[B. Instructional Services - Public Hearing: 2023/2024 Local Control and Accountability Plan (LCAP), Inclusive of the Budget Overview for Parents]

MINUTES THERE WITH A PREFERENTIAL VOTE. WE WILL NOW CONVENE A PUBLIC HEARING AT 8:3 TO RECEIVE PUBLIC TESTIMONY CONCERNING THE 2023 2024 LOCAL CONTROL AND ACCOUNTABILITY PLA INCLUSIVE OF THE BUDGET OVERVIE FOR PARENTS. DO WE HAVE ANY

PUBLIC COMMENT ON THIS ITEM? >> WE DO NOT.

HEARING. 8:34.

ARE THERE COMMENTS OR DISCUSSIO FROM INDIVIDUAL BOARD MEMBERS? I SEE NONE. WE WILL MOVE ON T ITEM 3C.

LET'S PROCEED WITH YOUR PRESENTATION. THAT WAS FOR THE PUBLIC PORTION.

I'M SORRY. WE ARE ALL YEARS. >> NOT A PROBLEM. I THINK I'M OKAY WITH THAT. GOOD EVENING. EACH YEAR , THE CALIFORNIA

[02:35:07]

SCHOOL DISTRICTS INCLUDING OURS HAVE TO BRING FORTH THE LOCAL CONTROL ACCOUNTABILITY PLAN ONC FOR THE PUBLIC HEARING WHICH W JUST HELD AS WELL AS TONIGHT'S PRESENTATION AND THE NEXT SCHEDULED PUBLIC MEETING FOR POSSIBLE APPROVAL BY THE BOARD OF EDUCATION. JUST BRIEFLY, THE LOCAL CONTROL ACCOUNTABILIT IS OUR DISTRICT PLAN. WHEN WE SAY OUR DISTRICT, THAT INCLUDES EVERYONE. OUR TEACHERS, SPEEC PATHOLOGISTS , CUSTODIANS, SO MANY OF THE STAFF THAT WERE HER EARLIER TODAY. CAMPUS SAFETY, ASSISTANCE PRINCIPLES, PURCHASING SPECIALISTS, BILINGUAL FACILITATORS, EVERYONE. WE ARE THE DISTRICT AND THIS IS OUR PLAN FOR OUR STUDENTS. JUST AS A BRIEF OVERVIEW, IT IS A THREE-YEAR PLAN. WE MAKE MODIFICATIONS TO IT EACH AND EVERY YEAR BASED OF OF THE FEEDBACK FROM OUR EDUCATIONAL PARTNERS. THE LOCAL CONTROL ACCOUNTABILITY PLAN IS AGAIN IN THE THREE YEARS WE ARE CURRENTLY FINISHING OUR SECOND YEAR MOVING ON INTO THE THIRD YEAR OF THIS CYCLE. AS I MENTIONED, WE DO MAKE ADJUSTMENTS EACH AND EVERY YEAR BASED OFF OF FEEDBACK JUST TO PUT OUT SOME NUMBERS FOR THIS YEAR'S , THERE IS 18 NEW ACTION OF SERVICES. 18 ADJUSTMENTS AS WELL AS THE INFUSION OF OUR STRATEGIC PLAN FOR INCLUSION WHICH WE WILL HEAR MORE ABOUT I TONIGHT'S MEETING BUT THAT INCORPORATES ACROSS 1-2-3 WITH OTHER ADDITIONAL DISTINCT ACTIONS. ALTHOUGH A THREE-YEAR PLAN, IT IS A LIVING DOCUMENT THAT IS WORKING TO SUPPORT ALL OF OUR STUDENTS YOU CAN SEE HER THE COMPONENTS ARE NOTED THERE IN THE BULLET POINTS NONE OF THOSE HAVE CHANGED OVER THE LAS THREE YEARS. AS PART OF THE LOCAL CONTROL ACCOUNTABILITY PLAN AS REQUIRED BY LAW, WE PROVIDE THE PLAN WITH A BUDGET OVERVIEW FOR PARENTS WHICH IS DESIGNED TO BE A COMPREHENSIBLE TWO MINISTRY PAGE LUCK AT THE BUDGET FOR NEXT YEAR AS WELL A A REPORT ON EXPENDITURES FROM THIS CURRENT YEAR. YOU CAN SEE FOR NEXT YEAR'S PROJECTED REVENUE, WE HAVE $196 MILLION AND OF THAT, $9.8 MILLION IS DESIGNATED AS SUPPLEMENTAL. SUPPLEMENTAL DOLLARS ARE PROVIDED TO US THROUGH THE LOCA CONTROL FUNDING FORMULA DESIGNED BY THE STATE IN 2013. THOSE ARE DOLLARS SPECIFICALLY MEANT TO SUPPORT OUR DISTRICT FOSTER YOUTH, ENGLISH LEARNERS AND LOW INCOME STUDENTS YOU CAN SEE THAT WE HAVE PRESENTED TODAY FOR THE 2324 SCHOOL YEAR REPRESENTING ABOUT $27 MILLION IN TOTAL ACTIONS AND SERVICES TO ADDRESS OUR GOALS AND OF THAT, ABOUT $11.3 MILLION SPECIFICALLY MEANT TO SUPPORT FOSTER YOUTH, ENGLISH LEARNERS AND LOW INCOME STUDENTS. I SHOULD NOTE THAT OUR SCHOOL DISTRICT WE PROVIDE A COMPREHENSIVE APPROACH. THERE ARE SOME SCHOOL DISTRICTS THAT ONLY TAKE THE SUPPLEMENTAL DOLLARS RECEIVED AND BUDGET THA OUT . IN OUR CASE, $9.8 MILLION AND SUBMIT THAT TO THE STATE BU WE INCLUDE GENERAL FUND DOLLAR AS WELL AS SUPPLEMENTAL DOLLARS TO HAVE A MORE COMPREHENSIVE APPROACH TO SUPPORT ALL OF OUR

STUDENTS. >> THE COUNTY OFFICE LOVES OUR REVIEW BECAUSE IT'S MUCH LARGER THAN OTHER DISTRICTS.

>> I TALKED WITH THEM TODAY I DON'T KNOW IF THEY QUITE LOVE

IT. >> IN TERMS OF JUST REFLECTIONS THIS IS PART OF THE DOCUMENT ITSELF WHICH IS SUMMARIZED HERE WE CAN NOTE SOME SPECIFIC SUCCESSES FOR THIS PARTICULAR SCHOOL YEAR TO 22 AND 23 SCHOOL YEAR. IS A LOOK AT OUR SUCCESS LIST, A NUMBER OF THESE ITEMS W BROUGHT FORTH BROUGHT THE BOAR OF EDUCATION FOR PRESENTATION. THEY HAVE BEEN REQUESTED BUT THOSE ARE JUST SOME OF OUR SUCCESSES TO NOTE. SOME OF OUR NEEDS ON THE OTHER COLUMN. PERHAPS NICE TO SAY THOSE ARE ABOUT THE SAME IDENTIFIED MEAN WE HAD LAST YEAR AS WELL. THE FIRST, WHICH IS THE IMPLEMENTATION OF THE STRATEGIC PLAN FOR INCLUSION, WE WILL FIN THAT AND AGAIN LOOK FORWARD TO PRESENTING THAT INTO TONIGHT'S MEETING BUT WE CONTINUE TO HAVE AN IDENTIFIED NEED BASED ON FEEDBACK WHICH INCLUDES FEEDBAC

[02:40:03]

FROM OUR EDUCATIONAL PARTNERS WITH THE DESIRE TO IMPROVE STRONG FIRST INSTRUCTION . OUR DESIRE TO HAVE MORE STUDENTS ELIGIBLE TO MEET THE REQUIREMENTS UPON RECEIVING HIGH SCHOOL DIPLOMAS , AS WELL AS MEETING THE OVERALL ONGOING SOCIAL AND EMOTIONAL NEEDS OF OUR STUDENTS THROUGHOUT TK -12 OUT WHEN WE TALK ABOUT SUCCESSES, ULTIMATELY THOSE AR THE SUCCESSES WE SEE IN THE PLAN THAT WE PUT TOGETHER. IF W ARE GOING TO TAKE A SNAPSHOT O OUR DISTRICT FROM JANUARY UNTIL TONIGHT AND ALL THE AWARDS WE HAVE BEEN RECOGNIZED FOR, FOR TEACHERS AND STUDENTS AT A NATIONAL LEVEL, WE RARELY SEE SUCCESSES IT'S BEEN OVERWHELMIN SINCE JANUARY UNTIL NOW. EVERY WEEK IT SEEMS LIKE SOMETHING I COMING IN WHERE WE ARE BEING RECOGNIZED I DON'T TAKE THAT FO GRANTED. IT'S NOT A BASELINE WE SEE EVERY YEAR THAT HAPPENS. I DOES GO BACK TO POINT OUT THE FACT THE THINGS WE DO HAVE , DOES LEAD TO OUR TEACHERS IMPLEMENTING REALLY GOOD STRATEGIES AND INSTRUCTION. OUR STUDENTS HAVING TIME TO LEARN AND IMPLEMENT AND THE AWARDS FOLLOW. THERE IS NO DOUBT IT'S BEEN OVERWHELMING THIS YEAR AS

WE SEE THE RECOMMENDATIONS. >> PART OF OUR PLAN, WE ARE REQUIRED TO ENGAGE WITH OUR EDUCATIONAL PARTNERS IN THE ONGOING DEVELOPMENT OF ADJUSTMENT . THIS DESCRIBES SOME OF THAT ENGAGEMENT WITH OU EDUCATIONAL PARTNERS I WILL JUS SAY THAT AS AN ORGANIZATION WE ARE ALWAYS COLLECTING FEEDBACK AND INPUT WHETHER THAT BE OVER PHONE CALL WITH A PARENT I'M TALKING WITH A TEACHER AFTER A MEETING OR WALKING THROUGH CLASSROOMS THAT FEEDBACK IS ONGOING AND EVER PRESENT. TO SPECIFICALLY CALL OUT SOME OF THAT ENGAGEMENT WE PROUDLY -- AND ENGAGE WITH OUR ADVISORY COUNCIL LISTED THERE. IT DEFINITELY INCLUDES OUR CONVERSATIONS TO THE BUDGET COMMITTEE WE JUST HEARD THE PRESENTATION I HAD THE OPPORTUNITY TO GIVE PRESENTATIONS AND ENGAGE IN DISCUSSION WITH THE DISTRICT ADVISORY COUNCIL SPECIFICALLY.

THIS YEAR WE HAD IT UPDATED AND REFRESHED THE DISTRICT.

FEEDBACK FROM STUDENTS, STAFF A WELL AS FAMILIES. OUR STUDY SESSION WE HELD IN MAINE. FEEDBACK IS INCORPORATED AS WEL AS THE ONGOING COMMUNICATION. THROUGH THE TRAININGS AND MEETINGS WE PARTNER WITH WE CARRIED OUT THROUGH THE CELLBLOCK. CERTAINLY THIS IS NOT ALL OF IT. BEFORE HIGHLIGHTED INPUT.

THEY INCLUDE OUR STUDENTS WITH DISABILITIES THAT ARE ONGOING AND ADDITIONAL TRAINING RELATED TO ANTI-BIAS. ADDITIONAL MENTA HEALTH SUPPORT AS WELL AS UNDERSTANDING AND COMMUNICATING THE KEY PILLARS OF COMMUNITIES AND SCHOOLS. THAT REFLECTS JUS A SMALL FRACTION.

THEY ARE NOT AFRAID TO REACH OUT. THEY COMMUNICATE TO ME DIRECTLY TO ANYONE IN ANY OF THESE MEETINGS WE DO APPRECIATE IT. SOME DISTRICTS DON'T HAVE THE LUXURY WHERE THEY DON'T HEA FEEDBACK AT ALL. THAT IS NOT AN ISSUE.

>> I WILL SAY FOR US IT'S LIKE AN EVER PRESENT CONVERSATION WHEN WE ARE HAVING MEETINGS AS TEAM ARE TALKING WITH PRINCIPALS WE ARE ALWAYS TALKIN ABOUT HAY. MAYBE THIS IS SOMETHING THAT SHOULD BE AND THIS IS HOW IT'S GOING.

>> THE OTHER PIECES IT DOESN'T FALL INTO OUR SCHOOL PLANS.

IT'S NECESSARY. WE HAVE THESE THINGS IN PLACE THESE ARE THING THAT ROLL OUT BECAUSE WE HAVE A OVERALL PLAN AT OUR LEVEL. WE TALKED ABOUT THE STREET DATED THIS IS THAT BRINGS THE FLOW

BACK TO THE SCHOOL PLAN. >> THIS IS JUST A BRIEF HIGHLIGHT OF SOME OF THE SUGGESTED ACTIONS AND SERVICES.

AS I MENTIONED BEFORE, WE HAVE 18 NEW ACTIONS 18 ADJUSTED ACTIONS AND I BELIEVE 38 DISTINCT ACTIONS AND SERVICES FROM THE STRATEGIC PLAN FOR INCLUSION SOME OF THOSE NOTED

[02:45:01]

HERE NEXT YEAR'S PROPOSED CAP FOR 2024 MOVES OUR STAFFING OUT A STIMULUS FUNDING AND INT OUR SUPPLEMENTAL FUNDS. THAT I AN ADJUSTMENT AS MENTIONED PREVIOUSLY. THE IMPLEMENTATION OF OUR STRATEGIC PLAN FOR INCLUSION WHICH MOVES ACROSS 1-2-3. WE ARE REALLY PLEASED TO BE PURCHASING AND PROVIDING TRAINING FOR OUR NEWLY ADOPTED INSTRUCTION MATERIALS. ONE OF THE ADDITIONAL TRAINING GOALS RELATES TO THE SCIENCE OF READING. SIMILAR TO THE PRESENTATION WE PROVIDED FOCUSING ON THE INSTRUCTION.

ADDITIONAL COUNSELING SERVICES AT OUR ELEMENTARY SCHOOLS. A NUMBER OF THE ADJUSTMENTS WE MAKE OUR ADJUSTMENTS AND COST INCREASES. WE TALKED ABOUT THIS IN THE PREVIOUS ITEM. THERE CONTINUES TO BE INCREASED COST FOR MAINTAINING THE SAME LEVEL OF STAFFING OR SERVICES. SOME ITEMS THAT POINTED OUT IS REDUCED CLASS SIZES. OUR COORDINATORS FOR INSTANCE.

ADJUSTMENTS FOR TUTORING. ALL OF THESE THINGS ARE ITEMS WE HAVE HAD BEFORE BUT HAVE BEEN ADJUSTED TO ACCOUNT FOR HIGHER

COST. >> EACH YEAR WE ALSO PROVIDE A BRIEF REPORT ON OUR LOCAL INDICATORS. EACH WE HAVE TO REPORT OUT ON EACH ALL OF THE STATE PRIORITIES AND THE CALIFORNIA DASHBOARD PROVIDES REPORT ON THAT NUMBER THE LOCAL INDICATORS ARE THOSE WHICH AREN'T NECESSARILY DIRECTLY I WOULD SAY DEMONSTRATED THROUGH OUR CALIFORNIA DASHBOARD AND THOSE ARE THE PRIORITIES NOTED HERE. THROUGH OUR ASSESSMENT, WE ARE NOTING WE HAVE MET THES OTHER PRIORITIES HERE. SO FOR PRIORITY ONE, CITING 100% OF STUDENTS HAVE ACCESS TO ADOPTE MATERIALS, THROUGH THE CLIENT REPORT FOR PRIORITY TWO. AGAIN NOTING THE RECENT ADOPTION OF STANDARDS-BASED MATERIALS PRIORITY THREE IS THE CONTINUING ENGAGEMENT WITH THE DISTRICT ADVISORY COUNCIL WITH PARENTS, GUARDIANS AS WELL SOM OF THE WORK WE ARE DOING. THROUGH OUR PRIORITY FIX CLIMATE, NOTING SOME OF THE FEEDBACK WE RECEIVED THROUGH THE ANNUAL FEEDBACK SURVEY. STUDENTS NOTING THE SCHOOLS AREN'T INCLUSIVE FOR THE SCHOOLS EMBRACE DIVERSITY AS WELL AS THEM NOTING WE CONTINUE TO PROVIDE STUDIES FOR ALL OF OUR STUDENTS. FINALLY, I WILL SAY THIS IS SOMETHING WE LEARNED. WE REGULARLY UPDATE OUR FEDERAL ADDENDUM. THAT FEDERAL ADDENDUM IS REALLY A WAY FOR US TO UNDERSTAND AND COMMUNICATE HOW OUR FEDERAL FUNDS ARE RECEIVED SUPPORT IN ALIGNMENT WITH THE LOCAL CONTRO ACCOUNTABILITY PLAN. YOU CAN SE FURCAL ONE, THAT COMES FOR ALL STUDENTS. WE JUST NOTE HERE THA THE NUMBER OF ACTIONS AND SERVICES THAT ARE FEDERALLY FUNDED SUCH AS OUR ACADEMIC SPECIALISTS TITLE I SCHOOLS , THOSE ARE ADDITIONAL ACADEMIC SPECIALISTS . WE HAVE TEACHER SPECIALISTS AT TWO OF OUR TITLE I SCHOOLS. IN ADDITION, WE HAV A NUMBER OF DISTRICTWIDE ONLINE LEARNING AND SOFTWARE PROGRAMS FOR EXAMPLE IXL WHICH IS PAID THROUGH TITLE IV MONEY. FURCAL TWO, WHICH IS HIRING AND RECRUITING STAFF, WE CAN JUST NOTE HERE A NUMBER OF PROFESSIONAL DEVELOPMENT ITEMS FUNDED THROUGH TITLE TWO AS WELL AS TITLE ONE, TWO AND THRE SPECIFICALLY THE INDUCTION PROGRAM. AND OUR STAFF TRAINING. FURCAL THREE, A NUMBER OF ACTIONS SUPPORT OUR OUTREACH AND SUPPORT OUR COMMUNITY THAT INCLUDES OUR OUTREACH COORDINATORS AND ASSISTANCE FUNDING FOR THE PROJECT TO INSPIRE PROGRAM AS WELL AS THE PARENTING LANGUAGE CLASSES THAT ARE BEING HELD. AN SUPPORTING THE OVERALL PHYSICA AND SOCIAL EMOTION OF BEING STUDENTS. WE CAN NOTE OUR MIDDL SCHOOL PROGRAM IS PURCHASED TO TITLE IV DOLLARS AS WELL AS TITLE I. THIS IS REALLY JUST T STATE THAT YES, WE USE OUR

[02:50:05]

DOLLARS THE GENERAL FUND DOLLAR AS WELL AS THE SUPPLEMENTAL DOLLARS TO MEET OUR PRIORITIES BUT WE ALSO INCLUDE THE FEDERAL DOLLARS AS WELL. WITH THAT I WOULD BE HAPPY TO ANSWER ANY

QUESTIONS. >> THANK YOU, FOR THAT WONDERFU PRESENTATION. WE HAVE QUESTION AND COMMENTS PLEASE ANY?

>> YES PLEASE. >> THANK YOU.

>> HE THOUGHT HE WOULD GET AWAY WITH IT.

>> THE ONE THING I NOTED I KNOW WE WILL TALK ABOUT THE INCLUSIO PLAN LATER. AND RELATES TO WHAT DR.MCLACHLAN SAID IT SLOWS DOW TO THE SCHOOL SITES WHEN THEY ARE DOING THAT. I WOULD LIKE THE INCLUSION PLAN. PART OF IT WAS 1.9 AND WAS SPECIFICALLY CALLING OUT TO THE SCHOOL SITE TO ENSURE THE DATA IS

REFLECTED. >> I LOOKED THROUGH TO SEE IF THERE IS ANY OTHER EXAMPLES , I DIDN'T SEE ANY. I THOUGHT THAT MIGHT BE SOMETHING WE COULD REFLECT ON IN TERMS OF THEIR MIGHT BE A HANDFUL OF PRIORITIES WE WE DO CALLOUTS SPECIFICALLY THAT WHAT SIGNAL TO OUR SCHOOLS THEY NEED TO LOOK AT THIS UPSET. THEY ARE DOING IT ANYWAY.

SOMETHING WE CALLOUTS SPECIFICALLY IN THOSE PARTS. W ARE DOING IT FOR THE DATA. I THOUGHT THAT WAS REALLY GOOD.

>> I AGREE THAT SOMETHING ESPECIALLY FOR OUR SCHOOL SITES AS WE CAN SIMPLIFY THAT INFORMATION FOR THEM TO MAKE SURE IT'S A ONE OR TWO PAGE I TERMS OF ACTIONS WITH SERVICES AS WELL AS METRICS THAT DIRECTL IMPACT THEM. THAT'S GREAT, WE CAN MOVE THAT. I ALSO THINK A PIECE TO THIS IS EDUCATING OUR FAMILIES AT THE SCHOOL SITES WITH THE SCHOOL COUNCIL. IF YO DON'T COME TO A BOARD MEETING AND LISTEN TO US TALK ABOUT THIS RESTRICTIVE ENVIRONMENT. CHANCES ARE YOU HAVE NO IDEA WHAT THAT MEANS AND WHAT DOES THAT MEAN FROM THE STATE LEVEL? WHY ARE WE TALKING ABOUT THESE SPECIFIC PERCENTAGES OF KIDS NEEDING TO BE IN THOSE SETTINGS THERE IS A PIECE THAT'S GOING T BE REALLY IMPORTANT HAVING THAT INFORMATION WITH CHRONIC ABSENTEEISM. WHY TO SCHOOL SITES NEED TO IN SOME AREAS IMPROVE ATTENDANCE? THEY ARE PART OF MY REFLECTION RECENTLY. CAN THIS IS A KEY PIECE TO OU TEACHERS AND HOW THEY USE CANVA AND IF THEY MISS THE DAY THEY CAN GET ON THE CAMPUS AND SEE THE INSTRUCTION. IT'S EASIER T MISS A DAY OF SCHOOL NOW THAN I WAS PRE-COVID BECAUSE HE DIDN' HAVE ACCESS TO THOSE TOLLS. THA IS SOMETHING WE WILL HAVE TO LOOK AT AS STUDENT SUPPORT SERVICES AND ATTENDANCE AND HOW DO WE WORK WITH FOLKS? WHE THE ACCESSIBILITY IS EASIER BECAUSE MATERIAL IS ACCESSIBLE WHEN YOU'RE OUT THERE. THOSE ARE THINGS I DO THINK ARE PART OF THE L CAP AND THOSE DISCUSSIONS. THEY MOVE FORWARD

COMMENTS? >> THANK YOU.

>> WE WILL BE BRINGING THIS BACK FOR ACTION ON THE JUNE

21ST MEETING. >> WE ARE VOTING ON IT? I WAS GOING TO SAY. I APPRECIATE THAT, IT'S A VERY FUN COMMON. I APPRECIATE THE GRAPHICS AND THE REPORT. IT WAS VERY PRETTY.

I SAY -- IN REALITY WE KNOW IT'S IMPORTANT FOR COMMUNICATIO TO GRAB PEOPLE TO READ SOMETHING AND I THINK HAVING THAT AT THE BEGINNING RATHER THAN WHITE PAGE WITH BLACK

POINT DOES MAKE A DIFFERENCE. >> THANK YOU FREIGHTER THAT.

THAT'S NOT A NORMAL THING. WE JUST TAKE THE CREDIT. I LOVE THAT THIS TEAM APPEAR RECOGNIZES ALL THE TEAM MEMBERS

[02:55:12]

I ANTICIPATE THAT ACTION WILL HAPPEN. WHAT'S THE NEXT ONE? THE 21ST? MR.LEWIS GOT THE FAMILY ENGAGEMENT ON THE 22ND.

WE HAVE TO GET THAT .

[C. Human Resources - Approval of Contract for Assistant Superintendent, Human Resources]

YOU DO NOT WANT TO SPEND TIME WITH THAT GROUP.

APPROVAL OF CONTRACT FOR THE SUPERINTENDENT HUMAN RESOURCES.

>> YES, PLEASE. >> I MOVE WE APPROVE THE CONTRACT FOR ASSISTANCE OF HUMA RESOURCES FOR SHAUNA ASHMORE.

FOR APPROVAL. >> SECOND.

>> THANK YOU, IT HAS BEEN MOVED AND SECONDED. WE JUST HAVE BIG SMILES THAT.. I DON'T SEE ANY COMMENTS.

NOT A PROBLEM. >> HOW DO YOU KNOW WHAT'S COMING?

A VERY ENTHUSIASTIC YES. >> WE GO UP TO THE PODIUM.

AND DR.MCLAUGHLIN AND MEMBERS O THE BOARD AND DISTRICT LEADERSHIP. FIRST MSA THANK YOU FOR THE OPPORTUNITY TO SERVE AS THE DIRECTOR OF THE STUDENT SUPPORT SERVICES. IT IS NOT LOS ON ME, THE EXCEPTIONAL INDIVIDUALS I'VE HAD THE OPPORTUNITY TO WORK WITH AND LEARN WITH. LOOKING AHEAD, I SINCERELY APPRECIATE THE OPPORTUNITY TO CONTINUE MY LONG-STANDING SERVICE TO THE STUDENTS, STAFF AND FAMILIES.

WHOLEHEARTEDLY LOOK FORWARD TO MEETING THE HUMAN RESOURCES

DEPARTMENT. THANK YOU. >> THANK YOU.

MISS ASHMORE AND ONE OTHER POSSIBLE FUTURE HIGHER LATER TONIGHT.

THE DIRECTOR STARTED THE KINDERGARTEN CAREERS HELPING OUT THE UNIFIED SCHOOL DISTRICT GOOD WORK. GOOD PATIENTS AS WELL.

[D. Business Services - Public Hearing: 2023-2024 Proposed Budget - General Fund and Ancillary Funds]

WE ARE NOW GOING TO CONVENE THE SECOND PUBLIC HEARING AT 8:59 FOR PUBLIC TESTIMONY CONCERNING THE 2023 2024 PROPOSED BUDGET GENERAL FUND AND ANCILLARY FUNDS. DO WE HAVE ANY PUBLIC

COMMENT CARDS? >> WE DO NOT.

ARE THERE COMMENTS OR DISCUSSIO FROM INDIVIDUAL BOARD MEMBERS? AND THE DEPARTMENT OF EDUCATION GETTING A TAKE ON THE GOVERNOR'S PROPOSED BUDGET WE USE ALL OF THAT INFORMATION IN

ORDER TO DEVELOP OUR BUDGET. >> THESE ARE JUST FOR REFERENCE PURPOSES I WANT TO GO THROUGH EACH OF THE INDIVIDUAL PIECES THE GOVERNOR GIVES THE REVISE. HE REVISES IT. SCHOOL SERVICE FOR CALIFORNIA ADVOCACY GROUP FOR PUBLIC EDUCATION FOR

[03:00:01]

CALIFORNIA THEY REVIEWED THE GOVERNOR'S PROPOSAL TO GET THEI TAKE ON IT.

AS DOES CAPITOL ADVISERS. REALLY THE GIST OF THE PROPOSAL HERE IS THAT THERE ARE SOME RISKS TO THE PROPOSED BUDGET MOVING FORWARD THIS YEAR. POTENTIALLY REDUCED REVENUE WITH FEDERAL AND TAX RETURNS. COMING UP THROUGH OCTOBER. SOM HEIGHTENED ECONOMIC UNCERTAINTY SLOWING ECONOMY.

YOU MENTIONED SOME GRAPHICS.

IF YOU DON'T WANT TO READ ANYTHING YOU'LL GET THE GIST FROM THE GRAPHICS INCLUDED IN HERE.

THE GOVERNOR PROPOSES TO TAKE SOME OF THE MONEY FOR THE LEARNING RECOVERY BLOCK FIRST ONE BY 55% THE NEXT BY 32%. FOR US IT WAS THE REDUCTION OF 5.5 MILLION AND THE AMUSING CONSTRUCTION MATERIALS FROM TH LEARNING RECOVERY. WE WENT BAC AND WE AMENDED OUR PLAN. THIS IS THE LEARNING RECOVERY BLOCK $9.9 MILLION.

IT'S ABOUT 6.8 MILLION. WE ARE FINDING THE PE TEACHER PILOT PROGRAM TO 2028 WHEN WE REDID OUR NUMBERS TO REALIGN WITH 6.

MILLION.

WE WOULD FUND THE PE TEACHERS TWO 2026 THE ORIGINAL ALLOCATION INCLUDED FUNDS FOR MENTAL HEALTH WITH THE CHANGE TO 525,000 FOR 24, 25 AND 26. WE ALLOCATED ABOUT 296,000 FOR GRADE 4-5 AND TO FUND THE THERAPEUTIC LEARNING CENTER.

IT GETS US TO THE $6.8 MILLION.

WE WENT BACK AND LOOKED AT THE BLOCK GRANT. WE REVISE THOSE NUMBERS AT 10.5 MILLION THAT WAS CUT MORE THAN HALF TO 5.1 MILLION. FOR 24 , WE SET ASID FUNDS THROUGH MUSIC.

THAT TOOK AWAY THE $1 MILLION AND WE SET ASIDE ANOTHER 1.1 MILLION AND ANOTHER 1,000,025 FOR ANY POTENTIAL OBLIGATIONS DISCRETIONARY SPENDING. TO BAC US INTO THE $5.1 MILLION TO.

PROP 98 FOR THOSE THAT DON'T KNOW, IT'S THE QUESTION THAT WAS ON THE BALLOT IN NOVEMBER O 2022 WHICH ESSENTIALLY ASKED TH VOTERS IF THEY WANT TO SET ASIDE 1% OF THE MINIMUM GUARANTEE.

SO FOR US THE EARLY ESTIMATES ARE ABOUT $2 MILLION.

THIS IS HOW IT'S GOING TO BE IMPLEMENTED.

HOW THE CALCULATIONS ARE GOING TO BE DONE. THE INDIVIDUAL SCHOOLS AND THE BIGGEST PART GIVES A CHALLENGE FOR A NUMBER OF SCHOOL DISTRICTS INCLUDING OURS. THE SUPPLEMENT REQUIREMENT. MEANING THAT IF THERE IS A SUPPLEMENT REQUIREMENT DEPENDING ON WHAT IT IS, WE CAN'T SPEND THESE DOLLARS ON PROGRAMS WE HAVE IN EXISTENCE. GIVEN IF WE BACKUP ONE SLIDE SINCE THEY GIVE US MONEY FOR OUR MUSIC, INSTRUCTIONAL MATERIALS, THE CONVERSATION IS IF WE SPEND MONEY ON THIS, IF IT CANNOT ENABLE US TO SHIFT THIS FUNDING WHEN IT ENDS ? THOSE DETAILS AR STILL BEING WORKED OUT. WE DON' HAVE A DATE FOR WHEN WE WILL KNOW HOW THIS IS GOING TO GET

[03:05:09]

ALLOCATED AND WHAT THE RESTRICTIONS ARE. WE EXPECT TO HEAR SOMETHING IN LATE FALL. THAT'S WHEN WE HAVE THIS IRONED OUT. GENERALLY THESE ARE ONGOIN DOLLARS THAT ARE GOING THROUGH THE MUSIC FUNDING. THESE WILL BE CONTINUOUS. THERE'S NOTHING THAT'S GOING TO GET CUT FROM THIS BECAUSE IT WAS A PROPOSITION AND IT DID PASS IT DOES SET IT GUARANTEE BASED ON THE MINIMUM GUARANTEE. IT'S TH MINIMUM GUARANTEE FOR FUNDING.

THERE IS ALSO A FISCAL CLIFF WE FACE MOVING FORWARD. DURING TH PANDEMIC SCHOOLS IN CALIFORNIA TOOK A HIT WITH AVERAGE DAILY ATTENDANCE WHICH IS WHAT WE ARE FUNDED ON WHEEZE TO BE FUNDED O THE PRIOR-YEAR AVERAGE DAILY ATTENDANCE.

IT'S HARMLESS FOR A YEAR. IT WA FROZEN. FURTHER RELIEF WAS SHIFTED TO A COMPUTED AVERAGE USING THE PRIOR THREE YEARS RATHER THAN JUST THE REOCCURRIN YEAR.

WALL THAT HELPED US DURING THE PANDEMIC. WHEN WE LOOK AT THE AVERAGE -- THE AVERAGE ENROLLMENT IN THE AVERAGE DAIL ATTENDANCE THE MIDDLE COLUMN IS PROJECTED BUT IS FUNDED WITH 17,000 WITH 17,118.

OUR PROJECTED ADA WILL BE DONE 651 STUDENTS HOWEVER, IT WILL BE DOWN ALMOST 2000 STUDENTS. AT ROUGHLY $10,000 PER STUDENT YOU CAN IMAGINE HOW SIGNIFICANT OF A BLOW THAT IS WHEN WE ARE LOOKING AT FUTURE FUNDING. WHE YOU LOOK AT OUR FUNDS YOU HEA ALL THESE BIG NUMBERS ABOUT 10% AND 8.22% WHICH IT WAS PROPOSED FOR 23, 24. THE COLUM ON THE RIGHT SHOWS WHAT THE ADVERTISED INCREASE IN FUNDING IS. THE COLUMN IN THE MIDDLE IS THE INCREASED PRESS BASED ON TH CHANGING AND WOMAN. 13.26% FOR THIS YEAR. THAT'S JUST 10.69. NEXT YEAR YOU WILL HAVE A .22% BUT FOR A IT'S 3.3% YEAR-OVER-YEAR INCREASE.

IT'S GIVEN TO US FOR PROJECTION WE ARE LOOKING AT A NEGATIVE AND IN 25 OR 26 THAT'S MORE THAN .72%.

PUBLIC SCHOOL FUNDING OVER 20% MEANWHILE IT'S NOT ONLY ASK, IT'S A NUMBER OF DISTRICT EXPERIENCING THE SAME ENROLLMEN TRENDS. IT'S LESS THAN HALF OF THAT. IT'S BELOW 14%.

>> IF YOU GO BACK TO THE PREVIOUS SLIDE, THE STATE BASICALLY KICKED THE CAN DOWN THE ROAD BY COMING UP WITH THIS NEW THOUGHT PROCESS OF HOW THE SCHOOL DISTRICTS CAN LOOK, KNOWING 95% OF THE DISTRICT HA DECLINED IN ENROLLMENT AND NOW WE ARE FACING A VERY SIMILAR CLIFF THEY CAN THROW OUT THOSE PERCENTAGES ON THE OTHER SIDE OF THAT PROJECTED -- UNLESS YO ARE A DISTRICT THAT IS STAYIN , ENROLLMENT OR ADA OR GROWING, YOU WILL NOT SEE A .2%. WOULD YOU AGREE WITH THAT?

>> YES YOU WILL SEE SOME DISTRICTS SAYING THAT YOU LOOK AT THEIR ENROLLMENT NUMBERS AN THE NUMBERS MAY BE EITHER STEAD OR HIGHER BUT SOME DISTRICTS TOOK STUDENTS BEYOND THE FUNDE DATE WHICH MEANS IF YOU TOOK THREE OR 400 EXTRA STUDENTS IT SHOWS YOUR ENROLLMENT BUT YOU'R NOT GETTING PAID FOR IT. THAT DOESN'T TRANSLATE INTO ANY ADDITIONAL DOLLARS BUT IT DOES TRANSLATE TO ADDITIONAL EXPENSES.

>> THIS IS WHAT -- IT'S VERY DIFFICULT TO CALCULATE AND I WANTED TO ILLUSTRATE THIS OF HOW THE FUNDING VARIES DEPENDIN ON WHAT GRADE LEVEL THE KIDS ARE. THEY ARE THE ONES THAT ARE EACH FUNDED DIFFERENTLY. I DOES APPLY TO THAT BASE AND IT

[03:10:06]

GIVES YOU THE TOTAL FOR THOSE GRADES AND IT'S A GREAT ADD-ON WE GET ADDITIONAL $1032 FOR EACH STUDENT, NOTHING 4-6.

NOTHING 7-8 WE GET $312. WE GET AN ADDITIONAL $3000 AS AN ADD-ON BECAUSE OF THE LOW SIZ RATIO WITH THE REQUIREMENT TO HAVE THE TEACHER AND A PARENT IN THE CLASSROOM. PER STUDENT FUNDING, IT'S ON THAT LINE. 13-9-10-9. THE BOTTOM ILLUSTRATES SO YOU CAN SEE HOW WHEN A STUDENT GOES FROM THERE WE LOSE $3000 PER STUDENT IN FUNDING. WHEN THEY GO FROM THIR GRADE TO FOURTH GRADE, YOU LOSE $882 . WE GET SOME OF IT BACK WHEN THEY GO FROM 6-7TH GRADE W GET AN ADDITIONAL $298 WHEN THE GO FROM GRADE 8 THROUGH GRADE 9 WE GET ADDITIONAL $1916. WE AR DOING PROJECTIONS MOVING FORWARD, WE LIKE AT ADA AND OPEN ENROLLMENT BUT IT'S NOT AN EASY CALCULATION AS THE KIDS MOVE UP, THE DOLLARS THAT THEY GENERATE.

>> FOR 23 AND 24, THIS JUST ILLUSTRATES SOME OF THE MAJOR CHANGES THAT IMPACTED THE BUDGET. THE FIRST LINE YEAR OVE YEAR ABOUT $6.2 MILLION. THERE ARE A NUMBER OF UPS AND DOWNS I HERE. A LOT OF IT HAS TO DO WITH INFLATION INCREASE IN COST AND INSURANCE IS A BIG ONE. I WANT TO POINT OUT WE DID INCREASE THE SCHOOL ALLOCATION BY 10%, WHICH IS THE FIRST TIME WE'VE DONE THAT IN THE LAST SIX YEARS. RECOGNIZING THE INCREAS IN COST. THIS FOLLOWS A SIMILAR TREND OF WHAT WE SEE IN ENROLLMENT. SCHOOLS ARE FUNDED HERE, WE ALLOCATE DOLLARS BASE ON ENROLLMENT. AS ENROLLMENT DECLINES, THEY GET LESS DOLLARS THIS 10% IS CAN HELP BRIDGE THAT GAP SO THEY ARE NOT SEEING IT AS LARGE OF A HIT. WE ARE HAPPY TO AT LEAST DO THAT, MOVING FORWARD. IT DOESN'T SOLVE EVERY SINGLE PROBLEM WE HAVE, WE ARE ABLE TO INCREASE THOSE DOLLARS. THAT DOESN'T INCLUDE ANYTHING WITH STAFFING THIS IS JUST SUPPLIES AND MATERIALS.

AND 23. WHERE WE ARE AT 23 AND 24 THIS IS WHERE YOU SEE OVER 3 YEAR-OVER-YEAR AND INCREASE GOING FROM 190 MILLION TO 196 FAR SHORT OF WHAT IS ADVERTISED AT 8.22. THE FEDERAL AND STATE DECLINE HEAR A SIGNIFICANT DECREASE THAT'S BECAUSE OF THE STIMULUS FUNDS GOING AWAY THAT ARE EXPENDED. YEAR-OVER-YEAR, WHEN YOU LOOK AT WHERE WE ARE PROJECTED TO END THE YEAR AT 272 WE ARE AT 32 MILLION IT'S MOSTLY STIMULUS DOLLARS THAT ARE BEING SUSPENDED.

THIS IS A BREAKDOWN OF A DIFFERENTIAL WE HAVE RESTRICTE AND UNRESTRICTED DOLLARS MOST O THEM GO TO SPECIAL EDUCATION.

IT'S NOT RESTRICTED. WE HAVE A TITLE PROGRAM WITH FUNDING WHICH IS MONEY THAT WE RECEIVED FOR SPECIAL EDUCATION. ONE OF THE NEW PROPOSALS FOR NEXT YEAR -- IT'S NOW A PASTOR DIRECTLY TO THE SCHOOL DISTRICT BASED ON ADA. OUR YEAR-OVER-YEAR IS TAKING THE SAME HIT BASED ON ADA AS WE ARE SEEING IN OUR REGULAR ENROLLMENT AS WELL. WE ARE GETTING HIT ON THAT AS WELL WHERE OUR MONEY COMES FROM. MOS OF IT COMES FROM LOCAL CONTROL FUNDING FORMULAS. 6% COMES FRO THE TRANSFER EDUCATION AND A SMALL PERCENT COMES FROM LOCAL DOLLARS.

WE SEE THOSE RESTRICTED FUNDS BEING SPENT AND NOT BEING REPLENISHED. THIS IS THE BREAKDOWN BETWEEN RESTRICTED AN

[03:15:02]

UNRESTRICTED DOLLARS. AND ADDS UP TO $247 MILLION PROJECTED EXPENSES.

YOU CAN SEE HOW WE SPEND OUR DOLLARS. WE HAVE A MAJOR RESOURCE. WE HAVE A BRACKET OF PERSONNEL AND STAFFING EXPENSES TOGETHER $.84 OF EVERY DOLLAR W SPEND GOES TOWARDS PEOPLE.

IF YOU TAKE ALL THIS AND DO THE MATH YOU TAKE THE BEGINNING BALANCE WHAT WE ESTIMATE. SOME ADJUSTMENTS WE TAKE THE REVENU WE PROJECT AT 239 MILLION AND YOU SUBTRACT THE EXPENSES AND YOU ESTIMATE YOUR ENDING BALANC YOU WILL SEE YOUR ENDING BALANC PROJECTED TO GO FROM 34 MILLIO DOWN TO 27 MILLION AND THAT 27 MILLION IT'S BROKEN DOWN BELOW WITH OUR INVENTORY REVOLVING CASH 100,000. WE MAINTAIN THE FISCAL ISOLATION RESERVE WITH $3 MILLION REQUIRED TO KEEP 3% FOR THE RESERVES. THAT'S THE UNDESIGNATED FUND AT 16.5 MILLION YOU MAY SEE YOU START WITH 34 WE AND WITH 27. 16.5 I UNDESIGNATED.

MULTI-YEAR PROJECTION FOR THE DEPARTMENT OF EDUCATION WE ARE ABLE TO MEET THE FINANCIAL OBLIGATIONS FOR THIS YEAR PLUS THE NEXT TWO. WHEN WE DO OUR PROJECTIONS, 23 AND 24, YOU SEE 8.2% WITH ENROLLMENT PROJECTIO FOR NEXT YEAR. ERA ESTIMATED PENSION COST MAINTAINING CLASS SIZES, STAFFING RATIOS FOR EAC OF THE YEARS.

WE TAKE OUT TEACHERS AT A HIGHE SALARY AND GET TEACHERS WITH A LOWER SALARY. IT'S CALLED BREAKAGE. 24, 25, 25 AND 26 TH FACTORS WE GET EARLIER FROM TH ADVOCACY GROUPS IN ORDER FOR US TO DO OUR FORECAST, WE TAKE OU ENROLLMENT PROJECTIONS AND BUMP THE GRADES UP WE ACCOUNT FOR SOME INS AND OUTS. THIS IS WHERE YOU SEE THE THREE-YEAR ROLLING WHERE WE ARE GETTING FUNDED FOR LESS THEN -- MORE THAN WHERE WE ARE. LOOKING FORWARD IN THE NEXT COUPLE OF YEARS THE CHALLENGES THAT WE FACE, I NOTED THE FUNDING FOR SPECIAL EDUCATION FUNDING AND PROPORTION WHICH IS FOLLOWING A SIMILAR PATH. MEDICAL COSTS HAV BEEN INCREASING IN OUR RENEWAL THIS YEAR. IT'S WHAT'S CALLED LASERS. WE ARE SELF-INSURED WHEN WE GO FOR RENEWAL ON OUR COVERAGE MEANING ANY MAJOR LOS ABOVE $600,000 THE INSURANCE COMPANY CAN SAY WE ARE NOT GOING TO COVER THOSE. WE ARE ON THE HOOK NEXT YEAR FOR INCREASED DEDUCTIBLES FIRST . $ MILLION IN ADDITION TO THE CLAIMS AND THE PREMIUMS WE HAV TO PAY. LEGAL FEES WE STILL HAVE PENDING LITIGATION BACK FROM 2015 REGARDING THE PROPERT DISPUTE AND OTHER FUNDS. THE PROPERTY LIABILITY INSURANCE HA BECOME A MAJOR ISSUE FOR NOT ONLY US BUT FOR THE COUNTY AN FOR THE ENTIRE STATE. WORLDWIDE YOU SEE ALL THE THINGS HAPPENING BECAUSE OF NATURE.

WHETHER THEY BE TORNADOES, FLOODS, HURRICANES IS BECOMING MORE AND MORE DIFFICULT FOR US TO GET PROPERTY INSURANCE WE AR LOOKING AT 100% INCREASE IN OU PROPERTY INSURANCE AND A 50% INCREASE IN THE OUT YEARS WITH LIABILITY INSURANCE AS WELL.

LOOKING AT A 30% INCREASE EACH YEAR. UTILITY COST.

>> BRIEFLY. WHERE DO WE TRACK DOWN THE PROPERTY LIABILITY INSURANCE? WHERE DO WE LOOK FO THE BEST PRICE OR MAKE SURE WE ARE COVERED? HOW DO WE DO THAT WITH THE COUNTY?

>> WE PULL OUR INSURANCE WITH THE FUNDING AUTHORITY WHICH WE WILL REFER TO AS POWERS AUTHORITY. ALL THE SCHOOL

[03:20:03]

DISTRICTS IN THE COUNTY ARE TOGETHER. WE POOL OUR RESOURCE TOGETHER AND WHAT WE DO, WE GO OUT FOR SECONDARY AND THIRD AN FOURTH LEVEL OF CLAIMS. WE ARE TRYING TO LEVERAGE OUR SIZE AS LARGE COUNT WHICH IS A PRO AND A CON IT COMES WITH OUR ABILITY WITH A LARGE ACCOUNT BUT IT ALS COMES WITH THAT WE ARE IN A FIRE AREA EVERY TIME THERE IS A FIRE, WE TAKE A HIT. SOMETIMES WHEN THERE ISN'T A FIRE HERE, A FIRE 700 MILES AWAY, WE TAKE A HIT. THAT'S HOW THE BACKEND OF THE INSURANCE WORKS. WE HAVE

LIABILITY. >> UTILITY COSTS CONTINUE TO INCREASE. WE DID APPLY FOR THE GRANTS TO TEST THE PROJECTS WHICH WE ARE HOPING WILL SAVE U SOME COSTS AS THE BATTERIES WILL CHARGE WHEN UTILITY COSTS ARE LOWER AND EXPRESS THEIR ENERGY DURING THE DAY WHEN UTILITY COSTS ARE HIGHER BUT WE WILL HAVE TO WAIT AND SEE IF THOSE ARE LONG-TERM BENEFITS WE SHOULD SEE MOVING FORWARD. TRANSPORTATION COST FUEL COST REMAIN HIGH. THERE IS A STAFFING SHORTAGE FOR BUS DRIVERS AS WELL WE ARE LOOKING AT A 5% INCREASE IN ADDITION T FUEL SURCHARGES AND THAT AFFECT US NOT ONLY FOR TRANSPORTING KIDS BUT EVERY TIME WE GET DELIVERED NOW WE HAVE A FUEL SURCHARGE EVEN WHEN WE CONTRACT OUT THE SERVICES, THE ORGANIZATIONS AND SERVICE FOLK HERE ARE CHARGING US A FUEL SURCHARGE AS WELL. STAFFING REMAINS A CHALLENGE SO WE ARE FORCED TO OUTSOURCE SOME SERVICES IT MEANS WE PAY MORE FOR THE SAME SERVICES HAD WE HAD STAFF INTERNALLY AND THE PROGRAMS AND SERVICES SOMETHIN WE HAVE TO LOOK AT WITH THE PRESENTATION EARLIER WITH SOME OTHER PROGRAMS WE HAVE HAD IN THE PAST, WE HAVE BEEN ABSORBING. WHEN YOU PLUG ALL O THIS IN WITH THE FACTORS THAT W USE AND LOOKING AHEAD, WE WILL BE FINE IN YEAR THREE AS OF NOW BUT WHAT WE'RE DOING, WE ARE EATING OUR BALANCE MOVING FORWARD. YOU LOOK AT 23 AND 24 OPERATING AT PLUS-. REMAINING STEADY FOR 24 AND 25 GOING UP ABOUT $1 MILLION AT 8.2. YOU SEE OUR BALANCE GO DOWN STARTIN AT 34 MILLION YOU SEE OUR BALANCE GO DOWN STARTING AT 34,000,024, 25, 26. WHEN YOU FILTER THAT DOWN, THE 16 MILLION OF UNDESIGNATED FUNDS EARLIER AT THE END OF 23 AND 24 BY 25 AND 26, THEY COULD POTENTIALLY BE JUST OVER $1 MILLION. I CAN'T TELL YOU WHAT'S GOING TO HAPPEN IN 25 AND 26. THE STATE STILL HASN'T APPROVED THE BUDGET THEY ARE WORKING BACK AND FORTH WITH THE GOVERNOR TO COME UP ON THE STAT BUDGET WHICH WILL IMPACT ALL OF THESE NUMBERS. WHAT THIS LOOKS LIKE MOVING FORWARD, HOW THE ECONOMY FARES NEXT YEAR TWO YEARS, THREE YEARS, WELL OBVIOUSLY CHANGE ALL THESE NUMBERS. NONE OF THIS IS ACCURATE, NONE OF THIS IS RIGHT BASED ON THE FACTORS THAT WE ARGUE. THESE ARE THE OTHER FUNDS THAT WE OPERATE. IT'S TH FIRST GROUP OF PROGRAMS THAT WE RUN FROM A NOTIFICATION FOR CHILD CARE AND THE CAFETERIA FUND WHICH IS THE CHILD NUTRITION FUND. WE ARE FORTUNAT TO HAVE MAINTENANCE PICK UP SOM MAJOR THINGS THAT OUR SCHOOL SITES NEED. CAPITOL TECHNOLOGY DEVELOPING THESE FUNDS AND SURPLUS PROPERTY. WE DID MOVE THE $3.5 MILLION WE DID THIS YEAR FOR TEXTBOOK PURCHASES. W SELL THAT PROPERTY.

THEY AGREED TO MOVE 3 1/2 MILLION DOLLARS OF THOSE FUNDS TOWARDS THE PURCHASE OF TEXTBOOKS WE DID APPLY FOR THE STATE TO GET APPROVAL LIKE THAT THE PRINCIPAL INTEREST PAYMENT.

[03:25:11]

WE GOT A PRETTY LOW FUND BALANC WE ARE RUNNING ABOUT 2.7 MILLIO IN INCOME EXPENSE AND HEALTH AN WELFARE. AS I MENTIONED EARLIER, WE ARE RESPONSIBLE.

WE HAVE A COMPOSITE RATE WHICH IS HOW WE ESTIMATE THE EMPLOYEE THIS YEAR FROM 16,000.

IT WAS A $2000 PER PERSON INCREASE JUST ON THAT.

THOSE TWO CLAIMS. IT'S JUST A GENERAL PASS THROUGH WHERE WE HAVE VARIOUS SCHOLARSHIPS. REMARK WE ARE COMING TO A CLOS ON STIMULUS FUNDS THIS IS GOIN BACK TO 2022.

THAT WILL GO AWAY. WE ARE LEFT WITH THREE POTS OF MONEY. THE INSTRUCTION GRANT HAS OVER $1 MILLION LEFT. THE EXPANDED LEARNING OPPORTUNITY GRANT.

IT STILL LEFT. THAT WILL BE EXPENDED BY THIS COMING YEAR.

THE PROGRAMS THAT WE SAW EARLIER.

THE BUDGET IS DONE.

AND VERY INFORMATIVE PRESENTATION.

IT SEEMS LIKE MORE -- EVERY YEA WE TALK ABOUT IT. THERE IS EVE MORE UNCERTAINTY. WHEN WE VISI THIS -- CORRECT?

>> THE NEXT ONE.

TAX COLLECTIONS ARE EXPECTED TO -- IT'S OCTOBER 18TH IS WHEN THEY ARE DUE. YOU WILL NOT HEA ANYTHING OCTOBER 18TH PROBABLY HEAR SOMETHING CLOSER IN NOVEMBER. LOOKING FORWARD WE PROBABLY WON'T EVEN GET A GOOD SENSE OF WHERE WE ARE UNTIL TH GOVERNOR'S PROPOSED BUDGET IN JANUARY.

WE MAY HAVE TO WAIT UNTIL WE REVISE THAT. IT WILL BE A REALL CHOPPY YEAR. WE HAVE TO HOPE THEY RESTORE THOSE ONE-TIME FUNDS.

THEY HAVE TO REDUCED US FOR TH DOLLARS THAT THEY ARE PLANNING ON TAKING AWAY. BUT THAT MAY COME AT THE EXPENSE. WHAT WAS THAT? WHAT WAS THE CARTOON I HAD HERE? IT'S GOOD TO GIVE BACK. THERE IS A LOT OF UNCERTAINTY WE WILL SEE SOME ADJUSTMENTS IN THE FIRST INTERIM. THE TAX COLLECTIONS WON'T BE HERE UNTI OCTOBER.

I DON'T KNOW HOW MUCH WE ARE GOING TO SEE.

HOPEFULLY BEFORE JUNE 30TH THE GOVERNOR LEGISLATURE AGREES ON THE BUDGET. SO WE WILL KNOW WHAT HOLD STEADY FOR THIS YEAR.

>> THE PIECE TO ME IS VERY DISAPPOINTING.

NOT EVEN CLEARING OUT THAT. THIS IS A QUICK QUESTION.

YOU HAD A FOOTNOTE AT 93 AND 94%. WHAT DID THAT LOOK LIKE PRE-COLORED? DID THAT GO DOWN O YOUR PERCENTAGE?

[03:30:03]

>> YOUR OVER 96.

AS HE POINTED OUT, IT'S EASY TO MISS A DAY OF SCHOOL NOW. I DO KNOW THAT THAT IS ANOTHER ISSUE THEY HAVE ONGOING MONEY.

>> THANK YOU.

WANT TO SAY IT'S SOBERING. I LOVED YOUR GRAPHICS. GIVE A SHOUT OUT TO THE GRAPHICS YET AGAIN. I DID MISS THE DOLLAR IN SLICES YOU HAD SOME NEW ONES. THAT WAS GOOD. I REALLY PARTICULARLY LIKE THE SLIDE WITH THE LITTLE SWOOP THINGS THAT WAS VERY HELPFUL ESPECIALL WHEN YOU EXPLAINED IT. THANK YOU FOR THAT. NOW I ACTUALLY GE IT.

THE DELAYED INCOME TAX DEADLINE DOES IT MAKE NEXT YEAR'S PROJECTIONS AT ALL EASIER BECAUSE THERE'S SUCH A SMALL AREA NOW? INSTEAD OF THE TYPICAL WHOLE YEAR? LOOKING FOR A TINY LITTL SILVER LINING THERE'S PROBABLY NOTHING THERE.

>> WELL -- I THINK WHAT WILL HAPPEN IS BECAUSE OCTOBER WIL GIVE YOU THE INDICATOR OF ENDING JUNE 2023. IT WILL ALSO GIVE YOU HOW WE START THE YEAR FROM JULY TO OCTOBER. IT WILL BE BENEFICIAL BECAUSE THEY WIL BE ABLE TO SAY THE TREND COMING OUT -- ENDING JUNE 2023 THE TREND COMING OUT OF THERE IN THE TREND STARTING IN 23 AND 24, WILL GIVE A BETTER PICTURE AS TO HOW WE ARE GOING WHICH W WILL PROBABLY INFLUENCE WITH THE PROPOSED BUDGET IN JANUARY THERE'S ALSO A LOT OF POLITICAL SPINS ON YEAR. THE GOVERNOR IS GOING TO RUN FOR PRESIDENT. IT' AN ELECTION YEAR NEXT YEAR. WHEN THE TERM LIMITS WERE ESTABLISHED IN THE LEGISLATURE, I BELIEVE EVERYONE WILL COME DUE THIS NEXT ELECTION CYCLE WHICH IS ONLY SIGNIFICANT IN A SENSE FOR SCHOOLS BECAUSE THER WILL BE NOBODY LEFT. WHICH MAY BRING INTO QUESTION IS THIS TH BEST WAY TO FUND SCHOOLS OR DO WE WANT TO DO SOMETHING ELSE? THERE IS A NUMBER OF THINGS GOING ON DEPENDING ON THE OUTCOME OF WHATEVER HAPPENS I ELECTIONS THAT MAY IMPACT SOM FUTURE CONVERSATIONS THAT WILL CHANGE THIS WHOLE THING ONE WAY OR ANOTHER. HOPEFULLY FOR THE BETTER BUT THERE IS A LOT OF TALK ABOUT FUNDING ENROLLMENT.

IF WE JUST TAKE THE SAME PIE AND CUT IT BY A DIFFERENT NUMBER, IT DOESN'T MATTER. YOU'RE GETTING 10,000 NOW BUT YOU ONLY GOING TO GET 9500, IT DOESN'T HELP US. FROM A PR STANDPOINT, IT LOOKS GOOD TO SA HEY. NOW WE ARE FUNDING FOR ENROLLMENT. THAT DOESN'T DO ANYTHING FOR US.

CONVERTING TO THE ENROLLMENT.

IT'S DIFFICULT TO HAVE THESE FUTURE PROTECTIONS.

SI POST WHERE SOMEONE SAID YOU SHOULD LET THEM FUND SCHOOLS.

I APPRECIATED THE SLIDE ON THE MAJOR BUDGET.

[03:35:05]

I KNOW YOU ALLUDED TO SOME OF THEM. I DON'T KNOW. I KNOW A LO OF THEM ARE OUT OF OUR CONTROL. SOME THINGS ARE MORE IN OUR CONTROL.

THE POSITIONS THEY LEFT BEHIND, WE HAVEN'T DONE THAT YET.

THAT WAS ONE OF THE BIGGEST INCREASES WE SAW.

QUESTIONS? OKAY. THIS TOO WILL COME FORWARD FOR ACTION IN TWO

[E. Business Services - Public Hearing: Resolution #22/23-38: Education Protection Account (EPA) Spending Plan, 2023-2024]

WEEKS ON JUNE 21ST. IT BRINGS US TO THE BUSINESS SERVICES AN OUR THIRD PUBLIC HEARING OF TH EVENING. WE WILL NOW CONVENE A PUBLIC HEARING AT 9:37 TO RECEIVE PUBLIC TESTIMONY CONCERNING 22/23:38 EDUCATION PROTECTION ACCOUNT EPA SPENDIN PLAN . ARE THERE ANY PUBLIC COMMENTS ON THIS SIDE?

>> THERE ARE NOT. OKAY. WE WIL CLOSE THIS PUBLIC HEARING AT 9:37. ASK IF THERE ARE ANY COMMENTS OR DISCUSSION FROM THE BOARD.

>> YOU JUST WANT TO EXPLAIN? THIS IS SOMETHING THAT COMES UP ANNUALLY. PROP 30 CAME ABOUT A A QUESTION SIMILAR TO PROP 28 NOW. INCREASING THE STATE SALE TAX AND THOSE FUNDS ARE SUPPOSE TO GO TO SCHOOLS AND BECAUSE IT'S GENERATED FROM A TAX, SCHOOLS HAVE THE RESPONSIBILITY TO TELL THE PUBLIC HOW WE ARE SPENDING THOSE ADDITIONAL SALES TAX DOLLARS. WE'VE ALWAYS USED PROP 30 MONEY FOR TEACHER SALARIES AND THAT IS WHAT WE PRESENT SO THIS IS AN ANNUAL THING.

>> IT'S NOT ADDITIONAL MONEY BU THIS IS MONEY THAT WE HAVE ALWAYS GOTTEN. IT'S NOT ABOVE AND BEYOND WHAT WE ARE ENTITLED TO WITH PROP 28 SO -- IT IS I WAS SUPPOSED THE SUNSET I BELIEVE TWO YEARS AGO AND IT WA EXTENDED TO 2030. I DON'T EVEN WANT TO LOOK THAT FAR AHEAD BUT FOR NOW IT'S GOOD.

[F. Board of Education - Approval of Subcommittee's Recommendations for Citizens' Bond Oversight Committee Member Selection]

COMMENTS ON THIS SIDE, WE WILL MOVE TOO.

>> I MOVED TO APPROVE THE RECOMMENDED APPLICANTS TO SERVE ON THE BOND OVERSIGHT COMMITTEE.

>> THANK YOU, TRUSTEE GOLDBERG. >> SECOND.

>> IT'S BEEN MOVED AND SECONDED DO WE HAVE ANY DISCUSSION ON

THIS? >> I SEE NONE. LET'S VOTE.

>> TRUSTEE GOLDBERG. >> YES.

>> TRUSTEE SYLVESTER. >> S.

>> MOTION CARRIES 5-0 WITH A PREFERENTIAL YES. WE CAN PERHAPS GET THROUGH 3G AND LOO FOR WHEN WE NEED TO TAKE A

[G. Human Resources - Declaration of Need for Fully Qualified Educators]

BREAK.

LET'S DO 3G, HUMAN RESOURCES NEED FOR QUALIFIED EDUCATORS.

THE MOTION PLEASE. >> TRUSTEE GOLDBERG.

>> I MOVE WE APPROVE THE DECLARATION FOR QUALIFIED EDUCATORS AND THE ANNUAL STATEMENT OF NEED FOR THE 2023

2024 SCHOOL YEAR. >> THANK YOU. THANK YOU FOR THE SECOND. IS THERE ANY DISCUSSION

[03:40:01]

VOTE. >> YES.

>> YES. >> TRUSTEE SYLVESTER.

>> TRUSTEE GOLDBERG. TRUSTEE POWELL. MOTION CARRIES 5-0 WIT

[4. ACTION ITEMS – CONSENT]

THE PREFERENTIAL YES VOTE. >> CAN I REQUEST THAT WE GET THROUGH CONSENT AGENDA SINCE THERE'S NO ITEMS PULLED? IF WE COULD DO THAT, THAT WOULD BE GREAT FOR SOME FOLKS.

>> ABSOLUTELY. >> OKAY, THANK YOU VERY MUCH.

>> THANK YOU VERY MUCH. MOVED AND SECONDED IS THERE ANY

DISCUSSION? >> OKAY WE WILL VOTE.

>> TRUSTEE COBB. TRUSTEE GOLDBERG.

>> TRUSTEE SYLVESTER. TRUSTEE POWELL. MOTION CARRIES 5-0 WIT

A PREFERENTIAL YES VOTE. >> I WOULD LIKE TO CONSENT.

>> I WOULD LIKE TO ASK HARRIS TO COME UP TO THE PODIUM AS SHE IS NOW OUR NEW DIRECTOR FOR STUDENT SUPPORT SERVICES AND OUR SECOND KINDERGARTEN GRADUAT OR PROMOTER ON TONIGHT'S

AGENDA. >> CONGRATULATIONS.

>> THANK YOU, PRESIDENT. DISTRICT LEADERSHIP. I DID ATTEND THE SCHOOL FOR 13 YEARS . I'M IN MY 23RD YEAR AFTER BEING WEST LATE THOUSAND OAKS HIGH SCHOOL. FOR THAT ENTIRE TIME I HAVE BEEN HONORED TO SERVE WITH GREAT PEOPLE AT BOTH OF THOSE PLACES WITH STUDENTS, FAMILIES, STAFF. ADMINISTRATIV TEAMS. HAVE THE OPPORTUNITY TO SERVE ALL THE STUDENTS

>> OKAY. SHOULD WE TAKE A BREAK

>> I MOVE THAT WE EXTEND MEETIN TO POTENTIALLY NO LATER THAN MIDNIGHT.

ANY COMMENTS? >> THANK YOU. WE ARE AT

[A. Student Services & Instructional Services - Presentation: Strategic Plan for Inclusion for Students with Disabilities]

SECTION 5, BEGINNING WITH FIV DAY. STUDENT SERVICES AND INSTRUCTIONAL SERVICES PRESENTATION ON OUR STRATEGIC PLAN FOR INCLUSION.

WE'VE BEEN LOOKING FORWARD TO THIS. WELCOME WELCOME.

>> GOOD EVENING. I LOVE OUR PRESENTATIONS FROM THE COLLABORATION. ESPECIALLY WITH THE STRATEGIC PLAN FOR INCLUSIO BECAUSE IT DOES HIGHLIGHT THAT IT IS INCLUSION . IT'S NOT JUST STUDENTS WITH DISABILITIES BUT ALL OF OUR STUDENTS BENEFIT FROM THIS INTENTIONAL AWARENESS WITH THAT WE HAVE OUR DIRECTOR OF SPECIAL EDUCATION DR.AARON RODRICK AND OUR DIRECTORS OF INSTRUCTION , DR.SELLERS. DR.WILSON AND MR.BRIAN. THEY WORK VERY HARD. COLLABORATING, WORKING WELL AND DOING AMAZING THINGS FOR OUR STUDENTS. WITH THIS PRESENTATION WE ALSO HAVE

A VIDEO. >> GOOD EVENING BOARD PRESIDENT GILL. SUPERINTENDENT DR.MCLACHLAN. MEMBERS OF THE BOARD AND DISTRICT LEADERSHIP. DIRECTORS OF SPECIAL EDUCATION AND OUR INSTRUCTIONAL DIRECTORS THAT WORK COLLABORATIVELY ON THIS PLANET ARE VERY PLEASED AN EXCITED TO PRESENT TO YOU THE UNIFIED SCHOOL DISTRICT STRATEGIC INCLUSION PLAN FOR STUDENTS WITH DISABILITIES. AS REVIEWED WHEN HE REVIEWED THE PRESENTATION AND OUR INSTRUCTIONAL DIRECTORS WILL REVIEW LATER, WE HAVE OVERARCHING GOALS WITHIN THE STRATEGIC PLAN THAT ARE DIRECTL CONNECTED. THAT IS DESIGNED TO SUPPORT POSITIVE STUDENT OUTCOMES FOR ALL STUDENTS AND THE INSTRUCTIONAL DIRECTORS WIL REVIEW HOW THE SCHOOLS DIRECTLY CONNECT TO THESE INCLUSION GOALS.

[03:45:03]

PLAN AND STARTED DOING THE WOR , WE REALLY LOOKED AT THESE RESTRICTIVE ENVIRONMENTS. A SENSUAL FOR THE FEDERAL INDIVIDUALS WITH DISABILITIES ACT . WITHIN THAT IT STATES THAT STUDENTS WITH DISABILITIES MUST BE INCLUDED IN THE GENERAL EDUCATION SETTING TO THE GREATEST EXTENT POSSIBLE.

RESEARCH OVERWHELMINGLY STATES THE BENEFITS OF STUDENTS HAVIN ACCESS TO THEIR PEERS INCLUDIN SOCIAL BENEFITS FOR STUDENTS WITH DISABILITIES INCLUDING ACADEMIC ADVANCEMENTS FOR STUDENTS WITH DISABILITIES AND INCLUDING REMOVING A STIGMA THAT COULD BE RELATED TO HAVING A DISABILITY WHEN WE HAVE MORE INCLUSIVE PRACTICES. IT'S IMPORTANT TO ALSO CONSIDER THE ENVIRONMENT BEST THE INDIVIDUALIZED. IT'S DETERMINE BASED ON THE STUDENTS GOALS. DETERMINED BASED ON THE STUDENT SERVICE NEEDS AND INDIVIDUAL STUDENT LEARNING PROFILES. IT MUST BE INDIVIDUALIZED AND IT MUST BE REFLECTED IN THE PAPERWORK AND WHAT IS REALLY IMPORTANT TO KNOW , ALL STAFF ARE RESPONSIBLE FOR INCLUSION AND ALL STAFF ARE RESPONSIBLE FOR THE IMPLEMENTATION OF THE LEAST RESTRICTIVE ENVIRONMENT.

SO NEXT, WE REALLY LOOKED AT WHAT IS THAT LINK BETWEEN INCLUSION? WHEN YOU LOOK AT THAT AND YOU THINK ABOUT INCLUSION YOU REALLY HAVE TO FIRST THINK ABOUT MINDSET.

MINDSET IF YOU WILL INCLUDES THE INCLUSIVE PRACTICES BUT WITHOUT THAT PLATE, THE INCLUSIVE PRACTICES CANNOT BE HELD TOGETHER AND CANNOT BE EFFECTIVE INCLUSIVE PRACTICES ARE REALLY EFFECTIVE WHEN WE HAVE A MINDSET THAT EVERY STUDENT BELONGS AT THE TABLE AN EVERY STUDENT HAS A VOICE AT TH TABLE AND EVERY STUDENT IS INCLUDED. WHEN WE HAVE THAT MINDSET, OUR INCLUSIVE PRACTICE CAN BE IMPLEMENTED WITH SUCCES AND THAT INCLUDES OUR EVIDENCE-BASED APPROACHES FOR PROACTIVE DESIGN FOR THE LEARNING ENVIRONMENT, OUR SOCIA EMOTIONAL SUPPORT, OUR INSTRUCTION TO ADDRESS VARIABILITY AND TO IDENTIFY THE BARRIERS THAT MIGHT IMPEDE THE ACCESS TO INCLUSION. INCLUSIVE PRACTICES INCLUDE OUR STRUCTURAL PROFESSIONAL DEVELOPMENT AND LEADERSHIP DRIVERS THAT RECOGNIZE AND VALU THE DIVERSITY OF ALL STUDENTS AND EQUIPS OUR STAFF , OUR TEACHERS, OUR ADMINISTRATORS WITH THE KNOWLEDGE WITH THE RESOURCES THEY CAN TO PROVIDE INCLUSIVE PRACTICES MAKE SURE THEY ARE ACTIVELY ENGAGED TO INCLUDE ALL STUDENTS IN OUR SCHOOL COMMUNITIES.

>> WE WANT TO TALK ABOUT THE RELATIONSHIP BETWEEN THE LEAST RESTRICTIVE ENVIRONMENT AND INCLUSION. WHEN WE THINK OF INCLUSION WE PUT TOGETHER THIS CONCEPTUAL FRAMEWORK. WHEN WE THINK OF INCLUSION, WE CAN THIN OF A HOUSE. THE FUNDAMENTAL STRUCTURE OF A HOUSE IS THAT FOUNDATION. WE NEED TO LOOK AT THE GENERAL EDUCATION ENVIRONMENT AND THE FOUNDATIONAL FACTORS. THINGS LIKE GOOD FIRST INSTRUCTION DESIGN FOR THE LEARNING STYLES OF ALL LEARNERS. THINGS LIKE TEACHER TRAINING, CLASSROOM MANAGEMENT SYSTEMS, ENSURING ADEQUATE PREP TIME FOR TEACHERS MASTER SCHEDULES. ACCESS TO THE NEEDED MATERIAL EVERYONE NEEDS HAVING -- BEING ABLE TO DISCERN SECOND LANGUAGE ACQUISITION TRAITS FROM DISABILITY.

FIRST-TIER TARGETED INTERVENTIO CULTURAL COMPETENCY TO INCREASE STUDENT CONNECTION TO THEIR LEARNING AND INCLUSIVE MINDSET AND BELIEFS. WHEN THESE FOUNDATIONAL THINGS ARE STRONG, THEY PROVIDE THE SUPPORT FOR ALL STUDENTS AND INCREASE THE ACCESS TO THE GENERAL EDUCATION CURRICULUM. THEY ARE BUILT WIT INTENTION AND SUPPORT BEAMS THAT HOLD THAT COVER, THE ROOF OVER ALL STUDENTS, THAT LEADS T A PLACE OF COLLABORATION.

COMMUNICATION. BETWEEN ALL OF OUR STAFF TO SUPPORT ALL STUDENTS AND ACCESS OPPORTUNITY AND PROGRESS. THE LEAST RESTRICTIVE ENVIRONMENT. I GET THE PLEASURE OF TALKING ABOUT THE NEXT SLIDE AND THAT'S OUR SUCCESSES IT'S THE COOLEST PART OF THE NIGHT. ESPECIALLY AFTER ALL THAT BUDGET STUFF. IN BUILDING OUR PLAN YOU'RE TALKIN ABOUT THESE FOUNDATIONAL PIECE

[03:50:04]

AS WE MOVE THROUGH. WE REALLY WANT TO REFLECT UPON AND HIGHLIGHT THE SUCCESSES AND BUILD ON THAT. BEFORE WE SHOW THIS REALLY WONDERFUL FUN PEPPY VIDEO, I WANTED TO BRING A LITTLE ATTENTION TO THE COOL THINGS WE HAVE BEEN DOING.

TEACHING ACROSS ALL SECONDARY SCHOOLS HAVING CONSISTENT TRAINING AND SCHEDULING MEETING TO REVIEW THAT LEAST RESTRICTIVE ENVIRONMENT DATA AND ADMINISTRATORS. WORKING ON THE CREATION OF A HANDBOOK FOR TEACHERS AND ADMINISTRATORS.

CONTINUING TO IMPLEMENT UNIVERSAL DESIGN FOR LEARNING.

CONTINUING TO HAVE TEACHERS ON SPECIAL ASSIGNMENT, UNIFIED SPORTS.

MULTI TIERS OF STUDENT SUPPORT. ALL OF THESE PIECES AND RESTORATIVE PRACTICES ARE SOME OF THE SUCCESSES WE ALREADY HAV IN PLACE. WE WANTED TO SHARE A FOUR MINUTE CLIP HIGHLIGHTING WHAT OUR STUDENTS HAVE TO SAY ABOUT WHAT WE ARE DOING SO FAR.

BE AWARE OF THAT.

[03:55:19]

PROCESS THIS? DO YOU LOOK FORWARD TO PROCESSING TOGETHER? ♪ ♪ TOGETHER. I DON'T THINK WE NEED TO SEE IT AGAIN. SO, AS WE BEGAN TO DEVELOP THE PLAN, WE LOOK AT THE AREAS OF NEED AND IDENTIFY THE NEEDS ASSESSMENT AND WE IDENTIFIED TWO BASIC KEY AREAS AND THAT WOULD BE SERVICE GAPS FOR OUR STUDENTS WITH DISABILITIES AND ACCESS TO GENERAL EDUCATION THROUGHOUT THE DAY. IN ORDER TO ADDRESS THESE SPECIFIC AREAS OF NEED, WE PLAN TO HAVE THE ENTIRE STRATEGIC PLAN REALLY TARGET THESE AREAS OF IMPLEMENTING TARGETED INTERVENTIONS AND RESEARCH-BASED CURRICULUM , CONTINUING TO DEVELOP WORK ON MIND-SET , AND FOCUS ON PROFESSIONAL DEVELOPMENT FOR TEACHERS TO BETTER SUPPORT DIVERSE LEARNERS AND MAKE SURE THAT ALL STUDENTS HAVE ACCESS TO HIGH-QUALITY EDUCATION. SO, A VERY KEY COMPONENT IS THAT WE NEED TO ENSURE THE MOST IMPORTANT COMPONENT WAS GETTING INPUT FROM OUR STAKEHOLDERS. WE WANT TO GO TO THE NEXT SLIDE. WE CAN'T? NO PROBLEM. WE WILL HIGHLIGHT SOME OF THE KEY IDEAS . WE TALKED WITH PARENTS AND GUARDIANS AND TEACHERS AND ADMINISTRATORS AND COUNSELORS AND I WANT TO SHARE SOME REALLY AWESOME , SPECIFIC QUOTES THAT WE TOOK INTO CONSIDERATION AND IN THE DEVELOPMENT OF OUR PLAN. I WANT TO SHARE SOME REALLY GREAT ONES. ENSURING TRAINING FOR ALL STAFF WITH INCLUSIVE LANGUAGE TO MODEL FOR STUDENTS TO PRESUME COMPETENCE.

COMMUNICATION IS SO IMPORTANT . SOME THINGS MIGHT NOT BE COMMUNICATED IN THE WEEKLY NEWSLETTER . IF OUR STUDENTS CANNOT COMMUNICATE AND ARE IN A SPECIALIZED PROGRAM THEY MAY NOT GET THE INFORMATION THAT A HOMEROOM OR SPECIFIC SUBJECT AREA TEACHER WOULD. IT'S SMALL THINGS THAT GROW INTO MOUNTAINS, AS A PARENT, THAT MAKE US FEEL LIKE OUTSIDERS.

COMMUNICATION BUILDS A STRONG AND INCLUSIVE SCHOOL COMMUNITY.

TAKE A LOOK . THE IDEA IS TO TAKE A LOOK AT SOME DISTRICT POLICIES AND PROCEDURES AND ENSURE WE HAVE INCLUSIVE LANGUAGE. MAKE SURE TO INCLUDE ALL SORTS OF PROVIDERS IN TRAINING THAT REALLY WORK ON ENSURING BY INTO INCLUSIVE PRACTICES AND INCLUDE STUDENTS IN THAT PROCESS, NOT JUST OUR OLDER STUDENTS , EVEN STARTING FROM A VERY YOUNG AGE. AND,

[04:00:05]

OUR TEACHERS AND COUNSELORS REALLY LOOKS REAL , AS WE DEVELOP OUR PLAN AND ONE SAID IT'S REALLY LOOKING FOR A SPECIFIC AREA , IT MIGHT BE HELPFUL TO ADD COUNSELING , TIER ONE, TWO, AND THREE SPORTS, BUT MUCH OF OUR SUPPORT AND THE SERVICES WE PROVIDE NEED TO BE INCLUDED AND EMBEDDED. MODIFICATIONS THAT ENCOURAGE CAMPUSWIDE EVENTS.

FOR INSTANCE, RALLIES , OUTSIDE, WITH LESS STIMULATION, RALLIES THAT ARE STRINGS, THINGS LIKE THAT.

INCLUDING THESE IN THE TEACHING HANDBOOK . THIS IS DIRECT QUOTE , " OUTLINES FOR CO-TEACHING , I LOVE CO-TEACHING." THAT IS A DIRECT QUOTE. AND, THE VOICE OF OUR STUDENTS IS ALSO INCORPORATED. IT'S IMPORTANT THAT MY TEACHER KNOWS MY ACCOMMODATIONS. I HAVE TESTS WHERE I NEED MORE TIME IN A SAFE PLACE TO TAKE THEM. SPORTS AND SPARKLES IS WELCOMING FOR EVERYONE, AND THIS IS ONE OF MY FAVORITE AND DIRECT QUOTES. "TIME WITH MY FRIENDS AND A LOT OF CLASSES." WE CAN GO AHEAD AND GO TO THE NEXT SLIDE. THIS LEADS US TO THE DEVELOPMENT OF THE KEY PRIORITY AREAS. BASED ON OUR IDENTIFIED STRENGTHS AND NEEDS , OUR STRATEGIC METHOD IS TO INCORPORATE OR INCLUDE FOUR PRIORITY AREAS. PRIORITY ONE IS REALLY FOCUSING ON THIS ENVIRONMENT. PRIORITY TWO IS INCLUSIVE PRACTICES, THREE AS PROFESSIONAL LEARNING, AND FOUR IS COMMUNICATION. WITHIN EACH OF THESE PRIORITY AREAS, YOU WILL SEE OUR PLAN. WE HAVE VERY SPECIFIC GOALS WITH THESE PRIORITIES AND ACTIONS TO MEET THAT GOAL. I WILL TURN IT OVER TO DR. SELLERS TO HIGHLIGHT SPECIFIC ACTIONS IN

THE GOAL FOR PRIORITY ONE. >> SUPER GRACEFUL. SO, PRIORITY ONE RELATIONSHIP TO THE ENVIRONMENT IS TO INCREASE THE PERCENTAGE OF STUDENTS RECEIVING 80% OR MORE OF THEIR EDUCATION AND GENERAL EDUCATION TO MAKE PROGRESS TOWARD THE STATE TARGET AS INDICATED. SO, THE TARGET INDICATOR FOR THIS SCHOOL YEAR IS 64%. THIS DIRECTLY TIES INTO GOAL ONE , IMPLEMENTING TARGETED ACTION AND SERVICES AND GO FOUR, ENHANCING THE SOCIAL, EMOTIONAL, AND PHYSICAL WELL-BEING OF ALL STUDENTS. SO, WHEN YOU LOOK AT STRATEGIES AND ACTION STEPS TOWARD THAT PRIORITY , IT'S LIKE A LITTLE ROAD, LIKE THE ONE AT UNIVERSITY. OUR PRIORITY IS TO INCREASE CO-TAUGHT CLASSES AND MOVE INTO THOSE PUSH IN OR PULL OUT MODELS . A SERVICE IS A SERVICE, IT'S NOT A PLACE, SO WE WANT TO MAKE SURE THAT WE ARE MEETING NEEDS THROUGH SERVICE. WE ALSO WANT TO MAKE SURE THAT WE ARE GIVING GUIDANCE TO SITE ADMINISTRATORS AND STAFF AND ABOUT THE DATA AT THEIR SPECIFIC SCHOOLS, IN ADDITION TO THE DATA FOR THE ENTIRE DISTRICT. WE WANT TO MAINTAIN OUR PRIORITIES , SPECIFICALLY LOOKING AT THOSE THREE MAIN AREAS OF REPRESENTATION, ENGAGEMENT, AND CONNECTION, ESPECIALLY. WE WANT TO DEFINITELY MAINTAIN OUR INCLUSION ASSIGNMENTS TO IMPROVE OVERALL INCLUSIVE OPPORTUNITIES THROUGH CO-TEACHING INSTRUCTIONAL STRATEGIES FOR STAFF , BEING IN THE CLASSROOM HANDS ON, ANSWERING QUESTIONS, AND FIGURING OUT THE SUPPORTS TEACHERS NEED. WE WANTED TO TAKE A LOOK AND MAKE SURE THAT SI PCA HAS EACH SCHOOL SITE LOCALLY REPORT THEIR DATA. AND THEN ALSO, TO TRACK THE DATA TO LOOK AT EDUCATIONAL OUTCOMES, AND ANALYZING THAT DATA FOR IMPROVEMENT AND MAKING DATA INFORMED DECISIONS . THEN, PRIORITY TWO IS INCLUSIVE PRACTICES . THE GOAL

[04:05:07]

IS TO INCREASE MEANINGFUL STUDENT INVOLVEMENT BY CREATING INCLUSIVE EDUCATIONAL ENVIRONMENTS THAT FOSTER ACTIVE ENGAGEMENT AND SUCCESS. THIS IS LINED UP SPECIFICALLY WITH GOAL ONE , AS WELL. TARGETED ACTIONS AND SERVICES AND THE SOCIAL, EMOTIONAL, AND PHYSICAL WELL-BEING. THIS IS A LONG ROAD , A LONG AND WINDING ROAD AND YOU CAN SEE THAT WE FELT LIKE IT WAS IMPORTANT FOR YOU NOT TO JUST SEE THE BULLET POINTS, BUT TO HAVE A LITTLE BIT MORE DETAIL. SO, PROFESSIONAL LEARNING , SPECIFICALLY FOCUSING ON TOPICS LIKE DIFFERENTIATED INSTRUCTION , CONFIDENCE AS A FOUNDATIONAL CONCEPT FOR STUDENTS . WE ALSO WANT TO ACTIVELY INVOLVE STUDENTS WITH DISABILITIES IN DECISION-MAKING AND MAKE SURE THAT THEY ARE REPRESENTED WITH COMMITTEES AND BOARDS WHERE WE HAVE STUDENTS THAT MAKE SURE THEY ARE REPRESENTED AT THEIR SCHOOLS, AND ALSO HAVING A VOICE AT SCHOOL SITE COUNCIL.

AND THEN, BEING ABLE TO CONTRIBUTE TO THE DEVELOPMENT OF THESE PRACTICES AND INCLUSION. IT IS STILL A LONG AND WINDING ROAD. I WOULD , IT HAS BEEN SO EXCITING TO SEE IT ON SOCIAL MEDIA , CAMPUSWIDE SPORTS, AND HOW INCLUSIVE IT IS OF OUR STUDENTS, ALSO WITH AWARENESS CAMPAIGNS, ACTIVITIES AND EVENTS , THINKING ABOUT STUDENTS WITH DISABILITIES AND THEIR INCLUSION IN THOSE EVENTS.

ALSO, LOOKING AT THAT DISABILITY TOOLKIT THAT WAS PROVIDED TO TEACHERS AND SCHOOLS TO GIVE IDEAS TO STAFF FOR WHAT THEY CAN DO FOR STUDENTS AND WITH STUDENTS AND HAVING INCLUSIVE SCHOOLS WEEK AND DISABILITY HISTORY MONTH AND OF COURSE, UNITY DAY. WE JUST HAD , LAST WEEK, OUR CIRCLE OF FRIENDS TRAINING . THIS IS GOING TO BE A NEW PROGRAM WE ARE GOING TO DEPLOY AN ELEMENTARY SCHOOL SITES.

TEACHERS ARE TRAINED TO ENGAGE GENERAL EDUCATION AND SPECIAL EDUCATION STUDENTS IN SPECIAL ED PROGRAMS TO HAVE LUNCHTIME ACTIVITIES TOGETHER. SO, THEY WERE LEARNING STRATEGIES WITH TRAINERS AND REALLY JUST GETTING TO ENGAGE IN A VARIETY OF SOCIAL AND FRIENDSHIP BASED ACTIVITIES TEACHING INCLUSION FOR ACADEMIC ACTIVITIES. THIS IS A LONG AND WINDING ROAD.

THE PRESCHOOL, SO JUST THINKING ABOUT OUR K-12 STUDENTS, WE BROUGHT FORWARD A PLAN TO BRING CLASSES FROM THE BEANIE CAMPUS TO THE SYCAMORE CANYON CAMPUS . THEN, WE ARE GOING TO SPEND TIME AT LOOKING HOW THAT DOES AT SYCAMORE CANYON TO SEE ABOUT EXPANDING IT FURTHER, BUT REALLY GIVING AN OPPORTUNITY TO DEVELOP SOCIAL SKILLS DURING SCHOOL TIME, RECESS , TIMES WERE THE PRESCHOOL KIDDOS CAN BE IN THOSE CLASSROOMS. OUR ASPEN CO-TEACHING PROGRAM HAD STUDENTS INTERVIEWED A COMET THE VIDEOS, AND THE PICTURES AND I REMEMBER HEARING THAT TEACHING IS A MARRIAGE AND I CAN HONESTLY SAY THAT THOSE TEACHERS ARE MARRIED. THEY REALLY THINK ABOUT EACH OTHER, WORKING TOGETHER, AND THEY WANT TO TELL YOU HOW SUCCESSFUL IT FEELS AND HOW IMPORTANT IT FEELS FOR THE SOCIAL AND EMOTIONAL WELL-BEING OF THE STUDENTS. I KNOW IT'S BEEN A BIG SUCCESS. NEXT YEAR, WE ALREADY HAVE OUR FIRST CO-TEACHING ROUND PICKED OUT AND WE ARE WORKING ON HOW TO DEVELOP THAT FOR TK NEXT YEAR AS THAT'S BEING EMBRACED AT OPSIN ASPEN. WE ALSO LOOK AT INSTRUCTIONAL MATERIALS. WE WANT THE MATERIALS TO BE INCLUSIVE FOR ALL STUDENTS FOR GENERAL EDUCATION, TEACHERS AND CURRICULUM REVIEW PROCESSES, SOCIAL STUDIES, AND ELEMENTARY, TO INCLUDE

[04:10:03]

SPECIALIZED TEACHERS SO THAT THEY CAN BE LOOKING AT THE MATERIALS, AND THEN ACCESS TO EVENTS AND PROGRAMS AND ENSURING THAT STAFFING RATIOS INCLUDE SEATS FOR CHILDREN IN SPECIALIZED PROGRAMS AND MAKE SURE THAT THIS BECOMES PART OF ALL GENERAL EDUCATION CLASSES. WE ALSO HAVE ADMINISTRATIVE TEACHERS FOR STUDENTS WITH DISABILITIES TO ACCESS CLUBS, SPORTS , AND LEADERSHIP COURSES , INCLUDING ELECTIVE COURSES.

ARE WE GETTING CLOSER ON THE ROAD? SO, FOR COLLEGE AND CAREER, EXPANDING PLANNING FOR COLLEGE AND CAREER PRESENTATIONS AND PROVIDING STUDENTS WITH HIGHLIGHTS FOR PROGRAMS FOR STUDENTS WITH DISABILITIES AND SPECIALIZED PROGRAMS, CO-TEACHING, AND MEETING REGULARLY WITH THE PRINCIPAL SPECIALIST PROGRAM SCHOOLS TO DISCUSS ACTIONS TO INCREASE THE TIME IN GENERAL EDUCATION FOR STUDENTS WITH DISABILITIES.

PROFESSIONAL LEARNING AND THE GOAL IS TO PROVIDE PROFESSIONAL DEVELOPMENT STRATEGIES FOR STUDENTS WITH DISABILITIES , TEACHERS, ADMINISTRATORS, AND SUPPORT STAFF. THIS LEADS TO GOAL TWO TO ENSURE HIGHLY QUALIFIED STAFF ARE PROVIDED OPPORTUNITIES FOR DEVELOPMENT AND HAVE AN UNDERSTANDING OF ALL JOB RESPONSIBILITIES AND SUPPORT STUDENT OUTCOMES. THIS IS A LITTLE BIT WHINY, AS WELL. I'M GOING TO HIGHLIGHT THE JOURNEY THAT REALLY REFLECTS TARGETED PROFESSIONAL LEARNING, THIS YEAR, FOR TEACHERS, STAFF, SUPPORT STAFF, AS WELL AS ADMINISTRATIVE STAFF. SO, THE FIRST ONE IS INCLUSION TRAINING. WE PROVIDED PROVISIONAL DEVELOPMENT FOR TEACHERS, ADMINISTRATORS, AND PARA-EDUCATORS WITH A FOCUS ON LESSON DESIGN , SPECIFIC CHECKPOINTS , SUPPORT IN THOSE CHECKPOINTS AND WITH DESIGNING INSTRUCTION FOR THESE CLASSROOMS. REALLY UNDERSTANDING THE BARRIERS STUDENTS FACE AS WELL AS OVERCOMING THESE BARRIERS THROUGH INSTRUCTIONAL DESIGN. WE HAVE CONTINUED OUR FOCUS ON CO-TEACHING FOR SPECIAL EDUCATION, GENERAL EDUCATION, THAT CO-TEACHER RELATIONSHIP , AS WELL AS MEANINGFUL AND INCLUSIVE LESSON DESIGN. WE ALSO ADDED OUR NEWLY RELEASED CO-TEACHING HANDBOOK TO TEACHERS AND ADMINISTRATORS IN THE CO-TEACHING HANDBOOK PROVIDES A WEALTH OF INFORMATION, KNOWLEDGE, AND GUIDANCE FOR EVERYONE , AS WELL AS THE DIFFERENT MODELS FOR CO-TEACHING AND DEVELOPMENT THAT'S AVAILABLE , AND PROVIDING GUIDANCE TO OUR ADMINISTRATORS AND HOW TO EFFECTIVELY COMPOSE OR CREATE THAT CLASSROOM STRUCTURE , AS WELL AS TECHNICAL SUPPORT FOR TRACKING COURSES , AS WELL. ALSO, OFFERING MENUS OF LEARNING TOPICS. THIS IS A CALENDAR THAT PRINCIPLES MIGHT BE ABLE TO SEE REGARDING SPECIAL EDUCATION INSTRUCTION, SITES TO VISIT FOR STAFF MEETINGS , AND INSTRUCTION STRATEGIES AND SUPPORT , AS WELL AS BEHAVIOR SUPPORT AND ARE OPTIONAL PROFESSIONAL MENU. THIS HAS GIVEN PROFESSIONAL DEVELOPMENT OPPORTUNITIES . IN MID AUGUST, YOU ARE ABLE TO PARTICIPATE IN A NUMBER OF SESSIONS THAT HIGHLIGHT A VARIETY OF AREAS AND HIGHLIGHTING HOW TO SUPPORT STUDENTS WITH DISABILITIES IN NEW WAYS. NEXT, WE OFFER LEARNING FOR SUPPORT STAFF BECAUSE WE KNOW THAT AN

[04:15:03]

ELEMENT IN CREATING INCLUSIVENESS , FOR PARAPROFESSIONALS, CLERICAL STAFF , TEACHING THOSE STRATEGIES TO SUPPORT STUDENTS BOTH INSIDE AND OUTSIDE OF THE CLASSROOM. AND THEN TO THE FAR LEFT, REINSTITUTED LEARNING PROMPTS. A NUMBER OF OUR SITES HAD TEACHERS AND ADMINISTRATORS PARTICIPATING , SO IT'S GIVING AN OPPORTUNITY TO GO TO A CLASSROOM AND SEE BEHIND-THE-SCENES HOW TEACHERS ARE ADDRESSING THOSE BARRIERS IN A SAFE ENVIRONMENT , TO JOIN IN AND HAVE CONVERSATIONS ABOUT IT , D PRIVATIZING INSTRUCTION. WE ALSO RECOGNIZE THAT COMMUNICATION IS IMPORTANT IN PROMOTING LEARNING SO WE ENCOURAGE STAFF TO ATTEND THROUGH OUR VENTURA COUNTY , AS WELL AS ORGANIZATIONS THAT SUPPORT LEARNING , AND WILL OPTIONAL PROFESSIONAL. IN MID AUGUST. WE ALSO WANT TO HIGHLIGHT INDUCTION PROGRAMS , PROVIDING OPPORTUNITIES FOR TEACHERS TO ENGAGE IN LEARNING RELATED TO THESE PRACTICES AND WE ALSO PROVIDE SPECIAL EDUCATION TEACHERS WITH SUPPORT THROUGHOUT THEIR FIRST TWO YEARS OF TEACHING , AND TO BE SUCCESSFUL WITH OUR MOST VULNERABLE STUDENTS. FOSTERING INCLUSION AND SHARING RESOURCES WITH EDUCATORS , COLLABORATION IS THE ROOF. SO, JUST CIRCLING BACK TO OPPORTUNITIES FOR TEACHERS TO SHARE RESOURCES , WE NEED TO DO THAT MORE. AND, TO CELEBRATE THAT. WITH STAFF MEETINGS AND DEVELOPING EDUCATION , AS WELL AS CAMPUS COURSES AND SHARING THOSE RESOURCES AND OPPORTUNITIES. LASTLY, ONGOING SUPPORT . IT DOES NOT GO WITHOUT RECOGNITION , IT'S NOT JUST A ONE AND DONE OPPORTUNITY FOR TEACHERS TO ENGAGE IN. IT PROVIDES ONGOING SUPPORT TO COME THROUGH IN THAT PROFESSIONAL DEVELOPMENT WITH MENTORING PROGRAMS, COACHING SESSIONS, ADMINISTRATION, AND PEER TO PEER COACHING IN THE COMMUNITY AND GIVING THAT SUPPORT TO PROVIDE GUIDANCE

AND REINFORCEMENT. >> WE HAVE HEARD IT MANY TIMES BEFORE , THAT COMMUNICATION IS KEY. AND EFFECTIVE COMMUNICATION IS SO IMPORTANT AS WE TALK ABOUT THESE ACTIONS.

SO, WE WILL MAINTAIN A TRANSPARENT, CONSISTENT, AND COMPREHENSIVE COMMUNICATION SYSTEM TO MAINTAIN TRUSTING AND COLLABORATIVE RELATIONSHIPS AMONG ALL STAKEHOLDERS. THIS IS REALLY A LINE , PROVIDING COMMUNICATION AND TARGETED OUTREACH COMMUNITY PROGRAMS OF OPPORTUNITIES TO GUIDE AND SUPPORT . ALIGNED WITH THAT, WE WILL SHOW YOU SOME EXAMPLES. IT'S NOT WHERE THE ROAD ENDS, IT'S WHERE THE ROAD CONTINUES. SOME ADDITIONAL STEPS THAT ARE REALLY ALIGNED WITH COMMUNICATION ARE WE START WITH OUR SPECIAL EDUCATION DISTRICT ADVISORY COUNCIL. THIS IS SIX TIMES, ANNUALLY AND IS AN OPPORTUNITY TO DISCUSS CONCERNS, ASK QUESTIONS, AND PROVIDE THAT FEEDBACK . IT IS A GREAT OPPORTUNITY FROM OUR REPRESENTATIVES THAT ARE INVOLVED IN THE SITE COUNCILS THAT CAN COLLABORATIVELY , AND PROVIDE THOSE DISCUSSIONS. THAT'S KIND OF ONE OF THE MAIN

[04:20:04]

AREAS TO FOCUS ON IN TERMS OF COMMUNICATION. WE ALSO SEE THAT DISABILITY TOOLKIT. WE PROVIDE CLEAR COMMUNICATION TO SITE STAFF IN THIS TOOLKIT AND IT REALLY TALKS ABOUT HIGHLIGHTING SPECIFIC EVENTS THAT WE DO THROUGHOUT THE YEAR.

IT'S KIND OF THAT ONE-STOP SHOP FOR STUDENTS . WE HAVE DISABILITY HISTORY AND AWARENESS MONTH, WHICH IS IN OCTOBER AND UNITY DAY, WHICH WAS PREVIOUSLY MENTIONED. THIS IS KEY IN PROVIDING THAT COMMUNICATION AND IS SO IMPORTANT , I THINK WE TALKED ABOUT CELEBRATING ALL THE GREAT THINGS THAT WE DO. THE IEP PROCESS IS SUPPORTIVE AND WE TALK ABOUT STUDENT VOICE ALL THE TIME, HOW IMPORTANT STUDENT VOICE IS, SO PROVIDING THAT AND COLLECTING FEEDBACK FROM STUDENTS, FROM FAMILIES, FROM ALL OF THE STAKEHOLDERS IN THAT PROCESS , TO MAKE IT THAT MEANINGFUL PARTICIPATION IS REALLY ONE OF THE PRIORITIES. LET'S TALK ABOUT TRAINING. WE PROVIDE TRAINING AND RESOURCES TO OUR EDUCATORS AND COMMUNICATION STAFF AND EVEN TEAM MEMBERS , WITH DEVELOPMENT STRATEGIES THAT PRIORITIZES STUDENT INPUT, LIKE I MENTIONED AND REALLY ENSURES THAT STUDENTS ARE ABLE TO DISCUSS THEIR GOALS, ACCOMMODATIONS, AND REALLY, THEIR PROGRESS THROUGH THESE DIVISION MATERIALS. WE SEE MORE OF THAT INVOLVEMENT AND THAT PARTICIPATION . IT'S SO GREAT WHEN THE STUDENTS HAVE THOSE VOICES AND CAN SPEAK TO THEIR GOALS. SO, THE SUPPORT THAT WE GIVE FOR TEAM MEMBERS , TO REALLY UNDERSTAND THE IMPORTANCE OF TRANSPARENT AND CONSISTENT COMMUNICATION , WITH THIS APPROACH TO IEP DEVELOPMENT . SPEAKING OF TRAINING , DR. WILSON MENTIONED A LITTLE BIT ABOUT THE OFFICE OF EDUCATION TRAINING. WE WILL HAVE THAT COMMUNICATION FOR PARENTS AND FAMILIES WHICH REALLY HELPED INCREASE WHAT WE PROVIDE AS A DISTRICT FOR PARENT TRAININGS ON VARIOUS TOPICS AND UNDERSTANDING THE CONTINUUM OF SERVICES AND THEN THE LAST ONE, ON THE TOP TALKS ABOUT ENHANCING DIGITAL COMMUNICATION . WE WILL UPDATE THE EDUCATION WEBPAGE WITH ALL OF THAT INFORMATION. WE USE THOSE DIGITAL PLATFORMS FOR COMMUNICATION AND FOR EVENTS THAT ARE RELEVANT TO SPECIAL EDUCATION , LIKE ADDITIONAL ONES COMING UP IN THE EXTENDED SCHOOL YEAR, COMMUNITY AND INCLUSION EVENTS, TRANSITION FAIRS, ALL ON THAT WEBSITE THAT IS UPDATED FREQUENTLY. FINALLY, WE SEE THAT AT THE BOTTOM, WHEN WE INVOLVE ELEMENTARY SCHOOLS. CREATING THOSE SYSTEMS FOR ALL CLASS LEVELS AND ROOM PARENT COMMUNICATIONS . THIS INCLUDES STUDENTS IN SPECIALIZED PROGRAMS, SO THAT ALL FAMILIES RECEIVE CONSISTENT AND TIMELY COMMUNICATION FOR PERFORMANCES, EVENTS, FIELD TRIPS, CLASS PARTIES, AND WHATNOT, CREATING THE SYSTEMS ARE SO IMPORTANT AND ENSURING WE HAVE EFFECTIVE MEANS OF COMMUNICATION ARE A PRIORITY.

>> SO, WE RECOGNIZE THAT THIS IS A START . IT'S A NEW PLAN SO THROUGHOUT THE PLAN, WE WILL NEED TO COLLECT INFORMATION THROUGH SURVEYS, FEEDBACK, LOOKING AT THE DATA COLLECTED THROUGHOUT AND THE METRICS OF THESE GOALS SO THAT THAT INFORMATION CAN INFORM HOW WE WILL BUILD THE PLAN FOR THE FOLLOWING YEAR, BECAUSE IT'S A WINDING ROAD THAT WE WANT TO INCLUDE ALL STUDENTS AND TO BE IN AN ENVIRONMENT THAT EMPOWERS STUDENTS AND HAS MEANINGFUL PARTICIPATION. SO, WE REALLY APPRECIATE OUR COLLABORATIVE PARTNERS AND DEVELOPMENT IN THE STRATEGIC PLAN PROVISION FOR STUDENTS WITH DISABILITIES, PARENTS, TEACHERS, STAFF, ADMINISTRATORS , FOR THEIR SUPPORT IN BUILDING THIS PLAN. AS WE CLOSE AND HAVE QUESTIONS

[04:25:04]

ON THE NEXT SLIDE, WE WANT TO POINT OUT OUR PARA-EDUCATORS AND SUPPORT STAFF, TEACHERS, PRINCIPALS, ALL OF OUR ADMINISTRATION THAT REALLY CONTRIBUTES TO THAT INCLUSIVE MIND-SET . WITH THAT , QUESTIONS?

>> THANK YOU, FOR THAT PRESENTATION. I'VE GOT TO SAY, IT WAS GREAT. WE REALLY APPRECIATE IT. YEAH. I HAVE MY OWN HIGHLIGHT REEL FROM THIS YEAR AND THERE WERE SOME , A LOT OF EXTRAORDINARY MOMENTS , OF JOYFUL, AUTHENTIC INCLUSION, SO I CAN SAY FOR SURE THAT THIS YEAR HAS BEEN QUALITATIVELY DIFFERENT AND WE HAVE MADE EXTRAORDINARY PROGRESS AND I THINK THAT IS THANKS TO THE PEOPLE HERE, TALKING ABOUT THIS GROUP. AND, HE'S NOT SPEAKING RIGHT NOW, WHICH IS A RARE THING, INCLUDING MR. LOU, FOR SURE. I FEEL THIS TREMENDOUS SENSE OF HOPEFUL ANTICIPATION THAT WE WILL CONTINUE THIS PROGRESS THAT WE ARE ABOUT TO MAKE. SO, THANK YOU, VERY MUCH. QUESTIONS AND COMMENTS? YEAH,

PLEASE. >> JUST THE FACT THAT THE DIRECTORS OF SPECIAL ED AND THE DIRECTORS OF EACH OF THE LEVELS DID THIS TOGETHER SETS SUCH A TONE OF INCLUSION AND COOPERATION . IT'S GREAT. I CAN'T UNDERSCORE ENOUGH THE FACT THAT EVERYONE IS WORKING TOGETHER , WE ARE PUTTING OUR MONEY WHERE OUR MOUTH IS. SO, WE WANT TO THANK YOU FOR THAT.

AND THE FACT THAT THERE WAS A SHOUT OUT , I THINK THAT IS GREAT. IT GOES BEYOND JUST THOSE MONTHS. IT HAS QUESTIONS FOR ALL OF THE THINGS THAT WE DO, YEAR-ROUND, SO IT'S A GREAT

RESOURCE. >> I DON'T EVEN KNOW WHAT TO SAY. IT WAS AN INCREDIBLY THOROUGH JOB . I LOVE THE WAY IT IS LAID OUT, WITH THE PRIORITIES AND THE DIFFERENT ROADS. WHAT WAS IMPRESSED UPON ME IS WHEN YOU WERE TALKING ABOUT COOPERATION AND SHARING SUCCESS STORIES. AT THE END OF THE DAY, WE TALK ABOUT MIND-SET AND CULTURE, AND I THINK BY RECOGNIZING WHERE WE HAVE SUCCEEDED AND HOW WE HAVE SUCCEEDED IN SHARING THAT ACROSS SCHOOL SITES IS VERY POWERFUL AND THAT IS WHERE A LOT OF THE FUTURE SUCCESS COMES

FROM. THANK YOU. >> AGAIN, THANK YOU FOR EACH OF YOUR SEPARATE PARTS ON THIS, BUT THE WAY THAT YOU WORKED TOGETHER. I JUST WANT TO TELL THE TEACHERS WHO JUST GRADUATED THE INDUCTION PROGRAM OR ARE IN THE INDUCTION PROGRAM, WHEN IT COMES TO CREATING AN ENVIRONMENT OF INCLUSION AND EMPATHY FOR STUDENTS WITH DISABILITIES, YOU DON'T NEED TO GO TO THE SCHOOLS THAT DR. SELLERS HAS GONE TO TO CREATE THE CULTURE TO MAKE PEOPLE FEEL INCLUDED IN THE SCHOOL. IT WAS BEAUTIFUL. I AM EXCITED ABOUT THE FUTURE AND WHERE WE ARE GOING.

>> I BETTER CHIME IN AND SAY THANK YOU , TOO. WHEN I THINK ABOUT HOW FAR THINGS HAVE COME IN THIS DISTRICT FROM A COUPLE YEARS AGO , I REMEMBER WATCHING BOARD MEETINGS AND HAVING ADVOCATES COMING IN TRYING TO REALLY EDUCATE THE COMMUNITY ABOUT WHAT INCLUSION WAS, AND NOW WE ARE JUST TALKING ABOUT IT ALL THE TIME, SUCH AS BEING ABLE TO WITNESS THAT IS AMAZING. WHEN I THINK ABOUT HOW IT ALL COMES TOGETHER, OBVIOUSLY I'VE ALREADY LOOKED AT THAT DRAFT, HOW ALL OF THIS

[04:30:08]

HAS BEEN FIT IN SO NICELY, AND THE THINGS THAT ARE ALREADY BEING DONE AND THERE ARE ALL THESE OTHER THINGS THAT I AM REALLY LOOKING FORWARD TO SEEING HOW THIS MOVES FORWARD NOW THAT WE HAVE THIS SEPARATE, FORMALIZED PLAN THAT YOU'VE WORKED SO HARD ON AND IT IS EXCITING. THANK YOU FOR ALL

YOUR WORK ON THIS. >> ANYONE ELSE?

>> THANK YOU, SO VERY MUCH. >>

[B. Board of Education - Approval of Amendments to Board Bylaw 9270 - Conflict of Interest]

>> OKAY. WE ARE AT IMPROVEMENTS TO BOARD LAW .

DR. MCLAUGHLIN? >> THIS IS JUST YOUR BASIC GAMUT UPDATE , FOR SB 4 , IN REGARDS TO ACCEPTING, SOLICITING, AND DIRECTING FOR THE PARTY , BOARD MEMBER TO MANAGE PUBLIC ASSESSMENTS WITH THE ITEM ON THE CONSENT CALENDAR WHICH THE BOARD MEMBERS HAVE A FINANCIAL INTEREST. A MOTION TO REMOVE THE ITEM ON THAT CURRENT.

THOSE WERE THE TWO MAJOR ADJUSTMENTS.

>> OKAY. DID WE HAVE ANY QUESTIONS ON THIS ONE? I DON'T

[C. Board of Education - Consideration of Joining in on Social Media Litigation]

SEE ANY. OKAY. 5C. CONSIDERATION OF JOINING IN ON SOCIAL MEDIA . DR. MCLACHLAN?

>> THIS WAS A RETURN , TWO BOARD MEETINGS AGO FOR FURTHER DISCUSSION . THE BOARD NEEDS TO GIVE DIRECTION TO STAFF TO MOVE FORWARD IN. THIS IS AN ACTION ITEM TO JOIN IN ON SOCIAL MEDIA , OR TO STEP BACK AND NOT ENGAGE.

>> THAT'S ABOUT WHERE WE ARE AT.

>> OKAY. FIRST OF ALL, THANK YOU FOR THE ADDITIONAL TIME .

I WANT TO SAY THAT THIS CAME UP A COUPLE MEETINGS AGO AND MY INITIAL REACTION WAS NEGATIVE. I DON'T NECESSARILY THINK THAT THIS IS GOING TO CHANGE WHAT WE DECIDED. WHAT OUR STANDING WAS , CALCULATING DAMAGES ON ALL OF THAT AND ULTIMATELY, THIS IS PLANNED BY GOVERNMENT AND LEGISLATURE , WITH ALL THAT SAID , AFTER TIME TO REFLECT ON THIS, AS MY INITIAL OPINION, I DO THINK THAT WE SHOULD JOIN IN. I THINK THE SURGEON GENERAL JUST RECENTLY RELEASED A NEW REPORT THAT REITERATED THE SUBSTANTIAL HARM TO STUDENTS FROM SOCIAL MEDIA , AND THE FACT THAT WE , AS A LARGE ORGANIZATION ARE IN POSITION TO APPLY ADDITIONAL PRESSURE TO PARENTS , OVER RICH AND POWERFUL SOCIAL MEDIA COMPANIES, AS WELL AS POLICY, ARE TWO THINGS THAT THIS COULD ACHIEVE. FINALLY, IT IS VERY LIMITED IN DOWNSIDE . FROM WHAT I CAN TELL, IT'S NOT GOING TO TAKE ANY TIME FOR THE DISTRICT RESOURCES. IT'S A WIN IF THERE'S ANY MONEY AND IF NOT, THEN WE HAVE NOT REALLY RISKED ANYTHING. I THINK IT'S UP TO THE ATTORNEYS TO DETERMINE WHETHER OR NOT WE HAVE STANDING IN A CASE AS FAR AS DAMAGES. I DO WANT TO REITERATE ONE OF MY POINTS FROM LAST TIME, AS AN EDUCATIONAL INSTITUTION, WE HAVE PLANS IN TERMS OF TEACHING DIGITAL MEDIA LITERACY , AND POLICY TO DEVELOP CURRICULUM WITH DIGITAL LITERACY , CONTINUING TO PROVIDE OUTREACH TO PARENTS INVOLVING STUDENTS , REGARDING SOCIAL MEDIA USAGE . I THINK THAT WE CAN DO A LOT AROUND THAT AND THEN CONTINUING TO ENSURE THAT OUR STUDENTS ADHERE TO POLICY AS WELL ON CAMPUS.

AT THE VERY LONG WAY OF SAYING I CHANGED MY MIND AND I DO THINK THAT WE SHOULD BE ON THIS.

[04:35:03]

>> THANK YOU. >> MY KNEE JERK WAS NO , THERE'S A ROLE . I ALSO THINK PARENTS HAVE THE ULTIMATE RESPONSE ABILITY TO KEEP THEIR KIDS SAFE AND ALL KINDS OF THINGS, BUT AS IT WILL COME TO NO SURPRISE TO ANYBODY IN THIS ROOM, I HAVE DONE A LOT OF RESEARCH AND POLLING LOTS OF DIFFERENT PEOPLE ABOUT IT , TO FORM MY OWN OPINION AND THE ULTIMATE DECIDER , NO ONE SAID DON'T DO THIS. THAT WAS THE BIG ONE. TWO, THE ULTIMATE DECIDER WAS A CHAT GPT PRO AND CON LIST. IT CAME UP WITH LOTS OF PROS AND ONLY ONE CON THAT MADE ANY SENSE FOR THIS PURPOSE, SO , I'VE BEEN WRONG BEFORE , SO I'M HAPPY TO CHANGE MY MIND , EVEN THOUGH, BY NATURE, I AM A LITIGIOUS PERSON.

>> HAVE YOU CHANGED YOUR MIND?

>> I STILL HAVEN'T. I DON'T FEEL , LIKE I SAID TWO MEETINGS AGO, I DON'T FEEL THAT IT'S FOR LITIGATION , FOR COURT LITIGATION TO CONTROL WHAT SOCIAL MEDIA DOES. I DO AGREE WITH TRUSTEE SYLVESTER TO EMPHASIZE CRITICAL ANALYSIS OF HOW TO TAKE SOCIAL MEDIA WITH A GRAIN OF SALT. I JUST THINK THAT SUING TO GET THE RIGHT RESPONSE IS ALMOST LIKE CENSORING , IN MY OPINION. SO, I AM STILL AGAINST THAT.

>> TRUSTEE POWELL? WHERE DO YOU STAND?

>> I AM STILL SUPPORTIVE. WE DO HAVE THAT RESPONSIBILITY AND THAT RESPONSIBILITY WILL CONTINUE . I AGREE WITH TRUSTEE SYLVESTER THAT IT IS THE COMPANIES THEMSELVES AND OUR LEGISLATORS AND WHAT WAS THE THIRD ONE? POLICYMAKERS , AND REGULATORS, TO PUT THOSE GUARDRAILS IN PLACE. THE HORSE IS OUT OF THE BARN. THOSE THINGS DON'T WORK IN THE COMPANIES THEMSELVES DON'T. SO, I ASKED A LOT OF OUR STUDENTS AND THEY SAID TO ME THAT THE HARM HAS BEEN DONE AND I ASKED THEM, WHAT SHOULD WE DO AND MY TAKE IS , I HAVE A SWORN DUTY TO TAKE CARE OF THE STUDENTS. THAT'S THE REASON WE ARE HERE , AND IF WE DON'T HOLD HARM DOERS TO ACCOUNT , WHO WILL? IT HAS TO BE US. I THINK WE HAVE CONSENSUS TO GO

[D. Student Services - Approval of New Board Policy 0415 - Equity]

FROM HERE. >> OKAY. THANK YOU. SO NOW WE

ARE AT 5D. POLICY 415. >> HELLO, GOOD EVENING. THIS POLICY ADDRESSES THE RESPONSE TO COMMUNITIES WE'VE SEEN HISTORICALLY UNDERSERVED AND UNDERREPRESENTED IN STUDENT POPULATIONS AND EXPRESSES THE DISTRICT INTENT TO IDENTIFY CROSS-CULTURAL BIASES AS WELL AS EQUAL APP EXCESS TO OPPORTUNITIES FOR STUDENTS. I BELIEVE THIS POLICY HAS THE BIGGEST IMPACT BECAUSE IT REALLY IS ABOUT ACTIONS , VERSUS EXAMPLES OF STRATEGIES , AND THAT IS A BIG PLUS. IT IS

[04:40:01]

ALWAYS ABOUT AWARENESS , AND FOR EVERYONE WHO INTERACTS WITH OUR STUDENTS TO HAVE AWARENESS TO PROMOTE EQUITY , WITH HOW WE INTERACT WITH OUR STUDENTS.

>> THANK YOU. THE BOARD , IN 2020, PAST A RESOLUTION ON EQUITY. THIS POLICY IS LIKE A COMPANION PIECE POLICY, TO ADD. MY ONE QUESTION , OR SUGGESTION, IS IN THE GAMUT NOTE OF 220, IT'S REFERRED TO EXPLICITLY AS POLICY ON EQUITY , AND IT IS EXPLICIT ABOUT PROTECTIONS AGAINST DISCRIMINATION ON THE BASIS OF GENDER AND GENDER IDENTITY. I WOULD LIKE TO SEE THAT SPECIFIC COMPONENT STRENGTHENED , IF

POSSIBLE. >> DO WE HAVE OTHER COMMENTS OR

QUESTIONS? >> I WAS JUST GOING TO SAY THAT I WOULD SUGGEST ADDING MEASURES SUCH AS THE FOLLOWING THAT MAY BE IMPLEMENTED TO PROVIDE EQUITY THROUGHOUT OUR DISTRICT. I WOULD SUGGEST ADDING, THEN, SAYING SOMETHING ABOUT HAVING REGULAR ENGAGEMENT TO DISCUSS CONCERNS AND EXPERIENCES , REALLY MAKING SURE WE ARE HAVING THAT AND ARE ENGAGED IN THAT FEEDBACK PROCESS, BECAUSE I DID NOT REALLY SEE THAT AND WHAT WAS ALREADY LISTED.

>> CAN YOU ELABORATE A LITTLE BIT? WHERE DO YOU WANT TO SEE

THAT IN THE DRAFT? >> I COULD SEE IT BEING AN ADDITIONAL, I THINK THERE ARE NINE STRATEGIES LISTED , JUST ADD AS A CONDITIONAL STRATEGY.

>> OKAY. >> AWESOME. ANYONE ELSE?

[E. Instructional Services - Approval of Amendments to Administrative Regulation 5121 - Grades/Evaluation of Student Achievement]

OKAY. THANK YOU. SO, WE ARE NOW AT 5D, GRADES AND EVALUATION OF STUDENT ACHIEVEMENT.

>> GOOD EVENING . WE HAVE HEARD A NUMBER OF POLICIES.

THE FIRST IS FOR AR 5121 . I GUESS, JUST BRIEFLY, WE HAVE SEEN SOME GOOD PROGRESS WHEN IT COMES TO SHIFTS IN THINKING AND IN PRACTICE . TWO YEARS AGO WE INITIALLY DID THIS AS MAYBE A SIMPLE REWRITE OF POLICY, HOWEVER, ADVOCACY IN THE PARTNERSHIP , LEADERSHIP, A MORE MEANINGFUL , SUSTAINABLE APPROACH , REALLY HAVING DISCUSSIONS WITH STAFF AND SPENDING THE TIME TO HAVE PRACTICES GROUNDED IN RESEARCH-BASED INEQUITY AND DEVELOPMENT. THROUGH THAT, WE'VE MADE A LOT OF PROGRESS . THIS REGULATION THAT WE BROUGHT FORWARD AS WE HAVE ENCOURAGED TEACHERS TO BE INNOVATIVE TO THINK ABOUT THOSE , WE'VE HAD A COUPLE OF TIMES WERE TEACHERS WOULD SAY, WELL, I WOULD LIKE TO DO THIS, BUT THERE IS THIS ADMINISTRATIVE REGULATION , AND SO WE CERTAINLY , AS WE HAD THIS CONVERSATION AT THE BOARD STUDY SESSION , WE DON'T WANT THIS TO BE A BARRIER TO SOME OF THAT INNOVATION AND THAT THINKING. THE AMENDMENTS , THIS IS CD UST LANGUAGE AND THIS IS WHAT I SHARED IN THE STUDY SESSION AT THE VERY TOP THAT IS ENCOURAGING TEACHERS AND STAFF TO TAKE A MORE INNOVATIVE AND FLEXIBLE APPROACH TO GIVE MORE FLEXIBILITY AND FREEDOM IN THE PURSUIT OF THOSE THREE PILLARS THAT WE HAVE SHARED WITH THE BOARD, GROUNDED IN ACCURACY.

THE SECOND AND THE ONLY CHANGE ACTUALLY COMES FROM WHEN WE LOOK THROUGH THIS , WHERE WE HAVE, HERE, THIS LANGUAGE ON

[04:45:06]

5 OF 9 UNDER REPEATED CLASSES. THIS DOES CHANGE OUR PRACTICE SLIGHTLY, AND REALLY, THIS CHANGE JUST ALLOWS US TO REPEAT, IRREGARDLESS OF THE PRIOR GRADE THEY RECEIVED AND ALLOWS A STUDENT TO REPEAT A COURSE IRREGARDLESS OF PRIOR GRADE IN THE HIGHEST GRADE WOULD BE TAKEN , CALCULATED FOR THE STUDENTS GPA . THIS , WE DO FEEL LIKE IS NOT PART OF THAT TEACHER GRADING PRACTICE OF THINKING BUT IT'S MORE FOR US, ADMINISTRATIVELY AS COUNSELING STAFF TO PROCESS STUDENTS WHO WANT TO REPEAT GRADES. THAT DESCRIBES THE TWO

PROPOSED CHANGES FOR THAT. >> QUESTIONS OR COMMENTS ?

>> I DON'T KNOW IF I'M REPEATING MYSELF FROM WHEN WE HAD OUR SESSION, BUT I MEAN, I KNOW , AGAIN, THAT WE DON'T WANT TO DICTATE ANYTHING SPECIFIC, AT THIS POINT. DO WE REALLY FEEL LIKE THAT BLURB IS ENOUGH TO ALLOW TEACHERS TO FEEL LIKE THEY CAN EXPLORE AND INNOVATE ? I THINK I GET CAUGHT UP BECAUSE IT'S SUCH A SPECIFIC . THERE ARE SO MANY SPECIFICS CONTAINED IN THE LANGUAGE RELATED TO GRADES AND I JUST WONDER THEN, AS A TEACHER, WOULD YOU SEE ABOUT THE DISTRIBUTION LAID OUT SPECIFICALLY , DOES THAT HOLD YOU HOSTAGE IF YOU WANTED TO BE MORE FLEXIBLE , I JUST WANTED

TO THROW THAT OUT THERE. >> THAT'S THE FIRST THING IT SAYS . IT'S THE LEAD IN. THAT'S A PRIORITY .

>> SO YOU THINK IT'S CLEAR ENOUGH?

>> IT IS, FROM MY PERSPECTIVE, IT IS. IT'S A NUDGE THAT THEY WERE TALKING ABOUT. LIKE , ENCOURAGEMENT.

>> I THINK THAT IF WE SAW A LOT OF STRIKEOUTS ON THIS, I WOULD THINK THAT WE ARE PROBABLY OVERSTEPPING A LITTLE BIT, SO I THINK GIVEN THE FEEDBACK THAT WE ARE LOOKING AT , THAT ALLOWS US TO POINT TO SOMETHING.

>> I WANT TO ASK A QUESTION ABOUT THE REPEATING CLASSES QUESTION. I AM A LITTLE TROUBLED BECAUSE IT SEEMS LIKE THERE ISN'T A STRONG ENOUGH EMPHASIS ON LEARNING, BEING INDICATED AS IF YOU PASS THE COURSE AND WE WANT TO PROMOTE PROGRESS FOR STUDENTS . I DON'T SEE THE NEED FOR A STUDENT WHO HAS ATTAINED PROFICIENCY TO REPEAT A COURSE MERELY TO TRY TO RAISE THEIR GRADE. I DON'T KNOW WHY WE

WOULD SANCTION THAT. >> SO WE ARE SAYING A B STUDENT CAN RETAKE IT AND IT WOULD STAND . AND THERE ARE RESOURCES ATTACHED TO MAKE THAT ALLOWANCE.

>> I'M GLAD I'M NOT THE ONLY ONE THAT WAS TROUBLED BY THAT.

TO ME, I CAN SEE WHERE IT MIGHT UNINTENTIONALLY ADD TO THAT STRESS AND ANXIETY AROUND GPA , WE WANT YOU TO LEARN THE MATERIAL, YES, GRADES ARE IMPORTANT, COLLEGES SAY GRADES ARE IMPORTANT, BUT , AND I UNDERSTAND THAT THIS IS GAMUT LANGUAGE , BUT I HAVE TO WONDER ABOUT UNINTENTIONAL CONSEQUENCES , OR LIKE GO AHEAD, JUST REPEAT ANYTHING .

[04:50:10]

MAYBE THAT'S JUST , PEOPLE WON'T ACTUALLY DO THAT.

>> I AM WONDERING WHETHER WE CAN LIMIT THAT . CAN WE LIMIT THAT TO ONLY ALLOW A STUDENT WHO HAS GOTTEN A C OR WORSE.

THOSE COULD BE TAKEN OVER BUT YOU CAN'T DO IT FOR A LETTER A.

IF YOU GET A D OR AN F AND YOU REPEAT THE CLASS , IT REPLACES

THE GRADE ? >> NO, IT'S THE AVERAGE OF THE

TWO. >> FIERCELY? SERIOUSLY? IF YOU TAKE THE CLASS AGAIN MY UNDERSTANDING WAS THAT GRADE REPLACES THE GRADE AND IS THE NEW ONE.

>> CURRENTLY IT WOULD STATE ON THE TRANSCRIPT. SAY I GOT A D AND THEN I GOT IN A , BOTH WOULD SHOW ON THE TRANSCRIPT AND YOU WOULD GET THE AVERAGE FOR THE GPA.

>> SO YOU DON'T, OKAY. >> FROM A COUNSELOR PERSPECTIVE, IT DOES BECOME AN ISSUE WHEN YOU NEED AN

ACCURATE GPA. >> I UNDERSTAND THAT. I MEAN

-- >> SO WE COULD DO A C AND BELOW AND HAVE IT STRAIGHT OUT REPLACE . THAT KIND OF GOES

BACK TO YOUR STATEMENT BUT >> BUT SC IS PASSING. WHY

WOULD WE DO THAT? >> I LIKE THE IDEA OF REPLACING THE GRADE. IT'S NOT HOW FAST YOU LEARNED , IT'S ABOUT

WHETHER YOU LEARNED . >> I WOULD THINK THAT A STUDENT WITH A C , IF THEY TOOK A COURSE OVER AGAIN WOULD NOT NECESSARILY TO UNDERSTAND , NOT TO GET A B, BUT TO UNDERSTAND, AND WE WOULD REWARD THEM. SINCE WE ARE TALKING ABOUT THE BORDERLINE , I'M NOT THAT STRONG ON IT ONE WAY OR

ANOTHER. >> I THINK OUR POLICY SHOULD BE ABOUT LEARNING . I UNDERSTAND THE ARGUMENT ABOUT AVERAGING THE TWO GRADE, AND I SEE AN ARGUMENT FOR REPLACING THE GRADE. IF THEY EARNED AN A, YOU SHOULD GET CREDIT FOR THAT.

BUT IF YOU HAVE PASSED THE COURSE , YOU ONLY HAVE SO MANY OPPORTUNITIES TO TAKE COURSES. I GUESS THERE IS THE WORRY THAT THEY WOULD BE HELD BACK BECAUSE THEY WOULD CHOOSE TO RETAKE A CLASS INSTEAD OF MOVING FORWARD , IS THAT WHERE

YOU ARE COMING FROM? >> THERE ARE RESOURCES , SO , THAT STUDENT IS TAKING THE PLACE OF A STUDENT WHO SHOULD BE MOVING UP. I THINK THE POLICY SHOULD EMPHASIZE LEARNING, NOT BEING ABOUT GRADES.

>> I SEE IT AS LEARNING. >> A STUDENT MAY BE PASSING THE COURSE, I TOOK THE COURSE IS KIND OF AN AVERAGE BUT I DON'T KNOW IF I LEARNED AS MUCH AS I COULD HAVE. I DON'T THINK THEY WOULD DO IT FOR JUST THE EXTRA POINT ON THEIR GPA.

THE STUDENTS TO TAKE CLASSES, I MEAN, I GET IF YOU HAVE A D

[04:55:01]

OR AN F , WE HAVE WAYS TO REMEDIATE . HOW WOULD THEY DO IT? THEY HAVE A C IN 10TH GRADE ENGLISH . I MEAN , I'M JUST TRYING TO GRAPPLE WITH IT.

>> YEAH, I THINK FOR ME, WE TALK ABOUT THE LEARNING PIECE OF IT , IDEAS ON LEARNING , UNDERSTANDING CHANCES TO GRASP OF THE CONTENT . I FEEL LIKE THE WAY THE GAMUT HAS WORDED IT , IT ALLOWS FOR THOSE KINDS OF FLEXIBILITIES FOR OUR STUDENTS , AND WE HAVE TO BE MINDFUL OF EXTENUATING CIRCUMSTANCES , THE KID WHO HAD A BAD SEMESTER. THEY HAD A DEATH IN THE FAMILY. MAYBE THEY DIDN'T CONNECT WITH THAT MATH TEACHER LAST SEMESTER. I LIKE THE IDEA OF ALLOWING THEM TO RECOUP A LITTLE BIT IF THEY WISH.

>> FROM A STAFFING STANDPOINT, WE DON'T KNOW WHAT THE IMPACT IS. WILL IT BE TAKING SEATS? WILL IT CREATE AN EXTRA SESSION? HOW MANY KIDS ARE GOING TO COME BACK IN ? WE DID BATTLE BACK AND FORTH A LITTLE BIT. SOME COMMUNITIES, YOU MIGHT HAVE A GUEST. IT'S A RESOURCE , WE WILL POINT THAT

OUT. >> I THINK IT'S A LATER POLICY TO TAKE IT OVER THE SUMMER , FOR KIDS WHO CAN EITHER PAY TO TAKE THE CLASS, OR THEY DON'T HAVE A SUMMER JOB, SO THEY CAN TAKE THE CLASS.

>> WELL, I MEAN WE CAN ALSO SAY , I THINK THERE'S EQUITY EVERYWHERE. FOR THE KID WHO IS STRUGGLING IN THE CLASS THAT CAN'T GO GET THE FREE TUTORING AFTER SCHOOL BECAUSE THEY HAVE A PART-TIME JOB, OR THE PARENTS CAN PAY FOR TUTORING, MAYBE THAT STUDENT IS GOING TO BARELY SCRAPE OUT A C, BUT THEY COULD MAYBE FIGURE OUT A WAY TO TRY TO RECOUP OVER THE SUMMER, WHATEVER. I THINK WE CAN FIND EQUITY ISSUES IN A LOT OF

DIFFERENT AREAS. >> IN REREADING THIS, IT SAYS "WITH THE APPROVAL OF THE PRINCIPAL DESIGNEE, THE STUDENT MAY REPEAT A COURSE." SO THAT DOESN'T SAY ANYBODY WILLY-NILLY CAN TAKE THE COURSE . I AM JUST TRYING TO FIGURE OUT , MAYBE THEY DON'T HAVE OUR POPULATION. LIKE,

>> THAT PRINCIPAL OR DESIGNEE IS GOING TO LOOK TO THIS POLICY FOR LANGUAGE AND THIS IS NOT CLEAR.

>> I AGREE. AND I GUESS IT COMES DOWN TO, WHAT DO WE

ENVISION? >> I LIKE THE IDEA OF A STUDENT WHO GOT A D OR AN F CAN TAKE THE COURSE WITH PERMISSION , BEING ENTITLED TO THE HIGHER GRADE THAT THEY EARNED WHEN THEY RETOOK THE COURSE. I DON'T BELIEVE THAT WE SHOULD BE OFFERING STUDENTS WHO PASSED THE COURSE A DO OVER . I DON'T THINK IT ADVANCES THE STUDENTS , I DON'T THINK IT'S IN THE BEST INTEREST OF OUR STUDENTS.

>> HOW WE TALKED ABOUT, AGAIN, ANOTHER PART OF THIS, I STILL FEEL STRONGLY ABOUT BOTH GRADES RECEIVED SHOULD BE ON A STUDENT'S TRANSCRIPT , I MEAN I LIKE THE HIGHEST GRADE PART.

[05:00:05]

WHY DO WE EVEN HAVE TO INCLUDE ? IF YOU GOT A BE THE SECOND TIME, WHY REPEAT IT? WHY SHOW IT BOTH TIMES?

>> IT'S THE STUDENT'S PERMANENT RECORD.

>> OKAY. >> LET'S TAKE IT EASY TO HARD.

WE AGREE THAT WE WANT TO AMEND THIS POLICY SO THAT IF A STUDENT WISH TO TAKE THE COURSE , THEY GET CREDIT FOR THE HIGHER GRADE, NOT AN AVERAGE OF THE TWO. WE WANT TO MAKE THAT SHIFT. NOW, WE ARE DOWN TO WHO GETS TO HAVE PERMISSION TO RETAKE THE COURSE ? IS IT A STUDENT WITH A D OR AN F, IS AS IT A STUDENT WITH A C, D, OR ENOUGH? MY RECOMMENDATION IS THAT WE KEEP IT D AND F. IF YOU DID NOT PASS THE COURSE, YOU

GET A SECOND SHOT. >> I MEAN, THE B, TO ME, IS A HARD KNOW. I WON'T EVEN TELL YOU THE NUMBER OF VALEDICTORIANS WE WOULD THEN HAVE TO DEAL WITH. I DO UNDERSTAND , ESPECIALLY FOR KIDS WHO WANT TO GO ON TO COLLEGE , IT'S IMPORTANT TO HAVE A HIGHER GPA, AND I UNDERSTAND , I'M A LITTLE BIT SOFTER ON THE SEA. ULTIMATELY, IF WE MOVE TO A MASTERY GRADING APPROACH, I THINK SOME OF THESE ISSUES WOULD BE MITIGATED , WITH THE STUDENT IN THE CONTEXT OF ONE COURSE BEING MORE SUCCESSFUL, BUT SENSE WE ARE NOT, I AM OKAY WITH A GRADE OF C OR BELOW, BUT I'M

NOT OKAY WITH A B OR BELOW. >> I THINK MASTERY AND AVERAGE KIND OF CONTRADICT. IF A REALLY ACADEMICALLY INCLINED, LIKE I THINK OF A STUDENT REALLY WANTS TO EXCEL IN THAT, A MASTERY IS NOT JUST AN AVERAGE .

>> YOU KNOW, I HAD A CALCULUS PROFESSOR IN COLLEGE THAT WANTED TO GO BACK TO THE OLD SYSTEM WHERE STUDENTS WHO WANTED TO TAKE A CASH A CLASS WOULD PAY WITH CASH FOR THAT LECTURE. FOR STUDENT WITH THE SEA, WE MIGHT DO THAT. THAT WOULD HELP OUR BUDGET, RIGHT? SO THE QUESTION I THINK IS DOWN

TO THE SEA. >> TO DR. POWELLS POINT , THERE ARE ALL KINDS OF REASONS A STUDENT , ESPECIALLY A NINTH GRADER WHO GETS OFF TO A ROCKY START, THERE ARE ALL KINDS OF REASONS , LIKE A B, THAT'S A GOOD GRADE. THAT'S NOT GOING TO KEEP YOU FROM ANYTHING. WE MAY HAVE THIS OVERINFLATED IDEA OF REPLACING THE GRADE, I DON'T KNOW THAT THAT WILL ACTUALLY BEAR OUT . WE MIGHT NEED TO ADJUST , ALTHOUGH, IF THE GOAL IS LEARNING , IF THEY DO WANT TO LEARN , I DON'T WANT TO PUNISH THEM FOR THAT. I WOULD BE OKAY WITH A GRADE OF C

OR BELOW. ANYWAY. >> WE ARE PUTTING A LOT ON THIS SINGLE COURSE. YOU WILL SEE THAT ACROSS THAT WHOLE

[05:05:01]

TRANSCRIPT. I DON'T KNOW. >> IT'S ONE OF THOSE THINGS WHERE I NEED MORE TIME. I UNDERSTAND THAT WE CAN'T HAVE MORE TIME. I WOULD LIKE TO GET INPUT .

>> I WOULD BE SUPPORTIVE OF THE GRADE OF C OR BELOW.

>> OKAY. >> THERE ARE FOUR OF YOU. 5F,

[F. Instructional Services - Approval of Amendments to Board Policy and Administrative Regulation 0460 - Local Control Accountability Plan]

APPROVAL OF AMENDMENTS TO POLICY ADMINISTRATOR REGULATION. CONTROL ACCOUNTABILITY PLAN .

>> I THINK THAT THIS WOULD JUST BE A TIMELY UP DATE. THESE ARE ALL GAMUT UPDATES , SPECIFICALLY TO A B. THIS ADDS , YES, THE REQUIREMENTS BY JUNE 1ST 2025 WITH THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT . THIS IS TO MOVE FORWARD , AND THERE IS A LAW PASSED TO COMPLETE THIS ADDITIONAL PORTION , IN ADDITION WITH OTHER NEW LAWS THAT REQUIRE THAT WE CONSIDER THE FEEDBACK OF STUDENTS WITH DISABILITIES, AS WE CURRENTLY DO , REFLECTING FEEDBACK FROM THE STUDENT DISTRICT ADVISORY COUNCIL . THAT IS CHANGES TO THE BOARD POLICY , AND IT REFLECTS THE POSSIBILITY THAT WE OR ANY OTHER SCHOOL DISTRICT WOULD HAVE TO COMPLETE THAT

ADDENDUM. >> PERFECT.

>> QUESTIONS OR COMMENTS ABOUT THIS?

>> HOW OFTEN DOES SOMETHING LIKE THIS NEED TO BE

IDENTIFIED? >> THIS HAS YET TO PRODUCE ANY DETAILS ABOUT WHAT IT COULD LOOK LIKE . WE WILL GET A BETTER SENSE OF WHAT THAT WILL BE.

>> AND IN TERMS OF MEETING A PLAN.

>> THERE ARE NO IMPROVEMENT PLANS, RIGHT NOW. THIS IS

REALLY BRAND-NEW. >> OKAY.

[G. Instructional Services - Approval of Amendments to Board Policy 6146.1 - High School Graduation Requirements]

>> 'S APPROVAL OF AMENDMENTS TO BOARD POLICY .

>> THE UPDATES , SPECIFICALLY SOME NEW LAWS , REFLECTING THE FACT OF THE SCHOOL YEAR, FOR HIGH SCHOOL STUDENTS MUST COMPLETE ONE SEMESTER COURSE FOR THEIR STUDIES . THAT'S NOT NEWS TO US. ANY OTHER NEW LEGISLATION PROVIDES IMPORTANT EXCEPTIONS SUBJECT TO DISABILITIES WHO ARE FOSTER USE FOSTER YOUTH, LATE INTO THEIR CAREER, THE STUDENTS WOULD BE ELIGIBLE FOR THE MINIMUM FOR GRADUATION

REQUIREMENTS. >> DOES ANYONE HAVE QUESTIONS? CLARIFICATIONS, DISCUSSIONS?

>> HOPEFULLY I CAN CLARIFY THIS. THAT'S COVERED IN AR.

THAT'S REFLECTED IN OTHER POLICIES.

>> SO COMING INTO THE DISTRICT LATE, AND HOW IT HAS WORKED

[05:10:09]

OUT EACH INDIVIDUAL STUDENT? >> THIS IS NOT NECESSARILY SOMETHING WE WOULD REQUIRE A STUDENT TO DO. THEY WERE NEW TO OUR DISTRICT AND THEY MAY BE ON TRACK TO GRADUATE THEY WERE ON PACE, THEY WOULD CONTINUE WITH THEM , LIKELY WITH SOME SUPPORT TO REALLY WORK WITH THE FAMILY IN THIS

CASE. >> THANK YOU.

[H. Instructional Services - Approval of Amendments to Administrative Regulation 6146.11 - Alternative Credits Toward Graduation]

[I. Instructional Services - Approval of Amendments to Board Policy and Administrative Regulation 6146.12 - High School Credit for Concurrent Enrollment in High School and College Classes]

>> SO ARE LOGICAL NEXT STEP IS TO GO TO 5H. 6.11

ALTERNATIVE . >> WE, AS POINTED OUT , WE ARE STRIKING THE GAMUT FROM THE PRIOR POLICY HIGH SCHOOL GRADUATION FOR IMPORTANT AND CURRENT POLICIES AND ADMINISTRATIVE REGULATIONS . THE FIRST IS THE AR 61 . THIS, AND THE NEXT ITEM I WILL SAY WOULD REFLECT IMPORTANT LANGUAGE ON DUAL ENROLLMENT FROM ACCREDITED SCHOOLS AND WE DO THINK THAT THIS REALLY STANDS FROM CLARITY AND CONSISTENCY AS WE HAVE CONVERSATIONS WITH INSTRUCTION OF HIGH SCHOOL AND HEARING THESE QUESTIONS FOR STUDENTS AND FAMILIES. THE CHANGES, HERE, ARE NOTED IN THE BOLD BLACK ITALICS . THIS REMOVES SOME OLD LANGUAGE THAT WE ARE NOT FOLLOWING. THIS ADDS THAT , SHOULD BE TRANSFERABLE AND REMOVES THE NEED, FOR THE REWARD OF DUAL CREDIT . WE HAVE CORRESPONDING CLASSES , NOT THROUGH US. THIS IS CHARTER SCHOOL, OR PAID THROUGH ANY ACCREDITED SCHOOL REQUIREMENT. THIS IS UP TO 40 CREDITS . THIS IS THE CAP OF 40 HIGH SCHOOL CREDIT THAT COULD BE EARNED THROUGH DUAL ENROLLMENT. THIS IS FOR 40. THIS IS TAKING A NUMBER OF DUAL ENROLLMENT CLASSES , AND THAT DOES NOT COUNT.