[00:00:01]
>> [BACKGROUND] LADIES AND GENTLEMEN, BOYS AND GIRLS,
[1. CALL TO ORDER]
THE TIME IS NOW FOUR O'CLOCK AND THIS MEETING IS CALLED TO ORDER.I WOULD LIKE TO WELCOME MR. NATE TO THE PODIUM TO LEAD US IN OUR PLEDGE OF ALLEGIANCE.
>> STAND TALL, FACE THE FLAG, RIGHT HAND OVER YOUR HEART, HATS AND HOODS OFF.
>> PLEASE BE SEATED. THANK YOU SO MUCH.
THAT I THINK IS THE BEST RENDITION OF THE PLEDGE OF ALLEGIANCE. WE ARE NOW ADJOURNED.
[LAUGHTER] [BACKGROUND] YES. ITEM 2.2,
[2.2 Approval of the Agenda: Any changes to the agenda must be made at this time]
APPROVAL OF THE AGENDA.DO WE HAVE ANY CHANGES TO THE AGENDA AT THIS TIME?
>> I DO. I KNOW THAT WE HAVE SOME STUDENTS HERE THAT ARE SPEAKING ON THAT CALENDAR ISSUE.
COULD WE MOVE ITEM 6.6 TO HAVE IT COME IMMEDIATELY AFTER THE CONSENT CALENDAR? ANY OBJECTION TO THAT?
>> YOU MOVE TO MOVE ITEM 6.6 TO RIGHT AFTER ITEM 3.7 BEFORE 4, CORRECT?
IS THERE A SECOND TO THE MOTION?
>> CALL FOR THE VOTE. LET'S SEE IF THIS WORKS.
WE HAVE TECHNICAL DIFFICULTIES, SO WE DON'T HAVE TO VOTE. [LAUGHTER]
>> ALL IN FAVOR. MOTION PASSES.
ITEM 2.3 IS OUR NOTIFICATION OF PUBLIC COMMENT PROTOCOLS FOR THIS MEETING.
THEY ARE LISTED IN THE AGENDA.
ITEM 2.4 SPOTLIGHT PRESENTATION,
[2.4 Spotlight Presentation: Silver Strand & Village Elementary Choir, Presented by Linda Kullmann]
SILVER STRAND AND VILLAGE ELEMENTARY CHOIR, AND I WOULD LIKE TO PLEASE CALL UP THE AMAZING, THE AWESOME, MS. LINDA COLEMAN. [LAUGHTER] [APPLAUSE]I'M SO EXCITED TO BRING MY ELEMENTARY CHOIRS HERE FOR YOU, AND I WOULD LIKE TO WELCOME TO THE PODIUM, MS. STELLA LOW, WHO'S GOING TO INTRODUCE OUR SONGS TONIGHT. [APPLAUSE]
>> HI. I'M STELLA LOW, A STUDENT AT SILVER STRAND ELEMENTARY SCHOOL.
WE WILL BEGIN BY SINGING A COLLABORATION OF MOVING LYRICS BY CARRIE UNDERWOOD AND LUDACRIS SIGNATURE RAP STYLE.
IT'S A UNIQUE OPPORTUNITY TO MOVE GENUINENESS.
WE PRESENT TO YOU CHAMPION. [APPLAUSE]
>> I'LL BE THE LAST ONE STANDING.
TWO HANDS IN THE AIR, I'M A CHAMPION.
YOU'LL BE LOOKING AT ME WHEN IT'S OVER.
I LIVE FOR THE BATTLE, I'M A SOLDIER.
YEAH, I'M AM A FIGHTER LIKE ROCKY.
PUT YOUR FLAG ON YOUR BACK LIKE ALI.
YEAH, I'M THE GREATEST, I'M STRONGER.
PAID MY DUES, CAN'T LOSE, I'MA OWN YA.
I'VE BEEN WORKING MY WHOLE LIFE, AND NOW IT'S DO OR DIE.
I AM INVINCIBLE, UNBREAKABLE, UNSTOPPABLE, UNSHAKABLE.
THEY KNOCK ME DOWN, I GET UP AGAIN.
I AM THE CHAMPION, YOU'RE GONNA KNOW MY NAME.
YOU CAN'T HURT ME NOW, I CAN'T FEEL THE PAIN.
WHEN THEY WRITE MY STORY, THEY'RE GONNA SAY THAT I DID IT FOR THE GLORY, DON'T THINK THAT I DID IT FOR THE FAME, YEAH.
I DID FOR THE LOVE OF THE GAME, YEAH.
AND THIS IS MY CHANCE I'M TAKING.
ALL THEM OLD RECORDS, I'M BREAKING.
ALL YOU PEOPLE WATCHING ON TV, YOU GO AHEAD AND PUT YOUR BETS ON ME.
[00:05:03]
I'VE BEEN WAITING MY WHOLE LIFE TO SEE MY NAME IN IIGHTS.I AM INVINCIBLE, UNBREAKABLE, UNSTOPPABLE, UNSHAKABLE.
THEY KNOCK ME DOWN, I GET UP AGAIN.
I AM THE CHAMPION, YOU'RE GONNA MY NAME.
YOU CAN'T HURT ME NOW, I CAN'T FEEL THE PAIN.
>> THE C IS FOR THE COURAGE I POSSESS THROUGH THE TRAUMA.
H IS FOR THE HURT, BUT IT'S ALL FOR THE HONOR.
A IS FOR MY ATTITUDE WORKING THROUGH THE PATIENCE.
>> MONEY COMES AND GOES, SO THE M IS FOR MOTIVATION
>> GOT TO STAY CONSISTENT, THE P IS FOR PERSEVERE.
THE I IS FOR INTEGRITY, INNOVATIVE CAREER.
>> THE O IS OPTIMISTIC, OPEN AND NEVER SHUT.
>> AND THE N IS NECESSARY BECAUSE I'M NEVER GIVING UP.
>> SEE, THEY ASK ME HOW I DID IT, I JUST DID IT FROM THE HEART.
>> CRUSHING THE COMPETITION, BEEN DOING IT FROM THE START.
>> THEY SAY THAT EVERY CHAMPION IS ALL ABOUT HIS PRINCIPLES.
>> I AM INVINCIBLE, UNBREAKABLE, UNSTOPPABLE, UNSHAKABLE.
THEY KNOCK ME DOWN, I GET UP AGAIN.
I AM THE CHAMPION, YOU'RE GONNA MY NAME.
YOU CAN'T HURT ME NOW, I CAN'T FEEL THE PAIN.
YEAH, I WAS BORN TO WIN. I AM THE CHAMPION.
>> [APPLAUSE] [LAUGHTER] STELLA.
IT'S AN UPLIFTING AND INSPIRING SONG THAT CELEBRATES THE POWER OF MUSIC.
WIT HEARTFELT LYRICS SOARING MELODIES AND CHOREOGRAPH, IT CAPTURES HOW MUSIC CAN HEAL, CONSENT, AND BRING JOY TO OUR LIVES.
THIS SONG REMINDS US THAT MUSIC IS MORE THAN JUST SOUND, IT'S UNSTOPPABLE FORCE.
>> WHEN I'M FEELING GRATITUDE OR I'M IN A LOUSY MOOD, NEED A CHANGE OF ATTITUDE, GIVE ME MUSIC.
EVERYDAY AND EVERY NIGHT, FEED MY DANCING APPETITE.
WHEN I WANT TO FEEL ALL RIGHT, GIVE ME MUSIC.
COME AND SING ALONG WITH ME, WE CAN MAKE SOME HARMONY.
ON A GLOOMY AFTERNOON, ALL WE NEED'S A HAPPY TUNE.
MUSIC CHANGES EVERYTHING, UH HUH.
MUSIC CHANGES EVERYTHING, UH HUH.
MUSIC CHANGES EVERYTHING, UH HUH.
MUSIC CHANGES EVERYTHING, UH HUH. MUSIC CHANGES EVERYTHING.
WHEN YOU'RE FEELING KIND OF BLUE, AND YOU DON'T KNOW WHAT TO DO, IT CAN CHANGE YOUR POINT OF VIEW, GIVE ME MUSIC.
EVERYDAY AND EVERY NIGHT, FEED MY DANCING APPETITE.
WHEN I WANT TO FEEL ALL RIGHT, GIVE ME MUSIC.
COME AND SING ALONG WITH ME, WE CAN MAKE SOME HARMONY.
ON A GLOOMY AFTERNOON, ALL WE NEED'S A HAPPY TUNE.
MUSIC CHANGES EVERYTHING, UH HUH.
MUSIC CHANGES EVERYTHING, UH HUH.
[00:10:03]
MUSIC CHANGES EVERYTHING, UH HUH.MUSIC CHANGES EVERYTHING, UH HUH.
MUSIC CHANGES EVERYTHING. MUSIC CHANGES EVERYTHING. [APPLAUSE]
>> I'M TIRED. [LAUGHTER] WE'RE GOING TO GO. PARENTS, WE'LL MEET YOU OUTSIDE.
WE'RE GOING TO GO STRAIGHT BACK OUTSIDE.
>> THANK YOU SO MUCH. ONE MORE ROUND OF APPLAUSE FOR SILVER STRAND ELEMENTARY SCHOOL.
[APPLAUSE] THANK YOU, MS. COLEMAN.
>> I DIDN'T RECOGNIZE IT. [APPLAUSE]
>> BECAUSE IT SAID LUDA, AND THEN HE STARTS RAPPING, AND THEN HE'S LIKE, CARRIE.
MOVING ON TO ITEM 2.5, SPOTLIGHT PRESENTATION,
[2.5 Spotlight Presentation: CUSD Portrait of a Graduate]
CUSD PORTRAIT OF A GRADUATE.>> THANK YOU, PRESIDENT PALACIOS-PETERS.
WOW, THAT WAS A GREAT WAY TO START THE MEETING.
I CAN ASSURE YOU IT'S GOING TO GO DOWNHILL FROM THERE.
[LAUGHTER] I WOULD LIKE TO POINT OUT, IT WAS AMAZING EVERY TIME WE HAVE STUDENT PERFORMERS HERE TO WATCH THE PARENTS SHOW UP AND TO SUPPORT THEIR CHILDREN.
THIS EVENING, THOUGH, I WAS PAYING SPECIAL ATTENTION TO THE TEACHERS OF THE STUDENTS THAT WERE HERE AND HOW THEY WERE GLEAMING WITH PRIDE AND SINGING ALONG AND DANCING ALONG.
THANK YOU TO THE TEACHERS OF THE STUDENTS WHO ARE HERE PERFORMING BECAUSE I KNOW THAT YOU SHARE IN THAT MOMENT.
THIS EVENING, IF YOU WERE ABLE TO ATTEND THE MEETING A LITTLE BIT EARLY, YOU SAW IN THE FOYER A LITTLE RECEPTION, CELEBRATING THE EFFORTS OF THE PORTRAIT OF A GRADUATE TEAM.
VERY BRIEFLY THIS EVENING, YOU'RE GOING TO HEAR A LITTLE BIT ABOUT THE PORTRAIT OF A GRADUATE.
I ENCOURAGE THOSE OF YOU WHO DIDN'T HAVE AN OPPORTUNITY TO PICK UP ONE OF THE MAGAZINES TO PLEASE GRAB ONE ON YOUR WAY OUT.
I WISH I COULD SAY THAT THERE WERE COOKIES LEFT FOR EVERYONE, BUT I THINK THE STUDENT PERFORMERS FELT LIKE THAT WAS PART OF THEIR COMPENSATION FOR PERFORMING THIS EVENING, WHICH IS FINE.
I'LL BE THANKING THEM LATER ON THIS EVENING TO NOT HAVE 10 OF THOSE FOR DINNER.
BUT I DO WANT TO MENTION, EVERYTHING THAT IS AVAILABLE OUTSIDE IS A REFLECTION OF OVER A YEAR OF WORK FROM MEMBERS OF OUR COMMUNITY.
THE PORTRAIT OF A GRADUATE WAS A PROCESS THAT INVOLVED COMMUNITY MEMBERS, PARENTS, BUSINESS LEADERS, STUDENTS, STAFF MEMBERS.
I'M GOING TO INTRODUCE MS. MINDY SHACKLETT FROM THE SAN DIEGO COUNTY OFFICE OF EDUCATION, WHO HELPED US WITH THIS PROCESS.
[APPLAUSE] BUT BEFORE I TURN IT OVER TO HER, JUST TO SHARE, IF YOU'RE UNABLE TO GRAB ONE OF THOSE MAGAZINES, THERE WILL BE A LINK ON OUR WEBSITE THAT HAS THIS AVAILABLE AND DIGITAL COPY FOR OUR PARENTS AND COMMUNITY MEMBERS AND STAFF TO TAKE THEIR TIME AND TO REVIEW.
I'M GOING TO ALLOW MINDY TO SHARE HOW THIS PROCESS UNFOLDED AND WHAT IT ENTAILED.
>> OR YOU CAN JUST GIVE ME A LITTLE. THANK YOU, MINDY.
>> THANK YOU FOR THIS OPPORTUNITY TO SHARE.
AS MR. MUELLER SAID, IT WAS A YEAR-LONG PROCESS AND THE RESULT WAS THREE DIFFERENT AND SUPPORTIVE CONNECTED PORTRAITS, PORTRAIT OF A GRADUATE, PORTRAIT OF AN ADULT, AND PORTRAIT OF A SYSTEM.
I HAD IT. THE PROCESS ACTUALLY WAS A YEAR LONG, LIKE MR. MUELLER SAID.
IT BEGAN AND WAS GROUNDED WITH THE CORE TEAM MADE UP OF INDIVIDUALS FROM THE DISTRICT LEVEL THAT CAME TOGETHER ONCE A WEEK TO PLAN AND LEARN TOGETHER FOR THE ENTIRE PROCESS.
[00:15:03]
THE PROCESS ITSELF WAS MADE UP OF SEVERAL EVENTS, INTERVIEWS, SURVEYS.MANY OF YOU PROBABLY HAVE TAKEN THE SURVEY. I'M SORRY.
I'M HAVING A HARD TIME. I'M JUST FACING MY BACK TO YOU ALL.
BUT IT STARTED WITH INTERVIEWS OF THE COMMUNITY, OF THE COMMUNITY MEMBERS, STAFF, BOARD MEMBERS, AND BUSINESS PARTNERS.
WE THEN HAD GUIDING COALITIONS, BID TWO-DAY EVENTS, EXHAUSTING TWO-DAY EVENTS, AND STUDENTS.
I'M SO SORRY BECAUSE YOU WERE THERE.
WE STARTED WITH A STUDENT SUMMIT WHERE WE BROUGHT IN REPRESENTATIVES FROM AS YOUNG AS FIFTH GRADE ALL THE WAY UP TO HIGH SCHOOL AND ASKED THEIR THOUGHTS AND IDEAS AROUND WHAT SHOULD BE INCLUDED IN A GRADUATE PORTRAIT, WHAT SHOULD BE INCLUDED IN THE ADULT AND THE SYSTEM PORTRAIT.
WE THEN ENGAGED THE COMMUNITY IN THE GUIDING COALITION AND THROUGH SURVEYS.
SO WE HAD A TOTAL OF 10 DIFFERENT DISTINCT EVENTS, AND THEN PERIODS OF SESSIONS OF PERIODS OF TIME WHERE WE HAD SESSIONS AT SCHOOLS AND FOCUSED GROUPS.
WE PRESENTED TO SAFE HARBOR AT ONE POINT, SO WE HAD LOTS AND LOTS OF DIFFERENT EVENTS.
>> WE THEN WRAPPED IT UP, PRESENTED THE PORTRAITS TO THE BOARD MEMBERS IN WHAT WE CALL TWO BY TWO SESSIONS, GOT THEIR LAST FEEDBACK, AND THEN WE TOOK IT BACK OUT TO THE COMMUNITY, WE WERE AT THE [INAUDIBLE] IN CORONADO, THE WINE FESTIVAL.
THAT'S WHAT IT WAS. THEN WE WERE ALSO AT THE MIDDLE SCHOOL AND BROUGHT IN SOME MORE FEEDBACK TO THAT.
THEN WE FINALLY IN THE END IN JUNE OF 2024, WE BROUGHT IT TO THE BOARD, THE BOARD APPROVED IT AND HERE WE ARE TODAY.
THE FINAL PRODUCT, IT DOES CONSIST OF, AGAIN, THE THREE PORTRAITS, THE GRADUATE PORTRAITS.
THERE ARE WHAT WE CALL THEMES CHARACTERISTICS OR ELEMENTS.
AGAIN, THOSE ARE FULLY DEVELOPED IN THE PAMPHLET OR THE MAGAZINE.
THOSE ARE SUPPORTED BY THE ADULT PORTRAIT.
IF WE WANT STUDENTS TO BE DIFFERENT, IT'S REASONABLE TO EXPECT DIFFERENT KNOWLEDGE AND BEHAVIORS FROM THE ADULTS IN A SYSTEM.
THEN IN ORDER TO ENSURE THAT THE ADULTS CAN ACHIEVE THOSE, WE NEED A SYSTEM TO SUPPORT THOSE.
THIS WAS TRULY A COMMUNITY BUILT PORTRAITS.
THERE WAS THINGS THAT CAME OUT IN THIS PROCESS THAT NO ONE EXPECTED.
ONE OF THEM, CHIEF AMONG THEM WAS, CAN GROUPS BE MULTILINGUAL? THAT WAS NOT ON ANYONE'S RADAR.
THAT CAME FROM THE VOICE OF THE COMMUNITY.
WHAT DOES THAT MEAN IN TERMS OF THE YOUNG, ADULT AND THE SYSTEM.
IT WAS A YEAR LONG PROCESS, IT WAS REWARDING, BUT IT WAS VERY COMPLEX, AND THERE WAS A LOT OF TIME GIVEN TO IT BY A LOT OF PEOPLE.
WHAT'S NEXT? [LAUGHTER] WHAT'S NEXT IS NOW BEGINNING MARCH 3RD, THE DISTRICT WILL ENGAGE, AGAIN, WITH A TEAM FROM SAN DIEGO COUNTY OFFICE OF ED TO START PLANNING TOWARDS THOSE THAT NORTH STAR, THE PORTRAITS, WHAT WE REFER TO AS NORTH STAR.
IT TAKES A LOT OF EFFORT, A LOT OF PLANNING AND A LOT OF COMMITMENT TO ENSURE THAT THESE WERE REALLY GOING FORWARD.
>> THANK YOU SO MUCH, MINDY, FOR YOUR HELP.
[APPLAUSE] I DON'T KNOW IF THE COMMUNITY NOTICED, BUT ON ONE OF THE SLIDES, IT LISTED 66,000 DATA POINTS THAT THE TEAM TOOK INTO CONSIDERATION AND MINDY CORRECTED US.
>> WHO'S COUNTING? [LAUGHTER] [BACKGROUND]
>> I WILL SHARE, MOVING FORWARD, THE DISTRICT AND THE GOVERNING BOARD WILL TRY TO BE A LOT MORE PURPOSEFUL AND INTENTIONAL WHEN WE DISCUSS INITIATIVES, WHEN WE DISCUSS RESOURCES OR PROGRAMS IN OUR DISTRICT TO SHOW HOW THEY ARE ALIGNED WITH THE SYSTEMS,
[00:20:02]
THE PORTRAIT OF ADULT OR THE PORTRAIT OF A GRADUATE SO YOU CAN LOOK FORWARD TO SEEING ON SOME OF OUR AGENDA ITEMS WHICH PORTRAIT AREA OR THEME WE BELIEVE THESE INITIATIVES OR EXPENDITURES ARE IN ALIGNMENT WITH THE LONG TERM VISION OF WHERE WE WOULD LIKE TO TAKE OUR DISTRICT IN THE NEXT 25 YEARS.THANK YOU AGAIN, MINDY AND YOUR TEAM, AND THANK YOU FOR ALL THE COMMUNITY SUPPORTERS WHO ARE HERE FROM THE COUNTY OFFICE OF ED, BUT ALSO THE PARENTS AND STUDENTS IN THE ROOM WHO PARTICIPATED IN THE SURVEYS IN THE STUDENT SUMMITS, IN SOME OF THOSE LONG SESSIONS, ANSWERING QUESTIONS AND PROVIDING FEEDBACK.
YOUR VOICE WAS TRULY VALUABLE TO THE DEVELOPMENT OF THESE SYSTEMS, AND AS MINDY SHARED AND HER TEAM EXPERIENCED, MANY OF THE OUTCOMES WEREN'T ON OUR RADAR WHEN WE STARTED THOSE.
ADDITIONAL INFORMATION TO FOLLOW.
BUT THANK YOU ALL SO MUCH FOR YOUR PARTICIPATION.
>> THANK YOU. ITEM 2.6 SPOTLIGHT PRESENTATION,
[2.6 Spotlight Presentation: Career Technical Education]
CAREER TECHNICAL EDUCATION.>> IT IS A JOY AT ANY TIME DURING A SCHOOL BOARD MEETING TO CELEBRATE CUSDS AMAZING STAFF.
FEBRUARY, HOWEVER, IS THE ASSOCIATION OF CAREER AND TECHNICAL EDUCATIONS MONTH TO RECOGNIZE THE ACCOMPLISHMENTS AND IMPACT OF CTE PROGRAMS. CTE OFFERS STUDENTS THE OPPORTUNITY TO GAIN THE ACADEMIC, TECHNICAL AND EMPLOYABILITY SKILLS NECESSARY FOR CAREER READINESS.
THE STUDENTS AND CTE PROGRAMS PARTICIPATE IN AUTHENTIC, MEANINGFUL EXPERIENCES THAT IMPROVE THE QUALITY OF THEIR EDUCATION AND INCREASE THEIR ENGAGEMENT AND ACHIEVEMENT.
THEY USE IMPORTANT SKILLS FROM ALL CONTENT AREAS TO BE ABLE TO COMPLETE PROJECTS, PERFORMANCES, EXHIBITS, AND MORE.
EARLIER TONIGHT, JUST A COUPLE OF MOMENTS AGO, AND OUT IN THE LOBBY EARLIER, WHEN WE CELEBRATED OUR PORTRAIT OF A GRADUATE, I SEE MANY CONNECTIONS TO THE FUTURE OF OUR LEARNING COMMUNITY AND CAREER TECHNICAL EDUCATION.
IT TAKES A VILLAGE TO SUPPORT THESE LABOR INTENSIVE LEARNING EXPERIENCES.
SOME OF THAT WORK INCLUDES THE FOLLOWING ROLES, APPLYING FOR GRANTS; THANK YOU, KRISTIN CAPUTO.
ORDERING SUPPLIES; THANK YOU, MS. SMITH AND MS. SALVATIRA TO SUPPORTING STUDENTS CAREER AWARENESS.
THANK YOU TO MS. RENO AND ALL THE CUSD COUNSELORS.
OF COURSE, THE TEACHERS WORKING EXTREMELY HARD, BUT ALSO MAKING THOSE CONNECTIONS WITH ADVISORS, PROFESSIONALS IN THE FIELD.
THANK YOU TEACHERS FOR YOUR EXTRA EFFORTS TO KEEP YOUR STUDENT LEARNING EXPERIENCES IN ALIGNMENT WITH CURRENT TRENDS AND CAREER PATHWAYS, THAT TRUE PORTRAIT OF A GRADUATE IN 2030, 2040.
OUR STUDENTS ARE VERY FORTUNATE TO HAVE TALENTED, PASSIONATE AND HARDWORKING CTE TEACHERS.
HERE, WE HAVE AMANDA GREGORY WITH CMS ENGINEERING.
THEN WE HAVE MS. GINA SORENSON, COSA DANCE.
RIGHT AFTER THIS PHOTO, SHE QUICKLY KICKED US OUT OF THE ROOM BECAUSE WE DID NOT HAVE BAR SKILLS.
MS. ARIELLE LUNA, [BACKGROUND] [LAUGHTER] CHS SPORTS MEDICINE.
>> BEFORE I INTRODUCE THESE PEOPLE THAT ARE ON THE SCREEN, I JUST WANT TO SAY THAT WE ARE SO FORTUNATE TO HAVE THESE TEACHERS ON OUR CAMPUSES.
LAST NIGHT, WE WERE FORTUNATE TO INVITE OUR INCOMING NINTH GRADE STUDENTS AS WELL AS ANYONE THAT WILL BE NEW TO CHS NEXT YEAR.
I HAD THREE STUDENTS SHOWCASE WHAT THEIR EXPERIENCE HAS BEEN LIKE AT CHS.
WHAT WAS REALLY FUN TO HEAR WAS THAT SO MANY OF THEM ARE CTE PATHWAY COMPLETERS AND THAT'S BECAUSE OF THESE SPECTACULAR PEOPLE THAT WE GET TO WORK WITH EVERY SINGLE DAY.
KIM STRASSBURGER, WHO IS OUR COSA DRAMA TEACHER, THEY'RE AT COSA RIGHT NOW [LAUGHTER] SO THAT'S WHY THEY'RE NOT HERE.
MATT HEINECKE, WHO IS OUR COSA INSTRUMENTAL MUSIC TEACHER, AS WELL AS OUR BAND TEACHER AT CMS AND AT CHS AND HAS BEEN AT VILLAGE AS WELL.
ABBIE HARTGE, WHO IS OUR CHS ROBOTICS AND ENGINEERING TEACHER AND CURRENTLY TEACHING PHYSICS AS WELL, SHE IS AMAZING.
MR. KEN HESKESTAD, WHO IS OUR CHS WOODWORKING AND UC FINE ART TEACHER WHO MAKES INCREDIBLE THINGS WITH HIS STUDENTS.
WE ARE REALLY FORTUNATE TO HAVE THIS EXPERTISE ON OUR CAMPUS FOR OUR STUDENTS.
[00:25:01]
[LAUGHTER] NEXT, WE HAVE ANNA WOERMAN, SHE'S COSA DIGITAL ARTS TEACHER, DAVID MCBEAN AND DR. BARBARA WOLF, PART OF OUR MUSICAL THEATER DEPARTMENT.KARRIE JACKSON, PART OF OUR COSA VISUAL ART DEPARTMENT, AND COLEMAN CLARK, AND ONE OF OUR NEWEST MEMBERS, SEBASTIAN DILLINGHAM WITH COSA TECH.
GIVE THEM AN APPLAUSE. [APPLAUSE]
>> CLAUDIO SALLAS, CHS COMPUTER SCIENCE, HEIDI FRAMPTON, CMS DIGITAL ARTS, AND MICHELLE EVENSON COSA DIGITAL ARTS.
[APPLAUSE] THANK YOU, CAREER TECHNICAL EDUCATION TEACHERS, YOU TRULY INSPIRE THE NEXT GENERATION. THANK YOU.
>> THANK YOU. ITEM 2.7, SPOTLIGHT PRESENTATION.
[2.7 Spotlight Presentation: Safe Harbor Coronado, Executive Director, Danielle Maske]
I AM PLEASED TO WELCOME THE EXECUTIVE DIRECTOR FOR SAFE HARBOR CORONADO, DANIELLE MASKE.>> IT DOES NOT FEEL LIKE THAT.
THANK YOU, TRUSTEE PALACIOS-PETERS.
I AM DANIELLE MASKE, I'M THE EXECUTIVE DIRECTOR AT SAFE HARBOR CORONADO.
THANK YOU FOR THE OPPORTUNITY TO SPEAK TODAY.
JUST A QUICK UPDATE ON WHO WE ARE.
IF YOU DON'T KNOW ABOUT SAFE HARBOR CORONADO, WE STARTED IN 1998.
IF YOU'VE HEARD THAT BEFORE, THAT'S WHO WE USED TO BE.
SAFE MILITARY SPOUSE SO WE LOVE OUR ACRONYMS. SAFE STOOD FOR SUBSTANCE ABUSE FREE ENVIRONMENT.
FOCUSING ON SUBSTANCE ABUSE PREVENTION, AND THEN WE EVOLVED TO SUPPORT STUDENT AND FAMILY ENRICHMENT.
BUT THE LAST TIME WE EXPANDED AND CHANGED.
IN 2021, WE REBRANDED AS SAFE HARBOR CORONADO, WITH A RENEWED MISSION TO PROVIDE COMPREHENSIVE SOCIAL, BEHAVIORAL, EMOTIONAL AND MENTAL HEALTH PROGRAMS, AND AFFORDABLE COUNSELING SERVICES TO EMPOWER CORONADO YOUTH, THEIR FAMILIES AND OUR COMMUNITY BECAUSE IT TAKES ALL OF US.
IT'S OUR VISION TO BUILD A COMMUNITY WHERE EVERY YOUNG PERSON CAN NAVIGATE LIFE'S CHALLENGES WITH RESILIENCE, AND TOGETHER WITH THEIR FAMILIES FIND SKILLS, SUPPORT, AND RESOURCES FOR LASTING MENTAL WELL BEING.
THESE WERE OUR NUMBERS FROM LAST YEAR, SO THAT WAS FISCAL YEAR 2024.
WE'RE JUST REALLY PROUD OF OUR NUMBER, SO I WANTED TO SHARE THAT WITH EVERYBODY.
TO THE NEXT ONE. WE'RE DEDICATED TO STRENGTHENING WELL BEING OF OUR COMMUNITY THROUGH ESSENTIAL SKILLS, UNWAVERING SUPPORT, AND VALUABLE RESOURCES.
AN EXAMPLE OF THIS WOULD BE OUR TURTLE TIME PROGRAM FOR TK THROUGH FIRST GRADERS.
WE WERE LUCKY TO OFFER CLASSES IN CLASS PREVENTION SKILLS EARLIER THIS YEAR TO ALL TK, KINDERGARTEN AND FIRST GRADERS, BOTH AT SILVER STRAND AND VILLAGE ELEMENTARY AND THIS PROGRAM IS THE SCAFFOLDING FOR ALL OF OUR PROGRAMMING.
IT LAYS THE GROUNDWORK FOR COPING SKILLS, HELPING KIDS LEARN TO CALM THEMSELVES AND ENHANCE APPROPRIATE BEHAVIOR.
COMMUNICATION AND PROBLEM SOLVING, THIS IS WHERE THEY DEVELOP THOSE STRONG COMMUNICATION AND PROBLEM SOLVING ABILITIES.
EMOTIONAL REGULATION, WE TEACH AND PROVIDE STRATEGIES TO MANAGE FEELINGS, IMPULSES, AND IT IMPROVES FOCUS FOR IN SCHOOL.
THIS ALSO HELPS TO BUILD THEIR SELF ESTEEM AND REDUCE THEIR STRESS.
THIS TEACHES CHILDREN TO IDENTIFY AND RESOLVE ISSUES ON THEIR OWN DURING EMOTIONAL MOMENTS.
THIS PROGRAM HAPPENS FOUR TIMES, IT'S FOUR WEEKLY SESSIONS, AND THEN THERE'S ONE 45 MINUTE PARENT COMPONENT TO THAT.
WE ALSO HAD THE OPPORTUNITY TO PILOT THE ANGER MANAGEMENT PROGRAM FOR SECOND GRADE AT VILLAGE THIS YEAR.
LAST YEAR, WE DID IT AT SILVER STRAND.
THIS YEAR, WE'RE GOING TO DO IT AT SECOND GRADE FOR VILLAGE.
ANGER MANAGEMENT IS THE NEXT STEP.
I DON'T KNOW IF YOU GUYS HAVE SECOND TO FOURTH GRADERS, BUT ANGER IS A PRESENTING ISSUE.
[LAUGHTER] NOT SPEAKING FROM EXPERIENCE AT ALL.
NO. IT'S WHERE WE TEACH THOSE KIDS TO IDENTIFY AND MANAGE ANGER AND THE UNDERLYING FEELINGS ASSOCIATED WITH IT.
AGAIN, IT'S THAT COMMUNICATION AND PROBLEM SOLVING, THAT EMOTIONAL REGULATION.
ALL OF THESE PROGRAMS WORK TOGETHER TO EMPOWER THE KIDS TO HANDLE THEIR STUFF.
THE NEXT ONE. NEXT COMING UP IN MARCH, WE NEED VOLUNTEERS.
PUTTING IT OUT THERE IS OUR DRUG PREVENTION, FORMERLY KNOWN AS DRUG STORE, THAT'LL BE MARCH 18TH AT THE MIDDLE SCHOOL.
THIS IS WHERE WE TALK ABOUT HOW WE TEACH SIX GRADERS TO MAKE HEALTHY CHOICES, COPING SKILLS DEVELOPMENT, RESIST HARMFUL BEHAVIORS RELATED TO DRUGS, CHOOSING EXERCISE INSTEAD OF SELF MEDICATION.
WE ENGAGE STUDENTS IN ACTIVITIES THAT ENHANCE COMMUNICATION AND PROBLEM SOLVING IN DRUG RELATED SITUATIONS.
[00:30:02]
WE WORK ON REFUSAL SKILLS.HOW TO SURROUND YOURSELF WITH POSITIVE INFLUENCES.
THIS IS ALSO THAT EMOTIONAL REGULATION.
HELP THOSE STUDENTS UNDERSTAND THE EFFECTS OF THE DRUG ON YOUR BODY AND YOUR BRAIN.
IT PROMOTES INFORMED DECISION MAKING.
WE HAVE PRESENTATIONS FROM PHARMACISTS, FIELD RELATED PROFESSIONALS.
BRITTANY'S THERE [LAUGHTER] WITH DRUNK GOGGLES.
WE EDUCATE STUDENTS ON MAKING HEALTHIER CHOICES, AND IT IS CUSTOM TAILORED FOR CORONADO, INVOLVING ALL THE COMMUNITY EXPERTS AND A PARENT WORKSHOPS FOR ONGOING PREVENTION STRATEGIES.
OTHER PROGRAMS WE HAVE IS THE MONTHLY PROGRAM, WELLNESS WEDNESDAY AT CMS. WE WORK WITH THE CLINICAL STAFF THERE, THEY'RE AMAZING FOR SIXTH THROUGH EIGHTH GRADERS.
IT'S INTERACTIVE SESSIONS THAT ARE EVIDENCE BASED AND DESIGNED TO FOSTER SOCIAL SKILLS AND PERSONAL GROWTH.
WE UTILIZE BOARD GAMES, YARD GAMES, COMMON CRAFTS.
IT'S A SAFE ENVIRONMENT WHERE STUDENTS CAN CONNECT WITH PEERS AND TRUSTED SAFE HARBOR ADULTS.
THIS ALSO HELPS KIDS IN CLASS.
THIS IMPROVES THEIR IMPULSE CONTROL, A LITTLE MORE OF THEIR SELF ESTEEM, COMMUNICATION, AND PROBLEM SOLVING SKILLS.
ALSO, WE DO THIS WEEKLY AT THE HIGH SCHOOL.
IT'S CALLED GAME CLUB. AGAIN, WE UTILIZE BOARD GAMES, CRAFTS.
THE THING I LOVE ABOUT GAME CLUB IS IT'S A LITTLE MORE DIRECTED.
THESE ARE THE KIDS BECAUSE AS YOU GUYS KNOW, CHS IS AN OPEN CAMPUS.
SOMETIMES IF YOU MISS YOUR FRIENDS GOING FOR LUNCH, YOU DON'T HAVE SOMEBODY TO HAVE LUNCH WITH, WE'RE THERE ON TUESDAYS AND ALL THESE KIDS KNOW THAT.
DON'T WORRY, WE COME WITH SNACKS.
THEY'RE VERY HAPPY TO HAVE US THAT THEY'LL STOP AND SIT AND HAVE SNACKS WITH US.
WE'RE VERY LUCKY THAT WE GET TO BE ON CHS CAMPUS EVERY WEEK.
WE ALSO HAVE AN EXPANDED CHS INTERNSHIP.
WE HAVE 22 INTERNS FOR SECOND SEMESTER. THEY'RE VERY ENGAGED.
WE HAVE ABOUT THREE OF THEM WORKING ON THEIR SEAL OF CIVIC ENGAGEMENT, AND THEY ARE ALL NOW AMBASSADORS FOR MENTAL HEALTH ON CAMPUS AND THE CORONADO COMMUNITY SO WE'RE REALLY PROUD OF THAT.
NEXT IS, I THINK THAT'S A VIDEO IN THERE IF YOU WANT TO SHOW IT.
YEAH, IN THE LITTLE BLUE BOX. THANK YOU, CAMMY.
THIS PAST DECEMBER WAS A FANTASTIC EXAMPLE OF PARTNERSHIP.
UNRAVEL WAS A POWERFUL COLLABORATION BETWEEN COSA DANCE, COSA VISUAL ARTS, AND SAFE HARBOR, EXPLORING THE MENTAL AND EMOTIONAL KNOTS WE ALL EXPERIENCE, CAUSED BY STRESS, GRIEF, MENTAL HEALTH CHALLENGES.
THROUGH MOVEMENT, MINDFULNESS, ART MAKING, STUDENTS EXAMINED HOW TO UNTANGLE THESE STRUGGLES.
THE RESULT WAS AN EVENING OF ORIGINAL DANCE AND VISUAL.
WE TALKED ABOUT ALL DIFFERENT THEMES, OBSESSIVE COMPULSIVE DISORDER, BODY IMAGE, ADHD, SELF TALK, AND THE IMPORTANCE OF HAVING YOUR OWN SUPPORT SYSTEMS. THIS COLLABORATION HIGHLIGHTED THE INTERSECTION OF MENTAL HEALTH IN THE ARTS, OFFERING A MOVING AND INSIGHTFUL EXPERIENCE FOR ALL OF OUR COMMUNITY.
THE LAST ONE IS OUR FAMILY SUPPORT SERVICES.
WE ARE THE ONLY LOW-COST COUNSELING RESOURCE IN CORONADO, PROVIDING DIRECT SUPPORT TO OVER 300 CLIENTS EACH YEAR, AND THAT NUMBER CONTINUES TO GROW.
TO MEET THE DEMAND, WE'VE ACTUALLY EXPANDED OUR TEAM WITH AN ADDITIONAL CLINICIAN.
OUR TRAINED PROFESSIONALS HELP INDIVIDUALS AND FAMILIES BREAK NEGATIVE CYCLES, BUILD SELF ESTEEM AND IMPROVE OVERALL MENTAL WELL BEING.
RESEARCH SHOWS THAT YOUTH MENTAL HEALTH IS CLOSELY TIED TO RISK TAKING BEHAVIOR SO THAT'S WHAT WE'RE TRYING TO MITIGATE.
CORONADO UNIFIED STUDENTS MAKE UP 68% OF OUR COUNSELING CLIENTS, AND OUR COLLABORATION WITH CUSD'S COUNSELING STAFF IS SEAMLESS, ALWAYS PRIORITIZING STUDENTS WELL BEING FIRST.
THANK YOU FOR YOUR TIME AND SUPPORT.
I'D LOVE TO ANSWER ANY QUESTIONS IF YOU HAVE ANY. BYE. [LAUGHTER] [APPLAUSE]
>> THANK YOU FOR ALL THAT YOU DO FOR OUR COMMUNITY FOR OUR STUDENTS.
ITEM 3, CONSOLIDATED MOTION FOR CONSENT CALENDAR.
[3. CONSOLIDATED MOTION FOR CONSENT CALENDAR]
ANY COMMENTS TRUSTEES? DO YOU HAVE ANY PUBLIC COMMENT ON ITEM 3? TRUSTEES. I JUST WANTED TO NOTE ON ITEM 3.6, WE ARE APPROVING OVERNIGHT FIELD TRIP FOR MISS LUNA TO TAKE THE HOSA CLUB, AND IF I GOOGLED THIS CORRECTLY, IT IS THE HEALTH OCCUPATION STUDENTS OF AMERICA.IN ON OUR CTE MONTH, THANK YOU SO MUCH FOR ALL YOU DO AND FOR TAKING THE STUDENTS TO THE STATE LEADERSHIP CONFERENCE AND COMPETITION IN SACRAMENTO.
THAT SEEMS VERY EXCITING. I LOOK FORWARD TO HEARING HOW IT GOES.
ANY OTHER COMMENTS OR IS THERE A MOTION TO APPROVE ITEM 3?
ANY OPPOSED? MOTION PASSES 5,0.
[00:35:03]
>> SURE. OKAY. SUPERINTENDENT MUELLER.
>> JUST A BRIEF COMMENT TO THE COMMUNITY.
I'VE HAD QUESTIONS IN THE PAST ABOUT THE CONSENT CALENDAR AND JUST WANT TO SHOW THE COMMUNITY WHAT OUR AGENDA LOOKS LIKE ON A MONTHLY BASIS.
THESE FIVE INDIVIDUALS, ALTHOUGH THEY MAY APPROVE A CONSENT CALENDAR, AND IT FEELS LIKE THEY'RE NOT ASKING QUESTIONS THEY'RE NOT PROBING.
I ASSURE YOU THAT'S NOT THE CASE.
EVERY TIME THE CYCLE OF NEW TRUSTEES OCCURS EVERY TWO YEARS, AND EVERYONE IS AWARE OF THAT.
EVERY TIME WE HAVE NEW TRUSTEES, WE HAVE NEW PERSPECTIVES AND A NEW LENS THAT THEY'RE VIEWING THE WORK OF THE DISTRICT AND THE OPERATIONS OF THE DISTRICT THROUGH.
WHEN TRUSTEE KAVANAGH, TRUSTEE YOUNGBLOOD, TRUSTEE SANDY, AND TRUSTEE PLACIOS PETERS JOINED THE BOARD, THERE WERE FOUR NEW PERSPECTIVES, FOUR NEW VOICES, DIFFERENT TYPES OF QUESTIONS, DIFFERENT TYPE OF LEARNINGS, AND THEY CHALLENGED THE DISTRICT OFFICE STAFF AND OUR STAFF TO LOOK AT OUR SYSTEMS IN A DIFFERENT WAY.
I WILL SHARE THAT THE ADDITION OF TRUSTEE LEE HAS ADDED HIS UNIQUE PERSPECTIVE AND VIEWS ONTO OUR OPERATIONS, AS THE OTHER FOUR TRUSTEES DID WHEN THEY WERE NEW, AND THE LEVEL OF SCRUTINY THAT THE FIVE OF THEM PLACE UPON THINGS FROM INDIVIDUAL PURCHASE ORDERS TO FIELD TRIPS TO SUPERVISION TO VOLUNTEERS AND HOW VOLUNTEERS ARE VETTED THROUGH OUR DISTRICT OFFICE, HOW THEY'RE COMPENSATED FOR THEIR FINGERPRINTING.
I JUST REALLY WANTED TO SHOW AND THANK, THE FIVE TRUSTEES, WHAT SEEMS LIKE A VERY SIMPLE MOTION TO APPROVE A CONSENT CALENDAR IS NOT.
THANK YOU FOR THE SCRUTINY THAT YOU PUT ON ALL OF US TO MAKE OUR DISTRICT STRONGER AND BETTER, AND THANK YOU FOR YOUR SERVICE TO THE COMMUNITY.
>> THANK YOU. YOU FORGET THE TYPOS THAT I ALSO FREQUENTLY FIND?
>> [LAUGHTER] PER CHANGE, WE ARE MOVING TO ITEM 6.6,
[6.6 Calendar Committee Update]
WHICH IS THE CALENDAR COMMITTEE UPDATE, AND I'D LIKE TO WELCOME DR. BATTLE.>> ACTUALLY, WE HAVE MEMBERS OF THE JOINT CALENDAR COMMITTEE WHO ARE GOING TO BE FACILITATING THIS REPORT, AND DR. BATTLE, AS ONE OF THE ADMINISTRATORS WHO HELPED FACILITATE THE JOINT CALENDAR COMMITTEE, WILL BE HERE.
THERE'S NEEDS ANY WRANGLING, BUT I THINK OUR VOLUNTEERS HAVE THIS SET UP.
>> JUST TO REMIND, WE'LL DO THE PRESENTATION, AND THEN WE WILL TAKE PUBLIC COMMENT, AND THEN WE WILL DO TRUSTEE QUESTIONS. JUST AS A REFRESHER.
>> EVENING, TRUES AND DISTRICT SUPPORTERS.
WE'RE HERE AS A COMMITTEE TO REPRESENT THE WORK WE WERE TASKED WITH TO PRESENT TO PROPOSED CALENDARS FOR NEGOTIATION BETWEEN THE DISTRICT AND OUR TEACHERS UNION.
I WANT TO SAY BEFORE WE BEGIN THAT IN A UNIFIED SCHOOL DISTRICT, WE CAME TOGETHER AS PARENTS, TEACHERS, ADMINISTRATORS, AND STUDENTS, ALL REPRESENTING REALLY DIVERSE VIEWS AND PERSPECTIVES, AND OPINIONS ON WHAT A SCHOOL CALENDAR MIGHT LOOK LIKE AND ACCOMPLISH.
I THINK THERE'S A LITTLE BIT OF ANXIETY ABOUT REPRESENTING THIS PROCESS, KNOWING HOW MANY STRONG FEELINGS THERE ARE IN THE COMMUNITY ABOUT OUR SCHOOL CALENDAR.
I JUST WANT TO REPRESENT THAT WE ARE A COMMITTEE UNITED IN THE WORK THAT WE DID AND ACCOMPLISHED, BUT WE HAVE SOME DIFFERENT FEELINGS ABOUT IT, AND WE HOPE THAT WE ARE RECOGNIZED AS MESSENGERS IN THIS TASK AND ACCOMPLISHMENT.
WE WILL TAKE TURNS REPRESENTING THE WORK WE DID.
TRY TO BE AS BRIEF AS POSSIBLE, AS WE KNOW THAT WE'RE JUST SUMMARIZING THE PROCESS AND PUTTING THE WORK BACK IN THE HANDS OF THE NEGOTIATORS AND THE BOARD OF TRUSTEES.
THE CALENDAR COMMITTEE, AS I MENTIONED, INCLUDED STUDENTS, ADMINISTRATORS, TEACHERS AND PARENTS.
I'M GOING TO ASK THE STUDENTS TO COME UP AND REPRESENT WHY STUDENTS WERE INVOLVED IN THIS PROCESS.
IF YOU MIND JOINING US UP HERE.
>> JUST BRIEFLY, WE WILL TALK LATER.
BUT THE STUDENTS AT BOTH THE CMS AND CHS, AS PART OF THE SUPERINTENDENT STUDENT ADVISORY COMMITTEE, BROUGHT UP A CONCERN ABOUT HOW THE CALENDAR LINED UP WITH OUR FINALS AND HOW THAT WAS IMPACTING US WITH WINTER BREAK AMONGST OTHER CONCERNS THAT WE WILL MENTION LATER.
THAT WAS SOMETHING WE BROUGHT UP TO SUPERINTENDENT MUELLER IN
[00:40:05]
HOPES THAT WE COULD SEE SOME CHANGE THERE AND SEE WHAT OUR OPTIONS WERE. THANK YOU.>> THANK YOU. WE HAVE SOME CORRESPONDENCE FROM PARENTS EXPRESSING OPINIONS AND THOUGHTS ON THE CALENDAR AS WELL RELATED TO WHERE FINALS WOULD LAND, LARGELY AT THE SECONDARY LEVEL.
YOU, THE GOVERNING BOARD, EXPRESSED INTEREST IN A CHANGE IN THE BEST INTERESTS OF STUDENTS.
THEN KNOWING THAT CALENDARS ARE BEING REVIEWED BY NEIGHBORING DISTRICTS, THERE'S AN INTEREST IN ALIGNING WITH THEM.
WHO DECIDES THE CALENDAR? THERE ARE TWO CALENDARS THAT COME TOGETHER.
ONE WOULD BE THE STUDENT INSTRUCTIONAL CALENDAR.
THE BOARD OF TRUSTEES DETERMINES THE TEACHERS CALENDAR, OF COURSE, IS VERY SIMILAR, AND THAT IS PART OF THE TEACHERS CONTRACT AND IS NEGOTIATED BETWEEN THE TEACHERS UNION AND OUR DISTRICT.
THERE'S SOME RELEVANT LANGUAGE IN THE CONTRACT RIGHT NOW WITH RELATED TO THE CALENDAR, INCLUDING THERE'S 186 WORK DAYS FOR TEACHERS.
CURRENT LANGUAGE IN THE CONTRACT SUGGESTS THAT THE FIRST DAY OF STUDENTS WILL BE THE FOURTH THURSDAY OF AUGUST.
THAT IS A INTERPRETIVE SENTENCE AT THIS POINT THAT THE NEGOTIATING TEAMS WILL LOOK AT, AND THEN THAT THE LAST DAY OF SCHOOL WOULD BE IN JUNE AND ONE OF THE FIRST THREE THURSDAYS.
>> THANKS, TALKING ABOUT THE CHANGE PROCESS. SORRY.
I PROBABLY DON'T KNOW WHERE THE MIC WAS.
>> AS PRINCIPAL MOORE HAD MENTIONED, STUDENTS BROUGHT UP AT THE SUPERINTENDENT'S ADVISORY COUNCIL THIS CONCEPT OF POTENTIALLY CHANGING THE CALENDAR.
DISTRICT NEGOTIATING TEAM BROUGHT TO THE NEGOTIATING TABLE THE IDEA OF DISCUSSING AND POTENTIALLY CHANGING THE CALENDAR AS WELL.
ESSENTIALLY, THE TWO PARTIES DIDN'T COME TO AN AGREEMENT ON THAT, AN MOU WAS PUT INTO PLACE, AND THE MOU STATED THAT, THERE WOULD BE A JOINT CALENDAR COMMITTEE THAT WOULD FORM THAT WOULD BE MADE UP OF VERY SPECIFIC MEMBERS TO DETERMINE THE CALENDAR FOR THE '25, '26, '27 SCHOOL YEAR.
HOW WAS THIS CALENDAR COMMITTEE ESTABLISHED? ESSENTIALLY, THERE ARE FOUR ACT MEMBERS, ONE FROM EACH SCHOOL SITE, WHICH WAS CHOSEN BY ACT LEADERSHIP.
THERE ARE FOUR DISTRICT ADMINISTRATORS, FOUR COMMUNITY MEMBERS THAT WERE CHOSEN BY SITE PRINCIPALS AND TWO STUDENTS FROM THE SUPERINTENDENT'S STUDENT ADVISORY COUNCIL.
THE FOUR DISTRICT ADMINISTRATORS, TWO OF THEM BEING PRINCIPAL MOORE AND MYSELF.
THE TWO STUDENTS WHO JUST SAW UP HERE, THAT WILL BE BACK UP HERE AGAIN SOON IS SEAN WILBUR AND GRIFFIN WONG, BOTH JUNIORS AT CHS.
OUR ACT MEMBERS, NANCY MCGREEVY FROM CHS, RAMONA LOISELLE FROM CMS, CARRIE RAMIREZ FROM VILLAGE, AND NICOLE MOLYNEUX FROM SILVER STRAND.
AGAIN, MYSELF AND PRINCIPAL MOORE, ALONG WITH SENIOR DIRECTOR OF LEARNING, DR. BATTLE, AND DONNA TRIPI.
THEN OUR PARENTS, WE HAD A REPRESENTATIVE FROM EACH SCHOOL SITE, WHICH SOME OF THEM ARE HERE THIS EVENING.
THEY WILL BE SPEAKING AS WELL.
ROELOF ROOS FROM THE HIGH SCHOOL.
HE'S NOT ABLE TO BE HERE THIS EVENING, EMILY FOSTER FROM CMS, AS WELL AS CHS.
SOME OF THESE PEOPLE HAVE MULTIPLE STUDENTS IN A COUPLE OF PLACES.
KATE KERNS FROM VILLAGE AND JAMIE FRIEDMAN FROM SILVER STRAND.
WHAT WAS THE SCOPE OF OUR WORK? WE WERE TASKED TO START THIS PROCESS NO LATER THAN NOVEMBER 30TH.
THE EXACT DATE OF THE FIRST MEETING, I BELIEVE, WAS NOVEMBER 24TH.
WE WERE TO DETERMINE WHAT DATA WE WANTED TO TAKE A LOOK AT SO THAT WE COULD MAKE A WELL-INFORMED RECOMMENDATION AT THE END OF THE PROCESS, AND THOSE RECOMMENDATIONS WERE TO BE MADE BY JANUARY 31ST OF 2025.
THE PARTIES AGREED TO PROMPTLY MEET TO NEGOTIATE THE CALENDAR AND STRIVING TO REACH A TENTATIVE AGREEMENT BY MARCH 1ST.
IT'S THE INTENT OF THE PARTIES TO PUBLISH FINAL CALENDARS BY MARCH 13 BECAUSE WE KNOW THAT PEOPLE ARE EAGER TO KNOW WHAT OUR CALENDARS WILL LOOK LIKE FOR NEXT YEAR AND THE FOLLOWING YEAR AS WELL.
I'M GOING TO INVITE UP RAMONA WAYZEL AND NANCY MCGREEVY.
WE'RE GOING TO SPEAK ABOUT THE NEXT PIECE OF INFORMATION.
[00:45:06]
>> IT'S IN THERE. DO YOU NEED THE PAPER?
>> I'VE GOT IT, BUT THANK YOU.
I'M RAMONA LASELL, CORNADO MIDDLE SCHOOL ENGLISH TEACHER.
>> NANCY MCGREEVY, CORONADO HIGH SCHOOL, MATH AND SUCCESS SKILLS TEACHER.
>> I'M GOING TO BE JUST GOING OVER QUICKLY THESE ELEMENTS.
I WON'T READ THEM TO YOU, BUT I WILL GIVE YOU AN OVERVIEW OF WHAT THEY WERE.
I WANT TO START BY SAYING THE PROCESS WAS NOT EASY.
THIS WAS NOT AN EASY PROCESS TO GO THROUGH, AS WAS MENTIONED BY A PRINCIPAL MOORE.
THERE WERE VERY STRONG POINTS OF VIEW AND VERY DIVERSE POINTS OF VIEW.
WE HAD A LOT OF DEBATES AND DISCUSSIONS, ALL OF THEM VERY RESPECTFUL, BUT THEY WERE HEARD.
ONE OF THE FIRST ITEMS THAT WE TALKED ABOUT AS AN ADVANTAGE WAS THE IDEA OF ENDING THAT FIRST TERM BEFORE WINTER BREAK, THE WAY THE STUDENTS MENTIONED, AND THEY TALKED ABOUT HOW THAT IMPACTED THEIR MENTAL HEALTH OVER BREAK, HOW IT IMPACTED THEIR FEELINGS ABOUT STUDYING AND THE TIMELINE OF THAT.
ALSO TALKING IN A SIMILAR FASHION ABOUT THE AP AND STATE EXAMS. THE AP COURSES, THOSE TESTS OCCUR IN MAY.
AS YOU KNOW, WE GENERALLY END IN JUNE AT SOME POINT.
WHEN WE LOOK AT A FOUR-BY-FOUR CLASS SCHEDULE, YOU'RE TALKING ABOUT A CERTAIN AMOUNT OF TIME IN THE FIRST TERM AND A CERTAIN AMOUNT OF TIME IN THE SECOND TERM, AND THAT WAS PART OF THE DISCUSSION.
DO YOU WANT TO TAKE AN AP CLASS IN THE FALL VERSUS THE SPRING TERM? WHAT DOES THAT LOOK LIKE FOR YOUR INSTRUCTIONAL CURRICULAR DAYS? LESS INSTRUCTIONAL TIME AFTER TESTING, THE STUDENTS REALLY TALK TO US ABOUT THAT, THE IDEA THAT IN ADDITION TO THAT, IF YOU'RE MAY TESTING, OR IF YOU'RE TESTING FOR STATE TESTING, AS TEACHERS AND STUDENTS, YOU'RE TRYING TO ACCUMULATE THAT CURRICULAR KNOWLEDGE PRIOR TO THOSE TESTS, AND THEN HOW DO YOU BUILD ON LEARNING IN ADDITION AFTER THOSE TESTS HAVE BEEN COMPLETED? ESPECIALLY IF YOU'VE GOT A SENIOR TAKING AN AP CLASS.
GOOD LUCK. ALIGNING CALENDARS.
WE LOOKED AT THE FACT THAT A LOT OF THE DISTRICTS IN OUR NEIGHBORING COMMUNITIES ARE ROLLING THEIR CALENDARS EARLIER IN AUGUST.
WE TOOK A LOOK AT THAT BECAUSE THERE WAS DISCUSSION ABOUT THE IMPACT THAT HAD IN RELATIONSHIP TO EDUCATIONAL OPPORTUNITIES FOR STUDENTS, ACTIVITIES THAT STAFF CAN PARTICIPATE IN.
THE SUMMERS ARE SHIFTING A LITTLE BIT.
ONE OF OUR STUDENT MEMBERS SHARED, HEY, I'M TRYING TO APPLY, FOR EXAMPLE, TO SOMETHING THAT HAS THREE SLOTS.
I'M FINDING THAT ONLY ONE OR TWO OF THE SLOTS ARE AN OPTION FOR ME BECAUSE THEY'RE SLIDING AROUND.
THAT'S AN ELEMENT WE CAN'T CONTROL, BUT WE CAN LOOK AT IT AND TALK ABOUT THAT, WHICH WE DID.
ONE OF THE PARENTS, I RECALL, BROUGHT UP, THAT THEY HAD A STUDENT THAT COMPETED IN A SPORTS EVENT PRIOR TO SCHOOL STARTING, WHICH I'D ONLY GIGGLE BECAUSE IT WAS THIS WEIRD MOMENT WHERE WE WERE LIKE, YEAH, THAT'S WEIRD AND INTERESTING.
AGAIN, WARRANTS DISCUSSION, WHICH WE HAD.
THERE WAS DATA PROVIDED ABOUT THE END-OF-YEAR ATTENDANCE, AND WE DISCUSSED WHETHER OR NOT WE WOULD SEE ANY INFLUENCE ON THAT ATTENDANCE BASED ON THESE THINGS THAT ARE HAPPENING IN THE SUMMER AND WHETHER OR NOT THAT IS AFFECTING IT OR NOT.
THE COMMUNITY COLLEGES ELEMENT, THAT WAS AGAIN PART OF THAT DISCUSSION ABOUT, WELL, IF A STUDENT WANTS TO DO AND YOU KNOW MORE ABOUT THAT THING THAN I DO IS THE SMART HIGH SCHOOL TEACHER.
BUT STUDENTS DOING COURSES THROUGH COMMUNITY COLLEGE EXPERIENCES, THERE'S AN ONLINE OR THERE'S ONLINE COURSES FOR SUMMER SCHOOL COURSES THAT AREN'T AVAILABLE WITHIN OUR DISTRICT.
THAT WAS PART OF THAT CONVERSATION.
THE LAST PIECE IS IF THERE WERE PARENTS THAT SHARED THAT THEY HAD CONCERNS ABOUT THE AP STRUCTURE WITH THE FOUR-BY-FOUR, AND WOULD THAT RESULT IN QUESTIONING WHETHER OR NOT THAT WAS A GOOD FIT FOR THEIR STUDENT AS FAR AS THAT TYPE OF SCHEDULE.
NANCY TOLD ME I HAD TO BE IN CHARGE OF THIS?
>> YEAH. SHE HAS TO DO THE TASK.
SHE SAYS, I'LL BREAK IT. THERE WERE CONCERNS.
ONE OF THOSE HAPPENS TO DO WITH THE TEMPERATURE IN THE CLASSROOMS. TEMPERATURE OUTSIDE, TEMPERATURE INSIDE.
I KNOW IT SEEMS DISINGENUOUS FOR THE ONE PERSON ON THE COMMITTEE WHO WORKS IN AN AIR-CONDITIONED CLASSROOM TO ADDRESS THIS.
BUT THE ONLY REASON I WORK IN AN AIR CONDITION CLASSROOM IS BECAUSE OF THE DATA GATHERING AND RELENTLESSNESS OF BM AND ALSO THE FACT THAT PROBABLY WE COULD HAVE FILED A CONSTRUCTION DEFECT LAWSUIT FOR THE 500 BUILDING.
THAT'S IT. IT'S NOT A SPECIAL THING.
IT WASN'T BECAUSE THE MATH TEACHERS WERE IN THERE OR THE SOCIAL STUDIES TEACHERS.
THERE WAS SOMETHING WRONG WITH THE BUILDING.
BUT THERE WAS CONCERN ABOUT THE WEATHER BOTH INSIDE AND OUTSIDE.
[00:50:05]
THE CHANGE IN THE CALENDAR FOR THE FIRST YEAR OR ANY YEAR THAT WE DO A ROLLBACK IS GOING TO RESULT IN A SHORTER SUMMER.SOME SUMMERS OR SUMMERS, 10 WEEKS LONG, MOST OF THE TIME IT'S NINE.
GIVEN THE PROPOSAL FROM THE COMMITTEE, IT WILL BE EIGHT WEEKS.
CHANGE CAN BE HARD FOR PEOPLE.
SOME PEOPLE EMBRACE IT, MANY DON'T.
THE DISTRICT MAY INCUR SOME COSTS FOR UTILITIES.
GOING BACK TO SOME OF THE THINGS THAT ARE ON THE ADVANTAGES, MANY OF THOSE WE DIDN'T HAVE ANY CONTROL OVER.
THE CIF, FOR INSTANCE, FOR THE SPORT SCHEDULES, THEY ROLLED BACK THOSE START DATES THREE OR FOUR YEARS AGO.
WE HAVE TO MEET THEIR SEASONS OF WHEN WE'RE ENROLL AND THINGS LIKE THAT.
>> WE'RE GOING TO WELCOME UP OUR STUDENTS.
>> GOOD AFTERNOON, BOARD, SUPERINTENDENT AND GUESTS.
MY NAME IS SEAN WILBUR, AND I'M A JUNIOR AT CHS.
I'VE BEEN LUCKY ENOUGH TO BE PART OF CSD FOR SEVEN YEARS.
THIS YEAR, I HAD THE UNIQUE OPPORTUNITY OF SERVING ON THE CALENDAR COMMITTEE WITH MY BOY GRIFFIN HERE.
OUR PORTION OF THE PRESENTATION IS SHARING STUDENT SURVEY RESULTS WITH THE BOARDING COMMUNITY, ALONG WITH SHARING YOU HOW WE CAME ACROSS THAT SURVEY, WHAT WE WERE WORKING TOWARDS GIVING YOU SOME BACKGROUND ON THAT.
GRIFFIN AND I BEGAN BY WRITING OUT A DRAFT OF THE STUDENT SURVEY.
WE THEN SHARED OUR DRAFT WITH HIGH SCHOOL STATISTICS TEACHERS AND HIGH SCHOOL ADMIN TO REVIEW.
THEN AFTERWARDS, WE BROUGHT OUR FORM TO THE CALENDAR COMMITTEE AND I SAT THROUGH AN HOUR OF MY GRAMMAR BEING PICKED APART AND THE WORDING AND THE BIAS AND ALL THIS JAZZ.
IT WAS A WHOLE TON OF FUN. I RECOMMEND IT TO ANYBODY.
THEN AFTER THAT JOY RIDE, TO IMPLEMENT THE SURVEY, THE COMMITTEE DECIDED THAT USING THE CAMPUS BROADCAST SYSTEM DURING HOME ROOM, WHERE WE HAVE SOME STUDENTS GO UP, IT'S A GREAT THING.
WE HAD A STUDENT GO UP AND GIVE THE CONTEXT AND THE PROS AND THE CONS OF THE CALENDAR CHANGE.
THEN THEY HAD A PAPER FORM THAT WAS HANDED TO THEM THAT HAD VARIOUS QUESTIONS ON THAT. THINGS TO NOTE.
I WOULD LIKE TO SAY THERE WAS LESS THAN 10 MINUTES BEFORE THE STUDENTS FIRST HEARD THE WORD CALENDAR AND WHEN THEIR RESPONSES WERE DUE.
THESE ARE HAPPENING IN CLASSROOMS WHERE CELL PHONES ARE BEING TAKEN OUT AFTER A LONG, 90 MINUTE PERIOD.
THOSE ARE JUST THINGS TO THINK ABOUT.
AGAIN, THE DATA GATHERED FROM THE SURVEY ABOUT THE MOST IMPORTANT FACTORS WAS OF GREAT USE TO THE COMMITTEE BECAUSE IT PROVIDED THE WHY BEHIND WHY PEOPLE ARE SAYING THIS.
THAT WAS REALLY HELPFUL BECAUSE WE CAN COMBAT SOME OF THOSE THINGS BASED OFF THE APPROACH ON HOW WE CHANGE IT.
I WANT TO CONCLUDE BY COMMUNICATING HOW GRATEFUL I AM TO BE GIVEN A POSITION ON THE COMMITTEE.
I'M THANKFUL FOR ALL THE RESOURCES, DATA, PERSPECTIVES, AND RESEARCH THAT WE UTILIZED IN OUR DECISION.
I LEARNED SO MUCH FROM MY EXPERIENCE WORKING WITH SUCH AMAZING PEOPLE WITHIN THE DISTRICT.
THANK YOU GUYS. I'M SUPER PROUD OF OUR WORK, AND I HOPE YOU GUYS ARE TOO. THANK YOU.
>> THANK YOU, SEAN. I'M GRIFFIN WONG.
I WANTED TO DIVE IN A LITTLE BIT ON THE ASPECTS OF THE SURVEY ITSELF.
LIKE SEAN STATED, IT IS ONLY ABOUT A 10 MINUTE PERIOD FOR THE STUDENTS TO ACTUALLY WRITE DOWN THEIR ANSWERS AND HAND THEIR FORMS BACK INTO THE TEACHER, WHICH WAS TURNED IN TO THE SUPERINTENDENT'S ADVISORY COUNCIL WHERE WE TALLIED AND PILED UP ALL THE DATA, WHICH IS GOING TO BE IN THAT TOP LEFT.
I WANTED TO HONE IN ON THE CHALLENGES BECAUSE THAT IS ALSO A BIG PART OF OUR DECISION AND WHAT WE WANTED TO AVOID.
OVERWHELMING STATISTIC WOULD BE LOSING TWO WEEKS OF THE FIRST SUMMER.
OBVIOUSLY, THAT WAS A VERY BIG THING WE TOOK INTO ACCOUNT AND SO WITH THE RECOMMENDATION THAT WE GAVE, WE ATTEMPTED TO SHORTEN THE LOSS OF SUMMER BECAUSE THAT WAS A VERY BIG CONCERN FOR A BIG POPULATION OF THE STUDENT BODY, WHICH IS WHAT THIS CAME ABOUT AS AND WHAT WE WANT TO STRIVE TO HELP.
I JUST WANT TO SAY THAT WE DID NOT FIX I WOULD SAY THAT PROBLEM, BUT LESSEN THE TWO WEEKS, IT'S MORE ONE NOW.
I WOULD SAY BECAUSE OF THAT CHALLENGE, THE PERCENTAGES YOU SEE ON THAT RIGHT OF THAT TABLE ARE GOING TO BE THAT 26% OF PEOPLE, WHICH IS THE MAJORITY, PREFER THE CURRENT.
WE DID TAKE THAT INTO ACCOUNT AS ONE OF THE NUMBERS THAT WE DID LOOK AT IN OUR DISCUSSIONS.
A LOT OF THINGS THAT WE SHOULD LOOK AT THERE,
[00:55:02]
BUT I DO THINK THAT WE SHOULD TAKE ALSO TO ACCOUNT THE 10 MINUTE PERIOD BECAUSE IT IS VERY HARD FOR STUDENTS TO MAKE A RATIONAL DECISION ON A VERY BIG TOPIC LIKE THIS, ESPECIALLY WHEN THEY HAVE PEER INFLUENCE FROM THE PEOPLE AROUND THEM BECAUSE IS AN OPEN DISCUSSION.ALL THE CLASSMATES WERE TALKING TO EACH OTHER ABOUT WHAT THEY WERE PUTTING DOWN, AS OPPOSED TO THE PARENT SURVEY, WHICH THE TEACHERS HAD A WEEK TO SUBMIT THEIR OPINION, SO JUST THINGS OF NOTE THERE.
YEAH, I WOULD ALSO VERY GRATEFUL FOR THE EXPERIENCE THAT SEAN AND I HAD WITH THIS COMMITTEE IS VERY ENLIGHTNING.
IT WAS A VERY DIFFERENT EXPERIENCE AND I'VE HAD PREVIOUSLY TALKING ABOUT SOME ISSUES THAT WE'RE TRYING TO RESOLVE IN SCHOOL DISTRICT.
I APPRECIATE ALL THE TIME THAT WAS GIVEN TO ME TO SPEAK AND THANK YOU VERY MUCH.
>> WE'RE BACK. WE DID DO A STAFF SURVEY, BUT BEFORE I TALK ABOUT THIS, I DON'T KNOW IF YOU ACTUALLY HEARD THEM.
THESE TWO GENTLEMEN DID A PAPER SURVEY WITH 677 RESPONSES THAT THEY TAIED BY HAND SO PLEASE UNDERSTAND THE AMOUNT OF WORK THAT THEY PUT INTO THAT.
THIS WAS STAFF, THIS WAS NOT TEACHERS, IT WAS ALL STAFF, CLASSIFIED AND CERTIFICATED.
WE'RE GIVEN THE OPPORTUNITY TO ANSWER THIS AND WE GOT 168 TOTAL RESPONSES.
WE GIVE YOU BOTH THE NUMBERS AND THE PERCENTS FOR MEMBERS WHO WOULD LIKE THE CALENDAR TO START TWO WEEKS EARLIER WHO DO NOT HAVE A PREFERENCE AND WHO WOULD LIKE THE CALENDAR TO REMAIN AS IT IS NOW.
AS YOU CAN SEE FROM THE DATA, THERE'S NOT A CLEAR DIVISION ONE WAY OR THE OTHER.
THERE WERE REFLECTION COMMENTS.
THERE WERE FAVORABLE COMMENTS WITH SUGGESTIONS FOR CONSIDERATION LIKE WHERE TO PLACE THE TEACHER WORK DAYS.
THOSE ARE THE SIX DAYS THAT ARE NO INSTRUCTIONAL DAYS.
USUALLY THERE'S THREE AT THE BEGINNING OF THE YEAR, ONE AT THE END OF EACH SEMESTER, AND THEN THERE IS A FLOATING PD DAY THAT WAS PUT IN ON OUR CALENDAR FIVE OR SIX YEARS AGO.
WHEN WE MOVED AWAY FROM THE MODEL OF HAVING LATE START THURSDAYS BECAUSE THAT WAS AN INSTRUCTIONAL CHALLENGE AT BOTH THE MIDDLE SCHOOL AND HIGH SCHOOL.
WE ALSO DID HAVE 21 COMMENTS REGARDING HEATS AND HOW WE WERE GOING TO MITIGATE THAT.
THAT IS A FACTOR THAT WE JUST CAN'T IGNORE.
WHAT IT IS A FACTOR BIGGER THAN WHAT THE CALENDAR COMMITTEE WAS PUT IN FRONT OF US WITH THE MOU.
>> I WANT TO COMMEND AND THANK MY FELLOW TEACHER REPRESENTATIVES.
ALL FOUR OF US BROUGHT IMPORTANT CONCERNS FROM STAFF MEMBERS TO THE TABLE REGARDING THE 21 STAFF MEMBERS WHO HAD COMMENTS ABOUT HEAT CONCERNS.
AS REPRESENTATIVES OF OUR STAFF, WE MUST HONOR THAT NUMBER.
I'M SURE THAT NUMBER DOES NOT REPRESENT EVERYONE WHO HAS THAT CONCERN.
I WANT TO COMMEND ONE OF OUR TEACHER COMMITTEE MEMBERS FOR HER COMMITMENT TO REPRESENTING THIS CONCERN ABOUT HEAT ON BEHALF OF OUR STAFF.
I RESPECTFULLY REQUEST THAT THE BOARD, DISTRICT ADMINISTRATORS AND SIDE ADMINISTRATORS TAKE IMMEDIATE ACTION ON HEAT MITIGATION PLANS.
WHEN I SAY ACTION, I MEAN BIG OR SMALL.
I SAY ACTION, I MEAN STAFF MUST SEE WHAT IS BEING DONE.
WHEN I SAY IMMEDIATE, I MEAN NOW, NOT JULY OR AUGUST, BUT THROUGH THE END OF THIS TERM OF THIS YEAR SO THAT WE ARE READY IN ADVANCE AND WE KNOW WE ARE READY.
YOUR TEACHERS ARE TRUSTING YOU AND US WITH THE INFORMATION THAT WE HAVE COLLECTED, AND I THINK IT'S A GREAT OPPORTUNITY FOR US TO SHOW THEM THAT WE CAN DO THIS TOGETHER.
>> I DO HAVE SOMETHING. [LAUGHTER] HELLO.
KATE KERNS, PARENT AT VILLAGE ELEMENTARY AND ALSO COMMUNITY MEMBER SO THANKS FOR HAVING ME AND GIVING ME THE TIME FOR THIS.
WHAT DID THE COMMITTEE DECIDE TO INCLUDE ON THE RECOMMENDED CALENDAR? WE DID COME TO A CONSENSUS, REALLY OUR PRIORITY WAS TO END THE FIRST TERM AT WINTER BREAK WITH BALANCED TERMS AND ALLOW TEACHER WORKDAY AFTER WINTER BREAK FOR TEACHERS TO GET READY FOR TERM TWO AND AN EXTENSION OF THE BREAK FOR STUDENTS AND FAMILIES.
THIS CAN ONLY BE DONE BY STARTING SCHOOL TWO WEEKS EARLIER THAN IT TYPICALLY STARTS IN MID AUGUST.
WE WERE SAYING ROLLING BACK THAT TWO WEEKS.
WELL, KNOWING THAT WE NEED TO HAD TO HAVE A COMPROMISE TO THE TWO YEAR ROLLOUT, SO THAT SUMMER IS ONLY SHORTENED BY ONE WEEK EACH YEAR TO GET THE GOAL OF TWO WEEKS EARLIER ONCE WE ROLL THIS OUT OVER TWO YEARS.
[01:00:02]
THAT WAS TO TAKE INTO CONSIDERATION SOME OF THE CONCERNS.LET'S SEE IF I DID THIS RIGHT. HERE'S WHAT WE CAME UP WITH.
RECOMMENDATION. WE HAVE TWO YEARS OF CALENDAR HERE.
THE BIG ONE IS THE MORE RECENT COMING UP, SO IT'S A TWO YEAR PLAN.
YEAR 1, THIS SUMMER, WE'D START ON AUGUST 18TH AND END ON JUNE 4TH.
HERE, TERM 1 STILL ENDS AFTER WINTER BREAK, THAT'S ONE WEEK EARLIER IN JANUARY THAN 2025.
BUT THEN IN YEAR 2, WE WOULD START AUGUST 10, SO THAT'S IN 2026 AND WE'D END ON MAY 28.
NOW TERM ONE WILL END BEFORE WINTER BREAK HANDLING THE STUDENTS MAIN CONCERN AND THEN ALIGNMENT WITH MOST OF THE SAN DIEGO SCHOOL DISTRICTS SINCE THAT IS HOW THEIR CALENDAR LOOKS.
THIS WAY, SUMMER IS ONLY SHORTENED BY A WEEK EACH YEAR TO GET THE GOAL OF TWO WEEKS EARLIER BY THE END OF THIS.
TWO TERMS ARE RELATIVELY BALANCED IN TERMS OF INSTRUCTIONAL DAYS, AND SCHOOL WILL START ON MONDAY TO GET STUDENTS IN THE ROUTINE OF BEING BACK TO SCHOOL, AND IT ALLOWS FOR A FULL WEEK OF INSTRUCTION FOR THE FIRST WEEK OF SCHOOL.
THOSE ARE THE PROPOSED CHANGES THAT WE CAME UP WITH. ANY QUESTIONS ON THAT?
>> OUR COMMITTEE MET FIVE TIMES BETWEEN NOVEMBER AND JANUARY.
WE GATHERED DATA THAT WE AGREED UPON, REVIEWED IT, AS OUR STUDENTS AND TEACHERS SHARED, ALL SURVEYS WERE SCRUTINIZED BY MEMBERS OF THE AND LOTS OF EDITING WAS DONE.
I THINK IT'S REALLY IMPORTANT TO NOTE THAT DESPITE THE FACT THAT THERE WERE PEOPLE ON THE COMMITTEE WHO DID NOT WANT TO SEE A CALENDAR CHANGE, NO ONE REFUSED TO BE PART OF A PROCESS THAT CREATED TWO CALENDARS THAT REFLECT CHANGE.
I THINK I'M VERY PROUD OF EVERYONE BEING PART OF THE TASK WE WERE ASSIGNED AND PARTICIPATING IT.
I THINK THAT'S REALLY IMPORTANT TO REFLECT, MORE IMPORTANT THAN REFLECTING SOME OF THE INDIVIDUAL FEEDBACK BECAUSE I THINK THIS IS NOT ALL OF THE FEEDBACK AND YOU CAN SURMISE THAT PEOPLE FELT MAYBE THAT THEY COMPROMISED MORE THAN OTHERS.
BUT NEVERTHELESS, EVERYONE PARTICIPATED.
I THINK THAT'S THE MOST IMPORTANT PART TO UNDERSTAND.
ANYONE FROM THE COMMITTEE WHO'D LIKE TO REPRESENT THEIR FEEDBACK HAS AN OPPORTUNITY TO DO SO AT THIS TIME.
OTHERWISE, I THINK WE WILL GO ON TO WHAT NEXT STEPS ARE.
SO NEXT STEPS ARE, SORRY, COME ON.
I'M A FIRST GRADE TEACHER, AND I REPRESENTED MY STAFF MEMBERS.
I TOOK THIS PROCESS VERY SERIOUSLY AND IN FACT, DID A POLL TO SEE WHAT MY ACT MEMBERS FELT AND MOVED FORWARD WITH THAT.
I BROUGHT THOSE CONCERNS, ESPECIALLY HEAT AND THE CHANGE TO THE COMMITTEE MULTIPLE TIMES.
WHILE THOSE CONCERNS WERE HEARD, A LOT OF TIMES THEY WERE PUSHED ASIDE AND SAID, THAT'S NOT FOR US TO TALK ABOUT.
AS IT WAS SAID BEFORE, THIS IS A VERY SERIOUS CONCERN FOR EDUCATORS.
IF THIS IS SOMETHING THAT YOU WANT TO PUSH FORWARD ON, HEAT IS A VERY SERIOUS CONCERN FOR OUR YOUNG POPULATION.
I KNOW I'VE BEEN UP HERE BEFORE SPEAKING ON THAT TOPIC.
I WILL SAY THAT THERE WAS A MAJORITY CONSENSUS ON THESE CALENDARS, BUT I DID NOT COMPLETELY AGREE WITH WHERE THEY WERE, SO I DO WANT TO PUT THAT OUT THERE AND I WOULD LIKE TO ADD ALSO THAT FOR OUR CONS.
IF YOU'LL SEE THAT OUR STUDENT POPULATION DID NOT VOTE FOR THIS CHANGE AND THAT I HAD ASKED TO PUT ON THE CON LIST AND IT IS NOT.
I'M SHAKING. THE DISCUSSIONS WERE REALLY GOOD AND THAT THERE WAS A LOT OF BACK AND FORTH AND THINGS WERE SAID AND HEARD AND CONTINUED AND LOTS OF BACK AND FORTH.
YOU ARE NOT SIX AND SEVEN YEAR OLDS.
[LAUGHTER] I LOST MY TRAIN OF THOUGHT. I'M SORRY.
[01:05:04]
BUT I DO FEEL THAT THE IDEAS THAT WE CAME INTO THIS MOU WERE THE IDEAS THAT WE STUCK TO AND WE DID NOT TAKE INTO CONSIDERATION SOME OF THE INFORMATION THAT WAS BROUGHT IN AFTERWARDS AND SO THAT'S HOW I FEEL ON THIS. THANK YOU.>> AFTER PRESENTING OUR CALENDARS, AS WE WERE TASKED WITH, THE CLASSIFIED UNION REVIEWED THE CALENDAR RECOMMENDATIONS.
THERE WAS A COMMITTEE SUMMARY TO THE BOARD AND THE COMMUNITY TONIGHT, AND THEN OUR NEGOTIATIONS TEAMS ARE MEETING, AND THEY ARE NOW THE HOLDERS OF THIS PROCESS AND THE HOPE AND WISH IS THAT ON MARCH 13TH, WE WILL HAVE HAVE CALENDARS TO PRESENT TO THE COMMUNITY.
JUST WANT TO SAY ONE FINAL REMARK, WHEN WE LOOK AT THE PORTRAIT OF THE GRADUATE PROCESS OR WE LOOK AT THE CALENDAR COMMITTEE, TWO THINGS THAT WERE PRESENTED THIS EVENING, ESSENTIAL COMPONENTS IN BOTH THE PRESENCE OF OUR STUDENTS AND THEIR VOICES AND I'M VERY, VERY IMPRESSED WITH AND GRATEFUL FOR THE STUDENT REPRESENTATIVES ON THIS COMMITTEE WHO ARE PART OF A VERY DYNAMIC PROCESS AND REPRESENTED INCREDIBLE EXECUTIVE FUNCTIONING SKILLS, AND NEGOTIATION SKILLS AND PATIENCE.
THANK YOU. I APPRECIATE SERVING ON THE COMMITTEE AND I APPRECIATE MY FELLOW COMMITTEE MEMBERS, AND THANK YOU ALL FOR REPRESENTING YOUR WORK TONIGHT.
>> THANK YOU. BEFORE WE DO ANY TRUSTEE QUESTIONS OR COMMENTS, IS THERE ANY PUBLIC COMMENT ON ITEM 6.6?
>> GOOD EVENING. JENNIFER LANDRY, CORONADO.
THE WORD CONSENSUS MAKES ME THINK OF SOMETHING THAT WAS UNANIMOUS.
IT WASN'T ONLY UNTIL WE PUSHED A BIT FURTHER THAT WE FOUND OUT THAT THIS DECISION OF A RECOMMENDATION BY THE COMMITTEE WAS NOT ONE THAT WAS SUPPORTED BY EACH PERSON ON THE COMMITTEE, YET THAT'S HOW IT WAS PRESENTED, AT LEAST THAT'S WHAT WE WERE TOLD, WE WERE NOT IN THE ROOM, TO OUR FELLOW ORGANIZATION, CSEA.
THEY HAVE LET ME KNOW, THEY THOUGHT EVERYBODY WAS ON BOARD WITH THESE CALENDARS.
I'M JUST VERY WARY OF THAT USE OF THE WORD CONSENSUS WHEN WE ARE NOT EXPANDING UPON THAT.
I ALSO FIND IT INTERESTING THAT CSEA WAS SURVEYED.
THEY WERE BROUGHT IN TO SAY, HEY, HOW ABOUT THIS CALENDAR.
WHAT DO YOU THINK? YET THEY DIDN'T HAVE AN OFFICIAL MEMBER ON THE COMMITTEE.
THERE WERE PARENTS, THERE WERE STUDENTS, THERE WERE ACT FOLKS, THERE WERE ADMINISTRATORS, THERE WERE DISTRICT OFFICE FOLKS, BUT THERE WAS NOT AN OFFICIAL MEMBER FROM CSEA THERE TO HEAR HOW THAT CALENDAR WAS ARRIVED AT.
HOW ABOUT THOSE THAT START IN JULY, MODIFIED YEAR ROUND? IF WE'RE GOING TO TALK ABOUT OUR NEIGHBORING DISTRICT START DATES, WHY AREN'T WE LOOKING AT THAT? WHY AREN'T WE THINKING OF THAT, TO TRIED AND TRUE METHOD THAT MULTIPLE DISTRICTS AROUND US USE? TODAY, A NEIGHBORING DISTRICT SETTLED THEIR CALENDAR FOR NEXT YEAR.
THEIR STUDENTS START AUGUST 20TH.
ONE OF OUR PROPOSALS WAS AUGUST 21ST.
THE ACT '25, '26 CALENDAR PROPOSAL THAT I JUST REFERRED TO ONLY HAS A START DATE THREE DAYS AFTER THE CALENDAR COMMITTEE RECOMMENDED CALENDAR, AND YET IT'S NOT EVEN BEING REFERRED TO.
IT'S EXHAUSTING TO BEGIN SCHOOL ON A MONDAY.
WE TRIED THAT BEFORE AND WE VOWED NEVER TO DO IT AGAIN, UTTERLY EXHAUSTING IN THE HEAT AND THE WORKING CONDITIONS THAT WE ARE IN.
IT WAS REFERRED TO THE SAN DIEGO CITY SCHOOLS CALENDAR, THAT THE '26, '27 CALENDAR ALIGNED WITH CITY SCHOOLS.
CITY SCHOOLS HASN'T EVEN STARTED DISCUSSIONS FOR THEIR '26, '27 CALENDAR.
THEY WON'T START THOSE DISCUSSIONS UNTIL THE FALL OF 2025.
THEY WANT TO GET COMPLETELY THROUGH THIS YEAR.
WHAT IS SOMETHING THAT THEY'RE LOOKING AT? THEY'RE LOOKING AT A TWO-WEEK SPRING BREAK.
IF WE ARE LOOKING AT CITY SCHOOLS WHERE 9% OF OUR EMPLOYEES WHO HAVE KIDS WHO DON'T BRING THEM TO CORONADO GO, WHAT IS THAT GOING TO DO TO OUR EMPLOYEES IF THEIR KIDS ARE FACING A TWO WEEKS SPRING BREAK.
[01:10:01]
ALSO, WE'RE LOOKING AT ENDING THE SEMESTER BEFORE THE TERM, BUT THE WORK DAY IS UNTIL AFTER.>> THANK YOU. IS THERE ANY OTHER PUBLIC COMMENT? TRUSTEES, QUESTIONS OR COMMENTS FOR ANY OF THE SPEAKERS? TRUSTEE LEE.
>> DO YOU HAVE A SPECIFIC PERSON?
>> I WILL TRY TO MAKE A COUPLE COMMENTS.
FOR STARTERS, I'VE HAD A DISCUSSION WITH A PERSON I HAPPEN TO KNOW PRETTY WELL.
I DIDN'T CARE ONE WAY OR THE OTHER.
I KNOW IF I WERE A KID, I THINK I'D WANT TO GO INTO CHRISTMAS FREE AND CLEAR, BUT REALLY HAD NO OPINION WHATSOEVER.
THIS KID HAPPENED TO KNOW WE HAD TO DISAGREE WITH THAT.
MOU, I JUST WANT TO MAKE SURE I UNDERSTAND IT CORRECTLY.
FOUR ACT, FOUR DISTRICT, FOUR COMMUNITY, AND TWO STUDENTS, SEEMS LIKE A GOOD REPRESENTATION, THAT'S CORRECT.
DID I UNDERSTAND THIS CORRECTLY? DID THIS HELP FACILITATE THE [OVERLAPPING]
>> DID YOU PUT THE PARENTS ON THERE?
>> FOUR ACT, FOUR DISTRICT 4 PARENTS, AND TWO STUDENTS.
DID I UNDERSTAND CORRECTLY THAT IT HELP FACILITATE THE CONTRACT SIGNING? NO. IT DID IN ONE WAY OR THE OTHER.
THANK YOU. SOUNDS LIKE EVERYONE FELT GOOD ABOUT THE STRENGTH AND DIVERSITY.
STUDENT SURVEY. I ALSO HEARD FROM A STUDENT.
AGAIN, I REALLY DON'T HAVE A CONCERN ONE WAY OR THE OTHER.
HOW WE ALL WANT TO DO IT, HONESTLY.
HOWEVER, THANK YOU, SIR FOR COMING UP.
I'M SORRY. WHAT'S YOUR NAME? THANK YOU FOR PUTTING OUT SOMETHING THAT I HAD HEARD FROM THIS PERSON I HAPPENED TO KNOW VERY WELL TOO.
A, IT WAS DONE VERY QUICKLY, BUT I ALSO HEARD THAT THE TEACHER WAS SAYING, NOW, HERE'S WHY I THINK YOU SHOULD VOTE THIS WAY.
WHICH I THOUGHT, WELL, THAT'S INTERESTING.
I DON'T REALLY CARE YOU ALL CAN WORK IT OUT, BUT THAT DIDN'T SEEM VERY GOOD TO ME.
LOSING TWO WEEKS WAS THE LARGEST FACTOR OF THE STUDENTS. I GET IT.
MOST OF US, WE WANT IT NOW, ESPECIALLY IF YOU'RE A SENIOR.
I UNDERSTAND THAT COMPLETELY, BUT EVERYONE REALIZED THAT WHEN THIS WORKS OUT, THOSE TWO WEEKS OR YOU STILL HAVE TWO WEEKS OF SUMMER, IT'S JUST EARLIER, BUT IF THAT'S THE POINT, I CERTAINLY GET IT.
IF YOU'RE STRESSING OUT OF A BREAK, I'M THINKING YOU WANT IT TO BE CLOSER TO THE BREAK, CORRECT? BECAUSE THOSE TWO WERE PRETTY CLOSE ON THE EXCELLENT POINT ON THE RUSH TIMELINE.
THAT DOESN'T SEEM GREAT WHEN EVERYONE ELSE HAD A LOT OF TIME.
STUDENTS LIKE HERE YOU GO. THEN PERHAPS WE HAD TEACHERS GOING, BY THE WAY, WHILE YOU'RE CONSIDERING THIS, HERE'S WHAT I THINK.
STAFF SPLIT. THAT WAS OBVIOUS, 76, 75, 76 WINS.
TECHNICALLY, IN A BASKETBALL GAME.
I JUST LOOKED IT UP BECAUSE I WASN'T SURE ABOUT THE DEFINITION THAT WAS GIVEN.
WASN'T MY NOTION OF IT EITHER, AND WEBSTER AGREES AS WELL.
IT BASICALLY MEANS GENERALLY, MOST PEOPLE AGREED SOME PROBABLY DIDN'T.
CONSENSUS SOUNDS LIKE A GOOD WORD TO ME.
I NOTICED IN OUR PORTRAIT OF A GRADUATE, ONE OF THE THINGS THAT I REALLY LOVED ABOUT IT, HOW IT'S ALL TIED STRATEGICALLY.
ONE OF THE THINGS THAT I HAD HIGHLIGHTED IS THAT ONE OF THE THINGS WE WANT TO SEE IN OUR STUDENTS IS RESILIENCE.
DON'T TAKE ME TO SAY THAT YOU GUYS SHOULD JUST SUCK IT UP AND SWEAT.
NO. [LAUGHTER] THAT'S NOT WHAT I'M TRYING TO SAY AT ALL.
HOWEVER, I WAS A LITTLE CONFUSED BY, I DON'T THINK STARTING SCHOOL ON MONDAY IS EXHAUSTING.
I WASN'T QUITE UNDERSTANDING THAT WELL.
MY CONCERN IS THAT, OR MAYBE FOR CLARIFICATION, IS WHAT IS THE STATUS.
YOU GUYS PRESENTED THIS MOU, OUR WORK IS DONE.
>> WE WERE TASKED WITH CREATING TWO CALENDARS.
>> FOR THE NEGOTIATING TEAMS TO USE IN THEIR WORK TO AGREE ON TWO CALENDARS.
>> IF I MAY, THIS WAS AN INFORMATIONAL BRIEF AND THE RESULTS [OVERLAPPING]
>> NOT INFORMATIONAL BRIEF. THIS WAS A DESCRIPTION OF A PROCESS THAT LED TO THE NEGOTIATIONS.
>> YES. THIS IS AN INFORMATIONAL BRIEF ON THE PROPOSAL OR FINDINGS OF THE CALENDAR COMMITTEE AND IT'S NOT AN ACTION ITEM.
>> AT SOME POINT MEETING NEXT MONTH, WE'RE GOING TO NEED TO DECIDE THE ACADEMIC CALENDAR.
[01:15:02]
YES. WE HAVE A MONTH TO COGITATE ABOUT IT.WHILE I'M SPEAKING, I WOULD JUST LIKE TO GO AHEAD AND THANK EVERYONE WHO WAS A PART OF THE COMMITTEE.
I REALIZE IT'S A TREMENDOUS AMOUNT OF WORK HAVING BEEN ON A COMMITTEE AND INVOLVED IN SURVEYS.
I GREATLY APPRECIATE ALL OF THE [OVERLAPPING]
>> YOU LOVED OUR TIME TOGETHER ON THE FLOOR [INAUDIBLE]
>> YES, I DID. YES. BUT NOTE, THANK YOU VERY MUCH.
I UNDERSTAND ON BOTH OF THE PROPOSED CALENDARS YOU HAVE STARTING ON A MONDAY.
I KNOW THAT I SHOULD SAY FOR OUR YOUNGEST LEARNERS, IT IS HARD.
I'M GOING TO FESS UP AND SAY IT, IT IS HARD [LAUGHTER] JUMPING IN THERE.
DID YOUR COMMITTEE DISCUSS THE POSSIBILITY OF THAT FIRST WEEK STARTING WITH HALF DAYS? YOU'RE STARTING EARLIER, YOU'RE EASING INTO THE [OVERLAPPING]
>> PART OF THE REASON THAT THAT WAS BROUGHT UP TO HAVE MINIMIZED DAYS, BUT WE ARE VERY RESTRICTED AT THE HIGH SCHOOL TO MEET MINIMUM REQUIREMENTS FOR MINUTES OF INSTRUCTION.
RIGHT NOW, THE WAY THE BELL SCHEDULE IS AT THE HIGH SCHOOL, WE ARE BUTTING UP AGAINST THE VERY MINIMUM, SO TO DO THAT IS GOING TO BE VERY CHALLENGING.
WE DID HAVE DISCUSSION ABOUT STAYING ON STARTING ON A THURSDAY, STARTING ON A WEDNESDAY, BUT AGAIN, THIS WAS CONSENSUS.
THIS WAS AN IDEA OF 14 PEOPLE COMING TO SOME AGREEMENT.
>> OR MAYBE EVEN JUST MONDAY, TUESDAY, WEDNESDAY IS SHORT DAYS.
>> I WOULD LIKE TO JUST REMIND ALL PARTIES THAT WE'RE CURRENTLY IN NEGOTIATIONS RIGHT NOW AND I WANT TO BE VERY MINDFUL THAT WE'RE NOT CROSSING INTO A LINE OF NEGOTIATING OUTSIDE OF NEGOTIATIONS.
I BELIEVE BOTH PARTIES HAVE THE OPPORTUNITY AND THE ABILITY TO DISCUSS SOME CREATIVE APPROACHES TO A NEW CALENDAR.
I JUST WANT TO MAKE SURE THAT WE'RE NOT CROSSING THAT LINE HERE IN THIS ROOM TONIGHT.
>> WE WILL ANSWER QUESTIONS ABOUT WHAT DISCUSSIONS AND POINTS WE HAD DURING OUR PROCESS.
>> TWO QUICK QUESTIONS. THREE, ACTUALLY.
FIRST ONE WAS FOR MS MCGREEVY AND MS. LOSELL ON SLIDE 11, IF YOU CAN BRING UP SLIDE 11.
IT MENTIONED YOU SURVEYED THE TEACHERS REGARDING A TWO-WEEK SLIDE.
YOU DIDN'T ASK THEM ABOUT ONE WEEK SLIDE ONE YEAR, THEN ANOTHER ONE WEEK SLIDE THE NEXT.
>> THEN JUMP IN WHEN I'M WRONG.
>> I WILL. GO AHEAD. [LAUGHTER].
>> SHE KEEPS ME STRAIGHT AND NARROW.
AT THE TIME THAT WE SURVEYED, WE HAD NOT DRAFTED CALENDARS.
WE WERE LOOKING FOR FEEDBACK THAT HELPED GUIDE THAT PROCESS.
THE SURVEY ALONGSIDE THE STUDENTS WAS ALONG THE SAME LINES BECAUSE AT THAT POINT, WE WANTED TO MAKE SURE THAT WE HAD INFORMATION FROM PEOPLE THAT WASN'T JUST COMMENTARY, PEOPLE STOPPING US IN THE HALL AND SAYING OR THE PEOPLE THAT KNOW US THAT MIGHT ALIGN WITH OUR THOUGHTS.
WE WANTED TO MAKE SURE THAT WE WERE GETTING FROM ALL SITES, THE SAME QUESTIONS, THE SAME INFORMATION TO GET A SENSE OF WHAT EVERYONE THINKS, WHILE ALSO THEN LATER HAVING DISCUSSIONS ABOUT WHAT'S IMPORTANT, LIKE WAS MENTIONED, OUR LITTLES COMPARED TO OUR SEVENTH GRADERS OR COMPARED TO OUR 12TH GRADERS.
THE CALENDAR WAS CRAFTED ON OUR VERY LAST MEETING.
WE SET ASIDE TWO HOURS AND WE WANTED CONSENSUS.
WE'RE LIKE, IF WE VOTE, I GUESS, BUT IT'D BE GREAT IF WE COULD ALL AGREE, SO WE FELT REALLY PROUD AT THE END.
>> THE TWO WEEKS OF LOST VACATION IS A PRETTY TOUGH PILL TO SWALLOW.
FOR 45% OF STAFF MEMBERS TO AGREE TO THAT SEEMS PRETTY POSITIVE, WE COULD WORK TOWARDS A SOLUTION HERE.
MY NEXT QUESTION WAS FOR THE TWO STUDENTS, MR. WILBURN, MR. WONG.
AGAIN, IT LOOKED LIKE 42% OF STUDENTS WERE AGAINST IT.
THEY WANT THE CURRENT, AND THEN 32% WERE FOR THE NEW SCHEDULE CHANGE.
THAT SEEMS 32% IS PRETTY POSITIVE FOR STUDENTS WHO WANT TO GIVE UP TWO WEEKS OF VACATION TO GET THIS NEW SCHEDULE TO BASICALLY JUMP ON THE GRENADE FOR FUTURE YEARS.
YOU'RE GOING TO LOSE YOUR VACATION AND THEN FUTURE YEARS ARE GOING TO BENEFIT FROM IT.
I THOUGHT THAT WAS PRETTY ACTUALLY POSITIVE TOWARDS THE CHANGE. WOULD YOU AGREE?
>> I WOULD AGREE. ME AND GRIFFIN ARE JUNIORS, SO WE'RE NOT GOING TO SEE ANY OF THE BENEFIT OF THIS ACTUALLY, [LAUGHTER] WE WERE LIKE PUT IN ALL THESE HOURS.
[01:20:01]
>> BUT IT'S NICE BECAUSE I HAVE A YOUNGER BROTHER.
HE'S IN SIXTH GRADE RIGHT NOW, AND IF I CAN DO SOMETHING RIGHT NOW THAT'S GOING TO MAKE HIS FOUR WINTER BREAKS IN CUSD LESS STRESSFUL, THEN I'M GOING TO BE OKAY WITH THAT.
ALONG WITH THE AMOUNT THAT ARE FOR AND AGAINST IT, IT'S ALSO IMPORTANT TO LOOK AT HOW MANY PEOPLE WERE LIKE, I DON'T CARE.
THAT GOES TO SHOW HOW EXPEDITED THE NATURE OF THE SURVEY WAS.
SOME PEOPLE ARE LIKE, YOU'RE NOT GOING TO RADICALIZE ME IN NINE MINUTES OVER THE CALENDAR.
[LAUGHTER] I THINK THAT SHOWS THE GENERAL SITUATION OF IT.
GRIFFIN, IF YOU HAVE ANYTHING ELSE TO SAY.
>> I JUST WANT TO COMMENT ON TRUSTEE LEE, WHAT YOU SAID ABOUT THE TEACHERS BIAS.
THAT WAS BROUGHT UP AND WE DID TALK ABOUT THAT.
I HAD A COUPLE OF STUDENTS COME UP TO ME AND TALK ABOUT HOW THEIR TEACHER WAS COMMENTING ON WHAT THEY SHOULD PICK.
I DO KNOW THAT HAPPENED IN NUMEROUS CLASSES.
IT WASN'T JUST THE PERSON YOU TALKED TO, SO WE'RE TAKING THE NUMBERS WITH THAT IN MIND.
LIKE TRUSTEE SANDY SAID, 30% IS QUITE A LOT FOR TAKING THOSE TWO WEEKS OFF, AND BECAUSE THE 46% DOESN'T WANT IT, THAT'S WHY WE ATTEMPTED TO SPLIT IT UP INTO ONE WEEK, SO STUDENTS WOULD ONLY LOSE THAT ONE WEEK IN THE SUMMER AND THEN ANOTHER IN THE NEXT.
LIKE SEAN SAID, WE WILL NOT SEE ANY OF THIS HAPPEN.
WE WILL BE GONE BEFORE IT COMES INTO PLACE IF IT DOES, SO WE PUT A LOT OF TIME AND EFFORT TO HELP OUR FUTURE ISLANDERS AND THE PEOPLE THAT WE KNOW THAT ARE YOUNGER THAN US BECAUSE WE KNOW THE STRESS THAT COMES ALONG WITH THE WINTER BREAK AND THE FINALS AND WE KNOW THE CONS ABOUT IT.
WE'RE REALLY STRIVING TO HELP THE PEOPLE AFTER US, AND THEY DON'T HAVE TO DEAL WITH THAT STRESS IN THE FUTURE, HOPEFULLY.
>> CLARIFYING QUESTION, REAL FAST.
WHEN YOU SAY TEACHERS POSSIBLY INFLUENCE, YOU DON'T KNOW WHICH WAY, THOUGH.
THEY COULD HAVE INFLUENCED EITHER WAY, SO THESE NUMBERS COULD STILL BE, WE DON'T KNOW IF THEY WERE SAYING YES, YOU SHOULD CHANGE IT OR NO YOU SHOULD CHANGE IT.
>> IT COULD STILL BE BALANCED.
>> BUT IN GENERAL, A TEACHER THAT HAD THEIR OWN SURVEY TO RESPOND TO IS INSTEAD THEIR INFLUENCE IS GOING INTO STUDENT SURVEY.
>> ALL OF THAT IS TO SURVEY STUDENTS.
>> WE STILL DON'T KNOW WHICH WAY THEY WERE.
>> YES. IT'S PURELY SPECULATIVE.
THAT'S WHY IT'S NOT ON THE SLIDE, BUT IT'S IMPORTANT TO NOTE AND SO I JUST WANTED TO CREDIT BECAUSE WE'RE HEARING THE SAME THINGS, BUT IT'S SPECULATIVE AND SO JUST TAKE IT WITH A GRAIN OF SALT.
>> THE LAST QUESTION I HAD, THIS MIGHT BE OUT OF BOUNDS, BUT IT'S FOR EITHER PRINCIPAL MOORE OR MS. KERNS.
WAS THERE ANY DISCUSSION ABOUT HOW TO POTENTIALLY COMPENSATE THE TEACHERS FOR THE LOST LEAVE, HOW TO MAKE IT UP FOR THEM, GIVE THEM EXTRA SALARY, EXTRA DAYS OFF TO EASE THE PAIN INTO THE NEW CALENDAR?
>> THAT TOPIC CAME UP. IT WAS NOT OUR JOB TO MAKE THAT DETERMINATION, BUT WE CERTAINLY THOUGHT THAT'S SOMETHING THAT COULD BE DISCUSSED.
>> [INAUDIBLE] BEING ON THE NEGOTIATING TABLE, REALLY.
>> AGAIN, THOSE DISCUSSIONS WOULD TAKE PLACE IN NEGOTIATIONS.
>> I'M SORRY. I'VE GOT ONE MORE QUESTION FOR THE STUDENTS REALLY QUICKLY.
IT'S LIKE UP AND DOWN, UP AND DOWN, GETTING YOUR STEPS IN.
LOSING THE TWO WEEKS IN THE SUMMER WAS NOT VERY POPULAR FOR THE STUDENTS.
DO YOU FEEL LIKE IF IT WAS JUST ONE WEEK, THAT MORE STUDENTS WOULD HAVE BEEN IN FAVOR OF THAT IN ORDER TO REACH THE GOAL OF COMPLETING THE TERM BEFORE WINTER BREAK?
WE DON'T KNOW IF THAT WOULD CHANGE OR NOT, BUT I BELIEVE THAT ONE WEEK IS VERY MUCH EASIER TO TAKE AND ACCEPT THAN TWO WEEKS BECAUSE TWO WEEKS IS A LOT OF TIME.
AGAIN, IT WOULD STILL BE TWO WEEKS, IT WOULD JUST BE BROKEN UP, BUT I DO BELIEVE THAT STUDENTS WOULD BE MORE APT TO CHANGE IT.
IN THE SLIDE ON THE ADVANTAGES AND THE CONCERNS THAT YOU PRESENTED, WHERE DID THOSE COME FROM.
WERE THOSE FROM THE PEOPLE ON THE COMMITTEE OR WERE THOSE FROM SURVEYS? I DON'T KNOW IF YOU CAN PULL UP THE SLIDE WITH THE ADVANTAGES.
>> YOU SAID THAT DATA WAS PROVIDED FOR THE END OF YOUR ATTENDANCE, AND THAT WAS A CONSIDERATION IN MOVING THE CALENDAR.
WHERE DID THAT DATA COME FROM? WHO PROVIDED THAT?
>> THAT WAS PROVIDED BY THE DISTRICT OFFICE.
>> JUST CHECKING. MAKE SURE IF IT WAS JUST LIKE I NEVER HAVE KIDS AT THE END OF THE YEAR.
THEN ABSOLUTELY UNDERSTAND THE HEAT DAY CONCERNS,
[01:25:03]
AND WE HEAR IT IN OUR AGENDA TODAY, WE'RE APPROVING UPDATED HEAT DAY GUIDELINES, AND WE'LL CONTINUE TO WORK WITH THE DISTRICT TO DO WHAT WE CAN IN PREPARATION NOW BECAUSE WE DO NEED TO PREP NOW FOR THAT.WITH REGARDS TO THE CALENDAR, WE TALK ABOUT CIF STARTING EARLIER AND SO I KNOW KIDS ARE STARTING SPORTS IN THE FALL.
IS THERE ANYTHING AT THE END OF THE YEAR? WHEN DOES CIF END THE SPRING? ARE STUDENTS GOING TO BE AFFECTED AT THE END BY CHANCE? DO WE KNOW THAT?
>> WELL, I'M ALWAYS HOPEFUL THAT IT GOES REALLY LONG BECAUSE THAT MEANS OUR BASEBALL TEAM IS DOING GREAT.
[LAUGHTER] [OVERLAPPING] BASEBALL SEASON'S ALREADY STARTED, PEOPLE.
>> I HAVE A JERSEY. I NEED TO GET OUT THERE, DYLAN.
>> ALL DEPENDS ON PLAYOFFS. FOR SPRING SPORTS, AND WE HAVE 10 SPRING SPORTS. IT'S OUR BIGGEST SEASON.
>> WHEN ARE THE PLAYOFFS NORMALLY? WE'RE TALKING MAY, ARE WE TALKING INTO JUNE?
>> MAY, BUT SOMETIMES INTO JUNE.
[OVERLAPPING] WHEN BASEBALL DOES GREAT, THAT'S THE ONE THAT TAKES THE LONGEST.
>> I KNOW WE HAVE A PARENT WITH A BASEBALLER.
>> OH, YES. WHY WEREN'T THE PARENTS SURVEYED?
>> LACK OF TIME. THEN THE STAFF SURVEY WAS SENT TO CLASSIFIED AND CERTIFICATED?
>> THEN MS. MOLINA, YOU MENTIONED THAT YOU TOOK A POLL OF YOUR MEMBERS.
WAS THAT PART OF THIS SURVEY OR WAS THAT A SEPARATE POLL?
>> THE CONVERSATIONS THAT WE WERE HAVING IN THE COMMITTEE, I WAS HEARING FROM OTHER ACT REPRESENTATIVES THAT THE CONVERSATIONS THEY WERE HAVING AT THEIR SCHOOL SITE, MAYBE WEREN'T REFLECTIVE OF PREVIOUS DATA THAT I WAS TRYING TO GO OFF OF.
I HAD TALKED TO MY UNION REP AT MY SITE AND I WAS TRYING TO FIGURE OUT WHAT TO DO AND SHE'S LIKE, WE CAN ALWAYS GET A POLL AND SEE BECAUSE ULTIMATELY YOU ARE THERE TO REPRESENT US AS STRAND STAFF, AND THEN YOU CAN MOVE FORWARD AND YOU CAN FEEL CONFIDENT IN WHAT YOU'RE DOING.
WE TOOK A REALLY QUICK SURVEY.
>> JUST OF STRAND STAFF YOU'RE TALKING THAT YOU TOOK THE POLL.
>> THEN IT CAME BACK THAT I THINK IT WAS 98% DIDN'T WANT TO CHANGE.
THEY WANTED IT TO STAY WHERE IT WAS AT. THEY DIDN'T.
>> WAS THAT A WRITTEN POLL? WAS THAT A SURVEY MONKEY?
>> THEN IT WAS COLLECTED BY OUR REPRESENTATIVE, AND THEN THERE WAS SOMEBODY ELSE WHO WENT THROUGH AND TALLIED IT AND PUT IT INTO THE SPREADSHEET LETTER.
>> BUT THAT WASN'T PART OF THE COMMITTEE.
>> IT WASN'T A PART OF THE COMMITTEE.
IT WAS SOMETHING THAT I FELT I NEEDED TO DO TO MAKE SURE THAT I REPRESENTED THE STAFF THAT I WAS REPRESENTING.
THEN I KNOW THAT ACT TOOK A POLL LATER, AND IT AGAIN ALIGNED WITH THIS IDEA OF DON'T WANT TO MOVE FORWARD.
>> YOU ALSO MENTIONED THAT INFORMATION WAS NOT TAKEN INTO CONSIDERATION.
WERE YOU TALKING ABOUT THESE POLLS THAT WERE TAKEN AFTER THE COMMITTEE DID THEIR OWN POLLS AND AFTER THE COMMITTEE CAME UP WITH THEIR DECISIONS?
>> WHEN THE HIGH SCHOOL POLL CAME UP, IT WAS ACKNOWLEDGED.
>> YOU MEAN THE STUDENT POLL? I JUST WANT TO BE CLEAR. THERE'S A LOT OF POLLS.
>> [OVERLAPPING] WAS DISMISSED OF THIS IDEA, WELL, THEY'RE WEIGHING THIS MORE.
INITIALLY GOING IN, WHICH I UNDERSTAND, THE IDEA WAS, THESE STUDENTS ARE NEARLY ADULTS.
THEY HAVE OPINIONS, THEY HAVE NEEDS.
THEY CAN SPEAK UP FOR THEIR NEEDS.
THEN WHEN THIS POLL CAME BACK AS NOT IN FAVOR OF CHANGING THE CALENDAR, IT FELT LIKE THE CONVERSATION VERY QUICKLY TURNED TO WELL, IT WASN'T THE SAME AS IT WAS DISMISSING THIS SURVEY THAT WE SPENT A LOT OF TIME PUTTING TOGETHER, MAKING SURE THAT IT WAS EQUITABLE FOR STUDENTS ACCESS, MAKING SURE THAT IT HAD THE LANGUAGE AND IT WAS CLEAR AND CONCISE AND NOT LEADING ONE WAY OR THE OTHER.
THEN IT FELT LIKE AS SOON AS WE GOT THE DATA BACK THE WAY THAT IT WAS, IT WAS DISMISSED.
>> I THINK THOSE ARE ALL MY QUESTIONS. THANK YOU.
REALLY QUICKLY, MY COMMENT IS, I AM A PARENT.
I'M A PARENT OF A VILLAGE ELEMENTARY KIDS, NOBODY'S IN HIGH SCHOOL.
YEAH, BUT THEY WILL BE AND I DO CARE ABOUT THEIR MENTAL HEALTH AND WELL BEING.
BUT OTHERWISE, I'M JUST LIKE AN OUTSIDER LOOKING IN.
[01:30:02]
I'M LOOKING AT ALL THE INFORMATION THAT WE HAVE AND WHAT ARE OUR PROS AND CONS, WHATEVER ADVANTAGES.I COME BIASED HERE, BUT I'M LISTENING IN.
I WILL SAY THIS, I HAVE TWO ELEMENTARY SCHOOL KIDS WHO WILL EXPERIENCE THE HEAT AS WELL.
BUT I WILL SAY THIS IN SIDE NOTE AND YOU'LL REVIEW THIS IN YOUR NEGOTIATIONS.
BUT REALLY, THEY DID PULL THE HEAT DAYS FOR US.
THEY SHOWED US HOW MANY ACTUAL SCHOOL DAYS ARE OVER 87 DEGREES OR SOMETHING LIKE THAT WHERE WE WOULD HAVE TO GET OUT EARLY.
HONESTLY, STARTING BACK IN AUGUST, THEY'RE NOT IN AUGUST.
THEY HAPPEN TO BE IN SEPTEMBER AND OCTOBER WHEN WE'RE ACTUALLY IN SCHOOL ANYWAY.
IN MY HEAD, I'M LIKE, WELL, MAYBE HEAT ISN'T AS BIG OF A DEAL.
IT'S STILL GOING TO BE HOT AND I GET IT.
MY KIDS, THEY'RE YOUNG, THEY GOT TO BE ABLE TO PROCESS LEARNING OR WHATEVER.
BUT THE WHOLE POINT IS I WAS LIKE, WELL, THAT'S GOOD INFORMATION TO KNOW AND OBVIOUSLY HEAT, WE'RE NOT A HEAT COMMITTEE THAT'S ON THE WHOLE OTHER SIDE OF THINGS, AND THAT'S BEING WORKED ON IN ANOTHER WAY.
BUT REALLY QUICKLY ON THE STUDENT SURVEY AND THE TEACHERS SURVEY.
I HAVE A SCIENCE BACKGROUND, AND I COME IN AND I'M LOOKING AT THESE TWO DIFFERENT SURVEYS AND WE ACTUALLY GLAZED OVER ONE OF THE COMMENTS THAT I DID SAY ABOUT THE COMMITTEE.
I FOUND IT VERY INTERESTING THAT OUR STUDENT SURVEY, THEY WERE GIVEN 10 MINUTES, THIS BRAND NEW TOPIC. HERE WE GO.
IT'S ACTUALLY WAS MODERATED BY TEACHERS WHO MANY ARE PART OF THE TEACHERS UNION AND WHATEVER, BUT CAN HAVE AN OPINION, BUT THEY'RE MODERATED.
BUT IT WAS ALSO THE DELIVERY OF THE INFORMATION OVER THE LOUD SPEAKER, HOWEVER THEY DID, I BELIEVE.
BUT THAT ALSO IS VERY REGULATED.
HERE'S MY TALK TRACK THAT I'M GOING TO TELL THE STUDENTS.
IT WASN'T A LOT OF OPINION ALLOWED IN IT.
YOU GUYS HAD IT ALL WRITTEN OUT.
ANYWAY, THESE KIDS HAD THE SHORT PERIOD OF TIME, TO FILL THIS OUT.
THEY DON'T HAVE A LOT OF BACKSTORY.
BUT THEN THE TEACHERS, THEY'RE GIVEN THIS SURVEY.
THEY'RE GIVEN 5-7 DAYS TO TAKE IT.
I'VE TALKED TO TEACHERS, LOTS OF EMAILS COMING THROUGH FROM THE UNION OR ACT AND THINGS AND JUST THEY GET TO TALK ABOUT AMONGST THEMSELVES.
THEY EVEN GOT AN FAQ IN CASE THEY HAD FURTHER QUESTIONS, WHICH IS GREAT TO HELP THEM QUELL ANY CONCERNS OR MAYBE INFORMATION THAT THEY'RE GETTING, THAT'S WHATEVER.
IT WAS REALLY INTERESTING. THESE ARE NOT APPLES TO APPLES STUDIES.
WHILE WE GET THE STUDENTS DATA AND IT'S GREAT TO SEE, MANY OF THE KIDS ARE LIKE, YEAH, LET'S DO IT.
SOME ARE LIKE, I DON'T REALLY CARE BECAUSE LIKE YOU SAID, I'M NOT GETTING RADICALIZED IN 10 MINUTES.
BUT I JUST THINK IT'S LIKE IF WE GET TO EXPLAIN IT.
WE COME TO THIS COMPROMISE FOR THE KIDS.
WELL, IF WE DO EASE IT IN WITH ONE WEEK AT A TIME, MAYBE THAT WOULD BE A BETTER SCENARIO. BUT I WANT TO SAY THIS.
ALSO TO REALLY QUICKLY, MS. LANDRY HAD SAID ABOUT THAT WE'RE NOT CONSIDERING THE OTHER SCHOOLS CALENDARS.
RIGHT NOW THE SAN DIEGO TEACHERS WHO HAVE KIDS IN SCHOOL AND WHO TEACH IN CORONADO, THEY'RE ALREADY ON A DIFFERENT CALENDAR.
THEY'RE LIVE IN A LITTLE BIT OF A DIFFERENT LIFE AS IT IS.
THEIR KIDS ARE OUT FOR SUMMER.
REALLY, IT ACTUALLY WOULD WHILE IT WANT ALIGN WITH CHULA VISTA, WHOEVER ELSE IS ON A YEAR ROUND.
THAT'S A WHOLE ANOTHER CHANGE PROBABLY WE CAN'T EVEN MAKE A WEEK CHANGE.
WE CAN'T BE TALKING ABOUT THAT, BUT IT WOULD ALIGN WITH THAT, AND THAT WOULD PROBABLY HELP THE TEACHERS.
ACTUALLY, I READ THE TEACHERS POLL COMMENTS AND MAYBE Y'ALL WILL GET TO DO THAT IN THE NEGOTIATIONS.
BUT THE TEACHERS POLL COMMENTS FROM THEIR SURVEY, MANY OF THE TEACHERS WERE LIKE, I DON'T GET IT.
WHY ARE WE NOT JUST CHANGING? THERE WAS A LOT OF TEACHERS WHO ARE LIKE THE STUDENTS, THE WELL BEING.
WHILE WE WERE HIGHLIGHTING THOSE 21 PEOPLE WHO WERE CONCERNED ABOUT HEAT, WHICH IS UNDERSTANDABLE.
BUT THERE WERE ALSO MANY TEACHERS WHO HAD AN OPINION LIKE MAYBE BECAUSE THEY GOT TO DO IT ANONYMOUSLY.
THEY WERE ABLE TO SAY, I MIGHT HAVE A HIGH SCORE.
ANYWAY, IF YOU GET TO READ THEIR COMMENT, WHICH YOU PROBABLY WILL.
>> THANK YOU SO MUCH FOR YOUR COMMENTS.
ANYWAY, I DON'T HAVE AN OPINION.
>> THIS IS GOING TO COME UP AS AN ACTION ITEM NEXT MONTH.
>> THERE'LL BE PLENTY OF OPPORTUNITY FOR PUBLIC COMMENT AT THAT TIME.
>> WELL, SHE'S A MEMBER OF THE COMMITTEE.
>> I APPRECIATE COMMENTS AND INPUT. YES.
>> CONSIDERED DIFFERENTLY THAN A PUBLIC COMMENT.
ANY OTHER COMMENTS? THANK YOU SO MUCH FOR THE PRESENTATION.
>> JUST IN CLOSING. I WANT TO THANK EVERYONE WHO PARTICIPATED IN THIS.
I KNOW THE WORK THAT WENT INTO IT.
I ALSO WANT TO ACKNOWLEDGE SOME OF THE COMMENTS THAT WERE RAISED AND THAT THEY WERE ALSO HEARD ABOUT HEAT AND A PLAN NOW, AND THAT THAT IS A FACTOR THAT THIS COMMITTEE WAS NOT TASKED WITH.
THEY WERE SOLELY FOCUSED ON THE CALENDAR ITSELF.
I KNOW PRESIDENT PALACIOS-PETERS REFERENCED THE CHANGE TO THE HEAT DAY GUIDELINES AND POLICY.
THAT WAS DESIGNED TO REMOVE SUBJECTIVITY FROM IT TO ACTUALLY HAVE A FORMULA THAT IS ONCE SEVEN O'CLOCK HITS THE EVENING PRIOR, WE CAPTURE A SCREENSHOT OF WHAT THE HEAT INDEX IS PROJECTED FOR THE NEXT DAY AND THAT'S THE DETERMINATION THAT IS MADE.
BUT I ALSO UNDERSTAND THE WORD IMMEDIATE.
[01:35:02]
THANK YOU FOR THAT COMMENT, AND I WILL CONTINUE WORKING WITH STAFF TO PROVIDE OTHER HEAT MITIGATING SUPPORTS, ESPECIALLY FOR OUR CAMPUSES THAT DON'T HAVE AS MANY RESOURCES TO PROVIDE SUPPORTS DURING THOSE DAYS.I WANT EVERYONE ON THE COMMITTEE TO HEAR THE GRATITUDE FOR YOUR TIME.
THEY WERE NOT COMPENSATED FOR THEIR TIME ON THIS COMMITTEE.
THANK YOU TO OUR PARENTS, THANK YOU TO OUR ADMINISTRATORS, THANK YOU TO OUR TEACHERS AND THANK YOU TO OUR STUDENTS.
THEY ARE MEMBERS OF OUR STAFF.
THEY WERE NOT WRITTEN INTO THE MOU TO HAVE AS PART OF THIS COMMITTEE, THE MOU THAT WAS RECEIVED BY THE DISTRICT OFFICE FROM ACT.
I WILL ALSO NOTE THEY DO NOT HAVE IN THEIR CONTRACT, CALENDAR.
WHILE THEY ARE PARTNERS AND WE WANT TO MAKE SURE THAT THEY ARE BROUGHT UP TO SPEED WITH CHANGES TO OUR CALENDAR, THAT ISN'T SOMETHING THAT'S NEGOTIATED WITHIN OUR CSEA MEMBERSHIP.
THERE IS THAT DISTINCTION THERE AND I THINK LED TO THE CREATION IN THE ESTABLISHMENT, WHO WAS INVOLVED IN THE COMMITTEE AND WHO WAS NOT? THAT CONCLUDES MY COMMENTS.
>> THANK YOU. THIS IS A ROBUST ITEM, AND WE APPRECIATE THE COMMITTEE'S COMMENTS TONIGHT AND I REALLY HOPE THAT NEGOTIATIONS CAN GO WELL OVER THE NEXT MONTH, SO WE CAN COME TO AN EQUITABLE AGREEMENT FOR ALL.
THANK YOU. WITH THAT, WE'RE GOING TO TAKE A 10 MINUTE BREAK.
THANK YOU. I APOLOGIZE FOR THE LIGHT.
[4.1 Public Hearing on the Coronado Unified School District (CUSD) Initial Proposals for Negotiations to the Association of Coronado Teachers (ACT).]
WE ARE BACK IN SESSION, AND WE ARE MOVING ON TO ITEM 4.1, PUBLIC HEARING ON THE CORONADO UNIFIED SCHOOL DISTRICT INITIAL PROPOSALS FOR NEGOTIATIONS TO THE ASSOCIATION OF CORONADO TEACHERS.GOVERNMENT CODE SECTION 35 47 REQUIRES THAT THE INITIAL BARGAINING PROPOSALS OF THE DISTRICT AND ITS EMPLOYEE UNIONS BE PRESENTED DURING A PUBLIC BOARD MEETING.
THE INITIAL PROPOSALS BETWEEN THE DISTRICT AND THE ASSOCIATION OF CORONADO TEACHERS WERE PRESENTED AT A PREVIOUS BOARD MEETING ON JANUARY 16TH, 2025.
NOW IS THE TIME FOR THE PUBLIC HEARING ON THE CORONADO UNIFIED SCHOOL DISTRICT INITIAL PROPOSALS FOR NEGOTIATIONS TO THE ASSOCIATION OF CORONADO TEACHERS.
UNDER GOVERNMENT CODE SECTION 35 47 A, THE BOARD MUST HOLD A HEARING REGARDING INITIAL PROPOSALS OF EXCLUSIVE REPRESENTATIVES AND OF PUBLIC SCHOOL EMPLOYERS, WHICH RELATE TO MATTERS WITHIN THE SCOPE OF REPRESENTATION.
THE BOARD WILL NOW HEAR PUBLIC COMMENT ON THIS INITIAL PROPOSAL TO THE ACT.
DO WE HAVE ANYONE WHO WISHES TO ADDRESS THIS SUBJECT? EACH SPEAKER WILL HAVE THREE MINUTES TO ADDRESS THE BOARD.
[5.1 Approve Updated AR 3516.51 Heat Day Release Guidelines]
APPROVE UPDATED AR 3516.51 HEAT DAY RELEASE GUIDELINES.>> THANK YOU, PRESIDENT PALACIOS-PETERS.
THIS IS THE FOURTH TIME THAT THIS HAS COME BEFORE THE GOVERNING BOARD.
THIS EVENING, STAFF IS BRINGING IT FORWARD AS AN ACTION ITEM.
I REFERENCED THIS IN MY COMMENTS EARLIER.
IT'S THE DESIRE OF STAFF TO HAVE A ADMINISTRATIVE REGULATION ON WHEN TO DECLARE A HEAT DAY RELEASE THAT REMOVES ANY QUESTIONS, INTERPRETATIONS, WHICH WEBSITE DID YOU FOLLOW, WHEN WAS THE TEMPERATURE CAPTURED, AND ONE THAT ALSO REFLECTS HEAT INDEX, WHICH TAKES INTO CONSIDERATION OUTDOOR TEMPERATURE AND HUMIDITY.
WE BELIEVE THAT THIS AR ADDRESSES THOSE TWO CONCERNS, AND THREE ITEMS OF NOTE.
NUMBER 1, IT LOWERS THE THRESHOLD TO DECLARE A HEAT MINIMUM DAY FROM 90 DEGREES TO 87 DEGREES.
IT CHANGES THE NOTIFICATION FOR OUR FAMILIES FROM 7:00 A.M. THE DAY OF TO 7:00 P.M. THE EVENING PRIOR.
IT ALSO CLARIFIES SOMETHING THAT HAS BEEN A MISUNDERSTANDING AND THAT AS WE KNOW, THE TEMPERATURES ON WEEKENDS DO IMPACT THE IN CLASSROOM TEMPERATURES ON A MONDAY.
WE INCLUDED IN THIS POLICY, INCLUSIVE OF WEEKEND DAYS.
CONSECUTIVE DAYS, INCLUSIVE OF WEEKEND DAYS.
WE HAVE TAKEN A LOOK AND IT WAS REFERENCED EARLIER ABOUT MINIMUM INSTRUCTIONAL MINUTES FOR COMPLIANCE FOR THE STATE OF CALIFORNIA.
WE DO HAVE A LITTLE BIT OF WIGGLE ROOM AT ALL FOUR OF OUR SITES.
[01:40:03]
OUR ELEMENTARY SCHOOLS HAVE MORE WIGGLE ROOM IN INSTRUCTIONAL MINUTES OVER THE STATE MIDDLE SCHOOL LESS THAN THE ELEMENTARY, AND OUR HIGH SCHOOL IS PRETTY TIGHT, AS ONE OF OUR PUBLIC SPEAKERS COMMENTED EARLIER, IN ORDER TO ADDRESS ANY POTENTIAL DIPPING BELOW THE MINIMUM HEAT DAY OR I'M SORRY, INSTRUCTIONAL MINUTE REQUIREMENT, STAFF IS PREPARED TO PROPOSE THAT IF WE CROSS OVER THE MINIMUM INSTRUCTIONAL MINUTES, WE WOULD HAVE TO ADJUST OUR CALENDAR IN COOLER MONTHS TO CHANGE EXISTING WEDNESDAY SCHEDULES OR HALF DAYS TO FULL DAYS TO BUILD THOSE MINUTES BACK UP, SO WE DON'T HAVE A PENALTY FROM THE STATE OF CALIFORNIA, WHICH AS WE KNOW, IMPACTS THE BOTTOM LINE.IT IS THE STAFF RECOMMENDATION TO APPROVE THIS ADMINISTRATIVE REGULATION AS A STEP TOWARDS MORE TRANSPARENT AND PREDICTABLE DECLARATIONS OF A HEAT DAY.
STAFF IS AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 5.1 AT THIS TIME?
>> THANK YOU. WE WANT TO SAY THANK YOU TO EVERYBODY WHO WORKED ON THIS.
WE HAVE BEEN ASKING THIS FOR A LONG TIME.
EARLIER TONIGHT HERE IN THE AUDIENCE WAS A TEACHER WHO IS STILL SUFFERING EFFECTS OF HER CLASSROOM REPEATEDLY BEING 95 DEGREES AND NOT BEING ABLE TO GET ANY RELIEF FOR AN EXTENDED AMOUNT OF TIME.
SHE'S STILL SUFFERING HEALTH EFFECTS FROM IT, SO THANK YOU FOR THIS.
ONE THING THAT I DID WANT TO POINT OUT IS IT'S AN ACTION ITEM TONIGHT.
I'M HOPING THAT WE CAN KEEP OUR EYE ON IT WITH REGARDS TO RECENT NEWS AND THAT THIS WON'T BE THE LAST TIME THAT WE PERHAPS BRING THIS UP FOR POSSIBLE ACTION.
AS SUPERINTENDENT MUELLER MENTIONED, WE USED TO HAVE DIFFERENT WEBSITES.
NOW NOA HAS BEEN NARROWED IN ON.
SIX DAYS AGO, AN ORDER WAS SIGNED BY THE CURRENT ADMINISTRATION TO OVERHAUL NOA.
I REACHED OUT TO TWO NOA EMPLOYEES ASKING, WHAT DO YOU THINK ABOUT THIS? WE'RE GOING TO USE IT FOR OUR HEAT DAY GUIDELINES.
WE CAN'T KNOW, WE DON'T HAVE A CRYSTAL BALL, BUT THIS SHOULDN'T BE YOUR LAST DISCUSSION BECAUSE WHAT YOU'RE USING MIGHT CEASE TO EXIST.
I'M JUST PUTTING THAT OUT THERE THAT I'M SO GLAD WE COULD REVIEW WHAT WE'VE BEEN DOING.
WE PICKED A WEBSITE THAT'S FABULOUS.
I'M JUST HOPING THAT WE WILL TAKE QUICK, PROMPT, AND DECISIVE ACTION ON THE DAY THAT WE FIND THAT PERHAPS WHAT WE'VE BEEN USING ISN'T THERE ANYMORE AND THAT WE ALREADY ARE THINKING ABOUT A PLAN B, AND THAT WE DON'T HAVE TO THINK ABOUT A PLAN B FROM SCRATCH IF PLAN A GOES AWAY.
THANK YOU SO MUCH FOR YOUR TIME THIS EVENING.
>> THANK YOU. TRUSTEES, ANY QUESTIONS OR COMMENTS?
>> I JUST HAVE ONE COMMENT. SUPERINTENDENT MENTIONED THE TEMPERATURE HAS BEEN REDUCED FROM 90-87.
IT'S ACTUALLY THE HEAT INDEX REDUCED, WHICH IS A COMBINATION OF TEMPERATURE AND HUMIDITY, WHICH CAN BE CALCULATED ON A CHART OR AN ONLINE CALCULATOR. YOU CAN LOOK AT IT.
>> I THINK IT'S GREAT THAT WE'RE GETTING MORE CLARITY ON EXACTLY HOW IT'S GOING TO BE CALCULATED AND DETERMINED, AND ALSO THAT THERE WILL BE MORE ADVANCED NOTICE.
OF COURSE, I UNDERSTAND THE BALANCE BETWEEN TRYING TO BE ACCURATE AND THEN ALSO GIVING PEOPLE AS MUCH HEADS UP AS POSSIBLE.
OBVIOUSLY RECEIVING NOTICE THE DAY BEFORE THAT YOUR CHILD IS GOING TO GET OUT AT NOON OR 12:30 WILL BE BETTER HANDLED THAN 7:00 AM THAT MORNING.
THAT'S GOOD. ONE THING WE DID DISCUSS EARLIER THAT, OF COURSE, FOR THOSE FAMILIES WHO HAVE YOUNG CHILDREN, AND FOR SOME REASON THAT THEY CAN'T GET TO THE SCHOOL SITE TO PICK UP THEIR CHILD, THAT THE CHILDREN WHO AREN'T ABLE TO BE PICKED UP WILL BE HOPEFULLY PLACED IN A COOL ZONE WITH A CERTIFICATED TEACHER UNTIL THE PARENTS OR GUARDIANS CAN GET THERE.
I THINK, OVERALL, THIS IS A GOOD IDEA. THANK YOU.
>> IF AND WHEN OR WHEN AND IF THERE'S AIR CONDITIONING IN EVERY CLASSROOM,
[01:45:03]
I THINK WE WILL ALWAYS GO BACK AND LOOK AT THIS POLICY AND SEE IF WE CAN MAKE IT BETTER AND IMPROVE IT.I THINK THIS IS A STEP IN THE RIGHT DIRECTION, BUT IT'S NOT THE LAST STEP.
MS. LANDRY DOES BRING UP A INTERESTING CONCERN WITH THE POSSIBILITY OF WHETHER OR NOT WE WOULD HAVE A NOA WEBSITE.
I DON'T EVEN KNOW WHAT OTHER MECHANISM WE WOULD USE, TRUSTEE LEE?
>> I WAS GOING TO LET IT GO, BUT I AM A PILOT.
I GUARANTEE YOU THAT WE WILL HAVE FORECASTING INFORMATION AVAILABLE, IT MAY NOT BE NOA, BUT IT WILL BE OFFICIAL BECAUSE WE GET IT HOURLY, BY MINUTE, 24/7, 365, THE ENTIRE AIRSPACE REQUIRES IT.
VERY GOOD POINT, WHO KNOWS, BUT I WOULD BE SHOCKED.
BUT I THINK WE'LL HAVE PLENTY OF OFFICIAL ALTERNATIVES THAT THE GOVERNMENT HAS.
WE'LL SEE WHAT HAPPENS, BUT IT'S NOT GOING TO GO AWAY.
>> I BELIEVE WE DO. I DIDN'T WANT TO GO UP AND SAY AGAIN, I WORKED IN CONGRESS AT ONE POINT.
I DON'T WORK FOR THE EXECUTIVE BRANCH, AND WE'LL SEE WHAT HAPPENS.
>> WELL, I'M JUST CURIOUS IF WE SHOULD HAVE A BACKUP PLAN REGARDLESS.
>> SURE. WE CAN POINT TO ALTERNATE SITES AND PUT IT OUT THERE, BUT IT'S A GOOD POINT.
>> WE COULD OBVIOUSLY APPROVE THIS TONIGHT AND THEN COME BACK AND REVISIT IT AND ADD ALTERNATIVES.
>> I'M GOING TO GO OUT ON A LIMB AND SAY, I'M 99% SURE THAT WE'RE NOT GOING TO LOSE FORECASTING CAPABILITY FROM NOA.
WE'LL SEE, BUT IT'S GOOD BE ON TOP OF IT.
>> THANKS. BUT THERE'S A GOOD CHANCE.
>> WE WILL CONTINUE TO MONITOR THAT.
>> I APPRECIATE THE CONSIDERATION OF HAVING AN ALTERNATIVE, BUT MY RECOMMENDATION WOULD BE ONE.
WE HAVE FOUND IN THE PAST VARIANTS IN THE DIFFERENT WEBSITES THAT HAVE BEEN USED, AND THAT LEADS TO SOME CONFUSION OR SOME FRUSTRATION.
I ALSO REALLY WANT TO THANK THE BOARD FOR YOUR CONSIDERATION ON THIS ACTION ITEM BECAUSE OFTENTIMES BETWEEN 7:00 PM AND 7:00 AM, THE PROJECTED WEATHER OR THE FORECASTED WEATHER WILL CHANGE.
JUST A REMINDER TO THE COMMUNITY THAT WITH THIS NEW ADMINISTRATIVE REGULATION, ONCE THE DETERMINATION IS MADE AT 7:00 PM, WHETHER THE TEMPERATURE INCREASES OR DECREASES, THE DECISION HAS BEEN MADE, BECAUSE THAT LEADS TO A LOT OF FRUSTRATION FROM PARENTS IF IT IS LOWER THAN OUR THRESHOLD, AND NOW IT'S 83 DEGREES OUT AND THEIR KIDS ARE OUT OF SCHOOL.
OR FROM OUR STAFF AND OUR STUDENTS IF IT'S PROJECTED TO BE 84, AND THEN IN THE MORNING WE WAKE UP AND IT'S 89.
THE PREDICTABILITY OF NOTIFICATION TO OUR STAFF AND TO OUR PARENTS WAS A DRIVING FORCE ALONG WITH FEEDBACK THAT WE'VE RECEIVED FROM OUR COMMUNITY AND OUR STAFF.
THANK YOU FOR YOUR CONSIDERATION.
>> AGAIN, JUST TO CLARIFY, WE WOULDN'T DO THAT UNLESS WE THOUGHT NOA WAS LOST.
I THINK IT'S GREAT THAT YOU HAVE A COMMON GOVERNMENT SOURCE THAT EVERYONE AT HOME, YOU CAN GO LOG ON THE NOA WEBSITE, AND THEN TAKE A LOOK AT IT YOURSELF.
IF THAT BECOMES A PROBLEM, THEN OBVIOUSLY WE'D HAVE TO SWITCH, AND IT WOULD BE. IT'S GOING TO WORK OUT. THANK YOU.
>> IF I MAY, I ASKED THE QUESTION.
I BELIEVE ALSO STAFF, AS YOU RELAYED TO ME THAT OVER THE PAST FIVE YEARS, BY MOVING IT FROM A HEAT INDEX OF 90-87, THERE WOULD HAVE BEEN SEVEN ADDITIONAL HEAT DAYS CALLED BY THIS DISTRICT BECAUSE OF THAT THREE DEGREE REDUCTION, SO MAYBE ABOUT TWO DAYS A YEAR ON AVERAGE.
>> I FAILED TO INCLUDE IN THIS REPORT, BUT IN PREVIOUS REPORTS, WE DID HAVE THE FIVE-YEAR TRENDS.
I BELIEVE WHAT YOU'RE SAYING IS ACCURATE.
WITHOUT THAT IN FRONT OF ME, YES.
THE REASON WHY WE SAID 87, THERE ARE A FEW THAT'S BASED OFF OF HISTORICAL DATA THAT WE'VE COLLECTED, ALSO BASED OFF OF NEW OSHA REQUIREMENTS AND GUIDELINES FOR EMPLOYEES.
BUT WE'RE ALSO LOOKING, ESPECIALLY AT THE HIGH SCHOOL, IF WE GO ABOVE AND BEYOND THE THREE DAYS OF EXCESS MINUTES THAT WE HAVE, THAT WE HAVE THE CAPACITY TO RESTORE THOSE INSTRUCTIONAL MINUTES LATER IN THE CALENDAR YEAR.
I DID NOT INCLUDE, IN THIS REPORT, THOSE DATA, BUT I HAVE IN THE PAST, AND I BELIEVE WHAT YOU JUST CITED IS ACCURATE.
I JUST DON'T HAVE IT IN FRONT OF ME.
>> DIRECTIONALLY CORRECT. PERFECT.
>> THANK YOU. IS THERE A SECOND?
[01:50:01]
ITEM 5.2, ADOPTION OF INSTRUCTIONAL MATERIALS FOR FRESHMAN ISLANDER EXPERIENCE.
[5.2 Adoption of Instructional Materials for Freshmen Islander Experience (F.I.E.)]
DR. BATTLE. DO YOU WANT TO INTRODUCE HER? WELCOME, DR. BATTLE.>> WHEN I INTRODUCE DR. BATTLE, I TEND TO TAKE ABOUT A THIRD OF HER REPORT IN MY INTRODUCTION.
>> GOOD EVENING, GOVERNING BOARD.
YOU HAD A FIRST READ OF THIS ITEM LAST MONTH.
IT'S FOR THE ADOPTION OF INSTRUCTIONAL MATERIALS FOR OUR FRESHMAN ISLANDER EXPERIENCE COURSE.
NOW IT'S COMING BACK TO YOU AFTER A MONTH FOR OFFICIAL APPROVAL AND ADOPTION.
OVER THE COURSE OF THE LAST MONTH, THE INFORMATION HAS BEEN DISPLAYED HERE AT THE DISTRICT OFFICE, AND WE HAVE RECEIVED ZERO PUBLIC COMMENT FOR THESE MATERIALS.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 5.2? TRUSTEES? DO YOU HAVE PUBLIC COMMENT ON 5.2? IT'S FRESHMAN ISLANDER EXPERIENCE.
>> OUR TEACHER LIKE DATA SO WE TAKE SURVEYS.
OUR TWO MOST POPULAR LESSONS SO FAR CONSISTENTLY ARE HOW TO WRITE A THANK YOU CARD AND ADDRESS AN ENVELOPE, AND ALSO WHAT IT TAKES TO BUY A CAR.
WELL, ABOUT LICENSE REGISTRATION, INSURANCE, FEES, TAXES, EVERYTHING, AND THAT $43,000 CAR WHOSE PAYMENT YOU THOUGHT YOU COULD AFFORD ALL OF A SUDDEN IS COMPLETELY OUT OF REACH.
KELLY SAILORS AND MYSELF TEACH THE COURSE, SO YES, THIS IS A SELF SERVING PUBLIC COMMENT.
WE DID A GREAT JOB FINDING ALL OF THAT CURRICULUM.
OUR CURRICULUM COMES FROM THE FDIC.
WE'RE TRYING SOME NEW CURRICULUM THAT I FOUND AT A CTA CONFERENCE CALLED NEXT GEN.
IT WASN'T EVEN SUPPOSED TO BE THE TOPIC OF THE CONFERENCE.
IT WAS ME LEANING OVER SAYING, WHAT ARE YOU GRADING RIGHT THERE AND BRINGING IT BACK? WE LOVE OUR STUFF THAT WE'RE DOING, AND WE THINK OUR KIDS REALLY LOVE IT, TOO.
THANK YOU FOR SUPPORTING THIS AS A CLASS.
IT IS VERY MEANINGFUL, NO MATTER WHOM YOU TALK TO.
I CAN SAY THAT WITH CONFIDENCE, NO MATTER WHAT DAY THE WEEK IT IS FOR THEM. THANK YOU.
>> THANK YOU. I LOOK FORWARD TO HAVING MY SON IN YOUR CLASS NEXT SEMESTER.
ANY OTHER COMMENTS? IS THERE A MOTION TO APPROVE ITEM 5.2?
>> THANK YOU. ALL THOSE IN FAVOR? ANY OPPOSED? MOTION PASSES 5, 0.
[5.3 Nominate 2025 California School Boards Association Delegate Assembly Representatives]
THE 2025 CALIFORNIA SCHOOL BOARDS ASSOCIATION DELEGATE ASSEMBLY REPRESENTATIVES.>> WE HAVE TO PICK SIX OF NINE CANDIDATES TO BE OUR REPRESENTATIVES.
JUST IN THE INTEREST OF MAYBE TIME, I'LL START.
I LOOKED AT ALL THE APPLICATIONS, THE INFORMATION FROM THE NINE CANDIDATES.
MY SUGGESTION WOULD BE, AND BECAUSE I THINK IT'S EASIER TO REMOVE THREE THAN TELL YOU THE SIX, REMOVE TWO FROM VISTA USD BECAUSE THERE'S THREE CANDIDATES FROM THAT ONE DISTRICT.
I THINK HAVING MORE THAN ONE IS PROBABLY AN OVER REPRESENTATION.
I FELT TO REMOVE RENO, MARCO, AND SUSAN MARTIN.
THEN LOOKING AT THE AREAS AND THE EXPERIENCES, I REALLY LIKED BARBARA AVALOS.
I DON'T KNOW IF YOU HAVE THE LIST.
JANE LEE SMITH HAS TWO YEARS EXPERIENCE.
I REALLY LIKE THAT SHE HAD A SPED BACKGROUND AND WAS FOCUSING ON THE RISING SPED COST TO THE LOCAL DISTRICTS, AND SHE WAS FOCUSED ON LOCAL CONTROL.
ELVA LOPEZ-ZEPEDA FROM SWEETWATER, DOWN SOUTH TWO YEARS.
THOSE WERE A COUPLE OF HIGH SCHOOL DISTRICTS.
THEN I THOUGHT BOB WELLER, WHO IS ALSO NORTH AND A HIGH SCHOOL DISTRICT WOULD BE ONE TO REMOVE.
[01:55:04]
THAT WAY, WE HAVE THE HIGH SCHOOL DISTRICTS REPRESENTED WITH THE LOWER YEARS.ELVA, I ALSO NOTED SHE'S A RETIRED TEACHER AS WELL, SO BRINGS 30+ YEARS OF EXPERIENCE AS A TEACHER TO CSBA, WHICH I THINK WOULD BE HELPFUL.
THOSE WERE THE THREE THAT I WOULD CONSIDER REMOVING RENO, SUSAN, AND BOB, JUST FOR DEMOGRAPHICS AND LOCATIONS.
>> IT'S A LITTLE AWKWARD AND YOU HAVE TO VOTE FOR PEOPLE YOU DON'T REALLY KNOW VERY WELL AND YOU HAVE TO RELY.
I WENT THROUGH THEM ALL AND TOOK IN THAT I COULD.
BOB WELLER WAS PROBABLY MY HIGHEST CHOICE.
>> YEAH, BECAUSE I THINK YOU REPRESENTED A LITTLE BIT OF A DIFFERENT WORLD VIEW FROM WHAT I COULD TELL THE MOST.
I THOUGHT HE'D BRING DIVERSITY AS MUCH AS THAT CAN HAPPEN AT CSBA.
>> YOU DON'T THINK CSBA IS DIVERSE?
>> WE'LL FIND OUT. [LAUGHTER] BARBARA RYAN, ZANATA, AND JANE LEE WERE THE ONES THAT I HAD [OVERLAPPING]
>> ZANATA AND JANE LEE SMITH, THOSE FOUR, IF I HAVE TO MAKE A CHOICE FROM WHAT I KNOW THIS WERE MY FOUR.
THIRTY-FIVE YEARS BY BARBARA RYAN.
THIRTY-FIVE YEARS SHE'S ON THE SCHOOL BOARD.
>> I ACTUALLY FOUND THAT AS A NEGATIVE.
>> BUT 35 YEARS, I'VE DONE IRON MAN, BUT I WOULD NOT WANT TO RUN THAT RACE.
>> I'M GOING TO SAY I LOOKED AT IT, SHE WAS ELECTED THE YEAR I WAS BORN.
YOU HAD FOUR THAT YOU WOULD NOT RECOMMEND OR THOSE ARE THE ONES [OVERLAPPING] THAT YOU WERE RECOMMENDING.
JANE, ZANATA, AND BARBARA, AND BOB WERE YOUR FOUR.
WE'RE IN AGREEMENT ON TWO NOS.
WAS THERE ANYBODY THAT YOU WERE A NO ON TO ADD IN ADDITION TO BECAUSE IF WE TAKE BOB OUT, WE STILL NEED ONE MORE NO.
DID ANYONE ELSE HAVE A SOLID NO?
WE COULD NOMINATE ONE OR TWO OR FOUR.
>> I SEE. WE DON'T HAVE TO PICK SIX?
>> NO. BUT I DID HAVE A SOLID.
BUT MIGHT HAVE BEEN ONE OF YOURS, I THINK SUSAN MARTIN?
>> BUT I THINK BOB WAS A NO FOR ME.
>> MAYBE WE'RE GOING TO CROSS EACH OTHER OUT HERE.
>> OTHER TWO TRUSTEES HAVE ANY THOUGHTS ON THIS OR DO YOU WANT US TO MAKE THE DECISION?
>> I LOOKED AT THEM ALL AND I WAS ACTUALLY IN AGREEMENT WITH YOU, TRUSTEE PALACIOS-PETERS.
I HAD REMOVED BOB WELLER AND THE VISTA.
VISTA WAS OVER REPRESENTATIVE.
>> ARE THEY OVER REPRESENTED BY REPRESENT OR AGAIN.
>> WELL, THAT THEY HAVE THREE PEOPLE RUNNING FOR DELEGATE SPOT.
IF THEY ALL GET ELECTED, THEN THEY HAVE THREE PEOPLE FROM THEIR ONE SCHOOL BOARD.
IT'D BE LIKE THREE OF US GOING UP AND BEING DELEGATES. THAT JUST SEEMS.
>> ALTHOUGH I STILL STAND BY BOB WELLER, PROBABLY THE ONE WHO STOOD OUT FROM AGAIN, DIDN'T GET A CHANCE TO CALL HIM AND DIDN'T GET A CHANCE TO INTERVIEW HIM, BUT HIS COMMENT SUGGESTS THAT HE MIGHT ADD DIVERSITY TO THIS ORGANIZATION.
AGAIN, THAT'S A LOOSELY HELD BECAUSE WHO REALLY?
>> HE SEEM MORE OF A BUSINESSMAN TYPE OF CANDIDATE.
>> I PUT FINANCES NEXT TO HIM.
>> WHAT IF WE NOMINATE JANE AND ZANATA AND JUST NOMINATE TWO?
>> I AGREE WITH BOTH OF THOSE.
I'M TRYING TO SAY IF THERE WAS ANOTHER ONE I REALLY LIKED AS WELL.
I'M GOOD WITH THAT. DO YOU WANT TO MAKE A MOTION FOR THAT?
>> I MAKE A MOTION THAT WE NOMINATE JANE LEE.
JANE LEE SMITH AND ZENETTA ROSARIO.
IS THERE A SECOND OR I'LL SECOND.
ANY DISCUSSION? ALL THOSE IN FAVOR.
ALL THOSE OPPOSED? THREE TO TWO.
[02:00:04]
WELL, YOU COULD HAVE ADJUSTED THE MOTION.>> NOW YOU TELL ME. YOU'RE SATSIFIED.
>> THAT WOULD BE IN YOUR MASTER'S AND GOVERNANCE HANDBOOK.
>> MOTION PASSES THREE TO TWO TO VOTE FOR JANE LEE SMITH AND ZENETTA ROSARIO.
ITEM 5.4 APPROVE THE AGREEMENT BETWEEN THE CORA UNIFIED SCHOOL DISTRICT AND
[5.4 Approve the Agreement between the Coronado Unified School District (CUSD) and the California School Employees Association (CSEA), and approve related AB1200 disclosures]
THE CALIFORNIA SCHOOL EMPLOYEES ASSOCIATION AND APPROVE RELATED AB1200 DISCLOSURES.>> THANK YOU PRESIDENT PALACIOS-PETERS.
I'D LIKE TO ASK DEPUTY SUPERINTENDENT SALAMANCA, TO PLEASE INTRODUCE THIS ACTION ITEM.
>> THANK YOU, SUPERINTENDENT MUELLER.
I TRUST THE BOARD HAS HAD AN OPPORTUNITY TO REVIEW ALL OF THE LENGTHY ATTACHMENTS THAT WERE INCLUDED IN THIS AGENDA ITEM.
I'LL GIVE A BRIEF OVERVIEW AND THEN I WILL MAKE MYSELF AVAILABLE FOR ANY QUESTIONS YOU MIGHT HAVE.
STAFF ARE RECOMMENDING THAT THE BOARD APPROVE THE TENTATIVE AGREEMENTS AND RELATED AB1200 DISCLOSURES BETWEEN THE DISTRICT AND ITS CLASSIFIED BARGAINING UNIT CSCA.
IN NOVEMBER, THE BOARD APPROVED A 4% ONGOING SALARY INCREASE FOR THE ASSOCIATE OF COORDINATE TEACHERS.
TONIGHT'S ITEM IS FOR THEIR CLASSIFIED COUNTERPARTS.
IN BROAD STROKE, THE AGREEMENTS WITH CSCA CONTAINS A 5% ONGOING INCREASE TO THE CSCA SALARY SCHEDULE, WHICH IS INCLUDED AS AN ATTACHMENT TO THIS AGENDA ITEM.
THIS INCREASE GOES ABOVE AND BEYOND EACH EMPLOYEE'S STEP INCREMENT FOR THEIR YEARS OF SERVICE.
THE ANNUAL IMPACT TO THE DISTRICT'S BUDGET IS ESTIMATED AT 500,000 EACH YEAR, INCLUSIVE OF A RETROACTIVE PORTION BACK TO JULY 1ST OF 2024.
THE CUMULATIVE IMPACT IS AN ADDITIONAL 1 MILLION THROUGH '26 '27.
500 FOR THE CURRENT YEAR, ANOTHER 500 NEXT YEAR AND THEN ANOTHER 500 THE YEAR AFTER.
THE AB1200 FINANCIAL DISCLOSURES ALSO INCLUDE THE IMPACT OF A PROPOSED 4% SALARY INCREASE FOR MANAGEMENT AND UNREPRESENTED EMPLOYEES, WHICH IS FOR CONSIDERATION ON ITEM 5.6.
THE FINANCIAL IMPACTS OF THESE AGREEMENTS ARE SUMMARIZED IN THE ACCOMPANYING LETTER FROM SDCOE, THE COUNTY OFFICE OF EDUCATION, WHICH ACKNOWLEDGES THAT THE DISTRICT MUST DEVELOP BUDGET SOLUTIONS TO ADDRESS THE SHORTFALL OF APPROXIMATELY $2 MILLION IN ORDER TO MEET ITS LEGAL MANDATES THROUGH 2027, THAT IS TO SAY THAT WE HAVE TO HAVE IN OUR MULTI YEAR PROJECTIONS, AT LEAST A 3% UNRESTRICTED ENDING FUND BALANCE RESERVE AT JUNE 30 OF 2027, WHICH IS THE YEAR BEFORE WE REACH BASIC AID.
I'M AVAILABLE FOR ANY QUESTIONS YOU MIGHT HAVE.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 5.4? TRUSTEES? QUESTIONS OR COMMENTS?
THE LAST PAGE OF THE AB1200 DISCLOSURE REQUIRES THAT A SUPERINTENDENT AND CBO SIGN BASICALLY CERTIFY TWO THINGS.
THE INFORMATION PROVIDED SUMMARIZES THE FINANCIAL IMPLICATION OF THE PROPOSED AGREEMENT AND THE COST INCURRED BY THE DISTRICT AS A RESULT OF THIS AGREEMENT CAN BE MET BY THE DISTRICT DURING THE TERM OF THE AGREEMENT.
AS YOU JUST SAID, IT'S PROJECTING NEGATIVE AND ENDING FUND BALANCE IN FISCAL YEAR '26 '27.
WHAT'S YOUR PLAN? WHAT MAKES YOU COMFORTABLE CERTIFYING THESE TWO THINGS? WHY SHOULD WE APPROVE THIS? I MEAN, DON'T GET ME WRONG.
I MEAN, YOU GIVE ONE GROUP, WE VALUE ALL OF OUR EMPLOYEES.
I UNDERSTAND EXACTLY WHY WE'RE DOING THIS.
I DON'T OPPOSE IT AT ALL IN THAT REGARD, BUT HELP US OUT UNDERSTANDING HOW WE'RE NOT GOING TO BE FIND OURSELVES IN TWO YEARS.
I KNOW IT'S A CRYSTAL BALL, BUT WHAT DO YOU SEE AS SOME OF THE HARD POINTS THERE?
>> THAT'S A LOT. I APPRECIATE THE QUESTION.
FIRST, THANK YOU FOR ACKNOWLEDGING THIS IS WE HAVE OVER 400 EMPLOYEES AS A DISTRICT.
WE SETTLED WITH A LARGE PORTION OF OUR EMPLOYEES, THE TEACHERS BACK IN NOVEMBER, CLASSIFIED AS THE NEXT LARGEST SUBSET OF OUR EMPLOYEES.
RECOGNITION THAT THIS IS JUST PARITY WITH WHAT THE REST OF THE EMPLOYEES GOT.
WHY DID I FEEL? IT WAS NOT AN EASY SIGNATURE.
I KNOW THE SUPERINTENDENT AND I HAVE A LOT OF RESPONSIBILITY IN CERTIFYING THESE DOCUMENTS AND MANAGING THE DISTRICT'S BUDGET.
I CAN SHARE THAT BUDGETS ARE DIFFICULT, AND ESPECIALLY FORECASTING TWO YEARS OUT, AS A CBO TO SIGN CERTIFICATION WITH A NEGATIVE ENDING FUND BALANCE IS NOT SOMETHING I TAKE LIGHTLY.
IT'S NOT WITHOUT RISK, BUT WE KNOW THAT IF WE CAN WORK COLLABORATIVELY AND CREATIVELY, AS A DISTRICT, WE'LL BE ABLE TO ADJUST.
WE'RE A SMALL DISTRICT, WE HAVE OUR EYE IN THE PRIZE FOR BASIC AID,
[02:05:01]
WHICH IS SCHEDULED FOR '27 '28, BUT WE HAVE TO GET THERE.WHAT IS MY PLAN? WHAT IS OUR PLAN? WE HAVE A NEGATIVE ENDING FUND BALANCE OF ABOUT $200,000, AND THEN WE HAVE TO HAVE THE 3% RESERVE, WHICH IS ABOUT 1.8.
THAT'S WHERE THE 2 MILLION COMES FROM.
WE KNOW THAT THIS MOST RECENT GOVERNOR'S PROPOSED BUDGET IN JANUARY, THERE IS A LINE ITEM FOR ONE TIME DOLLARS.
IF THAT ACTUALLY GOES THROUGH, THAT COULD POTENTIALLY BE ABOUT $800,000 FOR CUSD.
THAT CLOSES OUR $2 MILLION GAP BY ABOUT 800,000.
WE ALSO KNOW THAT IT'S TWO YEARS OUT AND WE'RE A SMALL AND NIMBLE DISTRICT.
WE WATCH ENROLLMENT VERY CLOSELY.
WE HAVE THE ABILITY TO ADJUST STAFFING QUICKLY IN RESPONSE TO THAT.
IF YOU LOOKED AT THE CONSENT AGENDA THIS EVENING, WE HAVE QUITE A FEW RETIREMENTS.
WE EXPECT THAT MIGHT HAPPEN AGAIN NEXT YEAR.
THAT'S A VERY LONG WINDED WAY OF SAYING, I CAN'T SAY FOR CERTAIN THAT WE'RE GOING TO BE ABLE TO, BUT I CAN SAY THAT WE HAVE OPTIONS AT OUR DISPOSAL SHOULD WE CHOOSE TO EXERCISE THEM AND GET THERE.
WE KNOW THAT BASIC AID WILL RESULT IN A PRETTY SIGNIFICANT SHIFT IN OUR FUNDING STRUCTURE.
WE CAN AFFORD IT ONCE WE GET THERE, WE JUST HAVE TO GET THERE.
YOU SHOULD APPROVE IT BECAUSE I THINK WE'VE DEMONSTRATED AN ABILITY TO MAKE DIFFICULT DECISIONS AND BALANCE THE BUDGET.
I THINK THE COUNTY IN SHARING THAT ALSO SHARES THAT CONFIDENCE IN US AND THIS GOVERNANCE TEAM TO MAKE THOSE HARD DECISIONS.
>> I CERTAINLY INTEND ON APPROVING IT, BUT I JUST THOUGHT IT WAS GOOD FOR EVERYONE TO KNOW THAT, AND SEE THAT AND APPRECIATE YOUR TEAM'S WORK, AND WE VALUE ALL OF OUR EMPLOYEE GROUPS AND BY ALL MEANS.
WE'LL HAVE TO HAVE AN ANSWER ANYWAY TO THE COUNTY IN MARCH OF NEXT YEAR.
THANK YOU VERY MUCH. APPRECIATE THAT.
>> ESSENTIALLY, FOLLOW ON TO THAT.
YOU THINK THAT WE'LL BE ABLE TO GET THERE WITHOUT MAKING POLITICALLY UNPALATABLE DECISIONS, BUT IF WE NEED TO, WE WILL MAKE THOSE DECISIONS.
>> I HOPE THE BOARD AND COMMUNITY WILL SUPPORT THOSE RECOMMENDATIONS.
>> I MOVE TO APPROVE ITEM 5.4? IS THERE A SECOND?
>> ALL THOSE IN FAVOR? MOTION PASSES 5-0. ITEM 5.5?
[5.5 Adopt the Coronado Unified School District's (CUSD) Initial Proposal for Negotiations to the Association of Coronado Teachers (ACT).]
ADOPT THE CORNADO UNIFIED SCHOOL DISTRICT'S INITIAL PROPOSALS FOR NEGOTIATIONS TO THE ASSOCIATION OF CORONADO TEACHERS. SUPERINTENDENT MUELLER?>> YES. THIS CAME BEFORE THE BOARD AT OUR LAST MEETING AS A FIRST READ.
THIS IS THE FORMAL APPROVAL OF THE GOVERNING BOARD FOR THOSE PROPOSALS, AND STAFF RECOMMENDATION IS TO VOTE YES, AND APPROVE THIS ACTION ITEM.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 5.5? TRUSTEES, ANY QUESTIONS OR COMMENTS? I MOVE TO APPROVE ITEM 5.5. IS THERE A SECOND?
>> CALL FOR THE VOTE. ALL IN FAVOR UNANIMOUS. MOTION PASSES.
[5.6 Approve the Revised Salary Schedules and Accept the Accompanying Recommendations for Certificated/Classified Management & Confidential (NonRepresented) Employees]
ITEM 5.6, APPROVE THE REVISED SALARY SCHEDULES AND ACCEPT THE ACCOMPANYING RECOMMENDATIONS FOR CERTIFICATED CLASSIFIED MANAGEMENT AND CONFIDENTIAL NON REPRESENTED EMPLOYEES. SUPERINTENDENT MUELLER?>> THANK YOU, PRESIDENT PALACIOS-PETERS.
SIMILAR TO AGENDA ITEM 5.4, MR. SALAMANCA, IN HIS RESPONSE TO TRUSTEE LEE'S AND TRUSTEE YOUNGBLOOD'S QUESTION.
I BELIEVE HAD ADDRESSED THIS AS A PACKAGE BETWEEN THESE TWO ACTION ITEMS. I WILL TURN THIS OVER TO MR. SALAMANCA, IF HE WANTS TO ADD ANYTHING TO THIS, AND TO RESPOND TO ANY QUESTIONS THAT OUR TRUSTEES MAY HAVE.
>> YES. I HOPE THE EXECUTIVE SUMMARY WAS HELPFUL FOR YOU ALL TO SHOW OF THE HISTORY OF RAISES BETWEEN ALL OF THE VARIOUS EMPLOYEE GROUPS.
I AM AVAILABLE FOR ANY QUESTIONS YOU MIGHT HAVE.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 5.6? TRUSTEES, ANY QUESTIONS OR COMMENTS? IS THERE A MOTION APPROVE ITEM 5.6? IS THERE A SECOND?
>> CALL FOR THE VOTE. PASSES UNANIMOUSLY, 5-0.
[6.1 ACT Report: President Jennifer Landry (5 min.)]
ACT REPORT, PRESIDENT JENNIFER LANDRY.>> I'LL JUST WAIT FOR OUR SPIFFY SLIDE SHOW TO POP ON UP.
GOOD AFTERNOON. NOW EVENING, I THANK 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
[02:10:01]
ARE DEEPLY COMMITTED TO THE SUCCESS OF EVERY STUDENT.STUDENTS AT THE CENTER OF EVERYTHING WE DO, AND WE WANT TO ENSURE THAT EVERY STUDENT HAS A CARING, QUALIFIED, COMMITTED EDUCATOR.
ALTHOUGH THE WORD TEACHER IS IN OUR NAME, WE'RE ALSO SPEECH LANGUAGE PATHOLOGIST, SCHOOL PSYCHOLOGIST, AS YOU'LL SEE TONIGHT, COUNSELORS, AND NURSES.
SCHOOL COUNSELOR WEEK WAS CELEBRATED EARLIER THIS MONTH.
NOW WE'RE GOING TO GET TO THAT IN A MOMENT.
BUT FIRST, I WANT TO TALK ABOUT HOW JANUARY 28TH WAS THE START OF TERM 2.
FOR MEMBERS AT CHS, IT SURE FELT LIKE THE START OF A NEW SCHOOL YEAR.
MANY MEMBERS STARTED TO TEACH A CLASS THAT THEY DIDN'T TEACH THE WEEK BEFORE.
STUDENTS MET WITH NEW TO THEM INSTRUCTORS AND OUR COUNSELORS HELPED STUDENTS GET SETTLED IN.
WE'VE GOT SOME REAL ENTHUSIASTIC SMILES THERE.
AND THAT WAS BEFORE THE STUDENTS HAD COME IN ON THAT FIRST DAY OF TERM 2.
BUT I DO WANT TO BRIEFLY SPEAK ABOUT THAT FIRST DAY AS IT PERTAINS TO OTHER THINGS, A WORD I'M NOT GOING TO MENTION, BUT TERM 2, HAVING THAT COLLEGE AND CAREER DAY IN THE MORNING OF THE FIRST DAY OF TERM 2.
WE WANT TO ACKNOWLEDGE ALL THE WORK THAT GOES INTO PLANNING THAT, BUT WE ALSO WANT TO ACKNOWLEDGE HOW DESPERATELY NEEDED THAT IS.
THAT'S WHEN WE FINALLY SEE OUR ROSTERS IN CANVAS AND GET TO PUT OUR CONTENT IN CANVAS.
IT IS A MAD DASH AND A SCRAMBLE THAT MORNING.
I JUST WANT TO SPEAK TO THE EFFICACY OF THAT.
WHILE IT'S WONDERFUL FOR OUR KIDS TO LEARN ABOUT COLLEGES AND CAREERS.
IT IS TRULY WONDERFUL FOR US TO BE ABLE TO STAND THERE AFTER LUNCH AND SAY, WELCOME AND HAVE THOSE ROSTERS AND INFORMATION ALREADY READY TO GO UP.
THANK YOU FOR THE SUPPORT OF THAT, AND THANKS TO EVERYBODY WHO PUTS THOSE TOGETHER.
I KNOW I'M GOING OUT OF ORDER.
LET'S TALK ABOUT LOVE. HERE WE GO.
PLEASE KNOW THAT ALTHOUGH CUSD IS OTHER COUPLES, WE ONLY HIGHLIGHT OUR MEMBERS IN THESE SLIDESHOWS.
UP THERE, YOU CAN SEE MORGAN AND LINDSEY CUMMINS.
THEY'VE BEEN TOGETHER FOR 15 YEARS AND MARRIED FOR 10.
THEY MET AT CAMP CORONADO THROUGH THE CITY OF CORONADO.
DIDN'T KNOW IF I NEEDED TO PAUSE FOR THE.
WHEN THEY WERE BOTH SUMMER CAMP COUNSELORS, THEY ARE THE PROUD PARENTS OF TWO CHILDREN AGED, 9 AND 5, WHO ARE BOTH CUSD STUDENTS.
MORGAN AND LINDSEY ARE BOTH, NO SURPRISE HERE, AVID BASEBALL FANS, AND LOVE TO TRAVEL IN THE SUMMER.
LINDSEY IS A SELF PROFESSED TALKER AND IS OUTGOING WHEREAS MORGAN IS MORE RESERVED AND A GREAT LISTENER.
NEXT UP, WE'VE GOT SEAN AND BETSY CASTILLO ARE COMING UP ON THEIR 10 YEAR MARRIAGE ANNIVERSARY.
THEY JUST WELCOMED THEIR THIRD CHILD TOGETHER, THEIR SECOND DAUGHTER.
SEAN AND BETSY BOTH TEACH IN THE CHS MAP DEPARTMENT, AND THEY MET AT WORK.
THEY ENJOY TAKING THEIR FAMILY CAMPING, GOING TO THE SAN DIEGO ZOO, AND LOCAL BEACHES.
JOSH AND TANYA BARBERA HAVE BEEN MARRIED FOR 18 YEARS, AND THEY MET WHILE WORKING AT VILLAGE ELEMENTARY.
LIKE BETSY AND SEAN, THEY HAVE THREE CHILDREN.
THEIR DAUGHTERS SPAN AN AGE FROM 11-YEARS-OLD TO 16-YEARS-OLD AND ARE ALL CUSD STUDENTS.
JOSH IS A GRADUATE OF CHS CLASS OF 1996, GO ISLANDERS..
>> LET ME HOP AROUND BECAUSE I'M OUT OF ORDER.
WE'RE GOING TO CONTINUE OUR CELEBRATION OF THE LETTER C WITH COUPLES TO TALK ABOUT COUNSELORS BECAUSE WE'VE GOT SOME GREAT MEMBERS WHO ARE ALSO COUNSELORS IN CORONADO, AND SCHOOL COUNSELOR WEEK WAS CELEBRATED EARLIER THIS MONTH.
AGAIN, I'M GOING TO HIGHLIGHT COUNSELORS WHO ARE MEMBERS, EVEN THOUGH THERE'S MORE OUT THERE.
OUR WONDERFUL CUSD ACT COUNSELORS ARE HOUSED AT CMS AND CHS.
I'M SO OUT OF ORDER, MRS. MCELLIGOTT.
AT CMS, BRIAN GARCIA HAS BEEN WITH US SINCE 2020.
BRIAN CAME TO US FROM ANOTHER DISTRICT AND HE'S REALLY FOUND HIS HOME WITH THE CMS TEAM.
MISTY KINT HAS FILLED VARIOUS COUNSELING ROLES IN CUSD SINCE 2018 AND COMES TO US AS A SECOND CAREER EDUCATOR.
WE APPRECIATE HER FLEXIBILITY EVEN WHEN HER ROLE WAS ELIMINATED AND A DIFFERENT ROLE THEN BECAME AVAILABLE A FEW MONTHS LATER.
NOW WE'LL HOP BACK IN TIME TO THAT SLIDE, AND YOU'LL SEE MISTY KINT AGAIN AT CHS AS SHE WORKS WITH STUDENTS AND STAFF AT BOTH SITES.
LINDSAY GOLDMAN HAS BEEN WITH CUSD SINCE 2026, COMES TO CHS FROM THE EAST COAST.
KRISTINE JOHNSTON HAS SPENT OVER 14 YEARS AT CHS AND WAS ABLE TO SEE HER DAUGHTER GRADUATE FROM THE SCHOOL.
[02:15:03]
MORGAN CUMMINS, THERE HE IS AGAIN, HAS BEEN WITH CUSD SINCE 2018 AS A COUNSELOR, BUT PRIOR TO THAT, HE FILLED VARIOUS ROLES IN THE DISTRICT.HE'S GOT QUITE A LONG LIST OF JOBS HERE.
ADDING TO THAT LIST, HE'S THE CMS AND CHS BASEBALL COACH AT ALL THREE LEVELS AND HAS SUCCESSFULLY LED HIS TEAMS TO THE PLAYOFFS.
THOSE ARE OUR COUPLES, THOSE ARE OUR COUNSELORS AND OUR FOLKS CELEBRATING THE FIRST DAY OF TERM 2.
NOW, I'D LIKE TO SHARE SOME INFORMATION WITH YOU.
THANK YOU TO THE DISTRICT FOR REGISTERING ME FOR THE SCHOOL SERVICES OF CALIFORNIA GOVERNOR'S BUDGET WORKSHOP.
I WAS ABLE TO ATTEND WITH OTHER AREA PRESIDENTS IN ORDER TO HEAR THE INFORMATION DELIVERED BY THE FOLKS WHO LOOK AT THOSE BUDGETS DAY IN AND DAY OUT.
I FELT THE OPTIMISTIC MOOD CONVEYED BY THE PRESENTERS REGARDING THE UPCOMING BUDGET, WHILE ALSO ACKNOWLEDGING THIS IS JUST A PROPOSAL.
SINCE THE LAST BOARD MEETING, I'VE ALSO ATTENDED ANOTHER MEETING OF THE CTA STATE COUNCIL.
A HEAVY FOCUS FOR US IS ON SCHOOL SAFETY.
EDUCATORS BEING INJURED BY STUDENTS AT WORK AND WHAT THAT MEANS FOR THE RECRUITING AND RETENTION OF EDUCATORS.
WE ALSO LOOKED AT PREDICTIONS OF WHAT THE GPO, WEP REPEAL IS ANTICIPATED TO DO TO RETIREMENT RATES IN EDUCATION IN CALIFORNIA.
FOR EXAMPLE, IF I WAS TO RETIRE TODAY, I'D BE GETTING $700 MORE FROM SOCIAL SECURITY THAT WE DON'T PAY INTO AS TEACHERS, BUT I PAID INTO IN ANOTHER CAREER.
I'D BE GETTING $700 MORE THAN IF THE WEP, GPO HADN'T BEEN REPEALED.
FOR SOME, IT'S GOING TO BE A PUSH TO RETIRE.
WITH RECENT AND PERHAPS CONTINUED STAFFING CHANGES IN SOCIAL SECURITY OFFICES, SOME EDUCATORS ARE ADOPTING A WAIT AND SEE STANCE REGARDING THE ACTUAL IMPLEMENTATION OF THAT PROGRAM.
WE ARE ALSO AS AN ORGANIZATION GEARING UP FOR A PROP 55 AND PROP 30 CAMPAIGN AS BOTH OF THOSE PROPOSITIONS ARE EXPIRING IN 2030.
IT'S NOT THAT FAR AWAY, AND WILL NEGATIVELY AFFECT STUDENTS IF THEY ARE NOT RENEWED.
LAST TIME AROUND WITH PROP 55, YOU MAY HAVE REMEMBERED ALL THE JAZZ HANDS, THE FIVE AND THE FIVE, 55.
WHEN IT WAS ON THE BALLOT, SOME DISTRICTS IN THE AREA SIGNED A COUNTYWIDE DOCUMENT, SUPPORTING IT, BUT OUR STANCE HERE IN CUSD IS DIFFERENT.
I'M HOPING THAT AS AN INDIVIDUAL, YOU WILL EXPRESS YOUR SUPPORT FOR OUR STUDENTS AND THE FUNDING THAT THOSE PROPS BRING.
WE TALKED TO OUR LEGISLATIVE LIAISONS ABOUT HOW IMPORTANT IT IS THAT EDUCATIONAL MANDATES ALSO BE TIED TO FUNDING TO SUPPORT THOSE MANDATES.
WE KEEP HEARING ALL THESE GREAT IDEAS FROM OUR LEGISLATORS AND OUR CONSTANT RESPONSE IS, PLEASE SHOW US THE FUNDING AND WHERE IT'S COMING FROM TO SUPPORT YOUR WONDERFUL IDEA.
ON MY EARLY CHILDHOOD EDUCATION COMMITTEE, WE CONTINUE TO TALK ABOUT THE IMPACT ON FACILITIES AND STAFFING THAT WELCOMING THREE-YEAR-OLDS WILL HAVE, THE TRAINING NEEDED TO BETTER UNDERSTAND THE DIFFERENT BRAINS OF THREE-YEAR-OLDS, THEIR DEVELOPMENT CYCLE, AND WHAT NEW PLAY AND EDUCATIONAL ITEMS WE WILL NEED TO ACQUIRE TO MEET THEIR NEEDS BECAUSE WE MIGHT NOT EVEN KNOW WHAT THOSE NEEDS ARE YET.
BUT REMEMBER, WE GET THAT EXTRA OVER $3,000 FUNDING PER TK KID.
I ALSO ATTENDED AN ISSUES CONFERENCE IN JANUARY THAT FOCUSED ON WHAT CAN BE DONE TO POSITIVELY IMPACT THE MENTAL HEALTH OF EDUCATORS AND ALSO MORE STRATEGIES FOR HOW TO STAY SAFE IN OUR CLASSROOMS. I'M EXCITED TO HAVE BEEN SELECTED TO TRAVEL TO PORTLAND, OREGON THIS SUMMER TO ATTEND THE NATIONAL EDUCATION ASSOCIATION REPRESENTATIVE ASSEMBLY.
ABOUT 8,000 EDUCATORS FROM AROUND THE UNITED STATES AND ITS TERRITORIES WILL BE GATHERING TOGETHER AND IT'S REALLY A POWERFUL EVENT.
WE'LL BE FOCUSED ON BUSINESS AS IT RELATES TO IMPROVING TEACHING AND LEARNING.
I WAS ASKED TO ALSO, JUST REAL QUICK, INSERT SOMETHING THAT GOES ALONG WITH SCHOOL SAFETY.
THANK YOU FOR WHAT THE DISTRICT HAS BEEN DOING LATELY WITH PRESENTATIONS ON STOPPING THE BLEED AND SAFETY TAKEAWAYS, EVEN JUST FROM YESTERDAY.
A SUGGESTION WAS MADE TO DRAW ON OUR CLASSROOM DOORS WITH A SHARPIE, WRITE THE WORD LOCK AND DRAW AN ARROW, WHICH DIRECTION DO YOU NEED TO PUSH THE LOCK TO LOCK IT? I KNOW I DID THAT TODAY.
I WAS LIKE, THAT'S A GOOD ONE.
THANKS TO THE DISTRICT FOR DOING THAT.
BUT WE WANT TO TALK ABOUT OUR SECURITY GUARDS.
I'M NOT GOING TO GO INTO SOMETHING THAT MIGHT GO THERE WITH STUDENT CONFIDENTIALITY, BUT ON A DAY AT THE MIDDLE SCHOOL WHEN THE SECURITY GUARD WAS ABSENT, THERE WAS AN UTTER KNOCK-DOWN, DRAG-OUT EVENT.
THERE'S NO SUB WHEN THE SECURITY GUARD IS OUT.
[02:20:01]
WE ALSO HAVE NEVER SEEN A POSITION POSTED FOR SECURITY GUARD SUBSTITUTE.YOU DON'T KNOW WHAT YOU DON'T KNOW.
MAYBE IF WE COULD ACTUALLY PUT THAT OUT THERE AND SEE IF WE GET ANY BITES.
WE'RE DOWN ONE AGAIN AT THE HIGH SCHOOL.
LOSING FORREST, WE HAVE A HUGE HOLE TO FILL AND I'M HOPING THAT WE CAN FIGURE OUT HOW TO FILL THAT HOLE BECAUSE OUR ADMINISTRATORS ARE AMAZING, WORKING DOUBLE TIME, BUT THEY NEED THAT SUPPORT.
IF WE COULD AT LEAST GET A SUB THAT WOULD SAY, YOU KNOW WHAT, DO THAT EVERY SO OFTEN.
THAT WOULD BE WONDERFUL, VERY COMFORTING.
WE COULD GET TO KNOW THE PERSON, THEY COULD GET TO KNOW US, AND JUST SOME RECENT EVENTS HAVE SHOWN, WE REALLY DO NEED THAT SUPPORT.
THANK YOU FOR YOUR TIME TODAY AND EACH DAY.
DO YOU HAVE ANY QUESTIONS ABOUT WHAT WAS PRESENTED? YES.
>> THANK YOU SO MUCH FOR THE IDEA ABOUT THE SUB.
[6.2 Student Board Member Report: Dylan Matter (5 min.)]
>> HELLO, EVERYBODY. I'M GOING TO BEGIN WITH CHS LIKE ALWAYS.
I'M GOING TO START WITH OUR MOST RECENT EVENT, WHICH WAS FUTURE ISLANDER NIGHT LAST NIGHT.
THAT INVOLVED ALL THE EIGHTH GRADERS BEING INVITED TO CHS TO EXPLORE BOOTHS OF POTENTIAL HIGH SCHOOL PROGRAMS SUCH AS CLASSES THEY MAY BE INTERESTED IN.
THESE BOOTHS CONSISTED OF WOODWORKING, SPORTS.
I THINK IT WAS SOMETHING TO DO WITH MATH OR PHYSICS OF SOME SORT.
ASB WAS THERE, MY PERSONAL FAVORITE.
BUT THERE WAS A BUNCH OF KIDS THERE ALL COMING TO THE BOOTHS.
THEY ALSO GOT TO EXPERIENCE A PRESENTATION IN THE AUDITORIUM.
AT THIS PRESENTATION, IMPORTANT INFORMATION REGARDING THEIR FRESHMAN YEAR WAS SHARED.
BUT THE HIGHLIGHT OF THIS EVENT WAS THAT CURRENT ISLANDERS GOT TO TALK TO THESE STUDENTS AND REALLY SHARE THEIR EXPERIENCE AT CHS THUS FAR, AND IT REALLY ALLOWED STUDENTS TO CONNECT AT A MORE PERSONAL LEVEL.
CHS STUDENTS HAVE ALSO BEEN VISITING CMS TO MAKE SURE EIGHTH GRADERS ARE MORE READY TO START HIGH SCHOOL.
ON TOP OF ALL OF THIS, OUR COUNSELORS HAVE BEEN EXTRA BUSY BECAUSE THEY HAVE BEEN MEETING WITH CURRENT STUDENTS SET THEIR COURSES FOR NEXT YEAR.
BIG SHOUT-TO ALL OUR COUNSELORS THEY ARE DOING A GREAT JOB.
MOVING ON, SENIOR NIGHTS HAVE BEEN TAKING PLACE.
JUST RECENTLY, WE CELEBRATED BOTH BOYS AND GIRLS SOCCER AND BASKETBALL.
ALL OF THESE TEAMS MADE PLAYOFFS, WITH GIRLS SOCCER HAVING A GAME TONIGHT AGAINST PATRICK HENRY, AND BOYS BASKETBALL HAVING A GAME TOMORROW AGAINST POINT LOMA.
PLEASE SHOW YOUR SUPPORT OF THESE GAMES.
I KNOW MYSELF AND SUPERINTENDENT MUELLER WILL BE HEADED TO POINT LOMA TOMORROW.
[LAUGHTER] THE LAST TWO DIDN'T GO SO GREAT, BUT WE'RE GOING TO REALLY HOPE FOR THIS ONE. WE'LL SEE.
>> THEN SPEAKING OF SPORTS, SPRING SPORTS ARE STARTING UP LIKE MENTIONED EARLIER.
I KNOW FOR MYSELF, IT'S BASEBALL, SO A LOT OF KIDS ARE ENJOYING THAT.
THEN MOVING ON, COSA JUST FINISHED THEIR PERFORMANCE OF PETER AND THE STARCATCHER, WHICH I HEARD WENT INCREDIBLE AFTER TALKING TO SOME COSA STUDENTS.
COSA'S NEXT PERFORMANCE WILL BE THE MUSICAL CABARET.
I'LL BE ON THE LOOKOUT FOR THAT WHEN TICKETS GO ON SALE LATER THIS YEAR.
THEN COSA ALSO HAS THEIR PREVIEW NIGHT ON THE 25TH, WHICH WELCOMES ANY STUDENTS WHO ARE INTERESTED IN THE PROGRAM.
THEN FINALLY, FOR CHS, MORE AND MORE SENIORS ARE HEARING ABOUT COLLEGES.
RECENTLY, I'VE HEARD SOME PRETTY BIG COLLEGES NAME DROPPED FROM STUDENTS GETTING IN.
IN THIS PAST WEEK I HEARD UMIAMI.
I HEARD UT. I HEARD BERKELEY FROM MAYA HERE IN THE AUDIENCE.
[APPLAUSE] THEN I'M ALSO HAPPY TO SAY THAT I'M FULLY COMMITTED TO USC NOW.
BIG WEIGHT OFF A LOT OF KIDS SHOULDERS, AND I'M REALLY EXCITED TO SEE WHERE ALL MY FRIENDS AND CLASSMATES END UP.
MOVING ON TO CMS. LIKE I PREVIOUSLY STATED, EIGHTH GRADERS HAD A PRESENTATION BY CHS COUNSELORS AND ISLANDER STUDENTS LAST WEEK.
THEN THEY ALSO ATTENDED FUTURE ISLANDER NIGHT YESTERDAY.
I WAS AT THE ASB BOOTH AGAIN AND I SAW A LOT OF VERY EXCITED KIDS.
THEY WERE VERY PROFESSIONAL, WHICH WAS REALLY SHOCKING.
THEY'D COME UP AND INTRODUCE THEMSELVES FIRST AND LAST NAME, AND THEY'D BE LIKE, WELL, HOW DO I PRESENT MYSELF IN AN INTERVIEW, AND I'D BE LIKE, JUST HOW YOU DID RIGHT THEN BECAUSE THEY'RE BETTER THAN MOST INTERVIEWS WE'VE EVER HAD.
IT WAS REALLY IMPRESSIVE TO SEE THEM.
THEN STARTING NEXT WEEK, ALL EIGHTH GRADERS AND THEIR PARENTS ARE INVITED TO MEET WITH CHS COUNSELORS TO WORK ON THEIR SCHEDULES FOR NEXT YEAR.
THEN FINALLY, NEXT TUESDAY, ALL EIGHTH GRADERS ARE GOING TO A COSA PREVIEW ASSEMBLY.
FOR VILLAGE, THEY HAD TWO VERY SUCCESSFUL FUNDRAISERS, A BAKE SALE AND A PANCAKE BREAKFAST FOR THE LA FIRE VICTIMS. EVERYONE IS GEARING UP FOR TESTING SEASON DOWN THERE.
THEY'RE LOOKING FORWARD TO THEIR SCHOOL DANCE TOMORROW.
[02:25:02]
THEN STUDENTS ARE SUPER EXCITED FOR THE JOG-A-THON FUNDRAISER, WHICH IS IN MARCH.THAT WAS MY PERSONAL FAVORITE EVENT WHEN I WENT TO VILLAGE.
I'M SURE THEY'RE VERY EXCITED FOR THAT.
THEN FINALLY, SILVER STRAND, THEY HAD THEIR ANNUAL GLOBAL SCHOOL PLAY DAY ON WEDNESDAY, FEBRUARY 5TH AND FOLLOWED IT UP BY THEIR 100TH DAY OF SCHOOL ON THE 6TH.
NEXT WEEK ON THURSDAY THE 27TH, THEY WILL BE HOSTING THEIR OPEN HOUSE WITH A BAND CONCERT KICKING IT ALL OFF.
AFTER THE CONCERT, THE CAMPUS WILL BE OPEN FOR STUDENTS AND FAMILIES TO TOUR THE LEARNING SPACES AND VIEW ALL OF THE EXCITING PROJECTS, WRITING AND STUDENT GROWTH ON DISPLAY.
TO FINISH IT ALL UP, DURING THE FIRST WEEK OF MARCH, THEY WILL CELEBRATE READ ACROSS AMERICA WITH LITERACY EVENTS, SPIRIT DRESS-UP DAYS, AND OTHER ACTIVITIES. THANK YOU.
ITEM 6.3, VILLAGE ELEMENTARY SCHOOL ANNUAL REPORT,
[6.3 Village Elementary School Annual Report: Principal, Peter Kuhns (15 min. + Board Discussion)]
PRINCIPAL PETER KUHNS. WELCOME.>> CAN YOU RAISE THIS GUY A LITTLE BIT, SORRY.
>> THE ONE WITH YOU UP THERE. IT'S THAT ONE.
[NOISE] MEMBERS OF THE BOARD, SUPERINTENDENT MUELLER, AND MEMBERS OF THE COMMUNITY, MY NAME IS PETER KUHNS.
I'M HERE TO SPEAK TO THE STATUS OF VILLAGE ELEMENTARY.
I ALSO REALIZE I'M ONE OF THE LAST THINGS BETWEEN YOU AND DINNER, SO I WILL TRY AND MAKE THINGS BRIEF.
[LAUGHTER] I WANT TO START OUT JUST WITH OUR VISION FOR THE SCHOOL.
THIS IS WHAT DRIVES MY WORK EVERY DAY WHEN I GET HERE.
REALLY WHERE ALL STUDENTS FEEL LOVED, ACCEPTED, AND EXCITED TO LEARN.
100% OF STUDENTS PERFORM ON GRADE LEVEL ON ALL SUBJECTS AND INDIVIDUAL LEARNING GOALS, WHERE ALL STAFF FEEL VALUED, EMPOWERED, AND SUPPORTED AT WORK.
WE COMPARE OURSELVES TO OURSELVES, BUT WE WILL BE ONE OF THE BEST ELEMENTARY SCHOOLS IN SAN DIEGO COUNTY THAT EMBODIES EXCELLENCE IN EVERYTHING THAT WE DO.
I WANTED TO TAKE A MINUTE JUST TO RECOGNIZE THE AMAZING AND BEAUTIFUL SCHOOL THAT VILLAGE IS.
I WILL SPEND MOST OF MY TIME TONIGHT DISCUSSING THE MANY STRENGTHS.
THIS IS UNEQUIVOCALLY DUE TO OUR AMAZING STAFF WHO WORK TIRELESSLY TO EDUCATE, SUPPORT, AND CARE FOR OUR STUDENTS.
OUR PARENTS AND FAMILIES ALSO PLAY SUCH A PIVOTAL ROLE AS PARTNERS IN THEIR CHILD'S EDUCATION.
AT VILLAGE, WE'RE ABOUT SOME THINGS.
FIRST, WE'RE ABOUT OUR NEWLY COINED EXPLORER 4.
BE SAFE, BE RESPECTFUL, BE RESPONSIBLE, BE KIND.
BIG SHOUT-OUT TO MRS. KEEHAN FOR WORKING WITH MRS. KOSAN ON THE NEW GRAPHIC THERE.
WE'RE ALSO ABOUT OUR SEVEN HABITS, WHICH IS BEING PROACTIVE, BEGINNING WITH THE END IN MIND, PUTTING FIRST THINGS FIRST.
SEEK FIRST TO UNDERSTAND AND THEN BE UNDERSTOOD, SYNERGIZE, AND SHARPEN THE SAW.
WE ALSO HAVE A LOT OF CONNECTIONS TO OUR MILITARY COMMUNITY.
VILLAGE ELEMENTARY SERVES MANY MILITARY FAMILIES STATIONED IN AND AROUND CORONADO.
RESOURCES OUR STUDENTS HAVE ACCESS TO INCLUDE MILITARY FAMILY LIFE COUNSELORS, OUR ANCHORED4LIFE CLUB, AND AN EXTENSIVE VETERANS DAY CELEBRATION.
IN SHORT, WE'RE A PROUD PARTNER OF OUR MILITARY FAMILIES AND WE'RE HAPPY TO SUPPORT THEM ON A DAILY BASIS.
FOR CONNECTIONS TO THE COMMUNITY, WE HAVE OVER 800 STUDENTS THAT WALK THROUGH OUR DOORS EACH DAY.
THE NETWORK OF SUPPORT THAT THE SCHOOL PROVIDES THE COMMUNITY IS NOTHING SHORT OF IMPRESSIVE.
VILLAGE ELEMENTARY IS A TEXTBOOK DEFINITION OF A COMMUNITY SCHOOL.
OUR FACILITY PROVIDES WRAPAROUND SERVICES SUCH AS TWO PRE-SCHOOLS, BEFORE AND AFTER-SCHOOL CHILDCARE SERVICES, BREAKFAST AND LUNCH TO ALL STUDENTS, A VARIETY OF AFTER-SCHOOL PROGRAMS, COUNSELING SERVICES, SUMMER SCHOOL, WHEN APPLICABLE, AND ALSO A LOT OF COMMUNITY OFFERING.
FOR EXAMPLE, THAT PICTURE THERE IS OUR HARVEST HOEDOWN THAT WE JUST BROUGHT BACK THIS FALL.
WE ALSO WORK CLOSELY WITH OUR COMMUNITY PARTNERS SUCH AS CSF, PTO, THE CORONADO POLICE DEPARTMENT AND FIRE DEPARTMENT, AND THE LIBRARY TO INCORPORATE CURRICULUM, SERVICES, AND EXPERIENCES THAT OUR FAMILIES VALUE.
IN ADDITION TO ALL OF THAT, WE ARE ALSO A SCHOOL THAT TEACHES KIDS DAILY.
I'M NOT GOING TO GO THROUGH ALL OF THESE NUMBERS HERE, BUT REALLY TWO NUMBERS TO HIGHLIGHT.
ONE IS OUR KINDERGARTEN HAD A REALLY LARGE INCREASE YEAR-OVER-YEAR, WE HAD TO EXPAND TO FIVE CLASSROOMS AND OUR TEACHERS ARE DOING A FANTASTIC JOB, BUT THIS UPCOMING COHORT IS LARGER.
I'M REALLY INTERESTED TO SEE IF THIS TREND CONTINUES AS WE CONTINUE TO MOVE FORWARD AS A SCHOOL AND AS WE TRANSITION TO BASIC AID.
ALSO, OUR TOTAL ENROLLMENT HAS JUMPED YEAR-OVER-YEAR AS WELL.
I REMEMBER WHEN I STARTED HERE,
[02:30:01]
WE WERE IN THE HIGH 600S AND NOW WE'RE UP TO 822 AND THAT DOES NOT INCLUDE PRE-SCHOOL.BIG SCHOOL LOT GOING ON THERE.
FOR STAFF STATISTICS AND STUDENT STATISTICS AS WELL, ONE THING TO HIGHLIGHT HERE IS JUST OUR NUMBER OF NEW STUDENTS AS WELL, THAT'S ABOUT A QUARTER OF OUR STUDENT BODY.
THIS CONTINUES TO REALLY INCREASE YEAR OVER YEAR.
I DO KNOW THAT WE USE INTER-DISTRICT TRANSFERS TO MAKE SURE THAT OUR ENROLLMENT STAYS STABLE, BUT ALSO JUST THE AMOUNT OF STUDENTS THAT ARE MOVING TO THE ISLAND AND OUR MILITARY CONNECTED STUDENTS ARE BRINGING MORE NUMBERS TO OUR SCHOOL, WHICH IS REALLY GOOD TO SEE.
OUR SCHOOL IS FULLY ENROLLED, WHICH MEANS THAT WE GET TO BE FULLY STAFFED AND WE'RE ABLE TO PROVIDE SUCH AMAZING SERVICES TO MORE AND MORE STUDENTS.
>> FOR STUDENT ACHIEVEMENT, IN SHORT, WE ARE JUST TRENDING IN THE RIGHT DIRECTION.
IT WAS REALLY GREAT TO SEE OVER REALLY THE PAST 18 MONTHS HOW MUCH STUDENTS ARE LEARNING AND GROWING.
FROM OUR CAST SCORES LAST YEAR, WE HAD INCREASES IN BOTH ELA AND MATH FOR GRADES 3-5.
ALSO WITHOUT EVEN FOCUSING ON CHRONIC ABSENTEEISM, WE WERE ABLE TO GET A BIT OF A DIP THERE, BUT I WILL GO OVER WHAT WE'RE DOING TO ADDRESS THAT AREA.
BUT OVERALL STUDENT ACHIEVEMENT IS INCREASING IN ALMOST ALL AREAS.
AS YOU KNOW, BEFORE YOU WANT TO TRACK THE COLORS BECAUSE WE WANT TO DO COHORT TRACKING THAT'S ROUGHLY THE SAME CORD OF STUDENTS AND HOW THEY ACHIEVE OVER TIME.
SOME STRENGTHS THAT WE HAVE FROM THIS DATA, WE HAVE OVERALL GROWTH FROM 2022-2023 IN ALL COHORTS IN ELA.
ALSO, IF YOU LOOK UNDERNEATH FROM LEFT TO RIGHT, WE'RE STARTING TO SEE SOME GROWTH THERE.
JUST IN TERMS OF OUR CURRICULUM THAT WE USE, WE USE BENCHMARK ELA CURRICULUM.
IT'S CURRENTLY IN ITS YEAR 5 OF IMPLEMENTATION.
WE ALSO USE SOME DIAGNOSTIC SCREENERS TO HELP IDENTIFY THE STRENGTHS AND NEEDS OF OUR STUDENTS.
WE'RE IN YEAR 3 OF OUR DIBELS SCREENER, AND THEN ALSO YEAR 1 OF OUR STAR READING ASSESSMENT, WHICH IS GIVEN TO GRADES 2-5.
THERE'S ALWAYS AREAS FOR IMPROVEMENT, AND ONE OF THE THINGS THAT WE ARE COMMITTED TO CONTINUING IS OUR PLCS TO IMPROVE TEACHING AND LEARNING FOR THE 2024 AND 2025 SCHOOL YEAR.
OUR PROFESSIONAL LEARNING COMMUNITIES IS SOMETHING WE ROLLED THIS YEAR.
THANKS TO MR. SCHMEICHEL, TO BRING IN VISITING ARTISTS, WHICH GIVE OUR TEACHERS A HALF DAY RELEASE WHERE THEY CAN GO THROUGH THE PROFESSIONAL LEARNING COMMUNITY PROCESS AND THEN ALSO HAVE TIME TO PLAN INSTRUCTION FOR THEIR STUDENTS.
I'VE SEEN THE BENEFITS FIRSTHAND FROM THIS FROM OUR TEACHERS, AND THEN ALSO JUST FOR THEM TO BE ABLE TO MAKE SURE THAT THEY HAVE THE TIME THAT THEY NEED TO PROVIDE THE INSTRUCTION, THAT'S GOING TO MOVE THE NEEDLE FOR THEIR KIDS.
ALSO, WE'RE GOING TO CONTINUE HIGH LEVERAGE INSTRUCTIONAL LEADERSHIP FOR ALL TEACHING STAFF, MAKE SURE THAT ALL STAFF ARE ABLE TO MEET WITH ADMINISTRATORS TO BE ABLE TO HAVE CONVERSATIONS ABOUT THEIR INSTRUCTION AND TO BE ABLE FOR US TO HELP THEM REACH THEIR PROFESSIONAL DEVELOPMENT GOALS THAT THEY SET.
REALLY INSTRUCTIONAL LEADERSHIP IS FOR EVERYBODY IN THE SCHOOL, NOT JUST PEOPLE WHO ARE ON THE EVALUATION CYCLE.
THEN THE LAST IS AN ADOPTION OF AN ARTICULATED PHONICS AND WRITING SUPPLEMENT.
I'LL GET TO THIS A LITTLE BIT LATER, BUT ONE OF THE THINGS WE NOTICED AS A SCHOOL IS THAT OUR TEACHERS DO AN AMAZING JOB OF TEACHING PHONICS.
HOWEVER, ONE OF THE THINGS WE JUST NOTICED IN TERMS OF A SUPPLEMENT WISE IS THE BENCHMARK PHONICS CURRICULUM IS SOMEWHAT LACKING IN TERMS OF HOW IT TEACHES IT.
WHAT OUR TEACHERS HAVE DONE IS THEY'VE CORROBORATED WITH THEIR GRADE LEVEL TO PROVIDE A SUPPLEMENT FOR THEIR STUDENTS.
ONE OF THE THINGS THAT IS A LITTLE DISJOINTED IS THAT WHAT THAT LOOKS LIKE IN TERMS OF GRADES K-2 IS DIFFERENT AND IT'S ALSO DIFFERENT FROM THE INTERVENTION THAT THEY'RE RECEIVING THROUGH MISS FORTSON.
WE HAVE AN ACADEMIC COMMITTEE THAT MEETS AND WHAT WE'RE TRYING TO DO IS TO NORM ON ONE CURRICULUM THAT WE CAN DELIVER K-5 THAT WILL BE AN ARTICULATED SUPPLEMENT, SO THAT WAY WE'RE ABLE TO HAVE THAT CONSISTENCY AND FLUIDITY AS THE STUDENTS CONTINUE THEIR EDUCATIONAL JOURNEY.
MOVING ON TO MATH. SOME STRENGTHS THAT WE HAVE HERE IS THERE'S OVERALL GROWTH IN STUDENT ACHIEVEMENT.
OUR CURRICULUM THAT WE USE HERE IS OUR BRIDGES MATH CURRICULUM, WE'RE IN OUR SIXTH YEAR.
OUR SCREENERS ARE NUMBERS CORNER CHECKUPS FOR GRADES K-1, AND ALSO OUR STAR MATH SCREENER FOR GRADES 2-5.
INTERVENTIONS, WE ALSO HAVE OUR YEAR 3 OF OUR MATH GRANT FOR MATH INTERVENTION.
THAT'S MISS TEACHOUT AND HER INTERVENTION SERVICES NOW ARE IN A PUSH IN MODEL, WHERE SHE'LL GO INTO EACH CLASSROOM.
SHE'LL WORK WITH DIFFERENT GROUPS OF STUDENTS THAT NEED TO, AND SHE COLLABORATES WITH THE TEACHERS AND HOW SHE CAN BE A BEST SUPPORT IN THE CLASSROOM.
IN TERMS OF CONTINUOUS IMPROVEMENT THERE, INCORPORATION OF PLCS, LIKE I TALKED ABOUT, CONTINUING OF HIGH LEVERAGE INSTRUCTIONAL LEADERSHIP.
THEN ALSO, WE NOTICED THAT THERE COULD BE
[02:35:02]
A RETRAINING IN BRIDGES BEST PRACTICES FOR NEW STAFF.WE UNDERSTAND THAT WE HAVE A LOT OF NEW STAFF HERE.
OUR TRAININGS OUR MAIN TRAININGS HAVE HAPPENED A FEW YEARS AGO.
MAYBE HAVING A REFRESHER THERE, SO EVERYBODY FEELS COMFORTABLE AND CONFIDENT DELIVERING THIS CURRICULUM.
FOR CAST SCIENCE, THIS IS DATA FROM LAST YEAR, SO THIS IS BEFORE THE DISTRICT UNDERTOOK ITS SCIENCE INITIATIVE.
WE DID HAVE A LITTLE BIT OF GROWTH THERE, WHICH IS GOOD TO SEE.
BUT NOW THIS IS REALLY OUR EMPHASIS ON THE CORONADO UNIFIED SCHOOL DISTRICT'S EMPHASIS ON SCIENCE INSTRUCTION.
WE'RE IN OUR YEAR 1 OF OUR REVISED IMPLEMENTATION.
ONE OF THE THINGS THAT WE'VE DONE AND REALLY JUST A BIG CELEBRATION TO MISS KUTIS ARE SCIENCE TOSA TO SUPPORT GRADE LEVELS IN THEIR IMPLEMENTATION.
IT'S A MUCH MORE ROBUST SCIENCE CURRICULUM.
SHE WORKS WITH THEM ON VERTICAL ALIGNMENT, CONNECTION TO ESSENTIAL STANDARDS, INSTRUCTIONAL BEST PRACTICES, AND THEN ALSO OUR SCHOOL WIDE IMPLEMENTATION OF SCIENCE NOTEBOOKS.
I USED TO TEACH SCIENCE SO I HAVE A LITTLE BIT OF BACKGROUND THERE.
OUR TEACHERS WITH MISS KUTIS, AND WITH THE LEARNING DEPARTMENT ARE DOING A REALLY GOOD JOB OF IMPLEMENTING A LOT OF BEST PRACTICES THAT WE REALLY THINK WILL HELP POSITIVELY IMPACT SCIENCE INSTRUCTION AT CUSD AND STUDENT SCORES AS WELL.
ENGLISH LEARNER DATA. THIS IS SOMETHING WE'RE PARTICULARLY PROUD OF.
FIRST IS JUST SEEING WHAT OUR GOAL IS FOR OUR ENGLISH LANGUAGE LEARNERS.
WHEN OUR STUDENTS COME INTO OUR SCHOOL AND THEY'RE IDENTIFIED AS AN ENGLISH LANGUAGE LEARNER, OUR GOAL FOR THEM IS TO INCREASE ONE ENGLISH LANGUAGE DEVELOPMENT LEVEL PER YEAR AND THERE ARE FOUR.
AS YOU SEE OVER TO THE RIGHT, YOU WANT THAT GRAPH TO BE AS MOST IN THE DARK PURPLE AS POSSIBLE THAT SHOWS THAT THEY ARE PROGRESSING, AND WE'RE SEEING GAINS OVER TIME.
THAT'S A BIG CELEBRATION TO MISS KOKER, WHO'S DONE AN EXCELLENT JOB LAST YEAR AS OUR ELD TEACHER, IN ADDITION TO THE TEACHERS THEMSELVES TAKING ON ADDITIONAL ELD INSTRUCTION EACH DAY.
THESE NUMBERS DON'T HAPPEN BY ACCIDENT.
ONE OF THE THINGS THAT WE'VE SEEN IS OUR ENGLISH LANGUAGE ON OR RECLASSIFICATION RATE JUMPED UP TO 51%, WHICH IS 36 STUDENTS AND RECLASSIFICATION MEANS THAT THEIR ENGLISH LANGUAGE LEVEL IS AT A POINT TO WHERE THEY ARE ON PAR WITH THEIR ENGLISH ONLY PEERS, AND THEY EXIT OUT OF ENGLISH LANGUAGE DEVELOPMENT SERVICES.
PREVIOUSLY WE'RE HOVERING AROUND 10% YEAR OVER YEAR AND THAT'S JUMPED UP TO 51%.
I REALLY THINK THE REASON WHY IS NOT ONLY MISS KOKER'S WORK, BUT ALSO THE TEACHERS WORK AS WELL, DELIVERING THAT STRUCTURE DAILY TO OUR KIDS, AND THAT THE GROWTH IS SELF EVIDENT THERE.
JUST A FEW OTHER DATA POINTS I WANT TO HIGHLIGHT THAT SHOWS THIS YEAR, THE ACADEMIC GROWTH THAT WE'RE MAKING IS THIS IS OUR STAR DATA FOR READING AND MATH AND THIS IS AN ASSESSMENT THAT THE STUDENTS JUST TOOK.
THOSE BLUE DOTS YOU SEE ARE DIFFERENT CLASSES OR DIFFERENT GROUPS OF STUDENTS.
YOU CAN SEE THROUGH THE GRAPH THAT STUDENTS BY AND LARGE, ARE MAKING THEIR EXPECTED GROWTH EVEN ABOVE EXPECTED GROWTH.
REALLY THAT HIGHLIGHTS THE WORK THAT OUR TEACHERS ARE DOING WITH OUR STUDENTS AND THEY'RE REALLY MOVING THE NEEDLE INSTRUCTIONALLY.
THEN ALSO WANTED TO HIGHLIGHT THOSE NUMBERS AT THE BOTTOM RIGHT.
THOSE ARE READING INTERVENTION GROUPS THAT MISS FORTSON SEES.
THAT'S A REALLY USEFUL DATA POINT TO SEE HOW OUR INTERVENTION SERVICES ARE WORKING.
IF A STUDENT IS REFERRED TO READING INTERVENTION, IT'S BECAUSE THEY'RE VERY BEHIND ACADEMICALLY AND IN THEIR READING LEVEL AND MISS FORTSON WORKS TIRELESSLY TO IMPROVE THEIR READING LEVELS.
EVEN THOUGH THAT THEY'RE AT A LOWER LEVEL COMPARED TO THEIR PEERS, WHICH IS WHY THEY'RE IN READING INTERVENTION, IT STILL SHOWS THAT MISS FORTSON'S INTERVENTION AND WORK WITH THEM IS HAVING TANGIBLE RESULTS.
REALLY JUST WANT TO HIGHLIGHT SEEING STUDENT DATA AND HOW THEY'RE LEARNING, AND THEN ALSO JUST TO SEE THE AMOUNT OF CLASSES THAT ARE HAVING ABOVE EXPECTED GROWTH FOR THE YEAR.
TEACHERS ARE DOING A FANTASTIC JOB.
BEHAVIOR DATA. ONE OF THE THINGS I WOULD LIKE TO BRING UP IS POINT IN TIME DATA.
AROUND THIS TIME OF YEAR, I SAY, HOW MANY REFERRALS DID WE HAVE LAST YEAR COMPARED TO THIS YEAR. IT WAS INTERESTING.
I SAW A 27% INCREASE HERE, AND THIS DATA CAN REALLY BE EXPLAINED IN A FEW WAYS.
FIRST, IT'S ACTUALLY SOMEWHAT GOOD TO SEE THAT OUR REFERRAL SYSTEM IS BEING USED, BECAUSE THAT MEANS THAT TEACHERS ARE HOLDING STUDENTS ACCOUNTABLE FOR THEIR BEHAVIORS.
THEY'RE GOING THROUGH OUR SYSTEMS TO BE ABLE TO PROVIDE THOSE NECESSARY INTERVENTIONS AND CONSEQUENCES THAT CAN REALLY, ONE, MAINTAIN THE LEARNING ENVIRONMENT, AND SECOND, ALSO PROVIDE NECESSARY TEACHING FOR THOSE STUDENTS.
[02:40:03]
WE DON'T WANT TO SEE NECESSARILY A SPIKE IN BEHAVIORAL REFERRALS.WE DO WANT TO SEE A DECREASE YEAR OVER YEAR, BUT ONE OF THE THINGS THAT I SEE THIS ON A DAILY BASIS IS THAT TEACHERS FEEL CONFIDENT IN OUR REFERRAL SYSTEM.
STUDENTS ARE HELD ACCOUNTABLE FOR THEIR BEHAVIORS, AND WE PROVIDE A LOT OF INTERVENTIONS AND A LOT OF TEACHING AND CONSEQUENCES WHEN APPROPRIATE TO MAKE SURE THAT THE LEARNING ENVIRONMENT STAYS THE WAY THAT IT SHOULD.
ALSO, LOOKING AT OUR SUSPENSION DATA, THIS IS AN AREA FOR GROWTH, BUT ALSO WANT TO HIGHLIGHT WHAT THIS LOOKS LIKE.
MAJORITY OF OUR BEHAVIORS AT VILLAGE ARE WHEN WE PARSE OUT THE DATA IS PROBABLY AROUND LESS THAN TWO DOZEN STUDENTS THAT TAKE UP THE MAJORITY OF EITHER THE REFERRALS OR ALSO THE SUSPENSION.
WHEN YOU LOOK AT 1.1 STUDENTS RESPONDED, AT LEAST ONE DAY, IT RESULTS IN ESSENTIALLY LIKE 10 SUSPENSION DAYS PER YEAR.
USUALLY THAT'S JUST FOR A VERY SMALL SELECT GROUP OF STUDENTS.
OUR STUDENTS AT VILLAGE ARE VERY LARGELY COMPLIANT.
FOR THOSE STUDENTS THAT DO HAVE BEHAVIOR CHALLENGES, WE WORK EXTENSIVELY WITH THEM THROUGH OUR MULTI TIERED SYSTEMS OF SUPPORT.
WHEN WE DO NEED TO PROCESS THE SUSPENSION, ALMOST ALWAYS IT'S A SAFETY RISK, AND WE WANT TO MAKE SURE ONE WE'RE STAYING CONSISTENT WITH THE DISCIPLINE ACTION GUIDE THAT CUSD HAS.
THEN TWO, WE WANT TO MAKE SURE THAT IF THERE IS A SAFETY RISK AT SCHOOL THAT OUR TEACHERS AND OUR STUDENTS ARE THE FIRST PRIORITY AND WE'RE ALSO PROVIDING A PLAN AND GIVING US SOME TIME TO MAKE SURE THAT WE CAN PROVIDE THOSE SUPPORTS AND SERVICES TO THAT STUDENT TO REINTEGRATE THEM INTO THE CLASSROOM.
FOR ATTENDANCE DATA, THIS IS ALSO AN AREA FOR GROWTH.
THIS IS SOMETHING THAT I HIGHLIGHTED LAST YEAR.
WE REALLY CHEWED ON IT AS A SCHOOL OVER THE PAST YEAR TO FIGURE OUT A PLAN OF ATTACK, AND I THINK WE'VE ACTUALLY MADE SOME HEADWAY HERE.
EVEN THOUGH WE SEE A DECLINE, IT REALLY IS TWICE AS HIGH AS WE WOULD LIKE IT TO BE FOR STUDENTS THAT ARE CHRONICALLY ABSENT.
THAT DESIGNATION IS DIFFERENT THAN TRUANT, WHICH IS UNEXCUSED ABSENCES.
WE'RE CHRONICALLY ABSENT IS EITHER EXCUSED OR UNEXCUSED, YOU'VE MISSED 10% OR MORE OF THE SCHOOL DAYS. WHAT ARE WE DOING ABOUT IT? WE MET WITH OUR SCHOOL SITE COUNCIL AND WE DECIDED, ONE, WE NEED TO IDENTIFY EXACTLY WHO THESE STUDENTS ARE BECAUSE THEY'RE NOT AUTOMATICALLY IDENTIFIED THROUGH THE TRUANCY SYSTEM THAT WE HAVE IN SYNERGY.
WE HAD TO CREATE A SEPARATE REPORT FOR THESE STUDENTS AND THEN SEND OUT SIMILAR NOTIFICATIONS, AND WE WERE ABLE TO DO IT ONCE A MONTH.
INSTEAD OF GETTING LETTERS EVERY WEEK, IT REALLY WAS JUST TOO MUCH DATA AND INFORMATION FOR US TO HANDLE ADMINISTRATIVELY.
BUT NOW THAT IT'S ONCE A MONTH, AND WE CAN IDENTIFY LIKE, "HEY, THESE ARE THE 80 STUDENTS WHO ARE GOING TO GET A LETTER." WE'RE ABLE TO THEN, ONE, NOTIFY THE PARENTS, "HEY, YOUR KIDS CHRONICALLY ABSENT, HERE'S SOME OF THE EFFECTS THAT IT COULD HAVE ON THEIR EDUCATION, ALSO THEIR SOCIAL DEVELOPMENT, AND THEN ALSO IT DOES AFFECT OUR BOTTOM LINE AS A DISTRICT." MAKING SURE THOSE PARENTS ARE AWARE OF THEIR CHILD'S ATTENDANCE AND THEN ALSO WORKING WITH THEM TO PROVIDE ANY RESOURCES THAT WE CAN TO HELP GET THEIR KIDS BACK IN SCHOOL.
WE ALSO HAD A SCHOOL WIDE GOAL OF 95% MONTHLY ADA, REALLY JUST TO PUT AN EMPHASIS ON ATTENDANCE FOR THE COMMUNITY.
I'M PROUD TO SAY THAT WE'VE MET OUR GOAL EACH MONTH OF BEING ABOVE 95% ADA.
I ALSO KNOW DONNY THAT YOU BUDGET FOR 95% ADA SO YOU'RE WELCOME.
[LAUGHTER] WE'RE TRENDING IN THE RIGHT DIRECTION RIGHT NOW.
HOPEFULLY, WE'RE ABLE TO SEE OUR CHRONIC ABSENTEEISM GO DOWN AND WE'RE ABLE TO GET MORE KIDS IN SCHOOL CONSISTENTLY. FACILITY IMPROVEMENTS.
I THINK THERE'S A SAYING IN GOVERNMENT TO NEVER LET A GOOD CRISIS GO TO WASTE, AND AT VILLAGE ELEMENTARY, WE DID NOT DO JUST THAT.
I FEEL AS THOUGH EVEN THOUGH WE HAD A PRETTY TRAUMATIC FLOOD THROUGHOUT OUR CAMPUS, WE WERE ABLE TO USE THE INSURANCE MONEY TO REALLY HELP REDESIGN AND RENOVATE SOME MUCH NECESSARY SPACES FOR OUR FACILITY.
REALLY BIG THANKS TO MR. SALAMANCA, AND THEN ALSO GARY HALL, AND ALL OF THE M&O TEAM AND OUR CONTRACTORS WHO WORKED DAWN TILL DUSK OVER THE SUMMER TO RENOVATE OUR SPACE.
OUR OFFICE SPACE NOT ONLY HAS THE FLOOD DAMAGE BEEN REMOVED, BUT IT'S ALSO BEEN REDESIGNED.
THAT WAY, IT'S NO LONGER LIKE A BIG FISH BOWL.
REMEMBER WHEN YOU CAME IN BEFORE AND IT WAS FIVE DIFFERENT THINGS HAPPENING AT ONCE, AND IT'S REALLY NOISY AND IT'S HARD FOR PEOPLE TO CONCENTRATE.
WE WERE REALLY INTENTIONAL TO THINK ABOUT TRAFFIC FLOWS AND PEOPLE AND THINGS THAT NEED TO HAPPEN AND START TO SEGMENT THAT INTO DIFFERENT ASPECTS OF OUR OFFICE.
WHEN YOU COME IN HERE, IT'S QUIETER, IT'S CLEANER, AND OUR OFFICE STAFF ARE ABLE TO WORK MUCH MORE PRODUCTIVELY.
[02:45:01]
I REALLY JUST WANTED TO SAY THANK YOU TO CUSD FOR WORKING WITH US TO DO THAT.WE ALSO WERE ABLE TO RENOVATE OUR INTERIOR COURTYARD AS WELL.
IN MY OPINION, I'VE ONLY WORKED HERE FOR TWO YEARS, BUT VILLAGE HAS NEVER LOOKED AS BEAUTIFUL AS IT DOES NOW.
ALSO, SOME FACILITY IMPROVEMENTS.
WE HAVE SOME MURALS THAT ARE GOING UP, THROUGH JILL HARTMAN FUNDS OR ALSO THROUGH DONATIONS, CAMPUS REIFICATION IS SOMETHING THAT CONTINUES TO HAPPEN AND SOMETHING WE'RE PROUD OF.
ONE OF THE THINGS THAT WE'RE COMMITTED TO IS THE SAFETY AND SECURITY OF ALL STUDENTS.
IN TERMS OF OUR PUSH GATES, ADDING ALARMS TO THOSE, ADDING SIGNAGE, ADDING PHYSICAL BARRIERS TO MAKE SURE THAT STUDENTS KNOW THIS IS A BOUNDARY.
WE ALSO ARE TAKING THE SIGNS OUR PBIS, WHERE WE TEACH ALL OF OUR STUDENTS THE BOUNDARIES OF OUR CAMPUS, PLACES TO GO AND THAT GO AND INCREASED OUR SUPERVISION.
WE ALSO ADJUSTED RATHER OUR PROCEDURES IN TERMS OF WATCHING STUDENTS ON CAMPUS, WE NOW HAVE A COMPUTER THAT'S DESIGNATED AND A MONITOR WHERE WE HAVE ALL OF THE VIDEO SCREENS FROM OUR CAMERAS HERE.
IN THE EVENT THAT IF A STUDENT DOES BECOME MISSING, WE'RE ABLE TO QUICKLY SEE IF AN ELOPEMENT HAPPENED WHERE THEY ARE AND TAKE THE NECESSARY ACTION.
WE'RE ABLE TO SWEEP OUR CAMPUS MUCH FASTER AND MORE EFFICIENTLY.
THAT WAY, IN THE EVENT, IF A STUDENT DOES BECOME MISSING, WE'RE ABLE TO FIND THEM OR GO THROUGH A PROTOCOL TO FIND THEM MUCH FASTER.
I'M NOT GOING TO GO THROUGH ALL OF THE DATA HERE, BUT IT'S HERE FOR YOUR REVIEW OF THE GOALS THAT WE SET EACH YEAR AND THE RESULTS RELATED TO THAT GOAL.
THEY'RE STARTING TO MATCH UP FAIRLY CLOSELY, WHICH IS REALLY GOOD TO SEE.
WHEN I CREATE GOALS FOR THE SPSA, I START WITH THAT 100% GOAL IN THE VISION.
I THEN SAY, "WE HAVE THREE GROUPS OF STUDENTS.
WE HAVE OUR GENERAL EDUCATION STUDENTS, WE HAVE OUR ENGLISH LANGUAGE LEARNERS, AND THEN WE ALSO HAVE STUDENTS RECEIVING SPECIALIZED ACADEMIC STUDENTS WITH IEPS." WE TAKE THAT NUMBER.
IF YOU'RE AN ENGLISH LANGUAGE LEARNER, OUR GOAL FOR YOU IS TO INCREASE ONE ENGLISH LANGUAGE DEVELOPMENT LEVEL PER YEAR.
IF YOU ARE A STUDENT RECEIVING SPECIALIZED ACADEMIC INSTRUCTION, OUR GOAL FOR YOU IS TO BE MEETING YOUR IEP GOALS.
EVERYBODY ELSE, OUR GOAL FOR YOU IS TO BE ON GRADE LEVEL IN ALL DIFFERENT CONTENT AREAS.
THAT'S JUST WHERE THOSE NUMBERS ON THE LEFT ARE COMING FROM FOR EACH DIFFERENT COHORT AND OUR RESULTS ARE THERE.
>> THEN FOR OUR GOAL NUMBER 2, VILLAGE WILL COMMUNICATE OPENLY, FREELY, AND ACCURATELY TO ENGAGE AND INVOLVE ALL STAKEHOLDERS TO REDUCE OUR CHRONIC ABSENTEEISM RATE.
NOT TO GO THROUGH THIS AGAIN, BUT GOING THROUGH OUR GOAL IS 5%, OUR RESULTS ARE 10.2.
WE'RE NOT THERE YET, SO WE'RE GOING TO MAKE ADDITIONAL ADJUSTMENTS AND EFFORTS TO TRY AND IMPROVE THAT.
WEEKLY NEWSLETTER VIEWS IS 400.
OUR RESULTS ARE OVER 700, SO PEOPLE ARE PICKING UP WHAT WE'RE PUTTING DOWN, WHICH IS GREAT.
THIS IS SOMETHING WE'RE PARTICULARLY PROUD OF.
WE'VE HAD FIVE HISTORICALLY THROUGHOUT THE YEAR AND WE'VE REALLY UP THAT TO 10.
ON A MONTH, THINGS THAT WE BROUGHT BACK ARE HARVEST HOE DOWN.
WE'RE HAVING MORE MOVIE NIGHTS, WE'RE HAVING A DANCE TOMORROW, WHICH HASN'T HAPPENED IN A NUMBER OF YEARS.
JUST THE AMOUNT OF EVENTS THAT WE'RE BRINGING TO THE COMMUNITY IS SOMETHING THAT I'M REALLY PROUD OF, AND OUR PTO HAS DONE A FANTASTIC JOB OF HOSTING THOSE.
THEN GOAL NUMBER 3 VILLAGE ELEMENTARY, WILL MAINTAIN SAFE AND SUPPORTIVE SCHOOL WHERE STUDENTS AND STAFF THRIVE.
IN ORDER TO TAKE A LOOK AT CULTURE SURVEYS, WE DID GIVE OUT THE MEASURABLE RESULTS ASSESSMENTS ACTUALLY I THINK THIS WAS LAST SPRING.
WE TAKE IT EVERY SPRING THROUGH LEADER AND ME.
IT'S A REALLY GREAT PROGRAM THAT HELPS US SEE LIKE, HEY, ACCORDING TO SOME OF THESE METRICS, HOW DO WE STACK UP? THEN IT WAS REALLY GOOD TO SEE REALLY JUST IN YEAR 1, A SATISFACTORY RANGE FOR SEVEN OF THE EIGHT INDICATORS.
THIS TAP STUDENTS, STAFF, AND FAMILIES.
SO THE RESULTS ARE IN THAT HYPERLINK, BUT REALLY JUST BROADLY, PARENTS SEEM TO BE VERY, VERY SATISFIED WITH THE STATUS OF THE SCHOOL.
STUDENTS SEEM TO BE REALLY ENGAGED IN THEIR LEARNING AND FIELDS, THEIR TEACHERS AND STAFF MEMBERS CARE ABOUT THEM, AND TEACHERS FEEL EMPOWERED IN THEIR WORK AS WELL.
LAST FEW THINGS, ONE OF THE NEW THINGS THAT WE'RE DOING THROUGH LEADER IN ME IS ACTION TEAM.
PART OF THIS PROGRAM IS IT OFFERS REALLY FRAMEWORKS AND STRUCTURES FOR SCHOOL IMPROVEMENT, ONE OF WHICH ARE DIFFERENT ACTION TEAMS, WHICH ALLOW US TO DIVIDE AND CONQUER A LITTLE BIT MORE EFFICIENTLY.
[02:50:01]
A CULTURE TEAM, AND A LEADERSHIP TEAM.THE ACADEMIC TEAM, WHAT THEY'RE DOING RIGHT NOW IS THEY'RE REVIEWING THE ARTICULATED PHONICS AND WRITING SUPPLEMENTS TO SUPPORT OUR BENCHMARK ELA CURRICULUM.
TEACHERS HAVE SAID LIKE, HEY, THIS IS SOMEWHAT LACKING, LET'S LOOK FOR SOMETHING THAT CAN HELP.
OUR CULTURE TEAM IS IMPROVING OUR PBIS SYSTEM TOWARD A SILVER DESIGNATION.
WE'RE ALWAYS LOOKING AT OUR BEHAVIOR SUPPORTS AND STRUCTURES, COMPARING THEM TO BEST PRACTICES FROM THE COUNTY OFFICE.
THAT'S WHERE YOU HAVE THE GOLD, SILVER, BRONZE, AND IT GIVES US TARGETS TO SHOOT FOR.
WORKING ON IMPROVING HOW WE SUPPORT AND TEACH BEHAVIORS AT SCHOOL.
THEN FINALLY, THROUGH LEADER IN ME, THERE ARE DIFFERENT BENCHMARKS THROUGH LEADER IN ME THAT WE'RE TRYING TO MEET.
ONE OF WHICH THIS YEAR WAS HAVING ACTION TEAMS, WHICH IS EXACTLY WHAT THOSE ARE.
THEN MOVING INTO NEXT YEAR, WE'RE GOING TO START REALLY FOCUSING ON GOALS.
SCHOOL WIDE GOAL WE HAD THIS YEAR OF REDUCING INCREASING OUR AVERAGE DAILY ATTENDANCE TO ABOVE 95%.
WE THEN ALSO HAVE CLASSROOM GOALS.
CLASSROOM IS GOING TO SAY, HEY, AS A CLASS, WE ARE COMMITTED TO THIS AND WE'RE GOING TO TRACK OUR PROGRESS TOWARDS OUR GOAL THIS WAY.
STUDENTS THEMSELVES ARE GOING TO LOOK AT THEIR LEARNING DEEDS, THEY'RE GOING TO MAKE GOALS AND THEY'RE GOING TO TRACK AS WELL.
SO A BIG PART OF LEADER IN ME IS STUDENTS TAKING OWNERSHIP OF THEIR LEARNING TO MAKE TANGIBLE GOALS AND REALLY TO FOCUS IN AND TRACK PROGRESS TOWARDS THOSE.
AFTER SEEING LEADER IN ME SCHOOLS THROUGHOUT THE COUNTY, I THINK THIS IS ONE OF THE STRONGEST PARTS OF THE PROGRAM.
I'M REALLY EXCITED TO SEE HOW OUR STUDENTS AND TEACHERS INCORPORATE IT HERE AT VILLAGE NEXT YEAR.
I WANTED TO END BY EXPRESSING MY HEARTFELT GRATITUDE TO FIRST MS. TANYA WHITE FOR ALL OF THE WORK SHE HAS DONE FOR OUR STUDENTS.
I ALSO WANTED TO HIGHLIGHT THE OUTSTANDING WORK THAT MS. BARRAGA AND MS. KEEHAN DO ON A DAILY BASIS.
BEING NEW TO THIS CAMPUS, THEY HAVE HIT THE GROUND RUNNING AND ARE DOING A FANTASTIC JOB.
EVERY DAY, WHEN I CROSS THE BRIDGE, I TAKE A MOMENT TO REFLECT HOW LUCKY I AM TO BE ABLE TO LEAD AND SERVE SUCH AN AMAZING STAFF.
THIS STAFF SHOWS UP FOR THEIR STUDENTS AND EACH OTHER, UNLIKE ANY OTHER STAFF THAT I HAVE WORKED FOR IN MY CAREER.
VILLAGE IS A SPECIAL PLACE AND CONTINUES TO BE AN AMAZING SCHOOL FOR ALL WHO CHOOSE TO ATTEND.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.3? TRUSTEES ANY QUESTIONS OR COMMENTS?
>> WELL, I JUST START. THANK YOU FOR A VERY INFORMATIVE AND DATA DRIVEN PRESENTATION.
I WOULD LIKE TO COMMEND YOU AND YOUR STAFF EFFORTS ON THE 51% RECLASSIFICATION OF ENGLISH LANGUAGE LEARNERS.
THEN ALSO THE SCATTERGRAM THAT YOU HAD WITH THE PROGRESS, REGARDLESS OF WHERE THE STUDENTS WERE COMING IN WITH A FEW EXCEPTIONS.
BUT BY AND LARGE, WHEREVER THEY WERE IN TERMS OF THEIR PROFICIENCY, THEY WERE STILL ALL MAKING PRETTY GOOD GROWTH AND GOALS.
OVERALL, THANK YOU VERY MUCH FOR A GREAT PRESENTATION.
>> I AGREE WITH YOU, VILLAGE IS VERY, VERY SPECIAL.
ALL THE PEOPLE THAT WORK THERE.
JUST THE WONDERFUL FEEL THAT IT HAS.
THANK YOU FOR BEING A LEADER FOR THAT ON YOUR CAMPUS.
WHENEVER YOU SEND LETTERS OUT TO PARENTS WHOSE STUDENTS ARE CHRONICALLY ABSENT, DO YOU EVER HEAR BACK FROM THEM OR DO THEY EVER PROVIDE ANY FEEDBACK, ANY REASON WHY, DO THEY FEEL NOT COMFORTABLE COMING TO SCHOOL, ARE THEY AFRAID OF A CHILD IN THEIR CLASS OR THEY'RE JUST SICK ALL THE TIME, OR?
WE WERE ABLE TO FINALLY JUST GO THROUGH SYNERGY AND MS. BARRAGA AND MS. ALLISON WERE ABLE TO GET IT SO THAT THE DATA WAS ACCURATE AND WE'RE ABLE TO SEND IT OUT.
THIS IS THE FIRST TIME WE'RE STARTING TO HEAR BACK FROM FAMILIES, AND A LOT OF IT IS REALLY INFORMATIVE OF JUST LIKE, HEY, I DIDN'T EVEN REALLY KNOW THAT MY STUDENT WAS IDENTIFIED AS BEING CHRONICALLY ABSENT OR SOME OF THE EFFECTS.
I THINK FIRST OFF IS JUST INFORMING THEM OF LIKE, HEY, YOUR STUDENT HAS MISSED X DAYS, WHICH IS NOW X PERCENTAGE OF THE SCHOOL YEAR.
I THINK A LOT OF TIMES IT IS DUE TO EITHER ILLNESS OR THERE REALLY IS JUST A RANGE OF CIRCUMSTANCES THAT HAPPEN.
BUT THIS IS INHERENTLY NON DISCIPLINARY BECAUSE IT'S NOT TRUE, BUT MORE SO, HOW CAN WE WORK WITH WHEN WE WANT TO INFORM YOU, BUT ALSO HOW CAN WE WORK WITH YOU TO MAKE SURE THAT YOUR CHILD IS HERE A LITTLE BIT MORE CONSISTENTLY, SO WE DON'T SEE THESE EFFECTS.
>> HAVE PARENTS PROVIDED ANY FEEDBACK OR
[02:55:03]
INFORMATION THAT YOU DIDN'T KNOW ABOUT BEFORE OR?>> I THINK MOST OF IT IS AROUND ILLNESS.
I THINK THE FEEDBACK WAS FOR THE HANDFUL OF PARENTS THAT WE'VE HEARD FROM WAS TOTALLY UNDERSTAND, REALLY SORRY THAT ALL OF THESE ABSENTS ARE ACCRUING, BEEN REALLY SICK, EITHER WITH THE STOMACH FLU OR X, Y AND Z EXTENUATING CIRCUMSTANCE, BUT WE TOTALLY UNDERSTAND WE'RE GOING TO WORK TO GET THEM TO SCHOOL.
>> ALSO TOO, IT'S LIKE, HOW CAN I GET THESE EXPUNGED? WE'RE LIKE EXACTLY.
[LAUGHTER] THERE'S A ROUTE FOR THAT.
>> PRINCIPAL, PETE, WONDERFUL BRIEF.
I THINK YOUR SCHOOL LOOKS AMAZING, ESPECIALLY AFTER THE WATER DAMAGE AND WHAT YOU'VE DONE.
GREAT ON COMBATING THE CHRONIC ABSENTEEISM.
WHAT I SEE IS SO YOU HAVE ROUGHLY 83 KIDS WHO ARE MISSING 18 OR MORE DAYS A YEAR IF YOU DO THE MATH?
>> IT'S GREAT THAT YOU'RE FIGHTING THAT.
I LIKE THE COMMUNITY EVENTS GOAL OF 10.
I THINK THAT'S FANTASTIC TO BRING THE COMMUNITY IN AND GET TO SEE WHAT YOU'VE DONE IN SEE YOUR SCHOOL.
>> HAVE A GOOD NIGHT, Y'ALL. [APPLAUSE]
>> WE ARE GOING TO TAKE A QUICK FIVE MINUTE BREAK.
ITEM 6.4, LEARNING DEPARTMENT REPORT,
[6.4 Learning Department Report: Senior Director of Learning, Dr. Megan Battle (10 min. + Board Discussion)]
SENIOR DIRECTOR OF LEARNING, DR. MEGHAN BATTLE.>> THANK YOU. I CAN USE MY TUTOR VOICE.
I'M VERY EXCITED THIS EVENING TO PRESENT TO YOU OUR MID YEAR LCAP REPORT.
IT'S A MONITORING REPORT THAT IS REQUIRED BY THE STATE OF CALIFORNIA.
THIS IS OUR SECOND YEAR OF THIS REQUIREMENT, YOU SAW THIS TEMPLATE LAST YEAR, AND I'M GOING TO ASSUME IT'LL BE AN ONGOING REQUIREMENT THAT WE WILL HAVE FOR EVERY DISTRICT IN CALIFORNIA.
THE REQUIREMENT IS THAT A REPORT IS PROVIDED TO THE BOARD ON OR BEFORE FEBRUARY 28TH OF EACH SCHOOL YEAR, JUST GIVING YOU A SNAPSHOT IN TIME OF WHERE WE'RE AT WITH OUR METRICS IN OUR LCAP.
MANY OF THE METRICS YOU HAVE SEEN BEFORE IN MULTIPLE REPORTS THAT YOU'VE HAD FROM SCHOOL SITES AND ALSO THAT I HAVE PROVIDED FOR YOU THROUGH THE DASHBOARD REPORT AND ALSO THE DATA REPORT BACK IN OCTOBER.
I KNOW YOU'VE HAD AN OPPORTUNITY TO REVIEW OUR MID YEAR UPDATE.
YOU WILL SEE A VERY SIMILAR REPORT WHEN WE DIVE INTO THE LCAP IN JUNE, BUT I AM AVAILABLE IF YOU HAVE ANY QUESTIONS, OR IF YOU WANT ME TO GO INTO ANY DETAIL ON THE 50 PAGE REPORT.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.4?
>> JUST FOR CLARIFICATION, THOUGH.
THIS REPORTING ONCE WE TRANSITION TO BASIC AID, WE WON'T HAVE AN LCAP BEFORE, WILL WE?
>> THERE'S ACTUALLY BEEN A LEGAL UPDATE.
IF YOU'RE FOLLOWING WHAT'S HAPPENING IN THE BAY AREA, NORTH CAL, THERE ARE IMPLICATIONS NOW, REGARDLESS OF FUNDING STATUS.
>> A LOT OF OUR BASIC AID DISTRICTS STILL HAVE AN LCAP.
IT JUST WE STILL HAVE TO DO THE REQUIRED METRICS.
IT'LL LOOK DIFFERENT. THE FUND WILL CONTINUE.
>> ANY OTHER QUESTIONS OR COMMENTS ON THIS? YES. STAY RIGHT THERE.
[6.5 Learning Department Report: Senior Director of Learning, Dr. Megan Battle (10 min. + Board Discussion)]
ITEM 6.5, LEARNING DEPARTMENT REPORT.DR. MEGHAN BATTLE. YOU GOT TO GRAB.
THIS IS THE CHS FRESHMAN COURSE OFFERINGS.
>> GOOD EVENING, GOVERNING BOARD.
YOU'LL SEE ME EVEN ANOTHER TIME TONIGHT TOO.
THIS IS A REPORT TO THE BOARD, PROVIDING AN UPDATE TO YOU REGARDING THE CORONADO HIGH SCHOOL OFFERINGS FOR NEXT SCHOOL YEAR FOR OUR FRESHMAN CLASS.
THIS IS FOR THE '25, '26 SCHOOL YEAR.
THERE ARE FRESHMAN COURSE OFFERINGS.
[03:00:03]
THIS IS AN OVERVIEW AND THEN I WILL GO INTO DETAIL AND THEN WE'LL COME BACK TO THIS SLIDE AT THE END.IT'LL MAKE SENSE WHY WE LANDED ON THESE OFFERINGS FOR NEXT SCHOOL YEAR.
FOR THE '25, '26 SCHOOL YEAR, ALL OF OUR FRESHMEN ON THEIR COURSE OFFERINGS WILL BE ENROLLED IN THE FRESHMAN ISLANDER EXPERIENCE.
THANK YOU FOR APPROVING THOSE MATERIALS THIS EVENING.
THEN THEY WILL HAVE A CHOICE TO INCLUDE ONE OF THE FOLLOWING FOR THE OTHER NINE WEEK COURSE THAT THEY WILL TAKE EITHER THE INTRO TO ETHNIC STUDIES COURSE OR THE PERSONAL FINANCE COURSE.
FOR NEXT SCHOOL YEAR. WE'RE CALLING IT 5+1.
LET'S GO BACK A LITTLE BIT IN HISTORY TO SEE WHY WE LANDED ON THIS AND WHY NOW AT THIS TIME OF YEAR.
THIS TIMELINE PROVIDES YOU WITH AN OVERVIEW OF HISTORIC TIMELINE FOR THE STATE OF CALIFORNIA, HOW THEY LANDED AT THE ETHNIC STUDIES REQUIREMENT AND SOME OF THE ROLLER COASTER THAT THIS REQUIREMENT HAS BEEN SINCE REALLY SEPTEMBER 2016.
I KNOW YOU HAD AN OPPORTUNITY TO REVIEW THIS TIMELINE, BUT IT DOES SHOW THAT OVER THE LAST EIGHT YEARS, THIS REQUIREMENT HAS BEEN BACK FOR REVISIONS MULTIPLE TIMES.
THEN THE STATE FINALLY APPROVED AND LANDED ON THE ETHNIC STUDIES MODEL CURRICULUM THROUGH AB101 AS WELL WITH THE HIGH SCHOOL GRADUATION REQUIREMENT.
BASED ON THAT TIMELINE THAT WE HAD AT THE TIME, WE DEVELOPED OUR OWN TIMELINE FOR IMPLEMENTATION.
THE BEST INFORMATION WE HAD AT THE TIME IS THIS IS A REQUIRED GRADUATION REQUIREMENT.
YOU'LL BE GIVEN SOME ONE TIME GRANT MONIES FOR IMPLEMENTATION AS FAR AS PROFESSIONAL LEARNING, PURCHASE OF MATERIALS, AND THAT IT'LL BE A GRADUATION REQUIREMENT FOR THE GRADUATING CLASS OF 2030.
WE BEGAN, AS YOU HAVE SEEN IN THIS TIMELINE BEFORE, THAT IN FALL 2023, WE STARTED LOOKING AT THE MODEL CURRICULUM.
THEN WE DEVELOPED THIS NINE WEEK COURSE TO BE PAIRED UP WITH THE PI COURSE.
OUR TEACHER STARTED RESEARCHING INSTRUCTIONAL MATERIALS, ATTENDING PROFESSIONAL LEARNING OPPORTUNITIES.
SHE'S PART OF A COUNTY NETWORK OF OTHER TEACHERS OF ETHNIC STUDIES.
WE HAD A PILOT COURSE THIS SCHOOL YEAR TO BE THAT OTHER NINE WEEK COURSE.
TO BE ABLE TO CONTINUE TO UPDATE THE CURRICULUM.
WE WERE READY WHEN THE GRADUATION REQUIREMENT WAS IN FULL IMPLEMENTATION.
BASED ON THE BEST INFORMATION WE HAD AT THE TIME, THIS IS OUR TIMELINE.
HOWEVER, AS RECENTLY AS LAST MONTH, THE GOVERNOR'S NEW BUDGET PROPOSAL DID NOT INCLUDE FUNDING FOR AB101.
AB101, AND THERE'S THE QUOTE I PULLED THERE FROM THE BILL.
THESE PROVISIONS WOULD BECOME OPERATIVE ONLY UPON AN APPROPRIATION OF FUNDS BY THE LEGISLATURE FOR THESE PURPOSES IN THE ANNUAL BUDGET ACT OR OTHER STATUTE.
NO FUNDS RIGHT NOW ARE BEING APPROPRIATED TO THE IMPLEMENTATION OF ETHNIC STUDIES, AND I'M SURE YOU'VE SEEN HEADLINES AND READ THINGS FROM OTHER DISTRICTS UP AND DOWN THE STATE.
PALO ALTO WAS ONE OF THE FIRST TO PUT OUT SOME INFORMATION ABOUT THIS.
A LOT OF DISTRICTS ARE NOW PUSHING THE PAUSE BUTTON A LITTLE BIT AND WAITING TO SEE WHAT THE GOVERNOR DOES IN MAY IN HIS MAY REVISE, TO SEE IF FUNDS WILL BE APPROPRIATED OR NOT TO MAKE THIS A REQUIREMENT FOR US TO IMPLEMENT.
I DID ALSO NOTE THE MONEY WE DID RECEIVE.
WE DID PURCHASE INSTRUCTIONAL MATERIALS FOR OUR COURSES AND PROFESSIONAL LEARNING.
THERE'S STILL SOME MONIES LEFT TO SUPPORT PROFESSIONAL LEARNING AND OTHER MATERIALS THAT OUR TEACHERS MAY WANT TO USE IN THE FUTURE.
>> BASED ON THE LATEST INFORMATION LAST MONTH, WE HAVE REVISED OUR TIMELINE.
KNOWING THAT THE BUDGET DOES NOT INCLUDE THIS IN PURPLE, WOULD BE NEXT SCHOOL YEAR.
WE WILL BE OFFERING ETHNIC STUDIES AS AN OPTION AS A YEAR TWO PILOT.
IT'LL STILL BE IN COMPLIANCE WITH THE BILL, AND WE'LL CONTINUE TO REFINE THE COURSE AND PROVIDE PROFESSIONAL LEARNING FOR OUR TEACHER.
AS SHE GETS FEEDBACK, SHE'S DOING A SURVEY EVERY NINE WEEKS WITH HER STUDENTS AND GETTING FEEDBACK.
[03:05:05]
ALL THE TIME SHE'S SENDING ME, CAN YOU UPDATE THIS PRESENTATION AND THE BINDER OF MATERIALS THAT WE'VE HAD ON DISPLAY HERE FOR A MONTH NOW.I GOT ANOTHER THING THIS WEEK.
WEEKLY, I'M GETTING THINGS FROM HER AND I'M PULLING THINGS OUT AND UPDATING JUST BASED ON HER FEEDBACK THAT SHE'S GETTING FROM STUDENTS, FROM COMMUNITY MEMBERS, LOOKING AT, WHAT ARE THE DIFFERENT OPTIONS OUT THERE FOR ETHNIC STUDIES? WE DID START WITH THE MODEL CURRICULUM AS OUR GUIDE, AND THEN NOW LOCALLY, WE CAN BUILD SOMETHING FOR OUR COMMUNITY THAT WILL MEET THE NEEDS OF OUR STUDENTS.
THIS IS OUR REVISED TIMELINE, AND WE WILL WAIT AND SEE WHAT THE GOVERNOR DOES IN MAY.
LET'S LOOK AT THE OTHER OPTION FOR OUR FRESHMAN, AND THEN WE'LL BRING IT ALL TOGETHER.
AB 2927 IS ANOTHER NEW GRADUATION REQUIREMENT FOR STUDENTS TO HAVE A PERSONAL FINANCE COURSE.
IT'S COMPLETION OF A SEPARATE STANDALONE, ONE SEMESTER COURSE, AT LEAST A ONE SEMESTER COURSE, IN PERSONAL FINANCE.
IT CANNOT BE ECONOMICS THAT OUR SENIORS TAKE.
IT HAS TO BE A STANDALONE COURSE, ONE SEMESTER. CAN'T BE COMBINED.
IT'LL BE THE 2031 GRADUATING CLASS.
ONE YEAR AFTER THE ETHNIC STUDIES, THAT'S OUR CURRENT SIXTH GRADERS, THAT'LL BE GOING INTO SEVENTH GRADE NEXT YEAR.
WHAT'S DIFFERENT WITH THIS REQUIREMENT IS IT'S AN UNFUNDED MANDATE.
THE STATE IS NOT PROVIDING FUNDING, BUT WE HAVE TO DO IT.
WE ARE NOW STARTING A TIMELINE OF IMPLEMENTATION FOR PERSONAL FINANCE.
YOU CAN SEE WHAT THAT TIMELINE LOOKS LIKE FOR NEXT YEAR.
WE'LL BE OFFERING IT AS THAT OTHER NINE WEEK OPTION FIVE PLUS ONE FOR STUDENTS TO CHOOSE, AND IT GIVES US AN OPPORTUNITY TO PUT THIS INTO THE MASTER SCHEDULE TO TRAIN TEACHERS, TO FIND CURRICULUM, TO SUPPORT THE COURSE.
WE ARE ALREADY GETTING SAMPLES FROM PUBLISHERS, SO WE ARE ALREADY LOOKING AT HOW TO SUPPORT THE INSTRUCTION FOR THIS COURSE.
ALL OF THESE COURSES ARE A THROUGH G APPROVED AS A G ELECTIVE CREDIT, SO PI INTRA ETHNIC STUDIES AND PERSONAL FINANCE.
HERE YOU SEE A SUMMARY OF THE CURRENT COURSE DESCRIPTION FOR THE PERSONAL FINANCE COURSE.
THIS IS BASED ON THE BILL AND WHAT THE STATE HAS PUT OUT.
THERE IS ANOTHER BILL THAT WAS SIDE BY SIDE WITH THE GRADUATION REQUIREMENT THAT THE STATE IS REQUIRING THEIR CURRICULUM COMMITTEE TO INCORPORATE PERSONAL FINANCE STANDARDS WITHIN THE HISTORY SOCIAL SCIENCE FRAMEWORK.
THERE WILL BE A WORK GROUP AT THE STATE LEVEL OVER THE NEXT FEW YEARS, WORKING ON STANDARDIZING SOME TOPICS AND THEMES TO GUIDE DISTRICTS WITH THIS REQUIREMENT.
AS THEY START TO DEVELOP THAT GUIDANCE, THEN WE'LL CONTINUE TO REFINE WHAT WE'RE DOING IN OUR COURSE, BASED ON WHAT THEY PUT INTO THE HISTORY SOCIAL SCIENCE FRAMEWORK.
THE REQUIREMENT ALSO IN THE BILL OUTLINES WHO CAN TEACH THIS COURSE AND WHAT CREDENTIAL THEY HAVE TO HAVE.
IT COULD BE A MATH CREDENTIAL.
IT CAN BE A HISTORY, SOCIAL SCIENCE, SINGLE SUBJECT CREDENTIAL.
IT COULD BE A HOME ECONOMICS, SUPPLEMENTAL CREDENTIAL.
WE HAVE SOME OPTIONS WITH OUR STAFFING ON WHERE THIS COURSE MIGHT LAND AND WITH WHO.
ALL RIGHT. NOW LET'S CONNECT ALL THE DOTS.
WHY IS CUSD OFFERING PI ETHNIC STUDIES AND PERSONAL FINANCE COURSES NOW? WHEN IT'S NOT UNTIL 2030 AND 2031.
WELL, WHEN YOU WALKED INTO OUR FOYER THIS EVENING, WE WERE UNVEILING OUR PORTRAIT OF A GRADUATE.
I WANT YOU TO JUST KEEP THAT IN THE BACK OF YOUR MIND.
OUR SUPERINTENDENT HAS HAD A LONG RANGE PLAN.
IT WAS A FIVE YEAR LONG RANGE PLAN THAT SPANNED FROM SPRING 2018 TO SPRING 2023.
IT WAS REALLY THAT GUIDING NORTH STAR, THAT IT WAS A VISION FOR OUR DISTRICT THAT OUR GRADUATES WILL HAVE THE NECESSARY PREPARATION TO CHOOSE THEIR PATH AFTER THEY GRADUATE.
THAT PLAN NOW CONNECTS DIRECTLY WITH OUR PORTRAIT OF A GRADUATE, STRATEGIC VISIONING THAT WE FINISHED LAST SCHOOL YEAR, AND THE THREE PORTRAITS THAT WE WERE ABLE TO DEVELOP.
THOSE PORTRAITS OUR NORTH STAR NOW.
[03:10:01]
THAT'S OUR GUIDING DOCUMENTS, AND THAT'S WHAT WE ARE ENGAGING IN STARTING NEXT MONTH.WITHIN THOSE THREE PORTRAITS, I JUST GAVE YOU A SNAPSHOT OF HOW THESE COURSES, THESE THREE FRESHMAN OFFERINGS, HOW THEY CONNECT TO OUR PORTRAIT OF A GRADUATE, AND THAT'S WHY WE'RE DOING THIS WORK NOW.
THE PORTRAIT OF A GRADUATE IS FOR OUR STUDENTS THAT ARE IN OUR SEATS IN OUR CLASSROOMS NOW.
WE'RE NOT GOING TO WAIT TO PREPARE THEM.
WE'RE GOING TO START PREPARING THEM NOW FOR WHAT OUR COMMUNITY SAID WITH MINDY.
SHE MUST HAVE FOUND MORE DATA OUT THERE.
ALMOST 68,000 NOW DATA POINTS.
WHAT OUR COMMUNITY SAID WAS IMPORTANT.
IF WE FIRST LOOK AT ETHNIC STUDIES AND WHERE IT CONNECTS TO OUR PORTRAITS, WE SEE THE COLLABORATIVE TEAM PLAYER, AND THESE ARE JUST QUOTES TAKEN FROM OUR PORTRAITS DIRECTLY.
LIFE READY AND PREPARED TO THRIVE.
YOU SEE A LOT IN HERE ABOUT BEING ABLE TO CONNECT AND COMMUNICATE WITH PEOPLE WITH DIVERSE BACKGROUNDS, APPRECIATING DIFFERENT PERSPECTIVES, RESPECTFUL AND COMPASSIONATE GLOBAL CITIZEN.
CONFIDENT IN AN ENGAGING COMMUNICATOR AND THEN PREPARE STUDENTS FOR GLOBAL CITIZENSHIP.
IN THE ASPECTS OF AN INTRO TO ETHNIC STUDIES COURSE ARE DIRECTLY RELATED TO OUR PORTRAITS AND OUR PORTRAIT OF A GRADUATE IN MULTIPLE THEMES, AS YOU CAN SEE HERE.
I COULDN'T FIT ALL THE YOU SAW THE MAGAZINE. IT'S PRETTY LENGTHY.
I JUST PULLED OUT WHAT I FELT WAS MOST RELEVANT.
PERSONAL FINANCE, LIFE READY AND PREPARED TO THRIVE.
THEY ARE FINANCIALLY LITERATE, THAT'S DIRECTLY FROM OUR PORTRAITS.
WE'RE GOING TO START TO DO THAT FOR OUR STUDENTS NOW.
STUDENTS UNDERSTAND PERSONAL FINANCES, DEBT MANAGEMENT, AND INVESTMENT.
THEN A CULTURE OF EDUCATIONAL INNOVATION.
WE WANT TO EQUIP THEM WITH THE SKILLS THAT THEY'RE PREPARED FOR FOR THEIR FUTURE, INCLUDING IT SAYS EXPLICITLY IN OUR PORTRAIT, FINANCIAL LITERACY.
THEN IF WE LOOK AT OUR FRESHMEN ISLANDER EXPERIENCE, WE HAVE STUDENT CENTERED CULTURE OF BELONGING, TECHNOLOGICALLY COMPETENT AND ADAPTIVE, CHAMPIONS, MULTIPLE PATHWAYS IN A CULTURE THAT PRIORITIZES WELL BEING.
WE KNOW THE ISLANDER EXPERIENCE ONE OF OUR TEACHERS PROVIDED THE CAR EXAMPLE.
IT DOES COVER SOME ASPECTS OF PERSONAL FINANCE.
OTHER COMPONENTS WITHIN THAT CLASS AS WE TALKED ABOUT LAST SCHOOL BOARD MEETING.
OR OUR COUNSELORS ARE PUSHING IN, GETTING STUDENTS READY FOR YOUR PLANS, UNDERSTANDING A THROUGH G REQUIREMENTS, UNDERSTANDING ALL THESE AMAZING PATHWAYS THAT WE OFFER DUAL ENROLLMENT OPPORTUNITIES.
IT'S A GREAT CLASS TO GET OUR FRESHMEN READY TO PLAN OUT THEIR HIGH SCHOOL YEARS.
THAT BRINGS US BACK TO WE WENT OVER WHAT THESE COURSES ARE, THE, WHY HOW IT CONNECTS TO OUR PORTRAITS OF A GRADUATE.
AGAIN, THE COURSE OFFERINGS THAT COUNSELORS SPOKE TO OUR EIGHTH GRADERS ABOUT THIS WEEK WERE THE FIVE PLUS ONE.
DURING THIS IMPLEMENTATION, OUR INSTRUCTORS FOR THESE COURSES, THEY'LL CONTINUE TO DEVELOP THE COURSES AND REFINED UNITS AS OUR TEACHERS DO EVERY YEAR.
CONTINUED FEEDBACK FROM STUDENTS AND TEACHERS.
WE'LL CONTINUE TO GET THAT FEEDBACK THROUGH THE SURVEY DATA.
IT'S REALLY IMPORTANT TO LISTEN TO THE STUDENT VOICE AND STUDENT EXPERIENCE, ONGOING PROFESSIONAL DEVELOPMENT, AND THEN ENSURE THAT ALL OF OUR COURSE OFFERINGS ARE CONSISTENTLY ALIGNED TO OUR PORTRAITS OF A GRADUATE AND THEN AB 101 AND AB 2927.
WHAT DOES THIS LOOK LIKE FOR STUDENTS AND FAMILIES, NEXT SCHOOL YEAR? FRESHMEN ELECTIVE, SO ALL STUDENTS WILL BE ENROLLED IN FI, AND THEN ON THE COURSE REQUEST FORM, IT'LL LIST THE THREE, AND THEY WILL HAVE TO CHOOSE ONE OF THE FOLLOWING OPTIONS, INTRO TO ETHNIC STUDIES, PERSONAL FINANCE, OR MARK NO PREFERENCE.
THE NO PREFERENCE IS STRATEGIC, IT GIVES US FLEXIBILITY WITH THE MASTER SCHEDULE TO BALANCE CLASSES.
IF A STUDENT TRULY IS OKAY WITH EITHER OR, THEN THAT GIVES US SOME FLEXIBILITY WITHIN OUR MASTER SCHEDULE SO WE CAN BALANCE COURSES.
BRINGS US TO THE AND I'M AVAILABLE IF YOU HAVE QUESTIONS AFTER PUBLIC COMMENT.
[03:15:03]
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.5 AT THIS TIME?
>> HI. MY NAME IS MANDY PAGAN.
I WAS HERE AT ANOTHER MEETING I THINK TWO MEETINGS AGO.
I HAVE A NINTH GRADER AND A SEVENTH GRADER HERE IN THE DISTRICT.
I'M GOING TO HAZARD A GUESS THAT IF YOU'RE SITTING UP THERE, YOU ARE AWARE OF THE THEORY OF FIXED VERSUS GROWTH MINDSETS.
ALL OF OUR TEACHERS SHOULD BE STRIVING TO IMPLEMENT THE GROWTH MINDSETS IN THEIR STUDENTS CHILDREN THAT THEIR POTENTIAL IS UNLIMITED.
UNFORTUNATELY, SO FAR THE ETHNIC STUDIES CLASS HAS BEEN UTILIZING A FIXED MINDSET APPROACH.
THE STUDENTS ARE TAUGHT THAT DEPENDING ON THEIR RACE, WHICH IS AN IMMUTABLE CHARACTERISTIC, THEY HAVE PLAYED A PARTICULAR ROLE IN HISTORY AND CONTINUE TO DO SO.
STUDENTS WERE ASKED TO IDENTIFY THEIR PRIVILEGE IN A VARIETY OF METRICS, INCLUDING RACE, GENDER, RELIGION, BODY SIZE, ECONOMIC STATUS, ETC.
THEY WERE THEN ASKED TO REFLECT ON THEIR PRIVILEGE.
IF YOU ARE WHITE, YOU ARE AUTOMATICALLY TOLD THAT YOU HAVE PRIVILEGE AND ARE AN OPPRESSOR AND NEED TO FEEL BAD ABOUT THAT.
IF YOU ARE A PERSON OF COLOR, YOU ARE A VICTIM AND WILL CONTINUE TO BE A VICTIM AND THERE'S NOT MUCH YOU CAN DO ABOUT IT.
WHY ARE WE TEACHING OUR CHILDREN THIS? FURTHERMORE, I FIND IT PARTICULARLY TROUBLING GIVEN THE LARGE POPULATION OF MILITARY FAMILIES ON THIS ISLAND, THAT THIS COURSE ALSO DEMONIZES THE FOUNDING OF OUR COUNTRY AND INSISTS UPON THE STUDENTS READING AN APOLOGY TO THE NATIVE AMERICANS FOR STEALING THEIR LAND EACH WEEK.
THE ONLY REASON YOU DO A LAND ACKNOWLEDGMENT IS BECAUSE YOU ARE SAYING THAT WE ARE HERE ILLEGITIMATELY, WHICH UNDERMINES THE ENTIRE FOUNDATION OF OUR NATION.
WE HAVE TAUGHT OUR FIVE BOYS TO BE PROUD OF THIS COUNTRY AND ITS FOUNDING, AND IT'S REALLY UPSETTING TO ME THAT THEY WOULD HAVE A TEACHER THAT IS TELLING THEM OTHERWISE.
MY HUSBAND GARRETT SERVED IN THE AIR FORCE AND I COMPETED FOR THE UNITED STATES INTERNATIONALLY AS A PROFESSIONAL TRIATHLETE.
HE WAS PROUD TO SERVE AND I WAS PROUD TO REPRESENT THE UNITED STATES EVERY TIME I RACED.
I AM NOT OKAY WITH SOMEONE TEACHING MY KIDS THAT THEY SHOULD NOT BE PROUD OF AMERICA.
I URGE YOU TO BE MORE INVOLVED IN THE CURRICULUM DEVELOPMENT PROCESS THIS NEXT TIME AROUND FOR ETHNIC STUDIES.
THERE IS NO STATE MANDATED CURRICULUM.
OUR DISTRICT CAN DESIGN WHATEVER THEY WANT.
WHAT ARE THE DISTRICTS GOALS FOR THIS COURSE? I GUESS WE SAW SOME OF THEM UP THERE AND I THINK THOSE ARE GREAT GOALS.
CURRENTLY, THE COURSE IS FOLLOWING A LIBERATED CURRICULUM, WHICH IS HEAVILY INFLUENCED BY MARXIST AND CRT PRINCIPLES.
WHEN INSTEAD, THEY COULD BE USING A CONSTRUCTIVE CURRICULUM.
IT SHOULD BE AN AWESOME COURSE THAT HIGHLIGHTS THE MANY CONTRIBUTIONS OF DIFFERENT CULTURAL GROUPS IN THE FORMATION OF OUR COUNTRY.
EVERYONE SHOULD BE PROUD OF THEIR HERITAGE.
BUT NO CHILD SHOULD BE MADE TO FEEL BAD BECAUSE OF THEIR RACE OR CULTURE AND ANYTHING THAT PROMULGATES THAT NEEDS TO BE REMOVED. THANK YOU.
AS YOU CREATE A CURRICULUM, YOU FIRST NEED TO ESTABLISH GOALS.
WHAT DO YOU WANT TO TEACH THE STUDENTS? THEN YOU NEED TO SELECT MATERIALS THAT WILL ALLOW STUDENTS TO ACCOMPLISH THE PRE ESTABLISHED GOALS.
REGARDING AN ETHNIC STUDIES CLASS.
IS IT YOUR GOAL TO DEVELOP A CURRICULUM THAT FOCUSES ON BUILDING BRIDGES OF UNDERSTANDING BETWEEN ETHNIC GROUPS, HONORING DIFFERENCES, AND CONFRONTING ISSUES LIKE RACISM HONESTLY WITH MUTUAL RESPECT? OR IS IT YOUR GOAL TO DIVIDE STUDENTS INTO OPPRESSORS AND THE OPPRESSED BASED ON RACIAL CHARACTERISTICS AND TEACH SYSTEMATICALLY RACIST SYSTEMS OF POWER DETERMINE THE OUTCOME FOR DIFFERENT RACES? WANT TO PRESENT A CONSTRUCTIVE ETHNIC STUDIES CURRICULUM WHICH FOCUSES ON THE ROLES AND EXPERIENCES OF DIFFERENT GROUPS IN AMERICAN HISTORY.
ONE THAT DISCUSSES RACISM, BUT IN A WAY THAT ADDRESSES ALL THE CAUSES OF RACISM, NOT JUST FOCUSING ON THE COLONIALISM ASPECT.
OR DO YOU WANT TO CRITIQUE WHITE SUPREMACY, RACISM, AND PATRIARCHY? NEVER MENTIONING SOME OF THE BRUTAL TRADITIONS THAT EXIST EVEN TODAY AND ARE PRACTICED BY DIFFERENT CULTURES.
EVERY CULTURE HAS ITS OWN HISTORICAL, CULTURAL AND RELIGIOUS BLEMISHES.
ISN'T IT BETTER FOR STUDENTS TO APPRECIATE THE BEAUTY AND RICHNESS OF DIVERSE CULTURES AND LEARN TO REDUCE ANY INTER ETHNIC CONFLICTS THROUGH SHARED EXPERIENCES AND RELATIONSHIP BUILDING? AS I LOOK AT THE BINDER CONTAINING GUIDELINES AND WORKSHEETS FOR THIS DISTRICT'S ETHNIC STUDIES CLASS AND TALK TO STUDENTS, I HAVE SAID THAT THIS CURRICULUM FOCUSES ON THE STRUGGLE BETWEEN WHITE OPPRESSORS AND THE OPPRESSED OTHER RACES.
IT USES PRIVILEGE, INTERSECTIONALITY, AND OTHER TERMINOLOGY TO DESCRIBE THESE CONCEPTS.
CAPITALISM BAD, COLONIALISM, BAD.
NATIVE AMERICANS, HISPANIC AMERICANS, BLACK AMERICANS, AND OTHER OPPRESSED MARGINALIZED GROUPS, GOOD.
IN FACT, FRESHMEN BEGIN MANY OF THEIR CLASSES READING A LETTER THANKING
[03:20:04]
NATIVE AMERICANS FOR TAKING SUCH GOOD CARE OF THE LAND IN CORONADO THAT WAS STOLEN BY WHITE GUYS.HOW DOES THIS TAKE ON ETHNIC STUDIES CLASS HELP STUDENTS? IN MY OPINION, NO ONE BENEFITS FROM CURRICULUM DIVIDES AMERICAN COMMUNITIES ALONG RACIAL AND POLITICAL LINES THAT VILLAINIZES SOME AND LIMITS OTHERS BECAUSE THEY ARE BY DEFINITION OPPRESSED.
I ALSO OBJECT TO SOME OF THE NOVELS YOU INCLUDED IN YOUR CURRICULUM.
DR. BATTLE TOLD ME THAT ONE BOOK CONTAINING EXPLICIT SEX SCENES FEATURING VIOLENCE ON A YOUNG GIRL WAS ONLY GOING TO BE USED IN THE ADVANCED ETHNIC STUDIES CLASS FOR 11TH GRADERS.
I DON'T THINK THIS BOOKS SHOULD BE USED AT ALL.
WHEN THERE ARE SO MANY GOOD BOOKS THAT DELVE INTO DIVERSE CULTURES.
WHY SHOULD THE SCHOOL PROMOTE ONE THAT CONTAINS SUCH OFFENSIVE CONTENT? I THOUGHT SCHOOLS WERE SUPPOSED TO MODEL AND ENCOURAGE CIVIL AND RESPECTFUL BEHAVIOR.
IN FACT, OUR CLASSROOM BOOKS AND LIBRARY BOOKS NEED TO BE SELECTED FOR LITERARY QUALITY AND APPROPRIATENESS OF CONTENT.
IT LOOKS LIKE THOUSANDS OF DOLLARS HAVE BEEN APPROPRIATED AND GIVEN THE POTENTIAL LOSS OF MORE FEDERAL FUNDING TO CALIFORNIA, RESULTING FROM ITS DETERMINATION TO REMAIN A SANCTUARY CITY, THIS DISTRICT NEEDS TO BE MORE INTENTIONAL WITH REGARD TO ITS EXPENDITURES. THANK YOU.
>> CAROLYN ROGERSON CORONADO, WHILE WE'RE ON THE SUBJECT OF ETHNIC STUDIES.
I'M HERE TO TALK ABOUT THE WHEEL OF POWER AND PRIVILEGE IN THE ETHNIC STUDIES PROGRAM.
THE BOARD CANNOT PUT UP THE GRAPHIC OF THE WHEEL OF POWER AND PRIVILEGE TO WHICH I REFER, UNFORTUNATELY.
THIS WHEEL IS ADAPTED FROM THE CANADIAN COUNCIL FOR REFUGEES.
IT TALKS ABOUT MARGINALIZED AND POWER AND PRIVILEGE.
SKIN COLOR, FOR EXAMPLE, DIFFERENT SHADES.
DIFFERENT SHADES, MY SISTER AND I ARE DIFFERENT SHADES, ESPECIALLY IN THE SUMMER WHEN SHE GETS A TAN.
WEALTH, WELL, LET ME TELL YOU.
DEFINE WEALTH, DEFINE RICH AND MIDDLE CLASS, DEPENDS ON WHERE YOU LIVE IN THIS COUNTRY.
LIVE IN SOUTHERN CALIFORNIA, THAT'S A TOTALLY DIFFERENT DEFINITION THAN SOMEBODY WHO LIVES IN MAYBE IOWA, KENTUCKY, OR NEBRASKA.
WHAT IS VULNERABLE AND WHAT IS MENTALLY STABLE? AT VARIOUS TIMES IN ALL OF OUR LIVES, AND AT VARIOUS AGES, HAVE WE NOT FELT VULNERABLE? HAVE WE NOT FELT MENTALLY STABLE IN OUR OWN OPINIONS? THE DEGREE OF VULNERABILITY IS VERY SUBJECTIVE.
NOW, I'M GOING TO GIVE YOU A COUPLE EXAMPLES.
THERE IS A VERY EXPENSIVE NEW RESTAURANT, NEWPORT BEACH, NEWPORT CENTER, RH. CAROLYN ROGERSON CALLS.
CAROLYN ROGERSON, WHO IS PRIVILEGED WHITE FEMALE.
SHE CALLS AND WANTS A RESERVATION FRIDAY AT 7:00 FOR TWO PEOPLE.
SORRY, MR. ROGERSON, WE HAVE ABSOLUTELY NO ROOM.
WE HAVE A BLACK MAN WHO CALLS, MARGINALIZED BLACK MAN.
HE CALLS, AND THEY WANT A RESERVATION FOR SIX AT 7:00 ON FRIDAY.
WELL, CERTAINLY WE HAVE A LOVELY OCEAN VIEW TABLE FOR YOU, MR. LEBRON JAMES. AM I RIGHT? NEXT, LET'S TAKE ANOTHER WHITE FEMALE. SHE CALLS.
SHE WANTS A RESERVATION AT 7:00 AT RH FRIDAY EVENING.
SHE WANTS A RESERVATION FOR EIGHT.
WELL, OF COURSE, MISS TAYLOR SMITH, WE HAVE LOVELY TABLE FOR YOU, AND YOU KNOW THAT'S RIGHT.
LET'S TAKE THE MOST PRIVILEGED INDIVIDUAL ON THE WHEEL.
THE WHITE MALE POLITICIAN CALLS SCOTT PETERS, WHO? HE'S CONGRESSMAN FROM SAN DIEGO.
WE CAN POSSIBLY ACCOMMODATE HIS PARTY AT 9, 09:30, BUT HE MAY HAVE TO WAIT IN THE BAR.
THIS WHEEL OF POWER AND PRIVILEGE IS DESIGNED TO PUSH A BIASED AGENDA.
IT HAS NO PLACE IN REALITY AND SHOULD NOT BE USED AS AN EDUCATIONAL TOOL IN OUR CORONADO SCHOOL SYSTEM. THANK YOU.
>> THANK YOU. TRUSTEES, ANY QUESTIONS OR COMMENTS?
ONE, I DO WANT TO THANK DR. BATTLE, ARE YOU THERE? NO, YOU DON'T HAVE TO BE THERE.
THEY'RE FANTASTIC. THANK YOU FOR ALL THE WORK YOU DO.
I AM SO IMPRESSED BY THE WORK THAT YOU DO.
SUPERINTENDENT MUELLER, AS WELL.
I'M THE NEW KID ON THE BLOCK, BUT I'VE SPENT A LOT OF TIME WORKING WITH THESE FOLKS AND THEY TRULY WERE VERY LUCKY TO HAVE THEM.
THEY LISTEN. THIS SUBJECT CAME UP.
I WAS NOT ON THE BOARD. I WAS CURIOUS.
I DID A LOT OF RESEARCH. REAL QUICKLY THOUGH, I AM A MULTI-ETHNIC FAMILY.
MY WIFE WAS BORN AND RAISED IN FRANCE.
YES, THAT'S A SEPARATE ETHNICITY, BELIEVE IT OR NOT BECAUSE IT'S NOT JUST BASED ON SKIN COLOR.
WE RAISED OUR KIDS BILINGUALLY.
[03:25:02]
WE SPEAK FRENCH FLUENTLY.I HAVE PRETTY GOOD WORKING KNOWLEDGE OF FRENCH, ARABIC, HEBREW, GREEK, ETHNOS.
ETHNOS, IT'S GREEK, IS DIFFERENT PEOPLE GROUPS.
I HAVE SPENT AT LEAST 100 HOURS OR MORE DILIGENTLY LOOKING AT THIS, ALL THE LEGISLATION.
I'M VERY GRATEFUL THAT OUR DISTRICT IS GOING TO TAKE A LOOK AT HOW WE CAN MAKE THIS A BETTER ETHNIC STUDIES COURSE.
THE THINGS THAT WERE SAID AT THE [INAUDIBLE], I'VE DONE THE RESEARCH.
THE THINGS THAT WERE FACTUALLY STATED IS I'VE DONE THE RESEARCH AND THEY'RE PRETTY SPOT ON, ACTUALLY.
I WAS SHOCKED. I'VE SPENT OVER 100 HOURS.
I ENCOURAGE ANYONE ELSE IF THEY WANT TO LOOK AT IT.
THE BOTTOM LINE IS, OUR DISTRICT IS CONCERNED AND WE WANT TO MAKE IT A GOOD ETHNIC STUDIES CLASS.
I THINK IT'S A FANTASTIC IDEA.
I ALSO APPLAUD THE FACT THAT THE DISTRICT HAS MADE IT INTO TWO COURSES BECAUSE WHILE NOT FUNDED RIGHT NOW, I WOULDN'T BE SURPRISED.
FIRST OF ALL, TO BE CLEAR. THAT'S IN THE GOVERNOR'S FIRST HACK.
THE LEGISLATURE NOW GETS IT, AND I WOULDN'T BE SURPRISED AT ALL IF IT BECOMES FUNDED.
I'M GLAD THAT WE'RE GOING TO BE PREPARED.
I'M GLAD THAT YOU ALL TOOK THE PILOT PROGRAM.
I UNDERSTAND IN A SENSE, IT WAS THE EASY ANSWER.
WE'VE ALREADY BEEN HERE LATE ENOUGH, SO I'M NOT GOING TO TAKE TOO MUCH TIME TALKING ABOUT THE HISTORY OF THIS LEGISLATION, BUT I COULD, IF ANYONE WANTS TO MEET ME AFTERWARDS.
THAT WAS THE EASIER FRAMEWORK.
BUT WITHIN THE LEGISLATION, IT DOES ALLOW US TO MAKE, SO I WANT TO CORRECT ONE OF THE STATEMENTS THERE, SO WE SET EXPECTATIONS.
YES, WE CAN CREATE OUR OWN COURSE.
BUT THERE ARE STILL MANDATES WITHIN THAT.
THAT WILL PROBABLY NOT MAKE EVERYBODY HAPPY.
BUT HOW WE TEACH THOSE AND HOW WE ADDRESS THOSE I THINK ARE WAYS THAT WE'LL BE LOOKING AT AS WE GO AHEAD.
CORRECT, SUPERINTENDENT MUELLER.
>> ALWAYS AS DR. BATTLE STATED, ALL OF OUR COURSES GO THROUGH, ESPECIALLY IN A [INAUDIBLE].
TEACHERS ARE REFLECTIVE PRACTITIONERS AND MAKE ADJUSTMENTS BASED OFF OF STUDENT PERFORMANCE, ACADEMIC PERFORMANCE, STUDENT FEEDBACK, CONSTANTLY GOING THROUGH THE REFLECTIVE PRACTICE.
>> HAVING AN UPPER DIVISION COURSE IS VERY GOOD BECAUSE WE HAVE A LOT OF MILITARY FAMILIES, I'M ONE OF THEM.
NOW ALL OF A SUDDEN, BY THE WAY, IT'S THE ONLY STATE IN THE UNION THAT I'M PRETTY SURE AT THIS POINT, THAT HAS IT AS A GRADUATION REQUIREMENT.
BUT THAT SAID IT IS A GRADUATION REQUIREMENT.
WE GET A MILITARY STUDENT IN, HOW CAN WE TAKE CARE OF THEM? WELL WE HAVE AN UPPER DIVISION HONORS COURSE.
I'VE REVIEWED THAT. I KNOW THE BOOK YOU'RE TALKING ABOUT.
>> IT MAY BE A REQUIREMENT. THEY HAVE TO FUND IT.
>> IT'S NOT AN ADVANCED ETHNIC STUDIES COURSE.
>> NO, BUT THE DESIGN IS THAT IT WOULD MEET THE REQUIREMENT.
>> BUT IT'S NOT ADVANCED. IT'S A JUNIOR LEVEL.
>> I MEANT TO BE AN UPPER DIVISION JUNIOR, YOU'RE GOING TO BE OLDER.
AT A JUNIOR, YOU'RE PROBABLY 17. YOU'RE NOT A FRESHMAN.
THE FACT IS I'VE READ THOSE BOOKS.
ONE IN PARTICULAR, I THINK THE ONE THAT [INAUDIBLE] REFERENCE COVER TO COVER.
IT'S A COMPELLING BOOK AWARD WINNING, BUT PARENTS SHOULD BE AWARE.
THE DISTRICT IS LIKE, YEAH, WE AGREE.
IF YOU HAVE AN OBJECTION, WE HAVE AN ALTERNATE PATH FOR YOU.
I THINK THERE IS A GOOD PATH AHEAD.
BUT WE'RE JUST GOING TO HAVE TO WAIT AND SEE HOW IT PLAYS OUT, THEY'VE BEEN FANTASTIC LISTENING TO DIFFERENT POINTS OF VIEW AND THEY'RE GOING TO WORK ON DOING THAT.
BUT I APPRECIATE THE WORK THAT YOU ALL HAVE DONE.
AGAIN, DR. BATTLE, FANTASTIC, YOU'RE SO BUSY.
YOU HAVE TO DO SO MANY THINGS.
I LIKE HOW YOU TIED IT INTO THE PORTRAIT OF A GRADUATE, BUT WE'RE GOING TO MAKE IT BETTER.
>> I WOULD LIKE TO THANK EVERYONE WHO CAME UP AND SHARED THEIR COMMENTS.
I WOULD AGREE WITH THE STATEMENT THAT MORE REFLECTION IS IN ORDER.
I THINK THAT THIS IS OBVIOUSLY A VERY HOT BUTTON ISSUE, AND IT CERTAINLY NEEDS TO BE PRESENTED CORRECTLY TO IMPRESSIONABLE STUDENTS OF A YOUNGER AGE.
I THINK WE'VE ALL BEEN IN THE SITUATION WHERE YOU HAVE SOMEONE WHO'S A POWER OR AUTHORITY OF FIGURE AND THEY HAVE A CERTAIN OPINION, AND AS THE SUBORDINATE, YOU NEED TO ADJUST YOUR OPINIONS IN ORDER TO SUCCEED, GET AHEAD, GRADUATE, DO WELL.
[03:30:02]
I THINK THAT THAT PARADIGM IS SOMETHING THAT WE SHOULD REALLY STRIVE TO AVOID.I THINK WE CERTAINLY HAVE A LOT MORE WORK TO BE DONE.
I'LL JUST LEAVE IT AT THAT. I DID HAVE ONE QUESTION FOR DR. BATTLE.
I WAS A LITTLE CONCERNED LOOKING AT THE FRESHMAN ISLANDER EXPERIENCE THAT WE JUST APPROVED THE CURRICULUM.
PART OF THAT IS FINANCIAL LITERACY.
THE RESOURCES THAT WE APPROVED WERE FINANCIAL LITERACY RESOURCE LISTING FROM THE CALIFORNIA DEPARTMENT OF EDUCATION, AND THEN THE FEDERAL DEPOSIT INSURANCE CORPORATION, MONEY SMART FOR YOUNG PEOPLE.
THEN ONE OF THE PLUS ONES IS GOING TO BE PERSONAL FINANCE.
IF YOU LOOK AT THAT, IT'S LIKE MONEY MANAGEMENT, SAVING, BORROWING, INVESTING, BUDGETING, PLANNING FOR A STRONG FINANCIAL FUTURE.
I JUST WANT TO MAKE SURE THAT WE'RE ACTUALLY NOT GOING TO BE JUST TEACHING THE SAME THING AGAIN FROM THE FIE AND THEN IN THE FINANCIAL LIKE, THEY'RE NOT GOING TO GET THE SAME THING FOR THE ENTIRE TERM?
>> CORRECT. THEY WILL NOT GET THE SAME INFORMATION.
HAVING SOME PERSONAL FINANCE OR FINANCIAL LITERACY INCORPORATED IN DFI WAS ALIGNED WITH PORTRAIT OF A GRADUATE AT THE TIME AND WE'LL HAVE THE TEACHERS COLLABORATE SO THEIR UNITS ARE OF STUDY, DO NOT OVERLAP.
>> JUST LOOKING AT THE TITLES, IT LOOKS LIKE THERE COULD BE A LOT OF OVERLAP, AND I REALIZE THIS IS A MOVING TARGET, BUT I WOULD CERTAINLY WANT TO AVOID TEACHING THE SAME THING.
IF MAYBE THERE MAY BE OPPORTUNITIES IN THE FUTURE TO SAY WE WOULD LIKE TO TEACH SOME DIGITAL SECURITY OR CYBER AWARENESS TYPE SOMETHING IN PLACE OF SOME OF THE FINANCIAL LITERACY IN THE FIE COURSE.
SOMETHING LIKE THAT, MAKE SURE WE'RE NOT TEACHING THE SAME THING FOR THE WHOLE TERM. THANK YOU.
THE NICE THING ABOUT FIE IS IT REALLY IS WHAT WE WANT IT TO BE FOR OUR STUDENTS.
IF WE KNOW PERSONAL FINANCE IS THAT OPTION AND WE WANT TO FOCUS IN MORE ON EXPANDING DIGITAL CITIZENSHIP AND DIGITAL LITERACY, AI AND HAVING MORE AWARENESS WITH THE TECHNOLOGY COMPONENT, THAT IS SOMETHING WE CAN INCORPORATE, BUT WE ARE VERY MUCH ON THE SAME PAGE.
WE DON'T WANT IT TO BE THE SAME INFORMATION THAT STUDENTS ARE GETTING.
>> GOT IT. FANTASTIC BRIEF, DR. BATTLE, THANK YOU SO MUCH.
IT LOOKS LIKE WE'RE GETTING WAY OUT AHEAD ON THE FINANCE AND ETHNIC CLASSES, WHICH IS FANTASTIC BECAUSE THEY'RE NOT REQUIRED JUST YET.
THAT WE'RE ALSO HEDGING WHERE KIDS CAN GO EITHER WAY.
AFTER THE FIVE, THEY CAN GO ETHNIC STUDIES OR FINANCE.
I LIKE TO TIE INTO THE PORTRAIT OF A GRADUATE.
WILL THERE BE ENOUGH TEACHERS SO THAT IF A KID WANTS ETHNIC STUDIES, SAY THAT'S THE EASY WAY AND FINANCE IS REALLY HARD AND EVERY WANTS TO GO TO ETHNIC STUDIES.
WILL THEY BE FORCED TO GO TO FINANCE IF THEY WANT ETHNIC STUDIES? OR WILL THERE BE ENOUGH TO GET WHAT YOU WANT?
>> WE'RE HOPEFUL THAT THERE'LL BE ENOUGH TO GET THE COURSE THAT YOU WANT, BASED ON YOUR PREFERENCE THAT YOU RANKED ON YOUR COURSE REQUEST FORM.
THEN IT'S STILL GOING TO BE ONE FTE.
IT JUST MIGHT BE MAYBE MORE KIDS CHOOSE THE PERSONAL FINANCE.
WE HAVE TWO SECTIONS OF THE INTRO TO ETHNIC STUDIES AND FOUR SECTIONS OF SOMETHING ELSE, BUT IT'LL STILL BE A FULL TIME TEACHER TO BALANCE OUT THE TERMS.
>> FANTASTIC. AS SOMEBODY WHO LIVED IN APARTHEID, SOUTH AFRICA FOR FOUR YEARS AS A KID, THERE WERE OPPRESSED AND OPPRESSORS.
>> PERSONALLY I'M THRILLED THAT WE HAVE THE PERSONAL FINANCE COURSE.
I KNOW I'M GOING TO BE JUMPING WAY AHEAD.
BUT I KNOW THAT IN FIFTH GRADE, WE HAVE THE BIZTOWN PROGRAM THAT WE USE AND NOW WE'RE HAVING MORE PERSONAL FINANCE AT THE HIGH SCHOOL.
I WAS THINKING, IF THERE'S A WAY TO MAKE A VERTICAL PATHWAY AT THE MIDDLE SCHOOL TO CONNECT THOSE FINANCIAL LITERACY, MAYBE IN THE FUTURE, SOMETHING TO THINK ABOUT DOWN THE ROAD.
>> THE J-1, THE PROGRAM, IN GENERAL,
[03:35:05]
THEY ALSO HAVE A MIDDLE SCHOOL COMPONENT AND THEN THEY ALSO HAVE A HIGH SCHOOL COMPONENT, IF YOU'VE BEEN TO THE MISSION VALLEY CENTER.IN THE HIGH SCHOOL COMPONENT, THEY START TO LOOK AT STOCKS AND THE STOCK MARKET AND ALL THINGS.
WE HAVE A STRONG RELATIONSHIP THERE WHERE WE COULD CERTAINLY LOOK AT VERTICAL PATHWAY.
I WILL ALSO ADD WITHOUT TEASING THIS TOO MUCH, BUT WE'RE VERY AWARE OF LOOKING INTO THE FUTURE AND WHAT IF IT GETS FUNDED AND IT'S A REQUIREMENT, AND WE KNOW PERSONAL FINANCE IS A REQUIREMENT.
THEN WE ALSO HAVE FIE, WELL, THAT'S NINE WEEKS AND NINE WEEKS AND NINE WEEKS.
THERE'S SOMETHING MISSING THEN, ANOTHER NINE-WEEK COURSE, BUT SOMETHING WE'VE TALKED ABOUT IS MAKING ONE OF THE COURSES AN 18-WEEK COURSE AND MAYBE STILL OFFERING SOME CHOICE TO STUDENTS.
WE'VE HEARD THAT FROM OUR COMMUNITY AS WELL.
BUT IF IT'S A REQUIREMENT, MAYBE THERE'S SOME OPTIONS ON HOW STUDENTS MIGHT MEET THE REQUIREMENT WITH ETHNIC STUDIES.
IS IT THE ETHNIC LITERATURE? IS IT AN INTRO TO ETHNIC STUDIES, OR SOME DISTRICTS, FOR EXAMPLE, POWAY UNIFIED, THEY'RE LOOKING AT ALSO ON BOARDING AP AFRICAN-AMERICAN STUDIES AS AN OPTION TO MEET THE REQUIREMENT.
THERE'S OPTIONS OUT THERE FOR THE FUTURE JUST DEPENDING ON WHAT HAPPENS.
WE ARE POISED TO PIVOT AND ADJUST OUR TIMELINE AND OUR COURSE.
>> I JUST LIKE TO COMMENT ON THE ETHNIC STUDIES.
I DON'T WANT KIDS TO FEEL BAD FOR THEIR ANCESTORS OR BE JUDGED ON ANYTHING.
BUT I THINK THE REALITY OF WHERE WE ARE IS RACISM STILL EXISTS, GENERALLY SPEAKING, SOMETIMES EVEN IN OUR OWN DISTRICT, PRIVILEGE STILL EXISTS.
YOUR DEFINITION OF THAT CAN VARY, OBVIOUSLY.
WE HAD GREAT EXAMPLES. SOME PEOPLE ARE MORE PRIVILEGED THAN OTHERS, AND IT DEPENDS ON WHERE YOU LIVE.
BUT WE HAVE THIS HISTORY THAT MAKES US WHO WE ARE.
A FULL TEXAS MEXICAN AND I'M A DESCENDANT OF MIGRANT FARM WORKERS, AND WE LIKE TO SAY, WE DIDN'T CROSS THE BORDER THE BORDER CROSSED US, BECAUSE IF YOU KNOW YOUR TEXAN HISTORY, SIX FLAGS OVER TEXAS, MEXICO, US, FRANCE, I FORGET THE OTHER TWO, IT'S BEEN A WHILE SINCE 7TH GRADE TEXAS HISTORY.
BUT THERE WERE A LOT OF CHANGES AND MY ANCESTORS WERE TREATED A CERTAIN WAY, AND THAT'S JUST SOMETHING FOR ME TO BE AWARE OF.
I THINK WITH THE LAND ACKNOWLEDGMENT IN NATIVE AMERICANS, DO WE NEED TO DO IT EVERY DAY? PROBABLY NOT, BUT I THINK THERE'S AN UNDERSTANDING THERE OF HISTORY, AND THAT'S WHAT IT IS, AND LAND THAT WAS TAKEN AND USING THAT TO UNDERSTAND WHERE PEOPLE MAY COME FROM, BUT I THINK PART OF THAT GROWTH MINDSET IS KNOWING THAT WE CAN GROW PAST THAT.
I DON'T WALK AROUND WITH A CHIP ON MY SHOULDER THAT I'M DESCENDANTS OF MEXICANS AND THEY'VE BEEN TREATED A CERTAIN WAY HERE OR IN MEXICO OR EVEN NOWADAYS, WHERE THAT YOU MUST BE FROM A MEXICAN GANG BECAUSE OF THE COLOR OF YOUR SKIN.
I THINK THAT WE HAVE A TEACHER WHO HAS DECADES OF EXPERIENCE TEACHING THIS COURSE, EXPERIENCE WITH CURRICULUM, AND I APPRECIATE THAT THIS IS AN ONGOING DISCUSSION SO WE CAN MAKE IT AS BEST AS WE CAN, BUT I THINK THERE IS A GOOD BACKGROUND AND REASONING FOR THIS.
>> WHEN I HEAR THOSE AND THEY'RE GOOD COMMENTS.
TRUSTEE SANDIE, I ABSOLUTELY AGREE.
THERE ARE OPPRESSED AND OPPRESSORS. NO QUESTION.
WHAT YOU SAID ABSOLUTELY CORRECT.
IN ALL THESE CASES, WE'RE REALLY TALKING ABOUT HISTORY.
THIS IS HISTORY AND IT'S COVERED IN HISTORY.
WHERE THE BIG DIFFERENTIAL IS, IS THAT YOU'RE AUTOMATICALLY OPPRESSOR BASED ON THE COLOR OF YOUR SKIN.
NOT YOUR HISTORY, NOT ANYTHING ELSE.
THE STOLEN LAND ISSUE, WHICH IS LEGITIMATE AGAIN, GOOD HISTORY.
>> HISTORICAL. SOMEONE REMIND ME I SHOULD DO THIS, BUT THE NATIVE CORONADAINS. WHO DID THEY TAKE IT FROM? WE SHOULD ACKNOWLEDGE THOSE WRONGS AND WE SHOULD OWN UP TO THEM.
ABSOLUTELY. WE WILL BE A BETTER SOCIETY FOR DOING SO.
MY CONTENTION IS AS STRUCTURED RIGHT NOW, WE WILL BE A MUCH WORSE SOCIETY IF WE COME UNDER THIS IDEA THAT JUST BECAUSE THE COLOR OF YOUR SKIN, YOU ARE NOW THE OPPRESSED OR THE OPPRESSOR.
[03:40:02]
BECAUSE THERE'S PLENTY OF EXAMPLES WHERE THAT'S NOT TRUE AND I WANT PEOPLE TO GO, HOW GOOD I GET EXCELLENCE IS THE GOLD STANDARD. I DON'T CARE.>> I AGREE WITH THAT. THAT'S NOT SOMETHING THAT WE SHOULD BE TEACHING ANY OF OUR STUDENTS, AND I WOULD HOPE THAT WE'RE NOT TEACHING THAT IT'S A HISTORICAL PERSPECTIVE.
>> IF YOU GO BACK, WE DIDN'T HAVE IT.
YOU CAN PLAY ONE OF THE VIDEOS, IT'S IN LESSON 3, IT IS JUST RIGHT THERE FLAT OUT, SAYING WITHOUT EVEN EQUIVOCATION IF YOU WANT TO BE AN ALLY, FIRST OF ALL, WHEN WE START TALKING ABOUT SEXUAL ORIENTATION, WE'RE OUTSIDE OF ETHNOS NOW OR INTO SOMETHING ELSE, BUT REGARDLESS.
IF YOU'RE WHITE, AND HIS IS BEING SHOWN TO OUR 14-YEAR-OLDS, IF YOU'RE WHITE, YOU NEED TO UNDERSTAND FIRST, BEFORE YOU BECOME AN ALLY, YOUR PART IN RACISM, THE PART THAT YOU PLAY AND IS QUITE OBVIOUSLY JUST BY THE COLOR OF YOUR SKIN, THAT'S WHAT NOW.
WHAT I WOULD HAVE NO PROBLEM WITH, IS LIKE, HEY, AS SOMEONE WHO'S WHITE OR WE KNOW FROM OUR HISTORY CLASSES, BE SENSITIVE, YOU ALL KNOW ME AND WELL, I'M ALL ABOUT RACE.
I'M ALL ABOUT RELENTLESS PURSUIT OF EXCELLENCE.
I'M MARTIN LUTHER KING, DON'T CARE.
JUDGED BY THE CONTENT OF YOUR CHARACTER.
THE OTHER THING TOO, WHEN YOU LOOK AT THE HISTORY OF HOW THIS CAME TO BE, IT WAS POLITICAL ACTION NOT REALLY INVESTED.
WE CAN DO BETTER. I THINK WE'RE ACTUALLY IN LINE.
>> THAT'S OUTSIDE OF OUR HANDS THOUGH.
>> WHETHER I WOULD HAVE VOTED TO PASS THIS OR NOT.
I'M NOT IN THE STATE ASSEMBLY.
>> ABSOLUTELY. BUT WHAT WE DO IS WE HAVE LEVERAGE AND I THINK WE WOULD ACTUALLY BE ABLE TO COME UP WITH A BROAD CONSENSUS.
BUT THEY'RE WORKING ON IT, AND I THINK THERE ARE SOME THINGS THAT WE COULD DO BETTER IN THE WAY IT'S CURRENTLY STRUCTURED.
NOT RUNNING AWAY FROM THE IMPORTANT ISSUES YOU BOTH JUST TALKED ABOUT, BIG DISTINGUISHERS, I DON'T WANT OUR KIDS THINKING BECAUSE THEIR SKIN COLOR IS A CERTAIN WAY THAT THEY'RE NOW DESTINED TOWARD SOME DIRECTION.
>> WELL, FORTUNATELY, I HAVE A CHILD IN THE CLASS RIGHT NOW, SO I WILL GET REAL-TIME FEEDBACK OVER THE NEXT NINE WEEKS.
ANY SITTING RIGHT THERE? ANY OTHER QUESTIONS OR COMMENTS ON THIS? THANK YOU SO MUCH FOR YOUR REPORT.
>> AS DR. BATTLE IS HEADING BACK TO HER SEAT I JUST WANT TO ACKNOWLEDGE, CLEARLY THIS HAS BEEN A CONTROVERSIAL TOPIC IN OUR STATE, IN OUR COMMUNITY, IN PUBLIC EDUCATION.
WE HAVE A TEACHER WHO HAS DECADES OF EXPERIENCE.
SHE TAUGHT US HISTORY AT CORNADO MIDDLE SCHOOL IN EIGHTH GRADE FOR A NUMBER OF YEARS.
SHE IS A REFLECTIVE PRACTITIONER.
I TRUST MY PROFESSIONAL EDUCATORS TO RECEIVE AND RESPOND TO FEEDBACK.
SHE'S ALREADY DEMONSTRATED A COMMITMENT TO DO THAT, AND I BELIEVE SHE WILL CONTINUE TO HONOR THE INTEGRITY OF WHAT SHE HAS BEEN CHARGED TO DO IN A WAY THAT IS ACCESSIBLE TO ALL STUDENTS IN OUR CARE, AND THE BOARD WILL CONTINUE TO RECEIVE UPDATES AS THIS IS A PILOT COURSE NOW GOING INTO PILOT YEAR 2.
AS FOR REDUNDANCIES BETWEEN THE FINANCIAL FINANCIAL LITERACY AND THE PHI COURSE, WE MOST LIKELY AS WE START TO GET INTO THE FINANCIAL LITERACY COURSE, WOULD SHIFT MORE OF WHAT'S CURRENTLY IN PHI INTO FINANCIAL LITERACY AND THEN SUPPLEMENT PHI WITH SOME OTHER OBJECTIVES AND GOALS THAT ARE OUTLINED IN OUR PORTRAIT OF A GRADUATE.
ONE THAT I KNOW THE STAFF IS CURRENTLY LOOKING AT HAS TO DO WITH ANOTHER ONE OF OUR PORTRAIT OF GRADUATE AREAS, AND THAT IS, TEEN MENTAL HEALTH SUPPORTS AND CERTIFICATIONS.
IF THERE ARE GOING TO BE ADJUSTMENTS, I ANTICIPATE SOME OF WHAT'S CURRENTLY IN PHI SHIFTING INTO FINANCIAL LITERACY AND THEN SUPPLEMENTING THE PHI COURSE WITH OTHER OBJECTIVES OUTLINED IN OUR PORTRAIT OF A GRADUATE, AND HOW FORTUNATE ARE WE THAT WE HAVE TEACHERS WHO ARE RESPONSIVE TO THE CHANGING DEMANDS OF THE STATE AND ALSO THE CHANGING NEEDS AND DESIRES OF OUR STUDENTS.
APPRECIATE EVERYONE HEARING THAT REPORT, AND A COMMITMENT TO CONTINUE PROVIDING UPDATES TO THIS GOVERNING BOARD AS ALL PILOTS CONTINUE TO EVOLVE IN OUR DISTRICT.
>> TALK ABOUT THE PROGRAM OR YOUR CAREER.
>> [LAUGHTER] NEVER MIND. [LAUGHTER] THERE I WAS.
ANYWAY, IT IS A PILOT PROGRAM.
I IMAGINE THAT'S GOING TO BE THE SAME THING NEXT YEAR, CORRECT?
[03:45:01]
>> EVERYONE, THE COMMUNITY, AGAIN, IF YOU'RE INTERESTED, COME TAKE A LOOK AT WHAT THEY'VE DONE.
>> IT'S GOING TO BE A PILOT IF IT'S NOT FUNDED, CORRECT?
>> WE ARE GOING INTO A SECOND-YEAR PILOT FOR THE ETHNIC STUDIES COURSE AND A FIRST-YEAR PILOT FOR THE PERSONAL FINANCE COURSE.
BEFORE WE BRING INFORMATION FORWARD, AS WE JUST DID TO PHI, THOSE ARE PILOT COURSES THAT WILL CONTINUE TO GO THROUGH REVISIONS, MODIFICATIONS, AND WHEN WE BELIEVE THIS IS OUR PRODUCT, WE WILL BRING THAT INFORMATION BACK FORWARD TO THE COMMUNITY AND TO THE GOVERNING BOARD.
>> I WILL SAY I DO APPRECIATE OUR CONVERSATIONS.
I THINK THIS IS HOW TRUSTEES AND BOARD MEMBERS SHOULD WORK TOGETHER.
WE'VE HAD CONVERSATIONS INDEPENDENTLY, AND I ENJOY OUR DEBATE.
>> TRULY, WHEN I SAY THIS FOLKS, IT'S REALLY A GREAT GROUP.
>> THIS IS WHAT'S GOING TO MAKE IT ALL BETTER IS ALL OUR VOICES BEING HEARD.
[6.7 Deputy Superintendent Updates (5 min. + Board Discussion)]
DEPUTY SUPERINTENDENT UPDATES, DEPUTY SALAMANCA.>> YES. THANK YOU. IT'S VERY SHORT THIS MONTH.
WE HAVE THE ATTENDANCE DASHBOARD, WHICH I'M SURE YOU'RE ACCUSTOMED TO READING.
THE ONLY THING THAT I WOULD LIKE TO HIGHLIGHT IS WE ARE CURRENTLY BELOW WHAT WE'VE PROJECTED IN OUR BUDGET IN TERMS OF THE ADA PERCENTAGE.
BUT I WILL CAVEAT THAT WITH THIS IS ALSO THE TIME WHERE WE ARE ABLE TO SEE THE MOST ATTENDANCE RECOVERY, ESPECIALLY AT THE HIGH SCHOOL AS THEY'RE PREPARING FOR AP EXAMS AND THE LIKE.
WE'RE HOPEFUL THAT WE'RE ABLE TO RECOUP ATTENDANCE, BUT IF THERE'S ANY TAKEAWAY, IT'S THAT OUR ADA PERCENTAGES ARE CURRENTLY BELOW WHAT WE'VE PROJECTED IN THE BUDGET.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.7? TRUSTEES, ANY QUESTIONS OR COMMENTS? YES, TRUSTEE CONNOR.
>> SORRY. DO WE HAVE A DATE FOR SOME OF THE SATURDAY SCHOOLS OFFERINGS?
>> WE INCLUDED SOME OF THE PRE-SCHEDULED ONES, I THINK IN THE LAST UPDATE.
WE'LL BE SURE TO INCLUDE THEM AS A STANDING ITEM IN THE SLIDE SHOW.
>> FOR OUR PARENTS, PLEASE KEEP YOUR EYES OPEN AND REVIEW THE WEEKLY NEWSLETTERS FROM OUR PRINCIPALS FOR THOSE OPPORTUNITIES THAT ARE SITE-SPECIFIC.
>> I BELIEVE WE WERE WORKING ON SOME OF THE SATURDAY EVENTS LIKE COSA AND SOME OF THESE OTHER ACTIVITIES THAT HAVE A CERTIFICATED TEACHER THERE, WHERE AGAIN, MY FRESHMAN IS COSA TECH, HE'S THERE ALL DAY SATURDAY OR THERE FOR FOUR HOURS, THAT CAN COUNT AS A ATTENDANCE MAKEUP BECAUSE THERE'S A CERTIFICATED TEACHER THERE.
I THINK WE'RE LOOKING AT THESE TYPES OF OPPORTUNITIES TO HELP RECOVER.
IF YOU KNOW OF ANY OTHER THINGS LIKE THAT WHERE THERE'S A CERTIFICATED TEACHER, I THINK WE SHOULD LET SUPERINTENDENT, DEPUTY SUPERINTENDENT KNOW, SO WE CAN TRY TO RECOVER THAT.
>> CAN I CORNER DON OR DEPUTY FOR A SECOND HERE? JUST WORRIED ABOUT BASIC AID.
THE FEDERAL GOVERNMENT PROVIDES US 9% OF OUR BUDGET.
WHEN WE PROJECT INTO BASIC AID, ARE WE INCLUDING ROUGHLY 9% INTO THOSE BUDGET FIGURES THAT WE'LL CONTINUE TO GET FEDERAL GOVERNMENT MONEY.
>> YES. I GUESS, THE SHIFT BETWEEN LCFF AND BASIC AID REALLY IS THAT LCFF AMOUNT THAT WE RECEIVED FROM THE STATE BORROWING ANY CHANGES.
THAT'S THE ONLY NEW VARIABLE THAT WE WOULD INTRODUCE AS BASIC AID.
THE 9% FEDERAL FUNDING IS CURRENTLY BUDGETED.
THE TRANSITION TO BASIC AID HAS NO BEARING ON THAT CONTINUING.
OF COURSE, IF SOMETHING HAPPENS AT THE FEDERAL LEVEL, EVERY DISTRICT IS GOING TO BE IMPACTED.
>> THE $8-10 MILLION INCREASE THAT WE'RE GOING TO SEE DURING BASIC AID WOULD BE REDUCED IF WE DON'T GET THESE FEDERAL MONIES?
>> THE 8-10 BASIC AID MONEY STATE FUNDING WOULD CONTINUE.
OUR BUDGET OVERALL, WOULD SEE A REDUCTION BY THE FEDERAL AMOUNTS. YES.
>> THE FEDERAL AMOUNTS. THANK YOU.
>> ITEM 6.8, SUPERINTENDENT UPDATE, SUPERINTENDENT MUELLER.
[6.8 Superintendent Updates (5 min. + Board Discussion)]
>> THANK YOU, PRESIDENT PALACIOS-PETERS.
I KNOW THE GOVERNING BOARD AND COMMUNITY HAVE HAD AN OPPORTUNITY TO REVIEW MY BRIEF.
THE THREE HIGHLIGHTS ARE NEAR COMPLETION OF ALL GIS MAPPING OF ALL OF OUR SCHOOL SITES AND OUR DISTRICT OFFICE.
AS REFERENCED EARLIER IN THE MEETING, ALL STAFF, CLASSIFIED CERTIFICATED AND MANAGEMENT ARE PARTICIPATING IN SAFETY TRAININGS.
THE TWO SPECIFIC TRAININGS THAT ARE CURRENTLY BEING FACILITATED ARE STOP THE BLEED AND PARTNERSHIP WITH THE CORONADO FIRE DEPARTMENT, AND OVERALL SAFETY REVIEW OF
[03:50:04]
THE SCHOOL SITE SAFETY PLANS WITH OUR PARTNER FROM SCHOOL SAFETY OPERATIONS WHO CONDUCTED OUR SAFETY AUDIT.FINALLY, E-BIKE SAFETY, MS. FOLEY AND HER DEPARTMENT HAVE COORDINATED WITH THE CORONADO POLICE DEPARTMENT SOME DATES FOR BIKE RODEOS, AND THIS YEAR THAT BIKE SAFETY RODEO WILL INCLUDE E-BIKE SAFETY AND WANT TO ALSO REMIND OUR COMMUNITY THAT WE DO HAVE AN MOU WITH THE CORONADO POLICE DEPARTMENT ON A FORM OF DIVERSION FOR STUDENTS WHO RECEIVE AN E-BIKE HELMET OR TRAFFIC INFRACTION WHERE THEY CAN EXPUNGE THAT THROUGH A SATURDAY SCHOOL AND E-BIKE SAFETY LESSON AND WE GET TO RECOUP ADA.
THANK YOU TO BRITTANY AND THE CORONADO POLICE DEPARTMENT FOR THEIR EFFORTS ON THAT.
WE WILL CONTINUE TO PROVIDE SAFETY UPDATES.
I DID WANT TO ADD INFORMATION THAT CAME OUT AFTER THE AGENDA WAS PUBLIC.
IN CONVERSATIONS WITH SCHOOL SAFETY OPERATIONS EARLIER THIS WEEK, WE ARE GOING TO GO THROUGH AFTER ACTION STUDY ON THE LOCKDOWN THAT OCCURRED AT CHS ON NOVEMBER 21ST, GIVING STAFF ENOUGH TIME TO REFLECT ON THEIR EXPERIENCES TO SURVEY STUDENTS WHO WERE IMPACTED BY THAT LOCKDOWN, AND THE BOARD CAN EXPECT TO SEE AN UPDATE IN A FUTURE REPORT ON AN AFTER-ACTION ANALYSIS OF THE RESPONSE TO THE LOCKDOWN ON 21 NOVEMBER.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.8? TRUSTEES, ANY QUESTIONS OR COMMENTS? THANK YOU SO MUCH. ITEM 7.
[7.1 Adoption of Ethnic Literature Instructional Materials]
FIRST, READING 7.1, ADOPTION OF ETHNIC LITERATURE INSTRUCTION MATERIALS.IS THIS DR. BATTLE? WHERE IS SHE?
>> YES. DR. BATTLE IS AVAILABLE TO ANSWER ANY QUESTIONS THAT THE TRUSTEES MAY HAVE.
THE RESOURCES AND MATERIALS HAVE BEEN MADE AVAILABLE TO THE PUBLIC IN THE FOYER, NOT OUR THEATER, OF OUR BOARD ROOM.
I WILL SHARE, AS TRUSTEE LEE ALREADY REFERENCED.
ALL TEACHERS, WE HAVE A VERY RESPONSIVE GROUP OF EDUCATORS, AND MR. WONG HAS INCLUDED IN THAT ETHNIC LITERATURE COURSE, INFORMATION FOR PARENTS ABOUT SOME OF THE NOVELS THAT WERE SELECTED AND CURATED BY THE TEACHER FOR THIS CLASS.
DR. BATTLE IS HERE TO ANSWER ANY ADDITIONAL QUESTIONS THAT YOU MAY HAVE REGARDING THE 11TH GRADE ADOPTION OF ETHNIC LITERATURE.
>> DO YOU HAVE ANY ADDITIONAL INFORMATION?
>> I'LL JUST REMIND THE BOARD THAT IT MEETS THE 11TH GRADE ENGLISH REQUIREMENT FOR STUDENTS.
STUDENTS HAVE THREE CHOICES AS A JUNIOR TO MEET THEIR ENGLISH REQUIREMENT FOR GRADUATION AND FOR THE STATE, THEY CAN TAKE ETHNIC LITERATURE.
THERE'S AP LIT, AND THEN THERE'S 11TH GRADE ENGLISH.
>> [INAUDIBLE] ARE TWO REQUIREMENTS OF ONE CLASS.
>> IS THERE ANY PUBLIC COMMENT? IF IT BECOMES A PROBLEM. IS THERE ANY PUBLIC COMMENT ON ITEM 7.1?
I HAVE A GRANDDAUGHTER WHO IS A JUNIOR AND I SIGNED UP FOR THE ETHNIC LITERATURE CLASS, AND I WAS AN ENGLISH MAJOR.
I ALWAYS GO TO THE BACK TO PARENT NIGHT, THE BACK TO SCHOOL NIGHT AND DID THAT ABOUT TWO WEEKS AGO AND HAD A CHANCE TO HEAR THE TEACHER DESCRIBE THE CLASS WAS VERY IMPRESSED.
I DIDN'T REALIZE IT WOULD BE THE MATERIALS FOR THE BOARD TONIGHT AND I HAD A COPY OF IT, WHICH I REALLY APPRECIATE AS A GRANDPARENT TO BE ABLE TO SEE WHAT WAS OFFERED.
THERE'S SIX BOOKS AND THEY'VE READ THE FIRST TWO, AND SO I REALLY LIKE BOOKS AND NOVELS AND BELIEVE IN THEM AS A WAY TO TEACH AND LEARN ABOUT THE WORLD AND YOURSELF.
THE FIRST ONE BEING A GRAPHIC NOVEL, WHICH I ALWAYS TURN MY NOSE UP AT.
BUT IT'S GOOD AND I CAN UNDERSTAND NOW HOW THE ILLUSTRATIONS AND THE NARRATIVE TOGETHER TELL A STORY THAT THE NARRATIVE ALONE CAN'T DO.
WE'RE ABOUT TO START ON THE THIRD BOOK NOW.
SHE HAS IT ALL DAY, AND THEN AFTER SHE GOES TO SLEEP, THAT I GET A CHANCE TO READ IT, AND THEN IT GOES BACK TO THE LIBRARY.
I JUST THINK IT'S AN EXCELLENT COURSE.
[03:55:03]
I WANT TO READ FROM THE SYLLABUS.I KNOW THAT YOU ALL HAVE IT, BUT HE EXPLAINS THAT THIS CLASS IS GOING TO EXPLORE THE UNIVERSAL EXPERIENCE OF FINDING MEANING AND PURPOSE FOR PEOPLE WHO FIND THEMSELVES OUTSIDE OF THE MAINSTREAM IN THEIR SOCIETIES.
THE TEXT WILL CAPTURE THE JOY, BEAUTY, AND STRUGGLE OF SELF DISCOVERY FOR ALL ITS CHARACTERS.
I'VE GOT TO SAY THE FIRST TWO NOVELS DEFINITELY DO THAT.
I UNDERSTAND SOME OF THE NOVELS AS WE GET ALONG FURTHER ALONG, THEY ARE YOUNG ADULT NOVELS, AS A TEACHER EXPLAINED, AND THERE WILL BE SOME RACY MATERIAL APPARENTLY.
I LOOK FORWARD TO SHARING THAT WITH MY GRANDDAUGHTER AS SHE READS IT AND I READ IT AND WE HAVE A CHANCE TO DISCUSS IT.
AS AN ENGLISH MAJOR, I LOVE TO TALK ABOUT BOOKS.
AND I LOVE THAT THE TEACHER HAS THE STUDENTS DO A DEEP READ, WRITE COMMENTS ON IT, DISCUSS CONSTANTLY AND WRITE.
I LIKE THE CLOSE READ, DEEP READ IS CALLED A CLOSE READING, THE WRITING AND REFLECTING THE DISCUSSION WITH OTHER PEOPLE, AND THE SHEARING BACK AND FORTH.
I JUST THINK IT'S A TOP CALIBER CLASS.
I HEARD ABOUT PORTRAIT OF A GRADUATE, BUT I HADN'T FOLLOWED IT CLOSELY, AND THIS WAS HANDED OUT TONIGHT AND SO I FLIPPED IT OPEN.
I HEARD EARLIER THAT THE ETHNIC STUDIES, WHICH I DON'T KNOW ANYTHING ABOUT THAT CLASS, CONNECTS WITH THE PORTRAIT.
I'M OUT OF TIME. I LOOKED AND I WENT.
>> I JUST HIGH EXPECTATIONS, RESPECT EMPATHY AND JOY OF LEARNING.
>> TRUSTEES, ANY QUESTIONS OR COMMENTS? THANK YOU SO MUCH. ITEM 7.2 FIRST READ BOARD POLICY 3050, SUPERINTENDENT MUELLER.
[7.2 First Read: Board Policy 3050]
>> YES. THANK YOU, PRESIDENT PALACIOS-PETERS.
BOARD POLICY 3050 WAS DISCUSSED IN OUR BOARD WORKSHOP AS A FINANCIAL DECISION MAKING DOCUMENT.
SO WE HAVE OUTLINED IN BOARD POLICY SOME OF THE DECISIONS THAT WE ARE GOING TO BE CONFRONTED WITH AS WE GET CLOSER TO BASIC AID AND ENSURE THAT OUR DECISION MAKING IS INTENTIONAL AND THAT WE DO NOT JUST RESPOND TO THE PRIORITIES THAT ARE PRESCRIBED.
A LOT OF PEOPLE HAVE GOALS FOR WHEN WE REACH BASIC AID.
WE NEED TO BE MEASURED AND WE NEED TO BE STRATEGIC IN REBUILDING OUR RESERVE.
AS DEPUTY SUPERINTENDENT SALMAN MONK ASSURED EARLIER THIS EVENING, WE'RE GOING TO LAND BY THE SKIN OF OUR TEETH.
I KNOW THIS IS THE THIRD TIME NOW THAT OUR TRUSTEES HAVE SEEN THIS BOARD POLICY.
IT WILL COME BACK NEXT MONTH AS AN ACTION ITEM, AND I OPEN UP OPPORTUNITIES FOR INDIVIDUAL TRUSTEES AND COMMUNITY MEMBERS THAT REVIEW THIS FIRST READ TO SEND FEEDBACK FOR INCORPORATION INTO THE PRODUCT THAT I BRING FORWARD FOR ACTION.
BUT AGAIN, THIS ISN'T NEW INFORMATION FOR OUR TRUSTEES.
THIS IS JUST A BOARD POLICY TO HELP US GUIDE DECISION MAKING AS WE SHIFT OUR FUNDING MODEL HERE IN CUSD.
I'M AVAILABLE TO ANSWER ANY QUESTIONS.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 7.2? TRUSTEES, ANY QUESTIONS OR COMMENTS? ITEM 7.3, REVISIONS TO BOARD POLICIES, BOARD BY LAWS,
[7.3 Revisions to Board Policies, Board Bylaws, Administrative Regulations, and/or Exhibits]
ARS, AND OR EXHIBITS.>> THIS ONE BELONGS TO THE FIVE OF YOU.
>> STAFF. AS THE BOARD IS AWARE, STAFF GOES THROUGH ON THIS COVER PAGE.
COVER PAGE IS, WHEN WE LOOK AT CHANGES TO EXISTING BOARD POLICIES THROUGH THE POLICY GUIDE SHEET, AND IN RED, THE COMMUNITY CAN NOTE RECOMMENDATIONS FROM STAFF ON POTENTIAL CHANGES TO OPERATIONS HERE IN CUSD IN RESPONSE TO THESE FIRST READS.
THE OFFER IS EXTENDED ON ALL OF THESE REVISIONS TO BOARD POLICY THAT I SHARED WITH BP 3050 OVER THE COURSE OF THIS MONTH.
IF YOU NOTICE ANYTHING THAT REQUIRES ADDITIONAL ATTENTION AND/OR DISCUSSION, WE STAFF WILL BRING THAT BACK PRIOR TO TAKING ACTION AT OUR MARCH MEETING.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 7.3? TRUSTEES, ANY QUESTIONS OR COMMENTS? THERE WERE NO ITEMS PULLED FROM THE CONSOLIDATED MOTION FOR CONSENT CALENDAR.
ITEM 9.1, PUBLIC COMMENTS ON NON AGENDIZED ITEMS.
[9.1 Public Comments on Non-Agendized Items]
ANYONE WISHING TO SPEAK TO A NON AGENDA ITEM OR A CLOSED SESSION ITEM.[04:00:04]
SO CLOSED SESSION IS RIGHT NOW AS WELL.YOU'RE INVITED TO QUEUE UP AND YOU HAVE THREE MINUTES.
>> GOOD EVENING. MY NAME IS SARAH KENNEDY LOPEZ.
I LIVE IN CORONADO, AND I HAVE THREE CHILDREN IN THE DISTRICT.
I'M ALSO A GUEST TEACHING ARTIST THROUGH SPECIAL PROGRAMS. I WOULD LIKE TO SHARE TONIGHT THE IMPACT, THE ARTS HAVE IN OUR CLASSROOMS, PARTICULARLY FOR STUDENTS WHO MAY NOT TRADITIONALLY SHINE IN ACADEMIC SETTINGS, DUE TO ANXIETY, NEURODIVERGENCE, OR SPECIAL NEEDS.
TWO OF MY THREE CHILDREN FALL UNDER THIS HEADING, SO I'M VERY AWARE OF HOW EASILY DIFFERENT KIDS CAN BECOME OVERWHELMED, FRUSTRATED, AND EVENTUALLY DISENGAGED FROM LEARNING.
CREATIVE EXPRESSION PROVIDES THESE STUDENTS WITH A SENSE OF ACCOMPLISHMENT AND A WAY TO CONNECT WITH THEIR PEERS.
OFTEN THE TEACHERS I SUB FOR RETURN SURPRISED BY THE OUTPUT AND THE COOPERATION THAT I'VE RECEIVED FROM THEIR TYPICALLY DIFFICULT STUDENTS.
TONIGHT, I'D LIKE TO SHARE TWO EXAMPLES THAT ILLUSTRATE JUST HOW TRANSFORMATIVE ARTS EDUCATION CAN BE.
FIRST WAS A CLASSROOM WHERE A STUDENT WITH A ONE ON ONE AD COMMENTED CASUALLY TO ME ABOUT HOW WELL THEIR STUDENT WAS HANDLING OUR ACTIVITY.
I RESPONDED WITH AN INQUIRY TO THE EFFECT, DO THEY GET OVERWHELMED EASILY? OH, YES, THE AD REPLIED.
IN FACT, WE HAVE NEVER STAYED IN CLASS THIS LONG WITHOUT NEEDING TO TAKE A BREAK.
I WAS PLEASED TO LEARN THIS, BUT EVEN MORE SO WHEN AFTER THE ENTIRE 2.5 HOUR LESSON WAS COMPLETED, THAT STUDENT WAS STILL IN THE CLASSROOM, NEVER HAD A MELTDOWN, AND NEVER HAD TO LEAVE THE ROOM.
THEY WERE FULLY ENGAGED IN THEIR PROJECT AND EVEN SHOWING OFF THEIR WORK PROUDLY AND SPEAKING EXCITEDLY ABOUT THEIR IDEAS.
THE SECOND EXAMPLE CAME VIA A TEXT EXCHANGE FROM A PARENT OF ANOTHER HIGHER NEEDS KIDDO.
SHE WROTE, HI, SARAH, I ABSOLUTELY LOVED KIDS DRAWING THIS WEEK.
MOST ART PROGRAMS IN SCHOOLS FOCUS ON CUTE MAINSTREAM ART WITH OFTENTIMES AN ANTIQUATED VIEW OF ART BEING APPROPRIATE.
I LIKED THE DEPTH AND BEAUTY IN THE DRAWING.
KEEP ON KEEPING IT REAL WITH THEM AND HELP THEM VIEW SELF EXPRESSION WITH A MULTIFACETED LENS.
TO BE HONEST, I'VE STRUGGLED WITH THE SCHOOL BEING PERVASIVELY RESTRICTIVE IN THEIR APPROACH.
MY KID IS CERTAINLY CREATIVE AND SUPER OUT THERE WITH HIS IDEAS.
HE LOVES ART, BUT SOMETIMES FEELS LIKE BOYS SHOULDN'T BE ARTISTS.
I'M TRYING TO HELP HIM UNDERSTAND THAT WHAT'S EXPECTED OF A BOY IS TO BE HUMAN AND AUTHENTIC.
I ASKED MOM WHAT DETAILS OF THE LESSON HAD MADE AT HOME AND MOM REPLIED, HE LIKED THE FACT THE MESSAGE WAS ABOUT DIFFERENT AND THAT YOU TOLD THEM SKIBBY TOILET WAS ABOUT GOTHIC SURREALISM AND THAT RELATED TO HIS STYLE.
IT'S HOW HE SEES THINGS WHEN HE DRAWS.
IT'S NOT ABOUT PROPER PROPORTION OR AN IDEA OF HOW HE SHOULD BE DRAWING, BUT IT DROVE HOME THE MESSAGE THAT ART HAS MANY ASPECTS.
HIS FRIEND LOVED IT TOO AND FELT SIMILAR ABOUT THE MESSAGE.
WE WERE TALKING ABOUT IT YESTERDAY.
IT DOESN'T SOUND LIKE THEY'VE HAD A CLASS QUITE LIKE THIS AT VILLAGE BEFORE.
PLEASE KEEP ON ENCOURAGING THEM TO EMBRACE THEIR CREATIVITY WITHOUT WORRYING ABOUT WHETHER IT LOOKS GOOD OR PROPERTY OR OTHERS.
THESE MOMENTS, I'M JUST HERE TO SAY THAT THE ARTS ENRICH EDUCATION MAKING CONNECTIONS ACROSS DISCIPLINE, BUT THEY ALSO IMPROVE CONFIDENCE, SPARK CURIOSITY, AND MOTIVATE.
AND SO I WOULD LIKE TO ENCOURAGE THE BOARD TO CONTINUE PRIORITIZING ARTS OPPORTUNITIES IN OUR SCHOOLS SO THAT EVERY STUDENT HAS THE CHANCE TO DISCOVER THEIR OWN STRENGTHS AND FIND THEIR PLACE IN THE CLASSROOM. THANK YOU.
>> I AM BILL SAGER. I LIVE IN CORONADO, AND THAT LAST ONE WAS JUST PERFECT TIMING.
I'M NOT GOING TO BE QUITE AS LONG.
I JUST WANT TO THANK THE FIVE OF YOU.
THE SIX OF YOU. IT'S A HARD JOB.
I'M GLAD YOU HELD UP THE PACKET BECAUSE SOME PEOPLE DON'T REALIZE HOW MUCH STUFF YOU GUYS HAVE TO GO THROUGH AND YOU DO GO THROUGH IT.
>> BUT WHO'S COUNTING. BUT ANYWAY, I JUST WANTED TO THANK YOU.
YOU GUYS ALL DO WHAT YOU THINK IS BEST FOR THE STUDENTS IN CORONADO, AND WE KNOW THAT.
I WANT YOU TO KNOW I SUPPORT YOU, AND THE VAST MAJORITY OF PEOPLE HERE IN TOWN SUPPORT YOU BECAUSE YOU'RE ALL GOOD PEOPLE.
YOU'RE WORKING HARD FOR OUR KIDS.
I JUST THINK THAT NEEDS TO BE SAID. ANYWAY, THAT'S IT.
>> THANK YOU. FOR THOSE WHO MAY NOT KNOW, MR. SEGER WAS A PRIOR TRUSTEE, THE SCHOOL BOARD, SO HE'S A LITTLE BIT OF KNOWS WHAT HE'S TALKING ABOUT.
ITEM 9.2, BOARD MEMBER COMMENTS.
[9.2 Board Member Comments]
DO YOU HAVE A VOLUNTEER? I'LL DO IT.I'LL GO FIRST, GET OUT OF THE WAY.
SO THIS MONTH, I DID TWO VISITS BECAUSE I LIKE TO MESS WITH TRUSTEE SANDY.
SO I MADE UP MY JANUARY VISIT, MET WITH PRINCIPAL KOONS, AND HE PRESENTED TONIGHT.
SO, I WON'T GO INTO DETAIL ABOUT THAT, BUT ENJOYED THE OPPORTUNITY TO SPEAK WITH HIM.
AND THEN MY FEBRUARY VISIT WAS AT CMS WITH PRINCIPAL FELAR.
[04:05:04]
AND SO WE MET IN HER OFFICE AND TALKED ABOUT MAYBE SOME CHANGES COMING NEXT YEAR, SOME RETIREMENTS, MOVEMENTS, THINGS LIKE THAT.AND GENERALLY, WHAT'S GOING ON AND ALSO THE THE INCIDENT THAT HAPPENED THERE.
SECURITY IS DEFINITELY A CONCERN OVERALL.
ACTUALLY, IT'S NOT A CONCERN PER SE, BUT SOMETHING THAT WE'RE KEEPING OUR EYE ON MAKING SURE THAT EVERYONE STAYING SAFE.
I GOT TO GO TO DISNEY TWICE, ONCE WITH THE ADVANCED PERFORMING ARTS AND THE CMS YEARBOOK GROUP.
THEN I GOT TO GO WITH THE HIGH SCHOOL BAND, AND I TEND TO GO EVERY YEAR AND I HAVE A HIGH SCHOOLER IN THE BAND, AND FOR THOSE OF YOU THAT MAY NOT KNOW, DISNEY HAS A WORKSHOP FOR THE ARTS, AND I DIDN'T REALIZE FOR YOUR BOOK AND SOME OF THESE OTHER TECHNOLOGY GROUP.
THE MIDDLE SCHOOL YEARBOOK, THEY LEARNED ABOUT THE TECHNOLOGY IN CREATING THE RIDES AND WHAT IT TAKES.
THEY DID THE TIKI ROOM, WHICH WAS MADE IN THE '60S AND THE HYDRAULICS THAT WENT INTO THAT.
THEN THEY GOT TO DO A STAR WARS RIDE AND A COUPLE OF OTHER RIDES, I CAN'T REMEMBER, BUT THEY REALLY TALKED ABOUT THE TECHNOLOGY OF HOW THOSE RIDES ARE DONE.
THEN THE MUSIC, THE BAND, THEY GET TO GO IN AND THEY GET TO WORK WITH A GUEST DISNEY ARTIST.
THEY HAD A GENTLEMAN WHO PLAYS PIANO OR PLAYED PIANO RECENTLY FOR WICKED IN LA.
HE'S IN THE ARTS AND HE'S MAKING IT A CAREER.
AND SO HE'S THERE AS THE DIRECTOR OF THE BAND, AND THESE HIGH SCHOOLERS COME IN AND THEY SIGHT READ MUSIC THAT THEY'VE NEVER SEEN BEFORE.
THEY DON'T PRACTICE OR PREP FOR THIS.
THEY STARTED WITH SIMBA'S ASCENT, IF YOU ALL ARE FAMILAR WITH THE LION KING AT THE VERY END, AND IT'S RAINING AND HE FINALLY TAKES OVER AFTER HE BEAT SCAR, AND IT'S A BEAUTIFUL MOMENT.
SO THEY PLAY THIS PIECE, AND ONCE THEY GET IT TOGETHER AND HAVE PRACTICED IT, IT GETS LAID DOWN.
AND THEN THE TECH GUY IN THE BACK PLAYS IT BACK WITH THE VIDEO OF SCAR GOING UP, AND SO IT'S JUST JUST A GREAT MOMENT, I MEAN, FOR ME AS A DISNEY FAN, BUT IT'S REALLY GREAT TO SEE THE KIDS LEARNING AND DOING THIS AND GETTING IT FROM SOMEBODY, NOT MR. HINIKI, WHO ACTUALLY GOT TO PLAY WITH THE PERCUSSION BECAUSE THEY WERE SHORT SOMEBODY, AND IT WAS REALLY EXCITING TO SEE HIM PLAYING THE BELLS IN THE BACK AND THAT'S THEIR WORKSHOP AND THEN THEY GET TO GO OUT AND HAVE A GOOD TIME.
OVER THE LAST MONTH, I HAD SEVERAL ONE ON ONE MEETINGS WITH DIFFERENT PARENTS AND TEACHERS IN THE DISTRICT TO DISCUSS CONCERNS, AND I DON'T DO OFFICE HOURS LIKE TRUSTEE KAVANAGH, I DON'T KNOW IF ANYONE ELSE IS GOING TO DO OFFICE HOURS, BUT I'M ALWAYS HAPPY TO MEET WITH ANYBODY IF YOU WANT TO E MAIL ME.
I'M HAPPY TO GRAB A CUP OF COFFEE AND LISTEN TO YOUR FEEDBACK, POSITIVE, NEGATIVE AND THEN I FORWARD THOSE CONCERNS OVER THE SUPERINTENDENT AND TRY TO FIGURE OUT HOW WE CAN DO BETTER AND FIX THINGS.
SO PLEASE REACH OUT IF YOU WANT TO MEET DIRECTLY WITH ME.
I ATTENDED THE PETER AND THE STAR CAATCHER SHOW. IT WAS GREAT.
IT'S ALWAYS A GREAT JOB AND APPRECIATING ALL THE EFFORT THAT GOES IN FROM THE STAFF AND THE STUDENTS WHO REALLY RUN THE SHOW ON STAGE AND BEHIND STAGE.
I'M LOOKING FORWARD TO CABARET.
I ATTENDED THE COSA FOUNDATION BOARD MEETING AS A PARENT, AS A TRUSTEE, SEEING HOW OUR FOUNDATIONS INTERACT WITH WHAT WE'RE DOING AND HOW DIFFERENT THINGS ARE FUNDED AND THE PARENTS THAT ARE INVOLVED IN REALLY MAKING SURE OUR KIDS GET THE BEST EXPERIENCES THAT THEY CAN.
THEN LASTLY, I WENT TO MISS CUMMINS, SECOND GRADE CLASS BECAUSE I WAS JEALOUS ABOUT THE PLATO MAKING LAST MONTH.
I GOT TO DO THE CHOCOLATE PLATO FOR VALENTINE'S DAY AND I CAN'T SAY ENOUGH GOOD THINGS ABOUT MISS CUMMINS.
SHE HAD VALENTINE'S DAY ON A FRIDAY, SECOND GRADERS, I'M SURE YOU GUYS CAN IMAGINE.
AND SO TO MAKE SURE THAT THE KIDS WHO HAVE TO PASS VALENTINE'S OUT ANYWAY, THAT SHE DOES SIX ROTATIONS WITH THE KIDS.
PASS OUT YOUR VALENTINE'S READING CORNER.
PLATO, MAKE YOUR OWN CHOCOLATES AND CUPCAKES.
SHE HAD A STEM ACTIVITY, BUILD BRIDGES WITH THE LITTLE MESSAGE, CANDY HEARTS, WHICH I REALLY WANTED TO EAT, BUT APPARENTLY THEY'RE 8-YEARS-OLD, AND AFTER I WANTED TO EAT THEM, SHE REMINDED THE KIDS THEY SHOULDN'T EAT THEM.
THEN ANOTHER STEM ACTIVITY WITH THE ZIP LINE,
[04:10:02]
AND THEN A COUPLE OF ART ACTIVITIES.GREAT PARENT INVOLVEMENT, A FEW IAS IN THERE, AND IT REALLY GAVE ME AN OPPORTUNITY TO SEE WHAT'S GOING ON IN OUR CLASSROOMS AND SPECIFICALLY AT SILVER STRAND WITH OUR INCLUSION OF SPED STUDENTS AND HOW THAT'S ALL WORKING AND GOT SOME GREAT FEEDBACK FROM HER.
I REALLY APPRECIATE YOU INVITING ME.
AGAIN, TO ALL OUR TEACHERS AND STAFF IN THE DISTRICT, I'M HAPPY TO COME IN AND GIVE YOU A BREAK, READ TO YOUR STUDENTS, OBSERVE ACTIVITIES, BE A PART OF IT BECAUSE I THINK THAT REALLY GIVES US THE PERSPECTIVE ON WHAT'S GOING ON.
WITH THAT, I WILL PASS IT ON TO TRUSTEE SANDY.
>> THANK YOU. I WENT TO THE PARENTS BACK TO SCHOOL NIGHT AT THE HIGH SCHOOL.
I THINK I SAW MISS BARDEN THERE. IT WAS WONDERFUL.
I GOT TO MEET MY SON'S FOUR TEACHERS, AND THEY WERE ALL ABSOLUTELY FANTASTIC.
MISS STEWART, THE MATH TEACHER, I AM TOO MATH TEACHER.
SHE ACTUALLY WARNED US THAT SHE WAS GOING TO GIVE US A QUIZ AT THE END TO MAKE SURE WE WERE LISTENING.
SO SHE DID A HOTS QUIZ ON OUR PHONES.
SO MY SON GOT A FREE HOMEWORK PASS.
>> [LAUGHTER] HE NEVER THANKED ME, NO, BUT I'M JUST GLAD IT WASN'T A SPELLING QUIZ.
TODAY, HE'S NOT A GREAT STUDENT, QUITE THE OPPOSITE AND I ASKED HIM, WHO'S YOUR FAVORITE TEACHER OUT OF THOSE FOUR TEACHERS? HE SAID, THEY'RE ALL GOOD.
HE SAID THAT ALL FOUR TEACHERS WERE GOOD.
ALSO, ATTENDED THE AWARD CEREMONY FOR CRISTIAN ARANO, AND A BUNCH OF US WERE THERE. IT WAS WONDERFUL.
SHE WON THE SAN DIEGO COUNTY OF EDUCATION COUNSELOR OF THE YEAR AWARD, AND SHE ABSOLUTELY DESERVED IT.
I THINK JENNIFER LANDRY TALKED ABOUT THE COLLEGES AND THE MILITARY AND ALL THAT.
THERE WAS A PANEL OF PEOPLE AND JOBS, AND THAT WAS ALL ARRANGED BY HER AND THAT'S JUST ONE OF THE MANY THINGS SHE DOES.
THE REALLY EXCITING PART FOR ME TOO WAS GETTING TO MEET HER FAMILY.
I DIDN'T KNOW SHE HAD TWO CHILDREN IN THE DISTRICT.
I GOT TO MEET HER HUSBAND TOO, AND HER LITTLE GIRL WHO IS A TK OR LOOKS JUST LIKE HER.
ATTENDED THE JV LACROSSE SCRIMMAGE AGAINST SANTANA HIGH SCHOOL.
THERE WAS A FISTFIGHT IN THE MIDDLE OF THE GAME, BUT NO BENCH-CLEAR-CLEARING BRAWL, SO THAT'S AN IMPROVEMENT.
I DON'T KNOW WHY THERE'S SO MANY FIGHTS IN THESE LACROSSES. I DON'T KNOW WHAT'S GOING ON.
I THINK I'LL TALK TO THE ATHLETIC DIRECTOR.
A LOT OF AGGRESSION GOING ON THERE.
ATTENDED THE COASTAL PERFORMANCE OF PETER, THE STARCATCHER.
PART THAT REALLY AMAZED ME AT THIS ONE WAS A SET.
THEY BUILT A SAILING SHIP UP ON THE STAGE, AND I BELIEVE THE CHILDREN OR THE STUDENTS DID THAT.
ON THE NATIONAL LEVEL, THINGS THAT MAY AFFECT US AND THE REASON I ASKED DEPUTY SALMONK ABOUT THE 9% OF FEDERAL FUNDS THAT COME TO US AND THIS COULD DIRECTLY AFFECT US.
THERE IS A CASE GOING BEFORE THE SUPREME COURT THAT WOULD ALLOW PUBLIC DOLLARS TO FUND RELIGIOUS SCHOOLS, AND JUSTICE BART HAS ALREADY RECUSED HERSELF FROM IT.
I SUSPECT IT WILL GET PASSED, AND THAT TIES RIGHT INTO EXECUTIVE ORDER SIGNED BY THE PRESIDENT ON 29TH JANUARY, WHERE THE DIRECTIVE OF SECRETARY OF EDUCATION, SECRETARY OF HEALTH AND HUMAN SERVICES, SECRETARY OF DEFENSE, AND THE BUREAU OF INDIAN EDUCATION, WHICH I DIDN'T EVEN KNOW EXISTED, GAVE 90 DAYS TO DEVELOP PLANS TO USE THEIR FUNDS FOR STUDENTS TO ATTEND SCHOOLS OF THEIR CHOICE, INCLUDING PRIVATE, FAITH-BASED, AND CHARTER SCHOOLS.
THE 9% MAY GO AWAY. THAT'S IT. THANK YOU.
>> YES. THIS PAST MONTH, I ATTENDED BACK-TO-SCHOOL NIGHT [NOISE] AND IT WAS GREAT MEETING ALL THE TEACHERS AND HEARING ALL THE PLANS FOR THIS SEMESTER.
THEN I HAD MY SITE VISIT WITH PRINCIPAL MOLINA AT CHS, AND SHE WAS VERY GRACIOUS WITH HER TIME AND GOING OVER VARIOUS ISSUES IN THE SCHOOL.
BUT PROBABLY THE NEATEST THING WAS WHEN WE WERE WALKING AROUND THE ART CLASS, SPEAKING OF ART, [NOISE] AND THE CERAMICS CLASS IS CURRENTLY COLLABORATING, MAKING A NEW MURAL, A MOSAIC, AND THE CORONADO SCHOOLS FOUNDATION HAS GIVEN A GRANT TO ENABLE MS. KIRSTIN GREEN, WHO'S DONE LOTS OF THE MOSAICS AROUND THE SCHOOL AND THE COMMUNITY TO ASSIST WITH THIS.
THEY'RE MAKING THIS MOSAIC, IT'S GOING TO BE 25 FEET TALL.
IT'S GOT ALL THESE VIVID COLORS.
IT'S ENTITLED METAMORPHOSIS, AND IT OBVIOUSLY HAS A EDUCATIONAL METAPHOR.
I THINK THEY'RE GOING TO HAVE IT READY,
[04:15:03]
MAYBE A DEDICATION CEREMONY SOMETIME IN LATE MAY OR EARLY JUNE.IT'LL BE REALLY COOL. THANK YOU. THAT'S ALL I HAVE.
IT WAS TO SEE PRINCIPAL MOLINA AS WELL.
ALL THREE OF MY BOYS HAVE GONE THROUGH HER SCHOOL.
SHE'S FANTASTIC. I APPRECIATED THE TIME.
ALSO ATTENDED THE RECEPTION FOR MS. RENO. IT WAS AMAZING.
IT'S A TOP COUNSELOR IN THE ENTIRE SAN DIEGO COUNTY.
THAT'S HUGE. THAT WAS A PRIVILEGE TO BE THERE AS WELL.
AS I WAS SCANNING SOME OF THE ARTICLES THAT ARE IN THE PAPERS REGARDING SCHOOL AND SHOUT-OUT TO MS. MARIA SIMON, WHO IS OUR PAO DOES A GREAT JOB AND NOW SHE'S CORRELATING AND SENDING THAT ALL TO US.
IT MAKES IT EASIER TO SEE, AND ONE OF THE THINGS THAT CAUGHT MY EYE.
I HAVEN'T MET HER YET, BUT LOVE TO.
MS. ROBERTA LEONARD, CMS GETS COACH OF THE YEAR FOR ROBOTICS TEAM. THAT'S REALLY COOL.
UC GRAD MASTER'S EDUCATION THREE-TIME ALL-AMERICAN DIVISION 1 VOLLEYBALL PLAYER.
I WANT TO MEET THIS PERSON. WHAT'S THAT?
>> WAS IT USD? I SAID UC, USD. I WAS THERE.
GREAT STUFF. SHOOT, I THOUGHT I HAD ONE ELSE ABOUT THAT.
I THINK I'M JUST GOING TO BE THE NEW GUY AND SHUT UP NOW. THANKS.
>> FEBRUARY 12TH WAS SCHOOL CROSSING GUARD APPRECIATION DAY.
WHILE THEY'RE NOT OUR EMPLOYEES, SO TO SPEAK, THEY ARE OUT THERE ALL THE TIME.
A LOT OF TIMES THEY ARE THE FIRST PEOPLE THAT THE KIDS SEE WHEN THEY'RE COMING TO SCHOOL.
I REALLY APPRECIATE THE CROSSING GUARDS THAT WE HAVE, AND I WANT THEM TO KNOW THE POSITIVE IMPACT THAT THEY HAVE ON OUR STUDENTS AND TO THANK THEM FOR THAT.
I'VE ATTENDED A COUPLE OF THE HIGH SCHOOL BASKETBALL GAMES, GIRLS AND BOYS.
BOTH TEAMS ARE GREAT, BUT THE GIRLS REALLY DO PLAY TOGETHER LIKE A TEAM, REALLY WELL.
WHILE I WAS THERE, I ALSO SAW SOME HIGH SCHOOL KIDS THAT HAD BABY DOLLS.
[LAUGHTER] MAYBE SUPERINTENDENT MUELLER WILL TELL ME A LITTLE BIT MORE ABOUT THIS.
[LAUGHTER] I UNDERSTAND THAT TEACHERS CAN PROGRAM THEM TO CRY AT DIFFERENT TIMES.
I'M THINKING MAYBE IF THERE'S AN OPPORTUNITY FOR STUDENTS WHO ARE HABITUALLY ABSENT, WE COULD GIVE THEM TWINS.
ONE OF THE PARENTS WAS TELLING ME THAT HER DAUGHTER TAKES EXTRA CARE IN MAKING SURE THAT THE BABY DOLL IS IN THE CAR SEAT PROPERLY, AND SHE'S LIKE, LET'S GO.
WE'RE LATE FOR SCHOOL. JUST GET HER IN THERE.
[LAUGHTER] ANYWAY, I'D LIKE TO KNOW MORE ABOUT THAT PROGRAM THAT SEEMS REALLY NEAT.
I'M GOING TO HAVE OFFICE HOURS ON MONDAY IF ANYBODY WANTS TO DROP BY AND CHIT-CHAT. I'M HERE.
I DO WANT TO APOLOGIZE TO THE HIGH SCHOOL PTO PRESIDENT.
I PROMISE I'M GOING TO GET MY HUSBAND TO THE HIGH SCHOOL.
WE'RE GOING TO INSTALL THOSE ENGRAVED BRICKS BY THE END OF THE MONTH.
>> [INAUDIBLE] THAT I NEEDED. INTERFACING WITH THE PUBLIC IS CRUCIAL AND I REALLY WANT TO DO IT AND I DO.
LAST MONTH, I INTERFACED WITH OVER A DOZEN FOLKS FROM THE COMMUNITY. THAT'S GREAT.
I HAVE OFFICE HOURS AS WELL. THEY'RE PUBLISHED.
I HELD FOUR HOURS WORTH OF TWO DIFFERENT DAYS.
IRONICALLY, NONE OF THE INTERFACE CAME ON THOSE OFFICE HOUR DATES, BUT THAT'S OKAY.
I'M GOING TO BE THERE. THAT'S WHERE I'M DOING MY READING AND STUDYING.
NEXT ONES WILL BE AT 21ST AND 28TH, YOU'LL FIND IT ON THE CUSD WEBSITE.
IT STARTS AT 8:30 IN THE MORNING.
I'LL BUY A COFFEE OR WHATEVER, AND THEN WHATEVER SPACE MIGHT BE AVAILABLE HERE.
I'M ALWAYS AVAILABLE ANYTIME YOU WANT TO CONTACT ME.
EMAIL'S ALSO ON THE ADDRESS AND I WILL DO WHATEVER I CAN TO MEET WITH YOU AND TALK WITH YOU.
I'VE HAD THE PRIVILEGE TO TALK TO QUITE A FEW PEOPLE THIS MONTH, SO I APPRECIATE IT. THANK YOU.
>> THANK YOU. SPILLED MY WATER.
THAT'S NOT A PROGRAM THAT WE OFFER AT CUSD.
I'LL ATTEMPT TO KEEP MINE BRIEF,
[9.3 Superintendent's Comments]
A LOT OF COMMENTS.I REALLY WANT TO CELEBRATE THE PORTRAIT OF A GRADUATE FOR THE MEMBERS OF THE COMMUNITY WHO DIDN'T GRAB THE MAGAZINE ON YOUR WAY IN.
[04:20:03]
PLEASE GRAB ONE ON YOUR WAY OUT.AS DR. BATTLE DID THIS EVENING IN HER PRESENTATION, WE ARE GOING TO BE MUCH MORE INTENTIONAL IN ALIGNING CERTAIN DISTRICT INITIATIVES TO THE PORTRAIT OF A GRADUATE.
YOU'LL START TO SEE THOSE, AS I MENTIONED EARLIER, IN OUR BOARD REPORT.
IT'S NICE TO HAVE A GUIDING DOCUMENT.
IT WAS ALSO NICE TO REFLECT BACK ON OUR LONG-RANGE PLAN FROM FIVE YEARS AGO TO SEE HOW MANY OF THOSE FIVE-YEAR GOALS WE WERE ABLE TO ACCOMPLISH IN THE AREAS OF BRINGING POST-SECONDARY OPPORTUNITIES ONTO OUR CAMPUSES AND BUILDING OUR PATHWAYS, NOT JUST AT THE HIGH SCHOOL, BUT DOWN K-12.
THANK YOU TO STAFF WHO HAVE MADE THOSE EXPERIENCES POSSIBLE, AND TO STAY THE COURSE.
TO SET GOALS FOR FIVE YEARS AND TO ACKNOWLEDGE THAT THEY'VE BEEN ACCOMPLISHED IS SOMETHING TO BE PROUD OF.
REALLY APPRECIATED PRINCIPAL PETE'S PRESENTATION THIS EVENING.
I BELIEVE RIGHT NOW AT ALL FOUR SCHOOL SITES, WHILE WE HAVE IMPORTANT WORK TO CONTINUE DOING, WE'RE REALLY IN A GOOD PLACE WITH INITIATIVES THAT ARE GOING TO SUPPORT OUR ACADEMIC GOALS FOR OUR KIDDOS.
I WANTED TO JUST TOUCH BRIEFLY.
I WAS ABLE TO ATTEND THE GLOBAL SCHOOL DAY OF PLAY AT SILVER STRAND ELEMENTARY.
A LOT OF THE PUBLIC COMMENTS AROUND ART WERE ON DISPLAY.
STUDENTS WERE ENGAGED IN VERY CREATIVE AND EXCITING WAYS.
I'VE ALSO HAD AN OPPORTUNITY TO SEE THOSE ART TEACHERS PUSHING IN AT VILLAGE ELEMENTARY, WHILE THOSE TEACHERS ARE OUT IN PROFESSIONAL LEARNING COMMUNITIES, FOCUSING ON SCIENCE, MATH, OR ENGLISH INSTRUCTION.
I'VE HAD A LOT OF OPPORTUNITIES TO SEE OUR SPORTS TEAMS THIS LAST MONTH.
AS MR. MATTER REFERENCED EARLIER, HE HAS SEEN ME AT BOTH OF THE MEN'S BASKETBALL GAMES AGAINST POINT LOMA.
I THINK IN BOTH GAMES, WE LOST BOTH, BUT BY A TOTAL OF FOUR POINTS.
HIGHLY COMPETITIVE. THAT'S SCHOOL SPIRIT.
THAT'S COMPETITIVE HIGH SCHOOL ATHLETICS AT ITS BEST.
IF ANYONE CAN MAKE IT TO POINT LOMA TOMORROW NIGHT AT 7:00, THEY COULD USE YOUR SUPPORT.
IT WAS AN HONOR TO GO AROUND AND TO SEE THOSE TEACHERS AND TO THANK THEM.
I HAD A CHANCE THIS MONTH TO MEET OUR NEW POLICE CHIEF AND SIT DOWN AND TALK ABOUT SOME OF THE INITIATIVES THAT WE DO IN PARTNERSHIP WITH CPD.
WE CONTINUE TO HOST MONTHLY MEETINGS WITH THE GROUP OF TEACHERS FROM ACROSS CUSD.
WE NEED A BETTER TITLE FOR OUR GROUP, BUT IT'S ESSENTIALLY THE CULTURE CLUB, WHERE WE'RE FOCUSED ON MORALE AND HOW TO CONTINUE RECOVERING FROM LAST YEAR'S NEGOTIATIONS, AND REALLY JUST WANT TO THANK THOSE TEACHERS FOR VOLUNTEERING THEIR TIME ON THAT.
I WANT TO END WITH HIGHLIGHT OF MY MONTH.
A HIGHLIGHT OF MY YEAR HAS BEEN CONNECTING WITH STUDENTS THROUGH THE SUPERINTENDENT STUDENT ADVISORY COUNCIL.
TWO OF OUR STUDENTS ARE HERE THIS EVENING OBSERVING.
WE HAD TO PRESENT EARLIER THIS EVENING FROM THE SSAC AND THEIR WORK ON THE JOINT CALENDAR COMMITTEE.
IT'S GREAT TO NOT ONLY SOLICIT STUDENT VOICE, BUT TO LISTEN TO THEIR IDEAS ON HOW THEY WANT TO ACT TO MAKE THEIR SCHOOL COMMUNITY STRONGER.
THANK YOU BOTH FOR SERVING ON THAT COMMITTEE.
ALSO, GREAT OPPORTUNITY FOR ME TO CONNECT WITH STUDENTS OUTSIDE OF THE TRADITIONAL IN-CLASSROOM.
MY LAST COMMENT, I WAS AT THE WOMEN'S SOCCER PLAYOFF GAME AGAINST CANYON CREST ACADEMY ON TUESDAY OR WEDNESDAY, AND IT WAS NICE TO SEE OUR ISLANDER WOMEN PREVAILED 5-1 AGAINST CCA, BUT ALSO A MEMBER OF OUR SSAC, BELLA HAD THE FIRST GOAL OF THE NIGHT, AND SO IT'S JUST GREAT TO CELEBRATE ALONGSIDE OF THEM AND HAVE THAT PERSONAL CONNECTION.
I APPRECIATE THE BOARD SUPPORTING MY EFFORTS IN BUILDING AND CONTINUING TO MEET WITH THE SSAC.
THANKS TO MY STUDENTS FOR ENTERTAINING ME AT THOSE MEETINGS.
THAT CONCLUDES MY REPORT. OH, LAST THING.
IT WAS MENTIONED EARLIER THIS EVENING.
I REALLY WANT TO THANK THE FIRST-GRADE TEAM AT VILLAGE ELEMENTARY SCHOOL.
THEY HOSTED A FUNDRAISER FOR FIRE RELIEF VICTIMS, AND I THINK THEY RAISED ABOUT $3,500.
BUT THOSE FOUR TEACHERS REALLY TOOK THAT ON, ON THEIR OWN AND IT WAS A COMMUNITY EVENT.
IF YOU DIDN'T GET THERE EARLY, YOU MISSED OUT ON SOME OF THE BEST GOODIES, BUT THEY SOLD EVERYTHING THAT WAS DONATED AND REALLY TAUGHT OUR FIRST-GRADE STUDENTS A VALUABLE LESSON ON THEIR RESPONSIBILITY TO THEIR NEIGHBORS. THANK YOU FOR LETTING ME SPEAK.
>> ITEM 10.1, PROPOSED LIST OF AGENDA ITEMS FOR FUTURE BOARD MEETINGS.
[10.1 Proposed List of Agenda Items for Future Board Meetings]
[04:25:04]
DO WE HAVE ANY PUBLIC COMMENT ON ITEM 10.1? TRUSTEES. I DID WANT TO BRING UP, WE HAD A PUBLIC SPEAKER TONIGHT REQUEST TO BE ABLE TO PRESENT CONTENT WITH PUBLIC COMMENTS.PUT SOMETHING UP ON THE SCREEN OR PRESENT A DOCUMENT, AND WE DON'T HAVE ANY POLICY ON THIS.
I WANTED TO PUT THAT FORWARD FOR US TO CONSIDER WHETHER OR NOT WE WANT TO DO AND HAVE A POLICY ONE WAY OR THE OTHER.
THAT DISCUSSION? I DON'T KNOW IF THAT WOULD BE ANOTHER SPECIAL BOARD MEETING WITH GOVERNMENTS HANDBOOK TYPE OF STUFF.
WE DON'T HAVE ONE PLAN NOW OR IF IT WOULD JUST BE A REGULAR GOVERNING BOARD MEETING.
>> STAFF WILL LOOK FOR AN OPPORTUNITY TO GET US ALL IN THE SAME ROOM TO HAVE THAT CONVERSATION IN ACCORDANCE WITH THE BROWN ACT.
>> I DID JUST WANT TO DRAW THE ATTENTION TO THE TRUSTEES AND TO THE COMMUNITY, SOME ITEMS OF INTEREST THAT THE FIVE OF YOU HAVE REQUESTED ARE COMING UP IN THE NEXT TWO MONTHS.
IN MARCH, WE ARE GOING TO HAVE STUDENT SERVICES REPORT ON OUR DISCIPLINE ACTION GUIDE.
THAT WAS REFERENCED, I BELIEVE IN TWO DIFFERENT REPORTS THIS EVENING, THE LEARNING DEPARTMENT TO DISCUSS OUR HOMEWORK POLICY AND NEW LEGISLATION AROUND HOMEWORK.
THEN IN APRIL, PER REQUEST FROM TRUSTEES AND OVERVIEW OF MATH CURRICULUM, K-12.
>> PERFECT. ANY OTHER ITEMS FOR FUTURE? 10.2, OUR NEXT REGULAR BOARD MEETING WILL BE THURSDAY,
[10.2 Upcoming Meetings]
MARCH 13TH, AT 20:25.[11. CLOSED SESSION]
WITH THAT, WE ARE IN CLOSED SESSION.[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.