[00:00:01] GOOD EVENING. THE CONEJO VALLEY UNIFIED SCHOOL DISTRICT BOARD OF EDUCATION REGULAR BOARD MEETING OF JUNE 4TH, [A. Call the Meeting to Order] 2024 WILL PLEASE COME TO ORDER. PURSUANT TO THE RALPH M BROWN ACT, THIS IS A MEETING OF THE BOARD OF EDUCATION IN PUBLIC AND ONLY ITEMS ON THE AGENDA WILL BE DISCUSSED THIS EVENING. WE INVITE YOU TO JOIN US IN THE PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. [C. Open Session Procedures] WE'RE AT ITEM ONE C, I WOULD LIKE TO WELCOME EVERYONE TO THE MEETING AND WOULD LIKE TO MAKE THE FOLLOWING ANNOUNCEMENTS. THE BOARD VALUES YOUR INPUT ON THE IMPORTANT EDUCATION MATTERS WE FACE. THEREFORE, THE DISTRICT IS PROVIDING MULTIPLE OPPORTUNITIES FOR PUBLIC PARTICIPATION. PUBLIC VIEWING IS AVAILABLE THROUGH INTERNET LIVE STREAM ON THE CVUSD DVUSD WEBSITE. PLEASE NOTE THAT THE DIFFERENT OPPORTUNITIES TO PROVIDE PUBLIC OR WRITTEN COMMENTS TO THE BOARD CAN BE FOUND ON THE MAIN PAGE OF THE BOARD AGENDA. MEMBERS OF THE PUBLIC WISHING TO SUBMIT A WRITTEN COMMENT HAD THE OPTION TO EMAIL THEIR COMMENTS TO US AT ORG BY 3 P.M. TODAY. BOARD MEMBERS WERE PROVIDED WITH THESE WRITTEN COMMENTS PRIOR TO THIS MEETING. PERSONS WISHING TO ADDRESS THE BOARD IN PERSON SHOULD FILL OUT A BLUE SPEAKER'S CARD AND HAND IT TO MRS. FELDMAN AT THE SECRETARY'S DESK. IF YOU WISH TO SPEAK ON A SPECIFIC AGENDA ITEM, PLEASE TURN IN YOUR CARD PRIOR TO THAT ITEM SECTION OF THE AGENDA. IF THE SCHOOL DISTRICT BUSINESS YOU WISH TO SPEAK ABOUT IS NOT ON THE AGENDA, PLEASE TURN IN YOUR CARD BEFORE THE PUBLIC COMMENT SECTION OF THE AGENDA. IF YOU INTEND TO DONATE TIME TO ANOTHER SPEAKER, PLEASE HAND IN BOTH SPEAKER CARDS AT THE SAME TIME TO MRS. FELDMAN. IF YOU WISH TO REGISTER YOUR CONCERN BUT NOT SPEAK AT THE PODIUM, PLEASE FILL OUT A YELLOW PUBLIC STATEMENT FORM AND TURN IT IN AT THE SECRETARY'S DESK. BOARD MEMBERS WILL BE PROVIDED WITH THESE STATEMENTS AFTER THE BOARD MEETING. PLEASE BE ADVISED THAT A RECORDING OF THIS MEETING IS BEING MADE AND BROADCAST FOR OUR LIVE STREAM AUDIENCE, AND THE RECORDING AND BROADCAST MAY CAPTURE IMAGES AND SOUNDS OF THOSE ATTENDING THE MEETING. SMOKING IS NOT PERMITTED IN THIS BUILDING OR ANYWHERE ON DISTRICT PROPERTY. COPIES OF THE AGENDA ARE AVAILABLE ON THE TABLE IN THE LOBBY. PLEASE SILENCE ALL MOBILE PHONES. WE ARE AT ITEM ONE. [D. Approval of the Agenda] APPROVAL OF THE AGENDA. DO I HAVE A MOTION? PRESIDENT. YES. I MOVE THAT WE APPROVE THE AGENDA AS SUBMITTED. SECOND. THANK YOU. IT HAS BEEN MOVED AND SECONDED. ANY DISCUSSION? SEEING NONE, WE'LL VOTE. TRUSTEE. LIGHT. YES. TRUSTEE GORE. YES. TRUSTEE. SYLVESTER. YES. TRUSTEE. GILL. YES. TRUSTEE. GOLDBERG. YES, I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT. WE ARE NOW AT ITEM ONE E STUDENT RECOGNITIONS. [E. Student Recognitions] WE HAVE A LOT OF STUDENT RECOGNITIONS TONIGHT THAT WE'RE VERY EXCITED ABOUT, AND I UNDERSTAND THE HIGH SCHOOL PRINCIPALS HAVE IT ALL ORGANIZED. SO THE FLOOR IS YOURS. OKAY. GREETINGS. BOARD PRESIDENT POWELL, DOCTOR MCLAUGHLIN, BOARD MEMBERS CABINET AND OUR CVUSD COMMUNITY. YES IT IS. WE HAVE A LOT OF AWARDS AND RECOGNITIONS TONIGHT, BUT WE'RE GOING TO KEEP THEM MOVING HERE. CONEJO VALLEY HIGH SCHOOL, WE DO HAVE ONE PERSON WE'RE GOING TO RECOGNIZE. AND I'D LIKE FOR HER TO JOIN ME RIGHT NOW. SYLVIA CAMARILLO. OKAY. SO EACH YEAR, CONEJO VALLEY UNIFIED SCHOOL DISTRICT RECOGNIZES THE TOP SCHOLAR AT CONEJO VALLEY HIGH SCHOOL. AND EACH YEAR, THESE AMAZING STUDENTS ARE RECOGNIZED BOTH FOR THEIR HIGH GRADE POINT AVERAGE AS WELL AS THEIR ATTENDANCE AND COMMITMENT TO ACADEMIC EXCELLENCE. THIS YEAR'S TOP SCHOLAR AT CONEJO VALLEY HIGH SCHOOL IS SILVIA CAMARILLO. SILVIA EARNED A 3.64 GPA WHILE SHE WAS A STUDENT AT CVS, AND SHE CAME TO US HER JUNIOR YEAR WITHOUT ANY CREDITS. SHE WORKED EXTREMELY HARD TO CATCH UP. SHE WAS INVOLVED IN OUR STUDENT LEADERSHIP CLASS FOR TWO YEARS, SHOWED TREMENDOUS GROWTH THROUGHOUT HER SENIOR YEAR, AND LIKE I SAID, IN TWO YEARS SHE WAS ABLE TO CATCH UP AND AND GRADUATE. SILVIA'S HARD WORK AND DETERMINATION IS A MODEL FOR ALL OUR STUDENTS AT CVS TO FOLLOW, AND WE ARE VERY PROUD OF HER. AND I SHOULD ALSO MENTION THAT OUR TOP SCHOLAR WILL RECEIVE A $500 SCHOOL BASED SCHOLARSHIP. SO CONGRATULATIONS ON OUR CVS TOP SCHOLAR AWARD WINNER, MISS SILVIA CAMARILLO. [00:06:06] THAT'S. ALL GOOD. ACTUALLY, YOU KNOW WHAT? YES, I DO. I DON'T KNOW WHAT I WAS THINKING. IT'S LIKE, WHAT THE HELL ARE YOU HERE FOR? THERE YOU GO. THOSE ARE THE BOYS. THEY'LL GO AFTER BOYS. YES. OKAY. TRUSTEES. DOCTOR MCLAUGHLIN. MEMBERS OF THE CABINET. THANK YOU SO MUCH FOR TAKING THE TIME TO ALLOW US TO RECOGNIZE SOME OF OUR AMAZING STUDENTS AT THOUSAND OAKS HIGH SCHOOL. FOR THE SAKE OF TIME, BECAUSE WE DO HAVE A LOT OF NAMES TO READ TONIGHT, I'M GOING TO DISPENSE WITH THE FORMALITIES AND GET RIGHT TO IT. THE FIRST GROUP THAT I WOULD LIKE TO HONOR TONIGHT ARE OUR BOYS TRACK AND FIELD TEAM, WHO HAVE EARNED THEIR FOURTH LEAGUE TITLE IN FIVE YEARS. AND WE'RE SUPER, SUPER PROUD OF THEM. QUITE A FEW OF OUR ATHLETES DID MAKE IT DEEP INTO THE POSTSEASON AS WELL. SO WE'LL BE RECOGNIZING AS WE GO. FIRST UP, WE'VE GOT GUNNAR ANDERSON. I DON'T THINK GUNNAR IS HERE TONIGHT. GUNNAR ANDERSON. BRADY BECK. INDIVIDUAL TWO. BRADY WAS ALSO AN INDIVIDUAL LONG JUMP CHAMPION. IS HERE AS WELL. JONAH BERGMAN. PETERSON. AIDEN ADEN BOWMAN, WHO WAS ALSO A MEMBER OF THE 4X4 METER RELAY TEAM. IF YOU GO. ADEN, WHO ALSO WON A MARMONTE LEAGUE CHAMPIONSHIP. ZACHARY CHAVEZ, WHO'S NOT ABLE TO MAKE IT WITH US TONIGHT? GABRIEL CHIN ALSO WAS NOT ABLE TO MAKE IT TONIGHT. GABRIEL WAS ALSO A CHAMPION IN MULTIPLE EVENTS. MADE IT DEEP INTO THE PLAYOFFS. NOT ABLE TO MAKE IT HERE TONIGHT. OLIVER CLIPPINGER ZIMMERMAN. I DON'T BELIEVE OLIVER IS HERE TONIGHT. CHARLIE DANIELS, MAX BENNINGHOFF, DANIEL DRAYER, NIGEL FITZGERALD, LAURYN HILL, ALEXANDER KARSTEN, TYLER KRATT. NICE JOB. TYLER. MATEO. KRATZER. CARSON. LEWIS. JACOB. MAMOON. YEP. JAKE WAS ALSO A MEMBER OF OUR 4X4 RELAY TEAM THAT MADE IT DEEP INTO THE PLAYOFFS AS WELL. BENJAMIN MCLEAN. JASPER METTS. PRESTON MARKOWITZ LUKE O'NEILL CALEB ROMEO. INDIVIDUAL. CALEB WAS ALSO A MEMBER OF THE 4X4 METER RELAY TEAM THAT WERE MARMONTE LEAGUE CHAMPIONS. NICE JOB CALEB. ONE OF THE INDIVIDUAL. JOSHUA. SAMPSON. LUCAS. SCHNEIDER. LUCAS. AS YOU MAY KNOW, FINISHED THIRD IN THE ENTIRE STATE IN THE 300 METER HURDLES AND ACTUALLY BROKE HIS BROKE THE SCHOOL RECORD, I THINK, TWICE THIS YEAR. SO LUCAS WAS IS AN ABSOLUTE STAR. HE'LL BE BACK NEXT YEAR AS A SENIOR. LANDON SCHWANDT OUR. ADAM SOTO, ROBERT. STRELTSOV, LUKE. SULLIVAN. JACKSON. TAYLOR. MICHAEL. TEO. [00:10:03] CHRISTOPHER TORPEY, GABRIEL. TORREBLANCA, PETER TURK, AND ANDERS WIKSTRÖM. THAT'S OUR BOYS CHAMPIONSHIP TRACK AND FIELD TEAM. WE ALSO HAVE SOME INDIVIDUAL INDIVIDUALS FROM OUR GIRLS TRACK AND FIELD TEAM THAT WE WOULD LIKE TO HONOR TONIGHT. FIRST UP WE HAVE JORDAN BROWN. MAGGIE DE LA RIONDA. A GREAT JOB. AND REAGAN. MAGUIRE. ALL OF THESE INDIVIDUALS WERE MARMONTE LEAGUE FINALISTS AND MADE IT DEEP INTO THE GIRLS TRACK AND FIELD STATE TOURNAMENT. LET'S HEAR IT ONE MORE TIME FOR OUR TRACK AND FIELD ATHLETES. I ALSO SORRY, I WAS UNFORTUNATELY FORGOT TO INTRODUCE SOME OF OUR COACHES AS WELL. OUR COACHES TONIGHT THAT ARE WITH US FIRST AND FOREMOST, OUR HEAD COACH COULD NOT BE WITH US TONIGHT. SHE'S OUT OF STATE, ACTUALLY, AT A TRACK CAMP. THAT'S MARLENE WILCOX. SHE'S THE THE ABSOLUTE MASTERMIND BEHIND OUR OUR TRACK AND FIELD SUCCESS. BUT I ALSO WANT TO RECOGNIZE STEVE BLAGDON, WHO CAN'T BE HERE TONIGHT. KEVIN CABE J.B. BURNETT IS HERE. KEVIN CABE IS OUR POLE VAULTING COACH. SARAH FITZGERALD COULD NOT BE HERE TONIGHT. SHE HELPS OUT WITH OUR LONG DISTANCE. ANTHONY FLORES, OUR THROWS THROWING COACH. NICE JOB, MAN. KYLIE MCENROE, DAN PETERSON, JILL SAVAGE. THANK YOU. THANK YOU. JILL IS OUR ONE OF OUR MID DISTANCE AND SPRINT COACHES AS WELL. AND I DON'T THINK WE HAVE ANY OTHER COACHES. THERE WE GO. THERE'S OUR TRACK AND FIELD TEAM IN ITS ENTIRETY. THANK YOU. THANK YOU. ONE TWO, THREE. SMILE. AWESOME. GREAT JOB. TRACK AND FIELD. YEP. ALL RIGHT. OUR NEXT GROUP THAT WE WILL BE RECOGNIZING THIS EVENING. IS HE. THOUSAND OAKS HIGH SCHOOL BOYS VOLLEYBALL TEAM. AND OUR BOYS VOLLEYBALL TEAM WERE CO-CHAMPIONS THIS YEAR. INCREDIBLY PROUD OF THEM. THEY MADE IT TO THE SECOND ROUND OF THE CIF PLAYOFFS AND LOST A TOUGH ONE AGAINST KOREAN LUTHERAN DOWN IN ORANGE COUNTY. BUT WE'RE EXTRAORDINARILY PROUD OF OUR BOYS VOLLEYBALL VOLLEYBALL TEAM. ALL RIGHT, HERE WE GO. FIRST UP IS COOPER BARRUS COOPER. LUCAS GEORGESCU. NICE JOB. JACK. NICE JOB. CONGRATULATIONS. JASON HILL. NICE JOB. CONGRATULATIONS. THOMAS. HOPPER. THOMAS. BUT YOU ARE NOT. YEAH. WAIT FOR YOUR NAME TO BE CALLED. OKAY. VERY GOOD. I KNOW YOU'RE EXCITED. ZAL SHAHZAD, IT'S ALL HERE TONIGHT. NO ZAL SAUN KLEM. NO. SWORN ZACHARY COTTLE. I KNOW ZACHARY IS HERE. THANK YOU. YOU GOT IT. KANE. LOOM. NOW! KANE. THERE YOU GO. NICE JOB. DREW. MILLER. NICE JOB. ELI. ELI. ELI. TONIGHT. JACKSON. ROSS. BRYSON. [00:15:04] SAINT. THANK YOU SO MUCH. I SHOULD SAY LEAGUE MVP, BRYSON SAINT. THOMAS. NO. THOMAS TONIGHT. CYRUS. SHARIFI. ZANJANI. AND KENZIE. SUMIRAT. NICE JOB, KINSEY. I'D LIKE TO RECOGNIZE OUR TWO VARSITY COACHES WHO ARE HERE TONIGHT AS WELL. FIRST ASSISTANT COACH STEVEN BARRUS. THANK YOU. THANK YOU. AND HEAD COACH, MR. SETH BURNHAM. THERE YOU GO, FOLKS. OUR BOYS VOLLEYBALL TEAM CO-CHAMPIONS. THANK YOU. THANK YOU. THANK. YOU. YES. YOU CAN WRITE ONE SMILE, TWO AND THREE. NICE JOB. VOLLEYBALL. GREAT YEAR. WELL DONE. OKAY. ALL RIGHT. AND WE CONTINUE. WE HAVE ONE MORE ATHLETIC TEAM FROM OUR SCHOOL THAT WE WOULD LOVE TO HONOR. THAT WOULD BE OUR GIRLS SWIM TEAM WHO WERE THE COASTAL CANYON CHAMPIONS THIS YEAR. AN INCREDIBLE GROUP OF YOUNG WOMEN WHO I'M REALLY EXCITED TO INTRODUCE. WHAT? THE PARENTS COME IN FIRST. I'M IN THE RIGHT WAY. AND. OKAY. ALL RIGHT, I THINK WE'RE READY. ALL RIGHT, FIRST UP OUR FIRST SWIM CHAMPION, ASPEN ABERNATHY. NICE JOB. ASPEN. ADDISON BROWN. NICE JOB. BIANCA DRAGO. CONGRATULATIONS. ZAHRA DRAGO, WHO I DON'T BELIEVE WAS ABLE TO MAKE IT TONIGHT. BELLA FIKE. NICE JOB. JOEY. GALVEZ. NICE JOB. JOEY. KENNEDY. GREEN. HI AGAIN. HI. STELLA. HEATH. STELLA. KIRA. JONES. RAVEL. JUSTICE. ABIGAIL. KERNS. ABBY. SASHA. NOT HERE TONIGHT. CHARLOTTE. MCAULIFFE. GILLIAN. STRONG. NICE JOB. GILLIAN. GREAT JOB. GILLIAN. GO UP AND AROUND. THERE YOU GO. REGAN. NICE JOB. REGAN. WELL DONE. TOGETHER WITH THE BOYS IN RIGHT NOW? YEAH. JUST YOU BRING CONNOR IN. THAT'S FINE. WE ALSO, LADIES AND GENTLEMEN, HAD ONE MEMBER OF OUR BOYS SWIM TEAM WHO WAS AN INDIVIDUAL CHAMPION IN THE 50 YARD FREESTYLE. WILL BE SWIMMING AT CALIFORNIA LUTHERAN UNIVERSITY NEXT YEAR. HELP ME WELCOME CONNOR OVERTON. WELL DONE. ALL THE WAY UP AND AROUND. SHAKE EVERYONE'S HAND. AND LAST BUT NOT LEAST NO READING OF A TEAM ROSTER WOULD BE COMPLETE WITHOUT MENTIONING THESE THREE AMAZING COACHES. FIRST UP, MR. [00:20:04] DAVID BLEIBERG. WELL DONE. DAVID. THERE YOU GO. ASSISTANT COACH AUSTIN GREGORY. NICE JOB. AUSTIN. AND TIO ALUM, I SHOULD MENTION. AND LAST BUT NOT LEAST. HEAD COACH AND AQUATICS DIRECTOR AND ALL AROUND GREAT GUY. MR. CRAIG ROHN. GREAT. ACTUALLY, YOU KNOW WHAT? I ALREADY HAVE MINE. NO ROOM. NO ROOM FOR. ONE SMILE. TWO. AND THREE. NICE JOB. SWIM. YES. YES. THAT'S WHAT HE TOLD ME. MR. LIGHT, YOUR PRESENCE IS REQUIRED. THANK YOU. THANK YOU. MY GREAT PLEASURE. I'M JUST GOING TO MISS YOU. WE'RE GOING TO MISS HIM. CAN YOU. HELP YOU MADE IT. OKAY, GOOD. SO I'M IN THERE WITH THE PARENTS. SO THAT'S MY SON OVER THERE FOR. THE FIRST TIME. OKAY. I THINK WE'RE READY TO READ OFF AND INTRODUCE TO YOU OUR VALEDICTORIANS FOR THIS YEAR. I'LL BE GIVING YOU THE NAME OF THE INDIVIDUAL AS WELL AS THE COLLEGE THAT THEY WILL BE ATTENDING. FIRST UP, YOU ALL KNOW HIM. YOU ALL LOVE HIM. MR. AIDEN LIGHT, UCLA. WELL DONE. BENJAMIN CHUNG, UCLA. EMILY. DO YOU SEE ELLA? ALYSSA HONEYCUTT, PEPPERDINE UNIVERSITY. AJWAD JARMAKANI, UCLA. IS HE GOING TO BE? OUR NEXT OUR NEXT VALEDICTORIAN COULD NOT MAKE IT TONIGHT. HE IS ETHAN LI, ATTENDING THE UNIVERSITY OF CALIFORNIA, SAN DIEGO. AUDREY LI, UNIVERSITY OF CALIFORNIA, BERKELEY. GO, BEARS. OUR NEXT VALEDICTORIAN ALSO COULD NOT MAKE IT TONIGHT. REAGAN MAGUIRE WILL BE ATTENDING THE UNITED STATES NAVAL ACADEMY. AND I BELIEVE THE VALEDICTORIAN ALSO COULD NOT MAKE IT TONIGHT. THAT IS, DOMINIQUE MONTROSE AND DOMINIQUE WILL BE ATTENDING WASHINGTON AND LEE UNIVERSITY. JADON. JADON. I DON'T SEE OUR NEXT CANDIDATE HERE TONIGHT. HE IS JADON? NO. AND HE WILL BE ATTENDING UNIVERSITY OF CALIFORNIA, MERCED. ALYSSA NICHOLS ALSO NOT HERE TONIGHT. THEY'RE HOMESTEADING. YOU'VE GOT FINALS THIS WEEK. ALYSSA NICHOLS WILL BE ATTENDING THE UNIVERSITY OF CALIFORNIA, [00:25:04] SAN DIEGO. JADEN OLIPHANT, CAL POLY POMONA. JIWON PARK, YALE UNIVERSITY. XANDER PETRUS, UCLA. RAMI SHALHOUB, UC, L.A. CONGRATULATIONS. SAVANNAH, SELINGO, UNIVERSITY OF CALIFORNIA, SAN DIEGO. CASSANDRA SILLERS, UNIVERSITY OF CALIFORNIA, SANTA CRUZ. GO, SLUGS! AND LAST BUT NOT LEAST, ELIANA SMITH, UNIVERSITY OF CALIFORNIA, SANTA BARBARA. NO. ONE. TWO. THREE. NICE JOB. VALEDICTORIANS. WOO! HOW ARE YOU? CONGRATULATIONS. LOVELY. THANK YOU. CONGRATULATIONS. CONGRATS. YEAH. ALL RIGHT, I'LL SEE YOU. ALL RIGHT. FEEL FREE TO SIT UP HERE. YEAH. I'M OKAY. ALL RIGHT. THERE WE GO. PERFECT. OKAY. BOARD PRESIDENT POWELL. TRUSTEES. DOCTOR MCLAUGHLIN, DISTRICT LEADERSHIP. IT'S GOOD TO BE BACK AGAIN ANOTHER WEEK. SO THANK YOU FOR HAVING US TO RECOGNIZE SOME OF OUR OUTSTANDING STUDENT ATHLETES. NOT JUST ATHLETES, BUT STUDENT ATHLETES. IT'S MY PLEASURE AT THIS TIME TO INTRODUCE SOME OF OUR OUR ACTUALLY MARMONTE LEAGUE INDIVIDUAL CHAMPIONS FOR BOYS AND GIRLS TRACK AND FIELD. FIRST, LILY COHEN. I'M GOING TO GO. YEAH. MICAH. DICKERMAN. MIKE. HERE. NICHOLAS. VIVIANO. SOPHIA. GRANT. JADEN. GRIFFIN. OLIVIA HEALY. JACK JONES. ZACH SOBERANIS. AND NOT HERE TONIGHT AS WELL. ABIGAIL PACE. AND THEN I'D LIKE TO RECOGNIZE OUR TWO HEAD COACHES, JEANETTE FLORES AND AHMED RASHID. THANK YOU. YEAH. THANK YOU. LORD. YES. SORRY. YEAH. ALRIGHT. I'M GOING. [00:30:30] ONE MILE TWO. THREE. ALL RIGHT. YES. YOU DON'T HAVE TO SAY IT. YOU ARE EXCUSED. YES. AT THIS TIME, IT'S MY HONOR TO RECOGNIZE OUR INDIVIDUAL MARMONTE LEAGUE CHAMPIONS FOR BOYS AND GIRLS SWIMMING. FIRST STELLA HUELSKAMP. SHE'S NOT HERE TONIGHT. CAROLYN NYBORG. ELLIE PETERS. AND MEGAN WANG. AND A BIG SHOUT OUT TO OUR HEAD COACH, SEBASTIAN AYALA. THANKS. YEAH. WAY. YEAH. ONE. TWO. THREE. DID YOU JUST SAY FINAL? AND NOW YOU'RE NOT KIDDING? NO, NO. ALPHABETICAL LISTS ARE HARD. AS YOU CAN TELL BY THE TIME IT TOOK ALL OF OUR PARENTS TO GET IN HERE TONIGHT, WE ARE EXCITED TO RECOGNIZE OUR 39 VALEDICTORIANS FOR THE CLASS OF 2025. MANY OF THESE VALEDICTORIANS ALSO ARE FULL IB DIPLOMA CANDIDATES. THE 40 IB DIPLOMA CANDIDATES WE HAVE AS WELL. SO IT'S MY PLEASURE TO INTRODUCE OUR THE NEWBURY PARK HIGH SCHOOL VALEDICTORIAN FOR THE CLASS OF 2025. BENJAMIN ALLEN. OLIVIA ARMSTRONG. YOUNG JOE. BACH. AHANA. BHUNIA. LAUREN. CAREY. KAI CHUNG. AMY. CORLEW. CATHERINE. DIETEL. SHAY. GROSS. LUCY. HE. AVERY NGUYEN. ABIGAIL. INOUYE. VINAYAK. JAGADEESH. BABU. [00:35:10] ALLISON. KANE. JASON. KIANG. DANTE. LINA. AUSTIN. LEE. JASON. LEE. JAKE. LIU. DUNCAN MCINTOSH. COLLIN MCNULTY. PRATYUSH. MUDGAL. TREVOR. NEWELL. SHEENA NGUYEN. EMMA NIELSEN. ABIGAIL. PACE. ARHAT. PAMIDI. KYLIE. RYMER. SOPHIA. RUSU. NEIL. EVERETT. SAN. JOSE. NIKHIL. SAHGAL. SHIMON. SETTY. JULIET. STAUFFER. GIANNA. TANTOCO. CHLOE. SETH WAS YOUR AUNTIE. YOUXIN YANG. AND DAVID. YE. WE WERE EXCITED TO RECOGNIZE THE STUDENTS LAST NIGHT, OUR SENIOR RECOGNITION NIGHT. SO THEY WERE ABLE TO WEAR THEIR MEDALS AS WELL TONIGHT. SO. CONGRATULATIONS. SMILE. BIG SMILE. ONE. TWO. THREE. I GOT YOU. NO. NO. OKAY. CONGRATULATIONS. THAT'S WHY I'M STANDING HERE. I THINK WE HAVE ABOUT 120 TOTALLY. TOTALLY. YEAH. EXACTLY. YEP. DEFINITELY. NO. I'M GOOD. HOW ARE YOU? GREAT. ALL RIGHT. GOOD EVENING. BOARD MEMBERS, DOCTOR POWELL, SUPERINTENDENT MCLAUGHLIN. CABINET. REALLY APPRECIATE YOU HAVING US HERE FROM WESTLAKE HIGH SCHOOL THIS EVENING, WHERE WE GET TO HONOR FIVE OF OUR DIFFERENT SPORTS TEAMS AS WELL AS OUR VALEDICTORIANS. SO WE'RE EXCITED ABOUT THAT. WE'RE GOING TO KICK OFF THIS EVENING'S FESTIVITIES FOR WESTLAKE HIGH SCHOOL BY HONORING OUR 2024 2025 MARMONTE LEAGUE CHAMPIONS IN BOYS LACROSSE. SO WE'LL BEGIN WITH JACK DEVORE. CONGRATULATIONS. [00:40:04] THANK YOU. COLIN ANDREWS. THANK YOU. THANK YOU. COLE BACCHUS. CONGRATULATIONS. WYATT. BOYNTON. CONGRATULATIONS. MERRICK. CORPUS. ROMAN. GALARDI. JOHN GILLEY. EMILY. KEATON. GRACE. FINCHER. THAT'S OKAY. TAKE THIS ONE. WHAT'S YOUR FIRST NAME? BEN CHEN. BEN CHEN. OKAY. QUINN. HARVARD. CONGRATULATIONS. AIDAN. KISPERT. THERON. LABIB. CONGRATULATIONS. WILL MCLEAN. DAVIS. MACDONALD. OSHO. MIGLIANO. JULIAN. RAMIREZ. PRESTON. RIVERA. MARK SHRAMEK. D'ANGELO SILVA. JACKSON. WHITE. RIVERS. WHITE. OKAY. FEEDER. YOUR COVE. AND OUR HEAD COACH, MR. PETER SWANDER. THANK YOU. THANKS, DOC. NO, NO, NO. NOT THESE. OH. OKAY. YOU WANT ME IN FRONT OF YOU? NO. HERE'S FINE. ALL RIGHT. YOU HAVE THE RIGHT. SO PONCE SHOULD BE BRINGING YOU UP. HOW ARE YOU? GOOD TO SEE YOU. YOU CAN GO ASK HIM. YEAH. THAT'S PERFECT. THANK YOU, THANK YOU. THANK YOU. OH, PETER. PETER. PETER. PETER. PETER! WE'RE HERE. WE'RE THE CHEER. SQUAD. AND THEN JUST TAKE THAT. HERE. YOU CAN FILL IT ANYWHERE OVER HERE. CAN WE HAVE TWO? THERE YOU GO. SOMEBODY HAS THE BLINKERS ON HERE. SO. ARE YOU GUYS READY? VERSE FIVE. OKAY SO NEXT UP WE WOULD LIKE TO RECOGNIZE OUR MARMONTE LEAGUE CHAMPIONS IN THE SPORT OF STUNT CHEER. FIRST UP BELLA ALOY. CONGRATULATIONS. YEAH, JUST WALK UP AND RUN. [00:45:04] NEXT UP. TATUM. ARNETT. CONGRATULATIONS. AVA. ASLAM. CONGRATULATIONS. HELENA. BAER. CONGRATULATIONS. THANK YOU. SHAYNA BOEHM. CONGRATULATIONS. CONGRATULATIONS. LAUREN BOGLE. CONGRATULATIONS. SADIE BROWN. CONGRATULATIONS. ALEXIS CLOTHIER. CONGRATULATIONS. THANK YOU. CAITLIN. FERDINAND. CONGRATULATIONS. THANK YOU. SIR. THANK YOU. AVA. GORLITZ. CONGRATULATIONS. ELSA. LOWE. CONGRATULATIONS. ALYSSA MAYO. WAIT. WHERE ARE WE GOING? YOU HAVE TO GET YOUR CERTIFICATE. HAILEY. NIEMAN. CONGRATULATIONS. THANK YOU. CONGRATULATIONS. DULCE MARIA PERALTA. CONGRATULATIONS. THANK YOU. RAY FOSTER. CONGRATULATIONS. THANK YOU. SIENA. SITMAR. CONGRATULATIONS, SIR. SIR. TOMER. BY THE WAY, SIR. TOMER, I APOLOGIZE. MALIA SMITH. CONGRATULATIONS. NATHAN YOUNG. CONGRATULATIONS. AND THE HEAD COACH OF OUR STUNT TEAM, MISS CARRIE PONCE. CONGRATULATIONS, SIR. THANK YOU. NICOLE. ONLY TWO. ONLY TWO? YEAH. ARE YOU TAKING THIS? ONE. ONE, TWO AND THREE. HE SAYS. I'LL GIVE IT TO HIM. IF HE WANTS TO. SO DO I NEED TO GET THE BUT WE'RE GOING TO HAVE A SECOND. LOSS IN HERE. OKAY. PERFECT. ALL RIGHT. NEXT UP, WE ARE HONORED AND PROUD TO RECOGNIZE TWO AMAZING INDIVIDUALS THAT ARE PART OF OUR TRACK AND FIELD PROGRAM. FIRST UP I WOULD LIKE TO INTRODUCE LAWSON GRACE. AND I WOULD ALSO LIKE TO STATE ALL OF THE AWARDS THAT HE WON, BOTH AT A CIF LEVEL AS WELL AS A MARMONTE LEAGUE LEVEL. SO LAWSON GRACE WAS OUR CIF SOUTHERN SECTION DIVISION TWO CHAMPION IN DISCUS. HE WAS OUR 2024, 2025 MARMONTE LEAGUE CHAMPION IN DISCUS, AND HE WAS ALSO THE MARMONTE LEAGUE CHAMPION IN SHOT PUT. SO CONGRATULATIONS TO LAWSON AND NUMBER TEN IN THE STATE. OKAY THANK YOU. AND ALSO WHEN HE QUALIFIED FOR STATE CIF HE'S THE NUMBER TEN IN ALL OF THE STATE. CONGRATULATIONS. YES. 13TH IN THE STATE. NEXT UP WE WOULD LIKE TO HONOR CLAUDIA TURNER, WHO WAS OUR MARMONTE LEAGUE CHAMPION IN GIRLS POLE VAULT. AND SHE IS NUMBER 13 IN THE STATE FOR GIRLS POLE VAULT. CONGRATULATIONS. AND OUR COACHES FOR OUR TRACK AND FIELD PROGRAM, MR. TROY BURNS. CONGRATULATIONS. CONGRATULATIONS. [00:50:02] AND MR. CHADD SCOTT, CONGRATULATIONS. AND ALSO SOMEBODY THAT'S SITTING DOWN THAT NEEDS TO COME OVER HERE, COACH MIKE MCCLINTOCK. CONGRATULATIONS, SIR. CONGRATULATIONS ON YOUR CERTIFICATE. YOUR CERTIFICATE TO. I GOT THIS FROM WALLY. THIS IS NOT DONE YET. THANK YOU FOR YOUR TIME. I STILL. DON'T KNOW WHY. BIG SMILES ON TWO AND THREE. BASEBALL. BASEBALL. BASEBALL. BASEBALL. ANYWHERE IN THE. THANK YOU, THANK YOU. HELLO. CARLOS. ALL RIGHT. NEXT UP, WE WOULD LIKE TO HONOR OUR 2025 MARMONTE LEAGUE CHAMPIONS IN BASEBALL. FIRST UP, AND ALSO THE MARMONTE LEAGUE PITCHER OF THE YEAR, CADEN ATKINSON. MASON BERLINGER. CONGRATULATIONS. DYLAN BRUNS. CONGRATULATIONS. MASON, CHARLES. ROCCO. CORTEL. CONGRATULATIONS. MICAH. CUMMINS. NICHOLAS. KATZENBACH. OKAY. KELSON. KIRK. ELLIS. BLAKE. MILLER. CONGRATULATIONS. JOSEPH. MOORE. NOAH. NAKAGAWA. CONGRATULATIONS. DYLAN. RAMSEY. NO. CONGRATULATIONS. BRADEN SMITH THANK YOU. THANK YOU, NOAH STEAD. CHASE STEWART. LEIGHTON WEINERT. CONGRATULATIONS. ASSISTANT COACH DANIEL BARNETT. CONGRATULATIONS. AND OUR HEAD COACH OF OUR BOYS BASEBALL PROGRAM AT WESTLAKE HIGH SCHOOL, MR. WALLY BARNETT. OKAY. I JUST NEED MY LIST OF. SO. YOU WANT TO KEEP THE BASEBALL? YOU. WANT BIG SMILES ON TWO AND THREE. EVERYBODY. [00:55:09] THE LAVATORIES WILL BE ON. ON YOURSELF. OKAY. OKAY. REMEMBER ME? YES. ARE YOU GOOD? NO. I'M GOOD SIR. I FORGOT. I WAS ON. MY LAST. YEAH. COACH'S LAST NAME. BUT YOU CAN SAY. YES. ALL RIGHT. OKAY. ALL RIGHT, NEXT UP, WE WOULD LIKE TO RECOGNIZE OUR MARMONTE LEAGUE CHAMPIONS IN BOYS VOLLEYBALL, STARTING OUT WITH TYLER ANDREASEN. CONGRATULATIONS. THANK YOU. JACK BENDER. PETER GARDNER. CONGRATULATIONS. THANK YOU. CONGRATULATIONS. AHMED. HASSAN. CONGRATULATIONS. BENNETT. JULIEN. CONGRATULATIONS. SEAN. MARQUART. AND OUR HEAD COACH, VANESSA MURRAY. CONGRATULATIONS. WHAT DO YOU MEAN? THAT'S THE ACE. YOU SEE UP THERE? HE'S GOING TO COME IN WITH THAT. ONE. SIX. NINE. TWO. THREE. TWO. OH MY GOD! I GOT MY. THANK YOU SIR. THANK YOU SIR. SIT DOWN. OKAY. YOU'VE ALL WORKED SO HARD. YOU ALL WORK SO HARD. ALL THIS HARD WORK. TO GET HERE. WE'RE STILL HERE TOO. BECAUSE YOU'VE ALL WORKED SO HARD. THERE'S TWO MORE SEATS UP FRONT HERE. [01:00:23] THERE'S ONE SEAT UP HERE AND SOMEBODY DOWN HERE. SO JUST. RIGHT HERE. YEAH. SO JUST ANYWHERE. THAT SPACE. THANK YOU. SO I RECKON THAT'S WHERE I'M SUPPOSED TO BE. AND THEN THE OTHER ONE IS JUST CLOSE TO THE END. GOTCHA. YEAH. COOL. OH, I DON'T KNOW WHERE A COUPLE OF THESE KIDS ARE GOING. WHERE'S OREN GOING? ASK HIM. I'LL ASK HIM. I'LL ASK HIM. SO THIS IS THE FIRST ONES? THOSE ARE THE SECOND. SO THEY'RE NOT HERE. OKAY. ALL RIGHT. ALL RIGHT. ARE WE READY? YES, READY. SO WHAT'S GOING TO HAPPEN IS YOU'RE GOING TO SAY YOUR NAME. YOU'RE GOING TO GET YOUR CERTIFICATE, SHAKE HANDS, SHAKE HANDS. AND THEN YOU WALK UP AND SHAKE. YOU SUIT UP, AND THEN YOU GO UP AND AROUND AND SHAKE ALL THE BEHIND. OKAY, THAT MAKES SENSE. ALL RIGHT. COOL. ALL RIGHT. I THINK WE'RE IN PLACE NOW. SO IT'S MY HONOR THIS EVENING TO RECOGNIZE AND COMMEND SOME AMAZING STUDENTS ON THEIR ACADEMIC ACCOMPLISHMENT FROM WESTLAKE HIGH SCHOOL. THIS YEAR, WE HAVE 67 VALEDICTORIANS WHO HAVE EARNED A 4.65 OR HIGHER INDEX GPA. SO WHEN I SAY THEIR NAMES, I'M ALSO GOING TO SAY THE COLLEGE THAT THEY'RE ATTENDING, BECAUSE I'M PRETTY PROUD OF OF THE LIST OF COLLEGES THEY WILL BE ATTENDING. SO WE WILL START OFF ATTENDING THE UNIVERSITY OF PURDUE. OWEN ADA, WHO WAS. ATTENDING USC. NATALIE ABOUSSIE. ALSO ATTENDING USC. VANESSA ABC. ATTENDING UC BERKELEY. RUIN. AWORI. ATTENDING UC SAN DIEGO. DANICA BACKUS. JEDRZEJCZYK. ATTENDING UC DAVIS. BEN BATEMAN. ATTENDING TULANE UNIVERSITY. EZRA BERMAN. ATTENDING UC SAN DIEGO. MIKAELA BURNS. ATTENDING UC SANTA CRUZ. DYLAN. BLITZ. ATTENDING UCLA. JULIA CACHERO. ALSO ATTENDING UCLA. ALAN CHEN. ATTENDING UC BERKELEY. ELAINE CHUNG. CONGRATULATIONS. CONGRATULATIONS. OH, LOOK AT THIS ONE. WE'LL TAKE A SECOND. WE'LL JUST GET OUR WITS ABOUT US. ATTENDING UCLA, DANIEL CHOI. CONGRATULATIONS. ATTENDING USC. AUDREY CHUNG, CONGRATULATIONS. THERE YOU GO. ATTENDING UC DAVIS. MARY CIMINO. CONGRATULATIONS. ATTENDING UCLA. BRANDON. CONGRATULATIONS. THANK YOU. ATTENDING UC BERKELEY. NICHOLAS DENG, CONGRATULATIONS. ATTENDING UC SANTA BARBARA. CHLOE DONES. CONGRATULATIONS. ATTENDING THE UNIVERSITY OF WASHINGTON. CAITLIN. FERDINAND. CONGRATULATIONS. ATTENDING UC SAN DIEGO. AVA. FEHRENBACH, WAS I CLOSE? THERE'S ALWAYS A COUPLE. ALSO ATTENDING UC SAN DIEGO, GABRIELLA FREIBERG. [01:05:01] CONGRATULATIONS. THREE STUDENTS ATTENDING HARVEY MUDD, PEYTON HAYWARD. CONGRATULATIONS. ATTENDING UC BERKELEY. ETHAN HO. CONGRATULATIONS. ATTENDING CAL POLY SAN LUIS OBISPO. MARGARET ROENICK. CONGRATULATIONS. ATTENDING MIT. BEATRICE JIANG. ATTENDING GEORGETOWN UNIVERSITY. IRENE KANG. CONGRATULATIONS. ATTENDING RICE UNIVERSITY. CLAIRE LEE, CONGRATULATIONS. ATTENDING UC BERKELEY. TYLER LEE. ATTENDING CASE WESTERN RESERVE UNIVERSITY. ANNA LEE. ATTENDING JOHNS HOPKINS UNIVERSITY. AUSTIN, MAIZES. ATTENDING UCLA. AURORA MOGALTHUR. CONGRATULATIONS. ATTENDING HARVARD. JAMES MILLER. CONGRATULATIONS. ATTENDING UC BERKELEY. DYLAN MISTRY. CONGRATULATIONS. ATTENDING UC BERKELEY. LANA. MARIETTA. CONGRATULATIONS. ATTENDING UC SANTA BARBARA. MICHELE NAVARRO. CONGRATULATIONS. ATTENDING UC SANTA BARBARA. RYAN OGANOV. CONGRATULATIONS. ATTENDING UC SAN DIEGO. ALISON POND, CONGRATULATIONS. ATTENDING UC BERKELEY. LEONARDO RAGONA. ATTENDING CAL POLY SAN LUIS OBISPO. PEYTON RING. CONGRATULATIONS. ATTENDING. MI KAYA TAN. CONGRATULATIONS. THANK YOU FOR ATTENDING UCLA. TAYLOR. THOMAS. CONGRATULATIONS. CONGRATULATIONS. ATTENDING THE UNIVERSITY OF WASHINGTON. MEGAN CHOI. ALSO. ATTENDING CAL POLY SAN LUIS OBISPO. OREN WALKED. CONGRATULATIONS. ATTENDING UCLA. SANDI WANG. CONGRATULATIONS. ATTENDING UCLA. MENZIE YUN. CONGRATULATIONS. DOCTOR MCLAUGHLIN, YOU'LL LIKE THIS ONE. ATTENDING NOTRE DAME. SUSIE YUN. AND ATTENDING UCLA. BEN JEONG. I'M GOING TO HAVE THE FRONT ROW CROUCH IN JUST A SECOND. I STILL WANT TO TAKE THAT VOTE FOR YOU. OKAY. AND, PARENTS, I KNOW YOU GUYS ARE ALL TAKING PICTURES TOO, AND THAT'S GREAT. IT WILL BE POSTED ON SOCIAL MEDIA. SO YOU CAN COPY THAT PICTURE TOO, BECAUSE IT'LL BE A REALLY GOOD ONE. OKAY. CAN I FRONT ROW, PLEASE CROUCH DOWN AND TAKE THREE BIG SMILES FOR TWO AND ONE? OKAY. REAL QUICK, CAN WE HAVE THE PARENTS SIT DOWN? DOCTOR RICE, I NEED YOU TO GET A GOOD PICTURE. OKAY? SO LOOK AT DOCTOR RISA, PLEASE. HEY, SMILE. THREE. TWO. ONE. THANK YOU GUYS. [01:10:23] I WAS CLOSE. THAT'S A PRETTY IMPRESSIVE. OH, THIS IS AMAZING. ALL RIGHT. NO NO, NO. I'M DONE. THANK YOU GUYS. THANK YOU GUYS FOR COMING. THANK YOU. THANK YOU. I DON'T KNOW HOW YOU DID THIS. WELL, I CALLED THEM ALL IN, AND THEN I GOT THEIR PRONUNCIATION. I MESSED UP A COUPLE, BUT. SO THAT WAS. ME. WE WERE FARMERS, WHICH I THOUGHT THAT WAS GREAT, BUT WE WERE ALL OTHER THAN THAT. THANK YOU SO MUCH. THANK YOU. ONE SECOND. READY? GO. OKAY. THAT'S FINE, THAT'S FINE. OKAY. BECAUSE HE WAS SHUFFLING THROUGH, SO. HE SHOULD BE UP FRONT. THIS IS JUST AN IQ TEST. DID YOU REALLY EARN THIS GPA? YEAH. SHE DID. SHE PASSED, SO SHE SHOULD BE OKAY. OKAY. THAT WAS SOMETHING. CONGRATULATIONS TO ALL OF OUR ATHLETES AND OUR VALEDICTORIANS. PRETTY AMAZING, ALL OF YOU. WE ARE NOW AT AGENDA ITEM ONE F. [F. Comments - Public] PUBLIC COMMENTS. THE CVUSD BOARD OF EDUCATION WANTS TO HEAR FROM STUDENTS, PARENTS, EMPLOYEES, AND OUR COMMUNITY. ALL INDIVIDUALS HAVE THE RIGHT TO PROVIDE PUBLIC COMMENTS DURING OUR SCHOOL BOARD MEETINGS. UNDER GOVERNMENT CODE SECTION 54 9543, COMMENTS REGARDING SPECIFIC ITEMS LISTED ON TONIGHT'S AGENDA MUST BE MADE WHEN THAT AGENDA ITEM IS CALLED. IF YOU WISH TO SPEAK ON A TOPIC THAT IS NOT ON TONIGHT'S AGENDA, NOW IS THE TIME TO PROVIDE YOUR PUBLIC COMMENT. IF YOU HAVE NOT ALREADY DONE SO AND WISH TO SPEAK, PLEASE HAND IN YOUR BLUE CARD TO MRS. FELDMAN. PLEASE NOTE THAT IF YOU HAVE ANY MATERIALS TO HAND TO BOARD MEMBERS, PLEASE PROVIDE THOSE MATERIALS TO MRS. FELDMAN FOR DISTRIBUTION TO THE BOARD. PURSUANT TO THE BROWN ACT, THE BOARD CANNOT UNDERTAKE ANY ACTION OR DISCUSSION ON ITEMS NOT ON TONIGHT'S AGENDA. HOWEVER, MEMBERS OF THE BOARD OR ITS STAFF MAY BRIEFLY REPLY TO COMMENTS OR QUESTIONS POSED BY THE PUBLIC. USUALLY, WE WILL WAIT UNTIL THE END OF THE PUBLIC COMMENT PERIOD BEFORE RESPONDING. AS OUR MEETINGS ARE HELD IN PUBLIC, YOUR COMMENTS WILL BE HEARD BY THOSE WHO ARE ATTENDING OR WATCHING A BROADCAST. IN ADDITION, THE BOARD ENCOURAGES STUDENTS TO PARTICIPATE IN CIVIC AFFAIRS. THEREFORE, WE HOPE THAT STUDENTS ARE WATCHING THIS MEETING OR ARE IN TONIGHT'S AUDIENCE. PLEASE BE MINDFUL OF THAT, AND PLEASE MAKE YOUR COMMENTS FACTUAL AND OFFER THEM IN A RESPECTFUL MANNER, IN COMPLIANCE WITH ALL APPLICABLE STATE AND FEDERAL LAWS. THE GOVERNING BOARD STRIVES TO RESPECT THE PRIVACY RIGHTS OF STUDENTS AND EMPLOYEES DURING OUR MEETINGS. THIS INCLUDES THE RIGHT FOR THE IDENTITIES OF STUDENTS TO REMAIN CONFIDENTIAL. WE ALSO ASK THAT SPEAKERS BE SENSITIVE TO OUR EMPLOYEES LEGAL RIGHTS TO PRIVACY AND CONFIDENTIALITY. AS A REMINDER, THOSE RESPECT. THOSE REQUESTING TO SPEAK AT THIS TIME WILL SPEAK ON ITEMS THAT ARE NOT ON THE BOARD AGENDA TONIGHT. PLEASE NOTE THAT SPEAKERS CARDS WILL NOT BE ACCEPTED ONCE THE BOARD STARTS THE PUBLIC COMMENTS AGENDA ITEM WITH THE FIRST SPEAKER. AND AS A REMINDER, EACH SPEAKER HAS THREE MINUTES TO SPEAK. I BELIEVE. WE HAVE ONE PUBLIC COMMENT FOR THIS AGENDA ITEM FOR THIS TIME. KERRY HOWARD, YOU HAVE THREE MINUTES. GOOD EVENING ALL AND HAPPY ALMOST SUMMER. AT RECENT DISTRICT ADVISORY COUNCIL MEETINGS, WE'VE DISCUSSED MIDDLE SCHOOL LOCKER ROOM AND PE UNIFORM POLICIES AND THE UNDUE BURDEN THESE PRACTICES PLACE ON STUDENTS, PARTICULARLY THOSE IN PROTECTED CLASSES. IT'S WORTH NOTING STUDENTS DON'T CHANGE FOR PE IN OUR ELEMENTARY SCHOOLS, AND MANY HIGH SCHOOLS HAVE NOW ELIMINATED THAT REQUIREMENT AS WELL. YET IN MIDDLE SCHOOL, WHEN STUDENTS ARE ARGUABLY AT THEIR MOST PHYSICALLY AND EMOTIONALLY VULNERABLE, THEY ARE STILL REQUIRED TO CHANGE CLOTHES IN FRONT OF THEIR PEERS. FROM A STAFF PERSPECTIVE, MIDDLE SCHOOL LOCKER ROOMS ARE NOTORIOUSLY DIFFICULT TO SUPERVISE. ADULTS ARE TASKED WITH SCANNING FOR CELL PHONES TO PREVENT PRIVACY VIOLATIONS, WHILE SIMULTANEOUSLY TRYING TO AVOID WATCHING STUDENTS GET CHANGED. [01:15:02] THIS CREATES AN UNCOMFORTABLE ENVIRONMENT FOR BOTH STUDENTS AS WELL AS STAFF. SPEAKING PERSONALLY, I KNOW SOMEONE WHO HAS EXPERIENCED AN INTENSE ANXIETY AT THE BEGINNING OF BEGINNING OF SIXTH GRADE OVER THE PROSPECT OF CHANGING IN FRONT OF OTHERS. IT BECAME AN UNNECESSARY SOURCE OF STRESS ON TOP OF THE NORMAL PRESSURES OF STARTING MIDDLE SCHOOL. IN SPEAKING WITH OTHER FAMILIES, I KNOW THIS PERSON WAS NOT ALONE. THERE ARE MANY STUDENTS WHO WILL NEVER FEEL COMFORTABLE CHANGING IN FRONT OF OTHERS, WHETHER DUE TO PHYSICAL, EMOTIONAL, OR IDENTITY BASED REASONS. EDUCATION CODE SECTION 49066. SECTION C OFFERS SOME GUIDANCE. QUOTE NO GRADE OF A PUPIL PARTICIPATING IN A PHYSICAL EDUCATION CLASS MAY BE ADVERSELY AFFECTED DUE TO THE FACT THAT THE PUPIL DOES NOT WEAR STANDARDIZED PHYSICAL EDUCATION APPAREL, WHERE THE FAILURE TO WEAR SUCH APPAREL ARISES FROM CIRCUMSTANCES BEYOND THE CONTROL OF THE PUPIL. HOWEVER, THIS LANGUAGE IS VAGUE WHO DETERMINES WHAT COUNTS AS CIRCUMSTANCES BEYOND THE CONTROL OF THE PUPIL TEACHER, FAMILY. STUDENT. FURTHERMORE, MOST PARENTS ARE UNAWARE OF THIS PROTECTION. EVEN HIGHLY ENGAGED FAMILIES IN OUR DISTRICT MAY NOT REALIZE THAT UNDER CERTAIN CIRCUMSTANCES, STUDENTS CANNOT BE PENALIZED FOR NOT CHANGING FOR PE. IT'S GREAT THAT ED CODE PROVIDES EXCEPTIONS TO THE POLICY AND PREVENTS TEACHERS FROM DOCKING GRADES. BUT GRADES ARE NOT THE PROBLEM HERE. THE PROBLEM IS WHEN THE TEACHER EXPECTATION IS THAT EVERYONE CHANGES, IT MAKES THE STUDENT WHO IS NOT COMFORTABLE OR SAFE DOING SO STAND OUT DURING A TIME IN THEIR LIFE WHERE STANDING OUT AND BEING DIFFERENT IS THE WORST POSSIBLE THING THAT COULD HAPPEN TO YOU. I URGE THE BOARD TO ADOPT A CLEAR POLICY THAT INTERPRETS AND APPLIES ED CODE 49066C IN A CONSISTENT AND STUDENT CENTERED WAY. CLARIFICATION IS NEEDED SO THAT STUDENTS, FAMILIES, AND STAFF UNDERSTAND THE PROTECTIONS IN PLACE AND SO NO CHILD IS PENALIZED FOR SOMETHING BEYOND THEIR CONTROL. THANK YOU FOR YOUR TIME. THANK YOU. AND THAT CONCLUDES OUR PUBLIC COMMENTS PORTION. WE ARE MOVING ON TO ITEM TWO A OUR FIRST ACTION ITEM. [A. Instructional and Student Services - Approval of Title IX Resolution and Amendments to Administrative Regulation 5145.71 - Title IX Sexual Harassment Complaint Procedures] APPROVAL OF TITLE NINE RESOLUTION AND AMENDMENTS. DO I HAVE A MOTION, PRESIDENT POWELL? YES. TRUSTEE GOLDBERG I MOVE IF MY BOARD DOCS WOULD STOP. I MOVE THAT WE APPROVE. THE TITLE NINE RESOLUTION AND AMENDMENTS TO R51 FOR 5.71 AS SUBMITTED. SECOND, IT HAS MOVED AND SECONDED. THANK YOU. I KNOW WE HAVE A PRESENTATION OR COMMENTS, BUT WE ALSO HAVE SOME PUBLIC COMMENT FOR THIS ITEM. WHY DON'T WE DO THOSE FIRST? I BELIEVE THERE ARE TWO. THERE ARE THREE. THANK YOU VERY MUCH. SO WE HAVE THREE. I WILL GO AHEAD AND JUST READ OUT THE NAMES SO YOU KNOW WHAT ORDER YOU'RE IN. YOU'LL EACH HAVE THREE MINUTES TO SPEAK. FIRST, WE HAVE SAVANNA GIFFORD. WE WILL THEN HAVE DARREN EDWARDS, AND THEN WE'LL HAVE EMILY EDWARDS. HELLO, BOARD MEMBERS. MY NAME IS SAVANNA GIFFORD, AND I'M A JUNIOR AT WESTLAKE HIGH SCHOOL. IN THE WEEKS SINCE I WAS HERE LAST ADDRESSING CONTINUAL CONCERNS ON MY CAMPUS WITH REGARDS TO SEXUAL HARASSMENT AND ASSAULT, WE HAVE SEEN SOME EFFORTS BEING MADE TO ADDRESS THOSE CONCERNS. I AM VERY PLEASED THAT THE BOARD IS PURSUING ANOTHER RESOLUTION WITH REGARDS TO THIS TOPIC, BUT THIS RESOLUTION IS MERELY A FIRST STEP, AND THERE ARE SOME SIGNIFICANT CONCERNS THAT THE STUDENT BODY STILL HAS THAT I FEEL NEED TO BE ADDRESSED. THERE IS A PERVASIVE SENSE THAT ALTHOUGH THE STUDENT BODY IS BEING SURVEYED ABOUT THEIR EXPERIENCES AND BEING MINED FOR POTENTIAL SOLUTIONS, THAT OUR WORDS ARE ALSO BEING CHERRY PICKED TO A DEGREE IN ORDER TO BEST SERVE THE PUBLIC IMAGE OF THE BOARD IN THE DISTRICT. PARTICULAR BITS OF THINGS THAT HAVE BEEN SAID BY ME AND MY PEERS HAVE BEEN AMPLIFIED STRONGLY BY THE ADMIN WE'VE BEEN IN COMMUNICATION WITH. OTHER PARTS HAVE BEEN IGNORED ALTOGETHER, CONCERNS ABOUT THE FAILINGS OF SCHOOL SITE ADMIN, AND LACK OF ATTEMPTS TO MAKE REPARATIONS FOR THOSE FAILINGS HAVE REPEATEDLY BEEN DISMISSED. FOR INSTANCE, THIS IS NOT A PRACTICE WHICH IS CONDUCIVE TO THE BUILDING OF TRUST. STUDENTS FEEL THAT THE VARIOUS MEMBERS THAT VARIOUS MEMBERS OF ADMIN AT OUR SCHOOL HAVE DESTROYED THE TRUST THAT THEY MIGHT HAVE BEEN ABLE TO HAVE WITH STUDENTS, AND LOST THE ABILITY TO RE-EARN IT BECAUSE OF THE LENGTH AND PERSISTENCE OF THIS ISSUE. THE FACT THAT THE DISTRICT CAN MAKE NO GUARANTEES THAT THIRD PARTY SUPPORT WILL BE IMPLEMENTED INTO THE PROCESS OF TITLE NINE MINE REPORTS ONLY OFFERING THE VAGUE PLACATION THAT THE POSSIBILITY WILL BE EXPLORED IS DISHEARTENING, GIVEN THAT THE INCLUSION OF THIRD PARTY INVESTIGATORS, DECISION MAKERS AND APPEAL OFFICERS IS ONE OF THE MOST STRAIGHTFORWARD ACTIONS WHICH THE BOARD CAN TAKE AND THE DISTRICT CAN TAKE IN ORDER TO MAKE THE TITLE REPORTING PROCESS MORE EQUITABLE AND SUPPORTIVE TO VICTIMS. THE STUDENT BODY IS ALSO CONCERNED ABOUT THE HESITANCE THAT SEEMS TO BE PRESENT FROM DISTRICT ADMINISTRATORS TO INVOLVE TEACHERS IN THE SOLUTION, GIVEN THAT TEACHERS ARE OFTEN THE FIRST LINE OF DEFENSE FOR STUDENTS, AND STUDENTS OFTEN HAVE A MUCH BETTER RAPPORT WITH THEM THAN ANY OTHER SCHOOL SITE ADMIN. [01:20:02] IT IS IRRESPONSIBLE AND UNWISE TO ATTEMPT TO SEPARATE THEM FROM THE REFORM EFFORTS BEING MADE REGARDING BOTH TITLE NINE POLICY AND CAMPUS CULTURE. THE PROBLEMS FACING WESTLAKE HIGH SCHOOL'S CAMPUS AND THE CVUSD AT LARGE CANNOT BE SOLVED IN ISOLATION, AND ALTHOUGH IT IS GOOD THAT THE DISTRICT THAT DISTRICT ADMINISTRATORS HAVE BEGUN COLLABORATING WITH STUDENTS IN THE PROCESS, EDUCATORS ALSO HAVE A CRUCIAL ROLE TO PLAY, AND FROM THAT ROLE, THEY ARE BOTH BEING LIMITED FROM IT AND INTIMIDATED OUT OF PARTICIPATING. THE SITUATION IS COMPLEX AND I UNDERSTAND THAT ONLY SO MUCH CAN HAPPEN AT ONCE, BUT IT IS UNBELIEVABLY FRUSTRATING FROM A STUDENT PERSPECTIVE TO PLAY ALONG WITH THE AVENUES OF COMMUNICATION THAT WE ARE GIVEN, AND ONLY ACHIEVE WHAT IT SEEMS TO BE THE BARE MINIMUM OF WHAT OUR DISTRICT SHOULD BE DOING TO PROTECT OUR STUDENTS AND KEEP US SAFE. FURTHER INDICATION THAT ALL OF OUR FEEDBACK IS BEING LISTENED TO, EVEN THE PARTS THAT MAY NOT BE EASY TO SWALLOW WOULD GO GREAT DISTANCES TOWARDS ESTABLISHING A BETTER CONNECTION WITH THE STUDENTS AND PROVING THAT YOU ARE ONCE AGAIN EARNING OUR TRUST. THANK YOU. THANK YOU. DARREN EDWARDS. HI. I'LL BE SITTING MY TIME TO MY WIFE, EMILY. GOOD EVENING, TRUSTEES AND DOCTOR MCLAUGHLIN. MY NAME IS EMILY EDWARDS, AND I WANT TO THANK THE BOARD FOR YOUR ONGOING WORK ON THIS DIFFICULT ISSUE. I RECOGNIZE THE EFFORT BEHIND TODAY'S MEASURE AND APPRECIATE THE INTENT TO MOVE FORWARD. AND THAT DOES MATTER. BUT GOOD INTENTIONS ARE UNFORTUNATELY NOT ENOUGH. POINT NUMBER SIX OF THE MEASURE, WHICH FOCUSES ON TEACHER TRAINING AND STUDENT REFERRALS, MAY SOUND HELPFUL ON THE SURFACE, BUT IN PRACTICE IT'S DEEPLY FLAWED AND WILL CAUSE MORE HARM THAN GOOD, AND IS NOT ABOUT SUPPORTING STUDENTS OR STAFF IN ANY MEANINGFUL WAY. LET ME START WITH THIS. OUR TEACHERS ARE ALREADY DOING THIS WORK EVERY SINGLE DAY. TEACHERS AND STAFF MEMBERS ARE ON THE FRONT LINES, NOT JUST EDUCATING, BUT SUPPORTING STUDENTS THROUGH TRAUMA, ABUSE, HOUSING INSECURITY, AND YES, SEXUAL HARASSMENT AND ASSAULT. THEY ARE THE TRUSTED ADULT STUDENTS GO TO WHEN THEY ARE HURTING. THEY ARE ALREADY LISTENING WITH EMPATHY, ALREADY TRYING TO FIND RESOURCES, ALREADY INTERVENING, ALREADY DOING THEIR PROFESSIONAL BEST IN IMPOSSIBLY COMPLEX SITUATIONS. AND IN FACT, THEY ARE ALREADY STEPPING INTO THE ROLES THE DISTRICT HAS FAILED TO FILL AND OFTEN WITHOUT GUIDANCE, SUPPORT OR BACKUP. POINT NUMBER SIX STATES THAT THE TRAINING WILL INCLUDE A PARTICULAR FOCUS ON DIRECTING STUDENTS WHO MAY BE VICTIMS OF SEXUAL HARASSMENT TO TRAIN SCHOOL COUNSELORS AND MENTAL HEALTH PROFESSIONALS. BUT WHAT HAPPENS WHEN THE STUDENT REACHES OUT FOR HELP AND THERE'S NO ONE THERE. WE CANNOT TELL TEACHERS. THEIR ONLY OPTION IS TO REFER STUDENTS TO MENTAL HEALTH SERVICES, WHILE FORECASTING $11 MILLION IN CUTS TO THOSE SAME SERVICES. WHAT DO WE EXPECT EDUCATORS TO DO IN THAT MOMENT WHEN A STUDENT BRAVELY DISCLOSES SOMETHING PAINFUL AND THERE'S NO COUNSELOR AVAILABLE? NO SUPPORT IN PLACE. NO NEXT STEP TO TAKE. NO OTHER TRUSTED ADULT THEY FEEL COMFORTABLE CONFIDING IN. ARE WE PREPARING THEM FOR AND SUPPORTING THEM THROUGH THAT, OR ARE WE JUST SETTING THEM UP FOR FAILURE AND SETTING STUDENTS UP FOR SILENCE? WHEN STAFF FEEL THEY HAVE NO CLARITY, NO SUPPORT, AND ARE AFRAID TO MAKE A MISTAKE, THE RESULT ISN'T TO BETTER BOUNDARIES. THE RESULT IS DETACHMENT. TEACHERS WILL HEAR A DISCLOSURE AND FEEL FORCED TO SAY, THAT'S NOT MY JOB. TALK TO A COUNSELOR. AND WORSE, THEY'LL HESITATE TO EVEN ESCALATE IT BECAUSE THEY'VE LEARNED THAT SPEAKING UP CAN PUT THEM AT RISK. AND THAT'S NOT SAFETY, THAT'S INSTITUTIONAL SELF-PROTECTION. THAT IS NOT HOW WE BUILD A SAFE, RESPONSIVE SCHOOL CULTURE. AND LET'S BE HONEST ABOUT WHAT HAS BROUGHT US HERE TODAY. OVER THE PAST SEVERAL MONTHS, WE'VE HEARD FROM AT LEAST A DOZEN BRAVE STUDENTS, STUDENTS WHO STOOD AT THIS VERY MICROPHONE AND SAID THEY DO NOT FEEL SAFE WITH HOW THE ADMINISTRATION HAS HANDLED SEXUAL ASSAULT CASES. STUDENTS WHO HAVE CALLED OUT A LACK OF TRANSPARENCY, FOLLOW UP AND CARE FROM SCHOOL LEADERS. SO WHY, THEN, IS THIS RESOLUTION FOCUSED ON TEACHER CONDUCT AND NOT ADMINISTRATIVE ACCOUNTABILITY? WHY ARE WE WRITING MEASURES THAT ACT AS A SUBTLE CENSURE OF THE VERY EDUCATORS WHO HAVE BEEN TRYING TO PROTECT STUDENTS, INSTEAD OF ADDRESSING THE SYSTEM THAT FAILED THEM? THIS PART OF THE MEASURE IS NOT ABOUT UPHOLDING PROFESSIONAL STANDARDS. IT'S ABOUT DEFLECTING BLAME BY IMPLYING THAT TEACHERS ARE THE PROBLEM. IT CASTS DOUBT WHERE THERE IS NONE. THIS IS A QUIET BUT POINTED ACT OF DEFAMATION AGAINST THE VERY EDUCATORS WHO HAVE DONE EVERYTHING THEY CAN TO SUPPORT STUDENTS WHEN THE SYSTEM HAS FAILED, AND IT IS ABSOLUTELY A WARNING SHOT. IT'S AN IMPLICIT MESSAGE TO TEACHERS TO STAY IN THEIR LANE, WHILE OTHERS HAVE BEEN EXPLICITLY TOLD THAT. IT TELLS TEACHERS THAT EVEN IF YOU ACT WITH INTEGRITY, EVEN IF YOU FOLLOW EVERY MANDATED REPORTING REQUIREMENT, EVEN IF YOU ADVOCATE FOR YOUR STUDENTS WITH PROFESSIONALISM AND CARE, YOU COULD STILL BE PUNISHED WITH NO TRANSPARENCY OR CLEAR JUSTIFICATION. MEANWHILE, THE BOYS WHO RAPE, HARASS AND INTIMIDATE THEIR PEERS REMAIN ON CAMPUS, AND THE ADMINISTRATORS AND SROS WHO MISHANDLE REPORTS AND FAIL TO ACT FACE NO CONSEQUENCE. HISTORICALLY, IT IS A VERY DANGEROUS PRECEDENT TO SET THAT THOSE WHO SPEAK UP WILL SUFFER, NOT THE ONES WHO COMMIT HARM. AND THAT'S A CHILLING MESSAGE TO BE SENDING TO BOTH OUR STAFF AND STUDENTS. TEACHERS ARE NOT THE PROBLEM HERE. IT IS FAILURES AT THE LEADERSHIP LEVEL THAT CREATE THESE RIDICULOUS PRESSURE ON TEACHERS WHO HAVE ALSO NOW BECOME VICTIMS OF THIS PROCESS. SO BEFORE WE ASK MORE OF OUR EDUCATORS, WE NEED TO ASK MORE OF OUR LEADERSHIP. IT IS ADMINISTRATORS WHO NEED CLEARER EXPECTATIONS. IT'S ADMINISTRATORS WHO NEED TRANSPARENT PROTOCOLS, TRAUMA INFORMED TRAINING, HIGHER ETHICAL STANDARDS, [01:25:05] AND REAL ACCOUNTABILITY MEASURES FOR HOW THEY RESPOND WHEN CASES ARE BROUGHT FORWARD AND IF THE CURRENT ADMINISTRATION IS NOT UP TO THAT TASK. IF THEY CANNOT TAKE RESPONSIBILITY, ACKNOWLEDGE WHERE THEY HAVE FAILED AND COMMIT TO MEANINGFUL CHANGE, THEN WE NEED AN ADMINISTRATION THAT CAN. I'M NOT SAYING WE SHOULDN'T HAVE TRAINING. I'M SAYING THIS ISN'T THE TRAINING OUR STAFF NEEDS AND IT'S NOT THE SUPPORT OUR STUDENTS DESERVE. SO BEFORE YOU VOTE ON THIS MEASURE AS IS, I HAVE TO STRESS THE QUESTION WHAT IS THE REAL PRIORITY HERE? IS IT STUDENT SAFETY, ADMINISTRATIVE EMPATHY, AND CLEAR TRUSTED REPORTING PROCESSES PRACTICES? OR IS THIS REALLY ABOUT MAKING THINGS QUIETER ABOUT ENSURING FEWER ASSAULTS GET REPORTED SO WE DON'T HAVE TO FACE THE UNCOMFORTABLE TRUTH OF WHAT'S HAPPENING IN OUR SCHOOLS, OR KEEP HEARING FROM STUDENTS WHOSE VOICES HAVE NOWHERE ELSE TO GO. THE LAST TIME I STOOD HERE, I SHARED A STATISTIC ONLY 25% OF VICTIMS EVER REPORT THEIR ASSAULT, AND NOW WE'RE CONSIDERING A POLICY THAT DOES NOT EMPOWER STUDENTS. IT ENCOURAGES THEM TO LET IT GO. AND IT ENCOURAGES TEACHERS NOT TO ENGAGE, NOT TO ADVOCATE, BUT TO REDIRECT. THIS PUTS PRESSURE ON STAFF TO STEP BACK AND PASS OFF STUDENTS INTO A SYSTEM THAT HAS ALREADY SHOWN IT, WON'T HEAR THEIR STORIES, LET ALONE ACKNOWLEDGE THEIR TRAUMA AND IS ALREADY FAILING THEM. IF WE PASS THIS MEASURE AS WRITTEN, WE ARE NOT PROTECTING STUDENTS. WE ARE PROTECTING THE INSTITUTION. AND THAT IS EXACTLY WHY STUDENTS DON'T FEEL SAFE. THEY ARE ASKING FOR MORE BRIDGES, MORE CONNECTION, MORE TRUST. AND INSTEAD, THIS POLICY BURNS THE ONLY BRIDGE THEY ALREADY HAVE. LET'S NOT PASS SOMETHING THAT CONTRIBUTES TO THE VERY CULTURE OF SILENCE STUDENTS ARE OPENLY AND PUBLICLY TELLING YOU IS HARMING THEM. BECAUSE UNTIL WE BUILD A SYSTEM THAT SUPPORTS STUDENTS AND THE PEOPLE WHO ARE ALREADY SUPPORTING STUDENTS, THIS RESOLUTION ISN'T A STEP FORWARD. IT'S A SMOKE SCREEN. THANK YOU SO MUCH FOR YOUR TIME. THANK YOU. SO WE'VE HAD OUR PUBLIC COMMENTS ON THIS ITEM, I THINK. MR. LIU, DID YOU HAVE A PRESENTATION OR COMMENTS OR ANYTHING? NO, JUST WE CAN ASK YOU QUESTIONS. HE CAN FILL YOU IN A LITTLE BIT ON WHAT'S HAPPENED OVER THE SORT OF ANY UPDATES, ANY UPDATES AND THEN. YEAH, I'D BE HAPPY TO PROVIDE THE BOARD OF EDUCATION WITH SOME UPDATES. WE ATTACHED AN ADDITIONAL PDF DOCUMENT THAT DESCRIBES SOME OF THE PLANNED ACTIONS MOVING FORWARD. AND I CAN CERTAINLY SPEAK TO THOSE. I DO WANT TO SAY THAT I WAS REALLY GRATEFUL FOR THE OPPORTUNITY FOR SOME OF OUR DISTRICT STAFF, AS WELL AS THE SITE ADMINISTRATION, COUNSELORS, A SMALL TEAM OF THEM, TO MEET WITH A GROUP OF WESTLAKE HIGH SCHOOL STUDENTS OVER THREE CLASS PERIODS ON THREE DIFFERENT DAYS TO REALLY LISTEN TO THEM, TO HEAR OUT THEIR SUGGESTIONS AND IDEAS ON THIS REALLY IMPORTANT TOPIC. SOME OF THE PLAN ACTIONS DESCRIBED AND WE PUT THEM ON THERE TO LIKE PROVIDE CONTEXT AND DETAILS SURROUNDING THE RESOLUTION ITSELF. THE RESOLUTION SPEAKS A LOT ABOUT PROVIDING EDUCATION AND TRAINING, BUT WE WANTED TO PROVIDE THE BOARD OF EDUCATION AN UPDATE ON THE BOARD ABOUT WHAT SOME OF THOSE DETAILS ACTUALLY LOOK LIKE. SO JUST TO REVIEW SOME OF THOSE PLANNED ACTIONS AS WE LOOK FORWARD TO RIGHT NOW INTO NEXT YEAR, WE'RE WORKING ON UPDATING ALL OF OUR SECONDARY STUDENT ID CARDS TO INCLUDE REPORTING INFORMATION, THE SPECIFIC QR CODE FOR WETIP, AS WELL AS INFORMATION. REGARDING REPORTING SEXUAL HARASSMENT, DISCRIMINATION, RACISM. WE'RE UPDATING OUR TITLE NINE POSTERS THAT ARE AT ALL OF OUR SECONDARY SCHOOLS TO EMPHASIZE THAT A STUDENT CAN REPORT TO ANY INDIVIDUAL ON CAMPUS AS WELL AS TO THE DISTRICT TITLE NINE COORDINATOR MYSELF. WE ARE WORKING ON PLANNING ADDITIONAL TRAINING FOR OUR SCHOOL SITE ADMINISTRATORS AT ALL LEVELS TO ENHANCE TRAUMA INFORMED INTERVIEWING PRACTICES. WE'RE LOOKING AT CREATING AN ADDITIONAL ROLE AS PART OF OUR TITLE NINE PROCESS ITSELF THAT IS FOCUSED SOLELY AND ENTIRELY ON WORKING CLOSELY WITH THE STUDENT AND THE STAFF AS THAT INVESTIGATION MOVES FORWARD TO MAKE SURE THAT SUPPORT AND SERVICES ARE BEING PROVIDED TO THAT STUDENT THROUGHOUT. WE'RE LOOKING AT SPECIALIZED TRAINING TO A TEAM OF SCHOOL COUNSELORS AT THE SECONDARY LEVEL, AS WELL AS SOME OF OUR MENTAL HEALTH, SPECIFICALLY WORKING TO SUPPORT VICTIMS OF SEXUAL HARASSMENT AND SEXUAL ASSAULT. WE'RE ADDING INFORMATION ABOUT SEXUAL HARASSMENT AND REPORTING REPORTING PROCEDURES AND HOW TO REPORT, AS WELL AS THE PROCEDURES FOR THE NEXT STEPS TO STUDENT ORIENTATIONS AND ASSEMBLIES AT THE SECONDARY LEVEL. WE ARE ALSO LOOKING AT ADDITIONAL TEACHER AND OTHER CVUSD STAFF TRAINING RELATED TO THEIR OBLIGATIONS TO REPORT BEING MORE TRAUMA INFORMED AND SENSITIVE TO STUDENTS WHO MAY COME FORWARD WITH ALLEGATIONS OR CONCERNS REGARDING SEXUAL HARASSMENT OR SEXUAL ASSAULT. WE ARE RESEARCHING AN ONLINE MODULE FOR HIGH SCHOOL STUDENTS TO COMPLETE ON ASPECTS OF CONSENT AND REPORTING. WE ARE IDENTIFYING INFORMATION THAT WE CAN PROVIDE TO PARENTS AND GUARDIANS TO SPEAK TO THEIR CHILDREN ABOUT THIS REALLY IMPORTANT TOPIC. [01:30:01] WE ARE WORKING TO DEVELOP PROCEDURES TO REGULARLY INFORM THOSE WHO MAY BE INVOLVED IN INVESTIGATION. IN A CLEAR AND SUCCINCT WAY. WHAT TO EXPECT? WHAT ARE THE NEXT STEPS, AND TO REGULARLY COMMUNICATE WHERE ANY OF THOSE PARTIES MAY BE IN THAT PROCESS. WE'RE ALSO EXPLORING THE IMPLEMENTATION OF THE USE OF INVESTIGATORS, DECISION MAKERS, APPEAL OFFICERS THAT ARE NOT AFFILIATED WITH THE SCHOOL. WE ARE ALSO, I PLAN ON SHARING THE FEEDBACK PROVIDED BY THE WESTLAKE HIGH SCHOOL STUDENTS TO ALL OF OUR SECONDARY ADMINISTRATORS TO SHARE THEIR PERSPECTIVES AND EXPERIENCES RELATED TO THIS TOPIC. ALSO JUST NOT INCLUDED ON THOSE SLIDES. SOME ADDITIONAL ACTIONS ALSO WILL INCLUDE EMPHASIZING IN OUR MANDATORY TRAINING AS WELL AS OTHER TRAININGS TO TEACHERS. THE TEACHERS OBLIGATION TO IMMEDIATELY INTERVENE, LIKE WHEN THERE ARE JOKES OR COMMENTS MADE THAT MAY BE PERCEIVED AS SEXUAL HARASSMENT. WE ALSO WILL BE ADDING AND LOOKING TO ADD SCHOOL SPECIFIC INFORMATION WHEN THE TOPIC OF SEXUAL ASSAULT IS DISCUSSED THROUGH COMPREHENSIVE SEXUAL HEALTH AND HIV PREVENTION THROUGH TEEN TALK. SO MAKING SURE THAT WE'RE PROVIDING SPECIFIC INFORMATION ABOUT THE SCHOOL, ABOUT REPORTING AND WHAT THE PROCEDURES LOOK LIKE WHEN THAT IS AN INSTRUCTIONAL TOPIC. WE ARE LOOKING FORWARD TO IMPLEMENTING THESE DISTRICTWIDE AND WITH FIDELITY. AND PURSUANT TO THE RESOLUTION, IT WOULD BE OUR PLAN TO REPORT OUT ON THE PROGRESS SOMETIME FALL SEMESTER OF NEXT YEAR. JUST TO CLARIFY FOR OUR BOARD IS JUST A REMINDER WHEN WE LOOK AT, SAY, NUMBER SIX ON THE RESOLUTION AND YOU SEE THE NUMBERS FOR 119.21421, 9.21 AND 4319.21. EACH OF THOSE NUMBERS REPRESENTS ADMINISTRATION, CERTIFICATED STAFF AND CLASSIFIED STAFF. SO IT'S NOT JUST ONE GROUP THAT WE WOULD BE FOCUSED ON. THOSE BOARD POLICIES AND AHS ARE DIRECTED AT ALL THREE OF OUR LEVELS OF THE ORGANIZATION FOR. FOR FUTURE PROFESSIONAL DEVELOPMENT AS WELL. I GUESS ANOTHER NOTE. I THINK FOR, FOR US DISTRICTS, OUR SIZE AND SMALLER I WOULD SAY THAT IN THE FEEDBACK I'VE RECEIVED AND HAD CONVERSATIONS WITH SUPERINTENDENTS AROUND THE COUNTY AND IN SURROUNDING COUNTIES I MEAN, THEY HAVE BEEN KEEPING AN EYE ON WHAT'S HAPPENING WITHIN OUR DISTRICT FOR THE SIMPLE FACT THAT THEIR POLICIES AND PROCEDURES FUNCTION THE EXACT SAME WAY OUR POLICIES AND PROCEDURES HAVE FUNCTIONED. SO YOU KNOW, THEY MY CONVERSATIONS BECAUSE I'VE REACHED OUT TO SAY, HOW DO YOU DO THIS? LARGER DISTRICTS HAVE OBVIOUSLY LARGER BUDGETS AND PROBABLY DEPARTMENTS THAT THAT HANDLE THIS, BUT DISTRICTS MID-SIZE AND LOWER DO NOT. AND SO ULTIMATELY THERE'S BEEN A LOT OF CONVERSATION AMONGST SUPERINTENDENTS. TENANTS PARTICULAR TO OUR DISTRICT WHAT OUR PROTOCOLS HAVE BEEN AND ULTIMATELY WHAT ARE OUR NEXT STEPS. THEY ARE INTERESTED IN WHAT OUR NEXT STEPS ARE, BECAUSE THEY COULD SEE THAT THIS LITERALLY GOING IN THE SAME DIRECTION POSSIBLY IN THEIR DISTRICT AS WELL. SO GET THAT. WE'VE GONE THROUGH A RESOLUTION AND MR. LEW HAS UPDATED US ON SOME PROCEDURES AND PROCESSES, AND THAT ISN'T THE END ALL BE ALL TO THE THINGS THAT WE WILL CONTINUE TO LOOK AT. WE OBVIOUSLY WILL CONTINUE TO HAVE DISCUSSIONS WITH OUR BOARD. I'LL BE LOOKING AT WHAT OTHER DISTRICTS MAY BE DOING IN LIGHT OF THE SITUATION AND ANYTHING THAT THEY'RE GOING TO PUT IN PLACE. AND THEN ULTIMATELY HAVE THAT THAT FEEDBACK LOOP THAT COMES IN TO MAKE PERTINENT ADJUSTMENTS AS, AS NECESSARY AS WE MOVE FORWARD. THANK YOU. SO AN ONGOING, ONGOING PROCESS, CLEARLY, AS WE MOVE INTO THE NEXT SCHOOL YEAR DO WE HAVE ANY QUESTIONS OR COMMENTS FROM ANY OF THE BOARD MEMBERS? I DON'T SEE ANY. I HAD ONE QUESTION, ONE COMMENT, ONE SUGGESTION, AND I WANTED TO BECAUSE I KNOW WE HAVE TWO ITEMS AT HAND HERE. WE HAVE THE RESOLUTION AND THEN WE HAVE THE R, WHICH ALL WE DID AT THIS POINT WAS ADD THE BLURB AT THE FRONT. THE DISTRICT AND BOARD OF EDUCATION RECOGNIZED THE IMPORTANCE OF LISTENING WITH EMPATHY AND RESPONDING WITH SENSITIVITY TO CONCERNS THAT ARE BROUGHT FORWARD AND HOW INVESTIGATIONS ARE CARRIED OUT. I THINK TO ME, IT DIDN'T FEEL QUITE STRONG ENOUGH. I FELT, YOU KNOW, SORT OF RECOGNIZING THE IMPORTANCE OF I WOULD PREFER SOMETHING. I WAS JUST GOING TO SUGGEST SOMETHING LIKE THE DISTRICT IS COMMITTED TO RESPONDING TO ALL ALLEGATIONS OF SEXUAL HARASSMENT UNDER TITLE NINE WITH EMPATHY, CARE AND SENSITIVITY OR SOMETHING LIKE THAT. JUST A LITTLE MORE ACTION. ANYBODY? OKAY. LOOKS LIKE WE HAVE CONSENSUS ON THAT. [01:35:02] THANK YOU. AND IF NO, WE DON'T HAVE ANY OTHER COMMENTS OR QUESTIONS, WE'LL MOVE TO A VOTE. DO WE NEED AN AMENDED MOTION FOR THAT? WE HAD THE WE HAD THE MOTION ALREADY. WE NEEDED AMENDED SINCE WE'RE CHANGING IT OR SO YEAH I CAN AMEND MY. THAT WOULD BE GREAT. THANK YOU. APPROVE AS AMENDED. SECOND. THANK YOU. OKAY. IT'S BEEN MOVED AND SECONDED AND VOTING ON THIS. FIRST, WE WILL HAVE TRUSTEE LIGHT. YES. TRUSTEE GILL. YES. TRUSTEE. SYLVESTER. YES. TRUSTEE. GOLDBERG. YES. TRUSTEE. GORBACH. YES. I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES. VOTE FROM TRUSTEE LIGHT. FIVE B IS OUR NEXT AGENDA ITEM. [B. Board of Education - CVUSD Governance Handbook] AND THAT IS OUR GOVERNANCE HANDBOOK. DO I HAVE A MOTION? PRESIDENT POWELL? YES. TRUSTEE LIGHT. I MOVE THAT WE APPROVE THE CVUSD GOVERNANCE HANDBOOK AS SUBMITTED. SECOND. THANK YOU. ANY DISCUSSION? YES. JUST QUICKLY, I DO WANT TO THANK DOCTOR POWELL FOR TAKING THE INITIAL LEAD ON THIS AND KIND OF ARM WRESTLING THE REST OF US INTO TO CREATING THIS. AND I DO WANT TO THANK SHERRI FELDMAN AND KIM GOULD FOR MAKING IT WAY PRETTIER THAN WE EVER COULD HAVE. YEAH. I JUST WANT TO SAY ALSO THANK YOU. I WAS ON THE FENCE AS TO WHETHER WE NEEDED THIS OR NOT BECAUSE IT EXISTED IN OTHER PLACES, BUT I THINK HAVING IT SHOWS THE COMMITMENT TO GOOD GOVERNANCE THAT WE ALL KNOW THAT WE PRACTICE. AND THERE HAVE BEEN TIMES WHEN THIS WOULD NOT HAVE BEEN POSSIBLE. AND I THINK IT'S IMPORTANT THAT WE SHOW THE COMMUNITY THAT WE ARE ALL MOVING IN THE SAME DIRECTION FOR THE SAME PURPOSE, WHICH IS OUR STUDENT SUCCESS. SO AND IN FULL ACCOUNTABILITY AND TRANSPARENCY. SO THANK YOU FOR DOING THAT. THANK YOU. AND THANK YOU TO TRUSTEE SYLVESTER FOR JUMPING ON BOARD, AS WE HAD OUR SUBCOMMITTEE THAT WORKED ON THIS HANDBOOK. ANYBODY WHO WATCHES MEETINGS FREQUENTLY KNOWS I TALK ABOUT GOVERNANCE A LOT, SO THAT WILL CONTINUE. BUT WE NOW HAVE THIS SORT OF CODIFIED DOCUMENT THAT ANYBODY CAN GO LOOK AT AND UNDERSTAND BETTER HOW WE RUN AND HOW WE WORK. SO, SO WITH NO OTHER COMMENTS OR QUESTIONS, WE WILL MOVE ON TO THE VOTE. TRUSTEE LIGHT. YES. TRUSTEE. GOLDBERG. YES. TRUSTEE. GORBACH. YES. TRUSTEE. GILL. YES. TRUSTEE. SYLVESTER. YES, I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES VOTE FROM TRUSTEE. LIGHTS. WE ARE NOW AT ITEM TWO C BUSINESS SERVICES. [C. Business Services - First Public Hearing: 2025-2026 Proposed Budget - General Fund and Ancillary Funds] WE HAVE THE FIRST OF THREE PUBLIC HEARINGS TONIGHT AND. WE WILL NOW CONVENE A PUBLIC HEARING TO RECEIVE PUBLIC TESTIMONY CONCERNING THE PROPOSED 2526 BUDGET, GENERAL FUNDS AND ANCILLARY ANCILLARY FUNDS. DO WE HAVE ANY PUBLIC COMMENT CARDS ON THIS ITEM? THANK YOU. THEREFORE, WITH NO COMMENTS ON THIS ITEM, I WILL NOW CLOSE THE PUBLIC HEARING AT 7:39 P.M.. DO WE HAVE ANY COMMENTS OR DISCUSSION, OR DO YOU HAVE SOME THINGS YOU WANT TO SHARE WITH US? WE'RE GOING TO PRESENT THE 2025 2026 PROPOSED BUDGET SUMMARY THIS EVENING. THIS WAS A PRETTY TOUGH BUDGET CYCLE FOR US. DOCTOR MCLAUGHLIN ASKED ME, I THINK THREE TIMES A WEEK FOR THE LAST SIX WEEKS IF I WAS OKAY, IF THINGS WERE OKAY. WE WERE WORKING ON THIS RIGHT UP UNTIL THE LAST MINUTE. SO THERE ARE A LOT OF CHANGES AND UPDATES. I DO HAVE TO CREDIT OUR NEW DIRECTOR OF FISCAL SERVICES, JAMIE LEDESMA, WHO'S HERE WITH US TONIGHT. SHE JUMPED INTO THIS IN MARCH AND WAS HANDED A, YOU KNOW, HANDED THE KEYS OVER. AND SHE'S DONE A GREAT JOB SO FAR. SO WE'LL WE'LL GET INTO SOME INFORMATION HERE REGARDING WHAT IS GOING ON IN THE STATE OF CALIFORNIA AND WITH PUBLIC EDUCATION FUNDING. WE ALWAYS PROVIDE SOME INFORMATION REGARDING THE LOBBYISTS AND THE ADVOCACY GROUPS THAT PAY ATTENTION TO WHAT'S GOING ON IN CALIFORNIA WITH EDUCATION FUNDING, AND THEN THEY RELAY SOME INFORMATION TO US. WE PROVIDE THIS INFORMATION FOR FOR YOU, FOR THE BOARD AND FOR THE PUBLIC JUST TO SEE WHAT THE COMMENTARY IS. BASICALLY PROP 98, WHICH IS THE FUNDING FOR SCHOOL LEVEL FOR SCHOOL K 12 SCHOOLS APPROXIMATELY SEEING A DECREASE OF $4.6 BILLION FROM THE [01:40:07] GOVERNOR'S BUDGET THAT WAS PROPOSED IN JANUARY. AND THE COST OF LIVING ADJUSTMENTS, WHICH IS GOING TO BE YEAR OVER YEAR ADJUSTMENT THAT THE STATE IS GIVING IS ABOUT 2.3%, WHICH IS DOWN FROM 2.43%. IT IS LESS FOR US BECAUSE OF DECLINING ENROLLMENT OVER THE YEARS. AND WE'LL GET INTO THOSE DETAILS SHORTLY. THE REST OF THIS IS THERE WASN'T ANY MORE SUBSTANTIAL CHANGES FROM WHAT WAS PROPOSED IN JANUARY. THERE IS SOME DISCUSSION OF ONE TIME FUNDS FOR SCHOOL DISTRICTS THAT ARE DISCRETIONARY. BUT THERE IS SOME WORDS OF CAUTION AS TO WHETHER OR NOT TO INCLUDE THOSE, BECAUSE THEY COULD CHANGE BY THE TIME THE GOVERNOR AND LEGISLATURE AGREE ON THEIR BUDGET, WHICH THEY HAVE UNTIL JUNE 30TH. SOME GENERAL INFORMATION ON THE STATE OF CALIFORNIA. THE ECONOMY AND REVENUES. CALIFORNIA'S JOB GROWTH WAS SOFTER IN 2024, WHICH WAS INITIALLY ESTIMATED. AND THEY GIVE SOME SOME STATISTICS ON JOBS. PERSONAL INCOME IS FORECASTED TO BE LOWER IN THE COMING IN THE COMING YEAR, AND CALIFORNIA'S UNEMPLOYMENT RATE IS PROJECTED TO BE ABOUT 4.4 PERCENTAGE POINTS HIGHER PER YEAR ON AVERAGE THROUGH 2028. SO ALL THESE FIGURES GO INTO THE THE MULTIYEAR PROJECTION FOR THE STATE, WHICH TRICKLE DOWN TO US AS IN OUR FACTORS, IS HOW WE DEVELOP OUR THREE YEAR BUDGET CYCLE. LEGISLATIVE ANALYST'S OFFICE JUST COMMENTS AND GIVES THEIR PERSPECTIVE ON THE GOVERNOR'S PROPOSED BUDGET, AS DOES CAPITAL ADVISORS. AND THE VENTURA COUNTY STAR RAN A COMMENTARY SECTION ABOUT THE GOVERNOR'S BUDGETS OVER THE YEARS. WE KNOW THAT THERE'S BEEN A NUMBER OF SHORTFALLS OVER THE YEARS COMPARED TO WHAT THE STATE BUDGETS TO WHAT THEY ACTUALLY COLLECT, AND THAT ENDS UP TRICKLING DOWN TO US THROUGH THE PROP 28 FUNDING. MAJOR IMPACTS FOR YEAR TO YEAR FROM 25 TO FISCAL YEAR 26. WE DID BUDGET THAT DISCRETIONARY BLOCK GRANT. FOR US, IT'S ABOUT $4.5 MILLION. THAT'S GOING TO HELP US AS ONE TIME MONEY IN OUR BUDGET. OUR WE DID AS WE'VE DISCUSSED PRIOR AND THAT THE GOAL SESSION MEETING. AND WE'VE BEEN TALKING ABOUT THESE SINCE LAST FALL ABOUT OUR STAFFING REDUCTIONS IN ORDER TO WORK TOWARD A BALANCED BUDGET AND CLOSE THE DEFICIT. WE MOVED OUR TECHNOLOGY SITE TECHS FROM THEY USED TO BE FUNDED 6535 GENERAL FUND TO MEASURE I, AND THEY'RE MOVED TO 5050 AS WE MOVE TO THE WIDESPREAD 1 TO 1, WHICH WE HAVE BEEN IN A COUPLE OF YEARS. WE HAVEN'T ADJUSTED THIS, BUT THE LEVEL OF SERVICES HAS INCREASED OVER THE LAST FEW YEARS. OUR YEAR OVER YEAR LCFF IS ONLY $440,000 BECAUSE IT'S 2.3%. BUT WHEN YOU FIGURE DECLINING ENROLLMENT, THE NET YEAR OVER YEAR IS JUST OVER 440,000. OUR HEALTH AND WELFARE MODIFIED COMPOSITE RATE, WE DID, I DON'T WANT TO SAY ARTIFICIALLY DEFLATED, BUT WE WE SET UP A SYSTEM WHERE WE WERE GOING TO USE $3 MILLION A YEAR FROM A HEALTH AND WELFARE FUND INTO OUR GENERAL FUND IN LIEU OF DOING THOSE TRANSFERS, WHEN WE CALCULATE OUR COMPOSITE RATE FOR BENEFITS, IT CAME OUT TO ABOUT 24,340, BUT WE'RE GOING TO USE 22,000 AS OUR COMPOSITE RATE FOR 2526. AND WHAT THAT'S GOING TO DO IS REDUCES THE LIABILITY FROM OUR GENERAL FUND TO OUR HEALTH AND WELFARE FUND BY ABOUT $3 MILLION, WHICH WILL HELP US ON OUR EXPENSE SIDE STEP AND COLUMN INCREASE FOR STAFF IS ABOUT $500,000. WE DID, ON A POSITIVE SIDE, ADD ADDITIONAL CAMPUS SAFETY MONEY FOR OUR ELEMENTARY SCHOOLS. THIS IS SOMETHING THAT'S BEEN CALLED FOR FOR THE LAST FEW YEARS. WE DID WORK TO I BELIEVE IT WAS 20% INCREASE FOR EACH OF THE SCHOOLS ACROSS THE BOARD. ON THE RESTRICTED SIDE. OUR CARRYOVER GRANT FUNDING WE HAVE BUDGETED, WE ARE SITTING ON A NUMBER OF GRANTS THAT WE RECEIVED THE CASH, BUT WE'RE NOT GOING TO SPEND BY JUNE 30TH. SO WE'VE REFLECTED THAT IN THE BUDGET. SO WE TYPICALLY HAVEN'T DONE THIS IN THE PAST. BUT WHAT WE'RE DOING NOW IS WE'RE SHOWING THE THE WHAT WE PROJECT TO BE UNSPENT AT THE END OF THE YEAR BECOMES THE BEGINNING BALANCE AT THE BEGINNING OF THE FOLLOWING YEAR. PARAPROFESSIONAL STAFFING. WE'RE THERE'S BEEN A HIGHER DEMAND NEED FOR PARAPROFESSIONAL SUPPORT IN OUR CLASSROOM FOR STUDENTS TO THE TUNE OF $2 MILLION. WE'VE FINALLY ADDED THAT INTO THE BUDGET AS AN ONGOING EXPENDITURE. WE'VE BEEN. STRUGGLING WITH THIS FOR THE LAST COUPLE OF YEARS, AND HAVING TO DO MULTIPLE TRANSFERS THROUGHOUT THE YEAR AND FIND MONEY FROM PLACE TO PLACE, AND IT'S JUST BECOME A TREMENDOUS CHALLENGE. WE HAVE A GROWING NUMBER OF STUDENTS WITH IEPS, AND IN PROPORTION TO THE OVERALL ENROLLMENT CHANGES YEAR OVER YEAR, [01:45:01] SPECIAL ED ENROLLMENT IS NOT DECLINING AT THE THE WAY THAT OUR GENERAL ED POPULATION IS. THE MENTAL HEALTH GRANT THAT WE'VE RECEIVED, NOTIFICATION FROM THE FEDERAL GOVERNMENT WOULD TERMINATE IN DECEMBER 31ST, 2025. WE DID SUBMIT A AN APPEAL ON THAT GRANT. BUT WE'RE WE'RE BEING CAUTIOUS IN ASSUMING THAT JUST IN CASE IF WE DON'T GET THE APPEAL GRANTED, THAT IT'S GOING TO BE AS SHORT OF $1.1 MILLION ON THE FEDERAL HEALTH SIDE. AND THEN AGAIN, WORKING TOWARD OUR OUR BALANCED BUDGET, THERE'S A 20% REDUCTION OF OTHER FEDERAL GRANTS. THERE'S BEEN SOME INFORMATION ABOUT REDUCTIONS IN TITLE ONE, TITLE THREE, AND TITLE FOUR. AND WE'RE BUDGETING. WE BUDGETED THOSE GRANTS, BUT ON AN 80% BASIS AS A CONSERVATIVE MOVE. THIS IS THE INFORMATION ABOUT THE DISCRETIONARY BLOCK GRANTS FROM SCHOOL SERVICES OF CALIFORNIA. THEY'RE BASICALLY SAYING THEIR ADVICE IS NOT TO PUT IT IN YOUR BUDGET. THERE'S A HIGH LEVEL OF RISK WITH IT. BUT HAVING BEEN AROUND THE BLOCK FOR THE LAST TEN YEARS, EVERY TIME ONE TIME MONEY HAS BEEN PROPOSED, IT'S COME THROUGH. SO IF IT DOESN'T COME THROUGH, THEN, YOU KNOW, WE CAN TAKE IT OUT. BUT WE DID PUT THIS INTO OUR INTO OUR BUDGET BECAUSE ONE WE NEED IT. AND TWO, IT'S TREMENDOUSLY HELPFUL FOR US FOR THE 2526 SCHOOL YEAR. SO A LITTLE BIT ABOUT LCFF. WHERE DOES IT COME FROM? WE'VE HAD THIS QUESTION A COUPLE TIMES RECENTLY. SO LCFF, THOUGH, IS FUNDED FROM THE STATE. IT DOES COME FROM PROPERTY TAXES. SO OUR LOCAL PROPERTY TAX FUNDS ABOUT $135 MILLION OF IT. AND WHAT HAPPENS IS THE STATE JUST FILLS THE REST TO WHAT OUR LWCF ENTITLEMENT IS. SO THAT'S THE REASON WE'VE HAD IN YEARS PAST A TRANS LOAN, BECAUSE WE GET OUR TAX PAYMENTS LOCALLY IN DECEMBER AND APRIL. AND FOR CASH FLOW PURPOSES, HAVING TWO LARGE DEPOSITS TWICE A YEAR DOESN'T REALLY HELP US ON AN ONGOING MONTH TO MONTH BASIS. WE'VE BEEN ABLE TO MANAGE YEAR OVER YEAR, AND IT LOOKS LIKE WE'RE GOING TO MANAGE NEXT YEAR WITHOUT HAVING TO DO A TRANS LOAN. WE WILL DO INTERFUND BORROWING IF WE NEED TO, BUT BASED ON OUR CASH FLOW PROJECTIONS, WE THINK THAT WE'RE GOING TO MAKE IT FOR NEXT YEAR. WE ARE OKAY THE LAST FEW YEARS BECAUSE OF THE ONE TIME MONIES FROM THE PANDEMIC THAT WE RECEIVED FROM THE FROM THE STATE AND FEDERAL GOVERNMENT. SO WHY IS IT SO DIFFICULT TO BUDGET? YOU KNOW, THE MECHANICS OF LCFF EVERY TIME A STUDENT MOVES THROUGH A GRADE A GRADE CYCLE, ESSENTIALLY THE AMOUNT OF FUNDING ASSOCIATED WITH THAT STUDENT CHANGES. SO WHEN YOU GO FROM, YOU KNOW, THIRD GRADE TO FOURTH GRADE, IT'S ACTUALLY $912 LESS FOR US. BUT THEN IF YOU GO FROM 6 TO 7 AND THEN ADDITIONAL $308 AND THESE NUMBERS CHANGE EVERY YEAR. SO WHEN WE DO OUR PROJECTIONS, WE WE BASICALLY USE AN ESTIMATE. BUT IT REALLY IS HIGHLY DEPENDENT ON THE POPULATION MOVING THROUGH THE GRADES THAT THAT VARIES IN THIS THIS WHOLE CALCULATION. YOU PUT IT ALL TOGETHER. THIS IS ESSENTIALLY WHAT IT LOOKS LIKE. IT'S JUST A BUILDING BLOCK IS THE BASE. GRANT IS ON THE BOTTOM. EVERYTHING IS BASED ON OUR AVERAGE DAILY ATTENDANCE. WE DON'T GET ANY CONCENTRATION FUNDS, BUT WE DO GET A SUPPLEMENTAL GRANT WITH 27% OF OUR STUDENTS QUALIFY FOR THE ADDITIONAL FUNDING. SUPPLEMENTAL CONCENTRATION IS ABOUT $9.5 MILLION. AND THOSE ARE THOSE ARE THE DOLLARS THAT THAT GO DOWN DIRECTLY INTO OUR LCAP, WHICH MR. LEW WILL GO OVER SHORTLY. JUST A QUICK SNAPSHOT. OUR OUR LWCF IS ABOUT 79% OF OUR TOTAL REVENUE. FEDERAL ACCOUNTS FOR ABOUT 4%. I KNOW THERE'S A LOT OF CONVERSATIONS ABOUT FEDERAL MONIES AND HOW THEY COULD POTENTIALLY CHANGE STATE ADDITIONAL STATE REVENUES, 9% LOCALLY. WE GENERATE ABOUT TWO AND TRANSFERS MOST. MOST OF THAT COMES FROM OUR LOCAL SELPA COMES IN IS ABOUT 6% AND THE NUMBERS RESTRICTED AND UNRESTRICTED ARE ARE SHOWN HERE. LWCF IS JUST UNDER $190 MILLION OF THE TOTAL $239 MILLION BUDGET. ANOTHER WAY TO LOOK AT OUR REVENUE IS WHEN YOU BREAK OUT BASE AND SUPPLEMENTAL, AND THEN YOU SEE OUR FEDERAL STATE, THERE'S THE LINE FOR THE ONE TIME DISCRETIONARY THAT WE'RE SHOWING IN 25, 26 THAT IS INCLUDED IN THE $239 MILLION. WHEN IT COMES TO EXPENSES, 84% OF OUR EXPENSES GO DIRECTLY TO STAFFING. WE GAVE THIS SNAPSHOT TWO WAYS. OVERALL, THE WHOLE PIE IS 84%. AND THEN YOU SEE THE BREAKDOWN 44% CERTIFICATED, 14% CLASSIFIED, AND 26% OF OUR EXPENSES GO TO BENEFITS. WE ARE THE FOURTH LARGEST EMPLOYER BEHIND AMGEN, BLUE CROSS AND VERIZON IN THE CITY. AND YOU KNOW, WE WE UNDERSTAND WHEN WE'RE MAKING BUDGET CUTS AND ADJUSTMENTS THAT IT AFFECTS PEOPLE AND PEOPLE WHO LIVE IN IN OUR WITHIN OUR COMMUNITY AS WELL. [01:50:01] SO THAT'S WHAT MAKES IT EVEN MORE CHALLENGING AS WE MOVE FORWARD TO CLOSE OUR BUDGET DEFICIT. THESE ARE THE NUMBERS BROKEN OUT, RESTRICTED AND UNRESTRICTED. 88 MILLION TO 21 MILLION RESTRICTED UNRESTRICTED CERTIFICATED SALARIES AND THEN 22 TO 12 FOR ON THE CLASSIFIED SIDE. OVERALL, THE $252 MILLION IN EXPENSES, 178 TOTAL IS UNRESTRICTED AND ABOUT 773,000 IS RESTRICTED DOLLARS 73 MILLION. AND JUST SOME MORE DETAIL BEHIND THE EXPENSES. OVERALL CERTIFICATED CLASSIFIED SALARIES BENEFITS ARE ABOUT $65 MILLION PROJECTED NEXT YEAR. AND BOOKS, MATERIALS AND SUPPLIES. WE DID DO A 20% REDUCTION ACROSS THE BOARD IN SUPPLIES AND MATERIALS AND CONTRACT SERVICES, AGAIN AS AN EFFORT TO CLOSE OUR BUDGET DEFICIT. AND THAT JUST ESSENTIALLY TOTALS IT UP TO ABOUT $252 MILLION. WHEN YOU PUT ALL THIS TOGETHER, PROJECTED ENDING FUND BALANCE, WE'RE ESTIMATED TO START THE YEAR AT ABOUT 34 MILLION. OUR REVENUE IS 239 EXPENSES 252. WE SHOULD END THE YEAR WITH A NET OF ABOUT $22 MILLION. WE STILL HAVE OUR LOCAL FISCAL STABILIZATION RESERVE OF 3 MILLION. WE'RE REQUIRED TO KEEP OUR 3% OF EXPENSES, WHICH IS ABOUT $7.5 MILLION, 4.4 OF OUR OVERALL FUND BALANCE, 22 MILLION IS HELD IN RESTRICTED FUNDS, AND THAT LEAVES US ABOUT 7.2 MILLION OF UNDESIGNATED FUNDS. OVERALL, IT'S ABOUT 2.86% OF OUR OVERALL EXPENSES. SO WHEN WE DO OUR MULTIYEAR PROJECTION, WE HAVE TO SUBMIT TO THE COUNTY FOR APPROVAL THAT WE'RE GOING TO MEET OUR FINANCIAL OBLIGATIONS FOR THE UPCOMING FISCAL YEAR, PLUS THE TWO OUT YEARS. SO WE'RE WE'RE THINKING AND LOOKING ALREADY AT YEAR 2028. THESE ARE OUR LCAP GOALS. SO WE TRY AND KEEP THESE IN MIND WHEN WE'RE LOOKING AT BUDGETS AND WHERE WE'RE SPENDING OUR DOLLARS TO ENSURE THAT WE ARE STAYING WITHIN OUR STRATEGIC GOALS. WE DID HAVE A GOAL SETTING SESSION WITH THE BOARD AND WHICH WE CONTINUE TO HAVE THE CONVERSATIONS ABOUT WORKING TOWARD OUR A BALANCED BUDGET AND WORKING TOWARD CLOSING THAT DEFICIT OVER A PERIOD OF TIME AND NOT DOING IT JUST ALL AT ONE TIME. SO WE'RE WE WE DOING WE'RE DOING OUR MULTI-YEAR PROJECTIONS BASED ON OUR DEMOGRAPHIC STUDY FORECAST THAT'S GOING TO HELP US PLANNING. AND OUR GOAL IS TO ALIGN STAFFING FACILITIES WITH OUR ENROLLMENT PROJECTIONS, AND THEN EVENTUALLY JUST CLOSE THAT BUDGET DEFICIT AND THEN BE AT A BALANCED BUDGET. WE HAVE PUT TOGETHER A PLAN TO BE AT A BALANCED BUDGET ALBEIT NOT VERY EASILY BY 2028. THERE ARE SOME MAJOR CHALLENGES DECLINING ENROLLMENT, WHICH IS NOT UNIQUE TO CVUSD. IT'S ACROSS THE BOARD IN THE WHOLE STATE OF CALIFORNIA AND MOST EVERY SCHOOL DISTRICT IN VENTURA COUNTY AND THROUGHOUT THE STATE, VERY FEW SCHOOL DISTRICTS ARE GROWING. OUR AVERAGE DAILY ATTENDANCE BEFORE THE PANDEMIC, WAS ABOUT 96%, 96.5%. RIGHT NOW WE'RE HOVERING AROUND 94%. THAT DOES IMPACT OUR FUNDING. I THINK WE CALCULATED EACH PERCENT OF ADA IS ABOUT $1.7 $7 MILLION OF REVENUE FOR US SPECIAL ED FUNDING VERSUS NEED. SPECIAL ED FUNDING HASN'T CAUGHT UP WITH THE NEEDS OF OF OUR STUDENTS. SPECIAL ED FUNDING JUST STARTED RECEIVING COLAS PROBABLY WITHIN THE LAST FIVE YEARS. THEY WEREN'T ALWAYS SUBJECT TO THE SAME COLAS AS THE LCFF. FUNDING COST OF OUR MEDICAL BENEFITS HAS GONE UP SIGNIFICANTLY IN THE LAST COUPLE OF YEARS, AND WE'VE ALWAYS HAD THIS BUDGET DEFICIT FOR FOR A LONG TIME. IT'S ALWAYS BEEN FILLED IN WITH ONE TIME MONIES AND, YOU KNOW, CIRCUMSTANCES AROUND THE PANDEMIC THAT HAVE HELPED US GET THROUGH EACH YEAR. BUT AS THINGS CHANGE FINANCIALLY, WE'RE WE'RE STILL GOING TO CONTINUE TO MARCH FORWARD TOWARD A BALANCED BUDGET. THERE'S SOME INFORMATION ABOUT OUR AVERAGE DAILY ATTENDANCE, ADJUSTED VERSUS ACTUAL WE WE HAVE IN THIS COLUMN. THIS IS OUR DEMOGRAPHIC STUDY PROJECTION FOR WHERE WE EXPECT IT TO BE IN, IN ENROLLMENT. AND I'M SORRY, ENROLLMENT. AND THEN OUR ACTUAL PROJECTED ENROLLMENT. WE'RE WE'RE SLIGHTLY ABOVE WHAT THE DEMOGRAPHIC STUDY PROJECTED FOR THIS YEAR, 2425. WE'RE AT 15.7 NEXT YEAR. THE THE PROJECTION IS 15.3. AND WE'RE AT THIS POINT IN TIME PROJECTING AT 15 FIVE. AND THEN YOU SEE IN THE OUT YEARS 15 ONE AND THEN JUST UNDER 15,000 BY 2028. OUR PROJECTED ADA WHICH IS OUR ACTUAL ADA THAT WHERE WE THINK WE'RE GOING TO END UP IS ABOUT 15 ONE AND THEN 14 NINE NEXT YEAR. BUT THE NEXT COLUMN SHOWS THE ACTUAL FUNDED ADA, BECAUSE WE'RE, IT'S, WE'RE BEING FUNDED COMING OUT OF THE PANDEMIC ON A THREE YEAR ROLLING [01:55:04] AVERAGE OF ADA, WHICH HELPS US, WHICH YOU CAN SEE THE BENEFIT OF THE ROLLING ADA THERE. FOR THIS YEAR, WE'RE WE'RE BEING FUNDED FOR PLUS 394 STUDENTS. NEXT YEAR IS PLUS 278. AND I KNOW THERE'S ALWAYS A LOT OF CONVERSATION ABOUT THE STATE SHOULD BE FUNDING US ON ENROLLMENT VERSUS ATTENDANCE. AND WE JUST PUT THIS INFORMATION IN HERE JUST AS INFORMATIONAL, TO SEE HOW FAR OFF THAT REALLY IS WITH THE ROLLING FUNDED ADA VERSUS OUR ACTUAL ENROLLMENT. IT'S ABOUT 2.35 DIFFERENCE FOR THIS YEAR, 332 NEXT YEAR, AND IN THE TWO YEARS 2728, THAT SEEMS TO BE CLOSING AND GETTING BELOW 100 IN EACH OF THE TWO OUT YEARS. SO THE STATE COMES OUT AND TELLS US IT'S A 2.3% COLA. BUT IN REALITY, FOR US, YEAR OVER YEAR, IT'S 0.23%, WHICH IS, AS WE NOTED EARLIER, ABOUT $435,000 YEAR OVER YEAR CHANGE IN THE OUT YEARS. THE STATE IS TELLING US TO ESTIMATE JUST OVER 3% ON A COST OF LIVING ADJUSTMENT. OUR ACTUAL YEAR OVER YEAR, BASED ON A PROJECTED ENROLLMENT IS ABOUT 2%. AND THEN IN 2728, IT'S THE PROJECTION IS 3.42%. BUT IN REALITY, FOR US IT'S IT'S LESS THAN TWO. SITTING AT 1.9 FOR 1.94%. AND ALL THIS WILL CHANGE OBVIOUSLY EVERY YEAR AS WE TAKE ONE YEAR, ONE YEAR AT A TIME WHEN WE DO OUR TWO OUTYEAR PROJECTIONS, THESE ARE THE FACTORS THAT WE USE. YOU SEE THE COLAS IN THE FIRST LINE, OUR ENROLLMENT PROJECTIONS AND OUR FUNDED ADA IS CONSISTENT WITH THE PRIOR SLIDES. OUR EDUCATED PUPIL PERCENT DOESN'T CHANGE SIGNIFICANTLY, NOR DOES THE COUNT. THE PENSION RATES HAVE STABILIZED, THOUGH THEY'RE STILL SIGNIFICANT WHEN YOU SEE 19.1 AND 26.8, THAT MEANS $19 OF EVERY $100 WE SPEND GOES TO PENSION, AND $26 OF EVERY $100 FOR CLASSIFIED. SO THAT'S ABOUT ALMOST 46% OF EVERY $100 THAT WE SPEND GOES INTO PENSION. WE DON'T HAVE ANY NEGOTIATED SALARY ADJUSTMENTS FOR 26 THROUGH 28 AT THIS POINT IN TIME. WE ALWAYS ESTIMATE AND WE TAKE THE BREAKAGE, WHICH IS THE DIFFERENCE OF NEW NEW POSITIONS VERSUS POSITIONS THAT ARE RETIRING ON THE TEACHER SIDE. WE'RE ESTIMATING ABOUT 30. I THINK WE'RE RUNNING ABOVE 30 RIGHT NOW. IS THAT RIGHT? YEAH, WE'RE RUNNING A LITTLE BIT ABOVE 30. WE MAINTAIN OUR STAFFING RATIOS WHEN WE DO OUR STAFFING. AND AGAIN, YOU SEE THE ONE TIME DISCRETIONARY FUNDS THAT ARE UNCERTAIN BUT ARE ESTIMATED TO BE ABOUT $314 PER ADA. WE DON'T SEE ANY POTENTIAL ADDITIONAL ONE TIME DOLLARS IN 27 OR 28. AND THEN WE DID WORK TOWARD PUTTING DOWN $3 MILLION OF CUTS FOR 25, 26, AND THEN 27 AND 28. WE'RE ESTIMATING ANOTHER $5 MILLION EACH OF THOSE YEARS, WHICH WE UNDERSTAND WILL BE VERY, VERY DIFFICULT. SO THIS IS OUR PATH TOWARD A BALANCED BUDGET FOR 26. WE, AS MENTIONED EARLIER, ABOUT 7.2 MILLION WOULD BE LEFT IN UNDESIGNATED FUNDS. IN 27, WITH $5 MILLION IN CUTS, THAT WILL GO DOWN TO ABOUT 2.7 MILLION. AND THEN IN YEAR THREE, ANOTHER 5 MILLION. BUT IF YOU LOOK AT THE REVENUE AND EXPENSE IN 27, 28, YOU CAN SEE THEY'RE ALMOST EVEN. SO THAT'S GOING TO GET US INTO A BALANCED BUDGET IF WE FOLLOW THIS PLAN BY 2028. THIS IS KIND OF JUST MORE OF A VISUAL OF THAT PLAN. WHERE WE SIT NOW IN 25, 26, WE'RE AT 239 REVENUE, 252 EXPENSE. NEXT YEAR, REVENUE STAYS ESSENTIALLY THE SAME. AND THEN IN THE OUT YEAR IN 2728, WE EXPECT REVENUE TO INCREASE. MEANWHILE, OUR EXPENSES, YOU SEE, THAT'S WHERE YOU SEE 5 MILLION IN CUTS IN 27 AND ANOTHER 5 MILLION IN CUTS IN 28, WHICH ARE EXPECTED TO CLOSE THAT DEFICIT AND THEN EVENTUALLY PUT US IN A SPOT WHERE WE DO PUT TOGETHER AND ADOPTED OR PROPOSED BUDGET THAT IS BALANCED. SNAPSHOT OF THE OTHER FUNDS THAT WE OPERATE. JUST THE ONE OF MOST CONCERN RIGHT NOW IS OUR ADULT EDUCATION PROGRAM, WHICH WE'RE WE'RE WORKING ON RESHAPING AND TRYING TO GET THAT BACK TO PROFITABILITY. OUR CHILD CARE DEVELOPMENT FUND IS SITTING PRETTY HEALTHY COMING OUT OF THE PANDEMIC. AND YOU SEE, OUR OTHER FUNDS, THERE ARE MEASURE II FUNDS AND MEASURE I TECHNOLOGY. WE DO ESTIMATE MEASURE II TO BE ABOUT 90% COMPLETE ON THE CAPITAL SIDE BY JUNE OF 2026, AND FULLY EXPENDED BY THE FALL OF 26 OR SPRING OF 2027. BUT OUR MEASURE I TECHNOLOGY PIECE WILL CONTINUE TO 20 2034 [02:00:05] AND AT THE SAME STRUCTURES, $100 PER STUDENT, $50 RIGHT NOW IS GOING TO THE 1 TO 1 PROGRAM THAT WE HAVE AT OUR SCHOOLS, AND ANOTHER $50 GOES TO EACH SCHOOL PER STUDENT TO SPEND ON OTHER TECHNOLOGY RELATED NEEDS ON THE SCHOOL SITES. WOO HOO! IT'S NOT IT'S NOT A BLACK SCREEN THIS TIME. THERE IT IS. SO IS THAT LIKE. SO IF THERE'S ANY QUESTIONS OR ANY IF YOU WANT ME TO ELABORATE ON ANYTHING I KIND OF WENT THROUGH THIS. AGAIN, IT WAS A PRETTY. IT'S JUST GETTING TOUGHER AND TOUGHER EVERY YEAR. BUT IT FEELS GOOD TO PUT A PLAN FORWARD TOGETHER AND HAVE A VISION FOR THE NEXT COUPLE OF YEARS. AND THEN THE HARD WORK WILL CONTINUE FOR THE NEXT TWO OUT YEARS TO, TO REALLY HONE IN ON ESSENTIALLY $10 MILLION OF CUTS. ANY QUESTIONS OR COMMENTS FROM THE BOARD? YES. TRUSTEE. SYLVESTER. IT'S A BEAUTIFUL BUDGET GETTING US TO YEAR THREE. I HAVE TO SAY AND OBVIOUSLY WE WILL TALK IN THE FUTURE MORE SPECIFICALLY ABOUT THESE $10 MILLION. I JUST WANT TO MAKE SURE I UNDERSTAND. SO THE DISCRETIONARY BLOCK GRANT WE DID INCLUDE AND THAT'S YOUR YOUR ASSESSMENT BASED ON THE THE PAST THAT IT GENERALLY DOES COME COME TO WE GENERALLY WILL GET IT REGARDLESS OF THE RISK. YEAH. THE 4.5 MILLION HOPES. HOPE IS NOT A STRATEGY. BUT WE'RE WE'RE KIND OF YOU'RE ALLOWED TO HAVE SOME HOPE IN GENERAL. YOU'RE CONSERVATIVE WHICH I DO APPRECIATE. AND NONE OF THE OUT YEARS REFLECT RAISES AT THIS POINT. NO. OKAY. AND WE'RE ALSO SEEING THAT IF OUR APPEAL FOR THE MENTAL HEALTH GRANT IS NOT GRANTED, WE WILL COVER THE REMAINDER. THAT'S THAT 1.1 MILLION. WE WILL COVER IT AT A GENERAL FUND. WE DID MEET EARLIER THIS WEEK TO WORK OUT A PLAN. WE'RE GOING THROUGH THAT PLAN TO SEE HOW FAR AND HOW LONG WE COULD CONTINUE BEYOND IT. BUT IT IS $1.1 MILLION THAT WE WOULD LOSE NEXT YEAR. WE DO HAVE OTHER MENTAL HEALTH FUNDING, AND THERE'S SOME PROSPECTS COMING UP, POTENTIALLY WITH SOME MEDI-CAL REIMBURSEMENTS RELATED TO SERVICES THAT WE BILL. WE'VE HEARD THAT BEFORE. BUT WE'LL CONTINUE TO REMAIN POSITIVE ON IT. BE HOPEFUL WITH SOME OF THAT FUNDING COMES IN, BUT WE'RE NOT RELYING ON AT THIS POINT IN TIME. SO LIKE I SAID, WE DID SUBMIT THAT APPEAL. IF WE GET THE APPEAL, THAT'S GREAT. IF WE DON'T, THEN WE'LL HAVE TO RECONVENE AND THEN TALK ABOUT THE STRATEGY MOVING FORWARD. AND THE APPEAL WAS REALLY WELL DONE. I DID READ IT, SO I APPRECIATE THE TIME PUT INTO THAT. SO THANK YOU FOR THAT. JUST REALLY BRIEFLY ON THE APPEAL, REMEMBER, EVEN IF THE APPEAL GOES THROUGH, THERE WAS A TIMEFRAME IN WHICH THAT MENTAL HEALTH FUNDS WERE GOING TO GO AWAY. SO IT MAY CONTINUE TO EXTEND THIS OUT. BUT EVENTUALLY, IF WE DO GET IT, WE'RE GOING TO HAVE TO BE FIGURING OUT A PLAN ON NEXT STEPS AS WELL. SO WE'RE HOPING THAT THE DOLLARS COME IN OFF THAT APPEAL. BUT EVENTUALLY WE KNEW THAT THERE WAS AN END DATE TO THOSE TO THOSE DOLLARS. AND IT'S A MATTER OF HOPEFULLY SOME OF THESE OTHER FUNDS AND PLANS THAT ARE OUT THERE COME TO FRUITION BECAUSE THAT WILL DEFINITELY HELP US MOVING FORWARD. I JUST WANT TO MAKE ONE COMMENT, BECAUSE I HEARD EARLIER DURING A PUBLIC COMMENT THAT WE'RE GETTING $11 MILLION IN CUT. THAT'S NOT TRUE. WE'RE PARTWAY THROUGH THE GRANT. I MEAN, SOMEONE I MEAN, THE TOTAL GRANT WAS FOR $11 MILLION. BUT PART OF THAT, WE'VE ALREADY HAD THE ADVANTAGE AND WE'VE GOTTEN TO SPEND. SO I JUST WANT TO CLARIFY THAT. THAT'S RIGHT. AND WE ARE IN A LITTLE BIT DIFFERENT PLACE THAN WE WERE PRIOR TO THE GRANT AS WELL. SO OUR MENTAL HEALTH DEPARTMENT, WAS REALLY SMALL. AND IT GREW, WHICH WAS REALLY GREAT. AND IF WE HAVE TO GO BACK DOWN, IT'S NOT TO GO BACK DOWN TO WHERE IT WAS 4 OR 5 YEARS AGO. WE DO THINK THAT THERE'S SOME, SOME DOLLARS THAT WILL SUSTAIN A LARGER DEPARTMENT THAN WHERE WE WERE PRE GRANT. I GUESS I WOULD SAY. BUT YOU DON'T SEE ON HERE IS THE. SO THE GRANT WOULD HAVE CARRIED US THROUGH 2027. SO IN 2028, IN THIS MULTIYEAR PROJECTION THAT GRANT IS DOESN'T SHOW ON HERE. IT'S BEEN REMOVED. BUT IT'S A TWO SIDED ENTRY. SO WHATEVER WE'RE GETTING ON REVENUE IS THESE. AND THE ASSOCIATED EXPENSE IS NOT INCLUDED IN THIS BUDGET. SO EVEN IF THE APPEAL COMES THROUGH AND THE GRANT IS THERE, DOCTOR MCLAUGHLIN SAID IT WOULD CARRY US THROUGH 27, BUT IT'S NOT REFLECTED IN 28. SO IF THERE IS ANYTHING WE WANT TO CONTINUE ABOVE AND BEYOND THAT WE'RE NOT ABLE TO AFFORD IN THE NEXT TWO YEARS WOULD BE ADDITIONAL SPENDING ON TOP OF [02:05:06] WHAT YOU SEE HERE. JUST OUT OF $0.02. AS DOCTOR HAYEK WAS SHARING, THERE MAY BE AN OPPORTUNITY THAT WE'RE OBVIOUSLY CLOSELY MONITORING THROUGH GENERATING FUNDING THROUGH PRIVATE HEALTH INSURANCE. AND SO THIS IS THROUGH THE STATE'S INITIATIVE, THROUGH AS WE'RE COMING UP WITH THAT PLAN TO LOOK TO SUSTAIN SOME OF THAT, IF WE'RE NOT AWARDED OR IF OUR APPEAL ISN'T ACCEPTED, NONE OF THOSE FUNDS TO SUSTAIN THAT WOULD BE OUT OF THE GENERAL FUND. THAT REALLY IS ADDITIONAL MENTAL HEALTH GRANTS AND FUNDS AS WELL AS, I WOULD SAY, SOME REALLY SMART BUDGETING AND MANAGEMENT TO REDUCE SORT OF SOME OTHER COSTS TO FIND ADDITIONAL, BUT THAT CERTAINLY WILL NOT SUSTAIN US MOVING FORWARD. SO WE DO WANT TO POSITION OURSELVES TO SEE WHAT THIS PRIVATE HEALTH INSURANCE FUNDING MAY OR MAY NOT LOOK LIKE, BUT WHAT WE HAVE OUT OF OUR MENTAL HEALTH MONEY REALLY ARE GRANTS THAT ARE, YOU KNOW END IN TIME. I WOULD NOTE THIS PRIVATE HEALTH POSSIBLE. I GUESS INCREASE IF IT COMES IN. WE ARE COHORT FOR FROM MY UNDERSTANDING AND THEY'RE OUT AT COHORT ONE NOW IS WORKING THROUGH THE PROCESS. I'M LOOKING AT HEATHER. AND DO WE KNOW IF COHORT ONE HAS RECEIVED IF THEY'VE BEEN WORKING THROUGH THAT AND HAVE BEEN RECEIVING DOLLARS BACK? OKAY. SO IT DOES LOOK MAYBE PROMISING TO A POINT, BUT IT'S IT JUST DETERMINES ON WHAT THAT, YOU KNOW, HOPEFULLY THEY'LL HAVE IT ALL FIGURED OUT BEFORE THEY GET TO COHORT FOUR, BUT WE'D LIKE TO GET THERE SOONER THAN LATER. BUT IN THIS CASE, IT'S GOOD NOT TO BE THE GUINEA PIG. SO. I HAD A COUPLE QUESTIONS I WANTED TO ASK ABOUT. SO THE THREE YEAR ROLLING ADA THAT'S BEEN USED SINCE THE PANDEMIC IS THAT THERE ARE NO END IN SIGHT IN TERMS OF CONTINUING WITH THAT, BECAUSE I KNOW THAT HELPS US. THERE'S NO TALK OF WE'VE HEARD OF IT BEING ENDED. OKAY. AND I KNOW, I KNOW, THIS DISTRICT HAS DONE REALLY GOOD WORK ON ATTENDANCE, AND I GUESS THAT WILL CONTINUE IF WE WANT TO TRY TO KEEP PUSHING IT EVEN FARTHER UP. I KNOW WE'RE AT THE 94%. I THINK AND I GUESS MY OTHER QUESTION WAS REGARDING YOUR COMMENTS ON THE CONTRACT SERVICES. I KNOW THAT WAS A BIG HIT THIS YEAR. SO DO WE HAVE A STRATEGY FOR KEEPING THOSE IN CHECK FOR NEXT YEAR? YEAH. DON'T SPEND. AND WE'VE ALREADY PUT THE MESSAGE OUT TO LEADERSHIP THAT TO REALLY SCRUTINIZE, YOU KNOW, EVERYTHING BEFORE WE PUT IN A PURCHASE ORDER. YOU KNOW, IT'S EASY TO SAY EVERYTHING IS ESSENTIAL. BUT WE REALLY GOT TO TAKE A SECOND LOOK AT EVERYTHING. IT'S IT'S BETTER TO BE IN A POSITION WHERE, YOU KNOW, WE'RE WE'RE MAKING SMARTER CHOICES THROUGHOUT THE YEAR. AND THEN HAVING, YOU KNOW, A LITTLE BIT OF MONEY LEFT OVER AND THEN TAKING ADVANTAGE OF THE MONEY THAT WE HAVE LEFT AT THE END OF THE YEAR TO DO CERTAIN THINGS THAT, YOU KNOW, MAYBE WE EXPECTED TO DO OR WANTED TO DO. SO IT'S A MATTER OF WANTS AND NEEDS. SO, YOU KNOW, WE'RE ASKING ALL OF LEADERSHIP AND ALL BUDGET RESPONSIBLE STAFF TO, YOU KNOW, WE NEED TO DO THE NEEDS FIRST AND THEN HOLD ON THE WANTS AND THEN SEE HOW THE YEAR GOES. AND THEN YOU CAN MAKE THE ADJUSTMENTS AND SPEND YOUR MONEY. WE'RE NEVER IN A POSITION WHERE WE TELL PEOPLE DON'T SPEND THEIR MONEY. THE ALLOCATIONS THAT THE SCHOOL SITES AND DEPARTMENTS GET, YOU KNOW, WE WANT YOU TO SPEND, YOU KNOW, THIS YEAR'S DOLLARS ON THIS YEAR'S SCHOLARS. SO THE MONEY'S THERE TO TO BE SPENT. BUT WE DON'T WANT YOU TO OVERSPEND. BUT WE WANT YOU TO MANAGE YOUR YOUR DOLLARS WISELY. WE UNDERSTAND IT'S NOT GOING TO BE EASY, BUT, YOU KNOW, THE ALTERNATIVE IS FOR, YOU KNOW, EVERY X NUMBER OF DOLLARS WE'RE TALKING ABOUT JOBS THAT ARE GOING TO BE LOST. I THINK A PRIME EXAMPLE OF THAT IS, YOU KNOW, JUST THE DECISION OF THE BOARD NOT TO ATTEND KSBA THIS YEAR FOR ANY OF US TO ATTEND. I MEAN, THAT'S JUST, I THINK ONE SIMPLE STRATEGY, BUT IT HAS TO BE A STRATEGY THAT'S USED ACROSS ACROSS THE DISTRICT. SO YOU KNOW, THAT'S JUST AN EXAMPLE. THERE MIGHT AS WELL BE A TAMARA TOOLS, MY ASSISTANT, SHE SHE CAN TELL YOU THAT MARS WILL BE A SKULL AND CROSSBONES OUTSIDE OUR OFFICE DOOR BECAUSE NOBODY LIKES US. SO. BUT SOMEBODY HAS TO DO IT. OKAY. SEEING. NO, NO OTHER COMMENTS ON THIS ITEM. WE ARE GOING TO BE MOVING ON TO 2D, WHICH IS OUR NEXT PUBLIC HEARING. [D. Business Services - Public Hearing: Resolution #24/25-49: Education Protection Account (EPA) Spending Plan, 2025-2026] [02:10:03] WE WILL NOW CONVENE A PUBLIC HEARING TO RECEIVE TO RECEIVE PUBLIC TESTIMONY CONCERNING PROPOSED RESOLUTION 24, SLASH 25 TO 49 EDUCATION PROTECTION ACCOUNT EPA SPENDING PLAN FOR 2526. ARE THERE ANY PUBLIC COMMENTS ON THIS ITEM? IS THAT A NO? THANK YOU. BECAUSE THERE ARE NO PUBLIC COMMENTS I CAN NOW. I WILL NOW CLOSE THE PUBLIC HEARING AT 8:11 P.M.. AND DO WE HAVE ANY COMMENTS FROM DOCTOR HAYEK ON THIS? THIS IS JUST THE WE'RE REQUIRED TO DO PUBLIC HEARING. THIS IS NOT ADDITIONAL MONEY THAT WE GET. THIS IS MONEY THAT WAS CREATED I BELIEVE IT WAS PROP 30 A NUMBER OF YEARS AGO THAT ESSENTIALLY TAKES A PIECE OF SOME SALES TAX THAT THE STATE COLLECTS AND PUTS IT TOWARD EDUCATION. IT WASN'T ABOVE AND BEYOND. IT SUPPLEMENTS LCFF, SO IT'S ALREADY INCLUDED IN OUR FUNDING. WE'RE REQUIRED TO SPEND IT ONLY ON CERTAIN THINGS, AND WE SPEND THE ENTIRE AMOUNT, WHICH IS JUST OVER $3 MILLION ON TEACHER SALARIES. ANY COMMENTS OR QUESTIONS? OKAY. WE WILL MOVE ON THEN TO TO E, WHICH IS OUR THIRD PUBLIC HEARING OF THE EVENING. [E. Instructional Services - Public Hearing: 2025/2026 Local Control and Accountability Plan (LCAP), Inclusive of the Budget Overview for Parents] WE WILL NOW CONVENE A PUBLIC HEARING TO RECEIVE PUBLIC TESTIMONY CONCERNING THE PROPOSED 2526 LOCAL CONTROL AND ACCOUNTABILITY PLAN, LCAP, INCLUSIVE OF THE BUDGET OVERVIEW FOR PARENTS. ARE THERE ANY PUBLIC COMMENT CARDS ON THIS ITEM? NO. THANK YOU. I WILL NOW CLOSE THE PUBLIC HEARING AT 8:13 P.M.. AND I BELIEVE WE HAVE A PRESENTATION FROM MR. LIU. GOOD EVENING. IT'S HARD TO BELIEVE THAT WE'RE AT THE EL CAP. SO EACH YEAR, SCHOOL DISTRICTS MUST BRING FORWARD THE LOCAL CONTROL ACCOUNTABILITY PLAN AS WELL AS THE BUDGET OVERVIEW FOR PARENTS. WE INCLUDED A PUBLIC HEARING. WE'LL HAVE THIS PRESENTATION, AN OPPORTUNITY FOR DISCUSSION QUESTIONS. AND THEN WE'LL SEEK FINAL APPROVAL BY THE BOARD OF EDUCATION ON JUNE 20TH. JUST AS A QUICK OVERVIEW ON THE LCAP ON THE LCAP IS OUR SCHOOL DISTRICT'S THREE YEAR PLAN THAT DESCRIBES THE GOALS, ACTIONS, AND SERVICES, AS WELL AS ASSOCIATED EXPENDITURES TO SUPPORT POSITIVE STUDENT OUTCOMES AND SPECIFICALLY THROUGH OUR DISTRICTS. FOR LCAP GOALS, THE COMPONENTS ON THE RIGHT SIDE OF THE LCAP ARE REQUIRED AND SHALL BE LISTED IN THAT SPECIFIC WAY. I'LL HAVE THE OPPORTUNITY TO SPEAK ABOUT SOME OF THE KEY ASPECTS OF THIS LCAP. WE ARE ALSO REQUIRED TO POST A LINK WHICH IS ON THE BOARD AGENDA ITEM TO THE DRAFT, WHICH HAS BEEN AVAILABLE FOR THE PUBLIC TO REVIEW SINCE THE POSTING OF THE AGENDA. I DID WANT TO PROVIDE SOME REMINDERS AND JUST SOME OVERALL CONTEXT ON THE LCAP AS WE DID CONSIDERABLE WORK. WE MEANING REALLY EVERYONE ACROSS THE STATE LAST YEAR, BUT IN PARTICULAR OUR SCHOOL DISTRICT WE I WOULD SAY PROVIDED A MUCH MORE FOCUSED LCAP THAT SOUGHT TO DESCRIBE INCREASES IN SERVICES TO OUR UNDUPLICATED STUDENTS, WHICH ARE OUR ENGLISH LEARNERS, FOSTER YOUTH AND LOW INCOME STUDENTS. AND SO JUST SOME OF THOSE 2425 LCAP REQUIREMENTS I WANTED TO REVIEW THOSE REQUIREMENTS ARE STILL IN PLACE BECAUSE WE ARE PROPOSING THE SECOND YEAR OF THIS THREE YEAR LCAP CYCLE. AND SO PART OF THIS IS THAT SCHOOL DISTRICTS MUST IDENTIFY SCHOOLS AS WELL AS STUDENT GROUPS WITHIN THOSE SCHOOLS, AS WELL AS ACROSS THE DISTRICT THAT THAT WERE WITHIN THE LOWEST PERFORMANCE LEVEL BASED OFF OF THE 2023 CALIFORNIA DASHBOARD. AND SO THOSE ARE NOT UPDATED TO THIS MOST CURRENT 2024 LCAP DASHBOARD. WE AGAIN, BY LAW, ARE REQUIRED TO INDICATE AND KEEP THOSE SAME STUDENT GROUPS THAT PERFORMED IN THE LOWEST AREAS, DISTRICT LEVEL AND SCHOOL SITE LEVEL ACROSS THOSE THREE YEARS. JUST TO PROVIDE SOME CONTEXT. SO JUST I'M SORRY TO INTERRUPT YOU, BUT SO IF IN OUR LATEST STATE TESTING, WE HAVE NEW STUDENT GROUPS OR SOME OTHER GROUP OR SCHOOL THAT'S IN THE RED, WE DON'T ACCOUNT FOR THAT BECAUSE IT'S BASED ON A PRIOR YEAR. NOT THROUGH THE LIKE BASELINE COMPARISON. SO WE WILL ALWAYS REPORT OUT OUR STUDENT DATA, BUT AT THE DISTRICT LEVEL. RIGHT. HOWEVER, THE THE FOLLOWING AND THE ONGOING MONITORING OF PROGRESS FOR STUDENTS IN THE LOWEST PERFORMANCE INDICATOR WAS FOR THE 2023 CALIFORNIA DASHBOARD. OKAY, I GUESS I KNEW THAT, BUT IT'S INTERESTING TO HEAR YOU SAY IT. THANK YOU. YEAH. IN TERMS OF GOALS AND ACTIONS DISTRICTS MUST IDENTIFY ACTIONS DIRECTED TOWARDS IDENTIFIED STUDENT GROUPS. [02:15:06] THOSE THAT I MENTIONED ARE UNDUPLICATED STUDENTS. ALSO TO NOTE THAT WITHIN THIS THREE YEAR LCAP DISTRICTS, YOU KNOW, MUST MAINTAIN THE SAME METRICS OVER THOSE THREE YEARS AS WELL AS ACTIONS. NOW, SOME OF THOSE ACTIONS CAN BE MODIFIED SLIGHTLY AS WE CONSULT WITH THE COUNTY OFFICE ON THAT. BUT AGAIN, IT REALLY I THINK THE INTENT OF THE LCAP THROUGH THE LAW IS TO SEE HOW EFFECTIVE THESE THREE YEARS OF ACTIONS HOW EFFECTIVE THEY ARE BASED OFF OF THOSE THREE YEARS OF THE METRICS. SORRY I HAD TO REHASH ALL OF THAT FROM LAST YEAR. ALL RIGHT, SO I'M LOOKING AT THE BUDGET OVERVIEW FOR PARENTS THAT IS INCLUDED. THE BUDGET OVERVIEW FOR PARENTS BASED OFF STATUTE IS REQUIRED TO BE THE FIRST PART OF THE LCAP. AND IT REALLY IS MEANT TO BE A COMPREHENSIBLE LOOK AT NEXT YEAR'S BUDGET AND PLANNED EXPENDITURES RELATED TO THE LCAP. SO YOU CAN NOTE HERE THAT THE PROJECTED REVENUE FOR NEXT SCHOOL YEAR, YOU CAN SEE WHAT OUR LCFF BASES AS WELL AS OUR LCFF OR, I'M SORRY, LOCAL CONTROL FUNDING FORMULA, SUPPLEMENTAL FUNDS, THE SUPPLEMENTAL FUNDS JUST TO STATE OUR FUNDS THAT ARE SPECIFICALLY SET ASIDE TO TARGET ADDITIONAL AND INCREASED SERVICES FOR THOSE UNDUPLICATED STUDENTS I'VE DESCRIBED. WHEN YOU LOOKED AT OUR WHEN WE LOOK AT OUR DRAFT LCAP EXPENDITURES FOR NEXT YEAR, THE TOTAL AMOUNT IS ABOUT $11.6 MILLION, OF WHICH THE FAR AND SIGNIFICANT MAJORITY OF THOSE FUNDS, 11.3 ARE MEANT TO SPECIFICALLY SUPPORT THOSE UNDUPLICATED STUDENTS. AS PART OF THE REFLECTIONS PIECE OF THE LCAP, I'VE SUMMARIZED SOME OF THE SUCCESSES AND ONGOING AND IDENTIFIED NEEDS BASED OFF OF BASED OFF OF THE DATA ANALYSIS. SO SOME OF THOSE SUCCESSES, AS WE LOOK AT THE PROGRESS THAT WE'VE MADE, EITHER THIS CURRENT YEAR OR BASED OFF OF LAST YEAR'S PERFORMANCE IN WHICH IS REFLECTED IN THE 2024 CALIFORNIA DASHBOARD, WE DO CONTINUE TO SEE IMPROVEMENTS IN INCLUSION SPECIFICALLY MEASURED BY INDICATOR FIVE, A WHICH IS AN OVERALL PLUS 5% INCREASE FROM OUR LAST LCAP. WE HAVE SEEN CONSIDERABLE GROWTH SPECIFICALLY AT THE HIGH SCHOOL LEVELS, AND WE KNOW AT THE SECONDARY LEVEL THIS CONTINUES TO BE AN AREA OF FOCUS. BUT AGAIN, I THINK SOME RECOGNITION THAT WE'RE MAKING PROGRESS AT THE SECONDARY LEVEL. OUR ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE PERFORMANCE AND PASS RATES. ALSO SHOWED STRONG IMPROVEMENTS, THOSE ALREADY BEING REALLY STRONG AREAS, BUT AGAIN, SHOWING ONGOING GROWTH THERE, AS WAS DESCRIBED A LITTLE IN THE BUDGET PRESENTATION. WE DO SEE INCREASES IN OUR OVERALL ATTENDANCE AS WELL AS DECREASES IN OUR CHRONIC ABSENTEEISM RATES. HIGHLIGHTING IN PARTICULAR A FEW OF OUR STUDENT GROUPS WHO OVER THE COURSE OF LAST YEAR MADE SIGNIFICANT IMPROVEMENTS TO REDUCE CHRONIC ABSENTEEISM IN TERMS OF SOME OF THE IDENTIFIED AND ONGOING NEEDS. WE NOTE THAT FOR ENGLISH LANGUAGE ARTS AND MATHEMATICS, OUR STUDENTS WITH IEPS AND ENGLISH LEARNERS CONTINUE TO HAVE A BIG OPPORTUNITIES FOR GROWTH. WHEN WE LOOK AT GOALS ONE AND TWO WE CAN DEFINITELY IDENTIFY THE ONGOING WORK THAT WE HAVE TO SUPPORT THOSE STUDENTS, WHETHER THAT BE GOING THROUGH ADDITIONAL EFFORTS TO INCREASE INCLUSION FOR STUDENTS WITH IEPS IMPLEMENTING UDL TO SUPPORT OUR MULTILINGUAL LEARNERS AND ALL OF OUR STUDENTS, AS WELL AS THE WORK THAT WE'RE REALLY EMBARKING ON WITH OUR NEW MATH FRAMEWORK. THE TRAINING THAT GOES ALONG WITH THAT, AS WELL AS IN A FEW YEARS OUT, LOOKING AT NEW INSTRUCTIONAL MATERIALS TO ALIGN WITH BEST PRACTICE SOME OF THE OTHER IDENTIFIED NEEDS ARE OUR LONG TERM ENGLISH LEARNERS LONG TERM ENGLISH LEARNERS, OR ELL TELLS THEY ARE A NEW GROUP TO THE CALIFORNIA DASHBOARD. AND YOU CAN NOTE SOME OF THEIR PERFORMANCE THERE. AS A REMINDER, ENGLISH LEARNERS, I'M SORRY, LTLS OUR ENGLISH LEARNERS WHO HAVE NOT ACHIEVED LANGUAGE PROFICIENCY FOR SEVEN YEARS. WE CAN NOTE THIS YEAR WHICH AGAIN, DOESN'T REFLECT THE CAST SCORES THAT WE'RE REPORTING FROM LAST YEAR. YOU KNOW, THIS YEAR WE UTILIZED A A SIGNIFICANT PORTION OF OUR PROFESSIONAL LEARNING DAYS DISTRICT WIDE TO WORK WITH THE CALIFORNIA ASSOCIATION OF BILINGUAL EDUCATION. REALLY LED BY DOCTOR RICE AND HIS TEAM TO FACILITATE TRAINING DISTRICT WIDE. AND OUR PLAN IS TO CONTINUE WITH THAT TRAINING THROUGH FOCUSED WORK THROUGH THE PROFESSIONAL, I'M SORRY, THROUGH THE MULTILINGUAL LEARNER MONITORING MEETINGS, AS WELL AS THROUGH A MULTILINGUAL LEARNER WALKS. [02:20:02] YOU CAN NOTE HERE FOR A THROUGH G COMPLETION, WE SEE SOME DECREASES FOR SOME STUDENT GROUPS AS WELL AS SOME INCREASES FOR OTHER GROUPS, NOTABLY HERE FOR ENGLISH LEARNERS IN TERMS OF BUILDING THIS LCAP YOU KNOW, WE CONTINUE TO ENGAGE WITH OUR EDUCATIONAL PARTNERS, WHICH INCLUDE STUDENTS, STAFF AND FAMILIES. THIS YEAR WE ADMINISTERED OUR ANNUAL DISTRICT FEEDBACK SURVEY, WHICH WE DON'T CALL THE LCAP SURVEY, WE CALL IT A DISTRICT SURVEY IN SEPTEMBER. I PROVIDED AN LCAP PRESENTATION TO OUR SUPER DAC MEETING, WHICH INVITED ALL OF OUR STUDENTS AND PARENT ADVISORY COUNCIL AND COMMITTEE MEMBERS. WE ALSO HAD A NUMBER OF NOTING HERE THAT I WAS ABLE TO GIVE A PRESENTATION ON THE SPSA AND THE LCAP SPECIFICALLY TO DLAC. YOU KNOW, WE'RE OF COURSE, CONSIDERING THE ONGOING FEEDBACK FROM OUR LABOR ASSOCIATIONS AS WELL AS FORMALLY IN MEETING AND TALKING ABOUT THIS ITEM IN EACH OF OUR COMMUNICATIONS MEETINGS THAT WE HOLD WITH EACH OF OUR LABOR ASSOCIATION PARTNERS I, ALONG WITH OTHER STAFF, HAVE HAD THE OPPORTUNITY TO GET FEEDBACK AND GO TO TRAININGS AT THE COUNTY OFFICE, AND WE RECEIVED CONSULTATION FROM THE COUNTY SELPA. WE'VE ALSO HAD OUR BOARD STUDY SESSION ON MAY 19TH, WHICH ALSO PROVIDES IMPORTANT FEEDBACK AS WELL HIGHLIGHTING SOME OF THE INPUTS THAT WE'VE RECEIVED FROM OUR EDUCATIONAL PARTNERS THAT HAS IMPACTED THE 2526 LCAP. AS I NOTED, OUR LTL STUDENTS, LONG TERM ENGLISH LEARNERS, WE'VE ADDED THAT STUDENT GROUP THROUGHOUT OUR LCAP AND HAVE ESTABLISHED NEW THREE YEAR GOALS OR OUTCOMES FOR THEM. WE'RE CONTINUING WITH TRAINING IN THE AREAS OF ENGLISH LANGUAGE DEVELOPMENT, SCIENCE OF READING AT THE ELEMENTARY LEVEL, AND RESTORATIVE PRACTICES. WE ARE SCALING SOME OF THOSE INAPPROPRIATELY BASED OFF OF A LOT OF THESE BEING FUNDED THROUGH ONE TIME TRAINING MONEY. WE DID, AS I MENTIONED, DO CONSIDERABLE WORK FOR OUR ENGLISH LANGUAGE DEVELOPMENT THROUGH UDL FOR MULTILINGUAL LEARNERS. WE'LL CONTINUE WITH THAT, BUT WITH MORE SPECIFIC FOLLOW UP FROM DOCTOR RICE AND HIS TEAM WITH INDIVIDUAL SCHOOL SITES. BASED OFF OF SOME FEEDBACK AS WELL, WE'LL BE INCORPORATING NEURO AFFIRMING PRACTICES FROM TRAININGS PROVIDED BY OUR SPECIAL EDUCATION LEADERSHIP TEAM. IN HEARING FEEDBACK FROM SOME OF OUR PARENTS NEXT YEAR WE PLAN TO PROVIDE SOME PROACTIVE COMMUNICATION TO OUR STUDENTS, STAFF, AND FAMILIES BEFORE EMERGENCIES OR EVENTS THAT IMPACT THE INSTRUCTIONAL DAY, SPECIFICALLY DOING SOME REFLECTION ON THOSE POWER SAFETY SHUT OFF EVENTS NEXT YEAR TO INCREASE ONGOING COMMUNICATION WITH SOME OF OUR FAMILIES. WE'RE PROVIDING OUR TITLE NINE OUTREACH ASSISTANCE WITH CELL PHONES TO JUST EASE THAT COMMUNICATION WITH THEIR IMPORTANT PARENTS AND GUARDIANS. AND THEN WE'RE ALSO LOOKING AT ADJUSTING FUTURE NEXT YEAR'S DISTRICT WIDE PROFESSIONAL LEARNING DAYS WORKING IN COLLABORATION WITH OUR LABOR PARTNERS. HERE IS OUR PLAN SUMMARY. SIMILAR TO WHAT WE'VE DONE FOR IN IN THE PAST, JUST NOTING HERE OUR NUMBER OF STUDENTS THAT WE PROUDLY SERVE ARE A NUMBER OF EMPLOYEES THAT WE'RE VERY GRATEFUL FOR, AND NOTING THE DIVERSE NEEDS OF OUR STUDENTS THAT, OF COURSE, WE PROUDLY SERVE AS WELL. TO HIGHLIGHT NOT MUCH HAS CHANGED HERE, BUT I DID WANT TO JUST REEMPHASIZE THAT, YOU KNOW, WE LAST YEAR, THANKS TO THE BOARD OF EDUCATION AND FEEDBACK FROM EDUCATIONAL PARTNERS, HAVE UPDATED OUR LCAP GOALS, THE LANGUAGE THERE AND HAVE REALLY MADE LCAP GOAL ONE THAT UMBRELLA OR ALL ENCOMPASSING GOAL. I WANTED TO ALSO HIGHLIGHT TWO, THAT WE CONTINUE TO IMPLEMENT AND UPDATE MANY OF THE OTHER ASSOCIATED AND ALIGNED PLANS. OUR STRATEGIC PLAN FOR INCLUSION FOR STUDENTS WITH DISABILITIES WAS RECENTLY UPDATED AND PRESENTED TO CDAC. OUR DIVERSITY, EQUITY, INCLUSION BELONGING PLAN HAS ALSO BEEN UPDATED, AND WE'RE WORKING TO FINALIZE THAT AS WE CLOSE OUT THIS YEAR. AS WELL, AS I MENTIONED PREVIOUSLY WE HAD OUR RECENT BOARD STUDY SESSION TOWARDS THE END OF MAY. OH, AND SHOUT OUT TO BRIAN PETER. WE ARE ALSO WORKING TO FINALIZE AN UPDATE TO OUR STRATEGIC ARTS PLAN, HOPEFULLY FOR FALL OF NEXT SCHOOL YEAR. SO I'LL DO A QUICK RUN THROUGH OF SOME OF THE HIGHLIGHTED METRICS AND OUTCOMES. I'M SORRY. AND ACTIONS FOR EACH GOAL. AGAIN, THE LCAP ITSELF IS 123 PAGES, BUT JUST TRYING TO PROVIDE A DIGESTIBLE WAY FOR THE PUBLIC AND THE BOARD TO LOOK AT WHERE WE'RE AT WITH EACH OF OUR FOUR GOALS. SO NOTING HERE SOME OF THE METRICS FOR GOAL ONE. [02:25:05] YOU CAN NOTE HERE OUR GRADUATION RATE, OUR GRADUATION RATE IS FAIRLY STEADY FROM PRIOR YEARS. WHEN WE LOOK AT OUR MATHEMATICS ACHIEVEMENT, THAT ALSO REMAINED FAIRLY STEADY. I SHOULD NOTE, AND AS WE DID OUR LCAP, WE DID SEE REALLY SOME CONSIDERABLE GROWTH AT SOME OF OUR PARTICULAR SCHOOLS FOR STUDENT GROUPS IN THE AREA OF COLLEGE CAREER INDICATOR, WHICH IS A MULTIFACETED SORT OF END OF 12TH GRADE MEASURE OF OUR STUDENTS WE HAD SLIGHT IMPROVEMENTS IN THERE, SPECIFICALLY NOTING WE HAD IMPROVEMENTS FOR SOME OF OUR STUDENTS WITH DISABILITIES, AS WELL AS OUR STUDENTS IDENTIFIED AS TWO OR MORE RACES. IN TERMS OF THE ACTIONS COLUMN, WHICH I APOLOGIZE, IT DOES LOOK SMALL. SOME OF THE UPDATES ON THE COLLEGE CAREER INDICATOR WE HAVE MADE PROGRESS IN COMMUNICATING WITH OUR HIGH SCHOOL ASSISTANT PRINCIPALS OF INSTRUCTION, AS WELL AS COUNSELOR TEAMS, AND THEY ARE WORKING TO CLOSELY MONITOR AND TARGET INDIVIDUAL STUDENTS TO INCREASE STUDENTS ACCESS TO THOSE COLLEGE AND CAREER OPPORTUNITIES. WE'VE ALSO MADE CONSIDERABLE WORK SPECIFICALLY ON COLLEGE CAREER INDICATOR FOR TRANSITION CLASSROOM AND WORK BASED LEARNING EXPERIENCES. THIS IS AN OPPORTUNITY FOR A LARGE NUMBER OF OUR STUDENTS WITH IEPS AND SPECIALIZED PROGRAMS AT OUR HIGH SCHOOLS, AND SO WORKING CLOSELY TO VERIFY THAT THOSE PATHWAYS ARE SET UP AND THOSE STUDENTS WILL AS APPROPRIATELY BE MEET THE CRITERIA FOR THAT PARTICULAR INDICATOR. LOOKING AT GOAL TWO. GOAL TWO RELATES TO OUR HIGHLY QUALIFIED AND EFFECTIVE STAFF. WE HAVE SEEN PRETTY MUCH A STEADY STEADY METRICS IN TERMS OF STAFF REPORTING BEING PROVIDED, TRAINING TO EFFECTIVELY PERFORM THEIR DUTIES. WE HAVE SEEN SOME INCREASES, PARTICULARLY AT THE SECONDARY LEVEL, FOR STUDENTS REPORTING THAT STAFF CREATE AN INCLUSIVE ENVIRONMENT. ALL OF OUR INDUCTION TEACHERS SHARED A DESIRE TO INCREASE TO RETURN TO TEACH AT CVUSD, SOME OF THE HIGHLIGHTS AND THE ACTIONS AND AMOUNTS AS I'VE DESCRIBED THIS YEAR. WE PROVIDED A REALLY LIKE TWO FULL DAYS OF PROFESSIONAL DEVELOPMENT ON UDL FOR MULTILINGUAL LEARNERS. DOCTOR RICE AND HIS TEAM IN THE FOR FUTURE YEAR AND FOLLOWING, WE'LL BE FOLLOWING UP TO PROVIDE SPECIFIC INFORMATION AND SUPPORT TO INDIVIDUAL SCHOOL SITES ON MAKING SURE THAT WE'RE IMPLEMENTING THOSE STRATEGIES. ALSO DESCRIBED PREVIOUSLY FOR SPECIAL EDUCATION, WE'RE ADDING NEURO AFFIRMING STRATEGIES AND PRACTICES AS PART OF OUR TRAINING NEXT YEAR FOR OUR PROFESSIONAL LEARNING COMMUNITY TRAINING. OUR PLAN IS TO CONTINUE WITH ALL OF OUR YEAR ONE SCHOOLS, WHICH ARE OUR TWO COMPREHENSIVE HIGH SCHOOLS, AS WELL AS THREE OF OUR ELEMENTARY SCHOOLS THAT JUST STARTED THE TRAINING THIS YEAR. FOR GOAL THREE, WHICH IS COMMUNITY OUTREACH AND COMMUNICATION. KIM GOLD AND HER SMALL TEAM, WHICH IS HER AND ELLEN. ON. THEY HAVE CONTINUED TO MAKE GREAT PROGRESS AND EXPANDING OUR REACH AND ENGAGEMENT ON SOCIAL MEDIA. ALL OF THOSE NUMBERS ARE VERY POSITIVE. WE PROVIDED A TWO LESS DISTRICT WIDE PRESENTATIONS THIS YEAR WHICH WAS AT ABOUT 20 WITH OUR GOAL OF GETTING TO, I BELIEVE, 25, IN TWO YEARS FROM NOW. SOME OF THE HIGHLIGHTS FOR THE ACTIONS AND AMOUNTS, AS I'VE DESCRIBED, WILL BE WORKING WITH OUR OUTREACH ASSISTANTS TO PROVIDE THEM WITH DISTRICT CELL PHONES, REALLY BASED OFF OF LISTENING TO THEM AND THEIR REQUESTS, JUST TO PROVIDE SOME EASE FOR COMMUNICATION FOR THEM TO EASILY ACCESS FAMILIES AND VICE VERSA. AND THEN AGAIN, AS PREVIOUSLY MENTIONED, TO WE'VE WORKED ON SOME PROACTIVE COMMUNICATIONS REGARDING EVENTS LIKE POWER SAFETY SHUT OFFS, WHICH FEEL LIKE A LONG TIME AGO. BUT THAT WE WILL PROACTIVELY SEND OUT IN ADVANCE TO FAMILIES AS WE START THE YEAR AND IN ANTICIPATION OF THOSE SORTS OF EVENTS FOR GOAL FOUR, WHICH IS OUR SOCIAL, EMOTIONAL, PHYSICAL AND MENTAL WELLBEING GOAL. WE HAVE SEEN JUST OVERALL IMPROVES. I'M SORRY, OVERALL IMPROVEMENT IN ATTENDANCE. LAST TIME WE LOOKED, WE ARE REALLY CLOSE TO BEING AT 95%, WHICH IS A GREAT CREDIT TO OUR STUDENTS FOR SHOWING UP AND FOR OUR PARENTS FOR ENCOURAGING THEM AND GETTING THEM TO SCHOOL, AND IMPORTANTLY, FOR OUR STAFF THAT ARE WORKING REALLY CLOSELY TO REMOVE BARRIERS FOR STUDENTS. AGAIN, AS MENTIONED, FOR CHRONIC ABSENTEEISM, OVERALL, WE SAW A REDUCTION OF ABOUT 4% FROM THE PRIOR YEAR, WITH SOME REALLY STRONG GAINS FOR SOME OF OUR STUDENT GROUPS, PARTICULARLY OUR STUDENTS WITH DISABILITIES, WHO SAW A DECREASE IN THEIR CHRONIC ABSENTEEISM BY ABOUT 8%. [02:30:05] ALSO IN THE AREA OF CHRONIC ABSENTEEISM, A NUMBER OF OUR ELEMENTARY SCHOOLS MADE DOUBLE DIGIT PROGRESS FOR REDUCING CHRONIC ABSENTEEISM WITH MANY OF THEIR STUDENT GROUPS. SOME OF THE HIGHLIGHTED ACTIONS AND AMOUNTS. YOU WILL CONTINUE TO MOVE FORWARD WITH OUR BREAKTHROUGH PROGRAM. HAVING ADDITIONAL STAFF PROVIDE SOCIAL EMOTIONAL SUPPORTS AS WELL AS PARTNERING WITH OUR YOUTH OUTREACH PROGRAM. WE'VE NOTED IN THE LCAP THE POTENTIAL IMPACT OF THE POTENTIAL LOSS OF THE FEDERAL FUNDING FOR MENTAL HEALTH. WE'VE ALSO NOTED THAT THIS YEAR IT WAS DIFFICULT TO RECRUIT SOME OF OUR PSYCHOLOGISTS INTERNS. BUT NEXT YEAR, WE'RE REALLY EXCITED. WE THINK THAT WE'LL HAVE WE WILL FULLY HAVE STAFF FULLY ALLOCATED THERE ABOUT 3 OR 4. GREAT. PSYCH INTERNS. EACH YEAR WE ALSO USE THIS OPPORTUNITY, WHICH IS ALSO REQUIRED BY LAW TO REVIEW THE LOCAL INDICATORS. SO THE CALIFORNIA DASHBOARD COVERS MANY OF THE STATE'S PRIORITIES THAT ARE SPECIFICALLY NOTED THERE AND WHICH ARE MEASURABLE. THE LOCAL INDICATORS ARE THOSE PRIORITIES THAT ARE LISTED HERE, WHICH WE REPORT OUT AND ASSESS LOCALLY EACH YEAR. AND WE PROVIDE NARRATIVE RESPONSES TO EACH OF THESE AREAS, WHICH ALSO IS INCLUDED IN WILL BE INCLUDED IN NEXT YEAR'S CALIFORNIA DASHBOARD. BUT JUST TO NOTE AND TO CALL OUT SOME OF THEM, YOU KNOW, EACH OF THE PRIORITIES ARE MET SPECIFICALLY FOR PRIORITY TWO. AND WE CONTINUE TO ADOPT NEW INSTRUCTIONAL MATERIALS AS THEY BECOME AVAILABLE, WORKING CLOSELY WITH OUR TEACHERS FOR THE IMPLEMENTATION OF ACADEMIC STANDARDS. AND AS WE'VE SHARED INFORMATION BEFORE TO THE BOARD WE HAVE STARTED PROVIDING TRAINING ON THE NEW CALIFORNIA MATHEMATICS FRAMEWORK. IN TERMS OF SCHOOL CLIMATE. JUST NOTING HERE AGAIN THAT THE FAR, FAR, FAR MAJORITY, 90 TO 91% OF OUR STUDENTS AT THE ELEMENTARY AND SECONDARY LEVEL REPORT THAT STAFF AT THE SCHOOL WORK TO CREATE AN INCLUSIVE SCHOOL ENVIRONMENT, MEANT THE 91% FOR SECONDARY WAS AN INCREASE BY, I BELIEVE, 2 OR 3 PERCENTAGE POINTS FROM THE PRIOR YEAR. WE ALSO LIKE TO HIGHLIGHT AS WELL THAT THE LCAP AND THE ACTIONS DESCRIBED IN THE LCAP AREN'T, YOU KNOW, DON'T WORK IN SILOS. WE USE SOME OTHER FUNDS IN ADDITION TO OUR GENERAL FUNDS. WE ALSO USE OUR FEDERAL FUNDS TO SUPPLEMENT AND WORK IN CONJUNCTION WITH THOSE LCAP ACTIONS. SO JUST NOTING IN HERE FOR LCAP GOAL ONE WE HAVE OUR ACADEMIC SPECIALISTS AT OUR TITLE ONE SCHOOLS. WE PROVIDE ADDITIONAL EOP AND SUMMER OPPORTUNITIES THROUGH TITLE ONE FUNDING. WE ALSO PROVIDE OUR NEWCOMER TRANSPORTATION TO THE NEWBURY PARK HIGH SCHOOL PROGRAM THROUGH TITLE THREE. IN LCAP GOAL TWO, WE USE SOME OF OUR TITLE TWO MONEY FOR SOME OF OUR NEW TEACHER. FOR SOME OF THE ANTICIPATED COSTS FOR OUR NEW TEACHERS TO PARTICIPATE IN AN INDUCTION PROGRAM. WE USE TITLE THREE FOR ONGOING TRAINING. WHEN WE LOOK AT GOAL THREE, WE USE OUR TITLE ONE MONEY TO PROVIDE ADDITIONAL OUTREACH AND SUPPORTS FOR STUDENTS AND FAMILIES THAT ATTEND OUR TITLE ONE SCHOOLS. AND LOOKING AT GOAL FOUR, AGAIN, USING TITLE ONE TO PROVIDE ADDITIONAL SUPPORTS TO STUDENTS AT THOSE SCHOOLS. SO WITH THAT, I'M HAPPY TO ANSWER ANY QUESTIONS. MR. LIU, COULD YOU GO BACK JUST ONE SLIDE AND MAYBE DOCTOR HAYEK OR MR. LIU WOULD ANSWER THAT? OBVIOUSLY, THERE'S A LOT OF TITLE DOLLARS IN THERE FROM THE FEDERAL LEVEL, AND WE WERE HEARING THAT THERE MAY BE SOME REDUCTIONS OUT OF SOME OF THE TITLES. ANYTHING CONCRETE COMING ACROSS ON WHICH TITLE DOLLARS WE'RE LOOKING AT, OR DO WE KNOW YET WHERE THEY THINK THAT THAT'S GOING TO FALL? THE ONLY THING WE HEARD WAS TITLE THREE TO BE IMPACTED AND POSSIBLY SOME RESTRUCTURING IN TITLE ONE. THANK YOU FOR THIS UPDATE. I JUST WANTED TO SAY I JUST WANT TO ENCOURAGE ANYBODY WHO HAS A LITTLE BIT OF TIME. MAYBE INSTEAD OF WATCHING YOUR NETFLIX SHOW ONE NIGHT, FEEL FREE TO GO AHEAD AND READ THIS. I THOUGHT IT WAS 129 PAGES. I GUESS YOU SAID IT WAS ONLY 123. SO. BUT LIKE I DID, I DID READ IT. AND I THINK IT'S FASCINATING TO READ THROUGH ALL OF THE ACHIEVEMENTS AND SUCCESSES, AS WELL AS ALSO THE CHALLENGES AND THE LOOKING FORWARD. AND THANK YOU FOR THIS AMAZING SUMMARY. FOR ME, THINGS THAT STOOD OUT IN TERMS OF SUCCESSES WERE THAT WAS THAT INCLUSION, THOSE INCLUSION NUMBERS, THAT INCREASE OF 5% OVERALL ON THE LRA THE INCREASED COLLEGE AND CAREER READINESS FOR OUR STUDENTS WITH DISABILITIES ENGLISH LEARNERS THE A THROUGH G COMPLETION RATE INCREASING FROM 1.3% TO 12.6%. [02:35:05] I MEAN, THAT IS HUGELY SIGNIFICANT. THE OVERALL CHRONIC ABSENTEEISM RATE, WE KNOW THAT THERE'S BEEN SO MUCH WORK GOING ON HERE AND THERE ARE SO MANY SUBGROUPS THAT IMPROVED, AS WELL AS THE OVERALL THAT REALLY ATTESTS TO THE WORK BEING DONE THERE. AS MR. LIU ALLUDED TO, THERE'S ALSO ALL OF THE, OF COURSE, THE SITE AND SUBGROUP DATA THAT WE LOOK AT AND A COUPLE THAT I WANTED TO JUST SORT OF CALL OUT WERE IN ENGLISH LANGUAGE ARTS, LIKE SOME REALLY SIGNIFICANT GAINS AT ACACIA AND CANAL ELEMENTARY, LIKE AWESOME GUYS. MATH. LOS CERRITOS MIDDLE SCHOOL SAW A SIGNIFICANT IMPROVEMENT FOR STUDENTS WITH DISABILITIES. WHICH WAS REALLY EXCITING TO SEE. AND THEN ON THE CAREER AND COLLEGE INDICATOR THAT INCREASED DISTRICTWIDE FOR STUDENTS WITH DISABILITIES AND TIO HIGH SCHOOL IN PARTICULAR REALLY SAW THOSE NUMBERS INCREASE FOR STUDENTS WITH DISABILITIES CONSIDERABLY FROM LIKE FROM 2.9% TO 10.3%. AND I KNOW THAT THIS DOESN'T CAPTURE EVERYTHING. OF COURSE, IN TERMS OF LIKE WHAT SUCCESS MEANS. BUT THESE ARE REALLY GREAT INDICATORS AND IT'S THE RESULT OF WORK FROM SO MANY PEOPLE ACROSS THE DISTRICT, AT THE DISTRICT LEVEL, AT SITES FROM TEACHERS IN THE CLASSROOM TO ALL THE ADDITIONAL FOLKS SUPPORTING STUDENTS, ADDITIONAL SUPPORTS, INTERVENTION, TOSA'S DISTRICT AND SITE LEADERSHIP, AND OF COURSE, OUR STUDENTS. SO I JUST REALLY WANTED TO ACKNOWLEDGE THAT. AND I WANT TO SAY THANK YOU FOR ALL YOUR WORK IN PUTTING THIS TOGETHER FOR US. SO DOES ANYBODY ELSE HAVE ANY OTHER COMMENTS OR QUESTIONS ON OUR LCAP FOR 2526? NO. SEEING NONE, WE WILL MOVE ON TO I'M SORRY TO TO F THIS IS [F. Human Resources - Approval of Contract for Assistant Superintendent, Instructional and Student Services] HUMAN RESOURCES APPROVAL OF A CONTRACT FOR ASSISTANT SUPERINTENDENT. I'M SORRY. OKAY. YEAH. WE DON'T WE DON'T HAVE ANY VOTING TO DO ON THE HEARING. OKAY. TO F DO I HAVE A MOTION? PRESIDENT POWELL. YES. TRUSTEE GILL. I MOVE THAT WE APPROVE THE CONTRACT FOR THE ASSISTANT SUPERINTENDENT OF INSTRUCTIONAL AND STUDENT SERVICES. SECOND. EXCELLENT. IT HAS BEEN MOVED AND SECONDED. JUST TO GIVE THE BOARD SOME CONTEXT NORMALLY WHEN WE BRING FORWARD A CONTRACT FOR A DEPUTY SUPERINTENDENT OR ASSISTANT SUPERINTENDENT, BECAUSE WE DON'T RUN OUR CONTRACTS FOR THOSE POSITIONS WITH A STEPPING COLUMN, AS SOME NEIGHBORING DISTRICTS DO, WE WOULD GIVE NORMALLY A LITTLE BIT OF A SALARY INCREASE AT THIS POINT. OBVIOUSLY, WE'RE NOT IN THE POSITION OF GIVING SALARY INCREASES AT THIS POINT. SO YOU'LL KNOW ON THE CONTRACT THAT IT LISTS MR. LIU'S CURRENT SALARY WITH NO SALARY INCREASE. SO SORRY, MR. LU, BUT I JUST I WANT TO MAKE SURE WE POINT THAT OUT TO THE BOARD. IT NOTES CURRENT SALARY ALONG WITH THE INCREASE IN YOUR WORKLOAD, THOUGH. THE OTHER POINT, AND I'VE SAID THIS IN THE PAST, I THINK THAT HIGH PERFORMING DISTRICTS AND YOU LOOK AT THE DATA AROUND THAT, NOTES THAT CABINET LEVEL, BOARD LEVEL OTHER EXECUTIVE POSITIONS THAT STAY TOGETHER SHOWS THAT THAT'S A HIGHLY FUNCTIONING DISTRICT. AND FOR US, ANYTIME I GET TO KEEP FOLKS AROUND FOR PERIODS OF TIME IS A BENEFIT TO OUR DISTRICT. IT'S A CONSISTENT VOICE ALL THE WAY DOWN TO THE CLASSROOM. LIKE THAT VOICE OR NOT LIKE THAT VOICE. SOMETIMES IT'S A CONSISTENT VOICE ALL THE WAY DOWN, WHICH IN TURN BUILDS CAPACITY WITHIN THE DISTRICT AND ULTIMATELY THE ABILITY TO COMMUNICATE. WITH FOLKS WITHIN OUR DISTRICT. SO I JUST THINK THAT THAT'S A KEY PIECE TO THIS AS WELL. SO AS LONG AS IT PASSES. CONGRATULATIONS. MR. LIU, ANY OTHER ANY COMMENTS OR QUESTIONS FROM THE BOARD? SEEING NONE, WE'LL MOVE TO A VOTE. PLEASE NOTE THAT TRUSTEE LATE WILL NOT BE VOTING ON THIS AGENDA ITEM BECAUSE IT IS A PERSONNEL MATTER. PLEASE VOTE TRUSTEE GOLDBERG. ABSOLUTELY. YES. TRUSTEE. GORBACH. DEFINITELY. YES. TRUSTEE GILL THOUSAND. YES. TRUSTEE. SYLVESTER. JUST. YES. I'M A FOR SURE. YES. MOTION CARRIES 5 TO 0. CONGRATULATIONS. OKAY, MOVING ON TO ITEM TWO G. [G. Human Resources - Declaration of Need for Fully Qualified Educators and Annual Statement of Need] HUMAN RESOURCES, DO I HAVE A MOTION? PRESIDENT POWELL. YES. TRUSTEE. SYLVESTER, I MOVE THAT WE APPROVE THE DECLARATION OF NEED FOR FULLY QUALIFIED EDUCATORS, AND THE ANNUAL STATEMENT OF NEED FOR THE 2526 SCHOOL YEAR AS SUBMITTED. SECOND, THANK YOU, THANK YOU. IS THERE ANY DISCUSSION ON THIS ITEM? [02:40:06] SEEING. AND YOU HAVE COMMENTS, MRS. ASHMORE? SURE. I WOULD JUST LET THE BOARD KNOW THAT THE COMMISSION ON TEACHER CREDENTIALING REQUIRES US TO ESTIMATE THE NUMBER OF EMERGENCY PERMITS WE MAY NEED IN THE NEXT YEAR. OUR ESTIMATES ARE BASED REALLY ON TWO THINGS A HISTORICAL LOOK AT HOW MANY WE'VE NEEDED, AS WELL AS ANY CURRENT VACANCIES WE HAVE, AND PARTICULARLY ANY THAT MAY BE HARD TO FILL. WE TEND TO UTILIZE VERY FEW EMERGENCY PERMITS AS A DISTRICT. AND I WILL SAY IN THE RECRUITMENT AND SELECTION PROCESS, WE FOLLOW THE CTC HIERARCHY OF HIRING. HIRING, WHICH IS BASED ON ED CODE THAT SAYS IF WE HAVE FULLY QUALIFIED CANDIDATES, THEY MUST BE CONSIDERED BEFORE WE WOULD EXTEND TO A CANDIDATE THAT NEEDS ADDITIONAL TIME TO MEET THE REQUIREMENTS. THANK YOU FOR THAT. SEEING NO ADDITIONAL QUESTIONS OR COMMENTS, WE WILL VOTE TRUSTEE LIGHT. YES. TRUSTEE. GILL. YES. TRUSTEE GORE. YES. TRUSTEE. SYLVESTER. YES. TRUSTEE. GOLDBERG. YES, I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES VOTE FROM TRUSTEE LIGHT. WE ARE MOVING ON TO THE CONSENT AGENDA. DO I HAVE A MOTION? [3. ACTION ITEMS – CONSENT] PRESIDENT POWELL? YES. TRUSTEE LIGHT. I MOVE THAT WE APPROVE THE CONSENT AGENDA AS SUBMITTED. THANK YOU. SECOND. THANK YOU. ANY DISCUSSION? SEEING NONE, WE WILL VOTE. TRUSTEE. LIGHT. YES. TRUSTEE. GOLDBERG. YES. TRUSTEE. GILL. YES. TRUSTEE. SYLVESTER. YES. TRUSTEE. GORBACH. YES. I'M A YES. MOTION CARRIES FIVE ZERO WITH A PREFERENTIAL YES. VOTE FROM TRUSTEE LIGHT. SO WE ARE GETTING TO SECTION FOUR. I WANTED TO CHECK IN TO SEE HOW EVERYBODY'S DOING. DO WE NEED A BREAK? CAN WE KEEP GOING? THOUGHTS? MAYBE GO THROUGH ONE OF THE PRESENTATIONS AND THEN SEE HOW WE FEEL. OKAY. I'M GOOD WITH THAT. EVERYBODY OKAY WITH THAT? OKAY. SO WE ARE GOING TO HAVE OUR NEXT ITEM WHICH IS FOR A INSTRUCTIONAL SERVICES. [A. Instructional Services - Presentation and Approval of the Multitudes At Risk Reading Screener] PRESENT PRESENTATION AND APPROVAL OF THE MULTITUDES AT RISK READING SCREENER. DOCTOR SELLERS, HELLO. AND THANK YOU FOR BEING HERE. YES. OF COURSE. GOOD EVENING, DOCTOR POWELL. DOCTOR MCLAUGHLIN. TRUSTEES, DISTRICT STAFF. THIS IS A PRESENTATION THIS EVENING FOR INFORMATION. FOR FUTURE HOPEFUL APPROVAL OF THE ADOPTION OF THE MOST UP TO DATE STATE MANDATED SCREENING FOR RISK OF READING DIFFICULTIES. AND SO AS I GO THROUGH THE SLIDES, I WILL EXPLAIN MORE ABOUT THE PROCESS AND WHY WE'RE HERE. AND THEN I'M HAPPY TO ANSWER ANY QUESTIONS. BUT FIRST, I WANT TO THANK OUR COMMITTEE MEMBERS. YOU'LL SEE THESE STELLAR 28 VOLUNTEERS BUT ALSO HIGHLIGHTERS WHO CAME FORWARD AND WANTED TO TRY OUT THE K THROUGH TWO SCREENERS. THEY ATTENDED SEVERAL MEETINGS, AS YOU'LL SEE. WORKED WITH THEIR STUDENTS INDIVIDUALLY DURING THEIR YOU KNOW, INSTRUCTIONAL TIME ON CAMPUS AND REALLY GAVE US THE FEEDBACK THAT WE NEEDED AND ULTIMATELY THE VOTES AND THE SURVEY RESULTS THAT WE NEEDED TO MAKE A DECISION. SO WE BECAME PRIVY TO ED CODE 53 008. THAT LETS US KNOW THAT WE NEEDED TO PILOT AND SELECT A READING DIFFICULTIES SCREENER BY THE STATE OF CALIFORNIA. AND THE NEXT SLIDE IS GOING TO SHARE KIND OF HOW THAT PROCESS STARTED AND AND WHERE WE ARE NOW. SO PRIOR TO NOW 2025, THE STATE HAD ASKED US AS PART OF A COMPREHENSIVE ASSESSMENT SYSTEM, TO ALSO TO MAKE SURE THAT WE WERE INCLUDING DIFFERENT COMPONENTS OF WHAT AT THAT TIME THEY WERE CALLING A DYSLEXIA SCREENER. AND SO WE HAD MANY OF THE COMPONENTS ALREADY EXISTING WITHIN OUR ASSESSMENT SYSTEM. BUT ONE OF THE THINGS THAT WE DIDN'T HAVE WAS A RAPID NAMING ASSESSMENT THAT WASN'T ALPHABETIC. AND SO IN 2019, WE INTRODUCED TO ALL OF OUR STAFF A RAPID NAMING SCREENER THAT WAS BASED ON COLORS. AND SO ALL KINDERGARTEN STUDENTS WERE SCREENED IN THE SPRING BEFORE THEIR FIRST GRADE YEAR ON RAPID NAMING, IN CONJUNCTION WITH ALL OF THE OTHER PHONICS AND PHONEMIC AWARENESS BASED ASSESSMENTS THAT WE HAVE TO GIVE US SOME MORE INFORMATION ON WHETHER THEY COULD POTENTIALLY. MAYBE IN THE FUTURE PRESENT WITH A LEARNING DISABILITY. AND SO THAT RAPID NAMING SCREENER WAS PART OF THAT OVERALL SUITE OF, AT THAT TIME, DYSLEXIA RISK SCREENERS. [02:45:01] AND SINCE THEN, THE STATE LAST JANUARY HAD A CALL FOR A PANEL OF THESE INDEPENDENT EXPERTS ON READING DIFFICULTIES. AND SO THAT PANEL WAS FORMED IN LAST JANUARY. AND SO THEY WORKED TOGETHER ALL THE WAY THROUGH THE YEAR UNTIL DECEMBER 31ST TO CREATE A LIST OF FOUR APPROVED SCREENERS FROM THE STATE. AND IN ESSENCE, MANDATED US TO SELECT ONE OF THOSE SCREENERS. AND SO THROUGH THE WINTER, WE WERE ABLE TO FORM A COMMITTEE HAVE PRESENTATIONS FROM ALL FOUR OF THE APPROVED SCREENERS. HAVE THOSE APPROVED SCREENERS SHARED WITH OUR COMMITTEE AND THEN OUR COMMITTEE WILL. I'LL SHOW YOU THE REST OF OUR PROCESS. BUT BASICALLY WE HAVE AN ADOPTION DEADLINE OF A MONTH FROM NOW. THREE WEEKS FROM NOW WHERE WE'RE ASKING THE BOARD TO APPROVE WHAT WE'VE SELECTED. AND THEN FOR THE 25, 26 SCHOOL YEAR WILL BE OUR FIRST YEAR OF IMPLEMENTATION. SO THIS IS QUITE A RAPID TIMELINE COMPARED TO OTHER ADOPTION CYCLES AND PILOTING CYCLES THAT WE HAVE FROM THE STATE, BUT IT IS JUST A VERY NICHE ONE. AND IT'S ONLY FOR STUDENTS IN KINDERGARTEN, FIRST AND SECOND GRADE. I ALSO LIKE TO SAY ON THIS SLIDE, A LARGE PORTION OF THIS PROCESS WAS HELPED BY MRS. STOVALL AND MISS HUTCHISON, MY READING DIFFICULTIES SCREENER EXPERTS WHO ARE HERE ALSO TO ANSWER ANY QUESTIONS LATER ON. DOCTOR SELLERS, DID THOSE STUDENTS IN THOSE THREE GRADES HAVE TO GET TESTED, GO THROUGH THE SCREENER EVERY YEAR? OR ONCE THEY GO THROUGH THE SCREENER, SAY KINDERGARTEN AND THEY MAY NOT COME BACK AS DYSLEXIC. THEY THEY DON'T HAVE TO DO IT AGAIN EVERY YEAR. IN KINDER AND FIRST AND SECOND, AT LEAST ANNUALLY. SO PRIOR TO NOW, THESE THESE ARE THE ASSESSMENTS THAT WE ALREADY HAD AS PART OF OUR KIND OF CADRE OR SUITE OF ASSESSMENTS RELATED TO READING DIFFICULTIES. SO WE HAVE PHONEMIC AWARENESS ASSESSMENTS IN GRADES K THROUGH TWO, WHICH INVOLVES ORALLY BLENDING WORDS. WE HAD A LETTER NAMING ASSESSMENT THAT'S PART OF THAT SUITE. UPPER AND LOWERCASE LETTERS OUT OF ORDER. SO THAT WE KNOW THAT A STUDENT CAN IDENTIFY THEM INDIVIDUALLY. WE HAD SOUND SYMBOL ASSESSMENTS WHERE YOU'RE LOOKING AT THE LETTERS, BUT YOU'RE NOT SAYING THE NAME OF THE LETTER. YOU'RE SAYING THE SOUND OF THE LETTER OR FORMING THE SOUND OF THE LETTER. A WORD DECODING, WHICH ARE THOSE CVC WORDS? CONSONANT. VOWEL CONSONANT. WE LISTED A FEW OF THEM THERE FOR YOU, THOSE BEGINNING READER WORDS, TO MAKE SURE THAT A STUDENT HAD THOSE INITIAL STAGES OF BLENDING AND DECODING, AND THEN FINALLY THAT RAPID NAMING COMPONENT I DESCRIBED WITH THE COLORS. AND SO JUST TO GIVE YOU A LITTLE BIT MORE INFORMATION ABOUT THE RAPID NAMING ASSESSMENT, THERE ARE A FEW NATIONAL ASSESSMENTS, WE SELECTED THE ONE THAT WAS RECOMMENDED BY THE CALIFORNIA READING AND LITERACY PROJECT HERE, WHICH IS LOCAL TO US AT CLU. AND WHAT IT IS, IS IT'S SEVERAL DOTS OF DIFFERENT COLORS. AND THEN THERE'S A SCALE. WITHIN A MINUTE, A STUDENT CAN NAME MORE THAN 30 OF THOSE COLORS. THEN THEY'RE IN LIKE AN ADVANCED RANGE. AND SO STUDENTS WHO WERE IN CAUTION WERE STUDENTS THAT COULD ONLY DO 14 OR LESS WITHIN A MINUTE. SO AS THE STATE SHARED THE IMPORTANCE OF READING DIFFICULTY SCREENERS, THESE ARE THINGS THAT WE ALSO BELIEVE IN CVUSD THAT SCREENING STUDENTS FOR READING DIFFICULTIES IS A VALUABLE TOOL FOR SUPPORTING THEM. WE GET VERY SPECIFIC DATA ON EACH STUDENT AND EXACTLY WHERE THEY NEED INTERVENTION OR WHERE THEY NEED SUPPORT. FOR EXAMPLE, ONE OF OUR TESTS, THE PHONICS SKILLS TEST, GOES IN THE ORDER THAT A STUDENT LEARNS. AND SO AS SOON AS YOU SEE WHERE THEY START MAKING ERRORS OR HAVING DIFFICULTY READING WORDS, THEN THAT'S WHERE WE KNOW THAT'S OUR INSTRUCTIONAL LEVEL FOR THAT STUDENT. AND IF THAT INSTRUCTIONAL LEVEL IS BELOW GRADE LEVEL GUIDELINES, THEN THAT'S WHERE OUR INTERVENTION WOULD ALSO OCCUR. WE ALSO KNOW THAT READING DIFFICULTY SCREENERS ARE IMPORTANT BECAUSE THEY NEED TO BE INTEGRATED INTO THE OVERALL INSTRUCTIONAL STRATEGY. IT'S NOT SOMETHING THAT WE DO IN ISOLATION. IT'S SOMETHING WE LEARN FROM THE SCREENER AND THEN THAT HELPS DRIVE OUR INSTRUCTION. AND THE REASON WE CHOOSE KINDERGARTEN FIRST AND SECOND GRADERS IS THAT'S AN IMPORTANT EARLY INTERVENTION TIME. THEY STILL HAVE. THEY'RE STILL LEARNING. THEIR PEERS ARE STILL LEARNING. BUT WE KNOW THEY NEED SOME EXTRA SUPPORT AND MAYBE SOME DIFFERENT INSTRUCTIONAL STRATEGIES. AND THEN THAT HELPS US INFORM THAT INDIVIDUALIZED INSTRUCTION THAT MIGHT BE DONE IN CLASS MIGHT BE DONE IN AN INTERVENTION CLASS. ALL KINDS OF DIFFERENT SUPPORTS THAT WE CAN GIVE STUDENTS. SO THIS IS OUR TIMELINE. OUR FIRST OFFICIAL COMMITTEE MEETING WAS ON MARCH 24TH, WHERE WE PRESENTED THOSE FOUR DIFFERENT SCREENERS TO THE COMMITTEE AND THEN ULTIMATELY ASKED THEM TO DO A VOTE TO KIND OF SEE WHERE WE WERE WITH HOW EVERYONE FELT ABOUT THE FOUR DIFFERENT OPTIONS, AND WE WERE ABLE TO LIMIT IT DOWN TO TWO TO PILOT. THE FIRST WAS CALLED AMPLIFY M-CLASS. AND SO ON APRIL 1ST, WHICH IS JUST A WEEK LATER, WE HAD AN AMPLIFY TRAINER COME AND WALK OUR TEACHERS THROUGH THE PROCESS OF UTILIZING THE AMPLIFY SYSTEM. THESE ARE ALL COMPUTER BASED ASSESSMENTS. [02:50:06] AND THEN THE COMMITTEE HAD A MONTH TO TRY OUT THAT SCREENER WITH THEIR OWN STUDENTS OR OTHER STUDENTS AT THE SCHOOL, GIVE IT A TRY AND THEN COME BACK. WE DIDN'T ASK THEM FOR MUCH INPUT. THEN THEY HAD A RUBRIC TO COMPLETE AS THEY WERE GIVING THE SCREENERS TO TAKE SOME NOTES ON ON SOME OF THEIR FEEDBACK INDIVIDUALLY. AND THEN WE BROUGHT THEM BACK A MONTH LATER ON MAY 1ST AND GAVE THEM A TRAINING ON THE NEXT, WHICH IS CALLED UCSF SF. MULTITUDES. UC SAN FRANCISCO. MULTITUDES. AND THEN THEY HAD A LITTLE LESS TIME, TWO AND A HALF WEEKS TO THEN IMPLEMENT UCSF. MULTITUDES. WE GOT TO GO QUICK FOR THE SPRING. AND THEN ULTIMATELY, ON MAY 21ST, WE MET WE GAVE THEM A SURVEY. THE NEXT SLIDE. OH, HERE'S THE TWO THAT WE PILOTED. AND SO THERE'S A LITTLE BIT MORE ABOUT AMPLIFY. AMPLIFY IS A WELL-KNOWN I GET EMAILS FROM THEM PROBABLY TWICE A DAY. THERE WE THERE'S A LOT ABOUT THEM. IF YOU'VE HEARD THE WORD DIBELS BEFORE. DIBELS IS IN CONJUNCTION WITH AMPLIFY. IT'S ALSO A VERY COMPREHENSIVE ASSESSMENT SUITE. THEY HAVE LOTS OF DIFFERENT KINDS OF REPORTS. THEY HAVE DIFFERENT HOME TO SCHOOL CONNECTION PIECES, BUT IT IS ONE THAT COSTS DOLLARS. IT'S LIKE A SUBSCRIPTION. AND THEN UCSF MULTITUDES VERY CLEAN USER FACE LOTS VERY EASE OF USE FOR OUR TEACHERS. IT WAS A VERY GUIDED PROCESS. IT WAS JUST LIKE STEP, STEP, STEP. AND THEY KNEW EXACTLY HOW TO GO THROUGH THE ASSESSMENT. AND THEY ALSO HAD REPORTS AND INSTRUCTIONAL RESOURCES FOR TEACHERS AND THOSE HOME TO SCHOOL CONNECTIONS. AND IT'S AT NO COST. SO HERE'S OUR SURVEY RESULTS. THE RED IS UCSF MULTITUDE. SO WE JUST WANTED TO FIRST GET A QUICK REVIEW OR INPUT FROM THE TEACHERS. AND THIS WAS THE FIRST. IF IT WAS MORE SPLIT WE WOULD HAVE GONE INTO A WHOLE MORE IN-DEPTH PROCESS AND REALLY HEARD FROM EACH OF THE DIFFERENT CAMPS, FOR LACK OF A BETTER TERM, TO HEAR WHAT THEY LIKED OR DIDN'T LIKE. AND MAYBE IT WAS DIFFERENT BY GRADE LEVELS, BECAUSE WE COULD HAVE ALSO CHOSEN TO DO A SPLIT ADOPTION. WE COULD HAVE SAID AMPLIFY FOR KINDERGARTEN AND FIRST AND SECOND, WE'LL USE MULTITUDES. BUT YOU COULD SEE OVERWHELMINGLY THAT WE FELT CONFIDENT THAT THIS WAS A GOOD CHOICE. SO A LITTLE BIT ABOUT MULTITUDES. THIS IS YOU COULD STUDY THIS FOR A WHILE, BUT THIS IS ALL OF THE DIFFERENT ASSESSMENTS THAT THEY OFFER BY GRADE LEVEL AND THEN BY SKILL RELATING TO READING. AND THEN THE NEXT SLIDE JUST SHOWS AN EXAMPLE. THIS IS A CLASS LEVEL REPORT. SO IT WILL SHOW THE TEACHERS WHAT PERCENT OF THEIR STUDENTS ARE IN THE SUPPORT NEEDED CATEGORY, THE ON TARGET CATEGORY, ONES THAT HAVEN'T BEEN TESTED AND ALSO ONES WHOSE ASSESSMENT IS INCOMPLETE. THAT'S THE ORANGE. AND THEN YOU CAN SEE SOME SAMPLE STUDENT NAMES AND HOW THOSE STUDENTS ARE PERFORMING ON THE ASSESSMENT. SO THE TEACHERS WILL SEE THIS IN THEIR INTERFACE. AND THEN THEY CAN ALSO LOOK AT INDIVIDUAL STUDENT PROGRESS. SO THIS IS A LITTLE BIT MORE GRANULAR. THEY CAN SEE THE SUPPORT AND RESULTS OF THEIR STUDENTS. SO THIS IS A GRAPHIC FROM UCSF. SO YOU CAN SEE WE ALREADY ARE PAST THE RED AND ORANGE STAGE. AND WE'RE NOW IN THE YELLOW STAGE WHERE WE'RE MAKING A DECISION ABOUT OUR READING SCREENER. AND THEN WE'VE ALREADY BEEN WORKING WITH OUR TECH TOSA TO MAKE SURE THAT WE ARE READY TO INCORPORATE MULTITUDES INTO OUR ONLINE SUITE. AND THESE LUCKILY FOR US, THESE ASSESSMENTS GO WITH OUR CURRENT SYSTEMS. AND THEN ULTIMATELY, ONCE WE HAVE APPROVAL AND ONCE WE GET STARTED, WE NEED TO TRAIN OUR TEACHERS AND BEGIN THE SCREENING. THIS IS A LITTLE MORE CVUSD SPECIFIC. WE WILL NEED TO MAKE SOME DECISIONS ON WHEN WE'RE GOING TO GIVE THESE SCREENERS. SO THEY DO RECOMMEND THAT FOR KINDERGARTNERS. WE DON'T DO IT WITHIN THE FIRST EIGHT WEEKS OF SCHOOL. SO REALLY NOT UNTIL AFTER CONFERENCE WEEK. AND THEN GRADES ONE AND TWO, WE COULD GIVE IT CLOSER TO CONFERENCE WEEK. AND THAT IS A GOOD TIME FOR US TO SHARE INFORMATION WITH TEACHERS. AND I'M NOT SURE IN THIS FIRST YEAR IF WE'LL DO IT SO QUICKLY IN THAT FIRST WINDOW OF TIME, BUT MAYBE GO AFTER TEACHERS HAVE GOTTEN TRAINED AND BEEN ABLE TO USE IT FOR A YEAR. THEY MAY BE READY NEXT YEAR TO DO IT IN THAT QUICKER WINDOW WHEN THEY FIRST DO THE INITIAL ASSESSMENTS THAT THEY ALSO SHARE WITH PARENTS AT PARENT CONFERENCE TIME. SO WE'LL NEED TO MAKE SOME ASSESSMENT WINDOW DECISIONS FOR 2526. AND THEN GOING FORWARD I WILL OBVIOUSLY NEED TO TRAIN OUR TEACHERS. IT IS ASYNCHRONOUS. THEY OFFER SEVERAL DIFFERENT MODULES THAT TEACHERS CAN LEARN ON THEIR OWN. THERE'S VIDEO TRAININGS, BUT WE COULD ALSO INVITE MULTITUDES TO COME AND TRAIN OUR STAFF. AND THEN THE NEXT STEP WILL BE FOR US TO ADMINISTER AND ANALYZE NOT ONLY THE DATA, BUT HOW THE ADMINISTRATION WENT. SO WE'LL HAVE KIND OF A TWO FOLD ON OUR ANALYSIS. AND THAT'S IT. ANY QUESTIONS? QUESTIONS OR COMMENTS FROM THE BOARD. AND THANK YOU. THANK YOU. THAT WAS VERY SELF-EXPLANATORY. [02:55:04] SO MUCH APPRECIATED. OKAY GOOD. IF I HAVE A SELF EXPLANATORY SLIDE DECK I FEEL GOOD ABOUT THAT. SO ONE QUESTION. YES. HOW LONG DOES THE ASSESSMENT TAKE. LIKE IS IT A MULTIPLE DAY. IS IT A ONE DAY LIKE WHEN THEY'RE USING THE SCREENER THERE ARE FIVE DIFFERENT ASSESSMENTS. SO IT WOULD BE GIVEN OVER TIME. IT'S NOT JUST LIKE ONE QUICK SNAPSHOT. DO YOU GUYS KNOW ABOUT HOW LONG? 10 TO 15 MINUTES TO ADMINISTRATE PER STUDENT, 10 TO 15 MINUTES TOTAL. SO THE WHOLE THING TAKES 15 MINUTES EACH STUDENT. JUST THAT'S WHY IT WAS MORE ABOUT HOW MUCH TEACHER TIME. SO THAT'S ACTUALLY A GRAPHIC FROM MULTITUDES BECAUSE IT SHOWS YOU BASICALLY HOW IT WILL BE GIVEN IS THAT THE TEACHER HAS THEIR DIGITAL INTERFACE. THE STUDENT ALSO HAS THEIR DIGITAL INTERFACE, AND IT TAKES ABOUT 10 TO 15 MINUTES PER STUDENT. FOR A TEST IN THE UNIVERSAL SCREEN. OR YOU CAN GET A TEST. I CAN REPEAT WHAT THEY SAID. SO EACH STUDENT WILL TAKE 5 TO 10 MINUTES. THERE ARE FIVE DIFFERENT SUBTESTS. THEY DON'T ALL HAVE TO BE GIVEN AT THE SAME TIME. SO YOU COULD GIVE ONE OF EACH OF THE SUBTESTS TO ALL THE STUDENTS AND THEN COME BACK AND START ON THE SECOND SUBTEST. BUT OFTEN WHEN WE'RE ASSESSING STUDENTS ONE ON ONE, IF THEY FEEL IF THEY LOOK READY AND THEY'RE FOCUSED, WE CAN KEEP GOING WITH AN ASSESSMENT. BUT IF THEY LOOK LIKE THEY'RE FATIGUING, THEN WE WANT TO STOP THE ASSESSMENT AND COME BACK AND VISIT IT. SO THEY'LL KIND OF BE DEPENDENT ON THE STUDENT YOU'RE ASSESSING AND ALSO THE TEACHER'S SCHEDULING ABILITY TO GIVE THE ASSESSMENT. SO DEPENDING ON THE OUTCOME FOR A STUDENT THEN I MEAN THERE'S A NUMBER OF DIFFERENT WAYS IT COULD GO. I MEAN, YOU COULD DETERMINE THAT A STUDENT HAS A SEVERE LEARNING DISABILITY OR DYSLEXIA ITSELF OR JUST YOU'RE GETTING. THEN I GUESS THE OTHER PIECE WOULD BE JUST KNOWING WHERE A STUDENT FALLS IN THEIR READING LEVEL. AND SO MAYBE JUST DOING INTERVENTION. I MEAN, IS THERE JUST A NUMBER OF DIFFERENT. EXACTLY. SO WE WOULDN'T GO WE THIS IS NOT A DIAGNOSTIC TOOL. IT'S A SCREENER. SO IF THE SCREENER TOLD US THAT WE NEEDED TO DO FURTHER ASSESSMENT, THEN WE WOULD GO THROUGH OUR STUDENT STUDY TEAM PROCESS AND AND DO A FULL PSYCHOEDUCATIONAL ASSESSMENT IF WE FELT THAT IT WAS WARRANTED. BUT THE SCREENER IS JUST ONE PIECE OF INFORMATION. AND EVEN WHEN WE SUSPECT THAT A STUDENT IS STRUGGLING TO LEARN TO READ, WE DO TYPICALLY DO INTERVENTION FIRST AND DO THOSE INTERVENTIONS IN 6 TO 8 WEEK SEGMENTS AND THEN MONITOR THEIR PROGRESS AND WHETHER OR NOT THEY'RE MAKING SUFFICIENT PROGRESS, YOU KNOW, USING THOSE INTERVENTIONS. SO IT'S DEFINITELY NOT LIKE, OKAY, THIS ISN'T GOING WELL. YOU MUST HAVE DYSLEXIA. IT'S MORE LIKE, OKAY, THIS IS AN INFORMATION PIECE TO HELP US MAKE FURTHER DECISIONS. AND THAT'S HOW WE'VE BEEN USING THE SCREENER ALREADY FROM KINDERGARTEN. IS THAT IN THE FALL, THE AT THE END OF THE FIRST TRIMESTER, THE SCHOOL SITES REVIEW THE STUDENTS WHO PERFORMED BELOW IN THAT THAT SCREENER, IN COMBINATION WITH THEIR OTHER SCORES THAT THEY'RE GETTING IN THAT FIRST TRIMESTER OF FIRST GRADE. SO NOW WE WON'T JUST BE DOING THAT IN KINDERGARTEN TO FIRST. WE'LL BE DOING THAT KINDERGARTEN TO FIRST, FIRST TO SECOND AND SECOND TO THIRD, ESPECIALLY IF THE TEACHERS DETERMINE THAT THEY WANT TO GIVE THE SCREENER TOWARD THE END OF THE YEAR. SO IT'S KIND OF TWOFOLD. WHEN WE DECIDE TO GIVE THE SCREENER, WE'LL ALSO DETERMINE OUR PLAN FOR WHEN INTERVENTION AND AND POSSIBLY A STUDENT STUDY TEAM WOULD HAPPEN. THANK YOU. THAT'S VERY HELPFUL. IS THERE THE ABILITY TO GO THROUGH IT MULTIPLE TIMES IN THE YEAR, OR IS IT JUST A ONCE A YEAR PROCESS? WE WILL WE WILL MOST LIKELY ONLY GIVE IT ONCE A YEAR. BUT I'LL LET YOU GUYS HAVE TO COME TO THE MIC IF YOU'RE GOING TO TALK. WELL, YOU'RE SAYING ONE. YES, THAT WAS ONE. AND THEN CAN IT BE GIVEN MORE THAN ONCE? IT CAN ONLY BE GIVEN ONCE AND THEN MULTITUDES. AND I NOTICED ON SLIDE TEN IT TALKS ABOUT WHICH PARTS ARE GIVEN EACH YEAR. AND THERE ARE SOME YEARS WHERE IT'S GIVEN K FIRST AND SECOND. THE THIRD GRADE OR THE SECOND GRADE TEACHER WILL BE ABLE TO SEE PROBABLY PROGRESSION FROM KINDERGARTEN FIRST AND SECOND GRADE IS THAT YES, THE DATA WOULD BE CUMULATIVE. OKAY. SO WE WILL THINK DO WE THINK THIS WILL ONLY INCREASE, YOU KNOW, OUR AND IMPROVE OUR PRACTICE AND IDENTIFYING STUDENTS WHO NEED INTERVENTION. GREAT. THANK YOU. THANK YOU. WE APPRECIATE IT. OKAY. HOW ARE WE DOING. WE MOVING ON TO FOUR B. [B. Instructional Services - Presentation and Approval of the Extended Learning Opportunities Program (ELOP) Plan] EVERYBODY OKAY. OKAY. FOUR B IS INSTRUCTIONAL SERVICES PRESENTATION AND APPROVAL OF THE EXTENDED LEARNING OPPORTUNITIES PROGRAM PRESENTATION BY HARMONY HESTERBERG. I DO WANT TO GIVE A CORRECTION. [03:00:02] IT'S EXPANDED LEARNING OPPORTUNITIES. IT IS EXPANDED. YEAH. THANK YOU. OH, OKAY. OKAY. HI. GOOD EVENING. BOARD PRESIDENT. POWELL. SUPERINTENDENT MCLAUGHLIN. TRUSTEES AND DISTRICT STAFF. MY NAME IS HARMONY ESTABROOK, AND I'M THE EXPANDED LEARNING OPPORTUNITIES PROGRAM COORDINATOR. OTHERWISE, I'M GOING TO BE SAYING A LOT. OKAY. SO TONIGHT I'M JUST GOING TO GO AHEAD AND SHARE SOME INFORMATION THAT'S INCLUDED WITHIN OUR UPDATED PLAN. THE PURPOSE OF OUR PLAN IS TO PROVIDE INFORMATION ON OUR PROGRAMING, STAKEHOLDER ENGAGEMENT AND UPDATED PROGRAM REQUIREMENTS THAT ARE SET BY THE STATE. THE PLAN NEEDS TO BE UPDATED AND BOARD APPROVED EVERY THREE YEARS. AND IT WAS FIRST APPROVED BY YOU GUYS IN MAY OF 2022. SO HERE I AM. SO AND WHAT'S SUBMITTED TO YOU GUYS FOR TONIGHT FOR INFORMATION IS THE CHANGES THAT HAVE OCCURRED BETWEEN MAY 22ND AND JUNE 2025. SO ELOP IS A STATE FUNDED LAW THAT PROVIDES FUNDING FOR ENRICHMENT PROGRAMS FOR UNDUPLICATED STUDENTS IN TK THROUGH SIXTH GRADE. IN THE CVUSD, WE OFFER TO OUR SIXTH GRADE STUDENTS AFTER SCHOOL AND EITHER SUMMER OR INTERSESSION, AND OUR ELA PROVIDES ENRICHING LEARNING, ENRICHING LEARNING ACTIVITIES THAT ALLOW STUDENTS TO DEVELOP THEIR ACADEMIC, SOCIAL, EMOTIONAL, AND PHYSICAL NEEDS AND INTERESTS. WE ARE REQUIRED TO RUN 210 DAYS IN THE YEAR, AND THAT'S BROKEN DOWN TO OUR 180 SCHOOL DAYS, PLUS OUR 30 NON-SCHOOL DAYS. WE ARE ALSO REQUIRED TO PROVIDE NINE HOURS OF PROGRAMING EACH DAY. SO DURING THE SCHOOL YEAR THAT DOES INCLUDE THE SCHOOL HOURS. AND WE DO RUN ON OUR CAMPUSES IN ADDITION TO OUR COMMUNITY PARTNERS LIKE CRPD AND THE BOYS AND GIRLS CLUBS. ELA FUNDING GIVES ABOUT $1,580 PER UNDUPLICATED STUDENTS, WHICH ALLOWS OUR UNDUPLICATED STUDENTS TO ATTEND AND PARTICIPATE IN OUR AFTER SCHOOL ENRICHMENT PROGRAMS AT NO COST TO OUR FAMILIES. WE'RE ALSO REQUIRED TO OFFER PROGRAMING TO ALL OUR UNDUPLICATED STUDENTS IN THE DISTRICT AND TO SERVE. OUR GOAL IS TO SERVE 50% OF THE OF THE UNDUPLICATED STUDENT POPULATION. IN ADDITION TO THE STATE GUIDELINES OF OFFERING TO TK THROUGH SIXTH GRADE IN 2024, WE DID BEGIN OPENING UP TO OUR SEVENTH AND EIGHTH GRADE MCKINNEY-VENTO STUDENTS AS WELL. TO HELP GUIDE OUR DECISIONS ON OPERATIONAL NON-SCHOOL DAYS, ENRICHMENT, STAFFING, COMMUNITY PARTNERSHIPS. WE'VE PRESENTED AND GATHERED FEEDBACK FROM OUR STAKEHOLDER STAKEHOLDERS, WHICH HAVE INCLUDED OUR VENDORS, PARENTS, STUDENTS, OUTREACH DLAC, AND OUR TEACHERS. IN OUR AFTER SCHOOL, STUDENTS PARTICIPATE IN AN EDUCATION AND LITERACY LITERACY COMPONENT. WHICH IS WHERE OUR DISTRICT CREDENTIALED TEACHERS GO TO OUR SITES AND PROVIDE HOMEWORK HELP OR TUTORING TO OUR STUDENTS 1 TO 2 HOURS A DAY, MONDAY THROUGH THURSDAY. AND THEN THEY ALSO PARTICIPATE IN EDUCATIONAL ENRICHMENT WITH STEAM, PHYSICAL EDUCATION, SOCIAL AND EMOTIONAL LEARNING. AND THEN WE LOVE TO COLLABORATE WITH OUR COMMUNITY PARTNERS AS WELL. OKAY. SO HERE'S JUST A QUICK TABLE. YOU GUYS CAN LOOK IT OVER. THESE ARE OUR PROGRAMS THAT WE HAVE OF OUR ELEMENTARY ELA PROGRAMS. ACACIA IS OUR ONE SCHOOL WHERE WE PARTNER WITH CRPD. WHAT'S ONE BELOVED ASPECT OF THIS PROGRAM IS THAT ON FRIDAYS, THEY DO WALK DOWN TO THE COMMUNITY PARK FOR FUN FRIDAYS. THE TWO MIDDLE COLUMNS ARE BOTH. WE BOTH PARTNER WITH STAR EDUCATION TO PROVIDE THOSE. THE DIFFERENCE IS THAT CONEJO AND GLENWOOD ALSO RECEIVES RECEIVES ACE'S FUNDING. SO WE DO OFFER TO ALL OUR STUDENTS AT THOSE TWO SITES, NOT JUST OUR UNDUPLICATED POPULATION. AND THEN THE LAST COLUMN ARE OUR SEVEN SITES WHERE WE ARE AN IN HOUSE CVUSD. WE CALL IT OUR TEAM PROGRAM, AND IT'S RUN BY OUR CERTIFICATED AND CLASSIFIED STAFF. HERE ARE OUR MIDDLE SCHOOL PROGRAMS. HAVING THE CLUB, THE BOYS AND GIRLS CLUBS ON OUR CAMPUS MAKES FOR A REALLY SEAMLESS AND COMFORTABLE TRANSITION FOR OUR STUDENTS AFTER SCHOOL. AND THEN IF WE HAVE ANY STUDENTS FROM SYCAMORE CANYON, THEY DO GET TRANSPORTED OVER TO THE MORTON CLUB AT SEQUOIA BY THE BOYS AND GIRLS CLUB TO PARTICIPATE OVER THERE. [03:05:03] AND THEN SUMMER SUMMER CAN GET FUN. SO SUMMER, WE HAVE IN JUNE WE DO RUN TYPICALLY THE LAST TWO WEEKS OF JUNE. WE RUN A PROGRAM. AND THIS IS JUST FOR IT'S A FULL DAY PROGRAM, 8 TO 5 FOR ALL UNDUPLICATED STUDENTS. AND THEN IN JULY, WE HAVE THREE PROGRAMS RUNNING FOR ELEMENTARY. ONE PROGRAM IS A FULL DAY FOR STUDENTS NOT ATTENDING SUMMER LEARNING CAMP. AND THEN OUR OTHER TWO PROGRAMS ARE FOR STUDENTS WHO ATTEND SUMMER LEARNING CAMP IN THE MORNING. AND THEN THEY'LL GO TO ELOPE IN THE AFTERNOON. AND OUR PROGRAMS ARE ON THE SAME CAMPUSES AS SUMMER LEARNING CAMP. AND WE DO HAVE TRANSPORTATION AVAILABLE TO ALL OF OUR SITES, OUR MIDDLE SCHOOL. WE DO PARTNER WITH THE BOYS AND GIRLS CLUB AGAIN AND JUNE AGAIN. WE DO HAVE THOSE TWO LAST TWO WEEKS, A FULL DAY PROGRAM AND THEN IN JULY, WE HAVE A FULL DAY AND A HALF DAY PROGRAM THAT ALLOWS THE CHILDREN TO GO OR STUDENTS TO GO EITHER IF THEY'RE ATTENDING SUMMER SCHOOL OR NOT. AND THEY CAN ALSO GO BEFORE SCHOOL BECAUSE THEY'RE OPEN AT 7 A.M.. OKAY. SO IN ADDITION TO THE INFORMATION I SHARED WITH YOU THE PLAN, UPDATED PLAN THAT I SUBMITTED DOES HAVE ALL THE CTE QUALITY STANDARDS THAT WERE NECESSARY THAT WE NEED TO MEET. SO THAT'S ALL IN THERE FOR YOU GUYS. AND THAT'S IT. SO IF THERE'S ANY QUESTIONS. THANK YOU SO MUCH. DOES ANYBODY HAVE ANY QUESTIONS OR COMMENTS. YES. ONE QUICK QUESTION. ONE OF THE SIGNIFICANT CHANGES WAS OPENING IT UP TO SEVENTH AND EIGHTH GRADERS. HOW HAS THAT PROGRAM GONE? HOW HAS THE PARTICIPATION BEEN THE FEEDBACK ON ON THAT? WE DO HAVE OUR SEVENTH AND EIGHTH GRADE MCKINNEY-VENTO STUDENTS FOR SEVENTH GRADE. EIGHTH GRADE. IT'S A SMALL NUMBER OF STUDENTS, BUT IT'S IMPACTFUL FOR THEM TO ACTUALLY HAVE SOMEWHERE TO GO. SO I'VE ACTUALLY RECEIVED SOME INFORMATION TO TRY TO OPEN THAT UP TO OUR FOSTER STUDENTS AS WELL. SO WE MIGHT BE LOOKING AT THAT, BUT IT'S GOING, YEAH, GREAT. THANK YOU. YEAH. I HAD I WAS CURIOUS. I KNOW THAT THE THERE'S THAT MINIMUM REQUIREMENT OF SERVING 50% OF THE QUALIFIED STUDENTS. WHAT WE'RE GENERALLY DO WE FALL. CURRENTLY, WE'RE AT 44%. OKAY. OKAY. OVERALL. SO IS THAT I MEAN, DO YOU KNOW WHAT ARE THE BARRIERS OR REASONS FOR KIDS? NOT IT IT REALLY LIKE IF YOU BREAK IT DOWN BY SITE, SOME ARE WAY ABOVE 50% AND SOME ARE JUST BELOW 50%. IT REALLY JUST DEPENDS. SO THAT'S THE AVERAGE THAT WE'RE AT. THANK YOU. AND THEN I WAS CURIOUS IS THERE AN EVALUATIVE COMPONENT AS PART OF THIS PROGRAMING. WE DO SEND OUT FEEDBACK SURVEYS TO OUR FAMILIES TWICE A YEAR. SO ONE IN THE FALL AND ONE IN THE SPRING. AND THAT'S HOW WE GATHER A LOT OF THE INFORMATION OF HOW OUR VENDORS ARE DOING, HOW OUR PARTNERS ARE DOING, WHAT ASPECTS ARE THEY WANT IN THE PROGRAM. IN ADDITION TO OUR NON-SCHOOL DAYS ONE THING I DID FORGET TO MENTION IS THAT WE DID USE TO RUN THOSE NON-SCHOOL DAYS, THOSE 30 NON-SCHOOL DAYS DURING THE FALL AND SPRING BREAKS. BUT DUE TO THE PARENT FEEDBACK, THEY WANTED SUMMER. SO THAT IS WHY WE DO THE TWO WEEKS IN JUNE AND THEN ALL OF JULY, PARALLEL WITH SUMMER LEARNING CAMP. AND JUST TO ADD, WE ARE RECEPTIVE TO THAT FEEDBACK. WITH A PREVIOUS CONTRACT AND VENDOR THAT WE HAD BEEN USING, WE HAD GOTTEN A LOT OF CONCERNS AND NEGATIVE FEEDBACK BACK AND FORTH LIKE EFFORTS TO FIND AN ADDITIONAL OPPORTUNITY SOMEWHERE ELSE. AND I WOULD NOTE THIS IS NOT JUST STRICTLY ACADEMIC AFTER SCHOOL PROGRAMING. THERE'S A LOT OF OTHER PIECES. SO ONE OF THE THINGS THAT WE WOULDN'T NECESSARILY JUST LOOK AT IS, YOU KNOW, ARE WE SEEING I MEAN, IT'D BE NICE TO BE ABLE TO SAY, ARE WE SEEING ACADEMIC GROWTH BASED ON WHAT'S HAPPENING? BUT THERE ARE OTHER FACTORS THAT COME INTO PLAY, SUCH AS SOCIALIZATION, PHYSICAL ACTIVITY, ALL OF THOSE TYPE OF THINGS THAT ARE ALSO PART OF THAT PROGRAM. SO IT'S NOT JUST STRICTLY ACADEMIC BASED. YEAH, THERE'S DEFINITELY ENRICHMENT OPPORTUNITIES. AND EVEN WE'VE BEEN SCHOLARSHIP STUDENTS TO OUR CRPD PROGRAMS THAT OCCUR AFTER SCHOOL, AS WELL AS BRINGING VENDORS IN FOR ENRICHMENT, BECAUSE PART OF IT IS TO ALSO MIMIC THE EXPERIENCE OF KIDS EVERYWHERE, TO HAVE THOSE ENRICHMENT OPPORTUNITIES AFTER SCHOOL. WE ARE ALSO HOPEFUL TOO, THOUGH, TO GET SOME OTHER DATA POINTS. AS WE PUT ELOP INTO Q. SO THUS FAR, ATTENDANCE AND OTHER RECORDS RELATED TO ELOP HAVE BEEN SEPARATE BECAUSE WE HAVEN'T BEEN ABLE TO [03:10:06] EFFECTIVELY INCORPORATE IT INTO Q BUT WITH THE HELP OF DOCTOR SOUTER AND MR. TEPPER AND THE REST OF THE COUNTY, WE ARE FIGURING OUT HOW TO INCORPORATE ELOP INTO Q AND THEN WE'LL BE ABLE TO DISAGGREGATE THE STUDENTS AND THEIR DATA AND MONITOR THAT OVER OVER THE YEARS MORE EFFECTIVELY. SO WE'RE LOOKING FORWARD TO THAT FOR NEXT YEAR FOR SURE. EXCELLENT. THANK YOU. THANK YOU SO MUCH. YOU'RE GOOD. OKAY. MOVING ON TO FORESEE DISCUSSION OF NEW BOARD POLICY, ADMINISTRATIVE REGULATION. [C. Instructional Services - Discussion of New Board Policy and Administrative Regulation 5148.2 - Before/After School Programs] FIVE 5148 TWO BEFORE AND AFTER SCHOOL PROGRAMS. I BELIEVE THIS IS MR. LIU. YEAH, WE THOUGHT IT APPROPRIATE, HAVING PROVIDED INFORMATION TO THE BOARD OF EDUCATION ON LP, AS WELL AS THE UPDATED PLAN TO BRING FORWARD. THIS IS A NEW BOARD POLICY LANGUAGE FOR OUR SCHOOL DISTRICT, AND IT ALIGNS EXACTLY WITH KSBA GAMUT LANGUAGE AND REFLECTS YOU KNOW, RECENT STATE LEGISLATION THAT HAS BROUGHT TO FRUITION THESE GREAT PROGRAMS. ANY COMMENTS OR QUESTIONS? OKAY. SEEING NONE, WE'LL MOVE ON TO 4D INSTRUCTIONAL SERVICES DISCUSSION OF BOARD POLICY [D. Instructional Services - Discussion of Board Policy 6170.1 - Transitional Kindergarten] 61701 TRANSITIONAL. TRANSITIONAL KINDERGARTEN. I BELIEVE 2 OR 3 YEARS AGO, WE UPDATED OUR THE POLICY BOARD POLICY 6170.1 ON TRANSITIONAL KINDERGARTEN WHEN THE STATE BEGAN IMPLEMENTING UNIVERSAL TK. WE'VE OBVIOUSLY MADE A LOT OF PROGRESS IN THIS AREA. AND SO WE HAVE REALLY A LOT OF CLEANUP LANGUAGE TO ALIGN WITH CURRENT LAW AND CURRENT PRACTICES. SO A MAJORITY, A MAJORITY OF THE LANGUAGE IN THE POLICY REFLECTS EXISTING CCPA LANGUAGE. WE ALSO DO HAVE SOME LANGUAGE THAT DOES ALIGN WITH OUR PRACTICES. SOME OF THAT IS TO BETTER REFLECT THE PRESCHOOL TRANSITIONAL KINDERGARTEN LEARNING FOUNDATIONS, WHICH IS LIKE A RECENT STATE FRAMEWORK, WHICH ISN'T CURRENTLY IN CCPA GAMUT, BUT WHICH IS REFLECTIVE OF BEST PRACTICE WHEN IT COMES TO TC. WE'VE ALSO, YOU KNOW, EDITED THINGS LIKE UPDATING THE BIRTHDAY INFORMATION AND UPDATED SOME OF THE CURRICULUM REFERENCES BASED AGAIN ON THAT PRESCHOOL TRANSITIONAL KINDERGARTEN LEARNING FOUNDATIONS FRAMEWORK. THANK YOU. AND WE DO HAVE A QUESTION OR COMMENT. IN THE INTEREST OF CLEANUP I HAD ONE QUESTION IN ON PAGE ONE WHERE IT SAYS IN ALIGNMENT WITH. AND THEN STUFF IS STRUCK OUT AND THEN IT SAYS IN PARENTHESES ED CODE FOR 8000. WHY ARE THERE PARENTHESES IF IT'S IN ALIGNMENT WITH THAT. LIKE I DON'T I DON'T UNDERSTAND WHY THE PARENTHESES ON PAGE ONE. AND YOU DON'T HAVE TO HAVE AN ANSWER. I JUST WAS CURIOUS. AND THEN ON PAGE THREE. WHERE IT SAYS EXPOSURE AND IN BOLD TO ME IT READS MORE CLEANLY. EXPOSURE TO AND DEVELOPMENT OF EXPOSURE TO AND DEVELOPMENT OF COMMA. IN THE WHATEVER THE SECOND PARAGRAPH DOWN. PRESCHOOL. TRANSITIONAL KINDERGARTEN AND PRESCHOOL. CURRICULUM FRAMEWORKS. WE CAN ADD ON PAGE THREE OF 11. EXPOSURE TO AND DEVELOPMENT OF INSTEAD OF NEW DEVELOPMENT IN DOESN'T MAKE SENSE TO ME, BUT. JUST IN THE SINCE THE PURPOSE WAS CLEANED UP. WELL IT'S THEIR DEVELOPMENT IN THAT AREA, RIGHT. THEY'RE DEVELOPING THEIR DEVELOPMENT OF ESSENTIAL KNOWLEDGE AND SKILLS. I MEAN, EITHER WAY, I'M NOT JUST TO ME IT READ MORE CLEANLY, BUT I'M NOT MARRIED TO IT JUST WAS. AND TO THE FIRST POINT, THE WAY THAT IT'LL READ THROUGH. I THINK PART OF THIS IS THE CONFUSION WITH THE STRIKE THROUGH. AND THEN WHAT WE'LL DO IS WE'LL REMOVE THE PARENTHESES AROUND EDUCATION CODE. SO IT WOULD READ IN ALIGNMENT WITH EDUCATION CODE 48,000. [03:15:01] STARTING IN THE 2526 SCHOOL YEAR AND EACH SCHOOL YEAR THEREAFTER. CHILDREN WHO TURNED FOUR MOVING FORWARD. IT'S. YEAH. YEAH, WE'LL REMOVE THE PARENTHESES BECAUSE THAT IS UNCLEAR. OKAY. ANY OTHER COMMENTS? IF NOT, WE WILL MOVE ON TO FOR E! [E. Instructional Services - Discussion of Board Policy 5131.9 - Academic Honesty] INSTRUCTIONAL SERVICES DISCUSSION OF BOARD POLICY 51319 ACADEMIC HONESTY. AS WE LOOK TO CLOSE OUT THIS SCHOOL YEAR AND OF COURSE START ANOTHER SCHOOL YEAR, WE'RE BRINGING FORWARD SOME PROPOSED LANGUAGE TO ADMINISTRATIVE REGULATION 5131.9 ON ACADEMIC HONESTY. I'LL SAY THAT THE THE POLICY AND THE INCEPTION OF THIS REALLY WAS DOCTOR SUITOR AND OUR INSTRUCTIONAL SERVICE DIRECTORS WORKING WITH OUR TEACHERS IN ARTICULATION REALLY STARTING LAST YEAR AND INTO THIS YEAR SOME OF THOSE QUESTIONS JUST BEING, YOU KNOW, WHAT IS THE POLICY RELATED TO THE USE STUDENT USE OF ACADEMIC, I'M SORRY, OF ARTIFICIAL INTELLIGENCE IN THE CLASSROOM. AND SO IN CONVERSATIONS WITH DOCTOR SUITOR, SPECIFICALLY THROUGH SOME OF OUR ARTICULATION GROUPS AS WELL AS THROUGH OUR TECHNOLOGY COMMITTEE THIS LANGUAGE HAS BEEN DRAFTED, WHICH IS THAT TEACHERS WOULD USE THE OPPORTUNITY WHEN WE START THE YEAR AND REALLY THROUGHOUT THE YEAR TO JUST STAY TO STATE EXPLICITLY WHAT THEIR EXPECTATIONS ARE FOR STUDENTS TO USE, OR TO NOT USE ARTIFICIAL INTELLIGENCE IN ASSIGNMENTS AND IN THEIR LEARNING. THIS IS NOT A REQUIREMENT THAT TEACHERS OR STUDENTS USE AI. THIS IS RATHER THE ENCOURAGEMENT AND HAVING OUR TEACHERS JUST BE EXPLICIT ABOUT WHAT THEY PREFER TO THEIR STUDENTS, IN PARTICULAR AS THEY START THE SCHOOL YEAR. SO THERE IS NO DISTRICT WIDE STANDARD AS TO WHAT TEACHER, HOW, HOW, OR WHAT TEACHERS ARE GOING TO. PRESCRIBE TO THEIR STUDENTS AS FAR AS THE USE OF AI. YEAH, AS WE WORKED WITH OUR TEACHERS AND SOUGHT THEIR FEEDBACK WE'RE NOT STATING AND TELLING OUR TEACHERS THAT THEY HAVE TO USE OR ACCEPT CERTAIN FORMS OF ARTIFICIAL INTELLIGENCE OR NOT. WE'RE LEAVING THAT UP TO THE DISCRETION OF OUR TEACHERS. WE'RE JUST HAVING OUR TEACHERS COMMUNICATE EXPLICITLY WHEN WE START THE YEAR WHAT THEIR EXPECTATIONS ARE ABOUT THAT. THERE ARE JUST TO CLARIFY TOO. THERE ARE ALSO REFERENCES IN THE LANGUAGE TO LIKE DIGITAL CITIZENSHIP AND TEACHER SHARING THAT INFORMATION WITH THEIR STUDENTS. YOU KNOW, OUR TEACHERS ARE DOING THAT ALL THE TIME AS THEY'RE WORKING, COMMUNICATING WITH STUDENTS. I THINK YEARS AGO, IN PARTICULAR BEFORE COVID, BEFORE WE WERE A 1 TO 1 DISTRICT, LIKE THERE WERE LIKE DISCRETE LESSONS ABOUT DIGITAL CITIZENSHIP THAT REALLY NOW IS LIKE SO INTEGRATED AND EMBEDDED. AND SO AS TEACHERS ARE WORKING ON WORKING WITH STUDENTS ON APPROPRIATELY CITING INFORMATION AND SOURCES TALKING ABOUT THINGS LIKE COPYRIGHT THOSE BECOME EMBEDDED PIECES ABOUT WHAT IS LIKE PROPER USE OF ARTIFICIAL INTELLIGENCE AND OTHER ONLINE TOOLS AS WELL. I JUST HAD A FEW THOUGHTS ON THE LANGUAGE USED IN THIS POLICY JUST SINCE I FIRST READ IT. IT'S KIND OF A FEW THINGS THAT KIND OF STUCK OUT TO ME ESPECIALLY WITH THE FIRST PARAGRAPH STATING TEACHERS WILL. SO LIKE IF YOU WERE TO LOOK AT BULLET POINT, ANY TEACHERS WILL UTILIZE AVAILABLE TOOLS AND PROGRAMS TO REVIEW STUDENT WORK FOR ORIGINALITY AND POTENTIAL INSTANCES OF PLAGIARISM, INCLUDING THE USE OF AI GENERATED CONTENT WITHOUT PROPER ATTENTION. I REALLY THINK THERE'S A NUMBER OF SUBJECTS WHERE THAT MAY NOT BE APPLICABLE OR SOME OTHER WAYS THAT TEACHERS MAY WISH TO GO ABOUT IT. AND SO CONSIDERING IT SAYS TEACHERS WILL. I WAS THINKING OF SOME LANGUAGE ALONG THE LINES OF WHEN RELEVANT AND IN ACCORDANCE WITH BOARD POLICY 4040, WHICH IS THE EMPLOYEE USE OF TECHNOLOGY AND THE OTHER DISTRICT GUIDELINES REGARDING THE USE OF ARTIFICIAL INTELLIGENCE THEY WILL UTILIZE. SO WHEN RELEVANT AND KIND OF SOME MORE OF THOSE THINGS TO MAKE SURE THAT IT IS NOT A TEACHER'S WILL AND THE IRRELEVANT CIRCUMSTANCES OR FORCING CHANGES TO THE CURRICULUM LIKE IN THE FIRST PARAGRAPH. TEACHERS ARE EXPECTED TO MODEL DIGITAL CITIZENSHIP PRINCIPLES IN THEIR COURSES, WHICH MAY INCLUDE DISCUSSIONS OF ETHICAL ARTIFICIAL INTELLIGENCE USAGE, RESPONSIBLE ONLINE BEHAVIOR, INFORMATIONAL LITERACY, AND THE POTENTIAL IMPACT OF TECHNOLOGY ON ACADEMIC INTEGRITY. SO IT'S MODELING AND WHICH [03:20:04] MAY INCLUDE THE FOLLOWING THINGS, AS WELL AS WHERE IT SAYS INTEGRATE DIGITAL CITIZENSHIP, SUCH AS ETHICAL AI USAGE. IF THERE IS A COURSE WHERE THEY'RE NOT TAKING THE AI USAGE OR THEY'RE NOT DOING THAT, RATHER THAN FORCE THEM TO ADD THAT TO THE CURRICULUM, SAYING TEACHERS WILL CONSIDER INTEGRATING DIGITAL CITIZENSHIP. SO THOSE WERE JUST A FEW OF THE THOUGHTS I HAD AS I READ THROUGH THIS AND SOME LANGUAGE THAT STUCK WITH ME. SO YOU'RE SUGGESTING SORT OF SOFTENING THE LANGUAGE ON SOME OF THESE, GIVEN THAT IT MAY NOT BE APPLICABLE JUST ON A FEW OF THEM, AND ALSO BECAUSE THIS IS AN ACADEMIC HONESTY, POLICY AND LETTER E IS SAYING TEACHERS WILL USE THESE METHODS TO LOOK AT HOW TO GRADE, OR B TEACHERS WILL TEACH THIS, WHICH IS MORE OF A CURRICULUM THING THAN AN ACADEMIC HONESTY THING. SO AS WE EXPLORE WHETHER OR NOT WE WANT THOSE TO BE PART OF THE PRACTICE, I'M NOT SURE THIS IS THE PLACE TO DO THAT IN AN ACADEMIC HONESTY POLICY. AND IT'S JUST SOME OF THE REQUESTS FOR TEACHERS, TEACHERS WILL FOLLOWING A TEACHERS WILL PREFACE ISN'T I DON'T KNOW. I DON'T FEEL LIKE IT WOULD FIT TO EVERY SUBJECT. IF I COULD JUST CLARIFY, THE EDITS TO THE POLICY ARE NOT AT ALL MEANT TO TO HAVE ALL TEACHERS, FOR INSTANCE, LIKE USE ARTIFICIAL INTELLIGENCE. AGAIN, IT'S TO COMMUNICATE TO STUDENTS WHAT THEIR EXPECTATIONS ARE REGARDING STUDENT USE OF ARTIFICIAL INTELLIGENCE. SO IT'S NOT A REQUIREMENT TO HAVE TEACHERS INTEGRATE ARTIFICIAL INTELLIGENCE INTO THEIR CURRICULUM. AGAIN, IT'S LIKE IT'S AN OUTWARD AND EXPLICIT JUST COMMUNICATION TO STUDENTS SO THEY'RE AWARE AND THEY CAN MEET THEIR TEACHERS EXPECTATIONS BASED OFF OF THE TEACHERS CHOOSING. YEAH. I HAVE SOME I THINK THESE PARTICULAR TECHNOLOGIES SET UP SOME UNIQUE CHALLENGES. I THINK STUDENTS CAN RIGHTFULLY ASK US HOW THEY'RE MEANT TO BE HELD TO A STANDARD OF USING ARTIFICIAL INTELLIGENCE ETHICALLY WHEN IT'S A TECHNOLOGY THAT'S ENTIRELY BUILT ON PLAGIARISM. AND IF YOU THINK BACK TO THE CONVERSATIONS THAT WE HAD AROUND TURN IT IN THOSE WERE SOME OF THE OBJECTIONS THAT WERE RAISED ABOUT THE WAY THAT TURNITIN WAS CREATED. AND DUE TO SOME CONCERNS THAT WERE RAISED AND SOME LIMITATIONS THAT WE FOUND IN THAT TECHNOLOGY. WE'VE MOVED AWAY FROM IT. IF THE CONCERNS WERE LIMITED TO JUST THAT ONE SOFTWARE PROGRAM, WE'D BE ALL SET. BUT UNFORTUNATELY, IT'S THE NATURE OF HOW THESE TOOLS ARE CREATED THAT SETS UP THESE REAL CHALLENGES. I'M NOT SURE HOW ONE WOULD DEFINE ETHICAL USE OF A TECHNOLOGY BUILT ON STOLEN. INTELLECTUAL PROPERTY. AND I THINK TO TRUSTEE LIGHTS POINT THE I. I'M NOT COMFORTABLE GIVING DIRECTION TO OUR TEACHERS TO USE AVAILABLE TOOLS AND PROGRAMS WHEN WE KNOW THAT. WELL, I CAN'T NAME A TOOL THAT IS RELIABLE IN DETECTING PLAGIARISM, AND I CERTAINLY KNOW OF MANY THAT ARE NOT. SO I THINK WE, I THINK WE AS A GROUP HAVE TO HAVE SOME MORE CONVERSATIONS IN PARTICULAR ABOUT THE CHALLENGES OF THESE TOOLS. AND ONE OF THE THINGS THAT I WOULD LIKE US TO CONSIDER IS THAT THESE TOOLS ARE NOT SIMILAR TO OTHER TOOLS BECAUSE OF THE NATURE OF THE WAY THAT THEY'RE CREATED AND USED AND THE POTENTIAL HARMS. AND I THINK IF WE'RE TALKING ABOUT. USING ARTIFICIAL INTELLIGENCE IN CLASSROOMS WHERE WE'RE TEACHING, WRITING OR EVALUATING WRITING. THEN WE'RE MOVING FROM A TOOL LIKE A CALCULATOR TO SOMETHING THAT IS MORE LIKE CURRICULUM. AND WE HAVE A VERY DELIBERATIVE PROCESS THAT BEGINS WITH OUR TEACHERS FOR EVALUATING OR REVIEWING CURRICULUM, THAT ALLOWS FOR BOARD REVIEW AND OVERSIGHT. [03:25:03] AND I WOULD LIKE TO SEE A ROLE FOR THE BOARD IN OVERSIGHT OF THESE TOOLS AS WELL. I, I THINK IT'S NOT. THESE TOOLS ARE NOT CREATED BY EDUCATORS. SO I THINK SIMPLY TO ALLOW THEIR USE IN THE CLASSROOM WITHOUT THAT THAT PROCESS OF REVIEW AND OVERSIGHT. IS NOT A GOOD PRACTICE. SO I WOULD LIKE TO SEE SOME TIGHTENING UP OF THE LANGUAGE BEFORE THIS POLICY GETS APPROVED. AND I WOULD LIKE US TO CONSIDER WHETHER THERE'S A ROLE FOR THE BOARD IN SOME FURTHER REVIEW AND OVERSIGHT OF THESE TOOLS. CORRECT ME IF I'M WRONG. ULTIMATELY, THIS IS ACADEMIC DISHONESTY POLICY. SO IT'S ULTIMATELY IF IT'S BEEN IDENTIFIED AS STUDENT USED IN AI GENERATED MATERIAL IN A LESSON WITHOUT. ATTRIBUTION. CORRECT. WITHOUT CITING THE SOURCE OR WHATEVER THE EXPECTATION IS FROM THE TEACHER. I THINK THAT'S THE PIECE WHERE THE TEACHER KIND OF HAS THEIR EXPECTATIONS SET. I MEAN, I THINK WE'RE GETTING INTO MAYBE A LARGER CONVERSATION OF HOW WE'RE GOING TO MONITOR THAT. SO I THINK THESE ARE TWO DIFFERENT CONVERSATIONS. I AGREE DISAGREEING WITH EITHER. I JUST DON'T KNOW WHERE THAT FITS INTO THIS. SO I AGREE. AND THAT'S WHY I SAID, I THINK THAT WE'RE GOING TO HAVE MANY CONVERSATIONS ABOUT THIS IN THE CONTEXT OF THIS PARTICULAR POLICY. I QUESTION HOW DO WE DEFINE ETHICAL I USAGE IS ONE QUESTION THAT I HAVE. AND THE SECOND QUESTION IS HOW DO WE DIRECT TEACHERS TO USE AVAILABLE TOOLS AND PROGRAMS? THEY'RE NOT NAMED IN THE POLICY TO REVIEW STUDENT WORK FOR POTENTIAL INSTANCES OF PLAGIARISM. WE'VE WE'VE DISCUSSED SOME OF THE SOFTWARE TOOLS THAT WE'VE USED IN THE PAST, AND WE'VE IDENTIFIED THAT THEY HAVE DEFICIENCIES AND WE HAVE MOVED AWAY FROM THOSE. I'M NOT CERTAIN THAT WE NOW HAVE AN APPROVED LIST THAT'S BEEN REVIEWED AND THAT WE'RE GOING TO DIRECT TEACHERS TO IN THIS POLICY. I, I THOUGHT WE DID REPLACE TURNITIN.COM WITH SOME OTHER PROGRAM. IS MY UNDERSTANDING. I THINK IT DOES COME BACK TO THIS POLICY IS REALLY COVERING ACADEMIC HONESTY. AS OPPOSED TO. US SELECTING OR DISCUSSING SPECIFIC AI TOOLS. SO I THINK WE HAVE TO IT NEEDS TO REFLECT REALITY, WHICH IS STUDENTS ARE USING THESE TOOLS. AND TO THE EXTENT THAT WE CAN EXPLAIN TO THEM THAT THEY CAN'T JUST PUT A QUESTION INTO CHATGPT AND THEN TURN THAT IN AS AN ASSIGNMENT, THAT THAT'S NOT AN APPROPRIATE USE, THAT IF THEY ARE GOING TO USE ANY OF THESE TOOLS, THAT THERE ARE WAYS TO HAVE ATTRIBUTION OF WHERE THE INFORMATION COMES FROM. SO I THINK IT REFLECTS WHAT, FROM MY UNDERSTANDING, STUDENTS ARE ALREADY DOING, AND TO MAKE SURE THAT THEY'RE DOING IT IN A WAY THAT DOESN'T BECOME DISHONEST ACADEMICALLY. I THINK THERE IS A FURTHER CONVERSATION ABOUT EMBEDDING TOOLS INTO CURRICULUM, WHETHER OR NOT WE WANT TO DO THAT, AND THAT WOULD CERTAINLY INVOLVE OUR EDUCATORS IN THAT. THIS, TO ME IS SORT OF THIS. THIS IS THE REALITY OF WHAT'S GOING ON. AND WE WANT TO MAKE SURE THAT OUR STUDENTS ARE. I KNOW WHY YOU HAVE A PROBLEM WITH THE WORD ETHICAL, BECAUSE A LOT OF THESE THESE TOOLS ARE, YOU KNOW, THEY'RE BUILDING ON ON STUDENT WORK AND THERE'S THAT PLAGIARISM, STEALING OF THEIR IDEAS ASPECT. BUT TO ME, THE ETHICAL USAGE ISN'T JUST TAKING THE OUTPUT AND CLAIMING IT AS YOUR OWN. SO I THINK THAT TO ME IS THE ETHICAL PIECE OF IT, NOT WHETHER THE TOOL ITSELF IS ETHICAL. I THE ONE THING I FEEL ABOUT THIS POLICY, THOUGH, IS THE REQUESTS BEING MADE ARE NOT ALL NECESSARILY FITTING INTO ACADEMIC. I ABSOLUTELY AGREE THAT WE NEED TO BE ABLE TO CLEARLY SET GUIDELINES, BUT I THINK THAT IN THIS POLICY THAT CAN BE DONE WITH ENFORCEMENT, WITH JUST SUBBULLET A PROVIDING CLEAR AND SPECIFIC GUIDELINES TO STUDENTS REGARDING THE USE OF AI TOOLS IN THEIR COURSES, INCLUDING EXPECTATIONS FOR CITATION AND ATTRIBUTION, AND D ADDRESS INSTANCES OF ACADEMIC DISHONESTY RELATED TO AI USAGE IN ACCORDANCE WITH ESTABLISHED INSTITUTIONAL POLICIES. BECAUSE B AGAIN INTEGRATE DIGITAL CITIZENSHIP EDUCATION INTO THE CURRICULUM, ASKING TEACHERS FOR A CHANGE FOR ADDITIONS TO THEIR CURRICULUM. [03:30:07] C MODELING RESPONSIBLE DIGITAL CITIZENSHIP PRACTICES IN THEIR OWN USE OF TECHNOLOGY. I COULD GO EITHER WAY ON THAT ONE. I'M PROBABLY OKAY LEAVING THAT ONE IN THERE. AND THEN E UTILIZE AVAILABLE TOOLS AND PROGRAMS TO REVIEW STUDENT WORK FOR ORIGINALITY AND POTENTIAL INSTANCES OF PLAGIARISM. THESE TOOLS THINK TEACHERS WILL UTILIZE THEM. A LOT OF THEM ARE NOT PERFECTLY ACCURATE. A LOT OF THEM HAVE SOME EQUITY ISSUES, ESPECIALLY WITH OUR MULTILINGUAL LEARNERS, BECAUSE A LOT OF THEM WITH THE AI WILL LOOK AT HOW ALMOST REPETITIVE IT IS OR HOW CONSISTENT THE CADENCE IS IN THEIR SPEECH. AND SO THAT CAN TARGET SPECIFIC GROUPS AND IT WILL FLAG THEM AS AI WHEN THEY'RE NOT. AND SO FOR ME, WITH THIS PART POLICY, I'M NOT SAYING I DISAGREE WITH BULLETS B AND E, I JUST DON'T BELIEVE THEY BELONG HERE. AND I BELIEVE THEY WARRANT FURTHER DISCUSSION. I WOULD BE INTERESTED IN PASSING PERSONALLY THIS POLICY REMOVING B AND E. DOCTOR SOUTER, DID YOU WANT TO ADD ANYTHING? YEAH, I WAS JUST GOING TO TO ADDRESS THE DIGITAL CITIZENSHIP PIECE. THESE ARE THINGS THAT TEACHERS HAVE BEEN DOING FOR MORE THAN A DECADE. OKAY. I, I HAVE NOT MET AN ENGLISH TEACHER YET, AND MAYBE I'M WRONG, BUT I HAVE YET TO MEET AN ENGLISH TEACHER THAT I'M AWARE OF WHO DOES NOT TEACH INFORMATION LITERACY. CITING SOURCES APPROPRIATELY GIVING CREDIT WHERE CREDIT IS DUE AND WORK AND THOSE TYPES OF THINGS, THAT IS THAT IS WHAT IS LOOKS LIKE. THAT'S WHAT DIGITAL CITIZENSHIP LOOKS LIKE FOR THEM. OKAY. DIGITAL CITIZENSHIP IN A CABINETRY TEACHERS CLASSROOM. PART OF THE CTE STANDARDS IS ABOUT REVIEWING TECHNICAL DOCUMENTS AND TECHNICAL BOOKS AND HOW TO GAUGE WHICH ONES TO USE WHEN. THAT IS A FACET OF MEDIA LITERACY UNDER THE STANDARDS OF DIGITAL CITIZENSHIP. OKAY. AND SO WHEN THEY'RE REVIEWING THOSE TYPES OF THINGS. AND SO THAT'S HOW A CABINETRY TEACHER DOES IT. OKAY. SO REGARDLESS OF REALLY WHERE YOUR CONTENT IS. THERE ARE FACETS OF DIGITAL CITIZENSHIP THAT EVERY TEACHER IS ALREADY IS ALREADY WORKING ON. IF THERE IS ANY TYPE OF DIGITAL WORK DONE IN THAT CLASS BECAUSE THEY HAVE TO. ALL RIGHT. AND SO IT'S REALLY JUST CODIFYING WHAT OUR TEACHERS ARE ALREADY DOING IN ORDER TO PROPERLY EDUCATE STUDENTS IN DIGITAL CITIZENSHIP PRACTICES IN ORDER TO ENCOURAGE ACADEMIC HONESTY. SO COULD PERHAPS THAT SECTION BE READ SOMETHING ALONG THE LINES OF COVERING TOPICS THAT MAY INCLUDE, WHICH GIVES TEACHERS THE FLEXIBILITY TO MAKE IT INTO HOWEVER IT IS FOR THEIR COURSE AND SUBJECT. AND THEN FOR SUBSECTION E, RATHER THAN SAYING TEACHERS WILL UTILIZE AVAILABLE TOOLS SAYING TEACHERS WILL HOLD ON, TEACHERS WILL INSTEAD OF. SO TEACHERS WILL REVIEW STUDENT WORK FOR ORIGINALITY AND POTENTIAL INSTANCES OF PLAGIARISM, INCLUDING THE USE OF AI GENERATED CONTENT WITHOUT PROPER ATTRIBUTION. RATHER THAN SAYING THEY WILL UTILIZE THE TOOLS WHICH ARE NOT NECESSARILY FULLY SET IN STONE YET, SAYING TEACHERS WILL REVIEW THE STUDENT WORK, AND THEN ONCE WE PROVIDE THOSE RESOURCES, THEY'D HAVE THE FLEXIBILITY TO CHOOSE HOW TO DO IT. SO JUST MAKING BE A LITTLE MORE BROAD TO ALLOW DIGITAL CITIZENSHIP TO LOOK HOW IT LOOKS IN THEIR CLASSROOM. AND THESE SPECIFIC THINGS THAT DIDN'T ALLOW ME TO, AGAIN, GIVE SOME MORE FLEXIBILITY WHILE STILL SAYING WE NEED TO BE CHECKING FOR THE THOSE USES OF AI USING THE TOOLS. IN BOARD POLICY 4040, THERE IS A PARAGRAPH EMPLOYEES SHALL REVIEW PROHIBITED AND PERMITTED USE OF TECHNOLOGY AS SPECIFIED IN BOARD POLICY 5131.9 ACADEMIC HONESTY. BE RESPONSIBLE FOR THE APPROPRIATE USE OF TECHNOLOGY AND USE OF DISTRICT TECHNOLOGY. SO I DON'T KNOW IF WE'RE HITTING THAT NOW IN TWO DIFFERENT SPOTS. IF IF WE REFERENCE BACK TO THIS BOARD POLICY IN THERE AND THAT WHATEVER LETTER THAT WAS. YEAH. SO THERE IS SOME STUFF IN 4040 THAT WE MAY WANT TO REFERENCE BACK WITHIN THIS POLICY. AND IN MY ORIGINAL NOTES FOR TONIGHT, I HAD PUT UNDER E BEFORE ANY OF THIS DISCUSSION, WHEN RELEVANT AND IN ACCORDANCE WITH BOARD POLICY 40, 40 AND OTHER DISTRICT GUIDELINES REGARDING THE USE OF ARTIFICIAL INTELLIGENCE, UTILIZE AVAILABLE TOOLS AND PROGRAMS TO REVIEW STUDENT WORK FOR ORIGINALITY AND POTENTIAL PLAGIARISM. I KNOW THAT ONE IS KIND OF THE UPDATED ONE FOR EMPLOYEE USE OF TECHNOLOGY, SO I HAD THAT IN THERE. THAT COULD ALSO APPEAR AS A CF RATHER THAN AN EMBEDDED. BUT YEAH, I HAD THAT THOUGHT AS WELL I THINK WOULD BE AND I FEEL LIKE WE DID THAT ON PURPOSE, THAT THE POLICIES REFLECT ONE ANOTHER. AND I LOVE THE EMPHASIS ON DIGITAL CITIZENSHIP. [03:35:02] AND I TOTALLY AGREE THAT WE'RE JUST CODIFYING WHAT TEACHERS ARE DOING. I JUST HAVE THOSE REMAINING CONCERNS ABOUT ABOUT THE PARTICULAR WORDS USED. I GUESS I'D FEEL A LITTLE BIT MORE RESPONSIBLE IF WE SUBSTITUTED RESPONSIBLE FOR ETHICAL WHEN WE TALK ABOUT AI. AND I STILL HAVE A QUESTION ABOUT WHETHER WE HAVE RELIABLE PROGRAMS TO DIRECT OUR TEACHERS TO USE, BUT. SO COULD THE NEW LANGUAGE BE JUST THROW IT OUT. IN BE TEACHERS WILL INTEGRATE DIGITAL CITIZENSHIP EDUCATION INTO THEIR CURRICULUM, COVERING TOPICS SUCH AS RATHER THAN WHAT WAS IT BEFORE? COVERING TOPICS SORRY, NOT SUCH AS CHANGING, SUCH AS TO COVERING TOPICS THAT MAY INCLUDE ETHICAL AI USAGE, RESPONSIBLE ONLINE BEHAVIOR, INFORMATIONAL LITERACY, AND THE IMPACT OF TECHNOLOGY ON ACADEMIC INTEGRITY. AGAIN, GIVEN THAT FLEXIBILITY AND THEN AN E SAYING UTILIZE AVAILABLE TOOLS OR HOLD ON. THAT'S THE OLD ONE AGAIN. REVIEW STUDENT FOR E! READ REVIEW STUDENT WORK FOR ORIGINALITY AND POTENTIAL INSTANCES OF PLAGIARISM, INCLUDING THE USE OF AI GENERATED CONTENT WITHOUT PROPER ATTRIBUTION, AND MAY UTILIZE AVAILABLE TOOLS AND PROGRAMS TO DO SO. KF 4040. I DON'T THINK I WANT TO WEAKEN. B I THINK IT'S FINE AS IS IF WE IT'S MY SUGGESTION THAT WE SUBSTITUTE RESPONSIBLE FOR ETHICAL. BUT I LIKE YOUR SUGGESTION FOR E JUST TAKE OUT THAT FIRST THE FIRST FEW WORDS AND SAY REVIEW STUDENT WORK FOR ORIGINALITY AND POTENTIAL INSTANCES OF PLAGIARISM AND NOT HAVE US NOT DIRECT HOW THEY DO THAT. THAT'S UP TO TEACHERS. ANY LU SOUNDS GOOD EVERYBODY. YEAH, I SEE EVERYBODY NODDING TO THOSE. THAT'S FINE. DID YOU DID YOU GET ALL OF THAT? YOU'RE GOOD. AND I KNOW WE WILL HAVE MANY OTHER DISCUSSIONS RELATED TO AI. JUST MOVING FORWARD. JUST TO CLARIFY WHAT YOU WERE SAYING, WHEN YOU SAY REMOVE THOSE FIRST FEW WORDS, WHAT I HAD READ A MOMENT BEFORE WAS PUTTING IT AT THE END, INCLUDING USE OF AI GENERATED CONTENT AND THE PROPER ATTRIBUTION, AND MAY UTILIZE AVAILABLE TOOLS AND PROGRAMS TO DO SO. CF 4040. WOULD YOU WANT THOSE THERE WITH THE MAY, OR WOULD YOU WANT THOSE REMOVED ENTIRELY? JUST JUST TAKE THEM OUT AND THEN PUT A CF AND THEN KEEP THE CF 4040. OKAY. OKAY. ARE WE GOOD ON THAT? YES. TRUSTEE GOLDBERG. SO I HAVE JUST WHILE YOU'RE RUMINATING OVER THERE, MR. LIU AND I AGREE, GETTING RID OF ETHICAL AND SWITCHING IT OUT FOR RESPONSIBLE. BUT THEN YOU HAVE RESPONSIBLE TWO WORDS LATER. SO THAT MAY BOTHER SOME OF US. BUT NOT NECESSARY IF YOU WANT TO COME UP WITH A SYNONYM, THAT WOULD BE GOOD. BUT, IN THE ON NUMBER EIGHT. JUST BEFORE WE MOVE ON IT SAYS AS APPLICABLE, BLAH BLAH BLAH. IT IS RECOMMENDED THAT TEACHERS WITH AN S AND IF YOU SKIP TO J IT SAYS CONSIDERS. SO I THINK YOU NEED TO TAKE OFF THE THE S AND CONSIDERS AND MAKE THAT CONSIDER SO THAT IT ALIGNS. YOU GOOD OKAY. YES. TRUSTEE LIGHT. YES. ONE MORE QUESTION. JUST ON B WE HAVE JUST LOOKING AGAIN AT REPETITIVE LANGUAGE IN THE TWO PARAGRAPH. TEACHERS ARE EXPECTED TO INTEGRATE DIGITAL CITIZENSHIP PRINCIPLES INTO THEIR COURSES, INCLUDING. IT'S ALMOST THE PARAGRAPH AT THE TOP OF TWO IS ALMOST THE SAME AS THE SUBSECTION B UNDER IT. COULD WE PUT THOSE TOGETHER? PERHAPS BECAUSE THE FIRST. AND WHERE IT SAYS TWO TEACHERS ARE EXPECTED TO INTEGRATE DIGITAL CITIZENSHIP PRINCIPLES INTO THEIR COURSES, INCLUDING DISCUSSIONS ABOUT ARTIFICIAL INTELLIGENCE USAGE, RESPONSIBLE ONLINE BEHAVIOR, INFORMATIONAL LITERACY, AND THE POTENTIAL IMPACT OF TECHNOLOGY AND ACADEMIC INTEGRITY. AND THEN B IS ALMOST THE EXACT SAME LANGUAGE. INTEGRATE DIGITAL CITIZENSHIP EDUCATION INTO THE CURRICULUM, COVERING TOPICS SUCH AS ETHICAL AI USAGE, SAME THINGS, EXCEPT IT'S THE IMPACT INSTEAD OF THE POTENTIAL IMPACT. I WOULD SAY JUST GET RID OF B. AND I LIKE THE LANGUAGE IN. SECTION TWO I THINK THAT'S STRONGER. ARE WE OKAY WITH THAT? SO IF YOU GO BACK UP TO PAGE TWO OR ON PAGE TWO, IF YOU GO TO THE BOTTOM LET'S GO TO THE TOP FOR A SECOND. SO B IS THE EXACT SAME AS IF YOU GO UP TO BULLET POINT TWO ON THE BOTTOM OF PAGE ONE. [03:40:05] THIS LANGUAGE IS THE EXACT SAME AS B, STARTING WITH INTEGRATE WITH A FEW SLIGHT WORDING CHANGES. SO I'M JUST SAYING WE DON'T NEED B IN THERE. AND I THINK TWO MAKES IT A LITTLE BY PUTTING THIS BEFORE THE TEACHERS WILL IT MAINTAINS OUR VISION WITHOUT ANY OF THE IMPLICATIONS I WAS MENTIONING. SO I WOULD BE COMFORTABLE MOVING FORWARD THAT WAY WITHOUT MY ORIGINAL COMMENTS ON B, WHILE STILL HAVING ALL OF THAT CONTENT IN VISION. I KNOW WE GOOD WITH THAT. YES, UP IN NUMBER TWO THERE IS. IT DOES STILL SAY ETHICAL ARTIFICIAL INTELLIGENCE USAGE AND THEN RESPONSIBLE ONLINE BEHAVIOR. IT COULD TURN INTO, IN MY OPINION, JUST RESPONSIBLE INSTEAD OF ETHICAL. AND THEN REMOVE THE SECOND ADJECTIVE RESPONSIBLE ARTIFICIAL INTELLIGENCE USAGE. ONLINE BEHAVIOR INFORMATIONAL LITERACY USING RESPONSIBLE AS AN ADJECTIVE TO THAT FULL LIST, AND THEN SAYING AND THE IMPACT OF TECHNOLOGY ON ACADEMIC INTEGRITY, OR JUST USE RESPONSIBLE TWICE AND JUST USE RESPONSIBLE TWICE, THAT WORKS TOO. I'LL GET OUT MY THESAURUS TOMORROW. I, I WAS, I WAS GOOD UP TO WHEN WE WERE TALKING ABOUT LIKE, GETTING MAYBE ELIMINATING LIKE, THE STARTING LANGUAGE IN TWO. THAT KIND OF, LIKE, DUPLICATED WITH B. I DON'T KNOW IF THERE WAS AGREEMENT THERE OR CONSENSUS FROM THE BOARD TO DO THAT. I THINK IT WAS THE OTHER WAY. I THINK IT WAS KEEP TO GET RID OF B. OKAY. SO I JUST WANT TO JUST GET CONSENSUS THAT WE'RE GOING TO AS TRUSTEE SAID, KEEP TWO. AND YES USE THE WORD I'M GOING TO USE THE WORD RESPONSIBLE JUST BACK TO BACK. SO RESPONSIBLE. BUT THEN WE'LL GET RID OF B BECAUSE THEY ARE SIMILAR. AND THEN THE CHANGES TO E. YES. YEAH. AND THEN WE'LL ADD THE CF. OKAY. THANK YOU. THANK YOU. THANK YOU EVERYBODY. OH AND THEY ASKED DID YOU GET RID OF THE. YES. YES OF COURSE. ANYTHING ELSE. OKAY. WE ARE AT FOUR F [F. Board Committee Reports] BOARD COMMITTEE REPORTS. DO WE HAVE ANY BOARD REPORTS? COMMITTEE REPORTS FROM ANYBODY? I WILL QUICKLY SHARE THAT. I DID HAVE WE DID HAVE OUR QUARTERLY COALITION. CANAL COALITION FOR YOUTH AND FAMILIES YESTERDAY. WE HAD A GREAT DISCUSSION ABOUT JUST THE PURPOSE AND WHAT WE WHAT COALITION DOES. AND ARE THERE WAYS TO IMPROVE AND PLANNING FOR THE ANNUAL SUMMIT, WHICH WILL BE A LUNCHEON, IT LOOKS LIKE ON WEDNESDAY, SEPTEMBER 17TH. SO IF YOU'RE PART OF A LOCAL ORGANIZATION THAT SERVES YOUTH AND FAMILIES IN THE COMMUNITY, WE WOULD LOVE TO SEE YOU THERE. OKAY. FOR COMMENTS FROM THE BOARD. TRUSTEE LIGHT. [G. Comments - Board of Education] GOOD EVENING. IT'S PRIDE MONTH. PLEASE JOIN US IN CREATING AN ENVIRONMENT WHERE ALL STUDENTS CAN EMBRACE WHO THEY ARE AND ATTEND SCHOOL IN A SAFE AND INCLUSIVE ENVIRONMENT, FREE FROM DISCRIMINATION. LGBTQ PLUS AMERICANS HAVE MADE SUBSTANTIAL CONTRIBUTIONS TO OUR NATION IN AREAS THAT INCLUDE ARTS AND ENTERTAINMENT, EDUCATION, MEDICINE, PUBLIC SERVICE, ATHLETICS, MILITARY SERVICE, AND THEIR ADVOCACY FOR EQUAL RIGHTS. HAPPY JUNE EVERYONE! THIS IS OUR LAST MEETING DURING THE SCHOOL YEAR, THOUGH WE DO HAVE ONE AFTER. I CANNOT WAIT TO SEE ALL OF THE EXCITING END OF YEAR CELEBRATIONS AT ALL LEVELS NEXT WEEK. STUDENTS FINISH OUT THESE FINAL SEVEN DAYS STRONG. LAST THURSDAY WAS A VERY EXCITING DAY IN THE CONEJO VALLEY WITH COUNTLESS CELEBRATIONS, EVENTS AND LEARNING SHOWCASES VIA OPEN HOUSES GOING ON, SO MANY SO THAT NO ONE PERSON COULD POSSIBLY HAVE GOTTEN TO ALL OF THEM. I HAD THE OPPORTUNITY TO STOP BY THE TEEN TECH CONVENTION AND AND SEE OUR SIXTH GRADERS LEARNING ABOUT THE BOMB SQUAD, GENETIC CODING, ROBOTICS, MATH, AND SO MUCH MORE. THIS PROGRAM HAS COME SO FAR, BOTH FROM THE TIME IT STARTED AND FROM WHEN I FIRST ATTENDED AS A SIXTH GRADER, AND I AM EXCITED TO SEE IT GROW FURTHER. CONGRATULATIONS TO ALL OF OUR NEW TEACHERS WHO ARE IN THE INDUCTION PROGRAM, WHO ARE RECOGNIZED AT THEIR END OF YEAR CELEBRATION THAT DAY. I HOPE YOU'VE HAD AN AMAZING EXPERIENCE THUS FAR AND WISH YOU LUCK AS YOU CONTINUE TO MOVE FORWARD. EXCITED TO HEAR THAT DATA POINT TONIGHT. ABOUT 100% WISHING TO RETURN. I WAS ABLE TO STOP BY THE WESTLAKE HILLS OPEN HOUSE AND SEE THE ARTWORK ON DISPLAY WHILE HAVING A GREAT CONVERSATION WITH PRINCIPAL NIMSCHKE AND DISCUSSING THE SCHOOL'S CULTURE AND ALL OF THE CHANGES THAT HAVE OCCURRED IN RECENT YEARS. WESTLAKE ELEMENTARY HAD AN INTERESTING TAKE ON OPEN HOUSES, WITH EACH CLASS COMING OUT TO PERFORM A DANCE ROUTINE, WHICH WAS A NICE, FUN AND EXCITING WAY TO GET THE EVENT STARTED BEFORE THE CLASSROOMS OPENED AT EARTH'S. I ENJOYED VISITING THE LIFE SCIENCE LAB AND SEEING THE UNIQUE HANDS ON EXPERIENCES STUDENTS CAN HAVE WITH ANIMALS IN LIFE SCIENCES. WAY MORE THAN I COULD COUNT, AND I'M IMPRESSED THAT STUDENTS HAVE THE OPPORTUNITY TO BE IN THERE AT LEAST EVERY OTHER WEEK TO EXPERIENCE THIS INCREDIBLE ENRICHMENT. WALNUT ALSO HAD [03:45:06] AN AMAZING OPEN HOUSE, AND I WAS EXCITED TO, OR WAS GRATEFUL TO SPEND TIME WITH THE PRINCIPAL AND SPEAK WITH TEACHERS AT EACH GRADE LEVEL TO LEARN MORE ABOUT THE WARM SCHOOL CULTURE AND ALL OF THE AMAZING WORK GOING ON THERE. THIS NIGHT, AS AN OVERALL, REMINDED ME OF AND REITERATED THE FACT THAT THERE IS A PLACE FOR EVERY STUDENT IN CVUSD AND I'M ALWAYS BLOWN AWAY BY THE DIVERSITY OF OFFERINGS AND EXPERIENCES AT THE SCHOOLS, AND THE DIFFERENCES BETWEEN THEM THAT PROVIDE SO MANY OPPORTUNITIES THROUGHOUT OUR DISTRICT, AND A WONDERFUL EDUCATION. ON SUNDAY, I EXPERIENCED A GREAT SHOWCASING OF COMMUNITY AT UNITY DAYS OR AT UNITY CONEJOS PRIDE PICNIC. THERE IS AN EXCELLENT TURNOUT OF COMMUNITY MEMBERS OF ALL AGES, AND IT WAS AN EXCELLENT SAFE SPACE FOR OUR STUDENTS. I WAS ABLE TO MAKE IT TO WESTLAKE HIGH SCHOOL IN NEWBURY PARK HIGH SCHOOL'S SENIOR SCHOLARSHIP NIGHT TO KICK OFF THE TWO WEEKS, THREE OF GRADUATIONS, CULMINATIONS PROMOTIONS, SENIOR CELEBRATIONS AND LOOK FORWARD TO NIGHT TOMORROW. CONGRATULATIONS TO ALL STUDENTS ON YOUR ACCOMPLISHMENTS AND THANK YOU TO OUR GENEROUS COMMUNITY THAT OFFERS SO MUCH SCHOLARSHIP MONEY TO STUDENTS. IF YOU'VE NEVER BEEN TO ONE OF THOSE EVENTS, SEEING THE NUMBER OF DIFFERENT AWARDS AND THE SHEER VALUE OF THOSE SCHOLARSHIP AWARDS IS REALLY INCREDIBLE, AND I'M GRATEFUL THAT THOSE ARE AVAILABLE TO OUR STUDENTS. THANK YOU TO OUR DISTRICT STAFF WHO MADE STUDENT RECOGNITIONS POSSIBLE TONIGHT. ORGANIZING, CREATING CERTIFICATES, PLANNING, EXECUTING. THAT IS NO SMALL FEAT. AND CONGRATULATIONS TO ALL OF THE STUDENTS WHO WERE RECOGNIZED AS WELL. HAVE A FABULOUS END TO THE SCHOOL YEAR AND A WONDERFUL TWO WEEKS UNTIL THE FINAL BOARD MEETING OF THE YEAR. GOOD NIGHT. THANK YOU. TRUSTEE LIGHT TRUSTEE GORBACH. HAPPY PRIDE MONTH, EVERYBODY. AND HAPPY AND REFLECTIVE PRIDE MONTH. YES, IT'S TO RECOGNIZE THE LGBT COMMUNITY AND THE ACCOMPLISHMENTS AND CONTRIBUTIONS. I CELEBRATED LAST WEEK THE VARIOUS CELEBRATIONS OF OUR DISTRICT. FIRST OF ALL, I WENT TO THE ACADEMIC CELEBRATION AT COLINA. AND THAT WAS LIKE AN ACADEMIC PARTY. IT WAS SO MUCH FUN WATCHING THE PARENTS. I GOT THERE A LITTLE BIT LATE BECAUSE I'LL TELL YOU IN A MINUTE, BUT I GOT THERE A LITTLE BIT LATE, AND THE PARENTS WERE WALKING OFF WITH THEIR KIDS, BUT THEY WERE QUIZZING THEM ON THE WAY TO THE PARKING LOT. WHAT DID YOU LEARN ABOUT THIS? THE ACADEMIC CELEBRATION AND JOY BETWEEN PARENTS AND KIDS WAS WAS FUN TO WATCH. AND BESIDES THAT, THEY HAD THE PARTY BALLS OUT THERE. IT LOOKED LIKE A BIG DISCO PARTY. SORRY FOR THE AGE RELATED COMMENT. I ALSO CELEBRATED THE DIVERSE CULTURAL MAKEUP OF OUR DISTRICT. I WENT TO A MULTICULTURAL NIGHT, AND THAT WAS TO SEE THE DANCES FROM DIFFERENT FROM EAST TO WEST. WAS JUST AMAZING WAS WONDERFUL THING AND TO TASTE, TO TASTE ALL THE FOOD, WHICH, OF COURSE, I DON'T PASS BY. WAS A WONDERFUL CELEBRATION OF MAKING EACH OF OUR KIDS FEEL LIKE THEY BELONG. AND THAT WAS GREAT TO SEE. AND THEN THE CELEBRATION OF OUR VISUAL AND PERFORMING ARTS. I WENT TO CONCERTS AT NEWBURY PARK. I WENT TO THE CHORUS CONCERT AT WESTLAKE HIGH. I WENT TO OTHER CELEBRATIONS. OUR KIDS GET THE MOST EXPERIENCE OF SUCH A DIVERSE OPPORTUNITY, AND IT MAKES ME PROUD TO BE A TRUSTEE FOR CVUSD. THANK YOU. GOOD LUCK. THANK YOU. FIRST OF ALL, CONGRATULATIONS TO THE MANY STUDENTS THAT WE HONORED THIS EVENING AND TO THOSE WHO WILL BE HONORED OVER THE NEXT TWO WEEKS. ENJOY YOUR FINAL TWO WEEKS OF SCHOOL. THANK YOU. TRUSTEE. THANK YOU, TRUSTEE GILL. THANK YOU. GOOD EVENING EVERYONE. IT WAS SUCH A JOY TO CELEBRATE THE ACCOMPLISHMENTS OF OUR STUDENTS THIS EVENING AND AT THE PREVIOUS MEETING. AND THE ONE BEFORE THAT. AND I'M REALLY LOOKING FORWARD TO ATTENDING AND PARTICIPATING IN SO MANY PROMOTION, CULMINATION AND GRADUATION CEREMONIES NEXT WEEK. AS WE CELEBRATE MAJOR MILESTONES AND SMALL TRIUMPHS FOR ALL OF OUR STUDENTS REALLY, REALLY GRATEFUL TO OUR ENTIRE CVUSD STAFF, FAMILY, AND TO THE CARING SCHOOL COMMUNITY THAT SUPPORTS US IN INVESTING IN OUR CHILDREN. THANK YOU ALL. THANK YOU. TRUSTEE GILL. TRUSTEE. GOLDBERG. I'M JUST GOING TO SAY YOU CAN SEE THAT THERE'S A LOT GOING ON. THERE IS A LOT TO CELEBRATE. THERE WAS A LOT TO CELEBRATE TONIGHT. THERE'S A LOT TO CELEBRATE MOVING FORWARD. SO BREATHE. HANG ON, AND THANK YOU ALL IN ADVANCE. IN PARTICULAR, I JUST WANT TO GIVE A SPECIAL SHOUT OUT TO THE AIR TRAFFIC CONTROL. [03:50:06] THAT WAS MRS. JUDD AND DOCTOR SELLERS THIS EVENING. IT WORKED SEAMLESSLY. AND LET'S PARTY ON. WE HAVE NO IDEA WHAT WAS GOING OUT THERE ON OUT THERE, BUT WE CAN TELL YOU WHAT CAME THROUGH HERE WAS PERFECT. IT WAS SO CALM IN HERE. SO THANK YOU. EXCELLENT. THANK YOU. TRUSTEE SYLVESTER. ALL RIGHT. GOOD EVENING. THREE HIGHLIGHTS TWO OF WHICH TOOK PLACE AT THE CARPENTER FAMILY THEATER AT WESTLAKE HIGH SCHOOL. ONE BEING IN THE AUDIENCE AT THE WESTLAKE HIGH SCHOOL. HONORS ENVIRONMENTAL FIELD STUDY PRESENTATIONS. WHEN PRINCIPAL BRANHAM SURPRISED TEACHER JEN BOYD WITH THE NEWS THAT SHE WAS A STATE FINALIST, ONE OF FIVE FOR THE 2025 PRESIDENTIAL AWARDS FOR EXCELLENCE IN SCIENCE TEACHING. TREMENDOUS CONGRATULATIONS AS AS I, AS WELL AS EVERYBODY IN THAT AUDIENCE CAN ATTEST, THIS IS VERY MUCH DESERVED. SO CONGRATS TO MISS BOYD TO HAVING AN AMAZING CHICKEN TAMALE HOMEMADE BY LUCILLE, WHO IS THE PRESIDENT AT THEIR FINAL MEETING OF THE YEAR. IT WAS QUITE A FEAST. I ALSO GOT TO LISTEN TO AN INTERESTING DISCUSSION BY THE REPS ON SOME OF THE NEW ELD TEXTBOOKS. IT WAS FOLLOWED THE NEXT DAY BY A SLICE OF CHRISTINA HARRISON'S ALMOND, TAUGHT AT THE LGBTQ PLUS ADVISORY COUNCIL, ALONG WITH REALLY A MEANINGFUL DISCUSSION ON THEIR DRAFT TOOLKIT AND RESOURCE GUIDE THAT THEY'RE PUTTING TOGETHER. AND FINALLY, THREE, WATCHING A WONDERFUL, INCLUSIVE CHOIR PERFORMANCE AT WESTLAKE HIGH SCHOOL. EVERY GROUP THAT PERFORMED WAS FANTASTIC, BUT I WAS PARTICULARLY MOVED BY THE INCLUSIVE NATURE OF SEVERAL OF THE ACTS, AND I WANT TO GIVE A SHOUT OUT TO TEACHER AMY ROLNICK, WHO USED PART OF WESTLAKE HIGH SCHOOL'S PROP 28 MONEY TO HIRE A MUSIC THERAPIST TO WORK WITH HER SPECIAL ED STUDENTS AND HELP THEM TO BE MEANINGFULLY INCLUDED WITHIN THE CHOIR PROGRAM. AND WATCHING THE JOY ON THE FACES OF THESE STUDENTS WAS JUST ABSOLUTELY, ABSOLUTELY INCREDIBLE. WE TALK A LOT ABOUT INCLUSION IN THESE MEETINGS. WE TALK A LOT ABOUT IT WITHIN THE DISTRICT, BUT IT REALLY IS AMAZING TO SEE IT IN ACTION ON THE STAGE AND SEE THE REAL IMPACT ON OUR STUDENTS. SO I WILL SEE EVERYONE AT OUR FINAL BOARD MEETING ON THE OTHER SIDE OF ALL OF THE GRADUATIONS. CULMINATIONS FROM PROM AND PROMOTIONS. CONGRATULATIONS TO EVERYONE IN ADVANCE. THANK YOU. HAPPY JUNE. HAPPY PRIDE. THERE'S BEEN A LOT ALREADY SAID SO I WILL JUST SAY THAT I AM LOOKING FORWARD TO THE GRADUATIONS CULMINATIONS PROMOTIONS THAT I WILL BE ATTENDING NEXT WEEK. IT'S ALWAYS SUCH A JOY TO WITNESS THESE CELEBRATIONS. EVERY YEAR WE SAY IT GOES BY FAST. AND I'M SAYING IT AGAIN. I THINK WE'RE ALL SAYING IT AGAIN. THE 20 2425 SCHOOL YEAR HAS BEEN NO EXCEPTION. I'M REALLY GRATEFUL FOR THE CVUSD COMMUNITY THE TEACHERS AND STAFF WHO WORK EVERY SINGLE DAY ON BEHALF OF, OF KIDS THE GREATER VALLEY COMMUNITY, INCLUDING CVUSD PARENTS WHO BOTH SUPPORT THE WORK OF THE DISTRICT AND THE BOARD OF EDUCATION AND ALSO CHALLENGE US TO DO BETTER ACROSS MANY SPHERES. I APPRECIATE MY COLLEAGUES UP HERE ON THE DAIS WHO CARE SO DEEPLY ABOUT THESE SCHOOLS AND THESE STUDENTS, AND I GET TO SEE THAT AND ALL THAT YOU DO ALL THE TIME, EVERY DAY. AND THEN FINALLY, THE STUDENTS WHO ARE WHY WE ARE ALL HERE. IT IS AN HONOR TO WATCH YOU LEARN, GROW, PLAY, CREATE, CHALLENGE, AND SUCCEED IN YOUR EDUCATIONAL JOURNEY. AND THAT'S IT FOR ME. DOCTOR MCLAUGHLIN, I JUST WANT TO GIVE A QUICK SHOUT OUT TO ACTUALLY ALL OF OUR MAINTENANCE AND OPERATIONS TEAMS AND TECHNOLOGY TEAMS [H. Comments - Superintendent] GOING INTO NEXT WEEK. WE KNOW THAT THERE'S A LOT OF PREPARATION THAT NEEDS TO BE DONE IN ORDER TO HAVE CHAIRS OUT ON FIELDS AND STAGES SET AND TECHNOLOGY UP AND RUNNING SO LIVE STREAM CAN TAKE PLACE. SO WE KNOW THAT THERE'S SO MANY BEHIND THE SCENES FOLKS TO MAKE NEXT WEEK WORK. AND I JUST WANT TO MAKE SURE THAT THAT'S NOT LOST ON US. AS WE GET INTO THE LAST WEEK OF SCHOOL AND ALL THE BUSYNESS OF ENDING OUT THE YEAR WITH PROMOTIONS AND GRADUATIONS. SO WITH THAT, THANK YOU TO EVERYONE ELSE. THANK YOU. [A. Future Board Topics / Activities] WE ARE AT ITEM FIVE, A FUTURE BOARD. TOPICS. DOES ANYBODY HAVE ANYTHING THEY WOULD LIKE TO ADD? YES. TRUSTEE LIGHT. PERHAPS SOME FOLLOW UP FROM THE PUBLIC COMMENT EARLIER REGARDING MIDDLE SCHOOL PE AND DRESSING OUT WITH THE DRESS CODE. ANY THOUGHTS ON DRESS CODE IS ALWAYS AN INTERESTING TOPIC, AND I ALSO KNOW THAT I'M SAYING THIS AS SOMEONE WHO WOULD LIKELY NOT BE PART OF THAT DISCUSSION, SO IT'S EASY FOR ME TO REQUEST IT. ANY THOUGHTS CONSENSUS OPINIONS ON THAT SUGGESTION? OR DO WE TABLE IT? OKAY. WE'RE GOING TO TABLE IT. [03:55:02] I DID HAVE ONE SUGGESTION, GIVEN THAT WE ARE ADDING SECTIONS NEXT YEAR, AND I THINK THIS IS A STRATEGY FOR MEETING THE NEEDS OF SOME OF OUR IMPORTANT STUDENT POPULATIONS. THE AVID PROGRAM. I WANTED TO THROW THAT OUT THERE AS A POTENTIAL PRESENTATION FOR SOME TIME NEXT SCHOOL YEAR. I SEE A FEW NODS. YEAH, OKAY. CONSENSUS. EXCELLENT. AND IF NOTHING ELSE, WE ARE AT ADJOURNMENT. ITEM FIVE B. [B. Adjournment] WE ARE ADJOURNED AT 9:56 P.M.. THANK YOU EVERYBODY. * This transcript was compiled from uncorrected Closed Captioning.