Capistrano USD Board Workshop & Special Meeting | 5-7-2025

001Mrs. Hayes, please call the RO. Trusty Castianos. Trusty Pritchard is absent. Trusty Zolinger is absent. Trusty Adams is absent. Trusty Jones here. Trusty Bulicus here. Trusty Davis, may I have a motion to adopt the Oh, yeah. We'll do pledge of alleg Collins, would you please lead us in the pledge of allegiance? May I have a motion to adopt the agenda? Moved by Trustee Bulakus. Do I have a second? And seconded by Trusty Jones. Thank you. All those in favor say I. Okay. And motion carries four 30 403. Thank you. To adopt the agenda. And I'd like to recognize Dr. Chris Brown who will be facilitating today's open session workshop. Good morning everybody. Welcome back. It's been a one week since we were here. Um we're going to open up with uh a presentation by education

002support services. It's really the second half of the special education presentation that we ended the last workshop with. So Clint and his team and Dr. Merwin will lead us through that and and we will move forward. But first, do we have any speakers on this item? All right. So then I'm going to go ahead and turn it over to Dr. Mwin and Clint and they can lead us through this item. Thank you, Superintendent Brown and trustees. Good morning. Uh, Assistant Superintendent Clint Collins and his outstanding special education team have returned for part two of this two-part session on special education updates. Uh, today's presentation is going to focus on services for students, for families, and schools. And so, Mr. Collins will kick it off for us. All right. Good morning. Good morning, Board of Trustees.

003Thank you for having us back for part two of this um exciting for us um topic. And so as you can see last week um we talked about early intervention um the various supports and strategies we provide for students um while before they're assessed, while they're going through an assessment plan, our process, child find eligibility, um what a free and appropriate public education is, um least restrictive environments, and quite a few other topics. and it kind of then culminated into the different programs we have within the district that support all of our students needs. So today it's kind of that next layer of now that we've talked about how students become eligible and the and the the ways we support students and then the programs that we provide. Now it's going to look at how

004do we support students individually when it comes to like related services and different areas that um are addressing their unique needs. How we connect with families. That's obviously a huge part of what we do. And then also how do we support our schools and our staff? That's a big part of what we do as well, like making sure they're informed and aware and understanding of all the different processes that we need to follow. Um, so we're really going to spend a lot of the time into groups here just to kind of go through like we did last year, last week, break into groups, talk about the individual three areas and then um kind of at the end come back together, talk about next steps and some answer some questions to finish it all up. Um,

005just so you guys are aware, two of the um, slides that we have on this slide deck that are also going to be talked about in a second are um, hyperlinks. So that's these two binders you have for net right now with you. Um, two phenomenal resources that um, Dr. Purcell is going to talk a little bit more about in her group. Um, but it's our special education procedial handbook which was developed, we were just talking about that a few minutes ago, several years ago and and continually is updated to make sure that we're again educating, supporting, providing information to our families. And then something that's new this year, our parent engagement handbook. And I won't steal Dr. Purcell's Thunder. I'll let her um talk a lot talk about a little bit more in her

006group, but those are two resources you guys have for you there. So, um initially we thought we'd have probably six or so uh board members, but just the four of you guys, lucky us, to be able to connect with you guys. So, we're going to break out into two groups to start, 15 minutes each, so you'll kind of flip-flop. Then, we'll come together for the final group, all four of you at the the final group um at the end to be able to kind of connect, and then we'll go back to our seats. So, um, so we're going to jump right into the groups right here. All of these slides starting here all the way till the bottom are going to be on the board. So, we won't click through the slides now. We're going

007to address them individually at our at our group. Um, so we're going to start with one group over how we as a as a department provides support to our staff and our schools and then the other one is how we provide support to our families. Do about 15 minutes each. So, I'll set a timer so we can rotate and at the end we'll do a 15 minute just how we provide services to all of our students in the district and then come back from there. All right. So, we can get up and get going to our groups. Yeah. Great. I should use the microphone. Um, per code. These are the the areas that we really have to harness and focus on when related to supporting our special education students or students on IEPs. So specially

008designed instruction is also what we refer to as SAI and that is just specialized academic instruction that's going to be provided in our gened classrooms in our learning labs and our our directed classrooms in our specialized programs. So it's just how you're providing special education instruction that is unique to uh identify the needs of our students. Then you're going to have your related services which is kind of on our boards up here and then transition services. This is a requirement of IDEIDA um special ed law that we have to provide transition services which works into a um specially designed instruction and then going to transition services. We have to develop an ITP individualized transition plan for students the age between 14 and 16 and that is helping them kind of a roadmap how they're going

009to become an adult. So ITP goals are f focused around what's your post-secary education goals? what are your independent living goals? What are your vocational goals going forward? And then once we develop these goals for through an ITP, we build IEP goals that kind of help that roadmap going forward. So these ITP goals are actually goals, lofty goals past when they graduate. And IEP goals are while they're with us, helping them to to get on the right track to to uh eventually transition out of our our school districts with a diploma or certificate. I have a question. Yeah, absolutely. At at what point generally are you working with the family to identify whether this special needs uh student can graduate with a diploma or has a special kind of graduating diploma or will not? Um

010it is that going back to your previous slide. Yeah, that's conversation somewhat. Yeah, that's a great question. Some of it happens early. So you might have students in elementary school that are going into our steps program that are are going to be identified early as going on a modified track certificate of completion track or um alternate pathway diploma. Others you're going to try and still have them in Jen as much as they can really getting the support they need to see if they can meet those those benchmarks and those areas of of academic progress. And then that might be coming later even middle school and even high school because you've really tried to set the bar high for those students help them to achieve. But then sometimes when you get to high school, they just

011aren't able to meet the requirements of algebra or of econ or government or English, whatever the case may be. So I don't think there is a an age. It's going to be varied from TK up through even to high school. Yeah. Really depending on the student's individual needs. So um so these are just all the different related services that we provide. And part of our group was we have our phenomenal lead um speech language pathologist Lynell back here. she was going to kind of talk through some of this, but um obviously we're running short on time, but you can see the pie chart of all the different related services that can be provided. Uh speech and language is our biggest pie and um Lenel does a phenomenal job and has been a phenomenal speech pathologist

012in our district for many years and now leads um that group. And um so when it comes to like working with eligibility and like we talked about last week, it's not just placement in programs, it's all the added services that we might need to help a student make progress. And those are all those related services we just talked about. So um sometimes you'll have students that are speech only and don't need uh specialized academic and support and that's where Lenel was going to talk a little bit more on that. Um, but those are the students that might have specific speech problems or deficits but not an academic learning area or a behavioral learning area, that kind of thing. So, just just a kind of a caveat to there are so many unique needs when it

013comes to related services that we want to support our students with. Um, these next few few slides are just kind of brief brief examples of what each related service provider does. Um, so and these are slides for you guys. It's just kind of outlining how they support our students in very unique ways. Um, depending on the students needs, you have the psych um, SLPs, OT's in special ed, we deal with acronyms all day long. So, you can you can uh we tried to make the the full sentences out there. We we have a lot of students in the district that use assist of technology. they um need support with um ACC devices, the augmentative alternate communication devices to speak for them, especially students like in our SAC classrooms and whatnot that have the ability to

014cognitively comprehend conversations, but maybe they're just not connecting the uh the thought to speech process and then obviously transportation. So counseling is a little different than the typical school counselor. Our special education counseling goes through individual counseling which is done by your intervention specialist and that is more um a mental health and well-being of students and it's individualized. So you'll have individual speech uh individual counseling and then you'll have some group counseling as well. Um and that is um IEP driven based on students needs when it comes to social emotional support. And then you have adaptive physical education and physical therapy. And then um orientation mobility and students that are are um visually impaired or deaf and hearty hearing. Um again supporting students so many different needs throughout the district in different ways. And that

015was kind of a quick Yep. Go ahead. Sorry. We have four physical therapists in our district and 20 occupational therapists. Yeah. So really help because it's it's not just about like physical therapists like you would think in a in a um in a clinic. Exactly. It's access to their education. So maybe you can comment a little more on that. What that means access to their education. No, I appreciate that because every uh service that we provide through the IEP related service or specialized intervention, it needs to be through an educational lens. And so we look at our uh related services and what is it about a student's needs where maybe occupational therapy, the ability to know how to handwrite, maybe that's getting in the way of accessing the curriculum, right? And so the counseling, if

016the student has a mental health disability, it could be depression, anxiety, that is getting in the way of accessing the curriculum. So we're required to provide supports in those areas of deficit. about that if a student qualifies because um under speech and language, right? They're identified as speech and language only. Correct. And so they're not really then they don't get to access those services. Correct. Like PT and OT is what you were about before. Is that my understanding? Teachable moment. And so what we've learned from our attorneys have uh taught us is that once the door is open, if you have an area of disability, yeah, that we're not required to only provide services under that umbrella of that area of disability, we're required to provide services in an area of deficit. So, a student

017with speech and language, it would be a bit of a stretch to think that they might need occupational therapy, but if they needed, if there was a deficit in that area, then we would be compelled to go ahead and offer a goal that might lead to a service to at least offer a referral for a screening or something, I'm assuming. Correct. That that could be I I see the stretch. Exactly. Let's go ahead and stick with their speech and language. Maybe the student qualified at four years old speech and language. Speech and language. Yes. But then when they go into kindergarten or first grade, then we recognize there may be a deficit in reading. Well, that school site is compelled to go ahead and assess in that area. And then if we see a deficit

018and a goal is needed, then perhaps they also qualify under um specific learning disability. But perhaps not. If there's that deficit, we're required to go ahead and offer a goal. And then whatever service, it might not be a directed service. Maybe going back to our occupational therapist, maybe it's a consultative service. So, we're teaching the general ed teacher about different strategies to use so that the kiddo can go ahead and improve in their handwriting. Okay. Okay. But once the door is opened, we're required to go ahead and look further for deficits. That helps. Thank you. Um, okay. So, just to kind of wrap things up, I'm going to go through these slides because these are all the slides that are on our our posters. So, you have them with you and we actually went through

019all these. They should look familiar. And the last two slides, this again, everything we do connects back to our CUSD students. How do we support? All of our students are gened students first. When they be when they have a student with an IEP, we're just adding support, accommodations, educational settings to help our students reach these long-term goals as a district. So, we always value and look at our students education uh general education first and help to raise the bar so they can meet those goals. And these are just some things we're looking at doing next year and continuing. We want to make sure we're working with um our department and our school sites that coherence and consistency across the district. We're really working with individual programs like SAC and STARS and STEPS to build universal

020expectation and blueprints to make sure that when you go from one stars campus to another, they should look very similar. They're going to have nuances based on school culture and and staffing, but you should have very basic components that look similar as you would in a general education class. An algebra class at one school should look very similar to another. We want the same with our special education programs. And then a continued like we talked about in this station over here, just our targeted training. We as a department are always looking to get better. How can we support our staff? What are our trends? What are changes in law? How can we identify schools that are struggling with certain things? let's flood them with training, but then also know that other schools might have those

021same areas of of need. So, how can we as a as a department support all of our parents and students and schools and then most importantly just continue to work with our families? Um, I love the like I talked about over here and and Dr. Pelle, like I love the the relationship we have with our CAC. It's so important to us to know that we can work with our families in a true collaborative model and not like a superficial model. is truly a collaborative model that we bounce ideas off each other and I'll bring something to CAC thinking it's some great idea and then they'll kind of like give me some feedback like oh wow I didn't see that that's an unintended consequence thank you and we back off a little bit and reapproach it

022and that's that's such a an important caveat to what we do and Sonia our facy liaison does such a great job working with the CAC and bringing in new um resources to our district. So, these are just three very broad bullet points because we do so much more um that we kind of fits under these umbrellas, but um I just want to thank you guys. Obviously, you can tell we are beyond passionate about what we do and love working with you guys and our families and um want to just thank you for letting us have a chance to come and present to you guys. So before we let them leave, are there any more questions for them about the the sort of last Wednesday or this Wednesday from special ed? We're good. Nicely done. All

023right, we're going to switch gears. We've we've spent quite a few hours over the last couple days, last couple workshops I should say, last Wednesday and this Wednesday to be accurate um in ed the ED services world. So, we're going to switch into the business services world a little bit. Um, which includes food, and that's why we're here. So, we're going to do um, uh, a little bit of, uh, business services before the break and a little bit after break. Two different topics, but we really wanted to start with, uh, supporting students through nutrition. So, um, often we get a lot of questions from the public and trustees about food nutrition services. Um, we get a lot of feedback on our food and we also know that it's, you know, a self-funded area of our

024district, right? So, it sits sort of a part in our budget, which means it's subject to different pressures and stresses um, in terms of funding, especially in in the world where funding is sort of potentially volatile as it is right now. Uh, so we would like them to to take over. And so, I'll introduce Mark Hampton, deputy superintendent, to introduce his team and lead us through this part of the discussion. Thank you, Dr. Brown. So, um I'm going to take us back to the vision of a CUSD graduate. So, uh thinking thinking of the Sorry, sorry. My fault. My fault. Do we have any speakers on this off topic? We do have one speaker, Jennifer Vega. That's my fault. I apologize. That was not Deputy Superintendent's fault. That was my fault. Okay. Okay. Great. Thank

025you. Hi trustees and superintendent. Um I'm Jen Vega and I've had the privilege of being an educator for 31 years and 25 in our fantastic district. I currently teach uh math 8 and algebra 1 at a Royal Vista Middle School. I'd like to begin by expressing my appreciation for the district's efforts to support students during and after the challenges of CO 19. One key reason I believe our test scores remain strong is because our students had consistent access to nutritious meals at no cost and without a stigma. When every student is able to eat without being labeled free or reduced lunch, it fosters dignity, equity, and better learning outcomes. I sincerely hope that the funding for universal meals continues. It makes a real difference. Um, I also want to raise a concern about food waste.

026Each day, perfectly edible food, often close to its expiration date, is discarded. As an educator and a citizen, I find this deeply troubling. I understand that current regulations may prevent food service workers from distributing leftover food to anyone other than students. Um, however, I hope CUSD will explore ways to partner with local food banks or shelters to safely donate this food instead of throwing it away. Thank you. Thank you. Now I'd like to introduce deputy superintendent Clark Hampton. All right. Thank you very much. So I was just going to mention uh before we started about the vision of a CUSD graduate and I think of food services as on the mass hierarchy of needs. You know the vision is the top and then as the speaker before just mentioned that this is like the food

027services for students and being fed is kind of the base thing. you know, safety and being fed and then you can really learn. Um, so I'd like to introduce the members of the team. First, I'd like to start with Philip Townsen, who you all know is assistant superintendent for fiscal services and food services within is within her realm of oversight. And then I'd like to introduce Kristen Hillman, director to food food nutrition, and another Kristen Robbins, nutrition specialist with food food and nutrition specialist. So, I'm gonna turn it over to um Kristen to start the show. We just try to confuse everybody with our names here. Now, Kristen Teen is new with us. She is our second nutrition specialist. She joined forces with Shannon Illingworth um as our team is growing and our program is

028growing. So, we felt the need to add on an additional nutrition specialist for our menu planning, nutrient analysis, as well as special diets. She comes into play here. All right. Um Oh, yeah. I Great. So, that's us. Okay. So, a little bit about food nutrition services. We are supported by both the California Department of Ed nutrition services division as well as the federal government the food service department of USDA. So those two um organizations they they are we fall under their umbrellas. Um we are funded only by meals served. So we do not receive any money in our program unless we serve meals to students. So, anytime a child takes a meal, breakfast or lunch, that's when we receive our reimbursement. Um, and as Dr. Brown stated, our fund is completely separate from the general

029fund. So, if you hear about fund 13, cafeteria fund, that is the food and nutrition services budget. So, those are kind of the the overarching aspects of our program and we take that very seriously. running, ensuring that our fund is fiscally solvent, that we are not encroaching on the general fund. I don't want to have those conversations with my boss down there. Those are not fun conversations to have. I've had them at other districts and it it's it's not a good thing. Um, so my job as the director is to ensure that we are fiscally solvent department and that everything we do revolves around reinvesting our dollars back into our meal program so that we can continue to better our program for our students. And I think we've done a really good job and continue

030to do that in our department over the years. So, it's always been a well-run department and in the 10 years that I have served as the director, it has continued to be a very well-run department. Um, moving on to how we are actually funded. So, these are our current meal reimbursement rates. We have both federal reimbursement rates as well as state reimbursement rates. Not all state food service departments have state reimbursement rates. So it is different across the country. California especially because we have universal meals, we have an additional amount of state funding that falls into our our program. So, federal reimbursement rates include performancebased reimbursement rates, which means that as we upscale our menus and meet certain aspects of the federal nutrition regulations, we can get additional pennies really because now it's nine cents.

031Woohoo. Um, there's also different breakdowns for socioeconomic status of of a school's site or a a district. So, our district for breakfast for the school breakfast program, we have both basic reimbursement as well as severe need reimbursement that comes in for specific schools. So if you look at our claims, which is what we provide to the state and the feds at the end of each month for all the meals served, some schools receive basic reimbursement and some schools receive that severe need reimbursement. It's for all the meals served at that school. Yeah. So this is maybe analogous roughly analogous to title one, right? Is yes. It it would tie in very closely with our title one schools. Yes. But not amazingly so. Not all of our title one schools are considered severe need. And so

032is that is that because the percentage of low-income students is is is higher than the the 40% that gets you title one or um is a different standard? There's a little bit of a different standard there. the it's it kind of fluctuates annually. So the state will actually give us those school sites that are considered severe need. We don't get to calculate it. It's it's a weird thing, but it's it is based not on special ed or it's based on homeless or whatever. It's based on income levels on income levels of And is it of the community in they serve or is it the actual student population? It's in that community. Okay. All right. So, uh, so um I think Chris, you were saying that you have one title one school in Aliso, but Aliso

033would not be probably a severe need community, right? Yeah. Okay. All right. So, that makes sense. Um, so I I'm you know, this to me is is very interesting and I just want to know more about it. So, so I I guess I just don't understand what all these columns and rows are. Uh, now I understand the what's makes up severe need. But what this the chart here on the left where it's free, reduced, and paid and basic and severe need. What does that mean? So that like as I was saying the basic is just a regular normal school site that does not fall under any kind of socioeconomic status. Okay. But where is the 237 coming from? Who's it's coming from the students who are eligible for free meals at that who's providing that

034money? The federal government. Okay. Per meal. Oh meal. All right. There's there's like so much information here there. It we we've it's a very convoluted system. It's fun. It's fun. Okay. I'm sure it is. So, so [Music] um but it says to me within our kitchen they're able to delineate by school which we don't seem to be able to get through concentration or supplemental. Yes, we are able to delineate by school based on student eligibility as well as other parameters that we are given by both USDA and the state nutrition services. So my point is it can be done in some capacity. Again this just ties directly into the meal program. So it does it yes our data does trigger other aspects for title one for LCFF for -ate for so many other data points

035within a school district's funding mechanisms but for food and nutrition services this right here is here is what we receive for each meal served. So if we serve a breakfast meal at let's just say Oso Grande, if the student is a full paid student, we are going to receive 39 from the federal government for that full paid student meal. And then we're going to receive $3.34.9 from the state government in addition to that 39 from the federal government. So that 3.49 from the federal from the state is to make it universal feeding because it brings us all the way up to that free. Yeah. Correct. Yes. Yes. I got that. Yes. Right. [Laughter] I can ban white if you want. So the calculation of 39 plus $3.34 whatever they're saying to us that a breakfast

036is supposed to cost that much per a basic student at one of our sites. That's going to include include our labor costs as well as our food costs. And they think we can do it for $3.35. Correct. Okay. And where do they get those numbers? Do we know how they come up with um They change every year. How do we get 39 cents from the federal government? We don't know. They just come up with some It's based off of how the USDA calculates in 1950. Yeah, most likely. That's what this is looking like to me. This is a 1950 number, not a n a 2025 number, but at 39 cents. Okay. I don't know who can prepare a meal, yes. Correct. Because that's a basic kid, right? It's a re It's just, right? Correct. Correct.

037And we're not buying the food from the grocery store, right? You're buying it, right? I understand you're getting everything, but this all all of this money coming from the federal government is only coming from one department, USDA. Correct. Okay. Correct. So, I'm sure I know the answer to this question, but I'm going to ask it. Um, you gave the example of Osa Grande, right? Osa Grande is not getting a better meal than uh Tiar's Creek students, right? So, this is a pool and it just gets divided out, right? So, What is it? Mhm. breakfast in that case. Yeah. Yes. Correct. Correct. That's why the state fully funds us at those levels. Correct. I'm sure that's why I thought this button was But it makes that weird It makes this weird thing. Yeah. So yeah. So

038that was breakfast. Lunch is kind of similar. It It's down here on Let's see this way right here. So this is federal. So less than 60% FRPM free reduced price meals. So, if your school site is less than 60% free reduced price meals, you're going to receive those reimbursement rates for your free students, your reduced students, and your full paid students. If your school or district is above 60%, which none of ours are, no, we do not. Yeah. Yeah. Um, Kinoida would be our closest. Yeah. Um but it for for national school lunch program federally it goes by the district at large. So yeah so we would be lower than that. So then the state gives us the additional funds to support the universal meals. So this is what try that little pointer thingy again.

039So this is what we're getting as our reimbursement rates now. Okay. Okay, wait a minute. For clarification, for breakfast, they can break it down by school, but for lunch, it goes by back to our concentration. Yes. What the heck? National school lunch is not by school. That's by district. Greater than or less than 60%. But the breakfast is by by school. That's But they they are Why should lunch be different than breakfast? But they're being reduced is is low. It's lower than it was. Yeah. Correct. It's it's very fun and it changes every year. So, and interesting because the conversation everything's being slashed at the federal level, right? But we're only focusing on the Department of Ed. And really the my big concern several months ago was USDA has been slashed. And so I know

040that that is going to significantly I feel like for school meals, I didn't grow up in the state of California, but I feel like where I grew up it was a full kitchen. Like they cooked meals, we had hot meals, it was 95 cents. I remember the red ticket. Everybody got it. You know, we all paid 95 cents for I didn't know how it was out here, but anyway, it was a hot kitchen and then we rolled all that back and it was all processed food in packages and we just warmed food and we it looked horrible when my kids went to school. And now I feel like we were kind of taking a couple of steps forward, right? I saw fresh yogurts coming off the line. I saw fresh organic produce. I I mean

041there were changes within probably just two years that food has actually come back to nutrition, right? And we're actually feeding kids the way they should be fed in this country. And now and that's that's not happening across the state. That's it is hap it is it I kudos to you. No, Kristen, totally. I I talk about Capital Cuisine a lot, but it is happening in other districts, too. Like food is getting better. Food is getting better across the state. It's getting better. One of the federal funding sources for that kind of local food. Now I feel like now we're going to go to we're going to go back again processed food because ideally how can we even afford to maintain the money that we got from USDA. I'm assuming most of that money was slashed.

042Not yet luckily. Not yet. Not yet. And I I will get into that aspect too. Um because I do a lot of advocacy work both federally and statewide for child nutrition. That is a very huge passion of mine. I want to make sure that we are at the forefront of things versus having to scramble to figure out what we have to do to make to survive. Um, so this piece of things, we won't know what next year's reimbursement rates look like until definitely after May revise and the governor signs the budget in June. But also, federally, we probably won't even have our reimbursement rates from the feds until July. Yeah. So, universal meals, correct? It's not been as of now any There's been no conversation about touching universal meals. It's my understanding. No, as of

043now there's been no com conversation about universal meals. So that has been in sort of every piece of the budget. Remember that's the right side over here. Yeah, correct. So so the question will be what happens if there's a change to the left side, right? What has to change at the right side to keep universal meals? Will the right side will the right side change size up or will it not? In which case you'd have to as as districts look at do we still provide universal meals or do we return to a different model of of meal service? Do we provide meals and again at the rates I understand to all of our charter schools or only some of them? We vend meals to the majority of our charter schools. The only charter school that

044falls under our school food authority or SFA is Jouri currently and because they separated themselves completely from the district as of this year when they peeled away from special ed through the district. We have worked with them this school year to move a into their own school food authority. So going into next school year, we may be vending meals to them as well or they could choose a different school food vendor to utilize if they if they wanted to do so. But we are vending to all of our charter schools that are seatbased. So Okasa, CRA, CRLA, those those OPA Yes. Okay. Not OPA. they they chose a different route. Okay. So, almost all of them. Yeah. Okay. So, that's one thing. And the other question I have is um do you know do the

045um reimbursement rates also go to private schools? So, if there's a private Okay. So, private schools are not eligible for any of this kind of they don't have to deal with any of this. They don't even have to follow the nutrition regulations that Kristen Robbins will go over with you in just a few moments. But if a if a private school said we want to go through this and and and follow all these rules, could they get reimbured? I believe so. My understanding is it's only for public now TK12 as well as charter schools. Okay. All right. Thanks. So yeah, it's it's more geared towards the public school aspect of things. Yeah. So any other questions on our fund reimbursement rates? It is. It is. Come on. Go. Okay. There we go. Doing. There we

046go. Okay. Some of you have already seen this slide. This is our highlights from last school year. Uh we are on target to pretty much meet and or exceed by just a little bit our total meals served. We have definitely surpassed the pounds of organic produce this year. We haven't finalized counting that right now, but we are already as of as of now over that 80,000 pounds of organic produce. Um and our dedicated employee stays about the same. We kind of eb and flow between about 180 to about 200 employees roughly give or take whatever day or month it may be. And we continue to work with human resources to, you know, fill those gaps, fill those holes. And as we find need in any of our school sites, if we're finding additional, you know,

047operational needs, we will add either additional hours to our staff members or an additional whole person to that. And because we have our, you know, our own budget, it allows us a bit more flexibility in that. And I have conversations with Philippa, with human resources about what our needs are at each school site. So that's that's how we look at things on schools. Yes, absolutely. None of our schools are are the same. I mean very very few and far between do they run similarly. And so you know like San Clemeni High School may have 10 employees whereas Alisa Niguel High School might have 12. And it may be based on the structure of the kitchen and the serving areas and how many points of service we have available or if there are more students on

048different aspects, different areas of the campus and we want to take food to those students and maybe we put a cart out. So it it could just depend on, you know, the how the school is set up really. So are we able to watch the video, Colleen? Yeah. So, the three of us here have been on the tour, but maybe over the summer, because you still have you're still going on during the summer, a smaller operation. Maybe um uh Trustee Zolinger is not here. Trustee Adams is teaching and and Trusty Castanos is teacher. So maybe over the summer you could invite the three of them on a tour because I think it is really interesting. Absolutely. Um and it it once you have seen it, it changes your perspective I think a lot. Is the

049renovation going? We will have a dish machine being installed in the central kitchen during the summer, but they have told us we will still be able to utilize aspects of our central kitchen. So, we may be out like at San Juan Hills High School utilizing their kitchen for part of our summer feeding aspects, but we we're we're kind of playing it by ear right now. Refrigeration and that's happening right now. It is completed before the new school year. Fingers crossed. He can cross all things that can cross. Only in the freezer, Gila. And the door sticks only. Don't scare of them, Clark. Oh no. Oh, okay. Oh, look at that. I do. We need volume though to show you some of our kitchens serving spaces and students that enjoy our meals. The elementary schools get

050all of their food prepackaged. Some of it prepackaged from the manufacturer and some of it is assembled and packaged in our central kitchen. An example would be this salad that the central kitchen made with fresh romaine cherry tomatoes and cucumbers that they sliced. They would package it in the container and film and then it gets sent to the elementary [Music] schools. I serve um breakfast and lunch daily for the kids from um TK all the way to fifth grade. I'm a small school compared to other schools in our district. Also, we have tight quarters in our kitchen. The only way we can serve is outside. Even on a rainy day schedule, we have to serve in the library. That's a feat in itself to lug everything back and [Music] forth. We are at the Dana

051Hills High School kitchen. This kitchen cooks on site. They receive food from our distributor, our produce company, and our dairy company. We just finished our breakfast time. Um, we served around 340 students during breakfast each day. Um, right now we're getting ready for brunch and we just got our delivery, so we're working with that, too. One of my things that I love working here is just helping every student and then when they leave, they leave with a smile. I've been here since 2008 and the kids are getting their lunches right now. We have a choice between cheeseburgers and grilled cheese sandwiches. We also have fresh salad and hikima and of course their favorite tater tots. There's a chicken drumstick in here with whole grain waffles that were put into this compostable container. and then sealed

052with packaging and then frozen at our central kitchen. The food service is a pretty good system and they have the food at the central kitchen and they just bring it all in and then the kids get to enjoy their meals. So, speaking to what Christa stated earlier, we do have a combination of prepackaged as well as more speed scratch or scratch cook homemade style meals at our elementarymentaries. Um because of the status of each of our kitchens and our kitchen infrastructure, the health department has deemed every single one of our elementary sites prepackaged, which means everything has to be wrapped up, packaged in a nice little contraption. Um I fight every year with them because they want us to even wrap and package all of our fresh fruit. And I say, "No, that's a too

053much packaging, too much plastic, and b it takes away fresh from a a whole apple or an orange or a banana or something like that." So, if you hear about the red head arguing with the health department, that's me. Um, I'm just gonna call myself out right now. No, that's Orange County. That's Orange County. Yeah. Yeah. So, California has food regulations for sure. The state has their food safety and sanitation food regulations food code and then we also have each county has their own separate food code and food regulations. So we fall under Orange County of course and no I've worked in San Bernardino County as well. They're they're all different. It's it's like any kind of auditor that comes into your your site. They're they all have their little things that they look for

054and so you just have to learn each of their little nuances and work with them. But is that desserts with Santa? Because we used to do that when I worked at Saddleback. That's surprising. Wow. Wow. Sad. Yeah. No, I hear you. I hear you. There you go. All right. We're going to move into our nutrition regulations and Kristen Robbins is going to explain to you the fun that we have, not only with our reimbursement rates, but now with all of our nutrition regulations and how we make our menus. And then we're going to do a quick little activity with you guys. That's what this is for here. And she's going to have you create a one-day lunch menu for our elementary schools. and we'll see if it's compliant. Okay, so I'm going to pass the

055mic. So now we're going to make your head spin even more. So as I go over this, you can reference the first two pages. The second page is specifically for elementary school lunches, but the first page gives you the regulations we have to follow for school lunch for all the different grade levels because there are some differences, but we have to be compliant with all the regulations set forth by the USDA's Healthy Hunger-Free Kids Act. So, I think that's kind of where we started to see more of a push like you were talking about towards having a little bit less processed, a little bit more of the whole foods because they put a lot of regulations in place. And even as things have kind of shifted over the years, California has still maintained a lot

056of what was originally put in place during that time. And so, for breakfast, we do have to offer whole grains, protein, fruit, and milk. And then much like that first page of that handout, there are grade specific calorie and sodium ranges that we have to follow. They've also started to implement added sugar regulations. So it's not on this slide, but with Yes. Yes. And so coming into this next school year, the regulations that will be in place are that cereals have to have six or less grams of added sugar per ounce. So, since we serve 2 ounces of cereal at a time, we can have up to 12 grams of sugar in that. The manufacturers are trying to stay at that 12 grams because they don't want to cut their sugar. Cheap ingredient. But then

057yogurts have to have 2 g or less of added sugar per 1 ounce. So, yogurt's usually coming in a 6 container. So, 12 grams of added sugar will be the maximum there. And then for flavored milk, so chocolate milk, that has to be 10 grams or less of added sugar per eight ounces of milk. And we were talking about this with our elementary school leads yesterday because in the future, school year 2728, the regulations will change again on added sugar and it's going to mirror the saturated fat that's referenced on the slide as well as your handout. And the added sugar will have to account for 10% less than 10% of the calories of the meal. Yes. So we'll go away from that. it can still be over that 10% of calories. So in a

058couple of school years it's going to get even more restrictive. So we're starting Yes. So they incrementally roll things out in our world. So they'll give us regulations say 2025 you got to meet then in the 2017 you have to this and your ultimate target is They give us these different targets that we have to route a certain band like whole milk to nonfat in one leap as opposed to correct go to 2% 1% okay now we're down to non-fat yes exactly exactly but Kristen you have been staying ahead of this so I would imagine we're already good I know we're already good for next year, right? Yes. And maybe even for the following year. Um but maybe not after that. Is that what you're telling us? Okay. Correct. And so on on that last

059page, there's this QR code. Don't do it now. But that's the same survey we're we are basically going to be sending out to students as well as parents to ask them for their input on what else we can do. What are their thoughts on what we can do to reduce added sugar going into the future? Our our ultimate thought process is one thing and we've been surveying all of our staff members, our high schools, middle schools, and this week we're surveying our elementary school staff because we're having meetings, end of year meetings with everybody right now. So that now we get to survey you. So I noticed in the grocery store when they reduce sugar, they add salt because they just need to have those foods flavored. Are we getting any kind of direction on

060salt? Oh yeah, we've had sodium regulations in place targets one, two, and three when Healthy Hunger Free Kids Act first hit the market back in 2010. And then they have fluctuated with those sodium ress over the last however many years now. And we have additional sodium targets we're going to be having to meet going forward into future years. Yes. Yeah. They want kids to eat the food and sugar makes us eat things. And kind of speaking to what you were mentioning about how they make concessions in other areas when they change the sugar, we actually just try a reduced sugar version of the waffle that we serve that we're planning on rolling out. I looked at all the nutrition before we even had the sample in the office and that one actually is 10 milligrams

061less of sodium as well. So cutting back both the added sugar and the sodium on that waffle. So being professionals that you are, I assume you're looking than maybe spices like cinnamon as opposed to sugar or whatever kind of seasoning that will add flavor. And so those were specifically for breakfast that we've gone over so far for lunch. Then we additionally with the whole grains, the protein, the fruit, and the milk also have to offer the vegetables as well. Still have those grade specific calorie and sodium requirements, the sugar requirements that'll be coming down the road. And then less than 10 calories from saturated fat. Sorry, I glossed over the no trans fats because gosh, what year was it? 2017, 2018, the government finally put their foot down and said trans fats are mostly man-made.

062They're not doing us any health favors. We're done. So very little trans fats exist in nature in natural foods. There's like a tiny amount in bananas, but trans fats you basically don't have to worry about anymore. It's off the table. And then our menus undergo nutrient analysis to make sure we're compliant with all these areas because if you look, not only do we have what we talked about, but then we've got the requirements on how much fruit you have to serve per day and per week, how much vegetables, and then those lovely light green rows there are the vegetable subgroups. So, we can't just serve carrots every single day. We have to make sure in a week that we have our dark green vegetables, our red orange, our beans, peas or lentils, our starchy vegetables.

063They have an other category. Things like celery and avocado kind of fall into that one. And even then, just those aren't enough. So then we have to offer additional vegetables. It can be any of those groups so that we hit that weekly requirement. And then we do undergo audit from the Department of Education in California on our menus. They're probably going to come through next year. So, it's in our best interest to make sure we're staying on top of all of this. And then on top of that, we'll look at the form in a little bit, but students who have allergies or special dietary needs for medical reasons or personal reasons, we can also accommodate them under the Americans with Disabilities Act. And then really with all these regulations, the goals for it is just

064to make sure that our students are receiving balanced and nutritious meals. So, it's a lot of work for us to do and stay on top of. That's why most districts in California have nutrition specialist, a position similar. A lot of them do have dietitians to the point where it's even part of the dietetic internship that I went through. Thank you. So on that note, I mean obviously you don't serve peanut butter and nuts and such, but only at high school. Oh, at high schools. Okay. So to what extent or percentage would you say you have allergy um issues that you have to and I it's individuals it's by school but I mean is that a great impact to well any it has grown significantly specifically since universal meals came into play when we have all

065students really being able to participate in our program we are finding more and more students with some are minimal allergies Some are are massive, you know, but that's that is one of the reasons we did in, you know, put in another nutrition specialist under our our, you know, hierarchy of of employees because it it is something that Shannon and I were I wouldn't say concerned about necessarily, but there were moments in time this year specifically where we were finding we needed more assistance in that area where we were either not aware of students allergies and they ate with us and they had some type of an a reaction. Nothing as severe as an anaphylactic reaction but severe enough their parents, you know, contacted the school, the school contacted us. We said we have no, we

066are unaware of this child. Parent never filled out our medical statement for dietary needs. like a lot of missing pieces. And so to try to wrap that package up and make it neat and tidy the way we like to run our program, we determined it was a necessary, you know, addition to have another registered dietician, nutrition specialist on on staff with us. Yeah. Yes. Yes. And it's not just peanuts, it's egg, sesame. Yes. Everything. And this menu can be a good example of that, too. The lunch one, we do have the icon on there for contained sesame. So, I think it's only popping up for two items on there, the kicking sandwich and the chicken dumplings with teriyak. But some of those allergens are listed on our menus. But then for ones that are fairly

067widespread, you know, even though we offer gluten-free options on our regular menu, it's not necessarily every day. So then we can come up with alternatives and we share that information with the school so we can stay on top of it. We're in communication with the parents as well. So, they'll email us and say, "Hey, my kid is tired of these gluten-free chicken strips. Is there something else we can have?" And we work with them to do that. But this is our general elementary menu for May. And so, we really tried to be inclusive by offering a lot of things. Mondays are always meatless. We have a vegetarian option every week for our vegetarian kids, so they have something to choose from every day. They're not limited on the days we have chicken and beef or

068the pepperoni pizza. But then also incorporating those gluten-free because on days when we have those gluten-free options, the gluten-free kids can now eat the same thing that their friends are eating. So it doesn't end or shoot, what's the word I'm looking for? Doesn't stigmatize students and it doesn't ou them. They're not having something completely different everybody. Thank you. Yes, please. And then these are examples of our middle school and high school menu. So it's a little bit different. We offer a variety more. As Kristen mentioned, at the high school level, we do have some peanut butter, usually with celery or our bagel for breakfast. So once you get to high school, you're pretty aware of your allergies and you can manage that a little bit better than when you're 5 years old and you're still

069learning. But this way, we also kind of expand on what there is. And with middle school and high school, we have a little bit more elevated items or things that may not go so well at the elementary school. I'd be curious to see what elementary schoolers think of honey sriracha boneless wings, but I'm not ready to test that out quite yet. But we again just try to offer a wide variety and just really keep the kids engaged with the meals because again, if they don't eat, we don't get paid. We also have a bit more kitchen infrastructure at our middle schools and high schools than we have at our elementary schools, which allows us to do, you know, incremental amounts more of actual food production on site. So these school sites will receive their products

070at their school site from our distributors and from our produce vendors. Sometimes the farms themselves will be delivering the fresh produce to the school sites. Um and then they're packaging everything on site at the middle schools and high schools whereas Central Kitchen is packaging everything for our elementary schools. And then our drivers, which some of you guys have ridden with, will drive that food out to the school site the day before it is served for the elementaryaries. Just so you have an understanding of why our menus look a little different at each level. And now it's time for a little activity. So you can turn to page three. I'm going to get logged into our system so you'll see exactly what Shannon and I deal with when we're planning our meals. And so we're going

071to go around so everybody gets to contribute. But on page three, you can take a look at what options we have as far as our entre, our fruits, our vegetables, and our milk. Forewarning that QR code to that survey, one of the things we are looking at right now to reduce added sugar is potentially taking out chocolate milk. We know that's a big one. Unfortunately for elementary school our option is take out the chocolate milk or we take out the mini cinnis which are mini cinnamon rolls which let me tell you most popular item at elementary school level. We will have anarchy and the blueberry muffin. We would have to take both of those out to keep chocolate milk. So that's what your survey is which is also why you've got the three options on

072your milk here because we do have to offer two milk options. Regulations basically mean it has to be cow's milk. If it's not cow's milk, it has to be nutritionally equivalent, which soy milk's basically the only one that meets that criteria. Yeah, because it's about protein soy milk. It's not a normal soy milk. It's like a high extra ultra high protein soy milk, of course. And currently with the soy milk or even the lactose-free milk, those are reserved solely for our kids who do have lactose issues or a dairy allergy. So, they fill out that form that we'll look at here in a moment. and we provide it to them. It's currently not offered for all students, but since we do have to offer two types of milk, that's why you get three choices here.

073So, whoever gets to choose the milk can decide if you want to keep the chocolate milk or if you want to go with the non-fat white milk instead. So, but can't we um there's other flavored milks. There's strawberry milk. Uh is it even? So, the dairy that we work with is called Helandia. They're based in San Marcos and they do strawberry milk seasonally. So, it's in February for Valentine's Day. Um, we typically have petitions from several elementary schools from the kiddos that say, "Please bring back strawberry milk." And we do. That would be a specialty menu day or menu week in sometime in February, that month, that week of of Valentine's or something like that where we would bring back that flavored milk for that time frame. And do you have to sneak that kind

074of in there? No, we would we would menu we would work through the menu. Yeah, Kristen and Shannon would work through the nutrient analysis of the menu, but it is a higher sugar content. It's a higher sugar content than strawberry. Yeah, it's about four grams more added sugar. That's about what what chocolate is as well. We we Hollandi has done a really really excellent job in creating a very healthy milk for our students. So they, you know, they all their cows are not treated with RBSTs. They're they do a lot of good stuff over the years. They have they've really really worked hard to make their milk one of the cleanest milks in Southern California. We don't have Strauss organic milk up down here that they have up in Northern Cow. They won't service us

075down here. We when we did our dairy bid last year, we we sent to them and they were like, "No, you're too far. That's fine. No biggie." You know, we we have enjoyed working with Helandia. Have there been any conversations around bringing back whole milk? That is actually a reg uh something that is in legislation right now at the federal level. Um, it may end up being a choice, but it won't be part of our actual regulations in the excuse me, unless USDA absorbs that into the nutrient analysis regulatory aspect of things. So, all right, who wants to choose two entre? Which one of you? So, this is healthy pro. Oh, you want to you want to describe what you're looking at? Yes. So, this is Healthy Pro. And so, this is how Shannon and

076I put the meals together. It's honestly the superior software that I've dealt with as far as nutrition for schools because it automatically calculates everything. But other analysis software I've worked with does not even tell you if you've met your servings of whole grains and fruits and vegetables and the subgroups, which is a lot of extra work on your end. So, this one makes it a lot easier for us. I've already prepopulated the condiments we normally have for elementary school on there. So, that's already being considered over here in this weekly standards. We're only going to build one day. So, then we'll pop over to another tab that'll show us for the day if we met the requirements. But, we're just going to start off. So, we'll have somebody pick two entre off of that list

077there. Correct. The one on the left. Yeah. So, you're choosing two entre off of this this worksheet that we passed out to you. So, you got hamburger on potato bio, bolognese spaghetti, kicking chicken sandwich, the cheese croissant, cheese pizza wedge, gluten-free teriyak with brown rice, or a chicken pretzel dog. Is the kicking chicken Is it good? It is. That's a It's a vegan option. It's not chicken, right? It's not chicken. It's not chicken. I know. That's like I was like this isn't chicken friends. It's chicken in. Yeah. Yeah. But they like it's they do. Kids choose it. They like it. Yes. I see it every day, but I'm like, "No, it's actually a pretzel roll with a chicken hot dog that's no nitrates and nitrites." Oh, that's good. It's actually really tasty as well. Well,

078I would pick the Bologanese spaghetti because it's All right, let's choose that. Because it's housemade. That'd be my Okay, one more entree free option. Um, the gluten-free teriyak with brown rice. That's Yeah, chicken teriyaki. Use that one, Kristen. Mhm. Okay. And then two fruits. Who wants to pick fruit? Fuji apple. We got one. Okay. And cherries. Cherries are seasonal. We have them now. right now. Yeah, they're coming in right now. I was like I early early season stone fruit is available right now. They're usually summer. Cherries are summer. Yeah. Two veggies. Veggies. All right. All right. Eat hikima. Yeah. Oh, yeah. The kiddos like like it's like French fries. Yeah. Yep. Yeah, that is one that they do choose the for. Yeah. Yeah. Okay. Yes. I know. So, our baby carrots are uh part of

079the Department of Defense program. We receive produce from that program based off of the amount of entitlement dollars that we put into that program. for to lower our food cost. And so those baby carrots are processed in a similar fashion. I'm sure we are sourcing out organic baby carrots for next school year. And that is a hopeful thing. Um there is a farmer up in Santa Barbara area that is doing actually growing little teeny weeny carrots. Yeah, they're actually growing them. They're growing both the normal orange carrot and they're growing rainbow. And so we're working with Dickinson Family Farms out of Fbrook. That's one of our our farm vendors that we work with and they are trying to see if if this um Sunrise Farm can grow our capacity. Yeah. Yeah. So we we will

080see. Baby carrots are an easy red orange vegetable. That's the thing. Kids actually do eat them. That's the other thing. They don't end up in the share station quite as frequently as some of the other stuff. Yeah. So, all right. Milk. Are we gonna What are What two milks are we choosing? Hikima. I think we chose broccoli and hikima. Correct. Yeah. Yeah. Yeah. Okay. So, the lowfat white milk and non-fat chocolate milk. Do they serve juice? I've noticed. Do not. We stopped serving juice several years ago. It has like low sugar now, though. They most every juice is 100% juice that you're going to see in school meal programs and there are lower sugar. But it's it took away from the students wanting the fresh produce. And we're really trying to push that produce and

081fresh on for our students. The fiber that comes from eating fresh produce is so healthy for them. Um so yeah. All right. All right, Kristen. So take it away. Built our meal here. I know some things on the meal standards on the right here are still red. That's because it's basing that off of the week since most of it does run as you have 10 minutes. Thank you. As it does run as an average, but as I go through, we can see we do have two out of two of our meat meat alternatives. So, we did meet that. One thing to consider with the menu that we built is we actually don't have an entree option for our vegetarian kids. So, that's why we have that vegetarian entree option every day. So, that way they

082can still eat. We did meet our fruit requirement. I No, we did. Let me pop over to this easier tab. read. Yes. So, for our grains, we've got our two out of two grains. We met our vegetables for the day. We actually exceeded. We only needed 3/4 cup, but we've got one cup there. And for this day, we were able to incorporate the dark green food group, and the starchy. So, for the other days of the week, Shannon and I would meet make sure that we meet that red, orange, the bean, peas, or lentils, as well as the other category. The fruits, we needed a half cup. We've got one cup. So, we're doing great there. The milk, we've got our one cup. or and then for calories, let me get my standards pulled up

083here. So, we need to be between 550 and 650. So, we're at 530. So, we're actually a little bit low on calories. So, that would be something we can kind of play around with, change some foods around. Saturated fat, we're definitely meeting that less than 10% of calories. And sodium with 624 is meeting that goal of less than 1,10 milligrams. So, for the most part on this menu, we did a good job. A lot of these numbers do come from the average for the week, but there were still a few things we needed to tweak to make sure it all worked out. And that's how we build our menu. That was just one one. Yes. So, that is what both Shannon and Kristen are doing. Yeah. Yes. One one meal at at elementary. Yes. Exactly.

084So, yeah, it's it's it's a lot. It's there's a lot that goes into it. So pretty much yeah I nutrition encompasses so it's math science I mean there's it's very steam STEM related in our world truly truly and in my bachelor's degree I also had to do a marketing class and a management class and statistics. So this QR code here will lead you to our interactive menus that is on our website. There's also an app that parents can everybody can put on their phone that will guide you through all of our menus. It's called My School Menus and it on our website there's links to download that for both Android and Apple. But it's really fun. It's it's I say fun. I'm kind of a nutrition nerd, but you know, hey, it's it's fun in

085the sense of you can take a menu, our menu, and you can section it out by allergens, by certain foods you don't want your student to have, things like that. So, you can really pair it down and just pick the items that you want your kiddo to be able to consume at school and say, "Hey, this is what I want you to go and get kind of thing." So um we have middle school 678. Some districts have intermediate which is 78. There might even be some junior highs that are 7 8 N. So what uh what's the range here for your middle school rules? Because I know you have rules that you have to follow. So back to this guy, this grade level on the very front. That's how we make our our menus. So,

086USDA, they break down menus K through five. They have a K through eight menu that plan that you can use. They have a 6 through 8 grade level menu plan. And then they have a 9 through 12 grade level menu plan. So, the way we break our menus down is just like this page shows. Okay. So if when you go to a middle school, are you or a K8? Are you serving a different meal to the the K5s than you are to the 68s? So they have a different lunchtime and different foods come in except at Hanky. Hanky, we've combined everything. And for those middle schoolers, we have upscaled one entree to meet and kind of match what the others, but they're just such a small school that we we kind of do a little

087bit different Yeah. Got it. Okay. Deal. Hanky, I have a question in regards to the the fluid milk. Does it have to be milk? Have we thought about like a flavored water? I mean, everybody all the kids have their water bottles. If it was a flavored water for our program, it has to be milk protein. Yeah. Okay. Thank you. So, you know, it's one of the things you uh Kristen mentioned earlier like the Department of Defense with baby carrots and it's, you know, the the farm bill which drives a lot of the the way the food is structured for public schools is part of like an integral uh nationwide web of support for the farmers, for the defense, for you know for our army and things like that. and the school lunch program is all

088integrated into how we grow food in the country to help support farmers, things like that. It's very it's all tied together. All right. And so I know we're coming down to the end. So just briefly, we did want to show you what that meal accommodation form looks like. It did just shift slightly because as of April 1st, now it does doesn't just have to be a physician, physicians assistant, or a nurse practitioner that signs this. A registered dietitian is also allowed to sign this now. But the main thing is on this form they give us what the suggestion is for the alternative to their allergen or whichever food they can't have. But if it's just uh for example they keep kosher or their family is vegetarian, you don't need a signature of a doctor or

089nurse, right? Or do you still even then for the vegetarian? No. Especially since we have those entre available every day. So that's definitely not required. I don't know that we've dealt with much kosher. I know occasionally we've had halal and we just kind of work with the families on that to find what works. Okay. But but you don't need a statement from a doctor for for vegetarian or halal or kosher or whatever. Yeah. Okay. So, one thing real quick just to note, um, even if families do give their allergy information to a school nurse and that information is put into Aries, we don't get that information out of Aries. Aries and our program, our school mail program information, they're not connected. So that's why we ask parents to fill out that medical statement so that

090we have that on hand and we know what food items we can alter the menu to to meet the needs of that child. It's a different system. Yeah. Yeah. Yeah. So, we meet with the school nurses, we meet with office managers, we meet with the the BioAs, we meet with everybody every year and we and throughout the years and we and we do our best with this little thing here to let families know. We put as as much information and as little bit of a format as we can into the registration packets for our families just to pass along what what is necessary. Um I'll slide through these last few slides real quick. We are eat certified and that is a nonprofit organization that basically takes all of the regulations we just went over and

091steps up a huge amount. So this certification for our district is a huge testimony to what districts like us, a district that doesn't have a huge kitchen infrastructure, isn't really able to scratch cook, but is incredibly particular and picky. I call myself picky about what foods we procure for our students. We care deeply. We're very transparent and we want to make sure that what we are offering to our kids and they are putting in their bodies is going to make them as healthy as possible so that they can learn. That's our ultimate goal. We wouldn't be here if it wasn't for our kiddos learning. So this certification is a really big deal for us in food nutrition services and I think it's a really big deal for our district as well. We are the largest

092district in California and the only district in Southern Cal so far to have this certification. We are working towards the next level which is the silver level. And these are all the requirements and standards that we have to meet above and beyond our normal regulations. So as of this school year, we've already removed over 10 pounds of added sugar from each of our students. We have this produce, local produce highlighted throughout the state. This map is grown so sub substantially over the last year. Um, and I would say we're probably at about 55 to 65% local produce now instead of just that 36. And like I said, that pound amount of organic produce has significantly increased as well. responsible proteins as I was talking about our dairy no our BSTs we are sourcing grass-fed regenerative

093beef patties that is what we serve to our elementary students um and then we use the humanely raised chicken thighs and drumsticks from Mary's chicken we hope as we can continue to hopefully grow our central kitchen with some more kit funding um that we'll be able to continue to do more of this style scratch cooking And this right here is Joanna. You all know Chef Joanna. Her her homemade chicken adobo with rice that we served to our students. You all had a lovely Filipino meal at the board meeting last what was that a couple weeks ago. Um yeah. And so this is this this is her comfort food. When she gets to cook this it is everything she does is from the heart. This is that like is heart pouring right there for her. So

094to be able to offer that to our kiddos was a really big deal for us. As I said, we've decreased added sugar this year. We've removed the oatmeal chocolate chip bars and the cinnamon swirls. We did not have anarchy. Kids do still ask for them, however. So going into next school year and beyond, we are having to remove some additional items. Again, that QR code that you have on your handout with is a survey of what additional items you think we should remove. We continue to increase our locally grown, organic, and conventional produce, focusing mostly on organic as much as we can. And then we try very hard to continue to increase freshly prepared entre. Is there a way to add more protein to some of those favorite items that we're continuing to remove? Is

095that something that we've worked with in any barbon? Well, that's our goal. So, as we continue to have to purchase packaged items or, you know, processed items from manufacturers. I have serious conversations with these individuals. We were actually able to get one of our triedand-true K12 manufacturers to create a noallergen 100% beef burger slider this school year for this for this upcoming school year just by having conversations with them saying you guys you got to clean up your food like I don't want to serve crap to my kids use my language but I don't and so you know if I'm looking at an ingredient list that is longer than a dissertation that there's a problem there. You know, there's regulations right now tying into state and federal advocacy. There are are legislation there's legislation at

096the state level right now to remove ultrarocessed ingredients from school meals. So, we sat down a couple weeks ago, filled out a survey of how many items we have on our that has different ingredient levels. Um, we're we're continuing to look at those types of things. And so, yes, we have those conversations pretty regularly with our manufacturers and food processors. Yeah. And I appreciate that. I am a I am I I don't have a problem telling somebody that your food stinks. Yeah. Well, I mean, there's ways that we can tweak things to make it healthy and add the nutritional elements that we need. Yes. And and my second question on that one separately, um, where do we source our yogurt from right now? We are using Chobani Greek yogurt. Um, and then we are looking

097to move to oos from Dannon next year because that has a lower added sugar content than the Chobani. I did just have a conversation with a pretty high level person at Danon yesterday about their potential inability to meet our yogurt needs going into next school year. So, we will probably will be toggling between both brands as we find that they were telling me they can only they're at like a 63% fill rate right now, which isn't substantial enough for us. We need like a 99% fill rate because once we put it on that menu, we're saying that this is our nutrition nutrient analysis and this is what the kids are going to have. And then if we pull something, it better be a comparable item that we can put back into that hole. Otherwise, it

098jacks up our nutritional analysis. It makes things go all wonky and it also messes up our reliability to our student population and our customers. Is our milk source, do they offer yogurt? That's who we get it through through our dairy. So, so our dairy sources that yogurt for us specifically, but nothing local. There's really not anything local right now. We've we've worked most of the of that style yogurts and milks are up in Northern Cal and they just won't ship them down this way. Yeah. I wasn't sure if maybe our San Diego or Carl's bed area not that I've found yet is interested in that conversation even. Not that I've found yet. Oh, real quick. When Joanna made that meal, we all raved about it. We love when you try out new recipes on us.

099You're guinea pigs. Yes. We love it. I also love your calendar, your monthly calendar that goes to the elementary schools. Um, and the capital crunch. Is that what it's called? With the little newslettery thing kind of thing. Yeah. Very colorful and all, but you give, you know, information and I've tried to direct as you know, you know, and and then all of a sudden they focused on it, principles, and shared with teachers and loved it. Um, real quick, um, Dr. Brown Gila and I are meeting with young Kim this Friday. Awesome. So, if you've got some particular legislation if you want to give us um we only have 30 minutes with her. But some topside talking points or certain legislature that we could legislation that we could um mention, but we need it now. I

100think the biggest meeting this Friday. No, I I hear you. I think the biggest thing federally is is stopping or or you know pausing on removal of C which is community eligibility provision that ties directly into SNAP which is food stamps. Um, if those things are going to be reduced or removed at the federal level, it is greatly going to impact local control funding formula for for the district. Specifically, our supplemental grant funding. Correct. Yes. That that's probably the biggest thing that is being spoken about right now. That was one of the the top early on things that that even when I was in DC in March and that's what this meeting was. We advocacy work from child nutrition school nutrition association national um and we spoke with young Kim and and Alex Kadijian which

101is her chief of staff and Kevin who is her legislative aid who covers education. Um, and they were actually at our office. That's here right there. That's Alex and that's Kevin. They came and visited Don Juan Elementary and took them to Lisa Niguel as well and Don Juan Middle School. So, they they they understand our district. I've spoken with them a lot. But those are the biggest things I think for for federal is just making sure that they understand the the impact of what it would do if they were to remove C. So the state has basically said if they can keep the C ISP threshold at 40% instead of taking it up to the 62 and a half% that it originally was years ago that state of California would be able to maintain universal

102meals. That's kind of a threshold, a break even. And then that would mean both federal funding and state funding would be able to stay fairly okay. It's going to remove a lot of C schools across the state, but they would still be able to maximize their federal reimbursement dollars by having those families fill out the free and reduced meal. Can I call you tomorrow and get some that because I've got to digest this down for presentation because I'm allowed to talk to you. Yes. Yeah. Yeah. Yeah. Yeah. Also, he knows I'm doing this. Oh, okay. Yeah. Okay. I was going to say yes. Yes. Okay. Cool. Well, I know Alex also had a a baby earlier this year, too, so he's he's a family guy now. Yes. I will love to I would love to

103speak to you about it. It's the end. It's the end. Clark. Oh, yes. Sorry. And the cute kiddo sucking on her finger from eating from her taste test. Fingerlicking food. Thank you all very much for allowing us to share with you anytime. Thank you. Um we'll do a 10-minute break instead of a 15 minute break so we can kind of catch back up. So let's come back at what did that be like 11:07. Um so we can jump into our next business services presentation on AI. Testing, testing. Yeah, she had an MRI laster. Yeah, same shoulder. Trusty Jones. Trusty Jones. Trusty Jones. All right, we are reconvening. It is 11:11 it looks like to me on the clock. Um and we're now going to move into another uh business and support services presentation this time

104facilitated by our great TIS department specifically around um artificial intelligence. And so I would like to uh introduce our chief technology officer Stephanie Ara and our deputy superintendent Clark Hampton for the item. Good morning everyone. Thank you. Um well, we're excited to be able to present this to you. This has been a journey we've been on for about the last two years. It's been fastm moving and ever changing. And um I have with me my two colleagues that I couldn't do anything without um Julia Dwise, our edtech teacher on special assignment and Lana Nuin, our director of edtech. And so we would love to present to you our journey through our foundational part of AI and then where we plan to move forward with AI in our district as well. So with that being said,

105here is the agenda. Um first we'll talk about why AI in education. Um our journey, talk about what we've done so far. Then we'll uh discuss in detail our AI task force, what we've done with that. and then the AI AI trainings we've done and then moving forward our brandly new um brand new AI institute. So but before we embark on this journey together I want to just kind of give you a quick video to about AI and to um show you what the potential of artificial intelligence is. [Music] So that was all AI all I I created and that's just that video is actually two years old. So you can imagine AI is growing exponentially what is possible for our students um based on just that real quick less than a minute video. So

106play it again. moving. Oh, that talk. Okay. Okay. So, more on why AI and education. So, this is the most recent World Economic Forum um future of jobs report uh for 2030. And what it has is a list of the fastest growing and fastest declining jobs by 2030. And I know it's hard to see, but I just want to point out a couple that um kind of spark our interest in in TIS and in education in general. So the first four or five on the left hand side, the fastest growing are all focused around technology. Um AI being the number three um fastest growing jobs in by 2030. And then if we look at the right side, the fastest declining jobs by 2030, we see things like postal service um clerks, bank tellers and clerks,

107data entry clerks, um cashiers and um ticket clerks. And so you kind of see like these entrylevel data entry jobs that are fastly declining. The other one that I want to point out is the number 11 on the fastly fast declining which is graphic designers which I know Clark and I had a discussion about this that oh that's a little disappointing that graphic designers are losing their jobs but I will tell you they're not losing their jobs they're just having to use their skills in different ways in the graphic skills in the graphic design um world and I just know that firsthand because my son's girlfriend is a graphic designer and and I talked to her about how she's using AI in her graphic um design job and and she said it does all the

108little things for us and so we don't have to spend time on little mundane things. We focus more on the art of designing. Anything surprise you or um Right. Right. Yes. I think when we do any type of training, we always talk about having AI plus HI that human intelligence with our artificial intelligence. And so I think we really have to make sure that we when we teach our students to always trust your human intelligence along with the artificial intelligence because the artificial is not always 100% accurate. I also think if you look at it it's it's the entry level job of the accounting right so it's accounting bookkeeping payroll clerks. So any of the data entry, data organization, create the spreadsheet that's been is being replaced now. The analysis, the auditing, the making sure

109that the numbers match up. Right. Right. Exactly. So your CPA is still there, but but the person working for the CPA who gets everything put in doesn't anymore. Right. And they Yeah. So we still need that. We still need our human intelligence very much along with our artificial intelligence. And so the jobs are shrinking but not going away. But I'm sure we'll still be getting telemarketing calls even though 15 is yes shrinking. It's one thing we wish we would decline. So even though some of these jobs may be declining um I want to point out some of the fastest growing skills by 2030 as well. And you'll see at the very top we have AI and big data networks and cyber security technological literacy. But I love number four, creative thinking. Right? So AI is

110not only about flashy tech. It's about developing skills in our students that will help them be more flexible, lifelong learners, curious, and um creative in in using AI along with their human intelligence as well. And we like to add um in many of our trainings, we always people always ask us um will AI take our jobs away? And our response every time is that no that um AI won't take your job but someone who knows AI may take your job. And so that's just the important piece of AI is impacting our work and how we can continue to move forward. That's what we share with all staff. Okay. So in our in our uh department we have focused on these five priorities anytime we do any type of training. um future ready skills, equity through

111personalization, teacher empowerment, smart decision making and innovation and learning. So these anytime Julia or Lana or myself does any type of training, it has to be focused on one of these areas because AI is huge, right? There's so many different ways that we could go. So, we've kind of narrowed our scope and um even though I say narrow, it's a very wide scope, we we kind of focus on these five different areas anytime we're do doing any type of training. And we feel like this um reaches every area that we need to reach. It should be Oh, sorry. Okay. Oh, that was you. Okay. All right. So, here is a timeline. When Lana, Julie, and I were creating this timeline, we realized how much we had accomplished in the last two years since really AI

112became, you know, um, prevalent in education. And it was hard to fit everything in. We didn't want to overwhelm the slide, but we also wanted to point out all the good work we've been doing. And so the beginning of 2023, um, I was asked to be part of the CSBA AI task force up in Sacramento along with other California IT leaders, um, uh, principles, um, superintendents. And so that was a two-year journey for me. it's just ending now. But it was really um important for our district to be a part of that because we had a voice in state guidelines according to um the CSBA and um I actually presented for them at the CBA CSBA conference on AI as well. So and I had a lot of conversations with the CTO from LA Unified

113which is extremely interesting. every time I think my job is overwhelming, I go and I talk to him and I feel so much better. Um, but it was a really interesting and very informative and this helped us guide what we were doing in our district as well. So on the county level, our department was able to work with Orange County Department's um, initiative AI forward and this also currently is in year two and will continue next school year. But this um initiative was really designed to develop get all the county across the county all district orange county districts to come together and so that we could all have a shared place to talk about the challenges and all the opportunities that come with AI. And so that first year we really spent the time um

114once a month we would meet together and really develop um look at explore all the new tools really and discuss all the different um changes and how it might impact our students and really that collaboration amongst all of the districts. Um we always say work uh work smarter not harder. Um really is that collective group where we can come together and really build upon the work with AI. And so as the AI lead for our district, we also meet once a month, a representative from every um district, we meet once a month prior to the whole group meeting so that we can discuss decide what the agenda will be, bring in our specific needs and again as a shared thought partner to really help the work that we're doing. And so um one of the

115things that came out of our AI forward group, um they have a monthly webinar that each district will host. And so we in April we had Julia host um Kappa got to host our session. And so over 70 educators from across the county um actually signed up to attend this webinar and many of those were our teachers. And so again just sharing the knowledge and really spreading the work of AI as a as a county to really then help push us and move us forward. And then from the work of the AI forward um that really helped our team kind of design the scope and sequence of our AI task force. I'll explain a little bit more in detail, but through the AI task force, there were six sessions and from that our goal really

116was to be able to create guidelines um to be able to help determine for our district what it will look like for our students and teachers. And so that work has been exciting. We'll share more about that. So digital citizenship is a big part of what our students in K12 learn at the beginning of every school year. And last year in um February, we looked at the common sense media digital citizenship lessons. And we made them optional in February, but by fall of 2024, it really became quickly um clear to us how important it was to make that a part of what's taught at every grade level. And I'll go into digital citizenship a little bit more after this timeline. in the summer um professional learning academy in 2024. That was the first time we

117got to showcase AI for our teachers and we had four sessions and I have to say they were the most highly attended sessions from the entire academy. So we were pretty proud of that. And another thing that happened in 2024 was a cohort of teachers from Tasorro High School came together and decided that they wanted to really learn about AI. There were um innovators at their site and in the district. They had ongoing professional learning all through last year and some collaborative e exploration of AI tools in their departments and then this year it was really wonderful. We had them here for an all day training with their principal and with their principal they looked at the guidelines that our task force had created and they came up with a turoro version and it is

118a thoughtful school-based model that we're going to use to guide other sites as they move forward in the same practice. And to add um since the inception of chat GBT in I believe fall of 2022 um when that happened we had already started doing some of the trainings for AI for for our secondary teachers and so um that has been ongoing since then beginning um and to add um this this year's Kuma midyear conference um the focus was on AI and how it could help support the work that our managers and leaders do. And so during that conference we had a keynote speaker um Mr. Dr. Christian Jackson who shared um different practices and he speaks across California and other districts to share about the journey of AI and then from there we had breakout

119sessions that were specifically for human resources, business services and ed service. really specific to our KUMA um KUMA leaders. And then from that initial training um we were able to work with human resources to design um AI Kuma booth sessions, short 30 minute sessions to really help our leaders um take quick information about AI and then to bring it back to their school site and to share. And so in those six sessions, some topics that we focused on were um crafting emails, prompt engineering, um creating presentations with different AI tools, and really we always wanted to remind them making sure that we're not putting private information into these AI tools, really making sure that we build that foundation of safety and security and using it safely. And so from there we were able to work

120with our leaders to be able to share more AI resources. And then finally coming soon is our COSDA AI institute which we're really excited to share with you that this will um be available for certificated and for our Kuma leaders in our district as our brand new initiative for the 2526 school year and will be our first year of this that we'll be rolling it out and then there will be more years to come hopefully and I'll go into more detail on that later. We've moved forward with the timeline. Okay. So, now I get to talk to talk to you about our digital microphone, the middle school teacher voice. I never think I need a microphone. Um, so these are from Common Sense Media, which is a nationally recognized researchbased program that is um, very

121well respected throughout all the school districts we work with. And Common Sense Media has created lessons for digital citizenship that are very teacher friendly. We've provided them to our teachers through our kite learning management um, learning platform. And so they are ready to go. They include uh videos, discussions, opportunities for students to reflect, and they're tailored to meet the needs of each grade level. With artificial intelligence in K2, the students learn what is artificial intelligence and where do we see it in everyday life. In the upper elementary, they're going to learn about how AI works and how it can be helpful to people. In middle school, it gets a little more deep. They learn about more complex things like bias and privacy and how AI can influence people's decision making. And then in high school,

122we push the students to really consider real world applications and ethical implications. And so in all of these digital citizenship lessons, but especially in the AI lesson, our goal is to help the students build a really strong foundation for using technology and AI thoughtfully and responsibly. Now, I taught middle school, but I got the opportunity as the edtech teacher on special assignment to teach a digital citizenship lesson to some second graders at Lobo Elementary. And um I went in and I said to the elementary kids, "How many of you have heard of AI?" And every single hand went up. And I go, "Great. Who can tell me what it is?" And a little boy said, "You asked us if we'd heard of it, not if we knew what it was." And so then we dove

123right into our lesson. Um it was a really fun lesson. had cute videos that were very engaging for the second graders. We had discussions. They had turn and talk. We got an example where I we got to, you know, be prompt engineers and try to generate an image with AI. And then in the end, I asked them again, who can tell me what is AI? That be smooth. And what is AI? Oops. That's not it. When you say, "Hey Siri," it will be like, "Oh, yes." And it'll give you the answer. Auto correct. It sees all the things that that you write and then it and then it tries to look for the thing that you that you like want it to find. AI can be like human. It gobbles up whatever it can find

124in the internet and sometimes bad things. And that was, you know, you could hear that that was that our our class came to the definition of AI was it gobbles up things all over the internet. But we had also discussed how you can't always believe everything. And so that's why she said and sometimes bad things. Okay. So, now we'll take you into a little a deeper dive into our CUC AI task force. And as you can see here, um we have so many diverse voices that are able that were able to participate on this committee to really help us drive the implementation of AI and the impact of it. And so, we're really appreciative of the work of our task force to really help us create those guidelines. And so ultimately our our objective our

125of our task force is really to be able to enhance teaching and learning and using AI safely and making sure that all users of AI really understand and the impact of the task force and of AI. Yes, we were happy that um Judy was able to join us on all the AI task force questions and I will say that it kind of merged from the STEM uh task force into the AI task force and then we're we're going to revisit the STEM task force again with Aaron Gothier. So on our next slide here I'm going to walk us through um the six sessions that we're off that we um had. And so in our very first session um this um was our initial session where it was a smaller group and in this session we

126really focused on determining the the timeline the scope and sequence of our task force and really making sure and understanding the responsible use of AI. at our initial May 2nd session last year. Um this is where we had the whole group come together and really discuss looking at the vision of a CUC student and really seeing how AI can make an impact and adding to that. And this is where we brought our first initial draft of our guiding practices where every committee member had the opportunity to add feedback, give input. And so we really took the time to look at the adapted the draft that we had which we did take from another district adapted from another district and to make it really hone into our specific and really making sure that we get that

127feedback from all committee members. And then we launched the school year with our focus of digital citizenship as Julia shared and we actually took the committee members through various um digital citizenship lessons to really see the connection of student and teacher and how AI is infused with it to really then see the impact of how AI continues to grow and then looking at of course the future trends of education in AI and as you know from last year things have changed so quickly that it's always we always have something new to share every time we meet um as a committee group. And at this point we were also able to um for those who weren't able to participate in the first session of the input of physical input we did have a digital version as

128well that we shared to get other feedback from anyone else who wasn't able to attend that first session. And then from our um December session, we alsely use AI. We took the feedback and input from all of our committee members. We put it into AI and really asked it to then condense and consolidate and really could make the guidelines more concise and making sure that fit all it thought about all the different pieces that people shared. And we also highlighted different tools within every session to then again to share about the different um how these tools can impact teaching and learning. One of our favorite sessions was our February session where we had our student panel. As you can see here, we had elementary, middle school, and high school students um share about their perspectives

129of AI. And I think um the resounding result of that is that all students really believe that AI is a positive thing and they really want their teachers to be able to use it in a meaningful way so that way they have time to work with the students. And so that was a really profound piece that the students really shared. We really want that engaging part of the teacher. So if AI can free up the work, the other things that teachers have to work on that gives them more time with us. And so we thought that was absolutely amazing and again really that's important piece of AI. It can free up the time that you might be doing other things to then have that face toface piece. So that was absolutely amazing to hear from

130them. And then we also again shared how we can take different AI tools and really help support accommodating for different students and different types of students in your classroom and really being able to again make the benefit of using AI um in the classroom. And finally, last week we had our final session for the school year. And this time we brought teachers and staff um to our task force meeting. And again, they got a chance to share their perspective of their use of AI in their current roles. And we had um we had teachers from every grade level span as well as classified members. We had an LMT and we also had um TIS member share kind of what their workflow with AI consisted of. And then we also asked them, what are some ways

131that you might want to get your colleagues to come along because not everyone's using AI yet and what can we do as a as a district to help everyone use AI in a positive way. And so finally um the final task with final activity was really thinking ahead how can we do we need this task force? What will it look like next year? and how we can continue to again hear the voices of all of our voices across the district but then really making sure that we continue to focus on our our effort. So any questions on our task force is kind of a high level but we do have links to the presentations for you as well questions. Judy did you like there was a student panel was awesome to have you be part

132to be able to see that. So yeah. Okay. So, coming out of the I AI task force, one of the things that we were able to create and generate was the guiding practices. And so I put a copy at a paper copy at your desk as well just because we're going to do a little activity along with this um because we would love your feedback on the guidelines as well. And one thing we like to make sure that we reiterate over and over again is that these are this is a living document. It is something that will change as AI changes and as we change as a district and grow in our implementation of AI. And so just going through the first page is just kind of an overview of how we came upon these

133guidelines and the acknowledgement of our CUSD AI task force committee members in helping us develop these. And so the third page, if I could get you to look at the third page, um there are two sections on this page, a student section and a teacher section of according to the Capistroni Unified District. I will do these guidelines as far as AI is concerned for the student and for the teacher. And then on the following page is an employee one as well because we've got we need to um think about our classified staff as well and our managers in our district as well. And so I'm going to have you do an activity with these in a second. But um before I go to that, I just want to be aware that as I was saying,

134this is a living document. We keep changing it as we go. Um, and so now we've added an appendix into this, a glossery of terms that people may not be aware of when we speak to certain things in AI. And again, we'll keep adding to those as we go along. And then we also have a recommended a AI resources very short list but we we within that AI toolbox there are quite a few different um resources inside and the final page is our version history. So we got this idea from another district in that because of AI and because of its evolving um part of it is that we want to make sure that we are clear of all the changes and updates that we are making when we're making them and what exactly was

135changed in every version. So that's real specific on those and again we'll keep adding to those. So for our activity, I put some shaped sticky notes on your table. And so the star sticky note, once you read through the student, the teacher, and the employee, if you see anything that you think is especially important, I would like you to just write a note like, I think this is important and why. And then um on the other one, the speech bubble, you any ones that you may have questions about um put that on the uh speech bubble one. And then finally on the last one, any idea you think, oh, I think they missed something, please put that on the flower shaped sticky note. And then we have these posters in behind us. One for um

136students, one for teachers, and one for employees. So the student teacher is over here. So I would like you, this is how I thought you would do it is um read through the guidelines independently and then write your comments on sticky notes and then we'll post them on the posters and then we'll have a conversation about your thoughts and your feedback. Any questions? I'll just put up those prompts again. Any questions? Okay. All right. We'll give you about 5 to 10 minutes to work on that. Thanks. Okay. Can I get everybody to sit back down, please? Thank you. Teacher for a while. I can get everybody back in their seats. Okay. So, would anybody like to um share something that maybe they wrote down and put on a poster that they think is important? Well,

137first of all, I am excited that we're doing this work, right? this is not going away and we've known that since the beginning and there was a bit of hesitation initially and um and I like the direction that we are going and Luke and I were chatting about how exciting this is the this work happening here and um so I I like the safeguards I like the direction I like that we are teaching our teachers how to use it properly and then moving to having our students use it properly and helping helping guide what's happening so that it helps um create the opportunities for learning and growth and and I think the most important thing is teaching how to use prompts and I think that will really help guide and then to um and then

138the followup on making sure that things are accurate and and helping teach students what that looks like in ensuring it. So those are some of my highlights there. Thank you. I um just as a parent of um older students um I mean I'm I'll admit my age right like I don't understand I mean I can do chat GBT right and that's pretty much the extent of my knowledge and it's probably not even where it should be. Um, but I also feel like they're kind of in I have students that are exiting high school, so it they're kind of in that same um knowledge base as I am where they look at it as more of a cheating tool, right? Because they don't understand, they don't really understand how to use it. And um so as

139this is you know and it changes so fast and then we're trying to catch up and teach it and use the tools appropriately and how to use the tools and um which can be huge benefits for them going into any type of system whether it be community college or a four-year or a trade or wherever they decide to go. It's going to be a tool that they probably will need to use. And so it's just trying to get that age group because I they kind of are going to miss all of this, right? And they're going into another system now, whether it be uh further education or whatever where they're going to kind of have to figure it out. And maybe they're dealing with it at that level, too, and and teaching and training students.

140But I kind of feel for there's this a group of kids that have missed some of it, but it's all here and but they don't really understand how to utilize it with classes. Does that make sense? Is where it's like I feel like I'm in the same kind of boat. Although at my age, they're probably much faster learners than I am going to ever claim to be. But I feel like we're in that same like it was interesting what you said about them cheating. That's how they originally that's how kind of where it came to be like if you go into chat BT GPT it's just going to do your work for you right but understanding it can be an access or a tool that can really help you understand or expand your learning or

141enhance your learning but they don't know how to how to access that part of learning I want to share with you I had the opportunity to present at Capo Valley High School twice once a year ago May and then again Lana and I came back this May. Okay. And when I went last year, everyone was talking about cheating, like how can we prevent cheating, cheating, cheating? That was we said AI. That's all they said, right? And it was actually exactly a year later. It was kind of funny. May 2nd to May 2nd and we went back and this time the understanding the teachers had had changed so much. Yeah. That I don't think the word cheating came up once. Instead, it was how to children can use it in their classrooms, how the teachers can

142use it, how they can collaborate. And it was really for me to see that one-year shift in their mindset about what AI is and can do. Yeah. So, um I I I think for struggling students, I there's a lot of access that can be uh doors can open for them because there's assistance there without actually having to go to another human, right? and it's just in the access of their computer or their phone or however they need to access their learning. But that is going to be probably huge for them. But then educating them on what that really looks like is probably where we're at or need to be. I will say it's kind of a testament to how we were measured in our approach but moved quickly. Right? So when I became superintendent in

1432023, the first thing I was hearing about was how fast can boards get policies in place to curb AI cheating. That was the topic. and a few of us in the in Orange County were said, "Hold up, like, let's take a measured approach and still get something rolled out." And so Stephanie was on the task force and and she gave us a lot of guidance. And so you see in the timeline that we took a measured approach, we didn't react. Um and yet in one year, we've moved away from that. Now, can AI be used for nefarious purposes? Of course. Um and do we have policies in place that that allow us to deal with that? We absolutely do. Um and we probably already did. Although if you'll recall last year we did add language

144for the use of AI and bullying and the use of AI but we already had anti-bullying policies. We already have anti-cheing policies. So um we didn't need to to rush to a policy on that. We needed to work on how are we going how are we going to actually integrate the tool. And so very rarely in education does 12 months get us from pretty much nothing to a very big system being rolled out. Um, and so, you know, it's a testament to the work that the the team here has done that they were able to go from nothing and how do we ban it to where you are today um with a plan moving forward and and really I mean it was a 24-month timeline, but the reality is it was like the last 12

145months. Yeah. So, yeah, it's just crazy fast, right? And then can we keep up as just even people? Yeah, it's revolutionary. I I often equate it to when we first got the internet, right? I was in the classroom. Yeah. And I remember the one computer in the library that had the internet. Yeah. Right. And so, right, I remember that. That's how old I am. And so I I remember that. And it was very exciting at the time. I was the teacher that was like, "Can I use it? Can I just move it to my classroom?" So, not surprising. You can go back even farther and remember when calculators came out. And then it was, you don't want to say that, Clark, out loud. Then it was programmable calculators. And that that math teachers were like,

146"Oh my god." Yeah. Yeah, I know. And now it's just integrated into the curriculum. Okay, I want to keep moving on because we've got some really good stuff to share with you. Um, Alana, can I mention a couple things that just real quick? Um, in, you know, you saw a change in teacher attitudes, but teachers are working with this and they're seeing it. I think there's probably a a parent education component that because most parents aren't working with it all the time and don't understand it and find it worrisome and scary in a lot of ways. Um I wanted to mention I was at um Niguel Hills Middle School for their open house and you may know what they are doing or one of the teachers I I was reading papers where students had written

147a draft and into some specialized AI I don't know what it was called who gave it feedback gave them feedback um on on the paper and some of the feedback I actually didn't think was all that good but a lot of it was good and this one uh student had, you know, the packet was like this thick where she had revised and revised and revised and and it she'd done a really good job in the end where it had said, you know, more edit evidence is needed or your topic sentence is weak or whatever. Um and and I thought that was really valuable. Um I wanted to talk really quickly about the prompt engineering because I read something where they were saying the fastest growing uh job category in the world or whatever is is

148prompt engineer. Um I think we all are unwitting or should be prompt engineers because um you know I know often my husband will say well I don't know what how do I find out this? Well, I'm a better prompt engineer just on Google than he is. And I can go into Google and I can find anything. And he's, you know, he's a smart guy. He's a hardware engineer. He knows stuff. But he is not good at that. Not as good as I am. Um, and and I think kids have learned to be better prompt engineers just from Google or whatever they're using. But I think that a lot of that is key is like how do you write the question to get the answer you want. Yeah. Yeah. Exactly. Um I've even seen though in

149sometimes we do surveys and the surveys are not asking the right questions and we get out these answers like whoa that wasn't really what we wanted to know. We are not engineering the prompt in the survey correctly. Anyway, I I think it's um uh so I think all of that is something we need to be thinking about. The the issue of of chat GBT where you're just kind of asking it questions is quite different than this program that was being used to help students write better papers, entirely different AI uses, right? Okay. And I think that program is class companion which um some of our schools will have in the I think the title one schools will have next year. Um but and Julia did her webinar that she did for Orange Orange County Department

150of Ed was on prompt engineering. So we've become I'm not saying any of us are experts but that's one area that we know that needs our attention and our teachers need the attention and the students as well. So next I just want to share um our professional learning sessions that we've offered this year as part of edtech. We do trainings every all all year long on different tools and various programs. However, this year during our AI road show, Julie and I has have presented over 30 different sessions on just AI alone. And so, you'll see here of the different groups and teams that we've presented to. We do want to highlight that we were able to work with every single elementary special education teacher um to be able to give them the the foundation of

151AI and then for them to be able to bring it back to their school site and share that they were the first to learn about their at their school site. And then ultimately our goal is kind of a shared practice, consistent messaging so that we have the same information shared out to all of our staff. And so really our sessions focus on kind of overall introduction, the different tools that we have are available for our teachers and staff. And we walk them through image generator, that prompt engineering piece, practice, as well as all the different resources, especially making sure that they're being safe as they're inputting information into any AI tool. So again, this is just a quick snapshot of what we've done so far this year. So one of my favorite parts is we

152get to highlight what educators in our district are doing. So our um Instagram account, if you haven't followed us, there's our capo_EDTE. Please do so you can see everything that we're doing. Um we've had the opportunity this year to highlight many um different educators. One that I'd like to point out is an assistant principal at Alisa Niguel, Meredith. She found a way to take all of the disparit data of students at her site and use chat GPT in order to meet the needs of the different atrisisk kids and she worked with our department to make sure she wasn't putting any student information in in order to get the outcome she wanted. So um she was definitely a model for other um administrators in our district. The second picture is from what Lana told you um

153our AI road show that we've taken out on the um throughout the district. This was one of the meetings with um elementary education specialists. They were so excited to be the first people at their site to learn about AI. Um this is an example of a teacher using AI. Leo, he's an English teacher at San Juan Hills High School. He was able to create a quiz for the subject he wanted. chat GPT created it and then put it in the format that was necessary to upload it into Canvas, our learning management system. So, he was able to streamline that. He didn't have to create it and then put it in. It was a one-step thing. And I even got an email yesterday from a teacher saying, "Remember you highlighted that guy? Can you send me

154his video?" So, it's still it's spreading out. And then this last one is one of our um from one of our education specialist trainings. She had just used AI for the first time and we got to capture her on video talking about it. I'm a stars teacher at Riley Elementary. I have kindergarten through third grade and I just used AI magic school for the first time and AI was something I had never heard about before. Another colleague at our school recommended that I try it. So I had to write an IEP. I inputed the students grade. I inputed the um goals that I need to work on. I just separated the goals with commas and out came these amazing goals. And then the magic part was it prompted me to then would you like to

155create data sheets? Oh yes I would. So I clicked on that. Then it said would you like to create or would you like strategies to implement those goals? Yes, I would. So I clicked on that. So now I have the goals, the data sheets, and the strategies. It's amazing. So now super exciting um RSUSD AI institute. This is going from exploration for the last two years of AI in our district to implementation. So what is this going to look for us? And so um our team has come up with this idea of having an AI institute which will serve our Kuma members and um some of our certificated staff out at sites. So this is our overview message and normally I don't read slides but I think it's really a powerful one. So I'm going

156to read it. The Capistrano AI Institute is a professional learning program that will empower our certificated and management staff to use AI tools effectively and innovatively in the workplace while modeling best practices to build a world-class education for our students. And so that's our kind of our tagline for our institute and our focus. We are focusing on the COD district school of academics and we have four priority areas that we will be um we we will focus on in the institute which will be differentiation, engagement, efficiency and data analysis. So these are the four areas that um any session that we create and deliver will be around one of these areas or more than one. So what does the structure look like? So we have a structure for our certificated staff. Then we have a

157structure for our Kuma members as well. So when we originally thought of this idea and proposed it, uh we wanted to see if there was interest first out at our sites. And I often tell this story that I've been in edtech in this area for about 10 years now and I've sent lots of surveys to teachers and I've we have about 2,000 and sometimes I'd get 50 responses and get super excited, you know, um look, they're listening. And so anyways, I sent we sent this one out. Um are would you be interested? This is what it would um consist of. Are you interested? within 48 hours we had almost 500 responses. Yes, we are interested. So this you know made us all giddy to come to work every day and um excited to embark on

158this this idea. So the duration of this first cohort, first of many we hope would be 10 months starting in August. Our kickoff day would be is going to be August 12th and then um it would continue throughout the school year. We can accept 200 TK through 12 educators or certificated staff. So we're starting out small 10% of our our educators um just to make sure that we do it slow to go fast. And also we have budget constraints but we also have personnel constraints. And so when we sent out the application last week and of those 200 2,000 teachers, 500 are interested. Um said the first 200 and then it would go to a lottery. Um we had 200 very quickly. Uh we now have a waiting list of of educators that want to

159participate which is you know kind of like my dream, right? People really want to learn this and so we're excited about that. What was that? They had to commit, right? They had to commit. They had to sign on the Google form. Basically, we commit to participating in the August 12th summer launch day. It's a full day. They will get compensate compensated for it, but it is if they cannot attend that day, then they are not going to be part of it. Um then there's a mid-year subrelease day and then they have to commit to t to uh participating in five AI learning sessions during the school year and we're offering voice and choice on those um which means basically uh we're listening to their voices on what they want and then we're giving them choice

160and we're giving them virtual choices um self-paced choices and in person if people want a lot of people like to come in person and then at the very end of the year next year there will be an AI symposium which I'll let Lana talk about in a second. So that's our certificated um session and we will be offering them an upgraded tool to participate in this and so we're right now doing an RFP decide which tool we're going to um pilot with them but they will have that option. And then for our Kuma, we have a similar structure. Theirs will start in June and go throughout the year until May. This is available to all Kuma. We um they have to commit to a half-day summer launch day, uh a mid-year professional learning, and then

161four AI learning sessions during the year. And then they also have to commit to sharing AI with their staff in some way, whether it's classified, certificated, they have to commit to sharing what they're learning with their staff. And so this is a way for us three to, you know, uh, multiply ourselves and out at the site so that they they are helping with the training and getting it out there a little bit more. and their um bonus for committing is they get an upgraded version of chat GBT the .edu version which is at all the kel states. So up and down the state of California they've adopted uh the chat GPT edu version and so they get access to that upgraded version and are we looking at that for CUSD? We have it now for

162our Kuma members who are participating in the um we're one of the first districts I will tell you nationally that have adopted the chatgbded edu version. Are are we looking at I I know that and are we looking at that? We're not looking at the water scale yet because we want to make sure people are trained before they get something that costs us a significant amount of money. Right. So, so yes, we will start working on different types of tools being in our arsenal and having licenses for them, but we don't want to just open the license for everybody. So, it's going to be the roll out, right? So, that's why as Kuma goes through training, they can get the license. If you do not opt into the training, you will not get the upgraded

163license. And then same with teachers, right? Once we have the whether it's magic school or or one of the other ones for the teachers, you come to the training, you'll get the upgraded license. If you don't, you'll have to wait to get through it. That way we make sure it's being used and not just um paid for and sitting there dormant, right? And so the the ones we're considering for teachers, our certificated staff have a student component as well. And so chatbtedu version does not have a student component. we want to offer for our teachers to show students how to use AI, put those guard rails in place because I think teachers want to use it in the classroom that are interested in this but are not sure exactly how to open that up to

164students. Whereas a a tool like AI school or a magic school AI or Brisk um they have a student component and it allows the teachers to kind of uh put up the guardrails and say you can use this component of AI only for this assignment. And so it kind of it makes teachers feel more comfortable about using it in the classroom because they have more control over it. Whereas the chat GPT edu version is very broad. Um it does you know they do follow CSDPA they follow all the guidelines furpa and everything like that which makes us feel more comfortable and it also makes us um excited that all of our students who will be going into the Cal States will be familiar with AI before they go in there. those graduating this year not

165so much but but trying Yes. Yes. Yes. So that's our structure for our certificated in our KUMA. So when we sent out the application, we added a couple questions. You know, why are you interested in participating in the institute? You know, what do you hope to get out of it? Just open-ended questions that so that would help guide us. Uh the answers were I'm going to repeat Stephanie, we were giddy. Like we were reading them to each other. We couldn't get over um how excited the teachers are. And I we wanted to share with you some of them, but I we couldn't decide. So, we actually took all of the responses off the spreadsheet, put them in chat GPT, and said, "Could you pick us four really good ones that represent the different types of

166people who replied to this, and so these are the four that chat picked. Um, and I wanted to share them with you because they really show the excitement and the the intentional purpose the teachers who want to participate in this have or teachers and educators." So, the first one's from a fifth grade teacher at Asencia, and she said, "I'm excited to create a classroom environment where AI isn't just a buzzword, but a meaningful tool that supports student growth and curiosity." That's really powerful. Um, Valerie Aosta is a principal at um one of our elementary schools and her answer is just describes the kind of principle we want participating in this institute. She said, "With AI tools increasingly integrated into education, my goal is to be a forwardthinking leader who's proactively preparing students and staff for

167the future of technology." Doesn't that give you goosebumps? Our next one is from Sarah Snder. She's at ATP and we said that institute is for TK through 12, but we also have I think five ATP teachers who signed up to be in the institute. and she says, "AI has the potential to personalize instruction, support communication, and help students develop realworld skills, which is exactly what we want those ATP kids to get." And then finally, Brandy Wy, who's in human resource services, her comment is about what how management can use it. Um, I believe it will help me create a variety of tools, including job descriptions, interview questions, and other HR documents. I'm always happy to explain what I've learned when I see areas to work more effectively. But clearly your follow-up prompt was I need

168someone in different categories. Exactly. Exactly. Um and it was it was hard to just limit it to four. But we are going to use all of the answers that they provided. I think that's our next slide. Um to make these voice and choice qu uh sessions for them. So this is an example big sample stamp there because it's um evolving of several courses that we're planning to design for our Kuma Institute and um you can see that it's really differentiating depending on the different types of people in the institute you know AI and special education or crafting impactful messages or um personalizing education by making GPTs. Clark and I were talking about how much how incredible it's been to be able to make our own GPTs and that's something we want to share with our

169KUMA people. Um these will be offered in various um times and places to make them more convenient for our Kuma members. And then these are some sessions that we've been working on creating for our um educators certificated which also includes I want you to know counselors, speech pathologists, any certificated employee who wants to participate had the opportunity. Um we took all of their answers from the application, put it into chat GPT, and some of these were generated from it that we hadn't even thought of. And so I thought that was um really powerful. So you can see some of these like um AI enhanced PLC's or AI tools for school counselors. So we're excited about planning those and the the tools that we choose whether it's the chat gptedu version and the tool for teachers

170and students those representatives those vendors will participate in helping us with this training as well. So it won't just all be Julia and Latin. I love you're adding artistic innovation. I'm gonna be anxious what that is. And then last but not least, we want to celebrate our very first cohort next year with our end of the year symposium. And this event pretty much will be like kind of our finalized our aculating showcase to really be able to have our our teacher leaders really share what they've learned throughout the year. And so we're working using chat to help us really design this event. And of course once we know the date, we'll make sure we send you an invite to be able to participate and join us and learn from all the um teacher leaders across

171the district. So, we're really excited to really celebrate our very first cohort next school year at the end of next school year and hoping that we'll promote the next wave of participants for the 2627 school year. So exciting. Any questions about the AI Institute? Well, I did put it on a sticky note, but because I was there at the very first meeting from STEM to AI, um, where I think Lana was presenting and we had a couple teachers who were using it and another teacher that I would have thought was using it, I was kind of surprised wasn't. And then when they explained how they used it, it's like so where we have trepidation because uh you know just not feeling the comfort. My question was and it kind of relates to your innovation on

172display is if there could be and I understand it more work but a place to go for best practices help them try something out you know give them some stepping stones so that then you know they can play with it a little bit and with suggestions of what's worked for someone else. So I don't know if that's a website or something in AI but best practices maybe some templates or something short videos short videos. We do have our um staff homepage which is linked to our adtech website as well. So we always share resources we create one pagers we have our bulletin our um tech bites that we send out and our YouTube channel that we share. So our goal obviously the institute members will be continuing this work but we also will continue doing

173trainings for our school sites as well. So that way if they're not in the institute yet, they are still getting the information. So it doesn't mean they won't be able to learn about AI. They just won't be able to go through the AI institute. But our goal is to continue to build upon that. And obviously, as Julia shared, our Instagram account, we always highlight different resources. So we'll find different modes of being able to reach out to teachers and also putting together, we have self-paced courses that we always offer. So teachers throughout the year. We have teachers that always take those sessions as well. So we'll continue to share as it goes because it yeah it'll evolve as they get more advanced and you know again just reaching out going to the next path and

174when we did um have the teachers who were accepted into the institute fill out a form saying what they hope to get out of it and one of the questions we asked was what's your level and there were some that were very very beginning and I can tell you I don't know if you guys knew this but this morning the class I was working on creating was for most entry level I'm afraid of AI people like introduction to AI for the very new and because that's important we can't assume everyone knows um or has been to one of our road show trainings so if there's someone who really wanted to be in the first uh institute and you know they're not one of the 200 um are you going to record the whole session so

175that someone could sit there and watch it I mean uh it's not as good but if somebody is like I got to have this and I didn't get chosen. We always record all of our sessions, okay, and then make them available. Um, so those are the ones like we would um create and then u put into a self-paced course on our our professional learning program that we have that they can walk through themselves on that. Um it's just a lot to get done for this school year. Um we'll be buying the plane as we're creating the plane as we're flying it. So um but that's our that's our hope is to create these sessions so that then they just go in there themselves and and learn on their own. A lot of our teachers are

176already doing it. when one of the questions we asked the very beginning was have you used any tools so far and so many of them have already been using them and that's kind of what went okay we need to get a hold of this and try to um you know centralize this so that we we can train um ethically and effectively and make sure they're using it correctly and one of the tools magic school AI which we're considering I just asked the rep how many of our teachers have already signed in to magic school and she said 525 this year and I went okay all right let's move so that's that's the idea and just because we have the AI institute doesn't mean we're going to stop educating the rest of the district on artificial

177intelligence Lana and I will continue visiting sites we were looking at kite learning this morning um I was looking at self-paced courses that we could put in the institute but Lana and I were also discussing which ones would be perfect for people who didn't get into the institute but still want to learn about AI So it it's not uh you know you lose if you're not in the in we want we want you to know that we're going to continue educating all of our teachers. You think about in varying levels of intensity, right? So if you're in the institute, it's very intense. Um if you're wanting to sample, maybe be less intense, we have an option for you. Also, if you want to preview the institute and then go intense next year, we'll probably will

178do that. Budget pending. Um and a few other things. So it's just about the level of intensity, not necessarily you're in or you're out. So that has been our journey of innovation with AI. It's been quite the two years. Um exciting. I always talk about when I became CTO, I'm going to keep it like not going to start anything really new. And then AI came and then it just you know changed everything which is good. Change is good. We've didn't embrace it but um these are not our students. This is AI generated, but it is a AI generated on the shores of the Dana Dana Point Harbor. So, I asked it to put them in front of Dana Point Harbor. So, yes. Yes. Their teeth. I can't get over their teeth. Yeah. Yeah. It's getting

179better and better. This was created about two months ago, so it probably be even better now. But, um Yeah. Yeah. Yes. Yes. Exactly. I just can't always put faces on uh presentations. But anyways, that's it. Thank you. This time I suggest we recess for a 1-hour lunch. The time is now 12:30. Trustes, I ask that you return to the boardroom at 1:30. I'd like to reconvene the board workshop. Okay. I'd like to reconvene the board workshop at this time. The time is now 1:34. I'd like to recognize Dr. Chris Brown. Welcome back. We're going to move back from business services into education support services. Um, so we have a couple of items on the docket about uh co-curricular transportation fees as well as a middle college update um before we move into human resource services.

180So with that, I'd like to turn it over to Dr. Greg Merwin and assistant superintendent Jennifer Smallley to present the next item. Thank you, Superintendent Brown and trustees. Good afternoon. So, we now will present for you a proposal to address the increasing costs of student transportation for athletics and visual performing arts. Assistant Superintendent Jen Smallley will be sharing with you the history and the various factors that impact the co-curricular transportation and she'll provide you the proposal that to offsets these rising costs. So, Miss Smallley will uh be in charge of the presentation and then we are also joined by an outstanding team to help answer questions as well. So, Jen, take it away. Thank you, Dr. Merwin, President Davis, trustees, Dr. Brown. I'm excited to share with you some of our ideas to offset the

181transportation costs. We have a transportation fan club here today to help me with my presentation. We have Philip Townsen to talk about budget if needed. John Forny, chief facilities officer. Jay McNamera for transportation and then Greg Kemp and Albert are also here because they did a lot of this work with with me and I have beautiful images of buses throughout the presentation to keep you entertained. Um we always want to ground our work in the vision of a CUSD graduate and we all recognize that students who are involved in co-curriculars like athletics and VAPA are more engaged and only excel even more in these five attributes of our graduates. As Dr. Merwin shared shared, I'm going to share with you the history of transportation for our co-curriculars and our current status and then the things

182that have contributed to the increased costs over the last couple of years, our proposal to help offset the costs and then with your input and ideas, next steps. Back in 0809 when we had the severe budget cuts, the district stopped funding co-curricular transportation and school sites were asking for donations. Students were driving themselves, parents were driving themselves, and then schools were raising funds to get students to athletic events mainly. In 2015, the year I became a principal, so this is the only model I've known, um the district stepped in and started funding out of the general fund, two uh 540,000 a year, 90,000 per school site and asked us to stop asking for any transportation donations from families at that time. Um, initially it was supposed the 540,000 was initially covering just athletics, marching band

183and cheer, but we always want to be equitable and so some of our high schools started to include our VAPA transportation as well because they're competitive in their own right. We've been able to sustain the cost from 2015 up until 2022. Several things happened around 2022 where we are now in the red each year with our transportation costs. um the pandemic year in 2020 2021 we didn't have athletic costs or VAPA costs due to not transporting anybody. So that money kept us um under costs in 2223 up until 2223 but in 2223 we went over budget for the first time. So to be really clear, we had enough money from 2015 up until 2022 to cover all the transportation costs with that one year of not spending it. It covered the overage, but in 22

18423 23 we went over. Yeah. Just to be clear, we were deficit spending those years, but because we had the 540 grand from 2021, we were able to lay it on the top. So So the cost was more than the 540 in those years, but we had that one year of savings to to carry over. Um, and then that of course like everything ran out. We only had one year savings, didn't we have 2020 and 2021? We did transportation in 2122. So it's just one year we ceased. But it probably wasn't as much in 202122 because we started later. Correct. Yes. Good point. And deficit spending isn't, you know, that's Dr. Brown and Philip's forte. So, I'm sorry I didn't have that vocabulary, but look at how much we went over last year. So, last

185year for all six high schools, it cost $917,000. So, we went over $377,000. That is a lot. And our general our general fund is picking up the overages. Ask another question. Um, in terms of the budget and expenditure, do we know if this comes from um, a lot of teams or VAPA performing groups suddenly making it into competitions? And so the transportation costs, so it varies by school and by year, right? Obviously, schools where their athletics teams go deep into CIF, that spikes the cost. We want our teams to go deep in CIF. Some schools include VAPA, some schools don't, right? So, some schools went over just in athletics, some schools went over with athletics and VAPA, some schools honestly didn't quite go over as much. Right? So, it it not every school was the

186same. Um, and it like I said, it varies year by year, but but the variance is now not enough like to account for, well, maybe just we had a good year for CIF, so this year was over. Even in a traditional year, we're going to be over now um a by a substantial amount of money. Like not every school uses uh VAP. You can see like at least Miguel, San Clementi, and Tasoro include VAPA. Dana Hills, Capo Valley, and San Juan Hills don't include visual performing arts. So, it's not it's not one cause. It's just costs. Well, and besides that, we had a driver shortage and the schools that had to pay for charter buses. I mean, that was huge because it was almost like triple what they would have been paying for. And and

187you see that on the slide. Um, but there's probably no short-term end to that problem in terms of the requirement because of a driver shortage to to use charter buses. Yeah. I mean, we I would love to say that that's coming to an end and there's no driver shortage, but that's not true. Unfortunately, there's still a driver shortage. And so, especially when you don't know if you qualify for CIF until a day or two before you have to travel or don't have to travel, a coin flip determines if you need a bus or not the night before. Um the reality is we just unfortunately can't be staffed for that sometimes. And when you say that some schools include VAPA, what does that mean that they they do transport on VAP? Yeah. So there are some

188schools that might take let's say they're choir to go perform and provide a bus and other schools don't either take their choir to perform or provide a bus, right? They ask parents transport the kids. So, some schools have included it sort of in their we provide transportation and some schools have not because originally that the money was given to them for co-curricular transportation. It was not tied to you can only transport these things and not these things or the boosters fundraised for it. Uh it's possible if the school didn't if it didn't come out of the 540 that yes, the the the boosters could have fundraised for travel. Um, yeah, several things have contributed to the over reliance or the need to rely on chartered buses that Dr. Brown just referenced. In 23, moving the

189school time back to 8:30 pushed all the events back an hour. And our bus drivers, they're amazing, and we'll pick up all the shifts, but they can only do a 16-hour limit. So just that one hour has put a lot of our drivers who do the morning AM but then they can't they can maybe get the students to the event but they tap out their 16 hours and are unable to get them home and we have to get a chartered bus to bring them home. And then our HRS department has been heroic in their efforts to hire substitute drivers but we still have a shortage. So, with the 16-hour limit and then the lack of substitute drivers, we frequently are using charters um for our afterchool events for both athletics and BAPA. And I know

190if Dr. Presby here, he would not want me to pass up this opportunity to say for anybody watching um we're hiring bus drivers and we have a great training program and I believe we pay during training. Um so, if you're considering a career in the student transportation industry, please contact Kappo. if if we're going to have to be making a decision on this and I realize you're proposing different ideas which we haven't gotten to yet. Um we've been hearing within CSBA a lot of school districts aren't happy about this late start. Do we hear Dr. Brown anything about maybe there will be some kind of changes especially if we've got budgetary issues in the state that we might reverse this and go back. So we have not heard of any changes being championed by legislators.

191We do know that that generally speaking, CSBA, AXA, um, as well as a lot of our local districts would like at least to have local control over things like start times as opposed to a mandate to go one way or the other. Um, I don't know what the political will is for that at the moment, so that's something we can talk about with our legislative partners. This chart references what we were talking about just a few minutes ago that some schools every school went over. We're in the red for every school, but some schools go over more. For example, San Clementi High School, we're very proud of them. They make it to CIF in almost every single sport. And uh therefore, their their transportation costs are more than a school who may not go to

192transportation uh go to a CIF as much. Our buses are very affordable. Um, thank you Jay and his team. Our yellow school buses are only $55 an hour or $65 if it's the last minute. And the transportation department does an amazing job of first come, first serve. Our school sites do a great job of getting their transportation requests in early so that we can try every creative way to fill with our own bus drivers, but again, we're just unable to with the 16 hour hour limit and then the shortage of subs. So, our on that one as we're looking at it, if we as we're looking at the routes, do we look at what's the furthest and try to use the yellow bus option or is it only first come, first serve? Yeah, I mean

193it's it's generally been first come first serve because we have to get them set and that's fair and and we have to get them a ride. It'd be hard on a team to say you had a ride and now you don't have a ride so go ahead and charter a bus. Right. So that that would be the challenge. It wouldn't be fair for teams. Um and like I said the problem with when you like go back. Yeah. So again we're very proud of San Clemeni. Um but some of the problem with that is CIF is always last minute. It's always at the end and it might be bar or you might be your hosting and and it truly is. I'm I wasn't kidding. It's a coin flip for the first games. So, you're dependent on

194a Sunday coin flip for a Monday game often. So, so it would just be really hard for if that was a far place away to take away someone else's bus they already had and then make them try and find a charter because the charter bus companies, by the way, also have bus driver shortages. And so, um, we have sometimes a hard time getting a charter bus on short notice for a team because they're all booked up because they also, every other team in the area is using charters as well. And so, it it's bus driver shortage is a real thing. And can we have families drive or are we only in a position where we're supposed to just provide? We're being consistent and insisting everyone comes with us. There's oneoffs and exceptions, but it doesn't

195really offset the cost if a family drives one one or two students because everybody's on the bus. I mean, the team is still using the bus. Yeah. We can't unfortunately rely on that. So, when it's a small group and it's like three kids to CIF, then they don't use a bus, right? But when it's a bigger team, we have to make sure everyone gets there. We also can't exclude. If if you can't get a ride and we said everyone had to get a ride, then we have an exclusion issue, right? Because you couldn't get a ride, so now you can't participate. That's a that's a problem. And transportation is really good, too. If it's a golf team, they let us use the little buses to help offset costs as well. So, um, Albert and Greg

196along with our activities directors, our athletic directors, our VAPA teachers at the high school, and our high school principles have worked together to come up with a three- tier model that we're proposing. Of course, this fee model would students with free and reduced lunch would be exempt from it. And there would be unique uh situations where an athletic team or a VAPA program could opt out. And we've built in the idea of annual caps into our proposal so that a student who's involved in multiple athletic programs or VAPA programs caps out at a certain amount. And then families with multiple children at the high school cap out when they have their students involved in multiple programs because it could get very costly. And just to be clear, none of the things we're going to propose

197would cover all of the transportation costs, right? We are still going to be spending a significant amount of money out of general fund. This is just in an area where we've cut, you know, $13 million out of our budget already and to try and eliminate being in the red at least and keep the line item budget. So as a line item because the budget was 90,000, right? So will it per school. So will it stay at that? But you're just trying to get rid of the goal over it. Okay. Thanks. Yeah. So here's an overview of our proposal. We've put it into three tiers. So the lowest usage would be tier one at $75 per student, tier two moderate usage based on their program, and tier three $150 per student. Then we were suggesting a

198cap of $300 per student. So if a student was in two VPA programs and two athletic programs, they wouldn't exceed the $300. And then a family cap of $550. And this is where we worked with all of our experts out at the high schools as to where their sport or their VAPA program would fall. We just ran some numbers to see how much this would add up to. So this is based on last year's enrollment. We had over 6,000 students participate in athletics. But those are duplicated students. So a student who was in three sports got counted three times and same for VAPA with over 1,700. But we could have potentially brought in over $600,000 with fees for transportation to help offset costs if we had implemented this in um just based on last year's

199numbers. And remember that's not assuming any of them are free and reduced which means they wouldn't pay. And then also if you're in multiple year cap so that number would not be reached. It's just the theoretical max. So our next steps if we move forward with this proposal will be to review have legal review our forms uh develop and revise board policy and ARS related to transportation fees and then develop the the fee collection plan for both the school site and the district office. And then the most important part is our communication plan where I'd love your input on best ways to reach our families, best ways to share this and make sure everyone understands the why behind it. And that concludes our presentation and we're all available for questions. So, just as an aside,

200um there are numerous districts in Orange County that use a model like this or actually just use a flat fee model where you pay for every kid that you have in a sport. Um you pay the school and they get transportation. I So, this is not uh what we're proposing is not unique to us in Orange County or would not be unique to us Orange County. Some districts continue to cover everything. Other districts have much higher fees than what we're proposing and and sort of everywhere in the middle. This this kind of puts us on the middle to low side of those districts that do have transportation fees for co-curriculars. So the fee the collection plan would go to the site, right? The site would collect the fee. It's not going through boosters. No, we

201would want to collect the fee separate from the donation that families make for the sport or the VAPA program. So it would be a separate check or credit card payment for the fee. So it's not mingled into what parents are donating towards the specific program. So then I would assume the communication plan then would be coming from the principal, not necessarily the coach or the sport. Yeah. So I I know that other districts the way it does is it's part of the clearance packet. So often when you do your clearance packet, you have your physical, you have your proof of insurance, you know, all the things you do for sports. For VAPA, you still have to have all your other things. And then it would be and here's where you take your credit card or

202check payment to your ASB bank or um okay for the fee. So you do it as part of the packet for the sports and that way or for the VAPA programs and just so it's with the school packet as opposed to whatever the boosters are doing is separate is separate because obviously we don't dictate what boosters do and don't do. Um yeah and so there's no coingling. This is because the district is providing a service and this is to help offset the cost of that service. So for the schools that do not include the VAPA then will there be no cost for them or they also have a cost? How does that work? The plan is to include all VAPA moving forward. Go back a few slides. Yeah. Right there. Right there. Y what you

203could say though is if you're going to say as a as a program our program will not be traveling. We're choir. We're not going anywhere. We're not traveling to events. Then you could opt out. We would have the opt out. there is no us or our group is six kids. We have families who can make this happen. So, we're going to opt out because we only have six kids. Then then but then you're opting fully out, right? So, you can't go then try and reserve a bus because oh, at the last second we thought we needed one, right? So, if your if your program isn't going to travel, no problem. Opt out and then we wouldn't charge any fees to the kids because if the program's not traveling, there's no reason to charge fees. Um

204if your program is going to travel then we need to offset the cost a little bit and we put these um in to categories based on usage of data that we have from this year. Is that why how we identified is the data we know that like football is a high usage type of team. Is that how we categorize these? I'm assum yeah so it's the we used it by working with the principles to look at who's been traveling the most and has the most expensive travel. So while football's a large team, there's some sort of a cognitive scale as opposed to baseball, right? So um and how much traveling they do, right? Football only plays once a week. Other sports play two or three times a week, so they might travel quite a bit

205more. Okay. U during the course of the season and then CIF is its own nonsense. Um yeah, that's why I said this this actually puts us on the low end. A lot of the districts are 150 or more and it's just a flat fee for everybody. So, but groups could still choose to opt out if they if they're not going to travel or if they have a small group that they travel still. Yes. If they're a tiny group and they can travel and they can guarantee every kid isn't have an access problem, then yes, they could opt out. Like the football team's never going to be able to opt out. But if you have a three person boys golf team, yeah, maybe let's just say girls volleyball. they decide as a group that they could

206collectively make sure that everyone gets there and they've communicated with families, etc., etc. It would be really hard for a large sports program to opt out. It'd be hard for them to make that and the first time someone missed would be a problem, right? So, small programs or programs that don't travel, easy. A large competitive sports program that's going to have to be at a certain place at a certain time and might not know it till the last minute, that's going to be a lot harder for them to opt out. the potential total of the 615,000 did that include when you were estimating there could be students in multiple sports or also in BAPA and athletics. So like is this a high number? It's the highest hopeful number. It's an impossible high number. We'll never

207reach that number. So because it also doesn't include free and reduced kids who wouldn't pay anything, right? So you have probably 30% of your students 25% of your students who fall into that category even in sports or VAPA and so you're going to not charge them. So that number is there is no cap on a family there is no cap on a kid and every free and reduced kid pays which is which are not true things are going to happen. So so we'll never get to 610. The point of showing that was even if everybody paid, which we know they won't, it still wouldn't be the $977,000 that it's currently costing to transport kids. And that cost will be more next year. It won't be less. Okay. So, if we looked at actual overspend, which

208was 376, 381, that repres uh represents 61% of this potential 615, which we think is probably pretty close. because we won't get to that. So we we're trying to get to that break even. Yeah. Take 25% off the top for fraos kids who won't don't have to pay. Um so there goes 25%. Now you're down to 75. You only got to get to 61. You have a few We have a lot of multiple sport athletes. They're going to be subject to the cap. Um they play three three sports, but they're really only going to pay for two. You have kids who are multiple vapas. And you've got families who've got four kids in three sports. They're not going to pay, you know, that full amount either. So I think that that 61%'s probably I mean

209we'd see after the first year and adjust but pretty close. So um we would probably collect this sometimes at registration but some kids aren't going to know if they made the you know the basketball team until later in the year. Um so it'll be a rolling collection. Okay. Um, and if for some reason you pay got cleared and you didn't make the team, there'd be a refund. Okay. Um, and are we is the staff suggesting starting this for the coming school year? We had talked about a longerterm rollout plan. So the idea would be this would give us a year to communicate with families and then it would be implemented in the 2627 school year. So again, you know, I like to have long runways on things. So, okay. Um, I I am concerned a

210little bit about sort of the the rules. Now, you just said if you pay for basketball and you don't make the team, um, you get a refund, but uh, I I feel like we'll need clear rules like let's say the drama class is not planning to travel, and I would think often drama doesn't travel. Uh, but then at the end of the year something comes up. So what's the rule then? Do they have to pro provide the transportation or do you go back to everybody and say, "Okay, you know, so that would be something that the principal and the drama teacher would deal with in the beginning of the year." If the drama teacher says, "We're not traveling. We're opting out. Kids don't pay." Totally fine. Then if the drama program wants to travel at

211the end of the year, they're probably have to work with their boosters to fund travel through their boosters. And and I'm I don't really care what the what the rule is. I just think we're going to need it. And that's why we want time to roll it out. Yes. of like uh like how do you handle these situations where you refund or you end up charging when you thought you wouldn't have to because I mean for one I guess my thought as a as a parent is that um no the drama team never travel drama never travels but then they do and now I've got to pay $75 for one trip there and back you know that's the kind of thing that would go through my head so I just think there have to be

212very very clear this is what happens in this case and it's not always going to be fair. Uh just that's all I'm asking. I don't care what the rule is. I'm just saying I think we need them. Yeah, we would definitely have rules and and that's the part of the feedback, right? So, as we communicate with families, those things, that's one of the reasons we said we definitely don't want coingling of funds. We didn't want this run through boosters because this is a much easier situation to be able to refund and separate and do those types of things when it's a separate line item entry for a family or for a student, right? then then we can make sure that or or you know it's not that I didn't make the team but I broke

213my arm and I didn't travel and I didn't play. Okay. Well, let's go ahead and get you refunded. Um so those are the kinds of things we'll work on. So um do we not have I know there's field trips in at least in elementary school and and and middle school I think. Uh and probably high school, I don't know. Um but um do we not have any sport travel other than the inter murals in elementary and middle school? So we wouldn't be doing anything with this in elementary and middle school. Okay. I also want to mention another parameter that we've also identified that we're going to spend next year working on is with having tight rules in regards to athletics. It's not that this these transportation fees are for sanctioned games, not for tournaments or

214traveling to Arizona for an experience to play an Arizonian team, whatever that may be. It is strictly for our scheduled games or a cap on how you know Toro's choir program competes in way more program uh um competitions than maybe San Hills does. So having a cap on those as well so it's not a free reign. We want to have a lot of guidelines and parameters and boundaries. And so this is going to be our bus transportation or or at least bus for transportation that we could provide if we don't have to charter a bus. No flights, no hotels, no anything else. Okay. Uh because yeah, the Soros choir goes to Austria. Yeah. Yeah. I mean that's exactly right. You have sports teams that have their league games. Those are all relatively local. If that

215sports team also wants to go play in Northern California or we have sports teams that go to Hawaii every year, fabulous. That's not part of this, right? That's that's booster club done because that's an sort of an extra it's not required, but it is required for our football team or our swim program to participate in the Alpha League or the South Coast League. Those are sort of requirements. So, that's what we're talking about. And that's that's that's the way the funding's worked for now. So, even with the money they've been given, the 90,000, they couldn't use it for those big long-term trips. It was just for the regular stuff. So, that part stays intact. So, here's a question about the boosters. Can the boosters pay? So, let's say they they have a they have a

216pretty nice bank account and they've got funds and they're like, "Well, we're going to pay transportate. We're going to pay for every student on the team." And they make the payment for the whole entire team. It's fine. I don't think there would be any problem with that. It would still need to be a separate line item, right, where they would literally have here's a list of every kid that we're paying for. Here's the 150 or 100 or 75 per kid and then they submit the check out of the boosters going to the school. I mean, ultimately the parents are still paying for that, right? They've just paid to the boosters. It's just filtering through the booster. Both are tax um deductible organizations, right? So, it's fine. Okay. I have another question in terms of when

217you put together your parameters. So there's competitions, there's CIF games, but we also have great talent in our school district and they're often invited from the Orange County Department of Education or Chapman. Could you come perform before this education group and all to me CUSD should pay for that, you know, travel? Where would that fall under an umbrella in terms of um or you know CSBA down in San Diego and they put out and maybe one of our groups wants to go and perform down there. Where would that fall? Because it's not a competition. It's not a game. Those are the things we're going to work out. Why we're so thankful we have a year to figure this out and put parameters on that because where is the distance? Is it within a lot of

218we've researched a lot like Dr. Brown mentioned a lot of other districts and a lot of funding is funded for within the county, but if it goes outside of the county, then it's going to maybe fall on the school site or the booster. So, those are the parameters we want to study next year and put into place so it's very clear. So, when these come up, people will know. Yeah. The other thing we want to make sure we do is we charge a fee. Transportation explodes and we end up behind again, right? The goal is not to expand transportation. We we don't have the bus drivers for it for starters but but the goal is to offset the cost of current transportation right that's happening. So that's the other part we have to think of

219this is not like a well now we collected this as a cart blanch to go anywhere and do anything. This is more no this was the things you were already going and doing that unfortunately were far more expensive than everyone predicted. Thank you. Love it. Thank you. All right. We will continue then um working with our principles, clearing up the parameters with the idea and communicating with families. Again, we don't want to spring anything on them so they start knowing this year as their kids are athletes that next year the packet will have a change to it. Um start saving now. Yes. Uh actually given the cost of club sports I think this is inexpensive. Um so we will start the next one at 2:15. to if you need a 10-minute break, we can take

220a 10-minute Break. and where we're moving with that. So, I'll turn it over to Dr. Merwin and team to present. Thank you, Superintendent Brown and trustees. So, we are back again and here is yet another item and this one very exciting is the middle college program in Cal Prep Academy. Dr. Rivers is going to be leading the presentation. Uh we're going to explain to you the purpose of Middle College, the vision of the program, how it supports CUSD students, and what our next steps look like. Also joining us, Cal Prep Principal Michael Hatcher is here to help with questions, as well as chief facilities officer John Forny, who has supported us with the facilities work on this. And I'm gonna hand it over to Dr. Ivers. Go ahead. Thank you. Good afternoon. I'm very excited

221to be bringing this item forward. We are introducing Kell Prep Academy, a middle college program, expanding college access through innovation. Discussions of a CUSC middle college program have been in the works for over a decade. You'll remember Jolene Dohy initiated these conversations as previous principal at Cal Prep before her retirement. So, it's very exciting to see this work come to fruition. We want to be well we always ground our work in the vision of a CUSD graduate. And if you think about the components of that every single one of these is touched by the middle college work including the idea of a continuous learner because these are students who will be enrolling in college and then continuing straight into college after the program. So we want to begin with some background information on middle colleges

222in general. A middle college high school is a collaborative effort between local community colleges and a school district. The first middle college was established in New York in 1974 and there are currently 41 middle colleges registered with the middle college national consortium. Conditions for middle college are set forth in ed code. So, it's actually specified this particular model and they're designed to recruit and support underserved or underrepresented students while still being available to all students. Middle colleges are designed to enable students to earn significant college credits while completing their high school diploma. Middle colleges are entirely tuitionfree in the state of California, saving families money by accelerating the time it may take to earn a college degree. This can be particularly beneficial to our students who for a v variety of reasons need to enter

223the workforce sooner rather than later. And the research on these programs indicates that middle college students are more likely to graduate high school, attend college, and complete a college degree. So in CUSD, our plan is to expand Cal Prep Academy, our online high school, to include the addition of the middle college program option. Students can continue in Cal Prep as it currently exists, but interested students can also pursue significant college work while in high school. What makes this program especially unique is that it is part of our online high school. We are not aware of any other middle college program that includes an online high school. Post pandemic, Saddleback College has shared that the majority of their students have continued taking summer all of their coursework online. So, this enables our Cal Prep students to

224continue in their online high school and take college classes either online or in person at Saddleback College depending on their preferences and the nature of the course. Middle College and CUSD is going to be rolled out in phases. Uh beginning with the year 202627, the plan is to recruit at least 30 freshmen to start that program and then add 30 plus students each year for our first graduating class in 2030. To set our students up for success, all middle college teachers will be AVID trained and all students will be taught AVID strategies to support their success in this unique environment. And that training begins this summer. Students will take online Cal Prep high school courses and in-person or online college classes through Saddleback. In addition, these students will still be able to take up to

225two classes on their home high school campus if they're interested, participate in sports at their local high school, VAPA, CTE, all of the other amazing programs that we offer. So, if a student did participate in Cal Prep and Saddleback College and their local high school, we would consider them triple or trienrolled. The plan is for Cal Prep and its middle college program to be located on Saddleback Colleg's campus in what they refer to as the village. And I'm going to share a map in just a minute, but if you're familiar with the campus, the village is next to the baseball fields behind the stadium backed up to the canyon. We've done multiple site walkthroughs with department leads, some of them here with us, and worked with the Saddleback staff to identify the best location for

226the program. The location includes offices, classroom spaces, as well as a dedicated cafe space for our high school where CUSD will able to be will be able to continue to provide meal service to these students through our nutrition services. Uh M has walked the campus with Saddleback and is working onus for custodial and maintenance. TIS has discussed plans for network access. Different departments have joined us on various sitewalks to see things from their lens. Students will park in the village parking lot which is set aside from the rest of Saddleback College and they'll have access to our facilities designated for our program. That's not to say they won't also be accessing regular Saddleback College facilities when they take their classes, but for example, we will have a specific bathroom designated for our high school program.

227And because the closest middle college program is in Santa Ana, we may be able to recruit students from throughout South Orange County who want a program like this. So it could also have a positive impact on enrollment. So here's the map and if you're the top of the map would be like Margarite and it should be labeled. I apologize for that but you can see it's on the back side of the campus that red circle and what is below that is the canyon that slopes between Saddleback College and then the Leera Los Flores area. So, it's set aside. It's a nice spot to get to. You don't have to venture through the whole campus. It's pretty direct from the Avery entrance. So, as I mentioned, there will be a focus per edgation and under reppresented

228students with AVID strategies and supports that are embedded for all students. This includes grant-f funded AVID tutors. We've been partnering with Saddleback College to recruit tutors for this program and they have a funding source that actually enables those students to be paid through their grant to support our AVID classes. So, we would have AVID tutors that could support both our high school and our college classes. The plan is to have a counselor shared between Capistrani Unified and Saddleback College who has access to both student information systems for seamless guidance. So someone that can utilize our AR areas and their equivalent which is not ARIES and integrated high school and college plans are developed for every single student based on their goals for the program. Middle college students will have access to CTE pathways and capstone

229courses at their home high school, but also at in the not too distant future on the Saddleback College campus, including plans for these CTE classes and potential internships with industry partners. As far as college work, students may be pursuing an associates degree in AA, one of the many certificate programs available at Saddleback College. They may just be simply taking college classes to accumulate credits, or they may be pursuing the completion of the full Calgetty coursework by the end of high school. The California General Education Transfer Curriculum known as Calgetti is the general education pathway for community college students in California which allows them to fulfill the lower division general education requirements necessary to transfer to a Cal State or UC seamlessly. So before Calgetti was established, each university might have slightly different requirements for transfer,

230making it a challenge for students completing their prerexs. But now through this model of Calgetty, which is similar to A throughG in the sense that students need to take classes in a variety of areas, we have the ability and and uh Principal Hatcher and his staff have already developed draft plans of how a student in their four years of high school could finish Calgetty if that's their goal so that they could conceivably transfer directly to a four-year at the end of high school as a junior. So, as I mentioned, student plans would be tailorade depending on the students goal. They don't have to complete an AA degree to participate. They don't have to pursue Calgetti, but we will have options for all of that. And we have an amazing futurology counselor who's been working on

231this from for the last year and a half. So, what's next? Uh we're going to continue ongoing program planning with CUSD administration and staff, Saddleback College faculty and staff and the various department leads as needed mis nutrition services etc. We're finalizing the memorandum of understanding theou and operational logistics with the college and we're calling next year year zero. The intention is for Cal Prep to move as soon as theou has been finalized and the space is a available to them ideally in the late summer or early fall. That's the dream. Uh so that they can begin recruitment from that location. We would launch the opening year 2627 from the college campus and recruitment efforts would target next year's eighth grade students throughout our district. We will update any necessary board policies to support middle college.

232Our staff is already developing the pathways as I mentioned to share with parents and students during the recruitment phase and we will be collaborating with our associations as we continue the planning. We are really excited to bring this innovative program to students that truly does prepare them for college career and beyond. So with that, I thank you and I turn it over for questions. I have a question. So if we don't officially start it till 2627, um but we start to recruit at the Saddleback College campus and with our eighth graders. Um why is it that we think we could only get 30 students start? I would think we could do better than that. we could likely do recruit a lot more students. The feedback that we have received and we've been to several site

233visits is to begin with a core that you can support. But that's not to say if we have more students and the staffing is able to include additional students, we would be open to that. Okay. So the thought is that the 30 student would be kind of like a test pilot. get us off the ground, make sure we didn't forget anything important. That's exactly right. Build from there. So, start with somewhere something where you can actively monitor all 30 students. You can make sure that the pathways are working the way you design them because right now it's all on paper, right? It's all theoretical designs. And then suddenly when you put students in seats and students in front of teachers, um things can change. And so you don't want to have suddenly it change for

234150 kids all at once. We want to make sure that you're you're able to be flexible enough that if it changes, you can fix it right away and so that those kids don't have any delotterious effects of being the pilot kids, right? You want them to have a great program and so you don't want to over overstretch yourself and then not be able to provide the supports if something were to happen. So just then the last part B to that question then is 30 a hard cap? Because like if you had 35, I don't know that you would want to go to 60, but I mean if it's within it's not a hard cap. It's just the planning phase. So when we think about what we need in terms of facilities and teachers and support

235staff, that's kind of a guiding number. Keep in mind that Cal Prep will still exist as an online high school and I you around 400 right now. More. Yeah. So that will be going on simultaneous. So if we have 35 students in this program or some of the Cal Prep students that thought they just wanted to do Cal Prep but suddenly are learning all about this, we're going to have space for that. Does it work this last question? Does it work the same as our public schools K through 12 where there is classroom size cap for middle college? Because when you go to Saddleback, you've got rooms that you know there's so when stu there's two different models of college classes. There could be and there will be some classes that are part of our

236CCAP agreement where it's only CUSD students and the college sets those minimums and maximums. Um and then there will be college classes that students may take that are open to anyone. So it's a combination. So, for example, one of the typical freshman classes in these types of programs is an introductory counseling course. And that course would likely be a CCAP CUSDon course. But in order to meet the Calgetti requirements, students need options to take true college classes as well. And then for their high schoolbased courses, we are always bound by um contract maximums for teachers for CUSD teachers in person are different than independent study, but but there are maximums to those those contract and contact requirements for the teachers. For the trienrollies, they could take classes at their home school, their their home high

237school, cow prep and um college middle, right? And currently if you are taking classes at Cal Prep you cannot participate in sports but you can okay you can okay so we don't want to eliminate options that are currently available to students who want to add on right I mean they're going to get busy but very often the cow prep students who are dual enrolled are dual enrolling in courses like a a visual and performing arts an athletic program a CTE pathway a specialized program that you can't recreate create online. Right. Thank you. So, I I know this is going to be a surprise to everyone. I have a lot of questions. So, um Dr. Irvvis will remember I started looking into this six or eight years ago with um former trustee uh Rearen and a

238couple of trustees at the South Orange County Community College District. and uh Tracy Ruden and I actually went to to meet with them about another matter and when we got done talking about that they said well great we want to talk to you about would you be interested in a middle college I think actually they were talking about early college high school um and so my first question is I I think it's worth explaining the the difference between early college and middle college high school it I I'm not sure if it's a national def in California there is a definition for the two of them. So would you go through that with us? Sure. Again like you mentioned it's not universal and even within California people do use different terms but in general the understanding

239is a middle college program like I described is located on a college campus. Early college are any high school that has agreements with a community college for the courses and pathways their students take. So, another district in um Middle County is starting an early college and it's going to be all of their high schools are taking classes, but they won't have a a footprint on the college campus. So, that tends to be the difference between middle college and early college. So, we are we will be physically located on a college campus and that is generally the middle college model. So I think that um so Tustin has an agreement with IBC, Tustin Unified um and and I think that is early college because their students do freshman and sophomores are 100% on their campus and

240then juniors and seniors I think are 100% on at IBC I think. Um and there's als not middle college I think. um juniors and seniors that are on they're still considered they're on campus. Is it still considered early college because start at high school? Yeah. Because it started at their high school. It's one program. So where's the the sort of the locus? Right. Those junior seniors don't have to go to IBC. They can still be at their Yes. their own high school, right? In our model that you are going to be at the college, right? So an early college model, while you can go to the college to attend a course, you don't have to. you can take some college courses on your high school and you can just stay at your high school, right?

241So, my former district, we had an early college high school um that was partnered with Long Beach City College. It was at one of our small high schools, but it was on the high school campus as opposed to a middle college. Okay. So, um uh Okay. So, there's also one Newport Mesa is is at OC and and one they have a co a high school right across the uh street from OC. So that's very con convenient for them. So it seems to me that the program you've described is for what I'm going to term sort of the average high school student, not necessarily the one I think Cal Prep tends to be more for the high achieving high school student. Um um but this strikes me because uh there's the counseling 101 and there's the

242avid emphasis that this is more of the average student. Is does that make sense to you what I'm saying? Okay. So, there's specific ed code that addresses middle colleges and the intention of middle colleges while they serve all students is to particularly focus on underrepresented or first generation students. Okay. And so providing those supports, that's why the decision was made to have it be an entirely avid uh model school because the students may be the first in their family to be going to college and we want to build in the support so that they're taking their first, second, third college class. They're they're working with staff to see how they're doing, checking their assignments, learning how to lay out a college course, come up with their game plan, their to-do list, their calendar, all of

243those things. So, we're not going to invite freshmen who are 14 years old onto campus and wish them luck. We're going to support them every step of the way so that by the senior year it's that gradual release model where the they'll they'll need less supports but they're still high school students. So there's a very intentional support model and so we will be actively recruiting those students into the plan. There were things written in like a bilingual community liaison available. Um, but there will also be the the students who would have found their way to a program like this anyways because their families are familiar with what's available. And I think that Cal Prep actually has a pretty diverse student body now. It's probably not just achieving students. It's sort of achieving students, students that

244are participating in high level drama or acting or sports or students who for some reason only want to be on their campus a little bit or they work in a different field. So, it's kind of a a a pretty wide range of students at Cal Prep now. Um I I don't I can't speak to what it was like originally, but I think it's a very diverse group of students at the moment. Okay. So, I think we we while middle colleges obviously the idea is it's an access point for students who maybe not traditionally have access. Um as we grow the program, I fully expect to see that it's kind of a diverse student body, right? You're going to have kids who don't ever want to be in a comprehensive high school, but they really wanted

245to get more done. You'll have kids who wanted to explore. You'll have kids who want to be try enrolles. uh and you're probably end up with a pretty diverse student background. But I think that that idea of when you take 14 year olds and put them in Saddleback, uh you better support them. And if you take 14y olds whose families don't know anything about college because they're the first generations and put them saddle back, you really really better support them. And if you do that, you should get pretty successful outcomes. So, um, and and that actually brings up a question of, uh, there will be those students who don't hear about this or whose parents are opposed or whatever for the freshman year, but perhaps by the junior year, it's like, yeah, yeah, I really

246should have done this. And unlike two immersion, we you you probably could go in later. So, I assume we will allow students to join the program later on likely. Yes. And so when we talk about the the freshman to senior commitment, it's in order to accomplish some of those goals. Pursuing a Calgetti while in high school is a lift. And so if a student joined us their junior year with no previous college credits, absolutely. They would be programmed into college classes depending on their personal goals. They just might not be able to finish certain things without taking additional time at a community college. So if a student starts in their freshman year and goes through their senior year, the the the tenative goal is for them to graduate with a high school diploma and an

247AA, right? It depends on the students personal goals because um Calgetti is specific for Cal State UC transfer. So, if that's their goal and they want to get their undergrad, what we would have called back in the day, their prerexs done, their first two years, there's a path for that. If they want to pursue an AA because there's a a particular area of study they know they want to focus on, forensics, for example, they can do that. Saddleback also has, I think, over 30 certificate programs. So, if they're looking to be certified in a particular area, that's their goal, they can do that. So, it really depends on the students goals and how many college classes they are interested in and can do while a high school student. And I think that that sort of

248shows the need for the counseling 101 course at the start, right? You're you're talking to these these young men and women and ostensibly their parents um about making some of these decisions. And while they're young, they can always go any other direction. If you choose to go Calgetti, it's going to be really hard to then get a certificate, right? If you choose to go AA, it's going to be really hard to then do Calgetti. So, they're going to have to kind of decide as they come in. Am I looking to transfer to UC Irvine as a junior? That's one pathway. Am I looking to get a certificate and go to work? That's another pathway. Which is why I said I think you you're going to see a sort of a diverse student body. You'll have

249kids who are four-year bound, kids who are world of work bound, kids who don't quite know yet and are going to get an AA and and so we want to have a path for all of them. So, um, this is kind of through Cal Prep because it's going to be called the Cal Prep Academy or or now I've forgotten the name. It was at the beginning. Um, um, but it's a program within their existing CDS. Okay. So, who what what staff and I'm I'm looking at you. What staff is going to be on that campus as a as an administrator? Yeah. Okay. For all the different Yeah. So, it'll we'll staff it with our current staff. So, it'll be myself will be the principal and then my staff of teachers. So, the only class that

250we will be offering through Cal Prep that's specific to middle college will be the AVID elective. And so we'll have one of my teachers be uh the AVID teacher and those students will be housed together as an AVID class and cohort as they go through the four years. But then when students are taking their English class and the history class, they'll be mixed in with other Cal Prep students and also singleton students from from across our district in the in our current structure of of of courses. And so it's really just providing students the opportunity to take our cal prep courses, our CUSD courses, and then uh possibly replace some one of the one of the courses with a um saddleback course. So um do we think that these are the kinds of students who

251will be able to then do the independent study type courses that are now the cal prep courses? Um so if you're not I mean I guess to me it a little bit conflicts with well I'm not going to say um but I think that it that that concerns me a little bit because I think that a student who doesn't have a student who is like first firstgen is not as likely to know how to be that independent student. Um and so they so they'll be taking a class uh just as uh in this program that will be the AVID class and then but their English class for example will be just the Cal Prep class. Um so then will they be able to then be in the on the football team at Cal Valley High?

252Okay. Or be on in the plays at Sany High School. Okay. All right. So that one of the Sorry to interrupt. One of the really great options that is provided moving on to Saddleback College is space. Right now, Cal Prep in the old district office is bursting at the seams, but there is space available in this uh village area to have students have places to go and do work. So, for that student who is getting independent with online classes but not quite there, they'll have a place where they can come and get work done on site with staff available. So staff will physically be in the spaces and available to provide support to all students. So it actually opens that option up more um when we walk the building as well. There's a cafe that

253I mentioned. So students have hubs of places they can go to interact but also to interact with the teachers. And so is Saddleach um planning then to give over the entire village to this program? Um because when we talked to them about this a number of years ago, they were like, "No, no, no. We need the village." Um they're gonna give it to us. Well, not give it. But are they gonna we are still negotiating never mind about how that will look. So uh we're working on theou. I know that Michael and and uh Mr. Forny are meeting with their team again. Okay. Um I also have regular meetings with both the president of Saddleback as well as the chancellor of the district for them. So, we will we will get this negotiated at some

254level somehow. Um, okay. I think ultimately their long-term plan is to tear the village down and build themselves a new building there, in which case we might have to move to a different location at Saddleback. So, right, we're trying to make sure that ourou gives us protection for multiple years and and it's very clear on who can be where and what, right, we have work we have to do with the associations, right, like uh whose union controls the cleaning of the spaces and the maintenance of the spaces. So there's a lot of details that we're still working out and that's why we no one's moved yet. Okay, I understand that. Um so um a lot of students who are interested in well I have known students who have been very interested in and some certain

255number have succeeded in graduating with an AA and sometimes they graduate at Saddleback a week before they graduate from CUSD high school. Um and uh then I know there's also students who have wanted to graduate from our high schools in three years instead of four. Uh and sometimes so first of all I want to know I is is there going to be any possibility of doing that in this program I of because I think that is something that is of interest to a certain number of families. Get out of high school sooner. So we have board policy on that already. Um students who are interested in early grad, they apply for that counselors and guidance AP sign off on that paperwork. So do principles, it comes our way. So that's an option throughout our district.

256It's not that common um because it's a lot to get through and particularly if you have also a path you're pursuing at college at the same time, but there's already board policy that supports that, right? And I think it is more common to graduate from high school with an AA. I think we had what like 15 kids uh last year who graduated with um well there were some walking at San Juan Hills High School. I know, right? Um but in anyway uh so uh when we first started developing a program with Saddleback College and they have been very reluctant bridegrooms in this matter. I have found um there were three areas where they were willing to kind of get in in in into a program with us. One was the the business department and one

257was computer science and I forget the third one but uh the the the teachers the instructors just didn't want to deal with high school students. So does this address that at all? Have they accepted or what where are we with that? So, this has already gone through their academic senate and so we have and I got calls about it. Yes. So, we should probably give a a little bit of a kudos to their president Elliot. So, I think that's a lot of the work he's done over the last couple years with their academic senate where they've transitioned from reluctant to excited about our joining their campus. So, generally speaking, their academic senate is thrilled to have us. Um, and now it's more facilities issues that we're trying to work through. That's great. I've I've just

258been so dubious about it because it was so they were way too scared. This is why I think you said eight years ago you started talking about it, but we've made progress in the last 18 because Elliot has been working hard from their side. Um, okay. I had one other question. Oh, I know. So, when a student a a CUSD student tries to graduate in three years instead of four, they run into a couple of problems. One is usually uh it's the fourth year of English and they seem to go for the US history class. So they try to take an English class and a US history class is held by college. Well, they don't meet California high school standards. So, um I guess what what I'm hearing is they'll still be taking a standard

259US history class taught by our teachers and an English class taught by our teachers. Some of them are going to probably try to bleed over into the US history class at Saddleback though. And so that concerns me a little bit because that won't give them a high school diploma. So when we when I mentioned in the PowerPoint that we would be revising board policy specific to agreements with middle college on what they can take. Um that's not our board policy is clear for all students. They can take electives at college, but they need to take graduation requirements with us. But the process of analyzing course content and determining if for a unique situation, a class can count as a graduation requirement. That's the work being done right now in preparation for middle college. So it

260would be very specific to this program because the the teachers in Cal at Cal Prep will be looking at the curriculum for any course that we're using as a high school requirement. So that isn't something we can do across all six high schools, but could be when we're actually physically located there. Okay. But uh so we so there could be exceptions in the middle college case, right? And I think if a student if if the staff is aware of students that are um going out and trying to take a US history is the one that I have heard repeatedly that a student because you can take two English classes, you know, in your junior year, but you maybe can't. It's hard to work in the extra uh the US history class. So we get kids

261go over Saddach, take this US history class. Okay, I'm graduating. Well, not so much. So, I'm just worried about like are we going to be working with students to make sure that they don't try to take high school graduation requirements at Saddleback? It happens now regardless. We can't stop it entirely. I just want to make sure we have some sort of a kind of a mechanism for checking it because I think it will be more likely that that those questions will come up once they're actually on the campus. So there is a mechanism already um there is something called the K12 form. So any student any K12 student who's taking a class on a college campus has to have that course signed off by staff and it's actually designated staff. So we give Saddleback College

262every year a list of administrators who are allowed to approve college classes. So if families are following that system and there's a checks and balances because they have to bring a signed form with them when they enroll in the course that is where we guide them on what courses our current this happens right now for our current high school students. So we guide them on those courses and then um relative so they shouldn't be taking anything we haven't approved relative to they do um because we've seen it on the board in just the last three or four years where a student has been taking again US history class because they want to graduate a year early. they figured out how to take the fourth English class and and they they're they haven't gone to their

263counselor and said I can can I do this? They have just gone and signed up for a class at Saddleback. So in in my time just these four years I haven't had that come through because the K12 form is the only way now but I do think that that did used to happen. Okay. So the so Saddleback won't let them register a class. Okay. All right. And so and then separately regarding early graduation because all of those come my way as well. I mean it's a handful. It's probably half dozen or less a year for all six high schools. Um and generally those students are graduating at the semester and so they do double up on history. They'll take econ and gov first semester of their senior year. they will take a senior English and

264then like an advanced comp to meet the English requirement. So the most common student who graduates early is graduating at the end of first semester of their senior year. Okay. I have a couple questions. Yes. I'm gonna try to get in here. Gila, I'm I'm like Gila. I'm gonna take your mic. I I clearly clearly I'm about ready to take your mic. No, I'm kidding. I'm just kidding. Ask all you want. Um but I think I think one of my questions was answered. So I'll just clarify because I think I understand. It's a little bit confusing, but um so in u middle college, you can really there's many different pathways, right? So, you talked about it's possible for a student to get a high school diploma plus an AA or you could get a high

265school diploma and maybe just take some college courses or you could get a high school diploma and do Calgetti. Is that am I correct in those three kind of pathways that would be kind of identified for a student? And as we've Yes, exactly right. And as we visited other wellestablished middle college programs, what I anticipated is that the vast majority were graduating with Calgetti or AAS. And that just isn't the case. Okay. Because it's so individual to the student. Okay. Everybody kind of finds their niche of where they kind of land in middle college. Correct. And um I did know Santa Ana has middle college because I believe it's on sack. Um but I don't really know enrollment. Do we know how many students are enrolled at middle college in Santa Ana? I wasn't sure.

266I hear about their graduation every year and they do have students that do AA and and high school diplomas at the same time. Yeah, I believe their total enrollment for the middle college high school which is just the middle college. Yeah, I think it's like 4 to 500. I think their district kind of caps. Okay. Because they have the um the cohorts go through. Okay. Um I think it's like at 100 per per grade. Okay. Okay. And they have a weight list. And yeah, they have a weight list. They have a lottery. All all the things to get into middle college. Yeah. Um and then AVID, I love, of course. I love AVID. Um super excited about that. So when we say it's an AVID emphasis type of school, does that mean that the courses

267that they take through like with us are all going to be AVID emphasis like because AVID is just strategies, right? And so it's not really is that not necessarily going to be done if like they're taking a saddleback course or so the wicker strategies for AVID would be taught to all of the students in middle college and coming in as freshmen, right? And that's when um Principal Hatcher mentioned the AVID elective course so that they learn the skills and strategies that would apply to any course. Okay. In addition, the teachers will all be avid trained so that when they're working with our strategies, they're emphasizing, supporting, and encouraging the use. And then that's the work as the students then start taking college classes that you hope they use them in utilizing those strategies. Yes, that

268gradual release model. Yes. Yes. That would be amazing. Um, and then the other question I had, um, I've struggled arent with canvas. So if not me um we have canvas which was great. I'm so glad we implemented during co cd across because going into college they're all using canvas right and so then they're not having to learn a new system going into co so it's been amazing totally love that but if they take a class at Saddleback which was approved by their counselor right so they're a high school student but that course isn't in their canvas because it's not our course so that was like I didn't really know that as a parent that I didn't um because obviously as a parent of a high school student I have access to everything right I'm on

269the account but as a college student I do not have access right um and so the systems are not they don't speak to each other or or they don't say to that instructor or that professor you have to update into our system. We're not are we ever going to go there or are the s because these are small children that now are starting at what 14 like a college system right so what we would work on is that that you as a parent would have to get your kid to give you their their to open access open access to their college canvas you're now navigating two canvases yes you would have two canvases right when you open the app though as a parent it would have all your different systems anything you've portal. So you

270would still only have one app badge on your parent phone and you would just toggle between your kids and you'd actually have two of the same between school but it toggles between system like different it would because it's still canvas yes between schools and everything else. Um but you would have two of the same kid so basically your kid would be repeated because you'd have their saddleback canvas and their you'd have to toggle into's canvas basically is what you would be doing. Yeah. So it' be one. So So u but but ultimately colleges their systems are different, right? Because they can't just give parents access. Correct. Because they're well they're over they're educating adults and the adult has to So but but the kid would have to give you the the portal code. Yeah. And

271you can get it. And the codes that apply to college even when they're under 18, it's the college and the student. And so that would be um shared with families as they enroll. But the other piece is that they're choosing to be a part of this program. And by choosing that, they're choosing to allow the counselor and staff to look on their Canvas with them and help them identify missing assignments, upcoming assignments. I mean, it's that's part of the agreement with being in a program like this is that you as the student are sharing information with the staff who's going to support you in those classes. Yeah, just communicate. I I don't even think I thought about that piece of it, right, that I wouldn't really see or have access. And not that she wouldn't

272have given it to me, it just was a barrier that we didn't really think about because it was a different system, right? And I was like, where's this class and why is it not listed? Oh, that's a saddleback class. And on our visits, as we've been, you know, for SN and others who have shared resources, they have orientation materials that address all they go through campus with parents because it is important that when families come, they understand that difference and how the school will be supporting the student. I would imagine it would be very diff because you're having a incoming parent, right, who is trying to navigate high school. They don't even really know how high school works. But now you're not only incoming as a high school parent, but now you're incoming as a

273kind of a community college high school parent. So, there's a lot to navigate there. That actually goes back to one of the reasons why we don't want to start with 150 kids, but 30, because we're going to need to walk those families through, get that orientation open, figure out how that all looks to make sure the communication is crystal clear. That's a lot easier if you have to do it one-on-one with 30 as you figure out the process. So, that's yet another reason to start small. Yeah. But wouldn't the student in their freshman year probably only be taking the Cal Prep classes? So they would be um I I don't know because if you're on an AA pathway, you would have to start right away because you you're going to have to get through the

274the outline that we have is to build the number of college courses that a student would take over the years. So in their freshman year, they would only be taking one college course and having that counseling courses be one of the one of the initial courses that that that they take. Um but also to the point you were mentioned earlier which is also uh another reason why we wanted to have the AVID structure is that when the AVID teacher has their AVID elective in person all the kids are there the teacher knows that every single one of the students is at in a saddleback course and can and can create the instruction and the daily activities around the idea of building up their capacity to navigate that system. And so and also in all of

275our visits of the schools having a parent education component is a huge aspect of it which again builds over the years right we want to be able to provide the information to the parents of the basics like you know college professors don't want to you know they only want to talk through the student and so and having us on campus creates that communication pipeline where it's an essential part that a Saddleback counselor will be on our campus interacting side by side and the offices right next to each each other with our counselor. And in all the visits that we've said that or that we've that we've been to, they've seen that those two counselors are constantly talking to each other because their counselor can access their information, our counselor can access our information, and that

276they are working together to address each student's individual needs. So that AVID that AVID elective that's why it's it's essential that every single student has that AVID elective so we can focus our daily our weekly instruction around the skills that those students are going to need to be successful in in navigating both both systems. I think it's amazing because I always say, you know, CUSD is there's an opportunity for everyone. And so this just builds on that on that idea that no matter where your child lands or what the pathway they choose to to seek for their education that we have a program for them. So it's exciting and um yeah. Yeah. I mean, if you think through the last couple board workshops, you could ostensibly over the next 12 years have a kid start

277in the Marblehead Flex Academy. You got a bunch of choices. I'm sure there'll be some sort of middle school thing we'll bring to you in the future. And then they could go to middle college and they could finish 12 years having done some very flexible programming in end with a diploma and an AA or their Calgetti. So um and just a completely non-traditional path through a systeming um that's a potential. Yeah. And one of the things that as we've visited, we've visited traditional middle college where the students are taking their high school classes in person and that really constricts what they can take at the college based on school schedules. So because Cal Prep is already an online model with tremendous support, it opens up how students can take their college classes, the time of

278day, the type of course, all of it. So Cal Prep doesn't go away, right? You can just be a Cal Prep student or you could be a middle college student or you could be this tri. What if you're try enrolled? What kind of where where are you? Where do you land? Like you all three. So you're taking list all three. Yeah. You're taking athletics at one of our high schools or VAPO or CTE pathway. You're doing online classes at Cal Prep and you're taking perhaps in that case one inerson class at the college or one online class at the college. high or overachieving come to mind for those students those trienrollies I think you know exceptional there's a lot of words that you could use to describe those I don't know that we have to

279call them a program well that's amazing thanks for the presentation so you could take some sport you could be involved in some sport at San Clemente but you could be at VAPA atoro y or at your home at your high school at your high school I can't wait to see what your menu is going to look like in marketing this. It's gonna be about as big as this table. Yeah. As a trifold. Quick question and then Trusty uh Davis looking at the map. Um I was first thinking that the village you were taking over the what they previously had as their child development. That's directly across the street. That is so because this is closer to the canyon. I thought that's not that one. The the child development is There's like kind of this main

280street that goes around over by police services. Okay. Yes. Thank you. That's all I wanted to ask you. Okay. Couple questions. First, this started in Middle College started in 1974 in New York. And what other states is middle college predominantly in? It's not in all. So when I looked on because of the 41 that are registered, almost half are in California. So, California has a commitment to this, but then the others are around um if you visit the middle college association um that I referenced and I can definitely get that link you you can see where they all are. So, there's 41 middle colleges and most are in California. Middle colleges and the majority are in California and then Okay. So, middle college is mostly like a full-time high school program, like starting in 11th

281and 12th grade, but we're looking at having it start in 9th. No, most middle colleges are four years. Early college, which is where you're at your own high school, but taking college classes, that may start later, but most middle colleges start their four-year program to be able to get all of that in. And it's the goals are to support and transition to college and to target our AVID students or our under represented as at risk students. Correct. Lots of different goals. So for a student who has economic urgency, they can get a lot of their college done while high school so that they could finish a four-year degree two years out of high school. So that's one group that has an economic need to accelerate and get into the workforce sooner than later. That's one

282group. There could be another group of students who are looking at a long college pathway because they're going to pursue a medical specialty, for example. So now they've gotten their undergrad out of the way. They can finish because they may be in college for eight years. So it's very indivi Yes. It's very individualized that I think in all alt ed programs including middle college there isn't one type of student there are lots of different and as we visited the schools that's what we found um some students want to be super competitive in the types of colleges that they can apply for and so they see this as showing colleges which we've heard from universities they they take very seriously how students have already done in college so this student could be highly competitive because they've

283already demonstr rated ability to take college classes. So, it's all of those things. And then dual enrollment um and concurrent enrollment maybe because dual enrollment is like open to high achievers often it's it kind of fits into their flexible they take one to two classes part-time mixing college classes and still attend high school but then concurrent high school and college credits simultaneously. So those are kind of three different So yeah, dual enrollment is basically while I'm taking high school classes, I also can go up to Saddleback and take a elective college. Concurrent enrollment means this class counts for both. So I don't have to take two classes, I'm taking one and getting the the concurrent enrollment credit for it. So um when we look at the model of middle college, you'll have some dual enrollment

284classes and and you could ostensively have depending on which classes are offered some concurrent enrollment classes. And that's where the work around do we need to amend board policy would happen, right? Because you could in theory design um like a concurrent enrollment a US history course to to stick on the topic of US history. Um so so they're just different ways of earning those credits and basically how those credits are transcripted um as two separate courses or it's one course with two separate transcripts. And then we bring forth every year already the CCAP agreement where we're listing the classes that are closed to outside and are only for our high school students. And we already have those at all of our high school campuses and that's part of the CCAP agreement. So what we see

285when we visited the other middle colleges is sometimes let's just go with the history example. There's one course that it would really benefit that course to be high school students only but on the college campus. And that's something that some middle colleges have established. And then sometimes those classes, if we have a teacher that meets the requirements to be the teacher of record for that college class, they'll hire one of our teachers. And that already happens with Saddleback College. They'll hire one of our teachers to teach that course. And it can be a CCAP or an open enrollment course as well. So part of it is the difference is often due to credentiing skills. Um, and then time, right? If you're if you're going to try and do calcati and your high school in four

286years, you can't do everything dual. You can't duplicate everything and get it done. So, some things are going to have to be concurrent while others could be dual. But also, you have to make sure you have the correct teachers in the correct room, right? The the teacher in a concurrent classroom has to be credentialed for us and acceptable and and meets all the requirements of the university. Whereas dual enrollment now, it's two different people, right? We have our person teaching one class, you have your person teaching another. So, part of it staffing abilities, those types of things. And there are a lot of well not a lot but there are cases where our high school graduation requirements are fewer than our A throughG or what you need to take in college. So for example we

287require two years of science but most students who are applying to a four-year college they're going to take three or four years of science and so that third year and that fourth year would easily be a college class if that's how the student chooses to complete the course. We require one year of VAPA, foreign language or CTE, but to be competitive, most students are taking more. So that next level could be taken at the college. Same with math, we require three. Most colleges want to see four. So again, they could take a math class at Saddleback is going to count towards Calgetti and we'll give credit for that, but they're still doing basic requirements with us. And fortunately, we have great examples from schools that are already doing this work. So, a few questions were

288asked that made me curious. So, if a student is um and I assume uh trusty counsel who's taking a community college class, but the student is under 18, right? So, are there no requirements that that that Saddleback give? Okay. All right. actually rules that they can't. Okay. So, we we have to rely on student cooperation. Yes. But that but the kid also can't just go and enroll, right? I mean, it's like Right. Right. Right. Because they're still in high school. So in in this contemplative program, what classes would be for sure in person versus what classes are probably going to be virtual? Like are there any for sure inerson classes in this college classes or that any and if you're in this program starting in the ninth grade is there anything that you must take

289in person? Yeah, it would the only one for sure would be the AVID elective. Okay. So the AVID elective will or not the AVID elective or the counseling elective? AVID elective. Okay. So the counseling class is not is I mean it they offer it virtually. I mean they offer it um in person. So we would probably have an a sheltered course with only our CUSD students in in our in our program would be the kids in that in that course. Okay. Just to just so the instructor would know that these are you know all of our high school students and the main goal is to you know okay plan out their four years. Presumably we might start start out in our first year or two requiring them to be in person for the counseling class.

290Um and then uh regarding AVID, you know, we have students who go through a school like Marco, which is an all AVID school, and they they might be in AVID for three years at Marco. Um and then there's, as we know, a very robust um AVID uh program at San Cleam High School, and and I think some kids might be in that for four years. I don't know. Um, so are we going to require those students, for example, who've already been, I'll just say, well propagandized in the AVID model to take the AVID classes as well. Okay. Um, and the AVID. Okay, that's fine. I'm just asking. Um, and and is are they going to have to take AVID every year in this in the program? Okay. So, all right. So, some kids will have

291but the retention. Yeah, the retention in AVID is pretty high, too. Like we we don't have kids after a couple years at St. Clair are trying to flee the program that there. No, I understand that. Okay. And then will will the AVID elective be in person on Saddleback campus the whole four years? So, the only thing they might ever show up for presumably would be just the AVID elective. Yes. Okay. Um Okay. All right. Just so John didn't have to through all of this and not have a question. So, what kind of space are we looking at for 26 27 to kick this off? How many So, because if we don't have classes per se for middle school, but we've got this menu. I'm trying to understand what kind of space you're gonna occupy over

292there. Mr. Yeah. Yeah. He's got a better understanding. So, the Yeah. You want to know the condition? Uh yeah. Well, the current building that we're looking at um it's a it's one building and in inside that building there are three traditional classrooms and so they have three traditional classrooms and there's also office space where there's where there's offices for our counselors to have to have that meeting. So the initial movein isn't to for us to move into that one particular building. So, in those three classrooms, we're going to simulate what we currently have at Cal Prep. So, at CalPrep, we have a testing room. We also have a classroom where some of our AP courses and Spanish and some of our math courses are are taught in person where students can come and get and

293get instruction. Um, but we also mentioned last week that we all also are investing in an online test proctoring program. So, the number of students that are coming in person to to test will probably be smaller. And so we will have a set classroom where the teachers will set up um a schedule and a calendar to have their inerson you know classes um on on a schedule and then a really just we also have a student cafe where students just have an open space where they can just kind of sit and get work done and that's also a level of intervention that we use. So if a student's not doing well we say come on down sit right here and we just kind of watch and make sure that they go through the go through

294the the content. And so we're going to simulate what we've already have seen as successful at Cal Prep, but obviously with more space and more in the more ability, then we can expand and also try to meet the needs of our students as we move forward. So when we do have the launch and having the AVID in person, then one of those classrooms will be deemed as the AVID classroom and we would have a schedule built out over the four years if we have, you know, Avid 9, 10, 11, and 12 that they would just cycle through. So that would be the the structure. So right now it's three classrooms and office space that we can use as our main hub and then hopefully grow um as as the need is there. So oh sorry

295go ahead. Sorry. So off of that now I've got a new question. I was principal of the day with Jolie, you know, yeah, last year or the year before that and saw where a lot of kids will come in to do their testing or get some assistance and she would explain that a lot of them haven't eaten kind of like our why we started with the universal. So we have here that we have food service to provide meals, but I'm not hearing you say we have a cafe. So maybe that's where you would serve the meals or a cafe is where they could go buy coffee. And the fact that we were you were currently in the building to the kitchen. I kind of said to Jolie, I said, I know the kitchen because we've

296been on those bus rides. Pick up a bunch of oranges and different things. we come back, maybe we could, you know, bring them and help because she'd have to spend her, I guess, general funds or gift funds to buy some snacks to have for the students. So, can you talk to me about that and how we're supporting these older students in nutrition? So the the space that would be available, it's called the cafe because at one time it looks it was set up as a cafe, but there is a a a space where food and nutrition services would deliver like they would a high school or an elementary school to serve those those uh oranges and refreshments and stuff from there. As far as like coffees and stuff, I'll leave that up to food service

297how how big or how much they could, you know, provide for them. The other excellent thing about the facility is there's an excellent parking obviously you can see the parking space and a drop off and that's been the the biggest issue over at Thornsley's parking accessibility and so forth. So are we going to be providing transportation there because some of these students are entitled to bus transportation. the public the public uh transportation system serves that area very well. I I agree it does and that's one of the things I like about this but uh McKenna Vento students uh special ed students who are entitled to transportation um we're we're not well I mean again so so McKenna is one thing we could deal with special and we use can use EP cards and things like

298that to support them if we need but special education students we have to be able to meet their needs in the program so middle college will not be open to every possible special education student unless we can meet their needs If we can meet their needs, then absolutely. So, so often transportation is transportation is not universal for every student with with an IEP, right? It's it's only certain. So, um if you've got students who are like medically fragile and need transport, those students are probably not going to be able to be served. They're going to have to we have other programs to serve them. So, that's why transportation is not going to be a big issue. If we have ones or twos part of routes, we can do it, but um it's not a core

299thing for every kid. And our Mckin Venta students qualify for free bus passes for OCTA and Saddleback College is actually a hub. It's a transfer hub just like Laguna Hills Mall. So it's it's probably one of the best situations because it's a single bus for example from the Oiso area. It's a single bus from St. Clemeni area because they all go there and then have to transfer if they're going elsewhere. So okay. All right. We are a little bit over time. So, if we're good, I will say thank you very much and I will invite our HR staff to replace our ED services staff up here at the tables. Thank you. And now for the truly truly riveting and exciting part of the day. I know this is the part that you've all that saved

300the best for last. I know this is the part you've all been waiting for. Um, we've done this once, but there were more policies. So, if you'll recall, we did do at a board workshop, I think last year, um, we went through a bunch of of HR policies that that just needed updating for a variety of reasons. The laws have changed, our our practices have changed, our agreements have changed, uh, the language needs to be cleaned up and and and made more consistent. Um, so we got through a bunch of them. I think 15 last time. I think we're a little more ambitious today. I think we have more than 15 to get through in about 45 minutes. Remember, no one's voting. These are just to give you what the things these would all come

301back um for a second read or on consent in the future. Um but actually, I don't need to talk anymore. I'm going to turn it over to the team from HR. So um we've got uh Laura Line and Christina Jagar supported by Carrie to present the items. All right. Thank you, Superintendent Brown. Um, so human resource services staff is bringing these multiple policies. There's 27 today um for trustees to review as a first reading. Um, we are seeking your input and direction to bring these policies to a second reading um hopefully um on consent to the May 21st uh board meeting. Okay. So, we will start with the first one and Christina and I will be jocking back and forth depending on if they are mostly related to certificated staff or classified staff. And um

302we we divided up the um uh the management staff. So, the first policy is um the special education staff. Uh we are wanting to delete this uh board policy. Um, it really is an obsolete policy because we have a board policy in place already 4113 which has to do with teacher assignments. So we don't need to have a separate board policy on just special education staff. It is everything that's in this board policy is covered in 4113 assignment. They're not differentiated in any kind. They are not. We must hire teachers um and put them in positions that they are credentialed for regardless of whether it is special ed or a a general ed teaching assignment or even you know dual immersion two-way. Uh they have to be credentialed in those assignments. All right, next one.

303Oath or affirmation. So, this one is actually a proposal that we delete the current board policy um because we believe that really that should be in an administrative regulation. Um, so you'll notice that the contents from the board policy is moved over to an administrative regulation along with the edits, deletions, revisions, and really this is all based on current practice, ed code, government code that has to do with um requiring all of our employees to be disaster service workers. So you'll see the striketh through of the board policy, making it an AR, and any new language there. And it will go under which policy? It will be AR 4112.3 4212.3 and 4312.3. So there won't be a board policy. Right. So it be it will become an AR under these three policies which are about

304all employees being disaster service workers. Disaster service workers. Okay. Thank you. So that's already all covered in those policies. Yes. I mean it's well now it will be updated in an AR. Yes. Can you clarify for me? Um I get the legally employed non citizens do not have to take um the oath but then above that all district employees you know are declared at law for disaster services and then there is an oath. Do they have to take that oath as an employee or All employees except for our legally employed non-citizens must take the oath. But all of our employees are required to respond to emergencies and fulfill their duties as a disaster service worker. Yes. They just don't take the oath. Yeah. They don't take the actual process of taking the oath. Yeah. And

305it's just because um when they take the oath, they are obligated to make comment about supporting and defending the constitution. So, yeah. Okay. So, this is defending our school district or city or whatever in an emergency kind of vote. Okay. I just wanted to make sure I was reading that right. Next one. All right. Number three. Um, we're proposing a deletion of this board policy, health examinations. Again, we believe that it needs to be an administrative regulation. So, we've moved the language over to an AR, 4112.4, 4212.4, 4312.4 health examinations, and made any updates um that needed to be made. We worked with our health services department um but mostly HRS um to align this with current practice. What you'll see are all of the job classifications where we require um pre-employment drug screening because

306these positions are working with heavy duty machinery equipment or have department of transportation requirements. Um that's most of the changes that you'll see here. To be clear, this is all covered under California law. So the board doesn't need policy duplicating California law, right? So we need to make sure we have an administrative regulation that says how we're going to follow that law, but we don't need a policy to to say what the law already says. Also, if you go back to the oath page, there's a typo. Yes, we caught that. Yep. Okay. Already fixed. All right, next one. Board D. Um, again, a deletion. We're proposing deletion of board policy 4212.5 criminal record. Um, we believe that, uh, most of this should be in an administrative uh, regulation. Um you'll see the edits, deletions, and

307updates, reflects, current practice, penal code, all the other regulations. Um so it's a new AR and it outlines uh the procedures that we follow for reviewing criminal records and making decisions about hiring. And again, you'll see in the AR the ED code that this falls under being referenced. No reason to have a policy that duplicates existing law and ed code. I think the other important thing to note here is that this new um the AR would be covering all all of our employees. So previously previously it was just classified. So now it's all employees. So um the first sentence says superintendent shall not um hire a certificated or classified position. Um and I assume it's really anyone including management. I don't know because management is identified as either certificated or classified. Oh, okay. Of course.

308Um then yeah, Kuma Kuma already falls into certificate. Like I'm KUMA certificated. We're all certificated but Kuma classified over here. And then um the next page it says when person is applying for a classified position the superintendent or designation request the DOJ obtain a criminal record search. It it seems to me that that should just be when applying for a position. Good point. I think we do need to update that because we do that currently for all employees, right? Not just class. I have a question why it has to be the superintendent or designate as opposed to human resources. I mean, human resources would actually execute. That's the designate, right? So, so you have to be named on everything. Yeah, pretty much. Okay. Yeah. Yeah. Because ultimately if something goes wrong, um they're going to

309say, "Well, the superintendent told us to hire that person and not right." Like, so it's the superintendent or designate. I have designated HR as have all my pre predecessors. Ready? See you again. Sorry. Number five, personnel records. So this one again proposing a deletion of a board policy uh personnel records because the contents really should be in an administrative regulation. You'll see the updates edits deletions um to align with current practice and ed code requirements. You'll notice superintendent or designate in a couple places here too. Um question it is in regards to personnel files for all current employees. How long do we hold uh employee records for those who are retired who've left us for employment? Is there any kind of law on that kind of like I don't know tax records or anything? Thought

310it was seven. If it's not in here, we can find out and get back to you. There is there's a law around how long we retain records. Okay. But it doesn't have to be in because they're not current personnel. It doesn't have to be No, it just says in accordance with 5CR60023. So we we like to when we can reference the law that's going to that way if they change the law we don't have to come in racing and change our AR because we've just pointed to the law right so if they change the record retention rules at the state we're covered in our AR because we just follow whatever the state says we have to follow. So um I don't know what that number is but we can look it up for you. Okay.

311But it would have to be listed somewhere when they've left our employment. This is just talking about current employees. No, but it says right here, "Personal records for current and former employees shall be retained in accordance with five CCRs." How do you see that? Uh the bottom of page 43 underneath record retention. Okay. I'm looking at 41. Record retention. Yeah. Sorry, I didn't get that far. It's a long one. Yeah. Okay. Thank you. Are we ready for six? Yes. Okay. All right. So, again, we're looking to um move a current B board policy to become an AR. um really the way that we conduct our employment references, districts can um set their own policy on that. So we have done a lot of work over um the last two years um in you know updating

312our forms, updating our processes, ensuring that we standardize how many references that we are um requesting for particular um job categories. So, um, we're just wanting to move this board policy into an AR because it really is our internal administrative process. It is the how number seven. This is um our board policy 4033 uh lactation accommodation and this is really to clarify and um explain the approval and denial process if the minimum requirements for a lactation area and like the dispute resolution process if a lactation accommodation request is denied. Um so it's remaining a board policy but we have updated it ensuring that we are compliant with all of the laws surrounding um lactation accommodations. So this is truly to get us up to date with the law. All the purple is the newly added.

313That is correct. In the last year there have been several updates and changes to the law regarding lactation. and the requirements for accommodating that in the workplace. What are the major changes? Providing um space and if I could be so blunt, that's not a closet. I was going to say not a restroom. Can't be a bathroom stall. Um a space um access to um you know handwashing um time refrigeration access to refrigeration time uh working in time most of the time. that's, you know, built in through their natural breaks. But if there have to be some accommodations, then we make those. They could also have preferential use. So if it's a space that's got multiple access, like the the lactation accommodation takes priority in use of the space over any other uses of the space,

314things like that. I just want to um kind of call attention to on page 54 uh item number five. It's worded in such an awkward way that I'm a little afraid we could get caught there because it says as access to sink with running running water and a refrigerator or refrigerator cannot be provided another cooling device suitable for storing breast milk in close proximity to the employees workspace. Um it I I just think the way that is worded could make an employee say, "Well, there's another refrigerator." Um I it it's it's just worded in a way that just is in would make me think that there's there could be a loop loophole here. I understand the intent. I think it's fine, but I I just don't like the wording. I didn't think it needs to

315be worded more clearly, that's all. So, it is labor code. We took it right out of the labor code, so we didn't write that literally how it's worded in labor. It is literally how it's worded. Okay. What part of it do you have a problem with? Um, sign to me. Well, does the device have to be It would be an ice chest. Ice chest. Okay. It has to be an electric uh individual refrigerator. Okay. All right. I'm fine. I'm I'm But noted and labor code is written all these codes are written by attorneys. Attorneys didn't go to the same school I went to and and often have really really poor grammar. Sorry. All right, next up is probationary permanent status. This is BP4116. This is regarding certificated personnel. Um so this outlines our process for

316converting our probationary status to permanent status and adds in the um dismissal and non-reelect process for certificated employees. Um so all of the changes are are here. We're really adding our process and ensuring that all of the ed codes um regarding this process are um outlined in this board policy. So, we made it a lot more descriptive than what was uh previously in this policy. There was not very much there. And um I think our employees will really appreciate having a more thorough policy outlined for them. So on page 60 the third paragraph starts out a probationary employee and then the let's see one two no fourth paragraph sorry and then the fifth six seventh paragraph under permit status those are identical. The only difference is well there's some very slight difference in wording but

317the what is being said is the same. The only difference is the first one that ends in two ed codes, the second ed code does not exist in the last in the one under permanent status. So I think we just that just got inserted and the other one Yeah, something like that. Take it out. Whatever. I don't care. Yeah, something like that. Did we change here? We just added it. Was there never a dispute resolution prior? So in the um uh Title 9 regulations, it does uh talk about um lactation accommodations. So we can't, you know, that's part of what the Title 9 regulations have. Um, so I I'm assuming for this policy we wanted to ensure that we included that information. So that's new language that was not there previously. But so from page

31855 to 56, you want to start with this addition, the purple, and then go to because they both have the same heading, all personnel lactation accommodations, BP 4033, but we're listing the policy down here as though this is the bottom. I think dispute resolution is actually the end the end of it. And starting on page 56 is a clean copy. Clean copy with no changes of a BP. So it just resets. It's you can see what it looks like without the strikethroughs and additions. Just the actual clean copy. Yeah. I apologize for the confusion there. Is that in all of them? Some of them. Oh, yeah. The ones that had a lot of changes. A lot of the ones were deleted. We wanted a clean copy. We didn't put a clean copy when we're just

319getting rid of it. Right. Apologies for the confusion. You're welcome. We were on nine. We just finished eight. So for board policy 4117.2, uh this policy is to clarify that resignations are to be submitted in writing, preferably with advanced notice. Um again superintendent or designate to the superintendent um or designate may accept the resignation. This also uh uh retirement falls under this policy as well. So they actually resign from us and then some employees do also retire but they retire from or PERS. Um so really they're resigning their position with us but then they can retire um through those outside entities. So that is the addition to this policy is just to ensure that we have it in writing and the date that they are to notice us because we consider them under contract with

320us. Um if they have not noticed us by June 30th of the prior school year. But it does does it say June? Yeah. It just says after July 1st or does it say June 30th? It it's it's saying if you haven't told us by June 30th, basically after July 1st of the current year, you're employed with us. Okay, that's if you are certificated or also classified. This is that's for certificated. Okay, so if you're classified, do we we don't say anything about we would like to have a twoe notice. They can resign at any time. They don't have to give us any notice because that's the law. Yeah. And it's just not at all. We love it when they give us notice, but they don't have to. And a lot of them do. You'll see

321in the last board meeting, there was a lot of resignations that were, if you look, they were dated for like June 6th, right? So, they had given us notice that they were finishing the year and then they weren't going to return next year. So, you have already accepted those resignations. Um, you know, they're dated for for the end of the school year. And also, they're in the next school year, then they're reporting to the commission on teacher. So, um, the reporting part to the CTC, that's really if if it's job abandonment, so if they tell us that they're coming back and then they don't show up to work, then we report them. if they request to unresign or you know that we don't we don't report them to the CTC for that. So um that

322that CTC reporting is really basically if they tell us they're coming, we hold a spot for them, we're anticipating them coming and then they do not notify us or request um to resign. But we do get on occasion late resignations and again the superintendent or designate can you know accept or not. If we can fill their position we do accept it. Okay. So I remember what my question was if someone verbally resigns but we don't have it in writing or they submitted in writing um and depending on what their position is [Music] um does it have to be something In other words, once they submit something in writing, can they revoke it or once they've submitted it in writing, we've accepted it and unless we want they change their mind and we want to keep

323the person. How does that work in terms of we've accepted it and oh, we've already hired for the position. No, you can't come. That is correct. So, we do address that. It's the second um addition. the board authorizes the superintendent to accept it and then once it's been accepted normally HR accepts it on behalf of the superintendent and then you all finalize that at a board meeting by accepting those resignations or retirements resignations let's just use that term um it is considered they cannot withdraw after that point because we have hired behind them okay it's that in between the superintendent has received it the board has not approved it or acknowledged it yet, can they resend? No, the it doesn't say that the board has to approve. It says once the superintendent or designate has

324accepted and set an effective date for this resignation, the resignation may not thereafter be withdrawn by the employee. So, basically verbal, like you said earlier, doesn't mean anything. The people say they're going to resign, but unless they put it in writing, we don't consider. But once you put it in writing, um if you were to grab it out of the mail before we got it, then you can withdraw it. But as soon as I accept it or my designate, which is HR, accepts it and says, "Okay, the effective date is this date, it's done." Um, the the employee no longer has a has a a right to withdraw their resignation. The employee no longer at that point has a right to withdraw their resignation. They no longer have any say in the matter. So based

325on what it doesn't require us proving it or our approval doesn't make a difference. They once it's submitted to you in writing with a date it is considered right because we've started hiring behind it. So once for example teacher X resigns we know they're not coming back. We're immediately going to try and give one of our temp teachers who would be leaving us a contract to stay. So then if they said, "Well, never mind. Now I have to lay off a temp teacher that I So because the process is happening to make sure our staff schools are fully staffed, we don't we don't set a like a there's like buying a car. There's no cooling off period. Once once it's accepted, it's even if you got 11. There's laws for that. All right. Number 10,

326um, rights, responsibilities, and duties. So, this is for certificated, um, personnel. This, uh, provides the district's current practices and expectations for our certificated employees, and it does eliminate the requirement for each school site to have a standalone employee handbook. Um, so, you know, we're outlining what all of their uh, responsibilities and duties are. It doesn't mean that school sites won't have their own special, you know, bell schedules and other things, but an actual handbook that has the old policy said that it is the responsibility of every building administrator to develop and maintain a handbook outlining all of the specific responsibilities and duties. Um, we have a board policy that can uh take the place of a sightspecific handbook on that. This provides consistency. we know what the rights um responsibilities and duties are for all

327certificated employees. We did work with ED services on this board policy. Um this wasn't just an HR venture. So we definitely collaborated to get input. um emergency responsive you know Darren's piece that is a different handbook because one of those is being developed or or I think the principal has to yeah that's a different update the safety procedures yes that's a yearly required update that has to be kept as a hard copy on site so that's a very different handbook okay all right moving on to number 11 it is uh similar to what Laura just read for certificated but it's 4219, the rights, responsibilities, and duties for classified staff. Um, again, this is an update um to include current policies, regulations, and any language from our uh collective bargaining agreements. For our classified staff, um

328what you'll notice that's new here is we reference if an employee wants to um if they believe there's been a violation of a rule, they can follow our employee complaint process. So, that's referenced there below for them. So, um, this one kind of made me laugh because it talked about serving time. Um, classified employees serve that serve, uh, 75% or more time on a regular basis. That statement has no meaning whatsoever. There is, you don't serve time. You are employed and paid, but you don't serve time. You can reword that any way you like, but Exactly. Exactly. I mean it's like really we have people serving time. So a recommendation to revise the language from serve to like employed because it means yeah they work a certain amount of time. Hear what you say. It's

329just I I thought maybe those who are employed and pay play employed and paid for 75% or more of a school year. But that's classified not certificated. So I don't know what you want to say because some people um serve well I guess I guess this makes them and this policy is classified only are employed 75% more time but we'll look at that and make sure that it means the same thing time it's it's of a school year or of the regular amount that the normal amount that people in that position are employed and paid for. It just distinguishes regular versus substitute or temporary. Right. Yeah. Right. So in the for substitute, it says employed and paid for less than 75% of a school year. We need to say something similar in this one because

330we're not we don't want people serving time. Not when they're employed by us. Why don't we just say that regular classified employees are employed 75% of the school year. 75% or more. Yeah, that's fine. I just I mean I had a great laugh over this one. Yeah, we'll definitely look at that. Yeah, it still has to come back. It'll come back. It comes back to the board. It'll come back in so you guys can look at it when I think that works. Regular classified employees. No, no, it'll just go to consent. This is a review. This is I like that. Regular classified employees are employed 75% or more of the school year. I think it's clean. These are just some of these policies that were written and never touched since 1997. Yeah, we're And the

331good news is that after these ones, there are very few left. So our goal of going through the entire 4,000 series that is has everything to do with personnel. Um we are after these 27 there's just 10 more 10 moreish 10ish. Yes. All right. Number 12. Um this is a revision to board policy uh related to employees with infectious disease. So, it's really just establishes the district's desire to keep all of our employees and students healthy, reduce the transmission and spread, defines infectious disease, um, and communicates any information related to non-discrimination, reasonable accommodation, and it covers all employees, all employee groups, right? And there's a clean copy in the back. 13. Uh, this is policy for all employees, universal precautions. Again, just revisions. Uh it seems like it might be similar to infectious disease, but

332this one is more specific to um what mandatory policies, you know, we have and refers specifically to um the prevention, the precautions we take and the information we are obligated to share with employees related to specific diseases. As a side note, this is covered in our mandatory policies at the beginning of the year. We do um include the universal precautions. Everybody has to, you know, be signed off on, you know, what to do in regards to bloodborne pathogens. Okay. So, we're proposing the deletion of 4120 temporary contracts. Um, but what we have what um we have done is we have incorporated this board policy into the next one which is 4121 which was temporary and substitute um uh teachers. So, um we are including the temporary and substitute personnel. So we just basically took all

333of the information on temporary employees uh that was just sacri and we have merged it if you will combined it with 4121. It is incorporated and just outlines, you know, all of the ed code requirements because really that's what we're bound by. Everything that we're going through right now with our temporary teachers, we are following the ED code, how we notice them, how we bring them back in priority um based on the ed code. Um and a lot of that is very similar, not in bringing them back, but um some of those uh ED codes also are in regards to substitutes, which are, you know, for lack of a better term, also temporary employees. They're filling temporary roles. So, a couple things here. Um it used to say teachers and now it says um uh

334it it just says personnel. Yeah. So um there's a lot of things that just I I don't have them handy here but that refer to um appropriately credentialed teachers, school years, certificated employees, etc. So I I just think this needs somebody looking through them again and making this in particular and making sure that everything we're e we're calling out when it's a teacher and or when it's not. Um because I think that didn't get thoroughly done in this policy and I'm not I don't think I need to, you know, rewrite it for you. However, I want I do want to point out that the last two paragraphs referred to when the schools of the district are maintained. Um, and that makes it sound like, you know, are we cleaning and taking out the trash? I

335think it's schools are in session, not maintained. Um, I think that would be correct, more correct and clear. But the rest of it, I think we just need someone to look at again at it again. I say it second to last paragraph. We'll check to see if that's ed code language that can be modified. So, we'll I'll double check that. Well, sometimes does it code even if it's code language, it can be unclear and it we always refer to the ED code. So the ED code has preceded but we have to make it clear for the public and for employees so that if we're talking about if we say maintained as instead of in session and that makes it unclear for employees we have to have it clear enough. So I'm I'm I'm sorry I

336just can't buy the words from ED code in this case. Um, but but again, I I just want to make sure that the whole policy is looked at to make sure that that when it is a teacher, we're calling that out and when it's not, we're calling out properly instead of just taking out the word teachers in the header. Noted. Thank you. Yeah. So, I think it shows up three times at least. Well, and it could be that we're going to use the word employee when it applies to multiple groups. Not it might not be that it's just a teacher or just not a teacher, but that that rule is applying to multiple groups. And so, we're not going to call out teacher because it's going to say personnel or employee because because it's non-specific,

337so we'll have to make sure if it is specific, we'll call it out. It's nonspecific. We Right. I'm fine with that. I just felt like I wasn't I wasn't clear that that we had really um generalized the whole policy. Yep. Understood. Yep. Yes. So if ED code if that's fine, I think we definitely should change maintained in all three or four spots in session or something. 15 is on substitute um substitute teachers. Oops, we just did 15. So sorry, thank you. 16 student teachers. So many types of teachers. All right. Um so this board policy 4122 is um to add the orientation um and compensation rules and uh we don't have uh an AR on the placement of student teachers. This is really you know our board policy in regards to what we're required to

338um to offer uh offer them. So, we are required to have them attend a student teacher orientation and the time for additional compensation from the contracting institution is to be completed outside of the regular workday. The compensation rules if you're a master teacher um we've really outlined how that uh process happens. So, they they're not paid through the district, they're paid through the institution. Where do we where do we have maybe the AR that goes with how do we place uh student teacher? We currently do not have an AR on placing student teachers. Yeah, should is a different word. We should have a practice. We could codify the practice in AR and it is something that Bob and I have talked about looking into um and where student teachers live because part of it's under

339HR and part of it's under ed services, right? So who is the point person over AR and what that practice is? We definitely have a practice but we could codify it into an AR. Um I remember when uh Laura Lion went to HR, I had brought this to her attention and that I had noticed in visiting schools sometimes there was a teacher that had a student teacher that the principal and I did not think that that was the best example for what we want in teachers for CUSD. But they like I guess I don't know if they get a stipen by having a student teacher or whatever. But then we have you know master teachers you know excellent and and I know it's more work. So just because they are a super great teacher they

340don't always want to have a student teacher every year but it's the placement piece that I think we should be more protective of where it is we're placing them. best outcome for the student teacher and for us to give an example of what our standard is in terms of modeling the our best. Yeah. So that is like I said something Bob and I have started talking about is what does that practice look like? What are the principal roles in that? And what does it look like if nobody wants to do it? How do you then go about there? Because we do need to provide a practice for our incoming teachers. Um so this is the beginning of that, right? requiring them to come to an orientation as opposed to just showing up in their classroom

341day one and starting. But we we will continue to work on this. This is the one where it said building principles. Did you recommend site principles for that? Yeah, I was going to say I think site principles is better there, but I think we're going to take a giant leap 28 years forward from 1997 and use the language that we've been using in this district for many years. But I don't think it's a big deal. But yeah, I think take that out right there. Building principles because again that building seems like development of principles whereas you know we say site teachers site principles. Now you know most of these Colleen that I sent to you I I figured that you were going to handle them. There were just some that I was you know going

342to discuss here. Sure about the meaning of that. That's why I just wanted to ask. Yeah. Okay. The next one number 17, this is really an outdated um uh board policy about pro professional growth units. Um there was a time when teachers had to submit them to the state every five years, let them know how many hours of professional growth that they had had. that requirement was um uh deleted or out outlawed a long time ago. Um so uh they keep track of their own hours and they don't have to fill out these forms. Used to have a mentor that would sign off on everything. So it was long enough ago that I think I only ever had to do it once in my career and I have never had to do it since. So

343it's it's at the edge of like 15 to 20 years ago that this law changed or this requirement changed. It does not mean that we do not offer professional growth. We do, but this policy is obsolete. So, it's unnecessary. Okay, your turn, Christina. All right. 18. Health and welfare benefits. This one is for all employees. We're recommending some revisions um to clarify the hourly requirement for our part-time employees in order to qualify for health benefits. And it details how they would qualify through the um ACA, the Affordable Care Act. And so we're very clear in asking four hours, not seven hours day. No, it's Yeah, it must be at least four hours per day, which is 20 hours per week. So it's the rough equivalent. Yeah, the total at least 20 hours per week. All

344right. 19. A revision to 4361, the board policy on leaves. Um, so this one outlines all of the authorized leaves for all of our employees, certificated, classified, and management. And it also includes um information uh where they need to what supporting documents we look for when we're um making determinations about authorizing certain leaves. Is the family medical leave act on here? Thank you. Family care and medical. Back to health and welfare benefits. Is that the 20 hours per week? Is that a CUSD that I don't see noted that it's a state? Yeah. No, th this is not uh just CUSD. This is state law related to. So, if you look up the Affordable Care Act um and you want to know more, and I can definitely give you more information if you're interested, there's only

345you have to work a certain amount of hours to be eligible for our benefits. And then I just remember in the olden days, it used to be 25 or maybe it was my workplace, they made it 30 and then I think 25. So it's like 20 sounded to me like oh I think the state at least 20 play here. So our employees who are four hours are not eligible but then our we don't really have a 25 we don't have a lot of 25 hour positions but we do have a lot of 30 and they're eligible like in our kitchen there's a lot of employees with those shorter but I think trusty Bulicus is act asking about labor code is any of this labor code because there's no labor code called out here. Yeah, we're

346not referencing labor code in here. I can double check and see if this is I mean, whatever you think. I just think that if it's labor code, it should be it should be called referenced. Yeah, I was referring to state, but yeah, labor code is the proper term. Thanks for pointing that out, actually. All right, so back to leaves. Um, you'll see lots of updates here because we previously did not outline all of the leaves for all of our employees. So this was previously 4361. So it only was for management and now it applies to all employees. And much of what is in here is also outlined in all of our collective bargaining agreements for those employees as well. So the green personal business leave is revised noted May 7th. But the pink, how's the

347pink different than the green? It's all considered new, but personal business leave was added last year in our in at least in our classified and um certificated bargaining agreements. And then we updated for management. Okay. And the seven the numeral seven in green is just kind of a word dot. I think the colors don't mean anything. It's all new. I think the reason we've got different color different colors is different people were editing. Yes. This is just a Google doc. Okay. Issue might have been Colleen might have whatever. So, but personal business leave is newer. It's a newer classification of leave that did come about um a couple years ago. Oh, you're talking about it? Yeah. Used to be the no tell days. And everyone can access them. Well, I'm just being really clear about

348um administrative personnel uh supervisory employees both certificated and classified in how their leaves are outlined because we don't have um a contractual agreement that outlines our leave options but we follow the leave options of those bargaining units. All right. Uh 20 is 4200 classified personnel. So, this is a board policy that we have updated and revised to ensure we explain how classified employees have designated titles, working days, hours, and that they're expected to complete all of their duties identified in their job description. All right. 21 4215 evaluation. So this is specific to classified employees. It's a revision that uh outlines and explains and sets an expectation that we will evaluate all of our classified employees and we ensure that those evaluations are fair and transparent and we evaluate employees on work performance and conduct. Um,

349so if you'll notice the previous board policy had one sentence and we wanted to um hopefully encourage and promote um a little bit more detail here about how we evaluated employees, why we evaluate employees. Um, and much of this then is specifically outlined in our articles for our classified employees as well. I'm just curious about the statement the superintendent or designation ensure that evaluation ratings have uniform meaning throughout the district. Um it's a big district. It seems a difficult to do that and I'm not I guess I'm not clear that you can even demonstrate that they would all have you you know uniform meaning throughout the district. So I'm I'm just a I mean, you're the superintendent. Oh, I agree with you. I I I would actually prefer language there that said something like the

350superintendent or designate shall ensure that training exists to align evaluation um or to to you know enhance uh uniform meeting. Yeah. Because you're exactly right with that many leaders like this would imply that I actually have to go out and do audits of accountability to make sure that a satisfactory is a satisfactory is a satisfactory. Um and it is a big system and I can't. So, I was reading that as you brought it up and I was like, "No, we're going to have to make a little edit to that one to make it actual functional." Yeah. Okay. But we do have a standard, you know, exceeds expectation meets expectation, needs improvement, unsatisfactory, and then we do train our supervisors on what this means for each category. And and I am aware of that because I

351hear about it from someone you might know. Um, and I think it's great. And I I I mean when I got on the board, we weren't even evaluating everybody, which when I figured that out, I was shocked. Uh yeah. Uh in fact, I think the previous superintendent was shocked to find it out. Uh but uh I just think that it's kind of a bridge too far to say, "Yeah, we he's going to do it." You like the expansion beyond the 17. I'm making notes too because um the teacher evaluation uh BP and management that will be coming in the next wave. So um I making note. All right. 224216. These are revisions to the board policy. Um Laura shared previously 4116 for probationary permanent status. So this one is specific to our classified employees and

352it talks about our need to hire and retain highly qualified classified employees. that updates the probationary period and timeline um and describes the release process. So, this one definitely needed an update because there was some outdated language. Um we used to be able to extend the probationary period for classified employees. That no longer is the case. It is done after the 6 months 130 days. So, that is in here. And then, of course, it explains how we go about releasing probationary employees. Um, I would just like to uh the very is it the last page? Hold on. Um, well, page 107 under reinstatement of benefits. When a laid-off employee is re-employed, all accumulated sick leave credit will be restored. I just like to sec Where are you, Gila? Oh, I'm sorry. We're on 97. Okay.

353All right. Okay. Slow, folks. back to the probationary period. Yes. So if it's a new employee, it is six months no extension. When a permanent employee is promoted to a new position, they are then in a probationary period for that new position for six months. State what the probationary period is. Is that because it's different based on what your job description is? Is it six months? It is six months 130 days. So the probationary period is a standard six months 130 days. Any new position any new position new hire and yeah for classified what you just said a lot of our employees they promote they move around into different positions different division department. Okay. Well if you're pair one and you you're this school and you go to another pair one or different school that's

354just a transfer of same position. It's position change, right? Well, or make a lateral move. So, you might be, I don't know, a lateral move from par 2 to librarian. I don't know. Uh, that's a new position and they would have a probation. Yes. All right. But if you were a PAR one at one elementary school and you were a PAR one and another elementary school, you have a probation. No, think position versus location, right? We we hire positions, not locations. you're a parah. We can you can work anywhere in our system as a parah depending on where the need is. You're still just a parah one or a par two, but but if you switch positions, I used to be an LMT and now I'm an office supervisor. Even if you're at the same

355site, you have new job. Yeah. And we want to know if you do it as well as you did the last one. Exactly. We'll make sure you're still a fit for this new job. All right. 23. This is a deletion. Oh, sorry. But what if you're not very good at this other job. Do we then have You have rights. Yes. Okay. You have rights to return to your previously held position as long as you earned regular status. Yeah. Okay. Thank you. So, this one is a 4217.3 layoff rehire. We are proposing a deletion of the board policy and relocating all of the information and updating it into an administrative regulation. You'll notice quite a bit of um changes to this one just because again as you've said these haven't been updated since 1997 and we

356do things um differently now in terms of um a layoff. Um, so all of this language in the new AR 4217.3 is reflective of education code and article 15 in our contracts, how we determine the order of the layoff, seniority, um, who gets noticed, how they get noticed, um, how they're rehired, what rights they have, the reemployment rights. So it is a lot of information, what time you signed your contract, right? So for classified, there's really no contract, so we don't reference that. Yeah, it's it's different, but yes. Yeah. You don't have to lay off. You have your 10th probe. I believe it is coming up. That's not It's not today. Not today. that I want to repeat transfers. So, the proposed res revision for board policy 4314 transfers to establish the district's interest in

357using intentional transfers of management employees instead of a rotational process. So, this is specifically to management employees. So, um if you've been in the district long enough, you know that there used to be a um system where a principal would be moved from their site every five years and it was in a board policy. So um our uh uh trajectory moving forward is we want to be very intentional and not have it be like just a rotating you know revolving door of principles based on a board policy. So that really is the intent here is to move from rotation to the intentionality of moving our administration uh administrators and that also we also added assistant principles in here as well. So, not just talking about um principles, but also with the assistant principles using that

358same um thought process and language to be very intentional. Yeah. In the 90s there was some research. Yep. There was a a lot of districts that had kind of caught on to some research that said after five years principles could be possibly stale and you need to move them. Uh I research since then has pretty much said no that's that's not it. You might move them for a bunch of reasons but if everything's going well and then you don't need to move them. So but a lot of districts had this policy in the '9s and this one was from 97. So we're kind of right in that that window. So uh but the district I came from also had a policy like this that they weren't following when I left right because nobody was just

359moving principles to move them anymore um unless other things had happened. But yeah, so under and principal/ass assistant principal rotation I think in the editing we kind of lost something and it should it we let's see the I am on 113 uh uh it shall be the I think the the second the should be each it shall be the policy of Capsorn Unified School District to review each principal an assistant principal assignment within the district every year. Oh yeah, I had caught that. Um either we could do that or uh to review principal and assistant principal assignments within the district every year. So I added a little s there. Okay. Thank you. And the one I tried to talk about last time and Christa stopped me, then you skipped it. And that was classified personnel

360uh AR 4217.3. Uh page 105 106. Oh, tab number tab number 23. Oh yeah, we did it. So board policy layoff. Christa got me confused. Yeah, she threw me off. Um I just wanted to add a word under reinstatement of benefits page 107. Uh when a layoff employee is remployed, all previously accumulated sick leave credit will be restored. That's all I was hoping for. That's good. I think partly because it it makes it a little bit sound like if you got laid off, you might be continuing to accumulate leave credit and just makes it a little bit more clear that this is what you accumulated before you were laid off. Transfers that last But it's down here after district. They didn't take it off district. I'll pick that up in Google. Thank you. I know.

361I know. It's kind of crazy. We're good. Okay. I have nothing to say. Yeah. This was our shared Yeah. I have nothing. Yep. We're ready. We're moving it from a board policy um into an AR. We have a leaves policy. So for um the personal illness, it's we've we've addressed all of the um content of this particular board policy in our leaves policy. And this was also only for management employees. And our leaves policy that was developed, we incorporated all of our employee groups. So it makes it really clear what all of the um options are instead of only having uh personal illness addressed separately for our management. Yeah. Previously we we were directing our management, oh, if you're certificated, go look in the CBA for CUA. If you're classified, go look in the bargain

362agreement for CSEA. Now, we're making sure management has an AR that addresses their leaves. This one's for personal illness. The next one you will see is for non-personal illness. I have a question. I notice on different um policies where on this one 4361.1 um in red it says approved May 7th today's date and some others said revised with the date should I also assume that this is going to come before in a board meeting or on consent so only BPs will come so that's why they have the date of the board meeting. ARS do not need board approval. So the ARs are Yeah, that's why it's today. It's it's noticing you here's where we're doing it. You'll approve the deletion of the board policy. So the deletion as it got put into the IR would

363have the date would be on consent the deletion of the policy, but so it won't have a revision date. Um but the AR is just that you've seen it today. So if we don't need to approve it, why doesn't it just say revised this date if we don't have to approve it? It can it can other ones that we asked to approve one said revised. So I I'm approving it. It's an AR for me because it's a it's a new for if they're new ARs. So if they're if they're a revised AR, we would revise them. If if if we're basically deleting a board policy and creating a new AR, we're not revising it because it never existed, right? We're creating. We could say created instead of approved if we wanted to. Well, it would

364say policy adopted that date. It's not a policy. It's an AR. Oh, if it's an AR. Yeah. Yeah. So, if it's a policy, it will come on consent and it'll be the May 21st date. So, all policies will be the May 21st date provided you approve them on consent. If if you don't approve them on consent, then they'll get re rised again and have a different date. Um, but the AR, it could say created instead of approved. But, okay, that's fine. Had the exact same discussion. So, we had to have our own clarification. So 26 is really uh the same as 25, but we just mentioned we're proposing the deletion of 4361.2 absences and leaves. Um and we're outlining all of this in an administrative regulation and it's for nonpersonal illness injury leaves of absence.

365So all the other types of leaves Right. And the final one, board policy 4362, vacations explains the vacation carryover process and restrictions. This is specific to management. Certificated employees don't have vacation classified due, but they have their own way in which they um have to manage their vacation balances. Um but for this the um the biggest uh change that was made the most important change I believe to point out would be number seven. Um no employee who provides direct support to school sites shall be granted vacation time during the first five student days or last five student days of the school year. Um previous policy outlined um a two-eek period prior to the opening of school um in discussions uh in cabinet and with employee other you know divisions. For some employees for some of

366our divisions it is beneficial for them to be out at a time when maybe the school site is opening because their work isn't directly directly related to the opening or closing of a school site specifically. So, um, that was a change to that policy. So, does that then mean that we open ourselves up to the ones we like to have their two weeks, they could submit a vacation during this time? No, I mean, so basically, anybody who provides direct support sites cannot submit vacation in the first five or last five days of the school year. So, that kind of tightens that up. But if you're certain other departments where your work is not based on the school year, it's maybe just work that happens year round, risk management, payroll, we're not going to put that

367restriction there because you're not it it's irrelevant. You said what she said. What I'm asking is the ones that we want there two weeks in advance, whoever they are, does this mean that because now we've shortened it only five days, we're going to approve them to have a vacation, um those seven days, no site administrator will be off of their campus for those that they don't get vacation anyway, but um cited, you know, certificated um uh principles do do not have vacation. We have vacation because we work year round but site principles they get their um PN and sickly but not vacation time. So this we would not approve. It doesn't apply to them. Okay. Very good. Sorry. I was just trying to think who would be in that zone. I can't go to Hawaii.

368No, you can as a principal. No. And there you go. Y thank you very much for your input and feedback. Thank you. Since there's no further business before the board, may I have a motion to adjurnn? Second by Trusty Jones, seconded by Trusty Bulkus. All those in favor say I. I. Motion passed four 0 three. The time is now 4:29 p.m. We will now move on to the special meeting. We have to open it here. Okay. Welcome to the May 7th, 2025 special board meeting of the Capistrroni Unified School District. The meeting is now in session. The time is 4:29 p.m. Mrs. Hayes, please call the role. Trusty Casianos here. Trusty Pritchard is absent. Trusty Zinger is absent. Trusty Adams here. Trusty Jones here. Trusty Bulickas. Trusty Davis here. Mrs. Hayes, before the board recesses

369to close session, is there anyone who'd like to speak to a close session agenda item? There are none. Since there are none, the board will now recess to close session to address the following agenda items. conference with labor negotiators, CUA, CSEA, Teamsters, KUMA, and under represented employees and public employment and evaluation of performance. I'd like to move into close session. Trusty Davis, the time is now 6:03. You may begin the meeting. I'd like to reconvene the board meeting to open session. The time is now 6:03 p.m. Mrs. Hayes, please call the role. Trusty Costanos here. Trusty Pritchard is absent. Trusty Zolinger is absent. Trusty Adams here. Trusty Jones here. Trusty Bulicus here. Trusty Davis here. The pledge of allegiance will now be led by Miss Stacy. Algiance to the flag of the United States of

370America and to the stands one nation indivisible with liberty and justice for all. May I have a motion to adopt the agenda? So moved. Moved by trustee um second. Jones, seconded by trustee Bulicus. All those in favor say I. I. Motion carries 502 to adopt the agenda. Mrs. Hayes, please read the report from close session. On agenda item 3A, conference with labor negotiers, labor negotiators, no reportable action. On agenda item 3B, public employment and evaluation of performance superintendent, no reportable action. That concludes the report. Thank you, Mrs. Haste. Do we have any speaker cards for this item? May I have a motion to approve the consent calendar items 10A? So moved. Moved by Trustee Adams, seconded by Trustee Bolicus. Mrs. says, "Please call the role." Trusty Castianos, I. Trusty Pritchard is absent. Trusty Zinger is

371absent. Trusty Adams, I. Trusty Jones, I. Trusty Bulicas, I. Trusty Davis, I. Motion carries 502 to pre to approve the consent calendar. There being no further business before the board, may I have a motion to adjurnn. So moved. Moved by Trustee Jones, seconded by Trusty Bulockus. Mrs. Hayes, please call the RO. Just All in favor? Yeah, that's I. Motion carries 502 to adjourn the meeting. The time is now 6:07 p.m. Thank you. Four