[C. Business Services - Approval of Participation in the Southern California Association of Governments and The County of Ventura Housing Grant - Presented by Chelsee Benté Russell, M.A., Management Analyst Community Development Division]

>> YES. >> I AM A YES. MOTION CARRIES 5-0, PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT. ITEM 3C, EXCUSE

[00:55:02]

ME -- CALIFORNIA ASSOCIATION OF GOVERNMENTS. DO I HAVE A MOTION

ON THIS ITEM? >> PRESIDENT POWELL .

>> YES, TRUSTEE SYLVESTER . >> I'M A WE APPROVE THE SOUTHERN CALIFORNIA ASSOCIATION OF GOVERNMENT , COUNTY OF

VENTURA HOUSING GRANT. >> SECOND .

>> THANK YOU . HAS BEEN MOVED AND SECONDED. I BELIEVE WE HAVE

SOME COMMENT . >> WE HAVE A PRESENTATION.

>> EXCELLENT. >> SOME TIME AGO, THE ADMINISTRATION FOR THE SCHOOL DISTRICT, THROUGH SOME CONVERSATION WITH THE BOARD, AND ATTENDING SOME CONFERENCES, ATTENDED A AFFORDABLE HOUSING CONFERENCE AT THE VENTURA COUNTY BOARD OF HOUSING. THROUGH CONVERSATIONS, WE LEARNED OF POTENTIAL GRANTS OUT THERE FOR THE FEASIBILITY OF HOUSING ON SCHOOL DISTRICT PROPERTY. WITH US HERE TODAY IS CHELSEE BENTE RUSSELL , COMMITTED DEPARTMENT OFFICE OF VENTURA COUNTY EXECUTIVE'S OFFICE AND TRACY MCCULLOUGH, HOUSING SOLUTIONS DIRECTOR, GOING OVER SOME INFORMATION . IDEALLY, THE BOARD WOULD JUST CONSIDER THAT INFORMATION, THEN DECIDE WHETHER TO MOVE FORWARD WITH PARTICIPATING IN THIS GRANT .

>> I WANT TO KNOW, BEFORE WE GET STARTED, A PUBLIC COMMENT ON THIS AGENDA ITEM WE WILL DO AFTER THE PRESENTATION.

>> WONDERFUL. THANK YOU FOR HAVING ME HERE. I AM CHELSEE RUSSELL, COUNTY EXECUTIVE OFFICE WITH TRACY MCAULEY, HOUSINGS DIRECTOR. GOOD EVENING, BOARD, ATTENDANCE, THANK YOU FOR HAVING US. I JUST 1 TO NOTE, REAL QUICK, JUST THE HOUSING AFFORDABILITY OF VENTURA COUNTY, AS MANY FOLKS ARE PROBABLY AWARE, IS VERY DIFFICULT . IT TAKES ABOUT $50 AN HOUR TO AFFORD A 2-BEDROOM APARTMENT. SO, BECAUSE OF THAT, WE HAVE BEEN LOOKING AND ASSESSING OUR PUBLIC LANDS AND HOW WE MIGHT BE ABLE TO MITIGATE THAT AND MAKE IT MORE AFFORDABLE FOR ALL RESIDENTS IN THIS COMMUNITY. NEXT SLIDE, PLEASE. SO, I WANT TO JUST SHARE A LITTLE BIT ABOUT THE GRANT. THIS COMES FROM THE SOUTHERN CALIFORNIA ASSOCIATION OF GOVERNMENTS, WHICH CONSISTS OF 6 COUNTIES, VENTURA COUNTY IS PART OF THAT, LEADING IMPERIAL, RIVERSIDE, ORANGE, SAN BERNARDINO, AND LOS ANGELES, AND I'M GOING TO ACRONYM IT -- RIGHT HERE -- SKAG, RECEIVED $249 IN REGIONAL EARLY ACTION PLANNING GRANTS FROM THE CALIFORNIA HOUSING DEPARTMENT OF HOUSING COMMUNITY DEVELOPMENT.

IN 2023, SKAG RELEASED A PILOT GRANT CALLED THE HOUSING AND SO ON PUBLIC AND PRIVATE LANDS , AND THIS IS A ONE-DAY PROGRAM, REALLY TO ASSESS THESE PUBLICLY OWNED LANDS, AND TO CONSIDER THEM FOR THE DEVELOPMENT OF AFFORDABLE HOUSING, BECAUSE WE KNOW LAND IS VERY EXPENSIVE IN CALIFORNIA. SO, THE COUNTY, WE LEAD EFFORTS TO APPLY FOR THIS HIP, GRANT IN 2023 IN COLLABORATION WITH CITIES ACROSS THE REGION . WITH THE INTENT TO DO THIS AS A REGIONAL APPROACH TO ADDRESS AFFORDABILITY IN OUR AREA. WE WERE AWARDED $766,500 AND TECHNICAL ASSISTANCE , AND THIS GRANT IS REALLY TO LOOK AT FEASIBILITY STUDIES, MARKET VISIBILITY, SITE READINESS, FINANCIAL

>> SO IT IS KIND OF THE WHOLE THING. THANK YOU. WE HAD A LITTLE BIT OF A PAUSE FOR LOCAL EDUCATIONAL AGENCIES TO DEVELOP HOUSING ON THEIR SCHOOL DISTRICT LANDS. IT WILL FOR RECRUITMENT AND RETENTION OF STAFF. SO IN 2024, VENTURA OFFICE OF COUNTY EDUCATION, WE HELD A SYMPOSIUM. WE INVITED ALL SCHOOL DISTRICTS ACROSS THE COUNTY TO TALK ABOUT 2295 AND HOW WE MIGHT BE ABLE TO START THINKING ABOUT HOW WE MIGHT DEVELOP AFFORDABLE HOUSING ON SCHOOL DISTRICT LAND. FOLLOWING THAT WE HAD ADDITIONAL MEETINGS WITH SCHOOL DISTRICTS AND FURTHER DISCUSSION. IN THE MEANTIME, THAT GRANT GOT APPROVED, NOTIFY WE WERE AWARDED. WE FEARED THIS WAS A GREAT OPPORTUNITY TO KIND OF INCORPORATE THE TWO. AND BRING SCHOOL DISTRICTS IN THE FOLD OF THIS GRANT AS WELL. SO, MY SLIDE DID NOT CARRYOVER ON SOME OF THIS. I DO WANT TO TOUCH ON SOME OF THE BENEFITS OF WORKFORCE HOUSING. I CAN SPEAK PERSONALLY, ACTUALLY. BECAUSE I AM AN EDUCATOR I LIVE BEHIND CHANNEL ISLANDS. THEY DID WORKFORCE HOUSING. THE BENEFITS IT HAS AROUND TEACHER AND STAFF RETENTION IS SIGNIFICANT. MY

[01:00:01]

NEIGHBORS ARE EMPLOYEES AT THE UNIVERSITY, FORMER EMPLOYEES WORKING IN PUBLIC SERVICE, WORKING THESE TYPES OF ROLES AND ARE REALLY CARE TO BENEFIT IN OUR COMMUNITY. TO HELP STABILIZE STUDENT ENROLLMENT. IT USES THE UNDERUTILIZED LAND EFFICIENTLY AND EFFECTIVELY. IT IS A GREAT RECRUITMENT TOOL. KNOWING THE COST AND HOW HIGH IT IS TO LIVE IN THIS COMMUNITY AND TRY TO BRING IN HIGH-QUALITY TALENT, THIS IS A GREAT TOOL FOR FOLKS.

IT ALSO BUILDS CROSS SECTOR PARTNERSHIPS. WE DID NOT REALLY EXPECT -- WHEN I WAS AT THE COUNTY THREE YEARS AGO, THIS WAS NOT ABOUT THE DISCUSSION. I TALKED WITH SCHOOL DISTRICT BUT HOW WE CAN ENCOURAGE AFFORDABLE HOUSING. HERE WE ARE TODAY.

KNOWING THAT WE HAVE -- WITHIN THE WHOLE STATE, REALLY. THE POTENTIAL FOR LONG-TERM REVENUE. IT ENCOURAGES SMART GROWTH AND SUSTAINABILITY. IT ALSO BUILDS COMMUNITY. I THINK THAT IS ONE OF THE THINGS THAT WE DON'T TALK ABOUT A LOT. HOW MUCH IT DOES CREATE A COMMUNITY FOR THE SCHOOL, FOR THE FOLKS THAT LIVE THERE. I KNOW FOR MY NEIGHBORS, IT IS A GREAT THING. NEXT SLIDE, PLEASE. FOR THE NEXT STEPS WITH THIS GRANT, SCAG, ASSUMING THAT WE ARE PART OF THIS, SCAG WILL RELEASE A PROPOSAL TO ESTABLISH A POOL OF CONSULTANTS TO CONDUCT STUDIES AND THEN THOSE STUDIES WILL COMMENCE BY THOSE CONSULTANTS. THE FUNDS HAVE TO BE EXPENDED BY JUNE 30TH, 2026. THE OUTCOMES OF THE STUDIES WILL BE SHARED. TO EACH JURISDICTION THAT IS A PART OF THIS. WE WOULD THEN RETURN TO THE BOARD FOR A VOTE FOR A RECEIVING FILE AND TO POSSIBLY DEEM NEXT ACTIONS, WHATEVER SEEMS APPROPRIATE FOR THE BOARD. NEXT SLIDE. I WILL HIGHLIGHT THE PARTICIPATING JURISDICTIONS THAT ARE INVOLVED IN THIS. THIS MIGHT BE A LITTLE BIT SMALL. WE HAVE VENTURA UNIFIED SCHOOL DISTRICT, THE CITY OF SAN APOLLO, THE CITY HAS TWO SIDES AS WELL IN THIS WHOLE ENDEAVOR. AND BY THIS WHOLE DISTRICT AS WELL. THAT CONCLUDES MY PRESENTATION. I WANT TO NOTE -- IT IS NICE TO BE BACK IN THE COMMUNITY. AND BE BACK. I WAS JUST DOWN THE STREET AT MY PARENTS HOUSE EARLIER. THANK YOU.

>> I KNOW WE PROBABLY HAVE SOME QUESTIONS. I DO WANT TO GIVE OUR PUBLIC COMMENT OR A CHANCE TO SHARE THEIR COMMENTS. IF WE HAVE CAROL SHELTON COME IN AND PROVIDE A PUBLIC COMMENT.

>> GOOD EVENING. MY NAME IS CAROL SHELTON AND I SERVE AS THE VICE PRESIDENT OF THE BOARD FOR THE AUTISM SOCIETY OF VENTURA COUNTY. I AM AN ACTIVE MEMBER OF OUR ADVOCACY COMMITTEE. WE HAVE BEEN WATCHING THIS VERY CLOSELY IN OUR COMMUNITY. OUR ADVOCACY COMMITTEE IS OF AUTISTIC INDIVIDUALS THROUGHOUT VENTURA COUNTY THIRD PASSIONATE ABOUT MAKING VENTURA COUNTY A BETTER PLACE TO LIVE FOR THOSE WITH AUTISM AND THEIR FAMILIES. I AM HERE TONIGHT TO PROVIDE PUBLIC COMMENT ON ITEM 3C ONE OF ASVCS PRIORITIES IS COMMUNITY LIVING IN HOUSING. ENSURING THAT THOSE WITH AUTISM HAVE ACCESS TO HIGHER QUALITY EDUCATION.

PASSIONATE PARA-EDUCATORS AND SUPPORT STAFF. STABLE AND ACCESSIBLE HOUSING IS FOUNDATIONAL TO BUILDING INCLUSIVE COMMUNITIES WHERE RESIDENTS CAN DRIVE. THE DATA IS CLEAR AND VENTURA LACK OF AFFORDABLE HOUSING IS A SIGNIFICANT FACTOR IMPACTING THE ABILITY TO RECRUIT AND SUSTAIN OUR WORKFORCE. THE COST OF THE SHORTFALLS IS IMMEASURABLE.

WEATHER ELECTS TO ALLOW THIS AFFORDABLE HOUSING PROJECT OR TO MAKE IT AVAILABLE TO THE BROADER COMMUNITY WILL EXPRESS OUR STRONG SUPPORT. CVSD'S INITIATIVE HAS THE ABILITY TO CHANGE LIVES. THE LACK OF AFFORDABLE HOUSING. TO LEARN MORE ABOUT OUR INITIATIVES AND OUR ADVOCACY COMMITTEE PLEASE REACH OUT TO US AT ADVOCACY AT AUTISM VENTURA.COM. THANK YOU SO MUCH FOR YOUR TIME. TO THANK YOU FOR YOUR COMMENT, MS. SHELTON.

WE HAVE A CHANCE FOR ANY QUESTIONS FROM THE BOARD TO MS. RUSSELL, DO WE HAVE ANY QUESTIONS?

>> I WOULD HAVE TO CONCUR, AFFORDABLE HOUSING IS A

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TREMENDOUS ISSUE. IT WOULD NOT HELPED US WITH OUR WORKFORCE BUT HOPEFULLY. SOME FAMILIES WITH CHILDREN AT THE LOW ENROLLMENT.

I WILL HAVE LOTS OF QUESTIONS AFTER JUNE, 2026 WHERE WE MIGHT HAVE IDENTIFIED PROPERTIES. AT THIS TIME, I SEE NO DOWNSIDE IN

MOVING FORWARD. >> GO AHEAD, TRUSTEE GILL.

>> I APPRECIATE THE REGIONAL APPROACH BECAUSE THIS IS DEFINITELY A REGIONAL PROBLEM. LOOKING AT OPPORTUNITIES COUNTYWIDE WOULD PROVIDE BENEFITS TO US. LIKE TRUSTEE SYLVESTER, I SEE NO PROBLEM WITH CONTINUING WITH THIS.

>> I WANTED TO ASK, SO, I THINK IT SAID IN SOME OF THE LITERATURE THAT YOU READ THAT YOU WOULD CHOOSE 3-4 SITES FOR THE JURISDICTION TO BE DEVELOPED. WE COULD GO THROUGH THIS, MAYBE THERE IS FEASIBILITY, MAYBE THERE IS NOT.

OR MAYBE THERE IS, BUT NOT ONE OF THE SITES SELECTED. THAT COULD BE A POTENTIAL BEER THEN WE CAN MAKE DECISIONS BASED ON THE DATA THAT CAME FROM THESE FEASIBILITY STUDIES. IF WE WANT TO FIGURE OUT SOMEHOW TO PURSUE?

>> THE COMMITMENT NOW IS TO EXPLORE FEASIBILITY OF THE POSSIBILITY, IF IT WOULD WORK. YOU KNOW, ALL OF THE PROFESSIONALS ASSOCIATED WITH IT BEFORE WE EVEN MOVE FORWARD AND WE WOULD COME BACK SOME TIME IDEALLY IN THE FUTURE WITH THE RESULT OF THOSE SURVEYS AND DECIDE WHETHER OR NOT TO MOVE FORWARD, ONE SIDE, THREE SITES, ZERO SITES, WHATEVER IT IS LATER

ON. >> HAVE YOU ALREADY IDENTIFIED

CERTAIN SITES? >> WE HAVEN'T. WE HAVE THE ONE PIECE OF ROBERT E HERE ON JAMES ROAD NEXT DOOR TO US. A VACANT PIECE OF LAND THAT WE ARE NOT USING. WE ARE JUST DOING ONE RIGHT NOW. THE EMAIL THE PROPERTY WE HAVE THAT IS CURRENTLY GOING TO BE VACANT, WE HAVE IT FOR POTENTIAL LEASE, THE EVENING STAR PROPERTY ON THE WESTSIDE. THOSE ARE THE ONLY TWO RIGHT NOW. CURRENTLY NOT IN USE.

>> THANK YOU. >> OR ABOUT TO BE NOT USED

POTENTIALLY. >> I'M NOT SURE WHICH WAY I SHOULD LOOK TO ADDRESS THIS QUESTION. SO BY THE REGIONAL APPROACH, WE ARE NOT JUST NECESSARILY IDENTIFYING PROPERTIES THAT WE COULD USE FOR CAMEJO EDUCATORS. WE COULD DO

SOMETHING IN OXFORD. >> EACH OF THOSE PARTICIPATING JURISDICTIONS ARE KIND OF LOOKING AT THEIR OWN PROPERTIES AND WHAT THEY HAVE. NOW, UNDER AB 2295, ASSUMING THAT IT GOES THAT DIRECTION, IF THEY ARE UNABLE TO FILL UNITS OF HOUSING FOR THEIR SPECIFIC DISTRICT , THEY CAN OPEN IT TO THE NEXT LEVEL WHICH WOULD BE EDUCATORS ACROSS THE COUNTY. WHEN WE LOOK AT IT REGIONALLY AS THE COUNTY, HOW CAN WE INCREASE HOUSING OVERALL FOR THE REGION. THAT IS THE INSIDE AND I WANTED TO ENCOURAGE OTHER JURISDICTIONS TO BE A PART OF THIS EXPERIENCE.

SO, WE WOULD NOT SPECIFICALLY BE BE OXFORD OR VENTURA UNIFIED OPENS UP AND STAFF GO THERE SPECIFICALLY UNLESS THEY HAD OPEN UNITS THAT WOULD BE AVAILABLE. WE ARE APPROACHING IT MORE AS A HOLISTIC THING, IF THAT MAKES SENSE.

>> USING AN EXAMPLE, YOU ARE SAYING, VENTURA EDUCATORS WOULD GET HIGHER PRIORITY IN VENTURA AND THE TWO PROPERTIES YOU MENTIONED, THREE PROPERTIES, SET VENTURA EDUCATORS GET A HIGHER

PRIORITY THERE? >> YES.

>> DID HAVE A QUESTION? >> SO THIS IS BUILDING OFF AB 2295, THERE ARE A FEW BILLS IN THE ASSEMBLY THIS YEAR . GOING MORE IN DEPTH IN THIS TOPIC. IT SEEMS LIKE THEY ARE SUPPORTING THE INITIATIVE IN MAKING IT EASIER TO VERIFY AS WE MOVE FORWARD. TO BE APPROVED. WE HAD ADDITIONAL DIFFICULTIES OR WITH THAT HELP SUPPORT IN THE PROCESS?

>> IF YOU HAVE DONE YOUR HOMEWORK, TRULY AND HONESTLY I HAVE NOT. I'M NOT AWARE OF THOSE SENATE BILLS. ARE YOU, TRACY? WE WILL HAVE TO CIRCLE BACK AND DO SOME HOMEWORK ON THAT. IDEALLY, IT WOULD STREAMLINE THINGS WITHOUT BE THE HOPE AND THE PUSH BY THE STATE, TO STREAMLINE STUFF AND HOPEFULLY NOT HAVE CONFLICTS. WE CAN WORK THROUGH THAT IF THAT WERE THE CASE. THANKS FOR THE TEST.

>> HE IS A LANCER, SO, JUST TO LET YOU KNOW.

[01:10:01]

>> WE ARE TROUBLE, AREN'T WE? >> WE HAVE 19 DISTRICTS IN OUR COUNTY. OUR OTHER DISTRICTS ARE SCHEDULED TO HAVE USE COME SPEAK. I'M CURIOUS WHAT THE PROGRESS IS WITH OTHER SCHOOL DISTRICTS AND MAKING ANY OTHER DECISIONS ON THIS STUFF?

>> I KNOW THAT VENTURA UNIFIED, THEY HAVE A NUMBER OF PROPERTIES AND THEY ARE MOVING FORWARD ON A COUPLE FOR PROPOSAL TO LOOK AT SOME OF THEIR IDENTIFIED PROPERTIES. THEY JOIN ON FOR TWO ADDITIONAL PROPERTIES THAT THEY HAVE AND OJAI HAS MOVED FORWARD WITH SOME OF THEIR FEASIBILITY STUDIES THEY ARE LOOKING AT.

THEY ARE GOING TO BE PART OF THIS AS WELL. THE OTHER DISTRICTS, WE INVITED BOTH. THIS IS GREAT, WE LOVE TO WORK WITH THE THREE, AND WE WOULD WORK WITH ALL 19 IF WE COULD.

>> ANY OTHER QUESTIONS? >> OKAY. LET'S MOVE TO A VOTE

ON THE MOTION. TRUSTEE LIGHT? >> YES.

>> TRUSTEE SYLVESTER? >> YES.

>> TRUSTEE GORBACK? >> YES.

[4. ACTION ITEMS – CONSENT]

>> THANK YOU SO MUCH. WE ARE MOVING ONTO OUR CONSENT AGENDA.

DO I HAVE A MOTION? >> I MOVE THAT WE APPROVE THE

CONSENT AGENDA AS SUBMITTED. >> THANK YOU.

>> SECOND. >> IT HAS BEEN MOVED AND SECONDED. ANY DISCUSSION? SEEING NONE, WE WILL VOTE.

CALLED ] >> IMA YES, MOTION CARRIES FIVE MINUS YEAR WITH A PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT. NOW

[A. Instructional and Student Services - Presentation: Title IX Overview, Reporting and Actions Taken]

WE ARE NOW MOVING ONTO ITEM 5A. AND BEFORE WE DO, WE HAVE COMMENTS, OKAY. THANK YOU. BEFORE I HAND IT OVER, I DID WANT TO MAKE A COUPLE OF COMMENTS ON THIS ITEM. JUST TO GIVE A LITTLE BIT OF CONTEXT , THIS AGENDA ITEM WAS REQUESTED IN OUR OFFICE MEETING WHICH WAS APRIL 16TH. AND THERE WERE PUBLIC COMMENTS AT THAT MEETING THAT RAISED SOME CONCERNS AROUND A RECENT TITLE IX INVESTIGATION AND SOME OTHER CONCERNS. AND WE HAD HAD ONE PUBLIC COMMENT AT THE MEETING BEFORE ON APRIL 2ND ON THIS TOPIC. TYPICALLY WHEN A TOPIC GETS REQUESTED BY THE BOARD IT DOES NOT COME BACK VERY QUICKLY. DUE TO THE IMPORTANCE OF THIS TOPIC AND THE SERIOUS CONCERNS THAT WE HAVE HEARD, STAFF WORKED TO GET THIS READY BY TONIGHT, I'M APPRECIATIVE THAT WE HAVE THIS CHANCE TO LEARN MORE AND HAVE SOME DISCUSSION AS A BOARD. AND I JUST WANT TO REMIND OUR COMMUNITY, A COUPLE OF OUR PROTOCOLS, BOARD GOVERNANCE PROTOCOLS, WE ARE COVERED BY THE BROWN ACT. OUR MEETINGS HAVE TO BE OPEN TO THE PUBLIC. SOMETIMES IT FEELS LIKE THINGS MOVE SLOW.

THE FIVE OF US HAD NOT HAVE A CHANCE TO HAVE ANY DISCUSSION ON TOPICS SINCE OUR LAST MEETING APRIL 16TH. THAT IS THE WAY THAT OUR REQUIREMENTS WORK. AND SOMETIMES THINGS DO FEEL SLOW.

FINALLY, ALSO, I WANTED TO COMMENT THAT ONE OF OUR DUTIES AS TRUSTEES WAS TO CREATE AND UPDATE POLICY WHICH GOVERNS THE WORK OF THE DISTRICT AND WE ARE REGULARLY REVIEWING AND UPDATING THESE POLICIES. I THINK TONIGHT'S DISCUSSION WILL GIVE US THAT OPPORTUNITY TO DIG A LITTLE DEEPER IN THE POLICY AND ALLOW US TO DETERMINE WHETHER SOME ADJUSTMENTS ARE NEEDED. SO, WE ARE GOING TO BE RECEIVING THE PRESENTATION FIRST AND THEN DO PUBLIC COMMENTS AND THEN AFTER PUBLIC COMMENTS, WE'LL HAVE A CHANCE FOR BOARD OF EDUCATION QUESTIONS AND DISCUSSION. SO,

THE FLOOR IS YOURS. >> THANK YOU FOR THOSE WORDS.

BEFORE WE DO BEGIN OUR PRESENTATION, I REALLY WANTED TO ACKNOWLEDGE THE SICK STUDENT SPEAKERS THAT SPOKE UP AT THE PRIOR BOARD OF EDUCATION MEETING. AS WELL AS THOSE THAT HAVE SPOKEN TODAY AND WILL BE ABLE TO SPEAK AFTER OUR PRESENTATION. IT CERTAINLY TAKES A LOT OF COURAGE FOR ANYONE, AND PARTICULARLY A STUDENT. IN THIS BIG PUBLIC FORUM. SO I WANTED TO

[01:15:06]

CERTAINLY ACKNOWLEDGE THOSE IMPORTANT VOICES. AS WE SHARED A LITTLE BIT BEFORE, AS OUR PRIOR BOARD OF EDUCATION MEETING WAS CONCLUDING ON APRIL 16, THE BOARD OF EDUCATION DID REQUEST A FUTURE ITEM BE PLACED ON THE PUBLIC AGENDA REGARDING THE TOPIC OF TITLE IX. THE RESPONSE TO TONIGHT'S AGENDA ACTUALLY INCLUDES MANY PARTS THAT I JUST WANT TO QUICKLY EXPLAIN. ONE PART IS A PRESENTATION WHICH WE EACH WILL PROVIDE TO THE BOARD OF EDUCATION AND TO THE PUBLIC. WITH THE HOPE OF PROVIDING ADDITIONAL INFORMATION, OF COURSE. AS WELL AS JUST WANTING CLARITY. WE ALSO INCLUDED ON THE PUBLIC AGENDA, CVUSD'S 5.4.7 ONE WHICH REFLECTS THE CURRENT TITLE IX RESOLUTION ENTITLED RESOLUTION ADDRESSING TITLE IX INVESTIGATIONS AND PRACTICES WHICH WAS SPEARHEADED BY OUR SUPERINTENDENT AND REFLECTS FEEDBACK FROM THOSE WHO SPOKE OUT AT THE PRIOR BOARD OF EDUCATION MEETING. WE HAVE INCLUDED ON TONIGHT'S AGENDA ITEM IN QUESTION AND ANSWER DOCUMENT ENTITLED TITLE IX COMPLAINT AND REPORTING FEATURES IN CVUSD. THIS IS A DOCUMENT THAT WAS RECENTLY CREATED AND DISTRIBUTED TO STUDENTS, STAFF, AND FAMILY AND ALL OF THE HIGH SCHOOLS IN CVUSD. WITH THAT, WE ARE JOINED BY PAMELA TOWNSEND. SHE IS AN ATTORNEY AND SHAREHOLDER WITH THE LAW FIRM -- YOU WILL BE PROVIDING AN OVERVIEW PORTIONS TODAY. AND I WILL BE SPEAKING BRIEFLY ABOUT REPORTING OPTIONS THAT WE HAVE AVAILABLE IN CVUSD AND THEN A BRIEF SYNOPSIS OF THE ACTIONS TAKEN SINCE OUR PRIOR BOARD OF EDUCATION MEETING. WITH THAT, I WILL HAND OVER TO PAMELA.

>> ALL RIGHT, GOOD EVENING, EVERYONE. I APPRECIATE THE OPPORTUNITY TO BE HERE. AS KEN MENTIONED, I'M OUT OF THE SAN DIEGO OFFICE. I'VE BEEN THERE ABOUT 12 YEARS. I SPECIALIZE IN STUDENT ISSUES. SPECIFICALLY TITLE IX AS IT HAS BECOME A FOCUS SINCE 2020. BRING DISTRICTS INTO COMPLIANCE WITH THE REGULATIONS THAT HAVE BEEN ISSUED FEDERALLY AND WHAT HAS HAPPENED THERE. I APPRECIATE THE OPPORTUNITY TO GIVE YOU ALL AN OVERVIEW OF THAT PROCESS. I KNOW WHAT THE REQUIREMENTS ARE, WHAT THE PROCESS LOOKS LIKE AND WHAT OUR OBLIGATIONS ARE WITH THEM.

WE PUT TOGETHER A FEW SLIDES FOR REFERENCE AS FAR AS WHAT WE WANT TO GO OVER TODAY. KENNETH, CAN WE HAVE THE NEXT SLIDE? SO, REALLY QUICKLY, GOING BACK, THERE IS DISCUSSION ABOUT TITLE IX. IT IS ALWAYS HELPFUL FROM WHERE I SAID TO LOOK BACK AT WHAT THE LAW ACTUALLY SAYS. AND WHAT WE ARE TRYING TO ACCOMPLISH WITHIN IT. WHAT THE DISTRICT'S OBLIGATIONS ARE IN LIGHT OF FEDERAL REQUIREMENTS, WE HAVE QUITE A FEW STATE LAWS THAT OVERLAP AND ARE MORE EXPANSIVE IN THE REQUIREMENTS IN TITLE IX.

ONE DOES TITLE IX APPLY? WHAT IS CALLED THE GRIEVANCE PROCESS WHICH IS, WHAT IS THE PROCESS WHEN WE RECEIVE A TITLE IX COMPLAINT, WHAT ARE THE DIFFERENT COMPONENTS? AND HOW DO WE MOVE THROUGH THE INVESTIGATION AND DECISION PROCESS? THERE ARE PEEL PROCESSES. A COUPLE OF THEM, SPECIFICALLY FOR TITLE IX AND WE WILL WALK THROUGH THOSE. AND SOME OF THE TRAINING THAT HAS BEEN RECEIVED BY ALL OF THE ADMINISTRATORS AND ALSO SOME DISCUSSION ABOUT THE UNIFORMED COMPLAINT PROCEDURES WHICH MANY PEOPLE WOULD ALREADY BE FAMILIAR WITH. IT IS A STATE OPERATION, THE UNIFORM PROCEDURES WHILE TITLE IX IS THE FEDERAL LAW. THERE IS SOME OVERLAP AND CONSISTENCIES AND SOME DIFFERENCES. WE WILL TALK ABOUT THAT AND THEN OF COURSE, OTHER REPORTING RIGHTS THAT EXIST FOR ANY INDIVIDUAL THAT MAY BE A VICTIM OF HARASSMENT WERE SOLD AS WE GO THROUGH THIS. GOING BACK TO THE QUITE SIMPLE LAW THAT IS IN PLACE FEDERALLY. WE HAVE STATE LAWS THAT ECHO THIS AND EXPAND IT. THIS IS THE ENTIRETY OF THE TITLE IX LAW. IT IS REALLY SHORT. WITH THE INTENT OF IT IS, THAT NO PERSON ON THE BASIS OF SEX CANNOT PARTICIPATE IN AN EDUCATION OR PROGRAM OR ACTIVITY. AS YOU MAY HAVE SEEN IN THE NEWS AND ARE FAMILIAR WITH THROUGH HEARING ABOUT TITLE IX IN THE LAST SEVERAL YEARS, THERE'VE BEEN SEVERAL REGULATIONS. THIS IS THE LAW ITSELF AND THE FEDERAL GOVERNMENT ALSO PUTS REGULATIONS INTO PLACE THAT SAYS, THIS IS WHAT WE ARE TRYING TO ACCOMPLISH. HERE IS HOW WE WANT YOU TO ACCOMPLISH IT. THE REGULATIONS ARE WHAT HAVE COME INTO THE FOREFRONT, LIKE I SAID,

[01:20:05]

SINCE ABOUT 2020 AND PROVIDE MORE SPECIFICITY AS TO WHAT IT MEANS TO MAKE SURE THAT WE ARE COMPLYING WITH TITLE IX. WHAT IS OUR PROCESS WHEN AN ISSUE LIKE THIS ARISES AND HOW DO WE ENSURE DUE PROCESS. THE BIG FOCUS OF THE LIMITATION OF THESE HAVE BEEN DUE PROCESS. WE HAVE UNIFORMED COMPLAINT PROCEDURES THAT PROVIDES AN INVESTIGATION AND DECISION PROCESS SIMILAR TO TITLE IX BUT NOT EVERY STATE HAS THAT, NOT EVERY STATE IS IMPLEMENTING THAT. WITHIN 1009 THERE ARE DUE PROCESS PROTECTIONS THAT HAVE BEEN PUT IN PLACE DUE TO RELATE REGULATION SPECIFIC TO THAT. JUST AS AN OVERVIEW OF HOW THIS COMES INTO PLAY, TITLE IX IS ENFORCED BY THE U.S. DEPARTMENT OF EDUCATION, THE OFFICE OF CIVIL RIGHTS, THEY PROVIDE OVERSIGHT, COMPLAINTS CAN BE FILED WITH THE OFFICE OF CIVIL RIGHTS. IF VIOLATIONS ARE FOUND, THERE CAN BE A LOSS OF FEDERAL FUNDS IN THE DISTRICT. LIKE I SAID, THEY ARE IMPLEMENTING REGULATIONS UNDER TITLE IX THAT DEAL WITH SEX EQUITY IN SPORTS PROGRAMS AND PROHIBIT 80 DISCRIMINATION ON THE BASIS OF SEX. THE PROBATION ON THE BASIS OF SEX. THERE IS A SEPARATE REGULATION FOR SPORTS PROGRAMS. SO FOR A LITTLE CONTEXT, AS I MENTIONED, IN 2020, THAT WAS THE FIRST TIME THAT THERE WAS A MAJOR OVERHAUL CREATING REALLY SPECIFIC REGULATIONS FOR TITLE IX. AS THEY CAME FROM, BECAUSE IT IS FEDERAL, IT CAME FROM THE FEDERAL ADMINISTRATION AND WHEN THAT ADMINISTRATION CHANGED IN 2020, AFTER THERE WERE CHANGES TO THE INITIAL REGULATIONS AND THEN AS OF 2024 THERE WAS A NEW SET OF REGULATIONS AND THOSE OF YOU THAT HAVE BEEN FOLLOWING THIS AND SEEING HEADLINES IN THE NEWS, WHEN THOSE WENT INTO EFFECT AUGUST 1ST, 2024, THEY WERE STRUCK DOWN SHORTLY THEREAFTER IN JANUARY. THE NEW ADMINISTRATION CHANGED AGAIN. WE ARE OPERATING UNDER THE 2020 REGULATIONS, JUST FOR CONTEXT OF THAT, THE MAIN AGREEMENT IS THAT THE 2024 REGULATIONS EXPANDED WHAT IT MEANS TO DISCRIMINATE ON THE BASIS OF SEX TO INCLUDE GENDER IDENTITY, STEREOTYPES AND THAT EXPANSION OF WHAT IT MEANT TO DISCRIMINATE ON THE BASIS OF SEX WAS CHALLENGED IN THE UNITED STATES AND STRUCK DOWN THROUGHOUT THE NATION. THAT BEING SAID, AGAIN, WE ARE IN CALIFORNIA. WE HAVE EDUCATION CODE 220 THAT AFFIRMS THAT IN CALIFORNIA, WE DO NOT DISCRIMINATE ON THE CASE, WE JUST USE A DIFFERENT PROCESS. SO, CALL IT THE GRIEVANCE PROCESS BECAUSE THAT IS HOW IT IS REFERRED TO FEDERALLY. THESE ARE THE MAIN COMPONENTS OF IT. FOR THE DISTRICT AND ANY EDUCATIONAL PROGRAM RECEIVING FEDERAL FUNDING, THE DISTRICT MUST HAVE ACTUAL KNOWLEDGE. THEY MUST RECEIVE A FORMAL COMPLAINT.

THE ALLEGATIONS MUST MEET THE DEFINITION OF SEXUAL HARASSMENT UNDER TITLE IX. THERE IS AN ANALYSIS OF WHETHER OR NOT THE ALLEGATION DOES MEET THAT ALLEGATION AND IF IT DOES NOT WE HAVE TO DISMISS IT UNDER TITLE IX. THAT DOES NOT MEAN WE DO NOT INVESTIGATE OR ADDRESS IT, WE JUST WOULD USE A DIFFERENT PROCESS. TITLE IX IS VERY STRICT TO WHAT IT APPLIES TO. IF IT DOES GO FORWARD WITH A TITLE IX INVESTIGATION IT HAS MULTIPLE PIECES OF THE PROCESS. SPECIFICALLY DIFFERENT INDIVIDUALS WERE IDENTIFIED THROUGHOUT THE PROCESS AS FILLING DIFFERENT ROLES. THERE IS A TITLE IX COORDINATOR THAT EVERY DISTRICT HAS, THERE IS AN INVESTIGATOR THAT CAN ALSO BE THE TITLE IX COORDINATOR AND THAT IS SEPARATE FROM THE DECISION-MAKER. SEPARATE FROM THE DECISION-MAKER IF THERE IS AN APPEAL, THERE IS ANOTHER DECISION-MAKER AND IN MOST CASES, THERE IS AN OPTION FOR INFORMAL RESOLUTION. ALL OF THESE INDIVIDUALS THAT PARTICIPATE IN THE PROCESS HAVE TO BE TRAINED ON THE TITLE IX REGULATIONS. THIS IS A VERY CONDENSED VERSION OF A PIECE OF THAT TRAINING. IT IS LIKE A THREE-HOUR TRAINING METHOD. THAT THEY GO THROUGH MINIMUM TO BE INFORMED ON THEIR PROCESS AND THEY WERE. ONCE THE INVESTIGATION WAS FOR THERE IS WRITTEN NOTICE OF THE ALLEGATION THAT GOES TO THE COMPLAINING PARTY AND RESPONDING. THERE IS A TWO-STEP EVIDENCE INSPECTION PROCESS AND ALL EVIDENCE IS SHARED WITH BOTH PARTIES AS A COMPONENT OF THE TITLE IX

[01:25:03]

PROCESS. YOU WILL NOTICE WITH THIS PROCESS, WITHIN THE INVESTIGATION AND DECISION PROCESS ITSELF, THERE IS A LOT LESS CONFIDENTIALITY THAN WE WOULD TYPICALLY SEE FOR THESE TYPES OF SENSITIVE ISSUES. THAT IS SOMETHING THAT EVERYONE IS AWARE OF AS THEY GO THROUGH IT. AFTER ALL THE EVIDENCE IS SHARED, THE INVESTIGATION REPORT IS ALSO SHARED WITH BOTH PARTIES. THERE ARE OPPORTUNITIES TO SUPPORT WRITTEN QUESTIONS BACK AND FORTH AND THERE IS DETERMINATION OF RESPONSIBILITY AND A PROCESS FROM THERE. THIS IS A BROAD OVERVIEW OF THE ENTIRE PROCESS. SO WHAT IT MEANS TO HAVE ACTUAL KNOWLEDGE , IS THAT THE TITLE IX COORDINATOR OR AS IT SAYS HERE ANY EMPLOYEE OR OFFICIAL , THEY CAN RECEIVE REPORTS OR OBSERVE. THAT CAN CONSTITUTE ACTUAL KNOWLEDGE. THE OBLIGATION THERE, IS THAT WE OFFER SUPPORTIVE MEASURES TO THE COMPLAINT DIDN'T BEFORE ANY DETERMINATION IS MADE, THE DISTRICT CAN OFFER MEASURES TO A COMPLAINING PARTY. AND INFORMATION REGARDING HOW TO FILE A FORMAL COMPLAINT. ACTUAL KNOWLEDGE DOES NOT MEAN THAT THE DISTRICT IMMEDIATELY MOVE FORWARD WITH THIS PROCESS. WE WANT TO FIRST COMMUNICATE WITH THE COMPLAINING PARTY ABOUT THEIR RIGHTS AND TALK TO THEM ABOUT HOW THEY WANT TO PROCEED.

AS FAR AS SUPPORTIVE MEASURES, THEY ARE NONDISCIPLINARY AND ARE ADDRESSED TO THE COMPLAINING PARTY. DESIGNED TO RESTORE AND PRESERVE EQUAL ACCESS TO THE EDUCATION PROGRAM OR ACTIVITY.

THEY ARE SUPPOSED TO PROTECT THE SAFETY OF ALL THE PARTIES IN THE EDUCATIONAL ENVIRONMENT. THAT IS SOMETHING THE TITLE IX COORDINATOR WILL BE RESPONSIBLE FOR REPORTING. IT CAN INCLUDE COUNSELING, EXTENSIONS OF DEADLINES, MIGRATION OF WORK OR CLASS SCHEDULES. ESCORT SERVICES OR INCREASED SECURITY AND MONITORING. THOSE ARE THE TYPES OF KIND OF INITIAL SUPPORT MEASURES THAT CAN BE PUT IN PLACE REGARDLESS OF WHETHER A FORMAL COMPLAINT IS FILED BUT WHEN WE HAVE KNOWLEDGE THAT THERE IS SOMETHING THAT MAY COME WITHIN TITLE IX, SOMETHING THE DISTRICT CAN OFFER. EVEN IF A COMPLAINT AND DOESN'T MOVE FORWARD WITH A TITLE IX COMPLAINT OR ANY COMPLAINT, THOUGH SUPPORTIVE MEASURES CAN BE MADE AVAILABLE. FOR TITLE IX, LIKE I MENTIONED, IT IS A VERY STRICT REQUIREMENT FOR WHAT COMES WITHIN THIS PROCESS. IT HAS TO BE, THE FORMAL COMPLAINT HAS TO HAVE ALL OF THESE PIECES. INCLUDING THE ALLEGATION. IT HAS TO BE AN ALLEGATION AGAINST A PARTICULAR RESPONDENT. IT HAS TO REQUEST INVESTIGATION. AND BE SIGNED BY THE COMPLAINT AND.

JUST TO NOTE THAT FILES CAN FILE ON BEHALF OF THEIR CHILDREN. AND THERE IS NO REQUIRED FORM. IT DOES HAVE TO HAVE ALL OF THESE COMPONENTS. SO ONCE THE DISTRICT RECEIVES A COMPLAINT, CAN YOU GO TO THE NEXT SLIDE? THEY WILL DETERMINE IF IT MEETS THIS DEFINITION OF SEXUAL HARASSMENT. IT CAN BE QUIT BROKE QUOTE, MEANING THAT THE CONDITION OF AN EDUCATIONAL BENEFIT OR DECISION IS IN RESPONSE TO A STUDENTS SUBMISSION TO UNWELCOME SEXUAL CONDUCT. IT CAN BE SEXUAL ASSAULT, DATING VIOLENCE OR STOCKING WHICH HAS SPECIFIC DEFINITIONS AND HARASSMENT AS WE THINK ABOUT IS DEFINED SPECIFICALLY IN TITLE IX AS UNWELCOME AND CONDUCT. THIS IS A HIGHER STANDARD THAN WHAT WE HAVE TYPICALLY, AT LEAST IN CALIFORNIA STATE LAW. IT HAS TO BE SEVERE, PERVASIVE, AND OBJECTIVELY OFFENSIVE TO MEET THE DEFINITION TO BE A TITLE IX COMPLAINT. SOMETHING TO KEEP IN MIND. IF THE COMPLAINT THAT WE RECEIVED DOES NOT MEET ANY OF THESE DEFINITIONS WE ARE REQUIRED TO DISMISS IT UNDER TITLE IX. THAT DOES NOT MEAN THAT WE DO NOT ADDRESS IT , THAT WE DO NOT INVESTIGATE, THAT WE DO NOT SUPPORT. IT MEANS WE WOULD NOT USE THE TITLE IX PROCESS. WE WOULD USE THE UNIFORM COMPLAINT PROCESS DEPENDING ON WHAT THE SITUATION WAS. THE OTHER REASONS THAT WE ARE REQUIRED TO DISMISS A COMPLAINT UNDER TITLE IX, OR IF IT DID NOT OCCUR , FOR THOSE OF YOU WHO ARE NOT FAMILIAR, LOCAL EDUCATIONAL AGENCIES, IN THIS CASE, IT WOULD BE THE DISTRICT. IF IT DID NOT OCCUR IN THE DISTRICT EDUCATION PROGRAM, OR ACTIVITY, IT IS SET FORTH STRICTLY IN TITLE IX AND IT HAS TO BE A PERSON -- UNITED STATES.

IN OTHER STRICT REQUIREMENT OF TITLE IX. SO, ANOTHER PIECE OF

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TITLE IX THAT IS IMPORTANT TO KEEP IN MIND, IT RESTRICTS THE DISTRICT'S ABILITY TO TAKE ANY KIND OF DISCIPLINARY ACTION ON THE BASIS OF THE ALLEGATION UNTIL THE PROCESS IS COMPLETE.

WHICH CAN IMPACT RECOMMENDATIONS AND PIECES LIKE THAT. THIS WOULD ONLY BE AFTER A FORMAL TITLE IX COMPLAINT WAS FILED IN A CASE WHERE ONE IS NOT FILED, WE WILL CONTINUE TO FOLLOW ARE TYPICAL DUE PROCESS PROCEDURES AND OTHER INVESTIGATION PROCEDURES. ONCE WE DO HAVE A FORMAL TITLE IX COMPLAINT WHEN WE ARE IN THE PROCESS, NO DISCIPLINARY ACTION CAN BE TAKEN UNTIL THE PROCESS IS ENTIRELY COMPLETE. WHICH IS JUST A VERY UNIQUE IMPACT OF TITLE IX BECAUSE IT CAN SOMETIMES MAKE THE PROCESS FEEL QUITE LONG WHEN IT COMES TO WHAT ARE TYPICAL DISCIPLINE PROCEDURES ARE. THERE IS AN EXCEPTION THAT IS AGAIN SPECIFIC TO TITLE IX FOR EMERGENCY REMOVAL WHERE A RESPONDENT CAN BE REMOVED ON AN EMERGENCY BASIS. THERE ARE THREE REQUIREMENTS, A SAFETY RISK ANALYSIS, THAT ESTABLISHES THERE IS AN IMMEDIATE THREAT TO THE PHYSICAL HEALTH OR SAFETY OF ANY STUDENT. NOTABLY ONE OF THE CHANGES FROM 2024 WAS EXPANDING THE DEFINITION OF HEALTH AND SAFETY. THE 2020 REGULATIONS ARE VERY SPECIFIC TO PHYSICAL. HEALTH AND SAFETY. WHICH IS NOW WHAT WE ARE OPERATING WITH AGAIN. AND THAT PROCESS HAS TO PROVIDE THE RESPONDENT WITH NOTICE AND TO CHALLENGE THE POSITION. THERE IS DUE PROCESS BUILT INTO THIS. YOU WILL SEE THAT THROUGHOUT ALL THE DIFFERENT PIECES. THE COMPLAINT DID THEMSELVES, I MENTIONED EARLIER, IS AN INDIVIDUAL WHO IS THE VICTIM OF THE CONDUCT THAT CAN CONSTITUTE SEXUAL HARASSMENT. THEY MUST BE PARTICIPATING OR ATTEMPTING TO PARTICIPATE IN AN EDUCATIONAL PROGRAM OR ACTIVITY WHEN IT OCCURRED. AND FOR REFERENCE, THE EDUCATION, PROGRAM OR ACTIVITY MEANS CIRCUMSTANCES IN WHICH THE SCHOOL HAS SUBSTANTIAL CONTROL OVER THE COMPLAINT AND THE RESPONDENT. THIS ALSO APPLIES TO EMPLOYEES. AS I MENTIONED, THE PROCESS ITSELF INCLUDES THE NOTICE, AFTER THE NOTICE GOES OUT, INVESTIGATOR IS DESIGNATED TO INVESTIGATE AND GATHERS EVIDENCE, MEETS WITH THE WITNESSES, GATHERS INFORMATION. THAT INDIVIDUAL THEN BEFORE FINALIZING THEIR INVESTIGATION REPORT, PROVIDES ALL OF THE EVIDENCE. ANYTHING RELEVANT TO THE MATTER IS PROVIDED TO BULLS THE COMPLAINANT AND RESPONDENT. TO GIVE BOTH PARTIES AN OPPORTUNITY TO RESPOND. THE INVESTIGATOR HAS TO GIVE IT TO THEM 10 DAYS BEFORE FINALIZING THE INVESTIGATION REPORT SO THAT BOTH PARTIES HAVE THE OPPORTUNITY TO RESPOND TO THAT.

ONCE THE 10 DAYS PASSES AT LEAST THAT 10 DAYS, THE INVESTIGATION REPORT WILL THEN BE FINALIZED, IT DOES NOT GATHER THAT INFORMATION AND EVIDENCE. THAT GOES TO A DECISION-MAKER. THE DECISION-MAKER RECEIVES THE INVESTIGATION REPORT THE SAME DAY IT IS SENT TO THE RESPONDENT AND COMPLAINANT. HAVING RECEIVED THE INVESTIGATION REPORT CAN SUBMIT WRITTEN QUESTIONS BACK AND FORTH TO EACH OTHER. UNDER THE DISCUSSION OF THE DECISION-MAKER. THE DECISION-MAKER TAKES ALL OF THAT INFORMATION INTO ACCOUNT AND REACHES A DETERMINATION OF RESPONSIBILITY. AGAIN, WITHIN 10 DAYS AT LEAST. FOR THE PROCESS TO OCCUR. BOTH PARTIES HAVE THE INVESTIGATION REPORT AND CAN SUBMIT QUESTIONS AND DETERMINATION OF RESPONSIBILITY IS MADE. THE DECISION-MAKER APPLIES THE FINDINGS TO THE CODE OF CONDUCT OR WHATEVER THE LEGAL APPLICATION IS FOR THE PARTICULAR PIECE. THE TITLE IX DEFINITIONS AND REACHES THE DETERMINATION OF RESPONSIBILITY. ONE THING I SHOULD NOTE ABOUT THE DETERMINATION RESPONSIBILITY, IN A LATER SLIDE, THE STANDARD THAT THE DECISION-MAKER USES IS OF THE EVIDENCE. IT IS MORE LIKELY THAN NOT SOMETIMES CALLED THE FEATHER TEST. THE TOTALITY OF THE INFORMATION AND DETERMINE IF IT IS MORE LIKELY THAN NOT THAT IT OCCURRED. AS I MENTIONED,

[01:35:04]

BECAUSE OF ALL THE DUE PROCESS REQUIREMENTS, THERE IS A SIGNIFICANT DIFFERENCE IN THE CONFIDENTIALITY BETWEEN THE COMPLAINANT AND RESPONDENT. THE INFORMATION THAT IS EXCHANGED BY WAY OF EXAMPLE. IF EITHER PARTY RISES -- RAISES AN ISSUE THAT MIGHT BE IN THEIR EDUCATION PLAN OR SOMETHING LIKE THAT THAT IS RELEVANT TO THE CONTEXT OF THE COMPLAINT, THAT CAN BE EXCHANGED TO BOTH SIDES. THINGS WE WOULD USUALLY NOT GIVE TO OTHER PARENTS AND STUDENTS. SOMETHING TO BE AWARE OF AND GOING THROUGH THAT PROCESS. OF COURSE, ALL OPPORTUNITIES FOR MAINTAINING CONFIDENTIALITY IS IMPORTANT. THERE IS INHERENT DUE PROCESS PIECES OF THIS GRIEVANCE PROCESS THAT DON'T APPLY. HOWEVER, WHEN IT COMES TO THESE INVESTIGATIONS, THE DISTRICT IS STILL UNDER ALL OF THE SAME OBLIGATIONS TO NOT SHARE ANY INFORMATION ABOUT PRIVATE STUDENT MATTERS. STATE AND FEDERAL LAWS THAT PROTECT THAT AS WELL AS THE FEDERAL -- SO OUTSIDE THE INVESTIGATION PROCESS, THE DISTRICT CANNOT SHARE ANY INFORMATION. THE DIFFERENCE IN CONFIDENTIALITY IS WITHIN THE INVESTIGATION PROCESS ITSELF. THERE ARE ALSO APPEALS FROM THIS PROCESS. AS I SAID, THE COMPLAINT HAS TO MEET THE DEFINITION OF SEXUAL HARASSMENT UNDER TITLE IX AND IF NOT IT HAS TO BE DISMISSED OR ANY OF THOSE OTHER PIECES RELATED TO JURISDICTION. IF THE COMPLAINANT DISAGREES THAT IT CAN BE DISMISSED THEY CAN APPEAL THAT. AND ALSO ONCE A DETERMINATION OF RESPONSE BUILDING IS REACHED, THERE IS AN APPEAL PROCESS WITHIN TITLE IX. A DECISION-MAKER ON APPEAL WITH DIFFERENT FROM THE COORDINATOR OR DECISION-MAKER DESIGNATED TO REVIEW EVERYTHING AND DETERMINE WHETHER OR NOT ONE OF THESE BASES HAS BEEN UP FOR APPEAL. BECAUSE TITLE IX IS A DIFFERENT PROCESS AND COMPLIES WITH ALL OF THE REQUIREMENTS OF THE UNIFORM COMPLAINT PROCEDURES IN CALIFORNIA ALSO INVESTIGATE DETERMINATIONS RELATED TO SEX, IT CAN BE APPEALED TO THE DEPARTMENT OF EDUCATION . AS I MENTIONED, THE UNIFORM COMPLAINT PROCEDURE IS THE COMPLAINT PROCEDURE IN THE DISTRICT, IT IS A STATE LAW PROCESS. GOVERNED BY STATE LAWS WITH WHAT CONSTITUTES HARASSMENT, BULLYING, AND A VARIETY OF OTHER ISSUES THAT ARE ADDRESSED WITHIN IT. ON THE BASIS OF SEX ONLY. IT HAS AN APPEAL PROCESS INHERENT WITHIN THE PROCEDURE ITSELF. AND ALSO HAS AN APPEAL TO CE. USING -- AS BROADER. IT ONLY HAS THE APPEAL TO CDE BUILT INTO YOUR CURRENT POLICY AND HAS DISTINCT PROCEDURES. WE MENTIONED THAT THE TITLE IX PROCEDURES AS WELL AND THIS SETS FORTH IT. AS FAR AS TRAINING THAT HAS BEEN PROVIDED, AS I MENTIONED, ANY INDIVIDUAL THAT IS A PART OF THIS PROCESS HAS TO BE TRAINED ON THE GRIEVANCE PROCESS ON SUPPORTIVE MEASURES AND DISCRETIONARY DISMISSALS. HOW TO CONDUCT AN APPROPRIATE INVESTIGATION IS A MAIN COMPONENT OF THAT TRAINING. INCLUDING UNDERSTANDING BIAS, TYPES OF BIAS, EXPLICIT BIAS, AND ELIMINATING THAT. A DISCUSSION OF EMPATHY WITHOUT BIAS. THE HUMAN ELEMENT OF IT. A LISTENING TO THE INDIVIDUAL AND WITHOUT FREEZING ANY CONCLUSION, SHOWING KAREN UNDERSTANDING. A COMPONENT THAT WAS DISCUSSED.

INCLUDING THE IMPACTS OF TRAUMA, TIPS FOR HAVING TRAUMA INFORMED MEETINGS WITH WITNESSES. GOVERNMENT AGENCIES AND ASKING OPEN-ENDED QUESTIONS, THINGS LIKE THAT. WHAT CONSTITUTES RELEVANT EVIDENCE. WHAT CREDIBILITY AND HOW TO REACH FACTUAL FINDINGS. AND A DETERMINATION FACTOR, WITH THAT ANALYSIS REQUIRES. AND THEN OF COURSE, WRITING A REPORT AND THEN THE PIECES FOR APPEALS, RECOGNIZING WITH THE REASONS ARE AND HANDLING THAT PROCESS. AGAIN, BIAS INCLUDED CONFLICTS OF INTEREST ARE INCLUDED IN THAT, WE MAKE SURE THAT THE INDIVIDUAL IS IDENTIFIED AND HAS NO CONFLICT OF INTEREST. AND

[01:40:10]

THEN JUST A REMINDER, THE TITLE IX INVESTIGATION PROCESS IS SPECIFIC TO EDUCATION AGENCIES RECEIVING FEDERAL FUNDING. IT IS A DISTRICT PROCESS THAT HAS THE PROPONENTS OF THE EVIDENCE STANDARD AND DOES NOT CARRY WITH ANY KIND OF CRIMINAL PENALTIES.

WE ARE WITHIN OUR OWN JURISDICTIONAL REQUIREMENTS AND DISCIPLINARY OPTIONS AS FAR AS WHAT CAN HAPPEN. AT ANY TIME, THIS DOES NOT RESTRICT OR CHANGE ANY RIGHTS THAT A COMPLAINING PARTY MAY HAVE OUTSIDE OF A DISTRICT PROCESS. CERTAINLY, APPROPRIATE OUTSIDE AGENCIES INCLUDING THE LOCAL POLICE DEPARTMENT AND REPORTING OBLIGATIONS ARE STILL INTACT. AS FAR AS THE DISTRICTS TITLE IX OBLIGATIONS, WE HAVE TO CONDUCT OUR TITLE IX OBLIGATION WHEN WE HAVE THAT FORMAL COMPLAINT. IT DOES NOT SUPERSEDED OR SEPARATE FROM IT. THE POLICE HAVE THEIR OWN DIFFERENT JURISDICTIONS AND DIFFERENT ABILITIES TO ADJUST SITUATIONS AND CRIMINAL APPELLANT LEASE. WE HAVE DISTINCT AUTHORITY AS FAR AS THE ABILITY TO ACCESS EVIDENCE AND REMEDIES THAT CAN RESULT. SO, THAT IS THE BASIC OVERVIEW OF TITLE IX. AND I WILL TURN IT OVER TO MR. LOO. MAYBE THANK

YOU. >> I WAS GOING TO SHARE A LITTLE BIT OF INFORMATION TO THE BOARD OF EDUCATION REGARDING COMPLAINTS SPECIFIC TO TITLE IX AND SOME FOLLOW-UP ACTIONS WE'VE TAKEN FROM THE LAST MEETING. AS NOTED HERE ON THE SLIDE, WE HAVE A MULTIFACETED APPROACH TO ENCOURAGING REPORTING WHEN IT COMES TO ALLEGATIONS OF HARASSMENT AS WELL AS TO ISSUES RELATED TO DISCRIMINATION AND HARASSMENT. AS PART OF OUR BOARD POLICY, WE INSTRUCT ALL OF OUR EMPLOYEES THAT THEY HAVE AN OBLIGATION, WE ENCOURAGE OUR STUDENTS, A TRUSTED ADULT IS SOMEONE WHO IS ON CAMPUS AND MAY RECEIVE ANY REPORT OF AN ALLEGATION OF SEXUAL HARASSMENT. THAT IS REQUIRED WITH THE SITE TITLE IX COORDINATOR WHO IS USUALLY THE PRINCIPAL AT THE SCHOOL, MYSELF OR DISTRICT TITLE IX COORDINATOR. WE PROVIDE INFORMATION TO THE BOARD OF EDUCATION BEFORE ON WETIP. WE PROVIDE MULTIPLE AVENUES FOR STUDENTS TO PROVIDE TIP REPORTS.

AS STUDENTS JUMP ONTO THEIR DEVICES AND OPEN CANVAS, NOTED RIGHT HERE, WHAT IT LOOKS LIKE ON CANVAS FOR STUDENTS TO REPORT, THAT IS A CONFIDENTIAL INCIDENT REPORTING FORM. ALL OF OUR SECONDARY SCHOOLS HAVE TITLE IX POSTERS IN CLASSROOMS AND ACROSS THE CAMPUSES. THESE TITLE IX POSTERS ARE THERE. THEY STATE, WHAT IS TITLE IX? IT LIMITS -- IT NOTES OUR SPECIFIC BOARD POLICIES AND REGULATIONS. IT NOTES AND ENCOURAGES STUDENTS TO REPORT HARASSMENT AND MISCONDUCT AND THE PRINCIPAL WHO IS THE SITE TITLE IX DESIGNATOR AS WELL AS PROVIDING A QR CODE TO COMPLAINT PROCEDURES AND WETIP. THIS QR CODE IS IN THE BOWLING HARASSMENT POSTERS IN ALL OF OUR SCHOOLS. ALL OF OUR SCHOOL HOMEPAGES, FOR THE WEBSITES, ON THE RIGHT SIDE, EVERY SCHOOL HAS AN I WANT TO SUBJECT ON THE WEBSITE. TO SUBMIT ANONYMOUS WETIP. AND ON HER DISTRICT MAIN HOMEPAGE ON THE BOTTOM THERE IS A LINK TO THE CONFIDENTIAL REPORTING FORM AS WELL AS A WEBSITE SPECIFICALLY ON TITLE IX .

LINKED WITH MY INFORMATION AS THE TITLE IX COORDINATOR AND SITE TITLE IX COORDINATOR DESIGNEES. JUST TO BRIEFLY SUMMARIZE SOME OF THE ACTIONS THAT HAVE BEEN TAKEN SINCE OUR LAST BOARD OF EDUCATION MEETING. AS I RECOGNIZED THEM BEFORE, OUR SCHOOLS CONTACTED THE SIX STUDENTS AND PUBLIC SPEAKERS THAT SPOKE. THE FOLLOWING DAY, WITH THE HOPES OF ARRANGING ADDITIONAL TIME TO UNDERSTAND THE EXPERIENCES WITH THE

[01:45:02]

STUDENTS AND PROVIDE ANY SUPPORTIVE MEASURES AND AS WELL AS TO LET THEM KNOW ABOUT THE COMPLAINT PROCEDURES. AND OPTIONS AND OPPORTUNITIES AFFORDED TO THEM. DISTRICT ADMINISTRATORS ALSO ATTEMPTED TO CONTACT SOME OF THE ADULT SPEAKERS THAT SPOKE TO GATHER ADDITIONAL INFORMATION REGARDING SPECIFIC STUDENTS. SO WE COULD PROVIDE SUPPORTS AND INTERESTS ABOUT THE REPORTING PROCEDURES. WE HAD AN OPPORTUNITY TO GO TO THE WESTSIDE HIGH SCHOOL CAMPUS TO SPEAK WITH SOME TEACHERS AND COUNSELORS TO REVIEW THE TITLE IX PROCEDURES AS WELL AS LISTENING TO THE STAFF'S PERSPECTIVES AT THE TIME. WE HAVE SINCE SENT COMMUNITY MESSAGES TO STAFF AND FAMILIES.

AN INITIAL ONE THAT EMPHASIZED OUR COMMITMENT IN PROVIDING INFORMATION ON REPORTING CONCERNS AND THEN A SUBSEQUENT COMMUNICATION WENT OUT ON MAY 1ST THAT INCLUDED SOME DETAILED DOCUMENTS THAT ARE INCLUDED ON BOARD OF EDUCATION AGENDA ITEM QUESTION AND ANSWER DOCUMENT. ALSO, WHEN WE RETURNED BACK FROM WINTER BREAK, WESTSIDE HIGH SCHOOL ADMINISTRATION MET WITH SOME OF OUR STUDENTS ON OUR ASG OR LEADERSHIP STUDENTS TO HEAR MORE FROM THEIR PERSPECTIVES AND TO TALK ABOUT THE COMPLAINT REPORTING PROCEDURES. THAT CONVERSATION ALSO HAPPENED WITH REPRESENTATIVES FROM STUDENT SPECIFICALLY AT WESTLAKE HIGH SCHOOL. WE ALSO HAD A SIMILAR MEETING WITH LEADERSHIP STUDENTS TO GAIN SOME OF THEIR PERSPECTIVES AND SHARE INFORMATION. WITH THEM, WE PROVIDED THE ANSWER DOCUMENT TO ALL OF THE HIGH SCHOOLS WITHIN OUR SCHOOL DISTRICT. HE LET ME JUST JUMP IN, YOU MENTIONED COMING BACK FROM WINTER BREAK HIM I THINK YOU MEANT SPRING BREAK.

>> THAT IS KEY IN THIS CONVERSATION.

>> THAT'S RIGHT, SPRING BREAK. ON THE NEXT SLIDE, THIS IS LESS ABOUT WESTLAKE HIGH SCHOOL AND SPECIFICALLY ACTIONS TAKEN IN GENERAL, OUR SUPERINTENDENT HAS BEEN IN COMMUNICATION SINCE THE PRIOR BOARD OF EDUCATION MEETING WITH A REPRESENTATIVE FROM AN ANONYMOUS GMAIL ACCOUNT THAT HAS EXPRESSED CONCERNS TO THE BOARD OF EDUCATION AND TO THE PUBLIC. PART OF THIS COMMUNICATION INCLUDED THE SUPERINTENDENT PROVIDING ACCURATE INFORMATION ABOUT OUR TRUSTEES EMAIL ADDRESSES TO MAKE SURE THAT FEEDBACK CAN GO DIRECTLY TO OUR BOARD OF TRUSTEES AND WAS NOT GETTING BOUNCED BACK VIA EMAIL. OUR DISTRICT STAFF DID REACH OUT TO THE ANONYMOUS GMAIL ACCOUNT TO GATHER MORE INFORMATION ABOUT THIS STUDENT THAT MIGHT BE IMPACTED ADDITIONALLY, WE DIRECTLY CONTACTED WETIP WHICH I JUST DESCRIBED . THE PUBLIC STANDARD, WETIP OPERATING PLATFORM, THERE WAS NOT ANY SPECIFIC CATEGORY UNDER DISCRIMINATION OR HARASSMENT. WE HAVE ADDED THAT. ON THE MONDAY OF SPRING BREAK, WE WERE ABLE TO ADD THAT. WHEN STUDENTS GO TO REPORT UNDER DISCRIMINATION AND HARASSMENT, THAT IS A CLEARLY DEFINED OPTION WHERE STUDENTS CAN NOTE THEIR CONCERNS. WE ALSO HAVE SINCE REVIEWED OUR ANNUAL FEEDBACK SURVEY. OUR ANNUAL FEEDBACK SURVEY IS DONE IN FEBRUARY. FEBRUARY OF THIS YEAR. TO REVIEW THE OPEN RESPONSES AND NO SPECIFIC REPORTS REGARDING SEXUAL HARASSMENT OR ALLEGATIONS OF SEXUAL HARASSMENT. I ALSO WANT TO SAY, THIS DOES NOT DISCOUNT THE FACT THAT THERE ARE ABSOLUTELY INDIVIDUAL CONCERNS THAT WE HAVE HEARD TODAY. THE ANALYSIS OF THE DATA WAS REALLY MEANT TO BE A WAY TO ASSESS WHETHER A MATTER HAS BEEN SHARED AS A PERVASIVE PROBLEM. IT IS A SERIOUS PROBLEM. IT WAS MEANT TO ASSESS HOW LARGE-SCALE OR PERVASIVE THAT MIGHT BE.

INDIVIDUAL TRUSTEES FROM THE BOARD OF EDUCATION HAVE HAD THE OPPORTUNITY TO MEET WITH DISTRICT STAFF REGARDING THIS PARTICULAR TOPIC AS WELL AS SOME SPECIFICS. WE HAVE GATHERED SOME INITIAL INFORMATION FROM THE COALITION OF FAMILY HARMONY A LOCAL NONPROFIT THAT DOES A LOT OF GREAT WORK IN OUR COMMUNITY.

OUR DIRECTOR OF MENTAL HEALTH SERVICES, DR. HEATHER CHAMBERLAIN HAD ALSO DISSIPATED IN ONE OF OUR TRAINING

[01:50:01]

SPECIFICALLY FOR CLINICAL STAFF AS WELL AS CONSULAR STAFF. THESE WOULD BE STAFF WHO ARE RESPONSIBLE FOR PROVIDING ESSENTIAL CARE WHEN IT COMES TO STUDENTS SOCIAL WELL-BEING AND MENTAL HEALTH WHO HAVE EXPERIENCED THINGS LIKE TREND HARASSMENT OR SEXUAL ASSAULT. WE GATHERED SOME INITIAL INFORMATION TO IDENTIFY ADDITIONAL TRAINING FOR THOSE SCHOOL COUNSELORS AND MENTAL HEALTH -- PROVIDING THAT SUPPORT. MOST RECENTLY WE DID UPDATE THE SLIDE TO REFLECT THIS. MYSELF AS THE DISTRICT TITLE IX COORDINATOR AND TRUSTEE, HAD AN OPPORTUNITY TO ATTEND YESTERDAY EVENINGS TOWN HALL EVENT TO LISTEN AND AND TO GATHER PERSPECTIVE FROM OUR

STUDENTS. >> THANK YOU, MR. LOO. BEFORE WE MOVED TO BOARD OF EDUCATION QUESTIONS, WE DO HAVE THREE PUBLIC SPEAKERS ON THIS AGENDA ITEM. I WILL JUST READ ALL THREE NAMES SO THAT YOU ARE ALL AWARE. EMILY EDWARDS IS FIRST, THEN WE HAVE DARREN EDWARDS. AND THEN WE HAVE PARIS, I WILL NOT EVEN TRY THAT LAST NAME. PARIS, WE WOULD LOVE TO HAVE YOU UP. YOU EACH

HAVE THREE MINUTES TO SPEAK. >> I WILL CONCEDE MY TIME TO MY

HUSBAND, DARREN EDWARDS. >> GOOD EVENING, TRUSTEES. WE HAVE BEEN EMAILING THE LAST FEW WEEKS, I AM THE SAME PERSON. I AM A PROUD CUB, WE SEE YOU THOSE EVENTS. I APPRECIATE IT. I DO NOT QUESTION THROUGHOUT THIS TOPIC, I DO NOT QUESTION YOUR COMMITMENT TO SAFETY. I'VE WATCHED YOU THROUGH COVID TIMES, WATCHING YOU ON ZOOM. I KNOW THAT MANY OF YOU WENT THROUGH THAT DIFFICULT PROCESS. YOU DON'T KNOW ME BUT I FEEL LIKE I KNOW YOU AND I TRUST YOU AND I CARE ABOUT THE COMMUNITY AND STUDENTS. THAT BEING SAID, THERE ARE OBVIOUS PROBLEMS HERE. THAT IS WHY I HAVE BEEN EMAILING. I'M NOT AN ADMINISTRATOR. THIS MATTER HAS BECOME REALLY PERSONAL TO ME. WHEN I FIRST HEARD ABOUT IT, I DID NOT REALLY KNOW HOW TO PROCESS IT. MY FIRST THOUGHT WAS PUTTING MYSELF IN THE ADMINISTRATIONS SHOES. HOW ARE THEY SUPPOSED TO HANDLE THE SITUATION? WHAT IS THE PROCESS? I HAVE NO IDEA. I USE CHAT GPT TO FIGURE IT OUT. THERE SEEMED TO BE PRETTY GOOD GUIDANCE THERE ENSURING SAFETY FOR THE STUDENTS. FOR THE TITLE IX COORDINATOR. FOR THE POLICIES, PROCEDURES. WE WENT THROUGH SCHOOL POLICIES. THE IMPORTANCE OF THE TITLE IX COORDINATOR WITHIN DAYS IS CLEAR IN THE POLICY. I ALSO HAVE LEARNED OVER THE FEW WEEKS THAT I DON'T THINK MANY STUDENTS KNOW WHAT A TITLE IX COORDINATOR IS. IT IS ODD THAT IT IS SUCH A PROMINENT PART OF TITLE IX AND THE SEXUAL ASSAULT POLICY. THIS SEEMED TO BE SOMETHING THAT PEOPLE WERE LEARNING ABOUT IN REAL TIME. ESPECIALLY AS I HEARD STUDENT AFTER STUDENT TELLING ME THEIR STORY, HE MADE ME JUST WONDER, THE STORIES TALKING ABOUT THEM SPEAKING UP AND NO ONE LISTENING AND EVEN WORSE, ADMITTING, WHY WOULD I SPEAK UP? THIS WAS DIFFICULT FOR ME TO SQUARE. THUS MY EMAILS IN THE LAST FEW WEEKS.

SO, IT MAKES ME WONDER WITH THE PRESENTATION, MR. LOO THAT YOU HAVE PROVIDED, YOU ARE TAKING ACTION, I DO TRUST THAT IS COMING FROM A GOOD FAITH EFFORT. IT DOES MAKE ME WONDER, WOULD IT HAVE HAPPENED HAD IT NOT BEEN FOR THE PUBLIC NATURE OF THESE STUDENTS THAT ARE TRYING TO CLAIM THEIR RIGHTS? SO THIS DOES SEEM LIKE A SYSTEMIC DEFICIENCY BOTH IN THE APPLICATION OF THE POLICY AND GET THE DISTRICT CONTINUES TO ASSERT THAT THERE IS NO SYSTEMIC ISSUE AND NO BROAD CONCERN THAT THESE ARE ISOLATED INSTANCES. AGAIN, DR. MCLAUGHLIN, I KNOW THAT YOU AND

[01:55:04]

YOUR TEAM WERE WORKING BEFORE SPRING BREAK ON THESE EFFORTS.

IF THERE IS A RESOLUTION OF THAT TIME, WAS PRETTY GREAT. THERE ARE FUNDAMENTAL CHALLENGES IN THIS RESOLUTION AND IT REALLY COMES DOWN TO TRUST. I HAVE MANY QUESTIONS ABOUT THIS THAT ARE FRAMED ON THAT CONCEPT OF TRUST. MANY OF THESE STUDENTS ARE SENIORS, THEY WILL GO OFF TO COLLEGE AND WHO WILL KEEP SPEAKING UP AND BRINGING THIS ISSUE? IT SEEMS LIKE ACTION DOES NOT HAPPEN UNLESS PEOPLE ARE SPEAKING UP. WE DO NOT WANT THIS TO FIZZLE OUT. I KNOW YOU CARE ABOUT THE STUDENTS SAFETY. YOU FEEL LIKE CHANGES NEED TO HAPPEN. HOW IS THAT GOING TO HAPPEN WHEN THE STUDENTS CAN'T TRUST THE DISTRICT TO ACTUALLY BRING ABOUT THESE CHANGES? I FEEL LIKE THE LAW IS FRAMED, THE LAW IS JUST A FRAMING FOR MINIMUM COMPLIANCE. MINIMUM COMPLIANCE IS NOT SUFFICIENT TO BRING ABOUT THE CHANGES THAT ARE BEING DEMANDED. WHO IS GOING TO BE ADVOCATING FOR STUDENTS TO REALLY PUSH THROUGH WHAT THE LAW IS REQUIRING AND WHAT IS NEEDED FOR THE STUDENTS. I JUST GOT AN EMAIL YESTERDAY ABOUT 10 MILLION TOWARDS COUNSELING SERVICES., CAN WE FEASIBLY PROVIDE SUPPORTED SERVICES FOR THE STUDENTS TO DEAL WITH TRAUMA? WHO IS ADVOCATING FOR THOSE FUNDS? WITH THOSE BUDGET CUTS.

SO, I AM VERY CONCERNED ABOUT THIS. I WANT ACTION TO BE DURABLE WITHOUT US HAVING TO SCREAM ABOUT. I'M SURE YOU DO TOO. THIS RESOLUTION IN ITS CURRENT STATE DOES NOT PROVIDE THAT. I KNOW YOU ALL EDUCATORS, I DO NOT HAVE TO TALK TO YOU ABOUT RESTORATIVE JUSTICE. THE REALITY IS THAT YOU ARE NOT GOING TO BE ABLE TO GET THE STUDENTS TO TELL YOU THEIR STORIES IF THEY DON'T TRUST YOU. THERE ARE A LOT OF STORIES THAT ARE NOT BEING TOLD. I STRONGLY ENCOURAGE THE BOARD TO AMEND THE RESOLUTION TO BUILD TRUST IN THE STUDENTS.

>> THANK YOU.

>> MY NAME IS PARIS, AND I'M A SENIOR AT WESTLAKE. I WASN'T SURE IF I SHOULD PUT THIS IN THE COMMENT SECTION OR HERE BUT THIS

FELT APPROPRIATE. >> IT'S BEEN WITH US SINCE MIDDLE SCHOOL AND SOME OF US EVEN ELEMENTARY SCHOOL. THE GIRLS YOU ARE HEARING FROM, MANY OF US ARE YOUNGER THAN 18. AND THE ADULTS, THE ONES WE ARE SUPPOSED TO TRUST SHOULD BE PROTECTING US, PHYSICALLY AND MENTALLY. YOU CAN DO MORE, YOU CAN LISTEN, BELIEVE US, STAND WITH US AND SHOW US YOU CARE.

NOT JUST ABOUT THE RULES BUT ABOUT US. EVERY TIME YOU ARE TELLING A GIRL THAT YOU ARE DOING ALL YOU CAN, YOU ARE TELLING A GIRL THAT HER PAIN IS MEANT TO BE MANAGED, NOT UNDERSTOOD. PLEASE PROTECT YOUR FEMALE STUDENTS AND ALL OF YOUR STUDENTS. I WILL SAY THIS NOW EVEN THOUGH THIS MAY GET ME IN TROUBLE OR CALLED INTO THE OFFICE. IF YOU WANT YOUR STUDENTS TO TRUST YOU, FOCUS ON THE PEOPLE IT WILL EMPOWER.

REMOVE HIM, WE DO NOT FEEL SAFE, HIS EMAILS CLAIMING IF WE HAVE A PROBLEM WE CAN GO STRAIGHT TO HIM, IT ISN'T TRUE. IT IS NONSENSE, TO SAY THE LEAST. HE IS WHO WE ARE AFRAID OF, HE IS NOT A TRUSTED ADULT IN MANY OF OUR EYES. IT IS SADDENED TO SEE SOME PEOPLE BE SILENCED ABOUT THIS, SOME OF MY FAVORITE TEACHERS BE SILENCED ABOUT THIS. TO GET AN EMAIL DIRECTLY SAYING HE HAS DONE ALL HE CAN AND THAT HE IS WHO WE HAVE TO TALK TO IF SOMETHING ARISES, I'D ALSO LIKE TO NOTE THAT IN A PREVIOUS MEETING, A FRIEND SPOKE FOR ME AND READ MY STATEMENT. SHE WAS

[02:00:04]

CALLED INTO THE OFFICE FOR THAT. I WAS NEVER REACHED OUT TO ABOUT ANYTHING REGARDING THAT. I'D ALSO LIKE TO QUOTE A FRIEND SAYING, I KNOW WHAT I PUT ON THAT SURVEY. I KNOW WHAT I HAVE SAID AND WILL CONTINUE TO SAY FOR AS LONG AS I'M AT WESTLAKE HIGH SCHOOL AND AFTER THAT. EVEN THOUGH I WILL BE LEAVING THIS DISTRICT AND I'LL BE IN NORTHERN CALIFORNIA, I WILL SAY WHAT I HAVE TO SAY AND CONTINUE SPEAKING OUT FOR THE STUDENTS AT THE CONEJO VALLEY. THANK YOU.

>> I MENTIONED EARLIER THAT IT IS ONE OF OUR RESPONSIBILITIES AS BOARD MEMBERS TO REGULARLY BE LOOKING AT POLICY AND PROGRAMMING. PART OF THAT REQUIRES DATA AND INFORMATION TO COME TO US SO WE CAN UNDERSTAND WHAT IS WORKING AND WHAT'S NOT WORKING. THERE ARE SO MANY DATA POINTS THAT WE WOULD LIKE TO IDEALLY BE LOOKING AT. I REALLY IMPORTANT DATA POINT FOR US IS INPUT FROM THE COMMUNITY. SCHOOL COMMUNITIES, STUDENT COMMUNITIES AND GREATER COMMUNITIES. THAT CAN COME FROM THE VEILS, INDIVIDUAL CONVERSATIONS AND PUBLIC COMMENT. IT IS DATA COMING TO US AND IT IS REALLY IMPORTANT FOR US AS WE HAVE THESE DISCUSSIONS LIKE WHAT WE WILL TALK ABOUT TONIGHT. THANK YOU FOR BRINGING THAT INFORMATION TO US. WE WILL NOW TURN TO THE BOARD OF EDUCATION QUESTIONS AND DISCUSSION. I THINK FIRST WE SHOULD START WITH ANY QUESTIONS WE WANT TO ASK, ON ANY OF WHAT WAS PRESENTED. AND THEN WE DO HAVE A DRAFT RESOLUTION WE NEED TO GET TO. AT SOME POINT I'D LIKE TO MOVE TO THAT AND WE CAN TALK ABOUT WHAT WE THINK ABOUT IT. AND I THINK A GOAL IS TO GIVE SOME DIRECTION TO STAFF, REGARDING RESOLUTION AND ANY ADDITIONAL ACTION WOULD LIKE TO SEE. WITH THAT, I'D LIKE TO OPEN IT UP TO QUESTIONS OR IF ANYBODY HAS A COMMENT.

>> I WILL START WITH THE QUICK COMMENT. SPECIFICALLY TO OUR STUDENTS AND MR. EDWARDS FOR HIS WORK OVER THE BREAK. OVER THE COURSE OF MY TENURE HERE I NORMALLY HAVE ADULTS THAT MAY BE UPSET WITH ME THROUGH COVID. ADOPTION OF TEAM TALK, THE LIST GOES ON AND ON. I CAN PRETTY MUCH LISTEN TO THAT, TAKE IT IN AND KIND OF JUST DEAL WITH IT. IT IS A DIFFERENT SITUATION WHEN YOU HAVE STUDENTS COMING IN, SOMEONE AS AN EDUCATOR AND A FATHER WITH TWO DAUGHTERS. ONE IS A FRESHMAN IN HIGH SCHOOL. WE HAVE A CABINET OF -- FULL OF STUDENTS IN OUR DISTRICT THAT HAVE INSTRUCTIONAL COORDINATORS WHO HAVE STUDENTS IN OUR DISTRICT. WE ARE NOT OUTSIDE FOLKS COMING IN. ALL OF OUR INSTRUCTIONAL DIRECTORS HAVE HIGH SCHOOL, MIDDLE SCHOOL AND ELEMENTARY STUDENTS. SO, THIS IS NOT ANYTHING THAT WE ARE TAKING LIGHTLY. AND IT'S HARD FOR ME, I CAN TELL YOU WHAT'S GOING ON IN 26 OTHER SITES. MY FOCUS, OUR CONVERSATIONS AND THE WORK BEING DONE WITH MR. LU -- MR. LOO HAS BEEN FOCUSED ON WESTLAKE HIGH SCHOOL. WE UNDERSTAND THERE IS A LOT OF FRUSTRATION AND FEEDBACK COMING THROUGH TO US. WE WILL WORK THROUGH THAT WITH THE BOARD, THE ADMINISTRATIVE TEAM AND THE SCHOOL SITE. I JUST NEED YOU TO UNDERSTAND, FOR ME, THIS HAS BEEN, NOT DIFFICULT, BECAUSE THEY ARE YOUR STORIES AND YOU ARE SHARING YOUR TRUTHS WITH US AND I APPRECIATE THAT, BUT IT'S A MATTER OF HOW WE ARE WORKING THROUGH THIS. AS I'VE SAID MANY TIMES, I WILL GET INTO A LITTLE BUSINESS TALK, BUT I AM A POLITY MANAGEMENT GUY, WE ARE IMPLEMENTING AND WE NEED FEEDBACK. AND NOW WE HAVE TO ACT AND MAKE THOSE ADJUSTMENTS. IT IS A CYCLE. AND NOT A QUICK CYCLE TO FIX. PERSONNEL ISSUES, THINGS WE NEED TO ADDRESS, THEY TAKE TIME AND WE NEED TO HAVE APPROPRIATE FEEDBACK AND CONVERSATIONS. WE DO HAVE EVALUATORS THAT HAVE EVALUATIONS

[02:05:01]

AND SUPPORT PLANES THAT NEED TO BE PUT IN PLACE. SO WE HAVE DISCUSSIONS THAT ARE TAKING PLACE NOW. I DO WANT YOU TO KNOW, I CAN'T TELL YOU ANYTHING ELSE THAT'S GOING ON IN THIS DISTRICT OR EVEN MY PERSONAL HOME. BECAUSE THE LAST FEW WEEKS IS ALL ABOUT WORKING THROUGH THIS SITUATION. I KNOW IT DOESN'T CHANGE ANYTHING YOU'VE GONE THROUGH AND I WOULD NEVER TAKE THAT AWAY FROM YOU. BUT AS THE SUPERINTENDENT OF THIS DISTRICT, THIS IS HARD. IT'S TAKEN A TOLL ON HOW CAN WE PUT PROCEDURES IN PLACE THAT YOU CAN TRUST AND WE CAN WORK THROUGH THIS TOGETHER. I KNOW THERE WILL BE A LOT OF COMMENTS FROM OUR BOARD BUT I DID NEED TO SHARE THAT LITTLE BIT OF INFORMATION.

LIKE I SAID, I HAVE ADULTS MAD AT ME ALL THE TIME BUT IT'S DIFFERENT WITH KIDS, IT HITS HARD. I DO APPRECIATE YOU TAKING THE TIME TO COME HERE AND LIKE FROM THE DISTRICT LEVEL, WE DON'T REALLY KNOW UNTIL WE KNOW. AND YOUR ABILITY TO COME

TALK TO US LETS US KNOW. >> I'M GOING TO ASK WHAT I THINK IS A SIMPLE QUESTION, BUT MAYBE NOT. I JUST DON'T KNOW THE ANSWER, IN READING THROUGH ALL OF THIS, CAN SOMEBODY GO THROUGH THE TITLE IX PRICES -- TITLE IX PROCESS CONCURRENTLY OR SEQUENTIALLY, CAN THEY STILL FILE AT UCP AT -- OR VICE VERSA,

HOW DOES THAT WORK? >> TITLE IX ENCOMPASSES A PART OF THE UCP, SO THEY WOULD NOT GO THROUGH THEM BOTH AT THE SAME TIME, IT WOULD BE ONE OR THE OTHER. THEY ALSO COVER DISCRIMINATION ON THE BASIS OF SEX AND SO THEY CAN ELECT, AND SOME PEOPLE DO, THEY WOULD RATHER FILE A UNIFORM COMPLAINT THAT DOES NOT NECESSARILY HAVE EVIDENCE SHARING AND ALL THOSE DIFFERENT PIECES. BUT YOU WOULD DO ONE OR THE OTHER BECAUSE TITLE IX HAS ALL THE COMPONENTS OF UCP AND MORE, INCLUDING THE APPEAL PROCESS AND BEYOND THAT.

>> I HAVE PROBABLY WHAT IS NOT THE MOST -- ANYWAY, I HAVE A QUESTION. WHEN YOU SAY TRAINING, YOU ARE TALKING ABOUT TRAINING OF PEOPLE AND ACCEPTING AND INVESTIGATING REPORTS. WE ARE NOT TALKING ABOUT TRAINING OF OTHER STUDENTS INVOLVED?

>> NO. WHEN I WAS REFERENCING TRAINING I WAS TALKING ABOUT ALL THE ADMINISTRATORS THAT ARE RECEIVING OR PROCESSING TITLE IX COMPLAINTS. I GUESS THAT COULD BE IN OUTCOME FOR A COMPLAINT, SOME TYPE OF COUNSELING FOR STUDENTS, BUT THAT IS NOT WHAT I WAS REFERRING TO.

>> A LOT TO UNPACK. I WILL START WITH THE DRY QUESTIONS, WHICH IS, UNFORTUNATELY, TO THE ATTORNEY. I DO WANT TO SAY THAT I CONCUR, DR. MCLOUGHLIN, I TALKED TO EVERY SINGLE DAY AND I HAD TO LEAVE THE STATE FOR THE VOCALS TO STOP FOR A DAY OR TWO.

WE ARE ALL TAKING THIS VERY SERIOUSLY. AND CORRECT, HEARING DIRECTLY FROM STUDENTS IS VERY DIFFERENT. WITH ALL THAT SAID, IN READING THROUGH ALL THE BOARD POLICIES AND ADMINISTRATIVE REGULATIONS AROUND THIS, THERE REALLY IS VERY LIMITED ROLE FROM THE BOARD. AND IT COMES FROM THE GAMUT IN TERMS OF THE BEDS AND EDUCATION AND THE RULES. HAVE YOU SEEN OTHER BOARD PRACTICES WHERE THEY TAKE A DIFFERENT ROLE OR THEY REALLY ARE THE BEST ONE TO SET POLICY AND CURRICULUM, MAKING SURE WE ARE COMPLYING

WITH THE LAW, ET CETERA? >> I HAVE NOT SEEN OTHER DISTRICTS, EVERY DISTRICT I WORK WITH OR I AM AWARE OF DOES NOT HAVE THE BOARD AS PART OF THE PROCESS FOR TITLE IX BECAUSE THIS IS A INTERNAL DECISION THAT IS TRAINED IN THE PROCESS AND HAS PARTICULAR REQUIREMENTS. AND THEN THE RULE THAT IS A FORMAL APPEALS PROCESS AND THAT IS ACCESSIBLE AS WELL. AS YOU SAID, THE BOARD CERTAINLY HAS A ROLE IN DEVELOPING POLICY AND CREATING AN ENVIRONMENT WHERE STUDENTS FEEL SAFE AND ALL THE

[02:10:02]

PIECES YOU ARE ALL DISCUSSING, BUT NOT SPECIFICALLY IN THE

PROCESS OF TITLE IX. >> ANOTHER RELATED QUESTION, WE TALKED ABOUT THE VARIOUS TITLE IX RULES. THERE IS A COORDINATOR, INVESTIGATOR AND DECISION-MAKER. BEST PRACTICE IS TO HAVE THAT BE EMBEDDED WITHIN THE SCHOOL DISTRICT OR SCHOOL SITE. ARE THERE ANY DISTRICTS OR BEST PRACTICES WHERE THOSE ROLES COULD BE PERFORMED OUTSIDE OF THE DISTRICT?

>> IT ABSOLUTELY VARIES. IF YOU HAVE TRAINED INDIVIDUALS WITHIN THE DISTRICT , THAT IS WONDERFUL AND YOU CAN DO IT THAT WAY, BUT IN CERTAIN CIRCUMSTANCES, MAY BE BASED ON THE CAPACITY OR PARTICULAR, BUT THAT SHOULD BE EMBEDDED -- SOME HAVE FIRMS, AND YOU CAN ALSO CONTRACT OUT FOR DIFFERENT PIECES OF IT. FOR EXAMPLE, IF YOU HAD DISTRICT INDIVIDUALS WHO ARE TRAINED TO CONDUCT SOME OF THE ROLES AND THEN MAKE GET CONTRACTED OUT FOR THAT APPEAL TO HAVE AN EVEN MORE INDEPENDENT INDIVIDUAL LOOK INTO

IT. >> THANK YOU. I WILL CIRCLE BACK

LATER. >> ANY OTHER QUESTIONS FROM THE

BOARD. >> AND YOUR EXPERIENCES WORKING WITH DIFFERENT DISTRICTS, THE MAJORITY OF THOSE DISTRICTS, DO THEY HAVE THE ON-SITE COORDINATOR IN EACH CAMPUS OR IS THERE SOMETHING DIFFERENT THAN WHAT WE HAVE IN PLACE HERE.

>> I HEAR THAT YOU HAVE BUILT A LOT OF CAPACITY AND HONESTLY, WHEN THEY FIRST CAME OUT, THERE WAS I DON'T KNOW THAT I CAN SAVE ALL DISTRICTS DO THIS OR DON'T DO THIS, TYPICALLY I TRAIN ALL THE ADMINISTRATORS AT THE DISTRICT LEVEL AND TRY TO BUILD CAPACITY FROM THERE. YOUR DISTRICT HAS MADE IT QUITE AN EFFORT TO TRAIN A LOT OF INDIVIDUALS TO BE ABLE TO

PROCESS THE COMPLAINTS. >> JUST A FOLLOW-UP QUESTION.

AND I'M JUST TRYING TO GET YOUR EXPERIENCE AND WHAT WE HAVE IN PLACE HERE. IN OTHER DISTRICTS, HAVE YOU SEEN WHERE THE SITE PRINCIPLES MAY HAVE BEEN TRAINED IN THE TITLE IX PROCESS BUT IF A COMPLAINT COMES IN AND IT IS ASSIGNED TO AN ADMINISTRATOR OR PRINCIPAL FROM A DIFFERENT CAMPUS.

>> I HAVE NOT. I HAVE NOT HAD A PERSONAL EXPERIENCE BUT THERE IS NOTHING PROHIBITING THAT FROM HAPPENING. IT COULD BE A REALLY GOOD WAY TO MAKE SURE YOU HAVE SOMEONE COMING IN INDEPENDENTLY

TO TAKE A LOOK OR INVESTIGATE. >> YOU CAN COME BACK TO ME.

>> KIND OF AROUND THIS LINE OF BEST PRACTICES AND REALLY WANTING TO KNOW IF YOU CAN RECOMMEND ANY SPECIFIC SAFEGUARDS ENSURING HIGH QUALITY PROCESS, I HAVE QUESTIONS THAT WERE ALREADY ASKED, AND SHOULD WE BE CONSIDERING GENDER AND IN TERMS OF WHO PLAYS THE INVESTIGATOR ROLE. FOR EXAMPLE, WHEN MEETINGS OR INTERVIEWS ARE HAPPENING, IS THERE MORE THAN ONE PERSON IN THE ROOM AT ALL TIMES. I'M JUST WONDERING IF THERE ARE ANY SORT OF BEST PRACTICES AROUND THOSE SORT OF

THINGS? >> ABSOLUTELY. AS WE TALKED ABOUT THE TRAINING THAT ADMINISTRATORS GO THROUGH, THERE IS A DISCUSSION FORUM WITH BEST PRACTICES AND THOSE WILL COME INTO PLAY, THE INDIVIDUAL DOING THE INTERVIEW AND THE KEY COMPONENT FROM THE FEDERAL REGULATIONS IS THAT THE INDIVIDUAL IS TRAINED, MEANING THAT THEY UNDERSTAND THE PROCESS AND REQUIREMENTS WITHIN IT. AND EMBEDDED WITHIN THAT IS THE PROHIBITION AGAINST BIAS. THAT YOU ARE NOT ASSUMING AN OUTCOME AND YOU ARE ASKING OPEN ENDED QUESTIONS, STARTING WITH A PARTICULAR HYPOTHESIS. WE HAD ALL HAVE IMPLICIT AND EXPLICIT

[02:15:05]

BIAS, SO BEING THOUGHTFUL OF YOUR BIASES WHILE CONDUCTING INVESTIGATIONS AND TAKING ALL INFORMATION INTO ACCOUNT. IT HAS SO MANY DIFFERENT PIECES TO THE PROCESS, IT HAS A SEPARATE INVESTIGATOR, SEPARATE FROM THE DECISION-MAKER WHICH IS INTENDED TO GIVE DIFFERENT LEVELS TO DIFFERENT INDIVIDUALS THAT ARE LOOKING AT IT , REVIEWING IT, CONSIDERING IT AND ANALYZING IT.

BUT ALL OF THAT, IT IS ABSOLUTELY BEST PRACTICE TO HAVE THE ADMINISTRATORS THAT ARE ENGAGED IN THIS PROCESS. AND THAT INCLUDES THAT TRAINING WITH REGARD TO INTERVIEWING AND

ELIMINATION OF BIAS. >> JUST TO KIND OF JUMP ON THAT, IN REGARDS TO THE TRAINING, I DON'T KNOW IF THIS QUESTION FOR YOU OR MR. LOO. THAT TITLE IX TRAINING IS DONE TYPICALLY BY AN ATTORNEY, IS THAT RIGHT? IS THAT KIND OF THE NORM?

>> YES, I'VE DONE MANY OF THOSE TRAININGS.

>> SO THERE IS NOT LIKE A MENTAL HEALTH CLINICAL COMPONENT ?

>> NOT IN TERMS OF THE TITLE IX TRAINING BUT THE DISTRICT CAN DO OTHER TRAININGS TO BUILD OFF OF THAT ON THAT BASIS. AND IF YOU SEE THAT HAPPENING THEY ARE LIKELY GOING DEEPER INTO THE TRAUMA AND UNDERSTANDING THE BIAS, AND ALL THAT.

>> I THINK A LOT OF DISTRICTS ARE TAKING A LOOK AT THIS RIGHT NOW, IT IS A TOPIC NOT ONLY IN THE COUNTRY BUT THROUGHOUT THE STATE, BUT AS FAR AS THE BASIC TITLE IX, A LOT OF DISTRICTS ARE STILL CATCHING UP. ESPECIALLY DUE TO THE CHANGE IN REGULATIONS, A LOT OF THEM DID A NEW TRAINING IN 2024. BUT I THINK THAT IS THE INTEREST OF A LOT OF DISTRICTS. TO MAKE SURE

THAT THEY ARE DOING IT WELL. >> ANY OTHER?

>> WHEN YOU TALKED ABOUT ELIMINATING BIAS, I GUESS WHAT I'M TRYING TO FEEL IS, TOTAL ELIMINATION BIAS COULD BE VERY DIFFICULT FOR THE COMPLAINANT. WHERE, CAN YOU HAVE AN INVESTIGATION DONE BY TWO PEOPLE, THE COUNSELOR, WHERE THE COUNSELOR MAY KNOW MORE THINGS AND MAY HAVE EXPRESSED TO THE COMPLAINANT THAT THIS MAY GO INTO THE REPORT?

>> I THINK THAT OFTEN ADMINISTRATORS PARTNER WITH OTHER TRAINED ADMINISTRATORS, AND THERE IS, LIKE YOU SAID, IT IS IMPOSSIBLE, THERE IS IMPLICIT BIAS IN ALL OF US AND IT'S IMPOSSIBLE TO COMPLETELY ELIMINATE. WHAT'S IMPORTANT IS THAT THE INVESTIGATOR IS CONSCIOUS OF THAT AND TAKES STEPS TO ENSURE THEY ARE NOT ACTING ON THEIR OWN BIAS. I THINK THAT THE TWO-PART ASPECT OF THE TITLE IX PROCESS AT LEAST, DOES ALLOW FOR AT LEAST TWO DIFFERENT INDIVIDUALS TO LOOK AT THE SAME INFORMATION AND REACH A CONCLUSION. IT IS INTENTIONALLY BUILT INTO THE PROCESS. BUT ADMINISTRATORS DO WORK WITH OTHER INDIVIDUALS TO MAKE SURE THEY ARE DOING A

THOROUGH JOB. >> CAN I ASK A QUESTION? CAN YOU SPEAK A LITTLE BIT ABOUT THE SCHOOL DISTRICTS IN THE SCHOOLS RESPONSIBILITY, WHEN AN INCIDENT HAPPENS, LIKE OUTSIDE OF THE CONTROL, LIKE OVER THE SUMMER, NOT SCHOOL RELATED, WHAT IS THE SCHOOLS RESPONSIBILITY AND APPLICATION IN THOSE CASES?

>> THE JURISDICTION IS LIMITED, BOTH WITHIN TITLE IX AND OUR DISCIPLINE PROCEDURES, TOO, RIGHT. IT IS LIMITED TO, A LITTLE DIFFERENT, BUT WITHIN TITLE IX, THE DISTRICT EXERCISES SUBSTANTIAL CONTROL OVER THE RESPONDENT OR OVER THE CONDUCT.

SO THE DISTRICT IS NOT ABLE TO TAKE ACTION OVER THINGS THAT DON'T COME WITHIN THAT DEFINITION. HOWEVER, THEY STILL CAN PROVIDE SUPPORTIVE MEASURES AND DECIDE IF THERE IS DISCIPLINARY ACTION. BUT THAT WILL HAVE TO BE RELATED TO A SCHOOL ACTIVITY, AS WELL. THAT'S WHY THERE ARE OTHER

[02:20:03]

COMMUNITY AGENCIES THAT HAVE THE ABILITY TO TAKE DIFFERENT TYPES OF ACTION AND ADDRESS DIFFERENT TYPES OF CONDUCT. THIS IS JUST ONE AVENUE WITHIN THE SCHOOL DISTRICT'S PURVIEW.

>> WE KNOW WE CAN ONLY INVESTIGATE WHEN WE HAVE A REPORT AND WE KNOW THE NUMBER OF ACTUAL TITLE IX AND UCP'S IS RELATIVELY SMALL. DO WE HAVE, WHILE STILL PROTECTING PRIVACY, DO WE HAVE ANY OTHER SOURCES OF INFORMATION ABOUT REPORTS THAT WENT TO TRUSTED ADULTS ON OUR CAMPUSES OR WERE SUBMITTED THROUGH WETIP, JUST SO THE BOARD CAN HAVE AN UNDERSTANDING OF THE NUMBER, ANY PATTERNS THEY MIGHT OBSERVE, THAT WE CAN HAVE AN UNDERSTANDING OF HOW RESOLUTIONS ARE SOUGHT?

>> I THINK THAT WE ARE GRAPPLING WITH DOING OUR BEST TO GET AN ACCURATE SENSE OF THAT NUMBER BEFORE WE ARE TALKING ABOUT THAT. THAT'S WHY I THINK WE'VE BEEN SEEKING TO FOLLOW UP AND ENGAGE IN A TWO-WAY DISCUSSION AND COLLABORATIVE DISCUSSION.

FOR INSTANCE, FOR INDIVIDUALS THAT HAVE COME FORWARD, EVEN IN

THESE SPACES WILL. >> I'D SAY I THINK WHERE MY FRUSTRATION LIES THE MOST, ESPECIALLY HEARING FROM THE STUDENTS, IS THAT THEY'VE GONE TO THE PRINCIPAL, AND I DON'T KNOW IF THAT IS THAT THEY'VE SEEN HIM AT LUNCH, IF THAT IS AN EMAIL THAT WAS SENT AND NOT ANSWERED, IT COULD BE A COMBINATION OF ALL THOSE THINGS. I THINK THAT IS WHERE MY FRUSTRATION IS. MORE OR LESS ON THE FACT THAT IF THERE WAS AN EMAIL SENT AND THERE WAS NO FOLLOW-UP, THAT IS VERY FRUSTRATING TO KNOW THAT THAT WOULD BE THE CASE. FOR US TO FOLLOW UP AND SAY, HOW MANY CONCERNS THAT WERE BROUGHT FORTH ARE GOING ON ANSWERED IN AN EMAIL STREAK. AS A DISTRICT WE CAN DEFINITELY GO IN AND HAVE SOME KEYWORDS AND PULL THAT DATA. I THINK THAT IS THE FRUSTRATION FROM OUR STUDENTS AS WELL. AS SOMEONE WHO WAS A TEACHER AND A PRINCIPAL, IT WOULD BE REALLY HARD FOR ME NOT TO ANSWER A STUDENT BACK IN AN EMAIL OR IN SOME CAPACITY. AND IF THEY ARE NOT BEING ANSWERED BACK, I THINK THAT'S WHERE A DATA PIECE WILL BE THAT NEEDS TO BE CORRECTED AND CORRECTED AS SOON AS POSSIBLE. I GUESS I WOULD ADVISE OUR STUDENTS, THE BEST PROCESS IS TO PUT SOMETHING IN RIGHTING. THOSE TWO-WAY CONVERSATIONS, WHILE THEY ARE IMPORTANT TO HAVE WITH THE ADULTS ON CAMPUS, THAT ALLOWS US TO PINPOINT BACK TO A SITUATION WHERE YOU TOLD AN ADMINISTRATOR ON THE CAMPUS AND YOU CAN POINT BACK TO IT AND SAY, THEY DID NOTHING ABOUT IT. IT GIVES US AN AVENUE TO PULL DATA AND SAY, YOU ARE CONTACTED AS AN ADMINISTRATOR OF THE SCHOOL AND DID NOTHING ABOUT IT. SO I DO HIGHLY SUGGEST, OUR WETIP GOES THROUGH A REALLY GOOD PROCESS AND I THINK IT IS ACCESSIBLE FOR ALL OF YOU. BUT ULTIMATELY, IF YOU ARE REACHING OUT TO AN ADMINISTRATOR ON CAMPUS, YOUR BEST BET IS TO PUT IT IN WRITING SO THAT THERE IS FOLLOW-UP OR AT LEAST THOSE EMAILS FORWARDED TO SOMEONE SAYING THAT THERE WAS NO FOLLOW-UP.

>> ON THE WETIP, AS WE ARE ENCOURAGING FOLKS , WETIP IS A GREAT WAY TO REPORT ANONYMOUSLY. ANYBODY CAN REPORT ANONYMOUSLY.

I WOULD ENCOURAGE FOLKS TO ENABLE THE TWO-WAY COMMUNICATION. AFTER YOU FILL OUT THE INFORMATION THERE IS A QUESTION, DO YOU WANT TO ENABLE TWO-WAY COMMUNICATION? THAT TWO-WAY COMMUNICATION KEEPS THAT INDIVIDUAL ANONYMOUS SO YOU CAN CONTINUE THAT BACK AND FORTH, PROVIDE INFORMATION AND ANSWER QUESTIONS WHILE ALSO SAYING ANONYMOUS. BUT IT CAN BE REALLY HARD AS A SCHOOL SITE ADMINISTRATOR TO GET SOME IMPORTANT INFORMATION THAT MAY LACK SOME INFORMATION, GENERAL

[02:25:07]

DETAILS. SO AGAIN, IT KEEPS SOMEONE ANONYMOUS, AND ALLOWS FOR THAT REALLY IMPORTANT DIALOGUE AND OUR SITES REALLY NEED TO BE THOROUGH AND COMPREHENSIVE.

>> AND I BRIEFLY TOUCH BASE, WHEN A WETIP IS INPUTTED, WHERE

DOES THAT GO? >> THE WAY THAT OUR SCHOOL DISTRICT HAS SET UP WETIP, WHENEVER ANYONE OPENS THAT PORTAL, YOU HAVE TO SELECT THE SCHOOL, AND IT GOES TO THAT SPECIFIC SCHOOL. AND THEN IT GOES TO EVERY ADMINISTRATOR AT THAT SCHOOL LOCATION AND ALSO INCLUDES OUR DISTRICT SAFETY TEAM. PART OF THAT SAFETY TEAM INCLUDES MYSELF, THE INSTRUCTIONAL SERVICES DIRECTORS AND SOME OF OUR STUDENT SERVICES DIRECTORS. WE GET IN AN IMMEDIATE TEXT OR EMAIL NOTIFICATION. ALL OF OUR WETIP'S ARE REVIEWED BY A WETIP OPERATOR TO SEE IF THEY MEET A THRESHOLD WHICH WILL REQUIRE US TO IMMEDIATELY CONTACT LAW ENFORCEMENT. THAT WOULD BE IF THERE IS A PARTICULAR THREAT TO AN INDIVIDUAL, THEMSELVES OR OTHERS, LAW ENFORCEMENT IS ALWAYS CALLED FIRST. THEN WE ARE

MADE AWARE. >> CAN A WITNESS BE ALSO ANONYMOUS? I HEARD TODAY DURING COMMENTS ABOUT THINGS HAPPENING IN THE HALLS. IF A PERSON GOES TO MR. SO-AND-SO, A TEACHER IN THE HALL AND SAYS, I WAS JUST HARASSED BY SUCH AND SUCH COMMENT, CAN THAT WITNESS TURNING A REPORT SAYING, YES, I HEARD THAT, TOO, AND TURN IN THE REPORT AND STILL REMAIN

ANONYMOUS? >> THEY CERTAINLY CAN. WE NEED TO KEEP IN MIND THAT WE ARE HELD TO A CERTAIN EVIDENTIARY AREA STANDARD WHEN GATHERING EVIDENCE. SO THAT COULD IMPACT THE RELIABILITY IF WE CAN'T IDENTIFY THE INDIVIDUAL.

THINKING OF ALL THE WAYS THIS COULD COME INTO PLAY. WHETHER YOU ARE IN THIS TITLE IX PROCESS OR INVESTIGATING, YOU WOULD TAKE ALL THE INFORMATION PROVIDED TO YOU AND CONSIDER IT AS A WHOLE.

>> I WANT TO CIRCLE BACK, I DON'T KNOW WHO THIS IS DIRECTED AT. WHAT WAS BEING ASKED ABOUT DATA AND REPORTS. AND THE MENTION OF THE SURVEY. I KNOW THAT SEEMS REALLY DRY AND IT'S NOT ABOUT STATISTICS BECAUSE THERE ARE REAL PEOPLE HERE. I DON'T WANT TO DOWNPLAY THE ANECDOTES IN THE STORIES BECAUSE THEY ARE POWERFUL AND IMPORTANT. BUT WHAT I'M TRYING TO PARSE THROUGH, IS THIS A WEST LAKE HIGH SCHOOL PROBLEM, IS THIS A TREND BY PROBLEM OR A SOCIETAL PROBLEM? BY LOOKING AT THE TOTALITY IT MIGHT HELP SHAPE OUR THINKING ABOUT IT AND SOME OF THE THINGS WE MIGHT DECIDE TO DO. SO THAT IS PART OF WHY THE INFORMATION IS IMPORTANT. AND I DO AGREE, PUTTING THINGS IN WRITING, FOLLOWING UP IS A VERY SMART STRATEGY.

>> I'M GOING TO ECHO THE IMPORTANCE OF PUTTING THINGS IN WRITING. BUT I WILL PUT A LITTLE SPIN ON IT. AS WE ALL SEE, EVEN HERE, THE POWER OF CONVERSATION, OR THE POWER OF A SPEECH, EVEN IN DIFFICULT CIRCUMSTANCES, YOU GET THE TONE, YOU GET THE FEELING. IT IS LOST IN AN EMAIL, SOMETIMES. PEOPLE OFTEN READ THE EMAIL IN THEIR OWN VOICE, NOT THE SENDER. FOR ME, I OFTEN WOULD PREFER, I KNOW YOU WILL ALL BE SHOCKED, BUT TO HAVE A CONVERSATION AND FOLLOW-UP WITH HEY, THANKS. THEN YOU HAVE THE WRITTEN BUT THEY HEAR YOUR VOICE. SO JUST SOMETHING TO THINK ABOUT FOR PEOPLE WANTING TO HAVE THAT ONE ON ONE CONNECTION. ESPECIALLY IN THESE INSTANCES, IT IS INCREDIBLY IMPORTANT. LIKE DR. MCLACHLAN AND EVERYBODY APPEAR AND I THINK EVERYBODY ON CAMPUS, NOBODY WANTS OUR STUDENTS TO FEEL

[02:30:04]

IGNORED OR UNSAFE. >> DO WE WANT TO MOVE TO THE DRAFT RESOLUTION AND TAKE A LOOK AT THAT AND HAVE A DISCUSSION ABOUT IT? ARE WE READY FOR THAT? AND WE CAN DECIDE WHETHER IT IS SOMETHING WE WANT TO MOVE FORWARD ON NOW, IF IT NEEDS MORE WORK. I DON'T KNOW WHAT COMMENTS FOLKS MAY HAVE. I THINK, FOR ME, I REALLY LOOK AT THAT SECOND PAGE IN PARTICULAR, I KNOW THERE ARE A NUMBER OF ACTION POINTS WITH REALLY THE INTENT OF HAVING BASICALLY A TIMELINE OVER THE NEXT SEVERAL MONTHS, ENGAGING IN A BUNCH OF ACTIVITY ON THIS TOPIC. AND IT LOOKS LIKE THE SUGGESTION IS BY DECEMBER, THE BOARD WILL BE REVIEWING PROGRESS MADE WHILE GATHERING THIS INFORMATION AND MAKING SIMILAR DECISIONS ON DIRECTIONS TO GO. IT LOOKS LIKE THERE WAS SUGGESTED EDUCATION ON REPORTING, THERE IS EDUCATION ON CONSENT AND SEXUAL HARASSMENT. AND REALLY TRYING TO POTENTIALLY DESIGN SOME NEW WAYS OF DOING THAT. AND PARTNERING WITH THIRD-PARTY ORGANIZATIONS. I THINK THERE IS ALSO, WE PROBABLY NEED TO DO SOME POLICY ALIGNMENT AT SOME POINT. WE HAVE A STUDENT CONDUCT POLICY, THE UCP POLICY AND TITLE IX POLICY AND I THINK IT IS REALLY IMPORTANT THAT THOSE THREE ARE ROBUST, DO WHAT WE WANT IT TO DO AND THERE IS ALIGNMENT ACROSS THE THREE.

THOSE ARE MY KIND OF INITIAL COMMENTS. IF ANYBODY HAS ANY SPECIFIC SUGGESTIONS OR THOUGHTS. BEEDE ONE THING I HEARD ONE OF THE PUBLIC SPEAKERS TALK ABOUT WAS MAKING THIS DURABLE AND MAKING IT LAST. WHAT IS APPARENT TO ME IN LOOKING AT THE RESOLUTION, I THINK WE NEED TO ADD IN SOMETHING THAT, IT DOES NOT JUST AND DURING FALL OF 2025, BECAUSE THAT IS OUR LAST STEP. THIS IS SOMETHING WE LOOK AT ANNUALLY, WE RECOMMIT TO ANNUALLY. SOME LANGUAGE IN THERE THAT THIS IS NOT A ONE AND DONE, A LIVING AND BREATHING DOCUMENT. IT MIGHT BE HELPFUL TO SPELL

THAT OUT. >> WE'VE HAD SOME FEEDBACK AND ADJUSTMENTS TO THIS POLICY. IN THE TITLE IN THE VERY FIRST RESOLUTION THAT WAS SENT OUT WAS ANNUAL, I THINK THE TERM WAS IN THERE. ULTIMATELY AN ANNUAL RESOLUTION IS THAT WE ARE REVIEWING THIS EVERY YEAR AND I THINK THAT PUTS US ON THE PATH OF, MAKING SURE THIS IS NOT A ONE AND DONE OR SLIPS THROUGH THE CRACKS. OBVIOUSLY WE CAN DECIDE WHERE ON THE RESOLUTION CALENDAR WE WILL PUT THIS IN WHERE WE WILL REVIEW IT

ANNUALLY. >> PUT IT ON THE GOVERNMENT'S

CALENDAR. >> I HAVE A QUESTION TO ADDRESS TO ONE OF MY FELLOW WARD MEMBERS. DOES SCAG HAVE AN ANNUAL PLACE ON THE CALENDAR , DO YOU HAVE SOMETHING SPECIFICALLY THAT IMPLIES TO REINFORCING RESPECT AND NO MEANS

NO? >> ULTIMATELY THAT IS PART OF THE CAMPUS CULTURE AND SAFETY. SOMETHING THAT IS DONE WITH THE ADVISORY COMMITTEE. WE GET A NEW CHAIRPERSON EACH YEAR. WHAT HAPPENS IS THE CHAIRPERSON IS ELECTED AND THEY APPOINT A CHAIRPERSON FOR THAT SUBCOMMITTEE. SO EVERY PERSON THAT COMES IN, WE HAVE ACTUALLY STARTED TO CO-CHAIR THAT SO WE CAN GET TO AS MANY DIFFERENT PERSPECTIVE AS POSSIBLE. SO WHAT IT COMES DOWN TO, WHAT IS THE AGENDA OF THIS CHAIRPERSON AND WHAT DO THEY WANT TO ADDRESS. AND WHEN STUDENTS RAISE CONCERNS, IT BEGINS TO GET ADDRESSED THEY ARE. SO IT'S PART OF THE MENTAL HEALTH SUBCOMMITTEE AND CAMPUS CULTURE WILL START HAVING CONVERSATIONS ABOUT THIS TOPIC, THEIR

[02:35:02]

EXPERIENCE AND KNOWLEDGE ABOUT IT. WE JUST HAVE NOT CREATED THE

GOVERNANCE CALENDAR. >> BUT YOU ARE SAYING THAT IN ONE PART, IT COULD BE THAT STUDENTS CONTACT THE

REPRESENTATIVE AT THEIR SCHOOL. >> ABSOLUTELY. WE GIVE MULTIPLE WAYS FOR STUDENTS TO BE ABLE TO CONTACT US. WE ALSO SEND OUT A SURVEY AT LEAST TWICE A YEAR WITH INFORMATION. AT THE END THERE IS ALWAYS A QUESTION THAT ASKS, IF YOU HAVE ANY OTHER TOPICS, CONCERNS, IF ANYONE RESPONSE, YES, WE WILL PULL THAT. FOR THE STUDENTS THAT SEND A FOLLOW-UP EMAIL, WE WILL LOOK AT AND EVALUATE WHAT THEY HAVE SAID. WE GATHER FEEDBACK FROM OUR VARIOUS PARENT ADVISORY COMMITTEES. WE WANT TO GIVE MULTIPLE WAYS FOR STUDENTS TO CONTACT REPRESENTATIVES THROUGH THOSE SURVEYS, BUT ALSO PARENTS. AND ON WEDNESDAY THERE IS A WEBSITE THAT SENDS OUT A WELLNESS LETTER EVERY WEEK. AND THEY SEND OUT A TON OF RESOURCES, ONE OF THOSE THINGS

IS THE CONTACT INFORMATION. >> AND YOU BROUGHT UP ANOTHER GOOD POINT. BESIDES FROM OTHER STUDENTS, USE -- YOU ACCEPT DISCUSSIONS ON AGENDA ITEMS AND SUGGESTIONS FROM PARENTS.

>> ABSOLUTELY. AND IF WE HAVE A STUDENT WITH A SPECIFIC CONCERN WE WILL INVITE STUDENTS TO SPEAK IN THE SUBCOMMITTEE IF THAT IS A DISCUSSION THE CHAIRPERSON IS HAPPENING -- HAVING. IN THE PAST, THEY HAVE ACCEPTED EVERYONE WHO HAS MADE THAT

REQUEST. >> ANY OTHER COMMENTS, INPUT,

THOUGHTS REGARDING THE DRAFT? >> IF I COULD , I THINK THAT THE DRAFT RESOLUTION DOES DETAIL LIKE A SPECIFIC TIME AT WHICH WE WOULD, AT MINIMUM, PROVIDE A REPORT TO THE PUBLIC . AS THE DISTRICT TITLE IX COORDINATOR, THAT WOULD BE MY RESPONSIBILITY IN TERMS OF WHO IS RESPONSIBLE FOR THAT. OF COURSE ME WORKING WITH MY TEAM AND OUR PRINCIPLES, BUT AS WE HAVE DRAFTED THIS, WE WERE OF COURSE AWAITING TODAY'S DISCUSSION AND THE INFORMATION SHARED. BUT WE STARTED PLOTTING OUT, HOW DO WE BRING TO LIFE THIS PARTICULAR RESOLUTION. I THOUGHT MAYBE I WOULD SHARE SOME OF THESE TENTATIVE IDEAS THAT WE THINK, AGAIN, CAN BRING TO LIFE AT THE BOARD HERE. SOME OF THOSE POTENTIALLY BEING, PROVIDING A QUARTERLY STUDENT MESSAGE ON CAMPUS. INCORPORATING INFORMATION ABOUT DEFINITIONS, REPORTING, SECONDARY STUDENT ORIENTATIONS, RULES ASSEMBLIES, PROVIDE PARENTS WITH INFORMATION, HOW TO TALK TO THEIR STUDENTS ABOUT SEXUAL HARASSMENT, SEXUAL CONSENT. AND MAYBE A BREAKTHROUGH PRESENTATION FOR PARENTS, GUARDIANS, AND POTENTIALLY LOOKING INTO TRAINING FOR COUNSELORS AND HEALTH STAFF. AND SORT OF OFFICIAL REMINDERS TO ALL OF OUR STAFF, WHAT IS SEXUAL HARASSMENT AND SEXUAL ASSAULT. SOME FEEDBACK, AS I'VE SAID, ALL HIGH SCHOOLS SOUGHT ADDITIONAL FEEDBACK HEARD ONE OF THE IDEAS SUGGESTED THAT WE INCLUDE POSTERS IN ALL OF THE RESTROOM STALLS. OTHER CONSIDERATIONS, LOOKING TO SEE IF ON OUR STUDENT I.D. CARDS, WE CAN INCLUDE ADDITIONAL IMPORTANT

[02:40:03]

INFORMATION LIKE HOTLINE NUMBERS. SEEING IF MAYBE WE CAN HAVE A MORE VISIBLE WETIP STICKER THAT GOES ON DISTRICT DEVICES THAT INCLUDES WHAT THINGS YOU CAN REPORT ON WETIP.

I'D ALSO SAY THAT I'VE GOT A LOT OF GREAT IDEAS AND SUGGESTIONS DURING YESTERDAY'S TOWNHALL, WHICH I THOUGHT WERE REALLY MEANINGFUL. AND THEN, NOW, CONTINUING AND BUILDING ON AND HAVING MORE EFFORT TO HEAR DIRECTLY FROM STUDENTS AT THE SCHOOL SITES AND SEEK OUT THEIR IDEAS AND RECOMMENDATIONS. THOSE THINGS, FOR ME, AGAIN, ARE WAYS TO EXPLORE AND KIND OF MAKE THIS HAPPEN AND POTENTIALLY THINGS WE WILL BE REPORTING ON IN DECEMBER. IT MAY BE THINGS WE WILL HAVE ON IN ANNUAL CALENDAR

AS OPPOSED TO ONE TIME ACTIONS. >> I'VE BEEN LOOKING AT THIS RESOLUTION AND TOYING WITH ADDING SOMETHING TO THE END OF NUMBER 5. BECAUSE, I HEAR, OR I GET THE FEELING THAT IT IS NOT JUST A COMPLIANCE ISSUE. AT THE END WHERE IT SAYS THAT THE BOARD IS NOT DIRECTLY INVOLVED IN THE APPEAL PROCESS, MAY BE ADDING, RESPONSIVE TO STUDENT CONCERNS AND INPUT. OR SOMETHING TO THAT EFFECT. JUST TO MAKE SURE THAT EVERYBODY KNOWS WHAT WE ALL KNOW, WHICH IS, WE DON'T JUST WANTED TO BE A COMPLIANCE CHECKBOX THING. I MEAN IT IS, BUT IT IS NOT ONLY THAT.

>> CONSENSUS ON THAT LANGUAGE? >> TRUSTY LIGHT, DO YOU HAVE A

QUESTION? >> AS I WAS LISTENING TO THE PUBLIC COMMENT, ONE OF THE THINGS THAT STRUCK ME, WAS MAKING SURE THAT THEY HAVE THE KNOWLEDGE OF TITLE IX, AND SPREADING THAT AWARENESS. AND AS MORE AND MORE SCHOOLS MOVE TOWARDS THE DIGITAL I.D. CARD, IS THERE ANY WAY THAT WE CAN MORE EASILY LINK INFORMATION THERE AS THEY ACCESS THEIR I.D.

CARDS SO THEY CAN GET THAT INFORMATION CONSTANTLY AND IN AN

ONLINE FORMAT. >> THAT IS NOT INFORMATION I HAVE BUT IT IS SOMETHING WE CAN LOOK INTO.

>> GOING BACK TO WHAT MR. LOO WAS TALKING ABOUT , THIS WAS NOT MY ORIGINAL IDEA. A LOT OF THE MATERIAL THAT HAS COME MY WAY, AND I DID HEAR SOME PUBLIC SPEAKERS TALKING ABOUT A K-12 CURRICULUM. ASIDE FROM THAT, MAYBE HAVING SOME KIND OF STANDALONE, ASYNCHRONOUS VIDEO. I KNOW THAT A LOT OF COLLEGES DO THAT. WHEN YOU START YOU ARE REQUIRED TO WATCH THIS VIDEO. IT COVERS THINGS LIKE CONSENT, BOUNDARIES, HOW TO REPORT. THAT MIGHT BE SOMETHING WE CAN FIND OUT IF THERE IS ONE THAT WOULD WORK HERE IN OUR DISTRICT AND CONSIDER MAKING IT MANDATORY FOR OUR HIGH SCHOOL STUDENTS. AGAIN, NOT AN ORIGINAL IDEA BUT ONE THAT I THINK COULD BE PRETTY INTERESTING.

>> TO ADDRESS THE REQUEST OF THE K-12 CONSENT NOTIFICATION , CONSENT, IT IS AN EASY -- EASIER AND TO SAY TO DO INSTEAD OF JUST IMPLEMENT. STUDENTS AND FAMILIES CAN OPT OUT OF CERTAIN THINGS.

BUT CONSENT IS NOT AN OPT OUT PROCEDURE. WE CAN PUT THESE IN PLACE. AGAIN, GUARANTEEING THAT ALL KIDS WILL TAKE THAT COURSE OR REVIEW IT, AGAIN, IT IS NOT A GUARANTEE. I JUST WANT TO

[02:45:03]

FRONTLOAD SOME OF THE PITFALLS IN THIS, AND THAT IS ONE OF THEM, UNDER CALIFORNIA LAW, CONSENT IS AN OPT IN WITHIN THE CURRICULUM. I LIKE THE IDEA, I DO. I JUST WANT TO MAKE SURE YOU ARE AWARE OF WHAT MAY OR MAY NOT WORK.

>> PIGGYBACKING, I'D LIKE TO ADD SOMETHING TO 7 ON THE RESOLUTION. I MEAN I DON'T THINK SEVENTH AND NINTH GRADE IS SUFFICIENT, AS FAR AS JUST TEACHING IT TWICE. I DON'T KNOW IF WOULD WANT TO SAY ANNUALLY A REVIEW OR WATCHING THE VIDEO YOU WERE REFERRING TO. BUT I'D LIKE TO SEE IT REMINDED, AND STATED, EVEN ONCE A YEAR I FEEL IS NOT ENOUGH. FREQUENT INTERVIEW LAST

-- INTERVALS. >> I'M NOT SURE WE CAN APPROVE A CURRICULUM WHEN WE DON'T HAVE A CURRICULUM.

>> ON THAT NOTE, I DO THINK, AND I TO BE INTERESTED TO SEE, A LOT OF THIS IS ABOUT EXPLORING, RIGHT, DIFFERENT OPTIONS. AND THERE IS A TIMELINE AND THINGS DON'T HAPPEN RIGHT AWAY. SOME OF THE THINGS I READ ABOUT CONSENT, IT IS NOT NECESSARILY TALKING ABOUT SEXUAL ASSAULT EVEN SPECIFIC TO SEX, CONSENT CAN TAKE A LOT OF DIFFERENT FORMS. YOU START TEACHING IT EARLY BY BODY AUTONOMY, COMMUNICATION SKILLS, STANDING UP FOR YOURSELF OR YOUR FRIEND. I KNOW WITH OUR SOCIAL AND EMOTIONAL LEARNING AND THINGS LIKE THAT, THOSE ARE THINGS WE CAN LOOK AT TO REALLY BE INTENTIONAL ABOUT, HOW ARE WE COVERING THESE TOPICS WITH ALL OF OUR STUDENTS STARTING IN THE

EARLY GRADES. >> I WOULD LIKE TO ALSO, BESIDES EMPHASIZING THE WORD CONSENT, RESPECTS. TEACHING THEM RESPECT.

SOME OF THE COMMENTS I HEARD FROM YOU FOLKS OBVIOUSLY INDICATE THAT THEY ARE DISRESPECTFUL. AND IT GOES WITHOUT SAYING, BUT TO HAVE THAT AS PART OF OUR, AT LEAST VERNACULAR, SOMEWHERE, ON A FREQUENT BASIS.

>> ANY OTHER COMMENTS, SUGGESTIONS? WE HAD ONE SPECIFIC EDIT TO THIS DRAFT. I WOULD HAVE A QUESTION IN TERMS OF THE TIMELINE, I KNOW WE ARE TALKING ABOUT SPRING, 2025, BUT IT IS A VERY SHORT WINDOW. I'M ASSUMING THAT MAYBE BY THE END OF THE SCHOOL YEAR WE WOULD GET AN UPDATE. I'M NOT EXPECTING THERE TO BE ANY MAJOR UPDATES BETWEEN NOW AND THEN, WHEN WE COME BACK

IN THE FALL. >> I ENVISION SOME OF THESE ACTIONS HAPPENING THIS SPRING, THIS YEAR, FOR SURE. AS WELL IS IN THE FALL. AND I WILL MAKE SURE TO INCLUDE HOW FREQUENTLY THOSE THINGS WILL BE DONE AND THAT MAY ALLOW THE BOARD OF EDUCATION, AS THEY RECONSIDER THE RESOLUTION, MAYBE MAKE ADJUSTMENTS OR AMENDMENTS BASED OFF THE PROGRESS THAT WE MADE

THAT I CAN REPORT IN DECEMBER. >> PAMELA, CAN I ASK YOU A QUESTION. SO, NOT KNOWING HOW MANY DISTRICTS HAVE DEALT WITH, HAVE GONE THROUGH THE TITLE IX PROCESS, I WOULD SAY, L.A. USD HAS PROBABLY GONE THROUGH THE MOST OF ANYBODY. AND I KNOW YOU DID THE TRAINING FOR OUR STAFF, AND WORK THROUGH SOME OF THIS WITHIN OUR DISTRICT, BUT I THINK, I GUESS I'M TRYING TO FIGURE OUT HOW TO FORMULATE THE QUESTION. WE WENT THROUGH A TITLE IX PROCESS AND FROM YOUR PERSPECTIVE AS AN ATTORNEY, THE

[02:50:01]

DISTRICT HANDLED THE CHECKBOX CORRECTLY. BUT I GUESS MY QUESTION IS, WHEN WE TALK ABOUT EMPATHY AND HOW DO WE ENGAGE IN INTERVIEWS AND DIALOGUE WITH STUDENTS AND STAFF, IS THERE A BEST PRACTICE OUT THERE THAT YOU'VE SEEN? I KNOW YOU MENTIONED SOME OF THE CONSULTANTS, IS THERE A CONSULTING FIRM YOU'VE SEEN DO A REALLY GOOD JOB ABOUT THAT PART OF IT? THE ISSUE IS NOT SO MUCH THAT TITLE IX INVESTIGATION, I'M CONFIDENT , THROUGH THAT INVESTIGATION, AN INDIVIDUAL WORKED WITH YOU THROUGH THAT PROCESS. BUT IT IS THE EMPATHY AND ENGAGEMENT PART I THINK, AS A DISTRICT WE NEED TO FIGURE THAT OUT. THE TITLE

>> I WOULD ADD THAT WE DO HAVE SOME IN-HOUSE EXPERTS ON TRAUMA

AND INFORMED CARE. >> CIRCLING BACK TO THAT COMMENT, THIS IS SOMETHING I JUST THOUGHT OF, SO I DON'T HAVE AN OPINION ON IT YET, BUT BASED ON IF WE HAVE IT APPROVED, COULD WE, AFTER, FOR THE STUDENTS WHO ARE NOT OPTED OUT, AFTER THEY HAVE RECEIVED THE SEXUAL EDUCATION CURRICULUM, MAKE SURE EVERY STUDENT WALKS AWAY FROM THAT LECTURE AND CURRICULUM WITH THE LINKED MATERIALS THAT INCLUDES A TOPIC ON SEXUAL VIOLENCE PREVENTION. EVEN IF THEY HAVE MORE CURRICULUM YEAR AFTER YEAR, THEY HAVE ACCESS TO THE CURRICULUM

THAT THEY HAVE RECEIVED. >> GREAT, THANK YOU. SO, DO YOU THINK WE HAVE ENOUGH WITH STAFF, TO MOVE FORWARD?

>> I THINK SO. THIS IS A DRAFT RESOLUTION. SO WE WILL COME BACK TO THE BOARD AND THE COMMUNITY, I WON'T SAY WITH A FINALITY TO IT BUT OBVIOUSLY WITH THE ABILITY FOR MORE FEEDBACK TO COME IN AND WITH SOME OF THE ADJUSTMENTS WE'VE HEARD TONIGHT. AGAIN, I WILL CONTINUE TO REACH OUT TO MY POINT OF CONTACT WITH ANY FEEDBACK THAT WOULD HELP US IN MAKING SURE WE HAVE AN ACTIONABLE RESOLUTION THAT IS TRUSTWORTHY FOR OUR

COMMUNITY. >> THANK YOU, MR. LOO. THANK YOU

[B. Instructional and Student Services - Presentation: Elementary Social Emotional Student Supports]

MISS TOWNSEND. OKAY, SO WE'RE GOING TO MOVE ON TO 5B.

>> I HAD A QUESTION ABOUT THE AR BEFORE WE MOVE ON. WE WENT

[02:55:05]

THROUGH THE RESOLUTION AND I WAS WAITING TO SEE IF WE WOULD GO THROUGH THE AR. JUST A COUPLE OF THOUGHTS. ONE OF THEM, NOT TO BE A BROKEN RECORD, THE AR IS AS SILENT AS IT IS TO EMPATHY.

MAYBE JUST A STATEMENT SOMEWHERE, BECAUSE I KNOW EVERYONE ENGAGING IN THIS IS EMPATHETIC. BUT JUST OUR COMMITMENT TO SORT OF SHOWING THAT, EMPATHY WITHOUT BIAS. BUT DEFINITE CARE AND CONCERN AS A GUIDING PRINCIPLE. AS YOU MOVE THROUGH THE CHECKBOXES OF WHAT YOU HAVE TO DO LEGALLY, AND ARE REQUIRED TO DO, JUST SORT OF REMINDERS THAT THAT IS A

COMMITMENT . >> CONSENSUS ON A STATEMENT?

>> I'M SORRY, DID I MISS SUGGESTED LANGUAGE.

>> NO, I SAID I DIDN'T HAVE IT. AS I KEPT READING THROUGH IT I KEPT THINKING, THIS IS ALL GREAT, AND IF IT'S WHAT WE ARE DOING, WONDERFUL, BUT IT IS SILENT TO THE THING THAT WE HEAR

MOST, THE HUMAN PIECE OF IT. >> I UNDERSTAND. I JUST WANTED TO MAKE SURE I WAS CLEAR. YOU ARE LOOKING FOR A STATEMENT OF

EMPHASIS AT THE BEGINNING? >> YES. AND I DON'T WANT TO DICTATE THAT WOULD BE ON-THE-FLY. AND THE OTHER THING I WROTE DOWN, SOMETHING TO THINK ABOUT IN THE AR, IS THE BEST PRACTICE OF POTENTIALLY USING A DIFFERENT PRINCIPLE AS THE OFFICER. I CAN GO BOTH WAYS. THE PRINCIPAL ON CAMPUS KNOWS THE COMMUNITY BEST, SO THEY IDEALLY ARE TRUSTED BUT THEN THERE IS THE WHOLE, I DON'T KNOW -- I KNOW IT DOESN'T SAY ANYTHING,

BUT I HOPE YOU UNDERSTAND. >> SO YOU ARE SAYING AND THAT LANGUAGE TO MAKE CLEAR THAT IS AN OPTION.

>> MAY BE. IT'S IN AR, SO WHAT WOULD BE THE PRACTICE OF THE DISTRICT. THE STAFF, THE ADMINISTRATORS THAT ARE DOING THIS. I DON'T KNOW WHETHER WE NEED TO ADD IT OR IF THAT'S

JUST PART OF OUR -- >> I LIKE WHAT YOU SAID AND WHAT YOU SUGGESTED BEFORE, BECAUSE, LIKE YOU SAID, KNOWING THAT COMMUNITY AND IMPLICIT BIAS COULD BE INTERTWINED. AND A DIFFERENT PRINCIPAL MAY HAVE A DIFFERENT VIEWPOINT.

>> I DON'T THINK THAT IS ALWAYS THE CASE. BUT MAYBE, SOMETIMES, MAYBE IT IS A GOOD IDEA. I DON'T KNOW IF IT IS A GOOD IDEA

OR NOT. >> SOME THOUGHT OF CLARITY ON THAT, THE AR THAT YOU HAVE IS VERY MUCH A FEDERAL REGULATION FOR TITLE IX COMPLAINTS. THAT IS A REQUIREMENT TO NOT HAVE A CONFLICT OF INTEREST AND THAT WILL NATURALLY DETERMINE WHO -- I DON'T KNOW IF YOU WANT TO SET THAT IT WILL ALWAYS HAVE TO BE THIS OR THAT, AND I ALSO WANT TO CLARIFY ONE THING, THERE WAS A COMMENT EARLIER ABOUT, WHEN WE HAVE A TITLE IX COMPLAINT, THEY ARE VERY SPECIFIC WITH A PROCESS AND HAS PARTICULAR REQUIREMENTS.

A LOT OF PEOPLE DO NOT WANT TO GO THROUGH THAT PROCESS. I DON'T WANT ANYONE TO LEAVE YOUR THINKING THAT'S THE ONLY WAY THIS CAN BE ADDRESSED OR ACTIONABLE. WHEN WE TALK ABOUT TITLE IX, THAT KNOWLEDGE THAT ANY EMPLOYEE CAN HAVE WHEN SOMETHING OCCURS, THAT TRIGGERS US TO BE ABLE TO OFFER SUPPORTIVE MEASURES, SUPPORT OUR STUDENTS, GIVE THEM NOTICE OF THEIR RIGHTS. BUT MANY TIMES THERE IS NOT AN INTEREST OF GOING THROUGH THAT PROCESS. SO TO YOUR POINT, DR. MCLAUGHLIN, THE TRAINING SURROUNDING HOW TO ENGAGE EMPATHETICALLY ABOUT THESE ISSUES MAY BE MORE OF AN AR WHERE IT IS NOT NECESSARILY

[03:00:02]

SOMETHING EVERYONE IS GOING THROUGH.

>> THAT IS THE BIGGEST THING FOR ME, THE EMPATHY PIECE.

>> I JUST DON'T WANT THAT TO BE THE IMPRESSION, THAT THIS AR IS THE ONLY WAY TO ADDRESS THIS ISSUE.

>> ARE WE READY TO MOVE ON FROM 5A?

>> CAN I ASK A QUESTION, SO, HAVING SAID THAT, DOES THE BOARD HAVE CONSENSUS ON THE STATEMENT OF EMPATHY TOWARDS THE TOP? OKAY. I JUST WANT TO MAKE SURE.

>> YES, WE WILL WORK ON THAT. >> ONE MORE QUESTION.

>> HAVE AT IT. >> INCLUDING, IS EMPATHY ENOUGH TO WE WANT TO INCLUDE, I MEAN, THE TITLE OF MANY OF OUR LETTERS, OUR STUDENTS FEELING SAFE AND COMFORTED, I MEAN THAT IS NOT FORMAL LANGUAGE, DO YOU INCLUDE THAT WITH EMPATHY OR DOES EMPATHY REMAIN OR MEAN THE SAME THING.

>> KEEP IN MIND WE ARE LOOKING AT AN AR, NOT A POLICY. WHEN YOU LOOK AT THE BOARD POLICY FOR THIS, DOES HAVE THAT STATEMENT IN THE FRONT. WE HAVE A BOARD POLICY ON SEXUAL HARASSMENT BUT THIS IS SPECIFIC TO THE TITLE IX PROCEDURES.

>> CAN I ASK ONE MORE QUESTION? IN YOUR EXPERIENCE, HAVE YOU HAD ANY DISTRICTS WHO HAVE GONE THROUGH THE TITLE IX PROCESS WHO HAS BROUGHT IN AND OUTSIDE CONSULTANT TO GO THROUGH THE INTERVIEW PROCESS FOR INDIVIDUALS WHO MAY HAVE BEEN ENGAGED IN THE TITLE IX PROCESS, HAVE YOU SEEN IT?

>> DO YOU MEAN ACTING AS THE INVESTIGATOR?

>> THE TITLE IX INVESTIGATION HAS BEEN COMPLETED. SOMEONE COME IN WHO INTERVIEWED THE COMPLAINT AND -- COMPLAINANT AND THOSE WHO HAVE INTERVIEWED -- BEEDE I HAVE NOT. LIKE AN AUDIT OF THE TITLE

IX INVESTIGATION? >> MAY BE THAT WOULD BE THE

TERM. >> NO, I HAVEN'T SEEN THAT.

SPECIFICALLY. BUT THE APPEAL PROCESS IS A REVIEW OF WHAT HAPPENED TO MAKE SURE IT WAS APPROPRIATE.

>> THE APPEAL PROCESS, IT IS REVEALING WORDS ON PAPER. I'M TRYING TO GET TO THE INSIDE OF THIS.

>> I UNDERSTAND. >> MOVING ON TO 5B . WE HAVE A PRESENTATION, I BELIEVE. GIVEN BY DR. SELLERS AND DR.

CHAMBERLAIN ON ELEMENTARY SOCIAL AND EMOTIONAL STUDENTS.

>> GOOD EVENING. I'M SORRY, I THINK IT'S ME, I CAN THINK OF ALL THE WORDS I'M SUPPOSED TO SAY. I AM THE DIRECTOR OF ELEMENTARY EDUCATION. AND I'M HERE WITH HEATHER CHAMBERLAIN, THE DIRECTOR OF MENTAL HEALTH AND WELLNESS SERVICES AND WE HAVE OUR DREAM TEAM WITH US TONIGHT. WE WILL HAVE THEM INTRODUCE THEMSELVES AFTER A QUICK PRESENTATION WHICH IS ELEMENTARY SOCIAL AND EMOTIONAL SERVICES. INITIALLY, WHEN WE RETURNED FROM COVID, IN PLACE FOR ELEMENTARY STUDENTS WERE THE COUNSELING TEAM. WHICH WAS A SMALLER TEAM THAN WE HAVE NOW.

[03:05:07]

THAT SMALLER TEAM SERVED ALL 17 ELEMENTARY SCHOOLS. DURING COVID WE COULD SEE THE SPECIFIC NEEDS OF OUR STUDENTS AND COULD ALSO SEE THE BIG IMPACT THAT HAVING WELLNESS SERVICES FOR MIDDLE SCHOOLS AND HIGH SCHOOLS AND HOW TO DEVELOP THAT AND CONNECT THAT FOR OUR ELEMENTARY STUDENTS AS WELL. WE ALSO SAW AN UPTICK IN RISK ASSESSMENTS AND STUDENTS NEEDING IMMEDIATE HELP IN DIFFERENT SITUATIONS AT SCHOOL, WHETHER JUST ARRIVING TO SCHOOL, BEING ABLE TO STAY AT SCHOOL, EVEN THINGS AS LITTLE AS WEARING MASKS AT SCHOOL AND KNOWING HOW TO WORK THROUGH DIFFERENT FEARS THEY HAD RETURNING TO SCHOOL. WE ALSO HAD AN INCREASED NEED FOR COUNSELING THROUGH THE IEP PROCESS. AND SO AS WE SAW THOSE TRENDS HAPPENING FOR ELEMENTARY STUDENTS, WE STARTED A PARTNERSHIP IN DETERMINING HOW WE COULD INCORPORATE MORE WELLNESS SERVICES FOR ELEMENTARY STUDENTS. WHAT WE ARE DOING NOW IS INCREASING ACCESS FOR MENTAL HEALTH, SOCIAL AND EMOTIONAL SERVICES FOR ELEMENTARY STUDENTS BOTH BY INCREASING SERVICES THROUGH ELEMENTARY COUNSELING AND ALSO THROUGH WELLNESS AND HAVING STUDENTS ACCESS MORE SOCIAL, EMOTIONAL AND MENTAL HEALTH. SO THESE ARE OUR TWO BRANCHES FOR OUR STUDENTS. WE HAVE, AS I MENTIONED BEFORE, AND ELEMENTARY COUNSELING TEAM WHERE WE HAVE CONSISTENT COUNSELORS AT EVERY SCHOOL SITE. THEY ARE EITHER THEY ARE ONE, TWO OR THREE DAYS A WEEK AT DIFFERENT SCHOOL SITES. THAT IS REALLY BASED ON ENROLLMENT OR TITLE I STATUS. WE'VE INCREASED FROM ONE INTERVENTION COUNSELOR TO TWO INTERVENTION COUNSELORS TO HELP ADDRESS BARRIERS BETWEEN FAMILIES AND SCHOOL AND FAMILIES AND MENTAL HEALTH SERVICES AS WELL AS OTHER COMMUNITY RESOURCES. THEN WE ALSO HAVE SOME GRANT THROUGH THE STATE, THAT HAS ENABLED US TO HAVE SOME FULL-TIME, FIVE DAY WE COUNSELORS AT TWO ELEMENTARY SCHOOLS. AND THAT HAS BEEN A BIG SHIFT THIS YEAR AND WE ARE EXCITED TO SEE THE RESULTS OF THAT.

>> AND ON THE MENTAL HEALTH SIDE OF THIS WE HAVE BEEN ABLE TO HIRE A CLINICAL SUPERVISOR THAT IS DEDICATED TO SUPERVISING OUR ELEMENTARY TEAM. YOU WILL MEET HER IN A FEW MINUTES. AND BASED ON THE NEED OF THE ELEMENTARY SCHOOL SITE WE ARE ABLE TO PLACE CONDITIONS AND SO IT REALLY VARIES. MOST OF OUR TITLE I SCHOOLS, THERE IS A CLINICIAN THERE FIVE DAYS A WEEK. AT SOME OF OUR OTHER SCHOOLS WE HAVE CLINICIANS AND INTERNS. IT DEPENDS ON THE NEEDS OF THE COMMUNITY AND THE SCHOOL SITE.

WE ARE ABLE TO PLACE CLINICIANS AT ALL OF THE SITES. MAY NOT BE EVERY DAY BUT ON THE NUMBER OF REFERRALS WE ARE GETTING, THEY SERVE NOT ONLY WELLNESS, BUT ALSO THROUGH SPECIAL EDUCATION .

>> AND THERE ARE SPECIFIC SUPPORTS FOR TITLE I SCHOOLS.

THREE YEARS AGO WE PRIORITIZED AND MADE SURE TITLE I SCHOOLS, REGARDLESS OF ENROLLMENT, HAD AT LEAST TWO FULL-TIME DAYS WITH THE COUNSELOR ON THEIR SITE. PREVIOUSLY IT WAS BASED ON THE NUMBER OF STUDENTS POTENTIALLY BEING SERVED. BUT BASED ON THAT WE WERE ABLE TO HIRE ADDITIONAL COUNSELORS USING TITLE I FUNDS FOR THAT PURPOSE. WE ALSO INCORPORATED THAT ADDITIONAL INTERVENTION COUNSELOR THAT IS BILINGUAL. THEY MAINLY FOCUS ON ATTENDANCE AND BARRIERS TO SCHOOL ATTENDANCE AND COME TO SCHOOL, WHICH COULD INVOLVE WORKING WITH THEIR FAMILY, COMMUNITY RESOURCES AND THE STUDENT SPECIFICALLY. REALLY SETTING TARGETED GOALS, HAVING THEM BE ACCOUNTABLE TO ANOTHER PERSON. ALSO, JUST ENGAGING THEIR FAMILY IN THAT PROCESS, AND ALSO OTHER TITLE I STRATEGIES FOR ACADEMIC SUCCESS THAT ARE MORE SOCIAL AND EMOTIONAL RELATED. WE ALSO HAVE OUR BILINGUAL OUTREACH ASSISTANCE AND OUR OUTREACH TEAM THAT IS SPECIFIC FOR TITLE I SCHOOLS TO HELP CONNECT WITH FAMILIES TO COMMUNICATE ABOUT EVENTS AND BUILD THAT BRIDGE.

AND AS DR. CHAMBERLAIN MENTIONED, FIVE OF OUR TITLE

[03:10:03]

SCHOOLS HAVE A MENTAL HEALTH CLINICIAN OR ASSOCIATE THERE FIVE DAYS A WEEK AND TWO SCHOOLS ARE SHARING ONE, BASED ON NEED.

SO DR. CHAMBERLAIN MENTIONED OUR DREAM TEAM. THIS IS OUR SOCIAL AND EMOTIONAL TEAM AND WE WILL LET THEM INTRODUCE THEMSELVES.

>> HELLO, I AM THE BILINGUAL ELEMENTARY COUNSELOR.

>> I AM ONE OF THE BILINGUAL INTERVENTION COUNSELORS SERVING OUT OF THE SEVEN TITLE I SCHOOLS.

>> I AM THE BILINGUAL MENTAL HEALTH ASSOCIATE AT ACACIA.

>> I AM ALLISON, A SENIOR MENTAL HEALTH CLINICIAN AND CLINICAL SUPERVISOR FOR THE ELEMENTARY SCHOOL UNTIL HEALTH TEAM. --

MENTAL HEALTH TEAM. >> ELEMENTARY COUNSELORS PROVIDE SERVICES IN THREE TIERS. TIER ONE IS ALL STUDENTS, TIER TWO IS SOME STUDENTS, THIS YEAR WE'VE BEEN FOCUSING ON OUR FRANCHISE LESSONS THAT THE ELEMENTARY TEAM COUNSELORS COLLABORATIVELY WORKED ON. BESIDES THE LESSON WE COLLECT PRE-AND POST DATA BASED ON WHAT THE STUDENTS LEARN FROM THE LESSON. THAT WAY WE CAN DETERMINE WHAT'S WORKING AND WHAT'S NOT SO WE CAN MAKE CHANGES FROM THE FOLLOWING YEAR AND WE FOCUS MOSTLY ON FIRST AND SECOND GRADE THIS YEAR. NEXT YEAR WILL BE SECOND AND THIRD.

WE DO A LESSON FOR EACH TIER, ACADEMIC, SOCIAL AND EMOTIONAL AND COLLEGE AND CAREER. ANOTHER THING AVAILABLE IS A PROGRAM THAT IS AVAILABLE TO ALL FIFTH-GRADERS. IT IS AN ACRONYM WHICH STANDS FOR SUPPORT, TRUST, ACCEPTANCE, NURTURING, DEPENDABILITY, PERSEVERANCE, RESPECT, OPPORTUNITY, UNDERSTANDING AND DETERMINATION. THOSE ARE SOME TRAITS WE ENCOURAGE STUDENTS TO PRACTICE DAILY. AS A COUNSELOR WE GO INTO THEIR CLASSES AND DO ACTIVITIES. AND WE ENCOURAGE THEM TO PRACTICE THOSE CHARACTERISTICS EVERY DAY. ANOTHER THING WE DO FOR TIER ONE, WE HAVE COUNSELING EVENTS. IN FEBRUARY WE CELEBRATE SCHOOL COUNSELOR WE. AND WE PROVIDE DATA TO OUR TEACHERS BASED ON ALL THE LESSONS WE'VE DONE SO FAR THROUGHOUT THE YEAR.

WE ALSO DO AN ACTIVITY FOR UNITY DAY, IT IS THE THIRD WEDNESDAY OF OCTOBER AS PART OF PROMOTING KINDNESS, ACCEPTANCE AND INCLUSION AND WE DO DIFFERENT ACTIVITIES. THIS YEAR A LOT OF THE COUNSELORS WORKED ON BRAIDING A UNITY CHAIN WITH OUR STUDENTS AND WE POSTED IT AND SHOWED IT AROUND THE SCHOOL.

ANOTHER EVENT WE DO WITH THE KIDS IS KINDNESS WEEK WHICH IS CELEBRATED IN FEBRUARY. WE ENCOURAGE KIDS TO PRACTICE AND PROMOTE WORK KINDNESS. WE HAVE KIDS RIGHT DIFFERENT THINGS AND HOW THEY CAN SHOW KINDNESS TO OTHERS. ANOTHER PART OF OUR COUNSELING PROGRAM IS OUR SMALL GROUPS WHICH ALSO PERTAINS TO TIER TWO. IT IS MORE TARGETED GROUPS AND MORE FOCUSED ON BEING ABLE TO GIVE THOSE SUPPORTS FOR OUR STUDENTS WHICH INCLUDES ACADEMIC AND ATTENDANCE WHICH IS WHAT I SPECIFICALLY DO FOR OUR INTERVENTION COUNSELOR SIDE. ALSO FOR REGULAR COUNSELING WE DO THINGS LIKE SELF-REGULATION, FRIENDSHIP AND OTHER SUPPORTS.

WE ALSO DO INDIVIDUAL COUNSELING. WE FOCUS ON WORRIES AND ANXIETY, SOCIAL SKILLS, ANGER AND FRUSTRATION. THERE ARE A VARIETY OF OTHER FOCUSES WE DO DEPENDING ON THE NEEDS OF OUR

STUDENTS. >> I FEEL HONORED TO PROVIDE CLINICAL SUPERVISION FOR OUR MENTAL HEALTH TEAM. FOR OUR DEDICATED CLINICIANS AND ASSOCIATES. THEY SEE STUDENTS WITH IEP COUNSELING AS WELL AS STUDENTS OUTSIDE OF IEP'S THAT REQUIRE ONGOING MENTAL HEALTH SUPPORT ALL WITH PARENTAL CONSENT. IN ADDITION TO SCHEDULED SERVICES WE PROVIDE IN THE MOMENT SUPPORT AS REQUESTED. THAT CAN LOOK LIKE A TEACHER EXPRESSING CONCERN ABOUT A STUDENT AND WE ARE SUPPORTING A DIS-REGULATED STUDENT THAT NEEDS THAT SUPPORT AS WELL IS A PRINCIPLE THAT HAS EXPRESSED CONCERN ABOUT A STUDENT. OUR

[03:15:01]

TEAMS WORK IS FOCUSED ON BUILDING THE STUDENTS EMOTIONAL RESILIENCE AND EQUIPPING THEM WITH THE TOOLS TO MANAGE STRESS, ANXIETY AND SOCIAL CHALLENGES. WE TEACH CALMING STRATEGIES, PRACTICE PERSONALIZED COPING SKILLS AND WAYS TO CHALLENGE THOSE THOUGHTS AS WELL IS HELP STUDENTS RECOGNIZE EARLY SIGNS OF DISTRESS. OUR GOAL IS TO HELP KEEP THEM IN CLASS AS OPPOSED TO HAVING THEM STAY OUT. WE ALSO HELP OUR STUDENTS BUILD MEANINGFUL RELATIONSHIPS WITH THEIR PEERS. ULTIMATELY OUR GOAL IS TO CREATE A SAFE, SUPPORTIVE ENVIRONMENT WHERE EVERY STUDENT HAS ACCESS TO MENTAL HEALTH SUPPORT SO THEY CAN THRIVE

ACADEMICALLY AND EMOTIONALLY. >> I AM LUCKY ENOUGH TO TO BE IN THE WELLNESS CENTER AT ACACIA. SOMETHING WE DO AT THE WELLNESS CENTER IS WE REALLY TRY TO ENGAGE STUDENTS, HELP THEM HAVE A SAFE SPACE AND EXPRESS THEIR FEELINGS AND JUST PROVIDE SUPPORT. VARIOUS ASPECTS OF THEIR DAY, AND JUST BEING THERE FOR THEM. WE DO HAVE LUNCH ACTIVITIES, ONE THING WE DO IS QUESTION OF THE WEEK. IT IS AIMED AT TEACHING SOCIAL, EMOTIONAL AND INTERPERSONAL SKILLS. IT'S FUN TO SEE STUDENTS ANSWER THE QUESTIONS, TALK TO EACH OTHER, ENGAGE AND CREATE A COMMUNITY IN THE WELLNESS ROOM. I ALSO PROVIDE ONGOING INDIVIDUAL AND SMALL GROUP MENTAL HEALTH SUPPORT. I WORK WITH THE GENERAL EDUCATION STUDENTS IN THE SPECIAL EDUCATION STUDENTS. AGAIN, WE TARGET THINGS LIKE ANXIETY, DEPRESSION, TRAUMA, ALL THOSE THINGS. AND WE ALSO USE CONFLICT RESOLUTION AND SOCIAL SKILLS BUILDING. OUR GOAL WITH THIS IS TO HAVE STUDENTS BUILD SKILLS THAT THEY WON'T ONLY BE ABLE TO USE IN THE MOMENT BUT CAN ALSO CARRY THROUGHOUT THEIR EDUCATIONAL CAREER AND THROUGHOUT LIFE. AND WE ARE ALSO OPEN DURING LUNCH AND RECESS TIMES. AND THIS IS ONE OF MY FAVORITE PARTS OF THE WELLNESS CENTER. STUDENTS COME INTO PLAY GAMES, COLOR, PUZZLES, CRAFTS. WE ALSO HAVE COMMON CORNERS ALL THROUGHOUT THE ROOM, WHERE IF STUDENTS NEED TO SIT DOWN FOR A BIT, CHILL OUT, THEY HAVE THAT SPACE AS WELL.

>> THIS IS REALLY A SUMMARY OF THE SERVICES AVAILABLE TO STUDENTS AND THE PROCESS. SO THAT WE MAKE SURE EVERYBODY KNOWS WHAT THEIR ROLE IS AND WE ARE PROVIDING A FULL CONTINUUM OF SERVICES FOR OUR STUDENTS. WHAT YOU WILL SEE IS HOW WE'VE DIVIDED THE SERVICES, TIER ONE, TIER TWO AND TIER TWO WELLNESS AND MENTAL HEALTH. SOMETIMES WHAT WE HAVE FOUND IS THAT SOMETIMES A SITUATION, FOR EXAMPLE, A STUDENT MAY BE EXPERIENCING THE DIVORCE OF THEIR PARENTS AND THAT STUDENT IS MANAGING IT BUT NEED SOME SUPPORT. OTHER TIMES, DEPENDING ON WHAT'S HAPPENING IN THE HOME, IT COULD BE SOME SORT OF TRAUMA THEY ARE DEALING WITH. THIS IS WHY IT'S REALLY IMPORTANT THAT THIS TEAMWORK REALLY COHESIVELY. TO DETERMINE WHEN A STUDENT REQUIRES A HIGHER LEVEL OF CARE OR WHEN IT CAN BE HANDLED IN THE SHORTER-TERM INTERVENTION. THIS IS HOW WE HAVE DIVIDED OUT THE SERVICES AND TINA, DO YOU WANT TO TALK

ABOUT THE MEETINGS? >> BECAUSE OF THAT, TIER TWO OVERLAP YOU CAN SEE IN THE PYRAMID AND EVEN UP THROUGH TIER THREE THERE IS AN OVERLAP AS WELL. THERE WAS AN IMPORTANCE FOR A LOT OF COMMUNICATION. NOT JUST BECAUSE THEY ARE NOT ALWAYS ON CAMPUS ON THE SAME DAYS. SO THANK GOODNESS FOR TEAMS. THEY CAN ALL MEET TOGETHER WITH THE PRINCIPAL AND TALK ABOUT THE STUDENTS ON A CASE-BY-CASE BASIS. THEY DO A CHECK IN, HOW IS THIS GOING, IS IT WORKING, OR WE READY TO EXIT THEM OR DO THEY NEED TO STAY WITH US LONGER, AND REALLY HAVE THAT ONGOING COMMUNICATION. WHILE STUDENTS HAVE COUNSELING THROUGH THEIR IEP, THIS FLOWCHART IS REALLY FOR A NEW STUDENT THAT COMES UP AND THEY NEED SOME KIND OF SUPPORT. THEN THE TEAM GETS TOGETHER, DETERMINES HOW THE PYRAMID WILL WORK FOR THEM, HOW THE FLOW CHART WILL WORK FOR THEM AND THEN THEY CAN REVISIT AND DETERMINE IF THERE NEEDS TO BE A SHIFT OR A CHANGE IN WHO IS

[03:20:04]

SUPPORTING THE STUDENT. THAT IS ALSO IN IMPORTANT FUNCTION.

ALLISON FACILITATES THESE MEETINGS THROUGH ALL THE DIFFERENT SCHOOL SITES AND SHE GETS A GOOD, BROAD VIEW OF THE SOCIAL, AND MENTAL HEALTH AND THAT HELPS TO UNDERSTAND WHAT THE NEEDS ARE AND HELPS WITH OUR STAFFING, TOO.

>> I ALSO THINK IT'S IMPORTANT THAT STUDENTS CAN MOVE UP THROUGH THE CONTINUUM BUT THEY CAN ALSO MOVE BACK DOWN. SO AS THESE TEAMS ARE MEETING, IF A STUDENT IS IMPROVING AND THEY ARE READY TO STEP DOWN FROM A MORE INDIVIDUALIZED SERVICE TO A SMALL GROUP WERE SOCIAL SKILLS GROUP, OR SOMETHING LIKE THAT, IT GIVES THE SCHOOL SITE A LOT OF OPTION THAT ARE ADDRESSING THE NEEDS FOR THE STUDENT IN THE MOMENT. SO THEY CAN MOVE UP OR DOWN IN THIS CONTINUUM OF CARE.

>> I'D ALSO SAY THAT THIS IS A NEW PROCESS FOR US AS WE HAVE GAINED A MORE ROBUST STAFFING FOR THE MENTAL HEALTH AND COUNSELING SERVICES. WE REALLY NEEDED TO ESTABLISH A PROCESS SO EVERYONE IS IN COMMUNICATION. IT IS SOMETHING WE REALLY HAVE DEFINED THROUGH THE PYRAMID AND IMPLEMENTED THROUGH THE FLOWCHART STARTING THIS YEAR. THESE ARE JUST SOME DATA POINTS.

HAVING TO DO WITH SOCIAL AND EMOTIONAL SERVICES. AGAIN, THERE ARE THOSE THREE TIERS. WE HAVE OVER 1000 STUDENTS THAT PARTICIPATED IN STAND PROUD AND OVER 1900 STUDENTS THAT RECEIVED THOSE LESSONS FOR GRADES ONE THROUGH TWO IN EACH OF THE COUNSELING STRANDS AS WELL AS HOSTING 4029 WELLNESS LUNCH ACTIVITIES THROUGH OUR WELLNESS SITES. A PLAYGROUND IS A PLACE THAT MOST KIDS LOVE, BUT IT'S NOT FOR EVERYBODY. SOMETIMES YOU DON'T WANT TO BE OUT THERE IN THAT BIG GROUP BUT YOU DON'T WANT TO ENGAGE IN A COMPETITIVE GAME AND YOU NEED A QUIET SPACE.

THAT'S A DIFFERENT KIND OF BREAK THAN JUST AN OUTSIDE TIME.

THAT'S WHY THOSE WELLNESS SPACES CAN BE SO CRITICAL FOR SO MANY OF OUR STUDENTS. AND I THINK IT'S ALSO A NEED THAT THE SCHOOLS AND THE PRINCIPLES HAVE REALIZED SINCE COVID. RUNNING AROUND IS NOT EVERYONE'S IDEA OF A BREAK.

>> I WILL SAY, FOURSQUARE AT CYPRESS, THAT IS COMPETITIVE.

I'M SURE THERE ARE STUDENTS THAT ARE LOOKING FOR SOMETHING ELSE TO DO RATHER THAN THAT COMPETITION.

>> YOU CAN OPT IN TO SOMETHING MORE MELLOW. AND FOR TIER TWO, WE JUST RECALCULATED THIS, 40% OF STUDENTS HAVE ACCESSED TIER TWO ELEMENTARY COUNSELING SERVICES. MEANING SMALL GROUP COUNSELING, INDIVIDUAL COUNSELING OR A VERY TOPIC SPECIFIC TO A CLASS THAT THE TEACHER HAS ENGAGED WITH THE COUNSELOR ON WOULD BE CONSIDERED TIER TWO. AND THEN 5.5% OF STUDENTS PARTICIPATING IN GENERAL EDUCATION TIER TWO

WELLNESS SERVICES. >> TIER THREE IS REALLY RESERVED FOR THE HIGHEST NEED. WHAT IS REALLY COOL ABOUT THIS DATA IS THAT IT DEMONSTRATES THE PYRAMID AT WORK. YOU SEE A BROAD NUMBER OF STUDENTS RECEIVING SERVICES IN TIER ONE, SMALLER GROUP IN TIER TWO AND TIER THREE IS VERY FOCUSED. RIGHT NOW WE HAVE 177 STUDENTS RECEIVING SERVICES THROUGH AN IEP, DIS VERSUS COUNSELING. AND WE WANTED TO HIGHLIGHT THIS YEAR, THE RISK ASSESSMENTS THROUGH OUR ELEMENTARY STUDENTS HAVE BEEN TRENDING UP. YEAR TO DATE WE HAVE DONE RISK ASSESSMENTS ON 42

STUDENTS. >> AND IN ADDITION TO THE STUDENTS AND FAMILIES, ANOTHER BIG BENEFICIARY OF THESE SERVICES ARE OUR PRINCIPAL'S BECAUSE THEY HAVE THE ABILITY TO COME UP WITH A PLAN FOR A STUDENT THAT INVOLVES SOCIAL AND EMOTIONAL. THESE ARE SOME QUOTES, OUR WELLNESS CLINICIAN CONTRIBUTES TO THE HEALTHIER, SAFER AND MORE SUPPORTIVE ELEMENTARY SCHOOL ENVIRONMENT. WHERE STUDENTS ARE BETTER EQUIPPED TO THRIVE ACADEMICALLY, SOCIALLY AND EMOTIONALLY. WEEKLY MEETINGS PROVIDE A REGULAR TIME FOR STAFF TO SHARE OBSERVATIONS, EXCHANGE IDEAS AND DISCUSS STRATEGIES TO SUPPORT STUDENTS.

[03:25:01]

THESE MEETINGS HAVE STRENGTHENED OUR ABILITY TO COLLECTIVELY ASSESS STUDENT NEEDS AND DETERMINE THE MOST EFFECTIVE SUPPORTS AND INTERVENTIONS. PRIOR TO HAVING THESE TEAMS, IT COULD HAVE BEEN MORE OF A PROCESS. IT FELT VERY REACTIVE.

BY HAVING THIS SOCIAL AND EMOTIONAL TEAM IT COULD BE MUCH MORE PROACTIVE. I AM ESPECIALLY PLEASED TO SEE THE WAY OUR SCHOOL COUNSELOR AND WELLNESS CLINICIAN COLLABORATE AND SHARE RESPONSIBILITY FOR THE CARE AND SUPPORT OF ALL STUDENTS. OUR COUNSELOR EMBODIES TRUE COMPASSION AND CARE. THEY TAKE THE TIME TO TRULY KNOW EACH STUDENT . THEIR STRUGGLES, THEIR DREAMS AND THEIR STRENGTHS, AND ARE ALWAYS READY TO LEND A HAND.

THEY ARE THE DEFINITION OF A DIFFERENCE MAKER. THANK YOU FOR LETTING US SPEAK TONIGHT AND HIGHLIGHT THE IMPORTANT CHANGES THAT HAVE HAPPENED OVER THE LAST FOUR YEARS AND THE POSITIVES THAT IT'S HEAD FOR OUR STUDENTS. AND THAT I GET TO WORK WITH DR. CHAMBERLAIN EVEN MORE.

>> THANK YOU FOR THAT. AND THANK YOU FOR BRINGING THE DREAM TEAM WITH YOU. MY BRAIN IS STILL STUCK ON 42 RISK ASSESSMENTS.

JUST THINKING ABOUT OUR LITTLES AND HOW MUCH THAT SUPPORT, CARE AND INTERVENTION IS NEEDED. I WILL OPEN IT UP TO ANY QUESTIONS

OR COMMENTS. >> NOT YOU THANKING US, WE THANK YOU FOR YOUR PRESENTATION AND THE WORK YOU ALL DO. WE ARE CERTAINLY PROUD, ACACIA IS THE SCHOOL WHERE MY KIDS HAVE BEEN, IT IS AROUND THE CORNER FROM MY HOUSE. BUT WHAT YOU DO FOR ALL THE STUDENTS OF THE SCHOOL DISTRICT, THANK YOU. AND YES, THOSE 42 RISK ASSESSMENTS, THAT'S ALL I WILL SAY ABOUT

THAT. >> THANK YOU SO MUCH FOR THE PRESENTATION AND FOR THE WORK YOU DO. I AM ABSOLUTELY HEARING FROM ELEMENTARY SCHOOL PARENTS ABOUT THE POSITIVE IMPACT, THE SUPPORT THEIR STUDENTS ARE RECEIVING, HOW IMPORTANT IT IS AND HOW GRATEFUL THEY ARE AND WE ARE ABSOLUTELY GRATEFUL FOR ALL OF YOU. ESPECIALLY SO SINCE YOU HAD TO COME TALK TO US SO LATE IN THE EVENING, SORRY ABOUT THAT. THANK YOU, WE APPRECIATE

YOU. >> A VERY QUICK THANK YOU.

OBVIOUSLY WE ARE -- FOR COMING HERE AND FOR THE WORK YOU ARE DOING. AS A DISTRICT WE ARE VERY LUCKY THAT WE HAVE THIS IN PLACE. WE ALSO KNOW THAT SOME OF THE MONEY SUPPORTING SOME OF THIS IS AT RISK. SO I THINK HEARING DIRECTLY FROM YOU GUYS ABOUT THE IMPORTANCE OF THIS MIGHT HELP SHAPE SOME DECISIONS THAT WE NEED TO MAKE. SO THANK YOU AGAIN.

>> 42. I MEAN, WHEN YOU TALK ABOUT THE NEED, THAT JUST STICKS. THANK YOU FOR THE WORK. I WILL JUST ECHO, I DON'T THINK I CAN SAY IT BETTER THAN TRUSTEE GILL. BUT REALLY, THANK YOU.

>> OKAY. THANK YOU ALL SO MUCH. MOVING ON TO 5C. DISCUSSION OF

[C. Board of Education - Discussion of Board Bylaw 9150 - Student Board Members]

BYLAW, 9150, STUDENT BOARD MEMBERS.

>> NORMALLY WE HAVE A GAMUT UPDATE IN FRONT OF US BUT THAT IS NOT THE CASE. THERE WAS SOME PROPOSED LANGUAGE ON THE SWEARING IN CEREMONY FOR OUR STUDENTS AS THEY START THEIR POST. AND STANDING UP AT THE DAIS WITH US. ULTIMATELY I THINK THAT IS A GOOD IDEA AND I APPRECIATE THE REQUEST. THAT IS WHAT IS EMBEDDED IN THERE. OBVIOUSLY IT IS A LITTLE DIFFERENT THAN WHAT WAS PROPOSED, EITHER DR. POWELL OR MYSELF WOULD SWEAR THE STUDENT IN IN AUGUST. AND AS THOSE STUDENTS TRANSITION OUT IN JUNE, THE OUTGOING STUDENT TRUSTEE WOULD SWEAR IN, KIND OF LIKE THEIR LAST OFFICIAL BITS OF DUTY AND RESPONSIBILITY. THAT REQUEST IS JUST REFLECTED IN THE

LANGUAGE. >> PART OF THE INSPIRATION BEHIND THAT CEREMONY WAS THE ENCOURAGEMENT AT THE ANNUAL

[03:30:02]

EDUCATION CONFERENCE AS WELL AS INSPIRATION AS WE WATCH THE L.A.

USD STUDENT TRANSITION. JUST AS A BIT OF CONTEXT, THE ADVISORY COMMITTEE FIRST STARTED DISCUSSING THIS IN DECEMBER AND IT WENT THROUGH THE PUBLICITY SUBCOMMITTEE FOR A VOTE. THERE WERE A NUMBER OF KEY INTENTIONS BEHIND THE ADVISORY COMMITTEE MAKING THIS REQUEST. IN ORDER TO AMPLIFY THE KNOWLEDGE OF THE UNDERSTANDING OF THE STUDENT VOICE AND EXISTENCE OF THE WORD MEMBER POSITION IS SUGGESTED THAT I'M BOARD MEMBER BE SWORN IN AND LET THE STUDENT BODY KNOW THE EXISTENCE OF THE STUDENT WORD MEMBER. ELLIE USD ALREADY HAS A SWEARING IN, OUTLINING THE ROLES AND RESPONSIBILITIES AND WHERE IS THE SUBCOMMITTEE BELIEVES THAT HOLDING IN A SWEARING IN CEREMONY WILL IMPROVE THEIR PERCEIVED IMPORTANCE OF THE POSITION, THE RECOMMENDATION HAS BEEN CONSIDERED , THE ADVISORY COMMITTEE RECOMMENDS THE ADDITION OF LANGUAGE AND BYLAW.

>> I HAD A QUESTION, THERE WAS AN ADDED SENTENCE AT THE END OF THAT SECTION, THAT THE EVENT THAT AN ALTERNATE STUDENT BOARD MEMBER IS ATTENDING A MEETING, THEY MAY CAST A PREFERENTIAL VOTE. IT SEEMED LIKE MAYBE IT WAS IN THE WRONG SPOT. ANY REASON WHY IT'S UNDER THE SWEARING IN OF A BOARD MEMBER?

>> THE ORIGINAL LANGUAGE WAS THAT THE SUPERINTENDENT HELD ASIDE ON THAT BOARD MEETING. SO DR. MCLAUGHLIN MADE HIS DECISION

FOR THAT. >> YOU CAN PROPOSE IT, AND IF THE BOARD WANTS TO DO IT, I GUESS. I JUST KEPT THAT LINE IN THERE FOR THE SIMPLE FACT THAT IF THERE IS AN ALTERNATE, THEY

GET TO CAST A VOTE. >> I THINK IT MAKES A LOT OF SENSE TO DO IT THE WAY YOU SUGGESTED. IN GENERAL, I HAVE NOT SEEN THE ALTERNATE SWORN IN. WHETHER OR NOT THAT LINE WOULD NEED TO BE IN THERE WHEN THERE ARE OTHER SECTIONS. FURTHER

DOWN, SAYING -- >> THERE IS A SECTION CALLED ALTERNATE STUDENT BOARD MEMBER. BUT I THINK THAT REFERS TO, THE LANGUAGE SEEMS TO REFER TO MAY BE THE REGULAR STUDENT TRUSTEE IS NOT FULFILLING THEIR DUTIES. SO IT IS A LITTLE BIT DIFFERENT.

MAYBE THE VICE CHAIR STEPS IN, IF AND WHEN. WE CAN JUST MOVE THAT TO ROLES AND RESPONSIBILITIES. MAYBE JUST

THAT ONE SENTENCE. >> I THINK WHERE THAT CAME FROM IS THERE IS A SECTION IN HERE THAT SAYS BOARD MEMBER POSITIONS SHOULD BE FILLED BY STUDENTS ACCORDING TO THE PROCEDURES DESCRIBED. SO THE STUDENT ADVISORY COMMITTEE BYLAWS OUTLINED THE PROCEDURE FOR THE ALTERNATE STUDENT BOARD MEMBER AND THE VICE CHAIR WOULD FULFILL THAT ROLE. THAT'S WHERE THAT LANGUAGE COMES FROM. I DON'T THINK IT IS A TITLE SPECIFICALLY MENTIONED IN 9150 BUT IT IS IN THE BYLAWS THAT ARE REFERRED TO

BY THIS CODE. >> IT DOES SEEM A LITTLE OUT OF PLACE UNTIL I HEARD THE EXPLANATION. WHAT YOU REALLY WANT TO SAY IS, IN AN EVENT THAT THE ALTERNATIVE IS ATTENDING A MEETING, THEY MAY CAST A VOTE WITHOUT BEING SWORN IN. I THINK WE NEED TO ADD THAT IN BECAUSE IT'S NOT OBVIOUS WHY IT'S

THERE. >> SO IN THE EVENT THAT THE STUDENT BOARD MEMBER IS ABLE TO ATTEND THE MEETING, THE ALTERNATE STUDENT BOARD MEMBER WILL BE ABLE TO CAST A VOTE

[03:35:06]

WITHOUT BEING SWORN IN. >> YES, THAT IS FINE.

>> DID YOU GET THAT? >> I DIDN'T, BUT I'M SURE WE HAVE IT ON VIDEO, SOMEBODY'S GOT IT, SOMEWHERE.

>> ARE WE GOOD ON THIS, EVERYBODY? OKAY, LET'S MOVE ON

[D. Business Services - Discussion of Board Policy and Administrative Regulation 3580 - District Records]

TO 5D. DISCUSSION OF BOARD POLICY, REGULATION 4580.

>> THIS IS A GAMUT POLICY UPDATE, ABOUT DISTRICT RECORDS.

THE AR, JUST IF FEW MINOR WORDING CHANGES. THE ONE THING IT DOES ADD IN HERE, REGARDING WHAT IS CONSIDERED AN ELECTRONIC RECORD, THAT VERBIAGE HAS CHANGED TO MESSAGES SENT VIA APPS BECAUSE THERE ARE A WHOLE HOST OF MESSAGING COMMUNICATION APPS. AND ON THE AR, THE LANGUAGE CHANGES ENCOMPASS RECORDS AND POTENTIAL BREACH OF RECORDS SHOULD THERE BE A CYBERSECURITY HACKER ON THE NETWORK, HOW WE WOULD HANDLE THOSE RECORDS AND IT REITERATES KEEPING STUDENTS HOME ADDRESSES

CONFIDENTIAL. >> ANY QUESTIONS OR COMMENTS FROM THE BOARD? OKAY, I THINK WE ARE MOVING ON. ANY BOARD

[E. Board Committee Reports]

[F. Comments - Board of Education]

COMMITTEE REPORTS, 5E. >> NONE. ARE YOU SURE ? OKAY, COMMENTS FROM THE BOARD OF EDUCATION, 5F.

>> GOOD EVENING, THANK YOU TO ALL OF OUR HARD-WORKING EDUCATORS. HAPPY NATIONAL SCHOOL NURSE DAY, THANK YOU FOR ALL YOUR HARD WORK TO MAKE FAMILIES AND STUDENTS FEEL CARED FOR.

HAPPY NATIONAL MENTAL HEALTH AWARENESS MONTH. I ENCOURAGE YOU ALL TO ENGAGE IN THE PROGRAM AND CONVERSATION. HAPPY ASIAN AMERICAN AND HAWAIIAN NATIVE AMERICAN MONTH. HAPPY JEWISH-AMERICAN HERITAGE MONTH, THE JEWISH COMMUNITIES HAVE PRESERVED CULTURAL IDENTITIES DESPITE ENSLAVEMENT IN THE ATROCITIES OF THE HOLOCAUST. HAPPY NATIONAL SPEECH LANGUAGE HEARING MONTH. MOST PEOPLE WITH COMMUNICATION DISORDERS CAN LIVE FULL AND PRODUCTIVE LIVES. THIS IS A GREAT OPPORTUNITY TO RECOGNIZE INDIVIDUALS WITH COMMUNICATION DISORDERS. WE HAD A MEETING ON APRIL 28TH WHERE WE DISCUSSED ARTIFICIAL INTELLIGENCE. ON THE 19TH WE WILL HAVE A SENIOR SENDOFF. OVER THE PAST FEW WEEKS I'VE HAD THE OPPORTUNITY TO JOIN TRUSTEE GIL ON THE WILDLIFE CROSSING AND ENGAGE IN A CONVERSATION ABOUT A.I. EARLIER THIS WEEK. YESTERDAY WAS THE LAST STAFF MEETING, THANK YOU TO ALL THE ADVISORY AND COUNSEL COMMITTEE MEMBERS FOR ALL OF THEIR HARD WORK. I HOPE TO SEE MANY OF YOU TOMORROW AS WE SHARE MANY OF THE THINGS WE HAVE LEARNED THIS

YEAR. >> THANK YOU.

>> THIS IS SUCH AN IMPORTANT WEEK BECAUSE IT IS TEACHER APPRECIATION WEEK AND WE THINK THAT TEACHERS EVERYDAY WITH GRATITUDE AND HAPPY TEACHER APPRECIATION WEEK THIS WEEK AND EVERY WEEK. THE NEXT COUPLE OF WEEKS WILL BE A WHIRLWIND SO EVERYBODY STAY HEALTHY AND TRY TO GET ENOUGH SLEEP. THANK YOU.

>> THANK YOU, TRUSTEE GORBACK. >> HAPPY TEACHER APPRECIATION WEEK. OUR TEACHERS WORK EVERY DAY TRYING TO PROVIDE THE BEST FOR OUR KIDS, THAT INCLUDES SUMMERTIME, AND WE RECOGNIZE THAT AND APPRECIATE THEM. IT IS MORE THAN JUST A DAY OR A WEEK.

SAME THING IS TRUE OF OUR SCHOOL NURSES. THIS IS MENTAL HEALTH AWARENESS MONTH. WE HAVE ALL ADDRESS THAT IN THREE DIFFERENT PORTIONS OF THIS MEETING. PUBLIC COMMENTS, TITLE IX, AND RECENTLY TALKING ABOUT ELEMENTARY MENTAL HEALTH. WE HEARD THE SHOCKING

[03:40:04]

NEED OF THAT. MENTAL HEALTH AWARENESS, IT'S GREAT THAT SOME PEOPLE HAVE IT, UNFORTUNATELY YOU PROBABLY ALL HEARD THAT WE HAVE RECEIVED A LETTER AND SOME PEOPLE DON'T BELIEVE IN MENTAL HEALTH AWARENESS. CONGRATULATIONS TO THE COUNTY FAIR WINNERS WE MENTIONED EARLIER. THANK YOU TO THE COURAGEOUS PEOPLE WHO COMMENTED EARLIER THIS EVENING. YESTERDAY MORNING I SO THE THIRD-GRADERS MOVING IS LIVING MUSEUM. THANK YOU TO THOSE KIDS WHO I MET AND SAW AND WHO PORTRAYED HISTORIC CHARACTERS. THANK YOU, TO THE TEACHERS AGAIN, FOR PREPARING THEM SO WELL. TALKING ABOUT CULTURE, AND PREPARATION.

YESTERDAY AFTERNOON I WENT TO THE DISCOVERY PROGRAM, PRESENTING THEIR SCIENCE PROGRAM. THE PROJECTS WERE ON A LEVEL, THEY WERE HIGH SCHOOL STUDENTS, AT LEAST IN MENTAL CAPACITY. THEY WERE SO GOOD AND SO WELL RESEARCHED. IT WAS JUST UNBELIEVABLE WHAT WE SAW AND HOW WELL THEY WERE PRESENTED. AND IF WE ARE LEAVING THE SOLUTION TO FUTURE WORLDWIDE PROBLEMS TO THE NEXT GENERATION, THOSE KIDS WE HEARD FROM YESTERDAY, WE ARE IN GOOD HANDS. THEY WILL SOLVE THOSE PROBLEMS, PROBABLY BEFORE THEY GET OUT OF HIGH SCHOOL. THANK YOU, FINALLY TO OUR DISTRICTS TEACHER ON SPECIAL ASSIGNMENT, AND ALL OF OUR COURSE TEACHERS AND ALL THOSE ADULTS WHO VOLUNTEER IN ALL THE PERFORMERS IN THE MUSIC FESTIVAL THAT I WENT TO LAST WEEK. I WAS IMPRESSED BY ALL THE SINGING, ESPECIALLY BY THOSE SOLOS AND DUETS WHO WERE SINGING WHILE SUCH COMMOTION WAS GOING ON BEHIND THEM. THANK YOU TO ALL OF OUR MUSIC PROGRAM. YES, GET ENOUGH SLEEP, GOOD NIGHT, AND THANK YOU.

>> I'M GOING TO SAY DITTO. AND BE DONE. HAPPY TEACHER APPRECIATION WEEK, EVERY DAY IS TEACHER APPRECIATION DAY. I'M

OUT, THANK YOU. >> THANK YOU.

>> IT IS LATE BUT I HAVE TO APPRECIATE OUR TEACHERS, I JUST DO. WE SHOULD CELEBRATE THEM EVERY WEEK. I WANT TO TAKE A MOMENT TO THANK ALL THE AMAZING TEACHERS WE HAVE THROUGHOUT OUR DISTRICT AND SAY HOW GRATEFUL I AM FOR YOUR DEDICATION, YOUR PASSION AND COMMITMENT AND THE DIFFERENCE YOU MAKE IN THE LIVES OF OUR STUDENTS. I ALSO HAVE TO SAY, AT A TIME WHEN PUBLIC EDUCATION IS FACING SOME REAL CHALLENGES AND ATTACKS, YOUR SERVICE, YOUR RESILIENCE AND BELIEVE IN OUR STUDENTS THAT ARE MORE THAN EVER. THANK YOU. I'M OUT, TOO.

>> I ALSO WANTED TO SAY HAPPY TEACHER APPRECIATION WEEK TO EVERY TEACHER IN THIS DISTRICT AND IN MY LIFE, YOUR WORK IS TRANSFORMATIVE, IT IS ESSENTIAL. THANK YOU HEARD I ALSO WANT TO MAKE A COMMENT ABOUT MENTAL HEALTH AWARENESS MONTH, THERE IS SO MUCH WE CAN SAY BUT I WILL LIST A FEW STATS, ONE IN FIVE ADULTS EXPERIENCES HOMELESSNESS EACH YEAR. AND 23% OF HIGH SCHOOL STUDENTS SERIOUSLY CONSIDERED SUICIDE. AND MENTAL ILLNESS, 50% BEGINS AT AGE 14, SO IT IS SO IMPORTANT TO OUR YOUTH, AWARENESS OF ACCESS TO SERVICES AND ALL THAT. I WILL NOT BE ATTENDING THE STATE OF THE SCHOOLS TOMORROW. I WILL BE JUMPING ON A PLANE FOR ME SON'S COLLEGE GRADUATION. YOU WILL BE

[G. Comments - Superintendent]

FANTASTIC AND I'M SORRY TO MISS. THAT'S IT FROM ME.

>> SHOUT OUT TO OUR TEACHERS, NURSES AND SPEECH PATHOLOGISTS.

AND OUR OTHER CERTIFICATED EMPLOYEES WHO HAVE OTHER DAYS AND OTHER WEEKS. I WANT TO MAKE SURE THEY KNOW HOW VALUED THEY ARE IN OUR DISTRICT AND THE WORK THAT THEY DO. THE ONES WHO PARTNER WITH OUR STUDENTS, AND OUR COLLEAGUES AND OUR CAMPUSES, IT MEANS A LOT. THANK YOU, TO ALL OF THEM.

[03:45:05]

>> I TOOK MY GLASSES OFF. I'M READY TO GO TO BED, HOW ABOUT YOU GUYS. WE'RE MOVING ON TO SECTION SIX, ANYTHING ANYONE WOULD LIKE TO ADD? NO, SEEING NONE -- SORRY? AND WE ARE NOW

[B. Adjournment]

ADJOURNING AT 9:47 P.M., THANK YOU, EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.

2. OPEN SESSION

3. ACTION ITEMS - GENERAL

5. INFORMATION/DISCUSSION ITEMS - GENERAL

6. ADJOURNMENT

May 07, 2025 Board of Education

2. OPEN SESSION

3. ACTION ITEMS - GENERAL

5. INFORMATION/DISCUSSION ITEMS - GENERAL

6. ADJOURNMENT

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