001president mcnicholas live stream is now in progress you may turn on your mic and open the meeting good evening and welcome to the july 13th 2022 regular board meeting of the capstone unified school district the meeting is now in session the time is president nicholas live stream is staff is dealing with this technical issue if we could just take a minute [Music] good evening and welcome to the july 13 2022 regular board meeting at the capistrano unified school district the meeting is now a session the time is 501 pm per cd page and kalosh guidelines the use of masks is strongly recommended but not required when indoors at the district office members of the public may attend this meeting in person or participate by phone a registration link has been posted on the board meeting
002agenda page of our website for those who plan to call in to address the board this evening mrs hayes please call the role trustee bulacast here trustee castellanos here trustee davis here trustee hanicek here trustee jones trustee jones is not with us yet trustee mcnicholas here mrs hayes before the board recesses the closed session or is there anyone who would like to speak to a closed session agenda item there are none the board will now recess to close session to address the following items a public health emergency consultation with agency council b conference with legal counsel anticipated litigations significant exposure to litigation eight cases b9 significant exposure to litigation one case c conference with legal counsel existing litigation significant exposure to litigation one case d conference with labor negotiators cue uea csea teamsters kuma and
003unrepresented employees e liability claims significant exposure to litigation g student expulsion one case h public employee employment appointment principles multiple sites i public employment and evaluation of performance superintendent the board will now recess to close session the time is 503 pm let's tell the card president okay president mcnicholas live stream is now in progress so you may turn on your mic and open the meeting good evening and welcome to the july 13 2022 regular board meeting of the capstone unified school district the meeting is now in session the time is 706 pm please note in tonight's closed session script there was a typo in the numbering it should have read f student expulsions g public employee employment appointment and each public employment and evaluation performance for cdph and cal osha guidelines the use of masks
004is strongly recommended but not required when indoors at the district office as a reminder for board policy 9323 meeting conduct requests to address the board of trustees will be accepted only until 30 minutes after the start of the open session please note that we have spanish interpreters attending this evening's board meeting and they are available to anyone in the back of the room the district policy 1313 civility promotes mutual respect civility and orderly contact among district employees parents and the public any individual who disrupts or threatens to disrupt the school or office operations uses obscenities or speaks in a demanding law of insulting or demeaning manner will be directed to leave school property oral communications which comes early in the agenda is an opportunity for the public to comment on issues that are not on
005tonight's agenda by board policy the total time allotted for oral communications is 20 minutes with a maximum of three minutes per speaker but the per speaker time may be less if there's a large number of speakers under california law board members cannot respond to non-agenda oral communications comments please note if we have any students registered to speak this evening on any agenda item we will hear them before any adult speaker please note staff has pulled agenda items 1388 board policy 511.1 district residency and agenda item 1389 board policy 6145.6 international exchange from tonight's agenda mrs hayes please call the roll trustee bulaccus here trustee castianas here rusty davis here trustee hannicek here trustee jones here trustee mcnicholas here um let's see i'm going to ask uh jessica guyer to lead our pleasurable allegiance everyone please
006stand place your right hand over your heart ready begin i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all thank you jessica may i have a motion to adopt the agenda so moved second uh moved by trustee hannachek second by trustee davis mistakes can we please have a roll call trustee belicas aye christie castianos aye misty davis trustee hanicek aye trustee jones aye steve mcnicholas aye motion carries six zero i will call vote to adopt the agenda mrs hayes please report read the report out of closed session on agenda item 3a public health emergency no reportable action on agenda item 3b conference with legal counsel anticipated litigation trustees voted 6-0 to approve staff recommendation
007on the following adr cases zero five 2022052 four two zero two two zero five two five two zero two two zero five two six two zero two two zero six zero one two zero two two zero six zero nine two zero 2022-0610-20220614 and finally 2022-0620 on agenda item b9 trustees gave direction to staff on agenda item 3c conference with legal counsel existing litigation trustees voted 6-0 to approve staff recommendation on agenda item 3d conference with real with labor negotiators no reportable action on agenda item 3 e liability claim trustees voted 6-0 to approve staff recommendation on rejection of government claim number on agenda item 3f student expulsions trustees voted 6-0 to approve staff recommendation on case number 2022018 on agenda item 3g public employee employment appointment trustees gave direction to staff on agenda item 3h
008public employment and evaluation of the performance no reportable action this concludes my report thank you this time i'll be open board and superintendent comments superintendent patel realty great good evening and welcome to our july 13 2022 board meeting i hope you are all enjoying a wonderful summer break the countdown to the first day is so significant for us as a school district because we have a lot to accomplish during the very short months of summer break so if you're listening at home and you're a student you may want to cover your ears we only have 33 more sleeps as my daughter says until the first day of school so for a few highlights as we prepare in human resources we're planning our summer para educator job fair a full service event with on-site interviews fingerprinting
009and hiring schedules for august 4th from 9 to 12 and please come and get a job with us we're also planning next week's professional development for all cusd managers as we welcome everyone back and plan for opening school our custodians are busy deep cleaning classrooms restrooms and common areas some of our schools are having carpet replaced maintenance and operations is working across the district on repairs and preparations for school news a new school year including replacing all hvac filters district-wide our groundskeepers are completing field renovations weed abatement and tree trimming our construction department is adding nine portables to ascencia k8 finishing football turf replacement at san juan hills completing exterior painting at san juan hills tesora los flores elementary and middle as well as working on a modernization project at ambule elementary our transportation department
010is completing bus schedules for this new school year completed the annual terminal inspection by chp and currently working with families on bus pass renewals and new applications so get those in nutrition services is ordering food making contracts for milk fruit breakfast lunches and preparing those new menus ed services is preparing for the professional learning academy professional development for teachers and classified staff which begins on august 1st and goes through august 9th with topics in reading and writing for instructional practices cgi math english language development assessment and utilizing data to guide instruction social studies science social emotional learning classroom management technology tools such as canvas pure deck and lego robotics cpr and so much more special education staff is training in creating an expanded learning opportunities program plan preparing a math training and scl and mindfulness
011training for our site leaders for next week tas is busy preparing canvas with new teal tools for the new fall classes undergoing chromebook refreshes and repairs preparing communication for our cusd app rollout and preparing an electronic er system this list is not comprehensive but it provides a great overview of the work that takes place as we prepare for a new school year i want to thank all of our teachers classified staff and administrators for their hard work and dedication to ensuring a smooth opening i know at home many folks are lesson planning and preparing and thinking about the school year i hope everybody is getting a rest some point during the summer as i close i also want to remind our families that in the fall of 2019 governor newsome signed senate bill 328 mandating
012secondary school start times later than traditional morning schedules statewide implementation of senate bill 328 was postponed due to coba 19 and will take effect as we open school on august 16 2022 district communications as well as middle and high school principals communicated with families before the end of the school year for more information please visit visit our website at capoei capousd.org for all the start and end times and that ends my report for tonight thank you uh trustees uh trustee hanichak any comments trustee davis i am just grateful to be an american this month i'm um so hopeful that [Applause] i hope everyone had a wonderful celebration of independence day and i am just so proud that we live in a country where we're free and we can make choices and i'm proud to represent
013the families in custody mr bulacas okay jesse jones one of the things i've been doing since i got on the board was helping find more internships for our students in our college and career advantage programs and i think a step was made today i organized a meeting between hospital representatives of mission hospital and dr paul we're our new director of executive director of college and career advantage and it's very hopeful i think that they are interested and i think there's a good chance that we're going to get some great internships for students at mission hospital and in the providence system thanks thank you justin castianos um i did have a wonderful fourth of july thank you very much and i hope everybody else did too but i would like to introduce somebody who's probably not
014expecting it but our um incoming student advisor to the board is alex zhao he's in the bathroom alex will you stand up and wave to people [Applause] alex will be joining us i think next month for for up here officially on the board and um we even have his name tag ready um but i think he has a full summer and i'm glad he's joining us here to observe what's going on who's going to be definitely be a part of it thank you very much alex okay let's see at this point we go on to oral communications these are non-agenda items the total time for oral communication shall be 20 minutes individual presentations are limited to a maximum of three minutes per individual but could be less if there are a large number of speakers
015mrs hayes do we have any speaker cards for oral communications and are they online or in person we have one speaker tonight in person ryan heath please come forward i'm actually going to pop up here for a second i guess this is a sport my name is ryan heath and i just delivered a torque claim form on behalf of the attorney for miss chelsea boyle who has a daughter in this district who's seven years old and she was actually speaking of america and the beautiful things that this country protects this little girl had her civil rights violated by a principal at mission viejo high school who compelled her to apologize for simply making a drawing the drawing had a few words on it that were pretty interesting it said black lives matter the word matter
016was misspelled because this was a seven-year-old girl it also said any life matters apparently that statement is sufficiently objectionable to require a compelled apology telling a little girl she has to apologize not just on the side mind you but in front of her peers in front of her friends on the playground she wasn't just disciplined for this she wasn't just bullied she was told she had to skip recess that day and she was also told she couldn't draw anymore and she couldn't make this statement any life matters that is absolutely objectionable and unconstitutional and we've retained the gavel project has retained alexander haberbush we intend to pursue this litigation um we hope that we can actually have some sort of resolution here my hope is that this is just some sort of misunderstanding and that
017we can work together to resolve this claim but for the time being um this has been all over the nation it was on fox and friends this morning it's going to be all over the nation moving forward as far as publicity goes and i just want you all to know we are trying to work with you to make sure that the rights of your students are protected the rights of your students aren't trampled upon by things like critical race theory by things that have this tendency frankly to be racist against certain individuals and you know what this is america and that's why i'm here and that's why i'm doing this i flew out from arizona to come speak with you and i'm happy to be here and i'll keep coming back because this is important
018this is a hill worth dying on our freedoms don't get taken away just because someone gets to make some sort of arbitrary decision about curriculum or about masks this is important we need to protect our children we need to ensure they have the same rights that we had when we were growing up because this is america and it's a beautiful place thank you thank you mr heath uh we have we have online speakers check quickly we have six online speakers our first online speaker listed for to be registered is sarah mcnamara but i don't see her with this she just she's dropped off the call stacey fudge and i do not have her online with this our next speaker is william krudinger william is with us online william go ahead good evening trustees can you
019hear me yes go ahead okay thank you um i have um my son enrolled at san juan hills high school and i applied for a bus pass for him and i was informed that that application was cancelled under board policy 5119 we do live in the san clemente high school territory but if you look at that territory map and i actually have it in front of me there's a it kind of juts along the coast down to beach road and i'm in this little pocket of area where it's literally closer to the bus stop for san juan hills than it is for many san juan hills students and it's um i guess i and i when i when i read the policies that said that uh transportation is apparent the family's responsibility for school of
020choice students i inferred that to mean that uh we'd be paying full price for a bus pass and i'm happy happy to do that and i guess if that's not consistent with the policy i hope that the trustees would consider making that policy a little more nuanced so that you know in absolute keeping with the intent of the policy student safety and getting kids to class um that bus passes that make sense can be issued for students that are attending [Music] adjacent school schools in adjacent territories um obviously it wouldn't make sense if he were to go to uh you know uh tessario high school from san clemente that wouldn't make any sense for a bus pass but um i i i mapped the walk from my house and to the bus stop and from
021my parents house where my younger brother you know where he walked from to take the bus and it's literally a shorter walk it's a two-tenths of a mile shorter walk for my son to go to the same bus stop to go to san juan hills high school than it was for my my youngest brother so i i think it makes a lot of sense to issue a bus pass in this case and if that's something that if that's consistent with policy and a clarification can be made to the transportation office that'd be great if the policy doesn't allow for that i hope that it can be revised and be a little more nuanced to bring in more fee revenue to the district to better utilize district resources reduce traffic at pickup and drop off improve
022safety and just help district families thank you our next speaker is michelle colossal campbell good evening superintendent board of trustees hard to believe that in five weeks students are being welcomed back into classrooms next week packet pickup started our high schools the following week middle schools in three weeks our high school students are at registration in four weeks brings middle school registration and with this our ptas and ptsas help to make all these events come off seamlessly to welcome back our students and our teachers so while this summer sun is hot we are continuing our planning and implementation to make the coming year the best one yet so please take a moment to renew your pta memberships or join for the first time by finding your local pta at www.jointotem.com and support your local schools
023by joining the pta on a second note i am only speaking twice tonight but i will be here listening to the very very end so it should be an exciting and you think thank you michelle the next speaker registered is mina carson superintendent and board of trustees one of the many positive parts of the new state budget includes some one-time funds under the arts music and instructional materials discretionary block grant although these funds can be used in various ways i urge you to dedicate these dollars specifically to our art and music programs district-wide your commitment to arts education benefits all students and is much appreciated thank you thank you mina our next speaker registered is jenny golden i don't see jenny online with us our next speaker is katie hoffman katie go ahead you just
024need to unmute okay hello can you hear me yes go ahead all right um as a mother of three students in the district i am deeply invested in what the board proposes to do upon reopening this school year specifically regarding masks and i have spoken numerous times this past year pleading with you board members to pass a resolution for mask choice uh when we were finally given the choice in march by the state there was a very high high percentage of staff and students who chose to not wear a mask in school the immediate emotional relief my children felt was palpable i cannot stress enough how thankful we felt to have been given a choice by the state and however the mental health of my children is still a top priority to me and i
025saw them make meaningful connections almost instantaneously after the mask choice mandate was put into place and i think the mental health of our children must be taken into consideration upon reopening another top priority to me is learning and also loss of learning two of my three children's iready scores that we received a couple weeks ago from the district were lower upon leaving the school year than they were upon entering the school year so for me there is this has never happened before with them there is a direct correlation having a child with adhd makes it difficult for this child to understand their teacher to understand their students around them to be able to communicate questions and i just need the board to know that we are paying attention we want the choice to be able
026to send our kids in masks or not i hope that you hear us i know that i speak for many people who aren't able to be here tonight but to know that we just want a choice regardless of what the state is telling you we have faith and are bored that you will make the decisions that help the students and staff as a whole thank you katie [Applause] our next online speaker is rebecca hunter rebecca go ahead hi there i actually have my daughter here i i have nine children and they all have been through this are and have been are in this school district which has been a wonderful experience we've been with oso grande from the very beginning that it opened um felt like it was a family experience um however i feel
027as if we have really been um disconnected and and being able to help these children understand who really is for them and be able to i think the thought of having the mask cover their face again absolutely makes them sick and so upsetting and thinking that this summer even introducing this thought to them um is is really upsetting to me and recognizing exactly as katie has mentioned some of some and so much of the impact that has been upon them with their education socially just being able to have healthy bodies taking masks off after two years was awful they were all sick because their bodies hadn't had the natural ability to filter through bacteria or bad things that that should go through them and suddenly everyone was sick again and here we are not able
028to um recognize the impact that it has it's so much healthier to have just these um natural things going through us for their minds and their bodies to be able to deal with the reality of life and what else is coming up against them i will absolutely pull all of my children from your school district i'm not saying it is a threat because i want them to be able to have a normal life and be able to mature in the proper way that that would be correct and um that is intended for them and i really hope that's not taken away from them but lillian wants to say something really fast she's one of the my students i'm going to 7th grade and i just want to keep it simple by saying i just want
029the choice to choose others can choose to wear a mask but i just want the choice to learn an education without a cloth on my mouth others can have that choice and i just want to be able to go back to normal normality and just want to learn in a simple way again and to see my teachers speak and see other people's files thank you [Applause] that concludes our speakers for oral communications okay thank you let's see and i think we go on to the consent calendar sorry public hearings first uh this is item 11. at this time i would like to open the public hearing regarding capistrano unified education association's initial proposal for reopen reopener negotiations and capistrano unified school district's initial proposal to capistrano unified education association for 2223 20 2022 2023 reopener
030negotiations the time is 7 33. do we have any speaker cards on this one we do we have six in-house and one online okay our first speaker is brooke wilson following brooke will be lindsay matthews you guys may go ahead and line up eva harrison john kurt ryan heath and janine pert so brooke wilkins is first it should be darcier thank you darcy i do have your card i'll put you down as number seven if that's okay we have you just have you under the wrong category so brooke please come forward and go ahead hi um superintendent vitale and trustees i am just here because i have heard rumblings of you know mask mandate coming back to l.a indoor for la county and i have no idea what is in cue as negotiations but i
031just want to make it clear i have three students in the district i actually attended this district from kindergarten all the way up graduated from dana hills and it was amazing and um my kids have had to live through the hell of covid and through the hell of wearing masks on their faces while they're in school i have a daughter who's developed severe anxiety her scores have not improved she's going into third grade and her i ready scores in math are testing at barely a first grade level um and i just want to let all of you know that i really appreciate you and i trust you to make those choices for our students to not go backwards to keep continuing forward and to let our kids have choices i just want to let you
032know if a mandate comes and my kids have to be masked i will unenroll all three of my children from capoh unified school district and i also have a text thread group me of about a hundred moms that can't be couldn't make it couldn't be here and they will do the exact same thing [Music] exact same thing and i i really do believe that you have the students best interests in mind and there are no actual studies that show masks help our students more at all and i have no idea what is on the cuea negotiations but i just seeing all of these things in the news is making me nervous and i hope that you all have the same best interests of only our students in mind first before any negotiations come up with
033any teachers union and i really appreciate the hard job that you do i realize this is a difficult thing that you do and i am grateful and i that is all i have to say today thanks lindsay matthews hi lindsay matthews i have five kids um and i just to see how covet has affected each one of them extremely different one was a senior when coveted hit graduated made it through barely you know unscathed like going through them all my poor 15 year old once again you'll never see me up here without mentioning lost his best friend jayden bonnet to suicide during kobe immediately pulled him out of his math class because i do think that was a big contributor what is he doing this year summer school geometry trying to get him caught up
034poor kid the exact same thing that caused him all that anxiety online school i now have him in online school why because he can't believe that he got lowest grade in math for algebra 98 i had to pull him he's doing geometry my next one she's fine she's okay but i told her that masks are a rumble what does she want she wants to be homeschooled my next one my young baby last year wrecked him i've already pulled him he's pulled he's done i'm homeschooling him next year because i can't send a poor nine-year-old to school crying every day like i did last year i can't do it again nine years old he should love school learning should be exciting and fun and it wasn't he couldn't the stress the mask when i told him
035that he got to take his mask off finally mom i can't i can't if it drops below my nose my teacher will yell at me mom i can't take off my mask and i said you know what buddy it's okay you have mass choice you can still wear your mask if you want to wear it to school he had the choice because he didn't feel comfortable taking mask off i can't believe a kid at nine years old wants a mask on his face because he was afraid to be yelled at by his teacher we can't have this for our kids they need a choice that's all we want is a choice so that they can choose what's best for them for their mental health five kids same family same house same rules same things taught
036but yet every one of them had a different effect from what has gone on and they all need to be able to make their own choices i need to be able to make a different choice for each child i'm homeschooling one i'm leaving the others in so what's best for each individual child you can't do a blanket rule for every child you can't do it what comes first the children that is what needs to be the top priority and i hope you guys remember that as you go through your negotiations thank you next speaker is eva harrison [Music] after eva is john kurt then ryan heath then janine pert hi how are you i'm also here how are you good to see you all again um i'm also here because of what's happening in l.a
037sacramento has already brought back the masks i was here last board meeting i would like to again urge you to pass a mask choice resolution that way we don't even have to talk about the masks anymore um nothing changed when the masks came off there was no giant spike of covet in our schools all of a sudden nothing changed except for our kids could breathe finally um we still don't know the long-term effects fit on their physical health and their mental health from these masks my nine-year-old you've seen him here twice he spoke twice here he can't breathe with a mask he had a shield he's at wood canyon he had the shield for months then one day they started taping a piece of plastic on him and he was too scared to tell his
038teacher that he can't breathe at all because it was like breathing into a plastic bag um he told me that he was never sure if his teacher was mad at him or not because he couldn't see her face my five-year-old kindergartner told me that she has never seen her teacher smile you know something like that breaks my heart and i don't want that back we can't have that back we need a mask choice resolution to be done that way the kids who want to wear a mask or the parents who want to have their kids wear a mask can do that and the kids who can't breathe or parents who are comfortable without masks can go without the masks [Music] i do i co-run the informed parents of capital usd instagram with 2200 parents who
039are ready to walk away from the public school system if the masks come back there are many school districts before our governor said the masks can come off in two weeks who passed the resolution i don't understand why our schools district can't do the same we can they can we can and i want you to know that we will no longer comply thank you so much [Applause] john go ahead yeah hi i'm john pierce i have six kids i have three that have already graduated from aliso niguel high school i have two that will be there this year and then one in elisa viejo middle school at the center of education is truth and if we don't speak truth or value truth what's the point mass don't work do not stop the spread there's ample
040evidence of that there's also ample evidence that the vaccine doesn't stop the spread yet we play the charade that if we wear a mask it's helping stop the spread i'm assuming that's why we do that but it doesn't work all it does is it alienates kids from their teachers kids from their friends they can't see faces a key part of communication is seeing faces they're seeing mouths without that it's it's less than optimal to be precise it it bothers me that educators have to be told that truth is what we should be seeking at all times it doesn't give me a lot of confidence that the rest of their curriculum is great so i i ask you to start at least with that do homework read i mean there's again ample evidence there's countries like
041singapore where they have a 99 percent mass everyone mass in that country covet cases went through the roof and they were 99 vaccinated so there is no there is no point other than punishment put a mask on any child's face so i encourage you to have courage and have mass choice it's fine if someone wants to wear a mask i don't care i just want my kids and anyone else who doesn't want to wear a mask to wear a mask and i thank you for your time thank you [Applause] ryan heath hello again uh ryan from the gavel project a constitutional attorney licensed in arizona not licensed in california but i do have a bit of law to to bring to your attention here i want to talk about a case called west virginia v
042barnett this case happened in 1943 it was decided by the united states supreme court it was over whether a school district could compel students to participate in the pledge of allegiance and in that case the supreme court explained it struggles to coerce uniformity of sentiment in support of some end thought essential to their time in country have been waged by many good as well as by many evil men throughout history ends have been racial territorial security support of a dynasty or regime or some particular plans to save souls at first glance moderate methods to attain unity have failed those bent on its accomplishment must resort to an ever-increasing severity the court concluded those who begin coercive elimination of dissent soon find themselves exterminating dissenters compulsory unification achieves only unanimity of the graveyard i came out
043here in february i was here february and march for a little while i was actually helping kids disobey this district's mass mandate uh setting up litigation which we are pursuing right now and uh one of the things that i came to realize when i asked this district to seek second legal counsel back i believe was in february was there actually is a provision of the california education code that protects teachers who stand up for students that are engaged in free speech in fact california education code section 48 907 g explains an employee shall not be dismissed suspended disciplined reassigned transferred or otherwise retaliated against solely for acting to protect a pupil engaged in conduct authorized under this section this section specifically protects acts of free speech if you're a teacher and you don't want to
044enforce a mask mandate in your district don't you can't be terminated this isn't legal advice go check the education code yourself your mask mandate is effectively over it's not coming back and frankly the thing that's most surprising about this whole situation i'm sitting next to a gentleman here who has three kids that were pulled out of the district because of this reason there are multiple parents here who have been complaining about you know taking their kids out as well why are we even talking about negotiating over children's health why is that a bargaining ship that's disgusting each and every single one of you needs to look yourselves in the mirror and think about the fact that you are negotiating using children's health as a bargaining chip again my name is ryan heath i'm with the
045gavel project do not comply thank you good evening everybody i i came tonight and i'm really disappointed to be back here talking about the same thing again and i'm so disappointed that nothing was passed in the spring that we couldn't get mask choice for our students and i don't know what you're going to decide i don't know how these negotiations are going to go but i just want to let you know that the place that i do have choice is where do i send my kids to school and if you don't pass a resolution if you don't pass a resolution that our kids have the choice then i'm going to take my kids out of the district the first full year of kovid when we were hybrid school and all of that i pulled my
046kids out of the district and i homeschooled them and it was great it's lacking some things i want my kids to do drama i want my kids to play sports i want them to do that stuff so we came back to school when we were thinking oh we don't have to wear masks and then masks came back in last fall quickly before school started and and we just went for it and they suffered through it but i'm not going to do it again it's just not worth it they don't have that many years that they're in school and they're trying to learn and if you guys can't make a resolution that our kids have a choice then i'm just gonna take them out we'll find another way you need my students we don't need you
047we can find another way okay so please please do what's right for the kids and give them a choice thank you [Applause] our next speaker is darcy yuri good evening thanks for all your hard work for our kids i'm mother of seven students in your district and my friend rebecca hunter who spoke she's a very good friend of mine she has nine children the two of us spoke tonight and if the mass mandate is in part of the union negotiations those 16 kids will be removed from the district that's half a classroom and we're just two families can you imagine all the families behind us all the friends we have i'm part of that group me there's thousands of families they're just working through this yo-yo thing anymore we're like oh they said in l.a
048county so we gotta follow the governor and dr chao said no we can't pass the mass for those room tonight lisa davis had an amazing one last time now pamela's gone we can pass it tonight it will not hurt anyone who still wants to wear a mask they can wear a mask from the day they die but my kids will not my daughter had open-heart surgery struggles to breathe had to be on a um pulse ox medication to make sure her arteries were open to her heart until her surgery and i'm putting a mask over her face for a headache every single day when i fought so hard to keep her life why do we do that to our kids i love the research he said about singapore i have a friend in singapore and
049they are the most germaphobic people i've ever known as far as their everything's perfectly clean and they wear masks and everyone's vaccinated and they still have the outbreak so if we know that why do that to our little children i have little kids who still need to live and breathe let's pass the resolution well no matter what these negotiations say with union members we are the parents our kids should come first we are paying with our taxes to go to our public schools but i'm happy to pull my seven children to go to stony brook santa margarita mission vehicle christian fairmont christian kappa valley christian there's other great schools who will give us that choice but she said i have a choice where my kids go and it matters now we've had four years of
050a yo-yo i'm not doing it anymore i always draw them today you will lose my seven rebecca's nine 16 kids in one classroom from two families that's a lot of kids you guys have the power i know you can do i believe in each of your good people deep in your heart and you do love kids so please show us by putting our kids before whatever this union says thank you my online speaker katie hoffman [Music] katie go ahead i already hi yes i already spoke earlier in the open communications and it was on the same yeah the oral communication so thank you thank you katie i just want to take a minute to clarify a few things first i want to make sure dr marlin can you address right now in cdph guidelines what
051is recommended or required with the math guidelines yes thank you so june 30th cdph revised their guidance for k-12 schools to support safe and personal learning 22-23 school years this is for the coming school year and masks are not required they are recommended the second thing i want to clarify which i think is really important is that nc and cusd our bargaining units have been extraordinary partners through this pandemic and we have collaborated and worked through some extraordinary challenges in order to keep these schools open for our children and so i think some issues been conflated here we have followed cdph guidelines the entire time and those have not been on the table for discussion that has been how we have run things and that's what i would expect we'd continue to do so i
052just want to make sure that the two things the public hearing around negotiations what we are sunshining and what cva is sunshining and teamsters is actually later in the agenda but we have always followed cdph we will continue to follow cdph and i just think that's really important and then i want to just publicly say that without the participation support and collaboration we could not have opened school and that's really important thank you superintendent are there any other comments on the um [Music] public hearing okay hearing none at the public hearing is closed the time is 7 54 p.m this time i would like to open the public hearing regarding general truck drivers office food and warehouse union teamsters local 95 excuse me 952's initial proposal for negotiations and capistrano unified school district's initial pro
053proposal to general truck drivers office food and warehouse union teamsters local 952 for the 2022 2023 reopener negotiations the time is 7 54 p.m do we have any speaker cards on this item erin hearing none that public hearing is now closed at 7 55. yeah we now move on to the con consent calendar please note for board policy 9323 and in accordance with the law the public has a right to comment on any consent item at the request of any member of the board any item on the consent calendar shall be removed and given individual consideration for action as a regular agenda item each speaker is allotted between one and three minutes per item depending on the number of individuals who've presented requests to speak mrs hayes do we have any speaker cards for the
054consent calendar this evening we have one speaker online michelle campbell good evening superintendent board of trustees in the last month ptas have donated 204 thousand five hundred nineteen dollars and sixty eight cents to cover expenses such as library media center modernization and recreation classroom materials and supplies librarian salaries field trip transportation lunch tables science camp art clubs para educator salaries school assemblies two-way radios field trips for all grade levels garden projects marine biology lab supplies that one sounds super cool to me and meet the masters art programs which is always fantastic our ptas are proud and happy to support all of our students across all campuses in cusd and we will continue to work to provide additional resources to our schools and our communities thank you very much for accepting these donations thank you michelle
055uh do any trustees have any consent items you'd like to pull justin hannicek you know justi nine number nine jesse bulacus 12 b nine 12 b oh 49 okay nine i think that's the same one as i wasn't sure because of their number system uh trustee jones do you guys i'm sorry to say do you have the same one no no i'm just trying to see siri what number it's under but it's the licensed vocational nurse page 639 let's make sure we get the members right i know uh it is c c nine twelve c nine okay and trusty bullocks okay bestie jones i also wanted to pull 12 b9s though justin casiano's 12 b8 and i have none so we are pulling 12 b 8 12 b 9 and 12 c 9. i'll entertain
056a motion to approve the balance second moved by trustee castiano's second by trustee bulacas uh we have this is for a roll call trustee bulacas aye trustee castianus hi trustee davis hi trustee hanicek i'm kristy jones hi misty mcnicholas hi motion passes 6-0 and those three items will be addressed at the end we now move on to discussion action items item 13 a1 danny hills high school next steps and timeline hampton thank you president mcnicholas so we have a powerpoint brief powerpoint presentation to bring up and i have a remote so all right so this is a follow-up to a abort board item at the last board meeting so at the last board meeting the board elected to wait on placing the bond measure on the november 2022 ballot for dana hills high school the
057efforts to address the ab 300 buildings at the high school continue and there are future opportunities for a bond measure that can align with the district's current application process to apply for state seismic mitigation funds we are currently in phase two of currently in phase two of five phases for seeking these funds so as mentioned and shown in this slide we are currently in phase two of the application process and responding to clarifying questions from the division of state architect once this q a process is completed we expect to receive a concurrence letter from the state architect and we are at this time unsure of the exact amount of time this process will take once we receive the concurrence letter from the district from dsa we will move forward on the next phase so next
058steps in timeline you'll notice there's no specific dates because we're of the uncertainty of the time frame from dsa but as we continue to do the work on the seismic mitigation funding application we'll review at what point in the process would be the next opportunity to place a seismic fund measure on the ballot to provide the additional funding required in the meantime work on the new classroom building continues and the city of data point continues the process of rezoning the southwest yard property once complete and the lease payments begin the district will then have additional funding as part of the overall plan for data data hills high school this is an information item only additional updates will be provided to the board as we reach each milestone thank you and we're happy to answer any
059questions you have mrs hayes do we have any speakers on this item we have one speaker katie anderson [Music] good evening superintendent and board of trustees my name is katie anderson and i'm the ptsa president at danny hills high school but tonight i'm speaking as a member of the dana point community many people from dana point high school or dana hills high school including student students parents teachers staff and our principal dr baker attended last board meeting in a show of support for the proposed bond that would rebuild our high school the disappointment we all felt as we left the meeting has fueled a groundswell of creative ideas and a future action plan that we hope will inspire our community from the ground up our challenge will be to embrace the amazing resources and partnerships
060in our community and educate our families about the short-term and long-term vision for dana hills we are excited about the new building planned for replacing some of our aging portables and we know it will be greatly appreciated by the faculty and the students who get to use it as a parent with my last child getting ready to graduate from our public school system i am more committed than ever to rallying the support of every community member who wants to see dana hills high school shine for the next 50 years our students and teachers deserve safe facilities that both inspire and reflect the truly awesome educational experience at dana we will shape our future thank you thank you katie trustees any questions comments trustee hannity thank you um um yes so regarding the new building can
061we just confirm again that um the taxpayers in dana point they're they are not being assessed they are not paying a dime for this new building could you just kind of go over again just briefly where that money's coming from for this um for the new building that we're all talking about so the source of the funding for this for the new building is from state matching funds from the state of california on previous projects completed at other school sites so previous projects other school size just because they're i don't want any confusion that there's some type of assessment for the taxpayers of data point so they are not paying a dive basically for that building correct thank you and i just want to clarify um any other comments from trustees that the um the
062general plan for um for dana is ongoing but even though we decided uh not to seek a bond this year that the master plan for dana is still ongoing and we we do have the vision of eventually rebuilding that school to be a safe and modern school for our dana point and look at the young community that's still our goal correct the work that we're doing is we're working on the board approved to prepare the master plan for daniel's high school we're doing in the planning phase of the new building and we're continuing to work on the seismic application for mitigation funds for that when eventually we have the matching funds we could replace the high school okay so that is still their work is continuing excellent excellent i know the timing isn't what i
063would like i mean i want it tomorrow and um that's probably not going to happen but i'm encouraged that we are still going forward and i am really encouraged uh katie by the um the groundswell of support from the dana hills and the dana point community and we need to keep that going uh through this election cycle and into next year and i hope to be a big part of that if anything i can do to help i really want to see that through so thank you so much um if you have any other comments we go on to i'm sorry i wonder about a quick question from the superintendent hampton um if you can tell us and you probably won't have it all on the top of your head uh state matching funds from
064what construction we've done uh what what what i believe they were from uh the two-story classroom buildings at the three other high schools okay yeah okay all right um and i also wanted to say i'm also i'm really glad that that the phoenix is rising from the ashes and that um that that has inspired the this this group of parents and students i'm very pleased about that thank you i just would take umbridge with that type of language danny hills high school is a rock star school but hopefully eventually the outside facility can equal what the amazing things happen inside so no ashes there so all good that that wasn't what i was that was not the the that was not the metaphor the metaphor was that a that something is coming out of a
065defeat thank you thank you okay at this point we would thank you very much we will go on to item 13 a2 this is the end of the year academic data for multi-tier system of supports dr merwin thank you very much president mcnicholas trustee superintendent patel rule 2 so we are proud to present to you item 2 end of year academic data for multi-tiered system supports in order to closely monitor progress with our academic enrichment and intervention plans mtss we return this evening to share the end of the year progress monitoring data as we conclude our first full year of implementation we have a brief presentation we're going to share with you this evening i'm joined by executive directors meg rufus and peggy barrist and assistant superintendent clint collins and assistant superintendents carrie johnson and
066jen smalley are joining us online as well to help help answer any questions so i'm going to ask carrie and jen are you logged in and can you hear me yes dr norway yes good evening gary kerry what time is it right now where you are it is 1007. thank you for being here gary we appreciate it okay so we open our presentation with framing the data through our district's wildly important goal number one which is our teaching and learning goal the vision of a cusd graduate provides additional framing and context for the teaching and learning goal so we share this vision of five key attributes that every graduate with every graduate would develop and refine as they progress through our schools from preschool through high school to empower them to be successful in a
067rapidly changing world through our mtss academic plan and by monitoring academic progress throughout the year our teachers support staff and administrators can ensure that students are progressing and developing these attributes i would like to thank trustees for pointing out there is actually a spelling error in one of the attributes it has been fixed so future top future opportunities you will see continuous spelled correctly so to support the mtss we realize that we need to first support the individual needs of of our leaders to make sure that they are able to support their staff with meeting the individual needs of every student so as you can see here we are focusing on an ongoing coaching and support provided for our site and district leaders throughout the year so as this slide shows there's a focus on
068building capacity of our leaders at every level and across all schools and departments in the district through ongoing training coaching and feedback this includes our teacher leaders principals the principal supervisors district managers and finally the superintendent's cabinet so this is not new this is just a quick overview of the key components of the mtss academic plan that has produced the results that you'll see tonight for elementary as a reminder every school has a full-time mtss specialist teachers are released weekly for professional learning communities and collaboration to plan for intervention while their students benefit from a pe program and training and intervention programs are being provided additionally every school has designated time during the school day for targeted intervention and enrichment for secondary every school has a professional learning community coach to provide departments and site
069leadership teams with support tutorial time is now being used strategically for intervention enrichment continued plc training is continuing for principals and teachers and paper learning and tutoring program was added for grades 3 through 12. this slide also should look familiar because this was presented to you first in the fall of last year as as we set out our two year goals to demonstrate academic growth using our state standardized tests these are the state test percentages of students scoring at grade level or above starting in 1920 as our baseline and then as you can see this is the end of the first year at the end of the second year next year 22-23 year then we will then uh check our progress against these goals these are again two-year goals tied to the standardized tests but
070the data we're sharing with you tonight is the end of the year formative assessment tools not the state test scores so what we're sharing tonight comes from dibbles ireti for elementary i ready in grades for middle school and grades for high school these data points that we will share tonight will help us to guide guide us because they provide us with student achievement data during the year whereas the data for standardized test scores we receive once per year in in the late summer so speaking of those state test scores uh preliminary test scores are starting to come in final test scores will not be available until late summer or early fall when we have those we will be sharing those with with trustees and with the community so as soon as those are released we
071will be sharing with you the standardized test scores tonight we look at the formative assessments so for the next set of slides i'm going to ask executive directors peggy bears and megarvus to briefly walk you through the student academic data some of which will be a repeat of data you have seen before at your at the math and literacy presentation so just very briefly touch on these because they were presented at the past two board meetings so with that i'm going to ask executive director peggy burris what peggy if you would continue thank you dr merwin and as dr merwin mentioned you have seen these next two slides before just last month in fact um they were shared in june so we're just excited about the games that are made so this particular slide shows
072um grades kindergarten through second these are the 20 21 22 doubles data for beginning of the year middle of the year and end of year data blue and green indicate benchmark or above yellow indicates some support is needed and red indicates intensive support is needed so of course we want green and blue to grow and red and yellow just shrink over time so you can see that happening in grades k through two the next slide shows grades three four and five um and we recognize the the dip in fourth grade from middle of year to end of year and this can partially be explained by the fact that the end of your reading passage is written in a less familiar text type for our students so we will work with our fourth grade teachers this
073fall to get them you know hitting the ground running with familiarizing our students with different types of text poetry figurative language throughout the year so they're more familiar with that end of year passage but overall we're seeing we've seen great growth and as you can see from the conclusion of grade 5 we have 425 students who need intensive support this information will be utilized immediately to position students for intervention and support classes in middle school and tutorial support within the first weeks of school the next two slides represent beginning of the year and end of the year comparison of iready data this is the first year we have this data set as we did not previously have i ready for a full school year in middle school i shared this data verbally at the last
074board meeting because the information had just come in but it is now visually clear that students are making progress across grade levels and subjects however while significant progress was made there's a clear need to continue to improve our systems of support for our students who are not yet working at grade level we are for focused on shoring up systemic intervention with training which starts in our professional learning academy before the school year even begins irvine math project will provide specific training to our secondary math support teachers we are also offering professional development for all middle school english language arts teachers on the amplify ela curriculum improvements that focus on differentiation and support and in year two of i ready intervention there will be a targeted focus on the use of my path customized lessons for
075english language arts and math sorry this slide should also look familiar to trustees as we shared at the february board meeting we are looking at the percentage of intensive students on the slide so we want to see the percentage decrease so to to help tell a more complete story of the data we have included last year's beginning of the year middle of the year and end of the year data side by side with this year's beginning of the year middle year and end of the year so that you can compare where we were beginning the year last year to this year middle year last year this year and so on so i will ask peggy and meg to share a little bit more about these findings okay thank you dr merwin for grades k through
076five the top blue band compares percentage of students who scored in the intensive range of doubles during all three testing periods during both 2020 2020 21 and 21 22 school years with the difference being indicated in the last column um so looking at dibbles in that blue band we began both years with the same percentage of intensive students that are scoring in the intensive range coming into our classrooms looking at the middle of the year data this past year shows that we closed the gap in addition two percent as compared to 2020 2021 um and the end of year data this year um another two percent uh decline in the percentage of students scoring an intensive range so comparing 2020 2021 from beginning of year to end of year we had a decrease in six
077percent scoring intensive and then this past year 21 to 22 the decrease from beginning of year to end of year was eight percent so um we made greater gains this year went from 19 to 11. um as a reminder last year we were in we had a shortened uh instructional day so i would hope that we would see some increase this year looking at the next um band here the green section um that's our iready math data for grades k through five and we began this past school year with two percent more students entering classrooms needing tier three support as compared to the previous year which if you remember the previous year that might make sense at the middle of your diagnostic we made we more than made up for the greater percent needing tier
078three last year there was a decrease of eight percent in the tier three range from beginning of year middle of year so as you can see it went from sixteen percent to eight percent and as compared to a decrease of four percent from um beginning of year to middle of year in 2021 14 to 10 in 21 to 22 remember it was a full instructional day this year and and we elementaries um we were in our second year of i ready implementation so we made great gains this past year um as you can see overall our end of year landed in the same place with six percent of our students needing tier three support entering middle school thank you for secondary we only have end of the year data for comparison with iready because this
079is our first full year of implementation and you can see the end results between the two years are very similar um however if you look in the light blue band or the dark blue band end of year spring 2021 we had 18 percent of our students intensive and language arts they entered the 21-22 school year at 28 intensive and similarly for math they ended at 16 and they started this year at 25 part of the difference is that our spring 2021 data includes students who tested from home because of hybrid and remote learning for math testing at the end of 2021 44 of the students took the i ready assessment from home and 30 completed the ela test at home so for that year the students who tested at home did perform better across the
080grades and subjects this year the testing was completed beginning middle and end of the year entirely at the school site we will continue to monitor this important data point moving forward for middle school when we're looking at dnf data so students earning a d or an f in courses d's and f's fell across all quarters you can see in the final column with larger increases in the reduction of f's at the high school level while we saw a similar decrease in f's we saw a slight increase in d's while we know some of the students previously receiving f's did then become students receiving d's we want to see both numbers trending down more significantly which will be the focus of our work for this coming school year including the work on grading practices and the
081use of common formative assessments tied to specific intervention strategies in class and during tutorial and so our final data set that we're sharing with you tonight is a presentation of the number of students who were assessed and qualified for special education services so we recognize as part of a strong and effective intervention program early intervention and tier two and tier three intensive academic support will result in less students needing to be referred and then qualifying for special education because their individual academic needs are met prior to being referred for for assessment so there will always be students who need special education services we're not saying that that will stop we recognize students many students will need special education services but some students can have those academic needs addressed in a tiered system of support without
082needing special education so assistant superintendent clint collins is going to provide more explanation about the numbers that we're providing for you here uh thank you dr martin so looking at the end of the year initial assessment numbers uh they calculated a bit a little bit differently than when the numbers were reported in february in february the numbers that were reported were for initial assessments all initial assessments completed which included the um do not qualify the dnq students also students that had more significant needs such as self-contained programs like steps sac and tbik and whatnot so these 617 initial assessment numbers represent the number of students that were assessed and qualified for special education services um for academic support which is what dr martin was talking about with that tier three intervention for mdmtss planner um
083as you can see on the chart there the numbers from the 2020 2021 school year going to now this last school year 2122 have increased by 86 initial assessments this trend was seen actually across the state due to students coming back to school from the pandemics so we had an increased level of learning recovery um so in talking with a lot of the other selfies throughout the state they also saw very similar initial assessment numbers on a rise going forward these numbers should decrease next year using those mtss tier 3 interventions as we implement them and we support that early academic intervention so as we close tonight we our commitment is to continue to monitor the success of our mtss academic plan and we will return next february with a mid-year update and next july
084with an end of the year update as well so it's our commitment to continue this cycle we will also provide the state test results to you when they are released later this summer or early fall and we will share how the state test results are correlating with our formative assessment results that you are seeing here tonight the devils i ready our dnf rates and our special education initial assessments that are resulting in qualifications so with that we appreciate your time and support and we are available to answer any questions you have today's two mainly speakers on this item uh trustees trustee bullochus yes thanks for the clarification at the end dr merwin but i'm afraid i need further clarification so when i look back at 12b amendment to cultural proficiency plan reporting cycle that we
085approved in the consent calendar um i said to myself that makes sense changing the dates to twice a year being february and july and it was explained near the student academic data reporting timeline for the middle of the year and the end of the year data for the district's multi-tiered systems of support so here we are in july which next year we'd be getting this but then the standardized test scores that we won't get to later this summer or first of fall how does that play into what we're measuring and what tests we're using on these different programs to measure our success and improvement i appreciate you asking that because i'm sure you're not the only one that is trying to map all of that out so if as we move forward i think one
086easy one easier way to understand this is to say our mid-year and end-of-the-year formative assessments so the assessment tools that we're using internally to measure progress we will present results february and july that will be both for culture proficiency and also for the mtss academic so that's so that you can expect that cycle for our internal assessment tools for the external assessment tool again we're kind of at the mercy of the state when they when the state finalizes the data and then they stop the they don't embargo it anymore they release it we then will present that to trustees into the community and then we will correlate it and show here is the correlation between our internal data that we're using july and february july and what the state uses to measure our year our
087year of growth so the timing is not great with the state but we will intentionally connect it for trustees in the community to say this is how it ties into our mid-year and end of the year data that we use internally thank you i better understand now jesse jones so i know that more in the past than now there has been you know a fourth grade test of a standard access would be a fourth grade test in this and a sixth grade test in that um and i think a lot of our testing is now not based on the academic year but it's it's driven by the students so but uh but i'd like to know if that is true and and if that is true of uh the devils and the iready results some
088of the parents or at least one parent who spoke earlier mentioned their child uh scoring lower at the end of year than the beginning and there's all kinds of things that happen uh that can cause that that are uh not uh not tied to anything anything that is ought to be remarked upon but um is that is that something that we do see could for example let's say you're in the fourth grade and now uh at the beginning of the year you take this test but now at the end of the year you're taking a different test and that might cause your score lower because you've moved into a different plateau or something can someone explain i can explain more if i need to yeah so that we uh so we'll make sure we understand
089the question so is it specifically to our internal tools are the dibbles and i ready are they is there is it the way that the test is designed that there might be a decline at the end is that what you're wondering the design of those two tests design but are there like sort of steps that like like in in september i take this test but i i'm i'm not taking the same test in the mid-year and the end of the year so that actually different things could be tested and that could explain why i'm going down okay i see i see so actually i'll ask peggy to speak a little bit more on this but they are designed to avoid that also yeah that's a great question trustee jones thank you yes each um for
090example the dibbles they have reading passages at the grades two through five and the reading passages are different and they become increasingly more difficult and the benchmark is higher so they go along the learning path of the student so does that make sense the benchmarks change so then um and and i remember nibbles from when i used to work with you but so uh let's say a third grader is using a particular devil's test with a particular passage uh in september and then in i don't know what march they're reading a different passage the same third grader and then in may they're reading a third yes they never read the same message twice that's correct oh okay so so it could be that the the may one just happened to have a bunch of words
091that these kids didn't know and they hadn't actually gone down they just responded differently to a different test yeah sometimes they had a sore throat that day and they just run slower so you know some students um that are progress monitored those are the students that are intensive or strategic they take the test um they take the passage or they read the passage more often more frequently every two weeks and it's always a different passage so you might see their scores going up and down a little bit but overall we want to see an upwards trajectory okay and is it the same for i ready with math or that they're seeing different stuff ireti is um it is grade level specific to skills but it's adaptive you know they all take it at the same
092time and so it starts with a certain level and it'll level down if the students aren't doing well it'll level up that the students are performing okay so the situation that this parent described um could be just kind of a weird artifact of something or other in dibbles but i already being adaptive that ought to happen but you can always have a headache or you didn't sleep well last night and there's various things that can happen yeah i i don't know that student's name i'd love to look more into that right okay i was just curious thank you and trustee jones as you were as this was going to have a better understanding so so i think that's one reason why as we were talking about the fourth grade dip was because you could see
093that the blue and the green actually decreased from middle of the year to the year because there was less familiarity with that type of text that was used for the end of the year passage so they are designed to be developmentally appropriate for that end of the year and based on the standards the vocabulary kids are learning so you should not so it shouldn't be a shooting a student shouldn't struggle if because it is grade level appropriate standards appropriate however if they aren't familiar because it is a different type of text in the middle of the year they could respond differently to it okay and and the passage could then be a little bit more difficult at the end of the year than the passage they saw at the beginning so if this the student
094could be progressing but have the same score throughout the year but and and they the fact that they're progressing is is um is not shown because the passage is getting harder the work is getting harder if maybe if i may i'm sorry yes they wouldn't be progressing at the rate we want to see if they're yeah okay so they could be progressing like for example the students that are within the red band the red band is very deep if that makes sense so students may come in beginning of the year at like deep red if that makes sense and they may finish the year still in red but at a shallower at a higher red closer to yellow you know it's growth um it's not where we need students to be so the passage and
095i'm sorry to keep belaboring this but i really don't know anything about us and and i think it's an interesting subject um so the beginning of of the fourth grade you get um a uh let's call it a 4b uh passage and then and you get a four m passage and a four uh e passage you know and and they're progressively a little bit more difficult and are there numbered scores and and so if i like i know it doesn't exactly work like this but if i missed um 10 or 10 each time um i would actually be progressing my my my relative score would be going up because the passages are getting more difficult right it's words per minute so they they need to read more quickly okay okay so and that's all dibbles
096is it's worked for me uh for the for the oral reading fluency that's just one example of the past reading passages we're talking about um k1 and 2 have a lot of other measures there's also something called maze which is a comprehension measure and then we come up with these are composite scores okay all right yeah thank you thank you yeah so it's accuracy and words per minute so that the accuracy of reading the words and then the number of words and so the criteria does continue to change so um you know and this is this this assessment i believe either the university of oregon has either designed it or they support it so that it's very evidence-based research based as far as how they calculate the criteria that keeps changing each period and then
097how the passages change each period and wouldn't be happy to share a little bit more of how that works with trustees jesse davis did you have a question yes okay so first of all to trust you bullock's point maybe we should consider lining up the test scores february and september for giving us the data i don't know i think that might be something to consider and the to trustee jones's point the intense difference and the focus on the specific genres for writing styles would mention at the beginning that that's that's something that we're going to look at and say hey let's make sure that we're focusing on that and then some of my wonders are as i'm looking at some of these grades in fourth grade fifth grade to sixth grade so looking at sixth
098grade it's broken down for one grade level below is yellow second or the pink is two grade levels below and the red is three grade levels below so for sixth grade it's 54 that are below grade level at the beginning of sixth grade so that that transition time is something we need to continue to focus on i think and and then we see that for seventh grade the beginning and that's a that's a even a larger jump that are three or two or one years below grade level that's a lot but when i'm looking at fourth and fifth grade and we're looking at fifth grade and i and i it's not this it's not laid out the same rate so strategic support or intensive support and i'm i'm wondering that blue and green or at
099grade level is that accurate the key above um yes green knit and blue are at grade level blue is slightly above so it's negligible at risk yeah okay thank you so it looks like for the red for the end of fifth grade we have 13 or 14 that are maybe two or three years below grade level and possibly the orange is one year below grade level or somewhere around there so that's about seven percent they're different measures right yeah slide slide um nine is showing i ready and slide eight is dimples so it's not exactly the one year two year shirt doesn't quite line up but i was thinking maybe the red and orange are one or two or three years below grade level possibly i'm guessing if green and blue were at grade level
100correct okay so that jump from fifth grade to sixth grade we're going from about 21 that are below grade level ending fifth grade and we're jumping up to 54 starting sixth grade so what i'm wondering what that piece is that we might want to consider looking at to help that transition because they're ending the year fifth grade less than 20 percent of our students are below grade level but yet the testing coming starting coming into sixth grade which is transition i get it we're at 54 better the i ready literacy the reading um it it scores more uh standards it goes into writing standards and other standards whereas the dibbles is just reading so so maybe we want to consider adding more standards in fourth and fifth grade so that that transition into sixth grade
101and it's not only focused on the dibble's test and reading fluency right because once we're third grade influent readers hopefully then now we're learning now we're reading to learn so maybe we can add some of that into the fourth and fifth grade and really honing in more on the standards so that as they move into that next type of testing and we're not just teaching to tests but rather so those are some of those wonders in fact if i can jump in i appreciate those comments and that's where so the standards based uh assessing the standards we do do we have other assessments the teachers are using this is this is a snapshot right devil's a snapshot of totally fluency and accuracy um but the this is where our end of the year state testing
102results will be very helpful because that's on all of the standards as well the way iready is already reflects more of what the state test is right so definitely our elementary teachers are using more than just this as i know you know to assess our students progress but for us to get a snapshot district-wide this assessment allows us to do that the other thing i would mention too is that and i know dr irvis can speak to this that for the first time now this formative data coming out of fifth grade is now in the hands of sixth grade teachers by student by name by need they start the year with this data their principals have it they really they reflect on it with their teachers so they there's no wasted time um they this
103tool has never been in place before where now sixth grade can have that start in the year both i ready and dibbles so that's a really exciting thing that that they can hit the ground running in sixth grade and they already know these students yes agreed i just are looking at that transition and what we can do to help bridge that so i think whatever we can do to help bridge that i'd love to see that happen so that we grab some of those standards and make sure that that is bridging and stepping in a more fluid way and then on the high school point um and success there and in the d's and f's and what we're looking for to get out of that range obviously and we know it's tied to how involved
104or connected students feel to their high school and to their school community and are they in a sport are they in a drama are they in service clubs are they in you know so maybe that's something that we could consider is try to grab some of the rdnf students and help them find a group that they could be in a club or something um i don't know that was just my thought on that one thank you jessie castianas did you have a question yeah just a couple of comments um so for me um dibbles is more of an indicator right it identifies who in the room is going to struggle right it's not really giving you a set of standards per se that you're trying to work on whereas i ready so you have to
105be careful when you're comparing assessments right because they are measuring very different things i ready is when we're actually looking at every single standard in the room or at that grade level and then those standards are being assessed and and it's difficult uh when you look at a district and you look at iready scores and they're mapped out like this of course you see uh the students that are um in our one one grade level two grade levels below and so that's concerning right those are your intensive students that you're always we're always trying to move that ship and i compare it to a puzzle oftentimes when i speak and every single piece of the puzzle has to fit together in order to kind of make everything work for them as a kid but when
106you look at i ready be careful because i think it's important to note when when i look at uh art we don't use i ready but a different assessment but same type progress monitoring tool you want to look at individual you really look at individual students right because you have when teachers are looking at their class list this is why it's so important that this has now come to fruition in our district because this is just beginning really truly we didn't even have this when uh my kiddos were in elementary school and just started uh mine are now out of middle but it just started when she was ending middle school so this is really just a beginning we're just starting at the beginning of this journey but for teachers it's identifying those students uh
107that are struggling in specific standards right and then it's creating a map for them and it creates a map for parents uh which is so key so then you look at that student and you're like well there are in the red band or they are struggling and but the test i ready i'm assuming i'm not as familiar with i ready with others as other assessments but it creates a band of movement for them where their progress continues to go up now at the end of the year right and we look at them in a big picture as a district hole and we're like well they're still here in three plus grade levels below it let's say an eighth grade student but when you actually look at them individually they made two years of growth uh
108within that single year right because they we've identified them here and then you know as a teacher and that school site breaks that data down and and and works with those in those suits so do we have a long way to go yes and is the ship really big yes and i always say i feel like sometimes we're in mud not in water right and it's a very slow turn of trying to get uh any movement to where we really want them to be is to be successful when they transition and go on to the next grade level a key for me i'm often asked why do you teach dk well one reason i teach tk is because i get to be the first person when they walk in the door and i get to
109erase all gaps and that makes me that fulfills something in me where i'm like yes i've got this group and nobody leaves me in the red band so it it it allows me to have an opportunity with the littles because i know right as you all know as educators have been in the system many many years that those red band kids continue to move on to the next level and we can never figure out like how do we get them into how do we get into strategic how do we get them into core right the idea is to get them into core truly and i'll talk about this later tonight is one of the reasons i pulled an item off consent is like wow the power of early ed and what differentiation can make in
110literacy when we're doing it at the early level because by the time we get to middle school in high school the ship is it's very very very difficult so anyway that's just some comments i had about about i i do appreciate it i i love data um and it i think it's the only way we can grow as a district so thank you for all your work on it st jones just want to um go back on something trustee davis said because you started to sing my song and i'm going to sing it a little more um every parent that i meet i say the same thing to and that is elementary school is like a family middle school is like a neighborhood but high school is like a town and you cannot parse high
111school and you probably can't even purse middle school unless you have a crew whether it is music drama clubs asb whatever and if if you do not help your kid find that crew they will find a crew may not be a crew that you like um and i think that you know whenever i say this i i get this like look of like wonderment in shock no one ever said it to me um and i think we need to be engaging our ptas pk um the teachers at back to school night to be saying this to parents maybe already in fifth grade certainly in middle school and absolutely in high school because that is the difference between being engaged and being happy and liking school or tolerating school and not doing well and maybe not
112even finishing i just think people parents need to know how important it is that kids have a cruise a way that they feel that they belong a group of friends club whatever anyway i just i hope that we will talk to our ptas and again pk and teachers of back to school about just saying this because i don't think most parents know i didn't know um and and it makes a difference thanks i see police i'm sorry i'm laughing to myself because when my kids were in high school what was the message that the different teachers administrators said when you get to college join something because it's a really big place on a college campus and you can feel lonely but join a club join a sport it's the same thing it's that human interaction
113belonging and those who are engaged um are probably better students and so it carries on beyond secondary um i have one question and this is backing up to even before the k12345 it's on the slide number six that one okay just for clarification the percentages here are students that tested at grade level is that what this is yes so these are the percentages of students at grade level or above in the standardized tests on the 1920 year which was our last and that was we did not we did not test in 21 or 22. is that correct we used formative assessment tools because the state allowed the the option to and that's why i already started to be used in the uh so we did so we did do casp testing this previous may and
114that's what you said we won't get our results until the end of summer that's correct so we've returned to casp testing this past april may grades three through eight and eleven all took the test for the first time since the pre-covered 1920 year and we will have the results to be able to share with trustees later this summer so the goals for okay 22-23 is this coming year so we have this kind of we're going to get results sometime late summer that'll be the in between that says exactly and we thought because of the you know the learning recovery yeah coming out of the pandemic we would set a two-year goal as as opposed to a one-year goal with the state okay i just want to make sure i understood what the numbers were and
115all of my other questions actually were answered by questions from other trustees so because i was having a hard time relating the dibbles to the i ready as far as grade level not grade level intensive not intensive um but thank you trustees for your questions one more just on to trustee castiano's point that transition so yes this is dibbles and this this i ready yes they're completely different but i just think it's really really important that we grab those pieces so that it does we don't have a gap from twenty percent two or three or one grade levels below to fifty four percent starting so again like you said they're testing different things but i do think that but yet and still it's it's still still it's still a point sure it's still a starting
116point it's still a starting point it's not comparing trustee costroness it's not comparing it's just that we're at a starting point at 54 that are one or two or three grade levels below starting sixth grade so that bridge is critical that bridge from elementary to middle well i think that was part of our summer program too was it not um getting kids that were struggling in fifth grade that's correct we have middle school summer school program options for kids we have elementary summer school options for students we'll continue to do that superintendent did you have a comment you wanted to make between there uh it was addressed actually um i was going to make a very similar comment to trustee castiano's okay okay thank you very much um i love the the actual academic stuff
117we get to address and yeah uh we are on to 1383 which is a declaration of need for fully qualified educators this is uh bob presby thank you president mcnicholas trustees and superintendent vittel broelty this is the annual declaration of the need for fully qualified educators this declaration allows a school district to hire interns emergency credentials or waivers in the event that a particular recruitment does not have enough successful applicants staff recommends approval do we have any uh speakers on this one we have no more speakers for the remainder oh okay all right trustees any questions or comments i'll move approval all seconds and move by trustee jones second by trustee hanicek um all in favor say aye aye all posts say no um trustee davis blessed the diocese briefly so it is a 501
118approval we are on to a forward action to adopt the district's initial proposal to capistran unified education association for 2022 2023 and negotiations this is mr crosby again dr presby thank you president nicholas this is uh the follow-up to the public hearing we heard earlier the staff recommends adoption of the initial proposals of cuea and cusd this is a requirement prior to us coming to any conclusion of negotiations staff recommends approval questions comments from trustees and um trustee has yet yes i would move approval second okay moved by trustee hanicek second by trustee bull because sorry you're not fast enough um all in favor say aye all opposed say no passes uh five zero one trustee davis left the diets briefly okay we are on to 1385 forward action to adopt district's initial proposal to
119for general truck drivers office food and warehouse union teamsters level 952 for the 2022 2023 negotiations mr president thank you president nick nicholas again this is our follow-up to the public hearing we had earlier this is the sunshine proposal for the teamsters local and cusd this is part of the sunshining requirement prior to us coming to an agreement through negotiations staff recommends approval trustees any questions or comments uber approval second moved by trustee jones second by uh trustee bulkis trustee heineck you have a question no i was okay all right you were you were fast on your button there okay all right um i'm sorry moved by trustee jones seconded by trustee bulacas all in favor say aye i oppose say no it passes 501 with trustee davis i left the dies okay we are
120on to item 1386. this is a resolution number two two 2223-02 resolution calling for action to amend the state public health order of august 11th 2021 to include an expiration date for copa testing for workers who are unvaccinated this was brought forth by trustee bulacus jesse vulcas would you like to speak to your item i'll hold on for a minute until trustee davis is able to return all right thank you thank you trustee bullockus would you like to speak to your resolution yes thank you um and it was noted that there was a revision and that all trustees should have received an updated copy of an amendment and there were copies of the back of the room this resolution was brought forward because the cdc has posted um continuously on their website that really there's
121no difference in coded cases and the unvaccinated versus the vaccinated in fact the vaccinated is just a slightly higher number percentage to 100 000 persons so the cdc cdph is not exactly following the cdc line on that because they've left the health order open that um unvaccinated employees are to continue weekly coded testing and it seems now to me that um there's not really a need for one over the other everybody should be treated fairly so i'm put forth the resolution to request that we go back to the cdph and ask that they reevaluate that and the change um in the fourth whereas is noted that um whereas persons who are fully vaccinated and boosted and persons who are not fully vaccinated are testing positive for kobit 19 at similar rates with local orange county
122health care agency reporting on june 5th 2022 that 35.7 per 100 000 persons were fully vaccinated and boosted tested positive while 32 per 100 000 persons who were not fully vaccinated tested positive and as reported on the ochca code 19 dashboard on july 5th and july 12 2022 test positivity rates for fully vaccinated persons are higher than for unvaccinated so the change on the following therefore be it resolved the board of trustees of the cusd hereby urges that the state public health officer amend the order dated august 11 2021 to include an expiration date for the weekly cova 19 testing for workers who are unvaccinated and the amendment adds and or a metric i.e test positivity rate by which testing can be discontinued and then have it finally be resolved so i'm asking for my
123colleagues to put forth this resolution to request that the weekly testing be have an end date and that all people vaccinated or unvaccinated are treated fairly in terms of any mitigation of coping 19 in the future thank you jesse jones i have an extremely small suggestion on this when the amendment was made the title was not changed because it says to include an expiration date and i think perhaps what we want is an expiration metric or date or perhaps expiration condition or date so i should be more clear a resolution number done on a calling for action to amend state public health officer order dated august. to include an expiration uh metric or date for covabex of copa19 testing data or an expiration condition or date just to be in concurrence with the the change
124that was made in the text either one i don't care that makes sense to me in terms of the title being as well like metric okay okay between the word expiration and date in the third line of the title we would insert the word words metric or did i call you trustee okay how about dr hayes would that work now okay mrs hayes [Music] with urge with the change to urges the state would you like urge also to be in the title instead of call for action to women is that not necessary i i think you can leave it as it is okay actually okay i have to say i was pleased to see this resolution and when i started looking into the numbers that trustee bullock said posted i go wow is that really
125that close and then i looked at the more recent data and it's even closer and in some cases the vaccinated uh test positivity is higher than the unvaccinated so at some point people are going to say why are we doing this and i think this is our um opportunity to register with cdph that this is something we would like to bring into like i say it is like you said it's it's discriminatory and um unnecessary at this point so i add that i had brought this forth in um wanting to bring it forward back in may and superintendent nitol braulty said let us look at the numbers and i think dr merwin and uh mrs hayes who helped me and looking at the numbers that supported this and so here's where we are okay okay
126so did i hear a motion to approve uh okay move by trustee davis all second second by trustee jones is the resolution so we need a roll call please sorry i just want to make sure you know what you're voting on that you're inserting metric or that's the resolution trustee bulacast i trustee castiano's name trustee davis aye trustee hanicek hey trustee jones aye trustee mcnicholas aye motion passes four two okay we are on to item 1387 this is a first reading of board policy 6158 independent study and this is dr mirwan and william doherty right that's right thank you president mcnicholas trustees superintendent patel rule to you staff presents item 7 first reading board policy 6158 independent study i'm joined by dr meg irvis and also the esteemed principal jolene doherty and of course dr
127johnson's still online to help answer questions so this is a first reading and staff recommends approval thank you are there any uh mezno speakers on this trustees comments questions a move approval second uh moved by trustee hannitech second by trustee castiano's i do have comments actually i have a multiple of questions you also need to waive the second reading this is the first statement am i misunderstood yes it's a first reading so we would need to waive the second reading to pass it tonight okay and those need to be two different motions it's preferred okay ask my questions first let me go back to the motions okay i have lots of different questions on why things changed and why one was fourteen one was ten they do we consider all available but anyway my bottom
128line is if if principal doherty is behind this and approved says i'm good to go so if she gives me a thumbs up okay i'm fine with it all my questions have been answered okay so now we need two motions one is to wait oh do you have a question trustee davis yes okay so let me just i just want a clarification so for exceptional needs do we have can you just kind of give me a little rundown on how that would work for independent study or is does that mean in some of this reading we would have a teacher work with them directly at their home or would they only be able to just give me a little more information thank you for your questions as far as special education students it does not
129change what we're currently doing um this is just codified in law by the state now so it doesn't change what we do here in capstone unified so currently if a student wants to do independent study and has an iep they just contact us and we hold an iep medium and then we determine if it's an appropriate placement for them and we can support them so the iep team determines what that placement looks like and what the support services are thank you one more question by signing kevin mike um remind me again the difference between live instruction and synchronous instruction it is the same thing the two different terms used by the state and they use them interchangeably live typically in the past meant in person but synchronous is also live instruction so the issues that
130interchangeably so live usually means in person synchronous usually means virtually over a computer at the same time okay at the same time because it does look like the requirement for pupils in grades four to eight inclusive opportunities for both daily live instruction and at least weekly synchronous instruction so there's different things interaction is different than instruction ah okay so interactions that have to have interaction with the teacher with the classified person instruction is obviously what that entails instruction i see we already provide all of this with our programs nothing is changing for next year okay all right okay again whatever jolene says i am pretty much okay with so we need two motions here one to waive the second reading and then to approve if we of that round i move to wave the second
131reading second uh moved by trustee bullock a second by trustee jones this we don't have to do a role clause it's just a vote right correct all in favor say aye aye all opposed say no passes 6-0 then we have a motion i'll entertain a motion to approve so moved second by trustee davis second by trustee castillanos again all in favor say aye aye now it's your role now it's a roll call i apologize lucas aye trustee castianos hi misty davis hi trustee hanachik i'm trustee jones aye trustee mcnichols aye thank you that's a six server i apologize um this is item 1388 where this is pulled eight and nine have been pulled by staff we will revisit those when we have more information and we go on to item a10 first reading board policy
132suicide prevention and this is dr merlin thank you again president nicholas trustee superintendent patel realty so staff presents item 10 first reading board policy 5141.52 suicide prevention you're probably wondering this doesn't why is this a first reading right is how many times have you seen this poor policy uh but this is a first reading because we're bringing this back to you based upon feedback from federal program monitoring auditors after the board approved it may the 4th so we received additional feedback after this board policy was approved on the may 4th trustees and there were significant feedback from the auditor another iteration of feedback that we were unaware of until after that board meeting so that's why we're bringing back this policy as a first read and you'll notice that it is as we say in
133the board report it is modeled after a board policy that was approved by federal program monitors so that's what you have in front of you it's been reviewed by legal and we recommend it is a first reading we recommend approval uh any questions or comments i have one the the lists of websites and cross references is that actually part of the policy yes this this is word for word what the what was approved by an auditor for fpm and that's what you have in front of you okay but at the top of page 7 of 12 [Music] it says these references are not intended to be part of the policy itself nor do they indicate basis or authority for the board to enact its policy so we have to list them so we list them
134as part of the policy but the references are not part of the policy is that the way i'm interpreting this i'll ask um dr johnson if you're online and you still if you have any feedback on this yes i'm here um so um executive director mr coco gracian spent um several hours with the fpm auditor on this very policy and my understanding of the reason these are listed is just for reference and they wanted these included this policy goes well above and beyond what csba would even require um i think it's but we have to comply with what fpm wanted so that i've approved this as one of the outstanding issues that we need resolved so they're listing it as resources not as policy to an act okay so it's similar to what we list
135on our other policies at the end when we sometimes refer to ed code or our it's similar this is um kind of a diversions from that in the sense that um we we needed to approve exactly um as it was approved by the fpm auditor okay all right so questions trustee davis i think probably because we have that disclaimer is that why the policy reference disclaimer that was the verbiage on that i bet on why that's all in there and is this is this just verbatim word for word the approval one that we've had with changing our name yes we went um mr graciano went back and forth several times with the modified version that we had and basically it came down to if we patterned after this model policy um that the fpm auditor
136said that she would uh approve it christie yes i just wanted to comment that i'm grateful for this work i'm grateful for all of the items listed this is um imperative it's so important um for our students i love seeing the how important the california healthy kids survey is for all of us to understand uh where direction artists our children are going with and i would move approval of this board policy okay trustee bulgas but just for clarity so it sounds like anybody else who might be doing a suicidal board policy um that that's going to be the standard because so often we follow csba as a guiding sounds like maybe they are going to have to be changing theirs are you getting that impression for for the this agency to approve if they are
137going through fpm monitoring at the time um very likely yes but it also can vary i think based on the auditor assigned to the school district but for this situation this auditor approved this language for us um going forward okay so we have a motion in a second well either way but um i'd like to um maybe a vote on this and then can we wait a second reading can we have another motion afterwards just wait a second i think we can okay so trusty hannah check is that okay we just draw that okay so we would have to do that again unless there are any other questions last chance to ask a question okay then i need a motion to waive second reading no no we have to do the motion to wait the
138second reading question two wave the second reading just did that on the other one okay there's a motion to wave the second reading second motion by trustee bullock is second by trustee davis all in favor say aye aye all posts say no passes six zero now trusty hannah chick would you like to make your motion again yes i'd make a motion pass the board policy um i already turned the page sorry 5141-52 second a motion by trustee hanachek second by justice this is a rule called trustee volcas aye trustee castianos aye trustee davis aye christie hannicek aye trustee jones aye justine fuckless aye motion passes six zero we are on item 13 a11 first reading board policy 9250 remuneration reimbursement and other benefits this is mr hampton i believe thank you president mcnicholas this item
139updates the policy to conform with csba standards and provides for stipend adjustments expense reimbursement and clarifies health benefits as authorized by education code 35120 changes are underlined and deletions struck through [Music] the first reading trustees do you have any questions or comments and we'll go through the same process if you want to approve it we need to waive second reading a move to waive the second reading second motion by trustee hannah check second by justin castiano's obtain a motion to pass the policy motion to approve the policy uh a policy second moved by trustee volca second by trustee castillano's it should be your roll call vote trustee bulacas aye trustee castianas aye steve davis aye trustee hanicek aye rusty jones aye nasa 6-0 uh we now go back to the consent items that were told
140only president mcnicholas i just have a quick point of order um it would really make more sense on these to um pass the policy first and then wave second reading because you don't know if you're going to get unanimous vote which is what we need to have you have a good point i was just following directions by our operations manager well she was nodding something differently to me but that's okay i um i do believe you need to wait first i'll check my notes okay all right all right well in the future mrs hayes will clarify for a future reference is that acceptable to the board okay good okay we're going to go back to our um consent items which were 12 b 8 12 b9 and 12 c9 e8 is the chill oc children's
141screening registry uh this is trustee castianos yeah i mean i want to lose the item but i just had i just wanted to ask one more question i did read um all the answers on q a so i appreciate all the background information that was very helpful um i guess my my one ask would be um if we could put a time stamp on this for tk implementation of screening obviously you know early ed for me is a key and i think it makes a huge difference and we know our tk's are going to be four which would be necessary for screening so could we maybe figure out a time instead of just saying i know we got information saying in the future when we better understand the data but maybe we could set a
142goal of you know six months or whatever i with utk coming out this year it would be great with those tk's registering if this was part of their registration packet um [Music] i i don't know i hate say you know delaying something when i know how important a screen is and we need screening so badly so we're just doable yes and dr patulo is here tonight our director of early learning uh programs do you want to speak to us sure good evening um thank you for your comment and i agree we can definitely look at that as a team and come up with some parameters in a time frame i think we were hesitant to put a timeline at this present moment just because we haven't gone into the system and need to learn a
143little bit about it more but i do agree with your point of that becomes then very open-ended as to when will we do it yeah so absolutely we can certainly go back to as a team and determine a timeline it's just such a powerful screening tool uh ages and stages i know that's the one that was mentioned and that's the one that i've been reading a lot about so i like to do a lot of reading in the summer and i was actually reading on ages and stages when this came across the board and i was like wow awesome so super excited that we're implementing but would love to see tk just get on board absolutely thank you thank you what if when you make your motion to approve this we just put in there
144with the caveat that the team will come up with a timeline within the next 60 90 days for for full implementation that doesn't mean you have to fully implement in 60 90 days but at least we'd have a clear sense of what our plan was would you live with that absolutely i would think this is a perfect time as we plan for universal whatever it is utk upk whatever we're calling it make sure that this is included as that and that's what's the timeline on that we're phasing in utk next school year so next school year the dates will be on nhl who turns five between september 2nd and february 2nd and then the following year uh september 2nd through i believe april 2nd and then the following year september through june so that by
1452025 2020 okay so uh the plan within the 60 90 days possibly an invitation concurrent with when we start that that sounds great to me um so would you like to make the motion i move the amendment in there with the days my second hit okay mrs hayes and superintendent do you have that note then on how we're gonna we're gonna time stamp this that within 60 and 90 days we'll have clarity of the timeline for implementation perfect okay motion by uh trustee castiano second by trustee hanicek all in favor say aye always say no no passes three two four two right okay we have two no's passes forward too um [Music] b9 this is talking point software services and support agreement this was trustee davis no this was custody bulgus all in all in
146terms of the feedback that i've received it's very positive about talking points but i do have some questions that came from the schools that were the pilot and i'm sorry i didn't get them submitted to you sooner trying to play catch up with being on vacation so um the feedback i received was that uh teachers who used it said it was easy to use it was helpful um principals said it's going to take a lot of reinforcement and reminders um we tend to be creatures of habit and so a lot of teachers still are using the email because that's what they're accustomed to they kind of have to be prompted and reminded um but they think that that will come along one of the schools even the ptsa executive board loved it and will probably
147be contacting you because they won't know if they can have an account because they're finding this is a great way to have the community more involved so here's a couple of the questions one was to ensure the correlation between home language in aries and language parents prefer to receive communication and the other comment was that school messenger has texting capabilities why not incorporate additional language transit translations and give teachers access but you probably covered that before and i'm not i don't remember what the answer was so i can start it and i think uh actually um chief technology officer sean rozelle can speak a little bit too school messenger was one of the other um options that we looked at that was one of them and it wasn't there were some limitations to it that
148that swayed us going in the direction of talking points is there anything you would have [Music] um yeah so there were there were a couple things the the the big advantage for talking points was oh there were two of them one is the two-way texting ability uh school messenger is still a valuable tool for us so that we can broadcast messages out as we need to but talking points is more of a conversation tool and the other one really had to do with translations where the other products we looked at school messenger and blackboard they really relied just on google translate uh and there's been a lot of challenges with google translate okay where talking points actually had a person that was managing the translation for us and then the third big advantage really had
149to do with uh it being free from any sort of application or agent on a device you didn't a teacher didn't have to have that particular laptop with them it's a cloud-based system they could just access through a web port have another question and then um another feedback um a bcl at one of the schools told me that a parent had received a text communication sent back a question and never heard anything back and so then it was asked of the bcl and she wasn't sure who sent the message to be able to track it down and find out so when these text messages go out talking points is there a way for a parent to know who they're communicating with and how you know to follow up i thought that was a good question
150because i didn't know the answer uh yeah i confess i haven't looked at that particular but i would assume and i will look at it when i get there that there's a uh there's a source uh address on every on every faculty yeah and it's that it's the teacher texting the parent and then it's identified as the teacher sending the text so that they would know who sent it so what you're saying is that it would have a teacher's name just like with if i texted gila she would have my number have my name if i was in her con uh in her address book but i i'm questioning whether that's the case or what you're saying really kind of doesn't make a lot of sense because again you text me and if you're in
151my address book i know it comes from you but if it's just you know 949 1234 i don't know who that is yeah um so i um so i think i think part of that would be a training tool then so we would have to ask staff um when they're reaching out to a parent to put in the text message who this is coming from and then you could you could um program your phone um in that in that way but it would come as a text so you would it would require you to put in your address book what that phone number is connected to i would say the one good thing and the big comparison between school messenger and talking points is how robust it is school messenger allows us one-way communication to
152a parent via text but they cannot text us back talking points translates the messages from us and then allows the parent in their language to to directly communicate back to us and it is it is translated back to english for us to have a direct conversation with them yeah i'd like to add another important feature to talking points when we were comparing it to other systems is that the teacher can text from their computer they don't need to use a phone or their own personal device or anything like that they can text from their computer and when it goes to the parent it goes to their they could be using a phone from 15 years ago that just does texting and they'll receive that message they can respond from that phone and then the teacher
153receives it on their computer so that was one thing that other other companies required that uh both have an app on a phone to use which could be challenging for some people and so the talking points kind of met all the criteria that we needed to meet everybody's needs it would be using the system well i really appreciated that um all of the schools that were in the test pilot were in mission viejo so i made a concerted effort to to speak with those principals so i just want to add parents have responded that receiving short texts are preferable than retrieving messages from emails and then the last thing was um they all from all the schools with a resounding we need more training from talking points and not reliant upon just the teachers and
154staff at school sites and everyone had brought that forth um more training would be more helpful to get more teachers using the system and um i can't think of the other system that we've had recently greg you've talked about but yeah training just always helps everybody you know use the system so um so i would move to approve this i just wanted to share the feedback in terms of what um i had received and uh they most were all very happy of the ease of using it um and the response parents and you all know especially during um conference weeks yeah okay so that was a motion in the move by trustee bullock is second by trustee hanuck trustee jones and trustee davis have cut relies on the comments i also pulled this so but
155go ahead yeah no go on go on so a couple of things does it all does the does the text always come from the same phone number so if a teacher texts from their computer or from their phone does it always come from the same phone number so that they could actually save it or is that a new generated text every time we would have to look into that further or not i'm not certain okay and then have we spoke with i mean we we spent a lot of money with school messenger have we spoke with them about seeing if they have a two-way texting or if they're working on that or if okay and what their translation capabilities are the translation specifically for talking points is actually at this point in life people looking
156at messages and helping to to tweak the translations to make them as perfect as possible i think as as mr roselle mentioned school messenger is using google translate and again the biggest difference from that one is that parents don't have access to text back to a staff member so they would have to they would have to react through email or a phone call in order to do that and have we spoke with school messenger about those exact two points if they've considered moving into a live person looking at messages and looking at that translation piece and the texting back so for the the texting back part uh they said it's part of their development pipeline uh when we were when we were officially looking at this opera like uh [Music] uh we haven't talked to
157them since then uh let's see so i think to your point about that when the teacher text back maybe at the very whether or not it does come from the same number or not maybe from your child's teaching you know the teacher's name at the beginning of the text because when you glance at a text you when it's junk sometimes you just want to delete right so maybe it if it especially if it's not coming from the same number we can share that out to present that um and what do we have ongoing training happening with talking points we have uh talking points has a resource center on their website that provides how-to videos and links to like frequently asked questions and we'll make sure that that gets shared with the sites so they can
158have that as a resource because it's very comprehensive what they have on their on their website for training we did invite staff last year to do training with us and we recorded it it is perhaps that we need to share that more frequently with principals and staff to make sure they know exactly how to access it i wouldn't like to move approval because i think that there's some more work we should look into and see if school messenger i mean we're paying a lot of money with that program right now and if they have an opportunity they've made changes in the last year to if they have a live person now and if they have an opportunity for texting back and forth then maybe that's something we look into we do have to add on
159at a big savings we do have a motion and a second on the floor i would like to ask maybe ask that we give staff direction to maybe kind of answer them the questions that we brought up on how do you know which phone number it is and do parents have to sign up with the teacher do you know the teacher's name that those kind of things maybe you could get back to a little bit of a pre-teaching or post-teaching of trustees so we're when we get questions from the sites we kind of know how that works but i'm going to let it go to a vote and if we vote it down uh it sounds like we already have a service and support agreement established so we just need to approve it well i
160pulled this item as well and i i still have questions okay and and frankly i don't think this is ready for prime time and i'm going to vote against it i feel like um if we have you know we don't we don't really understand how this works and it doesn't sound like parents really understand how it works and maybe teachers don't either now i understand that a teacher doesn't want to many teachers don't want to reveal their cell phone number to parents because they're afraid they're going to get called in the middle of the night that kind of thing so maybe this is preventing that maybe this is providing some other number so it's coming from another number all are though maybe this is a parent squared number and it always comes from parent square
161and it's always the same number i don't know um i i i feel like uh what trustee bullock has brought up where it's not really being used that consistently and you know i asked a question about training and was told training will be available if people want it well uh no uh that's not what i'm looking for i think we need this we need this feature and believe me as a person who use google translate a lot it is a scary thing i have seen things translated that are really really really wrong and sometimes offensive so google translate is not okay it's you know it's okay for a lot of what you do but it's not it's not acceptable so school messenger wouldn't make it and of course it's not two-way anyway um i think
162we need this or we need something but i don't feel like the board is being told what we need to be told to decide whether or not we're going to go full war on this i i i don't have the confidence that i think i need to vote for this tonight i think what's come to light is if the training had you know the training could have resolved this but teachers may be reluctant because we can't answer that question why would they be able to answer that question um and to trustee jones's point uh a teacher is not going to want to give out their cell number they don't even know how it's what's being on on the appearance what's what it is yeah we don't know what it is so i can so i
163could share a little bit more and i apologize for the confusion here uh we do have a parent in the room who receives the text messages as a bathgate parent it's actually dr patulo and so she is going to put her on the spot here what it looks like from a parent's perspective because it does have the name of the teacher or if it's from the school in the text as the starting of the subject as a text story so maybe you can share a little bit what that experience is like as a parent sure so ironically my child goes to bath gate so i was part of the pilot um and so the first time i got the message uh and said from bathgate elementary school and then it was the message from mrs
164martin saying welcome families we're going to be using this communication tool and i had her message and then my daughter's teacher was essential and so i also received a message from her and it said had a phone number but in the actual body of the text it said miss henschel colon and then it had her welcome message so i could clearly delineate this message came from the school this message came from essential and then as a parent i ended up downloading the app because it was a little easier for me to navigate and so i know when my daughter won an award at school essential was able to send me the picture of my daughter at flag with the you know the certificate and i was able to communicate and say thank you so much
165for sending me the picture i appreciate it so i found it very useful as a parent um i don't know that i personally would just be sending messages to teachers just because of the you know line of professionalism and not crossing but i i thought that it was very user friendly from a parent perspective and it i could tell easily who is sending me the messages so just to share [Music] there was two separate numbers so one for the school and then one for the teacher they were different phone numbers but miss henschel's numbers were the same number correct and then once i downloaded the app it had my whole communication from the text in the in as a conversation sure correct i see let me check you're saying it came with the teacher's name
166not just a number that you had to correlate to a name correct and let me just and while she's looking in the case where the example was given to me that the parent responded with the question didn't get an answer you know sometimes we get text messages we intend to respond and get busy could have been that the teacher then just forgot and uh you know and and the parent then didn't send another text to ask the question again trustee hannah did you have a question or comment i have a um an option so there's a motion on the table in a second i think this is very very important i think if there's still too much confusion that we should bring this back maybe in the interim you can decide how board members can
167maybe interact with it so that all of these all of our questions um are settled i don't want it to die here i don't want it so i think um i would like to bring it back with when uh staff thinks oh you can help me procedurally make a substitute motion wraps uh to bring it back when you could be better prepared to anticipate um all and answer all of our questions so that we feel comfortable and then maybe we can have a tutorial or some hands-on ability for us to use it um as well so you're withdrawing your motion um i didn't make the most of his gp so i think i did yeah so um i will withdraw my motion but i would like to add to um trustee hannicek's motion with getting
168more information is we'd specifically like to know what training we can anticipate our teachers and staff at school sites will receive from the company well it doesn't have to be from the company um you know i looked at the website it doesn't look like it's really that hard to do but to a certain extent it's reinforcement it's like use this don't use this other thing um but yeah i would like to see i want to know what kind of training or reinforcement or whatever will be available thank you submit all of our questions and then i i don't know if we have a timeline where we need to vote have this passed um are we can we wait till next month uh this is the superintendent realty well i i mean so i appreciate trustee
169handcheck what you said i was going to say something very similar because i don't want to see this die i actually deeply believe this is the right thing to do especially for english learner and title 1 families and that was why we did it so i'm sorry we don't have the technical information and we will follow up to do that so do we need to does this need to be approved tonight is there time sensitivity on this no i mean we want to be able to roll it out to train and support teachers using it and then we had a phased-in plan for some of that i just don't think any of those details came out this evening so we will regroup come back i own this we will fix it and come back with
170those details because i do not want to see this die i am all one school messenger does not have the capability i would not recommend going down that road and for many of you who know who are bilingual biliterate you don't want to translate something wrong it will totally go against the whole theory of action of why we did this so we'll bring it back so table it is what i think you should do and we'll bring it back in august i said i make a motion to table unless you want to do it judy that's always your okay okay all right so motion to table the item um second okay motion to table the item until the august board meeting by hana second by trustee bulacas all in favor say aye aye all posts
171say no passes 6-0 thank you for a good conversation um on to item 12 c9 this was uh trustee davis uh revised classified salary schedule lvm thank you i called it i just wanted to kind of go over it a little bit and then i thought maybe we'd have staff kind of just give us a little little info on it i i would have like preferred it to have been not on so okay like like what are you asking a question or um sure uh in the past especially during cobit finding lbns were very difficult when we looked at well prior to me getting here when the teams looked at salaries of lvns and local districts it realized our salaries were a little bit lower so there was negotiated through an mou to raise that
172rate in an attempt to fill our vacancies we currently have 21 vacant lbn positions so when we use contracted help when we're not able to find a substitute or a vacancy it's quite more expensive and that's why you see the price range in whether it would be a cost or a savings would really depend on our recruiting efforts to fill these positions this is our one of our first steps in to fill lvns we've also started looking at local universities and colleges and schools that do produce lvn certificates trying to partner with them to recruit them right after they come out lvns often are a stopping point as i've learned as i've called the universities that it's the first step to becoming an rn and so we also would be looking at those in those
173rn schools preferably the ones that more at night if they could fill in with some of our shorter positions that are five hours a day so this is our first step in trying to fill our lbm positions thank you i i just felt that it was important not to be in consent so i wanted just a one little okay a minute on i appreciate it and i'm very vulnerable okay second moved by trustee davis second by trustee bulacas any other comments or questions i was just going to say that saddleback has an lvn program um you can get your ldn in two years from saddleback college motion in a second all in favor say aye aye all opposed say no passes 6-0 um i believe that's the end of our virginia agenda i will entertain
174a motion to adjourn motion to adjourn second a motion by trustee bullock is second by trustee hannicek all in favor say aye aye all posts say no pass is six zero