[A. Call the Meeting to Order] [00:00:25] PURSUANT TO THE RAVEN BROWN AT, THIS IS A MEETING OF THE BOARD OF EDUCATION PUBLIC AND ONLY ITEMS ON THE AGENDA WILL BE DISCUSSED THIS EVENING. PLEASE JOIN US IN THE PLEDGE OF ALLEGIANCE. [C. Announcements from Closed Session and Open Session Procedures] ANNOUNCEMENTS FROM CLOSED SESSION. THE BOARD IS ADJOURNING FROM CLOSED SESSION, WHERE THE FOLLOWING ITEMS, PERMITTED BY LAW, WERE PERMITTED FOR 1B, AGENCY NEGOTIATOR AND SUPERINTENDENT, HUMAN RESOURCES , EMPLOYEE ORGANIZATION, UNIFIED ASSOCIATION COMMUNITY OF TEACHERS. NO READOUT NEEDED FOR THIS ITEM. ITEM MAGALI, LABOR PURSUANT TO 597.6, AGENCY NEGOTIATOR WITH ASHLEY MORSE, SUPERINTENDENT, HUMAN RESOURCES, EMPLOYEE ORGANIZATION WITH PEOPLE IN PERSONAL ASSOCIATIONS FOR CONEJO VALLEY. NO READOUT NEEDED FOR THIS ITEM. I WOULD LIKE TO WELCOME EVERYBODY TO THE MEETING TONIGHT AND WOULD LIKE TO MAKE THE FOLLOWING ANNOUNCEMENTS, THE BOARD VALUES YOUR INPUT ON IMPORTANT EDUCATION MATTERS WE FACE. THEREFORE, THE DISTRICT PROVIDES MULTIPLE OPPORTUNITIES FOR PUBLIC PARTICIPATION . PUBLIC HEARING IS AVAILABLE THROUGH INTERNET LIVESTREAM ON THE CVUSD WEBSITE. THESE NOTE THE DIFFERENT OPPORTUNITIES TO PROVIDE PUBLIC OR WRITTEN COMMENTS TO THE BOARD CAN BE FOUND ON THE MAIN PAGE OF THE BOARD AGENDA. NUMBERS OF THE PUBLIC WISHING TO SUBMIT A WRITTEN COMMENT HAVE THE OPTION TO EMAIL THEIR COMMENTS TO SFELLMAN@CANEJOUSD.ORG TODAY. BOARD MEMBERS WERE PROVIDED WITH THESE WRITTEN COMMENTS PRIOR TO THE MEETING. PERSONS WISHING TO ADDRESS THE BOARD IN PERSON SHOULD FILL OUT A BLUE SPEAKERS CARD AND HANDED TO MRS. FELLMAN AT THE SECRETARY'S DESK IF YOU WISH TO SPEAK ON A SPECIFIC AGENDA ITEM, PLEASE TURN IN YOUR CAR PRIOR TO THE ITEM 'S SECTION ON THE AGENDA. IF THE SCHOOL DISTRICT BUSINESS YOU WISH TO SPEAK ABOUT IS NOT ON THE AGENDA, PLEASE TURN IN YOUR CART BEFORE THE PUBLIC COMMENTS OF THE 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. FELLMAN. 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 AT THE SECRETARY'S DESK. MORE MEMBERS WILL BE PROVIDED WITH THESE STATEMENTS AFTER THE BOARD MEETING. THESE BE ADVISED THAT A RECORDING OF THIS MEETING IS BEING MADE AND BROADCAST FOR OUR LIVESTREAM AUDIENCE, AND THE RECORDING OF BROADCAST MAY CAPTURE IMAGES AND SOUNDS OF THOSE ATTENDING THE MEETING. SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON DISTRICT PRETTY. COPIES OF THE AGENDA ARE [D. Approval of the Agenda] AVAILABLE ON THE TABLE AT THE BOARD LOBBY. PLEASE SILENCE ALL MOBILE PHONES. WITH THAT, WE ARE AT ITEM 2 LEXI D, APPROVAL OF THE AGENDA. DO I HAVE A MOTION TO APPROVE THE AGENDA? >> PRESIDENT BELL. >> YES. >> I MOVE THAT WE APPROVE THE AGENDA AS SUBMITTED. >> THANK YOU. DO I HAVE A SECOND? >> SECOND. >> IT HAS BEEN MOVED AND SECONDED. ANY DISCUSSION? SEEING NONE, WE WILL VOTE TRUSTEE GOLDBURG? >> YES. >> TRUSTEE SYLVESTRE? >> YES. >> TRUSTEE GILL? >> YES. >> TRUSTEE GORBACK? >> YES . [E. Reports from Student Reporters] >> I AM A YES. 5-0, PREFERENTIAL YES BUT FROM TRUSTEE LIGHT . WE ARE NOW AT ONE OF OUR FAVORITE SECTIONS OF OUR AGENDA -- INAUDIBLE ] REPORTS FROM STUDENT REPORTERS, 2E. WE START TONIGHT WAS CENTURY ACADEMY, ABIGAIL MAY. >> GOOD EVENING, THIS WAS MEMBERS OF THE BOARD, DR. MCLAUGHLIN AND COMMUNITY MEMBERS. MY NAME IS ABIGAIL MAE, SENIOR AT CENTURY ACADEMY. I WOULD LIKE TO TAKE THE OPPORTUNITY TO UPDATE YOU ON THE LAST MONTH . MUCH LIKE THE TRADITIONAL SITES, WE ARE ALL INTO OUR SECOND SEMESTER, WEEKLY APPROACHING MIDTERMS. OUR COUNSELOR IS WORKING WITH GRADES 6 THROUGH 12 TO MAKE THEIR COURSE SELECTIONS FOR NEXT YEAR. I WILL HAVE GRADUATED BY JUNE , I'M EXCITED FOR OUR UNDERCLASSMEN TO BENEFIT FROM OUR EXPANDED COURSE CATALOG, MAKING ITS DEBUT IN THE FALL. WE WILL BE ABLE TO FOLLOW A SERIES OF ELECTIVES WITH CONCENTRATIONS IN ENTREPRENEURSHIP, EDUCATION AND HOSPITALITY INDUSTRY, PUBLIC HEALTH AND MARKETING, OUR SENIOR CLASS IS ANXIOUSLY OPEN AND COLLEGE ACCEPTANCE LETTERS AND [00:05:04] SCHEDULING TOWARDS AND AT PERSPECTIVE SCHOOLS WITH A NORFOLK COLLEGE EVENT ON OUR CAMPUS TO HELP STUDENTS WITH THE APPLICATION PROCESS AND GIVE US MORE INFORMATION ON FINANCIAL AID .OUR ACADEMIC COUNSELOR AND WELLNESS COUNSELOR ARE SUPPORTING STUDENTS AND TAKING THROUGH THE SOCIAL , EMOTIONAL, ACADEMIC ASPECTS OF THE FAST APPROACHING COLLEGE YEARS. ASU HAS BEEN BUSY PLANNING THE FIRST FEW MONTHS OF THE YEAR AND HAVE WORKED ON A FIELD DAY FOR ALTERNATIVE EDUCATION STUDENTS TO CONNECT AND BUILD COMMUNITY. WE HAD OUR TALENT SHOW RECENTLY AND GOT TO SEE THE ANSWER, -- SEE DANCERS, GYMNASTICS AND OTHER POULTRY ROUTINES. WE BROUGHT OVER 400 COMMUNITY MEMBERS LAST YEAR AND HOPE TO TOP THAT NUMBER THIS YEAR AND KEEP BUILDING COMMUNITY ON OUR CAMPUS. OUR HOMESCHOOL FAMILIES HAVE CONTINUED WEEKLY WORKSHOPS TODAY, AS WELL AS FIELD TRIPS THURSDAY. SHINE WILL BE PARTICIPATING IN THE CONEJO VALLEY DAYS PARADE WITH ACCOMMODATION OF TEACHERS, STUDENTS AND PARENTS COMING TOGETHER TO SHOWCASE OUR SCHOOL SPIRIT. STUDENT DIAGRAMS HAVE BEEN MEETING WITH ADMINISTRATION AND FOCUS ON CAMPUS CULTURE EVENTS AS WELL AS THE IMPLEMENTATION OF FIVE-STAR STUDENT SIGN IN AND OUT OF CAMPUS, AS WELL AS A CELEBRATION SYSTEM FOR STRONG OR IMPROVED ATTENDANCE. OUR STUDENT REWARD SYSTEM IS ATTENDANCE, UP NOW AND RUNNING AT FIVE-STAR, AND STUDENTS WILL BE ABLE TO TRY TO GET AS MANY POINTS FOR PRIZES AT THE END OF THE MONTH. THANK YOU FOR ALLOWING ME A FEW EDITS TO LET YOU KNOW WHAT IS GOING UP ON THE WAVES. I LOOK FORWARD TO SEEING YOU AT THE NEXT BOARD MEETING. >> THANK YOU. YES , NEXT WE WILL HAVE NEWBURY PARK. >> GOOD EVENING, TESTING WITH MEMBERS OF THE BOARD. MY NAME IS CHEZ GROSSMAN, PLEASURE TO BE JOINING YOU AS A STUDENT REPRESENTATIVE FOR NEWBERRY BERG HIGH SCHOOL THIS EVENING. MARK STARTED OFF WITH MANY FUN EVENTS AND ACTIVITIES TAKING PLACE. AT THE START OF THE MONTH, MARCH 1ST, THE INTERACT CLUB HOSTED DANCE FOR HELP, ANNUAL MULTICULTURAL DANCE SHOW RAISING MONEY TO DONATE TO THE AMERICAN CANCER SOCIETY AND NPH AS PACK MARCH 7TH, THE DANCE CONCERT FEATURED SEVERAL IB STUDENT CHOREOGRAPHED PIECES, MAKING COLLECTION OF DANCES SHOWCASING MANY TALENTED STUDENTS. THE ASSOCIATE STUDENT GOVERNMENT ORGANIZED A BLOOD DRIVE THAT TOOK LACE MARCH 12 WITH TALENT FOR STUDENT AND STAFF THE OPPORTUNITY TO DONATE BLOOD TO SAVE A LIFE. FROM MARCH 13TH TO MARCH 16TH, THE THEATER DEPARTMENT PERFORMED "HARRY POTTER AND THE CHRISTMAS BELL ," WITH FANTASTIC PERFORMERS. THE ANNUAL ART SHOW FOR THE NPHS CAFETERIA CONCLUDES MARCH 27. IT INCLUDES PHOTOGRAPHY AND MORE. EACH PIECE TOOK MUCH CARE AND TALENT. I ENCOURAGE ALL TO COME VISIT. STUDENTS WILL ALSO BE SELLING ARTWORK. MARCH IS A VERY IMPORTANT MONTH FOR BASKETBALL FANS, AS MARCH MADNESS BEGINS. ASSOCIATE STUDENT GOVERNMENT HOSTS A MARCH MADNESS TOURNAMENT WITH REGISTRATION FROM MARCH 16TH TO 19TH. STUDENTS GET THE OPPORTUNITY TO WIN SEVERAL PRIZES THROUGHOUT THE TOURNAMENT, BUT THE ULTIMATE PRIZE IS A PREMIUM FOR THE ASSOCIATE SENIOR GOVERNMENT ALSO HOSTING A MASCOT CREATING COMPETITION BETWEEN DIFFERENT FIRST PERIOD CLASSES. ASU PROVIDED CLASSES WITH MATERIALS TO GET THEM STARTED IN MAKING THEIR OWN CLASS MASCOT. 27TH, ASU WILL JUDGE THE FINAL PRODUCTS, AND THE WINNERS WILL CELEBRATE WITH A DOUGHNUT PARTY. MARCH 19TH, BAND IS PERFORMING SPRING CONCERT IN THE PACK , AND MARCH 25TH, THE MUSIC CLUB IS HOSTING A STUDENT MUSICIAN SHOWCASE FOR 7:00 TO 8:00 P.M., AND SHOULD BE A FUN MUSICAL NIGHT. MARCH 26, BANDS ARE ALSO HOSTING THE WIND CONCERT FROM 7:00 TO 9:00, ANOTHER NIGHT TO SHOWCASE A GROUP OF TALENTED GROUP OF LEFTKOWITZ MUSICIANS FROM 20TH TO 29TH, NPHS HOSTS A JAZZ MUSIC FESTIVAL AT 7:30 AT THE PAC WITH A FUN OPPORTUNITY TO LISTEN TO GREAT MUSIC AND AN END MARCH ON A HIGH NOTE. UNIFIED SPORTS IS PLAYING THEIR OWN BASKETBALL MARCH MADNESS TOURNAMENT , AND NPHS WILL BE THERE MARCH 24TH, HOSTING TL MARCH 28TH .WE ARE ECSTATIC FOR THE REST OF THE MONTH AND ARE EXCITED FOR THE EVENTS THAT ARE PLANNED FOR THE REST OF THE NEW YEAR. AS ALWAYS, THANK YOU FOR YOUR SUPPORT OF OUR SCHOOL AND HAVE A GOOD NIGHT >> THANK YOU. NEXT UP, WE HAVE ELLEN AND NEIL, THOUSAND OAKS HIGH SCHOOL. SB VICE PRESIDENT OF THOUSAND OAKS HIGH SCHOOL, EXCITED TO PRESENT THE FULL REPORT FOR MARCH OF 2025. AS WE TRANSITION INTO THE SPRING, THE ENERGY ON CAMPUS IS HIGH WITH STUDENTS ENGAGED ACADEMICS, ATHLETICS AND ACTIVITIES THAT [00:10:01] BRING OUR LANCER COMMUNITY TOGETHER. NEXT WEEK, OUR TALENTED THEATER DEPARTMENT WILL TAKE THE STAGE WITH THE OPENING OF OUR SPRING CIRCLE, "ZOMBIE PROM. " CAST AND CREW HAVE WORKED TIRELESSLY TO BRING THE FUN AND INTERGENIC PRODUCTION TO LIFE AND CANNOT WAIT TO SEE THEIR HARD WORK PAY OFF. THESE ARE ALWAYS A HIGHLIGHT OF OUR SCHOOL YEAR AND ZOMBIE PROM PROMISES TO BE A FANTASTIC SHOWCASE OF OUR STUDENTS' CREATIVITY AND TALENTS. THIS MONTH, WE ARE ALSO PROUD TO HOST THE UNIFIED SPORTS BASKETBALL GAME AGAINST WESTLAKE HIGH SCHOOL.UNIFIED SPORTS EVENTS CREATE INCLUSIVE OPPORTUNITIES FOR STUDENTS OF ALL ABILITIES TO COME TOGETHER IN THE SPIRIT OF COMPETITION AND COMRADERY. WE TREAT THIS GAME AS A SENIOR NIGHT AT CBHS UNIFIED ATHLETES AND THEIR PEER BODIES, CELEBRATING THEIR DEDICATION AND CONTRIBUTION TO THE PROGRAM . EACH SENIOR WAS RECOGNIZED WITH A PERSONALIZED POSTER, AND WE HONOR THEM WITH A SPECIAL GROUP AT THE END OF THE GAME. THE EVENT WAS FILLED WITH EXCITEMENT, TEAM SPIRIT REINFORCING COMMITMENT TO INCLUSIVITY AND THE POWER OF SPORTS TO BRING PEOPLE TOGETHER. THROUGHOUT MARCH, WE HAVE BEEN CELEBRITY WOMEN'S HISTORY MONTH BY RECOGNIZING THE CONTRIBUTION OF REMARKABLE WOMEN IN AMERICAN CULTURE, SOCIETY AND HISTORY. EACH DAY, OUR P.A. ANNOUNCEMENT I LAID A DIFFERENT WOMAN WHO MADE A LASTING IMPACT, SPARKING DISCUSSION AND DEEPENING OUR APPRECIATION FOR THE VITAL ROLE WOMEN HAVE PLAYED IN SHAPING OUR WORLD . AS WE APPROACHED THE END OF THE MONTH, WE ARE GEARING UP FOR OUR ANNUAL MARCH MADNESS SPRING SPIRIT WEEK AND RALLY FOR THIS EVENT PACKED WEEK WILL AND CONCLUDE WITH THE HIGHLY ANTICIPATED TEACHERS FOR STUDENT BEST MORGAN, BELOVED TRADITION THAT BRINGS OUR FROM THE COMPETITION AND PLENTY OF LAUGHS. THE RALLY AND SPIRIT WEEK ARE SURE TO BRING OUR CAMPUS TOGETHER IN A FUN, ENGAGING WAY AS WE CELEBRATE OUR LANCER PRIDE. FOR MANY OF OUR SENIORS, MARCH IS AN EXCITING AND NERVE-RACKING TIME AS COLLEGES MISSIONS AGAIN ROLLING IN. TO CELEBRATE ACHIEVEMENTS AND POST HIGH SCHOOL PLANS, ASB WILL HIGHLIGHT STUDENTS ON INSTAGRAM AND PREPARE FOR SPECIAL MAYDAY RECOGNITION EVENTS WHETHER STUDENTS ARE HEADED TO COLLEGE, TRADE SCHOOL, MILITARY OR ENTERING WORKFORCE, WE ARE EXCITED TO CELEBRATE THE PATH OF ALL OF OUR WITH. MEANWHILE, OUR SPRING SPORTS TEAMS ARE IN FULL SWING, COMPETING AT HIGH LEVELS IN REPRESENTING MAGALI WITH PRIDE, SOFTBALL, BASEBALL, SWIM, TRACK AND FIELD, TENNIS, AND BOYS GOLF. AND BOYS VOLLEYBALL, DEEP INTO THEIR SEASONS WITH ATHLETES GIVING THEIR ALL IN BOTH PRACTICE AND COMPETITION. THE HARD WORK OUR COACHES AND STUDENT ATHLETES CONTINUE TO BE AN INSPIRATION, AND WE LOOK FORWARD TO SEEING HOW THE REST OF THE SEASON UNFOLDS. AS WE MOVE FURTHER INTO THE SEMESTER, WE ARE EXCITED FOR ALL THE EVENTS AND ACHIEVEMENTS STILL TO COME.THANK YOU FOR YOUR CONTINUED SUPPORT OF OUR HIGH SCHOOL AND INCREDIBLE STUDENTS. >> THANK YOU. NEXT UP, WE HAVE BRANDON OSBORNE FROM NORTH LAKE HIGH SCHOOL. >> GOOD EVENING, ESTEEMED MEMBERS OF THE COMMUNITY AND CVUSD. BRANDON OSBORNE, HONORED TO GIVE ANOTHER AMAZING REPORT ON BEHALF OF WESTSIDE HIGH SCHOOL. THANK YOU FOR GIVING ME THE OPPORTUNITY TO SHARE THE INCREDIBLE ACHIEVEMENTS AND INITIATIVES HAPPENING AT WESTLAKE. WESTLAKE HIGH SCHOOL HAS HAD AN EXTRAORDINARY HELP WITH OUR COMPLIMENTS ACROSS ACADEMICS , THE ARTS, ATHLETICS, AND COMMUNITY SERVICE. OUR ACADEMIC DECATHLON TEAM EARNED FIRST PLACE IN THE 2025 VENTURA COUNTY ACADEMIC DECATHLON -- WE'LL GO PASS THAT -- FOR THE FIRST CONSECUTIVE YEAR. MEANWHILE, OUR TRIAL TO NEW YORK PLACED AN IMPRESSIVE SIXTH OVERALL. THESE ACHIEVEMENTS REFLECTED DEDICATION AND BRILLIANCE OF OUR STUDENTS AND EDUCATORS. IN THE ARTS, OUR ACA CHOIR SHOWCASED TALENT AT THE SOUTHERN CALIFORNIA VOCAL ASSOCIATION COMPETITION AT CLU, AND OUR ANSWERS SHINED AT THEIR LATEST COMPETITION FOR ATHLETICS, UNIFIED SPORTS, CONTINUING TO LEAD THE WAY TO FOSTER CONCLUSION WITH BASKETBALL GAMES AND IMPACTFUL CAMPAIGN. MARCH IS ALSO THE MONTH OF GIVING AND CELEBRATION. FROM WOMEN'S HISTORY MONTH ACTIVITIES TO CANNED FOOD DRIVE FROM MARCH 18TH TO 24TH, AND EVEN SANDWICH MAKING FOR THE HOMELESS. MARCH 20TH, OUR STUDENTS SHOW COMMITMENT TO MAKING A DIFFERENCE. WE ALSO RECENTLY WRAPPED UP EARLY BUILDINGS AND WITH SENIORS GEARING UP FOR EXCITING EVENTS LIKE FROM , OUR SILENT AUCTION WRAP-UPS -- SILENT AUCTION WRAPS UP THIS FRIDAY. DON'T MISS OUT ON YOUR CHANCE TO SUPPORT . ON AN INDIVIDUAL LEVEL, PROUD TO HAVE OUTSTANDING DELEGATES LIKE STATE REPRESENTATIVE LYNN AND BOYS STATE REPRESENTATIVE TORI, DANIEL AND JACK , AND OF COURSE, WE'LL BE RECOGNIZING OUR STELLAR STUDENTS DURING THIS STELLAR STUDENT BREAKFAST MARCH 26TH . AT THE END OF THE DAY, WESTLAKE HIGH SCHOOL IS MORE THAN A PLACE OF LEARNING, IT IS A VIBRANT COMMUNITY FOR [00:15:01] STUDENTS, STAFF AND FAMILIES WHO COME TOGETHER FROM ANOTHER TOWARDS A FUTURE THANK YOU FOR YOUR TIME AND SUPPORT FOR OUR SCHOOL AND STUDENTS ONE LOVE, ONE TRIBE, THANK YOU. >> THANK YOU. OKAY. AND NOW, WE HAVE CONEJO VALLEY HIGH SCHOOL. I BELIEVE THERE ARE TWO OF YOU ? JOCELYN A MAN IS AND ANGELINE PINTO , THE FLOOR IS YOURS. >> GOOD EVENING, PRESIDENT POWELL, DR. MCLAUGHLIN , MEMBERS OF THE BOARD AND DISTRICT ADMINISTRATION. SOME OF YOU MAY REMEMBER ME FROM THE LAST REPORT. MY NAME IS ANGELINE PIN, THE CB HS , REPRESENTATIVE, AND I FOUND THAT IT WAS NEVER THAT I DIDN'T LIKE SCHOOL AT CBHS, I JUST WASN'T AT THE RIGHT SCHOOL FOR ME. EVER SINCE I CAME HERE, I HAVEN'T ACTUALLY ENJOY COMING TO LEARN AND PARTICIPATE IN FUN ACTIVITIES. ALTHOUGH BEING HERE IS FILLED WITH MANY OPPORTUNITIES FOR FUN, CONEJO HAS ALSO MADE SURE TO HELP US REACH OUR GOALS AND BEYOND. I STARTED HERE AT CONEJO WITH 19 CREDITS. PRETTY FAR FROM THE REQUIRED 230 CREDITS. BUT BEING HERE FOR JUST 3 QUARTERS, I HAVE OBTAINED A TOTAL OF 96 FIVE CREDITS . I'M VERY PROUD OF MYSELF , HOWEVER, I CANNOT HAVE DONE IT WITHOUT CBHS. I LOOK FORWARD TO WORKING WITH ALL OF YOU IN THE FUTURE . THANK YOU SO MUCH FOR THIS OPPORTUNITY. I WILL HAND IT OFF TO JJ FOR HER LAST REPORT >> THAT EVENING, EVERYONE. HERE ARE SOME OF THE LATEST ACTIVITIES SINCE OUR LAST REPORT MARCH 1ST, WE HAD ANOTHER SUCCESSFUL TIME DURING THE FUTURE WITH OUR AMAZING ROLLING DRAGON DRESSER. IT WAS SET UP AROUND 8:00 IN AN HOUR, WE WERE NEARLY OUT OF CLOTHES. THESE TURNOUTS ARE WHAT KEEPS LEADERSHIP, STUDENTS PRODUCTIVE DURING THE MONTH WITH HANGING UP THE CLOTHES WE GET DONATED. IF ANYONE HERE IS IN PROCESS WITH THEIR SPRING CLEANING AND HAS CLOTHES THEY NEED TO GET RID OF, WE'RE MORE THAN HAPPY TO GET THEM OFF YOUR HANDS. IF ANYONE IS INTERESTED IN DONATING FOR OUR IMMUNITY, WE ARE HERE FOR THAT TOO. WE ALSO HAD APOLLO FROM SENIOR VALLEY COME TO OUR LEADERSHIP CLASS FOR ADVICE AT CVHS. WITH OUR GREAT LEADERSHIP TEAM, WE HELPED THEM WITH TIPS AND TRICKS. WE WERE LOOKING FORWARD TO DAVID LEADERSHIP CLASS, TO VISIT US AND HELP EACH OTHER OUT. WE WANT TO THANK ALL THE BOARD MEMBERS FOR BEING PRESENT DURING OUR STUDENT OF THE QUARTER CEREMONY. WE ARE REALLY PROUD OF THE DRAGONS RECOGNIZED BY OUR TEACHERS FOR THEIR OUTSTANDING PERFORMANCE IN SCHOOL. SHOWING UP REALLY SHOWS YOUR SUPPORT TOWARDS OUR STUDENT AND THEY REALLY APPRECIATE IT. IN ADDITION, THE SAFE PASSAGE PROGRAM HAS EMPLOYED SEVERAL CVHS DRAGONS. THEY ARE WORKING TO BEAUTIFY OPEN SPACE HERE IN THOUSAND OAKS. THIS IS SUCH A GREAT OPPORTUNITY FOR OUR STUDENTS TO BE MORE INVOLVED IN HELPING OUR COMMUNITY FOR THE BEST. OUR ASSISTANT PRINCIPAL, MR. MCDONALD, ALSO JOINED THE PUMA CREW AND THEIR PROJECT. AS WE MENTIONED IN THE PAST, OUR FOOSBALL TOURNAMENT IS STILL GOING ON. OUR STUDENTS HAVE IN THEIR FINALISTS, BUT WE ARE WAITING ON THE TEACHERS. WE THINK THEY ARE AVOIDING THE COMPETITION FOR FEAR OF FAILURE.WE HOPE, WITH THE QUARTER COMING TO AN END, WE CAN HAVE A WINNER. IN ADDITION, ON FRIDAY, WE WILL HAVING A MUSICAL CHAIR COMPETITION HERE, IN THE BOARD ROOM. WE HOPE THIS FUND CAN HELP BRING EVERYONE TOGETHER AS WE END QUARTER THREE. ALSO GOING ON IN QUARTER THREE, WE ARE HAPPY TO ANNOUNCE THAT WE ARE HAVING 15 GRADUATES MEETING 15 STUDENTS WITH THE OPPORTUNITY GIVEN BY CVHS TO ACHIEVE GRADUATING A WHOLE QUARTER EARLY. WE COULDN'T BE MORE PROUD OF OUR FELLOW DRAGONS. I WANT TO TAKE THIS OPPORTUNITY TO APPRECIATE AND THANK CVHS FOR ALL THE OPPORTUNITIES THEY GAVE ME TO BECOME THE BEST VERSION OF MYSELF. THE SCHOOL MAY BE SMALL, BUT IT COMES WITH BIGGER OPPORTUNITIES. THE OPPORTUNITY TO MEET ALL OF YOU AND BEING ABLE TO SET, ALL THE BOARD MEMBERS, YEAH, I KNOW THEM. IT WAS AN HONOR TO BE A CVHS FOR REPRESENTATIVE, BECAUSE THIS WAS A CHANCE FOR ME TO GET OVER MY FEAR OF PUBLIC SPEAKING AND BEING ABLE TO UPDATE YOU GUYS, GOES ON HERE AT CVHS. THANK YOU FOR ALL THE SUPPORT, POSITIVE FEEDBACK, AND ALL THE OPPORTUNITIES EVERYONE HAS HELPED PROVIDE FOR ME. AND HAS BEEN A TRUE PLEASURE, AND NOW, I AM PASSING THE TORCH -- THIS IS OUR TORCH -- TO ANGELINA -- >> SO, JJ , CAN YOU STEP THERE FOR A SECOND? SO, I WANT TO THANK YOU BOTH AND ALL OF OUR STUDENT REPORTERS. THANK YOU BOTH FOR YOUR REPORT. ANGELINA, WELCOME. THANK YOU FOR SHARING YOUR STORY WITH US TONIGHT. JJ, I KNOW THIS IS YOUR LAST BOARD MEETING, AND WE HAVE JUST LOVED HAVING YOU AND SEEING YOU, GETTING TO BE PART OF YOUR JOURNEY. THANK YOU FOR ALL OF YOUR WORK. WE WANT TO ANALOGY TONIGHT. WITH A CERTIFICATION OF APPRECIATION, WE WANT YOU TO [00:20:01] COME UP AS WE GIVE THAT TO YOU. >> THANK YOU, GUYS. [F. Report from Parent Organization - Special Education District Advisory Council (SEDAC)] >> I WILL SAY, GOODBYE TO OUR STUDENT REPORTERS. WE ARE MOVING ONTO ITEM 2F. THAT IS OUR REPORT FROM OUR PARENT ORGANIZATION, SPECIAL EDUCATION DISTRICT ADVISORY COUNCIL, SEDAC. GIVEN BY SEDAC CHAIRPERSON DENISE BENNETT . THE FLOOR IS YOURS. >> THANK YOU, DR. MCLAUGHLIN, PRESIDENT POWELL , BOARD OF TRUSTEES, DISTRICT ADMINISTRATION FOR INVITING ME TO SPEAK TONIGHT ON BEHALF OF SEDAC, DISTRICT SPECIAL EDUCATION ADVISORY COUNCIL. MOST OF YOU HEARD THE SEDAC SUMMARY LAST WEEK . IF NOT, YOU HAVE COME TO OUR MEETINGS. THANK YOU SO MUCH FOR SHOWING UP AND LISTENING . YOUR CONSISTENT ENGAGEMENT SHOWS HOW MUCH YOU VALUE STUDENT VOICE. THE HIGHLIGHTS OF THE YEAR HAVE BEEN THE PRESENTATION'S FOR PARENT EDUCATORS AND OUR COMMITTEE WORK. THE LAST TWO DIGITS AS CHAIR, PEOPLE AND CONTACT ME WITH QUESTIONS AND CHALLENGES RELATED TO PARENT EDUCATORS, AND THE INVALUABLE SERVICE THEY PROVIDE THE PARENT EDUCATOR WOULDN'T HELP THE HIRING PROCESS WITH DIFFERENT PARENT EDUCATORS AND THE INDEPENDENT ONES. HOWEVER, THE Q&A AFTER THE PRESENTATION ALLOWED ADDITIONAL CLARIFICATION FROM MINNIE ON HOW THE SERVICE WORKS , ALLOWING FOR MORE TRANSPARENCY HERE WAS A BIG HELP . THE PRESENTATION ON EMPOWERING INCLUSION, WITH STRATEGIES FOR STUDENTS WITH DISABILITIES WAS ANOTHER HIGHLIGHT. 31 PROGRAMS AND DISTRICTS AS PROACTIVELY USING THE EASE THE MINOR PARENTS IN THE ROOM. INVITING ALL PARENTS OF STUDENTS WITH IUP'S WAS A GREAT WAY TO PROMOTE TRANSPARENCY AND UNDERSTANDING. LEARNING SOCIAL INCLUSION IS ONE OF THE MOST COMMON FORMS OF BULLYING FOR ALL STUDENTS WAS VALIDATING FOR OUR FAMILIES, SINCE MANY OF US HAVE EXPERIENCED OUR OWN CHILDREN BEING LEFT OUT . THE PRESENTATION AND DISCUSSION INSPIRED US TO KEEP WORKING TO ENSURE OUR KIDS ARE INCLUDED IN THE SOCIAL FABRIC OF OUR SCHOOLS AND COMMUNITIES. ONE THING I'M PROUD OF IS OUR EXECUTIVE BOARD THIS YEAR. WITH MANY OF THEM IN THE BOARD, NEW, WITH CHILDREN'S AND ELEMENTARY SCHOOL, THEY COME IN ASKING HARD QUESTIONS WITH THE DESIRE TO COLLABORATE WITH THE DISTRICT AND MOVE THE NEEDLE FOR INCLUSION. I LOOK FORWARD TO HEARING HOW THEY CONTINUE TO BE GREAT PARENT LEADERS AND KEEP MOVING THE NEEDLE FOR MANY YEARS TO COME. SOME OF THEM CHAIR OUR COMMITTEES AND HAVE BEEN ESPECIALLY BUSY THIS YEAR. YOU ALL KNOW LEANNE HOLLAND . AS CHAIR OF THE INCLUSION COMMITTEE, SHE HAS LED THEM TO FOCUS ON SEVERAL PRIORITIES AND DELIVERABLES, INCLUDING PROMOTING THE UNDERSTANDING OF NEURAL DIVERGENCE AND TRAINING PARENTS, STUDENTS, AND STAFF ON NEURO- DIVERSITY-AFFIRMING PRACTICES, ADDRESSING BULLYING PREVENTION AND SOCIAL INCLUSION FOR STUDENTS WITH DISABILITIES, WHICH LED TO THE PRESENTATION I MENTIONED , DEVELOPING A LIST OF PICTURE BOOKS WITH POSITIVE REPRESENTATION OF DISABILITIES AND DIFFERENCES THROUGH OUR COMMITMENT TO ELEMENTARY LIBRARIES AND REPRESSING AND EXPANDING THE DISABILITY INCLUSION, AND THE COMMUNICATION COMMITTEE LED BY MANDY POLLAN AND GINA RODRIGUEZ, BOTH PRESIDENTS OF THEIR PTA AND PTS AS AMONG OTHER THINGS, LET THE COMMITTEE TO CREATE ONE-PAGERS TO HELP MEMBERS OF SEDAC ENGAGE WITH THEIR SCHOOLS. MS. THOMAS AND DR. LEE WERE DEFINITELY LISTENING WHEN WE MADE OUR DECISION DURING OUR FIRST EXECUTIVE BOARD MEETING TO MAKE COMMUNICATION OUR TOP PRIORITY FOR THE YEAR.ONE EXAMPLE INCLUDES SEEING A HUGE INCREASE IN COMMUNICATION REGARDING THE SPECIAL EDUCATION EVENTS HAPPENING WITHIN OUR COMMUNITY LIKE THE RESOURCE FAIR AND CONFERENCES AND WORKSHOPS ORGANIZED BY VENTURA COUNTY AND CVUSD. WE LOVE THE NEWSLETTERS [00:25:04] THAT GO OUT WITH UPDATES ON WHAT IS HAPPENING IN SPECIAL EDUCATION IN THE DISTRICT. SAFETY COMMITTEE IS LED BY RACHEL CHRISTIANSEN, AND MOM OF THE KINDERGARTEN AND FIRST GRADER. COMMITTEE ADDRESSED WEEK AND THE CONCERNS WITH THE DISTRICT ADMINISTRATION . THE REVIEW REVEALED NEW SAFETY RISKS FOR STUDENTS WITH AND WITHOUT DISABILITIES, PARTICULARLY REGARDING CAMPUS ELOPEMENT. TO ADDRESS THIS ISSUE, THE DISTRICT IDENTIFIED SOLUTIONS SUCH AS REPOSITIONING THE GATES AND PLANNING GATE INSTALLATION OF ALARMS AND MONITORING SYSTEMS. ADDITIONALLY, DISTRICT LEADERSHIP IS DEVELOPING STANDARDIZED SAFETY CHECKS FOR ALL SCHOOLS TO FOLLOW. THESE MATTERS WILL ENHANCE STUDENT SAFETY WHILE ENSURING COMPLIANCE WITH LEGAL REQUIREMENTS. THE CONNECTIONS COMMITTEE FOR SEDAC IS LED BY MARTINEZ, DEVELOPING A SURVEY TO HELP MEMBERS CONNECT AND UNDERSTAND OTHER AREAS OF EXPERTISE . WHEN YOU HAVE A CHILD WITH A DISABILITY, YOU ARE ALWAYS LOOKING FOR SOMEONE WHO UNDERSTANDS YOUR STRUGGLES AND JOYS, BECAUSE MANY DON'T THE COMMITTEE IS ALSO WORKING FOR SOCIAL EVENTS , AND AS YOU CAN SEE, THERE HAS BEEN GREAT COLLABORATION WITH OUR DISTRICT IN MANY AREAS. YOU HEARD OUR ASK OF OTHER DAC'S, PRESUME COMPETENCE AND INCLUDE OUR TICKETS. WE HEAR STORIES IN SEDAC AND STORIES THAT BREAK OUR HEARTS . AT OUR LAST MEETING, A PARENT SURE THAT SHE RECENTLY DISCOVERED HER HIGH SCHOOL STUDENT NEVER HAS A PARTNER OR IS INVITED TO JOIN OTHERS FOR GROUP PROJECTS. HE ALWAYS WORKS ALONE. WE KNOW MS. THOMAS AND DR. WE HEAR THE STORIES AND ARE WORKING THE BEST THEY CAN TO EDUCATE SCHOOL LEADERS AND STAFF TO CREATE POSITIVE CHANGE. WE ASK EVERYONE LISTENING ONLINE IN THIS ROOM TO DO TWO THINGS. LEARN MORE ABOUT BILAS, AND INCLUDE OUR KIDS. INVITE THEM TO BIRTHDAY PARTIES AND PLAY DATES. WELCOME THEM TO EXTRACURRICULAR GROUPS AND TEAMS, ENCOURAGE YOUR KIDS, ESPECIALLY YOUR TEAMS, TO MAKE SURE NO ONE IS LEFT OUT , WHETHER IN GROUPS, CLASSROOMS OR AFTERSCHOOL. IF WE WORK TOGETHER AS A COMMUNITY, WE CAN MAKE SURE ALL KIDS HAVE A CHANCE TO THRIVE AND NO ONE IS EXCLUDED FOR BEING DIFFERENT. THANK YOU. >> THANK YOU FOR THAT REPORT. AND, THANK YOU FOR THAT MESSAGE AT THE END FOR ALL OF US TO TAKE [G. Comments - Public] IN AND LIVE . APPRECIATE THAT. WE'RE MOVING ON TO ITEM 2G. PUBLIC COMMENTS. DO WE HAVE ANY PUBLIC COMMENTS? SORRY, EVERYBODY, OFF TRACK. WE GET A LITTLE EMOTIONAL. DEEP, NOT GOING TO BE READING COMMENTS ABOUT OUR PUBLIC COMMENT SECTION. CVUSD WAS TO HEAR FROM STUDENTS, PARENTS AND EMPLOYEES IN OUR IMMUNITY. ALL INDIVIDUALS HAVE THE RIGHT TO PROVIDE PUBLIC COMMENTS DURING OUR SCHOOL BOARD MEETINGS UNDER GOVERNMENT CODE SECTION 54-94-3. COMES WITH LISTED ITEMS ON TONIGHT'S AGENDA MUST BE MADE WITH AN AGENDA ITEM THAT IS CALLED. IF YOU WISH TO SPEAK ON THE TOPIC NOT ON TONIGHT'S AGENDA, NOW IS THE TIME TO PROVIDE YOUR PUBLIC COMMENT. IF YOU HAVE NOT ALREADY DONE SO, WISH TO SPEAK, PLEASE HAND IN YOUR BLUE CARD TO MRS. DELMAN. I HAVE TWO HERE. THANK YOU, MRS. FELDMAN. NOTE, ANY MATERIALS FOR BOARD MEMBERS, PLEASE PROVIDE THOSE TO MRS. FELDMAN FOR DISSOLUTION TO THE BOARD . PURSUANT TO THE BROWN ACT, THE BOARD CANNOT UNDERTAKE ANY ACTION OR DISCUSSION ITEMS NOT ON TONIGHT'S POSTED AGENDA . HOWEVER, MEMBERS OF THE BOARD OR STAFF MAY BRIEFLY REPLY TO COMMENTS OR QUESTIONS POSED BY THE PUBLIC. USUALLY, WE WILL WAIT UNTIL THE END OF THE PUBLIC COMMENT PERIOD BEFORE RESPONDING. AS MEETINGS ARE PUBLIC, COMETS WILL BE HEARD BY THOSE ATTENDING OR WATCHING A BROADCAST. IN ADDITION, THE BOARD ENCOURAGES STUDENTS TO PRODUCE A PAID IN CIVIC AFFAIRS. THEREFORE, WE HOPE STUDENTS ARE WATCHING THIS MEETING FOR TONIGHT'S AUDIENCE .PLEASE BE MINDFUL OF THAT AND MAKE YOUR COMMENTS FACTUAL AND OFFER THEM IN A RESPECTFUL MANNER. IN COMPLIANCE WITH ALL APPLICABLE STATE AND FEDERAL LAWS, THE GOVERNING BOARD STRIVES TO RESPECT PRIVACY RIGHTS OF STUDENTS AND EMPLOYEES DURING OUR MEETINGS . THIS INCLUDES THE RIGHT FOR THE IDENTITIES OF STUDENTS TO REMAIN CONFIDENTIAL. WE ALSO ASK SPEAKERS BE SENSITIVE TO OUR EMPLOYEES, LEGAL RIGHTS TO PRIVACY AND COVENANT JELLY. AS A REMINDER, THOSE REQUESTING TO SPEAK AT THIS TIME WILL SPEAK ON ITEMS THAT ARE NOT ON THE BOARD AGENDA . PLEASE NOTE THAT SPEAKERS' CARDS WILL NOT BE ACCEPTED ONCE THE BOARD STARTS THE PUBLIC COMMENTS AGENDA ITEM WITH THE FIRST SPEAKER. AND SO, WE HAVE TWO SPEAKERS TONIGHT. FIRST, WE HAVE JIM YARBOROUGH . YOU WILL HAVE THREE MINUTES FOR YOUR COMMENTS. >> I THINK YOU ALL HAVE THESE PACKETS . SB-12 77, NOW REQUIRING SCHOOL DISTRICTS TO [00:30:07] TRAIN TEACHERS TO TEACH GENOCIDE EDUCATION. PLEASE BE AWARE THAT THIS BOARD HAS VARIOUS OPTIONS WHEN IT COMES TO DOING THAT. THIS BOARD CAN USE QUALIFIED TEACHERS WHO ALREADY WORK FOR THE DISTRICT, AND YOU CAN USE ETHNIC STUDIES TEACHERS .IF THE BOARD CHOOSES TO CONTRACT OTHERS TO TEACH GENOCIDE EDUCATION, THE PACKET I HAVE GIVEN YOU LISTS SOME OPTIONS I ADVISED THIS BOARD CANNOT CONTRACT WITH THE GROUP CALIFORNIA TEACHERS COLLABORATIVE FOR HOLOCAUST AND GENOCIDE EDUCATION. IF YOU ARE DOING SO, PLEASE LEGALLY WITHDRAW FROM IT OR DO NOT RENEW THE CONTRACT. WHY DO I AND OTHERS TAKE THIS POSITION? CALIFORNIA TEACHERS COLLABORATIVE IS DOMINATED BY THE ADL, ANTI-DEFAMATION LEAGUE, AND SIMILAR GROUPS WHICH CONFLATE ANTI-SEMITISM WITH WITTICISM OF ISRAEL'S ACTIONS IN PALESTINE . THE ADL HAS TWO CURRICULUM, NO PLACE FOR HATE AND ECHOES AND REFLECTIONS, WHICH DIRECTS STUDENTS BACK TO THE ADL WEBSITE TO REPORT CRITICISM OF ISRAEL AS AN APARTHEID STATE AS HATE SPEECH. BOARD MEMBERS , IT IS NOT HATE SPEECH IF STUDENTS NOTICE AN APARTHEID SYSTEM IN ISRAEL/PALESTINE. IT IS NOT HATE SPEECH TO CALL APARTHEID WHAT IT IS , OR TO CALL GENOCIDE WHAT IT IS , NO MATTER WHO PERPETRATES THE APARTHEID OR THE GENOCIDE. OUR STUDENTS DESERVE HONEST PRESENTATION AND DISCUSSION ABOUT A TOPIC AS IMPORTANT AS GENOCIDE. PLEASE STUDY THE INFORMATION I HAVE GIVEN YOU . THIS PACKET ALSO CONTAINS INFORMATION ABOUT THE PROPOSED BAD LEGISLATION, A.B.-1468, ANOTHER EFFORT TO CENSOR PALESTINIAN AND ARAB VOICES AND ETHNIC STUDIES AND THE POLICE ALL ETHNIC STUDIES CONTENT. AV-1468 IS ALSO AN ATTACK ON ETHNIC STUDIES AND MUST NOT PASS. THANK YOU. >> THANK YOU. NEXT UP, WE HAVE GRIZZELL THE -- >> OKAY. THAT EVENING, DISTINGUISHED FOR MEMBERS AND SUPERINTENDENT . I'M HERE TO READ YOU AN EXAMPLE OF WHAT LOSS OF STUDENTS IN OUR DISTRICT ARE GOING THROUGH BECAUSE OF THE CURRENT POLITICAL CLIMATE RIGHT NOW. IT IS NOT JUST ONE SCHOOL SITE . IT IS HAPPENING AT ALL OUR SCHOOL SITES. SO, I'M A SENIOR AT THOUSAND OAKS HIGH SCHOOL, BALANCING AP CLASSES, SPORTS, AND EXTRACURRICULARS WALL NAVIGATING CHALLENGES OF A FIRST-GENERATION STUDENT. I'M THE FIRST IN MY FAMILY TO BE BORN IN THE U.S., BUT DESPITE THIS, THE FEAR OF DEPORTATION LOOMS OVER US EVERY DAY. MY OLDER BROTHER, JIM ARE WAS ONLY 40 YEARS OLD WHEN HE WAS BROUGHT HERE.HE GREW UP IN THIS COUNTRY, WORKED TIRELESSLY TO EARN HIS UNIVERSITY DEGREE, AND HAS BUILT A LIFE HERE, YET HIS FUTURE REMAINS UNCERTAIN . IF HE IS DEPORTED, EVERYTHING HE HAS WORKED FOR WILL BE TAKEN FROM HIM . HOWEVER, MY DEEPEST FEARS ARE FOR MY PARENTS, REMAIN UNDOCUMENTED. THEY LEFT THEIR VILLAGE 20 YEARS AGO IN MEXICO IN SEARCH OF A BETTER LIFE , AND FOR YEARS, THEY WORKED HARD, PAID TAXES AND CONTRIBUTE IT TO THIS COUNTRY, YET THERE IS STILL NO WAY -- NO PATHWAY -- TO CITIZENSHIP FOR THEM . RECENTLY, MY MOTHER HAD THE TALK WITH MY YOUNGER BROTHER , A PAINFUL CONVERSATION THAT EVERY CHILD OF A DOCUMENT IT PARENTS KNOWS TOO WELL MY BROTHER , BORN AND RAISED IN THOUSAND OAKS, IS ONLY 8 MY MOTHER HAD EXPLAINED TO HIM THAT SHE IS CONSIDERED ILLEGAL AND UNWANTED BY MANY IN THIS COUNTRY.SHE TOLD HIM THAT IF SHE IS EVER DEPORTED, SENT 1000 MILES AWAY, HE WOULD HAVE TO STAY UNDER MY CARE UNTIL I COULD AFFORD TO REUNITE HIM WITH HER AFTER THIS TALK, HE WAS LEFT CRYING IN SADNESS, THE SAME WAY I WAS AFTER MY CONVERSATION IN 2016 . AS I APPROACHED MY 18TH BIRTHDAY IN APRIL , I AM PREPARING TO TAKE LEGAL RESPONSIBILITY FOR HIM , ENSURING HE HAS ME LISTED AS HIS GUARDIAN IN CASE THE WORST HAPPENS ALTHOUGH I STILL FEEL I AM LIKE A CHILD MYSELF, THIS IS ONE OF THE MANY THINGS I HAVE TO FACE IF MY PARENTS ARE DEPORTED, ON TOP OF BEING A FULL-TIME COLLEGE STUDENT, I'LL NEED TO FIND AN EXTRA JOB TO SUPPORT HIM AND HELP HE IS SENT AWAY TO A PLACE HE HAS NEVER KNOWN. IF MY FATHER IS DEPORTED, THE SITUATION BECOMES EVEN MORE DIRE, AS MY FAMILY'S MAIN PROVIDER, AND HIS ABSENCE WOULD LIKELY MEAN USING OUR APARTMENT AS A LOSS AND HOMELESSNESS. THIS FEAR GRIPS OUR ENTIRE COMMUNITY. MY MOTHER WORKED AS A HOUSEKEEPER HAS RECEIVED AN INFLUX OF CALLS FROM WOMEN IN THE NEIGHBORING CITY WHO ARE DESPERATE FOR WORK. THEY ARE TOO AFRAID TO RETURN TO THE FIELD WHERE THEY PICK CROPS, TERRIFIED OF THE INCREASED I.C.E. SIGHTINGS IN THE AREA. THEY SHARE STORIES OF NEIGHBORS WHO HAVE BEEN DEPORTED IN FAMILIES TORN APART OVERNIGHT. FOR FAMILIES LIKE MINE, THIS COUNTRY IS HOME, AND YET, WE LIVE EVERY DAY WITH THE FEAR THAT, AT ANY [00:35:01] MOMENT, EVERYTHING WE KNOW CAN BE TAKEN FROM US, AND HERE I HAVE ANOTHER PACKET OF TESTIMONIALS HANDWRITTEN BY A LOT OF STUDENTS. SO, I WILL GIVE THAT -- THANK YOU -- >> THANK YOU FOR COMING AND SHARING TONIGHT , WE DID RECEIVE THE EMAIL , SIMILAR COMMENTS FROM STUDENTS, ON THIS TOPIC , I THINK, ABOUT 10 OR 12 . I DON'T KNOW HOW MANY OF MY COLLEAGUES WERE ABLE TO READ THEM BEFORE THE MEETING, BUT WE HAVE HEARD [A. Student Services - Approval of Annual Resolution #24-25-29: In Support of Arab American Heritage Month] YOUR STORIES AND REALLY ARE GRATEFUL FOR YOU FOR SHARING WITH US. SO, THANK YOU. WE ARE MOVING ON TO OUR ACTION ITEMS , AND WE'RE GOING TO START WITH 3A, WHICH IS APPROVAL OF ANNUAL RESOLUTION 24 SLASH 25 DASH 29, IN SUPPORT OF ARAB AMERICAN HERITAGE MONTH. >> PRESIDENT POWELL? >> YES. >> I MOVE THAT WE APPROVE ANNUAL RESOLUTION 24/MAY 25 THROUGH 29 IN SUPPORT OF ARAB AMERICAN HERITAGE MONTH. >> SECOND. >> THANK YOU. THERE HAS BEEN -- IT HAS BEEN -- A MOTION THAT HAS BEEN SECONDED -- IS THERE ANY DISCUSSION? I DID ACTUALLY HAVE A COMMENT , AND IT IS VERY -- YOU ALL CAN SHOOT ME DOWN IF YOU WANT TO -- BUT I REALLY KNOW THAT, OFTEN, WITH OUR HERITAGE MONTH, WE'LL INCLUDE THE THEME , AND SO, I WAS HOPING THE COMMUNITY ADDED SOMETHING IN THE END THAT MIGHT REFLECT THAT. MY SUGGESTION WILL BE SOMETHING LIKE, WHEREAS, IN THE MONTH OF APRIL, THE CVUSD ENCOURAGES STAFF, COMMUNITY, AND OTHERS TO CELEBRATE THE ARAB AMERICAN HERITAGE MONTH THEME, HONORING THE PAST, FUTURE, REFLECTING ON THE COMMITTEE'S LEGACY WHILE RECOGNIZING THE NEXT GENERATION OF LEADERS MAKING STRIDES, BUSINESS, GOVERNMENT, EDUCATION, SCIENCE, AND ARTS I DON'T KNOW HOW YOU FEEL ABOUT ADDING THAT I JUST DON'T LIKE THAT WAS SOME THINGS WERE MISSING AT THE END THERE. >> YOU OKAY WITH THAT? >> DO WE NEED A NEW MOTION? >> I MOVE THAT WE APPROVE THE RESOLUTION AS AMENDED . >> SECOND . >> AS AMENDED. >> THANK YOU EXCELLENT. ANY DISCUSSION? OKAY. LET'S VOTE. TRUSTEE LIGHT? >> YES. >> TRUSTEE GILL? >> YES. >> TRUSTEE GORBACK? >> YES. [B. Business Services - Adoption of Resolution #24/25-31 Approving the Surplus Property Advisory Committee Recommendation] >> TRUSTEE SYLVESTRE? >> YES. >> I'M YES. MOTION CARRIES 5-0, PREFERENTIAL VOTE WITH TRUSTEE LIGHT. MOVING ON TO 3B, BUSINESS SERVICES, ADOPTION OF RESOLUTION 24-'25- 31, PROVING SURPLUS PROPERTY ADVISORY COMMITTEE RECOMMENDATION. DO I HAVE A MOTION? >> PRESIDENT POWELL? >> YES, TRUSTEE GILL? >> I MOVE TO ADOPT RESOLUTION 24/25 DASH 29, PROVING THE SURPLUS RECOMMENDATION. >> SECOND. >> THANK YOU. A MOTION AND SECONDED. DO I HAVE ANY COMMENTS? DR. HAYEK, I THINK YOU ARE GOING TO HAVE COMMENTS FOR US? >> JUST A BRIEF BRIEFING. SO, IN NOVEMBER, WE CAME FORWARD TO THE BOARD, AND THE BOARD AGREED TO A SURPLUS PROPERTY COMMITTEE, ALSO KNOWN AS A 7-ELEVEN COMMITTEE. WE DID PUT OUT A PUBLIC SELECTION PROCESS. WE RECEIVED AROUND 40 APPLICATIONS FOR THE COMMITTEE POSITIONS. WE SEPARATED THEM INTO THE REQUIRED CRITERIA FOR EACH OF THOSE POSITIONS, AND THEN JUST BASICALLY DID RANDOM SELECTION FROM THERE . TWO OR THREE, I THINK, APPLICATIONS DIDN'T MEET THE REQUIREMENT BECAUSE THEY WERE WITHIN THE AMOUNT OF FEET WITHIN THE PROPERTIES THAT WERE GOING TO BE DISCUSSED . SO, THAT DOESN'T QUALIFY THEM. SO, THE COMMITTEE MET TWICE IN JANUARY AND FEBRUARY. REVIEWED A LOT OF DATA WE LOOKED AT SCHOOL ENROLLMENTS AND ALL OF OUR FACILITIES, THE SIZES, THE CAPACITIES. WE LOOK AT THE PROPERTIES IN QUESTION, WHICH IS 975 EVEN START, THE SCHOOL CURRENTLY BEING LEASED IN CONEJO. THE TWO PROPERTIES WE ACQUIRED LAST JUNE, 711 AND 703 RANCHO CONEJO BOULEVARD, WHICH A JOIN OUR OF THE PROPERTY AT 667 RANCHO CONEJO BOULEVARD FOR THE THREE-PIECE SET ON THE PROPERTY, SHARED PARKING, AND IT WAS DETERMINED, THROUGH MUCH DISCUSSION AND A LOT OF QUESTIONS AND REQUEST FOR ADDITIONAL INFORMATION THAT THE COMMITTEE AGREES THAT THOSE THREE OPERATIVES ARE NOT NEEDED FOR ANY SCHOOL PURPOSES AT THIS POINT IN TIME, AND IN THE NEAR FUTURE, AS WE LOOK AT THE [00:40:02] DEMOGRAPHIC STUDY THAT WAS DONE PROTECTING OUR ENROLLMENT THROUGH 2032 OR 33 -- AND THE REPORT OUTLINES THE WORK THAT THE COMMITTEE DID. WANT TO THANK THEM FOR THEIR OLDER TIME -- THEIR OWN MEMBERS OF THE COMMUNITY -- THERE WAS A LOT OF THOUGHTFUL QUESTION AND DISCUSSION THAT CAME OUT FROM THE COMMITTEE, AND IN THE END, THOSE PROPERTIES ARE NEEDED TODAY, OR IN THE NEAR FUTURE, AND THE BOARD -- THERE IS A RESOLUTION ON HERE -- TO ACCEPT THE COMMITTEE'S RECOMMENDATION AND DECLARE THEM SURPLUS. THE NEXT STEP IN THAT IS WHAT TO DO WITH THE PROPERTIES THEREAFTER. SO, THAT WOULD ULTIMATELY BE A BOARD DECISION. THE COMMITTEE DISCUSSED SOME ACCOMMODATIONS ON THOSE PROPERTIES. WE TALKED ABOUT LEASE, SALE, AND THE RECOMMENDATION FROM THE COMMITTEE IS NOT TO SELL THE PROPERTIES, BUT YET, PUT THEM OUT FOR LISA, THEN WE HAD SOME DISCUSSIONS ABOUT WHAT POTENTIAL USES COULD BE , 711 AND 703 WERE A LITTLE BIT EASY DISCUSSIONS, BECAUSE THEY ARE LOCATED IN INDUSTRIAL SECTION. SO, PROBABLY A LITTLE BIT EASIER TO MARKET FOR A LEASE TERM, BUT 975 EVEN START, WITH THE OLD SCHOOL, WAS A LITTLE BIT MORE CONVERSATION AS TO WHAT MAY OR MAY NOT BE ACCEPTABLE TO THE COMMUNITY ULTIMATELY, IT WAS DEEMED THAT WE SHOULD LEASE IT, BUT THERE WAS SOME DISCUSSION ABOUT WHAT NOT TO HAVE, BUT MOST PEOPLE IN THE COMMUNITY PREFERRED THAT IT REMAINED A SIMILAR USE AS IT IS NOW, AS A SCHOOL, AND WHATEVER THE BOARD DECIDES REGARDING THE ULTIMATE USE OF IT, JUST TO TAKE THE COMMITTEE'S SURROUNDING AREA'S CONSIDERATION, RESIDENTS IN CONSIDERATION WITH THAT DECISION. SO, THIS RESOLUTION WILL ACCEPT THE SURPLUS COMMITTEE'S RECOMMENDATIONS TO DECLARE THE PROPERTIES SURPLUS. IF THE BOARD REQUIRES US TO START TO GO THROUGH THE PROCESS TO START TO LOOK AT WHAT ARE THE OPTIONS TO DO WITH THOSE PROPERTIES, AND THEN IF THEY WANT US TO COME BACK, WE CAN COME BACK TO YOU WITH SAMPLE LEASE TERMS IF WE ARE GOING TO LEASE OUT ONE, TWO OR THREE OF THE PROPERTIES. WE DON'T HAVE TO 711 AND 703 COULD POTENTIALLY BE USED FOR NONSCHOOL DISTRICT OPERATIONS , BUT THIS RESOLUTION WILL GIVE US THE POSSIBILITY TO PUT IT OUT FOR LEASE IF WE DON'T, AND WE KNOW TRIUMPHANT SCHOOL IS LIKELY NOT GOING TO BE USED BY US FOR A SCHOOL. SO, WE CAN WORK TO COME UP WITH SAMPLE LEASE TERMS OR MINIMUM LEASE TERMS, THEN IT WILL COME BACK BEFORE THE BOARD, AND ULTIMATELY, WE WOULD HAVE TO GO THROUGH KIND OF A DETAILED PROCESS OUTLINED BY LAW OF HOW THAT GOES WHEN WE PUT IT OUT FOR LEASE AND HOW WE ACCEPT BIDS AND HOW THOSE BID OPENINGS GO. >> THANK YOU. ANY COMMENTS OR QUESTIONS? YES, TRUSTEE SYLVESTRE? >> I WANT TO SAY, SELLING THE PROPERTY, WE GET A LUMP SUM, THAT WOULD BE STRICT AND USE OF THE FUNDS. CORRECT? >> YES. >> BUT IF WE ARE LEASING IT, THOSE FUNDS COULD GO INTO THOSE PAYMENTS THAT GO INTO OUR GENERAL FUND. >> THAT IS CORRECT. IF YOU SELL PROPERTY, THE FUNDS REMAIN IN THE SURPLUS PROPERTY FUND, AND CAN TYPICALLY ONLY BE EXPANDED FOR CAPITAL PURPOSES. THERE IS A WAIVER EXCEPTION YOU COULD ASK THE STATE TO USE SOME OF THE FUNDS FOR OTHER PURPOSES. BUT IT HAS TO BE SPECIFIC, AND IT HAS TO OUTLINE WHAT THOSE PURPOSES ARE , AND THEY CAN APPROVE OR DENY IT. IF IT IS A LEASE, THE REVENUE FROM LEASES CAN GO INTO OUR GENERAL FUND. WE DO LEASE OUT EXISTING PROPERTIES NOW TO CHARTER SCHOOL AND HE CONEJO SCHOOL THAT PAYS US LEASE PAYMENTS. THOSE GO INTO GENERAL REVENUE THAT HELPS US IN OUR BUDGET. >> IN TERMS OF TIMING, CURRENTLY, WE HAVE A TENANT AT THE EVEN STORE PROPERTY WHO WOULD BE OUT BY THE END OF JUNE. >> JULY. >> THE END OF JULY IS IT POSSIBLE TO BE READY TO LEASE IT SHORTLY AFTER THAT, OR IS ALL OF THESE OTHER THINGS THAT WE HAVE TO DO AND APPROVALS AND PROCESS -- IN OTHER WORDS, WOMEN THE PROPERTY BE AVAILABLE TO BE AT LEAST AND THE OTHER TWO, AS WELL, WHICH ARE VACANT? >> WE COULD POTENTIALLY BE READY AS SOON AS THEY LEAVE. WE DID HAVE A MEETING WITH THEM IN THE FALL. WE DID A WALK-THROUGH WITH OUR FACILITIES TEAM AND THEIR AND MINISTRY THE TEAM, THEIR EXCITATIONS OF WHAT AND HOW THEY MEET THE CONDITION OF THE PROPERTY, AND WE ARE ON THE SAME PAGE , ULTIMATELY, WE'LL HAVE TO WAIT UNTIL THE TENANT VACATES, THEN WE'LL GO, AND I'M SURE THERE MIGHT BE A LITTLE BIT OF CLEANUP HERE AND THERE. THE SITE DOES NEED SOME WORK. SO, DEPENDING ON WHO COMES IN AND TAKES IT, THOSE ARE THINGS, PERHAPS, WE COULD DISCUSS AND WHAT THE MINIMUM STANDARDS ARE AS FAR AS A LEASE, [00:45:02] WITH WE WANT TO SPEND DISTRICT FUNDS TO MAKE REPAIRS, UPGRADES , TO INFRASTRUCTURE ON THE PROPERTY, OR WE LEASE IT OUT AS IS, AND WHOEVER TAKES IT IS RESPONSIBLE FOR ANY MAINTENANCE UPGRADES, ET CETERA . >> OKAY. WHAT I AM HEARING IS, AT SOME POINT, THE BOARD DECIDES TO GO AHEAD AND LEASE THE PROPERTY, WE CAN START THAT PROCESS AS SOON AS POSSIBLE? >> YES. YES. THIS RESOLUTION AUTHORIZES US TO START THAT BACKGROUND RESEARCH, AND THEN BRING IT TO YOU AT A LATER MEETING. THERE ARE SOME MINIMUM TERMS, IF THE BOARD DECIDES TO PUT THE PROPERTY OUT TO LISA, HERE IS WHAT WE WOULD EXPECT TO GET. >> THANK YOU. >> DO YOU NEED ANY ADDITIONAL DIRECTION FROM US ON THIS ISSUE, OR IS IT JUST THE FACT THAT, ASSUMING WE APPROVE THIS RESOLUTION, THAT IS WHAT WE GIVE YOU THE GREEN LIGHT TO MOVE FORWARD ON EXPLORING OPTIONS FOR LEASE? >> THAT GIVES US THE GREEN LIGHT. WE'LL EXPLORE THOSE OPTIONS. BEFORE WE DO ANYTHING ELSE, WE WOULD COME BACK HERE. >> ANOTHER QUESTION? >> YES. >> I ALSO WANT TO THANK THE MEMBERS OF THE COMMITTEE FOR DOING THIS WORK. APPRECIATE IT. WE DON'T HAVE ANY OF THE COMMENTS, WE ARE GOING TO GO ON. >> I JUST WANT TO SAY, I KNOW WE HAVE PUBLIC COMMENT, BUT THE CHAIR OF THE PUBLIC COMMITTEE IS HERE. I DON'T KNOW IF YOU WOULD WANT HIM TO SAY ANYTHING OR NOT, OR WHAT THE CHAIR OF THE SURPLUS PROPERTY COMMITTEE WOULD SAY. >> ESTHER LEMIEUX, ANY COMMENTS YOU WOULD WANT TO GIVE US ABOUT THE COMMITTEE? TAKE YOU SO MUCH FOR BEING HERE TONIGHT. SORRY I DIDN'T SEE YOU OUT THERE. >> HI. MACKLEMORE. SO SORRY FOR BEING A LITTLE LATE. I WANTED TO LET YOU KNOW A COUPLE OF THINGS REAL QUICK. STAFF , UNBELIEVABLE AS FAR AS GETTING US THE INFORMATION NEEDED, AND WHAT WAS REALLY EVIDENT WITH THE COMMITTEE, BECAUSE ALL OF THE SUGGESTION AND RECOMMENDATIONS WE MADE WERE UNANIMOUS WITH THE ENTIRE COMMITTEE WAS THAT, IT IS TIME TO DISPOSE OF THESE PROPERTIES , BUT WITH THE LAWS BEING WHAT THEY ARE, WE WOULD NORMALLY THINK THE SALE WOULD BE BETTER. THE SCHOOL DISTRICT DOESN'T GET MUCH FREEDOM IN THE FORM OF THE SALE AS FAR AS THE MONEY AND THE WAY THE SCHOOL DISTRICT FEELS IS BEST .SO, THAT IS WHY WE WERE TESTING NOT ONLY A LEASE, BUT ON SOME OF THESE PROPERTIES, A LONG-TERM LEASE, WHICH IS EQUAL TO A SALE , IN ESSENCE, AS FAR AS RESPONSIBILITY OF THE LESSER , BUT YOU STILL RETAIN THE PROPERTY, AND YOU STILL RETAIN CONTROL IN THE FORM OF THE ITEMS IN THAT LEASE OF HOW THE PROPERTY IS USED. SO, I JUST WANTED TO, FIRST OF ALL, THANK STAFF AND MADE THE COMMITTEE'S JOB SUPER EASY, AND WE HAD A VERY, VERY WIDE VARIETY OF REAL ESTATE PROFESSIONALS, TEACHERS, AN ATTORNEY, A WIDE VARIETY OF PEOPLE THAT MADE OUR DISCUSSION REALLY GOOD. I WANT TO THANK VICTOR FOR THEIR WORK AS WELL. THANK YOU. >> GREAT. THANKS AGAIN FOR BEING HERE AND GIVING US THAT INSIGHT THAT IS REALLY GREAT FOR US TO HEAR. SO -- OKAY, MOVING ON TO A VOTE, WE ARE STARTING TRUSTEE LIGHT . YES? TRUSTEE SYLVESTRE? >> YES. >> TRUSTEE GOLDBERG? >> YES. >> TRUSTEE GILL? >> YES. >> TRUSTEE GORBACK? [C. Business Services - Approval of Quitclaim Deeds for Newbury Park and Thousand Oaks High Schools] >> YES. >> I AM A YES. MOTION CARRIES 5-0 WITH PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT. NOW ITEM 3C, BUSINESS SERVICES, APPROVAL OF CLAIM DEEDS FOR NEWBURY PARK AND THOUSAND OAKS HIGH SCHOOLS. MOTION? >> PRESIDENT POWELL? >> YES. TRUSTEE GOLDBERG ? >> I MOVE THAT WE GET BACK TO WHERE WE APPROVE THE QUICK CLAIM DEEDS FOR THOUSAND OAKS HIGH SCHOOL AND NEWBURYPORT HIGH SCHOOL TO CORRECT THE TITLE OF OWNERSHIP AS SUBMITTED, AS OVER TIME. >> SECOND. >> IT HAS BEEN MOVED AND SECONDED.THANK YOU. ANY COMMENTS? DR. HAYEK? >> PROBABLY NEED SOME EXPLANATION. >> THANK YOU. >> I WAS GOING TO SAY, THANK YOU FOR BRINGING IT UP. >> SO, IN THE MIDST OF APPLYING FOR ELECTRIC GRANT AND CHARGERS, PART OF THE GRANT WAS GETTING PERMISSION OF THE OWNER OF THE PROPERTY , WHICH WE THOUGHT WAS US, AT TL HIGH SCHOOL, BUT IN A DEED SEARCH, IT TURNED OUT THAT , TAKING YOU BACK TO THE '70S, WHERE THIS BOARD DIDN'T EXIST, NOR DID THIS DISTRICT, WHERE'D THE COUNTY BOARD OF SUPERVISORS, I BELIEVE, REDREW THE DISTRICT BOUNDARIES FOR THE SCHOOL DISTRICTS , AND AT THAT TIME, NEWBURY PARK HIGH SCHOOL AND THOUSAND OAKS HIGH SCHOOL LONGED TO THE OXNARD UNION SCHOOL DISTRICT . SO, WHEN THAT HAPPENED , SOMETHING FELL ALONG THE WAY, WHERE THOUGH IT WAS DONE BY ACTION AT THE COUNTY , AND THEN THE BOARD WAS [00:50:02] SUBSEQUENTLY FORMED, NOBODY TRANSFERRED THE PAPERWORK OVER, OR IF IT WAS DONE, NOBODY COULD FIND IT . SO, WHEN WE WENT TO APPLY FOR THE GRANT, WE WERE TOLD THAT WE WERE NOT THE OWNER, WE NEED TO HAVE THE OXNARD UNION SCHOOL DISTRICT SIGN OFF ON THE GRANT, AND SO, WE JUST WENT THROUGH THE PROCESS OF TRYING TO CORRECT IT , WHICH WAS ACTUALLY AN INTERESTING PROCESS. WE ALSO FOUND OUT THERE WAS ANOTHER ERROR THAT WAS MADE. WE HAVEN'T ASCERTAINED WHERE, BUT WHEN THE DISTRICT CONSULTED THE PROPERTY IN 2015, SOMEBODY NOTED THAT THOSE BUYERS WERE BUYING PART OF TL HIGH SCHOOL AS WELL, SO, THEY WERE LISTED ON THE APN NUMBERS AS ON THE ASSESSOR'S PARCEL. SO, UNFORTUNATELY, IT COST US A LITTLE BIT OF MONEY IN LEGAL FEES AND FILING FEES TO GET THIS SORTED OUT, BUT TONIGHT, ALSO, AT THE OXNARD UNION BOARD MEETING, I AM HOPEFUL THAT THEY ARE APPROVING IT AS WELL. SO, WE'RE DOING THIS CONCURRENTLY , BILL APPROVAL APPROVE, AND THEN HOPEFULLY, CONFIDENTLY, THAT THIS MATTER IS CORRECTED, FIXED, AND WE CAN MOVE FORWARD AND THE RIGHTFUL OWNERS FOR THOUSAND OAKS HIGH SCHOOL AND NEWBURYPORT HIGH SCHOOL RESIDES WITHIN THE COMMUNITY HIGH SCHOOL DISTRICT. >> ANY COMMENTS OR QUESTIONS? >> YOU CAN'T TAKE THIS. >> I KNOW. DOES NOT SEEM TOO CONTROVERSIAL ON OUR END, ANYWAY. SHALL WE VOTE? TRUSTEE LIGHT? >> YES . >> TRUSTEE GILL? >> YES. >> TRUSTEE SYLVESTRE? >> YES . >> TRUSTEE GOLDBERG? >> YES. >> TRUSTEE GILL? >> YES. >> I'M YES. MOTION, 5-0, PREFERENTIAL YES FROM TRUSTEE LIGHT . WE HAVE TO WAIT UNTIL OUR UNION VOTES. WE WILL BE [D. Student Services - Approval of New Contract with Ventura County Office of Education for the CYBHI School-Linked Partnership and Capacity Grant] SWEATING UNTIL ABOUT MIDNIGHT TONIGHT. >> WE HAVE REFILLED THAT NIGHT AS WELL -- >> OKAY. NOW, WE ARE AT AGENDA ITEM 3D, STUDENT SERVICES, APPROVAL OF NEW CONTRACT WITH VENTURA COUNTY OFFICE OF EDUCATION FOR THE SCHOOLING PARTNERSHIP AND CAPACITY GRANT FOR CYPHI . >> TRUSTEE SYLVESTRE? >> PRESIDENT POWELL, OF THAT WE MOVE THE OFFICE OF EDUCATION FOR THE CYBHI SCHOOLING PARTNERSHIP AND CAPACITY GRANT. >> SECOND. >> OKAY. THANK YOU. MOVED AND SECONDED ANY COMMENTS? I THINK , MR. LOU , OR DR. CHAMBERLAIN ? >> I BELIEVE DR. CHAMBERLAIN HERE . >> EXCELLENT. THANK YOU. >> GOOD EVENING, EVERYBODY, I JUST WANTED TO MAYBE PROVIDE A BRIEF DESCRIPTION OF A COMPLICATED INITIATIVE , AND BE AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE AS A BOARD. SO, THIS IS ONE IS A VERY BIG PIECE OF LEGISLATION THAT IS GOING TO FACILITATE US BEING ABLE TO BUILD PRIVATE PAY INSURANCE FOR SERVICES THAT ARE PROVIDED ON SCHOOL CAMPUSES CURRENTLY . OUR MENTAL HEALTH SERVICES, MOST OF OUR MENTAL HEALTH SERVICES, CURRENTLY GRANT-FUNDED, SO IT REALLY IS A -- AIMED AT SUSTAINING THE SERVICES WE ALREADY PROVIDE ON CAMPUSES AS THESE GRANTS RUN OUT OUR OUR FUNDING STREAMS END IT . WHAT HAS HAPPENED IS A CONSORTIUM HAS BEEN ESTABLISHED FOR BCOE AND OTHER DISTRICTS AND HAS CONTRACTED WITH THE THIRD-PARTY HEALTHY CAMPUS TO ESTABLISH THE WHOLE BILLING, PROCEDURES, MAINTENANCE OF RECORDS, THIS HEALTHY CAMPUS HAS DONE WORK LIKE THIS FOR SCHOOLS AND FOR GOVERNMENT IN THE PAST . SO, THEY ARE EXPERTS IN THE AREAS OF SECURITY, HI P.A., AND BARBARA AND CREATING THESE SYSTEMS OF CARE THEY HAVE WORKED WITH FOR THE VETERANS AFFAIRS OFFICES . THEY HAVE WORKED WITH THE USC SCHOOL OF MEDICINE , AND THIS IS THEIR AREA OF EXPERTISE. THE MONIES WE ARE LOOKING AT OUR TO COMPLEMENT THE SYSTEMS THAT HEALTHY CANVAS WILL BE ESTABLISHING FOR OUR COUNTY. AND SO, WITH THOSE FUNDS , THEY CAN BE USED FOR TRAINING OF STAFF . IT COULD BE USED FOR HIRING STAFF, IT COULD BE USED FOR OUR FACILITIES IF WE NEEDED TO UPGRADE ANY FACILITIES TO ESTABLISH CONFIDENTIAL ROOMS. IT COULD BE USED FOR DATA COLLECTION SO THAT WE COULD DEMONSTRATE WITH OUR OTHER PARTNERS IN THE COUNTY, [00:55:03] COLLECTIVE IMPACT , AND REPORT THAT BACK TO THE STATE, SO, I DID JUST WANT TO GIVE AN OPPORTUNITY TO YOU TO ASK ANY QUESTIONS THAT YOU MIGHT HAVE , AND I WILL DO MY BEST TO ANSWER THEM. >> AGAIN. I WANT TO EMPHASIZE THE FACT THAT, WHILE WE HAVE MENTAL HEALTH GRANTS IN PLACE NOW, WHICH IS PROVIDING A LOT OF SUPPORT TO OUR SCHOOL SITES AND THE BUILDING OF OUR MENTAL HEALTH DEPARTMENT, THAT IS ALL GRANT-FUNDED, AND WE ARE JUST LOOKING AT A COUPLE MORE YEARS OF HAVING ACCESS TO THOSE DOLLARS. WE THINK THAT THIS IS -- I SAY, WE THINK, BECAUSE WE HAVEN'T SEEN THE FUNDS ACTUALLY COMING IN OUTSIDE OF THIS ORIGINAL DOLLAR AMOUNT . WE THINK THAT THIS WILL BE ABLE TO SUSTAIN AND MAYBE GROW MORE MENTAL HEALTH DEPARTMENT, BUT I WILL SAY, IN WORKING THROUGH SOME OF THESE PROCESSES IN THE PAST -- AND IT IS EXCITING, AND WE HOPE THAT THIS IS GOING TO BE THE SOLUTION TO A POSSIBLE PROBLEM IN THE FUTURE, I GUESS, IS THE WAY I WOULD DESCRIBE IT, WE REALLY WANT TO MAKE SURE, BEFORE WE GET TOO OUT FAR IN FRONT OF THIS, THAT WILL ACTUALLY BE RECEIVING DOLLARS, AND THAT THE SYSTEM BEING SET UP IS A GOOD WAY OF COLLECTING MORE , I GUESS, FOR COMPANIES THAT NEED TO SET BACK DOLLARS BACK THROUGH THIS COMPANY, SO, I THINK THERE IS STILL A LOT TO FIGURE OUT.WE THINK THAT THIS IS GOING TO BE A SOLUTION, WE'RE WORKING WITH A LOT OF DISTRICT WITHIN THE COUNTY AND THE CBCOE. I WANT TO MAKE SURE, LIKE I SAID, WE TAMPED DOWN IN THE EXCITEMENT UNTIL WE ACTUALLY SEE THE DOLLARS ROLLING IN . I HATE TO SAY IT THAT WAY, BUT IT IS TRUE . >> THIS GRANT'S REALLY ALLOWING US TO SORT OF BUILD CAPACITY, GET READY FOR IMPLEMENTATION AS WE ARE KIND OF MOVING INTO THIS KIND OF, WE ARE STILL IN THAT MODE TO GET THIS GOING. >> YEAH. >> THE WAY I THINK WE SHOULD REALLY SPEND THE MAJORITY OF OUR FUNDS IS, AS WE RUN OUT OF GRANT FUNDING FOR CURRENT POSITIONS, WE START FUNDING THEM WITH THIS GRANT, WE START HAVING THEM DO THE BILLING , AND SEE HOW THAT WORKS, ALMOST LIKE A PILOT, TO SEE, YOU KNOW, HOW EFFECTIVE IS THE BILLING PROCESS, ARE WE GETTING REIMBURSEMENT , AND SO, THEN, THAT WOULD BE A SLOWER TRANSITION , AND I THINK, BECAUSE WE ARE IN A DIFFERENT POSITION THAN A LOT OF DISTRICTS, WE DO HAVE THE LUXURY OF KIND OF MOVING INTO THIS A LOT MORE SLOWLY THAN OTHERS MAYBE. >> IF I COULD JUST ADD ONE IMPORTANT THING, LIKE , STUDENT MENTAL HEALTH SERVICES WOULDN'T BE DENIED OR REDUCED IN ANY WAY IF , SAY, A PARENT OR GUARDIAN OR STUDENT DIDN'T HAVE INSURANCE OR DIDN'T WANT TO PROVIDE THE INSURANCE INFORMATION . SO, THIS WOULD ONLY BE FOR THE CASE OF THE BILLING WOULD BE IF THE FAMILY CHOOSES TO AND WANTS TO OR HAS -- PROVIDES US THAT BILLING INFORMATION. >> TRUSTEE SYLVESTRE? >> THAT IS AN IMPORTANT WON AND WANT TO MY QUESTIONS. THANK YOU FOR CLARIFYING THAT. REALLY, ON OUR END, COULD CHANGE WHEN THE MONEY COMES IN IS WE WOULD HAVE TO MAKE AN ATTEMPT TO AT LEAST COLLECT THE INSURANCE INFORMATION, KEEP IT SECURE , THEN THE PROVIDERS WOULD HAVE TO PROBABLY DO MORE TRACKING OF THE AMOUNT OF TIME THEY'RE SPENDING, OR ARE THEY DOING THAT ANYWAY ? IN OTHER WORDS, THEY SEE A STUDENT, HAVE 15 MINUTES, IS THIS SOMETHING THEY ARE CURRENTLY DOCUMENTING, OR WOULD THAT BE IN ADDITION TO THEIR DUTIES? >> THIS IS SOMETHING ALL OF OUR SPECIAL EDUCATION PROVIDERS ALREADY DO. SO, I DO THINK, FROM THAT PERSPECTIVE, OUR -- MOST OF OUR MENTAL HEALTH TEAM -- IS FAMILIAR WITH THESE PROCESSES. EVEN IN WELLNESS, MANY OF OUR PROVIDERS WILL CARRY A SMALL SPECIAL EDUCATION CASE , OR HAVE BEEN SPECIAL EDUCATION PROVIDERS IN THE PAST.SO, IT IS SOMETHING WE ARE FAMILIAR WITH. ALSO, AS PROVIDERS BECOME LICENSED , THEY PROVIDE AN MPI NUMBER THEY APPLY FOR, WHICH IS REQUIRED, AND WE DO THAT THROUGH OUR MEDI-CAL PROCESS ALREADY. >> THANK YOU. A QUESTION? >> SO, HOW, IF AT ALL, WILL SERVICES DIFFER BASED ON WHETHER OR NOT THE STUDENTS PROVIDE OR THE FAMILIES PROVIDE THE HEALTH INSURANCE? >> WE DON'T HAVE TO CHANGE SERVICES. >> THE HEALTHY CAMPUS PIECE, IS THAT REALLY ONLY FOR THE MEDICAID PIECE, OR THEY'RE REALLY HELPING WITH ALL? >> YES, THERE HELPING WITH ALL YES. THEY HAVE A VERY [01:00:02] SOPHISTICATED SYSTEM WHERE THEY HAVE ALREADY LOADED EVERY INSURANCE PROVIDER INTO A SYSTEM, INTO THEIR SYSTEM. THEY'RE DOING THIS ACROSS THE STATE. AND SO, THE GRANT TIMELINE STARTS RIGHT AWAY ? >> IT DOES, BUT IT IS A TWO-YEAR GRANT PROCESS. >> THEN, YOU WILL BEING DOING THE SLOW- ROLL OUT AS YOU ARE GETTING THE GRANT AND SLOWLY START IMPLEMENTATION? >> WE ARE WATCHING DISTRICTS IN OTHER COUNTIES THAT ARE AHEAD OF US ALSO THAT ARE CONTRACTING WITH HEALTHY CAMPUS TO SEE WHAT THEIR REIMBURSEMENT LOOKS LIKE . >> I KNOW WHEN YOU CAME AND SPOKE TO US IN THE FALL, IT WAS LIKE YOU WERE IN SUCH A DIFFERENT STAGE OF THINGS. IT IS REALLY EXCITING TO SEE HOW FAR IT HAS COME IN A FEW MONTHS. THANK YOU SO MUCH FOR BEING HERE TO ANSWER OUR QUESTIONS AND GIVE US A LITTLE BIT OF BACKGROUND. APPRECIATE YOU BEING WITH US. >> OKAY. ANOTHER QUESTION? >> SORRY.HATE TO THROW YOU ON THE SPOT. IF YOU DON'T KNOW THE ANSWER TO THIS, YOU CAN COME BACK IS THIS PART OF THE TRAINING FOR HEALTHY CAMPUS THAT WE HAD FOR THE A.I. COMPONENTS , OR IS THAT CORRECT? >> IT DOES. >> DO YOU KNOW IN WHAT WAYS THE A.I. IS BEING USED IN THAT SOFTWARE, AND WHAT DATA IT HAS ACCESS TO? >> I DON'T KNOW WHAT DATA IT HAS ACCESS TO . THE WAY IT HAS BEEN DESCRIBED TO ME BY HEALTHY CAMPUS IS, FREQUENTLY, WHEN INSURANCE IS BILLED, THERE IS A REJECTION OF THE CLAIM. WHAT THEY HAVE LOADED INTO THEIR PROGRAMMING IS ANY LITIGATION , AND ALL OF THE INSURANCE POLICIES . AND SO, WHEN A CLAIM IS DENIED, THEY DO THEIR MAGICAL A.I. THING , AND THEY RESUBMIT THE CLAIM WITH THE POLICY HIGHLIGHTING THE AREAS OF WHERE THE COVERAGE IS , AND THEN, THEY ATTACH ANY LITIGATION THAT HAS OCCURRED, AND SO, THEIR REIMBURSEMENT RATE IS 95%. >> GREAT THANK YOU. >> OKAY. THANK YOU. BOTH, TRUSTEE LIGHT? >> YES. >> TRUSTEE GOLDBURG? >> YES. >> TRUSTEE SYLVESTRE? >> YES. >> TRUSTEE GILL? >> YES. >> I AM A YES. MOTION CARRIES [4. ACTION ITEMS – CONSENT] 5-0 WITH PREFERENTIAL YES BUT FROM TRUSTEE LIGHT. MOVING ON TO OUR CONSENT AGENDA . DO I HAVE A MOTION? >> I MOVE THAT WE ACCEPT THE CONSENT AGENDA AS SUBMITTED. >> SECOND. >> THANK YOU. IT HAS BEEN MOVED AND SECONDED. ANY DISCUSSION? SEEING ON, WE WILL VOTE TRUSTEE LIGHT? >> YES. >> TRUSTEE GORBACK? >> YES. >> TRUSTEE SYLVESTRE? >> YES. >> TRUSTEE OLBRICH? >> YES. >> TRUSTEE GILL? >> I AM A YES. 5-0, PREFERENTIAL YES BUT FROM TRUSTEE LIGHT .WE'RE MOVING ONTO OUR ACTION ITEM TO SORRY -- TO OUR DISCUSSION ITEMS. INFORMATION [A. Instructional Services - Presentation: Updates on Mathematics in CVUSD] ITEMS , 5 PLAIN A, INSTRUCTIONAL SERVICES, PRESENTATION UPDATES ON MATHEMATICS IN THE CVUSD BY DR. DANA SOUTER AND MS. KELSEY BARTLETT . >> YES. >> SORRY ABOUT THIS. ONE SECOND. ALL RIGHT. [01:05:04] >> TAKE YOUR TIME. WE ARE NOT GOING ANYWHERE. >> GOOD EVENING, PRESIDENT POWELL, DR. MCLAUGHLIN, MEMBERS OF THE BOARD , EXECUTIVE MEMBERS. MY NAME IS KELSEY BARTLETT, YOUR CONEJO VALLEY UNIFIED SCHOOL DISTRICT . THANK YOU SO MUCH FOR THE OPPORTUNITY TO COME HERE AND SPEAK TO YOU ABOUT THE MATH PROJECT WE HAVE BEEN DOING IN THE UPDATES WE HAVE FOR YOU. THE OBJECTIVE TODAY IS TO PROVIDE THE CONEJO VALLEY UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION WITH AN UPDATE ON THE CALIFORNIA MATHEMATICS FRAMEWORK, ACTIONS TAKEN, AND NEXT STEPS. BEFORE WE GET STARTED, I WANT TO START THIS VISITATION THE SAME WAY THAT I HAVE BEEN STARTING OUR MATHEMATICS PD'S WITH A MINDSET SHIFT . SO, INSTEAD OF LIMITATIONS, WE'RE GOING TO FOCUS ON POSSIBILITIES SO, DON'T TELL ME WHY WON'T WORK. SHOW ME HOW WE CAN WORK. WE HAVE SOME BIG CHANGES COMING , AND THEY ARE SMALL BUT MIGHTY, AND WE NEED TO BE SURE THAT WE KNOW HOW TO IMPLEMENT THESE CHANGES, AND WE DO HAVE THE RIGHT MINDSET FOR THAT. I WILL BE SPEAKING TO YOU TODAY ABOUT WHY CALIFORNIA HAS A NEW FRAMEWORK, TEACHING AT THE BIG IDEAS, DEVELOPING NUMBER SETS, FLEXIBLE PATHWAYS, AND FLEXIBLE ASSESSMENT . SO, THE CALIFORNIA MATHEMATICA FRAMEWORK CAME OUT IN JULY OF 2023, AND SOME BACK ON INFORMATION FOR YOU, THEY LOOKED AT SOME INTERNATIONAL DATA . THIS IS THE PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT , AND THEY FOUND THAT THE UNITED STATES, WHICH IS THE RED CIRCLE, IS PERFORMING AT THE LOWER-50% OF OTHER NATIONS.SO, TO THE LEFT IS IN A NATION THAT IS PERFORMING LOWER THAN THE UNITED STATES , AND TO THE RIGHT ARE NATIONS THAT ARE PERFORMING HIGHER IN MATHEMATICS THAN THE UNITED STATES. SO, THAT MADDOX HAS LONG BEEN RATED AS A SUBJECT THAT HAS BEEN OBSOLETE, AND SOMETHING THAT DOES NOT MEET THE NEEDS OF ALL STUDENTS. SO, THAT WAS THE START OF THIS CONVERSATION FOR NEEDING TO CHANGE. THEN, IF WE LOOK A LITTLE BIT MORE GRANULAR LEAGUE, THIS IS THAN THE UNITED STATES . THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS TOOK A RANDOM GROUP OF FOURTH GRADERS AND EIGHTH GRADERS AND ASKED THEM TO INTERACT WITH ASTHMATICS PROBLEMS TO SEE HOW THEY COULD SOLVE PROBLEMS, PERSEVERE THROUGH PROBLEMS, WHAT THEIR NUMBER SENSE WAS, AND IF YOU LOOK AT THESE GRAPHS ON THE LEFT, GRADE 4, ON THE RIGHT, GRADE 8, AND CALIFORNIA IS THE YELLOW LINE , AND THE UNITED STATES IS THE BLACK LINE. SO, NOT ONLY IS THE UNITED STATES PERFORMING UNDER OTHER NATIONS, BUT CALIFORNIA IS PERFORMING UNDER THE UNITED STATES. SO, THESE CREATURES OF THE -- CREATORS OF THE FRAMEWORK -- DECIDED TO LOOK AT, IF THIS ISN'T WORKING, HOW DO KIDS LEARN MATH. SO, THEY LOOK AT SOME NEUROSCIENCE RESEARCH AND FOUND THAT THERE IS NOT ONE PART OF THE BRAIN THAT IS BEING USED TO REALLY DO MATHEMATICS. THERE ARE MULTIPLE PARTS OF THE BRAIN BEING USED. SO, WE WANT TO RECRUIT THE SPECIFIC AND DOMAIN-GENERAL SYSTEMS WHEN DOING MATHEMATICS . HOW DOES THAT HAPPEN? THEY FOUND OUT THAT KIDS DO THAT BY INTERACTING WITH QUESTIONING , PROBLEM SOLVING, REASONING, MEDICATION , JUDGMENT OF THEIR ANSWERS , AND EXPLAINING AND MAKING CONNECTIONS. SO, THEREFORE, THEY CREATED THIS FRAMEWORK , AND THIS FRAMEWORK IS A VENUE ONE OF THE GRADE LEVELS THEY HAVE . EACH GRADE LEVEL IS IN THE MATH FRAMEWORK. IN ESSENCE, THE CIRCLES , THE BIGGER THE STRUGGLES, THE MORE IMPORTANT IT HAS . SO, IT IS A CLUSTER OF STANDARDS, AND THEN THE LINES ARE INTERCONNECTIONS BETWEEN THE CLUSTERS, AND A LION IS DELINEATED BY THE SHARING OF AT LEAST TWO STANDARDS. SO, IT IS VERY IMPORTANT TO NOTICE THAT THIS FRAMEWORK IS NOT A CHANGE IN COMMON CORE STANDARDS AT ALL. THERE IS NO CHANGE TO STANDARDS. IT IS A CHANGE IN THE ROAD WE ARE TAKING TO GET THERE, HOW WE ARE DELIVERING THE INSTRUCTION AND HOW WE ARE GETTING STUDENTS [01:10:01] TO DEVELOP THEIR MATHEMATICAL SKILLS. ONE OF THE OTHER BIG IDEAS IN THE MATHEMATICS FRAMEWORK IS DEVELOPING NUMBER SETS . AS EDUCATORS, WE ALWAYS TALK ABOUT NEEDING STUDENTS TO HAVE STRONG NUMBER SETS, BUT IN ORDER TO DO THAT, WE NEED TO FIRST DEFINE IT . SO, NUMBER SETS, THE CITY DEFINITION FROM THE FRAMEWORK, BUT TO PUT IT IN LAYMAN'S TERMS, NUMBER SENSE IS THE WAY IN WHICH STUDENTS INTERACT WITH AND MANIPULATE NUMBERS IN ORDER TO MAKE SENSE OF THOSE NUMBERS. SO, IF I ASK YOU WHAT IS 18 TIMES 5, IN YOUR HEAD, THERE IS A CERTAIN WAY YOU WOULD FIGURE THAT OUT. YOU MIGHT USE 10S IN THE FRONT OR BACK. IF I ASKED YOU NOT TO USE THE STANDARD ALGORITHM, THERE IS A WAY YOU WOULD DO THAT. THAT IS YOUR NUMBER SETS . WE WANT KIDS TO DEVELOP THAT SO THAT THEY UNDERSTAND WHAT THEY'RE DOING AND WHY THEY'RE DOING IT. ANOTHER PIECE OF THE FRAMEWORK IS FLEXIBLE ASSESSMENT . SO, JUST LIKE WE , MATHEMATICIANS, THINK AS CONJECTURES ALL THE TIME, WE WANT STUDENTS TO HAVE THAT FLEXIBILITY IN THEIR LEARNING AS WELL. SO, WE WANT TO MAINTAIN A GROWTH MINDSET AND ENCOURAGE THEIR FURTHER LEARNING. SO, JUST BECAUSE THEY DIDN'T LEARN IT IN NOVEMBER DOESN'T MEAN THAT THEY CAN'T SHOW THAT THEIR PROFICIENCY HAS EXCEEDED THAT IN MARCH. AND , WE WANT TO ENCOURAGE THAT FLUIDITY OF LEARNING PROCESS SO THAT THE STUDENTS CAN DEVELOP THAT NUMBER SENSE OVER TIME. THE NEXT PORTION IS FLEXIBLE PATHWAYS . SO, WE NEED TO GIVE STUDENTS THE CAPABILITY OF ACHIEVING CALCULUS BY THEIR SENIOR YEAR. THAT DOESN'T MEAN THAT ALL STUDENTS NECESSARILY HAVE TO, BUT WE MUST GIVE THEM THE OPPORTUNITY TO , SO, WE MUST CHANGE THE PATHWAY SO THAT WE HAVE FLEXIBILITY AND MULTIPLE ENTRY AND EXIT POINTS BETWEEN S.T.E.M. AND NON-S.T.E.M. PATHWAYS, AND THIS IS FURTHER SOLIDIFIED BY CODE SECTION 5122-47, CALIFORNIA MATHEMATICA FRAMEWORK PLACEMENT ACT OF 2015, THEN OUR BOARD POLICY, BP, 600 TO 10.51. SO, A LITTLE BIT ABOUT THE ROAD SO FAR THIS YEAR, WE STARTED WITH LOOKING AT DISAGGREGATING THE CAST DATA. SO, WE DISAGGREGATED ALL OF THE 27 SCHOOLS AND LOOKED AT HOW ELEMENTARY SCHOOLS COMPARED TO OTHER ELEMENTARY SCHOOLS MIDDLE-TO-MIDDLE, HIGH-TO-HIGH, HOW THEY COMPARED TO THEMSELVES IN THE PREVIOUS TWO YEARS, AND WHAT THE CHANGE WAS. THEN, I PUT TOGETHER PRESENTATIONS FOR EACH SCHOOL AND MET WITH THE PRINCIPALS, AND SHOWED THEM THAT DATA , AND WE TALKED ABOUT NEXT STEPS FOR HOW THEY MIGHT BE ABLE TO MITIGATE SOME OF THE SCORES. AND, THEN, I CREATED AN INTERIM ASSESSMENT WILL BANK FROM THE WEBSITE THERE IS RESEARCH THAT SHOWS THAT STUDENTS WHO COMPLETE THREE OR MORE IEP 'S OR FIP, INTERIM ASSESSMENTS, BASICALLY PRACTICE CAST TESTS, THEY HAVE THE MEAN INCREASE OF ABOUT 50 POINTS, WHICH CAN TAKE THEM INTO THAT NEXT ACHIEVEMENT LEVEL. SO, WE WANTED TO LOOK AT HOW THOSE QUESTIONS WERE BEING WRITTEN AND HOW THEY WERE BEING ASKED. THERE, I TOOK THE TEST BANKS AND WE WROTE THE QUESTIONS SO THAT WE COULD KEEP THE VALIDITY OF THE RESPONSES . SO, THESE ARE QUESTIONS THAT STUDENTS HAVE NOT SEEN. MIDDLE AND HIGH SCHOOL WERE GIVEN THEM AS A MEANS FOR USING THEM FOR EXIT TICKETS, WARM-UP QUESTIONS, , THE DAY, SUMMATIVE ASSESSMENT, FORMATIVE ASSESSMENT, HOWEVER THEY LIKE. FROM ENTRY , THIS YEAR, WE STARTED A STANDARD-BASED REPORT CARDS, SO THEY ARE ON THEIR WAY TO IT.WE ARE CREATING NEW ASSESSMENTS BASED ON THESE QUESTIONS SO THAT OUR ASSESSMENTS MATCH THE RIGOR OF CASP. IT IS NOT THAT OUR KIDS CAN'T DO IT, WE JUST WANTED TO GIVE THEM AS MANY OPPORTUNITIES TO INTERACT WITH THESE TYPES OF QUESTIONS AS POSSIBLE. I WORKED WITH DR. SUITOR AND NICOLE JEDD TO CREATE A BEST PRACTICES DOCUMENT THAT WAS SENT TO THE MIDDLE SCHOOL AND HIGH SCHOOL DEPARTMENT CHAIRS. THEY WERE GIVEN A BEST PRACTICE FOR TEACHING MATHEMATICS FOR EACH MONTH OF THE REST OF THE SCHOOL YEAR, AND THEY WERE GIVEN STANDARDS OF MATHEMATICAL PRACTICES THAT ALIGN WITH THOSE. SO, IT WAS WHAT THE TEACHER SHOULD BE DOING AND WHAT THE KID SHOULD BE DOING THE STANDARDS OF MEDICAL PRACTICES IS A BIG EMPHASIS IN THE FRAMEWORK, AND I [01:15:03] WILL BE TALKING TO YOU ABOUT OUR TRAININGS IN JUST A MOMENT. AND THEN, DR. SUITOR WILL BE TALKING TO YOU ABOUT OUR MATH PATHWAYS DISCUSSIONS WE HAVE BEEN HAVING . SO, WE STARTED OUR MATH PD TRAINING WITH OUR SPECIAL EDUCATION AND RESOURCE TEACHERS, AND WE WANTED THIS TO SERVE AS A PD THAT WAS POWERFUL AND MEMORABLE , AND ONE THAT THEY COULD IMPLEMENT STRATEGIES RIGHT AWAY. SO, WE GAVE THEM NUMBER SENSE GAMES, MONEY GAMES, ACTION GAMES, GAME-BASED PLAY FOR THEM TO TAKE BACK TO THEIR SCHOOL , BECAUSE THERE IS RESEARCH THAT SHOWS THAT IT TAKES ONLY 20 TO 25 REPETITIONS TO CREATE NEW NEURONS WHEN DONE WITH PLAY, RATHER THAN OVER 400 WHEN DONE WITH NATURAL OTHER WAYS OF DOING MATH. I DO WANT TO SHOW YOU SOME OF THE LOVELY FEEDBACK WE GOT. THEY TOLD US THAT IT WAS VERY HELPFUL, AND THAT THEY FELT THAT IT MADE THEIR LIFE EASIER, AND WE WERE REALLY PLEASED WITH THAT, AND THEN, WE ALSO FOUND THAT 100% OF THE TEACHERS WHO CAME TO THAT TRAINING FELT CONFIDENT OR VERY CONFIDENT IN IMPLEMENT THESE STRATEGIES RIGHT AWAY. SO, AGAIN, SMALL BUT MIGHTY CHANGES SO, 60% IS VERY COMPETENT AND 40% FELT CONFIDENT. THEN, WE WENT TO OUR TK THROUGH 2 AND THEN 3, 5 AND 6? A THEY WERE ALL SIMILAR BUT TARGETED THOSE GRADE LEVELS, AND TALKED THEM CLASSROOM ACTIVITIES, NUMBER SENSE STRATEGIES, AND WE HAD BROADER DISCUSSIONS OF CHANGES IN PRACTICE TO INCREASE POSITIVE STUDENT OUTCOMES. SO , I WOULD LIKE TO SHOW YOU SOME OF THE DATA AND OUR TEACHERS HAVING A LOT OF FUN WITH OUR NUMBER SENSE ACTIVITIES. THE SHIPS ARE SMALL BUT MIGHTY, AND THEY ARE SIMPLE ENOUGH TO IMPLEMENT IMMEDIATELY, AND THE TRAINING EXCEEDED MY EXPECTATIONS FOR STRATEGIES BASED ON RESEARCH. THEN, WITH 3 THROUGH 5, ALSO A 2-PART SERIES, AND I REALLY APPRECIATED THE BOTTOM PIECE OF INFORMATION, BECAUSE THIS TEACHER HAS BEEN TEACHING FOR OVER 30 YEARS, AND SHE FELT THAT IT WAS DIFFERENTIATED ENOUGH TO MEET THE NEEDS OF HER AND EVERYONE ELSE IN THE ROOM SO THAT SHE COULD BRING SOMETHING BACK TO HER CLASSROOM, AND SHE FELT LIKE IT STRENGTHENED HER, WHERE SHE WAS AT. THEN, WE DID THE SAME FOR 6 THROUGH 12, OBVIOUSLY DOING DIFFERENT ACTIVITIES THAT MEET THEIR NEEDS A LITTLE BIT BETTER . WE HAD SOME REALLY POWERFUL DISCUSSIONS , AND WE HAD SOME GOOD, GOOD TALKS. OKAY. NOW, I'M GOING TO TURN IT OVER TO DR. SUITOR. THANK YOU SO MUCH FOR YOUR TIME. >> GOOD EVENING, EVERYONE. SHE DID GREAT ALL RIGHT. SO, I'M GOING TO START THIS, IN TERMS OF A MATH VISION FOR CVUSD, WITH A CONVERSATION THAT SEVERAL OF US HAD BACK IN THE FALL. AS YOU MAY BE AWARE, WE DO HAVE SECONDARY ARTICULATION MEETINGS THAT RANGE FROM 6TH THROUGH 12 BY CONTENT AREA. ONE OF THE DISCUSSIONS MANY OF US HAD WAS THE NEED TO REALLY CREATE PROFESSIONAL LEARNING COMMUNITY, BECAUSE WE YOU CAN FIND IS, SOMETIMES, YOU FIND THESE MEETINGS TURN INTO THINGS THAT HONESTLY COULD BE DONE IN A MEMO, OR IN AN EMAIL, AND SO, OUR GOAL WAS REALLY TO START TO REALLY REFORM THIS AS WE WERE WORKING ON THE NEW FRAMEWORK. AND, SO, THE CONVERSATION THAT WE HAVE STARTED IS -- AND IT IS NOT READY YET -- SO, THAT IS WHAT YOU DON'T SEE A FULL VERSION YET -- RIGHT? BUT, SOME OF THE THINGS WE'RE REALLY TALKING ABOUT IS WHY DOES THE MATH FRAMEWORK MATTER, WHY DOES IT HELP US, WHAT DOES IT DO FOR US , HOW DOES IT DRIVE OUR INSTRUCTION, SO , CVUSD BELIEVES ABOUT MATHEMATICS . DO WE BELIEVE THAT EVERY STUDENT CAN LEARN ? RIGHT? WHAT MATHEMATICS INSTRUCTION IS GOING TO LOOK LIKE. AND THEN, ALSO, WHAT OUR PATH FORWARD IS GOING TO BE THOSE ARE SOME OF THE TOPICS WE ARE DISCUSSING AROUND THIS. AND SO, WE PUT A COUPLE OF EXCERPTS HERE FOR YOU. EXCUSE ME. WE PUT A COUPLE OF EXPERT EXCERPTS IN. ONE OF THE THINGS IS THAT WE HAVE HIGH EXPECTATIONS FOR. AS [01:20:04] MS. BARTLETT MENTIONED, THAT DOESN'T MEAN THAT WE EXPECT EVERY CHILD OR STUDENT TO GET TO CALCULUS IN HIGH SCHOOL. RIGHT? BUT, WE EXPECT EVERY STUDENT TO MEET THEIR POTENTIAL. AND, THAT IS WHAT WE WANT FOR EVERYONE. AND, WHEN WE TALK ABOUT REAL-WORLD RELEVANCE, I CHUCKLED TO MYSELF EVERY TIME I SEE THE PHRASE REAL-WORLD RELEVANCE IN REGARDS TO MATH, BECAUSE HAVING TAUGHT, YOU KNOW, ONE OR TWO MATH LESSONS OVER THE YEARS, WHAT I SEE IS, EVERY TIME IN A TEXTBOOK IT SAYS, REAL-WORLD APPLICATION, IT HAS ABSOLUTELY NOTHING TO DO WITH THE REAL WORLD. AND SO, YOU KNOW, IT IS , BUT, REALLY CREATING SOME AUTHENTIC LEARNING EXPERIENCES FOR STUDENTS, AND PROVIDING SOME CONTEXT TO ALLOW STUDENTS TO ENGAGE WITH THE CONTENT. NOW, ONE OF THE OTHER THINGS THAT WE HAVE BEEN DISCUSSING THIS YEAR AS WE HAVE BEEN DISCUSSING UPDATING OUR MATH PATHWAYS , AND OUR MATH PATHWAYS, FOR EXAMPLE, THE MIDDLE SCHOOL LEVEL, THE LAST UPDATE WAS OVER 10 YEARS AGO. AND A LOT OF THINGS HAVE CHANGED IN THAT TIME. WE HAVE LEARNED A LOT. WE HAVE LIVED WITH IT. AND, SO, THAT IS ONE EXAMPLE, BUT WE'RE HAVING ONGOING DISCUSSIONS AT THE MIDDLE AND HIGH SCHOOL LEVELS ABOUT REALLY REIMAGINING WHAT SOME OF THESE PATHWAYS COULD LOOK LIKE. AND, THE MIDDLE SCHOOL DISCUSSION WE STARTED BACK IN NOVEMBER IS A BIT FURTHER ALONG THAN IT IS AT THE HIGH SCHOOL LEVEL. BUT, I'M GOING TO TALK ABOUT BOTH TO GIVE YOU SOME CONTEXT OF WHERE WE'RE AT, AND ONE OF THE BIG CONSIDERATIONS IS INCREASING FLEX ABILITY FOR STUDENTS. OKAY? FOCUSING ON POSSIBILITIES . OKAY? WHILE LOOKING AT SOME -- WHAT CAN BE COMPETING PRIORITIES -- DEPEND ON HOW WE WRITE NEW COURSE OUTLINES, IF WE DO WRITE NEW COURSE OUTLINES. FOR EXAMPLE, WE NEED TO CONSIDER THE NEXT LEVEL OF MATH, WE NEED TO CONSIDER THE LEVEL OF MATH BEYOND THAT, BUT WE DON'T WANT TO COMPLETELY FORGET ABOUT STATE TESTING, EVEN THOUGH WE'RE NOT NECESSARILY TEACHING TO A TEST THAT IS NOT OUR MAIN GOAL, BUT WE DON'T WANT TO SAY, WE ARE JUST NOT WANT TO TEACH THE STATE STANDARDS WHEN THEY ARE SUPPOSED TO BE TAUGHT. RIGHT? WE DON'T WANT TO GO TO THAT EXTREME. ALL RIGHT? AND, A BIG THING WE HAVE BEEN DOING THROUGHOUT THE YEAR IS WE HAVE BEEN LOOKING AT REVIEWING DATA AND STUDENT ACHIEVEMENT IN MATH COURSEWORK. OKAY? SO, IF WE TAKE A LOOK AT THE CURRENT MIDDLE SCHOOL HALFWAY, HAS GOT A LOT OF STUFF IN THERE, AND I REMEMBER , AS RECENTLY AS, LIKE, THREE DID YEARS AGO, I WAS A MEMBER OF THE TEAM MAKING THE ROADSHOW TO ADVISORY COUNCIL MEETINGS , PARENT WEBINARS, TO EXPLAIN HOW AND WHAT IT ACTUALLY MEANS AND HOW IT ACTUALLY WORKS. ALL RIGHT? THE BIG IDEAS HERE IS THAT WE HAVE REALLY FOUR PATHWAYS. RIGHT? WE HAVE AN ESSENTIAL MATH PATHWAY FOR OUR LEAP STUDENTS. OKAY? WE HAVE AN ESSAY I PATHWAY, SPECIALIZED ACADEMIC INSTRUCTION PATHWAY FOR STUDENTS WITH THIS VILLAGE, COLLEGE PREP PATHWAY, AND WE HAVE AN ACCELERATED SLASH HONORS PATHWAY AND THE FIFTH ONE ON THE FAR END WE LOVINGLY CALL THE SUPER HONORS TRACK BECAUSE STUDENTS WILL TAKE AN ASSESSMENT AT THE END OF FEBRUARY IN ORDER TO FULLY SKIP SIXTH GRADE MATH.OKAY? BUT OTHER THAN THE FULLY SKIPPING SIXTH GRADE MATH, IT IS IDENTICAL TO THE SECOND TO LAST PATHWAY . OKAY? NOW, WHAT YOU NOTICE IS THAT , TO GO BETWEEN, SAY, 16 P AND ACCELERATED, YOU HAVE TO TAKE A BOOST CLASS, AND YOU HAVE TO PASS AN EXAM . WELL, WHAT THAT MEANS IS , IN REALITY, STUDENTS HAVE TO GIVE UP THEIR ENTIRE MONTH OF JULY TWO GO TO SUMMER SCHOOL IF THEY ARE GOING TO TAKE A COURSE. AND HAVING ANALYZED THE DATA YEAR-OVER-YEAR FOR THE LAST 10 YEARS , WHAT WE FIND IS THAT STUDENTS WHO TAKE THE BOOST CAMP COURSE IN THE SUMMER HAVE ABOUT A 75 OR 80% PASS RATE ON THE EXAM BECAUSE OUR TEACHERS DO AN EXCELLENT JOB. STUDENTS WHO CHOOSE TO TRY TO SELF-STUDY AND TAKE THE TEST, RATHER THAN -- WITHOUT ATTENDING THE CAMP -- THEY HAVE A 10% OR 15% PASS RATE. AND SO, AS WE ARE LOOKING AT THIS , AND THE REASON WHY, FOR THE BOOST CAMP, IS BECAUSE THERE IS DIFFERENT STANDARDS BEING TAUGHT IN THE CP TRACK VS. THE ACCELERATED TRACK. OKAY? AND, ONE OF THE THINGS THAT -- AND THESE DISCUSSIONS -- I WANT [01:25:01] TO BE CLEAR -- THE DISCUSSIONS AROUND CHANGING THIS PATHWAY REALLY HAVE COME FROM OUR TEACHERS OVER THE YEARS, FROM MULTIPLE COMER SESSIONS , WHERE TEACHERS HAVE SAID, YOU KNOW, IT IS REALLY FRUSTRATING THAT, A MONTH INTO THE SCHOOL YEAR, I SEE A STUDENT IN MY COLLEGE PREP CLASS WHO I KNOW COULD HAVE TAKEN ACCELERATED, BUT BECAUSE THEY DIDN'T KNOW IT WAS AN OPTION, OR THEIR PARENTS DIDN'T KNOW IT WAS AN OPTION, THEY DIDN'T GET IN THE CLASS, NOW THE ACCELERATED CLASS IS SO DIFFERENT THAT I WOULD BE DOING THE STUDENT A DISSERVICE. AND SO, WHAT WE FIND IS WE FIND THAT , IN THE SPRING AND THE END OF SCHOOL YEAR , 5TH GRADE, A MAJOR DETERMINING FACTOR IN WHETHER A STUDENT HAS THE OPTION OF TAKING CALCULUS THEIR SENIOR YEAR. THAT IS ONE OF THE THINGS THAT OUR TEACHERS KEEP BRINGING UP. MY ONLY POTENTIAL HE PIGEONHOLING KIDS? AND SO, THAT IS THE -- REALLY WHERE THESE DISCUSSIONS HAVE COME FROM -- AND SO, AND, WHERE WE'RE TRYING TO GO. RIGHT? NOW, I'M GOING TO USE THE TERM DRAFT , BECAUSE WE HAVE HAD ENOUGH CONVERSATIONS ACROSS OUR TEACHER LEADERS, ACROSS OUR DEPARTMENT CHAIRS, THAT WE HAVE DRAFTED A POTENTIAL NEW PATHWAY FOR MIDDLE SCHOOL. OKAY? NOW, YOU ARE NOT GOING TO SEE AS MANY ARROWS GOING BETWEEN THE DIFFERENT COLUMNS , AND REALLY, THE REALITY OF THAT IS , BECAUSE, IF YOU JUST TAKE THE MIDDLE THREE COLUMNS, THEY CAN MOVE ANYWHERE. RIGHT? THERE IS NO BOOST TEST TO TAKE, NO REQUIREMENTS BETWEEN THEM BECAUSE THE IDEA WOULD BE THAT, IN THE 6.1 AS A -- SAI COURSE, A STUDENT IS PERFORMING REALLY WELL AND WANTS TO EXIT SAI AND TAKES COLLEGE PREP IN THE SEVENTH GRADE THEY SHOULD BE ABLE TO DO THAT. RIGHT? IN MATH 6 CP, IF YOU GET INTO OCTOBER AND FIND A STUDENT REALLY SHOULD HAVE BEEN IN HONORS, THOSE TWO COLUMNS ARE TEACHING THE SAME STANDARDS. AND SO, AGAIN, ASSUMING THERE IS ROOM IN THE SCHEDULE TO MOVE THEM -- RIGHT -- BECAUSE MASTER SCHEDULING IS ALWAYS A CONSIDERATION HERE -- BUT ASSUMING THERE IS ROOM IN THE SCHEDULE, THEN THEY CAN JUMP IN OCTOBER. RIGHT? THEN, WHAT WE SEE IT WE SEE, AFTER ABOUT SEVENTH GRADE, WE'RE GOING TO FIND SOME STUDENTS WHO NEED SOME EXTRA SUPPORT IN EIGHTH GRADE. OKAY? AND, THIS IS ACTUALLY SOMETHING THAT WE USED TO DO PRIOR TO COMING QUARTER, WHEN ALGEBRA 1 WAS THE EXPECTED EIGHTH GRADE CLASS ACROSS THE STATE OF CALIFORNIA. WE HAD A MATH AID CP CLASS FOR STUDENTS WHO NEEDED THE SUPPORT AND WHAT QUITE READY FOR ALGEBRA. AND, IN SPEAKING WITH OUR TEACHERS AND SPEAKING WITH OUR SITE ADMINISTRATORS, THEY HAVE BEEN SURE THAT WE ARE STILL GOING TO HAVE A SMALL GROUP OF STUDENTS WILL STILL NEED THE ACTUAL SUPPORT AND EXTRA TIME. AND THEY FEEL LIKE THEY SHOULD BE ALLOWED TO HAVE IT. AND SO, BUT, FROM THERE, STUDENTS HAVE AN OPTION OF TAKING ALGEBRA 1 AND AP, ALGEBRA 1, CP, ALGEBRA HONORS, AND WE STILL HAVE THE FAR RIGHT COLUMN FOR OUR STUDENTS ARE VERY ADVANCED AND BEGIN BY SKIPPING MATT 6 HONORS . OKAY? BUT, IF WE CONSIDER THE MIDDLE-3 COLUMNS, THEN UNTIL WE GET TO WHERE IT BREAKS OUT INTO MATH 8 AND ALGEBRA 1, CP, SAME STANDARDS ARE STILL CAUGHT ACROSS. OKAY? SO, PROVIDE MORE STUDENTS TO MAKE TIME TO PROVIDE THAT DETERMINATION, MORE TIME ON THE BRAIN. IF WE WANT TO TALK MY RESEARCH, THERE IS RESEARCH TO SUPPORT THE FACT THAT NOT EVERY ONE MATURES AT DIFFERENT RATES IN TERMS OF THEIR ABILITY TO UNDERSTAND ABSTRACT CONCEPTS. SO, HERE, WE'RE TRYING TO GIVE KIDS MORE TIME WITHOUT SAYING, WELL, BUT IF YOU NEED MORE TIME, GOING TO HAVE TO GIVE UP YOUR SUMMER. SO, I WAS ACTUALLY SPEAKING TODAY AT LUNCH, ONE OF OUR MIDDLE SCHOOL DEPARTMENT CHAIRS WAS KIND ENOUGH TO GIVE UP HER LUNCH FOR ME TODAY, AND I WAS SPEAKING WITH HER, AND WHAT I HAVE HEARD FROM BOTH HER AND HER SITE AND CIVIL IS THAT , IF WE HAVE WORKABLE COURSE OUTLINES, THEY ARE READY TO PILOT THIS NEXT YEAR. EVEN IF NOT ANYBODY IS READY TO MAKE THE SHIFT YET , THEY WANT TO DO [01:30:04] THIS, AND THEY WANT TO SHOW YOU. OKAY? OUR OTHER SCHOOLS ARE VERY HIGHLY SUPPORTIVE OF THIS, WE'RE JUST STILL WORKING ON THE NITTY-GRITTY DETAILS. ALL RIGHT. NOW, OUR HIGH SCHOOL PATHWAYS , OUR HIGH SCHOOL PATHWAYS ARE ALSO COMPLEX , AND THIS IS OUR CURRENT ONE , AND I REMEMBER WHEN WE IMPLEMENTED ALGEBRA 1A, AND 1 LINK SKI B. I WAS IN THE DISTRICT TEACHING MATH AT THE TIME. THAT HAS BEEN A TOPIC OF CONVERSATION RECENTLY, AND I WILL EXPLAIN WHY IN JUST A MINUTE. AND SO, BUT, WHEN WE LOOK AT THIS, AGAIN, THIS WAS WRITTEN WITH THE IDEA OF GIVING STUDENTS OPTIONS . OKAY? BUT, WHAT WE'RE FINDING IS THAT NOT ALL OF THE OPTIONS ARE VERY FLEXIBLE. AND THE REASON FOR THAT IS , IF YOU ARE NOT AWARE, BACK IN 2022, GOVERNOR GAVIN NEWSOM SIGNED A BILL TO DIRECT OUR COMMUNITY COLLEGES TO STOP OFFERING REMEDIAL MATH COURSES. NOW, IN PRACTICE, WHAT THAT MEANT WAS , THEY WERE TO STOP OFFERING ANY COURSES ALGEBRA 2 AND BELOW. SO, STUDENTS WHO COME OUT OF HIGH SCHOOL WHO HAVE NOT TAKEN ALGEBRA 2 HAVE , YOU KNOW, AND MIND YOU, NOT EVERY COMMUNITY COLLEGE IS FULLY PHASED ALL OF THEM OUT YET, BUT THEY HAVE BEEN ORDERED AND DIRECTED TO CONTINUE PHASING THEM OUT, AND THAT IS , ANY STUDENT WHO LEAVES HIGH SCHOOL WITHOUT AN ALGEBRA 2 COURSE, WILL NOT HAVE THE CONTENT NECESSARY TO ATTEND A COMMUNITY COLLEGE . OKAY? AND SO, WE SAY, OKAY, SO, WHAT DOES THAT MEAN ? RIGHT? WELL, IF YOU LOOK AT THINGS LIKE A THROUGH G, RATES, SO, MINIMUM REQUIREMENTS TO ATTEND CAL STATE ALLIANCE, OR MINIMUM REQUIREMENTS TO ATTEND A YOU SEE, ALGEBRA 2 IS THE GATEKEEPER . IF YOU DON'T TAKE ALGEBRA 2 IN HIGH SCHOOL , YOU DON'T QUALIFY TO APPLY . RIGHT? AND, ONE OF THE STRUGGLES THAT WE RUN INTO IS THAT WHEN WE HAVE STUDENTS WHO START OUT IN ALGEBRA 1 LINK SKI A, IN 9TH GRADE, FOR THE PAST 5 YEARS, WE HAVE HAD EXACTLY 0 STUDENTS GRADUATE FROM OUR SCHOOLS WHO ARE A THROUGH G COMPLIANT , AND SO, NOW, I'M GOING TO PILE ON FOR A MINUTE , IN HIGH SCHOOL, IN 60% OF THE CAST EXAM, ALGEBRA 2 . SO, ANY STUDENT TAKING GEOMETRY OR BELOW AS A JUNIOR HAS NEVER SEEN AT LEAST 60% OF THE CONTENT ON THE TEST. SO, THOSE ARE THE NEWER ISSUES THAT WE ARE BEGINNING TO DISCUSS. NOW, I PUT DISCUSSION AT THE TOP OF THE SLIDE INSTEAD OF DRAFT VERY SPECIFICALLY BECAUSE , WHILE WE STARTED THE MIDDLE SCHOOL DISCUSSION IN NOVEMBER, WE STARTED THE HIGH SCHOOL DISCUSSION IN FEBRUARY . SO, WE'RE NOT ANYWHERE NEAR AS FAR ALONG . I WANT TO BE VERY CLEAR, WE'RE NOT THERE YET, AND I DON'T FORESEE US SHIFTING TO SOMETHING LIKE THIS IN THE COMING FALL, AND IT MAY NOT LOOK LIKE THIS ONCE WE FINISH EVERYTHING. ALL RIGHT? BECAUSE WHAT WE REALLY WANT IS WE WANT TEACHER DISCUSSIONS, WE WANT TEACHER BUY-IN .THEY ARE THE ONES IN CLASSROOMS WORKING WITH KIDS EVERY DAY OKAY? THEY ARE THE ONES WHO CAN ADVISE BEST ON WHAT WILL HELP FOR KIDS , BUT THE PROBLEMS WE ARE TRYING TO SOLVE OUR WE ARE LOOKING AT AN OPTION TO OFFER SORT OF A CORE PRINCIPLES ALGEBRA 1 COURSE THAT TRIMS THE FAT SO THAT STUDENTS WHO WOULD NORMALLY TAKE 1AAND 1B COULD POTENTIALLY GET THROUGH THE ENTIRE YEAR OF ESSENTIALS FOR ALGEBRA 1, AND THEN DO THE SAME THING WITH GEOMETRY , AND ONCE YOU TRIM THE FAT FROM GEOMETRY CLASS , NOW YOU HAVE GOT TIME TO REVIEW SOME OF THOSE CORE ALGEBRA ONE PRINCIPLES. OKAY? WHICH IS SOMETHING THAT HAS BEEN BROUGHT UP FOR SEVERAL YEARS IN OUR ATHLETIC ELATION [01:35:01] MEETINGS BY DEPARTMENT CHAIRS IS THEY ARE FINDING THEY ARE HAVING TO DO A LOT OF ALGEBRA REVIEW IN THEIR GEOMETRY COURSEWORK. LET'S MAKE IT MORE DOABLE FOR THEM TO DO THAT. RIGHT? AND THEN, WE COULD END 11TH GRADE WITH ALGEBRA 2 CP , ANOTHER FORM OF ALGEBRA 2 , AND ONE THING WE HAVE DISCUSSED IS A 2-YEAR ALGEBRA 2 PROGRAM. ALL RIGHT? WHAT THAT WOULD DO IS IT WOULD ALLOW STUDENTS TO SEE THE VAST MAJORITY OF CONTENT ON STATE TESTING , AND IT WOULD BE A MUCH SMALLER HILL TO CLIMB WHEN KIDS ARE SENIORS, BUT IT ALSO EXTENDS OUT THE TIME FRAME FROM WHEN STUDENTS HAVE TO CHOOSE WHETHER THEY ARE GOING TO GO TO COLLEGE OR A TRADE SCHOOL, OR STRAIGHT TO WORK. THEY COULD TAKE ALGEBRA ONE, GEOMETRY, FIRST HALF OF ALGEBRA TWO, BE GOOD FROM HIGH SCHOOL GRADUATION, AND BY THEIR JUNIOR YEAR, THEY LIKELY HAVE SOME IDEA OF WHERE THEY WANT TO HEAD. RIGHT NOW, WE'RE ASKING KIDS TO CHOOSE IN THE SPRING OF THEIR EIGHTH GRADE YEAR. AND SO, IT IS REALLY PUSHING THAT BACKWARD. OKAY? THIS KIND OF MODEL, FOR THE LAST SEVERAL YEARS, STATES HAVE BEEN MOVING TO THIS KIND OF MODEL, REALLY KIND OF PUSHING THIS DECISION LATER FOR KIDS TO ALLOW THEM MORE TIME TO MATURE, ALLOW THE MORE TIME TO FIGURE OUT WHAT THEY WANT TO DO, AND SO, ONE OF THE MODELS WE HAVE DISCUSSED QUITE A BIT IS HOW THE PATHWAYS WORK IN OREGON, WHERE NINTH AND 10TH GRADE, EVERYONE TAKES THE SAME CONTENT , THEY DO HAVE HONORS AND COLLEGE PREP , BUT EVERYBODY LEARNS THE SAME CONTENT FOR TWO YEARS, AND THEN YOU CHOOSE WHICH PATHWAY YOU WANT. IF YOU'RE GOING TO BE LITERATURE OR ENGLISH MAJOR, OR HISTORY MAJOR, AND YOU DON'T NEED TO TAKE CALCULUS WHEN YOU'RE IN COLLEGE, GREAT, YOU CAN CHOOSE TO TAKE A PATHWAY HERE. RIGHT? IF YOU ARE INTERESTED IN SCIENCE, MATH, TECHNOLOGY, HERE IS A PATHWAY FOR YOU FOR 11TH AND 12TH GRADE. OKAY? SO, THOSE ARE KIND OF THE DISCUSSIONS THAT WE HAVE BEEN STARTING TO HAVE. OKAY? AGAIN, IT IS STILL VERY EARLY HERE. BUT, YOU KNOW, HOW IT IS GOING TO ULTIMATELY LOOK. OKAY? ALL RIGHT. NOW, NEXT STEPS , WE'RE GOING TO CONTINUE REFINING OUR MATH VISION FOR OUR DISTRICT VIA OUR ARTICULATIONS, VIA OUR LEADERS , SITE LEADERS . WE'RE GOING TO CONTINUE WORKING ON OUR SECONDARY PATHWAYS , WE ARE GOING TO CONTINUE PROFESSIONAL , AS BARTLETT AND I ARE ACTUALLY ALREADY PLANNING FOR NEXT YEAR AND THE SUMMER -- WE ARE GOING TO ACTUALLY FLOAT THE IDEA OF HAVING SITE-BASED MATH AS A STIPEND . OKAY? NOT A FULL-TIME POSITION , BUT OFFER A POC FOR SOMEONE WHO COULD BE A SUPPORT PERSON. HEY, YOU KNOW, YOU ARE STRUGGLING, YOU KNOW, YOUR STUDENTS ARE STRUGGLING WITH THIS TOPIC. HERE IS AN IDEA FOR SOMETHING THAT CAN HELP ENGAGE THEM FURTHER . HERE IS SOMETHING I LEARNED AT THE PLC. OKAY? WE'RE GOING TO BE PREPARING TEACHERS FOR THE MATH PILOT RIGHT? WE'RE GOING TO TALK ABOUT OUR TIMELINE FOR THAT IN A MINUTE. ULTIMATELY, WE'RE GOING TO ADOPT NEW INSTRUCTIONAL MATERIALS AND PROVIDE TRAINING ON THEM. SO, WE HAVE A LITTLE WORK TO DO. SO, OUR TIMELINE HERE IS, SO, FOR SPRING 2025, WE DID 3 SETS OF 2-DAY MATH FRAMEWORK TRAINING AT THE TK, 205 AND 12 GRADE SPANS. IN THE SUMMER, WE'RE GOING TO OFFER ANOTHER 2-DAY FRAMEWORK TRAINING AROUND FOR THOSE WHO WANT TO JOIN IN ON THE SUMMER , AND THEN, WE'RE GOING TO OFFER A THIRD DAY FOR PEOPLE INTERESTED IN BEING ONE OF THOSE SITE-BASED MATH COACHES. ALL RIGHT? AND THOSE FOLKS , THEY COULD HAVE ATTENDED THE SPRINGTIME FRAMEWORK TRAINING, OR THEY CAN ATTEND THE SUMMER . WE WILL NOT MAKE THEM RE-ATTEND THE FIRST TWO DAYS, I MEAN, BECAUSE THEY HAVE HAD IT. THEY ARE ALREADY THERE. OKAY? AND IN THE FALL, INTO THE WINTER, WE'RE GOING TO BE DOING ANOTHER ROUND, THEN, TOWARDS THE END OF THE FALLEN INTO THE WINNER IS WHEN WE ARE EXPECTING TO GET THE STATE LIST OF APPROVED MATERIALS . ALL RIGHT? AND SO, THEN, SPRING OF 2026, WE LOOK TO FINALIZE OUR ADOPTION, EXPECTATIONS, AND CHOOSE WHICH CURRICULA WE WANT TO PILOT THE FOLLOWING YEAR, AND THEN THE FOLLOWING YEAR , WE WILL START THE ADOPTION PROCESS FOR THE PILOTING , LIKELY TWO DIFFERENT CURRICULA, AND MAKE A FINAL DECISION IN SPRING OF 2027. ALL RIGHT? SO, THAT IS [01:40:02] KIND OF LIKE OUR ROADMAP , AND SO, WE ARE HERE TO ANSWER ANY AND ALL OF YOUR QUESTIONS AS BEST WE CAN . >> THANK YOU SO MUCH. AMAZING PRESENTATION . FOR ALL OF YOUR WORK, WE HAVE HAD THE BENEFIT OF SEEING THE BOARD REPORTS REGULARLY , THE IMMENSE AMOUNT OF WORK THAT HAS BEEN HAPPENING IN THIS AREA. SO, THANK YOU FOR THAT TOO. WANTED TO OPEN IT UP TO ANY OF MY COLLEAGUES. TRUSTEE LIGHT HAS SOME QUESTIONS? >> THANK YOU FOR ALL OF THE WORK AND BIG IDEAS, FESTIVAL ASSESSMENT, TRAININGS THAT HELPED REALLY USEFUL, GREAT INFORMATION. I WANT TO ASK A FEW QUESTIONS ABOUT SOME OF THE DRAFT FRAMEWORK AND HOW SOME SMALL DIFFERENCES CAN DIFFER FROM WHAT WE CURRENTLY HAVE, AND WHAT SOME OF THE RATIONALE IS BEHIND GETTING A BETTER UNDERSTANDING OF THAT IS OKAY. SO, GOING BACK TO SLIDE 21, ICY THE NEW DRAFT FOR MIDDLE SCHOOL IS REPLACING OUR ACCELERATED COURSES, 6 AND 7TH GRADE WITH HONORS. MY UNDERSTANDING THAT ACCELERATED FOR THIS IS ALL OF 6 CPAND 7 WAS THE SECOND HALF ? IS THAT CORRECT? SO, HOW DOES HONORS DIFFER FROM ACCELERATED, AND WHEN WE TRANSITION , HOW DOES THAT LOOK ? YOU SAID, IT WOULD BE THE SAME STANDARD BETWEEN CPR'S. HOW DOES THAT TRANSITION MORE STUDENTS AS THE CLASSES CHANGE FROM ACCELERATED TO HONORS COURSES, ESPECIALLY WHEN WE MAY HAVE STUDENTS WHO TOOK ACCELERATED AND ARE NOW EXPECTED TO MOVE INTO 7 ACCELERATED, BUT THEN YOU HAVE A FIFTH GRADER FOR THE SIX GREAT CHALLENGE, AND NOW YOU HAVE ACCELERATED HONORS ? >> CORRECT. SO, REALLY, WHAT WE'RE LOOKING AT IS WE ARE LOOKING AT BRIDGING THE TWO. OKAY? WHAT WE FOUND THROUGH DISCUSSIONS WITH OUR TEACHER LEADERS IS THAT THERE IS A FAIR AMOUNT OF CONTENT BEING TAUGHT IN 6 AND 7 ACCELERATED, AND THEY HAVE TO RETEACH IT IN ALGEBRA 1 , AND THE REASON FOR THAT IS SIMPLY BECAUSE OF THE SPEED AT WHICH THEY HAVE TO TEACH TO GET THROUGH A YEAR AND HALF OF CONTENT IN A YEAR. ALL RIGHT? THAT IS ONE OF THE THINGS. ANOTHER ONE OF THEM IS THAT WHEN THE STANDARDS ARE BROKEN UP, THEY'RE BROKEN UP BY MAJOR CLUSTERS, AND THEN SUPPORTING AN ADDITIONAL CLUSTER OF STANDARDS. OKAY? THE MAJOR CLUSTERS ARE WHAT THE WRITERS OF THE STANDARDS, THE WRITERS OF THE FRAMEWORK, DETERMINE WHAT STUDENTS NEEDED FOR HIGHER LEVELS OF MATH. THE SUPPORTING CLUSTERS WERE SORT OF THE EXTRAS. OKAY? AND WHILE SOME OF THOSE SUPPORTING CLUSTERS ARE ON STATE ASSESSMENT, SOME OF THEM ARE NOT . SO, THERE IS CONVERSATIONS HAPPENING OF , WELL, IF IT IS NOT NEEDED FOR HIGHER LEVELS OF MATH, AND IT IS NOT ON THE STATE ASSESSMENT , WHAT, IF ANY, OF THIS CONTENT DO WE NEED TO KEEP TEACHING? RIGHT? AND SO, AND IT REALLY GOES BACK TO A LOT OF THE WORK THAT OUR MIDDLE SCHOOLS HAVE DONE OVER THE LAST SEVERAL YEARS, ATTENDING CAPS , POC TRAINING, AND REALLY TAKING A HARD LOOK AT ESSENTIAL STANDARDS, AND REALLY TRY TO REFRAIN THEIR THINKING AROUND, INSTEAD OF COVERING ALL CONTENT, WHAT CONTENT IS IMPORTANT, IS THE MOST IMPORTANT, AND HOW DO WE COVER THAT DEEPLY . NOW, IN TERMS OF HOW CP AND HONORS WOULD DIFFER, IT WOULD REALLY BE BASED ON THE DEPTH AND THE RIGOR OF THE COURSE, AS IT IS AND WAS IN OUR PREVIOUS MIDDLE SCHOOL COURSES, BUT ALSO AS IT IS IN OUR CURRENT HIGH SCHOOL COURSES. WHERE, YOU LEARN THE SAME STANDARDS WITH VERY LITTLE EXCEPTIONS, BUT YOU GO DEEPER , AND INTO THOSE STANDARDS, YOU LOOK AT, YOU KNOW, I'M ABOUT TO SAY IT, REAL-WORLD CONTEXTS, AND A LITTLE BIT DIFFERENT, AND, SO, THEY WOULD SORT OF BE GOING BACK TO THAT FRAME OF THINKING. >> ALL RIGHT. AND I KNOW, FOR THE HIGH SCHOOL MATH PATHWAYS, SAID, IT WAS VERY EARLY IN DISCUSSION. SO, COMPLETELY IGNORES THAT , AS I ASKED THESE QUESTIONS, BUT I'M STILL GOING TO ASK A QUESTION OF THE CURRENT STATE OF IT. SO, THIS WOULD BE SLIDE 23. FIRST WOULD BE WHAT HAPPENED TO ESSENTIAL MATH 12 THAT WAS CURRENTLY BEING OFFERED ? >> KNOW. ESSENTIAL MATH WOULD STILL BE OFFERED. THE REASON WHY IT WAS LEFT OFF BECAUSE ONLY 3 YEARS OF MATH ARE REQUIRED FOR HIGH SCHOOL GRADUATION. OKAY? IT WILL STILL EXIST THERE. >> ALL RIGHT. THE NEXT -- OKAY. [01:45:05] THEN, ON THAT SLIDE 23 IN THE FAR-RIGHT COLUMN , I KNOW I SEE THE ORANGE BOX, 10TH GRADE, GOING INTO AP PRE-CALC , AND THE 4TH COLUMN, THEY'RE TAKING HONORS TRACK, GOING INTO PRE-CALC HONORS. WHAT IS THAT DISTINGUISH BETWEEN THE AP AND HONORS COURSES? >> I'M GOING TO BE HONEST, IT IS THE FIRST ONE. ONE PREPARES THEM FOR THE AP EXAM, ONE IS AN HONORS LEVEL COURSE. THERE IS REALLY VERY LITTLE DIFFERENCE. SO, IF THE STUDENT WERE IN THE 4TH COLUMN , HAD TAKEN ALGEBRA 2 HONORS, THEY COULD MOVE TO AP PRE-CALC? >> YES. >> OKAY. THAT WAS IT THANK YOU. >> QUESTION? >> THANK YOU FOR THIS AWESOME PRESENTATION. THANK YOU FOR PRESENTING THIS AS A HELPFUL PROJECT. I REALLY THINK IT IS. I WILL CONFESS, I HAVEN'T FINISHED READING THE FRAMEWORK, BUT THE FIRST CHAPTER IS INSPIRING , AND SOME OF US WHOSE MATH INSTRUCTION OR MEMORY OF IT WAS THAT IT WAS VERY MECHANICAL, IT IS POSSIBLE TO FORGET, BUT NICE TO BE REMINDED THAT MATHEMATICS IS CREATED, NOT DISCOVERED, IT IS A LANGUAGE, AND THERE ARE OPPORTUNITIES FOR STUDENTS TO ENGAGE WITH REALLY BIG IDEAS, AND THERE ARE LOTS OF OPPORTUNITIES FOR PLAY, AND I'M REALLY LOOKING FORWARD TO HEARING WHAT COMES OUT OF YOUR NEXT SET OF PLANS. SO, THANK YOU. >> I'M JUST GOING TO PIGGYBACK ON THAT, BECAUSE I LOVE HOW EXCITED YOU WERE ABOUT MATH. IT MOST MADE ME EXCITED ABOUT MATH. I KNOW YOU LOVE MATH , AND I LOVE MUSIC , WHICH IS THE MATH I UNDERSTAND, BUT THANK YOU FOR THE WORK, AND IF YOU COULD CONTINUE THAT EXCITEMENT AND GET EVERYBODY EXCITED, GET US ALL EXCITED, AND IT WILL ACTUALLY WORK. SO, THANK YOU. >> FIRST OF ALL, AGAIN, THANK YOU FOR YOUR FEEDBACK AND FROM EVERYONE ELSE, THANK YOU FOR THE PRESENTATION AND ALL OF THE WORK YOU ARE ALL DOING. THE WORK FOR THE WHOLE MATH DEPARTMENT, THE DISTRICT AS WELL. MY COMPLAINT ABOUT THE CURRENT FRAMEWORK , OR THE FRAMEWORK EXCHANGE, WAS THAT IT WAS -- YOU LEARNED IT IN A CERTAIN WAY, AND IT HAD TO BE THAT WAY , AND IF YOU GOT THE ANSWER CAN, BUT YOU DIDN'T DO IT THAT WAY, THEN , YOU ARE IN TROUBLE. IS THAT CHANGING WITHIN THE FRAMEWORK? >> YES. THEY DO EMPHASIZE MULTIPLE REPRESENTATIONS, AND DIFFERENT WAYS OF INTERACTING WITH THE MATERIAL. SO, KIND OF LIKE MY EXAMPLE OF HOW WOULD YOU SOLVE 18 TIMES 5, ANYWAY YOU CAN GET TO THE ANSWER THAT MAKES SENSE TO YOU IS AN APPROPRIATE ANSWER. >> GREAT. GREAT RESPONSE. THANK YOU. THANK YOU. AND THANK YOU AGAIN FOR THE WORK. >> TRUSTEE SYLVESTRE? >> I WILL MAKE IT QUICK. I REALLY APPRECIATE THIS . AND I DO WANT TO ECHO WHAT TRUSTEE GILL SAID ABOUT IT BEING HOPEFUL. SO MANY STUDENTS JUST HAVE THIS FEELING, THEY CAN'T DO MATH, AND A LOT OF THE REINFORCEMENT IS FROM PARENTS AT HOME WHO ALSO WANTED IT VERY DIFFERENTLY, WHO ALSO FEEL THAT THEY CAN'T DO MATH SO, I'M REALLY EXCITED TO SEE THIS. I HAVE BEEN FOLLOWING ALONG WITH REPORTS AND THE WORK YOU HAVE BEEN DOING. I LOVE ALL OF THE DELVING INTO THE DATA AND REALLY TRYING TO UNDERSTAND WHERE IT IS BEING WORKED OUT WELL, WHERE WE ARE SEEING SOME GROWTH, AND WE CAN LEARN. THANK YOU BOTH FOR THIS PRESENTATION. >> I LOVE SO MUCH ABOUT ALL THE WORK YOU'RE DOING AND YOUR PRESENTATION. I WANTED TO SHARE HIGHLIGHTS THAT JUMPED OUT FOR ME TONIGHT SHARING ABOUT THE FOCUS ON FLEXIBILITY AROUND ASSESSMENT, AS WELL AS PATHWAYS , THE USE OF BEST PRACTICES THAT YOU ARE IMPLEMENTED IN, THAT IDEA OF HAVING A MATH VISION . I LOVE THE COMMENTS FROM TEACHERS THAT YOU SHARED , PARTICULARLY THE MODELING OF GREAT STRATEGIES BASED ON RESEARCH. WE ALWAYS WANT THAT. RIGHT? OF COURSE, YOUR TENURED TEACHER THAT SHARED SHE WAS ABLE TO TAKE SOME THING FROM YOUR TRAINING. I REALLY LOVE THAT YOU LAID OUT THE TIMELINE. I THINK, YOU KNOW, ALL OF US HAVE A MATH STORY THAT WE CARRY WITH US, AND, YOU KNOW, MY MATH STORY IS I WAS ALWAYS GREAT IN MATH, THEN I THOUGHT I GOT LOST ALONG THE WAY. SO, FOR ME, GOING INTO COLLEGE, I WENT IN AND DECLARED IN MY ONE [01:50:06] REQUIREMENT IS THAT I PICK A MAJOR THAT HAD LITTLE TO NO MATH, AND WHEN YOU THINK ABOUT WHAT THAT SETS YOU UP FOR WITH YOUR TRAJECTORY FOR YOUR EDUCATION IN YOUR LIFE, ULTIMATELY, AND I THINK, I HAD A GOOD LIFE. IT HAS BEEN FINE. WHEN I WENT BACK TO GRAD SCHOOL A FEW YEARS LATER, I WAS GOING TO POLICY SCHOOL, AND I WAS PART OF GETTING A POLICY FOR HARD-CORE ECONOMICS THAT YOU HAD TO DO. THEY TOLD US, THOSE OF YOU COMING IN WHO HAVE NOT HAD CALCULUS YET, WHICH I HAD FLUNKED OUT OF MY SENIOR YEAR OF HIGH SCHOOL BECAUSE I WAS DONE WITH MATH, THEY SAID, YOU HAVE TO DO THIS INTENSIVE CALCULUS CLASS, SO, I WENT IN 15 OTHER STUDENTS, WE HAD THIS THREE OR FOUR-WEEK INTENSE CALCULUS CLASS AND HIS ECONOMICS GRADUATE STUDENT TEACH THE CLASS, AND IT WAS AMAZING. HE MADE THAT MATH COME ALIVE FOR US AND I LOVE CALCULUS, AND I LOVED DERIVATIVES, AND I LOVE THAT 3 TO 4 WEEKS, WITH I WAS REALLY ANGRY AND MAD I HAVE LOST MY WAY, AND SO, I TELL THAT STORY NOT BECAUSE IT IS UNIQUE, BUT BECAUSE IT IS A DIME A DOZEN. RIGHT? SO MANY KIDS FEEL LIKE I'M NOT A MATH PERSON. I CAN'T DO THIS. SO, I AM HOPEFUL JUST TO PICK UP HERE, THAT THIS MATH FRAMEWORK -- I DON'T KNOW WHAT IT IS GOING TO DO FOR CALIFORNIA OVERALL, BUT I KNOW WHAT IS HAPPENING HERE , IN THIS DISTRICT, AND THE WORK YOU ARE DOING IS SO IMPORTANT, AND I'M JUST REALLY EXCITED TO SEE WHERE IT TAKES US, AND HOPEFULLY, ALL KIDS CAN FEEL LIKE THEY CAN DO BETTER. SO, THANK YOU. AND, WITH [B. Instructional Services - Presentation: Annual Presentation on Student Progress] THAT, WE ARE MOVING FROM MATH TO DATA . ITEM 5B, MR. KENNY LOU, PRESENTATION ON STUDENT PROGRESS. FLOOR IS YOURS. >> I'M STILL THINKING ABOUT THE DERIVATIVES COMMENT. SO, GOOD EVENING , REALLY HAPPY TO BE HERE. GOSH, FEELS LIKE IT HAS JUST BEEN A YEAR SINCE WE LAST DID OUR ANNUAL DATA PRESENTATION, BUT , THERE WILL BE A LITTLE BIT THE DIFFERENCES . AS WE START OFF TODAY, I JUST WANTED TO SHARE , WHICH I FEEL LIKE I HAVE TRIED TO SHARE EVERY YEAR, THIS IS A PRESENTATION ON IT AND PROGRESS, AND WE DON'T CALL THIS A PRESENTATION, STUDENT ACHIEVEMENT , WE DON'T CALL IT A PRESENTATION ON STUDENT PERFORMANCE, BECAUSE TWO THINGS. I THINK THOSE LATTER PHRASES OF IMPLY THAT LEARNING FOR OUR STUDENTS IS FIXED AND DONE, THAT IT IS UP TO THE STUDENTS ENTIRELY THEMSELVES TO ACHIEVE OUR PERFORM , RATHER, YOU KNOW, OUR STUDENTS ARE ALWAYS PROGRESSING AND ALWAYS LEARNING . IN ADDITION, THEY HAVE THE OPPORTUNITY TO WORK WITH EDUCATORS EVERY SMALL DAY ARE ALSO ON THIS, LIKE, CONTINUOUS PATH OF IMPROVEMENT. AND SO, I ALWAYS LIKE TO SHARE THAT JUST AS A PRACTICE AS WE LOOK AT OUR DATA TODAY . WE'RE GOING TO CONTINUE TO PROVIDE THIS MULTI-LEVEL SORT OF SNAPSHOT , AGAIN, ON PROGRESS FOR THIS YEAR , IN PARTICULAR, HIGHLIGHTING THE CURRENT AND ONGOING ACTIONS THAT WE, AS A SCHOOL DISTRICT, AND THAT SLIDE THERE WILL BE A LOGIN BOX THAT WILL TALK ABOUT SOME OF THE ACTIONS WE ARE DOING NOW. WE DELIVER IT AND WE SAY IT IS JUST SOME OF THE ACTIONS BECAUSE DEFINITELY DOESN'T CAPTURE THE COMPLETE WORK THAT IS HAPPENING ACROSS OUR DISTRICT. IN TERMS OF THE LEVELS OF DATA, WE WILL LOOK AT SATELLITE DATA, MAP LEVEL DATA AND STREET LEVEL DATA. MAYBE NEXT YEAR WE WILL GO STRAIGHT TO THE, MAP DATA, SATELLITE DATA. OUR SATELLITE DATA PROVIDES THE MOST PICTURE LOOK OUR STUDENT PROGRESS. SOME OTHER TYPES OF DATA INCLUDE OUR CALIFORNIA DASHBOARD, CAST ASSESSMENT. THE MAP DATA GETS A LITTLE BIT CLOSER TO THE IMPORTANT ACTION THAT IS HAPPENING IN THE CLASSROOMS AND OUR SCHOOLS . THAT INCLUDES GRADE DISTRIBUTION INFORMATION, LOCAL BENCHMARKS, AND, IMPORTANTLY, WE WILL SHARE SOME OF THE STREET LEVEL DATA, WHICH IS THE IN THE MOMENT FEEDBACK [01:55:03] AND EXPERIENCES OF BOTH OUR STAFF AND OUR STUDENTS. ALL OF THIS WORKING TOGETHER TO PROVIDE US SOMEWHAT OF AN IN-DEPTH LOOK, AGAIN, AT OUR STUDENT PROGRESS. JUMPING INTO THE SATELLITE DATA, OUR SATELLITE DATA CAN BE USEFUL IN HIGHLIGHTING OVERALL TRENDS. UNFORTUNATELY, IT IS TOO LATE FOR US TO GO BACK INTO THOSE CLASSROOMS TO WORK WITH THOSE STUDENTS ON ASSESSMENTS THEY HAVE ALREADY DEMONSTRATED LEARNING IN IN THAT PRIOR SCHOOL YEAR. SO, TAKING A LOOK AT OUR CALIFORNIA DASHBOARD RESULTS, WE HAVE UP AT THE TOP , WE HAVE THE OVERALL FOR STUDENTS IN THE AREAS OF CHRONIC ABSENTEEISM, SUSPENSION, ENGLISH DANYA BACCHUS, GRADUATION RATE, CARLET CLEARE, IN WHICH ART, AND MATH AND UNDERNEATH YOU CAN SEE WHERE CVUSD RANKS OR COMPARES TO THE STATEWIDE DATA IN TERMS OF THE GAS GAUGE COLORS. WE CONTINUE TO OUTPERFORM OTHER SCHOOL DISTRICTS ACROSS THE STATE. THAT ALSO APPLIES TO OTHER SCHOOL DISTRICTS WITHIN VENTURA COUNTY. AS COMPARED TO OUR 2023 DASHBOARD RESULTS, THESE ARE 2024 DASHBOARD RESULTS. FOR SCHOOL DISTRICTS, UNIFIED SCHOOL DISTRICT OVER AN ENROLLMENT OF 5000, WE CONTINUE TO BE THE HIGHEST RANKED IN TERMS OF ENGLISH, LANGUAGE ARTS, AND MATHEMATICS. LOOKING AT, I DIDN'T HAVE THE FLIGHT IN. I WILL ON THE NEXT ONE. PLEASE OUR OUR CAST RESULTS FROM LAST YEAR. THESE ARE THE 2024 CVUSD RESULTS FOR STUDENTS IN GRADES THREE THROUGH EIGHT AS WELL AS 11TH GRADE. WE HAVE CONCLUDED FOR THE OPPORTUNITY FOR COMPARISON OF THEM 2023 CVUSD SCORES AND THE MOST RECENT 2024 SCORES. WHEN IT SAYS 2024, THAT IS THE 2023-24 YEAR. THAT IS LAST YEAR'S ASSESSMENT RESULTS. WE PUT THAT SIDE-BY-SIDE WITH THE STATEWIDE SCORES FOR 23 AND 24. THIS METRIC OR MEASURE NOTES THE DISTANCE FROM STANDARD. AND, WE PROVIDED A DIFFERENCE ON THE FAR RIGHT COLUMN FOR 2024 BETWEEN CVUSD AND THE STATEWIDE RESULTS. YOU CAN NOTE IN THE DATA AND LOOKING AT OUR SUBGROUPS, NEARLY ALL OF OUR STUDENT GROUPS OUTPACED THE STUDENT GROUP COHORTS AT THE STATE LEVEL. I SHOULD ALSO NOTE HERE THAT WHEN YOU COMPARE THE 2024 CVUSD AND STATEWIDE RESULTS, THE CHANGE FROM THE PRIOR YEAR , IT IS FAIRLY COMMENSURATE WITH IN OUR DISTRICT AND AT THE STATEWIDE LEVEL. THERE IT IS. SOME OF THE CURRENT ACTIONS THAT WE HAVE IN PLACE, AND SOME OF THESE WILL REPEAT SO I WON'T BELABOR THE POINT, BUT, IN TERMS OF ENGLISH LANGUAGE ARTS, YOU KNOW, THIS YEAR IS OUR FIRST YEAR WITH THE REQUIRED SCIENCE OF READING TRAINING FOR OUR KINDERGARTEN AND FIRST GRADE TEACHERS AND WE HAVE SCIENCE OF READING TRAINING MARCH 17TH PROFESSIONAL LEARNING DAY. BIG THANKS TO OUR TWO TEACHERS ON ASSIGNMENT THAT ARE REALLY PROVIDING VERY PRACTICAL AND HANDS-ON TRAINING. OF COURSE, THIS IMPACTS OUR STUDENTS IN THE LOWER ELEMENTARY GRADES THAT ARE NOT YET BEEN TESTED OR AREN'T YET REFLECTED IN HERE, WITH THE YOUNGEST GRADES BEING THIRD GRADE. WE KNOW THAT THE MOST UP TO DATE SCIENCE OF READING INSTRUCTION BOTH CONCEPTS AND STRATEGIES WILL CERTAINLY ROLL INTO OUR STUDENTS AS THEY MATRICULATE UPWARD. AS I BELIEVE WE HAVE SHARED AT OUR LAST MEETING, WE HAVE USED TWO PROFESSIONAL LEARNING DAYS TO PROVIDE CONCRETE UNIVERSAL DESIGN FOR LEARNING STRATEGIES SPECIFIC FOR MULTILINGUAL LEARNERS. AS WE HAVE TRIED TO EMPHASIZE, THE STRATEGIES SHARED ARE APPLICABLE TO ALL OF OUR LEARNERS. EMPHASIS HERE BE IN SELECTING JUST FEW CONCRETE STRATEGIES AND FOCUSING ON IMPLEMENTATION OF THOSE STRATEGIES. THAT IS THE WORK THAT WE ARE GOING TO CONTINUE TO FOCUS ON THIS YEAR AND MOVING FORWARD. WE HAVE WITH THE SUPPORT OF OUR DISTRICT STAFF WORKING WITH OUR ENGLISH LANGUAGE ARTS MIDDLE SCHOOL DEPARTMENT SHARES, WE HAVE DONE A ENGLISH LANGUAGE ARTS STANDARDS ANALYSIS, LOOKING AT [02:00:02] THE PARTICULAR STANDARDS WHICH OUR STUDENTS ARE VERY CLOSE TO MEETING THOSE STANDARDS AND WORKING WITH OUR ENGLISH DEPARTMENT CHAIRS AT THE MIDDLE SCHOOL TO IDENTIFY PLANS TO USE THAT DATA TO FURTHER AND BETTER ADDRESS THE STANDARDS. WE CONTINUE OUR WORK WITH CO-TEACHING AND INCLUSION, KNOWING THAT WHEN WE CAN HAVE OUR STUDENTS IN THE GENERAL EDUCATION SETTING, THE RESEARCH SAYS THAT THEY WILL ALWAYS ACADEMICALLY CONTINUE TO BE BETTER. THIS YEAR, WE HAVE EMPHASIZED THROUGHOUT ALL OF OUR CLASSES FOR GRADES K THROUGH EIGHTH AND 11TH GRADE THAT OUR STUDENTS WOULD HAVE AN OPPORTUNITY TO PRACTICE THE CAASPP ASSESSMENT ITSELF, UNDERSTANDING THAT, FOR SOME STUDENTS, IF THIS IS THE ONLY TIME THAT THEY SEE THIS TESTING INTERFACE, JUST ONE TIME IN SPRING, THAT MAY REDUCE, THAT MAY REDUCE THEIR CONFIDENCE AND LEVEL OF COMFORT AND SENSE OF CONFIDENCE TAKING THE EXAM ITSELF AND ALSO THE LACK OF EXPOSURE TO THAT THAT MAY RESULT IN INSTRUMENT BIAS, WHICH REALLY PROVIDES US WITH AN INACCURATE IDEA AND SENSE OF HOW OUR STUDENTS ARE DOING NOT NECESSARILY ON THE TEST BUT BASED OFF OF THE STANDARDS, THE STATE STANDARDS THAT WE ARE REQUIRED TO TEACH THEM. SO, THIS PRACTICE OF THE CAASPP ASSESSMENT, WE REALLY HAVE TO TRY TO EMPHASIZE MORE THIS YEAR AND WE WILL DO THAT MOVING FORWARD IN FUTURE YEARS AND WE RECOGNIZE THE VERY BUSY SCHEDULE OF OUR TEACHERS, WHO ARE NOW REALLY WORKING TO FIND WAYS TO EMBED THESE CAASPP INTERIM ASSESSMENTS INTO THE INSTRUCTION AND STANDARDS THAT THEY CURRENTLY ARE TEACHING. SO, LOOKING INTO MATH, THESE ARE, AGAIN, SIMILAR SORT OF FORMAT FOR OUR CAASPP RESULTS INDICATING HOW OUR STUDENTS PROGRESSED IN THE 22-23 AND RECENTLY IN THE 23-24 YEAR, ALSO COMPARING OUR STATEWIDE SCORES FROM THOSE TWO PRIOR YEARS AND THEN NOTING THAT OVERALL DIFFERENCE. YOU CAN NOTE HERE SIMILAR TO ENGLISH LANGUAGE ARTS, NEARLY ALL, BUT NOT ALL OF OUR STUDENT GROUPS ARE EXCEEDING STATEWIDE SCORES AND RESULTS. SOME OF THE CURRENT ACTIONS IN PLACE THAT I HAVE NOT TALKED ABOUT , OF COURSE, DR. SOUTER AND MS. BARTLETT HAD AN OPPORTUNITY TO SHARE SPECIFICALLY ABOUT OUR MESS TRAININGS FOR OUR SAI TEACHERS SUPPORTING OUR STUDENTS WITH IEPS. I JUST WANTED TO ADD AN ADDITIONAL LAYER TO THAT, WHICH IS THAT THAT PARTICULAR TRAINING FOCUSED ON THE EXISTING INSTRUCTIONAL MATERIALS THAT WE HAVE AND HOW DO WE LEVERAGE THOSE INSTRUCTIONAL MATERIALS, WHICH SHOULD ALSO INCLUDE ONLINE TOOLS THAT WE HAVE, SUCH AS IEXCEL AND OTHERS, TOOLS TO CONTINUE TO FIND WAYS TO BEST MEET THE NEEDS OF OUR STUDENTS WITH IEPS AS THOUGH STUDENTS WORK TO LEARN GRADE LEVEL STANDARDS. WE DID TALK ALREADY ABOUT THE MATH FRAMEWORK TRAINING AND PLAN ON THAT TO BE AN ONGOING TRAINING. HERE, THIS IS ANOTHER OPPORTUNITY FOR OUR STUDENTS TO PRACTICE OUR CAASPP TESTING AND, AS WE SAID BEFORE, THE EXAMINATION OF OUR SECONDARY MATH PATHWAYS, PARTICULARLY AT THE HIGH SCHOOL. AS WE WERE HAVING JUST THOSE DISCUSSIONS THINKING ABOUT HOW WE CAN MAKE SURE OUR STUDENTS ARE BEST. TO DEMONSTRATE THEIR LEARNING IN 11TH GRADE WHEN THEY TAKE THE CAASPP ASSESSMENT. WE ALSO WANTED TO HIGHLIGHT AN INTERESTING SATELLITE PIECE OF DATA THAT IS FROM THE EDUCATION RECOVERY SCORECARD, OF WHICH WE DON'T USUALLY PUT IN HERE. BUT, INTERESTINGLY, WE WERE NAMED, OUR SCHOOL DISTRICT WAS NAMED AS THE, ON THIS KIND OF EXCITING LIST. TO TALK A LITTLE BIT ABOUT THIS IN FEBRUARY OF THIS YEAR, THE EDUCATIONAL RECOVERY SCORECARD, WHICH COMES FROM THE CENTER FOR EDUCATION POLICY RESEARCH AT HARVARD UNIVERSITY DID AN ANALYSIS OF 9000 SCHOOL DISTRICTS AND COMPARING THEIR PRE-PANDEMIC SCORES THROUGH THE NAEP, WHICH IS THE NATIONAL ASSESSMENT FOR EDUCATIONAL RIMS AND COMPARED TO OUR POST PANDEMIC LEVELS IN READING AND IN MATH. THERE WERE 11 SCHOOL DISTRICTS THAT MADE AN IMPROVEMENT AND WE WERE RANKED SECOND. SO, AGAIN, THAT IS ONE GREAT PIECE I THINK OF DATA THAT [02:05:01] WE WANT TO HIGHLIGHT AND A UNIQUE ONE THAT WE WERE HAPPY TO BE LISTED IN. GOING INTO OUR, BACK TO OUR CALIFORNIA DASHBOARD, THIS IS WHERE WE ARE AT WITH OUR ENGLISH LEARNER PROGRESS DATA. NOTING THAT FOR THE 2024 CALIFORNIA DASHBOARD AM A 41% OF OUR STUDENTS WERE MAKING PROGRESS, AS DEFINED BY THEIR ENGLISH LANGUAGE PROGRESS INDICATOR. AS WE HAVE WORKED TO UNDERSTAND AND ANALYZE THIS, YOU KNOW, WE DO SEE A TREND. WE WILL HAVE ONE YEAR AND YOU CAN SEE IT WHEN YOU LOOK AT THE PURPLE ON THE TOP, THE PURPLE IS STUDENTS WHO HAVE PROGRESSED AT LEAST ONE LEVEL ON THE ELPAC. ONE YEAR, WE WILL SEE MAYBE A PEEK, MEANING WE WILL HAVE A LOT OF STUDENTS LIKE TESTING AND PERFORMING WELL IN THE ELPAC AND THE NEXT YEAR, WE SEE FEWER OF THOSE STUDENTS. THE FOLLOWING YEAR, WE SEE MORE AND THEN THERE IS A DROP OFF. THIS CONTINUED UP AND DOWN YEAR TO YEAR, WE ACTUALLY THINK IS FAIRLY PREDICTABLE BECAUSE WHEN STUDENTS DO WELL ON THE ELPAC, THEY ARE IN THE PURPLE SECTION, ULTIMATELY, THOSE STUDENTS RECLASSIFY AND THE STUDENTS ARE NO LONGER CONSIDERED ENGLISH LEARNERS. WHEN THEY ARE NO LONGER CONSIDERED ENGLISH LEARNERS, THEY NO LONGER HAVE TO TAKE THE ELPAC AND THE STUDENTS, THEREFORE, THEIR RESULTS DON'T GET REFLECTED. AS WE RECLASSIFY STUDENTS EACH YEAR , THOSE STUDENTS ARE OUT OF THAT DATA AND STUDENTS THAT ARE COMING FROM BENEATH CONTINUE TO RISE UP THE FOLLOWING YEAR AND ARE RECLASSIFIED. WE WILL BE REALLY INTERESTED TO SEE HOW THAT DATA LANES FOR NEXT YEAR. SOME OF THE CURRENT ACTIONS THAT I HAVE NOT YET TALKED ABOUT THIS YEAR. INDIVIDUALS AT OUR SCHOOL SITE MET AND HAD INDIVIDUAL MEETINGS WITH ALL OF OUR MULTILINGUAL LEARNERS TAKING THE ELPAC, JUST TO PROVIDE THEM CONTEXT AND UNDERSTANDING ABOUT WHAT IS THE ELPAC, BUT WAS THERE PRIOR SCORE, WHAT DOES THE SCORE MEAN AND BUILDING MORE CONTEXT AND UNDERSTANDING ABOUT THE ELPAC EXAM ITSELF. DR. RISER AND HIS TEAM CONTINUE TO WORK WITH ENGLISH LEARNERS AND THEIR TEAMS THROUGH MONITORING MEETINGS. THESE HAPPENED TWICE A YEAR. AND, HAVE THE OPPORTUNITY TO REVIEW HOW GRADED AND DESIGNATED DLD ARE BEING PROVIDED, TO TALK ABOUT INTERVENTIONS, AND HAVE OPEN DISCUSSIONS ABOUT WHERE THE SCHOOL IS AND WHERE DO WE WANT TO GO TO CONTINUE TO SUPPORT OUR MULTILINGUAL LEARNERS. IN SPRING AT SOME SELECT SCHOOLS, DR. REISEN AND HIS TEAM WILL BE WORKING ON MULTILINGUAL STUDENT LEARNING WALKS. WHEN YOU TALK ABOUT STREET DATA, WHICH WE WILL HAVE TO BRING THIS IN FOR NEXT YEAR'S STREET DINNER, A MULTILINGUAL LEARNERS STUDENT WHAT IS A SHATTERING OPPORTUNITY. IT IS A GROUP OF ADMINISTRATORS AND TEACHERS WHO ARE RANDOMLY SORT OF ASSIGNED TO LOOK AT AND SHADOW THE EXPERIENCE, THE LEARNING EXPERIENCE OF AN ENGLISH LEARNER THROUGHOUT THE SCHOOL DAY. SO, IT IS CERTAINLY NOT EVALUATIVE ABOUT THE TEACHER'S CLASSROOM THAT THEY ARE IN. THAT SHADOW IS DENOTING THE TYPES OF ORAL LANGUAGE AND DISCOURSE AND ENGAGEMENT AS WELL AS SOCIALIZATION THAT MULTILINGUAL LEARNER IS EXPERIENCING AND IS GUIDED THROUGH A DEBRIEF TO TALK ABOUT WHAT CAN WE CONTINUE TO DO BETTER TO UNDERSTAND THE EXPERIENCE OF OUR MULTILINGUAL LEARNERS AND SHAPE OUR INSTRUCTIONAL PROGRAMS TO BEST SUPPORT THEM. WE ALSO, I SAID BEFORE, WE ARE PROMOTING OUR NEW SECONDARY ELD MATERIALS. OUR CURRENT MATERIALS ARE SET TO EXPIRE. WE ARE VERY RECEPTIVE TO OUR ELD TEACHERS FEEDBACK THAT OUR CURRENT BUDGET FOR MATERIALS AND NOT BE THE BEST. WE CONTINUE TO LOOK AT HOW WE CAN IDENTIFY THE BEST INSTRUCTIONAL MATERIALS FOR OUR ENGLISH LEARNERS. I ONLY HAVE LIKE 30 MORE SLIDES. LOOKING AT THE CALIFORNIA ALTERNATIVE ASSESSMENT, I THINK THAT WAS AN OVERESTIMATION. LOOKING AT OUR CALIFORNIA ALTERNATE ASSESSMENT, HERE, WE HAVE NOTED HOW OUR STUDENTS WHO HAVE TAKEN THE TEST IN ENGLISH LANGUAGE ARTS AND MATH, THE NUMBER THAT WE HAVE TESTED AS WELL AS THE PERCENT OF THOSE STUDENTS WHO HAVE MET THE STANDARD OR NOT, OR HIGHER, I'M SORRY. THE CALIFORNIA ALTERNATE [02:10:03] ASSESSMENT IS TO SAY CHRISTIANS WITH THE MOST SIGNIFICANT COGNITIVE DISABILITIES. THE CALIFORNIA ALTERNATE ASSESSMENT ARE ANNUAL MEASURES OF WHAT STUDENTS KNOW BASED OFF OF THEM ALTERNATIVE STANDARDS THAT THEY ARE LEARNING. YOU CAN NOTE, AGAIN, HOW OUR STUDENTS HAVE COMPARED TO OTHERS IN THE STATE. I SHOULD NOTE THAT FROM A PRIOR YEAR, WE HAVE HAD INCREASES IN THE AREA OF MATHEMATICS. SOME OF OUR STUDENTS WENT UP TO PRESENT AND IN THE AREA OF ENGLISH LANGUAGE ARTS, THERE WAS AN INCREASE OF ABOUT 4% . SO, THIS TREND , INCREASING TREND IS ONE THAT WE INTEND TO MAINTAIN BY PROVIDING ONGOING TRAINING WITH OUR INSTRUCTIONAL MATERIALS, WHICH IS OUR UNIQUE CURRICULUM. THAT IS SPECIFIC FOR OUR STUDENTS WHO TAKE THE CAA EXAM. IN ADDITION TO THE USE OF THIS, OUR SPECIAL EDUCATION TEAM IS WORKING CLOSELY TO MONITOR THE IMPLEMENTATION OF OUR UNIQUE CURRICULUM THAT ALIGNS WITH THE CAA TO IDENTIFY HOW WE CAN CONTINUE TO BEST LEVERAGE THAT CURRICULUM IN SUPPORT OF THE STUDENTS WHO TAKE THIS EXAM. FOR LEAST RESTRICTIVE ENVIRONMENT, OUR CURRENT LEAST RESTRICTIVE ENVIRONMENT FOR INDICATOR 5A, WHICH IS THE MEASURE OF THE PERCENT OF STUDENTS WITH IEPS IN THE GENERAL EDUCATION SETTING FOR 80% OR MORE OF THE SCHOOL DAY. WE ARE CURRENTLY AT 57.4%. LOOKING BACK AT SOME OF THE HISTORICAL IN 2019-20, WE WERE AT 46.1%. WE DO CONTINUE TO MAKE IMPORTANT STRIDES IN INCLUDING OUR STUDENTS WITH DISABILITIES IN THE GENERAL EDUCATION SETTING. SOME OF THE CURRENT ACTIONS THAT I HAVE NOT YET ALREADY SPOKEN ABOUT, WE CONTINUE TO ENGAGE IN ALL OF THE ACTIONS IDENTIFIED IN OUR STRATEGIC PLAN FOR INCLUSION, AS WELL AS ADJUSTING AND AUGMENTING AND ADDING SPECIFIC ACTIONS THAT SUPPORT CONCLUSION. SOME OF THOSE BEING PROVIDING ADDITIONAL TRAINING SURROUNDING SUPPORTING NORMAL DIVERGENT STUDENTS. WE ARE FORTUNATE TO BE PARTICIPATING IN THE SUPPORTING INCLUSION PRACTICES GRANT. THIS HAS ALLOWED MANY OF OUR STAFF TO DISSIPATE IN THE SPOT VISITS TO TALK ABOUT INCLUSION AND TEACHING AS WELL AS TO GO TO OTHER EXEMPLARY SCHOOL DISTRICTS AND SCHOOLS TO SEE WHAT INCLUSION LOOKS LIKE. THAT IS REGIONALLY AND THROUGHOUT THE STATE. FOR GRADUATION RATES, WE PROVIDED SOME ADDITIONAL METRICS AND MEASURES THAT ARE INDICATORS OF OUR STUDENTS, NOT JUST GRADUATION BUT THEIR LEVEL OF ACHIEVEMENT AS THEY DO EXIT AS GRADUATING SENIORS. SO, TO NOTE, ON THE RIGHT SIDE, WHICH IS OUR COLLEGE CAREER INDICATOR, THE FAR RIGHT SIDE, THAT IS A MEASURE ON OUR CALIFORNIA DASHBOARD. AND, WE CONTINUE TO SEE GROWTH IN THE COLLEGE CAREER IN DECATUR. THIS IS A FOCUS WITHIN OUR LCAP TO BETTER SUPPORT OUR STUDENTS IN MAKING MARKETED AS WELL AS GRADUAL IMPROVEMENT IN THAT THREE-YEAR SPAN. SO, SOME OF THE CURRENT ACTIONS, TO ADDRESS THESE AREAS INCLUDE, AS I MENTIONED, WITHIN OUR LCAP FOR THE MONITORING OF THE KEY STUDENT GROUPS THAT I MENTIONED IT REALLY CLEAR BASELINE METRICS AND TARGETS FOR EACH OF OUR COMPANY HAS A HIGH SCHOOLS TO EDIFY STUDENTS, TO FIND THESE STUDENTS WITH ADDITIONAL WAYS TO MEET THE COLLEGE CAREER INDICATOR, WE ALSO HAVE WORKED REALLY CLOSELY WITH OUR SPECIAL EDUCATION DEPARTMENT AND OUR ASSISTANT PRINCIPALS OF INSTRUCTION TO CARVE OUT ONE SPECIFIC PATHWAY, WHICH IS THE TRANSITION CLASSROOM OR WORK-BASED LEARNING EXPERIENCES PATHWAY IN THE COLLEGE CAREER INDICATOR. AND, THIS IS SPECIFICALLY FOR MANY OF OUR STUDENTS WITH IEPS THAT ARE IN SPECIALIZED PROGRAMS AT HIGH SCHOOLS WHO ARE TAKING THE COURSE WORK AND GETTING THE EXPERIENCES THAT WOULD SATISFY THAT PARTICULAR COLLEGE CAREER AND INDICATOR. ADDITIONAL ACTIONS THAT I HAVE NOT YET TALKED ABOUT. OUR COUNSELORS, K/TK 12 CONTINUE TO BUILD OUT [02:15:06] AND A MOMENT FRANCHISE AS WELL AS UNIQUE SCHOOL SITE LESSONS THAT FOCUS ON THE IMPORTANCE OF COLLEGE AND CAREER, AS WELL AS ALL OF OUR GREAT SPANS HAVING COLLEGE CAREER EVENTS. BIG SHOUT OUT TO OUR MIDDLE SCHOOL FOR HAVING THEIR FIRST COLLEGE CAREER EVENTS, WHICH I JOINED IN THE MONTH OF MAY. CHRONIC ABSENTEEISM IS AN AREA STATEWIDE OF DEFINITE CONCERN AS WE CAME OUT OF THE PANDEMIC. A BIG THANKS TO OUR STAFF AND OUR PARENTS AND STUDENT AS WE CONTINUE TO SHOW IMPROVEMENTS IN THE AREA OF CHRONIC ABSENTEEISM. SOME OF THE CURRENT ACTIONS THAT WE ARE TAKING INCLUDE THE WEEKLY ANALYSIS AND DISSEMINATION OF OUR CHRONIC ABSENTEEISM DATA TO ALL OF OUR SCHOOL SITES AS WELL AS SOME TRAINING TO OUR STAFF ON HOW TO USE HOW TO USE OUR ANALYTICS PLATFORM TO DIVERT DEEP INTO THE DATA TO IDENTIFY STUDENTS WHO NEED INDIVIDUAL SUPPORT TO REGULARLY ATTEND SCHOOL. REGULAR MEETINGS WITH ATTENDANCE LIAISONS INCLUDES SHARING BEST PRACTICES AND TRAINING OPPORTUNITIES AND WE CONTINUE TO FIND AND SHARE FUN WAYS TO RECOGNIZE AND TO PROMOTE POSITIVE ATTENDANCE. SO, THAT WAS OUR SATELLITE DATA. NOW WE ARE INTO OUR MAP DATA. WE ARE GETTING A LITTLE BIT CLOSER INTO THEM IMPORTANT WORK OF OUR TEACHERS IN OUR CLASSROOM AND THE LEARNING OF OUR STUDENTS IN THOSE CLASSROOMS. THIS IS A LOOK AT SOME OF THE KEY STANDARDS THAT WE MEASURE THROUGH OUR BENCHMARKS. THIS IS FORK IN THE GARDEN, FIRST GRADE, AND THE SECOND GRADE FOR TRIMESTER ONE DATA. WE PROVIDE AS COMPARISON THE 23-24 AND THE 24-25 DATA. OVERALL, WHEN WE LOOK AT THIS, THE PROGRESS OF OUR STUDENTS IS PRETTY COMMENSURATE WITH WHAT WE HAVE SEEN IN THE PAST. REALLY, OVERALL, SEEING ABOUT 70 TO 80% OF OUR STUDENTS BEING ASSESSED AS A BEING PROFICIENT. SOME OF THE ONGOING ACTIONS THAT WE CONTINUE TO TAKE THAT I HAVE NOT YET MENTIONED, WE DO IMPLEMENT TO BE A DYSLEXIA SCREENER. THE STATE OF CALIFORNIA RECENTLY PASSED A LAW AS WELL REQUIRING A READING DIFFICULTY SCREENER. AND, THEY PROVIDED US WITH FOUR OPTIONS ON WHAT SCREENER IS. WORKING CLOSELY WITH OUR TEACHERS, WE ARE WORKING TO IDENTIFY WHAT THE BEST FIT WILL BE FOR US. NOTABLY, I WANTED TO SHARE THAT WE HAVE THIS YEAR REALLY PROVIDED A CONSIDERABLE AMOUNT OF ADDITIONAL TRAINING TO OUR ACADEMIC SPECIALISTS IN THE COUNTRY, BOTH IN THE AREA OF ENGLISH LANGUAGE ARTS SPECIFICALLY IN SCIENCE AND READING AND IN THE AREAS OF MATHEMATICS. MANY OF OUR ACADEMIC SPECIALISTS COME INTO THE CLASSROOMS TO WORK IN THE CENTRIST WITH OUR STUDENTS, STUDENTS WHO IDENTIFY THROUGH THEIR DATA NEED ADDITIONAL SUPPORT. AS WELL AS SCHOOLS COMPLETING TARGET TIME AND INTERVENTION TO RESPOND TO OUR STUDENT BENCHMARK RESULTS. WE START TO DO SOMETHING DIFFERENT THIS YEAR AND PROVIDE THE CURRENT TRIMESTER ONE GREAT SPAN DISTRIBUTION FOR OUR THIRD, FOURTH, AND FIFTH GRADE STUDENTS. AS NOTED HERE, 70% OR HIGHER OF OUR STUDENTS ARE GETTING A'S AND B'S. IN THE LAST YEAR AND A HALF, WE HAVE STARTED WORKING CLOSELY WITH OUR THIRD, FOURTH, AND FIFTH GRADE TEACHERS LOOKING AND THINKING ABOUT OUR GREAT SPAN DISTRIBUTION SIMILAR TO THE SECONDARY . WE ARE WORKING RIGHT NOW, ACTUALLY, AROUND THIRD GRADE BASED OFF OF THE AGREEMENT AND WISDOM OF OUR THIRD GRADE TEACHERS TO MOVE THIRD GRADE INTO MOVING AWAY FROM LETTER GRADES INTO STANDARDS AND ASSESSMENTS SIMILAR TO WHAT WE DO WITH K/TK THE FIRST, AND SECOND GRADES FOUR AND FIVE, THERE IS AN EXCLUSION OF THE FAIR AND ACCURATE GRADING PRACTICES THAT OUR SECONDARY SCHOOLS ARE ALSO EXPLORING. THAT WORK IS UNDERWAY. WE HAD A PRETTY BIG PROFESSIONAL DEVELOPMENT DAY ON THE 17TH AND WE ARE AWAITING SOME SURVEY RESULTS TO SEE WHAT THE NEXT STEPS ARE FROM THIS THIRD, FOURTH, AND FIFTH GRADE. THIS IS OUR SEMESTER ONE GRADE TO TRADITION FOR SECONDARY SCHOOLS. YOU CAN NOTE HERE, THIS IS THE TOTAL PERCENT OF MARKS ARE GIVEN [02:20:03] THAT ARE A'S, B'S, C'S , D'S AND F'S. WE HAVE LAST YEAR SEMESTER IN COMPARISON TO SHOW ANY CHANGE. THE MIDDLE SCHOOL, YOU CAN SEE A REDUCTION OVERALL OF D'S AND F'S. IN HIGH SCHOOL, ABOUT THE SAME RATE AS COMPARED TO LAST YEAR . TO SHARE A LITTLE BIT ABOUT SOME OF THE ONGOING WORK HERE, AS DR. SUTER MENTIONED A COMPANY OF OUR SECONDARY SCHOOLS ARE ENGAGING IN MULTIPLE USE OR HAVE ACTUALLY JUST STARTED WORK ON PROFESSIONAL LEARNING COMMUNITIES THAT FOCUS AND EMPHASIZE TEACHERS WORKING TOGETHER TO IDENTIFY THE MOST IMPORTANT AND ESSENTIAL STANDARDS AND DEVELOPING A COMMON FORM OF ASSESSMENTS TO ASSESS THOSE. WE KNOW THAT THAT CERTAINLY WILL HAVE AN IMPACT ON STUDENT PROGRESS AS IT COMES TO GRADE DISTRIBUTION. THEN, WE DID JUST FINISH A PROFESSIONAL LEARNING DAY THIS MONDAY IN WHICH OUR SCHOOL SITES ARE WORKING WITH THEIR TEACHER LEADERS AND PROVIDED ONGOING COLLABORATION AND SHARING ABOUT THEIR CURRENT AND EMERGING GRADING PRACTICES TO ALIGN WITH WHAT WE HAVE SHARED OVER THE BOARD HIGHER. TAKING A LOOK AT OUR AP AND IB TESTING, YOU CAN SEE A FIVE-YEAR OVERLOOK OF WHERE WE ARE WITH OUR AP AND IB EXAMS. AND EXCEPT THE SPOTLIGHT FOR US IS AT THE BOTTOM. AS WE ARE RAMPING UP AP TESTING FOR THIS SPRING, SO, YET TO BE ADMINISTERED, WE HAVE OVER 4000 AP EXAMS FOR STUDENTS REGISTERED TO TAKE THAT. WE THINK THAT IS REALLY EXCITING. IN PARTICULAR, WE ARE REALLY EXCITED THAT WE HAVE STUDENTS IN OUR LOW , OUR SOCIOECONOMICALLY DISADVANTAGED STUDENTS AND STUDENTS WITH IEPS TAKING THE AP AND IB EXAMS AT A HIGHER RATE THAN EVER BEFORE. THAT IS DEBITED TO THE WORK AT OUR SCHOOL SITES AND WITH DR. SUTER AS WE PROVIDE REDUCED FEES TO ENGAGE IN THOSE OPPORTUNITIES AS WELL AS PROVIDING ADDITIONAL SUPPORTIVE OUTREACH TO STUDENTS TO MAKE SURE THAT WE ARE REMOVING AS MANY BEERS AS WE CAN FOR STUDENTS TO ENGAGE IN BOTH OF THESE TESTS. JUST TO REFERENCE BACK WITH YOU QUICKLY TO SOME OF THE DATA THAT MR. FRANK AND HIS JUDGES HEARD FROM OUR SECONDARY STUDENT CONNECTIONS, THIS IS AND A NICE REMINDER THAT WHEN WE LOOK AT ALL OF THE STUDENT DATA, WE SEE STUDENTS LIKE FROM ALL OF THOSE MULTIPLE DIMENSIONS AND PERSPECTIVES. WE ARE REALLY FORTUNATE TO WORK WITH SO MANY GREAT EDUCATORS THAT RECOGNIZE AND CONTRIBUTE TO THIS MULTIFACETED EDUCATION FOR ALL OF OUR STUDENTS. THAT IS JUST ONE HIGHLIGHT THERE. ALSO, NOTING HERE JUST THE ONGOING IMPORTANT WORK OF OUR STUDENTS ENGAGE IN IN IMPORTANT MENTAL HEALTH AND WELLNESS SERVICES. THANKS TO THE HARD WORK OF OUR STAFF, YOU CAN NOTE HERE WE HAVE MORE AND MORE STUDENTS COMPARED TO PRIOR YEARS ENGAGING IN THE DROP IN SERVICES AS WELL AS ANTICIPATING THAT THE END OF THIS YEAR, WE WILL CERTAINLY OUTPACE THE NUMBER OF SECONDARY STUDENTS RECEIVING PRESENTATIONS BY WELLNESS STAFF. AND, INTO THE STREET TO. WE WANTED TO PROVIDE A CLOSER GLIMPSE INTO SOME CO-TEACHING STREET DATA. I HAVE HEARD A LOT ABOUT CO-TEACHING AND SOME OF THE ONGOING ACTIONS. OUR STAFF RECENTLY HELD A CO-TEACHING ROUNDTABLE, WHICH YOU WILL SEE SOME OF THE INFORMATION ON THE LEFT BOX. AND, THIS WAS REALLY OUR OPPORTUNITY TO TALK AND HEAR FROM OUR CO-TEACHERS ABOUT THEIR PERSPECTIVES AND VIEWS ABOUT CO-TEACHING AND WHERE AND HOW WE CAN CONTINUE TO IMPROVE. YOU CAN NOTE SOME OF THE SUCCESSES ABOUT CO-TEACHING, WHICH IS DESCRIBED HERE ABOUT NOTING IMPROVED STUDENT ATTENDANCE AND STUDENT BUY-IN. I REALLY APPRECIATED I THINK THE BOTTOM BULLET UNDER SUCCESSES, WHICH IS TEACHERS SAYING THE STUDENTS ARE MAKING MORE SOCIAL CONNECTIONS. SOME OF THE ONGOING CHALLENGES AND QUESTIONS IN THE VARIETY OF STUDENTS, THEIR NEEDS AS WELL AS STUDENTS WITH DISABILITIES STRUGGLING TO MEET SOME OF THE CP STANDARDS, WHICH FOR US, EMPHASIZES OUR NEED TO SUPPORT OUR EDUCATORS TO PROVIDE ACCOMMODATIONS FOR STUDENTS AND DESIGN STRONG TIER 1 INSTRUCTION THAT CAN SUPPORT ALL OF THE LEARNERS IN THE CLASSROOM. ON THE RIGHT SIDE OF THE WE WERE ABLE TO SURVEY ABOUT 201 [02:25:02] STUDENTS THAT ARE IN A CO-TEACHING CLASS. YOU CAN JUST HEAR SOME OF THE POSITIVE RESULTS IN WHAT THEY ARE SHARING HERE. 92% SAID THAT THE TEACHERS, BOTH TEACHERS, SPECIAL EDUCATION TEACHER AND RURAL EDUCATION TEACHER PRESENTED THEMSELVES AS EQUAL PARTNERS IN REGARD TO CLASSROOM MANAGEMENT AND RESPONSES TO STUDENT QUESTIONS. 83% OF STUDENTS REPORTED ENJOYING HAVING TWO TEACHERS IN THE CLASS. YOU CAN NOTE THE QUOTE HERE , WHICH IS "THE BEST THING ABOUT HAVING TWO TEACHERS IS BEING ABLE TO GET HELP OR INSTRUCTION MORE OFTEN AND EASIER." AS WE ADMINISTERED OUR ANNUAL FEEDBACK SURVEY METHODS IS A SMALL CAPTURE OF WHAT SOME OF OUR STUDENTS SAY AT THE ELEMENTARY AND SECONDARY. MAYBE IT IS THE SAME ELEMENTARY STUDENT WHO TALKS ABOUT THE FOOD BUT THAT ONE ALWAYS LANDS. AS WELL AS SOME OF THE PERSPECTIVE OF OUR ELEMENTARY STUDENTS. FOR OUR SECONDARY STUDENTS, JUST NOTING THE BE THE DESIRE TO HAVE MORE CLUBS ON CAMPUS TO MAKE MORE CONNECTIONS AND STUDENTS IN THEIR REPORTING, THE STRUGGLE OF BALANCING SCHOOLWORK AND EXTRACURRICULAR ACTIVITIES. SOME OF OUR STAFF ARE SAYING THROUGH OUR ANNUAL SURVEY , MANY OF THEM TO SEE, OF COURSE, THEIR SCHOOL SITE STAFF AND THEIR COWORKERS AS SUCH AN IMPORTANT AND SUPPORTIVE NETWORK. AND, THAT BEING SUCH A POSITIVE AREA OF BEING AT A SCHOOL AND ENJOYING THE CONNECTION THAT WE HAVE WITH THEIR COWORKERS. SOME OF THE OTHER ITEMS, JUST TO NOTE HERE, THE FEEDBACK AND REQUEST FOR A BETTER ROLLOUT WITH INSTRUCTIONAL SUPPORT AT APPROPRIATE TIMES OF THE YEAR. THE NUMBER OF REQUESTS TO HAVE FEWER CHANGES AT ONE TIME. ANOTHER EDUCATOR NOTED THE NEED TO CONTINUE TO LEAN HARD INTO THE DATA INFORMED PRACTICES. THE LAST BULLET, AGAIN, EMPHASIZING THE OTHER COMMENT THAT I SORT OF MENTIONED, WHICH IS THE FEELING AT TIMES THAT THE PLATE CAN BE SOULFUL FOR OUR EDUCATORS AND OUR TEACHERS AND FEELING THAT, AT TIMES, NOTHING GETS TAKEN OFF THE PLATE. I THINK THAT IS IMPORTANT FEEDBACK FOR US TO CONSIDER AS WE THINK ABOUT ALL OF THE WORK THAT WE ARE DOING TO SUPPORT ALL OF OUR STUDENTS. SO, I THINK WITH THAT, I AM HAPPY TO ANSWER ANY QUESTIONS. >> THANK YOU FOR THAT. THANK YOU, AGAIN, FOR USING THE STREET DATA FORMAT AND ALLOWING US TO REALLY GET THEM SUMMARY OF A LOT OF DIFFERENT TYPES OF DATA, INCLUDING THAT REALLY REFLECT THE WHOLE STUDENT, LOOKING AT SOME OF OUR ACTIVITIES , EXTRA CURRICULAR ACTIVITIES AS WELL AS MENTAL ILLNESS AND ALL OF THAT. I APPRECIATE THAT. I APPRECIATE WITH YOUR PRESENTATION HOW YOU INCLUDED THE COMMENT SECTIONS THAT RELATE TO THE DATA. IT IS ALWAYS THE NEXT QUESTION, WHAT ARE WE DOING TO ADDRESS THAT? YOU JUST HAD IT WORKED THERE. I REALLY APPRECIATE THAT. SO, DO WE HAVE ANY COMMENTS OR QUESTIONS? WE'VE GOT WINDOW. >> FIRST, THANK YOU SO MUCH FOR ALL OF THE DATA. I ACTUALLY HAD NOT HEARD THE STATISTIC OF THE EDUCATION RECOVERY SCORECARD. IT IS AMAZING TO SEE RECOVERY. JUST TWO QUESTIONS. FIRST, ON SLIDE 13, YOU MENTIONED THE ANALYTICS, I'M CURIOUS WHAT KIND OF DATA TEACHERS HAVE ACCESS TO IN THOSE ANALYTICS AND WHAT THEY ARE BEING USED FOR. >> THAT WAS SPECIFIC FOR OUR REVIEW OF CHRONIC ABSENTEEISM DATA. SO, OUR STUDENT INFORMATION SYSTEM IS Q AND Q TAKES OUR STUDENT ATTENDANCE DATA AND PROVIDES LIKE A PRETTY CLEAN AND EASY VISUAL AND WAYS FOR US TO TAKE THEM TO SEE, IN THIS CASE, WHO ARE THE STUDENTS WHO ARE NOT REGULARLY ATTENDING. WHAT ARE THE REASONS FOR THAT? AND THAT PROMPTS ARE STUFFED WITH NEXT STEPS. >> ALL RIGHT, THEN SLIDES 16 THROUGH 17, THE GRADE THAT PROVISION, DO YOU HAPPEN TO KNOW HOW THAT COMPARES TO OTHER LOCAL SCHOOL DISTRICTS? THE OVER 70% A'S AND B'S, DO YOU KNOW HOW WE COMPARE? >> WE DON'T KNOW HOW WE CAN BEAR. REDISTRIBUTION IS NOT SOMETHING THAT IS OUT OF THE CALIFORNIA PASSPORT OR ANYTHING LIKE THAT. THAT IS, THAT IS WHY IT IS LOCAL, MORE LOCAL MATH [02:30:05] DATA. I DON'T HAVE A COMPARISON. >> GREAT. OKAY. I THINK WE ARE READY TO MOVE ON. THANK YOU SO [C. Board of Education - Discussion of Board Bylaw 9240 - Board Training] MUCH. WE ARE MOVING ON TO ITEM 5 C, DISCUSSION OF BOARD BYLAW 9240. I THINK THAT IS DR. MCLAUGHLIN. >> THIS IS A GAMUT UPDATE, CODE ADJUSTMENTS AROUND TRAINING FOR THE BOARD, WHICH I'M SURE YOU ALL RECEIVED SOME STUFF FROM THE COUNTY ON SOME TRAINING THAT NEEDS TO BE DONE IN THE NEXT YEAR, WHICH IS OBVIOUSLY SOON AND NEEDS TO BE DONE AT EVERY TWO YEARS ON THAT TRAINING. IT IS REALLY JUST REFERRING TO THAT. >> QUESTIONS FROM ANYBODY? I KNOW THAT FOR ME, READING THROUGH IT, I NOTICED IT REALLY CAN THE FOCUS IS ON THIS IDEA OF BUDGETING FOR PROFESSIONAL DEVELOPMENT AND A PROFESSIONAL DEVELOPMENT CALENDAR. THAT IS MORE THE PRESIDENT AND SUPERINTENDENT. I DON'T KNOW IF THAT IS SOMETHING THAT IS REGULARLY DONE. >> WE HAVE BUILT OVER THAT LINE ITEM EVERY YEAR ON WHAT PD LOOKS LIKE , OUR ANNUAL TRAINING AT THE STATE LEVEL. IT IS SOMETHING THAT IF WE WANT TO LOOK AT MORE, LOOK AT IT DIFFERENTLY IN HOW WE CAN BUDGET AND PROVIDE ANY TEAM FOR THE BOARD IS SOMETHING THAT CAN BE CONSIDERED. >> AND MAYBE IT WOULD BE APPROPRIATE TO MAKE GOALS, PLANNING SESSION. OKAY. ANYONE [D. Board of Education - Discussion of Board Bylaw 9270 - Conflict of Interest] ELSE? THANK YOU VERY MUCH. NEXT, DISCUSSION OF BOARD BYLAW 9270 . CONFLICT OF INTEREST SPIRIT >> AGAIN, JUST AN UPDATE FROM GAMUT . ALSO, CONFLICT OF INTEREST AND HOW THAT LOOKS IF CONTRIBUTIONS ARE COMING TO THE BOARD DURING ELECTION SEASON, $500.00 OR MORE AND HOW YOU NEED TO REPORT THAT OUTCOME IF THERE ARE ANY OTHER, IF THERE ARE ANY CONTRACTS OR ANY OTHER INFORMATION THAT COMES TO THE BOARD THAT YOU ARE TAKING ACTION ON. IT IS PRETTY HEAVY LANGUAGE ON PAGE 4 THROUGH FIVE THAT WOULD JUST NOTE THAT REALLY, I WOULD PAY ATTENTION IF THERE ARE ANY DISTINCTIVE CONTRIBUTIONS THAT BOARD MEMBERS RECEIVE, IT IS GOING TO COME INTO OUR CONSENT AGENDA IF ANYONE HAS RECEIVED THAT TYPE OF DOLLAR AMOUNT. I DON'T KNOW IF THERE IS ONE OUT, YOU NEVER KNOW IN AN ELECTION SEASON. JUST SOMETHING FOR THE BOARD TO NOTICE AS WE MOVE FORWARD. [E. Business Services - Discussion of Board Policy 5030 - Student Wellness] >> THANK YOU. ANY COMMENTS, QUESTIONS? OKAY. WE ARE ON TO DISCUSSION OF BOARD POLICY 5030, STUDENT WELLNESS . >> THIS IS RELATED TO, WE HAD A CHILD NUTRITION SERVICES ADMINISTRATIVE REVIEW AND ONE OF THE FINDINGS WE HAD, I THINK THE ONLY FINDINGS OF FOR WAS THAT WE DIDN'T INCLUDE A DISCRIMINATION STATEMENT ON THE BOARD POLICY IN CONDUCTING RESEARCH BECAUSE THERE WAS NO ONE IN THE COUNTY DOING IT. WE WERE FIRST UP. WE WENT TO GAMUT AND RESEARCHED THE POLICY AND ABOUT THE POLICY VARIES SLIGHTLY. GENERALLY, IT IS THE SAME BUT THE WORDING CHANGED BETWEEN GAMUT TO WHAT WE HAVE. WE ARE GOING TO GO WITH THE GAMUT LANGUAGE UNLESS THE BOARD WANTS TO MAKE AMENDMENTS. EVEN THE GAMUT WHICH DOESN'T THE DISCRIMINATION STATEMENT SO WE ADDED TO THE DISCRIMINATION STATEMENT AT THE END. >> DOES ANYBODY HAVE ANY COMMENTS OR QUESTIONS OR SUGGESTIONS? >> I HAD A QUESTION IN JUST THAT I KNOW THAT WE ARE BASICALLY MAKING THE OLD VERSION IN ACTIVE IN THE WAY IT WAS DONE WAS JUST LINING IT OUT. IT IS ALMOST LIKE ADOPTING SOMETHING NEW? >> THE CHANGES WERE -- >> SIGNIFICANT. >> IT WAS COMPLETELY DIFFERENT. >> THE LANGUAGE SEEMS, I KNOW A LOT OF IT IS SUGGESTED LANGUAGE WITH THE MAY USE, ARE WE ALL GOING TO GO AHEAD AND ADOPT THAT SUGGESTED EVALUATION PLAN? I DIDN'T KNOW IF THERE WAS MORE THAT NEEDED TO BE LOOKED. I DIDN'T HAVE SPECIFIC [02:35:06] SUGGESTIONS, I JUST WANTED TO PUT THAT OUT THERE. OKAY. I THINK THAT MEANS WE ARE GOOD >> WE DO HAVE A NEW DIRECTOR OF CHILD NUTRITION, APRIL 1ST. SHE IS A REGISTERED DIETITIAN. SO, SHE WILL BE PART OF THE WELLNESS COMMITTEE THAT WE HAVE FOR STUDENTS. WE HAVE ALREADY HAD THOSE CONVERSATIONS. WHAT WE ARE DOING REALLY WANT CHANGE FROM WHERE WE ARE NOW. I COULD SURMISE THAT THINGS WOULD ONLY GET BETTER. [F. Board Committee Reports] >> THAT IS ALWAYS GOOD. WE LIKE TO HEAR THAT. THANK YOU. OKAY. WE ARE AT BOARD COMMITTEE REPORTS. DO WE HAVE ANY BOARD COMMITTEE REPORTS? ANYTHING ANYONE WOULD LIKE TO DO TONIGHT? [G. Comments - Board of Education] OKAY. GREAT. WE ARE ON BOARD OF EDUCATION COMMENTS. WE WILL BEGIN WITH TRUSTEE LIGHT. >> EVENING CONEJO VALLEY. AS ALWAYS, THIS IS AN EXCITING TIME AND I AM GRATEFUL FOR THE WORK BEING DONE TO BETTER STUDENT EXPENSES. SINCE LAST BOARD MEETING, I HAD THE PLEASURE OF VISITING THE ASPEN FAMILY READING NIGHT FOR READ ACROSS AMERICA. I HOPE THE STUDENTS ENJOYED READ ACROSS AMERICA AND WERE ABLE TO TAKE AWAY VALUABLE SKILLS AND LESSONS. LAST WEEK, I ATTENDED THE CALIFORNIA SCHOOL BOARDS ASSOCIATION LEGISLATIVE ACTION WEEK. I MET WITH SIMILAR MEMBERS JACKIE IRWIN AND STEVE BENNETT AND STATE SENATOR STERN. THERE, THE CALIFORNIA SCHOOL BOARDS ASSOCIATION ALONG WITH FULLY FUNDING PROP 98 AND THE AYE ONE, KEEPING DISCRETIONARY BLOCK GRANTS DISCRETIONARY AND OTHER LEGISLATIVE PRIORITIES. ON MARCH 11TH, I HAD THE OPPORTUNITY TO ATTEND THE EQUITY CONFERENCE AND ATTENDED SESSIONS ON DIVERSITY OF ROMAN PRACTICES, WHICH WAS A GREAT CELEBRATION FOR NATIONAL DISABILITY HISTORY MONTH GOING ON IN MARCH. THERE WAS ALSO A KEYNOTE ON THE IMPORTANCE OF STREET DATA FROM THE AUTHORS OF THE BOOK ABOUT HOW TO USE THE METHODS THAT WERE USED TODAY BY KENNY LOO IN THE PRESENTATION. IN THE WORDS OF THE SPEAKERS, "STUDENT VOICES ARE INCONTROVERTIBLE. WE CAN'T DISMISS, DENY, QUANTIFY, OR RATIONALIZE AWAY THE FORCES AND EXPERTISE OF CHILDREN AT THE MARGINS. ALLOW THEM TO BE THE TRUTH TELLERS AND MORAL COMPASSES FOR WHAT YOU SAY AND BELIEVE ABOUT EQUITY. THIS QUOTE I CARRIED THIS IDEA WITH ME THROUGH INTERVIEWS OVER THE PAST FEW WEEKS AT OUR HIGH SCHOOL SITES AND I HOPE THE DISTRICT IS ABLE TO CONTINUE TO ACTUALIZE THIS. SPEAKING OF SDEC, INTERVIEWS HAVE WRAPPED UP, WE WILL MEET ON MARCH 24TH 2025 , 1402 EAST JANZ ROAD. NEW MEMBERS WOULD BE INVITED TO OBSERVE BEFORE THEY BECOME FULL VOTING MEMBERS AT THE APRIL MEETING, WHICH IS OUR ELECTION MEETING. AS ALWAYS, THE AGENDA WILL BE LISTED 72 HOURS BEFORE THE MEETING ON BOARD DOCS. I HAD THE OPPORTUNITY TO ATTEND THE LIBRARY GRAND REOPENING LAST NIGHT AND IT WAS A JOY TO SEE THE STUDENTS WITH EXCITEMENT TO GET INTO THE LIBRARY AS CLOSE TO 20 STUDENTS WENT UP TO THE LOFT TO SPEND SOME TIME IN THE NEW LEARNING ENVIRONMENT. I HAD THE OPPORTUNITY THAT MIGHT TO STOP BY DR. JENKINS A BREAKTHROUGH TALK AT ALL AND BRIDGES, VIBRATING UNDERSTANDING AND RESPECT BETWEEN THE FAMILY. IT WAS A GREAT PRESENTATION FOR PARENTS TO GET TOGETHER AND ASK QUESTIONS. BEST OF LUCK TO THE WESTLAKE HIGH SCHOOL ACADEMIC DECATHLON TEAM AT THE STATE COMPETITION OVER THE COMING DAYS AND CONGRATULATIONS TO THE THOUSAND OAKS TEAM, WHICH RECENTLY PLACED SECOND IN CALIFORNIA. CONGRATULATIONS TO THE MOCK TRIAL TEAMS, MANY REACHED THE FINALS OR HAD AMONG THE HIGHEST STRENGTH OF SCHEDULES IN THE COUNTY. FINALLY, I SPENT THE DAY AT THE EQUITY CONFERENCE, WHERE DOZENS OF OUR MIDDLE AND HIGH SCHOOL STUDENTS WERE COMPETING. I WISH YOU THE BEST OF LUCK AS YOU AWAIT RESULTS. HAVE A WONDERFUL THREE WEEKS AND GOOD NIGHT. >> THANK YOU VERY MUCH. TRUSTEE SYLVESTER. >> TRUSTEE LIGHT, DO YOU GO TO SCHOOL ALSO ? JUST A QUICK QUESTION. GOOD EVENING, EVERYONE. FIRST OF ALL, I WANT TO THANK OUR STUDENT REPORTERS, WHICH IS A HIGHLIGHT IN AND UNBELIEVABLE TO HEAR SUCH A LIST OF EVERYTHING GOING ON AT OUR HIGH SCHOOLS. I ALSO WANT TO THINK DENISE, WHO CAME HERE TO SPEAK ABOUT CDAC. SHE HAS BEEN CHAIRING CDAC AND HAS DONE AN [02:40:04] EXCELLENT JOB. I LIKE THE WAY SHE FRAMED HER DISCUSSION ABOUT HOW IT IS COLLABORATING WITH THE DISTRICT. THIS IS NOT AN ADVERSARIAL RELATIONSHIP. WE LEARN FROM EACH OTHER AND I LIKE THAT SHE STRESSED THAT CDAC IN GENERAL HAS BEEN ON THE FOREFRONT AND HAS SERVED AS A MODEL FOR OUR OTHER ORGANIZATIONS IN TERMS OF THE USE OF SUBCOMMITTEES AS WELL AS THE TOOLKIT. SINCE LAST BOARD MEETING, I'M GOING TO FOCUS ON SOME STUDENT DRIVEN EVENTS THAT I GOT TO BE A PART OF. I ALSO GOT TO READ TO THE SECOND AND THIRD GRADE CLASS FOR THEIR WRITING ACROSS AMERICA WEEK. THE PRINCIPAL RECOMMITTED READING A BOOK ABOUT KATHRYN JOHNSON, WHO IS KNOWN AS ONE OF THE FIRST AFRICAN-AMERICAN WOMEN TO WORK AS A NASA SCIENTIST, WHO IS A MATHEMATICIAN. IT WAS A BIG HIT IN BOTH CLASSROOMS AT LANG RANCH . WE MANAGED TO TALK ABOUT HOW WE GOT SOME ASTRONAUTS STRANDED IN SPACE BACK TO EARTH. IT TOUCHED ON THE CELEBRATIONS OF BOTH BLACK HISTORY MONTH AS WELL AS WOMEN'S HISTORY MONTH. SO, I WANT TO THINK, AGAIN, TRICIA BRADSHAW, THE TEACHER AT LANG RANCH WHO COORDINATES ALL OF THIS AND REACHES OUT TO US. SECONDARILY, ALONG WITH TRUSTEE GOLDBERG AND TRUSTEE GORBACK, LATER THAT SAME DAY, THE THREE OF US WERE GUEST SPEAKERS FOR TWO THIRD GRADE CLASSES AT CYPRESS ELEMENTARY. THEY PUT US UP FRONT AND, FIRST, WE GOT TO THINK ABOUT THE ROLE OF THE SCHOOL BOARD, HOW WE GOT ON THE SCHOOL BOARD, AND WHAT WE DO AS SCHOOL BOARD TRUSTEES. THEN, WE GOT TO ANSWER THEIR QUESTIONS ABOUT OUR SKILLS, OUR CHALLENGES, AND OUR RETIREMENT PLANS. THE FACT THAT I AM VICE PRESIDENT ON THE BOARD, I HAVE TO SAY, WAS SOMETHING THAT THEY WERE REALLY IMPRESSED BY. I WAS QUITE THANKFUL THAT TRUSTEE POWELL WAS NOT THERE. I WAS THE RANKING SCHOOL BOARD TRUSTEE, APPARENTLY. IT WAS AN EXCELLENT DISCUSSION AND ANYONE LISTENING WHO ONCE ANY OR ALL OF US TO COME TO THEIR CLASSROOMS, I SPEAK FROM US, WE ARE MORE THAN HAPPY TO DO THAT. THIRD, I HAD THE JOY OF SEEING NEWBURY PARK HIGH SCHOOL PERFORMED "HARRY POTTER AND THE CURSED CHILD," AND THEY ARE THE FIRST HIGH SCHOOL IN THIS AREA WHO GOT THE RIGHTS TO DO THIS PLAY. IT WAS AN UNBELIEVABLE, PHENOMENAL PRODUCTION, LET MY DEAR TEACHER MARILYN STRANGE AND HER AMAZING CAST AND CREW. HOW SHE DOES IT AND GETS ALL THE MOVING PARTS TOGETHER, I DON'T KNOW BUT IT WAS SENSATIONAL, INCREDIBLY WELL DONE. I WANT TO CONGRATULATE EVERYBODY INVOLVED. AND, AS YOU HEARD FROM ONE OF THE STUDENT REPORTERS, THOUSAND OAKS HIGH SCHOOL IS DOING " ZOMBIE PROM" NEXT WEEKEND I KNOW WESTLAKE HIGH SCHOOL IS PERFORMING "ANYTHING GOES" IN APRIL. NOT TO MENTION ALL THE UPCOMING NIGHTS FOR THE ALL DISTRICT MUSIC AS WELL. IT IS REASSURING AND WONDERFUL TO RECOGNIZE ALL OF THE TALENT THAT WE HAVE HERE IN THE CVUSD. AS YOU HEARD FROM HIGH SCHOOL REPORTED, THERE IS BAND, DANCE, THERE'S ALL KINDS OF THINGS. TO THE PUBLIC, GO SEEK THESE OUT AND MISS OUT ON THESE OPPORTUNITIES. FINALLY, YESTERDAY, ALONG WITH MY FELLOW TRUSTEES, THIS WAS ALSO MENTIONED BY THE STUDENT REPORTER, WE ALL ATTENDED THE CVHS STUDENT OF THE QUARTER CELEBRATION, WE ARE FIVE INCREDIBLY DESERVING STUDENTS WERE RECOGNIZED BY THE FACULTY FOR THEIR PERSONAL ATTRIBUTES, WHICH INCLUDED KINDNESS, PERSEVERANCE, AND RESPONSIBILITY. EACH TEACHER SPOKE ABOUT THE STUDENT AND THEIR STRUGGLES AND THEIR ACCOMPLISHMENT . IT WAS AMAZING TO SEE THE VALUE THAT SCHOOL HAS IN SUPPORTING THE STUDENTS IN SUCH A WAY THAT THE TEACHERS HAVE FORMED SUCH GREAT RELATIONSHIPS AND REALLY UNDERSTOOD THE STUDENTS. IT WAS A WONDERFUL EVENT. I WANT TO THANK EVERYONE INVOLVED, INCLUDING SYBIL MERCER AND A SPECIAL SHOUT OUT, THANK YOU TO DON STEIN WHO FIGURED OUT IF SHE TO THE CONTACTED EACH ONE OF US, WE WOULD ALL SHOW UP, AND SHE PROMISED FOOD. THAT IS IT FOR ME. >> THANK YOU. TRUSTEE GORBACK. >> I COULD JUST SAY WHAT THEY SAID. A NICE EVENING TO EVERYONE. I WANT TO THINK OUR STUDENT REPORTERS. BEST OF LUCK TO JJ, WHO WILL BE LEAVING THE SCHOOL. STUDENT REPORTERS AND MISSES BENNETT FOR REPORTING ON CDAC. YES, WHAT EVERYBODY SAID, [02:45:02] WE ALL READ AT READ ACROSS AMERICA. THAT IS SO MUCH FUN TO JUST LEAD THE LITTLE KIDS. IT BROUGHT BACK MY TEACHING BACKGROUND. IT WAS A LOT OF FUN. I WANT TO THANK MISSES BRADSHAW FOR CONTACTING US, REACHING OUT TO US, AND BAKING FOR US. THE FOOD WAS GOOD. THE OPPORTUNITY AND THE THRILL OF HELPING CYPRESS ELEMENTARY THIRD-GRADERS PARTICIPATE WITH THEIR PROJECT, THAT WAS A BLAST AND THE KIDS WERE SO CUTE IN ASKING QUESTIONS OF US. EXCELLENT. WE ALL SPEND, I SPENT THE DAY AT THE VENTURA COUNTY EQUITY CONFERENCE. IT IS GREAT TO RECOGNIZE THAT OUR COMPANY, AS WELL AS DISTRICT, GOES OUT OF THE WAY WHEN WE HAVE PRESENTATIONS FROM OUR PEOPLE, WHICH GAVE US GREAT PRIDE THAT GOES OUT OF THE WAY TO RECOGNIZE THE UNDERRECOGNIZED RELATIONS. EXCELLENT PRESENTATIONS. IT WAS JUST A GREAT EXPERIENCE. I WENT TO A, SINCE LAST MAY, I WENT TO A AADAC. ALL OF OUR DISTRICT ADVISORY COUNCILS ARE FANTASTIC . BUT, AADAC HAS A SPECIAL, UNIQUE QUALIFICATION THAT OUR STUDENTS WHO ACTUALLY GO TO SCHOOL, OUR STUDENTS CAN ATTEND TO IT AND WE SEE THE INTERACTION BETWEEN THE PARENTS WHO WANT TO DO FOR OUR STUDENTS AND WITH OUR STUDENTS REACT, INTERACT WITH THE STUDENTS WHO ATTEND . THAT WAS GREAT. I HAD THE OPPORTUNITY TO GO TO THE FIRST OF THREE UNIFIED BASKETBALL GAMES. THIS ONE WAS AT THOUSAND OAKS. THAT WAS A BLAST. SEEING THE KIDS WHO ARE UP IN THE BLEACHERS CHEERING THE ATHLETES AND CHEERLEADERS ON THE DANCE TEAM AND ALL THE PERFORMERS NOW ON THE FLOOR BEING CHEERED ON BY THE ATHLETES AND EVERYBODY ELSE WAS JUST SO MUCH FUN TO SEE. IT WAS SO MUCH FUN WHEN ONE PERSON MISSED A FIGHT, THAT THE PERSON ON THE OTHER TEAM WOULD GET THE BALL AND TOSSED IT TO THEM SO THEY COULD TAKE ANOTHER ONE. THAT IS JUST THE ATTITUDE THAT THEY HAVE. IT IS REALLY GREAT. I ALSO SAW THE "HARRY POTTER " PLAY. I HAVE TO ADMIT, I'M NOT A "HARRY POTTER" FAN BUT I GOT REALLY INVOLVED IN THE CHARACTERS IN THIS PLAY. I ALSO GOT FASCINATED BY WHAT HAPPENED IN THE DARK. THE CHOREOGRAPHY , THE LOGISTICS OF PEOPLE RUNNING ON THE STAGE AND TAKING THE PARTS AND DOING IT IN LIKE FOUR SECONDS AND BEING READY FOR THE NEXT SCENE, ABSOLUTELY FANTASTIC. I SAW FIVE STUDENTS ON IT YESTERDAY MORNING FOR TRAITS LIKE RESPONSIBILITY, PERSEVERANCE, RESPECT, KINDNESS. I THINK THAT IS ALL I SUMMARIZED. BUT, TO SEE THAT THEY DEVELOPED THOSE TRAITS IN THE KIDS AND FAMILY THAT AND THE INTERACTION WITH THE TEACHERS AND THE KIDS AND THE IMPACT THAT EACH HAS ON EACH OTHER, THE KIDS HAVE ON THE CLASS AND ON THE TEACHERS AND THE TEACHERS, IT IS ALWAYS A GREAT EXPERIENCE TO GO TO CVHS, COME HERE AND SEE THE HONORING OF THE STUDENTS. AND, YES, I ALSO ATTENDED THE GRAND OPENING OF THE WEATHERSFIELD LIBRARY. SEEING THE KIDS WENT UP TO THE LOFT WAS CUTE. LAST NIGHT'S PRESENTATION BY DR. JENKINS, ABSOLUTELY WONDERFUL . SOMETHING FOR PARENTS TO, I URGE. WHEN YOU HEAR ABOUT THE OUTREACH PRESENTATIONS, THEY ARE REALLY GREAT . I URGE YOU TO ATTEND BUT YOU WILL GET A LOT OUT OF IT IF YOU DO ATTEND. I'M GOING TO SUGGEST THAT. THAT IS ALL FROM ME, THANK YOU. >> THANK YOU. TRUSTEE GOLDBERG. >> WE ALL GO TO THE SAME THINGS SO I'M JUST GOING TO ADD A LITTLE BIT. I LOVED STARTING WITH READ ACROSS AMERICA AND ENDING, YES I WENT TO THE LIBRARY AND I WANT TO THANK THE COMMUNITY FOR A LIVING US TO BE ABLE TO GO AND TO MAKE SPACES WHERE KIDS ENJOY BEING AND READING AND LEARNING. THE CONEJO VALLEY HIGH SCHOOL EVENT IS IMPORTANT. IT IS ALWAYS GREAT TO RECOGNIZE STUDENTS. ONE OF THE THINGS THAT WE HEARD ONCE THAT [02:50:01] THE TEACHERS TALK ABOUT THE STUDENTS FEELING OF THIS IS THE PLACE WHERE THEY FEEL COMFORTABLE ASKING FOR HELP AND ALSO FEELING ABLE TO CONTRIBUTE. BOTH OF THOSE THINGS ARE REALLY HARD FOR STUDENT SOMETIMES AND WE FORGET . AS ADULTS, WE JUST THINK THAT THEY CAN DO THAT BUT THE KIDS FELT SAFE ENOUGH HERE TO DO THAT AND I'M SURE THEY DO ACROSS THE DISTRICT BUT FOR CVUSD HIGH SCHOOL STUDENT IN PARTICULAR, THAT IS REALLY IMPORTANT AND I WANT TO CONGRATULATE THEM FOR THAT ACHIEVEMENT. DR. JENKINS SAID SOMETHING LAST NIGHT THAT I THINK PARENTS AND ALL PEOPLE REALLY COULD USE IN THEIR LIVES THESE DAYS. SOMETIMES, IN FACT, NOT SOMETIMES, HE SAID "WE NEED TO CONNECT BEFORE YOU CORRECT.", WHICH I THINK IS IMPORTANT. IT IS AN IMPORTANT TAKE AWAY FOR ME. I TRY TO DO THAT BUT I DON'T ALWAYS DO THAT SO APPRECIATE THAT. AND, I WOULD ALSO, I AM EXCITED ABOUT CONTINUING MARCH MADNESS THE UNIFIED WAY. SO, I ENCOURAGE EVERYBODY TO JOIN US IN THAT. AND, I WOULD LIKE TO THANK THE STUDENTS WHO CAME TO SPEAK EARLIER TODAY BECAUSE THAT WAS VERY HARD, VERY BRAVE, AND VERY IMPORTANT. WE WERE FORGET A LOT OF THOSE EMAILS AND IT WAS SOBERING, AT BEST, AND A GOOD REMINDER OF YOU DON'T ALWAYS KNOW WHAT PEOPLE ARE GOING THROUGH AND TO LEAD AND GO THROUGH THE WORLD WITH EMPATHY. THAT IS IT FOR ME. >> THANK YOU. TRUSTEE GILL. >> THANK YOU. GOOD EVENING. THANKS TO MY COLLEAGUES FOR REPORTING ON ALL OF THE THINGS THAT WE DID. I HAVE COST THEM ALL OFF MY LIST. I DO WANT TO ADD ON TO WHAT TRUSTEE LIGHT SAID ABOUT LEGISLATIVE ACTION WEEK. I AM GRATEFUL TO CSBA FOR PROVIDING THAT STRUCTURE. I HAVE ALWAYS FOUND OUR GOVERNING PARTNERS ARE TO BE OPEN AND SUPPORTIVE OF WHAT WE DO. NEVERTHELESS, I DO NOT HOLD BACK AND ALWAYS TOLD THEM THAT WE ARE NOT FULLY AND FAIRLY FUNDED AND WE MUST BE. THIS IS THE SECOND YEAR IN A ROW THE GOVERNOR HAS PROPOSED WHAT HE IS CALLING A MANEUVER THAT MIGHT INTERFERE WITH THE POPULATED GUARANTEE. WE CANNOT ALLOW THAT TO HAPPEN. WE MUST HAVE STABLE, FLEXIBLE FUNDING THAT WE CONTROL LOCALLY THAT IS COMMENSURATE WITH THE NEEDS. WHILE IT IS TRUE THAT THE STATE HAS BUDGET CHALLENGES, WE ALL UNDERSTAND THOSE, AND WHILE IT IS ALSO TRUE THAT ACROSS THE STATE ENROLLMENTS ARE DECLINING, THE NUMBER OF STUDENTS ON INDIVIDUAL EDUCATION PLANS IS NOT DECLINING, IT IS INCREASING. I SENT THAT MESSAGE AND IT WAS VERY WELL RECEIVED. THE ONE PLACE I BELIEVE I WENT THAT THE REST OF YOU DIDN'T WAS TO THOUSAND OAKS HIGH SCHOOL, WHERE I WAS A GUEST AT THE MAJORS PROGRAM AND SPOKE TO STUDENTS IN THEIR IN ANIMAL BEHAVIOR AND ENGINEERING, SPECIFICALLY ABOUT THE ASPECTS OF WILDLIFE AND DESIGN AND ENGINEERING OF THE WILDLIFE CROSSING. ALL OF MY VISIT THERE WITH THEM. AND, THE LAST THING THAT I WILL SAY IS THANKS FOR BEING THE SPOKESPERSON, THANKS TO ALL OF THE STUDENTS WHO HAVE CONTACTED US. I WILL REPEAT WHAT I SAID HERE BEFORE, I AM DISTRESSED THAT MESSAGE IS COMING TO US FROM WASHINGTON ARE CAUSING THIS IMPACT ON OUR STUDENTS AND FAMILIES. IT IS NOT GREAT AND I WILL REITERATE WHAT I SAID BEFORE, WHICH IS THAT THE LOCUS OF GOVERNANCE FOR THIS GREAT SCHOOL DISTRICT IS HERE IN THIS ROOM. IT IS NOT WASHINGTON, D.C.. THE VALUES THAT WE SHARE, THE ORDER THAT WE HAVE FOR EVERY STUDENT AND FAMILY MEMBER AND STAFF MEMBER OF THIS DISTRICT IS INSCRIBED AT A CELLULAR LEVEL AND IT IS NOT UP FOR NEGOTIATION. THANK YOU. >> THANK YOU. I'M GOING TO TRY TO KEEP IT SHORT. I DID CRY IN FRONT OF YOU ALL. I'M GOING TO TRY TO GET THROUGH THIS. I WANT TO SAY THANK YOU TO OUR STUDENT REPORTERS, AS ALWAYS. THANK YOU TO DENISE FOR HER REPORT. I WANT TO SAY, CAN DO SOMETHING ABOUT OUR, FOR GRISELDI FOUR MINUTES BEGIN TONIGHT AND FOR THE COMMENTS THAT WERE RECEIVED. THE STUDENTS SHARE THEIR EXPERIENCE IS AND THE FEARS AROUND THE ISSUES WE FACE IN ON IMMIGRATION AND FEARS OF I.C.E. AS WELL AS UNKIND COMMENTS THEY HEAR FROM [02:55:06] FELLOW STUDENTS. I WANT THE STUDENTS TO KNOW HOW MUCH WE APPRECIATE YOU, YOUR VOICE MATTERS, AND THAT EACH OF YOU IS SPECIAL AND IMPORTANT AND ALWAYS AND IN ALL PLACES, CERTAINLY HERE IN THIS COMMUNITY. I'M REALLY APPRECIATING SKIN ACTIVITIES IN SCHOOLS AROUND WOMEN'S HISTORY MONTH AND DISABILITY HISTORY MONTH. I WANTED TO KNOWLEDGE DIVERSITY CELEBRATION WEEK, WHICH IS THIS WEEK. AS ALBERT EINSTEIN SAID, EVERYBODY IS A GENIUS . THAT IS A REMINDER THAT EVERY INDIVIDUAL POSSESSES THEIR OWN UNIQUE SKILLS, TRAITS, AND TALENTS. SO, THIS WEEK, AND ALWAYS, I WOULD ENCOURAGE MUST REMIND OURSELVES THE RANGE OF OUR ABILITIES, RESTRICTIONS THAT NARROW [H. Comments - Superintendent] DIVERSITY BRINGS TO OUR WORLD, CERTAINLY TO OUR COMMUNITY AND OUR SCHOOLS. I HAVE LEARNED SO MUCH AND I CONTINUE TO LEARN EVERYDAY FROM THE NARROW DIVERGENT PEOPLE IN MY LIFE. [A. Future Board Topics / Activities] WITH THAT, I WILL HAND IT TO DR. MCLAUGHLIN . >> NO COMMENTS THIS EVENING, THANK YOU. >> WE ARE AT-SIX, WHICH IS ADJOURNMENT. WE HAVE OUR FUTURE BOARD TOPICS. I DON'T KNOW IF ANYBODY HAS ADDITIONAL COMMENTS. [B. Adjournment] OKAY. WE ARE GOOD. ON THAT NOTE, THIS MEETING IS ADJOURNED AT 9: SORRY TO BE AN. THANK YOU, EVERYBODY. * This transcript was compiled from uncorrected Closed Captioning.