Apr 02, 2025 Board of Education

[A. Call the Meeting to Order]

[00:00:16]

>> GOOD EVENING, THE CONEJO VALLEY BOARD OF EDUCATION REGULAR BOARD MEETING OF APRIL 2, 2025 WILL PLEASE COME TO ORDER. PURSUANT TO THE ROTH AND BROWN ACT THIS IS A MEETING OF THE BOARD OF EDUCATION IN PUBLIC AND ONLY ITEMS ON THE AGENDA WILL BE DISCUSSED THIS EVENING. YOU'RE INVITED TO JOIN US IN THE PLEDGE OF ALLEGIANCE.

>> I WOULD LIKE TO WELCOME EVERYONE TO THE MEETING AND I WOULD LIKE TO MAKE THE FOLLOWING ANNOUNCEMENTS. THE BOARD VALUES YOUR INPUT ON THE IMPORTANT EDUCATION MATTERS WE FACE, THEREFORE THE DISTRICT IS PROVIDING MULTIPLE OPPORTUNITIES FOR PUBLIC PARTICIPATION. PUBLIC VIEWING IS AVAILABLE THROUGH INTERNET LIVE STREAM ON THE CVUSD WEBSITE. THE OPPORTUNITIES TO RIDE RIGHT COMMENTS ON THE AGENDA, WISHING TO SUBMIT A COMMENT HAVE THE OPTION TO EMAIL THEIR COMMENTS BY 3 PM TODAY.

BOARD MEMBERS WERE PROVIDED TO 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 CARD PRIOR TO THE ITEMS SECTION OF THE AGENDA. IF THIS CLADISTIC BUSINESS YOU WISH TO SPEAK ABOUT IS NOT ON THE AGENDA PLEASE TURN IN YOUR CARD BEFORE THE PUBLIC COMMENT 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 IN AT THE SECRETARY'S DESK. BOARD MEMBERS WILL BE PROVIDED WITH THE STATEMENTS AFTER THE BOARD MEETING. THESE BE ADVISED THAT A RECORDING OF THIS MEETING IS BEING MADE AND BROADCAST FOR LIFESTREAM AUDIENCE AND THE RECORDING AND BROADCAST MAY CAPTURE IMAGES AND SOUNDS OF THOSE ATTENDING THE MEETING. SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON DISTRICT PROPERTY. COPIES OF THE AGENDA ARE AVAILABLE ON THE TABLE IN THE BOARD BOBBY AND FINALLY

[D. Approval of the Agenda]

>> PRESIDENT POWELL? >> YES TRUSTEE SYLVESTER?

>> I MOVE THAT WE SUBMIT THE AGENDA.

>> MOVED AND SECONDED IS THERE ANY DISCUSSION?

>> SEEING NONE, PLEASE VOTE, TRUSTEE LIGHT?

>> YES. >> TRUSTEE GORBACK?

>> YES. >> TRUSTEE SYLVESTER?

>> YES. >> TRUSTEE GILL?

[E. Student Recognitions]

>> YES. >> TRUSTEE GOLDBERG?

>> YES. >> STUDENT RECOGNITIONS, WE HAVE A FEW. ONE E. TEENS AND STUDENTS TO BE HONORING TONIGHT. I'M NOT SURE WHO IS UP FIRST, IF IT'S NEWBERRY PARK HIGH SCHOOL, IS THAT WHO WE HAVE FIRST? I AM ASSUMING THEY ARE WATCHING OUT IN THE LOBBY, MAYBE NOT. THE SOMEBODY NEED TO GRAB THEM? MRS. FELLMAN TO THE RESCUE. OKAY. YES. EXCELLENT WE HAVE NEWBERRY PARK HIGH SCHOOL. THE FLOOR IS YOURS.

>> GOOD EVENING TRUSTEE POWELL, BOARD PRESIDENT POWELL, DOCTOR MCLAUGHLIN, TRUSTEES AND DISTRICT LEADERSHIP I ALWAYS SAY THE SAME THING BUT IT'S A GREAT DAY TO SAY IT'S A GREAT NIGHT WHEN WE GET TO RECOGNIZE THE SUCCESSES OF OUR STUDENTS HERE IN THE CONEJO VALLEY SCHOOL DISTRICT. AND IN PARTICULAR THOSE AT NEWBERRY PARK HIGH SCHOOL. LEAGUE CHAMPIONS IN WRESTLING AND STUDENTS THAT HAVE GONE BEYOND LEAGUE CHAMPIONSHIPS AS WELL. LET'S SEE HERE, EXCUSE ME. FIRST GAVIN SHEETS. THOMAS BLACKMON. SKY SMART. AND LAST BUT NOT LEAST, MADISON BLACK,

[00:05:09]

>> I THINK NEXT UP IS THOUSAND OAKS HIGH SCHOOL. AND DOCTOR

ERIC BERGMAN. >> MEMBERS OF THE BOARDS, TRUSTEES, DOCTOR MCLAUGHLIN, DISTRICT LEADERSHIP, I WANT TO ECHO EVERYTHING THAT RENTABLE LAPEER HAD TO SAY, I AM INCREDIBLY PROUD OF THE ATHLETES AND THE STUDENT ATHLETES COMING OUT OF THIS DISTRICT, I HAVE THE GREAT PRIVILEGE TONIGHT RECOGNIZING NOT ONE BUT TWO SPORTS AT THOUSAND OAKS HIGH SCHOOL AND HELP ME RECOGNIZE OUR FIRST STUDENT ATHLETE I BROUGHT ALONG A LEGEND. A LOT OF YOU KNOW MANDY VALDES WHO HAS BEEN ACTIVE IN OUR COMMUNITY FOR I'M JUST GOING TO SAY A LONG TIME. A LONG TIME. 52 YEARS. MANNY HAS BEEN A WRESTLING COACH AT THOUSAND OAKS HIGH SCHOOL FOR A LOT OF THOSE YEARS AND I WILL LET HIM INTRODUCE OUR WRESTLING. MANY?

>> YES I WOULD LIKE TO INTRODUCE THE YOUNG LADY. SHE IS A WONDERFUL YOUNG LADY. SHE IS THE THREE-TIME LEAGUE CHAMPION. AND SHE TOOK FIRST IN CIF THIS YEAR IN OUR HEAVYWEIGHTS. AND SHE IS , PEOPLE EVEN ON THE OTHER TEAMS ROOT FOR HER TO WIN SO SHE IS KIND OF UNUSUAL. BUT, SHE IS A WONDERFUL YOUNG LADY.

>> NEXT UP, I HAVE THE GREAT PRIVILEGE OF RECOGNIZING THIS YEAR'S THOUSAND OAKS HIGH SCHOOL GIRLS WATER POLO TEAM WHO HAD I BELIEVE THE BEST SEASON THAT WE HAVE ENJOYED IN DECADES.

AND HERE TONIGHT TO HELP ME INTRODUCE THIS INCREDIBLE GROUP OF STUDENT ATHLETES ARE OUR TWO COACHES, HEAD COACH CRAIG RHONDA AND ASSISTANT COACH AUSTIN GREGORY. GENTLEMEN?

>> THANK YOU EVERYONE, WE ARE HONORED TO BE HERE AND I WOULD ADD THAT THIS IS THE FIRST LEAGUE CHAMPIONSHIP SINCE 1998 FOR GIRLS WATER POLO AT THOUSAND OAKS SO 27 YEARS IS PRETTY GOOD.

WE APOLOGIZE THAT THERE ARE SOME GIRLS THAT HAVE JOBS AND COULDN'T BE HERE TONIGHT BUT THEY REALLY SEND THEIR THINK USE BUT THANK YOU FOR TAKING THE TIME TO HAVE US, FIRST NOT ONLY LEAGUE CHAMPION BUT ALL CIF ATHLETE ASPEN ABERNATHY. WHEN

[00:10:06]

FRESHMAN, AVERY CASEY. AND SABINA HAD OTHER PLANS AT THE HOSPITAL SO SHE COULDN'T BE HERE, SABINA ELLAZALDE. R SENIOR, KENNEDY GREEN. GWENYTH HARRIS COULD NOT BE HERE TONIGHT. AND AND ALL RELEVANT FIRST TEAMER, KEIRA JONES. AND ABBY KEARNS. AND GG COULD NOT BE HERE. THE LENA , SHE HAS HER FIRST DAY ON THE JOB. CASEY SILLER'S IS IN THE BIO LAB DOING SOMETHING BIOLOGY MINDED. AND OUR GOALIE AND ALSO ALL CIF, CHEYENNE WHITE.

>> SHAUNA ASHMORE AND I SWIM TOGETHER WHEN SHE WAS FIVE.

>> CONGRATULATIONS. >> UP NEXT, WE HAVE JASON BRANAM

AND WESTLAKE HIGH SCHOOL. >> GOOD EVENING BOARD MEMBERS, EXECUTIVE CABINET, IT'S OUR PLEASURE TO BE HERE THIS EVENING TO RECOGNIZE OUR WESTLAKE HIGH SCHOOL GIRLS BASKETBALL TEAM.

OUR GIRLS BASKETBALL TEAM THIS YEAR ACTUALLY BROKE OUR SCHOOL RECORD IN TOTAL NUMBER OF WINS AND HAD 23 WINS IN A REALLY, REALLY DIFFICULT OFF-SEASON SCHEDULE OR OUT OF LEAGUE SCHEDULE IN ADDITION FOR THE SECOND STRAIGHT YEAR THEY WENT 10-0 IN CIF LEAGUE PLAY. TO PUT THEM AS ONE OF THE TOP TEAMS IN ALL OF SOUTHERN CALIFORNIA. SO WE ARE EXTREMELY PROUD AND HONORED TO HAVE THEM HERE THIS EVENING AND BOODY.RECOGNIZE THEM. SO THIS TIME I WOULD LIKE TO INVITE UP OUR HEAD COACH JOSH

>> THANK YOU MR. BRENNAN AND THANK YOU BOARD MEMBERS, TONIGHT WE HAVE FIRST UP EMMA ANGIE. ISA DEMARKS. LIVVY ELSACARRY. PAIGE HANBY. MADDIE MCDONALD. AND TAYLOR SWANSON.

>> I WOULD LIKE TO RECOGNIZE OUR HEAD COACH, MR. JOSH BOODY.

[00:15:11]

>> CONGRATULATIONS. >> WE ARE NOW AT ITEM 1F. PUBLIC

[F. Comments - Public]

WE ALSO ASK THAT SPEAKERS BE SENSITIVE TO OUR EMPLOYEES LEGAL RIGHTS TO PRIVACY AND CONFIDENTIALITY. AS A REMINDER, THOSE REQUESTING TO SPEAK AT THIS TIME TO 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. MRS. FELLMAN.

>> WE HAVE SOME COMMENTS? >> WE HAVE ONE.

>> THANK YOU. AND WE WILL HAVE CARRIE COME TO THE PODIUM. HI, GO ON UP AND YOU HAVE THREE MINUTES FOR YOUR COMMENTS.

>> HI. I'M SPEAKING TONIGHT AS THE MOTHER OF THREE YOUNG KIDS WHO WILL BE ATTENDING WESTLAKE HIGH SCHOOL IN THE NOT-TOO-DISTANT FUTURE. I ATTENDED A MEETING ON SUNDAY EVENING WITH A LARGE GROUP OF CONCERNED PARENTS WE HEARD CREDIBLE ALLEGATIONS OF EGREGIOUS ADMINISTRATIVE MISMANAGEMENT. I AM REFERRING SPECIFICALLY TO AN ALLEGATION OF SEXUAL ASSAULT THAT OCCURRED ON CAMPUS AND ANOTHER THAT OCCURRED ACROSS THE STREET FROM CAMPUS. THERE WERE ALSO REPORTS OF ADDITIONAL SEXUAL ASSAULTS THAT WERE NOT COVERED IN DETAIL AT THE MEETING. IT IS CLEAR THAT THIS IS AN ONGOING ISSUE AND ALMOST NOTHING IS BEING DONE TO STOP IT. NATIONAL STATISTICS SHOW THAT ONE IN FIVE WOMEN IN THE U.S. EXPERIENCE COMPLETED OR ATTEMPTED ASSAULT IN THEIR LIFETIME WITH NEARLY 1/3 OF THOSE ASSAULTS OCCURRING BETWEEN THE AGES OF 11 AND 17. GIVEN THAT WESTLAKE HIGH SCHOOL HAS AROUND 2000 STUDENTS, IT IS STATISTICALLY LIKELY THAT DOZENS OF STUDENTS COULD EXPERIENCE SEXUAL ASSAULT DURING THEIR TIME IN HIGH SCHOOL. ONLY 25% OF THESE WILL REPORT IT RIGHT AWAY. SO WHEN THE 7-8 GIRLS COME TO THE ADMINISTRATION AND REPORT THAT THEY HAVE BEEN ASSAULTED EMMA WHAT ARE YOU GOING TO DO TO MAKE SURE THAT THEY FEEL HEARD, BELIEVED, SUPPORTED AND SAFE. ADDRESSING THESE CONCERNS PROACTIVELY IS NOT JUST NECESSARY, IT IS A MORAL IMPERATIVE. IT IS MY INTENTION TO CORRECT THIS WRONG TO PROTECT FUTURE GENERATIONS AND BRINGING THE CULTURE AT WESTLAKE HIGH SCHOOL UP TO A STANDARD THAT MATCHES ITS IMPECCABLE REPUTATION IN THE COMMUNITY. THE FOLLOWING IS A LIST OF WRONGS THAT I WOULD LIKE TO SEE CORRECTED. ONE, CREDIBLE EVIDENCE WAS IGNORED AND SIDING WITH THE ALLEGED PERPETRATOR IN A RECENT TITLE IX INVESTIGATION. TWO, FAILURE TO REMOVE ALLEGED PERPETRATORS FROM THEIR VICTIMS CLASSES WHILE INVESTIGATIONS RUN THEIR COURSE. THREE, FAILURE TO ESTABLISH A SAFE CHANNEL FOR CHILD VICTIMS TO REPORT CRIMES THAT HAVE BEEN PERPETRATED AGAINST THEM. VICTIMS ARE BEING DISCOURAGED FROM PRESSING CHARGES. THIS HAS LED TO REPEAT OFFENDERS, BEING ALLOWED TO CONTINUE TO OFFEND WITHOUT CONSEQUENCE. FOUR, FAILURE OF THE ADMINISTRATION TO CREATE AN ENVIRONMENT THAT IS CONDUCIVE TO LEARNING BY PROVIDING REGULAR SEXUAL HARASSMENT TRAINING FOR STUDENTS AND ESTABLISHING KNOWN CONSEQUENCES FOR OFFENSES. I AM TRUSTING THAT YOU WILL TAKE THESE ALLEGATIONS SERIOUSLY AND DO SOMETHING ABOUT IT. THANK YOU.

>> THANK YOU SO MUCH FOR YOUR COMMENT. I WILL COMMENT THAT

[00:20:06]

[A. Instructional Services - Adoption of New Resolution #24/25-30: Workforce Readiness Week]

WE ARE MOVING ON TO ITEM 2A WHICH IS INSTRUCTIONAL SERVICES ADOPTION OF A NEW RESOLUTION 24/25-30 DO I HAVE A MOTION?

>> PRESIDENT POWELL? >> YES TRUSTEE TRUSTEE LIGHT?

>> I MOVE THAT WE ADOPT TO 4/25-30. WORKFORCE READINESS

WEEK. >> MOVED AND SECONDED, IS THERE

ANY DISCUSSION? >> OKAY. I HAD A QUESTION OR COMMENT. WE ALL RECEIVED A LETTER FROM THE AUTISM SOCIETY OF VENTURA COUNTY AND THEY HAD SOME REQUESTS REGARDING THIS RESOLUTION THAT EVEN THOUGH AB 800 WHICH IS WHAT THIS RESOLUTION IS BASED ON WITCHES A REQUIREMENT THAT WE HAVE THIS WORK READINESS WEEK AND THAT WE HAVE SOME SPECIFIC CONTENT INCLUDED IN THAT, THE LEGISLATION DOES NOT INCLUDE STUDENTS WITH DISABILITIES. AND SO THEY DID HAVE SOME SPECIFIC TASKS AND I DO NOT KNOW HOW CHALLENGING IT WOULD BE TO SORT OF ADD THOSE INTO THE RESOLUTION AND MAKE AN EFFORT TO TRY TO HAVE SOME OF THAT CONTENT DURING THAT WEEK. THE SPECIFIC TASKS WERE INFORMATION ON THE ADA AND SECTION 504 OF THE REHABILITATION ACT. GUIDANCE ON HOW TO REQUEST ACCOMMODATIONS IN THE WORK LACE. AND RESOURCES THAT RECOGNIZE PEOPLE WITH DISABILITIES AS A VALUABLE AND INTEGRAL PART OF OUR WORKFORCE.

AND I WOULD BE INTERESTED IN SEEING ADDING SOME OF THAT.

GIVEN OUR PRIORITIES AT THE DISTRICT AROUND INCLUSIVITY. OF

ALL STUDENTS. >> I THINK MR. LOU WILL GO AHEAD AND MAKE THOSE ADJUSTMENTS. DOES THE BOARD FEEL COMFORTABLE WITH MR. LEE MAKING THOSE ADJUSTMENTS? YOU APPROVING TONIGHT RESOLUTION WITH THOSE ADJUSTMENTS AND THEN WE WILL MAKE THE ADDITIONS OR ADD THE ADDITIONS TO IT AND THEN HAVE IT

READY TO POST? >> THAT IS EXCELLENT, THANK YOU.

THANK YOU. SO LET'S GO AHEAD AND VOTE THEN ON THAT. TRUSTEE

LIGHT? >> DO WE NEED A MOTION AS

AMENDED OR A VOTE? >> ALL, OKAY. YES, PLEASE DO.

>> REVISING THE MOTION TO APPROVE NEW RESOLUTION NUMBER 24/25-30. WORKFORCE READINESS WEEK WITH THE AMENDMENTS

PREVIOUSLY DISCUSSED. >> THANK YOU.

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. PLEASE VOTE. TRUSTEE LIGHT?

>> YES. >> TRUSTEE GOLDBERG?

>> YES. >> TRUSTEE GORBACK?

>> YES. >> TRUSTEE GILL?

[B. Human Resources - Adoption of Resolution #24/25-32: Public School Volunteer Week - April 21-25, 2025]

>> YES. >> TRUSTEE SYLVESTER?

>> YES. >> I AM A YES. CARRIES 7-0.

MOVING ON TO 2B. WE ARE AT HUMAN RESOURCES ADOPTION OF RESOLUTION 24/25-32 PUBLIC SCHOOL VOLUNTEER WEEK. DO I HAVE A MOTION?

>> PRESIDENT HOWELL? >> YES TRUSTEE GOLDBERG?

>> I MOVE THAT WE APPROVE THE ADOPTION OF RESOLUTION 24/25-32 PUBLIC SCHOOL VOLUNTEER WEEK APRIL 21-25 OF 2025 AS

SUBMITTED. >> EXCELLENT, SECOND.

>> THANK YOU, IS THERE ANY DISCUSSION? OKAY. I AM GOING TO AGAIN MAKE A COMMENT. AND I AM ACTUALLY GOING TO READ OUT JUST A PART OF THE RESOLUTION FOR ALL THOSE FOLKS WHO MAY NEVER ACTUALLY READ THE RESOLUTION. AND THIS IS PART OF MY THANK YOU TO THE VOLUNTEERS THAT WE HAVE IN OUR SCHOOL DISTRICT. WHEREAS IT IS FITTING TO RECOGNIZE THE IMPACT VOLUNTEERS HAVE ON BUILDING INCLUSIVE AND FLOURISHING COMMUNITIES INCLUDING OUR SCHOOL COMMUNITY AND SHOWS OUR YOUTH THAT THE GREATER COMMUNITY CARES FOR THEIR WELFARE AND SUPPORTS THEM IN THEIR EFFORTS TO GROW AND BECOME HARD-WORKING THOUGHTFUL AND RESPONSIBLE AND DEMONSTRATES HOW VOLUNTEERING CREATES LASTING RELATIONSHIPS THAT ENRICH LIVES. SO THANK YOU TO ALL OF OUR VOLUNTEERS. AND WITH THAT WE WILL MOVE TO VOTE.

>> TRUSTEE LIGHT? >> YES.

>> TRUSTEE GILL? >> YES.

>> TRUSTEE SYLVESTER? >> YES.

[C. Business Services - Approval of Resolution #24/25-33: Authorizing the Borrowing of Funds for Fiscal Year 2025-2026 and the Issuance and Sale of One or More Series of 2025-2026 Tax and Revenue Anticipation Notes (TRANs)]

>> TRUSTEE GOLDBERG? >> YES.

>> TRUSTEE GORBACK? >> YES.

[00:25:01]

>> I AM A YES. MOVING ON TO 2C. APPROVAL OF RESOLUTION 24/25-33

DO I HAVE A MOTION? >> PRESIDENT PETRO?

>> YES TRUSTEE GO? >> APPROVING , MOTION TO APPROVE 24/25-33 AUTHORIZING THE BORROWING THE FUNDS FOR FISCAL YEAR 25 -26 AND THE ISSUANCE OF SALE OF ONE OR MORE SERIES OF 2025-2026 TAX AND REVENUE ANTICIPATION NOTES.

>> SECOND. >> MOVED AND SECONDED TO WE HAVE

ANY COMMENTS FROM DOCTOR HAYEK? >> THE RESOLUTION THAT ALLOWS US TO PARTICIPATE IN THE POOL TO BORROW MONEY TO HELP US BRIDGE THE GAP BETWEEN TAX COLLECTIONS AS WE KNOW A LARGE MAJORITY OF OUR LC FF COMES FROM OUR LOCALLY , LOCAL PROPERTY TAXES AND MOST PEOPLE MAKE THEIR PAYMENTS IN DECEMBER AND APRIL SO WE DON'T SEE STEADY INCOME OVER THE YEAR, WE SEE LARGE POTS COME IN IN DECEMBER AND LARGE ONES COME IN APRIL AND FROM TIME TO TIME WE HAVE HAD TO BORROW TO BRIDGE THAT CASH FLOW GAP. WE HAVE NOT HAD TO BORROW IN THE LAST FOUR OR FIVE YEARS AND PARTICIPATION IN THIS GIVES US THE OPPORTUNITY SHOULD WE NEED TO IN THE COMING

YEAR. >> DO YOU ANTICIPATE US PARTICIPATING IN THIS AS OF RIGHT NOW? WITH THE INFORMATION

YOU KNOW OR THINK? >> AS OF NOW, NOBODY DEPENDS ON WHAT THE FINAL APPROVED BUDGET IN JUNE IS.

>> THANK YOU. SORRY, MY PEN RAN OUT OF INK. IS THERE ANY

DISCUSSION ON THIS TOPIC? >> GREAT, MOVING TO THE VOTE.

TRUSTEE LIGHT? >> YES.

>> TRUSTEE GOLDBERG? >> YES.

>> THANK YOU. TRUSTEE GORBACK? >> YES.

>> TRUSTEE SYLVESTER? >> YES.

[D. Business Services - Adoption of Resolution #24/25-36 Authorizing Delivery of Naylor Act Notices for the 975 Evenstar Avenue Property and Declaring the Property "Exempt Surplus Land" Under the Government Code]

>> TRUSTEE GILL? >> YES.

>> MOTION CARRIES WITH A 7-0 WITH A PREFERENTIAL VOTE FROM TRUSTEE LIGHT. ITEM 2 D. ADOPTION OF THE RESOLUTION

24/25-36. >> I MOVE THAT THE BOARD OF EDUCATION ADOPT RESOLUTION 24/25-36 AUTHORIZING THE DELIVERY OF NOTICES FOR THE 975 EVANS STAR AVENUE PROPERTY AND DECLARING THE PROPERTY EXEMPT SURPLUS LAND UNDER THE

GOVERNMENT CODE >> SECOND.

>> MOVED AND SECONDED. DOCTOR HYATT, ANY COMMENTS?

>> THIS RESOLUTION IS A NEXT STEP IN THE 975 EVEN STAR AVENUE PROPERTY THAT THE DISTRICT FORMALLY DECLARED SURPLUS AND THIS AUTHORIZES THE DISTRICT TO SEND LETTERS TO THE CITY, THE PARK DISTRICT IN THE COUNTY PARK THE COUNTY TO EXPRESSIVE THEY HAVE INTEREST IN ACQUIRING THE PROPERTY FOR ANY POTENTIAL OPEN SPACE. OR PARK USE. THEY HAVE 60 DAYS TO RESPOND TO US BEFORE WE CAN PUT IT OUT TO ANY OTHER ENTITIES.

>> NE? >> THANK YOU, GO AHEAD.

>> WHILE WE ARE WAITING AT THE 60 DAYS WE CAN MOVE FORWARD WITH PREPARING MINIMUM AT LEAST TERMS AND SOLICITING BIDS IN CASE THE CITY COUNTY OR PARKS DISTRICT DOES NOT HAVE A USE FOR IT, IS

THAT CORRECT? >> THAT IS RIGHT, THAT'S IN THE NEXT RESOLUTION THAT WE ARE GOING TO DO SO WE ARE GOING TO DO THEM CONCURRENTLY. WE CAN'T TAKE ANY FINAL ACTION UNTIL WE HEAR BACK FROM THOSE THREE ENTITIES.

>> SO IF THOSE ENTITIES VERY QUICKLY REPLY BACK THAT THEY ARE NOT INTERESTED, WE DON'T HAVE TO WAIT OUT THE WHOLE 60 DAYS OR DO WE HAVE TO WAIT OUT THE 60 DAYS?

>> NOT THE WAY THAT WE READ IT AS LONG AS WE GET THE RESPONSE FROM THEM THAT THEY DON'T EXPRESS ANY INTEREST WE WILL CONTINUE TO MOVE FORWARD. HOWEVER THE TIMELINE EVEN FOR THE BID FOR OUTSIDE OF THE THREE PUBLIC ENTITIES IS STILL BEYOND THE 60 DAYS. SO BY THE TIME WE HAVE TO POST AND PUT ADS IN THE NEWSPAPER, GIVE A TOUR OF THE PROPERTY, EXCEPT THE BIDS AND HAVE A PUBLIC HEARING ON THE OPENING. SO THAT WOULD ALL BE BEYOND THE 60 DAYS REGARDING BUT IT WILL HAPPEN CONCURRENTLY.

>> OKAY, THANK YOU. ANY OTHER COMMENTS OR QUESTIONS? OKAY, WE

WILL VOTE. TRUSTEE LIGHT? >> YES.

>> TRUSTEE SYLVESTER? >> YES.

>> TRUSTEE GOLDBERG? >> YES.

>> TRUSTEE GILL? >> YES.

[E. Business Services - Adoption of Resolution #24/25-37 Declaring the District’s Intention to Lease the 975 Evenstar Avenue Property Pursuant to Education Code Sections 17455, et seq.]

>> TRUSTEE GORBACK? >> YES.

>> I AM A YES. MOTION CARRIES. WE NOW HAVE 2D WHICH IS OUR BUSINESS SERVICES ADOPTION RESOLUTION 24/25-37 DO I HAVE A

MOTION? >> PRESIDENT POWELL?

>> I MOVE THAT WE ADOPT RESOLUTION NUMBER 24/25-37

[00:30:01]

17455. >> THANK YOU.

>> SECOND. >> THANK YOU.

>> DOCTOR HYATT ANY ADDITIONAL COMMENTS?

>> THE RESOLUTION AUTHORIZES US TO DO THIS CONCURRENTLY. THE PUT OUT THE BIDS FOR ANY OTHER INDIVIDUALS, COMPANIES OR ENTITIES INTERESTED IN LEASING OUT THE SPACE?

>> GREAT. I DID HAVE ONE SORT OF TIMELINE COMMENT ON THIS ONE, I NOTE THERE IS THIS LANGUAGE ABOUT WHEN YOU CAN DEEM IT QUOTE UNQUOTE UNABLE TO CONSUMMATE A FINAL AGREEMENT FOR THE LEASE OF THE PROPERTY LIKE IF SAY ONE OF THE PUBLIC AGENCIES EXPRESSED THAT THEY WERE INTERESTED BUT THEN THINGS DIDN'T HAPPEN, IS THERE SORT OF SPECIFIED LIKE TIMELINE WITHIN THAT WHERE WE COULD MOVE FORWARD WITH SOMETHING ELSE?

>> IT'S WITHIN THE 60 DAYS . HAVE TO TAKE ACTION WITHIN THEIR RESPECTIVE BODIES IN ORDER TO SOLIDIFY THEIR INTEREST AND MOVE

FORWARD WITH THIS. >> EXCELLENT, THANK YOU.

>> IF THE ENTITY, LET'S SAY PARK AND REC OR SOMETHING LIKE THAT, IF THEY SAY NO WE ARE NOT INTERESTED, DO THEY STILL HAVE THE REMAINDER OF THE 60 DAYS IF THEY HAVE A MEETING AND THEY SAY MAYBE WE ARE AND CHANGE THEIR MIND?

>> IT'S POSSIBLE BUT OUR OBLIGATION IS TO NOTIFY THEM AND LET THEM KNOW AND THEY HAVE 60 DAYS TO RESPOND AGAIN THE WAY THAT WE READ IT IS WITHIN THAT 60 DAYS THE RESPONSE FROM THEM WILL DICTATE HOW WE MOVE FORWARD.

>> ANY OTHER COMMENTS OR QUESTIONS?

>> WE ARE VOTING ON THE RESOLUTION AS WELL AS THE RFP THAT IS ATTACHED WITH THE MINIMUM LEASE TERMS?

>> YES AND THOSE LEASE TERMS ARE UP IF THE BOARD WANTS TO DISCUSS THEM, CHANGE THEM, MODIFY THEM, WE CAN DO SO NOW BEFORE WE POST

THE RAP. >> AND THE LEASE RATE AND ALL THAT WE HAVE LOOKED AT COMPARABLES AND CONSULTED REAL ESTATE PROFESSIONAL TO COME UP WITH THE NUMBERS?

>> IT IS A SCHOOL AND THERE'S NOT A LOT OF SCHOOLS FOR RENT SO, WE HAD THE LEASE RATE AND THE GENERAL LEASE CONDITIONS, THE MINIMUM TERMS BASED ON THE PRIOR, THE CURRENT LEASE THAT WE HAVE NOW. AND THROUGH THE NEGOTIATION PROCESS WITH THE CURRENT TENANT WHERE WE HAD OFFERED THEM A LEASE BEYOND THEIR EXPIRATION WHICH THEY DECLINED TO ACCEPT SO WE USED THE FRAMEWORK TO ESTABLISH THOSE SIMILAR MINIMUM TERMS. THERE ARE SOME ADDITIONAL PIECES IN HERE SUCH AS IF AN ENTITY WANTS TO COME IN AND MAKE SOME SUBSTANTIAL IMPROVEMENTS, THAT THERE IS AN AVENUE FOR THE BOARD TO CONSIDER THAT IT SIMPLY WANTS TO COME IN AND INVEST UPWARDS OF $1 MILLION PLUS, OBVIOUSLY THEY WOULD HAVE TO HAVE SOME TIME TO RECOUP THAT INVESTMENT SO IF THE BOARD WANTS TO ENTERTAIN A LONGER-TERM LEASE SUCH AS A 10 YEAR LEASE OR LONGER FOR THEM TO RECOUP THEIR INVESTMENT BECAUSE ONE OF THE PIECES WE TRIED TO DO HERE IN THE LEASE IS NOT INCUR ANY EXPENSES OUT OF THE GENERAL FUND TO SUPPORT THIS OUTSIDE

ENTITY TO SUPPORT THIS PROPERTY. >> AND WE APPRECIATE THAT. OKAY, READY TO MOVE ON TO VOTE ON THIS? EXCELLENT. TRUSTEE LIGHT?

>> YES. >> TRUSTEE GILL?

>> YES. >> TRUSTEE SYLVESTER?

>> YES. >> TRUSTEE GORBACK?

>> YES. >> TRUSTEE GOLDBERG?

[3. ACTION ITEMS – CONSENT]

>> YES. >> I AM A YES, MOTION CARRIES 5-0 AND WE ARE MOVING ONTO OUR CONSENT AGENDA SECTION 3. DO I

HAVE A MOTION? >> PRESIDENT POWELL?

>> YES TRUSTEE GOLDBERG? >> I MOVE THAT WE APPROVE THE

CONSENT AGENDA AS SUBMITTED. >> SECOND. EXCELLENT, THANK YOU,

ANY DISCUSSION ON THIS? >> SEEING NONE, WE WILL VOTE.

TRUSTEE LIGHT? >> YES.

>> TRUSTEE GILL? >> YES.

>> TRUSTEE GOLDBERG? >> YES.

>> TRUSTEE GORBACK? >> YES.

>> TRUSTEE SYLVESTER ? >> YES.

[A. Student Services - Presentation: Special Education Specialized Programs]

>> I AM A YES, MOTION CARRIES 5-0. AND WE ARE NOW AT SECTION 4 INFORMATION DISCUSSION AGENDA ITEMS, 5A PRESENTATION ON SPECIAL EDUCATION SPECIALIZED PROGRAMS. PRESENTED BY MS. DON THOMAS AND DOCTOR LEE. THE FLOOR IS YOURS.

>> GOOD EVENING, MEMBERS OF THE BOARD, AND DISTRICT LEADERSHIP.

WE ARE PLEASED TO PRESENT THIS EVENING ON OUR SPECIALIZED PROGRAMS FROM PRESCHOOL THROUGH POSTSECONDARY IN CONEJO VALLEY UNIFIED SCHOOL DISTRICT. I AM DON THOMAS DIRECTOR OF SPECIAL EDUCATION WITH DOCTOR CHANTILLY A DIRECTOR OF SPECIAL EDUCATION AND BRENT SMITH THAT WILL TALK TO YOU TONIGHT ABOUT HER SOCIAL EMOTIONAL PROGRAMS IN CVUSD. SO TONIGHT WE WILL TALK ABOUT INCLUSION AND A CONTINUUM OF SERVICES CONSIDERING THE LEAST

[00:35:05]

SPECIAL CLASSES, SEPARATE SCHOOLING OR OTHER REMOVAL OF CHILDREN WITH DISABILITIES FROM THE REGULAR EDUCATION ENVIRONMENT MAY ONLY OCCUR IF THE NATURE AND SEVERITY OF THE DISABILITY IS SUCH THAT EDUCATION IN THE REGULAR CLASSES WITHOUT THE USE OF SUPPLEMENTARY AIDS AND SERVICES CANNOT BE ACHIEVED SATISFACTORILY. SO WHEN WE ARE CONSIDERING PLACEMENT OPTIONS IN CONEJO VALLEY UNIFIED SCHOOL DISTRICT, WE DO THIS THROUGH A LENS OF INCLUSION. AND HOW STUDENTS CAN ACCESS THEIR PEERS TO THE MAXIMUM EXTENT POSSIBLE WHILE MEETING THEIR NEEDS WITH SPECIALLY DESIGNED INSTRUCTION AND SERVICES.

INCLUSIVE EDUCATION IS OUTLINED IN OUR STRATEGIC PLAN FOR INCLUSION FOR STUDENTS WITH DISABILITIES IN CONEJO VALLEY UNIFIED SCHOOL DISTRICT IS THE EVIDENCE-BASED APPROACHES TO EDUCATION, BASED ON A PROACTIVE DESIGN OF LEARNING ENVIRONMENTS , SOCIAL AND EMOTIONAL SUPPORT AND INSTRUCTION TO ADDRESS LEARNER VARIABILITY AND IDENTIFIED BARRIERS. INCLUSIVE PRACTICES INCLUDE THE STRUCTURAL, PROFESSIONAL DEVELOPMENT AND LEADERSHIP DRIVERS THAT RECOGNIZE AND VALUE THE DIVERSITY OF ALL STUDENTS. AND EQUIP OUR STAFF , OUR TEACHERS AND ADMINISTRATORS WITH THE KNOWLEDGE AND RESOURCES TO PROVIDE EFFECTIVE INSTRUCTION TO DIVERSE LEARNERS. INCLUSIVE PRACTICES ENSURE THE ACTIVE ENGAGEMENT AND BELONGING OF ALL STUDENTS IN THEIR SCHOOL COMMUNITY AND EVERY ASPECT OF SCHOOL LIFE. BEFORE REVIEWING THE CONTINUUM OF PLACEMENT OPTIONS IT IS IMPORTANT FOR US TO REVIEW MINDSET. MINDSET IS THE CENTRAL TENANT WHEN CONSIDERING PLACEMENT OPTIONS.

CVUSD CONTINUES TO WORK ON BUILDING THE MINDSET OF PRESUMING COMPETENCE AND BELONGING FOR ALL STUDENTS. ONE IMPORTANT WAY TO DO THIS IS WORKING WITH OUR STAFF AND RECOGNIZING THE ACCESS TO EDUCATION AS A CIVIL RIGHT FOR ALL SCHOOL-AGED CHILDREN. AND THAT OUR LANGUAGE WITH AND ABOUT OUR DISABILITY COMMUNITY IS IMPORTANT IN CREATING A MORE INCLUSIVE SOCIETY. WHEN WE CONSIDER MINDSET, WE CHARGE OUR STAFF AND COMMUNITY TO PRESUME COMPETENCE. WHEN WE PRODUCE EVIDENCE AND HOLD HIGH EXPECTATIONS FOR ALL STUDENTS WE BUILD PROGRAMS THAT PROMOTE INCLUSION, BUILD SELF-ESTEEM AND FOCUS ON STRENGTHS LEADING TO BETTER EDUCATIONAL AND SOCIAL OUTCOMES FOR ALL STUDENTS. WE ALSO FOCUS ON INCLUSIVE LANGUAGE. OFTEN THIS INCLUDES IDENTITY FIRST LANGUAGE AND PEOPLE FIRST LANGUAGE. BUT ALSO WE TALK WITH STUDENTS AND ABOUT STUDENTS. IDENTITY FIRST LANGUAGE PUTS A PERSON'S IDENTITY FIRST. IT'S OFTEN USED IN AUTISM COMMUNITY BY PEOPLE WHO SEE AUTISM AS A KEY PART OF WHO THEY ARE AND NOT SOMETHING NEGATIVE. OR SOMETHING THAT DEFINES THEM COMPLETELY. AN EXAMPLE OF THIS WOULD BE REFERRING TO SOMEONE AS AUTISTIC. PEOPLE FIRST LANGUAGE PUTS THE PERSON BEFORE THEIR DISABILITY. THE IDEAS THAT A PERSON ISN'T DEFINED BY THEIR CONDITION, THE EXAMPLES INCLUDE SAYING PERSON WITH A DISABILITY OR INDIVIDUAL WITH DOWN SYNDROME. IT IS IMPORTANT TO REMEMBER THAT WHILE A PERSON FIRST LANGUAGE IS WIDELY TAUGHT, INDIVIDUAL PREFERENCES MAY VARY. AND THE MOST RESPECTFUL APPROACH IS TO JUST ASK. HERE IS A SHORT VIDEO FROM STAFF AND STUDENTS REGARDING OUR LANGUAGE AROUND PERSONS WITH DISABILITIES.

>> TO HELP ME RIGHT AWAY. >> WE STUDENTS ARE LIKE EVERYONE

ELSE. >> ALL RIGHT. LISTEN TO MY NEEDS

[00:40:02]

>> DON'T JUMP TO HELP ME RIGHT AWAY. ASKED ME INSTEAD.

>> IS THERE ANYTHING I CAN DO TO HELP?

>> I COMMUNICATE RESPECTIVELY WERE EVER STUDENTS CAN THRIVE.

>> PRESUME COMPETENCE. AVOID MAKING ASSUMPTIONS ABOUT STUDENTS ABILITIES. DO NOT SPEAK LOUDER TO A STUDENT WITH A DISABILITY OR IN A CHILDISH OR DIFFERENT MANNER. DO NOT SPEAK IN FRONT OF A STUDENT AS IF THEY CAN'T UNDERSTAND YOU OR THEY DON'T HAVE THE CONFIDENCE LEVEL II COMPANY AND WHAT YOU ARE TALKING ABOUT OUR STUDENTS ARE SNEAKILY SMART. AND DO NOT NEED YOU TO SORT OF ASSUME THEY DON'T UNDERSTAND THINGS.

>> WE ARE NOT SPECIAL HUMANS, WE ARE JUST STUDENTS LIKE EVERYONE

ELSE. >> WE THINK IT'S REALLY IMPORTANT BEFORE WE GET INTO THE WORK OF THE PROGRAMS WE HAVE IN THE CONTINUUM OF SERVICES IN CVUSD THAT WE REMEMBER WE ARE ALWAYS LOOKING THROUGH THE INCLUSIVE LINES AND HOW WE CAN SUPPORT OUR PROGRAM AND STUDENTS IN PROGRAMS ACROSS THE DISTRICT.

SO WHEN WE TAKE A LOOK AT THIS THIS IS THE CONTINUUM OF SERVICES THAT WE PROVIDE WITHIN CVUSD FOR STUDENTS WITH DISABILITIES. IEP TEAMS CONSIDER EXHAUSTING ALL OPTIONS IN THE LEAST RESTRICTIVE ENVIRONMENT BEFORE MOVING TO MORE RESTRICTIVE ENVIRONMENTS FOR STUDENTS. THE CONTINUUM OF SERVICES TYPICALLY BEGINS WITH STUDENTS WHO MAYBE HAVE A SPEECH ON THE IEP SO THEY ARE RECEIVING SERVICES FROM A SPEECH PROVIDER.

IT MOVES THROUGH STUDENTS WHO HAVE SUPPORTS THROUGH CONSULTATION AND COLLABORATION WITH ACCOMMODATIONS ONLY BUT THEY SPEND THE MAJORITY OF THEIR DAY IN GENERAL EDUCATION. THEN WE HAVE STUDENTS WHO MIGHT NEED MORE DIRECT INSTRUCTION AND THAT IS THROUGH SPECIALIZED ACADEMIC INSTRUCTION OR SAI AND THAT IS THROUGH OUR LEARNING CENTERS OR CLASSES THAT WE HAVE IN SECONDARY PROGRAMS. WE HAVE RELATED SERVICES SUCH AS COUNSELING, SPEECH, OCCUPATIONAL THERAPY, ADAPTIVE PE, DEAF AND HARD OF HEARING AND ON AND ON FROM ALL THE RELATED SERVICES FOR OUR STUDENTS IN CVUSD. WE MOVE INTO OUR SPECIALIZED PROGRAMS WHERE STUDENTS MAY SPEND MORE OF THEIR DAY IN A SPECIALIZED PROGRAM TO GET MORE SUPPORT WORKING ON THEIR GOALS.

AND THEN WE CONSIDER EXHAUSTING ALL THESE OPTIONS BUT THERE IS SOME STUDENTS WHO MAY REQUIRE A HIGHER LEVEL OF SUPPORTS AND SERVICES. AND THOSE ARE AVAILABLE THROUGH NONPUBLIC SCHOOLS OR COUNTY PROGRAMS, RESIDENTIAL TREATMENT CENTERS OR THROUGH HOME HOSPITAL INSTRUCTION. THOSE LAST THREE ARE THE MOST RESTRICTIVE AND WE CONTINUE TO MEET THE INDICATORS WHERE IT'S A VERY LOW PERCENTAGE OF OUR STUDENTS TO HAVE TO BE SERVED IN THOSE PROGRAMS. HOME HOSPITAL DOES REQUIRE A STUDENT TO HAVE A CONDITION THAT PRECLUDES THEM FROM ATTENDING SCHOOL AND IS MEANT TO BE FOR A SHORT PERIOD OF TIME. SO WHEN WE CONSIDER SPECIALIZED PROGRAMS FOR STUDENTS, WE MUST LOOK AT THE FULL COMPREHENSIVE AND MULTIDISCIPLINARY ASSESSMENT SO WE MAKE SURE IT'S VERY COMPETENT AND WE ARE LOOKING AT ALL SUPPORTS THAT WE CAN PROVIDE THE STUDENT. WE LOOK AT PROGRESS ON THEIR IEP GOALS AND LOOK AT THE LEVEL OF SERVICES THAT THE STUDENT MAY NEED TO MAKE MEANINGFUL PROGRESS ON THE GOALS THAT WE SET AS AN IEP TEAM. WE LOOK AT MEDICAL AND HEALTH INFORMATION. ATTENDANCE, BEHAVIOR, PARENT AND GUARDIAN INPUT, AND EVIDENCE THAT WE ARE UTILIZING ALL THE INTERVENTIONS POSSIBLE THROUGH SUPPORTS AND SUPPLEMENTARY AIDS IN THE GENERAL EDUCATION SETTING AND THAT THEY REQUIRE A HIGHER LEVEL OF SUPPORT FOR THIS CONTINUUM TO BE EXPLORED. SO THIS SLIDE REVIEWS ALL OF THE SPECIALIZED PROGRAMS THAT WE DO HAVE IN CONEJO VALLEY UNIFIED SCHOOL DISTRICT, WE HAVE A UNIVERSITY OUR LANGUAGE AND LEARNING SPECIALIZED PROGRAMS ARE AUTISM SPECIALIZED PROGRAMS ARE THERAPEUTIC LEARNING CENTER, LEARNING ESSENTIALS ACADEMIC PROGRAMS OR LEAP, SOCIAL AND EMOTIONAL SUPPORT PROGRAMS AND ARE POST SECONDARY PROGRAM, CONEJO OAKS ACADEMY. WE WILL TALK ABOUT EACH OF THEM IN DETAIL.

>> THE PROGRAM IS COMMITTED TO CREATING A RELATIONSHIP BASED AND DEVELOPMENTALLY APPROPRIATE ENVIRONMENT. THESE PROGRAMS ARE PLAY-BASED AND LANGUAGE ENRICHED PROGRAMS SERVING CHILDREN'S AGES THREE TO FOUR YEARS OLD WITH VARIOUS ABILITIES WHO ARE AVAILABLE FOR SPECIAL EDUCATION, THIS PROGRAM SUPPORTS ALL AREAS OF DEVELOPMENT INCLUDING SOCIAL, COMMUNICATION, MOTOR, BEHAVIOR AND PREACADEMIC INTELLECTUAL SKILLS. AT THE UNIVERSITY CAMPUS, WE OFFER SELF-CONTAINED CLASSROOM PROGRAMS AND OFFER INCLUSION OPPORTUNITIES DURING OUTDOOR PLAY OR AT SNACK TIME.

AT THE SYCAMORE CAMPUS WE OFFER INCLUSION DURING LUNCH AND RESOURCE AS WELL AS CLASSROOM INCLUSION TIME THROUGHOUT THE

[00:45:02]

THESE PROGRAMS ARE TARGETED FOR STUDENTS WITH ACADEMIC LEARNING NEEDS REQUIRING ADDITIONAL SUPPORT. TO SUPPORT STUDENTS CLASSROOMS MAINTAIN A LOW TEACHER TO STUDENT RATIO INCLUDING PEER EDUCATORS AND COLLABORATE WITH RELATED SERVICE PROVIDERS SUCH AS SPEECH LANGUAGE PATHOLOGISTS AND OCCUPATIONAL THERAPISTS. THE CURRICULUM ALIGNS TO COMMON COURSE STANDARDS UTILIZING A STRUCTURED LANGUAGE-BASED APPROACH WITH SCAFFOLDING, REPETITION AND IF NEEDED MODIFICATION TO ENHANCE STUDENT ACCESS AND OPPORTUNITIES IN GENERAL EDUCATION SETTINGS. ACACIA HAS SLOWLY ROLLED OUT THERE SPECIALIZED LANGUAGE AND LEARNING PROGRAM AND IS CURRENTLY HAVING ONE TEACHER IN THIS PROGRAM TEACHING GRADES THREE, FOUR, FIVE. ACACIA ALSO HAS A SEPARATE LEARNING CENTER FOR GRADES PK THROUGH FIFTH GRADE. FOR THE 25-26 SCHOOL YEAR ACACIA WILL HAVE A FOURTH AND FIFTH GRADE LANGUAGE AND LEARNING CLASSROOM. ASPEN CURRENTLY OFFERS CO-TEACHING FROM TK THROUGH SECOND GRADE. GRADES THREE THROUGH FIVE CURRENTLY ATTEND A SPECIALIZED LANGUAGE AND LEARNING PROGRAM WITH A MILD MODERATE SPECIAL EDUCATION TEACHER. STUDENTS IN THIS PROGRAM ACCESS GENERAL EDUCATION WITH THE SUPPORT OF THE MILD MODERATE TEACHER OR PARENT EDUCATOR SUPPORT. ASPEN ALSO HAS A SEPARATE LEARNING CENTER FOR GRADES PK THROUGH FIFTH GRADE AND FOR THE 25-26 SCHOOL YEAR ASPEN WILL ALSO OFFER TK CO-TEACHING OPPORTUNITIES.

>> BANYAN ELEMENTARY AND STARS ACADEMY BOTH HOST THE AUTISM SPECIALIZED PROGRAMS FOR STUDENTS IN GRADES TK THROUGH FIVE. CLASSROOM MAKEUP IS DETERMINED BY THE NUMBER OF STUDENTS SPECIALIZED TO STUDENT NEEDS AND CAN BE MIXED GRADE LEVELS. EACH YEAR, IEP'S ARE CAREFULLY REVIEWED TO BUILD CLASSES AND SUPPORT. THESE SPECIALIZED PROGRAMS ARE TARGETED TO SUPPORT STUDENTS IN THE AREAS OF SOCIAL PRAGMATIC LANGUAGE, COMMUNICATION, ACADEMIC ACHIEVEMENT AS WELL AS BEHAVIOR AND SENSORY NEEDS. THE SPECIALIZED ACADEMIC INSTRUCTION IS PROVIDED USING HIGHLY STRUCTURED VISUAL AND LANGUAGE SUPPORTS INTEGRATED THROUGHOUT THE INSTRUCTIONAL DAY. THE CURRICULUM IS ALIGNED WITH COMMON COURSE STANDARDS. AND THE PROGRAM PROVIDES A LOW TEACHER TO STUDENT RATIO. EACH CLASS IS STAFFED WITH PEER EDUCATORS TO SUPPORT ACCESS TO THE PROGRAM WHILE MAXIMIZING STUDENT ACCESS AND OPPORTUNITIES IN GENERAL EDUCATION SETTINGS. MAPLE AND SEQUOIA ALSO HOST AUTISM PROGRAMS BUT FOR STUDENTS WITH MORE EXTENSIVE SUPPORT NEEDS THAT REQUIRE A HIGHER LEVEL OF BEHAVIORAL AND ACADEMIC INTERVENTION. THE PROGRAMS HAVE A LOWER TEACHER TO STUDENT RATIO AND PEER EDUCATOR SUPPORT. THE PROGRAMS UTILIZE THE DISTRICTS ADOPTED UNIQUE CURRICULUM WHICH IS ALIGNED TO THE CALIFORNIA CORE CONTENT CONNECTORS AND THE CALIFORNIA ALTERNATE ASSESSMENT.

HIGHLY STRUCTURED INSTRUCTIONAL STRATEGIES SUPPORTS AND INTERVENTIONS SUCH AS SMALL GROUP INSTRUCTION, VISUAL SUPPORTS, COMMUNICATION PICTURE BOARDS AND DEVICES. AND HIGH REINFORCEMENT FREQUENCY ARE UTILIZED TO SUPPORT STUDENTS IN THEIR SOCIAL PRAGMATIC LANGUAGE DEVELOPMENT, COMMUNICATION, ACADEMICS, SOCIAL EMOTIONAL BEHAVIORAL DEVELOPMENT AND SENSORY NEEDS. THE THERAPEUTIC LEARNING CENTER IS LOCATED AT WEST LAKE HILLS ELEMENTARY. WE CALL IT TLC. IT IS DESIGNED TO MANAGE STUDENTS ACCESS TO THE GENERAL EDUCATION PROGRAM WITHIN INTENSIVE SUPPORT WITH EMOTIONAL REGULATION SKILLS. EXECUTIVE FUNCTIONING SKILLS, SOCIAL SKILLS, LEARNING TO LEARN SKILLS AND SPECIFIC BEHAVIORAL SUPPORTS. STUDENTS ARE ENROLLED IN GENERAL EDUCATION CLASSES AND RECEIVE SERVICES IN A TLC PROGRAM WHERE THERE IS A LOW STUDENT TO TEACHER RATIO.

RELATED SERVICE PROVIDERS SUCH AS MENTAL HEALTH CLINICIANS AND BEHAVIORISTS WORK CLOSELY WITH STAFF TO PROVIDE THE MODELING AND CONSULTATION NEEDED TO SUPPORT OUR STUDENTS THROUGHOUT THE DAY. STUDENTS HAVE ACCESS TO THE SOCIAL EMOTIONAL SUPPORTS THEIR MENTAL HEALTH PROFESSIONALS WHO ARE ON CAMPUS FIVE DAYS A WEEK. AND ADDITIONALLY GROUP COUNSELING AND RESTORATIVE CIRCLES OCCUR WEEKLY FOR ALL STUDENTS IN THE PROGRAM. OUR LEARNING ESSENTIALS ACADEMIC PROGRAM OR LEAP IS AT ALL THREE COMPREHENSIVE HIGH SCHOOLS. THE LEARNING ESSENTIALS ACADEMIC PROGRAM RECEIVE INSTRUCTION AGAIN IN A LOW STUDENT TO STAFF RATIO SETTING WITH TARGETED STRATEGIES AND SUPPORTS TO BUILD ACADEMIC, COMMUNICATION, LIFE, VOCATIONAL, PHYSICAL AND BEHAVIORAL SKILLS. STUDENTS PARTICIPATE IN THE GENERAL EDUCATION SETTING FOR PART OF THE DAY AND ACCESS INCLUSIVE CURRICULUM AS WELL AS ACTIVITIES. THE ALTERNATE CURRICULUM IS USED IN THE PROGRAM WITH COMMON CORE FOCUSES

[00:50:04]

VOCATIONAL EDUCATION. READY? >> GOOD EVENING DISTINGUISH MEMBERS OF THE BOARD OF EDUCATION AND THE COMMUNITY MY NAME IS BRENT SMITH I AM 17 YEARS OLD AND A JUNIOR AT THOUSAND OAKS HIGH SCHOOL WHERE I SERVE AS A REPRESENTATIVE ON BEHALF OF TLI ON THE ADVISORY COMMITTEE. I ALSO SERVE AN EXECUTIVE CAPACITY FOR MULTIPLE HIGH SCHOOL CLUBS AND ORGANIZATIONS ON CAMPUS. AS IT IS MY PASSION TO GIVE BACK TO A SCHOOL AND SCHOOL DISTRICT THAT HAS HELPED ME GROW AS A PERSON AND DEVELOP ME INTO A LEADER. WHAT MANY DO NOT KNOW ABOUT ME IS MY ENROLLMENT IN THE WAVERLEY SPECIALIZED PROGRAM WHICH I WILL BE SPEAKING ABOUT SHORTLY. FOR CONTEXT LESS THAN A YEAR AGO TODAY MY ENTIRE FUTURE NOT JUST IN SCHOOLING BUT IN LIFE AS A WHOLE WAS IN QUESTION. I WAS OVER 120 CREDIT DEFICIENT EARLY ATTENDING CLASSES AND FAILING NEARLY ALL OF THOSE CLASSES. I WAS COMPLETELY HOPELESS AS TO WHAT I WANTED TO DO. AND WAS ABLE TO DO WITH MY LIFE AND CAREER. AROUND THIS TIME I WAS ALLOWED THE OPPORTUNITY TO BE INVOLVED IN THE WAVERLEY SPECIALIZED PROGRAM WHICH IS A SOCIAL AND EMOTIONAL PROGRAM CONNECTED TO THOUSAND OAKS HIGH SCHOOL POSTED ON CENTURY ACADEMY'S CAMPUS, FOR STUDENT SUCH AS MYSELF. FOR STUDENTS SUCH AS MYSELF, THE WAVERLEY PROGRAM PROVIDES ONE-ON-ONE INDIVIDUALIZED SUPPORT AND ENCOURAGEMENT SYSTEMS FOR PURPOSES OF ACADEMIC ENGAGEMENT AND CREDIT RECOVERY SYSTEMS. STUDENTS CAN ACCESS TAILORED EDUCATIONAL ACCOMMODATIONS TO SUPPORT NOT ONLY PERSONAL GROWTH BUT ALSO ACADEMIC SUCCESS.

STUDENTS ARE ASSISTED IN USING SELF-MONITORING TOOLS TO COMPLETE SCHOOLWORK AT A PERSONALIZED PACE RECEIVE WEEKLY AND/OR DAILY MENTAL HEALTH SUPPORT AND ENCOURAGEMENT FROM ON SITE COUNSELORS AND PROVIDE DEDICATED SOCIAL SKILLS INSTRUCTION. WITHOUT THE SOCCER, FOSTERS A MORE OPEN LEARNING ENVIRONMENT WITHOUT THE SACRIFICE AND ACADEMIC INSTRUCTION OR ENGAGEMENT. IS OPEN LEARNING ENVIRONMENT THAT WAVERLEY GIVES MANY STUDENTS WITH CERTAIN SOCIAL, EMOTIONAL OR ACADEMIC NEEDS THE TOOLS TO BE ABLE TO CATCH UP IN CREDITS, FOSTER POSITIVE MENTAL HEALTH OR BEHAVIORAL CHANGE AND DEVELOP MANY PERSONAL DISCIPLINARY LIFE SKILLS NEEDED FOR SUCCESSFUL FUTURE. WITH THE ULTIMATE GOAL OF TRANSITIONING THE STUDENTS BACK TO A MORE TRADITIONAL HIGH SCHOOL LEARNING ENVIRONMENT.

WITHOUT WAVERLEY AND THE STUDENT SUPPORT SYSTEMS AT THE UNIFIED SCHOOL DISTRICT OFFERS I WOULD NOT BE STANDING BEFORE YOU TODAY. MUCH LESS HAVING THE ABILITY TO GRADUATE HIGH SCHOOL ON TIME WITH A 4.0 GPA. GOAL WHICH I THOUGHT SEEMINGLY TO BE IMPOSSIBLE JUST A SHORT TIME AGO IN MY LIFE. LET ALONE NOW HAVING DEEPLY MEANINGFUL SOCIAL CONNECTIONS I'VE MADE HER INVOLVEMENT AT EVER MENTION SCHOOL ORGANIZATIONS AT TL HIGH SUCH AS MOCK TRIAL. I OWE A GREAT DEBT TO MY TEACHERS, CHRISTOPHER FORCE, AS WELL AS MY COUNSELOR MISS EMILY, I FEEL INCREDIBLY BLESSED AND FORTUNATE TO BE A STUDENT IN A SCHOOL DISTRICT THAT PUT SUCH AN EMPHASIS ON STUDENT ACHIEVEMENT AND ASSISTANCE AS CVUSD DOES, EVERY KID HAS THE RIGHT EDUCATION AND DESERVES THE ABILITY TO ACHIEVE THAT THROUGH WHATEVER BEST POSSIBLE MEANS. I FEEL VERY PROUD TO BE A PART OF THE SCHOOL DISTRICT THAT RECOGNIZES THIS AND TAKES ACTIONABLE STEPS TO ACHIEVE IT. I WANT TO THANK THE BOARD OF EDUCATION FOR HEARING ME OUT TODAY AND ALSO TO MS. THOMAS FOR HEARING ME SPEAK AND THANK YOU FOR YOUR TIME ONCE AGAIN.

>> BESIDES THE WAVERLEY PROGRAM WE DO HAVE SOCIAL EMOTIONAL SUPPORT PROGRAMS THAT EACH OF OUR CONFERENCE OF CAMPUSES. BUT SOME STUDENTS DO REQUIRE JUST THIS MUCH SMALLER ENVIRONMENT THAT EXISTS IN THE WAVERLEY PROGRAM THAT IS OFF-CAMPUS AT CENTURY ACADEMY. AT ALL OF OUR SOCIAL EMOTIONAL PROGRAMS, IT IS INDIVIDUALIZED TO SUPPORT STUDENTS WITH THEIR SOCIAL AND EMOTIONAL NEEDS AND BUILT IN MENTAL HEALTH CLINICIANS TO PROVIDE THAT SUPPORT TO STUDENTS IN TIME AS WELL AS REGULAR APPOINTMENTS. WE DO USE THE COMMON CORE CURRICULUM AND STUDENTS ARE ON TRACK FOR DIPLOMA AND IS A STRENGTHS-BASED APPROACH AS BRENT TALKED ABOUT IN MAKING SURE THAT WE CAN REALLY HELP OUR STUDENTS WHO ARE HAVING MAY BE INTERNALIZING OR EXTERNALIZING BEHAVIORS AND NEED EXTRA SUPPORT TO HELP THEM BE SUCCESSFUL AT SCHOOL. AND FINALLY OUR OAKS ACADEMY IS FOR STUDENTS AGES 18 THROUGH 22. OUR STUDENTS PRESENT WITH LEARNING ADAPTIVE AND LANGUAGE NEEDS AND ARE WORKING TOWARDS THEIR CERTIFICATE OF COMPLETION. THESE ARE FOR OUR STUDENTS ARE TRANSITIONING FROM HIGH SCHOOL TO ADULT LIFE. HER CLASSROOM, VOCATIONAL AND COMMUNITY-BASED EXPERIENCES. I LOST MY PLACE BUT I KNOW WE HAVE MORE INFORMATION ON CONEJO OAKS. OUR STUDENTS WANTED US TO SHARE WITH YOU THAT EACH CLASS IS STAFFED WITH PARA-EDUCATORS AND EXTRA SUPPORT STAFF TO HELP THEM ACCESS ADAPTIVE PE, SPEECH, OCCUPATIONAL THERAPY, PHYSICAL THERAPY AND COUNSELING ALL AVAILABLE AT CONEJO OAKS ACADEMY. THE CURRICULUM FOCUSES ON AN ACQUISITION OF SKILLS AND FUNCTIONAL ACADEMICS, COMMUNICATION. INDEPENDENT LIVING, SELF-HELP, SOCIAL SKILLS AND RECREATION AND LEISURE.

STUDENTS PARTICIPATE IN COMMUNITY-BASED INSTRUCTION WHICH INCLUDES JOB TOURS, JOB TRAINING. RECREATIONAL OPPORTUNITIES WITH PEERS, EXPIRATION OF COMMUNITY RESOURCES, USE OF PUBLIC TRANSPORTATION AND TRAVEL

[00:55:02]

CONEJO OAKS ACADEMY WORKS WITH COMMUNITY PARTNERS FOR VOCATIONAL TRAINING AND WE HAVE PAID JOBS FOR STUDENTS THROUGH THE WORKABILITY GRANT. INCLUDING WORKING AT THE PRESCHOOL, ASPEN ELEMENTARY, ACACIA ELEMENTARY, CISCO'S MEXICAN RESTAURANT, AND CONEJO OAKS JOE ON THE GO OUR COFFEE CART. THE STAFF AND STUDENTS AT CONEJO OAKS ACADEMY CONTINUE TO LOOK FOR JOB SITES TO GROW AND EXPAND TO MAKE SURE WE ARE MEETING ALL OF OUR STUDENTS INTERESTS. AND FINALLY I GUESS WE WERE GETTING REALLY EXCITED AND ELECTRIFIED FOR OUR VIDEO OF OUR STUDENTS IN ACTION,

HERE THEY ARE. >> THE TEACHERS UNDERSTAND THE STRUGGLES OF WORK. AND HELP ALONG WITH THE WORK AND EXPLAIN IT ALL SO WELL. WAVERLEY HAS HELPED ME WITH MISSING CREDITS AND GETTING MY GRADES BETTER. IT HELPS KIDS WITH ALL SORTS OF PROBLEMS AND STRUGGLES. IT'S MY FAVORITE SCHOOL EVER.

>> IT'S SO FUN TO HAVE A PLAYGROUND.

>> MY FAVORITE PART OF SCHOOL IS SPENDING TIME WITH FRIENDS. MY TEACHERS, ALWAYS PROUD OF ME AND MAKES ME LAUGH. BYE-BYE GUYS.

>> WHAT I LOVE ABOUT IT IS HAVING A FUN TIME. AND ON A JOB

SITE LIKE CISCO. >> COFFEE CART, I LOVE THE MANAGER AND THE JOBSITES WE DO. LIKE ASPEN AND ACACIA.

>> IT'S SUCH A GREAT PLACE, I GET CANDY AT TIMES, FOR SORT OF

EVENTS AND HOLIDAYS. >> MY FAVORITE PART OF THE DAY IS PE BECAUSE OF WALKING WITH FRIENDS.

>> MY FAVORITE PART OF THE DAY IS DURING FIFTH PERIOD WHERE WE ARE CURRENTLY DOING THIS. I AM A SENIOR SO THIS IS UNFORTUNATELY

MY LAST YEAR. >> WHAT HELPS YOU THE MOST AT SCHOOL TO LEARN AND MAKE YOU FEEL COMFORTABLE?

>> BEING BACK. >> MY FAVORITE PART OF SCHOOL IS THE WESTLAKE SOCCER TEAM PROGRAM BECAUSE I HAVE PLAYED THERE I AM A SENIOR IN HIGH SCHOOL AND OFF MY FAVORITE PART.

>> MY TEACHERS, THEY HELP US STUDY MORE. AND THEY HELP US ACHIEVE OUR GOALS.

>> WITH THAT, DO YOU HAVE ANY QUESTIONS?

>> THANK YOU FOR THAT PRESENTATION AND FOR INCLUDING THE VOICES OF STUDENTS BOTH LIVE AND VIA VIDEO. DO WE HAVE ANY QUESTIONS OR COMMENTS FROM THE BOARD?

>> YES. >> I WANT TO THANK YOU FOR THE PRESENTATION, I PARTICULARLY LOVE THE EMPHASIS ON BEFORE WE CAN DO ANY OF THE ACADEMIC AND MENTAL SET AND EMPHASIZING THAT WE NEED THAT FIRST. AND SO I APPRECIATE THAT AND ESPECIALLY INCLUDING THE VOICES OF STUDENTS. SO THANK YOU BOTH.

>> THANK YOU FOR THAT EXTRAORDINARY PRESENTATION, I CERTAINLY LEARNED SOME THINGS THIS EVENING THAT I DIDN'T KNOW BEFORE AND I'M GRATEFUL FOR THAT. AND OF COURSE I ALWAYS LOVE HEARING FROM OUR STUDENTS, THANK YOU EXTRAORDINARY.

>> I WILL ECHO THE GRATITUDE. BUT, AND FOR ILLUSTRATING A HUGE PART OF MY PERSONAL WHY I GOT INVOLVED AND INTERESTED. AND THANK YOU FOR HIGHLIGHTING STUDENT VOICES AND THANK YOU BRENT SPECIFICALLY FOR COMING , THAT IS HARD TO GET UP IN A ROOM LIKE THIS. AND WAVERLEY IS THE BEST-KEPT SECRET IT HAS ALWAYS BEEN. ONE OF MY FAVORITE PROGRAMS HERE. AND I LOVE THAT IT IS BECOMING LESS OF A SECRET AND ABLE TO HELP STUDENTS. SO THANK YOU FOR INCLUDING THEM IN PARTICULAR. AND FOR GIVING VOICE TO THE STUDENTS IT SERVES SO BEAUTIFULLY. I HAVE A QUESTION ABOUT ACCESS TO ELECTIVES AT THE SECONDARY. SO HOW, HOW DO OR STUDENTS, THAT ARE IN A SPECIALIZED PROGRAM, HAVE ACCESS? TO ELECTIVES SPECIFICALLY?

>> RIGHT, SO WE ARE INCREASING THE CLASSES NOW ACROSS OUR HIGH

[01:00:03]

ELECTIVE. >> I HAVE SEEN IT IN ACTION I JUST DIDN'T KNOW HOW IT WORKED SO THANK YOU.

>> THANK YOU FOR COMING , THE VIDEO WAS PARTICULARLY HELPFUL BECAUSE YOU READ IT AND YOU TALK ABOUT IT ON THE PAGE BUT SEEING IT IN ACTION AND UNDERSTANDING THE SCALE AND THE SCOPE OF WHAT IS ENTAILED IN ALL THESE PROGRAMS AND HEARING DIRECTLY FROM THE STUDENTS IS VERY INSTRUCTIONAL. BRENT, THANK YOU FOR COMING AND SHARING. AS TRUSTEE GOLDBERG SAID THAT IS NOT AN EASY THING TO DO AT ALL. I GUESS THE ONE QUESTION I HAVE BECAUSE THE STATE HAS SET A TARGET AND WE HAVE A TARGET AS WELL ON LRE AND I HAVE SEEN IT REPORTED BY GRADE SPAN. I AM ASSUMING WE ALSO LOOK AT IT BY SPECIALIZED PROGRAM BECAUSE THOSE ARE GOING TO HAVE VASTLY DIFFERENT INCLUSION OPPORTUNITIES, AND I GUESS MY QUESTION IS IS THAT SOMETHING WE LOOK AT AND TRY TO INDIVIDUALIZE AT THAT LEVEL? NOT NECESSARILY

THE GRADES ? >> SO THERE IS 11 DIFFERENT STATE INDICATORS IN SPECIAL EDUCATION TO BE MET AND INDICATOR 5A IS WHEN WE OFTEN TALK ABOUT WHICH IS THE LEAST RESTRICTIVE ENVIRONMENT OF STUDENTS RECEIVING 80% OR MORE OF THEIR DAY IN THE GENERAL EDUCATION SETTING. BUT THERE ARE OTHER INDICATORS FOR STUDENTS WHICH IMPACTS A LOT OF OUR STUDENTS IN SPECIALIZED PROGRAMS THAT THEY ARE ACCESSING AT LEAST 40% OF THEIR DAY. SO OVERALL AS A DISTRICT WE HAVE TO HIT THAT 80% TARGET AND NEXT SCHOOL YEAR THAT WILL BE 70% OF OUR STUDENTS WITH IEP'S ACCESSING 80% OR MORE OF THEIR DAY THAT IS INDICATOR 5A. BUT, THE OTHER LRE INDICATOR IS THAT OUR STUDENTS WHO REQUIRE A HIGHER LEVEL OF SUPPORT ARE ACCESSING AT LEAST 40% IF THEY'RE ON OUR PROGRAMS AND THAT WE HAVE LESS THAN 4% WHO WOULD BE IN SEPARATE SCHOOLS.

>> THAT IS HELPFUL, THANK YOU. >> YES, TRUSTEE LIGHT?

>> THANK YOU FOR THE PRESENTATION AND ALL THE WORK YOU DO. IT IS AMAZING THE VARIETY OF SUPPORTS WE HAVE FOR PEOPLE IN CVUSD. I TRULY BELIEVED WE , THERE IS A PLACE FOR EVERY STUDENT IN THE CONEJO VALLEY AND YOUR WORK IN THIS PRESENTATION HIGHLIGHTING ALL THE DIFFERENT OPPORTUNITIES AND SUPPORTS AT THE DIFFERENT SCHOOLS ARE REAFFIRMING THAT ALONG WITH STUDENT TESTIMONIALS SO THANK YOU FOR ALL THE HARD WORK YOU DO EVERY DAY TO KEEP THAT RUNNING INTO ALL OF OUR TEACHERS AND FACULTY, WHO KEEP THIS PROGRAM RUNNING, THANK YOU.

>> SO I HAD A COUPLE QUESTIONS I WANTED TO ASK YOU ALL. THAT YOU KNOW I FEEL LIKE WITH SPECIAL EDUCATION LIKE THERE IS ALWAYS MORE TO LEARN AND SO YOU KNOW TO GO OFF WITH WHAT TRUSTEE GIL SAID I LEARNED SOMETHING FROM THIS TODAY TOO. AND I FEEL LIKE I'M ALWAYS LEARNING. BUT IN TERMS OF THE WAVERLEY PROGRAM WHICH WE GOT TO HEAR ABOUT TODAY AND THANK YOU BRENT, I KNOW THAT THAT IS LIKE A HIDDEN GEM AS WAS TALKED ABOUT. HOW MANY STUDENTS CAN THAT PROGRAM ACCOMMODATE AND IS THAT REALLY INTENDED TO BE SHORT-TERM OR IS THAT, DOES THAT VARY DEPENDING ON THE NEEDS OF

THE STUDENT? >> THE GOAL IN ALL OF OUR SOCIAL EMOTIONAL SUPPORT PROGRAMS IS FOR STUDENTS IF THEY ARE REMOVED TO RETURN, ANY STUDENT THAT GOES TO A NONPUBLIC SCHOOL, COUNTY SCHOOL, RESIDENTIAL OR WAVERLEY PROGRAM, THE GOAL IS TO GAVE THE SKILLS TO BE ABLE TO RETURN TO A COMPREHENSIVE CAMPUS BUT AS YOU HEARD ONE STUDENT IN THE VIDEO SHE SAID IT'S MY FAVORITE PLACE AND I DON'T WANT TO GO. SO THERE ARE TWO TEACHERS AND THEY CAN EACH HOLD A CASELOAD OF UP TO 18 BUT WE ARE VERY CAREFUL WHEN WE LOOK AT THE FULL CONTINUUM BECAUSE IT IS MORE SELF-CONTAINED THAN OTHER PROGRAMS. SO IT REMAINS SMALL.

SO THAT WE CAN PROVIDE THE INTENSE SUPPORTS AND SERVICES.

>> IT'S GENERALLY SMALLER THAN THAT 36 STUDENTS. OKAY.

>> GREAT, THANK YOU AND THEN THE OTHER THING THAT OTHER PROGRAM OR SITE THAT STOOD OUT TO ME WAS FOR AUTISM PROGRAMMING, THAT SEQUOIA WAS THE ONLY MIDDLE SCHOOL. IS THAT JUST BASED ON THE FACT THAT THAT IS ALL THAT WE REALLY, THE DEMAND THAT MEETS

THE DEMAND? >> SO ABOUT FOUR YEARS AGO WE HAD AUTISM PROGRAM AT THOUSAND OAKS HIGH SCHOOL AS WELL. AND WHAT WE FOUND WAS THAT WE HAD STUDENTS WITH COMMUNICATION NEEDS WHO WERE NOT AROUND OTHER STUDENTS WITH MORE COMMUNICATION. AND SO FOR OUR AUTISM PROGRAMS THAT ARE MORE

[01:05:02]

SEQUOIA'S OTHER CLASS. >> EXCELLENT, THANK YOU FOR THAT

CLARIFICATION. >> OKAY, ANY OTHER QUESTIONS? I THINK THAT IS IT. THANK YOU AGAIN SO MUCH.

>> I WANT TO SAY THANK YOU AIDEN FOR BRINGING UP OUR TEACHERS BECAUSE IT IS LESS OUR HARD WORK AND MORE OF OUR TEACHERS AND PARENT EDUCATORS AND RELATED SERVICE PROVIDERS AND OUR GENERAL EDUCATION TEACHERS AND STAFF AT THE SITE TO REALLY PUT IN ALL THE EFFORT TO MAKE SURE OUR STUDENTS ARE INCLUDED. THANK

[B. Instructional Services - Presentation: Grading Practices Update]

YOU. >> OKAY, WE ARE MOVING ON TO ITEM 4B INSTRUCTIONAL SERVICES PRESENTATION ON GRADING PRACTICES. UPDATE. I BELIEVE WE HAVE DR. SELLERS, MR. FRANK AND MISJUDGED PRESENTING. AND SEVERAL TEACHERS. EXCELLENT,

THANK YOU. >> GOOD EVENING PRESIDENT POWELL, DISTINGUISHED BOARD, DISTRICT LEADERSHIP I AM SHANE FRANK DIRECTOR OF MIDDLE SCHOOL EDUCATION. AND MISS NICOLE JED, DIRECTOR OF HIGH SCHOOL EDUCATIONS AND TWO OUTSTANDING TEACHERS, MS. KAREN AND MR. DAVID , WE WILL BE SHARING A LITTLE BIT ABOUT OUR JOURNEY WITH GRADING PRACTICES AS AN UPDATE. THE PURPOSE REALLY IS TO SHARE WITH YOU WHERE WE HAVE BEEN OVER THE LAST YEAR AND A HALF, TWO YEARS. IN EXPLORING NEW WAYS, NEW THINKING. HOW TO MOTIVATE STUDENTS WITH GRADING.

SO THIS LAST SCHOOL YEAR WE INITIATED TRAINING AND COLLABORATION WITH OUR TEACHERS SECONDARY TEACHERS REALLY ABOUT THE CONCEPTS BASED AROUND FAIR AND ACCURATE GRADING PRACTICES.

IT'S INCLUDED IN INTRODUCTION, FROM CONCEPTS FROM THE BOOK GRADING FOR EQUITY BY JOE FELDMAN. AND WE HAVE TAKEN AN APPROACH THAT TEACHERS ARE TRULY THE EXPERTS IN THIS. AND THERE IS NOBODY BETTER TO LEAD OUR PROFESSIONAL LEARNING THAN WITH THOSE TEACHERS ON A COLLEAGUE TO COLLEAGUE BASIS. AND THE AIM HAS REALLY ALLOWED TEACHERS TO EXPLORE, SHARE, COLLABORATE AROUND THESE SHIFTS AND PRACTICES THE MORE IMPORTANTLY THE MINDSETS THAT COME ALONG WITH US. WITH THE ULTIMATE GOAL OF LONG-LASTING AND SUSTAINED PRACTICES ARE CROSSED OUR DISTRICT. WE DO HAVE BOARD POLICY. THAT COLLABORATES OR CORROBORATES WITH OUR GRADING PRACTICES, THAT IS 5121 WHERE THE DISTRICT SHALL ESTABLISH A UNIFORM GRADING SYSTEM BASED ON THE STANDARDS THAT APPLIED TO THE STUDENTS GRADE LEVEL AND COURSE. WHICH PRINCIPALS AND TEACHERS MUST FOLLOW AND TEACHERS SHALL INFORM STUDENTS AND PARENTS ABOUT THE ACHIEVEMENT AND EVALUATION METHODS THAT ARE USED IN THE CLASSROOM. TEACHERS WILL BASE THEIR GRADES ON A PARTIAL OBSERVATION, BASED ON THE QUALITY OF STUDENT WORK , THE MASTERY OF THE CONTENT. IN WAYS SUCH AS HOMEWORK, TESTS, QUIZZES, PROJECTS, PORTFOLIOS, CLASS DISCUSSIONS. LIKEWISE, THERE ARE NONACADEMIC FACTORS SUCH AS ATTENDANCE EFFORT, MAY BE BEHAVIORS, STUDENT CONDUCT, WORK HABITS, THAT SHALL NOT BE FACTORED INTO AN ACADEMIC GRADE. HOWEVER THOSE GRADES CAN BE REPORTED IN THOSE MARKS CAN BE REPORTED SEPARATELY. AND LASTLY THAT THE TEACHER OF EACH COURSE SHALL DETERMINE THE STUDENTS GRADE THE GRADE ASSIGNED BY THE TEACHER SHALL NOT BE CHANGED BY THE BOARD OR SUPERINTENDENT EXCEPT AS PROVIDED BY LAW. OR POLICY OR ADMINISTRATIVE REGULATION. SOME KEY BACKGROUND TO WHERE OUR JOURNEY HAS BEEN, BACK IN THE SPRING OF 21, OUR BOARD OF EDUCATION CREATED A CAP ACTION TO CREATE NEW SECONDARY EQUITABLE GRADING POLICY. IN THE FALL OF 22, HIGH SCHOOL AND MIDDLE SCHOOL TEACHERS LEARN FROM THEIR COLLEAGUES ABOUT GRADING FOR EQUITY PRACTICES, TEACHERS REVIEWED AND DISCUSSED ARTICLES INTRODUCING THESE CONCEPTS. AND THE NEEDS FOR POSSIBLE CHANGES IN THESE GRADING PRACTICES. THIS QUICKLY

[01:10:02]

THE EXPLORATION OF THE CONCEPTS AND GRADING FOR EQUITY BY JOE FELDMAN IN TEACHERS WITHIN PROVIDED BOOKS TO MEET REGULARLY AND THE TIME TO DO SO DISCUSS THE CONCEPTS. IN FEBRUARY 2023, HIGH SCHOOL TEACHERS DAVID PULSIFER AND JOHN FLAHERTY WERE HERE AND THEY ALSO PROVIDED PRESENTATION TO US ON THE PILLARS OF PRACTICES IN GRADING FOR EQUITY. AND IN THE SPRING, THE TOWNHALL WAS THERE AND THEY HAD A TEACHER DRIVEN GRADE AND REFORM DISCUSSION, THIS LED TO OUR YOU ACT PRESIDENT PROVIDING EDUCATION LETTING THEM KNOW THAT THEY WILL BE FORMING A GRADING COMMITTEE. WHICH THEY HAVE MET SEVERAL TIMES WITH AN ULTIMATE DESIRE TO CHANGE GRADING PRACTICES OVER TIME THROUGH TEACHER DRIVEN APPROACHES. AND THIS YEAR THROUGH PLCS, OUR STAFF MEETINGS AND DEPARTMENT MEETINGS AND LEADERSHIP TEAMS, TEACHERS ARE WORKING TO IMPLEMENT AND REFINE SOME OF THESE PRACTICES. BASED ON THESE THREE PILLARS OF EDUCATION. AND TO HEAR LITTLE BIT MORE ABOUT THE THREE PILLARS, DR. DENA

SELLERS. >> THANK YOU. GOOD EVENING SO JUST AS A REMINDER AND REFRESHER, BASED ON OTHER GRADING PRACTICES, PRESENTATIONS WE HAVE SHARED WITH YOU AND PARENT DIFFERENT DISTRICT ADVISORY COUNCILS SO THE THREE PILLARS THE FIRST IS ACCURATE, MEANING THAT THE GRADING IS GOING TO USE CALCULATIONS THAT ARE MATHEMATICALLY SOUND, EASILY TO UNDERSTAND AND CORRECTLY DESCRIBE THE STUDENT'S ACADEMIC PERFORMANCE. SOME EXAMPLES OF THOSE ARE AVOIDING GIVING ZEROS, FOR MISSING ASSIGNMENTS OR GIVING THEM 50% MINIMUM WHEN THERE IS MISSING ASSIGNMENTS SO THAT YOU ARE NOT GOING SO FAR DOWN THAT IT IS VERY DIFFICULT TO RECOVER IF A TEACHER IS GOING TO BE AVERAGING SCORES. ANOTHER EXAMPLE IS USING IS 0-4 SCALE ON ASSIGNMENTS RATHER THAN PERCENTAGES. BIASED RESISTANCE MEANS THAT GRADES SHOULD BE BASED ON VALID EVIDENCE OF THEIR CONTENT KNOWLEDGE AND NOT THINGS THAT COULD BE RELATED TO A TEACHERS IMPLICIT BIAS OR A REFLECTION OF SOMETHING ABOUT THE STUDENT BESIDES THEIR ACADEMIC KNOWLEDGE OR THEIR ACHIEVEMENT. SO SOME EXAMPLES OF THOSE IS NOT HAVING EXTRA CREDIT. BE PUT INTO THE GRADES TO RAISE GRADES ALSO, EXCLUDING PARTICIPATION AS A WAY TO RAISE AN ACADEMIC GRADE. SO REALLY SO THAT ALL THE ACADEMIC GRADE IS BASED ON WHAT A STUDENT KNOWS.

AND THE FINAL IS FOR GRADING TO BE MOTIVATIONAL WHEN WAY WE DO THAT IS THE RUBRICS WHEN A STUDENT KNOWS EXACTLY HOW TO GET DIFFERENT GRADES OR LEVELS OF GRADES FROM 0 TO 4 THAN THEY KNOW WHAT THEY ARE WORKING TOWARDS SO IT'S A VERY TRANSPARENT PROCESS. ANOTHER IS ALLOWING RETAKES AND REDOS YOU NOTICE WE ALL HAVE BAD DAYS WE TAKE A TEST ON A DAY AND WE GET CONFUSED ON A TEST. AND WHEN WE ARE NOT ABLE TO SHOW WHAT WE ACTUALLY KNOW AND INSTEAD SOME OTHER BARRIER CAUSED OUR GREAT TO BE LOWER, GIVING US THE ABILITY TO RETAKE OR REDO AN ASSIGNMENT OR TEST TO SHOW WHAT WE ACTUALLY KNOW. SO THIS YEAR, WE CONTINUE THIS WORK IN GRADING SO THAT WE ARE MOVING THIS TRAIN FORWARD, WE ARE CONTINUING OUR KNOWLEDGE THE KNOWLEDGE OF OUR TEACHERS, AND INCLUDING THE KNOWLEDGE OF OUR PARENTS AND OUR FAMILIES. SO WE ARE WORKING WITH OUR ADMINISTRATORS AND THEY ARE AN IMPORTANT PART OF THE UNDERSTANDING OF GRADING PRACTICES AND MAKING SURE THAT THEY ARE CONVEYING TO THEIR STAFF ABOUT DIFFERENT STRATEGIES FOR GRADING PRACTICES. WE ALSO AS INSTRUCTIONAL SERVICES SHARED A MEMO WITH ALL THE TEACHERS AND ADMINISTRATORS ON AUGUST 20 THAT SHARED ABOUT THE ADMINISTRATIVE REGULATION UPDATES THAT CONTINUED INFORMATION ON ACCURATE BIASED RESISTANT AND MOTIVATIONAL PILLARS AND CLARIFICATION ON THE CONCEPT OF MASTERY BASED GRADING AND OUR TIMELINE IMPLANTS FOR THIS UPCOMING SCHOOL YEAR. OUR TECH INCLUDE STRATEGIES ABOUT Q AND HOW TO USE THE Q GRADEBOOK. TO REFLECT THESE GRADING PRACTICES. AND WE ALSO ARE WORKING ON THIS THROUGH OUR MATH FRAMEWORK TRAINING. AND THEN FINALLY THIS YEAR, AND PAST YEARS WE PRESENTED TWO DIFFERENT ADVISORY COUNCILS AND THIS YEAR WE SHARED A PRESENTATION WITH DELAC.

ELEMENTARY SPECIFIC WE HAVE BEEN DOING THE WORK AND ACTUALLY TODAY WAS ANOTHER MEETING I AM MOVING FORWARD WITH OUR THIRD GRADE STANDARDS BASED REPORT CARD. SO ON MARCH 17, WE HELD A PROFESSIONAL LEARNING HALF-DAY FOR ELEMENTARY TEACHERS WHERE EACH GRADE LEVEL HAD A DIFFERENT FOCUS AREA AND WE STARTED THE

[01:15:03]

>> WONDERFUL, THANK YOU DR. DENA SELLERS, I APPRECIATE YOU PASSING ON THE BATON, THANK YOU SO MUCH, SO I AM GOING TO REPEAT A LITTLE BIT ABOUT WHAT SHE SHARED OUR AUGUST 24 OR AUGUST 24 PD DAY, WE HAD BASICALLY A FOCUS WITH OUR PRINCIPLES AND OUR ADMINISTRATORS ON GRADING FOR MASTERY PRACTICES SO THAT IDEA AND PRESENTATION LED US TO CREATING A RESOURCE FOLDER FOR GRADING BEST PRACTICES AND SO WE HAVE CONTINUED AS INSTRUCTIONAL DIRECTORS OVER THE COURSE OF THE YEAR TO ADD RESOURCES FOR OUR PRINCIPLES ONE OF THE THINGS THAT WE NOTED AND REMEMBER IS PRINCIPLES IS WHEN YOU'RE TRYING TO FIND RESOURCES WHEN YOU HAVE A PLACE TO GO. IT MAKES IT SO MUCH EASIER TO BE ABLE TO DELIVER THAT INFORMATION SO US AS INSTRUCTIONAL SERVICE DIRECTORS WANTED TO MAKE SURE THAT THE INFORMATION WAS READILY AT OUR PRINCIPLES HANDS SO THEY COULD USE IT IN STAFF MEETINGS.

ONE OF THE OTHER THINGS THAT ARE SECONDARY SITES ARE DOING IS THIS ANALYSIS OF THESE F IS SLIP THE QUARTERS AND SEMESTERS AND IS IMPORTANT THAT OUR TEACHERS AND ADMINISTRATORS AND PRINCIPALS ARE ACCURATELY LOOKING AT THEIR THE/F DATA. YOU DON'T KNOW WHAT'S THERE IF YOU'RE NOT LOOKING AT IT SO THEY ARE CONSTANTLY LOOKING AT THAT DATA ALSO DISAGGREGATED BY SUBGROUPS ARE MULTILINGUAL LEARNERS, STUDENTS WITH IEP'S, FOSTER STUDENTS, HISPANIC STUDENTS AND LOOKING AT THE DATA AND LOOKING AT WHERE THOSE EQUITY GAPS ARE AND WHEN YOU LOOK AT THE DATA AND IT'S IN FRONT OF YOU, IT IS NATURAL TO START HAVING CONVERSATIONS ABOUT BEST GRADING PRACTICES. OF COURSE ARE PLCS YOU HAVE HEARD A LOT ABOUT PLCS HERE IN OUR HIGH SCHOOLS AND MIDDLE SCHOOLS REALLY ENGAGED IN THIS WORK AND IS EXCITING WORK WHEN WE GO TO ARTICULATION MEETINGS NOW TO HEAR OUR TEACHERS USING THIS LANGUAGE BOTH MIDDLE SCHOOL AND HIGH SCHOOL. SO NO SHOW, GROW AND GLOAT. THAT IS BASICALLY CODE FOR OUR STUDENTS THEY WANT TO KNOW THE STUDENTS WHAT DO THEY NEED TO KNOW, THAT IS THE ESSENTIAL STANDARDS PIECE. AND HOW DO THE STUDENTS KNOW HOW TO SHOW BASED ON THE ASSESSMENT PIECE, HOW DO THEY GROW, THAT IS THE RTI RESPONSIVE TEACHERS INTERVENING WHEN WE KNOW THEY NEED SOME ASSISTANCE, HOW CAN WE HELP THEM GROW. AND FOR STUDENTS TO HAVE MET THE STANDARDS HOW CAN WE HELP THEM GLOW AND THAT IS THE ENRICHMENT PIECE. SO IF YOU'RE THINKING ABOUT WHAT THOSE PLCS ARE ENGAGED IN YOU CAN REMEMBER IT BY THE NO, SHOW, GROW AND GLOAT, THE ESSENTIAL STANDARDS HOW DO WE KNOW IT? BY THE ASSESSMENT. HAD WE HELP THE STUDENTS THAT NEED TO GROW AND THEN HOW DO WE HELP THE STUDENTS THAT NEED THE ENRICHMENT? ALSO, OUR DEPARTMENTS IN OUR SCHOOLS AND TEACHERS ARE CONTINUING TO REVIEW THOSE GRADING PRACTICES THROUGH THEIR DEPARTMENT PLCS. ONE OF THE THINGS THAT WE ARE FINDING IS WHEN WE ARE DOING THIS WORK THAT DIFFERENT DEPARTMENTS HAVE TO DO DIFFERENT THINGS BASED ON THE SUBJECT THAT THEY TEACH WHEN IT COMES TO LOOKING AT FAIR AND ACCURATE GRADING PRACTICES. SO ONE OF THE MOST NATURAL THINGS THAT WE THINK IS PROBABLY GOING TO COME OUT OF THIS WORK IS THAT WE WOULD LIKE TO SEE SOME DEPARTMENT POLICIES ON HOW DIFFERENT DEPARTMENTS ARE GOING TO DO THINGS LIKE MAKEUPS.

[01:20:02]

HOWEVER, IN OUR LAST MOST RECENT SURVEY EVERY TEACHER THAT DID RESPOND SAYS YES THAT THEY ARE DEFINITELY TRYING AND REPORTING CHANGING SOME OF THEIR GRADING PRACTICES. WHAT IS ALSO INTERESTING IF YOU LOOK AT THE LAST PART WHAT'S BEEN THE MOST HELPFUL FOR TEACHERS TO UNDERSTAND MASTERY GRADING PRACTICES, THOSE THREE TARGETS WHAT WE SEE THE MOST PER SELECTED HAVE STAYED THE SAME OVER THE COURSE OF THE LAST THREE SURVEYS. AND REALLY WHEN I LOOK AT THAT I THINK OUR TEACHERS ARE LEARNING THE MOST FROM EACH OTHER. YOU WILL SEE THE DISCUSSIONS AS THEIR DEPARTMENT WHEN THEY HAVE TIME TO COLLABORATE TOGETHER WHICH IS WHY OUR PLC TIME IS IT SO IMPORTANT. THEY LEARN FROM THE INDIVIDUAL COLLEAGUES AS WELL AS SOME OF THEIR OWN RESEARCH AND LEARNING SO AGAIN IT'S ANOTHER INDICATOR OF HOW IMPORTANT ARE PLCS ARE. THIS IS AGAIN MORE DATA FROM OUR SURVEY WHICH MASTERY PRACTICES THEY HAVE ATTEMPTED AND THESE AGAIN YOU WILL SEE CONSISTENCY THESE ARE THE ONES THAT ARE TEACHERS TEND TO BE LEANING TOWARDS. THE ALLOWING FOR RETAKES AND REDOS. SO LIKE WAS SHARED WE KNOW THAT KIDS DON'T ALWAYS HAVE THE BEST DAY AND I MIGHT NEED THE EXTRA CHANCE OR THE EXTRA OPPORTUNITY OR JUST MORE TIME TO DEMONSTRATE THEIR MASTERY OF THE MATERIAL NOT EVERYBODY LEARNS THAT MATERIAL AT THE SAME TIME FRAME. GIVING STUDENTS AN EXTRA OPPORTUNITY TO DEMONSTRATE AND SHOW THEIR MASTERY IS AN EXCELLENT TOOL FOR OUR TEACHERS TO USE. EXCEPTING LATE WORK WITHOUT A GRADE PENALTY, NO EXTRA CREDIT, EXCLUDING STUDENTS FROM PARTITIONING OR PARTICIPATING AN EFFORT FROM GRADES AND OF COURSE THAT MINIMUM GRADING SCALE OF THAT 50% WINDOW. MEANING THAT WHEN I HAVE FOUND REALLY IMPORTANT AND REALLY IS CRUCIAL FOR OUR STUDENTS. THE ZERO CAN BE SUCH A DETRIMENT FOR STUDENTS, THE MINUTE THEY SEE THAT ZERO AND THEY GET SO FAR DOWN SOMETIMES HE WOULD CALL IT THE PENCIL DROP THE KIDS WOULD JUST GIVE UP. BUT IF THEY CAN SEE THAT THERE IS STILL THE OPPORTUNITY FOR THEIR GROWTH AND IT'S NOT SUCH A DETRIMENT TO THEIR GRADE THEY WILL STAY MORE MOTIVATED THROUGHOUT THE SEMESTER TO IMPROVE THEIR GRADE. SO HOW DO TEACHERS GENERALLY DESCRIBE THE STUDENT IMPACT OF THESE CHANGES TO GRADING PRACTICES? AGAIN, THE RESPONSES ARE PRETTY SIMILAR.

YEAR TO YEAR BASED ON WHAT THEY ARE SEEING AS OPPOSED TO THE CHANGES OF THESE PRACTICES, SOME ARE REPORTING THAT THE RATES ARE GENERALLY HIGHER WHILE SOME ARE SAYING THEY HAVE NOT SEEN MUCH OF A CHANGE. BUT ONE THAT I THOUGHT WAS REALLY IMPORTANT WAS STUDENT GRADES ARE MORE REPRESENTATIVE OF THEIR KNOWLEDGE AND UNDERSTANDING OF THE STANDARDS , I THOUGHT THAT WAS A REALLY IMPORTANT INDICATOR AS WELL AS THE FACT THAT ALL OF THE GRADES HAVE NOT CHANGED MUCH. IN GENERAL THEY HAVE GONE HIGHER SO THEY DON'T REPORT ANYTHING ABOUT GRADES GOING DOWN WHICH I THOUGHT WAS IMPORTANT. HERE IS SOME OF THE CONCERNS AND I THINK IT'S IMPORTANT FOR TEACHERS TO KNOW THAT WHEN THEY TAKE THE TIME TO WRITE A COMMENT ON THE SURVEYS THAT WE READ EVERY SINGLE ONE OF THEM SO I DON'T WANT THIS TO BE TAKING THAT THIS WAS EVERY COMMENT THAT WAS THERE, IT CERTAINLY NOT BUT WE HAVE READ THROUGH EVERY SINGLE COMMENT AND WANTED TO FIND SOME OF THE GENERAL TRENDS THAT ARE TEACHERS ARE REPORTING AND CONCERNS OF THEIRS. THERE IS CONCERN ABOUT THE INCONSISTENT IMPLEMENTATION AMONG TEACHERS AND SO RIGHT NOW IS TEACHERS ARE TRYING DIFFERENT PRACTICES, NOT EVERYBODY IS DOING THE SAME THING SO THERE'S CONCERN AMONGST TEACHERS ABOUT ONE TEACHER IS IMPLEMENTING A MASTERY GRADING PRACTICE THIS WAY AND ONE IS DOING IT THIS WAY, IT CREATES CONFUSION AMONGST STUDENTS AND FACULTY AND TEACHERS. THERE IS CONFUSION AND CONCERN THERE. REPORTING INCREASED WORKLOADS SO YOU GIVE A STUDENT ASSESSMENT AND THEY ARE ASSESSING AGAIN AND ASSESSING MULTIPLE TIMES TEACHERS REPORT THAT THAT CAN BECOME CUMBERSOME. AND INCREASED WORKLOAD. THERE IS SOME CONCERN EXPRESSED BY OUR TEACHERS THAT BECAUSE IF HOMEWORK AND CLASSWORK IS NOT A REQUIREMENT AND NOT GOING TO BE PART OF THEIR GRADE, THAT IS IT IS NOT WORTH THE POINTS THAT THEY WILL BE LESS MOTIVATED TO DO IT. SO WE KNOW THAT THE HOMEWORK IN THE CLASSWORK IS DESIGNED TO HELP PREPARE THEM FOR THE ASSESSMENT SO THERE IS SOME CONCERN FROM TEACHERS THAT THEY ARE SEEING A DECLINE IN STUDENTS PARTICIPATING IN THAT HOMEWORK AND CLASSWORK WHEN IT'S NOT A REQUIREMENT. THEREFORE THAT IS BEING REFLECTED IN THEIR ASSESSMENT SCORES. EXPRESSING A

[01:25:03]

WESTLAKE HIGH SCHOOL. >> I'M VERY HAPPY TO BE HERE, THANK YOU BOARD MEMBERS, DOCTOR MCLAUGHLIN, COMMITTEE MEMBERS, MY NAME IS KAREN, I AM THE IB COORDINATOR AT SEQUOIA MIDDLE SCHOOL AND I'M ALSO THE DEPARTMENT CHAIR FOR THE DISCOVER ACADEMY. AND I AM EXCITED TO BE HERE TONIGHT. TO SHARE OUR EVOLUTION OF GRADING PRACTICES AT SEQUOIA. OKAY. SO OVER THE YEARS, WE HAVE TRIED SOME NEW AND INNOVATIVE WAYS TO APPROACH STUDENT ASSESSMENT THROUGH UNIVERSAL DESIGN FOR LEARNING WHERE WE ARE REMOVING THE BARRIERS THAT STUDENTS ENCOUNTER FROM TIME TO TIME. THROUGH OUR IMPACT TEAMS WHERE WE LEARNED HOW TO USE RUBRICS AND DIRECTLY ALIGN OUR GRADING WITH THIS ESSENTIAL STANDARDS. AND CHECKING OUR OWN BIAS THROUGH ADL TRAINING. SO WE HAVE TAKEN ALL OF THESE AND WE HAVE MERGED THESE PHILOSOPHIES AND THESE FRAMEWORKS AND WE HAVE BEGAN WE HAVE BEGUN TO CHANGE OUR PRACTICES AND I'M GOING TO TELL YOU A LITTLE BIT ABOUT MY PRACTICES IN MY EIGHTH GRADE ENGLISH CLASSROOM. I BEGAN CHANGING MY PRACTICES PROBABLY FOUR OR FIVE YEARS AGO. AND IT HAPPENED DURING THE GRADING OF AN ARGUMENT ESSAY. AND TYPICALLY AS AN ENGLISH TEACHER ANOTHER ENGLISH TEACHER TOLD ME ONCE IF YOU ARE EVER GIVING STUDENTS A PAPER TO WRITE IT NEEDS TO BE WORTH 100 POINTS. OR THEY ARE NOT GOING TO WRITE IT, THEY WON'T FIND IT IMPORTANT SO I WAS FOLLOWING THAT TREND. AND ONE NIGHT I WAS GRADING A PAPER AND I NOTICED THAT THE STUDENT DIDN'T DO THE ROUGH DRAFT. AND TYPICALLY I WAS GIVING 10 POINTS FOR THE INTRODUCTION PARAGRAPH AND 10 POINTS FOR THE BODY PARAGRAPH ONE, 10 POINTS FOR BODY PARAGRAPH TWO AND THEN 10 POINTS FOR THE CONCLUSION FOR 50 POINTS AND THEN THE FINAL ESSAY WOULD COME IN AND I WOULD GIVE ANOTHER 50 POINTS FOR A TOTAL OF 100 POINTS. SOME KIDS WERE NOT TURNING IN THOSE SCAFFOLDED FIRST STEPS. AND I HAD A PERFECT ESSAY. AND I THOUGHT WELL, I CAN'T GIVE THIS KID 50 OUT OF 100 BECAUSE HE DIDN'T OR SHE DIDN'T TURN IN THOSE FIRST STEPS. SO I JUST STARTED TO JUST SHIFT MY MINDSET. AND REALIZE THAT I NEEDED TO MAKE SOME CHANGES. AND I DID. AND THEN ALL OF THIS GREAT WORK CAME WITH THE PLCS AND ARE TRAINING AND PD'S AND IT ALL STARTED TO COALESCE AND MANY OF MY COLLEAGUES IN OUR ENGLISH DEPARTMENT AT SEQUOIA ARE FOLLOWING THESE STEPS WHERE WE USED TO GRADE THIS PRACTICE WORK. WE USED TO GRADE AND GIVE KIDS PARTICIPATION POINTS. DAILY POINTS. FOR THE DISCOVER ACADEMY, I USED TO GRADE COMMUNITY SERVICE. AND SOME OF THESE GRADING PRACTICES ARE INEQUITABLE BECAUSE FOR EXAMPLE COMMUNITY SERVICE WHAT IF A STUDENT CAN'T GET TO COMMUNITY SERVICE? WHAT IF MOM OR DAD CAN'T DRIVE THEM TO THE BEACH CLEANUP. THEN THEY DON'T GET THOSE POINTS? I USED TO GIVE EXTRA CREDIT AT THE END OF THE SEMESTER TO TRY TO HELP SHORE UPGRADES. THESE ARE ALL THINGS I USED TO DO THAT I NO LONGER DO.

I USED TO DEDUCT POINTS FOR LATE SUBMISSIONS. AND I USED TO EVEN GIVE POINTS FOR BRINGING MATERIALS TO MY CLASSROOM. WHICH I FEEL BAD ABOUT NOW. SO I'M NOT DOING ANY OF THESE ANYMORE AND NOW I AM JUST GRADING OUR SUMMATIVE ASSESSMENTS AND I AM GRADING THAT FINAL ESSAY. I AM GRADING BASED COMPLETELY ON OUR ESSENTIAL STANDARDS AND NOW OUR IB OBJECTIVES AND STRANDS AND I

[01:30:03]

THERE ARE SEVERAL ITERATIONS OF THIS IB GRADING SCALE. SO IN THE PROCESS OF LEARNING HOW TO GRADE MORE ACCURATELY, SEQUOIA CHOSE TO ADOPT A SCHOOLWIDE PROGRAM THE INTERNATIONAL BACCALAUREATE MIP PROGRAM. AND ONE OF THE THINGS THAT WE LOVED ABOUT THIS PROGRAM WAS THERE CLEAR GRADING SCALE. AND SO WE HAVE BEEN PLAYING AROUND WITH THIS, WITH OUR IB CONSULTANT. AND YOU CAN SEE THAT IT IS NO LONGER PERCENTAGES IT IS SIMPLY A SCALE AND IF YOU THINK OF LEARNING HOW TO RIDE A BIKE AND YOU ARE GOING TO GRADE SOMEBODY ON THE SCALE, YOU WOULD HAVE YOUR ZERO IS THE STUDENT IS NOT THERE AT ALL, THE STUDENT HAS GIVEN YOU NO INFORMATION AT ALL. OUR ONE AND TWO ON THIS SCALE WOULD BE THE STUDENT KNOWS WHAT A BIKE IS. THE STUDENT HAS SEEN A BICYCLE.

MAYBE TOUCHED A BICYCLE. BUT DOES NOT KNOW HOW TO RIDE THE BICYCLE AT ALL. FOR THREE AND FOUR, AND THREE IS BY IB STANDARDS A PASSING SCORE. SO FOR THREE OR FOUR THE STUDENT CAN RIDE THE BICYCLE MAYBE WITH HELP FROM SOME SUPPORTS, SOMEONE HOLDING THE BACK OF THE SEAT TO KEEP THEM FROM BEING WOBBLY. WE HAVE OUR FIVE OR SIX. THE STUDENT KNOWS HOW TO RIDE THE BIKE. THEY CAN RIDE THE BIKE. SEVEN AND EIGHT THE STUDENT IS DOING STUNTS, TRICKS AND TEACHING OTHER KIDS HOW TO RIDE THE BIKE. SO WE ARE PLAYING AROUND WITH THIS. WE HAVEN'T SOLIDIFIED EXACTLY HOW THE SCALE WILL WORK BUT IT WILL BE SOMETHING LIKE THIS. IT SEEMS TO BE REALLY FAIR AND IT IS ALIGNED DIRECTLY TO THE STANDARDS AND IT MOTIVATES STUDENTS IN THAT THEY CAN SEE WHERE THEY ARE AND WHERE THEY NEED TO BE. AND HONESTLY I HAVE BEEN DOING THIS ALL YEAR. I JUST JUMPED IN HEADFIRST. FEET FIRST. AND SAID I'M GOING TO TRY THIS THIS YEAR. AND HOPE FOR THE BEST. AND SO EVERY TIME I HAVE AN ASSIGNMENT I LOOK AT IT FROM THIS SCALE AND I MAKE SURE IT'S ALIGNED SPECIFICALLY TO A STANDARD. AND IT HAS BEEN GOOD AND I HAVE TO SAY MY GRADEBOOK HAS NEVER BEEN MORE ACCURATE. I CAN LOOK AT MY GRADEBOOK AND I CAN SAY YOU KNOW FOR EXAMPLE A STUDENT I'M JUST USING A RANDOM A STUDENT THAT DOESN'T EXIST, EMMA C+. THAT MAKES PERFECT SENSE. EMMA IS STILL , SHE SHOWS ME MASTERY ONCE IN A WHILE THAT SHE CAN WRITE WELL. BUT, SHE SHOWS ME THAT SHE CAN READ AND UNDERSTAND. HER SPEAKING IS GETTING THERE. AND I CAN JUST LOOK AT THAT GRADEBOOK NOW AND I NEVER SEE THAT A AND WE ARE PUTTING IN THE FINAL GRADES AND WE GO HOW IS THAT KID GETTING A A? OH, THAT KID JUST DID ALL OF THE COMPLIANCE ASSIGNMENTS. THAT KID PARTICIPATED EVERY DAY, THAT KID BROUGHT THE MATERIALS. THAT KID WENT TO COMMUNITY SERVICE. AND IF THAT KID CAN'T READ AND WRITE AND SPEAK, THAT KID SHOULDN'T REALLY COME AS THEY ARE NOT A A YET. THEY ARE NOT AND EIGHT SO MY GRADEBOOK IS ACCURATE. I'M REALLY GOING TO LIKE THIS SYSTEM. WHAT ELSE CAN I TELL YOU? OKAY, THE PROS AND THE CONS. I THINK I WENT OVER SOME OF THE PROS. MORE ACCURATE GRADEBOOK. THE STUDENTS KNOW WHERE THEY ARE. THERE IS A LOT MORE OBJECTIVITY AND I'M JUST GRADING DIRECTLY TO THE STANDARDS, HOW WELL CAN THAT STUDENT DEMONSTRATE MASTERY? AND THE FOCUS REALLY IS A LOT MORE ON LEARNING AND NOT GRADES. I RARELY GET A STUDENT ASKING ME IS THIS FOR A GRADE? AND I WAS AFRAID THAT IF I STOPPED GRADING A LOT OF MY PRACTICE WORK, THEY WOULD ASK ME IS THIS FOR A GRADE

[01:35:03]

SUCCESSFUL. SO THANK YOU. >> HERE WE ARE AGAIN, GOOD EVENING. BOARD PRESIDENT, SUPERINTENDENT AND TRUSTEES, GLAD TO BE WITH YOU AGAIN. HERE WE ARE TALKING ABOUT GRADING FOR EQUITY AND I'M HERE TO REPORT TODAY ON OUR JOURNEY AT WESTLAKE. YOU KNOW MY JOURNEY BECAUSE I'M SURE THERE IS A NOTE THAT SOMEWHERE EXIST THAT YOU CAN REVIEW THOSE AND YOU CAN BE REFRESHED, MEMORY REFRESHER ABOUT THE STEPS THAT LED ME TO WHERE I AM AT, BUT LET'S TALK ABOUT WESTLAKE SO HERE IS KIND OF THE OUTLINE WE WILL GO THROUGH HERE TONIGHT SO WHY GRADING FOR EQUITY WE HAVE HEARD A LOT OF THAT ALREADY, I WILL JUST QUICKLY HIT THAT WHEN WE GET TO THAT SLIDE. THE MOST IMPORTANT THING THAT I'M HERE TO REPORT ON IS OUR JOURNEY.

WHAT WE HAVE REALIZED IS THAT THERE IS A STRONG CONNECTION BETWEEN SOME OF THE PREVIOUS THINGS THAT HAVE BEEN EMPHASIZED LIKE YOU DL AND GRADING FOR EQUITY. AND NOW AS WE HAVE BEGUN OUR PLC WORK AT WESTLAKE WE HAVE IDENTIFIED SOME OF THOSE CONNECTIONS AS WELL SO WE WILL TALK A LITTLE BIT ABOUT THAT.

AND THEN WE HAVE IDENTIFIED SOME STEPS THAT WE ANTICIPATE TAKING TO CONTINUE THIS WORK AND TO PROGRESS ON OUR JOURNEY AT WESTLAKE HIGH SCHOOL. AND THEN JUST A FEW NOTES ON THE FUTURE IMPACT AND HOPEFULLY WE ANTICIPATE HAPPENING AS WE CONTINUE THIS WORK. SO THESE AS I SAID HAVE ALREADY BEEN HIT ON HERE TONIGHT, BUT YOU HAVE THE TRADITIONAL GRADING. WHICH OFTEN REFLECTS THE BEHAVIOR RATHER THAN LEARNING. RIGHT? AND THE GRADING FOR EQUITY, THE FAIRNESS AND ACCURACY AND THE MOTIVATION, WE HAVE THE THREE PILLARS THAT HAVE BEEN ADDRESSED ALREADY HERE TONIGHT. AND THEN THE SUPPORTING OF THE DIVERSE LEARNERS BY REDUCING BIAS AND INCREASING TRANSPARENCY SO WE SEE ALL OF THE PILLARS REPRESENTED IN THE GRADING FOR EQUITY. SO OUR JOURNEY. SO MY JOURNEY AND OUR JOURNEY AT WESTLAKE STARTED THE LAST TIME I WAS HERE BEFORE YOU. TALKING ABOUT GRADING FOR EQUITY. AND SINCE THAT TIME, WE DID A BOOK STUDY AND WE HAD ABOUT 14 TEACHERS THAT PARTICIPATED ON A REGULAR BASIS IN THE BOOK STUDY. WE HAD SOME GREAT CONVERSATIONS AND GREAT DIALOGUE. WE HAD SOME CONCERNS THAT WERE EXPRESSED. AND IT WAS GOOD TO HAVE THAT INTERACTION WITH OUR COLLEAGUES. TO TALK ABOUT THOSE CONCERNS AND GIVE THEM SOME SUGGESTIONS AND THINGS LIKE THAT THAT THEY CAN BE WILLING TO TRY IN THEIR CLASSROOM. THE THINGS THAT WE HAVE SEEN ARE THE ONES THAT WHEN WE WENT SEAN AND I TRAVELED AROUND QUITE A BIT FOR A WHILE, WE WENT TO EACH OF, TO AND WE DID THE S DAC WE DID A PRESENTATION FOR GRADING FOR EQUITY THERE AND THE EASY ONES THAT WE HAVE SEEN IMPLEMENTED AT OUR CAMPUS ARE THE MINIMUM GRADING. GIVING A GRADE NOTHING LOWER THAN A 50. WE HAVE SOME REVISED GRADING SKILLS THAT ARE SCIENCE DEPARTMENT IS AND HAS BEEN EXPERIMENTING WITH OVER THE LAST COUPLE OF YEARS. SOME TEACHERS HAVE LOOKED AT JUST GRADING THE SUMMATIVE ASSESSMENTS. AND THEN REMOVING THE GRADES FOR BEHAVIORS. EXTRA CREDIT. PARTICIPATION AND THAT WAS ALREADY DISCUSSED SO THOSE ARE THE BEHAVIOR TYPE THINGS THAT HAVE BEEN REMOVED FROM STUDENTS GRADES. SO THEN THAT LEADS US TO OUR VISIT AND SO A

[01:40:02]

OUTSIDE OF MY AVID TRAINING THIS CAPS TRAINING HAS BEEN ONE OF THE BEST THINGS THAT I HAVE PARTICIPATED IN. AND SO I'M REALLY GRATEFUL FOR THE OPPORTUNITY THAT I'VE HAD TO PARTICIPATE IN THIS. AND SO WHAT IT DOES IS IT SHIFTS THE FOCUS TO ENSURING STUDENT LEARNING. AND WE HAVE HAD A LOT OF CONVERSATIONS ON OUR CAMPUS AND TEACHER LED GROUPS ABOUT WHAT THAT MEANS. THE BIG AREA OF FOCUS IS IT REALLY CAUSED US TO LOOK AT AND CHANGE OUR MISSION STATEMENT. IS OUR MISSION STATEMENT USED TO BE THIS LONG THING I KNOW BECAUSE I HELPED WRITE IT BUT I DIDN'T KNOW WHAT I WROTE AND I COULDN'T HAVE REPEATED IT TO YOU. I HAD NO IDEA IT WAS LIKE TWO PARAGRAPHS LONG AND HAD A LOT OF STUFF AND IT SOUNDED REALLY GREAT BUT IT WAS NOT SIMPLE. AND ONE OF THE THINGS WE LEARNED AT THE CAPS TRAINING IS THAT OUR MISSION STATEMENT SHOULD BE SOMETHING THAT IF WE GO TO ANYBODY ON OUR CAMPUS THEY ARE ABLE TO REPEAT.

AND THEY KNOW WHAT IT IS SO WE SIMPLIFIED IT. AND THAT'S KIND OF WHERE WE GOT TO HEAR DURING THIS FIRST YEAR OF THE CAPS TRAINING AND SO THIS IS OUR REVISED MISSION STATEMENTS A WESTLAKE HIGH SCHOOL UTILIZES A STUDENT CENTERED APPROACH TO BRING HIGH LEVELS OF LEARNING TO ALL HER STUDENTS. SO THE CAPS TRAINING DIFFERENTIATES PLC AND PLT SO PLC IS THE PROFESSIONAL LEARNING COMMUNITY AND THAT IS OUR ENTIRE CAMPUS. ARE ON OUR CAMPUS WE HAVE PLT'S WHICH ARE PROFESSIONAL LEARNING TEAMS SO WE ARE BREAKING IT DOWN INTO THOSE SMALLER GROUPS SO THERE IS SOME VERBIAGE THAT WE HAVE BEEN KIND OF CHANGING ON OUR CAMPUS AND THAT IS IMPORTANT TO CONTINUING THE WORK THAT WE ARE GOING ON THE JOURNEY WE ARE GOING DOWN NOW. SO HERE IS SOME OF THE CONNECTIONS. THAT WE HAVE KIND OF COME TO REALIZE IS THAT LAST YEAR OR THIS YEAR, I CAN'T REMEMBER. BUT WE DID SOME WORK WITH UDL UNIVERSAL DESIGN FOR LEARNING WHICH IS A WAY TO ENSURE THAT WE ARE HELPING ALL OF OUR STUDENTS RIGHT? ALL OF OUR STUDENTS BEING ABLE TO ACCESS LEARNING. AND THEN THE GRADING FOR EQUITY WHICH I AM VERY FAMILIAR WITH WE HAVE OUR PILLARS, THE ACCURACY, THE BIAS RESISTANT MOTIVATION. AND THAT ALIGNS WITH THE UDL STUDENT FOCUS OR THE FOCUS ON STUDENT CENTERED LEARNING WHICH WAS ONE OF THE IMPORTANT THINGS THAT WE ADDED INTO OUR MISSION STATEMENT. AND THEN NOW THIS YEAR WE ARE LOOKING AT AND REALIZING THE CONNECTION TO THE PLC WORK THAT WE ARE DOING ON OUR CAMPUS. AND IT IS REALLY HELPING TO INTEGRATE ALL OF THOSE THINGS TOGETHER AND IS BRINGING IT ALL TOGETHER IN A NICE LITTLE PACKAGE WITH A NICE BOW ON TOP AND IT'S REALLY GREAT. SO THAT IS KIND OF THE INTEGRATION THEREFORE THE GRADING FOR EQUITY AND THE UDL.

SO HOW ARE THE PLCS SUPPORTING THIS WORK? SO THE PLCS NATURALLY ALLOW FOR THAT COLLABORATION SO WE SAW IN THE PRESENTATION EARLIER THAT ONE OF THE COMMON THE MOST COMMON MENTIONED THINGS WAS THE DIALOGUE BETWEEN TEACHERS. AND SO THE PARTICIPATION IN THOSE , IN THE PLC OR PLT IS WILL HE CALL THEM WHEN WE ARE BREAKING DOWN TO OUR SMALLER GROUPS THAT REALLY JUST

[01:45:02]

AND THAT THEY FEEL THAT THOSE GRADING PRACTICES ARE EQUITABLE, RIGHT? THAT'S THE WHOLE PURPOSE OF THE GRADING FOR EQUITY AND THEN FOR TEACHERS, MORE MEANINGFUL USE OF PLT OR PLC TIME. MORE MEANINGFUL FEEDBACK, MORE COLLABORATION. APPROVING ASSESSMENTS AND ALIGNMENTS MAKING SURE THAT ALL THE TEACHERS THAT ARE TEACHING COMMON SUBJECTS ARE HAVING SOME COMMON FORMATIVE ASSESSMENTS THAT THEY ARE USING TO EVALUATE STUDENT LEARNING AND THAT DATA IS THEN ANALYZED AND THE TEACHER STRATEGIES ARE THEN TALKED ABOUT AND THAT THOSE STRATEGIES THAT ARE THE MOST EFFECT GIVE ARE NOW GOING TO BE HOPEFULLY IMPLEMENTED A CROSSED THE CLASSROOM INDEPENDENT OF WHOEVER THE TEACHER IS. AND THOSE JUST HAVE TO BE IDENTIFIED BY THOSE COMMON PERMIT OF ASSESSMENTS AND LOOKING AT THAT DATA. BUT THE BIGGER THING IS THE SHIFT OF THE FOCUS ON STUDENT LEARNING.

MAKING SURE THAT WE ARE ENSURING THAT STUDENTS ARE LEARNING, RIGHT? THAT IS OUR GOAL. I THINK YES, SO QUESTIONS?

>> WE HAVE A FANTASTIC FIVE HERE AND WE ARE AVAILABLE TO ANSWER

ANY QUESTIONS. >> YES.

>> YES, I WILL ANSWER ALL THAT I CAN BUT THERE IS SOME GREAT

[01:50:01]

KNOW? >> YOU ALL ARE, THAT WAS AMAZING FROM ALL FIVE OF YOU. BEFORE I HEADED OFF TO MY COLLEAGUES HERE, I JUST WANTED TO SAY THANK YOU FOR THAT REALLY THOROUGH PRESENTATION, REALLY STARTING FROM GIVING US THE HISTORY WHERE YOU STARTED WHERE THE THOUGHT BEHIND IT, THE PILLARS AND JUST THE REMINDER BECAUSE IT'S IMPORTANT NOT JUST FOR US TO HEAR AGAIN BUT FOR ANYBODY WATCHING AND HEARING IT OF COURSE AND HAVING YOU BOTH HERE, JUST IT IS SO INCREDIBLY IMPORTANT FOR US TO GET THAT CLASSROOM PERSPECTIVE. AND I KNOW WE HAVE HEARD YOUR STORY BEFORE AND I DO REMEMBER IT, THANK YOU. BUT, TO HEAR FROM THE MIDDLE SCHOOL PERSPECTIVE AND THE IB PROCESS AND HOW THAT IS GETTING INTEGRATED HEARING ABOUT HOW THESE, THE MOVEMENT IS HAPPENING. BUT ALSO GETTING THE FEEDBACK ON THERE ARE STILL CONCERNS AND FEARS AND THESE ARE ACTION STEPS MOVING FORWARD. AND I REALLY APPRECIATE THE INTEGRATION THAT YOU DID IN PARTICULAR WITH THE UDL AND HEARING ABOUT THE CAPS TRAINING AND THE PLCS AND I KNOW THAT IT OFTEN PROBABLY FEELS TO TEACHERS LIKE THERE IS ALL THESE THINGS COMING AT YOU FROM DIFFERENT DIRECTIONS BUT THE REALITY IS IT IS ALL REALLY LINKED IN SO MANY WAYS AND I THOUGHT THAT YOU ENCAPSULATED THAT SO BEAUTIFULLY IN YOUR PRESENTATION SO THANK YOU, I WILL ASK FOR ANYBODY ELSE TO GIVE ANY COMMENTS OR QUESTIONS OR ANYTHING. GO AHEAD.

>> I WILL GO FIRST. THANK YOU ALL FOR COMING AND SHARING.

IT'S ALWAYS INTERESTING TO ME BECAUSE WE GET THESE PRESENTATIONS AHEAD OF TIME AND LIKE THE ONE WE JUST SAW I ALWAYS READ IT AND PREPARE. BUT THAT'S NOT ENOUGH, LIKE HEARING DIRECTLY FROM ALL OF YOU IS SO HELPFUL AND SO INFORMATIVE SO I APPRECIATE IT AND APPRECIATE HEARING THE STORIES DIRECTLY FROM THE TEACHERS ABOUT WHAT'S GOING ON AT SEQUOIA AND WESTLAKE HIGH SCHOOL. WAY BACK WHEN I GUESS IT WAS 2021 I THINK ON THAT SLIDE, WHICH WAS QUITE MANY YEARS AGO, AS A BOARD WE THOUGHT THAT THIS WAS VERY IMPORTANT. AND YET WE ALSO UNDERSTOOD THAT TO JUST A CRAFT A POLICY WAS NOT THE WAY TO GO AND THAT SEVERAL OF YOU HAVE MENTIONED THIS IS A TEACHER DRIVEN INITIATIVE AND IT SHOULD BE. A TEACHER DRIVEN INITIATIVE SO I AM HAPPY TO AGAIN HEAR FROM TEACHERS AND SEE WHAT'S BEING DONE. I GUESS MY QUESTION AND I'M TRYING TO GRAPPLE WITH HOW WIDESPREAD IS THIS? LIKE HOW MUCH HAS BEEN ADOPTED? I MEAN THE TEACHER SURVEY RESULTS I REALLY WISH WE COULD HEAR FROM MORE TEACHERS I THINK THAT WOULD BE REALLY HELPFUL, THE COMMENTS THAT YOU SHARED WERE VERY HELPFUL, THE PROS AND THE CONS. AND I'M GOING TO WAGER THAT THE TEACHERS RETURNING THE SURVEY PROBABLY ARE THE ONES WHO HAVE CHANGED THEIR PRACTICES AND I WOULD LOVE TO HEAR FROM THOSE THAT HAVEN'T AND WHAT THE PITFALLS ARE AND WHAT THE ROADBLOCKS ARE AND WHAT WE CAN DO TO SUPPORT THAT FURTHER. SO THAT IS JUST A COMMENT ON THAT. AND I GUESS WE OFTEN TALK ABOUT NEXT STEPS AND AS A BOARD, WHAT CAN OR SHOULD WE DO TO SUPPORT THIS. SO I THINK THAT IS REALLY WHERE WE ARE AT AT THIS POINT. BUT I APPRECIATE ALL THE WORK THAT HAS BEEN DONE, THERE WAS A LOT IN THIS PRESENTATION SO THANK YOU

FOR COMING AND PRESENTING. >> ANY OTHER COMMENTS OR

QUESTIONS? >> AGAIN, THANK YOU FOR THE PRESENTATION ALL OF YOU. IT IS ALWAYS EXCELLENT.

>> I WANT TO ASK A QUESTION I GUESS PARTICULARLY DIRECTING IT TO YOU MR. FRANK AND THE HIGH SCHOOL BUT MOST MIDDLE SCHOOL SINCE I TAUGHT THAT, HOW IS THE KIDS, THE STUDENTS MENTAL ATTITUDE MINDSET ADJUSTED TO THIS? AND I GUESS SPECIFICALLY, IS THERE A CORRELATION BETWEEN I MEAN I AM PICTURING MIDDLE SCHOOL STUDENTS YOU TELL THEM WHAT WE ARE NOT GOING TO GRADE YOU ON YOUR HOMEWORK, WELL, I'M NOT DOING IT. IS THERE A CORRELATION BETWEEN THOSE KIDS WHO CONSCIENTIOUSLY DO EACH STEP ALONG THE WAY? FOR THE SUMMATIVE PROJECT? AND THOSE THAT DON'T VERSUS THE GRADES THAT THEY ARE GETTING?

>> EVEN THOUGH IT IS NOT GRADED SPECIFICALLY LIKE THAT?

>> I THINK THERE IS ALWAYS A SHIFT. WHEN YOU'RE WORKING WITH STUDENTS AND CHANGING POLICIES OR PRACTICES IN THE CLASSROOM.

AND HOW YOU MAKE THAT CLEAR, I THINK HAS BEEN ONE OF THE BIGGEST WORRIES WITH A CUPS AND LATE WORK AND REDOS, WHAT ARE WE TEACHING OUR KIDS. ARE WE HOLDING THEM ACCOUNTABLE FOR THE LIFE LESSONS THAT THEY WILL NEED LATER ON? ABOUT BEING ON TIME

[01:55:01]

THAT ANSWERS YOUR QUESTION. >> I'M OKAY, I DON'T KNOW WHY I DECIDED TO HAVE A COUGHING ATTACK RIGHT NOW.

>> I HAVE NOT NOTICED A HUGE LACK OF MOTIVATION NOW THAT I HAVEN'T BEEN GRADING EVERYTHING. AND WHEN I SAY I DON'T GREAT EVERYTHING I DO GRADE FORMATIVE ASSESSMENTS BUT THAT IS JUST MORE FOR ME TO SEE WHERE THE KIDS ARE. SO I STILL UP THE GRADES IN QUEUE, THEY JUST DON'T AFFECT THEIR OVERALL ENGLISH GRADE. BUT LIKE I SAID ONLY THREE MAYBE TWO OR THREE KIDS HAVE ASKED ME ALL YEAR IS THIS GRADED? THEY JUST KNOW THAT WE ARE DOING IT FOR A PURPOSE. EXACTLY. YES, THERE IS ALWAYS A FEW. BUT I HAVE NOT NOTICED LESS WORK BEING TURNED IN.

PERSONALLY. YOU KNOW EVERYBODY , OTHER PEOPLE MAY HAVE A

DIFFERENT EXPERIENCE. THANK YOU. >> AGAIN, IT WAS A GREAT PRESENTATION AND I TRULY APPRECIATE THE PERSPECTIVE OF THE TEACHERS WHO ARE ACTUALLY DOING THE WORK IN THE CLASSROOM WITH OUR STUDENTS. BECAUSE THAT'S ALWAYS WHERE THE RUBBER MEETS THE ROAD. AND SOMETHING SHE SAID THE FOCUS IS ON LEARNING NOT ON GRADES. BECAUSE THAT'S WHAT IT SHOULD BE, I REMEMBER WHEN MY ALL THREE OF MY CHILDREN HAD A PARTICULAR MATH TEACHER IN MIDDLE SCHOOL AND HE ASSIGNED HOMEWORK. BUT HE DIDN'T GRADE IT. THEY WENT OVER IT. AND HE SAID THE TEST WILL TELL IF THEY LEARNED THE MATERIAL OR NOT. AND THEY WILL LEARN THAT THEY NEED THE PRACTICE IF THEY DON'T DO WELL ON THE TEST. AND IT WAS A GREAT LESSON FOR THEM. ABOUT INTERNAL MOTIVATION AND LIKE HOW YOU GET TO WHERE YOU WANT TO GO. SO I APPRECIATE THAT IT IS BEING ROLLED OUT IN OTHER AREAS. I GUESS I ALSO WANT TO JUST THANK YOU VERY MUCH FOR ADDING THE CONS TO ALL OF THIS A LOT OF TIMES WE GET PRESENTATIONS AND THEY ARE ALL THIS IS GREAT. I LIKE THE REALITY, IT'S IMPORTANT TO SEE WHERE PEOPLE ARE. SO WE CAN KNOW HOW TO MOVE FORWARD. MY ONLY QUESTION IS AND YOU MAY NOT BUT , HOW ELSE CAN WE SUPPORT YOU HAS AS TRUSTEE SYLVESTER SAID, THIS BY NECESSITY HAS TO BE TEACHER DRIVEN AND IT WON'T WORK SO IF THERE IS WAYS THAT WE CAN HELP SUPPORT YOU I WOULD LIKE TO HEAR

IT. >> I THINK AND 2021, I THINK WHAT WE ASK FOR SEAN AND I WAS SOME SUPPORT TO GIVE TEACHERS THE OPPORTUNITY TO TRY SOME DIFFERENT THINGS AND YOU GIVEN THAT AND I KNOW TEACHERS HAVE BEEN THOUGHT THAT THEY WERE ABLE TO TRY SOME DIFFERENT THINGS. ULTIMATELY, THROUGH THOSE EXPERIMENTS IF YOU WILL OF TRYING DIFFERENT THINGS, LIKE I SAID I AM REALLY EXCITED FOR WHAT HAPPENS NEXT. AT WESTLAKE BECAUSE I REALLY FIRMLY BELIEVE THAT AS WE REVISE AND WE RE-ENVISION OUR PLCS AND OUR PLCS THAT THIS MOVING OFF THAT AND THIS OPPORTUNITY TO KIND OF CHANGE THINGS IS REALLY GOING TO GIVE US A NICE MOMENTUM TO CONTINUING TO IMPLEMENT DEEPER CHANGES THAT WILL HAVE A LARGER IMPACT ACROSS THE CAMPUS, NOT JUST IN MY ONE CLASS WHERE I DECIDED TO GO THROUGH, YOU KNOW, A ZERO TO FOUR SCALE WHERE IT BE L BE ACROSS THE BOARD. SO JUST THE CONTINUED --

[02:00:06]

WE'RE IN IT EVERY SINGLE DAY, AND WE'RE -- WE ARE CONCERNED ABOUT THE STUDENTS, AND WE WANT TO DO WHAT'S BEST FOR THEM.

AND WE WANT TO HAVE THOSE POSITIVE OUTCOMES. JUST CONTINUE TO ALLOW THAT SUPPORT.

.

>> THANK YOU FOR THIS PRESENTATION.

CLEARLY, SO MUCH HAS HAPPENED SINCE THE LAST TIME THAT WE HEARD FROM YOU.

IT WAS WONDERFUL TO HEAR IN DEPTH ABOUT WHAT'S HAPPENING AT THE MIDDLE SCHOOL AND ELEMENTARY LEVELS, BECAUSE WE DIDN'T HEAR THAT THE LAST TIME. THAT'S -- AND IT'S EXHILARATING TO HEAR ABOUT THE WORK THAT YOU'RE DESCRIBING. I WANT TO TALK ABOUT THE MIND-SET CHALLENGE JUST FOR A MOMENT.

I THINK WE ALL SHARE A REALLY FUNDAMENTAL CONVICTION THAT ALL STUDENTS CAN LEARN. AND WHAT THAT WOULD LOOK LIKE, IDEALLY, IN ANY CLASS IS THAT EVERY STUDENT WOULD HAVE A PASSING GRADE. BUT WE ALSO ALL CARRY AROUND IN OUR MINDS THESE AL MODELS THAT SHOW A DISTRIBUTION THAT IS NOT THAT.

SO THERE IS A LITTLE COGNITIVE DISSONANCE THERE.

AND THERE IS ALSO I'VEI'VE THIS NOT NECESSARILY IN OUR DISTRICT, BUT IN SORT OF READING THE EDUCATIONAL LITERATURE, SOMETHING HAPPENS WHEN YOU CHANGE THE WAY YOU DO GRADING AND SUDDENLY MORE STUDENTS ARE MASTERING THE MATERIAL AND THEIR GRADES ARE REFLECTING IT, THAT YOU HAVE PUSHBACK FROM THE STANDARDIZED TEST FOLKS WHO QUESTION AND I'LL BE REALLY CANDID, THIS BOTHERS ME, QUESTION WHETHER THE STANDARDIZED TEST SCORE IS MORE ACCURATE THAN OUR TEACHERS' ASSESSMENTS, AND SUGGEST THAT PERHAPS OUR TEACHERS' ASSESSMENTS ARE FLAWED IN SOME WAY BECAUSE THIS -- THERE IS PUSHBACK ON THAT SHIFT.

AND I'M MENTIONINGMENTIONING IT I WANT US TO BE PREPARED. I WANT US TO KEEP DOING THIS WORK, AND I WANT THE BOARD WILL CONTINUE TO SUPPORT YOU FOR SURE, BUT I WANT US ALL TO BE PREPARED WHEN THAT PUSHBACK COMES NOT TO ACCEPT IT AT FACE VALUE, BUT TO SAY OH, NO, NO, WE'RE DOING THIS WORK.

AND I'LL ECHO MY COLLEAGUES IN ASKING IF THERE'S ANYTHING THAT WE AS A BOARD CAN DO TO HELP WITH THIS MIND- SET CHALLENGE ININ AND IN GENERAL JUST TO CONTINUE TO SUPPORT THIS GREAT WORK. AND THANK YOU, ALL OF YOU.

>> I JUST WANT THE SAY ONE THICK REAL QUICK -- SORRY -- TO YOUR POINT OF LIKE A PUSHBACK FROM A STANDARDIZED TEST, ONE OF THE THINGS THAT WE'RE LEARNING IN THIS PLC IS THAT REALLY, WE HAVE TO GATHER THE DATA. WE HAVE TO GATHER THE DATA, AND WE HAVE TO ANALYZE THAT DATA AND LOOK AT IT AS TEACHERS.

SO ONE OF THE RESPONSES TO THAT PUSHBACK IS, WELL, NO. WE HAVE THE DATA. WE HAVE THESE COMMON FORMATIVE ASSESSMENTS AND THESE THINGS WE HAVE WORKED TOGETHER TO IMPLEMENT, AND WE HAVE IT. AND WE'VE LOOKED AT IT, AND WE'VE USED IT TO ALTAR OUR TEACHING PRACTICE, AND TO MAKE SURE THAT WE'RE DOING THINGS IN THE CLASSROOM THAT ARE GOING TO ENSURE STUDENT LEARNING AND HELPING OUR TEACHERS BE, YOU KNOW, IMPLEMENT THE BEST TEACHING PRACTICES IN THEIR CLASSROOM THAT ARE GOING TO ENSURE THAT LEARNING.

SO I THINK THAT WOULD BE MY RESPONSE IS THAT WE'LL HAVE THE DATA. WE'LL HAVE THE DATA TO SUPPORT IT, THAT IT ISN'T JUST, YOU KNOW, SOME FALLACY OR SOMETHING LIKE THAT. WE HAVE THE DATA TO BACK IT UP.

>> IF I COULD WEIGH IN ON I THINK THE QUESTION ASKED, IN TERMS OF WHAT CAN THE BOARD OF EDUCATION DO TO CONTINUE TO SUPPORT THIS WORK, I THINK THAT, YOU KNOW, THAT IS LIKE HAPPENING RIGHT NOW.

I THINK ACKNOWLEDGING THE HARD WORK THAT IS TAKING PLACE, LIKE THE TEACHER- DRIVEN MIND- SETS AND PRACTICES THAT ARE ABSOLUTELY TAKING TIME, BECAUSE WE WANT THOSE MIND- SETS AND PRACTICES TO SUSTAIN, LIKE, AND SO I THINK FOR THE BOARD OF EDUCATION TO CONTINUE TO SEE AND TO VALUE THIS LIKE NOT AS A SEPARATE HEY, HOW ARE WE GRADING STUDENTS, BUT REALLY UNDERSTANDING HOW INTEGRATED LIKE THIS IS.

AND I THINK THAT TONIGHT'S PRESENTATION REALLY DOES SHOW THAT. LIKE WHEN WE THINK ABOUT THE WORK FOR IB AT SEQUOIA AND AT ALL OUR OTHER I B SCHOOLS, AND PROFESSIONAL LEARNING AT OUR SCHOOL SIGHTS, THE INTEGRATED NATURE OF THAT I THINK REALLY BRINGS A LOT OF MEANING AND VALUE. BUT IT DOES REALLY TAKE SOME

[02:05:04]

AND THAT ACTUALLY IS SUPPORTIVE AND HELPFUL FOR US BECAUSE IT CONTINUES TO KEEP THIS AS AN IMPORTANT DRIVER AND A PRIORITY AND REALLY ALLOWS US EVERY YEAR TO SHOW BOARD OF EDUCATION AS WELL AS OUR TEACHERS AND THE PUBLIC WHERE ARE WE GOING AS EDUCATORS IN OUR COMMUNITY AND WHAT'S WHAT ARE THOSE NEXT

STEPS. >> AND I WILL JUMP IN.

I REMEMBER JASON CLINGER TALKING ABOUT CAPS TRAINING AT LOS CERRITOS AND WE KNOW WHERE THE PARK HAS BEEN IMPLEMENTING EARLY ON SO THEY WERE A LITTLE FARTHER ALONG THAN OUR OTHER SECONDARY SCHOOLS.

BUT I THINK CAPS TRAINING, AND YOU CAN HEAR IT TONIGHT, HOW IMPORTANT IT IS TO BE ABLE TO GET IN THAT AND THAT LEARNING ENVIRONMENT. SO I WOULD ALSO JUMP IN AND SAY MAKE SURE THAT WE'RE DIRECTING, BECAUSE IT REALLY CAME OUT OF ONE OF OUR LOS CERRITOS PRESENTATION THAT WE WANT MANY OF OUR OTHER SECONDARY SCHOOLS TO GO THROUGH THAT TRAINING, ULTIMATELY TO CONTINUE TO SAY THAT'S THE TRAINING WE WANT FROM OUR -- FOR OUR TEACHERS AN OUR SCHOOL SITES.

AND TONIGHT WAS A REALLY GOOD EXAMPLE THAT THERE SOME EXCITEMENT AROUND THAT TRAINING.

IT IS REALLY GOD TRAINING. AND I KNOW NOT JUST WITHIN OUR DISTRICT, BUT OTHER DISTRICTS, ESPECIALLY WHEN THEY'RE GETTING TOGETHER, THOSE IDEAS ARE BOUNCING OFF EACH OTHER AND THINGS LIKE THAT.

I, AGAIN, WOULD SAY THAT THAT DIRECTION OF CONTINUING CAPS TRAINING MOVING FORWARD IS KEY IN DIRECTING FUNDS THROUGH PROFESSIONAL DEVELOPMENT TO DO

THAT. >> AND THAT DESIRE TO CONTINUE WITH CAPS TRAINING, AS I LOOK AT DR. BERGMAN, I THINK DR. BERGMAN AND I TALKED TWO DAYS AGO IN HIS OFFICE, AND IT WAS ALL ABOUT HOW DO WE CONTINUE WITH CAPS TRAINING.

THAT IS CERTAINLY NOT JUST WESTLAKE HIGH SCHOOL, BUT MANY OF OUR OTHER SECONDARY SCHOOLS THE DESIRE TO CONTINUE THAT.

AND IT MAY BRING UP THE QUESTION WELL, WHAT ABOUT SOME OF THE SECONDARY SCHOOLS THAT MAYBE AREN'T PARTICIPATING RIGHT NOW.

FOR INSTANCE, SEQUOIA IS NOT PARTICIPATING RIGHT NOW.

THEY'RE FULLY LOADED WITH IB. THE CONCEPTS AND THE IDEAS FROMFROM CAPS TRAINING DOES INTEGRATE INTO THE SYSTEMS WE ALREADY HAVE IN PLACE FOR CURRICULUM INSTRUCTION. IN ARTICULATION MEETINGS, WE'RE HAVING THE DISCUSSIONS ACROSS OUR SECONDARY SCHOOLS ABOUT THESE KEY PRINCIPLES. WHEN WE'RE AGREEING TO DEVELOP ESSENTIAL STANDARDS, RIGHT, THOSE ESSENTIAL STANDARDS ARE -- IN FACT, WE TALKED ABOUT IT MAYBE TWO HOURS AGO WITH MR. FRANK AND MS. JUDD, ABOUT SCHOOL SITES, YES, WORKING TO IDENTIFY THEIR ESSENTIAL STANDARDS, BUT THEN WORKING WITH THE OTHER DEPARTMENTS AT OTHER SCHOOLS TO COLLECTIVELY AGREE UPON WHAT ARE THE OTHER ESSENTIAL STANDARDS AND HOW DO WE CREATE COMMON FORMATIVE ASSESSMENT. SO THAT TRAINING HAS REALLY PERMEATED A LOT OF I WOULD SAY ARTICULATED WORK THAT WE'RE DOING ACROSS SCHOOLS, AS WELL AS ACROSS GRADE SPANS.

>> GREAT. THANK YOU.

THANK YOU, EVERYBODY, FOR ALL OF THAT.

AS YOU CAN TELL, WE'RE ALL JUST WILDLY EXCITED AND IMPRESSED.

VERY MUCH APPRECIATED. OKAY.

[C. Instructional Services - Ratification of the Thousand Oaks High School Proposed Bell Schedule]

PRESENTATION BY DR. BERGMAN. WELCOME, DR. BERGMAN.

>> THANK YOU VERY MUCH. YES, I AM BACK.

AND I WANT TO -- FIRST AND FOREMOST, I WANT TO THANK MY COLLEAGUES WHO JUST PRESENTED BECAUSE THE REASONS WHY I'M BACK ARE ABSOLUTELY CONNECTED TO AND DEEPLY ROOTED IN THE PLC WORK THAT WE HAVE BEGUN ALONGSIDE WESTLAKE AT THE CALIFORNIA PRINCIPALS SUPPORT NETWORK, FOR THOSE OF YOU WONDERING WHAT THE CAPS STANDS FOR.

YOU'RE WELCOME. YOU GOT IT, DAVID.

GREAT, IF I COULD HAVE THE NEXT SLIDE, PLEASE, THAT WOULD BE GREAT.

JUST A LITTLE BIT OF CONTEXT, A LITTLE BIT OF HISTORY.

NINE YEARS OR SO AGO, THOUSAND OAKS HIGH SCHOOL HAD A WASK VISIT, AND IT WAS DURING THAT WHERE OUR VISITING COMMITTEE SAID HEY, YOU REALLY NEED TO THINK ABOUT IMPLEMENTING DURING THE SCHOOL DAY SOME KIND OF INTERVENTION TIME FOR YOUR STUDENTS.

NOT AT LUNCH, NOT BEFORE SCHOOL, NOT AFTER SCHOOL, BUT DURING THE SCHOOL DAY.

OVER THE LAST SEVERAL YEARS, AS YOU ALL ARE PROBABLY

[02:10:01]

BUT FORTUNATELY, AND I'M REALLY EXCITED TO REPORT, THAT WE ARE BACK AND ARE HERE IN ORDER TO PROPOSE SOME SLIGHT WEEKS TO. WE'RE NOT TALKING ABOUT A MASSIVE SEA CHANGE LIKE WE DID SEVERAL YEARS AGO WHEN WE MOVED FROM A TRADITIONAL BELL SCHEDULE TO A BLOCK SCHEDULE.

WE'RE LOOKING AT SEVERAL CHANGES SPECIFICALLY TO IMPLEMENT SOME OF THE CORE TENETS OF THE PROFESSIONAL LEARNING COMMUNITY WORK THAT WE HAVE BEEN DOING IN THE CAPS TRAINING.

SO, AGAIN, WE'RE LOOKING FOR INTERVENTION TIME FOR OUR STUDENTS.

NOT DURING LUNCH, NOT BEFORE BEFORE SCHOOL, NOT AFTER SCHOOL, BUT DURING THE SCHOOL DAY WHILE THE KIDS ARE ON CAMPUS. ADDITIONALLY LAST YEAR, LAST FALL, OUR TEACHERS REALLY BEGAN THE TAKE A LOOK AT THE SCHEDULE THAT WE CURRENTLY HAVE, AND BEGAN TO REALIZE THAT THE SCHEDULE THAT WE HAVE IS VERY MUCH BEHOLDEN TO THE CALENDAR.

OUR COLLABORATION TIME, THE TIME THAT OUR TEACHERS HAVE IN ORDER TO ENGAGE IN THE PLC WORK THAT HAS BEEN DISCUSSED WAS FLEETING AT TIMES BECAUSE WHEN WE HAVE UMONDAYS OFF FROM SCHOOL, WE LOSE OUR COLLABORATION SIT DOWN AND LOOK AT THE NUMBER OF MONDAYS THAT WE END UP LOSING IN THE COURSE OF A GIVEN SCHOOL YEAR, IT ADDS UP.

SO WE'RE ALSO LOOKING AT ADOPTING SOME MINOR CHANGES TO OUR BELL SCHEDULE IN ORDER TO ADDRESS THE COLLABORATION TIME AND PROTECTING MORE COLLABORATION TIME FOR OUR TEACHERS.

THIS IS OUR CURRENT BELL SCHEDULE.

AND AS WE -- AS YOU CAN SEE, IT IS A BLOCK SCHEDULE.

HOWEVER, ON MONDAYS, THROUGHOUT THE YEAR WHAT WE HAVE IS CALLED AN ANCHOR DAY.

AN ANCHOR DAY IS THE KIDS GO TO ALL OF THEIR CLASSES.

THE CLASSES LAST ABOUT 45 MINUTES IN LENGTH.

FOLLOWING THAT ANCHOR DAY, ASSUMING WE HAVE THAT ANCHOR DAY, WE MOVE INTO JUST A ROTATING BLOCK SCHEDULE WHERE IT'S ODD, EVEN, ODD, EVEN.

GO AHEAD, AND IF YOU COULD JUST TOUCH ON THE NEXT SLIDE. AS WE SAT DOWN AND REALLY BEGAN TO LOOK AT SOME SOLUTIONS, POTENTIAL SOLUTIONS OF HOW WE CAN ADDRESS BOTH THE INTERVENTION TIME AS WELL AS ADDING COLLABORATION TIME, WE DIDN'T NEED TO LOOK VERY FAR, BECAUSE OUR FRIENDS AT NEWBURY PARK HAD ALREADY ADOPTED A SCHEDULE THAT ACCOMPLISHED BOTH OF THOSE TASKS. I HAD SEVERAL MEETINGS WITH PRINCE LAPIERRE, TALKED ABOUT IT, BROUGHT I BACK TO OUR SITE, AND IT REALLY BEGAN TO GAIN MOMENTUM. SO WE DID MAKE ONE MINOR CHANGE AT NEWBURY PARK HIGH SCHOOL. THEY HAVE THEIR INTERVENTION TIME AND THEIR COLLABORATION TIME IN THE AFTERNOON. ON OUR SITE, WE REALLY FELT THAT WE WERE GOING GET A BETTER VERSION OF OUR STUDENTS AND TEACHERS IF WE WERE TO HOLD THOSE MEETINGS IN THE MORNING.

SO IF YOU JUST MOVE ON TO THE NEXT SLIDE.

SO THE PROCESS TO THIS POINT, AGAIN, THROUGHOUT THE FALL, A LOT OF TIME AND A LOT OF ENERGY WAS SPENT WITH OUR TEACHERS TALKING ABOUT THAT PARTICULAR SCHEDULE, THE PROS, THE CONS. ONCE A PROPOSED SCHEDULE WAS PUT TOGETHER, ALL TEACHERS HAD AN OPPORTUNITY TO COME IN, SIT DOWN, GIVE THEIR FEEDBACK.

OUT OF THAT FEEDBACK, MINOR TWEAKS WERE MADE. ONCE WE WERE REALLY ALL IN AGREEMENT ABOUT THIS IS THE SCHEDULE THAT WE WANT TO PUT FORWARD, IT WAS SENT TO THE CVUSD INTERNAL AUDITOR WHO GAVE HER OFFICIAL THUMB'S UP IN TERMS OF MEETING MINUTES, THE MINIMUM NUMBER OF MINUTES REQUIRED EACH YEAR. THAT WAS DONE IN THE MIDDLE OF NOVEMBER OF 2024. AND THEN THROUGHOUT DECEMBER AND JANUARY, WE REALLY BEGAN TO COLLECT INPUT FROM TEACHERS, FROM STUDENTS, FROM REALLY, OTHER NONCERTIFICATED STAFF ONSITE.

REGARDING OUR PARENTS, WE ACTUALLY SPENT A GOOD DEAL OF TIME IN PSYCH COUNSEL AND PTSA. MY COPY WITH THE PRINCIPAL MEETINGS, IT'S BEEN IN THE GREEN SHEET WHICH IS OUR WEEKLY NEWSLETTER FOR MONTHS, GIVING PARENTS AN OPPORTUNITY TO REACH OUT AND PROVIDE COMMENT.

OVERALL, THE COMMENT -- THE COMMENTS THAT WE RECEIVED, THE FEEDBACK WE RECEIVED FROM OUR PARENT COMMUNITY HAS BEEN EXTRAORDINARILY POSITIVE.

I'LL EXPLAIN WHAT THE CHANGES ARE IN JUST A SECOND.

WE ALSO SPEND TIME TALKING TO OUR STUDENTS.

I REMEMBER HAVING VERY SPIRITED CONVERSATION IN ESTAC WHERE WE SAT DOWN AND BEGAN TO TALK WHAT DOES THIS MEAN FOR STUDENTS.

[02:15:01]

AND IT WAS REALLY INTERESTING TO HEAR WHAT A LOT OF OUR STUDENTS HAD TO SAY.

FIRST AND FOREMOST, THERE WAS A GRAVE CONCERN THAT WE WERE GOING TO BE LOSING OUR BLOCK SCHEDULE. IN FACT, OUR STUDENTS HAVE REALLY COME TO ENJOY AND APPRECIATE THE BLOCK SCHEDULE AND EVERYTHING THAT IT BRINGS TO THE TABLE.

THE QUESTION REALLY CAME UP ABOUT ANCHOR DAYS.

SO IF YOU WOULDN'T MIND GOING -- I'M SORRY, IF YOU CAN GO BACK ONE SLIDE.

BEFORE I TALK A LITTLE BIT ABOUT THAT FEEDBACK, SPECIFICALLY, ANCHOR DAYS WOULD DISAPPEAR ON THIS NEW SCHEDULE. SO WE GOT A LOT OF FEEDBACK FROM OUR STUDENTS AND PARENTS AND TEACHERS ABOUT THAT.

BUT ONCE WE GOT THROUGH -- WE THE FEEDBACK, WE FACULTY VOTED TO APPROVE IT IN THE MIDDLE OF DECEMBER. I'M SORRY, IF YOU CAN MOVE TO THE NEXT SLIDE.

THANK YOU. THIS IS WHAT THE NEW PROPOSED SCHEDULE WILL LOOK LIKE. AND AS YOU CAN SEE, THE MOST OBVIOUS CHANGE IN NEXT YEAR'S SCHEDULE COMPARED TO THIS YEAR'S SCHEDULE IS THAT WE'VE ABANDONED ANCHOR DAYS. AND THAT WAS MET WITH ACTUALLY A GREAT DEAL OF JOY AND HAPPINESS BY A GOOD NUMBER OF PEOPLE. MANY OF OUR TEACHERS BEGAN TO REALIZE THAT ANCHOR DAYS WERE JUST BECOMING A LITTLE USELESS IN THE LIGHT OF THESE FANTASTIC LARGE 90- MINUTE BLOCKS OF TIME THAT THEY'VE GOT, TO SIT DOWN WITH A GROUP OF STUDENTS FOR 45 MINUTES, BY THE TIME KIDS COME IN, GET SETTLED, TAKE ROLL, GO THROUGH YOUR DAILY AGENDA, YOU'RE LOOKING AT MAYBE 30 MINUTES OF INSTRUCTION TIME, WHICH REALLY ISN'T A WHOLE LOT OF TIME.

SO WE REALLY FELT THAT WE WERE LOSING MORE INSTRUCTION ON THE ANCHOR DAYS THAN OTHERS. AND AS I SAID, BECAUSE OUR COLLABORATION DAYS WERE CONNECTED TO ANCHOR DAY, WE WERE ALSO LOSING INCREDIBLYINCREDIBLY COLLABORATION TIME WHERE WE WOULD BE DOING A LOT OF OUR PLC WORK.

SO ANCHOR DAYS HAVE GONE THE WAY OF THE DODO, AND WE WILL JUST BE DOING A STRAIGHT BLOCK SCHEDULE MOVING FORWARD. MONDAY ODD DAY, TUESDAY, EVEN, ODD, EVEN, ODD, EVEN. IT DOESN'T MATTER IN F THERE IS A HOLIDAY THAT HITS ON AA FRIDAY.

IF THURSDAY IS AN ODD DAY, MONDAY IS GOING TO BE AN EVEN DAY.

YOU JUST KEEP ROTATING. ON THURSDAY IS WHEN WE WOULD BE HAVING OUR OFFICE HOUR. AND THAT OFFICE HOUR IS THE GOLDEN TICKET. THIS IS REALLY ONE OF THE ENGINES THAT DROVE THIS WHOLE PROCESS. THIS IS A TIME WHERE OUR TEACHERS WILL BE IN THEIR CLASSROOMS, AND THOSE STUDENTS WHO WE HAVE IDENTIFIED THROUGH OUR PLC WORK, WHO WE'VE IDENTIFIED AS REALLY NEEDING SOME EXTRA HELP, SOME SUPPORT, FOR THOSE STUDENTS THAT WE REALIZED HAVE HIT MASTERY, AND WE REALLY NEED TO ENRICH AND SEE THEM GLOW TO BORROW MS. JUDD'S PHRASE, IT WILL BE HAPPENING DURING THAT OFFICE HOUR. AND DURING OUR CAPS TRAINING, I CAN TELL YOU THAT ONE OF THE KEY COMPONENTS OF MAKING ANY PLC WORK, ANY PLC SUCCESSFUL IS HAVING THIS STRUCTURED INTERVENTION TIME DURING THE DAY. IT'S REALLY HARD TO DO ANY KIND OF SERIOUS PLC WORK WITHOUT HAVING THE INTERVENTION TIME DURING THE DAY. SO WE'RE INCREDIBLY EXCITED ABOUT THE FACT THAT WE HAVE THAT OFFICE HOUR EVERY THURSDAY MORNING. FRIDAY MORNING, WE WOULD BE HAVING OUR COLLABORATION TIME AT THE SAME TIME AS OFFICE HOUR, 8:30 TO 9:15. AND IT'S DURING THIS TIME THAT WE WOULD BE HAVING OUR FACULTY MEETINGS, OUR PROFESSIONAL DEVELOPMENT, AND YES, OUR PLC TIME AS WELL. I DON'T THINK THERE IS ANYTHING ELSE I NEED TO SHARE ON THIS SLIDE. SO I THINK WE CAN MOVE FORWARD.

OUR NEXT STEPS AS WE MOVE FORWARD FOR THE REMAINING WHAT, EIGHT OR NINE WEEKS WE HAVE LEFT IN THE SCHOOL YEAR, WE WANT TO MAKE SURE THAT THAT OFFICE HOUR IS -- WE ARE ABSOLUTELY DIALED IN. THE LAST THING I WANT TO DO IS MOVE FORWARD WITH THIS SCHEDULE HAVING THIS FANTASTIC OPPORTUNITY ONLY NOT TO HAVE THE SYSTEMS AND STRUCTURES IN PLACE AND TO SEE IT FALL ON ITS FACE.

SO MY FACULTY AND I ARE GOING TO BE SPENDING A LOT OF TIME OVER THE NEXT TWO MONTHS REALLY DIALING IN ON THE OFFICE HOUR TO MAKE SURE IT'S WORKING AND IT'S GOING TO BE WORKING THE WAY WE INTEND IT TO WORK, THAT THE STUDENTS WHO ABSOLUTELY POSITIVELY NEED TO BE IN THAT OFFICE HOUR ARE GETTING ALL SORTS OF OPPORTUNITIES, REMINDERS THAT IT'S TIME FOR THEM TO SHOW UP AND GET SOME HELP.

WE'RE ALSO GOING TO BE CONTINUING TO COMMUNICATE WITH OUR FACULTY -- WITH OUR PARENT COMMUNITY, OUR FAMILIES THROUGH MULTIPLE MEANS.

IT'S A PRETTY COMMON WEEKLY EVENT IN THE GREEN SHEET JUST TO HAVE THE NEXT FOUR WEEKS OF BELL SCHEDULES SO THAT FAMILIES NEED TO PLAN, EVERYTHING IS GOING TO BE LAID OUT FOR THEM. EVEN THIS YEAR WE WENT BACK TO THE OLD SCHOOL OF REFRIGERATOR

[02:20:01]

OKAY. AT THIS POINT, I'D LIKE TO INVITE YOU TO ASK ANY QUESTIONS THAT YOU MAY HAVE ABOUT OUR PLANS.

>> THANK YOU. ANY QUESTIONS, ANYONE?

>> YOU KNOW, I'M GOING TO LET AIDAN GO FIRST SINCE HE LIVES THE SCHEDULE.

>> I'M GOING TO REASK SOME OF THE MOST PERTINENT QUESTIONS THAT CAME UP AT SCHOOLSCHOOL COUNCIL TO TALK ABOUT THEM ONE MORE TIME. ATTENDANCE REQUIREMENTS DURING OFFICE HOURS. HOW DOES IT WORK WHETHER OR NOT STUDENTS NEED TO BE THERE, ALL

OF THAT. >> WE HAVE TO BE VERY CAREFUL ABOUT ATTENDANCE REQUIREMENTS, BECAUSE ONCE WE START REQUIRING ATTENDANCE, THEN WE START PERHAPS RUNNING AFOUL OF OUR CONTRACT. SO THE GREAT THING ABOUT FIVE STAR, THE TOOL THAT MANY OF US USE FOR ACTIVITIES ON CAMPUS AND SO FORTH, IT HAS AN INTERVENTION MODULE. SO AS STUDENTS COME INTO AN OFFICE HOUR. THAT WOULD ACTUALLY BE ABLE TO PUNCH INTO FIVE STAR THE FACT THAT THEY ARRIVED AT -- THEY'VE ARRIVED AT THEIR OFFICE HOUR, AND WE KNOW EXACTLY WHERE THEY SHOWED UP SO THAT WE CAN TRACK AND WE CAN BEGIN TO COLLECT DATA TO FIND OUT AND THE ENSURE THAT THE STUDENTS WHO ARE SHOWING UP TO THEIR OFFICE HOUR ARE IN FACT GETTING THE HELP THAT THEY NEED AND THAT THEY'RE ABLE TO PROGRESS.

SO WE PLAN TO MOST OF THAT THROUGH FIVE STAR. ALL STUDENTS ARE NOT REQUIRED TO SHOW UP FOR THE OFFICE HOUR?

>> REQUIRED, NO. STRONGLY ENCOURAGED BY THEIR PRINCIPAL AND PARENTS, YES.

ABSOLUTELY. AND THAT'S WHERE I THINK THE COMMUNICATION PIECE IS GOING TO BE COMING INTO ACTUAL, YOU KNOW, COMING INTO PLAY.

WE HOPE TO HAVE SOMEBODY ON STAFF NEXT YEAR WHOSE JOB WILL BE TO SERVE AS AN INTERVENTION SPECIALIST, WHOSE JOB WILL BE TO REACH OUT TO THOSE STUDENTS AND THEIR PARENTS, LETTING THEM KNOW OF THE NEED FOR THE STUDENT TO SHOW UP BECAUSE IT IS A GOLDEN OPPORTUNITY FOR STUDENTS TO EITHER GET THE HELP THEY NEED OR TO GET AHEAD.

>> PERFECT. THANK YOU.

>> YEP.

>> AND THEN THE OTHER PERTINENT QUESTION I REMEMBER BEING ASKED AS A FOLLOW- UP TO THAT, IF STUDENTS ARE ABLE TO BE ARRIVING DURING THE OFFICE HOUR TIME, HOW DOES THAT IMPACT STUDENTS WITH A PERIOD.

DO YOU THINK IT MAY DISCOURAGE PEOPLE FROM TAKING THOSE CLOSES, WILL IT AFFECT ENROLLMENT AND HOW DO WE MAKE SURE STUDENTS REMAIN ON CAMPUS AS GATES OPEN TO BE LETTING STUDENTS ON

CAMPUS. >> SURE.

ALL GOOD QUESTIONS. IT WOULD BE IMPOSSIBLE FOR A STUDENT TO KNOW IF I'M TAKING THIS CLASS WITH VERY FEW EXCEPTIONS, KNOWING FULL WELL THAT IT WOULD BE AN A PERIOD CLASS, BECAUSE THEY WON'T KNOW THAT UNTIL THEY GET THEIR SCHEDULE, RIGHT. BUT, YES, TO ANSWER YOUR QUESTION, THE CAMPUS IS OPEN. THE LIBRARY WILL BE OPEN.

CERTAINLY. AND IF A STUDENT IS ON CAMPUS ALREADY FOR THAT EARLY MORNING PERIOD, STICKING AROUND AND GOING TO AN OFFICE HOUR, THAT SHOULD BE OUR -- THE EASIEST GROUP, BECAUSE THEY'RE ALREADY HERE. AND CERTAINLY IF IT'S A STUDENT THAT DESPERATELY NEEDS TO ATTEND THE OFFICE HOUR TO GET THE SUPPORT THEY NEED, THEY'LL CERTAINLY BE TOLD THAT.

YEAH.

>> THANK YOU. THOSE ARE THE QUESTION IS REMEMBER. SO THANK YOU.

>> UH-HUH.

>> OKAY, THANK YOU. SO I AM A LITTLE CONFUSED.

JUST TO CLARIFY, THERE WILL BE STUDENTS WHO ARE IDENTIFIED AS NEEDING OFFICE HOURS.

>> YEAH. >> AND STRONGLY

ENCOURAGED. >> YES.

>> TO GO TO OFFICE HOURS. I'M ASSUMING IF YOUR STUDENT HAS BEEN IDENTIFIED, YOU'RE GRAPPLING WITH SOMETHING IT COULD ALSO BE USED AS A DROP-IN FOR THAT STUDENT?

>> SURE, ABSOLUTELY. YES.

SO THERE IS A MEASURE OF CHOICE INVOLVED FOR STUDENTS.

SO TAKE -- AIDAN, I'M GOING USE YOU AN ANSON EXAMPLE.

AIDAN WOULD BE A STUDENT THAT WOULD PROBABLY NEVER BE CALLED UP BY THE SCHOOL SAYING HEY, AIDAN IS DOING VERY POORLY IN AP GOV. HE NEEDS TO COME TO DR.

SWANSON'S OFFICE HOUR. THAT'S NEVER GOING TO HAPPEN.

HOWEVER, I COULD EASILY SEE AIDAN REALIZING YOU KNOW WHAT? I'VE GOT A PAPER DUE IN DR.

SWANSON'S OFFICE. I HAVE A COUPLE OF EXTRA QUESTIONS. I'M GOING TO BE DRONG IN ORDER TO ASK THOSE QUESTIONS OF HIM DURING THE OFFICE HOUR.

OR I SPENT SO MUCH TIME ATTENDING DISTRICT EVENTS IN MY ROLE AS A STUDENT TRUSTEE THAT I MISSED TWO OR THREE TESTS LAST WEEK, AND I BETTER DROP IN AT OFFICE HOUR IN ORDER TO GET THOSE TESTRESS TAKEN. THAT WOULD NEVER HAPPEN, THOUGH, WOULD IT, AIDAN? YEAH.

>> THIS WORKS WELL WITH THE MASTERY GRADING CONCEPT AS WELL.

>> IN TERMS OF TIME FOR TEST RETAKES. I LOVE THE CONCEPT OF OFFICE HOURS. I REALLY DO.

SO I APPRECIATE IT. I APPRECIATE YOU WORKING ON THIS FALL SCHEDULE HERE HALF THE YEAR. YES, THANK YOU. GO

AHEAD. >> I'M GOING TO SAY YOU ARE THE EPITOME OF PERSISTENCE.

CONGRATULATIONS. >> THANK YOU.

I KNOW THIS HAS BEEN IMPORTANT TO YOU BECAUSE IT'S

[02:25:02]

AND I APPRECIATE THAT IT ACTUALLY IS FINALLY HERE.

THAT'S REALLY ALL. >> THANK YOU.

>> I JUST WANT TO CONGRATULATE YOU ON THE WORK AND ON THE FINISH -- WELL, NOT FINISHED YET.

WE DON'T KNOW. BUT ON THE PRODUCT AND YOUR WORK ON IT AND YOUR WORK WITH EVERYBODY THAT YOU'VE WORKED WITH. THANK YOU.

>> I DEFINITELY DID NOT DO IT ALONE THERE IS A LOT OF PEOPLE TO THANK FOR THIS.

THERE IS A LOT OF PEOPLE ON OUR CAMPUS THAT WANTED THIS TO HAPPEN.

>> I THINK THE NEW SCHEDULE LOOKS AMAZING.

MAY IT SERVE YOU WELL FOR A LONG TIME TO

COME. >> THANK YOU.

>> I KNOW WE'RE ALL KIND OF MAKING JOKES ABOUT HOW THINGS HAVE CHANGED, BUT I WILL SAY, I'M GOING PUT THIS OUT THERE, FROM A BOARD MEMBER PERSPECTIVE, IT'S ACTUALLY BEEN REALLY INTERESTING TO WATCH THIS PROCESS FOR A LOT OF REASONS. BUT JUST ALL THE THOUGHT THAT GOES INTO ALL THESE DIFFERENT PIECES OF THE INTERVENTION, AND EVEN THE SHIFT OF THE BLOCK SCHEDULE. I REMEMBER SO CLEARLY HOW THERE IS ALL THIS FEAR AND ANXIETY OH, MY GOSH, HOW THE HECK. SUDDENLY WE HAVE THESE 90- MINUTE PERIODS. AND KNOWING THAT WAS GOING TO BE A TRANSITION.

AND NOW HEARING THAT IT SOUNDS LIKE TEACHERS ARE REALLY APPRECIATING THAT.

AND STUDENTS. ANY WAY, IT'S BEEN REALLY, REALLY -- I REALLY ENJOYED WATCHING SORT OF THESE STEPS. SO THANK YOU FOR BRINGING IT BACK TO

US. >> YOU BET.

>> YES?

>> IT'S ALSO JUST AN EXAMPLE OF HOWAN AS AN ORGANIZATION YOU CONTINUE TO LEARN AND TO GROW, WHICH IS WHAT WE ALL WANT.

AND WE ALL ASPIRE TO.

>> I HAVE TO TELL YOU, THE CAPS TRAINING HAS BEEN A SEA CHANGE FOR ME. I MEAN, I WILL ECHO MR. PULSIPHER'S COMMENTS. THIS HAS BEEN THE MOST IMPACTFUL PD THAT I HAVE HAD IN 32 YEARS OF EDUCATION. I WISH I HAD KNOWN ABOUT PLCS WHEN I WAS TEACHING BACK IN THE '90S.

IT WOULD HAVE COMPLETELY CHANGED THE WAY THAT I APPROACH MY WORK.

SO WE'RE COMMITTED TO IT FOR SURE. LONG-TERM.

>> I WOULD JUST NOTE AS THIS COMES BACK TO THE BOARD FOR THE NEXT BOARD MEETING, THIS IS A RATIFICATION AND NOT A VOTE APPROVAL BASED ON A COLLECTIVE BARGAINING AGREEMENT AND THE LANGUAGE IN THERE ON SCHEDULE ADJUSTMENTS.

SO JUST NOTE THAT.

>> OKAY. THANK YOU.

[D. Board Committee Reports]

>> THANK YOU. APPRECIATE IT.

>> OKAY. WE'RE AT ITEM 4D, BOARDS COMMITTEE REPORTS. DO WE HAVE ANY BOARD COMMITTEE REPORTS TONIGHT? OKAY. I HAVE ONE.

NOBODY ELSE DOES. ALL RIGHT. SO I -- THE CONEJO COALITION FOR YOUTH AND FAMILIES MET YESTERDAY. AND AS A REMINDER, THIS IS WHERE WE HAVE -- IT'S AN INTERGOVERNMENTAL COALITION WHERE WE HAVE REPRESENTATIVE FROM CVUSD.

WE HAVE ONE FROM CRPD AND ONE FROM CITY COUNCIL.

YESTERDAY WE HAD A GUEST SPEAKER, WHICH WAS MONDO YOUTH DEVELOPMENT GROUP. AND THEY GAVE A VERY POWERFUL PRESENTATION THAT I THINK REALLY DEEPLY IMPACTED EVERYBODY WHO WAS AT THE MEETING. THIS IS A FAIRLY NEW NONPROFIT IN OUR COMMUNITY. AND JUST IN THE LAST YEAR OR TWO, THEY ARE FOCUSED ON YOUTH AT RISK OF GANG INVOLVEMENT OR YOUTH WHO ARE ALREADY INVOLVED IN GANGS.

AND/OR HAVE BEEN INCARCERATED AT SOME POINT.

SO MARCOS AND THOSE WHO IS THE FOUNDER AND MANY OF THOSE WORKING WITH HIM HAVE ALL LIVED EXPERIENCE WITH EITHER GANG INVOLVEMENT OR INCARCERATION, AND THEY ARE WORKING CLOSELY WITH LOCAL LAW ENFORCEMENT, ORGANIZATIONS SUCH AS SAFE PASSAGE. THEY HAVE CONNECTION WAS CVUSD OF COURSE THROUGH THE BREAKTHROUGH PROGRAM AND OTHER WAYS. AND THERE ARE CLEARLY MANY YOUTH IN OUR COMMUNITY WHO ARE IN NEED OF THESE SERVICES. SO I REALLY LOOK FORWARD TO WATCHING THEM GROW AND EVOLVE IN ORDER TO SERVE THAT NEED HERE IN OUR COMMUNITY.

AND SO I WOULD ENCOURAGE PEOPLE TO LOOK THEM UP AND LEARN ABOUT THEM AND FOLLOW THEM ON INSTAGRAM. AND THEN WE ALSO HAD SOME DISCUSSION AROUND PLANNING FOR THE ANNUAL SUMMIT THAT IT WILL HOST IN SEPTEMBER AS WELL AS SOME FURTHER TOPICS FOR DISCUSSION WE AGENDAIZED FOR OUR NEXT MEETING IN JUNE.

THAT IS MY REPORT.

>> CAN I ASK YOU A QUESTION?

>> OF COURSE.

>> I KNOW THAT THEY WERE MOVING INTO THE COMMUNITY CONSCIENCE BUILDING. HAVE THEY MOVED IN YET?

>> THEY ARE STILL WORKING ON REHABBING THE SPACE. THEY ARE MOVING IN TO THAT SPACE THAT WAS FORMERLY THETHE STORE.

SO IT'S A LARGE SPACE. SO I THINK THEY'RE REALLY IMAGINING IT TO BE A GREAT GATHERING SPACE SO IT'S STILL IN

PROGRESS. >> LIKE A REC ROOM KIND OF

THING. >> YEP, YEP, YEP.

>> GREAT.

[E. Comments - Board of Education]

>> STILL WORKING ON IT.

A LOT OF HOPE. LOOKING FORWARD TO THAT.

[02:30:02]

AND WE WILL START WITH TRUSTEE THELIGHT.

>> GOOD EVENING. HAPPY ARAB- AMERICAN HERITAGE MONTH. MEN AND WOMEN OF ARAB DESCENT HAVE SHARED THEIR TRADITION WITH NEIGHBOR AND FRIENDS.

AND I HOPE YOU TAKE THIS TIME TO REFLECT ON THE COMMUNITY'S LEGACY WHILE RECOGNIZING THE NEXT GENERATION OF LEADERS MAKING STRIDES IN BUSINESS, GOVERNMENT, EDUCATION, SCIENCE, AND THE ARTS.

ESTAC HAD A MEETING ON MARCH 24TH WHERE WE DISCUSSED THE DISTRICT'S RESPONSE TO IMMIGRATION ENFORCEMENT FOLLOWING A PRESENTATION FROM MRS. HARRISON AND UPDATED OUR MISSIONS AND NORMS. THE NEXT MEETING IS APRIL 28TH WHERE WE WILL FORMALLY WELCOME OUR NEW MEMBERS AND MEET THE CANDIDATES FOR THE EXECUTIVE BOARD AND STUDENT TRUSTEE POSITIONS. MSAG HAD MEETING ON MARCH 20TH WHERE WE DISCUSSED PHYSICAL EDUCATION AND HOW DRESS CODE POLICY APPLIES TO DRESSING OUT. AND HAD A PRESENTATION FROM THE ENVIRONMENTAL SUBCOMMITTEE. OVER THE PAST FEW WEEKS, I HAD AN OPPORTUNITY TO ATTEND THE BANYAN FAMILY READING NIGHT AND WAS EXCITED TO SEE SO MANY STUDENTS THERE EXCITED TO PARTICIPATE. A HALF DAY IN CONNECTION WITH THE GREATER CONEJO VALLEY CHAMBER OF COMMERCE. THANK YOU FOR MAKING IT POSSIBLE IN PLANNING, HOSTING OR ATTENDING.

IT WAS A WONDERFUL EXPERIENCE AND I WAS OVERJOYED TO SEE HOW IMPRESSED BY OUR SCHOOLS AND EXCITED BY OUR SCHOOLS OUR COMMUNITY MEMBERS WERE.

EVERY SITE HAS SOMETHING UNIQUE TO OFFER. AND ESPECIALLY AS YOU HEARD EARLIER IN THE PRESENTATION FROM DR. LEE, MS. THOMAS AND MR. SMITH AND HEARING THE EXCITEMENT AND PRIDE AROUND EVERY ONE OF THEM WAS WONDERFUL EXPERIENCE.

TOMORROW AT 5:00 AT CLU'S EVENTS CENTER IS THE CAREER AND TECHNICAL EDUCATION STUDENT SHOWCASE. I HOPE YOU ALL ARE ABLE TO MAKE IT AND SEE THE WONDERFUL WORK OF OUR STUDENTS AND FACULTY OVER THIS PAST YEAR. CONGRATULATIONS TO OUR 19 STUDENTS WHO WILL BE COMPETING AT THE CALIFORNIA SCIENCE AND ENGINEERING FAIR AND 41 STUDENTS WHO WON AWARDS AT THE VENTURA COUNTY SCIENCE FAIR.

ACADEMIC DECATHLON COMPETITIONS HAVE COME TO AN END.

WESTLAKE COMPETED IN DIVISION 3 AND CONGRATULATIONS TO THESE SCHOOLS, STUDENTS, AND COACHES.

NORMALLY I WOULD WRAP UP MY COMMENTS HERE, BUT I REALLY COULDN'T AVOID THE ELEPHANT IN THE ROOM, OR REALLY THE NATION SINCE OUR LAST MEETING.

AND THAT IS THE LATEST EXECUTIVE ORDER REGARDING THE DEPARTMENT OF EDUCATION. WHILE MANY HAVE STRONG THOUGHTS ONE WAY OR OTHER ON THIS ORDER, IT DOES IMP SIZE AUTHORITY AT STATE AND LOCAL LEVELS AND I HOPE YOU WILL SEE TONIGHT THROUGH CONSISTENCY THAT WE HAVE AND WILL CONTINUE TO PROVIDE EXCEPTIONAL EDUCATIONAL EXPERIENCES FOR ALL STUDENTS AND CONTINUE MOVING FORWARD WITH INNOVATIONS AND SUPPORT.

HAVE A WONDERFUL TWO WEEKS, AND GOOD NIGHT.

. >> THANK YOU, TRUSTEE LIGHT.

>> GOOD EVENING AND HAPPY HERITAGE MONTH.

I WANT TO START MY REMARKS BY TALKING TO NOSE IN THE AUGHT AUDIENCE, THOSE WATCHING LIVE ON YOUR COMPUTERS BY ASSURING YOU THAT MY COMMENTS TONIGHT WILL NOT BREAK SENATOR BOOKER'S RECORD RECENTLY SET.

SOME OF THE JOYS THAT I FIND IN THIS POSITION IS GETTING TO GO TO THE UNIFIED GAMES. I'M SORRY I MISSED THE LAST ONE, BUT SEEING THE KIDS THAT PARTICIPATE IN THOSE GAMES WITH THE BROAD SMILES ON THEIR FACES WITH THE WAVING TO THE CROWD, WHICH THEY'RE USUALLY IN WAVING TO THE OTHER STUDENTS, BUT NOW THEY'RE THE STARS, IS JUST TOTAL JOY.

AND I FIND THAT SO REWARDING. I WENT TO A DLAC MEETING, AND I WANT TO EMPHASIZE, OR I WANT TO ACCENT MRS. HARRISON'S PRESENTATION.

WHEN I WAS A MATH TEACHER, OF COURSE, IT WAS THE MOST IMPORTANT THING IN MY LIFE AND CLASSROOM WAS SOLVING QUADTRATIC EQUATIONS. THAT IS NOT THE PRIORITY FOR MANY KIDS TODAY. MRS. HARRISON'S PRESENTATION RELIEVED THEM HOPEFULLY OF SOME OF THE WORRIES AND SOME OF THE CONCERNS THEY HAVE REGARDING LIFE ITSELF. CONGRATULATIONS TO OUR HONOREES EARLIER THIS EVENING, AND THANK YOU TO OUR SPEAKER.

I WANT TO IMPRESS THAT IN LINE I THINK EVERYBODY THAT IS SITTING HERE AND EVERYBODY THROUGHOUT THE DISTRICT OUR HIGHEST PRIORITY IS THE PHYSICAL AND EMOTIONAL SAFETY OF EACH AND EVERY ONE OF OUR STUDENTS. I WENT TO A LGBTQ

[02:35:02]

AND THE NEED THAT THEY TOOK, THAT I HEARD WAS FOR THOSE IN CHARGE OF A SPACE, WHETHER IT BE OUTSIDE, WHETHER IT BE IN THEIR CLASSROOM, WHETHER IT BE SOMEWHERE, TO NOT ACCEPT WORDS OF DISRESPECT, AND TO MAKE A COMMENT ABOUT WE WILL NOT TOLERATE DISRESPECT OF ANY OF OUR STUDENTS IN THIS SPACE.

AND THEY EXPRESSED A NEED FOR THAT, THE STUDENTS THAT WERE THERE.

GOD, I WENT TO THE CTE PRESENTATION OF THE CHAMBER OF COMMERCE.

CTE TEACHERS THROUGHOUT, BUT PARTICULARLY THESE PRESENTATIONS FROM WESTLAKE WERE SO IMPRESSIVE. THE STUDENTS WERE SO IMPRESSIVE, SO -- THE PRESENTATIONS WERE SO BUSINESS LIKE, I THOUGHT I WAS WATCHING "SHARK TANK." IT WAS MAGNIFICENT.

I WENT TO A PRESENTATION AT ASPEN ELEMENTARY SCHOOL.

SHE HAD FIVE YOUNG LADIES, FIVE FIFTH GRADERS PRESENT ON LADIES' CONTRIBUTIONS IN HISTORY.

IT WAS MAGNIFICENT, AND THE KIDS' PRESENTATION, THEY HAD MEMORIZED ON THEIR OWN, IT WASN'T A CLASS PROJECT.

IT WAS JUST A -- JUST A EFFORT ON THEIR PART TO HONOR WOMEN IN HISTORY. AND THEY HONORED IT. THEY DRESSED UP LIKE IT.

THEY HAD PICTURES. THEY HAD ARTIFACTS.

IT WAS JUST A MAGNIFICENT PRESENTATION. SO I CONGRATULATE THE PROJECT AT ASPEN. AND FINELY, YESTERDAY, I WENT TO CAMP R-U-M-A. IT'S NOT JUST THAT YOU STAND THERE, AS I TOLD THE PEOPLE THERE. DURING BREAKS, I WOULD HAVE SAT ON THE BENCH AND LOOKED UP AT THE BEAUTIFUL SCENERY. BUT IT'S NOT THAT.

IT'S ALSO THE MENTAL, EMOTIONAL BREAK THAT IT GIVES YOU. YOU JUST FEEL LIKE YOU'RE IN A SPECIAL PLACE WHERE YOU'VE TAKEN A BREAK FROM LIFE. SO I JUST WANT TO MENTION THOSE THINGS AND HOW I BELIEVE THAT OUR DISTRICT MAKES EVERY EFFORT TO PRESENT A VARIED EDUCATIONAL EXPERIENCE BOTH INTELLECTUALLY, ACT ACADEMICALLY, BUT EMOTIONALLY AND PHYSICALLY. I THINK WE DO A GREAT JOB OF THAT. OUR PRESENTATIONS TONIGHT ALSO PROVE THAT WE LOOK AT THE WELL-ROUNDEDNESS OF OUR STUDENTS.

AND THAT'S IT.

>> THANK YOU. NEXT UP IS TRUSTEE GILL.

>> GOOD EVENING, EVERYBODY. THE NEXT SEVERAL WEEKS ARE GOING TO BE INCREDIBLY FULL AND RICH. SO STAY HEALTHY.

ENJOY EVERY MOMENT, AND THAT'S IT FOR ME. THANK YOU.

>> SHORT BUT SWEET. OKAY.

WE'VE GOT TRUSTEE SYLVESTER.

>> GOOD EVENING. I WILL BE SHORT AND SWEET TOO.

JUST WANT TO CLARIFY A COUPLE OF EVENTS.

THE LGBTQ+ DOCK MEETING REFERRED TO WAS REALLY INFORMATIVE AND INSTRUCTIVE.

AND I WANT TO COMMEND THAT GROUP, BECAUSE THEY INVITED STUDENTS, THE STUDENTS THAT TRUST GORBACK WAS ALEADING TO. ALLIANCE CLUBS TO COME AND SPEAK AND WORK ON A PANEL AND TALK ABOUT THEIR EXPERIENCES.

AND JUST BEING ABLE TO HEAR DIRECTLY FROM THESE STUDENTS ABOUT THEIR EXPERIENCES WAS FOR VERY IMPACTFUL. SO I WANT TO THANK -- THANK THAT GROUP FOR MAKING THAT HAPPEN.

SECONDARILY, I WANT TO THANK DR. LOOKER.

THE EVENT THAT TRUST EE THE EVENT THAT TRUST GORBACK AND I WENT TO, IS PART OF TECHNICAL EDUCATION.

THERE WERE TWO TEAMS FROM WESTLAKE HIGH SCHOOL WHO PRESENTED THEIR ENTREPRENEURIAL IDEAS. AND FOR THESE TEAMS, IT WAS MORE THAN JUST IDEAS. THEY HAVE BEEN MAKING IT WORK.

ONE TEAM WAS WORKING ON A PROTOTYPE FOR THEIR PRODUCT. THE OTHER TEAM HAD ACTUALLY HIRED SOME EMPLOYEES AND WEREWERE FORWARD WITH IT.

BUT THESE STUDENTS WERE INCREDIBLY POISED. COMMUNITY MEMBERS WERE INVITED THERE TO JUDGE THESE COMPETITIONS, AND REALLY PEPPERED THESE STUDENTS WITH QUESTIONS, AND THEY HANDLED THAT INCREDIBLY WELL AND INCREDIBLY PROFESSIONALLY. SO I DO WANT THE THANK DR.

LOOKER FOR REACHING OUT AND INVITING US TO THIS EVENT. SO GOOD EVENING.

THANK YOU.

>> TRUSTEE GOLDBERG?

>> THANK YOU. I WOULD ALSO ECHO THE

[02:40:02]

AND I'M GOING HIGHLIGHT ONE OF THE MANY THINGS THAT WE ALL DO. I WAS ABLE TO ON THE SAME DAY AS THE PRINCIPAL FOR HALF DAY ATTEND A MOBILE MUSEUM OF TOLERANCE BUS AT SEQUOIA MIDDLE SCHOOL. AND I WAS ABLE TO GO TWICE.

ONCE AT THE BEGINNING OF THE DAY WHEN THEY HAD AN ANNE FRANK DISCUSSION, AND THE TEACHER QUICKLY REALIZED THAT EVERYTHING THAT THE MUSEUM WAS PRESENTING WAS THINGS THAT SHE HAD DONE IN CLASS.

AND THERE WAS NO NEW MATERIAL. AND FOR HER, THAT SEEMED KIND OF A WASTE OF AN OPPORTUNITY. AND SHE TALKED TO THE EDUCATORS FROM THE MUSEUM OF TOLERANCE, AND THEY WERE ABLE TO PIVOT TO A DIFFERENT PROGRAM THAT SHE ACTUALLY REALLY WANTED THAT ENHANCED THE LEARNING EXPERIENCE FOR OUR STUDENTS, AND IT WAS A UNIT ON ORDINARY PEOPLE AND THE IMPORTANCE OF ORDINARY PEOPLE TAKING RELATIVELY ORDINARY -- MAKING ORDINARY EVERYDAY CHOICES TO ACTUALLY TO MR. GORBACK'S POINT EARLIER, STAND UP AND SAY SOMETHING. THEY TALKED ABOUT THE CATEGORIES OF PEOPLE IN A SITUATION, A VICTIM OR A VICTIMIZER, A BYSTANDER OR AN UPSTANDER. AND THE QUALITIES OF A LEADER THAT MIGHT MAKE SOMEBODY FOLLOW THAT LEADER. THE STUDENTS SAID THAT A LEADER IS PERSUASIVE. THEY WANT THE BEST FOR PEOPLE, THEY ARE GOOD AT GETTING PEOPLE TO DO WHAT THEY WANT AND ORGANIZING THEM, MOTIVATING THEM, GALVANIZING THEM. AND SOMETIMES WITNESSES TO THOSE EVENTS DON'T ASK CRITICAL QUESTIONS OF THEIR LEADERS AND THEY JUST -- IT'S EASIER TO GO AND SAY OH, THAT'S GREAT. THEY MAKE ME FEEL GOOD.

BUT IT'S REALLY -- IT'S DIFFICULT TO BECOME AN UPSTANDER. AND THEY TALKED ABOUT WHY SOMEBODY WOULDN'T CHOOSE TO DO THAT, BECAUSE MAYBE THEY DIDN'T WANT TO -- THEY HAVE A LACK OF CONFIDENCE. IT'S HARD TO BE AN INDIVIDUAL, ESPECIALLY IF YOU'RE IN MIDDLE SCHOOL.

BUT THEY TALKED ABOUT EVALUATING -- THE IMPORTANCE OF EVALUATING A LEADER WITH COMMON SENSE AND ASKING QUESTIONS LIKE IS THIS KIND, IS THIS THE KIND OF PERSON I WANT TO BE AND REALLY EMPHASIZED THE POWER OF OUR OWN CHOICES, LIKE ON SOCIAL MEDIA, ASKING YOURSELF WHO DO I FOLLOW, WHY DO I FOLLOW THEM, DO THEY REPRESENT MY VALUES, WHO MATTERS TO ME, WHO MAKES ME FEEL LIKE I BELONG. AND FINALLY, THE ONE THAT I THOUGHT WAS SORT OF POWERFUL, YOU KNOW T STUDENT ASK THEMSELVES WHY IF I DON'T TRUST THESE PEOPLE TO SAY SOMETHING NICE ABOUT ME, WHY WOULD I SEEK THEIR ADVICE. IF YOU SEE SOMEBODY SAYING SOMETHING NOT NICE TO SOMEONE ELSE, WHY AM I -- LIKE DON'T TRUST THAT THEY'RE GOING TO NOT SAY SOMETHING NICE ABOUT YOU.

SO I THINK THAT THOSE WERE REALLY IMPORTANT TAKEAWAYS FOR OUR STUDENTS AND ALSO FOR ALL OF US. SO I THANK SONIA KORLU FOR BRINGING ACTUALLY THE BUS TO THE SCHOOL AS OPPOSED TO THE SCHOOL BUS TO THE MUSEUM.

I THINK THAT WAS A GREAT USE OF TIME AND ENERGY.

THAT'S IT FOR ME. THANK YOU.

>> THANK YOU. THERE IS A LOT GOING ON RIGHT NOW. I KNOW ALL OF US TRY TO GET TO A LOT OF EVENTS, AND JUST THINKING ABOUT SOME OF THE THINGS THESE LAST COUPLE OF WEEKS, THE ASPEN WOMEN IN HISTORY PRESENTATION WAS AMAZING, ZOMBIE PROM, TO HIGH SCHOOL, OH MY GOODNESS, THAT WAS FUN. UNIFIED SPORTS.

THE INVENTION CONVENTION FROM A COUPLE OF WEEKS AGO. OH MY GOODNESS, PRINCIPAL FOR HALF DAY. BUT I JUST WANTED TO HIGHLIGHT ONE OF THE EVENTS I WAS ABLE TO GO TO DURING THE 60

[02:45:04]

THE KIDS DID THE DANCE WHERE THE ENTIRE STUDENT BODY IS OUT THERE DANCING TONIGHT DANCE OUT ON THE PLAYGROUND.

IT'S AMAZING. THEY'RE SO AMAZING.

BUT I THINK WHAT I REALLY TOOK AWAY FROM THAT IS JUST THAT THAT REMINDER OF THE OLD WITH THE NEW. WE HAD AS I WALKED IN, THERE WAS A GENTLEMAN COMING IN AND WE STARTED CHATTING.

AND I ASKED HIM OH, DO YOU HAVE A GRANDCHILD HERE? AND HE SAID WELL, NO, I WAS A TEACHER HERE -- I THINK HE SAID FOR 30 YEARS. AND HIS CHILDREN HAD GROWN UP IN THE AREA AND GONE TO A DIFFERENT SCHOOL.

AND HE WAS REALLY HAPPY TO BE THERE TO CELEBRATE THIS REALLY MOMENTOUS OCCASION. AND SO WE CHATTED FOR A BIT. AND HE WENT AND SAT DOWN. AND I STARTED CHATTING WITH ONE OF THE CSA'S THERE AT MADRONA THAT I KNOW.

AND SHE HAD GONE THERE AS A STUDENT. FOR ELEMENTARY SCHOOL. AND I SAID WELL, YOU KNOW THERE IS A TEACHER OVER THERE. AND SHE SAID OH, MY GOSH, I WONDER IF THAT'S ONE OF MY TEACHERS. AND SHE WENT OVER AND INTRODUCED HERSELF. THEY ENDED UP HAVING THIS LONG CONVERSATION BECAUSE HE WAS ONE OF HER TEACHERS.

AND SHE TALKED ABOUT HOW MUCH HE HAD IMPACTED HER. AS AN ELEMENTARY SCHOOL STUDENT, AND JUST HOW MUCH SHE HAD LOVED HIM.

AND THEN THERE WERE OTHER TEACHERS, FORMER TEACHERS THERE. THERE WERE A COUPLE OF FORMER PRINCIPALS. WE HAVE MS. MANDEL WHO IS OF COURSE RETIRING THIS YEAR AND MR. P. WAS THERE, THE NEW INCOMING PRINCIPAL WAS THERE, THE INCOMING PRESIDENT.

IT WAS THE MIX OF THE OLD AND THE NEW, THE REMINDER THAT THINGS WOULD GO ON AND IT

[F. Comments - Superintendent]

AND IT'S DR. MCLAUGHLIN'S TURN.

>> GOOD EVENING. JUST TO BE REALLY QUICK, I'M GOING TO GO ALONG WITH OUR TEACHERS AND OUR SITE ADMINISTRATORS AND SAY SPRING BREAK ISN'T GOING TO COME QUICK ENOUGH. IT'S RIGHT AROUND THE CORNER.

I LOOK AT IT BEING I HAVE FOUR DIFFERENT SPRING BREAKS IN MY HOUSEHOLD AND WE'RE THE LAST ONE.

I'M READY. BUT I ALSO KNOW THAT ONCE WE GET THERE, COMING BACK, IT WILL BE LIKE LIGHTNING- QUICK TO FINISH OUT THE SCHOOL YEAR. THAT WOULD BE MY ONLY COMMENT TONIGHT. IT'S NOT COMING FAST ENOUGH, BUT IT'S AROUND THE CORNER.

[A. Future Board Topics / Activities]

>> OKAY. AND WITH THAT, WE ARE AT ADJOURNMENT. WE DO HAVE OUR FUTURE BOARD TOPICS. ITEM A, DOES ANYBODY HAVE ANY COMMENTS OR ADDITIONS? YES, TRUSTEE GOLDBERG?

>> IN KEEPING WITH THE EARLIER PRESENTATION, I WOULD LIKE TO A YEAR FROM NOW HAVE AN UPDATE ON

MASTERY GRADING. >> CAN WE GET THAT ON THE SCHEDULE? EXCELLENT. SO, OKAY, I WANTED TO JUST COMMENT TOO THAT WE DO HAVE ON THIS LIST FOR FUTURE PRESENTATIONS HERE THE SCHOOL YEAR DISTRICT INFRASTRUCTURE NEEDS WHICH STILL DOESN'T HAVE A DATE.

SO I WOULD JUST LIKE TO SUGGEST THAT MAYBE THAT'S A GOOD TOPIC FOR US TO INCLUDE IN OUR MAY PLANNING SESSION.

JUST I WANTED TO THROW THAT OUT THERE.

RATHER THAN HAVING IT AS A SEPARATE PRESENTATION AT A BOARD MEETING.

MAYBE WE KIND OF WRAP IT INTO THAT.

OKAY.

>> WE'RE LOOKING HAYEK.

>> YOU'RE GOOD WITH THAT? EXCELLENT.

TRUSTEE LIGHT?

>> JUST NOTICING THE LIST ON THE LAST MEETING, TWO ITEMS THAT ARE NO LONG ATTORNEY LIST, THE EQUITY RESOLUTION UPDATE AND THE DEIB UPDATE. JUST ASKING THAN.

>> THAT EQUITY RESOLUTION WILL BE PUT ON ONCE DR.

POWELL AND I FINISH UP WITH SOME REVISIONS.

AND THEN THE DEIP PRESENTATION UPDATE, IT'S REALLY JUST A MATTER OF MOVING THINGS AROUND WITHIN THE PLAN ITSELF.

THERE WAS NO REAL MAJOR UPDATE. SO I WILL SEND A LINK OUT TO THE BOARD WHEN THAT BECOMES AVAILABLE. BUT THERE IS NOTHING REALLY WITHIN THE PLAN THAT'S GOING TO BE UPDATED OTHER THAN MOVEMENT.

ANYTHING ELSE, MR. LOO THAT YOU WOULD LIKE TO ADD TO THAT

COMMENT? >> JUST REALLY BRIEFLY, DR.

JENKINS HAS WORKED WITH THE STARING COMMITTEE OVER THE YEAR TO LIKE REALLY I THINK WE'RE FINE AND STREAMLINE THE CONTENTS OF THE PLAN ITSELF.

WE REDUCED FROM EIGHT GOALS TO SIX.

AND SO AS DR. JENKINS AND I WERE TALKING ABOUT THIS ABOUT TWO DAYS AGO, WE REALLY FELT THERE WEREN'T NEW UPDATES OR ACTIONS.

IT REALLY IS THE SAME ACTIONS WE HAVE IDENTIFIED, BUT JUST A DIFFERENT ORGANIZATION. SO AS DR. MCLAUGHLIN SHARED, OUR PLAN IS HOPEFULLY BEFORE SPRING BREAK TO PROVIDE THE BOARD WITH THE UPDATED PLAN, AND THEN WE'LL PROVIDE A QUICK SUMMARY OF WHAT SOME OF THOSE CHANGES WERE.

CIRCUMSTANCES THANK YOU, AND THANK YOU, TRUSTEE LIGHT

[B. Adjournment]

APPRECIATE IT. AND WITH THAT, I THINK WE ARE MOVING ON TO ADJOURNMENT. WE ARE ADJOURNED AT 8:50 P.M. THANK YOU SO MUCH.

* This transcript was compiled from uncorrected Closed Captioning.