Feb 21, 2024 Board of Education

[A. Call the Meeting to Order]

[00:00:16]

VALLEY DISTRICT REGULAR BOARD MEETING OF FEBRUARY 21, 2024, WILL PLEASE COME TO ORDER. PURSUANT TO THE RALPH M. BROWN ACT. ONLY ITEMS ON THE AGENDA WILL BE DISCUSSED THIS EVENING.

PLEASE JOIN US FOR THE "PLEDGE OF ALLEGIANCE."

>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

[C. Announcements from Closed Session and Open Session Procedures]

>> THE BOARD IS ADJOURNING FROM CLOSED SESSIONS WHERE THE FOLLOWING ITEMS PERMITTED BY LAW WERE CONSIDERED. ITEM 1B, CONFERENCE WITH REAL CONFERENCE NEGOTIATORS, PURSUANT TO GOVERNMENT CODE 5.95468. PROPERTY, HILLCREST DRIVE.

AGENCY OWNER, DEPUTY SUPERINTENDENT, BUSINESS SERVICES. NEGOTIATING PARTIES. CHRISTINE MARTEL, DIRECTOR.

OPERATIONAL SUPPORT FROM THE GREAT ER CONEJO VALLEY. ITEM 1C. CONFERENCE WITH LEGAL COUNSEL, EXISTING LITIGATION, PURYOU SUNT TO GOVERNMENT CODE, 54956.9D1, CASE OAH 2023110454. THERE IS NO READOUT FOR THIS. ITEM D. PUBLIC EMPLOYEE DISCIPLINE PURSUANT TO GOVERNMENT CODE SECTION 54957.

THERE IS NO READOUT FOR THIS AGENDA ITEM. AND FINALLY, E, CONSIDERATION OF STIPULATED AWARD AND COMPROMISE AND WILL RELEASE IN IN ACCORDANCE WITH PROVISIONS IN GOVERNMENT CODE SECTION 54956.95, INSURANCE POOLING, TORT LIABILITY, LOSSES, PUBLIC LIABILITY, COMPROMISE FOR 1493800024.

THERE IS NO READOUT FOR THIS AGENDA. I'D LIKE TO WELCOME EVERYONE TO THIS MEETING AND MAKE THE FOLLOWING ANNOUNCEMENTS. THE BOARD VALUES YOUR OPINIONOSS IMPORTANT MATTERS WE FACE. THEREFORE, THE DISTRICT IS OFFERING OPPORTUNITY. AND VIEWING THROUGH THE LIVE STREAM WEBSITE. PLEASE NOTE THE DIFFERENT OPPORTUNITIES TO PROVIDE PUBLIC COMMENT OR WRITTEN COMMENTS TO THE BOARD CAN BE FOUND ON THE MAIN PAGE OF THE BOARD AGENDA. MEMBERS OF THE PUBLIC WISHING TO SUBMIT A WRITTEN CONTENT HAVE THE ABILITY TO SUBMIT BY 3:00 P.M. TODAY. BOARD MEMBERS WERE PROVIDED WITH THESE COMMENTS PRIOR TO THIS MEETING. IF UNITED STATES WISH TO SPEAK TO A SPECIFIC AGENDA ITEM, PLEASE TURN IN YOUR CARD PRIOR TO THAT ITEM ON THE AGENDA. IF SOMETHING YOU WISH TO SPEAK ABOUT IS NOT ON THE AGENDA, PLEASE TURN YOUR PUBLIC COMMENT CARD IN BEFORE THE PUBLIC COMMENT TIME. IF YOU INTEND TO DONATE TIME TO ANOTHER PUBLIC SPEAKER, PLEASE HAND IN BOTH CARDS. PLEASE FILL OUT A YELLOW STATEMENT FORM AND TURN IT IN TO MRS. FELDMAN. PLEASE BE ADVISED THAT A RECORDING OF THIS MEETING IS BEING MADE AND BROADCAST FOR OUR LIVE-STREAM AUDIENCE. AND THE RECORDING AND BROADCAST MAY CAPTURE IMAGES AND SOUNDS OF THOSE ATTENDING.

SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON DISTRICT PROPERTY. PLEASE SILENCE ALL CELL PHONES. COPIES OF THE AGENDA ARE AVAILABLE ON THE TABLE IN THE BOARD LOBBY.

[D. Approval of the Agenda]

>> MR. GORBACK. >> I MOVE THAT WE APPROVE.

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. ANY OBJECTION? SEEING NONE. TRUSTEE KAHL.

>> YES. >> TRUSTEE GORBACK.

>> YES. >> TRUSTEE POWELL.

>> I AM A YES VOTE. MOTION CARRIES, 5-0, WITH A

[E. Student Recognitions]

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>>> NEXT, STUDENT RECOGNITIONS. 2024 -- 2024, CALIFORNIA ALL-STATE HONOR BAND AND CHOIR ENSEMBLE SELECTIONS, MIDDLE AND

HIGH SCHOOL. MR. MERCER. >> OKAY. MIDDLE SCHOOLERLESS.

JUST WAITING FOR THE MIDDLE SCHOOLERS AND THEIR PARENTS AND TEACHERS TO COME IN. THEY'RE COMING. THEY'LL BE RIGHT HERE.

COME CLOSER. >> ALL RIGHT. THANK YOU FOR HAVING US. I AM HONORED TO BE THE REPRESENTATIVE. THEY PICKED ME BECAUSE I'M WONDERFUL, RIGHT? RIGHT? RIGHT ? SO I GET TO DO BALL MIDDLE SCHOOL. BUT LET'S START WITH COLINA. WE'D LIKE TO RECOGNIZE LILY SAUL. SO SHE CAN COME UP HERE AND SHAKE EVERYBODY'S HAND.

>> THANK YOU. I'M A ROOKIE. I GOT YOU. THANK YOU.

>>> ALL RIGHT. AND THEN WE HAVE FROM LOS CERRITOS MIDDLE SCHOOL, JULIO CRUZ, ALL STATE HONOR BAND.

>>> OKAY. SO WHEEZE HAVE FROM REDWOOD MIDDLE SCHOOL, KATIE BALDWIN. SHE'S CAN'T BE HERE BECAUSE SHE'S PERFORMING AT THE STRINGS PERFORMANCE. LET'S GIVE IT UP FOR KATIE. ALSO, FROM REDWOOD MIDDLE SCHOOL, ALL-STATE HONOR BAND, CAMERON JUDD. REDWOOD MIDDLE SCHOOL, MAX SILVA. WED REDWOOD MIDDLE SCHOOL, ALL STATE BAND, JOEY SILVA. REDWOOD MIDDLE SCHOOL, ALL STATE HONOR BAND, GRADY WANG. AND REDWOOD MIDDLE SCHOOL, ALL STATE HONOR BAND, JOSHUA SCHU.

>> JUST A LITTLE ABOUT ALL STATE HONOR BAND. THESE KIDDOS GET TO TRAVEL TO SACRAMENTO AND SPEND THREE NIGHTS AT SACRAMENTO BEING TRAINED BY UBER PROFESSIONAL BAND FOLKS.

THANK YOU FOR RECOGNIZING THEM TONIGHT. IT'S A HUGE HONOR, IT MEANS A LOT TO OUR KIDS TO BE RECOGNIZED BY OUR SCHOOL DISTRICT AND AMAZING BAND DIRECTORS WHO HELPED GET OUR KIDS HERE. CONGRATULATIONS, YOU GUYS.

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AND GREAT SEEING YOU AS WELL. THANK YOU FOR SUPPORTING OUR STUDENTS IN A VARIETY OF WAYS. AND ALSO, BEFORE WE RECOGNIZE OUR STUDENTS, I DO WANT TO CONGRATULATE AND THANK OUR PROGRAM DIRECTORS AT NEWBURY HIGH SCHOOL, TINA WONG. AND IT'S MY PLEASURE TO RECOGNIZE THE FOLLOWING STUDENTS FOR BEING NAMED TO THE BAND AND CHOIR STATE HONOR BAND. FIRST, KAYLA BACH.

CHARLOTTE BRENTON.

CARNEGIE HALL HONOR ORCHESTRA AND LONDON HONOR FESTIVAL, KAI CHUNG. RECOGNIZED FOR THE 2024 CALIFORNIA ORCH ORCHESTRA DIRECTORS ASSOCIATION, ISABEL GARCIA. RECOGNIZED FOR THE 2024 SOUTHERN CALIFORNIA VOCAL ASSOCIATION MIXED HONOR CHOIR, COLE GRAHAM. RECOGNIZED FOR THE 2024 CARNEGIE HALL HONOR ORCHESTRA, NEHEMIAH HILTON. NOT HERE TONIGHT, BUT I WANT TO RECOGNIZE 2024CBDA-ALL-STATE HONOR BAND J I YUN KANG.

>>> RECOGNIZED FOR THE ALL-STATE HONOR BAND, BEN

CRENSIS. >>> AND RECOGNIZED FOR THE 2024 ALL-STATE HONOR BAND AND ALL SOUTHERN HONOR BAND, RAYMOND TAN.

THE PICTURE. AND THEN WE'LL DO A GROUP PICTURE AS WELL.

>> OKAY. >>> AND TO ADD TO THE LIST, I AM PROUD TO PRESENT TO YOU SEVERAL STUDENTS FROM THOUSAND OAKS HIGH SCHOOL. TWO STUDENTS WHO WILL BE REPRESENTING OUR VOCAL MUSIC DEPARTMENT. RYAN LOU IS BEING RECOGNIZED AS HONOR CHOIR AND SOUTHERN CALIFORNIA VOCAL ASSOCIATION REGIONAL CHOIR. RIA. NOT WITH US TONIGHT BUT ALSO BEING RECOGNIZED IS 2024 REGIONAL HONOR CHOIR, LOTUS WARD. AND I DO HAVE FOUR STUDENTS TO PRESENT TO YOU FROM OUR INSTRUMENTAL MUSIC GROUP. HELPING ME PASS OUT OUR CERTIFICATES WILL BE JAMES, OUR NEW BAND DIRECTOR. FIRST UP, ON THE EUPHONIUM, WINSTON ALMQUIST, COULDN'T BE HERE AS

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KAREN IS BEING RECOGNIZED AS 2024 ALL-STATE HONOR BAND. NEXT UP, WE'VE GOT SERENA REINHARDT WHO HAS BEEN RECOGNIZED FOR HER SELECTION UNDER THE 2024 ALL-STATE HONOR WIND SYMPHONY.

SERENA?

>>> AND LAST BUT NOT LEAST, THIS INDIVIDUAL WAS RECOGNIZED AS THE NUMBER 1 DRUMMER IN THE STATE OF CALIFORNIA AND ALSO SELECTED TO THE 2024 ALL-STATE HONOR JAZZ BAND. THIS IS SIORSH ASYPES.

US HERE THIS EVENING. IT'S MY HONOR TO RECOGNIZE THE INDIVIDUALS FROM WESTLAKE HIGH SCHOOL THAT HAVE EARNED THE ALL-STATE HONOR BAND RECOGNITION. FIRST UP, PLAYING THE ALTO SAX, DYLAN LEASE. NEXT UP, PLAYING PERCUSSION. LUCAS BLET'S. NEXT UP, PLAYING THE CLAIREINET. CLAIRE LEE. AND FINALLY, PLAYING THE CLARINET, RICK LEO. AND WOULD LIKE TO HONOR OUR BAND DIRECTOR AT WESTLAKE HIGH SCHOOL AS WELL,

MR. KEN CARLIN. >> ONCE AGAIN, CONGRATULATIONS TO ALL OF THESE STUDENTS.

>> GUYS, YOU CAN COME THIS WAY.

>> AND PARENTS, IT'S OKAY TO GET UP IF YOU WANT TO GO. NICE JOB, EVERYONE. GREAT JOB. BUT YOU CAN STAY, TOO, IF YOU WANT

TO. >> THAT'S EXCITING.

CONGRATULATIONS, EVERYBODY. >> AS THEY FILE OUT, I JUST. TO SAY CONGRATULATIONS TO ALL THE TALENTED MUSICIANS, THEIR MENTORS, PARENTS, STAFF, TEACHERS WHO SUPPORT THEM. IT THAT'S A LOT OF WORK AND A LOT OF TALENT AND A LOT OF SUPPORT.

[F. Reports from Student Reporters]

>> NEXT UP, WE HAVE REPORTS FROM OUR STUDENT REPORTERS.

FIRST UP, WE CONEJO VALLEY, JOCELYN JJ JIMENEZ. WELCOME,

JJ. >> GOOD EVENING, MEMBERS OF THE BOARD AND DISTRICT ADMINISTRATION. MY NAME IS JOCELYN JIMENEZ, BUT I GO BY JJ. I AM PROUD TO BE REPRESENTING MY SCHOOL FOR THE REMINDER OF THIS EVENING. HERE ARE SOME SINCE OUR LAST REPORT. CONEJO VALLEY HIGH SCHOOL HAS WELCOMED 23 STUDENTS SINCE THE START OF THE SECOND SEMESTER.

EACH HAD INDIVIDUAL ENROLLMENT MEETINGS WITH OUR PRINCIPAL AND REVIEWED THEIR PERSONALIZED ACADEMY PLAN, MS. CANY. ALL HAVE ADAPTED WELL TO THE CVHS COMMUNITY. THEY ESTABLISHED A NEW PROGRAM TO ENCOURAGE BETTER ATTENDANCE. ALL STUDENTS WHO ARRIVE ARE GIVEN A TICKET. THEY ARE ENTER ENTERED INTO A DRAWING, WHICH IS HELD AT THE END OF EACH WEEK. STUDENTS

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WE HAVE A BULLETIN BOARD IN OUR HALLWAY, DEDICATED TO HONORING THESE PEOPLE. NEXT WEEK, THE LEADERSHIP CLASS IS TAKING A WALKING FIELD TRIP. WE ARE INVESTIGATING WAYS WE COULD ASSIST OVER THERE. INCLUDING SETTING UP BINGO. PROVIDING SPANISH SPEAKER AND THE JOINING THE CONVERSATIONAL SPANISH GROUPS. LASTLY, ANOTHER STUDENT, RUBY, AND I HAVE BEEN COLLECTING UP THE DRAGON DRESSER. IT HAS FOOD, SHOES, CLOTHING, BLANKETS AND OTHER ITEMS. THESE THINGS ARE CONSTANTLY BEING DONATED THANKS TO MEMBERS IN OUR COMMUNITY. WE ARE THANKFUL FOR ALL THE CONTRIBUTIONS. WHILE THE COMMITTEE MAY NOT KNOW THE DIFFERENCE IT MAKES, WE APPRECIATE IT. THANK YOU. I LOOK FORWARD TO PRESENTING NEXT

MONTH. >> THANK YOU.

>>> NEXT UP. WE HAVE NEWBURY PARK HIGH SCHOOL, EVAN SUSSMAN.

MEMBERS OF THE BOARD. I AM EVAN SUSSMAN. DON'T MIND MY VOICE.

SENIORITIS HAS KICKED IN. TO KICK OFF FEBRUARY, OUR ASSOCIATED STUDENT GOVERNMENT CELEBRATED OUR AMAZING SCHOOL COUNSELORS, DURING NATIONAL SCHOOL COUNSELING WEEK.

THROUGHOUT THE WEEK, WE GAVE OUR COUNSELORS EVERYTHING FROM THEIR FAVORITE STARBUCKS ORDERS TO FAVORITE SUCCULENTS. THE FOLLOWING WEEK, WE STARTED SHOWCASING INFLUENTIAL BLACK AMERICANS. WE ALSO HAD TRIVIA MONTH. THE FIRST TO ANSWER WINS DONUTS DURING THE CLASS. THIS TAKES PLACE DURING THE MORNING ANNOUNCEMENTS SO EVERYONE HAS OPPORTUNITY TO PARTICIPATE. WE FOR THIS. AND WE HAD HEART LOLLIPOPS IF ALL OF OUR STUDENTS. IT WAS AMAZING THE WE WOULD LIKE TO RECOGNIZE OUR BOYS SOCCER AND GIRLS BASKETBALL TEAMS WHO MADE IT TO THE C CIF FINALS. YOU CAN SEE AMAZING PERFORMANCES FROM OUR INTERNATIONAL BACCALAUREATE STUDENTS, ON FEBRUARY 29TH AND MARCH 1ST. HOSTAG I GAME OF BASKETBALL. IT'S GOING TO BE A GREAT EVENT AND WE LOOK FORWARD TO HOSTING OUR FELLOW WARRIORS.

AND OPENING ON THE 12TH, STUDENTS CAN CREATE THEIR OWN BRACKETS, AND WHOEVER HAS THE MOST POINTS WILL GET PRIZES THROUGHOUT THE TOURNAMENT. WE WILL BE HOSTING OUR SECOND

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AOLTSD CRAZY TO THINK THAT THE YEAR IS STARTING TO WIND DOWN.

BUT AT THE END OF MARCH, ASU WILL GAIN HOST THEIR ELECTIONS AND IT WILL BE LEADING US RIGHT INTO SPRING BREAK. IF YOU MISSED ANY INFORMATION FROM MY REPORT TONIGHT. YOU CAN FIND THE DATES AND LOCATIONS ON THURSDAY EVENT THE ON THE NPHS WEBSITE. OR E-MAIL. WE ALWAYS HOPE TO MAINTAIN AN INCLUSIVE AND CARING ENVIRONMENT, WHERE STUDENTS STAY INVOLVED AND HAVE A GREAT TIME ON CAMPUS. THANK YOU. AND HAVE A GREAT EVENING.

>> THANK YOU VERY MUCH. NEXT UP, THOUSAND OAKS HIGH SCHOOL,

ASHLEY DEACH. >> GOOD EVENING, ESTEEMED MEMBERS OF THE BOARD, DR. MCLAUGHLIN. I AM ASHLEY DEACH, ASD PRESIDENT. AND IT MY PLEASURE TO REPORT THE BOARD REPORT FOR 2024. AS WE NAVIGATE THROUGH THE SECOND HALF OF THE SCHOOL YEAR, THOUSAND OAKS HIGH SCHOOL HAS EXPERIENCED REMARKABLE MOMENTS THAT REFLECT THE VIBRANCY AND ENGAGEMENT OF OUR STUDENT BODY. IT IS AMAZING TO SEE THE SPEED AT WHICH A SCHOOL YEAR AT TOHS IS. THE BOYS SOCCER, GIRLS SOCCER AND BOYS BASKETBALL TEAMS MADE AN ASTOUNDING IMPACT, ADVANCING DEEP INTO THE PLAY-OFFS. THEIR DEDICATION, SKILL AND SPORTSMANSHIP, HAVE NOT ONLY BROUGHT PRIDE TO TOHS BUT HAVE ALSO FOSTERED A SENSE OF UNITY AND ENTHUSIASM WITHIN OUR COMMUNITY. OUR STORIED GREEN HILLS SECTION WAS IN FULL FORCE FOR EACH GAME. AND EACH GAME BECAME A TESTAMENT TO THE TALENT AND TEAMWORK DISPLAYED TO ATHLETES. BLACK STUDENT UNION HAS PLAYED A PIVOTAL ROLE IN RAISING AWARENESS AND CELEBRATING THE RICH CONGRATULATIONS OF THE BLACK COMMUNITY. THROUGH A SERIES OF EVENTS, THE BSU HAS CREATED A PLATFORM THROUGH DAILY ANNOUNCEMENTS AND CURTURAL LEARNING OPPORTUNITIES. THEIR EFFORTS HAVE ENRICHED OUR CULTURE FOSTERING A COMMUNITY ENVIRONMENT. THROUGHOUT THE MONTH OF FEBRUARY, LOVE AND APPRECIATION FILLED THE AIR ON THE H TOHS CAMPUS. THEY CREATED A HEARTWARMING DISPLAY OF UNITY. STUDENTS HAD AN OPPORTUNITY TO GET HEARTS FOR A SPECIAL LUNCHTIME TREAT. EVENTUALLY, THE TRADITIONAL VALENTINE'S FLOWER GRAMS CONTINUED. WE APPRECIATE THE GUIDANCE DURING NATIONAL SCHOOL COUNSELORS APPRECIATION WEEK.

EACH WEEK WAS DET DEDICATED TO HONORING THE DEDEDICATION AND SUPPORT PROVIDED BY THESE SIX OUTSTANDING INDIVIDUALS, IN PLAYING A CRUCIAL ROLE IN THE ACADEMIC AND PERSONAL

DEVELOPMENT OF OUR STUDENTS. >>> IN THE SPIRIT OF CELEBRATION SURROUNDING THE SUPER BOWL, ASB CREATED THE SOUP-ER BOWL. THEY SET UP TO CORRESPOND WITH THE CHIEFS. AND THE TOHS STUDENTS WERE ENCOURAGED TO PLACE BINS IN THE ITEMS WE SELECTED OVER 160 POUNDS OF FOOD AND PERSONAL HYGIENE PRODUCTS THIS. NOT ONLY CONTRIBUTED TO A CHARITABLE CAUSE. IN THE MONTH OF ROBBERY FEBRUARY, IT HAS BEEN VAST ACHIEVEMENTS, CELEBRATIONS AND ENGAGEMENT AT TOHS WE LOOK FORWARD TO BUILDING ON THESE. WITH QUARTER THREE, WE LOOK FORWARD TO SPRING DANCES, PROM.

>> AND FINALLY WESTLAKE HIGH SCHOOL.

>> GOOD EVENING BOARD MEMBERS, DR. MCLAUGHLIN AND DISTRICT STAFF. MY NAME IS MINH PARK. AND I AM HAPPY TO BE GIVING THIS. FEBRUARY IS BLACK HISTORY MONTH. AND WE HAVE BEEN

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CONGRATULATIONS TO ALL COMPETITORS. A LITTLE UPDATE ON OUR ATHLETICS AT WESTLAKE. OUR BOYS BASKETBALL TEAM WERE COCHAMPIONS OF THE MONMOUNT LEAGUE. FOR GIRLS, OUR VERY OWN MCKINSLY ENGLISH WILL BE. SPRING IS LOOKING FORWARD TO THE START OF THEIR SEASON AND EVERYONE IS LOOKING FORWARD TO SOME FUN SPRING SPORTS. WITH THE CLOSING OF FEBRUARY, REGISTRATION FOR NEXT YEAR CLASSES ARE STARTING TO BEGIN.

COUNSELORS ARE WORKING CLOSELY WITH EACH STUDENT TO PERFECTLY CURATE THE NEXT STEPS IN THEIR ACADEMIC CAREERS. SOMETHING WE'RE EXPECTED TO DO IS HAVE MORE OUTREACH. AND OUR COUNSELORS ARE PROVIDING AMAZING RESOURCES. FINALLY, A HUGE THANK YOU TO THE CVSD 3W-RD FOR RECOGNIZING OUR

FINALISTS. >> THANK YOU. THANK YOU ALL. IT IS ALWAYS SUCH A PLEASURE TO HEAR THE BREATH OF OPPORTUNITIES AND EXPERIENCES THAT ARE GOING ON OUR CAMPUSES.

IT'S AMAZING. AND I JUST WISH I COULD GO BACK TO HIGH SCHOOL.

I DON'T KNOW WHICH ONE I'D CHOOSE, AT THIS POINT. EXCEPT I BLEED GREEN. BUT SERIOUSLY THANK YOU FOR SHARING WITH US.

BECAUSE IT GIVES US A GLIMPSE INTO WHAT IS GOING ON, AND

[G. Comments - Public]

TWO OF THEM. >> THE CVUSD BOARD WANTS TO HEAR FROM PARENTS, STUDENTS. THE RIGHT UNDER SECTION 549.

COMMENTSMUST BE MADE WHEN THE AGENDA ITEM IS CALLED. IF YOU WISH TO SPEAK ON A TOPIC THAT IS NOT ON TONIGHT'S AGENDA, NOW IS THE TIME TO PROVIDE YOUR PUBLIC COMMENT. IF YOU HAVE NOT ALREADY DONE SO AND WISH TO SPEAK, PLEASE HAND IN YOUR BLUE CARD TO MS. FELLMAN. PLEASE NOTE IF YOU HAVE ANY MATERIALS TO HAND TO THE MEMBERS, 3R0EUDZ THOSE TO THE BOARD. PURSUANT TO THE BROWN ACT, THE BOARD CANNOT TAKE ANY ACTION ON ANY ITEMS NOT ON TONIGHT'S POSTED AGENDA. HOWEVER, MEMBERS OF THE BOARD OR DISTRICT STAFF MAY BRIEFLY ANSWER QUESTIONS POSED BY THE PUBLIC. USUALLY WE WILL WAIT UNTIL THE END OF PUBLIC COMMENTS BEFORE RESPONDING. COMMENTS WILL BE HELD BY THOSE ATTENDING OR WATCHING A BROADCAST. THE BOARD ENCOURAGES STUDENTS TO PARTICIPATE IN CIVIC AFFAIRS, AND WE HOPE THAT STUDENTS ARE WATCHING THIS MEETING OR IN TONIGHT'S AUDIENCE. THEREFORE, PLEASE BE MINDFUL OF THAT FACT. AND MAKE YOUR COMMENTS IN A FACTUAL MANNER AND OFFER THEM RESPECTFULLY. IN COMPLIANCE WITH ALL APPLICABLE STATE AND GOVERNOR LAWS. RESPECT THE RIGHTS OF STUDENTS AND

[00:35:01]

FOLLOWED BY CHRIS DULIN. >> HELLO. GREETINGS, PRESIDENT GOLDBERG AND DR.. MY NAME IS COURTNEY AND I AM PRESENTING ON UACT. BOARD MEMBERS VOTED IN A NEW DRES CODE POLICY. MANY WERE HAPPY TO GET RID OF THE OLD CODE BECAUSE IT WAS, INHERENTLY BIASED. IT IS TIME TO REVISIT THE LANGUAGE TO SEE IF IT ACCOMPLISHED WHAT WE WANTED IT TO DO AND HOW AT THIS TIME IMPLEMENTATION IS GOING. AS YOU KNOW, I THINK WE SHOULD ALWAYS LOOK AT WHAT WE'RE DOING AND WHY WE ARE DOING IT TO MAKE SURE WE ARE ACCOMPLISHING WHAT WE HOPE WE ARE. I WOULD IMPLORE YOU TO AT LEAST HAVE THE DISCUSSION. UACT AS ALWAYS OFFERS ADVICE AND COUNSEL AS YOU SEE FIT TO USE THEM. THANK

YOU FOR YOUR CONSIDERATION. >> THANK YOU. NEXTUM, CHRIS

DULIN. >>> ALL RIGHT. TO MEMBERS OF THE BOARD, OUR STUDENT REPRESENTATIVE AND OUR DISTRICT STAFF, GOOD EVENING. GOOD TO SEE YOU ALL. JUST SAW YOU JUST LESS THAN A WEEK AGO AT OUR ADAK MEETING. GOOD TO SEE YOU AGAIN. I CAME HERE FOR TWO REASONS TODAY. AS CHAIRMAN OF THE CVUSD ADAC, TWO ORDERS OF BUSINESS. THE FIRST IS JUST GRATITUDE. I WANT TO SAY THE ADAK HAS, AS A GROUP, GREATLY EXPRESSED APPRECIATION FOR THE BOARD MEMBERS WHO HAVE BEEN ATTENDING THE MEETINGS, ENGAGING ON THE ISSUES RAGED THERE. AND CONTINUING THE DIALOGUE TO ADDRESS THE ISSUES OF THE AFRICAN AMERICAN COMMUNITY WITHIN THE -- WITHIN CVUSD. SPECIFICALLY THE TIME AND INVESTMENT FOR RECENT ACTIVITIES, SUCH AS OUR COLLEGE -- BLACK COLLEGE EXPO, WHICH WE DOUBLED THE ATTENDANCE FOR, MORE THAN DOUBLED THE ATTENDANCE THIS YEAR. THE CAL SLOW EVENT. AND EVEN OUR ONE SHINE EVENT IS A POSITIVE EVENT IN THE ENGAGEMENT AND DIALOGUE WE NEED FOR OUR COMMUNITY. AND WE WANT TO EXPRESS THAT APPRECIATION. A LOT OF THAT EFFORT WAS DONE WITH ENGAGEMENT WITH PEOPLE WHO HAD BOOTS ON THE GROUND. LIKE DR. ROGERS, WHO HAS NOW TRANSITIONED. AND WITH HIS TREMENDOUS ENERGY, WE WANT TO MAKE SURE THAT WE KEEP THAT MOMENTUM IN PLACE. SO I -- AS ADAC CHAIRMAN, WOULD PARTICULARLY -- I'M ASKING FOR PARTICIPATION IN THAT INTERVIEWING PROCESS OF WHO WOULD BE HIS REPLACEMENT AND WHAT THAT ROLE WOULD LOOK LIKE GOING FORWARD. SO I LOOK FORWARD TO THAT DIALOGUE. THE SECOND THING IS THAT OUR ADAC HAS BEEN TALKING ABOUT, AS YOU -- THOSE OF WHO YOU HAVE ATTENDED, WE HAVE BEEN TALKING ABOUT FOR MONTHS, LOOKING FOR EXAMPLES OF BLACK EXCELLENCE AND HOW TO, WITHIN OUR COMMUNITY, TO IDENTIFY STUDENTS WITHIN CVUSD, WHO ARE -- WHO HAVE THE QUALITIES THAT WE'RE LOOKING FOR. SO WE THOUGHT WITH THE UPCOMING ONE SHINE EVENT, WHICH IS A CELEBRATION OF BLACK HISTORY AND BLACK COMMUNITY IN THE CONEJO VALLEY. WE HAD OPPORTUNITY TO HONOR ONE OF OUR

[00:40:03]

TIME? >> SORRY. BUT THANK YOU VERY

MUCH. >> THANK YOU.

>> I WILL ADDRESS THE INTERVIEW PROCESS ON THE BACK FILL FOR DR. ROGERS. WE WILL HAVE SPECIFICALLY A PARENT GROUP.

AND WE DID NOT DO THAT LAST TIME WE WENT THROUGH THE INTERVIEW PROCESS TO FILL IT WITH DR. ROGERS. WE WILL REQUEST A REPRESENTATIVE FROM EACH OF OUR DACS TO BE PART OF THAT COMMUNITY. AND OBVIOUSLY, THERE'S A WHOLE OTHER PART OF THAT, IN WHICH WE'LL HAVE STAFF AND DISTRICT STAFF ON THE SECOND HALF OF THAT INTERVIEW PROCESS. SO JUST TO LET YOU KNOW, WE ARE GOING TO MOVE FORWARD WITH A PARENT PORTION

OF THE INTERVIEW PROCESS. >> THANK YOU VERY MUCH. WE ARE

[H. Comments - Board of Education]

START WITH TRUSTEE KAHL. >> THANK YOU VERY MUCH. GOOD EVENING, EVERYONE. I HOPE EVERYONE IS HAVING A FANTASTIC WEEK. I WANT TO THANK THE STUDENT REPORTERS AS WELL AS PUBLIC COMMENTERS AND THE MUSIC STUDENTS WHO HAVED RECOGNITION TONIGHT. THAT IS A FANTASTIC ACHIEVEMENT. AND SO I THANK YOU ALL FOR BEING HERE. I WANTED TO TAKE THIS STUDENT ALSO TO THANK THE STUDENT ADVISORY VICE CHAIR SUMMER NICHOLS FOR FILLING IN MY ABSENCE. I WANT TO THANK HER FOR HER COMMITMENT. I WANT TO ALSO WISH EVERYONE A VERY HAPPY LUNAR NEW YEAR AND HAPPY BLACK HISTORY MONTH. THIS IS GREAT OPPORTUNITY FIST ARE CONEJO VALLEY TO LEARN ABOUT BLACK HISTORY ACHIEVEMENTS. WITH OUR REMAINING TIME IN FEBRUARY. I ENCOURAGE EVERYONE TO READ A FEW MORE BOOKS ABOUT THE BLACK DIVERSITY IN THE COMMUNITY.

ATTEND THE CENTER THISSED FROM. IT WILL BE COMING TO PUT ON A PERFORMANCE OF DANCING, DRUMMING, AND ENTERTAINMENT.

SPOTLIGHTING AREAS OF BLACK HISTORY. I HAD THE GREAT PLEASURE OF FACILITATING THE ADVISORY GROUP. WHICH TALKED ABOUT DRESS CODES, SAFETY AND COMMUNICATIONLESS. I LOOK FORWARD TO OUR MARCH MEETING AND THANK YOU FOR THOSE.

>>> NEXT MEETING FEBRUARY 26, 2024. WE ARE LOOKING IF ORDER TO HEARING FROM WESTLAKE, NEWBURY, AND THOUSAND OAKS. IF YOU HAVE AN ISSUE YOU WOULD LIKE TO SHARE, WE INVITE YOU TO ATTEND AND PARTICIPATE. ALL OF OUR MEETINGS CAN BE FOUND ON THE CVUSD IF YOU ARE A STUDENT LOOKING TO MAKE A DIFFERENCE IN YOUR COMMUNITY. REACH OUT TO YOUR HIGH SCHOOL PRINCIPAL FOR HOW TO APPLY TO SDAK. IT IS A FANTASTIC OPPORTUNITY AND I RECOMMEND EVERYONE GIVE IT A SHOT. THAT'S ALL I HAVE FOR

NOW AND VIA GREAT EVENING. >> THANK YOU VERY MUCH. TRUSTEE

SYLVESTER? >> WELL, MINE WAS GOING TO BE SHORT SWEET. AND NOW IT'S EVEN SHORTER BECAUSE TRUSTEE KAHL DID A GOOD JOB ON THE ONE CONFERENCE. I WENT LAST YEAR AND WON A CANDY BAR. CONGRATULATIONS TO OUR BAND AND STUDENT REQUIREMENTS. IT IS WONDERFUL TO BE ABLE TO RECOGNIZE EVERYBODY, ATHLETES AND MUSICIANS. SO I'M SO HAPPY WHEN WE GET TO SHARE IN THEIR SUCCESSES. THANK YOU AS ALWAYS TO OUR STUDENT REPORTERS. I ECHOED TRUSTEE GOLDBERG WHEN IT IS AMAZING FOR US TO HEAR JUST EVERYTHING GOING ON AT THOSE CAMPUSES. AND EVERY MONTH, IT IS ABSOLUTELY INCREDIBLE. A BELATED ONE DAY LATE HAPPY BIRTHDAY TO TRUSTEE POWELL. SO HAPPY BIRTHDAY. JUST SAY COUPLE OF THINGS. ONE, I MENTIONED THIS AT THE LAST MEETING. WE'RE IN THE PROCESS OF GETTING FEEDBACK ON OUR CAN LCAP SURVEY. THE SUBJECT LINE IS FEEDBACK SURVEY. IT HAS GONE TO EVERY FAMILY IN THE DISTRICT.

AND IF IT'S NOT IN YOUR INBOX, CHECK YOUR SPAM. IT'S GONE TO ALL THE STAFF MEMBERS. AND STUDENTS, GRADES ELEMENTARY. WE BUILD OUR LCAP RESULTS, OUR GOALS AND ACTIONS AROUND A LOT OF THIS INPUT. SO PLEASE CHECK IT OUT. IF YOU HAVEN'T SENT IT OUT ALREADY, PLEASE DO SO. WE HAVE WOKEN UP TO A TREMENDOUS

[00:45:04]

FOR ME. >> THANK YOU VERY MUCH, TRUSTEE

POWELL, BIRTHDAY GIRL. >> HI, EVERYBODY. HAPPY TO BE HERE TONIGHT. THANK YOU TO OUR STUDENT REPORTERS AND CONGRATULATIONS TO ALL OF OUR STUDENT MUSICIANS THAT WERE HONORED TONIGHT I HAD TO LEAVE OUR LAST MEETING EARLY, AND DID NOT GET THE CHANCE TO GIVE MY COMMENTS. I'LL BE COVERING UP BOTH. MAYBE I'LL MAKE UP FOR TRUSTEE SYLVESTER'S SHORT AND SWEET. I WANT TO WISH EVERYBODY A HAPPY BLACK HISTORY MONTH.

I'M LOOKING FORWARD TO ONE CALL FRIDAY NIGHTS. THEY'RE NOT JUST ENGAGING PERFORMANCES. BUT THEY ARE EDUCATIONAL. THEY SHINE LIGHT ON BLACK HISTORY AND AMERICANS. I ENCOURAGE EVERYONE TO CHECK OUT THEIR PERFORMANCES. I'M HAPPY TO HEAR THE ACTIVITIES HAPPENING THIS MONTH. LIKE WE HEARD FROM OUR STUDENT REPORTERS. BLACK STUDENT UNIONION IS DOING A LOT. THANK YOU, MRS. BURNS FOR PUTTING OUT LIBRARIES AND IDEAS FOR OUR VARIOUS MONTHS. THERE ARE A LOT OF GREAT IDEAS AS WELL. AND I ALSO WANT TO ARE SAY I'M APPRECIATIVE OF ATTENDING THE ADAK MEETINGS. I LEARNED SO MUCH FROM THOSE CONVERSATIONS. AND THE PARENT REPS HAVE THESE CONVERSATIONS THAT REALLY REMIND ME EVERY SINGLE TIME OF SO MUCH THAT I DON'T KNOW ABOUT BLACK HISTORY AND ABOUT THE BLACK EXPERIENCE IN THE CONEJO VALLEY. SO I GAIN A LOT FROM THAT AND TRY TO BRING THAT HERE, TOO. I WANT TO SAY HAPPY LUNAR NEW YEAR. I SAUS SOME FUN CELEBRATIONS HAPPENING. AND I KNOW THERE ARE MORE PLANNED. FINALLY, A BELATED NOD TO SCHOOL COUNSELOR'S WEEK. THEY PLAY SUCH A ROLE IN THE WELL BEING OF OUR STUDENTS. AND I HOPE COUNSELORS FELT CELEBRATED AND

APPRECIATED. >> I HAD MY FIRST MEETING WITH THE LCAP BUDGET. YES, I DID WATCH THE VIDEO. AND I'M LOOKING FORWARD TO THE MIDYEAR LCAP UPDATE LATER TONIGHT, FROM MR. LOU. THIS COMMITTEE GIVES VALUABLE INPUT TO THE LCAP DOCUMENTS. ALSO, TOWARDS THE END OF JANUARY. AND THIS IS GOING BACK A LITTLE BIT HERE. BUT I DID HAVE THE HONOR OF ATTENDING THE JAZZ CONCERT AT NEWBURY HIGH SCHOOL. AND I DON'T KNOW IF TRUSTEE GORBACK SPOKE ON THIS. JUST WANTED TO SPEAK TO THAT EXPERIENCE. ALL THREE OF OUR HIGH SCHOOL JAZZ BANDS GOT THAT TIME, LEADING UP TO THE CONCERT, THESE -- I GUESS THEY'RE MASTER CLASSES WITH PROFESSIONAL MUSEULGZS.

THEN THEY HAD AN AMAZING CONCERT. THAT WAS WONDERFUL FOR THE EXPERIENCE AND FOR ALL WHO WERE THERE. AND IT'S JUST A GREAT REMINDER FOR MUSIC IN THE ARTS. SO THANK YOU TO EVERYBODY WHO WAS INVOLVED, WHO MADE THAT HAPPEN.

>>> I WANTED TO GIVE A SPECIAL SHOUTOUT TO WESTLAKE HILLS ELEMENTARY SCHOOL. IT'S ONE OF THE FEW SCHOOLS I HAVE NOT GOTTEN TO VISIT YET, AS A TRUSTEE IN MY YEAR AND TWO MONTHS ON THE BOARD. SO I ACTUALLY GOT TWO VISITS THERE IN A SPAN OF FIVE DAYS. SO I DROPPED IN ON STUDENTS MAKING VALENTINE'S DAY CARDS FOR ISOLATED ADULTS, THOSE WHO MAY BE LONELY. AND THE NEXT DAY, THEY FOLLOWED UP AT THEIR SCHOOL ASSEMBLY WITH A FOCUS ON KINDNESS. AND I SPOKE TO SOME OF THE STUDENT THE THAT DAY, AS THEY'RE, WOOING VERY HARD ON MAKING IT BEAUTIFUL CARDS. AND THEY HAD FULL UNDERSTANDING ABOUT WHY WHAT THEY WERE DOING MIGHT MATTER TO SOMEBODY WHO

[00:50:02]

FOR THAT WARM WELCOME. >>> ANOTHER SHOUT OUT TO ACACIA. I GOT TO GO EARLY IN THE DAY AND SEE TK AND KINDERGARTENERS. THERE WERE VOLUNTEERS, STAFF. AND SPECTATORS. AND LOOKED LIKE EVERYBODY WAS HAVING A REALLY GREAT TIME. I ALSO WANTED TO THANK OUR MAINTENANCE AND OPERATIONS STAFF. THEY'RE PUTTING IN A LOT OF EFFORT WITH ALL OF THIS RAIN. MEANS A LOT TO KEEP OUR FACILITIES GOOD AND USABLE. AND FINALLY, I JUST WANTED TO COMMENT ON HOW MUCH I APPRECIATE ALL OF OUR DAK MEETINGS GAIN. I KNOW I SAY THAT A LOT. WE'VE RECENTLY HEARD PRESENTATIONS ON THESE ISSUES, SUCH AS SITE COUNCIL. THE CROSSING GUARD SITUATION.

AND JUST WANTED TO GIVE A THANK YOU TO ALL THE STAFF THAT WORKS REALLY HARD TO PUT THESE PRESENTATIONS TOGETHER. AND I ALSO APPRECIATE THE PARENTS WHO ASK IMPORTANT AND NOT ALWAYS EASY TO ANSWER QUESTIONS. SO THAT'S IT FOR ME. THANK YOU.

>> TRUSTEE GORBACK? >> GOOD EVENING. FIRST OF ALL, I KNOW FEBRUARY IS COMING CLOSE TO AN END. BUT WE STILL HAVE DAYS TO GO IN BLACK HISTORY MONTH. SO HAPPY BLACK HISTORY MONTH. IT'S ALWAYS FUN LISTENING TO OUR REPORTERS. AND I KEEP LOOKING AT THE CHAIRS OF OUR REPORTERS. BUT IT'S FUN HEARING ABOUT ALL OF THE ACTIVITIES AND ALL THE SHARING OF INFORMATION BY OUR BLACK STUDENT UNIONS. I THINK THE COOPERATION BETWEEN SCHOOL AND STRUCTURE OF THE SCHOOL, AS FAR AS THE ANNOUNCEMENTS GO, AND THE KIDS -- THE STUDENTS PROVIDING THE INFORMATION IS ESSENTIAL. AND I'M GLAD TO HEAR ALL OF THE ACTIVITIES FROM THE BSUS AND THE COOPERATION AND THE EDUCATION THAT WE'VE LEARNED THIS MONTH. IT'S NOT OVER YET. AS -- WELL, BASICALLY, EVERYBODY HAS SAID.

THERE'S A GREAT PERFORMANCE COMING UP THIS FRIDAY. AT -- WELL, THERE'S THREE PERFORMANCES. AT LOS CERRITOS? LOS CERRITOS IN THE MORNING. LUNCHTIME, AT WESTLAKE AND AFTER SCHOOL AT NEWBURY. IT'S SIMILAR TO WHAT TRUSTEE POWELL WAS TALKING ABOUT. NOT ONLY IS FUN TO LISTEN TO AND WATCH. BUT IT IS ALSO EDUCATIONAL OF DIFFERENT PERIODS OF TIME. SO I URGE EVERYBODY AS YOU CAN. TO GO TO THAT. AND I CAN'T SAY IT AS ELOQUENTLY AS TRUSTEE POWELL DID, TO GO TO THAT PERFORMANCE.

I MENTIONED IT WAS FUN HEARING FROM THE STUDENT REPORTERS. AS ALWAYS, I ENJOY HEARING FROM THEM. CONGRATULATIONS TO OUR STUDENT HONOREES TODAY. I AM SO PROUD OF OUR DISTRICT. MOST DISTRICTS THAT I HAVE BEEN ASSOCIATED WITH AS A PROFESSIONAL, THEY HONOR THEIR SPORTS TEAMS -- AND WE DO, TOO.

BUT IT'S ALSO GREAT TO HONOR OUR PERFORMING ART THE PEOPLE.

AND THAT'S WHAT WE DID TONIGHT. AND THEY ARE

FANTASTIC. >> THIS IS GOING TO BE UNUSUAL.

I WENT SHOPPING YESTERDAY. THAT'S NOT BIG NEWS. BUT IN DOING THAT, I RAN INTO A COUPLE OF STUDENTS AND OUR PARAPROFESSIONAL, WHO WAS WITH THEM FROM CONEJO OAKS ACADEMY.

IT WAS SO MUCH FUN. AND THEY DIDN'T KNOW WHO I WAS, NOR DID THEY CARE. BUT IT WAS SO MUCH FUN HEARING THEM TALK ABOUT AND HEARING THE TWO YOUNG MEN THAT I WAS LISTENING TO SAYING, THIS IS $5.09. THEY WERE REALLY PLANNING FOR THEIR UPCOMING ACTIVITY. AND I'M JUST SO PROUD OF OUR CONEJO OAKS ACADEMY. AND THE PARAS. NOT ONLY THAT PARATHAT WAS WITH THEM. BUT ALL OF OUR PARAS IN THE DISTRICT THAT WORK SO HARD WITH ALL OF OUR KIDS TO ENLIGHTEN, OR ENRICH THEIR

[00:55:01]

THEY GOT TO RIGHT AWAY. CONGRATULATIONS TO THEM. AND

THAT'S IT FOR ME. >> TRUSTEE GILL.

>> THANK YOU. GOOD EVENING. I PROMISE I WILL BE BRIEF. THANK YOU TO OUR PUBLIC COMMENTERS. THANK YOU TO OUR WONDERFUL STUDENT REPORTER AND THE CONGRATULATIONS TO ALL OF OUR STUDENT MUSICIANS THERE FAMILIES. I SPENT A LOT OF TIME IN OUR PERFORMANCE SPACES. AND IT BRINGS ME SUCH A TREMENDOUS SENSE OF PRIDE. I WAS REFLECTING RECENTLY ON JUST HOW MANY OF THOSE MOMENTS I'VE HAD OVER THE YEARS, AND I'M LOOKING FORWARD TO SO MANY MORE. IT IS STILL BLACK HISTORY MONTH. THAT IS WONDERFUL. TODAY WOULD HAVE BEEN CONGRESSMAN AND AMERICAN HERO JOHN LEWIS'S 83RD BIRTHDAY. IN HONOR OF HIS LIFE AND SERVICE, I ENCOURAGE EVERYONE, BUT ESPECIALLY THE STUDENTS WHO HAVE REACHED THE AGE OF 18, TO VOTE PLEASE. AND STUDENTS AGED 16 AND 17, KNOW THAT YOU CAN PREREGISTER AND YOUR BALLOT WILL BE MAILED TO YOU RIGHT ON YOUR BIRTHDAY. AND I AM VERY EXCITED ABOUT OUR PERFORMANCE OF THE ONE SHINE YOUTH GROUP TO CELEBRATE BLACK EXCELLENCE AND TAP INTO BLACK JOY. AND ALL THE RAIN HAS PRODUCED WHAT SHOULD BE A SPECTACULAR RAIN. WE CONTINUE TO HAVE MANY COLLABORATIVE CONVERSATIONS WITH OUR GOVERNORS AT THE CITY OF THOUSAND OAKS ABOUT ENSURING THAT ALL OF OUR STUDENTS HAVE THE SAFETY AND THE FREEDOM TO WALK AND ROLL TO SCHOOL. I'M LOOKING FORWARD TO BEING OUT THERE WITH FAMILIES. AND FLOWERS SHOULD BE BURSTING OUT ALL OVER. AND THAT'S IT FOR

ME. THANK YOU. >> I'M JUST GOING TO SAY DITTO AND TAKE YOUR ALLERGY MEDICINE.

>> IT'S ALL BEEN SAID. SO WE -- YEAH. WE'LL LEAVE IT AT

[I. Comments - Superintendent]

THAT. >> DR. MCLAUGHLIN.

>> THANK YOU. AND THANKS TO THE BOARD FOR BEING OUT AND ABOUT IN OUR COMMUNITY. I THINK YOU'VE PRETTY MUCH COVERED THE BOARD. ALL OF THE OTHER ACTIVITIES, WE'RE USUALLY TOGETHER OR AROUND EACH OTHER. EXCEPT ONE ACTIVITY I DO WANT TO TOUCH BASE ON AS I WAS INVITED BY A COUPLE OF STUDENTS TO THE HIGH SCHOOL. IT WAS DODGE BALL. AND IT WAS INTENSE, LUNCH PERIOD OF DODGE BALL WITH A BUNCH OF KIDS WHO CAME IN.

THERE WAS A LOT OF KIDS IN THE GYM. THEY SEEM TO BE ENJOYING IT. I WANT TO THANK THE TEACHER FOR MAKING SURE HE IS MAINTAINING ORDER. BECAUSE DODGE BALL, AS WE ALL KNOW, GROWING UP, CAN GET OUT OF HAND. AND HE'S DONE A NICE JOB AND MAKING SURE THE STUDENTS ARE BEHAVING. AND THE TWO STUDENTS IN THE LEAGUE ARE ORGANIZED. AND MAKING SURE THAT ONE, THE STUDENTS ARE HAVING FUN. AND DEFINITELY MAKING SURE THEY'RE FOLLOWING THE RULES. SO THAT'S THE OPPORTUNITY I'VE HAD OUTSIDE OF EVERYTHING ELSE THAT WAS MENTIONED TO GO SEE SOME DODGE BALL. SO WITH THAT, THANK

[A. Board of Education - Adoption of Resolution #23/24-25: Public School Volunteer Week]

>> NOW I LOOK EVEN MORE FORWARD TO GOING TOMORROW. WE ARE NOW AT ITEM 3, ACTIONS GENERAL. ITEM 3A. DO I HAVE A MOTION?

>> PRESIDENT GORBACK. >> I MOVE TO ADOPT PUBLIC

SCHOOL VOLUNTEER WEEK. >> SECOND.

>> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION ON THIS ITEM? I APPRECIATE ALL THE PARENTS THAT GET INVOLVED WITH THEIR STUDENTS ON ANY LEVEL. BUT I REALLY APPRECIATE THE OPPORTUNITY TO LET OUR VOLUNTEERS KNOW HOW MUCH THEY ARE VALUED BECAUSE WITHOUT THEM, LOTS OF THINGS WOULD NOT HAPPEN. FROM DAKS TO ROOM PARENTS TO SHOWING UP AND MAKING SURE THAT NOBODY -- YOU KNOW, WHATEVER. YOU KNOW, THERE'S SO MANY WAYS TO GET INVOLVED. AND WE APPRECIATE THAT. AND IT WAS JUST A GOOD WAY FOR ME TO RECOGNIZE THAT. SO SEEING NO OTHER COMMENTS,

[01:00:03]

TRUSTEE KAHL? >> YES.

>> TRUSTEE GORBACK. >> YES.

>> TRUSTEE GILL. >> YES.

>> TRUSTEE. >> I AM A YES. WITH 5-4

[B. Instructional Services - Approval of Resolution #23/24-24: Read Across America Week]

PREFERENTIAL FROM TRUSTEE KAHL. >>> READ ACROSS AMERICA WEEK.

DOIZ HAVE A MOTION? PRESIDENT GOLDBERG.

>> TRUSTEE GILL? I MOVE THAT WHEEZE MOVE COMMEMORATING READ

ACROSS AMERICA WEEK. >> SECOND.

>> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY

DISCUSSION? >> I'M JUST GOING TO SAY, I'M SORRY. I MISSED UACT'S COMMENT IN THE HAT FOR THIS PUBLIC ITEM AGENDA. THERE'S NO OTHER DISCUSSION. LET'S VOTE.

TRUSTEE KAHL. >> YES.

>> TRUSTEE POWELL. >> YES.

>> TRUSTEE SYLVESTER. >> YES.

>> TRUSTEE GORBACK. >> YES.

[C. Instructional Services - Approval of New Middle School Core Literature Title - Almost American Girl]

>> TRUSTEE GILL. >> YES.

>> I'M A YES VOTE. ITEM 3C. APPROVAL FOR NEW MIDDLE SCHOOL LITERATURE CORE TITLE "ALMOST AMERICAN GIRL."

>> I MOVE. >> SECOND.

>> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY

DISCUSSION? >> JUST A REMINDER, ANY COMMUNITY MEMBERS WHO MAY BE SIGNING ON AND SEEING THE APPROVAL OF THESE, JUST TO NOTE THAT WE HAVE AN ADOPTION PROCESS IN OUR DISTRICT. THESE HAVE BEEN MADE AVAILABLE AS AN INFORMATION ITEM, THE LAST TWO BOARD MEETINGS HAVE HAVE BEEN AVAILABLE ON OUR SCHOOL CAMPUSES, AND THE DISTRICT OFFICE FOR THE LAST, A LITTLE BIT OVER A MONTH, FOR ANYONE TO VIEW AND TAKE A LOOK AT, AND MR. LOU AND MR. MERCER RAN TWO EVENING EVENTS FOR PARENTS TO SIGN ON AND REVIEW THE BOOK AND ANSWER ANY QUESTIONS. IT'S A FAIRLY IN-DEPTH PROCESS. JUST WANT TO MAKE SURE EVERYONE KNOWS THIS IS NOT JUST ON TONIGHT'S AGENDA, ONE AND DONE. THIS IS A PROCESS WE

FOLLOW FOR ALL. >> MY NOTES SAY THANK YOU FOR THE THOROUGH PROCESS. THANK YOU. ARE THERE ANY OTHER

COMMENTS? MR. GORBACK? >> I WANT TO SAY ABOUT THIS BOOK THAT IT IS SO -- FIRST OF ALL, THE PROCESS AGAIN. THE TEACHER THAT SUBMITTED IT, THE COMMITTEE THAT APPROVED IT. BUT THE BOOK ITSELF IS SO VALUABLE. NOT ONLY FOR STUDENTS WHO MAY FEEL LIKE THEY'RE DIFFERENT, AND MIDDLE SCHOOL STUDENTS -- MIDDLE SCHOOL STUDENTS ALWAYS KIND OF FEEL LIKE THEY'RE UNIQUE AND DIFFERENT IN THEMSELVES. BUT STUDENTS THAT HAVE COME FROM DIFFERENT COUNTRIES. BUT IT'S ALSO VALUABLE FOR THE STUDENT SITTING NEXT TO THAT STUDENT TO SAY, WOW. SHE MAY BE DIFFERENT THAN ME, HE MAY BE DIFFERENT THAN ME. BUT I CAN LEARN SO MUCH FROM THEM. AND I THINK THAT THIS IS SO VALUABLE. AND I REALLY -- YOU CAN TELL WHAT MY

VOTE IS GOING TO BE. >> ANY OTHER? SEEING NO OTHER COMMENTS, MEAS VOTE. TRUSTEE KAHL.

>> YES. >> TRUSTEE GILL.

>> YES. >> TRUSTEE POWELL.

>> YES. >> TRUSTEE SYLVESTER.

>> YES. >> TRUSTEE GORBACK.

>> YES. >> I AM A YES. MOTION CARRIES,

[D. Instructional Services - Approval of New High School Core Literature Titles - Overground Railroad and Piranesi]

>> NEXT UP, OVERGROUND RAILROAD AND PIRANESI.

>> I MOVE THAT WE APPROVE THE NEW HIGH SCHOOL CORE LITERATURE TITLES, "OVERGROUND RAILROAD AND PIRANESI."

>> IT HAS BEEN MOVED AND SECONDED. CENTER ANY OTHER

DISCUSSION? TRUSTEE GILL? >> I MAKE THE COMMENT EVERY TIME. SO I'LL BE BRIEFER THIS TIME. BUT I WANT TO EXPRESS SO MUCH GRATITUDE THAT WE HAVE ADDED SO MANY TITLES, INCREASING, TREMENDOUSLY, THE REPRESENTATION WE HAVE ON OUR CORE LIT LIST. AND I'M SO HAPPY WE'RE INTRODUCING THESE

THREE NEW TITLES. >> AND I WILL ADD THANK YOU FOR THE THOROUGH PROCESS ON THIS ONE ALSO. ANY OTHER COMMENTS? QUESTIONS? GREAT. SEEING NONE. PLEASE VOTE. TRUSTEE KAHL?

>> YES. >> TRUSTEE SYLVESTER.

>> YES. >> TRUSTEE GORBACK? YES.

>> TRUSTEE GILL. >> YES.

>> TRUSTEE POWELL. >> YES.

>> I'M A YES VOTE. MOTION CARRIES, 5-0, WITH A

[4. ACTION ITEMS – CONSENT]

[01:05:04]

>> TRUSTEE GOLDBERG. >> TRUSTEE GORBACK.

>> I PHAOUFZ WE APPROVE. >> SECOND.

>> IT HAS BEEN MOVED AND SECONDED. IS THERE ANY OTHER DISCUSSION? SEEING NONE, PLEASE VOTE TRUSTEE KAHL.

>> YES. >> TRUSTEE POWELL?

>> YES. >> TRUSTEE GILL.

>> YES. >> TRUSTEE SYLVESTER.

>> YES. >> TRUSTEE GORBACK.

>> YES. >> AND I AM A YES VOTE. SO MOTION CARRIES, 5-0, WITH A PREFERENTIAL YES VOTE FROM

[A. Presentation: Local Control Accountability Plan (LCAP) and Budget Overview for Parents (BOP) Mid-Year Update]

FIRST UP, WE HAVE THE LCAP BUDGET WITH PRESENTATION BY MR.

LOU. >> BEFORE MR. LOU BEGINS, I JUST WANT TO GIVE A SHOUT OUT TO HIM AND HIS TEAM FOR THEIR WORK ON THIS AGENDA, THESE TWO PRESENTATIONS AND THE NEXT AGENDA ITEM. THERE'S A LOT OF WORK THAT GOES INTO THE ANALYSIS AND PUT IN THIS INFORMATION TOGETHER IN A FORM AT THAT I THINK IS COMPREHENSIBLE FOR OUR BOARD AND COMMUNITY AND THE ABILITY TO PRESENT AND THEN ANSWER QUESTIONS. IT DOES NOT GO UNNOTICED. SO THANK YOU TO HIM AND HIS TEAM, BEFORE HE BEGINS. NOW HE'S GOT THE NEXT COUPLE

OF HOURS TO TALK. >> I DO HAVE A COUPLE OF SLIDES TO GO THROUGH TONIGHT. THANK YOU, DR. MCLAUGHLIN. AND CERTAINLY, A GIG RECOGNITION TO OUR STAFF. HERE AT THE DISTRICT LEVEL AND OF COURSE SCHOOL SITES THAT PUT IN ALL THE WORK.

AND WHEN WE THINK ABOUT OUR LOCAL CONTROL ACCOUNTABILITY PLAN. AND OF COURSE, THE INFORMATION I'LL PROVIDE ON THE NEXT AGENDA ITEM. SO TONIGHT, WE'RE LOOKING FORWARD TO PROVIDING THE BOARD OF EDUCATION AND THE PUBLIC WITH INFORMATION ON A NEWLY REQUIRED MIDYEAR UPDATE TO THE BUDGET OVERVIEW FOR PARENTS OR THE B.O.P. AND THE LOCAL CONTROL ACT ABILITY PLAN, LCAP. I PROBABLY WON'T USE THE ACRONYM BOP AGAIN. I KNOW THIS IS A NEW REQUIREMENT FOR DISTRICTS IN THE STATE OF CALIFORNIA. THIS IS RESPONSE TO SENATE BILL 114, PASSED RECENTLY. AND THAT REQUIRES FOR DISTRICTS TO PRESENT A REPORT ANNUALLY, BY FEBRUARY 28TH OF EACH YEAR. WE WERE REQUIRED TO DO A SIMILAR REPORT. ACTUALLY, IN RESPONSE TO THE BEGINNING OF 19. BUT THIS IS A NEW, ONGOING REQUIREMENT. SO EACH YEAR, WE WILL HAVE THE OPPORTUNITY TO PROVIDE THIS MID-YEAR UPDATE. AS THE STATUTE NOTES, THIS MUST INCLUDE MIDYEAR OUTCOME DATA ON ALL OF OUR LCAP UPDATES. AS WELL AS EXPENDITURES AND IMPLEMENTATION DATA ON ALL OF OUR OVER 200 LCAP ACTIONS. I SHOULD NOTE THAT THE CDE DOES NOT PROVIDE A TEMPLATE FOR THE LCAP MIDYEAR UPDATE AS THEY DO FOR THE ACAP. SO DISTRICTS FIND THEIR WAYS TO MEET THE STATUTORY REQUIREMENTS HERE. I ALSO SHOULD NOTE, TOO, THAT THE STATUTE STATES THAT THIS IS A REPORT TO THE BOARD OF EDUCATION. IT DOES NOT REQUIRE A FUTURE APPROVAL, UNLIKE THE LCAP, WHICH WE BRING FORWARD, NOT JUST AS A PUBLIC HEARING BUT AS INFORMATION DISCUSSED ONE TIME AND BRINGING FORWARD TO APPROVAL AT THE SUBSEQUENT MEETING.

>> I JUST -- I DO WANT TO NOTE THAT -- WELL, AT TIMES, YOU LISTEN TO THE STATE DEPARTMENT AND CDE, THEY THINK THEY'RE MAKING IT EASIER. I THINK IT'S IMPORTANT TO 3R0EUD TO OUR COMMUNITY, PARENTS AND BOARD. I'M GOING TO CONTINUE TO SAY THAT THE STATE JUST CONTINUES TO ADD LAYERS ON LAYERS ON LAYERS OF STUFF THAT SCHOOL DISTRICTS HAVE TO DO IN ORDER TO JUSTIFY DOLLARS AND CENTS, WHICH I HAVE NO PROBLEM WITH.

EXCEPT THEY'RE NOT MAKING IT ANY EASIER. AND EVERY YEAR, THEY JUST CONTINUE TO ADD MORE AND MORE. SO NONE OF THIS STUFF IS EASY IN THE FIRST PLACE. BUT WHEN WE LOOK AT WHERE WE WERE IN 2014 WITH THE PLAN ADOPTION. TO EVERY YEAR NOW, COMES OUT WITH MORE AND MORE REQUIREMENTS. I WILL CONTINUE TO SAY THAT THEY DO NOT MAKE IT EASY ON SCHOOL DISTRICTS IN THE WORK THAT IS TIED TO THEIR PROCESSES. ESPECIALLY, IN THE SCHOOL DISTRICT, WHILE WE HAVE SUBGROUPS WE KNOW WE NEED TO WORK ON, THAT HISTORICALLY, HAVE DONE VERY WELL. AND PROVIDING SUPPORTS AND STRATEGIES. AND ACTIONS WITH OUR STUDENTS, IT JUST FRUSTRATES ME A LITTLE BIT.

[01:10:02]

AS KENNY GETS THROUGH HIS PRESENTATION OF MR. LOO. I NEEDED TO SAY IT UP FRONT. BECAUSE IT'S JUST ANOTHER ADDED

LAYER. >> THAT'S OKAY. I STILL HAVE 17 MORE SLIDES ON JUST THIS PRESENTATION. NO, 17. IN TERMS OF THE PURPOSE AND INTENT OF THE LCAP MIDYEAR UPDATE. THIS DOES PROVIDE REQUIREMENTS FOR L.E.A.S IN CALIFORNIA TO PAUSE IN A FORMAL WAY IN THE MIDDLE OF THE SCHOOL YEAR TO FORMALLY EXAMINE AND PROVIDE INFORMATION TO THE PUBLIC AND THE BOARD OF EDUCATION, ON PROGRESS. IT ALLOWS FOR, OF COURSE, NOT JUST SORT OF THE SHARING OF INFORMATION. BUT OF COURSE, PROVIDES OPPORTUNITY TO MAKE UPDATES. ALSO PROVIDES FORECASTING WHEN WE THINK ABOUT THE FUTURE LCAP AND ANY CHANGES LARGE SCALE THAT SHOULD BE MADE AT THE LOCAL CONTROL ACCOUNTABILITY PLAN AND L.E.A. LEVEL. I SHOULD NOTE THAT THE PROCESS OF COLLECTING, REVIEWING, ANALYZING DATA AND ACTIONS IS NOT A NEW ONE FOR US IN OUR SCHOOL DISTRICT. WE HAVE ALWAYS RECEIVED SORT OF JUST LIKE OUR SCHOOL SITES, HUGE SETS OF INFORMATION AND DATA, AND HAVE ALWAYS TAKEN TIME TO ANALYZE THAT DATA AND TO THINK CONSIDERABLY ABOUT THE IMPACT OF SERVICES WE'RE HAVING ON OUR STUDENTS. WE ALWAYS HAVE CERTAINLY DONE THAT AT AN INFORMAL LEVEL, WHEN IT COMES TO THE LCAP, THE MIDYEAR UPDATE DOES PROVIDE US THE FORMALITY OF DOING SO AND REPORTING OUT OF THE BOARD OF EDUCATION INTO

THE PUBLIC. >>> VERY BRIEFLY FOR THE BUDGET OVERVIEW FOR PARENTS, AS STATUTE REQUIRES, WE WANT TO NOTE THE DIFFERENCE BETWEEN THE JUNE ADOPTED BUDGET NOTED IN OUR LCAP, WHICH IS THE MIDDLE COLUMN. AND THEN THE ACTUAL BUDGET FOR OUR LCAP, WHICH IS NOTED ON THE RIGHT COLUMN, THE AMOUNT PER THE BUDGET ACT. THERE YOU CAN NOTE THAT REALLY FOR THE MOST PART, THOSE NUMBERS STAYED CONSISTENT, MEANING THAT AS WE PROJECTED, WE RECEIVED THAT TOTAL NUMBER OF DOLLARS FROM THE LOCAL CONTROL FUNDING FORMULA, OF WHICH ABOUT $9.8 MILLION AS WE ADOPTED AND WAS ACTUAL, WE RECEIVED FOR SUPPLEMENTAL NEEDS. SUPPLEMENTAL, SPECIFICALLY, THOSE ARE DOLLARS THAT ARE INTENDED TO PRINCIPALLY AND WILL TARGET SUPPORT LOW INCOME STUDENTS,

ENGLISH LEARNERS. >> AND I WOULD NOTE JUST FOR OUR COMMUNITY, AS WE HAVE SUPPLEMENTAL/CONCENTRATION GRANTS, WE HAVE A DISTRICT WHO QUALIFIES. WE DO NOT QUALIFY FOR THAT THIRD LEVEL OF SUPPORT FROM THE STATE UNDER

CONCENTRATION GROUNDS. >> WE ALSO JUST ADD DO NOT QUALIFY FOR THE EQUITY AND MULTIPLIER GRANT, WHICH IS AN EVEN HIGHER THRESHOLD. AND SO THE NEXT SLIDE IS -- ARE OUR FOUR CVUSD LCAP GOALS. THEY'RE NOTED HERE. AND I CERTAINLY WON'T READ THROUGH THEM. I JUST WANTED TO PROVIDE A LITTLE CONTEXT, AS THESE CERTAINLY ARE OUR LCAP GOALS. BUT I THINK THESE ACCURATELY DESCRIBE OUR DISTRICT GOALS, NOT JUST ACAP GOALS. WHEN WE THINK ABOUT STUDENT ACHIEVEMENT. THINK ABOUT THE SELF STUDY REPORTS FOR WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES. WHEN WE THINK ABOUT OUR LEARNER PLAN.

THE FOUNDATION OF ALL OF THOSE PLANS, RESTS ON THESE FOUR GOALS. IT'S A LITTLE BIT OF A MISNOMER TO SAY THESE ARE LCAP GOALS. THURSDAY SEEM TO BE LIKE OUR FOUR DISTRICT GOALS. AND THOSE ARE NOTED HERE. SO I WON'T CLICK THAT DANGEROUS LINK THERE. BUT ATTACHED TO THE -- OH, THIS BOARD AGENDA ITEM IS A FULL REPORT OF THE CURRENT LCAP EXPENDITURES, METRICS AND ACTIONS. IT'S 71 PAGES. WE HAVE 83 INDIVIDUAL ACTIONS IN OUR CURRENT LCAP. AND 233 SERVICES AND ACTIONS. THE NEXT SLIDES, THOUGH, WE WANTED TO PROVIDE JUST SOME KEY HIGHLIGHTS IN TERMS OF POINTING OUT IN TERMS OF METRICS AND EXPENDITURE ACTIONS. BUT CERTAINLY, ANYONE IS ABLE TO REVIEW THE FULL REPORT AND DOCUMENT. AND CERTAINLY WE CAN ANSWER QUESTIONS ABOUT THAT. AFTER THE AND JUST BRIEF BACKGROUND AS WE JUMP INTO THIS JUST KNOW WE WILL HAVE SOME

[01:15:02]

BUT WE DO HAVE A NUMBER OF METRICS THAT ARE IN PROGRESS.

COUPLE OF GOOD EXAMPLES OF THAT MIGHT BE ATTENDANCE RATES OR CHRONIC ABSENTEEISM. THOSE ARE PIECES OF DATA WE CAN CAPTURE NOW BUT THEY'RE NOT FINAL. WE STILL HAVE THE REST OF THE YEAR TO GO FOR IN-PROGRESS METRICS. WE ALSO WILL HAVE METRIC THRAGS ARE KNOWN OR SORT OF FINAL GOOD EXAMPLES MIGHT BE THE RESULTS FROM THE CALIFORNIA DASHBOARD. SIMILARLY, FOR EXPENDITURES AND ACTIONS. WE WILL HAVE SOME NOTED AS "NOT STARTED YET." THURSDAY MAY BE ACTIONS IN WHICH, YOU KNOW, WE PLAN TO INITIATE THEM IN SPRING OF THIS YEAR. OR PERHAPS DUE TO A CHANGE IN PRIORITY OR PERHAPS DUE TO LIKE A LACK OF STAFFING.

WE'VE NOT BEEN ABLE TO START THAT YET. WE DO HAVE OF COURSE A NUMBER OF ACTIONS IN PROCESS, THINGS THAT WILL HAPPEN NOW FOR THE REST OF THE YEAR AND FOR THOSE WHICH HAVE ALREADY BEEN COMPLETED. SOME MIGHT BE TRAINING OR TRAINING MATERIALS FOR INSTRUCTIONS AND ADOPTIONS. SO JUMPING INTO LCAP GOAL 1, JUST SOME HIGHLIGHTED METRICS. WANTING TO SHARE WITH YOU PROJECTS. RESTRICTED ENVIRONMENTS SPECIFICALLY IN 5A, COLLEGE INDICATOR. AND COINCIDENTALLY OR NOT, THE NUMBER OF SECONDARY LITERATURE CORE TITLES THAT WE HAVE RECENTLY ADOPTED. WE HAVE IDENTIFIED IN AS BRIEF AND SUCCINCT WAY AS POSSIBLE. WE HAVE THE OUTLINE, AND MIDYEAR UPDATE. IF YOU WANTED TO LOOK FOR FULLY, AGAIN, YOU CAN LOOK AT THE FULL 71-PAGE DOCUMENT TO SEE. BUT FOR LEAST RESTRICTIVE ENVIRONMENT, WE'RE NOTING CURRENTLY, RIGHT NOW, OUR OVERALL IS 53.5%. IN 2021, OUR BASELINE WAS ABOUT 49%. SO WE HAVE SEEN SOME IMPROVEMENTS. OUR TARGET FOR THIS YEAR IS 64%, WITH THAT TARGET INCREASING EACH AND EVERY YEAR.

A LITTLE BIT ABOUT OUR LR E DATA. WE KNOW IN PARTICULAR THE SECONDARY LEVEL, WE HAVE DEFINITELY ROOM TO GROW.

ALTHOUGH WE HAVE MADE CONSIDERABLE GAINS, ESPECIALLY IN THE LAST I WOULD SAY PROBABLY FIVE YEARS WHERE WE WERE AT THE HIGH 30S. IN ADDITION AND A LITTLE BIT OF A FACTOID IS OF VENTURA COUNTY, THERE ARE SIX SCHOOLS THAT MEET THAT CRITERIA. WE HAVE THE HIGHEST LRE, AMONGST THOSE COMPARABLE SCHOOL DISTRICTS BUT -- I COULD KEEP GOING BUT I WON'T. NEXT WE HAVE COLLEGE AND CAREER INDICATOR. YOU CAN NOTE THE BASELINE IN THE 2021 SCHOOL YEAR WAS 56.1% FROM THE 2019 DASHBOARD. OUR NOTED AND DESIRED OUTCOME THAT WE SET OUT THREE YEARS AGO WAS TO BE AT 60%, WHICH IT DOESN'T NOTE THERE. AND FOR OUR STUDENTS TO INCREASE AT LIKE A COMPARABLE RATE AS WELL. YOU CAN NOTE THERE THAT WE ARE AT 55%, COMPARED TO THE DASHBOARD. WHEN WE LOOK AT OUR COLLEGE AND CAREER DATA, IT IS COMPARABLE TO SORT OF THE SAME RATE OF CHANGE OR MAINTENANCE OF THAT PERCENT, ACROSS THE STATE, TOO.

SO THE STATE IS JUST ABOUT 44% FROM OUR BASELINE YEAR TO THE CURRENT YEAR. AND WE ARE, AGAIN, AROUND 54, 55% FOR BASELINE YEAR TO THIS CURRENT YEAR.

>> MR. LOO -- >> YES?

>> -- CAN YOU JUST TOUCH BASE ON WHAT COLLEGE CAREER

INDICATOR MEANINGS? >> YES. SO THE COLLEGE CAREER INDICATOR ON THE CALIFORNIA DASHBOARD IS REALLY 11 SEPARATE MEASURES IN WHICH A SCHOOL DISTRICT CAN IDENTIFY PREPARED STUDENTS. SO PREPARED FROM BOTH THE COLLEGE AND CAREER STANDPOINT. A COUPLE OF THOSE TO BE PREPARED IF A STUDENT RECEIVES A 3 OR HIGHER ON THE SBACK, ENGLISH ARTS IN 11TH GRADE. THAT STUDENT WOULD BE PREPARED. IF THE STUDENT

[01:20:03]

FINALLY, ANOTHER ONE WOULD BE IF A STUDENT COMPLETES A CAREER TITLE EDUCATION PATHWAY. THAT STUDENT WOULD ALSO BE KNOWN AS

PREPARED. >> QUICK QUESTION?

>> UH-HUH. >> DOES THE A THROUGH G MEET

THAT AT ALL? >> STUDENTS WHO MEET THE A THROUGH G REQUIREMENTS, AS WELL AS SCORE A 3 OR HIGHER THAT MEETS OR EXCEEDS IN ENGLISH LANGUAGE ARTS OR MATH, THAT STUDENT WOULD ALSO QUALIFY AS PREPARED. LOTS OF DIFFERENT WAYS TO DO THAT, WITHOUT TALKING TOO MUCH, WE'VE TAKEN APART, THANKS TO THE HELP OF THE STAFF, REALLY LIKE WHERE WE FALL. THIS IS A NEW INDICATOR FOR THIS YEAR. WE HAVEN'T RECEIVED IT SINCE 2019. I SOUND EXCITED ABOUT IT, BECAUSE I AM.

AND WE BREAK DOWN THE QUALIFYING AREAS, LIKE WHERE STUDENTS, AS WELL AS STUDENT GROUPS, WHERE WE'RE BEING SUCCESSFUL AND, OF COURSE, WHERE AND HOW WE MIGHT GROW.

>> MR. LOO, I WANT TO EMPHASIZE AGAIN, THIS DOESN'T 19THIS IS OUR 2K3WR5DUATION RATE, CORRECT?

>> THAT'S CORRECT. THAT'S A SEPARATE DATA PIECE. GRADUATION

RATE IS MUCH HIGHER. 96%. >> YEAH.

>> YES. >> CAN I ASK ALTHOUGH -- I'M SORRY. CAN I ASK ONE MORE QUESTION?

>> UH-HUH. >> TO BE COUNTED IN THAT PERCENTAGE, YOU JUST HAVE TO HIT ONE OUT OF 11?

>> YES. AND IT'S UNDUPLICATED. SOME -- AND THEN, OF COURSE, WE HAVE THE SECONDARY LITERATURE CORE TITLES. THANKS TO THE APPROVAL OF THE BOARD OF EDUCATION, AFTER OUR LENGTHY PROCESS, WE HAVE ADDITIONAL TITLES. AND THESE ARE TITLES THAT SPECIFICALLY REPRESENT OR FROM AN AUTHOR AND HAVE A PROTAGONIST FROM AN REPRESENTED GROUP. IN TERMS OF SOME OF THE ACTIONS AND EXTEND PEND TURS TO NOTE FOR LCAP GOAL ONE, WE HAVE AN IMPORTANT ONE, WHICH IS OUR BILINGUAL CLASSIFIED SALARIES AS PART OF OUR LCAP. WE HAD THE ADOPTED BUDGET OF THE AMOUNT THERE, WHICH WE HAVE SPENT THE ENTIRETY OF FOR THIS SCHOOL YEAR. AND THAT MEANS WE'RE PROVIDING ADDITIONAL FUNDS FOR THE SALARIES FOR OUR BILINGUAL PARAEDUCATORS AND FACILITATORS.

THAT WILL CONTINUE. BUT YOU CAN NOTE HERE, A LITTLE BIT OF THE SUPPORT THAT THEY PROVIDE, WHICH IS DIRECT CLASSROOM SUPPORT FOR OUR IMPORTANT ENGLISH LEARNER STUDENTS, ASSISTANTS, AND ADMINISTRATION OF THE LPACK, AS WELL AS PROVIDING IMPORTANT COMMUNICATION TO OUR FAMILIES, WHO ARE NOT ENGLISH SPEAKING. THE NEXT IS A BRIEF -- IS THE ACTION OF ADOPTING AND PURCHASING A NEW SECONDARY SCIENCE INSTRUCTIONAL MATERIALS. WE BROUGHT THAT FORWARD TO THE BOARD OF EDUCATION IN JUNE. WE HAVE NOT ADOPTED NEW MATERIALS FOR MANY, MANY YEARS. AND THIS IS JUST REPORTING THAT WE'VE COMPLETED THAT ACTION, MEANING WE'VE PURCHASED THOSE MATERIALS AND PROVIDED INITIAL TRAINING TO OUR SECONDARY SCIENCE TEACHERS. AND ACTION 2 TO HIGHLIGHT IS A NEW LCAP ACTION. AND ACTUALLY ONE THAT IS PART OF OUR STRATEGIC PLAN FOR INCLUSION, WHICH IS TO PRESENT TO OUR STAFF AND FACULTY EACH YEAR AND UPDATE ON THE LEAST RESTRICTIVE ENVIRONMENT, THAT IS IN PROGRESS RIGHT NOW. OUR DISTRICT STAFF IS WORKING WITH OUR PRINCIPALS TO REVIEW THAT L.R.E. DATA CURRENTLY. TO TALK ABOUT FUTURE ACTIONS TO INCREASE INCLUSION. AND THAT INFORMATION WILL BE SHARED OUT TO OUR STAFF AND FACULTY. THIS IS ALSO TO SAY THAT THERE ARE A NUMBER OF ACTIONS WHERE THERE IS NO BUDGET OR UPDATE ON YEAR-TO-DATE EXPENDITURES. BUT WE KNOW THAT AS N/A. ON TO GOAL 2. WHICH IS PROVIDING TRAINING TO THAT STAFF. A CURRENT METRIC THAT IS IN LCAP GOAL 2 IS ENGLISH LEARNER PROCESS. HERE, DENOTING THE BASELINE OF 53.3% OF STUDENTS WERE MAKING PROGRESS, AS ENGLISH LEARNERS, BASED OFF THE ADMINISTRATION OF THE LPACK. IN TERMS OF OUR MIDYEAR UPDATE NOW, WE HAVE A RATE OF 51.1%. I SHOULD NOTE THAT ACTUALLY, WE HAD A PRETTY SUBSTANTIAL INCREASE FROM THE PRIOR YEAR. IT WAS ACTUALLY, WE HAD AN INCREASE OF 7.5% FROM OUR LAST YEAR. SO WE'RE CERTAINLY TRENDING IN THE RIGHT DIRECTION. THE STATE'S RATE FOR ENGLISH LEARNER PROCESS, IF YOU'RE CURIOUS, IS ABOUT 48%.

[01:25:03]

IN TERMS OF THE HIGHLIGHTED ACTIONS HERE, WE'RE WANTING TO NOTE AND HIGHLIGHT OUR INCREASED RECRUITMENT EFFORTS TO EXPAND OUR POOL AND CERTIFICATE OF CLASSIFIED STAFF TO COME WORK HERE IN CONEJO. AND WE FEEL LIKE WE'VE MADE CONSIDERABLE PROGRESS IN POSTING. MAYBE THAT WE DID NOT HAVE BEFORE WITH THE INTENTIONAL FOCUS ON FINDING THOSE DIVERSE CANDIDATES. THE NEXT IS OUR SCHOOL ADMINISTRATION, RECEIVING ONGOING TRAINING ON SPECIAL EDUCATION TOPICS. THAT IS ALSO IN PROGRESS. AND I'M LOOKING AT THIS QUESTION. SO -- IN PROGRESS THERE IS OUR SPECIAL EDUCATION PROGRESS HAS PROVIDED TRAINING TO ALL OF OUR SITE ADMINISTRATOR PROJECTS. THEY'VE ALSO GONE TO A NUMBER OF STAFF AND FACULTY MEETINGS TO PROVIDE A TAILORED TRAINING AND STAFF TO THAT FACULTY. THEY ARE FOCUSED ON INCLUSION WITH KATIE NOVAK AND NOAH MOORE THROUGH THE COUNTY OFFICE. AND OUR SPECIAL EDUCATION DEPARTMENT ALSO PROVIDES A MONTHLY AND ONGOING COACHING. I WILL TELL YOU RIGHT NOW THAT THAT $800,000 NUMBER DOES NOT SEEM RIGHT. SO I CAN TELL YOU THAT THAT IS PROBABLY WRONG. SO THAT ONE SHOULD BE LISTED AS N/A,

N/A. >> SO WHEN WE SEE ZERO, IT'S NOT NECESSARILY THAT NO MONEY HAS BEEN SPENT? IT'S THIS MONEY HAS BEEN SPENT OUTSIDE THE LCAP?

>> THESE ARE ACTIONS THAT STAFF ARE TAKING THAT ARE ONGOING.

THEY KECKICALLY AREN'T PAYING ADDITIONAL MONEY FOR THOSE THINGS TO HAPPEN. THAT IS THE WORK OF OUR SPECIAL EDUCATION DEPARTMENT. THE TRAINING FOR EXAMPLE.

>> OKAY. THANK YOU. >> YEP.

>> NEXT IS TO PROVIDE ADDITIONAL AND ONGOING PROFESSIONAL LEARNING COMMUNITY. PLC TRAINING THROUGH THE CAPS NETWORK. THAT IS IN PROGRESS. YOU CAN NOTE THERE, THE FOUR ELEMENTARY SCHOOLS, ONE MIDDLE SCHOOL. AND WE ANTICIPATE MORE PARTICIPATING IN FUTURE YEARS.

>> THAT'S ONE OF THOSE LINE ITEMS BACK THERE THAT DOESN'T MAKE DR. HYATT HAPPY. BECAUSE OUR BUDGET AMOUNT AND

EXPENDITURE AMOUNT DIFFER. >> FOR LCAP GOAL 3, WHICH IS PROVIDING TARGET OUTREACH TO OUR CVUSD COMMUNITY. WE HAVE EXTRACURRICULAR HERE. THE BASELINE NOTED AT 59% IN 2021 SCHOOL YEAR, WITH OUR MIDYEAR UPDATE, HOVERING AROUND 62% WITH THIS. AND THERE ARE -- IF YOU LOOK IN THE FULL REPORTS.

WE DO HAVE A NUMBER OF STUDENT GROUPS THAT BASED OFF THE BASELINE. STUDENTS WITH DISABILITIES. ONE AREA THAT WE DO NEED TO IMPROVE ON IS THE PARTICIPATION OF OUR SOCIALLY ECONOMICALLY DISADVANTAGED. OUR GRADUATION RATE IN 2021 WAS 96.6% MIDYEAR UPDATE IS 95.2%. WHICH WAS LAST YEAR 2023. WE

[01:30:07]

GRADUATION RATE IS AT 86.4%. >> AGAIN. HERE AT LOOKING SOME OF THE SPECIFIC GROUPS. WE SEE IMPROVEMENT FROM SOME OF OUR ENGLISH LEARNERS, AS WELL AS HOMELESS STUDENTS. THOSE ARE INCREASING. BUT A GROUP THAT HAD A SMALL DECLINE HAD TWO OR MORE RACES. NEXT. EXPANDED REACH AND ENGAGEMENT ON SOCIAL MEDIA. NOLTING IN THE BASELINE, THAT NUMBER OF INSTAGRAM AND FACEBOOK FOLLOWERS. WE'VE HAD CONSIDERABLE AND CONTINUED GROWTH IN THERE. MEETING AND EXCEEDING OUR 5% GROWTH.

>> FOR SOME HIGHLIGHTED ACTIONS FOR GOAL 3, WE WANTED TO -- I'M SHARING AN UPDATE ON THE ELEMENTARY SOCIAL MEDIA MANAGERS THAT IS IN PROGRESS. A BIG CREDIT TO EACH OF THOSE STAFF AT THE ELEMENTARY SCHOOLS THAT HAVE PRIORITIZED AMONGST MANY TASKS, HIGHLIGHTING THE GOOD WORK HAPPENING AT THEIR SCHOOLS. MS. GOLD, OUR COMMUNICATIONS COORDINATOR MEETS WITH THEM ON A REGULAR BASIS. ANOTHER ACTION IS TO INCREASE TK TO 12 PARENT ENGAGEMENT. AND ALL OF OUR DISTRICT COUNCILS AND COMMITTEES. WE'VE HELD 30 ADVISORY COUNCIL COMMITTEE MEETINGS THIS YEAR. WHICH A NUMBER, I DO BELIEVE, DOES NOT INCLUDE SDAK. WE HELD OUR SUPER DAK MEETING IN OCTOBER. AND HAD ANOTHER PLANNED SUPER DAK MEETING IN MARCH. AND WE'VE PRESENTED THE SUPER DAK IN MARCH AND FALL AND ONE COMING UP NEXT MONTH. IN TERMS OF COMMUNICATION. ONE OF THE NEW ACTIONS WE HAD WAS TO LEARN ABOUT THE COMMUNITY SCHOOL PILLARS AND PROVIDE COMMUNICATION THROUGH THAT SAME LENS AND FORM AT. AS WE ENTERED INTO THE SCHOOL CHOICE WINDOW OPENING ON NOVEMBER 1ST, WE WERE ABLE TO FORMALIZE POSTERS AND ADVERTISEMENTS ELECTRONICALLY ON PAPER, AS ROOTED IN COMMUNITY, WHICH NOTES THOSE FOUR KEY COMMUNITY SCHOOL PILLARS.

>> COULD YOU GO BACK? JUST FOR THE COMMUNITY'S AWARENESS AT THOSE -- AT LEAST 30 DAK MEETINGS, DISTRICT ADVISORY COMMUNITY MEETINGS. THOSE ALL HAVE AN AGENDA ITEM THAT IS OPEN FOR PUBLIC COMMENTS ON ANY ITEMS OUTSIDE THE AGENDA.

OBVIOUSLY PUBLIC COMMENT ITEMS ON THE AGENDA. BUT JUST TO EMPSAOEUTZ THE OPPORTUNITY THAT WE MAKE AVAILABLE DURING THE EVENINGS AND THE SCHOOL DAY. FOR FEEDBACK TO COME INTO THE DISTRICT ALONG WITH BOARD MEMBERS AND MYSELF BUT MAJORITY IF NOT ALL OF THOSE DAK MEETINGS, IF PUBLIC COMMENTS AND CONCERNS NEED TO BE BROUGHT FORWARD.

>> NEXT ON TO LCAP GOAL 4, WHICH IS TO SUPPORT THE PHYSICAL AND SOCIAL EMOTIONAL WELL BEING OF OUR STUDENTS.

JUST TWO METRICS TO HIGHLIGHT. THE FIRST REALLY IS OUR -- WE THINK OF IT AS OUR TIER 2 METRIC, WHICH IS CAUSING INDIVIDUAL OR SMALL REPORTS FOR THOSE WHO NEED ADDITIONAL SOCIAL, EMOTIONAL INTERVENTIONS AT THE SCHOOL SITE. UNITED STATES CAN NOTE THE BASELINE IN THE 2021 SCHOOL YEAR. THOSE ARE NOT PERCENTS. THOSE ARE NUMBERS OF STUDENTS. LIKE BEING SERVED AT THAT TIME IN 2021. SO LIKE SPECIFICALLY 100 STUDENTS AT ELEMENTARY. 25 MIDDLE SCHOOL. 20 AT THE HIGH SCHOOL. AND WE, OF COURSE, HAVE MADE CONSIDERABLE STRIDES WITH THE HELP OF OUR ADMINISTRATORS, TEACHERS AND COUNSELORS AT THE SCHOOLS, AS WELL AS OUR WELLNESS STAFF. SO OUR MIDYEAR UPDATE NOW, FOR TIER 2, WHICH IS AN ADJUSTED GOAL TO HAVE 15 TO 20% OF OUR STUDENTS PARTICIPATE. BUT TO CERTAINLY NOT CAP THAT IN THOSE ADDITIONAL SERVICES. AT THE ELEMENTARY, ABOUT 11% OF STUDENTS ARE RECEIVING TIER 2 SUPPORT SERVICES. AT THE MIDDLE SCHOOL, IT'S ABOUT 21% ARE RECEIVING TIER 2 SUPPORTS WHICH COMES IN THE FORM OF GROUP DISCUSSION, SMALL GROUP COUNSELING, INDIVIDUAL COUNSELING. IN ADDITION TO OUR WELLNESS CLINICIANS WHO PROVIDE AN ADDITIONAL, AN IMPORTANT LAYER OF SUPPORT WITH 198 THEM SUPPORTING 198 STUDENTS, PARTICIPATING IN WELLNESS LUNCH BUNCH AT THE SCHOOL. AT THE HIGH SCHOOL, YOU CAN SEE THE NUMBERS THERE. 10% OF STUDENTS RECEIVING TIER 2SCL S.E.L.

WITH 200 STUDENTS PARTICIPATING IN WORKSHOPS AND 86 MEETING WITH AN ONGOING WELLNESS CLINICIAN. AND THAT CONTINUES TO BE IN PROGRESS. IN TERMS OF THE NUMBER OF WELLNESS

[01:35:03]

CONTINUE. >>> THE NEXT IS TIER 1, SOCIAL EMOTIONAL LESSONS IN ALL ACTIVITIES FOR ALL STUDENTS.

YOU CAN NOTE THE ACTION THERE, WHICH REALLY IN A LOT OF WAYS, DESCRIBES A METRIC. AND THE IN PROGRESS TO ELEMENTARY LEVEL.

SCHOOL COUNSELORS ARE PROVIDING TIER 1. THEY REPORT TEACHING 30 MINUTES OR MORE A WEEK. WE HAVE 15 A WEEK THROUGH SECOND STEP.

WE CONTINUE TO MAINTAIN THAT. IN ADDITION TO SCHOOL COUNSELORS PROVIDING 715 STUDENTS. FINALLY, AT THE HIGH SCHOOL. STUDENTS HAVE SEL IN ACCORDANCE TO OUR LCAP GOAL.

AND SCHOOL COUNSELORS HAVE PROVIDED TIER 1 TO 1,792 STUDENTS. I'M HAPPY TO ANSWER AS BEST I CAN, ANY QUESTIONS.

>> TRUSTEE SYLVESTER? >> I'M GOING TO TRY TO PIGGYBACK OFF OF WHAT MARK -- DR. LAUGHLIN SAID. FIRST OFF, THERE ARE 70 SOME-ODD SLIDES IN THE UNDERLYING REPORT. AND THAT WAS A TREMENDOUS AMOUNT OF WORK. SO I REALLY APPRECIATE EVERYONE WHO WORKED ON THAT BECAUSE NAREALLY HAD TO TAKE QUITE A LONG TIME. GIVEN ALL OF THAT. GIVEN THAT WE HAVE TO DO THIS. WHAT DID YOU FEEL WAS SOME OF THE VALUE IN THIS? WERE THERE AHA MOMENTLESS? AND YOU DID MENTION THAT DATA AIT NAL SIS, AND STRATEGY IS SOMETHING YOU'RE DOING ON AN ONGOING BASIS. DID THIS EXERCISE KIND OF ILLUMINATE ANYTHING?

>> FOR ME -- I MEAN, I THINK IT CONFIRMED, AS WE GO THROUGHOUT THE YEAR AND WE RECEIVE DATA AND ANALYZE IT AND THINK OF BROAD ACTIONS AT THE SEE DISTRICT LEVEL, IT CONFIRMED FOR ME, THAT WE'RE GOING IN THE RIGHT PLACES. YOU KNOW, SUPPORTING OUR ENGLISH LEARNERS, DISABILITIES, THINKING ABOUT THE COLLEGE CAREER INDICATOR. ADDRESSING THINGS LIKE L.R.E. FOR ME, IT WAS A CONFIRMATION. I WILL ALSO SAY, GOING TO -- WE HAVE TO DO AN ANNUAL -- I'M SURE I LOOK HAPPY. WE HAVE TO DO A FORMAL ANNUAL UPDATE, WHICH IS LIKE FINALIZING ALL OF THIS, FOR THE UPCOMING LCAP THAT WE'LL PRESENT TO THE BOARD, COME JUNE. AND THAT PART OF IT, LIKE GOING THROUGH ALL OF THE ACTIONS, IT'S REALLY CUMBERSOME. MAYBE A NICE WAY TO PUT IT. AND I CAN SEE, AND I UNDERSTAND LIKE HOW CERTAIN THINGS GOT IN A CERTAIN PLACE AT A CERTAIN TIME, MAYBE MANY YEARS AGO. BUT THEN IT FEELS, AGAIN, CUMBERSOME AND STRANGE THAT WE'RE TALKING ABOUT CERTAIN THINGS THAT DON'T REALLY SEEM APPLICABLE TO, LIKE, RIGHT NOW. SO YEAH. IT ALSO MADE ME FEEL THAT AS WE'RE THINKING ABOUT THE NEXT THREE-YEAR LCAP CYCLE, LIKE HOW DO WE MAKE THIS MORE -- I DON'T WANT TO SAY "MEANING --"

[01:40:05]

>> ING AND THIS DOES COME AT A GOOD TIME, IN TERMS OF -- BECAUSE WE ARE LOOKING IN THE LCAP COMMITTEE AT WHAT THIS SHOULD LOOK LIKE. BUT AGAIN, I APPRECIATE THE AMOUNT OF WORK THAT WENT IN THIS. MY OTHER HIGH-LEVEL QUESTION IS, NOW YOU'VE PRESENTED IT TO THE BOARD AND THE COMMUNITY, WHERE DOES IT GO NEXT? IS IT TO THE COUNTY? STATE OR JUST FOR OUR

BENEFIT? >> THE STATUTORY REQUIREMENTS IT IS JUST HERE. SO WE PROVIDE A REPORT. BUT THERE IS NO SUBMISSION TO THE C.E. OR COUNTY OFFICE.

>> THANK YOU. >> I DO WANT TO KIND OF FILL IN A LITTLE BIT OF MY BITTERNESS ON THIS PROCESS. BECAUSE I KNOW WHAT IS COMING IN THE NEW LCAP. AND I'M GOING TO SAY IT'S UNFAIR IN THE REQUEST THAT THE STATE IS MAKING US DO. AND MR. LOO WILL SHARE THAT AT THE BUDGET LCAP COMMITTEE MEETING.

BECAUSE IT, TO ME, IS GOING TO BLOW UP. ANYTHING THAT RESEMBLES ANY CONTINUITY TO A COMMUNITY MEMBER, GRABBING A PLAN AND TRYING TO READ IT AND UNDERSTAND WHY ALL OF THIS STUFF IS IN A DISTRICT LEVEL PLAN, WHEN IT SHOULD BE FORCED OUT INTO A SCHOOL PLAN FOR STUDENT ACHIEVEMENT. BECAUSE NOW WE'VE GOT TO BRING IT IN. SO THERE'S AN UNDERLINING TONE OF MY GRUMPINESS IN THIS. BECAUSE IT'S CREATING AN UNMANAGEABLE DOCUMENT, ON TOP OF THE FACT THAT THE STATE IS TAKING AWAY RESOURCES AND BUDGET FROM US TO DO THE THINGS WE NEED TO DO IN A SCHOOL DISTRICT. SEE SO I WILL LET HIM SHARE THAT. OUR TEAM HAS BEEN THROUGH THE THREE PRESENTATIONS AT THE COUNTY. AND THIS LAST ONE THAT HAPPENED LAST WEEK REALLY CREATES A LEVEL OF FRUSTRATION THAT I HAVE NOT FELT IN THE LCAP PROCESS, WHICH STARTED THE YEAR I CAME INTO THIS DISTRICT. AND NOW THERE'S A LEVEL OF FRUSTRATION OF ME THINKING THAT THE STATE IS NOT LOOKING AT WHAT NEEDS TO BE DONE. THEY'RE LOOKING AT A PAPER PROCESS. AND THAT DOESN'T BENEFIT OUR KIDS. IT DOESN'T BENEFIT WHAT HAPPENS IN OUR CLASSROOMS WITH OUR TEACHERS AND STUDENTS. IT DOESN'T ALLOW THE FLEXIBILITY OF OUR SITES TO BE RAN EFFECTIVELY. WE SEEM TO BE WORRIED ABOUT A DOCUMENT. AND THERE'S JUST A LEVEL OF FRUSTRATION THAT COMES WITH THAT, AS I SAID, ON TOP OF HUGE BUDGET CUTS THAT THEY'RE THROWING AT US, COMING IN JUNE.

>> MR. GORBACK. >> I JUST WANT TO SAY, YOUR CONSCIENTIOUS WORK ON THIS, IN PRODUCING THIS I CAN'T TELL YOU HOW MUCH WE APPRECIATE. AND I KNOW THAT, I MEAN, AS DR.

MCLAUGHLIN ALLUDED TO, YOU KNOW, YOU HAVE ALL OF THE DUTIES OF WHAT YOUR DUTIES ARE. AND THEN WE ADD THE DOCUMENTATION TO IT, WITHOUT GIVING YOU MORE TIME OR MORE MONEY OR ANYTHING LIKE THAT. SO YOUR WORK ON THIS IS GREATLY

APPRECIATED. THANK YOU. >> THAT'S OKAY. IT JUST BECOMES EVERYONE ELSE'S DUTIES, TOO.

>> YEAH. AS THEY LEAVE THE BUILDING.

>> TRUSTEE GILL. >> THANK YOU FOR THIS REPORT. I CAN'T REALLY IMAGINE HOW YOU DID ALL OF THAT WORK, YOU AND YOUR TEAM. BUT I APPRECIATE IT. AND I JUST WANT TO NOTE THAT WHILE A LOT OF THE ENVIRONMENTS DO COME TO US FROM THE STATE, THIS IS A VERY RESPONSIVE DOCUMENT AS WELL. I CAN EASILY IDENTIFY THINGS THAT WE BOARD MEMBERS HAVE ASKED FOR AND WE'RE ASKING FOR THEM, BECAUSE STUDENTS AND PARENTS HAVE BROUGHT IT TO OUR ATTENTION, AND THEY ARE ASKING FOR HELP.

AND I SEE THE EVIDENCE. AND I JUST WANT TO EXPRESS MY

GRATITUDE FOR THAT. >> TRUSTEE POWELL?

>> YEAH. THANK YOU FOR ALL OF THE WORK THAT WENT INTO THIS. I THINK IT'S REALLY HELPFUL FOR US TO GET THIS CHANCE TO UNDERSTAND, YOU KNOW, THE WORK THAT HAS BEEN HAPPENING THIS YEAR. AND AS HAS ALREADY BEEN SAID, IT WAS VERY THOROUGH. AND YOU KNOW, 71 PAGES TOOK A WHILE TO GET THROUGH. BUT I KNOW FOR ME IT WAS A LOT OF LEARNING. I UNDERSTAND THE CHALLENGE RIGHT NOW OF HAVING ALL OF THESE ADDITIONAL REQUIREMENTS. AT THE SAME TIME, WE'RE DOING OUR BEST TO MAKE THIS A MORE

[01:45:01]

>> I THINK THERE WERE THREE DIFFERENT TYPES OF GOALS THAT

THEY DEFINED. >> YEAH. FOR THE NEW LCAP TEMPLATE. WE HAVE TO IDENTIFY THE TYPE OF GOAL. BROAD GOAL, MAINTENANCE GOAL. AND THE ONLY NEW REQUIREMENT IS THAT WE HAVE TO DENOTE WHAT TYPE OF GOAL. THERE'S NO REQUIREMENT ON LIKE THAT IT HAS TO HAVE A CERTAIN NUMBER OR CERTAIN TYPE OR EACH ONE OF THOSE GOALS. WE JUST HAVE TO DEFINE THROUGH THE TEMPLATE LIKE WHAT TYPE OF GOAL IT IS. AND CIND IT, RIGHT NOW, WE WOULD IDENTIFY ALL FOUR OF OUR EXISTING LCAP GOALS AS BROAD GOALS. AND FOR A LITTLE CONTEXT THERE. WE HAVE CERTAINLY IDENTIFIED AND PRIORITIZED AREAS OF FOCUS.

THOSE ALL GO INTO THE FOUR EXISTING BROAD GOALS. SO AS I THINK ABOUT THE NUMBER OF PRIORITIES WE HAD OVER THE COURSE OF THE YEARS. THOSE ALL GET PUT IN AND HAVE IN THE PAST, GOTTEN INTO OUR EXISTING BROAD GOALS. NOT TO NOTE THAT WE CAN'T HAVE AN AREA OF FOCUS. THEY JUST GO WITHIN

THOSE BROAD GOALS. >> WE TIE THE AGENDIZED ITEM TO GOAL ONE, WE WOULD TIE THIS TO A BROAD GOAL OR FOCUSED GOAL?

JUST CALLING IT OUT. GOT IT. >> I'M GOING TO SAY WHAT I SAID IN OTHER CONTEXT. PARTLY IN RESPONSE TO WHAT DR.

MCLAUGHLIN WAS TALKING ABOUT. I HOPE WE CAN FIND THE NEW GUIDELINES FOR THE LCAP TO MAKE THE DOCUMENT FOR US ONE THAT IS FOCUSED AND FUTURE FACING. I HOPE THAT WE CAN FIND THAT

FLEXIBILITY. >> R.

>> YOU SAID THERE WAS SOME STUFF IN THE LCAP THAT YOU WERE LOOKING AT. LIKE I KNOW, IT MEANT SOMETHING, WHENEVER IT WAS PUT IN THERE. BUT IT WOULD BE GREAT TO HAVE THE FLEXIBILITY TO MOVE AS WE GO ALONG. MY TWO CENTS. AND I ECHO THE GRATITUDE. BECAUSE THIS IS A LOT OF WORK. NOT ONLY COMPILING IT. BUT THE WORK IT REPRESENTS IS JUST A LOT OF WORK. AND I CLICKED ON THAT LINK THAT YOU SAID DON'T CLICK. I CLICKED THE LINK AND GOT THROUGH A LOT OF IT AND MY EYES CROSSED AND I HAD TO COME BACK TO IT LATER. IT'S JUST A LOT. SO I UNDERSTAND -- I UNDERSTAND THAT IT'S JUST CUMBERSOME. AND THE GOAL IS FOR IT TO BE MEANINGFUL AND USEFUL.

FOR EVERYBODY. BECAUSE THAT BEST SERVES STUDENTS.

>> YEAH. AND IMPORTANTLY, YOU KNOW, IT'S NOT THE WORK THAT IT TAKES TO PUT TOGETHER THE REPORT. IT REALLY IS THE AMOUNT OF WORK THAT HAPPENS AT OUR SCHOOL SITES. YOU KNOW, OUR SINCE IS ALINED TO OUR LCAP. AND ALL OF THAT SORT OF FEEDS THROUGH OUR ORGANIZATION. AND TO THINK, YOU KNOW ABOUT CLARITY, AND WHAT IS MOST MEANINGFUL, I THINK BE, IS GOING TO ULTIMATELY BENEFIT OUR STUDENTS.

>> SAID MUCH MORE SUCCINCTLY THAN I DID. THANK YOU.

>> GREAT. ANY OTHER QUESTIONS? TRUSTEE KAHL?

>> I GUESS I WANT TO ECHO THE THANKS OF EVERYONE ELSE. THIS IS A VERY GOOD SUMMARY OF A VERY LARGE DOCUMENT. AND AS SOMEBODY WHO DOESN'T HAVE AS MUCH EXPERIENCE WITH GOVERNANCE OR BUDGET, I HAVE NOT DONE MY OWN TAXES, I REALLY APPRECIATED THIS. THIS IS A VERY CLEAR WAY OF SUMMARIZING A LOT OF REALLY

[01:50:02]

>> THAT MEANS AT THIS POINT IN TIME, LIKE THAT METRIC THAT WE RECEIVED HAS BEEN COMPLETED. THAT METRIC FOR COLLEGE AND CAREER CREATORROR IS PART OF THE RESULTS FROM THE CALIFORNIA DASHBOARD. AND SINCE THOSE HAVE ALREADY BEEN RELEASED AND IN ESSENCE, FINALIZED THAT IS A FINAL METRIC. WE MIGHT HAVE SOME THAT STILL NEED TO HATCH. I THINK THE ONE I SHARED WAS LIKE, ATTENDANCE RATES. WE STILL HAVE, YOU KNOW, FOUR MORE MONTHS OF SCHOOL. FOR THAT ATTENDANCE RATE TO KIND OF GO UP OR DOWN. BUT WE DON'T AT THIS POINT HAVE ANY MORE TIME FOR LAST YEAR'S COLLEGE CAREER INDICATOR TO CHANGE.

>> OKAY. THANK YOU. FINAL THOUGHTS? GREAT?

>> MR. LOO. WE TALK ABOUT '23-'24 RESULTS, THOSE COULD HAVE BEEN DATA POINTS FROM THE '22-'23 SCHOOL YEAR, THAT WERE RELEASED THROUGH THE CALIFORNIA DASHBOARD THAT CAME TO US DURING THE '23-'24 SCHOOL YEAR, DOES THAT MAKE SENSE?

[B. Presentation: Data at Every Level: Presentation on Student Progress]

>> GREAT. >> NEXT. WE ARE AT ITEM 5B.

STUDENT PERFORMANCE DATA AT EVERY LEVEL. EVERY LEVEL WE

EXPECT. >> I BELIEVE THAT'S MR. LOO

AGAIN. >> I THINK HERE WE ARE AGAIN.

I'M JUST MOVING ALL OF THE LCAP THINGS OUT OF THE WAY. ALL RIGHT. SO EACH YEAR, WE HAVE AN OPPORTUNITY TO SHARE A COMPILATION OF INFORMATION TO THE BOARD OF EDUCATION. SORT OF TO PIGGYBACK OFF OUR CONVERSATION, AS WE RECEIVE INFORMATION ON OUR STUDENT PROGRESS, THAT HAPPENS REALLY ON AN ONGOING BASIS. AND CERTAINLY SINCE I HAVE BEEN HERE. WE TRY TO SPEND A BOARD MEETING AT LEAST ONCE A YEAR TO FIGURE THIS OUT. WE MADE THE CHOICE THIS YEAR TO HAVE THE PRESENTATION TO BE PRESENTATION ON STUDENT PROGRESS. I THINK IN PRIOR YEARS, WE'VE TALKED ABOUT STUDENT PERFORMANCE OR STUDENT ACHIEVEMENT. AND I THINK STUDENT PERFORMANCE AND STUDENT ACHIEVEMENT CAN SOMETIMES DENOTE THAT LIKE OUR STUDENTS' APTITUDE IS LIKE FIXED OR LIKE PAST TENSE. ALSO, TOO, THAT IT'S ALL ON OUR KIDS LIKE TO GET THIS DONE THE CONTRARY, OF COURSE, IS LIKE WE'RE FIRM BELIEVERS OF THAT POWER OF "YET." BUT ALSO RESPONSIBILITY AS STAFF TO CONTINUE TO STRIVE TO GET BETTER, OF COURSE FOR OUR STUDENTS. THAT IS A LITTLE BIT OF THE STORY ON OUR TITLE. FOR OUR PRESENTATION PURPOSE, IT IS -- I'M GOING TO UNCLIP THIS.

OUR PRESENTATION PURPOSE YOU CAN SEE THERE, IS TO PROVIDE THAT MULTILEVEL DATA SNAPSHOT ON STUDENT PROGRESS AND TO PROVIDE DIFFERENT DATA PROCESSES AT THE SCHOOL AND DISTRICT LEVEL. THAT IS WHY I'M JOINED BY THREE ESTEEMED PRINCIPALS WHO WILL JOIN IN THE LATER PARTS OF THE EVENING AND THE PRESENTATION TO TALK A LITTLE BIT ABOUT THEIR SITE-LEVEL PROCESS. BUT WE DO THIS, AND I'VE SHARED THIS BEFORE AT THE BOARD, BUT TO REITERATE TO THE BOARD AND TO THE PUBLIC. WE HERE WANT TO PROVIDE A MORE ACCURATE AND STUDENT LISTED DATA. END OF THE YEAR SUMMIT IS MORE OF AN AUTOPSY. AND DOESN'T ALLOW US AS SCHOOL LEADERS TO MAKE IMPORTANT PIVOTS. OFF OF DATA THAT IS MORE CLOSER TO THE CLASSROOM AND CLOSER TO OUR STUDENTS. WE'RE HOPING TOAD SOME OF THE DATA. ADDING GROUPS WE'RE ALSO PROVIDING ADDITIONAL AND IMPORTANT DATA THAT WE DID NOT BEFORE ON PROGRESS FOR ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES.

AND FINALLY, AS I MENTIONED BEFORE, WE'RE ENDING THE

[01:55:01]

>>> SO TO START WITH, I FOUND THESE ON THE CDE WEBSITE, AS WELL AS THROUGH IN THE CASE WITH DISABILITIES, THROUGH IDEA AND FEDERAL LAW. TO START US OFF OURSELVES ENGLISH LANGUAGE LEARNERS OR MULTILINGUAL LEARNERS. AND BASED OFF THE QUESTIONS, THE STUDENT IS ADMINISTERED THE LPACK. AND THROUGH THAT LPACK, IT'S DETERMINED THAT THERE IS A LACK OF DEFINED ENGLISH LANGUAGE SKILLS IN ORDER FOR THAT STUDENT TO SUCCEED IN THE INSTRUCTIONAL PROGRAM. WE HAVE PROUDLY, 145,000 STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS.

>> JUST TO NOTE, OUR ENGLISH LEARNERS. THESE ARE STUDENTS LEARNING A SECOND LANGUAGE. THEIR SECOND LANGUAGE, MOST LIKELY IS ENGLISH, BECAUSE THEY'RE IN OUR SCHOOL SYSTEM.

THEY'RE COMING FROM A HOME OR A COUNTRY WHERE THEIR LANGUAGE WAS DIFFERENT. AND THAT HAS NOT ABOUT THIS SELL AN OPPORTUNITY FOR A CHILD TO LEARN A SECOND. BUT THIS IS DEFINITELY NOT A DEFICIT FOR OUR DATA. WHILE THE DATA MAY BE LOWER THAN YOU MIGHT THINK, REMEMBER, THEY'RE TESTING AT STANDARDS THAT ARE AT THEIR LANGUAGE LEVEL. HOW WOULD WE DO TO TAKE A STANDARD

FRENCH TEST, HOW WOULD WE DO? >> THANK YOU, DR. MCLAUGHLIN.

FOR STUDENTS WITH DISABILITIES, IDEA DEFINES THEIR SET RANGE OF DISABILITY ELIGIBILITIES, WHICH ARE NOTED BELOW, AS DETERMINED THROUGH THAT INITIAL I.P. ASSESSMENT. WE HAVE 1,232 STUDENTS WITH I.P.S. 11.8% OF STUDENTS. JUST TO BREAK DOWN SOME OF THE PRIMARY ELIGIBILITIES THAT ARE NOTED THERE THEY HAVE THE SPECIFIC LEARNING ABILITY. AND I.D.E.A.

DEFINES THAT AS THAT I.E.P. TEAM IS DETERMINING NOT MAKING

ENOUGH OR BOTH RELATIVE TO AGE. >> SO THAT IS AMONGST YES. THAT IS AMONGST OUR HIGHEST ELIGIBILITY IN OUR DISTRICT.

ALSO, FOR SOCIOECONOMICALLY DISADVANTAGED. THESE ARE STUDENTS WHO MEET THE FEDERAL INCOME ELIGIBILITY FOR FREE AND REDUCED MEALS. ALSO, CATEGORICALLY INCLUDES MIGRANT STUDENTS AND HOMELESS STUDENTS AND TPOFRTER STUDENTS. WE HAVE IN OUR SCHOOL DISTRICT 4,053 STUDENTS WHO ARE CATEGORIZED AS ECONOMICALLY DISADVANTAGED STUDENTS.

>> MR. LOO, I WILL NOTE, WE FEEL THAT INFORMATION IS HIGHER. THIS ONLY COMES THROUGH THE COMPLETION OF OUR FREE AND REDUCED LUNCH FORGES. SO WE KNOW HISTORY SHOWS, THE HIGHER GRADES A STUDENT GETS INTO LESS LIKELY THEY ARE TO COMPLETE AND TURN THAT FORM IN AND BECAUSE LURCHES AND BREAKFASTS HAVE BEEN FREE, LESS AND LESS HAVE FILLED THAT OUT. AND WHEEZE DO ASK MULTIPLE TIMES TO HAVE THAT COMPLETED. WE KNOW AS STUDENTS

GET OLDER, IT NEEDS TO BE. >>> FOSTER GROUP, 19 STUDENTS

[02:00:05]

MCKINNEY BENTO DEFINES IT AS THOSE WHO LACK FIXED REGULAR OR NIGHTTIME ADDITIVES. YOU CAN NOTE THE POSSIBLE CRITERIA FOR THAT. AND THIS IS CONSTANTLY EVER CHANGING. THESE COULD BE STUDENTS WHO SHARE THE HOUSING DUE TO ECONOMIC HARDSHIP. THIS MAY BE SOMEONE LIVING IN A HOTEL, MOTEL, TRAILER PARK OR SHELTER. OR A STUDENT LIVING IN A CAR, OR PARK OR PUBLIC SPACE.

WHEN WE REPORTED THE -- WHEN THE INFORMATION WAS REPORTED TO THE -- FOR THE CALIFORNIA DASHBOARD. WE HAD 65 STUDENTS.

THIS IS A NUMBER THAT DOES RANGE AS THE YEAR GOES ON.

>> I WOULD NOTE THAT THE FIRST YEAR WE STARTED COLLECTING THIS DATA, LIKE LITERALLY, IT WAS LIKE 25 KIDS, 35 KIDS. WE KNEW THAT THAT NUMBER WAS HIGHER. OBVIOUSLY WE'VE DONE A LOT OF WORK IN TRACKING DOWN OUR STUDENTS WHO MEET THAT REQUIREMENT BASED ON THE BULLETS PRESENTED. AND IT'S WELL CLOSE TO THE SIZE OF THE SCHOOL OF NEARLY 400 STUDENTS.

STUDENT DEFINITIONS. WE LOOK OFF OF DATA. IT'S REALLY GROUNDING TO THINK ABOUT THE EXPERIENCES. NOT JUST ON THE SLIDE. BUT THE FIVE THAT WE MENTIONED BEFORE INCLUDING OTHER GRIPES AS WELL. THE STORY AND THE STRONG AND EQUAL VALUE THAT ALL OF OUR STUDENTS HOLD. WITH THAT, WE'RE GOING TO DIVE INTO SOME OF THOSE LEVELS OF DATA DATA BEFORE. WE'RE GOING TO LOOK AT SATELLITE DATA, THAT BIG PICTURE DATA THAT SOMETIMES WE OFTEN LOOK AT BUT ONLY PAINTS THAT BIG PICTURE IN SOME WA WAYS, BIG DATA. THAT MAP LEVEL DATA GETS US CLOSER TO WHAT IS HAPPENING IN SCHOOLS. AND WE'LL PROVIDE A SAMPLING OF STREET DATA, MOSTLY FROM OUR THAT EXPERIENCE OF WHAT IS HAPPENING IN OUR SCHOOLS AND IN OUR DISTRICT. SO WITH THAT SOME OF OUR SATELLITE DATA. LAST YEAR WAS A RESTART TO THE CALIFORNIA DASHBOARD. AND THIS REALLY IS THE SECOND YEAR AFTER THAT RESTART. LUCKY FOR THAT, THAT MEANS THE GAS GAUGES PROVIDE FOR US A SCORE OR COLOR FROM LAST YEAR. AND FACTORING IN WHETHER THE PERFORMANCE INCREASED OR DECREASED FROM THAT PRIOR SCHOOL YEAR. WE ALSO, THOUGH, THE EXCEPTION TO THE GAS GAUGE IS THE COLLEGE AND CAREER INDICATOR, WHICH IS CELL PHONE BARS. CELL PHONE BARS BEING WE DIDN'T HAVE THAT LAST YEAR. THERE'S NO COMPARATIVE FEATURE FOR CELL PHONE BARS TO COLLEGE AND CAREER INDICATOR. HERE'S JUST A COMPARISON FROM STATEWIDE, REALLY BROAD COLORS TO LOOKING AT CVUSD, JUST OVERALL, WE CONTINUED TO OUTPERFORM STATEWIDE MEASURES. AND THEY DON'T PROVIDE VENTURA COUNTY DASHBOARD. BUT WE CONTINUE TO OUTPERFORM OTHER SCHOOL DISTRICTS IN VENTURA COUNTY, SPECIFICALLY AND IF YOU WERE CURIOUS, FOR UNIFIED SCHOOL DISTRICTS OVER 5,000 STUDENTS IN VENTURA COUNTY, CVUSD IS THE HIGHEST PERFORMING IN THE FOLLOWING AREAS, ENGLISH ARTS, MATH, GRADUATION RATES AND COLLEGE INDICATOR. WE ALSO THIS YEAR SHOWED THE MOST GROWTH AND IMPROVEMENT, WHICH WE'RE REALLY PROUD OF. AMONGST THOSE

[02:05:01]

>> BUT WE WANTED TO QUICKLY REVISIT THE CAST PARTICIPATION AS WE RECALL FROM A YEAR AGO, THAT THIS WAS A CONTENTIOUS THING AT THE TIME. LAST YEAR, YOU KNOW, TWO YEARS PRIOR WAS THE FIRST YEAR THAT WE HAD THE REQUIREMENT TO HAVE THE CASP TEST ADMIN STERRED. AND WE HAD A LOW PARTICIPATION RATE. IT WAS 91% IN ENGLISH ARTS AND MATH. THE STATE'S CALCULATION THEY ANNOUNCED BEFORE WE STARTED ADMINISTERING THE CASP THAT YEAR, IS THAT THERE WOULD BE A PRETTY BUT THANKS TO THE HARD WORK OF OUR STUDENTS AND STAFF WHO TESTED. WE IMPROVED THAT AS WE NOTED HERE, MORE TOOK THE EXAM. AND THIS GIFTS GIVES US AN OPPORTUNITY TO LOOK AT THE SATELLITE MEASURE BEING E.R.A. AND MATH FOR SBACK. SO TAKING A LOOK AT E6 LA FOR ENGLISH AND LANGUAGE ARTS SCORES, YOU CAN SEE HOW WE DID LAST YEAR, COMPARED TO THE YEAR PRIOR. AND YOU CAN ALSO LOOK AT HOW WE OVERALL DID. WE ADDED ON THE COLUMN ON THE RIGHT, THE DIFFERENCE. THAT IS THE DIFFERENCE BETWEEN OUR STATE SCORES AND CBUSD SCORES IN 2023. SO SIMPLY, AT THE STATE LEVEL, ALL OF OUR STUDENTS, AS WELL AS OUR STUDENT GROUPS, OUTPERFORMED STUDENTS AT THE STATEWIDE LEVEL. BUT -- AND PROBABLY MORE IMPORTANTLY, YOU CAN SEE THAT WITH THE EXCEPTION OF ONE GROUP, OUR ENGLISH LEARNERS, ALL OF OUR STUDENT GROUPS MADE IMPROVEMENTS FROM THE 2022 TO 2023. SOCIOECONOMIC DISADVANTAGED, BLACK, AFRICAN AMERICAN, LATINO, WHITE, ALL MADE IMPROVEMENTS, PROGRESS. OUR ENGLISH LEARNERS DID NOT SHOW THAT SAME PROGRESS. THEY ALSO, UNFORTUNATELY, DID NOT SHOW THAT SAME PROGRESS AT THE STATE LEVEL AS WELL. SO THAT'S ENGLISH LANGUAGE ARTS. AND THIS IS FOR MATH. AND I SHOULD SAY, THESE ARE THE SBACK ASSESSMENTS. 3 THROUGH 8, AS WELL AS OUR 8TH GRADE STUDENTS. TAKING YOUR CAASPP TESTS.

YOU'LL NOTE HERE. SIMILAR TO BEFORE. WE HAVE THE 2022 CVUSD AND THE RECENT CVUSD AS WELL AS THE STATEWIDE PRIOR SCORES AND THE MOST RECENT ONES, SIMILAR TO ELA, WE CONTINUE TO OUTPERFORM STUDENTS AT THE STATE LEVEL. THE RECENT RESULTS SHOWED IMPROVEMENT OR MAINTENANCE OF A SCORE FOR ALL STUDENTS LISTED IN THE STUDENT GROUPS WITH THE EXCEPTION, HOWEVER, OF OUR ENGLISH LEARNERS, WHO DECLINED BY 4 POINTS FROM STANDARD. JUST TO GIVE YOU SOME CONTEXT, TOO, THE STATE SCORERS COMPARED FROM 2022 TO 2023. IT'S ABOUT LIKE A MAINTENANCE, RIGHT? PLUS OR MINUS, FIVE POINTS. HOWEVER, OUR CVUSD SCORES SHOWED WHAT APPEARS TO BE MORE OF LIKE A PLUS OR MINUS -- SORRY. MORE GAINS THAN WE SAW AT THE STATE LEVEL. NEXT IS ENGLISH LEARNER PROGRESS. WE ADDED THIS, AS I MENTIONED BEFORE, TO TONIGHT'S PRESENTATION. OUR SCHOOL DISTRICT, ENGLISH LEARNER PROCESS IS NOTED IN GREEN.

51.1% OF STUDENTS MAKING PROGRESS TOWARDS ENGLISH LANGUAGE PROFICIENCY. THAT MEANS THAT 51.1% OF STUDENTS THAT TOOK THE LPACK IMPROVED. OR IF THEY HAD A FOUR MAINTAINED AT A LEVEL OF FOUR.

>> THESE ARE STUDENTS WHO DECREASED ONE ENGLISH PROGRESS

[02:10:01]

ELPI LEVEL. >> OUR ENGLISH LEVEL, LEARNER PLAN. AND OBVIOUSLY A LOT OF THE STRATEGIES THAT WERE EMBEDDED IN THAT PLAN WERE USED. SO WE DO SEE THE BENEFITS OF HAVING THAT PLAN IN PLACE. STRATEGIES IN PLACE WITH THAT PLAN. AND OBVIOUSLY THE IMPLEMENTATION OF THOSE STRATEGIES AND THE POSITIVE OUTCOMES THAT COME WITH IT.

>> THE NEXT IS A NEW SLIDE, TOO. AND WE'RE PROUD TO REPORT ON STUDENTS THAT TAKE THE CALIFORNIA ALTERNATE ASSESSMENT OF THE CALIFORNIA DEPARTMENT OF EDUCATION STATES THAT THE CALIFORNIA ALTERNATE ASSESSMENTS OR CAA FOR ENGLISH LANGUAGE ARTS, ARE PART OF THE CALIFORNIA ASSESSMENT OR CAASPP. DESIGNED WITH CAA FOR ELA AND MATH ARE AN ANNUAL MEASURE FOR WHAT STUDENTS KNOW. KNOWN AS THE CORE CONTENT CONNECTORS. THESE STANDARDS ARE ALIGNED WITH THE COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS AND MATH. WE HAD 52 STUDENTS TAKE THE CAA LAST YEAR. AND WE CONSISTENTLY HAVE THAT NUMBER, PLUS OR MINUS ABOUT 5 FOR THE PAST FEW YEARS.

BUT WE ARE UNDER THE STATE'S PERCENT THAT ARE STANDARD OUR HIGHER. A LITTLE BIT OF JUST CONTEXT AND A LITTLE BIT MORE OF A DEEPER DIVE INTO THIS DATA. FOR ENGLISH LANGUAGE ARTS, FOR EXAMPLE, WE LOOKED IN THE NUMBER OF STUDENTS THAT ARE CLOSER TO BEING PROFICIENT INCREASES AS, LIKE, THEY GO ON IN GRADES. SO FOR INSTANCE, AT GRADES 8, ABOUT 37.5% OF THOSE STUDENTS ARE -- OH, NO. I'M SORRY. SO AT GRADE 4, WE HAVE 64% OF STUDENTS LIKE SCORING IN THE LOWEST OF THE THREE. SORT OF BANS. BUT BY 8TH GRADE, THAT NUMBER, 64%, HAS GONE TO 37.5%.

WE CERTAINLY ARE TRENDING IN THE RIGHT DIRECTION FOR THESE STUDENTS. SOME OTHER INFORMATION JUST TO SHARE WITH YOU ALL, AS WE LOOK AT THIS AND THINK, LIKE REALLY THOUGHTFULLY. OUR SPECIAL EDUCATION DEPARTMENT, BEING AWARE OF OUR RESULTS FOR OUR CAA ASSESSMENTS, THIS YEAR PROVIDED TRAINING TO TEACHERS THAT ADMINISTER THE CAA TO INCREASE OUR TEACHERS' UNDERSTANDING OF THE CONTENT AND EXPECTATIONS FOR THE TEST. WE ALSO PROVIDED THE STUDENT FOR TEACHERS TO PARADE INTERIM ASSESSMENTS TO THEIR STUDENTS TO REDUCE THAT INSTRUMENT BIAS AND HAVE STUDENTS GAIN A FAMILIARITY AND UNDERSTANDING ABOUT THE ASSESSMENT. OUR CURRICULUM THAT WE USE IN A NUMBER OF OUR SPECIALIZED PROGRAMS, WHERE STUDENTS TAKE THE CAA IS ALIGNED WITH THE STANDARDS MEASURED. THAT'S OUR UNIQUE CURRICULUM. AND SOMETHING, TOO, IN TERMS OF CONTEXT. OUR SCHOOL DISTRICT, UNLIKE SOME -- WELL, WE HOLD ONTO A NUMBER OF -- WE SERVE A NUMBER OF OUR STUDENTS THAT TAKE THE CAA TEST. WE HAVE ABOUT ONLY -- OUR OVERALL PERCENT OF STUDENTS SERVE IN A SEPARATE SETTING. SO LIKE NOT CVUSD. ANOTHER PROGRAM IS ABOUT 1%. WHEREAS THE STATEWIDE AVERAGE IS ABOUT 3%. MEANING SOME OF THOSE STUDENTS WHO ARE TAKING THAT CAA FOR SOME OF THOSE SCHOOL DISTRICTS, LIKE ARE BEING SERVED IN OTHER PROGRAM THE, WE ARE DOING OUR BEST TO HOLD ON TO THOSE STUDENTS AND SERVE THEM DIRECTLY THROUGH OUR SCHOOL DISTRICT. NEXT IS LEAST RESTRICTIVE ENVIRONMENT. THIS IS SPECIFICALLY INDICATOR AR. THIS IS THE MEASURE AND THE PERCENTAGE OF STUDENTS WITH DISABILITIES THAT ARE BEING SERVED FOR 80% OR MORE OF THE SCHOOL DAY. YOU CAN NOTE OUR CURRENT LRA IS 53.4%. AND YOU CAN NOTE THE IMPROVEMENTS WE'VE MADE IN THE LAST FIVE YEARS. WAS IT OUR LAST PRESENTATION? WE HAVE PLATEAUED MORE OR LESS IN SOME OCCASIONS. AND WORKING AGAINST THE SECONDARY SITE LEADERS TO IDENTIFY NEW AND ADDITIONAL WAYS THAT WE CAN INCREASE THE SUPPORT OF OUR

STUDENTS ON CAMP US. >> BRIEFLY TO NOTE. THE

[02:15:01]

>> ALL RIGHT. AND SO ON TO THE MATH DATA. GETS US CLOSER INTO THAT STUDENT LEARNING EXPERIENCE IN THE CLASSROOM.

THIS WILL INCLUDE SOME OF OUR BENCHMARK DATA, AS WELL AS OUR GRADE DISTRIBUTION DATA, AND SOME OTHERS.

>> MR. LOO. SORRY. BEFORE YOU GET INTO MAP DATA. JUST ONE MORE COMMENT THAT I WANT TO MAKE ON OUR HIGHER LEVEL DATA.

YOU KNOW, THERE ISN'T A LOT OF DATABASES OUT THERE THAT RANK SCHOOL DISTRICTS. NICHE IS ONE OF THEM AND I KNOW WE HAVE DIFFERENT FEELINGS ON NICHE. CVUSD IS IN THE TOP 3% OF DISTRICTS IN THE UNITED STATES. WHEN WE SEE THIS DATA, KNOW THAT THERE ARE 97% OF DISTRICTS IN THE COUNTRY THAT WE ARE OUTPERFORMING. I THINK IT'S AN IMPORTANT PIECE FOR OUR COMMUNITY TO UNDERSTAND, THAT I THINK WE'RE AT 2.6%, LAST TIME I LOOKED AS ONE OF THE HIGHEST PERFORMING DISTRICTS IN THE COUNTRY. THAT'S DATA THAT FED INTO THE FIRST HALF OR THIRD OF THIS PRESENTATION. NOW I'LL LET YOU GET INTO THE NEXT TWO

THIRDS. >> ALL RIGHT. HERE IS SOME OF OUR MATH DATA. STARTING OFF WITH BENCHMARK RESULTS AS THE ENTRY LEVEL SHARING FOR ELEMENTARY KINDERGARTEN, TRIMESTER 1 BENCHMARKS. THESE ARE JUST SOME HIGHLIGHTED SITUATIONS WE'VE ASSESSED. IT'S NOT ALL OF THEM. BUT WE FEEL LIKE KEY ONES TO SHARE WITH THE COMMUNITY AND WITH THE BOARD. AND SO THESE ARE BENCHMARKS ADMINISTERED AT THE BEGINNING -FTZ YEAR, END OF TRIMESTER ONE, TWO, AND THREE.

FOR THIS DATA IN PARTICULAR FOR OUR KINDERGARTEN STUDENTS, YOU CAN SEE, WE'VE MADE IMPROVEMENTS, IF YOU COMPARE OUR CURRENT 2023-'24 DATA, WITH OUR PREPANDEMIC, 1920 DATA, WE'VE MADE IMPROVEMENTS IN ALL OF THESE AREAS FOR ENGLISH LANGUAGE ARTS, AS WELL AS FOR MATH. YOU CAN SEE, YOU KNOW, MORE OR LESS FROM THE PRIOR YEAR TO THIS YEAR, YOU KNOW, SMALL GAINS, AS WELL AS SMALL LOSSES, BUT OVERALL, MAINTAINING WHAT WE WERE PRIOR. I SHOULD NOTE AS WE ARE LOOKING AT THE E.L.A. DATA FOR LANGUAGE ARTS. WE JUST STARTED WITH OUR SCIENCE OF READING DISTRICT WIDE, AND THAT CERTAINLY WILL BE DATA THAT WE WILL PAY CLOSE ATTENTION TO, TO SEE THE EFFECTIVENESS OF THAT CHANGE IN INSTRUCTION FOR OUR STUDENTS IN THE BENCHMARKS. THIS IS ELEMENTARY GRADE 1 FOR TRIMESTER 1 FOR THE ENGLISH LANGUAGE ARTS AND MATH TRIMESTER ONE BENCHMARKS. AGAIN, YOU CAN SEE THAT OUR LEVELS ARE, YOU KNOW, MORE OR LESS ABOUT THE SAME AS WE HAD IN PRIOR YEARS. AND AGAIN, NOTING THAT FOR, LIKE I SAID IN THE AREA OF PHONICS, WE'LL CLOSELY LOOK AT THAT AS WE DO OUR SCIENCE OF READING TRAINING. FOR ELEMENTARY GRADE 2 FOR TRIMESTER 1. THIS IS A LOOK AT THE FIVE-YEAR DATA.

AGAIN , IN ENGLISH LANGUAGE ARTS, SEEING THAT OUR BENCHMARK RESULTS ARE HIGHER THAN THEY WERE AT THAT PREPANDEMIC LEVEL.

THIS IS A LITTLE BIT INTERESTING. BUT IF YOU LOOK AT PHONICS FOR GRADES 2, WHERE WE'RE AT 85% MEETS OR EXCEEDS, THAT REALLY IS THAT TARGETED AREA THAN WE'RE TRYING TO FOCUS IN ON TRAINING. WE HAD STEADY IMPROVEMENT OVER THE LAST FIVE YEARS IN THAT PARTICULAR AREA. BUT NO ONE RECOGNIZED THAT THE ADDITIONAL TRAINING WILL -- AND CAN CERTAINLY HELP TO IMPROVE IN THAT AREA. FOR MATH, MORE OR

[02:20:05]

AND I GUESS NOT ON HERE. OR I GUESS ON HERE. BUT PLACE VALUE FOR GRADES 2 IS AN AREA, IN WHICH WE DO WANT TO SHOW SOME

IMPROVEMENT. >> I KNOW I'M THINKING ABOUT MY THIRD GRADER AND HOW THEY DO WITH PLACE VALUE. THOSE ARE OUR STANDARDS AND BENCHMARKS FOR K THROUGH 2. AND THIS IS A LOOK AT OUR TRIMESTER ONE, UNIT 2, LANGUAGE ARTS FOR GRADES 3 THROUGH 5. THIS IS THE PERCENT OF STUDENTS WHO ARE PROFICIENT OR HIGHER. OVERALL, WE SEE SOME POSITIVE INCREASES FOR HISPANIC LATINO STUDENTS, AS WELL AS POSITIVE FOR OUR SOCIALLY ECONOMICALLY DISADVANTAGED. YOU CAN START LOOKING AT THIS FROM A COHORT STANDPOINT. COHORT MEANING YOU CAN LOOK AT GRADE 3 AND 5. FOR THAT SPECIFIC COHORT, WE SAW A PRETTY CONSIDERABLE INCREASE FROM 74% TO 81% IN ENGLISH LANGUAGE ARTS. SO THAT'S OUR DATA THERE, AND IMPORTANTLY, BROKEN DOWN BY OUR STUDENT GROUPS. THIS IS THE SAME TRIMESTER 1 DATA BUT FOR MATH IN GRADES 3 THROUGH 5, ALSO DEPHOTTING THE PRECEDENCE OF STUDENTS THAT ARE HIGHER, IN GRADES 3, 4 AND 5.

OVERALL, ABOUT THE SAME OR MAINTAINED FOR MOST OF OUR -- FOR ALL OF OUR STUDENTS, AS WELL AS FOR THE MAJORITY OF OUR STUDENT GROUPS. AND WE ALSO SAW SOME COHORT IMPROVEMENT FROM THE THIRD GRADE TO THE FOURTH GRADE PRIOR YEAR TO THIS YEAR.

MOVING INTO ENGLISH -- I'M SORRY. MOVING ON TO MIDDLE SCHOOL. FOR MIDDLE SCHOOL, WE CERTAINLY LAN RAN INTO SOME INTERESTING DATA HERE. AND I'LL SHARE A LITTLE BIT ABOUT IT.

BUT OVERALL, WHEN WE LOOK AT THE PERCENT, PROFICIENT OR HIGHER FROM LAST YEAR TO THIS YEAR, YOU KNOW, WE GENERALLY SAY THAT WE SAW A DECLINE FOR OUR STUDENT GROUPS AND FOR -- AS WELL AS ALL. AND IN INVESTIGATING THIS, YOU KNOW, THIS ACTUALLY WAS BROUGHT FORWARD IN OUR ENGLISH LANGUAGE ARTS ARTICULATION MEETING, WHERE OUR TEACHERS WERE DISCUSSING THAT THEY WERE PRICED BY THE ASSESSMENT DATA, BECAUSE THEY FELT THAT BASED OFF OF OTHER PRIOR ASSESSMENTS IN THE PRACTICE OF STUDENTS, THEY THOUGHT THE STUDENTS WOULD HAVE ACTUALLY SCORED STRONGER. SO THIS YEAR'S BENCHMARK ASSESSMENT IS A DIFFERENT ONE THAN WE USED PRIOR. IT MEASURES THE SAME ESSENTIAL STANDARDS THAT WE IDENTIFIED BUT HAS DIFFERENT QUESTIONS. SO OUR ENGLISH TEACHERS AT THE MIDDLE SCHOOL LEVEL ARE GOING BACK TO DO TWO THINGS, TO SEE AND UNDERSTAND, OF COURSE, BASED OFF OF THE RESULTS WHAT THEY CAN DO TO ADJUST AND CHANGE INSTRUCTION TO ADDRESS THOSE ESSENTIAL STANDARDS THAT MAYBE OUR STUDENTS DIDN'T DO WELL ON. BUT ALSO TO THINK TCONSIDER, YOU KNOW, WHAT ADJUSTMENTS HAVE TO BE MADE TO THE BENCHMARKS THEMSELVES? ADJUSTMENTS TO OUR BENCHMARK ASSESS ASSESSMENTS, HAPPENS REGULARLY AND ONGOING. AT THE ELEMENTARY LEVEL, I DON'T WANT TO SAY THAT YOU ALL HAVE TO TOTALLY DIALED IN. BUT WE DO MAKE LIKE SMALL, MINOR ADJUSTMENTS TO THOSE. AT THE MIDDLE SCHOOL LEVEL, AND AS WE HAVE NEWER BENCHMARK ASSESSMENTS, THOSE SHIFTS AND ADJUSTMENTS IN FINDING THE RIGHT QUESTIONS AND THE BEST WAY TO REALLY GET A GOOD CAPTURE ON STUDENTS' PERFORMANCE, ON KEY STANDARDS.

I'D SAY THERE IS A LITTLE MORE LATITUDE AND LEVERAGE. BUT AS TIME GOES ON. WE KNOW THAT NUMBER ONE, THE ASSESSMENTS WILL BECOME MORE STABLE AND ACCURATE. SPEAKING OF, LIKE, NEW AND DEVELOPING BENCHMARK ASSESSMENTS, OUR MIDDLE SCHOOLTEACHER LEADERS AND DEPARTMENT CHAIRS, THIS YEAR WANTED TO CREATE AND PILOT A NEW TYPE OF BENCHMARK ASSESSMENT SO WE TOOK OUT REALLY LAST YEAR'S BENCHMARK ASSESSMENT AND CREATE A NEW ONE. THIS IS A PROGRESSIVE BENCHMARK. IT PROVIDES REALLY LIKE ALL OF AN ASSESSMENT, ALL OF THE ESSENTIAL STANDARDS THAT A STUDENT SHOULD LEARN IN THAT PARTICULAR YEAR. AND STUDENTS TAKE THAT SAME BENCHMARK AS THE YEAR GOES ON TO SEE WHAT PROGRESS THEY MAKE. IN ALLOWS TEACHERS TO IDENTIFY PERHAPS STUDENTS THAT ALREADY KNOW SOME OF THE STANDARDS THAT STILL HAVE YET TO BE TAUGHT AND MAYBE SOME OF THOSE STUDENTS CAN ACCELERATE. AS WELL AS OF COURSE, PROVIDE OPPORTUNITIES FOR US TO SEE OF THE STANDARDS

[02:25:01]

PROVIDE THAT FOR THE FUTURE. >> CAN I -- JUST A QUICK QUESTION ON THAT. BECAUSE IN MIDDLE SCHOOL, THERE'S DIFFERENT MATH CLASSES. AND THERE'S DIFFERENT LEVELS. WILL THE BENCHMARKS WILL BE SAME? WHETHER IT'S CP ALGEBRA, HONORS ALGEBRA OR WILL THEY BE DIFFERENT?

>> BENCHMARKS WILL BE DIFFERENT BY COURSE. SO FOR EVERY MATH SCHOOL AT THE MIDDLE SCHOOL, WE WORK TO IDENTIFY WHAT THE ESSENTIAL STANDARDS ARE FOR THAT CLASS AND CREATE THAT UNIQUE, ESSENTIAL STANDARDS AND STRUCT INSTRUCTIONAL PACING GUIDE. IN PART, BECAUSE FOR INSTANCE, YOUR MATH 6A CLASS IS GOING TO COVER ALL OF THE SIXTH GRADE MATH STANDARDS, IN ADDITION TO HALF OF THE 7TH GRADE MATH STANDARDS. SO IT IS A WORK OF FIGURING OUT WHAT ARE THE ESSENTIAL WORKS THERE.

>> OKAY. THAT MAKES COMPLETE SENSE. SORRY.

>> I WILL TAKE THAT COMPLIMENT. SO YES. THE WORK AS WE'VE SHARED BEFORE. THE CAPS WORK AND THE DEVELOPMENT OF PLCS, YOU KNOW, REALLY CENTER HAVE AT THE MIDDLE SCHOOL LEVEL. AND I GIVE CREDIT TO DR. SUITER AND OUR DEPARTMENT CHAIRS, THERE'S A DESIRE TO SAY, HOW CAN WE LAND HERE ON A REALLY GOOD BENCHMARK ASSESSMENT. AND WHEN YOU START THAT INITIALLY, THERE'S NEW IDEAS. AND HOW DO WE FIX IN AND HONE DOWN ON A

GOOD ASSESSMENT? >> ALL RIGHT. THIS IS OUR GRADE DISTRIBUTION DATA FOR SECONDARY MIDDLE SCHOOL AND HIGH SCHOOL JUST OVERALL, WE SAW A DECREASE IN THE D&F MARKS FOR MIDDLE SCHOOL AND HIGH SCHOOL, FROM LAST YEAR TO THIS YEAR. WE ADDED THIS COLUMN, SEMESTER, THE GRAY COLUMN ON THE RIGHT.

THE COMPARISON. THIS DENOTES THE PERCENT DIFFERENCE FROM LAST YEAR'S SEMESTER ONE D&F MARKS. IF YOU TOTAL IT UP, IT IS ABOUT -- YOU CAN SEE THE PERCENT. THE PERCENT IS ABOUT 1.5% FOR MIDDLE AND HIGH SCHOOL TOGETHER. AND LIKE THE ROUGH CALCULATION IS THAT THAT'S ABOUT -- 854 FEWER D&F MARKS, COMPARED TO THE PRIOR YEAR. JUST TO GIVE US NUMBER CONTEXT.

I SHOULD ALSO NOTE THAT I DID NOT INCLUDE THE QUARTER ONE GRADE DISTRIBUTION. SO WE DO QUARTER ONE PROGRESS AT 10 WEEKS. AND THEN WE HAVE END OF QUARTER 2, WHICH IS OUR END OF SEMESTER ONE. JUST TO SHARE A LITTLE BIT ABOUT THIS. AT THE HIGH SCHOOL LEVEL. LOOKING AT OUR COMPREHENSIVE HIGH SCHOOLS.

THE NUMBER OF MARKS FOR QUARTER ONE PROGRESS, TO WHAT IT ENDED UP BEING AT THE END OF SEMESTER ONE WAS A DECREASE IN 21.9%.

MEANING FROM THAT TIME OF PROGRESS TO WHERE WE ARE NOW, WE SAW A HIGH NUMBER OF STUDENTS MOVE OFF OF THAT POSSIBILITY OF NOT PASSING THAT CLASS OR GETTING A D WE DID NOT SEE THAT SAME SORT OF LARGE SHIFT AT THE MIDDLE SCHOOL LEVEL. ALSO, JUST AS WE'RE KIND OF HERE RIGHT NOW, I THOUGHT I WOULD SHARE, I GUESS THIS IS DATA, THAT, YOU KNOW, A LOT OF THIS, TOO, CAN BE ENTWINED WITH THE PROGRESS AND WORK THAT WE'RE DOING WITH MASS REGRADING. SO A SECONDARY SURVEY, WE SENT OUT TO SECONDARY TEACHERS IN NOVEMBER 2023. SO NOT TOO LONG AGO. WE HAD 165 TEACHERS COMPLETE THAT.

AND 83% OF THOSE SECONDARY TEACHERS INDICATED THEY MADE A CHANGE IN THEIR GRADING PRACTICES AND POLICIES TO ALIGN WITH THE CONCEPT FOR GRADING SOME OF THAT WORK THAT WE SEE HERE IN THE PROGRESS WE'RE MAKING. WE COULD ATTRIBUTE TO SOME OF THOSE CHANGES IN GRADING PRACTICES.

>> MAY I ASK A QUESTION ON THIS CHART? I MAY HAVE ASKED THIS BEFORE. I PROBABLY ASKED THIS QUESTION BEFORE. BUT DOES ANY OF THIS TAKE INTO ACCOUNT STUDENTS THAT MAY HAVE DROPPED A CLASS? THIS DOES NOT TAKE INTO ACCOUNT STUDENTS WHO HAVE

DROPPED CLASSES. >> WE COULD SEE A LARGE NUMBER DROPPING BEFORE WE SEE THIS RECORDED, POTENTIALLY?

>> YES. AND THAT WOULD BE THE CASE FOR HIGH SCHOOL.

>> YEAH, I -- THERE'S NO DOUBT FOR HIGH SCHOOL. FROM THE THIRD

[02:30:06]

>> AND I KNOW THAT MAYBE A HARD DATA POINT TO CAPTURE AND

INCORPORATE. OKAY. >> BUT I WOULD --

>> IT'S HARD. IT'S HARD TO PULL THAT DATA TO SAY THEY DROPPED BECAUSE OF WHERE THEY SAT WHEN THEY DROPPED. THERE'S ALL SORTS OF FACTORS. CHANCES ARE, WE'RE PROBABLY LEANING INTO STUDENTS THAT ARE STRUGGLING WITH A GRADE THAT PROBABLY IS INSURMOUNTABLE, BASED ON THE PRACTICE IN THAT CLASSROOM. I DON'T WANT TO SAY THAT FOR ALL BUT WE WOULD HAVE TO GO INTO EACH INDIVIDUAL STUDENT TO PULL THAT DATA AND SO THE QUICK AND DIRTY WAY TO DO THAT WAS JUST TO PICK A DATE OF STUDY HALL AT THIS POINT IN TIME TO STUDY HALL AT THE END OF THE SEMESTER. DOES THAT SOUND RIGHT?

>> I JUST WANTED TO ADD THAT LIKE THE DECLINE OF QUARTER ONE AT THE HIGH SCHOOL LEVEL, QUARTER ONE TO SEMESTER ONE, IT WAS A DECLINE OF 2,031 MARKS IN DNF. I KNOW IN LOOKING AT OUR DATA THAT MOVED INTO A STUDY HALL COULD BE FOR A NUMBER OF REASONS, WAS CERTAINLY NOT ANYWHERE CLOSE TO THAT NUMBER.

I THINK THAT NUMBER WAS CLOSE TO LIKE ABOUT 300 DISTRICT

WIDE. >> ALL RIGHT. I FORGOT WHERE I WAS. ALL RIGHT. HIGH SCHOOL GRADUATION RATES. OUR GRADUATION RATES MAINTAINED OR INCREASED COMPARED TO PRIOR YEAR. OUR GRADUATION RATES, I'M STRUGGLING WITH THAT ONE, CONTINUES TO OUTPACE DISTRICTS STATEWIDE AND OF DISTRICTS OVER 5,000 ENROLLED IN VENTURA COUNTY, WE DO RANK THE HIGHEST.

FROM THIS LAST YEAR, THERE WERE A FEW NOTABLE INCREASES OF 2% OR MORE FOR OUR SOCIOECONOMICAL LY DISADVANTAGED STUDENTS, STUDENTS WITH DISABILITIES AND HISPANIC STUDENTS. WE DID SEE SIGNIFICANT GAINS FOR OUR ENGLISH LEARNERS AS WELL AS BLACK OR AFRICAN AMERICAN STUDENTS. IN SPITE OF THESE GAINS, WE DO DEPUTY TO SEE STUDENT GROUPS THAT WE KNOW, EVEN IF THEY'RE MAKING IMPROVEMENTS, THEY NEED TO CONTINUE MAKING IMPROVEMENTS. SO I THINK WHILE THIS DATA IS PROMISING, WE KNOW THAT THAT WORK NEEDS TO CONTINUE.

>>> THIS IS OUR DATA ON NUMBER AP EXAMS AS WELL AS IB EXAMINES. MORE OR LESS, IN TERMS OF THE NUMBER OF EXAMS, IT IS A POSITIVE THAT WE ARE ADMINISTERING MORE EXAMS YEAR OVER YEAR. AND WE DO SEE A SLIGHT DECLINE IN SOME OF THOSE PAST RATES FOR A.B. EXAMS. AND I KNOW THE TEAM ARE WORKING PRETTY CLOSELY TO UNCOVER WHAT MAY OR MAY NOT HAVE HAPPENED.

NEVERTHELESS, 95% IS CERTAINLY A STRONG PASS RATE.

>> IF ANYONE IS INTERESTED IN BEING A PROCTOR FOR THESE TESTS, PLEASE REACH OUT TO OUR RECEPTIONIST, AS WE ARE IN THE PROCESS OF COLLECTING NAMES FOR PEOPLE WHO WOULD LIKE TO PROCTOR THESE EXAMS. BECAUSE WE HAVE A LOT OF EXAMS TO GIVE.

AND WE HAVE A LOT OF ROOMS TO SET UP. AND EACH OF THESE TESTS NEED PROCTORS. SO ANYONE IN OUR COMMUNITY INTERESTED, PLEASE

REACH OUT TO OUR RECEPTIONIST. >> I THINK ABOUT BEING A PROCTOR EVERY DAY, I WALK INTO THE DISTRICT EDUCATIONAL CENTER. IT'SA ON A FLYER THERE.

>> IT'S ON MY RESUME. I WAS AT ONE POINT. NEXT, WE'RE SHIFTING INTO STREET DATA. AND TO TALK A LITTLE MORE ABOUT THIS. THIS DOES PROVIDE US WITH DATA IN THE MOMENT. AND WE ARE PROVIDING JUST SOME FEEDBACK FROM OUR ANNUAL SURVEY. BUT AS AN ORGANIZATION AND AS LEADERS, WE'RE ALWAYS COLLECTING STREET DATA. LIKE ALL OF THE TIME, WHETHER THAT BE GOING INTO A CLASSROOM AND SEEING THE INSTRUCTION GOING ON, TALKING WITH TEACHERS AND STAFF, ABOUT WHAT IS HAPPENING AT SCHOOL.

CERTAINLY MEETING WITH OUR -- MEETING REGULARLY WITH OUR LABOR ASSOCIATIONS, AS WELL AS, YOU KNOW, LISTENING AND LEARNING FROM OUR STUDENT AND PARENT VOICES AT OUR SET OF ADVISER COUNCILS COMMITTEE. ALL OF THIS DATA PROVIDES US WITH LIKE THAT RAPID SORT OF FEEDBACK LOOP. I THINK A GREAT EXAMPLE OF IT IN OUR DISTRICT IS AT AN ADVISORY COUNCIL MEETING OR HONESTLY, ANY MEETING THAT DR. MCLAUGHLIN IS

[02:35:05]

AND ABOUT 300 STUDENTS GRADES 4 THROUGH 12. WE CAN CERTAINLY READ THE COMMENTS THERE. FROM THE ELEMENTARY PERSPECTIVE.

COMMENT ABOUT SCHOOL FOOD. BASKETBALLS. BUT YOU KNOW, HAVING AN AMAZING YEAR. AT THE SECONDARY LEVEL. REQUEST ON BEING EMOTIONALLY OPTIONAL. AS WELL AS THE FEELING OF, YOU KNOW, HOMEWORK AND HOW THAT CAN, AT TIMES, MAKE OUR STUDENTS FEEL A BIT OVERWHELMED. FOR STAFF -- FOR STAFF, THERE WERE A COUPLE OF THINGS THAT WE WANTED TO HIGHLIGHT. I THINK AS OUR STAFF ARE COMMUNICATING WITH US, THEY SEE THE CONTINUED NEED OF STUDENT WELLNESS AND MENTAL HEALTH WITH ADDITIONAL AND ONGOING SERVICES. SOMEONE NOTED THAT COMMUNICATION HAS BEEN IMPROVED. ALTHOUGH I CAN TELL YOU I AM SURE THERE ARE THOSE WITH DIFFERING OPINIONS.

THERE'S ALSO SOME FEEDBACK THAT THE ONGOING AND CONTINUED PROFESSIONAL DEVELOPMENT IS VALUED AND APPRECIATED. WE DID ADD IN THERE, THE COMMENT ON THE BOTTOM ABOUT HELPING WITH STUDENT BEHAVIOR. THIS IS SOMETHING THAT WE HAVE HEARD A FEW TIMES AND THAT HAVE -- ARE WORKING RIGHT NOW, EVEN TO ADDRESS. WE'RE HOLDING AN ELEMENTARY BEHAVIOR PROFESSIONAL LEARNING COMMUNITY, WITH DR. SELLERS AND HER TEAM TO REALLY SORT OUT AND PROVIDE SUPPORT TO SOME OF OUR TEACHERS WE PROVIDED DISTRICT WIDE TRAINING ON STUDENT BEHAVIOR AT THE ELEMENTARY LEVEL. IN ADDITION TO BEGINNING TO IMPLEMENT AND SUPPORT RESTORATIVE PRACTICES AS WELL.

>> JUST TO JUMP IN A LITTLE BIT SINCE DR. SUITER IS CLOSE BY, SHE GETS ME TO DROP BY EVERY DAY TO SEE HOW THE SURVEY IS COMING ALONG. YOU KNOW, JUST OVERALL, GLANCE AND THINKING BACK TO THE SURVEYS WITH STAFF THAT WE PUT OUT, COVID OR THE YEAR AFTER COVID, TO NOW. WE'VE SEEN A MUCH MORE POSITIVE RESPONSE THIS YEAR THAN IF WE WERE TO LOOK AT A COMPARISON, A COUPLE OF YEARS AGO. AGAIN, MR. LOO SAID THIS A COUPLE OF TIMES, SEEMS LIKE WE'RE TRENDING IN THE RIGHT DIRECTION, NOT JUST WITH OUR STAFF SURVEYS, BUT WITH THE PARENT RESPONSE AS WELL AS, WHICH I'M SURE MR. LOO WILL GET INTO. BUT NOTHING COULD BE MORE BRUTAL THAN THE SURVEYS THAT CAME BACK IN DURING COVID. AND YOU KNOW, SO NOW THAT WE'RE THREE OR FOUR YEARS BACK INTO NORMALCY, TO SEE SOME POSITIVE

STUFF COME IN IS VERY NICE. >> THE -- YOU KNOW, OF COURSE, THESE ARE JUST A FEW SNIPPETS OF SOME OF THAT STREET DATA.

WHEN WE PULL THE RESULTS FOR OUR ANNUAL SURVEY, WE DO PROVIDE ALL OF THE FEEDBACK TO OUR SITE PRINCIPALS WHO REVIEW THAT. AND MANY OF THEM TAKE PIECES OF THAT AND SHARE INFORMATION WITH THEIR LEADERSHIP TEAM AS WELL. I ALSO REPRINT THEM ALL. IT'S AS BIG AS LIKE THE CALIFORNIA MATH FRAMEWORK. IT'S A LOT. BUT WE PRINT THEM AND REVIEW THEM.

LIKE THE FEEDBACK FROM OUR STAFF AND FROM OUR STUDENTS AND FROM OUR FAMILIES. AGAIN, THAT GIVES US A GOOD GLIMPSE OF WHAT IS HAPPENING, AS WELL AS IDENTIFY TRENDS THAT MAYBE WE DON'T SEE IN MAYBE THE QUANTITATIVE DATA.

>>> FINALLY, THE MOMENT THAT THESE THREE AMAZING PRINCIPALS HAVE BEEN WAITING FOR. AND I TOLD THEM 7:00.

>> I COULD SEE IT, WE'RE MOVING THROUGH THE BOARD

MEETING QUICKLY. >> SO I DO, AS NOTED, WE WERE ADDING THIS ADDITIONAL ELEMENT ABOUT -- THIS IS A LOT OF DATA AND INFORMATION. SO WHAT? SO WE WANTED TO PROVIDE A SORT OF GLIMPSE INTO THE SITE LEVEL PROCESS. AS WELL AS DISTRICT LEVEL PROCESS OF WHAT THAT LOOKS LIKE AND THE DATA WE USE.

I'M PROUD TO HAVE PRINCIPAL EILEEN WALL AND PRINCIPAL DR.

[02:40:07]

IT AWAY. >> THANK YOU. GOOD EVENING, EVERYONE. I APPRECIATE THE OPPORTUNITY TO SHARE A LITTLE BIT ABOUT WHAT WE DO AT THE ELEMENTARY LEVEL, WITH ALL OF THIS DATA THAT GETS COLLECTED. SO I'M GOING TO START ON THE RIGHT SIDE AND FOLLOW MR. LOO'S GUIDE HERE, WITH THINKING ABOUT THE SATELLITE DATA FIRST. SO THAT BIG PICTURE DATA REALLY HELPS US TO MEASURE OUR PROGRESS AGAINST OUR OVERARCHING GOALS. AND SO THIS IS GOING TO HAPPEN GENERALLY WITH OUR BIGGER STAKEHOLDER BODIES. OUR SCHOOL SITE COUNCIL. ELAC AND TEACHER LEADERSHIP MEETINGS AND STAFF MEETINGS. SO CAASPP, OF COURSE, IS VERY IMPORTANT DATA. I AGREE, WE ARE LOOKING BACK WHEN WE GET TO THAT CAASPP DATA. BUT THAT DATA IS SHARED RIGHT AWAY WITH TEACHERS AS THEY RETURN IN AUGUST. SO WE DISSEMINATED AS AN AGGREGATE LEVEL AND ALSO BY OUR SPECIAL POPULATIONS, SO THAT TEACHERS CAN USE TIME IN THE FIRST STAFF MEETING OR TWO, TO BE ABLE TO REVIEW IT AS A WHOLE. SEE HOW STUDENTS DID LAST YEAR, OF COURSE THEY'RE INVESTED. AND THEY CAN SEE WHERE THOSE STUDENTS STARTED WITH SUCH A LARGE SUMMIT OF TESTS. IN SCHOOL SITE COUNCIL, IN ELACK 2. IT'S IMPORTANT TO BE SHARING THAT DATA AT THE BEGINNING OF THE YEAR. BECAUSE WE'RE FINALIZING THE SINCA IN SEPTEMBER. AS WE SET THE GOALS IN SPRING, WE WANT TO MAKE SURE THAT EVERYTHING IS COORDINATING WITH HOW IT ACTUALLY WORKED OUT IN THE DATA. SO WE ADJUST ACTION ITEMS, BASED ON THAT INFORMATION. AND THEN WITH THE DASHBOARD. THAT GETS SHARED AT A STAFF MEETING IN THE FALL. AND ALSO WITH OUR SCHOOL SITE COUNCIL AND WITH ELACK. WE USED THAT TO PUT IN A GOAL BASED ON THE DIFFERENTIATED FEEDBACK. THAT WAS TAILORED SPECIFICALLY TO OUR ENGHISH LEARNERLESS. AND OUR COUNSELOR AND I ARE TRACKING ATTENDANCE, ALSO FOR STUDENTS WITH DISABILITIES AND MULTI LANGUAGE LEARNERS. BECAUSE WE HAVE LEARNED THAT IS MORE OF AN AREA OF FOCUS THAN BEFORE. ONCE WE SAW THOSE DIALS. WE ALSO USED THAT INFORMATION TO DO A LITTLE DETAILED ANALYSIS OF THE FEW SUSPENSIONS WE HAD LAST YEAR.

SO ALTHOUGH WE HAD ALREADY SEEN LOTS OF THAT DATA, WE CAN PULL IT UP ON DISTRICT POLLS. ALSO ABLE TO CELEBRATE OUR BLUE ENGLISH LANGUAGE LEARNER PROCESS. I THINK I RAN DOWN THE HALL WITH THAT ONE. SO I COULD SHARE WITH TEACHERS AND

BILINGUAL STAFF. >>> AND THE BENCHMARK DATA AND OUR READING LEXILES. I TAKE THAT DATA. IT'S VERY ELEMENTARY. IF YOU'VE SEEN AN ELEMENTARY REPORT CARD.

THERE'S SO MANY AREAS IN PATH THAT WE'RE TRACKING. BUT I PULLED THOSE MOST ESSENTIAL STANDARDS AND PUT THEM INTO A MORE VISUALLY APPEALING STAKE FORMAT. SO WE CAN REFLECT SPECIFICALLY ON HOW THAT REFLECTS ON AUR SPSA GOALS. BUT WE GO TO THE MATH DATA. AND I WOULD SAY THAT'S WHERE WE LIVE. THIS IS REALTIME DATA FOR STUDENTS. TEACHERS ARE REGULARLY ASSESS BEHAVIOR IN THE CLASSROOM. HOW IS IT GOING TO BE ADJUSTED TOMORROW? HOW IS IT GOING TO BE ADJUSTED IN THE NEXT FEW MINUTES FOR STUDENTS. BUT WE'RE LOOKING AT THAT BENCHMARK DATA SPECIFIC TO FORM OUR TIER 2 INTERVENTION STUDENTS. IN WALNUT, THEY MEET WITH FOUR DIFFERENT RELEASE DAYS THROUGH THE YEAR. START AT BEGINNING OF THE YEAR AND LOOK OVER THE PREASSESSMENT AND START STORMING OUR SMALL GROUPS FOR TARGET TIME GROUP. WE USE SHARED SPREADSHEETS THAT DO SHOW ALL OF THE DATA, AND IT IS VERY DETAILED. AND TEACHERS MAKE TIME IN THEIR PLC GROUPS, PRIOR TO THESE RELEASE DATES, WHERE THEY ANALYZE THIS DATA TOGETHER AS GRADE LEVEL GROUPS.

SO THEY'RE LOOKING AT THE PROGRESS OF THE STUDENTS. AND LOOKING FOR MAYBE THAT LOWEST LEVEL OF BREAKDOWN. SO WHERE IS THAT WITH THE STUDENT? ARE THEY STRUGGLING? DEPENDS ON THE GRADE LEVEL OF COURSE. BUT ARE THEY ABLE TO BLEND SOUNDS? ARE

[02:45:07]

SELLERS AND I WERE JUST TALKING ABOUT HOW WE'RE USING THIS DATA TO DETERMINE HOW STUDENT THE GO TO A SUMMER LEARNING CAMP. THOSE CUTOFF POINTS ARE DETERMINED BY THAT DATA AS WELL. SO OUR COUNSELOR ALSO USES ATTENDANCE AND STUDY SKILLS GRADES AND REPORT CARD GRADES TO FORM HER GROUPS FOR STUDY SKILLS AND FRIENDSHIP. AND WE HAVE A SUNSHINE GROUP FOR ATTENDANCE. AND THEN FINALLY, THE STREET DATA, THOSE OFFICIAL SURVEY REPORTS. WE DISCUSS AT SITE COUNCIL AND AT ELACK, TEACHER LEADERSHIP MEETINGS AND SIGHT. IT'S NOT SHARED WITH EVERYONE BUT WHAT IS APPROPRIATE. AND HAS DRAWN OUR ATTENTION TO THINGS THAT MAY NOT HAVE BEEN ON RADAR BEFORE. HELPS US CONSIDER SMALL TWEETS WE WANT TO MAKE SURE OUR ACTIONS ARE MEETING THE NEEDS OF OUR STUDENTS AND OTHER

STAKEHOLDERS. THANK YOU. >> BEFORE MS. WALL TRANSITIONS OVER TO MR. FRANK. MS. WALL IS RETIRING AT THE END OF THE YEAR. NOT ONLY HAS SHE BEEN A GOOD PRINCIPAL, SHE'S BEEN EXCEPTIONAL. I WANT TO COMMEND HER FOR HER WORK THAT SHE'S DONE WITH OUR STUDENTS AT WALNUT AND HER LEADERSHIP WITH PRINCIPALS AND LEADING HER STAFF OVER THE COURSE OF THE

LAST SIX, SEVEN, EIGHT YEARS -- >> NINE YEARS.

>> NINE YEARS. I REMEMBER SITTING IN INTERVIEWS. AGAIN, CONGRATULATIONS, AND YOU WILL BE MISSED. AND I NEED TO HAVE YOU UP HERE ONE MORE TIME BEFORE YOU WENT ON YOUR WAY. SO

THANK YOU. >> YEAH, CONGRATULATIONS, MS. WALL. SATELLITE DATA AT THE MIDDLE SCHOOL. VERY SIMILAR TO WHAT WE HEARD THIS EVENING. REALLY IS THAT CAASPP DATA THAT WE'RE LOOKING FOR. BUT ALSO THAT DASHBOARD ABSENTEEISM.

STUDENT DISCIPLINE IN TERMS OF SUSPENSION WORK AND THEN AS WELL AS OUR SIGNIFICANT SUBGROUPS THAT ARE THERE. THE ASSESSMENT OVERALL REALLY LOOKING AT STUDENT PERFORMANCE.

LOOKING AT OUR SIGNIFICANT SUBGROUPS. HOW IS EACH STUDENT DOING IN THAT SCHOOL? AS COMPARED TO STATE AND LOCAL DISTRICTS HERE EVEN AT CVUSD, WE ARE A PRETTY COMPETITIVE GROUP. IT'S IMPORTANT THAT WE'RE ALL GEARED UP IN THE SAME DIRECTION, FINDING FOR THE SAME THINGS FOR OUR KIDS. TOP 2.6% IN THE NATION, WHICH IS EXCELLENT. WE USE THIS FIRST SATELLITE DATA IT'S ALSO WHERE WE START ALLOCATING SOURCES FOR BUILDING OUR MASTER SCHEDULES. AND SUPPORTING TARGETED INTERVENTIONS, ALONG WITH PROFESSIONAL DEVELOPMENTS, SUCH AS CAPS THAT WERE PARTICIPATING IN MIDDLE SCHOOLS AND TEACHERS THIS YEAR. IT'S JUST ONE OF THESE MULTIPLE MEASURES. IS THE CAASPP, THAT HELPS BUILD THOSE SCHEDULES OR ACCELERATED AND HONORS LEVELS CLASSES. AS WELL AS INTERVENTIONS? WHEN YOU GET DOWN TO THE MAP DATA, THOSE QUARTERLY BENCHMARKS, PROGRESS REPORTS, ATTENDANCE REPORTS, DISCIPLINE REPORTS. THIS IS

[02:50:02]

IT'S AN APP ON THE PHONE OR COMPUTER. AND STUDENTS SCAN THEIR I.D. CARD. WHEN THEY'RE COMING TO A SOCIAL OR DANCE, THEY GET POINTS. BUT ALSO, OUR A SB STUDENTS ARE LOOKING AT

KIDS. >> DOWN TO THE STREET DATA.

THIS IS OUR DAILY AND WEEKLY DATA THAT WE LOOK AT. AGAIN, ALL OF OUR STAKEHOLDERS ARE INVOLVED. OUR COLLABORATIVE PLANNING HAS BEEN A HUGE PIECE TO THAT. AND OUR SCHOOL RESTRUCTURING, CREATING TIME IN THE SCHOOL DAY. FOR TEACHERS TO BE PLANNING TO LOOK AT DATA ON A DAILY BASIS, WEEKLY MEETINGS ARE THERE. MANY OF OUR SCHOOLS HAVE THAT M.T.I.S.S., MULTITIER THE SYSTEM OF SUPPORT. FOR ENRICHMENT AND ENTERTAINMENT FOR OUR STUDENTS. MAY BE USE THIS TO PROVIDE AN ABILITY TO CUSTOMIZE THEIR LEARNING EXPERIENCE. USING THEIR VOICE AND CHOICE. SO FOR EXAMPLE, DURING AN M.T.S.S. TIME, AT COLINA MIDDLE SCHOOL, FOR EXAMPLE, IT'S 22 MINUTES FOUR DAYS A WEEK. AND IF YOU'RE A PROFICIENT STUDENT AND YOU WANT TO CHOOSE TO GO TO A CLUB, CHESS CLUB OR BOOK CLUB OR GO TO STUDY HALL OR HONOR SUPPORT, YOU CAN DO THAT. IF YOU'RE NOT PROFICIENT, TEACHERS GET TO DIRECT STUDENTS TO AN INTERVENTION. YOU MISSED THIS CONCEPT NEXT WEEK, I NEED TO SEE YOU BACK HERE. THEY OPEN UP THEIR COMPUTER. THEY'RE ABLE TO SEE, OH, SOMEBODY CHOSE ME TO GO TO MYSELF MATH CLASS OR ENGLISH CLASS FOR SUPPORT. SO A LOT OF VOICE AND CHOICE FOR STUDENTS. AND IT INCREASES THEIR MOTIVATION AND LETS THEM HAVE AN OPPORTUNITY TO LEARN TIME MANAGEMENT SKILLS, WHERE THEY WANT TO PUT THEIR TIME. SO THAT THEY CAN BEST PERFORM AT THEIR HIGHEST LEVELS. SO A LOT OF TEACHER-DIRECTED INTERVENTIONS DURING THAT TIME. BUT ALSO A LOT OF CHOICE AND FLEXIBILITY FOR CLUBS. WE ARE FINDING KIDS NOT INVOLVING IN CLUBS IN THE DATA WE RECEIVED AFTER SCHOOL OR BEFORE SCHOOL, BECAUSE THEY'RE SO BUSY. SO COMMITTED INSIDE OF SCHOOL. SO WHAT CAN WE DO TO HELP IN THE SCHOOL DAY TO HELP KEEP KIDS MOTIVATED. STREET LEVEL DATA IN OUR CLASSROOMS. THEY'RE GIVING CLASSROOM PRESENTATIONS AND LESSONS ON TIME MANAGEMENT AND ORGANIZATIONAL SKILLLESS. THEY'RE LOOKING AT CAREER PATHWAY EXPLORATIONS. HELPING KIDS LOOK AT THEIR STRENGTH AND WEAKNESSES AND START REALLY THINKING ABOUT THOSE. AND FOCUSING ON THE FUTURE. UNDERSTANDING WHAT THE HIGH SCHOOL MIGHT MEAN TO THEM. WHAT IS AN A THROUGH G REQUIREMENT? WHAT ARE THE GRADUATIONERATES? AND WHAT KIND OF SCHOOLS DO I WANT TO GO TO? SO ALL OF THESE THINGS HAPPEN HERE. AND THEN

[02:55:03]

I'LL TURN IT OVER TO DR. B. >> ALL RIGHT. ANY TIME WE HAVE A OPPORTUNITY TO LOOK AT STUDENT DATA, WHETHER IT BE ACADEMIC DATA, PERFORMANCE DATA, ATTENDANCE DATA, IT REALLY IS FRAMED IN THREE QUESTIONLESS. AND THE FIRSTQUESTION WE HAVE TO ADDRESS IS WHO IS AND IS NOT LEARNING. SOUNDS BASIC. BUT THAT'S WHERE YOU START. THE SECOND QUESTION, SLIGHTLY MORE IMPORTANT IS WHY DOING SOME ROOT CAUSE ANALYSIS IN ORDER TO REALLY GET TO THE WHY. AND PROBABLY THE MOST IMPORTANT QUESTION TO BE ASKED WHENEVER WE ARE DOING ANY KIND OF DATA ANALYSIS IS, WHAT ARE WE GOING TO DO ABOUT IT? NOW THAT WE UNDERSTAND THE WHAT AND THE WHY, HOW ARE WE GOING TO ADDRESS THAT ISSUE? AT OUR SCHOOL, THERE ARE THREE GUIDING PRINCIPALS THAT I LIKE TO KEEP IN MIND, WHEN WE ARE WORKING WITH ANY KIND OF DATA. FIRST IS THE IMPORTANCE OF TRIANGULATION. AND THAT'S A FANCY WAY OF DESCRIBING WHAT MR. LOO WAS TALKING ABOUT EARLIER, IN TERMS OF SATELLITE MATH AND STREET LEVEL DATA. YOU CAN'T LOOK AT ONE SET OF DATA AND THINK THAT IT'S GOING TO TELL THE WHOLE STORY. IT'S ALL ABOUT IDENTIFYING TRENDS. AND WHAT DO DIFFERENT DATA SETS TELL US? OF WHAT IS GOING ON IN OUR CLASSROOMS? SO AN EXAMPLE WOULD BE IF WE GET OUR CAASPP DATA BACK, IT TELLS A STORY. BUT IT ONLY TELLS A PART OF THE STORY. AT THE SECOND PART, THE SECOND DATA POINT THAT WE BEGIN TO LOOK AT, IN ORDER TO TRY TO TRIANGULATE THAT DATA IS MAP LEVEL DATA, CLASSROOM GRADE DISTRIBUTION DATA. AND THE THIRD POINT, WHICH IS CRITICAL AND OFTEN OVERLOOKED IS THAT QUALITATIVE ANECDOTAL, THAT IS BY PROFESSIONALS. DOES IT PASS THE EYE TEST? ONLY IN LOOKING AT ALL THREE LEVELS ARE YOU ABLE TO BUILD AN EFFECTIVE NARRATIVE ABOUT WHAT IS GOING ON IN YOUR CLASSROOMS. SO ASIDE FROM TRIANGULATION, WE ARE ALSO LOOKING AT CHANGE OVER TIME. WHEN WE'RE LOOKING AT A DATA SET FROM, SAY, LAST YEAR, WE'RE ALSO GOING TO TAKE A LOOK AT HOW IT COMPARED TO DATA FROM PREVIOUS YEARS. AND HOW IS IT GOING TO INFORM US? ALWAYS LOOK AT CHANGE OVER TIME, TREND ANALYSIS. AND LAST BUT NOT LEAST TOBVIOUSLY, WE WANT TO BE AS -- WE'RE LOOKING FOR SPECIFICITY. IF WE WERE TO LOOK AT A DATA SET AND REALIZE THAT TENTH GRADE STUDENTS AT OUR SCHOOL WERE REALLY STRUGGLING WITH MATH COMPUTATIONAL SKILLS.

IT TELLS A PART OF THE STORY BUZZ DOESN'T DRILL DOWN DEEP ENOUGH FOR US TO MAKE AN ACTIONABLE PLAN. WHAT GRADES ARE WE LOOKING AT? IS THERE A GENDER ISSUE GOING ON HERE? BOYS VERSUS GIRLS? ARE WE LOOKING AT, IS THERE A RACIAL COMPONENT GOING ON? SO WE REALLY WANT TO DRILL DOWN AS DEEP AS WE CAN POSSIBLY GO, IN ORDER TO BUILD AN INTERVENTION PLAN THAT SPECIFICALLY ADDRESSES THE PROBLEM THAT WE'RE SEEING. SO A LITTLE BIT ABOUT OUR PROCESS. WHEN WE DO GET DATA THAT COMES FROM US EITHER FROM THE SATELLITE LEVEL, MAP LEVEL OR EVEN AT OUR STREET LEVEL, WE SPEND A LOT OF TIME IN OUR LEADERSHIP AND DEPARTMENTS, EXAMINING ALL OF THESE DATA SETS. AND AGAIN, REALLY TRYING TO TRIANGULATE AND TRY TO FIGURE OUT WHAT THE NARRATIVE IS. WHAT IS THE STORY THAT THE DATA IS TRYING TO TELL US? WE TRY TO COLLECT AS MUCH DATA AS HUMANLY POSSIBLE. OBVIOUSLY WE'VE MENTIONED CAASPP. LOOK AT P DATA. ATTENDANCE DATA, ANYTHING THAT HELPS US BUILD THE STORY. NOW THIS YEAR, WE'VE ADDED ONE NEW ELEMENT TO OUR SITE WITH OUR GOOD FRIENDS AT CORWIN. WE HAVE

[03:00:01]

>>> COUPLE OF THINGS WE DID FIND THIS YEAR THAT I THINK ARE WORTH NOTING. FIRST AND FOREMOST, IT HAS BEEN A PERSISTENT TREND. THIS HAS BEEN THE -- THIS HAS BEEN THE TREND SINCE I FIRST -- I BECAME PRINCIPAL IN THE '17-'18 SCHOOL YEAR. IT'S NOT SOMETHING THAT WE'RE TERRIBLY EXCITED ABOUT. AND WE'RE GOING TO BE DOING SOMETHING ABOUT IT SOON. BUT I'M EXCITED TO REPORT THAT THIS YEAR BETWEEN QUARTER 1 AND OUR S1 DATA, IN TERMS OF GRADES, WE SAW ACTUALLY A 45% REDUCTION IN DS AND FS ON CAMPUS. OUR MATH DEPARTMENT ACTUALLY SAW A 50% REDUCTION IN DS AND FS. SO THE TOTAL NUMBER OF DS ANDFS THAT WERE ASSIGNED. THERE ARE A LOT OF REASONS THAT WENT INTO THAT REDUCTION. AND OBVIOUSLY THE ONE THING THAT HAS CHANGED IS THE IDEA OF GRADING FOR MASTERY CONCEPTS. SO A LOT OF OUR TEACHERS ARE ADOPTING GRADING FOR MASTERY CONCEPTS. HOWEVER, WHAT I FOUND EARLIER IS THAT THE DATA IS STILL VERY HIGH. THE D AND F LIST IS STILL VERY HIGH AT QUARTER 1. WE HAVE FIGURED OUT, I THINK, WAYS AND STRATEGIES TO REDUCE THOSE DS AND FS, BETWEEN QUARTER ONE AND F1. BUT KEEP IF WE KEPT THOSE STUDENTS IN A WHOLE HOLE PRIOR TO. BUT WE LOOK AT BUILDING SOME EARLY INTERVENTION STRATEGY THE, EARLY, EARLY, EARLY IN THE SCHOOL YEAR, BEFORE WE GET TO QUARTER ONE. ONE OTHER DATA POINT THAT I THINK IS WORTH NOTING. I'M ALWAYS LOOKING AT WAYS TO TRY TO SIMPLIFY DATA. SO I'VE ACTUALLY COME UP WITH A CERTAIN METRIC OF MY OWN. AND I CALL IT PER CAPITA RATING. ESSENTIALLY, WHAT IT IS, THE AVERAGE NUMBER OF DS AND FS. AND IT ALLOWS ME TO COMPARE STUDENTS IN 9TH, 10TH, 11TH, 12 GRADE. IF AND YOU WERE TO LOOK AT THOSE NUMBERS. THE AVERAGE NUMBER OF DS AND FS, WAS .83. RELATIVELY HIGH. TENTH GRADE, .85. BUT 11TH, GRADE, .67. AND YOU SEE SOME FALLING OFF. THAT'S ANOTHER PIECE OF DATA FOR US TO SAY THAT WE NEED TO TARGET EARLY OUR 9TH GRADE STUDENTS. AND THAT, ACTUALLY, IF YOU GO BACK TO THE TRIANGULATION STRATEGY WE USED IT MATCHES THE EYE TEST, THE STRATEGIES TEACHERS ARE SEEING IN THE CLASSROOM. WE NEED TO TALK MORE ABOUT ACTUAL STUDY SKILL THE IN OUR CLASSROOM. IF YOU STUDY SOMETHING IN A CLASS, YOU BETTER TEACH IT. WE'RE GOING TO BE DOING A LOT MORE OF THAT IN THE FUTURE AS WE MOVE FORWARD. COUPLE OF OTHER THINGS WE WILL BE FOCUSING ON AND IT'S COME UP IN OUR PLC PROGRAM. ESPECIALLY WITH OUR NINTH AND TENTH GRADERS. JUST

[03:05:03]

>> I HAVE JUST ONE MORE SLIDE TO GO. AND THEN WE DO HAVE QUESTIONS. IS SO TO BE MORE OR LESS AS BRIEF AS I CAN, THE LEFT COLUMN. GREAT TO HEAR AT THE SCHOOL SITE LEVELS AND PRINCIPALS. AT THE DISTRICT LEVEL AND AS I'VE SHARED BEFORE, WE'RE CONTINUOUSLY, GETTING, RECEIVING, ANALYZING AND ACTING UPON SOME OF THE DATA THERE. I DO WANT TO NOTE LIKE THAT STREET DATA THAT WE ON GET FROM STUDENTS, FAMILIES AND STAFF, ONGOING. AND THAT, TOO, OF COURSE AS PART OF THAT, AS DR.BERGMAN SAID, TRIANGULATION. S SO THINKING ABOUT THE DATA AND THE PATTERNS AND TRENDS NOW. AS I LOOK AT THE DATA, WHAT ARE SOME OF THE THINGS THAT WE AS A SCHOOL DISTRICT HAVE DONE TO BE RESPONSIVE TO THAT DATA? SO FOR INSTANCE, WE LOOK AT OUR ENGLISH LEARNER PROJECT DATA.

OR LOOK AT HOW OUR ENGLISH LEARNERS ARE DOING FROM EVERYTHING FROM GRADUATION TO BENCHMARKS AND DISTRIBUTION.

AND WE WANT TO CREDIT TO DR. REYES AND DR. EGANS, LIKE GO TO ALL OF OUR SCHOOLS AND DO LIKE AN FPM FEELING OF A VISIT. TO TALK ABOUT, ARE WE MEETING ALL OF OUR REQUIREMENTS? WHAT CAN WE DO BETTER FOR OUR ENGLISH LANGUAGE LEARNERS. WE NEED TO THINK STRATEGICALLY ABOUT PROVIDING TRAINING. WE'RE IN PROGRESS NOW ON THE DESIGNATED SITE. BUT REALLY THINKING INTO THAT INTEGRATED E.L.D. TRAINING. WE LOOK, FOR INSTANCE, AT SOME OF THE RESULTS WITH STUDENTS IN I.E.P.S IN MATH. AND THAT IS DEFINITELY AN AREA THIS WE WANT TO GROW. THIS YEAR, PROVIDING ADDITIONAL TRAINING ON LEVERAGING OUR CURRENT CONSTRUCTION MATERIALS TO CREATE ACCESS AND SUPPORT. AND THEN AS WE CONTINUOUSLY EXAMINE OUR L.R.E. DATA, KNOWING THAT WE AS A SCHOOL DISTRICT AND AS LEADERS, HAVE ALREADY INITIATED AT THE SECONDARY LEVEL, MEETING WITH PRINCIPALS TO GO OVER WHAT IS OR CURRENT L.R.E. DATA. AND WHAT ARE THE STEPS WE NEED TO TAKE NEXT YEAR. AND LET'S -- AND OUR PLAN IS THEN TO FOLLOW UP INDIVIDUALLY WITH THOSE PRINCIPALS TO SAY, WHAT'S THE PLAN? HOW CAN WE SUPPORT YOU? AND THEN COMMUNICATING THAT TO STAFF AND FACULTY. CHRONIC ABSENTEEISM. AND CAREER INDICATORS. WE HAVE SOME STUDENT GROUPS WE KNOW. THAT&THE STATE HAS HIGHLIGHTED WE NEED TO DIE BETTER JOB AT. SPECIFICALLY THOSE ENGLISH LEARNERS AND LEARNING STKREUBLT. MAKING SURE SPSA HAS ONGOING ACTIONS TO ADDRESS THOSE TWO AREAS FOR THOSE TWO PARTICULAR STUDENT GROUPS. AND THEN THE TWO AT THE BOTTOM.

I'D SAY, WHEN WE LOOK AT ALL OF OUR DATA JUST OVERWILL ALL.

AND PARTICULARLY, WHEN WE BREAK DOWN STUDENT GROUPS, WE KNOW WE WANT TO BUILD OUT A STRONGER SYSTEM AND A TEAM OF EDUCATORS AT THE SCHOOL, THOSE THAT ARE IN THE CLASSROOMS, WORKING DIRECTLY WITH OUR STUDENTS, TO BE MORE EMPOWERED TO, NUMBER ONE, NOT JUST REVIEW, ANALYZE AND TAKE ACTIONS ON DATA, BUT TO BUILD COMMON ASSESSMENTS. LIKE FOR THEM TO REALLY, I WOULD SAY, CREATE AND BE VERY ACTION-FOCUSED WITHIN THAT MAP DATA AND STREET DATA AREA. AND AGAIN, THAT'S WHY WE'VE HAD THE EMPHASIS ON PROFESSIONAL LEARNING COMMUNITIES AND THE TRAINING NEEDED AND THE OUTCOMES BEING THOSE ESSENTIAL STANDARDS. SO LIKE ALL OF THE DATA TELLS US THAT THESE ARE THE AREAS. AND AGAIN, MOST RECENTLY, IN TRENDS OVER TIME.

BUT WE AS A SCHOOL DISTRICT, ARE FOCUSING IN ON. WITH THAT, TIME FOR QUESTIONS? ANY QUESTIONS?

>> THANK YOU ALL VERY, VERY MUCH. IT WAS A GREAT PRESENTATION. VERY THOROUGH, COMPREHENSIVE AND FASCINATING, ACTUALLY. THERE WAS SOME STUFF IN THERE THAT I HADN'T REALLY THOUGHT ABOUT IN THE WAY THAT IT WAS PRESENTED. SO I

[03:10:01]

>> FIRST OF ALL, THANK YOU, MR. LOO FOR YOUR EXCELLENT PRESENTING THIS EVENING. AT THE END OF THE LAST PRESENTATION, WHEN WE TALKED ABOUT THE MIDYEAR REPORT, I ASKED ABOUT THE AHA. AND I THINK THIS LAST SLIDE YOU JUST SHARED WITH ALL OF THE DATA DRIVEN ACTIONS, KIND OF ANSWERED MY QUESTIONS.

WHICH IS, ALL OF THIS WAS ONGOING. I REALLY DID APPRECIATE THAT SLIDE THAT WAS HELPFUL.

>> I HAVE TO SAY, ADDING THE LEVEL ON THE SITE LEVEL PROCESSES WAS FANTASTIC. HERE, WE SIT UP HERE ON THE DISTRICT.

AND THERE'S A LOT OF DATA, JUST AT THAT LEVEL. BUT JUST SEEING LIKE WHERE IT MEETS THE ROAD. WHAT YOU'RE DOING ACTUALLY AT THE SCHOOL SITES WITH DATA. I REALLY APPRECIATE IT. AND AT EVERY EVERY LEVEL IS A SLIGHTLY DIFFERENT CHALLENGE.

THANK YOU FOR INCLUDING THAT, THE THREE OF YOU FOR COMING AND SHARING WHAT WAS GOING ON AT YOUR SCHOOL SITES. IT WAS VERY

INFORMATIVE. THANK YOU. >> SOME THINGS BEAR REPEATING.

THANK YOU FOR THE WAY YOU STRUCTURED THIS PRESENTATION, FOR THE QUALITY OF INFORMATION, AND THANK YOU SO MUCH TO YOU THREE PRINCIPALS WHO ARE SUPERSTARS. WE KNOW THAT. BUT NOW WE KNOW MUCH MORE ABOUT HOW YOU DO WHAT YOU DO. REALLY TERRIFIC. THANK YOU, ALL OF YOU.

>> TRUSTEE POWELL. >> I TOLD MR. LOO EARLIER THAT I LOVED THE ADDITIONAL SECTIONS OF HOW DATA WAS UTILIZED IN EACH GRADE SPAN AND ALL OF THAT. BECAUSE I DID LOOK AT THE PRESENTATION BEFORE COMING TONIGHT. BUT IT WAS LIKE EVEN A MILLION TIMES BETTER HEARING FROM OUR PRINCIPALS, BECAUSE OF COURSE, IT MADE IT MORE REAL FOR US TO UNDERSTAND HOW THERE'S SO MUCH BEING LOOKED AT AND ANALYZED EVERY STEP OF THE WAY. SO THANK YOU FOR COMING AND GIVING THAT. JUST MADE IT EACH BETTER. I DID HAVE A COUPLE OF QUESTIONS FOR YOU ALL. THEN I MIGHT HAVE ONE FOR MR. LOO. THERE'S OBVIOUSLY A LOT OF WORK GOING ON WITH TEACHERS. AND ESPECIALLY MIDDLE SCHOOL, HEARING HOW THE CAPS WORK AND PLCS AND THINGS LIKE THAT? CAN YOU TALK A LITTLE BIT OR SHARE -- LIKE HOW DO YOU -- I IMAGINE YOU MUST HAVE A RANGE OF STAFF IN TERMS OF HOW THEY'RE USING DATA AND HOW COMFORTABLE THEY ARE WITH IT SO CAN YOU TALK ABOUT HOW YOU GET PEOPLE ON BOARD, TO HELP CRUNCH NUMBERS OR SHIFT INSTRUCTION? OR WHATEVER THEY NEED TO DO FOR

THEIR STUDENT. >> THANK YOU FOR THE QUESTION.

YEAH. I THINK THE MAJORITY, IF NOT ALL OF OUR TEACHERS ARE ON BOARD WITH DATA. I THINK IT'S HELPING THEM FIND THE RIGHT DATA, TO LOOK AT IT THE RIGHT WAY. BECAUSE SOMETIMES YOU CAN LOOK AT DATA AND IT WILL TAKE YOU DOWN THIS RABBIT HOLE. AND YOU FORGOT WHERE YOU STARTED. SO I THINK WHAT OUR TEACHERS HAVE DONE IS REALLY TRIED TO GET ESSENTIAL WITH THE SKILLS THAT WE WANT STUDENT THE TO BE ABLE TO LEARN. AND SO THAT HAPPENS ON A WEEKLY BASIS AS I TALKED ABOUT. ANOTHER EXAMPLE IS A TEACHER USING A SIMPLE EXIT TICKET. THREE QUESTIONS BEFORE YOU LEAVE THE CLASS. SUBMIT IT ON A CARD, THROUGH GOOGLE, OR WHATEVER IT MIGHT BE. BUT THAT DATA, ON THAT SKILL, DRIVES THAT DISCUSSION ON THAT COLLABORATIVE PLANNING TIME. AND FROM THERE, WE'RE DECIDING, DOES THAT STUDENT NEED TO COME TO A MULTITIERED SYSTEM SUPPORT OF TIME, BUILT INTO THE SCHOOL DAY? TO GET MORE HELP BUILDING THOSE SKILLS? ARE THE ONES THAT ARE PROEFFICIENT, ARE THEY BEING ENRICHED? SO THAT'S WHAT'S HAPPENING? WE'RE NOT GETTING ALL OF THIS DATA AT THE SAME TIME, YOU HAVE TO BREAK IT INTO SMALL, IT MANAGEABLE PARTS, ESPECIALLY FOR THE TEACHERS, SO YOU'RE BEING INTENTIONAL, MINDFUL WITH THE KIDS THERE

THAT ARE BEING TARGETED. >> THAT WAS HELPFUL, JUST HAPPENING HOW MUCH TEACHERS ALREADY HAVE ON THEIR PLATE. SO I KNOW, IT'S JUST THINKING ABOUT, WORKING THROUGH THIS

DATA. THANK YOU. >> I WOULD ADD ONE THING TO WHAT MR. FRANK WAS TALKING ABOUT. THE IMPORTANCE OF OUR TEACHERS BECOMING COMFORTABLE, SEEING DATA BOTH DATA THAT SHOWS ALL THE GOOD AND THE BAD THAT IS HAPPENING ON CAMPUS.

AND LETTING TEACHERS BECOME COMFORTABLE WITH -- PUTTING THEM IN A POSITION WHERE THEY DON'T FEEL DEFENSIVE, AND

[03:15:06]

IT'S HEAVY LIFTING. IT'S HARD WORK. I MEAN, BY THEIR VERY NATURE, TEACHERS ARE AN INCREDIBLY PROUD GROUP OF PROFESSIONALS. EVERY DAY THEY WALK INTO A CLASSROOM, THEY ARE PUTTING THEMSELVES OUT THERE. AND HOW WE TEACH IS A REFLECTION OF WHO WE ARE AS HUMAN BEINGS. SITTING DOWN WITH A TEACHER, SAYING, LET'S TAKE A LOOK AT SOME OF THESE WARDS ON YOUR DATA SET, IS DIFFICULT. BUT IT'S ALSO ABOUT TRYING TO CREATE A SAFE SPACE AND REALIZING THAT IT'S AN OPPORTUNITY TO LEARN AND TO COLLABORATE WITH COLLEAGUES.

>> I'LL JUST JUMP IN A LITTLE BIT ON RESPONSE TO THAT AS WELL. I THINK FOR SOME OF OUR MORE TRADITIONAL TEACHERS WHO HAVE BEEN IN THE FIELD A LONG TIME, THEY'RE USED TO THAT ISOLATION OF BEING IN THAT CLASSROOM. SO THEY LOOK AT DATA AND INTERNALIZE IT BY THEMSELVES. WHAT WE REALLY NEED TO PUSH THEM TO DO IS HAVE A SHOULDER PARTNER. THEY CAN'T LOOK AT THAT DATA ON THEIR OWN. SOMETIMES THEY GO DOWN A RABBIT HOLE. THEY DON'T WANT TO SEE WHAT THEY'RE SEEING. OR THEY'RE GOING TO LOOK AT THE POSITIVE, NOT NEGATIVE ASPECTS OF IT. WE DO NEED TO GET THEM OUT OF THIS ISOLATION STANDPOINT. OR THEY CAN GO TO A PARTNER THAT THEY CAN TRUST. I SEE THAT MORE AT OUR HIGH SCHOOL LEVEL. WAY LESS ANYMORE.

BUT OUR HIGH SCHOOL TRADITIONALISTS HAVE GOT TO MOVE OUT OF THIS TRADITIONAL MIND SET AND INTO BEGINNING TO HAVE A SHOULDER PARTNER. AND GOING TO HAVE THOSE CONVERSATIONS WITH DEPARTMENT CHAIR. THEN INTO DEPARTMENT DISCUSSION. BUT WE'VE GOT TO GET THEM THERE. BECAUSE THE ONES THAT ARE STRUGGLING LOOKING AT DATA, AND THE ONES WHO ARE NOT CHANGING THEIR STRATEGIES IN TEACHING A CONCEPT ARE THE ONES WHO ARE ISOLATED. AND THAT'S JUST THE WAY THEY HAVE BEEN. AND WE'VE GOT TO GET THEM OUT OF THAT.

>> THANK YOU. THAT WAS REALLY HELPFUL. MR. LOO. I WAS GOING TO ASK. THAT LAST SLIDE, I AGREE, WAS REALLY GREAT.

BECAUSE IT REALLY -- ONE OF MY MAIN QUESTIONS FOR YOU THAT I WAS GOING TO ASK WAS LOOKING AHEAD TO OUR NEW LCAP, LOOKING AHEAD TO THAT NEXT THREE YEARS, YOU KNOW, WHAT ARE SOME KEY FINDINGS COMING OUT OF DATA THAT REALLY POINT TO PROGRAMMATIC ADJUSTMENTS WE MIGHT NEED TO MAKE? EITHER ADDITIONS OR ADJUSTMENTS? AND I GUESS YOU ADDRESSED SOME OF THAT ON THE SLIDE. STHR-L ANYTHING ELSE THAT MAYBE COMES TO MIND? LIKE FOR ME, I WROTE DOWN, MAYBE THE WORK OF THE PLCS AND I GUESS WE'RE EXPANDING THAT. CLEARLY SOME WORK AROUND THE LRE AT A SECONDARY LEVEL. AND MAYBE THERE'S A WHOLE THING WITH COTEACHING THERE. AND THEN E.L.

WAS THE OTHER. BECAUSE I KNOW WE'RE GOING TO BE HAVING THESE DISCUSSIONS MOVING FORWARD ABOUT LCAP. SO --

>> YEAH. I WOULDN'T SAY THIS IS LIKE THE ALL-INCLUSIVE, EXHAUSTIVE LIST OF THINGS. BUT THINGS THAT CAME TO MY MIND, BASED OFF OF OUR CURRENT DATA, BUT AGAIN, THE TRENDS OVER TIME. AND SO YOU KNOW, I APPRECIATE WHAT DR. MCLAUGHLIN SAID ABOUT, YOU KNOW, SOMETIMES THE REMINDER THAT WE'RE A HIGH-PERFORMING SCHOOL DISTRICT. AND I THINK WE SHOULD RECOGNIZE AND APPRECIATE OUR HARD-WORKING STAFF AND OUR KIDS FOR GETTING THERE. BUT WE ALWAYS FEEL LIKE WE'RE SORT OF ON THE BOTTOM 3%. BECAUSE WE'VE GOT KIDS -- WE CAN ALWAYS WORK TO GET BETTER. I WOULD SAY THIS LESS IS A GOOD LIST FOR US. AND IT'S WORK THAT WE ARE ALREADY PLANNING ON DOING, THAT WE'VE ALREADY, YOU KNOW, STARTED EITHER DOING OR WORKING A PLAN

TO IMPLEMENT. YEAH. >> THAT'S GREAT. THANK YOU FOR

THAT. MR. GORBACK? >> I JUST WANT TO THANK. FIRST OF ALL, YOU, MR. LOO. FOR THAT -- ANOTHER GREAT PRESENTATION.

I WANT TO THANK ALL OF YOU, CONGRATULATE YOU, MS. WALL ON A GREAT CAREER AND WISH YOU WELL IN THE NEXT STEP. BUT TO ALL THREE OF YOU, JUST FANTASTIC. I CAN JUST REMEMBER AS A TIME

[03:20:03]

>> I'M JUST GOING TO ECHO SOMETHING DR. MCLAUGHLIN SAID ABOUT YOU, MRS. WALL. IT'S GOING TO BE A TREMENDOUS LOSS TO THIS DISTRICT. BECAUSE YOU ARE A LEADER WITH THE HEART AND THE EXPERTISE THAT WE HAVE SO VALUED. AND I'M GLAD THAT YOU WERE PART OF THIS TEAM TONIGHT. BECAUSE PART OF ME WANTED TO VOTE NO ON THAT WHOLE RETIREMENT THING. BUT I GET IT AND CONGRATULATIONS. BUT YOU SHOWED US WHY YOU ARE A LEADER THAT PEOPLE GO TO. THAT SAID, THE OTHER TWO -- YOU KNOW, DR.BERGMAN, AND YOU MR. FRANK, ALSO. MASTER SCHEDULES HAVE ALWAYS FASCINATED ME, BECAUSE, LIKE, HOW THEY GET PUT TOGETHER. JUST THE PUZZLE. I USED TO STARE AT THE BOARD IN THE API'S OFFICE AT THOUSAND OAK HIGH SCHOOL AND GO, WHAT THE HECK? LIKE HOW DOES THIS GET PUT TOGETHER? AND THEN PUTTING KIDS IN THOSE THINGS SO THE FACT THAT YOU AT THE MIDDLE SCHOOL LEVEL HAVE THIS WHOLE VOICE AND CHOICE, IMMEDIATE MTSS, THAT WAS A GREAT GIFT. WHAT AN AMACING GIFT TO YOUR TEACHERS AND STUDENTS. IT SHOWS THE CREATIVITY GOING ON. AND DR.BERGMAN, THE -- WHO IS LEARNING. THIS IS WHAT YOU AND I TALK ABOUT ALL THE TIME. WHO IS LEARNING? WHY OR WHY NOT? AND WHAT ARE WE GOING TO DO ABOUT IT? THAT'S THE CRUX OF ALL OF IT. SO I APPRECIATE THAT THAT'S THE FOCUS. THAT YOU SHARED WITH US THIS EVENING. YES, TRUSTEE POWELL.

>> I'M SORRY. I HAD ANOTHER QUESTION.

>> I'M SORRY. >> NO, THAT'S OKAY. I'M GOOD.

THE ONLY THING I WAS GOING TO ADD IS, MR. LOO. THANK YOU FOR THE PERMISSION TO LOOK AT COHORTS OF DATA GROUPS. THAT'S EXACTLY HOW I LOOKED AT IT. SO I'M GLAD I WAS DOING SOMETHING

RIGHT. >> I WAS JUST GOING TO MAKE A COMMENT TO THE TEAM UP HERE. ONE OF THE COMMENTS ON THE STREET DATA, THE SURVEY DATA THAT STRUCK ME WAS FROM TEACHERS OR FROM STAFF, ABOUT NOT KNOWING WHAT THE DISTRICT GOALS ARE. AND SO I WANT THAT TO BE A -- I WANT US TO REMEMBER THAT, AS WE MOVE FORWARD, TALKING ABOUT LCAP FOR

NEXT YEAR. >> IT WAS DEFINITELY NOTED.

>> OKAY. YOU PEOPLE WHO HAVE BEEN AT SCHOOL SINCE 6:00 A.M., IS NOW GO HOME. THANK YOU VERY MUCH. WE ARE AT -- DO WE NEED

[C. Board of Education - Adoption of New Board Policy 0100 - Philosophy]

A BREAK? >> LET'S JUST KEEP GOING.

>> OKAY. ITEM 5C, ADOPTION OF NEW BOARD POLICY, 100

PHILOSOPHY. DR. MCLAUGHLIN. >> IT'S JUST GAMUT UPDATE. NOT

MUCH TO IT. >> QUESTIONS, COMMENTS,

THOUGHTS ON THIS ONE? >> OKAY. ITEM 5 --

>> OH. YES. SORRY. FOR BOTH OF YOU.

>> SO THE PROPOSED KHRAEUFRPLS ON THIS, ARE GAMUT CHANGES,

CORRECT? >> CORRECT.

>> I KNOW THIS HADN'T BEEN UPDATED IF ARE A WHILE.

>> YES. SINCE 2017. >> SO I ASSUME THAT WE HAVE ALL READ IT AND ARE GOOD WITH WHAT THESE CHANGES ARE. I THINK -- I

[03:25:02]

>> SO ONE OF THE THINGS WE USUALLY BRING TO BOARD POLICIES OUT OF THE SUP'S OFFICE. I WILL WORK WITH SHERI TOMORROW, TO SEE IF THERE IS AN UPDATED INVESTIGATION FROM GAMUT. FIRST OFF, THERE MAY OR MAY NOT BE. BECAUSE THEY DON'T ALWAYS UPDATE THEM ANNUALLY. AND SOME OF THESE HAVE NOT BEEN UPDATED SINCE 2017. IF THAT'S THE CASE, THEN WE WOULD HAVE THAT ON THE NEXT AGENDA, AS INFORMATION ITEM FOR THE BOARD TO REVIEW. I THINK THIS BOARD MEETING WE HAD A NEW BOARD POLICY THAT WAS APPROVED AND CONSENT AGENDA. WAS THAT THE ONE ON VISION? AND THEN WE HAD PHILOSOPHY AND GOALLESS.

OBVIOUSLY THESE HAVE ALL COME IN AT DIFFERENT TIMES. BUT WE'LL VERIFY THE GOALS POLICY TO SEE IF IT'S DUE FOR AN UPDATE FROM GAMUT. AND THEN THE BOARD CAN HAVE SOME DISCUSSIONS ON WHAT YOU WANT TO DO WITH THOSE THREE AND HOW TO INCORPORATE THEM TOGETHER. OBVIOUSLY WE'RE JUST BRINGING

UPDATED GAMUT. >> ARE YOU BRINGING IN A

HANDBOOK? >> THESE ARE NOT INTENDED TO BE THINGS THAT YOU JUST FILE AWAY AND NEVER TALK ABOUT. WE WANT THESE INCORPORATED AND FOLDED INTO EVERYTHING WE DO. SO I WOULD LOVE TO HAVE THAT DISCUSSION AT SOME POINT. YEAH.

NOT SOMETHING WE'RE GOING TO SOLVE. IT'S JUST THE FLOW OF IT DOESN'T FEEL NATURAL BUT I'VE GIVEN UP ON THE WHOLE GAMUT FLOW BECAUSE IT'S JUST NOT WORTH FIGHTING.

>> TRUSTEE GILL? >> POSITIVE UPDATES, I THINK.

AND A LOT OF THE LANGUAGE THAT HAS BEEN UPDATED THIS THE POLICY SORT OF HINTS AT EQUITY. BUT THE WORD IS NOT USED. AND THIS BOARD PASSED A RESOLUTION ON RACIAL EQUITY. WHICH STANDS ON ITS OWN. AND I THINK REVIEWING IT SHOWS THE PROGRESS THAT WE'VE MADE IN THE ACTIONS THAT WE HAVE TAKEN. I WOULD JUST LIKE TO SUGGEST THAT WE TIE THESE THINGS TOGETHER BY PULLING ONE LINE FROM THAT -- FROM THAT RESOLUTION THAT WE ADOPTED. WHICH IS A MODIFICATION OF THE CALIFORNIA SCHOOL BOARD ASSOCIATION'S EQUITY STATEMENT, WHICH IS -- AND I'M MODIFYING IT JUST SLIGHTLY. EFFECTIVE SCHEDULE BOARDS ARE EQUITY-DRIVEN, MAKING GOVERNANCE DECISIONS THAT RECOGNIZE AND DISRUPT INSTITUTIONAL DISCRIMINATION AND BIAS, BOTH EXPLICIT AND IMPLICIT, AND SEEK TO ELIMINATE DISPARITIES IN EDUCATIONAL OUTCOME, BASED ON SOCIOECONOMIC STATUS NATIONALITY ORIGIN, SEXUAL ORIENTATION, DISABILITY OR FAMILY BACKGROUND. AND I'M SUGGESTING THAT FOR CONSIDERATION. BECAUSE I THINK THAT WE NEED THAT EXTRA

EMPHASIS. >> I TOTALLY AGREE WITH THAT.

>> YEAH. I MEAN, WHAT STRUCK ME IS, EACH OF THESE SENTENCES ARE GREAT. BUT THEY'RE KIND OF GENERIC GAMUT LANGUAGE. IT FEELS LIKE -- AND IT GOES, I THINK, BACK TO WHAT DR. POWELL SAID, LOOKING AT GOALS. THIS SHOULD REALLY TIE BACK TO OUR LCAP IN SOME WAZE, SHAME OR FORM? THAT IS A TREMENDOUS PART OF THE PHILOSOPHY OF OUR DISTRICT. YEAH, THIS IS FINE.

THE ORDER IS -- >> NOTE TO THE COMMUNITY. IT'S NOT OUR ORDER. IT IS GAMUT'S ORDER.

>> I KNOW. IT IS GAMUT. IT JUST FEELS -- IT FEELLESS GENERIC TO ME, I GUESS. THAT'S MY VIEW ON IT.

>> AND MAYBE THIS DOES CIRCLE BACK TO -- AND I DON'T KNOW WHERE IT GOES. DO WE FORM A SEPARATE GOVERNANCE HANDBOOK WHERE WE TALK ABOUT PHILOSOPHY GOALS OR DOES IT GO INTO THESE

POLICIES? OR BOTH. >> YEAH. TO ME, THAT'S EXACTLY -- IT TIES BACK INTO A WHOLE NOTION OF A HANDBOOK THAT IS

[03:30:01]

>> WELL, I THINK --

>> I KNOW ONE OF US FEELS VERY STRONGLY THAT WE DO. AND THE

REST ARE MULLING IT OVER. >> WELL, I DO THINK -- IS IT THE CHICKEN OR THE EGG THAT IS COMING FIRST HERE? AND I THINK A BOARD, YOU NEED TO DECIDE, DO WE WANT TO CONTINUE TO BRING THESE POLICIES FORWARD WITH GENERIC LANGUAGE? OR WOULD YOU RATHER START A TWO-BOARD MEMBER COMMITTEE TO UPDATE OUR BOARD GOVERNANCE HANDBOOK AND HAVE THESE AS EXHIBITS THAT THAT COMMITTEE WORKS ON? SO THAT WHEN IT COMES FORWARD, IT'S ALL ONE. THAT'S SOMETHING AS A BOARD YOU NEED TO DECIDE HOW YOU WANT TO HANDLE IT. AS A SUPERINTENDENT, I'M GOING TO BRING FORWARD THE GAMUT UPDATE THE AS IS BECAUSE THAT'S HOW THE PROCESS IS. THAT'S FOR YOU TO DETERMINE. AND FOR ME, I SAID THIS LAST KWRAOERZ AT THE GOALS MEETING. I THINK WE GOTTA UPDATE THE HANDBOOK AND I THINK THE BOARD NEEDS TO MAKE THAT DECISION SOONER OR LATER, LIKE WITH THE NOD OF YESES, THAT WE'RE GOING TO GO THAT DIRECTION OR NOT, SO WE CAN MOVE FORWARD. BECAUSE WE'RE KIND OF IN A STANDSTILL ON WHERE WE'RE AT WITH THAT. AND I THINK TONIGHT WOULD BE A GREAT NIGHT TO GIVE SOME DIRECTION TO THE SUPERINTENDENT ON WHETHER WE WANT TO DO THE CHICKEN OR THE EGG FIRST. SOY I'M JUST GOING TO THROW IT OUT THERE. BECAUSE I'M JUST GOING TO CONTINUE TO BRING THE LANGUAGE FORWARD AS UPDATED BY GAMUT. AND IT'S GOING TO BE LIKE THAT GENERIC. AND THEN THE QUESTION IS GOING TO BE ASKED, WHAT ARE WE DOING WITH THIS? AND I CAN'T ANSWER THAT BECAUSE I'M NOT A BOARD

MEMBER. RIGHT? >> RIGHT.

>> NOT SURE THAT WE CAN. >> WELL, A COMMITTEE CAN BE --

>> CORRECT. AND THEY AND COME UP WITH -- TO ME, I FEEL LIKE IT'S NOT NECESSARILY A CHICKEN VERSUS THE EGG. WE ARE

SIMULTANEOUSLY WORKING ON -- >> YEAH. I PROBABLY SHOULD CLARIFY. MOST OF THIS LANGUAGE OUR DISCUSSION IS GOING TO BE IN THE 1,000 POLICIES, WHICH IS LIKE SIX POLICYLESS. IT'S A VERY SMALL AMOUNT OF POLICYLESS. IT'S NOT LIKE OUR BOARD BY LAWS THAT ARE BYLAWS. IT'S JUST A MATTER OF HOW YOU

WANT TO MOVE FORWARD WITH IT. >> FEELS LIKE THEY SHOULD BE BROADER. AND I SEE THE VALUE OF THAT. ESPECIALLY AS POINTED OUT EARLIER, THERE WAS A COMMENT, I KNOW THE SCHOOL GOALS, I DON'T KNOW THE DISTRICT GOALS. THAT'S ONE COMMENT. I DON'T KNOW HOW TO TAKE THAT. BUT IT WAS A COMMENT.

>> AND IT WAS NOTED. SO SOUNDS LIKE I HAVE TWO PEOPLE VOLUNTEERING FOR A COMMITTEE. BUT --

>> I VOLUNTEERED A LONG TIME AGO.

>> I KNOW. >> YOU ALL KNOW HOW I FEEL ABOUT IT. I THINK, YOU KNOW AGAIN, I'M VERY ALIGNED WITH HOW CSBA IS ON THIS. AND YOU WANT TASTART WITH THE VISION AND THE GOALS AND THE PHILOSOPHY AND EVERYTHING COMES FROM THAT. AND TO REALLY HAVE THAT WORK DONE AT THAT LEVEL, AND IF IT STARTS WITH A TWO-PERSON COMMITTEE, I THINK THAT'S WORK THAT NEEDS TO BE DONE.

>> FURTHER THOUGHTS FROM PEOPLE WHO HAD -- AM I RAISING MY HAND TO BE THE SECOND OF THE TWO-PERSON COMMITTEE?

>> THAT'S SORT OF WHAT I HEARD BEFORE. CAN CORRECT ME IF I'M

WRONG. >> YOU LOOKED AT ME.

>> I DIDN'T SAY IT. BUT I'M HAPPY TO JUMP IN. I THINK.

THAT'S IF WE DECIDE WE THINK A COMMITTEE IS VALUABLE.

>> YES, CORRECT. >> I'VE HEARD FROM TWO.

>> I'M NOT OPPOSED TO HAVING US WORK ON IT. I GUESS MY OBJECTION IS THE WORK DOESN'T START WHEN WE'VE --

>> RIGHT. >> YOU KNOW, WE DO THIS WORK EVERY DAY. THIS IS THE WORK THAT WE DO. I THINK IT'S FINE TO COLLECT THESE POLICIES. THEY SHOULD COHERE. THEY ABSOLUTELY SHOULD COHERE. I THINK IT'S A POSITIVE THING TO DO IT. BUT I DON'T THINK WE STOP OR THAT WE'RE GOING TO START OUR WORK IN SOME FUTURE TIME WHEN WE HAVE THIS. I THINK IT'S JUST

GOING TO STAY. >> THAT'S WHAT I SAID, IT DIDN'T HAVE TO BE A CHICKEN OR THE EGG. THEY CAN LIVE IN THE

SAME COOP TOGETHER. >> RIGHT. AND IT'S ABOUT COHERENCE. AND ONE OF THE THINGS I'VE SORT OF -- I WENT BACK -- YOU KNOW, KNOWING THIS PRESENTATION WAS COMING TODAY,

[03:35:01]

AND THIS HAS BEEN A GREAT RESOURCE. AND I ACTUAL HE WENT INTO, READ A CHAPTER THAT I HADN'T READ BEFORE, I DON'T THINK. AND IT WAS ALL ABOUT COHERENCE. HOW WE HAVE TO HAVE THAT UNIFYING MESSAGING AND VISION THAT EVERYBODY UNDERSTANDS. BECAUSE OTHERWISE, EVERYTHING FEELS LIKE PIECEMEAL AND CHAOTIC. AND I THINK -- THAT'S WHY I THINK THIS IS AN IMPORTANT STEP FOR US TO TAKE. NOT THAT WE'RE SAYING WE'RE GOING TO BE DOING ANYTHING DIFFERENTLY, NECESSARILY. I JUST THINK IT HELPS COMMUNICATE THE INTENT BEHIND WHAT WE WANT TO DO. LIKE THE PHILOSOPHY MORE CLEARLY.

>> SO THEN THE QUESTION IS, ARE YOU SAYING THAT YOU WANT TO STOP BRINGING FORTH THE REST OF THE SIX? OR WE'RE GOING TO KEEP BRINGING FORTH THE GENERIC ONES, UPDATING THEM, WHILE YOU SIMULTANEOUSLY ARE LOOKING AT THEM FOR COHESION AND -- AND BUILDING THE HANDBOOK POTENTIALLY?

>> IF THAT MEANS MORE -- IF THAT'S JUST SORT OF MORE WORK FOR STAFF THAT WE SHOULD PUT ON PAUSE FOR NOW, IF WE ARE GOING TO MOVE FORWARD WITH A COMMITTEE AND START DOING A LITTLE BIT OF THIS. THEN MAYBE THAT'S -- MAYBE THAT IS THE

WAY TO GO. >> I'M -- I MEAN, I HAVE NO PROBLEM UPDATING THEM. BUT I ALSO KNOW THAT THEY'RE JUST GOING TO BE TURNED AROUND AND FLIPPED SO THEY'RE ALL IN ALIGNMENT. SO TO ME, I WOULD RATHER SEE YOU WORK THROUGH BUILDING THAT HANDBOOK AND THEN GETTING US ALIGNED WITH THESE POLICIES SO THEY'RE NOT JUST GENERIC.

>> I WAS JUST GOING TO SAY, BASICALLY THE SAME THING. THAT I THINK THE -- THE SPECIFICITY -- SPECIFICITY -- THANK YOU.

YOU KNOW, I THINK, YES, IT'S GREAT TO UPDATE GAMUT LANGUAGE.

BUT I THINK THAT'S GENERAL AND IT'S LIKE -- APPLIES TO THE WHOLE STATE. IT'S MORE IMPORTANT THAT WE APPLY WHAT WE WANT AS OUR GOAL AND THEN FIX THE GAMUT LANGUAGE TO APPLY TO

US. >> IS THAT CLEAR AS MUD FOR

YOU? >> YEAH, I THINK, YOU KNOW, WHEN WE BRING STUFF FORWARD OUT AS BUSINESS SERVICES OR INSTRUCTIONAL SERVICES, YOU KNOW, WE ADJUST THE POLICIES, BASED ON WHAT WE'RE DOING AT OUR SCHOOL SITES. WE HAVE NOT DONE THAT WITH THE 1,000S, BECAUSE IT HAS JUST HAS NOT BEEN A FOCUS. AND OF SOME THESE POLICIES THAT HAVE COME FORWARD, WE HAVE NOT ADOPTED. LIKE THIS ONE IS THE FIRST ONE WE ADOPTED ON CONSENT. WE DIDN'T EVEN HAVE THAT POLICY AVAILABLE TO US EVER. SO I WOULD SUGGEST WORK ON IT IN TANDEM, AND THEN BRING THEM FORWARD, WHEN WE FEEL

COMFORTABLE WITH IT. >> ALL RIGHT. SO WE HAVE CONSENSUS AND HAVE FORMED AN AD HOC COMMITTEE.

>> I'LL E-MAIL YOU THE LATEST VERSION THAT IS -- LITERALLY, THE LAST TIME IT WAS UPDATED WAS PROBABLY 12 YEARS AGO.

>> IT'S BEEN SITTING IN MY E-MAIL, JUST WAITING TO BE

UTILIZED. SO -- >> I'M GLAD WE COULD MAKE YOUR

[D. Board of Education - Approval of Amendments to Board Bylaw 9321 and Exhibits 9321 (1) and (2) - Closed Session]

>> THE GAMUT UPDATE. BUT THIS INCLUDES AN APPELLATE COURT RULING ON FOWLER VERSUS LAFAYETTE. THEN HOW WE WOULD PUT STUFF ON FOR CLOSED SESSION FOR AGENDA ITEMS.

>> THIS IS A GOOD EXAMPLE. IT'S VERY SPECIFIC. IT IS VERY

[E. Instructional Services - Approval of Amendments to Board Policy 5145.3 - Nondiscrimination/Harassment]

MAKE THAT POINT. >> 5E. APPROVAL OF AMENDMENTS TO BOARD POLICY 5145.3 NONDISCRIMINATION AND

HARASSMENT. >> THESE ARE UPDATES FROM CSB GAMUT LANGUAGE. SOME ARE NEW LAW, ASSEMBLY BILL FEN 78, WHICH TALKS ABOUT WHEN IT IS UNLAWFUL FOR THE BOARD TO PROHIBIT THE USE OF ANY INSTRUCTIONAL MATERIAL. THE

[F. Student Services - Approval of Amendments to Board Policy and Administrative Regulation 6173.1 - Education for Foster Youth]

[03:40:02]

>> HI. GOOD EVENING. FOR THE BOARD POLICY, IT'S BEEN UPDATED TO REFLECT THE NEW LAW, SB532. AND THIS BASICALLY JUST REQUIRES US TO REPORT THE NUMBER WHO GRADUATED USING THE GRAD EXEMPTIONER. AND ALSO, ON THE ADMINISTRATIVE REGULATION, THERE'S A FEW MORE AMENDMENTS. IT GOES INTO BEING VERY SPECIFIC ON THE DEFERNITION OF FOSTER YOUTH, TRANSPORTATION THAT WE COULD BE PROVIDING BASED ON THE LAW. IT ALSO GOES INTO JUST WHO HOLDS EDRIGHTS, AND DETAILS AS FAR AS MAKING SURE THERE'S ACTUAL NOTICE FOR THE LIAISON. LIKE WHEN YOU HAVE MAX MIIZATION DETERMINATIONS. AND ALSO TAKES INTO ACCOUNT THE NEW LAW, SB32, WHICH PROVIDES INFORMATION WHEN A FOSTER YOUTH TRANSFERS INTO THE DISTRICT. AND THE TIME LINES AROUND THAT, AND MAKING SURE THEY STILL, BASICALLY, ARE ALLOWED TO START

SCHOOL. >> THANK YOU. QUESTIONS?

[G. Human Resources - Approval of Amendments to Board Policy 4112.9 and Approval of New Exhibit 4112.9-E(1) - Employee Notifications]

>> MINOR VERBIAGE CHANGE. THE EXHIBIT E IS NEW AND DELINEATES WHAT EMPLOYEES ARE TO BE NOTIFIED. WHAT INFORMATION THEY ARE REQUIRED TO RECEIVE AND THE FREQUENCY OR OCCASION ON WHICH THEY ARE TO BE NOTIFIED, AND YOU'LL SEE THAT THE EXHIBIT IS DIVIDED INTO FIVE SECTIONS THE ALL EMPLOYEES, CERTIFICATEICATE D STAFF. AND THE LAST IS SPECIAL CIRCUMSTANCES.

>> QUESTIONS ON THIS ONE? THANK YOU VERY MUCH. WE ARE NOW AT

[A. Future Board Topics / Activities]

AND I'VE HEARD CONCERNS FROM OUR TEACHER, INDIVIDUAL TEACHERS AND ADMINISTRATORS. A LOT OF SAFETY CONCERNS THAT WERE EVEN SOME WERE BROUGHT UP AT DAK THAT SORT OF SAID TO ME THAT MAYBE WE SHOULD JUST LOOK AT IT AND SEE HOW IT'S PLAYING OUT STREET LEVEL DATAWISE. AND THEN MY ASK WOULD BE, BEFORE IT WOULD COME BACK, I WOULD LIKE SOME SORT OF DISTRICT MULTIPERSPECTIVE REVIEW, WITH SUGGESTIONS ON WHAT COMES NEXT.

FOR THAT POLICY. >> SO YOU'RE PROPOSING SOMETHING DIFFERENT. BECAUSE WE'VE HAD A COUPLE OF PRESENTATIONS ON HOW IT'S GOING. YOU'RE SUGGESTING GETTING OTHER EYES ON IT, RATHER THAN JUST HAVE ANOTHER DISCUSSION UP HERE ON THE BOARD?

>> LIKE -- I CAN ONLY OFFER SO MUCH. BUT LIKE THE UNITED STATES --ERS HAVE -- LIKE IN FROM VARIOUS DIFFERENT STAKEHOLDER GROUPS HAVE EXPRESSED CONCERNS. GRATITUDE FOR THE NEW POLICY THAT DOES NOT YOU KNOW, SHAME PEOPLE AND IS NOT DISCRIMINATORY. BUT AT THE SAME TIME, LIKE THERE ARE ADJUSTMENTS. LIKE HOOP EARRINGS ON PLAYGROUNDS. THEY'RE ALLOWED, BASED ON THIS POLICY. THAT SEEMS LIKE A SAFETY CONCERN. SO -- THAT KIND OF THING.

>> UH-HUH. >> YEAH. I MEAN, AT DAC, WE HEARD CONCERNS FROM THREE DIFFERENT DAC REPS, EACH FROM A MIDDLE SCHOOL. AND THEY WERE RELAYING THE VIEWS OF THE ADMINISTRATORS ON THE DRESS CODE. PART OF IT WAS HOW IT

[03:45:02]

>> I WAS JUST GOING TO SAY, I KNOW SOME OF THE STATEMENTS CAME FROM DEPARTMENT CHAIRS. SO IT WASN'T ALL COMMENTS GEARED TOWARDS FEEDBACK THAT CAME FROM ADMINISTRATION.

>> RIGHT. >> I THINK ONE SITE SPECIFIC WAS, SHE HAD A LIST OF CONCERNS THAT CAME IN FROM DEPARTMENT CHAIRS. AM I CORRECT IN THAT, MR. LOO?

>> YES. >> AS YOU KNOW, I WASN'T ON THE BOARD WHEN THAT POLICY WAS PASSED. SO AS A CURRENT TRUSTEE, I'M MORE THAN WILL WILLING TO HAVE IT VISITED AND

HAVING DISCUSSION. >> I'M MORE THAN IN FAVOR OF HAVING IT REVIEWED AND DISCUSSED. MY QUESTION IS THE PREPARATION BEHIND IT, MAKING SURE THAT DIFFERENT USER GROUPS ARE NOTIFIED AND HAVE A CHANCE TO SPEAK ON IT.

>> HOW THAT DATA IS COLLECTED INAUDIBLE

>> UH-HUH. >> FOR ME, IT'S MORE LIKE HOW THAT HAPPENS WOULD BE UP TO THE DISTRICT TO SORT OF -- NOT SAYING FORM A GROUP. BECAUSE THAT BECOMES CUMBERSOME. BUT AT THE SUPERINTENDENT'S DISCRETION, LIKE HOW BEST TO GATHER THE INFORMATION THAT IS NEEDED TO SORT OF REVIEW IT WITH DIFFERENT R DIFFERENT EYES. AND -- YEAH.

>> JUST TO CLARIFY. SO THE REQUEST IS TO BRING IT FORWARD AS IS FOR DISCUSSION. AND FOR FURTHER FEEDBACK? OR IS IT TO HAVE A STAKEHOLDER, I'M NOT GOING TO SAY A COMMITTEE.

BECAUSE I HAVEN'T PLAYED THIS OUT IN MY HEAD. BUT FEEDBACK FROM STAKEHOLDERS, WITH SUGGESTIONS AND BRING THOSE SUGGESTIONS BACK TO THE BOARD ON WHAT THIS FEEDBACK WOULD PROVIDE TO THE DISTRICT AND THE BOARD? AND IS THAT --

>> I THINK MY REQUEST IS MORE SO THAT IT BECOMES MORE USER FRIENDLY. IF WE'RE TALKING ABOUT SOMETHING THAT CAN BE ENJOYED IS THE WRONG WORD. BUT CAN BE APPRECIATED AND USED BY ALL. HOW BEST TO DO THAT, I'M NOT -- I ALSO HAVEN'T PLAYED IT OUT. BUT I'VE HEARD ENOUGH, LIKE INCREASING IN NUMBER AND OVER THE PAST TWO YEARS. LIKE AT FIRST, AND WE'VE ASKED FOR THIS TO BE BROUGHT BACK. AND WE'VE HAD THE DISCUSSION.

IT'S BEEN SORT OF VANILLA. BUT THE CONCERNS, I'M HEARING MORE SPECIFICITY ABOUT THINGS THAT NEED TO BE ADJUSTED.

PARTICULARLY IN LIGHT OF SAFETY CONCERNS. THAT'S WHERE IT STARTED RINGING ALARM BELLS FOR ME.

>> I WILL WORK WITH INSTRUCTIONAL SERVICES AND OUR DIRECTOR OF STUDENT SUPPORT SERVICES AND BUILD A PLAN ON

WHAT'S THE BEST APPROACH. >> AND THE INITIAL -- I MEAN, THE DRESS CODE WE APPROVED YEARS BACK WAS SPEARHEADED BY STUDENTS. I WOULD CERTAINLY INCLUDE THEM GOING FORWARD. I WANT TO MAKE SURE THEY KEEP A VOICE.

>> THERE'S GOT TO BE A COMMITTEE WITH PEOPLE FROM DIFFERENT -- SUPERINTENDENT'S MEETING NOT A BOARD MEETING. AND NOBODY WANTS TO TAKE STUDENTS OUT OF THE EQUATION. I'VE EACH HEARD THEM TALK ABOUT IT. IT'S NOT OUT THE WOMEN FOR STUDENTS ALSO.

>> COULD I JUST ASK FOR CLARITY? SO THEN IS THE FOCUS TO GET -- TO HAVE THIS FEEDBACK, OF COURSE, INCLUDING STUDENTS AS WELL AS FROM OTHER FOLKS? BUT TO MAKE ADJUSTMENTS FROM THE STANDPOINT OF, LIKE, SAFETY? BECAUSE I DO THINK THAT THAT'S IMPORTANT. IF THAT IS THE DIRECTION THAT THE BOARD

WANTS TO PROVIDE. >> I DON'T WANT TO BE LIMITING. BUT I DEFINITELY WANT SAFETY. FOR ME PERSONALLY.

SAFETY IS A COMPONENT. AND I FOR SURE DON'T WANT TO GO BACK TO THE OLD POLICY. I WANT TO START WITH WHAT WE HAVE.

>> UH-HUH. >> BUT THE OTHER ISSUE THAT COMES UP. AND MAYBE THIS ALSO HAS TO BE, ENFORCEMENT OF THE

[03:50:05]

>> I THINK -- I THINK IT WOULD BE USEFUL TO BRING IT FORWARD AGAIN. SO WE REVIEW WHAT THE ACTUAL POLICY IS. BECAUSE MANY OF THE CONCERNS THAT I'VE HEARD EXPRESSED ARE ADDRESSED EXPLICITLY, IF NOT IN THE POLICY, IN THE A.R. AND IT'S POSSIBLE THAT WE'VE MISSED SOME THINGS. IT'S POSSIBLE THAT WE MISSED SOME THINGS, PARTICULARLY REGARDING SAFETY.

BUT THERE IS SAFETY LANGUAGE IN THE POLICY IN THE A.R. SO I'M HAPPY TO BRING IT FORWARD. BECAUSE I THINK THAT PROCESS MIGHT DISPEL SOME OF THE CONFUSION. AND THAT WOULD BE

BENEFICIAL. >> HOW CAN WE MAKE THE POLICY BETTER AND MORE USABLE, REALLY, I THINK, IS MY UNDERLYING

QUESTION. >> HOW CAN WE MAKE IT --

>> AND UNDERSTOOD. ABSOLUTELY. >> FOR WHAT IT ACTUALLY IS.

>> YEAH? BECAUSE I THINK SOME OF WHAT WE'VE HEARD IS ACTUAL HE ADDRESSED. BUT -- BUT THERE'S NOT AN AWARENESS REMEMBER I'M NOT SURE WHY. BUT THE DISCUSSION SHOULD HELP TO, TO INCREASE

>> MR. GORBACK. >> ONE OF THE THINGS I WANT TO SEE DISCUSSED ANYWAY, WAS BROUGHT UP IN A RECENT BACK AND I DON'T REMEMBER WHICH ONE. BUT THE RELATIONSHIP BETWEEN OUR DRESS CODE AND IF WE ARE TAKING STUDENTS TO ANOTHER PLACE. NOW, AS IT TURNED OUT, FROM WHAT I UNDERSTOOD. IT WAS ADDRESSED INACCURATELY, BUT IT BROUGHT UP THE IDEA THAT IF THAT WERE TO BE THE CASE, WE HAVE NO PROVISION IN IT, AS TO WHAT HAPPEN FIST WE GO TO PLACE THAT HAS A MORE STRICT DRESS CODE. TO ME IT'S EASY BUT IT NEEDS TO BE DISCUSSED.

>> I'M NOT TALKING FULL ON REVISION, KPH-LS THE COMES BACK

WITH, YOU KNOW WHAT? >> I DIDN'T HEAR AGREEMENT.

BUT I DID HEAR CONVERSATIONING AND POSSIBLE CLARITY, BEFORE IT

GOES TO A COMMITTEE. IS THAT -- >> THAT'S WHAT I HEARD FROM -- WE HAVE TO SEE IF ANYBODY ELSE WANTS THAT ROUTE. YOU NEED TO

DECIDE IF THAT'S THE CASE. >> RIGHT. I'M NOT SURE DISCUSSION AT THE BOARD LEVEL IS GOING TO PROVIDE CLARITY.

WITHOUT SOME REVIEW OF THE PEOPLE THAT ARE USING IT.

BECAUSE I'M NOT USING IT EVERY DAY.

>> THE WON'T ONE UP HERE WHO IS. YOU KNOW?

>> I WOULD SAY OVERALL, I'M IN SUPPORT OF THIS IDEA. FROM A STUDENT PERSPECTIVE, I DON'T GET TO HEAR WHAT STUDENTS AND TEACHERS AND STAFF THINK ABOUT THE DRESS CODE. I THINK THERE IS SOME -- NOT MISCOMMUNICATION, BUT CONFUSION, AS TRUSTEE GILL HAS ADJUSTED TACK DUE TO COVID. I THINK ALL OF A SUDDEN, THERE WAS A NEW DRESS CODE AND NOBODY MENTIONED IT. I'M CURIOUS TO SEE THE DIFFERENCE BETWEEN WHAT STUDENTS THINK OF IT AND WHAT TEACHERS THINK OF IT. AND I THINK THERE IS SOME CONFUSION. BUT IT HAS BEEN RELATIVELY BROAD. AND I THINK IT WAS USEFUL WHEN IT WAS FIRST REVISED. BUT GIVEN NEW CIRCUMSTANCES, IT CAN BE UP FOR

REVISION. >> I THINK YOU NEED TO ASK FOR CONSENSUS FIRST AND EITHER GET CONSENSUS ON THAT OR --

>> YEAH. SO THE CONSENSUS -- SO A CONSENSUS, I'M TRYING TO FOLLOW. A CONSENSUS AROUND BRINGING BACK THE POLICY TO

[03:55:02]

>> I GUESS ONE OF THE THINGS WE HAVE HEARD IS THAT PEOPLE HAVE FEELINGS THEY WANT TO EXPRESS TO US ABOUT IT. AND I KNOW WE'VE ASKED NUMBERS OF TIMES. BUT WE'RE -- BUT WE STILL HEAR THAT. SO -- SO I THINK LET'S ASK. YOU KNOW? LET'S BRING ALL OF IT FORWARD SO WE CAN REVIEW IT AT ONE TIME. I MEAN, ACTUALLY, WHEN I SAY THAT. I THINK THE DRESS CODE IS A PERENNIAL THING. LIKE WE'RE ALWAYS GOING TO BE DISCUSSING THE DRESS CODE. THIS ISN'T GOING TO BE OUR LAST GO-AROUND.

BUT THAT'S OKAY. WE HAVE HEARD FROM PEOPLE THAT THEY HAVE THOUGHTS ABOUT IT. IT'S BEEN IN USE NOW FOR A FEW YEARS.

IT'S REASONABLE TO SAY, BRING IT ALL, AND LET'S LOOK AT IT.

>> THE QUESTION IS, WHERE ARE THEY BRINGING IT? ARE THEY GOING TO BRING IT TO STAKEHOLDER LITTLE WHO ALL GET TOGETHER IN A SUPERINTENDENT'S COMMITTEE? AND THEN WE HAVE A PRESENTATION ON ALL OF THAT? OR FOR WE SUGGESTING THAT EVERYBODY COME RIGHT IN? LIKE WHAT'S THE ASK?

>> I'D PREFER TO WORK THROUGH A COMMITTEE.

>> OKAY. SO IS THERE A CONSENSUS ABOUT THAT? GREAT.

ANYBODY ELSE HAVE ANYTHING ELSE THEY WANT TO ADD TO THIS COMMITTEE -- I'M SORRY. TO THE AGENDA, FUTURE BOARD TOPICS? PART OF ME WANTS TO SAY MASTER SCHEDULE. BUT WE'LL SAVE THAT FOR

* This transcript was compiled from uncorrected Closed Captioning.