[A. Instructional Services - Approval of the 2023/2024 Local Control and Accountability Plan (LCAP), Inclusive of the Budget Overview for Parents (Previous Board Meeting Information/Discussion Item)]

ARE NOW AT SECTION 3 ACTION ITEMS BEGINNING WITH 3A INSTRUCTIONAL SERVICES APPROVAL OF 2023 LOCAL CONTROL AND ACCOUNTABILITY PLAN INCLUSIVE OF THE BUDGET OVERVIEW FOR PARENTS. MAY I HAVE A MOTION PLEASE?

>> TRUSTEE: PRESIDENT GILL I MOVE THAT WE REMOVE THE LOCAL CONTROL ACCOUNTABILITY PLAN INCLUSIVE OF THE BUDGET OVERVIEW FOR PARENTS AS SUBMITTED.

>> PRESIDENT: THANK YOU DO HAVE A SECOND? IT HAS BEEN MOVED AND SECONDED WE HAD AN EXTENSIVE DISCUSSION TWO WEEKS AGO. IS THERE ANY QUESTION OR COMMENT FROM THE BOARD? OKAY.

I DON'T SEE ANY. LET US VOTE. TRUSTEE LOPEZ, AYE, TRUSTEE

[01:05:07]

GOLDBERG, YES, TRUSTEE POWELL, YES, TRUSTEE GORBACK, YES,

[B. Business Services - 2023-2024 Proposed Budget - General Fund and Ancillary Funds (Previous Board Meeting Information/Discussion Item)]

TRUSTEE SYLVESTER, YES, I AM A YES THE MOTION CARRIES 5-0 WITH THE PREFERENTIAL TRUSTEE VOTE FROM TRUSTEE LOPEZ. 3B THIS IS THE 2024 PROPOSED BUDGET AND ANCILLARY FUNDS. AGAIN WE HAD AN EXTENSIVE DISCUSSION FROM DOCTOR TRAN 21 TWO WEEKS AGO

MATT HAVE A MOTION? >> TRUSTEE: PRESIDENT GILL I MOVE WE MOVE THE PROPOSED BUDGET GENERAL FUND AND

ANCILLARY FUNDS. YES. >> PRESIDENT: THANK YOU MAY I

HAVE A SECOND? >> TRUSTEE: SECOND. WE WANT THANK YOU IT HAS BEEN MOVED AND SECONDED. WE HAVE ANY FURTHER DISCUSSIONS ON THIS ITEM? I SEE NONE SO LET'S VOTE.

TRUSTEE LOPEZ, AYE, TRUSTEE SYLVESTER, YES, TRUSTEE

[C. Board of Education - Consent to Join in on Social Media Litigation]

GOLDBERG, YES, TRUSTEE POWELL, YES, I AM A YES WITH A PREFERENTIAL VOTE FROM TRUSTEE LOPEZ. 3C BOARD OF EDUCATION APPROVAL OF NEW CONTRACT WITH CONSENT TO JOIN IN ON SOCIAL

MEDIA NEGATION. >> TRUSTEE: PRESIDENT GILL, I MOVE THAT WE APPROVE THE CONSENT TO JOIN IN ON SOCIAL

MEDIA LITIGATION AS SUBMITTED. >> PRESIDENT:? I HAVE A SECOND? SECOND. THANK YOU. IT HAS BEEN MOVED AND SECONDED AND AGAIN WE HAD A DISCUSSION TWO WEEKS AGO BUT FLOOR IS OPEN IF WE HAVE FURTHER DISCUSSION, COMMENTS AND QUESTIONS? YES

PLEASE? >> TRUSTEE: OF A COUPLE QUESTIONS AND IS PERTAINING TO THE CONTRACT AND NEVER BEEN PRIVY TO THIS TYPE OF CONTRACT AND CONTINGENCY AGREEMENT.

BEFORE YOU ASK MY QUESTIONS I WANT TO REITERATE THAT MY REASONS FOR PURSUING USTHIS ARE LESS ABOUT A FINANCIAL GAIN AND MORE ABOUT TAKING A STATEMENT, CRATING LEVERAGE, TAKING A STAND. WANT TO UNDERSTAND THE CONTRACT LANGUAGE A LITTLE BIT BETTER SO THE TWO QUESTIONS ARE IS IT APPROPRIATE OR REASONABLE TO CAP COSTS AND EXPENSES BY DOLLAR AMOUNT OR PERCENTAGE BECAUSE THE ATTORNEY FEES ARE 25 PERCENT BUT IN ADDITION THERE IS THE COST AND EXPENSES THAT THEY OCCUR INCUR. THE SECOND QUESTION IS IN THE CASE WHERE A MONETARY SUPPLEMENT PAID OVERTIME IS IT REASONABLE FOR THEM TO BE PAID USING A NET PRESENT VALUE CALCULATION SO THEY GET PAID UPFRONT AND WE GET PAID OVERTIME? AGAIN I WANTED SOME CLARIFICATION IS THIS TYPICAL FOR THIS TYPE OF CONTINGENCY AGREEMENT?

>> SPEAKER: IN THIS SPECIFIC EXAMPLE IT WILL BE IF IT ISN'T ALREADY A CLASS-ACTION LAWSUIT. THE FIRM THAT REPRESENTS THE GROUP DOES NOT REPRESENT US INDIVIDUALLY, IT REPRESENTS ALL THE DISTRICTS AND STAKEHOLDERS AND PARTIES WHOEVER IS INVOLVED IN THE LITIGATION EQUALLY. SO IF THERE WAS A DESIRE TO CAP EXPENSES IT WOULD HAVE TO COME FROM THE ENTIRE GROUP RATHER THAN JUST ONE OF THE REPRESENTED PARTIES. OTHERWISE IT WOULD CREATE AN INEQUITY OR AN EVEN TYPE OF REPRESENTATION.

THE OTHER PART OF THAT IS WHEN WE ARE DEALING WITH CASES SUCH AS THIS AND I'M ONLY GOING BY THINGS I HAVE READ AND ANXIETY KNOWN IN THE PAST AND EXPERIENCE AND A LOT OF THIS IS MY OPINION BASED ON THOSE THINGS BUT, LIKE THE JUUL SETTLEMENT. IT WAS A SETTLEMENT AND IT WAS PART A MONETARY AWARD PLUS EXPENSES FOR LEGAL FEES. THE EXPENSES THAT ARE TYPICALLY THAT I SAW IN THAT CASE AND OTHER SIMILAR CASE, CLASS ACTION CASES HAVE TO BE ESSENTIALLY APPROVED BY THE COURTS BECAUSE TYPICALLY THEY ARE REIMBURSABLE TYPES OF EXPENSES, ATTORNEY HOURS, RESEARCH, EXPERT WITNESSES.

PREPARATION OF PROFESSIONAL REPORTS, PRESENTATIONS, THINGS OF THAT NATURE THAT ARE TYPICALLY JUSTIFIED IN RELATION TO THE CASE. SO, THE LAWYER FEES THAT ARE ASSOCIATED WITH THE RESEARCH AND THEIR HOURLY AND BILLING WOULD NOT BE INCLUDED IN THOSE ADDITIONAL COSTS AND FEES. THAT IS WHERE IN OUR CONTRACT IT WOULD BE TONY FIVE PERCENT. SO THE HOURLY PIECES ARE NOT INCLUDED IT'S JUST THE ADDITIONAL MAILING, FILING FEES, EVERYONE ELSE A MOTION IT COSTS WHATEVER IT COSTS SO ALL OF THOSE FEES HAVE TO GO IN AND ARE REIMBURSABLE TO THE LAW FIRM. SO IN THE CONTEXT OF A CASE SUCH AS THIS THERE WOULD HAVE TO BE EQUAL REPRESENTATION SO

[01:10:03]

WE WOULD NOT BE ABLE TO CAP THE EXPENSES. THE OTHER PART OF THAT IS THAT IT COULD POTENTIALLY JEOPARDIZE THE CASE IF YOU'RE GOING TO SAY THAT WE DON'T WANT EXPENSES TO EXCEED WHATEVER AMOUNT THEN WHAT DOES THAT MEAN IN CONTEXT WITH THE RESEARCH? IT HAS TO GO TOWARDS MAKING A CASE AND ARGUING A CASE OR DEFENDING A POSITION OR KNOWLEDGE IN A POSITION OR WHATEVER IT IS. SO, THERE'S SOME JEOPARDY IN THEIR ON CAPPING THE ABILITY OF THE LAWYERS TO DO THEIR WORK. AND, THE PART ABOUT THE PAYMENT. SO, LAWYERS WANT SHIP PAID FIRST, THAT IS TYPICALLY WHAT HAPPENS. IF THEY ARE REPRESENTING US INDIVIDUALLY WE HAVE MORE LEEWAY TO NEGOTIATE.

IN CASES SUCH AS THIS WHEN IT IS ON A CONTINGENCY BASIS THIS IS A TYPICAL TYPE OF FEE STRUCTURE THAT IS PAID BECAUSE IT IS THE LAW FIRM THAT PUTS OUT ALL THE TIME EFFORT AND THE MONEY UP FRONT. WHAT CAN HAPPEN IS THEY CAN SPEND MILLIONS OF DOLLARSIN THE CASE CAN GET DISMISSED. IT DOESN'T COST THE DISTRICT ANYTHING BUT THEY ARE THE ONES THAT END UP BEARING THE COST. THAT IS WHY THEY SET THESE UP THE WAY THAT THEY DO BECAUSE THEY HAVE A TERMINUS AMOUNT OF COST THAT COMES UP FRONT THAT HAS TO BE PAID SOMEWHERE AND THEY ARE ABSORBING THE COST. A LOT OF THIS HAS TO DO WITH PR AND THE LAW FIRM SWAT THE RECOGNITION FOR DOING THESE TYPES OF THINGS. SO THERE IS A MONETARY COMPENSATION PLUS ADDITIONAL MARKETING AND I'M SURE EXPOSURE THAT THE LAW FIRMS GET. THE OTHER POSSIBILITY IS THERE COULD BE A SETTLEMENT IN A CASE WHERE WE DON'T GET ANYTHING BUT THE COURT CAN SAY HEY, THE SOCIAL MEDIA COMPANIES HAVE TO PROVIDE I'M JUST THROWING THIS OUT AS AN EXAMPLE HAVE TO PROVIDE SOME EDUCATION ON AGE VERIFICATION TO PARENTS IN ORDER FOR A KID TO SIGN UP OR WHATEVER IT IS OR THEY HAVE TO PROVIDE RESOURCES OR FUNDS TO MENTAL HEALTH ORGANIZATIONS TO SUPPORT TEEN THIS OR THAT. IT WOULD MEAN THAT IT IS A PARTIAL. IT COULD BE A VICTORY, IT COULD BE DECLARED A LOSS. HOWEVER YOU WANT TO LOOK AT IT. IN A SITUATION LIKE THAT WE WOULDN'T GET ANYTHING.

THE LAW FIRM WOULD LIKELY GET COMPENSATED FOR THEIR TIME BUT WE MAY NOT SEE ANY FINANCIAL RESULTS IF SOMETHING GOES LIKE THAT. SO THIS IS A CONTRACT THAT ALL THE PARTIES REPRESENTED SIGNED AND AGAIN TO KEEP IT EQUITABLE AMONG ALL OF

THE USER GROUPS. >> PRESIDENT: THANK YOU FOR YOUR DETAILED AND THOUGHTFUL RESPONSE IT'S VERY HELP FULL.

>> SPEAKER: WE HAD A LONG DISCUSSION ON THIS THREE WEEKS AGO WHATEVER IT WAS AND I ALREADY EXPLAINED MY POSITION AND I DON'T KNOW IF IT'S ON-TOPIC NOW OR LATER ON WHEN WE ASK FOR ADDITIONAL TOPICS BUT I AM WONDERING IF WITH SOCIAL MEDIA, RATHER THAN TRY TO LITIGATE AGAINST THEM, IF WE ARE GOING TO INCREASE OUR ACADEMIC CONTENT IN OUR DISTRICT TO TEACH KIDS HOW TO QUICKLY ANALYZE SOCIAL MEDIA SO

THEY CAN - I JUST WANT TO - >> PRESIDENT: I THINK IT IS AN AND NOT AN ORDER. IN THE CONTEXT OF THIS ITEM WE ARE ACKNOWLEDGING THAT HARM HAS ALREADY BEEN DONE AND SO WE WILL CONTINUE TO USE OUR PREVENTIVE STRATEGIES OF EDUCATION IN ADDITION TO. BUT THE SITUATION IS, WHAT OPTIONS DO WE HAVE TO REPAIR THE DAMAGE THAT HAS ALREADY BEEN DONE? OTHER QUESTIONS OR COMMENTS? OKAY. I THINK WE ARE READY TO VOTE. TRUSTEE LOPEZ, AYE, TRUSTEE GORBACK, NO, TRUSTEE POWELL, YES, TRUSTEE GOLDBERG, YES, TRUSTEE SYLVESTER, YES. I AM A YES AND THE MOTION CARRIES 4-1 WITH A PREFERENTIAL YES VOTE FROM TRUSTEE LOPEZ. WERE GOING TO MOVE ON TO SECTION 4

[F. Instructional Services - Changing the Name of Conejo Elementary to Conejo Academy of Leadership and Language Immersion]

THE CONSENT AGENDA FIRST ADDRESSING THE THREE ITEMS THAT WERE PULLED BEGINNING WITH F. WHICH IS INSTRUCTIONAL SERVICES CHANGING THE NAME OF CONEJO VALLEY ELEMENTARY TO CONEJO

[01:15:04]

VALLEY ACADEMY OF LEADERSHIP AND LINKAGE IMMERSION. MAY

HAVE A MOTION? >> TRUSTEE: PRESIDENT GILL I WOULD LIKE TO MOVE THAT WE MOVE THE NAME OF CONEJO ELEMENTARY TO CONEJO ACADEMY OF LEADERSHIP AND LANGUAGE IMMERSION.

>> PRESIDENT: DO WE HAVE DISCUSSION?

>> TRUSTEE: I ASKED FOR THIS TO BE PULLED BECAUSE I LOVE IT AND I THINK THE NAME IS GREAT AND I DON'T THINK IT SHOULD BE SHOVED AWAY ON THE CONSENT AGENDA THIS TIME AND SO I FELT THAT WE SHOULD PUT IT OUT THERE THAT WHAT THEY ARE DOING, WHAT THEIR PLAN IS IN THE THOUGHT PROCESS THAT ENDS INTO IT. THEY TALKED ABOUT HOW THIS NAME REALLY FIT ALL THE DIFFERENT ASPECTS OF CONEJO ELEMENTARY AND I AM REALLY EXCITED FOR THEM.

>> PRESIDENT: THANK YOU FOR PULLING THE ITEMS SO WE COULD COLLECTIVELY SHINE A SPOTLIGHT. I AGREE WITH YOU. DOES ANYONE ELSE WANT TO WEIGH IN? [LAUGHTER]

>> TRUSTEE: A QUICK QUESTION MOVING FORWARD IF WE HAVE ADJUSTMENTS TO NAME CHANGES MOVING FORWARD WE WANT TO SEE THAT AS A SEPARATE ACTION ITEM AND NOT JUST IN THE CONSENT BECAUSE THEY BEEN IN OUR CONSENT BUT I HAVE A FEELING THEY HAVE MORE OF A DISCUSSION ABOUT IT. DO WE PUT IT AS AN

INDIVIDUAL ACTION ITEM? >> PRESIDENT: OKAY IF THERE'S NO MORE QUESTIONS OR DISCUSSION LET US VOTE. TRUSTEE LOPEZ, AYE, TRUSTEE POWELL, YES, TRUSTEE SYLVESTER, YES, TRUSTEE

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

GOLDBERG, YES, TRUSTEE GORBACK, YES, AND I AM A YES. IT PASSES 5-0. THE SECOND ITEM OLD WAS V. INSTRUCTIONAL SERVICES APPROVAL OF AMENDMENTS TO THE MENSTRUATION REGULAR 51 21.

>> TRUSTEE: PRESIDENT GILL, I MOVE THAT WE MOVED THE AMENDMENTS OF FIVE 1:1 GRADES EVALUATION OF STUDENT

ACHIEVEMENT AS SUBMITTED. >> PRESIDENT: THANK YOU MAY I

HAVE A SECOND? >> TRUSTEE: SECOND.

>> PRESIDENT: THINK VERY MUCH HAVE DISCUSSION ON THIS ITEM?

>> TRUSTEE: YES I ASKED FOR THIS TO BE PULLED. BESIDES THE STRIKEOUTS BEING THERE I SPENT A LOT OF TIME BECAUSE YOU KNOW HOW I AM. GOING BACK AND FORTH OVER THE WHOLE IDEA OF QUESTIONING REMEDIATING. IT HAS THE UNINTENDED POTENTIAL TO ADD A LOT OF STRESS ON STUDENTS AND THAT REALLY WEIGHS HEAVY ON ME. I AM WILLING TO GO WITH THIS IF WE REVISIT IT AND YOU CAN SEE LATER IN THE AGENDA I WOULD ASK THAT AFTER WE HAVE LIVED WITH IT, THAT WE COULD SEE HOW MANY C STUDENTS ACTUALLY DID IT AND WHAT IS THE IMPACT, THAT KIND OF THING AFTER A YEAR AND CHANGE OF SCENE THE IMPACT OF THIS ADJUSTMENT. I DON'T KNOW EXACTLY. I FEEL LIKE I NEEDED MORE DISCUSSION SLIGHTLY BECAUSE I AM NOT SETTLED. I UNDERSTAND THAT THE STATE IS DOING THIS AND OTHER NEIGHBORING DISTRICTS ARE DOING THIS. BUT I ALSO KNOW THE REALITY FOR STUDENTS. AND THE WAY THAT COLLEGES ADMIT AND I THINK THE PRESSURE IS TREMENDOUS. IF WE ARE SAYING YOU HAVE MASTERED THE CONTENT THEY HAVE MASTERED THE CONTENT.

SO, I COULD ARGUE BOTH SIDES EQUALLY AND I NEVER LIKE TO BE IN THAT POSITION SO UNWILLING TO GO WITH IT AND THEN COME BACK TO IT BECAUSE I WOULD ALSO LIKE TO REVIEW. ANYWAY, THAT IS MY LONG-WINDED THOUGHT ON THAT.

>> TRUSTEE: TRUSTEE GOLDBERG I AGREE WITH WHAT YOU'RE SAYING A LOT. I WOULD SAY WE NEED TO SURVEY STUDENTS WHO ARE TAKING A COURSE OVER AGAIN FOR MASTERY THAT HAVE GOTTEN A C. IF THEY'RE DOING IT WE HAVE TO FIND OUT WHY. IF THEY'RE DOING IT THEY WERE REALLY INTO THE CONTENT AND THEY WANTED TO IMPROVE THEMSELVES ACADEMICALLY AND INTELLECTUALLY, THEN YES, I THINK THEY SHOULD REPLACE THE SEA. IF THEY'RE DOING IT BECAUSE THEY WANT THE GPA TO REFLECT A B OR IN A SET OF A C AND THEY'RE TAKING SOMEONE SPOT I QUESTION THE SUCCESS OF THIS SO YES, I AGREE WITH BOTH SIDES. UNTIL WE FIND OUT WHY I'M GOING TO GIVE THEM THE BENEFIT OF THE DOUBT AND VOTE

YES. >> SPEAKER: I WILL NOTE THE TRICKY PART ON COLLECTING DATA THIS NEXT SCHOOL YEAR IS THE POLICIES COMING IN NOW A LOT OF THE STUDENT SCHEDULES ARE SET AND LOADED. SO WE WON'T HAVE A DATA PIECE FOR NEXT YEAR AS MOST OF OUR CLASSES ARE YEAR-LONG CLASSES. THE DATA

[01:20:06]

PIECE OF COLLECTING IS THE TRICKY PART IN THIS.

>> TRUSTEE: THAT'S WHY I SAID I COULD WAIT OVER A YEAR BECAUSE I KNOW IT WILL TAKE TIME BUT I'M JUST CURIOUS WHAT THE STRESS POINT IS EVEN ANECDOTALLY.

>> TRUSTEE: I THINK IF WE CAN GET THROUGH NEXT YEAR AND THE BEGINNING PART BY THE FIRST QUARTER OF THE FOLLOWING YEAR WE AT LEAST KNOW HOW MANY STUDENTS HAVE TAKEN ADVANTAGE OF THIS POLICY AND WE WOULD HAVE SOME DATA. I CAN'T SAY WHAT THE OUTCOME WOULD BE THAT WE COULD AT LEAST HAVE A NUMBER OF HOW MANY KIDS REREGISTERED TO TAKE A CLASS IN WHICH THEY

HAD A C, E OR F IN. >> PRESIDENT: I WANT TO SAY I'D DO AGREE WITH TRUSTEE GORBACK TO EXAMINE THE MOTIVES AND AFTER THE MEETING I STARTED PLAYING AROUND WITH ALL THE VARIOUS GAMES THAT SOME OF OUR STUDENTS COULD PLAY. I DON'T WANT TO RECOUNT THEM IN CASE THEY HAD AUDIT THESE YET BUT - YOU CAN IMAGINE SOME SCENARIOS AND I'M THINKING OF THE KIDS WHO ARE DOING IT JUST FOR THE GPA AND JUST FOR THAT REASON BECAUSE I DON'T ANCHOR IT IS A GREAT REASON. I DO THINK THAT IF YOU'VE GOTTEN A C OR A LOSIA AND YOU CAN REGAIN MORE BY TAKING THE CLASS AND IT'S A VALID REASON. I'M NOT SURE HOW THE DATA WOULD TEASE THAT OUT NECESSARILY SO I'M WONDERING IF THERE'S A WAY EVEN IN THE POLICY WHERE WE CAN SAY IF YOU HAVE A D OR AN F YOU CAN PRETTY MUCH DO IT BUT IF IT'S A C IT'S SUBJECT TO SOME EXTRA LAYER OF APPROVAL. I MEAN, IT SAYS MAY REPEAT A CLASS WITH APPROVAL BUT AB WE CAN DIFFERENTIATE AND CREATE SOMETHING MORE STRINGENT FOR STUDENTS WHO HAVE EARNED A

C. >> TRUSTEE: I TOTALLY HAVEN'T HAD THE OPPORTUNITY TO READ THROUGH ALL OF THIS BUT FROM WHAT I'M HEARING, THE FIRST THING THAT WENT OFF IN MY MIND WHEN I HEARD REMEDIATING A C, A C ISN'T BAD AND I THINK IT'S NOT ANYTHING IN ADMINISTRATOR OF REGULATION OR ANYTHING HAS THE POWER TO CHANGE BUT THE REAL ISSUE IS A C IS NOT BAD AND IT'S SOMETHING THAT HAS BEEN INGRAINED IN STUDENTS THAT A C ISN'T GOOD ENOUGH. A C DOES NOT MEAN YOU ARE FAILING THAT'S WHAT AN F IS FOR. SEE MEANS YOU GET IT YOU UNDERSTAND YOU PASS THE CLASS AND YOU GOT THE CONTENT. I THINK IT IS BECOMING THE MORE EFFORT WE PUT INTO RAISING SEES TO BEES AND BEES TO A'S THEY UNDERSTAND THERE'S A LOT OF FUNDING THAT GOES INTO WHEN STUDENTS ARE GETTING MORE A'S BUT IT IS GIVING OFF THE IMPRESSION THAT THE A IS THE STANDARD AND A IS AVERAGE. SEES ARE AVERAGE AND THAT'S OKAY. THAT'S HOW IT'S SUPPOSED TO BE AND THEN YOU HAVE TO GET INTO QUESTIONING IF SEES ARE GOOD ENOUGH AND IF THESE ARE GOOD ENOUGH AND A'S ARE THE STANDARDS, STUDENTS REALLY LEARNING WHAT THEY'RE SUPPOSED TO LEARN TO GET THE A OR ARE THERE OTHER THINGS GOING ON BEHIND THE SCENES? STUDENTS FEEL THAT THEY NEED TO START REMEDIATING CLASSES BECAUSE THEY HAVE A C, A LOT OF STUDENTS RELY ON SEES TO GET THROUGH THE SCHOOL YEAR. I KNOW A LOT OF SENIORS THAT GRADUATED WITH THIS YEAR WHO GRADUATED WITH SEES BECAUSE THEY PHYSICALLY DID NOT HAVE ANY MORE IN THEM AND TO START GIVING OFF THIS IMPRESSION THAT THAT'S NOT GOOD ENOUGH AND YOU SHOULD BE ALARMED, WE ALREADY HAVE THIS ALARMING ATTITUDE TOWARDS D'S WHERE YOU WILL GET PULLED ASIDE BY YOUR TEACHER AND SAY YOU'RE CLOSE TO GETTING ENOUGH WHAT CAN WE DO TO HELP YOU AND I APPRECIATE THAT BUT WHEN WE START TARGETING MORE STUDENTS WITH THAT SAME ATTITUDE YOU'RE GOING TO START GETTING THE INVERSE EFFECT WHERE OR STUDENTS ARE BECOMING AFRAID OF FAILURE AND HAVE TALKED HERE BEFORE THAT WE NEED TO LEARN IT'S OKAY TO FAIL AND IT'S OKAY TO BE AVERAGE. SO, I THINK JUST IN WHAT I'M HEARING ABOUT THIS, I WAS ACTUALLY THINKING SIMILARLY TO MISS GILL, SOME SORT OF ONE-ON-ONE APPEAL PROCESS. SO, SAME FOR IF STUDENT WANTS TO TAKE AN AP CLASS BUT THE COUNCILOR DOESN'T THINK THEIR GRADES REFLECT THAT THEY SHOULD BE TAKING THAT CLASS THE STUDENT CAN APPEAL AND SAY I REALLY WANT TO AND HERE IS WHY AND MAKE IT MORE PERSONALIZED BECAUSE I THINK SOME STUDENTS CAN HAVE GENUINE REASONS, THEY HAVE HIGH ASPIRATIONS AND UNFORTUNATELY THEY DO NEED THAT HIGH GPA AND

[01:25:01]

THAT'S ALL THEY ARE BASING IT ON THAT'S ONE THING. BUT IF THERE ARE OTHER REASONS THEN WE SHOULD BE LOOKING INTO THAT AND WE SHOULD BE CONSIDERING EVERY STEP OF THE WAY THE EFFECT ON MENTAL HEALTH OF PUTTING PRESSURE ON STUDENTS WITH SEES BECAUSE I THINK IT IS AN UNNECESSARY PRESSURE WE WOULD BE PUTTING ON A LOT OF STUDENTS.

>> TRUSTEE: WE COMMUNICATE OUR VALUES THROUGH THESE POLICIES AND I AGREE WITH TRUSTEE LOPEZ THAT IF WE ARE SOMEHOW COMMUNICATING A MESSAGE THAT A C IS NOT OKAY, THERE'S SOMETHING WRONG WITH THAT. YOU KNOW, EVERY YEAR AROUND THIS TIME RELIABLY THERE ARE STORIES IN THE NEWSPAPERS ABOUT STUDENTS WHO GOT YOU KNOW, PERFECT SCORES ON THEIR STANDARDIZED TEST AND THE HIGHEST GPA POSSIBLE AND THEY GET REJECTED FROM ALL THE SCHOOLS THAT THEY APPLY TO AND THERE'S A QUESTION WHAT WENT WRONG? IT'S A SIMPLE ANSWER THAT'S THE CORRECT ONE IT'S NOT JUST ABOUT NUMBERS. IT REALLY ISN'T JUST ABOUT THE NUMBERS. I REFLECT ON CONVERSATIONS WE HAD DURING OUR SDAC MEETINGS AND OTHER MEETINGS WHERE WE WORRIED ABOUT TRYING TO INCREASE THE NUMBER STUDENTS WHO WOULD DARE TO TAKE AN AP COURSE. AND WE ARE RELUCTANT TO. BECAUSE IF THEY DIDN'T GET THE A ON THE EXAM IT WASN'T WORTH THE TIME TO EXPLORE AND WE WANT STUDENTS TO EXPLORE.

WE WANT STUDENTS TO TAKE ETHNIC STUDIES EVEN THOUGH THEY DON'T GET THE BUMP BECAUSE IT'S NOT AN HONORS LEVEL COURSE. AND IF WE ARE SETTING UP POLICIES THAT SOMEHOW CONTRIBUTE TO STUDENTS BEING EVEN MORE CONSERVATIVE AND NOT TAKING CHANCES WITH THEIR EDUCATION I THINK WE ARE FAILING THEM.

>> TRUSTEE: AGAIN IN OUR CONVERSATIONS HERE, ALL WE HAVE TALKED ABOUT IS THE PRESSURE OR WHAT WE ARE GIVING OFF AS A SIGN THAT WE ARE REPRESENTING SEES AS NOT AVERAGE BUT BELOW AVERAGE AND I WANT TO GET AWAY FROM ABC D AND F AND SAY IF A STUDENT IS DOING IT FOR THE ACADEMIC REASON THAT THEY TOOK WORLD HISTORY, ETHNIC STUDIES AS YOU JUST SAID OR THEY TOOK IT AND THEY WANT TO GET MORE OUT OF THE CLASS MATTER WHAT YOUR GRADE WAS, THEN I THINK THAT IT COULD BE JUSTIFIED.

BUT IF THEY ARE DOING IT BECAUSE THEY FEEL THAT WE ARE SENDING THE MESSAGE THAT A C IS NOT SO HOT THEN IF THEY ARE DOING IT FOR THAT REASON THEN WE HAVE ERRORED IN THE MESSAGE WE ARE SENDING. SO AGAIN, IT COMES FROM WHY DID THEY DO IT? WHY DOES A C STUDENT WANT TO TAKE A COURSE OVER AGAIN? IF IT'S TO GET MORE OUT OF THE COURSE AND IT'S A GREAT PLUS.

>> TRUSTEE: IS OUR RESPONSIBILITY TO SET UP THE ENVIRONMENT FOR STUDENTS TO FEEL FREE TO MAKE THOSE CHOICES. SO WHERE ARE WE IN THIS DISCUSSION? ARE WE WANTING TO CHANGE THE LANGUAGE WE'VE ADOPTED OR DO WE WANT TO

LEAVE IT FOR A TRIAL PERIOD? >> TRUSTEE: I HAVE ONE QUESTION AND IT IS, IS THE DRIVER OF THE ORIGINAL CHANGE BECAUSE IT IS GAMUT LANGUAGE AND BECAUSE EVERYBODY ELSE IS DOING IT? SOMETHING OF A DISCUSSION AMONGST EDUCATORS, OUR EDUCATORS OR OUR CABINET OR OUR ADMINISTRATORS LIKE THIS WAS A GAMUT THING. THIS IS NOT A CVUSD THING THEN I TRUST OUR PEOPLE BUT YOU KNOW - GAMUT IS GREAT BUT THEY DON'T LIVE HERE.

>> TRUSTEE: I WAS GOING TO CHIME IN. AS YOU ALL KNOW WE SPOKE ABOUT THIS TWO WEEKS AGO I WAS IN SUPPORT OF THE REGIONAL GAMUT SUGGESTION AND I THINK ONE THING ABOUT THAT LANGUAGE IS IT DOES NOT CALL OUT ANY SPECIFIC GRADE. RIGHT? SO WE DON'T HAVE SOME OF THIS DISTINCTION OF A C BEING A GOOD GRADE OR A BAD GRADE OR WHY DID THEY DO D'S AND F'S. MAYBE WE SHOULD DO F'S BECAUSE THESE ARE FAILING GRADES AND THESE ARE PASSING. HOW DO WE CUT OUT THE A'S AND B'S? AND NOW WE GET INTO ALL OF THIS WERE TALKING ABOUT NOT HAVING A FOCUS ON GRADE AND NUMBERS AND ALL THOSE THINGS I WONDER IF THEY JUST WANTED TO LEAVE IT SO THAT WE DIDN'T GET INTO THAT, TOO MUCH INTO THE WEEDS OF DECIDING WHAT IS BAD AND GOOD AND GIVING

[01:30:03]

JUDGMENT TO DIFFERENT GRADES. AND THAT IS WHY I WAS SUPPORTIVE OF KEEPING THE LANGUAGE AS IS BECAUSE I FELT LIKE YOU KNOW, ESPECIALLY AS WE ARE TALKING ABOUT THINGS LIKE GROWTH MINDSET IN GIVING KIDS THE CHANCE TO UNDERSTAND THEY HAVE DIFFERENT TIMELINES FOR LEARNING AND MAYBE THEY WANT TO TRY AGAIN TO KEEPING THAT OPEN OPTION OF REPEATING A CLASS AND HONESTLY WE DON'T REALLY KNOW HOW MANY KIDS WOULD ACTUALLY EVER TAKE ADVANTAGE OF IT. I WOULD ACTUALLY BE INTERESTED IN TALKING TO ALL OF THESE DISTRICTS THAT WE KNOW ARE ALL USING THIS LANGUAGE, THE LANGUAGE FROM GAMUT AND GET A SENSE FROM THEM HOW MANY STUDENTS ARE ACTUALLY TAKING ADVANTAGE OF THAT. BECAUSE, I AM WONDERING IF ANY OF THESE DISCUSSIONS HAPPENING ELSEWHERE, TOO. I DON'T WANT TO SAY THAT WE SHOULD BE DOING WHAT EVERYONE ELSE IS DOING. I ULTIMATELY DECIDED I WAS FINE WITH THAT COMPROMISE OF DOING IT TO SEE BUT THAT WAS A COMPROMISE FOR ME. I STILL FEEL LIKE I'M SUPPORTIVE OF THE ORIGINAL AND I THINK IT FITS IN WITH PHILOSOPHY THAT WERE TRYING TO SHIFT TOWARDS IN THIS

DISTRICT. >> SPEAKER: TO A REMINDER WITH THE LANGUAGE WAS WITH THE APPROVAL OF THE PRINCIPLE OF DESIGNEE STUDENT MAY REPEAT A COURSE IN ORDER TO RAISE HIS OR HER GRADE. THERE GRADE. THAT WAS THE ORIGINAL LANGUAGE.

>> TRUSTEE: IT DISTINGUISHES BETWEEN THE EXAMPLE I GAVE WHERE THEY WANT TO GET MORE TOWARDS THE SUBJECT UNLESS A SPECIFIC REASON TO IMPROVE THEIR GRADE. OKAY.

>> TRUSTEE: I SEE IT AS DOCTOR POWELL SAID, IT IS A GREAT OPPORTUNITY TO OFFER AS AN OPTION TO ANYBODY WHO WANTS TO DO IT. AGAIN, I THINK I DON'T REMEMBER WHO MENTIONED IT BUT THERE IS DEFINITELY A NEED FOR F AND EVEN D STUDENTS TO HAVE MORE ACCESS TO THAT THROUGH SOME SORT OF PRIORITY GIVEN TO THEM. BUT, AFTER THAT I THINK IT SHOULD BE OPEN TO ALL STUDENTS IF THERE IS ADDITIONAL SPACE AVAILABLE TO BE ABLE TO DO THAT BECAUSE THEY REALLY CAN HAVE ANY REASON AND I THINK IF ARE GOING TO KEEP IT AS SEASON AND I THINK THERE SHOULD BE AN APPEALS PROCESS SO HE CAN AID, LEARN WHAT THOSE REASONS ARE BECAUSE THE REASONS ARE BEING PRESENTED IN THE APPEALS AND BE, TO MAKE SURE STUDENTS ARE DOING IT IN A WAY THAT IS GOING TO THEN IF IT THEM NOT ONLY ACADEMICALLY BUT ALSO, THE GENERAL POPULATION OF STUDENTS, SOCIALLY, EMOTIONALLY BECAUSE IT IS NOT FOR MY MOM SAYS AC ISN'T GOOD ENOUGH SO I HAVE TO RETAKE THIS CLASS. AND TAKING SURE THAT THERE IS THAT DISTINCTION. AND ON THE OTHER HAND, IF IT IS OPEN TO ALL STUDENTS THEN THERE SHOULD BE SOME SORT OF PRIORITY FOR F AND D STUDENTS. THAT'S HOW I SEE IT.

>> TRUSTEE: I WOULD KNOW IF IT IS OPEN TO ALL STUDENTS WE ARE GOING TO HAVE A LOT OF STUDENTS TAKING ADVANTAGE OF THIS. WE ARE GOING TO RUN INTO CLASS SIZE PERSONNEL COST ISSUE IN THIS. IN ITS JUST ANOTHER CONSIDERATION THAT COMES INTO PLAY. YOU HAVE NO IDEA HOW MANY KIDS ARE TAKING ADVANTAGE HERE DIVE NOT SURVEYED ANY NEIGHBORING DISTRICTS THAT ARE IMPLEMENTING THIS LANGUAGE SO IT'S HARD TO SPEAK TO WHAT THE INCREASE OF COURSE REQUESTS ARE AND WHAT IT WILL BE BUT IT WILL IMPACT US AT SOME POINT IN TIME.

>> TRUSTEE: I WOULD WAGER IT DIFFERENT WITHIN ALL THREE OF OUR COMPREHENSIVE HIGH SCHOOLS. AND SO, I REALLY WORRY ABOUT THE UNINTENDED CONSEQUENCES OF DOING SOME WELL-INTENTIONED.

BUT I GUESS - THAT WAS MY WORRY. YES. I THINK THAT WOULD VARY BY HIGH SCHOOL BUT I DON'T KNOW THAT FOR A FACT.

JUST SEEING IT IN PRINT AND I SEE IT ALONGSIDE A D OR F THINK IT SENDING THE WRONG MESSAGE AS TRUSTEE LOPEZ HAS POINTED OUT.

WE DO START THE SENTENCE BY SAYING WITH THE APPROVAL OF THE PRINCIPAL OR DESIGNEE IT DOESN'T MEAN THAT THE APPROVAL

[01:35:02]

WILL BE GRANTED IN A CASE WHERE A STUDENT HAS EARNED A B, RIGHT? THERE CAN BE PRIORITIZATION. WE CAN AUTOMATICALLY GRANT IT FOR AGAIN, WE HAVE THE PRINCIPLE FOR D'S AND F'S AND THEN IF THERE'S ROOM IN THE CLASS AND A STUDENT HAS A REALLY GOOD REASON FOR WHY THEY GOT THE SEAT AND WANT TO TAKE IT AGAIN IT WOULD BE UP TO THE

DISCRETION OF THE SITE. >> TRUSTEE: IS A VALUE JUDGMENT. IF THE FAMILY'S VALUE IS X AND THE PRINCIPAL SAYS WELL, IT DOESN'T PASS THE MUSTER I DON'T KNOW IF WE WANT TO PUT THEM IN THAT POSITION, EITHER. I MEAN I GUESS IT REALLY BOILS DOWN TO HOW THE POLICY GETS USED AND WE WON'T KNOW THAT UNTIL WE TRY IT. SO, I WILL GO BACK TO -

>> TRUSTEE: BE MORE PRESCRIPTIVE IN THE POLICY?

>> TRUSTEE: NO, I'M JUST SAYING MAYBE RETRY THE GAMUT LANGUAGE.

THE VISUAL OF AC OR BEING EQUAL TO A D OR AN F IS REALLY GOT ME SPINNING OUT IN THE FIRST PLACE. SO, IF WE JUST GO WITH THE GAMUT LANGUAGE WHICH IS OKAY AND LIVE WITH THAT AND THEN SEE HOW IT'S BEING USED, CLOSELY MONITORING THE MENTAL HEALTH OF SOME OF OUR COMPREHENSIVE HIGH SCHOOLS.

AND WHAT THAT DOES. I JUST - B1 TAKE OUT THE BLUE WORDS THAT

WE HAVE. >> TRUSTEE: EXACTLY! I KNOW HOW WE AGONIZED OVER THEM AND SORRY MR. LOU, EASY WRITTEN,

EASY OUT. >> PRESIDENT: I'M GOING TO SAY REMIND EVERYBODY IN ORDER TO RAISE THE GRADE IT DOESN'T SAY IN ORDER TO LEARN MORE DEEPLY. IT DOES NOT SAY THAT. IT SAYS

WHAT IT SAYS. >> TRUSTEE: BUT IT STILL AT THE END OF THE DAY ALSO, SADLY, A COLLEGE ADMISSIONS GAME. AND YOU ARE RIGHT. THERE ARE, I HAVE TALKED TO A LOT OF FRIENDS OF TRUSTEE LOPEZ AND ACROSS THE DISTRICT, IF YOU DID EVERYTHING THAT THEY WERE TOLD WOULD GET THEM INTO THEIR DREAM SCHOOL AND IT DID NOT HAPPEN. AND SO, I JUST WORRY ABOUT ALL OF IT.

>> PRESIDENT: OKAY BUT WE SITTING HERE KNOW THAT THE COLLEGE ADMISSIONS OFFICERS UNDERSTAND ALL THE GAMES.

RIGHT? SO, WHY WOULD WE ENCOURAGE STUDENTS TO PLAY AGAIN THAT WE KNOW IS A LOSER'S GAME? WE HAVE EXPERIENCED THAT STUDENTS IN THIS POSITION DON'T HAVE. A LOT OF STUDENTS DON'T HAVE A CHOICE. THEIR PARENTS PUT THEM UP TO IT. I KNOW A LOT OF STUDENTS WHO ARE TAKING CLASSES THAT HAVE NO INTEREST IN BUT THEIR PARENT SYMPTOM ON THE PATH AND HAVE TO WALK DOWN IT NOW AND I THINK THIS IS GOING TO BE ANOTHER FACT THERE IN THIS. IF WE OFFER IT TO ALL STUDENTS IT IS GOING TO HURT THE A AND B KIDS AND THE SEA KIDS IF WE OFFER IT ADDITIONALLY TO JUST TO SEE KIDS IT'S GOING TO HURT SEE KIDS. AND YOU MIGHT EVEN START GETTING QUESTIONS TO WHY IT WASN'T OFFER TO THE B AND A KIDS WHO WANT THOSE GRADES RAISE. IT IS A SNOWBALL EFFECT. YEAH. THERE'S A LOT OF ANGLES TO THIS AND I DON'T KNOW IF ANYONE OF THEM IS THE RIGHT ONE. I WOULD BE REALLY CURIOUS TO SEE FROM OTHER DISTRICTS YOU KNOW, IF THEY FOLLOW THE SAME LANGUAGE THAT THERE NEEDS TO BE SOME SORT OF APPROVAL IF THEY GAVE GATHER DATA ON WHAT THE MAIN REASON IS FOR STUDENTS. A LOT OF IT IS GOING TO BE RAISING THEIR GRADE BUT WHAT IS BEHIND WHO WANTS GRADE RAISED AND FOR WHAT PURPOSE? SO YEAH. THERE'S STUFF THAT WE CAN LEARN BUT I DON'T KNOW IF I WANT IT TO BE OUR STUDENTS THAT WE KNOW WHAT TYPE OF EFFECT IT WILL HAVE ON THEM VERSUS ANOTHER DISTRICT HAS DEEMED THIS AS SOMETHING THAT WILL BENEFIT THEIR STUDENTS THEN I WOULD LIKE TO SEE HOW THOSE STUDENTS RESPOND.

>> TRUSTEE: MAY BE IN ADDITION TO ASKING OTHER DISTRICTS, I WOULD LIKE TO INVOLVE MORE COUNCILORS BECAUSE I WANT TO POINT OUT IF YOU ARE STARTING WITH A C AND YOU GO UP TO A B

[01:40:05]

YOU ARE GOING ONE POINT. IF YOU START WITH A D TO GO TO A B, PEOPLE THAT START WITH A C AND TAKE IT, THE RISK VERSUS GAIN YOU NONE OF SAYING? SO I WOULD RATHER HEAR FROM OUR COUNSELORS, HOW MUCH DOES IT AFFECT THE GPA OVER AN ENTIRE HIGH SCHOOL CAREER AS FAR AS THEIR TRANSCRIPT GETTING INTO COLLEGE? A C RAISING IT ONE GRADE AT MOST TWO GRADES I DON'T THINK OVER A FULL FOUR YEAR, 240 CREDITS MAKES A WHOLE

LOT OF DIFFERENCE. >> TRUSTEE: THERE'S A DIFFERENCE BETWEEN SUCCESSFULLY COMPLETING THE COURSE AND NOT ENOUGH WITH THE ORIGINAL POLICY NATO. HIS SECOND CHANCE FOR SOMEONE WHO NEEDS A SECOND CHANCE. TO MY KNOWLEDGE, NO ONE ASKED FOR THIS CHANGE. IT WAS OFFERED FOR US TO CONSIDER IN THIS LANGUAGE THAT CAME FROM GAMUT. WE ARE UNDER NO OBLIGATION TO RUN A CRAZY EXPERIMENT ON OUR STUDENTS AND I'M NOT INCLINED TO RUN A CRAZY EXPERIMENT ON OUR STUDENT.

THAT'S WHAT I'M COMING TO. >> TRUSTEE: SO, IF WE VOTE IT DOWN AND WE KEEP THE OLD POLICY AND WE KEEP GOING I AM ASKING

PROCEDURALLY. >> TRUSTEE: WE DID MAKE SOME IMPROVEMENTS TO THE POLICY JUST IN THE OTHER SECTION. WE WOULD

RETAIN THOSE. >> TRUSTEE: ONE THING TO KEEP IN MIND, NOT IN ALL CASES BUT IN A LOT OF CASES WE HAVE REMEDIAL SUMMER SCHOOL FOR THOSE STUDENT WHO HAVE RECEIVED AN F. HAVE AN OPPORTUNITY TO RETAKE. I CAN'T SAY THAT ALL CLASSES ARE OFFERED BUT MANY CLASSES ARE. I AM NOT SURE IF THERE'S BASE WITH STUDENTS WITH A D, DO THEY GET TO RETAKE? SO HE AND F CAN RETAKE AND REMEDIAL SUMMER SCHOOL. THERE IS THAT PIECE THAT WE HAVE NOT HAD THE DISCUSSION ON YET. NOT THAT WE NEED TO IT'S JUST THAT THAT IS THE LANGUAGE IN HERE THAT THEY DO HAVE AN OPPORTUNITY WITHOUT HAVING TO TAKE IT AS A CLASS IN THEIR DEALER COURSE LOAD DURING THE

SCHOOL YEAR. >> TRUSTEE: 'SFUNNY BECAUSE I READ IT AS NOT NECESSARILY UNJUST INCLUDING IT AS SUMMER BECAUSE I KNOW THIS HERE. LIKE, IT NEVER OCCURRED TO ME THAT IT WAS ONLY PERTINENT DURING REGULAR SCHOOL YEAR. I THOUGHT IT MEANT THOSE SUMMER CLASSES AS WELL. SO I MEAN.

>> TRUSTEE: IT DOES COME FROM THE PERSPECTIVE OF HOW YOU LOOK

AT IT. THAT IS TRUE. >> TRUSTEE: OKAY SO THEN, PRESIDENT GILL, IF WE AMEND THIS TO GOING BACK TO IN THIS PARTICULAR SECTION, THE ORIGINAL LANGUAGE AND THEN MOVE WITH THE AMENDMENTS OTHER THAN THAT ONE HAS SUBMITTED IF I AMEND MY ORIGINAL MOTION TO THAT YOU UNDERSTAND WHAT I MEAN MR. LOU? DOES EVERYBODY ELSE UNDERSTAND SO I CAN MOVE IT AND SOMEONE CAN SET IT? AWESOME. WE COULD STILL HAVE DISCUSSION AFTER THAT 100 PERCENT. I'M GOING TO MOVE IT THAT WAY FOR THE PURPOSE OF DISCUSSION AND CLARITY IN VOTING IN A STREAMED

FASHION. >> PRESIDENT: I JUST WANT TO MAKE SURE I UNDERSTAND. YOU ARE AMENDING YOUR MOTION TO IN THIS SECTION RETURN US TO OUR ORIGINAL LANGUAGE WHICH GAVE THE OPPORTUNITY FOR SECOND CHANCE TO RETAKE THE COURSE FOR STUDENTS WHO GET A D OR AN F WITH PERMISSION THEY GET THAT OPTION. OKAY TO HAVE A SECOND ON THE AMENDED MOTION?

>>.

AND THAT STAYS. >> TRUSTEE: WE DO HAVE MISS NELSON WHO WAS A COUNCILOR HERE AND I STRUGGLED TO PUT HER UP THERE TO ANSWER THE QUESTION BUT I WILL ASK, HOW DOES THIS WORK ON A TRANSCRIPT. IF A STUDENT DOES TAKE A CLASS CURRENTLY THEY AVERAGE THE GRADES OUT, IS THAT CORRECT?

>> SPEAKER: NO. AT CVUSD WE WOULD REPLACE THE GPA POINT

[01:45:03]

WITH THE NEW GRADES THE OLD GRAY DOESN'T FACTOR INTO THAT RECORD BUT IT WOULD BE IN THE RECORDS. YOU WOULD SEE A ZERO

CREDIT ON THE GRADE. >> TRUSTEE: DOES THAT AUTOMATICALLY CALCULATE OR DOES THE COUNCILOR NEED TO FACTOR OUT THE PREVIOUS GRADE? OR ARE WE GOING TO FIX THE ISSUE THAT

WILL PASS. >> PRESIDENT: THE REGISTERS ARE RESPONSE FOR THE GRADES AND WHEN COUNCILORS REVIEW WE SEE IT WASN'T DONE WE JUST LET REGISTERS NO.

>> TRUSTEE: MAY ASK ANOTHER QUESTION? IN REGARDS TO CSU AND UC GPA DO THEY NOT LOOK AT REMEDIATED CLASSES THAT WERE ORIGINALLY A C OR ABOVE? DON'T THEY ONLY INCLUDE CLASSES THAT WERE ORIGINALLY DEEMED F GRADES?

>> TRUSTEE: CORRECT. IF A STUDENT EARNS A D DELISI IN SEMESTER ONE AND THEN EARNS AND PAY IT WOULD NOT BE RECALCULATED FOR THEY WOULD LOOK AT THE ORIGINAL PASSING GRADE OF A C OR HIGHER. THE STUDENTS DO NOT HAVE THE OPPORTUNITY TO REMEDIATE ANYTHING THAT WAS AN EIGHTH RECEIVE. THAT WOULD BE OUT OF THE PARAMETERS SURE ADOPTING

THE LANGUAGE. >> PRESIDENT: I THINK I AM STILL LOOKING FOR A SECOND ON THE AMENDED MOTION.

>> TRUSTEE: SECOND. THANK YOU.

>> PRESIDENT: IS THERE MORE DISCUSSION?

>> TRUSTEE: I WILL JUST ADD ONE LAST THING I THINK YOU ALL KNOW MY STANCE GOING BACK TO THE ORIGINAL DISTRICT LANGUAGE IS A COUNTER TO WHAT WE ARE TRYING TO MOVE TOWARDS IN OUR DISTRICT. BUT OBVIOUSLY I WILL SUPPORT THE GROUP IN WHATEVER ULTIMATELY YOU FOLKS DECIDE TO DO. THINK THAT THE - IT IS IMPORTANT TO GIVE OUR STUDENTS AT LEAST THAT OPTION. AND NOT JUST KEEP IT TIED TO THE D AND F GRADES BECAUSE AS HE SPOKE ABOUT LAST TIME WE DON'T KNOW WHAT'S HAPPENING IN THESE KIDS LIVES AT ANY GIVEN MOMENT. AND SO, I WOULD HAVE LOVED TO HAVE GIVEN OTHER STUDENTS THAT OPPORTUNITY.

>> TRUSTEE: QUESTION RELATED TO IF A STUDENT WITH A C OR B WANTED TO IMPROVE THEIR GRADE AT ALL IS THERE ANYWHERE ELSE OUTSIDE OF CVUSD THAT COULD GO?

>> TRUSTEE: TO REMEDIATE A GRADE WITHIN THE DISTRICT?

>> TRUSTEE: YES. OBVIOUSLY WE HAVE CLASSES THAT TRANSLATE TO THE CLASSES THAT WE OFFER AT THE SCHOOL WHERE A STUDENT WILL GO AND THEY WOULD REMEDIATE THEIR GRADE RIGHT NOW IF IT IS A D OR F. BUT IS THERE SOMEWHERE ELSE OUTSIDE OF THE DISTRICT THAT IF A STUDENT WITH AC OR A/D REALLY WANTED TO GET THEIR GRADE UP OR THEIR PARENT ONE OF THEM TOGETHER GRADE UP THEY COULD GO TO TAKE THE CLASS AND THEN HAVE IT REFLECTED ON A

TRANSCRIPT. >> TRUSTEE: I DON'T KNOW IF IT REPLACES - MISS NELSON WOULD KNOW BETTER BUT YOU CAN SUBMIT IT AS A COMPLETELY SEPARATE TRANSCRIPT BUT IT WOULD NOT BE ON CVUSD'S TRANSCRIPT. CORRECT ME IF I'M GETTING IT WRONG.

>> TRUSTEE: IT WOULD NOT GO INTO THE GPA CALCULATION.

>> TRUSTEE: SO, DEPENDING ON THE REASON THEY ARE TAKING IT

AGAIN? >> TRUSTEE: I DON'T KNOW IF THAT'S ENOUGH FOR SOME STUDENTS. IT COULD BE FACTORED INTO THEIR GPA BUT LIKE THEY SAID, WILL IT BE AS MANY POINTS AT THE END OF THE DAY? WOULD SUBMITTING I DID THIS WORK ON THE SIDE LOOK, I GOT MY GRADE UP IN THIS TOPIC, SUBMIT THAT TO THE COLLEGE AND AT THAT POINT IN IS ENTIRELY ON THE STUDENT AND THEIR FAMILY TO WORK THAT OUT. WE ARE PROVIDING IS AN OPPORTUNITY FOR THE STUDENTS WHO FOR WHATEVER REASON GENUINELY STRUGGLED WITH YOU KNOW, SCHOOL AND IT AFFECTED THEIR GRADE OR THEIR LIFE AND IT AFFECTED THEIR GRADE OR STRUGGLED WITH THE CLASS ITSELF AND STRUGGLED WITH GRADE TO MAKE IT UP IN A PLACE WHERE WE HAVE CONTROL OVER AND INSIGHT INTO AND ANYBODY ELSE FOR THEIR OWN PERSONAL REASONS WANTS TO IMPROVE AB OR AC THEY CAN DO IT ON THEIR OWN TIME

[01:50:03]

SOMEWHERE ELSE AND SUBMIT IT AS AN OUTSIDE TRANSCRIPT. WHAT WE ARE PROVIDING IS THE NECESSARY OPPORTUNITIES FOR THE STUDENTS WHO GENUINELY NEED IT AND FOR DOCTOR POWELL I THINK A STUDENT GOING OUTSIDE TO APPROVE A C OR A B, THAT IS WHERE THEY CAN GO DO THAT AND WE CAN LEAVE THE RESOURCES WE HAVE HERE FOR THE

STUDENTS WHO REALLY NEED IT. >> TRUSTEE: I HEAR WHAT YOU ARE ALL SAYING AND I HEAR WHAT YOU'RE SAYING ABOUT GAINING THE SYSTEM AND SUCH BUT WE HAVE TO ACKNOWLEDGE THAT WE ARE PUTTING I DON'T KNOW IF JUDGMENT IS THE RIGHT WORD BUT SORT OF JUDGING WHAT EACH DIFFERENT GRADE NEEDS AND I THINK THAT IS WHAT WE ARE TRYING TO GET AWAY FROM. WE ARE BASICALLY SAYING A C SHOULD BE-. CELESTE I'M STRUGGLING WITH AND THAT IS WHAT I LIKED LEAVING OUT HAVING TO DECIDE WELL, WHY DID WE DECIDED TO DELAY OKAY WITH AN F, NO, D, NO, C, NO, THOSE KINDS OF

DUTCHMEN. >> TRUSTEE: WITH A MOVE TOWARDS MASTERY GRADING WERE GOING TO SEE MORE ACCURATE REFLECTION OF KNOWLEDGE OPPOSED TO THOSE WHO GAIN THE SYSTEM SOMETIMES THE C REFLEX THAT THE KID DID NOT TURN IN YOUR HOMEWORK OR IT WAS MESSY OR ALL OF THOSE THINGS. AND, THEY LEARNED EVERYTHING THEY WERE SUPPOSED TO LEARN DIDN'T DO IT IN THE CURRENTLY PRESCRIBED WAY. AND SO, YOU KNOW, I AM HOPING THAT THE MOVE TOWARDS THAT AND THE OPPORTUNITIES THAT PROVIDES AND THE FOCUS ON LEARNING RATHER THAN GAINING NUMBERS MIGHT GIVE ALL OF THOSE SECOND OPPORTUNITIES. THEY ARE BUILT

INTO THAT WILL PRACTICE. >> TRUSTEE: I'M SURE WITH OUR HIGHER EDUCATIONAL SYSTEMS THAT WAY WE COULD MAKE OR CHANGES IN THE WAY WE WANT TO MAKE THEM AT THE K-12 LEVEL BUT -ÁSPEAKER2Á THE SAME TIME NOT COLLEGE ADMISSIONS BUT COLLEGE ITSELF YOU GET GRADED ON YOU KNOW AND WHAT YOU HAVE LEARNED. FOR THE MOST PART AND HOW WELL YOU ARTICULATED OPPOSED TO THE THINGS WE DO TO BOLSTER OUR GRADE. UNDERSTAND THEY ARE GREAT TOOLS AND KIDS DON'T GET EXECUTIVE FUNCTIONING UNTIL

THEY ARE IN THEIR 50S BUT. >> TRUSTEE: IF THEN.

>> TRUSTEE:: EXACTLY! E: EXACTLY! ALL OF THOSE THINGS THAT TEACHERS DO AND TEACHERS HELP STUDENTS LEARN HOW TO DO IS REALLY IMPORTANT BUT AT THE SAME TIME IT DOES NOT REFLECT

THEIRKNOWLEDGE OF THE CLASS . >> TRUSTEE: SOMETHING THAT TRUSTEE LOPEZ SAID AND I WANT TO ASK COUNCILOR NELSON TO VERIFY OR DISPUTE THAT I SAID, IF PARENTS ARE ASKING THEIR KIDS, I SHOULDN'T SAY ASKING BUT IF PARENTS ARE URGING THEIR KIDS ORDERING THEIR KIDS TO TAKE A COURSE OVER BECAUSE THEY GOT A C. I MEAN, WE ARE LEAVING IT OUT TO THE DISCRETION OF A PRINCIPAL OR RINSE FULL DESIGNEE, HOPEFULLY A COUNCILOR. ARE WE EMPHASIZING THESE PARENTS THAT TAKING ONE COURSE OUT OF FOUR YEARS IS NOT GOING TO BRING A 3.8 AVERAGE TO A 4.5 IT'S NOT GOING TO RAISE IT THAT MUCH.

IT MIGHT GO FROM A 3.6 TO 3.7 IS THAT PRE-MUCH ACCURATE? I

AM SORRY. [LAUGHTER] >> SPEAKER: IT DEPENDS ON WHEN THE GRADES WERE EARNED. IT'S FOR SEMESTER ONE OR ONE GRADE

CAN REALLY SLING GPA. >> TRUSTEE: EVEN IF THEY EARNED IT AND THEY TOOK IT OVER AT THE END OF THE FOUR YEARS WOULD BE

RELATIVELY INSIGNIFICANT. >> TRUSTEE: IT COULD BE BUT CUMULATIVELY IF THERE WERE MULTIPLE C THAT NEEDED TO BE REMEDIATED COULD HAVE A BIGGER IMPACT ON THE GPA. TO YOU. I

WON'T ASK AGAIN. >> TRUSTEE: I WILL SAY ON COLLEGE APPLICATIONS THERE ARE SECTIONS TO EXPLAIN WEIRDNESS IS IN YOUR RAID. SO IF YOU HAVE A BUNCH OF C AND YOU DID

[01:55:06]

SOME CLASSES SOMETHING THROUGH SOME ORGANIZATION AND YOU SUBMITTED THE EXTERNAL TRANSCRIPT YOU CAN EXPLAIN WHAT WENT DOWN AND I UNDERSTAND MICE TRANSCRIPT HAS THIS MANY C I DID THIS THING AND AGAIN I THINK FOR THE STUDENT TO WORK OUT THEMSELVES. AND WHAT WE ARE TRYING TO DISCUSS HERE IS WHAT ARE WE OFFERING AS A DISTRICT AND I THINK YES, IT'S GREAT OFFER OPPORTUNITIES FOR MORE LEARNING AND TO PUSH YOURSELF TO DO BETTER BUT WE DO HAVE LIMITED RESOURCES AND I THINK TO GO FIRST AND FOREMOST FROM THE STUDENTS WHO REALLY NEED IT AND THEN IF THEY PERSONALLY WANT TO UNDERTAKE IMPROVING THEIR GRADE OR AS WE HAVE MENTIONED PERSONALLY IMPROVING THEMSELVES IN LEARNING MORE ABOUT A TOPIC THEY ARE INTERESTED IN YOU CAN ALWAYS DO THAT. WE HAVE MOORPARK I'VE TAKEN CLASSES AT MOORPARK BECAUSE IT IS SOMETHING THAT I WANT TO DO. I'M DOING SPANISH PIERCE COLLEGE DECEMBER BECAUSE I WANT TO GET THAT REQUIREMENT OUT OF THE WAY. THERE ARE PLACES THAT STUDENTS CAN GO TO DO OTHER THINGS THAT DON'T TAKE THE PLACE OF SOMEONE WHO REALLY

NEEDS IT. >> PRESIDENT: I THINK THIS OPENS A LOT OF CANS OF WORMS AND WE ARE GOING DOWN THE RABBIT HOLE AND THERE'S A LOT OF ISSUES PARENTAL PRESSURE AND THE LIKE. I AGREE THAT FIRST PARAGRAPH WE PUT IN INDICATES WHERE WE WANT TO HEAD WITH GRADING AND THAT MASTER GRADING. WE GET THERE I DON'T THINK WE WILL HAVE THOSE DISCUSSIONS. IN THE INTERIM I THINK WE SHOULD TALK ABOUT WHAT THE OPTIONS ARE GOING TOWARD WITH THE LANGUAGE IN THAT SECTION. WE KEEP IT WITH THE BLUE AND WE GO BACK TO THE ORIGINAL LANGUAGE OR WE TAKE THE GAMUT LANGUAGE AND TAKE OUT THE BLUE. IS THAT IS WHAT IS SAVING US?

>> PRESIDENT: I THINK THE MOTION ON THE FLOOR IS -

>> TRUSTEE: I'M READY TO GO BACK TO THE ORIGINAL LANGUAGE HEARING TRUSTEE LOPEZ IS LANGUAGE AND HEARING MORE ABOUT THE SIGNALS AND PUTTING A C ON THAT LIST SINCE OUR STUDENTS AND THE GAMES THAT I THINK WE PLAYED I THINK AT THIS POINT BARRING ANYTHING ELSE I'M HAPPY TO GO BACK TO THE ORIGINAL.

>> TRUSTEE: I AGREE AND I THINK ALSO THIS IS MY FINAL STATEMENT ON THIS BUT WHEN YOU ARE BAKING AND YOUR RECIPE ISN'T WORKING OUT YOU DON'T CHANGE THE AMOUNT OF SUGAR AND FLOUR AND EGGS AND EVERYTHING ELSE YOU CHANGE ONE THING AT A TIME AND RIGHT NOW WE ARE WORKING ON GRADING FOR MASTERY. WHEN WE UNDERSTAND WHERE THE STICKINESS WE CAN START LOOKING INTO OTHER THINGS S BUT IF WE ARE THROWING TOO MANY THINGS AS STUDENTS AT ONCE LIKE WHAT TRUSTEE GOLDBERG WAS TALKING ABOUT I WILL SAY PERSONALLY I HAVE HAD EXPERIENCES WHERE I'M SITTING IN CLASS TALKING WITH MY FRIENDS AND I'M LIKE GOSH, WE ARE THE CLASS OF LAB RAT. YOU KNOW? AB SPECIFICALLY WITH THE BELL SCHEDULE BUT THAT IS A SCHOOL SITE ISSUE. BUT YOU KNOW THERE'S A LOT OF THINGS ESPECIALLY WITH COVID KIDS HAVE BEEN THROUGH A LOT RECENTLY AND THROWING MORE STUFF AT THEM YOU'RE GOING TO PASS EVERYTHING? YES SOME STUDENTS MIGHT AND IF IT FROM WHATEVER CHANGE REMAKE IS GOING TO BE STUDENTS THE BENEFIT THIS GOING TO BE STUDENTS THAT EXPERIENCE A DETRIMENT BUT I THINK THERE'S SO MUCH POSITIVE THAT WE'VE DONE ALREADY AND THROWING TOO MUCH AS STUDENTS AT ONCE CAN BUILD RESENTMENT. AND WE ARE SO NOT LOOKING FOR AND SO IT WOULD BE REALLY HELPFUL FOR STUDENTS TO KNOW THAT WE ARE FULL FOCUSED ON ONE ISSUE AT A TIME AND IMPROVING THINGS ONE STEP AT A TIME AND RIGHT NOW THAT'S GREAT FOR MASTERY AND IF WE PUT MORE EFFORT INTO THAT INSTEAD OF TRYING TO CHANGE ALL THESE OTHER THINGS WE CAN BE MORE SUCCESSFUL FOR GRADING FOR

MASTERY. >> PRESIDENT: OKAY. SO, WE DID ADD THIS LANGUAGE AT THE BEGINNING OF THE POLICY ENCOURAGING THAT FLEXIBILITY ON GRADING FOR MASTERY WE MADE THE OTHER CHANGE WHICH IS WE ARE NO LONGER, FOR STUDENTS WHO DO

[02:00:02]

REPEAT A COURSE WITH PERMISSION WE ARE NO LONGER AVERAGING THE TWO GRADES WERE TAKING THE HIGHER GRADE AND THAT BECOMES PART OF THEIR GPA. BUT WHAT IS ON THE FLOOR NOW IS TO RETURN TO ORIGINAL LANGUAGE WHICH SAYS WITH PERMISSION A STUDENT WHO GETS A D OR AN F WAS NOT SUCCESSFUL IN THE COURSE MAY REPEAT THE COURSE. ARE WE READY TO VOTE ON THAT?

>> TRUSTEE: IN ORDER TO RAISE THEIR GRADE.

>> TRUSTEE: TO CLARIFY, THAT STILL INCLUDES REPLACING THE OLD GRADE? IF WE VOTE YES WE ARE STILL REPLACING NOT

AVERAGING. >> PRESIDENT: CORRECT.

>> TRUSTEE: IF I COULD CLARIFY IT WHEN WERE TALKING ABOUT THE ORIGINAL LANGUAGE, I WANT TO BE CLEAR ARE WE REFERENCING THE ORIGINAL LANGUAGE THAT WAS STRUCK THROUGH? OR ARE WE REFERENCING THE ORIGINAL GAMUT LANGUAGE THAT WE PROPOSED?

>> TRUSTEE: THE ORIGINAL CVUSD LANGUAGE.

>> TRUSTEE: OKAY. >> PRESIDENT: BUT IF THEY GET ONLY THE HIGHER GRADE IT FIGURES INTO THE GPA.

>> TRUSTEE: WHICH WOULD BE A CHANGE TO THE ORIGINAL SO THE ONLY CHANGE WOULD BE THE HIGHEST GRADE RECEIVED SHALL BE USED TO DETERMINE THE STUDENTS OVERALL GRADE POINT AVERAGE AND

THAT WOULD BE A CHANGE. >> TRUSTEE: THE LAST SENTENCE IN THE NEW WE WOULD ADD TO THE ORIGINAL OLD PARAGRAPH.

>> TRUSTEE: THAT HELPS ME. >> TRUSTEE: I DO HAVE A QUESTION ABOUT THE ORIGINAL ORIGINAL LANGUAGES SAYS IT STUDENT WHO EARNED A C FOR ONE FROM SEMESTER AND A D, WHAT IF A STUDENT RECEIVES A B FOR THE FIRST SEMESTER AND A D FOR THE SECOND WHAT ABOUT ALL THE OTHER NUANCES I WAS THIS ONE

SPECIFICALLY CALLED OUT? >> PRESIDENT: IS THIS CORRECT IN A TWO SEMESTER COURSE IF A STUDENT RECEIVES A D OR AN F CAN HAVE THE OPPORTUNITY REGARDLESS OF WHAT THE GRADE

WAS IN THE OTHER SEMESTER? >> TRUSTEE: AS I AM INTERPRETING THE ORIGINAL LANGUAGE YES. IF I GOT A D FIRST SEMESTER IN THE SECOND SEMESTER TO STOP EXTREMES PER

POLICY SEEK TO REPLACE THAT. >> TRUSTEE: CAN YOU TAKE IT BY SEMESTER RATHER THAN TAKE IT BY THE WHOLE COURSE?

>> PRESIDENT: NOT IF IT IS A TWO SEMESTER COURSE.

>> TRUSTEE: NOW SAYS THEY MAY RE-REPEAT THE HIGHER COURSE BUT ONLY RECEIVE A HIGHER CREDIT FOR THE D GRADE BUT A SPECIFIES A STUDENT EARNED A C IS THAT AN EXAMPLE OF HOW IT WOULD WORK OR IF THIS IS HOW IT HAS TO BE AND IF IT IS AN EXAMPLE CAN WE CLARIFY THAT? CAN WE MENTION THAT BECAUSE THAT WENT OFF IN

MY MIND. >> TRUSTEE: YES AND I WOULD

INTERPRET THAT AS AN EXAMPLE. >> TRUSTEE: I WOULD ASK MS. NELSON IS THAT AN EXAMPLE OR HOW IS THAT IMPLEMENTED AT THE SCHOOL SITE? THIS IS WHY WE HAD HER HERE TONIGHT SO THANK

YOU FOR BEING HERE. >> SPEAKER: I AM SO HAPPY TO BE HERE AND THANK YOU FOR ASKING ALL THESE AWESOME QUESTIONS.

IT'S GETTING THE WHEELS TURNING. YES, WE LET STUDENTS REPEAT A WHOLE YEAR IF THEY WOULD LIKE TO IF THEY HAD ONE D OR F SEMESTER THEY COULD GET THE REPLACEMENT CREDITS FOR THE F SEMESTER AND THEY WOULD GET ZERO CREDITS FOR THE NEW THE MORE OFTEN THAN NOT WE WILL MAKE OUR SEMESTERS TO MAKE SURE THEY DON'T HAVE TO REPEAT THE CLASS THAT THEY EARNED AND A, B OR C THEY BELIEVE THAT IS A PASSING GRADE AND IT REFLECTS KNOWLEDGE OF THE MATERIAL. SO THAT IS WHAT WE ARE MORE OFTEN DOING. DID I ANSWER THE QUESTION? OKAY.

>> TRUSTEE: IN THAT CASE I WOULD ASK THAT THAT COULD BE LISTED EXPLICITLY AS AN EXAMPLE FOR THOSE OF US WHO ARE VERY

LITERAL READERS. >> TRUSTEE: FOR CLARIFICATION MOST OFTEN A STUDENT WHO GET A D THE FIRST SEMESTER AND THEN IN A THE SECOND SEMESTER ONLY REPEAT THE ONE SEMESTER THEY DON'T TAKE THE ENTIRE CLASS FOR THE ENTIRE SUMMER PAY THEY JUST REMEDIATE THAT FIRST SEMESTER AND THEN GO ON THEIR MERRY WAY

IF IT IS ABOUT SUMMER SCHOOL. >> SPEAKER: FOR SUMMER SCHOOL

[02:05:05]

WE WOULD NOT ASSIGN THEM FOR THE SEMESTER WE HAVE THEM SIGN UP SEPARATELY AND IF WE HAVE THEM MEDIATE DURING A SCHOOL YEAR WE WOULD HAVE THE MIX-AND-MATCH WITH ANOTHER SEMESTER LONG COURSE AND THAT BEING SAID WE DO LET STUDENTS REMEDIATE FULL YEARS IF THEY DO GET A C OR PASSING ESPECIALLY WHEN THEY ARE IN A COURSE WITH SEQUENTIAL KNOWLEDGE FOR FUTURE SUCCESS. SO IF YOU HAVE A STUDENT WITH SPANISH ONE THEY EARN TWO C'S AND THEY SAY THEY DON'T FEEL COMFORTABLE TAKING SPANISH TO, THEY COULD HAVE A SPOT IN SPANISH ONE DON'T EARN CREDIT BUT THAT'S THE DEFINITION OF A STUDENT WHO FOR JUST LEARNING AND WANTING TO BE SUCCESSFUL IN THE FUTURE IS OPTING INTO RETAKING A COURSE WHEN THEY EARNED C'S

ORIGINALLY. >> PRESIDENT: OKAY, ARE WE READY TO VOTE? OKAY, TRUSTEE LOPEZ?

>> TRUSTEE: TO CLARIFY WE ARE VOTING TO ESSENTIALLY RESTORE

THE OLD LANGUAGE? >> PRESIDENT: WITH THE IMPROVEMENTS WE MADE ABOUT TAKING THE HIGHER GRADE WITH

THE REPEATED COURSE, YES. >> TRUSTEE: AYE.

>> PRESIDENT: TRUSTEE SYLVESTER, YES, TRUSTEE GORBACK, YES, TRUSTEE POWELL, NO, TRUSTEE GOLDBERG, YES. I AM A YES SO THE MOTION PASSES 4-1 WITH A NO VOTE FROM TRUSTEE POWELL AND OF PREFERENTIAL VOTE FROM TRUSTEE LOPEZ.

>> TRUSTEE: BEFORE WE GO WOULD LIKE TO AGAIN THANK MISS NELSON FOR BEING HERE TODAY IN ANSWERING THE QUESTIONS AND WILLING TO COME OUT AND HELP BUILD OUR KNOWLEDGE AS WELL SO,

THANK YOU. >> TRUSTEE: AND THAT'S WHY ASKED YOUR PERMISSION TO SPEAK TO SAY THANK YOU. I LOVE WHEN WE HAVE THESE ACADEMIC DISCUSSIONS HAVING THE COUNCILORS INPUT SO THANK YOU FOR BEING HERE AND FOR THE HELP YOU HAVE GIVEN US TONIGHT. AND MAYBE I AM BIASED BECAUSE I'M A

COUNSELOR. >> PRESIDENT: YOU THINK?

[KKK. Business Services - Approval of the 2022-2023 School Wellness Policy Annual Report]

[LAUGHTER] >> PRESIDENT: THANK YOU FOR THAT DISCUSSION. NOW WE ARE ON THE THIRD HOLD ITEMS IS KKK BUSINESS SERVICES OF THE 2020 FEBRUARY 20, 2023 SCHOOL WELLNESS POLICY ANNUAL REPORT. AI HAVE A MOTION?

>> TRUSTEE: PRESIDENT GILL I MOVE THAT WE APPROVE THE 2020 FEBRUARY 20, 2023 SCHOOL WELLNESS POLICY ANNUAL REPORT

AS REQUESTED. >> PRESIDENT: DO I HAVE A

SECOND? >> TRUSTEE: SECOND.

>> PRESIDENT: DO WE HAVE DISCUSSION?

>> TRUSTEE: AS TO HAVE THIS PULLED FOR DISCUSSION I AM A NEW ADDITION TO THE WELLNESS COMMITTEE AND I'VE ONLY BEEN ABLE TO ATTEND ONE MEETING AS I THINK IT WAS IN APRIL OR EARLY MAY. SO I AM NEW TO THIS BUT DIGGING IN AND I DON'T NECESSARILY FEEL LIKE I WANT TO SUGGEST THAT WE DON'T APPROVE THIS REPORT OR MAKE EDITS TO IT I DO HAVE SOME IN IMPORTANT QUESTIONS. NUMBER 1, I THINK THE PURPOSE OF THIS REPORT WHICH I BELIEVE IS A TRIANNUAL ASSESSMENT SO IT EVERY THREE YEARS IS MY UNDERSTANDING AND THE REPORT AS LAID OUT ON OUR POLICY SHOULD ASSESS IMPLEMENTATION AND EFFECTIVENESS OF THE DISTRICT WELLNESS POLICY. AND SO, I AM NOT SURE HOW ROBUSTLY THIS REPORT DID THAT. NO, THAT FIRST PAGE IT DOES MENTION THE GOALS MET THAT THE REST OF THE REPORT FOCUSES ON OUR INDIVIDUAL SCHOOL REPORT WHICH IS A COMPONENT OF OUR OVERALL WELLNESS POLICY AND THAT REALLY ENDED UP BEING THE FOCUS OF THIS REPORT. I DON'T KNOW IF REALLY THE REPORT ITSELF IS REALLY DOING WHAT IT INTENDED TO DO. I DON'T KNOW HOW IMPORTANT IT IS BUT I WANTED TO MENTION THAT. ALSO, I GUESS THAT WAS ONE COMET MAKING SURE THE REPORT IS REALLY ADDRESSING WHAT WE WANTED TO AND THEN I THINK IT LEADS INTO SOME OTHER QUESTIONS AROUND THE WELLNESS POLICY AND ULTIMATELY THE COMMITTEE AND I DON'T KNOW IF THIS IS THE POINT TO BE DISCUSSING AND ULTIMATELY MAKING DECISIONS BUT I THINK IT'S WORTH PUTTING OUT THERE THAT AT SOME POINT WE WANT TO THINK ABOUT IS THIS WELLNESS COMMITTEE FUNCTIONING IN THE WAY WE WANTED TO FUNCTION? ONE THING IT MENTIONS IN THE POLICY IS THIS COMMITTEE IS SUPPOSED TO BE PROVIDING POLICY RECOMMENDATIONS THAT ARE CONSIDERED CULTURAL DIFFERENCES AT OUR SCHOOLS AND GIVE SOME OTHER LANGUAGE. IT ALSO EXPECTS THAT THE BOARD WOULD GIVE SOME CLEAR METRICS AND INDICATORS OF HOW TO MEASURE

[02:10:02]

IMPLEMENTATION AND EFFECTIVENESS OF DISTRICT ACTIVITIES AROUND THIS WELLNESS POLICY, WHICH AGAIN IS THE CULMINATION OF NUTRITION ACTIVITIES, SOCIAL EMOTIONAL WELLNESS AND PHYSICAL. AND SO, AGAIN IF WERE REALLY LOOKING TO THIS REPORT TO TELL US HOW WE ARE DOING IN THESE THREE AREAS, BECAUSE THAT IS THE WELLNESS POLICY, I DON'T KNOW IF IT IS REALLY FULLY TELLING US ALL OF THAT AND OF COURSE I WOULD LOVE TO SEE A BUNCH OF DATA IN HERE ON NUTRITION AND STUFF AND IS THERE DATA THAT COULD HAVE COME FROM SOME OF OUR SURVEYS ABOUT SEL AND THINGS LIKE THAT. I THINK THERE'S A LOT THAT COULD HAVE BEEN IN HERE AND IT ISN'T AND SO I WILL START WITH THAT.

>> TRUSTEE: IF I MAY? THE WELLNESS COMMITTEE PRE-COVID WAS IN THIS REPORT AND ESSENTIALLY WAS A COMPLIANCE DOCUMENT FOR SCHOOL DISTRICTS. PEOPLE DIDN'T PAY ATTENTION TO IT, NOBODY WANTED TO BE ON IT, NOBODY WANTED TO CHAIR IT, NO ONE WANTED TO DO ANYTHING SO IT BECAME A KITTY ON FOOD AND WHAT WE SERVE OUR KIDS AND THAT IS WHAT IT HAD BEEN FOR A NUMBER OF YEARS. AND THAT IS WHY IT IS BROKEN DOWN BY INDIVIDUAL SCHOOLS BECAUSE THE POLICY THEORETICALLY IS SUPPOSED TO HAVE AN INDIVIDUAL AT EACH SCHOOL SITE BD WELLNESS COORDINATOR, THE PERSON RESPONSIBLE FOR THE WELLNESS PIECES AND IT IS SUPPOSED TO HAVE MULTIPLE COMPONENTS TO IT.

SO, WHAT HAPPENED THIS YEAR AFTER, WE HAD CONVERSATIONS ABOUT WHAT WAS GOING ON IN THE WELLNESS COMMITTEE AND THERE WAS VERY VOCAL INPUT FROM PARENTS, SOME BACK-AND-FORTH ABOUT HOW WE DO WHAT WE DO AND THROW INTO THAT COMING OUT OF THE PANDEMIC THE FOCUS THAT WE ARE PUTTING ON MENTAL HEALTH OF STUDENTS WASN'T INCLUDED IN THIS COMMITTEE IN THE PAST BUT IT WILL BE MOVING FORWARD. SO, MOVING FORWARD THIS COMMITTEE HAD BEEN SHARED BY THE DIRECTOR OF CHILD NUTRITION SERVICES BECAUSE AGAIN IT WAS MOSTLY ASSOCIATED WITH FOOD BUT MOVING FORWARD IT WILL BE COCHAIRED. BETWEEN OUR DIRECTOR OF CHILD NUTRITION AND OUR NEW DIRECT OR OF MENTAL HEALTH SERVICES. I BELIEVE ONE PRINCIPAL, IS THAT RIGHT?

>> TRUSTEE: SITE ADMINISTRATOR REPRESENTING PHYSICAL

EDUCATION. >> TRUSTEE: SO IT WILL HAVE A THREE-PRONGED APPROACH WHICH IS MORE REPRESENTATIVE OF THE COMMITTEE AND THE GOAL IN IDEA WOULD BE TO INTEGRATE THOSE THREE COMPONENTS AND NOT JUST MAKE IT ABOUT WHAT FOOD IS BEING SERVED ON CAMPUS. TO INCLUDE SOME DATA AND INFORMATION AND REPORT BACK TO THE BOARD AND THE PUBLIC AS TO WHAT IS GOING ON IN THE CAMPUSES OVERALL FOR WELLNESS.

NOT JUST THAT WE SERVE PIZZA WITH A HOLY CRUST. AND UNFORTUNATELY THAT'S HOW IT WAS IN THE PAST AND THAT'S HOW IT WAS APPROACHED IN THE PAST BUT WE DID DECIDE EARLIER THIS YEAR THAT THAT WILL BE CHANGING SO HAVING FORWARD NEXT YEAR WHOEVER SITS ON THE COMMITTEE WILL SEE A DIFFERENT REVAMPED COMMITTEE. DIFFERENT FORMULATION OF THE AGENDAS AND THE COMMUNICATION OUT TO THE SCHOOL SITE WILL BE A LITTLE BIT MORE FOCUSED ON THOSE THREE AREAS RATHER THAN JUST ON WHAT WAS DONE IN THE PAST. IF THAT GIVES ANY CLARITY.

>> PRESIDENT: THAT IS HELPFUL AND WE WILL EXPECT A REVAMPED COMMITTEE BUT WE WON'T BE SEEING DATA OR RESULTS OR ESTIMATES OF OUR POLICY FOR ANOTHER THREE YEARS. CORRECT? I MEAN, GIVEN THE WAY WE HAVE RELATED THE POLICY ANYWAY.

>> TRUSTEE: THERE IS A PART THAT SAYS WE WILL REPORT ANNUALLY SO AT LEAST THE COMMITTEE SHOULD CREATE A REPORT ANNUALLY BUT MIGHT NOT ASSESS TRY ANNUALLY BUT IF THE BOARD WANTS REPORT NEXT YEAR WE CAN EASILY MAKE A REPORT AT THE END OF NEXT YEAR IT'S NOT A BIG DEAL. AND, OTHER THAN WE, THE DATA, THERE'S SOME SUPPORTING DOCUMENTS AND I'M SURE IT'S IN HERE THAT THE COMMITTEE HAS REVIEWED ESPECIALLY TO PUT THIS TOGETHER FROM THE SCHOOL SITES HOW THEY REACH AND ATTAIN THESE GOALS, THERE IS SOME ADDITIONAL INFORMATION THAT COULD BE INTEGRATED MOVING FORWARD AT LEAST FOR WHAT WE'VE DONE IN THE PAST PLUS SOME OF THE INFORMATION THAT WE WILL BRING MOVING FORWARD. I THINK ON MENTAL HEALTH SERVICES WE'VE ALREADY SHOWN THAT WE DO TRACK THE WELLNESS CENTERS AND THE STUDENTS AND THE STUDENT COUNTS AND ABSENCES. THERE'S A NUMBER

[02:15:02]

THINGS THAT WILL LIKELY COME UP IN THE CONVERSATIONS AND PROBABLY A GOOD CONVERSATION MOVING FORWARD IS WHAT DO WE WANT THIS COMMITTEE TO LOOK LIKE OR WHAT IS THE EXACT CHARGE OF THIS COMMITTEE INCLUDING WHAT SPECIFIC THINGS DO WE WANT TO MEASURE IF WERE LOOKING AND ASKING FOR DATA CONNECT WHAT IS IT THAT WE WANT? WHAT KIND OF DATA ARE WE LOOKING FOR BECAUSE I WOULD RATHER KNOW THAT UP FRONT AND WE CAN COMMUNICATE THAT DOWN AND GET THAT IN PLACE RATHER THAN ON THE BACK END AND SAY WELL, YOU KNOW? I THINK THIS IS A TIMELY DISCUSSION BECAUSE THE COMMITTEE IS BEING RETHOUGHT AND COMING OUT OF COVID AND WITH OUR GRANT THAT WE GOT FROM MENTAL HEALTH SERVICES AND ALL THE THINGS GOING ON AND OUR RENEWED FOCUS AND ATTENTION ON WELLNESS FOR STUDENTS I THINK IS SOMETHING THAT SHOULD BE AND WILL LIKELY BE REFLECTED MOVING FORWARD IN THE REPORT.

>> TRUSTEE: THERE'S A LOT OF ALIGNMENT WITH THIS COMMITTEE AND OUR FOURTH L CAP GOAL AS A LOOK INTO NEXT YEAR HAVING MORE CONVERSATIONS ON HOW TO ALIGN THOSE SO WERE NOT DOING SEVERAL THINGS BUT TOGETHER LIKE THE L CAP.

>> TRUSTEE: I CAN GIVE SOME HISTORY BECAUSE I THINK I WAS ON THE COMMITTEE BEFORE I WAS EVEN ELECTED AS A COMMUNITY PERSON. PHYSICALLY WE CAN'T TALK ABOUT THE WELLNESS COMMITTEE WITHOUT SAYING WELLNESS MIDI VP AND PP WHICH MEANS WELLNESS COMMITTEE BEFORE PANDEMIC WHICH WAS ONE THING AND WELLNESS COMMITTEE COMING OUT OF THE PANDEMIC WHICH IS SOMETHING ELSE. SO, I MET ON THE WELLNESS COMMITTEE WHEN WE WERE DOING A TRAILER AND AT ONE TIME IN THE EARLY TEENS AND IT WAS ALL NUTRITION BECAUSE IT WAS RUN BY SOMEONE WITH AN EXPERTISE IN NUTRITION AND SO IT WAS TALKING ABOUT NOT BRINGING DOUGHNUTS TO THE SCHOOL AND THAT KIND OF STUFF AND UNFORTUNATELY FOR DOCTOR CHAMBERLAND AND WITH DOCTOR CHAMBERLAND AND THE EMPHASIS, WE HAVE NOW COME OUT TO RECOGNIZE AND EMPHASIZE THE THREE PRONGS OF MENTAL AND SOCIAL EMOTIONAL WELLNESS, PHYSICAL WELLNESS AND NUTRITIONAL WELLNESS. AND SO I THINK WERE HEADING IN THAT DIRECTION. WE SHOULD BE GETTING A MONTHLY REPORT FROM EACH AND EVERY SCHOOL AND THAT IS SHARED WITH US. WE SHOULD BE. AND WHAT THEY ARE DOING IN ALL THREE PRONGS OF THE SCHOOL SO IT IS IMPROVING BUT IT HAD TO COME ALONG WAY.

>> TRUSTEE: I'M GOING TO SAY THANK YOU FOR BEING INTENTIONAL AND PUTTING ALL THREE TIERS IN REFORMING THIS COMMITTEE. I REMEMBER AND TRUSTEE SYLVESTER PROBABLY DOES, TO WIN THE WELLNESS COMMITTEE HAD A STRONG PE FOCUS. AT ELEMENTARY SCHOOLS IT WASN'T EVEN ATTRITION. THERE WAS ONE PARENT WHO IS NOW A PE TEACHER AT ONE OF OUR MIDDLE SCHOOLS WHO USE TO REALLY SPEARHEAD THE PE ASPECT AND THEN FOOD WENT BY THE WAYSIDE IT'S LIKE SORT OF BEEN ALL OVER THE MAP SO I REALLY LIKE THE BRINGING IT ALL THREE BEING EQUALLY AS IMPORTANT BECAUSE THAT IS HOW ALL OF THIS WORKS.

>> PRESIDENT: I SPENT A YEAR WHERE WE DISCUSSED BIRTHDAY PARTIES AND HOW MANY TIMES A MONTH KIDS CAN BRING IN DONUTS

AND COOKIES. >> TRUSTEE: IT IS NONE BUT NO ONE WANTS TO HAVE A CONVERSATION SO THAT COMMITTEE HAS THEIR OWN ENTAILMENT OF DIFFICULT CONVERSATION IS DIFFICULT TO SAY OUT LOUD BECAUSE THERE ARE THINGS THAT WERE JUST RECENTLY DONE IN CLASSROOMS FOR A LONG TIME THAT PER GAME WELLNESS POLICY ARE NOT PERMITTED ANYMORE AND, YOU KNOW, THAT IS A ROAD THAT IF WE GO DOWN THERE'S GOING TO BE SOME HAPPY PEOPLE AND SOME UNHAPPY PEOPLE. THERE'S FOLKS ON BOTH SIDES OF THIS WHO DON'T WANT ANY OF THAT STUFF AND SOME FOLKS WHO SAY IT'S PART OF THE SCHOOL EXPERIENCE AND THAT'S JUST RELATED TO FOOD. THE OTHER THING TRUSTEE GOLDBERG, WE HIRED EIGHT PE TEACHERS FOR ELEMENTARY SO WE DO HAVE A REFOCUS OUTSIDE OF WELLNESS AND PHYSICAL ACTIVITY AND SUCH.

AND SO, THAT, WE WILL MAKE A NOTE AND MAKE SURE THOSE PIECES

ARE INTEGRATED WITHIN FORWARD. >> PRESIDENT: I WANT TO SAY ON THAT NOTE BECAUSE YOU REMINDED ME, THE ADMINISTRATOR WHO OVERSAW THAT PEACE AND REALLY HE REPORTED IN THE WELLNESS COMMITTEE ABOUT THE WORK OF THE ELEMENTARY PE TEACHERS THIS

[02:20:01]

YEAR, IT WAS LIKE AMAZING. AND HE GAVE THIS BEAUTIFUL REPORT HE WAS REALLY THOUGHTFUL. HE REALLY TALK ABOUT ALL THE THINGS THEY WERE DOING IN THE EXAMPLES OF HOW THEY WERE LEADING AT SEL NM LIKE WHY ISN'T THAT IN HERE OR AT LEAST SOMEWHERE WE CAN HEAR THAT? MORE PEOPLE NEED TO HEAR THAT STUFF. I'M SORRY. THE OTHER PIECE IS REALLY NOT APPROVING THIS REPORT WE ARE ACCEPTING IT, IN MY CORRECT? JUST FOR

CLARIFICATION? >> TRUSTEE: I WILL NOTE AS THE TOPIC WAS BROUGHT UP ABOUT ELEMENTARY AND PE IN BRINGING BACK A PE PROGRAM AS YOU HAVE A BLANK SLATE THE FUTURE TOPICS I THINK THAT WOULD BE A GOOD TOPIC TO PRESENT TO THE BOARD ON OUR ELEMENTARY PE PROGRAM NOT MANY DISTRICT ARE OFFERING PE AND MUSIC AND I THINK THAT IS A KEY PIECE FOR OUR BOARD TO HEAR WHAT IS HAPPENING AND I WOULD REQUEST THAT SOMEONE BRING THAT UP AS WE MOVE THROUGH THE BOARD MEETING.

>> PRESIDENT: OKAY I APPRECIATE THAT DISCUSSION WE READY TO VOTE ON THE ITEM? OKAY. TRUSTEE LOPEZ, AYE, TRUSTEE POWELL, YES, TRUSTEE GOLDBERG, YES, TRUSTEE GORBACK, YES, TRUSTEE SYLVESTER, YES I AM A YES AND SO THE MOTION CARRIES

[4. ACTION ITEMS – CONSENT]

5-0 AND NOW THEY I HAVE A MOTION TO CONSIDER THE REST OF

THE CONSENT AGENDA? >> TRUSTEE: PRESIDENT GILL I MOVE THAT WE APPROVE THE REMAINDER OF THE CONSENT AGENDA

AS AMENDED. >> PRESIDENT: THANK YOU.

>> TRUSTEE: A SECOND. >> PRESIDENT: THANK YOU TRUSTEE POWELL ANY DISCUSSION? I CAN SEE NONE PAY LET'S VOTE.

TRUSTEE LOPEZ, AYE, TRUSTEE POWELL, YES, TRUSTEE GOLDBERG, YES, TRUSTEE GORBACK, YES, TRUSTEE SYLVESTER, YES. I AM A YES AND THE PASSES 5-0 PAIRED WE HAVE NO INFORMATION

[A. Future Board Topics / Activities]

DISCUSSION AGENDA ITEMS IN SECTION 5 WHICH BRINGS US NOW TO SECTION NUMBER 6 ADJOURNMENT AND BEFORE WE GO ANYWHERE LET'S DISCUSS FUTURE BOARD TOPICS I BELIEVE I HEARD ONE SUGGESTED.

>> TRUSTEE: YOU HEARD TWO SUGGESTED.

>> PRESIDENT: GO AHEAD. >> TRUSTEE: THE ELEMENTARY PE PRESENTATION AND MUSIC PRESENTATION AND I WOULD LIKE

TO ADD - >> PRESIDENT: DOES EVERYONE AGREE ON THAT? I THINK WE WERE ALL NODDING. CONTINUE.

>> TRUSTEE: I HAD ORIGINALLY INTENDED TO BRING BACK THE 5121 BUT I DON'T KNOW IF WE NEED TO NECESSARILY UNLESS WE WANTED TO TAKE A POLE. TAKE A PULSE ON COUNCILORS AND EVERYBODY ABOUT WHAT THAT GAMUT LANGUAGE - NEVERMIND I'M GOING TO PULL THAT AND WAIT. SINCE WE DIDN'T CHANGE THAT PIECE OF IT. BUT, MAYBE, JUST MAYBE WE CAN REVISIT IT AT SOME POINT OR YOU

KNOW ANYWAY. >> TRUSTEE: I WAS THINKING THAT IS SOMETHING THAT COULD BE BROUGHT UP NEXT YEAR OR SOMETIME AFTER THAT AS WE SEE WHAT HAPPENS IN OTHER DISTRICTS AND WE ASSESS HOW IT'S DOING FOR GRADING FOR MASTERY IF IT'S SOMETHING WE WANT TO HAVE BROUGHT BACK IT CAN BUT FOR TODAY'S MEETING I THINK WHAT WE CHOSE WAS A GOOD WAY TO GO.

>> PRESIDENT: THE OTHER FUTURE BOARD TOPICS? YES?

>> TRUSTEE: I HAVE A FEW. I WAS INTERESTED IN MAY BE SOMETHING AND THEN SOMETIME NEXT YEAR SOMETHING RELATED TO MATHEMATICS INSTRUCTION IN OUR DISTRICT? THERE'S SO MANY WAYS WE COULD GO WITH IT I WAS THINKING MAYBE SOMETHING AROUND MATH PATHWAYS. YOU KNOW I AM ALWAYS INTERESTED IN WHERE WE ARE AT IN RELATION TO WHAT IS HAPPENING WITH CHANGING MATH FRAMEWORKS BECAUSE WE THINK SOMETHING IS COMING DOWN CHANGING FROM THE STATE AT SOME POINT I KNOW THERE'S A LOT OF DISCUSSION AROUND THAT. THE FOCUS ON THE SECONDARY LEVEL.

>> PRESIDENT: OKAY, WHAT ARE YOUR THOUGHTS?

>> TRUSTEE: I GUESS MY QUESTION IS, IS THERE A PROBLEM WITH THE WAY THE STATUS- IS THERE AN ISSUE IN THE MATH PATHWAY THAT IS A PROBLEM THAT WE NEED TO BRING UP TO RE-EXAMINE? I AM -

>> TRUSTEE: MY ONLY THOUGHT IS I'M NOT SURE IF WE HAD A MATH

[02:25:01]

PATHWAY PRESENTATION TO THE BOARD IN SEVEN YEARS.

>> TRUSTEE: I KNOW THAT THERE HAVE BEEN SOME PRESENTATIONS AROUND IT AND I THOUGHT IT WOULD BE GREAT TO HAVE HERE AND I THINK AS WE TALK ABOUT STUDENT ACHIEVEMENT I THINK MATH ACHIEVEMENT IS SOMETHING THAT WE HAVE CONCERNS ABOUT CERTAIN AREAS. THOUGH I THINK IT IS IMPORTANT FOR US TO GAIN AND GROW OUR KNOWLEDGE AROUND MATH INSTRUCTION PARTICULARLY AT SECONDARY. I DON'T KNOW IF THAT WOULD GIVE ENOUGH DETAIL.

>> PRESIDENT: I'M NOT SURE HOW TO EVALUATE BECAUSE I GUESS I'M NOT SURE WHAT THE QUESTION IS. ARE YOU SAYING YOU WANT TO LEARN MORE ABOUT OUR EXISTING MATH PATHWAYS?

>> TRUSTEE: YES. HOW IT WORKS AND HOW EASY IS IT FOR STUDENTS TO LEARN THROUGH. I'M INTERESTED TO LEARN ABOUT THE CURRICULUM AND HOW WE ARE WORKING ACROSS SITES IN TERMS OF CONTINUITY ACROSS OUR SITES WITH MATH INSTRUCTION. WHICH IS WAY MORE THAN WE CAN DO IN ONE PRESENTATION. THOSE ARE THE THINGS I AM INTERESTED IN AROUND MATH.

>> TRUSTEE: I WOULD BE INTERESTED TO SEE A TEACHER PRESENTATION TO SDAC AND MATH AND HOW ARE GOING ABOUT THAT AND HAVE THAT DISCUSSION THERE AND THEN YOU KNOW, IT WOULD BE NEXT YEAR OR SOMETIME AFTER THAT, THERE CAN BE A REPORT OUT ABOUT THE RESULTS OF THAT DISCUSSION BECAUSE THEN YOU ARE GETTING EVERYBODY'S PERSPECTIVES IN ONE PLACE WITH THE TEACHERS PRESENTING TO THE STUDENTS AND THEN THE RESULTS OF THAT DISCUSSION BEING SHARED AT ONE TIME IF THAT WOULD MAYBE

MAKE SENSE. >> PRESIDENT: THAT WOULD HAPPEN

AT SDAC. >> TRUSTEE: I'M WONDERING IF THAT WOULD FULFILL WHAT TRUSTEE POWELL IS LOOKING FOR.

>> PRESIDENT: IT IS SO BROAD. >> PRESIDENT:

>> TRUSTEE: I'M JUST SAYING THAT WE COULD HAVE THAT THE FUTURE BOARD MEETING WITH COMMENTS.

>> PRESIDENT: OKAY AND THEN IT WOULD POTENTIALLY COME BACK TO US AT SOME POINT? WOULD THAT HELP? OKAY. THAT WOULD MEAN WE WOULDN'T NECESSARILY LIST IT ON FUTURE BOARD TOPICS

IMMEDIATELY. >> TRUSTEE: THAT'S TOTALLY FINE AND I'M TOTALLY FINE COMING BACK AND REVISITING THIS IF THERE'S NO ONE ELSE ON THE DAIS THAT IS PASSIONATE OR I'M THE ONLY ONE I CAN COME UP WITH MORE BERRIES CIVIC GOALS OF WHAT I WANT TO KNOW BECAUSE I KNOW I THREW A LOT OUT THERE BECAUSE THERE'S A LOT I WANT TO KNOW BUT I'M HAPPY TO PRIORITIZE AND COME BACK WITH A MORE SPECIFIC FOCUS.

>> PRESIDENT: LEAD A GOOD PRESENTATION ON READING LITERACY BECAUSE IT WAS VERY SPECIFIC. IT WAS LOOKING AT A VERY SPECIFIC GRADE SPAN AND IT WAS VERY ILLUMINATING. IF WE COULD CRAFT SOMETHING LIKE THAT AKIN TO THE MATH SIDE I THINK THAT WOULD PROBABLY BE MORE FRUITFUL.

>> TRUSTEE: THERE IS A MATH-IT'S CONFUSING WITH DOTTED LINES AND REGULAR LINES, IT'S A LOT BUT IT IS REALLY GOOD ABOUT SHOWING IF YOU ARE REALLY LOOKING AT THE OPPORTUNITIES FOR ACCELERATION LIKE DIFFERENT WAYS TO GET TO WHERE YOU WANT TO GO IN MATH THAT GRAPHIC IS GREAT AND MAYBE WE COULD EVEN PUT IT BACK IN THE BOARD REPORT AT SOME POINT. IT IS PROBABLY ON THE WEBSITE BUT I DO REMEMBER, MY EYES CROSSED AFTER

LOOKING AT IT FOR SO LONG. >> TRUSTEE: DIDN'T THE COUNCILORS PRESENT THAT ON THE SCREEN WHERE YOU CAN GO THIS WAY OR THIS WAY AND IT CAN BE SLANTED UP OR DOWN? OKAY.

>> PRESIDENT: OKAY ARE WE GENERALLYGENERALLY AGREED THAT THIS TOPIC WILL GO TO SDAC FIRST AND THEN COME BACK TO US WITH A LITTLE MORE FOCUS? YOU SAID THAT YOU HAD OTHERS?

>> TRUSTEE: YES, I'M ALSO INTERESTED IN A PRESENTATION ABOUT HOW SITES ARE USING DATA REGULARLY TO ASSESS STUDENT PROGRESS AND I'M THINKING ABOUT OBVIOUSLY WE HAVE FORMATIVE ASSESSMENTS THAT ARE DESIGNED BY OUR TEACHERS BUT THEN WE ALSO HAD A LOT OF COMPUTER-BASED PROGRAMS THAT WE ARE USING LIKE EXCEL AND LITERACY PRO AND THINGS LIKE

[02:30:01]

THAT THAT ARE ALWAYS GENERATING AND SHOWING US WHERE STUDENTS ARE AT SO AM REALLY CURIOUS ABOUT WHAT IS HAPPENING ACROSS SITES AND HOW THAT IS INFORMING OUR SCHOOL STAFF. AS THEY MAY

BE DESIGNING INSTRUCTION, ETC. >> TRUSTEE: WOULD WE BE LOOKING SPECIFICALLY AT COMPUTER-BASED PRO?

>> IF WE ARE FOCUSING IN ON THAT THAT WOULD BE GREAT BECAUSE THERE'S A NUMBER OF PROGRAMS THAT WE ARE USING. I THINK THAT WOULD BE REALLY USEFUL BECAUSE WE HEAR THOSE TERMS A LOT AND I SEE THEM A LOT IN A LOT OF OUR STUFF THAT WE GET AND I THINK IT WOULD BE INTERESTING TO HEAR HOW IT IS ACTUALLY BEING USED. FOR STUDENT LEARNING AND REALLY

MONITORING STUDENT PROGRESS. >> PRESIDENT: OKAY, HOW DO WE

FEEL ABOUT THAT? >> TRUSTEE: SORRY, MATH AND DATA NOT WINNING TONIGHT IN MY? THIS IS THE STUFF I'M EXCITED

ABOUT. >> TRUSTEE: I THINK IT WOULD BE INTERESTING OBVIOUSLY MIDDLE SCHOOL IS A DIFFERENT DISTRICT BUT A LOT OF -MAYBE EVEN IN ELEMENTARY SCHOOL WE USED A LOT OF COMPUTER PROGRAMS TO ASSESS OUR LEARNING LIKE WE USED ACCELERATED READER WHICH I DON'T KNOW WHAT KIND OF MATH THEY WERE DOING BUT THEY WERE SAYING THAT THIRD-GRADERS WERE READING AT ABOVE 12 GRADE LEVEL. WE WEREN'T. I DON'T KNOW WHERE THOSE NUMBERS WERE COMING FROM. I WAS RECOMMENDED TO READ I THINK WATER UNDER THE BRIDGE AND I COULD GET PAST THE FIRST PAGE BECAUSE NONE OF IT MADE SENSE TO ME. THAT'S A STORY FOR ANOTHER DAY BUT YEAH, I AM GENUINELY CURIOUS. HOW WE USE THESE PROGRAMS AND THEN YOU MENTIONED TO ASSIST LEARNING.

OUR LEARNING WASN'T CHANGED IN ANY WAY FROM WHAT OUR AR SCORES WERE. EVERYONE SAT THE SAME CLASS AND LEARN THE SAME STUFF.

I WOULD BE REALLY CURIOUS IF THINGS WERE DONE DIFFERENTLY HERE AND HOW. I WILL GET TO BE HERE FOR BUT SOME OF YOU WILL

BE. >> TRUSTEE: IT'S NICE TO IMPACT THE STUDENT MOTIVATION. ARE WE SEEING THAT AT SCHOOLS?

>> TRUSTEE: AND HOW IT TRANSLATES TO THE FUTURE STUDENTS. I MEAN I WAS A HUGE READER WHEN I WAS YOUNGER AND A LOT OF THAT CAME DATA POINT. I STRUGGLE TO PICK UP A BOOK NOW AND WHERE WAS THAT FALL OFF? WHAT HAPPENED AND WHY AND WAS IT RELATED TO NUMBERS BEING ASSIGNED SOMETHING THAT ORIGINALLY DID BECAUSE I ENJOYED IT. I THINK THAT WOULD

BE INTERESTING TO LOOK INTO. >> PRESIDENT: OKAY I'M NOT SEEING A LOT OF UPTICK IN THIS ONE. AB THIS QUESTION AS WELL NEEDS A LITTLE MORE FOCUS FOR US TO UNDERSTAND WHAT QUESTION

WE ARE ASKING. >> TRUSTEE: MY THOUGHT WAS THE DIFFERENT SOFTWARE PROGRAMS WE USE AND WHAT DATA WE COULD PULL THAT BRINGS OUT THE SUMMATIVE OR FORMATIVE DATA AS WE MOVE FORWARD BROUGHT THE COURSE OF THE YEAR. I WOULD HAVE TO LOOK AT STAFF TO NOTICE CIVIC LEAGUE WHAT THE NUMBER THOSE PROGRAMS ARE AND WHERE WE COULD PULL THE DATA. I THINK IT IS A PRESENTATION WE COULD PUT TOGETHER IT IS NEED TO PULL SOME DATA TO LET PEOPLE KNOW THAT IT IS FIVE OR SIX DIFFERENT PROGRAMS. IF IT WAS ONE OR TWO PROGRAMS I DON'T KNOW IF IT'S WORTH PRESENTATION BUT IF IT'S FIVE OR SIX IT

MIGHT BE A PRESENTATION. >> TRUSTEE: IT'S ABOUT HOW SITES ARE USING THIS AND IF THERE'S CROSS PATHS AND MAYBE THERE'S NOT. BE THERE SOME GREAT EXAMPLES OF SITES THAT HAVE FOUND THAT UTILIZING THESE ONGOING THINGS ARE REALLY HELPING THEM WITH THEIR DESIGN INSTRUCTION AND REALLY UNDERSTANDING WHETHER STUDENTS ARE AT. WHICH I THINK IS IMPORTANT FOR US IN TERMS OF OVERSIGHT AND STUDENT

ACHIEVEMENT ISSUES. >> PRESIDENT: CAN WE INVESTIGATE THIS A LITTLE MORE? WE CAN ADD IT FOR NOW BUT MAYBE WE CAN DIVE INTO SHAPING THIS QUESTION A LITTLE BIT.

>> PRESIDENT: IT SEEMS LIKE IT'S NOT MUCH ABOUT THE DATA BUT THE BEST PRACTICES OF WHAT THE SCHOOLS ARE DOING WITH THE DATA IN OTHER WORDS WERE NOT ASSESSING THAT SCHOOL NUMBER 1 HAS THE SCORES BUT SET SCHOOL NUMBER 1 HAS TAKEN THIS INFORMATION AND HERE'S SOME CHANGES THEY HAVE MADE. I

MEAN, THAT KIND OF THING. >> TRUSTEE: SCHOOLS THAT I AM IN AND OTHER DISTRICTS, PUT WHAT IS HAPPENING ON THE CHARTS

[02:35:05]

IN THE WALL AND THE KIDS GET REALLY ENGAGED. THERE'S ALL THESE DIFFERENT PIECES TO IT THAT I THINK COULD BE EXPLORED.

I HAVE NO IDEA WHAT WE ARE DOING HERE WITH THESE THINGS AND HOW IT MIGHT BE IMPACTING STUDENT LEARNING AND ASSESSING STUDENT PROGRESS, STUDENT MOTIVATION. SO, THOSE ARE THE

THINGS I AM INTERESTED IN. >> TRUSTEE: WOULD YOU BE INTERESTED IN A SDAC PERSPECTIVE ON THAT AS WELL? HOW STUDENTS SEE THE USE OF COMPUTER PROGRAMS BEING

IMPLEMENTED IN THE CLASSROOM? >> PRESIDENT: I DON'T REALLY KNOW ABOUT THAT. YES. SO I KNOW THAT THERE HAS BEEN A DE I PLAN IN THE WORKS AND I DON'T KNOW WHEN THAT WILL BE FINALIZED BUT I THINK SOMETIME NEXT YEAR IT WOULD BE A GREAT TIME TO HAVE A PRESENTATION ON IT AND THEN, FINALLY, IF YOU GUYS ARE GOOD WITHOUT ONE? OKAY. EXCELLENT. THEN I WANTED TO ASK IT'S MORE OF A QUESTION THIS IS LESS AVAILABLE FOR PRESENTATION BUT BOARD ACTIVITY IF YOU MEETINGS GO WE DID EDIT ON THE POLICY AROUND THE BOARD SELF-EVALUATION AND I JUST WANTED TO KNOW IF THAT WAS ANYTHING THAT WE WOULD BE

LOOKING AHEAD TO SCHEDULE? >> PRESIDENT: I DID NOT WANT TO SCHEDULE IT THIS SPRING BECAUSE WE HAVE NEW BOARD MEMBER AND I AM THINKING ABOUT THIS FALL IF THAT MAKES SENSE TO EVERYBODY.

>> PRESIDENT: ANYONE ELSE? >> TRUSTEE: WANT TO GO BACK TO WHAT WE TALKED ABOUT EARLIER AND I REMEMBER AT ONE TIME REDWOOD WAS ADVERTISING A PROGRAM THAT THEY WERE TEACHING THEIR KIDS CRITICAL ANALYSIS AND EVALUATION OF MEDIA. I AM WONDERING IF WE COULD HIT A PRESENTATION OF WHETHER THAT IS PART OF A I DON'T KNOW, WHERE ARE WE TEACHING THAT? WHETHER THERE WAS ROOM FOR IT TO BE DISTRICTWIDE BECAUSE ALL OF OUR

KIDS NEED TO LEARN IT. OKAY? >> TRUSTEE: I'M JUST SAYING WE ARE PRETTY TIGHT IN THE SCHEDULE SO FOR LOOKING AT DIGITAL MEDIA AND I DON'T KNOW HOW WE WILL GET IT IN THERE BUT WE CAN LOOK AT HOW WE ARE OFFERING THAT AT DIFFERENT SITES AS FAR AS THAT IS CONCERNED AND BRING BACK SOME

INFORMATION. >> TRUSTEE: COULD HAVE A DISCUSSION ON THAT WEATHER WERE TAKING THE TIME TO TEACH OUR

KIDS THE EVALUATION OF MEDIA. >> PRESIDENT: THERE WAS SOME STUFF IN THE HEALTH FRAMEWORK WAS ADOPTED IN 2019 ABOUT SCIENCE LITERACY AND UNDERSTANDING THE INFORMATION.

MAYBE WE NEED TO DO SOME INVESTIGATION ON THIS TO QUESTION IT AND HOW WE WOULD PRESENT THE INFORMATION IS THAT OKAY? WE CAN ADD THAT TO THE LIST. OKAY ANY OTHERS? OKAY.

I DON'T SEE ANYMORE SO WE HAVE RUN OUT OF THINGS TO TALK ABOUT FOR THE WHOLE YEAR.[LAUGHTER] I WANT TO SAY THANK YOU TO EVERYONE FOR YOUR EXTRAORDINARY WORK IN YOUR PATIENCE AND YOUR GENIALITY AND I WISH EVERYONE THE BEST SUMMER, EVER! PLEASE BE SAFE AND HEALTHY WE ARE ADJOURNED AT 8:52.

* This transcript was compiled from uncorrected Closed Captioning.

2. OPEN SESSION

3. ACTION ITEMS - GENERAL

6. ADJOURNMENT

Jun 21, 2023 Board of Education

2. OPEN SESSION

3. ACTION ITEMS - GENERAL

6. ADJOURNMENT

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