001President Davis, the live stream is now in progress. You may start the meeting. >> Good evening, trustees. The time is now 5:32. Please stand by while the start staff starts the live stream. Ready? Thank you. Good evening and welcome to the October 15th regular board meeting of the Capistrani Unified School District. The meeting is now in session. The time is 5:33 p.m. Mrs. Hayes, can you please call the role? >> Trusty Castianos will be absent this evening. Trusty Pritchard >> present. >> Trusty Zinger >> here. >> Trusty Adams >> here. >> Trusty Jones >> here. >> Trusty Bulicus >> here. >> Trusty Davis >> here. >> May I please have a motion to adopt the agenda? >> So moved. Second. >> Moved by Trusty Zinger. trust and seconded by trusty Bulicus. Mrs. Hayes, do we
002have any speaker cards regarding the adoption of the agenda? >> There are none. >> Thank you. Hey, all those in favor of adopting the agenda, please say I. >> I. >> Any opposed? Okay. The motion carries 601 to adopt the agenda. Mrs. Hayes, before the board recesses to close session, is there anyone who'd like to speak to a close session agenda item? >> There are none. >> Thank you. The board will now recess to close session to address the following agenda items. Student expulsion, one case. Conference with legal counsel, anticipated litigation, two cases. Conference with legal council, existing litigation, one case. Conference with labor negotiators, CUA, CSEA, Teamsters, KUMA, and unrepresented employees. Conference with legal council, anticipated litigation, two cases. Conference Conference with legal council exist existing litigation, three cases. Public employee dismiss dismissal discipline
003release. This item has been pulled by staff. Public employment and evaluation of performance. The board will now recess to close session. The live stream is now in progress. President Davis, you may start the meeting. Thank you, trustees. The time is now 7:05. Welcome to the October 15th regular board meeting of the Capistrroni Unified School District. The meeting is now in session. The time is 7:05 p.m. Mrs. Hayes, please call the role. >> Student board member Hansen, >> present. >> Trustee Castianis will be absent this evening. Trusty Pritchard, >> present. >> Trustee Zelinger >> here. >> Trusty Atnhams >> here. >> Trusty Jones >> here. >> Trusty Bulicas >> here. >> Trusty Davis >> here. The pledge of allegiance will be led by Trusty Hansen. >> Thank you. Ready, begin. >> I aliance to the flag
004of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. Mrs. Hayes, please call the read the report from close session. On agenda item 4 A, student expulsion, trustees voted 601 to approve staff recommendation on the following case. Case number 2026 0001. On agenda item 4B, anticipated litigation, trustees gave direction to staff. On agenda item 4 C, existing litigation, trustees voted 601 for staff to give direction to legal counsel. On agenda item 4D, conference with labor negotiators, no reportable action. On agenda item 4E, anticipated litigation, trustees voted 601 to approve staff recommendations on the following ADR cases. Case number 2025101. Case number 2025103. On agenda item 4F, existing litigation, trustees voted 601 to approve staff recommendation on the
005following cases. Oage case numbers 2025 04 0123, and case number 202560446. On agenda item 4G, this item was pulled by staff. on agenda item 4H, no reportable action. That concludes my report. >> Thank you. Now, we ask that you turn your attention to our presentation screens as we have a short video to share on CUSD's partnership with the California State University system. >> There are some exciting news coming from Capistrono Unified. CUSD has officially partnered with the California State University system to bring direct admissions to our seniors this fall. So, what exactly is direct admission? It's when a college offers admission to a students before they even apply. If a student meets certain academic standards, they'll receive an offer and can decide if they want to move forward with the next steps. Here's what to
006expect. In late October or early November, seniors will receive one of three flyers directly from the CSU system. If a student is on track to complete A throughG requirements and has at least a 2.5 GPA, they'll get a flyer congratulating them because they've been conditionally admitted to one of the 16 non-impacted CSU campuses. Flyer two is for a student who's close to meeting the A throughG requirements and has that same 2.5 GPA. They'll receive a flyer encouraging them to connect with their high school counselor to see if they're interested in applying. Flyer three is for any student who is not meeting the A throughG requirement or is below a 2.0 GPA. They're going to get information about the transfer success pathway, a great option that starts at a community college and leads to CSU transfer
007later on. Now, even students who are directly admitted will still need to launch their application through California.edu or CCGI. That connects their information directly to CalState Apply, the CSU application system. Also, don't forget that there may be application fees that go along to each of the CSU campuses that you may apply to. A quick reminder, there are six impacted CSU campuses. San Diego State, Calpaly San Louis Abyispo, Calpali Pomona, Cal State Fullerton, San Jose State, and CSU Long Beach. Some majors at other campuses may also be impacted, so be sure to check in with your college and career counselor if you have any questions. And finally, mark your calendars. The financial aid priority deadline is March 2nd. Make sure your senior submits their financial aid application before then. We're thrilled for our students to have
008this new opportunity and can't wait to celebrate all their next steps. For more information or if you have any questions, please check with the college and career counselor futurology at your school site. Thank you. This is great. I mean, I love this. And we are going to send this out to all seniors and it will be um a flyer will go out to all seniors and it will be available on social media and um other ways and I think staff will be working on making sure that everyone gets it. One possibility it's a two and a half minute video. Maybe every English class could show this video to give give a little bit of the information that's happening. I'm sure you've got a good plan on what'll what'll happen there. Thank you. And I'd like
009to recognize Dr. Chris Brown who will present his opening comments followed by the trustees. Good evening everybody. Welcome to the October 2025 meeting of the board of trustees. Uh just in reference to the video you just watched about the CSU direct admissions for CUSD. Uh that's going to be rolling out over the next few weeks. Our um coordinator for college guidance, Erica Gardner, who you saw in the video, she's here. So congratulate her. Let me tell you how hard it is to sit there and read into a video and and she's been instrumental in this work. So um district communications will go out to families. You'll see, you saw that that was filmed in like a vertical orientation fit for social media, right? So, good job for the communications team and making it ready to
010to digest in the way that our seniors actually digest information nowadays. Um, and and obviously they'll get the flyer. The the direct admissions is not offered to every district uh across the the state. In fact, it was piloted in Riverside County last year. We joined the pilot this year. There's not a very many districts that are doing it. It will go wide statewide next school year. So, our COSD kids sort of have a leg up on everybody and they get to jump in early with the direct admissions process um for the Cal State University Schools. Um so, so I wanted to start with that. I also wanted to address concerns I've received. I've been receiving a number of emails and phone calls from parents about Assembly Bill 495 that was signed by Governor Nuome. And
011I want to just take a moment to say that the bill that ended up on the governor's desk was very different from the original text. It went through many amendments and many changes before it passed uh the state legislature. And I want to be clear, the bill that was signed does not require us to make any changes to our district processes for securing parent consent or approving an appropriate caregiver to enroll a student in school. Our current procedures will remain in place and ensure that only authorized individuals can make decisions regarding a student's enrollment or school related medical care. As a reminder, state law requires still requires that changes in a parents legal custody or guardianship require a decision from a court of law which preserves their legal rights as parents. Additionally, this bill does
012not make any changes to who can be a child's caregiver, legal custodian, guardian, or parent without a court order. So, we're here to support your students and families, and we're committed to that work and committed to uh working with the state as they work through these types of of bills. Tonight, I also most personally invite you to our upcoming workshops and evening forums. Tonight, no, sorry, tomorrow night right here in our boardroom will be the second parent workshop of the year. I think we're already well over 50 signups at last count, maybe even 60. uh and it'll be from phonics to fluency and hopefully you received an email reminder today. We will live stream and record the presentation. So if you unfortunately can't be here, you could of course jump on YouTube, watch this board
013meeting again and then watch that live stream or that presentation. I know you'll be riveted. Um but if you attend in person, you'll receive a book for your preschool TK first or second grade student that you can take home and be using to support good reading habits outside of the classroom. And really our goal tomorrow night is to explain the science of reading, how we evaluate reading progress and difficulties, what learning interventions are available, and to provide guidance to parents so that they understand why it's so critical their child learn to read and why it's so important to their social and emotional success and their academic future. Uh once you've done that and and you want more information, next Tuesday uh at 6 p.m. October 21st, we'll have be having the first uh superintendent's parents
014evening form of the year at Lera Ranch Middle School. Uh I'll be there. I'll share a little bit about district budget and and state budget and why we have the situations we have. I talk about our long-term goals, but mostly just like a coffee chat, it becomes a Q&A so people can ask whatever questions they have about the district, provide input on on things they want to provide. So that'll be next Tuesday night, October 21st, 6 p.m. uh at Lera Ranch Middle School. And and don't worry if you can't make it all the way out to Lera. I will be doing more evening forums throughout the year at different sites. So we'll we'll cover the entire district if you want to come out and spend an evening with me. um professionally. So that ends my
015report for the evening. Thank you. >> Thank you, Dr. Brown. Just on that note and attending, I'm hoping we have 500 families that are able to attend tomorrow night and hopefully all the information is out there. Okay. He doesn't want 500. I don't >> know in the room. >> I do. And um but I mean the the information and the data on students reading being proficient readers by the end of third grade is staggering. Third grade reading proficiency is a critical benchmark marking the transition from learning to read to then transitioning to reading to learn. And the data from the national assessments like the national assessment on of educational progress often called the nation's report card shows persistent challenges exasperated by the co9 pandemic. So it's really important that we that this is one of
016our focuses and is one of our goals is to make sure students have all the support so that they will become proficient readers by the end of third grade. So thank you for that trustees. Trusty Adams. >> All right. I have a couple of schools in area one that I want to highlight tonight. Welcome everyone. Thank you for coming. Um Palisades Elementary School. I am so excited. We have a new principal, Yenia Hogan camp, who's doing an amazing job over there. I've visited many times and um parents are thrilled there. It just feels like new life, new breath over there. Um parents have come up to me on the side like, "Thank you for giving us Mrs. Hogan Camp. She's amazing." Um there's new enthusiasm. The community is growing. So great job, Mrs. Hogan Camp
017and to her team and her teachers. Great great start to the year and I'm excited for um what's going to come from Palisades. Uh another school that I enjoyed visiting was Shliff's Middle School. I went to their back to school night and it was amazing. Um principal Josh Wellixon and assistant principal Stephanie Stephanie, right? I'm saying that right. Okay. Bartlett. Sorry, Stephanie. um were amazing. They took me on a tour. I think I went into every classroom and I saw brand new teachers that are so excited, so energetic, thrilled, doing great things. And then I saw a few 30 plus year teachers that are killing it and like still energetic, still coming up with new ideas, still passionate about what they're doing. And as we were walking around, it was awesome. I had several, well,
018we had several parents come up. They didn't know who I was, I don't think. And um they they just thanked Josh and Stephanie like, "Thank you. Thank you so much. I love every one of my teachers this year. One of my every one of my students teachers this year." Another family came up and said, "Thank you so much for addressing my students individual needs. It's the year is so much better." And then um what was the other one? Oh yeah, I love every single teacher. So Josh at the end of it said, "Okay, I'll pay all of them later." Because they came up and said that in front of a trustee. So just a huge shout out to Josh and Stephanie Yenia and Barry Fitzgerald over at Palisades. Great things happening at both of those
019schools. So keep your eyes open and keep a watch on those two schools. They're awesome. Okay. And then the other thing I want to talk about is our amazing steps program at Dana Hills High School. I've talked about I talked about this months ago because they made me a shirt with my name on it and my schools on the back, but they took it even further this time and they made one for every single board member and I think for superintendent. Um and so we are wearing them or we brought them and um yes Here we are. And the cool thing is is every single one of ours is different because we all have our own schools on the bat. So, and I believe we have a video that highlights this amazing program. I wanted
020to just talk about it briefly for those that don't know. Um, steps is structured teaching, educating prepared students. And at Dana Hills High School, we have a spider lab. It's a work-based school program that prepares our next generation of entrepreneurs and graphic leaders through studentrun business. This all started um when the Dana Hill Steps program partnered with CCA, college career advantage, and also um with the support of the workability program to start a t-shirt business. Um, they started small with a direct to gargment t-shirt printer on loan from CCA and after a successful year, they acquired a new DTG printer and heat presses through a CUSD medical grant written by the occupational therapy department. There was also a generous donation made by the late Jake Schwarzber, a beloved teacher and volunteer at Dana Hills High
021School. There's also been lots of community donations, businesses in Dana Point that have donated. And so now we have this amazing spider lab at um Dana Hills High School. So we're going to just show you a quick video that highlights it. >> Nope. CSD has officially partnered with the California State Okay. Hi. So, what is your name? >> My name is Daniel. >> Daniel. Awesome. And what grade are you in? >> Uh, 11. >> Amazing. And how long have you been working on the with the Spider Lab? >> Uh, only like a few weeks. >> Just this year. >> Yeah. So, what is your favorite thing about the Spider Lab? >> Making t-shirts. >> Amazing. What's the best shirt? What's the most fun shirt you've made so far? one with my Vans logo on it.
022So, yeah. >> Nice. Nice. And how many shirts do you think you've made? >> Only two. >> Okay. And you were part of the group that helped make the shirts for the board members, right? >> Yeah. >> Amazing. How fun was that? >> Awesome. >> Cool. Well, are you excited about making more shirts in the future? >> Yep. >> Awesome. Well, thanks so much, Daniel. See you later. >> Do you remember how to print? >> Can you show me? >> Tom, show me how you print. print. >> Nice. >> Yes. Yes. >> Put something there. Can >> you show me what to do? No. Nice work, buddy. >> Noah, what grade are you in? >> 17. >> You're 17 years old. >> Are you a junior or are you a senior? >> Senior. Nice job,
023Noah. >> Good work, bud. Thumbs up. Trusty Pritchard shirt for me, please. >> Yeah. >> Thank you. >> Twist it. Do you feel the green? >> I hit return. >> Good job once in there. So I want to give a personal shout out on behalf of the board. I think I can speak for the board in thanking these students. Adrienne Sanchez, Dominic Corral, Ilia Motasham, Noah Roberts, Ana Hunt, Daniel Kangas, Joseph Sanchez, Permudas, Julian Pionette, and Nolan Moore, and also the Spider Lab mentor, Alice. Thank you guys so much. We love our shirts. Before we move on, let's go ahead and take a a little trusty picture with these Thank you. Thank you to the steps and thank you for our great shirts. Thank you. Thank you, Trusty Adams. Other trustees. Trusty Bulicus. >> Good
024evening. I want to start my comments this evening with a long overdue apology. On March 12th, I spoke words that were very hurtful to students, to families, and to the community at large. When discussing the book James for approval, I learned the hard way. It's not necessary to say the words out loud, which in this case were offensive. And in doing so, I hurt the very people I serve. I also was reminded that one can do a lot of good, but the good does not override when one does something wrong or hurtful. and I should have acknowledged and taken responsibility for my mistake in this room long ago. I've reflected on how Miss Torres did an excellent job in presenting the book and in sharing how to open interactive dialogue with students about difficult subjects
025without mentioning the dehumi de humanizing words out loud. Again, I am deeply sorry and regret and regretful for my blunder in not apologizing sooner. I want you to know that being a good example to children is very important to me. Thank you for listening. That concludes my comments. Thank you, Trusty Bulicus. Other comments? Trusty Jones. >> Trusty Jones. Go ahead. >> Okay. Um, I want to make a comment about public comments at public meetings. Um, such as COD board meetings. These are governed by the first amendment. Recently, some members of the audience have commented that the board have has not objected to public comments that are offensive. As I see it, under the First Amendment, we can't object to some ideas and not others. Public comment time isn't our time. It's the public's first amendment
026time. We listen, but I don't see refereeing public comments, however offensive, as part of our role. I personally believe that some of those who make offensive comments, do so to test our adherence to the First Amendment. So, I have some other things I wanted to talk about. Um, each year trustees and member uh members of the CUSD management team have the opportunity to job shadow someone from our classified union, which is the union representing custodians, food service personnel, basically anybody who isn't a teacher or a manager. Last month I was matched to to job job shadow Bonnie Bonnie um Baramco I think that's how she says her name who's a PAR educator 5 at Palisades Elementary Parives collaborate with both genad and specialed teachers on behavior support and PBIS issues help implement accommodation and intervention
027plans are involved in the training of teachers and and other pared educators to use various tools and supports for students students. Bonnie and our our other PAR educators do important work for students and if Bonnie is any indicator, they work very hard and love what they do. I also want to tell you I was exhausted after spending a couple hours with her. So last week was National School Lunch Week and Trusty Adams and I along with Laguna Niguel, Councilwoman Stephanie uh Winstead and Sanon Councilman John Campbell and several other COC staff members enjoyed a teriyak pork tong katsu sandwich, butter chicken with naan bread, Philipp Filipino chicken adobo, chicken enchiladas, and Swedish meatballs. They had me at Butter Chicken, but it was all very good. This Friday, I'm looking forward to being principal for a
028day at Laguna Nigail Elementary, which is also really educational. We call it principal for a day, but it's really just another job shadowing just in case anyone is frightened about me being a principal in this school district. Um, I want to make a quick announcement. We were, or at least I was asked to spread the word about the Orange County Clerk Recorders popup. I think it's pronounced Aastile um shop October 23rd. If you don't know what that is, uh I think it is has to do with getting signatures certified for some sort of overseas use. Um and it's a little bit like uh notary for um international basis. If you want to know more about it and you didn't understand, you didn't catch what I said, just email me and I'll send you what I've
029got. I have some comments regarding an announcement about a change in the US Department of Education, but I'm going to save that for the CAC report discussion. Thanks. >> Thank you, Trusty Zinger. >> Thank you. Well, welcome. I actually was also going to comment on public comments, so I loved how you set the stage for that. Um, the first time I came to a board meeting, I remember watching it and feeling really awkward about it because people were standing up and saying things that they were very passionate about. Some of them were emotional. Some people were angry. Some people were just um recognizing their teachers and their schools and it was just a nice comment. But the trustees didn't say a word. And I thought, well, that's weird. Who do we have representing us? They're
030not saying a word. I didn't realize that there was board policy that we couldn't comment. And it's probably really really good. Our our meetings would go maybe till like three or four in the morning if we could because there's times I want to jump up and give a member of the public a big hug and just tell them I'm so sorry, you know, or or I want to celebrate with them or sometimes I wish I had a hook and I can pull someone away. Um but and that's when people are saying mean hurtful things about people I love and care about. And um unfortunately we can't do any of those things. And I just I just was glad that you brought that up because um as I've as I learned more about the policies watching
031board meetings, it became very clear that the comments were not allowed. So, I just want you to know that when you go home and you think, "I can't believe that they were silent on that topic." We're not. We are. We are following up with staff. We're asking questions. We um we do care a lot. Um so, that's not the case. Um I also just wanted to talk about actually school lunch week was awesome last week. some of the other trustees. I went with um trusty Bulockus and and Trusty Davis and our student trustee, which was so fun to have um her there as well. And we got to sample school lunches, but beyond that, we got to tour the facility. And um I just at the end I said, "Can we please have students do
032this because it's remarkable what goes into the production of our school lunches." And it's not just the production, it's also the heart that goes into it. Um, Kristen Hman, is that how you say her? Helman, um, is the director. She was she's phenomenal. And you can feel how much she cares and and it's not just she's not just ordering any food. She's ordering food locally sourced. Cares about where it comes from, who's growing it, what's um, she's working with a lot of smaller farms. So, she says she might need one produce product and might work with several small farms that will can bring it in to our schools. We walked into massive refrigerators and freezers. They all felt like freezers to me, but they were and um and I that my question was I'm kind
033of thinking, well, how long is this food sitting in here? Because they were packed with food. And I was shocked to hear the answer that those deliveries come in the morning and they package that food for the next day and then the next morning a whole new delivery comes. But just the scale of it was remarkable and the heart. I mean I um we had one of our our main district chef who was is using her grandma's recipe. It was so sweet her chicken recipe. It's and I just kept thinking to the students know. So, at the end they did say that they are going to start um they they're hoping to have some um field trips there so that kids can see because I think school lunches get a really bad rap. In fact,
034even when I was um campaigning for this position, I had some students come to me and say, "Well, if I could vote, I would vote for you if you promised you'd fix the school lunches." Turns out they are remarkable. I want to reach out to those same kids and say, "Come with me. Come see what the school lunches are. It's fantastic." And just like everything else in CUSD, there was a lot of heart there, a lot of care in providing healthy and delicious lunches for our kids. Um, I also had the opportunity a couple weeks ago to attend the college fair at San Juan Hills High School and that was remarkable. I had heard that it used to take place at I think Cap Capo Valley High School and it was too small. San Juan
035has the has two gyms and that shows the just the amount of colleges we have reaching out to our students here at CUSD um that we had to move it to a larger facility. Um it was it there was so much great information. I brought my daughter with me who's a sophomore and I thought maybe she was a little too young but I don't think she was. I think it was fun for her to hear about some of these universities throughout the country and there really were our first stop was a university in New York and there were representatives from all over the country from different universities and they were they were talking about the specialties that their university has and different areas of study and it was fascinating and um I love that our
036district hosts this and um and I look forward to seeing how it grows in the future. I also um will be going to San Juan Hills. Usually I talk about the plays after I go to them or musicals, but this weekend San Juan Hills has Rumors by written by Neil Simon and it's I'm excited to go to that this weekend and I believe there's still tickets available. So if you're looking for a fun night this weekend, um I suggest you do that. And I will also be doing principal for the day at San Juan Hills. And I'm glad you cleared that up, Mila. I don't think anyone wants me to be their principal either, but it is going to be a lot of fun to see how the school um school runs. I mean, it's
037it's a tremendous job these principles have and it will be fun to see the staff working. So, I look forward to that. And that is the end of my comments. Thank you. >> Thank you. Okay. And as president of the Capistran Unified School District, the largest school district in Orange County and the 10th largest school district in the state of California, I've always prioritized representing the families here in CUSD. Promote transparency, fairness, and putting all our students first. Always. Today, I want to speak out against Proposition 50, not as a partisan issue, but as a matter of upholding the democratic principles that ensure every voice in our diverse communities is heard equally. This measure threatens the integrity of our elections and by extension the stable funding and representation our schools rely on. Let me explain
038why we must urge our community to vote no on Proposition 50. It undermines California's gold standard for fair redistricting. In 2008 and 2010, California voters wisely took redistricting out of the politicians hands and gave it to an independent citizens redistricting commission. This bipartisan system has been hailed as a national model, preventing germandering and ensuring districts reflect real communities, not political ambitions. Prop 50 would scrap these maps mid cycle for one drawn by a one party, the Democratic le leg legislature, effectively overriding voterapproved reforms. The commission drew the current maps based on the 2020 census used since 2022 to perform fair representation. Opponents, including former redistricting commissioners, argue this sets a dangerous precedent for politicians to redraw lines whenever it suits them. Even the League of Women Voters, who championed the independent system initially opposed this
039move before shifting to neutral, highlighting the risk to non-partisan integrity. With California facing a $20 billion budget deficit that's already forcing cuts, as we know, to public safety and education, why are we spending over $282 million on a special election for this? That's money we could use to fund more teachers, smaller class sizes, or mental health support for our students. Prop 50's implementation would add millions more in county costs for new voting materials, resources better spent in our classrooms. The special special election alone is projected at $282.6 million with additional errors and voter guides potentially adding another $2 million. the total cost to exceed 200 million amid fiscal shortfalls hitting education priorities. Our LCFF, the local control funding formula, was created to give a local voice in areas they serve, the local voice in decisions
040to make the community better. It is the complete opposite of what Prop 50 is trying to do. Proponents claim Prop 50 counters germandering in Texas or threats from the Trump administration, but California shouldn't lower our standards to match bad actors elsewhere. If we believe in fair elections, let's lead by example, not escalate a national redistricting war that erodess trust in democracy. Our students learn about integrity in civics class. Let's model it here. While framed as a response to Texas's 2025 redistricting, opponents argue it's ineffective against federal outreach and sacrifices Californians integrity. Germandering anywhere weakens democracy nationwide. Even neutral groups like Common Cause warn against preemptive mid decided changes. Prop 50 maps would split long-standing communities, putting rurals rural areas into urban districts and diluting local voices on issues like school funding and agricultural impacts on
041education. For our public schools, this means less targeted advocacy in Congress for title one funds or special education, potentially hurting the very students we serve. The new maps under Prop 50 would shift 12 districts to become even more one-sided based on the 2024 presidential results. This isn't about balance. It's about protecting incumbents and diluting opposition votes and voices, including those of rural and minority communities who might lose cohesive representation. As school leaders, we know how important it is for district to reflect our school's diverse needs. Geromandered lines fracture that. The analysis shows the proposed maps lean one way more than the commissioners potentially flipping competitive seats and splitting communities like those in Central Valley against local leaders wishes. The critics, including Republican and Dem some Democrat voices like Assembly Member Baines, call it a power
042grab that circumvents transparency and citizen input. The independent co commission is now wanting to operate in the dark of night in Sacramento, clearly not wanting to represent our families and CUSD. Voting no on Prop 50 protects the fair, independent process we've built. One that ensures our elections and by extension our schools serve all Californians, not just the powerful. I urge our board to stand up for our families and oppose this measure and encourage every family in our district to do the same. Our children's future depends on elections we can trust. Moving on to something much more fun. So last week I I also was able to attend um the tour at the central kitchen and um for regard to our school lunch um week and loved that opportunity to be there and I just wanted
043to make add to what was spoken there that we have two dietitians on staff that monitor and navigate the nutritional content of everything that's served and as was mentioned we're part of the real school's real foods program and work really hard to source as much as we possibly can from local farmers and local companies. San Clemen High School, last week's fall spirit assembly was a huge success. Fall fall athletic teams, our band, drum line, cheer, dance, and the Latino union all performed. The energy and school spirit were incredible. Fall athletics are wrapping up as we move into CIF competitions. We've seen strong seasons across the board. Girls flag football, boys water polo, football, girls golf, and tennis have all had great runs and represented Sanony High School with pride. Earlier this month, we even had
044a media spotlight when KTLA featured our homecoming events live on air. Definitely a proud Triton moment. We've launched our brand new CCA sports broadcasting class, the Triton Sports Network, TS TSN. It's actually the first of its kind in the district. Under the guidance of legendary Mr. Mark Mark Papovich, our students have already streamed several athletic events live on YouTube. Check it out. It's been a fantastic way to showcase our teams and give our students realworld broadcasting experiences and that's part of the CCA program. So, it's uh incredible things that are happening across the board everywhere and I look forward to being um at Truman for principal for the day on Friday, which will start with the jogathon. So, we'll be running. Thank you. Okay, Trusty Hansen. All right. Um, I just want to start off
045by saying that um, I have always loved being a student in CUSC, but just the last couple months being in this position as a student board member have made me just so much more overwhelmingly grateful to be a part of this district. And I have just seen some more behind thescenes work and all the things that are going into giving our students the best possible education and best resources possible. And um a couple things I wanted to talk about. There's a billion. I didn't get the memo. We were supposed to wear our shirts today. I also had a shirt, but um it was great. And so I'm just so glad I got to get one of those and so grateful for those steps kids who are doing that. And that such a cool program. I've
046got to check out that spider lab. Sounds so fun. Um but this week at San Juan at least we have been having some presentations from our college and career guidance and um they've been super detailed helping us with college applications and financial aid and all the little things and um it's just so cool how we are just giving our students and I feel so grateful as a student I can speak for all students that um or I think I can that we are so happy to have these resources and they're so helpful and even um just knowing you have so many people supporting you on this um path to wherever you want to end up um it's just so so helpful and uh this new direct admissions to the Cal State seems like it's going
047to be really cool and I think super motivating to students who um aren't as confident in their ability to make it to college. And I think showing them that, yeah, you can make it there. If it's starting at community college and transferring over or any other path that they might want to take, whether that's college or not, they can do it. And I love that support from our um college and career counselors. Um, moving on to our kitchen, I was also able to attend um and tour the district kitchen and hear all about um National School Lunch Week. And I happened to be super interested in nutrition and dietetics and all that stuff. So, this was fascinating for me. But I um like um Trusty Laundry said, always assume assumed school lunch is gross. Not
048not the best not the best option for us. Um I was so impressed on how much intention and care is going into planning these lunches. they um and we are doing a great job over there, but hearing about um the vision they have to keep growing and they just want to keep doing more and move towards uh just better and better food and it's just so cool to see how um much are um um people working in our nutrition care about um students. And I was super impressed by the effort towards wanting to move towards scratch cooking. And we have very limited resources with what we can do, but they are maximizing those resources, doing all they can do to get scratchcooked um meals when they can. Um, they taught us all about like the
049difference between processed versus ultrarocessed when it comes to like legal things and telling us how they're moving away from ultrarocessed and um how they're moving towards the local farms uh sourcing and just the food was actually really good. Like I was surprised. Um I was like I was telling my friends, "Yeah, I'm going to go sample school lunches." They're like, "Okay, sounds sounds fun. Great. Good for you, I guess. But I went back and I was like, "Guys, this was actually really good. The flavors were there. It was super impressive." And um got to talk with the dietitians and like um has been said, they're really working hard to keep this food nutritious and great for our students. So, it's delicious and nutritious. And um I used to tell my sister or ask my sister,
050I'd say, "Why don't you bring lunch to school? why do you get the school lunch? And she's like, it's good. And I'm like, okay. And now I'm like telling her she's we're talking about what's on the menu this week and all the fun stuff. So, it was just awesome to see. And um yeah, so that is pretty much all I have. Just feeling really grateful to be a student in CUSD. >> Thank you. Thank you. Okay, before moving on, I'd just like to acknowledge the retirees listed on this message. >> One second, trustee. I'm sorry. I'm so sorry. No, it's okay. >> I'd like to return to the apology. Um I think um it's important, I think, as a board that we sort of honor that apology with a workshop of some sort so that
051we're all given the ability to sort of express this and do so in a more sort of constructive manner. Um it it's uh I think it's long overdue and uh you know we can direct the superintendent to maybe find an important person to come in and give us this workshop so that we have an understanding of race and ethnicity sensitivity to various differences in our community. Uh so it's not just the words that we say but the action. So, I like the I like the sentiment and I'd like to support trustees uh Bulock's uh apology with action. So, um yeah, that would be my request. >> Okay, we can we can we can have trust we can have our superintendent look into that and we'll move from there. Thank you. Any other comments? Okay. Um,
052I just would like to acknowledge the retirees listed on this month's agenda. Brian Bosomer, assistant principal, 31 years. Roman, custodian 3, 34 years. Lesie Modto, PAR educator. Roman Zangling, 34 years. Leslie Moto, PAR educator, 25 years. Cesaly Castro, s staff secretary 20 years. Barbara Holand, food service professional, 19 years, and Susan Graves, peer educator, 12 years. So, we just like to highlight some of those long long timers with us, and we appreciate though all of their service along with all the rest. Thank you. Okay. And this time, we're moving on to oral communications. Total time for oral communications shall be 20 minutes. Mrs. Haste, do you have any speaker cards for oral communications? >> We do. We have 12 speaker cards. >> Okay, 12 speaker cards. So, we will allow two minutes per board policy
0539323. >> One minute. >> Oh, my apologies. One minute. >> Okay. So, I'm going to call all the names and I'll have you line up by the far exit sign by um Mr. Jindra, Lisa Meyer, Linda Haddock, Roger Perez, Kira Davis, Bruce Carile, Linda Moore, Martha McNicholas, Christina Lee, Katie Anderson, Angela Dean, Jean, and Sarah Phillips. So, Lisa Myyers, please go ahead. >> Okay, I'm starting. Um, integrity and heart. Those are two things I heard tonight from the board members that directly pertain to what I'm going to talk about. The mission statement of CUSD is to increase the students sense of connectedness and reported feelings of safety in their school community. Our schoolboard majority does not pay attention to this mission statement. I brought this to your attention last month and I'm here again voicing
054my concern. At San Juan Hills, two of the trustees, Davis and Zolinger, were at this studentled turning point meeting. I question why two of our trustees chose to attend and support a meeting where the founder openly espoused hateful LGBTQ Muslim African-American and immigrant views. Why did you attend this meeting? Is this allowed in CUSD policy? This founder was hostile to >> That concludes your time. Our next speaker is Linda Haddock. Linda, come on up. >> Hi, my name is Linda Hadock. I'm repair at uh ATP and um I was noticing the latest list of classified employees had over 90 openings and I'm wondering if the board would consider doing the SESAP program, the summer assistance program to maybe get people to go for these jobs given the that our Our rate of pay is lowest
055lower than a lot in the area as far as pair of professionals. The other stuff I was going to talk about went out the window when you brought up Prop 50, which I know I know where you stand politically because you had a sign in the Trump store in in San Clemeni. I never brought that up before, but oh my god, how could you do that? How could you bring the That's bringing politics in this. And you're bringing politics in this when you're supporting. You talk about democracy. Trump is not a democracy kind of guy. How could you even think about bringing this up? Our next speaker is Roger Perez. Roger, come on up. >> Ready? Okay. Hi. Um, I am Dr. Roger Perez. I am a parent of students at Bathgate and New Hart.
056Uh we had spent months calling for accountability and I was part of a meeting with with Judy on Monday at Bathgate and after some discussion, Judy agreed to provide verbal apology and she's followed that through. I thank you Judy for taking steps to start the healing. Um, a late in-person apology is better than no apology, but I want to remind the board that you voted to stop this discussion. In the April meeting, I hope you know that your silence in the face of harm speaks volumes. Words carry weight, especially when you're entrusted to lead and educate our children. you are elected officials whose responsibility is to all of our children. So I commend you uh Mr. Pritchette, Dr. Pritchette that you you start a and participate in a workshop. >> Thank you. Your time is
057up. Our next speaker is Kira Davis. Come on up. >> Good evening everybody. I am here to express my disappointment that this conservative le board has not passed a parent notification policy yet. 495 has passed and there's not a whole lot we can do, but we can reassure parents that you've got their back. This is what we elected you to do. And I think that this board, this conservative board has been really ineffective and kind of weak. And we need some boldness. We need bold action. You know, when when Christa's here, I know exactly where she stands. She always fights and when she has the power, she uses it. Lisa, you brought a policy last year when you were in the minority and we fought beside you for it and it failed, of course, but
058now you're in the power. You have the power and you won't bring it. It's a betrayal to parents. And you're getting a lot of grief from the other side today. And I would love to stand up here and defend you, but if you won't defend parents and stand up for what you ran on and what we expected, then we won't be here for you. when you need us. >> Our next speaker is Bruce Carile. >> Hello board. I'm here to discuss Cappo Valley's model United Nations program which has been very successful. We've started since 2004 and it is the largest MUN program inside of our district. Our goal since 2018 with our principal John Masustin and my two uh co-advisors behind me is to try to have as much school inclusiveness trying to make them
059global citizens as part of the CUSD plan and working on becoming trying to become better public speakers. We have done that for many years. We had um our student representative also representing Capitol Valley. But the true joys that we've had as far as this program and being able to try to create as many citizen diplomats as we possibly can is the fact that we've seen them one be the school trustee, another so proudly and eloquently voice their opinions about how it's their story that should be told, not the school districts by passing some law trying to out them. So we appreciate all your work. We hope you come to our MU conference on January 10th where you can see San Juan Hills and Aliso also compete. Thank you, Mr. Carile. Our next speaker is Linda
060Moore. Linda, come on up. I wish to address an incident which I found very disturbing that occurred at last month's board meeting. Board President Lisa Davis called for a moment of silence for Charlie Kirk, founder of the ultraconservative movement Turning Point. I found this highly inappropriate for a public school board meeting and very poor judgment on her part. It was a clear demonstration of interjecting personal politics into schoolboard business. I certainly hope that this will not become a trend, but obviously not. President Davis, your position on Prop 50 should not have been included in this board meeting in any way. Our next speaker is Martha McNicholas. >> Go ahead, Martha. >> Uh, good evening, trustees. Um, I hopefully you all got the flyer about our chili cookoff. You're all invited to the third annual Dolphin
061Foundation Chili Cookoff next Thursday, October 23rd. And if you want to be a Chile Chef, we still have a few openings. Uh secondly, congratulations and thank you for the completion of the new classrooms at Dana Hills High School. I hope you can attend the official ribbon cutting uh next Tuesday. And third, as you discuss and decide how to spend your limited facilities funds, including a new stadium at Capo Valley and a new gym at San Clementi, please remember that the most seismically at risk classrooms building is at Dana Hills. Please consider the most needy first. And another Dana Hills note, thank you uh Trustee Adams for coming to homecoming last uh Friday. And Dana Hills is seven and0. Thank you. >> Our next speaker is Christina Lee. CUSD board members, thank you for having us.
062I'm here to talk about how wonderful our students are at Kappo in conjunction with our teachers. And recently we have just published that we have made connections for over 200 clubs that we have created have presidents for and along that we also have teacher advisors that are giving up their lunches giving up any type of extracurricular time to support our students to find a place at home at Kappo. We're extremely proud and we just want to also invite you because every single one of those clubs will be providing a trunk or treat or some kind of community activity. We will be celebrating our Dia delos Muertos and Steam community showcase. We'd love for you to please come by. I've seen many of you there in the past and I look forward to seeing you because
063the entire community comes out and benefits to con see our students together. Thank you. >> Thank you. Our next speaker is Katie Anderson. >> Good evening, trustees. My name is Katie Anderson and I'm the president of the Dolphin Foundation at Danny Hills High School and a 21-year resident of Dana Point. Um, I'd like to double down on what Martha said about coming to our chili cookoff. Um, we're really excited about it. It's our third year and we're raising money to help support our students at Dana Hills. It's at the Dana Point A House. Um, next I want to say congratulations on finishing the new building at Dana Hills High School. Dana's students are genuinely energized and motivated by the update uh updated learning environment and it's been wonderful to see how much the new space
064enhances their engagement and enthusiasm for school. While this is an exciting pro while this is exciting progress, please do recognize that the main building still houses the majority of our classrooms and remains seismically at risk. Looking ahead, I hope to continue moving forward with you'll hope to move forward with the district's master plan, keeping student safety and long-term sustainability as top priorities in all future facilities projects. Thank you for your continued commitment to supporting safe, inspiring, and innovative learning spaces for our students. Thank you. Our next speaker is Angela Dean. Um, thank you Trusty Buckas for your apology and thank you Trusty Pritchard for um proposing a workshop. Um, Trusty Davis, you supposedly hold a nonpartisan position. What do Charlie Kirk of Prop 50 possibly have to do with CUSD? And what business do you
065have getting up there and speaking on this at all, let alone for the amount of time that you did? It's absolutely just mind-blowing. I'm so off script right now. It's ridiculous. You sit in a chair that is not meant to be a political political platform, but that's all that you've turned this into. We all know what your politics are. You've made it abundantly clear. When you're here, do your job. Talk about the students. Talk about the teachers. Leave your politics outside the door because it's absolutely inappropriate. Our next speaker is Jean. Good evening, board. I'd like to share a few of my past observations. In the past couple years, there have been reports of schools within the state of California where they're hiding a child's uh name change or or pronouns from their parents. I've
066just I've seen this. Also, the healthy kids survey that introduces gender fluid topics. Sex education that goes beyond basic anatomy and introduces gender as a mental construct. men and women's sports. The Trevor Project this year or recently now required to be printed on student ID cards. The passage of AB495, as Dr. Chris Brown presented, there's talk about uh unverified people getting uh access to children. These laws and policies are adversely affecting our children while usurping parental authority. has been mounting year over year. I give you courage. >> Thank you. Our next speaker is Sarah Phillips. Uh good evening. I am a CAPO alum and a mom of two kids in the district. Thank you, Trusty Bulockus, for that overdue apology to the community. I and I'm sure many others appreciate it. Uh Mrs. Davis, your
067partisan statement on Prop 50 is not appreciated. I am a high school librarian and last week was ban book week. Public education and libraries are cornerstones of democracy. The last four years we've seen a rise in book banning and attacks on teachers and public education. I want to encourage everyone on this board in this room and those watching from home uh that you champion public education, champion the great work that teacher our teachers do and champion reading freely. Reading puts you in another person's shoes. It builds empathy. It inspires. Seek out one of the top 10 band books and read it. You'll be surprised beyond why someone might find it objectionable that there are important and necessary life lessons to be learned. >> That concludes our speakers. >> Thank you. I have a motion to
068approve the district initial proposition to proposal to Capistron Unified Education Association for 2026-27 and Capistron Unified Education Associates initial proposal for 2627. >> So moved. >> Moved by Trustee Adams. >> Seconded. Trusty Bulkus. I'd like to recognize Dr. Presby who will introduce the item. Miss. >> Thank you, President Davis. Staff presents item 12A, the initial proposals for a successor contract negotiations from the Capistronto Unified Education Association and the district. This action is required before the negotiation teams can reach a tenative agreement. We're looking forward to another productive year of negotiations with our CUA labor partner and staff recommends approval. >> Mrs. Hayes, do you have any speaker cards for this? >> We have one speaker, Jennifer Vega. Thank you. Good evening, President Davis, Superintendent Brown, and trustees. My name is Jennifer Vega, and I'm honored
069to serve as CUEA's newly appointed bargaining chair. This year marks my 32nd year of teaching and my 26th 26th year in CUSD. Over the years, I've taught at DJ Jams Dana Hills High School, Los Flores Middle School, and I currently teach at a Royal Vista Middle School. I was recently elected as CUEA's first vice president after serving as second vice president for the past six years. I've also been a member of our bargaining team for the last nine years and served as bargaining secretary for seven. So, I feel very prepared and I'm ready to take on this new role. I look forward to building a positive and productive working relationship that has been developed during previous bargaining sessions with Bob Presby, Clark Hampton, Laura Lion, and Philippa Townsen. We are so in sync with CUSD's
070team that CUA's Sunshine Letter opened the same articles as CUSD. The only additional article CUA opened is article 8, which is class sizes. Thank you for your time and for your continued commitment to our educators, our students, and the success of Caprona Unified School District. Good evening. >> Thank you, Miss Vega. Trustee discussion. trustees. >> I move approval. >> Okay. All those in favor? Is there a second? >> Second. >> Oh, we already have. And all those in favor? >> I >> Hey, motion passes 60 or any opposed. Motion passes 601 with a preferential vote of I from student board member Hansen. Moving on to 12B. We have a motion to approve the district's initial proposal to General Truck Drivers Office Food and Warehouse Union Teamsters Local 952 and Teamsters Local 952's initial proposal for
0712627. >> Move approval. >> Moved by Trustee Pritchard and seconded by >> I. >> Trusty Jones. Okay. I'd like to recognize Dr. Presby who will introduce the item. >> Thank you, President Davis. Staff presents item 12B, the initial proposals for reopener negotiations for the Teamsters Local 952 and the district. This action is required before the negotiation teams can reach a tentative agreement. We're looking forward to another productive year with our negotiations with our team's labor partner staff recommends approval. >> Trustee discussion. Okay. And all those in favor? >> I. >> Any opposed? Okay. Motion carries 601 with a preferential vote of I from student board member Hansen. Moving on to 12C, special education community advisory committee annual report. I'd like to recognize Greg Murman, associate superintendent education support services to introduce the item. >> Thank
072you, President Davis and trustees. Staff presents item 12 C, special education community advisory. Special Education Community Advisory Committee annual report. Assistant Superintendent Clint Collins will introduce the item and recognize our CAC leaders who have joined us this evening to present. Thank you, Mr. Collins. >> All right. Good evening. It's my pleasure to introduce our uh community advisory committee, the CAC. The strong collaborative partnership between the CAC and the district is vital to support we provide to our schools and our families. Through our monthly CAC check-ins, we share ideas, explore important topics related to special education and 504s, and work together to offer families meaningful trainings and resources. Our collaborative relationship is a true reflection on the outstanding parents who make up our CAC and the dedication they bring to our community. Um, it's now my
073honor to introduce our CAC executive board members who are here tonight. Uh we have first chair Julie Cole, uh vice chair Michelle Posel Campbell, vice chair Mina Carson, prior CIC chair Rachel Sutherland, and Beth Davis, our current CAC chair, who will be presenting tonight's presentation. So Beth, the floor is yours. It seems impossible that it's time to recap another school year, but here we are. I'm here to speak about the amazing year we had in 2425 for the special education committee advisory committee. I know several of you are new school board members and may not know exactly what we do at CAC. So, I want to start by addressing what CAC is and what we do. The community advisory committee is a function of our SULPA. We are a collaborative partnership of parents, educators, and
074community members that serve as resources for special education. The CAC's mission is to foster positive connections and awareness of special education among students, parents, and CSD, and to provide guidance in special education so all students become lifelong learners. We hold meetings or parent trainings monthly and we invite parents and committee members to attend. This is in hopes that they may engage directly with CUSD special education administration and hear guest speakers on relevant special education topics. Our monthly meetings have two parts to them. The first half is our business portion and it consists of agendas, motions and updates from different committees. The second half of our CAC meeting is educational and typically involves the forementioned guest speakers. You see our schedule from last year. Next one. Uh CAC is governed by an executive board and bylaws.
075We have voting members that approve our agendas and minutes monthly plus other business. These voting members consist of parents and community members that go through an approval process and serve a two-year term. They're expected to attend most monthly meetings. In addition to voting members, we try to have one special ed representative from every school site in our district. Last year, we had reps from 37 out of the 50 schools. That representative attends CAC meetings and then reports back to their school. Our sped reps are at their site to connect with parents of other students with special needs on IEPs and 504s and to help bridge the gap between the general education population and the special education community. The reps report any information, flyers or resources they receive at our monthly CAC meetings. This allows us
076to get as much information and support out to all our special education families in our district. Sped reps often meet with their site principal or AP monthly and try to spread awareness of special education issues. Can you go one back? Should be aware number seven. There you go. Thanks. All right. Many of our CIC reps host ability awareness days or sometimes ability awareness weeks at their school sites. These events allow all our students to understand what it is like to maybe learn differently, speak differently, see differently, process differently, ambulate differently, and much more. These events help us bridge the gap between sped and gened and foster inclusion. If you have not been to one, I encourage you all to go and observe or participate in ability awareness event at one of your local schools. is
077well worth your time. Please email capo cac@gmail if you want to know when events are happening in your area. And just a note that there will be an ability awareness day at RH Dana next Wednesday, October 22nd from 10 a.m. until 1 p.m. check in. Our executive board in addition to our monthly CAC meetings met monthly with our special education administrators in what we call our monthly check-ins. We have an agenda for these meetings and it is a great time for our board members to be a voice for the rest of the special education parents and student community. Administrators such as Clint Collins, Gina Dagley, Dr. Meg Irvvis, Lauren Patulo, Dr. Carrie Johnson, and Peggy Bears all kindly sat down with us monthly to collaborate on any issues. They updated us on anything new from
078Sulpa and gave current updates on sped legislation. During the 2425 school year, we addressed issues at these check-ins and meetings and discussed some of the following concerns at RHDana over inclusion, playground accessibility in the sites bathrooms for sped students. Sensory room needs in middle and high school. Noting the importance of accommodations to be listed in a common place on IEPs and 504s so ed specialists can access the information quickly and easily. Emergency plans and specifically how they affect our step students and those students with significant additional needs. new grading, new grading policies, standard-based testing, and what mastery looks like when your students on an IEP, uh, need for expanding dyslexia training at our high schools, CCS changes and updates, middle school steps, program revamping, and much more. I'd like to think that this monthly collaboration
079with sped admin gives us our sped teams more tools to do their jobs more effectively, help all SPED students reach their full potential, and help assure our district families feel heard and supported. We love the opportunity for these monthly meetings, and from what I have heard from other local CACs, this collaboration is what truly makes Kappo CAC and the CAPOS bed team excel in comparison. Last year, in addition to the nine check-in meetings, we had six in-person CAC meetings. The six educational topics we covered were an extended special education administrator report, an overview presentation from regional center, a very informative session on IEP's 504s and FBAs, tips and tricks, a review and input session on the LCAP, a very insightful presentation on nutrition services, and a presentation on SSI eligibility and appeal process. We had
080between 20 and 45 people attend each meeting and approximately 15 people watched on YouTube each month. This is this year's schedule in case anyone would like to attend. This year, as you can see, our meeting schedule, we have another great year planned. We had an extended administrator report at our first meeting last month, and we have many great speakers lined up for the rest of the coming year. Topics include an ability awareness day demo which is tomorrow, adv advocating for your child, grade level transition workshops, an obehave workshop, an LCAP review, special needs trust, and then we end the year with a speaker on Calable accounts. Getting back to the greatness of last year, in February, we held our annual grade level transition event on Zoom. We were able to reach a total of 74
081viewers. Our pre-K to kindergarten and beyond session had 30 people participate. Our elementary to middle school Zoom had 16 participants. Our middle school to high school sessions had 10 participants and our high school to ATP sessions had 18 participants. All four sessions were recorded and then videos were posted to the CAC website so anyone not able to attend live could watch and gain access to the same information whenever it was convenient. We would like to thank Lauren Patulo, Sheri Nelson, Katie Wagner, and Lucy Capella for being our admin presenters. And we'd like to thank Laura Ol, Michelle Plaus Campbell, a new Mandanda, and Jeannie Williams for being parent presenters. Because of all of you, GLT was a huge success. Obehave. In February, in conjunction with the sped department, two of our family coordinators held an
082obey workshop for our parents at the early childhood center. We chose the ECC last year to try and reach some new families of younger students. While only a few parents attended, those few families received a very informative overview of behavior support and strategies. And they were able to ask and get answers to a lot of questions to take the same strategies home. Sunshine Awards. In March, we were honored to host our annual Special Educator Sunshine Awards in the Capitol Valley High School Performing Arts Center. It was a perfect location to honor this year's 235 honores. We received a total of 277 Sunshine Award nominations for the 2425 school year, which included 235 unique educators over a total of 43 different school sites. We were thankful for the new location and more room for attendees this
083year. This allowed families to nominate up to three people this year instead of capping it at just two nominations per family. Here's a few pictures from our event. Oh, you're good. Some fun Sunshine Award stats for you tonight. The first year CAC held Sunshine Awards in 2016, we had 73 nominations. As you can see, that number has grown every year to the 277 nominations in 2025. To say CAC's annual Sunshine Awards are a success is an understatement. Not to mention, they are super fun to put together and a privilege to host. Every year we honor a big kahuna or someone who stands out with more nominations than anyone else, more years than anyone else, or some other unique outlier. This year we honored Castile Elementary instead of just one person. Castile had more nominations than
084any other school site, and we thought that should be recognized. These are a few of our performers. And this is the entire group shot of all honores in attendance at this year's sunshine awards. Exceptional student awards. The last thing we do every year for CAC is to give out exceptional student awards. The special education community advisory committee recognizes exceptional students for outstanding contributions in creating inclusive school communities. We honor their dedication to authentically advocate for peers with disabilities. We celebrate their ability to break down barriers and lead with courage. We commend them for the dynamic and diverse foundation they are building for a more compassionate world. We encourage all to embrace the possibilities of their potential and continue to soar with brilliance. We give honorary awards to high school students who have made outstanding contributions
085in creating inclusive school communities. With the guidance of special education department chairs and support of the PTSA, each CSD high school special education rep selects senior year students who authentically advocate for peers with disabilities. These honores are listed on the CAC website and the presentation of award certificates are given at each school's senior award night. I apologize if I mispronounce any names ahead of time. This year we recognize the following students. Alisa Niguel High School, Gonzalo Garcia Antuna, Joy Becklin, Miley Patapov, and Rachel Shin. Dana Hills High School, Benjamin Strauss, Lola Beayon, and Sophie Davies. San Clemeni High School, Emma Lockwood, and Kalista Hall. And San Juan Hills High School, Zay Nasi and Jeremiah Lindseay Farardo. This is a great way for CAC to end out our school year on a positive note. I am
086thankful for the successful year we had as a CAC community in the 2024 2025 school year and look forward to another great year in 2526 full of collaboration collaborative check-in meetings informative CAC meetings and workshops our grade level transition event in which will be on December 4th and the 2026 Sunshine Awards and much much more please feel free to join us for a meeting if you ever have time. >> Thank you. Thank you so much. >> Mrs. Hayes, do we have any speaker cards on this item? >> There are none. >> Thank you, trustees. >> Trusty Bulkas, what a great presentation and there is so much that goes on. I have a couple of comments on on my observations. I love ability awareness day. I have learned so much. I remember the first one was
087back at Bathgate and most recently in the last couple years at a Royo Vista um where I I think they made it an all week but there was so much um and I traveled around um to see what the kids were learning and I I just think it's a wonderful opportunity again for students to understand and and they you've come up with really creative activities which you're going to discuss tomorrow at your meeting to help others step up and become chairpeople at our schools. Um, but very creative ways in which to show kids, kids that have special needs what they deal with and to to recognize that and and to help them. Um and I know that there's community partners who then have come out um with um you know blind uh guide dogs and
088various and and the kids always take to any animals. Um so I just want to say I just love um that program. Um, I also wanted to share, um, last Monday, a week ago, I had guests in town from, um, Oregon and my husband wanted to take him to this Rancho Capistrano winery that he'd been reading about. And so I'm sitting there and I see this floral arrangement um, and it has a tag, Explorers Florals, CUSD ATP. I'm like, "Hey, that's our kids." And then on the back side there was the QR code. Um, and so I wrote the teacher um, Paige Kilpatrick to let her know how delighted because then I mentioned it to the gal who was serving us and she said, "Oh, we just love their arrangements." Um, and then on Tuesday
089or Wednesday when we were at the the central kitchen, um, we had students who came, three young men who came in and they were helping. And I said, "By the way, do you know anything about who teaches that class at ATP?" Because I hadn't written her yet. I wanted to reach out. They said, "Oh, they're so good. They're floral arrangements and they just love doing it." And then Central Kitchen chimed in and said, "Oh, we order from them all the time. We just love their arrangements." So, um I received a really lovely uh email back from Paige Kilpatrick who told me she shared um my email with the students and how much it thrilled them that they, you know, I was out in the community and seeing their work and it really is a beautiful
090um arrangement and all. So, um I just want to let you know it it really is a blessing to to see them being productive and learning skills um and a craft so that they have something that they can go on and do. And I was just really impressed with the three young men at the kitchen who then were, you know, so proud of the florists, you know, and all. Um so, just thank you for all you do. Um it's so meaningful for for these students and and for all of us um to support the efforts. Thank you. >> Thank you. Other trustees. >> Thank you so much. Thank you. Appreciate it. >> President Davis, sorry I didn't get my button very quickly. Um I think almost everyone is touched by a special education person whether
091it's one's own child or a child that one knows and whether it is um uh someone with a mild disability or a severe disability. I I haven't told this story in a while and some of you have probably heard it. Sorry. Uh you're going to hear it again. When I was a kid, I had a um a a first cousin many many years older than I. I'm sure at least 20 years, probably 25 years older than I. And he's now deceased. Um he at the time I don't think disabilities were even analyzed. It was they sort of took one look at you and said no. And the no was you're not coming to school. Um, and I don't again I don't know the level of what his disability was. I don't know what the nature
092of it was. It was not not diagnosed. He was just not going to be allowed in a school. Um, his family was was Catholic. Um his parents were very Catholic and very in touch with uh a uh a bunch of nuns that were nearby and and he they took him in for classes and taught him to read and write. And when he was um an adult and they had passed away, they had saved up the money for him to live in some sheltered community. And we visited one time um uh my parents and I and uh the it was a it was just men and they each had a room around a big uh common room and there was an kind of a nurse's station in the center. I don't know if it was a
093nurse or not. I I didn't pay that much attention. But she said, you know, he's the only one who can read and write. The only young person here. Well, he was no longer that young uh who could read and write. And I just feel like um so many people, kids, adults were deprived of any sort of role in society in those days and and it's different now. And I think that's really great. And I just wanted to tell that story again just in case you hadn't heard it. Uh but I also wanted to uh remark because I know a lot of people especially our parents and others are concerned about what's going on in the uh state um I'm sorry the US Department of Education. So I've asked some questions about it and there's the
094things the things that are the same and the things that are not changing uh that are changing. So what is different is that everyone working in the office of elementary and secondary education has been fired. That's all the title one, title two, title three, title four and title six staff. Most the other thing that has happened and we know it is uh that most of the staff in the office of special education and rehabilitative services have often also been fired. But here's the things that have not changed. The mandates for all the programs continue as federal law has not changed. So IDEA is still in place. Um but the office and people that provide the support, technical assistance and guidance are no longer working. That doesn't mean that that one doesn't have to follow or
095schools don't have to follow it, but no one is checking up. I think here in California, the state will still be monitoring that, but the federal government not. Um, the other thing that has not changed for now is that none of the funding was cut and we're still able to access the funds that were allocated thus far. So, we don't know what's going to happen, but that's like what has and has not happened and what has changed and what has not changed for now. Um, I know our staff because I've asked them have uh been asking questions of their counterparts and the people they know um and such as that. And I think we will know more as time goes on. But right now we don't know very much. Just that for the time being
096we are not really affected. Your children are not affected. Our children are not affected. So I just wanted to pass that along. You probably knew better than I but I'm telling you anyway. Thank you. Thank you, Trusty Bulas. >> I'd like to add something real quick. Um, back in the 50s and 60s, to dubtail off of what you're saying, my brother was um not allowed in public school. Um, he went to low crayons uh handicap school and that's kind of the county facility. They just sent everybody with all different kinds of, you know, issues. Um, and so we're very fortunate today that we address people and and going back to the all awareness ability is I learned in going and visiting my brother and going to events and all just as my other brothers did.
097Um, and my brother was physically handicapped, not mentally handicapped, but again it's a wide spectrum of who they put there. Um, so I grew up with different handicapped people. um of different types and and I have a Keith Conover who outlived his parents and his brother. He's in his 70s today um but learned a job and is still working and living in a mobile home by himself um and is able to do that. Um but the all abilities really helps families who don't have someone with special needs. Um people just young people are not comfortable. They don't they don't know you know if someone's in a wheelchair you can you know bend down and get down to their level eye contact and all and and just different things in way that they're kids too and
098they they like to be acknowledged. So I just think it adds to um children learning about other children and um how to approach children and make them a part of their world. So again, thank you. >> Thank you. And I I would definitely add that um special children are special and that there's so much that we all learn from one another and especially from from our special kids. So thank you. Okay. and we'll move on to 12D, spring 2025, California assessment of student performance and progress results. I'd like to recognize Greg Marwin, so associate superintendent education support services to introduce the item. Greg. >> Thank you, President Davis and trustees. Staff presents item 12D, spring 2025, California assessment of student performance and progress results. I'm joined to support this item by Assistant Superintendent of Elementary
099and Secondary Education, Miss Jen Smallley and Dr. Dave Stewart. Tonight's annual report on student performance from the 24-25 school year is in response to the board's focus area of student achievement. In tonight's presentation, you will be seeing evidence of strong gains in all subject areas, including mathematics, science, and English language arts, demonstrating that we are not only above prepandemic achievement levels, but we are continuing to improve in all three areas. This would not be possible without our exceptional teachers, classified staff, and site administrators. We are so appreciative of their collective professionalism, expertise, dedication, and their unwavering support and focus on student success. So, we thank our entire CUSD team tonight for their efforts to meet the needs of all of our students. Bless you. As always, we begin our presentation with the end in mind
100and that is the goal of our students achieving the five attributes of the vision of a CC graduate. The student achievement data that we are presenting to you this evening directly supports our work and demonstrates our progress in two of the five attributes of our grad profile as uh noted here. Continuous learner, an innovative problem solver and critical thinker. So we start off with our overall district percentage of students meeting or exceeding standards in English language arts. Capistrono unified is the blue line and you can see that we increase from spring of 24 to spring of 25 by 1.8%. The other lines are there to provide you with context. So the yellow are all students in California. Orange County students and finally in green we have included the highest performing unified school district in Orange
101County. So it is our goal that we are the highest performing unified school district in Orange County. And so you can see how we have continued to close the gap between our district and the highest performing district in 2019. As you can see on the screen, the gap between our district and that district was 13.1% in English language arts and now the gap is only 5 and a half%. So finally, I want to point out that our district has exceeded prepandemic levels whereas Orange County students, California students, and the highest district have not. So now we're providing to you a comparison between our district and the other 11 unified school districts in Orange County. Again, in the subject area of English language arts. So in these four quadrants, the upper right hand quadrants is the
102quadrant you want to be in. That means that you are you had growth from 20 24 to 25 and you're also above prepandemic levels. So, as this shows, we are one of only four districts in Orange County in the subject of English language language arts that meets both of those criteria. And conversely, you can see how other districts are making growth, but they are not above prepandemic and others are have still not returned to prepandemic and are not growing. Moving on to mathematics, we turn our we now again in the blue demonstrating a 2.1% increase from spring of 24 to spring of 25. Similarly to English language arts were above prepandemic levels whereas California and Orange County students in general are not. Also, there's a similar trend in comparison here with the highest scoring district
103in 2019. Note the gap between our district and that district. 16.6% difference. Now the gap is less than 10% separating our districts. And we are above prepandemic levels and the other district is not. Again looking at the four quadrants uh considering mathematics our district and the other other 11 unified school districts you can see we're one of only three districts that are above prepandemic levels. and also making gains. Again, eight other districts making gains but are below pre- pandemic and one not meeting criteria in either. So then our final content area that we share with you tonight is science. And again, just as with English language arts and mathematics, CSD posted strong gains from the previous year, 2.4% gains compared to spring of 24. You're also going to note the continual growth year-over-year, which is
104different than with the other uh subject areas. Science scores climbed consistently from 2019 until this past spring without a dip from the pandemic. We have continuously climbed and we are now 5% 5.7% growth since 2019. Now, in this content area, different from the other two, California and Orange County averages have actually now exceeded prepandemic levels, but they are still far below CSD's percentages. And again, the gap between CUSD and the highest performing district has closed significantly from 20.4% 4% difference in 2019 to approximately 7% in the spring of 25 showing significant gains. And on the final slide comparing all the districts again in the area of science you can see we are one of six that again are in the in the upper right hand quadrant and then you can see where the others land.
105U want to ask Dr. Brown if you had any other additional comments. >> I mean a couple things. So just so that my colleagues don't get mad at me. We're not trying to throw other districts under the bus. Um we're just celebrating the success of the hard work of our students. Um and and for people like, "Oh, it's only 2% growth." When you realize we're the largest district in Orange County and we have thousands and tens of thousands of students, right, that we test. 2% is a big number. It's thousands of students who are who are doing better than they were before. The other thing that that we won't get into tonight, but that staff looks at and sites are looking at they're looking at longitudinal growth, right? So your principles and your teachers are
106looking at how much each child is growing year-toear and what interventions and supports we need to make sure that they can keep growing, right? So we look at longitudinal growth for our cohorts. Um we get much more detailed, but that would be a 10-hour workshop. And so that's a whole different thing. Um the other part is is to just really think about what it means to be high achieving and growing, right? That means that you're you're building on a a culture of excellence. We are by no means done, right? You see some of those. If you can go back a slide, please, Greg. Uh, that's great. That's tremendous data. That's fantastic growth. Uh, it still does mean that we have 44% of our students in science who, uh, aren't where we want them to be
107yet, right? So, we're cognizant that there's an inverse side to all of this data that we are also looking at and focusing on to help make sure that we continue to push our students to ever higher levels of achievement um, in the in the content areas they're at. Right? So, that's one of the reasons we have the intervention systems we have and and also one of the reasons that we're trying to partner with parents on things like the uh phonics of fluency, right? How to help your student be a better reader so that everyone's involved in working together and pushing sort of the same direction. >> I appreciate that, Dr. Brown. And yes, I get a little excited and uh very proud of our district and I'll probably hear from my colleagues as well about
108this presentation, but nonetheless, uh so Dr. Dr. Stewart is now going to continue the presentation with the next set of data regarding student growth. He's going to go in a little more detail and then also as Dr. Brown was saying go into some of the factors that have positively impacted that growth. >> Thank you, Dr. Merwin. And great segue from Dr. Brown because these next two slides will examine our match cohort data change on the Smarter Balance assessment. So essentially this data is comparing students to themselves, students that took the Smarter Bounce assessment in two consecutive years. Um, of note, Miss Molly and myself over the past year in our monthly meetings with principles have observed a strong commitment to datadriven leadership and regular progress monitoring of students over the entire year and really excited
109to share this data today because we believe this is reflected in the student growth that we observe here. So things of note, one, you'll notice that on the far right side, and again, this this slide represents English language arts. On the far right side, you'll see that over a fifth of our students uh improved by more than by at least one proficiency level on the Smarter Balance assessment. Um the two graphs on the left hand side, the two bars comparing 23, 24 to 24, 25, you'll notice two things of note. One, we have more students in the green and blue. So more students are proficient or above. But really what we believe our team believes is the most significant is if we look at our students in the intensive band or far below basic band
110that that number is continuing to shrink. So we have far fewer and fewer students um that are achieving below grade level. The next slide um is showing our results on in math on the Smarter Balance assessment. Similarly, you'll notice about a fifth of our students improved um one proficiency band on that test. On the left hand side, you'll notice um almost 3% growth um from green to blue and those are students that are exceeding uh proficiency levels. And then once again, if you look at the intensive band, 16.3 to 15.5, very proud of their work to continue to reduce the students that are considered intensive or far below basic. So with that, I'm gonna hand this over to Miss Mully. >> Thank you, Dr. Stewart. I'm excited to share these slides with you. I fought
111Dr. Stewart to get these slides because these are my favorite. It's exciting to see that like Dr. mentioned, all of our students had almost a 2% increase in ELA, but look at our student groups. Look at the tremendous growth they had. We're really proud of the exceptional teaching of our teachers and our support staff and our principles. One contributing factor we believe is the intentional intervention and enrichment time that we've built into all of our school sites. At elementary, we call it wind time. At middle school and high school, we call it tutorial. And every school, as you know, has their own special name for it at the secondary level. But our teachers are so skilled at identifying students by name and by need with the exact teaching that they need and scheduling that time
112within the child's school day to provide that intervention or enrichment. And we contribute this growth to that work that our sites are doing in that area. And as Dr. M uh Dr. Merwin mentioned, look at the growth pre from from pre- pandemic. We are exceeding even with our student groups pre- pandemic. And when you see that big yellow arrow, I mean, we should feel very proud. We know that it's a celebration that the resources and strategies we use from the COVID bunnies had an impact at mitigating learning loss. And this is incredible data we're very proud to share with you. And we see the same things in math. over 2% of our students had an increase just like in ELA um demonstrating growth and we are so excited and think a lot of it like
113Dr. Stewart mentioned is related to the work we're doing with our principles when Dr. Stewart and I meet with principles, we're asking them to track our student groups and our teachers are tracking our student groups and principles are sharing that data with their leadership teams with their entire staffs and our teachers are responding to students by name by need as I shared before and our principles are sharing best practices in our principal PLC's. We look at the schools with the most growth and we have that principal or their staff share with the principal group what they did. We just did this last week at Marco Forester Middle School who had the most growth in writing. And as a school district, we're studying best practices so we can spread it across districtwide. And then in math,
114again, look at where we are from pre- pandemic above pre- pandemic in all of our student group areas. And again, very proud of that. With that, uh, staff and Dr. Merwin are available for questions. >> I would also add this is just one assessment. This is the big SBA end of year assessment. So, students take this assessment in March or April. We get the data in the summer and and principles start going through, but it's not uh available for public consumption until October. It just became unimarged by the state maybe a week ago. >> Correct. Um, and so while we have close to the full data early in the summer and our principles are working through it, we're not allowed to share it publicly, which is why it waits all the way until October to
115come out. Um, it's also only one source of data. Not every kid takes the SBA, right? So your ninth and tth graders don't take it. Your kinder, first, second graders don't take it. So we have other sources that we use to monitor students like Dibbles and I Ready um and um IABS and CFAs which are common form of assessments and interim assessment blocks or IABS. Yeah. So so the teachers have a wealth of data at their disposal to look at for when they figure out who needs to go to win time and for what reason does a student need to go to a win time for an intervention. It's not just this ABA from a test they took six months ago. This is how are the most publicly shared data and the data that will
116impact our California dashboards. So when we share dashboards with you in a coming month um and that goes out publicly the SBA data is the data that they use. So that's the one we start with when we begin our sort of data reporting for the year. >> Thank you. Mrs. Hayes, do we have any speaker cards for this item? >> Thank you trustees. Trusty Jones. >> Yes. Can you go back to the last slide? So, what I like about this is that these this these here are the students that are the most challenging to uh find improvement for and the ones that I think most districts, if they were brave enough to put this out, would find very little improvement. Um it is um there are districts with without a lot of well we'll just
117say uh unduplicated students uh and we don't have a lot but we have a you know we have a decent number who have very high scores and they are relying on these students who who they they might the teachers might think that they are responsible for these great scores the students get, but it's not the teachers in in some of the in in families like this. It's the it's the um it's the families. Um, and when we see this kind of growth from the students that are the most academically needy, uh, I think that's just amazing and I want to, you know, commend the whole district for that. And I think that, you know, it it's it wasn't us really, you know, um but I want to commend the staff, the teachers, the uh everyone
118in this district who is involved in this because it really is just absolutely wonderful that we are getting this kind of growth in the students who are the most academically need needy. So, you know, pat yourselves all all of yourselves on the back. This is this is great news. Thank you. >> Yeah. And we're very Thank you. We're very proud of the progress, but there's a lot of work to be done. >> Yeah. I would congratulate Rowena Mack and her team um specifically for the work that they've done with our teachers and our teachers for then implementing that work um for their integrated ELD strategies. you see the the result in in a higher reclassification rate and you see it in our students who are English learners um or redesated students making strong strides and
119that's you know the training the strategies and then the teachers believing in it and act actually implementing them in your in their classrooms with those students and then you get nice big pretty arrows to show >> you just stole my comment Dr. Brown. >> I was going to say the thing that stood out to me is the reclassified fluent English >> progress. That's amazing. And huge shout out to our EL department and the work that they did. I think that's to see that long-term growth um is amazing. So, yay. >> Thank you. >> Trusty Pritchard, >> could you go back a couple more slides? The one that Dr. Brown too. >> Keep going. >> Yeah, the trend line one. There it is. I'm wondering what the trustees are hearing on the green line because that
120that's pretty dramatic to me. And if there's any lessons to be learned in education, it's probably collective. Um, so whatever we're doing, seeing that blue line, keep going. That that's in courageous. fantastic. It's excellence. But to see that green line uh in the highest performing district uh in Orange County, I think there's a lesson there of some sort uh to see that just to keep going down. >> Yeah. The the and I'll be honest, the green line is not the same district in every slide, right? So So, so it's not one district that is the highest in English in each one of those slides. The green was trending in the opposite. And I can't tell you what my colleagues talk about with their boards, but I can tell you when we get together, uh, we
121actually spend a lot more time focused on the the subgroup data, the group data, right? Like what are you doing with EL students? How are you working um to get your your most at need students, your students with disabilities? Um, that's kind of what we focus on as a as a as a team when we talk about it as as superintendent. So, I can't tell you what they're telling their board about that data. Maybe they do a different presentation and it looks slightly different. I noticed the same thing, uh, Trusty Pritchard. I thought, whoa, what happened to that the Green Line district and it's just it's a great graph for us to see our consistent upward growth even through such a challenging season and to see the highest. I mean, I'm so fascinated. I want
122to know like what happened, but it's not my business. So, >> well, and I would I would add trusty ads that this is the type of growth you want to see as a district. You want to see slow, steady growth. This is exactly what you want to see. You don't want to see a roller coaster of up down up down. This is this is the way you get there. >> Yes. Thanks for pointing that out, Tristan Pritchard. I I also leaned over to superintendent regarding that. Will you go back to the math and the language arts as well? >> We see similar >> language arts. We see the similar trend right there >> with our steady steady growth. language arts >> and in math >> and math >> and a little dip and then trending
123back up. >> So, it's it's incredibly important to notice that trend and the good work that we're doing here in CSD. >> And I can definitely tell you what they all talked about for that little dip that you see everywhere. That was co >> That's what I was wondering. I mean there's so much more data I'd love to have but even wanting to know what these what the green line when did they open like what was their protocol during >> co and I think it speaks to COD's strategic spending of the co money >> and um how we used it was obviously very effective and >> and we had students back in school first. >> Yeah. Yeah. Well, I knew that but I just was wondering like what is the what's >> and very strategically
124spending money. >> Yeah. Well done. Well, I also hear the the we see two 2019 and then 2022 2023 2020 and 2021 >> ain't there. >> There there was no data then. >> No scores. >> Yeah. No testing. >> Yeah. >> Right. >> Um so I am a senior so I was a junior last year and got to be um part of these statistics. But um I just want to say um state testing isn't what we look forward to the most as students. Like second semester, junior year, we have a lot of things going on. It's pretty much it's dreaded. But I'm just happy to see like how we can take these um these numbers and help fill gaps with students because that's really what we want to do long term. And so, as much
125as it might feel like a pain to sit through a couple weeks of testing, it's definitely worth it to be able to um help out all of our students and figure out how we can do better. So, thank you. >> Thank you. Any other comments? Okay. Thank you. >> Thank you so much. >> And we'll move on to 12E. May I have a motion to approve board meeting start time? >> So moved. >> Moved by Trustee Adm. Second by trustee Zinger. I'd like to recognize Superintendent Chris Brown to present the item. >> All right. So, the next couple of items go together uh 12E and and 12F. So, the proposal is to move open session start times from 7:00 p.m. to 6:00 p.m. Uh there's a a fundamental belief that the later it gets in
126the evening, the less your brain is available to to make really high level decisions. And so if we want our public to watch high level decision-making around budget, uh that happening at 9 at not and not 10 p.m. or 11 p.m. is a benefit to to staff to the board who are making those decisions and to people who are watching those uh and not getting bedtime reminders at that time. So, you know, there's a balance between being too early where you could start a lot earlier. Some districts start as early as 5:00 p.m. Uh, and that's challenging for people who want to watch the board meeting and maybe have work to do and versus too late where you get to the end of the day. So, this proposal to change the start time from 7
127to 6. The idea would be we would start changing the start time uh as early as the next meeting. So, 6 uh 6:00 p.m. for November and December. This requires a change ultimately to a board bylaw that has another change in it that we're going to propose. So, the proposal here is for the board to accept changing the start times um for the November meetings forward to 6 p.m. And then the other part of that board bylaw will come in the next item. Obviously, that will probably require multiple reads or multiple shots coming through the board. And so, this would move the start time to six and then that next item would take the next meeting or two meetings to get uh through. >> Thank you, Mrs. Hayes. Do we have any speaker cards for
128this item? >> We have one speaker, Michelle Campbell. Thank you. >> My comments actually go to both 12E and 12F, but I only pulled one card so you I don't say it twice. So, moving the time forward makes sense. I don't want to hear you making budget decisions at 11 p.m. My one concern though is we have professional board members who have jobs and I wonder what time open close session will start for them and will they be able to be present and actually represent the parents and communities here or are they going to be still starting close session at 5:00 pm adjourning putting it on pause until after open session and going back and making some very difficult decisions after the open session was held. So that's a concern to me about moving it
129forward. Changing the day of the week, I have no problem if it took effect in July. I have a problem with it taking effect in February. So many of the groups that support our district plan their schedules for their meetings around your meetings that are published coming in January or February. So we already have our meeting dates planned. And if you look at the CIC schedule that was presented today, last year you'd notice our meetings were all on Wednesdays and this year they're all on Thursdays. We moved them because the school board meetings are on Wednesdays. We were asked by the staff of this district to make that change. I was a former council president in this district. We made sure our meeting dates didn't clash. We made sure that open house nights at our
130elementary schools don't clash. Those are on Thursdays. So my request is that I really don't care what day of the week you meet, but please don't make that change of day until July, the start of the next fiscal year, so that all of the dates that have already scheduled for this year can be honored because you already have meeting dates planned out and inked on people's calendars through June. So make this change to Thursday starting with your meeting in July. Thank you. >> Thank you. any other speaker cards. Thank you. >> So, I can speak to at least a couple of those things. Um, so the plan will be close session still starts at the same time. Uh, close session, as you guys know, moves based on the close session agenda. It doesn't always start
131at 5:00. Sometimes it starts at 6:00 uh or 6:30 depending on how much we have. So, close session would still be at 5:00 uh because we do have professional board members. Uh, and then it would be scheduled so that anything that was less taxing if it would be towards the end of close session because that would return at the end of open session if we had to. That's the plan for that. Uh, as for Thursdays, I think that's great input. I think there's a couple things to think just just to be very careful. Those dates are not set yet because the board will vote in December to set their calendar. Um, so we know that it's a Wednesday, right? But those things sometimes get moved during that December board meeting. So, I just want to
132be careful for anyone listening who's got their things set in stone. There is a a new trailer uh budget omnibus bill that is requiring some changes to when budget things are due that may require us to move board meetings uh to earlier parts of months. So, we're looking at that as well. So, I just want to be very clear that um whether we move to Thursdays in February or in July, um the January to July board schedule still doesn't get made until December. Um and so it gets voted on uh or could be changed because of an omnibus bill. It gets voted on again. >> Thank you. >> But either way, it's fine. trustees. >> Well, it brings a good question up because in the past um which I think was addressed this year, open
133houses, you know, um and I mean I had so many musical performances that were Wednesday nights and it's like I'm sorry it's happens to be the board meeting Wednesday and so I actually had teachers that were kind enough to shift nights so they kind of plan out their schedule. So, uh, I do understand. >> Yeah. And so, actually, if I can ask, that is the next item on the agenda. So, I think we could continue the the day discussion. Um, and we can gather input on that because there there's some discussion about open house and some other things we could talk about with the was it 12F? Um, so the the question before you 12 is just do we move to 6 p.m. starting in November. Um 12F would be the full bylaw change which
134would include the day and then we can talk about do we want to do a July start on that um and what are the things we want to work work on as we write that bylaw. >> So I would just add in regards to the board meeting start time that wasn't necessarily um focused on here is in fairness to our staff um it makes their day a lot longer waiting till it starts at 7. uh they've been here all day working so it makes far more sense for their productivity and all um and their ability to get some sleep. So just wanted to bring that forward. >> Thank you. Other comments on the six o'clock start time. Okay. All is in favor say trust. >> I would say the idea of having it based on
135cognitive abilities later on in the um if we arrange the agenda also to kind of get more of the business part that may require a lot more action from the board um and kind of as a board commit that we're going to be on task to get the business done. And then maybe the the sort of more um celebratory comments and all of that happen maybe a little later when we don't need as much of that energy could also solve some of that that we'd have to as a board say okay we're going to we need to really focus on this thing now get this business done and then maybe have comments somewhere further down the road. >> I like that idea as well. I talk about that as well. Any other comments? All those
136in favor of a six o'clock start time. >> I. >> Any opposed? Okay. Motion carries 61 with the preferential vote of I from student board member Hansen. Move on to 12F. May I have a motion to wave second reading and approve first reading board bylaw 9320 meetings and notices. Moved by Trustee Zinger. Seconded by Trustee Adams. like to recognize superintendent and Chris Brown to pres present the item. >> All right. And onward we continue. Um the changes to the board bylaw are minor um mostly typo changes or or language changes. However, the main change would be of course moving board meetings from Wednesdays to Thursdays. Part of the thinking was this. Um a lot of the other political groups meet on Wednesdays. The Orange County School Boards Association meets on Wednesdays. A lot of our
137city councils meet on Wednesdays. And so in an effort for staff and uh our boards to participate in those events if they would like, we would be able to slide to Thursdays. The other thing it does for us is is allow us to post agendas on Mondays if needed. I would love to tell you that things come to agendas weeks ahead of time and we're we're that far out, but this is a giant district and things are changing on the daily. Uh and so not having to post over a weekend makes it a lot easier on staff to get a accurate agenda that doesn't have to get changed. It also makes it much much better when there's a Monday holiday that fits in those things. So those are all the reason for Thursday. Uh staff
138has no opposed opposition to when that change takes effect whether it's February or July. Um we have talked about the idea that we we've tightened up on school open houses and so they're generally going to be at a certain time in the spring on on Thursdays. We know we could try to avoid that week, but um we could always just wait till July to make the change to Thursdays and then everyone could build their schedule after that. I don't I don't think that that's a a problem. The bylaw wouldn't state when it starts. So, we would just make that uh a condition of the acceptance of the changes to the bylaw to start either in February or July. >> Okay. Mrs. H, do you have any speaker cards on this item? Thank you. trustees. Trusty
139Pritchard. >> Yeah, I'd say um I'm not so convinced that the political thing we we discussed this early on and I've said through these board meetings where they've been on all kinds of so but one of the things that we decided early on or at least one board I remember the comment is yeah but we're more important than the city. So we have our meetings because we care about children in schools and we shouldn't be worried about what other agencies are up to. I will though say on the second part though I I kind of I can see that so Monday would give you a little time to spend it again things are um I don't know the um yeah I I agree that um that uh July should be probably the largest That seems
140everyone anticipates it stays. >> Hey, Trusty Jones. >> I don't have a strong preference as to when this uh takes place. I think it could be if if there's a problem uh as far as doing it in what was it? November. Maybe it doesn't have to be July, but it could be June. But in any event, um I do have a couple of minor things. Number one, we're missing a person. We can't pass on first reading. So, that is we can't do that. Um I I'm concerned in I'm pretty sure it was the meetings and notices because I didn't print them both out, but I think that uh it it eliminated the referring to Robert Robert's rules of order. >> Different different >> is it? Okay. What was that? What item was that? That was
141meeting meeting conduct. Okay. Excuse me. I do have one small change that I want to request and that is um at I think it's the first page it says um the agenda shall be posted in one or more locations uh freely accessible to members of p public effective July 1, 2008 SB 343 expands the public's right while this is in the past. I'd like to take that out and just say the public has the right to inspect documents um and take out the reference to something that happened in 2008. Other than that, I'm fine with it. >> Jeff, did we get that information to make that change? Okay, great. Thank you. >> Great. >> But I don't mind if it comes back on uh second reading in consent. Um, I think that would be fine,
142but but we can't >> Yeah, we can't pass it because we're not forward. Yes. >> And yeah, those comments were presented previously. So, go ahead. I would just say I am an advocate of moving it to Thursday because oftentimes in getting the agenda and there are some months that there are bigger thicker agendas than others and sometimes my family is chalk full of events all weekend long and I don't have that opportunity to read it Friday night, Saturday, Sunday. So gives me one more day to come back Monday and get cracking on it. Um so I I like the move to to Thursday. I think for a couple of reasons and for staff especially like if we have a Monday holiday which we do throughout the year that also impacts us shortening our time and
143and ability. So I'm I'm for it. Thank you. >> Okay. So if it comes back on second read then I will make a language change and um I'm going to propose that we have the switch from Wednesdays to Thursdays effective at the new start of the new fiscal school year. would be July 2026 was when staff will propose um the change from Wednesday to Thursday. >> Can I also ask how many other board uh school boards are meeting on Thursdays? >> How many other school boards are meeting on Thursdays rather than Wednesdays? >> I I don't know. I know some are Mondays, some are Tuesdays. They're kind of all over the map. Um so it just depends. >> So the board agendas would be posted on Monday. Yeah, our goal would be to still post
144them Fridays um because we have a habit to try and get that done. But in the event that we couldn't, we could post opposed to board agendas on Mondays. That would still be fine. That gives us that extra little bit sometimes. >> Additional comments. Okay, we'll see it back for second reading. Thank you. >> There will be no vote. May I have a motion to wave second? >> Yeah, thank you. >> So 12G will also come back. >> So all of these policies will have to come back on second reading. Um and that's fine. There's probably a lot of language that needs to be worked out. In fact, uh I would I would recommend that for some of them we bring them back perhaps at the board workshop on policy that's happening. >> Yes. Thank
145you. Okay, moving on to 12G. May I have Well, we're not moving. We're just moving right into we're not waving second reading. So, this will just be information only. So, if we please have Dr. Murphin. >> Yeah, you you can still vote to approve it and bring it back for second reading. You just can't wave second reading. You could still go through the process, vote to approve it. Yeah, leave it. It'll come back. So, so you might not approve it if if you want it to come back for a lot of reworking, but you might approve it just to come back on consent with the changes based on the input you're going to give tonight. >> So, we might need a new motion to approve uh with the changes suggested and bring back for uh
146second reading on consent. >> Right. >> So, for 12 uh F, >> you don't have to because it's okay to give direction. So, it's fine either way. >> Okay. >> So, we're we're good. But if we want to keep our practice the same, moving forward, motion approved, but no waving of second reading. >> Correct. We have a motion to move on to reading board uh board policy 5131.8, mobile communication devices. >> Second moved by trustee Zinger, seconded by trustee Jones. And I'd like to recognize Dr. Mwin. >> Thank you, President Davis and trustees. Staff presents item 12G, First Reading Board Policy 5131.8, Mobile Communication Devices. California Assembly Bill 3216, known as the Cell Phone Free Schools Act, direct school districts, county offices of education, and charter schools to develop and adopt policies that limit or
147prohibit students cell phone use during instructional time. New board policy 5131.8 aligns the district to recent changes in law. To ensure that our policy is effective and can be implemented successfully, our secondary schools have already been piloting cell phone free policies at their sites during the 2425 school year and again this school year. Last spring and again in September of this year, staff gathered feedback from students, teachers, administrators, and parents regarding the successes and the challenges of the student cell phone pilot programs. and we have incorporated their feedback into the policy. Executive Director Darren Jindra and I are here to answer any questions you may have. Staff recommends approval. >> Thank you, Mrs. Hayes. Do you have any speaker cards for this item? >> There are none. Okay, trustes. >> Trusty Jones. >> So, I
148have a lot of comments on this. I I have talked to a lot of parents who are extremely passionate about this and I think there are some parts of it that do not go far enough. Um the first paragraph says board of trustes recognizes use of smartphones other communications on campus may be beneficial to student learning and well-being. I don't know a single parent who believes that. I don't think they believe it is beneficial to student learning and well-being. Um so I'd like to strike that and however such use um also and just say recognizes use of start smartphones and other mobile communication devices may be harmful and disruptive to the instructional bro program. Um truly I mean I talked to a lot of parents about this. Um and and interestingly this is something that
149uh unlike many of our uh issues does not know sort of political bias. Um some of my very most conservative friends and some of my very most liberal friends feel the same way about this. Um so that's that's my first one. Um then number three talks about licensed phys physician or s sur surgeon and and I went to the ed code and read this and it says uh determines that possession or use is necessary for students health and well-being. But the ED code then says and use of which is limited to purposes related to the health of the student. Um so I'm not diabetic. I don't know a lot about what what diabetic students have, but I I know that some of them have glucose monitors that may talk to an an app on their
150phone. I think it's fine if a diabetic student is allowed to use their phone during class to monitor that app or something like that. Um, but I don't think that means that the diabetic student is allowed or any other student who has uh a physician's note is allowed to look at social media during class or text their friends or whatever. I think it means that they can use it for the purposes for which the physician or surgeon is giving them a waiver. So, I'd like that added, which again I quoted from ED code. Uh number after number four it says superintendent design may undertake measures d uh limit student access to smartphones and mobile other mobile communication devices on campus and I'd like to add or again from ed code um same ed code or
151when students are under the supervision and control of an employee or employees of the district. So on field trips um I don't I don't think that Uh, unless the the I think if the teacher says, "Okay, you know, we're at a museum. You can take pictures with your cell phone of this work of art, that's fine. But I don't think that means that on field trips or some out of the classroom uh experience that gives the right the student the right to to um be using uh a cell phone." Um then the next paragraph I just think is confusing because it says that and and again I know this is from ed code but it needs a word here uh because it says shall not be searched without the consent of the student in possession
152or the student's par parent or guard guardian except pursuant to a lawfully issued issued warrant. And then there's a comment, comma, but there's no or. And we need an or because then it's like we we need to make it clear that that's another situation because if there's a warrant, then yes, you can search, but it also means that it also is if the school official in good faith believes there's an emergency. So if if we have an or it makes it clear that that is another situation. Um let's see. Do I have anything else on that one? No. Guess what? Yay. Lucky lucky us. I am done with that item. I love it. Thank you. Other comments? Well, like Trustee Jones, I have a lot of parents inquiring as to um and and I know
153the reason, but I want to publicly have it put out there. Why are we not saying no cell phones on campus all day? So, during passing periods and lunch, you know, there's a lot of parents that want to see kids interacting, talking to one another and not on their phones. Can't tell you how many times my husband and I are out to dinner and you're looking at a family and all four of them are on their phones. So, could you please explain the rationale as to maybe why we're taking this baby step forward or or we're not including passing periods lunch because they will be asking once they see this policy. So there's two things and then Darren can tell me if there's more than two things, but there's two things that we've been talking
154about. One is is our schools. So we've taken a different approach, right? So um we have to have this policy up and running by June. So we've started working on it two years ago, right? And having our schools design approaches to to reduce cell phone usage in class. So So some of our schools have done very different approaches, right? Like when you walk through Toro, it looks different in how they've done it. Uh but it works. There are no cell phones out in class when you're walking through Toro. as opposed to Asencia where they collect them all in one period and the kids get them back at the end of the day. So part of it is the flexibility for schools to continue doing what's been working for them um as they've worked with their
155students to come up with a plan. The other part of it is you don't really want to make a policy you can't possibly enforce. Um and there's a a point at which we do not have the ability to police 3,000 students at lunch on their cell phones and take them all. Um it's just not something we we can do. we don't have enough staffing, nor will we have enough funding to get enough staffing to chase down uh students on their cell phones outside of instructional time. And and three for us is our first priority is to protect instructional time, right? We we definitely know that they are a huge distraction in instructional time. Even the kids will tell you they're a huge distraction in instructional time. And so that's our first priority is to get
156these cell phones out of the the out of the kids' hands and pockets where they can still cause that dopamine response with the buzzing. they can still cause that distraction and put them a place where they're not involved with the student and then you work from there, right? And so that's one of the the other reasons that we're doing it. Darren, I don't know if you want to add to that. Um, >> no, I mean, you said it perfectly. And and we can al we also can't forget the high school kids when I'm sorry. Those high school kids are um should I switch? Okay. The high school kids, you know, they're they have a calendar. They're they're working. They have to meet the needs of themselves during passing period to be able to get to
157work on time and set their calendar. So there is a lot of communication that happens with the high school age kids that need to maintain their calendar as well. That's feedback from both students and and uh teachers as well. >> And one follow-up question um that again is being asked. So we're talking about mobile phones. What about this holiday season when we have a lot more students start getting the watch? That is just an extension, another way to get a buzz on the arm. Um, and how are we going to say anything about that? What >> I mean, I'm hoping that the reason we didn't call this a cell phone policy and instead we called it a mobile communication device policy is those are mobile communication devices. So, it would count for those. Yes. Would
158it also count for glasses? >> We'd have to know. Um I mean I guess yes. It would count for the what are the the Ray-B band metas? Yeah. And that will be a challenge for us. That's where your physicians note comes in and and everything else. I mean there there's probably I mean look, let's be honest for the families that want around this policy. Um, there are kids who have multiple phones and they will turn in one phone and not another. I I don't think that's the majority, but if a family really wants around this policy, they'll get around this policy. So, I I I mean, we have to be, I think, honest with ourselves um that if like anything, right, policies and laws work really well for those who respect them. Piggybacking on some
159of these comments, implementing a um comprehensive bell-to-bell cell phone ban, one that includes breaks, lunch, all non-instructional periods provide clear academic, social, emotional benefits for students. Re re all research I've done consistently shows that limiting phone use during the entire school day significantly improves focus, mental health, interpersonal connection. A landmark study from the London School of Economics found that schools banning mobile phone use saw a 6.4% increase in test scores on average. What were we? Green and then blue. What was the Yeah, that's I'm in. Um with the strongest gains among lower achieving students. Nationally, 73% of educators report that phones are a major distraction in class and 72% believe unrestricted access negatively affects students mental health. And that's from the Pew Research Center 2024 and NCES 2025. Beyond the classroom, keeping phones away from
160away during lunch and breaks obviously is going to help help focus on healthier social interactions and reduces social isolation. Without screen, students are more likely to talk, play, connect face to face skills that directly build empathy, confidence, and conflict resolution abilities. Schools that have implemented full day bands report lower bullying and cyber bullying rates. Fewer disciplinary incidents and improved attendance in school climate. Um mental health professionals also note that digital breaks throughout the day reduce anxiety, improve mood stability, help regulate dopamine cycles linked to screen addiction. A consistent district-wide bell-to-bell policy also supports equity and consistency. It removes social pressures tied to phones and social media. Levels the playing field for all students and relieves staff from enforcing inconsistent gray lines. Ultimately, a full day phone-f free environment empowers students to be present learners, engaged
161friends, and emotionally resilient individuals and school in that just allows to ensure schools remain a space centered on growth, connection, and learning from the first bill to the last. So I certainly am in support of this and I like you have talked to hundreds of parents about this on numerous occasions. My my liberal confr friends, my conservative friends, my non-political friends, everyone. Um and there's very I I personally haven't spoke with people that are in support of having a phone for their child on campus. I we just I mean what we are in the business of is teaching students and educating students and the best way to do that is to put these things away and focus on learning. >> Hi >> definitely in support of that. >> So I kind of hate to throw
162this out in the middle of things. I mean, I had thought about these before and talked to some staff members, but uh what if we were to have an absolute ban for K5, TK5 um and uh and leave it aloud? Well, I know it's not really where the problem is, but uh but the problem starts there. And if students in K5 are not used to having their phones, that can help. I think it's already I think they already don't have them. At least my kids at Oso Grande couldn't have phones out. So, they had to stay in their backpack off during the day. >> I know fourth graders that have cell phones. >> Well, they have them, but they they weren't allowed to. So, your schools like they're they're in their bags. They're just the
163school rule was they had to be off and and away >> The whole day. They couldn't take >> Area 7. All my elementary principles have said there's no phones all day in elementary. >> Okay. I I don't know. I haven't talked to an elementary parent about this, >> but as Dr. Brown said, some principles started this on their own, right? >> So, they may have done that. I don't I don't know. Is that a precedent? Is that a rule we've set? But all my area 7 elementary schools do not allow phones all day is what I'm told. >> Is it a rule we've set? No. Is it how some of the elementaryaries and kids have gone? Yes, because it's uh enforceable and they could set that policy at their school. There's nothing wrong with them
164doing that. that's totally fine, right? We want to part of the original proposal was to let schools do that. So, a lot of our K5 schools and K schools have said no. Um, and they're not getting any push back from families and and kids at that age. My I I I don't disagree with anything that's been said. My my concern is putting a policy in place that is uninforceable um w without having the ability to say we're going to take 3,000 cell phones away at lunch and do like we we don't have the staffing for that. Um, and so we can say it, um, and we can say you can't have it out, but we need to At what point when you don't follow up with that, does that not become the reality? That's my
165only concern with a, um, a cell phone ban during passing periods and lunch. And and I do think that that you'll start to see a little more difference of opinion amongst families for the non-instructional time in in my interaction with students and parents. Um, the instructional time, I agree 100%. Even students are generally like, "Yeah, get this thing out of my hand." Uh but parents not being able to contact their kids at lunch is a very different thing. So um I don't know. Do you have a thought on that? >> Yeah. Um so I think that um I mean I've been I think my freshman year this wasn't really going on yet. The phones being taken away, but maybe even my sophomore year and definitely last year, junior year, we've been having this and I
166think it's probably made a big difference in instructional time instructional time. And um I think it's great for students to be talking to each other more and I over like I overwhelmingly like fully agree with this. Um there is one thing I just have like one one tiny um thought on and it's the uh part. It says however a student shall not be prohibited from possessing or using a mobile communication device under any of the following circumstances. And it's number one in the case of an emergency and in response to a perceived threat of danger. And the only reason like I saw that and I was thinking of this sorry is my freshman year when we did have our phones. We had a little incident at San Juan where we had an unidentified person on
167campus. No one knew what was going on and um we were all glad we still had our phones and we were able to like contact our parents and stuff and just let them know what was going on. I know that's a super rare situation. Um, and I think that under the policy at San Juan where we have our phones in the little charts, um, at least for mo most classes, I think that that is still fully works and that in a case of emergency, we could totally like, um, access that just to contact any um, people we might need to. Um, however, with the locking them up at the beginning of the day, and who knows what class and then getting them back at the end of the day at some schools, I'm not sure
168if that aligns so well with that. In a case of emergency, you don't know what class they're going to be in when something happens. And again, I know those things are rare and um in the end, the benefits might weigh outweigh the costs um when if we take it all uh take the phones from students um period through through passing period and everything. Um but I just wanted to throw that thought out there that that was something I did experience and it was positive to have that in that one time. So just wanted to say that. >> I appreciate that. And then the other thought on that is when there is because it does happen when there is a major emergency or a perceived major emergency as we are trying to get information out to
169families students are getting information out to families faster than a speed of you know than speed of light and it's very conflicting information and then that causes quite a bit of chaos as well. So there's there's a bit of that that makes me a little bit nervous about that. I mean, so for sure we will get right we will get information out to families the second we have proper real information and not what we think and what students might think. So it does cause a little bit of a chaos really actually. Um and I do think that we for any non-emergency if but in an emergency in one particular students they can go to the office and they can call their family and that's the same thing that everyone on this board except our student
170board member um we our families were contacted if there was ever an emergency because there were no phones right so um so I do think and do know that we have proper staffing to be able to help with that in in any kind of individual emergency and collectively on a school site we will get the information out as soon as we have proper information. So sometimes it takes three minutes for Ryan Bur to get all the information so then it can properly be sent out so it's verified and accurate. So that comes a little tricky as well. I would just also add we just spent $1.6 million to have these emergency I mean that's what it's supposed to be for in an emergency. Um, and uh, I've had too many times in my career where
171students have contacted their parents and then they've rushed to the school and now they've got parents, you know, demanding to get in to save their their kid and that only adds confusion as they're trying to identify the person who might be on campus or whatever. So, it's it's challenging uh, for sure. >> Trustees, may I also just add that all of our 95% of our middle schools are bell-to-bell no cell. So the the the so the middle schoolers the middle school grades are used to just like the elementary phone goes in the backpack does not come out until the end of the day >> and I I would assume that that's the same for elementary 95% or 95 plus >> K8. So I think as moving forward if we did a bell tobell it may
172take a few years to get that tight but all of our K through8 they're already programmed for that. So moving forward, the next four years might be a little bit much to get that tight. But again, I'm just coming back to we are in the business of educating students and the best way to educate students, all data shows, is to have it no phones bell-to- bell. Other comments? >> Um, I guess I'll say something. I've I I know because I've when some of these ideas have floated around before, people have said people surprised me were felt like it was a violation that they didn't have that communication. It was just with their student it was a safety issue. Um the bellto bell idea if we if we modeled it after what the elementary and middle
173schools are doing I think would be fantastic because it if it the kids still have it in their backpack if there was some catastrophic emergency they would be able to pull their phones out and call. Um, so maybe that would relieve some of the stress for some of these parents. But I think we've all had experiences talking with kids and high school kids and other ages as well where I mean I know for my own family when my kids have lost their phones when when I've taken them away. They didn't lose them. I took them away. I remember my daughter freshman year came to me a week into it and said, "I actually feel much better without my phone and I'm not going to get back on social media." And it was powerful that she
174would admit that. I don't know if some of my other kids would, but and um it was a powerful lesson for her. So, I think it is really great to have less screen time. 100%. I think we are going to have some struggle with some parents that feel like we're taking things away, but I like the idea of them being able to keep it in their bag off and um yeah, no, I I totally support that. Trusty Jones, >> I just want to remark that I don't think there were probably more than a half dozen or dozen cell phones in any high school on September 11th, 2001. And somehow we all muddled through. >> Yeah. Yeah. So, I think this is direction, right? We're sharing direction to staff at this point. Um and I I
175think there's a bit more work that needs to be done on it and >> it has to come back. >> It for sure it's come obviously it's coming back. >> Yeah. This one of the reasons that we started this in October, right? But we don't have to have this in place until June. So we have started we are getting work done on the schools and we're starting on the policy well ahead so that we're not sitting up against a deadline having these discussions. So staff will uh take direction. Staff will take some of these the this part of this conversation. We'll add some language to it and it'll be back. Thank you. Any other comments? >> And we're moving on to 12 H. Have a motion to wave second. We're not waving second reading. To
176approve first reading of board bylaws 9323, meeting conduct. >> So moved. >> Moved by Trusty Adams, seconded by Trusty Zinger. I'd like to recognize Superintendent Chris Brown to present the item. >> All right. Continuing on with with board bylaw changes. Um there's a lot of language changes in this and I'm sure we'll have a discussion about the Robert's rules. Uh and so that is totally fine. Uh a few things. We are beholden to the Brown Act. So we must abide by the Brown Act. Uh Robert's rules is a guide and in the foreign policy said Robert's rules is a guide. Robert's rules will remain a guide. And in fact, you've all been given a uh an email recently from me uh for an updated board training on Robert's rules. So, we're not Robert's rules isn't
177going anywhere in terms of the way we do stuff. U but it's our operating procedure. We we it's not a policy necessarily item that you would say we are bound by Robert's rules as our parliamentarian procedures. And in fact, in the original language, it didn't say that either. It said it would be used as a guide. Um the bigger change that that I think is critical is a change to oral communication. uh oral communication would remain at 20 minutes. So remember oral communication is for the non-aggenda items. Uh our practice has been to to uh have students who are here from CST speak at oral communications first. Um and sometimes that meant students spoke the entire time for oral communications um on multiple occasions. So this change would uh still allow students to speak first
178for the 20 minutes of oral communications but up to a 10-minute limit. So students can speak for the first 10 minutes if they were here and then the remainder of the 10 minutes would go same as it always has first come first serve uh to the adults or the the citizens and residents in the room uh just so that we don't end up with that situation again where we have students um being used and f filling out the entire 20 minutes, right? And then other than that the policy would not change in terms of oral communication. So it's just a to make that tweak. That's the big the big change. some of the rest of us just l language changes um to clean some stuff up on the difference between oral communication and public comment.
179So remember public comment for agenda items still happens as we will hear I think momentarily uh on these items uh you know follow the same policy as it always has again students first but up to a limit of the 10 minutes so that again you you have the balance of voices in the room when people have come to speak for those things. So that's the the core change. The rest of it's language change. We can discuss all of it. Staff recommends approval later on a second reading. >> Mrs. Haste, do we have any speaker cards for this item? >> We have one speaker card um request. Samuel Pinra, but we have two. >> Thank you. And following Samuel be Lisa Myers. >> Go ahead, S. >> Hi. Um, I'm still confused and concerned about the
180proposal to eliminate Robert's rules of order from the policy. Um, so I'm I'm lost after um what you said, Dr. Brown. Those rules aren't just a formality. They are a national gold standard to ensure transparency, accountability, and fairness. So if you abandon them, you risk concealing decision- making and consolidating power and a board majority, silencing minority voices, eroding trust with district taxpayers and parents. And what are you proposing for a replacement? I guess maybe you're not replacing them now. I don't know. I'm confused. But if you are, that wasn't in the change. Um, I'm also troubled about the proposal to limit public comment to just 20 minutes. So, that restriction could unfairly exclude parents, teachers, and taxpayers from being heard and may constitute a violation of the Brown Act, just like you said. It could.
181And so, um, the Brown Act guarantees public participation. So I I would ask that you reconsider these changes because accountability and open participation are not optional. They're found they are foundational for lawful governance. So that's it. >> Thank you. Our next speaker is Lisa Myers. I'm going to follow up with similar um concerns about this. Um first off, the board majority ran on a platform of parents rights. How is limiting the number and time for public comment supporting parents rights? Because when I read this document today, it said that you were limiting it to just 10 par 10 speakers. uh if there were 10 students, there were 10 speakers and then anybody who wanted to speak after that could turn in a written document to the superintendent and it would be CCD to the trustees.
182Secondly, as I stated earlier, two trustees attended the student turning point meeting last month. The founder of that organization was strongly in favor of free speech. And if the majority trustees hold him in such great reverence, this is a direct contradiction to that. Limiting board open comments is against parents rights and against free speech. Two things that I apparently mistakenly thought that the board majority was in favor of. Thank you. >> Okay, trustees. Trusty Bulgus is staff or Dr. Brown want to address the business meeting portion and open comments and the timing. >> Yeah. So >> just I just want to say we just talked earlier about starting the meeting earlier so we're more cognitively uh not making late night decisions at 11 p.m. Um and so longer oral communications at the beginning tends to
183cause that. But you can explain it. >> Yeah. So two things I guess. Uh this does not make a change to the timing of oral communications. It has been 20 minutes. It will remain at 20 minutes. It is not a shortening of that time. Remember that's 20 minutes for non-aggenda items. So it's there still could be depending on the agenda hours of public commentary. Um it it falls well within the bounds of the Brown Act and has been vetted for that. Um because 20 minutes for non-aggenda items. Then each agenda item has time as well as long as it's aligned to the agenda item. Um, as far as the Robert's rules of order, um, we do use and will continue to use Robert's rules of order. I'm totally fine with leaving it in the policy.
184I I don't staff does not have, um, a strong feeling about pulling out of the policy. So, we can leave the Robert's rules of order language in the policy. Um, it's the original policy said that Robert's rules of order shall be used as a guide to enable orderly conduct of meetings and it will be and so we can leave that language in. Um yeah, the oral communication is remains at 20 minutes. Like I said, the big change is the students being 10 minutes of that 20. If there's no one beyond that, if there's 13 students and no one else, then there'd be students. But if there's adults also waiting, they would fill out the 20 minutes. >> I have a tickytacky question on that. So, we got to a point where we defined that um
185for encouraging people to come and to attend our board meetings. Um they don't have to sign in. They can come in and sit and listen. If they want to speak, we do ask for their name and um what did it say? The area that they're from or um we don't or the city. We don't ask. >> We ask their name and address. They do not have to provide it. >> Okay. So, if we're saying that CUSD students have the priority, um, are we stipulating in there that they must bring their ID or how do we verify that? >> We do ask for their IDs. >> We ask for their IDs when we check. We can stipulate it and we can add it as language, but we do ask for their IDs um to verify that
186they are CUSD students. >> Trusty Jones. >> So, um, I would like to see the Roberts voter order um uh included. I think that um the Brown Act doesn't cover all of those situations that sometimes come up. I'll just really briefly talk about uh if I were to vote for something and it got four votes. Um but later on I think you know what I really am not so sure about that. I can uh ask for a reconsideration and that's part of Robert's rules. that is not part of our normal procedure. So I think Robert's rules deals with a lot of smaller issues that are uh important for boards to be governed by. So I'd like to see that back. Anyway, I think we're done with that. Um okay, on the first page of the
187No, it's second page of this new policy. Uh there's um uh one A B C D and then down in E it talks about if a board make a member makes a motion to extend the time it shall require unanimous vote of the board members present. I think we need to say, oh, wait a minute. Um, yeah, I think it needs to be members present because if we just had the members of the board, maybe there's only five of us here. I think we need it to be uh board members present. Um, on then number two talks about how uh the commenters shall comment as briefly as the subject permits. Well, depends on who you're talking about, but some people might have think the the subject permits something much longer. I think it needs to
188say within the allotted time. Um, and then it's the same thing in a later item, and Mrs. Hayes, I think, knows this, but on page four to again, it says within the allotted time. Um then right at the end the last second to last paragraph or third to last um meeting attendees may bring signs but um and may who bring signs may display them outside the building and I'd like to add but may not attach signs or notices to the building. We've had problems with this and it um it it damages the building and I think that that's not appropriate. So I would like to make those suggestions >> to that end. It might be an a thought to um the groups that gather if we maybe have it on the other side of the
189fence like pass as you come in rather than here where we have people banging on the windows and holding signs. Maybe we have groups gather on the other side of the fence so as not to >> that would be policy. >> I don't know if that could be policy. I don't know. >> I don't care so much about that. I just don't want them attaching things to the building. But whatever if if others feel differently. >> No, I agree. I think that's it's best to not, you know, leave the damages down. >> Oh, and I also wanted to just briefly address the comments that uh you know, not allowing uh speech. But a lot of the limitations are that we per presently have, they're not changing, have to do with um with uh public comment
190time. And those are not board business. And when people want to say something about things that that they can say in public comment or about agenda items, I appreciate an email. I have more time to think about uh what you say in an email than than I do in public comment. I mean, it kind of comes at you sort of fast. Some of them are very short and I would rather receive emails. Um so I I and there's no limit to the number of emails you can send or how long they they can be. >> Thank you. Other comments >> on the adjournment. So >> only extend the time. >> Yeah, you're only extending it one time because I've I've been in a number of board meetings where that >> it's three or four times.
191>> Three or four times at least. >> Oh yeah. >> Because I I mean unless you say it's going to be for the next four hours or something like that. That's what you'd have to do. But and once again that'd be training for board members who are like right now somebody should extend the meeting if we were under the new rules. >> Yeah. The new the the switch to 10 I think was preemptive. The 11 is all based on a 700 p.m. start. The 10 would be based on a if we get to well now we're getting to a 6 p.m. start. So once we get to the 6 that's where the 10 will take effect. But yeah you would get to 10. Now, it it has been if you get we get to 11,
192which we haven't done in a while, but when we get to 11, we do have to vote to extend the board meeting. Um, so yeah, we don't we don't necessarily want to get to 3:00 a.m. and continue to extend board meetings. I don't think that's good for the board, the staff, or the public. >> Yeah. >> One hour. >> So, maybe in policy we should we should put that like some language in there saying Yep. to be determined by >> Right. No, I agree. And I don't I don't know that we only I don't need that. I don't think the policy should say that it should not be no more than once. >> I mean, there may be a time that we might need to extend it. >> You are extending it once. You'll just
193The policy should say that. >> But it's only extended to 20 minutes, right? >> No. No. >> Or 30 minutes. >> No, we can put to a amount of time as determined by the president or board. every 30 minutes we had to >> but that's not what the policy says. >> We were meeting at two in the morning during co >> Oh yeah. >> And I'm like this no I can't think anymore. >> Oh the policy. >> But we've traditionally what we've done at 11:00 is extend for half an hour then we extend another half hour then another half hour and that drives me crazy like let's just extend for two hours. >> Yeah. So we'll put some language in there that says you know to be extended by a time to be determined by
194the president and the board at that moment. Right. So, so that the policy gives you leeway to say we're going to extend for 30 minutes and we're done. Or we're going to extend for 90 minutes and we're done >> or extended. >> Yes, you can wave. >> You can wave any policy with a unanimous vote of the board members present. You can wave any board policy >> covers it. >> 93. >> Yeah. Thank you. Any other comments? >> Okay, staff. I think we've got plenty of direction on that. Thank you. Okay. All those in favor or >> either way is >> okay. We'll continue at the same. All those in favor? >> Uh but >> just sharing the we coming back. >> It's coming back. Okay. Thank you. >> Consistent. >> It's coming back. >>
195That was the only direction to bring back on. >> I don't know what we're voting on. >> We've given direction to staff. We'll keep it at that. >> Thank you. We will record it as the board has given direction to staff to update the policy and it will come back. >> So we don't need a vote. >> We have a motion to approve um wave second. Well, we we're not on we're moving on to let's let's talk about >> board policy 4212-42 formerly 4219- or.1 drug and alcohol testing for school bus drivers. So this one I would propose that you actually do make a motion and that you don't wave second reading but you when you do approve if you do approve that you approve it to come back on consent. >> Thank you. I
196have a motion. >> Second. >> Trusty Zinger seconded by Trusty Bulus. And I'd like to recognize Dr. Bob Presby to present the item. >> Thank you President Davis and trustee. Staff presents item 12I, a first reading of the revisions to board policy 42119.1, drug and alcohol testing for employees in safety sensitive positions. >> One golden microphone tonight. >> Thank you. I need a turn. >> Uh these revisions changed the title of the policy to drug and alcohol testing for school bus drivers and reumbered the board policy to 4212.42 which is more accurate to the nature of the policy and the corresponding administrative regulation. These updates include the requirements for school bus drivers from several agencies that monitor compliance, testing, and reporting procedures. Uh executive director Christina Shagar is with me tonight to answer any questions.
197Staff recommends approval. Thank you, Miss T. Do we have any speaker cards for this item? None. >> There are none. Okay. Trustee discussion. Trusty Jones. >> So, I'm concerned about any employee who owes holds a commercial driver's license. I have heard that Dr. Stewart has a party limo business and is a commercial driver. Not really. Like, what? >> He gives me a hard time. I'm giving it back. So really, but my point is that we have people who have been school bus drivers who are now in management and uh so they probably still have their commercial licenses. So this policy doesn't shouldn't affect them. So I I I don't think we should refer to any employee who holds a commercial driver's license. I think we should refer to our bus drivers. So I just >>
198keep it >> Yeah. keep it consistent. Otherwise, it's like, does this apply to anybody who has a commercial driver's license? That's it does right now. So, we should we should take that out. >> It should say who uses their license for >> So, we'll work we'll work on that. It's going to come back. Any other comments? >> We'll we'll make updates to that. Thank you. Any other comments? Okay. All those Well, we're >> Yes. Yes. >> Yes. We're going to go ahead and all those in favor >> I. >> Any opposed? A motion carries 601 >> to come back to the board on consent. >> Yeah, that one will come back on consent. And and I I would ask that you do the same for the next one up, right? Okay. So, you can't wave
199second reading, but you're going to vote on it and have it come back on consent. >> 12J. May I have a motion to to discuss and bring back on consent board policy 4161.1 4261.9 4361.9 catastrophic leave program >> so moved second >> by trusty Bulockus seconded by trusty Jones I'd like to recognize Dr. Bob Presby to present this item. >> Thank you, President Davis and trustee. Staff presents item 12J, a first reading of revisions to board policy 4161.9, 4261.9, and 4361.9 catastrophic leave program. These revisions add the requirement to include a qualifying event of an illness or injury to a family member or a proclaimed state of emergency. Human resource service staff is here to answer any questions. The staff recommends approval. >> Thank you. And Miss Haste, do we have any speaker cards for
200this item? Thank you. Okay. Comments. All those in favor? >> I. >> Okay. Any opposed? Motion carries 601 to come back on second at second reading. Move to move to consent calendar. Miss Haste, do we have any speaker cards for this item? >> We have one. >> Thank you. >> Linda Haddock. Um on consent parahou regarding bus aids >> bus aid we're all scrambling to get people to get to do the bus aid and one of the things we had originally when it became not a separate item but something that was included in your in your pay uh it was an eight hour position and it was changed to either depending on how long you're on the bus to a 7 hour, 7 and 1/2 or 8 hour, but there don't take into account the
201pain and suffering of not having your car with you. For instance, my son is special needs. He graduated from ATP. He works at uh Saddleback College and he was stuck there till I could get off of work and get over there because the Uber driver couldn't find him. There was construction or whatever. So, he had to wait. He's literally had to wait. it. He got off at like 12:15. He had to wait till I could get there at 3:30. So, I understand to make things equitable as far as maybe making their pay seven, seven and a half or eight, but treat them as a 40hour employee so that they get the benefits of of the health reduction in health benefits and all that. I know it's been approved, you know, been worked on and but
202it's just something maybe to consider for another another iteration of this thing because it there is a lot of pain and suffering not having your car there, especially if there's an emergency with a family member. You're stuck there. You really can't go anywhere. I'm sure if there was like a catastrophe, a death or whatever, somebody might come in, but you're stuck. Anyway, that's all I wanted to say. And I also wanted to thank actually uh Trusty Bulkus for having the courage to admit that you've done something that is not nice or appropriate at all. Would have been s better if sooner, but at least you did it. Thank you. >> Thank you. Do we have any trustees um that have consent items they'd like to pull? There being none, may I have a motion to
203approve the consent calendar? Moved by trustees on or adnams. >> Second by trustee Busus. Mrs. Hayes, please call the role. >> Trusty Pritchard. >> I. >> Trusty Zinger. >> I. >> Trusty Adams. >> I. >> Trusty Jones. >> Trusty Bulicus. >> I. >> Trusty Davis. >> I. Motion carries 601 to approve the consent calendar and may I have a motion to adjurnn the meeting? >> So moved >> by Trusty Bulockus, seconded by Trustee Jones. All those in favor say I. >> I. >> Motion carries. Any oppose? >> Motion carries 601 to adjourn the meeting. The time is now 10:02 p.m. Thank you ladies and gentlemen. Have a great night.