001Trusty Davis, you may turn on your mic and start the meeting. Good evening and welcome to the August 27th, 2025 board workshop meeting at the Capistrani Unified School District. The meeting is now in session. The time is 5:05 p.m. I'd like to remind everyone that this is anformational informal workshop for the board of trustees. Mrs. Hayes, can you please call the role? Trustee Adams >> here. >> Trusty Bulockus >> here. >> Trusty Castianos >> here. >> Davis >> here. >> Rusty Jones >> here. >> Rusty Pritchard >> present. >> Zinger >> here. And Jennifer, would you mind pleading us in the pledge of allegiance? I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all.
002>> Thank you. We have a motion to adopt the agenda. Moved by Trustee Zinger, seconded by Trustee Jones. All those in favor say I. Any opposed? Motion carries 700 to adopt the agenda. I'd like to recognize Greg Murwin, associate superintendent, educational support services to present the following 11 items. >> Thank you, President Davis. Okay, so we'll get things started off with item one, first reading board policy 511.5, language immersion and international balorate admissions. Dr. Michael Gomez uh is here to provide an overview and then we look forward to your feedback and questions. >> Good afternoon trustees. Uh for this particular policy, we're updating some of our language uh especially as it relates to the m metriculation pathways. Uh we've now uh moved beyond the grandfathered language in there that really spelled out how when the
003programs were built out is already in existence and just clarified some language around those pieces. Any questions? >> I have some questions. So, um, Mr. Sharer and I ran into some issues that are related to this this past week, and I wanted to kind of bring them up. Um, first of all, um, the policy talks about going to IB like all the way through. And um I think there's a little bit of an implication that you have to start at the beginning, which in the case of IB is not true. And we also only have one I one IB school for K8. Um and I kind of feel like I just felt like we are not really explaining that. We make it you've got to be in the TK8 in order to go on. It
004doesn't actually say that, but because we do have or there is no such thing for San Clemeni, although one could certainly go to San Clemeni High School after being at Hanky, it's unlikely that someone would. I just felt we needed some language to kind of address that issue. Um and um that you can IB at any time. You don't have to be involved in A through 8. Um I also f felt we needed to mention that uh for language immersion, you don't have to go to to TK. So you could for example go to your local school for TK and then transfer to uh a language immersion school after. Again, I feel like TK sort of isn't addressed here, and I think that it probably ought to be. Um, I felt that we ought to
005probably reference uh uh BP6170.1, which is for is TK admissions. I don't think you need to include it, but just ref, you know, for TK admissions, see this um and possibly just the regular admissions one uh BP511A. Um so um Mr. Shear and I ran into a situation and actually the policy I think it's a kindergarten policy had something stripped out when it was recently revised and and I think he will be submitting some changes to that. Um but This came up because there was a child who is eligible for kindergarten this year. His birthday is the beginning of July, but he's also eligible for TK. And um and and I don't know if it's if he could have gone last year because the dates change. I I don't know any of that. But the
006mother wanted him in TK and they didn't have room and it was like we take the youngest kids first. Um I I just feel like we need to be talking uh in here about in in the admission policy. We need to be dealing with that. Um there's a certain number of kids who are going to go to a different school for TK. Either there isn't room at their school or their parents didn't know about language immersion or whatever. Um so I think we just kind of have to deal with that a little bit. K is kind of new. Um under metriculation pathways uh it says uh uh open second line open to dis applicants different districtwide after initial Spanish immersion Spanish language immersion transitional kindergarten enrollment etc. But it could be transitional kindergarten or kindergarten
007because again I I there's I mean I I talked to parents who aren't interested in TK. Um so I think we just need to deal with that. Um then I had some questions on page three about the double boundaries and the SSA receiving school. Um do we have one or the other? We either have a double boundary or we have an ESSA receiving school because that's kind of what it looked like here. Is that how that goes >> in? It is almost duplicative that we're saying it the same exact way. It should either well we could probably clarify that and have double boundary or ESSA receiving. I think the ESSA receiving school was done in back in >> probably a long time ago when we had the if you were a low performing school then
008you could opt to go to that. Yeah. So that part existed before that but really it's all double boundary. >> I mean I guess we could say double boundary slash >> ESSA receiving school. It I just looked at I'm like well why is it like this? So I thought maybe it was worth mentioning. Um, >> well, that's what I'm kind of suggesting because I I looked at it >> and I'm like, well, why is it like this? Um, and it just kind of makes somebody question it. I understand. Okay. Um, so that's a good point. I wasn't going to stop mid screen, but some of these things would go in the AR that follows from a board policy, right? So, um, I appreciate the wanting the board policy to explain, but the board policy sets
009the standard and then the AR explains how we administer that board policy. The AR could be changed. as needed as long as it fits within the board policy without having to come back and change policy. So some of that stuff could be changed but but the explanation of double boundary essay can be clarified here. Some of the stuff would be in a different board policy wouldn't like TK admissions wouldn't fall in here being right >> DK board policy. So we can make those changes as as needed. >> Yeah. I mostly wanted kind of a reference to that because I think it's easy to find one and then not find the other without a reference. >> Yeah. And I think the reference is good. I think we want to be careful to not try and provide
010all the context any parent might need. We want them to call because when you make the policy say lots and lots and lots and lots and lots of words, it gets complic if you try to explain >> why we got to everything for a parent, um I would just highly recommend call us. Um, okay. We want to follow the policy. The policy sets the parameters under which the AR performs, but we are more than happy to speak with a parent if they have a question about it. But I do think the thing we can clarify um I I think we could add language clarifying that the IB doesn't start doesn't have to start till high school. I think that's fine. I think that language would be clarified and that the LI doesn't have to start
011at >> because in the >> Yeah, I think those are good. >> On the third page under K12 program assurances, it says that it's a TK12 commitment. Well, you know, if you live in San Clementi, >> it's not a TK12. >> I think we can clarify those. >> Um, and then the at the very end it or no, the end of that paragraph, uh, instruction intervention strategies rather than being exited from the program. Um, I thought maybe we should say being forced to exit or required to exit, something like that, because uh, some parents may want their kid out. they just it's like this is not working. There's too many problems with you know the IEP or whatever and and we want to allow them to exit if they want to. >> Yeah, I think
012exited because it's board policy the implication is is the board would be or of the actors of the board which is us as the administration would be exiting that parental choice in program is is different right? So, right parents could always choose to exit their kid from any program, any school, >> right? You don't have to stay. So, but I don't know that that needs to be in the policy. This is more about >> um >> holding us accountable to providing support before we just remove. Okay. >> Right. So, that that this language is to protect them from >> an overzealous administrator pushing someone out. That's why exists. >> Sounds good. >> Okay. Red It's working. Okay. I have quite a few questions. Um to one of Gila's first points is the fact um this
013is dual immersion and IB. Um and we know that there is no IB program for grades nine and 10, but a parent being brand new might not know that. Um, so I don't know if we want to state that somewhere, but there might be this all the way through thought process and we probably should be upfront with that. Um, I have a question under priority criteria for school placement as it relates to a child of an employee at the bottom of page 13. Um, so just for clarity because I have a bunch of questions. the way this flows. Um, is does this le does this language take into account if someone works in the district and their child is at one of our schools that they will be um provided the opportunity to go into
014a dual immersion or IB because it talks about I kind of got the impression you were referring to if a teacher is teaching at the dual immersion their child could attend that dual immersion but u >> yeah this work site, right? So, it says after all school of residents uh students have been placed, any child of an employee will gain priority placement at the employees work site. So, for language, >> if you work here at the district, >> so then it wouldn't apply to you, right? So, this would be in in terms of language immersion, this would be >> um work site. >> So, that's only if the employee works at a work site, >> right? So in other words, if I'm a uh supervisor at the dual immersion site, after all the residents kids
015go, then we start moving to school choice because I'm employee at that language immersion site, my kid will be given preference come there to come to work with me basically um before other school choice after a resident. So kids who live in the boundary go first. >> Okay. So >> so an employee who works somewhere in the district and I'm going to use the district office for the example again has a child and they want them They're just right in there with any old parent that's going to opt for the school of choice to try and get their child in. >> Yeah, there you go. >> Not assigned to >> So then this is the order. >> So that's the order. So that would come after the other three. >> Yes. >> Okay. And so
016next to that one, I have a question. Do we have a cap in terms of how many IB or how many dual immersion? We probably do, but I don't know what it is. >> Not for IB if it has the space. >> It has space. It's never >> has Oh, okay. It has space. >> Okay. Um, and I do think at the bottom of page 14, and obviously when this is actually printed, it may look differently, but for the IB program where we've got elementary and middle, you know, Hanky listed, it seems to me you may as well put CBH CBHS CHS for St. Clemente. I mean, I know you've got it down here highlighted in pink, but it kind of makes sense that those are your two choices. Hanky Hanky, and then it's either
017Kappa or, you know, Clemente. >> Um, so back to the bottom of page 13. Um, district students residing in the board approved school attendance area shall be provided the I go to the top of the next page and it looks like a header. It's only >> right of the option. >> Okay. Because then that it okay it's a spacing issue. So then it's right underneath what's already been stated and I'm like it just um seem confusing confusing in terms of the flow. Um okay so number one any siblings of a currently enrolled uh dual immersion or IB if a sibling so they get the first priority. Okay. And my last question is page 15. Um it's in regards to the transportation. Uh if the dual immersion or the IB uh school is a student's school
018of residence and the schools provide transportation, the student may qualify to receive district provided transportation. Why? Because currently our transportation is provided for certain segments. Um, and so why would we give this provision if it's just an everyday student and it happens to be in their area but they're part of that program, we add them to it because what if that adds on that now it would require us two buses. Um, I just wondered why that is why we're giving that provision to that student. >> Great question. So let's take an example of a student that go that they don't want or in San Clemenia at like less palmos and they decide they don't want to be part of uh a dual immersion program then we provide transportation to Marblehead and that that's really what
019that entails if if I'm answering that correctly. But this says if a student whose school of residence and the school provides transportation that they're going to go to that school, the student may qualify to receive district transportation. It doesn't say if they're going someplace out of their district. I interpret >> No, no. It says if parents living within a Spanish language emer do not wish to have their child participate in the language immersion. >> Okay. But I I need an answer to the first paragraph. If the language immersion or international bakrao bakleorat school is a student's school of residence and the school provides transportation, the student may qualify to receive district provided transportation. >> May >> and and only if the school already provided transportation. >> But is it necessary? So name me the transfer
020where we give free transportation. those students are >> special edit >> title one >> if um and and those that live out of the area and they want >> Yeah. So those are special requirements but this student may just be an average Joe who lives in the area and you're going to provide them transportation. I just wondered why they get some special treatment that the other average Joe doesn't get. >> A great question. follow. >> Yeah. Or just understand if you have that student, it's >> it's almost duplicative of this paragraph below. I think the next paragraph below covers it and >> which made it confusing to me. It's like one student gets what about the other student? >> Check on this Michael, but I think it just needs to be strong. >> Yeah, I
021think so, too. >> Yeah. >> Okay, those were all my questions on this particular board policy. Could we combine one and two and we just say any sibling meaning brother sister step brother sister put it all in one. >> Okay. >> Yeah. >> Thank you. >> Yeah. It doesn't need to be a separate number too. >> Yeah. doesn't need to be sounds like it's >> and then for sure I agree that we should have the um Sony High School and Central Valley added on that same line >> and anytime we can take out I feel like we added a lot of words in a lot of these policies so anytime we can announce it and make it cleaner men any other comments questions on this policy right thank you let's move on to 2A Okay,
022>> thank you. So on to the second item, first readboard policy 6141.4 international baloria program. Dr. Meervis is going to assist with this policy and she will give you a quick overview. >> Thank you. So this is a new policy. We did not previously have a standalone IB international balorate policy within CUSD. The previous item we just went over 511 5 speaks to admission, metriculation, etc. of various specialized programs including immersion and IB. This policy 6141.4 speaks directly to our IB programs and includes language from what is coming next which is the deletion of 6173. We want we wanted to move that language into a separate policy for IB and a separate policy for advanced placement AP which will be coming as well. So we now are putting forward this standalone international balora program board
023policy which did not previous exist previously exist. Any questions, comments or feedback? >> Have more questions. You want to go first? Oh, I get to go first. Okay, starting with paragraph one. Um, in terms of let's see line number five, disciplinary curriculum that provides the knowledge, concepts, skills, attitudes, and action attitude. What are we teaching there? What is that? Crossdisciplinary curriculum is part of the IB program. And so it's like a humanities model where you're looking at history and English combined together and you're crossing the disciplines. That's what it >> and that equals attitude. I'm asking about attitude, >> concepts, skills, attitudes. >> So in IB attitudes, they talk about how you think, right? So to think like a historian, to think like an English person. So those are the attitudes that they're talking about
024in IB. It's the way you approach the curriculum when you start cross. So it's not attitude like uh the colloquial usage that we use but it's attitude like how you think. >> Okay. I thought man if we had some new program about attitudes that should be schools all schools. Yeah. So I needed explanation on that. >> I mean it says to equip them for successful lives. I thought well if we got you know teach them attitudes. Okay. Moving right along. Um, this conversation kind of came up recently. Me, you probably will remember it. The whole discussion about IB versus AP, rigorous, challenging curriculum. Um, isn't it the same language in both AP and um, IB or I mean, we know that IB has world views and projects that are are different. Um >> there are
025crossovers to AP language and the policies. Yeah. >> Okay. So on the next paragraph, the superintendent or designate shall provide staff development and support to teachers of IB courses. My understanding is that IB is specialized um just like GATE is specialized. But I know that our teachers that teach GATE have got to have it in the HR record that they have gone through the training certification or whatever it is to teach GATE. But we don't have the wording in here about training. We got staff development and support. Does that mean training to you? >> It does. >> Without using the word training, >> correct? >> And it can come in different forms. They could attend an IB conference. They could be mentored by a fellow IB teacher. They could be collaborating IB Marine Science at
026one school with IB Marine Science where a more seasoned teacher is sharing information with a new teacher. So it comes in a lot of different forms. >> Is that also like AVID >> or does AVID have to have something special like Gate? >> AVID also provides staff development but there isn't a specific certification one has to have to teach in either of those courses. They just have to be prepared to deliver the instruction and we can get there for a v in a variety of ways >> for both >> and avid. >> Okay. >> You have to be gate certified to be a gate but there is no IB certification which is why the policy says that the superintendent will ensure that we provide that training to make sure that our teachers are meeting the
027standards of being highly qualified in those IB attitudes and other things they teach. um as opposed to gate rates be gate certified and or um AP where you have to attend a certain AP training um and every I forget what how many years you have to tell me about that me but you have to get yourself certified as an AP trainer or teacher um after a certain period time you have to do it your first year so they're all a little different which is why we have to have the policy language be a little different >> okay and so on in all of them we always have superintendent designate the superintendent certainly can't be doing all this so is this Meg or is this Bob the designate >> this would be me in her department.
028>> Me in your department. Okay. So, like a teacher who is at a school and a gate opening opens up and that teacher wants to teach gate and they can't find the records that they've had gate training, but they know they've had GATE training. So, is there actually a file? Is it in the individual's HR record where that they've had some training whether they've gone to something or whatever? How do we actually track this? We track trainings in a couple different ways. We have a program called True North Logic that tracks any staff development that a teacher attends. So we can gather records. We also if a teacher if it's not a district that's for district hosted trainings. If it's not a district hosted training, it's an external training. We have in informed K12 the
029request to attend for any conference we've ever sent a teacher to. Well, now it's digital. It used to be paper, but yes, we track both internal and external staff development and training. >> Okay. >> But nothing goes into the personnel file if that's your question. Well, it is and I I'm frustrated with that from a management perspective because this teacher NCUSD was told, "We don't have any record of it. So, for you to teach it, you will now need to take gate training and had been teaching it for years." My kids were in her class. So, you know, it's recordkeeping. And I think that we need to be very clean about um if we have rules of what they have um that they have to >> we we can't speak to the past but with
030true north logic and form K12 we do now have digital records so we would be able to go and search that up. I I can't speak to what's happened >> years but we have those. >> I hear that you keep this record here but you keep that record there. It also makes it difficult. you don't have it all in one spot like you know what that teacher in HR on their record you know has >> is there a reason why we don't have it in HR like in someone's file >> yeah I think the the work on uploading In regards to the gate training, if it was done previous or prior to a certain date, we used to um offer it inhouse through the district and they could earn a stipend or getting their GATE
031certification. For those employees, we know who they are. We have tracked them. when there's a multitude of ways for people to get gate trained, not just our internal system that we had years ago. Um, they can get trained through the county. There probably online programs. There's probably a lot of ways that they can do that. They're not eligible for that stipen. It was specifically for our in-house training that we did. It was very robust. We trained all of our employees so they can earn a stipen. So, we have a lot of employees who were trained years ago who get that. I think it's $250, but you know, that's a dinner out. So, um, for anybody after that, it's it's really just, you know, a feather in their cap and a way in which they can
032teach eight classes at the elementary and middle school, I believe, level. Yes. Um, but I'm not sure that it's an actual legal requirement. It may be a district preference for our teachers to have that training in order to teach the classes, but I can give you, you know, examples of when that doesn't happen. An entire grade level retires at one time. You have gate students that come into that grade level. Those teachers need to get support in working with students who are gifted, but they might not be completely certified at that time. If you're looking at a staff and you're trying to determine who's going to be the teacher of those gate students, they certainly would prefer to have the one that has the training over someone that doesn't if they have a selection of
033people to choose from. But there are times when the teachers do not have full-fledged training and they do have gate students in their class, but then it's on us to support them and make sure that they're meeting the needs of those students. Hopefully that helps provide a little perspective. >> Do we still offer that robust date training? >> No. >> So now we rely on the other >> we have to rely on all of the other options. >> So which we don't >> which we don't track. So we have an expectation. We have a standard because my understanding with gate >> we do track it. >> It's not in their HR file because it's not about being paid but there are There are ways through um True North Logic if we're you know if if
034we're aware that the trainings have happened they may upload them into True North Logic that's one tracking mechanism we also have lists of teachers that are trained and I know CNI >> we we spent the last several years >> getting people trained so most of our elementary teachers have gone through the training not all of this is a recent training so it doesn't have the stipen but many of our upper grade teachers fourth or fifth grader teachers have had that training it's I think we were down to just a small handful that didn't. Um, so if in the future we're able to ride that again, we will, but we didn't stipen's nice, but that is not my consideration. It's about the the training and it's about recordeping. >> So if a teacher wants to go
035to like a series that California Association for the Gifted offers or whatever, they could then come to you and say, "Put this in my record." But if they if it doesn't if they don't know there's a reason to do it, maybe they're not going to, right? they would most certainly tell us so that they could then potentially be assigned to have gate students if it was going to be the difference between them teaching the class and another teacher they would say hey wait I got training I can you know >> the reason we have different systems is we know what we're looking for right so we keep those trainings so we know that we're looking for trainings and it's in the training systems and we query true north logic and inform K12 to see what
036they did it's kind of like um the RTAs to attend conferences that doesn't go in personnel files either Right? Personnel files are very specific in terms of what they have in terms of pay, credentiing or criteria that leads to changes in pay, reprimand, right? Those types of things are in personnel files. Training conferences, things you've attended that you've done, those don't live in your personnel file. Those live in those other systems. And in the past, I'll be very honest, a lot of districts had a hard time tracking those. Um, which is why they would often do them in house because it would be easier to track it. U, but we have two systems that can. Now, if a teacher does something summer and does not tell us about it, we're probably no match for that,
037right? We we can't force them to tell us if they went to a summer training. Very few of our teachers go to summer trainings and don't either tell us or ask us to reimburse it or put in a request ahead of time. I get lots in June of requests to attend uh those types of things. And as soon as we get those requests, now we have the record of them attending that training, right? So, that's how we we track it. So, we can query any of those from this point. Sorry. If you want to see if a teacher has been certified or trained, all you do is look up the teacher in True North Logic and it'll be there, right? It'll show what they've Okay. Yeah. So, that that's sufficient to me. >> Okay. My
038next question isn't HR focus. Um number four on page 22 or if you're looking at page one and two um demonstrate creativity. It's describing the um IB program in terms of the what they'll have in class and it mentions 150 hours of artistic activities, physical activities and community service. And then on the next page it does go into um there can be an adjustment um on the number of hours as it relates to community service. So just to get a perspective in terms of what's expected of the three artistic physical activities or community service is that looked at like a three-way split or it's just a total of 150 hours whichever one you pick. Just kind of wonder. It's a total and it's an IB requirement. And so if a student is heavily involved in
039BAPA, those hours can count towards this athletics and community service. >> Okay. And physical activities, I mean, if they're on the football team, does that count? What what's >> will count towards the hours for a fully rounded student? >> Well, okay. Um, I've got all kinds of notes. Let somebody else go and I will come back. >> I have a real quick question. Are you ready? >> IB is for what grade levels? >> So, we have a K8 program at Hanky. So, that exists. >> Okay. >> And then we have IB at two high schools, Kappa Valley and St. Clemeni. And the program sits within 11th and 12th grade. So students take a typical freshman load, a typical sophomore load, and then they can opt in to take IB courses or pursue a full IB
040diploma, which is taking very specific courses in six domains. So it's really concentrated junior and senior year. >> Okay. And >> I was going to be clear in elementary and middle and KA program, it's not different courses, right? It's just they do different projects um and they do some crosscurricular theme work that they do across again to get to the attitude of how do you think and how do you >> okay >> persevere and do these things. Um but it's not like they take an IB right >> different course with a different curriculum. They're using the same adopted curriculum that everyone else is using uh K8. So so the IB is more of a a way of being whereas when you get to 11th and 12th grade there are IB courses that would show up
041on your transcript. >> Okay. And how many students graduated with an IB diploma from R2? >> In 2520 in 2025, 27 students graduated with an IB diploma from Kappa Valley and 23 from St. Clemeni. >> Um, my other question is under we're I'm on page 22 under IB diploma program or IB career related program. The district's IB diploma program shall offer comprehensive, rigorous two-year program for students. To earn the IB diploma, students shall and then it lists some things for number three, demonstrate an understanding of the theory of knowledge through an oral presentation and extended essay on an externally assessed and can you explain number three to me? So theory of knowledge to K in the IB world is a specific course that students take. They have a an extensive pro project. It's it's at
042least a year-long results in a very long essay and presentation and that's it's called theory of knowledge to it's IB specific language. >> All right. >> And much like AP it's externally assessed, right? So it's assessed the norm, >> not us. Got it. >> I have another question back to page 23 when it's talking about um the cost of IB and students from uh lower income. Um does anybody know what the average cost of taking the IB test is? >> Is it comparable to AP test? It is comparable and there's a fee waiver for both types of tests. >> Okay. >> A student can qualify for a fee waiver for an IB or AP test. >> And Dr. Brown, do you know if we get federal monies to cover um where we have covered the
043cost of low income is for federal funds to support the reimbursement of fees for lowincome students. I just can't say I've heard that or maybe I could ask Clark. Okay. not specific federal funds, but we do set aside funds from LCF supplemental uh for any additional costs that are incurred that we cover those costs um both at IB and the advance advanced placement. >> Okay. >> Yeah, I would remind that often federal funds don't cover what they were intended to cover, right? They're always short of their own mandates. >> Okay. Um, and then on the par the last paragraph that is in black print before you hit the red, the superintendent or designate shall regularly report to the board regarding the number of students participating in IB blah blah blah. Um, I don't remember that
044we get that regularly or maybe this is a new system in place, but might we want to say what month of the school year that's going to be? >> A brand new policy. So, you definitely didn't have it before because >> well, it's a new policy, but maybe you've been doing it and including it in this new policy. >> Yeah, we will be hearing about IB, but we usually wait till the end of the year till the numbers are set. So, it would be a fall report. So, similar in timeline to when we did our AP report this last year, um August, September, somewhere in that zone once we get the the definitive numbers like Meg just gave you of how many kids actually uh went through the program. So, your report we just given,
045we had what was it? 26 and 23, 27 and 2. 27 and 23 kids um get through the IB program this year. >> 27 at Capo Valley >> with with an IB diploma, right? It's not a Yeah, it's a small program. It's not widely uh participated in as compared to AP. IB is bigger in other parts of the country to be very honest. It's bigger in other districts and it's bigger in other parts of the world. IB uh exists throughout the the globe. It doesn't just exist in the US. Um, so it it it's bigger elsewhere, it's small here. >> So in Capo Valley in total, we had 251 students enroll in NIB course at St. Clemeni. Last year it was 387, but it's many students will take an IB course to pursue the diploma.
046It it definitely puts them in a very specific track. they have fewer options because an IB class might be fourth period, but they love this other thing they wanted to do in fourth. So, it's a very specific group that will pursue the entire diploma, but they're those are the numbers of enrolled >> on average. >> I don't have that information. Um, and we also dual enroll. So, in some cases, an IB and AP course have similar content and so we'll have some we'll have a full class but they may be pursuing IB they may be pursuing AP and then we have students who are going to do both. >> Yes, we try not to run classes that are tiny tiny tiny right. So that's when we would dual roster the class to make sure that
047the seats per teacher stay high enough to be feasible. So like an environmental studies that you can do it as an AP student and IB student and ultimately take both tests if you really want to. >> So on this subject I have one more comment. Um so in the fall when you report the results of IB, could we also hear since we only have one K through 8 a middle school um that has IB and then there is no 9th 10th. So you would have to kind of put it on your calendar. I would like to know because I've asked this all along is how many of our Hanky students who predominantly go to Kappo but maybe they go to Hank Clemente then those IB students pursue and continue to get that IB um in
048their 11th and 12th because it's my understanding from Dina Kuba at Kappo we lose a lot of students because it's not 910 and then they take other things and then it's like well should I want to go back and kind of got happy with other stuff. So, um >> it was four last year. So, four Hanky students graduated with an IB diploma. >> So, my question always remains for the expense of the IB program to have it at one school. I know that was a draw and that was something given to Hanky, but what we spend on it and what the continuity of it for the student and all. >> So, I think that's a a different discussion than the one we probably should be having around the policy, right? as the policy >> just
049throwing it out there that they could report on that because it mentions the reporting. >> Yes. And and we will definitely be bringing that up because it is a question in a dwindling budget. What do we fund and what do we not fund? Um but as we're deleting a policy later and that policy did speak to IB, we had to add a policy to speak to IB because we do currently have it. >> How many students were at Hanki that earned IB at 8th grade? It was four. I mean, >> there's no diploma that they went on and graduated with the diploma in 12th grade. Four, >> but how many students at Hanky were part of the IB program? >> 41. >> But how? >> 41 students started high school. >> Correct. Correct. The number
050is 41 from 8th grade finished with an IB. They all did >> and a diploma, but they >> Oh, finished there, but then went on to get a high school I diploma. Only four of the 41. >> Great. Thank you. Oh, 68. Sorry, they didn't all go to Kappa Valley. Yep. 41 went to Capa Valley. Sorry. So um again I read through these things and I'm trying to figure out the logic. So in the second paragraph of this policy um the superintendent of designation shall ensure the district students of all ability levels are opportunity offered opportunity to participate in the program if it is available at their school. At Hanky you don't have that choice. you are doing it. So I think it needs to that needs to be about high school. Um >> um
051I I think what it's referencing is we would not exclude a student from Hanky or the high school program, >> right? >> Just based on that. So >> So but it kind of sounds like you there there's like a choice at Hanky to either do IB or not. And there is no choice. If you go to Hanky, you're in the IB program. So it, you know, it's not like we're giving the opportunity to participate. >> So again, this is one of those where they're protected from us, right? So that we can't say, uh, we know you're at Hanky, but you're not going to do IB. It's so that you're there. >> Right. Right. Right. But this we could talk just this could be about high school. It doesn't have to say all students. It could
052say all high school students. Okay. >> It's just to say that >> Okay. >> It's not about choosing, >> right? There is no choice. >> Right. But what I'm saying there's always always a choice. >> Yes. There's no choice. >> There's no choice to go to a down. >> Okay. All right. >> So, if a student only for what? Okay. So, okay. So, um I feel like the paragraph that says IB diploma program or D I I understand that a diploma is high school, but it seems to me this ought to call out high school. Um then towards the end, oh, when we mentioned we're talking about federal funds, I you're saying apply to California Department of Education for federal funds. It seems to me it should just be funds because CDE is not giving
053you federal funds. Um then I'm just a little bothered by uh in the I think it's the well second last paragraph in the red uh implement enabling programs. Enabling has come to mean a different thing than now maybe this is a term of art in education. I don't know. Um but it it doesn't seem um >> on page 23 second to the last. >> Yeah. Um >> Yeah. Right. Right. Enabling is like you're enabling that behavior. It's it's has a negative com connotation to me. Uh in I liked empowering better, but I'm not gonna not a hill I'm gonna die on. Fine. >> Whatever. >> Yes. It's word for word. >> I'm going to bring it up in the other policy. >> Absolutely. >> Okay. Fine. >> That's fine. >> Perfect. Okay. Fine. >> Um
054I agree with Gila. I think the district back to that IB diploma program maybe career related program it would be good to say a rigorous high school two-year program or a two year like 10 11th and 12th 11th and 12th grade >> we'll add high school >> because when I read it I'm like what any two years you know >> I'd also like to add that we somewhere in here it says that we don't have an IB program in nth I don't think that's in we get >> to your program beginning in 11th grade. Yep. >> Great. Uh and if it's okay for the board and if this works with staff on any of the deletions if we could just skip right over it. That fair. Okay. Any other questions on this? All right. Let's
055so then let's move on to 4 A. First reading board policy 6141.5 advanced placement. >> Okay. Thank you. Yes. No questions. Okay. >> Okay. Then moving on then to board policy 6141.5 advanced placement. Again, Meg's going to lead us through this one. >> So, this Thank you. This is an existing board policy 6141.5 for advanced placement. The only change is the addition of the language from deleted board or potentially deleted depending on action tonight. for policy 6173. So you'll see those three paragraphs in red. It's the same information that is at the end of the IB uh policy. So that is the change to this policy being recommended based on a conversation at the previous. >> We will bring over the same comments about enabling and those sort of things. So we will we will
056take the same comments from the IB and bring them over into the AP and strike that language and clean it. Any comments, questions on this one? Okay, thank you. Moving on to 5A. So, we're skipping that one and moving on to six, >> supplemental instruction. >> Okay, thank you. So, item six, first read board policy 6161.11, supplementary instructional materials. Mr. Brad Shear is going to help provide an overview and then we'll we look forward to your feedback. >> Hi. Good evening everyone. Um so this is addressing uh the supplemental materials policy which was last adopted in 1999. The policy that we're likely to strike assuming approval has some interesting things in that one. So I missed the opportunity to address those but they brought back fond memories from when I was in the classroom in
057the 90s. So um this one does address the issue of supplementary instructional materials. Um and we are looking to um clarify what is expected for teachers when they're using supplementary instructional materials. And um some of the the board policy specifically indicates that some of the criteria that you see struck in board policy 61611 uh is included in accompanying administrative regulation which we've also been working on to support and provide to our teachers. So, I'll open it up for questions. >> I have a question on um in red print the third paragraph, superintendent or designate may provide training to administrators and leaders. That word may, it always gets me. May, they may and they may not. So, why do we use the word may? I mean, um It would seem to me that if it's in
058here, uh, we want to give them the training and, um, go through the evaluation supplementary instrument. So, >> we generally use shall and may. Shall means we are going to do it. >> We're going to do it. No doubt about it. May is >> we may not. >> We may and we may not. >> so part of it is we may or we may not have money. We may or may not have teachers who haven't already been trained. We may or may not um allow principles to provide the screening. So there there's a lot of we'll go there. When you say shall you are now making that a required training for every teacher in the district. That is a big statement uh a big financial statement. It's a statement that usually has to be bargained
059um or the effects of it have to be bargained if you're going to say this is mandatory training every year, every two years, every three years. So, so there's a lot that goes in there and that's why the AR comes alongside it and we train our principles on what to look for and how to support their teachers, right? So, >> you can't use wording like recommend if possible. >> And I think that's what May is, right? Like, so the the idea of may is it puts it at that so that we can get that done. Um, but if we end up in an 0809 situation or we end up in we have everyone trained, we don't have to do it just to do it for no reason. >> Or maybe may provide as needed. Is
060that helping Judy? >> Okay. Well, I'm I'm not going to fight over you liking the word may. It just leaves it open for may not to me and it's not an Other questions? >> Uh I'm just trying to compare the three um what might have formerly been uh requirements stricken that you it's the same thing as in line one two three very abbreviated that that is the same >> and it'll be a lot more detailed than the AR. So the AR that goes for how a administrator would do this, right? So this is what and then the how becomes the AR. So the how is what does the pre-screening look like you know what are the requirements for pre-screening how would a principal approve or not approve a particular type of supp supplemental material. So
061that all would live in the AR which follows on from the board policy >> and I would include to uh trust Bulicus that there are actual forms in the AR form for the teacher for to ask for permission from the principal. it needs to be signed off and formalized and then a form for parents to notify them and then also saying if you do not agree there's an an alternative assignment uh provided so all that very detailed in the AR and the AR will be on the website for the public >> it will be public >> the AR will be public okay that's what because currently our ARs aren't public to my knowledge >> yeah we are adding them as we go through them as we update them as the board policy gets updated then
062we then make the commission updates they are and we're putting them on the website for the public. It'll be very clear for for >> you. Understand my leaning is you know this whole thing we're taking that language out and we go right to complaints. >> So if the parent doesn't know about the AR they're and they don't see this it's like oh >> right. So, should this get approved on consent in the next board meeting, then the AR would follow on and go public with as well as the parents could then see what the form looks like, the opt out, all of that stuff. That all goes public >> the minute it's public. And anything that's getting cleaned up, we will add the AR and it will be moving forward. And then we're adding ARS
063as we go on ones that have not been cleaned up or >> Yeah, we're working on the cleanup ones first, right? So, that's why we're trying that's why we put 27 ambitiously on the schedule for tonight. um was so we can >> can can you continually clean the things? >> I would also say for the public it's very easy to to find in the the policies the policy and the error is right underneath it and we match the number number system is now the same and not different the way it was in the past. So very clear board policy administrative regulation right there for the public to see >> now that we're doing it >> and I I see that we're adding the ED codes in here and I was looking up the ED codes
064and what What exactly is covered under those? It's kind of interesting to see. >> Yeah. Where's the page? I came in late, but the education code 243 was supposed to be copied and given to each of us. I didn't get mine. >> And here we are. >> Thank you. last updated 1998 >> for for >> no 2024 243 was updated I believe in >> sorry 2023 October of 2023 was when it >> prior to that there was no 243 >> one of the reasons we also have to move through our policies is code changes and then we have any other comments on this um item. Okay. And let's see. Okay. We'll go to 7A. Title One programs. >> Dr. Gomez. >> Yes. Thank you. Yep. And Dr. Gomez, good guess. He'll be leading this out.
065Go ahead, Michael. >> This policy was last visited in 1999, so prior to No Child Left Behind, which doesn't exist anymore. And so we are updating the language to reflect uh the current federal regulations and statutes, including the LCAP, which didn't exist in 1999. >> Right. When did the old cap come into effect? >> Start I want to say 2012 13 right in that area. I know it was a phase in of that. >> So what is I know what ed code is and all these what is 20 USC 6318. Is this something from USC as in the college? No, the US co code of uh it's the actual federal regulations that Yeah, it's the US code, the federal legislation where ESSA lives in >> and USC stands for >> US code. United States code.
066>> United States code. Okay. And where would I find that? On the internet, I suppose, but it's like not in the education code. >> It's not in that. It's a great Google search. That's how I find it because it's massive. >> Yeah. >> Uncle Chad. Okay. >> Just verify with chat. It doesn't always pull from the most reliable sources. I've read some chat that's like, "Oh, that's that's great. >> No, he's not. All right." But but always you can always just send us an email. We will >> send you a a vetted Google search for you. >> Yes. >> That's how I know some of it's been nonsense. >> I do want to give a positive. That first paragraph that's been deleted and the second paragraph, very good change. >> Uhhuh. and how it's being
067presented. Um, so my question is in regards to instructional staff for title one. I'm really confused by um on the age 44 salary expenditures. Why would we page pay title one teachers differently than any other teacher that we have in the district? >> We don't, but we're required uh under federal statute to make sure that there's comparability and all of our stuff. So, our actual physical physical services team does a fabulous job of calculating what does every teacher in the district make? What does it look like at a title one school and all of those different factors to make sure that title one schools are not disadvantaged and >> like we're not throwing all of our brand new teachers at a title one school differentiated by similar as other schools got it. Why don't they
068just use average which would give you the average but the 90 to 110? I just wondered how they came to that. So the average between 90 and 110 is 100%. So that means the same. >> Our our fiscal services team does an amazing job of calculating that literally teacher by teacher, school by school for those analysis and the documents that we upload u as part of the consolidated >> and they're two different things, right? So A is the 110. 110 is instructional staff to ratio, right? So that's making sure that we don't uh underst staff title one schools and then the other one's pay. So it's making it basically those two combined make sure that we don't say um all new teachers with classes that are all over their maximums are at our title one
069schools. So they would make less and have higher ratios. So um even if those ratios would let's say um fall within ed code and contract contractual ratios if they're more than 100 10% of everyone else's ratios we can't do that at a title one school. Right. >> Okay. So, I understood where they were going because in the paragraph after number five um in determining the comparability, they don't want to use the differentials. So, I they're trying to get to the base >> of comparison. >> Oh, and I do have what I would consider a correction. Um, on the last page, program evaluation, it states, which I don't see anywhere else, the board shall regularly monitor the progress. I think that's the superintendent or design who does that and then reports to the board like the
070superintendent or shall provide the board and the community with regular reports. >> Yeah, I think the the some of the federal programming wants to push on the board to make sure you do it. So basically it's to make sure that you tell me I have to bring those which is why you see things like we show our title one report right we show our low SCES broken out every time we do data is to to meet some of these federal requirements um so that it's not up to me it's up to the board so it's board shall >> that's why it's shall not may >> you want each of the seven of us to then request this information I mean >> no I'm doing it just makes it so you don't if I didn't do
071it you have to force me to >> but could we change the langage that the superintendent shall provide the board >> board policies >> on a regular basis >> putting us responsible for getting this information. >> I would say the the large vast majority of all of this data is con is documented very thoroughly in our LCAP because that's where we hold ourselves accountable as a district at the state level and the federal level. So all of those um particular student achievement metrics across the California dashboard are detailed and very detailed. >> But short answer we can as long as there's no legal reason why we can't we'll change. >> Okay. Because I would then contest and say if it says that you are going to on a regular basis give us IB updates why
072would it be the same of giving us you know title one >> and one is a board policy. So you guys are saying you want the IV updates. not actually mandated anywhere. So in that other piece that we talked about where the superintendent designate shall report on IB, that's you guys saying you want to report on IB and putting in policy because it is not federally nor statemandated that I give you an IB update. This is federally mandated that you are monitoring it. That's why the language is different. This isn't at the discretion of the design. It's not really at the discretion of the board. So by by putting the language that says the superintendent designate that means you the board is taking discretion to make the superintendent do it and the federal statute is
073saying you don't have discretion you have to do it as a board you have to look >> if we could if we could change that language I would like it I agree with trusty bulkas that I would like the language to say something to the effect of the superintendent shall provide the board >> I mean I know I've asked for IB information before I don't remember the seven of us getting together and saying we want this information. Did I miss that meeting? >> You don't have to say it. It I just do it. >> I think this is all coming not from us. This is copy and paste. >> This is the federal language for title one. It's not the federal language for IB. >> There is no federal language for IB. >> And you
074stated that we asked for it. I'm saying >> I'm saying what that's what the policy is. So So the policy is how you ask for it, right? So you could have said, "Hey, you know what? while we were looking at policies today. We don't want you to give us an IB report. So, let's go ahead and strike that from the policy. And you could choose to strike that from the policy. >> You were hoping that was going to happen. >> I was not. Um, you cannot choose to strike this from the policy. >> Okay, I get that. >> So, so that's why that's not federally mandated. >> I just don't Yeah, >> but could we change the language? I guess that's my ask of staff is if we can find out. >> Other questions, comments?
075Okay, >> Richard. Well, I I saw you. I thought you were gonna have to add some Okay, Oh, I'm not asking I'm certainly not asking to get rid of it, but >> I certainly don't think that we would be gathering monitoring, but we will be monitoring as we hear about it on a annual basis. We will through the ELCAP. Nobody's asking. >> I'm not sure we can't, but I'll check. I don't think >> we'll any other comments. Okay. And moving on to 8A, first reading board policy education for English speakers. this particular board policy. We're just updating some of our language for English learners. Actually, it is also part of our FPM, federal program monitoring review that will happen. So, we just are making sure we're our language is consistent on the federal level one
076with our title one programs that we were looking at, but this falls under the title three portion of federal accountability. So, we're just updating language for that to make sure our policies uh reflect the most current language in uh federal policy. Any comments? I have a simple just quick question. Um on page 50 um in the highlighted paragraph that starts however an English learner down on line three um it says uh it's designed to develop the basic English language of a newly arrived immigrant student. Um, I thought we don't ask for citizenship or whatever. How do we know they're an immigrant? >> Uh, we know that information because we find out the parent indicates on the home language survey when they are first time in school in the United States. And based on what date
077they indicate, then we know if they're a newly arrived student. So, we don't ask them what is your status or what is your legality. It's when did you start? when was the first time you entered a school in the United States? And if it's within a three-year window, then we know that they're newly arrived to the country for that. So, it's not a direct immigrant question. It's an indirect way of assessing that. >> And it doesn't ask for their immigrant status. It doesn't ask for any proof. So, you could have someone who's an Englishonly family, born here, raised here, who said, "Nope, never entered school here until >> Yeah, that's >> third grade." But but if you say that and say your home language is something other than English, then you fall under this category.
078So that's why the language says it was developed for that reason. But anybody who meets the criteria on the home language survey automatically falls in here. Right now we don't ask what kind of an immigrant are you, where you immigrate from any of that stuff. >> And I recognize that like >> yeah, but it's just are you basically newly enrolling in school in the US and don't speak English as your first language, right? Those are the two things that come on the home language survey. I'll tell you from experience if if you actually mess that up becomes hard to undo it. Um so if a parent >> was like yeah English isn't their first language and it is the kids' first language. It becomes very hard to come back on that. Um so we try
079to be very careful with that. >> Okay. Yeah. I just had to understand that. Are we offering parent guardian community involvement in the development and evaluation programs and for English learners? How is that? >> Yes. Two ways. We do that at the site level with the ELACS. Yep. >> And then at the district level, we do that with our district English language advisory committee. So those are the ways we would do that. And do we have good? >> It depends, especially our DAC. We've gotten This room has been very full. So, it just depends on the time of the year. Hopefully, it's not falling on certain dates, but this room has been packed out with uh parents for our uh DAX. And that's because of the hard work of our BCLs to kind of bring
080people along in that process and bring them here. >> Love that. >> Yeah, it's been amazing. >> That was actually my question, Davis. Thank you for asking it. Um, one other question I had in that paragraph, Judy's favorite word may. It says the superintendent or design may also provide an English development literacy training program for parents and guardians. Do we do that? Do we offer that? >> We some of our schools do. I know that Los Palmus does. >> Yes, some of the schools do. We don't do it as a district per se. >> We Right. But we also have partnered with uh the parent institute for quality education p at a number of our schools for probably 15 years now as a district. So they've take turns in going to different schools different levels
081elementary middle high school and they have whole family literacy programs and family involvement ones. Um it was very successful I want to say the past two years at San Juan Hills High School that comes to mind very quickly. Big participation at that school for those and they have different ones. Capital Valley I think is going to be doing like a bridge to college kind of program and orienting parents on what does that look like or at an elementary school they might be doing family literacy or things around math content so it's different by level. >> Awesome. Love it. Thank you. >> Other questions? >> Which page are you on? >> Oh, sorry. It's crossed out. I'm on page 51. So in a crossed out section for students who have home language blah blah blah students
082within a 30 calendar day of enrollment to determine do we still have that 30-day requirement? >> Yes. Okay. Thanks. >> All right. And then deletion moving on to 10. >> All right. 10A first reading 6190 evaluation in structural structural program. Michael's going to keep going. >> And this one, as soon as we were looking at language in title one and our consolidated programs and all of those, this was a redundant policy that was not um Oh, wait. 190 is the one we revising that to bring that up to current standards. Sorry, I mixed that up with the next one. Um, this is just updating the language one so that we're ready for federal program review. um so that our policy uh reflects the most current statutes um but also takes some of the elements in
083uh one that we're recommending for deletion into this one. So putting it into one policy and updating instead of having two separate policies for that >> and then the first paragraph after the deletions conduct a continual evaluation of the curriculum in the instructional program just kind of ongoing that that a couple times a year or >> I would offer that formally we do that every February when we're providing you the uh English learner evaluation of our programs. So that's our formal annual report and then we do it as needed throughout the other presentations >> and I would say informally it happens all the time >> and then yeah that's just with the regular student achievement and >> well internal reports that go back and forth visits to the sites data pools that our leaders go
084our PLC work right so that all falls into the evaluation of the instructional program and the push towards higher quality. So we we by having this policy aligned, but if we need to, if a federal auditor looks, we have lots of data to show that it's been presented not only to the board, but to parents, through multiple modalities, to principles, to students, to teachers repeatedly throughout the year. >> Any other comments, questions on this one? [Applause] >> 11 Okay, thank you very much. And we're moving on to HR. Let's go, Mr. Presby. Dr. Presby, please join us up here. Greg Marwin and team, thank you so much. Dr. Bob, if we could please get that adjusted. Dr. Bob. >> Well, hello HR team. Okay, we're on uh policy 4113 assignment. Thank you. So, HR brings
085uh 4113 assignment. This is an update to our current board policy that ensures the district has a policy on that our teachers are correctly assigned based on their credential area. We report any missignments and how we plan to correct that. Our current policy has a lot of work as far as an a uh administrative regulation for teachers to teach in departmentalized classes where they don't already hold a credential. that's being moved to the AR and we're providing that tonight as well. >> You're providing the AR tonight. >> We're showing you the AR. So when we when for whenever we move anything from a policy into an administrative regulation, we want the board to be aware of where that will go. Yeah. >> And as Dr. Merwin said earlier, that is also posted on the site
086so our employees know if they are looking to get reassigned to a class they don't have a credential for, this is a way through departmentalized classes, they're able to accomplish that. I have a question. >> I'm so sorry. I don't know the lady on the end name and there's no tag and I probably should know you and maybe I've met you before, but >> this is Carrie McDate. She's our executive assistant in human resource services. >> Oh, great. >> Actually, the one who is responsible for putting all of this together, keeping us organized. >> So, thank you. >> Bless you. >> Yes. Thank you. I have a question on the first one, right? 4113. The page 76, the last paragraph, it has a little bit of the purple strikeout. Um, it's about the board of
087trustees authorizes the establishment of a committee uh on assignments. Who would be on the committee? Would that be a mixture of like HR and maybe Meg Irvvis or um just wondered without maybe specific names but like would there be one from different areas >> right and the teachers association so we do have members from there too and we've it's a policy and the AR is recommended so we have it all of our teachers teach within their credential area we never use this policy because we have enough qualified teachers this would be in a situation where probably a rural area you weren't able to find somebody. They have to have some college coursework and some experience in a subject area. Then the committee could approve them to teach that really until they earn the credential themselves.
088>> Could this situation happen if the credential teacher was out on maternity leave and we needed a replacement that had the credential? I mean, there might be a case. >> Yeah. Um generally on a leave we bring in a substitute and they would have the credential in that area. >> Yeah. >> For for the long term. >> Yeah. This is really in the event that we suddenly have a a teacher shortage that impacts us like we have had in previous times in history where you now have uh alternate means to get teachers in classrooms that are qualified as they or as qualified as they can be. If you're if you're struggling to find employees, we don't have that problem right now, which is very very nice. But the policyy's there in case we do. It's
089that third paragraph down. on page 78. >> So that is part of our oversight of charters that we do through Carrie. When I go visit every charter every single year and Carrie goes with me, uh they have to submit a report that says that they're in compliance with this. >> Correct. And we also submit any mis assignments they have to OCD or county department of education for their review. >> And then we give them a letter to correct >> as well. So >> So this is one piece of information they do give us. >> They are supposed to. Yes. >> Okay. And if they don't, we ask and get it. Right. >> If they don't, we send them a letter to correct. So, um, and then that can go chain if it has to, but
090we haven't had this problem. >> Great. >> Other comments. >> Moving on to B2, evaluation supervision. >> All right. And Laura Lion, our assistant superintendent, will take this one. >> Okay. So this is um uh board policy 4115 evaluation supervision. It's to update our current board policy which um it's been 24 years since this policy has been updated since 2001. Um as you can see we have added quite a bit to this board policy so that we can um have the ed code in regards to how we evaluate our teachers. So we present 4115 for your reading pleasure with the updated language. The second paragraph, the second paragraph on page 87, I like the verbiage on that second sentence needs improvement identified. The board expects employees to accept responsibility for improving their performance and encourages
091them to take initiative request assistance as a like the new language. Thank you. >> Yeah, I have one question and it's by the next paragraph. The superintendent or designate shall assess the performance or certificated instructional staff. Um the design, why do we not name principal? Because really that's the direct report >> because it's not always the principal. Sometimes it's an assistant principal. If it's a TOSA, it could be an assistant superintendent. So depending on where the teacher is and who their direct supervisor is, there's a number of positions that could >> Okay. Other than the principal. >> Yeah. So that's why we use designate. >> Is that an easy answer? >> So my question was if this section right under that with the following criteria, those four criteria, where if this wasn't in the other
092policy, where was this? >> This is the current ED code. So that's why it's in here now. >> I don't know where it was years ago. >> I'm just wondering, I mean, I know this is how they're evaluated, >> but it wasn't in this particular policy. Was it in a different policy? >> Okay. >> They do outline some of um some of the criteria is outlined in our collective bargaining agreement, however. Yes. >> Yeah. >> Yes. Any other questions on this? >> I go ahead. >> Um, I have a question on the last page. Evaluation of uh shall not include the use of publishers norms established by standardized tests. This is probably just ED code, but I have no idea what that is. I'm just curious. >> I assume we don't do this. It just
093has to be there. it would be um to use like an old one of the um the testing like testing results. So you cannot use publishers tests to evaluate teachers >> like the CES you can't use >> any of those we used to give tests in our district before they could not be part of the teachers evaluation >> so you can use students progress towards district standards and you'd have multiple measures but you can't use a publishers item as a teacher evaluation tool right so you couldn't say well I'm not looking at all this. I'm going to say look at just your I Ready scores and that's what I'm evaluating you. You we can't do that. Yeah, we would have to have m Yeah, we would have multiple measures of of district standards and how
094we're meeting district standards. So that's why when we look at data, we look at growth data across everything and and really when we look at teaching evaluation, we look at um their use of curricular objectives, their use of instructional strategies, right? Those types of things make a much bigger role of their to a publisher test result >> and our evaluation tool is actually designed around that. So it's all about progress that the students progress and that's what they have to write their evaluation um and specify how the their students have progressed. So that's all in that bullet point number one. I became aware of C best when my son took the test to be a teacher, but I thought that was just to get in. Is this something that they take on a regular? >>
095Yeah, it's just the initial. Why would we use that for an evaluation? >> We would. >> I just gave us an example. >> All right. This is for 1117.3 personnel reduction. This is updating our current policy to be in alignment with education code and it also aligns with our collective bargaining agreement with CUA. >> So, as usual, I'm trying to deflect from the board. Um, why isn't this the superintendent? Why is it board of trustees reduced the number? I mean, we're supposed to be the policy makers and superintendent runs the district, >> but you authorize the reduction. >> Authorize it, but that's approval. This, >> right? We make the recommendation to the board, but the board has the right to approve it or deny that recommendation. >> Yeah. You're the ones who actually do the
096reduction in staff. All I do is bring you a proposal of which staff to reduce or why we would reduce staff. Um, and then you do that. >> That to me, it should read them. I mean, it makes it seem like we're coming to you and saying we think you need to reduce the staff. I mean, how would >> I think this comes to like we talk about fiscal oversight, policy oversight, staffing oversight. This is these are roles of the board, right? I'm the one who carries out the work, but but it's actually the board. It does it doesn't happen without you at all. Right? So, so that's sort of the idea is um this isn't the role of the superintendent, it's the role of the board, right, for fiscal um health of the district,
097for policies, right? It's just same with policies. Like the board approves policies. I don't. I bring them, the team brings them, but only the board can approve or or ask for edits for policies. Only the board can reduce staff. Only the board can hire a superintendent. Those types of things. >> Paragraph on determination of order of layoffs. if it's in the inverse order in which they were employed by the district and is it a time stamp if it happened to be that it would be six out of 20 people in one day >> the same day are they all have the same seniority date and then later in the section would determine that it comes down to the district need based on the specific >> right I wrote that in the next one yeah >>
098but it wouldn't be just based on the >> it's not a time stamp it's the Yeah. And some of this may be contractual. Um Oh, I'm sorry. Uh well, 98 and 99. Are we in this one? >> Yes. Um I'm sorry. Am I in the wrong? >> I'm ahead. Never mind. >> We can move to that one. Start right there. >> Back. Yes. So that is if there was a reduction in so it's lack of funds would be what we would say in a reduction in that case that's when the money that we um I'm sorry the your ADA didn't increase your daily attendance and therefore you're not going to receive the funds you were planning on you could then do a reduction which would basically be a lack of funds not a necessarily a
099lack of work in that disciplinary action. >> All right. And that's Laura. >> Okay. So, um this proposed revision to our board policy of 4118. Um this is to clarify our discipline process for certificated employees including the procedures for non-performance of duties. what happens in the event or how they receive an unpaid suspension or potential dismissal from employment. This is another policy that um was last updated in 2001. So, it was definitely in need of some current language and process. I have a question, but I just want to make a statement that I appreciate separating unsatisfactory performance from unprofessional conduct because we go about that differently. So, appreciate that. Thank you. >> Yes. How about on monitoring pips? Is there language in here? Did I miss it? In the contract they we have an entire
100um section multiple pages long in our collective bargaining agreement on program improvement plans. It's very prescriptive timelines how long they can be on them what's required followup follow through approval plans are a bargain item just in the contract. No, this is where I had questions. I'm sorry. I um Okay, so I'm a little confused about some of uh for 98 99 and maybe even 100. Um so if we're just saying, you know, well, let's say it's unprofessional conduct, but it's but it's not the um egregious misconduct. is I don't know it's not egregious but it's unprofessional. So we vote and give notice to suspend or dismiss at the expiration of 30 days. So that means that that best we can ever do unless it's egregious misconduct is to to give them a 30-day uh like
101notice of this they can't be immediately terminated. Okay. Um and is that uh with pay or without pay or does it matter or is it up to us? >> It would depend on what the employees infraction was. Some can go unpaid. The majority would be paid for that 30 days. >> Okay. Is that in somewhere >> ed code? Yeah. Most of the dismissal and suspension action for certificated employees is all governed by education code. That's what drives this policy. >> Okay. And then when we get over to the page 99, pending suspension or dismiss dismissal proceedings with this egregious misconduct, immoral conduct, conviction or felony D. Um is any of that without notice or with a shorter notice or um do we again also give 30 days notice on that? >> So can you repeat
102the question? >> Okay. So on page 99, I guess the third paragraph from the bottom, uh, suspending suspension or dismissal proceedings, and this is an employee charged with egregious immoral contact conduct, conviction of a felony, uh, crime involving moral turpitude, D. Um, so that's also a 30-day notice sort of a thing. Um >> so that would be an employee we would put on leave immediately >> and then depending on the act could be unpaid or paid. >> Okay. >> But then we would have to follow the procedure if they demand a hearing or officing officer. So that gives them the the time to make that demand. >> That's one of the reasons for 30 days is to have like a skelly hearing. >> But this one also says in in the middle of the paragraph
103immediately suspend employee from assign duties. >> Right. Okay. And then there's uh compulsor on the last page on page 100 compulsory leave of absence uh on upon being informed that they've been charged with mandatory leave of absence offense. So I mean this is some very big deal. Um and so again they immediately go on leave but again do they have 30 days? Do you know? >> I mean I know that this is probably covered in end code, >> right? this is charged with an egregious act. So that doesn't mean convicted. So there is an education code that lists several penal codes that if you are charged with one of those penal codes, you're immediately placed on leave. >> Okay? >> Generally those are unpaid, but it would depend on which code you're charged with. Then
104once there is a conviction, we would then start our dismissal process. >> Okay. So like if you're selling control sub substance to students for >> That's one of the bad ones. one of the bad ones. Yeah, >> you nailed it. >> Uh, yeah. I mean, I was just Yeah. Okay. All right. That's all I want to know. Okay. Moving on to board policy 4119-11 4219 um 4219-114319-11 um sexual harassment. >> Thank you. So this this board policy was updated in 2023. Um current language at that time was already updated. But what what we really feel is best practice moving forward is to have certain elements that what were in this board policy moved into the administrative regulation because it's more of the process of how the investigation unfolds whereas this just needs to define what
105the sexual harassment is. And um so we also and you can see it in some of the pages behind uh created a new administrative regulation specific to title one complaints that outlines that entire it's like 11 pages that entire investigative process. So you have in front of you the suggested changes for 4119.11 the sexual harassment board policy which is um just updating with um removing some of the elements that were in there that we moved into the AR and then in the pages behind you can see the AR and then the new AR that was created specific to the title one process >> title nine. Thank you. I'm sorry, too many ones. >> Was there a change in ed code? >> No. >> This on? >> No. >> We are being audited this year, however,
106and um it is really important that the title n regulations are outlined specifically. So, it was best to pull out those elements and create a separate policy. AR AR not policy. Thank you. >> Yeah, ARs allow us when when process rules change, we can change those in an AR and respond quickly if as long as the core policy doesn't change. So, this allows us to respond with AR changes. Again, all public um if if a process changes. So, if the core underlying Title 9 issue doesn't change, but the investigative process for some reason in a ruling changes, we can change our AR to match that new process as required. >> And when ARS change, are we notified? Historically, since I've been here, we >> well, since I've been here, we have been doing it. I
107can't speak before that, but in the last two years, we have been because we've been doing them as we do these board policies. Um, but we would not get board approval, but yes, you'd be notified of an AR change. >> So, in the first grouping, when these come to the board, they will have the ARS with them. >> If we have the ARS done, I will. If not, we'll send you the ARs as soon as they're done, as they go public. comments. So, I just want to sort of call this out. This covers any situation where there's an adult involved. So, an employee is sexually harassing a student, a student actually harassing an employee, an employee harassing another employee, but not a studentto student situation. That is in the student. >> Okay, that is correct.
108>> I just wanted to sort of call that correct. My question was the distinction of title N. The only thing I could see was that the sexual Oh, sorry. 110. Um, the difference between this the sexual harassment versus Title N is from what I'm reading that it occurs in an education program or activity. Is that the distinction? It >> is. These are good questions for Laura. Laura, she's our title N coordinator. >> Any other questions, comments? >> I just have one other. So, on page 112 under sexual harassment and it's listing um training. Number four, strategies for preventing harassment, discrimination, and retaliation, and appropriate steps to ensure remedial measures are taken, including an effective process for investigation of a complaint. Where where how do we know what that process is? Where where is that listed
109or described? So, um you're referring to a page in the AR right now and then behind this in the um well, so this does have the training component and then the title N process will outline the entire investigative process. That's the AR that's right behind this one, the new one that was just created, 4119.12. That's like 11 pages. I think this one's quite lengthy. >> Page starts on page 116. >> Yeah. >> Say that again. starts on page 116 in your book. >> But the training is comprehensive and all all employees do have to receive training in sexual harassment annually. Um and then our um all administrators get title N training as well. >> Okay. >> Comprehensive. >> Dr. Brown, you and I had discussed that recently because of the 2020 and then the 2024
110and 2020. So, um, since we're really now working off the 2020, do we have most of our staff trained un unless they're new to us? >> Correct. All staff, unless they're new to us and they've never had it in a previous position before. >> Thank you. >> 319.42. exposure control plan for bloodborne pathogens. >> Yes, we are updating our exposure control plan for bloodborne pathogens. Human resources worked with our health services and student services. This is an another very outdated policy. We are setting the policy correct which follows the I'm sorry the labor code and the California code of regulations and it's also taking the aspects out of our practice and putting that into the administrative regulation. So that is how we enact the policy once it's >> did we have one before? >> Was
111there a policy before? >> Yeah, this policy was first last amended in 1999. So it just had the two tiny paragraphs and then now we've added >> correct and then we have the robust administrative regulation that lays out the entire plan for controlling bloodborne pathogen comments questions. All right. 7B. Deletion. Moving on. >> Back to Laura. >> 8B, staff development. Deletion. >> Moving on. >> 9B. >> All right. >> There we go. 4131 4231 4331 staff development. >> So, um, we did delete the board policy that we had, the separate board policy for teachers, the separate one for management employees, and put them in one board policy called staff development. The previous policies were all in place since 1997 and um it's def they it's the new um the new one that combines all three
112employee groups is updated to reflect our current district practices. I wanted to say something about um because we were speaking about this in one of the previous when I came up. It just joged my memory about the tracking. So we have our own internal system true north logic. was which was mentioned previously. um employees when they take classes with us that accumulate hours um certificated employees for every 15 hours of coursework that they take through even our own district because they've all been vetted and approved they get one unit that they can use one unit towards column advancement and we do have a means for them to request a transcript for all the coursework that they took with us and then get give them column advancement credit for that. And so that also is tracked
113in our personnel records because we need to do an ER because they're moving columns. We see all the courses that they're taking. So it is another way through staff development for them to move over on the salary schedule, which is great. They don't just have to get a transcript from a university with graduate level work in order to do that. But that is another way that they can move over. So, a question on that, and I understand what you're saying. Does it take the employee to realize, oh, I'm ready to ask for that. We don't have it in the system. Ding, ding, ding. Oh, this person, you know, qualifies and let us let them know that we should be giving them more money. >> They have to request it. >> Okay. I figured that's what
114it was. and they are very well um uh supported in that um through um through the the the teachers union as well as through our own communication with them. And we're all about promoting, you know, staff development, bettering their practice and, you know, getting them expanding education and getting them, you know, it's better for their >> and if you spend the time to get enough credits to move over a whole column, you you definitely submit the paperwork. >> And there's a lot of programs out there for employee management, employee records. They're prohibitively expensive to switch or to add to to do those programs. Districts have spent tens of millions of dollars figuring out how to roll into those new programs, but we don't we got and and to Trusty Adams's point, they don't forget usually
115to ask. Um, but we don't have the ability to create like a reminder system inside our programs. It was just not something our programs are built to do. But it is we do cover it at the new employee orientation for all of our new teachers and it's part of the onboarding process for our certificated employees because we determine where they're placed on the salary schedule and then we explain how you can move up columns by getting additional >> correct that's in our employee information system. So, every employee has their units tracked and their um column and step placement, which would be a cell on an Excel sheet on the salary schedule, and that's how their salaries are calculated. So, when they move up a cell or down a cell, where if they increase their years
116of service with us or their education, that'll change their compensation. And that's all tracked in our employee information system. So you could run a report to determine how many employees are have 11 years and 45 units. you be able to determine >> I don't want to get way off track but because we're on this do we have within the the system a defined uh there's so many different classes they could go to so many different offerings that how how do you go about saying this one qualifies this one doesn't and I know Laura Lion is very good at this because I got something that I gave to a teacher and they said, "Yeah, I want to do this." And they didn't qualify and they spoke to you and you worked with them, but it's like
117um that that's got to be really hard. So, is there a way to define tell us a little bit about that or >> so in broad strokes? >> Yes, broadly. um employees can if it's not uh taken through a university where we can clearly see that it's graduate level if it's um in this instance that you're speaking about this was a music teacher who really wanted to take some some some coursework um so we have a graduate work approval form that they fill out and they submit it to our department we review it to make sure that it's robust enough to qualify because I mean we're actually giving them graduate level units for doing some of this work. Um, and they just have to give us the documentation. We review it. We need to make
118sure it's done through an entity that is legitimate and um, you know, there's there used to be language that uh, all digital all online uh, classes needed to be preapproved. Well, now pretty much everything is online. So, we've amended our collective bargaining bargaining agreement so that it does you don't have to submit for every single online class. But that's the process. They turn it into HR. We review it. We let the employee know that it's been approved. They just have to do it 20 days before they start the class. And then they turn in the the sheet to us afterwards. And we hold on to that until they move over columns. Yeah. 351 employee compensation. >> All right. And this is Christina. >> Good evening, trustees. Um, so employee compensation 415142514351 has been updated to
119include information from the deleted board policy minimum wage as well as some information about additional compensation. pretty straightforward. >> So, I have a very quick one. Um, on 149, the last uh non red uh uh line, it says explaining the Fair Labor Standard Acts wage and provisions. And we call out and put in parentheses FLSA because I think later on we refer to FLSA. >> We do. Yeah, we do. So, let's put it in pair in there. >> Great idea. >> Thank you. >> And since you answered what USC is, what is CFR >> in terms of down? >> Oh, code of federal regulations, I believe. >> Code of >> Google it real fast. >> We let Michael >> can't know that. code of federal regul >> because it wouldn't be California federal regulation that
120state >> forederal federal >> regulations doesn't get >> okay >> other words I mean as long as you gave me the other I thought I should know this >> you should federal >> all right B12 any other comments moving on to B12 >> 4232 vacancy ies promotions, increase in hours, and voluntary reassignments. >> So once again, revisions to this policy um really to clarify our current practice and ensure that this policy aligns with our collective bargaining agreements around vacant positions, promotional procedures, increase in hours, and voluntary reassignment process. >> Questions on this one? Comments? I felt like missing here. >> Previously held classification. >> Then it as a probationary. >> And I thought that we like who is voluntarily. So I just thought we can do that. >> Can I just clarification on that? So
121when a volunt when a employee voluntarily reassigns, >> right, >> they start a new probationary period. >> If they've already established permanency in their previous job, they'll go back there. >> Correct. I understand. Yes, I understand what we're saying here. I just think you needed that introduc otherwise it just sounds like >> I do think actually yeah that position. >> Yeah, this line specifically for probationary employees who have not earned permanent status. >> I understand that. No, I totally understand. >> Now that we're talking about it, we actually might not want that here. >> You don't think so? This is the first sentence in this paragraph is when an employee voluntarily reassigns that can be a probationary employee or permanent. >> Correct? >> The second sentence says if you were a permanent employee and reassigned
122don't pass probation. You go back to your last permanent position. The final sentence is clear that if you are a probationary employee who then promotes as a probationary employee exactly >> if you do not pass probation in the second job there's nowhere to come back. >> So what it needs to say is a probationary employee who has not established permanency in any position may be released. >> No because it's two different things. It's >> yeah it's two different rules. Yeah. So if you've established permanency, you get to go back. If you were probationary and you voluntarily resigned and you're still probationary and you fail, now you are released. So I think the the line should be a probationary employee who has not established permanency may be released from employment from the academy. That's I think
123>> under circumstance because right now here's the sentence. Right now >> that's exactly how the ED code's written. We can release a probationary employee at will without providing justification or a circumstance. >> Yeah, we don't have to give them a reason >> regardless of voluntary reassignment. >> But but I think the clarity of a probationary employee who was reassigned while probationary. We just want to clarify that who didn't earn permanency in their previous classification. >> And Dr. you're asking for was never by definition of probation. >> Well, no, but this one talks about your probationary again in your new position when you voluntary assigned. So, so there's there's now two types of probationary in this paragraph. There's I was permanent. I reassigned. I'm probationary for 6 months. I get to go back if I'm ineffective.
124And then there's probationary. I reassigned. I'm still probationary. I'm done if I'm ineffective. I have a question about what's in the parenthesis. Promotion or demotion. Does it not ever happen with a lateral move? >> It could be a transfer. >> So, why does it make it seem like only if it's a promotion or demotion? >> We could add the word transfer if if that's more clear. But it's just to make sure you know that when employees elect to volunt well or these are >> these are voluntary. These are not >> they're choosing a move >> district transfers. These are voluntary. So, these are employes who either apply for a promotion or in fact they apply for what really is a demotion. They're applying they're a pair of two and they want to be a pair
125of one or pair of four and they want to be a pair of two. They're voluntarily reassigning and it's a demotion. >> And I'm thinking they'll answer this. They're at this one school and they'd really rather be at this other school or they've just physically moved their home and this would be close. >> So that wouldn't make them that wouldn't make them probationary again. That'd be the same classification. >> That's just a transfer transfer that doesn't affect their permanency. >> Okay. board policy 4218 dismissal suspension disciplinary action. So previously Laura discussed 4118 dismissal suspension disciplinary action. This one is 4218 for our classified employees. Um you'll see some similar additions to the policy that outlines um the proceedings for discipline and compulsory leaves. We did also remove um the sections on causes, procedures and procedural
126timelines from the board policy to the AR and the AR is included as well. Under 14B policy 4222, teacher aids and pair professionals. >> All right. board policy 422 um specific to teacher aids and paraprofessionals in our district we call them para educators these were just updates to the policy related to the qualifications um we've moved them from the board policy to the AR and that has been included I also do want to point out a correction that we have already identified on page 173 the very top where it says AR4222 that should be BP and at the bottom where it says administrative regulations That should say board policy and the date for approval is not May. It is August 27th. We had this one prepped. Now we moved it. And then the second page
127is the clean copy of the board policy, not the administrative regulation. We have such a hard time keeping pair of professionals. Can't we have some clause in there? If you accept a position with CUSD, you're signing up for five years minimum. Minimum. >> I'm being funny. >> That might hurt our recruitment >> process. >> Moving on to 15B. We're moving right on past that one. 16B or policy 4315, evaluation, supervision management. >> Yes. So this is a proposed revision to our evaluation um supervision board policy for managers and we have um added contents of that previous board policy that we just deleted. We added um about the competency um for evaluating >> uh teachers down at the end of this particular board policy. We also created or revised the AR that goes along with this
128board policy that outlines the process and the timeline for evaluating all um of the employee groups. So there's certificated evaluation and then confidential and classified. So that's all outlined in the um AR with the with the timelines and matching our new management evaluation tool. So, do you have in your fancy computer system kind of like what we do in special ed when an IEP is due like something that you get a little flash on your computer or or the principles do in terms of when they're supposed to be on this because that's always a challenge of getting it done within a timely doing we we track you're speaking specifically to certificate um and classified I mean we track them yeah We track them and um the system that we've developed knows um the last time
129because teachers can be this is this board policy is about managers but and we have a certain uh system that we use for and it's outlined in the AR how often they're evaluated every other year for classified managers um and every other year for our um principles as well. But we did add some new language because teachers can have up to five years if they've worked for us for 10 years or more. And the automated system that we have will update it five years. Um, but all the principal has to do is give us a call and have us update the system if they want to evaluate someone sooner than those five years. So, they can do that. Otherwise, it's every other year for all the other uh certificated employees. >> Okay. I wondered because
130there's so many different levels and they're on different schedules. >> They are >> that can be very challenging to be how to be on track without having a system. >> Part of the setup every year for all of our leaders and supervisors is who do I have to evaluate this year, who's on cycle, who's off cycle, who do I want to put on cycle, who's going every year because we're working on something specific. So that's definitely kind of how we start our summer really for a lot of our leaders. And this has been a push in human resource over the past three years and Christina and Laura have taken on both the classified and certificated side to ensure that everybody is being evaluated on schedule. Our principles are well aware if they want to put
131somebody on cycle who wasn't on cycle and when those timelines are and that starts to happen right about now. So we're constantly in contact with our site all and all supervisors make sure that if we need to put an employee on an evaluation cycle, we do it right away. Well, I just think that's great because with principles, they're obviously into the education, all the things that they are lining up and then all of a sudden if they learn late, got a forecasting of, oh shoot, now I have so many, you know, reviews that I have to do and they're due, you know, in 15 days. >> Yeah, if that were to happen, they did not read a lot of emails we sent over the summer. >> Well, >> we all know about reading emails. >>
132That change is a different evaluation. Exactly. >> That's this evaluation you just reviewed for management. >> A different one. >> Any other comments? >> All right. Moving to 7B. Word policy 4161.8 42. Just kidding. Deletion. Thank you. >> And 4212. Appointment and conditions of employment B8. That's also a deletion. >> That's a deletion. >> And the AR is here for you as well. >> Ladies and gentlemen, it is 7:07. I have a general suggestion and that is that we'll get these on consent. Um but there will be some changes from tonight. I wanted to suggest that uh Mrs. accept changes so that everything that we saw here tonight is is becomes like what it already is and any changes that get made as a result of tonight or something else that you find come up
133show up as new. Can we do that? >> Right. I I'm >> I'm not sure if that's a break from our policy because if you're approving it on a second reading at a at a regular board meeting, >> the public should see what is being changed from the old policy to the new policy. >> And we will we will always provide a clean copy. So that's been a board request. So you would have the track changes from old to new >> and it's some of them that are so struck through and red underlined. Then there'd be a clean copy so it's easy to read what it would look like. I guess the the question I guess is the trustees would like to see to be able to pick out where the suggestions from tonight changes
134were made separate from the changes. So I wonder if we can highlight we'll we'll highlight the changes from tonight. Yeah. >> Yeah. That's all I would like these highlights just added. >> Right. >> Yeah. We just we have to I agree with Bob though. We have Sorry, Dr. Presby. uh that we we have to um leave the original all the changes that you're looking through in first reading so that when the public sees it on consent and you're voting on it, they see all of the changes that are being made from the policy, you know, uh in 1997 to now in 2025. But we will highlight the changes that are from your feedback tonight. So you can be like >> Yeah, we'll we'll highlight them in yellow or something like that. >> Yes. So you
135can delineate. Okay. >> Okay. Any other comments, thoughts? All right. There being no further business before the board, may I have a motion to adjurnn? >> Second. >> Moved by Trustee Jones, seconded by Trusty Bulockus. All those in favor? >> I I. >> Any opposed? Okay. Motion carries 700 to adjourn the meeting. The time is now 7:10 p.m. Thank you very much. Have a good night.