[C. Instructional Services - Public Hearing: 2024/2025 Local Control and Accountability Plan (LCAP), Inclusive of the Budget Overview for Parents]

MOVING ON TO ITEM MAGALI, INSTRUCTIONAL PUBLIC HEARING '24-'25, LOCAL CONTROL AND ACCOUNT ABILITY PLAN, LCAP-INCLUSIVE OF A BUDGET OVERVIEW FOR PARENTS. WE WILL NOW CONVENE A PUBLIC HEARING TO RECEIVE PUBLIC TESTIMONY CONCERNING THE APPROVAL OF THE 2024-2025 LOCAL CONTROL ACCOUNTABILITY PLAN , LCAP, AND INCLUSIVE OF THE BUDGET OVERVIEW FOR PARENTS. ARE THERE ANY PUBLIC COMMENT CARDS ON THIS ITEM? THEN, I WILL NOW CLOSE THE PUBLIC HEARING AT

9:04. COMMENTS FROM MR. LOU? >> MY COMMENTS COME IN THE FORM OF A PRESENTATION. I AM HAPPY TO BRING FORWARD TO THE BOARD OF EDUCATION, TO THE PUBLIC, OUR DRAFT OF OUR 2023-'24 ANNUAL UPDATE FOR LCAP, BUDGET OVERVIEW FOR PARENTS AND THE PROPOSED 2024- '25 LCAP ITSELF. BEFORE I DIVE MORE INTO THE PRESENTATION, I WANT TO GIVE -- THERE ARE LOTS OF THINGS -- BUT I WANT TO ADDRESS GRATITUDE TO OUR BOARD OF EDUCATION AND OUR SUPERINTENDENT. IN THIS PARTICULAR YEAR, WHEN WE HAD STATUTORY CHANGES TO THE LCAP ACROSS THE STATE , OUR BOARD OF EDUCATION , SUPERINTENDENT, AT THE LEADERSHIP TO HAVE A LOT OF CONVERSATIONS HERE , AT THE BOARD LEVEL, ABOUT OUR LCAP. WHETHER THOSE BE ADJUSTMENTS TO THE LINKAGE OF OUR GOALS, THE SPECIFIC INTERPRETATION OF WHAT THE STATUTORY CHANGES ARE, AND THE FOCUS OF OUR LCAP, AS WELL AS THE OPPORTUNITY TO TALK ABOUT THIS DOCUMENT AS A DRAFT DOCUMENT IN ADVANCE. SO, AGAIN, I THANK OUR BOARD OF EDUCATION AND SUPERINTENDENT FOR THOSE OPPORTUNITIES THAT REALLY ALLOWED US TO PRESENT NOT JUST THIS PRESENTATION, BUT THE 173-PAGE DOCUMENT INCLUDED ON THE AGENDA ITEM. WITH THAT, AS

[03:05:05]

A BRIEF LCAP OVERVIEW, THE LCAP IS OUR THREE-YEAR PLAN THAT DESCRIBES GOALS, ACTIONS, SERVICES, EXPENDITURES TO SUPPORT POSITIVE STUDENT OUTCOMES AND ADDRESS STATE GOALS AND PRIORITIES. NOTED HERE AND IN THE BOLDED SECTIONS, WE ARE REQUIRED TO ASSEMBLE A SINGLE DOCUMENT THAT DOES COMPRISE OF ALL OF THESE DIFFERENT ASPECTS OF THE LCAP FOR THIS YEAR. NOTABLY, THE 2023-'24 LCAP ANNUAL UPDATE IS A SEPARATE DOCUMENT THIS PARTICULAR YEAR BECAUSE, AS WE EMBARK ON A NEW THREE-YEAR CYCLE, THE STATE HAS A SEPARATE LEAD FOR THE ANNUAL UPDATE. THAT ANNUAL UPDATE IS FOR THE SPECIFIC ACTIONS AND SERVICES AND METRICS FOR THIS '23-'24 SCHOOL YEAR. AS I HAVE MENTIONED BEFORE, WE HAD THE OPPORTUNITY TO TALK ABOUT SOME OF THE NEW LCAP REQUIREMENTS , JUST HIGHLIGHTING SOME OF THEM HERE, THESE REQUIREMENTS, OF COURSE, ARE REFLECTED WITHIN OUR LCAP DOCUMENT IT'S SELF FOR THE '24-'25 SCHOOL YEAR, SPECIFICALLY, WITHIN OUR REFLECTION SECTIONS, A LOCAL EDUCATIONAL AGENCY MUST IDENTIFY SCHOOLS, STUDENT GROUPS WITHIN OUR SCHOOL DISTRICT, AS WELL AS STUDENT GROUPS WITHIN EACH INDIVIDUAL SCHOOL PERFORMED AT THE LOWEST PERFORMANCE LEVEL . THOSE, BEING EITHER RED OR VERY LOW IN THE CASE OF THE COLLEGE CAREER INDICATOR. IN TERMS OF GOALS AND ACTIONS, ELLIE A MUSTARD AND OF HIGH ACTIONS DIRECTED TOWARDS THOSE IDENTIFIED STUDENT GROUPS THAT HAVE BEEN IDENTIFIED IN THE ABOVE POINT AND REFLECTIONS, AND FOR EVERY ACTION THAT TARGETS UNDUPLICATED STUDENTS OR IN THE LCAP NOTED AS CONTRIBUTE IN TOWARDS INCREASED OR IMPROVED SERVICES FOR UNDUPLICATED STUDENTS, WE WOULD REQUIRE THIS YEAR FOR A SPECIFIC METRIC. WE SHOULD ALSO NOTE THAT THESE PARTICULAR PIECES OF HIS AS WE DO A SNAPSHOT IN THE '24-'25 SCHOOL YEAR, THOSE PIECES CARRY FORWARD FOR THE NEXT SCHOOL YEAR'S, AND IF YOU WEREN'T QUITE SURE WHAT DR. HAYEK SHARED, I HAVE A ONE-SLIDE BUDGET OVERVIEW FOR PARENTS THAT IS SUPPOSED TO PROVIDE A COPY HANDS OF LOOK AT SOME OF OUR BUDGET FOR NEXT YEAR, COMPREHENSIBLE ENOUGH FOR ME TO TALK THROUGH THE PROJECTED REVENUE FOR NEXT SCHOOL YEAR. YOU CAN SEE OUR LOCAL CONTROL FUNDING FORMULA BASE GRANTS IS $180 MILLION . WE RECEIVED SUPPLEMENTAL FUNDS IN THE FORM OF ABOUT $90S.8 MILLION, SPECIFICALLY TO INCREASE SUPPORT SERVICES FOR ENGLISH LEARNERS, LOW-INCOME STUDENTS AND FOSTER STUDENTS. WITHIN OUR PROPOSED LCAP FOR THE '25-'25 SCHOOL YEAR, TOTAL NUMBER OF THESE MINIATURES THERE IN TERMS OF BUDGETING WOULD BE $12 MILLION. WITH SPECIFICALLY $1.3 MILLION, SPECIFICALLY ADDRESSING OF HIS AS NOTED THERE -- FOSTER YOUTH, ENGLISH LEARNERS AND LOW-INCOME STUDENTS. AS PART OF THE ANNUAL PERFORMANCE AND REFLECTIONS NOTED WITHIN OUR LCAP, WE REALLY CALL TO ATTENTION THE SUCCESSES AS WELL AS IDENTIFIED NEEDS THAT, REALLY, WE HAVE PRESENTED BEFORE TO THE BOARD OF EDUCATION IN OUR FEBRUARY SORT OF DATA PRESENTATION .

SOME OF THOSE SUCCESSES , JUST TO NOTE, AS WELL AS SOME OF THOSE IDENTIFY NEEDS , AS A SCHOOL DISTRICT, WE LOOK AT ALL OF OUR STUDENTS. WE CONTINUE TO OUTPERFORM THOSE LEA IN OUR COUNTY AND STATE, SPECIFICALLY, VENTURA COUNTY FOR UNIFIED SCHOOL DISTRICTS SERVING 5000 STUDENTS OR MORE, OR OUR SCHOOL DISTRICT AS THE HIGHEST PERFORMING IN ENGLISH-LANGUAGE ARTS, MATHEMATICS, GRADUATION, COLLEGE CAREER INDICATOR, AND COLLEGE CAREER INDICATOR -- AND OTHER SUCCESS IN THE CALIFORNIA DASHBOARD FOR THIS YEAR WAS WE DID HAVE SOME REALLY SIGNIFICANT IMPROVEMENT IN OUR NUMBER OF ENGLISH LEARNERS WHO ARE REACHING PROFICIENCY. IN TERMS OF IDENTIFIED NEEDS, OUR ENGLISH LEARNERS ARE DEFINITELY OF A PARTICULAR GROUP THAT WE WANT TO PROVIDE MORE ADDITIONAL ACTIONS TO SUPPORT. THEIR ACHIEVEMENT IN ENGLISH LANGUAGE ARTS AND MATHEMATICS, AND THEN AT THE VERY BOTTOM, WE SHOULD NOTE THAT, AS WAS DISCUSSED IN THE PRIOR BUDGET, LCAP PRESENTATION, ALTHOUGH OUR STUDENTS , OVERALL, FOR THE COLLEGE CAREER INDICATOR, SCORE HIGH FOR ALL STUDENTS , WHICH AS I MENTIONED, THE HIGHEST IN THE COUNTY, WE DO HAVE ENGLISH LEARNERS, HOMELESS STUDENTS AND STUDENTS WITH DISABILITIES WHO ARE AT THE VERY LOW CATEGORY. A BRIEF SNAPSHOT AT SOME OF THE WORK WE HAVE DONE TO MEET THE STATUTORY REQUIREMENTS TO ENGAGE OUR EDUCATIONAL PARTNERS IN THEIR DEVELOPMENT OF OUR LCAP IS NOTED HERE . I WILL GO

[03:10:02]

THROUGH ALL OF THEM, BUT WE CONTINUE TO ENGAGE WITH OUR MANY PARENT ADVISORY, AS WELL AS STUDENT ADVISORY COUNCILS AND LADIES, AND THIS ALSO INCLUDES OUR BUDGET LCAP COMMITTEE. THIS YEAR, AS WE HAVE IN THE PAST, SUBMITTED AN ANNUAL FEEDBACK SURVEY, WHICH WE NO LONGER CALL THE LCAP SURVEY IN HOPES OF GETTING MORE FEEDBACK, AS WELL AS THIS YEAR, IN PARTICULAR, WE HAVE SOUGHT OUT A LOT OF TRAINING AND SUPPORT FROM THE COUNTY OF EDUCATION ON THESE NEW REQUIREMENTS. SOME HIGHLIGHTED INPUT THAT HAS IMPACTED THE '24-'25 LCAP IS NOTED THERE. TO HIGHLIGHT SOME OF THEM, WE HAVE SHIFTED TO USING ADDITIONAL METRICS FROM OUR ANNUAL SURVEYS, REALLY WITH THE FEEDBACK, TRYING TO BETTER CAPTURE AND MONITOR THE FEEDBACK FROM STAFF, STUDENTS, FAMILIES, ON AN ONGOING BASIS, AND A LOT OF OUR INPUT, SPECIFICALLY FROM STAFF, HAS BEEN THE EXPANSION OF THE NUMBER OF OUR TRAINING PRIORITY AREAS, SPECIFICALLY ENGLISH LANGUAGE DEVELOPMENT, AND -- WISE ENOUGH TO INCLUDE THE AMAZING INFO GRAPHIC AS PART OF MY BRIEF WALK-THROUGH OF THE LCAP. A BIG THANKS TO KIM FOR HER WORK ON THIS. BUT AS WE JUST DESCRIBED OUR LCAP FOR THE '25-'25 SCHOOL YEAR, WE HAVE THE ADJUSTED LCAP LANGUAGE APPROVED BY OUR BOARD OF EDUCATION, OF COURSE, ARE TRYING TO, THROUGH THIS GRAPHIC, NOTE THAT GOAL ONE IS THAT UMBRELLA , BROAD GOAL THAT REALLY ENCOMPASSES GOALS TWO, THREE, AND FOUR. WE HAVE LINKED TOGETHER ALL OF OUR CO-ALIGNED PLANS THAT, AGAIN, ALL WORK TOGETHER TO SUPPORT THOSE FOUR GOALS WITHIN OUR DISTRICT . SOME NEW ADDITIONS SINCE WE LAST HAD THIS DISCUSSION, WE HAVE LINKED IN THE MONITORING TOOL FOR THE SPSA, THE STRATEGIC ARTS SCHOOL AND LINKED IN THE GOALS FROM YEARS PRIOR, BUT BRIEFLY AS PART OF OUR DISCUSSION, THE BOARD OF CITIES DISCUSSION GOALS, I THINK IT IS IMPORTANT TO KNOW FOR THE COMMUNITY THAT THERE WAS DISCUSSION ABOUT ALLOWING THE BOARD STUDY SESSION GOALS DOCUMENT TO NOT JUST MIRRORED WHAT WE HAVE IN THE LCAP, BUT FOR THE BOARD TO ESTABLISH OTHER GOALS AND PRIORITIES FOR US TO REPORT ON MEASURE AND IMPLEMENT, IN ADDITION TO THE LCAP AND OTHER PLANTS. A BRIEF WALK-THROUGH OF GOAL ONE, WE HAVE COME ON ONE SIDE, HIGHLIGHTED -- JUST HIGHLIGHTED -- NOT ALL OF THEM -- METRICS AND THREE-YOUR TARGETED OUTCOMES, AND THEN, HIGHLIGHTED ACTIONS AND AMOUNTS . OF COURSE, THIS IS ALSO SUPPOSED TO BE A HOOK FOR PEOPLE TO SCAN THE QR CODE THAT WILL TAKE HIM TO ALL OF THE FULL CONTENT FOR GOAL ONE. FOR HIGHLIGHTED METRICS AND THREE-YEAR TARGETED OUTCOMES, WANTING TO SPECIFICALLY NOTE, IN THIS, THE IMPROVEMENT IN THE COLLEGE CAREER AND READINESS FOR COLLEGE CAREER INDICATOR AS MEASURED BY THE CALIFORNIA DASHBOARD, WE HAVE IDENTIFIED THE PERCENT INCREASE NEEDED FOR A NUMBER OF OUR STUDENT GROUPS TO , OF COURSE, MOVE OUT OF THE RED, AND CONTINUE TO PROGRESS OVER TIME. THAT, HE EITHER BEING 1%, 3% OR 5%, SPECIFICALLY FOR GROUPS OF THE LOWEST AREAS WITHOUT TARGET BEING THE MOST, WHICH WOULD BE 5% . A PARTICULAR ACTION I WOULD LIKE TO HIGHLIGHT IS THE FOURTH ACTION DOWN . I KNOW IT IS HARD TO READ, BUT WE ADDED SOME ADDITIONAL ACTION AND CONTENT TO THIS. THIS PARTICULAR ACTION IS TO SUPPORT, AND DISCUSSED THE COLLEGE CAREER INDICATOR . THE ADDITIONAL PIECES ARE AN ANNUAL DISTRICT MONITORING OF INDIVIDUAL STUDENTS' PROJECTS -- PROCESS ORDERS FOR HIGH SCHOOL STUDENTS WITH ENGLISH LEARNERS, AND STUDENTS WITH THE KNOWLEDGE MEANT THAT THESE ARE THE THREE PARTICULAR GROUPS WE WANT TO SEE THE MOST SUPPORT BASED OFF OF THE DATA. IN ADDITION, THIS ALSO INCLUDES THE COLLEGE CAREER INDICATOR, WHICH IS THE TRANSITION CLASSROOM AND WORK-BASED LEARNING EXPERIENCES INTERIOR WHICH IS SPECIFICALLY FOR STUDENTS WITH IEP WHO EARNED A CERTIFICATE OF COMPLETION. WE THINK THAT, BY HAVING FOCUSED ON THAT ADDITIONAL AREA AND THE INCREASE IN DATA MONITORING, OF COURSE, AND COMMUNICATION WITH OUR SCHOOL SITES, WE THINK THAT THAT IS , CERTAINLY, ONE IMPORTANT STEP IN IMPROVING THAT PARTICULAR INDICATOR. FOR GOAL TWO, THE HIGHLIGHTED METRICS AND HIGHLIGHTED ACTIONS AND OUTCOMES. TWO OF THE

[03:15:02]

HIGHLIGHTED METRICS, TO NOTE -- I MENTIONED THAT BEFORE -- WE HAVE ADDED A MEASURE OF STAFF REPORTING THROUGH THE ANNUAL SURVEY THAT THEY RECEIVE, JANUARY, FEBRUARY. THOSE REPORTS PROVIDE TRAINING TO EFFECTIVELY PERFORM THE DUTIES AND RESPONSIBILITIES OF THEIR JOB . IN ADDITION AND AS PART OF SOME THE FEEDBACK, WE HAVE ADDED A MEASURE AND METRIC TO SEND US THE EFFECTIVENESS OF OUR NEW TEACHER IN. SHINTON PROGRAM. ONE ITEM HIGHLIGHTED IN TERMS OF ACTION IS TO NOTE THE FOCUS ON DESIGNATED AND INTEGRATED ELD TRAINING FOR OUR CERTIFICATE, STAFF, REALLY STARTING AT, I WOULD SAY, A SYSTEMATIC ENCUMBRANCE OF LEVEL, STARTING NEXT YEAR, ALTHOUGH WE HAVE PROVIDED MANY OPPORTUNITIES SPECIFICALLY FOR DESIGNATED ELD THE LAST 2 YEARS, BUT THIS IS THROUGH THE FRAME OF UNIVERSAL DESIGN FOR LEARNING. GOAL THREE OFFICE I SHOULD NOTE, WE INTENTIONALLY CHANGED AROUND SOME OF THE COLORS ON THESE SLIDES FROM THE FIRST, WANTING TO MOVE AWAY FROM ORANGE AND RED, BECAUSE THAT HAS A NEGATIVE CONNOTATION. DO YOUR BEST TO THINK ABOUT ALL THINGS. THAT WAS A PIECE OF FEEDBACK WE RECEIVED. SO, GOAL THREE, HIGHLIGHTED METRICS AND OUTCOMES, AS WELL AS HIGHLIGHTED ACTIONS . ONE PARTICULAR HIGHLIGHTED METRIC I WOULD NOTE WOULD BE A RESPONSE FROM HER PARENTS AND GUARDIANS AS PART OF THE ANNUAL SURVEY IN WHICH THEY REPORT FEELING INFORMED ABOUT THEIR CHILD'S ACADEMIC PROGRESS . IN PARTICULAR, ACTION THAT I WOULD LIKE TO HIGHLIGHT, IN THE MIDDLE, SPECIFICALLY THE REALLY GREAT WORK OUT OF STUDENT SUPPORT SERVICES, MS. HARRISON AND MS. BOWMAN, THEY HAVE REALLY DONE GREAT LENGTHS TO ADD TO, I WOULD SAY, COMMUNITY'S UNDERSTANDING OF THE IMPORTANCE OF ATTENDANCE, AS WELL AS THE TRAINING OF OUR STAFF TO ENGAGE IN BEST PRACTICES TO NOT JUST MONITOR BUT INTERVENE IN ATTENDANCE.

THEN, FOR GOAL FOUR, ONE HIGHLIGHTED METRIC IS ANOTHER STUDENT'S ANNUAL SURVEY QUESTION ABOUT THEIR FEELINGS AND PERCEPTIONS OF THE SCHOOL BEING AN INCLUSIVE LEARNING ENVIRONMENT. I WILL OF THIS IN TERMS OF ACTIONS AND AMOUNTS -- TO HIGHLIGHT SOMETHING NOT ON THIS SHEET, AGAIN, AS JUST A TEASE TO SCAN THE CODE AND GO MORE INTO DETAILS -- WE HAVE A COMPREHENSIVE ACTION THAT THESE CRIMES , REALLY, OUR EFFORTS TO SUPPORT OUR STUDENTS' MENTAL HEALTH AND WELL-BEING, AS WELL AS PROVIDE TIER-1 AND TIER-2 SOCIAL AND EMOTIONAL

LEARNING'S. >> WAS THAT MORE OF A GRAY OR

GREEN COLOR TO YOU? >> YEAH --

>> I DIDN'T KNOW THAT WAS A COLOR -- WE ARE HOPING --

>> I APPRECIATE THE FEEDBACK. >> WE ARE OPEN TO FEEDBACK ON THE COLORS. I'M JUST SAYING. THE NEXT TWO SLIDES, WE MAKE SURE TO DO EVERY YEAR WHEN WE TALK ABOUT THE LCAP -- SOME OF THIS INFORMATION OF WHERE WE ARE REQUIRED TO DO THIS BY LAW -- THE CALIFORNIA DASHBOARD THAT WE ARE TYPICALLY MOST COMFORTABLE WITH AND SEE MOST OFTEN IS THE GAS GAUGE IS AND, IN ONE CASE, THE CELL PHONE BARS, BUT EACH YEAR , SCHOOL DISTRICTS ARE REQUIRED TO COMPLETE LOCAL INDICATORS, AND THOSE REALLY ARE TO ASSESS STATE PARTIES ONE, TWO, THREE, SIX AND SEVEN. ANNUALLY, WE REPORT AFTER THE BOARD OF EDUCATION PUBLIC, WHERE WE STAND IN THESE OTHER PRIORITY AREAS. SO, FOR PRETTY ONE, THAT IS BASIC SERVICES. AND WE IDENTIFY THIS. WE SELF ASSESS THIS AND INDICATE THAT IT MET THROUGH OUR SUFFICIENCY REPORTS THAT THE COUNTY OFFICE PROVIDES US. FOR PRIORITY TWO, AND LIMITATION OF ACADEMIC STANDARDS, THAT IS ALSO MET, AND EVIDENCE OF THAT WOULD BE THE RECENT ADOPTION OF SOME NEW STRUCTURAL MATERIALS, SPECIFICALLY SOCIAL SCIENCE AND SCIENCE. PARENT/FAMILY ENGAGEMENT IS MET IS SOME OF THAT EVIDENCE WHICH IS ONGOING, DIALOGUE WITH OUR STUDENT ADVISORY COUNCIL AND STUDENT LEADERS, AS WELL AS A PARENT/GUARDIAN DISTRICT ADVISORY COUNCILS AND COMMITTEES, SCHOOL CLIMATE, WE HAVE INDICATED THAT AS MET AND REFERENCED SOME OF THE POSITIVE FEEDBACK WE RECEIVED THROUGH SURVEYS THE STUDENTS AND PRIORITY 7, ACCESS TO A BROAD COURSE OF STUDY. WE NOTED THAT AS MET, EVIDENCED THROUGH OUR MASTER SCHEDULES, OF COURSE, OFFERED.FINALLY, AT THIS TIME, WE ALSO TRIED TO NOTE AND DESCRIBE , IN ADDITION TO THE ACTIONS AND SERVICES IN THE LCAP -- WE ALSO RECEIVED FEDERAL FUNDING , TITLE I, TOTAL TWO, TITLE THREE AND TITLE FOUR -- AND WE USE THOSE ACTIONS AND THOSE FUNDS, FEDERAL FUNDS , TO SUPPORT AND, AGAIN, WORK TO ADDRESS THE FOUR LCAP GOALS WE HAVE,

[03:20:03]

SPECIFICALLY FOR GOAL ONE , WE CAN POINT TO THE ACADEMIC SPECIALIST THAT WE HAVE AT OUR ELEMENTARY SCHOOLS THAT PROVIDE REALLY IMPORTANT ACADEMIC INTERVENTION AND SUPPORT , AND FOR GOAL TWO, THE USE OF TITLE I DOLLARS TO SUPPORT OUR ELEMENTARY INTEGRATED ELT TRAINING , AND FOR GOAL THREE, AGAIN, THROUGH TITLE I, JUST AS SOME HIGHLIGHTS, OUR AMAZING OUTREACH COORDINATOR'S , AVERAGE ASSISTANCE FOR THE TITLE I SCHOOLS, AND THEN FOR GOAL FOUR, AGAIN, NOTING SOME OF THE ADDITIONAL COUNSELING AND MENTAL HEALTH STAFF DIVIDED TO TITLE I SCHOOLS. ALL OF THAT, AGAIN, WORKS IN CONJUNCTION TO SUPPORT THOSE FOUR DISTRICT GOALS. WITH THAT, I WOULD BE HAPPY TO ANSWER ANY QUESTIONS.

>> FIRST OF ALL, THANK YOU FOR THE VERY GOOD, CONCISE REPORT.

THANK YOU. ON SLIDE FIVE , I'M CURIOUS -- NOT COMPARING US WITH ANYBODY AS WE GO DO THE BEST WE CAN BY OURSELVES -- BUT I'M GOING TO COMPARE ANYWAY. ON -- IT SAYS -- OUR ENGLISH LEARNERS, HOMELESS AND STUDENTS WITH DISABILITIES -- THOSE ARE THE RED AREAS. HOW DOES THAT COMPARE WITH THE OTHER DISTRICTS IN THE STATE AND WITH THE OTHER DISTRICTS , SAY, IN VENTURA COUNTY? I GUESS I AM ASKING NOT BECAUSE I WANT TO COMPARE BECAUSE THIS IS A UNIVERSAL PROBLEM OR THIS IS A

CVUSD PROBLEM? >> I CAN ONLY SPEAK BROADLY , LIKE THAT IS MORE OF A BROAD ISSUE . I WOULD SAY, THOUGH, HOWEVER, WE LOOK AT OTHER SCHOOL DISTRICTS, MAYBE ARE DOING, AND THAT IS FINE, TO SAY, BETTER THAN US, AND WHAT ARE THEY DOING, AND WHAT CAN WE DO TO REPLICATE SOME OF THEIR

SUCCESS. >> TRUSTY POWELL ?

>> THANK YOU. I APPRECIATE THE UPDATES THAT YOU SHARED WITH US AND ALL THE THINGS UPDATED SINCE OUR LAST MEETING. I KNOW THERE ARE A LOT OF ADDITIONS AND THINGS LIKE THAT. THANK YOU. WE HAVE THE BOARD GOALS , AS WELL AS THE MONITORING TOOL.

I HAD A QUESTION ABOUT THAT. WE TALKED ABOUT HOW, GIVEN THIS MORE FOCUSED DOCUMENT, HOW WHATEVER THE CONTENT AND THE WORK DONE WITHIN THE SPSA MAY BE MORE IMPORTANT -- PROBABLY MORE IMPORTANT -- THAN THE PAST . I NOTICE ON THE TOOL THAT SOME INDICATORS HAVE SUBGROUP PARTICULAR SUB -- SO GROUPED AND OTHER THINGS LIKE THAT, SO I WASN'T CLEAR ON THAT. I WAS WONDERING, IS THAT MONITOR TOOL TAILORED FOR EACH SCHOOL SITE? I KNOW SOME SCHOOLS HAVE SUBGROUPS THEY NEED TO WORK DIFFERENTLY THROUGH. I WAS JUST ASKING ON THAT.

>> THE BLUE FONT ON THE TOOL INDICATES , AS UPDATED, A MORE NEW CRITERIA , ASPECTS, THAT WE HAVE ADDED. IT IS NOT SPECIFIC TO ANY PARTICULAR SCHOOL DISTRICT, BUT SPECIFIC TO THE NEEDS OF OUR SCHOOL DISTRICT AS A WHOLE . THERE ARE PARTICULAR STUDENT GROUPS THAT WE DO CALL OUT , THAT WE HAVE REQUIRED ACTIONS, FORMS , SAMPLES, SAY, IN A CHRONIC ABSENTEEISM. WE SPECIFICALLY CALL THEM OUT, I THINK, ONE OR TWO PARTICULAR GROUPS. THAT IS BECAUSE THOSE ARE PARTICULARLY SMALLER GROUPS, FOSTER YOUTH, HOMELESS, AND IN MANY CASES, BLACK OR AFRICAN AMERICAN STUDENTS. THAT IS BECAUSE, IN THE CALIFORNIA DASHBOARD, WHEN A SCHOOL PULLS UP THE RESULTS, THEY MAY NOT HAVE ENOUGH STUDENTS BASED OFF OF CONFIDENTIALITY FOR A PERFORMANCE LEVEL COLOR TO BE REPORTED. SO, KNOWING THAT, AT THE DISTRICT LEVEL, AND THIS WAS DISCUSSION WE HAD AT THE LCAP BUDGET COMMITTEE -- KNOWING THAT, AT THE DISTRICT LEVEL, THERE DEFINITELY IS THAT NEED, THAT THAT NEED MAY NOT SHOW UP WITHIN INDIVIDUAL SCHOOLS ' DASHBOARD RESULTS --

WE MADE THOSE REQUIRED. >> IN THE SPSA?

>> THAT IS RIGHT >> GREAT

>> FIRST OF ALL, THANK YOU. WE HAD A DISCUSSION ON THIS LAST MEETING WITH A LOT OF THE CHANGES INCORPORATED . YOU HAVE EVEN GONE BEYOND THAT. I ALSO WANT TO THANK YOU, IN THE LARGER PRESENTATION, WHICH WAS THE HEALTH OF MANY PAGES WHICH YOU DID NOT GO THROUGH PAGE-BY-PAGE, BUT THE SECTION

[03:25:01]

WHEN YOU LOOK AT THE PREVIOUS LCAP AND NOTED WHAT WAS CHANGED , I FOUND IT REALLY HELPFUL. SEEING IT ALL-IN-ONE PLACE, HERE, AS WE CHANGE THE WORDING OF THIS GOAL CAN WE MOVE THIS METRIC HERE, HERE IS AN ACTION WE ARE NOT DOING. I THOUGHT, THAT IS ACTUALLY REALLY GOOD DOCUMENT TO LOOK AT AS WE MOVE FROM ONE LCAP TO A VERY DIFFERENT ONE. I REALLY APPRECIATED ALL THE WORK THAT WENT INTO THAT SO, THANK YOU.

>> I AGREE. IT WAS A TREMENDOUS AMOUNT OF WORK, AND IN WHAT FEELS LIKE A LOT OF TIME, IT ALSO FEELS LIKE A VERY SHORT TIME. YOU PROBABLY THINK, OH MY GOD, BUT I REALLY APPRECIATE ALL OF THE EFFORTS TO MAKE IT UNDERSTANDABLE , AND EASY TO DIGEST FOR SOME OF US WHO AREN'T QUITE THE DATA GEEKS THAT OTHERS MIGHT BE. I DO HAVE A QUESTION ABOUT , LIKE, THE HANDY-DANDY QR CODES. DO WE HAVE A WAY TO CAPTURE -- I'M SURE WE PROBABLY DO -- THE USE OF THOSE? LIKE, IF SOMEBODY SCANS IT, DO WE KNOW? CAN YOU TELL WHERE IT COMES FROM,

BASICALLY, IF YOU GET A HIT? >> I WOULDN'T WANT TO SPEAK FOR THEM. THAT IS SOMETHING I WOULD REPORT BACK. IN THE PAST, WE HAVE BEEN ABLE TO. I DON'T KNOW IS EVERYWHERE THOSE THINGS GET STORED , BUT MAYBE WE CAN FOLLOW UP.

>> I ALSO APPRECIATE, IN THIS PRESENTATION, YOU HAVE THE ACCESSIBLE TEXT DESCRIPTION OF THE PIE CHART, WHICH I THOUGHT

WAS, YOU KNOW, A NICE ADD. >> YES .

>> AND I WILL COME TO THE QUESTION ABOUT THE SAGE ON GOAL FOUR, BECAUSE ALL MY SCREEN, IT LOOKED GREAT. I THOUGHT MY COMMENT ABOUT GETTING AWAY FROM ORANGE AND RED, MENTAL HEALTH

SHOULD NOT BE GRAY . >> OKAY.

>> WE CAN DO THAT. >> BUT YELLOW -- I DON'T KNOW.

THAT MIGHT MAKE PEOPLE -- I DON'T KNOW. BUT ANYWAY, IF IT IS SAGE, I WILL GO WITH SAGE. ON SOME COMPUTERS, IT MAY LOOK GRAY. THE GRAY CLOUD . AND I THINK , YEAH, OTHER THAN THANK YOU, THANK YOU, THANK YOU, TRUSTY --

>> THANK YOU. THIS PROCESS, THIS YEAR, IT HAS HAD ITS CHALLENGES, BUT I FEEL REALLY POSITIVE ABOUT THE FACT THAT WE HAVE BEEN ON THIS EVOLUTION , WE HAVE LINKED OUR SPSA MORE CLOSELY TO THE LCAP. AND I THINK THAT ALL OF THE WORK THAT WENT INTO THE VERY STRATEGIC PLANS MAY HAVE SO CLEAR NOW THAT IT SHOULD BE INTERWOVEN AND INTERDEPENDENT ON ONE ANOTHER. I THINK WHEN WE HAD AN LCAP THAT TRIED TO BE COMPLETELY COMPREHENSIVE, IT HAD THE EFFECT OF MAYBE MAKING PEOPLE NOT LOOK TO THOSE OTHER PLANS, BECAUSE THEY FELT LIKE IT WAS JUST THIS ONE SOURCE. I LIKE THESE INTERLOCKED PLANS. I LIKE THE STRATEGIC FOCUSED LCAP, AND I'M ENCOURAGED THAT IT WILL REALLY KEEP OUR FOCUSED ON WHAT IS MOST IMPORTANT . SO, THANK YOU FOR WHAT WAS, I KNOW, A CHALLENGING EFFORT. A

WONDERFUL FINISHED PRODUCT. >> THANK YOU TO KIM GOLD TOO , BECAUSE THE EPIGRAPHIC IS TERRIFIC .

>> I WANTED TO MAKE A COMMENT ON THE EPIGRAPHICS . I KNOW THAT , FOR EACH GOAL, YOU USE AND PULL OUT A FEW WORDS.

OBVIOUSLY, IT'S TOO MANY WORDS TO PUT THE ENTIRE GOAL AT THE TOP. I JUST WONDERED ABOUT , PARTICULARLY, GOAL FOUR. I FELT, BECAUSE WE ADDED MENTAL HEALTH, MAYBE WE SHOULD HAVE OFFICE WE SHOULD LEAVE MENTAL HEALTH OUT IN THAT SHORTER

TITLE . >> ARE YOU SAYING TO SAY SOMETHING LIKE SOCIAL, EMOTIONAL, MENTAL AND PHYSICAL

WELL-BEING? >> JUST ADDING IN MENTAL.

>> JUST SEEMED LIKE THERE WAS SOMETHING MISSING.

>> EVERYBODY ELSE -- STRONG FEELINGS ONE-WAY OR THE OTHER?

[03:30:01]

CHANGING -- >> I SEE WHAT THE OMISSION IS.

I JUST LIKE KEEPING SHORTER AND PUNCHIER. THAT IS WHERE I AM ON THE FENCE. I DO AGREE, IT IS EVERY OTHER THING EXCEPT FOR THE METAL PIECE OF IT. I DO LIKE THE SHORTER, PUNCHIER --

>> THAT IS THE RULE OF THREE. RIGHT?

>> WHAT I THINK, MENTAL HEALTH IS IMPORTANT.

>> OKAY.

>> TO ME, MENTAL IS ALMOST TOO BROAD. IT ALMOST IMPLIES, BESIDES THE EMOTIONAL /INTELLECTUAL UP AS I DON'T WANT TO HAVE A MIX UP THERE. I'M A LITTLE BIT AGAINST IT,

BUT I'M NOT STRONGLY -- >> DR. CHAMBERLAIN, WOULD YOU COME UP TO THE PODIUM PLEASE? MR. LOU, COULD YOU PUT UP NUMBER FOUR? IN THE TITLE, WHAT IS YOUR THOUGHTS ON ADDING MENTAL IN THERE? I'M NOT GOING TO LIE, I NOTICED IT TOO .

>> THANK YOU. >> THE EXPERT NOTICED IT , AND DOES THAT CHANGE ANYBODY'S OPINION? YES. GREAT. SO, PLEASE

ADD THE WORD MENTAL. >> WELL DONE, DR. MCLOUGHLIN.

>> I CAN SEE IT IN HER EYES FROM THE GET-GO. SO, I GOT IT.

>> ANYONE ELSE? ALL RIGHT. SEEING AS THERE ARE NO MORE

[D. Instructional Services - Approval of New High School Core Literature Title - They Called Us Enemy]

COMMENTS, WE WILL MOVE ON TO ITEM 3-D, APPROVAL OF NEW HIGH SCHOOL OR LITERATURE TITLE. THEY CALL US ENEMY .

>> MOVING FORWARD. >> MR. GORBACK?

>> I MOVE WE CALL THIS TITLE, THEY CALL US ENEMY FOR THE HIGH

SCHOOL LIST . >> SECOND.

>> IT HAS BEEN MOVED AND SECONDED. ANY CARDS ON THIS ONE? IS THERE ANY DISCUSSION? SEEING NONE, PLEASE VOTE .

TRUSTY KAHL? >> YES.

>> TRUSTY GILL? >> YES.

[E. Human Resources - Declaration of Need for Fully Qualified Educators and Annual Statement of Need]

>> TRUSTY POWELL? >> YES.

>> TRUSTY SEMESTER? >> YES.

>> TRUSTY GORBACK? >> YES.

>> I AM A YES VOTE. MOTION CARRIES 5-0. PREFERENTIAL YES VOTE BY TRUSTY -- ITEM 3E, HUMAN RESOURCE DECLARATION OF NEED FOR FULLY QUALIFIED EDUCATORS AND ANNUAL STATEMENT

OF NEED. DO I HAVE A MOTION? >> I AM OF THAT WE APPROVE DECLARATION OF NEED FOR FULLY QUALIFIED EDUCATOR FOR '24-'25.

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. ANY CARDS ON THIS ONE? IS THERE ANY DISCUSSION? SEEING NONE, PLEASE VOTE. TRUSTY KAHL?

>> YES. >> TRUSTY POWELL?

>> YES. >> TRUSTY SEMESTER?

>> YES. >> TRUSTY GILL?

>> YES. >> TRUSTY GORBACK?

[4. ACTION ITEMS – CONSENT]

>> YES. >> I AM A YES VOTE. 5-0,

[H. Instructional Services - Annual Update on Educator Effectiveness Block Grant]

PREFERENTIAL YES BUT BY TRUSTY KAHL. WE HAVE COME TO THE CONSENT AGENDA. WE HAVE ONE ITEM PULLED , AND THAT WAS, WHAT, H? THAT ONE STABLES. H, WE HAVE TO TALK ABOUT. CAN I HAVE A MOTION ? H WAS PULLED CAN I HAVE A MOTION? H? YES?

>> I MOVE THAT WE APPROVE THE ANNUAL REPORT ON THE EDUCATOR EFFECTIVENESS BLOCK GRANT AS SUBMITTED .

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED .IS THERE ANY DISCUSSION?

>> SORRY, I DIDN'T REALLY WANT MR. LOU -- THIS IS PROBABLY MR. LOU'S -- I DIDN'T WARN YOU I WAS GOING TO PULL IT. I JUST THINK IT IS A LOT OF GOOD STUFF, AND I THINK IT IS REALLY AWESOME. SO, I JUST WANTED TO HIGHLIGHT IT , AND WHILE BEING HIDDEN IN OUR CONSENT AGENDA, I HOPE IT HAS HELPED US DO

[03:35:07]

ADDITIONAL THINGS THAT WE PROBABLY COULD HAVE DONE BEFORE -- BUT I ALSO KNOW IT IS -- WE HAVE THE MONEY THROUGH '25-'26.

RIGHT? I DON'T KNOW IF THERE'S ANYTHING ELSE

IMPORTANT TO SHARE. >> WE WOULD AGREE. IT IS REALLY IMPORTANT, AND WE DO HAVE THE NEXT SCHOOL YEAR AND THE FOLLOWING TO EXHAUST THOSE FUNDS. BY LAW, WE REPORT OUT ANNUALLY ON JUST THE PROGRESS.THAT IS WHY WE INCLUDE

IT IN THE CONSENT AGENDA. >> THANK YOU VERY MUCH.

>> THANK YOU. >> ANY OTHER QUESTIONS, COMMENTS? SEEING ON, PLEASE VOTE. TRUSTY KAHL?

>> YES. >> TRUSTY SYLVESTRE?

>> YES. >> TRUSTY GORBACK?

>> YES. >> TRUSTY GILL?

>> YES. >> I'M A YES VOTE, MOTION CARRIES 5-0 WITH A PREFERENTIAL YES VOTE FROM TRUSTEE KAHL .

>> I MOVE WE APPROVE THE REST OF THE AGENDA AS PRESENTED.

>> SECOND. >> MOVED AND SECONDED. PLEASE

VOTE. TRUSTEE KAHL? >> YES.

>> TRUSTEE SEMESTER? >> YES.

>> TRUSTEE GORBACK? >> YES.

>> TRUSTEE GILL? >> YES.

>> TRUSTEE POWELL? >> YES.

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

YES VOTE FROM TRUSTEE KAHL >> I WOULD LIKE TO TAKE A MOMENT TO CONGRATULATE JENNIFER DOBSON AS A NEW PRINCIPAL AT

KALINA MIDDLE SCHOOL. >> WELCOME FOR THE FAMILY.

[A. Instructional Services - Ethnic Studies Update]

NEXT, NOW AT SECTION 5, INFORMATION DISCUSSION ITEMS .

ITEM 5A -- MR. MERCER , I SEE MR. HUDSON HERE .

>> YES. THANK YOU, PRESIDENT GOLDBURG, DR. MCLAUGHLIN , MEMBERS OF THE BOARD, CABINET, AND OUR CVUSD COMMUNITY. VERY EXCITED AND PROUD TONIGHT TO INTRODUCE MR. HAROLD HUTTON, AMAZING ETHNIC STUDIES FROM THOUSAND OAKS HIGH SCHOOL, PRESENTING THE END OF THE YEAR HIGHLIGHTS OF OUR ETHNIC STUDIES COURSE. THIS IS OUR YEAR TWO OF IMPLEMENTATION, SIMILAR TO THE AWESOME STUDENT REPORT HEARD EARLIER THIS EVENING, THIS IS KIND OF A CULMINATING EVENT, ALSO WANT INTO THE ROOM, AMAZING WESTLAKE HIGH SCHOOL TEACHER, MS. ASHLEY RUFFINELLI, TAKING US THROUGH HIGHLIGHTS OF THE YEAR. THE WORK IS ALSO REALLY ATTRIBUTED TO THEIR COLLABORATION TOGETHER , AND WE HAVE MET MONTHLY THIS YEAR, WE HAVE ALLOCATED SOME TIME FOR THEM FOR THE BOARD TEACHERS TO MEET, HERE, AT THE DISTRICT OFFICE TO LOOK AT CURRICULUM, TO PLAN ACTIVITIES , CULMINATING EVENTS, ALL OF OUR STUDENTS, AND REALLY TRYING TO DO A UNIFICATION OF THE CLASSES AND UNIFICATION OF ALL OF THE HIGH SCHOOLS TOGETHER IN THESE EVENTS , AND I DON'T WANT TO STEAL THEIR THUNDER, I KNOW THEY WILL EXPLAIN THE ACTIVITIES, CURRICULUM, FIELD TRIPS AND EVERYTHING GREAT WE HAVE DONE THIS YEAR. I REALLY WANTED TO THANK THEM, AS WELL AS THE TEACHER AT CBHS WHO WASN'T HERE, AND MR. BUCKO, WHO ALSO CAN BE HERE. HAVE COLLABORATED FOR AMAZING OPPORTUNITIES FOR OUR STUDENTS WHO HAVE ENROLLED IN THIS ETHNIC STUDIES COURSE. AGAIN, THIS IS -- WE HAVE ONE MORE YOUR OF THIS COURSE BEING NOT REQUIRED . SO, STARTING IN THE FALL OF 2025 WITH THE FRESHMAN IN THE FALL OF 2020 -- AT THAT POINT, IT WILL BECOME A GRADUATION REQUIREMENT. REALLY, HAVE ONE MORE YEAR OF IMPLEMENTATION AS AN ELECTIVE.

YOU WILL SEE THE SLIDES AND THE INFORMATION THAT THEY GIVE FOR AN INCREASE IN ENROLLMENT , AND HOW IN THE SHORT TWO YEARS, IT HAS BLASTED INTO A REALLY COVETED AND IMPORTANT COURSE FOR OUR STUDENTS TAKING ADVANTAGE OF IT. WITHOUT FURTHER ADO, I WANT TO INTRODUCE MR. HUTTON AND MS.

RUFFINELLI . >> GOOD EVENING, BOARD. AS WE HAVE OFTEN DONE IN CLASSES, WE USE THIS TIME TO ACKNOWLEDGE

[03:40:02]

THE LAND WE ARE ON WE KNOW THAT THIS IS THE NON-ENGLISH LANGUAGE ] AND WE ALWAYS ESTABLISH THAT AT THE BEGINNING OF ALL CLASS TO RECOGNIZE THIS IS LAND THAT WAS THEIRS, AND WE ALL KNOW THAT WE ARE HERE, CULTIVATING IT TOGETHER AS ONE . GOING THROUGH OUR SLIDES, WE GET AN OPPORTUNITY TO SHARE A LOT OF COOL THINGS. HOW THE STUDENTS HAVE BEEN ABLE TO ENGAGE WITH OTHERS TO LEARN OF DIFFERENT CONTRIBUTIONS, CULTURES, AND THAT HAS BEEN AN OPPORTUNITY FOR MANY OF THE STUDENTS JUST TO COME TOGETHER TO LEARN A LOT ABOUT EACH OTHER. WE HAVE BEEN ABLE TO DO THAT THROUGH VARIOUS ACTIVITIES. ONE OF OUR DUTIES WE DIDN'T GET A CHANCE TO ADD ON THE SLIDES, WE TOOK A GROUP OF STUDENTS ON THE METROLINK TO DOWNTOWN L.A., WHICH WAS AN AWESOME -- WE WALKED FROM CHINATOWN THROUGH THE PLACITA, THEN WE WALKED TO LITTLE TOKYO, AND ALL THESE KIDS ATE EVERYTHING, AND WE JUST HAVE TO MAKE SURE, MS. HARRISON, IT WAS A GREAT EXPERIENCE. THAT TYPE OF ACTIVITY GIVES THEM AN OPPORTUNITY TO MAKE THE CONNECTIONS , HISTORICALLY, OF WHAT IS GOING ON AROUND THEM AND HOW LOS ANGELES ENDS UP, YOU KNOW, WE ARE THAT SUBURB , AND HAVING THEM MAKING THOSE CULTURAL CONNECTIONS BY GOING TO SOME OF THE ENCLAVES IN LOS ANGELES WAS A REAL COOL EXPERIENCE. SO, I APPRECIATE THE BOARD DOING THAT. MS. HARRISON ROLLING WITH US ON THAT EXPERIENCE. SO, IN THAT ASPECT, SEEING THE DIVERSITY OF THEIR COMMUNITY REFLECTED IN THE CURRICULUM, WE DO THAT THROUGH, MANY TIMES, UTILIZING THE BOOK, WE USE RONALD THE COCKY'S "A DIFFERENT MIRROR." HOWEVER, WE HAVE THE OPPORTUNITY TO UTILIZE A NEW ETHNIC STUDIES TEXTBOOK CREATED TO SHARE, AS A PILOT, POSSIBLE CALLED "VOICES." I CAN SEND YOU THE LINK TO BE INCREDIBLE BUT TO THINK ABOUT AS A DESIGN AND CURRICULUM THAT SHOWS A LOT OF DIFFERENT THINGS. THE POINT OF PROFESSIONAL DEVELOPMENT -- I HAD GONE TO THE CALIFORNIA COUNCIL FOR SOCIAL STUDIES, HAD AN OPPORTUNITY TO SPEAK, BUT I ALSO GOT A CHANCE TO LEARN A LOT ABOUT A NEW TECHNOLOGY BEING CREATED, AND THERE IS A HUGE EMPHASIS TO ENSURE THAT ETHNIC STUDIES STAYS AS A STANDALONE COURSE TO MAKE A BENEFIT FOR ALL OF THE STUDENTS THAT ARE A PART OF IT. THERE ARE STEPS THAT ARE BEING DECIDED TO TRY AND MAKE SURE THAT STUDENTS -- ALL STUDENTS -- CAN BE A PART OF ETHNIC STUDIES, BUT THE KEY IS TO MAKE SURE THAT ADMINISTRATORS, TEACHERS, NEW TEACHERS, HAVE AN OPPORTUNITY TO HAVE SOMETHING TO HOLD ONTO WHEN THEY START ON THAT JOURNEY AND HELP STUDENTS FOR ETHNIC STUDIES. SO, IT HAS BEEN A REAL POSITIVE JOURNEY MOVING FORWARD WITH THAT.

STUDENTS WILL BE EXPOSED TO DIFFERENT CULTURAL EXPERIENCES OF AMERICAN SOCIETIES. THAT IS DONE BY -- MANY TIMES -- WE JUST HAD A VIRTUAL VISIT FROM THE PULITZER CENTER . ONE OF THE DOCTORS WROTE A PIECE ON FEMALE IMAMS IN LOS ANGELES, WHICH WAS MIND BLOWING. IT STARTED WITH A CONVERSATION AND HOW SHE EXPLAINED, TRAGICALLY, TO SOME POINT, HOW HER FATHER HAD PASSED AWAY, BUT HOWEVER, IN ISLAM, SHE IS NOT ALLOWED TO ATTEND A FUNERAL. THAT WAS SOMETHING TO BRING THE CLASSROOM TOGETHER TO UNDERSTAND HOW WOULD YOU HAVE A FAITH THAT DOESN'T ALLOW YOU TO BE INCLUSIVE, AND THAT WAS A GREAT CONVERSATION TO START WITH THE STUDENTS TO UNDERSTAND, CULTURALLY, THAT THERE ARE SOME THINGS THAT ARE STILL -- THAT NEED TO BE OVERTAKEN -- BUT SHE ALSO EXPLAINED HOW AWESOME IT IS TO BE IN THE UNITED STATES TO WEAR A HEAD JOB, TO WORK AND WALK AMONGST PEOPLE WHO ARE LIKE HER. IN ADDITION, THE IMAM S HAVE LED AN INTERFAITH MOVEMENT FOR JEWISH AND PALESTINIAN AND ISLAMIC WOMEN TO PRAISE AND WORSHIP TOGETHER. THAT VIRTUAL VISIT WAS REALLY COOL, ESPECIALLY FOR A FRESHMAN AND SOME SENIORS AND SOME JUNIORS THAT HAVE THAT OPPORTUNITY. THE STUDENTS PARTICIPATING IN CIVIC ENGAGEMENT PROJECTS, NOT JUST HAD AN OPPORTUNITY TO EMAIL , AS MANY OF YOU -- SOME OF YOU MAY HAVE GOTTEN EMAILS FROM SOME OF OUR STUDENTS -- HOWEVER, WE HAD A VISIT FROM OUR MAYOR PRO TEM, DAVID NEWMAN, CAME INTO THE CLASSROOM, AND -- ALSO, AND SPOKE TO ALL THE STUDENTS. SO, THAT WAS REALLY COOL. REPRESENTATIVE FROM THE AMERICAN WOMEN UNION ASSOCIATION, MS. SALLY HIBBERT , CAME IN VIRTUALLY AND TALK TO THE STUDENTS ABOUT BEING CYNICALLY ENGAGED. SHE HAD AN OPPORTUNITY TO TALK ABOUT WHAT SPURNED HER INTO CIVIC

[03:45:02]

ENGAGEMENT. SHE TALKED ABOUT HOW THE VIETNAM WAR AND WATCHING STUDENTS PROTEST -- IT WAS A GREAT ELEMENT TO MAKE A CONNECTION, BECAUSE THAT IS WHAT WE ARE SEEING IN OUR COMMUNITIES NOW. YOUNG STUDENTS ARE MAKING THEIR VOICES HEARD ON CAMPUSES. THAT WAS AN OPPORTUNITY FOR CIVIC ENGAGEMENT GETTING PEOPLE TO UNDERSTAND THAT THERE IS MORE, AND IT WAS A GREAT OPPORTUNITY TO HAVE OUR CITY COUNCIL MEMBERS COME IN TO THE CLASSROOMS, AND THEY WANT TO DO MORE OF THAT. SO, THAT OPPORTUNITY WAS REALLY COOL.

PLEASE AND THANKS. WHAT WE STUDY, THESE THREE AREAS , ARE ALWAYS HIGHLIGHTED , STARTING WITH IDENTITY, ORIGINS OF MIGRATION, AND IMMIGRATION , AND WE TRY TO GET THE STUDENTS TO UNDERSTAND AND WE START WITH ANCESTRY.COM TO ACTUALLY FIND OUT WHAT THEIR LAST NAME -- WHERE IT ORIGINATED FROM -- AND THEN TO SAY, DOES THAT LAST NAME REALLY REFLECT YOU AND YOUR FAMILY , AND HOW DID YOU GET THAT LAST NAME, AND YOU MAY WANT TO GO BACK TO YOUR PARENTS OR FAMILIES AND START TO TRACK THAT DOWN, AND THE REASON I HIGHLIGHT THAT IS BECAUSE THE END OF THE YEAR SOCIAL JUSTICE ADVOCACY PROJECT , THEY HAVE TWO OPTIONS. THEY CAN CONTACT ONE OF YOU AND TALK TO YOU AND ASK YOU ABOUT ISSUES, OR THEY CAN INTERVIEW A FAMILY MEMBER WHO HAS A MIGRATORY STORY. WE HAVE A COUPLE OF STUDENTS WHO HAVE COME FROM THE UKRAINE WHO ARE GOING ON TO INTERVIEW EACH OTHER AND TALK ABOUT THEIR EXPERIENCES COMING HERE TO THE UNITED STATES. THIS SYSTEM OF POWER AND OPPRESSION, WE TALK ABOUT THE BALANCE AND HOW IT HAS BEEN INTERWOVEN INTO THE UNITED STATES' FABRIC OF WHO WE ARE. OPPRESSION AND SYSTEMS OF POWER HAVE BEEN SOMETHING THAT WE HAVE TRIED TO ALWAYS OVERCOME. HOWEVER, WE HAVE ALSO LEARNED THAT WHEN WE COME TOGETHER, WE DO OVERCOME ALL OF THIS ADVERSITY THAT IS CHALLENGING. WE HAVE CONSTANT CONVERSATIONS ABOUT THAT. THE RESISTANCE IN SOCIAL MOVEMENTS WE TALK A LOT ABOUT, ESPECIALLY TALKING ABOUT CIVIL RIGHTS, ANY ENGAGEMENT, AND WITH EACH ONE OF OUR COUNCILMEMBERS WHO COME IN, THEY TALKED ABOUT WHAT MADE THEM WANT TO GET INTO POLITICS , AS MR. NEWMAN EXPLAINED, HOW HE WAS LIVING IN NEW YORK, THERE WERE GOING TO BULLDOZE HIS HOUSE, AND HIS FATHER WAS DRAGGING HIM TO GO PROTEST THAT AREA THAT THEY DIDN'T DRAG AND MAKE IT A HIGHWAY . THEY ACTUALLY SOLD THE PROPERTY THERE AND ENDED UP BUILDING A UNIVERSITY THAT HE ENDED UP ATTENDING. SO, YOU CAN SEE HOW SOME THINGS, WHEN YOU DON'T KNOW DOWN THE LINE, HOW IT WILL AFFECT YOU, LATER, SMALL BITS OF PROTEST CULMINATED IN THAT.

IN THE TRANSFORMATION AND CHANGE, SERVICE CALL TO ACTION FOR THE STUDENTS, WHERE WE ARE TALKING ABOUT HOW STUDENTS OF YOUNGER AGES , LIKE TORRES , WHO STOPPED THE ELEMENTS FOR THE GAS BATH RIOTS WHERE INDIVIDUALS WERE BEING SPRAYED WITH KRYLON 7 BEFORE THEY ENTERED THE UNITED STATES -- PART OF A PROGRAM A LONG TIME AGO, AND IT WAS A DISINFECTION PROGRAM BECAUSE OF -- AFTER THE SPANISH FLU -- THEY WANTED TO MAKE SURE IMMIGRANTS COMING IN WHERE DISINFECTED, WITH A CHEMICAL ALSO USED BY THE AND LATER IN THE HOLOCAUST , KRYLON 7. GETTING STUDENTS TO UNDERSTAND THE CALL TO ACTION, AND TO PREVENT SOME THINGS , THEY HAVE TO GROW

COLLABORATIVELY. >> BEFORE WE CONTINUE, I WANT TO KNOW, FRAMEWORK FOR THIS IS THE STATE BOARD OF EDUCATION'S ETHNIC STUDIES MODEL. I KNOW THAT WE HAVE HAD THE OPPORTUNITY TO PRESENT MORE INFORMATION TO THE BOARD OF -- EDUCATION BEFORE -- BUT I WANTED TO HIGHLIGHT THAT.

>> ABSOLUTELY. >> EVERYTHING WE TALKED -- ESPECIALLY FRESHMAN AND SOPHOMORE, JUNIOR, SENIOR LEVEL -- WE ARE ALWAYS TALKING ABOUT HOW WE END UP ON THE RIGHT SIDE OF HISTORY. THERE'S SOME THINGS WE DO HAVE TO DISCUSS INTERN, BECAUSE OUT OF BAD THINGS, GREAT THINGS OCCUR. SO, THE DISCUSSION OF SOME OF THE TURMOIL THAT MANY OF OUR SOCIETIES HAVE HAD TO BATTLE , WE TALK ABOUT HOW COLLABORATIVELY MANY PEOPLE OF ALL DIFFERENT COLORS AND ALL DIFFERENT CREEDS, RACES, HEIGHTS OR WHATEVER, THEY DECIDE THAT THE RIGHT THING HAS TO HAPPEN, AND THEY COME TOGETHER AND MAKE IT HAPPEN. THAT IS HOW WE MOVE FORWARD AS A DEMOCRACY, WHICH IS INCREDIBLE. SOME OF THE ACTIVITIES THAT WE HAVE DONE THROUGHOUT THE YEAR, ATTENDED THE CONFERENCE UCSB FOR EXITO, WORKED CLOSELY WITH THE UCLA HUMAN GEOGRAPHY PROJECT, MANY PROFESSIONAL DEVELOPMENT WITH THEM AS A DESIGNING PROGRAMMING, AND CURRICULUM, AND THE ETHNIC STUDIES SUMMIT AND COLLEGE I ATTENDED WAS A COMBINATION OF CANAL VALLEY, OXFORD UNIFIED SCHOOL DISTRICT,

[03:50:02]

VENTURA UNIFIED SCHOOL DISTRICT, WE ALL COME TOGETHER OFTEN TO SET A STRATEGIC PLAN TO MAKE SURE WE CAN ALL DISCUSS AND HELP EACH OTHER MOVE FORWARD IN THE ETHNIC STUDIES OF CURRICULUM . I ATTENDED THE CALIFORNIA SOCIAL STUDIES, AND ENHANCE REFINED UNIVERSAL CAMPUS COURSE WAS ESTABLISHED TO ALLOW ALL TEACHERS IN THE STATE OF CALIFORNIA TO UTILIZE OUR CURRICULUM, TO SEE HOW WE HAVE SET IT UP, AND I HAVE TO TELL YOU, FAMILY, A LOT OF DISTRICTS ARE NOT PREPARED LIKE WE ARE, AND GETTING CALLS BY SAYING, THANK YOU FOR PUTTING IT IN COMMENTS IS A PLUS, BECAUSE SO MANY TEACHERS ARE STARTING FROM SQUARE ONE. SOME DISTRICTS HAVEN'T EVEN HIRED A TEACHER YET. SO, BEING ABLE TO HAVE A CURRICULUM SET IN THE COMMENTS THAT THEY CAN REFER TO FOR CVUSD -- I HAVE TO GIVE YOU A LITTLE BIT OF APPLAUSE ON THAT -- BECAUSE SOME DISTRICTS ARE APPRECIATIVE OF THAT. PLANNING FOR THE 2024 CONFERENCE, THIS SUMMER, WE ARE GOING TO LOS ANGELES TO ENACT IN A PROFESSIONAL DEPARTMENT FOR EACH ONE OF THE HOLOCAUST -- OR -- SITUATIONS WHERE EITHER GENOCIDE, HOLOCAUST, OR THINGS THAT ARE IN DISCUSSION, THOSE ELEMENTS ARE BRIEFLY DISCUSSED IN A BOOK FOR US TO HAVE A DEEPER UNDERSTANDING, ESPECIALLY WHEN SOME OF THE STUDENTS THAT ARE DOING WITH THINGS FROM GAZA AND PALESTINE, AND OTHER THINGS, WE WANT TO BE ABLE TO BE EMPATHETIC AND UNDERSTANDING , AND AS THAT, WE ARE LEARNING A LITTLE BIT MORE ABOUT WHAT HAPPENED IN RWANDA AND A FEW OTHERS. SO, PROFESSORS ARE COMING TO US TO TELL US, HEY, LET'S BE PREPARED AND HAVE A LITTLE BIT MORE OF A DISCUSSION OF THINGS, BECAUSE MANY OF THESE STUDENTS ARE COMING FROM THESE AREAS FROM FORCED MIGRATION, WHETHER IT IS MEXICO, RWANDA, STILL, SOUTH AFRICA, THE UKRAINE, AND OTHER STUDENTS. AND SO, THOSE CONVERSATIONS, THEY WANT TO MAKE SURE THAT WE ARE PREPARED TO HELP THEM MOVE FORWARD.

CALIFORNIA ISLANDS -- WE HAVE AN OPPORTUNITY TO GO WORK WITH THEM. THERE ETHNIC STUDIES DEPARTMENT ARE VERY HANDS-ON, WOULD LOVE TO COME IN WITH PROFESSIONAL DEVELOPMENT WITH US. PRESENTATIONS, VIRTUAL VISITS WITH OUR STUDENTS, WE ARE SETTING UP SCHEDULING FOR THAT AND COLLABORATING WITH ONE SHINE THROUGHOUT THE YEAR, JUST HAD AN OPPORTUNITY TO GO TO THE MUSEUM HERE .HASN'T HAD A CHANCE TO GO? IT IS REALLY COOL, YOU CAN FIGURE OUT HOW TO SURVIVE, LEARNING HOW TO MAKE A STRING, WHICH IS REALLY INTERESTING AT THE CHUMASH MUSEUM. AND WE HAD GONE TO THE MUSEUM OF TOLERANCE EARLIER IN THE YEAR. WE HAD TWO TRIPS WHERE WE WERE ABLE TO TAKE ALL OF THE STUDENTS INTERESTED THEM ALL OF THE CLASSES , AND JUST TO KIND OF PUT SOME EMPHASIS ON SOME OF THE ACTIVITIES, MR. LAROCCA AND NEWBURY PARK GAVE THE STUDENTS AN OPPORTUNITY TO REWRITE SOME SONGS THAT ARE IN ALIGNMENT WITH AFRICAN AMERICAN HISTORY, SO, IT IS ELEMENTS OF UTILIZING SOME OF THE OLD SONGS THAT HAVE TRANSITIONED FROM 1920, 1930S, FROM JAZZ, AND THEN TRANSITIONING THEM TO MORE CURRENT LYRICS STUDENTS CAN GRAVITATE TO. THEY WERE CREATING THEIR OWN. THEY WERE ADDING THEIR OWN WORDS, TAKING THEIR OWN WORDS OUT, SHAPING THE MUSIC SO THAT IT WOULD REPRESENT THEM AND THEIR

PERSPECTIVES. >> SO, WITH MY STUDENTS, I DID AN IDENTITY PLAYLIST WHERE THEY GOT TO REFLECT ON SONGS AND GET ESSENTIAL QUESTIONS. IT WAS ALL ABOUT WHO ARE THEY, ASKING ABOUT HOW THEY SEE THEMSELVES, WHAT IS THE STORY OF THE FAMILY, ET CETERA, AND GET TO SELECT SONGS THAT REPRESENT THAT. IT COULD BE SOLD FOR SOME STUDENTS WHEN YOU ASK THEM TO ACTUALLY SIT BACK AND CONSIDER LYRICS, IT IS QUITE A CHALLENGE. AT THE END OF THE DAY, THEY LOVE GETTING TO EXPRESS THEMSELVES, SOMETIMES GETTING THEM TO FIND MORE SCHOOL APPROPRIATE SANS IS AN ADDITIONAL CHALLENGE, BUT THEY DID THAT AND TURNED OUT AMAZING, BUT OVERALL, I LOVE GETTING JUST TO SHOW WHAT THEY ARE, GETTING TO TALK ABOUT IT, STUDENTS THAT YOU NORMALLY DON'T SEE REALLY SHARE A LOT, YOU GET TO LEARN A LOT MORE ABOUT THEM IN THOSE ASSIGNMENTS, WHICH IS AMAZING. ADDITIONALLY, I GOT WITH A COWORKER OF MINE, DEVELOPED SOME AMAZING SLIDES, AND A SLIDE TEMPLATE I USED AND MODIFIED FOR THE ETHNIC STUDIES COURSE, AND ONE OF THEIR FINAL OPTIONS LAST SEMESTER WAS THEY COULD PICK ANY ACTIVIST, I LEFT IT OPEN, PRETTY BROAD, I TRIED TO KEEP IT WITHIN THE 1900S TO CURRENT DAY, AND COULD SELECT ANY ACTIVIST THEY WANTED THAT INTERESTED THEM. DID A LITTLE BIT OF RESEARCH, CONDUCTED, IT WAS BASED OFF OF -- IT WAS

[03:55:01]

ACTUALLY SOME "BARBIE" SLIDES, BASED ON "BARBIE" COMING OUT WITH A COUPLE OF LINES OF DOLLARS TO REPRESENT AND REFLECT DIFFERENT ASPECTS OF AMERICAN HISTORY, SO IT WAS A VERSION OF THAT. AND WE CALLED IT THE ACTIVIST SERIES. THAT IS WHERE THAT STEMMED FROM. ADDITIONALLY, THESE ARE -- THERE IS JUST ONE OF THESE SMALL GROUPS -- WE WERE SUPPOSED TO HAVE MORE WHEN WE WENT TO THE MUSEUM OF TOLERANCE ON THE FIRST DAY. A LOT OF THEM, IT WAS A MONDAY MORNING AT 7:00 A.M., TOO EARLY FOR THEM. ULTIMATELY, WE HAD FUN.

WE HAD FUN. HOWEVER, ADDITIONALLY, THE POSTER RIGHT THERE, WE HAVE OUR END-OF-YEAR GALLERY WORK TOMORROW. THAT IS IS ONE SNIPPET OF ONE OF THE MOST AMAZING POSTERS THAT MY STUDENTS CREATED THIS YEAR. I WAS VERY PROUD OF ALL THE HARD WORK THAT THEY PUT IN. I LEFT IT, AGAIN, VERY OPEN TO THEM.

ULTIMATELY, I WANT THE STUDENTS TO FEEL THAT THEY HAVE A SAY IN THEIR LEARNING AND TO ENSURE THAT THEY ARE GETTING TO CHOOSE ASPECTS AND EVENTS THAT ARE IMPORTANT TO THEM, AND THAT THEY CARE ABOUT, SO THAT IS WHERE THE MENTAL HEALTH ONE CAME FROM, IN ADDITION TO MANY OTHER ONES FROM BLM TO ANTI-SEMITISM, ET CETERA AS WELL.

>> MR. SCALISE , ETHNIC STUDIES TEACHER AT CBHS, HE AND SOME STUDENTS DO SOME ELEMENTS OF HIS IN THE PAINTING. YOU CAN SEE THE LOWER PART HERE, HE AND SOME OF HIS STUDENTS ARE WORKING WITH PROJECTS ACTUALLY CREATING PROJECT THAT WILL BE PRESENTED. SO, PLEASE, I INVITE YOU ALL TO COME OVER HERE TO THE AMPHITHEATER, IT IS GOING TO BE FUN, FOOD, I'M GOING TO FEED YOU. IT IS GOING TO BE AN ART GALLERY, IT IS GOING TO BE FUN. JUST COME AND MAKE SURE YOU COME BY. IN ADDITION, AT THE MUSEUM OF TOLERANCE, THEY HAVE A GLOBAL CRISIS CENTER.

THAT IS WHERE YOU GET A CHANCE TO CALCULATE WHAT YOU WOULD DO IF YOU WERE IN POSITION OF POWER, HOW WOULD YOU GOVERN IF THERE WAS A CRISIS, IF THERE WAS A POINT OF FAMINE, IF THERE

WAS A. >>> OF A SMALL CONFLICT, WHAT WOULD YOUR POLITICAL PROWESS, WHAT WOULD YOU GAIN FOR POINTS AND LOSE POINTS ON THE DECISIONS THAT YOU MAKE? IT IS AN INTERESTING ACTIVITY FOR THE STUDENTS TO UNDERSTAND THAT POLITICS ISN'T JUST A SWITCH, YOU ACTUALLY HAVE TO MAKE DECISIONS ABOUT THE LIVES AND THE WELFARE OF OTHER PEOPLE.

SO, THESE ARE SOME OF THE THINGS THAT HE IS GOING TO HAVE THE STUDENTS, AND THAT THEY HAVE CREATED THAT WILL BE ON DISPLAY TOMORROW. SOME OF THE BOXES REPRESENTING SOME FAMILIES, SOME OF THEIR BELIEFS, THEIR IDEAS, AND IN ADDITION, THEY ARE GOING TO HAVE A FEW OF THE BILLBOARDS AND POSTERS THAT THEY HAVE ALSO CREATED THAT REFLECTS THEIR IDEAS. PLEASE? SO, AS I WAS EXPLAINING OUR ETHNIC STUDIES SOCIAL JUSTICE ADVOCACY PROJECT, THEY ARE SUPPOSED TO CREATE A PRESENTATION ABOUT WHO THEY THINK IS IMPORTANT IN SOCIAL JUSTICE , OR THEY NEED TO HAVE A CONVERSATION WITH SOMEONE THAT THEY HAVE HAD IN THEIR FAMILY TO DISCUSS THEIR MIGRATORY STORY. I HAVE ONE STUDENT WHO RAN UP TO ME TODAY, AND SHE IS A LATINA AMERICAN GIRL WHO LOOKED AT ME AND SAID, YOU KNOW -- CLAUDIO LIVE IS RIGHT, THE ONE WHO WANTED TO BE THE PRESIDENT OF MEXICO, SHE JUMPED INTO IT, SHE IS GETTING READY, SO IT IS AN INCREDIBLE POINT FOR HER AND A POINT OF PRIDE , AND HAVING SOMEONE THAT NOW SHE IS REALLY WANTING TO STUDY, BECAUSE SHE BARELY SPOKE A WORD AND NOW THAT SHE SEES SOMEONE SHE REALLY WANTS TO RESEARCH AND PRESENT, AND I CAN'T WAIT FOR HER PRESENTATION. SO, THESE ARE OUR WONDERFUL COUNCILMEMBERS THAT CAME IN TO HAVE A CONVERSATION WITH OUR STUDENTS. MR. NEWMAN GOT A CHANCE TO HAVE A GREAT CONVERSATION WITH ALL OF OUR STUDENTS AND OTHER COUNCIL MEMBERS. IT IS INTERESTING THAT THE CONVERSATION THEY HAD , THEY ACCEPTED TO DO IT AS A PODCAST, SO IT IS RECORDED, SO IF YOU WANT TO HEAR THE CONVERSATION, YOU ARE MORE THAN WELCOME TO LISTEN TO IT, AND THE LINK FOR YOU IS FOR ACCESS FOR THAT RECORDING. IN ADDITION, MR. NEWMAN, ALL EYES ARE ON HIM, BECAUSE WHEN HE TALKS ABOUT NEW YORK AND HIM HAVING TO ASSIST IN PROTESTS , AND THEY ASKED HIM HOW OLD IS HE SAID -- SEVEN OR EIGHT. WE LOOK AT HIM LIKE, REALLY, BUT YOU CAN SEE HOW SMALL SEEDS LIKE THAT HELP YOU MOVE FORWARD IN A LONG LIFE. PLEASE -- SO, THE ENROLLMENT -- LOOKING AT '23-'24, 35 STUDENTS ON AVERAGE FOR CVHS FOR NEWBURY PARK, WONDERS 34. THOUSAND OAKS, 206 ENROLLED INTO THE CLASS WITH THE 445 STUDENTS ENROLLED IN ETHNIC STUDIES TOTAL. THE LARGE NUMBER THAN BEFORE WE STARTED, OF COURSE.

[04:00:02]

2023, 3 TEACHERS WERE ASSIGNED. HOWEVER, NOW WE HAVE 4, AND AS THEY SAY, IN SPORTS, WE ARE RUNNING IT BACK. THE SAME CREW.

WE ARE, AGAIN, LOOKING FOR MORE THINGS TO DO. I ALWAYS INVITE YOU, PLEASE, COME TO THE CLASSROOM, COME SIT AND TALK TO THE STUDENTS. SEND ME AN EMAIL. I WILL MAKE SURE WE HAVE THE TIME FOR YOU TO COME IN AND BE A PART OF IT. STUDENTS ARE AWARE OF THE DIVERSITY IN THE COMMUNITIES, THEY ARE BETTER PREPARED FOR LEADERSHIP AND SUCCESSFUL ACADEMIC CAREERS. WE TRY TO ENSURE THAT WHEN STUDENTS COME IN TO KNOW WHO THEY ARE AND WHAT THEY'RE CAPABLE OF DOING AND THEY'RE CAPABLE OF DOING EVERYTHING AND ANYTHING THEY WANT TO DO.

PLEASE? ANY QUESTIONS? >> FIRST OF ALL, I'M GOING TO SAY, THANK YOU VERY MUCH FOR THIS PRESENTATION, BUT EVEN MORE, FOR THE WORK, THE FACT THAT WE HAVE THAT MANY STUDENTS TAKING THIS CLASS NOW, AND THAT WE ARE ACTUALLY AHEAD OF THE CURVE, THAT THERE'S A CAMPUS OUT THERE THAT OTHER PEOPLE ARE LOOKING TO MODEL AFTER , IS A TREMENDOUS TESTAMENT TO ALL THAT YOU HAVE DONE HERE. NO, AS A TEAM -- I KNOW YOU WANT --

>> SHE IS NOT HERE , BUT GETTING ALL THAT STUFF TOGETHER WITH ME AND THE ASSISTANCE OF THE TEAM -- IT'S IMPORTANT TO KNOW THAT HUGE STEPS FROM LEADERSHIP HAVE HAPPENED WITH HUGE STEPS ON THE END, OF THE BACKSIDE. WHEN PEOPLE SEE YOU ARE MAKING HUGE STEPS GOING FORWARD, OTHER DISTRICTS ARE SAYING, HOW ARE THEY DOING THAT, OR WHAT ARE YOU DOING, OR WHAT STEPS CAN WE TAKE TO MAKE SURE THAT WE ARE -- I WANT TO SAY, LIKE YOU, BUT TO GET TO THE LEVEL YOU ARE NOW. TO BE THREE YEARS AHEAD OF OTHER DISTRICTS IS INCREDIBLE NOW.

AGAIN, HAVING THE INVESTMENT AND THE TIME AND HE BELIEVED TO DO THAT. THAT IS SOMETHING THAT IS REALLY COOL FOR YOU GUYS.

>> I WILL PUT IT OUT THERE, I'M GOING TO TAKE A WILD LEAP AND SPEAK FOR MY FELLOW BOARD MEMBERS.I'M SURE WE WOULD ALL LOVE TO COME TO YOUR CLASSROOMS.

>> COME ON. >> JUST SCHEDULED THE THING.

>> HAVE THEM COME ON OVER THERE.

>> ALSO, THE LINK FOR VOICES AND THE PODCAST THAT YOU

MENTION. >> ABSOLUTELY.

>> WE DEFINITELY -- I WILL SPEAK FOR THEM ALL ALSO -- WE

PROBABLY ALL OF HIS >> NEXT, GO TO DT L.A. --

>> THAT SOUNDED AMAZING. MRS. HARRISON GETS TO HAVE ALL OF

THE FUN. >> FIRST OF ALL, I JUST WANT TO CONTINUE WHERE PRESIDENT GOLDBERG LEFT OFF AND REMIND YOU THAT WE HAVE THE LINKS FOR VOICES, BUT SECOND OF ALL,

TOMORROW IS 5:30? >> 5:30 TO 8:00, RIGHT HERE IN THE APATHY. WE WANTED TO HAVE AN OUTSIDE SETTING, AND THE SUN DOESN'T GO DOWN UNTIL AFTER 8:00 ANYWAY. THIS IS GOING TO BE A BEAUTIFUL NIGHT FOR THE ART GALLERY. IT IS ACTUALLY GOING TO GO ON THE WALKWAY AT THE APPLICATOR, A PLACE WHERE PEOPLE CAN SIT AND HAVE A CONVERSATION AND ENJOY THE

EVENING. >> I WANTED TO NOT JUST THINK ABOUT WHAT YOU WOULD TEACHING, BUT TEACHING US ABOUT BEING ON INTERNATIONAL LAND AND RESPECTING THAT. THANK YOU FOR INCLUDING US IN THAT. THANK YOU. THANK YOU FOR ALL THE WORK THAT YOU HAVE DONE IN THE PRESENTATION, ALSO WITH THE

STUDENTS ALL YEAR LONG. >> THANK YOU.

>> ALL Y'ALL . >> THERE YOU GO.

>> TRUSTEE KAHL? >> THANK YOU FOR COMING BACK TO THE REPORT ON SO MUCH PROGRESS. IT IS A TREMENDOUS SOURCE OF PRIDE THAT WE HAVE THIS COURSE HERE. I THINK IT IS SO IMPORTANT TO HAVE IT IN THIS PLACE WHERE WE LIVE IN THE TIME THAT WE ARE GOING THROUGH, YOU KNOW, AND YOU REFLECTED IN THE BEGINNING OF YOUR REMARKS ABOUT FOOSLAND WE ARE STANDING ON , WHERE WE ARE LEARNING, MR. HUTTON. IF YOU LOOK AROUND THE ROOM, YOU DON'T SEE ANY VISIBLE SIGN THAT WE ARE ON CHUMASH LAND. IF IT ISN'T THERE, IS IT VALUED? THESE ARE COMPLEX QUESTIONS AND OUR STUDENTS NEED TOOLS TO REALLY SORT OF EXCAVATE AND FIND EVIDENCE AND VALUE FOR THE COMPLEX IDENTITIES THAT THEY POSSESS AND THAT WE, TOGETHER, AS A COMMUNITY, DO . SO, WE'RE VERY PROUD OF THIS COURSE, AND THANK YOU SO MUCH, ALL OF YOU, FOR THE TREMENDOUS WORK.

>> THANK YOU. >> SYLVESTRE?

[04:05:02]

>> IT IS AMAZING. WHEN WE FIRST STARTED TALKING ABOUT PILOTING THIS CLASS, IT FELT LIKE IT WAS GOING TO BE SO MANY YEARS BEFORE IT BECAME A REQUIREMENT. YOU ARE TALKING NEXT YEAR ALREADY. THAT WENT VERY QUICKLY TO ME, BUT I DO RECOGNIZE THAT HAVING THE ABILITY TO BE PILOTED FOR THREE YEARS IS TREMENDOUS. IT HAS BEEN -- SEEING THE EVOLUTION, AS I HAVE SEEN VARIOUS PRESENTATIONS OF VARIOUS POINTS -- HAS BEEN JUST AMAZING TO ME, AND IT SOUNDS LIKE AN AMAZING CLASS. I GO UP AS ECHO WHAT PRESIDENT GOLDBERG SAID. YOU PROMISED FOOD, SO I

WILL -- >> THERE IS FOOD.

>> IT WILL BE INTERESTING. THIS WON'T WRAP UP FOR EVERY FRESHMAN. THEY WILL HAVE TO TAKE THIS CLASS, AND THEN I THINK THE CHALLENGE WILL BE JUST KEEPING THAT COHESIVENESS AND THE WAY YOU ARE GOING ABOUT IT WHEN, SUDDENLY, THERE'S MORE STUDENTS. OBVIOUSLY, THAT IS A POSITIVE, BECAUSE MORE STUDENTS WILL BE EXPOSED TO IT. AGAIN, THANK YOU FOR COMING TONIGHT, BOTH OF YOU, THANK YOU FOR THE WORK YOU HAVE DONE IN

THIS. >> I WILL ECHO THE SENTIMENTS OF WHAT THEY HAVE ALL SET. THANK YOU SO MUCH FOR THIS PRESENTATION. I'M LOOKING FORWARD TO COMING TO VISIT, AND I WILL SEE YOU TOMORROW NIGHT.

>> PLEASE. >> THANK YOU.

>> ALSO, JUST TO ECHO ALL OF THE COMMENTS PREVIOUSLY, AS I AM HEARING MORE ABOUT THIS, I REMEMBERED BEING THERE, GETTING SOME FEEDBACK WHEN IT FIRST STARTED BACK DURING COVID AND I WAS ON A ZOOM MEETING OR SOMETHING LIKE THAT. TO SEE HOW FAR THIS COURSE AS OFFICE HAS COME AND HOW EXPENSIVE IT HAS BECOME, I AM REALIZING HOW CRUCIAL IT IS ESPECIALLY ON THE CONVERSATIONS WE'VE BEEN HAVING ABOUT RACISM, DISSEMINATION IN THIS COMMUNITY, YOU KNOW, A COURSE LIKE THIS IS SO, SO VALUABLE, ESPECIALLY FOR STUDENTS WHO ARE ABLE TO CONNECT WITH THEMSELVES AND THEIR IDENTITY, BUT ALSO FOR THE STUDENTS WHO MAYBE DON'T HAVE THOSE CONNECTIONS AND ARE ABLE TO EMPATHIZE AND UNDERSTAND SOMETHING ABOUT SOMEONE ELSE'S CULTURE. I THINK THAT IS JUST SO INCREDIBLE AND VALUABLE. I DID HAVE A QUESTION. I DON'T KNOW IF YOU ARE THE PERSON TO ANSWER THIS, BUT GIVEN THAT -- I BELIEVE -- CURRENTLY -- IT IS A SEMESTER COURSE, WILL THERE BE AN OPTION FOR STUDENTS TO TAKE THE COURSE ONLINE OVER THE SUMMER? OR WILL IT BE UP IS LIKE -- WILL IT BE OFFERED

THEM? >> I TO SAY, THAT IS NOT MY PAY

GRADE >> NO WORRIES.

>> HOWEVER, THERE IS A PERSON WHO CAN DO THAT, RIGHT THERE.

>> YES. STUDENTS CAN TAKE ETHICS STUDIES ONLINE. WE HAVE TALKED WITH THE -- NEED TO SEE THE COUNSELOR FOR THE COURSE. WE ALSO HAVE A FEW STUDENTS AT SENTRY ACADEMY WHO TAKE ETHNIC STUDIES -- NOT THIS PARTICULAR COURSE -- BUT IT IS THE APEX OFFERED THAT WAY AS

WELL. >> THANK YOU. DO YOU KNOW -- I KNOW THIS IS PRETTY FAR INTO THE FUTURE -- BUT WILL THERE BE MONITORING OF HOW MANY STUDENTS YOU GET ONLINE? I JUST KNOW HOW POWERFUL AND -- THE CLASSIC EXPERIENCE FOR THIS KIND OF MATERIAL THAT IS I KNOW THAT IT CAN GET A LITTLE BIT LOST

SOMETIMES. >> WE DEFINITELY CAN DO THAT AS THEY START GETTING TRANSCRIPTS TO WORK WITH OUR COUNSELORS TO

MONITOR THAT. >> FANTASTIC. THANK YOU.

>> I WILL SAY, SINCE I HAVE THE MIC HERE, ONE THING I WANT TO ADD -- MR. HUTTON ALLUDED TO IT EARLIER -- OTHER DISTRICTS FROM AROUND THE STATE ARE, LIKE, CALLING US AND EMAILING US, LIKE, WHAT ARE YOU GUYS DOING, MIKE, BECAUSE THEY ARE HEARING ABOUT IT. EVEN L.A. COUNTY OFFICE OF EDUCATION, AND WE ACTUALLY HAD A VISITORS COME FROM THE CENTRAL VALLEY FROM A DISTRICT UP THERE -- WHO ACTUALLY CAME DOWN, DROVE DOWN TO VISIT EACH OF THE CLASSROOMS -- AND I KIND OF TOOK THEM AROUND. AT THE END OF THE DAY, WE ALLOWED THEM TO KIND OF COLLABORATE IN THE AFTERNOON AFTER THEY HAD VISITED EACH OF THE CLASSES AND LOOKED AT THE CURRICULUM AND THAT OF THE COURSE OF STUDY, AND THEY ALL LOOKED AT ME LIKE, HOW DID YOU DO THAT, LIKE HOW -- THIS IS SUCH A COPY HANDS OF, YOU KNOW, WHAT IS YOUR SECRET. SO, LIKE I SAID, I SAID, THIS REALLY IT SHOULD BE DID TO THEIR COLLABORATION. YOU KNOW, MS. CHAPPELL, SHE ACTUALLY DID A LOT OF THE WORK AS WELL. I JUST REALLY AM PROUD OF THIS TEAM, AND THE PROOF WAS WHEN THAT TEAM CAME DOWN FROM THE CENTRAL VALLEY TO REALLY KIND OF LOOK AT WHAT A MODEL CURRICULUM LOOKED LIKE. I WANTED TO MENTION THAT, BECAUSE LOCALLY, STATEWIDE, PEOPLE ARE KIND OF LOOKING AT OUR COURSE. SO, IT IS REALLY IMPRESSIVE.

>> REALLY IMPRESSIVE. WE ARE GRATEFUL. THANK YOU VERY, VERY MUCH. AND MOVING FORWARD , WE WILL LOOK FORWARD TO SEE YOU

TOMORROW. >> THANK YOU.

>> IT IS 10:10. DOES ANYBODY NEED A BREAK ? LIKE A FAST BREAK? NO? OKAY THEN. WE ARE GOING TO POWER THROUGH .

[04:10:07]

>> DO WE NEED TO EXTEND THE MEETING?

>> THAT IS THE QUESTION . >> WE CAN DO THIS IN 19

MINUTES? >> I HEAR 119 MINUTE OVER HERE

. >> DEPENDS ON HOW LONG YOU'RE GOING TO BE TALKING DURING THAT, THE TRUSTEE COMMENTS.

>> NOT AT ALL. CAN YOU JUST SAY COMING UP?

>> YOU AND I -- >> SHOULD WE EXTEND IT JUST TO

BE SAFE? >> PROBABLY.

>> I MAKE A MOTION WE EXTEND THIS MEETING UNTIL 11:15 ,

11:30. 11:30. >> YOU GET ONE SHOT AT IT.

>> 11:30. NO LATER THAN 11:30. >> AND HAS BEEN MOVED AND SECONDED. MEETING POTENTIALLY MOVED TO 11:30. HOPEFULLY

BEFORE. SO, TRUSTEE KAHL? >> YES .

>> LCAP SYLVESTRE? >> YES.

>> LCAP GILL? >> YES.

>> TRUSTEE GORBACK? >> YES.

[B. Instructional Services - Review of Board Policy 5132 and Approval of Amendments to Administrative Regulation 5132 - Dress Code]

>> TRUSTEE POWELL? >> YES.

>> I'M A YES VOTE. MOTION CARRIES 5-0 WITH PREFERENTIAL YES BUT FROM TRUSTEE KAHL. MOVING ON TO ITEM 5B, REVIEW POLICY 51' 32, APPROVE MR. AR-32 DRESS CODE. COMMENTS ? WE HAVE A PUBLIC COMMENT. EVEN LIGHT. WELCOME, ANYTHING, YOU

WILL HAVE THREE MINUTES. >> GOOD EVENING, ESTEEMED BOARD AND FACULTY, MY NAME IS ADA MICHAEL, CHAIR FOR THE ADVISORY COMMITTEE. I WILL KEEP MY COMMENTS BRIEF BUT WANTED TO ADDRESS FEEDBACK I HAVE HEARD FROM IN MINISTRY TO REGULATION 5132, EXPRESSED BOTH BEFORE AND AFTER IT IS PROPOSED. NEW LANGUAGE INCLUDES THE PROGRESS OF STUDENT DISCIPLINE MAY BE IMPLEMENTED ON A CASE-BY-CASE BASIS WITH WARNINGS, COMMUNICATION TO PARENT RECORDINGS AND PARENT/GUARDIAN COMPETENCE OF FEEDBACK THAT I HAD FROM GATHERING FEEDBACK ABOUT THE NEW DRESS CODE BASED ON UPCOMING SCHEDULES WAS THE ONE REQUESTING SPECIFICITY. BOTH SPECIFICITY IN WHAT IS AND IS NOT ALLOWABLE UNDER THE DRESS CODE, AS WELL AS SPECIFICITY IN DISCIPLINE EXPRESSED BY BOTH STUDENTS AND ADMINISTRATORS. OVERWHELMINGLY, I HAVE HEARD SPORT -- SUPPORT THAT WOULD EFFECTIVELY ENFORCE THE DRESS CODE WITH WARNINGS AND MOVE UPON REPEAT OFFENSES TO TRY TO ENSURE AN EQUITABLE PRACTICE FOR STUDENTS . THE ONLY CONCERN I HAVE WITH THIS LANGUAGE AND THE LACK OF SPECIFICITY , ALSO, EXPANDS TO EQUITY. MANY SCHOOL SITES AT THE HIGH SCHOOL LEVEL HAVE DISCIPLINE HANDLED BY THE SPRINT ADMINISTRATORS BY THE GRADE LEVELS THE STUDENTS ARE IN. THIS MEANS THAT THE SAME STUDENT FOR THE SAME INFRACTION MAY HAVE THEIR CASE HANDLED -- THE CURRENT LANGUAGE OF MAY AND LIKE A TIMELINE ON HOW THE DISCIPLINE SHOULD PROGRESS IS VAGUE AND CREATE AN EQUITY ISSUE FOR STUDENTS. WHEN A STUDENT BEING DISCIPLINED WHO HAD THE SAME INFRACTION AND THE SAME PRIORS AS ANOTHER STUDENT RECEIVED THE SAME PUNISHMENT IF THEY WERE IN A DIFFERENT GRADE LEVEL -- UNLESS THEY HAD A DIFFERENT ADMINISTRATOR, OR IF THEY WERE AT A DIFFERENT SCHOOL SITE -- AND A CHANGE IN SPECIFICITY TO EXPLAIN HOW THE DISCIPLINE SHOULD PROGRESS WOULD HELP ENFORCE THE DRESS CODE IN A FAIR AND EFFECTIVE MANNER. THANK YOU ALL FOR YOUR WORK IN REVISING OR REVIEWING THE DRESS CODE. I TRULY BELIEVE THE NEW BALANCE WILL IMPROVE STUDENT AND FACULTY EXPERIENCES ACROSS THE DISTRICT. I WANT TO HIGHLIGHT I COMPLETELY UNDERSTAND INDIVIDUAL STUDENT SITUATIONS ARE UNIQUE IN THE FLEXIBLE, FOR THE CURRENT FEEDBACK MAY NOT BE DISCUSSED TONIGHT BUT I SAID WE WANTED TO BRING RECORD MY THOUGHTS AND THOSE OF FELLOW STUDENTS AND ADMINISTRATORS I HAVE SPOKEN WITH TO BE CONSIDERED. THANK

YOU FOR YOUR TIME. >> THANK YOU VERY MUCH. I AM OPENING IT UP TO ANY --

>> JUST REALLY QUICKLY, WE MADE THE AMENDMENT BASED OFF OF THE DISCUSSION FROM THE BOARD OF EDUCATION AT THE PRIOR MEETING.

I WANTED TO HIGHLIGHT, THERE WAS A PARTICULAR AREA THAT I MISSED. SO, WE'RE ONLY MAKING THESE PROPOSED CHANGES THAT ARE NOTED IN BLUE AND ITALICS. BUT FOR THE ADMINISTERED REGULATION, ON PAGE 2, IT SHOULD ACTUALLY READ , FOR STUDENTS CANNOT WEAR BLUE --, THREE STUDENTS GRADES TK TO 5, NO FLIP FLOPS, ALL SHOES MUST BE -- AND THEN CLOSE-TOE SHOULD BE STRIKETHROUGH BASED OFF OF THE DISCUSSION FROM THE BOARD

[04:15:04]

OF EDUCATION AND CONSENSUS? SO, CLOSE-TOE STRIKETHROUGH, THEN ALL SHOES MUST BE CLOSE OR STRAPPED-HEELS, NO CAPES EXCEPT FOR DRESSING DAYS. SO, I AM BRINGING THIS FORWARD. AGAIN, I MISSED THAT. SO, JUST AS THE BOARD CONSIDERS MOVING THEM FORWARD, I THINK THAT MAYBE AN AMENDMENT TO CODE WOULD BE

APPROPRIATE. >> INFORMATION ADDED . I MEAN, I THINK YOU ARE ACCURATE IN YOUR CONVERSATION LAST MEETING , AND THIS IS BROUGHT FORWARD AS A LIPID

>> THAT WAS THE CONVERSATION. I NOTED IT .I WAS HAPPY, PERSONALLY, HAPPY TO SEE THAT CLOSE-TOE WAS IN THERE WHEN I OPENED MY DRAFT, JUST BECAUSE I TALKED TO A NUMBER OF ADMINISTRATORS AND TEACHERS WHO -- BUT THE CLOSE-TOTE ELEMENTARY -- AND IT WAS A HILL MANY OF THEM WERE WILLING TO DIE ON. WHEN I SAW IT, I THOUGHT, SOMEBODY MUST HAVE HAD A CONVERSATION. I AM HAPPY, STRIKING IT OUT, I AM OKAY TO HAVE A DISCUSSION IF YOU ARE OKAY WITH IT, AND WE ARRANGED WITH OUT THE STRIKE OUT, I WILL TAKE MY SECOND SHOT AT IT.

INSTEAD OF CROSSING OUT A CLOSED-TOE, WE CAN BRING IT BACK THE WAY WE ORIGINALLY DISCUSSED IT, BUT I WILL ASK ONE MORE TIME . SINCE IT IS IN HERE, IN BLUE, AND ITALICS, MISTAKE OR NOT, JUST THE FEEDBACK I HAVE GOTTEN SINCE OUR CONVERSATION THE LAST TIME AS STILL BEEN WE REALLY, ATOLA MEJA, WOULD LIKE IT TO SAY, CLOSE-TOWED SHOE .

>> JUST A QUESTION ON THAT IN PARTICULAR, CLOSED OR STRAPPED

HEELS? >> LIKE CLOGS OR SOMETHING THAT

HAS -- >> SO, CROCS HAVE SOMETHING THAT HOLDS IT ON, OR A SANDAL THAT COMES UP .

>> RIGHT. WE HAD DECIDED WE HAD TO BE CLOSED IN THE BACK OR ATTACHED IN THE BACK, BUT NOW WE'RE DEBATING THE TOE. THANK

YOU. >> IT IS IS WORDED A LITTLE BIT

-- YOU KNOW -- >> WHAT IS THE REASONING ON THE

CLOSED VS. OPEN-TOE? >> SAFETY, SAFETY, SAFETY.

>> SPECIFICALLY?

>>> >>> THAT'S MY UNDERSTANDING .

>> IT IS TOO RESTRICTIVE FOR ME. TO CLARIFY WE ARE TALKING ABOUT LEVEL 2 PAGE ONE. YOUR BULLET POINT YES . AS I AM READING IT IT SAYS THAT IT IS PERMITTED. NOT NECESSARILY THAT IT HAS TO BE IT'S MORE THAT IF THE INDIVIDUAL IN CHARGE DEEMS IT IS NOT SAFE TO WEAR THEM. NUMBER THREE, STUDENTS CANNOT WEAR -- ELEMENTARY STUDENTS, NO FLIP-FLOPS .

>> IN MY OPINION IN THAT CASE IT DOES FEEL A LITTLE BIT RESTRICTIVE TO ME. WE HAD THE DEBATE LAST TIME .

>> THEN I WILL -- >> I'M GLAD WERE GOING TO

[04:20:03]

EXCLUDE FLIP-FLOPS. OKAY. MOVING ON, SO DOES ANYBODY HAVE

ANYTHING ELSE? >> I WAS NOT GOING TO COMMENT BUT SINCE YOU MADE THE COMMENT ABOUT THE FEEDBACK WE HAVE POLICIES SPECIFICALLY ON DISCIPLINE AND I DON'T THINK YOU SHOULD IN ANY POLICY THAT WE ARE ADAPTING WHERE THERE IS A POTENTIAL FOR -- TRY TO RE-CREATE THAT THAT IS JUST A GENERAL COMMENT. I AM STILL HAVING TROUBLE WITH THE FIELD TRIPS. AND LET ME TRY TO SAY WHY. I THINK THIS IS A SOLUTION IN SEARCH OF A PROBLEM. IT AROSE AND WHEN WE TRACKED IT DOWN WE REALIZED THERE WASN'T AN INITIATIVE. THE STUDENTS WERE NOT GOING PLACES AND GETTING TURNED AWAY. IT HASN'T HAPPENED. I LOOKED AROUND TO PLACES WHERE STUDENTS COMMONLY WOULD GO AND IF THERE IS ANYTHING SAID ABOUT DRESS CODE, IT IS TYPICALLY THAT THEY WANT STUDENTS TO SHOW UP LOOKING LIKE STUDENTS. IN THE CASE THAT OUR STUDENTS MIGHT GO TO A PLACE WHERE THERE IS A VERY RESTRICTIVE CODE OF DRESS , THEN I HAVE A DIFFERENT AND MUCH MORE SERIOUS CONCERN WHICH IS OUR STUDENTS HAVE A RIGHT TO A SAFE LEARNING ENVIRONMENT AND THAT APPLIES WHETHER THEY ARE CLASSROOMS OR A FIELD AND WE ARE THE SAFE KEEPERS OF THAT RIGHT. AND I WILL NOT DESIGNATED TO ANYONE OUTSIDE , SO IF SOMEONE HAS A DRESS CODE THAT SPECIFICALLY VIOLATES THE REASONS THAT WE STAYED AT THE BEGINNING OF THIS CODE ABOUT OUR STUDENTS BEING ABLE TO BE COMFORTABLE IN THEIR LEARNING ENVIRONMENT AND EXPRESS THEMSELVES AND NOT BE SHAMED BUT I THERE HAS TO BE CONVERSATION ABOUT WHETHER OUR STUDENTS BELONG IN THAT ENVIRONMENT . NOT -- I AM NOT WILLING TO GIVE OVER AUTHORITY TO SOME OTHER ORGANIZATION TO SAY WHAT OUR STUDENTS MUST DO.

IF THERE IS A DRESS CODE VASTLY MORE RESTRICTIVE IT IS PROBABLY VIOLATING PRINCIPLES THAT ARE BEHIND THE DRESS CODE IN THE FIRST PLACE. THE REASON THAT WE REVISED IT THREE YEARS AGO, SO I DON'T THINK THE LANGUAGE IS NEEDED. WE HAVE NOT HAD A PROBLEM AND IT BRINGS UP OTHER CONCERNS I THINK ARE MORE SERIOUS SO I AM ASKING TO REMOVE THE LANGUAGE ABOUT THE FIELD TRIPS BECAUSE I DON'T THINK IT IS NEEDED.

>> SO, AFTER OUR MEETING I DID -- SOME PEOPLE BROUGHT TO MY ATTENTION GRADUATION NIGHT -- BRAD KNIGHT HAS SOME VERY SPECIFIC DRESS CODE LIKE DISNEYLAND HAD VERY SPECIFIC RULES. I DON'T KNOW IF THEY STILL GO TO DISNEYLAND , BUT IT DID HAVE, FROM MY UNDERSTANDING, A DRESS CODE THAT MAY OR MAY -- I DON'T KNOW WHAT IT IS BUT THE WORD FOR IT I DON'T SEE ANY HARM IN HAVING IT IN THEIR AND CLEARLY IF IT'S SOMETHING THAT'S VASTLY OUT OF WHACK WITH OUR VALUES WE WILL BE GOING AHEAD WITH

>> THEN THE LANGUAGE IS HERE . SAYS THE LANGUAGE IS HERE RIGHT NOW YOUR STORY TO SOMEONE ELSE STUDENT. I DO NOT RELINQUISH AUTHORITY TO KEEP HER STUDENTS SAFE. I DO NOT.

>> I AGREE WITH PRESIDENT GOLDBERG BUT I DO NOT SEE HARM IN KEEPING THIS. I THINK IT COULD BE REQUESTS THAT ARE

[04:25:03]

REALLY BE NINE BY A LOCATION -- I THINK THIS DRESS CODE HAS BEEN DESIGNED FOR OUR STUDENTS IN OUR SCHOOLS. AND I THINK THAT IT'S DIFFERENT THAN -- I JUST THINK SOMETIMES WE MIGHT COME ACROSS THESE SITUATIONS AND I WOULD RATHER BE PROACTIVE. I THINK IT'S A VERY BENIGN STATEMENT.

>> IS THERE ANYONE WHO FEELS HER EDUCATORS CAN HAVE A LEARNING CONVERSATION WITH HER STUDENTS -- THEIR STUDENTS --

>> THAT IS WHAT HAPPENS IF OUR STUDENTS ARE GOING TO A MUSEUM OR SOMETHING. AN EDUCATOR SAYS LISTEN WHEN WE WALKED TO THE DOOR WERE EXPECTED TO REMOVE OUR CAPS, OKAY? EVERYONE SAYS OKAY AND THAT'S WHAT HAPPENS BUT WE HAVEN'T RELINQUISHED OUR AUTHORITY IT'S THAT OUR EDUCATORS HAVE THESE CONVERSATIONS WITH OUR STUDENTS , NOT DISREGARD

>> I DO SEE YOUR POINT IN NOT REALLY PUSHING THE AUTHORITY , BUT I WILL SAY AND CONVERSATIONS WE HAVE HAD THERE IS A LARGE STRUGGLE WITH LIKE TEACHERS FEELING LIKE THEY HAVE TOO MUCH AUTHORITY, LIKE THEY HAVE TO MAKE THESE DECISIONS. I WILL SAY I CAN IMAGINE IF A TEACHER HAD A LOOK TOWARDS IN TERMS OF LIKE THE DISTRICT SAID THIS IS THE GUIDELINES ASKING YOU AS A TEACHER TO ADHERE TO THIS I FEEL LIKE THAT MAKE IT -- MIGHT MAKE IT EASIER . I'M NOT SURE IF THE LANGUAGE CANNOT BE ADJUSTED TO BE BROADER. I DO THINK FOR THE EDUCATOR THE GIFT OF HAVING SOMETHING TO BACK THEMSELVES UP ON MIGHT BE BENEFICIAL FOR THESE CONVERSATIONS.

>> I STILL HAVE NOT HEARD A SINGLE CASE WHERE THIS IS AN

ISSUE. >> SO , WE CAN GO ROUND AND ROUND ABOUT THIS BUT I THINK -- I MEAN, I AM OKAY TO LEAVE IT IN. TRISTA GILL WOULD LIKE TO TAKE IT OUT

>> WE TALKED ABOUT THE LAST MEETING AND I WOULD LIKE TO KEEP IT -- IF WE NEVER GO TO A VENUE OR LOCATION WITH A DRESS CODE THEN IT IS NOT AN ISSUE. IF WE GO SOMEWHERE VERY RESTRICT TO PUT OUR KIDS IN HARMS WAY THEN WE DON'T GO THERE, SO I AM FINE WITH THE LANGUAGE AS IT STANDS.

>> I DO NOT THINK WE HAVE TO WAIT UNTIL WE COME UP WITH A SITUATION IN WHICH IT CONFLICTS, I THINK THAT BECAUSE IT MAY HAPPEN, IT MAY BE THAT WE DECIDE WE WILL TAKE KIDS TO A PARTICULAR VENUE WHERE THEY HAVE A MORE RESTRICTIVE DRESS CODE. I THINK OUT OF RESPECT FOR THAT VENUE THAT WE ARE VISITING I'M IN FAVOR OF KEEPING IT IN.

>> OKAY , THAT -- SO THEN WE WILL -- THE CONSENSUS . ANY

OTHER COMMENTS? >> DID WEEK, -- WE , DID WE WANT TO TALK ABOUT THE DISCIPLINE STATEMENT? I AGREE WITH WE DON'T -- IF WE WERE GOING TO HAVE VERY SPECIFICALLY WHICH IN THEIR IT WOULD HAVE TO BE COMPLETELY ALIGNED WITH OTHER POLICIES. I DON'T KNOW.

>> PUT WHATEVER DISCIPLINE VOTES ARE UNDERNEATH THAT

PARAGRAPH. >> I THINK WE HAVE HAD THAT.

>> IT IS JUST LIKE A REFERENCE.

>> ALL RIGHT , ARE WE ALL OKAY TO MOVE ON? MOVING ON TO ITEM

[C. Business Services - Approval of Amendments to Board Policy and Administrative Regulation 0450 - Comprehensive Safety Plan]

[04:30:12]

5C IMPROVEMENTS OF AMENDMENTS TOWARD POLICY -- REGULATION

0450 -- SAFETY PLAN. >> THERE IS SOME LEGAL UPDATES RELATED TO THIS POLITY -- POLICY AND AR THE VERB CHANGES DEAL WITH THE ACCESS AND REPORTING IN WHAT CAN AND CANNOT BE DISCLOSED AND THEN ON THE AR IT WAS SPECIFICALLY ADDING GUARDIAN THAT DIDN'T EXIST ON THERE SO IT WAS JUST A PARENT AND NOW IT SAYS PARENT GUARDIAN AND ALSO PSYCH COUNCIL PLANNING COMMITTEE -- PUBLIC MEETING IF AVAILABLE AND RELATED TO REVIEW OF THAT COMPREHENSIVE SAFETY PLAN AND THEN HAVING ANNUAL REVIEWS THROUGH THE PSYCH COUNCIL AND COMMITTED TO LOOK AT IT EVERY YEAR . IF THE PRINCIPAL DETERMINES THERE IS A MERIT FOR CONCERN IS PUT FORWARD BY A PARENT WITH SPECIAL NEEDS AND IT IS UP TO THE PRINCIPAL TO

INVESTIGATE AND ADDRESS THAT. >> THANK YOU. OKAY, LOOKS GOOD.

[D. Business Services - Approval of Amendments to Board Policy and Administrative Regulation 3516 - Emergency and Disaster Preparedness Plan]

ITEM 5D APPROVAL TO AMENDMENTS BOARD POLICY 3516 EMERGENCY AND DISASTER PREPAREDNESS PLAN. DR. HIAK?

>> BOTH FOR THE BP AND THE AR .

>> THANK YOU. QUESTIONS OR COMMENTS? SEEING NONE WE ARE

[E. Comments - Board of Education]

NOW AT ITEM 5E COMMENTS FROM THE BOARD, TRISTA MCCALL ?

>> I WILL KEEP THIS BRIEF BUT HAPPY JUNE. CONGRATS TO ALL THE STUDENTS WHO ARE RECOGNIZED AND THEIR FAMILIES. I KNOW IT TAKES A LOT OF HARD WORK. ADDITIONALLY THIS MONTH IS ALSO PRIDE MONTH SO I WANT TO RECOGNIZE THE INCREDIBLE MEMBERS OF USD PART OF LGBTQ PLUS . THIS IS A MONTHLY SO MANY OPPORTUNITIES FOR LEARNING AND UNDERSTANDING SO I ENCOURAGE EVERYONE TO DO A BIT OF RESEARCH AND CELEBRATE. I ALSO BID A BITTERSWEET FAREWELL TO ESTAK AS MY POSITION HAS ENDED. THANK YOU SO MUCH TO MR. MERCER AND MR. LU FOR THE MENTORSHIP AS WELL AS THE BOARD MEMBERS AND DISTRICTS DRAFT. -- STAFF. I AM EXCITED FOR ALL THE WORK THEY WILL NEED TO DO.

ATTEND THE ETHICS STUDIES EVENT TOMORROW, 5:30 AND ENJOY THE

REST OF YOUR NIGHT. >> TRUSTEE POWELL?

>> I DON'T KNOW IF I NEED TO SAY ANYTHING. HAPPY PRIDE MONTH. CONGRATULATIONS TO ALL OF THOSE GRADUATING AND CULMINATING AND THEIR FAMILIES.

>> CONGRATULATIONS TO ALL THE STUDENTS AND THEIR FAMILIES ON ALL THE ACCOMPLISHMENTS. I CAN'T WAIT TO SEE FOLKS AT PROMOTION CEREMONIES AND HAPPY PRIDE.

>> JUSTIN CORMACK? >> HAPPY JUNE AND HAPPY PRIDE.

I GO TO SOME AWARD CEREMONIES AND WE HAVE SUCH INCREDIBLE KIDS AND STUDENTS THAT GO TO HER SCHOOL SO I JUST WANT TO CONGRATULATE ALL THE PEOPLE WHO ARE BEING AWARDED AND I WILL SEE YOU AT GRADUATIONS AND COMBINATIONS AND PROMOTIONS

NEXT WEEK. >> DITTO, DITTO , DITTO.

>> I DITTO YOUR DITTO. EVERYONE WITHIN THE ORGANIZATION WHO IS

[04:35:01]

RUNNING ON FUMES AND YET STILL SHOWING UP EVERY DAY EXCITED AND RACING TO THE END SO THANK YOU FOR AN INCREDIBLE CRAZY END

[F. Comments - Superintendent]

OF THE YEAR. I APPRECIATE IT. >> FOR ME TO SAY THANK YOU TO STAFF TONIGHT FOR ALL YOUR WORK AND ORGANIZING. REALLY 500 STUDENTS CAME THROUGH TONIGHT. THAT'S A LOT OF WORK TO ORGANIZE THAT AND A LOT OF WORK TO PUT THE CERTIFICATES TOGETHER SO MS. SPELLMAN AND MS. SCHNEIDER, THANK YOU FOR THAT . MR. MERCER, FOR DOING THE ORGANIZATION AND TINA FOR ORGANIZING THE PICTURES. DR. ISA FOR PICTURE TAKING AND THE BODYGUARDS AT THE DOOR FOR THEIR EXPLANATIONS OF WHAT TO DO AND LINING PEOPLE UP AND LETTING THEM GO UP SO REALLY APPRECIATE EVERYONE'S WORK . I DON'T KNOW , I AM GOING ON 12 YEARS IN THIS DISTRICT AND I REMEMBER -- DON'T REMEMBER HAVING THAT MANY STUDENTS COME THROUGH SO THAT MEANS THERE IS A LOT OF SUCCESS AND I SAY THANK YOU TO EVERYONE FOR YOUR WORK AND ALL THE STUDENTS COMING THROUGH TONIGHT.

[A. Future Board Topics / Activities]

>> AND WITH THAT WE ARE IN THE ADJOURNMENT. ARE THERE ANY FUTURE TOPICS? TRUSTEE POWELL?

>> I'M SORRY.

IN YEAR FIVE IN INSTRUCTIONAL FRAMEWORK AND I WAS THINKING IT WOULD BE COOL AT SOME POINT -- AND NO TIME LIMIT PUT ON IT -- TO PUT A PRESENTATION ON WHAT HAS IT MEANT FOR TEACHERS AND WHAT HAS IT MEANT IN THEIR CLASSROOMS? WHAT ARE SOME BEST PRACTICES AROUND UDL? WE HEAR IT ALL THE TIME. AND I DON'T

KNOW, LIKE TO HEAR ABOUT IT. >> I AM SEEING NODS. SO -- AT SOME POINT WE WILL PUT IT ON THE FUTURE DOCKET. WE WILL PUT IT ON THE FUTURE -- NOW AND WILL PLAN IT. SEEING NONE, THIS

[B. Adjournment]

MEETING IS ADJOURNED AT 10:38.

* This transcript was compiled from uncorrected Closed Captioning.

2. OPEN SESSION

3. ACTION ITEMS - GENERAL

5. INFORMATION/DISCUSSION ITEMS - GENERAL

6. ADJOURNMENT

Jun 05, 2024 Board of Education

2. OPEN SESSION

3. ACTION ITEMS - GENERAL

5. INFORMATION/DISCUSSION ITEMS - GENERAL

6. ADJOURNMENT

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