used to not very long ago said you couldn't do >> right. So this is that acknowledgement at least >> right it's specific to the language >> this is letting them know >> talking about >> I mean separately >> you like it >> yeah I don't think we should remove it >> add >> I think is fine it just adds specificity to it >> fine >> yeah voting >> I think it's because it is like trusty Jones said because it's a policy on sexual health. It's okay to specify that in this matter we

165are respecting the rights of parents and guardians to supervise their child um education and to impart to their children their values. So I think we should keep it. >> Yeah. Because it does say to their children. >> Yeah. So it's not addressing teachers. It's addressing we will respect the rights of parents to be the ones to impart their values. >> Yeah. >> I don't know. Maybe we I want to reward it a couple of different ways and then we can decide as a board when we have it come back to us. >> Yeah. I'm I'm just sort of trying to sort of trying to uh tell both that yes, we're emphasizing that we respect the rights of parents and guardians, >> but we are in this case, we're specifically calling out this right. So, I

166like I like having that there, but I also think that we're calling out it very specifically in this case because it is one thing that I don't think most parents are, you know, like, oh, I'm going to teach my kid the kind of English I want them to learn. That's not the sort of thing that parents or the sort of math or the sort of whatever. But when it comes to this, which is much more something that many families care about, I think I think it is good to call it out. Yeah, I I Yeah, let's let's work on it. Other comments, suggestions. >> So, this is going to go back on consent. >> Okay, moving on to A4 A17, comprehensive health education. >> Okay. And this policy, last time came to the board, it

167was adopted 1999. I bring this forward again with the previous policy in response to the Mahmood uh decision to update language, comments, suggestions. >> Okay, go ahead. Sorry, my comments were written so many days ago that it's like, okay, what did I mean by that? >> And it's given everyone time to reread. >> So on page 90, the second paragraph, I was trying to understand on line four, it leads in um supports the physical, mental, and social well-being of students. Semicolon reflects the importance of digital and media literacy. Reflects the importance. I was in my mind it's the comprehension and understanding of safeguards but maybe I'm not understanding the point we're trying to make here but reflects the importance of digital and media literacy I don't really want them to understand what they're selling as

168much as being able to you know think about it >> and um know when you're being sold to and to you know learn more before you're making this decision Does that language speak to you that way? Um, just reflects the importance of digital and media literacy. I mean, literacy I I get. >> Is your request to add something that is a little bit more clear? It's about safety. >> Um, comprehension and understanding safeguards. Yeah, safety. >> We can do that. >> We can add that for digital and media literacy. >> Yeah. The idea is that this health education program doesn't stand alone around one specific thing, but I think that's good clarity. >> I do too. Any other comments? >> Okay, moving on to 4818. >> Oh, go ahead. >> Can I ask a question?

169>> Sure. >> So, what is the reasoning of not calling out AIDS in HIV? all of the the line outs that you know talk about it is it because it's elsewhere or we're just not speaking to that specifically. So I wasn't in my role in 1999 but I think that at that time it was such it this was developed as an AIDS policy at the height of the AIDS crisis and while that is absolutely still part of what we instruct on and the previous policy has that in its title this really across the state 28 addresses health. Okay, thank you. >> Anything else? Now to four A18 high school graduation requirements. >> Okay, thank you. And then Dr. is um here to help with questions again on this one. And language from the calendar policy

170was moved into this policy. So you'll see that was one of the changes. she can speak to specifically um if you need to identify where that was. And then also the inclusion of the um the middle college program language is in here as well as just as well as general cleanup. I go yes please. Okay. So, um there's a reference to um ethnic studies starting in 29 for students graduating in 29 2030. Uh 2030. So, >> wait, wait. What page are you on, Gil? >> Oh, sorry. Uh I've moved it to another page. So, I'm not sure. Oh, okay. Uh 95 towards the bottom. Um number nine. number nine. >> Yeah. >> So, are we >> those are students who are in eighth grade now? Um, so are we going to have ethnic studies? Yes.

171Next, next year for freshmen. >> No. So, that language was added, so the black part was added previously, I believe. Is that right? Um, because that was the rule, but until it becomes funded, our current plans, we don't have the ability to add a section right now without the funding to add the additional section. So, that is no longer a state. But the the change in this policy was which the which would fill one semester of the 13 semester elective credits. That was the the change. >> So we need to take this sentence out. >> We can. >> Yeah, for sure. >> Um because we're not going to have it next year. We shouldn't be saying this. Okay. So that comes out. That's that was one thing I wanted to know. >> Unless they suddenly

172fund it at the legislative level in January, February, and then we will. But uh I don't know that that's going to happen. We'll see. We'll see when the budget first gets its first re push through. >> We can take it out and if we need to add >> put it back if we have to. >> So >> I think other than that I just had some concerns about some things being very confusingly worded and I can just pass those along to staff. >> Yes. >> I don't need to drill everyone else with that. >> Nope. We can correct that. It's not words comments, suggestions. >> Okay. On page 97 on concurrent enrollment in Cal Prep. I feel like that's I hear from parents that it's on page 97. Moving on to 97. still there. Okay.

173All right. >> I was just making sure you're in wheels jumped in. Um, are we looking at offering more options? It's always full >> on the California Preparatory Academy >> there. you know, we're not full as far as I know, >> but there is there's typically a point in the semester where it would be very difficult to transfer into an online course because the curriculum is specific to that course. >> So, that is messaging that sometimes does go out that we'll need to wait till next semester because we're too far into the semester. >> Got it. Got it. Yeah, that Yeah, that makes sense. Um, and I think probably it's for some of our students that maybe are needing health for health reasons. And then I know we have >> we make exceptions. So we

174we actually just addressed this at one of our meetings and I know that um, Principal Hatcher is behind us. Um, so we will make exceptions when there is a a specific reason why a student needs an alternative program that is outside just they want to take the class. >> Right. Okay, thank you. And then on um the PE credit, is there room to change this or is this only for independ I'm sorry on page 98 under physical education credit grant physical education credit for independent study program specifically only individual sports with national competitive ranking or competitive team sports that meet the criteria. Is there any room for that or is that just that's it? >> I mean that's it. We added a sport uh two years ago. Was it now two years ago now? We

175added ice hockey. >> Yes, we did. >> Yeah, that was two years ago we added ice hockey. So, so we have added sports. Um but there's not a lot of situations that qualify where the kids are going to get all the standards they have to get through PE. So, we don't want to just have it open, right? >> Um so, we've done it. >> Yeah, we've done it as needed um in in certain situations, right? So, it's really designed for those kids who are, you know, I'm a top three diver um and that requires me to travel differently or a top 10 gymnast, right? >> Yeah. Swimmers, not as much, but yeah, we see that a little bit. >> Um or I play a a super competitive sport that's just not offered. Ice hockey being

176the one we just added, right? But we're not necessarily opening that the doors to that. >> Right. Well, I just wasn't sure if that was just if that was specific or if there was >> Yeah, we have an independent PE >> um practice that we would go through for that when they apply for independent >> PE. And on page 101 or actually let me go to 100 first on college courses. the district um on a the district mains cooperative agreement with South Orange County Community College District >> and Saddleach, >> right? >> That's Saddleback and Irvine. >> Irvine >> and Irvine. >> And are those the only two that we that we could recognize? >> Okay. And and we will actually be we each semester we bring an addendum to that agreement. So we have

177an overall agreement with both colleges under their district and then we bring course lists each semester. >> Yeah. Each semester the course list changes. >> Okay. >> Thank you. And then on 101 on the graduation ceremonies um the board does not permit or recognize any graduation ceremony for district students other than the ceremonies attached to graduation from high school. I know that over the time that I've been on the board that's been adjusted and it's taken away from allowing um I'm I'm assuming this has to do with like a kindergarten celebration or a fifth grade promotion or an eighth grade promotion. >> Correct. We have celebrations and promotions but we only use graduation to refer to 12th grade. >> Right. So >> they can have celebrations, they can have promotions. They can't have graduation. Graduation

178is reserved for the kids who finish high school. They can promote from eighth grade. They have a promotion celebration or >> they can do it. >> They can't call graduation. >> Well, but there was some direction given a few years back where they were basically asked to not do any celebrations whatsoever. And some schools seemed like they could do what they did before and other schools couldn't. And there was some >> Yeah, that was before my time because I remember we changed course. and we changed course. So now >> under Dr. Brown's leadership, we changed course. >> Yeah, they can they can have their celebrations person, but we can't call it graduation. >> Okay. >> You know, I can't speak to why it happened previously, but there's this idea that graduation is something that you

179do from high school and from college, right? You don't graduate from kindergarten or graduate from fifth grade. And so that's this idea. Why they were trying to stop celebrations and promotions in the past, I don't know. Uh every district's a little different, right? I mean, our, for example, our definition of validictorian is very different than most other districts definition of validictorian. Um, so everyone does it differently, but that's our our thing. >> It just seems interesting that it's a district policy instead of a sightto-sight policy, you know, like because I I've had a lot of parents ask me about >> I can tell you that what happens in in some systems and maybe this is what happened here is you end up getting this sort of escalating who has the better thing and the parents

180at this school say my school had this, how come your school didn't have this? And it that became really hard for the district because we don't have the funding to pay for any of it outside of 12th grade because it's expensive. So, so if we're not going to pay for it, then then it became this other whole other competitive issue amongst our schools, right? And so we said can't have graduation. Um, >> but they can still do it. They just can't call it graduation. >> No graduation, but they can >> clap out. >> It's a clap out. It's whatever. But because again, >> so I guess maybe >> we're not going to pay for that. So I guess maybe the direct I mean my thought is that we need to share that back out with

181schools because that I don't know that that is >> we do they know >> they know >> yeah they might not choose to do anything but they know >> so so who's deciding if they get to do it or not I guess is the >> the site >> so the principles >> and their PTAs and their families teachers >> I'm saying families PTA has been has shared with me over the years that they are not allowed to. I have shared that that is not accurate. >> They have to talk about what was accurate. >> It's not now. >> So, and and they all know that they can have a celebration. >> Okay. Great. This is great news. Thank you. >> Yes. Why not funding your money? >> Great. That doesn't have to be a big

182expense of anything. It's just a little celebration. >> Okay. Other comments, direction? >> Yeah. Um, on page 99, the very last sentence, parent guarding applies in writing for the credit prior to enrolling. Are we okay with that just being prior to or do we want to set some number of days or weeks or decades? >> We have a hard time with that seeing as some of the class lists from some of the schools don't come out even early enough for us to include them in our CCAP agreements. So they might not know if we set some arbitrary deadline and wherever they're taking that course doesn't meet that deadline. So I want to be I don't want to >> but this is the parent applying for credit. So like so so I'm going to have my

183kid take Spanish at Saddleach instead of at Capital Valley High. Um what I think that what this is saying is the parent needs to apply for this to count prior to uh enrolling. Um, and it seems to me that we maybe want a little bit of of like >> some number of days or something. I don't know. >> It's green, so that's new. >> Uh, yeah. So, community colleges statewide changed their system for high school students to enroll in community college. And it so we are aligning ourselves with that. and the community they now complete a form with the community college prior to coming to us and then we also have a practice where they let us know what class they want to take and we share because we want to guide students we don't

184want them taking something that we're not going to be able to use for example for them >> um but they start now with the community college and then us in that case >> if they're going to a different institution. We >> I I don't think you understand my question. I'm asking do we want to say that we want the parent to apply with us like 10 days in advance, 5 days in advance, 30 days or or just in advance? >> In advance is leaving it open for us to match the community colleges changing calendars. >> That's fine. If if you don't care about the days, that's fine. I just thought, well, you know, prior doesn't give us any legal >> and we don't really want to be collecting the paperwork. If they if that class

185ends up not being offered that semester and they can't take, I don't want to have a whole bunch of that. I I want to have them gone through the community college and then come through us and we know that class is offered. We know they're going to be accepted. We're we're sort of the last step. >> So that's why >> again you can stop >> or A19 continuation education. >> Thank you. This policy is another one that is being updated based on our upcoming federal program monitoring. >> Any direction or comments? >> I have some other comments but I'll pass them on through staff. It's just like making it more clear. It's fine. >> Okay. And moving on to 4 A20 U promotion acceleration retention. >> Okay. As you look at this policy, I'd like

186to point out that staff is recommending one change in the language. So if you go on the first page, which is 116, >> 10th line, which is right when the new language starts, >> and we would like to change it one word. It's currently states when high academic achievement is evident the teacher may recommend a student for acceleration. We would like to change that to say when high academic achievement is evident the student success the student study team SST may recommend a student. This is important. This is our practice. The teacher is a member of the SST, the student study team, but it shouldn't rely solely on the teacher to determine acceleration. >> That's that's great. I I had circled that because that's I feel like that needs a little bit more. So that definitely

187helps and I know this is a lot of changes on it, right? >> Yes. Also to point out that there will be an administrative regulations. So the details that you see about six pages of struck language will be in the AR. It does not belong >> not belong in a policy. So, right, I see that. And I but I would love to see the AR as soon as that is put together because >> I know it's I mean I'm assuming it's all moving to an AR. >> We'll be happy to share that with trustees. >> Yeah. >> Comments Jones. Um I tend to be again uncomfortable with some of this language when high academic achievement in in is evident and I just with a a young child you may not actually get achievement but skills

188are there skills are evident and and I don't even think that it's high it's that it's unusual um so I feel like um >> in that same thing before the SST. Um, so maybe when a student's um high or unusual academic achievement is evident, I just feel like uh No, I'm sorry. Not not a skills rather than achievement. I just am not I I I feel like we're talking about you're not going to promote someone if they just have the skills, rather if they have achievement. So, I actually think we need to >> we need to add a paragraph here that this is not acceleration like you're an accelerated class. This is you're going to skip a grade, >> right? >> This is a very different type of acceleration. So, so that's why it's got

189to have a SST. It's got to be more than just skills. So, we need to put a sentence in there that that defines this is not >> going into gate. This is not going to be in math six accelerated instead of math 6. This is I'm skipping fourth grade, >> right? >> Okay. So, if if you if that's clarified, that would be fine. I just >> because when I read it I was like well people are going to think acceleration differently so we need to be very clear >> right use >> I'm good >> so we'll add language to clarify >> no I mean a parent is part of a student's study team right so that's why we want to have the team so it's not just a teacher says I'm you're skipping third there's

190some kind of grand wizard behind the now you move into eighth grade from kindergarten >> no that that's why we wanted that collaborates together. Parent, principal, counselor, teacher to make sure that we don't just do not look behind the curtain. >> Oh, really? >> Back to the duty housesers. >> All right. Um, okay. Any other comments or suggestions? >> Nope. Nope. >> I'm moving on to 4 A21, recognition of religious beliefs and customs. >> Okay. Thank you. Yes, this is a 1999 was the last revision and this is also part of the U recommended policies to review and revise per the MAMU decision >> comments suggestions Adams >> this is recognition of religious police and customs correct >> yes >> on page 123 uh let's see second paragraph breath down. Um it says students may

191express their beliefs about religion in their homework, artwork and other classwork if the expression is germanine to the assignment. Such work shall be judged by ordinary academic standards, relevance and other legitimate pedagogical objectives. I'm wondering if we want to add a sentence something to the effect of um teachers are prohibited from evaluating work based on religious disagreement or bias or something like that. I think it's in the paragraph above where it says, "Additionally, staff shall not prohibit or discourage any student." Oh, no, sorry. Uh, >> the um from encouraging students participation. No, sorry. >> Yeah, we we could look at adding language about that the the >> the because you're talking about the grading, right? So, so that is what that sentence is about, right? That that you're only grading it on the academic standards.

192So, if even though my religion might be different or I don't agree with you, if it was gerine to the assignment, I can't factor that in. >> Um, so you're just asking for a little more strength in that language. So we could put maybe a sentence about bias there and just all bias will be >> that'd be great. Thank you. >> On that same paragraph, I'm just wondering if we could >> add another sentence there. I think that's perfect. Such work shall be judged by do we need ordinary or is it better just to be by academic standards. >> Yeah, ordinary just get rid of >> I think ordinary is qualifying that that the sort of >> what we're using that we're not going to use different standards for this case. Well, I didn't use

193the ordinary standards because for this particular project I talked about, right? It just it it it I think the the word ordinary strengthens actually I think what you're trying to get to, Trusty Adams, that that you have to be sort of aligned. You're going to grade this the same way you're going to grade the next item the same way you're going to grade as opposed to I used special standards for this one. Oh, no. Your regular >> Yeah, I think we're going to add that sense. But I do you could change the word ordinary to regular if you if you want if you don't like the word ordinary. I do think that qualifier needs to stand. >> Okay. Well, to that end, Germaine, it's just not that comic. Any chance we want to change it

194to relevant >> work if the expression is relevant to the assignment? >> But I like to win Scrabble every once in a while. >> I mean, that is a good one. That is a good one. And everyone would be looking it up for sure. >> I did. >> We want to educate our parents who read our policy. We can change. >> No, we want them to read it. >> Okay. Thank you. And then on um page 122, la second to last paragraph, I'm wondering if in order to respect each other or each student's individual right to freedom of religious practice, the next two words, religious indoctrination, if we could change that to um instilling religion is forbidded in public schools >> rather than the second to last paragraph on page 122 >> when required by

195law. Is that where you're starting? >> I want to change religious. I want to change religious indoctrination to maybe instilling religion is forbidden in public schools. >> The word indoctrin All right, I'm fine with that. Those are my my others. Anything else? >> Um, what? >> Okay. So, what if we said in order to respect each student, each family's rights, I mean, to get kind of back to, you know, this family because I think it is But keep religious. >> So she's adding family in order to respect each family and students individual right to freedom of religious practice. >> We can say or and or >> welcome to. >> Yeah. So then that's why you or because and the assumption that every kid is the exact >> it's the exact. >> Yeah. Andor. Any other

196suggestions? Okay. 4822 transitional kindergarten. >> Trusty Costanos. >> I'm just going to say you saved the best for last, right? >> Of course you did. Of course you did. >> Yes. You'll notice this was last revised last year. So, we're bringing it back and adding language that was taken >> least amount of changes. >> Oh, >> I just had one. >> Go ahead. >> Okay. So, a kid who's actually eligible for Kinder, >> if there's room, >> they could go into TK if they are that age. So, do you have some language changes on that? Some thoughts on it? >> It's a confusing rule because as soon as you >> rewritten the whole thing, Lisa, >> has rewritten? >> Well, she should. >> To be honest with you, I had to talk to Chad GBT

197about it because it was so What did Uncle Chad say? >> It is written horribly. Sorry. Sorry to whoever wrote it. >> And the other problem was >> Yeah. Sorry. I mean, you guys did work on a million policies. I'm just saying. >> And you know what? I know this with much. >> Okay, let's just move on with what we're recommending. >> This is on the other end. These are kids who are eligible for But we have a new writing here. >> I dealt with this. I dealt with this over the and and the other problem is it's not dealing with the fact that you could uh you could say, "Okay, you're eligible for kinder and we don't have room for you at school A, but if you really just want to do kinder this

198year, you could go over to school B because they they've got room for you. But here we're only going to take the four-year-old into TK. >> TK, >> but yes. No, a kid who's eligible for K but wants to be in TK. >> Yes, they do. >> Right. So my wording deals with all that. So I say because TK class sizes are strictly limited, it may not be possible to accommodate all eligible children at their family school of residence or first choice school. In those instances, enrollment priority will be provided to TK eligible children according to the date on which each child's intent to register form was received. So that note the TKers come in order of when we got their intent to register. Those who cannot be accommodated of their school of residence first

199school offered placement at another district campus. Okay. Then upon request from a child's parent guardian, the district may allow a child whose fifth birthday is on or before September 1st and is therefore eligible for kindergarten to enroll in the district's TK pro program. Requests are to be made by submitting registered form. request to enroll kindergarten eligible children will be reviewed only after TK eligible enrollment numbers for the following school year have been confirmed and will be considered if the following conditions are met and then we go into those conditions why change them around a little bit sufficient o opening and then using assessment data superintendent design children's message third child's fifth birthday is on or after June 1st among those children priority will be given to children whose birthdays are closest to September 1st. And

200then because the notification was just running around in there, families will be notified if an opening becomes available and placement is possible. The parent guardian of a kindergarten eligible child who is enrolled in TK must have reassigned a kindergarten continuence form on. >> Yeah, I got it. for >> Okay. All right. >> The rules won't change. Yes. >> There's all those different situations. >> Yes. Way too many scenarios. Yes. >> Right. And we had that this year, a parent who called me because this was a child whose siblings were in a particular two-way immersion program already and they want they had a kindergarten eligible child. They wanted to be at that school for TK and they said, "Okay, fine. They can go over there for TK." They didn't want to do that. They wanted to

201be there. So, anyways. >> Yeah. Okay. Any other comments? the same as Kinder. Yeah. Minimum minutes. Yeah. And only if >> Yeah. If I could just say Trusty Jones, thank you for the the text is actually really helpful. Um I would only say the only thing that that you shared with us that we might not want to include would be the sentence of in those instances enrollment priority be provided to TK eligible children. And I know you guys don't have this. According to the date on which each child's intent to register form is received. The reason would be that we put into the kinder eligible kids we put into TK. We start with se August 31st and then we work backwards. So it's not when you turned in your intent to register form. If you

202were in early June, you might not get in if we don't have room. Now fairness, we've actually placed almost all the families that have wanted it. Maybe not at the school they want, okay? But like we had 111 kinder eligible kids in TK this year for example. That was pretty sizable group. So >> I'm getting >> Yeah. I just I just wanted to I didn't want you to be upset when you didn't see that particular sentence, but the rest of it was really helpful >> for that clarification. >> Yeah. >> Okay. So then the only thing this thing that was left and that is that is uh the IB and um and language immersion admissions and issue is that are you on TK? >> He's on 511. >> I thought you were done with that.

203No agenda item that remember we talked about you wanted to give staff direction on a different policy that's to this policy >> instead of changing the >> I think we're done with that. If we're not >> Oh, we're done with that. I mean I believe we're done with that. are any any additional comments or direction? Okay. And all right, Trusty Jones. >> Okay. So, in that policy 511.5 uh San Juan ele the Spanish immersion, if you go to San Juan Elementary, you're you're automatically a student at Marco and then the policy now says you're automatically a student at San Juan Hills High School. I want and apparently Dr. Brown agreed with me on this one. Once in a while I get one that it would be uh a dual option of San Juan Hills and

204Cabo Valley High and I I have reasons for that, but if you're happy to just let me do my thing, then >> and Capo Valley does have a Spanish dual immersion program, so kids could already choice there. So including in the policy is fine. >> Yeah, that's already happening. >> Yeah. >> Okay. Spanish. >> Yeah. >> Right. So I just want that added on that one. Okay, fine. Yeah, that that's just the addition of a program name. It doesn't change the policy. So, that's not a substantive change to policy. So, it actually doesn't need to come back. Staff will just make the change and you'll see it. It'll be live, >> right? Okay. Thank you. Anything else? Anyone? >> Okay. Trustees, there being no further business before the board, may I have a motion to

205adjourn? >> So, vote moved by Trusty Zinger, seconded by Trustee Jones. All those in favor say I. I. >> Any opposed? >> Okay. Motion carries. 70. >> Thank you for your time tonight, trustes. >> 7:55