Oct 17, 2024 School Board

[00:00:07]

GOOD AFTERNOON. IT IS NOW 4:00 AND WE HAVE RETURNED FROM CLOSED SESSION ON ITEM 3.1.

[4. RECONVENE TO OPEN SESSION]

ITEM 4.2 PLEDGE TO THE AMERICAN FLAG.

PLEASE STAND.

READY. BEGIN.

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.

THANK YOU. ITEM 4.3 SPOTLIGHT PRESENTATION ADDAMS FAMILY SOLO MR. SCHMEICHEL. OR DID YOU WANT TO INTRODUCE MR. SCHMEICHEL? THANK YOU SO MUCH, PRESIDENT.

KHOZA IS BRINGING YOU SOMETHING CREEPY, SOMETHING KOOKY, MYSTERIOUS AND SPOOKY.

ONTO THE STAGE STARTING OCTOBER 26TH THROUGH NOVEMBER 2ND.

WHAT ELSE WOULD YOU WANT TO BE DOING ON HALLOWEEN? THE ADDAMS FAMILY MUSICAL.

BOTH WICKEDLY FUNNY AND MESMERIZINGLY, MACABRE FEATURES AN ORIGINAL STORY AND EVERY FATHER'S WORST NIGHTMARE.

WEDNESDAY ADDAMS. THE PRINCESS OF DARKNESS HAS FALLEN IN LOVE WITH SOMEONE NORMAL.

THIS MUSICAL IS FUNNY AND FAMILY FRIENDLY AND HAS A BIG CAST, SO THERE'S LOTS OF OPPORTUNITIES FOR BIG DANCE NUMBERS AND ALL AROUND SPOOKY FUN.

AND I WOULD BE REMISS IF I DIDN'T ALSO HIGHLIGHT THE PROFESSIONAL LIGHTING, SOUND, COSTUMES, AND SET THAT MAKE THIS OVERALL EXPERIENCE GREAT FOR EVERYBODY IN THE FAMILY.

WE'RE GOING TO GET A LITTLE SNEAK PEEK OF MR. ADDAMS, GOMEZ.

I'D LIKE TO INTRODUCE AND BRING UP TO THE STAGE HERE BRUNO DOMINGUEZ, WHO WILL BE PLAYING GOMEZ ADDAMS IN THE US VERSION OF THE ADDAMS FAMILY. HE'S LIKE A BULL IN THE RING.

LIKE THE MODERATE RIGHT WING.

I'M TRAPPED LIKE A FLY IN MY TEA OR THE NEW YORK DMV.

I'M TRAPPED WITH MY WIFE TO MY LEFT AND MY DAUGHTER TO MY RIGHT.

AND HE THOUGHT OF MY ESCAPING.

MUST BE SCRAPPED.

I COULD CHOOSE SING THE BLUES.

BUT NO MATTER WHAT I DO, I'M TRAPPED, TRAPPED, TRAPPED LIKE A BOAT IN A LOCH.

OR A CUCKOO IN A CLOCK.

I'M TRAPPED LIKE A CORPSE IN THE GROUND.

OR LIKE THEATER IN THE ROUND, I'M TRAPPED I COULD CRY, I COULD LIE, I COULD SIMPLY UP AND DIE.

BUT I FEAR THE DICE HAVE ROLLED TO FINALLY CRAPPED.

SHOULD I BEG, SHOULD I RAGE OR STAY SAFELY IN MY CAGE? HOW? TRAPPED.

TRAPPED. TRAPPED.

HOW CAN I KEEP A SECRET FROM THE WOMAN I ADORE.

THE BITTER BREEZE THAT KEEPS ME HERE.

IN COMING BACK FOR MORE.

SHE STROKES THE ADDAM'S FIRE.

SHE HARBORS EACH DESIRE I'D NEVER TELL HER LIES.

BUT WHEN MY DAUGHTER CRIES.

HOW CAN I BE EXPECTED THEN TO TURN THE OTHER CHEEK.

SHOULD I NOT BE HER HERO? INSTEAD OF SNIVELING AND WEAK, I'LL PICK THE ROUTE.

THAT'S TRUE. TELL ME WHAT I MUST DO.

SHOULD I GRIPE? SHOULD I GROAN? WOULD I RATHER PASS A STONE? TRAPPED WIFE GONE WILD.

CRAZY CHILD, LITTLE ME UNRECONCILED I'M TRAPPED.

IF I'M WRONG, I'LL BE STRONG AND WILL TRY TO GET ALONG.

OR I'LL FAIL. HAVE TO BAIL.

SHOW MY COFFIN TO THE NAIL IF I NOT.

IF I SCRATCH, MAYBE DINNER WILL BE SCRAPPED.

THEN I WOULDN'T BE TRAPPED.

TRAPPED TO OPT.

WOO! WOO! OH MY GOD! THANK YOU SO MUCH.

THAT WAS AMAZING.

WOO! A TOUGH ACT TO FOLLOW.

I KNOW SERIOUSLY.

I'M DONE. I'M OUT.

ITEM 4.4.

AUDIENCE IS NOTIFIED OF PUBLIC COMMENT PROTOCOLS.

[00:05:02]

SPEAKERS WILL QUEUE BEHIND THE PODIUM AND STATE THEIR NAME AND CITY PRIOR TO SPEAKING, AND SPEAKERS WILL HAVE THREE MINUTES.

ITEM FIVE CONSOLIDATED MOTION FOR CONSENT CALENDAR.

[5. CONSOLIDATED MOTION FOR CONSENT CALENDAR]

CALL FOR THE VOTE, PLEASE.

MOTION PASSES.

[6.1 Approval of Retirement Notice Stipend]

IS THERE ANY PUBLIC COMMENT AT THIS TIME? SUPERINTENDENT MUELLER DO YOU HAVE ANY COMMENTS? JUST THIS IS, I BELIEVE, OUR FIFTH YEAR OFFERING AN EARLY RETIREMENT NOTICE STIPEND FOR OUR STAFF MEMBERS WHO ARE PLANNING ON RETIRING. TO NOTIFY THE DISTRICT PRIOR TO THE END OF THE SCHOOL YEAR.

THIS HELPS US PLAN FOR NOT ONLY OUR BUDGET, BUT FOR STAFFING AND DECISIONS THAT WE NEED TO MAKE.

OUR DIRECTOR OF HUMAN RESOURCES, DONNA TRIPPI, IS HERE.

IF THE BOARD HAS ANY ADDITIONAL INFORMATION OR QUESTIONS, THIS HAS COME BEFORE THE BOARD IN THE PAST.

TRUSTEES, ANY QUESTIONS OR COMMENTS? I JUST WANT TO I APPRECIATE THE TWO SEPARATE OPPORTUNITIES TO PROVIDE NOTICE.

I THINK THE MORE THE EARLIER WE CAN GET THE INFORMATION THE BETTER.

SO I APPRECIATE THAT CHANGE.

IS THERE A MOTION TO APPROVE ITEM 6.1? SO MOVED. SECOND.

CALL FOR THE VOTE, PLEASE.

MOTION PASSES.

ITEM 6.2.

[6.2 Award CalSHAPE Assessment and Implementation Consultant Services RFQ #CUSD2024-09-24]

WE ARE HOPING THAT WE CAN FIND OUT SOME MORE INFORMATION ABOUT THIS.

NOT MUCH INFORMATION IS IN THIS MONTH'S BOARD AGENDA.

AND SO WE LOOKED ON THE FACILITIES PAGE DOWN AT THE BOTTOM.

THERE'S A PROJECTS AREA.

NO INFORMATION ABOUT THIS, SO WE'RE NOT QUITE SURE WHAT IS BEING ASSESSED.

I KNOW IT SAYS HEATING AND AIR FOR EXAMPLE, I'M GETTING QUESTIONS LIKE, DO YOU THINK THAT MAYBE THE BOILER AT THE MIDDLE SCHOOL IS FINALLY GOING TO GET REPLACED? SO, I'M JUST WONDERING HOW WE CAN FIND OUT MORE ABOUT WE LOOKED UP THE ACRONYM.

WE READ ABOUT THAT.

BUT WHAT TRULY IS THIS GOING TO DO FOR US SPENDING THIS MUCH MONEY TO BRING IN SOMEBODY TO DO WHAT.

WHAT IS ASSESSMENT ENCOMPASSING.

SO IF IT'S JUST A LINK THAT WE HAVE OVERLOOKED SOMEWHERE ON THE DISTRICT WEBSITE, A PREVIOUS BOARD AGENDA FEEL FREE TO SEND THAT LINK ON OVER SO I CAN GET IT OUT TO THE PEOPLE THAT ARE ASKING.

BUT IT'S A BIG CHUNK OF CHANGE, AND WE'RE JUST WONDERING WHAT'S WHAT TRULY IS IT GOING TO DO? THANK YOU.

SUPERINTENDENT MUELLER. YES.

THANK YOU. PRESIDENT PALACIOS-PETERS MR. SALAMANCA 6.2.

THE AWARD. THE AWARD OF THE CAL SHAPE ASSESSMENT AND IMPLEMENTATION CONSULTANT SERVICES.

THANK YOU. SUPERINTENDENT MUELLER.

INCLUDED IN THE ACTION ITEM IS A LINK TO A LITTLE BIT MORE INFORMATION ABOUT THE CAL SHAPE PROGRAM ITSELF.

IT ACTUALLY LINKS YOU DIRECTLY TO THE CALIFORNIA ENERGY COMMISSION WEBSITE.

LANDING PAGE FOR CAL SHAPE.

THE BOARD PREVIOUSLY ACCEPTED A GRANT AWARD FROM THE CALIFORNIA ENERGY COMMISSION TO FULLY FUND THIS WORK, SO THE DISTRICT RECEIVED A GRANT TOTALING JUST ABOUT $663,000.

THIS ACTION ITEM TONIGHT IS ACTUALLY AWARDING TO A VENDOR THE WORK TO FULFILL WHAT WE APPLIED FOR IN THE GRANT, SPECIFICALLY WHAT'S ALLOWED FOR IN THE GRANT.

THE CAL SHAPE. CAL SHAPE STANDS FOR CALIFORNIA SCHOOL OF HEALTHY AIR PLUMBING AND EFFICIENCY PROGRAM, AND IT'S SPECIFICALLY FOCUSED ON UPGRADING HEATING AND AIR CONDITIONING AND VENTILATION SYSTEMS SPECIFIC TO ASSESSMENT AND MAINTENANCE.

SO THERE'S ACTUALLY TWO PHASES OF THIS FUNDING SOURCE ASSESSMENT AND MAINTENANCE.

THERE'S A REQUIRED ASSESSMENT THAT HAS TO BE PERFORMED BY A SPECIALIZED THIRD PARTY.

[00:10:03]

ONCE THAT ASSESSMENT IS COMPLETED, THEY'LL MAKE RECOMMENDATIONS FOR REQUIRED MAINTENANCE ON OUR EXISTING HVAC SYSTEMS. THERE IS A PHASE TWO THAT WE MAY EVENTUALLY BE ENTITLED TO APPLY FOR.

THAT'S FOR UPGRADE AND REPAIR.

SO RIGHT NOW IT'S PURELY ASSESSMENT AND MAINTENANCE OF EXISTING.

AN EXAMPLE OF MAINTENANCE MIGHT BE CHANGING SOME OF THE BELTS ON SOME OF THE SYSTEMS, CHANGING AIR FILTERS.

AND THAT WORK WILL BE AWARDED.

OR THE BOARD IS ASKED TO TAKE ACTION TO AWARD THAT TO PACIFIC WEST TO BE OUR CONSULTANTS THROUGH THIS PROCESS.

THANK YOU. TRUSTEE. DO YOU HAVE ANY QUESTIONS OR COMMENTS? I DO, REALLY QUICKLY.

DO WE HAVE WILL WORK BE DONE AT ALL OF THE SITES OR ARE THERE PRIORITIES WITHIN OUR DISTRICT THAT WE WANT TO TACKLE FIRST OR THERE WAS A CERTAIN AMOUNT.

IT WAS VERY PRESCRIPTIVE.

THE GRANT APPLICATION PROCESS, WE HAD TO SUBMIT AN INVENTORY OF ALL OF THE HVAC SYSTEMS AT EACH OF OUR RESPECTIVE SCHOOL SITES, AND A SPECIFIC DOLLAR AMOUNT WAS ATTRIBUTED TO EACH OF THOSE UNITS.

ONCE THIS ASSESSMENT IS COMPLETE, WE'LL RECEIVE RECOMMENDATIONS AND EACH SCHOOL SITE WILL HAVE SOME, SOME WORK THAT'S FUNDED THROUGH THIS.

OKAY. THANK YOU.

CAN I ASK A QUESTION? SO FOR THE GRANT, WHAT CAN YOU TELL US? OR DO YOU HAVE ANY IDEA ABOUT THE BREAKDOWN OF THE ASSESSMENT PART OF IT VERSUS THE MAINTENANCE IN TERMS OF, LIKE, DOLLAR, DOLLAR FIGURES OR HOW MUCH IS THE ASSESSMENT GOING TO COST? I ASSUME THE ASSESSMENT HAS TO BE DONE EVEN NOT ONLY FOR THIS PHASE, BUT ALSO FOR PHASE TWO, OR IF THERE WERE TO BE ANY UPGRADES.

YES, THE AND I DON'T HAVE THE SPECIFIC PERCENTAGES, BUT THE, THE GRANT ITSELF SPECIFIED THE MAXIMUM AMOUNT THAT'S ALLOWED TO BE SPENT ON ASSESSMENT. I CAN SHARE IT'S LESS THAN 15%.

IS WHAT THE ASSESSMENT COSTS ARE GOING TO BE ATTRIBUTED TO, WITH THE BALANCE BEING FOR THE MAINTENANCE PORTION.

OKAY. SO I MEAN, THAT'S THAT SOUNDS THAT SOUNDS PRETTY GOOD TO ME.

I MEAN, I WOULD ASSUME THAT THE MAINTENANCE THAT THEY'RE GOING TO RECOMMEND IS GOING TO BE ABOVE AND BEYOND CHANGING BELTS AND FILTERS.

BUT I WOULD HOPE THAT.

BUT YEAH.

YEAH. SO THANK YOU.

YEAH. AND JUST IT WAS INTERESTING TO CLARIFY THE NUANCE BETWEEN WHAT IS MAINTENANCE VERSUS A REPAIR.

MAINTENANCE IS SOMETHING TO EXTEND, WHEREAS THE REPAIR IS FIXING SOMETHING THAT'S BROKEN AND REPAIRS WILL BE HANDLED IN A PHASE TWO OF THIS.

IS THERE A MOTION TO APPROVE ACTION ITEM 6.2? SO MOVED. SECOND.

THANK YOU. CALL FOR THE VOTE.

MOTION PASSES.

ITEM 7.1 ACT REPORT.

[7.1 ACT Report: President Jennifer Landry]

GOOD AFTERNOON EVERYONE.

MY NAME IS JENNIFER LANDRY, AND TODAY I'M HERE IN MY ROLE AS THE PRESIDENT OF ACT, THE ASSOCIATION OF CORONADO TEACHERS.

AS PROFESSIONAL EDUCATORS, THE MEMBERS OF ACT ARE DEEPLY COMMITTED TO THE SUCCESS OF EVERY STUDENT.

STUDENTS ARE THE CENTER OF EVERYTHING WE DO, AND WE WANT TO ENSURE THAT EVERY STUDENT HAS A CARING, QUALIFIED, AND COMMITTED EDUCATOR.

ALTHOUGH THE WORD TEACHER IS IN OUR NAME, WE ARE ALSO SPEECH LANGUAGE PATHOLOGISTS, SCHOOL PSYCHOLOGISTS, COUNSELORS, AND NURSES.

I THOUGHT I'D START THIS INTERVIEW THIS AFTERNOON.

PARDON ME WITH A MOMENT OF LEVITY.

BROUGHT TO YOU AND US THE SECOND MONTH IN A ROW BY CMS HISTORY TEACHER MATT SMITH, WHO'S IN ATTENDANCE BEHIND ME.

ALL FOUR SCHOOL SITES HAVE NOW GONE THROUGH SCHOOL PICTURE DAY.

MATT, AS SOME MAY EXPECT, TOOK HIS SCHOOL PICTURE TO A NEW LEVEL.

MAY WE PRESENT PRESIDENT SMITH AND ALSO SOLDIER SMITH HELPING PRESIDENT WASHINGTON NAVIGATE HIS CROSSING OF THE DELAWARE RIVER ON CHRISTMAS MORNING. SOLDIER SMITH IS IN THE BLUE SHIRT SEATED IN THE BOAT.

SO THANK YOU, MR. SMITH, FOR THAT LEVITY.

SO WE'VE GOT SOME OTHER MEMBERS BESIDES MATT GOING ABOVE AND BEYOND IN THE COURSE OF THEIR DAY.

RECENTLY, THE CITY HONORED SOME ART TEACHERS AT A COUNCIL MEETING.

OUR TEACHERS WEREN'T INCLUDED IN THAT, SO WE THOUGHT WE'D SPOTLIGHT SOME OF OUR ART TEACHER MEMBERS HERE.

CARRIE JACKSON AND GINA SORENSEN, PICTURED THERE, CARRIE'S ON THE LEFT.

GINA IS ON THE RIGHT AT THE TABLE, HAVE TEAMED UP ON A PRETTY AMAZING PROJECT.

[00:15:05]

SORRY. OPEN ON THE 13TH.

RUN THROUGH THE 14TH 7 P.M.

IN THE CORONADO PERFORMING ARTS THEATER.

PLEASE CONSIDER MARKING YOUR CALENDARS FOR THOSE TWO DATES AT SEVEN.

THIS IS PROJECT ONE.

OF A FIVE PART GRANT PROPOSAL THAT KERRY IS SUBMITTING ON BEHALF OF THE COSA FOUNDATION, WITH KEY INPUT AND SUPPORT FROM COMMUNITY NONPROFIT PARTNERS.

THE COSA ART AND WELLNESS INITIATIVE, LED BY THE COSA FOUNDATION, IS A FOUR YEAR PROJECT AIMED AT SUPPORTING STUDENT WELLNESS BY INTEGRATING HEALTH, NATURE, ARTS AND CULTURE. AND IF YOU KNOW KERRY, THAT'S HER.

IT TARGETS OVERBURDENED YOUTH, PARTICULARLY CREATIVE TEENS, THROUGH FIVE INTERCONNECTED PROJECTS.

KEY PARTNERS INCLUDE SAFE HARBOR FOR THEIR COUNSELING SERVICES, CORONADO CULTURAL ARTS COMMISSION FOR THE PUBLIC ART AREA, EMERALD KEEPERS FOR THEIR GARDENING AND SUSTAINABILITY ACTIVITIES, AND BONNIE'S BAYSIDE MARKET FOR OUR FAVORITE CATERING.

THE INITIATIVE'S PROJECTS INCLUDE COLLABORATIVE ART PERFORMANCES, PUBLIC ART INSTALLATIONS, WELLNESS EVENTS, AND A FREE YOUTH ISLANDER RETREAT. EACH PROJECT PROMOTES MENTAL WELLNESS, COMMUNITY ENGAGEMENT AND ENVIRONMENTAL AWARENESS THROUGH ACTIVITIES LIKE YOGA, MEDITATION, ART EXHIBITIONS AND GARDEN BASED LEARNING.

STUDENT LED COLLABORATIVE PROJECTS FURTHER EXPLORE ENVIRONMENTAL AND WELLNESS THEMES.

BLESS YOU THROUGH MULTIPLE ARTISTIC DISCIPLINES.

THE INITIATIVE EMPHASIZES SCALABILITY WITH POTENTIAL EXPANSIONS AND ADDITIONAL WELLNESS SESSIONS.

IT ALSO PROMOTES PROFESSIONAL DEVELOPMENT FOR STAFF AND AIMS TO SHARE BEST PRACTICES WITH THE BROADER ARTS EDUCATION COMMUNITY AT FUTURE CONFERENCES.

THE GRANT AWARDEE WILL BE ANNOUNCED IN SPRING OF 2025, SO WE WILL REPORT OUT WHEN WE KNOW MORE.

SOMETHING ELSE THAT WILL BE EVOLVING THIS YEAR IS A PROJECT THAT CSS ART TEACHER LAURA HILL, PICTURED ON THE RIGHT, IS WORKING ON COORDINATING WITH LOCAL ARTIST KIRSTEN GREEN ON THE LEFT.

AND WHAT KIRSTEN, WHO IS AN ARTIST, BUT SPECIFICALLY A MOSAIC ARTIST.

WHAT SHE'S HOLDING IS A HINT OF WHAT THEY ARE PARTNERING UP ON TO GUIDE STUDENTS THROUGH DURING THIS SCHOOL YEAR.

SO HERE'S ANOTHER ONE THAT WE WILL BE REPORTING ON IN THE SPRING.

BUT AS YOU STOP BY THE HIGH SCHOOL, YOU CAN START TO WATCH IT GROW ALONG WITH THE REST OF US.

GINA GRESINI'S CLASSROOM AT CMS IS A MUST VISIT IF YOU'RE ON THAT CAMPUS.

THERE'S ALWAYS SOMETHING INTRIGUING AND VISUALLY APPEALING DISPLAYED IN HER WORKSPACE.

GINA IS A PASSIONATE VISUAL ART TEACHER WHO BELIEVES THAT CREATIVITY IS AN INNATE GIFT IN EVERY STUDENT JUST WAITING TO BE UNLOCKED.

HER CLASSROOM IS A HAVEN OF EXPLORATION, WHERE MISTAKES ARE CELEBRATED AS PART OF THE LEARNING PROCESS, AND EVERY STUDENT IS ENCOURAGED TO EXPRESS THEMSELVES FREELY WITHOUT FEAR OR JUDGMENT.

THROUGH GINA'S POSITIVE ENCOURAGEMENT, CMS STUDENTS NOT ONLY GROW AS ARTISTS BUT AS CONFIDENT, THOUGHTFUL INDIVIDUALS.

SO AGAIN, GINA IS UPSTAIRS AT THE MIDDLE SCHOOL.

SO PLEASE CONSIDER GOING UP THOSE STEPS TO THE KIND OF OUTER REGIONS OF THE SCHOOL AND SEE WHAT'S GOING ON IN THAT AWESOME ART CLASSROOM.

OKAY, NEXT UP WE HAVE OUR MONTHLY CONCERNS.

NOW IN THE NEXT FEW MOMENTS YOU MIGHT SAY WE'VE HEARD THIS BEFORE.

YES YOU HAVE, BUT IT'S STILL NEGATIVELY AFFECTING TEACHING AND LEARNING.

SO WE'RE BRINGING IT UP AGAIN.

INDEPENDENT STUDY CONTRACTS.

THERE'S STILL NO DISTRICT WIDE POLICY THAT WE'VE SEEN ON HOW TO ADMINISTER THESE CONTRACTS.

SO IT'S CAUSING PARENTS TO GET ANGRY AT TEACHERS.

WE'VE GOT ENOUGH OF THAT. WE DON'T NEED MORE.

HERE'S WHY.

AT ONE SITE, PARENTS ARE TOLD THAT THEY MUST SUBMIT AN ISC REQUEST THREE DAYS IN ADVANCE.

THIS IS REASONABLE AND ALLOWS THE AFFECTED TEACHERS TO HAVE ENOUGH TIME TO FILL OUT THE CONTRACT.

BUT AT ANOTHER SITE, THIS TYPE OF SCENARIO IS WHAT'S HAPPENING? A STUDENT IS ABSENT ON MONDAY DUE TO A FAMILY TRIP, AND IS ALSO GOING TO BE ABSENT ON A TUESDAY.

AN ISC IS SENT TO A TEACHER NEAR THE END OF THEIR WORKDAY ON THAT MONDAY.

FOR THAT DAY. AND THE NEXT DAY, THAT SAME PARENT HAS A CHILD AT ANOTHER SITE AND WAS TOLD NO DUE TO THE THREE DAY RULE.

THEY THEN GET ANGRY AT THE CHILD'S TEACHERS, SINCE ONE CHILD IS BEING TREATED DIFFERENTLY THAN THE OTHER CHILD FROM SITE TO SITE.

ALSO, WHEN THE NORMAL SENDER OF THE CONTRACTS IS OUT, TEACHERS HAVE BEEN GETTING THOSE SAME DAY REQUESTS, BUT THE CONTRACTS ARE COMING THROUGH AS BLANK.

[00:20:04]

ONE OF YOU SAID AT A PREVIOUS MEETING, ISN'T FILLING OUT THESE THINGS PART OF YOUR JOB? YES, IT IS.

THE INCREASE IN INDEPENDENT STUDY CONTRACTS IS HARD ENOUGH TO DEAL WITH, BUT WHEN THERE'S NO STANDARDIZED POLICY BEING BROADCAST, IT'S CAUSING BLOWBACK ON TEACHERS. AND THAT'S NOT FAIR THAT SOMEONE, SOMEWHERE, NOT IN A CLASSROOM MADE THIS CHANGE.

BUT IT'S THE PEOPLE WHO ARE IN THE CLASSROOM THAT ARE BEING NEGATIVELY AFFECTED BY IT.

WE ARE ASKING THAT THE DISTRICT REQUIRE THAT THESE CONTRACTS BE TURNED IN A MINIMUM OF THREE DAYS PRIOR TO THE ABSENCE.

IT USED TO BE FIVE AND COMMUNICATE THOSE GUIDELINES OUT TO STAFF AND FAMILIES.

YOU'RE EXPECTING US TO DO MORE WORK.

WE'RE JUST ASKING IN YOUR HELP TO MAKE IT MORE MANAGEABLE.

IAS IN AUGUST YOU HEARD ABOUT IA POSITIONS BEING OPEN AT TWO SITES.

AUGUST. THOSE POSITIONS ARE STILL OPEN.

THAT MEANS THAT EACH DAY A TEACHER WONDERS WHO'S GOING TO SHOW UP TO WORK WITH THE ASSIGNED STUDENTS.

IF IT'S SOMEONE WHO HASN'T BEEN THERE BEFORE.

THE CLASSROOM TEACHERS, IN MOST CASES ARE HAVING TO EXPLAIN WHAT NEEDS TO BE DONE.

WE'RE HOPING THAT THE DISTRICT CAN DO SOMETHING DIFFERENT THAN WHAT HAS BEEN DONE IN ORDER TO FILL THESE OPEN POSITIONS.

AND FINALLY, I WAS ASKED TO TALK ABOUT TRAFFIC.

THE DISTRICT FREQUENTLY TALKS ABOUT ITS PARTNERSHIP WITH THE NAVY.

WE ARE HOPING THAT IN THE FUTURE, WHEN IT'S KNOWN 48 HOURS IN ADVANCE, THAT A CARRIER IS RETURNING ON A SCHOOL DAY, THAT THE DISTRICT CAN SEND OUT COMMUNICATION TO STAFF ABOUT THE IMPACT OF THAT RETURN.

THE STRESS LEVEL THE OTHER DAY FOR STAFF AND STUDENTS IS NOT SOMETHING WE'D LIKE TO REPEAT WHEN IT IS PREVENTABLE.

THANK YOU FOR YOUR TIME TODAY AND EACH DAY.

DO YOU HAVE ANY QUESTIONS ABOUT WHAT I'VE PRESENTED? THANK YOU. THANK YOU SO MUCH, MISS LANDRY.

ITEM 7.2.

[7.2 Student Board Member Report: Dylan Matter]

MR. MATTER. ALL RIGHT.

GOOD AFTERNOON, EVERYBODY.

PER USUAL, I'M GOING TO START WITH CHS.

SO, YEAH, FOR STARTERS, THE BIG THING WAS HOMECOMING THIS PAST WEEK.

AND IN MY OPINION, IT WENT INCREDIBLE.

FOR STARTERS, THERE WAS THE PEP RALLY WHERE MY FELLOW CLASSMATES DANCED, AND THAT'S HOW THEY WON THE VOTES OF THEIR FELLOW PEERS, WHICH WAS VERY FUN.

THE PEP RALLY WENT SUPER WELL, AND THEN AFTER THAT WAS THE PARADE.

AT THE PARADE, MANY STUDENTS CAME AND STAFF AS WELL.

SO STUDENTS AND STAFF WERE EITHER WALKING IN THE PARADE ITSELF OR STAYING ON THE SIDELINES CHEERING ON FELLOW ISLANDERS.

IT WAS A COOL TURNOUT AND IT WAS SUPER FUN FOR EVERYONE INVOLVED.

AND THEN THERE WAS THE FOOTBALL GAME, WHICH WAS GOOD.

YOU KNOW, WE COULD HAVE PICKED AN EASIER TEAM TO PLAY.

BUT THAT'S BESIDES THE POINT. BESIDES THAT, THE HALFTIME SHOW WAS AWESOME.

AND IT WAS IT WAS A GOOD NIGHT FOR EVERYBODY.

AND THEN THE FOLLOWING NIGHT, WE HAD THE DANCE ITSELF.

IT WAS IN DOWNTOWN AT A LOCATION CALLED NOVA.

IT WAS A NIGHTCLUB, WHICH IS A LITTLE OUT OF THE ORDINARY.

IT WAS A LITTLE BIT STRESSFUL FOR A LOT OF PEOPLE LEADING UP TO IT, BUT ONCE IT HAPPENED, EVERYBODY LOVED IT.

THE CHS FACULTY SAID THEY WERE VERY PROUD OF US BECAUSE THE STAFF AT NOVA THEMSELVES TOLD US THAT OUR SCHOOL WAS VERY RESPECTFUL, ESPECIALLY COMPARED TO THE HIGH SCHOOL THEY HAD THE PREVIOUS WEEK.

SO THAT WAS A GOOD BOOST FOR, FOR US.

AND WE SOLD AROUND 800 TICKETS FOR THAT TOO.

SO IT WAS A REALLY GOOD TURNOUT.

MOVING ON FROM HOCO, WE CELEBRATED UNITY DAY YESTERDAY.

AND FOR THAT, EVERYONE AT OUR SCHOOL WORE ORANGE TO PROMOTE SAFETY AS ORANGE SYMBOLIZES THAT.

AND THIS WAS TO SHOW THAT WE'RE UNITED AND STAND TOGETHER.

ON TOP OF THIS, THE NATIONAL HONOR SOCIETY, OR NHS AT THE HIGH SCHOOL HAS BEEN WORKING HARD, TUTORING FELLOW STUDENTS.

SO, THAT'S WHEN STUDENTS TUTOR FELLOW STUDENTS AT LUNCH OR AFTER SCHOOL.

IT HAPPENS TWICE A WEEK.

AND THEN MOVING ON TO COSA.

TWO BIG THINGS. COSA HAS AN INSTRUMENTAL MUSICAL FALL RECITAL ON TUESDAY, OCTOBER 15TH.

OH, WAIT, IT WAS THIS WEEK. SORRY.

THIS WEEK ON TUESDAY WAS OCTOBER 15TH.

AND THAT WAS IN THE BLACK BOX. AND THEN, AS BRUNO JUST AMAZINGLY PRESENTED, COSA HAS ADDAMS FAMILY COMING UP? AND I DON'T KNOW HOW YOU WOULD NOT WANT TO SEE THAT AFTER BRUNO JUST PRESENTED.

I MEAN, THAT WAS INCREDIBLE.

AND JUST TO RESTATE IT, THAT WILL BE ON THE 25TH, 26TH, 27TH OF OCTOBER AND NOVEMBER 1ST AND SECOND.

MOVING ON. WE HAD FALL APPLICANT COLLEGE APPLICATION WORKSHOPS HAPPENING IN THE PAST TWO MONTHS, WHICH IS TO HELP SENIORS WITH COLLEGE APPS.

I WANT TO GIVE A BIG SHOUT OUT TO COUNSELORS.

THEY'VE BEEN WORKING REALLY HARD.

COLLEGE APPS ARE STRESSFUL.

I KNOW FIRSTHAND, BUT THEY'VE BEEN DOING A REALLY GOOD JOB MEETING WITH STUDENTS.

IT'S BEEN IT'S BEEN PRETTY GOOD.

AND THEN FINALLY, FOR THE HIGH SCHOOL, OUR NJROTC PARTICIPATED IN ACADEMIC TEAM COMPETITION AT PALOMA.

PALOMA VALLEY HIGH SCHOOL RECENTLY, AND THEY QUALIFIED FOR THE QUARTERFINALS.

SO THAT'S SUPER EXCITING FOR THEM.

AND THE UNIT HAS MANY EXCITING UPCOMING ACTIVITIES.

[00:25:02]

MOVING ON TO CMS. THIS APPLIES TO BOTH CHS AND CMS. RED RIBBON WEEK WILL BE NEXT WEEK.

AND THAT IS DRUG PREVENTION WEEK.

AND SO THERE'S GOING TO BE A LOT OF ACTIVITIES AT BOTH THE MIDDLE SCHOOL AND HIGH SCHOOL, AND THEN CHOIR AND APA PERFORMED AT THE FIRE STATION ON OCTOBER 6TH, WHICH WENT VERY WELL.

THERE WILL BE A BURGER LOUNGE FUNDRAISER ON WEDNESDAY, OCTOBER 23RD FOR THE CMS PTO.

SO PLEASE STOP BY AND FINALLY TAKE A VET TO SCHOOL.

DAY WILL BE ON THURSDAY, NOVEMBER 7TH AT CMS, AND THEY'RE WELCOMING CURRENT AND PAST MILITARY PARENTS TO JOIN THEM FOR BREAKFAST.

AS FOR VILLAGE, I'M HAPPY TO ANNOUNCE THAT THEY'RE BRINGING BACK THE HARVEST HOEDOWN, AND THAT'S GOING TO BE TOMORROW.

AS A FORMER STUDENT OF VILLAGE, THE HARVEST HOEDOWN IS SUPER FUN.

I'M REALLY GLAD TO HEAR IT'S BACK.

ALL THE KIDS LOVED IT WHEN I WAS THERE, SO I DON'T KNOW.

IT SHOULD BE REALLY COOL.

AND THEN THEY HAVE EXTENDED ART ENRICHMENT LESSONS.

THOSE HAVE BEGUN TAKING PLACE.

AND THEY ALLOW TEACHERS TO HAVE COLLABORATIVE TIME TO PLAN AND SET GOALS DURING THE WEEK.

FINALLY, SILVER STRAND.

THE PTO IS HOLDING A SPOOKY BINGO FAMILY FUN NIGHT, WHICH SOUNDS PRETTY FUN.

AND THEY'RE LOOKING FORWARD TO SOCIALIZING WITH VOYAGER STUDENTS, THEIR FIFTH GRADERS PARTICIPATED IN PART ONE OF A BYSTANDER CHALLENGE TRAINING FROM THE NATIONAL CONFLICT RESOLUTION CENTER THIS WEEK, AND THEY WILL EXPERIENCE PART TWO THE FOLLOWING WEEK.

THESE TRAINING SESSIONS ARE AN ONGOING EFFORT TO ENCOURAGE STUDENTS TO SPEAK UP, SUPPORT AND REPORT WHEN OTHERS ARE ENGAGING IN DISCRIMINATORY BEHAVIOR, OR ENGAGING IN PHYSICALLY OR EMOTIONALLY UNSAFE ACTIVITIES.

AND THEN, EXCUSE ME IF I PRONOUNCE THIS PART WRONG, BUT THEY WOULD ALSO LIKE TO GIVE TWO HUGE SHOUT OUTS.

THE FIRST ONE GOES, I'M JUST GOING TO SAY THE WORD OUT IT'S DEODORANT.

I DON'T KNOW IF YOU SAY IT OUT, SPELL IT OUT OR SAY IT, BUT IT'S A GRANT WHICH HAS HELPED SUPPORTING SCIENCE INSTITUTIONS INSTRUCTION THROUGHOUT THE WHOLE SCHOOL.

STRAND TEACHERS AT ALL GRADE LEVELS ARE NOW PLANNING AND INVESTING IN MORE HANDS ON PROJECTS AND EXPERIENCES, AND THE STUDENTS ARE VERY THANKFUL.

AND FINALLY, THE SECOND SHOUT OUT IS FOR THE TEACHER ON SPECIAL ASSIGNMENT AND EXCUSE ME IF I PRONOUNCE IT WRONG AGAIN, BUT SARAH MCCURTIS FIRST.

OH, THERE WE GO FOR SUPPORTING SCIENCE AT OUR ELEMENTARY AND MIDDLE SCHOOL SITES.

THANK YOU. THANK YOU SO MUCH, MR. MATTER. YEAH.

I JUST WANTED TO ASK IF YOU'VE GOTTEN ALL YOUR APPS OUT.

I HAVE NOT.

BUT I DID MEET WITH MY COUNSELOR TODAY, MISS JOHNSON, AND SHE WAS VERY, VERY HELPFUL.

SO, YEAH, I'M FEELING A LOT MORE COMPOSED AFTER TODAY.

SHE AGAIN. THAT'S WHY I WANT TO GIVE HIM A SHOUT OUT.

SHE SAT DOWN WITH ME FOR, LIKE, 30 MINUTES AND JUST, YOU KNOW, CHATTED WITH ME, MADE ME FEEL MORE COMFORTABLE.

SO BIG SHOUT OUT TO THEM FOR SURE.

GOOD LUCK. THANK YOU.

SO, DYLAN, DURING YOUR PRESENTATION, YOU I DON'T KNOW IF I HEARD YOU RIGHT, BUT YOU SAID FOR THE HOMECOMING DANCE THAT YOU SOLD 800 TICKETS.

YEAH. AROUND 800.

I DON'T KNOW THE EXACT NUMBER, BUT IT WAS.

OH. DO YOU KNOW THE EXACT NUMBER? 850. 853.

AND ARE THOSE ONLY STUDENTS? YEAH. RIGHT.

WELL, THAT'S LIKE STUDENTS THAT, LIKE, THEY'RE STUDENTS IN HIGH SCHOOL, BUT IT COULD BE OTHER SCHOOLS, TOO.

WELL, OKAY. YEAH.

WELL, I MEAN, ASSUMING THAT THE VAST MAJORITY OF THOSE OF THOSE ARE FROM CHS, CMS. I THINK THAT'S GREAT. YEAH, IT WAS A GOOD TURNOUT.

IT MEANS YOU'VE GOT LIKE 70% OF YOUR STUDENT BODY ATTENDING.

YES. SO THAT'S GREAT.

I MEAN, TYPICALLY, YOU KNOW, DIFFERENT HIGH SCHOOLS, DIFFERENT CLASSES ARE DIFFERENT.

BUT SOMETIMES THE UNDERCLASSMEN DON'T REALLY FEEL WELCOME OR FEEL LIKE.

SO KUDOS TO YOU AND YOUR UPPERCLASSMEN FOR CREATING SOME SORT OF ENVIRONMENT THAT THE REST OF THE SCHOOL STUDENT BODY IS FEELS WELCOME TO ATTEND.

SO I THINK THAT'S GREAT.

THANK YOU. ALSO, IT WAS A BIG HELP FOR SCOTTY POTTER I THINK, TOO.

SHE ACTUALLY CHOSE THE VENUE FOR THE DANCE, AND I THINK THAT REALLY URGED KIDS TO GO.

I THINK WHEN THEY HEAR CLUB, THEY GET PRETTY EXCITED.

BUT IT WAS SAFE, ESPECIALLY WITH CLUB SECURITY IS GOING TO BE A LOT MORE YOU KNOW, THEY'RE GOING TO PAT YOU DOWN A LITTLE BIT NICER THAN A MUSEUM SECURITY GUARD.

SO IT WAS GOOD.

SO, YEAH, I WANT TO GIVE A BIG SHOUT OUT TO HER, BUT YEAH, IT WAS A VERY GOOD DANCE, SO THANK YOU.

THANK YOU SO MUCH.

ITEM 7.3 BOARD COMMITTEE UPDATES.

[7.3 Board Committee Updates]

I WANTED TO JUST MAYBE START AT THE END AND COME THIS WAY FOR PEOPLE TO UPDATE ON ANY COMMITTEE MEETINGS THEY MIGHT HAVE HAD OVER THIS PAST MONTH.

AND THEN I THINK NEXT MONTH WE'LL ADD IN THE COMMITTEE NAME SO WE CAN JUST GO IN THAT ORDER.

BUT TRUSTEE CAVANAUGH, DO YOU HAVE ANY COMMITTEE UP BOARD COMMITTEE UPDATES? LET'S SEE. WE HAD THE THE FIRST MEETING OF THE FACILITIES.

COMMITTEE MET LAST WEEK, TWO WEEKS AGO.

IT JUST ALL RUNS TOGETHER.

BUT IT WAS WE HAD A SMALL GROUP, BUT IT WAS GOOD TO GET A HANDLE ON KIND OF WHAT WE'RE LOOKING AT AS FAR AS PRIORITY FACILITY NEEDS INTERIM UPGRADES THAT WE NEED TO DO.

DREAMING. DREAMING BIG.

SO WE HAVE WE HAVE A LOT TO TO LOOK FORWARD TO.

[00:30:05]

YOUNGBLOOD. OKAY.

I WASN'T GOING TO CALL YOU OUT.

THANK YOU SO MUCH.

I WE HAD OUR FIRST MEETING OF THE SAFETY COMMITTEE, THE NEWLY REQUESTED SAFETY COMMITTEE THAT OCCURRED WEEK BEFORE LAST.

AND WE'LL HAVE OUR NEXT MEETING NEXT WEEK.

YOU KNOW, WE HAD A REALLY BROAD DISCUSSION OF ALL OF THE POSSIBLE THINGS THAT SAFETY CAN ENCOMPASS AND, AND HOW IT HAS FAR REACHING EFFECTS INTO A LOT OF THE OTHER COMMITTEES WE'RE TALKING ABOUT. SO REALLY DRILLING DOWN ON THE MISSION AND PURPOSE OF THIS PARTICULAR COMMITTEE AND WHAT THE BOARD WANTS IT TO DO IS REALLY CRUCIAL TO THE NEXT STEPS. SO I IF THE BOARD WANTS TO ARTICULATE A MORE DEFINED GOAL OR REQUEST FOR THAT COMMITTEE, THAT MIGHT BE VERY HELPFUL. AND MAYBE EVEN FOR ALL THE COMMITTEES WHEN YOU HAVE YOUR ORGANIZATIONAL MEETING IN DECEMBER.

BECAUSE, YOU KNOW, WE WE HAD A REALLY INTERESTING CONVERSATION ABOUT HOW WE EACH HAVE A DIFFERENT THING THAT FIRST POPS TO MIND WHEN WE THINK ABOUT SAFETY AT SCHOOL.

AND SO LOTS OF GREAT INPUT AND GREAT MEMBERS.

AND I LOOK FORWARD TO WORKING ON THAT COMMITTEE.

THE OTHER TWO COMMITTEES I'M INVOLVED WITH ARE THE KEEPING KIDS SAFE ONLINE COMMITTEE IS ABOUT TO RESUME MEETINGS NEXT WEEK.

YES, YES, WE HAVE THAT MEETING COMING UP.

ONE OF MY GOALS THIS YEAR WILL BE TO LOOK AT INSTRUCTIONAL MINUTES AND HOW THEY ARE DELIVERED.

SO I'LL BE ASKING TO REALLY DO A QUANTITATIVE LOOK AT HOW INSTRUCTIONAL MINUTES ARE DELIVERED AND WHAT FORM OF LIVE INSTRUCTION FROM TEACHERS OR VIDEO OR AUDIO OR WHAT FORM IT'S COMING AT OUR STUDENTS THROUGH.

SO THAT'LL BE ONE OF MY PRIORITIES ON THAT COMMITTEE.

THIS SCHOOL YEAR. AND THE THIRD COMMITTEE I'M ON IS THE TWO BY TWO COMMITTEE.

WE'VE MET. WE WILL HAVE OUR NEXT MEETING WITH DOCTOR YOUNGBLOOD ON THE 30TH.

AND I WANT OUR COMMUNITY TO KNOW THAT THAT ON THAT COMMITTEE WE HAVE DISCUSSED, I THINK EVERY MEETING, E-BIKE SAFETY AND WHAT WE CAN DO AND HOW.

AND AS A SCHOOL DISTRICT AND AS A CITY AND WHERE AND HOW AND SO AND I'M SURE AS WE'VE ALL NOTICED, LIKE, NOT MUCH HAS ACTUALLY BEEN ROLLED OUT. SO MY OBJECTIVE IN THAT MEETING WILL BE TO ASK FOR A TASK FORCE MADE UP OF PARTNERS FROM THE CITY AND THE SCHOOL DISTRICT AND PUBLIC SAFETY TO REALLY LOOK AT WHAT CAN BE DONE.

SO COMMUNITY INPUT, PEOPLE THAT MIGHT WANT TO BE INVOLVED, PLEASE REACH OUT.

BUT I'M HOPING OUT OF THAT OCTOBER 30TH MEETING, WE CAN AT LEAST MOVE FORWARD WITH AN ACTION ITEM OF A GROUP OF PEOPLE BECAUSE, YOU KNOW, THE THE DISCUSSIONS, THE CONCERNS, THE SAFETY ISSUES ARE ONGOING AND WE ALL CARE ABOUT IT.

WE RECOGNIZE WHAT AN IMPORTANT TRANSPORTATION MODE IT IS AND IS BECOMING AND IS GOING TO CONTINUE TO BE.

SO HOW WE CAN MAKE IT SAFER IS REALLY OF CRITICAL IMPORTANCE TO ME AND ANY ANY OPINIONS OR INPUT OR IS WELCOME.

THANK YOU. MY TWO COMMITTEES HAVE ALREADY BEEN COVERED, BUT SO I LOOK FORWARD TO THE FUTURE MEETINGS.

NO THANK YOU THOUGH.

YOU KNOW, TO WHAT TRUSTEE ANTRIM SAID ABOUT THE SAFETY COMMITTEE, WE'RE STILL TRYING TO DEFINE OUR GOALS AND PURPOSE.

WE DID HAVE A HUGE TURNOUT, THOUGH, SO THAT THAT WAS PRETTY WONDERFUL.

THE I WON'T STEAL TRUSTEE.

PALACIOS-PETERS THUNDER ON THE MILITARY FAMILY SUBCOMMITTEE, BECAUSE THAT'S THAT'S HER BABY THERE.

LET'S SEE, KEEPING STUDENTS SAFE ON LINES COMING UP NEXT WEEK AND THEN BUDGET STUDY COMMITTEE.

I WASN'T ABLE TO MAKE THE LAST MEETING.

I DID REVIEW ALL THE SLIDES, THOUGH, AND IT'S NICE.

JUST AS ALWAYS, THE STORY HASN'T CHANGED.

THE TRUTH HASN'T CHANGED IT.

OUR STORY REMAINS THE SAME.

AND OUR BUDGET HAS, HAS HAS UNFOLDED AS ADVERTISED BY TRUSTEE SALAMANCA.

SO THAT'S IT FOR ME.

THANK YOU. THANK YOU FOR LEAVING ME.

THE MILITARY FAMILIES COMMITTEE.

WE'RE STILL WORKING ON THE NAME.

THIS COMMITTEE.

TRUSTEE. SANDIE ACTUALLY CAME UP WITH OUR INITIAL OBJECTIVE, WORKING OBJECTIVE FOR NOW, WHICH IS THE INTEGRATION AND REINTEGRATION OF MILITARY KIDS INTO OUR SCHOOL DISTRICT. AND SO THAT'S THE FOCUS.

WE HAD A SMALL GROUP OF PEOPLE MEET REPRESENTING MINI HAYES, THE TWO OF US.

SUPERINTENDENT MUELLER.

SOMEBODY FROM SAFE HARBOR, A PARENT IN THE COMMUNITY.

AND SO WE ARE WORKING TO BUILD OUT THAT COMMITTEE A LITTLE BIT MORE.

OUR NEXT MEETING WILL BE ON NOVEMBER 4TH, AND THEN WE WILL IDENTIFY OUR OUR GOALS AND PURPOSES, AND THEN WE WILL BROADEN IT OUT TO THE BROADER COMMUNITY. MILITARY FAMILIES HAVE THEM COME IN AND REALLY TELL US, GIVE US THE INPUT ON WHERE WE CAN DO BETTER.

[00:35:07]

AND PART OF THAT WAS COMMUNICATION.

WE'VE TALKED ABOUT REGARDING SHIPS BECAUSE OF COURSE THAT HAPPENED THIS WEEK.

AND IT'S NOT THE FIRST TIME A SHIP HAS COME IN AND OUT, ALTHOUGH THE TIMING WAS, I THINK, A LITTLE DIFFERENT THAN NORMAL TIMING OF WHEN A SHIP PULLS IN TO PORT.

AND GIVEN THAT WE'RE GOING TO HAVE MORE SHIPS HERE GOING FORWARD FOR A SPAN OF TIME, I THINK THAT COMMUNICATION PIECE IS SOMETHING THAT WE CAN DEFINITELY WORK ON FOR, FOR OUR DISTRICT TO MAKE SURE THAT EVERYONE JUST HAS A HEADS UP ON THE COMINGS AND GOINGS AND HOW THAT IMPACTS OUR MILITARY FAMILIES AS WELL AS TRANSPORTATION.

AND THAT IS ALL I HAVE.

DO WE WANT A QUICK COMFORT BREAK BEFORE OR DO WE WANT TO KEEP GOING? KEEP GOING? OKAY.

ITEM 7.4.

[7.4 Coronado Middle School Annual Report: Brooke Falar (15 min. + Board Discussion)]

WOULD YOU LIKE TO DO AN INTRODUCTION OR SHALL WE JUST.

COME ON, COME ON DOWN.

YOU'RE THE NEXT CONTESTANT.

PRINCIPAL FULLER, THANK YOU SO MUCH FOR BEING HERE.

GOOD EVENING, GOVERNING BOARD.

GOOD EVENING, SUPERINTENDENT MUELLER, MISS MCELLIGOTT DEPUTY.

AND, DYLAN, IT'S BEEN A LONG TIME.

GOOD TO SEE YOU.

I CAN'T BELIEVE HOW MUCH THEY CHANGE FROM MIDDLE SCHOOL TO HIGH SCHOOL.

ALMOST UNRECOGNIZABLE.

WAY TO GO. I'M PROUD TO BE HERE TONIGHT TO DISCUSS AND TALK ABOUT THE WONDERFUL COMMUNITY THAT WE HAVE AT CMS. THIS IS OUR NEWER TRITON LOGO WITH OUR TRITON BLUE.

I HAD TO REPRESENT TODAY WITH MY TRITON BLUE SHIRT.

I THINK I ALSO HAVE SEVERAL OTHER WARDROBE ITEMS THAT ARE TRITE AND BLUE, JUST LIKE MISS MOLINA PROBABLY HAS SEVERAL ISLANDER GREEN.

THIS IS OUR CMS BELL SCHEDULE, AND I'M REALLY EXCITED BECAUSE THIS IS THE SECOND YEAR THAT WE'VE HAD THIS BELL SCHEDULE.

WE'VE GONE THROUGH SEVERAL BELL SCHEDULES SINCE COVID.

AND SO IT'S BEEN REALLY NICE TO HAVE A BELL SCHEDULE THAT'S THE SAME THIS YEAR AS IT WAS LAST YEAR, WHICH INCLUDES ADVISORY FOUR DAYS A WEEK.

AND I JUST WANT TO TAKE A MOMENT TO PAUSE AND ACKNOWLEDGE THAT THE REASON CMS IS SUCH A SPECIAL PLACE IS BECAUSE OF THE PEOPLE IN THIS PHOTO.

THESE PEOPLE ARE DEDICATED.

THEY WORK HARD.

THEY PUT IN COUNTLESS HOURS TO MAKE CMS THE SPECIAL PLACE THAT IT IS AND IT IS.

IF YOU'VE COME AND VISITED, YOU KNOW, IT'S A GREAT VIBE ON OUR CAMPUS.

I TELL STAFF, I TOLD THEM THIS YEAR THAT IF I'M GOING TO LEAVE MY FAMILY FIVE DAYS A WEEK FOR 9 TO 13 HOURS, DEPENDING ON WHAT MY DAY LOOKS LIKE, THERE REALLY IS NO OTHER PLACE I'D RATHER BE.

IT IS A FAMILY AND IT'S A SPECIAL PLACE, AND I JUST WANTED TO PAUSE AND TAKE THIS MOMENT TO SAY THANK YOU TO THE TRITON TEAM.

IF YOU ARE HERE OR IF YOU ARE WATCHING, I ALSO WANT TO SHOUT OUT TRITONS THAT HAVE MOVED ON TO NEW ADVENTURES CHS BUT HAVE HELPED TRAIN THE NEW CREW OF TEACHERS TO CONTINUE ON THE LEGACY OF AWESOMENESS THAT WE HAVE AT CMS. NOW, SPEAKING OF CREATING A CULTURE OF AWESOMENESS, THIS WAS.

NEXT SLIDE WAS SUPPOSED TO BE MY MY LITTLE LEVITY HERE.

JENNIFER STOLE MY THUNDER.

I MEAN, CREATING A CULTURE OF AWESOMENESS DOESN'T HURT WHEN YOU HAVE A HISTORY TEACHER WHO DRESSES UP LIKE GEORGE WASHINGTON FOR PICTURE DAY.

WHAT WAS LAST YEAR, MR. SMITH? VIKING.

AUGUSTUS. AUGUSTUS.

ALL RIGHT, SO JUST SOME FUN THAT WE BRING TO CMS. ALL RIGHT. I'M SO EXCITED TO INTRODUCE MY NEW PARTNER AT CMS, BROOKE BARTO.

SHE HAS BEEN A TEACHER AT CMS FOR EIGHT YEARS.

OH, LET ME REPHRASE THAT.

SHE'S BEEN AT CMS FOR EIGHT YEARS.

SHE WAS A TEACHER. SHE WAS A PROGRAM SPECIALIST, AND NOW SHE IS OUR NEW ASSISTANT PRINCIPAL.

YOU CAN CATCH US AROUND CAMPUS IN OUR MATCHING SAFETY VESTS.

EVERYONE ELSE HAS YELLOW.

WE HAVE HOT PINK.

YOU CAN SEE THAT IT HAS OUR NAMES ON THE BACK.

SO NO MISTAKING US.

SO WHEN YOU COME TO CAMPUS AND YOU'RE LOOKING FOR ONE OF US, LOOK FOR THE PINK VEST.

ALL RIGHT. I WANT TO TELL YOU A LITTLE BIT ABOUT CMS AND OUR DEMOGRAPHICS.

WE HAVE 662 STUDENTS ENROLLED.

THAT IS AS OF LAST WEEK.

WE HAVE AN ASTOUNDING 118 NEW STUDENTS THAT DOES NOT INCLUDE SIXTH GRADERS THAT ARE NEW.

THIS IS NEW STUDENTS NEW TO CORONADO.

WE HAVE 121 INTERDISTRICT TRANSFERS.

[00:40:02]

SO, BROOKE, THERE ARE A LOT OF NEW STUDENTS.

WHAT DO YOU DO TO HELP YOUR NEW STUDENTS? SO WE LIKE TO PROVIDE A LOT OF CONNECTIONS FOR OUR NEW STUDENTS.

SO WE DO HAVE OUR ADVISORY CLASS, WHICH I'LL TALK ABOUT IN A MOMENT.

OUR COUNSELORS MAKE IT A POINT TO CHECK IN WITH EVERY NEW STUDENT AND GET TO KNOW THEM, WHICH IS AWESOME.

ONE OF THE BIGGEST THINGS WE HAVE IS TRITON HANGOUT.

SO TRITON HANGOUTS ONLY SUPPOSED TO GO A WEEK OR TWO.

I THINK IT WENT A MONTH THIS YEAR BECAUSE SO MANY STUDENTS JOINED.

SO TRITON HANGOUT IS COME GET YOUR LUNCH, HANG OUT AND PLAY SOME GAMES IN GRANGER HALL.

WE HAVE COUNSELORS IN AND OUT THERE, AND WE ALSO HAVE OUR EM FLACK, MICHELLE DOZIER, WHO'S AMAZING.

SHE'S THERE EVERY DAY AS WELL WITH THOSE KIDS.

AND WE HAVE HAD A HUGE TURNOUT, AND THAT'S BEEN A GREAT PLACE FOR STUDENTS TO MAKE THOSE CONNECTIONS.

WE ALSO HAVE A MILITARY KIDS CLUB THAT IS VERY ACTIVE ON CAMPUS.

AND WE LIKE TO PAIR NEW STUDENTS WITH STUDENT BUDDIES.

SO WE HAD STUDENTS WHO HAVE EXPRESSED INTEREST IN HELPING AND SHOWING STUDENTS AROUND OUR CAMPUS.

SO WE PAIR THOSE STUDENTS UP TOGETHER.

AND THAT HAS BEEN A GREAT EXPERIENCE FOR BOTH STUDENTS AND INVOLVED.

OUR ADVISORY IS FOUR DAYS A WEEK.

WE HAVE AN ADVISORY CALENDAR THAT TEACHERS FOLLOW.

BACK TO THE CONNECTIONS.

WE HAVE CONNECTIONS ACTIVITY AT DIFFERENT ACTIVITIES EVERY FRIDAY.

WE HAVE HOMEROOM COMPETITIONS.

I'M GOING TO SHOW YOU THAT PICTURE RIGHT THERE.

IT'S KIND OF HARD TO SEE, BUT AT THE BOTTOM OF IT THERE'S LIKE ALL THESE DIFFERENT COLORED DOTS.

YOU SEE THE DIFFERENT COLORED DOTS.

SO WHEN WE HAD HOMEROOM COMPETITIONS, WE GAVE POSTER TO EVERY CLASS AND HAD THEM PUT THEIR T THREE CLASS NAME AND WHAT THEY REPRESENT.

SO THAT RIGHT THERE IS MISS HINES CLASS.

THE HIGH END HAWKS.

BUT THEY TOOK IT UPON THEMSELVES TO ALL PICK A DIFFERENT COLOR, PUT THEIR THUMB IN PAINT.

SO THOSE ARE ALL THE FINGERPRINTS OF THE STUDENTS IN THAT CLASS.

THEY HAVE LITTLE ARMS, SO THEY'RE ALL HOLDING HANDS.

AND THAT'S MISS HYUN THERE ON THE TOP.

AND THAT WAS THEIR IDEA.

SO JUST ONE WAY TO SHOW THE CONNECTIONS THAT ARE BUILT DURING OUR ADVISORY.

WE ALSO WATCH THE KQMS NEWS BROADCAST EVERY DAY IN ADVISORY.

WE HAVE COUNSELOR LED LESSONS.

STUDY HALL STUDENTS LOVE THE EXTRA TIME.

BUT ON TOP OF THAT, IT'S BEEN A GREAT TIME TO MEET WITH TEACHERS, SO MAYBE I'VE BEEN ABSENT.

OR MAYBE I NEED A LITTLE EXTRA TIME ON THE TEST.

OR MAYBE I JUST NEED A LITTLE HELP FROM MR. SMITH TO MAKE SURE I TURN MY ASSIGNMENTS IN ON TIME.

THAT'S A GREAT TIME TO DO IT.

AND TEACHERS AND STUDENTS HAVE BEEN TAKING ADVANTAGE OF THAT TIME.

WE ALSO HAVE COUNSELING GROUPS THAT MEET DURING ADVISORY SO THAT STUDENTS DO NOT NEED TO MISS OTHER CLASSES.

OKAY. LOCAL ASSESSMENTS.

I KNOW THAT DR.

BATTLE WILL BE TALKING TONIGHT ABOUT STAR AS WELL AS CASPA, SO I DON'T WANT TO STEAL HER PRESENTATION, BUT I AM VERY EXCITED ABOUT THIS.

SO I WANT TO WANT TO TALK FOR A MOMENT ABOUT IT.

SO THIS YEAR WE ARE PILOTING THE STAR ASSESSMENTS IN MATH, ENGLISH AND IN OUR INTERVENTION CLASS IN OUR INTERVENTION CLASSES.

OVER THE PAST COUPLE YEARS, SINCE I'VE BEEN THE PRINCIPAL, WE'VE HAD DIFFERENT LOCAL ASSESSMENTS.

WE'VE BEEN TRYING TO FIND WHAT IS GOING TO WORK, WHAT HOW ARE WE GOING TO MONITOR PROGRESS OF OUR STUDENTS? AND WE'VE COME UP WITH DIFFERENT IDEAS.

BUT THERE HASN'T BEEN SOMETHING THAT WE'VE LOVED YET.

WELL, WE'VE ONLY DONE THIS ONCE, BUT SO FAR THE DATA HAS BEEN SO HELPFUL AND WE'RE LEARNING NEW THINGS AS WE'RE DOING AS WE'RE GIVING THESE TESTS HERE. ALL RIGHT.

SO WHAT I WANT TO SHOW YOU HERE IS SOME OF THE AWESOME THINGS THAT WE CAN LEARN FROM THESE GRAPHS.

I WANT TO JUST REMIND YOU THIS WAS THIS IS A PILOT.

IT'S THE FIRST TIME THAT WE'VE EVER DONE THIS, THE FIRST TIME TEACHERS HAVE GIVEN IT.

SO THERE ARE A LOT OF VARIABLES IN OUR SCORES.

SO I DON'T NECESSARILY WANT TO TALK ABOUT THE SCORES.

AS MUCH AS I WANT TO SHOW YOU HOW GREAT OF A TOOL THIS IS GOING TO BE FOR CMS. SO YOU CAN SEE THERE THAT THE GREEN, THE DARK GREEN AND THE LIGHT GREEN IS AT OR ABOVE BENCHMARK.

OKAY. AND THEN THE BLUE IS ON WATCH, THE YELLOW IS INTERVENTION AND THE RED IS URGENT INTERVENTION.

SO NOT ALL OF OUR STUDENTS ARE REFLECTED ON THIS.

LIKE I SAID, BECAUSE IT WAS OUR FIRST TIME, BUT OUR GOAL IS THAT ALL OF OUR STUDENTS WILL TAKE THE STAR TEST.

YOU CAN SEE HERE THAT ENGLISH SIXTH GRADE, WE HAD 159 STUDENTS AT OR ABOVE BENCHMARK, AND WE HAD 42 COMBINED

[00:45:02]

WE'RE GOING TO USE OCTOBER AND MARCH AS PROGRESS MONITORING.

SO WE'RE GOING TO, OUR GOAL WILL BE TO TAKE ALL THE STUDENTS THAT NEED INTERVENTION, YELLOW OR RED, AND RETEST THEM IN THOSE TIMES OF THE YEAR. SO SOME STUDENTS MAY TAKE THE STAR FIVE TIMES, BUT IT'S TO HELP US WITH THE MONITORING OF THEIR PROGRESS, AS WELL AS PLACEMENT FOR CLASSES, AND HELPS GUIDE OUR INSTRUCTION BASED ON OUR SCORES.

SURE. DOES IT TAKE TO DO THE STAR ASSESSMENT? SURE. SO I'M GOING TO SAY THAT IT SAYS ONE PERIOD.

HOWEVER, IT COULD BE A LITTLE OVER THAT UP TO TWO DEPENDING ON THE STUDENT AND THE PACE THAT THEY WORK.

WE USED TO HAVE MAP, WHICH WAS WONDERFUL, BUT WE HAVE MOVED ON FROM MAP, BUT MAP USED TO TAKE AT LEAST A WEEK FOR EACH ONE.

SO THIS IS REALLY CUT DOWN.

AND THE GRAPHS FOR THIS ARE AWESOME.

GREAT QUESTION.

SO FOR STAR MATH I'M GOING TO SHOW YOU THE SAME THING HERE.

FOR EXAMPLE, EIGHTH GRADE WE HAVE 169 AT OR ABOVE BENCHMARK 45 BELOW WHICH IS BLUE, YELLOW OR RED.

AND WE HAD 17 NOT TESTED.

AND IN THE FUTURE, AS I SAID, LIKE IN JANUARY, NO STUDENT WILL BE UNTESTED.

THAT'S OUR GOAL, RIGHT, BATO? YEAH. ALL RIGHT, ON TO OUR CAASPP.

ELA. I KNOW THAT YOU HAVE SEEN THESE SCORES AS WELL.

I PUT THEM BY GRADE LEVEL SO YOU CAN SEE THE COHORTS WE HAVE FOR ELA.

WE'VE STAYED AROUND THE SAME AS WE HAVE IN THE PAST YEARS FOR MATH.

YOU SEE SOME UP, YOU SEE SOME DOWN.

WE DO KNOW THAT THERE ARE SOME AREAS FOR IMPROVEMENT IN MATH, AS THERE IS EVERYWHERE, AND WE WILL CONTINUE TO WORK ON THOSE.

AND I ALSO WANTED TO SHOW OUR CAST SCIENCE TEST, WHICH MAY BE ONE OF THE HARDEST TESTS THAT CAASPP GIVES, AND IT HAS BEEN CHANGING EVERY YEAR DUE TO IT BEING NEW A FEW YEARS AGO.

SO YOU CAN SEE THE STUDENTS ONLY TEST IN THE FIFTH, EIGHTH OR 11TH GRADE.

SO I JUST SHOWED YOU THE AVERAGE OF EIGHTH GRADE THE PAST SEVERAL YEARS.

OKAY, DOCTOR BATTLE, I HOPE I DIDN'T STEAL TOO MUCH.

ALL RIGHT. NEXT STEPS.

BASED ON THE DATA.

SO WHAT ARE WE GOING TO DO? HOW ARE WE GOING TO IMPROVE OUR SCORES? HOW ARE WE GOING TO CONTINUE TO USE THIS DATA? WE'RE TAKING TIME TO HAVE STUDENTS TAKE A TEST.

SO WHAT ARE WE GOING TO DO WITH IT AND HOW ARE WE GOING TO USE IT.

OKAY. SO WE'RE GOING TO HAVE STAFF GRADE LEVEL DEPARTMENT MEETINGS.

WE'RE GOING TO LOOK CLOSELY AT OUR SPECIAL POPULATIONS.

WE'RE GOING TO USE THE DATA TO INFORM OUR INSTRUCTION AND STUDENT NEED.

THERE'S A LOT OF PROFESSIONAL LEARNING THAT WE ARE GOING TO ADD TO OUR LIST TO IMPROVE, SUCH AS THE EDGE CLIMBER SYSTEM, WHICH IS IN RENAISSANCE WITH THE STAR TESTING.

SO WE'RE ABLE TO SEE DATA ON GROUPS OF STUDENTS THROUGH EDGE CLIMBER.

WE'RE GOING TO HAVE ONGOING TRAINING FOR OUR MATH, OUR CPM SAVO'S IMPLEMENTATION AND TRAINING, WHICH IS FOR OUR SCIENCE, AND CONTINUE TO MONITOR STUDENT PROGRESS.

USING OUR STAR DATA FOR ELD AND INTERVENTION, WE HAVE THE ELA AMPLIFY CURRICULUM.

WE USE MULTIPLE MEASURES TO FIND WHAT STUDENTS NEED TO GO INTO INTERVENTION CLASSES.

OUR INTERVENTION CLASSES ARE MATH LAB.

LIT LAB MEANS THEY GET A DOUBLE DOSE OF EITHER ENGLISH OR MATH, AS WELL AS ACADEMIC LAB, AND WHICH IS INTERVENTION SUPPORT FOR SIXTH, SEVENTH, AND EIGHTH GRADE STUDENTS, WHERE STUDENTS MAY JUST NEED A LITTLE EXTRA HELP WITH THE ORGANIZATION, SOME OF THE EXECUTIVE FUNCTIONING, AND JUST GETTING SOME OF THEIR WORK DONE.

ALL RIGHT. TECHNOLOGY.

LAST YEAR I SHOWED YOU OUR CMS TECHNOLOGY POLICY, WHICH IS OUR CMS TECHNOLOGY GUIDE, AND IT WAS THE FIRST TIME WE HAD THAT AT CMS. IT WAS SO USEFUL.

I'M SO GLAD TO BRING IT BACK THIS YEAR FOR 2425.

THERE ARE A FEW CHANGES, SO I WILL IN A MOMENT TALK ABOUT OUR CELL PHONE POLICY.

BUT I WANT TO REPORT THAT TARA, WHICH IS OUR COMPUTER MONITORING SYSTEM, HAS BEEN AMAZING.

TEACHERS ABSOLUTELY LOVE HYPERA.

FOR THOSE OF YOU WHO DON'T KNOW, HYPERA LETS TEACHERS MONITOR SCREENS ON STUDENT COMPUTERS.

STUDENTS HAVE DISTRICT DEVICES AND WE ALSO USE CANVAS.

[00:50:02]

LAST YEAR, STUDENTS WOULD GO INTO THEIR CLASSROOMS AND THEY'D PUT THEIR CELL PHONES IN A POCKET CHART.

WE DO THE SAME THING.

THAT HAS BEEN WONDERFUL BECAUSE WHEN STUDENTS AREN'T TRYING TO LOOK IN THEIR BACKPACK AT THEIR PHONE OR DISAPPEAR TO THE BATHROOM FOR TEN MINUTES, RIGHT.

AND IT'S BECAUSE THEY'RE ON THEIR PHONE.

SO IT'S IN THE POCKET CHART IN EVERY SINGLE CLASSROOM THAT'S ACROSS THE CAMPUS AT CMS. SO LAST YEAR, WHAT WE WOULD DO, THOUGH IS, YOU KNOW, YOU'RE NOT SUPPOSED TO HAVE IT OUT IN THE HALLWAYS IN BETWEEN CLASSES, BUT KIDS ARE OUT THERE TEXTING THEIR MOM, OR THAT'S WHAT THEY SAY. OR A LOT OF TIMES THAT'S TRUE.

I'LL ADMIT THAT'S TRUE.

AND SO WHAT WE WOULD DO IS ASSIGN THEM LUNCH DETENTION.

LUNCH DETENTION TURNED INTO A BIG PARTY.

I MEAN, NOT REALLY, BUT, YOU KNOW, IT WAS IT TURNED INTO BE SOMETHING LIKE.

OKAY, WELL, I'D RATHER USE MY PHONE AND SPEND 30 MINUTES IN DETENTION THAN NOT USE MY PHONE.

SO WE'VE CHANGED OUR POLICY, AND WE FOUND THAT IF YOU JUST TAKE THEIR PHONE AWAY, THEY DON'T EVER DO IT AGAIN.

AND SO WE HAVE A, YOU KNOW, IF YOU GET, IF YOU'RE CAUGHT WITH YOUR CELL PHONE USING IT WHEN YOU SHOULDN'T, IT'S TAKEN AWAY FOR THE DAY FOR THE SECOND TIME.

IT'S TAKEN AWAY FOR A WEEK.

EVERY MORNING YOU HAVE TO TURN IT IN AND WE HAVE A LIST.

AND IF YOU DON'T TURN IT IN, WE'LL COME TO YOUR CLASS AND ASK YOU FOR IT.

AND THEN IF IT HAPPENS A THIRD TIME, WE GIVE, YOU HAVE TO TURN IT IN FOR A WEEK.

YOU HAVE A REFERRAL, A FRIDAY DETENTION, AS WELL AS PARENT CONTACT.

AND THEN IF THERE'S ANYTHING FURTHER THAN THAT, YOU'RE SUBJECT TO US DECIDING HOW LONG YOU HAVE TO TURN YOUR CELL PHONE IN EVERY MORNING.

AND I'M HAPPY TO REPORT THAT UNDER FIVE, LESS THAN FIVE STUDENTS ARE AT THE THIRD OFFENSE, WHICH IS HUGE BECAUSE WE WERE, WE'RE HAVING A LOT OF ISSUES WITH OUR CELL PHONES LAST YEAR, SO I'M HAPPY TO REPORT THAT IMPROVEMENT.

CMS GOALS FOR 24-25 TO 2 OF THEM ARE NCUST.

THE FIRST ONE IS ENSURING CULTURALLY, SOCIALLY AND PERSONALLY RESPONSIVE TEACHING.

THE NEXT ONE IS PROMOTING SUCCESSFUL PRACTICE.

OUR THIRD GOAL IS MTSS FOR TIER TWO DATA INFORMED DECISION MAKING.

AS YOU SAW WITH THE STAR ASSESSMENTS, WE'RE REALLY FOCUSING ON DATA TO HELP GUIDE OUR INSTRUCTION.

AND THAT'S A HUGE PART OF THE TIER TWO AND MTSS.

AND ONE OF OUR OTHER GOALS IS PROFESSIONAL DEVELOPMENT.

THE END, BUT ALSO THINGS THAT TEACHERS HAVE COMMENTED ON, THINGS LIKE AI.

SO, WE HAVE SOME PROFESSIONAL DEVELOPMENT ON AI OR STAR TESTING.

HOW CAN WE BE TRAINED ON IT AND ALSO LEARN HOW TO USE ALL THESE AMAZING CHARTS THAT ARE IN THERE AS WELL? SO YOU WILL SEE THE CMS GOALS THAT WAS PUT INTO PLACE AT THE END OF LAST YEAR.

I KNOW IT'S A LOT, PROBABLY TOO MANY, BUT ALL OF OUR DEPARTMENTS THIS YEAR HAVE A GOAL, EVERY SINGLE ONE.

SO EVEN PE AND ELECTIVES HAVE A GOAL, WHICH HAS BEEN REALLY COOL.

SO WHEN THEY HAVE THEIR DEPARTMENT TIME, NOT ONLY DO THEY GET TO TALK ABOUT YOU KNOW, THE CURRICULUM AND WHAT THEY'RE WORKING ON, BUT ALSO THIS SHARED COMMON GOAL.

ALL RIGHT. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS.

THIS IS ONE OF MY FAVORITE THINGS TO TALK ABOUT.

YOU'VE PROBABLY HEARD ME TALK ABOUT IT BEFORE, BUT I AM SO PROUD OF OUR SCHOOL FOR THESE BEHAVIOR INTERVENTIONS.

SO THE FIRST ONE IS OUR TRITON THREE.

AS TRITONS WE TAKE OWNERSHIP, ACT WITH INTEGRITY, SHOW RESPECT.

ALL RIGHT. SO EVERY STUDENT ON OUR CAMPUS KNOWS THAT.

SO IT'S IT'S REALLY COOL.

AND WE USE THAT LANGUAGE THROUGHOUT THE CAMPUS.

SO THE SECOND PICTURE YOU SEE UP THERE IS OUR GO CARD.

WE'VE HAD A GO CARD IN EFFECT FOR SEVERAL YEARS, BUT WE'VE CHANGED IT UP A LITTLE BIT.

SO NOW EVERY TIME A GO CARD IS GROWTH OPPORTUNITY CARD.

SO SAY THAT YOU ARE ASSIGNED DETENTION FOR SOMETHING INSTEAD OF JUST GOING IN AND SERVING YOUR TIME.

LET'S TALK ABOUT WHAT HAPPENED.

WHAT CHOICE DID I MAKE? HOW CAN I MAKE A DIFFERENT CHOICE NEXT TIME? WELL, THAT'S ALL WONDERFUL.

BUT ON TOP OF IT, WE HAVE OUR COUNSELING INTERNS THAT MEET WITH EVERY SINGLE STUDENT THAT TURN ONE OF THESE IN SO THAT WE CAN MAKE SURE WE ARE GETTING TRUE REFLECTIONS.

AND THE LAST THING YOU SEE UP THERE IS THE TRITON TRI CARD, WHICH WE GIVE OUT TO STUDENTS IF WE SEE THEM TAKING OWNERSHIP, ACTING WITH INTEGRITY OR SHOWING RESPECT.

WE HAVE THREE MAILBOXES IN THE QUAD FOR SIXTH, SEVENTH, AND EIGHTH GRADE.

STUDENTS LOVE TO TURN THESE IN.

TEACHERS CAN SAY WHO GIVES THEM.

WE DO DRAWINGS WEEKLY AND THEN A BIG ONE MONTHLY AND IT'S BEEN AWESOME.

[00:55:04]

SO THAT'S BEEN A BIG INCENTIVE, A BIG INCENTIVE.

SO IT'S GREAT TO SEE STUDENTS WALKING AROUND PUTTING THOSE IN THE MAILBOX.

ALSO, YOU KNOW, YOU MAY PUT YOUR CARD IN, BUT YOUR NAME ISN'T PICKED.

SO EVERY FRIDAY ON THE BROADCAST, IF YOU GOT A TRITON TRI CARD THAT WEEK, YOUR NAME IS ON THE BROADCAST FOR EVERYBODY TO SEE.

AND I'M GOING TO TELL YOU, EVEN THE EIGHTH GRADERS LOVE IT.

ALL RIGHT. WE HAVE SCHOOL WIDE EXPECTATIONS, PART OF OUR MTSS.

SO THIS SAYS AS TRITONS WE AND IT TALKS ABOUT TAKING OWNERSHIP INTEGRITY AND RESPECT.

AND FOR THIS IT TALKS ABOUT THE CLASSROOM.

IF YOU WALK AROUND OUR CAMPUS YOU'LL SEE ONE FOR THE LIBRARY.

YOU'LL SEE ONE FOR THE HALLWAY, YOU'LL SEE ONE FOR THE BATHROOM.

AND IT SHOWS HOW YOU CAN TAKE OWNERSHIP, ACT WITH INTEGRITY AND SHOW RESPECT IN ANY OF THOSE SETTINGS ON OUR CAMPUS.

AGAIN, THE COMMON VOCABULARY.

ALL RIGHT. AND THEN WE JUST FOUND OUT LAST MONTH THAT WE WERE AWARDED AN MTSS CALIFORNIA, WHICH IS CALIFORNIA PBIS SILVER IMPLEMENTATION AWARD, WHICH WAS SO AWESOME.

SO, WE'RE VERY EXCITED TO CELEBRATE THAT.

THAT WAS FOR TIER ONE.

THE HIGHEST YOU CAN GET FOR DOING TIER ONE IS A SILVER.

SO JUST A HUGE SHOUT OUT TO THE CMS TEAM.

AS WELL AS THE CMS COUNSELORS WHO ARE PART OF THAT TEAM WHO REALLY HELP US WITH THIS.

SO THIS HAS BEEN WONDERFUL.

AND SO THIS YEAR WHEN I SAID TIER TWO FOR MTSS, WE'RE TRYING FOR TIER TWO, WHICH CAN TAKE US TO GOLD.

ALL RIGHT. AND AGAIN IT, IT TAKES A VILLAGE TO RUN SUCH AN AWESOME SCHOOL, SUCH A SPECIAL PLACE.

AND JUST A HUGE SHOUT OUT TO ALL THOSE PEOPLE ON THAT SCREEN.

THANK YOU.

ANY QUESTIONS? NO PROBLEMS. THANK YOU SO MUCH. JUST REAL QUICK.

I WANTED TO SEE IF THERE WERE ANY PUBLIC COMMENT ON THIS PRESENTATION.

OKAY. TRUSTEES, ANY QUESTIONS OR COMMENTS? OH. PUBLIC COMMENT ON THIS.

OKAY. YES. COME ON UP.

IT'S BEEN A WHILE SINCE I'VE BEEN TO ONE OF THESE, BUT I COULDN'T MAKE IT TO THE LAST ONE.

I JUST WANTED TO THANK YOU FOR EVERYTHING YOU DO.

I'M AN EDUCATOR.

I HAVEN'T BEEN ABLE TO CONTINUE MY CAREER BECAUSE I'M A MILITARY SPOUSE.

BUT I TAUGHT A LOT BEFORE I WAS A MOM AND BEFORE I WAS ALONG IN THIS JOURNEY OF MILITARY LIFE.

AND I KNOW IT'S NOT EASY.

AND I THINK THAT THE POLITICAL SCENE WE'RE IN RIGHT NOW AND THE THINGS THAT ARE COMING OUT, I REALIZE THE DIFFICULTY THAT OUR EDUCATORS ARE FACING ON AND ALSO US AS JUST HUMAN BEINGS.

LET'S BE REAL. BUT I WANTED TO RECOGNIZE JUST WHAT'S GOING ON AT THE SCHOOL HERE.

I DON'T HAVE A MIDDLE SCHOOLER, BUT I DO HAVE TWO LITTLE ONES AT SILVER STRAND, AND I DON'T SEE I SEE A FAMILIAR FACE.

ANYBODY ELSE HERE FROM SILVER SPRING? NO. AND I WANT TO BRING THAT UP BECAUSE I THINK THAT'S WHY I'M SO EXCITED THAT WE HAVE THIS COMMITTEE THAT'S COMING OUT.

AND IF YOU LOOK AT THE STATISTICS YOU'VE SHOWN UP HERE, OUR MILITARY FAMILIES ARE A BIG PART OF THIS SCHOOL DISTRICT, THIS ISLAND.

WE COULDN'T REALLY, CORONADO COULDN'T DO IT WITHOUT THE FAMILIES HERE.

AND I THINK I MOVED AWAY LAST YEAR FOR A VERY PERSONAL REASONS THAT I COULD GO BACK TO MY CAREER.

AND I REALIZED THIS ISN'T MY TIME TO TALK, REALLY, BUT I JUST I WANT TO SHARE THIS WITH YOU.

I REALIZED THE WONDERFULNESS THAT'S IN THIS DISTRICT, BUT I THINK I'M GLAD YOU'RE GOING TO START HEARING OUR VOICES MORE, BECAUSE I THINK WHAT'S HAPPENING HERE, AND IT'S VERY APPARENT WHEN THE, THE ACT COMES UP AND TALKS, THAT I THINK A LOT OF THE ISSUES RIGHT NOW ARE, IS THAT THERE'S NOT A BRIDGE BETWEEN THE FAMILIES RIGHT NOW AND THE TEACHERS, AND EVERYONE'S FEELING VERY MUCH LIKE WE'RE AT A BATTLE WITH ONE ANOTHER. AND I JUST WHEN I LOOK AT THIS, I'M EXCITED FOR MAYBE WHAT'S COMING WITH CHANGE.

BUT I'M ALSO A LITTLE FRUSTRATED BECAUSE I FEEL LIKE I'M RUNNING OUT OF TIME AS A PARENT AND BECAUSE I'M AN EARLY CHILDHOOD EDUCATOR.

I CAME BACK HERE TO GIVE THIS SCHOOL DISTRICT A SECOND CHANCE, AND I TAUGHT FOR DODEA OVERSEAS.

SO I CAN SAY THIS, AND I'VE WORKED FOR THEM, AND I UNDERSTAND HOW IT WORKS TO WORK AT A SCHOOL IN JAPAN, THAT IS FOR MILITARY FAMILIES SPECIFICALLY.

AND IT WAS THE BEST AND GREATEST EXPERIENCE OF MY LIFE BECAUSE WHAT A PLEASURE IT IS TO.

AND I DIDN'T HAVE CHILDREN AT THE TIME, BUT I WAS A MILITARY SPOUSE.

AND WHAT A PLEASURE IT IS TO BE ABLE TO SERVE THE FAMILIES THAT SACRIFICE.

[01:00:04]

IT'S NOT JUST THE SERVICE MEMBERS WHO SACRIFICE SO MUCH FOR THE FREEDOM THAT WE HAVE.

AND RIGHT NOW I THINK IT'S REALLY IT'S REALLY SAD TO SEE WHAT'S HAPPENING IN THIS TOWN.

I WAS LITERALLY ATTACKED YESTERDAY AND MY DAUGHTER HAD A MAJOR SURGERY AT BALBOA, AND I'M HERE TONIGHT WHEN I SHOULD BE AT HOME WITH MY DAUGHTER.

BUT I'M HERE TONIGHT BECAUSE I CARE ABOUT EDUCATION AND I CARE ABOUT OUR KIDS.

AND I KNOW THE PEOPLE UP HERE.

I'VE MET WITH TWO OF THEM MANY TIMES.

I'M READY. I WANT TO MEET WITH YOU.

I HAVEN'T HAD THE CHANCE YET BECAUSE I DON'T GET PAID TO DO ALL THESE MEETINGS.

I DON'T GET PAID.

AND I AND THAT'S WHY I WAS HERE TONIGHT.

I LOOK LIKE I'M LATE BECAUSE I'M NOT.

I DON'T CARE, I DO CARE.

I HAVE TO FIND CHILD CARE.

I DON'T HAVE THE MONEY FOR CHILD CARE, SO I HAVE TO WAIT FOR MY HUSBAND.

SO I SAY THIS BECAUSE I SEE WHAT YOU'RE TRYING TO DO.

I APPRECIATE YOU, AND I REALIZE I TOOK WAY TOO MUCH TIME, BUT I HAVE MORE TO SAY AND I WILL BE UP HERE AGAIN, I'M SURE.

SO THANK YOU SO MUCH. I JUST WANT TO THANK YOU.

IF YOU COULD JUST SAY YOUR NAME REAL QUICK AGAIN FOR EVERYONE.

YES, MY NAME IS LINDSAY STONE.

YES. THANK YOU SO MUCH, MISS STONE.

IT LOOKS LIKE WE HAVE ANOTHER PUBLIC COMMENT.

HI, I'M SHANI BARTON MERRIMAN.

I JUST WANTED TO SAY THANK YOU.

ALSO, I HAVE TWO MIDDLE SCHOOLERS AT CMS AND I JUST, WHAT SHE WAS SAYING ABOUT THE VIBE IS SO TRUE.

I THINK EVERY CAMPUS HAS A PERSONALITY AND CMS JUST HAS A REALLY SPECIAL ONE.

I JUST ALSO WANT TO SAY THANK YOU FOR HAVING SUCH GREAT COUNSELORS THAT ARE SO RESPONSIVE TO BOTH THE KIDS AND THE PARENTS.

AND ONE THING THAT YOU DIDN'T MENTION THAT I THINK IS SPECIAL IS THAT YOU REALLY ENCOURAGE KIDS TO ADVOCATE FOR THEMSELVES.

AND THAT'S NICE FOR ME AS A PARENT TO HAND THAT OFF.

AND YOU DO SUCH A GREAT JOB OF THAT, AND I'M GRATEFUL.

THAT'S ALL I WANTED TO SAY.

THANK YOU SO MUCH. TRUSTEES, ANY QUESTIONS OR COMMENTS? I JUST HAVE A COUPLE.

YOU HAD MENTIONED MICHELLE DOZIER AT THE STUDENT HANGOUT IS THE MFLC.

WHAT WAS THAT? OH, MILITARY FAMILY LIFE COUNSELOR.

OKAY. YEAH. OKAY.

THANK YOU. I DIDN'T CATCH THAT.

AND THEN YOU HAD MENTIONED THIS.

I'VE NEVER HEARD OF THIS [INAUDIBLE].

SO THE TEACHER CAN MONITOR WHAT THE STUDENT IS SAYING.

SEEING ON THEIR.

YEAH. IF THEY'RE CONNECTED TO THE SCHOOL WI-FI.

YES. AND EVERYONE HAS TO BE.

THAT'S PART OF THE TECH POLICY.

SO THEY CAN'T GET AROUND IT BY TURNING ON THE WI-FI HOTSPOT.

WELL, THE TEACHER WOULD KNOW BECAUSE THEIR SCREEN WOULDN'T SHOW UP.

SO IF YOU WALK UP TO A TEACHER'S SCREEN, YOU CAN SEE ALL THESE LITTLE SCREENS AND IT TELLS YOU I WAS IN A CLASSROOM THE OTHER DAY WHERE THE TEACHER PRESSED A BUTTON AND EVERYONE'S SCREEN WENT BLACK.

OH, THAT'S. YEAH. DO THE OTHER SCHOOLS USE THAT OR.

I KNOW THAT THE ELEMENTARY SCHOOLS HAVE ACCESS.

I'M NOT SURE HOW OFTEN IT IS USED, BUT MIDDLE SCHOOL IS THE PRIME TIME FOR STUDENTS TO BE DOING THINGS LIKE SHOPPING ONLINE OR PLAYING VIDEO GAMES.

SO IT'S BEEN A GREAT ASSET FOR THE MIDDLE SCHOOL.

THANK YOU FOR THE GREAT BRIEF.

SURE. ANYBODY ELSE? I DID HAVE ONE QUESTION.

SO ONE OF THE THINGS THAT JUMPED OUT TO ME DURING YOUR PRESENTATION, OR AT LEAST ON THE BEGINNING SLIDES, IS THE NUMBER OF IEPS AND 500 FOURS.

IT SEEMED LIKE IT WAS SO IEPS, ABOUT 16% OF THE STUDENT BODY AND THEN 504S, ANOTHER 50.

SO IT'S ABOUT 1 IN 4 ARE ON ONE OF THE TWO.

SO I WAS WONDERING IF YOU COULD MAYBE TALK.

WHAT ARE YOUR THOUGHTS ON THAT OR THE CHALLENGES THAT THAT PRESENTS OR.

SURE. IF YOU HAVE ENOUGH ASSETS OR RESOURCES TO DEAL SUPPORT THAT.

YEAH. SO WE DO HAVE A GOOD NUMBER OF IEPS AND 500 AND FOURS.

WE HAVE A LOT THAT COME TO US FROM ELEMENTARY SCHOOLS.

BUT I ALSO THINK THAT YOU'D BE VERY SURPRISED AT HOW MANY STUDENTS QUALIFY FOR THESE THINGS WHILE THEY'RE IN MIDDLE SCHOOL, BECAUSE THEY'RE ABLE TO MAYBE HOLD IT TOGETHER WHEN THEY'RE IN ELEMENTARY SCHOOL WITH ONE TEACHER AND THEN SURPRISE, YOU HAVE SIX AND IT BECOMES HARDER AND WE'RE ABLE TO AND CONTENT BECOMES EVEN MORE CHALLENGING, AND WE'RE ABLE TO NOTICE MAYBE SOME OF THOSE GAPS MORE SO YOU KNOW, IT.

IT IS IT'S A LOT OF WORK ON COUNSELORS AND TEACHERS, BECAUSE A TEACHER IN ANY GIVEN CLASS COULD HAVE HOWEVER, MANY STUDENTS WITH IEPS AND 504 SECONDS.

BUT I THINK THAT OUR TEAM DOES A WONDERFUL JOB OF MANAGING THAT.

IF THERE WAS AN AREA THAT I WOULD SAY WE COULD USE HELP IN WOULD BE THE BACKSIDE ON, LIKE COUNSELING SUPPORT FOR THOSE STUDENTS.

OKAY. THANK YOU.

I HAVE A QUICK QUESTION.

[01:05:01]

IS THERE A COMPLEMENTARY COMPUTER BASED LESSONS THAT GO ALONG WITH WITH THE STAR? IS THAT THE EDU CLIMB OR IS THAT SOMETHING DIFFERENT? SURE. SO IT IS. IT'S IN RENAISSANCE.

BUT NO, THERE AREN'T LESSONS THAT GO ALONG WITH IT.

IT'S JUST BENCHMARK FOR THE STANDARDS AND THAT GRADE.

SO IF IF A STUDENT TAKES THE STAR ASSESSMENT AND THEY'RE THEY'RE IN THE RED FOR MATH, THERE ISN'T A COMPLIMENTARY PROGRAM THEY CAN GO TO THAT SAYS, OH, YOU TOOK THIS TEST.

AND HERE ARE THE AREAS WHERE YOU'RE WEAKEST.

AND HERE ARE SOME LESSONS AND PRACTICE.

NO. SO WHAT WE'RE PLANNING TO DO AND AGAIN, THIS IS JUST YOU KNOW, WE'RE TRYING IT OUT, BUT IS TO IDENTIFY THOSE STUDENTS AND THEN MAKE THEM MOVE AS NEEDED INTO INTERVENTION CLASSES OR JUST ALERTING OUR TEACHERS THAT, HEY, THIS STUDENT, WE NEED TO WORK WITH THEM IN THIS AREA.

AND IT'S ALSO A BIG AWARENESS FOR TEACHERS ON, YOU KNOW, WHO ELSE MIGHT NEED SOME LITTLE EXTRA HELP.

BUT IT'S REALLY GOING TO HELP IDENTIFY WHO BELONGS IN OUR INTERVENTION CLASSES.

AND DOES IT BREAK IT DOWN ACCORDING TO IF THEY NEED WORK WITH NUMBER SENSE OR THEY NEED WORK WITH FRACTIONS? DOES IT BREAK IT DOWN THAT FAR OR IS IT JUST SAY MATH IN GENERAL? SO I'M GOING TO HAVE TO DEFER TO DOCTOR BATTLE BECAUSE I'M NOT THAT FAR YET.

OKAY. THANK YOU.

BUT THANK YOU. THANK YOU. THANK YOU SO MUCH, PRINCIPAL FOWLER.

IT HAS BEEN AN UTTER DELIGHT TO SEE YOU STEP INTO THE ROLE OF PRINCIPAL AT CMS AND AND GROW AND BRING YOUR TEAM TOGETHER AND BRING US THIS REPORT. IN MY TERM UP HERE, AND I JUST I REALLY LOOK FORWARD TO IT.

AND I'M REALLY IMPRESSED WITH WITH HOW IT'S GOING.

ONE THING I DO HEAR FROM PARENTS IS A SURPRISE THAT THEIR STUDENTS AREN'T READING MANY WHOLE NOVELS.

AND I'VE BEEN HEARING THIS IN MIDDLE SCHOOL, AND I'VE BEEN HEARING THIS A LOT AROUND AROUND TOWN AND FROM MY FRIENDS THAT THAT HAVE KIDS THERE AND, AND CONCERN ABOUT WHY THAT IS AND HOW IT'S HOW IT'S UNFOLDING AND THE EFFECT IT'S HAVING ON KIDS.

AND THEN, YOU KNOW, EVERYTHING GOES WRONG WHEN I READ AN ARTICLE, AND THEN I HAVE TO SEND IT TO EVERYBODY AND TALK ABOUT IT.

AND IT'S REALLY ANNOYING BECAUSE I'M A NERD.

VERY PROUD TO BE A NERD.

AND SO I READ THIS ARTICLE ABOUT IVY LEAGUE PROFESSORS TALKING ABOUT HOW THEIR NEW STUDENTS DON'T KNOW HOW TO SIT DOWN AND READ A NOVEL, BECAUSE WE HAVE OVEREMPHASIZED TEACHING TO THE TEST.

AND SO I GUESS WHAT I WANT TO ASK IS DO YOU SEE THAT? IS THAT CONSISTENT WITH YOUR EXPERIENCE? IF SO, ARE WE ARE ARE WE ARE WE TRYING TO MAKE SURE WE HAVE NOVELS? AND THEN THE OTHER PIECE IS KIND OF JUST TO, TO SUGGEST AND TO REMIND THAT THE TEST SCORES AND THESE ASSESSMENTS AND HOW YOU DO ON THE STAR TEST IS NOT NECESSARILY THE SAME AS CRITICAL THINKING AND READING AND UNDERSTANDING LITERATURE AND AND THE EFFECTS IN THE WORLD AROUND YOU.

IT'S IT'S HOW WELL YOU DO ON THAT TEST.

AND SO, YOU KNOW, WHEN WE, WE TALK SO MUCH ABOUT ASSESSMENTS AND TEST SCORES, IT'S REALLY IMPORTANT.

BUT WHAT ARE WE DOING TO BALANCE THAT.

SURE. SO I WANT TO CLARIFY THAT AT LEAST AT THE MIDDLE SCHOOL AND SIXTH, SEVENTH AND EIGHTH GRADE, ALL STUDENTS READ AT LEAST TWO FULL NOVELS FROM BEGINNING TO THE END. EVERY YEAR THERE ARE AMPLIFIED CURRICULUM THAT IS ONLINE.

THERE IS A LOT OF TEXT THAT IS EXCERPTS FROM THINGS.

BUT IN THE PAST COUPLE OF YEARS, WE HAVE SPENT FUNDS ON BUYING ACTUAL BOOKS.

SO YOU WILL WALK INTO CLASSROOMS IN ENGLISH CLASSROOMS AND THEY WILL HAVE BOOKS.

THE TEACHERS, ENGLISH TEACHERS AND I HAVE HAD THE DISCUSSION ABOUT THE FACT THAT READING FOR PLEASURE, WE DON'T SEEM TO SEE THAT AS MUCH ANYMORE.

SO OUR ENGLISH CLASSES HAVE DEDICATED.

TIME WHERE STUDENTS.

IT'S A CHOICE OF THEIR OWN.

WE'RE KIND OF LOOKING BACK AT.

THAT SILENT, SUSTAINED READING AND INCORPORATING THAT BECAUSE WE WANT KIDS TO.

LOVE TO READ AND TO READ FOR PLEASURE.

SO THAT'S SOMETHING THAT HAS BEEN BROUGHT TO OUR ATTENTION.

AND WE'RE WORKING VERY DILIGENTLY ON MAKING SURE THAT WE PROVIDE STUDENTS WITH THE ONLINE, WHICH IS, YOU KNOW, HOW A LOT OF OUR CURRICULUM IS, BUT THAT WE EVEN IT OUT WITH THINGS SUCH AS FULL NOVELS THAT STUDENTS ARE SOME THAT THEY CAN TAKE HOME AND SOME THAT THEY HAVE ON THEIR DESK.

THANK YOU SO MUCH. SURE, I KNOW WE HAD TALKED ABOUT IT BEFORE AND I DIDN'T KNOW THAT THAT HAD COME ALONG THAT FAR, SO I'M REALLY GRATEFUL TO HEAR THAT UPDATE.

GREAT. THANK YOU.

JUST LOOKING AT THE NUMBER OF NEW STUDENTS THAT HAVE COME IN AND MILITARY CONNECTED STUDENTS, I KNOW YOU HAVE A DANCE COMING UP.

YES, NEXT WEEK.

AND GIVEN HOW MAYBE SUCCESSFUL HOCO WAS, MAYBE MR. MATTER CAN GIVE SOME TIPS OR ISSUE A FRIENDLY CHALLENGE TO THE MIDDLE SCHOOL ASB TO MAKE SURE THAT NEW STUDENTS FEEL WELCOME AND

[01:10:04]

IT'S AT THE MIDDLE SCHOOL.

I THINK FROM MAYBE MY RECENT EXPERIENCES, EIGHTH GRADERS DON'T GET SO EXCITED ABOUT THE DANCE, BUT MAYBE FIGURING OUT A WAY TO MAKE SURE THAT THEY ARE BRINGING IN THE NEW STUDENTS.

I THINK ESPECIALLY IF THERE'S AN EIGHTH GRADER THAT'S JUST COME IN, WE'RE STILL KIND OF AT THE BEGINNING OF THE YEAR.

AND SO JUST SOME THOUGHTS I HAVE ON REALLY TRYING TO BRING THEM INTO MAYBE THAT THAT DANCE AND GIVE THEM A FUN TIME.

ABSOLUTELY. WHAT'S THE FOOD STITCH.

IS THERE A FOOD FOOD TRUCK COMING ON OR THERE'S ALWAYS SOME SORT OF FOOD? WE HAVE SPIRIT WEEK TOO.

OH, GOSH. SPIRIT WEEK.

OKAY, LET ME WRITE THAT DOWN.

ONE MORE QUESTION. REALLY QUICK TO FOLLOW UP ON TRUSTEE YOUNGBLOOD.

DO YOU STILL HAVE A BEST BUDDIES PROGRAM? WE DO. BEST BUDDIES MET YESTERDAY.

MR. HANDYSIDES IS OUR TEACHER IN CHARGE OF BEST BUDDIES.

OKAY, GREAT. THANK YOU.

I JUST HAVE ONE THING FOR THE DANCE.

OH, YEAH? I WOKE YOU UP.

OH, YEAH. I'M ALL GOOD.

ONE THING THAT REALLY HELPS OUR DANCE IS I DON'T KNOW IF YOU GUYS DO THIS, BUT WE HAVE A TEACHER BUDDIES FOR ASB, WHERE EACH ASB MEMBER IS ASSIGNED A TEACHER ON CAMPUS.

OKAY. AND THEN THEY'LL GO INTO THAT TEACHER'S CLASSROOM AND GIVE UPDATES TO THEIR FELLOW STUDENTS ABOUT UPCOMING EVENTS.

YEAH. SO, LIKE, PRIOR TO HOMECOMING, LIKE, WE ALL WENT TO SEPARATE CLASSROOMS AND LIKE, PERSONALLY INVITED KIDS.

WE HAD, LIKE, FLIERS AND WHATNOT.

AND I THINK THAT JUST GETS KIDS MORE EXCITED AND, LIKE, WANT THEM TO GO MORE THAN JUST LIKE AN ANNOUNCEMENT ON LIKE A BROADCAST PER SE.

THAT'S A GREAT IDEA.

THANK YOU. OF COURSE.

PERFECT. THANK YOU SO MUCH.

YES. THANK YOU. AND WITH THAT, WE WILL TAKE A FIVE MINUTE BREAK.

FROM BREAK. ITEM THEM.

[7.5 Learning Department Report: Senior Director Dr. Megan Battle (10 min. + Board Discussion)]

NO PUBLIC COMMENTS? NO, IT'S AFTER THE PRESENTATION.

DOCTOR BATTLE.

THANK YOU.

OKAY. GOOD EVENING, GOVERNING BOARD.

I AM EXCITED TO SHARE WITH YOU IN OUR EDUCATIONAL PARTNERS A COMPREHENSIVE CSC ASSESSMENT REPORT.

I KNOW YOU HAVE HAD AN OPPORTUNITY TO REVIEW ALL THE SLIDES, ALL THE DATA IN THIS REPORT.

THEREFORE, I WILL HIGHLIGHT IMPORTANT ASPECTS OF OUR ASSESSMENT RESULTS, FOCUSING ON THE OUTCOMES AND HOW WE ARE RESPONDING TO OUR FORMATIVE AND SUMMATIVE ASSESSMENTS. SO THE FIRST TWO SLIDES THAT YOU HAVE REVIEWED JUST PROVIDE AN OVERVIEW OF OUR CURRENT DEMOGRAPHICS.

THIS IS WHO WE ARE. THESE ARE THE STUDENTS THAT WE SERVE ON A DAILY BASIS.

SO JUST REMINDING OUR COMMUNITY WHO OUR STUDENT BODY IS.

AND BEFORE WE JUMP INTO OUR ASSESSMENT RESULTS, I WOULD LIKE TO EMPHASIZE THAT WE USE MULTIPLE MEASURES IN OUR DISTRICT TO ASSESS STUDENT ACHIEVEMENT, AND THAT IS CRITICAL. WE ARE ALL WELL AWARE OF OUR MANDATED STATE ASSESSMENTS THAT HAPPEN ONE TIME PER YEAR, JUST IN THE SPRING, TO PROVIDE SOME OF IT SUMMATIVE DATA ABOUT OVERALL STUDENT OUTCOMES ON GRADE LEVEL STANDARDS.

IN ORDER TO IMPROVE STUDENT OUTCOMES ON THESE ASSESSMENTS, WE NEED TO HAVE MEASURES THAT GIVE US INFORMATION WHERE STUDENTS ARE AT NOW, POINT A, AND HOW WE CAN GET THEM TO WHERE WE WANT THEM TO BE, WHICH IS POINT B, WE ALSO NEED TO HAVE SOME SORT OF PROGRESS MONITORING MEASURES IN BETWEEN, SO WE KNOW THAT WHAT WE'RE DOING IS WORKING FOR OUR STUDENTS ALONG THE WAY.

AND IF IT'S NOT WORKING, THEN WE NEED TO DO SOMETHING DIFFERENTLY.

I'M GOING TO GO AHEAD AND SKIP FORWARD.

THESE TWO SLIDES CONTAIN THE NEXT TWO SLIDES.

THIS ONE'S FOR ELA.

THE NEXT ONE IS FOR MATH.

THIS SHOULD LOOK FAMILIAR.

IT WAS UPDATED TO REFLECT, AS PRINCIPAL FOWLER SPOKE ABOUT THE NEW STAR ASSESSMENTS FOR GRADES TWO THROUGH EIGHT.

SO YOU CAN SEE A TIMELINE OF WHERE WE GIVE STATE ASSESSMENTS AND THEN WHERE WE GIVE LOCAL ASSESSMENTS.

ALL STUDENTS WILL GET OUR UNIVERSAL SCREENERS IN GREEN.

TIER TWO WILL BE OUR ORANGE AND THEN OUR AT THE ELEMENTARY LEVEL AND THEN AT THE MIDDLE SCHOOL LEVEL WITH STAR WILL HAVE INTERIM BENCHMARK TESTS.

AND THEN ON A DAILY BASIS, OUR TEACHERS ARE DOING FORMATIVE ASSESSMENTS THAT COME IN THE FORM OF QUESTIONING, QUIZZING, WARM UPS, CLOSING ACTIVITIES.

THEY'RE ALWAYS ENGAGING WITH THEIR STUDENTS TO FIGURE OUT IF WHAT THEY'RE TEACHING IS IS STICKING IN.

[01:15:03]

SO WE ARE GOING TO START WITH ENGLISH LANGUAGE ARTS.

THESE ARE REVIEW SLIDES.

THESE THIS JUST REMINDS US OF WHAT THE CAPS MEASURES AND WHAT THOSE ACHIEVEMENT LEVELS ARE IN THE SCORES.

SO YOU'VE SEEN THIS BEFORE.

SO REAL QUICK BEFORE WE JUMP INTO ELA JUST A REMINDER THAT THE CASP TEST, THIS IS WHO WE TESTED FOR CASP, FOR ELA, AND FOR MATH.

IT'S ONLY ABOUT HALF OF OUR STUDENT BODY.

SO OUR TESTED GRADE LEVELS ARE GRADES THREE THROUGH EIGHT AND 11 FOR ELA AND MATH, AND THEN ONLY GRADES FIVE, EIGHT AND 11 FOR SCIENCE.

SO HALF OF OUR STUDENTS TAKE THE CASPA.

THIS SLIDE YOU HAVE SEEN BEFORE.

EVER SINCE LOU SMITH SERVED AS A TRUSTEE, HE REQUESTED THIS INFORMATION.

AND IT'S BEEN REALLY INTERESTING YEAR TO YEAR TO SEE HOW IT CHANGES.

BUT WHEN WE LOOK AT COHORTS AND THE PERCENTAGE OF STUDENTS WHO ACTUALLY WERE IN ONE GRADE LEVEL AND STAYED WITH US FOR THAT IN ARTICULATED UP TO THAT VERY NEXT GRADE LEVEL, YOU CAN SEE WHAT THE PERCENTAGE RETURNING IS.

AND THEN THE NEW STUDENTS THAT WE GOT ON TOP OF THAT PERCENTAGE RETURNING.

SO JUST TO HIGHLIGHT THAT WE HAVE A HIGH MOBILITY RATE IN CUSD.

AND THAT IS ONE VARIABLE THAT CAN AFFECT OUR OUR SCORES AND THAT WE'RE VERY AWARE OF.

AND JUST REALLY EMPHASIZES OUR NEED FOR A MEASURE.

SO WHEN WE DO GET A NEW STUDENT, WE HAVE THE STAR, WE HAVE DIBELS, VEGETABLES.

WE HAVE MEASURES IN PLACE WHERE WE CAN FIGURE OUT WHERE THIS NEW STUDENT IS AT AND HELP THEM ALONG THE WAY.

SO, ELLA THE LONGITUDINAL DATA COHORT ANALYSIS, YOU CAN SEE THAT WE HAVE INCREASED SLIGHTLY OR REALLY WE'RE MAINTAINING OUR LEVELS IN ENGLISH LANGUAGE ARTS ON A BROAD LEVEL.

YOU HAVE OUR CASP OVERALL ACHIEVEMENT FOR THE FOUR ACHIEVEMENT LEVELS THAT ARE MEASURED ON THE CASP.

AND AGAIN MAINTENANCE.

I AM HAPPY TO REPORT THAT CORONADO UNIFIED SCHOOL DISTRICT.

SO OUR SCORES ALL SCORES IN CALIFORNIA WERE MADE PUBLIC LAST WEEK.

WE ARE THE NUMBER ONE UNIFIED SCHOOL DISTRICT IN SAN DIEGO COUNTY ONCE AGAIN FOR ENGLISH LANGUAGE ARTS.

SO PROUD OF OUR MAINTAINING OUR OUR STANDARDIZED ACHIEVEMENT ON THE COURSE, BUT THERE'S ALWAYS STILL WORK TO DO. SO OUR CRITICAL FOCUS IN ELA, AS HIGHLIGHTED ON LATER SLIDES, IS IN MATH OR IN WRITING COMPREHENSION AND ENGAGEMENT.

SO I KNOW OUR GRADE LEVEL OR OUR SITE PRINCIPALS WILL BE COVERING A LOT MORE DETAIL IN THEIR REPORTS, AS PRINCIPAL FOWLER DID THIS EVENING.

AND YOU'LL HEAR CORRESPONDING REPORTS OVER THE NEXT FEW MONTHS.

SO I'M NOT GOING TO DIVE DEEPER INTO EACH SCHOOL OR GRADE LEVEL, BUT WE'LL JUST LOOK AT IT AS A WHOLE.

SO THIS SLIDE HIGHLIGHTS OUR STUDENT SUBGROUP PERFORMANCE ON CASP.

YOUR TAKEAWAY FROM THIS SLIDE IS THAT OVERALL, STUDENT GROUPS ARE MAINTAINING AND EVEN INCREASING IN THEIR PERFORMANCE FOR OUR SECOND CONSECUTIVE YEAR.

SO TYPICALLY WHEN I'VE PUT TOGETHER THIS SLIDE I SOMETIMES SEE A ROLLER COASTER BECAUSE THE NUMBER OF STUDENTS IN THESE COHORTS, ESPECIALLY OUR ENGLISH LEARNERS IN THE PAST, ARE ECONOMICALLY DISADVANTAGED STUDENTS TENDS TO CHANGE YEAR TO YEAR FOR THE NUMBER OF STUDENTS TESTED, SO IT'S GREAT TO SEE THAT THERE'S STABILITY.

EVEN THOUGH THE NUMBER OF STUDENTS ARE CHANGING, WE'RE MAINTAINING PERFORMANCE OR EVEN INCREASING IN SOME AREAS.

SO WHERE ARE OUR STUDENTS NOW? IT IS CRITICAL TO KNOW THE STUDENTS THAT ARE SITTING IN OUR TEACHERS CLASSES, WHERE THEY'RE AT RIGHT NOW, AND HOW WE CAN MONITOR THEM AND GET THEM TO GROW AND REACH THEIR POINT B BY THE END OF THE SCHOOL YEAR.

SO IN ENGLISH LANGUAGE ARTS WE'VE TALKED ABOUT THE READING ROPE NUMEROUS TIMES, SO I WON'T BORE YOU WITH THAT EXPLANATION.

WE ARE IN OUR THIRD YEAR OF FACILITATING THE DIBELS ASSESSMENT.

IT IS A UNIVERSAL SCREENER FOR GRADES K-5, AND IT FOCUSES ON MEASURING LITERACY SKILLS, THOSE BEGINNING SKILLS THAT ARE IN THAT READING ROPE AND WHERE STUDENTS ARE AT.

RIGHT NOW WITH THOSE LITERACY SKILLS.

SO THERE'S A BEGINNING OF THE YEAR AND MIDDLE OF THE YEAR AND THEN AN END OF THE YEAR.

DIBELS REPORT IN DIBELS.

THERE'S ALSO AN OPPORTUNITY TO DIG A LITTLE DEEPER FOR STUDENTS THAT ARE WELL BELOW THE BEGINNING OF THE YEAR BENCHMARK.

[01:20:05]

IT CAN EVEN HELP US DIAGNOSE DYSLEXIA, FOR EXAMPLE, SO WE CAN BE PROACTIVE IN GETTING INTERVENTIONS IN PLACE RATHER THAN REACTIVE IF SOMETHING SHOWS UP A YEAR OR TWO LATER.

SO THIS HAS BEEN A VERY HELPFUL ASSESSMENT FOR OUR EARLIEST LEARNERS.

YOU CAN SEE THE PERCENTAGE OF WHERE IF THEY'RE AT OR ABOVE THE BENCHMARK.

SO MAJORITY OF OUR STUDENTS ARE KIND OF WHERE WE EXPECT THEM RIGHT NOW.

RIGHT. RIGHT THERE.

YOU KNOW, KIND OF THE BELL CURVE IF WE THINK OF IT LIKE THAT.

ADDITIONALLY, WE HAVE BENCHMARK ADVANCE.

THAT'S OUR ELA CURRICULUM FOR ELEMENTARY SCHOOL.

AND WITHIN BENCHMARK ADVANCE, THERE IS AN A BASELINE AND AN INTERIM ASSESSMENT SYSTEM FOR GRADES K-5.

WITH THE ADOPTION OF THE STAR, WE ARE NOT GIVING THE BENCHMARK ADVANCE FOR GRADES TWO THROUGH FIVE.

WE ARE ONLY GIVING IT IN K ONE THIS SCHOOL YEAR BECAUSE STAR GIVES US SIMILAR INFORMATION.

AND SO THAT'S WHY THIS GRAPH LOOKS A LITTLE DIFFERENT THAN LAST YEAR.

SO YOU CAN SEE THE BENCHMARK ADVANCE.

IT TESTS THE END OF THE YEAR GRADE LEVEL STANDARDS IN READING AND WRITING.

AND SO YOU CAN SEE RIGHT NOW 27% OF KINDERGARTNERS, 31% OF FIRST GRADERS SCORED RIGHT NOW THAT THEY'RE AT OR ABOVE WHERE WE WANT THEM TO BE AT THE END OF THE YEAR.

AND SO THE MAJORITY OF OUR STUDENTS ARE RIGHT WHERE WE WOULD EXPECT THEM TO BE RIGHT NOW.

AND SO THEN WE CAN REALLY FOCUS IN ON THOSE KIDDOS THAT ARE BELOW STANDARDS.

AND ONCE AGAIN, IT GIVES US STANDARDIZED REPORTS.

KIND OF TO SPEAK TO YOUR QUESTION EARLIER, TRUSTEE CAVANAUGH ALSO TALKS TO AN ONLINE PROGRAM SIMILAR TO IXL FOR MATH CALLED AMPLIFY READING, AND SO IT'LL ADAPT IT.

SO DEPENDING ON HOW A STUDENT SCORES ON BENCHMARK ADVANCE OR SORRY, DIBELS DOES THAT.

BUT BENCHMARK ALSO HAS A ADAPTIVE PROGRAM THAT IT SPEAKS TO IN DIBELS SPEAKS TO AMPLIFY READING AS WELL.

SO THERE'S THAT INDEPENDENT PRACTICE THAT STUDENTS CAN DO THAT'S RIGHT AT THEIR LEVEL.

ALL RIGHT. SO OUR THE NEXT FEW SLIDES 26 THROUGH 28 GIVE YOU AN OVERVIEW A STAR READING ASSESSMENT DATA.

WE CHOSE KIND OF THIS OVERARCHING REPORT.

YOU SAW THE REPORT THAT PRINCIPAL FOWLER SHARED.

IT'S SIMILAR TO THESE.

IT JUST IS IN A DIFFERENT FORMAT BECAUSE EACH ONE OF THOSE LINES ON HER GRAPH, THE VERTICAL LINES, THEY REPRESENT A STUDENT.

SO THAT WAS ALL STUDENTS IN SIXTH, SEVENTH OR EIGHTH GRADE.

THERE'S A LOT OF REPORTS IN THIS SYSTEM AND WE'RE STILL LEARNING IT, BUT STAR.

IT'S A UNIVERSAL SCREENER THAT WE'RE USING IN GRADES TWO THROUGH EIGHT.

THE STAR READING ASSESSMENT IS GIVEN THREE TIMES A YEAR.

SO BEGINNING OF THE YEAR, MIDDLE OF YEAR, END OF YEAR.

AND AS PRINCIPAL, FOWLER SHARED, WE ALSO GIVE IT IN BETWEEN JUST FOR STUDENTS THAT ARE IN THOSE RED AND YELLOW RANGES.

SO INTERVENTION AND THEN URGENT INTERVENTION, IT SERVES AS A PROGRESS MONITOR SO WE CAN KEEP KEEP TRACK OF THEM.

AND IF WHAT WE'RE DOING TO INTERVENE, IS IT WORKING? IS IT NOT WORKING? WHAT OTHER SKILLS DO THEY NEED TO WORK ON? SO IT DOES TALK TO AN ADAPTIVE PROGRAM AND I KNOW THAT'S NEW.

WE DID NOT ADOPT THAT PROGRAM YET.

IT'S CALLED FRECKLE. SO IT'S SIMILAR TO EXCEL.

AND WE DID BUY A FEW LICENSES AND WE HAVEN'T ROLLED IT OUT YET.

BUT FOR OUR MIDDLE SCHOOL ENGLISH LEARNERS IN OUR ELD CLASS.

SO IT DOES HAVE AN ADAPTIVE ONLINE COMPONENT THAT WE MIGHT LOOK AT FOR THE FUTURE.

ALSO IT IT HAS.

SO THIS IS ALL UNDER THAT RENAISSANCE UMBRELLA THAT I TALKED ABOUT IN SEPTEMBER.

SO STAR LIVES WITHIN RENAISSANCE FRECKLES AND RENAISSANCE VILLAGES PILOTING NEARPOD, WHICH IS A COMPONENT IN RENAISSANCE AS WELL.

STAR ASSESSMENTS FEED INTO NEARPOD, AND NEARPOD GIVES YOU INSTRUCTIONAL STRATEGIES AND IDEAS OF, YOU KNOW, THINGS YOU CAN DO WITH EACH INDIVIDUAL STUDENT TO ADAPT INSTRUCTION.

AND SO THERE ARE THOSE ADAPTIVE COMPONENTS WE JUST WERE STARTING WITH THIS ASSESSMENT, LOOKING AT THE DATA.

UNDERSTANDING THE DATA.

AND THEN, YOU KNOW, SEE WHERE WHERE THE GAPS ARE AND IF WE NEED TO.

YOU KNOW, ADOPT OTHER PROGRAMS LIKE THAT, BUT THEY DO EXIST.

AND ONE OF THE REALLY GREAT THINGS ABOUT STAR.

UNLIKE, YOU KNOW, MAP OR YOU KNOW, COMMON LINT THAT WE USED AT MIDDLE SCHOOL LAST YEAR, YOU KNOW.

SOME OF THESE OTHER PROGRAMS IS THAT IT FEEDS DIRECTLY INTO EDU CLIMBER, WHICH NOW IS OUR MTS HUB FOR TIER.

ONE, TWO AND THREE INTERVENTION MONITORING.

[01:25:03]

SO AS A TEACHER.

OR A COUNSELOR, I CAN PULL UP A STUDENT, A GROUP OF STUDENTS, I CAN CREATE A WATCH GROUP AND I CAN SEE THE.

STUDENTS ATTENDANCE, BEHAVIOR ASSESSMENTS, EVERYTHING ALL ON ONE.

SO WE CAN START TO LOOK AT PATTERNS.

YOU KNOW, WHY IS A KIDDO SCORING IN THE ABOVE BENCHMARK, FOR EXAMPLE? BUT THEY'RE THEY'RE NEVER COMING TO SCHOOL, AND THEY HAVE ALL F'S.

WELL, THEY'RE CLEARLY MAYBE ACADEMICALLY CAPABLE, BUT THERE'S SOMETHING ELSE GOING ON THAT WE MIGHT WANT TO DIG INTO.

AND SO THAT'S THE PURPOSE OF EDGE CLIMBER IS IT'S THE WHOLE CHILD AND THE WHOLE PICTURE.

SO WE CAN REALLY TARGET SPECIFIC INTERVENTIONS FOR BEHAVIORS SOCIAL, EMOTIONAL AND THEN ACADEMIC.

ANY QUESTIONS ON STAR BEFORE I SKIP AHEAD.

YEAH. I SEE THE STATE SETS THE BENCHMARKS.

SO THE YES GREAT QUESTION.

SO THE BENCHMARKS YOU'RE SEEING ON HERE ARE FIVE LEVELS.

AND IT COMES DIRECTLY OUT OF THE STAR SYSTEM BASED BASED ON IT'S A NATIONALLY NORMED TEST.

SO IT IS A STANDARDIZED TEST WITH NATIONAL NORMS. AS A DISTRICT WE CAN ADJUST THOSE BENCHMARKS.

SO WE ACTUALLY MADE THEM A LITTLE HIGHER FOR OUR DISTRICT.

AND WE WANTED TO CORRELATE THAT TO WHAT WE PREVIOUSLY USED IN BENCHMARK ADVANCE.

FOR EXAMPLE, WE HAVE THE ABILITY TO HAVE IT MIRROR.

AND THIS IS A GREAT SEGUE INTO THIS SLIDE.

WE HAVE THE CAPABILITY AS A DISTRICT TO HAVE IT MIRROR THE STATE BENCHMARK.

SO STARS USED ALL ACROSS THE NATION.

BUT STAR ALSO ADAPTS CUTOFF BENCHMARK LEVELS TO EACH STATE STANDARDS AND WHAT THEIR PERFORMANCE LEVELS ARE.

AND SO THIS GRAPH, IT LOOKS A LITTLE DIFFERENT THAN WHAT PRINCIPAL FLOWER SHARED BECAUSE IT HAS FOUR LEVELS.

BECAUSE ON CASP WE HAVE FOUR ACHIEVEMENT LEVELS.

AND SO AND THEY'RE ACTUALLY A LITTLE HIGHER.

SO THIS IS OUR KIND OF LEARNING YEAR.

DO WE WANT TO MAKE OUR DISTRICT BENCHMARKS MIRROR EXACTLY STATE BENCHMARKS OR YOU KNOW, HOW DO WE WANT TO USE IT? WE WANTED FIVE LEVELS BECAUSE WE WANTED TO DISTINGUISH A LITTLE MORE LIKE WHO'S REALLY URGENT? IT'S HARD TO TELL. THERE'S A LOT OF RED, BUT WHO'S TRULY URGENT AND WHO NEEDS MONITORING, RIGHT.

SO. BUT THIS IS A GREAT REPORT THAT WE HAVE ACCESS TO.

SO THIS STATE BENCHMARK EXAMPLE I FORGET WHAT GRADE LEVEL I PULLED, BUT STUDENTS THAT TOOK THIS STAR AT THE BEGINNING OF THE YEAR IN THE BLUE AND THE GREEN IT'S SAYING THAT IF THEY MAKE THEIR TYPICAL GROWTH, LET'S SAY AS A SIXTH GRADER, THAT THEY SHOULD MEET OR EXCEED STANDARDS. WHEREAS OUR KIDDOS THAT ARE IN THE YELLOW AND THE RED, IF THEY MAKE IF THEY'RE JUST GROWING, TYPICALLY THEY'RE GOING TO SCORE BELOW OR NEAR.

AND SO OUR KIDDOS IN YELLOW AND RED WILL NEED TO MAKE MORE GROWTH THAN TYPICAL, RIGHT? AND GROW FASTER IN ELA OR MATH IN ORDER TO BUMP UP TO ANOTHER ACHIEVEMENT LEVEL.

SO IT'S A IT'S A PREDICTOR IN A WAY.

BUT IT'S ALSO TELLING US AS AN INSTRUCTOR OR A DISTRICT WHERE WE NEED TO INTERVENE MORE QUICKLY AND MORE FREQUENTLY WITH KIDDOS THAT ARE DOWN IN THOSE RANGES BECAUSE THEY NEED TO GROW AT A HIGHER RATE THAN OUR OTHER STUDENTS.

SO IT HAS THERE'S A LOT OF REPORTS IN THERE, AND AS PRINCIPAL FOWLER SAID, WE'RE STILL LEARNING SOME OTHER GREAT REPORTS.

THESE ARE JUST EXAMPLES.

IT HAS INSTRUCTIONAL PLANNING REPORTS THAT OUR TEACHERS CAN USE.

SO OVER HERE IT SAYS FOCUS SKILLS.

SO AS A TEACHER I COULD PULL UP MY CLASS.

AND FOR MY CLASS IT'LL GIVE ME THESE LITTLE LIGHTNING BOLTS.

AND THAT'S SAYING AND THAT'S JUST A SNAPSHOT.

BUT IT'S ALL STANDARDS ALIGNED.

SO THAT WAS ANOTHER QUESTION THAT TRUSTEE CAVANAUGH HAD.

SO IT'S ALL ALIGNED TO THE STANDARDS.

AND IT WILL GIVE YOU THESE FOCUS SKILLS.

SO AS A AS A TEACHER, I CAN SEE WHERE MY WHOLE CLASS, THOSE SKILLS THAT AS A CLASS I NEED TO SPEND A LITTLE MORE TIME ON.

AND THEN I CAN ALSO PULL UP INDIVIDUAL REPORTS FOR STUDENTS.

THAT TELLS ME WHAT A STUDENT'S FOCUS SKILLS ARE.

SO YOU CAN DO THAT DEEP DIVE DOWN TO THE INDIVIDUAL LEVEL.

AND SIMILARLY WITH THE STANDARDS IT USES, OUR STATE STANDARDS AND WHERE WE'RE AT TOWARDS MASTERY.

AND SO AT THE BEGINNING OF THE YEAR, WE WOULD EXPECT RED AND YELLOW BECAUSE WE'RE WE'RE JUST STARTING TO TEACH THE STANDARDS FOR THAT GRADE LEVEL.

LIKE THEY HAVEN'T MASTERED IT YET.

BUT I COULD LOOK ACROSS THE ROWS WOULD REPRESENT AN INDIVIDUAL STUDENT.

BUT IF I LOOK AT COLUMNS, I MIGHT PICK OUT, YOU KNOW, ONE OF THE KEY IDEAS AND DETAILS DESCRIBE CHARACTERS IN A STORY.

WELL, YOU KNOW, THE CLASS ISN'T DOING TOO BAD IN THAT STANDARD, SO I MIGHT NOT HAVE TO HIT THAT.

[01:30:04]

SO THERE'S A LOT OF GREAT REPORTS.

SO THAT IS STAR AGAIN IT'S GRADES TWO THROUGH EIGHT.

IN COLLABORATION WITH OUR HIGH SCHOOL, WE DID PURCHASE 100 LICENSES THAT WE WOULD HAVE AVAILABLE FOR THE HIGH SCHOOL TO USE AT THEIR DISCRETION. THE IDEA WAS FOR, YOU KNOW, OUR FOUNDATION MATH CLASS OR SOME OF OUR OUR STUDY SKILLS CLASSES, THAT THEY WANT MORE DATA ON KIDS BECAUSE WE DON'T HAVE A STANDARDS ALIGNED SCREENER OR PROGRESS MONITOR IN GRADES 912.

SO WE DO HAVE SOME LICENSES THAT THAT OUR HIGH SCHOOL HAS AVAILABLE TO THEM.

IF THEY DECIDE THEY WANT TO START UTILIZING THOSE IN A CERTAIN CAPACITY.

BUT THE GOAL IS TO HAVE DATA ON STUDENTS THAT ARTICULATES UP THE SYSTEM.

100 LICENSES MEAN 100 STUDENTS.

YES. YEAH.

AND HOW LONG DO THOSE LICENSES LAST? IS THAT ANNUALLY? IT'S FOR THE YEAR.

YEAH. OKAY. YEAH.

SO WE DO A RENEWAL EVERY YEAR FOR THIS.

AND BECAUSE WE HAVE A BUNDLE, BECAUSE WE HAVE ALL THE COMPONENTS NOW UNDER RENAISSANCE, WE GET A BETTER PRICE, AND MY TEAM AND I HAVE STRATEGICALLY BUILT IN THE COST OF THESE THINGS INTO OUR CURRENT GRANTS.

SO IT WAS CURRENTLY IN STEM READY, BUT WE KNEW THAT WAS GOING TO END LAST SCHOOL YEAR.

SO THEN WE PUT IT INTO E3, AND WHEN E3 DOES ITS IT ENDS.

IT'S NOW ALSO IN CS PLUS.

SO IT'S NOT COMING OUT OF GENERAL GENERAL BUDGET.

YEAH. IT'S THE LONG TERM VISION OF HAVING ALL OF THIS THAT'S STARTING TO TO COME TOGETHER.

I KNOW I SPENT A LOT OF TIME ON STAR, BUT IT WAS A NEW ASSESSMENT.

SO I FELT LIKE THAT WAS IMPORTANT FOR YOU AND OUR, OUR COMMUNITY OR TEACHERS.

DOCTOR BATTLE, I WOULD JUST LIKE TO SAY, SINCE WE'RE TALKING ABOUT STAR AND THE HIGH SCHOOL YEARS, IT JUST SEEMS TO ME THAT THE CASP DURING THE 11TH GRADE IS JUST AS YOU'RE KIND OF ALLUDING TO, IS JUST SORT OF IS AN INADEQUATE OR SUBOPTIMAL MEASURE OF CONTINUING PERFORMANCE AND IMPROVEMENT.

AND IT SOUNDS LIKE THIS TEST CAN BE ADMINISTERED WITHOUT CHANGING THE BELL SCHEDULE AND SHUTTING DOWN THE SCHOOL AND AND WHATEVER ELSE FOR FOR CASP.

SO I THINK THAT THE HOPEFULLY WE'LL CONTINUE TO SEE IMPROVEMENT WITH THAT.

THANK YOU. YEAH.

THANK YOU. AND JUST TO ADD TO THAT, I KNOW A QUESTION OF HOW LONG DOES IT TAKE? SO EACH ONE IS 34 QUESTIONS.

AND THE QUESTIONS ARE TIMED.

SO IT SHOULD NOT TAKE YOU KNOW, MORE THAN A HALF HOUR OR 40, 45 MINUTES.

ESPECIALLY ONCE STUDENTS GET IN A ROUTINE OF IT, IT'S REALLY EASY TO FACILITATE THROUGH CLASS LINK.

THEY CLICK A BUTTON AND THEY CLICK ON READING OR MATH AND IT JUST STARTS AND SO IT'S A LOT EASIER TO FACILITATE THAN CASP AND LESS TIME.

YEAH. I REALLY QUICKLY AT THE BEGINNING OF THE YEAR, IF WE HAVE STUDENTS THAT ARE ENGLISH LANGUAGE LEARNERS AND THEIR READING MAY NOT BE AS, AS, AS QUICK.

AND I'M THINKING OF SPECIFICALLY THE MATH TEST BECAUSE IT'S NOT JUST COMPUTATION, IT'S THERE'S WORD PROBLEMS THEY HAVE TO READ AND UNDERSTAND IN ORDER TO DO THE WORD PROBLEM. ARE THERE MODIFICATIONS? IS CAN THE QUESTIONS BE READ TO THEM IN SPANISH SO WE CAN FIND OUT WHAT WHAT DO THEY REALLY KNOW ABOUT MATH.

AND THEY'RE NOT. IS IT JUST A STRUGGLE READING THE QUESTION IN ENGLISH OR.

I THINK YOU HAVE ACCESS TO MY REPORT.

SO I'M REALLY GLAD YOU ASKED THAT BECAUSE THE STAR DOES COME IN SPANISH.

SO THERE'S THE STAR SPANISH AND READING AND STAR SPANISH IN MATH BECAUSE WE REALLY WANT TO KNOW ARE ARE THEY A READER? WHERE ARE THEIR SKILLS.

AND THEN BOTH TESTS DO ALLOW FOR ACCOMMODATIONS.

STAR SPANISH IS IN SPANISH.

IT WON'T READ TO THEM IN THE READING ONE, BUT IT WILL READ THE MATH QUESTIONS BECAUSE IN READING WE'RE ASSESSING READING.

SO THE QUESTIONS ARE NOT ARE NOT READ OR CANNOT DO A READ ALOUD.

BUT IN THE MATH, THEY CAN.

AND THAT'S ALSO AN OPTION FOR OUR NON-ENGLISH LEARNERS THAT MIGHT HAVE A 504 OR AN IEP THAT HAS SOME OF THOSE ACCOMMODATIONS IN THERE.

WE DO HAVE SETTINGS WITHIN STAR THAT WE CAN SET FOR OUR KIDDOS.

FOR EXAMPLE, MAYBE IT SHOULDN'T BE A TIMED TEST FOR SOME STUDENTS THAT NEED, YOU KNOW, AN ACCOMMODATION LIKE THAT.

AND WE CAN ADJUST ALL OF THAT ON THE BACK END.

OKAY. AND THE STATE TESTS AREN'T TIMED CORRECT.

AT THE END OF THE YEAR. THE STATE TESTS ARE NOT TIMED.

SO WHAT IF THE STUDENT STILL NEEDS THAT ACCOMMODATION SPANISH LANGUAGE ACCOMMODATION FOR THE STATE TEST? DO WE HAVE TO DO THEY HAVE TO HAVE SOME KIND OF DESIGNATION BEFORE THEY CAN GET THAT HELP ON THE STATE TEST.

[01:35:06]

AND THAT'S DIFFERENT. THAT'S FOR PROFICIENCY IN ANOTHER LANGUAGE, BUT ONLY IF THEY'RE A NEWCOMER.

IF THEY'VE BEEN IN THE COUNTRY 12 MONTHS OR LESS, THEN THEY'RE NOT REQUIRED TO TAKE THE TEST.

ELLA. BUT THEY'RE STILL REQUIRED TO TAKE THE CASP MATH.

BUT IT WILL NOT BE IN SPANISH OR THEIR PRIMARY LANGUAGE WHICH IS REALLY HARD.

THERE'S, YOU KNOW, ESPECIALLY FOR OUR STUDENTS, THAT'S NOT ALWAYS A POSITIVE EXPERIENCE.

SO YEAH, THOSE QUESTIONS ARE LONG AND THEY'RE COMPLICATED AND THERE ARE MULTIPLE STEPS.

SO. YEAH, BUT THE ONLY ACCOMMODATION IS IN GENERAL FOR FOR STUDENTS THAT HAVE ENROLLED WITH US AND HAVE BEEN IN THE COUNTRY 12 MONTHS OR LESS.

OKAY. THEY'RE ONLY EXEMPT FROM THE ELA, BUT THEY HAVE TO TAKE THE MATH.

OKAY. SOMETIMES A PARENT MIGHT OPT THEM OUT OF THE MATH.

WE DISCOURAGE OPT OUTS BECAUSE WE WANT OUR PERCENTAGE RATES, BUT WE ALSO UNDERSTAND THAT THAT'S AN INDIVIDUAL CHOICE IN A RIGHT THAT A PARENT HAS TO DO THAT.

YEAH. YEAH.

THANK YOU FOR ASKING THOSE QUESTIONS.

ALSO ONE OF THOSE ADAPTIVE PROGRAMS, FRECKLE, I MENTIONED, THEY HAVE ONE THAT'S ALSO CALLED LILO, AND IT'S IN SPANISH.

SO THAT'S WHAT WE'RE GOING TO BE WORKING ON PILOTING.

YEAH. WITH OUR ELD STUDENTS TO SEE HOW THAT GOES.

THIS SLIDE, I KNOW PRINCIPAL MOLINA WILL PROBABLY DIG IN MORE INTO IT WHEN SHE PRESENTS NEXT MONTH, BUT YOU'VE SEEN IT BEFORE.

COMMONLY IT IS A A GRADE LEVEL READINESS ASSESSMENT THAT OUR HIGH SCHOOL IS GIVING STILL.

AT THE BEGINNING OF THE THE TERM TO STUDENTS IN THEIR ENGLISH CLASSES AND IT IS STANDARDS ALIGNED.

SO YOU CAN SEE THE ROWS WOULD BE INDIVIDUAL STUDENTS AND THEN THE COLUMNS WOULD ALIGN TO THE STANDARDS.

AND AS A TEACHER, SIMILAR TO STAR.

IF I'M SEEING SOME COLUMNS WHERE THERE'S A LOT OF GREEN, THEN MAYBE THOSE ARE THINGS I DON'T HAVE TO FOCUS ON AS MUCH AS OTHER STANDARDS WHERE I'M SEEING, YOU KNOW, RL 0.2 WHERE IT'S A LOT OF YELLOW AND MAYBE SOME ORANGE.

SO IT'S IT'S HELPFUL FOR THE TEACHER TO HAVE THIS INFORMATION.

AND ALL OF THESE ASSESSMENTS HAVE BEEN PUT INTO OUR RENAISSANCE SYSTEM.

AND WHAT WE CALL AT A GLANCE REPORTS FOR OUR TEACHERS.

SO AT THE BEGINNING OF THE YEAR, DURING STAFF MEETINGS AND ALSO THE PROFESSIONAL LEARNING DAY TEACHERS HAVE BEEN GUIDED ONCE AGAIN TO LOG IN AND GO TO THE AT A GLANCE SO THEY CAN SEE ALL THEIR KIDS, ALL OF THEIR ASSESSMENTS AND GET AN IDEA OF WHERE THEIR STUDENTS ARE AT.

SO AS A SCIENCE OR HISTORY TEACHER, I COULD SEE, OH THIS KIDDO IS REALLY NOT A STRONG READER, SO I MIGHT HAVE TO SCAFFOLD SOME OF THE VOCABULARY IN MY SCIENCE CLASS FOR, FOR THESE STUDENTS.

SO IT'S HELPFUL ACROSS THE BOARD IN ALL CLASSES.

AND I THINK I COVERED FOCUS AREAS.

A LOT OF IT HAS TO DO WITH OUR MTS SYSTEM AND HOW WE ARE MONITORING INTERVENTIONS FOR STUDENTS THAT ARE BELOW, BUT ALSO WHAT ARE WE DOING TO EXTEND LEARNING WITHIN THE STAR? I SHOWED YOU THE FOCUS SKILLS, BUT IT ALSO HAS EXTENSION THINGS FOR FOR STUDENTS THAT MAYBE I'M I'M IN THE DARK GREEN ALREADY AND I'M PERFORMING VERY WELL ACADEMICALLY.

WHAT WHERE MY GROWTH AREAS AS WELL.

SO IT HAS GROWTH AREAS FOR EVERY KIDDO NO MATTER WHERE THEY THEY SCORE.

BUT REALLY OUR FOCUS IS ON MTS AND FOR ELA SUPPORTING OUR SITES WITH INCREASED WRITING AND ENGAGEMENT AND COMPREHENSION STRATEGIES. OKAY, READY TO DIVE INTO MATH? OKAY. SO SIMILARLY FOR MATH.

WHEN WE LOOK AT OUR STANDARDS EXCEEDED FOR ALL STUDENTS MET, NEARLY MET AND NOT MET.

WE ARE REALLY IN THAT THAT MAINTENANCE PHASE WHEN WE LOOK AT ALL STUDENTS WHO TOOK THE MATH.

I KNOW OUR SITES WILL DIVE IN DEEPER BECAUSE THERE ARE SOME DIPS IN MATH WHEN WE LOOK AT CERTAIN GRADE LEVELS.

AND THEN AT SITES.

BUT REALLY OVERALL WE'RE MAINTAINING AND IN MATH, WE WERE THE NUMBER TWO UNIFIED DISTRICT IN THE COUNTY, RIGHT BEHIND ANOTHER DISTRICT NORTH OF US THAT I USED TO WORK AT.

I WON'T NAME WHO THEY ARE.

WE'LL GET THEM.

THEY WENT DOWN A LITTLE BIT.

WE'RE CLOSE. WE'RE WITHIN TWO POINT SOMETHING.

YEAH, I WROTE IT DOWN EARLIER TODAY, AND THEN AGAIN BY BY GRADE LEVEL.

ONCE AGAIN, SIMILAR TO ELA, L.A..

[01:40:01]

LIKE I SAID BEFORE, TYPICALLY IT'S LIKE A ROLLER COASTER OF SCORES, BUT WE'RE REALLY STARTING TO SEE MAINTENANCE AND AND SOME GROWTH.

AND JUST ALWAYS TO HIGHLIGHT OUR MILITARY CONNECTED.

DO REALLY, REALLY WELL IN OUR SYSTEM AND THEY, YEAH, OUTPERFORM OUR ALL STUDENT GROUP EVERY YEAR. SO ONCE AGAIN, IT'S THE LOCAL ASSESSMENTS THAT ARE IMPORTANT THAT WE SPEND TIME LOOKING AT.

SO I DON'T KNOW THAT WASN'T MY SIDE OF IT.

BRIDGES IN MATHEMATICS.

SO SIMILAR TO BENCHMARK ADVANCE, OUR ELA CURRICULUM AT ELEMENTARY BRIDGES AND MATH IS OUR MATH CURRICULUM AT ELEMENTARY.

AND BECAUSE WE HAVE THE STAR MATH THAT WE GIVE IN GRADES TWO THROUGH EIGHT, WE ARE ONLY DOING THE NUMBER CORNER OF BASELINE AND AND NUMBER CORNER ASSESSMENTS THROUGHOUT THE YEAR FOR GRADES K ONE.

SO YOU CAN SEE RIGHT NOW IT SHOWS DATA WHERE THE STUDENTS SHOULD BE RIGHT NOW IN THEIR CURRENT GRADE LEVEL.

AND SO OVERALL FOR KINDERGARTEN FIRST ACROSS BOTH SITES WE HAVE A 92% THAT ARE MEETING OR APPROACHING.

SO OUR KIDDOS ARE RIGHT WHERE, WHERE WE EXPECT THEM TO BE.

AND FOR OUR STUDENTS THAT ARE MORE IN THAT TIER THREE ZONE, THEN WE CAN DO MORE DIAGNOSTIC ASSESSMENTS.

WE THROUGH DODEA GRANT E3, HAVE OUR MATH INTERVENTIONISTS THAT WILL POOL SHE'S NOT PULLING GROUPS.

SHE'S PUSHING IN TO THEIR MATH BLOCKS TO WORK WITH INDIVIDUAL STUDENTS OR SMALL GROUPS OF STUDENTS WITHIN THE CLASSROOM TO PROVIDE THAT EXTRA SUPPORT OR DOUBLE DIP. SO I GUESS THAT'S SOMETHING THAT SOMETHING TO THINK ABOUT.

THIS IS A LOT OF INFORMATION THAT ELLA.

AND HERE THERE'S A LOT OF DIFFERENT ASSESSMENTS.

AND WHEN DO TEACHERS HAVE TIME TO REALLY LOOK AT ALL THIS AND THEN IMPLEMENT IT AND WORK WITH SPECIFIC STUDENTS? ARE THERE DO WE HAVE ENOUGH INTERVENTIONISTS PUSHING INTO CLASSES FOR BOTH ELA AND MATH, OR HOW IS THAT WORKING? IS IT DURING PREP TIME PLANNING TIME? IS THERE ENOUGH TIME TO REALLY ANALYZE ALL OF THIS DATA? YEAH, SO I'M REALLY GLAD YOU ASKED THAT.

SO SOME OF THE CURRENT STRUCTURES THAT WE'VE HAD OVER THE YEARS BUILT INTO OUR SYSTEM ARE THE EARLY RELEASE WEDNESDAYS.

THEY CYCLE THROUGH HAVING PLC TIME, WHICH IS WHERE WE REALLY START TO DIG INTO THE DATA IN THE CYCLES THAT WE'RE ASSESSING.

AND SO IT'S DURING THAT WEDNESDAY TIME, I KNOW SOME OF OUR PRINCIPALS WILL USE STAFF MEETING TIME TO DO A LITTLE BIT OF WHAT THEY NEED TO DO FOR SCHOOL WIDE STAFF UPDATES, BUT THEN THEY MIGHT SPEND A STAFF MEETING DOING A DATA DIVE WITH THEIR TEACHERS.

AND I KNOW MY TEAM AND I HAVE ATTENDED MULTIPLE STAFF MEETINGS ACROSS THE DISTRICT TO SUPPORT OUR PRINCIPALS OR PRESENT WHERE THEY WANT US TO, AND GET PEOPLE LOGGED IN AND LOOKING AT THE DATA. WE'VE ALSO DEVELOPED DATA PROTOCOLS THAT THEY CAN USE.

SO ASKING THE QUESTIONS, WHAT DO YOU NOTICE? WHAT MIGHT YOU DO AND THAT CORRELATE TO THE REPORTS THAT THEY'RE LOOKING AT.

SO THE WEDNESDAY TIME IS OUR BUILT IN STRUCTURE OVER A NUMBER OF YEARS.

SOMETHING NEW THIS YEAR IN ADDITION TO THE ONE DAY, RIGHT, THAT WE GET IN SEPTEMBER THAT WE ARE TRYING OUT AT THE ELEMENTARY SCHOOL IS OVER FOUR DAYS THIS SCHOOL YEAR.

EACH GRADE LEVEL WILL BE RELEASED FOR FOUR HALF DAYS.

AND THAT'S WHERE THAT ARTS INTEGRATION THOSE ARTS INTEGRATED LESSONS ARE PUSHING IN.

SO WE HAVE TEACHING ARTISTS THAT.

THANK YOU, MR. SCHMEICHEL, FOR ORGANIZING THAT AND MONITORING THAT.

WHERE TEACHING ARTISTS ARE COMING INTO THE CLASSROOMS AND THEN THE TEACHERS IN A GRADE LEVEL ARE RELEASED FOR A DAY, AND THEIR ADMINISTRATORS ARE SITTING WITH THEM FOR A FEW HOURS DIGGING INTO THIS.

AND OUR INTERVENTIONISTS ARE PART OF THOSE DISCUSSIONS AS WELL.

AND SO THAT'S A NEW STRUCTURE WHERE THEY HAVE MORE THAN AN HOUR, RIGHT? WEDNESDAYS AREN'T THAT LONG.

TO REALLY DIG IN. AND I WILL SAY IT'S BECOMING MORE ROUTINE NOW THAT TEACHERS ARE USED TO.

OH, THIS IS WHERE I GO TO LOOK AT THIS.

HERE'S THE INFORMATION IT GIVES ME.

WHERE THEY CAN START TO NOTICE THE PATTERNS AND REALLY HAVE THOSE IMPORTANT DISCUSSIONS.

WITH WHAT ARE THEY GOING TO DO? HOW ARE THEY GOING TO GROUP THE STUDENTS? WHO NEEDS TIER TWO? AND THEN WHAT TIMES ARE THEY GOING TO PUSH IN? YOUR QUESTION ABOUT DO WE NEED MORE INTERVENTIONISTS? WE'RE WE ARE RESPONSIVE TO THE DATA, WHAT THE DATA IS TELLING US.

WE KNOW HAVING A PERSON THAT'S 50% AT STRAND AND 50% AT VILLAGE THROUGH OUR E3 GRANT PROBABLY ISN'T ENOUGH IN

[01:45:01]

SO THE BEST FIRST INSTRUCTION IS IN THE CLASSROOM.

AND THE MAJORITY OF OUR STUDENTS ARE GOING TO GET THAT TIER ONE AND TWO WITH THEIR CLASSROOM TEACHER.

THOSE INTERVENTIONISTS ARE REALLY FOR THE DOUBLE DIP FOR THE KIDS THAT ARE UPPER TIER TWO.

AND, YOU KNOW, RIGHT, RIGHT NEAR TIER THREE.

AND THESE ASSESSMENTS, THEY'RE REPLACING OTHER ASSESSMENTS.

SO IT'S NOT AN ADDITIONAL ASSESSMENT.

YES. OKAY. YEAH. SO WITH THE ADOPTION OF STAR FOR GRADES TWO THROUGH FIVE, NUMBER CORNER AND BENCHMARK ADVANCE WERE TAKEN OFF THE PLATE.

AND I WOULD SAY ELEMENTARY TEACHERS WERE VERY OKAY WITH THAT BECAUSE THEY TOOK THEY THEY WERE MORE TIME CONSUMING.

SO THAT WAS A WELCOME CHANGE.

AND THEN AT MIDDLE SCHOOL WE USED TO USE COMMON LIT AND THEN THE READING INVENTORY AND THEN ALSO THE MDP.

SO NOW THOSE ARE OFTEN WE'RE USING STAR.

YEAH. SO BALANCE MAKING SURE WE'RE COGNIZANT OF OF TEACHER TIME AND INSTRUCTIONAL TIME AS WELL.

YEAH. SINCE WE ALREADY TALKED ABOUT STAR ELA I PROVIDED SIMILAR REPORTS FOR MATH THAT WILL GIVE US THOSE DISTRICT BENCHMARK LEVELS TO FOLLOW UP ON THAT.

AND. CERTAINLY THE SAME NOTION OF TEACHER YOUR TIME AND AND.

THIS IS VERY VALUABLE DATA POINTS.

SO ON THAT SLIDE YOU'RE SHOWING US FOR EXAMPLE ALL OF THE DIFFERENT MATHEMATICS ASSESSMENTS IN AN OVERVIEW.

AND SO WHILE YOU.

CAN HAVE THEM ALL LISTED ON HERE.

NOW I'M GOING BACK. YEAH YEAH.

THIS ONE. YEAH.

SO SOME OF THESE I LITERALLY WAS COUNTING THESE LIKE OH MY GOSH I MEAN YEAH IT'S A LOT OF TESTS.

SO YEAH THANK YOU FOR FOR ASKING THAT QUESTION.

SO I CAN I CAN JUST REITERATE THAT SOME OF THESE ARE ONLY FOR CERTAIN GRADE LEVELS.

SO IT DOESN'T REPRESENT ALL STUDENTS ON THIS GRAPH.

THIS IS REALLY AN OVERVIEW.

I WE COULD HAVE A MORE WE HAVE MORE INTERNAL DOCUMENTS THAT SPECIFY.

SO FOR EXAMPLE NUMBER CORNER BASELINE NUMBER CORNER IS NOW ONLY K ONE AND THEN STAR IS TWO THROUGH EIGHT.

AND SO THEY'RE NOT DOING DOUBLE DIPPING ACROSS THE BOARD.

THAT ORANGE ROW WILL GIVE THE THAT'S FOR INTERVENTION.

BUT IT'S ALSO YOU KNOW, IF WE NEED TO DO A MORE DIAGNOSTIC DIVE FOR, FOR CERTAIN STUDENTS.

SO THAT'S THAT'S NOT ALL STUDENTS OUTSIDE OF THE MDP, WHICH IS USED AT THE HIGH SCHOOL JUST IN THE BEGINNING OR AT THE END OF THE TERM FOR THEIR MATH CLASSES.

YEAH, YEAH.

SO THE NUMBER CORNER, IT'S ONLY CERTAIN GRADE LEVELS.

AND THEN CASP INTERIM IS ON THERE AS AN OPTION.

THAT'S IN SOME OF MY FOLLOW UP CHARTS.

IT'S NOT A REQUIREMENT THAT OUR TEACHERS GIVE THE CAST INTERIM.

WE'VE DONE SOME TRAININGS AROUND IT.

WE'VE MET WITH DIFFERENT GRADE LEVELS THAT ARE INTERESTED IN TRYING IT OUT.

FOR EXAMPLE, THERE'S NEW SCIENCE INTERIMS THAT I'LL TALK ABOUT WHEN WE GET TO THE SCIENCE SCORES.

BUT THEY'RE THEY'RE AVAILABLE IF TEACHERS WANT TO LOOK AT THE QUESTIONS AND MAYBE PEPPER IN SOME OF THE CAST OR CAST QUESTIONS INTO THEIR INSTRUCTION.

BUT THANK YOU FOR ASKING THAT.

NO, I DON'T. YEAH, THIS IS FINE.

YEAH. ONCE AGAIN, STAR MATH.

I JUST GAVE YOU AN OVERVIEW OF SIMILAR REPORTS THAT WE USE FOR STAR MATH RIGHT NOW, AND THEN THE MDP.

IT'S A COARSE LEVEL DIAGNOSTIC ASSESSMENT THAT MEASURES PREPARATION FOR THE FOUNDATIONAL TOPICS FOR THE NEXT MATH CLASS THAT A STUDENT WILL BE ENTERING.

SO, FOR EXAMPLE IF STUDENTS ARE COMPLETING IM ONE, THEY WILL TAKE AN IM TWO READINESS MDP ASSESSMENT.

AND THIS IS AN EXAMPLE OF WHAT A SCORE REPORT WOULD LOOK LIKE.

EACH INDIVIDUAL ROW WOULD REPRESENT A STUDENT, AND LISTED ACROSS ARE THOSE FOUNDATIONAL TOPICS.

AND IF THEY THEY HAVE TO GET A CERTAIN NUMBER OF TOPICS CORRECT TO MEET WHAT MTPE DESCRIBES AS A CRITICAL LEVEL TO BE SUCCESSFUL

[01:50:03]

AND SO WHAT'S IN GREEN ARE THOSE CRITICAL LEVELS THAT STUDENTS MET.

AND SO TEACHERS CAN USE THIS AS A READINESS TOOL IN THEIR CLASS.

BUT IT'S NOT A SCREENER.

IT'S DIFFERENT THAN STAR.

IT'S THAT'S IT'S APPLES TO ORANGES.

IF WE COMPARE IT TO TO STAR IT'S GIVING US DIFFERENT INFORMATION.

BUT IT'S STILL USEFUL FOR OUR TEACHERS.

I KNOW OUR HIGH SCHOOL TEACHERS LIKE HAVING THIS DATA AND HAVE FOR THEIR STUDENTS SO THEY CAN MONITOR AND JUST HAVE BEGINNING OF THE YEAR DATA ON THEIR, THEIR STUDENTS.

I THINK I'VE MENTIONED ALL OF THESE.

SO OUR SCIENCE SCORES, THIS IS OUR LAST ASSESSMENT IS OUR CAST.

OUR OVERALL PERCENTAGE SLIGHTLY DECREASED.

WE KNOW THERE'S WORK TO DO WITH NGSS IMPLEMENTATION.

BUT I DO WANT TO HIGHLIGHT THAT CORONADO UNIFIED WE ARE NUMBER THREE IN THE COUNTY IN SCIENCE.

WE ARE IN CLOSE RANGE WITH POWAY AND CARLSBAD FOR UNIFIED SCHOOL DISTRICTS IN THE COUNTY.

REMEMBER THAT OUR CAST, IT'S ONLY IN GRADES FIVE, EIGHT AND 11.

SO IT'S A VERY SMALL SUBSET OF OUR STUDENTS THAT ARE TAKING THIS TEST ONCE A YEAR.

SO IT'S NOT REPRESENTATIVE OF SCIENCE KNOWLEDGE ACROSS THE DISTRICT.

WE ARE ALSO WELL ABOVE OUR SAN DIEGO COUNTY AVERAGE AND ALSO OUR CALIFORNIA STATE AVERAGE.

BUT SOME OF THE THINGS WE'RE PUTTING INTO PLACE AND THAT ARE FOCUSED ON SCIENCE ARE TWO NEWEST GRANTS.

SO WE HAVE PROJECT SAIL, WHICH IS FOCUSED ON STEM AND REALLY CURRICULUM ALIGNMENT.

AND GSS, OUR PROJECT LEAD THE WAY OUR PATHWAYS ENGINEERING AND ALIGNING OUR CURRICULUM AND ARTICULATING IT UP THROUGH OUR SYSTEM.

SO I KNOW THAT'S A AREA IS PART OF THAT.

GRANT. THANK YOU FOR HER HER SHOUT OUT.

SHE'LL APPRECIATE THAT.

AND SO SHE'S BEEN WORKING A LOT WITH OUR SHE'S OUR K-8 STEM TOSA.

SO SHE'S BEEN WORKING A LOT WITH OUR ELEMENTARY TEACHERS OVER THE LAST YEAR TO ALIGN TO THE NEW EDITION OF PHOS, WHICH WE PURCHASED.

THE NEW KITS. CONVERSION KITS TO CONVERT OUR OLD FOES TO THE NEW FOES, AND HAS HAD PLANNING DAYS AND WILL HAVE MORE WITH THE TEACHERS BEFORE THEY TEACH THE MODULES.

THEY DID THEIR FIRST SCIENCE WALKTHROUGHS TODAY AS PART OF THE EVALUATION PROCESS.

WITH THE GRANT. SHE CAME BACK SO EXCITED.

SHE KNOWS SCIENCE IS HAPPENING IN EVERY CLASSROOM AND IT WAS HANDS ON.

AND SHE GOES, THEY WERE USING ALL THE THINGS WE ORGANIZED.

THEY SPENT HOURS AND HOURS.

SHE AND STACY MORRIS OVER THE SUMMER.

AND SO THAT WAS EXCITING.

YOU KNOW, BUT TRULY, IT'S GETTING DOWN TO FIDELITY TO THE CURRICULUM, WHICH IS ALIGNED TO NGSS STANDARDS, WHICH IS WHAT IS TESTED ON CAS.

AND SIMILARLY, AT THE MIDDLE SCHOOL, SHE HAS SOME DAYS COMING UP IN THE NEXT THREE WEEKS.

NEXT WEEK SHE'LL BE WORKING WITH SIXTH GRADE TEACHERS WITH SCIENCE.

SO ALIGNING THEIR CURRICULUM TO OUR ELEVATE SCIENCE CURRICULUM.

AND THEY'RE ALSO LOOKING AT HOW THEY'RE PEPPERING IN THOSE INTERIM SCIENCE QUESTIONS INTO THEIR, THEIR ASSESSMENTS.

SO COMPUTER SCIENCE PLUS GRANT.

I'LL TALK MORE ABOUT NEXT BOARD MEETING NEXT MONTH, BUT THAT'S ANOTHER GRANT THAT ALIGNS CLOSELY WITH PROJECT SALES.

SO SCIENCE IS DEFINITELY A FOCUS OF OURS.

DISTRICT WIDE.

I KNOW PRINCIPAL MOLINA WILL DIVE IN TO AP PLACEMENT DATA.

AP TESTS AS WELL NEXT MONTH IN HER REPORT.

BUT THESE TWO SLIDES GIVE YOU AN OVERVIEW OF OUR PASS RATES.

YOU CAN SEE THAT WE HAD MORE EXAMS TAKEN, SO 707 EXAMS IN COMPARISON TO 641 LAST YEAR.

AND MORE STUDENTS.

OUR STUDENTS INCREASED IN HOW MANY STUDENTS TOOK AN AP TEST? STUDENTS THAT SCORED A THREE, 4 OR 5 INCREASED TO 86% FROM 80.

WE'RE MAINTAINING STUDENTS THAT SCORE A FIVE OVERALL.

WE HAD HIGHER PASS RATES IN COMPARISON TO THE GLOBAL PASS RATES IN 16 OUT OF THE 21 AP TESTS.

OF THOSE THAT WEREN'T NEAR THE GLOBAL, A FEW WERE JUST RIGHT THERE WITHIN A FEW PERCENT.

AND THEN A FEW WE KNOW ARE SOME FOCUS AREAS OF OURS.

SO A LOT TO CELEBRATE WITH OUR AP TEACHERS AND OUR AP PROGRAMS AND STUDENTS AT THE HIGH SCHOOL.

SO I THINK I'VE MENTIONED A LOT OF THESE ACTION ITEMS AS WE'VE BEEN TALKING.

[01:55:04]

THIS IS KIND OF IN THE WEEDS LIST OF SOME OF THE THINGS THAT WE'RE FOCUSING ON AT IN THE DIFFERENT DISCIPLINES AS WELL AS THE, THE ARROWS, THE ASSESSMENTS AND SUPPORTS.

THAT'S REALLY HIGHLIGHTING OUR MTS SYSTEM THAT WE'RE IN YEAR SIX OF OUR MTS WORK AND THEN PROFESSIONAL LEARNING IN OTHER INITIATIVES.

WE HAVE A PORTRAIT OF A GRADUATES ON THERE.

SO WE'RE WE'RE BEING MINDFUL OF ALL OF THE THINGS THAT WE'RE DOING AND, AND REALLY FOR, FOR ME AND MY DEPARTMENT AND US, YOU KNOW, WHEN WE'RE WE'RE LOOKING AT THE SYSTEM K-12, IT'S REALLY HAVING THAT 30,000 FOOT VIEW OF OUR PROGRAMS AND OUR SYSTEMS LOOKING AT DATA FROM A 30,000 FOOT VIEW, BUT REALLY TRYING TO ALIGN, YOU KNOW, ALL OF THESE PIECES, THERE'S A LOT OF OVERLAP.

AND SO JUST MAKE IT EASIER FOR US TO BE ON THE SAME FREEWAY AND GET TO THE SAME DESTINATION.

SO I AM AVAILABLE FOR ANY ADDITIONAL QUESTIONS THAT YOU HAVE ABOUT ASSESSMENTS, UNLESS YOU WANT TO DO PUBLIC COMMENT FIRST.

YES. IS THERE ANY PUBLIC COMMENT AT THIS TIME? GOOD EVENING, JENNIFER LANDRY CORONADO.

SO AS YOU SAW SOME OF THE FOCUS INTERVENTIONS IDEAS FOR IMPROVEMENT, PLAN FOR IMPROVEMENT.

HOWEVER, WE WANT TO LOOK AT IT INCLUDED SMALL GROUPS AND ESPECIALLY IN THE AREA OF READING.

AS YOU KNOW, WE USED TO HAVE FOUR OF OUR MEMBERS IN READING SPECIALIST POSITIONS.

TWO OF THOSE POSITIONS WERE ELIMINATED.

SO NOW ONLY TWO OF OUR MEMBERS ARE READING SPECIALISTS.

WE KNOW THAT THOSE FOLKS DON'T HAVE A CLASS LIST.

THEY DON'T HAVE KIDS THAT, YOU KNOW, THEY GREET AT EIGHT AND HAVE FOR THE REST OF THE DAY.

HOWEVER, WHAT'S HAPPENING IS ONE OF OUR READING SPECIALISTS, WHEN THERE IS A SHORTAGE OF SUBS, IS GETTING PULLED TO GO AND SUB DURING THE DAY.

FOR A CLASSROOM THAT NEEDS A SUB, NOT DURING AN EMERGENCY.

I'M NOT REFERRING TO THE RECENT EMERGENCY.

OF COURSE IT'S NEEDED THEN I AM HOPING THAT OUR SCHOOL WHO'S DOING THIS CAN AND WORK WITH THE DISTRICT.

THE DISTRICT CAN WORK WITH THE SCHOOL HOWEVER YOU WANT TO LOOK AT IT.

TO FIGURE OUT A DIFFERENT PLAN B FOR WHEN THERE IS NOT A SUB.

PERHAPS SOMEONE ELSE WHO HAS EXPERIENCE AT THAT SCHOOL COULD BE CALLED TO GO DOWN AND COVER FOR A CLASSROOM WHEN IT'S NEEDED.

SO THAT READING SPECIALIST IS SO IMPORTANT TO RUN THOSE SMALL GROUPS THROUGHOUT THE DAY.

DO THOSE PULL OUTS, DO THOSE PUSH INS, ALL THE DIFFERENT THINGS THAT THEY DO? AND SO WE'RE HOPING THAT THEY CAN HAVE MORE OF A CONSISTENT OPPORTUNITY TO CONTINUE TO DO WHAT THEY'RE DOING AND MAKE THOSE IMPORTANT INROADS AND DIFFERENCES WITH OUR STUDENTS IN THOSE SMALL GROUPS.

THANK YOU. THANK YOU.

I WOULD LIKE TO SAY SOMETHING.

YOU HAVE THREE MINUTES. THREE MINUTES.

OKAY. JUST IN LOOKING AT THE ASSESSMENT DATA, I WOULD LIKE TO SAY SOMETHING.

AND THIS IS WHY.

THIS IS WHY I'M HERE TONIGHT.

I DON'T WANT TO GIVE UP ON THIS DISTRICT BECAUSE I SEE THE AMAZING, INCREDIBLE INDIVIDUALS, AT LEAST OVER AT SILVER STRAND UP HERE ON THE BOARD.

I KNOW THAT OUR HEARTS ARE I KNOW AS AN EDUCATOR, I GOT INTO EDUCATION BECAUSE I KNEW I COULD MAKE A DIFFERENCE.

AND I GREW UP IN A CITY LIKE IMPERIAL BEACH NATIONAL CITY, WHERE I WENT TO A LOW INCOME SCHOOL.

I WAS ACTUALLY A MINORITY AT MY SCHOOL, AND I WENT THROUGH MESA PUBLIC SCHOOLS, WHICH IS THE LARGEST SCHOOL DISTRICT IN ARIZONA, AND I WAS REWARDED A SCHOLARSHIP BECAUSE I KNEW I WANTED TO BE A TEACHER.

I SAW THE DIFFERENCE IT MADE IN THE LIVES OF THE THE FRIENDS THAT I HAVE, AND EVEN IN MY OWN LIFE, BECAUSE I THOUGHT MY PARENTS WERE LIKE THE GOLDEN STANDARD BACK THEN, BECAUSE MY FRIENDS HAD SOME REALLY ROUGH, ROUGH CHILDHOODS.

AND I SAY ALL THIS ABOUT THE ASSESSMENT THING BECAUSE I JUST WANT YOU TO UNDERSTAND I AM.

KNOWLEDGEABLE. AND I THINK SOMETIMES I GET LAUGHED AT BECAUSE I SAY MY DEGREE IS IN EARLY CHILDHOOD, BUT I THINK I WISH EVERYONE WOULD REALIZE THE THE IMPACT OUR OUR KIDDOS HAVE OR I'M SORRY, THE IMPACT OUR EARLY CHILDHOOD EDUCATORS HAVE ON EDUCATION WE TAKE FOR GRANTED.

WE THINK THAT WE SHOULD BE FOCUSING ON HIGH SCHOOL, BUT GUESS WHAT? BY THEN THEY'RE ALMOST ADULTS AND THEY'RE ALMOST READY TO TAKE OFF, RIGHT? AND SO WE NEED TO BE FOCUSED IN THIS DISTRICT MORE ON OUR YOUNGEST KIDDOS, BECAUSE I SEE A LACK OF THAT.

WHAT I SEE GREAT THINGS IN.

[02:00:01]

SHE IS AN INCREDIBLE EDUCATOR WHO DOES AMAZING THINGS.

I LEARNED SO MUCH FROM HER BECAUSE SHE WELCOMES EVERY PARENT IN HER CLASSROOM.

SHE HAS AN OPEN DOOR POLICY TO COME TO HER AT ANY TIME.

AND HONESTLY, SHE MAKES TIME.

SHE HAS A SIGN UP GENIUS FOR TEACHERS OR SORRY PARENTS TO COME IN.

AND AS AN EDUCATOR, I APPRECIATE THAT BECAUSE I FEEL WELCOME AND BECAUSE I CAN'T CURRENTLY HAVE A FULL TIME JOB BECAUSE OF MY OWN PERSONAL SITUATIONS AND MY CHILD'S MEDICAL ISSUES.

I HAVE ALWAYS APPRECIATED THE PEOPLE OVER AT SILVER STRAND, THE TEACHERS OVER AT SILVER STRAND WHO INVITE INVITE US IN.

BECAUSE IT'S NOT LIKE THAT FOR EVERYBODY.

I'LL BE HONEST, I'VE BEEN MET WITH A LOT OF RESISTANCE OVER THERE BECAUSE I AM AN EDUCATOR, AND I DON'T KNOW IF IT'S BECAUSE I'VE GOT.

MY NAME'S GOTTEN OUT.

YEAH, I'M A I'M A TIGER MOM, AS THEY WOULD SAY, OR I'M A I'M A MAMA BEAR, FOR SURE.

BUT I'M ALSO AN EDUCATOR AT HEART.

AND I KNOW THAT THERE ARE WONDERFUL THINGS GOING ON HERE WITH THE ASSESSMENTS.

20S SHOOT.

WITH THE ASSESSMENTS. AND TO THAT, I WILL SAY IT'S GREAT THAT YOU GUYS ARE DOING DIBELS.

IT'S GREAT THAT YOU'RE STARTING TO DO STAR.

BUT IN MESA, WE WERE DOING THAT WHEN I STARTED TEACHING THERE IN 2008.

SO WE'RE BEHIND THE TIMES OVER HERE, AND I KNOW A LOT ABOUT THESE ASSESSMENTS, AND I THINK I'VE GOT A LOT OF IDEAS.

SO I'D LOVE TO TALK TO YOU GUYS ABOUT THEM.

THANK YOU. TRUSTEES.

ANY QUESTIONS OR COMMENTS FOR DOCTOR BATTLE? NOPE. THANK YOU SO MUCH, DOCTOR BATTLE.

AT THIS TIME, WE'LL TAKE A FIVE MINUTE BREAK AND WE'LL RETURN IN FIVE MINUTES.

THANK YOU.

OKAY. AND WE ARE BACK FROM BREAK.

FIVE MINUTES AND 18 SECONDS.

THANK YOU.

JUST A NOTE FOR THE MINUTES.

TRUSTEE ANTRIM HAD TO LEAVE EARLY AND SO WE WILL CONTINUE WITH FOUR TRUSTEES.

[7.6 Deputy Superintendent Updates (5 min. + Board Discussion)]

THANK YOU. THIS MONTH'S UPDATES CONSISTED OF AN ATTENDANCE DASHBOARD UPDATE.

SINCE WE LAST MET IN SEPTEMBER, WE HOSTED TWO SEPARATE BUDGET STUDY COMMITTEE MEETINGS.

THE FIRST ONE WAS VERY WELL ATTENDED.

I WAS NOT COMPETING WITH THE PADRES GAME OR TASTE OF CORONADO.

SO NEXT TIME WE'LL HAVE TO COORDINATE ALL SOCIAL CALENDARS FOR FOR THESE TYPES OF COMMITTEE EVENTS.

WE ALSO WANT TO SHARE THAT THE DISTRICT'S WEB WEBSITE LANDING WILL BE UPDATED WITH NEGOTIATIONS UPDATES.

WE ARE EXCITED TO ANNOUNCE THAT THE THE DISTRICT AND THE ASSOCIATION OF CORONADO TEACHERS HAVE SCHEDULED ANOTHER BARGAINING SESSION, WHICH IS SCHEDULED FOR TUESDAY, OCTOBER 22ND.

AND WE REMAIN OPTIMISTIC THAT WE'LL WE'LL MAKE SOME PROGRESS FOR REAL PROGRESS ON TUESDAY.

I'M AVAILABLE FOR ANY QUESTIONS YOU MIGHT HAVE AT THIS TIME.

IS THERE ANY PUBLIC COMMENT? OKAY. TRUSTEES.

QUESTIONS OR COMMENTS? I HAD A QUESTION.

OR I MEAN BOTH.

SO THE ATTENDANCE DASHBOARDS LOOK REALLY GOOD THIS YEAR.

I FEEL LIKE YOU PROBABLY SAW THAT.

TRUSTEE CAVANAUGH.

YEAH. ALL THAT GREEN.

DO WE HAVE ANY IDEA WHY WE WE THINK THESE MIGHT BE HIGHER? THEY USUALLY ARE THIS TIME OF YEAR.

OKAY. ATTENDANCE IS REALLY STRONG AT THE BEGINNING OF THE YEAR, AND SLOWLY IT TENDS TO DIP.

WE KNOW THAT WE DO HAVE A RENEWED FOCUS ON ATTENDANCE.

ESPECIALLY IN LIGHT OF SOME OF THE ATTENDANCE RECOVERY OPPORTUNITIES.

AND IN RESPONSE TO THE DISTRICT OPENING WITH 40 LESS STUDENTS, WE DO HAVE A REAL OPPORTUNITY TO MAKE UP SOME GROUND IN TERMS OF DISTRICT REVENUES BY INCREASING OUR ATTENDANCE PERCENTAGE. SO IT IS AN AREA OF FOCUS FOR FOR STAFF, BUT ALSO IN COLLABORATION WITH OUR EDUCATIONAL PARTNERS.

ARE WE GOING TO BE DOING THE SATURDAY SCHOOL RECOVERIES AS WELL.

THIS YEAR WE WILL.

I KNOW THE HIGH SCHOOL AND MIDDLE SCHOOL HAVE ALREADY CALENDARED THEM FOR THE YEAR.

WILL WE'LL MAKE SURE WE INCLUDE THAT IN A SUBSEQUENT UPDATE.

AND JUST TO SHOUT OUT TO TK FOR THEIR 98.8% ATTENDANCE RATE.

WOW. I MEAN, THEY THEY ARE SHOWING UP FOR SENIORS.

WATCH OUT. Y'ALL ARE YELLOW DYLAN.

ANY OTHER QUESTIONS OR COMMENTS? ALL RIGHT. THANK YOU SO MUCH.

THANK YOU. ITEM 7.7 SUPERINTENDENT UPDATE.

[7.7 Superintendent Updates (5 min. + Board Discussion)]

THANK YOU, PRESIDENT PALACIOS-PETERS.

I TRUST THE BOARD AND THE COMMUNITY HAVE HAD OPPORTUNITIES TO REVIEW THE LRP UPDATE THIS MONTH, AND I APPRECIATED TRUSTEES

[02:05:03]

INCLUDED WITHIN THIS REPORT IS A LITTLE PLUG ON THE SAFETY COMMITTEE AND THE FACILITIES ADVISORY COMMITTEE, BUT I WILL JUST SPEND A MOMENT OR TWO TALKING ABOUT THE SAFETY COMMITTEE.

AS TRUSTEE ANTRIM POINTED OUT.

IT QUICKLY TURNED INTO A DISCUSSION AROUND HOW MANY HOW MANY SPOKES ON THE WHEEL SAFETY COMMITTEE ENCOMPASSES. WE TALKED ABOUT MENTAL HEALTH.

WE TALKED ABOUT KEEPING STUDENTS SAFE ONLINE.

WE TALKED ABOUT PHYSICAL HEALTH.

WE TALKED ABOUT KEEPING STUDENTS ON CAMPUS.

WE TALKED ABOUT KEEPING BAD ACTORS OFF OF CAMPUS.

I THINK SOMETHING THAT HAS BEEN BROUGHT TO LIGHT THIS WEEK IS A LOT OF OUR FOCUS ON FACILITIES IS KEEPING BAD ACTORS OFF OF CAMPUS, AND THAT RENEWED FOCUS ON STRENGTHENING PROTOCOLS, DEVISING NEW SYSTEMS TO ENSURE THAT WE'RE KEEPING OUR KIDDOS ON CAMPUS. AND THAT IN AND OF ITSELF ENCOMPASSES A LOT OF DIFFERENT PRIORITY NEEDS.

WORKING WITH THE FIRE DEPARTMENT ON OUR EGRESS DOORS, WHAT IS ALLOWABLE FOR US TO SECURE THOSE DOORS DURING A SCHOOL DAY? THE ADDITION OF THINGS LIKE ALARMS, THE ADDITION OF THINGS LIKE SYSTEMATIC PROTOCOLS OF TAKING ATTENDANCE MULTIPLE TIMES, ESPECIALLY AFTER TRANSITIONS ON CAMPUS.

I KNOW THAT OUR PRINCIPALS ARE INVESTED IN ANYTHING AND EVERYTHING THAT THEY CAN DO TO KEEP OUR STUDENTS SAFE.

UNFORTUNATELY, WE LEARN USUALLY AFTER AN INCIDENT THAT THERE ARE ARE ARE GLARING AREAS OF GROWTH AND WE ARE INVESTED IN THAT. AND THOSE DISCUSSIONS WILL HAPPEN WITHIN THE SAFETY COMMITTEE.

AND AT OUR NEXT SESSION WE HAVE JEFFREY KAYE.

HE WAS OUR CONSULTANT FROM SCHOOL SAFETY OPERATIONS, WILL BE JOINING US TO TALK ABOUT OUR EXISTING SITE SAFETY PLANS, OUR DISTRICT SAFETY PLAN AND ENSURING THAT WE ARE INCORPORATING SOME LESSONS LEARNED ALWAYS INTO HOW WE BEST MEET THE NEEDS OF OUR RESPECTIVE SITES.

WITH THAT, I WILL RESPOND TO ANY QUESTIONS THAT YOU HAVE ABOUT THE CONTENTS OF MY REPORT.

IS THERE ANY PUBLIC COMMENT AT THIS TIME? COME RIGHT ON UP. YOU HAVE THREE MINUTES.

HELLO, MY NAME IS VERONICA LAWRENCE.

I'M A MOTHER AT VILLAGE ELEMENTARY.

MY DAUGHTER IS AURELIA LAWRENCE IN SECOND GRADE.

AND I'M SPEAKING TO YOU TO COMMENT ON SUPERINTENDENT MUELLER'S COMMENTARY RIGHT NOW.

UNFORTUNATELY, ON OCTOBER 8TH, MY DAUGHTER WENT MISSING FROM COOLIDGE ELEMENTARY.

I RECEIVED A PHONE CALL AT 10:21 A.M.

ALERTING ME THAT THEY COULD NOT FIND A RALLY AT SCHOOL.

MY HEART SANK.

I IMMEDIATELY LOOKED ON MY PHONE AND THANKFULLY SHE HAS AN APPLE TAG ON HER WRIST.

I CALLED 911.

I GAVE THEM HER LOCATION.

SHE WAS ABOUT A MILE FROM SCHOOL.

I WONDERED, HOW DOES A SIX YEAR OLD GIRL GET A MILE FROM SCHOOL? I INSTANTLY PANICKED AND THOUGHT SHE MUST HAVE BEEN KIDNAPED.

I GOT TO THE BRIDGE.

I CALLED MY HUSBAND WHO WAS OUT OF TOWN AS HE IS AN AIRLINE PILOT.

THANK GOD HE WASN'T FLYING THAT DAY.

I TOLD HIM TO GET ON A PLANE AND COME HOME, AND RIGHT AFTER I CALLED BACK 911 TO GIVE THEM A BETTER LOCATION.

SHE SAID SHE'S HEADING TO THE CORONADO BRIDGE.

SHUT DOWN THE CORONADO BRIDGE.

THANKFULLY, AS I WAS DRIVING, THEY FOUND HER.

I'D LIKE TO THANK OFFICER PALOMAR, WHO'S RIGHT HERE, AS THE ONE WHO MADE THAT CALL TO AUTHORITIES WHO GOT HER SAFELY.

I WENT TO THE SCHOOL.

LUCKILY, SHE WAS UNHARMED.

I DIDN'T KNOW HOW SHE GOT OUT.

AFTER COLLECTING MYSELF, I ASKED HER WHAT HAPPENED.

SHE SAID I WENT THROUGH A GATE.

WHAT GATE? A GATE BY CHAMPIONS.

OKAY. AND I SAID, WHAT HAPPENED? I JUST PUSHED THE GATE.

THE NEXT DAY, WE REVIEWED CAMERAS.

I CAN GIVE YOU THE ACTUAL DETAILS OF THE ACCOUNT.

IF YOU WOULD LIKE, BUT CAMERAS CAUGHT HER.

THE CAMERAS WERE NOT CHECKED UNTIL AFTERWARDS.

SHE HAD BEEN MISSING ABOUT 40 MINUTES.

[02:10:02]

SHE GOT TO THE CORONADO BRIDGE AS EXCRUCIATING AS THIS IS FOR ME AND MY FAMILY, I HAVE TO USE MY VOICE TO LET YOU KNOW THAT THIS CAN NEVER HAPPEN AGAIN TO ANY CHILD AT ANY SCHOOL, BUT ESPECIALLY HERE IN VILLAGE, WHICH IS ONE OF THE SAFEST, MOST BEAUTIFUL COMMUNITIES WE HAVE.

I'M HERE BECAUSE I HAVE TO USE MY VOICE AND SPEAK OPENLY ABOUT IT, AND I HAD TO FIND THE STRENGTH TO COME HERE TODAY BECAUSE SPEAKING ABOUT IT INFURIATES ME BUT SADDENS ME.

I KNOW THAT CHANGES WILL BE MADE.

UNFORTUNATELY, MY DAUGHTER PAID THE PRICE FOR THE LACK OF SECURITY MEASURES THAT WERE AT THE SCHOOL.

SO I'M ASKING THE BOARD TO TAKE THIS INCREDIBLY SERIOUSLY.

THIS WAS A SIX YEAR OLD GIRL BY HERSELF.

OKAY. I'VE SINCE SENT AN EMAIL OUT TO THE PARENTS.

IT WAS VERY HARD FOR ME TO WRITE THAT EMAIL, BUT I'D LIKE TO SHARE WHAT ONE OF THE FELLOW PARENTS WROTE ME BACK TODAY.

AND THEN IF YOU COULD CLOSE YOUR COMMENTS.

THANK YOU. OKAY, I'M CRYING FOR YOU AND I'M VERY GRATEFUL FOR YOU TO SHARE YOUR STORY.

AND I'M EVEN MORE THANKFUL THAT YOUR BABY IS SAFE AMIDST A COMPLETE BREAKDOWN OF THE SYSTEM.

I'M SO SADDENED YOU HAD TO ENDURE AND SO GLAD YOUR FAMILY IS SAFE, ABLE TO SHARE ABOUT IT AND THAT YOUR STORY CAN PREVENT FUTURE DISASTERS.

THANK YOU. THANK YOU.

THREE MINUTES I AM SO GLAD YOU SHOWED UP TODAY BECAUSE NOW I KNOW THAT I HEARD THIS STORY.

I HEARD YOUR STORY, AND I.

I SPENT ALL DAY ON MONDAY ADVOCATING FOR MY OWN CHILD AT THE MILITARY HOSPITAL BECAUSE SHE HAD A SURGERY FOR A TUMOR IN HER MOUTH ON WEDNESDAY, JUST YESTERDAY, AND I HAD TO ADVOCATE FOR HER.

EVEN ON THAT DAY, I SENT HER HOME WITH MY HUSBAND, BECAUSE THAT IS THE LIFE THAT OUR MILITARY FAMILIES HAVE TO PUT UP WITH.

ARE YOU A MILITARY FAMILY? I KNOW YOU'RE NOT, BUT IT DOESN'T MATTER BECAUSE WE ALL HAVE THESE THINGS IN COMMON.

HEARING YOUR STORY MAKES ME WANT TO CRY.

BECAUSE YOU KNOW WHAT? I HEARD THIS STORY, AND I THOUGHT, WHY HAS THIS NOT BEEN PUT OUT BY THIS DISTRICT? IN FACT, I WAS SO INFURIATED ON MY DRIVE HOME AFTER BEING AT THE NAVAL HOSPITAL ALL DAY AND BEING SPOKEN TO IN SUCH AN AWFUL WAY BY CERTAIN INDIVIDUALS AT THAT HOSPITAL.

I HAD AN HOUR TO MYSELF, AND I CHOSE TO SPEND THAT HOUR.

I WAS GOING TO GO GET A PEDICURE.

I WAS LIKE, I NEED A I NEED A BREAK.

I WANT TO GET HOME TO MY DAUGHTER BECAUSE I DIDN'T GET TO SPEND THE DAY WITH HER BEFORE HER SURGERY.

BUT. OR SORRY, NOT THE DAY BEFORE BECAUSE THAT WAS ME ADVOCATING FOR SOMETHING ELSE.

BUT THEN THE NEXT DAY WAS THE OTHER THING, AND I DECIDED INSTEAD, ALL OF A SUDDEN, SOMETHING TOLD ME TO PULL OVER ON THE SIDE OF THE ROAD.

SO I DID, AND I PULLED OVER BY THE POLICE STATION.

AND I'M GOING TO BE REAL WITH YOU. I WENT TO THE POLICE ONCE LAST YEAR FOR HELP IN THIS TOWN.

I ALWAYS HAVE RESPECTED THE POLICE AND I WAS TREATED LIKE A CRIMINAL AT THE TIME THAT I CAME TO THAT POLICE STATION ASKING FOR HELP BECAUSE I WAS BEING TAGGED BY AN AIRTAG. WHICH SOUNDS CRAZY, RIGHT? I WENT TO THE POLICE WITH MY HUSBAND AND KIDS IN THE CAR, AND I SAT THERE WITH AN OFFICER FOR FOUR HOURS.

AND GUESS WHAT? I LEFT THAT THAT THAT POLICE STATION WITH.

MA'AM, WHAT WOULD YOU LIKE US TO DO FOR YOU? WELL, SIR, I DIDN'T KNOW YOU WERE GOING TO ASK ME WHAT YOU NEEDED TO.

WHAT? I I'M SUPPOSED TO TELL YOU WHAT TO DO FOR YOUR JOB.

AND HERE'S WHY I'M BRINGING THIS UP.

BECAUSE YOUR STORY UPSET ME.

YOUR STORY MADE ME GO.

THIS CAN'T HAPPEN AGAIN.

I LOVE KIDS TOO MUCH.

IT'S NOT MY CHILD, IT'S SOMEBODY ELSE'S.

BUT TOMORROW IT COULD BE MINE.

AND THAT'S WHY TOMORROW I'M NOT GOING TO SEND MY KIDS TO TO SCHOOL.

EVEN THOUGH MY DAUGHTER HAS HER SURGERY.

I DIDN'T SEND MY OTHER DAUGHTER TODAY BECAUSE I WAS DISGUSTED BY THE EMAIL WE GOT ABOUT THE POSSIBLE KIDNAPER.

WHY IS THAT BEING PUT OUT TO THE COMMUNITY? WHY ARE YOU NOT BEING TRANSPARENT ABOUT WHAT'S HAPPENING TO OUR OWN FAMILIES? A REAL THING THAT HAPPENED, WE'VE HAD ACTUALLY THREE OTHER.

I'VE HEARD TWO OTHER KIDS HAVE GOTTEN OUT IN THE LAST MONTH.

NOW, I DON'T I DON'T HAVE FACTUAL INFORMATION, BUT I DO KNOW A FAMILY OVER IN SILVERSTRAND.

THIS HAPPENED TO WHEN I FIRST MOVED HERE.

THEIR CHILD CAME HOME KNOCKING ON THE DOOR, AND NOBODY KNEW THAT HE WAS GONE FROM THE ELEMENTARY SCHOOL.

HE HAS AUTISM AND THAT INFURIATED ME.

THIS IS WHY I GET ANGRY ABOUT THIS STUFF, BECAUSE I LOVE KIDS.

I LOVE OUR MILITARY FAMILIES.

AND I KNOW ALL OF YOU LOVE KIDS TOO.

SO I DON'T KNOW WHERE OR WHO DROPPED THE BALL HERE, BUT THE FACT THAT YOU'RE NOT BEING TRANSPARENT ABOUT IT, IT MAKES IT FEEL LIKE YOU'RE TRYING TO COVER IT UP.

AND THAT'S WHY WE'RE HERE TO QUESTION IT, BE TRANSPARENT ABOUT IT, AND THEN WE CAN DISCUSS HOW TO MAKE IT BETTER, BECAUSE ALL OF US HAVE IDEAS.

I'VE WORKED AT SCHOOLS WHERE WE HAVE IDEAS AND PUT IN PLACE.

YES, KIDS SOMETIMES GET OUT, BUT IT'S TIME TO STOP.

[02:15:01]

LINDSEY COLBURN. YES.

YOU HAVE THREE MINUTES. THAT'S IT.

I AM HERE IN SUPPORT OF YOU.

I'M SORRY THAT HAPPENED.

THANK YOU. I ALSO HAVE A SIX YEAR OLD AT VILLAGE ELEMENTARY.

GOING INTO SCHOOL.

INTO PUBLIC SCHOOL TERRIFIED ME.

SORRY. MY CHILD, MY GIRLS, MY TC AND FIRST GRADER ARE THE MOST IMPORTANT THINGS TO ME.

AND I KNOW THAT EVERYONE FEELS THAT WAY.

AND I'M TERRIFIED.

I'M TERRIFIED IN THIS COMMUNITY, I'VE CONSIDERED KEEPING MY KIDS HOME.

MY HUSBAND IS ACTIVE DUTY MILITARY.

HE RETURNED HOME ON THE THEODORE ROOSEVELT ON TUESDAY.

THE ENTIRE TIME THAT HE'S BEEN HOME FOR ME HAS BEEN ROBBED BY THE FEARS IN THIS COMMUNITY.

BUT YOUR CHILD LEAVING THE SCHOOL? I ALSO SERVE AS THE PTO PRESIDENT OF VILLAGE.

I'VE HAD NUMEROUS FAMILIES COMING TO ME WITH THEIR CONCERNS OF WHAT'S HAPPENED.

I'VE HEARD CONCERNS OF A GUN THREAT RECENTLY ON THE PLAYGROUND AT VILLAGE, WHICH HAS NOT BEEN DISCUSSED OR TALKED ABOUT.

BY, YOU KNOW, ANYONE WHO WORKS FOR THE SCHOOL DISTRICT.

I KNOW THE BEGINNING OF THE YEAR.

A KINDERGARTNER LEFT THE SCHOOL.

THESE THINGS ARE HAPPENING, AND THERE'S NO COMMUNICATION.

THERE ARE RUMORS FLYING.

PEOPLE COME TO ME BECAUSE THEY THINK I CAN DO SOMETHING ABOUT IT.

WHEN I AM TOLD TO RESPOND WITH, GO TO THE DISTRICT, GO TO THE PRINCIPAL.

THEY'RE NOT LIKING THE ANSWERS THEY'RE GETTING.

WE NEED BETTER COMMUNICATION.

WE NEED MORE SECURITY.

THANK YOU. THANK YOU.

TRUSTEES. ANY QUESTIONS OR COMMENTS? THANKS FOR ONE MINUTE.

NO, SORRY.

I'LL GO FIRST. THIS IS THE SAFETY REPORT.

THERE HAVE BEEN SOME SERIOUS INCIDENTS JUST THIS LAST WEEK THAT I WILL ADDRESS.

THE SITUATION AROUND THE HIGH SCHOOL WITH THE GENTLEMAN WHO'S NOT ON CAMPUS, BUT IS THERE.

WE'VE BEEN WORKING.

OUR DISTRICT OFFICE HAS BEEN WORKING WITH LOCAL PD.

THANK YOU, OFFICER PALMER, FOR EVERYTHING THAT YOU'VE DONE WITH THAT SITUATION.

WITH THE SITUATION WITH YOUR DAUGHTER.

WE HAVE GREAT RELATIONSHIPS.

AND YOU KNOW, WE ARE DOING AND MONITORING, AND THE POLICE DEPARTMENT IS MONITORING AS BEST THEY CAN.

AND ONE THING THAT I FOUND THAT I LOVED ABOUT THIS COMMUNITY.

ALTHOUGH FACEBOOK CAN BE TERRIBLE, IT KIND OF CAME TOGETHER IN KEEPING EYES ON EACH OTHER AND OUR KIDS IN THIS COMMUNITY OVER THE LAST WEEK.

WITH REGARDS TO SPECIFIC INCIDENT AT VILLAGE ELEMENTARY CHANGES ARE HAPPENING.

THEY IMMEDIATELY THIS IS NOT SOMETHING THAT IS, YOU KNOW, BEING PUSHED TO LATER.

IT'S HAPPENING NOW BECAUSE THIS ABSOLUTELY CANNOT HAPPEN.

MY, MY CHILDREN WENT THROUGH VILLAGE ELEMENTARY THERE AT THE MIDDLE SCHOOL THERE AT THE HIGH SCHOOL.

AND YOU KNOW, AT WHERE WE ARE, HOW CAN WE EVEN LEARN BROADER FROM VILLAGE ELEMENTARY AND USE THIS AT ALL OUR SCHOOLS? AND SO WE WILL CONTINUE TO HAVE DISCUSSIONS ABOUT THAT AND DO EVERYTHING THAT WE CAN TO MAKE SURE THAT EVERY CHILD IS SAFE.

THAT'S THE PRIORITY.

SO, SO THEY CAN LEARN AND THAT YOU CAN FEEL COMFORTABLE SENDING YOUR CHILDREN INTO OUR SCHOOLS.

TRUSTEES, IS ANYTHING I WOULD JUST LIKE TO ADD.

AND SECOND YOUR COMMENTS PRESIDENT PALACIOS-PETERS AND THAT THE SAFETY OF EVERY CHILD IS OF UTMOST IMPORTANCE, I THINK, TO THE ENTIRE COMMUNITY AND THIS BOARD AND THIS DISTRICT.

SO WE DO TAKE IT VERY, VERY SERIOUSLY.

AND I CERTAINLY HAVE ASKED AND WE HAVE ASKED THAT THE DISTRICT RENEW ITS COMMITMENT TO IT AND THE AND GO OVER OUR PROTOCOLS AND TRAININGS, AND WE'VE MADE SOME ENGINEERING MODIFICATIONS TO SEVERAL OF THE SCHOOL SITES, AND WE CERTAINLY ARE GOING TO LOOK AT THIS TO MAKE TO DO EVERYTHING WE CAN TO MAKE SURE THIS DOESN'T HAPPEN AGAIN.

ANYTHING ELSE? OKAY.

[8.1 Revisions to Board Policies, Board Bylaws, Administrative Regulations, and/or Exhibits]

IT'S A FIRST READING.

REVISIONS TO BOARD POLICIES, BOARD BYLAWS, ARS, AND OR EXHIBITS.

SUPERINTENDENT MUELLER DO YOU HAVE ANYTHING ON THIS ITEM?

[02:20:01]

THESE BOARD POLICIES WILL COME BACK AT THE NOVEMBER MEETING FOR APPROVAL.

IF YOU HAVE ANY QUESTIONS OR CONCERNS BETWEEN THIS MEETING AND THAT MEETING, PLEASE REACH OUT TO STAFF.

THOSE CHANGES WILL EITHER BE DISCUSSED OR MADE TO THESE BOARD POLICIES PRIOR TO BRINGING THIS FORWARD AS AN ACTION ITEM.

AND AGAIN, TO PLEASE REFERENCE THE SECTIONS OUTLINED IN RED OF STAFF COMMENTS BASED OFF OF CHANGES AND POTENTIAL IMPACT TO OUR DISTRICT.

THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM EIGHT? TRUSTEES? ANY COMMENTS OR QUESTIONS? OKAY. ITEM NINE.

THERE WERE NO ITEMS PULLED FROM THE CONSOLIDATED MOTION FOR CONSENT CALENDAR ITEM TEN.

[10.1 Public Comments on Non-Agendized Items]

EACH SPEAKER WILL HAVE THREE MINUTES AND MAY NOT YIELD THEIR TIME.

AT THIS TIME, IS THERE ANY PUBLIC COMMENT ON A NON AGENDIZED ITEM? SORRY, I'M A PAIN IN THE BUTT.

THAT'S ME. I WANT TO COME BACK TO THIS BECAUSE I DIDN'T FINISH MY STORY AND I AM ALL OVER THE PLACE BECAUSE I HAVE VOLUNTEERED A LOT IN THAT ELEMENTARY SCHOOL OVER THERE.

I'VE BEEN DOING IT NOW SINCE KINDERGARTEN, SINCE MY DAUGHTER WAS IN KINDERGARTEN.

SHE'S NOW IN THIRD GRADE. I LEFT TO GO TO ARIZONA FOR A YEAR SO I COULD GO BACK TO THE CLASSROOM, BECAUSE I REFUSED TO TEACH FOR A DISTRICT THAT I FEEL IS NOT PUTTING KIDS NEEDS AT THE FOREFRONT OF WHAT THEY DO, AND I REFUSE TO HAVE MY OWN CHILDREN GO TO A DISTRICT THAT DOESN'T SET HIGH EXPECTATIONS FOR ALL OF OUR KIDS.

AND THAT IS WHAT I SEE HERE.

AND I SEE IT BECAUSE I CAN SAY THAT I'VE TAUGHT FOR A DISTRICT, THE LARGEST DISTRICT IN ARIZONA.

I'VE GONE TO SOME OF THE WORST.

IT WOULD BE TOUTED AS THE WORST SCHOOLS.

ADAMS. POWELL.

I'LL GIVE MY WHOLE THING.

WESTWOOD. I'M PROUD TO BE FROM MESA, ARIZONA, BECAUSE THAT'S WHY I'M STANDING UP IN FRONT OF YOU TODAY.

THE TEACHER IN ME, THE EARLY CHILDHOOD EDUCATOR IN ME WOULDN'T HAVE BEEN ABLE TO DO THIS TWO YEARS AGO WHEN I FIRST BECAME A PARENT HERE.

I COULDN'T STAND UP IN FRONT OF ALL OF YOU.

THAT'S WHY I TEACH LITTLE KIDS.

AND YOU CAN HEAR THE NERVOUSNESS IN MY VOICE.

I'M REAL ABOUT IT.

I DON'T I DIDN'T WANT.

I TEACH BIRTH THROUGH THIRD GRADE FOR A REASON.

ADULTS MAKE ME NERVOUS.

BUT I ALSO SEE THE IMPORTANCE OF THAT.

AND OUR CHILDREN ARE OUR NUMBER ONE ASSET BECAUSE THEY ARE THE ONES WHO WILL FOLLOW.

THEY ARE THE ONES WHO WILL TAKE CARE OF US AS WE AGE.

THEY ARE THE ONES WHO WILL HOPEFULLY EITHER CHANGE THE WORLD OR, YOU KNOW, FOR THE BETTER.

THAT'S WHAT WE HAVE TO HOPE FOR.

BUT I BRING THIS UP BECAUSE I DIDN'T GET TO FINISH MY STORY.

I PULLED OVER THAT DAY.

IT WAS ON TUESDAY BECAUSE MY DAUGHTER HAD HER SURGERY YESTERDAY.

IT FEELS LIKE I'VE LIVED FIVE YEARS IN A WEEK AND THAT HOUR I HAD TO MYSELF.

I STOPPED AT THE POLICE STATION AND I GOT THE EMAIL THAT SAID, OH, WE'RE WATCHING.

WE'RE MONITORING THIS ATTEMPTED KIDNAPING AND WE'RE MONITORING THIS.

AND I THOUGHT, IS THIS A POLITICAL STUNT? LIKE, WHY ARE WE ADVERTISING ABOUT SOMETHING THAT MIGHT HAVE HAPPENED? I MEAN, NOBODY WAS ARRESTED.

AND WE'RE TALKING ABOUT A CAR THAT'S SITTING OUT THERE.

WELL, IF YOU KNOW IT'S THERE, WHY AREN'T WE DOING SOMETHING ABOUT IT, PEOPLE? SO IS THAT DID SOMEBODY DROP THE BALL THERE? BECAUSE I DIDN'T HEAR ABOUT HER STORY FROM YOU GUYS.

I HEARD ABOUT IT FROM ALL THE PEOPLE IN MY NEIGHBORHOOD.

AND IS THAT WHAT'S GOING ON HERE IS YOU'RE THINKING WE'RE NOT GOING TO TALK TO EACH OTHER BECAUSE POST COVID, WE ALL ISOLATED.

WELL, WE'RE BACK TO TIMES ARE COMING BACK.

WE ALL CARE ABOUT EACH OTHER BECAUSE WE ALL I MEAN, AND WHEN I SAY THIS, I'M NOT SPEAKING TO ANY OF YOU.

I FEEL LIKE YOU ALL CARE.

I WOULD HOPE THAT RIGHT FOR THE JOB THAT YOU'RE DOING.

BUT I WILL TELL YOU, I STOOD AGAINST THAT RACISM STUFF THAT'S GOING ON IN THE CORONADO PAGE.

AND YOU KNOW WHAT HAPPENED TO ME? I HAVE PROOF OF IT. I GOT ATTACKED, THIS WAS THE DAY OF MY DAUGHTER'S SURGERY, AND I'M GOING TO RUN OUT OF TIME.

I WENT TO THE POLICE AND GUESS WHAT? I CALLED ON THAT PHONE AFTER HOURS.

AND GUESS WHAT? I SAT THERE FOR AN HOUR AND NOBODY CAME OUT.

I ASKED, WHAT ARE YOU DOING TO PROTECT OUR CHILDREN? BECAUSE IF A KID WENT DOWN AND SHE GOT PICKED UP AT THE BRIDGE BY THE OFFICERS, IF I LET MY KID OUT AND SHE GOT TO THE BRIDGE AND THE OFFICERS PICKED HER UP, GUESS WHAT? I'D BE GOING TO JAIL TOMORROW.

THAT'S TIME.

THANK YOU. ITEM 10.2.

[10.2 Board Member Comments]

WHO WOULD LIKE TO BEGIN.

OH, LET ME GO! I'LL GO. YOU'RE GONNA GO? OKAY. I'LL KEEP IT SHORT AND SWEET.

WE HAD A WONDERFUL TIME AT HOMECOMING, SO I AGREE WITH YOU.

THE HOMECOMING WAS WONDERFUL.

I'VE HAD SITE VISITS AT VILLAGE ELEMENTARY AND CHS THIS MONTH.

[02:25:01]

I'VE HAD OFFICE HOURS SEPTEMBER 17TH AND MY NEXT OFFICE HOURS ARE OPEN OCTOBER 21ST.

SO IF ANYONE WANTS TO COME BY AND TALK AND CHAT WITH ME, THAT'D BE GREAT.

I'M LOOKING FORWARD TO THE COASTAL PRESENTATION.

MR. SCHMEICHEL BECAUSE LOVED THE ADDAMS FAMILY AS A KID, SO THIS WILL BE A LOT OF FUN.

AND THEN I'LL BE WORKING ON INSTALLING SOME OF THE COMMEMORATIVE ENGRAVED BRICKS OUTSIDE OF THE HIGH SCHOOL GYM IN THE NEXT COUPLE OF WEEKS.

SO THAT'S MY REPORT.

SO THANK YOU FOR MY SITE VISIT.

I WAS FORTUNATE ENOUGH TO SPEND SOME TIME WITH MR. GARY HALL, WHO IS THE HEAD OF MAINTENANCE AND OPERATIONS, AND SPEND TIME WITH HIM, AND I THINK WE'RE VERY FORTUNATE TO HAVE HIM IN HIS ROLE.

HE HAS SEVERAL DECADES OF EXPERIENCE IN SCHOOL MAINTENANCE AND CAPITAL PROJECTS, ET CETERA.

AND HE DOES BRING A CERTAINLY YOU CAN TELL WHEN YOU TALK TO HIM A SENSE OF OWNERSHIP IN THE PROJECTS THAT HE IS INVOLVED IN, IN TERMS OF IMPROVING THE FACILITIES.

HE ALWAYS IS GOING AROUND LOOKING AT EVERYTHING THAT THEY'VE UNCOVERED, AND HE DOESN'T WANT THEM TO DRYWALL OVER ANYTHING UNTIL HE'S LOOKED AT IT.

BECAUSE OFTENTIMES YOU KNOW, THINGS CAN HAPPEN IN THAT.

AND ALSO WITH HIS EXPERIENCE, HE'S BEEN ABLE TO MAKE SURE THAT DURING THE PROJECTS WE ACTUALLY COME OUT BETTER IN TERMS OF EASE OF MAINTENANCE, EASE OF CLEANLINESS.

WE TALKED ABOUT THE LED LIGHTS THAT HAVE GONE UP IN VARIOUS CLASSROOMS AND IN THE VILLAGE ELEMENTARY REMODELING THAT WAS DONE AFTER THE FLOOD.

AND OF COURSE, THOSE ARE LOWER MAINTENANCE AND THEY LAST LONGER.

THEY'RE MUCH CHEAPER TO RUN.

AND ALSO, THEY'RE COOLER.

SO LOTS OF GREAT THINGS.

SO I WAS IMPRESSED BY THE TOUR AND MY TIME THAT I SPENT WITH HIM.

AND I THINK WE ARE WE'RE LUCKY TO HAVE HIM AND HIS STAFF WITH US.

SO THAT'S ALL I HAVE.

THANK YOU. JUST A FEW THINGS.

I HAPPEN TO BE AT THE HIGH SCHOOL TUESDAY MORNING WHEN THE TEDDY ROOSEVELT PULLED IN.

IT WAS MY WIFE AND I WERE GOING TO MEET WITH A TEACHER.

AND, OF COURSE, A LOT OF THE TEACHERS AND THE STUDENTS COULDN'T MAKE IT IN BECAUSE OF THE TRAFFIC.

SO THAT WAS DEFTLY HANDLED BY PRINCIPAL MOLINA OVER THERE AND TOOK CARE OF THE SITUATION.

BUT IT WAS INTERESTING.

DID A SITE VISIT TO MIDDLE SCHOOL WITH PRINCIPAL FELLER.

I GOT TO SEE THE VIDEOS OF HER AND HER STUDENTS ON TV ROOTING FOR THE PADRES.

SO, THE HOMECOMING PARADE WAS WONDERFUL.

A BUNCH OF US WERE THERE.

GOT TO MARCH IN THAT.

AND THEN I DIDN'T MAKE IT TO THE GAME THAT NIGHT.

BUT I MADE IT TO THE GAME THE DAY BEFORE THE JV GAME AGAINST HOLTVILLE.

AND HOLTVILLE IS A PRETTY IMPRESSIVE TEAM, SO I KNOW WE STRUGGLED AGAINST THEM.

AND THEN LASTLY, YOU GOT TO GO TO THE SCHOOL BOARD FORUM THAT WAS HELD RIGHT HERE AND GOT TO SEE TRUSTEE CAVANAUGH DO A GREAT JOB AT THAT.

SO THAT'S IT FOR ME.

THANK YOU. THIS MONTH, MY SITE VISIT WAS WITH PRINCIPAL [INAUDIBLE] AT THE MIDDLE SCHOOL.

ENJOYED CATCHING UP WITH HER AND CHATTING ABOUT WHAT'S GOING ON OVER AT THE MIDDLE SCHOOL.

I ATTENDED THE CORONADO CHAMBER OF COMMERCE COMMUNITY AWARDS AND DINNER.

AND THEN FOUND OUT THAT CUSD HAS BEEN A MEMBER OF THE CHAMBER FOR 30 YEARS.

SO WE JUST GOT A CERTIFICATE FOR BEING, WHO KNEW, 30 YEARS.

I LOOKED GOOD FOR 30, RIGHT.

SO THAT WAS FUN.

I WAS AT THE HOMECOMING PARADE.

I WAS THANKFUL THAT TRUSTEE CAVANAUGH DECORATED HER GOLF CART AND DROVE US DOWN THE PARADE ROUTE.

SO THAT WAS A LOT OF FUN.

SEEING A BUNCH OF PEOPLE OUT THERE AND THEN ATTENDED THE HOMECOMING GAME THAT NIGHT.

CAUGHT THE SECOND HALF.

SORRY. IT WAS A TOUGH IT'S TOUGH NIGHT.

I RECENTLY ATTENDED THE CHANGE OF COMMAND ABOARD THE USS REAGAN.

CONGRATULATIONS TO CAPTAIN DALE GREGORY AND HIS FAMILY.

HIS KIDS ARE IN OUR SCHOOL DISTRICT.

ALLISON IS VERY INVOLVED.

SHE'S THE VICE PRESIDENT OF OUR PTO.

AND SO HAPPY FOR THEM AND THEIR ENDEAVOR AND WILL CONTINUE TO MONITOR, YOU KNOW, ANY INFORMATION ON, ON SHIPS THAT WE CAN SHARE TO HOPEFULLY EASE SOME TRANSPORTATION ISSUES OR STUDENTS MISSING CLASS BECAUSE YOU KNOW, THEIR PARENTS ARE SERVING OUR COUNTRY AND HAVING AWESOME CHANGE OF COMMANDS OR RETIREMENTS OR WHATNOT.

[02:30:08]

GOT TO HEAR, YOU KNOW, WHAT'S GOING ON A LITTLE BIT ABOUT WHAT'S COMING UP THAT SITE VISIT.

THE FAFSA COMPLETION.

VERY STRESSFUL.

AND THEN DASHED OVER TO THE SAFE HARBOR TRAINING THIS AM.

THIS MORNING FROM NAMI, THE NATIONAL ASSOCIATION FOR MENTAL ILLNESSES.

SO, A LITTLE BIT OF THAT, WHICH, YOU KNOW, IS SOMETHING I CONTINUE TO MONITOR WITH OUR COMMUNITY AND OUR STUDENTS, JUST MAKING SURE THAT WE'RE ALL FOCUSING ON OUR OWN MENTAL HEALTH.

AND THEN I JUST LIKE TO HIGHLIGHT HORROR NIGHTS KIND OF KIND OF GOT MISSED.

BUT THAT'S COMING UP.

LITTLE SHOUT OUT TO GRAPHIC DESIGN.

OCTOBER NEXT WEEK, OCTOBER 22ND AND 23RD WILL BE HORROR NIGHTS.

FOR THEM.

SHANE SCHMEICHEL, YOU MIGHT HAVE MENTIONED IT IN YOUR EARLIER, I DON'T KNOW.

AND THEN I DO NOT DO OFFICE HOURS, BUT PLEASE EMAIL ME AND I'M HAPPY TO MEET AND HAVE COFFEE AND CHAT HERE OR OUT AND ABOUT IN TOWN TO REALLY TALK ABOUT, YOU KNOW, ANY ISSUES AND CONCERNS THAT, THAT YOU MAY HAVE.

AND WITH THAT, THAT IS MY THOSE ARE MY COMMENTS.

SUPERINTENDENT MUELLER.

[10.3 Superintendent's Comments]

I WON'T REPEAT A LOT OF THE EVENTS THAT HAVE BEEN DISCUSSED ALREADY BY OUR TRUSTEES.

I DO HAVE A COUPLE COMMENTS TO MAKE.

I WOULD LIKE TO ACKNOWLEDGE THE FOUR CANDIDATES RUNNING FOR SCHOOL BOARD.

I KNOW THIS IS ELECTION SEASON, AND OFTENTIMES THINGS CAN BECOME CONTENTIOUS, AND I JUST FEEL VERY GRATEFUL TO WORK IN A COMMUNITY THAT HAS FOR EDUCATED, INVESTED INDIVIDUALS WILLING TO SERVE AS THE FOUR OF YOU HAVE.

I KNOW TRUSTEE ANTRIM HAD TO LEAVE EARLY, SO THANK YOU FOR YOUR FOR YOUR CURRENT SERVICE AND LOOKING FORWARD TO ELECTION SEASON BEING OVER AND WORKING WITH NEW TRUSTEES AND CONTINUING THE IMPORTANT WORK.

THIS NEXT GOVERNING BOARD WILL HAVE THE OPPORTUNITY TO REALLY LOOK AT WHAT WILL THIS DISTRICT BE AFTER BASIC AID.

SO THE OTHER COMMENT THAT I WANTED TO MAKE REALLY IS, IS CONNECTED TO SOME OF THE PUBLIC COMMENTS THAT WE HAD THIS EVENING AND SOME OF THE REPORTS THAT WE HAD THIS EVENING. I KNOW WE'VE TALKED ABOUT NEGOTIATIONS, WE'VE TALKED ABOUT ASSESSMENT RESULTS.

WE'VE TALKED ABOUT SECURITY AND SAFETY AND COMMUNICATION.

CORONADO UNIFIED SCHOOL DISTRICT IS NOT A PERFECT DISTRICT.

I DON'T KNOW THAT THERE IS A PERFECT DISTRICT, BUT I KNOW THAT THE INDIVIDUALS UP HERE, THE TEACHERS IN OUR CLASSROOMS, THE CLASSIFIED STAFF SUPPORTING OUR STUDENTS, SUPPORTING OUR EFFORTS, THE ADMINISTRATORS IN THIS DISTRICT ARE ALL PARENTS AND BROTHERS AND SISTERS AND WANT NOTHING BUT THE BEST FOR THE COMMUNITY IN WHICH WE SERVE. AND OUR ONGOING COMMITMENT IS ON GROWTH AND STRENGTHENING SYSTEMS TO ENSURE THAT WE CAN PROVIDE THE TYPES OF SUPPORTS THAT INSPIRE CONFIDENCE IN OUR IN OUR PARENTS.

THANK YOU FOR THAT.

AND MY LAST COMMENT.

I RARELY DO THIS, BUT I WANT TO ACKNOWLEDGE OUR STUDENT SERVICES DEPARTMENT REALLY WAS RESTRUCTURED AS THE RESULT OF BUDGETARY CUTS, AND OVER THE PAST FEW WEEKS, I'VE REALLY JUST MARVELED AT DIRECTOR FOLEY, AND NIAMH FOLEY HAS THROWN HERSELF INTO A LOT OF IMPORTANT BUT DIFFICULT SITUATIONS AND HAS DONE SO WITH PROFESSIONALISM AND WITH GRACE.

WE'RE VERY FORTUNATE TO HAVE YOU, NEVE.

THANK YOU FOR EVERYTHING THAT YOU'RE DOING.

UNDERSTANDING THAT YOUR DEPARTMENT HAS DECREASED IN FTE.

SO THANK YOU, NEVE.

THAT CONCLUDES MY COMMENTS.

[11.1 Proposed List of Agenda Items for Future Board Meetings]

IS THERE ANY PUBLIC COMMENT ON THIS ITEM? TRUSTEES. ANY AGENDA ITEMS FOR FUTURE BOARD MEETINGS.

SO THE ONLY THING THAT THAT CAME TO MIND, ONE OF THE SPEAKERS TALKED ABOUT THE INDEPENDENT STUDY CONTRACT AND HOW THERE ISN'T A DISTRICT WIDE POLICY. IT SEEMS LIKE THAT'S AN EASY WIN.

MAYBE THERE IS. MAYBE IT IS MORE COMPLICATED THAN I MIGHT THINK IT WOULD BE, BUT IT SEEMS LIKE THREE DAYS IS A FAIRLY REASONABLE TIME FRAME.

IF YOU'RE IF YOU'RE A PARENT, YOU'RE GOING TO TAKE YOUR CHILD OUT OF SCHOOL.

UNLESS IT'S A FAMILY EMERGENCY, YOU'RE GOING TO KNOW ABOUT IT AHEAD OF TIME.

[02:35:01]

AND I DON'T KNOW IF THAT NEEDS TO BE AN AGENDA ITEM OR JUST DONE.

I WILL ASK FOR THAT TO BE INCLUDED IN A DEPARTMENT UPDATE.

SO WE CAN HAVE THAT REPORT READY FOR YOU IN NOVEMBER.

I KNOW THAT IT'S COME BEFORE THE BOARD.

THERE'S A LITTLE BIT OF TRANSITION AND A GRAY AREA, AS THE STATE HASN'T REALLY WELL DEFINED THE CHANGES AND PERMISSIONS THAT HAVE BEEN AFFORDED TO SCHOOL DISTRICTS.

BUT I'M ASKING MR. SALAMANCA TO HAVE THAT IN THE NOVEMBER REPORT FOR AN UPDATE ON INDEPENDENT STUDY.

AND AGAIN, I WILL REITERATE THAT THE TEACHERS ARE THE ONES THAT ARE GOING TO NEED TO COMPLETE THEM, TO FILL THEM OUT, TO GRADE THEM AND TO TURN THEM BACK IN.

SO I'M REALLY HOPING THAT TEACHERS HAVE A STRONG VOICE IN HOW THIS IS, IS SET UP, AT LEAST INITIALLY.

UNTIL WE GET MORE DIRECTION FROM THE STATE, THEN IT CAN ALWAYS PIVOT AND CHANGE.

WELL, IF THEY'RE IF THEIR GUIDANCE IS UNCLEAR, THEN WE CAN JUST, YOU KNOW, USE OUR LEEWAY TO INTERPRET.

IT'S BETTER TO ASK FOR FORGIVENESS LIKE A LAWYER, NOT LIKE A DOCTOR.

IT'S A IT'S A DELICATE BALANCE BETWEEN PROVIDING ENOUGH TIME FOR OUR EDUCATORS TO PREPARE THOSE CONTRACTS AND ALIGNMENT BETWEEN FOUR SITES.

SO, I UNDERSTAND YOUR POINT AND USUALLY TRUSTEE YOUNGBLOOD.

I WOULD AGREE THAT WHEN WE HAVE A LITTLE BIT OF GRAY, WE CAN JUMP INTO THAT SPACE AND USE IT TO SUPPORT OUR STUDENTS AND OUR AND OUR STAFF IN THIS AREA.

WHAT I HEARD LOUD AND CLEAR THIS EVENING AND FROM YOUR REQUEST, IS ALIGNMENT AND CLARITY ACROSS THE DISTRICT, AND THAT WILL BE PRESENTED IN NOVEMBER.

THANK YOU. ANYTHING ELSE? OKAY. ITEM 11.2.

[11.2 Upcoming Meetings]

WITH THAT, DO WE HAVE A MOTION TO ADJOURN? SECOND. ALL THOSE IN FAVOR? AYE. WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.