[A. Call the Meeting to Order]
[00:00:07]
2025 WILL PLEASE COME TO ORDER. PURSUANT TO THE RALPH M BROWN ACT, THIS IS A MEETING OF THE BOARD OF EDUCATION IN PUBLIC AND ONLY ITEMS ON THE AGENDA WILL BE DISCUSSED THIS EVENING. WE ARE AT ITEM TWO B ON OUR AGENDA, THE PLEDGE OF ALLEGIANCE.LATER THIS EVENING, WE WILL HAVE A PRESENTATION ABOUT THE DUAL LANGUAGE IMMERSION PROGRAM AT CONEJO ACADEMY, AND I WOULD NOW LIKE TO INVITE OUR CONEJO ACADEMY STUDENTS TO LEAD US IN THE PLEDGE OF ALLEGIANCE.
GOOD EVENING, BOARD PRESIDENT. DOCTOR POWELL.
SUPERINTENDENT. DOCTOR MCLAUGHLIN. BOARD MEMBERS AND DISTRICT STAFF.
MY NAME IS CAMPBELL AND MY NAME IS HAYLEY. AND WE ARE STUDENTS FOR CONEJO ACADEMY. AND WE WOULD LIKE TO LEAD YOU IN THE PLEDGE OF ALLEGIANCE.
WE WILL SAY BOTH TONIGHT. WE WILL RECITE IT FIRST IN SPANISH AND THEN IN ENGLISH.
PLEASE STAND AND FACE THE FLAG. PUT YOUR RIGHT HAND OVER YOUR HEART.
READY? BEGIN. PROMETO. LETTA AMANDA. UNO STORE'S NEWEST AMERICA.
A BOUDICA KILL PRESENTA UNA RELACION ANTERIORES INVISIBLE CON ESTA ES PARA TODOS. 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.
MUCHAS GRACIAS ESTUDIANTES. THANK YOU SO MUCH.
THAT WAS VERY SPECIAL. WE ARE NOW MOVING ON TO ITEM TWO C.
[C. Open Session Procedures]
I WOULD LIKE TO WELCOME EVERYBODY HERE TO THE MEETING AND WOULD LIKE TO MAKE THE FOLLOWING ANNOUNCEMENTS.THE BOARD VALUES YOUR INPUT ON THE IMPORTANT EDUCATION MATTERS WE FACE.
THEREFORE, THE DISTRICT IS PROVIDING MULTIPLE OPPORTUNITIES FOR PUBLIC PARTICIPATION.
PUBLIC VIEWING IS AVAILABLE THROUGH INTERNET LIVE STREAM ON THE CVUSD WEBSITE.
TODAY. BOARD MEMBERS WERE PROVIDED WITH THESE WRITTEN COMMENTS PRIOR TO THIS MEETING.
PERSONS WISHING TO ADDRESS THE BOARD IN PERSON SHOULD FILL OUT A BLUE SPEAKERS CARD AND HAND IT TO MRS. FELDMAN AT THE SECRETARY'S DESK. IF YOU WISH TO SPEAK ON A SPECIFIC AGENDA ITEM, PLEASE TURN IN YOUR CARD PRIOR TO THAT ITEM SECTION OF THE AGENDA.
IF YOU INTEND TO DONATE TIME TO ANOTHER SPEAKER, PLEASE HAND IN BOTH SPEAKER CARDS AT THE SAME TIME TO MRS. FELDMAN. IF YOU WISH TO REGISTER YOUR CONCERN BUT NOT SPEAK AT THE PODIUM, PLEASE FILL OUT A YELLOW PUBLIC STATEMENT FORM AND TURN IT IN TO THE SECRETARY'S DESK.
BOARD MEMBERS WILL BE PROVIDED WITH THESE STATEMENTS AFTER THE BOARD MEETING.
PLEASE BE ADVISED THAT A RECORDING OF THIS MEETING IS BEING MADE AND BROADCAST FOR OUR LIVESTREAM AUDIENCE, AND THE RECORDING AND BROADCAST MAY CAPTURE IMAGES AND SOUNDS OF THOSE ATTENDING THE MEETING.
SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON DISTRICT PROPERTY.
COPIES OF THE AGENDA ARE AVAILABLE ON THE TABLE IN THE BOARD LOBBY.
PLEASE SILENCE ALL MOBILE PHONES. WE'RE NOW AT ITEM TWO.
[D. Approval of the Agenda]
D DO I HAVE A MOTION TO APPROVE THE AGENDA? YES.TRUSTEE. SYLVESTER. PRESIDENT POWELL, I MOVE THAT WE APPROVE THE AGENDA AS SUBMITTED.
SECOND. IT HAS BEEN MOVED AND SECONDED. IS THERE ANY DISCUSSION? IF NOT, PLEASE VOTE. TRUSTEE. LIGHT. YES. TRUSTEE.
GOLDBERG. YES. TRUSTEE. GIL. YES. TRUSTEE. SYLVESTER.
[00:05:01]
YES. TRUSTEE. GORBACH. YES. I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES.VOTE FROM TRUSTEE. LIGHT. WE'RE NOW AT ITEM TWO E OUR REPORTS FROM OUR STUDENT REPORTERS.
[E. Reports from Student Reporters]
AND WE WILL START WITH ABIGAIL VEY FROM CENTURY ACADEMY.GOOD EVENING. DISTINGUISHED MEMBERS OF THE BOARD, DOCTOR MCLAUGHLIN AND COMMUNITY MEMBERS.
MY NAME IS ABIGAIL VEY, AND I'M A SENIOR AT CENTURY ACADEMY.
I WOULD LIKE TO TAKE THIS OPPORTUNITY TO UPDATE YOU ON THE LAST MONTH WITH THE WAVES.
MUCH LIKE THE TRADITIONAL SITES, WE ARE WELL INTO THE SECOND SEMESTER.
THE NEW COURSES THIS SEMESTER INCLUDE. FOCUSES ON CINEMATOGRAPHY, MARKETING, THE HISTORY OF GAMING AND ESPORTS, AND EARLY EDUCATION EARLY CHILDHOOD EDUCATION.
UNDERCLASSMEN ARE ALSO EXCITED TO START CHOOSING ELECTIVES FOR NEXT YEAR, AS WE START OFFERING MORE COURSES ACROSS THE AREAS OF SOCIAL SCIENCE, ARTS, MEDIA, PUBLIC AND COMMUNITY HEALTH, BUSINESS MANAGEMENT AND ENTREPRENEURSHIP, EDUCATION AND CHILD DEVELOPMENT, AND THE STUDY OF MYTHOLOGY. OUR SENIOR CLASS IS CLASS IS ANXIOUSLY WAITING ON COLLEGE ACCEPTANCE LETTERS AND SCHEDULING TOURS AT PROSPECTIVE SCHOOLS.
AS WE APPROACH GRADUATION, SENIORS HAVE RECEIVED THIS YEAR'S PROMPT TO BE A KEYNOTE SPEAKER.
WE WILL REFLECT ON THE QUOTE. TAKE PRIDE IN HOW FAR YOU'VE COME.
HAVE FAITH IN HOW FAR YOU CAN GO, BUT DON'T FORGET TO ENJOY THE JOURNEY.
ASG HAS BEEN BUSY PLANNING THE FIRST FEW MONTHS OF THIS SEMESTER.
THEY VISITED THE GETTY CENTER EARLIER THIS MONTH AND RECEIVED A PRIVATE TOUR OF THE SPECTRUM 14 EXHIBIT, WHICH USES PRISMS IN THE MUSEUM'S ROTUNDA TO CREATE A LIGHT BASED ART THROUGHOUT THE DAY, DEPENDING ON THE POSITION OF THE SUN.
STUDENT REPS HAVE BEEN MEETING WITH ADMINISTRATION AND FOCUSED ON STUDENT CULTURE EVENTS, AS WELL AS IMPLEMENTATION OF FIVE STAR FOR STUDENT SIGN IN AND OUT OF CAMPUS, AS WELL AS CELEBRATION SYSTEM FOR STRONG OR IMPROVED ATTENDANCE.
THANK YOU FOR ALLOWING ME A FEW MINUTES TO CATCH YOU UP ON WHAT IS GOING ON WITH THE WAVES.
I LOOK FORWARD TO SEEING YOU NEXT MONTH. THANK YOU.
NEXT UP WE HAVE CONEJO VALLEY HIGH SCHOOL. ANGELINE PIN.
GOOD EVENING, PRESIDENT POWELL, DOCTOR MCLAUGHLIN, BOARD MEMBERS AND DISTRICT ADMINISTRATION.
JJ WILL BE BACK NEXT MONTH FOR HER LAST BOARD REPORT, BECAUSE SHE WILL BE GRADUATING AT THE END OF QUARTER THREE, STARTING IN QUARTER FOUR. I WILL BE THE NEW REPRESENTATIVE FOR CVS.
HERE ARE SOME OF THE ACTIVITIES AT CONEJO VALLEY HIGH.
SINCE OUR LAST REPORT ON JANUARY 25TH, WE HAD THE ROLLING DRAGONS DRESSERS FIRST APPEARANCE AT ADELANTE FOODSHARE, WHICH TURNED OUT TO BE A BIG SUCCESS AND WILL BE COLLECTING MORE CLOTHES AND DOING ANOTHER DRIVE THIS WEEKEND.
AS FOR OUR FOOSBALL TOURNAMENT, IT'S BEEN TAKING A WHILE, BUT WE ARE MAKING OUR WAY TOWARDS THE FINALS AND WE LOOK FORWARD TO HAVING A WINNER BY NEXT WEEKEND OR BY NEXT WEEK. SORRY. TWO WEEKS AGO, WE JOINED A FEW OTHER CVUSD SCHOOLS FOR A FIELD TRIP TO CLU.
SPONSORED BY LOGIC CREDIT UNION, STUDENTS WERE GIVEN AN OPPORTUNITY TO TRY OUT SIMULATION, GIVING US A GLIMPSE OF WHAT ADULT LIFE IS LIKE.
I WOULD SAY A MAJORITY OF STUDENTS ARE NOT IN A RUSH TO BE ADULTS.
LAST WEEK, MORE THAN HALF OF THE SCHOOLS WENT TO AN ALTERNATIVE EDUCATION SUMMIT AT THE VCO VCO.
THERE WE GOT TO HEAR A MOTIVATIONAL MOTIVATIONAL SPEAKER AND HEAR ABOUT HOW HE WAS GIVEN A SECOND CHANCE, AND ALL OF US AT CVS, ALONG WITH OTHER CONTINUATION SCHOOLS, HAVE THE SAME OPPORTUNITY.
WE ALSO GOT THE CHANCE TO PARTICIPATE IN A FEW DIFFERENT ACTIVITIES.
MOORPARK COLLEGE, OXNARD AND VENTURA COLLEGE PRESENTED US.
IT WAS A BUSY DAY, BUT WE APPRECIATED AND ENJOYED THE EXPERIENCE.
[00:10:04]
LAST THURSDAY WE SOLD VALENTINES GRAMS TO CELEBRATE VALENTINE'S DAY.THE TEACHERS WROTE PERSONALIZED MESSAGES TO EACH STUDENT, SO EACH STUDENT GOT A NOTE FROM A TEACHER.
LEADERSHIP MADE VALENTINES GRAMS FOR EVERYONE ON CAMPUS SO EVERYONE AT CVS GOT TO FEEL LOVED.
ALMOST THE ENTIRE SCHOOL PARTICIPATED IN DECORATING OR AT LEAST EATING COOKIES IN THE BEAUTIFUL SETUP WITH HOMEMADE COOKIES, DIFFERENT COLORED FROSTING, SPRINKLES, DRINKS, AND EVEN MORE.
THE ANTHEM PROVIDED US TO CELEBRATE BLACK HISTORY MONTH, AN AMAZING CVHS STUDENT HAS PUT TOGETHER A BULLETIN BOARD COMMEMORATING MARTIN LUTHER KING JUNIOR. FILLED WITH PICTURES OF HIM AND SOME OF HIS POPULAR QUOTES.
IN ADDITION, WE HAVE DAILY ANNOUNCEMENTS HIGHLIGHTING IMPORTANT FIGURES IN BLACK HISTORY.
THIS YEAR, LEADERSHIP HAS DESIGNED THE LOGO FOR OUR SENIOR SWEATSHIRTS AND THEY LOOK GREAT.
TO TOP IT OFF, THE SENIORS GOT TO RECEIVE A FREE HOODIE THANKS TO THE GENEROUS DONATION FROM THE NEXT GENERATION ROTARY HERE AT CVS. THE OPPORTUNITIES AND CHANCES FOR FUN EXPERIENCES ARE ENDLESS.
NEXT WEEK, LEADERSHIP WILL GO VISIT CAMARILLO CAMARILLO ANIMAL SHELTER TO TO TOUR THE CENTER AND BRING MUCH NEEDED SUPPLIES FOR THE ANIMALS IN MARCH, OUR ETHNIC STUDIES STUDENTS ARE GOING ARE GOING TO BE JOINING FOR A FIELD TRIP WITH ANOTHER HIGH SCHOOL TO THE HOLOCAUST MUSEUM. AND FINALLY, OUR COLLEGE AND CAREER CENTER IS WORKING ON A TRIP TO VISIT THE COSMETOLOGY PROGRAM AT CME ADULT SCHOOL.
THANK YOU FOR ALLOWING ME TO PRESENT TONIGHT.
I LOOK FORWARD TO COMING BACK WITH JJ NEXT MONTH.
THANK YOU SO MUCH. NEWBURY PARK HIGH SCHOOL IS UP NEXT WITH ALISA IQBAL.
AT THE START, AT THE START OF BLACK HISTORY MONTH ON FEBRUARY 5TH, MPHS HOSTED A JAZZ GUEST ARTIST CONCERT IN THE MPHS PERFORMING ARTS CENTER THAT BROUGHT A FUN MUSICAL SURPRISE FOR ALL THOSE INVOLVED. OUR SORRY, OUR THEATER DEPARTMENT ALSO BROUGHT SOME FUN AND MYSTERY FOR THE MPHS COMMUNITY AS THEY HOSTED THEIR ANNUAL MYSTERY DINNER FROM FEBRUARY 7TH TO THE EIGHTH.
THE THEATER DEPARTMENT DID AMAZING THIS YEAR, AND I'M SURE THEY WILL CONTINUE TO DO SO.
THE ASG STUDENTS GOT TO EXPERIENCE TEAMWORK TRAINING CAMP WITH THE DISNEY STAFF AND CAST MEMBERS.
THE TRAINING GAVE US A GREAT INSIGHT AND NEW SKILLS TO BRING BACK TO OUR WONDERFUL SCHOOL.
ON FEBRUARY 11TH, THE NATIONAL HONOR SOCIETY AT MPHS HOSTED STUDENTS OF CHARACTER, A YEARLY EVENT WHERE STAFF ANONYMOUSLY NOMINATE STUDENTS OF EXCELLENT CHARACTER TO BE SPOTLIGHTED. IT IS A GREAT WAY TO SHOW APPRECIATION BACK TO THE HARD WORKING STUDENTS AT OUR SCHOOL WHO CONTINUE TO SHOW THEIR PANTHER PRIDE.
THE STUDENTS WORKED HARD FOR ALL OF JANUARY, WRITING ALL OF THE NAMES OF THE STUDENTS ON A HEART SHAPED STICKY NOTES THAT WERE LATER PLACED ON THE WINDOWS OF THE CAFETERIA FOR STUDENTS TO FIND.
WHEN A STUDENT FOUND THEIR NAME, THEY WOULD COLLECT SPIRIT POINTS AND A HEART LOLLIPOP.
WE LOVE OUR PANTHERS AND WE'RE HAPPY TO SHOW THEM.
SHOW THEM OUR LOVE WITH THIS FUN EVENT. ON FEBRUARY 21ST, THE MPHS SPRINGS DEPARTMENT WILL BE HOSTING ITS CHAMBER MUSIC FESTIVAL FESTIVAL FROM 630 TO 830 IN THE CAFETERIA, SHOWCASING PIECES FROM THE TALENTED CHAMBER ORCHESTRA, WHICH I HIGHLY ENCOURAGE YOU TO GO TO AND WATCH ON FEBRUARY 26TH AND 27TH.
MPHS WILL ALSO BE HAVING ITS HONOR ROLL BARBECUE DURING LUNCH FOR STUDENTS ON OUR HONOR ROLL.
IT IS SUCH A DELICIOUS WAY TO SHOW APPRECIATION FOR THE STUDIOUS AND HARD WORKING PANTHERS.
LOOKING INTO MARCH, WE HAVE OUR ANNUAL MULTICULTURAL DANCE SHOW CALLED DANCE FOR HOPE ON MARCH 1ST.
ALL PROCEEDS GO TOWARDS FUNDING FOR THE AMERICAN CANCER SOCIETY.
PERFORMERS COME FROM WITHIN THE SCHOOL, SUCH AS CLUBS AND STUDENTS IN OUR DANCE CLASSES, AND ALSO OUTSIDE THE SCHOOL IN OUR NEWBURY PARK COMMUNITY, SUCH AS BOBBY'S AND ASPIRE DANCE STUDIOS. WE ARE ECSTATIC FOR THE REST OF THIS MONTH AND THE EXCITING EVENTS PLANNED FOR THE REST OF THE NEW YEAR.
NEXT UP IS THOUSAND OAKS HIGH SCHOOL, ELLA NEAL.
[00:15:06]
GOOD EVENING. ESTEEMED MEMBERS OF THE BOARD, DOCTOR MCLAUGHLIN AND DISTRICT PERSONNEL.I AM ELLA NEAL, ASB VICE PRESIDENT AT THOUSAND OAKS HIGH SCHOOL, AND I'M HONORED TO PRESENT THE BOARD REPORT FOR FEBRUARY OF 2025 WITH THE NEW ACADEMIC SEMESTER UNDERWAY. OUR STUDENTS AND STAFF HAVE EMBRACED A FRESH START, CONTINUING TO ENGAGE IN ACADEMICS, ATHLETICS, AND STUDENT LIFE WITH ENTHUSIASM AND DEDICATION.
FEBRUARY IS A TIME OF CELEBRATION, AND WE ARE PROUD TO RECOGNIZE BLACK HISTORY MONTH AT PTOS.
OUR BLACK STUDENT UNION HAS LED AN INSPIRING AWARENESS CAMPAIGN, SHARING DAILY PA ANNOUNCEMENTS THAT HIGHLIGHT BLACK INDIVIDUALS WHO HAVE MADE SIGNIFICANT CONTRIBUTIONS TO OUR COMMUNITY, STATE AND COUNTRY.
THIS INITIATIVE HAS FOSTERED MEANINGFUL DISCUSSIONS ACROSS CAMPUS AND PROVIDED AN OPPORTUNITY FOR STUDENTS AND STAFF TO LEARN ABOUT THE LASTING IMPACT OF BLACK LEADERS IN VARIOUS FIELDS. IN THE SPIRIT OF LOVE AND GENEROSITY, OUR ANNUAL VALENTINE'S GRAND FUNDRAISER BROUGHT STUDENTS TOGETHER TO SHARE THE APPRECIATION FOR THEIR FRIENDS, CLASSMATES, AND TEACHERS, WHETHER THROUGH SWEET NOTES, FLOWERS, OR TREATS. THIS TRADITION REMAINS A HIGHLIGHT OF FEBRUARY, STRENGTHENING OUR SCHOOL'S SENSE OF COMMUNITY.
AT THE BEGINNING OF THE MONTH, WE HAD THE PRIVILEGE OF CELEBRATING NATIONAL SCHOOL COUNSELOR WEEK, TAKING TIME TO RECOGNIZE AND APPRECIATE THE INCREDIBLE WORK OUR COUNSELORS DO EVERY DAY THROUGHOUT THE WEEK.
WE SURPRISE THEM WITH SMALL TOKENS OF GRATITUDE TO EXPRESS HOW MUCH THEIR SUPPORT MEANS TO OUR STUDENTS, WHETHER GUIDING STUDENTS THROUGH ACADEMIC PLANNING, COLLEGE APPLICATIONS OR PERSONAL CHALLENGES, OUR COUNSELORS PLAY A VITAL ROLE IN SHAPING THE SUCCESS AND WELL-BEING OF OUR STUDENT BODY.
OUR GIRLS AND BOYS SOCCER AND GIRLS WATER POLO TEAM ALL ADVANCED TO POSTSEASON TO THE POSTSEASON, DEMONSTRATING OUTSTANDING TEAMWORK AND PERSEVERANCE.
THIS DEDICATION AND COMPETITIVE SPIRIT HAVE MADE OUR SCHOOL COMMUNITY PROUD, AND WE LOOK FORWARD TO SUPPORTING THEM AS THEY CONTINUE TO REPRESENT US ON THE FIELD AND IN THE POOL. AS WE MOVE FURTHER INTO THE SEMESTER, WE ARE EAGER FOR ALL THAT LIES AHEAD FROM UPCOMING SPRING EVENTS LIKE PROM, OUR ANNUAL ASB TALENT SHOW, AND OUR TEACHERS FOR STUDENT BASKETBALL GAME RALLY.
THANK YOU. AND NOW WESTLAKE HIGH SCHOOL. BRANDON OSBORN.
GOOD EVENING, BOARD MEMBERS AND DISTRICT STAFF.
WE SHOWED OFF OUR SCHOOL SPIRIT, HAD A BLAST WITH FUN GAMES, AND EVEN EMBRACED A LITTLE BIT.
A LITTLE BIT OF THE COWBOY CHARM WITH EVERYONE'S BEST BOOTS, HATS, AND JEANS.
LOOKING AHEAD, WE'RE GEARING UP FOR THE BLOOD DRIVE, WHERE OUR STUDENTS WILL HAVE A CHANCE TO MAKE A REAL DIFFERENCE BY DONATING THEIR BLOOD TO HELP SAVE INDIVIDUALS. IT'S ONE OF THE MOMENTS WHERE WE AS A COMMUNITY CAN QUITE LITERALLY SAVE SOME PEOPLE'S LIVES.
SO KEEP AN EYE OUT FOR THE DETAILS AND BE READY TO ROLL UP THE SLEEVES.
SPEAKING OF THINGS ON THE HORIZON, VOTING FOR OUR NEW STUDENT GOVERNMENT BOARD IS STARTING SOON, AND THE ASG CLASS IS LOOKING FORWARD TO CRAFTING NEXT YEAR'S AMAZING LEADERS.
THEIR HARD WORK, SUPPORT AND GUIDANCE HELPED MAKE THIS SCHOOL EVEN A BETTER PLACE.
THANKS TO ALL THE COUNSELORS FOR EVERYTHING YOU GUYS DO.
THE SENIOR ROSALES JUST FINISHED UP AND EVERY ROSE HAS BEEN DELIVERED.
IT WAS AMAZING TO SEE THE GLEE AND JOY FROM THE KIDS AS WE PASSED OUT EACH INDIVIDUAL FLOWER.
IT WAS SUCH A SWEET WAY TO CELEBRATE THE PEOPLE WHO MEAN A LOT TO YOU.
AS WE DIVE INTO FEBRUARY, WE'RE CELEBRATING BLACK HISTORY MONTH IN A BIG WAY.
WE'RE NOT JUST STOPPING THERE. WE'RE COLLABORATING WITH BYU TO CREATE INFORMATIONAL VIDEOS ABOUT DIVERSITY AND INCLUSION, AND THERE ARE EVEN PLANS FOR OUTSIDE OF SCHOOL POTLUCKS TO CONTINUE THE CONVERSATION AND BUILD COMMUNITY.
IT'S ALL ABOUT BRINGING US CLOSER AND EMBRACING THE DIVERSITY THAT MAKES US WHO WE ARE.
IT'S BEEN A PLEASURE CATCHING YOU GUYS ALL UP.
AND UNTIL NEXT TIME, ONE LOVE, ONE TRIBE. THANK YOU.
THANK YOU SO MUCH TO ALL OF OUR STUDENT REPORTERS.
AS ALWAYS, VERY INFORMATIVE. WE LOVE HEARING FROM YOU.
[F. Report from Parent Organization - District English Learner Advisory Committee (DELAC)]
[00:20:02]
DELAC BY LUCILLE DUARTE, THE DELAC CHAIRPERSON.AND SHE WILL BE COMING TO THE PODIUM NOW. WELCOME.
GOOD EVENING. MEMBERS OF THE BOARD, SUPERINTENDENT, DOCTOR, MCLAUGHIN AND CABINET.
MY NAME IS LUCILLE DUARTE. THIS IS MY SECOND YEAR AS THE PRESIDENT OF THE DISTRICT ENGLISH LEARNERS ADVISORY COMMITTEE, ALSO KNOWN AS DLAC. I FIRST WANT TO THANK YOU FOR GIVING ME THE OPPORTUNITY TO SHARE A BRIEF REPORT ABOUT DELAC.
WE SINCERELY APPRECIATE ALL OF YOU FOR YOUR TIME AND ACTIVE LISTENING IN EVERY DELAC MEETING.
YOUR CONTINUED PRESENCE AND COMMITMENT TO SUPPORTING OUR STUDENTS AND FAMILIES MAKE A MEANINGFUL DIFFERENCE IN ACHIEVING OR SHARING GOALS. I BELIEVE MY INVOLVEMENT IN MY CHILDREN, SCHOOLS, AND WHAT I HAVE LEARNED AND LEARNED THROUGH ELAC AND DIALOG HAS PROVIDED ME WITH THE TOOLS I NEED TO ENSURE THE REST OF MY CHILDREN ARE ALSO SUCCESSFUL.
FOR INSTANCE, ONE OF MY DAUGHTERS, WHO GRADUATED FOUR YEARS AGO FROM NEWBURY PARK HIGH SCHOOL AND WHO IS GOING TO THE COLLEGE STATE FULLERTON, JUST WENT TO NEW ZEALAND FOR ABOUT A MONTH WITH ALL EXPENSES PAID.
THIS AND MANY LIFE CHANGING EXPERIENCES HAD IN THE PAST, ARE THANKS TO THE SUPPORT SHE WAS PROVIDED WHEN SHE WAS A STUDENT IN THIS SCHOOL DISTRICT. I'M VERY PROUD OF ALL THE WORK DYLAN IS DOING THIS YEAR.
WE ALSO ENSURE THAT WE PRESENT INFORMATION ON TOPICS THAT ARE REQUIRED BY THE STATE OF CALIFORNIA.
THE FOLLOWING TOPICS HAVE BEEN PRESENT THIS SCHOOL YEAR.
ATTENDANCE RESULTS FROM THE THOUSAND OAKS LIBRARY.
EXPANDED LEARNING OPPORTUNITIES PROGRAM. GRADING PRACTICE.
ELECTRONIC ASSIGNMENT. RECLASSIFICATION. ELPAC TESTING.
DUAL LANGUAGE IMMERSION PROGRAM. REGISTRATION AND ENROLLMENT.
PARENTS APPRECIATE THIS NEW KNOWLEDGE AS IT ALL ALLOWS THEM TO MAKE INFORMED DECISIONS ABOUT THEIR CHILDREN'S THE CHILD'S EDUCATION. I ALSO ATTENDED THE DISTRICT ADVISORY COMMITTEE MEETINGS AND CONTINUE TO FIND NEW OPPORTUNITIES TO STAY ENGAGED AND INVOLVED.
THE ELECTED EXECUTIVE BOARD IS CURRENTLY WORKING WITH THE THOUSAND OAKS LIBRARY TO FIND NEW WAYS TO PROMOTE THE DIFFERENT RESEARCH AND SERVICE THE LIBRARY HAS TO OFFER. MY ENTIRE FAMILY HAS BENEFITED FROM THE LIBRARY AND AM COMMITTED TO SHARING THIS IMPORTANT COMMUNITY.
RESEARCH WITH AS MANY PARENTS AS POSSIBLE. POSSIBLE.
TO END, I WOULD LIKE TO SHARE INFORMATION ABOUT OUR MEETING TIMES.
OUR MEETINGS ARE HELD ON THE LAST TUESDAY OF EACH MONTH.
WE MEET AT THE UNIVERSITY CENTER FROM 10 A.M.
TO 12 TO NOON. EVERYBODY IS WELCOME TO ATTEND REGARDLESS OF THEIR STUDENT'S ENGLISH LEARNING.
THANK YOU FOR YOUR TIME AND YOUR AND FOR YOUR SUPPORT.
GOOD NIGHT. THANK YOU. THANK YOU FOR THAT REPORT.
IT'S ALWAYS WONDERFUL TO HEAR FROM OUR PARENT ADVISORY COUNCILS.
SO THANK YOU FOR THAT. WE ARE NOW AT ITEM 2G.
[G. Comments - Public]
PUBLIC COMMENTS I HAVE A STATEMENT I WILL READ OUT THE.THE CVUSD BOARD OF EDUCATION WANTS TO HEAR FROM STUDENTS, PARENTS, EMPLOYEES AND OUR COMMUNITY.
ALL INDIVIDUALS HAVE THE RIGHT TO PROVIDE PUBLIC COMMENTS DURING OUR SCHOOL BOARD MEETINGS.
UNDER GOVERNMENT CODE SECTION 54954.3. COMMENTS REGARDING SPECIFIC ITEMS LISTED ON TONIGHT'S AGENDA MUST BE MADE WHEN THAT AGENDA ITEM IS CALLED. IF YOU WISH TO SPEAK ON A TOPIC THAT IS NOT ON TONIGHT'S AGENDA, NOW IS THE TIME TO PROVIDE YOUR PUBLIC COMMENT.
[00:25:06]
IF YOU HAVE NOT ALREADY DONE SO AND WISH TO SPEAK, PLEASE HAND IN YOUR BLUE CARD TO MRS. FELDMAN. PLEASE NOTE THAT IF YOU HAVE ANY MATERIALS TO HAND TO BOARD MEMBERS, PLEASE PROVIDE THOSE MATERIALS TO MRS. FELDMAN FOR DISTRIBUTION TO THE BOARD. PURSUANT TO THE BROWN ACT, THE BOARD CANNOT UNDERTAKE ANY ACTION OR DISCUSSION ON ITEMS NOT ON TONIGHT'S POSTED AGENDA. HOWEVER, MEMBERS OF THE BOARD OR ITS STAFF MAY BRIEFLY REPLY TO COMMENTS OR QUESTIONS POSED BY THE PUBLIC.YOUR COMMENTS WILL BE HEARD BY THOSE WHO ARE ATTENDING OR WATCHING THE BROADCAST.
IN ADDITION, THE BOARD ENCOURAGES STUDENTS TO PARTICIPATE IN CIVIC AFFAIRS.
THEREFORE, WE HOPE THAT STUDENTS ARE WATCHING THIS MEETING OR IN TONIGHT'S AUDIENCE.
PLEASE BE MINDFUL OF THAT AND PLEASE MAKE YOUR COMMENTS FACTUAL AND OFFER THEM IN A RESPECTFUL MANNER, IN COMPLIANCE WITH ALL APPLICABLE STATE AND FEDERAL LAWS.
THIS INCLUDES THE RIGHT FOR THE IDENTITIES OF STUDENTS TO REMAIN CONFIDENTIAL.
WE ALSO ASK THAT SPEAKERS BE SENSITIVE TO OUR EMPLOYEES LEGAL RIGHTS TO PRIVACY AND CONFIDENTIALITY.
AND DO WE HAVE SOME CARDS? OF CONSENT AGENDA ITEMS? OKAY. GREAT. SO WE HAVE ONE COMMENT. OUR SPEAKER OUR PUBLIC COMMENT TER WILL HAVE THREE MINUTES.
GOOD EVENING. MEMBERS OF THE BOARD, EDUCATORS AND COMMUNITY MEMBERS.
BEGINNING MARCH 4TH, I'LL BE LEADING A THREE WEEK PARENTING WORKSHOP CALLED AFFIRMING YOUR LGBT YOUTH AT HORIZON HILLS PARENTING PROGRAM, WHICH IS PART OF THE CONEJO VALLEY ADULT SCHOOL.
THIS COURSE IS DESIGNED TO HELP PARENTS BUILD UNDERSTANDING, LEARN SUICIDE PREVENTION STRATEGIES, AND CREATE AN AFFIRMING HOME ENVIRONMENT WITH ATTACKS ON LGBTQ YOUTH, ESPECIALLY TRANSGENDER CHILDREN, GROWING NATIONWIDE. IT'S MORE IMPORTANT THAN EVER THAT OUR COMMUNITY STEPS UP.
RESEARCH SHOWS THAT PARENTAL SUPPORT IS THE NUMBER ONE PROTECTIVE FACTOR AGAINST SUICIDE AND MENTAL HEALTH STRUGGLES IN LGBTQ YOUTH. PARENTS OFTEN ASK, WHAT DO I SAY? HOW DO I SUPPORT MY CHILD WHEN I'M STILL LEARNING MYSELF? THIS COURSE ATTEMPTS TO ANSWER SOME OF THOSE QUESTIONS.
IN ADDITION TO Q&A, THE SESSIONS WILL COVER ESSENTIAL TOPICS SUCH AS UNDERSTANDING LGBTQ IDENTITIES AND EXPERIENCES, SUICIDE PREVENTION AND MENTAL HEALTH AWARENESS, NAVIGATING DIFFICULT CONVERSATIONS, AND CREATING AN AFFIRMING HOME. WHILE THIS WORKSHOP IS DESIGNED FOR PARENTS, THE INFORMATION IS ALSO VALUABLE TO TEACHERS AND SCHOOL STAFF WHO WANT TO BETTER SUPPORT LGBTQ STUDENTS IN OUR CLASSROOMS. I'VE PROVIDED FLIERS TO OUR BOARD MEMBERS, AND IF ANYONE IS INTERESTED IN JOINING OR SHARING THIS RESOURCE, PLEASE CONTACT THE HORIZON HILLS OFFICE. BY WORKING TOGETHER, WE CAN ENSURE THAT EVERY CHILD IN OUR DISTRICT FEELS SAFE, SEEN AND SUPPORTED. THANK YOU. THANK YOU SO MUCH.
[A. Student Services - Approval of Annual Resolution #24/25-23: In Support of National Women's History Month]
RESOLUTION. I'LL LET SOMEBODY GIVE THE MOTION.MAKE THE MOTION. PRESIDENT POWELL, TRUSTEE GOLDBERG I MOVE THAT WE APPROVE RESOLUTION 24 2523, IN SUPPORT OF NATIONAL WOMEN'S HISTORY MONTH AS SUBMITTED.
SECOND. THANK YOU. IT HAS BEEN MOVED AND SECONDED.
IS THERE ANY DISCUSSION? WITH NONE. WE WILL MOVE TO THE VOTE.
TRUSTEE. LIGHT. YES. TRUSTEE. GILL. YES. TRUSTEE.
GORBACH. YES. TRUSTEE. SYLVESTER. YES. TRUSTEE.
GOLDBERG. YES, I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES.
VOTE FROM TRUSTEE LIGHT. ITEM THREE B STUDENT SERVICES.
[B. Student Services - Approval of Annual Resolution #24/25-24: In Support of Disability History Month]
[00:30:03]
APPROVAL OF ANNUAL RESOLUTION IN DISABILITY HISTORY MONTH.DO I HAVE A MOTION? PRESIDENT POWELL TRUSTEE GORBACH I MOVE THAT WE APPROVE THE ANNUAL RESOLUTION 2425 DASH 24, IN SUPPORT OF DISABILITY HISTORY MONTH. SECOND.
THANK YOU. IS THERE ANY DISCUSSION ON THIS ITEM? SEEING NONE, WE WILL VOTE. TRUSTEE. LIGHT. YES.
TRUSTEE. SYLVESTER. YES. TRUSTEE. GOLDBERG. YES.
TRUSTEE. GORBACH. YES. TRUSTEE. GILL. YES, I AM A YES.
MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT.
WE ARE NOW AT ITEM THREE C INSTRUCTIONAL SERVICES RESOLUTION.
[C. Instructional Services - Approval of Annual Resolution #24/25-25: Read Across America Week]
DO I HAVE A MOTION? PRESIDENT POWELL. YES. TRUSTEE.GOLDBERG. I MOVE THAT WE APPROVE ANNUAL RESOLUTION 24 2525.
READ ACROSS AMERICA WEEK. SECOND. THANK YOU. ANY DISCUSSION ON THIS ITEM? SEEING NONE, WE WILL VOTE. TRUSTEE. LIGHT. YES.
TRUSTEE. GORBACH. YES. TRUSTEE. SILVESTER. YES.
TRUSTEE. GILL. YES. TRUSTEE. GOLDBERG. YES, I AM A YES.
MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES.
VOTE FROM TRUSTEE LIGHT. AND WE ARE NOW MOVING ON TO OUR CONSENT AGENDA.
[4. ACTION ITEMS – CONSENT]
DO I HAVE A MOTION? TO MAKE THE MOTION FIRST.I MOVE THAT WE APPROVE THE CONSENT AGENDA. I MEAN THAT WE APPROVE THE CONSENT AGENDA AS SUBMITTED.
SECOND. THANK YOU. I UNDERSTAND THAT WE DO HAVE PUBLIC COMMENT ON OUR CONSENT AGENDA.
THANK YOU SO MUCH. AND WE HAVE KATHY. SEE, YOU HAVE THREE MINUTES.
GOOD EVENING. IS IT? OKAY. ALL RIGHT. GOOD EVENING.
AT HOME, I WAS LOOKING OVER THE AGENDA BRIEFLY, AND I SAW THAT YOU HAVE A CONTRACT FOR $7,500 THAT YOU WANT TO APPROVE TONIGHT FOR SOME STUDENTS.
I BELIEVE IT'S FROM LOS ANGELES AREA IN THE SOUTH LOS ANGELES TO COME AND PLAY DRUMS TO A DRUM LINE.
SO I TRIED TO LOOK AT THE TONIGHT JUST NOW IN YOUR RED FOLDER.
MORE INFORMATION ABOUT THIS. I DIDN'T SEE MUCH.
SO WAS THAT A TYPO? BECAUSE I DIDN'T SEE WHAT I SAW AT HOME IN IN THERE TONIGHT.
BUT I'M HAVING TROUBLE FOLLOWING THE. IT DIDN'T IT JUST DIDN'T LOOK RIGHT.
WHAT WAS IF SOMETHING WAS MISSING ON 4G OUT THERE? SO I. WE ARE SUPPOSED TO BE WATCHING THE BUDGET.
DOCTOR HAYEK HAS TOLD EVERYBODY THAT WE'RE SLIDING DOWNHILL FAST.
THERE'S NOT ENOUGH MONEY TO LAST FOR THIS DISTRICT.
WE'RE GOING TO HAVE A CRISIS VERY, VERY SOON.
SO DO YOU REALLY NEED TO SPEND $7,500 OF TAXPAYERS MONEY TO BRING THESE KIDS UP? AND I BELIEVE IT'S THE SAME KIDS THAT CAME A FEW YEARS AGO.
AND IT WAS REALLY RAINY AND THEY COULDN'T PERFORM, DID THEY? AND THEY HAD TO GO HOME. DID THE SCHOOL DISTRICT GIVE THEM THOUSANDS AND THOUSANDS OF DOLLARS ANYWAY? SO IF YOU DO A CONTRACT AND THAT HAPPENS AGAIN, I WOULDN'T BE TOO HAPPY ABOUT THAT.
SO I'D LIKE YOU TO RECONSIDER THIS AND ANY MORE CONTRACTS THAT YOU'RE PUTTING OUT THAT CAN BE CUT BECAUSE AGAIN, THIS DISTRICT IS SLIDING DOWNHILL FAST INTO A FINANCIAL CRISIS VERY SOON.
THANK YOU. THANK YOU. BEFORE WE MOVE TO OUR VOTE, DO WE HAVE ANY DISCUSSION? OKAY. SEEING NONE, WE MOVE TO A VOTE. TRUSTEE.
LIGHT. YES. TRUSTEE. GORBACH. YES. TRUSTEE. GILL.
YES. TRUSTEE. SYLVESTER. YES. TRUSTEE. GOLDBERG.
YES, I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT.
WE ARE NOW MOVING ON TO SECTION FIVE, WHICH ARE OUR INFORMATION DISCUSSION ITEMS.
[A. Student Services - Presentation: Dual Language Immersion Program]
FIVE A WE HAVE A PRESENTATION FROM STUDENT SERVICES ON OUR DUAL LANGUAGE IMMERSION PROGRAM.AND I BELIEVE OUR PRESENTER IS MISS ERICA CONTRERAS.
[00:35:16]
ERICA, YOU CAN MOVE THAT STEPSTOOL, LIKE, AWAY.WE'LL NEED IT FOR A LITTLE BIT. I'M JUST GONNA PUT IT RIGHT NEXT TO IT.
I JUST SEEN EVERYONE STEPPING AROUND IT, AND I WAS LIKE, I'M.
SO. GOOD EVENING. BOARD PRESIDENT, BOARD MEMBERS, DOCTOR LOUGHLIN AND CABINET.
WE'RE HERE TODAY TO TALK ABOUT THE DLI PROGRAM AT QUINN ELEMENTARY.
WE OF COURSE, WE HAVE OUR FAMILIES HERE JOINING US.
SO WE'RE SUPER EXCITED TO TO LEARN ABOUT THE PROGRAM.
AND WITH THAT, I WILL HAVE MR. TORRES INTRODUCE HERSELF AND START WITH THE PRESENTATION.
SO GOOD EVENING, DOCTOR POWELL. DOCTOR MCLAUGHLIN.
BOARD MEMBERS. DISTRICT STAFF AND COMMUNITY MEMBERS.
I ALSO WANT TO THANK THE FAMILIES AND THE STUDENTS THAT ARE JOINING HERE TODAY.
OUR GOALS IN THE DUAL LANGUAGE IMMERSION PROGRAM, HOW WE CAME TO BECOME THE FIRST SCHOOL IN THE CONEJO VALLEY TO OFFER THIS PROGRAM, AND OUR NEXT STEPS. YOU ALSO HAVE THE OPPORTUNITY TO HEAR FROM OUR STUDENTS THAT ARE CURRENTLY IN THE PROGRAM, AND ONE OF OUR PARENTS. AT CONEJO ACADEMY, OUR VISION IS TO WE KNOW THAT ALL STUDENTS DESERVE AN EQUITABLE AND HIGH QUALITY EDUCATION THAT REALLY VALUES WHO THEY ARE, THEIR FAMILY, THEIR CULTURE, THEIR ASSETS AND THAT WE OUR JOB IS TO EMPOWER THEM TO REALLY REALIZE THEIR FULL POTENTIAL.
SO HOW DO WE DO THAT EVERY DAY AT CONEJO ACADEMY? OUR JOB IS TO OFFER A MULTICULTURAL, MULTILINGUAL EDUCATION THAT IS REALLY BASED ON PROVIDING LEADERSHIP OPPORTUNITIES.
WE BUILD OUR PROGRAM THROUGH REFLECTING ON OUR CURRENT STATUS, WHAT OUR NEXT STEPS ARE TO OFFER MORE GROWTH, MUTUAL RESPECT AND SYNERGIZING WITH OUR STUDENTS, OUR FAMILIES, COMMUNITY AND STAFF.
OUR GOAL IS TO BE ABLE TO IMPACT OUR OUR STUDENTS SO THEY KNOW THAT THEY BELIEVE IN THEMSELVES, THEIR FULL POTENTIAL, BELIEVE IN OTHERS, HELP OTHERS, AND IMPACT THEIR GLOBAL COMMUNITY.
WHEN WE LOOK AT WHO WE WANT OUR STUDENTS TO BECOME, WHAT IMPACT WE WANT TO HAVE IN THEIR LIVES.
THIS IS A STUDENT PROFILE THAT HAS A STAFF AS A COMMUNITY MEMBERS PARENTS.
WE SAID, WHAT DO WE WANT TO PUT OUT IN THE WORLD? WE WANT TO CREATE SCHOLARS THAT ARE TRUE LEADERS, THAT ARE EXPLORERS OF INFORMATION, THE WORLD AROUND THEM, THAT THEY ARE ACHIEVERS OF THEIR PERSONAL AND ACADEMIC GOALS, THAT THEY ARE DETERMINED THAT THEY KNOW THAT THERE'S GOING TO BE BARRIERS THAT THEY FACE ALONG THE WAY, BUT THEY DO NOT LET THOSE BARRIERS STOP THEM.
WE WANT THEM TO BE EXCITED, ENTHUSIASTIC ABOUT THEIR LEARNING AND EVERYTHING THAT THEY ENCOUNTER IN THE WORLD, RECEPTIVE TO NEW INFORMATION, THAT IT'S MORE THAN 1000 OAKS.
IT'S MORE THAN CALIFORNIA, THE UNITED STATES.
BUT REALLY BE OPEN TO INFORMATION FROM AROUND THE WORLD AND ARE NOT ONLY LISTENERS, BUT THEY ALSO ARE WILLING TO SHARE THAT INFORMATION WITH THE REST OF THE WORLD, AND MOST IMPORTANTLY, THAT THEY ARE SUPPORTIVE OF EACH OTHER.
SO THIS IS WHAT THE STUDENT PROFILE WE WANT TO CREATE EVERY DAY WHEN WE SERVE OUR STUDENTS.
SO HOW DID WE GO FROM THE FIRST ELEMENTARY SCHOOL IN THE CONEJO VALLEY TO THE FIRST DUAL LANGUAGE IMMERSION SCHOOL IN THE CONEJO VALLEY? WE KNOW THAT OUR WE HAVE A LONG STANDING HISTORY OF SERVING THIS COMMUNITY.
SO OUR JOURNEY TOWARDS OFFERING A DUAL LANGUAGE IMMERSION PROGRAM STARTED ABOUT FOUR YEARS AGO WHEN WE WERE IN THE MIDST OF MASK AND REOPENING AND ALL THE COVID GUIDELINES. I WAS JUST TRYING TO SURVIVE AS A NEW PRINCIPAL AT CONEJO ELEMENTARY.
AND YET THERE WERE LITTLE VOICES EVERYWHERE SAYING, HEY, WHEN ARE WE GOING TO OFFER A DUAL LANGUAGE IMMERSION PROGRAM? WHEN ARE WE GOING TO OFFER THIS? AND THE VOICES JUST KEPT GROWING AND GROWING.
IT WAS HARD TO IGNORE THEM. SO ABOUT FOUR YEARS AGO, I WANT TO EVEN SAY TO THIS DATE, I THINK IT WAS LIKE AROUND FEBRUARY WE STARTED HAVING EXPLORATION DISCUSSIONS WITH DISTRICT PERSONNEL OR STAFF AND OTHER COMMUNITY MEMBERS THAT ALSO OFFER A DUAL LANGUAGE IMMERSION PROGRAM IN THE AREA.
AND WE WERE EXPLORING WHAT WOULD IT TAKE TO OFFER AND BRING THIS PROGRAM TO LIFE HERE.
[00:40:04]
DO I NEED TO SHARE THIS AGAIN? SLIDES. OKAY. I JUST WANT TO MAKE SURE.BUT THE VOICES AND THE INQUIRY KEPT GROWING AND GROWING.
WE DID OFFER A PARENT PRESENTATION BY JUNE OF 2021, IN FALL OF 2021.
IT'S LIKE, HEY, LET'S GIVE THE BOARD A LITTLE BIT OF INSIGHT.
AND I THOUGHT IT WAS JUST INFORMATION. WHAT I DIDN'T KNOW THAT IT WAS REALLY OPENING THE DOOR OF.
BY 2022, YOU WILL OPEN A DUAL LANGUAGE IMMERSION PROGRAM AT CONEJO ELEMENTARY.
AND LUCKILY I HAD A GREAT STAFF, GREAT FAMILIES ON BOARD READY TO TAKE ON THAT CHALLENGE.
SO BY FALL OF 2022, WE OPENED OUR FIRST EVER DUAL LANGUAGE IMMERSION PROGRAM AT CONEJO ELEMENTARY.
AND WE KNEW THAT WE THIS IS A GREAT OPPORTUNITY TO REBRAND OUR CAMPUS.
AND PART OF THAT REBRANDING IS BY JUNE 2023, WE DECIDED THAT WE WANTED THE WHOLE COMMUNITY, EVERYONE, TO KNOW THAT WHEN THEY SAW THEIR NAME, WHAT DO WE OFFER? WHAT MAKES US DIFFERENT THAN THE OTHER ELEMENTARIES IN THE AREA? SO WE BECAME CONEJO ACADEMY OF LEADERSHIP AND LANGUAGE IMMERSION.
WE KNOW IT'S A MOUTHFUL, BUT IT'S EVERY SINGLE WORD IN THERE IS REALLY MEANINGFUL.
SO THIS IS A LITTLE OVERVIEW OF OUR PROGRAM ROLLOUT.
WHEN WE STARTED THIS JOURNEY, OUR GOAL WAS TO FILL TWO KINDERGARTEN CLASSROOMS WITH AT LEAST 40 STUDENTS THAT WERE IN FAMILIES THAT WERE INTERESTED IN THIS PROGRAM. LITTLE DID WE KNOW THAT THE INTEREST WAS GOING TO BE A LOT LARGER.
AND WE ACTUALLY OPENED WITH THREE KINDERGARTEN CLASSROOMS AND SAID, HEY, WHY NOT? LET'S ADD A TK CLASSROOM. SO WE OPENED OUR PROGRAM WITH 72 STUDENTS.
PRIOR TO THIS, WE HAD EIGHT LOVELY TK STUDENTS, AND NOW NEXT YEAR WE'RE SLATED TO HAVE OVER 40 TK STUDENTS THAT ARE INTERESTED IN THE PROGRAM. SO WE'RE REALLY EXCITED ABOUT THE HOW THE INTEREST IS GROWING IN THIS PROGRAM EVERY YEAR.
PRIOR TO THIS, KONYA ELEMENTARY REALLY SERVED TWO DIFFERENT CAMPUSES OR TWO DIFFERENT PROGRAMS. WE WERE A OPEN CLASSROOM LEADERSHIP MAGNET AND KONYA ELEMENTARY.
WE KNEW THAT IN ORDER TO BE SUCCESSFUL IN THIS JOURNEY, WE COULDN'T RUN THREE PROGRAMS ON ONE CAMPUS AND WE NO LONGER WANTED TO EXIST AS A DIVIDED CAMPUS OR OFFERING. WE REALLY NEEDED TO UNITE OUR FORCES AND HAVE ONE COMMON GOAL, ONE COMMON VISION. SO IN ORDER TO BUILD A STRONG FOUNDATION FOR OUR PROGRAM, WE REALLY NEEDED TO LEVERAGE WHAT THE ASSETS WERE ON CAMPUS.
AND EVERY TIME I TALK TO THE COMMUNITY, OUR STAFF, OUR FAMILIES, OUR PARENTS AND SAID, WHAT MAKES KEARNEY ELEMENTARY SPECIAL AT THAT TIME? THEY MENTIONED THE COMMITMENT FROM OUR STAFF, THE FAMILIES THAT WE SERVE, THE COMMUNITY THAT WE SUPPORT, THAT WE RECEIVE EVERY YEAR, AND OUR LEADER PROGRAM.
WE COULDN'T EXIST WITH. THIS IS OUR DLI STAFF AND THIS IS THE REST OF THE SCHOOL.
EVERY DECISION MOVING FORWARD NEEDED TO BE A UNITED FRONT.
ALSO, AS LEADER OF MY PROGRAM, WE KNOW THAT IT'S IMPORTANT TO BEGIN WITH THE END IN MIND.
WE KNEW THAT WE NEEDED TO SEE WHAT WAS THIS PROGRAM GOING TO BE.
TK THROUGH FIFTH GRADE AND TK AND BEYOND PAST FIFTH GRADE.
SO FIRST STEP SAID, HEY, WE CAN'T EXIST AS AN ELEMENTARY AND NO CNM AND DUAL LANGUAGE IMMERSION.
WE NEEDED ONE NAME THAT ENCOMPASSES EVERYTHING WE DID IN IN OUR SCHOOL, WHICH IS HOW WE ENDED UP WITH A VERY LARGE NAME, BUT VERY MIGHTY. WE ALSO KNEW THAT WE NEEDED TO DEVELOP A SHARED VISION AND MISSION FOR OUR STUDENTS AND OUR COMMUNITY.
SO WE DID A REWRITE OUR VISION AND MISSION STATEMENT WITH THE GUIDANCE OF THE COMMUNITY, PARENTS, STUDENTS AND STAFF. ALL THE PROFESSIONAL DEVELOPMENT THAT WAS NECESSARY TO LAUNCH OUR DUAL LANGUAGE IMMERSION PROGRAM.
WE OPENED IT UP TO ALL OUR TEACHERS, NOT JUST THE TEACHERS THAT ARE CURRENTLY TEACHING IN THE PROGRAM, BUT EVERY TEACHER ON CAMPUS. WE ALSO OPENED IT UP TO OUR CLASSIFIED STAFF THAT WAS INTERESTED AND EVEN PARENTS.
WE WANTED EVERYONE THAT WAS ON CAMPUS TO BE ABLE TO HAVE ACCESS TO THAT INFORMATION, BECAUSE EVEN THOUGH THEY MIGHT NOT BE TEACHING IN THE PROGRAM YET, WE KNEW THAT THEIR VOICE WAS VALUABLE AND THAT OUR DECISIONS WAS GOING TO IMPACT EVERY PERSON ON CAMPUS.
[00:45:06]
WE HAVE A VERY PROACTIVE STAFFING. SO PRIOR TO LAUNCHING OUR PROGRAM, WE DIDN'T HAVE A SINGLE TEACHER ON CAMPUS THAT IS CERTIFIED BILINGUAL, MEANING THAT THEY COULD TEACH THE SPANISH CURRICULUM.SO WE KNEW THAT WE NEEDED TO BE VERY PROACTIVE WITH OUR STAFFING, AND WE STARTED HIRING A YEAR IN ADVANCE, AND WE HAVE DONE SO. CONTINUE TO DO SO BY LEVERAGING OUR CONNECTIONS WITH OUR LOCAL UNIVERSITIES AND OUR STUDENT TEACHERS.
ANYTIME THERE IS A OPENING ON OUR STAFF, WE ALWAYS LOOK TO HIRE AND FILL THAT POSITION WITH A BILINGUAL STAFF MEMBER BECAUSE WE KNOW EVENTUALLY WE WILL NEED MORE AND MORE CERTIFICATED TEACHERS THAT CAN TEACH IN BOTH SPANISH AND ENGLISH.
ALSO, WE HAVE SPENT A LOT OF TIME WITH THEIR GRADE LEVEL ARTICULATION AND LOOKING AHEAD.
EVEN THOUGH OUR PROGRAM IS ONLY IN SECOND GRADE, WE'RE ALWAYS LOOKING AHEAD OF HOW OUR DECISIONS THIS YEAR ARE GOING TO IMPACT THE FUTURE YEARS TO COME, ESPECIALLY UP TO FIFTH GRADE. SO IF WE'RE MAKING DECISIONS IN KINDERGARTEN NOW, WHAT'S GOING TO HAPPEN IN SECOND GRADE? WHAT'S GOING TO HAPPEN IN FOURTH GRADE AND FIFTH GRADE, AND ONGOING STAKEHOLDER COMMITTEE THAT SOME OF YOU ARE MEMBERS OF.
OKAY, ALL DUAL LANGUAGE IMMERSION PROGRAMS ARE BASED ON THE THREE GOALS OR THE THREE PILLARS OF DUAL LANGUAGE IMMERSION, WHICH ARE BILITERACY AND BILINGUALISM. HIGH ACADEMIC ACHIEVEMENT IN BOTH LANGUAGES, AND DEVELOPING A SOCIAL CULTURAL COMPETENCE THAT IS BASED ON THE GUIDING PRINCIPLES OF DLI. BUT BECAUSE WE LIKE TO BE SPECIAL AND UNIQUE, WE COMBINE THAT WITH ALSO THE PRINCIPLES OF THE LEADER IN ME PROGRAM, WHICH ACTUALLY BLEND PERFECTLY. SO HOW DO WE ACHIEVE OR PROMOTE BILINGUAL AND BILITERATE EDUCATION FOR ALL STUDENTS? LIKE I SAID, EVERY DECISION THAT WE MAKE ON OUR CAMPUS, WE LOOK AT IT AS A T K THROUGH FIFTH GRADE DECISION, NOT JUST OUR DUAL LANGUAGE IMMERSION PROGRAM.
THIS IS AN ADDITIVE LEARNING MODEL, MEANING THAT OUR GOAL IS NOT TO SUBTRACT ANY LANGUAGE OR THE VALUE OF ANY LANGUAGE, BUT REALLY BUILD ON THE LANGUAGE ASSETS THAT EACH STUDENT BRINGS.
FOR SOME STUDENTS, THEY ARE COMING TO SCHOOL SPEAKING PRIMARILY ENGLISH.
SOME OF THEM ARE COMING SPEAKING PRIMARILY SPANISH.
AND FOR SOME STUDENTS, SPANISH AND ENGLISH IS ACTUALLY THEIR SECOND AND THIRD LANGUAGE.
SO THEY'RE REALLY DEVELOPING THEIR TRILINGUAL SKILLS.
ALL OUR COMMUNICATION THAT WE OFFER OUR STUDENTS AND FAMILY IS BILINGUAL.
OUR STUDENT ASSEMBLIES ARE DONE WITH BILINGUAL MESSAGING.
EVERY COMMUNICATION THAT WE SEND OUT TO PARENTS, WHETHER IT COMES DIRECTLY FROM ME OR THE TEACHERS, IS DONE SO IN BOTH LANGUAGES. EVERY DAY WE'RE LOOKING AT EVALUATING AND HOW WE CAN ELEVATE THE SPANISH LANGUAGE AND ENGLISH LANGUAGE EQUALLY ON CAMPUS.
TODAY WE HAD A WONDERFUL PRESENTATION FOR OUR STUDENTS ON THE BENEFITS AND BEING BILINGUAL BY HIGHLIGHTING SOME FAMOUS LEADERS THAT ARE BILINGUAL, SO THEY UNDERSTAND THAT BOTH LANGUAGES ARE EQUALLY IMPORTANT.
WE OFFER ENRICHMENT OPPORTUNITIES IN BOTH LANGUAGES.
SO SPANISH INSTRUCTION AND ENGLISH INSTRUCTION DOES NOT ONLY EXIST IN THE CLASSROOM BUT ACROSS CAMPUS, INCLUDING OUR SCIENCE LAB THAT IS TAUGHT IN BOTH LANGUAGES.
PHYSICAL EDUCATION WE SUPPLEMENT OUR CERTIFICATED PHYSICAL EDUCATION PROGRAM WITH A BILINGUAL ACADEMIC SPECIALIST THAT CAN ALSO PROVIDE PHYSICAL EDUCATION ONCE A WEEK IN SPANISH, AND THEN WE OFFER DANCE EDUCATION IN BOTH LANGUAGES.
ALSO, ONE OF OUR BIG GOALS IS THAT BY THE TIME OUR PROGRAM ROLLS UP TO FIFTH GRADE, IS THAT OUR EXISTING LIBRARY ALSO OFFERS 50% OF THE BOOKS IN SPANISH. SO EVERY YEAR WE ARE INVESTING MONEY AND BUYING MORE DIVERSE BOOKS THAT ARE AVAILABLE IN SPANISH, ENGLISH AND BILINGUALLY. OKAY, THIS IS JUST A QUICK SAMPLE OF WHAT OUR PROGRAM LOOKS LIKE, OR THE DAY OF A KINDERGARTNER COULD LOOK LIKE.
AND HOW DO WE ACHIEVE THAT 50 OVER 50 MODEL IN TAKING INTO ACCOUNT RECESS AND LUNCH BREAKS? SO IN A TWO TEACHER MODEL THAT WE HAVE FOR MOST OF OUR GRADE LEVELS, WE WANT THE KIDS TO UNDERSTAND THAT BOTH TEACHERS ARE EQUALLY IMPORTANT.
SO WE DO NOT SAY WHO IS YOUR TEACHER? AND LIKE, OH, MY TEACHER IS MISS ADLER OR MR. JIMENO. BOTH TEACHERS ARE THEIR TEACHERS. SO WE REALLY IDENTIFY THEIR STUDENTS BY THEIR HOMEROOM COHORT.
[00:50:04]
SO IN THIS EXAMPLE, THE MOON'S AND THE SUN'S, YOU CAN SEE HERE THAT THE MOON START OFF IN SPANISH.THE AFTER RECESS THEY GO ON TO ENGLISH. AND THEN AT THE END OF THE DAY, THEY GO BACK TO SPANISH.
THAT THIS WAY WE'RE ABLE TO ACHIEVE A 50 OVER 50 BALANCE WITH THE MINUTES.
THE SUNS DO THE OPPOSITE, AND MY TEACHERS ARE GENIUS.
AND I GIVE THEM THE LIBERTY TO EXPLORE NEW THINGS.
THEY SAID, HEY, WHAT IF WE ALTERNATE THE SCHEDULE EVERY OTHER WEEK? WHY? WELL, BECAUSE SOME KIDS ARE STILL SLEEPY IN THE MORNING, AND IF THEY ALWAYS GET THE SPANISH INSTRUCTION, THEY'RE NOT GOING TO LEARN. EXACTLY. SO WE DO ALTERNATE, I PROMISE.
THE KIDS DO GREAT. AND THEY LEARN THE SCHEDULE A LOT FASTER THAN THE ADULTS.
OKAY, NOW WE'RE GOING TO WATCH A VIDEO THAT HIGHLIGHTS JUST WHAT YOU WOULD SEE IF YOU COME INTO ONE OF OUR DUAL LANGUAGE IMMERSION CLASSROOMS. SO YOU WOULD SEE INTEGRATED INSTRUCTION IN BOTH LANGUAGES.
HERE WE HAVE A LESSON ON THE LIFE CYCLE OF A PUMPKIN I BELIEVE FROM THE IMAGE.
BUT AGAIN IT'S ALSO INTEGRATING THE LITERACY SKILLS.
WHETHER THAT'S ONE ON ONE OR THROUGH SMALL GROUP INSTRUCTION.
YOU'RE ALWAYS WELCOME TO JOIN US. YOU CAN. SKIP.
OKAY, SO HOW DO WE OFFER AND ACHIEVE HIGH ACADEMIC ACHIEVEMENT IN BOTH LANGUAGES? WELL, THAT STARTED OFF WITH A LOT OF PROFESSIONAL DEVELOPMENT THAT I LIKE.
I MENTIONED ALL THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES.
WE HAVE DONE A LOT OF WORK WITH GAVI, WHICH IS THE CALIFORNIA ASSOCIATION OF BILINGUAL EDUCATORS, AND WE HAVE ALSO HAD THE OPPORTUNITY TO EVEN GO TO NEW MEXICO, TO LA COSTA, WHICH IS THE, YOU KNOW, THE GODPARENT OF ALL DUAL LANGUAGE IMMERSION PROGRAMS. THE PROFESSIONAL DEVELOPMENT THAT THEY OFFER THERE IS AMAZING. WE CONTINUE COLLABORATING WITH VSEO AND WE ARE PART OF THE LANGUAGE NETWORK.
WE ALSO HAVE UNDERGONE GLAD PROFESSIONAL DEVELOPMENT.
SO THAT'S GUIDED LANGUAGE ACQUISITION BY DESIGN TEACHING STRATEGIES.
AND ALSO LOTS OF FOCUS ON SCIENCE READING IN BOTH SPANISH AND LANGUAGE AND WHAT DIFFERENCES WE NEED TO ADJUSTMENTS WE NEED TO MAKE IN ORDER TO PROMOTE BILITERACY SKILLS. ALL OF OUR ASSESSMENTS ARE DONE IN BOTH LANGUAGES, DEPENDING ON THE LANGUAGE ACQUISITION MODEL FOR THE GRADE LEVEL.
SO IF SCIENCE IS TAUGHT IN SPANISH, THEN IT'S ASSESSED IN SPANISH.
READING AND WRITING IS ASSESSED IN BOTH LANGUAGES.
SO PARENTS CAN GET INFORMATION ON HOW THEIR CHILDREN ARE PROGRESSING IN BOTH LANGUAGES.
WE ALSO OFFER ACADEMIC SUPPORT IN TWO LANGUAGES, WHETHER THAT IS OUR HOP INTO KINDERGARTEN PROGRAM, WHICH IS A TWO WEEK ORIENTATION FOR INCOMING STUDENTS.
[00:55:06]
OUR LEARNING CENTER TEACHER IS BILINGUAL AND OUR SPEECH PATHOLOGIST IS ALSO BILINGUAL.A LOT OF OTHER SCHOOLS CHOOSE TO OR CAN ONLY AFFORD TO PROVIDE THOSE SERVICES IN ONE OF THE LANGUAGES, WHICH IS MOST LIKELY ENGLISH. BUT WE LIKE I SAID, WE WERE VERY PROACTIVE IN OUR DESIGN AND OUR STAFFING, AND WE'RE ABLE TO OFFER THE SERVICES IN BOTH LANGUAGES.
SO SOCIAL CULTURAL COMPETENCE, THIS IS GREAT.
THIS IS ONE OF REALLY IF WE WOULD RESTRUCTURE AND OTHER SCHOOLS HAVE ALSO TALKED ABOUT IT, WHICH IS THE MOST IMPORTANT GOAL. THIS WOULD BE ONE OF THE MOST IMPORTANT GOALS IN A DUAL LANGUAGE IMMERSION PROGRAM.
WE ACHIEVED THIS IN MANY DIFFERENT WAYS EVERY DAY, SOMETHING THAT WE'RE VERY IMPORTANT, VERY EXCITED TO TALK ABOUT ALL THE TIME IS OUR LEADERSHIP BLOCK THAT OUR STUDENTS LOOK FORWARD TO EVERY WEDNESDAY, WHERE WE SPEND ABOUT 30 TO 40 MINUTES IN TK THROUGH FIFTH GRADE COHORTS, MEANING THAT THE STUDENTS ARE MIXED GRADE LEVEL.
SO THE TEACHERS GET TO WORK WITH THE THIRD GRADERS, WITH THE FIFTH GRADERS, AND THEY MEET AS A FAMILY EVERY WEDNESDAY TO DEVELOP THEIR LEADERSHIP SKILLS AND LEARN FROM EACH OTHER WITH THEIR BIG BUDDIES, LITTLE BUDDIES.
THE FAMILY INVOLVEMENT IS ALWAYS WELCOMED AND APPRECIATED ON CAMPUS, WHETHER THAT IS A PARENT VOLUNTEERING IN THE CLASSROOM OR ACTUALLY TEACHING A LESSON ABOUT THEIR FAMILY AND THEIR CULTURE AND THEIR BACKGROUND.
AND THEY COLLECT ALL THAT INFORMATION AND WHAT WE CALL THEIR GLOBAL CITIZENS PASSPORT.
AND THEY HAVE ARTIFACTS OF THAT LEARNING. FAMILY INVOLVEMENT IS VERY IMPORTANT IN EDUCATION, AS WE KNOW, AND THAT'S EVEN MORE IMPORTANT TO DUAL LANGUAGE IMMERSION PROGRAM BECAUSE IT DOES REQUIRE FAMILY COMMITMENT.
SO WE DO OFFER TARGETED FAMILY EDUCATION FOR OUR FAMILIES DEPENDING ON WHAT THE CURRENT NEED IS.
WE OFFER MONTHLY FAMILY ENGAGEMENT OPPORTUNITIES THAT IS DONE IN A BILINGUAL SETTING.
SO WE DO NOT DO THE SPANISH MEETING AND THEN THE ENGLISH MEETING.
EVERYTHING IS BILINGUAL OR IN SPANGLISH OR A LITTLE BIT OF BOTH.
WE OFFER VOLUNTEER OPPORTUNITIES ON CAMPUS ALL THE TIME.
SO IF YOU WANT TO VOLUNTEER, IF YOU HAVE A TALENT THAT YOU WANT TO OFFER US, YOU KNOW, DON'T LET US KNOW BECAUSE WE WILL TAP YOU ON THE SHOULDER AND SAY, HEY, COME BACK. WE REALLY FOCUS ON INCLUDING EVERYONE IN INCLUSION.
THE PARENT VOLUNTEERED. THAT MADE THE DUMPLINGS, SPEAKS CHINESE, BUT THEY MADE IT HAPPEN.
AND 72 KINDERGARTNERS GOT TO MAKE DUMPLINGS WITH THEIR CUTE LITTLE HANDS.
WE ALSO INVITE NOT ONLY PARENTS, BUT GRANDPARENTS.
YOU'RE THE NEIGHBOR. WHOEVER YOU ARE, YOU'RE WELCOME TO COME AND VOLUNTEER ON OUR CAMPUS.
SHE'S ONE OF OUR CURRENT PARENTS. BUENAS TARDES.
MI NOMBRE ES JOCELYN CARRILLO. SOY MAMA DE GLENDA.
NOSOTROS ESTAMOS MUY FELIZ CON EL PROGRAMA DE ESCUELA.
SI ALGUIEN LE HABLA INGLÉS, YA HABLA INGLÉS NO TIENEN NINGUN PROBLEMA DE QUEDARSE CASADA.
ES ALGO ES UNA NENA MUY INTELIGENTE Y LA ESCUELA.
LA AYUDADO MUCHO. ESTAMOS MUY FELIZ. MUY AGRADECIDOS CON MIS UTRERAS.
QUÉ NOS HA PERMITIDO ESTAR EN LA ESCUELA DE DATOS ESTOS.
ESTAS OPORTUNIDADES. ESTOS PROGRAMAS. APARTE DE ELLA.
MI HIJA ESTA MUY EMOCIONADA. ELLA SE INVOLUCRA EN TODAS LAS ACTIVIDADES.
ELLA. HEY. CORO. CORO. I AM BAILEYS. BAILEYS.
IA IA QUIERE ESTAR EN TODOS LADOS. ENTONCES ESTAMOS TRATANDO DE APOYAR LA.
Y ES UNA OPORTUNIDAD MUY BUENA. ELA ESTA HABLANDO DOS IDIOMAS.
ES ALGO IMPORTANTE PORQUE SABEMOS QUÉ ES EN UN FUTURO VA A HACER ALGO MUY MUY IMPORTANTE.
UNA OPORTUNIDAD MUY CREO OK SI YO FUERA TENIDO ESA OPORTUNIDAD.
[01:00:05]
CREO SIDO MUY MUY FELIZ. NOSOTROS CON ESA OPORTUNIDAD.PERO AHORA SE LE ESTAMOS DANDO A NUESTRA HIJA DE QUÉ ES MUY IMPORTANTE.
HABLAR DOS IDIOMAS PORQUE TENGO EL PROBLEMA DE QUÉ ESTOY APRENDIENDO INGLÉS.
PERO SE ME HA DIFICULTADES MUCHO. INCLUSO MI HIJA.
ME AYUDA A UNA TIENDA Y NO PUEDO DECIR ALGO LE DIGO COMO SE DICE ESTO EN INGLÉS.
YA ME DICE OKAY SE DICE ASI O Y ES ALGO MUY IMPORTANTE PARA NOSOTROS PORQUE NO NO SE ESTA ESTA TODO EL TIEMPO O MAMI ASI NO SE DICE SE DICE.
ASI ES LO PRONUNCIO MAL YA DICE NO HACE LA LENGUA.
ASI SE DICE ASI HACERLO Y Y CREO OK ESTAMOS MUY MUY COMO SE DICE LA PALABRA. PERDON MUY LEJOS DE LA HIJA. ESTAMOS CREANDO Y DE LA HIJA.
ESTA FORMANDO Y. THE ILE DE LA OPORTUNIDAD DE ESTAR EN ESTE PAIS.
MUCHAS GRACIAS. I WILL DO MY BEST. TO SUMMARIZE, SHE WAS SHARING THAT SHE'S VERY EXCITED AND VERY GRATEFUL FOR THIS OPPORTUNITY. GLENDA IS HER DAUGHTER AND SHE'S VERY EXCITED ABOUT THE OPPORTUNITIES THIS PROGRAM HAS OFFERED HER, BECAUSE SHE'S ABLE TO GO INTO THE COMMUNITY, AND LANGUAGE IS NOT A BARRIER FOR HER.
SHE GOES INTO A SETTING WHERE SPANISH IS SPOKEN TO HER.
SHE CAN COMMUNICATE, AND IF SHE'S IN A SETTING WHERE ENGLISH IS SPOKEN, SHE CAN COMMUNICATE GREATLY.
SHE'S VERY INVOLVED ON CAMPUS AND AS A FAMILY.
THEY'RE HERE TO SUPPORT HER. THEY'RE VERY EXCITED ABOUT THE OPPORTUNITIES THAT THIS PROGRAM IS PROVIDING HER, BECAUSE THEY KNOW HOW IMPORTANT IT IS TO BE BILINGUAL.
SHE WISHES THAT SHE HAD HAD THIS OPPORTUNITY TO LEARN TWO LANGUAGES AS A CHILD, AND SHE'S VERY PROUD OF THE CHILD THAT THEY'RE RAISING AND THEY'RE HELPING CREATE, AND THEY'RE VERY GRATEFUL FOR THE OPPORTUNITIES THAT THIS COUNTRY HAS OFFERED HER FAMILY.
SO IN ADDITION TO OUR DUAL LANGUAGE IMMERSION PROGRAM YOU KNOW, WHAT ELSE CAN WE OFFER OUR STUDENTS? AND WE WANTED TO MAKE SURE THAT OUR STUDENTS ALSO HAD VERY IMPORTANT LIFE SKILLS, THAT AS A SCHOOL, WE CAN START FORMING REGARDLESS OF BACKGROUND AND ASSETS THAT THEIR FAMILIES MIGHT BE PROVIDING.
THERE MAYBE MIGHT BE THE ONLY FAMILY IN THE COUNTRY, RIGHT? SO THEY DON'T HAVE CONNECTIONS TO WITH THEIR GRANDPARENTS. SO OUR TEACHERS VOLUNTEER WITH ATRIA ACROSS THE STREET WITH THEIR GRANDMAS AND GRANDPAS A COUPLE OF TIMES A YEAR, OR WHETHER THAT BE IS DEVELOPING ENTREPRENEURS AND FOURTH GRADE, WITH OUR FOURTH GRADERS COMING UP WITH BUSINESS MODELS AND CREATING ITEMS THAT THEY SELL AT THEIR MAKER'S MARK SALE EVERY YEAR, OR JUST MAKING SURE THAT THEY HAVE PUBLIC SPEAKING SKILLS, SKILLS DEVELOPED BY THE TIME THEY'RE IN FIFTH GRADE AND THEY MOVE ON TO MIDDLE SCHOOL.
AT THE. SPEAKING OF PUBLIC SPEAKING SKILLS, I WOULD LIKE TO HIGHLIGHT TWO AMAZING STUDENTS.
FIRST, IF I CAN HAVE MISS JASMINE COME UP.
YEAH. HOLA. ME LLAMO JASMINE. ESTOY EN PRIMERA GRADO.
I WANT TO TRAVEL TO PERU BECAUSE THAT'S WHERE MY BABYSITTER IS FROM.
SPEAKING BOTH LANGUAGES WILL ALLOW ME TO COMMUNICATE WITH HER AND HER FAMILY.
KNOWING SPANISH WILL ALSO GIVE ME THE OPPORTUNITY TO WORK IN PERU AS AN ANIMAL RESCUER.
AFTER THAT, YABLA ESPANOL ES PERFECTO PARA MI.
NEXT, I WANT TO INVITE GLENDA TO COME UP.
HOLA. ME LLAMO GLENDA. ESTOY EN SEGUNDO GRADO.
I'M PART OF THE FIRST DUAL LANGUAGE IMMERSION COHORT AT CONEJO ACADEMY.
[01:05:03]
I CAN USE SPANISH TO TALK TO MY MOM, DAD, GRANDMA AND GRANDPA.KNOWING BOTH LANGUAGES ALSO ALLOWS ME TO HELP MORE PEOPLE.
AND ESPANOL IS SPECIAL. OKAY, SO SOME NEXT STEPS FOR OUR CAMPUS ARE. IS CONTINUING OUR TK THROUGH FIFTH GRADE EXPANSION WITH OUR DUAL LANGUAGE IMMERSION PROGRAM.
SO THIS WAY OUR WE MAKE SURE THAT ALL THE COMMON CORE STANDARDS ARE TAUGHT EVERY GRADE LEVEL.
WE HAD THREE TEACHERS NOT ONLY THAT ARE GLAD TRAINED, BUT NOW THERE ARE BE GLAD CERTIFIED.
WE CONTINUE TO OUTREACH TO YOUR COMMUNITY BECAUSE WE KNOW THAT IN ORDER TO CONTINUE THE SUCCESS OF THIS PROGRAM, WE NEED TO GATHER MORE INTEREST BUT ALSO MORE SUPPORT.
ADDRESS IT. SO WE HAVE A SUCCESSFUL TK THROUGH FIFTH GRADE PROGRAM.
AND THEN LOOKING AHEAD, WHAT'S GOING TO HAPPEN ONCE OUR STUDENTS ARE READY TO TRANSITION TO SIXTH GRADE? THANK YOU AGAIN FOR THIS OPPORTUNITY. AND IF YOU HAVE ANY QUESTIONS, PLEASE LET ME KNOW.
DO WE HAVE ANY QUESTIONS OR COMMENTS FROM THE BOARD? YES. TRUSTEE BARBARA WALTERS. AGAIN, THANK YOU.
I HAVE BEEN PRIVILEGED TO TAKE PART IN SOME OF YOUR EVENTS.
THE THE THING I WANTED TO GO BACK TO WAS ON THE PREVIOUS SLIDE.
CONTINUOUS COMMUNITY OUTREACH. YOUR COMMUNITY IS.
SO YOU'RE NOT JUST A SCHOOL. YOU'RE A COMMUNITY CENTER.
AND I THINK THAT'S SO RICH BECAUSE IT BRINGS THE COMMUNITY TOGETHER.
IT HELPS THE KIDS SEE THE RELATIONSHIP BETWEEN HOME AND SCHOOL AND THE ENMESHMENT.
THANK YOU. I HAVE BEEN A TREMENDOUS SUPPORTER OF THIS PROGRAM SINCE IT WAS JUST A TWINKLE IN YOUR EYE. AND I'M AMAZED THAT NOW WE IT'S COMING CLOSER TO A WE REALLY HAVE TO THINK ABOUT SIXTH GRADE AND BEYOND AND TIME HAS REALLY FLOWN.
IT'S A GREAT PROGRAM. I THINK IT'S A TREMENDOUS OPPORTUNITY FOR SO MANY OF OUR STUDENTS.
AND OBVIOUSLY, WE WISH WE COULD CLONE YOU AND WE CAN ACTUALLY EXPAND THIS CONCEPT TO OTHER SCHOOLS.
I DIDN'T GET TO LEARN ANY SPANISH TILL I WAS IN HIGH SCHOOL.
I TOOK YEARS OF SPANISH IN HIGH SCHOOL AND YEARS OF SPANISH IN COLLEGE, AND I STILL I GO TO A MEETING AND I RELY ON THOSE HEADPHONES AND AND I KNOW THAT FEELING OF NOT REALLY UNDERSTANDING. SO I REALLY APPRECIATE WHAT ALL OF THE STUDENTS IN THIS PROGRAM WILL GAIN BY THIS.
I ALSO LOVE THE FACT THAT IT'S NOT JUST THE DUAL LANGUAGE PROGRAM WITHIN THE SCHOOL, THAT YOU REALLY HAVE CREATED THIS UNITED FRONT AND THIS UNIFIED PROGRAM, WHICH HAS REALLY BLED INTO THE UPPER GRADES AS WELL.
THANK YOU. I'M JUST GOING TO ADD THE GRATITUDE.
YOU LEAD BY EXAMPLE. AND IT'S BEEN CLEAR SINCE DAY ONE WHEN IT WAS A GLIMMER IN EVERYBODY'S EYE AND YOU JUST JUMPED RIGHT IN AND MADE IT HAPPEN IN SPITE OF TREMENDOUS ODDS OF, YOU KNOW, THE COVID, ALL OF THAT.
SO I WANT TO THANK YOU FOR GIVING OUR FAMILIES AND OUR COMMUNITY A PLACE TO GROW.
FUTURE BALLERINAS AND ANIMAL ANIMAL RESCUE WORKERS, LIKE GLOBAL CITIZENS THAT WANT TO DO AMAZING THINGS. AND FOSTERING. THAT IS GREAT. AND I AGREE WITH TRUSTEE SYLVESTER.
LIKE I'M THINKING, WHAT COMES NEXT? WE NEED SOMETHING AT GALENA.
[01:10:01]
MAYBE SO. THANK YOU FOR THAT FABULOUS PRESENTATION.THIS PROGRAM IS SUCH AN ENORMOUS POINT OF PRIDE FOR US IN THIS DISTRICT.
I REMEMBER FONDLY THE VERY EARLY DAYS, AND I SPECIFICALLY WANT TO RECOGNIZE THE EXTRAORDINARY INVESTMENT OF CARE AND ENERGY AND TIME THAT YOU, PRINCIPAL HARRIS, DONATED, AS WELL AS DOCTOR ARIZA.
I KNOW THAT THAT INVOLVED GOING DOOR TO DOOR IN THE COMMUNITY TO MAKE SURE THAT EVERYONE IN THE NEIGHBORHOOD UNDERSTOOD THAT THIS PROGRAM WAS GOING TO BE AVAILABLE AND WELCOMING STUDENTS AND THEIR FAMILIES TO, TO JOIN. I LOVE VISITING CONEJO ACADEMY.
ENVIRONMENT THAT HE BEGAN TO COMMUNICATE WITH HIS GRANDMOTHER AND HE HAD NOT BEEN ABLE TO BEFORE, AND IT CHANGED HIS LIFE. HEARING THAT STORY CHANGED MINE.
SO THANK YOU VERY, VERY MUCH. THANK YOU. OKAY.
TRUSTEE LIGHT. AGAIN, JUST CONTINUED GRATITUDE.
IT IS REALLY AMAZING WHAT THIS PROGRAM HAS BEEN ABLE TO ACCOMPLISH.
BOTH FROM DIRECT OBSERVATION AND FROM YOUR PRESENTATION, IT'S CLEAR THAT YOU ARE REALLY DEVELOPING WORLDLY CITIZENS THAT WILL BE ABLE TO SUCCEED IN A MULTILINGUAL ENVIRONMENT THAT ARE EXPANDING THEIR OPPORTUNITIES AROUND THE WORLD AND THAT ARE BEING EXPOSED TO SO MANY CULTURES.
I THINK BACK OFTEN TO NOVEMBER WITH YOUR FRIENDS GIVING EVENT AND HOW MANY CULTURES THE STUDENTS WERE EXPOSED TO IN JUST THE DIFFERENT FOODS BEING OFFERED AND THE DIFFERENT CONVERSATIONS GOING ON. CONEJO ACADEMY IS WHERE I'VE HAD THE YOUNGEST STUDENT COME UP TO ME AND ASK, WHAT IS THE BOARD OF EDUCATION AND ASK QUESTIONS? THEY ARE INTERESTED AND THEY ARE LOOKING TO MAKE CHANGE IN THE WORLD.
AND I HAVE TO COMMEND YOU FOR THE GREAT WORK ON THIS PROGRAM.
THANK YOU SO MUCH. THANK YOU. I THINK ALL OF US LOVE COMING TO CONEJO ACADEMY.
AND THE EVENTS ARE ALWAYS REALLY JUST IT'S AMAZING.
IT'S AMAZING TO BE PART OF THAT COMMUNITY. I JUST WANTED TO COMMENT THAT I KNOW WE ALWAYS TALK ABOUT DLI, DUAL LANGUAGE IMMERSION. WE KNOW THIS IS SO MUCH OF WHAT THE SCHOOL IS, BUT THE FACT THAT YOU ALSO HAVE THE LEADER IN ME AND THAT YOU SPOKE TO THAT TODAY, AND THAT THAT'S PART OF THE NAME OF THE SCHOOL NOW, I THINK IS JUST REALLY IMPORTANT.
AND I REALLY APPRECIATE THAT, THAT LEADERSHIP PIECE.
AND I DON'T KNOW IF WE HAVE ANYTHING SIMILAR LIKE THAT ON ANY OF OUR OTHER ELEMENTARY SCHOOLS, BUT I, YOU KNOW, FOLLOW YOU ON INSTAGRAM AND EVERYWHERE ELSE, AND I GET TO SEE SOME OF THOSE ACTIVITIES THAT YOU DO AROUND LEADERSHIP AS WELL.
AND I JUST WANTED TO MAKE SURE I KIND OF VOICED THAT AS WE'RE TALKING ABOUT DUAL IMMERSION.
SO THANKS AGAIN. WELL, THANK YOU AND THANK YOU FOR THE CONTINUED SUPPORT.
SO THANK YOU AGAIN AND YOU'RE WELCOME TO COME AGAIN.
EVERY OTHER THURSDAY WE HAVE OFF FOR A TOUR AT 845.
[B. Student Services - Presentation: Newcomer Academy]
MR. LAPIERRE, MISS CELIA ORTIZ AND MISS SUSANNA ROSAS.THE. THE FLOOR IS YOURS. YES. GOOD EVENING AGAIN, BOARD MEMBERS.
AGAIN, IT'S A DIFFERENT POPULATION WITH DIFFERENT NEEDS, AND WE'RE HERE WITH THE STAFF OF NEWBURY PARK HIGH SCHOOL TO TALK TO YOU MORE ABOUT THE NEWCOMER ACADEMY. GOOD EVENING, AND THANK YOU FOR INVITING US AND EVERYBODY THAT'S HERE TODAY, JUST LIKE ERICA TALKED ABOUT. SHE DID A PRESENTATION A WHILE AGO, AND ALL OF A SUDDEN THERE WAS A DUAL IMMERSION ACADEMY TAKING PLACE.
ABOUT 5 OR 6 YEARS AGO. WE STARTED HAVING SERIOUS CONVERSATIONS ABOUT HOW WE COULD SUPPORT OUR STUDENTS, OUR MULTILINGUAL LEARNERS THAT WERE NEW TO OUR COUNTRY AND AND DID A LOT OF WORK.
AND THEN FOUR YEARS AGO, I GOT A CALL IN MARCH, MID MARCH AND SAID, HEY, STEVE, WE'RE GOING TO START A NEWCOMER ACADEMY AT NEWBURY NEXT YEAR. AND WE WERE EXCITED. WE ASKED FOR IT. WE ASKED FOR THIS OPPORTUNITY AND FOUR YEARS AGO, FOUR YEARS NOW WE'RE HERE AND IT'S MY PLEASURE TO INTRODUCE CELIA ORTIZ AND SUSIE ROSAS, WHO HAVE BEEN INSTRUMENTAL, ALONG WITH MANY OTHER PEOPLE AT NEWBURY, TO GET US TO WHERE WE ARE WITH OUR NEWCOMER ACADEMY.
SO I'M GOING TO TURN IT OVER TO THEM AND THANK YOU FOR THE INVITATION. GOOD EVENING.
[01:15:01]
I'M CELIA ORTIZ. I'M THE SCHOOL SOCIAL WORKER AT NEWBURY PARK HIGH SCHOOL.SOME OF THE THINGS THAT WE'LL BE TALKING ABOUT TODAY IS OUR NEWCOMER DEFINITION.
I DO HAVE A NEWCOMER ACADEMY VIDEO. I WOULD LIKE TO SHOW YOU WHY.
A NEWCOMER ACADEMY IDENTIFICATION AND ENROLLMENT, CURRENT ENROLLMENT, DAILY SCHEDULE AND TUTORING SUPPORT, POSITIVE BEHAVIOR INTERVENTIONS. AND LASTLY, WE DO HAVE A STUDENT SPEAKER THAT IS HERE WITH US TODAY THAT IS CURRENTLY IN THE NEWCOMER ACADEMY. NEWCOMER DEFINITION A NEWCOMER IS AN UMBRELLA TERM FOR FOREIGN BORN STUDENTS WHO HAVE RECENTLY ARRIVED IN THE UNITED STATES. NEWCOMER STUDENTS MAY INCLUDE, BUT ARE NOT LIMITED TO ASYLEES.
REFUGEES. UNACCOMPANIED YOUTH. UNACCOMPANIED UNACCOMPANIED YOUTH.
MIGRATORY STUDENTS AND OTHER IMMIGRANT STUDENTS AND YOUTH IDENTIFIED BY LOCAL EDUCATIONAL AGENCIES.
NEWCOMER STUDENTS COME FROM MANY DIFFERENT COUNTRIES AND CULTURAL BACKGROUNDS.
THESE STUDENTS COME TO SCHOOL WITH VARIOUS LEVELS OF EDUCATION EXPERIENCES AND SPEAK A VARIETY OF LANGUAGES WHICH MAY, MAY OR MAY NOT INCLUDE ENGLISH. PLAY THE VIDEO, PLEASE.
ONE OF THE THINGS THAT I DO WITHIN THE ACADEMY IS THAT I PROVIDE ACADEMIC SUPPORT TO OUR STUDENTS.
I PROVIDE STUDENTS WITH ASSISTANCE WITH THEIR COLLEGE APPLICATIONS, SCHOLARSHIPS, AND EMPLOYMENT APPLICATIONS AS WELL, IN ADDITION TO PROVIDING ACADEMIC SUPPORT AND ALSO SOCIAL EMOTIONAL SUPPORT, I ALSO VALUE THE OPPORTUNITY TO CONNECT STUDENTS WITH COMMUNITY RESOURCES AS NEEDED.
I ADDRESS THEIR VARIOUS NEEDS, WHETHER IT'S ACCESSING MEDICAL INSURANCE, TRANSPORTATION, FOOD, CLOTHING. I ENSURE THAT STUDENTS ARE NOT ONLY AWARE OF THE SUPPORT AVAILABLE WITHIN THE SCHOOL, BUT ALSO BEYOND ITS WALLS. THIS YEAR HAS BEEN ONE OF THE BEST YEARS OF THE THREE YEARS THAT I'VE BEEN WORKING WITH OUR NEWCOMERS IN OUR MULTILINGUAL LEARNER PROGRAM, BECAUSE OF THE INCREDIBLE TEAMWORK THAT WE HAVE HAD WITH TEACHERS, ADMINISTRATORS, COUNSELORS, AND SOCIAL WORKERS ON CAMPUS. WITH THIS IN MIND, I TRULY BELIEVE THAT IT IS EXTREMELY IMPORTANT THAT AS A TEAM, WE CONTINUE TO DO MORE PROFESSIONAL DEVELOPMENT THAT WILL ALLOW OUR PLAN TO CONTINUE TO GROW SO THAT OUR MULTILINGUAL LEARNER PROGRAM CAN CONTINUE TO BE AS STRONG AS IT CURRENTLY IS.
IT ACTUALLY HAS BEEN REALLY GREAT SINCE I CAME HERE.
BUT YOU KNOW, WE ALL HAVE TO STRUGGLE WITH SOME THINGS IN OUR WAY HERE.
AND WHEN I CAME HERE, I DIDN'T KNOW, LIKE, ANY ENGLISH LIKE, AT ALL.
AND I'D BE, LIKE, SO FRUSTRATED BECAUSE I COULDN'T UNDERSTAND ANYTHING.
BUT THANKS TO MY COUNSELORS AND MY TEACHERS, THEY REALLY HELPED ME LIKE, A LOT WHEN I CAME HERE.
AND I'M SO GLAD THAT PEOPLE THAT EVEN DIDN'T SPEAK SPANISH TRY TO HELP ME, AND I'M REALLY GRATEFUL FOR THAT. BUILDING STRONG RELATIONSHIPS WITH MY STUDENTS STARTS THE MOMENT THEY ENTER OUR SCHOOL DOORS, BY FOSTERING A WELCOMING AND INCLUSIVE ENVIRONMENT, I AIM TO CREATE A FOUNDATION OF TRUST THROUGH INITIAL NEEDS ASSESSMENTS.
WITH MY GUIDANCE AND ENCOURAGEMENT, I AIM TO BE A POSITIVE FORCE IN THEIR EDUCATIONAL JOURNEY.
IT IS VERY IMPORTANT FOR ME TO CREATE THAT VIDEO SO THAT I CAN HIGHLIGHT OUR NEWCOMER ACADEMY.
BUT UNFORTUNATELY, THEY COULDN'T BE HERE. BUT, YOU KNOW, YOU WILL HEAR FROM ONE OF THEM TODAY.
SO WHY A NEWCOMER ACADEMY? SO IT'S IMPORTANT TO NOTE THAT AS A SCHOOL SOCIAL WORKER AND ALSO AS A COUNSELOR FOR THESE STUDENTS, I PROVIDE A LOT OF SERVICES FOR THEM. SO AS A SCHOOL SOCIAL WORKER, I PROVIDE THEM WITH RESOURCES TO COMMUNITY AGENCIES THAT CAN ASSIST THEM WITH THEIR NEEDS.
[01:20:03]
A LOT OF TIMES THESE STUDENTS, WHEN THEY COME, ESPECIALLY BEING NEW TO THE COUNTRY, THEY DON'T KNOW WHAT YOU KNOW, WHAT'S AVAILABLE TO THEM OUT IN THE COMMUNITY, WHETHER IT'S FOOD, HOUSING, CLOTHING, MENTAL HEALTH SERVICES, MEDICAL SERVICES, I'M ABLE TO CONNECT THEM WITH ALL THOSE THINGS.I DON'T JUST WORK WITH THE STUDENTS INDIVIDUALLY, BUT I ALSO WORK WITH A FAMILY AS A WHOLE BECAUSE IT'S OBVIOUSLY VERY IMPORTANT THAT, YOU KNOW, I INVOLVE THE FAMILY, AND WE KNOW THAT IT MAKES THE STUDENTS MORE SUCCESSFUL WHEN THE FAMILY IS INVOLVED.
AND I WANT TO MAKE SURE THAT, YOU KNOW, THEIR NEEDS ARE MET AS WELL, TOO, AND THAT THERE ARE NO BARRIERS FOR THOSE FAMILIES AND FOR THOSE STUDENTS WHEN THEY'RE COMING TO SCHOOL. ANOTHER IMPORTANT THING TO TO NOTE WITHIN OUR ACADEMY IS THAT WE DO OFFER CREDIT REDUCTION FOR OUR STUDENTS THAT COME IN AS JUNIORS AND SENIORS.
OFTENTIMES, WE HAVE STUDENTS THAT COME IN AND ENROLL AND THEY'VE HAD A BREAK IN THEIR EDUCATION.
WE'VE HAD STUDENTS THAT HAVEN'T BEEN IN SCHOOL SINCE, YOU KNOW, TWO YEARS, THREE YEARS FOR 2 OR 3 YEARS, ESPECIALLY AFTER THE PANDEMIC. WE SAW THAT THERE WAS A RISE IN STUDENTS THAT DROPPED OUT OF SCHOOL.
SO TO ALLOW THEM AN OPPORTUNITY TO GRADUATE WITH HIGH SCHOOL CREDITS.
WE DO OFFER A CREDIT REDUCTION OR A FIFTH YEAR WHERE THEY CAN STAY AN ADDITIONAL YEAR, A SECOND, ESSENTIALLY A SECOND YEAR AS A SENIOR SO THAT THEY CAN COMPLETE THOSE CREDITS.
AND THIS IS ALL THROUGH ASSEMBLY BILL 2121. IN 2000, 22, 23, WE HAD 35 GRADUATES. IN 2023, 24 LAST YEAR, WE HAVE 22 GRADUATES.
AND THIS YEAR WE HAVE 21 SENIORS AND WE WILL HAVE 2020 GRADUATE.
ONE WILL STAY A FIFTH YEAR. HOW STUDENTS ARE INFORMED, IDENTIFIED, INFORMED AND ENROLLED.
THE FIRST THING IS THAT WHEN A STUDENT COMES IN AND TRIES TO ENROLL, WHETHER THEY GO TO THE DISTRICT OR THEY GO TO THEIR HOME SCHOOL AND THEY'RE IDENTIFIED AS A NEWCOMER, THEY ARE THEN REFERRED. THE REGISTRAR'S ARE THEN CONTACT ME SO THAT I CAN CONTACT THE FAMILY AND SET UP AN APPOINTMENT SO THAT THEY CAN COME IN AND WE CAN REGISTER THEM AT NEWBURY PARK HIGH SCHOOL. UPON ENROLLMENT TO THE SCHOOL, THEN, THEN I THEN ENROLL THEM IN THEIR CORE CLASSES.
SOME ADDITIONAL BENEFITS IS TRANSPORTATION. SO IF THE STUDENT'S HOME SCHOOL IS NOT IN NEWBURY PARK IS NOT NEWBURY PARK HIGH SCHOOL, I'M SORRY. AND IT'S WESTLAKE OR THOUSAND OAKS.
AND THIS IS A FREE SERVICE TO OUR STUDENTS THAT ARE COMING TO OUR NEWCOMER ACADEMY.
ANOTHER BENEFIT IS THAT THERE'S CONTINUOUS ENROLLMENT.
SO WHETHER THEY ENROLL IN THE BEGINNING OF THE YEAR OR MID-YEAR, WE TAKE THEM REGARDLESS.
THIS IS A SAMPLE OF OUR NEWCOMER ACADEMY SCHEDULE.
THEY ALSO HAVE SPECIALLY DESIGNED ACADEMIC INSTRUCTION IN ENGLISH SUCH AS SOCIAL SCIENCE, BIOLOGY, ALGEBRA, READINESS. THEY ALSO HAVE SPANISH FOR NATIVE SPEAKERS AND PHYSICAL EDUCATION.
IT'S ALSO IMPORTANT TO NOTE THAT WE HAVE PARAPROFESSIONALS THAT ARE IN EACH OF THESE CLASSROOMS, WITH OUR STUDENTS PROVIDING ADDITIONAL SUPPORT TO OUR STUDENTS AND OUR TEACHERS FOR THEM TO BE SUCCESSFUL. ANOTHER THING THAT IS VERY IMPORTANT IS THAT TUTORING CENTER FOR OUR MULTILINGUAL LEARNERS.
THIS TUTORING CENTER IS OPEN EVERY MONDAY THROUGH THURSDAY FOR OUR STUDENTS.
EXTRA SUPPORT IN. THE TUTORING SERVICES ARE OFFERED NOT JUST THROUGH A TEACHER OR PARAPROFESSIONAL, BUT ALSO THROUGH PEER STUDENTS. SO EARLIER THIS YEAR, I WENT INTO OUR ADVANCED SPANISH CLASSES, LIKE OUR SPANISH CLASSES, AND I RECRUITED STUDENTS THAT COULD PROVIDE TUTORING SERVICES TO OUR MULTILINGUAL LEARNERS.
SO THEY'RE IN THERE PROVIDING SERVICES. IT'S ALSO A SAFE SPACE FOR STUDENTS.
I'VE NOTICED THAT A LOT OF MY STUDENTS, THEY'RE IN THERE, THEY'RE TUTORING OR THEY'RE TRYING TO GET THEIR WORK DONE, BUT IT'S ALSO A SAFE SPACE FOR THEM WHERE THEY CAN GO AND THEY CAN HANG OUT AND FEEL COMFORTABLE, WHICH IS IMPORTANT FOR THEM TO HAVE A SPACE LIKE THAT AT SCHOOL. NEXT, I WANT TO INTRODUCE TO YOU MISS SUZY ROSAS, OUR ELD TEACHER, AS WELL AS OUR ELD ADVISOR, WHO'S GOING TO BE TALKING ABOUT OUR POSITIVE BEHAVIOR INTERVENTION. GOOD EVENING EVERYONE. I'M REALLY HAPPY TO SHARE ONE OF OUR SUCCESSES IN OUR NEWCOMER ACADEMY.
I STARTED FOUR YEARS AGO WHEN THE ACADEMY BEGAN, AND ONE OF THE CONCERNS THAT WE HAD AS TEACHERS WERE ALL OF THE BEHAVIORAL ISSUES, CONCERNS THAT WE WE HAD WITH THESE STUDENTS. ONE OF THE MAIN REASONS BEING THAT WE HAVE STUDENTS FROM DIFFERENT CULTURES, DIFFERENT ACADEMIC BACKGROUNDS. WE'VE HAD STUDENTS WHO HAVEN'T STEPPED FOOT INTO A CLASSROOM IN YEARS, SO WE WANTED TO SET THE SAME EXPECTATIONS FOR ALL STUDENTS.
AND TOGETHER WITH OUR TEAM, WE CAME UP WITH THREE RULES.
[01:25:01]
AND THEY'RE JUST VERY SIMPLE, RESPECTFUL, BEING RESPONSIBLE AND READY TO LEARN.WE WERE ABLE. OUR ADMIN WAS ABLE TO PRINT THESE POSTERS.
SO YOU CAN SEE THIS POSTER AND ALL OF THE CLASSROOMS THAT OUR NEWCOMERS GO TO.
YOU WERE ALSO, I'M NOT SURE IF YOU SAW IT IN THE VIDEO.
THEY WERE THERE THE FIRST TWO WEEKS OF SCHOOL.
WE DO MODEL THESE EXPECTATIONS AND WE ALSO LEARN FROM STUDENTS.
SO WE BECAUSE THEY COME FROM DIFFERENT BACKGROUNDS, DIFFERENT CULTURES.
WE WANT TO KNOW WHAT RESPECT LOOKS TO THEM. YOU KNOW WHAT IS BEING RESPONSIBLE TO THEM.
THEY HAVE DIFFERENT VIEWS, DIFFERENT VALUES, DIFFERENT WAYS OF SEEING RESPECT, RESPONSIBLE, READY TO LEARN. AND THEN WE SHOW THEM WHAT WHAT WE ARE EXPECTING FROM THEM IN THE CLASSROOM.
AND WE MODEL THAT. IT HAS BEEN SO MUCH EASIER NOW I.
WE STARTED THIS TWO YEARS AGO AND NOW WE CAN SEE AN INCREASE IN PARTICIPATION.
WE AS TEACHERS ARE NOW ABLE TO FOCUS MORE ON THE ACADEMICS AND NOT SO MUCH ON THE BEHAVIORAL ISSUES.
WE DO GIVE STUDENTS PANTHER BOOKS. SO OUR PANTHER BOOKS ARE USED THROUGH THE FIVE STAR APP.
SO WE DO GIVE VERBAL POSITIVE REINFORCEMENT. SO THESE PANTHER BOOKS, THEY ARE ABLE TO REDEEM THEM ON FRIDAYS AT OUR PANTHER STORE, WHICH IS RUN BY MISS ORTIZ AND SOME OTHER STUDENTS, AND YOU CAN SEE THE PANTHER STORE MENU OVER THERE SO THEY CAN GET SCHOOL SUPPLIES, SNACKS. AND SO THIS HAS REALLY, REALLY MADE IT SO MUCH EASIER.
AND THE NICE THING ABOUT IT IS THAT IT'S VERY CONSISTENT WITH ALL TEACHERS.
WE DO ALSO HAVE A MATRIX WHICH MODELS EACH BEHAVIOR FOR DIFFERENT SETTINGS.
SO WHEN THEY GO TO THE RESTROOM, WHEN WE HAVE A SUBSTITUTE TEACHER, WHAT IS RESPECT? BEING RESPONSIBLE READY TO LEARN LOOK LIKE IN THOSE SITUATIONS.
SO WE DO GO MORE IN DEPTH WITH OUR RULES, BUT IT'S SOMETHING THAT WE REALLY DO FOCUS TO SET THE THE, THE EXPECTATIONS RIGHT AT THE BEGINNING OF THE YEAR.
AND SO THEY'RE LEARNING FROM EACH OTHER. AND I WOULD SAY IT'S ONE OF OUR SUCCESSES AT THE ACADEMY.
THANK YOU. IT'S VERY IMPORTANT FOR US TO PROVIDE OPPORTUNITIES, ADDITIONAL OPPORTUNITIES FOR OUR STUDENTS. SO WE TRY TO BRING IN GUEST SPEAKERS, GUEST SPEAKERS THAT CAN SHARE ABOUT THEIR EXPERIENCE, HOW THEY'VE BEEN ABLE TO OVERCOME ANY BARRIERS TO THEIR EDUCATION, HOW THEY'VE ADVANCED IN THEIR CAREERS, AND REALLY JUST SHARE THEIR STORY WITH OUR STUDENTS THAT CAN REALLY RESONATE WITH THEM.
THIS YEAR SO FAR, WE'VE HAD MIGUEL RODRIGUEZ, PUBLIC LABOR AND COMMUNITY RELATIONS MANAGER FROM PORT HUENEME, WHO CAME IN AND SPOKE TO OUR STUDENTS, AND THAT WAS VERY IMPACTFUL WHEN HE WAS ABLE TO SHARE HIS STORY, HIS JOURNEY AND HOW HE GOT TO BE WHERE HE IS NOW.
HE ALSO RECENTLY INVITED US, INVITED US TO ATTEND PORT HUENEME.
HE DID THAT LAST YEAR AS WELL TOO, BUT AGAIN EXTENDED THAT INVITATION AGAIN THIS YEAR TO INVITE OUR STUDENTS AND AS WELL AS INVITED THEM TO OXNARD COLLEGE SO THAT THEY CAN SEE THE CAMPUS WILL BE GOING THERE MARCH 5TH. I ALSO RECENTLY TOOK THE STUDENTS TO.
IT'S MENTORS AGAINST NEGATIVE DECISIONS AND OUTREACH.
AND ON THEY GET TOGETHER ON FRIDAY NIGHTS. NEXT WEEK WE DO HAVE CARISSA MORALES.
AND WE ALSO HAVE PAULA AGUILERA, WHICH IS A SENIOR PRODUCT PRODUCT MANAGER AT BANK OF AMERICA, WHO WILL BE COMING IN AND SPEAKING TO OUR STUDENTS ABOUT SAVINGS AND HOW YOU CAN START YOUR SAVINGS ACCOUNT.
SO SHE'LL BE COMING IN NEXT MONTH DOING THAT.
FIELD TRIPS LIKE I MENTIONED. WE WERE INVITED TO GO TO OXNARD COLLEGE.
WE ACTUALLY WENT TO OXNARD COLLEGE AS WELL. A SMALL GROUP OF US WENT WITH OUR COLLEGE AND CAREER.
EARLIER THIS WEEK, AND WE'LL BE GOING AGAIN IN A BIGGER GROUP MARCH 5TH.
SOME OF OUR STUDENTS HAD NEVER EVEN BEEN TO THE ZOO OR ANY ZOO FOR THAT MATTER.
SO THAT WAS A GREAT EXPERIENCE. AND THEN JUST HEARING THE THE SERVICES THAT ARE PROVIDED TO OUR STUDENTS AT MOORPARK COLLEGE THROUGH EOPS AND THE DREAM CENTER, FOR EXAMPLE PORT HUENEME, I TALKED ABOUT THAT.
[01:30:05]
SO PROVIDING OUR STUDENTS WITH, AGAIN, ADDITIONAL OPPORTUNITIES SO THEY CAN GO OUT AND THEY CAN GET THE EXPOSURE OF, YOU KNOW, WHAT'S OUT THERE FOR THEM AFTER HIGH SCHOOL.ADDITIONALLY, THIS YEAR I STARTED STUDENT AMBASSADORS, WHICH IS OUR OWN NEWCOMER STUDENTS THAT ARE PROVIDING PEER SUPPORT. THESE ARE STUDENTS THAT HAVE BEEN, AT LEAST IN OUR ACADEMY WITHIN A YEAR, AND I'VE SEEN THEM PROGRESS A LOT THAT I'VE RECRUITED THEM TO PROVIDE PEER SUPPORT FOR OUR NEWER STUDENTS WITH CULTURAL INTEGRATION, LANGUAGE SUPPORT, SCHOOL INTEGRATION.
THEY ALSO ARE ATTENDING MIDDLE SCHOOLS WITH ME TO SPEAK TO OUR NEWCOMER STUDENTS THERE.
THAT WILL BE INCOMING FRESHMAN. WE WENT RECENTLY TO SEQUOIA MIDDLE SCHOOL.
AND THEY SPOKE AND THAT WAS THAT WAS A GREAT EXPERIENCE.
THEY ALSO WERE GUEST SPEAKERS AT UDL TEACHER TRAINING ON NOVEMBER 1ST, WHICH WAS ALSO ANOTHER IMPACTFUL YOU KNOW, EXPERIENCE. THEY ARE OUR PANTHER STORE VOLUNTEERS.
THEY RUN THE PANTHER STORES WITH ME ON FRIDAYS, SO I TRY TO UTILIZE THEM AS MUCH AS I CAN.
AND OF COURSE, THEY DO SPEAK AT OUR ELAC MEETINGS AS WELL FROM TIME TO TIME.
PARENT INVOLVEMENT. SO I DO RUN THE ENGLISH LANGUAGE ADVISORY COMMITTEES ARE ELECTED MEETINGS AND SOME OF THE TOPICS ARE MENTAL HEALTH, COLLEGE AND CAREER. OUR MOST POPULAR ONE IS OUR COMMUNITY RESOURCE FAIR.
I HAD ONE IN OCTOBER AND AGAIN, WE'RE HAVING 1ST MARCH 24TH DURING OUR CLUSTER MEETING WHERE I BRING IN DIFFERENT COMMUNITY AGENCIES WHERE THEY CAN OFFER THEIR SERVICES TO OUR FAMILIES. AND WE ALSO HAVE STUDENT RECOGNITION AWARDS AND AN END OF THE YEAR CELEBRATION MEETINGS WHEN STUDENTS BY THE TIME STUDENTS GET TO HIGH SCHOOL, WE DO HAVE WE HAVE NOTICED THAT PARENT INVOLVEMENT STARTS TO GO DOWN A LITTLE BIT.
AND IT WAS ONE OF MY GOALS WITH STEVE FOR TO INCREASE PARENT INVOLVEMENT SINCE I STARTED YOU KNOW, OVERSEEING THE NEWCOMER ACADEMY LAST YEAR AND RUNNING THESE ELAC MEETINGS. SO WE HAD TO GET REALLY CREATIVE AS TO HOW WE CAN DO THAT.
BUT AGAIN, THOSE TOPICS ARE VERY IMPORTANT. THE ONES THAT, YOU KNOW, REALLY CATCH THEIR ATTENTION.
SOMETHING THAT HAS BEEN REALLY BIG WAS THE STUDENT RECOGNITION AWARDS.
WE GOT TOGETHER WITH THE TEACHERS AND CAME UP WITH THE IDEA OF RECOGNIZING OUR STUDENTS AT EVERY SINGLE ELAC MEETING, AND PARENTS REALLY LOVE THAT, THAT THEIR STUDENTS ARE BEING RECOGNIZED.
SO WE RECOGNIZE THEM NOT JUST FOR FOLLOWING THE PBIS MODEL, BUT ALSO HOW THEY'RE DOING ACADEMICALLY.
SO THAT HAS ALSO INCREASED OUR PARENT INVOLVEMENT.
AND AT THE END OF THE YEAR, WE HAVE A BIG CELEBRATION MEETING WHEN AGAIN, WE ALSO NOT JUST RECOGNIZE OUR STUDENTS THAT ARE DOING WELL, BUT OUR STUDENTS THAT ARE ALSO RECLASSIFYING AND ARE ALSO GRADUATING SENIORS AS WELL TO ADDITIONAL PARENT ENGAGEMENT OPPORTUNITIES.
OBVIOUSLY OUR NEWCOMER ORIENTATION. I DO A SEPARATE ORIENTATION FOR OUR NEWCOMER STUDENTS AND THEIR FAMILIES AT THE BEGINNING OF THE SCHOOL YEAR AND BASICALLY ROLL OUT THE RED CARPET FOR THESE FAMILIES SO THAT THEY CAN SEE, YOU KNOW, OUR HIGH SCHOOL, KNOW OUR PROGRAM, AND REALLY GET TO KNOW ME AS WELL, TOO AND MAKE THEM FEEL JUST COMFORTABLE AND EXCITED AND READY TO COME TO SCHOOL AND BE READY TO LEARN.
AND THEN I CAN'T COVER EVERYTHING THAT I NEED TO COVER IN OUR MEETING.
SO I DO HOST ADDITIONAL I STARTED HOSTING ADDITIONAL MEETINGS THIS YEAR AND WHERE I CAN TALK TO PARENTS ON OTHER TOPICS AS WELL, YOU KNOW, TOPICS THAT I CAN'T COVER ALWAYS DURING OUR ELECT MEETINGS.
AND BRING IN PRESENTERS AS WELL, TOO. SO MOST RECENTLY, I HAD EOPS WHO CAME IN AND SPOKE AT ONE OF MY PRESENTATIONS, AND THAT WENT REALLY WELL AS WELL TOO. SO PARENT INVOLVEMENT.
SO LIKE I SAID, YOU KNOW, ONE OF MY BIGGEST GOALS WAS TO INCREASE THAT INVOLVEMENT WITH PARENTS.
MY FIRST ELECT MEETING THAT I DID LAST YEAR WHEN I STARTED, I HAD SEVEN PARENTS IN OCTOBER 2023.
BY OCTOBER 2024 HAD 72 PARENTS THAT ATTENDED.
FAMILIES THAT ATTENDED. SO THAT WAS A HUGE JUMP.
WE DID SEE AN INCREASE FROM DECEMBER 2023 TO DECEMBER 2024.
OUR CURRENT ENROLLMENT IN THE ACADEMY, WE HAVE 61 STUDENTS AT NEWBURY PARK HIGH SCHOOL, 16 STUDENTS AT THOUSAND OAKS HIGH SCHOOL, AND 11 STUDENTS AT WESTLAKE HIGH SCHOOL. SO NOT EVERY NEWCOMER STUDENT WANTS TO COME TO NEWBURY PARK HIGH SCHOOL.
SO IT'S TOTALLY FINE IF THEY WANT TO STAY AT THEIR HOME SCHOOL.
[01:35:02]
IN 2023, 2024 SCHOOL YEAR, WE HAD 24 SENIORS IN THE ACADEMY.AND SEVEN OUT OF THE 24 SENIORS GRADUATED WITH A B 21.
21. IN 2024 2025, WE HAVE 21 SENIORS. WE HAVE NINE OUT OF 21 SENIORS THAT ARE A B 21.
21 CURRENTLY AND THREE SENIORS THAT ARE GOING TO BE FIFTH YEAR STUDENTS.
AND LASTLY, I WANT TO WELCOME DANIELLE HERRERA, WHO IS ONE OF OUR NEWCOMER STUDENTS.
GOOD EVENING EVERYONE. MY NAME IS DANIELLE HERRERA.
I'M A SENIOR AT NEWBURY PARK HIGH SCHOOL. I'M A PART OF THE NEW THE NEWCOMERS ACADEMY.
AND ONE YEAR AGO I ARRIVED IN THE UNITED STATES.
WHEN I COME HERE, I DIDN'T KNOW ANY ENGLISH. IT WAS ONE OF THE MOST DIFFICULT MOMENTS OF MY LIFE.
I FELT LOST AND TRAPPED BECAUSE I DIDN'T KNOW HOW TO SPEAK ENGLISH.
THERE WERE DAYS WHEN I COME HOME WANTING TO GIVE UP.
I DIDN'T UNDERSTAND WHAT OTHERS WERE SAYING AROUND ME AND MANY TIMES I FELT FEAR AND FRUSTRATION.
BUT SOMETHING IN ME WAS MORE STRONGER THAN MY FEAR, MY DESIRE TO COMMUNICATE AND BE PART OF MY NEW LIFE. I WEIGHED THE DIFFICULTY TREE OF LEARNING.
IT HAS NOT BEEN EASY, BUT MANY PEOPLE HAVE HELPED ME.
MY TEACHER AND MY TEACHERS AND MY COUNSELOR HAVE TAKEN THIS CHALLENGE WITH ME, TEACHING ME WITH PATIENCE, GIVING ME CONFIDENCE, AND HELPING ME BELIEVE IN MYSELF.
AND WITH HARD WORK, I CAN STAND HERE AND TALK TO YOU.
THAT IS THE THAT IT WAS NOT ABLE TO ONE YEAR AGO.
I STILL GET FRUSTRATED, BUT I KEEP LEARNING BECAUSE I HAVE DREAMS. I HAVE DREAMS TO FULFILL. I WANT TO GO TO COLLEGE, CONTINUE STUDYING AND BECOME A PROFESSIONAL AND TODAY I WANT TO SAY THANK YOU.
THANK YOU FOR OPENING THE DOORS AND TO WORK WITH NEWCOMERS LIKE ME AND PROVIDE PROGRAMS LIKE NEWCOMERS ACADEMY. THANK YOU.
I DID NOT TELL HIM TO SAY ANY OF THAT. HE WROTE THAT ALL HIMSELF.
THANK YOU. DANIEL. THANK YOU FOR HAVING US HERE AGAIN.
THANK YOU, DOCTOR CHAMBERLAIN AS WELL TOO. THANK YOU FOR YOUR CONTINUED SUPPORT.
DOCTOR RICARDO ARIZA AS WELL TOO. AND JUST ALWAYS BEING THERE AND PROVIDING SUPPORT AS WELL TOO.
AND DOCTOR EGAN'S AS WELL TOO. I DON'T SEE IF SHE'S HERE TODAY, BUT THANK YOU.
THANK YOU SO MUCH FOR SHARING ALL THIS GREAT INFORMATION WITH US.
I JUST WANT TO SAY A SPECIAL THANK YOU TO DANIEL.
YOU WERE AMAZING. I MEAN, FOR ONE YEAR. ONE YEAR.
AND I'M SURE YOU WILL BE SUCCESSFUL. I WANT TO OPEN IT UP TO MY COLLEAGUES HERE.
ARE THERE ANY QUESTIONS OR COMMENTS? TRUSTEE GORBACH.
FIRST, FIRST OF ALL, TO DANIEL, YOU ARE INCREDIBLY INSPIRING.
YO, ESTUDIO ESPANOL, CINCO ANOS AND ESCUELA. I STILL CAN'T SPEAK.
YES. SO? SO YOU KNOW, TO THE SCHOOL. I THINK IT'S WONDERFUL.
[01:40:07]
ONE OF THE THINGS I WAS MOST IMPRESSED WITH, WITH THE PRESENTATION, THE WHOLE PRESENTATION WAS MARVELOUS.IT WAS JUST TREMENDOUS. SO THANK YOU FOR THAT.
ONE OF THE THINGS I WAS IMPRESSED WITH WAS NOT THAT YOU PUSH OUR CULTURES, MORES AND, AND ON THE STUDENTS, BUT YOU FIRST FIND OUT WHAT'S RESPECT IN THEIR CULTURE.
BUT THE WHOLE PROGRAM IS TREMENDOUS. IT'S INSPIRING.
AND FOR THAT PRESENTATION AND YOUR WORK ON THE PROGRAM, THANK YOU VERY MUCH.
THANK YOU. JUST EXTRAORDINARY. THANK YOU SO MUCH FOR COMING TONIGHT AND SHARING ALL THIS WITH US.
DANIEL, WE ARE SO PROUD OF YOU. VIEW. YOU ARE A STAR.
THANK YOU. SO TO ALL THE GROWN UPS IN THE ROOM WHO WHO WORK SO HARD ON THIS PROGRAM. THANK YOU. BUT REALLY, DANIEL, THANK YOU FOR COMING, FOR SPEAKING, FOR REMINDING US WHY WE ALL DO WHAT WE DO TO SUPPORT YOU.
AND I WANT YOU TO PLEASE COME BACK AND TELL US HOW THINGS ARE GOING, BECAUSE I HAVE A FEELING THAT YOU ARE GOING TO ACHIEVE SOME TREMENDOUS DREAMS, AND I WANT TO SHARE YOUR JOY WITH YOU.
SO THANKS FOR FOR ALL OF IT. I MEAN, THERE'S REALLY NOTHING MORE THAT I CAN SAY THAT MY MY COLLEAGUES HAVE NOT ALREADY SAID DANIEL ONE YEAR. I'M I'M IMPRESSED.
SO THANK YOU. THANK YOU FOR COMING. IT'S NOT EASY GETTING UP AT THAT PODIUM.
I HAVE ONE QUESTION I'M JUST A LITTLE CONFUSED ABOUT, WHICH IS IF YOU'RE A NEWCOMER STUDENT AT TIO OR WESTLAKE HIGH SCHOOL, YOU DECIDE NOT TO, FOR WHATEVER REASON, GO TO THE ACADEMY.
CAN YOU STILL TAKE ADVANTAGE OF AB 2121, OR DO YOU HAVE TO BE IN THE ACADEMY TO DO THAT? YEAH, ACTUALLY, ONE OF THE THINGS THAT I APOLOGIZE I DID NOT MENTION, I DO SUPPORT THOUSAND OAKS HIGH SCHOOL.
ON MONDAYS ONCE A WEEK, I DO GO OUT THERE AND I SUPPORT THE NEWCOMER STUDENTS THERE.
AND THEY DO HAVE THE CREDIT REDUCTION THERE AS WELL, TOO.
EXCELLENT. THANK YOU. DOES THAT MEAN AT WESTLAKE THEY DON'T HAVE OR THEY DO.
I DON'T SEE THE NEWCOMERS AT WESTLAKE HIGH SCHOOL, BUT THEY DO OFFER AB 21 TO 1.
YEAH I JUST WANT TO MAKE SURE. OKAY. THANK YOU ALL SO MUCH.
OKAY. WE ARE ON ITEM FIVE C INSTRUCTIONAL SERVICES.
[C. Instructional Services - Local Control Accountability Plan (LCAP) and Budget Overview for Parents (BOP) Mid-Year Update]
OUR LOCAL CONTROL ACCOUNTABILITY PLAN AND BUDGET OVERVIEW MID-YEAR UPDATE.GOOD EVENING. I'M HAPPY TO BRING FORWARD A MID-YEAR UPDATE.
I GUESS IT'S HARD TO BELIEVE THAT WE'RE IN THE MIDDLE OF THE YEAR.
THE REQUIREMENT TO PROVIDE A MID-YEAR UPDATES.
JUST A LITTLE BIT OF BACKGROUND. THE INCEPTION OF IT WAS THROUGH CALIFORNIA SENATE BILL 114, WHICH WAS INITIATED JUST, GOSH, A COUPLE OF YEARS AGO.
BUT THIS DOES REQUIRE SCHOOL DISTRICTS, LOCAL EDUCATION AGENCIES TO PRESENT A REPORT, A MID-YEAR REPORT, ON OR BEFORE FEBRUARY 28TH OF EVERY YEAR. THIS REPORT SHALL PROVIDE A MID-YEAR UPDATE ON ANY OUTCOME DATA THAT IS CURRENTLY AVAILABLE BASED OFF OF OUR LCAP IDENTIFIED METRICS, AS WELL AS ANY MID-YEAR EXPENDITURES AND IMPLEMENTATION DATA.
I SHOULD NOTE THAT THE CALIFORNIA DEPARTMENT OF EDUCATION, UNLIKE THE LCAP ITSELF, DOESN'T PROVIDE A TEMPLATE ON THE REPORT OR EVEN A REQUIREMENT FOR A REPORT OR ON LIKE A TEMPLATE FOR THE PRESENTATION.
AND SO THIS IS A PRESENTATION THAT WE HAVE LOOSELY AUGMENTED FROM THE COUNTY OFFICE OF EDUCATION.
[01:45:07]
A LOOK AT JUST OUR PROGRESS FOR OUR LOCAL CONTROL AND ACCOUNTABILITY PLAN.IT DOES ALLOW US, AS STAFF AND CERTAINLY THE BOARD OF EDUCATION, AN OPPORTUNITY TO REFLECT AND TO THINK ABOUT THE ADJUSTMENTS THAT WE MAKE BASED OFF OF THE PROGRESS THAT WE'RE MAKING IN THE LCAP. AS PART OF THAT STATUTORY REQUIREMENT, WE DO PROVIDE AN UPDATE ON THE BUDGET OVERVIEW FOR PARENTS. WHEN OUR BOARD OF EDUCATION ADOPTED THE LOCAL CONTROL ACCOUNTABILITY PLAN FOR THIS CURRENT YEAR, 25 2425. IN JUNE 20TH, WE HAD NOT YET HAD OUR FINAL STATE BUDGET.
AND SO THE ADOPTED BUDGET OVERVIEW FOR PARENTS REALLY PROVIDED ESTIMATES AT THAT TIME, ESTIMATES FOR OUR LOCAL CONTROL FUNDING FORMULA FUNDS, AS WELL AS THE SUPPLEMENTAL FUNDS THAT WE RECEIVE AS A DISTRICT.
YOU CAN NOTE HERE THAT THERE WE RECEIVED ABOUT THE SAME AMOUNT THAT WE ESTIMATED, BUT A LITTLE LESS.
I JUST WANT TO HIGHLIGHT OUR FOR DISTRICT GOALS AND LCAP GOALS.
THESE ARE THE GOALS THAT ALL OF OUR SCHOOL SITES OR SCHOOL PLANS FOR STUDENT ACHIEVEMENT ALIGN TO, AS WELL AS CLOSE ALIGNMENT WITHIN OUR OTHER RELATED PLANS, WHETHER THOSE BE OUR MULTILINGUAL LEARNER PLANS OR STRATEGIC PLAN FOR INCLUSION AT THE HIGH SCHOOL LEVEL. THE WOSC GOALS AND PLANS, AS WELL AS OUR STRATEGIC ARTS PLAN.
SO MANY PLANS. SO BEFORE I TALK AND SHARE JUST A LITTLE BIT ABOUT SOME HIGHLIGHTED METRICS, EXPENDITURES AND ACTIONS, I DO WANT TO POINT THE PUBLIC AND THE BOARD OF EDUCATION TO A A MUCH MORE EXTENSIVE REPORT THAT'S BEEN INCLUDED.
I BELIEVE IT'S MAYBE 18 TO 20 PAGES LONG, AND THAT REALLY PROVIDES A MUCH MORE ROBUST AND IN-DEPTH LOOK AT THE METRICS, EXPENDITURES, AND ACTIONS. FOR INSTANCE, YOU KNOW, THE NEXT FEW SLIDES AS I GO THROUGH THIS SPECIFIC REPORT DOCUMENT WILL INCLUDE, FOR INSTANCE, DISAGGREGATED DATA AS WE LOOK AT METRICS AND ADDITIONAL INFORMATION AND EXPLANATION ON THE PROGRESS WE'RE MAKING ON OUR ACTIONS.
I SHOULD ALSO NOTE, TOO, BEFORE AND WE'LL SPEND A LITTLE TIME LOOKING AT METRICS.
WE DO HAVE A SCHEDULED MARCH PRESENTATION, OUR ANNUAL PRESENTATION ON STUDENT PERFORMANCE AND ACHIEVEMENT, AND THAT WILL BE ANOTHER OPPORTUNITY THAT WILL BRING FORWARD ADDITIONAL INFORMATION TO THE BOARD OF EDUCATION RELATED TO STUDENT PROGRESS, ACHIEVEMENT AND DATA. SO JUST REALLY QUICKLY, FOR OUR MIDYEAR REPORT, THERE REALLY ARE THREE TYPES OF METRICS.
METRICS IN WHICH WE KNOW THE OUTCOME. WE DO NOT CURRENTLY KNOW THE OUTCOME.
OTHERS MAY BE IN PROGRESS. THINGS LIKE ATTENDANCE RATES, CHRONIC ABSENTEEISM, OTHER LOCAL ASSESSMENT RESULTS THAT WE CONTINUE TO ADMINISTER AND MONITOR, AS WELL AS OUTCOMES THAT ARE KNOWN SPECIFICALLY IN THE CASE OF THE CALIFORNIA DASHBOARD.
THOSE RESULTS CAME OUT IN DECEMBER, AS WELL AS CASP SCORES THAT CAME OUT EARLIER, I BELIEVE, IN OCTOBER. THOSE ARE KNOWN METRICS THAT WE CAN REPORT ON.
THE SAME REALLY IS FOR EXPENDITURES AND ACTIONS.
WE HAVE SOME THAT WE HAVE NOT YET STARTED, WHICH WE HAVE NOT YET PLANNED TO START.
OR PERHAPS FOR WHATEVER REASON HAVE NOT BEEN ABLE TO START YET.
I CERTAINLY WON'T TALK THROUGH ALL OF THEM, BUT JUST TO HIGHLIGHT SOME.
A METRIC THAT WE HAVE ON OUR LCAP PROUDLY AND IMPORTANTLY, IS THE LEAST RESTRICTIVE ENVIRONMENT.
SPECIFICALLY. INDICATOR FIVE A YOU CAN NOTE THE BASELINE, WHICH IS WHAT WE REPORTED FOR THIS CURRENT YEAR'S BASELINE BASED OFF OF LAST YEAR'S DATA, AND THEN THE DESIRED OUTCOME, WHICH IN THIS CASE IS A STATE TARGET PROVIDED BY THE CALIFORNIA DEPARTMENT OF EDUCATION.
[01:50:06]
AND THEN THE MID-YEAR UPDATE IS THE FOURTH COLUMN.I SHOULD ALSO NOTE, JUST FOR SOME CONTEXT, THAT IN THE YEAR 20 1617, OUR OVERALL LRE WAS ABOUT 39%.
SO WE CONTINUE TO MAKE GREAT GROWTH THERE. OTHER METRICS ARE THE COLLEGE AND CAREER INDICATOR, WHICH IS A MEASURE ON THE CALIFORNIA DASHBOARD.
JUST NOTING HERE SOME IMPROVEMENTS FROM THE BASELINE YEAR TO THE MID-YEAR UPDATE, SIMILARLY TO THE STUDENTS WHO ARE GRADUATING MEETING THE A THROUGH G REQUIREMENTS. YOU CAN NOTE HERE FOR ENGLISH LEARNER PROGRESS WITH THE BASELINE WAS 51.1%.
MAKING PROGRESS? OUR CURRENT MID-YEAR UPDATE BASED OFF THAT CALIFORNIA DASHBOARD IS 41.6%, WHICH AGAIN HIGHLIGHTS THAT PROGRESS LEVEL OR PROFICIENCY LEVEL FROM LAST YEAR.
SO WE HAVE REALLY MADE SOME IMPORTANT AND STRATEGIC STRIDES IN THE AREA OF SUPPORTING OUR ENGLISH LEARNERS, NOT JUST, YOU KNOW, IN ADDITION TO THE PRESENTATIONS HERE THIS YEAR IN NOVEMBER AND OCTOBER, WE'VE PROVIDED DISTRICT WIDE ENGLISH LANGUAGE DEVELOPMENT TRAINING.
AND I KNOW CURRENTLY EVEN TODAY, WE'RE WORKING ON ADMINISTERING THE ELPAC TEST TO SEE AGAIN AND EXPECTING TO SEE ADDITIONAL PROGRESS FOR SOME HIGHLIGHTED ACTIONS, NOTING THAT ONE OF OUR ACTIONS IS TO PROVIDE REDUCED FEES FOR A NUMBER OF EXAMS FOR UNDUPLICATED STUDENTS. YOU'LL NOTE ON THESE ACTION COLUMNS THERE'S AN ADOPTED BUDGET, WHICH IS IN OUR LCAP AND THEN THE YEAR TO DATE EXPENDITURES AND ENCUMBRANCES.
WE HAVE PROVIDED SOME REDUCED FEES FOR IB TESTING.
WE HAVE ADMINISTERED THE PSAT AND THE SAT ONCE THIS YEAR.
AND SO THOSE CHARGES HAVE YET TO COME AND ARE NOT YET REFLECTED ON OUR YEAR TO DATE EXPENDITURES.
BUT WE ANTICIPATE FOR PSAT AND SAT, THAT'S ABOUT AN ADDITIONAL 20,000 WILL EXPEND.
AND WE ARE GETTING RIGHT NOW INTO ADDITIONAL IB AND AP TESTING AS WE LAND INTO SPRING.
YOU CAN. OUT HERE FOR ADDITIONAL STAFFING, SUPPORTS AND RESOURCES FOR ENGLISH LEARNERS.
WE HAVE EXCEEDED OUR OUR ADOPTED BUDGET. THAT 2.9 REALLY REFLECTS SOME ADDITIONAL ONE TIME FUNDING THAT WE ARE USING FOR THIS PARTICULAR YEAR, AND ONLY IN THIS PARTICULAR YEAR TO FIND ADDITIONAL SUPPORTS FOR OUR ENGLISH LEARNERS.
AND THEN YOU CAN NOTE HERE THE ACTIONS THAT WE'RE TAKING TO INCREASE OUR COLLEGE CAREER INDICATOR.
NOTING THAT MOST OF THOSE EXPENDITURES AND ENCUMBRANCES ARE FOR ADDITIONAL STAFFING AT THE HIGH SCHOOLS TO SUPPORT THINGS LIKE DUAL ENROLLMENT AND CTE COMPLETION. MOVING TO GOAL TWO, WHICH IS OUR PROFESSIONAL LEARNING AND HIGHLY QUALIFIED STAFF GOAL.
JUST NOTING HERE THAT WE HAVE HAD TWO OF OUR THREE PROFESSIONAL LEARNING DAYS FOCUSED ON DISTRICT PRIORITIES, AS I MENTIONED BEFORE, SPECIFICALLY SUPPORTING ENGLISH LEARNERS THROUGH UDL.
AND THEN JUST NOTING IN THE MID-YEAR UPDATE THAT WE CURRENTLY HAVE BIG PLUG FOR OUR CVUSD ANNUAL SURVEY THAT HAS GONE OUT TO OUR STAFF AND STUDENTS AND FAMILIES. AND WE'RE CURRENTLY ADMINISTERING THAT.
AND WHEN WE HAVE THE OPPORTUNITY TO PRESENT, REALLY, I THINK IN MARCH ON SOME STUDENT DATA AS WELL AS THE LCAP COME LATER IN SPRING, WE'LL HAVE THAT DATA AT THAT TIME. IN TERMS OF SOME HIGHLIGHTED ACTIONS FOR GOAL TWO WE CONTINUE REALLY OUR WORK ON PROFESSIONAL LEARNING COMMUNITIES.
IN THE AREA OF PROFESSIONAL LEARNING COMMUNITIES, WE HAD INITIALLY BUDGETED FOR $50,000.
WE HAD ADDITIONAL SCHOOLS THAT WERE VERY EXCITED ABOUT THIS.
THIS FUNDING IN PARTICULAR COMES FROM ONE TIME PROFESSIONAL DEVELOPMENT FUNDS, AND WE WERE ABLE TO GO OVER WHAT WE ADOPTED, AND WE REALLY ARE EXCITED TO HAVE THOSE ADDITIONAL SCHOOLS PARTICIPATING.
I DO JUST WANT TO JUMP IN REALLY QUICKLY AND SHARE.
[01:55:02]
VALLEY UNIFIED IS IN A BAD SPOT BUDGET WISE. I WOULD SAY THAT'S NOT THE CASE.THIS IS A FACTOR OF ONE TIME DOLLARS THAT COME IN AND WE ONLY GET ONE TIME.
SO I DO THINK THAT THAT'S A IT'S A FALSE INTERPRETATION OF WHERE WE'RE AT, BECAUSE WE WANT TO MAKE USE OF OUR DOLLARS, AND THE WAY TO MAKE USE OF OUR DOLLARS IS TO SPEND OUR DOLLARS IN THAT CATEGORY IS IN THE AREAS IN WHICH THEY ARE REQUIRED.
SO I JUST WANT TO MAKE SURE THAT I CLARIFY THAT FOR THE BOARD AND FOR THE PUBLIC.
SO LIKE IN THESE CASES, LIKE ONE TIME PROFESSIONAL DEVELOPMENT, THOSE ARE THINGS THAT ARE NOT, YOU KNOW, ATTACHED TO LIKE ONGOING SAY LIKE STAFF EXPENSES.
THAT DOES ALIGN WITH OUR GOALS IN THE PARTICULAR AREA IN WHICH THOSE DOLLARS COME FROM.
SO AND LOOKING AT GOAL TWO, JUST HIGHLIGHTING THE THE WORK, THE GREAT WORK THAT WE'RE DOING RELATED TO SCIENCE OF READING, WHICH I KNOW THAT WE DID HAVE A PRESENTATION TO THE BOARD, I BELIEVE, LAST YEAR ON THE SCIENCE OF READING TRAINING.
THIS IS NOW LIKE A REQUIRED TWO DAY TRAINING FOR OUR KINDERGARTEN AND FIRST GRADE TEACHERS, DISTRICT WIDE. WE'VE COMPLETED DAY ONE AND ARE WORKING NOW ON DAY TWO, WITH ADDITIONAL TRAINING FOR TEACHERS AT TITLE ONE SCHOOLS.
AND THEN, AS I'VE MENTIONED BEFORE IN OUR LCAP, NOTING A DISTRICT WIDE TRAINING, UDL TRAINING FOR ENGLISH LEARNERS, THAT IS, THOSE TWO DISTRICT WIDE PROFESSIONAL DEVELOPMENT DAYS HAVE BEEN COMPLETED IN AUGUST AND NOVEMBER OF 2024 FOR GOAL THREE HIGHLIGHTED METRICS. YOU CAN NOTE OUR CONTINUED PROGRESS ON WHAT I ONLY CALL THE SOCIALS AT THIS POINT.
I DIDN'T KNOW WHAT BLUE SKY WAS AND I DIDN'T KNOW WHAT THREADS WAS EITHER.
GETTING OUT INFORMATION ON SOCIAL MEDIA. WE CONTINUE AND ARE IN PROGRESS OF PROVIDING DISTRICT WIDE PRESENTATIONS FROM INSTRUCTIONAL SERVICES AND STUDENT SERVICES. WE CURRENTLY OR WHEN WE POSTED THIS AGENDA, WE HAD HAD 13 DISTRICT WIDE PRESENTATIONS.
THAT DOES NOT INCLUDE THE BREAKTHROUGH PRESENTATION LAST NIGHT ON STUDENT ONLINE SAFETY.
SO THAT CONTINUES TO BE GREAT WORK THAT OUR STAFF IS DOING.
AND THAT WILL BE DETERMINED BASED OFF OF THE CURRENT LOCAL SURVEY.
WE'RE ADMINISTERING SOME HIGHLIGHTED EFFORTS.
A BIG CREDIT TO MISS HARRISON AND MISS BOWMAN AND OUR ATTENDANCE LIAISONS, AND ALL OF OUR STAFF THAT ARE WORKING TO COMMUNICATE WITH OUR FAMILY, TO TALK ABOUT THE VALUE AND TO INCREASE STUDENT ATTENDANCE.
ALSO NOTED HERE IS THE WORK OF OUR COMMUNICATIONS DEPARTMENT, WHICH IS CONTINUES TO BE IN PROGRESS.
AND I SHOULD ALSO NOTE TO ADD THAT LAST ACTION.
WE DO HAVE SOME. ACTIONS IN OUR LCAP THAT WE DON'T HAVE SPECIFIC ADOPTED BUDGETS.
AND SO THOSE ARE JUST LISTED AS LIKE AS NOT APPLICABLE.
BUT THAT DOES INVOLVE THE WORK OF STAFF AND CERTAINLY ADDITIONAL RESOURCES FOR.
GOAL FOR METRICS. AGAIN IN SPEAKING ABOUT ATTENDANCE, YOU CAN SEE WHAT OUR BASELINE ATTENDANCE WAS FOR LAST YEAR, ABOUT 94.71%. CURRENTLY WE'RE AT 95.02%. SO CONTINUING TO MAKE GREAT GAINS THERE.
WE SEE AND CONTINUE TO SEE BIG REDUCTIONS IN OUR CHRONIC ABSENTEEISM DATA.
THAT ACTUALLY REFLECTS WHAT'S IN OUR CALIFORNIA DASHBOARD FROM LAST YEAR.
THESE ARE SUPPORTS PROVIDED BY SCHOOL COUNSELORS.
YOU CAN NOTE IN THE MID-YEAR UPDATE JUST THE REALLY LIKE THE HIGH PERCENT OF STUDENTS THAT ARE RECEIVING ONGOING INDIVIDUAL OR SMALL GROUP SERVICES FROM OUR SCHOOL COUNSELORS, AND THEN NOT TO MENTION THE COORDINATED WORK THAT WE DO WITH OUR MENTAL HEALTH AND OUR WELLNESS STAFF.
YOU CAN NOTE THERE JUST THE HIGH AMOUNT OF UNDUPLICATED WELLNESS DROP IN SERVICES FOR STUDENTS JUST AT OUR HIGH SCHOOLS FOR ACTIONS. OUR BREAKTHROUGH PROGRAM CONTINUES TO MEET AND YOU CAN SEE IN THE IMPLEMENTATION NOTE LIKE A HIGH NUMBER OF STUDENTS
[02:00:01]
HOLDING A WORKSHOPS, THEY'VE WE'VE HELD THREE SO FAR AND PLAN TO DO THREE MORE TO END OUT THE YEAR.BUT THAT INCLUDES OUR GENERAL EDUCATION BEHAVIORIST AND SOME OF OUR BILINGUAL PSYCHOLOGISTS.
THE LAST ITEM FOR AN ACTION IS OUR PARTNERSHIP WITH CRPD.
THEIR YOUTH OUTREACH PROGRAM. THEY THAT PARTNERSHIP.
BEFORE I GET TO QUESTIONS, I KIND OF JUST WANTED TO CONCLUDE BY SHARING WITH THE BOARD OF EDUCATION AND WITH THE PUBLIC, LIKE AS WE LOOK AT THIS DATA AND AND ALL OF THE INFORMATION THAT'S INCLUDED IN THE REPORT, LIKE WHAT ARE THE LIKE CHANGES AND ADJUSTMENTS AND REFLECTIONS THAT LIKE, CONTINUE TO DRIVE LIKE WHAT WE'RE DOING.
AND SO I SHOULD NOTE THAT AS WE'RE WORKING LIKE TO ACCOMPLISH OUR FOUR GOALS.
WE'RE TRYING TO FIND WAYS AND CONTINUING TO FIND WAYS TO, FOR INSTANCE, LIKE FOR LEAST RESTRICTIVE ENVIRONMENT TO LIKE FINALIZE PLANS, PARTICULARLY AT THE SECONDARY LEVEL TO MAP OUT SO THAT MULTIPLE YEARS COURSE TO INCREASE INCLUSION AND OF COURSE TO REALLY GET TO OUR LRA TARGET RATE. AND THAT MIGHT BE THROUGH CO-TEACHING, THAT MAY BE THROUGH INCLUSION.
AND SO WE'RE WORKING TO AND THAT'S KIND OF WORK THAT'S ALWAYS IN PROGRESS.
DOCTOR RISA IS WORKING WITH HIS STAFF TO IDENTIFY ADDITIONAL INSTRUCTIONAL MATERIALS THAT WE THINK CAN BETTER ALIGN AND SUPPORT THE LANGUAGE PROFICIENCY AND PROGRESS OF OUR STUDENTS. AND SO WE'RE LOOKING THAT SPECIFICALLY AT THE SECONDARY LEVEL JUST KNOWING THAT WE CAN MAKE IMPORTANT GAINS THERE FOR OUR WHETHER IT BE OUR NEWCOMERS OR LONG TERM ENGLISH LEARNERS AS WELL.
THE PLANNING OF DISTRICT WIDE PRESENTATIONS BETWEEN INSTRUCTIONAL SERVICES AND STUDENT SERVICES THAT WORK CONTINUES AS WE CONTINUE TO REALLY TRY TO ENGAGE OUR FAMILIES TO PROVIDE THEM WITH IMPORTANT INFORMATION AND SKILLS.
AND THEN I ALSO SHOULD NOTE, TOO, THAT ALL OF OUR SCHOOLS ARE ALSO TAKING THEIR CURRENT INFORMATION AND THE INFORMATION THAT THEY HAVE FROM LAST YEAR, AND THEY'RE WORKING ON THEIR SYNAPSES. SO AS THEY WORK ON THEIR SYNAPSES, THEY'RE TAKING A DEEP LOOK AT WHAT THEIR DATA IS, WHAT OUR DISTRICT GOALS ARE, AND WORKING WITH OUR SCHOOL SITE COUNCILS TO ADDRESS AREAS THAT WE CAN IDENTIFY THROUGH THE METRICS THAT NEED GROWTH.
SO THAT IS SOME OF IT. THE OTHER IS ALSO LOOKING TO SEE LIKE JUST WHERE WE'RE AT, LIKE WITH BUDGET.
AND SO IF WE'VE SPENT A LITTLE BIT MORE IN A CERTAIN AREA, WHERE HAVE WE MAYBE SPENT LESS AND SEEING HOW THOSE THINGS BALANCE OUT? BUT ALSO, AS DOCTOR MCLAUGHLIN SHARED, SOME OF WHAT WE HAVE IN THE LCAP IN ADDITION TO OUR SUPPLEMENTAL DOLLARS, IS OUR ONE TIME TRAINING DOLLARS. AND REALLY THINKING CAREFULLY ABOUT YOU KNOW WHAT WE'VE ADOPTED, WHAT OUR ACTUAL IS AND THINKING IF WE CAN PROVIDE MORE SERVICES AND TRAINING TO OUR STAFF.
BUT MOST IMPORTANTLY, LIKE WHO ARE REALLY WORKING TO LEAD THIS WORK HERE AT THE DISTRICT LEVEL AND OF COURSE, IMPORTANTLY AT OUR SCHOOL SITES. SO WITH THAT, I'M HAPPY TO ANSWER ANY QUESTIONS.
AND FOR THOSE THAT ARE LOOKING FORWARD TO READING THE FULL REPORT, I HOPE YOU WILL GO LOOK.
BUT THERE ARE, YOU KNOW, THERE'S A LOT OF DETAIL ON EVERY SINGLE ACTION ITEM WITH JUST VERY RICH NARRATIVE DETAILS ON EVERYTHING THAT'S BEEN HAPPENING IN THE SCHOOL YEAR SO FAR. SO AND THANK YOU FOR KIND OF RESPONDING TO THAT, THAT JUST, YOU KNOW, JUST THAT ADJUSTMENT LIKE, BECAUSE I KNOW THAT'S ONE OF THE REASONS THAT WE HAVE THIS.
SO I APPRECIATE THAT THAT THAT REFLECTION. DOES ANYBODY HAVE ANY COMMENTS OR QUESTIONS.
JUST TO FOLLOW UP WITH MR. LIU ON THE IDEA OF, YOU KNOW, OUR FOUR DISTRICT LCAP GOALS AND THE WORK THAT HIS DEPARTMENTS ARE WORKING ON? THAT THAT'S THE BIG DISTRICT SECTION OF OF THIS PROCESS.
AND YOU CAN READ THIS REPORT, BUT I'D ALSO SUGGEST YOU GO TO YOUR SCHOOL SITE, IF INTERESTED, OR ONTO OUR WEBSITE, AND LOOK AT YOUR SINGLE SCHOOL PLAN FOR STUDENT ACHIEVEMENT AND READ WHAT EXACTLY YOU HAVE PLANNED IN YOUR SCHOOL SITES.
[02:05:02]
BECAUSE THIS IS BIG PICTURE. THIS IS LIKE, YOU KNOW, WHAT WE'RE WORKING ON AT THE DISTRICT THAT FLOWS DOWN TO OUR TEACHERS AND STUDENTS IN THE CLASSROOM, BUT THERE ARE REALLY SPECIFIC STUFF THAT HAPPENS IN THE SCHOOL PLANS AT THE SCHOOL SITES THAT GO THROUGH A VERY SIMILAR PROCESS THAT WE DO TO ADOPT THINGS HERE AT THE DISTRICT LEVEL GO THROUGH ADOPTION PROCESSES AND APPROVALS THROUGH SCHOOL SITE COUNCIL.AND I THINK IT'S REALLY IMPORTANT THAT NOT EVERYONE JUST SAY, OH, HERE'S WHAT THE DISTRICT IS DOING, AND LOOK AT THE ONE PLAN. YOU REALLY GOT TO GO DOWN TO THE BASIC LEVEL OF DECISIONS BEING MADE AT THE SCHOOL SITE ON THE WORK THAT THEY'RE LOOKING AT THE THINGS THAT THEY'RE IMPLEMENTING AND THE DATA THAT COMES BACK FROM THEIR ASSESSMENTS.
AND THAT IS THE CHRONIC ABSENTEEISM NUMBER, BECAUSE IF YOU GO INTO THE DETAILED REPORT, THERE WAS A NUMBER OF SCHOOLS AND STUDENT GROUPS THAT WERE IN THE RED IN THIS AND LAST YEAR ON THE THE TEST RESULTS AND PRETTY MUCH ACROSS THE BOARD AT EVERY STUDENT GROUP AT EVERY SCHOOL, THAT NUMBER HAS GONE DOWN SIGNIFICANTLY. SO I APPRECIATE THE EFFORTS OF CHRISTINA HARRISON AND HER TEAM IN REALLY WORKING ON THAT.
BUT AGAIN, YOU DON'T SEE THAT DETAIL UNLESS YOU GO INTO THE REPORT.
AND LITERALLY IT LISTS SCHOOL BY SCHOOL AND DIFFERENT STUDENT GROUP BY STUDENT GROUP.
AND IT'S REALLY IMPRESSIVE. SO THANK EVERYONE FOR THAT.
EXCELLENT. THANK YOU. ANYONE ELSE. OKAY. THANK YOU AGAIN.
AND WE WILL MOVE ON TO OUR NEXT ITEM WHICH IS FIVE D DISCUSSION ON STUDENT MOBILE COMMUNICATIONS
[D. Instructional Services - Discussion on Student Mobile Communications Device Policy (Second Time as Information Item)]
DEVICE POLICY. AND I KNOW THAT WE HAVE SOME COMMENTS.WE HAVE THREE COMMENTS. SO WE'LL GO AHEAD AND START WITH THOSE.
KATIE COLLINS. YOU HAVE THREE MINUTES.
GOOD EVENING, BOARD MEMBERS. MY NAME IS KATIE COLLINS.
I'M A TEACHER AND PARENT OF TWO CHILDREN IN THE DISTRICT, ONE OF WHOM IS A MIDDLE SCHOOLER.
I WANT TO ADD TO THE REASONS THAT WE'VE HEARD PREVIOUSLY WHY PHONES NEED TO BE INACCESSIBLE DURING THE ENTIRE SCHOOL DAY, NOT JUST DURING CLASS TIME. FIRST, IT'S IMPORTANT FOR US TO MAKE A DECISION ABOUT CELL PHONE USE IN SCHOOLS BY THINKING ABOUT THE WHY WE WOULD OR WOULD NOT WANT THEM THERE. ETHNOGRAPHER, RESEARCHER AND AUTHOR SIMON SINEK USES THE IDEA OF THE GOLDEN CIRCLE TO HELP ORGANIZATIONS AND INDIVIDUALS REACH THEIR FULL POTENTIAL.
WE SAY WHAT WE DO AND SOMETIMES WE SAY HOW WE DO IT, BUT WE RARELY SAY WHY WE DO IT.
BUT THE WHY IS THE MOST CRUCIAL PART OF ANY ENDEAVOR OR COMMUNICATION.
IF WE TAKE A STEP BACK AND THINK OF THE WHY OF OUR SCHOOLS, WE WANT STUDENTS TO LEARN ACADEMICS, SOCIAL SKILLS AND LIFE SKILLS. SCHOOL IS THE PLACE FOR STUDENTS TO BUILD THE CIRCUITRY OF THEIR BRAIN AND PRACTICE HOW TO COMMUNICATE, HOW TO BE A RESPECTFUL FRIEND, AND HOW TO WORK IN A GROUP.
THE QUESTION HOW IS MY CHILD? LEARNING TO OPERATE IN THE WORLD SHOULD BE CENTRAL CONTROL TO OUR WHY.
MY SEVENTH GRADE SON IS A PERFECT EXAMPLE OF HOW A GREAT, SMART KID CAN GET PULLED IN BY THE ADDICTIVE QUALITIES OF ELECTRONICS AND CELL PHONES AT SCHOOL. HE STARTED HIS YEAR OFF WELL, TURNING IN ASSIGNMENTS, COMPLETING CLASSWORK, GETTING A'S ON TESTS.
THEN ALL OF A SUDDEN SOMETHING CHANGED. HE HAD MISSING ASSIGNMENTS.
HE FAILED A COUPLE OF TESTS. AND WHAT CHANGED HIS ACCESS TO YOUTUBE ON A CELL PHONE AT SCHOOL? HE WAS SUCKED INTO ITS ADDICTIVE ALGORITHM AND COULDN'T STOP.
HIS FOCUS WAS NO LONGER ON LEARNING AND FRIENDS, BUT ON A DEVICE.
AND WHY WOULD WE WANT TO SET OUR STUDENTS UP FOR THE CHANCE TO BE SO DISTRACTED THAT THEIR LEARNING HABITS COMPLETELY CHANGE? AS A DISTRICT, THINK ABOUT OUR WHY. JONATHAN HITE SAYS IT BEST PHONES IMPEDE LEARNING, STUNT RELATIONSHIPS AND LESSEN BELONGING.
[02:10:03]
THEY SHOULD BE BANNED. I'LL LEAVE YOU WITH THIS.WHY WOULD WE NOT GIVE OUR CHILDREN TIME AND SPACE TO LEARN AND PRACTICE BEING THEIR BEST SELVES? THANK YOU FOR YOUR TIME. THANK YOU SO MUCH. AND NEXT IS MICHAEL FREEMAN.
I DID MY TIME. I'D LIKE TO OFFICIALLY GIVE MY TIME TO JULIE.
JULIE FREEMAN IS OUR NEXT SPEAKER. YOU HAVE SIX MINUTES.
I JUST WANTED TO CLARIFY THAT. GOOD EVENING, EVERYONE.
I'M JULIE FREEMAN. I'M A PARENT OF TWO CHILDREN AT WESTLAKE HILLS.
THE REASON IS THIS THESE DEVICES CHANGE THE WAY WE EXIST IN THE WORLD.
THEY CHANGE OUR SOCIAL INTERACTIONS IN QUALITY AND QUANTITY.
WHAT IS HAPPENING TO ALL STUDENTS WHO HAVE ACCESS TO ANY DEVICE, EVEN ONE THAT'S NOT THEIR OWN, IS THAT THEY'RE USING THEM WHEN THEY CAN, WHICH MAKES THEM, TO QUOTE SHERRY TURKLE FOREVER ELSEWHERE.
YOU WON'T FIND ME IN HERE ASKING FOR A DIFFERENT MATH CURRICULUM OR BLOCK SCHEDULES VERSUS REGULAR.
I DON'T KNOW ABOUT THOSE THINGS, BUT THIS IS SOMETHING I KNOW A LOT ABOUT.
I'M AN EXPERT IN RELATIONAL, SOCIAL, AND EMOTIONAL HEALTH.
I STARTED WORKING WITH TEENAGERS IN 2008, AND I'VE BEEN IN PRIVATE PRACTICE LOCALLY FOR TEN YEARS, SO I'VE HAD A UNIQUE WINDOW INTO TEENS AND TO WHAT'S BEEN GOING ON FOR YOUNG PEOPLE SINCE WE ALL STARTED CARRYING AROUND SUPERCOMPUTERS IN OUR POCKETS.
AND I'VE SPENT THE LAST TWO YEARS SPECIFICALLY FOCUSED ON HELPING COMMUNITIES ACROSS THE STATE DO THINGS DIFFERENTLY IN THEIR HOMES, SCHOOLS, AND IN THE LAW. I'VE PRESENTED TO HUNDREDS OF PEDIATRICIANS AS WELL AS PSYCHOTHERAPISTS ENCOURAGING, MAKING STRONG RECOMMENDATIONS IN HEALTH CARE SETTINGS TO FAMILIES.
WE NEED TO ALL WORK TOGETHER TO REDUCE THE RATES OF MENTAL ILLNESS AND SUICIDES IN YOUNG PEOPLE.
THIS GENERATION, THE DIGITAL NATIVES, HAVE BEEN BORN INTO A WORLD WITHOUT THE FRAME OF REFERENCE.
THE DIFFERENCE BETWEEN THE OFFLINE AND THE ONLINE WORLD.
GRAHAM DUGONI, THE CEO OF YONDER LOCKABLE POUCHES, CREATED HIS SYSTEM TO BE KIND OF LIKE THE NATIONAL PARK SYSTEM, ALLOWING PEOPLE IN SCHOOLS, CONCERTS, WEDDINGS, OFFICE SPACES TO EXPERIENCE A LIFE TEMPORARILY REMOVED FROM THE PULL AND TUG CAUSED BY TECHNOLOGY. THIS IS A SIMPLE SOLUTION TO A PARADOX CAUSED BY SMARTPHONES.
WE LOVE THEM, AND THEY CAN ABSOLUTELY RUIN EXPERIENCES FROM COURT PROCEEDINGS TO THEATER.
THE WORLD IS WAKING UP TO THE NEED FOR NEW NORMS WHEN IT COMES TO DEVICE USE IN ALL PLACES AND SPACES, SO I BEG YOU TO CONSIDER A BELL TO BELL BAN FOR PRESCHOOL THROUGH 12TH GRADE AS ONE OF THE OPTIONS THAT YOU VOTE ON FOR OUR DISTRICT.
NOT JUST THE CLUB, SOCCER KIDS, OR THE KIDS ON YOUR OWN STREET.
IT'S THE ONE TIME WHEN STUDENTS HAVE THE OPPORTUNITY TO EXPERIENCE BEING WITH, INTERACTING, AND LEARNING FROM THE ENTIRE STUDENT BODY. THESE INTERACTIONS HAPPEN SOMEWHAT IN CLASS, BUT IN A DIFFERENT SENSE AND UNDER THE SUPERVISION OF AN ADULT.
WHAT WE KNOW IS THAT WHEN WE OFFER SMARTPHONES AS AN OPTION DURING NON-INSTRUCTIONAL TIME, STUDENTS LIKE US ARE GOING TO USE THEM PERSONALLY.
THERE SHOULD BE A PHYSICAL BARRIER LIKE A YONDR POUCH, WHICH I SAW FROM YOUR DATA.
ALSO, A LOT OF DAC REPS SUPPORTED WITHOUT EVEN THE CONSENSUS BUILDING.
THAT TYPICALLY HAS TO HAPPEN AROUND A PROGRAM SO NEW.
ON PARENT AND TEACHER SURVEYS, EVEN STUDENTS START TO LIKE IT.
AT ONE MIDDLE SCHOOL IN NEWPORT BEACH, SPECIFICALLY CORONA DEL MAR, THE PRINCIPAL THERE REPORTS ABOUT 30% OF STUDENTS HAVE EVEN BEGUN LEAVING THEIR DEVICES AT HOME. I'D LIKE YOU TO CONSIDER THE YONDR PROGRAM AS AN OPTION, SINCE IT IS JUST A SIMPLE TOOL THAT AIDS IN THE IMPLEMENTATION OF THIS BELL TO BELL POLICY. WITH ANY POLICY, WE ALLOW FOR EXCEPTIONS SPELLED OUT IN THE LAW.
OF COURSE, EMERGENCIES, MEDICAL REASONS, ETC.
ONE LEVEL ABOVE THIS IS A BLUE BENCH OPTION WHICH IS FOR APPROVED USAGE.
I GUESS LIKE RIDE SCHEDULING, I WOULD ARGUE WE COULD ADJUST AND FIND WAYS AROUND THAT TOO.
BUT THIS THIRD TIER OF APPROVAL WOULD BE ALLOWING UNRESTRICTED, UNAPPROVED USE DURING NON-INSTRUCTIONAL TIME, WHICH WOULD BE BASICALLY THE TIKTOKING, SNAPCHAT, TEXTING AND PORN, MAYBE SOME CALENDARING AND SOME RIDE SCHEDULING.
BUT BY ALLOWING FOR THAT THIRD TIER, WE'RE BASICALLY PUTTING A STAMP OF APPROVAL ON THOSE BEHAVIORS HAPPENING IN OUR SCHOOLS, WHICH IS BAFFLING. FIRSTLY BECAUSE OF THE POTENTIAL FOR THE INHERENT HARMS INVOLVED.
[02:15:01]
BUT SECONDLY, AND THIS IS WHAT MATTERS THE MOST TO ME BECAUSE OF WHAT IT TAKES AWAY FROM THE MAGIC OF ACTUALLY BEING TOGETHER IN COMMUNITY WITH OUR PEERS.THERE IS JUST NO BENEFIT TO THE UNRESTRICTED, UNAPPROVED USE.
MY FINAL QUESTION HAVE YOU EVER SPOKEN TO SOMEONE IN THEIR 40S OR OLDER WHO SAID, MAN, I WISH WE HAD SMARTPHONES WHEN I WAS IN SCHOOL? NO. WE REMEMBER OUR IN-BETWEEN CLASS TIMES AND LUNCH THE MOST.
WHILE WE CAN'T GO BACK TO ANOTHER TIME AND I WOULDN'T WANT TO.
WE CAN. AND WE MUST CREATE NATIONAL PARK LIKE RESPITE PLACES WHERE NEW NORMS CAN EXIST.
IT'S HAPPENING EVERYWHERE AND IT'S WORKING. THANK YOU FOR YOUR TIME.
THANK YOU. OKAY. MR. LU, DID YOU HAVE ANY LIKE INTRO TO THIS OR COMMENTS? OR SHOULD WE JUST GET STARTED ON DISCUSSION OR QUESTIONS RELATED TO THIS DRAFT POLICY THAT HAS BEEN PUT TOGETHER BY STAFF? YEAH, JUST TO TALK THROUGH SOME OF IT. IF WE'RE LOOKING AT IT AND THIS WAS BASED OFF OF THE PRIOR BOARD OF EDUCATION MEETING.
THE FRONT PART OF THE POLICY THERE DOES JUST INCLUDE SOME, LIKE, BASIC INFORMATION ABOUT THE NEW ADDITIONS TO CALIFORNIA EDUCATION CODE. ADDED BY CALIFORNIA ASSEMBLY BILL 272.
I ALSO ADD IN THERE TWO, AS REQUIRED BY THIS LAW, THAT THIS POLICY WOULD BE UPDATED AT LEAST EVERY FIVE YEARS, WHICH IS THINKING THAT WOULD BE IMPORTANT TO HAVE IN THE POLICY.
AND THEN I TOOK THE EXISTING LANGUAGE THAT WE HAVE IN OUR BOARD POLICY AND JUST TRIED TO ORGANIZE IT PRESCHOOL TO EIGHTH GRADE AND THEN NINTH GRADE TO POST-SECONDARY. AGAIN, REALLY JUST, YOU KNOW, TAKING THE SAME LANGUAGE THAT WE HAVE EXISTING.
BUT IN CERTAIN CASES, OF COURSE, YOU KNOW, ADDING A MAY NOT, FOR INSTANCE, USE CELL PHONES, SMARTWATCHES OR PAGERS, ETC.. AND THEN I DID UNDERNEATH, I THINK ON PAGE TWO IN THE MIDDLE JUST NOTED THE BOARD OF EDUCATION STRONGLY ENCOURAGES TEACHERS TO CONSISTENTLY LIMIT THE USE OF MOBILE COMMUNICATION DEVICES.
I SHOULD SAY THAT I HAD REACHED OUT TO AND GOT SOME CONSULTATION FROM LEGAL COUNSEL SPECIFIC TO EDUCATION CODE 48 901.7. WHEN WE LOOK AT SECTION B AND SECTION B IS IN OUR DRAFTED BOARD POLICY, THAT PROVIDES THE FOUR REASONS OR SITUATIONS IN WHICH A STUDENT SHALL NOT BE PROHIBITED FROM POSSESSING OR USING A MOBILE COMMUNICATION DEVICE. THROUGH THIS CONSULTATION WITH LEGAL COUNSEL, THEY DID SHARE THAT FOR BASED OFF THEIR INTERPRETATION OF THE LAW, THAT THAT IT WOULD BE LIKE LEGALLY PERMISSIBLE FOR THE BOARD OF EDUCATION, THAT THE BOARD OF EDUCATION DOES HAVE THE AUTHORITY TO DIRECT ITS EMPLOYEES IN THE CASE OF, LIKE TEACHERS OR ADMINISTRATORS, TO NOT GIVE STUDENTS PERMISSION TO USE THOSE DEVICES, SAY, AT SCHOOL OR IN THE CLASSROOMS, WITH THE EXCEPTION OF IF THOSE WITH THE EXCEPTION OF IF THOSE STUDENTS WERE USING THEM FOR THE OTHER THREE EXEMPTIONS, WHICH ARE IN THE CASE OF AN EMERGENCY, IF PROVIDED THAT IT'S A NEED BY A MEDICAL PROFESSIONAL OR A SURGEON, AS WELL AS IF IT'S REQUIRED THROUGH A STUDENT'S INDIVIDUAL EDUCATION PROGRAM.
THANK YOU. ANY LOOKS LIKE TRUSTEE GOLDBERG HAS A QUESTION OR COMMENT BEFORE WE START.
WITH THE DRAFT. I HAD ONE TWO SMALL LITTLE ADJUSTMENTS TO WHAT HERE IN THE ON PAGE ONE PRESCHOOL THROUGH EIGHTH GRADE. IT'S JUST A FLOW THING FOR ME.
I WOULD START WITH THAT LAST SENTENCE. MOBILE COMMUNICATION DEVICES SHALL BE WELL, SO I'M NOT QUITE SURE WHY WE SAID TURNED OFF AND OR ON SILENT.
WHY CROSS IT OUT? BUT ON SILENT AND PUT AWAY DURING INSTRUCTIONAL TIME.
I WOULD LEAD WITH THAT SENTENCE PERSONALLY AND THEN GO THROUGH WHEN STUDENTS IN GRADES PRESCHOOL THROUGH EIGHTH GRADE MAY NOT. IT JUST MAKES MORE SENSE TO ME AS A FLOW.
BUT YOU MEAN TO START WITH, I WOULD START WITH THE LAST SENTENCE.
NEED TO HAVE THE DEVICES ON. SHALL BE RIGHT. SHALL BE ON SILENT AND PUT AWAY.
OR I'M NOT QUITE SURE WHY. TURNED OFF AND OR ON SILENT.
[02:20:01]
WHY IT WAS TAKEN OUT. BECAUSE I THINK IT'S PERSONAL CHOICE.WHETHER YOU TURN IT OFF AND PUT IT AWAY, OR WHETHER YOU HAVE IT ON SILENT AND PUT IT AWAY.
FUNCTIONS SIMILARLY. BUT IF WE'RE TRYING TO DISCOURAGE THE POLE THAT IS THE CELL PHONE, THEN OFF IS BETTER BECAUSE THERE'S NO CHANCE YOU'RE GOING TO GET A A BLEED THROUGH IF IT'S OFF.
BUT AND THEN ON PAGE TWO IN THE BLUE MOBILE COMMUNICATIONS DEVICES SHALL BE, I WOULD SAY OFF OR ON SILENT MODE AND PUT AWAY AT THAT END OF THAT FIRST NINTH GRADE THROUGH POST-SECONDARY.
BUT THAT'S JUST THOSE WERE MY INITIAL THOUGHTS TO THIS DRAFT AS IT STANDS.
ANY OTHER BECAUSE I THINK IT REFLECTS WHAT WE TALKED ABOUT LAST TIME.
I MEAN, IT'S JUST TAGGING ON TO THAT PRESCHOOL TO EIGHTH GRADE.
IT'S A LITTLE BIT COMPLICATED THE WAY IT'S WRITTEN BECAUSE IT'S FOR PRESCHOOL TO EIGHTH GRADE.
IT'S PRETTY SIMPLE. MOBILE COMMUNICATION DEVICES SHALL BE, AND I DO AGREE, TURNED OFF AND OR ON SILENT MODE AND PUT AWAY DURING INSTRUCTIONAL AND NON-INSTRUCTIONAL TIME. I MEAN IT'S REALLY ONE IT'S AN EASY CONCEPT.
JUST LEAVE IT THERE. YEAH. AND THEN YOU CAN SPECIFY WHAT THE NON INSTRUCTIONAL TIME IS.
BUT I THINK THAT WOULD JUST SIMPLIFY THAT PARAGRAPH A LOT.
OR YOU CAN JUST SAY TURN IT OFF AND OR PUT IT ON SILENT AND PUT AWAY PERIOD.
SO SHALL BE TURNED OFF AND OR ON SILENT MODE AND PUT AWAY PERIOD.
OR DURING INSTRUCTIONAL AND NON-INSTRUCTIONAL TIME.
I'M FINE EITHER. OBVIOUSLY. WHATEVER YOU ALL WANT.
IS THAT OKAY WITH PEOPLE? I DO THINK SIMPLER IS IS BETTER.
SO IF WE JUST SAY TURNED OFF AND PUT AWAY WHEN DOES THAT BEGIN.
WHEN DOES IT END. YOU COULD SAY BELL TO BELL, BUT I'M NOT A FAN OF THAT PHRASING.
I APPRECIATE THE INSTRUCTIONAL TIME AND NON INSTRUCTIONAL TIME AND THE THE PART THAT'S IN THE PARENTHESES, BECAUSE I THINK IT HELPS PEOPLE UNDERSTAND. ORIGINALLY BEFORE WE STARTED DISCUSSING I THAT'S WHAT I SORT OF FIGURED.
THESE WORDS AREN'T SUPER EXPENSIVE. WE CAN WE CAN AFFORD A COUPLE EXTRA.
YEAH. IT DOESN'T TAKE UP MORE REAL ESTATE. IS THAT WHAT YOU'RE SAYING? COULD COULD IT BE INSTEAD, THE LAST SENTENCE IS THE ONE THAT GOES AND INSTEAD READS.
STUDENTS IN GRADES PRESCHOOL THROUGH EIGHTH GRADE MAY NOT USE CELL PHONES, SMARTWATCHES, PAGES, OR OTHER MOBILE COMMUNICATION DEVICES ON CAMPUS DURING INSTRUCTIONAL AND NON INSTRUCTIONAL TIME. THEN THE PARENTHESES AND IT STOPS AFTER THAT SENTENCE.
RIGHT. YEAH. I THINK YOU DO TOO. SO. BUT I DO THINK HAVING KIND OF JUST BRINGING UP INSTRUCTIONAL OR NOT AND NON INSTRUCTIONAL TIME, JUST BRINGING THAT UP INTO THE FIRST SENTENCE AND THEN JUST HAVING A SHORTER SENTENCE AND THEN BASICALLY THEN IT'S JUST MOBILE COMMUNICATION DEVICES WILL BE TURNED OFF OR ON SILENT MODE AND PUT AWAY PERIOD.
SORRY. SO YOU ALL LOST ME A LITTLE BIT. I WAS THINKING ABOUT WHAT TRUSTEE WAS SAYING, AND I WAS, LIKE, TRYING TO TYPE IT DOWN, SO. WHICH I SHOULDN'T HAVE DONE.
I'M SORRY. SO GO AHEAD. AND IF YOU COULD SUMMARIZE TO ME, AND I'D BE HAPPY TO SAY IT BACK TO YOU.
YEAH. NO, I THINK WE'RE SAYING KEEP THE FIRST SENTENCE AS IS.
AND EXCEPT FOR BEFORE NON-INSTRUCTIONAL TIME, SAY INSTRUCTIONAL AND NON-INSTRUCTIONAL TIME.
[02:25:02]
INSTRUCTIONAL AND NON INSTRUCTIONAL TIME E.G.RECESS PASSING PERIODS, NUTRITION, LUNCH PERIOD, MOBILE COMMUNICATION DEVICES SHALL BE TURNED OFF AND OR ON SILENT MODE, FULL STOP AND PUT AWAY. FULL STOP. YEAH. OH, AND PUT AWAY.
GOT IT. OKAY. THANK YOU. NOW IT'S PERFECT. PERFECT.
MR.. LUKE, CAN YOU READ BACK YOUR NOTES? JUST SO WE HAVE IT? I JUST WANT TO MAKE SURE WE WALK AWAY CLEAR ON WHERE WE'RE AT.
THANK YOU. SO IN THE SECTION PRESCHOOL TO EIGHTH GRADE STUDENTS IN GRADES PRESCHOOL THROUGH EIGHTH GRADE MAY NOT USE CELL PHONES, SMARTWATCHES, PAGERS, OR OTHER MOBILE COMMUNICATION DEVICES ON CAMPUS DURING INSTRUCTIONAL AND NON-INSTRUCTIONAL TIME E.G.
RECESS PASSING PERIODS. NUTRITION. LUNCH. MOBILE COMMUNICATION.
MOBILE COMMUNICATION DEVICES SHALL BE TURNED OFF AND OR ON SILENT MODE AND PUT AWAY.
JUST A LAST QUESTION THAT 1ST MAY. SHOULD IT BE A SHALL SO THAT IT'S PARALLEL? YEAH. SHALL I THINK WOULD BE BETTER.
OKAY. SO DOES THAT MEAN THAT WE'RE GOOD WITH PAGE ONE EVERYBODY.
OKAY. SO PAGE TWO ANY SPECIFIC COMMENTS? WE HEARD ONE, I THINK, FROM TRUSTEE GOLDBERG.
I ACTUALLY HAD A COMMENT. I WAS NOT SURE WHY WE NEEDED THAT EXTRA COMMENT AFTER POINT TWO.
I FELT THAT THAT KIND OF MINIMIZE. I MEAN, WE'RE BASICALLY ASKING FOR WE'RE BASICALLY SAYING THEY CAN'T USE THEM IN THE CLASSROOM. SO WHY THEN ARE WE ASKING THEM? I THINK WE DISCUSSED ENCOURAGING TEACHERS. GO AHEAD.
AND THIS CLARIFIES THAT WE'RE ENCOURAGING TEACHERS NOT TO NEED TO USE THEIR PHONES.
I THINK IT UNDERSCORED WHAT DOCTOR BERGMAN WAS TALKING ABOUT AT THOUSAND OAKS HIGH SCHOOL, WHERE THEY ALL EVERYBODY KNOWS THAT THE LAW SAYS A TEACHER CERTAINLY HAS THE AUTHORITY AND AUTONOMY TO CHOOSE TO YOU TO HAVE STUDENTS USE A CELL PHONE. BUT WE WOULD ENCOURAGE THEM, STRONGLY ENCOURAGE THEM TO LIMIT THAT CHOICE. THE WAY I REMEMBER HEARING THE THOUSAND OAKS HIGH SCHOOL POLICY WAS REALLY THAT IT WAS STRONGER THAN THAT.
MY UNDERSTANDING OF THAT POLICY WAS THAT IF A TEACHER WANTED TO UTILIZE A CELL PHONE OR MOBILE DEVICE FOR A LESSON, THEY HAD TO GO TO THE PRINCIPAL WHO WOULD GRANT PERMISSION THAT THEY COULDN'T JUST DECIDE AMONG THEMSELVES.
I LIKE THE LANGUAGE HERE WHERE IT'S WE STRONGLY ENCOURAGE IT, BUT I LIKE I WOULD THINK EACH INDIVIDUAL HIGH SCHOOL SHOULD DECIDE HOW THEY WANT TO HANDLE THAT PROCESS. WHETHER IT'S BY THE PRINCIPAL ALWAYS HAS TO BE THE ONE INVOLVED, OR A TEACHER CAN, IN THEIR DISCRETION, UTILIZE IT DURING CLASS.
BUT I LIKE THE STRONGLY ENCOURAGED LANGUAGE BECAUSE IT DOES STATE OUR FUNDAMENTAL BELIEF.
DOES THAT MAKE SOME SENSE? I, I STILL THINK THAT WITH THE WITH THE CHANGES WE MADE ON PAGE ONE, WHERE, WHERE I THINK THAT COUNTERACTS THE TEACHER'S USING IT.
PAGE ONE IS PRESCHOOL THROUGH EIGHT. OH. EXCUSE ME.
OKAY. RIGHT. BUT IF YOU LOOK AHEAD, IF YOU LOOK AT THE TOP USING THAT SAME LANGUAGE WHERE WE SAY THAT THE DEVICES MUST BE OR SHALL BE ON OFF MODE AND PUT AWAY OR ON SILENT MODE AND PUT AWAY DURING INSTRUCTIONAL TIME.
AND I THINK, I THINK YOU COMMENTED ON THAT. TRUSTEE GOLDBERG, WHERE WE WANT TO HAVE THE OFF AND OR ON SILENT MODE AND PUT AWAY DURING INSTRUCTIONAL TIME. SO I DON'T THINK WE NEED IT. I DON'T THINK WE NEED IT BECAUSE WE'RE ALREADY SAYING IT'S NOT ALLOWED, RIGHT? YOU'RE SO YOU'RE AGREEING WITH ME, BASICALLY, THAT THAT COMMENT SEEMS A LITTLE.
YEAH. OKAY. THANK YOU. I PERSONALLY DO FIND THAT COMMENT IMPORTANT, AND I'LL SAY WHY I'M PART OF THE STACK MEETINGS AT TIO HIGH SCHOOL. SO I'VE HAD A NUMBER OF CONVERSATIONS ABOUT THIS.
AND CAL CODE DOES ALLOW TEACHERS AND ADMINISTRATORS DISCRETION IN CELL PHONES.
[02:30:03]
AND SO THE ONLY WAY FOR THIS POLICY TO HAVE BEEN EFFECTIVE FOR STUDENTS WAS FOR TEACHERS TO UNIFORMLY AND CONSISTENTLY ACROSS THE SCHOOL SITE, APPLY THIS POLICY. AND SO THIS STATEMENT CLARIFIES THAT TEACHERS ARE STRONGLY ENCOURAGED TO CONTINUE ENFORCING A CELL PHONE RESTRICTION, AS OPPOSED TO HAVING DIFFERENT TEACHERS WITH DIFFERENT POLICIES THAT ELIMINATE CONSISTENCY AND ELIMINATES THE EFFICACY TO STUDENTS AND THEIR ABILITY TO ADAPT TO THE NEW POLICY. IN FACT, I WOULD EVEN LIKE TO SEE THAT STATEMENT BE STRONGER AND SAY THE BOARD OF EDUCATION STRONGLY ENCOURAGES TEACHERS AND ADMINISTRATORS TO CONSISTENTLY LIMIT THE USE OF MOBILE COMMUNICATION DEVICES IN THE CLASSROOM, BECAUSE THAT CODE ALLOWS ADMINISTRATORS TO ALSO GIVE PERMISSION TO THE STUDENTS.YES. SO THE POLICY DOESN'T REFLECT THE THE INPUT THAT WE DID RECEIVE FROM LEGAL COUNSEL, WHICH IS AGAIN, JUST LIKE PUTTING OUT WHAT THE OPTIONS ARE.
AND ACTUALLY, THE BOARD OF EDUCATION WOULD HAVE THE AUTHORITY TO SAY.
AND TEACHERS AND ADMINISTRATORS ARE NOT PERMITTED TO ALLOW STUDENTS TO USE PHONES DURING CLASS OR AT SCHOOL, EXCEPT FOR THESE, EXCEPT FOR THE OTHER EXCEPTIONS BEING EMERGENCY LICENSED PHYSICIAN IN EDUCATION IEP.
SO THAT'S LIKE THAT'S NEW INFORMATION THAT I TRIED TO EXPLAIN THAT I'M JUST SHARING AGAIN, IN TERMS OF LIKE OPTIONS THAT ARE AVAILABLE TO THE BOARD.
SO THAT SEEMS LIKE A DISTINCTION WE NEED TO DECIDE AT THE HIGH SCHOOL LEVEL.
RIGHT. WELL, THESE ONE, TWO, THREE AND FOUR APPLY TO ELEMENTARY SCHOOL AS WELL.
IF YOU'RE AN ELEMENTARY SCHOOL STUDENT, YOU CAN HAVE IT IN CASE OF AN EMERGENCY.
YOU CAN HAVE IT IF A LICENSED PHYSICIAN DETERMINES IT.
SO THAT PIECE OF IT APPLIES TO EVERY GRADE LEVEL.
OR ARE WE GOOD? RIGHT. OR LIKE AS AN OVERARCHING LEAD IN OR AT THE END IF WE IF WE HAVE IT FOR THE NINTH GRADE TO POST SECONDARY PAGE.
PAGE TWO. SHOULD WE JUST REPEAT IT, NOT REPEAT IT BECAUSE IT'S GOING TO COME BEFORE? SHOULD WE JUST HAVE IT ON PAGE ONE ALSO LISTED THE SAME WAY? YOU COULD JUST YOU COULD JUST INDICATE LIKE ALL STUDENTS OR STUDENTS GRADES PRE THROUGH THROUGH POST SECONDARY SHALL NOT BE PROHIBITED FROM POSSESSING. AND THEN LIKE THAT DELINEATES THAT THIS IS THIS REFERENCE IS NOT SPECIFIC TO GRADES NINE THROUGH POST-SECONDARY.
YEAH. THE QUESTION ALSO BECOMES DO YOU WANT IT AT THE BEGINNING OF THE POLICY OR THE END OF THE POLICY JUST IN TERMS OF, AGAIN, FLOW, RIGHT. BECAUSE IT COULD BE MOVED UP AFTER THAT INITIAL PARAGRAPH RIGHT BEFORE WE THEN DELINEATE WHAT WE'RE LAYING OUT FOR PRESCHOOL.
BUT THEN LIKE AND THEN SECONDARY. DO YOU WANT TO TALK ABOUT THE EXCEPTIONS AT THE BEGINNING, OR DO YOU WANT TO PUT THEM AT THE END, LIKE ALL OF YOU KNOW WHAT I'M SAYING? WELL, I THINK WE HAVE IN THE PARAGRAPH, IN THE FIRST PARAGRAPH, I'M GOING BACK TO PAGE ONE THE SUPERVISION AND CONTROL OF A DISTRICT EMPLOYEE, EXCEPT FOR SPECIFIED. OH, THAT'S THAT'S THE DISTRICT EMPLOYEE.
AND THEN YOU CAN SAY WHAT THE EXCEPTIONS ARE AND THEN GO INTO THE POLICY.
AND THAT ALSO FLOWS FINE. DO WE HAVE OPINIONS ON THAT CONSENSUS ON MOVING THAT THOSE FOUR EXCEPTIONS, THAT SECTION UP AFTER THE FIRST PARAGRAPH? WELL, ACTUALLY EVERYTHING THAT FLOWS AFTER THE FOUR EXCEPTIONS APPLIES TO ALL STUDENTS.
SO SO DIVIDING THOSE SECTIONS. YOU MEAN STARTING OFF WITH THE. I DON'T KNOW, LIKE, LEAVE IT WHERE IT IS, BUT MOVE THE FOUR THINGS. THE THE FOUR IN CASE OF EMERGENCY ONE NUMBERS ONE THROUGH FOUR AFTER WHEN IT'S AT THE VERY END, THE I GUESS BEFORE.
[02:35:01]
AFTER THE WHOLE SEARCH AND SEIZURE. I DON'T KNOW, THAT DOESN'T FLOW RIGHT.I THINK THE FLOW IS I THINK I'D GO BACK TO AFTER THE PARAGRAPH ON NINTH GRADE TO POST-SECONDARY.
JUST HAVE WHAT MR. LU SUGGESTED. EVERYTHING AFTER THAT APPLIES TO ALL STUDENTS AND JUST SAY ALL STUDENTS PRESCHOOL TO POST-SECONDARY AND JUST LABELED THE REST OF IT THAT WAY. I THINK THAT'S FINE.
ANY OPPOSITION TO THAT? OKAY. I'M SEEING PEOPLE ARE OKAY WITH THAT.
OKAY. I'M STILL A LITTLE STUCK ON THAT LITTLE EXTRA.
OH. DID YOU WANT TO SAY SOMETHING, DOCTOR MCLAUGHLIN? I'M JUST.
I KNOW MR. LOU KEEPS GIVING US THE HEAD NOD THAT HE'S HE'S HE'S KEEPING UP.
BUT ULTIMATELY I WANT TO MAKE SURE THAT HE IS.
SO IT SOUNDS LIKE WE'VE WE'RE KEEPING THINGS WHERE THEY'RE AT BASICALLY AT THIS POINT IN TERMS OF THE FLOW, DESPITE ALL THAT DISCUSSION AND FLIP FLOPPING.
AND SO BUT THERE'S GOING TO BE A, A SENTENCE CLARIFYING BEFORE YOU GET INTO THE FOUR EXCEPTIONS, A STUDENT SHALL NOT BE PROHIBITED OR POSSESSING BLAH, BLAH, BLAH, SOME SORT OF QUALIFYING SENTENCE THAT EXPLAINS THAT.
DOT DOT DOT DOT. THANK YOU FOR THE PROGRESS MONITORING.
YEAH. LOOKING AFTER YOU, MR. LIU. CHECKING FOR UNDERSTANDING, LEAVING.
LEAVING IT THE WAY IT IS, I THINK WILL PROBABLY HELP IN FUTURE ITERATIONS.
ESPECIALLY IF IT FOLLOWS THE GAMUT FLOW. THEN THE ADMINS WHO ARE GOING TO BE TASKED WITH MAKING SURE IT STAYS WE'LL BE ABLE TO FOLLOW CHANGED ANYTHING BETTER? DRASTICALLY. WE HAVEN'T CHANGED THE ORDER, SO I RESCIND ANY THOUGHT ABOUT IT.
SO WHAT WE'RE SAYING IS WHAT YOU HAVE NOW IS FOR NOW.
BUT WHEN WE DO FUTURE ITERATIONS, IT HAS TO BE CHANGED BACK.
WE'RE JUST GOING TO PUT A WANT TO CONFUSE PEOPLE. WE'RE JUST GOING TO PUT A FOOTER AT THE BOTTOM THAT SAYS, DO NOT CHANGE UNLESS YOU SPEAK TO KENNY LIU, EVEN IN HIS RETIREMENT HOME.
IN 100 YEARS. SO I'M STILL A LITTLE STUCK ON THAT EXTRA SENTENCE AFTER POINT TWO.
I LIKE THE EXTRA SENTENCE. I THINK IT COMMUNICATES OUR THINKING.
BUT WE WOULD ENCOURAGE EVERYONE TO, TO LIMIT THAT.
AND, AND PART OF THE ONE MAJOR COMPONENT OF THAT AS WELL IS WHEN THE SHIFT HAPPENED AT THOUSAND OAKS HIGH SCHOOL IN THE BEGINNING OF THIS YEAR, THE ONLY WAY WE GOT STUDENTS ON BOARD WAS THAT EVERY SINGLE TEACHER WAS ON BOARD.
IF THERE WERE DIFFERENT POLICIES IN DIFFERENT CLASSROOMS, WHICH IS THE WAY IT'S BEEN FOR YEARS, THEN STUDENTS HAVE TO KEEP TRACK OF WHAT THE POLICY IS IN EACH ROOM, AND THEY WILL OFTEN, BECAUSE ONE TEACHER ALLOWS IT. EITHER THE TEACHER WHO'S NOT ALLOWING CELL PHONES IS BEING PERCEIVED AS BEING PERCEIVED LESS FAVORABLY BY THE STUDENTS. AND IT ALSO MAKES THE STUDENTS STRUGGLE MORE NOT TO USE CELL PHONES IN THAT CLASS.
SO I THINK THE STRONG ENCOURAGEMENT IS IMPORTANT.
BUT, I MEAN, I GUESS WHAT I'M SAYING IS THIS HAS REALLY MEANT THIS, THIS SENTENCE.
SO BASICALLY WHAT I'M HEARING IS THAT EVEN THOUGH THE POLICY IS STATING THAT WE ARE BANNING CELL PHONES, THEY NEED TO BE OFF AND AWAY FOR, YOU KNOW, UP TO EIGHTH GRADE BELL TO BELL, EVEN THOUGH WE'RE NOT USING THAT LANGUAGE AND THEN WE'RE BANNING THEM BASICALLY, EXCEPT FOR THESE EXCEPTIONS, THESE THREE EXCEPTIONS FOR HIGH SCHOOL, WE'RE REALLY IT SOUNDS LIKE I'M STILL HEARING LIKE WE STILL WANT THERE TO BE SOME TEACHER DISCRETION PIECE IN THERE JUST FOR, FOR OTHER REASONS. NUMBER TWO GIVES THE TEACHER DISCRETION.
WE GET TO DECIDE HOW WE LAY THAT OUT IN HERE.
HOW CLEARLY DO WE WANT IT TO TRULY BE A BAN, OR ARE WE STILL ALLOWING FOR TEACHER DISCRETION? CAN WE CIRCLE BACK TO, OH, I'M SORRY, I THINK TWO I THINK TWO IN THE BLUE, TWO IN THE BLUE CONTRADICT EACH OTHER.
I MEAN, I SHOULDN'T SAY CONTRADICT EACH OTHER BECAUSE BUT WHEN TWO SAYS WHEN A TEACHER OR ADMINISTRATOR GRANTS PERMISSION TO THE STUDENT TO USE THE AND THEN THE BOARD STRONGLY ENCOURAGES.
BUT I SHOULD SAY ABOVE THAT WE'VE ALREADY SAID STUDENTS CAN'T HAVE IT OUT.
[02:40:01]
I GUESS I'M WHERE I'M CONFUSED IS I UNDERSTOOD ONE, TWO, THREE AND FOUR ARE THE CURRENT LAW.WHAT I'M HEARING IS WE COULD COMPLETELY STRIKE OUT TWO.
IS THAT TRUE? I THINK YOU SAID THAT AT THE BEGINNING, BUT MAYBE I DIDN'T REALLY BELIEVE THAT.
YES. THE THE POLICY COULD NOT INCLUDE TWO. AND IT WOULD JUST BUT KEEP ONE, THREE AND FOUR EVEN THOUGH THAT IT COULD. YES. THAT WAS MY QUESTION EXACTLY.
YEAH. ARE WE GETTING INTO A SITUATION WHERE WE'RE TELLING WE'RE TELLING TEACHERS HOW TO TEACH THEIR CLASSES WITHOUT CONSULTING, WHETHER THAT'S A NEED, EVEN THOUGH, I MEAN, I WOULD I WOULD ASK YOU AS A STUDENT, HOW MANY TEACHERS DO USE IT AND DON'T I MEAN, HOW OFTEN IS IT USED? SURE. BUT IT SEEMS TO ME WE'RE FORCING DOWN SOMETHING THAT TEACHERS THROAT THAT WE HAVEN'T CONSULTED THEM ON, WHETHER THAT'S GOING TO BE AN IMPACT ON THEIR TEACHING.
WELL, I MEAN, WE'VE JUST SPENT FIVE MONTHS COLLECTING INPUT AND DATA FROM TEACHERS, OTHER THEIR STAFF, YOU KNOW, MENTAL HEALTH AND WELLNESS AND COUNSELORS, STAFF, ADMINS, ALL SORTS OF PARENTS AND STUDENTS THAT WE GOT THAT PRESENTATION TWO WEEKS AGO, AND IT WAS VERY CLEAR THAT PHONES ARE A HUGE DISTRACTION IN CLASSROOMS, PARTICULARLY AT THE SECONDARY LEVEL.
AND I THINK AT ELEMENTARY, IT WAS MORE MAYBE THE SMARTWATCHES THAT WERE MORE OF A PROBLEM, AND THAT EVEN WITH THE EXAMPLE OF HIGH SCHOOL, WE SAW THAT DATA THAT SHOWED THAT THERE WAS A MARKED DIFFERENCE.
ONCE THOUSAND OAKS HIGH SCHOOL PUT A MORE STRINGENT POLICY IN PLACE THIS YEAR.
OKAY, AND DON'T GET ME WRONG, I'M IN FAVOR OF THIS.
I'M IN FAVOR OF OF FORBIDDING OR NOT FORBIDDING.
I'M IN FAVOR OF RESTRICTING TEACHER USE OF THIS.
BUT AGAIN, WHAT I'M SAYING IS, YOU KNOW, YES, WE ASK THE TEACHERS THEIR OPINIONS OF STUDENTS USING IT OUT IN THE OPEN OR I MEAN, USING IT. BUT WE DIDN'T ASK TEACHERS THEIR OPINION OF? DO THEY USE IT TO ENCOURAGE THEIR STUDENTS? AND THAT'S A DIFFERENT QUESTION.
JUST TO QUICKLY ANSWER THAT, I WILL SAY, I DO KNOW OF TEACHERS AT MY SITE, AS WELL AS SOME OF THE OTHER SITES THAT WILL OCCASIONALLY USE CELL PHONES DURING CLASS TIME. IT MAY BE THERE'S A PIECE OF SOFTWARE OR AN APP THEY WANT TO USE FOR A LESSON, AND THEN THEY MIGHT HAVE THREE STUDENTS TO A PHONE SO THAT STUDENTS WHO DON'T HAVE A PHONE ARE NOT SINGLED OUT. THEY'LL JUST BE IN A GROUP AND IT'LL RUN SMOOTHLY.
THERE ARE A LOT OF ENGLISH TEACHERS WHO WILL ASK, OR WHO WILL LET STUDENTS LISTEN TO MUSIC ON THEIR PHONES, OR EVEN HAVE ASSIGNMENTS WHERE THE PROJECT IS TO CREATE A SOUNDTRACK THAT ALIGNS WITH THE NOVEL.
AND YOU NEED TO HAVE THE CELL PHONE TO BE ABLE TO DO THAT EFFECTIVELY WHENEVER THEY'RE USING SOFTWARE LIKE KAHOOT! THE CELL PHONES WORK MUCH BETTER AND MANY STUDENTS USE IT, SO THERE ARE CERTAINLY SITUATIONS WHERE IT'S PULLED OUT.
AND HERE'S THE PART WHERE I FEEL THAT TO CONSISTENTLY LIMIT THE USE OF MOBILE COMMUNICATION DEVICES BY USING LIMIT, IT'S IT'S NOT. THAT WORD SEEMS LESS HARSH THAN THE LANGUAGE ABOVE.
SO JUST THROWING OUT AN IDEA I MIGHT BE IN FAVOR OF THAT SENTENCE.
READING THE BOARD OF EDUCATION STRONGLY ENCOURAGES TEACHERS AND ADMINISTRATORS TO CONSISTENTLY FOLLOW THE ABOVE RESTRICTIONS OR THE ABOVE POLICY. CAN I CAN I ALSO ASK A GENERAL MAJOR QUESTION WHEN IS THIS? WHEN IS THIS TO GO INTO EFFECT? BECAUSE THE REASON I'M ASKING IS IF TEACHERS HAVE A PLAN FOR THE REST OF THE YEAR TO USE THE KIND OF THINGS THAT TRUSTEE LIGHT WAS SAYING, MAYBE WE SHOULD SAY THIS GOES I MEAN, THAT PART GOES INTO EFFECT AS OF AUGUST OF 25.
AND I THINK, AS WE HEARD IN THE LAST MEETING, THERE WAS, YOU KNOW, THIS THIS TIMELINE OF REALLY THINKING THROUGH HAVING ANY NEW POLICY LANGUAGE IN PLANNERS AND THINGS LIKE THAT, THAT NEED TO GET PRINTED AND PUT OUT, SENT OUT TO SITES.
WHERE ARE WE? ARE WE IMPLEMENTING PARTS OF IT? I MEAN, THE STUDENT PARTS SAYING WE DISCOURAGE THEM HAVING THEIR PHONES OUT FROM BELL TO BELL, THAT WE'RE NOT USING THAT LANGUAGE. NOW, BUT AS OF AUGUST, IT'S GOING TO BE BOARD LAW.
[02:45:04]
RIGHT. LIKE THE REST OF THE SCHOOL YEAR WOULD BE BUSINESS AS USUAL.ONCE WE VOTE, THIS IS THE POLICY. THAT'S HOW IT WORKS.
BUT MY UNDERSTANDING OF POLICY IS ONCE YOU VOTE, THAT'S IT.
UNLESS WE PUT A TIME, A TIME IN IT, YOU KNOW.
WELL, AGAIN, I JUST THINK THAT'S THAT'S FORCING THE.
AND WHAT I'M TALKING ABOUT, I, I'M GATHERING IS REALLY RARE IN USE AS FAR AS TEACHERS USING IT AS PART OF INSTRUCTIONAL TIME, BUT IT'S FORCING THEM TO CHANGE THEIR LESSON PLANS THIS YEAR THAT THEY'VE ALREADY MADE.
I WOULD SAY WHILE RARE, THE AVERAGE STUDENT PROBABLY USES THEIR CELL PHONES MAYBE TWICE A MONTH.
BUT KEEPING THE STUDENT I WAS TALKING ABOUT THE TEACHERS, THE NO.
I UNDERSTAND THAT, BUT THE TEACHERS, PROBABLY THE AVERAGE STUDENT IN THE CLASSROOMS WHERE THE TEACHER IS GIVING THEM PERMISSION, I WOULD SAY IT HAPPENS ABOUT TWICE A MONTH. BUT EVEN IF THE POLICY WERE TO GO INTO EFFECT NOW, KEEPING THAT BULLET, THAT SECTION TWO ABOUT TEACHERS AND ADMINISTRATORS BEING ABLE TO GRANT PERMISSION WOULDN'T MESS WITH THEIR LESSON PLAN.
AND THEN IF THAT LESSON WERE TO COME UP, THE TEACHER COULD GRANT PERMISSION TO THE STUDENT TO POSSESS OR USE THE MOBILE COMMUNICATION DEVICE, SUBJECT TO THE REASONABLE LIMITATION THAT IT'S BEING USED FOR THE PURPOSES OF THE ASSIGNMENT AND LESSON PLAN THAT THEY'VE DESIGNED.
SO I WOULD SAY THE LESSON PLANS WOULD BE ABLE TO CONTINUE AS USUAL.
IS MY UNDERSTANDING OF THIS, OR ARE WE TALK ABOUT HAVING MORE OF AN ON RAMP, AS WE HAD DISCUSSED.
I THINK FOR ME, IN THINKING THROUGH THIS PROCESS AND SEEING THAT IT I GUESS FROM A DECISION FROM LA USED TO WHEN THEY ACTUALLY ROLLED IT OUT, THEY ROLLED IT OUT AT A SEMESTER.
I WOULD THINK MY THOUGHTS ALL ALONG WAS TO ROLL OUT COME JULY 1ST FOR NEXT SCHOOL YEAR, SO WE MAY NEED TO PUT A QUALIFIER DATE IN THERE FOR THE START OF THE 2526 SCHOOL YEAR. ULTIMATELY ALLOWING US TO GET LANGUAGE TO THE SCHOOL SITES TO PUT INTO PLANNERS SNAPSHOT INFORMATION TO BE COMMUNICATED OUT TO PARENTS AND STUDENTS.
I MEAN, I THINK WE KNOW THIS IS BEHAVIORAL CHANGE.
IT'S CULTURE CHANGE AND BE HARDER FOR SOME THAN OTHERS.
AND SO IT MAKES SENSE, I THINK, TO GIVE THAT TIME TO DO THAT EDUCATION AND INFORMATION SO THAT IT'S HOPEFULLY A SMOOTH TRANSITION WITH THE NEW SCHOOL YEAR. I WOULD ALSO SAY IN THIS WOULD YOU SAY EXIT RAMP OR ENTRANCE RAMP? WHAT DID WE CALL IT? ON RAMP. YEAH. AND THIS ON RAMP PERIOD.
AND I KNOW THIS SOUNDS SQUARE, BUT, YOU KNOW, SMILE.
SECOND PASSING PERIOD. YOU KNOW ACTIVITIES THAT ENCOURAGE THE STUDENTS TO, I DON'T KNOW, TO, TO INTERACT WITH EACH OTHER. I DON'T KNOW, FACE TO FACE, EYE TO EYE OR SOMETHING LIKE THAT.
DURING THIS TIME FROM NOW UNTIL GRADUATION IN JUNE.
YOU'RE HUEY LEWIS REFERENCE MADE ME LAUGH. IT IS HIP TO BE SQUARE.
SO ARE WE SAYING THAT WE'RE FINE WITH SIGNALING THIS PHILOSOPHY SHIFT WITH THE SENTENCE THAT APPEARS BETWEEN 2 AND 3? BUT WE'RE ACKNOWLEDGING THAT THERE THERE NEEDS TO BE A DEGREE OF DISCRETION AMONGST OUR PROFESSIONAL EDUCATORS.
OKAY, I AGREE WITH THAT. I DON'T WANT TO COMPLETELY TIE THE HANDS OF OUR TEACHERS WHO MAY HAVE VERY GOOD AND VALID USES FOR THE TECHNOLOGY, BUT I DO LIKE THAT WE ARE STRONGLY ENCOURAGING TEACHERS AND ADMINISTRATORS.
[02:50:05]
TO GIVE PERMISSION, WHICH WOULD BE THE ADMINISTRATOR DECISION. YOU'RE GIVING THE ADMINISTRATORS THE DISCRETION IN THE SAME LANGUAGE. SO SO JUST JUST TO UNDERSTAND THE CONSENSUS, I MEAN, IT SEEMS LIKE WE HAVE CONSENSUS THAT WE DON'T REALLY WANT LIKE A TOTAL BAN THEN, LIKE, I MEAN, THAT WE ARE HAVING TEACHER AND ADMINISTRATIVE DISCRETION AS PART OF THIS AT ALL GRADE LEVELS.BUT AS OF THE NEW BOARD, THE NEW BOARD POLICY, WHICH TAKES EFFECT JULY 1ST, 2025, RIGHT.
WE'RE TALKING ABOUT JULY 1ST ON AT THIS POINT, RIGHT? OKAY, I'M GETTING A LITTLE CONFUSED. I THOUGHT WE JUST AGREED THAT WE APPRECIATE THE LANGUAGE HERE.
ARE WE NOW SAYING WE'RE CHANGING THE LANGUAGE? WE DID NOT AGREE ON THAT YET. I TRUSTEE LIGHT HAD JUST ACTUALLY BROUGHT UP ANOTHER OPTION FOR SOME LANGUAGE IN THAT NUMBER TWO.
YEAH. SO I IN NUMBER TWO, HERE'S THE THING. IT WITH THAT ED CODE BEING IN EXISTENCE AND WITH SOME TEACHERS HAVING MADE LESSON PLANS WITH SUCCESSFUL EDUCATIONAL OUTCOMES, UTILIZING CELL PHONES FOR VERY SPECIFIC PURPOSES, AND IN MY OPINION, GIVING STUDENTS A LESSON OR TWO THROUGHOUT THE YEAR WHERE THEY USE THEIR CELL PHONE IN AN APPROPRIATE MANNER AND BEGIN TO LEARN WHEN APPROPRIATE TIMES TO USE CELL PHONES ARE, AND WHEN APPROPRIATE TIMES TO USE CELL PHONES AREN'T AS VALUABLE. WITH ALL THAT IN MIND.
I STILL SUPPORT THAT LANGUAGE STAYING. I WOULD NOT SAY THAT THIS IS NOT A FULL BAN.
AND IN THAT SECTION BELOW, I WAS SAYING CONSIDER.
THE BOARD OF EDUCATION STRONGLY ENCOURAGES TEACHERS AND ADMINISTRATORS TO CONSISTENTLY AND INSTEAD OF LIMIT, WHICH IS KIND OF VAGUE REFERENCE BACK TO THE LANGUAGE ABOVE, WHETHER IT BE CONSISTENTLY FOLLOW THE RESTRICTIONS LAID OUT IN THESE PARAGRAPHS CONSISTENTLY RESTRICT CELL PHONES IN ACCORDANCE WITH THE POLICY ABOVE, WHATEVER THAT MAY BE.
AND NUMBER TWO DOES SAY IT'S SUBJECT TO ANY REASONABLE LIMITATION.
DOES THAT I MEAN, I GUESS THIS QUESTION IS REALLY FOR EDUCATORS AND ADMINISTRATORS, BUT DOES THAT DOES THAT FEEL CONTRADICTORY? LIKE DOES LIKE IF WE'RE SAYING WE DON'T WANT CELL PHONES TO BE USED, THEY NEED TO BE OFF AND AWAY, BELL TO BELL FOR PRESCHOOL THROUGH EIGHTH, AND THEY NEED TO BE OFF AND AWAY DURING INSTRUCTIONAL TIME FOR HIGH SCHOOL.
AND YET WE WE STILL IF YOU STILL WANT TO USE THE IF YOU STILL WANT YOUR STUDENTS TO USE THE PHONES, YOU CAN YOU CAN USE THEM FOR LESSONS. DOES THAT DO YOU THINK THAT WOULD BE CONFUSING FOR SCHOOLS OR DO YOU THINK DO YOU THINK THAT.
AND I DON'T MEAN I'M KIND OF. I KNOW I'M KIND OF LIKE SINGLING YOU OUT, MR. LOU, BUT DO YOU HAVE A SENSE OF IF THAT WOULD BE.
YOU KNOW, I JUST WANT TO MAKE SURE WE'RE GIVING CLEAR, CLEAR INSTRUCTIONS, SO.
AND FEEL FREE TO ANYONE ELSE CAN JUMP UP AND SHARE THEIR FEELINGS.
I DO THINK THAT IF AND THIS HAS BEEN PART OF THE CONVERSATION LIKE THAT, IF A TEACHER IS GOING TO USE THIS FOR INSTRUCTIONAL PURPOSES, LIKE I DO FEEL LIKE THAT CLARIFICATION IS REALLY HELPFUL BECAUSE THAT DOES DISTINGUISH BETWEEN LIKE A TEACHER WHO'S LIKE, FINE WITH LIKE, HEY, I'M GRANTING EVERYONE PERMISSION, HAVE YOUR PHONES OUT, LISTEN TO MUSIC AND KIND OF RIGHT WORK, BUT HAVE YOUR PHONES OUT AND LISTEN TO MUSIC VERY DIFFERENT THAN, HEY, WE'RE ALL GOING TO BE DOING THE KAHOOT.
EVERYONE TAKE OUT YOUR PHONE LIKE THAT HAS A VERY CLEAR INSTRUCTIONAL PURPOSE THAT HELPS JUST IN TERMS OF LIKE PROVIDING GUIDANCE AND INFORMATION AND DISTINGUISHING THINGS LIKE FOR, I WOULD SAY, STUDENTS, TEACHERS AND ALSO PARENTS.
SO TO SPECIFICALLY NOTE IF THIS IS AGAIN WITH THE INTENT OF THE BOARD IS LIKE TO PERHAPS STATE IN HERE ANY PERMISSION WOULD BE TO PERMIT STUDENTS TO USE SMART DEVICES IN CLASSROOM ONLY WHEN ESSENTIAL FOR INSTRUCTIONAL PURPOSES LIKE THAT PROVIDES
[02:55:02]
SOME ADDITIONAL LIKE CLARITY TO LIKE IMPLEMENT THE POLICY.I GUESS PARTLY WHERE I'M STRUGGLING. I LIKE THAT LANGUAGE BETTER IS THIS SEEMS TO ME VERY APPLICABLE TO HIGH SCHOOL, WHERE IN MIDDLE SCHOOL AND ELEMENTARY SCHOOL ENVIRONMENT, I DON'T NECESSARILY THINK WE WANT TO ENCOURAGE PARENTS TO HAVE TO TO THINK THEY HAVE TO GO OUT AND GET PHONES FOR THEIR KIDS, OR THEY SHOULD BE ABLE TO ALLOW THEIR KIDS IF THEY HAVE A PHONE TO LEAVE IT AT HOME.
SO TO ME, ANY KIND OF INSTRUCTIONAL USE SEEMS TO ME TO BE MORE HIGH SCHOOL FOCUSED.
AND THAT AND I DON'T KNOW, MAYBE THERE ARE MIDDLE SCHOOL TEACHERS WHO USE IT, BUT I DON'T I THINK PUTTING IT IN THERE FOR YOUNGER GRADES IMPLIES THAT, YOU KNOW, IT'S OKAY TO GET YOUR CHILD A SMARTPHONE AT WHATEVER AGE WHERE I DON'T KNOW. I JUST THINK I THAT TO ME SEEMS SPECIFIC TO HIGH SCHOOL.
I MAY SUGGEST FOR THAT BULLET POINT NUMBER TWO, PERHAPS BEING SIXTH THROUGH POST-SECONDARY JUST BECAUSE OF THE ADMINISTRATOR COMPONENT BEING IN THERE ABOUT HAVING AN AREA OR BENCH BETWEEN CLASSES AS WELL, AS I DO KNOW FROM PREVIOUS ATTENDING COLINA MIDDLE SCHOOL.
PHONES WERE OFF AND AWAY, BUT THE TEACHER DISCRETION HAD ALWAYS EXISTED IN LESSON PLANS.
AND THERE WERE SOME TIMES, ESPECIALLY COVID STARTED HALFWAY THROUGH MY SEVENTH GRADE YEAR, BUT NOT SO MUCH THE SIXTH GRADERS. THEY KEPT IT MORE STRICT, AND I NEVER EXPERIENCED IT IN PERSON.
EIGHTH GRADE. BUT DURING SEVENTH GRADE THERE WERE SOME LESSONS THAT HAD TEACHER DISCRETION. OKAY.
THAT'S HELPFUL. THANKS. SO I HEARD TRUSTEE LIGHT ADD AND ADMINISTRATORS TO THE STATEMENT THAT APPEARS BETWEEN 2 AND 3.
CORRECT. TEACHERS AND ADMINISTRATORS. I WOULD BE IN FAVOR OF THAT.
YES. AND THEN I HEARD MR. LIU PUT IN SLIGHTLY OR MORE RESTRICTIVE LANGUAGE TO LIMIT THE USE.
AND JUST USE IT FOR INSTRUCTIONAL PURPOSES OR HOWEVER YOU SAID IT.
HOW OFTEN DO I MEAN, I'M WONDERING IF THIS IS SOMETHING THAT'S NEEDED.
HOW OFTEN DO ADMINISTRATORS IN THE CLASSROOM USE, USE, OR ENCOURAGE THE USE OF PHONES.
ADMINISTRATORS IN THE CLASSROOM IS NOT WHAT? YEAH.
SO IT WOULD NO LONGER NECESSARILY INCLUDE IN THE CLASSROOM BECAUSE THE ADMINISTRATOR, THE ADMINISTRATOR CONSISTENT APPLICATION PIECE REALLY COMES INTO THE POLICIES CONSISTENT THROUGHOUT THE YEAR. IF YOU WANT TO USE YOUR PHONE, YOU KNOW EXACTLY WHERE TO GO OR WHO TO TALK TO.
MAYBE THEY'RE TWO SEPARATE STATEMENTS YOU CAN STILL HAVE IN THE CLASSROOM FOR TEACHER OR MAYBE YEAH.
YOU COULDN'T JUST ADD AN ADMINISTRATOR TO THE STATEMENT RIGHT NOW AND HAVE IT MAKE SENSE BECAUSE IT SAYS IN THE CLASSROOM. I FULLY AGREE WITH THAT. YEAH, I'M. IT SEEMS. SEEMS TO ME. AND AGAIN, THOSE IN THE AUDIENCE CAN CORRECT ME IF YOU IF YOU WOULD.
BUT IT SEEMS TO ME THAT WHEN ADMINISTRATORS USE A PHONE, WHEN THEY'RE WALKING AROUND CAMPUS, WHEN THEY'RE GOING IN DIFFERENT AREAS, IT HAS TO BE AN EMERGENCY.
AND I DON'T WANT TO RESTRICT PRINCIPALS, ASSISTANT PRINCIPALS, DEANS.
ET CETERA. ET CETERA. FROM USING THEIR PHONE IF THEY'RE OUT ON CAMPUS.
BUT THEY NEED TO BE. THAT'S NOT WHAT WE'RE TALKING ABOUT, RIGHT? WE'RE TALKING ABOUT A TEACHER ADMINISTRATOR GRANTING PERMISSION TO STUDENTS. NOT NOT ADMINISTRATORS USING THEIR PHONES. YEAH. EMPLOYEE USE OF OF TECHNOLOGY IS A DIFFERENT BOARD POLICY.
SO GIVEN THE DISCUSSION AROUND THAT, THE LANGUAGE WITH THAT BLURB AFTER TWO.
ARE WE STILL IS THE CONSENSUS. SORT OF. JUST LEAVE IT AS IS WITHOUT SOME SORT OF THE QUALIFYING LANGUAGE THAT MR. LIU SAID MIGHT MAKE THINGS A LITTLE BIT CLEARER AND MAKE IT FEEL A LITTLE LESS CONTRADICTORY WITH THE ORIGINAL INTENT OF THIS.
WE'RE TRYING TO DO HERE. I LIKE THE ADDITIONAL LANGUAGE AS SUGGESTED BY MR. LIU. CAN YOU SAY IT AGAIN? YES, SURE. I'M SORRY.
[03:00:04]
I KNOW WE ARE SUCH A GOOD SPORT. ANY PERMISSION WOULD BE TO PERMIT STUDENTS TO USE SMART DEVICES IN THE CLASSROOM ONLY WHEN ESSENTIAL FOR INSTRUCTIONAL PURPOSES.WE COULD SAY FOR GRADES, WHATEVER. TWO. BUT AGAIN, IT WAS ANY.
ARE WE INCLUDING EARBUDS IN THAT SMART DEVICES CATCH ALL PHRASE? I FEEL LIKE THAT IS IMPLIES THAT MAYBE OUR TEACHERS WOULD BE DOING THINGS THAT DON'T AREN'T EDUCATIONAL, AND I DON'T THINK THEY ARE. I DON'T KNOW.
IT IT FEELS A LITTLE TOO INVASIVE TO ME. COULD IT BE WHEN A TEACHER OR ADMINISTRATOR GRANTS PERMISSION TO STUDENTS TO POSSESS OR USE A MOBILE COMMUNICATION DEVICE FOR INSTRUCTIONAL PURPOSES, SUBJECT TO ANY REASONABLE LIMITATION IMPOSED BY THAT TEACHER OR ADMINISTRATOR? YOU'RE SAYING INSERT SOMETHING INTO THE ACTUAL NUMBER TO BULLET POINT PROCESS, OR USE A MOBILE COMMUNICATION DEVICE. AND THEN RIGHT THERE JUST PUT FOR INSTRUCTIONAL PURPOSES. I THINK, I MEAN, I THINK WITH THE MAKING THAT STATEMENT MORE SPECIFIC, WE'RE TRYING TO WEED OUT, YOU KNOW, JUST KIDS BEING ON THEIR PHONES IN CLASSROOMS, BASICALLY.
RIGHT. BECAUSE, I MEAN, THE INTENT OF WHAT WE'RE TRYING TO DO WITH THIS IS THAT KIDS DON'T HAVE THEIR PHONES ON IN CLASSROOMS, PERIOD, BASICALLY, WITH VERY FEW EXCEPTIONS. RIGHT.
SO I GUESS IF WE WANTED TO, YOU KNOW, ADD IN THIS EXTRA BLURB, JUST STRONGLY ENCOURAGING, BUT REALLY MAKING SURE JUST JUST REALLY I THINK THAT DOES DO A BETTER JOB AT KIND OF PUTTING THAT POINT IN INTO PLAY, EMPHASIZING THAT POINT THAT THAT IT REALLY SHOULD BE IN VERY EXTREME SITUATIONS THAT THEY'RE USING PHONES OR SPECIFIC SITUATIONS. SO I WOULD ADVOCATE FOR KEEPING THE ADDITIONAL SENTENCE BECAUSE THIS IS THE ED CODE.
LIKE IF WE'RE TRYING TO PUT IN THE EXCEPTIONS THE BETTER ED ENCODE DRIVEN.
I'D LIKE TO KEEP IT RELATIVELY CLEAN SO THAT IT HELPS.
IT HELPS IN FUTURE ITERATIONS. OKAY, SO DO WE HAVE.
READ THE BOARD OF EDUCATION STRONGLY ENCOURAGES TEACHERS TO CONSISTENTLY PROHIBIT THE USE OF MOBILE COMMUNICATION DEVICES IN CLASSROOMS, WITH PERMISSION ONLY GRANTED WHEN NECESSARY FOR INSTRUCTIONAL PURPOSES.
IN THIS CASE, I DON'T THINK THE EXTRA WORDS ARE HELPING.
I THINK THAT IT'S PRETTY CONCISE THE WAY IT IS.
THE NUMBER TWO SAYS THERE'S DISCRETION. WE ACKNOWLEDGE THAT.
BUT THE ADDITIONAL STATEMENT THERE SAYS THIS IS OUR PHILOSOPHY.
SO, TRUSTEE, YOU'RE GOING BACK TO WHAT WAS ORIGINALLY HERE IN THIS DRAFT.
I'VE. YEAH. ON REFLECTION, I DON'T THINK WE CAN IMPROVE ON THE BEAUTIFUL LANGUAGE THAT MR. LIU HAS PROVIDED HERE. THE ORIGINAL, THE ORIGINAL, NOT THE NEW THAT HE'S PROVIDED.
DID YOU READ IT? NO. I'M SAYING THAT I. I THINK INITIALLY WHEN I READ THE THE ADDED STATEMENT, I, YOU KNOW, KIND OF SENT A SHOCK, BUT NOW I SEE THAT IT IS REFLECTING THE CONVERSATIONS THAT WE'RE HAVING. WE'RE TRYING TO SEND A MESSAGE HERE. AND I THINK THE LANGUAGE IS CONCISE AND DOES THE TRICK FOR THOSE OF YOU WITHOUT OVERSTEPPING.
I'M STILL TRYING TO BE FIT UP A LITTLE BIT INSTEAD OF THE WORD LIMIT.
USE THE WORD RESTRICT. I'D SAY RESTRICT OR YEAH, I ACTUALLY LIKE PROHIBIT.
I'LL BE HONEST. BUT. ACTUALLY I THINK THAT MAKES IT WEAKER.
YEAH. BECAUSE RESTRICT SAYS IT'S HAPPENING. SO PLEASE REIN IT IN.
WE'RE SAYING ONLY DO IT WHEN YOU REALLY FEEL SERIOUS, LIKE THIS IS YOU NEED TO DO THIS.
[03:05:06]
I THINK THAT'S WHAT LIMIT DOES VERSUS RESTRICT.BUT TO BE CLEAR, I WAS FINE WITH LIMIT. I WAS JUST TRYING TO FIND ANOTHER.
ANOTHER MIGHT. BUT WE STILL ALSO HAVE SOMETHING ELSE ON THE TABLE, WHICH IS THAT THAT MORE SPECIFIC LANGUAGE THAT MR. LIU HAS PROVIDED US. AND I KNOW TRUSTEE LITE ALSO GAVE US SOME TOO.
SO. ALL RIGHT, I'VE COME COMPLETELY FULL CIRCLE BECAUSE THE FIRST TIME I READ THROUGH THIS, I THOUGHT IT MADE A LOT OF SENSE, AND I LIKED IT.
AND I'M GOING BACK TO THAT. HAVING ADMINISTRATOR ANY KNOW IF WE'RE NOT CHANGING THAT SENTENCE.
I AM WELL DONE, MR. LOU. I YES, I SAID THAT AT FIRST I GOT SIDETRACKED AND I GOING BACK TO MY ORIGINAL REACTION. OKAY. WHICH IS I THINK THE WAY IT'S WRITTEN NOW, IT ACKNOWLEDGES ED CODE.
IT TALKS ABOUT REASONABLE LIMITATIONS, WHICH COULD INCLUDE THE CLEAN BLUE BENCH IN THAT FIRST PART AND THEN IT, IT IT COMMUNICATES WHAT OUR PHILOSOPHY IS. AND I THINK THAT IS IMPORTANT TO PUT IN HERE.
OKAY. HOW DOES IT COMMUNICATE OUR PHILOSOPHY.
IT SAYS WE ARE STRONGLY ENCOURAGING THIS WHILE SUBJECT TO THE FACT THAT WE THERE IS SOME DISCRETION IN THE POLICY THAT WE'RE GIVING THE WE'RE KEEPING DISCRETION IN THE POLICY. BUT WE ARE, AS A BOARD, STRONGLY ENCOURAGING TEACHERS TO NOT UTILIZE CELL PHONES.
THAT'S THE WAY I'VE READ IT, RIGHT? AND SO, I MEAN, GOING BACK TO THE DISCUSSION WE HAD WITH WITH MR. LEW KIND OF GIVING US A LITTLE MORE SPECIFIC, I WOULD KIND OF BEING CLARIFYING THAT IT'S FOR ESSENTIAL ACADEMIC PURPOSES BECAUSE, AGAIN, I MEAN, I'M GOING TO SAY I FEEL LIKE I STILL FEEL LIKE IT'S A LITTLE BIT CONTRADICTORY WHERE WE'RE WANTING WE'RE SAYING THAT WE WANT TO BAN, BUT THEN WE'RE ASKING THEM TO CONSISTENTLY LIMIT YOU KNOW, AGAIN, I'M USING THE WORD RESTRICT.
I LIKE, I MEAN TRUSTEE LIGHT USED PROHIBIT. YOU KNOW, THERE'S, I MEAN, SO MANY PERMUTATIONS, WE COULD GO WITH IT. FOR ME, THIS ISN'T STRONG ENOUGH, THE STATEMENT AS IT IS.
BUT IF WE HAVE CONSENSUS, IF EVERYBODY ELSE FEELS DIFFERENTLY, THEN THEN I'M GOOD WITH IT AS IT IS.
I THINK IT CONVEYS OUR INTENT AND STILL RECOGNIZES TEACHER AUTONOMY.
I KNOW THAT OUR TEACHERS THAT USE THE HIGH SCHOOL LEVEL ANYWAY, THAT USE CELL PHONES IN CLASS, ARE USING IT FOR INSTRUCTIONAL PURPOSES THAT THEY FEEL ARE VERY VALUABLE.
I'VE HAD SOME CONVERSATIONS RECENTLY THAT, YOU KNOW, THAT SOLIDIFIED THAT BELIEF THAT I HAD BEFORE.
SO I THINK I THINK WE REVISIT IN A YEAR AFTER WE'VE LIVED WITH IT, YOU KNOW.
NO, I DEFINITELY THINK WE'RE GOING TO WANT TO BE REVISITING IT IN A YEAR OR SPRING OR WHATEVER.
SURE, SURE. JUST CIRCLING BACK TO A POINT THAT WAS BROUGHT UP EARLIER.
DO WE STILL WANT TO ADD LANGUAGE IN THE SECTION ABOUT APPLYING TO SIX THROUGH POST-SECONDARY ONLY, OR DO WE FEEL COMFORTABLE LEAVING THIS LANGUAGE, INCLUDING ELEMENTARY AND PRESCHOOL? I THINK OUR LANGUAGE IS QUITE CLEAR IN THE PRESCHOOL TO EIGHTH GRADE SECTION.
NOT INSTRUCTIONAL TIME, NOT NON-INSTRUCTIONAL TIME.
OKAY. WERE THERE ANY OTHER SECTIONS THAT ANYBODY HAD COMMENTS ON, OR HAS MR. LU GOTTEN THEM WHAT HE NEEDS FROM US FOR THE NINTH TO POST-SECONDARY? I WANTED TO MAKE SURE OR ASK THE BOARD FOR CONSENSUS ON LIKE MIRRORING SOME OF THE CHANGES THAT WE MADE TO THE PRESCHOOL TO EIGHTH GRADE SECTION.
SO IN THE LAST ON THE TOP BLUE, THE LAST SENTENCE MOBILE COMMUNICATION DEVICES SHALL BE AND THEN I'LL ADD TURNED OFF AND OR RIGHT ON SILENT MODE AND PUT AWAY DURING INSTRUCTIONAL TIME.
YES. OKAY. AND THAT JUST TO CLARIFY FOR NOW, WE WILL KEEP THE EXISTING LANGUAGE IN BLUE BETWEEN.
[03:10:03]
THAT'S UNDERNEATH TWO. OKAY. JUST AS FAR AS FORMATTING ON THAT GOES, DOES IT MAKE MORE SENSE TO WRITE THAT SENTENCE IN THE BEGINNING OF BOTH OF THOSE PARAGRAPHS, OR DOES IT MAKE SENSE TO PUT IT AT THE BEGINNING? FOR ALL STUDENTS, MOBILE COMMUNICATION DEVICES SHALL BE TURNED OFF AND OR ON SILENT MODE AND PUT AWAY DURING INSTRUCTIONAL TIME, AND THEN GO INTO WHAT'S DIFFERENT. JUST FOR FORMATTING, DOES IT MAKE ME SAY THAT AGAIN? BECAUSE JUST FOR FORMATTING, DOES IT MAKE MORE SENSE TO PUT THAT SENTENCE BEFORE PRESCHOOL TO EIGHTH GRADE SAYING MOBILE COMMUNICATION DEVICES SHALL BE TURNED OFF AND OR ON SILENT MODE AND PUT AWAY DURING INSTRUCTIONAL TIME PERIOD, BECAUSE THAT APPLIES TO ALL STUDENTS, REGARDLESS OF GRADE LEVEL, AND THEN GO INTO THE GRADE LEVEL EXCEPTIONS IN THE NEXT TWO PARAGRAPHS WHERE NOT EXCEPTIONS THE GRADE LEVEL DIFFERENCES BECAUSE THAT'S A CONSISTENCY, NOT A DIFFERENCE. JUST FOR FORMATTING, IT COMMUNICATES THE SAME MESSAGE.MAKES IT A LITTLE BIT STRONGER. YEAH, I'M OKAY WITH THAT.
THAT MIGHT HELP ME EVENTUALLY ACCEPT THIS BLURB AFTER TWO.
ONCE WE VOTE, WE ALL ACCEPT IT. WE HAVEN'T VOTED YET.
YES. YOU'RE CORRECT. ANY OTHER THOUGHTS ON TRUSTEE LIGHT'S IDEA? MR. LIU, YOU KNOW WHERE WHERE YOU'RE GOING TO ADD THAT.
YES, I'M GOING TO ADD IT ABOVE THE SECTION THAT STARTS PRESCHOOL TO EIGHTH GRADE.
GREAT. OKAY. ANY OTHER COMMENTS? QUESTIONS? THOUGHTS? ARGUMENTS? IDEAS? WE'RE GOOD. OKAY. THANK YOU.
AND THANK YOU FOR BEING PATIENT WITH US. MR. LIU ON THAT.
OKAY. WE ARE GOING TO MOVE ON TO FIVE E, WHICH IS
[E. Human Resources - Discussion of Resolution #24/25-27: Reduce or Discontinue Particular Kinds of Services at the Close of the Current School Year]
DISCUSSION OF RESOLUTION SOLUTION 24. SLASH 2527.AND WE HAVE PUBLIC COMMENT. LANA. CLARK, YOU HAVE THREE MINUTES.
GOOD EVENING, PRESIDENT POWELL. DISTINGUISHED TRUSTEES, DOCTOR MCGLOTHLIN AND DISTRICT LEADERSHIP.
THANK YOU FOR THE OPPORTUNITY TO SPEAK THIS EVENING IN MY ROLE WITH CONEJO SCHOOLS FOUNDATION, I HAVE THE OPPORTUNITY TO CONNECT WITH THE STUDENT SUPPORT SERVICES TEAM FREQUENTLY, USUALLY AT LEAST ONCE A WEEK.
I WAS VERY SURPRISED TO SEE THE REDUCTION IN THE COORDINATORS POSITION TO 0.6 FTE, KNOWING THAT THE NUMBER OF STUDENTS THE POSITION SERVES CONTINUES TO GROW. AS WAS HIGHLIGHTED AT A BOARD PRESENTATION BY AMBER BOWMAN AND CHRISTINA HARRISON JUST A FEW MONTHS AGO, THIS POSITION WORKS CLOSELY WITH SO MANY STUDENTS THAT FACE UNIMAGINABLE HARDSHIPS.
I HOPE THAT THERE IS A PLAN TO ADDRESS THIS GAP MOVING FORWARD.
I UNDERSTAND THAT REDUCTIONS IN FORCE ARE PART OF THE PROCESS THAT ALL DISTRICTS FACE.
AND AS A PAST PARTICIPANT IN THE LCAP COMMITTEE, I KNOW THERE ARE MANY DIFFICULT DECISIONS THAT WILL BE NEEDED TO NEED TO BE MADE IN THE DAYS AHEAD. I AND THE SCHOOL'S FOUNDATION WILL CONTINUE TO BE PARTNERS IN THIS WORK AND INVITE CONVERSATION AND DIALOG IN THE WAYS THAT WE CAN SUPPORT THIS POSITION FOR THE BENEFIT OF THE STUDENTS AND THE FAMILIES THAT THEY SERVE.
THANK YOU. THANK YOU. MRS. ASHMORE. I THINK YOU ARE.
ARE YOU GIVING ANY COMMENTS FOR THIS ONE? I'M JUST GOING TO DO IT.
OKAY. SO I MEAN, ULTIMATELY, I THINK FOR US AS A DISTRICT AND HAVING BUDGET DISCUSSIONS AND KNOWING THAT OTHER DISTRICTS AROUND US AND THROUGHOUT THE STATE ARE HAVING VERY SIMILAR CONVERSATIONS AT THIS TIME OF THE YEAR DUE TO MARCH 15TH.
NOTICES THAT NEED TO GO OUT TO EMPLOYEES WHEN DECISIONS ARE MADE.
WE HAVE TO MAKE SOME DECISIONS IN REGARDS TO BUDGET.
DOCTOR HAYEK HAS HIGHLIGHTED MANY TIMES OVER THE YEARS THAT YOU KNOW, WE HAVE GOT ABOUT A $8 MILLION DEFICIT THAT WE'VE GOT TO, TO EVENTUALLY DEAL WITH. AND I THINK WE'RE TO THAT POINT NOW WHERE WE'VE WE'VE GOT TO MAKE SOME DECISIONS FOR US.
IT'S VERY DIFFICULT IN CALIFORNIA TO DO THAT BUDGETING PROCESS, BECAUSE IT'S NOT JUST A ONE YEAR BUDGET WHERE OTHER GOVERNMENT AGENCIES GET TO DETERMINE WHAT THEIR ONE YEAR LOOKS LIKE.
[03:15:10]
IN RETIREMENT COSTS, INCREASE IN HEALTH COVERAGE COSTS, INCREASE IN LIABILITY AND PROPERTY INSURANCE, DECLINING ENROLLMENT, SALARY INCREASES. ULTIMATELY, ALL OF THAT COMES INTO PLAY WHEN WE ARE NEEDING TO LOOK AT THAT THREE YEAR LOOKOUT. AND ULTIMATELY WE HAVE THREE OPTIONS WE CAN BRING FORWARD AT SOME, AS WE ALWAYS DO A POSITIVE BUDGET VERSUS A QUALIFIED BUDGET, WHICH IS NOT GREAT. AND I DON'T THINK ANY BOARD WANTS TO GET THERE VERSUS A NEGATIVE BUDGET IN WHICH WE ALL LOSE POWER TO MAKE DECISIONS.SO WE ARE TO THE POINT WHERE OUR THREE YEAR LOOK OUT IS THAT WE NEED TO MAKE DECISIONS NOW OVER THE COURSE OF THE NEXT THREE YEARS, WHICH I THINK THE BOARD HAS TASKED CABINET WITH, IS TO TO BUILD A THREE YEAR PLAN OF WHAT REDUCTIONS WOULD LOOK LIKE IN ORDER TO GET TO THAT 8 TO $9 MILLION. AND THIS IS PHASE ONE OF THAT THREE YEAR PLAN.
I WILL SAY THAT THIS IS AN INFORMATION ITEM, SO THERE WILL MOST LIKELY BE A POSITION OR TWO ADDED TO THIS ITEM AND A POSITION ADDED TO THE FOLLOWING ITEM UNDER THE CLASSIFIED REDUCTION AS WELL.
SO THIS ISN'T THE LAST OF THIS FIRST YEAR PLAN.
AND THOSE ADJUSTMENTS AND ADDITIONS WILL BE ADDED BEFORE IT GOES TO ACTION.
SO THIS IS NOT EVER A FUN PROCESS TO GO THROUGH AS A DISTRICT.
I THINK WE ARE TAKING THE RIGHT APPROACH BY LOOKING AT OUR DISTRICT OFFICE POSITIONS FIRST KEEPING IT AS FAR AWAY FROM THE CLASSROOM AS POSSIBLE AND THEN WORK THROUGH THAT THREE YEAR PLAN. THANK YOU.
QUESTIONS OR COMMENTS FROM ANY OF THE BOARD MEMBERS? YES, TRUSTEE. SYLVESTER. JUST A COMMENT. I MEAN, WE ARE BEING VERY PRUDENT WITH THESE DECISIONS.
WE ARE NOT ON THE BRINK OF FINANCIAL RUIN, AND I DON'T WANT ANYONE TO GO AWAY THINKING THAT.
BUT IT'S PRUDENT, IT'S NOT DESPERATION. AND I JUST WANT THAT TO BE VERY, VERY CLEAR.
BUT IS THERE ANYTHING I MISSED OR THAT YOU WANT TO ADD TO TO THIS? OKAY, WITH NO OTHER COMMENTS OR QUESTIONS, WE MOVE ON TO THE NEXT ITEM, WHICH IS
[F. Human Resources - Discussion of Resolution #24/25-28: Layoff / Reduction of Classified Positions]
F. THANK YOU VERY MUCH. DISCUSSION OF RESOLUTION 24 2528.LAYOFF FORWARD SLASH REDUCTION OF CLASSIFIED POSITIONS.
DOES ANYBODY WANT TO IS THERE A STAFF THAT WANTED TO JUMP IN ON THIS.
SOME OF THESE POSITIONS ARE CURRENTLY DON'T HAVE INDIVIDUALS IN THEM.
AND THE SAME FOR THE LAST RESOLUTION. SO I THINK THAT'S A KEY PIECE.
AND AND SO WE ARE TRYING TO SEE WHAT THAT MOVEMENT LOOKS LIKE AND HOW THAT, THAT THIS FALLS OUT WITH, WITH OUR EMPLOYEES AND OR POSITIONS. SO SOME OF THESE POSITIONS THAT ARE LISTED HERE ARE OPEN.
IF THEY ARE NOT OPEN, THESE INDIVIDUALS WILL FALL BACK TO ANOTHER POSITION.
SO I THINK THAT THAT'S THE OTHER PIECE THAT WE NEED TO KNOW FROM THE BOARD'S PERSPECTIVE.
QUESTIONS OR COMMENTS. SO WE'LL BE SEEING THESE COME FORWARD NEXT MEETING.
CORRECT? CORRECT. YES WE HAVE. IT HAS TO END.
THE BOARD HAS TO TAKE ACTION AT THE NEXT MEETING.
THERE IS NO PAUSE IN IN THAT TIMEFRAME. HR HAS WORK TO DO.
AND AS FAR AS NOTIFICATIONS AND THIS IS PRELIMINARY, THINGS CAN CHANGE.
ULTIMATELY THE STATE GIVES US THE MARCH 15TH NOTICE THAT SAYS YOU HAVE TO NOTIFY ANY EMPLOYEES, BOTH CERTIFICATED AND CLASSIFIED. NOW THEY MIRROR EACH OTHER THAT THEY COULD POSSIBLY FACE A REDUCTION IN IN THEIR POSITION OR ANY TYPE OF PAY.
SO I THINK THAT THAT'S A KEY PIECE IS IS JUST THE PRELIMINARY NOTICE AND OUR PRELIMINARY PLANS.
IT STINKS THAT IT'S IN MARCH AND NOT MAY OR LATE MAY, BUT IT'S NOT.
[03:20:01]
IT'S IT'S EARLY. SO WE'VE GOT TO, LIKE I SAID, WORK THROUGH THIS PROCESS.THANK YOU. OKAY. NO ONE ELSE. ALL RIGHT. WE ARE AT FIVE G, WHICH IS DISCUSSION OF BOARD
[G. Business Services - Discussion of Board Policy 3540 - Transportation]
POLICY 3520. TRANSPORTATION. IS THAT DOCTOR HAYEK? JUST SOME LEGAL CHANGES, MOSTLY ABOUT INCLUDING THE ILA PROGRAM AS PART OF TRANSPORTATION.AND THEN THERE'S SOME CHANGES IN LANGUAGE. IF YOU OWN YOUR OWN BUSSES, WHICH WE DO NOT.
AND THE BUS COMPANY IS RESPONSIBLE FOR ALL THE SAFETY MEASURES, DRIVERS AND EVERYTHING ELSE.
SO WE LEAVE THEM IN THE POLICY JUST IN CASE WE EVER BUY OUR OWN BUSSES.
BUT RIGHT NOW WE ARE CONTRACTING OUT TO OTHER BUS COMPANIES WHO ARE IN COMPLIANCE.
QUESTIONS? COMMENTS? ANYBODY? NOTHING. OKAY, WE ARE AT FIVE H, WHICH IS A NEW AGENDA ITEM FOR US,
[H. Board Committee Reports]
WHICH OUR BOARD COMMITTEE REPORTS BASED ON ANY COMMITTEE MEETINGS THAT ANY OF THE BOARD MEMBERS HAVE ATTENDED SINCE OUR LAST MEETING OR IN RECENT TIME, THAT YOU WOULD WISH TO GIVE A LITTLE REPORT OUT ON.THIS IS YOUR CHANCE. SO DOES ANYBODY HAVE A REPORT? YES. TRUSTEE. WE'RE BACK. I JUST WANT TO SAY, AND DOCTOR CHAMBERLAIN IS IS BASICALLY WHO I'M ADDRESSING, HOW MUCH IN THE EIGHT YEARS I'VE BEEN ON THE WELLNESS COMMITTEE, HOW MUCH IT HAS EVOLVED TO ENCOMPASS THE THREE PODS THAT WE SET OUT NUTRITION, PHYSICAL EDUCATION AND MENTAL WELLNESS.
OUR LAST MEETING YESTERDAY OR LAST WEEK JUST WAS AMAZING HOW THE NOT ONLY THE INCREASED USE OF OUR MENTAL WELLNESS, BUT THE CULTURE THAT THE SCHOOLS HAVE DEVELOPED IN SAYING THAT YOU THAT IT'S PERFECTLY NORMAL. I WANT TO PUT IT IN A POSITIVE WAY AS OPPOSED TO WHEN IT WAS BACK WHEN.
BUT IT'S PERFECTLY NORMAL TO GO WHEN YOU FEEL LIKE YOU NEED HELP OF SOCIAL EMOTIONAL TO GO AND SEEK HELP INSTEAD OF KEEPING IT ALL IN. AND THE FACT THAT WE'VE EVOLVED IN THE EIGHT YEARS THAT I'VE BEEN ON THE WELLNESS COMMITTEE.
I JUST WANT TO THANK YOU AND EXPRESS THAT HOW MUCH WE'VE CHANGED.
THANK YOU. JUST TO PIGGYBACK ON. IT WAS NICE TO BE BACK ON THE WELLNESS COMMITTEE.
CHILD NUTRITION WILL COME BACK, BUT ONCE THERE'S SOMEBODY IN THAT POSITION.
AND COMMITTEE MEMBERS ALSO WANTED TO TALK ABOUT PHYSICAL EDUCATION AND CONCERNS BROUGHT UP AT DAC ABOUT DRESSING OUT IN MIDDLE SCHOOL. BUT ALSO JUST PHYSICAL EDUCATION IN GENERAL.
SO THEY ARE DEFINITELY TAKING THE THREE PRONG APPROACH VERY SERIOUSLY.
AND I WOULD CONCUR WITH TRUSTEE KABAK THAT IT HAS BEEN THAT IT THERE'S A MARKED DIFFERENCE FROM WHEN I USED TO SIT ON THIS COMMITTEE IN HERE WHEN WE TALKED ABOUT CUPCAKES.
EXACTLY. AND THE LEADERSHIP. SO THANK YOU, DOCTOR CHAMBERLAIN, FOR BRINGING YOUR TEAM.
WE HAD GREAT PRESENTATIONS BY YOUR, BY THE WELLNESS TEAM AND ALSO DOCTOR JENKINS.
I THINK PEOPLE REALLY APPRECIATED THE DISCUSSION.
AND I THINK I JUST WANTED TO GIVE A HEADS UP.
FOR WHAT? WHAT MIGHT BE COMING DOWN THE PIKE.
YES. TRUSTEE. SYLVESTER. ALL RIGHT. I HAD THE OPPORTUNITY TO ATTEND, ALONG WITH TRUSTEE GORBACH A SCHOOL CHOICE MEETING. AND THIS IS UNLIKE WELLNESS, THIS IS THE FIRST TIME THAT TRUSTEES HAVE BEEN PART OF THIS COMMITTEE, AND I REALLY, REALLY APPRECIATED BEING INCLUDED.
MY BASIC TAKEAWAY IS THAT THE AMOUNT OF BEHIND THE SCENES WORK THAT IT TAKES FOR OUR DISTRICT TO OFFER CHOICE ACROSS THE DISTRICT IS REALLY IMPRESSIVE. I THINK THE NUMBER WAS 1200, 1258 STUDENTS PUT IN EITHER THEIR FIRST CHOICE OR FIRST AND SECOND CHOICES IN THE PRIORITY ON TIME LOTTERY.
A CONSISTENT NUMBER OVER THE PAST FEW YEARS. AND THE AMOUNT OF PROCESSING TO GET THAT IN A PLACE WHERE MR. LIU CAN THEN RUN LITTLE LOTTERIES. IT JUST. IT IS A WAY MORE COMPLICATED PROCESS THAN I WOULD HAVE THOUGHT.
AND I HAVE TO GIVE A HUGE SHOUT OUT TO SHANNON SNYDER, WHO IS MR.
[03:25:02]
LIU'S ADMIN, WHO HAS DONE JUST A TREMENDOUS AMOUNT OF WORK GETTING THIS INTO A PLACE.JUST A COUPLE OF OBSERVATIONS. MOST OF OUR SCHOOLS HAVE A FAIRLY EQUAL INFLOW, MEANING THE NUMBER OF STUDENTS REQUESTING ANOTHER REQUESTING OUT OF THAT SCHOOL OR THEIR SCHOOL OF RESIDENCE IS OFTEN EQUAL TO THE NUMBER OF STUDENTS WHO WANT TO COME INTO THAT SCHOOL.
BUT IT DOES RECOGNIZE THAT SOME SCHOOLS MAY BE A BETTER FIT FOR STUDENTS AND FAMILIES THAN OTHERS.
THE OTHER THING TO POINT OUT IS THIS IS A VERY ITERATIVE PROCESS.
SO WHEN SOMEONE AS A SLOT OPENS UP AND A STUDENT OPTS TO TAKE THAT SLOT AND GOES OFF THE WAITING LIST, WHATEVER SCHOOL THEY WERE SLOTTED IN. THAT SLOT OPENS UP SO SOMEONE ELSE GETS TO GO OFF THE WAITING LIST.
SO MANAGING THIS PROCESS FROM HERE ON IN IS NOT ONLY IMPORTANT TO GET IT RIGHT, BUT VERY CUMBERSOME.
SO AGAIN, BIG SHOUT OUT TO SHANNON SNYDER AND MR. LIU ON ON MANAGING THIS. OH, AND FINALLY HIGH SCHOOL STUDENTS SHOULD BE NOTIFIED BY THE END OF FEBRUARY AND ALL OTHERS BY THE END OF MARCH. IF I CAN PIGGYBACK ON THAT.
THAT. YES, WE ALLOW TEN DAYS TO MAKE A DECISION.
ONCE YOU GET YOUR ACCEPTANCE AS TO WHETHER YOU'RE GOING TO TAKE IT.
AND AND LIKE TRUSTEE SYLVESTER SAID, EVERYTHING DEPENDS ON THE OTHER MOVE.
AND SO WE HAVE TO I'M URGING PARENTS, AS SOON AS YOU GET YOUR ACCEPTANCE, CONGRATULATIONS.
PLEASE RESPOND AND SAY YOU ACCEPT YOUR ACCEPTANCE AND NOT WAIT THE TEN DAYS BECAUSE THAT AFFECTS IT HOLDS UP THE DECISION MAKING FOR SOMEONE ELSE THAT MAY NEED THAT SPACE FROM WHICH YOU'RE LEAVING. AND SO I ENCOURAGE YOU NOT TO TAKE THE FULL TEN DAYS THAT WE ALLOW.
ANY OTHER REPORTS? OKAY. THEN I WILL REPORT. I NOW SIT ON THE HEALTH BENEFITS COMMITTEE, WHICH WE HAVE NOT HAD A TRUSTEE SITTING ON PRIOR TO NOW, AND I HAD MY FIRST I GUESS THE FIRST MEETING WAS YESTERDAY.
I'M NOT GOING TO GO INTO A LOT OF DETAIL ON IT BECAUSE IT WAS A LOT.
I THINK EVERYBODY WAS FEELING IT. BUT I THINK IT IS REALLY GREAT FOR A TRUSTEE TO BE ABLE TO SIT ON THAT COMMITTEE AND REALLY UNDERSTAND ALL THAT GOES ON AROUND. YOU KNOW, WE ARE A SELF-FUNDED DISTRICT AND THERE'S JUST A LOT OF CONCERN, A LOT OF THINGS TO THINK ABOUT RELATED TO COSTS AND WHAT'S HAPPENING BEHIND THE SCENES AND DECISION MAKING AROUND HOW WE MIGHT WANT TO MAKE CHANGES IN THE FUTURE.
SO IT WAS REALLY, REALLY, REALLY, ACTUALLY INTERESTING, BELIEVE IT OR NOT, FOR ME.
AND I LOOK FORWARD TO TO LEARNING MORE. I ALSO HAD MY FIRST MEETING ON THE CANAL COALITION FOR YOUTH AND FAMILIES, AND THIS IS THE ONLY FORMAL BODY THAT CONSISTS OF REPRESENTATIVES OF ALL THREE.
THE THREE PUBLIC AGENCIES IN THOUSAND OAKS BEING THE CITY COUNCIL, CVUSD AND CRPD.
THE COALITION MEETS FIVE TIMES A YEAR, AND ITS FOCUS IS ON IMPROVING THE LIVES OF YOUTH AND FAMILIES IN THE CANAL VALLEY, LARGELY BY BRINGING TOGETHER ORGANIZATIONS THAT SERVE YOUTH AND FAMILIES TO EDUCATE THE COALITION MEMBERS AND IDEALLY THE COMMUNITY AT LARGE, AS WELL AS BUILD CONNECTIONS WITH EACH OTHER AND IDEALLY THROUGH THAT, YOU KNOW, MAYBE COME UP WITH SOME SOLUTIONS AND SOME SOME IDEAS FOR MAYBE SOME PROBLEMS OR CHALLENGES. SO WE HAD THE FIRST MEETING OF THE YEAR EARLIER THIS MONTH, AND IT WAS REALLY A WELCOME ONBOARDING MEETING AS TWO OF THE THREE COALITION BOARD MEMBERS ARE NEW. THE TWO OUT OF THE THREE. AND WE WENT THROUGH BYLAWS AND INTENT OF THE COALITION.
YOU KNOW, IS THE COALITION WORKING AS INTENDED? WHAT'S THE IMPACT? NOT ONLY THE COMMUNITY BASED ORGANIZATIONS, BUT TO THE AGENCIES AND TO OUR COMMUNITY AT LARGE.
I THINK THOSE DISCUSSIONS WILL CONTINUE. OUR NEXT MEETING IS APRIL 1ST, AND WE WILL RECEIVE A PRESENTATION FROM MANDO YOUTH OUTREACH, WHICH HAS THE MISSION OF PROVIDING SUPPORT, EDUCATION AND OPPORTUNITIES TO YOUTH AT RISK OF GANG INVOLVEMENT, SO I'M LOOKING FORWARD TO THAT. AND WITH THAT, NO OTHER REPORTS AT THIS TIME.
[I. Comments - Board of Education]
WE WILL MOVE ON TO TRUSTEE COMMENTS AND TRUSTEE LIGHT IF YOU WOULD LIKE TO START.GOOD EVENING, CONEJO VALLEY. I WILL KEEP MY COMMENTS BRIEF TONIGHT BECAUSE IT'S LATE.
[03:30:03]
STAFF WILL MEET ON FEBRUARY 24TH, 2025 AT 4:00 PM IN THE BOARD ROOM AT KENNY VALLEY HIGH SCHOOL, LOCATED AT 1402 EAST JAN'S ROAD. ALL ARE WELCOME TO ATTEND AND MAKE A PUBLIC COMMENT.THE AGENDA WILL BE POSTED TO BOARD DOCS AT LEAST 72 HOURS BEFORE THE MEETING.
TODAY, THE MIDDLE SCHOOL ADVISORY GROUP MET FOR ITS THIRD MEETING OF THE YEAR.
WE DISCUSSED INCLUSIVITY AND SCHOOL SITE HIGHLIGHTS, FACILITY MAINTENANCE, TESLA BATTERIES AND PE UNIFORM POLICIES IN ALIGNMENT WITH THE CONCERNS OF DRESSING OUT IN MIDDLE SCHOOL. EXPRESSED EXPRESSED AT THE LAST DAC MEETING WERE ADDED TO FUTURE AGENDA ITEMS. MANY OF OUR HIGH SCHOOL STUDENTS WILL BE COMPETING IN THE VCO MOCK TRIAL COMPETITION AT THE VENTURA COUNTY GOVERNMENT CENTER THIS WEEKEND FROM 9 A.M.
TO 5 P.M.. STUDENTS, YOU MIGHT HAVE HEARD EARLIER THIS MEETING THAT THE ANNUAL SURVEYS ARE OPEN NOW.
THE CVUSD ANNUAL STUDENT FEEDBACK SURVEY IS OPEN THROUGH FEBRUARY 25TH.
THERE SHOULD BE AN ANNOUNCEMENT ON YOUR CANVAS SAYING TO CHECK YOUR LEARN EMAIL.
IF YOU COULD NOT FIND IT IN YOUR LEARN EMAIL, PLEASE CHECK SPAM.
THAT'S WHERE IT WAS FOR ME. SO MOST LIKELY IT DID GET TO YOU.
YOU'LL JUST HAVE TO MAKE SURE THAT YOU'RE ABLE TO LOCATE IT.
YOU SHOULD SEE A SUBJECT LINE CONEJO VALLEY UNIFIED SCHOOL DISTRICT NEEDS YOUR FEEDBACK.
HAVE A WONDERFUL TWO WEEKS. AND GOOD NIGHT. THANK YOU, TRUSTEE SYLVESTER.
I WILL BE VERY BRIEF. FIRST OF ALL, GOOD LUCK.
TRUSTEE LIGHT IN THE MOCK TRIAL COMPETITION TOMORROW, WHICH YOU ARE GOING TO BE PART OF.
THAT'S NUMBER ONE. NUMBER TWO. HAPPY EARLY BIRTHDAY.
IT IS TOMORROW TO PRESIDENT POWELL. WE WILL NOT BE SINGING.
PLEASE FILL IT OUT. IF YOU FOLLOWED ALONG ON THE LCAP DISCUSSION, YOU SAW THERE WERE SOME METRICS THERE THAT WE'RE WAITING TO GET THE RESULTS FROM THAT SURVEY. IT'S REALLY, REALLY IMPORTANT. AND THE MORE PEOPLE WHO FILL IT OUT, THE MORE ROBUST THE INFORMATION.
FINALLY, I WANT TO CONGRATULATE TWO OF OUR NEWLY MINTED PHDS.
YAY! AND DOCTOR SHANDA LEE, WHO IS OUR DIRECTOR OF SPECIAL EDUCATION, PRESCHOOL AND ELEMENTARY.
THEY NOW GET TO WEAR THE COOL HATS AT GRADUATION, SO I AM HIGHLY JEALOUS.
THAT IS IT FOR ME TONIGHT. THANK YOU, TRUSTEE GILL.
THANK YOU. GOOD EVENING EVERYONE. I WILL TRY TO BE BRIEF AS WELL.
THANK YOU TO THE STUDENT REPORTERS. AS ALWAYS, WE LOVE THEM.
THANK YOU TO PRESIDENT DUARTE FOR A WONDERFUL PRESENTATION.
AND THANK YOU TO OUR PUBLIC COMMENTERS FOR ALL OF YOUR INSIGHTS THAT YOU SHARED WITH US.
WE APPRECIATE IT. WE CONTINUE TO CELEBRATE BLACK HISTORY MONTH.
I'M THRILLED TO LEARN ABOUT WHAT'S GOING ON AT OUR VARIOUS SCHOOL SITES.
REALLY LOOKING FORWARD TO ONE SHINE RETURNING BACK TO CVUSD NEXT WEEK.
CAN'T WAIT FOR THAT. I WANT TO I HAVE A FILM TO SHARE.
THIS IS SORT OF UNUSUAL, BUT I HAD THE OPPORTUNITY TO MEET RYAN BALLARD RECENTLY.
HE'S THE GREAT GREAT GRANDSON OF THE FIRST BLACK HOMESTEADER IN THE SANTA MONICA MOUNTAINS, AND THERE IS A DOCUMENTARY. THE TITLE IS TO RIGHT A WRONG THE STORY OF BALLAD MOUNTAIN.
AND THIS DOCUMENTARY WAS PRODUCED BY THE BALLARD FAMILY AND WITH SOME HELP FROM THE SANTA MONICA MOUNTAINS FUND AND OUR NATIONAL PARK SERVICE PUBLIC INFORMATION OFFICER ON A CHOLO WHO IS ALSO A CVUSD PARENT.
WROTE AND DIRECTED IT. I'M NOT CERTAIN WHERE THE NEXT SCREENING IS, BUT I DID WANT TO MENTION IT DURING BLACK HISTORY MONTH, AND I WILL TRY TO FIND OUT WHEN IT CAN BE SEEN AND SHARE THAT INFORMATION OUT.
AND FINALLY ONCE AGAIN I HAD TO MAKE COMMENTS LAST TIME WE WERE TOGETHER ABOUT MESSAGES THAT WE WERE RECEIVING FROM WASHINGTON, DC, AND WE CONTINUE TO RECEIVE THOSE.
THERE WAS A NEW, DIRECTIVE SENT OUR WAY OVER THE WEEKEND, AND THESE MESSAGES THAT WE'RE RECEIVING ARE NOT SUPPORTIVE OF WHAT IT IS WE'RE ALL DOING HERE.
AND THAT'S CONFUSING TO PEOPLE. IT'S CONCERNING TO PEOPLE.
[03:35:07]
CONFLICTING EVEN WITH THE WORDS OF THE PLEDGE THAT WE ALL SAID IN THIS ROOM LED BY OUR STUDENTS EARLIER THIS EVENING.AND IN TIMES LIKE THIS, WHEN THERE IS CONCERN AND POTENTIALLY CONFLICTING MESSAGES, I THINK WE REFLECT ON OUR RESPONSIBILITIES TO ONE ANOTHER. AND I IN PARTICULAR REFLECT ON MY RESPONSIBILITIES TO ALL OF YOU.
AND I THINK IT'S IMPORTANT TO SAY HOW I WILL DO MY JOB.
SO I HAVE TWO BRIEF POINTS. THE FIRST IS THE ONE THAT I MENTIONED LAST YEAR.
LAST WEEK TWO WEEKS AGO, WHICH IS THAT THE LOCUS OF GOVERNANCE OF THIS GREAT SCHOOL DISTRICT IS HERE IN THIS ROOM AT THIS DAIS. IT IS NOT IN WASHINGTON, DC. AND THE THE SECOND POINT I WANT TO MAKE IS THAT I'M A SWORN CONSTITUTIONAL OFFICER, AND PART OF MY OATH IS TO DEFEND THE CONSTITUTION OF THE STATE AND OF OUR GREAT COUNTRY AGAINST ALL ENEMIES, FOREIGN AND DOMESTIC. AND I WOULD SAY TO YOU THAT THOSE ENEMIES INCLUDE RACISM AND AUSTERITY AND POVERTY AND PRIVATION AND EXCLUSION. AND SO I WILL CONTINUE TO FIGHT AGAINST THOSE.
AND YOU CAN COUNT ON ME FOR THAT. THANK YOU. THANK YOU.
TRUSTEE. GOLDBERG, WITHOUT ANY HESITATION OR MENTAL RESERVATION.
I WOULD LIKE TO ADD MY THANKS TO THE PANTHER PROWLER WHO WAS HERE EARLIER, OUR STUDENT REPORTERS, AND ALSO TO OUR ACADEMY PLEDGE LEADERS, BECAUSE THAT WAS SUCH A GREAT REMINDER OF WHY WE DO WHAT WE DO AND WHO WE DO IT FOR.
I COULDN'T HAVE ASKED FOR BETTER. I WOULD ALSO LIKE TO ADD MY CONGRATULATIONS TO THE DOCTORS, LEE AND JENKINS. IT'S A IT'S A TREMENDOUS ACCOMPLISHMENT.
JUST LIKE WE CELEBRATE OUR STUDENTS, WE CELEBRATE OUR LEADERS AS WELL.
SO THANK YOU VERY MUCH FOR BEING HERE. IF WE WERE IN NEW YORK, WE WOULD SAY, HAPPY BIRTHDAY, PRESIDENT POWELL. SO HAPPY BIRTHDAY, PRESIDENT POWELL.
AND I JUST WANT TO REMIND PEOPLE IN CASE, IN CASE THERE ARE ANY BUDDING ARTISTS OUT THERE, THE THE THOUSAND OAKS YOUTH COMMISSION EVERY YEAR HAS A YOUTH LEADERSHIP SUMMIT IN SOME SHAPE OR FORM.
RIGHT NOW THEY ARE THEY HAVE AN ART CONTEST FOR THE YOUTH SUMMIT.
YOU CAN APPLY BY FEBRUARY 23RD. IF YOU GO ON TO OAKS.GOV/YOUTH, YOU CAN FIND ALL THE INFORMATION I WOULD HIGHLY SUGGEST. ANY BUDDING ARTISTS TRY THEIR HAND BECAUSE IT MAKES EVERYBODY BETTER.
AND THEN ALSO YOU CAN APPLY FOR THE YOUTH SUMMIT AS WELL.
TRUSTEE GORBACH. GOOD EVENING. I'M GOING TO TRY TO STAY BRIEF.
THAT'S HARD FOR ME SOMETIMES. FIRST OF ALL, THANKS TO OUR OUR STUDENT REPORTERS BOTH THE STUDENT REPORTERS FROM CAMPUS AND THE STUDENT JOURNALISTS THAT WERE HERE FROM THE PANTHER PROWLER.
WE AT THE BEGINNING OF EACH MEETING, OR NEAR THE BEGINNING OF EACH MEETING, LIKE WE DID TONIGHT, WE CELEBRATE THE DIVERSITY OF OUR STUDENTS. WE PASSED RESOLUTIONS.
AND ALWAYS AT THE END OF THOSE RESOLUTIONS, LIKE, IF IT'S BLACK HISTORY MONTH, I SAY, WELL, I'D LIKE TO HEAR WHAT WAS GOING ON ON CAMPUS.
WE HEARD A LOT OF THAT FROM OUR STUDENT REPORTERS.
BUT WE CELEBRATE WHAT IS GIVEN TO US BY THOSE THE DIVERSE POPULATIONS.
I HATE TO HEAR THEM MALIGNED AND THE CELEBRATION THAT I WANT TO GO TO THAT I'M LOOKING FORWARD TO SO MUCH. NEXT WEEK IS THE ONE SHINE ACADEMY COMING UP AND SHOWING US THE HISTORY AND HOW HOW BLACK MUSIC AND AND DANCE, AS WELL AS DRUMLINE HAS GIVEN US TO, IS THE FOUNDATION OF ALL OF OUR MUSIC AND ALL OF OUR DANCE MOVES.
SO I JUST, I DON'T LIKE TO HEAR THAT INSULTED.
AND I DO LIKE TO HEAR HOW WE CELEBRATE THE DIVERSITY OF OUR POPULATION.
TRUSTEE LIKE GOOD LUCK AND MOCK TRIAL. I REMEMBER WHEN MY OWN DAUGHTER WAS IN IT.
IT'S SO THE TENSION YOU CAN CUT WITH A KNIFE.
[03:40:07]
TO OUR NEWEST DOCTORS. DOCTOR JENKINS AND DOCTOR LEE, WHO I REMEMBER CALLING BY YOUR FIRST NAME WHEN YOU WERE A STUDENT.OKAY. AND SO HAPPY, HAPPY BLACK HISTORY MONTH AND ALL THE CELEBRATIONS THAT GO WITH IT.
TO EVERYBODY. OKAY. I'LL TRY TO BE QUICK TO EVERYBODY.
SO I WANT TO SAY THANKS TO OUR PLEDGE OF ALLEGIANCE LEADERS FROM ACADEMY.
LIKE TRUSTEE GOLDBERG SAID. SO, WELL, IT'S JUST SO GREAT TO BE ABLE TO START OFF WITH THAT, SORT OF THAT Y JUST BEING LED BY STUDENTS AND REMEMBERING THAT'S WHAT WE'RE ALL HERE FOR.
THANK YOU TO OUR STUDENT REPORTERS, AS ALWAYS.
GREAT. I LOVE YOUR REPORTS. I REALLY, ESPECIALLY TONIGHT, LOVED HEARING ABOUT THE BLACK HISTORY MONTH ACTIVITIES AND THE CELEBRATIONS FOR COUNSELORS THIS MONTH. PANTHER PROWLER REPORTERS, THANK YOU SO MUCH FOR BEING HERE.
MISS DUARTE FROM DLAC. THANK YOU FOR YOUR REPORT.
I WILL ALSO SAY CONGRATULATIONS TO THE NEW DOCTORS IN THE HOUSE.
AND GOOD LUCK TO TRUSTEE LIGHT ON MOCK TRIAL.
AND I WANT TO JUST GIVE A SHOUT OUT TO BREAKTHROUGH.
AS WELL, BECAUSE THAT THERE WAS AN EVENT LAST NIGHT WITH A WORKSHOP LAST NIGHT.
THE MONTHLY PARENT WORKSHOP THAT WAS JUST SO GOOD.
YEAH. VERY POWERFUL. I MEAN, THEY'RE ALL GOOD. THEY'RE ALWAYS GOOD. AND I HONESTLY, I WAS TIRED LAST NIGHT, BUT I WANTED TO GO TO BE SUPPORTIVE. I WANTED TO GO TO BE A SUPPORT TO SHOW THEM THAT I, THAT I CARE THAT THEY PUT A LOT OF WORK INTO MAKING THIS HAPPEN.
AND I SAT THERE UNTIL, YOU KNOW, IT WAS A FULL TWO, TWO HOURS PLUS.
AND IT WAS ON CYBER CRIMES INVOLVING CHILDREN AND JUST SAFETY ONLINE SAFETY FOR KIDS.
AND YOU COULD JUST SEE, I MEAN, YOU COULD JUST FEEL IT IN THE ROOM, THE HEAVINESS IN THE ROOM.
BUT ALSO, I MEAN, THE PARENTS WERE RIVETED. I MEAN, IT WAS SUCH IMPORTANT INFORMATION.
IT WAS SUCH HEAVY INFORMATION, BUT IT WAS SO IMPORTANT AND IT WAS SO WELL DONE.
IT'S JUST SO, SO IMPORTANT AND SO VALUABLE. SO THANK YOU.
AND I'M ALSO EXCITED FOR NEXT WEEK. WE HAVE A FEW THINGS, I THINK AROUND BLACK HISTORY MONTH.
SO IT'S GOING TO BE A FUN, CELEBRATORY WEEK, SO THANKS, EVERYBODY.
[J. Comments - Superintendent]
JUST A REAL QUICK ANNOUNCEMENT AND CONGRATULATIONS TO CANAL VALLEY HIGH SCHOOL FOR BEING NAMED A MODEL CONTINUATION SCHOOL AGAIN.SO CONGRATULATIONS TO THEM. WOW.
THAT WAS AWESOME. CONGRATULATIONS. I SHOULD HAVE TALKED LONGER.
OH MY GOSH. I KNEW YOU WERE GOING TO BE THAT SHORT. JUST KIDDING.
OKAY, SO WE ARE NOW AT ITEM SIX, ADJOURNMENT SIX A FUTURE BOARD TOPICS.
ANYTHING TO ADD? ANYBODY? NO. OKAY. SEEING NO OTHER AGENDA ITEMS.
[B. Adjournment]
THIS MEETING IS ADJOURNED AT 9:43 P.M.. GOOD NIGHT EVERYBODY.* This transcript was compiled from uncorrected Closed Captioning.