[A. Call the Meeting to Order] [00:00:11] THE PURSUANT TO THE RALPH BROWN ACT, THIS IS A MEETING OF THE BOARD OF EDUCATION PUBLIC. PLEASE JOIN US IN THE PLEDGE OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, 1 NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL COASTAL NEJO [C. Announcements from Closed Session and Open Session Procedures] ADJOURNING FROM CLOSED SECTION, 1B, EXISTING LITIGATION PURSUANT TO GOVERNMENT CODE, CASE OAH 2022100791. TRUSTEE GOLDBERG MADE THE MOTION TO APPROVE THE SETTLEMENT. THE VOTE WAS 4-0. 1C, CONFERENCE WITH LEGAL COUNSEL, PURSUANT TO GOVERNMENT CODE, OAH. 20221. TRUSTEE GOLDBERG MADE THE MOTION TO APPROVE THE SETTLEMENT AGREEMENT. VOTE 4-0. 1D, THE AGENCY NEGOTIATOR IS DR. VICTOR, DEPUTY SUPERINTENDENT. THE DISCUSSION ITEM IS PRICE AND TERMS OF PAYMENT REGARDING 1335, THOUSAND OAKS, CALIFORNIA, NEGOTIATING PARTIES, BRIDGES CHARTER SCHOOL. 1E. THE DISCUSSION ITEM IS PRICE IN TERMS OF PAYMENT REGARDING 2000 LA GRANADA DRIVE. AND FINALLY, 1F, CONFERENCE WITH LEGAL COUNSEL, ANTICIPATED LITIGATION, NUMBER OF MATTERS, 1, WEST LAKE VILLAGE INCORPORATED. I WOULD LIKE TO WELCOME WELCOME EVERYONE TO THE MEETING. TRUSTEE GORBAK IS NOT FEELING WELL AND ABSENT THIS EVENING. THEREFORE, THE DISTRICT IS PROVIDING MULTIPLE OPPORTUNITIES FOR PUBLIC PARTICIPATION. PUBLIC VIEWING IS AVAILABLE BY REGULAR BROADCAST ON TELEVISION AND THROUGH INTERNET LIVE STREAM ON THE CVUSD PLEASE NOTE THE DIFFERENT OPPORTUNITIES TO PROVIDE PUBLIC OR WRITTEN COMMENTS TO THE BOARD CAN BE FOUND ON THE MAIN PAGE OF THE BOARD AGENDA. MEMBERS OF THE PUBLIC WISHING TO SUBMIT A WRITTEN COMMENT HAVE THE OPTION TO E-MAIL THEIR COMMENTS BY THREE P.M. TODAY. BOARD MEMBERS WERE PROVIDED WITH THESE WRITTEN COMMENTS PRIOR TO THIS MEETING. PERSONS WISHING TO ADDRESS THE BOARD IN PERSON SHOULD FILL OUT A BLUE SPEAKERS CARD. IF YOU WISH TO SPEAK ON A SPECIFIC AGENDA ITEM, PLEASE TURN IN THE CARD PRIOR TO THE ITEM SECTION IN THE AGENDA. IF YOU INTEND TO DONATE TIME TO ANOTHER SPEAKER, PLEASE HAND IN BOTH CARDS. PLEASE FILL OUT A YELLOW PUBLIC STATEMENT FORM AND BOARD MEMBERS WILL BE PROVIDED WITH THESE STATEMENTS AFTER THE BOARD MEETING. SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON ANY DISTRICT PROPERTY. COPIES OF THE AGENDA ARE AVAILABLE ON THE TABLE AND [D. Approval of the Agenda] BOARD LOBBY. WE ARE NOW AT 2D, APPROVAL OF THE AGENDA. MAY I HAVE A MOTION TO APPROVE THE AGENDA? >> TRUSTEE GOLDBERG >> I MOVE THAT WE APPROVE THE AGENDA AS SUBMITTED. >> THANK YOU. >> SECOND. >> THANK YOU, TRUSTEE SYLVESTER. LET US VOTE. TRUSTEE BAZILLE. >> YES. >> TRUSTEE SYLVESTER. >> YES. >> TRUSTEE GOLDBERG. >> YES. >> I AM A YES. CARRIES 4-0. [E. Student Recognition - Newbury Park High School Art Scholar - Ventura County Mock Trial Logo Competition] NOW IT IS TIME FOR STUDENT RECOGNITION. NEWBURY PARK HIGH SCHOOL ART SCHOLAR. WELCOME PRINCIPAL LAPIER. >> BOARD, PRESIDENT, [00:05:03] LEADERSHIP. THANK YOU FOR INVITING ME HERE. I WANT TO HONOR SOME OF OUR AMAZING STUDENTS. I FIRST WANT TO TAKE AN OPPORTUNITY, EVEN THOUGH HE COULD NOT BE HERE TONIGHT, I WANT TO CONGRATULATE JAVI JAMES FOR WINNING THE LOGO SUBMISSION CONTEST. SUBMISSION WAS SELECTED TO BE THE LOGO FOR THE VENTURA COUNTY OFFICE OF EDUCATION MOCK TRIAL CHAMPIONSHIPS. GREAT EXAMPLE OF PROVIDING ALL OF OUR STUDENTS THE OPPORTUNITY TO TAKE ADVANTAGE OF THE PROGRAMS AND ACTIVITIES AVAILABLE FOR NOT ONLY OUR SCHOOL SITES IN OUR SCHOOL DISTRICT, BUT FROM THE GREAT OPTIONS PROVIDED BY THE VENTURA COUNTY OFFICE OF EDUCATION. PLEASE JOIN ME IN CONGRATULATING JAVI JAMES FOR WINNING THE LOGO SUBMISSION FOR MOCK TRIALS. BEFORE WE RECOGNIZE OUR OUTSTANDING STUDENTS, I WANT TO CONGRATULATE AND RECOGNIZE OUR AMAZING DIRECTOR OF OUR STRINGS PROGRAM FOR THE STUDENTS HERE TONIGHT. TINA WONG. TINA HAS BUILT THE PROGRAM FROM A GROUND UP. WE HAVE WORKED TOGETHER FOR ALMOST EIGHT YEARS, NOW AT NEWBURY HIGH SCHOOL. SHE HAS WORKED EXTREMELY HARD TO PROVIDE HER STUDENTS WITH THE SKILLS AND WORK ETHIC NECESSARY TO BE CONSIDERED FOR THESE ELITE OPPORTUNITIES FOR OUR STUDENTS TO GET ON A REGULAR BASIS. PLEASE JOIN ME IN CONGRATULATING TINA WONG. [G. Student Recognition - Newbury Park High School Student Selected to Perform at the High School Honors Performance Series at the Sydney Opera House] NEXT, OUR NEXT RECIPIENT IS MCKENZIE MOTTS. MCKENZIE WHO PLAYS THE CHELO, AUDITIONED TO PERFORM AT A VARIETY OF CONCERT HALLS IN THE STATE AND WORLD. AFTER SUBMITTING HER AUDITION, SHE WAS SELECTED TO PLAY IN SYDNEY AUSTRALIA. OBVIOUSLY, AN AMAZING ACCOMPLISHMENT. BUT THERE IS MORE. MCKENZIE GOT BACK FROM NEW YORK AFTER COMPETING IN THE NIKE INDOOR CHAMPIONSHIPS IN THE 2000 METER RACE. PLEASE JOIN ME IN CONGRATULATING MCKENZIE MOTTS. [F. Student Recognition - Newbury Park High School Strings Students Selected to Perform with the Carnegie Hall Honor Orchestra] WE ALSO HAD FIVE OTHER STUDENTS IN OUR STRINGS PROGRAM THAT AUDITIONED FOR THE SAME PROGRAM AND WERE SELECTED TO PERFORM AN CARNEGIE HALL IN NEW YORK. JUST LIKE MCKENZIE, THESE STUDENTS WERE SELECTED FROM ALL OVER THE COUNTRY. I WANT TO CONGRATULATE AND RECOGNIZE OUR AMAZING DIRECTOR OF THE PROGRAM, ONCE AGAIN, TINA WONG. THESE STUDENTS HAD A GREAT EXPERIENCE PERFORMING AT CARNEGIE HALL. AND IT'S MY PLEASURE TO INTRODUCE THE FOLLOWING STUDENTS FROM NEWBURY PARK HIGH SCHOOL. NOT HERE TONIGHT IS KAYLA PARK. OUR FIRST RECIPIENT IS BRIAN LEE. OUR NEXT RECIPIENT IS ANNANA. AND THEN OUR FINAL RECIPIENT IS NICHOLAS MARCO. PLEASE JOIN ME IN ONE FINAL ROUND OF APPLAUSE FOR ALL OF OUR RECIPIENTS TONIGHT. THANK YOU VERY MUCH, PRINCIPAL. AND CONGRATULATIONS TO ALL ON THOSE ACCOMPLISHMENTS. WE ARE NOW AT 2H. WE HAVE MORE GOOD NEWS TO [H. Recognition - CVUSD California Distinguished Schools] [00:10:04] CELEBRATE. THIS IS A RECOGNITION OF THE CVUSD CALIFORNIA DISTINGUISHED SCHOOLS. WE HAVE DR. DENA SELLERS. WELCOME, DR. SELLERS. >> GOOD EVENING, PRESIDENT, TRUSTEES, AND LEADERSHIP. I AM HERE AS THE PROUD DIRECTOR OF ELEMENTARY EDUCATION. I AM SO EXCITED TO HAVE LIKE PRINCIPALS HERE WITH ME TO SHARE WITH YOU THEIR JOY AND CELEBRATION FOR THEIR SCHOOLS. HAVING BEEN AWARDED AS DISTINGUISHED SCHOOLS FOR THE STATE OF CALIFORNIA FOR 2023. I THINK WE SHOULD GIVE THEM A ROUND OF APPLAUSE. SO AS YOU CAN SEE, ON THE NEXT SLIDE, WE WERE FORTUNATE ENOUGH TO GO AND ACTUALLY CELEBRATE TOGETHER WITH TEACHERS FROM THE SCHOOL SITES. DOWN IN ANAHEIM, CALIFORNIA, WHERE WE WERE ABLE TO MEET WITH STATE SUPERINTENDENT TONY THURMAN. WE HAVE A FORTH COMING PHOTO OP WITH HIM. WE DON'T HAVE IT YET. WE ENJOYED DINNER AND A PROGRAM FROM HIGH SCHOOLS ALL AROUND THE STATE AND MIDDLE AND ELEMENTARY SCHOOLS. IT WAS A NICE EVENING AND WE ENJOYED BEING TOGETHER AND CELEBRATING WITH OTHER DISTRICTS ACROSS OUR STATE. I WANT TO INTRODUCE TO YOU EACH OF OUR PRINCIPALS AND LET THEM THEIR A LITTLE BIT ABOUT OUR SCHOOL. WE'LL START WITH DR. SHANE CRAVE EN FROM ASPEN ELEMENTARY. GOOD EVENING, PRESIDENT GILL, MEMBERS OF THE BOARD AND EXECUTIVE CABINET. THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT. I WANT TO START BY CONGRATULATING THE OTHER SIX SCHOOLS. THROUGH GREAT AND EXCITEMENT THAT I GET TO SHARE A FEW REASONS WHY ASPEN IS AN OUTSTANDING SCHOOL. TEACHERS AND STAFF ARE DEDICATED AND STUDENT CENTERED. TRUE A REFLECTION OF THE HARD WORK EACH DAY. WE HAVE PARENTS AND PFA THAT SUPPORTIVE, GENEROUS AND WORK TIRELESSLY TO FUND RAISE AND CREATE EVENTS. OUR DATA DRIVEN TARGETED ACADEMIC INTERVENTION PROGRAM IS DESIGNED TO ENSURE THAT WE ARE BRIDGING ACHIEVEMENT GAPS. WE OFFER ALL STUDENTS SPECIALIST CLASSES INCLUDING ART, DANCE, PE AND MUSIC. WE HAVE A SPECIALIZED PROGRAM CENTERED ON INCLUSIVITY TO SUPPORT STUDENTS IN LEAST RESTRICTIVE ENVIRONMENT. THIS INCLUDES OUR KINDERGARTEN CLASS. WE HAVE A SCHOOL CULTURE ROOTED IN THE IDEA THAT EVERY STUDENT IS OUR STUDENT. BEING RECOGNIZED AS A CALIFORNIA DISTINGUISHED SCHOOL IS AN HONOR, BUT NONE OF THIS WOULD BE POSSIBLE WITHOUT OUR INCREDIBLE STUDENTS. WHEN I WAS RECENTLY ASKED ONE OF OUR FIFTH GRADE STUDENTS, PRESLEY, SHE TOLD ME ASPEN, SAFE LEARNING COMMUNITY. BEST SCHOOL IN THE WHOLE WORLD. I WOULD HAVE TO AGREE WITH HER. THANK YOU. >> I WOULD LIKE TO WELCOME UP MRS. KENNEDY, THE PROUD PRINCIPAL OF BANYON. >> I AM BANYON'S BIGGEST CHEERLEADER AND HAVING A DIFFICULT TIME NARROWING DOWN THE REASONS I THOUGHT WE WERE DISTINGUISHED IN A FEW SHORT MOMENTS. ON TOP OF THE AMAZING REASONS NOTED ON OUR SLIDE, I DECIDED TO ASK OUR FANTASTIC COMMUNITY. IT WAS HARD TO CHOOSE, BUT I CURATED A FEW FOR YOU. BANYAN IS DISTINGUISHED BECAUSE I AM CHALLENGED BY MY TEACHERS TO DO MY BEST. EVERYONE IS SWEET, RESPONSIBLE AND KIND. BRITTANY SAID WE ARE DISTINGUISHED BECAUSE WE HAVE A WONDERFUL PARENT COMMUNITY THAT HELPS CREATES AMAZING OPPORTUNITIES AND ACTIVITIES FOR OUR STUDENTS. CARLIE, AGE EIGHT AND SAWYER, RECENT ALUMNI. WE HAVE OUR OWN SONG. COLLIN SAID WE ALL LOOK OUT FOR EACH OTHER. LAUREN, OUR PTA PRESIDENT SAID BANYAN IS DISTINGUISHED BECAUSE IT SETS THE BAR HIGH WITH ACADEMICS AND EXPECTATIONS WHICH FULLY PREPARED BY SON FOR MIDDLE SCHOOL. WE HAVE FANTASTIC STUDENTS AND TEACHERS WHO WORK TOGETHER AND FOLLOW GOOD RULES. JAKE, BANYAN ALUMNI SAID IT IS A PLACE WHERE STUDENTS FEEL CHALLENGED AND ENGAGED IN OUR [00:15:02] LEARNING. THEY HAVE ACCESS TO SUPPORT THEM, AND THEY FEEL SAFE AND SUPPORTED. CAITLYN, A THIRD GRADER SAID BANYAN DISTINGUISHED BECAUSE WE ARE A BOBCAT COMMUNITY. ENCOURAGES KIDS TO BE ACTIVE AND ENGAGED IN SCHOOL. PROMOTES A SENSE OF COMMUNITY AND BELONGING AMONGST STUDENTS, PARENTS AND STAFF. BUT FINALLY, MY FAVORITE RESPONSE CAME FROM VIOLET, WHO IS EIGHT, SHE SAID I KNOW BANYAN IS DISTINGUISHED BECAUSE MRS. KENNEDY TOLD US WE WERE AND WE HAVE A BANNER TO PROVE IT. ON BEHALF OF THE DISTINGUISHED BANYAN COMMUNITY, I WOULD LIKE TO THANK THE BOARD AND EXECUTIVE CABINET FOR SUPPORTING US IN OUR EXCELLENCE. >> I WOULD LIKE TO WELCOME UP MRS. JEFF RICKERT. >> GOOD EVENING, THANK YOU SO MUCH FOR HAVING US OUT HERE THIS EVENING. AN HONOR TO BE HERE REPRESENTING OUR STUDENT, STAFF AND PARENT COMMUNITY. URZ IS A FANTASTIC PLACE. I'VE WORKED WITH A NUMBER OF GREAT EDUCATORS. I'M NOT SURE THAT I HAVE WORKED WITH A GROUP QUITE LIKE THAT. WE ARE A SCIENCE AND TECHNOLOGY MAGNET SCHOOL. OUR TEACHERS WORK HARD TO WRITE THE CURRICULUM. WE USE THE SAME STANDARDS AS ALL OF THE OTHER SCHOOLS, OF COURSE. BUT OUR TEACHERS TAKE THE NEXT GENERATION SCIENCE STANDARDS AND INTER-WEAVE THEM AMONGST ALL OF THE OTHER SUBJECT AREAS. WE'RE AN EXPERIENTIAL LEARNING PROGRAM, WHICH MEANS WE'RE HANDS-ON. WE HAVE SEVERAL FIELD TRIPS AND CULMI CULMINATING ACTIVITIES. WE HAVE A FANTASTIC LIFE SCIENCE LAB. WE HAVE ALL KINDS OF ANIMALS. IF YOU'RE CURIOUS, COME ON BY. YOU CAN HOLD OUR SNAKES. LET ME CHECK WITH RISK MANAGEMENT FIRST ON THAT. BUT WE'VE GOT SNAKES, REPTILES, VARIOUS SORTS. WE HAVE A SPECIAL PERMIT WITH THE STATE TO RAISE RAINBOW TROUT. WE HAVE AN EXCITING FAMILY VOLUNTEER PROGRAM. WHERE FAMILIES ARE URGED TO VOLUNTEER 3 HOURS EACH MONTH PER FAMILY. THEY CAN COME HELP AND RELEASE OUR TROUT IN LOCAL WATER SHEDS. HIGHLY ENVIRONMENTAL SCIENCE PROGRAM. THEY WEAR SCHOOL UNIFORMS. A GREAT PLACE TO BE. I WANT TO THANK THE BOARD AND EXECUTIVE CABINET FOR ALL YOUR SUPPORT OVER THE YEARS. ANOTHER SHOUT-OUT TO YOUR FRONT OFFICE STAFF, CUSTODIANS, TEACHERS, EVERYBODY THERE AT EARTHS, STAFF, FAMILY, STUDENTS. THANK YOU VERY MUCH. >> I WOULD LIKE TO WELCOME UP MS. MEGHAN TRIPLET PRINCIPAL OF LANG RANCH ELEMENTARY. >> GOOD EVENING, PRESIDENT GILL, TRUSTEES, EXECUTIVE CABINET. WE AT LANG RANCH ARE SO HONORED TO HAVE BEEN AWARDED THE CALIFORNIA DISTINGUISHED AWARD. THIS PRESTIGIOUS AWARD IS A TESTAMENT TO THE HARD WORK AND DEDICATION TO THE ENTIRE SCHOOL COMMUNITY, INCLUDING OUR INNOVATIVE, COMPASSIONATE TEACHERS AND STAFF. SUPPORTIVE PARENTS AND COMMUNITY MEMBERS. MOST IMPORTANTLY, OUR CURIOUS AND MOTIVATED LEARNING. WE STRIVE TO CREATE A WELCOMING AND INCLUSIVE SCHOOL CAMPUS. PRIDE OURSELVES FOR OUR MANY OPPORTUNITIES TO ENRICHMENT, STUDENT LEADERSHIP AND ACADEMIC SUCCESS, THROUGH TARGETED INTERVENTION. THE LANG RANCH COMMUNITY WANTS TO THANK YOU FOR YOUR ONGOING SUPPORT AND PARTNERSHIP. NEXT YEAR IS OUR 25TH ANNIVERSARY AT THE RANCH AND WE LOOK FORWARD TO BLAZING NEW TRAILS AND CONTINUING ON OUR DISTINGUISHED PATH. THANK YOU. >> I WOULD LIKE TO WELCOME UP [00:20:02] MR. DOUG HADEEN. PRINCIPAL OF SYCAMORE CANYON SCHOOL. >> NO NOTES. GOOD EVENING. MR. LU, I SUITED UP JUST FOR YOU. BECAUSE IT'S A RARITY, AS YOU KNOW. WE'RE A UNIQUE SCHOOL. I'VE BEEN THERE NINE YEARS. I WAS IN THE FIRST FIVE YEARS WHEN WE OPENED AS A TEACHER, LOTS OF HISTORY WITH THE SCHOOL SITE. WE CREATED THE HASHTAG AT THE BOTTOM OF THE SLIDE, PACK, WE ARE ONE. BEING COYOTES, A PACK WORKS TOGETHER. AS OTHER PRINCIPALS HAVE SAID, IT COMES DOWN TO THE PARENT COMMUNITY, OBVIOUSLY YOUR TEACHERS, THE SUPPORT STAFF, YOUR OFFICE, CAMPUS SAFETY, CUSTODIANS, EVERYONE WORKING TOGETHER. IF YOU DON'T HAVE EVERYONE WORKING TOGETHER, YOU WILL NOT ACHIEVE GREATNESS. I AM PROUD TO SAY SYCAMORE CANYON IS A FOUR-TIME RECIPIENT OF THE DISTINGUISHED SCHOOL AWARD. WHAT MAKES US SO PROUD ABOUT THAT, WHEN YOU'RE A HIGH ACHIEVING SCHOOL, IT'S DIFFICULT TO CONTINUE TO BOUNCE OFF THAT GLASS CEILING. THE TIRELESS EFFORTS OF EVERYONE WORKING TOGETHER TO SUPPORT THE STUDENTS WE KNOW WE CAN ACHIEVE EVEN MORE. WE WANT TO THANK CVUSD, FOR SUPPORTING US AND CONTINUING TO PUSH US INTO THE NEXT GENERATION. >> >> I WOULD LIKE TO WELCOME UP MS. TERRI CULPEPPER, PRINCIPAL OF WESTLAKE ELEMENTARY. >> I DO HAVE NOTES. BECAUSE I'M A LITTLE NERVOUS. GOOD EVENING. THIS IS MY SECOND YEAR OF BEING THE PROUD PRINCIPAL AT WESTLAKE ELEMENTARY. I QUICKLY BECAME PART OF THE WESTLAKE FAMILY LAST YEAR. IT DIDN'T TAKE ME LONG TO REALIZE WHAT A SPECIAL PLACE IT WAS. I WAS NOT SURPRISED AT ALL THAT IT WAS A RECOGNIZED AS A CALIFORNIA DISTINGUISHED SCHOOL. ALL OF OUR STUDENTS PARTICIPATE, TK THROUGH FIFTH GRADE, MUSIC, ART, MAKER SPACE, WEEKLY. WE HAVE DIFFERENTIATED INSTRUCTION THROUGH OUR MAGIC TIME. AND IT'S AN OPPORTUNITY FOR STUDENTS TO GET WHAT THEY NEED, WHETHER IT'S ENRICHMENT, SMALL GROUP INSTRUCTION OR RE-TEACH. WE HAVE A VERY SUPPORTIVE AND ACTIVE PARENT FACULTY ASSOCIATION. THEY HELP US FUND OUR ART MAKER SPACE AND MUSIC. THEY PROVIDE LOTS OF OPPORTUNITIES FOR STUDENTS TO PARTICIPATE IN ASSEMBLIES, FAMILY FUN KICK BALL GAME. ENCOURAGING TEACHERS COMMITTED TO THE STUDENT ACADEMICS, BUT ALSO SOCIAL EMOTIONAL WELL-BEING. WE HAVE THE MOST CARING AND COMPASSIONATE SPECIAL EDUCATION TEAM. WE HAVE TARGETED INTERVENTION IN BOTH MATH AND READING. ALL IN ALL, IT IS A GREAT PLACE TO CELEBRATE LEARNING. WE APPRECIATE ALL OF YOUR CONTINUED SUPPORT. THANK YOU. >> AND LAST ONLY BY ALPHABETICAL ORDER IS MR. KEVIN LYNCH PRINCIPAL OF WILDWOOD ELEMENTARY. >> GOOD EVENING, PRESIDENT GILL. TRUSTEE, DR. MCLAUGHLIN AND DISTRICT STAFF. IT'S BEEN AN HONOR TO JOIN WILDWOOD IN ITS 50TH YEAR AS A SCHOOL. WE CELEBRATED WITH A '50S SOCK HOP AND BARBECUE. WHILE IT WAS A BLAST, IT'S REALLY THE PEOPLE WHO WALK IN OUR DOORS DAY IN AND DAY OUT THAT GIVE US THE GREATEST REASON TO CELEBRATE. STUDENTS COMMITTED TO DOING THEIR PERSONAL BEST. TEACHERS WHO WORK TIRELESSLY TO PLAN INSTRUCTION. PARENTS WHO TAKE AN ACTIVE ROLE IN THEIR CHILDREN'S EDUCATION. AND PTA LEADERS AND MEMBERS WHO RAISE THE FUN FACTOR THROUGH THE ROOF ALL WHILE SUPPORTING OUR SCHOOL PROGRAMS. TOGETHER WE CREATED A SCHOOL WHERE EVERY DAY PRESENTS MANY REASONS TO CELEBRATE. THE SUCCESS OF ANY ORGANIZATION IS BUILT IN ITS STRONG CORE VALUES. OUR CORE VALUES GUIDE DAILY [00:25:01] LIFE AT WILDWOOD. BY RESPECTING OURSELVES AND OTHERS, OFFERING KINDNESS AND ENCOURAGEMENT. ALWAYS BEING READY TO LEARN, WE POSITION OURSELVES TO MAKE THE MOST OF EVERY OPPORTUNITY. OUR UNITY AS A SCHOOL IS BUILT THROUGH COMMUNITY. AT WILDWOOD WE EMBRACE AND PROMOTE A CULTURE WHERE EVERYONE IS WELCOME. EVERYONE LEARNS AND EVERYONE GETS THE SUPPORT THEY NEED TO MAXIMIZE THEIR POTENTIAL. IF YOU DON'T FEEL WELCOMED, VALUED AND A SENSE OF BELONGING, WHEN YOU WALK ON CAMPUS, THEN YOU'RE PROBABLY NOT AT WILDWOOD. THE POWER OF YET IS STRONG ON OUR CAMPUS. EVERY I DON'T UNDERSTAND THIS COMMENT IS MET WITH YOU DON'T UNDERSTAND THIS YET. EVERY I CAN'T DO IT. IS MET WITH I CAN'T DO IT YET. BY STARTING WITH THE BELIEF IN OUR STUDENT'S POTENTIAL, HELPING THEM DEVELOP A HEALTHY GROWTH MINDSET AND THEN EMPOWERING THEM TO TAKE OWNERSHIP, RESPONSIBILITY AND INITIATIVE TO ACHIEVE THEIR GOALS AND DREAMS, I BELIEVE WE ARE ENTERING THE NEXT 50 YEARS AT WILDWOOD WITH GREAT PROMISE AND HOPE. FOR THAT, TIGER PRIDE IS STRONG AT WILDWOOD. THANK YOU. >> WE'RE GOING TO ASK THE PRINCIPALS TO COME FORWARD TO TAKE A QUICK PICTURE AND THEN I'LL ASK DR. SELLERS TO FACILITATE SUPERVISOR GORRELL IN SPEAKING AT THE MIC AND HELPING FACILITATE PROCLAMATIONS OR CERTIFICATES. I WOULD ASK MR. LU TO COME AROUND AS WELL. IF WE COULD JUST HAVE THE PRINCIPALS STAY RIGHT HERE. >> PRESIDENT GILL MEMBERS OF THE BOARD, MR. SUPERINTENDENT, PRINCIPALS, TEACHERS, STUDENTS, THANK YOU SO MUCH FOR ALLOWING ME TO REPRESENT THE BOARD OF SUPERVISORS IN ITS ENTIRETY TO BE HERE TODAY TO CELEBRATE SOME AMAZING NEWS. I'VE HAD THE OPPORTUNITY TO DO THIS BEFORE. MANY YEARS AGO AS A CALIFORNIA STATE ASSEMBLY MEMBER REPRESENTING THIS COMMUNITY. I HAD AN OPPORTUNITY TO COME AND PARTICIPATE IN THE RECOGNITION OF CALIFORNIA DISTINGUISHED ELEMENTARY SCHOOLS. AND THIS IS -- THIS COULDN'T BE MORE EXCITING FOR ME. THANK YOU SO MUCH FOR THIS OPPORTUNITY. QUALITY OF LIFE, WE TALK ABOUT QUALITY OF LIFE, AS WE TALK ABOUT LIVING HERE IN THE CONEJO. AND REALLY, THE MOST ESSENTIAL PART OF QUALITY OF LIFE, WHAT BAROMETER BY WHICH DO WE JUDGE QUALITY OF LIFE MORE THAN THE EDUCATION IN OUR COMMUNITY AND OUR GREAT SCHOOLS. AND WHAT DOES A CALIFORNIA DISTINGUISHED SCHOOL REALLY MEAN? IT MEANS GREAT TEACHERS. IT MEANS INSPIRED WONDERFUL INNOVATIVE FORWARD THINKING TEACHERS THAT MAKE PEOPLE FEEL AT HOME AND MAKE STUDENTS EXCITED. AND THAT WHO WE'RE RECOGNIZING HERE TODAY, AS WELL AS ADMINISTRATORS THAT ARE LEADERS AND UNDERSTAND HOW TO INSPIRE STUDENTS. IT'S ABOUT ENGAGED PARENTS AND COMMUNITIES THAT STAND WITH THE TEACHERS AND THE SCHOOLS TO SUPPORT THESE STUDENTS. AND HAVING INSPIRED STUDENTS AS WELL. ALL OF THAT IS WHAT MAKES A CALIFORNIA DISTINGUISHED SCHOOL. WE HAVE AN EMBARRASSMENT OF RICHES. SEVEN DIFFERENT ELEMENTARY SCHOOLS. SO I'M HONORED. I GOT TO GO AROUND AND GET EACH ONE OF MY COLLEAGUES TO SIGN THESE CERTIFICATES OF CONGRATULATORY RECOGNITION. I WAS ABLE TO GLOAT ABOUT HOW MANY WONDERFUL SCHOOLS WE HAD IN THE CONEJO VALLEY SCHOOL DISTRICT. THANK YOU SO MUCH FOR EVERYTHING YOU DO. THANK YOU FOR BEING FANTASTIC. I'M GOING TO TAKE A MOMENT NOW AND HAND THESE OUT AND I WOULD LOVE TO TAKE A PHOTOGRAPH IF I COULD AS WELL. THANK YOU. >> THANK YOU AGAIN EVERYONE AND [00:31:21] CONGRATULATIONS ONE MORE TIME TO OUR CALIFORNIA DISTINGUISHED SCHOOLS. I WOULD NOTE THAT WE HAD 12 CALIFORNIA DISTINGUISHED SCHOOLS IN THE COUNTY. SEVEN OF THEM CAME FROM CVUSD. TWO FROM A NEIGHBORING DISTRICT. JUST SHOW YOU A GREAT EXPERIENCE THAT OUR KIDS DO HAVE IN OUR DISTRICT, WITH OUR SCHOOL ADMINISTRATION, FACULTY ON CAMPUS, SUPPORT STAFF, GREAT THINGS THAT HAPPEN. CONGRATULATIONS TO ALL. >> WE ARE NOW AT 2I. PUBLIC COMMENTS. THE CVUSD BOARD OF EDUCATION WANTS TO HEAR FROM STUDENTS, PARENTS, EMPLOYEES AND OUR COMMUNITY. ALL INDIVIDUALS HAVE THE RIGHT TO PROVIDE PUBLIC COMMENTS DURING OUR SCHOOL BOARD MEETINGS, UNDER GOVERNMENT CODE 54.3. COMMENTS REGARDING SPECIFIC ITEMS LISTED MUST BE MADE WHEN THAT AGENDA ITEM IS CALLED. IF YOU WISH TO SPEAK ON A TOPIC THAT IS NOT ON TONIGHT'S AGENDA, NOW IS THE TIME TO PROVIDE YOUR PUBLIC COMMENT. IF YOU HAVE NOT ALREADY DONE SO AND WISH TO SPEAK, PLEASE HAND IN YOUR BLUE CARD TO MRS. FELDMAN, PLEASE NOTE IF YOU HAVE ANY MATERIALS TO HAND TO BOARD MEMBERS, PLEASE PROVIDE THE MATERIALS FOR DISTRIBUTION TO THE BOARD. PURSUANT TO THE BROWN ACT, THE BOARD CANNOT UNDERTAKE ANY ACTION OR DISCUSSION ON ITEMS NOT ON TONIGHT'S AGENDA. BRIEFLY REPLY TO COMMENTS OR QUESTIONS POSED BY THE PUBLIC. AS OUR MEETINGS ARE HELD IN PUBLIC, YOUR COMMENTS WILL BE HEARD BY THOSE ATTENDING OR WATCHING A BROADCAST. IN ADDITION, THE BOARD ENCOURAGES TO PARTICIPATE IN CIVIC AFFAIRS. WE HOPE STUDENTS ARE WATCHING THIS MEETING OR IN THE AUDIENCE. PLEASE BE MINDFUL OF THAT. IN COMPLIANCE WITH ALL APPLICABLE STATE AND FEDERAL LAWS, THE GOVERNING BOARD STRIVES TO RESPECT THE PRIVACY RIGHTS OF STUDENTS AND EMPLOYEES DURING OUR MEETINGS. THIS INCLUDES THE RIGHT OF IDENTITIES OF STUDENTS TO REMAIN CONFIDENTIAL. WE ASK THAT SPEAKERS BE SENSITIVE TO OUR EMPLOYEE'S CONFIDENTIALITY. THOSE REQUESTING TO SPEAK AT THIS TIME WILL SPEAK ON ITEMS THAT ARE NOT ON THE BOARD AGENDA. SPEAKER CARDS WILL NOT BE ACCEPTED ONCE THE BOARD STARTS THE PUBLIC AGENDA ITEM WITH THE FIRST SPEAKER. DO WE HAVE ANY PUBLIC COMMENTS? >> WE HAVE NO PUBLIC COMMENTS. SO WE WILL TURN TO COMMENTS [J. Comments - Board of Education] FROM THE BOARD OF EDUCATION. AND ASK IF TRUSTEE BAZILLE WOULD LIKE TO SPEAK. >> YES. SO WE HAVE OUR NEXT MEETING ON MARCH 27TH. WE'RE LOOKING TO HAVE FURTHER DISCUSSION ON SCL STRUCTURES. CURRENTLY, OUR ENVIRONMENTAL SUB-COMMITTEE IS FINALIZING THEIR OUTLINE THIS WEEK AND CONTINUING TO WORK ON THE FINANCIAL LITERACY CURRICULUM. THANK YOU. >> THANK YOU. TRUSTEE GOLDBERG. >> I WOULD LIKE TO WELCOME TRUSTEE AZID. NICE TO HAVE YOU WITH US TONIGHT. I'M GOING TO START WITH A FEW THINGS THAT I'VE DONE THAT NOBODY ELSE WENT TO. SO THAT WAY WE CAN CUT DOWN ON THE OVERLAP. I WOULD LIKE TO EXPRESS MY DEEP GRATITUDE TO DR. HEATHER CHA CHAMBERLIN FOR TAKING TIME THEY DIDN'T HAVE TO EDUCATE ALL OF [00:35:05] THE GREAT WORK MENTAL HEALTH IS DOING -- I'M SORRY THERE WEREN'T MORE IN ATTENDANCE FOR THAT MEETING. BUT IT'S SO IMPORTANT TO SHARE ALL THAT YOU'RE DOING. SO THANK YOU FOR THAT. I WAS ABLE TO ATTEND REDWOOD MIDDLE SCHOOL'S PERFORMANCE OF ALADDIN AT THOUSAND OAKS HIGH SCHOOL. IT WAS A MAGICAL RIDE, TO SAY THE LEAST. THE TEACHER CLOSED BY SAYING THAT SHE HOPED THAT THE KIDS LOOK BACK AT ALADDIN AS THE PLACE THEIR CREATIVITY GREW, THAT THEY LEARNED TO TRUST THEMSELVES AND EACH OTHER AND THAT THEY MADE FRIENDS FOR LIFE. SHE UNDERSCORED THE IMPORTANCE OF THE ARTS AND WHAT IT CAN GIVE TO STUDENTS THAT NOTHING ELSE REALLY COMPARES TO. SO IT WAS A GREAT PERFORMANCE. AND KUDOS TO REDWOOD FOR WORKING SO CLOSELY TO MAKE IT HAPPEN ON A VERY BIG STAGE AS OH OPPOSED TO THE GYM. THE REST MAY BE OVERLAP, SO I'LL KEEP IT BRIEF. I WENT TO THE AFRICAN-AMERICAN DISTRICT ADVISORY COUNCIL. IT WAS A GREAT MEETING. WITH A LOT OF GREAT TAKE-AWAYS. THE MAIN ONE WAS A SIMPLE OH, MY GOD OF COURSE MOMENT. I FELT IT WAS IMPORTANT TO SHARE. BECAUSE IT WAS A SMALL SHIFT WITH A HUGE IMPACT. THE CHAIR WAS TALKING ABOUT THE WAY STUDENTS ARE INTRODUCED TO BLACK PEOPLE IN THIS STRUCTURE. USUALLY THROUGH SLAVERY. AND THAT IS THE FIRST INTRODUCTION TO THE BLACK EXPERIENCE. SHE SAID IT AUTOMATICALLY PUTS BLACK PEOPLE IN CONTEXT. I WAS THINKING, IT'S REALLY INTERESTING. SHE OFFERED A SLIGHT SUGGESTION THAT HAS BEEN OFFERED CDAC FOR THEIR MEMBERS IN THE PAST. I THINK IT'S GREAT ACROSS THE BOARD. IF WHEN WE ARE TALKING ABOUT INVENTORS AND LEADERS, PEOPLE ACROSS THE BOARD IN THEIR CONTRIBUTIONS. IF WE JUST INCLUDE PEOPLE FROM ALL OF THE VARIOUS GROUPS AS A MENU FOR TEACHERS TO USE AS EXAMPLES, JUST AS PEOPLE WHO CONTRIBUTED, THEN MAYBE WHEN YOU HIT SOMETHING LIKE SLAVERY, YOU WON'T HAVE THAT COMPLETE AND TOTAL FRAME AS YOUR BASIS. SO JUST FOR ME, I KEEP THINKING ABOUT THAT. SMALL SHIFT WITH A HUGE IMPACT. I ATTENDED THE CORA LIT PRESENTATION, THANK YOU, MR. LU, MR. MERCER AND DR. WILSON, FOR A GREAT PRESENTATION, AFTER A VERY VERY LONG DAY, I WAS HOPING FOR MORE Q&A. BUT SERIOUSLY, IT WAS A WELL DONE PRESENTATION. I'VE SEEN IT BEFORE AND THAT WAS AMONGST THE BEST. SO THANK YOU. SUPER DAC YESTERDAY WAS AMAZING. DISTRICT ADVISORY COUNCILS, THEY ALL GET TOGETHER AND ACTUALLY GENUINELY ENGAGE WITH ONE ANOTHER. IT REINFORCED FOR ME SOMETHING I'VE ALREADY -- I ALREADY HELD VERY DEARLY, WHICH IS THE IMPORTANCE OF MEANINGFUL PARENT ENGAGEMENT FOR FEEDBACK TO HELP CREATE THE BEST ENVIRONMENT FOR CHILDREN. WE HEARD SOME GREAT FEEDBACK ON PROGRAMS IMPLEMENTED TO HELP STUDENTS SUCCEED THROUGH OUR DOLLARS. AND ONE OF THE MOST AMAZING TAKE-AWAYS WAS ABOUT THE GUIDED STUDIES SUCCESS AT OUR MIDDLE SCHOOLS. THEY GAVE ONE MIDDLE SCHOOL SHOUT-OUT IN PARTICULAR, BUT SAID IT TRANSLATED TO THE OTHERS AS WELL. THAT THE PERCENTAGES OVERALL WITH THIS PARTICULAR CLASS, GPA THAT WENT UP ON AVERAGE OVERALL WAS 69.05 PERCENT QUARTER ONE AND 61.9 SEMESTER ONE. IN ALL OF THE TARGETED POPULATIONS. ALSO HAD DRAMATIC INCREASES. INCLUDING SPECIAL EDUCATION AND ELD. THE NUMBERS ARE STAGGERING. SO I THINK THAT IT WAS AN EXAMPLE OF MONEY THAT WE THOUGHT WOULD WORK TO HELP. AND THAT IT REALLY DID A PARTICULAR PROGRAM. IN CDCC THIS MORNING, IT WAS A GREAT MEETING AGAIN. BUT DR. EAGANS SAID SOMETHING, I'M NOT SURE IF IT WAS YOU, OR DR. RODRICK OR DR. THOMAS, COUNCIL PEOPLE TO LISTEN WITH THE EARS WITH THE PEOPLE YOU [00:40:08] SEE. BECAUSE WE SPEND A LOT OF TIME IN DISTRICT ADVISORY COUNCILS AND ALL OVER THE PLACE BUILDING TRUST AND BUILDING RELATIONSHIPS. AND ONE WRITTEN E-MAIL OR WRITTEN PIECE OF PAPER OR SOMETHING SHOULD NOT UNDO ALL OF THE WORK THAT PIECE OF PAPER OR YOU SHOULDN'T THROW IT OUT SO EASILY. I THINK THAT IT WAS A GREAT FRAMEWORK. I'M GOING TO GIVE A SHOUT-OUT FOR SPECIAL OLYMPICS, WHICH WILL BE HELD ON MAY 20TH AT NEWBURY PARK HIGH SCHOOL. THEY ARE LOOKING FOR VOLUNTEERS AGE 12 AND UP. SO IF YOU KNOW ANYONE OR YOU YOURSELF WOULD LIKE TO PARTICIPATE, PLEASE DO. IT'S A GREAT OPPORTUNITY TO GET INVOLVED. THEY GAVE A PLUG FOR MY FAVORITE DISABILITY TOOL KIT, REVISED TO BE EASILY NAVIGATABLE AND USER FRIENDLY. BE ON THE LOOK-OUT FOR THAT. AND I'LL LEAVE IT AT THAT. BECAUSE OTHER PEOPLE HAVE THE SAME TAKE-AWAYS. >> THANK YOU. TRUSTEE POWELL. >> GOOD EVENING, EVERYONE. I'M HAPPY TO BE HERE. CONGRATULATIONS TO OUR STUDENT ARTISTS AND THE MUSICIANS THAT WE RECOGNIZED TONIGHT AND OF COURSE, CONGRATULATIONS TO OUR SEVEN CALIFORNIA DISTINGUISHED SCHOOLS AND ALL OF THOSE WHO ARE DOING SUCH GREAT IMPORTANT WORK WITH OUR STUDENTS. SO THE PAST COUPLE OF WEEKS HAVE BEEN BUSY AS ALWAYS. THE PAST COUPLE OF DAYS, WE'VE HAD SUPER DAC AND CDAC, AS ALWAYS, A TON OF INFORMATION PRESENTED AND DISCUSSED. I REALLY APPRECIATE THE ENGAGEMENT OF PARENTS AND STAFF AND SEEING THEM WORK TOGETHER ON BEHALF OF OUR STUDENTS. THANK YOU TO EVERYONE INVOLVED IN THOSE EFFORTS. I'VE BEEN ABLE TO VISIT SCHOOLS THE PAST COUPLE OF WEEKS. WE'VE HAD TWO TEACHER OF THE MONTH EVENTS, AT MAPLE. CONGRATULATIONS TO OUR TEACHERS OF THE MONTH. FOR MARCH AND APRIL. AND I WAS PRESENT LAST FRIDAY, ALONG WITH MY FELLOW TRUSTEES AT THE REOPENING OF THE TEEN CENTER, WHICH IS AN AMAZING FACILITY. I MEAN, PLEASE GO CHECK IT OUT. HAVE YOUR KIDS GO USE IT. IT'S AMAZING. I WISH MY KIDS WERE YOUNGER. I THINK THEY WOULD USE IT MORE. I THINK THEY'RE A LITTLE TOO OLD NOW. I WANTED TO FOCUS THE BULK OF MY COMMENTS TONIGHT BY LAST WEEK'S EQUITY CONFERENCE. IT WAS AN EXCELLENT AND INFORMATIVE EVENT. AND ATTENDEES COULD ATTEND TWO BREAK-OUT SESSIONS. I ATTENDED ONE TITLED BUILDING EQUITABLE CLASSROOMS. IDENTIFYING AND OVERCOMING BIAS. FACILITATOR WAS A PARENT, THANK YOU TO HER FOR THE EXCELLENT PRESENTATION. I ATTENDED A SESSION CALLED COACHING FOR EQUITY, WHICH FOCUSED ON HOW WE CAN HAVE DISCUSSIONS ABOUT EQUITY IN ORDER TO HELP OTHERS BETTER UNDERSTAND IT. I WAS PARTICULARLY INTERESTED IN THIS SESSION. EQUITY IS A TERM WE USE A LOT THESE DAYS, WE HEAR A LOT. AND CERTAINLY IT'S A CENTRAL FOCUS OF THE WORK HERE IN OUR DISTRICT. NOT TO MENTION STATEWIDE AND REALLY JUST THE EDUCATION COMMUNITY IN GENERAL. AND SO I THINK, BUT IT'S OFTEN MISUNDERSTOOD. AND EVEN SOMETIMES IT'S WEAPONIZED. SO I THINK IT'S REALLY IMPORTANT, AS MUCH AS POSSIBLE FOR US TO CONTINUE TALKING ABOUT IT OF COURSE, AND TRYING TO USE OPPORTUNITIES TO COACH AND EDUCATE ABOUT EQUITY AND WHY IT MATTERS. I HEARD STAFF SITTING HERE IN THIS ROOM PRESENT BEAUTIFULLY ABOUT EQUITY, EQUITY RELATED ISSUES AND WHY IT MATTERS. MUCH BETTER THAN WHAT I COULD DO. SO I AM LOOKING FORWARD TO HEARING MORE OF THOSE PRESENTATIONS. AND SO MUCH OF THE WORK THAT IS HAPPENING HERE REALLY DOES CENTER AROUND EQUITY. UDL, UNIVERSAL DESIGN FOR LEARNING. EQUITABLE GRADING PRACTICE WORK. RESTORATIVE PRACTICES. INCREASING OPPORTUNITIES FOR INCLUSION. INTENTIONAL WORK BEING DONE AROUND DEI. AND THE LIST GOES ON AND ON. THEY GIVE A LOT OF METAPHORS AND IDEAS FOR HOW TO HELP OTHERS UNDERSTAND THE CONCEPT OF EQUITY. I DEBATED ABOUT SHARING ONE OF THOSE. TEACHERS SHARED THAT THEY USED THESE WITH STUDENTS AS YOUNG AS SIX OR SEVEN. YOU START WITH YOUR CLASSROOM AND TELL THE KIDS, I WANT YOU TO PRETEND YOU'VE GOT AN OUCHY SOMEWHERE ON YOUR BODY. YOU HAVE GOT A BOX OF BAND-AIDS. WHERE IS YOUR INJURY? LET'S SAY THEY SAY IT'S ON MY FINGER. SO THE BAND-AID IS PUT ON THE CHILD'S FINGER WHERE THE OUCHY [00:45:04] IS. THEY GO TO THE NEXT CHILD. WHERE IS YOUR BOO BOO. IT'S ON MY KNEE. THE BAND-AID IS PUT IN EXACTLY THE SAME SPOT WHERE THE FIRST CHILD'S WAS ON THEIR FINGER. ALL OF THESE CHILDREN HAVE DIFFERENT AREAS WHERE THEY NEED A BAND-AID, BUT THEY'RE ALL GIVEN THE BAND-AID PLACED IN THE SAME SPOT. VERY SIMPLE IDEA. BUT IT GIVES KIDS A CHANCE TO SORT OF UNDERSTAND THAT THEY EXPERIENCED WAS EQUALITY, WHERE EVERYBODY RECEIVED EXACTLY THE SAME THING, BUT IT DIDN'T MEET THE NEEDS OF ALL OF THE CHILDREN. SO IT'S SORT OF A FIRST LESSON IN EQUITY, WHAT THAT MEANS AND THESE TEACHERS SHARED THAT THEY WERE ABLE TO THROUGHOUT THE YEAR THEN REFER BACK TO THAT EXERCISE THAT THEY DID EARLIER IN THE YEAR, WHEN KIDS COMPLAINED ABOUT WHY THINGS WERE DIFFERENT WITH CERTAIN KIDS, OR THEY DID THINGS A DIFFERENT WAY AND THEY COULD LOOK BACK TO THAT EXERCISE AND REMEMBER THAT THEY HAD SOME UNDERSTANDING OF THE CONCEPT. SO I THOUGHT THAT WAS REALLY LOVELY. SO I JUST THINK THAT EQUITY IS SUCH A STRONG THREAD IN WHAT WE'RE DOING AND I'M HAPPY TO BE A PART OF THAT WORK IN THIS DISTRICT RIGHT NOW. THOSE ARE MY COMMENTS. >> THANK YOU, TRUSTEE POWELL. TRUSTEE SYLVESTER. >> GOOD EVENING, EVERYBODY. I TOO WANT TO CONGRATULATE THE STUDENTS THAT WE HONORED HERE TONIGHT. I AM JUST REALLY HAPPY TO SEE THAT PUBLIC RECOGNITION IS GIVEN TO SUCH A BROAD BREADTH OF OUR STUDENTS, COVERING ART, MUSIC, ATHLETICS. SO IT'S AN HONOR TO SIT UP HERE AND HEAR ABOUT ALL OF THE WONDERFUL THINGS GOING ON IN OUR DISTRICT AND OUR WONDERFUL STUDENTS. WHICH LEADS ME RIGHT TO CONGRATULATING OUR SEVEN CALIFORNIA DISTINGUISHED SCHOOLS. CONGRATULATING THE PRINCIPALS, TEACHERS, STAFF AND OF COURSE THE STUDENTS, PARENTS. LISTENING TO EACH PRINCIPAL TALK ABOUT THEIR SCHOOLS, WHAT IMPRESSED ME WAS EACH HAD A SLIGHTLY DIFFERENT VIBE AND DEFINITELY A DIFFERENT FEEL. BUT THERE WAS A LOT OF COMMONALTY IN THE WAY THAT THEY APPROACHED LEARNING AND THEIR CAMPUSES. I THINK THAT SPEAKS TO OUR DISTRICT. I WANT TO PUBLICLY SAY HAVING SEVEN OUT OF 12 OF THE COUNTY'S DISTINGUISHED SCHOOLS IS JUST TREMENDOUS. I WANT TO THANK EVERYONE WHO HAS REACHED OUT TO ME OVER THE PAST COUPLE OF WEEKS OVER E-MAIL. YOUR VOICE AND PERSPECTIVE ON MATTERS IS ALWAYS IMPORTANT TO ME. I DO APPRECIATE THE TIME THAT YOU TAKE TO SHARE YOUR VIEWS. SPECIAL SHOUT-OUT TO THE I THINK IT WAS FOUR STUDENTS IN ONE OF OUR CLASSROOMS WHO WROTE A JOINT LETTER AND CIRCULATED A PETITION AS IT RELATES TO THE HAT POLICY. SO WE MAY HAVE TO REVISIT THAT AT SOME TIME. JUST A COUPLE OF HIGHLIGHTS FROM THE PAST TWO WEEKS. A LOT OF IT HAS BEEN COVERED. I HAD THE OPPORTUNITY TO GO TO LANG RANCH AND READ THE DR. SEUSS BOOK, OH, THE PLACES YOU WILL GO. I WAS CONCERNED ABOUT THE FIFTH GRADE CLASS, ABOUT WHETHER THEY WOULD SIT AND REALLY WANT TO LISTEN TO A BOOK. I HAVE TO SAY BOTH CLASSES WERE ENTHRALLED. COURTEOUS. I WANT TO THANK THE TEACHER FOR INVITING ME AND CREATING A FUN EXPERIENCE FOR READERS AND STUDENTS. IT REMINDED ME HOW MUCH I MIS MISMISS READING TO MY OWN CHILDREN. I HAD THE OPPORTUNITY TO ATTEND THE THOUSAND OAKS GRAND OPENING. I AM PROUD TO SAY THAT ALL FIVE OF THE CVUSD TRUSTEES WERE THERE AS WELL AS THE CRPD BOARD OF DIRECTORS AND FOUR OUT OF FIVE OF THE CITY COUNCIL MEMBERS AS WELL. I KNOW THAT IT TOOK MANY HANDS AND A GREAT DEAL OF MONEY. IT IS A GREAT SPACE. ESPECIALLY WHAT THEY'RE CALLING THEIR NEW BACKYARD. COMPLETE WITH A PICKLE BALL COURT, BASKETBALL COURT AND A SKATE PARK. I WOULD LIKE TO ENCOURAGE EVERYONE HERE, EVERYONE LISTENING WHO HAS TEENAGERS, AS WELL AS TEENAGERS THEMSELVES WHO MAY BE LISTENING, TO GO AND CHECK OUT THE TEEN CENTER. NOT JUST FOR THE BACKYARD, BUT FOR ALL OF THE EVENTS AND CLASSES, JUST THE FACILITIES AT THIS RESOURCE. I APOLOGIZE, MY FELLOW TRUSTEES HEARD THIS STORY YESTERDAY. I HAVE TO GIVE A SPECIAL SHOUT-OUT TO OUR TOUR GUIDE, WHO TOOK OUR GROUP AND WALKED US AROUND THE TEEN CENTER AND SHOWED US ALL OF THE RENOVATIONS AND HIGHLIGHTS. HE WAS A MIDDLE SCHOOL STUDENT. INTERESTINGLY, ONCE HE FOUND OUT WE WERE BOARD TRUSTEES, FIRST HE HAD A LOT OF QUESTIONS ABOUT IT IS WE ACTUALLY DO. WE ATTEMPTED TO EXPLAIN THAT. SEEING AN OPPORTUNITY TO ADVOCATE, HE QUICKLY AND IMMEDIATELY PIVOTED TO RAVE [00:50:04] SPECIFICALLY ABOUT TWO TEACHERS AT CALINA. LO AND BEHOLD, THE FOLLOWING WEEK, ONE OF THE TEACHERS HE SINGLED OUT, EMILY STONE WAS SELECTED AS OUR APRIL TEACHER OF THE MONTH. SHOUT OUT TO MY TOUR GUIDE. I ATTENDED THE ADAC, SUPER DAC. ABILITY OF ALL OF OUR PARENT COUNCILS TO GET TOGETHER IN ONE ROOM I THINK IS TREMENDOUS. AND THAT IS IT. THANK YOU. >> THANK YOU TRUSTEE SYLVESTER. LET'S SEE. WHAT IS LEFT FOR ME TO DISCUSS THAT HAS NOT BEEN TALKED ABOUT? I WON'T REPEAT A LOT WENT ON IN THE LAST COUPLE OF WEEKS. I DO WANT TO MENTION THE VENTURA COUNTY OFFICE OF ED EQUITY CONFERENCE BECAUSE IT WAS BRILLIANTLY ORGANIZED. I WANT TO SAY THANK YOU TO OUR COUNTY SUPERINTENDENT AND ALL OF THE COLLEAGUES THAT WE SAW AT THAT CONFERENCE. IT MAKES US FEEL GOOD TO FEEL THAT WE WERE IN THIS VERY ESSENTIAL BUSINESS WITH SOME WONDERFULLY TALENTED AND VERY DEDICATED COLLEAGUES AROUND THE COUNTY. IT WAS NICE TO SEE THEM. DURING THIS PAST COUPLE OF WEEKS, I TOO ATTENDED EVERYTHING THAT WAS SPOKEN ABOUT, I VISITED CONEJO OAKS ACADEMY AND I WAS ABLE TO GET SOME JOE ON THE GO FROM THE COFFEE CART THAT THEY OPERATE THERE. THAT WAS A FUN EXPERIENCE. I THINK THE ONLY THING THAT HASN'T BEEN MENTIONED, I'LL GIVE A BRIEF UPDATE, THIS IS ACTUALLY CALIFORNIA SCHOOL BOARD ASSOCIATION LEGISLATIVE ACTION WEEK. AND TODAY I FACILITATED A MEETING WITH ASSEMBLY MEMBER JACKIE IRWIN'S STAFF TO TALK ABOUT EDUCATION ISSUES BEFORE US WITH SOME OF MY COLLEAGUES FROM DISTRICTS IN THE COUNTY. WE SPENT MOST OF OUR TIME TALKING ABOUT FUNDING, BECAUSE FULL AND FAIR FUNDING IS THE WAY THAT WE KEEP THE ESSENTIAL INFRASTRUCTURE OF THIS COMMUNITY GOING, WHICH IS OUR PUBLIC SCHOOLS. SO WE TALKED ABOUT THAT. WE STRESSED TO ASSEMBLY MEMBER IRWIN'S STAFF THAT WE NEED STABILITY BECAUSE ALL OF THE PROJECTS THAT WE'RE EMBARKED ON ARE NOT THINGS THAT WE DO FOR TWO WEEKS AND THEN CHANGE OUR EMPHASIS. WE PUT DOWN ROOTS AND WE GROW PROGRAMS OVER TIME. AND WE NEED PEOPLE TO DO THAT AND WE NEED COMMITMENT AND SO WE NEED STABILITY IN OUR FUNDING. THE OTHER THING THAT WE NEED IS FLEXIBILITY IN OUR FUNDING. SO WE WOULD PREFER NOT TO HAVE SO MANY CATEGORICAL PROGRAMS WHERE WE'RE RESTRICTED ABOUT THE DECISIONS THAT WE CAN MAKE. BUT RATHER, CONSISTENT FULL AND FAIR FUNDING THAT ALLOWS THE DISTRICT TO MAKE THE DECISIONS THAT IMPACT OUR STUDENTS IN THE WAYS THAT WE KNOW BEST HERE LOCALLY. AND THAT ENDS MY REPORT. [K. Comments - Superintendent] THANK YOU VERY MUCH, DR. >> GOOD EVENING. I DID SIGN THE PETITION FOR THE BASEBALL HAT. AS SOMEONE WHO WEARS A BASEBALL HAT LITERALLY OUTSIDE OF WORK THAT I CAN. JUST A COUPLE OF THINGS I DO WANT TO SHARE JUST ON A CELEBRATORY SIDE OF THE HOUSE, ASSOCIATION OF CALIFORNIA SCHOOL ADMINISTRATORS, REGION 13 IS THE REGION WE BELONG TO. THAT RUNS ALL THE WAY UP TO SAN LEWIS. AND WE HAVE TWO AWARDEES, OR WINNERS. SECONDARY PRINCIPAL OF THE YEAR GOES TO STEVE LAPIER. AND OUR MIDDLE SCHOOL GRADE PRINCIPAL OF THE YEAR GOES TO DOUG HADEEN. MORE REGIONAL AWARD, WE HAVE DR. HAYAK IS RECEIVING THE LEADERSHIP MATTERS AWARD. CONGRATULATIONS TO ALL OF OUR AWARDEES. AND MORE INFORMATION WILL BE PLACED OUT ON SOME ANNOUNCEMENTS FOR THOSE WHO ARE NOMINATED AND RECEIVED THE RECOGNITION AND AWARD. CONGRATULATIONS. WITH THAT, I KNOW WE HAVE A PACKED AGENDA. THAT WILL CONCLUDE MY COMMENTS FOR THIS EVENING. >> THANK YOU AND CONGRATULATIONS ON THOSE VERY RICHLY DESERVED RECOGNITIONS. WE HAVE JUST ONE ACTION ITEM. WHICH IS RATIFICATION OF [A. Instructional Services - Ratification of Thousand Oaks High School and Westlake High School Bell Schedules] THOUSAND OAKS HIGH SCHOOL AND WESTLAKE HIGH SCHOOL BELL SCHEDULES. MAY I HAVE A MOTION PLEASE. >> I MOVE THAT WE RATIFY THE 2023-2024 BELL SCHEDULES FOR THOUSAND OAKS HIGH SCHOOL AND WESTLAKE HIGH SCHOOL AS SUBMITTED. [00:55:02] >> IT'S BEEN MOVED AND SECONDED. DO WE HAVE ANY DISCUSSION? OKAY. WE'VE HAD A LOT OF DISCUSSION AND GREAT PRESENTATIONS ON THIS ITEM. SO SEEING NONE, WE WILL VOTE. TRUSTEE BAZILE. >> YES. >> TRUSTEE SYLVESTER >> YES. >> POWELL >> YES. >> GOLDBERG. >> YES. I AM A YES. MOTION CARRIES 4-0. [4. ACTION ITEMS – CONSENT] THAT BRINGS US TO THE CONSENT AGENDA. MAY I HAVE A MOTION, PLEASE. >> I MOVE THAT WE APPROVE THE CONSENT AGENDA AS SUBMITTED. >> THANK YOU. >> SECOND. >> THANK YOU. BEEN MOVED AND SECONDED. DO WE HAVE ANY DISCUSSION? I SEE NONE. SO LET'S VOTE. TRUSTEE BAZILE. >> YES. >> SYLVESTER. >> YES. >> I AM A YES. MOTION CARRIES 4-0 WITH A PREFERENTIAL YES VOTE FROM TRUSTEE BAZILE. WE ARE NOW AT OUR INFORMATION AND DISCUSSION ITEMS. AND WE ARE GOING TO BEGIN WITH A PUBLIC COMMENT ON 5A. >> GOOD EVENING. YOU HAVE THREE MINUTES AND YOU MAY BEGIN WHEN YOU'RE READY. >> THANK YOU. MEMBERS OF CONEJO VALLEY SCHOOL BOARD AND STAFF, MY NAME IS SANDRA REP. I APPROACH YOU AS A BOOSTER BOARD MEMBER REPRESENTING THE BOYS VOLLEYBALL TEAM AS WELL AS CONCERNED PARENT. WE'RE ASKING YOU TO CONSIDER ALLOTTING FUNDS AND UPDATING THE THOUSAND OAKS HIGH SCHOOL GYM. LAST YEAR THOUSAND OAKS HIGH SCHOOL VOLLEYBALL TEAM QUALIFIED FOR CIF TOURNAMENT. THESE GAMES ARE THE END OF OUR SEASON IN THE MONTHS OF APRIL AND MAY. LAST YEAR'S TEMPERATURES IN APRIL AND MAY GOT UP INTO THE HIGH '90S. DURING ONE OF THESE GAMES, IT GOT SO HOT THAT A FEW ELDERLY INDIVIDUALS WITH FLUSHED FACES LEFT THE GAME EARLY BECAUSE OF THE DANGEROUS HIGH TEMPERATURE CONDITIONS. MANY PARENTS APPROACHED US AS A BOARD TO SEE IF THERE WAS ANYTHING WE COULD DO ABOUT THE TEMPERATURES. AS YOU PROBABLY ALREADY KNOW, THE THOUSAND OAKS HIGH SCHOOL GYM DOES NOT HAVE ANY AIR CONDITIONING, NOR ANY MEANS TO CREATE AIR FLOW IN THE BUILDING. THE DOORS CANNOT BE OPENED DURING GAME TIMES BECAUSE OF THE GLARE OF THE SUN IN THE PLAYER'S FACES AS WELL AS TO PREVENT SPECTATORS FROM ENTERING THROUGH THE BACKDOORS. THE LACK OF AIR FLOW HAS LED TO DANGEROUS TEMPERATURE CONDITIONS. THESE HIGH TEMPERATURES CONDITIONS HAVE BEEN GOING ON FOR LONGER THAN FIVE YEARS THAT MAY THAT MY BOYS HAVE BEEN ATTENDING THOUSAND OAKS HIGH SCHOOL. AS LONG AS THEY'VE BEEN PLAYING VOLLEYBALL. ONE PARENT REPORTED WHEN HIS SON PLAYED THERE WAS A THERMOMETER IN THE GYM AND HE SAID THAT IT REACHED 98 DEGREES IN THE GYM. WITH THE GYM FULL OF PLAYERS AND SPECTATORS, THE TEMPERATURES CAN ESCALATE VERY QUICKLY AND GET VERY HIGH. THIS IS NOT ONLY DANGEROUS TO THOSE WHO ARE WATCHING THE GAME, BUT ESPECIALLY FOR OUR STUDENTS AND CHILDREN WHO ARE PLAYING THE GAME. WE AS A TEAM AS WELL AS PARENTS ARE ALSO CONCERNED ABOUT THE AED MACHINE OR THE AUTOMATED EXTERNAL DEFIBRILLATOR. WHICH IS A PORTABLE MEDICAL DEVICE THAT ANALYZES A PERSON'S HEART RHYTHM DURING CARDIAC ARREST. WHICH THIS AED IS LOCATED IN A CLOSET THAT HAS BEEN KNOWN TO BE LOCKED ON OCCASIONS. IF ANY OF THE BOARD MEMBERS HAVE BEEN TO THE MEETING IN THE THOUSAND OAKS HIGH SCHOOL GYM, YOU KNOW THAT THE SPEAKERS DO NOT WORK AS THEY SHOULD. WHEN THE ROOM IS FULL TO CAPACITY, THE SPEAKER OR ANNOUNCER IS NOT AUDIBLE. THE DANCE TEAM REPORTED THAT THEY HAVE TO BRING IN AND PAY FOR TEMPORARY SPEAKERS FOR THEIR PERFORMANCES. WE ARE ASKING THIS ALSO BE CONSIDERED WHEN ADDRESSING THE AIR CONDITIONING. THANK YOU FOR YOUR TIME. >> THANK YOU, WE APPRECIATE YOUR COMMENTS. >> I AM SURE DR. HIKE HAS MORE INFORMATION THAN I DO. NONE OF OUR GYMNASIUMS HAVE AIR CONDITIONING, FROM MY UNDERSTANDING. I THINK IF WE LOOK AT MAKING ADJUSTMENTS TO HELP WITH THE TEMPERATURE. SOME OF OUR SCHOOLS, I KNOW THE MIDDLE SCHOOL LEVEL HAVE ORDERED IN BIG ASS FANS, THAT [01:00:06] IS THE NAME OF THE FANS. SO SOMETHING THAT WE WOULD NEED TO LOOK INTO TO SUPPORT THE REQUEST AND OBVIOUSLY THE HEALTH AND SAFETY OF OUR PLAYERS. [A. Instructional Services - Presentation: Booster Clubs] >> MR. LU AND MR. MERCER, I BELIEVE WE HAVE A PRESENTATION. >> YES. GOOD EVENING. TODAY'S PRESENTATION ON BOOSTERS CLUBS WAS REQUESTED EARLIER IN THE YEAR BY OUR BOARD OF EDUCATION. SO MR. MERCER AND I ARE PROVIDING INFORMATION AND SEEKING FEEDBACK FROM OUR BOARD OF EDUCATION. JUST BRIEFLY, CURRENTLY WE HAVE CLUBS. FIVE AT THE ELEMENTARY LEVEL, THREE AT THE MIDDLE SCHOOL LEVEL AND 70 AT THE HIGH SCHOOL LEVEL, THUS, MR. MERCER HERE TODAY. I DO WANT TO GIVE PRAISE AND THANKS TO ALL OF THE PARENTS AND GUARDIANS WHO VOLUNTEER THEIR TIME AND DEDICATION, REALLY IN SUPPORT OF THE ENHANCEMENT OF OUR STUDENTS'S EDUCATION THROUGH THESE BOOSTER CLUBS AND PARENT ORGANIZATIONS. TODAY'S PRESENTATION WILL PROVIDE A BRIEF OVERVIEW ON BOOSTER CLUBS AND PARENT ORGANIZATIONS AND THEIR RELATIONSHIP WITH SCHOOL DISTRICTS, IN OUR CASE CVUSD WILL PRESENT AN OVERVIEW, MR. MERCER WILL SHARE AN OVERVIEW OF THE REAUTHORIZATION PROCESS CURRENTLY IN PLACE RIGHT NOW. AND THEN WE HAVE POTENTIAL IMPROVEMENTS, PLAN IMPROVEMENTS WE WANTED TO SHARE WITH THE BOARD OF EDUCATION AND THE PUBLIC. AND CERTAINLY SEEKING THE BOARD'S FEEDBACK AND INPUT ON THE PLANNED IMPROVEMENTS. SO JUST SOME OF THE GENERAL INFORMATION THAT I'LL COVER, BOOSTER CLUB AND PARENT ORGANIZATIONS, YOU KNOW, WORK TO SUPPORT SCHOOL ACTIVITIES, SUCH AS MUSIC GROUPS OR ATHLETIC TEAMS. THE PRIMARY ROLE OF A BOOSTER CLUB OR PARENT ORGANIZATION IS AS I SAID, TO ENRICH STUDENTS'S PARTICIPATION IN THESE IMPORTANT EXTRACURRICULAR ACTIVITIES. EXTRACURRICULAR ACTIVITIES ARE OFTENTIMES THE THINGS THAT BRING STUDENTS TO SCHOOL. THEY BECOME LIKE THAT MOTIVATOR AND DEVELOP THAT IMPORTANT COMMUNITY FOR STUDENTS. SO WE KNOW HOW IMPORTANT THOSE ARE. THESE ORGANIZATIONS AND BOOSTER CLUBS ARE OFTEN REFERRED TO AS SCHOOL CONNECTED ORGANIZATIONS. IT'S IMPORTANT TO NOTE THAT THESE ORGANIZATIONS ARE LEGALLY SEPARATE FROM THE SCHOOL DISTRICT. THEY ARE NOT UNDER LEGAL CONTROL BY THE BOARD OF EDUCATION OR US AS A DISTRICT. WE HAVE TO WORK WITH THEM IN PARTNERSHIP TO BALANCE THIS REALLY IMPORTANT ROLE THAT WE HAVE. THAT ROLE REALLY IS ESTABLISHED IN CALIFORNIA EDUCATION CODE, IN SUMMARY, WHICH STATES THAT SCHOOL CONNECTED ORGANIZATIONS, WHICH ARE BOOSTER CLUBS OR PARENT ORGANIZATIONS, THEY CAN'T LEGALLY OPERATE UNLESS THEY ARE GIVEN FORMAL AUTHORIZATION, IN THIS CASE, BY THE BOARD OF EDUCATION ANNUALLY. WHICH DOES OCCUR AROUND NOVEMBER EVERY YEAR. BOOSTER CLUBS AND PARENT ORGANIZATIONS NEED THE APPROVAL OF THE GOVERNING BOARD IN ORDER TO RAISE FUNDS, OPERATE AND HOST EVENTS AS WELL. AND AS NOTED IN OUR BOARD POLICY, ADMINISTRATIVE REGULATION 12.30 WHICH IS ENTITLED SCHOOL CONNECTED ORGANIZATIONS, WE AS A SCHOOL DISTRICT, THOUGH, DO HAVE THE OPPORTUNITY TO ADOPT POLICIES AND PROCEDURES THAT ALLOW US TO DEVELOP PROCEDURES SO WE CAN AUTHORIZE THESE ORGANIZATIONS ANNUALLY. AND PROVIDE SOME SUPPORT WITH THE RECOGNITION THAT THEY ARE LEGAL SEPARATE ENTITIES APART FROM OUR SCHOOL DISTRICT. SO WITH THAT GENERAL INFORMATION, MR. MERCER IS GOING TO SHARE A LITTLE BIT ABOUT OUR CURRENT PROCESSES. >> THANK YOU. AND BEFORE I DO THAT, I DO WANT TO ECHO MR. LU'S SENTIMENTS ABOUT YOU KNOW, THE PARTNERSHIP THAT WE DO HAVE WITH OUR BOOSTER ORGANIZATIONS, PARENT ORGANIZATIONS, BEING A FORMER ATHLETIC DIRECTOR, FORMER COACH, I DO KNOW IT IS ESSENTIAL TO HAVE ARE THOSE PARENT PARTNERS, TO HAVE A ROBUST PROGRAM THAT WE HAVE IN OUR SCHOOL SITES, IT'S ESSENTIAL TO HAVE THAT RELATIONSHIP AND PARTNERSHIP THAT WE HAVE WITH OUR PARENTS, YOU KNOW, IT'S SECOND TO NONE HERE AT CVUSD. I'VE BEEN AT A FEW DISTRICTS. I HAVE SEEN OTHERS. PARENT SUPPORT HERE AND WHAT WE OFFER OUR STUDENTS IS SECOND TO NONE. I THINK YOU HEARD IT IN OUR SPEAKER, MS. REP, THEY ARE PASSIONATE ABOUT OUR STUDENTS. I WOULD LIKE THE TALK A LITTLE BIT ABOUT THE CURRENT PROCESSES THAT WE HAVE IN TERMS OF WITH OUR CURRENT BOOSTER PROGRAMS AND ORGANIZATIONS. PROBABLY THE MOST IMPORTANT THING THAT WE DO EACH YEAR IS OUR ORIENTATION MEETING. [01:05:01] THIS IS A MEETING HELD AT THE BEGINNING OF THE YEAR. HELD AT THE RESPECTIVE SCHOOL SITES, IS LED BY OUR ASSISTANT PRINCIPALS OF ATHLETICS AND ACTIVITIES. AP, ASSISTANT PRINCIPALS ARE THE KIND OF LIAISON, POINT OF CONTACT FOR OUR BOOSTER PRESIDENTS AND TREASURERS. AND MEMBERS OF THE BOOSTER CLUB. IT'S IMPORTANT THAT THEY ENGAGE IN THAT BEGINNING OF THE YEAR MEETING AND THAT THEY HAVE CONSTANT COMMUNICATION THROUGHOUT THE YEAR WITH OUR BOOSTER PRESIDENTS, SO WE KNOW WHAT IS GOING ON AND WE CAN HELP GUIDE THEM THROUGH THEIR PROCESS. SO THEY DO WORK WITH MY OFFICE. THE BEGINNING OF THE YEAR, TO PROVIDE A COMPREHENSIVE HANDBOOK TO PROVIDE THE BOOSTER PROGRAMS AND THEY REALLY TAKE THAT AND KIND OF MAKE IT THEIR OWN AND THEY CRAFT IT SO IT'S UNIQUE TO THEIR SCHOOL SITE WHEN THEY HAVE THOSE MEETINGS WITH THE BOOSTER CLUB. REALLY WHAT IS INVOLVED IN THAT IS IMPORTANT DOCUMENTS REALLY REAUTHORIZATION PROCESS AND THE REAUTHORIZATION PAPERWORK IS THE HIGHLIGHT OF THAT MEETING. BUT WE ALSO TALK ABOUT THINGS THAT ARE INVOLVED WITH THE BOOSTER. SOME OF THE COACHING OUR PARENTS THROUGH FACILITIES, HOW TO USE FACILITIES, STIPENDS, IF THEY DECIDE TO BUDGET AND SUPPLEMENT STIPENDS FOR A COACH IN THE OFF-SEASON. BILLED BY THE DISTRICT FOR THAT EXTRA HELP. THINGS LIKE THAT ARE REALLY IMPORTANT, WHAT IS IN THAT HANDBOOK TO PROVIDE THAT IS UNIFORM FOR ALL OF OUR BOOSTER PARENTS AND GENERAL QUESTION AND ANSWER. DOS AND DON'TS. ONE OF THE THINGS THAT WE DO IS WE LOOK AT OUR FISCAL CRISIS AND MANAGEMENT TEAM. WE GET A LOT OF GUIDANCE AND WE ADD IT TO THE HANDBOOK AND KIND OF REVIEW A LOT OF THE PIECES WITH OUR BOOSTER TREASURERS AND PRESIDENTS AT THAT MEETING. WE TRY TO GET YOU KNOW, A LARGE NUMBER OF OUR BOOSTERS AT THOSE MEETINGS. IT'S ESSENTIAL THAT AT LEAST ONE MEMBER ATTEND. USUALLY IT IS THE TREASURER AND/OR THE PRESIDENT. BUT THAT HANDBOOK THAT WE USE IS COMPREHENSIVE TO START WITH. >> I WANTED TO JUST LAYER IN I THINK DEPTH AND DETAIL ON THAT HANDBOOK, LIKE BEGINNING OF THE YEAR PRESENTATION, WHICH IS CONSISTENT THROUGHOUT. YOU KNOW, SOME OF THE DETAILS IN THERE, I'LL JUST READ OFF SOME OF THEM AS I WENT THROUGH IT, THERE IS A REMINDER TO PARENTS ON BOOSTER CLUBS, THEY'RE NOT ENTITLED TO PRIVILEGES. CERTAINLY WE TALK ABOUT IN THAT PRESENTATION, LIKE WHAT IS REQUIRED AS PART OF THAT ANNUAL BOOSTER AUTHORIZATION. IT GOES INTO A LOT OF DETAILS ABOUT COACHING STIPENDS. TIMELINE FOR THOSE IN ATTENDANCE. BOOSTER CLUB AUTHORIZATION PAYMENT FORM. IN ORDER TO PAY COACHES. TALK ABOUT OF COURSE, LIKE LOTS OF FORMS, THE BOOSTER CHARTER, BUS PAY AGREEMENT FORM. WE PROVIDE A LOT OF FINANCIAL REALLY LIKE SAFEGUARDS AND PRACTICES DURING THIS PRESENTATION AS WELL. SUCH AS ASSIGNING ONE PERSON TO OPEN, REVIEW BANK ACCOUNTS, DIFFERENT PERSON WORKING TO RECONCILE THOSE BANK ACCOUNTS. TWO SIGNATURES FOR EVERY CHECK ISSUED FOR APPROVAL PRIOR TO THE BOOSTER CLUB ISSUING A CHECK AND NEVER PRE-SIGNING A CHECK. DIRECTION TO NOT ISSUE CHECKS PAYABLE TO CASH. . LOTS OF FUND RAISING PROCEDURES, INCLUDING DIRECTIONS ON WHEN AND HOW TO USE THE SCHOOL LOGO OR A MASCOT, APPROVAL PROCESSES FOR FUND RAISING EVENTS, AS WELL AS A LIST OF ACTIVITIES, WHICH WE WOULD DEEM TO HAVE A HIGH RISK FOR LIABILITY, WHICH ACTIVITIES WE WOULD AVOID. AND INSTRUCTIONS, AGAIN, ON FACILITY USE, ADVERTISEMENTS AND LIKE LOTS OF DOS AND DON'TS. I WANTED TO SPEND THE TIME TO TALK MORE ABOUT THAT PRESENTATION. THERE IS I THINK A LOT IN THERE. A LOT THAT ALIGNS WITH WHAT MR. MERCER MENTIONED ABOUT THE BEST PRACTICES. BUT I WANTED TO ENSURE THE BOARD AND THE PUBLIC THAT IT IS REALLY EXTENSIVE. >> IF WE CAN GO TO THE NEXT SLIDE, A LOT OF THE BULK OF THE MEETING, DIVE INTO WHAT THE REAUTHORIZATION PROCESS IS AND WHAT IT LOOKS LIKE. KIND OF THE TIMELINE. SO THESE ARE LIKE I SAID, INTRODUCED AT THE BEGINNING OF THE SCHOOL YEAR, WE GIVE YOU KNOW, WHEN THE ASSISTANT PRINCIPALS MEET WITH THE BOOSTER REPRESENTATIVES, THEY GIVE A DEADLINE OF OCTOBER 1ST. REALLY NOT DUE UNTIL NOVEMBER. BUT THAT WINDOW BETWEEN OCTOBER 1ST AND NOVEMBER 1ST, [01:10:01] REALLY ALLOWS US TO GO BACK AND LOOK AND MAKE SURE THAT THOSE RECORDS ARE ACCURATE. COACH THEM UP ON ANYTHING THEY HAVE MISSED OR LEFT OUT. IT IS A BACK AND FORTH WITH THE SITE ADMINISTRATION AND MY OFFICE AND THE BOOSTER PRESIDENTS AND TREASURERS, TO MAKE SURE THEY HAVE ALL OF THE NECESSARY INFORMATION THEY HAVE TO GET REAUTHORIZED. WE BRING IT UP IN AUGUST, THEY HAVE ABOUT FIVE OR SIX WEEKS TO ORGANIZE FINANCIAL STATEMENTS AND CONFIRM INSURANCE AS WELL AS ANY BYLAW CHANGES THAT HAVE BEEN MADE. UPDATE THE BOARD MEMBER CONTACTS. THOSE ARE THE AREAS THAT WE LOOK AT IN THAT AUTHORIZATION PROCESS. THEY SUBMIT TO THE ASSISTANT PRINCIPALS. THE ASSISTANT PRINCIPALS WORK WITH THEM, KIND OF THE BACK AND FORTH TO MAKE SURE EVERYTHING IS ACCURATE. ULTIMATELY, IT'S GIVEN TO THE PRINCIPAL, ONCE IT'S BEEN VETTED. THE PRINCIPAL GIVES THE ULTIMATE SITE APPROVAL AND THEN IT COMES TO MY OFFICE. WE SPEND THE TIME WITH OUR 70 PLUS BOOSTER ORGANIZATIONS TO REALLY VET, LOOK THROUGH, MAKE SURE ITEMS ARE ACCURATE, MAKE SURE THAT THE AUDITING IS CORRECT AND THINGS ARE BALANCED AND WE TRY TO MAKE THAT NOVEMBER 1ST DEADLINE TO BRING TO THE BOARD OF EDUCATION FOR CONSIDERATION OR REAUTHORIZATION. SO THAT IS KIND OF THE TIMELINE AND THE PROCESS THAT WE USE. AND THEN I'M GOING TO GET INTO SOME OF THE PLANNED IMPROVEMENTS AT THE END OF THE PRESENTATION. BUT TO GIVE YOU AN IDEA OF WHAT IT LOOKS LIKE, AGAIN, SORRY FOR THE SMALL PRINT. THIS IS THE FRONT PAGE OF THE REAUTHORIZATION PACKET. AND REALLY WHAT WE DID IS WE HIGHLIGHTED SOME OF THE POINTS OF EMPHASIS. YOU SEE THERE THE TAX ID NUMBER. THAT IS IMPORTANT. WE NEED TO MAKE SURE THAT THEY'RE APPROVED AND VIABLE LEGITIMATE 501C 3. CURRENT OFFICERS. THERE IS TRANSITION YEAR TO YEAR. SO THAT IS IMPORTANT TO GET THE ACCURATE NAMES, SO WE KNOW WHO WE'RE TALKING WITH. I MENTIONED THE UPDATES TO THE CONSTITUTION AND BYLAWS. ONE THING THAT WE CHANGED FOR THE BETTER, YOU DON'T HAVE TO GIVER US THE BYLAW OR CONSTITUTION. IT'S JUST ANY CHANGES. IF THERE IS A CHANGE FROM YEAR TO YEAR, WE HAVE A MASTER COPY FOR EVERY COMPETITION, WE NEED TO SEE IF THERE ARE ANY CHANGES MADE YEAR TO YEAR. WE TALKED ABOUT STIPENDS A LITTLE BIT. SO IF THAT SPECIFIC BOOSTER CLUB IS INTENDING ON SUPPLEMENTING ANY STIPENDS AND WORKING THROUGH THE DISTRICT WITH THAT TO REIMBURSE, THEN WE MAKE SURE THAT THEY HIGHLIGHT THAT AND GIVE US AN ACCURATE REPORT OF HOW MANY AND HOW MUCH. AND THEN REALLY GOES TO THE FINANCIAL STATEMENTS. ANNUAL FINANCIAL STATEMENT THAT IS REFLECTED THERE. THAT WE ASK THAT THEY CREATE A COPY OF BOTH THE CURRENT AND THE PRIOR YEAR. THERE IS THE BUDGET THAT TALKS ABOUT THE EXPENDITURES AND THE INCOME THAT IS FOR EACH BOOSTER. AND THEN ALSO THE FINANCIAL AUDIT. MR. LU MENTIONED THAT IT IS REALLY IMPORTANT THAT WE HAVE AN ACCURATE AUDIT EVERY YEAR OF EVERY BOOSTER CLUB SO THAT WE KNOW THAT THEY'RE IN GOOD STANDING FINANCIALLY IF THEY'RE 501 C3. SIGNATURE AT THE BOTTOM. ANOTHER THING THAT WE ADDED, A POINT OF EMPHASIS WAS THE INSURANCE. WE WANT TO MAKE SURE THAT OUR BOOSTERS ARE PROTECTED AND INSURED. WE WORKED WITH OUR RISK MANAGEMENT DIRECTOR, GARY BRADBERRY, TO MAKE SURE THAT WE WERE PROVIDED THAT INFORMATION PROVIDED BY THE JPA ON WHICH INSURANCE COMPANIES ARE AVAILABLE TO OUR BOOSTERS AND GIVE THEM SUGGESTED PIECES. THOSE ARE SOME OF THE HIGHLIGHTS. IF YOU GO TO THE NEXT SLIDE, YOU CAN SEE WHAT YOU WOULD SEE IN A PRIOR YEAR BREAKDOWN OF WHAT A BUDGET WOULD LOOK LIKE. AGAIN, APOLOGIES FOR THE SMALL CONTENT. BUT I CAN KIND OF GIVE YOU A SUMMARY. SAMPLE TEMPLATE THAT SHOWS THE INCOME AND EXPENSES FOR THE PRIOR SCHOOL YEAR. SO AS THE BOARD GOES OUT AS THE BOOSTER BOARD GOES OUT, NEW ONES COME IN, IT'S IMPORTANT THAT ALL FUND RAISING IS REFLECTED. ANY STIPENDS THAT HAVE BEEN AGREED UPON AND PAID AND REIMBURSED. BANQUET COSTS. ANYTHING AT ALL THAT IS AN EXPENSE OR INCOME AS REFLECTED IN THERE. YOU'LL NOTICE THERE IS A SIGNATURE FOR BOTH THE TREASURE AND PRESIDENT AT THE BOTTOM TO MAKE SURE THAT IT'S VERIFIED THAT IS AN ACCURATE BUDGET FROM THE PRIOR YEAR. AND THEN MOVING TO THE CURRENT YEAR. SO AS WITH ANYTHING ELSE, YOU HAVE WHAT YOU DID LAST YEAR AND WHAT THE PLAN IS FOR THIS YEAR. SO THIS IS AGAIN A SAMPLE TEMPLATE. IT'S THE CURRENT YEAR. SO IT'S WHAT THE PLAN IS. AND IT REFLECTS THE INCOME AND EXPENDITURES THAT ARE PLANNED. SOMETIMES IT'S FLUID AND IT CHANGES. BUT THESE ARE PLANNED FOR THE UPCOMING SCHOOL YEAR. IT'S IMPORTANT TO HAVE THIS SO WE KNOW THE DIFFERENT FUNDRAISERS THAT ARE GOING TO HAPPEN. HELPS THE ASSISTANT PRINCIPAL NAVIGATE THROUGH THAT IN TERMS OF ANY CONFLICTS. HELPS US KNOW ABOUT ANY STIPENDS OR ANY ADDED STIPENDS ADDED. [01:15:02] AND ALSO, YOU KNOW, THE COST OF BANQUETS AND OTHER SUCH THINGS THAT THE BOOSTERS INTEND TO DO. AGAIN, THERE IS A SIGNATURE AT THE BOTTOM FOR THE TREASURER AND PRESIDENT AND THEY REVIEW THAT WITH THE AP. FINAL EXAMPLE I'M GOING TO SHOW YOU TONIGHT IS WHAT SAMPLE AUDIT PAGE WOULD LOOK LIKE. SO AGAIN, I MENTIONED THAT IT'S ESSENTIAL THAT THE BOOSTER HAVE A THIRD-PARTY AUDITOR WHO REVIEWS THE EXPENSES WHO GOES THROUGH THIS AND IT IS A SERVICE THAT THEY PROVIDE TO KIND OF GIVE THE OVERVIEW AND AN AUDIT REPORT OF WHAT IT LOOKS LIKE, SO IT CAN BE GIVEN TO THE PRINCIPAL FOR APPROVAL AND THEN TO MY OFFICE FOR REVIEW. SO I MENTIONED A THIRD-PARTY AUDITOR. THEY SIGN THIS AS WELL AS THE PRESIDENT AND TREASURER TO MAKE SURE THAT THE AMOUNTS BALANCE. SO WHEN WE GET THIS FORM, MY OFFICE, WHAT WE LOOK FOR IS TO MAKE SURE THAT THE AMOUNTS AND BALANCES MATCH FOR THE AUTHORIZATION TO HAPPEN. WITHOUT THIS, WE CANNOT AUTHORIZE. JUST TO MAKE SURE THAT EVERYTHING IS LEGITIMATE. SO THOSE ARE SOME OF THE EXAMPLES. I DO WANT TO TALK A LITTLE BIT ABOUT AND BEFORE WE -- NEXT SLIDE. >> BEFORE WE MOVE OUT OF THE REAUTHORIZATION. I WANTED TO SHARE TOO THAT THE REQUIREMENTS SET FORTH THAT MR. MERCER JUST DESCRIBED FOR THE REAUTHORIZATION PROCESS, THAT IS DETAILED IN OUR ADMINISTRATIVE REGULATION 1230 ON SCHOOL CONNECTED ORGANIZATIONS. SO IF YOU'RE CURIOUS ABOUT LIKE YOU KNOW, WHERE DO THOSE REQUIREMENTS COME FROM, IT COMES FROM OUR POLICY. >> THANK YOU FOR REMINDING ME OF THAT. IN THE PRESENTATION, IN THE HANDBOOK THAT WE GIVE TO OUR BOOSTERS, WE DO HAVE A LIST OF OUR BOARD POLICIES, ADMINISTRATIVE REGULATIONS THAT WE PROVIDE. AND WE LINK THOSE FOR OUR BOOSTER CLUBS. THERE IS A WHOLE SLIDE DEDICATED TO THAT SO THEY CAN REFERENCE AND READ FOR THEMSELVES WHAT THE PROTOCOLS AND PRACTICES ARE. GOOD RESEARCH AND GOOD REFERENCE FOR OUR PARENTS. COMMUNICATION, WE WANTED TO PUT THIS IN THERE BECAUSE IT IS ESSENTIAL. THIS IS THE MOST IMPORTANT PIECE WHEN OUR PARTNERSHIP WITH A NUMBER OF BOOSTER CLUBS. SO YOU KNOW, THAT INDIVIDUAL, IT'S IMPORTANT TO NOTE THAT EACH BOOSTER DOES HAVE INDIVIDUAL BOOSTER MEETINGS AND THEY TRADITIONALLY MEET DURING THEIR SEASON OF SPORT. BUT A LOT OF THEM MEET YEAR-ROUND. THERE ARE USUALLY MULTIPLE MEETINGS DURING THEIR SEASON OF SPORT, MULTIPLE MEETINGS A MONTH. BUT THEY ARE USUALLY TEN TIMES A YEAR, WHEN THE BOOSTERS ARE TOLD TO MEET. AND THE SITE ADMINISTRATION, SO THE APS, DON'T NECESSARILY ATTEND THOSE MEETINGS. THERE IS A LOT OF THEM. BUT IT IS IMPORTANT THAT THEY KNOW THAT THEY'RE HAPPENING AND THAT THERE IS CONSTANT COMMUNICATION BETWEEN THE PRESIDENT AND THE ASSISTANT PRINCIPAL OF WHAT IS HAPPENING AT THOSE MEETINGS. SO THEY CAN TROUBLESHOOT ANY ISSUES, THAT THEY CAN TALK ABOUT ANY CONFLICTS MAYBE WITH THE SCHEDULE OR A CALENDAR WITH MAYBE AN EVENT THAT THEY'RE PUTTING ON. A LOT OF COACHING HAPPENS WITH THE AP AND PRESIDENT REGARDING FACILITTRON. THE RESERVATION OF FACILITIES. COACHING THAT GOES ON THERE. ALSO JUST GENERAL CONFLICTS OR TROUBLESHOOTING ANY ISSUES HAPPENING. SO WHAT HAPPENS IS THE BOOSTER PRESIDENT WILL THEN PROVIDE THE MEETING MINUTES AND THE INFORMATION TO THE ASSISTANT PRINCIPALS. JUST FOR COMMUNICATION PURPOSES. SO AGAIN, I WILL SAY IT IS ESSENTIAL TO HAVE THE CONSISTENT STRUCTURES. AND CONSISTENT SUPPORTS IN PLACE FOR OUR BOOSTER ORGANIZATIONS. JUST BECAUSE THERE IS SOME TURN-OVER FROM TIME TO TIME, SO HAVING THAT CONSISTENCY IS IMPORTANT AS WE SEE THE NUMBER OF PARENTS THAT DO HELP US. NOW TO THE GOOD PART. SO GIVEN YOU A LOT OF INFORMATION ABOUT THE REAUTHORIZATION PROCESS. ABOUT OUR COMMUNICATION, ABOUT KIND OF HOW WE PARTNER WITH OUR BOOSTERS. BUT WE CAN ALWAYS GET BETTER. JUST LIKE ANYTHING ELSE, CONTINUOUS IMPROVEMENT. WE RECOGNIZE THAT. AND WE'VE BEEN WORKING CLOSELY WITH A NUMBER OF OUR BOOSTER PRESIDENTS WHO HAVE BEEN KIND OF THE SEASONED VETERANS, IF YOU WILL AND HAVE SHOWN S SOMEEXEMPLARS AND GOOD PRACTICES. HOW CAN WE HELP YOU HELP OUR STUDENTS. SO ONE OF THE MOST IMPORTANT THINGS I HAVE THERE IN THE FIRST BULLET, ADDITIONAL MEETINGS. HAVING THE CHECK-IN THROUGHOUT THE YEAR WE THINK IT'S REALLY IMPORTANT. RATHER THAN THE ONE ORIENTATION MEETING IN THE FALL, WE'RE TALKING ABOUT ADDING ANOTHER MEETING AROUND JANUARY, TO KIND OF DO A CHECK-IN, HOW ARE THINGS GOING. WHAT DO YOU NEED HELP WITH. WHAT ARE YOU SEEING, TO KIND OF HAVE THAT. MOST IMPORTANTLY, CREATING A YOU KNOW, A MEETING TO [01:20:01] CULMINATE THE SCHOOL YEAR. SO YOU KNOW, HAVING THAT TRANSITION MEETING IS SO IMPORTANT. I'LL GIVE YOU AN EXAMPLE AND WE USE THAT STUDENT DAC, WE HAVE A COUPLE OF MEETINGS IN APRIL AND MAY, WHERE THE NEW STUDENTS COME IN AND THE GRADUATING SENIORS AND SOME OF THE STUDENTS WHO WON'T BE CONTINUING ARE TRANSITIONING OUT. SO HAVING THOSE TWO MEETINGS, ESPECIALLY THAT MEETING IN MAY, IS VERY HELPFUL. BECAUSE ONE, YOU TALK ABOUT BEST PRACTICES. YOU CAN CALIBRATE YOUR PRACTICES. YOU TALK ABOUT YOU KNOW, SOME OF THE ITEMS THAT ARE IMPORTANT AND ESSENTIAL TO BE DISCUSSING. KIND OF HAVE THAT SMOOTH TRANSITION. REALLY HAVING A MEETING AT THE END OF MAY, WITH THE ASSISTANT PRINCIPALS KIND OF LEADING THAT AS THEY DO AT THE BEGINNING, WILL HELP WITH THE TRANSITION, FINANCIAL STATEMENTS, WITH THE AUDIT PIECE AND THE HOPE IS THAT BY GIVING THE REAUTHORIZATION PACKET TO THE INCOMING MEMBERS EARLY, THEY CAN GET STARTED ON A LOT OF THE PAPERWORK. AND IT'S NOT SUCH A SCRAMBLE IN THE FALL. AND ALSO HELPS WITH THE SUMMER ACTIVITIES. THAT IS ONE ITEM THAT WE'RE REALLY LOOKING TO IMPROVE UPON FOR THE NEXT YEAR. PART OF THAT MEETING, I MENTIONED IT, FRONT-LOADING REAUTHORIZATION FORMS. I MENTIONED SOME OF THE BOOSTER PRESIDENTS THAT WE'VE BEEN TALKING WITH. SOME OF THEM, WHEN THEY TURN THE FORMS, IN THEY'RE JUST DYNAMITE. THEY HAVE EVERYTHING THAT WE NEED. AND IT'S JUST YEAH, THIS IS GOOD. YOU GUYS ARE GOOD TO GO. PROVIDING SOME OF THE EXEMPLARS TO THE NEWCOMEERS COMING IN. THIRD BULLET THERE, YOU KNOW, THE REDESIGN AUTHORIZATION PROCESS TO BE MORE EFFECTIVE AND USER FRIENDLY. I MENTIONED A FEW THINGS THAT WE'VE DONE IN TERMS OF KIND OF SIMPLIFYING IT. SOME OTHER THINGS THAT WE'VE BEEN WORKING ON WITH A FEW OF THOSE BOOSTER PRESIDENTS WHO ARE SEASONED IS REALLY TO TALK ABOUT YOU KNOW, ARE THERE CERTAIN AUDITORS THAT WE COULD USE THAT ARE CONSISTENT AND ARE GOOD. USING SPECIFIC DATA PROGRAMS FOR THEIR BUDGETS. SOME THINGS THAT ARE CLEAR. JUST SO WE CAN HAVE CALIBRATING THAT PRACTICE FOR ALL OF OUR BOOSTERS. I MENTIONED THE INSURANCE PIECE. THIS YEAR, I MENTIONED MR. BRADBERRY, HELPFUL IN TERMS OF COMMUNICATING WITH BOOSTERS. WORKING WITH THE JPA. HERE IS THE INSURANCE COMPANIES THAT CAN COVER YOU AND WHAT YOUR GOAL IS. WE ALSO NO LONGER REQUIRE THE BOOSTERS TO GIVE US ALL OF THEIR CHECKS. SO BEFORE WE HAD THIS HUGE PILE, YOU KNOW, OF ALL OF THE COPIES OF THE CHECKS AND FINANCIAL STATEMENTS. IT'S SIMPLE. WE HAVE A SUMMARY OF WHAT THEIR FINANCIAL STATEMENT IS THROUGH THEIR 501C3, TO KEEP IT REALLY SHORT. THAT HELPS WITH THE AUDIT REPORT. AND THEN FINALLY, I MENTIONED THE FISCAL CRISIS AND MANAGEMENT ASSISTANCE TEAM, FCMAT. THEY PROVIDE A BEST PRACTICES GUIDE, THAT WE'RE LOOKING AT TO ADD IN TO OUR HANDBOOK AND PROVIDING THAT. KIND OF LIKE AS THE DOS AND DON'TS. YOUR ONE-PAGER, DOS AND DON'TS FOR BOOSTERS. SO THEY CAN HAVE SOMETHING TO GO OFF OF. AGAIN, IT IS A PARTNERSHIP. WE DO APPRECIATE OUR PARENTS AND THE TIME AND EFFORT AND THE THANKLESS EFFORT THAT THEY GIVE FOR OUR STUDENTS TO MAKE OUR PROGRAMS. WE'RE LOOKING TO IMPROVE OUR PRACTICES AND MAKE IT MORE EFFICIENT. SO THANK YOU FOR YOUR TIME. WE WILL TAKE QUESTIONS. WE DO HAVE OUR ASSISTANT PRINCIPAL HERE FROM NEWBURY PARK HIGH SCHOOL. AS WELL AS PRINCIPAL JASON BRANHAM FROM WESTLAKE. WE DO HAVE BOOSTERS AT THE SITE WORK DIRECTLY WITH. >> TO WRAP UP BRIEFLY, LEGALLY LIKE OUR TEETH IS IN THE REAUTHORIZATION PROCESS. LIKE AS THE GOVERNING BODY, AS WE APPROVE THESE ANNUALLY. THAT IS WHY WE THINK IMPROVING THE REAUTHORIZATION PROCESS IS REALLY IMPORTANT. IN ADDITION TO REALLY HEARING NOT JUST FROM OUR SCHOOLS, BUT ALSO FROM LIKE BOOSTER PRESIDENTS AND LEADERS THEMSELVES, WHO SAY THAT THAT TRANSITION YEAR TO YEAR CAN BE REALLY CHALLENGING. AND SO HAVING THAT END OF YEAR MEETING TO FACILITATE THAT TRANSITION YEAR TO YEAR, WE REALLY FEEL LIKE ARE IMPORTANT IMPROVEMENTS. BUT CERTAINLY, NOW IS AN IMPORTANT FOR QUESTIONS OR FEEDBACK. >> THANK YOU VERY MUCH FOR THIS INCREDIBLE PRESENTATION. I LEARNED A LOT. I THINK I IMAGINE I SHARE AN EXPERIENCE WITH MANY PEOPLE, ONE OF MY CHILDREN VOLUNTEERED ME TO BE ON AN EXECUTIVE BOOSTER BOARD. IT WAS A JOYFUL EXPERIENCE. BUT I WOULD HAVE BENEFITTED ENORMOUSLY FROM ALL OF THIS [01:25:01] KNOWLEDGE. SO THANK YOU FOR WORKING SO HARD TO MAKE THE PROCESS SO EASY FOR THE PARENTS WHO DO SUCH GREAT WORK FOR US. DO WE HAVE QUESTIONS? >> THANK YOU, MR. LU, THANK YOU, MR. MERCER. THAT WAS EVERYTHING YOU WANT TO KNOW ABOUT REAUTHORIZING A BOOSTER CLUB. I WANT TO ECHO THAT I REALLY DO APPRECIATE THE ROLE OF BOOSTER CLUBS PLAY. MY DAUGHTER PLAYED TWO DIFFERENT SPORTS AT WESTLAKE HIGH SCHOOL. I SAW FIRSTHAND. I WAS NOT ON THE EXECUTIVE BOARD. BUT I SAW HOW HARD THEY WORKED. I CAN TELL YOU THOSE PROGRAMS WOULD NOT FUNCTION WITHOUT THE WORK OF THE BOOSTER CLUBS. I DO APPRECIATE THE OVERSIGHT THAT THE DISTRICT IS PROVIDING FROM A FINANCIAL CONTROL STANDPOINT THROUGH THIS REAUTHORIZATION PROCESS. I DO APPRECIATE THAT. I GUESS MY CONCERN WITH BOOSTER CLUBS, HAVING SEEN IT FIRSTHAND, HAVING HEARD ANECDOTALLY, IS ANOTHER PRIMARY ROLE THAT THEY PLAY, IS FUND RAISING. AND THAT IS UNFORTUNATE. BUT THEY DON'T GET A LOT OF MONEY. WE DON'T GET A LOT OF MONEY TO GIVE THEM. SO THEY NEED TO UPFRONT ASK FOR OPTIONAL, STRESSING THE WORD OPTIONAL DONATIONS AND THEN OFTEN THEY HOLD MULTIPLE FUNDRAISERS TO RAISE EVEN MORE MONEY. WHERE I SEE THE ISSUE, I WANT TO KNOW WHERE THE DISTRICT CAN CODIFY, EMPHASIZE AND MAYBE IT'S IN THE BOOSTER HANDBOOK, BUT I DIDN'T HEAR IT LISTED, THAT WE REALLY PUSH ON THE LANGUAGE, BOTH WRITTEN THAT IS GIVEN TO PARENTS, BECAUSE THE PERCEPTION THAT PARENTS HAVE IS THAT THEY HAVE TO PAY TO PLAY. THAT IF THEIR KID WANTS TO DO FOOTBALL OR CHOIR OR WHATEVER, THERE IS A COST AND PARENTS AND STUDENTS WHO CAN'T AFFORD THAT, EVEN THOUGH IT'S OPTIONAL, OFTEN DO STAY AWAY. I THINK THAT IS TREMENDOUSLY UNFORTUNATE. BECAUSE AS WE POINTED OUT, EXTRACURRICULAR ACTIVITIES IS ABSOLUTELY VITAL FOR ALL OF OUR STUDENTS. SO I DO KNOW THERE IS LANGUAGE WE ASK BOOSTER PRESIDENTS TO PUT ON FORMS. I CAN TELL YOU SOMETIMES IT'S IN THE TINIEST FONT. I SAT THROUGH MEETINGS WHERE IT DIDN'T APPEAR OPTIONAL. I DIDN'T HEAR ANYTHING TONIGHT ABOUT HOW WE ACTUALLY MANAGE THAT PIECE OF IT. SO THERE IS A QUESTION IN THERE I THINK. >> I CAN LET THE SITES TALK A LITTLE BIT. BUT WE DO EMPHASIZE SUGGESTED DONATIONS. WE'VE HAD CORRESPONDENCE, AT TIMES WE'LL GET INDIVIDUAL CORRESPONDENCE THAT COMES TO MY OFFICE OR IT COMES TO ONE OF THE PRINCIPAL'S OFFICE. HEY, YOU KNOW, WHERE IS THIS SUGGESTED DONATION? IT'S THE F WORD. SORRY. FEE. AND IT'S NOT A FEE. IT'S A SUGGESTED DONATION. THAT IS SOMETHING THAT WE CAN LOOK AT AND MAKE IT MORE CLEAR. IF YOU'RE SEEING SPECIFIC THINGS LIKE IN TINY FONT, THAT DOES NEED TO BE LOOKED AT. WHILE IT IS A PRIVILEGE TO BE ON AN ATHLETIC TEAM, IT SHOULDN'T COST ANYTHING FOR ANYBODY. IT DOES YOU KNOW, WE DO NEED FUNDING TO OBVIOUSLY TO RUN GOOD PROGRAMS. BUT IT'S NOT REQUIRED ANYWHERE FOR STUDENTS TO BE -- TO HAVE TO PAY FOR THAT. YOU GUYS WANT TO SPEAK TO IT A LITTLE BIT? >> I WILL JUMP IN. I THINK BOARD MEMBER SYLVESTER IS CORRECT, IT'S GOT TO BE A PIECE OF THE HANDBOOK. I DO THINK IT NEEDS TO BE THE VERY FIRST PIECE OF THE HANDBOOK, TO BE HONEST WITH YOU. I THINK IT NEEDS TO BE OUR PHILOSOPHY STATEMENT, BASED ON THE FACT THAT WE WANT KIDS TO ENGAGE. THIS ISN'T ABOUT FEE COLLECTION OR DONATIONS OR ANYTHING LIKE THAT. SO I DO THINK THAT NEEDS TO BE THE FIRST PAGE OF THIS HANDBOOK. THAT WOULD BE MY SUGGESTION, AS WE WORK THROUGH THIS. KNOWING RIGHT UPFRONT IN BIG LETTERS, WHAT IS IT THAT THE BOARD EXPECTS, WHAT US AS STAFF EXPECTS AND HOW DOES THAT TRANSLATE BACK DOWN TO OUR STUDENTS AND THOSE COACHES WHO ARE SO OFTEN LOOKING FOR KIDS TO PARTICIPATE IN SPORTS. AND I JUST THINK IT'S A REALLY BIG PIECE, THAT IS WHERE I THINK WE START WITH RIGHT THERE. >> I WAS GOING TO SAY, YEAH, MOVING FORWARD, I MEAN, CERTAINLY WE HAVE MORE DISCUSSION. BUT YEAH, WE CAN CERTAINLY ADD THAT IN AS PART OF THE PRIMARY INFORMATION WHEN WE HAVE THE HANDBOOK. BECAUSE I DID LOOK THROUGH IT AND IT'S CURRENTLY NOT CALLED OUT SPECIFICALLY IN THERE. >> THANK YOU. YEARS AGO, WE WERE TRYING TO [01:30:02] PUSH THE EDUCATION FOR PARENTS, THIS WAS NOT A FEE. SUGGESTED DONATION. A DONATION IS OPTIONAL. AND WE CAME UP WITH SOME LANGUAGE AMONGST A GROUP OF CONCERNED INVOLVED PARENTS AND BOOSTERS THAT WE PUSHED OUT FOR A WHILE AND I THINK THAT IT SORT OF HAS FALLEN AWAY. SO IF SOMEBODY COULD FIND SOME OF THOSE, YOU CAN LOOK AT PARTICULAR THOUSAND OAKS HIGH SCHOOL BAND FOR A WHILE, DOING A REALLY GOOD JOB. IT FEELS LIKE YOU HAVE TO PAY. PART OF THAT I THINK WHERE MY QUESTION LIES ABOUT THE ORIENTATION MEETINGS. AND THEORETICALLY MANDATORY. SO MY QUESTION IS, HOW DO WE HOLD PEOPLE ACCOUNTABLE THAT HAVE SCHEDULING CONFLICTS? DO WE NOW FILM SOME OF THESE MEETINGS OR MAKE THE PRESENTATIONS AVAILABLE ON THE WEBSITE SO YOU CAN REFER BACK. EVEN IF YOU WERE THERE, MAYBE YOU MISSED SOMETHING. IT WOULD BE GREAT TO SEE SOME SORT OF LIKE SHORT LITTLE TRAINING VIDEOS THAT PEOPLE COULD REFER TO. I KNOW THAT IS MORE WORK. SO SORRY. BUT I THINK LIKE IN ORDER FOR PARENTS TO GET THE MESSAGE, THAT MAYBE -- I LOVE THE IDEA OF CONSISTENT STRUCTURES AND SUPPORTS AND MID-YEAR, END OF YEAR. I THINK THAT IS GREAT. ESPECIALLY SINCE SOME SPORTS ARE AT THE BEGINNING OF THE YEAR AND SOME ARE AT THE END. YOU'RE GOING TO MISS PEOPLE. SO IF THERE IS A WAY THAT WOULD BE EASY FOR PARENTS TO GET CLUED IN AND HAVE REFRESHERS, I THINK THAT WOULD WOULD BE REALLY HELPFUL. BECAUSE OF THE RELATIONSHIP AND TRUST BETWEEN THE DISTRICT AND THE BOOSTERS IS SO NECESSARY AND SO IMPORTANT. >> IT'S REALLY IMPORTANT BECAUSE IT'S THOSE LITTLE NUANCED QUESTIONS THAT COME FROM THAT BOOSTER OR THAT SPORT OR THAT PROGRAM THAT IS REALLY WHAT THEY'RE LOOKING FOR IN A LOT OF CASES. I THINK THE GENERAL IDEA IS THEY HAVE A GOOD UNDERSTANDING OF. BUT IT'S THE LITTLE NUANCES FOR DIFFERENT SPORTS AND DIFFERENT PROGRAMS THAT I THINK THOSE ONE ON ONE MEETINGS ARE REALLY IMPORTANT. THAT IS HOW WE DO IT RIGHT NOW, THE ONES THEY'RE NOT ABLE TO ATTEND, THEY SCHEDULE A ONE ON ONE WHERE THEY CAN COME IN AND MEET WITH THE ASSISTANT PRINCIPAL AND REVIEW THAT INFORMATION. >> FOLLOWING UP WITH THAT, IT GAVE ME A GREAT IDEA, WHICH YOU PROBABLY ALREADY THOUGHT OF AND EITHER DO OR REALIZE IT'S TOO TIME CONSUMING. BUT COULD YOU SCHEDULE A ONE ON ONE WITH EACH BOOSTER TO SORT OF TALK ABOUT THEIR, BEFORE THEY SUBMIT LIKE BEFORE THEY SUBMIT THE REAUTHORIZATION, IF YOU GO THROUGH THE PACKET WITH THEM, TO SAY HERE IS WHAT YOU NEED, OR HERE -- HOW CAN I HELP YOU FILL OUT THIS WITH YOUR SPECIFIC BOOSTER IN MIND. I DON'T KNOW IF THAT HELPS OR HINDERS THE PROCESS. IT'S NOT FOR OVERSIGHT BECAUSE IT IS A SEPARATE ORGANIZATION. YOU CAN'T TELL THEM HOW TO DO THINGS, BUT IF YOU CAN PROVIDE THAT SUPPORT AT THE SITES WITH THE PEOPLE THAT THEY HAVE RELATIONSHIPS WITH, I THINK THAT MIGHT BE HELPFUL. BUT IT MAY BE TOO CUMBERSOME >> THAT DOES HAPPEN QUITE A BIT AT THE MEETINGS. BUT I'LL LET MR. GODFREY SPEAK TO SOME OF THE MORE DETAILS ON HOW THAT WORKS. >> AT OUR SITE, WE DON'T NECESSARILY SCHEDULE SEPARATE MEETINGS WITH EACH ONE. BUT THEY COME IN MULTIPLE TIMES, HEY, WE'RE HAVING TROUBLE WITH THIS PART. THEY WILL MEET WITH OUR SECRETARY, WHO IS NOW WELL VERSED ON THAT OR ME AND MRS. ADAMS OR THE ACTIVITIES SECRETARY AS WELL TO ANSWER ALL OF THOSE PROBLEMS OR QUESTIONS THAT THEY HAVE. ADDITIONALLY, I KNOW FOR US, WE HAVE ON OUR ATHLETICS WEB PAGE, EVERYTHING BOOSTER RELATED THAT I CAN THINK OF. THERE'S ALL SORTS OF RESOURCES THERE SO THEY CAN ALWAYS REFER TO THAT AT ANY TIME DURING THE SCHOOL YEAR AS WELL. SO WE TRY TO PROVIDE THAT SUPPORT ONGOING WITHOUT NECESSARILY HAVING TO SCHEDULE MEE MEETINGS PER SE. THEY'LL SCHEDULE A MEETING WITH US WHENEVER WORKS FOR THEM. THE HARD PART IS, I THINK IT'S PRETTY CLEAR, WE DON'T HAVE [01:35:05] INSTITUTIONAL KNOWLEDGE WITH OUR PARENTS. BECAUSE THERE IS SUCH A TURN-OVER. THAT MAKES IT REALLY REALLY DIFFICULT TO HAVE SOME SORT OF CONSISTENCY. AS YOU ALL KNOW, IT'S NO LONGER THE 20-80 RULE, IT'S MORE LIKE THE 10-90 RULE. TEN PERCENT OF PEOPLE DOING 90 PERCENT OF THE WORK. >> WHICH IS WHY LIKE WE REALLY ARE CHANGING THE PRACTICE TO HAVE THESE END OF YEAR TRANSITION MEETINGS. IF WE CAN DO THAT, MORE THAN LIKELY THERE WILL BE A CLEANER PROCESS TOWARDS FALL AND LESS YOU KNOW, MAYBE NEED TO LIKE MEET INDIVIDUALLY WITH GROUPS. BECAUSE WE'VE FACILITATED LIKE THE NICE HAND-OFF. >> I HAVE TWO QUESTIONS. I WAS GOING TO ASK YOU, WHAT IS THE HARDEST PART OF YOUR JOB SORT OF AS RELATED TO BOOSTER CLUBS? YOU MAY HAVE ALREADY SAID IT. BIGGEST CHALLENGE. >> BOOSTER CLUBS, TRYING TO KEEP CONSISTENCY. TRYING TO STAY ON TOP OF EVERYTHING THEY DO. SO MUCH THEY'RE DOING. SOMETIMES THEY GO HEAD-ON WITHOUT ASKING US. AND WE DON'T KNOW UNTIL AFTER THE FACT. OR YOU KNOW, IT'S BECAUSE THEY'RE A SEPARATE ENTITY, THEY'RE NOT ALWAYS ASKING FOR OUR INPUT. AND A LOT OF TIMES THAT IS NOT ON PURPOSE. IT'S BECAUSE THEY DON'T KNOW WHAT THEY DON'T KNOW. SO I WOULD SAY THAT PART. AND SOMETIMES YOU KNOW, KIND OF TRYING TO FIGURE OUT SOLVE THROUGH SOME OF THOSE ISSUES. >> THANK YOU. I HAD A QUESTION RELATED TO THE FISCAL. AND SORT OF THE DONATIONS. YOU KNOW, YOU DON'T -- IT ISN'T OPTIONAL. I KNOW WE'RE CONCERNED ABOUT THE LANGUAGE. THE REALITY IS WE NEED MONEY TO RUN THE PROGRAMS, THOUGH. IT GETS TO THE FUND RAISING PIECE. I WAS CURIOUS HOW WE SUPPORT OR HELP THE BOOSTERS IN THAT AREA AND MAYBE KIND OF WHAT RULES OR RESTRICTIONS ARE IN PLACE. I WAS CURIOUS ABOUT THAT. >> SO AS FAR AS, IT'S FUNNY BECAUSE THE TERMINOLOGY HAS CHANGED OVER THE YEARS. WE WERE ASKING FOR I FORGET THE ORIGINAL TERMINOLOGY. WE WENT TO REQUISITE DONATIONS. THAT SOUNDS LIKE REQUIRED DONATIONS. NOW IT'S SUGGESTED DONATIONS. I THINK THE CALIFORNIA STATE LAW THAT SAYS YOU KNOW, THAT THERE IS NO FEE WHATSOEVER. LIKE DURING OUR ORIENTATION MEETINGS, NOT NECESSARILY BOOSTERS, BUT WITH PARENTS, THAT IS A FULL-ON SLIDE, YOU DON'T HAVE TO PAY AT ANY PUBLIC SCHOOL TO DO ANY SORT OF ATHLETICS OR ACTIVITIES. THERE IS THAT PIECE OF IT. WHAT WAS THE OTHER QUESTION? >> WE HAVE TO DO FUND RAISING. WHAT IS THE SUPPORT THAT BOOSTER CLUBS GET FROM THE DISTRICT OR SCHOOL STAFF AND SORT OF FIGURING THAT OUT AND ARE THERE RESTRICTIONS IN WHAT THEY'RE ALLOWED TO DO. >> THERE'S DEFINITELY RESTRICTIONS. THOSE ARE IN THE BOARD POLICIES AND ARS. LIKE YOU SAID, RAISING ENOUGH MONEY, WHAT OFTEN HAPPENS IS A BOOSTER CLUB WILL ACCOUNT FOR X AMOUNT PERCENT OF FAMILIES THAT WILL NOT PAY OR CANNOT PAY TO BE ABLE TO PARTICIPATE. AND THEN THEY WILL USE THAT KIND OF CUSHION AND CHARGE MORE, ASK FOR MORE FOR THE SUGGESTED DONATION TO BE ABLE TO COVER THAT SO THEY CAN STAY SOLVENT AND STAY IN THE BLACK WITH THAT. NOW, AS FAR AS WHAT WE DO, I THINK WE CAN DO A BETTER JOB OF THAT FOR SURE. BUT ONCE AGAIN, WE DON'T KNOW WHAT THEY DON'T KNOW. SO SOMETIMES THEY DON'T COME TO US. >> AN ADDITION ON THAT, WHEN BOOSTER CLUBS COME TO US, HAVE FUND RAISING IDEAS. WE USE OUR SOCIAL MEDIA PLATFORMS TO ADVERTISE IT. WEEKLY NEWBURY PARK OR WARRIOR UPDATE THAT WE SEND OUT. ANYTHING THAT WE CAN HELP PROMOTE, ONE OF THE SCHOOL CONNECTED TIER ONE ORGANIZATIONS, THROUGH THE FLYERS, WE'RE ALLOWED TO DO THAT. WE TRY TO PUSH THAT AS MUCH AS WE CAN AND HELP SUPPORT THEM ON THAT. A LOT OF OUR BOOSTERS, DEPENDING ON THE SPORT AND LOCATION THAT THEY PLAY MIGHT DO BANNER SALES. SO WE'LL WORK WITH THEM TO MAKE SURE THAT THE BANNERS AND COMPANIES ARE APPROPRIATE. ANY TIME WE CAN DO THAT, WE TRY TO HELP SUPPORT THEM IN THAT WAY AND GET THE WORD OUT ON THAT FRONT. >> I WOULD SAY TO YOUR FIRST QUESTION, ADD ONE LITTLE POINT, ONE OF THE CHALLENGES THAT WE SEE IN PEOPLE COME IN WITH BIG HEARTS AND WANT TO HELP. A LOT OF THE VOLUNTEERS COMING IN, WHERE DID THEY START? START IN OUR YOUTH ORGANIZATIONS. SO WHEN THEY'RE VOLUNTEERING ON THESE YOUTH ORGANIZATIONS, THEY RUN IT LIKE THE YOUTH ORGANIZATION. SOMETIMES WHEN THEY ARE COMING IN, ESPECIALLY AS NEWER PARENTS, THAT IS WHERE THAT TRAINING AND COLLABORATION REALLY COMES IN TO PLAY. BECAUSE PEOPLE ARE GOING TO DO WHAT THEY KNOW AND WHAT HAS BEEN SUCCESSFUL. BUT HOW THEY CAN DO THINGS IN YOUTH ORGANIZATIONS IS DIFFERENT AT TIMES THAN HOW YOU CAN DO THINGS WITH A SCHOOL ORGANIZATION WITH OUR DISTRICT. SOMETIMES IT'S JUST THE [01:40:01] TRAINING AND COACHING AND WORKING WITH ON THAT FRONT TOO. BECAUSE AGAIN, THE HEART AND THE INTENT IS IN THE RIGHT PLACE. HOW DO WE JUST GET IT DONE THE RIGHT WAY, DIFFERENT FROM YOUTH ORGANIZATIONS AS COMPARED TO OUR DISTRICT AS WELL. ADDING TO THAT FIRST QUESTION. >> I FEEL LIKE THERE IS A THEME THAT I HEARD THIS MORNING ABOUT TAKING OLDER OR MORE SEASONED VETERAN PARENTS AND PAIRING THEM WITH YOUNGER UP AND COMING PARENTS. LIKE THIS COULD BE ACROSS THE BOARD SOMETHING THAT WE MAY WANT TO LOOK AT BECAUSE I THINK IN BOOSTERS, IN OUR ADVISORY COUNCILS, ALL OVER THE PLACE, PTAS, I THINK LIKE WE COULD ALL BENEFIT FROM SOME MENTORSHIP AND RELATIONSHIPS LIKE THAT. >> I JUST HAVE ONE MORE. SINCE WE'RE TALKING ABOUT THE HANDBOOK AND ADDING LANGUAGE. ONE OTHER POINT WOULD BE TO INCLUDE LANGUAGE IN THERE TO SEPARATE ANY BOOSTER CLUB DONATIONS, WHO HAS PAID WHAT FROM THE COACHES. OR THE CHOIR DIRECTORS OR WHOEVER. I KNOW THAT THAT IS THE PRACTICE AND IT'S SUPPOSED TO BE THE PRACTICE, BUT I THINK THAT ALSO NEEDS TO BE EMPHASIZED. >> FOR US TOO, ONLY OUR TREASURERS ARE SUPPOSED TO KNOW THAT. NOT THE REST OF OUR EXECUTIVE BOARD MEMBERS. THERE IS NO CALLING OUT OR JUST CONTACTING PARENTS WHO HAVEN'T PAID. IT'S A GENERAL YOU KNOW, REMINDER E-MAIL TYPE OF DEAL. OR REMINDER COMMUNICATION TO ALL PARENTS. HEY, PLEASE, REMEMBER IF YOU HAVEN'T PAID. SO WE NEVER WANT TO SINGLE OUT ANY OF THE FAMILIES WHO HAVE NOT PAID. >> GREAT. APPRECIATE THAT. >> ANY OTHER QUESTIONS? I DON'T SEE ANY. THANK YOU, MR. GODFREY, THANK YOU MR. MERCER AND MR. LOU FOR THIS INCREDIBLY INFORMATIVE [B. Student Services - Presentation: Special Education Program Adjustment Proposals] PRESENTATION. WE APPRECIATE IT. WE ARE GOING TO MOVE ON TO 5B. >> JUST A LITTLE BIT OF BACKGROUND BEFORE WE GO INTO, IF WE HAVE ANY PUBLIC SPEAKERS, WHICH I THINK WE PROBABLY DO. BUT ANYHOW, HOW DID THIS GET ON TO TONIGHT'S AGENDAS. I WILL SAY THIS HAS BEEN A TWO-YEAR PROCESS. I WANT TO GIVE A LITTLE BIT OF BACKGROUND. WHEN I SAY IT'S BEEN A TWO-YEAR PROCESS. OBVIOUSLY LAST YEAR WE HAD DR. MILLER AND MS. JOHNSTON WHO WERE OUR ASSISTANT SUP AND DIRECTOR OVER SPECIAL SERVICES. THIS WAS A TOPIC THAT CAME UP LAST YEAR. COMING OUT OF COVID, I NIXED IT RIGHT AT THE GET GO AND SAID THIS ISN'T THE TIME TO HAVE THIS CONVERSATION ABOUT POSSIBLE SUGGESTIONS ABOUT MOVING OUR PRESCHOOL AND POST-SECONDARY. SINCE THAT CONVERSATION TOOK PLACE, WE HAD A WHOLE REGIME CHANGE IN STUDENT SUPPORT SERVICES. BOTH PROGRAMS CAME UP AS A TOPIC AS WE STARTED PLANNING FOR NEXT YEAR, FROM ADMINISTRATION WHO I HIGHLY RESPECT AND REALLY BELIEVE THAT THEY KNOW WHAT THEY HAVE TO SAY AND THEY'RE LOOKING OUT BEST FOR STUDENTS. SO ULTIMATELY, FOR US TO BE ABLE TO HAVE THIS CONVERSATION AND PLAN FOR NEXT YEAR, WE'VE GOT TO PUT IT ON THE BOARD FOR DISCUSSION. SO AS WE ARE HERE NOW, HAVING SOME CONVERSATION, OBVIOUSLY WE HAVE SOME PUBLIC COMMENTS AND PRESENTATION THAT HAS BEEN POSTED. WHEN WE POSTED THE AGENDA. AND THEN OBVIOUSLY SOME QUESTIONS AND BACK AND FORTH AND FURTHER DIRECTION FROM OUR BOARD, ONCE THIS TAKES -- ONCE THE PRESENTATION TAKES PLACE. BUT I DO WANT THE PUBLIC TO KNOW, THE ONLY TIME THAT WE CAN HAVE THESE CONVERSATIONS, WE CAN HAVE A CONVERSATION AND TAKE DIRECTION FROM OUR BOARD IS TO HAVE A PUBLIC MEETING AND TO HAVE IT AGENDAIZED. OBVIOUSLY THERE IS PREP THAT GOES INTO THAT SO THAT OUR BOARD HAS SOME GENERAL IDEA OF WHAT IT IS THAT WE'RE GOING TO BE DISCUSSING AND PRESENTING. OBVIOUSLY WE WORK ON THE FEEDBACK LOOP FROM THERE. I WANT OUR COMMUNITY TO KNOW THIS WAS A CONVERSATION THAT STARTED LAST YEAR, AND I NIXED IT BECAUSE THE TIMING WASN'T RIGHT. IT'S COME BACK AGAIN AND IT'S LED US DOWN TO THIS CONVERSATION TONIGHT. WITH THAT, I'LL TURN IT BACK OVER TO OUR BOARD PRESIDENT. >> THANK YOU. MRS. FELDMAN, DO WE HAVE SOME -- THANK YOU SO MUCH. OKAY. THE FIRST AVALON, COULD YOU COME UP AND YIELD YOUR TIME TO YOUR MOM. [01:45:12] HELLO, I'M A STUDENT, AT CONEJO OAKS ACADEMY, I AM GIVING MY TIME TO MY MOTHER. >> THANK YOU, AVALON. WELCOME, PAULA. SIX MINUTES. >> ALL RIGHT. GOOD EVENING, DR. MCLAUGHLIN, TRUSTEES AND STAFF. THANK YOU FOR LETTING ME SPEAK. THE CURRENT PROPOSAL PUT FORTH BY CVUSD FOR SPECIAL EDUCATION IS WELL INTENTIONED, BUT IT'S UNINFORMED AND ILL-CONCEIVED. FOR A MOMENT, IMAGINE THAT THREE CLASSROOMS OF TYPICAL ADULTS, AGE 18 TO 22 WERE TOLD THAT NEXT YEAR YOU WILL ALL BE GOING BACK TO HIGH SCHOOL SO YOU CAN PARTICIPATE IN PEP RALLIES AND GO TO THE CAFETERIA. PEOPLE WOULD BE OUTRAGED. BRANDISHING PITCHFORKS. HOW COULD YOU LET ADULTS ON CAMPUS WITH OUR STUDENTS. BUT SOMEHOW THE PROPOSAL TO MOVE CONEJO OAKS TO THOUSAND OAKS HIGH SCHOOL IS EXACTLY THAT. WHAT IS DIFFERENT IS THAT THE POPULATION IS SPECIAL NEEDS ADULTS. TO NOT RECOGNIZE THAT THEY ARE ADULTS AND INSINUATE THAT THEIR PEERS ARE CHILDREN AGE 14 TO 18 IS OFFENSIVE AND SHOCKING. APPROPRIATE INCLUSION FOR THIS AGE GROUP WOULD BE PARTNERING FOR PROGRAMS AT CLU, MOORE PARK COLLEGE, YOU KNOW, OTHER PEOPLE WHO HAVE GRADUATED HIGH SCHOOL. THIS GROUP OF YOUNG ADULTS USE THE COMMUNITY AS THEIR INCLUSION MODEL. THEY ARE LEARNING THE SKILLS THEY NEED. LET'S TALK ABOUT THEIR CAMPUS. THE CLASSROOMS ARE IN WELL-MAINTAINED BUILDINGS, WITH ACCESS TO A LOCKED PRIVATE BATHROOM FOR THEIR USE ONLY. WHICH HAPPENS TO BE HANDICAPPED ACCESSIBLE. THE PROGRAM HAS BEEN AT THE CAMPUS FOR 11 YEARS, WITH AN EXCELLENT SAFETY RECORD. THE CAMPUS LOCATION IS NEXT TO A PARK AND COMMUNITY GARDENS, BOTH WHICH ARE UTILIZED BY COA, WITH REGULAR WALKS OUT THERE. STUDENTS COOK IN A FULLY UPDATED KITCHEN THAT WAS PAID FOR WITH THE MONEY THAT THEY EVERYONED EARNED FROM STUDENT RUN BUSINESS. THERE IS NO NEED TO COORDINATE SCHEDULES WITH SHARED CLASSROOMS OR GO ANY FURTHER THAN OUTSIDE THEIR DOOR TO THEIR JOB SITES. THEY HAVE THEIR OWN SPACE. SOUNDS PERFECT, DOESN'T IT? WHY THE NEED TO MOVE? I WOULD LIKE TO SHARE A QUOTE FROM A YOUNG ADULT PROGRAM CALLED THE GARRETT CENTER IS WICHITA FALLS SCHOOL DISTRICT. 18 TO 22 YEAR OLD STUDENTS DO NOT GO BACK TO THE HIGH SCHOOL CAMPUSES TO TAKE CLASSES. THEY HAVE COMPLETED THEIR HIGH SCHOOL REQUIREMENTS. THE STUDENTS ARE MEMBERS OF THE ADULT COMMUNITY AND COMMUNITY EDUCATION OPTIONS ARE INVESTIGATED AND ACCESSED IF APPROPRIATE. STUDENTS DO NOT PARTICIPATE IN ACTIVITIES THAT ARE LIMITED TO ENROLLED HIGH SCHOOL STUDENTS. 18 TO 22 YEAR OLD STUDENTS PARTICIPATE IN ADULT AND COMMUNITY ACTIVITIES. I WOULD ALSO LIKE TO ADDRESS BEAMY PRESCHOOL. THIS CHILDREN IS FOR CHILDREN THREE TO FIVE YEARS OLD. THE PRESCHOOL CURRENTLY HAS THREE, SOMETIMES UP TO FIVE CLASSROOMS. ALL FACE A COURT YARD WHICH IS FULLY FENCED AND OUTFITTED WITH MODERN PLAY EQUIPMENT. LOVELY. RIGHT OUTSIDE THE GATES IS A BATHROOM THAT THE STUDENTS USE. THEY ARE BROUGHT IN TO HELP WITH THEIR TOILETING NEEDS, INCLUDING CHANGING DIAPERS. THE BATHROOM HAS BENCHES FOR THE CHILDREN TO SIT AND FULL DIAPER CHANGING AREA WHERE THE PARENTS TAKE CARE OF THEIR NEEDS. BEYOND THAT, IS A BEAUTIFUL FIELD WHERE THERE ARE TRAILS, WHERE EACH CLASS TAKES DAILY WALKS AROUND THE CAMPUS TO BE IN NATURE. IT IS PERFECTLY SET UP FOR THEM. WITH EVERYTHING THAT THEY NEED. WONDER PRESCHOOL IS AT THE LOCATION AND BM VISIT THEIR PLAYGROUND AND INCLUDES IN [01:50:06] ACTIVITIES FOR INCLUSION. WHY WOULD THE DISTRICT WANT TO MOVE THEM TO AN ELEMENTARY SITE WITH POOR CONDITIONED BUNGALOWS, NOT GATED, DO NOT HAVE PRIVATE BATHROOMS WITH DIAPER STATIONS AND LACKING MOST OF THE ADVANTAGES THAT THEY HAVE NOW. UNIVERSITY ELEMENTARY SCHOOL ACTUALLY HAS EMPTY CLASSROOMS THAT TK CLASSES COULD BE BROUGHT TO THEM. FOR ADDITIONAL INCLUSION. MOST OF US ARE MISTIFIED BY THE URGENCY. THAT IS A GIVEN, SPECIAL EDUCATION IS EXPENSIVE. COST SAVING MEASURES ARE IN PLACE. ARE THE FACILITIES THAT THESE TWO THRIVING PROGRAMS SO NICE THAT THEY CONSIDER MOVING OUT FOR POSSIBLY RENTING TO MONEY GENERATING PROGRAMS. I HOPE THAT. BUT IF YOU ARE UNSURE OF WHAT TO DO, TALK TO THE TEACHERS. TALK TO THE STAFF. TALK TO THE PARENTS. AND THEY WILL LET YOU -- THEY WILL SAY LET THEM STAY PUT. WHERE THEY CAN THRIVE AND LEARN. THANK YOU. >> THANK YOU MS. NATHAN, THANK YOU, AVALON. NEXT UP, BRAD. >> GOOD EVENING, THANK YOU FOR THIS OPPORTUNITY TO SPEAK ON THIS MATTER. I WOULD LIKE TO DO A LITTLE EXERCISE. I WOULD LIKE YOU TO CLOSE YOUR EYES AND BRING YOURSELF BACK TO YOUR GRADUATION FROM HIGH SCHOOL. I WANT YOU TO REMEMBER HOW EXCITED YOU WERE TO TAKE THE NEXT STEP. HOW WOULD YOU REACT IF YOU WERE TOLD YOUR NEXT STEP WAS BACK TO A HIGH SCHOOL CAMPUS. >> A FULL KITCHEN WAS PURCHASED WITH FUNDS THEY EARNED THEMSELVES, NOT DISTRICT MONEY. MOST IMPORTANTLY, THEY'RE AT AN ADULT SCHOOL, NOT A HIGH SCHOOL. YOU STATED IN THE PRESENTATION THAT YOU'RE CONCERNED ABOUT SECURITY. WHEN WAS THE LAST TIME THERE WAS A SECURITY INCIDENT. THE ADULT SCHOOL IS NOT A VISIBLE PUBLIC LOCATION LIKE OTHER SCHOOLS. THE STAFF AT CONEJO OAKS IS WELL AWARE OF EVERYTHING THAT IS GOING ON AROUND THE CAMPUS AT ALL TIMES. MOVING THE ACADEMY IS A BIG MISTAKE, IT WOULD CREATE MORE ISSUES THAN IT WOULD SOLVE. REMEMBER, WHY WAS THE ACADEMY ORIGINALLY MOVED FROM THE NEWBURY PARK HIGH SCHOOL CAMPUS OVER TEN YEARS AGO. THANK YOU. >> MARGARET SUMMERGALE. >> THANK YOU VERY MUCH FOR YOUR TIME TONIGHT. I APPRECIATE THE OPPORTUNITY TO SPEAK. I HAD HOPED THAT WE WERE GOING TO WALK THROUGH THE PRESENTATION. I AM HAPPY TO SPEAK TO WHAT I READ ON THE SLIDES. I THINK A LOT OF WHAT HAS BEEN SHARED ALREADY. I HAVE MANY OF THE SAME SENTIMENTS. THE HIGH SCHOOL, THE MOVE TO THE HIGH SCHOOL IS NOT AGE APPROPRIATE AT THAT POINT. I CAN SHARE THE SAME CONCERNS OF THE AGE OF 14 TO 17 TO 18, AND TAKING IN AN ADULT, MY SON WHO DOES ATTEND CONEJO OAKS NOW LOVES IT. HE KNOWS HE GRADUATED. HE THINKS HE GRADUATED FROM SCHOOL. HE IS DONE. SO TO GO BACK INTO A HIGH SCHOOL SETTING, WOULD PUT HIM BACK. THIS PROGRAM, WHICH IS REALLY PREPPING FOR ADULTHOOD POTENTIALLY TO MOVE INTO DOING REAL JOBS, I FEEL LIKE THIS IS TAKING THEM BACK. AND POTENTIAL REGRESSION. THE IDEA THAT YOU WOULD PUT THEM IN PROGRAMS OR INTO THE SCHOOL RALLIES OR WHAT I SAW LIKE LEADERSHIP OPPORTUNITIES WITH PROGRAMS THAT THEY WERE A PART OF, A LITTLE MAYBE NOT READY TO BE COACHING SPARKLES. THEY WERE IN IT. I THINK IT'S TOO GRAY. [01:55:04] WOULD FEEL LIKE IT'S AGAIN, GOING BACKWARDS. SO I REALLY STRUGGLE WITH HAVING THAT MOVE BACK IN. I MEAN, AS FAR AS THE PROPERTY GOES, AND THE FACILITY WE CURRENTLY HAVE, IT IS AWESOME. I LOVE THE OPEN ENVIRONMENT. IT'S QUIET OVER THERE. IT'S KIND OF EMBEDDED IN A RESIDENTIAL NEIGHBORHOOD. SO IT REALLY DOES FEEL NOT LIKE A SCHOOL, ON A BUSY STREET AND ALL THE REST OF IT. IT IS ADULTHOOD. TO THE POINT THE EARLIER SPEAKER MADE, IT'S LIKE PUTTING A GED CLASS, KIND OF PROGRAM IN A HIGH SCHOOL SETTING. NOW, YOU CAN GO AND DO ALL OF THE THINGS THE HIGH SCHOOLERS DO, THEY'RE LIKE 25 OR 30. THAT DOESN'T FEEL RIGHT. THIS NEEDS TO BE A PROGRAM THAT PREPS THEM FOR GOING INTO THE ADULT SETTING. THAT DOES NOT, THIS PROPOSAL DOES NOT SUPPORT THAT. I AM A LITTLE CONCERNED THAT THERE WOULD BE POTENTIALLY STAFF CHANGES AND REDUCTION AND OVERSIGHT OF THE PROGRAM. IT KIND OF FELT, IT'S HARD TO KNOW, THERE IS NOT A LOT OF DATA ON THE SLIDES, WHAT THE STAFFING RATIOS WOULD LOOK LIKE. GOING TO BE RELYING ON THE INDIVIDUAL HIGH SCHOOL TO SUPPORT THE PROGRAM. SO DOES THAT TAKE AWAY RATIOS TO EITHER THE STUDENTS OR OVERSIGHT FROM AN ADMINISTRATOR PERSPECTIVE. AT THIS POINT, I CAN'T SUPPORT A MOVE FROM A PARENT PERSPECTIVE. SO THANK YOU FOR YOUR TIME. I APPRECIATE IT. >> THANK YOU. REBECCA COREA. IS REBECCA HERE. >> HELLO, MY NAME IS REBECCA CORERA. I HAVE LIVED HERE FOR 16 YEARS. MY DAUGHTER HAS SPECIAL NEEDS. THIS IS HER FIRST YEAR AT CONEJO OAKS ACADEMY. I THOUGHT WHAT FIGHT AM I GOING TO FIGHT NOW? WORSE COMES TO WORSE I'LL GET AN ATTORNEY ON RETAINER. FIRST YEAR I HAVEN'T HAD AN ATTORNEY ON RETAINER. I WALKED IN HERE, STARTED SEEING ALL OF THESE NAMES OF SCHOOLS. THE FIRST THING I LOOKED FOR WAS CONEJO OAKS ACADEMY. IS IT THERE? NO. I LIKE THAT MY 19-YEAR-OLD IS IN THAT SETTING. IT IS A RESIDENTIAL AREA. IT'S HARD TO FIND, CUL-DE-SAC THING. YOU GET IN THERE, ADULT EDUCATION. I TOOK A TOUR. THE CLASSROOM THAT SAFETY, THERE IS LITERALLY A BACKYARD THAT IS A HUGE PARK THERE. THAT THEY DON'T HAVE TO GO ON THE RESIDENTIAL AREA OR A BUSY STREET TO GET THERE, THEY CAN WALK BEHIND THE SCHOOL, WALK OVER TO THE GARDEN AREA IN THAT PARK AREA. I LOVE HEARING ABOUT, I KNEW ABOUT THE COFFEE CART. BUT I LOVED HEARING, I DIDN'T KNOW THAT THE CHILDREN ACTUALLY RAISED MONEY TO DO THIS AND BOUGHT THEMSELVES A NICER CONVENTION STOVE THAN I HAVE AT HOME. HOW AWESOME IS THAT. I LOVE THAT MY DAUGHTER IS IN THAT ENVIRONMENT. HIGH SCHOOL, SHE HAD TO GO TO THE THOUSAND OAKS ONE. IT'S A PARKING LOT. RIGHT OFF OF THE PARKING LOT. THIS IS KIND OF UGLY AND JUNGLISH. IT FELT SMALL, CRAMPED. ARE THEY GOING TO HAVE THE COOL MICROWAVE CONDUCTION OVEN STUFF THERE. RALLIES, SHE WILL BE OVERWHELMED AND HIGHLY DISTURBED. SHE IS GOING BACKWARDS, NOT FORWARDS. SHE IS 19. A BIG STRONG GIRL. SHE HAS NEVER PLAYED PARALLEL WITH KIDS HER OWN AGE. SHE LIKES OLDER KIDS, ADULTS. GOING BACKWARDS AGAIN, SHE WILL BE ISOLATED FROM HAVING INTERACTION WITH ADULTS, WHICH SHE IS HAVING NOW. THAT THOUSAND OAKS SITE, I'M SORRY, IT'S JUNKY, I DON'T SEE THE GREEN THING, KITCHEN THING. NOW, THE CAFETERIA, WAY WAY ON THE OTHER SIDE. THAT IS GOING TO BE A STRUGGLE FOR HER. SHE HAS WALKING ISSUES, SHAKY AND STUFF LIKE THAT. BUT LIKE THERE IS NO CONEJO OAKS PLAQUE HERE, I'M USED TO BEING IGNORED. I'M TIRED OF IT. I'M GOING TO SHARE SOMETHING INAPPROPRIATE, BUT THE PERSON WHO STARTED THIS PROGRAM 21 YEARS AGO IS MRS. AXLEROD AND SHE IS OPPOSED TO THIS CHANGE. I RESPECT THAT OPINION. >> GOOD EVENING, I'M LIZ [02:00:16] COOPER. I AM HERE WITH MY SON TOMMY COOPER. WHO IS A STUDENT. I AM ADDING MY VOICE TO THE OTHERS WHO IS OPPOSED TO THE MOVE. THE CURRENT SITE IS THE LEAST RESTRICTIVE ENVIRONMENT AND SATISFIES THE FREE AND APPROPRIATE PUBLIC EDUCATION REQUIREMENT. AND IT'S MORE LIKE A COLLEGE CAMPUS, WHICH IS APPROPRIATE FOR YOUNG ADULTS. THE ASSERTION THAT THE STUDENTS WILL GAIN INDEPENDENCE BY USING THE HIGH SCHOOL LUNCHROOM IS INCORRECT. AT THE CONEJO OAKS CAMPUS, THEY GO OUT TO LUNCH AND GO ON SHOPPING TRIPS EVERY WEEK AND THEN THEY HONE THEIR COMMUNICATION AND MONEY SKILLS WITH THE GENERAL PUBLIC. THEY DON'T JUST SHOW THEIR ID TO THE CAFETERIA WORKERS THAT KNOW THEM AT THE HIGH SCHOOL. THEY HAVE A SMALL GARDEN, THEY HAVE COOKING AND LAUNDRY FACILITIES, ACCESS TO TRANSPORTATION AND PARKING. THE LIST OF BENEFITS THAT THEY SAY THAT THE MOVE WILL HAVE IMPLIES THAT THESE OPTIONS ARE NOT CURRENTLY AVAILABLE AT CONEJO OAKS. BUT THAT IS NOT THE CASE. MY SON IS 18 AND HE WORKS AT THE COFFEE CART THAT YOU MENTIONED. MICRO BUSINESS FOR HIS CLASS. THE STUDENTS MAKE AND SELL THE COFFEE. MAKE CHANGE FOR THE CUSTOMERS. THEY MONITOR SUPPLIES, THEY SHOP FOR NEW INVENTORY AND ALL OF THIS GIVES THE STUDENTS REAL JOB EXPERIENCE THAT THEY WOULD NOT GET GOING BACK TO PEP RALLIES AT THE HIGH SCHOOL CAMPUS. ALSO, I AGREE IT'S NOT APPROPRIATE FOR 18 TO 22 YEAR OLDS TO SHARE A CAMPUS WITH STUDENTS THAT ARE AS YOUNG AS 14. BECAUSE THIS WILL NOT READY THESE STUDENTS FOR THE YOUNG ADULTS FOR THE ADULT WORLD. AND IT'S ALSO A BLOW TO THEIR SELF-ESTEEM. HE KEPT SAYING I DON'T WANT TO GO BACK TO HIGH SCHOOL. I DON'T BLAME THEM. THIS MOVE TELLS THEM THAT THEY'RE NOT GROWN UP, THAT THEY'RE GOING TO BE STUCK IN HIGH SCHOOL FOR A COUPLE MORE YEARS. EVEN IF IT'S A SEPARATE PROGRAM, IT FEELS LIKE THEY'RE WITH THE HIGH SCHOOL STUDENTS. I DON'T THINK THAT IS FAIR TO THEM. I WAS CONCERNED ABOUT THE LACK OF TRANSPARENCY ABOUT THE PROPOSED MOVE. BECAUSE IF THIS MOVE IS SUPPOSED TO ENCOURAGE INCLUSION, WHY WERE THE PEOPLE MOST EFFECTED, NAMELY THE PARENTS AND STUDENTS NOT INCLUDED BY BEING DIRECTLY INFORMED OF THIS POTENTIAL MOVE. AND THAT IS REALLY CONCERNING. ANYWAY, I WANT TO ADD MY VOICE TO THE OPPOSITION TO THE MOVE. THANK YOU FOR YOUR TIME TONIGHT. >> THANK YOU, MS. COOPER. MERRILL. >> GOOD EVENING, I AM THE PARENT TO WESTLAKE HIGH SCHOOL STUDENT WHO WILL BE TRANSITIONING TO POST-SECONDARY. AND FIRST AND FOREMOST, I WANT TO REALLY SAY THANK YOU TO THE BOARD FOR YOUR SERVICE TO THE COMMUNITY, THE KIDS CAN OFTEN BE A THANKLESS AND DIFFICULT JOB AND ALL OF US PARENTS REALIZE THAT. SO THANK YOU. SO I WOULD LIKE TO START OFF BY SAYING THREE MAIN POINTS, NUMBER ONE, ALMOST ALL OF THE PARENTS HERE ARE CONSERVERS OF THEIR CHILDREN. COURT PROCESS, NOT A FUN PROCESS THAT WE ALL ENGAGED IN. ONE OF THE MANDATES AND REPORTING REQUIREMENTS IS THAT OUR CHILDREN HAVE TO HAVE SERVICES AND WE HAVE TO PROVIDE THEM IN THE LEAST RESTRICTIVE ENVIRONMENT. IT'S THE LAW. IT'S LOOKED UPON BY THE JUDGE AND THEIR APPOINTED ATTORNEYS. WE'RE HERE BECAUSE WE DON'T FEEL THAT THAT GOING BACK TO A HIGH SCHOOL CAMPUS IS QUOTE LEAST RESTRICTIVE ENVIRONMENT. SECOND, BEST PRACTICES MODEL. I THINK CONEJO VALLEY UNIFIED SCHOOL DISTRICT IS REALLY OUT ON A LIMB ON THIS ISSUE. MANY MANY OTHER DISTRICTS, BOTH LOCALLY, THROUGHOUT THE STATE AND THROUGHOUT THIS COUNTRY, HAVE INDEPENDENT CAMPUSES AS PART OF A BEST PRACTICES MODEL. AND THERE IS GOOD REASONS FOR THAT. ALREADY ARTICULATED BY THE PARENTS IN THIS ROOM. SO GOING BACKWARDS, I FEEL GOES AWAY FROM THOSE BEST PRACTICES AND IS SOMETHING THAT WE SHOULD REALLY TAKE A GOOD LOOK AT. THIRD POINT, IF SAFETY IS REALLY THE ISSUE TO AN OPEN CAMPUS, I LOOK AT, THERE IS OTHER REMEDIATIONS TO ADDRESS SAFETY ISSUES, WHICH HAVE NOT BEEN BROUGHT UP TO THE PARENTS. BUT IF THAT IS THE CASE, [02:05:04] WOULDN'T IT BE BETTER TO REMEDIATE THOSE ISSUES THAN TO MOVE AN ENTIRE PROGRAM? SO ONE OF THE THINGS AT THE BEGINNING OF THE BOARD SESSION, TRUSTEE GOLDBERG MENTIONED, IT WAS VERY APPROPRIATE TO THIS ISSUE, AND THAT IS LOOKING AT HOW THINGS ARE PRESENTED, YOU KNOW, THE STATEMENT ON ROLE MODELS. AND REALLY WHEN YOU LOOK AT THIS ISSUE, THROUGH THE LENS, THIS IS HOW I INTERPRETED WHAT TRUSTEE SAID, IS LOOKING AT THIS THROUGH THE LENS OF THE IMPACTED GROUP, AND PARENTS AND THOSE INDIVIDUALS, I THINK YOU WILL SEE A MUCH DIFFERENT PICTURE. SO I'M ASKING FOR YOUR CONSIDERATION IN THIS MATTER TO KEEP IT WHERE IT IS. AND IT BENEFITS OUR CHILDREN THE BEST. THANK YOU. >> THANK YOU. KATHERINE PARKER. >> GOOD EVENING, BOARD MEMBERS. MY NAME IS KATHERINE PARKER. MY SON WILL BE GRADUATING THIS YEAR AND ATTENDING CONEJO OAKS ACADEMY IN THE FALL. I HAVE HAD TWO KIDS ENROLLED IN THE SPECIAL EDUCATION PROGRAM HERE CVUSD. WHICH MEANS I'VE BEEN INVOLVED FOR A TOTAL OF 25 YEARS AND COUNTING. TODAY I'M ASKING THE BOARD TO DO TWO THINGS, DELAY YOUR DECISION TO MOVE THE PROGRAM AND 2, TO DO FURTHER RESEARCH ABOUT THE ISSUES PRESENTED HERE. AFTER DOING MY OWN RESEARCH, ON THIS PROPOSAL, IT'S OBVIOUS THAT WHOEVER WROTE THIS PROPOSAL DOES NOT UNDERSTAND THE PROGRAM AT ALL. IT DOES NOT ACCURATELY DEPICT THEIR SCHOOL SETTING NOR SUPPORTED BY DATA. BUT MY MAIN CONCERN IS THE MICRO BUSINESSES THEY HAVE BEEN RUNNING FOR SEVERAL YEARS. DID YOU KNOW ABOUT THEIR MICRO BUSINESS? I KNOW BOARD MEMBER GILL, YOU HAVE. EVERY MORNING FROM 10:30 TO 11, WEATHER PERMITTING, THEY HAVE WHAT THEY CALL A COFFEE CART, SELL COFFEE AND SNACKS TO THE STUDENTS AND SNACKS AND TO THE GENERAL PUBLIC AT THE ADULT ED FACILITY. WITH THE PROCEEDS, THEY HAVE EARNED ENOUGH MONEY TO BUY A NEW STOVE, ADAPTIVE FEATURES, POTS, PANS, MUCH MORE. IF THE PROGRAM GETS MOVED, THESE ITEMS WILL NOT GO WITH THEM. WHY YOU ASK? BECAUSE IF YOU HAVEN'T VISITED THE PROPOSED LOCATION, THOUSAND OAKS HIGH SCHOOL, LET ME DESCRIBE IT TO YOU. THE BUILDING IS HIDDEN, LOCATED IN THE BACK OF THE SCHOOL, NEXT TO THE SCHOOL BUS YARD, WHERE THE DIESEL POWERED BUSES ARE BACKED IN, WHOSE EXHAUST FLOWS PAST THESE CLASSROOMS DAILY. ON THE OTHER END OF THE BUILDING IS A TRASH DUMPSTER, WHERE TRASH TRUCKS COME AND GO, WHICH IS NEXT TO A SHED, WHERE OUR CHILDREN WILL ENTER AND EXIT DAILY. MEANING THEY WILL NEVER HAVE CONTACT WITH THOUSAND OAKS HIGH SCHOOL STUDENTS NOR STAFF. WHICH MEANS THEY WILL HAVE NO FOOT TRAFFIC, WHICH EQUALS NO BUSINESS. WHILE IT MAY SEEM INSIGNIFICANT TO OTHERS RUNNING A SUCCESSFUL COFFEE CART BUSINESS, FOR OUR ADULTS, THIS IS A BIG DEAL. BECAUSE THIS BUSINESS GIVES THEM DIGNITY, SELF-CONFIDENCE, ON-THE-JOB TRAINING, PREPAREDNESS, FOR A FUTURE JOB, CONTACT WITH THE ADULT PUBLIC, AND PROVIDES REVENUE FOR UPGRADES THAT THE SCHOOL DISTRICT CANNOT SUPPLY FOR THEM. WITH DIFFERENT ABILITIES INVOLVED, YOU MAY NEVER KNOW WHAT AN INTERACTION AT THE COFFEE CART MAY BRING TO ONE OF OUR ADULT KIDS. ONE OF THEIR SMILES CAN MAKE YOUR DAY. I ENCOURAGE YOU TO STOP BY AND PURCHASE A DECENT CUP OF COFFEE AND A SNACK AND MAYBE INTRODUCE YOURSELF. YOU MAY GET A SMILE FOR FREE. PLEASE CONSIDER MAKING CVUSD A SOURCE OF PRIDE BY SUPPORTING OUR SPECIAL NEEDS COMMUNITIES, INDEPENDENCE, ENTREPRENEURSHIP AND SUCCESS BY KEEPING THE PROGRAM AT CONEJO ACADEMY. THANK YOU. >> THANK YOU, MS. PARKER. MS. ERIN BELL. I'M HERE TONIGHT TO SPEAK TO YOU ABOUT THE PROPOSED MOVE OF CONEJO OAKS ACADEMY OUR SECONDARY PROGRAM. MY TWIN DAUGHTERS, BOTH RECEIVE SPECIAL EDUCATION SERVICES AND WILL BOTH MOST LIKELY ACCESS THIS PROGRAM, SO FOR OUR FAMILY THIS IS VERY PERSONAL. CONEJO OAKS PROVIDES SUPPORT TO STUDENTS TRANSITIONING FROM HIGH SCHOOL TO ADULT LIFE THROUGH CLASSROOM AND COMMUNITY BASED EXPERIENCES, PLACING THIS PROGRAM ON A HIGH SCHOOL CAMPUS WOULD NO LONGER PROVIDE THE OPPORTUNITIES NEEDED TO TRANSITION TO ADULTHOOD. WOULD HINDER STUDENTS'S GROWTH [02:10:03] AND NOT PROVIDE OPPORTUNITIES TO NAVIGATE THEIR LIFE IN THEIR COMMUNITY AS ADULTS. A HIGH SCHOOL CAMPUS IS NOT THE APPROPRIATE PLACEMENT FOR 18 TO 22 YEAR OLD STUDENTS. WHILE I CAN APPRECIATE AND RECOGNIZE THE NEED FOR OUR POST-SECONDARY STUDENTS TO BE INC INCLUDED WITH THEIR TYPICAL PEERS, I DO NOT BELIEVE THAT A HIGH SCHOOL SETTING OF 14 TO 18 YEAR OLDS IS THE RIGHT PLACE FOR OUR 18 TO 22 YEAR OLD YOUNG ADULTS. THEY NEED TO BE WITH THEIR ADULT PEERS. IT'S HARD FOR THIS POTENTIAL MOVE TO NOT FEEL LIKE A HUGE STEP BACKWARDS. MY DAUGHTER'S FRIENDS WHO WILL GRADUATE WITH DIPLOMAS WILL MOVE ON TO NEW OPPORTUNITIES AND ADVENTURES AND CHALLENGES. I WANT THE SAME FOR MY GIRLS. AFTER MY DAUGHTERS EVERYONE THEIR CERTIFICATES OF COMPLETION, I WANT THEM TO HAVE THOSE NEW OPPORTUNITIES, ADVENTURES AND CHALLENGES. I DO NOT WANT MY GIRLS TO FEEL STUCK LIKE THEY ARE DOING ANOTHER FOUR YEARS OF HIGH SCHOOL, BUT A MORE RESTRICTIVE HIGH SCHOOL ENVIRONMENT THAN THEY WERE ACCUSTOMED TO. THEY DESERVE A REAL NEXT STEP IN THEIR EDUCATIONAL JOURNEY. MOVING THE PHYSICAL LOCATION OF THE CONEJO OAKS ACADEMY IS A GIGANTIC CHANGE. SO WE WANT TO MAKE SURE THAT IF A MOVE IS MADE, IT IS THE BEST AND RIGHT MOVE AND THE HIGH SCHOOL CAMPUS IS NOT THE RIGHT PLACE. MY REQUEST, ALL STAKE HIGH SCHOOLED STAKEHOLDERS COME TOGETHER TO DISCUSS WHAT WE ALL WANT THIS ESSENTIAL PROGRAM TO LOOK LIKE AND WHAT IT SHOULD BE AND THAT IT IS THE BEST IT CAN BE. COLLABORATION WILL BRING ABOUT THE BEST IDEAS AND SOLUTIONS BECAUSE WE ARE BETTER TOGETHER. THIS IS OUR COMMUNITY AND ABOUT WHO WE ALL WANT TO BE. I AM LOOKING FORWARD TO HEARING A VERY ROBUST DISCUSSION TONIGHT. THANK YOU FOR LISTENING. >> THANK YOU VERY MUCH, ERIN COLLEEN. GOOD EVENING. I FIRST FOUND OUT ABOUT THIS LAST WEDNESDAY. I LOOK FORWARD TO WORKING WITH THE DISTRICT TO DO WHAT IS BEST FOR OUR STUDENTS. HOWEVER, I WOULD LIKE TO BRING FORWARD SOME CONCERNS FOR YOU TO ADD TO YOUR DISCUSSION THIS EVENING. FIRST, WE ARE WORRIED ABOUT HAVING ENOUGH ROOM FOR EVERYONE ON OUR PLAY YARD AND LUNCH TABLES. AT THIS TIME WE ARE PACKED WITH LITTLE ONES, LUNCH BOXES AND THEY ARE KIND OF SQUISHED TOGETHER, WHICH RESULTS IN SPILLED MILK ON OCCASION. SHADE IS AN ISSUE. AND WE OFTEN HAVE TO MOVE INTO THE PLAY YARD TO FIND ENOUGH SHADE FOR EVERYONE TO BE COMFORTABLE. WE'RE ALSO CONCERNED ABOUT EQUIPMENT SIZE AND SPACING, BUT I UNDERSTAND THAT IS TO BE ADDRESSED THIS SUMMER. SO THAT ONE I'M SURE WILL BE HANDLED WELL. AGAIN, I HOPE THAT PEOPLE, THAT WE'RE CONSULTED AND CONTRIBUTE TO THAT. SAFETY IS MOST IMPORTANT. THE STUDENTS COME IN TO OUR PROGRAMS MANY SIZES FROM OUR TEENY TINIES TO ALMOST FIVES. OUR STUDENTS WORK HARD IN CLASS, AND PLAY VERY HARD ON THE PLAYGROUND, WHICH IS ACTUALLY THEIR MOST IMPORTANT WORK. TEACHING PLAYGROUND SAFETY BODY AWARENESS, TAKING TURNS, AND THE OTHER SKILLS NECESSARY FOR INTERACTING SUCCESSFULLY WITH EACH OTHER IS SOMETHING THAT WE SPEND A GREAT DEAL OF TIME ON. THINGS AS MINOR AS LEARNING TO GO IN AND OUT OF THE DOOR WITHOUT BUMPING INTO EACH OTHER ARE HUGE AND THEY'RE GETTING PRETTY GOOD AT IT NOW. I'M WORRIED THAT IT COULD BE OVERWHELMING FOR SOME OF THE LITTLES THAT ARE COMING IN. 3-YEAR OLDS ARE MUCH SMALLER THAN FOUR TO ALMOST FIVE YEAR OLDS AT THE BEGINNING OF THE YEAR. WHILE IT'S ONLY A ONE YEAR DIFFERENCE, IT IS ALMOST ONE-THIRD OF THEIR LIFETIME. A TIME FOR BUILDING SKILLS, PHYSICAL AND SOCIAL, BUILDING EXPERIENCE AND OF COURSE, GROWING IN SIZE. WE HAVE A BIG CAMPUS WITH MANY SUPPORT SERVICES AND ENRICHMENT OPPORTUNITIES IN PLACE. PARKING IS ALSO A HUGE ISSUE, WE WORRY ABOUT GETTING THOSE CHILDREN FROM THE CARS INTO THE SCHOOL LOT. [02:15:02] SAFELY AND IT'S HARD WITH THE PARENTS NOW GETTING THEM THERE AND THE RAIN ESPECIALLY, IT'S BEEN AN INTERESTING WEEK AND IT'S ONLY WEDNESDAY. SO A LOT OF THOUGHT NEEDS TO GO INTO FIGURING OUT HOW TO FIT ADDITIONAL PIECES INTO OUR AMAZING JIGSAW PUZZLE OF OPPORTUNITIES AT OUR SCHOOL. I UNDERSTAND WE'RE STARTING THESE DISCUSSIONS AND WE LOOK FORWARD TO WORKING WITH YOU TO NAVIGATE THE CHALLENGES AHEAD. THANK YOU. >> THANK YOU. WE'RE VERY GLAD TO HAVE YOU BACK IN THE ROOM. FINAL SPEAKER IS CYNTHIA LEVINSON. >> >> GOOD EVENING. MY NAME IS CINDY LEVINSON. SPEAKING YOU TO ON BEHALF OF MY DAUGHTER WHO IS AN ADULT STUDENT AT CONEJO OAKS ACADEMY. AS I LOOK CLOSELY AT THIS PROPOSAL, AT THE CONEJO OAKS ACADEMY, I SEE NO INCREASE OF AGE APPROPRIATE INCLUSIVE OPPORTUNITIES. THESE STUDENTS ARE ADULT LEARNERS. AND THE APPROPRIATE SITE FOR THEIR TRANSITION FROM HIGH SCHOOL TO ADULTHOOD IS A COLLEGE-LIKE CAMPUS WITH ADULT STUDENTS IN THE COMMUNITY, WHICH IS WHAT THEY HAVE BY SHARING A CAM CAMPUS WITH THE ADULT EDUCATION SCHOOL. THE CURRENT SITE IS THE LEAST RESTRICTIVE ENVIRONMENT AND SATISFIES SAFE, FREE APPROPRIATE PUBLIC EDUCATION. THE CURRENT SITE IS A CALM CAMPUS, WITH NO DISTRACTING BELLS RINGING. THE CURRENT SITE DOES ENABLE STUDENTS TO TAKE SENSORY BREAKS, WALK INDEPENDENTLY, USE THE BATHROOM INDEPENDENTLY, IF APPROPRIATE FOR THE INDIVIDUAL STUDENT. THE CURRENT SITE HAS A GARDEN PLOT WALKING DISTANCE AT THE COMMUNITY GARDEN, WHERE THEY HAVE BUILT RELATIONSHIPS WITH OTHER COMMUNITY MEMBERS. AS YOU'VE HEARD, ONE OF THE MICRO BUSINESSES THE STUDENTS RUN IS A COFFEE CART, WHERE THEY SELL AND INTERACT WITH ADULT PEERS ON CAMPUS MONDAY THROUGH THURSDAY. THE CURRENT SITE HAS CLASSES, BATHROOMS, LIFE SKILLS ROOMS WITH A KITCHEN DESIGNED FOR THEIR NEEDS. THEIR KITCHEN WAS RECENTLY UPGRADED WITH GRANTS AND PROFITS FROM THE STUDENTS'S MICRO BUSINESSES. THE STUDENTS GO ON COMMUNITY OUTINGS TO PLACES, LIKE CLU, RESTAURANTS AND THE MALLS. THE STUDENTS GO OUT TO LUNCH WITHIN THE COMMUNITY WHERE STUDENTS, WAIT AND NAVIGATE A LINE, ORDER FOOD, PAY, AND EAT IN PUBLIC. CONEJO OAKS ACADEMY HAS AN IDENTITY AS A HIGHER EDUCATION PROGRAM. SUPPORTS THE STUDENTS'S SELF-AWARENESS AND INDEPENDENCE. ONE OF THE DISTRICTS GOALS IS TO SUPPORT THE SOCIAL AND EMOTIONAL WELL-BEING OF ITS STUDENTS. I AM CONCERNED THAT GOING BACK TO A HIGH SCHOOL CAMPUS WILL HURT MY DAUGHTER'S SELF-WORTH AND THAT SHE WILL REGRESS. IF THE DISTRICT WANTS TO MAXIMIZE INCLUSIVE OPPORTUNITIES, THEN ALLOW OUR STUDENTS TO ENROLL IN CONEJO VALLEY ADULT ED COMMUNITY CLASSES, WITH PARA SUPPORT WHEN APPROPRIATE DURING SCHOOL DAY. I REQUEST YOU TO PLEASE TAKE THE TIME TO SPEAK WITH ALL OF THE STAKEHOLDERS, INCLUDING THE ADULT STUDENTS. PERHAPS TOGETHER WE CAN FIND CREATIVE WAYS TO ADDRESS ANY CONCERNS ABOUT SAFETY AND RESOURCES ON THE CURRENT SITE. THANK YOU FOR LISTENING. >> THANK YOU. I WANT TO EXPRESS MY APPRECIATION TO ALL OF YOU WHO CAME TO SPEAK WITH US AND SHARE THE INSIGHTS THAT ONLY YOU CAN SUPPLY. WE TRULY APPRECIATE IT. THE BOARD DOES ITS WORK HERE IN FRONT OF YOU IN PUBLIC. AND THE NEXT STEP IN THE PROCESS OF THIS CONVERSATION THAT WE'RE HAVING IS TO GO THROUGH THE PRESENTATION THAT YOU SEE ON THE SCREEN IN FRONT OF YOU. >> AGAIN, I WANT TO THANK OUR SPEAKERS TONIGHT AS WELL. OVER MY TEN YEARS IN THIS DISTRICT, WE'VE HAD A LOT OF CONTENT USEOUS ITEMS BROUGHT TO THE BOARD AND THIS IS NOT ONE OF THOSE ITEMS. JUST A MERE OPPORTUNITY TO TALK ABOUT WHAT OUR NEXT STEPS ARE. AND MAYBE BUILDING SOMETHING TOGETHER. AND SO I DO APPRECIATE EVERYONE'S FEEDBACK. AND LIKE I SAID, THIS IS THE FARTHEST THING FROM A CONTENTIOUS ITEMS THAT WE WANT OR LOOKING FOR. A MATTER OF THE OPPORTUNITY TO SPEAK PUBLICLY WITH OUR BOARD ON HOW WE CAN MOVE FORWARD AND MAKE ADJUSTMENTS. >> WELCOME UP. DR. RODRICK, MS. THOMAS AND DR. SELLERS >> GOOD EVENING, EVERYONE. TONIGHT WE'RE GOING TO HEAR PROPOSALS FOR OUR SPECIALIZED PROGRAMS ACROSS OUR LEVELS, STARTING WITH OUR LITTLES THAT COME TO US AS EARLY AS THREE [02:20:05] YEARS OLD, ALL THE WAY THROUGH OUR POST-SEC PROGRAM. SO THIS EVENING, I AM PLEASED TO INTRODUCE THREE AMAZING DIRECTORS, FIRST, OUR DIRECTOR OF SPECIAL EDUCATION FOR PRESCHOOL ELEMENTARY, DR. ERIN, SECOND, OUR DIRECTOR OF ELEMENTARY EDUCATION, DR. SELLERS. OF COURSE, OUR DIRECTOR OF SPECIAL EDUCATION SECONDARY, MS. THOMAS. SO WITH THAT, I'M GOING TO PASS IT OVER. >> GREAT. FIRST I WOULD JUST LIKE TO SAY, PRESIDENT GILL, ESTEEMED TRUSTEES, OUR AMAZING EXECUTIVE CABINET MEMBERS, COMMUNITY MEMBERS, STAFF MEMBERS, NOT ONLY HERE IN THE ROOM TONIGHT, BUT ALSO MIGHT BE TUNING IN ON THE WEBSITE. I WANT TO SAY THANK YOU SO MUCH FOR HAVING US HERE TONIGHT TO TALK ABOUT THIS REALLY VERY EXCITING AND IMPORTANT TOPIC. AND I SMILE EAR TO EAR BECAUSE IT GIVES ME GREAT JOY TO TALK ABOUT OUR KIDS AND HOW WE SERVE OUR KIDS IN OUR DISTRICT. NOT ONLY OUR LITTLEST YOUNGEST LEARNERS WHO ARE JUST EMBARKING ON THEIR EDUCATIONAL PATHWAY, BUT TO THOSE MOVING INTO ADULT LIFE BEYOND THEIR EDUCATIONAL PATHWAY HERE WITHIN OUR DISTRICT. SO THE PRESENTATION, THE PURPOSE HERE REALLY THIS EVENING IS TO UPDATE THE BOARD ON PROPOSED CHANGES THAT WILL PROVIDE MORE INCLUSION OPPORTUNITIES FOR OUR STUDENTS IN THREE DIFFERENT PROGRAMS THAT COVER DIFFERENT GRADE SPANS AND AGE SPANS OF STUDENTS. THAT BEING OUR BE ME PRESCHOOL PROGRAM, ELEMENTARY SPECIALIZED PROGRAMS ACROSS THE DISTRICT AS WELL AS CONEJO OAKS ACADEMY PROGRAM IN POST-SECONDARY. SO FIRST WE'RE GOING TO START WITH OUR LITTLE TINY BEAUTIFUL 3-YEAR OLDS AND FOUR YEAR OLDS. YOU KNOW, TALKING ABOUT PRESCHOOLERS, THEY'RE OUR YOUNGEST LEARNERS, THEY ARE JUST GETTING READY TO EMBARK IN THEIR EDUCATIONAL JOURNEY. I DID WANT TO, AS WE BEGIN TO TALK ABOUT PRESCHOOL, I WANTED TO JUST COMMENT ON THE AMAZING WORK AND DEDICATION, BY THOSE WHO WORK IN OUR PRESCHOOL PROGRAM RIGHT NOW IN THE DISTRICT. BECAUSE IF YOU HAVE BEEN AROUND A LOT OF 3-YEAR OLDS, IT'S NOT EASY. AND IT TAKES A LOT OF ENERGY AND DEDICATION AND REAL LOVE FOR THOSE BABIES THAT WE SERVE AND SO OUR PRESCHOOL STAFF, OUR TEACHERS, IS SO DEDICATED TO SERVING THOSE YOUNGEST LEARNERS. SO IN TALKING ABOUT OUR PRESCHOOL PROGRAM, WE, I WANTED TO GIVE YOU A LITTLE BIT OF BACKGROUND ABOUT HOW THE PROGRAM WORKS AND HOW STUDENTS MAKE THEIR WAY INTO OUR CLASSROOMS FOR US TO SERVE EVERY DAY. WE RECEIVE REFERRALS FOR STUDENTS THAT MAY NEED SPECIALIZED SERVICES THROUGH A POSSIBLY THROUGH A SPECIAL EDUCATION INDIVIDUAL PLAN. BOTH PARENTS IN OUR COMMUNITY OR THROUGH OUR EARLY START PROGRAMS, WE RECEIVE REFERRALS. AND EVEN THROUGH LIKE REGIONAL CENTER. OUR PRESCHOOL TEAM CONDUCTS ASSESSMENTS BEFORE A STUDENT EVER TURNS THREE YEARS OLD. STUDENTS WOULD ARE FOUND ELIGIBLE THROUGH THAT ASSESSMENT PROCESS, FOR SPECIAL EDUCATION ARE OFFERED SERVICES AND THEY BEGIN ON THE STUDENT'S THIRD BIRTHDAY. WE CURRENTLY HAVE FIVE SPECIALIZED PROGRAM PRESCHOOL CLASSROOMS THAT ARE LOCATED AT THE UNIVERSITY CAMPUS. AND THEY DO SERVE STUDENTS. SOME OF THEM ON THEIR THIRD BIRTHDAY, UP UNTIL THEY BECOME TK OR KINDERGARTEN AGE. SO WE ARE GOING TO BE TALKING ABOUT PROPOSING A PROGRAM WHERE PRESCHOOL STUDENTS WILL GET THE OPPORTUNITY TO LEARN ALONGSIDE LEARNERS IN TK CLASSES. AND SO I WANTED TO PROVIDE A LITTLE BIT OF BACKGROUND ABOUT WHY INCLUSION WITH TK. STUDENTS WHO ARE NOW ELIGIBLE FOR TK, WITH THE EXPANSION OVER THE NEXT TWO YEARS, AND OVER THE LAST COUPLE OF YEARS, WERE PRESCHOOL AGED KIDDOS, UP UNTIL THE EXPANSION STARTED TO TAKE PLACE. SO THE LEVEL OF DEVELOPMENT BETWEEN OUR PRESCHOOL AND TK KIDDOS IS ALIGNED. BECAUSE THEY HAVE BEEN LEARNING SIDE BY SIDE FOR YEARS. WE ARE LOOKING AT BUILDING A [02:25:05] PLAN FOR TK AND PRESCHOOL STUDENTS TO LEARN TOGETHER. INTERACT IN DIFFERENT SOCIAL SETTINGS. FREE PLAY, CIRCLE TIME DISCOVERY, ALL OF WHICH ARE DEVELOPMENTALLY APPROPRIATE FOR LEARNERS THAT ARE THREE TO FIVE YEARS OLD. STUDENTS THAT ARE THREE TO FIVE LEARN THROUGH PLAY. VERY IMPORTANT PART OF THEIR LEARNING PROCESS. SO GIVEN THAT AN OPPORTUNITY FOR OUR YOUNGEST LEARNERS TO PLAY TOGETHER. I WANTED TO CONTINUE TALKING ABOUT THE PROGRAM THAT EXISTS RIGHT NOW AT THE BEME PRESCHOOL CAMPUS. IT DOES NOT CURRENTLY PROVIDE ANY OPPORTUNITY FOR OUR STUDENTS TO HAVE INCLUSION WITH NEURO TYPICALLY DEVELOPING PEERS. THERE IS AND HAS BEEN A HISTORY OF A LOT OF EFFORT IN ORDER TO BRING THAT TO OUR KIDS. ATTEMPTS. KIND OF A HISTORY OF BARRIERS OF WHY THAT HAS NOT HAPPENED OVER THE LAST SEVERAL YEARS. BY MOVING TO ELEMENTARY CAMPUSES, STUDENTS WOULD HAVE ACCESS TO PARTICIPATE IN THE GENERAL EDUCATION SETTING. THE EXPANSION LIKE I MENTIONED, OF THE TK PROGRAM, IT OPENS OPPORTUNITIES FOR FOUR YEAR OLDS WHO WERE JUST BARELY IN THOSE PRESCHOOL PROGRAMS. TO NOW PARTICIPATE AS A TK STUDENT ON OUR ELEMENTARY CAMPUSES. SO STUDENTS THAT ARE IN PRESCHOOL AND STUDENTS IN TK, ARE REALLY DEVELOPMENTALLY VERY VERY SIMILAR. SO OUR PLAN PROVIDES STUDENTS PRESCHOOL STUDENTS, WITH ACCESS TO INCLUSION WITHIN GENERAL EDUCATION THROUGHOUT THEIR LEARNING DAY. WE'RE PROPOSING TO INCORPORATE THOSE LEARNING OPPORTUNITIES DURING THINGS LIKE SNACK TIME AND RECESS AND DISCOVERY AND CENTERS. AND SPECIAL SCHEDULED EVENTS. SO IN THINKING ABOUT THE CAMPUSES IN WHICH WOULD FACILITATE THIS OPPORTUNITY FOR OUR PRESCHOOL PROGRAMS, COLLABORATIVELY, WITH OUR INSTRUCTIONAL DIVISION, OVERSEES ALL OF OUR ELEMENTARY SCHOOLS, WE WERE REALLY LOOKING FOR SCHOOLS THAT AS OUR TK PROGRAMS CONTINUE TO GROW AND EXPAND, HAVE AT LEAST TWO OR MORE TK CLASSES PROJECTED TO BE ON THEIR CAMPUS FOR THE UPCOMING SCHOOL YEAR. WE ALSO WERE LOOKING FOR SCHOOLS THAT WOULD HAVE THREE AVAILABLE CLASSROOMS. IN CLOSE PROXIMITY TO DEVELOPMENTALLY APPROPRIATE PLAYGROUND SPACES THAT EXIST ON OUR CAMPUSES. ALSO WE WERE LOOKING FOR SCHOOLS THAT DON'T ALREADY HAVE A SPECIALIZED PROGRAM ON THEIR CAMPUS. SO COLLABORATIVELY, WE HAVE FOUND SCHOOLS THAT REALLY FIT WHAT THE NEEDS ARE FOR OUR PRESCHOOLERS. AND SO OUR PROPOSAL IS TO MOVE THE CURRENT BEME PRESCHOOL PROGRAM INTO TWO ELEMENTARY SITES. AT SYCAMORE CANYON ELEMENTARY, AND THREE CLASSES AT THE WEATHERSFIELD CAMPUS. PROVIDING ACCESS TO GENERAL EDUCATION SETTING AS WE BUILD A PLAN FOR PRESCHOOLERS AND TK STUDENTS, TO LEARN TOGETHER, INTERACT, HAVE SOCIAL OPPORTUNITIES, PLAY OPPORTUNITIES, SNACK TIME, RECESS, ALL OF THOSE THINGS THAT ARE SO CRITICAL FOR OUR EARLY LEARNERS. I WOULD LOVE TO TALK ABOUT PRESCHOOL ALL NIGHT BECAUSE I LOVE THE LITTLES. I'M GLAD THAT I'M IN THE POSITION I AM BECAUSE I GET TO WORK WITH ALL OF THE YOUNGEST KIDDOS IN THE DISTRICT. I'M GLAD OTHER PEOPLE LIKE SECONDARY KIDDOS. BECAUSE THEY SCARE ME. I LOVE ALL KIDS. BUT THE LITTLE ONES, THEY'RE SOMETHING SPECIAL. BUT WE ARE GOING TO MOVE ON. I LOVE THE NEXT AGE SPAN THAT WE'RE GOING TO TALK ABOUT WHICH IS OUR ELEMENTARY SWEETIES. SO WE'RE GOING TO CONTINUE MOVING THROUGH THIS JOURNEY, MOVING ON FROM OUR PRESCHOOL PROGRAM AND TALKING ABOUT SOME OF THE PROGRAMS THAT WE HAVE IN PLACE AND WHAT SOME OF OUR PROPOSALS ARE AT THE ELEMENTARY LEVEL. SO I AM GOING TO PASS THE MIC FOR THE ELEMENTARY JOURNEY TO BEGIN. OVER TO DR. SELLERS. >> THANK YOU SO MUCH. [02:30:05] >> DR. SELLERS, BEFORE YOU BEGIN, I WANT TO ASK FROM A BOARD PERSPECTIVE, DO WE WANT TO ASK QUESTIONS AS WE GO THROUGH EACH PROGRAM OR RATHER WAIT UNTIL THE END? BECAUSE I THINK THE IDEA OF BREAKING IT UP MIGHT BE THE BETTER ROUTE TO GO. BUT THAT IS JUST MY TAKE. >> THREE PROPOSALS ARE VERY DIFFERENT FROM EACH OTHER. I THINK THAT WOULD FACILITATE THINGS. QUESTIONS ABOUT PRESCHOOL? >> THANK YOU FOR YOUR PRESENTATION. ONE OF MY QUESTIONS IS CAN YOU TALK A LITTLE BIT ABOUT WHY THERE IS NO INTERACTION BETWEEN WONDER AND BE ME? I KNOW YOU SAID THERE AREN'T INCLUSION OPPORTUNITIES AT THE SITE RIGHT NOW. >> YEAH, HAPPY TO TALK ABOUT THAT. AT THE UNIVERSITY CAMPUS SITE, THERE IS A COUPLE OF DIFFERENT PRESCHOOL PROGRAMS RUN ON THAT SAME FACILITY, OR THAT SAME CAMPUS, WHICH ARE RUN WITH THE -- UNDER THE SORT OF UMBRELLA, IF YOU WILL, OF STATE LICENSING OF PRESCHOOL PROGRAMS. AND SO UNDER A LICENSING, THERE ARE VERY SPECIFIC CRITERIA IN ORDER FOR STUDENTS TO BE SERVED IN THE PROGRAM. SO THERE ARE RATIOS AND LICENSING OF WHO HAS WHAT TYPE OF CERTIFICATE. WHO CAN OVERSEE HOW MANY KIDS THAT CAN BE TOGETHER AT ANYONE GIVEN TIME. AND SO THE BARRIERS THAT EXIST WITH THE LICENSING, HAS REALLY CAUSED OR HAS REALLY HINDERED A RELATIONSHIP TO EXIST BETWEEN THE TWO PROGRAMS. AND SO THAT HAS BEEN ONE OF THE MAIN REASONS THERE IS JUST NOT THE ABILITY FOR THEM TO BOTH WORK UNDER ONE UMBRELLA TOGETHER AND SERVE THE KIDS SIDE BY SIDE. >> SO THE INCLUSION OPPORTUNITIES WOULD BE ON THE PLAYGROUND OR IN THE MULTI-PURPOSE TYPE ROOM TYPE ACTIVITY. THERE IS NO OVERLAP. THERE IS NO SPACE IN THE WONDERS PROGRAM. PAID PROGRAM. AND I THINK THAT PROGRAM IS FULL WITH MOST OF THE DESKS TAKEN. THERE IS NO OVERLAP OF INCLUSION WITHIN THAT PROGRAM. >> ADDITIONALLY, THE LICENSING DOES COVER THE OUTDOOR SPACES, LIKE THE PLAYGROUND AND EATING TABLES AND THINGS LIKE THAT AS WELL, WITH REGARD TO THE RATIOS AND SUPERVISION AND STUDENT TO ADULT RATIO. SO IT MAKES EVEN THE OUTDOOR ACTIVITIES. >> SO WITH THE PROPOSAL TO MOVE THE PROGRAM TO THESE TWO SITES, IT WOULD BE ALL THE KIDS WOULD BE TOGETHER 100 PERCENT OF THE TIME. >> PRESCHOOL KIDS? >> YEAH. SO THE IDEA IS TO NOT DO AWAY WITH OUR BE ME PRESCHOOL. BUT TO HAVE TWO MINI BE ME PRESCHOOLS WITHIN THE ELEMENTARY CAMPUS TO LEARN SIDE BY SIDE AND WORK TOGETHER WITH OUR TK CLASSES. SO THERE WILL BE A VERY SHELTERED AREA ON THE CAMPUS, WHERE THE CLASSES ARE TOGETHER AND THE PRESCHOOL STAFF COLLABORATES TOGETHER. FOR PORTIONS OF THE DAY ALONG WITH THE TK TEACHERS AND STAFF FOR PORTIONS OF THE DAY AS WELL. >> THANK YOU. >> SO WOULD THIS MOVE, IS THERE A NEED -- BECAUSE THE TK TEACHERS ARE GENERAL EDUCATION TEACHERS. SO DO YOU FORESEE A NEED FOR TRAINING? I KNOW YOU KNOW, WE ARE WORKING TOWARD HAVING CO-TEACHING SECTIONS, DO YOU SEE A NEED TO TRAIN SOME OF THE TK TEACHERS, AS WELL AS THE PRESCHOOL TEACHERS ON HOW TO WORK TOGETHER FOR INCLUSION? >> I AM SO GLAD THAT YOU ASKED THAT. YES. THERE IS DEFINITELY A COMPONENT. AND SO WE HAVE TEACHERS ON SPECIAL ASSIGNMENT SPECIFICALLY FOR EARLY CHILDHOOD INCLUSION. THAT WILL REALLY HELP THE SUCCESS. I LIKE IT'S NOT REALLY A MARRIAGE. BUT IT KIND OF IS. WE TALKED ABOUT THAT EARLIER TODAY, WHEN YOU ARE COLLABORATING WITHIN ONE CLASSROOM SETTING AND HAVE TWO TEACHERS WITH DIFFERENT EXPERIENCES AND DIFFERENT BACKGROUND, IT'S A MARRIAGE. SO SOMETIMES PEOPLE NEED MARRIAGE THERAPY. BUT YES, TRAINING WILL DEFINITELY BE A VERY IMPORTANT COMPONENT TO THIS TRANSITION. >> THANK YOU. [02:35:03] >> CAN YOU EXPLAIN A LITTLE BIT OF YOUR BACKGROUND BEFORE COMING TO CVUSD SO THAT THE BOARD IS AWARE THAT THIS IS SOMETHING THAT YOU'VE WORKED WITH IN THE PAST. >> YES. SO HAPPY TO. SO PRIOR TO COMING HERE TO IN JANUARY, FOR THE PAST ALMOST EIGHT YEARS, I SERVED AS A SITE PRINCIPAL AT AN ELEMENTARY CAMPUS THAT HAD THE DISTRICT'S PRESCHOOL PROGRAM LOCATED ON THE ELEMENTARY CAMPUS. AND WHEN I GOT TO THAT SITE, AS THE ADMINISTRATOR, WE HAD HALF OF THE DISTRICT'S PROGRAM ON THE CAMPUS AND THEN WE MOVED CLASSES FROM ANOTHER SITE AND BROUGHT THEM ALL TOGETHER. AND SO OVER THE COURSE OF THE EIGHT YEARS, I NAVIGATED AND REALLY WORKED WITH THE STAFF TO LEARN HOW TO TAKE CARE OF AND SERVE OUR THREE AND FOUR YEAR OLDS ON AN ELEMENTARY CAMPUS, WHERE YES, THERE ARE FIFTH GRADERS, SOME OF THEM LOOK LIKE MEN. THEY START TO MATURE IN FIFTH GRADE. NAVIGATE SOME OF THE CONCERNS WITH REGARD TO HAVING YOUNG LEARNERS ON CAMPUS WITH ELEMENTARY AGED STUDENTS. AND SO I DID DIRECTLY WORK WITH AND OVERSEE AND HELP YOU KNOW, THAT PROGRAM CONTINUE TO BUILD. AND BE REALLY A VERY SUCCESSFUL PART OF THE, WHAT WE CALLED THE PRESCHOOL THROUGH FIFTH GRADE CAMPUS. IT WAS KIND OF AN ISOLATED THINGS AT FIRST AND THEN WE BROUGHT THAT TOGETHER TO PROVIDE THOSE OPPORTUNITIES FOR THE 3-YEAR OLDS. >> THANK YOU FOR THIS PRESENTATION. THERE ARE A LOT OF THINGS THAT I LIKE ABOUT THIS. THAT ARE PRIORITIES. ONE IS, INCLUSION. I DON'T WANT TO SEE STUDENTS SEGREGATED. ANYWHERE ACROSS THE DISTRICT. TWO IS THAT PRESCHOOL AND TK STUDENTS NOT BE ISOLATED AWAY FROM ELEMENTARY SCHOOL STUDENTS, BECAUSE I THINK THEY NEED TO SEE THEIR OLDER PEERS. I THINK THEY NEED TO INTERACT WITH THEM. MODEL THEIR BEHAVIOR. I THINK THERE IS A LOT OF LEARNING THAT TAKES PLACE THERE. THREE IS I AM VERY HAPPY TO SEE THESE PROGRAMS AT MORE OF OUR ELEMENTARY SCHOOLS, BECAUSE I THINK THAT GIVES OUR FAMILIES THE OPPORTUNITY TO BE AT THEIR NEIGHBORHOOD SCHOOL OR VERY VERY CLOSE TO IT. ALL OF THOSE THINGS I THINK ARE REALLY IMPORTANT IMPROVEMENTS. >> THANK YOU FOR SAYING THAT. ALSO ONE OF THE THINGS THAT I DIDN'T REALLY MENTION IN BEING ON THE CAMPUS WHERE I WAS FOR EIGHT YEARS, WAS HOW AWESOME IT WAS TO HAVE COLLABORATION WITH OUR OLDER STUDENTS. AND WE HAD FOURTH, FIFTH GRADERS, ACTUALLY WHEN YOU HAVE PRESCHOOLERS ON A CAMPUS, SECOND GRADERS ARE THE OLDER STUDENTS, FIRST AND SECOND GRADERS. SO WE HAD A COLLABORATION WHERE OLDER STUDENTS WOULD READ TO AND FACILITATE GROUP ACTIVITIES AND PLAY GAMES WITH OUR PRESCHOOLERS. SO HAVING THAT ROLE MODEL OF THOSE STUDENTS WHO ARE OLDER, THE 3-YEAR OLDS WERE JUST IN AWE OF THESE OLDER STUDENTS THAT WERE WORKING AND LEARNING AND HELPING THEM SIDE BY SIDE ALL IN ONE CAMPUS. IT WAS AMAZING. >> IF I COULD ADD ONE MORE PRIORITY. THIS IS OVER ARCHING FOR THE ENTIRE DISCUSSION THAT WE'RE HAVING TONIGHT. AND THAT IS, WE UNDERSTAND THAT INCLUSION BENEFITS ALL STUDENTS. AND I DON'T WANT OUR NEURO TYPICALLY DEVELOPING STUDENTS TO NOT HAVE THE EXPERIENCE OF BEING WITH THEIR PEERS. I THINK THAT IS REALLY IMPORTANT FOR THEM. AND YOUR PLAN ACCOMPLISHES THAT IMPORTANT GOAL. >> THANK YOU FOR THIS. IT DEFINITELY HELPED ME UNDERSTAND A LITTLE BIT MORE ABOUT THE WHYS OF THIS PROPOSAL. AND SOMETHING THAT A LOT OF YOU HAVE SAID TONIGHT ABOUT STUDENTS LEARNING THROUGH PLAY IS CRITICAL, ESPECIALLY AT THAT AGE. ONE OF THE SPEAKERS TONIGHT TALKED ABOUT THE FENCED IN NATURE OF THE PLAYGROUND AT UNIVERSITY. BECAUSE A LOT OF THE STUDENTS CURRENTLY ARE RUNNERS. SO HAVE YOU THOUGHT ABOUT, I'M SURE YOU PROBABLY HAVE, BUT HAVE YOU THOUGHT ABOUT THE [02:40:04] NEEDS OF THOSE PARTICULAR STUDENTS WHEN YOU'RE CREATING THE SPACES THAT THEY'RE GOING TO OCCUPY POTENTIALLY, ON THE CAMPUSES AND HAVE YOU SPOKEN TO THEIR TEACHERS SPECIFICALLY ABOUT THE NEEDS THAT THEY MIGHT HAVE OR THE CONCERNS THAT THEY MIGHT HAVE MOVING SOMEWHERE ELSE? BECAUSE PART OF THE UNIVERSITY CLOSURE AND DEVELOPMENT OF THAT CAMPUS OVER TIME, IT IS A REALLY SPECIAL PLACE FOR THAT PROGRAM. SO PART OF ME, MY KNEE JERK WAS THEY ALREADY HAVE A PRESCHOOL TO BLEND WITH. LIKE I DIDN'T UNDERSTAND. SO THIS HELPS ME A LITTLE. BUT I STILL DON'T QUITE UNDERSTAND. BECAUSE I WORK AT A PLACE THAT HAS A PRESCHOOL. I UNDERSTAND THE LICENSING AND RATIOS AND ALL OF THAT. BUT HOW DOES -- PART OF WHAT I HEAR IS THAT THEY'RE GOING TO BE IN THE TK CLASSES. I'M NOT SURE HOW THAT WORKS. >> TK CLASS RATIO IS 12 TO 1. SO THAT ACTUALLY CAN BUILD OUT. WE ALSO PLAN TO RESERVE SPOTS AND NOT FILL THOSE TK CLASSES. SO ORIGINALLY IT WAS SUPPOSED TO GO FROM ONE TO TEN, BUT THEY'RE MAINTAINING THE 1 TO 12 RATIO. WE'LL BE ABLE TO RESERVE SOME SPOTS WITHIN THE TK CLASSROOM, BUT THE PLAYGROUND, WE DON'T HAVE THOSE SAME RESTRICTIONS. AT SOME OF THE CAMPUSES, OUR TK AND K STUDENTS ALL PLAY TOGETHER. IT'S NOT THE SAME SUPERVISION. >> I KNOW THE PLAYGROUNDS ARE GOING TO BE UPDATED. ARE THEY GOING TO BE UPDATED WITH THE YOUNGEST IN MIND. I KNOW THE TKERS HAVE ISSUES SOMETIMES WITH THE KINDERGARTEN FIRST GRADE PLAY YARDS. >> WE'RE FORTUNATE THAT WE HAVE THE MONEY FROM THE STATE FOR UPK. IT'S NOT JUST FOR TK. PIECES AROUND THE PLAYGROUND THAT ALL THE STUDENTS CAN INTERACT WITH. BUT ACTUALLY TODAY I VISITED WEATHERSFIELD TO TALK ABOUT THEIR PLAYGROUND. I WILL BE WORKING WITH THE PERSON IN FACILITIES TO CHECK OUT WHAT THE PLANS ARE. BECAUSE WE HAVEN'T BROKEN GROUND. SO WE NEED TO MAKE SURE WE'RE SET UP. SPECIFICALLY AT WEATHERFIELD, MY UNDERSTANDING IS THERE WILL BE NO MORE SAND. IT WILL BE ALL OF THE RUBBER MATERIAL. IT WILL BE IDEAL FOR ALL OF OUR KIDDOS. >> I GUESS FOR MY OWN PERSONAL I DON'T KNOW, I WOULD PREFER PERSONALLY THAT SOME TEACHERS BE INVOLVED IN THOSE CONVERSATIONS. JUST BECAUSE THEY ARE WITH THOSE KIDS THE MOST, OTHER THAN THEIR PARENTS. QUITE FRANKLY, PARENTS AND STUDENTS. AS YOU KNOW, I'M BIG ON GETTING A LOT OF INPUT. FOR ALL THREE PROPOSALS, I'M CURIOUS WHERE THEY FIT WITH THE STRATEGIC PLAN FOR INCLUSION THAT WE HAVE BEEN TALKING ABOUT. >> YEAH. THE OTHER TK TEACHER THAT WAS THERE ON THE PLAYGROUND WITH US DISCUSSING THOSE NEEDS. AND THE SAME THING ABOUT SHADE AND TABLES, AND SPACES FOR EATING, AND SO WE HAD A GOOD DISCUSSION ABOUT THAT. >> I DO WANT TO NOTE. I DID CHAIR THIS IS OTHER DAY. THE CHICKEN OR THE EGG OR THE EGG OR THE CHICKEN. DO WE START SOLICITING FEEDBACK FROM GROUPS BEFORE THE BOARD GIVES US DIRECTION? YOU KNOW, STOP, DON'T DO THIS. OR PLEASE GO AHEAD AND SOLICIT FEEDBACK. SO ULTIMATELY, THAT IS WHERE WE'RE AT IN THE MIDST OF THIS PROCESS. AND SO YOU KNOW, IT'S SOMETHING THAT IS AN ANALYSIS BY, DO WE START COLLECTING FEEDBACK OR WAIT FOR THE BOARD AND NOT COLLECT FEEDBACK. THAT IS WHERE WE'RE AT NOW. DO I THINK THAT OUR STAKEHOLDER FEEDBACK MOVING FORWARD ON SAY THIS PROPOSAL WILL INCREASE? OF COURSE. I'M NOT HEARING THE BOARD SAY STOP. SO THAT MEANS THAT WE'VE GOT TO MOVE FORWARD AND GET STAKEHOLDER FEEDBACK ON THIS PARTICULAR ONE. SO THAT WILL BE WHAT OUR NEXT STEPS ARE AND WHAT THEY'VE BEGUN TO DO ALREADY. BUT I DO WORRY ABOUT DROP-OFF IN THE FRONT OF WEATHERSFIELD. I WILL SAY THAT. >> WE HAVE A PLAN. SO ACTUALLY THE PRESCHOOL DAY IS A DIFFERENT TIME FRAME. TK-K DAY IS A FIVE-HOUR DAY, PRE-SCHOOL DAY IS A FOUR-HOUR DAY. WE PLAN A STAGGERED START AND DISMISSAL. TYPICAL 8:25, TIME AND THEN THE PRESCHOOL WILL ARRIVE AT 8:45. [02:45:05] SO THE PARKING LOT SHOULD BE CLEARED OUT EXCEPT FOR THE PEOPLE RUNNING TARDY, AND THEN WE'LL HAVE AN OPPORTUNITY FOR THE PRESCHOOL FAMILIES TO DROP OFF. WHAT HAPPENS AT THE PRESCHOOL IS THE TEACHERS AND STAFF ACTUALLY COME OUT AND GREET THE FAMILIES NEAR THE GATE AND BRING THE STUDENTS IN THEMSELVES. HANDS-ON EXPERIENCE. SAME AT THE END OF THE DAY, THE PRESCHOOL STUDENTS WILL BE DISMISSED BEFORE TK AND K IS DISMISSED. WINDOW BETWEEN THE TYPICAL TK-K DISMISSAL AND ARRIVAL. >> WE CAN CIRCLE BACK IF QUESTIONS COME UP. >> AS MANY OF YOU KNOW THIS IS MY SECOND YEAR AS AN ELEMENTARY DIRECTOR. PRIOR TO THIS I WAS A PRINCIPAL AT THREE DIFFERENT ELEMENTARY SCHOOLS. ONE WITH A SPECIALIZED PROGRAM. SO NOW CURRENTLY THIS IS WHERE WE HAVE OUR SPECIALIZED PROGRAMS ON OUR CAMPUSES. ASPEN ELEMENTARY HAS FOUR CLASSES, AS DR. CRAVEN DESCRIBED EARLIER. MAPLE CURRENTLY HAS FIVE CLASSES. AND MADRONIA THREE CLASSES. IT DOES FLUCTUATE FROM YEAR TO YEAR. WE MAKE ADJUSTMENTS BASED ON THE STUDENTS THAT WE HAVE AND THE PROGRAMS THAT WE'RE DESIGNING. BUT THIS IS WHERE WE STAND CURRENTLY. SO IN WORKING WITH DR. RODRICK AND MEMBERS OF THE CABINET, WE REALLY HAVE BEEN TALKING ABOUT THE MAKE-UP OF OUR SPECIALIZED PROGRAMS AND LOCATIONS AND THE AMOUNT OF STUDENTS IN OUR SPECIALIZED PROGRAMS. SO SOME OF OUR GOALS ARE TO DECREASE THE NUMBER OF SPECIALIZED PROGRAM CLASSES AT SPECIFIC SITES. YOU CAN SEE THEY'RE CLUSTERED RIGHT NOW TO A FEW SITES. DECREASED WITH THE PERCENTAGE OF STUDENTS WITH DISABILITIES ON SPECIFIC CAMPUSES AND SERVE STUDENTS ACROSS MORE ELEMENTARY SITES. THAT WILL HELP US INCREASE OPPORTUNITIES FOR INCLUSION. AND THEN FINALLY, WE WANT TO OPEN A NEW TYPE OF CLASS CALLED THERAPEUTIC LEARNING CENTER. THAT WILL SERVE STUDENTS THAT HAVE SIGNIFICANT SOCIAL, EMOTIONAL NEEDS AND NEED THAT EXTRA SUPPORT TO DECREASE REFERRALS THAT WE'RE HAVING TO OUTSIDE OF OUR SCHOOL DISTRICT. SO THIS EXPANSION, YOU SAW THOSE ORIGINAL FIVE SITES. SO INCLUDING THE TWO SITES THAT WILL HAVE THE PRESCHOOL PROGRAMS AND TWO ADDITIONAL SITES, WE WILL BE LOOKING AT NINE ELEMENTARY SCHOOLS WITH SPECIALIZED PROGRAMS. WE HAVE 17 ELEMENTARY SCHOOLS, THIS WILL INCREASE EQUITY ACROSS THE ELEMENTARY CAMPUSES. HIGHER LEVEL OF OPPORTUNITY FOR INCLUSION, WHEN YOU HAVE MORE CLASSES AVAILABLE TO YOU. WE WILL BE HAVING THE LOWER PERCENTAGE OF STUDENTS WITH DISABILITIES ON ONE CAMPUS AND HAVING MORE OPPORTUNITY TO LOOK AT CO-TEACHING WHICH DR. CRAVEN ALSO DESCRIBED BRIEFLY AT ASPEN, MARRIAGE OF TWO TEACHERS WORKING TOGETHER, SPECIAL EDUCATION TEACHER AND A GENERAL EDUCATION TEACHER, OWNERSHIP OF A CLASSROOM AND A GROUP OF STUDENTS TOGETHER. SO OUR PROPOSAL INCLUDES EXPANDING AND HAVING SPECIALIZED PROGRAM AT BANYAN ELEMENTARY AND WESTLAKE HILLS ELEMENTARY. SO WHAT WE ARE REALLY PROPOSING IS THAT WE WOULD HAVE A RELOCATION OF TWO OF THE CLASSES THAT ARE CURRENTLY AT MAPLE AND MOVE THOSE TWO CLASSES TO BAN YEN. IT WOULD BE THREE AT ONE SITE AND TWO AT THE OTHER SITE. ADDITION OF THE THERAPEUTIC LEARNING CENTER, WHICH CURRENTLY DOES NOT EXIST IN OUR DISTRICT, RIGHT NOW WE ARE HAVING TO REFER STUDENTS TO OUTSIDE PROGRAMS SUCH AS TO THE COUNTY OR TO NON-PUBLIC AGENCIES FOR STUDENTS THAT HAVE VERY SPECIALIZED NEEDS. AND IN THOSE AREAS THAT WE JUST TALKED ABOUT. AND SO OUR PLAN IS TO OPEN A THERAPEUTIC LEARNING CENTER AT WESTLAKE HILLS IN THE UPCOMING SCHOOL YEAR. WE'RE LOOKING FORWARD TO PROVIDING A PROGRAM THAT WILL SERVE OUR STUDENTS HERE. MORE OF OUR STUDENTS HERE IN THE DISTRICT. AT REALLY IN THE MOST LEAST RESTRICTIVE WAY. BEFORE CONSIDERING MOVING TO A HIGHLY RESTRICTIVE CAMPUS BECAUSE OF THE ABSENCE OF A PROGRAM FOR STUDENTS THAT NEED THAT SPECIFIC LEVEL OF SUPPORT. SO THAT BRINGS CLOSURE TO OUR PRESENTATION ON THE ELEMENTARY PROGRAM. SO I THINK WE WOULD OPEN FOR [02:50:04] QUESTIONS ABOUT THAT SEGMENT OF THE PRESENTATION. >> A COUPLE OF QUESTIONS. JUST VERY SPECIFICALLY, I'M KIND OF CURIOUS HOW BANYON AND WEST LAKE ELEMENTARY HILLS WERE SELECTED. WHAT ARE THE ADVANTAGES OF KEEPING PROGRAMS TOGETHER? ANOTHER IDEA IS TO OPEN A SPECIAL CLASS AT EVERY SCHOOL VERSUS STILL KEEPING CLUSTERS. SO I IMAGINE THERE ARE ADVANTAGES OF KEEPING SOME OF THESE PROGRAMS TOGETHER. >> SO WE HAVE 17 ELEMENTARY SCHOOLS, WE HAD FIVE SCHOOLS THAT HAD SPECIALIZED PROGRAMS. FOUR OUT OF FIVE OF THOSE SCHOOLS ARE TITLE I SCHOOLS. IN CONSIDERATION OF THAT, I DON'T AS A CURRENT ELEMENTARY DIRECTOR FIND THAT TO BE THE IDEAL SET-UP FOR A SPECIALIZED PROGRAM. FOR AN ADMINISTRATIVE POINT OF VIEW, BUT ALSO FROM THE TEACHING POINT OF VIEW. TITLE I SCHOOLS HAVE A FOCUS ON NEEDIEST STUDENTS, ENGLISH LEARNERS, THAT NEED A LOT OF SUPPORT SERVICES, PROGRAM DESIGN AND INTENTIONAL ACADEMIC INSTRUCTION. FOR ME AND MY TEAM, IT'S REALLY IMPORTANT TO LOOK AT SITES THAT HAD NOT DESIGNATED AS TITLE I SCHOOLS. WE ALSO WANTED TO CONSIDER SOME OF THE NEEDS OF THE FAMILIES, SO WE WANTED TO MAKE SURE WE'RE OFFERING PROGRAMS THAT ARE KIND OF ALL OVER THE SCHOOL DISTRICT, GEOGRAPHICALLY. WE DID ALSO LOOK AT SPACES. SO WHEN WE FIRST LOOKED FOR THE PRESCHOOL PROGRAMS, WE LOOKED TO SEE AS ERIN MENTIONED, SCHOOLS WHERE WE WOULD CLUSTER THE STUDENTS NEAR THE TK AND KINDERGARTEN YARD, THAT IS WHY THOSE TWO WERE SELECTED. BANYON AND WEST LAKE HILLS TO BE SELECTED, IT'S ABOUT THE GEOGRAPHY AND SPACE AND OVERALL CAMPUS NEEDS AND SIZE. SO WE DON'T WANT TO TAKE A SCHOOL THAT IS ALREADY 650 STUDENTS AND GROW. WE WANT TO DISTRIBUTE THE SIZE OF THE CAMPUSES AROUND. THERE IS AN ADVANTAGE TO HAVING A CLUSTER OF SPECIALIZED CLASSES THAT CREATES A TEAM ON THAT CAMPUS. TWO OR THREE SPECIALIZED PROGRAMS, THOSE TEACHERS CAN TEAM TOGETHER. ALLOWS THE STUDENTS TO MATRICULATE, OTHERWISE WE WOULD BE RUNNING TK THROUGH FIVE SINGLE CLASS OR YOU'RE HERE FOR THREE OR FOUR YEARS AND THEN YOU'RE GOING TO GO TO ANOTHER CAMPUS TO FINISH ELEMENTARY SCHOOL. WE WANT TO BE ABLE TO HAVE THEM MATRICULATE WITHIN THE SAME CAMPUS. THEY'RE DEVELOPING FRIENDSHIPS WITH NEURO TYPICAL PEERS WHILE THEY'RE IN A SPECIALIZED PROGRAM. K-2 CLASS AND THEN THREE THROUGH FIVE CLASS. >> THANK YOU. >> I WOULD NOTE THAT FOR WESTLAKE HILLS, WE WOULD MAKING ASSISTANT PRINCIPAL THERE BACK AGAIN AS A FULL-TIME POSITION TO WORK WITH THE CLASS THAT WOULD BE CREATED OVER AT WESTLAKE HILLS. >> SO I HAVE A QUESTION ABOUT THE MAPLE PROGRAM IN PARTICULAR. BECAUSE IT HAS CONSISTENTLY BEEN TOUTED AS THE PLACE FOR INCLUSION FOR YEARS. IT'S ALSO A VERY SMALL CAMPUS. SO TO TAKE TWO CLASSES WORTH OF STUDENTS OFF THAT CAMPUS, MAKES THAT AN EVEN SMALLER CAMPUS. IF YOU'RE FOLLOWING WHERE I'M GOING WITH ALL OF THIS. I UNDERSTAND EXPANDING INCLUSION. LIKE PRESIDENT GILL SAID. THAT IS A GOAL OF ALL OF OURS. BUT PART OF ME IS CURIOUS ABOUT WHY WE WOULD SORT OF MESS WITH SOMETHING THAT HAS BEEN TOUTED AS HAD IS THE PINNACLE, THIS IS WHAT WE ASPIRE TO AND THAT PROGRAM KEEPS GROWING AND GETTING BETTER AND FULLY INCLUDING THEIR STUDENTS IN THINGS LIKE WOMEN IN HISTORY. THEY DO GREAT WORK OVER THERE. SO IT'S NOT EASY TO REPLICATE CLEARLY. SO JUST CURIOUS. >> THERE OBVIOUSLY IS A CRITICAL TIPPING POINT BETWEEN THE NUMBER OF STUDENTS IN SPECIALIZED PROGRAM AND NUMBER OF GENERAL EDUCATION CLASSES. LOOKING AT THE OPPORTUNITY FOR INCLUSION, WHEN YOU HAVE ONE FOURTH GRADE CLASS AND ONE FIFTH GRADE CLASS ON A CAMPUS, THEN IT DOESN'T OFFER THE VARIETY OF INCLUSION OPPORTUNITIES. YOU KNOW, MATCHING THE TEACHERS [02:55:05] TOGETHER. IT ALSO FROM AN ADMINISTRATIVE POINT OF VIEW, HAVING FIVE CLASSES, WHERE YOU WANT THE PRINCIPAL IN THOSE IEPS. YOU WANT THAT PRINCIPAL TO HAVE A RELATIONSHIP WITH EVERY STUDENT AND EVERY FAMILY. AND BE REALLY THINKING ABOUT MAXIMIZING INCLUSION AND THOSE GENERAL EDUCATION OPPORTUNITIES. AND HAVING FIVE CLASSES IS A LARGE TASK. FOR A SINGLE ADMINISTRATOR ON A CAMPUS. IT IS THE PINNACLE OF INCLUSION AND WE WOULD WANT TO DUPLICATE THAT, WHERE THESE PROGRAMS ARE GOING AND HAVE MORE OPPORTUNITIES FOR US TO HAVE MULTIPLE PINNACLES OF THAT HIGH LEVEL OF INCLUSION. I DO THINK THAT MRS. LEWIS WILL BE A BIG PART OF HELPING HER FELLOW PRINCIPALS IN KNOWING HOW SHE HAS DONE THAT WORK AT MAPLE. >> SO THAT WAS VERY HELPFUL FOR ME. AND I WILL GO BACK TO MY ORIGINAL POINT ABOUT NEXT STEPS, MAKING SURE THAT THE TEACHERS PARENTS, STUDENTS, EVERYBODY HAS SOME INPUT IN TO HOW THIS GETS ROLLED OUT. BECAUSE WE ONLY HAVE ONE SHOT AT ROLLING IT OUT RIGHT. FROM THE GATE. SO IT ALWAYS GETS ADJUSTED. NOTHING IS FULLY FORMED PERFECTLY. THAT IS THE GOAL. FOR ME, GETTING INPUT IS CRITICAL TO ANY CHANGE. >> I DO NOT HAVE EXPERTISE IN SPECIAL EDUCATION. SO CAN YOU EXPLAIN JUST THE IDEA OF HOW YOU KNOW, MOVING STUDENTS ACROSS TO MORE SITES HOW THAT CREATES MORE INCLUSION OPPORTUNITIES? WHAT DOES THAT ACTUALLY LOOK LIKE? >> IT'S LIKE A DANCE BETWEEN US. WE SHOULD JUST BE LIKE HUDDLED TOGETHER. SO IF YOU IMAGINE A TYPICAL THIRD GRADE CLASS, YOU KNOW, IT HAS LET'S SAY 20 STUDENTS IN THE CLASS. AND THEN YOU HAVE A SPECIALIZED PROGRAM CLASS THAT IS MAYBE THIRD, FOURTH AND FIFTH GRADERS. SO THERE COULD BE LET'S SAY 12 STUDENTS IN THE SPECIALIZED PROGRAM. AND FOR ROUND NUMBERS PURPOSES, THERE IS FOUR THIRD GRADERS, FOR INCLUSION. AND SO YOU CAN PROVIDE AN OPPORTUNITY FOR TWO STUDENTS IN TWO DIFFERENT CLASSES. OR ONE STUDENT WILL BE WORKING BETTER IN FULLY INCLUDED IN ONE CLASS AND NOT EVEN EXTRA ADULT SUPPORT BECAUSE THE TEACHER IN THE CLASS CAN PROMPT THAT SINGLE STUDENT THAT IS BEING FULLY INCLUDED IN THEIR CLASS. VERSUS THE ONE TEACHER BRINGING IN A LARGE GROUP OF STUDENTS. THAT IS NOT -- IT DOESN'T FEEL SOMETIMES NATURAL OR IT DOESN'T FEEL LIKE INCLUSION THEN. SO SOMETIMES HAVING A VARIETY OF CLASSES, WHICH AGAIN, MATCHING TEACHER PERSONALITY WITH A STUDENT THAT IS GOING TO BE FULLY INCLUDED. FOURTH GRADE CLASSES, THEY SIT IN TABLE GROUPS. OTHER CLASSES, SIT MORE IN ROWS OR OTHER CONFIGURATIONS. SO MANY FACTORS IN WHAT WILL HELP A STUDENT BE MORE SUCCESSFUL IN GENERAL EDUCATION. HAVING MORE OPTIONS AND VARIETY CAN INCREASE THEIR SUCCESS. SO WE WANT TO HAVE THAT ABILITY TO CHOOSE THE RIGHT MATCH FOR THAT OPPORTUNITY. >> SO KIND OF GOING BACK TO THE QUESTION THAT TRUSTEE GOLDBERG ASKED, IT SOUNDS LIKE THERE IS A LOT OF TRAINING NEEDS RELATED TO THIS SHIFT >> THAT IS WHY IT'S IMPORTANT WHY WE HAVE SPECIFICALLY FOR INCLUSION, CONNECTING THE TEACHERS, SUPPORTING THEM. ALSO THE SPECIAL EDUCATION TEACHERS, WORKING WITH THE GENERAL EDUCATION TEACHERS. YOU CAN KNOW ABOUT INCLUSION, BUT THERE IS ALSO KNOWING ABOUT EACH STUDENT THAT IS GOING TO BE INCLUDED IN YOUR CLASS. AND FINDING THE RIGHT TIME AND INCREASING THAT OVER THE SCHOOL YEAR. SO IT'S A LOT ABOUT BUILDING IN SUCCESS AND HAVING THAT TRAINING AND YOU KNOW, JUST TIME TO COLLABORATE, TIME TO WORK TOGETHER, TALK, THAT IS REALLY IMPORTANT. >> I JUST WANT TO ADD, THE INCLUSIVE PRACTICES HAPPENING AT MANY OF OUR CAMPUSES, THERE IS EXPERTISE EVERYWHERE. SO KIND OF EXPANDING THE OPPORTUNITY FOR OUR TEACHERS ACROSS SITES TO COLLABORATE TOGETHER AND LEARN FROM EACH OTHER AND BE ABLE TO TAKE THIS MODEL THAT IS HAPPENING HERE AND BRING IT TO MORE PLACES ACROSS THE DISTRICT. SO WE HAVE EXPERTS HERE ALREADY. AND SO UTILIZING THEIR EXPERTISE TO HELP THEIR COLLEAGUES BRING THOSE SAME WONDERFUL THINGS. >> I WOULD NOTE IF WE SAW MAPLE ELEMENTARY SCHOOL POPULATION GROWING, THEN THIS COULD POSSIBLY BE SOMETHING THAT WE COULD STAY WITH THAT SAME AMOUNT OF CLASSES. BECAUSE THEIR POPULATION ISN'T GROWING, WE'RE STARTING TO SEE THIS UPSIDE DOWN I GUESS [03:00:12] JUXTAPOSITION OF PLACES KIDS CAN GO. LIKE I SAID, IF THEIR POPULATION, WAS GROWING, WE HAD MORE OPTIONS FOR CLASSES, WE COULD DO IT. BUT WHEN WE SEE THE PROJECTIONS OF ONE-FOURTH OR ONE-FIFTH, THAT DOESN'T ALLOW US A LOT OF FLEXIBILITY AND OPPORTUNITIES ON STUDENTS GOING INTO CLASSES. THAT IS A PIECE OF IT. >> ONE OF THE THINGS I THINK IS IMPORTANT TO NOTE, WITH HE WE DISTRIBUTE MORE OF THESE PROGRAMS ACROSS OUR ELEMENTARY SCHOOLS, CURRENTLY I KNOW THAT WE HAVE FAMILIES TRANSPORTING THEIR KIDS WAY OUT OF THEIR NEIGHBORHOOD, SEEING THEIR PEERS, OUTSIDE PLAYING BUT THEY DRIVE BY TO GET TO THE SCHOOL THAT CURRENTLY HAS THEIR SPECIALIZED PROGRAM. WHEN WE DISTRIBUTE THESE MORE WIDELY ACROSS OUR SCHOOL SITES, IT'S SO MUCH MORE LIKELY THAT THOSE FAMILIES CAN GO TO THEIR NEIGHBORHOOD SCHOOL OR AT LEAST MUCH CLOSER THAN WHAT THEY HAVE BEEN. AND THAT GIVES THOSE OPPORTUNITIES FOR THOSE PEER FRIENDSHIPS THAT ARE HYPER-LOCAL. AND I THINK THE OTHER THEME THAT WE BRING UP SO OFTEN IS BUILDING CAPACITY. SO WE DON'T, AS SPECIAL AND WONDERFUL AS MAPLE IS, WE DON'T WANT TO HAVE THAT BE THE SOLE LOCUS OF THIS MAGNIFICENT, WE WANT TO BUILD THE CAPACITY. HAVING SEEN THE ELEMENTARY PRINCIPALS, THE LEVEL OF COLLABORATION AND CARE, I IMAGINE THAT THERE IS GOING TO BE A LOT OF STRENGTH SHARING IN THIS PROCESS. >> JUST TO WEIGH IN ON MY THOUGHTS ON THIS OVERALL. I THINK THE THOUGHT PROCESS, UNDERLYING WHAT I HEARD TONIGHT, THE ANSWER TO THE QUESTIONS, I PERSONALLY WOULD LIKE TO SEE THE NEXT STEPS GO FORWARD. STAKEHOLDERS, TALKING TO PRINCIPALS, JUST COMING WITH A ROLL-OUT PLAN. FOR ME, THIS PROGRAM AND WHAT YOU DISCUSSED MAKES A LOT OF SENSE FROM THE PRIORITY OF INCLUSION, AND MS. GILL'S NEIGHBORHOOD SCHOOLS, BECAUSE WE WOULD GET MORE PEOPLE WALKING TO SCHOOL AS WELL. I DO WANT TO WEIGH IN ON A POSITIVE NOTE ON THIS SPECIFIC PROGRAM. >> CAN WE MOVE TO THE NEXT SEGMENT? YES, PLEASE, MS. THOMAS. >> GOOD EVENING, AND I JUST WANT TO START THE PRESENTATION BY SAYING I REALLY APPRECIATE THE REPRESENTATION HERE THIS EVENING. I KNOW MANY OF THE STAFF, STUDENTS AND PARENTS WHO CAME TO SPEAK TONIGHT. I APPRECIATE YOUR ADVOCACY. AND I WANT TO ACKNOWLEDGE THAT AS PARENTS WITH STUDENTS WITH DISABILITIES, AS ADULT STUDENTS WITH DISABILITIES AND ADULTS IN THE COMMUNITY WITH DISABILITIES, YOU ALWAYS HAVE TO ADVOCATE. AND I JUST WANT TO ACKNOWLEDGE THAT I RECOGNIZE AND UNDERSTAND THAT PIECE. I THANK YOU FOR BEING HERE TONIGHT. I AM HERE TO TALK ABOUT CONEJO OAKS ACADEMY, OUR POST SECONDARY PROGRAM THAT SERVES ADULTS AGE 18 THROUGH 22, WHO CURRENTLY RECEIVE A CERTIFICATE OF COMPLETION AFTER HIGH SCHOOL. IT PROVIDES SUPPORT TO STUDENTS AS THEY MOVE FROM HIGH SCHOOL TO ADULT LIFE THROUGH CLASSROOM AND COMMUNITY BASED EXPERIENCES. IT IS CURRENTLY LOCATED AT OUR CONEJO VALLEY ADULT SCHOOL CAMPUS. THREE CLASSES AT THE CAMPUS. THE PROPOSAL IS DISCUSS MOVING CONEJO VALLEY UNIFIED SCHOOL DISTRICT CAMPUS. SO CURRENTLY CONEJO OAKS ACADEMY IS ON THE ADULT SCHOOL CAMPUS, WHICH IS AN OPEN CAMPUS THAT DOES NOT HAVE ALL OF THE SAFETY AND RESOURCES THAT ARE AVAILABLE ON OUR CVUSD SCHOOL SITES. I WANT TO RECOGNIZE THAT WE ARE VERY GRATEFUL FOR OUR DISTRICT STAFF CURRENTLY AVAILABLE, INCLUDING A DISTRICT NURSE, ON CALL BASIS. IF WE HAVE SOMEONE CHECKING IN TO THE PROGRAM, THEY HAVE TO GO OVER TO THE DISTRICT EDUCATION CENTER, TO CHECK IN FOR THE RAPTOR PROGRAM. THE STUDENTS TRANSITIONING TO ADULT LIFE, THE PURPOSE OF THE PROGRAM IS TO INCREASE THAT INDEPENDENCE IN PREPARATION FOR TRANSITION TO ADULT LIFE. AND WE APPRECIATE THE HARD WORK AND DEDICATION OF OUR TEACHERS FROM YOU KNOW, STARTING IN [03:05:01] MIDDLE SCHOOL THROUGH HIGH SCHOOL, UP THROUGH POST-SECONDARY TO PROMOTE THAT INDEPENDENCE FOR OUR STUDENTS. THEY DO CURRENTLY HAVE ACCESS TO A BATHROOM THAT LOCKS, THAT WAS MENTIONED TONIGHT BY A SPEAKER. OUR TEACHERS OR PARAEDUCATORS OFTEN WALK THE STUDENTS TO THE RESTROOM COLLECTIVELY OR ONE TO ONE. BASED ON THE INDIVIDUAL STUDENT'S NEEDS. IT IS IN CLOSE PROXIMITY TO ADULT SCHOOL CAMPUS, FIELDS BEHIND, ANOTHER RESTROOM THAT IS NOT LOCKED, ACCESS TO THE ADULT SCHOOL CAMPUS AS WELL AS THE COMMUNITY. STUDENTS DO HAVE ACCESS TO SENSORY BREAKS ON CAMPUS, TRANSITION RELATED SERVICES, WITH THE ESCORT TYPICALLY OF AN ADULT. DIFFERENT THAN WHAT THEY EXPERIENCED WHEN THEY WERE ON THEIR HIGH SCHOOL CAMPUSES. STUDENTS DO GET A LUNCH DELIVERED FROM OUR CVUSD CAFETERIAS. THEY ARE BRINGING THEIR OWN LUNCH TO SCHOOL. THIS THEY DO ACCESS LUNCH IN THE COMMUNITY. BUT THERE IS NO CAFETERIA ON-SITE. IF WE LOOK AT SOME OF THE OPPORTUNITIES, CVUSD ARE CLOSED CAMPUSES. THAT WOULD HELP PROMOTE THE INDEPENDENCE OF STUDENTS. THERE ARE CENTRALIZED RESOURCES THERE ON CAMPUS. AGAIN, WE'RE GRATEFUL FOR ALL OF THE DISTRICT SUPPORT, THE NURSES, THAT THEY CONTINUE TO SUPPORT AND ALL OF THE THINGS AVAILABLE ON CONEJO OAKS ACADEMY, WHICH ARE WONDERFUL THINGS DISCUSSED TONIGHT WOULD NOT BE REMOVED OR TAKEN AWAY. THEY WOULD MOVE WITH THEM ON TO A HIGH SCHOOL CAMPUS. WE HAVE THE ADDITIONAL SUPPORT OF A HEALTH PROVIDER THERE IN THE CASE OF EMERGENCIES, A SAFE PLACE FOR MEDICATION TO BE STORED ON CAMPUS. THE POST-SEC COORDINATOR DOES HAVE A SPACE AT CONEJO OAKS ACA ACADEMY, THERE IS NOT A CVUSD ADMINISTRATOR ON-SITE FROM THE BEGINNING OF THE DAY TO THE END OF THE DAY. SO ALSO, YOU KNOW, THE GOAL, IF THE PROGRAM WERE TO BE MOVED WOULD BE TO HAVE A PROGRAM THAT HAS LITTLE IMPACT ON THE SITE THAT IT MOVES TO. ALL OF THE RESOURCES WOULD GO WITH IT. THE CURRENT COORDINATOR THAT SUPPORTS THE PROGRAM WOULD CONTINUE TO SUPPORT THE PROGRAM. THAT COORDINATOR WOULD CONTINUE TO ATTEND THE IEPS. THAT WOULD NOT FALL ON THE ADMINISTRATION AT A SITE. IT WOULD REMAIN THEIR SELF-CONTAINED PROGRAM IN A SPACE ON THE CAMPUS. IT IS CONEJO OAKS ACADEMY AT A CVUSD CAMPUS. WHEN NEEDED, THOUGH, THERE ARE SAFETY AND RESOURCES AVAILABLE SO IT'S JUST ANOTHER LAYER WITHOUT REMOVING ANYTHING FROM THE PROGRAM. JUST TO SPEAK SHORTLY WE KNOW THERE ARE PARAEDUCATORS SHORTAGES, SUBSTITUTE SHORTAGES. THERE HAVE BEEN TIMES THAT WE DID NOT HAVE THE COVERAGE FOR CONEJO OAKS. I HAD THE PRIVILEGE TO BE THERE. BUT THAT AVAILABILITY OF AN ADMINISTRATOR TO STEP IN WHEN WE NEED COVERAGE OR ANOTHER TEACHER WHO MIGHT BE IN A PREP PERIOD, OR PARAEDUCATORS, WOULD BE AVAILABLE IN THE COMPREHENSIVE CAMPUS. SO OF COURSE, CONEJO OAKS ACADEMY WILL CONTINUE THEIR COMMUNITY BASED OUTINGS. BUT THE TEACHERS CAN UTILIZE DISCRETION ON WHICH ACTIVITIES THEY WOULD LIKE TO ATTEND ON A HIGH SCHOOL CAMPUS. WE DO HAVE SPARKLES. ADULT STUDENTS WHO HAVE THE ABILITY TO ACCESS THIS, AS COACHES, MENTORS. AT THE DISCRETION OF THE TEACHERS, WHAT IS MOST APPROPRIATE FOR THE STUDENTS GIVEN THEIR AGE. WE HAVE MANY STUDENTS ON OUR HIGH SCHOOL CAMPUS, IF THEY'RE EARNING A DIPLOMA, FAPE SAYS THAT THEY NEED TO HAVE EDUCATION UNTIL 22. THOSE STUDENTS HAVE TO REMAIN ON OUR CAMPUSES BECAUSE OF THE OBLIGATION TO PROVIDE THAT UNDER IDEA. SO THERE ARE ADULT STUDENTS WORKING TOWARDS THEIR DIPLOMAS WHO HAVE IEPS. WE WOULD ASK THAT THE TEACHERS WHO SUPERVISE OUR STUDENTS CONTINUE TO DO THAT IN THIS NEW PLACEMENT, WHERE YOU KNOW, THE STUDENTS HAVE OPPORTUNITIES TO ACCESS. ALSO THERE IS THAT OPPORTUNITY, WE'VE HAD OVER THE PAST COUPLE OF YEARS, MANY PARENTS ASK US TO HAVE THEIR STUDENTS REMAIN AT THE HIGH SCHOOL CAMPUS, WHICH I FULLY UNDERSTAND, MAYBE NOT WANTING TO MOVE ON. WE HAVE THE DISCUSSION THAT IT IS APPROPRIATE FOR THEM TO RECEIVE THEIR CERTIFICATE, HAVE ALL OF THE ACCOLADES AND MOVE ON TO THE SECONDARY PROGRAM. TO FOCUS ON LIFE SKILLS TO ADULT LIFE. [03:10:05] OFTEN OUR FAMILIES DON'T KNOW OR UNDERSTAND THE SECONDARY PROGRAM WHEN THEY'RE IN HIGH SCHOOL. ADDITIONAL LAYER BEING ABLE TO COMMUNICATE OF THE SECONDARY PROGRAM AT A HIGH SCHOOL CAMPUS ALLOWS FOR THE ADVERTISEMENT FOR THE PROGRAM AND THAT WE WANT PARENTS TO KNOW ABOUT OUR PROGRAM. THERE IS AN OPPORTUNITY TO COLLABORATE. OUR REPS ARE FANTASTIC AND WE WELCOME THEIR INPUT. THEY HAVE THE OPPORTUNITY NOW TO COMMUNICATE WITH OTHER REPS ON THAT CAMPUS IF THEY SO CHOOSE TO DO. SO WHEN LOOKING AT LOCATIONS, TO DECIDE ABOUT THIS MOVE, AND THE SAFETY PROVIDED ON OUR COMPREHENSIVE CAMPUSES, WE WANTED TO MAKE SURE THAT THERE WERE CLASSROOMS THAT MIRRORED THAT CLOSE PROXIMITY OF THE CLASSROOMS WE CURRENTLY HAVE ON CONEJO OAKS ACADEMY. WE WANTED TO MAKE SURE THAT THERE WAS A LIFE SKILLS ROOM THAT THE STUDENTS COULD ACCESS, A SPACE FOR THE GARDEN AND TRANSPORTATION. AND I WANT TO MAKE CLEAR THAT ALTHOUGH THOSE THINGS ARE AVAILABLE AT CONEJO OAKS ACADEMY, THEY WOULD STILL BE ACCESSIBLE, WE WOULD HAVE THE PLOTS OF LAND FOR THE STUDENTS TO ACCESS. SO THOUSAND OAKS HIGH SCHOOL IS THE PROPOSAL FOR THE MOVE. THOUSAND OAKS HIGH SCHOOL HAS THREE CLASSROOMS IN CLOSE PROXIMITY. THE STUDENTS WOULD BE ABLE TO BE TOGETHER IN THAT AREA. AND STILL CONTINUE THEIR COMMUNITY BASED INSTRUCTION, THEIR MICRO BUSINESSES, AND THEIR ACCESS TO EACH OTHER ON THOUSAND OAKS HIGH SCHOOL CAMPUS, GIVEN THE SPACE AVAILABLE ON THAT CAMPUS. THOUSAND OAKS HIGH SCHOOL ALSO HAS A GARDEN AVAILABLE, KITCHEN AND LIFE SKILLS ROOM FOR THE STUDENTS TO ACCESS. THAT WAS THE REASON FOR THINKING OF THAT PROGRAM AS A LOCATION. THIS KIND OF SUMS UP EVERYTHING. SO MAYBE IF YOU WANT TO ASK QUESTIONS NOW, THAT WOULD BE A GOOD TIME TO ASK THE QUESTIONS. >> I HAVE A COUPLE. I HEARD LOUD AND CLEAR FROM MANY OF THE PARENTS THAT WE HEARD FROM TONIGHT IN CONVERSATIONS THAT I'VE HAD LEADING UP TO TONIGHT THAT ADULT STUDENTS WANT TO HAVE INTERACTIONS WITH OTHER ADULTS. WHEN I VISITED CONEJO OAKS ACADEMY, IT FELT A BIT ISOLATED TO ME. I UNDERSTAND THAT THERE HAVE BEEN SET-BACKS DUE TO COVID. SO MANY OF THE OPPORTUNITIES THAT STUDENTS HAD TO GO OUT TO WORK SITES, HAVE BEEN INTERRUPTED AND NOT NECESSARILY RESTARTED. MY QUESTION IS, IF CONEJO OAKS ACADEMY RESIDES AT A LOCATION ON A CVUSD CAMPUS, ARE WE MORE LIKELY TO HAVE THOSE INTERACTIONS WITH ADULTS, WORK SITES, TRIPS OUT INTO THE COMMUNITY, BECAUSE OF A MORE CENTRALIZED LOCATION? >> SO ONE OF THE REASONS, THANK YOU FOR THE QUESTION THAT THOUSAND OAKS HIGH SCHOOL WAS CONSIDERED IS ITS LOCATION OFF OF MOORE PARK ROAD AND MANY BUSINESSES ALONG MOORE PARK ROAD. THOUSAND OAKS HIGH SCHOOL, TEACHERS OF THE LEAP PROGRAM CURRENTLY HAVE RELATIONSHIPS WITH A LOT OF THE BUSINESSES. IT DOES HELP THE COLLABORATION TO HELP SUPPORT GETTING OUR STUDENTS FROM THE CONEJO OAKS ACADEMY INTO SUCH BUSINESSES. AGAIN, THEY WOULD CONTINUE THEIR COMMUNITY OUTINGS, THOUSAND OAKS HIGH SCHOOL HAS THE PARK RIGHT NEXT DOOR, FOR OPPORTUNITIES TO ACCESS PARKS AND REC AND A RELATIONSHIP THERE. AND ALSO, THE COFFEE CART, THEY HAVE THE AVAILABILITY TO DO THAT WITH STAFF, ADULT STAFF ON CAMPUS. RIGHT NOW THE MICRO BUSINESS HAS A COUPLE OF STUDENTS THAT DO IT FOUR DAYS A WEEK, THEY KIND OF ROTATE THAT OUT. BUT THEY DO NOT HAVE THE OPPORTUNITY TO ACCESS THE ADULT SCHOOL CAMPUS CLASSES BECAUSE THOSE TEACHERS ARE NOT CREDENTIALED TEACHERS IN THE CONTRACT. THEY ARE CONTRACT HIRED TEACHERS. THEY DO HAVE THEIR OWN SPACE, BUT THEY AREN'T ABLE TO ACCESS THE CLASSES ON THAT CAMPUS. >> OKAY. MY SECOND QUESTION, I MENTIONED THIS EARLIER, OVERARCHING CONCERN FOR ME THAT WE NOT SEGREGATE STUDENTS WITH DISABILITIES AWAY FROM THEIR PEERS. THAT IS THE BENEFIT OF THE PEERS, AS WELL AS THE CONEJO OAKS ACADEMY STUDENTS. IT SEEMS TO ME THAT MOVING, POTENTIALLY CONSIDERING THE [03:15:10] MOVE OF CONEJO OAKS ACADEMY, TO BE IN A LOCATION WITH OTHER STUDENTS, WOULD OFFER THAT BENEFIT TO THE NEURO TYPICAL STUDENT PEERS. THAT WE CAN'T NECESSARILY REPLICATE AT THE EXISTING LOCATION. THERE IS NO WAY TO -- THERE IS NO WAY TO BRING NEUROTYPICAL PEER STUDENTS INTO THE EXISTING LOCATION. >> THERE IS NO WAY TO DO THAT IN THE EXISTING LOCATION. CORRECT. >> FOCUS IS ON THE COMMUNITY, INCLUSION IN THE COMMUNITY, ACCESS TO PEERS IN THE COMMUNITY. I AGREE THAT THEY STILL HAVE THEIR SEPARATE SPACE, BUT THEY HAVE THE ACCESS FOR TEACHERS TO BE COLLABORATIVE AND DECIDE WHAT IS APPROPRIATE WITH THE STUDENTS. >> THANK YOU. THAT WAS GOING TO BE MY NEXT QUESTION. I KNOW WE'RE TALKING ABOUT INCLUSION AND I WANTED TO EXPAND THE OPPORTUNITIES. BUT THE GOAL OF THESE INCLUSION FOR THESE STUDENTS ISN'T TO HAVE INCLUSION WITH 14 TO 18 YEAR ODDS. AGAIN, IT'S TO HAVE INCLUSION IN THE COMMUNITY AND LINKAGES TO ADULT LIFE AND REALLY AN ADULT RELATIONSHIPS. >> CORRECT. >> AND THAT WOULD CONTINUE. STUDENTS WOULD NOT BE ACCESSING CLASSES ON THOUSAND OAKS HIGH SCHOOL. THAT IS NOT SOMETHING THAT IS BEING PROPOSED AT ALL. >> SO THE EXPANDED INCLUSION OPPORTUNITIES BY BEING AT THOUSAND OAKS HIGH SCHOOL ARE >> CONTINUING TO ACCESS THE COMMUNITY, COLLABORATION WITH THE TEACHERS THERE WHO HAVE THE RELATIONSHIPS WITH THE COMMUNITY AND OPPORTUNITY FOR INCLUSION EVENTS, SPARKLES, UNIFIED SPORTS AND BEING COACHES IN THE PROGRAMS. >> SO YOU KNOW, OBVIOUSLY WE'VE HEARD A LOT ABOUT THIS PARTICULAR PROPOSAL. AND WE'VE GOT TO HEAR FROM SO MANY STUDENTS AND PARENTS AND ACTUALLY A LOT OF TEACHERS IN THE DISTRICT. NOT ONLY TONIGHT, BUT IN THE PAST FEW DAYS THROUGH E-MAILS. SO WE'VE GOT SORT OF THOSE OPINIONS. TO BE HONEST, OVERWHELMINGLY IT'S ALL THE SAME. THIS IS NOT A GOOD MOVE. SO YOU KNOW, I WAS TRYING TO LOOK BACK AT LIKE OKAY, WHAT ARE THE GOALS OF CONEJO OAKS ACADEMY. NUMBER ONE, PROVIDE SUPPORTIVE AND POSITIVE LEARNING ENVIRONMENTS FOR STUDENTS. NUMBER TWO, PROVIDE SPECIALIZED ACADEMIC AND FUNCTIONAL ACADEMIC SKILLS, COMMUNICATION SKILLS, TO MEET EACH STUDENT'S UNIQUE AND INDIVIDUAL NEEDS. SO I KNOW WHEN I'M LOOKING AT A PROGRAM, I ALWAYS WANT TO UNDERSTAND WHAT IS THE INTENT OF THE PROGRAM. WHAT ARE THE GOALS. AND THEN ARE WE ACHIEVING THOSE GOALS. AND SO ONE OF MY QUESTIONS IS, NUMBER ONE, ARE THOSE INDEED THE GOAL OF THIS PROGRAM? AND NUMBER TWO, ARE WE ACHIEVING THOSE GOALS RIGHT NOW? >> THOSE ARE THE GOALS OF THE PROGRAM. I DO THINK THERE ARE ROADBLOCKS TO ACHIEVING THE GOALS. SOME OF THOSE ROADBLOCKS I THINK INCLUDE JUST THE LACK OF COLLABORATION AND THE ISOLATION KIND OF IN THOSE THREE CLASSES THERE THAT ARE SEPARATE FROM EVERYTHING ELSE. SO IT'S A PROGRAM THAT LACKS A LOT OF OVERSIGHT AND SUPPORT AND I THINK HAS KIND OF BEEN SEPARATE FOR SUCH A LONG TIME AND OPERATING IN A WAY THAT THEY'RE MISSING BROADER OPPORTUNITIES WITHIN THE COMMUNITY AND WITHIN CVUSD. >> SO THE THE ONLY WAY TO GET THROUGH THOSE BARRIERS IS TO MOVE IT RATHER THAN FINDING WAYS TO REMEDY SOME OF THOSE CONCERNS WILL BEING AT THE SAME SITE? >> THIS IS THE DISCUSSION AND THOSE ARE THE TYPES OF INPUT MOVE FORWARD. I APPRECIATE THAT SUGGESTION. WE CAN CERTAINLY LOOK AT THAT. AND CERTAINLY ALTHOUGH THERE IS SOME OPPOSITION AND YOU'VE GOTTEN SOME OF THE SAME RESPONSES, IT IS CHANGE. AND CHANGE IS DIFFICULT. AND SO A LOT OF THE PURPOSE OF LOOKING INTO THIS WAS BECAUSE OF THE CONCERNS THAT HAVE BEEN BROUGHT UP OVER AND OVER AGAIN BY STAFF AND SOMETIMES PARENTS AT THAT PROGRAM. AND SO IN LOOKING AT EACH INDIVIDUAL CONCERN, HOW ARE THE WAYS WE CAN REMEDY THESE CONCERNS. AND THEY WERE ABLE TO BE REMEDIED BY LOOKING AT A COMPREHENSIVE CAMPUS AND SUPPORTS AVAILABLE THERE. >> ONE OF THE STATEMENTS THAT WAS BROUGHT UP WAS HOW DOES THIS LOOK IN OTHER DISTRICTS. DO WE HAVE ANY DATA ON OTHER DISTRICTS OR HOW THEY RUN THEIR POST-SECONDARY CLASSES. >> YES. I DO KNOW SEME VALLEY HAS FOUR PROGRAMS, TWO CLASSES ON ONE HIGH SCHOOL CLASSES. [03:20:10] PHILMORE HAS ONE PROGRAM ON THE HIGH SCHOOL CAMPUS. MOORE PARK DOES NOT HAVE A PROGRAM. THEY REFER THEIR STUDENTS TO VCOE. AND OXNARD DOES HAVE A SEPARATE CAMPUS. LOCATED AT THE BACK OF ONE OF THEIR HIGH SCHOOLS, IT'S NOT EXACTLY ON THE HIGH SCHOOL CAMPUS SITE, BUT REGULATED BY THE HIGH SCHOOL ADMINISTRATORS. BEHIND THE HIGH SCHOOL SITE. >> CAN WE GET ONE OF THOSE SET-UPS? >> I SAY YES. THE OXNARD PROGRAM ALSO HAS 11 CLASSES. >> SO THANK YOU FOR THIS. I PRESSURE THOUGHTFULNESS AND THE WORK THAT YOU'VE PUT INTO THIS AND CLEARLY YOU KNOW THE THOUSAND OAKS HIGH SCHOOL CAMPUS VERY WELL. BUT I TOOK THE TOUR OF CONEJO OAKS ACADEMY, I SAW IT A LITTLE DIFFERENTLY I THINK. AND I SAW WITH THE EYES OF THE STUDENTS. AND THEIR JOY AT DEALING WITH ADULTS. AND THERE IS A LOT OF FOOT TRAFFIC. THEY MAY NOT HAVE ACCESS TO THE ADULT SCHOOL CLASSROOMS, BUT THEY HAVE ACCESS TO THE ADULTS ON CAMPUS. AND THAT POSES SECURITY ISSUES ALSO, I GET IT. BUT THEY ARE ADULT STUDENTS. FOR ME, TO DR. POWELL'S POINT, A LOT OF THESE ISSUES FEEL LIKE IF WE HAD STAKEHOLDER INPUT ON HOW TO MITIGATE SOME OF THEM, I THINK WE COULD DO WITHOUT MOVING THEM. BECAUSE THE OPTICS OF AN ADULT SCHOOL, HAVING AN ADULT PROGRAM ON AN ADULT SCHOOL CAMPUS, WHICH IS ALSO, BY THE WAY, CONEJO VALLEY UNIFIED SCHOOL DISTRICT CAMPUS, I THINK THAT THAT -- THIS IS MY OWN GUT REACTION TO IT. I'M OPEN TO A LOT OF CONVERSATIONS. BECAUSE THIS IS LIKE WE SAID EARLIER, A STARTING POINT. BUT FOR ME, IT JUST, IT FEELS LIKE THERE IS OTHER WAYS THAT WE COULD MITIGATE SOME OF THE ISSUES. AND STILL HONOR THE ADULT LEARNERS ON THAT CAMPUS. AND ONE THING THAT JUST HIT ME PERSONALLY WRONG A LITTLE BIT, WAS WE WERE TALKING ABOUT THAT THERE WOULD BE LITTLE IMPACT ON THE SITE OF THOUSAND OAKS HIGH SCHOOL, WHICH IS GREAT FOR THOUSAND OAKS HIGH SCHOOL. BUT IF I'M LISTENING WITH THE EARS OF THE STUDENTS AND THE FAMILIES, TO ME THAT SAYS YOU'RE GOING TO BE INVISIBLE. THAT HIT ME REALLY WRONG. JUST THROUGH NO -- I KNOW THAT THAT IS NOT WHAT THE INTENTION IS. I KNOW THAT THIS IS JUST YOUR HEART IS WHAT IS GOOD FOR KIDS. A THOUSAND PERCENT. NO QUESTION. AT ALL. BUT THAT IS THAT ONE STATEMENT SORT OF MADE ME THINK, BECAUSE THERE IS A COUPLE OF PROGRAMS THAT OFTEN I HEAR OVER AND OVER THEY FEEL UNSEEN. AND IT WAS GREAT WHEN WE GAVE CONEJO OAKS THE PROGRAM OF CONEJO OAKS ACADEMY ITS OWN ACADEMY. I WOULD LIKE TO KEEP THEM AT THE FOREFRONT. BECAUSE IT IS A MODEL. IT IS -- OTHER PROGRAMS LOOK TO THAT PROGRAM AS OH, THEY HAVE A GREAT THING GOING. HOW CAN WE REPLICATE THAT. SO WE LEAD IN ALL KINDS OF WAYS, I WOULD LIKE TO KEEP THAT GOING, AS I KNOW YOU DO. SO I WOULD -- I NEED A LOT MORE DISCUSSION ABOUT THIS. AND A LOT MORE INPUT FROM TEACHERS, FROM PARENTS, FROM ADULT STUDENTS. FROM EXPERTS LIKE YOURSELF. BECAUSE I AM NOT A SPECIAL EDUCATION EXPERT BY ANY MEANS. BUT I DO HEAR FROM PEOPLE ALL OF THE TIME ABOUT THIS PROGRAM IN PARTICULAR. AND HOW THEY FEEL LESS THAN. AND NOBODY UP HERE WANTS THAT. >> I JUST WANT TO ADDRESS THAT PART OF THE LOOKING INTO THIS TOO WAS BECAUSE OF THAT FEELING THAT HAS BEEN EXPRESSED. SO THAT WAS ONE OF THE CONCERNS OF LOOKING INTO THIS. BECAUSE I DO COME FROM A PLACE [03:25:05] OF CARING ABOUT AND ADVOCATING FOR OUR STUDENTS, FOR OUR TEACHERS, DISTRICT. AND I JUST WANT YOU TO KNOW THAT THAT CAME FROM A PLACE, AND I APPRECIATE YOU POINTING OUT HOW IT HIT. I THINK IT'S JUST ADDRESSING ONE OF THE COMMUNITY CONCERNS THAT THIS WOULD BE AN ADDITIONAL LAYER FOR THIS STAFF THERE AND THEY DON'T WANT THAT IMPACT BECAUSE THEY CARE ABOUT THEIR STUDENTS AND HOW THEY'RE PERCEIVED ON A CAMPUS AND WANT TO MAKE SURE THAT DOESN'T LAND ANY SORT OF WAY. >> 100 PERCENT. I KNOW THAT IS NOT HOW YOU WOULD EVER INTEND ANYTHING. >> I APPRECIATE THAT. THANK YOU. >> SO A COUPLE OF REACTIONS. WHEN I READ THE PROPOSAL FOR THE FIRST TIME, MY INITIAL REACTION PROBABLY ECHOS A LOT OF WHAT I HEARD TONIGHT. THESE ADULT STUDENTS HAVE GRADUATED OR RECEIVED THEIR CERTIFICATE. AND THIS IS A NEW PLACE FOR THEM TO GO, WHERE THEIR PEERS ARE GOING OFF TO COLLEGE, ARMED FORCES OR A JOB OR WHATEVER. THIS GIVES THEM A NEW PLACE. AND I HEARD THAT EXPRESSED TONIGHT. THEN I TOO HAD THE OPPORTUNITY TO VISIT THE COFFEE CART AND BUY SOME COFFEE AND SEE THE CAMPUS. IT REALLY TO ME, IT JUST STRUCK ME AS A WONDERFUL SETTING, AS DESCRIBED BY MANY OF THE PEOPLE TONIGHT. IT IS IN A RESIDENTIAL NEIGHBORHOOD. NEXT TO A PARK. IT FELT VERY DIFFERENT THAN THE HUSTLE AND BUSTLE OF A TYPICAL HIGH SCHOOL CAMPUS. I APPRECIATE ALL OF THE WORK AND THINKING GOING INTO IT. I THINK THE OBJECTIVES AGAIN, ARE IN LINE WITH OUR PRIORITIES. BUT IT DOESN'T NECESSARILY FEEL TO ME THAT THIS IS THE BEST APPROACH. I WILL SAY ALL OF THE FEEDBACK, ALL OF THE COMMENTS TONIGHT ARE ABOUT WHY NOT TO MOVE THE CAMPUS. I HAVEN'T HEARD OTHER THAN FROM YOUR PRESENTATION, I HAVEN'T HEARD FROM OTHER PARENTS OR TEACHERS ABOUT WHY THEY WOULD THINK THIS IS A GOOD IDEA. AND MAYBE FURTHER WORK IF WE MOVE THIS FURTHER DOWN THE ROAD, THAT MIGHT BE VERY HELPFUL. BECAUSE IT SEEMS THE OVERRIDING ISSUE IS THE SAFETY ON THE CAMPUS. IT'S NOT A FENCE SURROUNDING IT. THERE IS NOT THE BUZZER SYSTEM. BUT AGAIN, THEY'RE ADULT STUDENTS. YOU KNOW, IT IS LIFE TO LIVE ON AN OPEN CAMPUS. BUT I GUESS IT GOES BACK TO WHAT DR. POWELL SAID EARLIER ABOUT UNDERSTANDING MORE WHAT THESE ROADBLOCKS ARE THAT IS CAUSING THE PROGRAM MAYBE NOT TO ACHIEVE ALL OF THE GOALS THAT HAS BEEN SET FORTH. AND WORK TO MAKE IT OR FIGURE OUT ALTERNATIVES TO THAT VERSUS MOVING IT TO ANOTHER CAMPUS. SO JUST MY THOUGHTS ON THAT, THANK YOU. >> THANK YOU. >> I JUST WANT TO CIRCLE BACK. I MEANT NO DISRESPECT OR ANYTHING. I AM A HUGE THOMAS FAN. I KNOW THE WORK THAT WENT INTO THIS PROPOSAL. I JUST -- YEAH. PLEASE. I MEANT NO DISRESPECT IN ANY WAY SHAPE OR FORM. >> I DO THINK I MEAN, WE HAVE THREE PROPOSALS HERE. I MEAN, WE'VE GOT TO DIRECT SOME WORK OF STAFF. IS IT THAT WE'RE FOCUSED ON TWO OUT OF THE THREE. THREE OUT OF THE THREE. FOCUSED ON ZERO OUT OF THE THREE. I DO THINK CONSENSUS FROM THE BOARD ON HOW YOU WOULD LIKE STAFF TO SPEND TIME IN PLANNING FOR NEXT YEAR WOULD BE BENEFICIAL TO US SO THAT WE'RE NOT SPENDING TIME ON A POSSIBLE PROPOSAL THAT AT LEAST MOVING SCHOOL SITES. IT COULD BE SPENDING TIME ON HOW TO LOOK AT A PROGRAM DIFFERENTLY. BUT I DO THINK WE'VE GOT TO HAVE SOME DIRECTION OUT OF THIS CONVERSATION ON EACH OF THE SEPARATE ONES ON WHERE THE BOARD WOULD STAND AND THAT WOULD HELP US OUT I THINK. >> CAN I ASK A TIMELINE QUESTION. RIGHT NOW LOOKING AHEAD, WE DON'T HAVE ANOTHER BOARD MEETING UNTIL MID APRIL. SO IS THE IDEA THAT THERE WOULD BE SOME DIRECTION GIVEN AND SOME WORK TO POTENTIALLY FURTHER DEVELOP A COUPLE OF PROPOSALS, WHATEVER WE DECIDE AND THEN AT SOME POINT COME BACK, LIKE MORE FLESHED OUT PROPOSAL, COME BACK TO A VOTE TO THE BOARD? >> YEAH. ULTIMATELY, I THINK TWO OUT OF THE THREE PROPOSALS ARE FLUSHED OUT. WORKING WITH STAKEHOLDERS ON THOSE CAMPUSES, I THINK ONE OF THEM -- THAT IS WHERE I STRUGGLE WITH ON IF THE BOARD IS NOT INTERESTED IN THIS, WE'VE GOT TO DO WORKING THROUGH PROGRAM ADJUSTMENTS, WITH FACULTY AND PARENTS AND STUDENTS, THAT IS LIKE GOING TO TAKE TIME. BECAUSE WE'RE LOOKING AT A PROGRAM. [03:30:02] THERE IS DEFINITELY SOME TIMELINES AS FAR AS TRANSITIONS OF PROGRAMS TO SCHOOL SITES AND THE CREATION OF THINGS LIKE THAT, WHICH WE COULD BRING BACK AT THE NEXT BOARD MEETING. IT'S JUST THERE IS DEFINITELY FLESHING OUT TO DO BEFORE GOING -- SO WE CAN HAVE PLANS FOR THE START OF NEXT SCHOOL YEAR. >> DO WE HAVE CONSENSUS THAT WITH THE FIRST TWO, THE PRESCHOOL AND THE KINDERGARTEN PRO PROGRAMS, THAT WE WANT TO CONTINUE DOWN THE ROAD THAT HAS BEEN PRESENTED HERE TONIGHT AND GET MORE INFORMATION AND MOVE IT FORWARD? DO WE HAVE CONSENSUS ON THAT? >> YES. AND IN TERMS OF THE INFORMATION THAT WE WOULD GET, I KNOW WE'VE TALKED ABOUT MAYBE GETTING SOME MORE LIKE STAKEHOLDER FEEDBACK. BUT THEN ALSO, I'M CURIOUS ABOUT FISCAL IMPACT. AND THEN I'M ALSO I KNOW WE WANT IT TO BE EVIDENCE BASED AND RESEARCH BASED. SO I KNOW I WOULD LOVE TO GET SOME OF THAT TOO. IF POSSIBLE. >> OKAY. OKAY. SO WE HAVE CONSENSUS TO MOVE DOWN THE ROAD ON THE FIRST TWO. THEN WHERE DO WE WANT TO GO WITH CONEJO OAKS? DO WE WANT TO HEAR MORE ABOUT ADDRESSING THE BARRIERS? WITH OR WITHOUT A LOCATION CHANGE? >> I MEAN, AT THIS POINT I WOULD NOT BE PARTICULARLY IN FAVOR OF A LOCATION CHANGE. IF THERE ARE THESE PARTICULAR BARRIERS THAT WOULD MAKE IT A BETTER PROGRAM, I WOULD BE ALL FOR THAT. I'M TRYING TO FIGURE OUT RESOURCE STANDPOINT, BECAUSE THERE IS A LOT -- WITH THE FIRST TWO PROPOSALS TO PULL THAT OFF. SO I DON'T KNOW IF THERE IS THE URGENCY ON THE BARRIERS OR MAYBE THERE ARE IN TERMS OF DOING THAT IN THE NEXT MONTH. >> SO ARE WE SUGGESTING THAT WE TABLE CONEJO OAKS FOR NOW? >> FROM THE STAFF PERSPECTIVE, I THINK CONSENSUS ONE WAY OR THE OTHER TO GO WITH THIS PROGRAM, I THINK IF AS A BOARD WE HAVE THREE OR FOUR MEMBERS UP HERE WHO ARE SAYING, THIS ISN'T ANYTHING WE WANT TO DO, I THINK STAFF AND I NEED TO KNOW THAT SO THAT WE CAN FOCUS ON PROGRAM STUFF. IF WE'RE GOING TO BE CONTINUING TO THINK WE'VE GOT TO DO THIS AND HAVE THIS, THAT DOESN'T HELP US ON PLANNING TIME FOR THE REMAINDER OF THE YEAR. I MEAN, I HAVE A FEELING THAT THAT IS CONSENSUS AND I THINK WE JUST NEED TO SAY IT SO THAT STAFF CAN FOCUS ON THE OTHER TWO. >> DID I NOT -- OKAY. I THINK WE SHOULD HOLD ON THIS PROGRAM. I WASN'T SURE -- >> I NEED THE MAJORITY TO TELL US. >> I SUPPORT THAT. >> I ALSO SUPPORT THAT. >> THANK YOU. >> OKAY. THAT MAKES THE DECISION. THAT IS THREE. HAVE WE ANSWERED THE QUESTIONS WE NEEDED TO ANSWER? >> I GUESS MY NEXT QUESTION, BACK TO THE OTHER TWO, IS THERE ANY CHANCE THAT YOU WOULD LIKE TO SEE US PLAN THE REMAINDER OF THIS YEAR AND GOING INTO NEXT YEAR SO THAT IF WE DO MAKE THE TRANSITION, THAT IT'S THE NEXT YEAR? SO THE 14 -- 24-25 SCHOOL YEAR. YEAH. I MEAN, ULTIMATELY THAT IS WHERE WE'VE GOT TO FIGURE OUT IF WE'RE MOVING IN THE NEXT FOUR MONTHS TO THE FIRST TWO PROPOSALS, WE NEED TO KNOW THAT. >> OR IF THE BOARD IS THINKING WE NEED A LONGER RUNWAY, THEN WE NEED TO KNOW THAT AS WELL. >> THAT IS WHY I ASKED ABOUT TIMELINE. I'M CONCERNED, AGAIN, I'M NOT A SPECIAL EDUCATION EXPERT, FROM WHAT HAS BEEN PRESENTED TONIGHT, IT FEELS LIKE A LOT OF BIG MOVES. AND MAYBE I'M -- THAT IS JUST MY LAYMAN'S FEELING. >> AS FAR AS THE ELEMENTARY CAMPUSES, THE STAFF HAVE ALL BEEN INFORMED, ALSO HAD AN OPPORTUNITY TO PROVIDE INPUT TO THEIR PRINCIPALS, CERTAINLY THEY KNOW THAT THEY CAN REACH OUT TO ME. DR. RODRICK AND I DID CONNECT WITH ALL OF THE PRINCIPALS, WALKED THE CAMPUSES. OUR NEXT STEP FOR THE ELEMENTARY PIECES WOULD BE TO START WORKING WITH THE PARENTS, AS WELL AS THE BE ME STAFF HAS HAD THE OPPORTUNITY TO SPEAK TO [03:35:01] DR. RODRICK ABOUT THIS. IT WOULDN'T BE LIKE THIS IS THE ONLY TIME THEY HEARD ABOUT THIS. I JUST WANTED YOU TO BE AWARE THAT THERE HAVE BEEN OTHER STAKEHOLDER CONVERSATIONS AND OUR NEXT STEP WOULD BE WITH THE PARENTS. >> I WOULD LIKE TO ADD THE LEGWORK, THE FOOT WORK, BOOTS TO THE GROUND, LISTENING TO PARENTS, TALKING WITH STAFF, EVEN CONVERSATIONS AS DR. MCLAUGHLIN MENTIONED, PRE-COVID THAT WERE SHARED, THAT DID SPARK A LOT OF THE HARD WORK. I JUST WANT TO MAKE SURE I HIGHLIGHT THAT. BECAUSE TO COME HERE AND TO LAY IT OUT WITH THE MINDSET AND THE PASSION THAT THESE DIRECTORS HAVE FOR ADVOCATING FOR OUR STUDENTS, THAT THEY DID A GREAT JOB. AND I WANT TO MAKE SURE THAT YOU KNOW ALL THE APPRECIATION AS WELL AS CONTINUING TO LOOK FOR MORE OPPORTUNITIES FOR INCLUSION. WHETHER IT'S IN THE COMMUNITY, WHETHER IT'S IN THE CLASSROOM. BUT WE ARE GOING TO CONTINUE TO WORK ON THAT AS WELL. AND I THANK ALL OF YOU FOR THE INPUT. I THINK IT WAS A GREAT DISCUSSION. >> LIKE AS DISTRICT LEADERS, WE DON'T JUST LIKE LOOK FOR CHANGE FOR THE SAKE OF CHANGE. LIKE OR BIG CHANGE AS WAS SAID HERE BEFORE. THE PROPOSALS HERE WERE BASED OFF OF THE FEEDBACK THAT WE'RE HEARING, ABOUT HOW WE CAN POTENTIALLY MAKE OUR PROGRAMS BETTER FOR OUR STUDENTS. AND I JUST WANT TO SAY THAT YOU KNOW, THERE HAS BEEN A LOT OF GREAT FEEDBACK AND CONVERSATION HERE IN THE ROOM, AND FROM OUR BOARD AND THAT IS IMPORTANT FEEDBACK FOR US TO TAKE FORWARD. BUT AGAIN, I WANT OUR THREE DIRECTORS AREN'T SITTING AROUND WHAT CAN WE DO DIFFERENTLY. IT'S ALL ABOUT WHAT AM I HEARING AND HOW CAN WE IMPROVE SERVICES FOR ALL OF OUR STUDENTS, IN THIS CASE, OUR STUDENTS WITH DISABILITIES. >> ARE WE READY? HAVE WE ANSWERED THE QUESTION? IF A MAJORITY WANTS TO TABLE THE QUESTION OF A MOVE FOR CONEJO OAKS, CAN WE GO FULL STEAM AHEAD ON THE OTHER TWO? OKAY. YEAH. THANK YOU SO MUCH FOR ALL OF THE WORK THAT WENT INTO THAT. >> WOULD WE LIKE TO TAKE A FIVE-MINUTE BREAK. 9:45. [C. Instructional Services - Approval of New Middle School Core Literature Title - When Stars are Scattered] WELCOME BACK. WE ARE CURRENTLY AT 5C. APPROVAL OF NEW MIDDLE SCHOOL CORE LITERATURE TITLE WHEN STARS ARE SCATTERED. I'LL SAY AGAIN, FOR THOSE WHO ARE WONDERING ABOUT THE REPETITION, THAT THE LAST TIME WE REDID 6161.1, THE BOARD POLICY THAT GOVERNS THE ADDITION OF NEW TITLES, WE MADE AN INTENTIONAL CHOICE TO OPEN THIS PROCESS UP, WELCOME THE COMMUNITY, TO EXPLORE THESE NEW TITLES BROUGHT FORTH IN OUR EDUCATORS, WE BUILT IN THE TIME IN THE SCHEDULE, RATHER THAN THE TYPICAL PROCESS WHERE WE CONSIDER SOMETHING FOR INFORMATION AND DISCUSSION ONE TIME, WE BUILT IN ANOTHER STEP. TO ALLOW SLOW READERS LIKE MYSELF TO CATCH UP. I AM CURRENTLY HALFWAY THROUGH WHEN STARS ARE SCATTERED. LOVING IT. IS THERE ANYTHING ABOUT IT THAT YOU WOULD LIKE TO SAY? >> NO, OTHER THAN WE'LL HAVE ANOTHER WEBINAR MARCH 30TH. >> MARCH 30TH, MARK YOUR CALENDARS. QUESTIONS? >> CAN I JUST ASK WHAT -- BECAUSE YOU ALREADY HAD ONE WEBINAR. DID ANY QUESTIONS COME OUT OF IT, INTERESTING? >> NO. WE DIDN'T HAVE QUESTIONS POSED FROM THE WEBINAR. >> OKAY. THE WEBINAR INCLUDED ALL OF THE BOOKS, RIGHT? >> THAT'S CORRECT. YEAH. WE WENT THROUGH THE OVERALL PROCESS FOR OUR DISTRICT. AND THEN BRIEF SUMMARIES. ULT I'M CHOKING ON THE ALMONDS THAT I GOT FOR A SNACK. MYSELF, DR. WILSON AND MR. MERCER. >> WHEN YOU SAID THAT WE DIDN'T HAVE ANY QUESTIONS POSED FROM ANYONE OR ABILITY TO DO IT [03:40:01] >> I WANT TO MAKE SURE. YES. FOLKS HAD THE ABILITY TO ASK QUESTIONS. AT THAT TIME NO QUESTIONS WERE ASKED. WE PROVIDED OUR E-MAIL ADDRESSES, AS WELL AS POINTED PEOPLE TO OUR CORE LITERATURE WEB PAGE, WHERE FOLKS CAN SUBMIT A QUESTION. I DID CHECK TODAY AND NO QUESTIONS HAVE BEEN SUBMITTED RECENTLY. >> JUST TO REITERATE, THEY DID A WONDERFUL JOB. THEY WENT THROUGH ALL OF THE FACTS, WENT THROUGH ALL OF THE BOOKS. AND THE CHAT WAS WORKING. JUST BECAUSE I CHECKED IN TO SEE. YEAH. AT ONE POINT. SO IT JUST WAS A GREAT PRESENTATION. AND THANK YOU FOR YOUR TIME. AND I GUESS THE FACTS ARE VERY COMPREHENSIVE. >> YES. THAT IS TRUE. WE DID GET A COUPLE OF THANK YOUS IN THERE WHICH WERE NOT QUESTIONS. BUT WE WILL GLADLY TAKE THE THANK YOUS. >> WE SORT OF ALREADY SEGUED. I ONLY ANNOUNCED THE MIDDLE SCHOOL CORE LITERATURE TITLE. [D. Instructional Services - Approval of New High School Core Literature Titles - Interpreter of Maladies, Purple Hibiscus, World of Wonders] BUT 5D IS APPROVAL OF NEW HIGH SCHOOL CORE LITERATURE TITLES. IN INTERPRETER MALADIES, ANY QUESTIONS OR DISCUSSION ON THESE TITLES? >> I WAS GOING TO SAY I READ PURPLE HIBISCUS AND REALLY ENJOYED IT. SO MANY THEMES AND GREAT ISSUES TO GRAPPLE WITH AND TALK ABOUT. >> EXCELLENT. [E. Business Services - Amendments to the Facility Use Rules and Regulations] THANK YOU. >> OKAY. SO THAT THEN BRINGS US TO 5E. AMENDMENTS TO THE FACILITY USE RULES AND REGULATIONS. DR. HAYAK. >> EACH YEAR WHEN FACILITY USE RENEWAL COMES UP AND REVIEW OF FEES, WE LOOK AT THE RULES AND REGULATIONS, RELATED TO FACILITY USE. WE DID CONVENE OUR FACILITY USE COMMITTEE. WE MET TWO TIMES. REVIEWED THE RULES AND PROPOSED CHANGES. IN THE DOCUMENT ATTACHED, ANYTHING THAT IS BOLD IS NEW LANGUAGE, ANYTHING THAT HAS A LINE THROUGH IT HAS BEEN STRUCK OUT. IF THERE IS ANY QUESTIONS RELATED TO ANY OF THE CHANGES, I'M HAPPY TO ANSWER OR ADDRESS THEM. >> DO WE HAVE ANY QUESTIONS ON THE CHANGES? >> YES. I DO. I THINK THEY'RE REALLY MINOR. YOU CHANGED THE LANGUAGE ABOUT FACILI-TRON. WAS THAT TO MAKE IT MORE GENERIC? >> WE'RE NOT IN THE BUSINESS OF PROMOTING ANYONE VENDOR, SO WHENEVER IT COMES TO CONTRACTS AND DOCUMENTS FROM THE DISTRICT, WE TRY NOT TO NAME IT BY BRAND. >> OKAY. AND THEN IT LOOKED LIKE, I MEAN, THERE IS A WHOLE NEW SECTION ON POOL USE. >> YEAH. SO WE DO -- WE DIDN'T HAVE, PART OF OUR REVIEW, SO I MEET WITH CRPD ONCE A YEAR. WE REVIEW OUR SHARED USE AGREEMENTS AND SUCH. APPROVED ON THE CONSENT AGENDA TONIGHT FOR RENEWAL. ONE OF THE THINGS THAT CAME UP IS POOL USE. SO WE BORROWED THEIR LANGUAGE REGARDING POOL USE, TO MAKE SURE THAT WE'RE COVERED AS WELL WHEN OUTSIDE USER GROUPS USE OUR POOL. >> AND THEN IT LOOKED LIKE SOME LANGUAGE THAT SHIFTED FROM MAYBE THINGS THAT PREVIOUSLY REQUIRED APPROVAL BY THE SITE ADMINISTRATOR, IS NOW THE DISTRICT. >> SO SOME OF OUR SITE STAFF HAVE BEEN GETTING VERBALLY ABUSED BY SOME OF THE OUTSIDE USER GROUPS. SO WE KIND OF WANT TO -- WE DON'T WANT THEM TO BE IN THE MIDDLE OF THESE ISSUES, WE FEEL IT SHOULD BE HANDLED THROUGH THE RESERVATION PROCESS AND IF ANYONE VIOLATES THESE RULES, JEOPARDIZES THEIR ABILITY TO RENT FACILITIES MOVING FORWARD. ONE OTHER QUESTION. ON NUMBER 15, I KNOW THIS WAS NOT A CHANGE. I'LL USE MY NEWBY STATUS AS MY EXCUSE FOR ASKING ABOUT THIS. I WAS CURIOUS ABOUT INTERFERING WITH THE EDUCATIONAL PROGRAM OF THE SCHOOL. KIND OF WHAT THAT MEANT. >> LET'S SAY FOR EXAMPLE, WE HAVE ELOP AFTER SCHOOL PROGRAM AT ONE OF THE ELEMENTARIES. IF WE HAVE KIDS THAT ARE IN CLASSROOMS AND THEN USE THE GRASS AREAS OUTSIDE OR THE FIELDS DURING THAT TIME AFTER SCHOOL, THEN WE WILL NOT RENT OUT THE FACILITY AT THAT TIME. SO OUR PROGRAMS TAKE PRIORITY [03:45:06] AND PRECEDENCE OVER ANY USER GROUPS. SO THERE COULD BE SOME SITUATIONS WHERE WE ARE ABLE TO SHARE SOME USE, IF SOME WERE USING CLASSROOMS AND SUCH. BUT WE TAKE INTO ACCOUNT SECURITY OF OUR STUDENTS DURING THE SCHOOL DAY AND THEN FOR ALL OF OUR PROGRAMS AFTER SCHOOL AS WELL. >> GREAT. THANK YOU. >> THE OTHER MAJOR, BUT OTHER CHANGE HERE WAS NUMBER 20 AND 21. REGARDING SIGNS ON DISTRICT PROPERTY. WE HAD SOME ISSUES WITH SIGNS BEING LEFT AROUND ON DISTRICT PROPERTY ALL YEAR LONG. SO UNDER THIS REVISED RULES AND REGULATIONS, WE'LL PERMIT WITH DISTRICT APPROVAL USER GROUPS TO PUT UP SIGNS DURING THEIR USE AND EVENTS, BUT THEY WOULD HAVE TO REMOVE THEM AND TAKE THEM DOWN AFTER. >> AFTER THE WEEKEND EVENT, NOT THE SEASON, CORRECT? >> CORRECT. AFTER EACH USE, THEY WOULD HAVE TO TAKE THEM DOWN. >> I HAVE ONE MORE I WANTED TO ASK ABOUT. SORRY. NUMBER NINE. I WAS JUST CURIOUS, I KNOW WE RESERVE THE RIGHT IN THIS AGREEMENT TO SIGN A CUSTODIAN OR OTHER REPRESENTATIVE TO OPEN AND CLOSE THE BUILDINGS AND GROUNDS, WHO SHALL HAVE THE AUTHORITY TO ENFORCE RULES AND REGULATIONS. SO I JUST WANTED TO ASK ABOUT KIND OF WHAT THAT LOOKED LIKE. >> SO ANY DISTRICT REPRESENTATIVE HAS THE AUTHORITY TO REQUEST A COPY OF THE USE PERMIT. AND TO MAKE SURE THAT THE RULES ARE BEING ENFORCED. THAT IF THEY'RE THERE AT THE TIME THAT IS PRESCRIBED AND LEAVING AT THE TIME THEY'RE PRESCRIBED. ALSO WHATEVER IS IN THE USE AGREEMENT, WHETHER THEY'RE CLEANING UP OR YOU KNOW, IF THEY'RE NOT SCHEDULED TO USE RESTROOMS, AND THEY'RE USING RESTROOMS, THEY WOULD REPORT THAT BACK. OR THEY WOULD INFORM THE USER GROUPS AS TO WHATEVER THEY RESERVED, WHATEVER PROGRAM THEY HAVE GOING ON, WHATEVER ACTIVITY IS WHAT THEY'RE ENTITLED TO. ANYTHING ABOVE AND BEYOND THAT WOULD HAVE TO BE PUT IN SEPARATELY. >> SO OUR CUSTODIAL STAFF, FOR EXAMPLE, IS REALLY FAMILIAR WITH WHAT IS CONTAINED IN HERE AND >> THEY ARE. THEY'RE THE ONES WHO INTERACT MORE ON A DAY TO DAY BASIS WITH THE USER GROUPS. WE DO GO OVER THIS WITH THEM. A LOT OF THIS HAPPENS ON THE WEEKENDS. THE SAME TYPE OF ACTIVITIES. >> THANK YOU. >> I WAS ON THE FACILITIES COMMITTEE, SUBJECT TO THE CONVERSATIONS, BUT I DO WANT TO REITERATE WHAT YOU WERE TALKING ABOUT WITH 20 AND 21 BECAUSE THAT IS NOT CURRENTLY THE PRACTICE AT SOME SCHOOLS. I KNOW AT WESTLAKE ELEMENTARY, THE SIGNS ARE LEFT UP ALL SEASON. I'M ASSUMING THERE WILL BE A COMMUNICATION PIECE TO THIS. EXPLANATION OF THE CONSEQUENCES. SIGNS DISREGARDED. >> THERE WILL BE. THIS ONE PARTICULAR USER GROUP, I DID COMMUNICATE WITH THEM LAST YEAR AND ASKED THEM TO COMMUNICATE WITH US BEFORE THEY MOVE FORWARD WITH ANY SIGN PROGRAM. UNFORTUNATELY, THEY MOVED FORWARD WITHOUT COMMUNICATING WITH US AND THEY HUNG THE SIGNS ALREADY. SO HAS COME BACK FOR APPROVAL IN APRIL. ONCE THESE NEW RULES AND REGULATIONS, COMMUNICATE WITH THEM DIRECTLY AND LET THEM KNOW WHAT THE NEW POLICIES ARE. >> THANKS. >> JUST ONE OF THE ISSUES THAT WE HAVE SPECIFICALLY ON THIS SITE, WHEN THE SIGNS ARE UP, THAT IS ALSO THE SAME PLAYGROUND AREA THAT THE STUDENTS USE. IT DOES BLOCK SIGHT. AND THAT IS I MEAN, ONE MAJOR ISSUE THAT WE RUN INTO WITH THAT ONE PARTICULAR SITE. >> OKAY. IF WE ARE READY TO MOVE ON TO 5F. MS. FELDMAN, DO WE HAVE A COMMENT? >> THANK YOU VERY MUCH. >> MIKE GARAFOLO. >> THANK YOU. ONE QUESTION, WILL THAT BE ON FACILTRON AFTER THE VOTE SO WE CAN GET THE NEW RULES AND REGULATIONS AS WE'RE PROCEEDING THROUGH THE SEASON. >> YES. THE CURRENT RULES AND REGULATIONS THAT ARE ON THE SITE WILL BE UPDATED ONCE APPROVED. >> IS THERE ANY WAY TO PUT THAT UP AS A DRAFT OR IS IT THAT WE NEED TO WAIT FOR FULL FLEDGED BOARD APPROVAL? >> YEAH. BECAUSE THE RULES AND REGULATIONS, THERE IS ONLY ONE SLOT FOR THE RULES AND REGULATIONS. WE DID PRIOR TO THIS MEETING SEND OUT AN E-MAIL TO EVERY USER GROUP REGISTERED IN THE SYSTEM, LETTING THEM KNOW ABOUT THIS MEETING AND THEIR ABILITY TO PROVIDE ANY COMMENTS OR [03:50:06] FEEDBACK TO THE BOARD. >> THANK YOU. >> MS. FELDMAN, CAN WE ADJUST MR. GARAFALO'S TIME. >> MY NAME IS MIKE, TOURNAMENT DIRECTOR FOR THOUSAND OAKS SOFTBALL. BEEN ON THE BOARD FOR 34 YEARS. WE'VE HAD A GREAT PARTNERSHIP WITH THE SCHOOL DISTRICT. WORKED WITH SUPERINTENDENTS, ASSISTANT SUPERINTENDENTS, FROM RICHARD SIMPSON, DR. SAMS, PRINCIPALS LOVE, TO CURRENT PRINCIPAL JASON KLINGER. SO I KNOW THAT WE'RE ON AN ESCALATING COSTS FOR OUR FIELDS. EVERY YEAR THERE HAS BEEN AN INCREASE 25 PERCENT. THAT IS KIND OF WHAT I WANTED TO TALK ABOUT, AS AN OUTSIDE USER GROUP. AND ASKING YOU TO LOOK AT THAT AGAIN. I DID REVIEW LAST YEAR WHEN THIS DOCUMENT WAS DONE. I DID READ THROUGH IT AGAIN. SOME OF THE SCHOOL DISTRICTS ARE LIKE PYL, BURBANK, IF YOU LOOK THROUGHOUT THE STATE, DISTRICTS ARE GOING TO BE HIGH, LOW, I THINK WHAT IS MORE IMPORTANT IS GOING ON IN OUR COMMUNITY. UNIFIED SCHOOL DISTRICT CHARGES YOUTH NON-PROFIT ORGANIZATIONS FIVE DOLLARS PER FIELD. THAT IS THE CURRENT PRICE ON THEIR WEBSITE. CRPD CHARGES 5.65 PER FIELD FOR YOUTH ORGANIZATIONS. IT DOESN'T SEEM FAIR IF YOU PLAY FOR NEWBURY SOFTBALL, THEIR COST IS 5.65, OURS ARE GOING TO KEEP INCREASING OVER THE NEXT FEW YEARS. I THINK OUR FEE IS 11 AND A QUARTER FOR NEXT YEAR, IF I CALCULATED IT RIGHT. IN 2021, PRIOR TO THE AGREEMENT GOING INTO EFFECT, I KNOW WE HAD A GREAT LONG-TERM GRANDFATHER SWEETHEART DEAL, WHATEVER YOU WANT TO CALL IT, WHERE OUR FEES WERE VERY LOW, $2,860 IS WHAT WE PAID FOR THE WHOLE YEAR. WE HAD ACCESS TO THE FIELDS EVERY DAY, THROUGHOUT THE YEAR. NOT THAT WE WERE THERE, YEARLY, TWICE A YEAR. NOT SAYING WE SHOULD BE AT THAT RATE, BUT IN 2022, WE PAID $9,028 FOR APPROXIMATELY 400 HOURS OF USE. 2023, THE RATES STAYED THE SAME, THE BOARD VOTED TO KEEP THE RATES AT THE LEVEL. SO WE'RE GOING TO BE AT THE SAME LEVEL. WITH THE INCREASED OF OUR FEES, THAT CAN BE DOUBLED IN THE NEXT SEASON, 23-24, YOU KNOW, WE CAN BE DOUBLING OUR RATES. CRPD, 5.65, 9,040 WHICH IS ABOUT WHAT WE'RE PAYING NOW. AM I DONE? I GUESS I'LL JUST END WITH I JUST BELIEVE THAT WE SHOULD KEEP THE FEES WHERE THEY ARE RIGHT NOW. OR EVEN IF THERE IS A SMALL INCREASE, THAT SHOULD BE IT. WE SHOULD CAP IT AT THAT. NOT THE FOUR-YEAR TOTAL INCREASE THAT THE BOARD IS LOOKING AT OVER THE YEARS. BECAUSE OUR FEES, IF I CAN JUST MAKE ONE MORE TIME, I'LL PASS MY TIME. SO IN 2020, OUR FEES WERE 125. 2023, WE HAD TO GO UP TO 275. I THINK THERE IS A LOT OF FAMILIES WITH GAS, INFLATION, FOOD INFLATION, MAYBE WE DISCUSS NEXT YEAR THAT THE FEES STAY THE SAME. THANK YOU. >> THANK YOU FOR COMING IN AND STAYING SO LATE TO SHARE THIS INFORMATION WITH US. WE TRULY APPRECIATE IT. >> I WILL SAY DR. HAYAK WILL GO THROUGH A PRESENTATION HERE. I THINK WILL CLARIFY. IF YOU WERE LOOKING AT THE OLD SCHEDULE, THERE IS AN AMENDED SCHEDULE IN TONIGHT'S PRESENTATION THAT IS $3 A FIELD. >> SO TONIGHT WE'LL I'LL JUST GIVE YOU A BRIEF OVERVIEW OF OUR FACILITY USE PROGRAM. SOME OF THE PIECES OF LEGAL FRAMEWORK. WE HEAR DIRECT COST CALCULATION ALL THE TIME. GIVE YOU A QUICK OVERVIEW OF WHAT THAT MEANS AND HOW IT'S CALCULATED. MOST USED FACILITIES. USED BY THE TOP USER GROUPS. AND LOOK AT THE FEE SCHEDULE FOR THE NEXT YEAR AND POTENTIALLY YEAR AFTER. I DID A COMPARATIVE WITH NEIGHBORING DISTRICTS. AND UPDATE TO THE RULES AND [03:55:04] REGULATIONS, PRIOR AGENDA ITEMS RELATED TO THIS. REALLY THE PUBLIC SCHOOL FACILITIES ARE -- BELONG TO THE COMMUNITY. THEY DON'T BELONG TO ANYONE INDIVIDUAL. SO THE PUBLIC HAS THE RIGHT TO USE THOSE FACILITIES. ALTHOUGH, THERE NEEDS TO BE UNDER BOARD OF EDUCATION POLICY. WE HAVE TO HAVE CONTROLLED MEASURES AND RULES AND REGULATIONS IN PLACE. FACILITY USE FEES, STARTING ABOUT FOUR YEARS AGO, WHEN WE STARTED THIS CONVERSATION AND LOOKING AT THE FEE SCHEDULE AND SUCH, WE MOVED ALL OF THE REVENUE THAT WE COLLECT FOR FACILITY USE FEES, INTO OUR DEFERRED MAINTENANCE FUND. WE'VE BEEN USING THOSE DOLLARS TO ENSURE THAT IT'S GOING TO THE MAINTENANCE OF THE SCHOOLS. LOGIC IS WHEN MORE PEOPLE USE THE FIELDS, IT MEANS FASTER WEAR AND TEAR. THEREFORE, THAT WE WOULD NEED TO UPDATE THOSE FACILITIES EARLIER THAN EXPECTED. WE USE A COST RECOVERY ANALYSIS TO HELP US UNDERSTAND HOW MUCH TO CHARGE IN ORDER TO RECOUP COST AND IMPROVE MAINTENANCE. WE USE THE SYSTEM CALLED FACILTRON. YOU LOG IN AND ESSENTIALLY A SCHEDULING TOOL. IT TAKES ALL OF OUR FACILITIES AND HAS PICTURES THERE. AND AVAILABLE TIMES. SO ANY USER GROUP CAN GO IN AND SEE WHAT IS AND WHAT IS NOT AVAILABLE AND RESERVE SPECIFIC TIMES WITHIN THE SYSTEM. AND IT GOES THROUGH A BACK END APPROVAL PROCESS, WHICH GOES THROUGH MAINTENANCE AND OPERATIONS, THE SCHOOL SITE TO MAKE SURE THAT THE USE IS NOT CONFLICTING WITH ANY SCHOOL ACTIVITIES. THIS IS JUST DIRECTLY FROM THE CALIFORNIA DEPARTMENT OF EDUCATION WEBSITE. THERE IS A LEGAL FRAMEWORK, CIVIC CENTER ACT. THIS IS JUST FOR REFERENCE PURPOSES, IF ANYBODY WANTED TO TAKE A LOOK AT IT. I LEFT THE LINKS IN HERE LIVE. YOU CAN CLICK THROUGH ON THEM. THE LAST LINK SAYS SAMPLE CALCULATION, THE CALCULATION THAT WE USE BASED ON THE FORMULA PROVIDED BY THE STATE TO BE ABLE TO CALCULATE WHAT DIRECT COSTS ARE. WE CALCULATE DIRECT COST AS THE STATE DEFINES THEM AS SCHOOL DISTRICT FOR THE USE OF SCHOOL FACILITIES, COST OF SUPPLIES, UTILITIES, JANITORIAL SERVICES, SERVICES OF SCHOOL DISTRICT EMPLOYEES AND SALARIES, PAID TO EMPLOYEES DIRECTLY. ASSOCIATED WITH THE ADMINISTRATION OF THE CIVIC CENTER ACT. SO CONSISTS OF THREE COMPONENTS, WHEN WE LOOK AT OPERATING COSTS OF THE SCHOOL DISTRICT UTILITIES, MAINTENANCE, CUSTODIAL SALARIES, CAMPUS SECURITY, SUPPLIES, EQUIPMENT AND OTHER SPECIALIZED BUILDING MAINTENANCE COST, THINGS LIKE THE THEATER, POOLS, AND KITCHENS AND ET CETERA, DIFFERENT OPERATING COSTS AND EXPENSES. THE COST TO RUN THE PROGRAM WHICH IS THE FACILITIES MANAGEMENT SYSTEM, WHICH IS FACILITRON AND COST OF STAFF SALARIES AND BENEFITS. ONE FULL-TIME PERSON THAT OVERSEES THE BACK END OF THIS. GREAT AMOUNT OF TIME SPENT AT THE SITE LEVEL WITH PRINCIPALS AND ALSO ONE OF OUR ACCOUNTANTS IN FISCAL SERVICES SPENDS ROUGHLY A THIRD OF THEIR TIME PROCESSING PAYMENTS AND HANDLING THE FINANCIAL END OF THIS. AND THEN THE THIRD COMPONENT OF THIS IS THE CAPITAL COSTS, WHICH MEANS AT SOME POINT IN TIME WE'RE GOING TO HAVE TO REPLACE THE TURF ON THE FIELDS. AT SOME POINT IN TIME WE'RE GOING TO HAVE TO RECONDITION THE FIELDS AND THAT IS WHERE THE CAPITAL COST COMPONENTS COME IN. THAT IS THE ONE OVER THE LAST COUPLE OF YEARS, COMING OUT OF COVID AND WITH THE RECENT INFLATION, THAT HAS GONE DRAMATICALLY HIGHER. WHICH IS GOING TO LEAD TO INCREASED CAPITAL COSTS MOVING FORWARD IN THE FUTURE, WHENEVER WE'RE GOING TO DO ANY TYPE OF FACILITY PROJECTS RELATED TO FEES OR FACILITIES. THIS IS THE SAMPLE OF THE EQUATION AND HOW IT'S CALCULATED. AGAIN, I'M NOT GOING TO GO OVER THIS. THIS IS FOR REFERENCE PURPOSES ONLY. IT DOES USE A COMMERCIAL CONSTRUCTION INDEX SOURCE TO COME UP WITH CAPITAL COSTS, SO IT IS BASED ON RELEVANT AND UP-TO-DATE INFORMATION. LOOKING AT THE FACILITIES, PRIOR YEAR AND CURRENT YEAR, IT'S HARD NOW TO DO A TREND OVER YEARS, BECAUSE COVID KIND OF THREW A WRENCH IN THE USE AND THE HOURS USED. SO WE'RE COMING OUT OF THAT. SO WE TOOK THE PRIOR YEAR, WHICH THERE WASN'T A FULL 100 PERCENT USE. BUT YOU CAN SEE THE BASEBALL AND SOFTBALL FIELDS HAVE THE GREATEST NUMBER OF HOURS USED. REGULAR FIELDS. ELEMENTARY CLASSROOMS AND HIGH SCHOOL MIDDLE SCHOOL CLASSROOMS. POOL. GYM. AND THEN YOU SEE THEM GOING DOWN THE LINE. WE HAVE NOT UPDATED OUR CAPITAL COSTS SINCE 2019. WE'RE IN THE PROCESS OF DOING THAT NOW. DIRECT COSTS TO THE DISTRICTS AS CALCULATED BY THE FORMULA SHOWN BEFORE REFLECTIVE OF COSTS BASED ON 18-19. [04:00:04] CURRENT YEAR, SIMILAR, BASEBALL SOFTBALL FIELDS ARE THE HIGHEST USE, GRASS FIELDS AND THEN CLASSROOMS. TOP 20 USERS, THIS IS BY HOURS, YOU CAN SEE HERE THE NUMBER OF HOURS USED BY THE INDIVIDUAL USER GROUPS, AND WHAT THE FEES ASSOCIATED FEES WERE PAID TO THE SCHOOL DISTRICT AND THEN THE DIRECT COSTS, AGAIN, BASED ON 18-19. THIS IS THE CURRENT YEAR. THERE WAS SOME QUESTION IN THE PAST ABOUT COMMUNITY USER GROUPS. SO WE PULLED OUT SOME OF THE COMMUNITY USER GROUPS THAT USE OUR FACILITIES CONEJO RECREATION PARK DISTRICT IS BY FAR THE LARGEST ORGANIZATION THAT USES OUR FACILITIES. WE HAVE A JOINT USE AGREEMENT WITH THEM. THEY RUN A NUMBER OF THE PROGRAMS FOR OUR STUDENTS. SO THEY LET US USE THEIR PARKS AND FIELDS AS WELL. SO TWO PUBLIC ENTITIES, WE DON'T CHARGE ONE ANOTHER WHEN WE USE EACH OTHER'S FIELDS. BOYS AND GIRL SCOUT TROOPS, NOT A SIGNIFICANT AMOUNT OF YEARS. YEAR-TO-DATE. ADALANTE ONE SUNDAY A MONTH I BELIEVE IT IS FOR THEIR PROGRAM, SATURDAY. SATURDAY. RED CROSS USES OUR FACILITIES PERIODICALLY. THE CALIFORNIA ASSOCIATION OF STUDENT COUNCIL, 53 HOURS. DRAMA TEACHER ASSOCIATION OF SOUTHERN CALIFORNIA, 227 HOURS. YMCA USES 1500 HOURS. TO GIVE YOU A COMPARATIVE, OUR SCHOOLS FOR WHAT WE USE AND THIS IS OUTSIDE OF THE SCHOOL DAY, IT'S JUST UNDER 300,000 HOURS. YEAR-TO-DATE. SO WE DID, AS MENTIONED, I KNOW THIS IS SMALL, BUT EACH OF YOU CAN SEE IT ON YOUR SCREEN, WE [F. Business Services - 2023-2024 District Fee Review: Facility Use Fees] DID CONVENE THE FACILITY USE COMMITTEE. THERE WAS OVERWHELMING SUPPORT TO A COUPLE OF YEARS AGO, THE BOARD, IN LIEU OF INCREASING RATES SIGNIFICANTLY IN ONE YEAR, PUT TOGETHER A FOUR-YEAR PLAN AND APPROVED INCREMENTAL INCREASE OVER A PERIOD OF TIME. AS MENTIONED EARLIER, IT WAS FROZEN ON YEAR ONE. SO WHEN THE COMMITTEE MET, THERE WAS SUPPORT TO MOVE TO YEAR TWO, AS THE BOARD VOTED AND AGREED TO DO A COUPLE OF YEARS AGO. HOWEVER, THERE WAS SOME CONVERSATION AND RECOGNITION ABOUT THE IMPACT TO SOME OF THE USER GROUPS. SO WE WENT THROUGH A NUMBER OF DIFFERENT SCENARIOS, DID CALCULATIONS, TRYING TO KEEP IN MIND TO NOT MAKE AS MUCH A SIGNIFICANT IMPACT AS MOVING TO YEAR TWO WOULD HAVE BEEN FOR SOME USER GROUPS. SO WE LOOKED AT IF YOU LOOK AT COLUMN B HERE, THAT IS THE ORIGINAL PLAN TO MOVE FORWARD FROM COLUMN A IS THE CURRENT, COLUMN B IS WHERE WE WOULD BE IF WE FOLLOWED THE PREVIOUSLY BOARD APPROVED PLAN TO MOVE ON TO YEAR TWO. SO YOU COULD SEE THE SIGNIFICANT DIFFERENCES IN, IT'S MOSTLY THE BASEBALL SOFTBALL FIELDS AND GENERAL FIELDS THAT WE SAW MAJOR INCREASES. THEY WERE THE ONES IN THE PAST THAT CHARGED VERY LITTLE. SOME OF THEM UNDER A DOLLAR AN HOUR. ON AVERAGE FOR SOME OF THOSE FIELDS. SO FOR THIS YEAR, THEY WERE $2, THEY WOULD NORMALLY BE SCHEDULED TO GO TO $8 AND $4. DOUBLING WHATEVER THE USE FEES WERE PER HOUR. SO WE ALSO LOOKED AT COLUMN C, WE SAID SO LET'S TRY TO DO TWO THINGS. MINIMIZE THE SIGNIFICANT IMPACT ON SOME OF THE USER GROUPS, WHILE TRYING TO SIMPLIFY THE FEE SCHEDULE. ONE OF THE THINGS WE FOUND WAS THAT SO THERE WERE TWO TIERS OF RATES BASICALLY, IF THERE WAS A GAME, IT WAS $4 AN HOUR. BUT IF IT WAS FOR PRACTICE, IT WAS $2 AN HOUR. LOGIC BEING IN A GAME, THERE IS MORE PUBLIC, TRASH, CLEAN-UP, MORE FOOT TRAFFIC AND DURING PRACTICE, IT WAS REALLY JUST THE TEAMS AND THE COACHES AND MAYBE PARENTS WERE WATCHING. WHAT WE FOUND WAS SOME USER GROUPS WERE RESERVING FOR PRACTICE AND HOLDING GAMES. SO THEY WERE PAYING THE LOWER RATE. AND IT WAS VERY DIFFICULT FOR US TO MANAGE THAT. OTHER THAN HAVING OUR STAFF OUT AT THE FACILITIES ON THE WEEKENDS AND AFTER SCHOOL. IT WASN'T VERY EFFICIENT TO DO THAT. WE SAID LET'S COMBINE THE TWO RATES. IF IT'S $4 FOR GAMES CURRENTLY, AND $2 FOR PRACTICE. WE SAID WHAT IF WE DO SOMETHING IN THE MIDDLE AND WE CAME UP WITH $3. SO IT'S A FLAT $3 PER FIELD PER HOUR RATE. REGARDLESS OF WHETHER IT'S A [04:05:07] SCRIMMAGE OR A GAME. SO YOUR GAME PER HOUR GOES DOWN BY A DOLLAR AND YOUR PRACTICE PER HOUR GOES UP BY ONE DOLLAR. AND YOU CAN FOLLOW IT DOWN. SAME THING FOR THE GENERAL FIELD. AND THEN THE OTHER COSTS REMAIN RELATIVELY THE SAME. THE ONES THAT DID INCREASE, WE TOOK THE 13.5 PERCENT INCREASE, WHICH IS REFLECTIVE OF OUR YEAR-OVER-YEAR INCREASES, SIMILAR TO THE PER SQUARE FOOT FACILITY USE CHARGE THAT WE DO FOR THE CHARTER SCHOOLS AND COMING UP WITH A RENTAL PROGRAM FOR THEM. WE USED 13 AND A HALF PERCENT AND THAT IS THE INCREASE ON THE BOTTOM OF SOME OF THOSE FEES ARE. COLUMN D, WE SAID WELL, YOU KNOW, LET'S LOOK AT IF WE'RE GOING TO DO, WE'RE MINIMIZING THE IMPACT AND NOT GOING INTO THE ORIGINALLY APPROVED YEAR TWO OF $8 AND $4, SOFTBALL AND BASEBALL FIELDS AS AN EXAMPLE, IF WE'RE GOING TO REDUCE THE COST AND INCREASE ONE COST AND KIND OF AVERAGE IT OUT SO IT'S A MINIMAL IMPACT, WE SHOULD MAYBE LOOK AT DOING A TWO-YEAR INCREASE. SO USER GROUPS COULD PLAN ACCORDINGLY, WITHOUT AGAIN, HAVING A SIGNIFICANT INCREASE ALL IN ONE YEAR. SO THAT $3 PER FIELD PER HOUR IN 23-24 WILL GO TO $4 IN 24-25. BASED ON THE PROJECTED COST OF LIVING INCREASE THAT WAS PROPOSED BY THE GOVERNOR IN HIS FUNDING BUDGET OF 8 PERCENT, THE OTHER FEES GOING DOWN THE FEE SCHEDULE INCREASED BY AN ADDITIONAL 8 PERCENT IN 24-25. SO WHAT YOU SEE ON THE GREEN IS OUR TIER TWO RATES, WHICH ARE DIRECT COST GROUPS. TIER THREE, IN THE ORANGE THERE, FOR-PROFIT GROUPS. WE DID THE SAME TYPE OF FORMULA, SIMPLIFYING THE FACILITY USE SCHEDULE. ELIMINATING THE TWO TIERS FOR THE SAME FIELDS FOR GAME AND PRACTICE. AND WE LEVELLED THEM UP AND FOLLOWED THE SAME METHODOLOGY GOING DOWN, BASED ON THE FAIR RENTAL RATES. SO AS MENTIONED EARLIER, I DID DO A COMPARATIVE ANALYSIS, TO SEE WHERE WE ARE IN OUR LOCAL AREA. THESE ARE ALL OF OUR NEIGHBORS ON THE FIRST COLUMN, WHERE IT SAYS CVUSD DRAFT, THAT IS REPRESENTATIVE OF COLUMN C. WHICH IS WHAT WE JUST DISCUSSED. AND THEN WHERE WE COMPARE CRPD IS IN THE NEXT COLUMN, AND AS NOTED, WHEN YOU LOOK AT THE BASEBALL SOFTBALL FIELDS, MENTIONED EARLIER BY PUBLIC SPEAKERS, 5.65 PER FIELD PER HOUR. OURS WOULD BE $3. MOORE PARK CHARGES $25. THEY HAVE FAR FEWER FIELDS THAN WE DO. THEY'RE A MUCH SMALLER DISTRICT THAN WE ARE. SEMY VALLEY CHARGES $5 PER HOUR PER FIELD. AND OAK PARK CHARGES $8 PER HOUR PER FIELD. FOR SCHOOL CONNECTED ORGANIZATIONS. EVEN AT THE $3, WE'RE SIGNIFICANTLY LOWER THAN ALL OF OUR NEIGHBORS. YOU CAN SEE THE RESPECTIVE DIFFERENT FEES FOR THE OTHER USES. SO SOME OF OUR FEES ACTUALLY WENT DOWN, LIKE THE POOL USE FEES WENT DOWN COMPARED TO WHERE THEY WERE IN THE PRIOR YEAR. BECAUSE WE DID DO A COMPARISON AND WE SAID YOU KNOW, LET'S IF WE'RE GOING TO PEG IT, LET'S PEG IT ON SOMETHING SIMILAR TO WHAT OUR NEIGHBORS ARE DOING, CRPD, FOR WHAT THEY CHARGE TO RENT THE POOLS. THAT IS HOW WE ENDED UP AT $73 PER POOL. BASKETBALL COSTS, WENT DOWN. IN THE END, IT'S NOT GOING TO BE A NET POSITIVE GAIN FINANCIALLY FOR THE DISTRICT. BUT IT DOES SIMPLIFY THE FACILITY USE FEE SCHEDULE, GIVES USER A CLEARER UNDERSTANDING WHEN THEY PUT IN THEIR RESERVATIONS, THEY WILL KNOW EXACTLY WHAT THE TIERS ARE GOING TO BE. BECAUSE OF THE MULTI-TIERED SYSTEM OF GAME AND FIELD, THERE IS BACK END WORK TO MAKE ADJUSTMENTS. WE'RE TRYING TO TAKE THE ADJUSTMENT PIECE OUT OF IT. SO ANYONE WHO GOES INTO THE SYSTEM CAN SEE YOU KNOW, ALL RIGHT, I'M GOING TO RESERVE THIS. THIS IS GOING TO COST. AND ELIMINATE ANY APPEARANCE OF YOU KNOW, SOMEBODY IS GETTING AN ADJUSTMENT HERE OR DIFFERENT [04:10:04] FEE, WHY IS THIS PERSON PAYING THAT AND SOMEONE ELSE PAYING SOMETHING DIFFERENT. ESSENTIALLY LEVELS THE PLAYING FIELD IN PUN INTENDED. FOR EVERYBODY. SO HAPPY TO ANSWER QUESTIONS. AND ENTERTAIN ANY CONVERSATIONS AS TO HOW TO PROCEED FROM HERE. >> CAN YOU REPEAT AGAIN THE NUMBERS THAT YOU USED FOR CBSD, COLUMN C? >> COLUMN C, YES. >> OKAY. AND SO THAT COLUMN C SAYS IT'S GENERALLY, IT'S GENERALLY CONSIDERED 13.5 INCREASE? >> FOR SOME OF THE -- THE ONES THAT OUTSIDE OF THE BASEBALL SOFTBALL FIELDS, GENERAL FIELDS, THE BLACK TOP COURTS, THE TENNIS COURTS, IT'S THE FEES BELOW THAT, YOU'LL SEE WHEN YOU LOOK AT THE SIDE BY SIDE COMPARISON BETWEEN A AND C, YOU'LL SEE THE ONES INCREASED. 13.5 PERCENT. >> I'M SORRY. WHICH ONES AM I LOOKING AT THAT ARE INCREASING BY 13.5? >> STADIUM, NO LIGHTS. >> OKAY. FOOTBALL FIELD AND ALL THE ONES DOWN THEREAFTER >> YES. OKAY. >> THE GYM STAYED THE SAME. ACTUALLY, IT WENT DOWN. >> THE GYM, NOW I SEE WHEN I LOOK AT THE COMPARATIVE CHART, IT LOOKS LIKE WE'RE SOMEWHAT HIGH IN COMPARISON TO OTHER LOCAL OPTIONS. >> THE $47. >> SO THE ONE THING YOU HAVE TO KEEP IN MIND IS, WE DON'T CHARGE FOR CUSTODIAL, WHEN SOMEONE USES THE GYM DURING THE WEEK BECAUSE WE HAVE CUSTODIANS THERE. SOME OF THE OTHER DISTRICTS CHARGE CUSTODIAL, WHETHER IT'S A ONE-TIME FEE OR HOURLY FEE. >> ISN'T THERE LIKE AN OPEN CLOSE FEE THAT WE CHARGE >> NOT FOR THE GYMS. ON THE WEEKEND, IF IT'S AN INTERIOR USE, THEN YOU HAVE TO HAVE A CUSTODIAN THERE ALL DAY. PRETTY STANDARD ACROSS ALL DISTRICTS. BUT FOR FIELDS, WE HAVE AN OPEN AND CLOSE FEE, WHICH RECOGNIZING THAT THERE MAY NOT BE A NEED FOR A CUSTODIAN FOR THE FULL DAY, MINIMUM OF TWO HOURS IN THE MORNING, BECAUSE THAT IS WHAT OUR UNION CONTRACT STIPULATES FOR OVERTIME ON A SATURDAY, TWO HOURS IN THE MORNING AND FOR TWO HOURS IN THE AFTERNOON. SO WE'LL HAVE A CUSTODIAN COME IN AND UNLOCK THE GATES AND THEN AT THE CONCLUSION OF THE USE, THEY WOULD LOCK THE GATES AT THE END OF THE DAY. >> SO THAT 47 CHARGE ON GYM USAGE, THAT IS THE SAME CHARGE NO MATTER WHAT DAY OF THE WEEK? >> YES. >> BUT WE ARE -- ON TOP OF THAT WE WOULD HAVE CUSTODIAL CHARGES. >> JUST A POINT OF ORDER, IT'S 10:24. WE MAY NEED TO EXTEND THE MEETING. SO I WOULD LIKE TO MOVE THAT WE EXTEND NO LATER THAN 1 # 11:30. >> SECOND. >> THANK YOU. >> FIRST TIME IN A LONG TIME. >> ARE WE ALL AGREED? >> YES. >> OKAY. LET'S DO IT. THANK YOU FOR NOTICING. >> TRUSTEE POWELL, YOU WERE IN THE MIDDLE OF ASKING YOUR QUESTION. >> I WAS GOING TO -- >> THIS IS HER FIRST EXTENSION. >> MY FIRST EXTENSION. >> CAN WE CELEBRATE >> I WAS HESITATING TO SEE IF ANYBODY ELSE WANTED TO JUMP IN BEFORE I CONTINUE. >> SO JUST TO FOLLOW UP ON, SO SOME OF THE FEES, A LOT OF THESE VARIES. IF YOU LOOK AT THE OTHER FEE SCHEDULES, WILL IS NO CONSISTENCY WHATSOEVER. YOU KNOW, WE HAVE THREE TIERS. SOME DISTRICTS HAVE FIVE TIERS. SOME HAVE ONE. SOME HAVE THREE. SOME HAVE FOUR. [04:15:05] SO WHAT THIS COMPARATIVE SHOWS IS WHAT WE CAN DISCERN FOR YOUTH NON-PROFIT FOR EXAMPLE. THAT IS WHAT IT IS. IF YOU LOOK AT SEMY VALLEY, THEY CHARGE $25 FOR GYM, BUT THEN CUSTODIAL. FOR-PROFIT GROUPS, WE CHARGE $112 AND THEY CHARGE $150. SOME ARE HIGHER AND SOME ARE LOWER. AND EVERY ONE OF THEM IS COMPLETELY DIFFERENT. >> SO I MEAN, YOU MUST HAVE A PRETTY GOOD IDEA OF WHAT -- LET NEXT YEAR THEN WOULD LOOK LIKE THAT C COLUMN? >> WELL, THERE WAS LIKE I SAID, SO THE COMMITTEE FELT, JUST GO TO YEAR TWO ON THE APPROVED SCHEDULE. BUT THEN RECOGNIZING THE TRICKLE DOWN EFFECT OF THAT, SAID LET'S OFFER AN ALTERNATIVE FOR THE BOARD TO CONSIDER BECAUSE IT MAY BE A SIGNIFICANT INCREASE FOR SOME USER GROUPS. >> SO WOULD WE POTENTIALLY GET THE CHANCE TO SEE WHAT THAT LOOKS LIKE FOR SPECIFIC GROUPS? >> LIKE YOU KNOW, I WOULD BE CURIOUS FOR THOUSAND OAKS GIRL SOFTBALL, THEY'RE PAYING $9,000 A YEAR RIGHT NOW FOR 400 HOURS OF FIELD USAGE. WHAT DOES COLUMN C MEAN FOR THEM IN TERMS OF, ASSUMING THEY WERE GOING TO USE ABOUT THE SAME AMOUNT OF TIME? I DON'T NECESSARILY NEED THOSE NUMBERS RIGHT THIS SECOND. OBVIOUSLY, I'M NEW TO THIS. I KNOW THIS IS A VERY -- YOU KNOW, THIS IS REALLY HARD ON OUR COMMUNITY ORGANIZATIONS AND SPORTS ORGANIZATIONS. AND I JUST WANT TO MAKE SURE I'M GETTING ALL OF THE INFO THAT I DON'T HAVE YET, MAYBE MY FELLOW TRUSTEES HAVE ALREADY HEARD A MILLION TIMES. >> SO WE CAN DO IT. IT'S JUST A MATTER OF WHETHER THE BOARD, YOU WANT TO MAKE THE DECISION BASED ON SPECIFIC USER GROUPS OR BASED ON THE FACILITIES AND COSTS AND SUCH. BECAUSE IT'S GOING TO VARY GREATLY. BECAUSE SOME GROUPS USE IT 2,000 HOURS AND SOME GROUPS USE IT 200 HOURS. AND THERE IS AGAIN, I GO BACK TO THE YOU KNOW, SOME OF THE INPUTS ON THE SYSTEM SAYS YOU KNOW, IT'S ALL PRACTICE FOR THE WHOLE WEEK, BUT IT'S NOT ALL PRACTICE FOR THE WHOLE WEEK. SO THERE IS GAMES. THE COST OF WHAT IS BEING PAID ISN'T TRULY REFLECTIVE OF WHAT THE ACTUAL USE IS. WE DID RUN NUMBERS BASED ON WHERE SOME OF THE USER GROUPS ARE. I DON'T WANT TO PICK ANYONE USER GROUP OUT AND NAME THEM. USER GROUP WOULD BE PAYING $4,114 LAST YEAR, WOULD BE PAYING $6,800 UNDER THAT RATE. ANOTHER USER GROUP, THEY PAID 6,400 LAST YEAR. IF WE WENT TO THE NEXT STEP, IN THE PREVIOUSLY APPROVED FEE SCHEDULE, THEY WOULD BE PAYING 12,900. IN THE NEW ONE, THEY'LL GO FROM -- SO IT VARIES GREATLY. THERE ARE GROUPS THAT USE OUR FIELDS JUST FOR GAMES AND SOME USE IT FOR PRACTICE. AND SOME USE IT FOR A COMBINATION OF BOTH. SOME USE CRPD FIELDS FOR PRACTICE AND OURS FOR PRACTICE AS WELL. THERE IS NO APPLES TO APPLES HERE. >> I GUESS IT COMES DOWN FOR ME, I LIKE THE IDEA OF SIMPLIFYING THINGS. A LOT. JUST BECAUSE IT MAKES THINGS, I THINK IT MAKES IT EASIER FOR THE USERS AS WELL. BECAUSE THEN THEY KNOW. IT DEFINITELY MAKES IT EASIER ON OUR PEOPLE, WHICH IS ALWAYS A GOAL. BECAUSE THEY HAVE SO MUCH TO DO. BUT AGAIN, TO DR. POWELL'S POINT, I THINK ALL OF US, WITH MAYBE THE EXCEPTION OF BUSINESS MINDED MAN IN THE ROOM, WE'RE PAYING ATTENTION TO THE ACTUAL IMPACT ON OUR USERS GROUP. I KNOW THAT YOU ARE ALSO. I DON'T MEAN TO SAY YOU'RE NOT. BUT MONEY, YOU'RE THE MONEY GUY. SO YOU'RE CLEARLY DOING WHAT YOU'RE SUPPOSED TO DO AND PAY ATTENTION TO WHETHER OR NOT WE'RE WHERE WE SHOULD BE. SO I GUESS MY QUESTION IS, IF WE WENT TO THE $3 FEE AND JUST SORT OF HELD THERE FOR A WHILE TO SEE HOW THE IMPACT ON OUR USERS, LIKE WHAT DOES THAT DO [04:20:09] TO IN GENERAL TO OUR GROUPS? CLEARLY IT'S AN INCREASE FOR SOME AND DECREASE FOR OTHERS, BUT OVERALL THE IMPACT TO THE COMMUNITY? IS IT SIGNIFICANT? >> WELL, I MEAN, IF YOU JUST USE BASIC MATH, I'M NOT INSULTING YOU, SO IT GOES UP LIKE PRACTICE GOES UP A DOLLAR. PER FIELD. SO IF YOU PRACTICE A THOUSAND HOURS, IT'S A THOUSAND DOLLARS MORE. SO IF YOUR GAME FIELD WENT DOWN, IF YOUR GAMES WERE 500 HOURS, THEN IT WENT DOWN $500. SO YOU NET THOSE TWO OUT. AND IT'S A PLUS OF $500. I'LL TELL YOU, I MEAN, WE CAN PROVIDE THE NUMBERS FOR THE BOARD. IF THAT IS WHAT YOU WANT. WE WERE JUST TRYING TO STAY AWAY FROM THE PICKING AND CHOOSING OF WHO TO SHOW. BUT I'LL TELL YOU, IT'S AGAIN, THE EXAMPLES THAT I HAVE ONE GROUP, I'M GOING TO USE ROUGH NUMBERS, $5,000, THEY'LL PAY 7800 NEXT YEAR. ONE GROUP, 2400, THEY WILL PAY 1800 NEXT YEAR. ANOTHER GROUP PAID 4100, THEY WILL PAY 6800. ANOTHER GROUP, 6400, THEY WILL PAY 7900. >> SOME WENT DOWN, SOME WENT UP. WE LOOKED AT A NUMBER OF SCENARIOS. $3 BEING IN THE MIDDLE WAS ONE RATE WENT DOWN, BUT ONE WENT UP AND WE SIMPLIFIED THE -- >> WE CAN ALWAYS COUNT ON YOU TO GIVE US THE GREAT BALANCE. I APPRECIATE THAT. I JUST IT'S AN IMPACT THING. BECAUSE THAT IS WHAT WE HEARD FROM OUR COMMUNITY LOUD AND CLEAR. YOU KNOW, THE IMPACT. BUT IF CRPD IS CHARGING 5.65 A FIELD, WE CHARGE 3, I HAVE TO THINK THAT IS A GOOD SPOT TO BE IN. >> I CAN PARTIALLY ANSWER THE QUESTION BECAUSE I DID PLAY AROUND WITH THE DATA QUITE A BIT. BECAUSE WHEN WE DID START TALKING ABOUT SIMPLIFYING THE FEES, IT WAS WELL, YOU KNOW, WE HAVE THIS WHOLE SCHEDULE, MOVE IT TO $6. SO I NEEDED TO UNDERSTAND FOR THE TOP USER GROUPS WHAT THEY'RE PAYING ON AVERAGE PER FIELD. WHOLE SET OF CALCULATIONS, APPARENTLY IF I HAD THIS SHEET IT WOULD HAVE BEEN EASIER. BUT THE NUMBER COMES OUT TO 2.30 ON AVERAGE. SOME USER GROUPS ARE PAYING A LOT MORE THAN THAT ON AVERAGE, BASED ON THE MIX OF PRACTICE AND GAMES. SOME USER GROUPS ARE PAYING LESS THAN THAT. BUT I THINK THE THOUGHT OF THE FACILITIES COMMITTEE WAS REALLY TO SIMPLIFY THE FEE STRUCTURE. THE UNDERLYING ISSUE IS THE ALLOCATION OF THE FEES. THAT IS WHERE I WAS COMFORTABLE WITH THE $3. ONCE I UNDERSTOOD ON AVERAGE WHAT WAS CURRENTLY BEING PAID. I DON'T KNOW IF THAT HELPS OR NOT. >> OF COURSE IT HELPS. >> SO ARE THERE ANY OTHER LET'S SAY A GROUP THAT IS USING A GYM, WE TALKED ABOUT THE CUSTODIAL PIECE. ARE THERE ADDITIONAL COSTS IN ADDITION TO THAT USAGE OF THE FIELD? >> CUSTODIAL AND THE OPEN AND CLOSE FEE WOULD BE ADDITIONAL. AND IF THEY LEAVE IT A MESS, WE BACK CHARGE THEM FOR THE CLEAN-UP FEES. WE HAVE SOME USER GROUPS AND SAY WE'LL CLEAN UP OURSELVES AND WE SHOW UP ON MONDAY MORNING AND THEY HAVEN'T CLEANED UP. SO OUR CUSTODIAN HAS TO GO CLEAN UP THE FIELDS, CHANGE THE GARBAGES. SOME GROUPS WILL LEAVE THE GARBAGE BAGS THERE FOR US TO GET RID OF. SO WE'VE GOT TO SEND OUR CUSTODIAN OUT. IF IT'S A MATTER OF A FEW MINUTES, WE DON'T MAKE AN ISSUE OF IT. BUT SOMETIMES THE FACILITIES ARE LEFT IN A MESS AND YOU KNOW, WE GOT TO MAKE SURE THAT IT'S CLEAN AND READY FOR THE NEXT DAY. FOR OUR KIDS COMING IN ON MONDAY OR WHENEVER IT IS. >> WHAT IS THE PARKING LOT FEE? >> THAT MAINLY REALLY APPLIES TO THE LOT HERE. NEXT DOOR TO JAN'S. SO WE GET A LOT OF REQUESTS FOR USER GROUPS TO USE THAT LOT. THERE IS ALSO -- THERE IS A PARK AND RIDE HERE. THERE IS A BIG DIRT LOT BEHIND IT, BETWEEN THE FIELDS AND THE PARK AND RIDE, WE OWN THAT. [04:25:04] WE GOT A REQUEST COMING UP LIKE THE ROTARY CHILI COOK OFF. CONCERT BEHIND AT THE FIELDS. TOURNAMENTS HERE. WE GET REQUESTS TO USE THAT. SOMEONE MAYBE JUST WANTS TO USE A PARKING LOT BECAUSE THEY WANT TO DO A DRIVE-THROUGH WASTE RECYCLING THING. WE LET THEM RENT JUST THE PARKING LOT AND JUST TO GIVE THE ABILITY FOR THEM, YOU KNOW, WE DIDN'T WANT TO LIMIT IT TO GYMS AND FIELDS AND SUCH. ESSENTIALLY ANY PART, ALMOST ANY PART OF THE SCHOOL. >> AND RESTROOMS. >> RESTROOMS. >> I AM TRYING TO UNDERSTAND WHAT THE TOTAL COSTS ARE. SO THAT REALLY CHANGES IT A LOT. >> FOR SOME GROUPS. WE'VE HAD ISSUES WITH GROUPS THAT SAY THEY DON'T NEED RESTROOMS AND NEIGHBORS COMPLAINING OF PEOPLE URINATING ON THE FENCE LINES >> SO I KNOW THIS IS A DISCUSSION ITEM TONIGHT. >> DISCUSSION AND GIVE US SOME DIRECTION BECAUSE WE NEED TO BRING IT FORWARD FOR ACTION. BECAUSE THE PORTAL FOR RESERVATIONS OPENS ON MAY 15TH FOR JULY 1ST THROUGH DECEMBER 31ST. SO WE NEED TO GET THE COMMUNICATION OUT SO USER GROUPS KNOW WHAT THE FEE SCHEDULE IS GOING TO BE FOR NEXT YEAR. >> SO WHEN WE WENT THROUGH THIS, I'M SAYING THIS FOR LISA, WHEN WE WENT THROUGH THIS PROCESS A COUPLE OF YEARS AGO, I HOPE NOBODY IS GETTING PTSD BY MY MENTIONING IT, IT WAS TO INSERT FAIRNESS INTO A SYSTEM THAT WAS COMPLETELY INEQUITABLE. SOME PEOPLE WERE PAYING NOTHING, SOME PEOPLE WERE PAYING A LOT. IT WAS A LOT OF ABUSE IN THE SYSTEM. WE COULDN'T TRACE ALL OF THE ARRANGEMENTS. THEY WENT BACK, THERE WAS NO PROOF. IT WAS A MESS. AT THIS POINT, I THINK WHAT DR. HIYAK IS EXPRESSING, WE'VE LEARNED A LOT IN THE WAY THAT THE SYSTEM ACTUALLY GETS USED. AND I LOVE THE SIMPLIFYING STEPS. AS FAR AS MOVING FORWARD, I AM REALLY SENSITIVE TO THE FACT THAT SOME OF THE CONDITIONS THAT CAUSED US LAST YEAR TO HOLD ON THE RATES HAVEN'T ENTIRELY GONE AWAY. BUT OUR COST HAVE SKY ROCKETED. AND THEY'VE PARTIALLY GONE AWAY. SO I THINK IT WOULD BE IRRESPONSIBLE FOR US NOT TO HAVE SOME VERY MODEST INCREASE. ALONG WITH THESE SIMPLIFICATIONS THAT PROVIDE SOME ECONOMIES OF SCALE FOR SOME OF THE USER GROUPS. I'M NOT SO SURE I WANT TO -- I'M READY TO ADOPT A TWO-YEAR STRATEGY TODAY. THAT IS WHERE I AM. >> SO IT SOUNDS LIKE YOU'RE OKAY WITH THIS. I MEAN, I HEARD SOME EXAMPLES OF INCREASING THAT MIGHT JUMP LIKE $3,000. FOR SOME GROUPS. DO WE CONSIDER THAT MODEST? >> THERE IS CONTROL ALSO. BECAUSE I THINK WHAT DR. HIYAK WAS SAYING, PEOPLE WERE RESERVING FIELDS SAYING THEY WERE PRACTICE, BUT THEY WERE GAMES. ONE OF THE REASONS THAT WE'RE CHARGING ANYTHING IS THAT WE HAVE PEOPLE JUST MONOPOLIZING FIELDS. BECAUSE THEY COULD. THEY COULD GO IN AND RESERVE IT ALL. IF YOU PUT SOME KIND OF A FEE STRUCTURE IN THAT ALLOWS US TO RECAPTURE A TINY PORTION OF OUR COSTS, THEN PEOPLE ARE MORE RESPONSIBLE ABOUT WHAT THEY'RE SIGNING UP FOR. >> IT HAS WORKED SINCE WE SIMPLIFIED IT AND LOOKING TO SIMPLIFY IT AGAIN. WE HAVE GOTTEN NEW USER GROUPS THAT HAVE BEEN USING OUR FACILITIES. SOME OF IT TO THE DISMAY OF SOME OF THE GROUPS THAT HAVE BEEN HERE FOR A LONG TIME. THESE FIELDS BELONG TO THE COMMUNITY AND EVERYBODY IS ENTITLED TO USE THEM, NOT JUST ONE PARTICULAR GROUP HERE OR THERE. [04:30:03] >> WELL, I THINK THAT IS THE CORE PIECE OF THIS, THAT I'M DRAWN TO ALSO. AND KNOWING THAT WE'RE MAKING A DECISION AND YOU'RE NOT WANTING TO FEEL LIKE THEY COULD POTENTIALLY PUT ONE OF OUR COMMUNITY GROUPS OUT OF BUSINESS. I MEAN, BECAUSE WHEN WE TALK ABOUT EQUITY, LIKE AT A COMMUNITY LEVEL, I MEAN, WE NEED TO HAVE THESE OPTIONS FOR OUR KIDS. I JUST WORRY. >> ONE OF THE THINGS WE DISCUSSED WAS LOOKING AT IF YOU GO TO SEMY WHAT YOU'RE GOING TO PAY OR YOU GO ANYWHERE, YOU'RE GOING TO PAY. WE'RE STILL LOWER THAN EVERYBODY ELSE. YOU KNOW, IT IS EASY TO COME AND SAY HEY, WE'RE GOING TO GO TO YEAR TWO, IT IS WHAT IT IS. BUT RECOGNIZING THAT IMPACT. YOU KNOW, THE GROUP THAT WAS PAYING 6, IS NOW GOING TO PAY 8, THEY COULD HAVE BEEN PAYING 12. SO THE ALTERNATIVE COLUMN C, WAS PROPOSED LIKE AS A YOU KNOW, WE RECOGNIZE THE -- OUR RESPONSIBILITY. WE RECOGNIZE THE POLITICAL CLIMATE. WE RECOGNIZE A WHOLE HOST OF THINGS GOING ON HERE. SO LET'S DO WHAT WE CAN TO TRY TO MINIMIZE THE IMPACT, WHILE AT THE SAME TIME, YOU KNOW, KEEPING IN MIND, JUST SALARIES ALONE THIS YEAR WENT UP EIGHT PERCENT. THEY WENT UP ANOTHER FIVE LAST YEAR. PENSION BENEFIT COST GO UP. IT TAKES LABOR TO MAINTAIN ALL OF THE YOU KNOW, 85 PERCENT OF EVERYTHING WE DO HERE, $0.85 OF EVERY DOLLAR GOES TO PEOPLE. SO WE'RE NOT KEEPING UP WITH IT BY NO MEANS WITH THIS, BUT JUST THE NEXT STEP. AND IF WE'RE OKAY DOING A ONE-YEAR, YOU KNOW, TWO-YEAR WAS BROUGHT UP IN THE COMMITTEE, BECAUSE IT WAS SUCH A MINIMAL INCREASE TO SAY WELL, AT LEAST LET'S GIVE AN OPPORTUNITY TO PLAN. BUT THIS CONVERSATION MAY BE ENOUGH. AND WE COULD BRING BACK A ONE-YEAR AND THEN WE REVISIT IT THE YEAR AFTER AND SEE WHERE WE ARE. WE DO BRING THIS BACK EVERY YEAR. SO WE BROUGHT TRANSPORTATION BACK A COUPLE OF WEEKS AGO. CHILD NUTRITION AFTER THIS. SO IT'S SOMETHING THAT WE DO LOOK AT EACH YEAR ANNUALLY AND KEEPING IN MIND THAT YOU KNOW, IT'S EASY TO JUST JUMP FROM HERE TO THERE, BUT YOU KNOW, WE RECOGNIZE WHAT IT DOES TO OUR USER GROUPS. WE DON'T WANT THEM TO GO AWAY BECAUSE THEY ARE OUR KIDS IN THE END. MY KIDS. I PAY THOSE FEES. >> SO IT SOUNDS LIKE EVERYBODY ON THE COMMITTEE FELT GOOD ABOUT THIS. >> YES. >> I JUST WANT TO SAY THANK YOU BECAUSE I THINK IT IS A GOOD COMPROMISE AND I LIKE THE SIMPLICITY. AND LIKE TRUSTEE GILL ONE YEAR SOUNDS GOOD TO ME. THINK THE TWO-YEAR IS IMPORTANT FOR A LOT OF REASONS, BUT ALSO IT SEEMS TO EVEN IF WE TEND NOT TO GET THERE, SO IT ALSO CAUSES LIKE ANXIETY IN THE USERS AND SO I WOULD RATHER MINIMIZE THE ANXIETY AND JUST SAY WE'LL HAVE TO BUDGET LATER. >> SURE. >> I LOVE HAVING THESE ANNUAL DISCUSSIONS. SO YEAH. >> I AGREE WITH KEEPING IT TO THE NEXT YEAR. >> SO WE'LL BRING FORWARD AT THE APRIL MEETING, A CLEAN VERSION OF THIS. JUST SHOWING THE ONE-YEAR 23-24. FOR THE THREE TIERS. 23-24. AND THE UPDATED RULES AND REGULATIONS. >> THANK YOU VERY MUCH. OKAY. GOOD NIGHT. [G. Business Services - 2023-2024 District Child Nutrition Review: School Lunch Meal and Ala Carte Pricing] OKAY. SO WE ARE GETTING CLOSE. 5G. 23-24 DISTRICT CHILD NUTRITION REVIEW, SCHOOL LUNCH MEAL AND ALA CARTE PRICING. >> LIKE EVERYTHING ELSE, OUR FOOD COSTS GO OUT DRAMATICALLY. WE DO GO OUT FOR BID FOR MEALS AND INGREDIENTS, BUT WE DO HAVE TO INCREASE SOME OF THE FEES. WE'RE DOING OUR BEST BY NOT INCREASING EVERYTHING. SO WE'RE ABLE TO HOLD MOST OF THE PRICES STEADY. BUT THERE ARE A FEW INCREASES AS SHOWN IN THE ATTACHMENT. >> COMMENTS, QUESTIONS? >> THE MEAL FEE IS INCONSEQUENTIAL BECAUSE EVERYONE GETS FREE MEALS. IT DOES HELP REIMBURSEMENT >> THAT WAS MY QUESTION. REALLY THESE EXTRAS. [04:35:05] >> JUST THE ALACARTE. ANYTHING THEY WANT TO BUY ABOVE AND BEYOND. BY NO MEANS THIS IS GOING TO LAND US INTO SOME KIND OF WINDFALL. IT'S TO COVER THE COST OF YOU KNOW, IF WE'RE GETTING REIMBURSED $2 AND IT'S COSTING US 1.80, WE'RE MAKING $0.20. SO IF THE REIMBURSEMENT IS GOING TO BE $2, WE'RE STILL NOT, IT'S NOT ANYTHING EXTRAVAGANT THAT WE'RE DOING HERE. AND THE ALA CARTE MENU IS OFFERED TO GIVE KIDS ADDITIONAL OPTIONS. ONE OF THE THINGS THAT WE'RE LOOKING AT RELATED TO THIS IS BEING ABLE TO ACCEPT DEBIT AND CREDIT CARDS. PARENTS BEWARE, WHAT IS GOING TO COME UP SOON AT YOUR KID'S SCHOOL. BEING ABLE TO PAY FOR SOME THINGS AT THE SCHOOL CAMPUS. WE WOULD RATHER THEY STAY BY US INSTEAD OF GOING TO CHICK-FIL-A. >> GET A BAGEL AND CREAM CHEESE FOR THREE BUCKS. THEY CAN'T DO THAT ANYWHERE ELSE. >> OKAY. WE'RE READY TO MOVE ON. [H. Human Resources - Approval of Amendments to Board Policy 4111, 4211, 4311 - Recruitment and Selection] OKAY. 5H. HUMAN RESOURCES. APPROVAL OF AMENDMENTS TO BOARD POLICY 411, 4211. 4311. MRS. VALENTINE. >> WHAT YOU'RE LOOKING AT HERE IS BOARD POLICY THAT REFLECTS CHANGES IN THE LABOR CODE. >> ANY QUESTIONS OR DISCUSSION ABOUT THAT? [I. Board of Education - Approval of Amendments to Board Bylaw 9100 - Organization] NO. OKAY. 5I. APPROVAL OF AMENDMENTS TO BOARD BYLAW 9100, ORGANIZATION. DR. MCLAUGHLIN. >> UPDATE, KEEPING UP WITH SOME OF THE BYLAW CHANGES THROUGH CSB AND GAMUT. NOT EVERY DISTRICT HAS A VICE PRESIDENT. SO I THINK THAT WAS -- YEAH. >> WE CAN'T ELIMINATE IT. >> NO. WE HAVE TO KEEP THAT. OKAY. WE'RE AT SECTION 6. [A. Future Board Topics / Activities] BEFORE WE ADJOURN, WOULD BOARD MEMBERS LIKE TO ADD ANY TOPICS FOR FUTURE BOARD DISCUSSION? >> I WAS JUST CURIOUS ABOUT, I KNOW WE HAVE TOPICS ON THERE THAT WE'VE HAD ON FOR A WHILE. I WAS CURIOUS ON ANY UPDATES WHEN WE MIGHT GET A PRESENTATION. IF THAT IS OKAY TO ASK THAT. >> IS THERE ANYTHING SPECIFIC? BECAUSE I MEAN, WE'RE TRYING TO GET THROUGH THEM AS QUICKLY AS WE CAN. I MEAN, IT'S NOT LIKE WE HAVEN'T HAD ANY BOARD MEETINGS THAT WE HAVEN'T HAD ANY PRESENTATIONS. SO IF THERE IS ANYTHING SPECIFIC. >> I KNOW WE HAD FOUR THERE THAT WAS TBDS. THAT'S FINE. I'LL BE PATIENT. >> IF WE DIDN'T HAVE ANY PRESENTATIONS THE LAST COUPLE OF TIMES THEN I WOULD SAY BUT WE'VE BEEN PRETTY BUSY. SO I'LL TAKE A LOOK AT IT AND GET SOME DATES SCHEDULED ON THERE. >> COMING SOON. >> OKAY. I THINK -- WE'VE GOT TO GET THE HATS. OKAY. >> DRESS CODE POLICY. YOU SIGNED IT. OKAY. WE'RE ADJOURNING AT 10:49. THANK YOU AND GOOD NIGHT * This transcript was compiled from uncorrected Closed Captioning.