[00:00:03]
[4.1 Reconvene to Open Session and report out Action taken in Closed Session]
THE TIME IS NOW FOUR O'CLOCK, AND WE ARE RECONVENED TO OPEN SESSION.WE WERE UNABLE TO FINISH OUR CLOSED SESSION, SO THE REST OF CLOSED SESSION WILL BE TRAILED UNTIL THE END OF THIS MEETING.
ITEM 4.2, SPOTLIGHT PRESENTATION.
[4.2 Spotlight Presentation: CMS Choir and APA, Presented by Linda Kullmann]
WE HAVE THE CMS CHOIR AND ADVANCED PERFORMING ARTS PRESENTED BY LINDA COLEMAN. MR. SCHMEICHEL.>> AFTER 32 YEARS, MS. COLEMAN [INAUDIBLE] TO THE LIVES OF CORONADO UNIFIED STUDENTS.
THIS IS HER LAST FORWARD SHOWCASE OF CULMINATION OF ALL OF HER WORK.
EARLY IN HER CAREER IN CORONADO UNIFIED, MS. COLEMAN WAS HIRED BY OUR BELOVED CHRIS MCCLUNG TO WORK ON MUSICALS IN THE DISTRICT.
MS. COLEMAN'S REACH HAS BEEN FAR AND WIDE IN THE COMMUNITY.
GO TO THE DELL, THERE THEY ARE SINGING, WHICH IS JUST ONE EXAMPLE OF MANY COMMUNITY PERFORMANCES OUR STUDENTS HAVE DONE UNDER THE LEADERSHIP OF MS. COLEMAN.
TONIGHT, THESE OUTSTANDING STUDENTS ARE GOING TO SING ONE OF MS. COLEMAN'S FAVORITE SONGS FROM ONE OF HER FAVORITE BANDS, I'LL LET HER ANNOUNCE IT, BUT IT'S GOING TO BE FUN.
ON BEHALF OF CORONADO UNIFIED, AND ALL THE STUDENTS WHO SHARED YOUR LOVE OF THE ARTS, THANK YOU.
I KNOW YOU WILL CONTINUE TO BE INVOLVED IN THE ARTS SOMEHOW IN MANY WAYS IN YOUR NEXT CHAPTER.
SCHOOL BOARD MEMBERS, COMMUNITY, YOU ARE INVITED TO THE CORONADO UNIFIED SPRING CHOIR CONCERT, FRIDAY MAY 30TH AT 6:00 PM.
STRAND VILLAGE AND CMS CHOIRS WILL BE ON THE MAIN STAGE AT THE CORONADO PERFORMING ARTS CENTER.
DON'T MISS SOME OF OUR SINGERS ALSO AT OUR END OF YEAR PROMOTIONS.
IT IS MY PLEASURE TO INTRODUCE MS. COLEMAN AND THE CMS CHOIR AND ADVANCED PERFORMING ARTS STUDENTS.
>> IT IS MY PLEASURE TO BE HERE AND SEEING SO MANY PEOPLE HERE.
STUDENTS, GO AHEAD AND STAND UP.
THE YEAR WAS 1973, AND I WAS SIX-YEARS-OLD.
MY BROTHER WAS A MEMBER OF A CORONADO BAND CALLED SILKIE AND THE STAR LIGHTS.
WHEN MY MOM AND DAD HAD THINGS THAT THEY HAD TO DO, MY BROTHER HAD TO WATCH ME, SO I GOT TO HEAR ALL THIS MUSIC.
LET ME TELL YOU, I THINK THAT WAS WHERE MY EARLIEST MUSICAL INFLUENCES CAME FROM.
TODAY I HAVE CHOSEN, LIKE SHANE SAID, A SONG FROM AEROSMITH.
THIS SONG MEANS AN AWFUL LOT TO ME, ESPECIALLY AT THE CHORUS.
SING WITH ME, SING FOR THE YEARS, SING FOR THE LAUGHTER, SING FOR THE TEARS.
IT'S DREAM ON. PLEASE WELCOME TO THE MICROPHONE, RILEY KESTER [PHONETIC]. [APPLAUSE]
[00:07:19]
LOOK FORWARD TO SEEING YOU AT THE CULMINATION.
[4.3 Board Recognition Congratulation 2024-2025 Certificated Staff Members of the Year: Gina Mirtallo, Silver Strand Elementary School; Rachel Bevilacqua, Village Elementary School; Matthew Smith, Coronado Middle School; and Nancy McGreevy, Coronado High School and District Teacher of the Year]
BOARD RECOGNITION AND CONGRATULATIONS TO THE 2024/2025 CERTIFICATED STAFF MEMBERS OF THE YEAR.LAST MONTH I WAS HONORED TO FACILITATE OUR RECOGNITION OF CLASSIFIED EMPLOYEES OF THE YEAR.
TONIGHT I'M BACK TO RECOGNIZE SOME EXCEPTIONAL EDUCATORS AS WE HONOR THE CORONADO UNIFIED TEACHERS OF THE YEAR.
CORONADO UNIFIED SCHOOL DISTRICT WAS PLEASED TO PARTICIPATE IN THE CALIFORNIA DEPARTMENT OF EDUCATION TEACHER OF THE YEAR PROGRAM ONCE AGAIN THIS YEAR.
WE APPRECIATE THE OPPORTUNITY TO HIGHLIGHT THE WORK OF OUR OUTSTANDING CUSD TEACHERS AND CELEBRATE THE TEACHING PROFESSION.
THE SELECTION PROCESS FOR TEACHER OF THE YEAR ALLOWS ANY STAFF MEMBER TO NOMINATE A CERTIFICATED EMPLOYEE WHO THEY FEEL EXHIBITS THE QUALITIES OF AN OUTSTANDING TEACHING PROFESSIONAL.
THE CDE CRITERIA FOR CERTIFICATED EMPLOYEE OF THE YEAR IS AS FOLLOWS.
BE FULLY CREDENTIAL TEACHERS CURRENTLY EMPLOYED TO TEACH ANY PRE K THROUGH GRADE 12 CURRICULUM TO CHILDREN OR ADULTS, HAVE COMPLETED EIGHT YEARS OF TEACHING AT THE TIME THE APPLICATION IS SUBMITTED AT THE LOCAL LEVEL, AND FOR ONE OF OUR CANDIDATES, PEOPLE WERE WAITING TO CELEBRATE HIM.
HAVE DEMONSTRATED LEADERSHIP AND INNOVATION INSIDE AND OUTSIDE OF THE CLASSROOM WALLS THAT EMBODIES LIFELONG LEARNING, HAVE EXPRESSED THEMSELVES IN AN ENGAGING AND ARTICULATE WAY, BE AVAILABLE TO FULFILL AMBASSADORIAL DUTIES DURING THE YEAR OF SERVICE AND BE SUPPORTED BY THEIR EMPLOYER.
BEYOND THOSE CRITERIA, IN CUSD, WE ALSO LOOK FOR CERTIFICATED STAFF MEMBERS WHO ENGAGE STUDENTS, ARE INNOVATIVE AND CREATIVE, WORK COLLABORATIVELY WITH COLLEAGUES AND WHO CONNECT, CHALLENGE, AND ARE A CHAMPION FOR THEIR STUDENTS EVERY DAY.
I INVITED LAST YEAR CERTIFICATED STAFF MEMBERS OF THE YEAR, NICOLE BELON, KELLY FORTEN, JEZELLE RENLEY, AND LINDA COLEMAN TO SERVE ON THE SELECTION COMMITTEE.
LINDA HAD ONE OF HER MANY PERFORMANCES TO PREPARE FOR, AND SO KATHLEEN COTTON, A FORMER TEACHER OF THE YEAR FOR CORONADO MIDDLE SCHOOL, SERVED IN HER PLACE.
WE SELECTED A CERTIFICATED STAFF MEMBER AT EACH SITE AND THEN THE DISTRICT CERTIFICATED STAFF MEMBER OF THE YEAR.
I THANK THE SELECTION COMMITTEE FOR ALL OF THEIR EFFORTS.
LET'S GIVE THEM A BIG HAND FOR THEIR PART ON THIS.
[APPLAUSE] NOW WE HAVE OUR PRINCIPALS AT EACH SITE.
[00:10:07]
WE'LL RECOGNIZE THE TEACHER OF THE YEAR FOR THEIR SITES, AND I'LL CALL THEM UP.FIRST, JENNY MOORE, IF YOU COULD COME DOWN.
OUR TEACHER OF THE YEAR FOR SILVER STRAND ELEMENTARY SCHOOL IS GINA MIRTALLO.
>> SO HONORED TO HONOR GINA MIRTALLO, ON BEHALF OF OUR INCREDIBLE TEACHING STAFF AT SILVER STRAND ELEMENTARY SCHOOL.
OBVIOUSLY, IT'S A TK MOMENT I WANT TO START BY SAYING WHEN I HAD THE HONOR OF HIRING GINA, ONE OF HER FORMER SUPERVISORS LITERALLY CAMPED OUT WAITING FOR ME TO ARRIVE AT WORK THAT DAY TO STRONGLY RECOMMEND THAT I NOT PASS UP THE OPPORTUNITY TO BRING HER ABOARD, AND BOY, AM I GLAD WE DID.
GINA MIRTALLO, SHE BEGAN WORKING IN CORONADO IN 2008, ACTUALLY, IN THE RECREATION DEPARTMENT AT THE COMMUNITY CENTER AND THEN HAD A CLASSIFIED POSITION IN CORONADO UNIFIED SCHOOL DISTRICT.
SHE WORKED IN VILLAGE ELEMENTARY AND CROWN PRESCHOOL AFTERCARE, AND THEN EARNED HER CREDENTIAL BECAUSE SHE SHOWED SUCH AMAZING TALENT AND PROCLIVITY FOR EDUCATION.
THEN WE WERE ABLE TO HIRE HER AT STRAND TO BE OUR VAPA TEACHER AND TK.
NOW THAT WE'VE EXPANDED TK TO ALMOST FULL DAY, SHE'S FOCUSING ON EARLY EDUCATION.
I HAVE COMMENTS TO READ ABOUT HER THAT ARE THE CULMINATION OF HER COLLEAGUES AND MY VIEW OF HER.
SHE'S A PASSIONATE EDUCATOR WHO DEMONSTRATES DAILY THAT SHE'S PURSUED HER TRUE CALLING WORKING WITH YOUNG CHILDREN AND HELPING THEM LEARN AND GROW.
AS OUR TK TEACHER, GINA ADVOCATES FOR OUR YOUNGEST LEARNERS NEEDS TO PLAY, EXPLORE, AND LEARN ABOUT ONE ANOTHER IN THE WORLD AROUND THEM FROM THE LAUNCH PAD OF A SAFE AND NURTURING CLASSROOM IN SCHOOL.
HER CLASSROOM IS STRUCTURED AND JOYFUL AND THROUGH MODELING, PRACTICE, AND LOTS OF POSITIVE REINFORCEMENT, MS. MIRTALLO'S TK STUDENTS LEARN AND DEMONSTRATE EMPATHY, SELF REGULATION, AND OTHER SKILLS FOR BEING KIND AND RESPECTFUL PEOPLE.
SOCIAL EMOTIONAL LEARNING IS ALIVE AND WELL IN TK WITH MS. M. GINA UNDERSTANDS THAT BOTH HER STUDENTS AND FAMILIES MAY BE NEW TO SCHOOL, AND THEREFORE, IS PATIENT, COMMUNICATIVE, ENCOURAGING, AND WELCOMING.
EVERYONE, INCLUDING ADULTS WHO ASSIST IN THE CLASSROOM, GAIN CONFIDENCE UNDER THE CARE OF MS. M. GINA FOSTERS AN INCLUSIVE ENVIRONMENT THAT HELPS HER STUDENTS DEVELOP THEIR OWN IDENTITIES WHILE APPRECIATING AND RESPECTING OTHERS.
THROUGH DIFFERENTIATED INSTRUCTION AND UNDERSTANDING OF STUDENTS INDIVIDUAL LEARNING STYLES, STRENGTHS, AND AREAS OF GROWTH, EACH CHILD IS CELEBRATED FOR DEVELOPING IN THEIR OWN WAY AND AT THEIR OWN PACE, WHICH IS VERY IMPORTANT IN CHILD DEVELOPMENT.
MS. MIRTALLO WAS ALSO VERY INVESTED IN THE POSITIVE COMMUNITY CULTURE AT SILVER STRAND, AND AS PART OF OUR MTSS COMMITTEE, INVESTS IN CAMPUS ART AND BEAUTIFICATION PROJECTS, AND PLANS STAFF'S SOCIAL EVENTS AND ACTIVITIES.
I'VE HEARD SHE DOES MEAN KARAOKE.
SINGING, THAT'S THE VAPA PART OF HER.
WE ARE SO GRATEFUL FOR HER PASSIONATE COMMITMENT TO CHILDREN, FAMILIES, AND YOUR VOYAGE TO YOUR COLLEAGUES, GINA. CONGRATULATIONS.
OUR NEXT RECIPIENT IS FROM A TK CLASSROOM IN VILLAGE ELEMENTARY.
I INVITE PIKUNZA [PHONETIC] UP TO GIVE OUR TEACHER OF THE YEAR AWARD TO RACHEL BEVILACQUA.
>> GOOD EVENING, MEMBERS OF THE BOARD, COLLEAGUES, FAMILIES, AND HONORED GUESTS.
[00:15:02]
IT IS BOTH MY PLEASURE AND PRIVILEGE TO STAND BEFORE YOU HERE TONIGHT TO CELEBRATE A TRULY EXCEPTIONAL EDUCATOR, RACHEL BEVILACQUA, AS OUR TEACHER OF THE YEAR.EVERY YEAR, THIS AWARD REMINDS US OF THE POWER OF GREAT TEACHING.
IT REMINDS US THAT IN THE WALLS OF OUR CLASSROOMS AND SCHOOLS, LIFE-CHANGING THINGS HAPPEN EVERY DAY.
ROOM 105 IS CERTAINLY ONE OF THOSE CLASSROOMS. RACHEL STARTED WORKING AT VILLAGE IN 2009, AND WAS A FIRST GRADE TEACHER FOR SEVEN YEARS.
SHE HAS SINCE TAUGHT INTERVENTION, ELD, SECOND GRADE, AND NOW TK.
HER ADAPTABILITY IS NOTABLE AND SHE EXCELS IN EVERY POSITION SHE HAS TAKEN.
IN MY TWO YEARS WORKING WITH RACHEL, SHE IS THE ULTIMATE TEAM PLAYER, FREQUENTLY MOVING SPACES AND MAKING IT WORK WITH A SMILE.
IT TAKES A SPECIAL PERSON TO TEACH OUR LITTLES.
I SPEND AROUND 30 MINUTES OF TK SUPERVISION EACH DAY, AND I'M ALWAYS LOOKING FOR WHAT RACHEL AND JOLENE ARE DOING SO THAT KIDS AVOID A MELTDOWN OR THE TK DOG PILE.
SERIOUSLY, IT'S LIKE YOU WANT TO WIPE A NOSE OR FIX A BOW AND THEN WHEN YOU TURN BEHIND, FOUR KIDS ARE PILED ON TOP OF EACH OTHER.
WE ONLY HAVE 14 DAYS LEFT IN SCHOOL AND I'M STILL TRYING TO FIGURE IT OUT.
I'M CONTINUALLY IMPRESSED BY RACHEL'S ABILITY TO UNDERSTAND AND BUILD RELATIONSHIPS WITH ALL OF OUR STUDENTS.
RACHEL IS KIND, PATIENT, AND CREATIVE.
SHE CONSISTENTLY SHOWS COMPASSION TO STUDENTS AND COLLEAGUES, REMAINS PATIENT IN CHALLENGING SITUATIONS, AND CREATIVELY MAKES LEARNING ENGAGING.
MY TWO CHILDREN WILL BE ENTERING VILLAGE IN THE COMING YEARS, AND AS A PARENT, SHE IS SOMEONE WHO INSPIRES COMPLETE CONFIDENCE, KNOWING THAT EACH CHILD UNDER HER CARE WILL BE NURTURED, SUPPORTED, AND CHALLENGED.
RACHEL'S IMPACT IS CLEARLY NOTICED BY HER COLLEAGUES AS WELL.
HERE'S SOME ANECDOTES HER COLLEAGUES WANTED TO SHARE.
I'VE HAD THE JOY OF KNOWING RACHEL FOR THE PAST 15 YEARS, AND IN THAT TIME, SHE IS NOTHING SHORT OF EXTRAORDINARY.
AS A COLLEAGUE, SHE IS A KIND OF TEAMMATE WHO EVERYONE HOPES TO BE WITH, THOUGHTFUL, DEPENDABLE, AND ALWAYS WILLING TO LEND A HAND OR AN EAR.
SHE GOES ABOVE AND BEYOND, NOT JUST FOR HER STUDENTS, BUT FOR EVERYONE AROUND HER.
RACHEL BRINGS OUT THE BEST IN OTHERS.
SHE CONSISTENTLY SHARES IDEAS, OFFERS SUPPORT, AND ENCOURAGES THOSE AROUND HER TO GROW.
PERSONALLY, SHE'S PUSHED ME TO BE A BETTER TEACHER AND A BETTER PERSON.
HER INTELLIGENCE, CREATIVITY, AND GENUINE LOVE FOR TEACHING SHINE THROUGH EVERYTHING THAT SHE DOES.
ON TOP OF THAT, SHE'S WARM, FUNNY, AND ONE OF THE KINDEST PEOPLE I KNOW.
I'M INCREDIBLY LUCKY TO CALL HER BOTH A FRIEND AND COLLEAGUE, AND THERE'S NO ONE MORE DESERVING OF THE TEACHER OF THE YEAR.
RACHEL CREATES A POSITIVE LEARNING ENVIRONMENT BY FOSTERING WELCOMING AND INCLUSIVE CLASSROOM WHERE EVERY STUDENT FEELS VALUED AND SUPPORTED.
SHE BUILDS STRONG RELATIONSHIPS WITH BOTH STUDENTS AND FAMILIES, REGULARLY COMMUNICATING AND COLLABORATING TO ENSURE THAT EACH CHILD'S UNIQUE NEEDS ARE MET.
RACHEL ADOPTS HER TEACHING TO ACCOMMODATE DIFFERENT LEARNING STYLES, MAKING SURE ALL OF HER STUDENTS CAN THRIVE.
HER ENCOURAGEMENT AND POSITIVE REINFORCEMENT MOTIVATE STUDENTS TO DO THEIR BEST, CREATING AN ATMOSPHERE OF TRUST AND GROWTH.
RACHEL KEEPS HER STUDENTS ENGAGED WITH HANDS-ON ACTIVITIES THAT MAKE LEARNING EXCITING.
SHE MEETS EACH CHILD'S NEEDS BY ADJUSTING LESSONS ON A DAILY BASIS, OFFERING SUPPORT AND CHALLENGING OR CHALLENGES AS NEEDED.
THROUGH ONE-ON-ONE IN SMALL GROUP WORK, SHE HELPS EVERY STUDENT SUCCEED.
TO CLOSE, RACHEL IS NOT JUST AN OUTSTANDING TEACHER, BUT SHE'S ALSO A GOOD PERSON.
I RUN INTO RACHEL AND HER FAMILY FROM TIME TO TIME AROUND THE ISLAND, AND I'M ALWAYS STRUCK BY HOW HER POSITIVITY RADIATES TO THOSE AROUND HER, ESPECIALLY OUR CHILDREN, E L, KATE, AND LOLA.
RACHEL, YOU ARE AN INCREDIBLE TEACHER, A VALUABLE COLLEAGUE, AND AN ASSET TO OUR SCHOOL.
WE ARE SO PROUD OF YOU AND FRANKLY LUCKY TO HAVE YOU.
[00:20:01]
>> I NOW INVITE BROOK VLAD TO COME ON DOWN AND DO OUR CORONADO MIDDLE SCHOOL TEACHER OF THE YEAR, MATTHEW SMITH.
>> GOOD EVENING. HI. I AM SO PROUD TO RECOGNIZE MATT SMITH AS CMS TEACHER OF THE YEAR.
MATT HAS BEEN TEACHING AT CORONADO MIDDLE SCHOOL FOR EIGHT YEARS AND IS CURRENTLY TEACHING EIGHTH-GRADE HISTORY, BUT HAS ALSO TAUGHT SEVENTH-GRADE HISTORY AND SIXTH-GRADE HUMANITIES.
MATT IS ALSO INVOLVED IN SEVERAL EXTRACURRICULARS.
SOUNDS LIKE YOU'RE IN HIGH SCHOOL.
INCLUDING D&D CLUB, HE'S THE ADVISOR FOR DUNGEONS AND DRAGONS, ESPORTS CLUB, AND JUNIOR OPTIMISTS.
HE ALSO SERVES AS HISTORY DEPARTMENT CHAIR AND CMS SITE REP. NEEDLESS TO SAY, WE KNOW EACH OTHER PRETTY WELL.
NOT TO MENTION, HE HAS RECENTLY EARNED HIS ADMIN CREDENTIAL AND FILLS IN HIS AP WHEN NEEDED.
I ACTUALLY HAD A HARD TIME FIGURING OUT WHAT TO SAY TODAY, BUT NOT FOR LACK OF THINGS TO BRAG ABOUT, BUT FOR THE SIMPLE FACT THAT MATT HAS SO MANY GREAT QUALITIES THAT IT WAS HARD TO FIGURE OUT HOW TO NARROW IT DOWN.
I WAS ALSO WORRIED THAT I WOULDN'T REALLY BE ABLE TO CAPTURE WHO YOU ARE AND EXPRESS WHAT AN IMPACT YOU'VE MADE ON THE STUDENTS AND THE STAFF AT CMS, BUT I'M GOING TO TRY MY BEST.
FIRST, I WANT TO HIGHLIGHT MATT'S CONNECTIONS WITH STUDENTS AND HOW HE ENGAGES THEM IN LEARNING.
MATT HAS A SPECIAL ABILITY TO CONNECT WITH STUDENTS AND MEET THEM EXACTLY WHERE THEY'RE AT, ALL THE WHILE ENCOURAGING THEM TO RISE UP TO BE THE BEST VERSIONS OF THEMSELVES.
HE BUILDS RAPPORT WITH HIS STUDENTS BY GETTING TO KNOW THEM PERSONALLY.
ONCE HE HAS THAT RAPPORT, IT NEVER FADES.
HIS TEACHING STYLE IS SO UNIQUE.
MATT CAN CAPTURE A STUDENT'S ATTENTION AND SHARE ABOUT HISTORY AND A MANNER THAT STUDENTS WANT TO LEARN MORE.
HE HAS BEEN KNOWN TO DRESS UP AS A PERSON FROM HISTORY.
JUST TO GET STUDENTS ENGAGED OR FOR HIS YEARBOOK PICTURE.
MATT IS VERY INTUITIVE AND WILL EVALUATE EVERY LESSON HE IMPLEMENTS.
HE CHECKS IN WITH HIS STUDENTS TO SEE WHAT WORKS FOR THEM AND ADJUSTS HIS LESSONS ACCORDINGLY.
HE MEETS WITH HIS TEACHING PARTNERS DAILY AND AGAIN ADDRESSES HOW THE LESSON WAS RECEIVED BY HIS STUDENTS.
HE OFFERS A VARIETY OF LESSONS, HANDS-ON EXPERIENCES, GROUP WORK, INDEPENDENT WORK, DISCUSSIONS, SOCRATIC SEMINARS, AND EYE-LAB EXPERIENCES.
HE CHECKS IN FREQUENTLY WITH CASE CARRIERS TO MAKE SURE HE'S MEETING THE NEEDS OF STUDENTS WHO NEED ADDITIONAL SUPPORT IN THE CLASSROOM.
MATT EVEN HOLDS WEEKLY OFFICE HOURS TO ENSURE HIS STUDENTS HAVE A DESIGNATED TIME TO ASK QUESTIONS OR GET EXTRA HELP.
MATT WILL ALWAYS GO THE EXTRA MILE.
HIS HUMOR IS A HUGE PART OF HIS CONNECTIONS WITH STUDENTS AND STAFF.
ONE COLLEAGUE SAID, HE HAS SUCH A WONDERFUL SENSE OF HUMOR AND BRINGS HIS POSITIVE ATTITUDE TO STAFF MEETINGS.
PERSONALLY, I CAN ALWAYS COUNT ON YOU TO LAUGH AT ONE OF MY MAYBE NOT-SO-FUNNY JOKES DURING STAFF MEETINGS.
SECRETLY, I KNOW HE DOESN'T NECESSARILY THINK IT'S FUNNY, BUT I REALLY DO APPRECIATE THE SUPPORT.
I THINK AMY AMERLING SUMS IT UP BEST BY SAYING, MY FIRST YEAR AT CMS, I CO-TAUGHT SIXTH GRADE ELA WITH MATT, AND I THOUGHT, THIS IS EDUCATIONAL STAND-UP COMEDY.
HE HAD ALL OF US IN STITCHES WHILE LEARNING EVERY DAY.
THIRD, WHO HE IS IS A COLLEAGUE AND PERSON.
I ASKED THE STAFF TO SEND ME A WORD OR QUICK SENTENCE TO DESCRIBE MATT.
NOW, I DON'T HAVE ENOUGH TIME TO GO THROUGH ALL THE REPLIES BECAUSE BELIEVE ME, THERE WERE A LOT, BUT I WILL BE SURE TO GIVE YOU THOSE AFTER THIS MEETING.
MATT IS SO SUPPORTIVE OF HIS TEAM AND STAFF.
HE MENTORS NEW TEACHERS, MAKES HIMSELF AVAILABLE FOR SUPPORT AND QUESTIONS.
HE LISTENS TO CONCERNS, SUGGESTIONS, AND IS RECEPTIVE TO CHANGE.
HE LOVES WORKING IN COLLABORATION WITH HIS TEAM TO CREATE AND IMPLEMENT THE BEST LESSONS FOR HIS STUDENTS.
HE ADVOCATES FOR ALL STAFF AT CMS. NOW FROM ME. MATT, I AM SO PROUD OF YOU.
YOU HAVE GROWN SO MUCH SINCE YOU FIRST STARTED AT CMS,
[00:25:04]
AND I'VE LOVED WATCHING THE JOURNEY.IT'S ALWAYS A PLEASURE TO STEP INTO YOUR CLASSROOM, SEE YOUR CONNECTIONS WITH KIDS, AND LAUGH ALONG WITH YOUR SENSE OF HUMOR.
BUT IN ALL SERIOUSNESS, I WANT TO EXPRESS MY GRATITUDE FOR BEING SOMEONE STAFF CAN LEAN ON THAT I CAN LEAN ON FOR HAVING AN INFECTIOUS POSITIVE ATTITUDE AND FOR BEING A LISTENING EAR AND PRESENTING OTHER PERSPECTIVES THAT I MIGHT NOT HAVE CONSIDERED.
BUT MOST OF ALL, I COUNT YOU AS PASSIONATE, ENGAGING, A CHARISMATIC TEACHER AND LEADER, AND MOST IMPORTANTLY, A FRIEND AND A TRUE PADRES FAN.
I DON'T SAY THIS LIGHTLY, BUT YOU ARE THE TRUE HEART OF CMS. WELL DESERVED, AND CONGRATULATIONS.
>> I WANT TO TELL YOU THAT MATT WAS A LITTLE CONCERNED THAT WE WOULD USE THE YEAR PICTURE AND THE TEACHERS OF THE YEAR UP HERE BECAUSE OF HIS CHARACTER.
WE HAD A STUDENTS DO THIS PICTURE, WHICH CAME OUT BEAUTIFULLY. THANK YOU FOR DOING THAT.
LAST BUT NOT LEAST, I INVITE KAREN MELINA UP FOR OUR CORONADO HIGH SCHOOL TEACHER OF THE YEAR AND OUR DISTRICT TEACHER OF THE YEAR NANCY MCCREADY.
>> DO YOU WANT TO WEAR THIS? YOU WANT ME TO CLIP IT TO YOU.
>> THERE YOU GO. YOU CAN READ THOSE LATER.
WEAR THOSE IN FRONT OF YOUR STUDENTS TOMORROW AND GO, BETTER ALL BE VERY NICE.
I'M SO HAPPY TO BE HERE AND HONORED TO TALK ABOUT THIS AMAZING TEACHER AND HUMAN.
ON BEHALF OF THE ENTIRE ISLANDER FAMILY, I'M HONORED TO BE HERE TODAY TO RECOGNIZE AND CELEBRATE THIS MAGNIFICENT EDUCATOR AND PILLAR OF OUR SCHOOL COMMUNITY NANCY MCCREADY.
NANCY BEGAN HER JOURNEY WITH CUSD OVER TWO DECADES AGO, AND AT THAT TIME, SHE WAS A BELOVED AND RESPECTED FIGURE AT CMS, CHS, AND THROUGHOUT CUSD.
FROM HER DAYS AS A STANDOUT MATH TEACHER AT CMS, WHERE SHE TAUGHT GEOMETRY, THE ONLY GEOMETRY TEACHER.
TO HER REMARKABLE IMPACT ON GENERATIONS OF STUDENTS AT CHS, NANCY HAS CONSISTENTLY DEMONSTRATED WHAT IT MEANS TO TEACH WITH PURPOSE, EXCELLENCE, AND HEART.
SHE IS WITHOUT A DOUBT, ONE OF THOSE RARE EDUCATORS WHOSE INFLUENCE REACHES FAR BEYOND HER CLASSROOM.
I FIRST MET NANCY IN 2003 WHEN I BEGAN MY TEACHING CAREER AT CORONADO MIDDLE SCHOOL.
IT DIDN'T TAKE LONG TO REALIZE THAT NANCY WASN'T JUST A GREAT TEACHER.
SHE WAS THE TEACHER THAT STUDENTS TALKED ABOUT WITH ADMIRATION AND EXCITEMENT, AND SHE WAS THE TEACHER THAT THEY ALL HOPED WOULD BE ON HER SCHEDULE IN AUGUST.
I HAD ONLY HOPED THAT I COULD EVENTUALLY BE AS COOL AS MS. MCCREADY.
IT WAS NO SURPRISE WHEN SHE TRANSITIONED ACROSS THE STREET TO CHS, WHERE SHE HAS NOW SERVED OUR ISLANDERS FOR THE LAST TWO DECADES.
ANYONE WHO HAS HAD THE PRIVILEGE OF WORKING WITH NANCY KNOWS THAT SHE IS DEEPLY COMMITTED TO HER STUDENT'S SUCCESS.
SHE PRIORITIZES ACADEMIC RIGOR AND SHE HOLDS STUDENTS TO HIGH STANDARDS BECAUSE SHE KNOWS EXACTLY WHAT THEY ARE CAPABLE OF.
BUT BEYOND THE RIGOR AND HIGH EXPECTATIONS IS A VERY SPECIAL SENSITIVE TEACHER.
A TEACHER WHO JUST HAS A WAY WITH CONNECTING TO HER STUDENTS, ESPECIALLY THE ONES WHO NEED IT THE MOST.
BETSY HAS A GIFT WHEN IT COMES TO SUPPORTING THOSE WHO STRUGGLE.
SHE BECOMES THE CHAMPION THAT THOSE KIDS DIDN'T EVEN KNOW THAT THEY HAD.
[00:30:05]
DURING A RECENT CONVERSATION I HAD WITH A SENIOR IN JEOPARDY OF NOT PASSING HIS CLASSES, HE THANKED ME FOR PUTTING HIM, I'D LIKE TO GO IN YOUR SUCCESS SKILLS CLASS, HE THANKED ME FOR PUTTING HIM IN NANCY'S SUCCESS SKILLS CLASS AND SAID TO ME, MISS MELINA, MS. MCCREADY IS GOING TO GET ME OVER THE FINISH LINE SO I CAN GRADUATE.I KNOW THAT SHE WILL. OUTSIDE THE CLASSROOM, NANCY SHOWS UP.
SHE DONS HER ISLANDER GREEN WITH PRIDE, HER WATER POLO, HAWAIIAN SHIRTS, AND OF COURSE, HER LUCKY FLIP-FLOPS.
WHILE SHE CHEERS ON HER ISLANDERS AT WATER POLO GAMES, BASEBALL GAMES, AND ATHLETIC EVENTS.
BUT NANCY'S IMPACT DOESN'T STOP WITH STUDENTS.
NANCY HAS SERVED AS A LEADER ON ACT, COUNTLESS SITE AND DISTRICT COMMITTEES FROM STRATEGIC PLANNING, TEXTBOOK ADOPTIONS, BELL SCHEDULE COMMITTEES, CALENDAR COMMITTEES, ISLANDER SPORTS FOUNDATION, AND TOO MANY MORE TO MENTION.
NANCY'S COMMITMENT, TRULY, BLEEDS GREEN.
TO HER COLLEAGUES, NANCY IS MORE THAN A GREAT TEACHER AND TEAMMATE.
SHE'S A WISE MENTOR, A FRIEND, AND AN ADVOCATE.
AS CASEY TANAKA SAID, YOU'RE QUIETLY DOING THINGS BEHIND THE SCENES TO HELP TEACHERS BE THEIR BEST.
AS ARUNA SHARED, YOU HAVE ALWAYS BEEN SOMEONE I LOOK UP TO AND ADMIRE.
RAMONA LIZ AFFIRMED, YOUR MANY YEARS OF SERVICE DESERVE GREAT CELEBRATION.
NANCY IS SOMEONE YOU WANT ON YOUR TEAM.
HER WEALTH OF INSTITUTIONAL KNOWLEDGE, DEEP-ROOTED CARE FOR OTHERS, AND HER ANALYTICAL MIND ARE UNMATCHED, AND LET'S BE HONEST.
SHE IS ALSO A HUMAN CALCULATOR WITH A STEEL-TRAP MEMORY.
NA STAT FROM 2008. SHE'S GOT IT.
FORGOT A CALENDAR DATE FOR AN EVENT IN 2015.
SHE CAN TELL YOU. NEED A DATA TREND.
SHE'S ALREADY MADE THE SPREADSHEET, ANALYZED THE PATTERNS, HIGHLIGHTED THE OUTLIERS FOR YOU.
NA COMMITTEE MEMBER, IF SHE'S NOT ALREADY ON IT, GIVE HER 5 MINUTES. SHE'LL VOLUNTEER.
IN THE WORDS OF MARIA GUTIERREZ, IN A WORLD FULL OF VARIABLES, YOU ARE A CONSTANT.
THANK YOU FOR KEEPING US IN LINE, EVEN WHEN WE'RE PLOTTING TO GO OFF THE GRID.
NANCY, WE ARE ENDLESSLY GRATEFUL FOR THE WAY YOU TEACH, LEAD AND SUPPORT, AND SHOW UP.
TODAY, IT'S OUR JOY AND HONOR TO RECOGNIZE YOU AS A CHS AND CUSD TEACHER OF THE YEAR.
YOUR IMPACT SPANS GENERATIONS OF STUDENTS, HUNDREDS OF STAFF MEMBERS, AND THE ENTIRE CULTURE OF OUR SCHOOL DISTRICT.
YOU'RE MUCH MORE THAN A TEACHER.
>> [BACKGROUND] [LAUGHTER] [APPLAUSE] WOULD ALL THE [INAUDIBLE] CHILDREN COME DOWN TO THE FRONT SO WE CAN TAKE A PICTURE TOGETHER.
>> WAIT, QUICK SECOND. I'M SORRY, MS. TRIPY.
ONE QUICK SECOND FOR THE SUPERINTENDENT.
>> WE'RE GOING TO DO A PHOTO OP AND TAKE A LITTLE FIVE MINUTE RECESS, BUT I JUST WANT TO CONGRATULATE THE FOUR TEACHERS WHO ARE RECOGNIZED THIS EVENING.
SITTING UP HERE LISTENING TO THE TESTIMONIALS FROM THE PRINCIPALS, BUT ALSO COLLEAGUES STATEMENTS, I JUST CONSIDER US VERY LUCKY THAT THESE FOUR INDIVIDUALS ARE SERVING OUR STUDENTS AND SUPPORTING OUR ADULTS AND REMARKED ON HOW AGE AND DEVELOPMENTALLY APPROPRIATE THE FOUR WHO ARE CELEBRATED TONIGHT REACH MILESTONES OR REACH CHILDREN AT SPECIAL TIMES OF THEIR DEVELOPMENT IN PUBLIC SCHOOLS, AND THAT OUR TWO TK TEACHERS ARE RIGHT THERE WHERE OUR KIDS NEED THEM AT THAT TIME, WHERE MR. SMITH, THOSE MIDDLE SCHOOL YEARS WHERE
[00:35:01]
THEY'RE REALLY STRUGGLING TO GO TO SCHOOL AND STAY FOCUSED.THEN NANCY, OUR OLDEST LEARNERS. THANK YOU ALL.
WE'RE VERY FORTUNATE AND LUCKY TO HAVE YOU HERE, AND I SAY, AND I THINK I'VE SHARED WITH ALL FOUR OF THESE INDIVIDUALS.
I WOULD IN A HEARTBEAT HAVE MY TWO SONS IN ANY OF YOUR CLASSROOMS WITH CONFIDENCE.
THANK YOU SO MUCH FOR EVERYTHING THAT YOU DO.
>> THANK YOU SO MUCH. AT THIS MOMENT, WE'LL TAKE A FIVE MINUTE BREAK.
ITEM 5, CONSOLIDATED MOTION FOR CONSENT CALENDAR.
[5. CONSOLIDATED MOTION FOR CONSENT CALENDAR]
IS THERE ANY PUBLIC COMMENT ON ITEM 5 AT THIS TIME? TRUSTEES, ANY QUESTIONS OR COMMENTS? IS THERE A MOTION TO APPROVE ITEM 5?>> IS THERE A SECOND. WE'RE USING BUTTONS.
>> NOT FOR HIM, IT POPPED UP FOR ME.
SUPERINTENDENT MUELLER, DID YOU HAVE SOME COMMENTS ON THE CONSOLIDATED MOTION FOR CONSENT CALENDAR?
>> I DID. THANK YOU, PRESIDENT PALACIOS-PETERS.
I ACTUALLY CAN RESERVE THIS TO THE SUPERINTENDENT REPORT.
I JUST WANT TO DRAW SOME CONNECTIONS TO SOME OF THE CONTRACTS AND PURCHASE ORDERS THAT WERE INCLUDED WITHIN CONSENT AND HOW THEY CONNECT TO A LOT OF OUR OTHER INITIATIVES THAT I WILL DISCUSS DURING MY REPORT.
[6.1 Approval of the CUSD 2024-25 School Plans for Student Achievement]
APPROVAL OF THE CUSD 2024-2025 SCHOOL PLANS FOR STUDENT ACHIEVEMENT. SUPERINTENDENT MUELLER?>> THANK YOU, PRESIDENT PALACIOS-PETERS.
I'D LIKE TO CALL UP DR. MEGAN BATTLE.
AS SHE'S MAKING HER WAY UP, A REMINDER.
MANY OF THE DATA POINTS AND GOALS THAT ARE OUTLINED IN THESE SITE PLANS HAVE BEEN PRESENTED TO OUR COMMUNITY AND TO TRUSTEES THROUGH VARIOUS OTHER REPORTS FACILITATED THROUGH THE LEARNING DEPARTMENT.
DR. BATTLE CAN PROVIDE A LITTLE BIT OF CONTEXT AS TO WHAT THE STUDENT PLANS, SPSAS, I WAS GOING ACRONYMS ON EVERYONE, THE PURPOSE OF THOSE, HOW THEY CONNECT TO THOSE DOCUMENTS, AND THEN RESPOND TO ANY QUESTIONS THAT YOU MAY HAVE.
>> GREAT. GOOD EVENING, GOVERNING BOARD.
THE SPSA IS AN ANNUAL DOCUMENT THAT COMES TO YOU FOR APPROVAL.
ALL SPSAS, IT'S REQUIRED BY LAW, IF YOU HAVE A CERTAIN PERCENTAGE OF STUDENTS THAT ARE LOW SOCIOECONOMIC AND ENGLISH LEARNERS AT YOUR SCHOOL.
ALL FOUR OF OUR SCHOOL SITES, THEY HAVE A SPSA PLAN THAT THEY WORK ON THROUGHOUT THE ENTIRE SCHOOL YEAR AND THEY ALSO GET APPROVAL FROM THEIR SCHOOL SITE COUNCIL.
IN ADDITION TO SCHOOL SITE COUNCIL APPROVAL, OUR PRINCIPALS WORK WITH THEIR TEACHERS, WITH THEIR LEADERSHIP TEAMS TO FORMULATE AND REVISE THE GOALS TO MAKE SURE THAT THEY ALIGN TO CURRENT INITIATIVES AT THEIR SCHOOL SITES.
YOU PROBABLY NOTICED SIMILAR TO PREVIOUS YEARS THAT ALL OF OUR SPSAS PLANS, THEY ALSO ALIGN AND HAVE A DIRECT CONNECTION TO OUR LCAP GOALS OF LEARNING, COMMUNICATION, AND SUPPORT, AND THEY ARE ALSO IN ALIGNMENT WITH THE EIGHT STATE PRIORITIES AS FAR AS THE REQUIRED METRICS ARE CONCERNED IN THE DATA ANALYSIS SECTION OF EACH SCHOOL PLAN.
I'M AVAILABLE IF YOU HAVE ANY QUESTIONS ABOUT OUR SPSAS.
>> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 6.1? TRUSTEES, ANY QUESTIONS OR COMMENTS? I HAD A QUICK QUESTION ON THE CORONADO HIGH SCHOOL AND IT MIGHT HAVE BEEN ON THE OTHER ONES.
PAGE 27 OF 73 ON CHRONIC ABSENTEEISM.
WHAT IS THE REASON FOR THAT, I GUESS?
>> THANK YOU FOR BRINGING THAT UP.
THAT'S BASED ON THE SCHOOL DASHBOARD DATA THAT WE GET, AND CHRONIC ABSENTEEISM, AS AN INDICATOR IS ONLY CALCULATED FOR GRADES K-8 FOR THE DASHBOARD.
WHEN IT PRE POPULATES, IT WON'T POPULATE FOR THE HIGH-SCHOOL.
>> I DO HAVE JUST SIDE NOTE CHRONIC ABSENTEEISM DATA FOR ALL OF OUR SCHOOLS IN THE LCAP, THOUGH SO YOU WILL BE ABLE TO SEE THAT DATA FOR THE HIGH-SCHOOL NEXT MONTH.
>> THEN ON PAGE 31 OF 73 FOR CORONADO HIGH SCHOOL,
[00:40:01]
IT SAYS THAT WE SAW A SLIGHT INCREASE IN SUSPENSIONS.DO WE HAVE ANY THOUGHTS ON WHY THAT MIGHT BE? THAT'S THE QUESTION. DO YOU HAVE ANY THOUGHTS, THAT'S THE QUESTION. [LAUGHTER]
>> WE SEE EBBS AND FLOWS IN OUR SUSPENSION RATES YEAR TO YEAR.
AGAIN, I'LL HAVE SOME OF THAT DATA IN THE LCAP AS WELL, BUT OUR SCHOOL SITES, IT'S EBB AND FLOW.
SOME YEARS, WE HAVE MORE JUST DEPENDING ON THAT YEAR AND STUDENTS.
WE HAVE TO REMEMBER, WE ARE TIED TO THE DAG, AND I KNOW YOU HAD LOOK ON THE DAG AND THERE'S OFFENSES WHERE WE DO HAVE TO SUSPEND STUDENTS, UNFORTUNATELY AND SO FOR SOME YEARS, CERTAIN INCIDENCES DO WARRANT A SPECIFIC CONSEQUENCE PER ED CODE ON DAG.
>> I THINK WE'VE TALKED ABOUT THIS AT THE BOARD LEVEL THAT THAT'S NOT NECESSARILY A BAD THING.
IF A STUDENT VIOLATES THE DAG AND IT REQUIRES SUSPENSION, I THINK WE'RE SUPPORTIVE OF THAT.
I DIDN'T KNOW IF THERE WAS ANYTHING, MAYBE WITH I KNOW WE'VE SEEN SOME OF THE SOCIAL MEDIA TRENDS THAT GO ON THAT I DON'T KNOW IF THERE'S ANYTHING WE CAN DO OVERALL WITH TRYING TO STAY AHEAD OF IT.
IT'S JUST THOUGHTS WHICH MAYBE THAT WAS WHY THERE WERE MAYBE MORE SUSPENSIONS BECAUSE STUDENTS WERE CONDUCTING SOME OF THESE TRENDS THAT WE'VE SEEN ONLINE.
I KNOW THAT'S BEEN IN THE NATIONAL MEDIA LATELY AS WELL SO I DON'T KNOW, JUST THROWING THOUGHTS OUT THERE.
>> NO. THANK YOU, PRESIDENT PALACIOS-PETERS.
I THINK YOU'RE TOUCHING ON SOMETHING.
IN A SCHOOL DISTRICT OUR SIZE, IF THERE IS AN INCIDENT OR A TREND, WE'RE GOING TO SEE MOVEMENT IN OUR ANNUAL REPORTING DATA.
WITH THE HIGH-SCHOOL BEING A 1,000 STUDENTS, IF THERE IS AN INCIDENT OR A TREND WHERE A LARGE GROUP OF STUDENTS ARE SUSPENDED, THAT WILL GO UP.
IF WE HAVE A YEAR WHERE THERE ISN'T ONE OF THOSE INCIDENTS, YOU'RE GOING TO SEE THAT THOSE DATA POINTS GO DOWN.
I THINK THAT WE FEEL THOSE CHANGES IN OUR DASHBOARD PROBABLY MORE SIGNIFICANTLY THAN LARGER SCHOOL DISTRICTS THAT ARE DRAWING FROM A LARGER POOL OF STUDENTS.
IN OUR DISTRICT, IF FOUR STUDENTS ARE INVOLVED IN AN INCIDENT AND ARE SUSPENDED, WE'RE GOING TO SEE A JUMP.
>> THAT'S A GREAT POINT. YOU MAY HAVE NOTICED IN SILVER STRAND.
THEY'RE IN THE RED RIGHT NOW FOR THE DASHBOARD FOR SUSPENSION.
ONCE AGAIN, THAT SMALL SIZE DOES REFLECT IN OUR DATA.
>> I DON'T KNOW IF OUR STUDENT TRUSTEE, SORRY, MR. [INAUDIBLE], I'M GOING TO CALL YOU, IF YOU HAVE ANY THOUGHTS IN REGARDS TO THE TRENDS THAT COME.
I KNOW WE SAW THE ONE MESSING WITH BATHROOMS AND THERE WAS A RECENT ONE WITH THE COMPUTERS AND THE PAPER CLIPS.
IF YOU HAVE ANY THOUGHTS FROM THE STUDENT LEVEL, WHY THAT MIGHT BE SPREADING OR MAYBE SOMETHING THAT CAN BE TOLD TO YOUR PEERS ABOUT WHY THIS SHOULDN'T BE DONE IN SCHOOL.
I DON'T KNOW. DO YOU HAVE ANY THOUGHTS ON THIS OR WHAT YOU HEAR?
>> REMIND ME AGAIN OF THE BATHROOM FOR WHAT?
WHAT WAS IT CALLED? THE DEVIOUS LICKS?
>> DESTROYING THE BATHROOM. GOD, I'M TAKING YOU BACK.
>> I CAN'T SAY WHY THOSE TRENDS OCCUR NECESSARILY.
I THINK IT'S MORE JUST SOMETHING GAINS POPULARITY IN SOCIAL MEDIA, AND KIDS ARE OBVIOUSLY GOING TO REACT TO THAT.
I DON'T KNOW IF THERE'S AN IMMEDIATE WAY TO STOP THEM JUST BECAUSE EVERY SINGLE TREND IS DIFFERENT.
SOMETHING LIKE A DEVIOUS LICK IS A MUCH MORE EXTREME TREND WHERE KIDS WERE STEALING SCHOOL PROPERTY, BUT I REALLY THINK IT DEPENDS ON WHAT THE TREND IS AND REALLY WHAT KIDS ARE DOING.
>> MAYBE THERE'S SOME WAY WE CAN WORK WITH.
I KNOW THAT OUR ADMINISTRATORS ARE REALLY GOOD ABOUT SETTING THE EXPECTATIONS OR THE CONSEQUENCES THAT WILL OCCUR, YOU WILL BE SUSPENDED, THERE WILL BE SIGNIFICANT CONSEQUENCES.
BUT MAYBE TRYING TO GET THAT OUT TO STUDENTS EARLIER THAT ANY TREND THAT COMES FORWARD THAT YOU PARTICIPATE IN WILL HAVE THESE TYPES OF CONSEQUENCES.
>> I THINK IF THERE'S A WAY FOR THEM, LIKE ADMINISTRATORS TO JUST STAY ON TOP OF TRENDS.
>> MAYBE ASAP THAT YOU CAN WORK ON THAT WITH SO MANY TRENDS COMING OUT.
>> SOCIAL MEDIA VERBALLY STATE, YOU CAN'T DO THIS SPECIFIC THING.
>> I CAN HEAR YOU. SHE'S HERE.
>> [LAUGHTER] I'LL HELP YOU OUT NEXT YEAR, THOUGH.
THERE'S TWO FUTURE MEMBERS RIGHT NEXT TO YOU, TALKING ABOUT THAT.
>> THANK YOU, DYLAN. I DO APPRECIATE THOSE COMMENTS.
BOTH OUR MIDDLE SCHOOL AND OUR HIGH-SCHOOL PRINCIPALS HAVE PRINCIPAL ADVISORY COUNCILS WITH THE STUDENTS, AND THEY ARE BROUGHT UP TO SPEED WITH SOME OF THOSE TRENDS.
I THINK THE MOST RECENT EXAMPLE REALLY ILLUSTRATES THE CONNECTION.
BECAUSE MISS MELINA IS HERE, I'LL PICK ON CHS THAT PRINCIPAL MELLINA HAS WITH HER STUDENTS.
SHE BROUGHT TO OUR ATTENTION RELATIVELY QUICKLY ONE OF THE NEW TRENDS FOR THIS YEAR,
[00:45:02]
AND MESSAGED TO PARENTS, MESSAGED TO STUDENTS, WHAT THOSE CONSEQUENCES WOULD BE FOR PARTICIPATION, AND I THINK REALLY IS IN A POSITION TO GET IN FRONT OF THOSE TRENDS SPREADING ON OUR CAMPUSES.BUT TO GET BACK TO THE SUSPENSION DATA, ABSOLUTELY, IF SOMETHING LIKE THAT HAPPENS AND THREE OR FOUR STUDENTS PARTICIPATE, WE'RE GOING TO SEE A JUMP.
>> ONE QUICK QUESTION. AS WE TRANSITION TO BASIC AID, ARE THESE REPORTS GOING TO CHANGE OR ALL THIS REPORTING WILL MEAN THE SAME, THAT THAT FORMAT WILL DISCONTINUE? THANKS.
>> IT HAS TO DO WITH OUR TITLE FUNDING THAT WE GET.
>> SILVER STRAND IS DATA WISE, THE ONLY SCHOOL THAT'S REQUIRED TO HAVE A SCHOOL SITE PLAN BASED ON THEIR PERCENTAGES.
BUT ALL OF OUR SCHOOL SITES DO ONE.
IT'S A BEST PRACTICE TO HAVE A PLAN AND TO WORK WITH OUR EDUCATIONAL PARTNERS TO DEVELOP THAT PLAN.
>> THANK YOU SO MUCH. IS THERE A MOTION TO APPROVE ITEM 6.1? IS THERE A SECOND? MOTION BY TRUSTEE CAVANAUGH, SECOND BY TRUSTEE YOUNGBLOOD.
CALL FOR THE VOTE. MOTION PASSES 5-0.
ITEM 6.2, APPROVAL OF BUSINESS SERVICES RESOLUTION NUMBER 25-05-01.
[6.2 Approval of Business Services Resolution No. 25-05-01 establishing and permitting disbursement of Department of Defense Education Activity (DoDEA) scholarships for the 2025 Council on International Educational Exchange (CIEE) Study Abroad Program.]
SUPERINTENDENT MUELLER.>> THANK YOU, PRESIDENT PALACIOS-PETERS.
I WILL ASK DEPUTY SUPERINTENDENT SALAMANCA TO TAKE A LEAD, ACTUALLY ANTICIPATING THE NEXT THREE ACTION ITEMS. MR. SALAMANCA, YOU'RE ON.
>> I'M ON IT. AWESOME. THANK YOU.
AS YOU ALL KNOW, THE DISTRICT IS A PROUD RECIPIENT OF A DEPARTMENT OF DEFENSE EDUCATION ACTIVITY GRANT, DODEA.
WE ARE IN YEAR 4 OF OUR WORLD LANGUAGES GRANT.
WE RECEIVED $2.3 MILLION, AND WE LEARNED RECENTLY THAT MANY DISTRICTS ACROSS THE NATION HAVE SIMILAR WORLD LANGUAGE GRANTS, AND WE LEARNED THAT WE HAVE THE ABILITY TO OFFER SCHOLARSHIPS TO ENCOURAGE STUDENT PARTICIPATION IN STUDY ABROAD ACTIVITIES.
AS YOU KNOW, STUDYING ABROAD HAS SIGNIFICANT COSTS, UPWARDS OF 6,000 TO $7,000 PLUS FLIGHT.
WE JUMPED AT THE OPPORTUNITY TO PROVIDE THIS, AND WE'RE ASKING THE BOARD TO APPROVE THIS RESOLUTION, WHICH WOULD ALLOW US TO GRANT UP TO 15 $1,000 SCHOLARSHIPS TO STUDENTS IN SUPPORT OF THESE ACTIVITIES.
I BELIEVE WE HAVE 12 APPLICANTS.
I THINK THE EXACT NUMBER IS GOING TO BE CLOSER TO $12,000 OUT OF THOSE DODEA GRANTS.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.2? THANK YOU. THAT WAS ACTUALLY ONE OF MY QUESTIONS WAS, HOW MANY STUDENTS? THIS IS THE FIRST TIME WE'RE DOING THIS?
>> THE 12 APPLICANTS, I WAS GOING TO ASK HOW THEY'RE CHOSEN, BUT IT SOUNDS LIKE EVERYONE WHO'S GOING WILL GET THE GRANT?
>> YES, EVERYONE THAT APPLIED OR WAS ACCEPTED AND COMMITTED TO IT IS GOING TO RECEIVE $1,000.
>> DO WE HAVE TO TRACK HOW MANY ARE MILITARY DEPENDENTS OR IS THIS JUST OPEN TO ANY STUDENT IN THE DISTRICT? IS THERE ANY PERCENTAGE REQUIREMENT SINCE IT'S A DODEA GRANT?
>> DO WE KNOW HOW MANY MIGHT BE MILITARY DEPENDENTS BY CHANCE? NO? ANY OTHER QUESTIONS OR COMMENTS? IS THERE A MOTION TO APPROVE ITEM 6.2?
ITEM 6.3, APPROVED SPENDING PLAN FOR
[6.3 Approve Spending Plan for the Arts, Music, Instructional Materials Discretionary Block Grant]
THE ARTS MUSIC INSTRUCTIONAL MATERIALS DISCRETIONARY BLOCK GRANT, DEPUTY SUPERINTENDENT SALAMANCA.>> THANK YOU. IN 2022, '23, DISTRICTS ACROSS THE STATE WERE APPORTIONED THIS DISCRETIONARY BLOCK GRANT, AND HAS ARTS MUSIC AND INSTRUCTION MATERIALS LISTED IN THE HEADER AS WELL.
THE AGENDA ITEM INCLUDES ALL OF THE POSSIBLE USES FOR THIS DISCRETIONARY BLOCK GRANT, AND WE'VE HIGHLIGHTED IN THE AGENDA ITEM.
OPERATIONAL COSTS IN BEEN LIMITED TO RETIREMENT AND HEALTH CARE COSTS INCREASES.
IN THE LAST SEVERAL ITERATIONS OF THE STATE BUDGET, THEY WANTED TO TAKE A CONSERVATIVE APPROACH TO THEIR 98 GUARANTEED TO SCHOOL DISTRICTS,
[00:50:02]
RATHER THAN COMMITTING THESE AS ONGOING FUNDS.THE LEGISLATURE AND GOVERNOR TOOK THE OPPORTUNITY TO APPORTION ONE-TIME MONIES THROUGH A NUMBER OF CONVERSATIONS WITH OUR ROLE AND INVOLVEMENT IN STATEWIDE ADVOCACY.
WE'VE STRESSED THE IMPORTANCE OF FLEXIBILITY AT THE LOCAL LEVEL, AND SO THE LEGISLATURE THANKFULLY LISTENED.
THERE HAVE BEEN A FEW OTHER ITERATIONS OF ONE-TIME BLOCK GRANTS.
IF YOU LISTEN TO THEM READ THE MAY REVISE THIS MONTH, THERE IS ANOTHER POTENTIAL FOR IDENTITY DISCRETIONARY BLOCK GRANT.
THE LEGISLATURE WANTED TO GIVE DISTRICTS THE ABILITY TO PRIORITIZE LOCAL NEEDS AND USE THESE FUNDS AS THEY SAW FIT.
I WANTED TO ALSO CLARIFY THAT THIS DISCRETIONARY BLOCK GRANT IS SEPARATE AND APART FROM PROPOSITION 28 ARTS AND MUSIC IN SCHOOLS.
UNLIKE THIS ONE-TIME GRANT FUNDING SOURCE, PROP 28 PROVIDES DISTRICTS LIKE CORONADO ABOUT $350,000 ANNUALLY TO SUPPORT ART AND MUSIC PROGRAMS IN SCHOOLS.
WE SAW FIT TO UTILIZE THIS MONEY FOR THE ITEMS THAT WE OUTLINED ON THERE.
WE HAD SIGNIFICANT INCREASES AS IT RELATED TO EMPLOYEE COMPENSATION, SURGE IN PENSION CONTRIBUTIONS, HEALTH AND WELFARE, AND FUNDING SUPPORTS FOR STUDENTS WITH SPECIAL NEEDS.
ALL OF THOSE THINGS ARE ELIGIBLE EXPENDITURES UNDER THE GRANT REQUIREMENTS.
THESE MONIES WE HAVE THE ABILITY TO SPEND THEM THROUGH 2026.
THESE MONIES HAVE ALWAYS BEEN A PART OF THIS BOARD AND THIS ADMINISTRATION'S PLAN TO SPEND DOWN OF RESERVES AS WE APPROACH BASIC AID.
WE'VE ALWAYS FACTORED THESE INTO, IF YOU HAVE THE IMAGE OF THE BUDGET SLIDE, HOW MUCH WE HAVE IN RESERVES AS WE APPROACH BASIS K. THIS HAS ALWAYS BEEN PART OF THAT PLAN.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.3? TRUSTEES, ANY QUESTIONS OR COMMENTS? I HAD A QUICK QUESTION.
IN THE BACKGROUND INFORMATION, IT SAYS THAT THE FUNDS WILL BE USED AND ON SPECIFICALLY NUMBER FIVE, IT SAYS, AS RELATED TO THE COVID-19 PANDEMIC, ACQUIRE PERSONAL PRODUCTIVE EQUIPMENT, MASS, CLEANING SUPPLIES, TEST, VENTILATION, DO WE STILL NEED TO OBTAIN THESE SUPPLIES OR IS THIS SUPPLIES WE'VE ALREADY OBTAINED AND WE'RE USING THE MONEY NOW TO PAY FOR THAT.
>> THE BACKGROUND ITEM SIMPLY LISTS ALL OF THE ALLOWABLE EXPENSES.
THE ATTACHMENT IS WHAT WE'RE ACTUALLY USING IT ON.
>> PERFECT. THANK YOU. IS THERE A MOTION TO APPROVE ITEM 6.3?
>> CALL FOR THE VOTE. MOTION PASSES 5-0.
ITEM 6.4, ADOPT BUSINESS SERVICES RESOLUTION
[6.4 Adopt Business Services Resolution 25-05-12 to Reimburse Expenditures from Proceeds of Tax Exempt Obligation]
25-05-12 TO REIMBURSE EXPENDITURES FROM PROCEEDS OF TAX-EXEMPT OBLIGATION.DEPUTY SUPERINTENDENT SALAMANCA.
>> THANK YOU. IF I COULD ASK YOU TO BRING BACK THAT IMAGE OF THE PLAN SPEND DOWN.
THE LAST TIME THAT WE PRESENTED TO YOU, WE NOTED THAT THE DISTRICT IN '26/'27 IS ANTICIPATING APPROXIMATELY A $2 MILLION BUDGET SHORTFALL.
SO NOT QUITE A FULL BRIDGE TO BASIC AID.
WE'LL HAVE AN OPPORTUNITY TO DISCUSS THIS LATER IN MY DEPARTMENT UPDATES.
INCLUDED IN THAT IS A LETTER FROM THE COUNTY OFFICE OF EDUCATION AND THEIR REVIEW OF OUR SECOND INTERIM BUDGET.
ESSENTIALLY, THEY'RE DIRECTING US WHEN WE ADOPT OUR BUDGET IN JUNE, TO ALSO ADOPT A RESOLUTION COMMITTING TO NECESSARY REDUCTIONS IN ORDER TO MEET THE STATE'S REQUIRED 3% RESERVE.
CURRENTLY, THAT'S ABOUT $2-2.5 MILLION.
WE ARE KEEPING ALL OF OUR OPTIONS OPEN.
WE HAVE AN ITEM IN OUR CLOSED SESSION.
WE DIDN'T QUITE GET TO THAT, AND WE'LL BE ABLE TO BRIEF YOU ON THAT LATER.
BUT WE ARE EXPLORING AND KEEPING ALL OF OUR OPTIONS OPEN IN ORDER TO CREATIVELY FIND BUDGET SOLUTIONS.
MANY OF THOSE ARE POTENTIAL REVENUE-GENERATING OPTIONS, OR THE ALTERNATIVE THAT IS TO REDUCING EXPENDITURES, TIED TO POTENTIALLY STAFFING OR PROGRAMMATIC CUTS.
THIS BUSINESS SERVICES RESOLUTION LEAVES AN OPTION OPEN.
IF YOU'LL RECALL, IN 2020, THE DISTRICT ISSUED $12 MILLION IN TAX-EXEMPT BONDS.
WE LOCALLY REFER TO IT AS FACILITIES FOR FACILITIES INITIATIVE.
THIS POTENTIALLY IS ANOTHER OPTION TO DO THAT.
IF WE DECIDE TO MOVE FORWARD WITH THE LEASE PURCHASE OPTION, WE'LL BE ABLE TO ACCESS SOME FUNDS, WHICH ARE ONLY ALLOWED TO BE USED FOR CAPITAL OUTLAY OR DEFERRED MAINTENANCE PROJECTS,
[00:55:07]
SO NOT GENERAL OPERATING.THIS REIMBURSEMENT RESOLUTION ALLOWS US TO REIMBURSE PAST EXPENDITURES UP TO 60 DAYS BEFORE TODAY IF YOU APPROVE IT, NO MATTER WHEN WE ACTUALLY MOVE FORWARD WITH THE FINANCING.
THIS PROVIDES MAXIMUM FLEXIBILITY TO REIMBURSE GENERAL FUND EXPENDITURES WHICH ARE ELIGIBLE UNDER THAT NEW FINANCING.
IF THE DISTRICT AND THE BOARD DECIDE NOT TO MOVE FORWARD WITH THAT FINANCING, THIS RESOLUTION WOULD BE IRRELEVANT.
>> IS THERE ANY PUBLIC COMMENT ON ITEM 6.4? TRUSTEES, ANY QUESTIONS OR COMMENTS?
>> I THINK SINCE THE FINANCES WERE NEAR AND DEAR TO MY HEART, AS THEY ARE, VERY ONE HERE, BUT ESPECIALLY I HAVE CONCENTRATED ON THEM IN THE LAST YEAR IN PARTICULAR, I AM CONFIDENT THAT OBVIOUSLY WE ARE GOING TO MAKE IT TO BASIC AID.
I'M CONFIDENT WE'VE GOT A PLAN TO GET THERE.
IT'S JUST IMPORTANT, I THINK, TO REITERATE, ALSO, HOWEVER, BECAUSE ONCE WE DO, THERE'LL BE SOME CATCHING UP TO DO.
JUST HELPING TO SET THE PUBLIC EXPECTATIONS THAT WE'RE GOING TO BE IN A GOOD SITUATION, BUT IT'S GOING TO TAKE PROBABLY YEAR OR TWO PAST GIVE OR TAKE, PAST TRANSITIONING BEFORE WE REALIZE THOSE GAINS AS WE REFILL OUR RESERVES, AND POTENTIALLY, IF THERE'S ANY OTHER FINANCIAL THINGS THAT WE MAY NEED TO PAY FOR, AS WE GET TO THAT BRIDGE.
BUT AGAIN, WE'RE GOING TO DO IT.
WE'RE GOING TO GET THERE AND THANK YOU, DONNY AND YOUR STAFF FOR ALL THE GOOD WORK YOU DO.
BUT JUST TO HELP REITERATE THAT SOME GREAT TIMES ARE COMING, BUT THERE MIGHT BE A LITTLE.
IT'S NOT THE NEXT DAY WHEN WE GO TO BASIC AID.
IT'S PROBABLY A YEAR OR TWO PAST THAT. THANKS.
>> IS THERE A MOTION TO APPROVE ITEM 6.4?
>> CALL FOR THE VOTE. 5-0 MOTION PASSES.
ITEM 6.5, ADOPT REVISIONS TO BOARD POLICIES,
[6.5 Adopt Revisions to Board Policies, Board Bylaws, Administrative Regulations, and/or Exhibits]
BOARD BY LAWS, ARS, AND OR EXHIBITS.WE HAD THE FIRST READ ON THIS LAST MONTH.
THOSE WILL COME UP AT A FUTURE AGENDA ITEM IN ONE OF THE JUNE BOARD MEETINGS.
THIS IS THE BALANCE OF WHAT WE DISCUSSED AT OUR LAST BOARD MEETING.
IS THERE ANY PUBLIC COMMENT ON ITEM 6.5? TRUSTEES, ANY QUESTIONS OR COMMENTS ON ITEM 6.5? IS THERE A MOTION TO APPROVE ITEM 6.5?
>> I'LL SECOND. CALL FOR THE VOTE.
[7.1 Student Board Member Report: Dylan Matter (5 min.)]
STUDENT BOARD MEMBER REPORT, MR. DYLAN MATTER.>> THERE YOU GO. I GOT A LOT TO REPORT.
BEAR WITH ME. IS IT THEN THE YEAR, BUSY TIME? LET'S GO BACK FOR A LITTLE.
WE HAD OUR SPRING CARNIVAL, AND THAT WAS GREAT.
WE HAD FOOD TRUCKS, WE HAD A PETTING ZOO, AND WE HAD CARNIVAL GAMES, WHICH I RAN LIKE A BASKETBALL HOOP AND RING TOSS. IT WAS SUPER FUN.
GREAT TIME. COSA PUT ON A CABARET FOR THOSE YOU GOT TO SEE IT.
IT WAS INCREDIBLE. I SAW OPENING NIGHT, AND IT BLEW ME AWAY. IT WAS INSANE.
IT DIDN'T EVEN SEEM LIKE A HIGH SCHOOL PRODUCTION.
I REALLY WANT TO COMMEND THEM ON THAT.
THEN CHS CELEBRATED ALL OF THE STUDENTS WHO WERE IN THEIR SEAL OF BILITERACY AT THE WORLD LANGUAGE AND THE CULTURAL EVENT CELEBRATION.
CONGRATULATIONS TO EVERYONE WHO EARNED THAT.
SPEAKING OF CELEBRATIONS, WE RECENTLY HOSTED THE COMMENDATION AWARDS, WHERE TEACHERS AND STAFF WERE ABLE TO RECOGNIZE STUDENTS THEY BELIEVE WENT ABOVE AND BEYOND THIS PAST SCHOOL YEAR.
THEN IT HASN'T BEEN ALL FUN BECAUSE WE JUST HAD AP TESTING AND CAST TESTING.
BUT THAT SEASON HAS CONCLUDED, AND THANK GOD FOR THAT.
I'M SURE EVERYONE DID GREAT AND THEY ABSOLUTELY CRUSHED THESE EXAMS. THEN, AS WE NEAR THE END OF OUR SCHOOL YEAR, OUR AMAZING CLASS PRESIDENT, CHARLIE PETERSON, HAS CREATED THE 25 DAYS OF SENIORS.
THERE'S BEEN AN EVENT EVERY DAY FOR THE LAST 25 DAYS OF THE SENIOR SCHOOL YEAR.
FOR EXAMPLE, TODAY WAS A SENIOR OR STAFF MEMBER.
I KNOW MISS MELINA LOVED PARTICIPATING IN THAT ONE.
I GOT TO POUR A BUCKET OF ICE ON HER. THAT WAS PRETTY FUN.
WE ALSO HAD A SENIOR MOVIE NIGHT THIS PAST MONDAY WHERE WE SAW MONSTERS UNIVERSITY AT THE FILES' HOUSE.
WE ALSO HAD A SENIOR SIGNING SLASH DECISION DAY.
EVERYONE GOT TO WEAR A T-SHIRT OR A HOODIE OF WHAT THEY'RE GOING TO DO AFTER HIGH SCHOOL.
THIS DIDN'T NECESSARILY HAVE TO BE A FOUR-YEAR UNIVERSITY.
[01:00:01]
THIS COULD BE A COMMUNITY COLLEGE, IT COULD BE A WORKFORCE.IT COULD BE GENERALLY ANYTHING.
WE HAD THIS BIG BANNER AND EVERYONE GOT TO SIGN IT WITH THEIR NAME AND WHAT THEY PLAN TO DO.
IT WAS SUPER INCLUSIVE, EVERYONE HAD A GREAT TIME.
THESE LAST 25 DAYS HAVE JUST REALLY BEEN FUN, AND I'M LOOKING FORWARD TO IT.
COSA DANCE HAD ITS PERFORMANCE TITLED ENVISION LAST FRIDAY AND SATURDAY.
I DIDN'T GET TO GO MYSELF, BUT I KNEW MULTIPLE WHO DID AND THEY REALLY WERE IMPRESSED.
THEY WERE ACTUALLY SHOCKED HOW MUCH THEY ENJOYED IT.
I WISH I GOT TO SEE IT, BUT I WAS OUT OF TOWN, BUT I HAD SOME GUYS GO AND SUPPORT THEIR LADIES, SO THEY REALLY LIKED IT.
THEN IT'S CAMPAIGN WEEK HERE AT CHS.
ASB STUDENTS ARE GEARING UP TO PRESENT SPEECHES TOMORROW ON WHY THEY ARE THE BEST CANDIDATE TO LEAD THEIR CLASS IN THE NEXT SCHOOL YEAR.
THE WINNERS OF THE RACES WILL BE ANNOUNCED AT THE END OF TOMORROW, SO WE'LL SEE WHO WILL BE SITTING IN THIS CHAIR NEXT YEAR.
THEN THE BEAUTIFUL FRAGMENTS OF CHANGE MOSAIC ON THE WALL OF THE HIGH SCHOOL, WHICH FACES SIXTH STREET, WILL BE PRESENTED NEXT THURSDAY, MAY 29TH, FROM 5:00-7:00 PM.
THIS IMPRESSIVE MOSAIC HAS BEEN CREATED BY MISS HILL WITH THE HELP OF CERAMIC AND ART STUDENTS AND WAS NOTABLY COMPLETELY FUNDED THROUGH CSF. THIS THING'S HUGE.
I DON'T KNOW IF YOU GUYS HAVE HAD THE CHANCE TO SEE IT, BUT IT LOOKS INCREDIBLE.
I'M REALLY EXCITED TO SEE IT FINISHED.
THEN MOVING ON, ALL OF OUR SPRING SPORTS TEAM HAS MADE THE CIF PLAYOFFS.
GIRLS' LACROSSE HAD A VERY INCREDIBLE SEASON, GOING UNDEFEATED AND WINNING CIF LAST WEEK.
THEN OUR BASEBALL TEAM IS STILL BATTLING IT OUT.
WE HAVE A GAME TOMORROW, SO BE SURE TO COME SUPPORT.
THEN, LOOKING TOWARDS THE FUTURE, WE HAVE A PRETTY PACKED SCHOOL YEAR.
THIS SATURDAY IS PROM, AND IT'S THEMED GARDEN OF GLAMOUR.
THIS EVENT WILL BE HOSTED AT THE HYATT REGENCY IN MISSION BAY, AND KIDS ARE VERY EXCITED ABOUT IT.
OUR PROM COURT ALSO CAME OUT TODAY, VERY EXCITED TO SEE WHO WILL BE THIS YEAR'S KING AND QUEEN.
WE HAVE A COURT MEMBER IN THE AUDIENCE.
THEN THE 30TH WILL BE OUR POWDER PUFF PEP RALLY AND GAME.
BOTH JUNIORS AND SENIORS HAVE BEEN PRACTICING NONSTOP FOR THIS.
I KNOW ASB HAS BEEN WORKING EXTRA HARD IN THIS RALLY TO END THE YEAR OFF ON THE BEST NOTE POSSIBLE.
THEN FINALLY, GRADUATION WILL BE ON JUNE 12TH, AND IT'S GETTING CLOSER AND CLOSER, PRETTY EXCITED FOR THAT ONE.
MOVING ON TO CMS. ALL OF ASBX.COM, INCLUDING MYSELF, WENT AND INTERVIEWED CURRENT EIGHTH GRADERS TO FIND FRESHMEN FOR NEXT YEAR'S ASB CLASS.
WE WERE ALL SUPER IMPRESSED BY THE MATURITY AND THE EFFORT THE EIGHTH GRADERS PUT INTO THEIR INTERVIEWS.
I WANT TO GIVE THEM A BIG SHOUT-OUT.
AS FOR VILLAGE, THEY FINISHED UP CAST TESTING, AND ALL THE STUDENTS ARE DOING A GREAT JOB GIVING THEIR FULL EFFORT ON THESE ASSESSMENTS.
THEY ALSO HOSTED A TALENT SHOW AT GENSER HALL LAST FRIDAY, AND IT WAS A HUGE SUCCESS.
THEN EVERYONE AT STRAND IS VERY GRATEFUL TO THEIR PTO, NOT ONLY FOR A VERY SUCCESSFUL ANNUAL LUAL PARTY, BUT ALSO FOR THEIR GENEROSITY DURING STAFF APPRECIATION WEEK.
THEN MAY IS MENTAL WELLNESS MONTH, AND TO CELEBRATE.
STRAND HAS HAD SPIRIT DRESS DAYS, ZEN ACTIVITIES FOR STAFF AND STUDENTS, AND REMINDERS OF COMMON STRATEGIES FOR SELF-REGULATION.
STRAND WOULD LIKE TO GIVE A BIG THANK YOU TO SAFE HARBOR FOR HOSTING THE WELLNESS FAIR YESTERDAY.
THEY'RE ALSO LOOKING FORWARD TO CELEBRATING FIFTH GRADERS WITH SOME END-OF-THE-YEAR ACTIVITIES, SUCH AS BIZ TOWN, A POOL PARTY, AND PROMOTION. THANK YOU.
YOU DIDN'T MENTION THE SPIRIT CAN GOING ON THIS WEEK.
I DID STEAL IT FROM DONOVAN, I THINK TWICE.
IT WAS PRETTY FUN. WE'LL BE BACK TONIGHT, SO WE'LL SEE WHAT HAPPENS.
>> I THINK HE'S ALREADY OUT THERE SCOUTING.
ITEM 7.2, QUARTER OF HIGH SCHOOL REPORT OFF-CAMPUS LUNCH POLICY, SUPERINTENDENT MUELLER.
[7.2 Coronado High School Report: Off Campus Lunch Policy]
>> THANK YOU, PRESIDENT PALACIOS-PETERS.
I KNOW THE PUBLIC AND THE GOVERNING BOARD HAS HAD AN OPPORTUNITY TO READ THE BRIEF, THE MEMO, REGARDING THIS EXISTING BOARD POLICY, AND I'M GOING TO INTRODUCE THE PRINCIPAL OF CORONADO HIGH SCHOOL, MISS MELINA, AND I BELIEVE SHE HAS SOME GUEST VISITORS WITH HER. MISS MELINA.
>> EVENING. PART OF THE SUNGLASSES ON MY HEAD.
MY HAIR WASN'T LOOKING SO GOOD EARLIER.
BECAUSE IT WAS SOAKING WET. THANKS TO DAWN.
GOOD EVENING, PRESIDENT PALACIOS-PETERS, GOVERNING BOARD MEMBERS, SUPERINTENDENT MUELLER.
I AM GRATEFUL TO BE HERE THIS EVENING TO ASK YOU TO LISTEN TO A PROPOSAL THAT WE HAVE TO AMEND BP 5112.5.
I DO HAVE TWO AMAZING FRESHMEN WITH ME, WHO I WOULD LIKE TO HAVE COME UP AND STAND NEXT TO ME HERE BECAUSE THEY ARE GOING TO SPEAK IN JUST A MOMENT.
I WANT TO INTRODUCE THEM TO YOU.
SHE IS A FRESHMAN AT CORONADO HIGH SCHOOL.
[01:05:02]
THIS IS MONICA LAGUNA, WHO IS ALSO A FRESHMAN AT CORONADO HIGH SCHOOL.I'VE HAD THE HONOR OF KNOWING THEIR OLDER SIBLINGS FOR SEVERAL YEARS AND HAVING THESE TWO FRESHMEN ON CAMPUS AND COMING WITH ME THIS EVENING TO REPRESENT AND SPEAK ON BEHALF OF THIS POLICY AND HOPEFUL AMENDMENT TO THE POLICY.
I'M EXCITED FOR YOU TO GET TO KNOW THESE TWO A LITTLE BIT BETTER.
THANK YOU FOR READING THE BRIEF.
I'M GOING TO DEVIATE AWAY FROM THAT BRIEF SLIGHTLY TO START THIS CONVERSATION OFF BY LETTING YOU KNOW, AND WE'VE HAD THIS CONVERSATION ABOUT THE INCONGRUENCY THAT IS OCCURRING AT CHS.
THAT INCONGRUENCY IS BETWEEN THE RELATIONSHIP THAT WE HAVE WITH OUR STUDENTS AND THE TRUST THAT WE HAVE WITH OUR STUDENTS.
FRESHMEN COME ONTO OUR CAMPUS WITH THE HOPE OF HAVING MORE FREEDOM AS NINTH GRADERS.
THAT FREEDOM LOOKS LIKE A LARGER CAMPUS, DIFFERENT TYPES OF CLASS PERIODS, OLDER KIDS, BUT ALSO THE OPPORTUNITY TO GO OFF CAMPUS FOR LUNCH.
FOR SEVERAL YEARS, BOARD POLICY NOW STATES THAT GRADES TEN THROUGH 12, IT'S A PRIVILEGE FOR THEM TO HAVE THE OPPORTUNITY TO LEAVE CAMPUS, AND NINTH GRADERS ARE TO STAY ON CAMPUS.
I WILL TELL YOU AND THEY WILL ATTEST TO THIS AS WELL, NOT ONLY AS FRESHMEN, BUT ALSO AS ASB MEMBERS, THAT IT IS VERY CHALLENGING TO PUT PROGRAMS TOGETHER TO KEEP FRESHMEN ON CAMPUS, ESPECIALLY WHEN THERE ARE MULTIPLE EGRESS POINTS ON OUR CAMPUS AND VERY SKILLFUL, CRAFTY, YOUNG MINDS.
I DO WANT YOU TO KNOW THAT MONICA AND ANNA HAVE NEVER LEFT CAMPUS FOR LUNCH AS FRESHMAN.
THEY HAVE FOLLOWED THE POLICY, AND THEY'RE GOING TO SHARE WITH YOU WHY, BUT THEY'RE ALSO GOING TO SHARE WITH YOU THEIR FEELINGS ABOUT THE POLICY AND THEIR THOUGHTS MOVING FORWARD.
I'M GOING TO TURN IT OVER TO THEM TO TALK FOR A COUPLE OF MINUTES THEMSELVES.
>> THANK YOU. HI, BOARD MEMBERS.
I AM A CURRENT FRESHMAN AT CHS.
AS MISS MELINA MENTIONED, I HAVE NEVER LEFT CAMPUS FOR LUNCH THIS YEAR.
I DO THIS NOT ONLY BECAUSE IT'S A RULE, AND I WANT TO FOLLOW THAT A BIT OF A RULE FOLLOWER, BUT I ALSO THINK THAT IT'S IMPORTANT FOR US TO FOLLOW THE BOARD POLICIES.
SORRY, AND MAKE SURE THAT I'M DOING WHAT THE BOARD AND WHAT CHS SAYS TO HAVE A SUCCESSFUL FUTURE.
BUT MY THOUGHTS ON THIS POLICY ARE THAT I THINK IT SHOULD BE A PRIVILEGE THAT FRESHMAN GET THE OPPORTUNITY TO GO OFF CAMPUS BECAUSE ONE, FROM MY POINT OF VIEW, ONE THING FROM MIDDLE SCHOOL, THAT WAS A HUGE CHANGE GOING INTO HIGH SCHOOL WAS HAVING THIS FREEDOM AND THIS OPPORTUNITY TO BE ABLE TO GO OFF CAMPUS.
IT'S WITH ALL THE LITTLE KIDS ARE IMAGINING WHEN THEY GET TO HIGH SCHOOL.
I THINK BY THE TIME THAT THESE STUDENTS MAKE IT TO FRESHMAN YEAR, THEY'RE READY FOR THAT RESPONSIBILITY IN BEING ABLE TO DO THIS.
I THINK THEY REALLY HAVE TRUST IN THIS COMMUNITY AND THE SCHOOL.
I THINK THEY WANT TO FEEL SEEN IN THEIR ABILITY TO DO THIS.
I THINK ANOTHER IMPORTANT POINT IS THE FACT THAT ALL THE UPPER CLASSMEN GO, IT CAN MAKE SOME OF THE FRESHMEN FEEL ALMOST ISOLATED AND FEEL LIKE THEY'RE BACK PUT MAYBE IN MIDDLE SCHOOL OR EVEN LOWER THAN IN HIGH SCHOOL.
I THINK A BIG PART OF HIGH SCHOOL IS FEELING ALL CONNECTED TOGETHER.
THAT IS A REASON THAT A LOT OF THEM LEAVE.
THEY WANT TO FEEL LIKE THEY'RE THAT OLDER UPPER CLASSMEN, THAT THEY'RE REALLY IN HIGH SCHOOL.
I THINK IT'S AN IMPORTANT PART TO UNDERSTAND THEIR POINT OF VIEW AND THEY WANT TO FEEL INCLUDED IN THIS WHOLE COMMUNITY THAT IS CHS. THANK YOU SO MUCH.
I'VE ALSO NEVER HAVE LEFT CAMPUS.
MY MAIN REASON WHY IS FREE FOOD.
I DON'T HAVE TO SPEND MY MONEY.
I CAN STAY ON CAMPUS, GET MY HOMEWORK DONE AND OFFICE HOURS.
BUT FROM MY PERSPECTIVE, I DO HAVE A LARGE FRIEND GROUP, AND I'M NOT GOING TO LIE.
I'VE TALKED TO MANY OF THEM BEFORE TODAY AND THEY HAVE TO ME THE REASON WHY THEY GO OFF IS TO GET A BREAK FROM SCHOOL.
SCHOOL IS A FUN PLACE FOR ME PERSONALLY, BUT SCHOOL CAN BRING ANXIETY TO MANY AND MANY OF THEM HAVE TOLD ME IT IS FREEING TO LEAVE THE CAMPUS SOMETIMES.
THEY GET AN OPPORTUNITY TO GO HOME, GRAB FOOD, BUT ALSO JUST GET TO LEAVE THE ATMOSPHERE, EVEN THOUGH I LOVE IT.
BUT TRUSTING THE FRENCHMEN TO MAKE GOOD DECISIONS SHOWS THAT PERSONALLY THE SCHOOL SEES US AS GROWING INDIVIDUALS, AS ANNA SAYS.
[01:10:01]
AGAIN, SOME OF MY FRIENDS HAVE TOLD ME THAT THEY FEEL LIKE STILL LITTLE KIDS, MIDDLE SCHOOLERS, I KNOW WE JUST GOT OUT OF EIGHTH GRADE.BUT THEY WANT MORE RESPONSIBILITY.
I'M LIKE, HOW ARE YOU GUYS NOT SCARED TO GET CAUGHT.
THEY DON'T LIKE TO SNEAK OFF AND LIE AND BE LITTLE SPIES, BUT THEY FEEL COOL AND OLDER WHEN THEY GO OFF.
HAVING THE RESPONSIBILITY TO GO OFF IS GOOD AND IT SHOWS THAT WE CAN HAVE INDEPENDENCY TO GO OFF CAMPUS.
THAT'S MY POINT. THANK YOU SO MUCH.
>> THANK YOU. YOU CAN STAY HERE BECAUSE I MIGHT ASK YOU A QUESTION OR TWO.
THEY'RE PROBABLY TWO OF MAYBE 20 THAT HAVEN'T LEFT CAMPUS. I'M NOT GOING TO LIE TO YOU.
IN HIGH SCHOOL, I WORKED IN A MIDDLE SCHOOL FOR A LONG TIME.
IT'S VERY CLEAR THAT SIXTH GRADERS HANG WITH SIX GRADERS, SEVENTH GRADERS WITH SEVENTH GRADERS, EIGHTH GRADERS WITH EIGHTH GRADERS, AT LEAST WHEN THEY'RE ON CAMPUS.
WHEN YOU GET TO HIGH SCHOOL, NINTH GRADERS HANG OUT WITH TENTH GRADERS, TENTH GRADERS HANG OUT WITH 12TH GRADERS, SOME NINTH GRADERS HANG OUT WITH 12TH GRADERS.
IT REALLY BECOMES THIS COMMUNITY.
AS THEY'VE SAID, THEY HAVE FRIENDS THAT ARE OLDER, THEY'RE IN ASP, THEY'RE IN A CLASS WITH NINE, TENTH, 11TH AND 12TH GRADERS.
SOMETIMES THOSE KIDS MIGHT SAY, HEY, LET'S GO DOWN TO CHIPOTLE AND GRAB SOME FOOD.
THESE TWO ARE LIKE, I CAN'T LEAVE.
ONE OF THE THINGS THAT I HAD DONE AT THE BEGINNING OF THE SCHOOL YEAR WAS I WENT TO ASP AND I SAID, HEY, LISTEN, FRESHMEN ARE SUPPOSED TO BE ON CAMPUS, IT'S BOARD POLICY.
IT SAYS GRADES TEN THROUGH 12 ARE ON THIS CAMPUS.
WE HAVE DONE THE BEST THAT WE CAN TO POLICE THIS PROCESS.
WHEN FOREST WAS HERE, IT WAS HARD EVEN WHEN HE WAS AROUND.
IT IS HARD, EVEN WITH THREE ADMINISTRATORS.
IT IS AMAZING HOW CRAFTY THESE KIDS ARE TO GET OFF THE CAMPUS. AM I RIGHT? I WENT TO ASP AND I SAID, HEY, I NEED YOU GUYS TO COME UP WITH SOME ACTIVITIES TO KEEP STUDENTS, TO KEEP FRESHMEN ON CAMPUS EVERY DAY.
WELL, IT HAPPENED A LITTLE BIT, AND THEN IT FADED FOR MULTIPLE REASONS.
THE PEOPLE THAT NEEDED TO RUN THE ACTIVITIES ARE KIDS THAT WANT TO LEAVE CAMPUS FOR LUNCH AND HAVE THE RIGHT TO LEAVE CAMPUS FOR LUNCH.
ALSO, RESOURCES, THE ABILITY TO PUT PROGRAMS TOGETHER TO ENTERTAIN 250 STUDENTS.
ONE OF MY BIGGEST CONCERNS ALONG WITH MISS LEWIS, MR. CUSORO, IS THAT WE HAVE GREAT KIDS WHO ARE UNDERMINING THE AUTHORITY OF THE ADMINISTRATION, AND THEY FEEL GUILTY ABOUT IT.
THEY DO. THEY WALK IN WITH THEIR HEADS HANGING LOW, HIDING FROM US, BUT WE SEE THEM.
WHAT AM I SUPPOSED TO DO? PUT 200 KIDS IN THE MPR FOR LUNCH DETENTION.
IT CREATES A CHALLENGE IN OUR RELATIONSHIP AND IN THE TRUST AND IN THE RESPONSIBILITY THAT WE WANT TO GIVE THEM.
IT IS A PRIVILEGE TO BE ABLE TO GO OFF CAMPUS, TENTH, 11TH AND 12TH GRADE.
THAT PRIVILEGE CAN BE REVOKED AND THAT IS CLEARLY STATED IN BOARD POLICY.
IT CAN BE REVOKED, AND I HAVE REVOKED IT BEFORE.
FOR STUDENTS WHO ARE TARDY OFTEN AND TOO MANY TIMES.
ONE OF THE THINGS THAT I WOULD LIKE TO PROPOSE TO PUT INTO PLACE FOR NINTH GRADERS, AND WE AS AN ADMINISTRATIVE TEAM HAVE DISCUSSED THIS AND WE WILL TRACK IT AND CAN EASILY TRACK IT IS IF FRESHMEN HAVE THREE TARDIES FOR THIRD PERIOD, WHICH IS AFTER LUNCH, THEY WILL LOSE THEIR PRIVILEGE OF GOING OFF CAMPUS.
I'VE SPOKEN TO MY ADVISORY COMMITTEE ABOUT THIS.
I'VE SPOKEN WITH NINTH GRADERS ABOUT THIS, AND THEY ALL FEEL THAT THAT'S A FAIR THING TO DO IF IN FACT, THIS POLICY WAS AMENDED SO THAT NINTH GRADERS COULD LEAVE CAMPUS.
I'M GOING TO LET YOU ASK THEM SOME QUESTIONS OR ASK ME ANY QUESTIONS THAT YOU MIGHT HAVE BECAUSE WE ARE HAPPY TO ANSWER THEM.
>> REAL QUICK. IS THERE ANY PUBLIC COMMENT ON ITEM 7.2? TRUSTEES, ANY QUESTIONS OR COMMENTS?
>> THANK YOU, LADIES FOR BEING BRAVE ENOUGH TO STAND UP HERE AND YOU'RE VERY ARTICULATE.
YOU MENTIONED SOMETHING I THINK MISS HANNA, I THINK YOU SPOKE TO THE FACT THAT WHEN EVERYONE LEAVES, YOU CAN FEEL LIKE GOSH, WE'RE JUST LEFT OUT.
WHEN MISS MELINA FIRST TOLD ME ABOUT THIS, SHE HAD ME AT HELLO.
I WAS LIKE, ABSOLUTELY 100%. ARE YOU KIDDING ME? I HAVE A SON WHO MAY NOT HAVE BEEN AS HONORABLE AS YOU TWO.
[01:15:02]
WHICH IS BY THE WAY. BUT THANK YOU FOR THAT, BY THE WAY.BUT ONE OF THE THINGS AS I WAS BOUNCING THIS OFF OTHER FOLKS THAT I HADN'T REALLY THOUGHT ABOUT AND YOU REMINDED ME.
I'M GOING TO ASK YOU ALL IF YOU CAN DO ME A FAVOR.
YOU KNOW HOW YOU WERE TALKING ABOUT FEELING LEFT OUT.
LOOK FOR THOSE FRESHMEN NOW THAT ARE EVERYONE'S GRABBING THEIR FOLKS AND THEY'RE GOING OFF TO LUNCH SOMEWHERE.
GRAB SOMEBODY WHO'S STUCK BEHIND. THANK YOU, PRINCIPAL MELLINA.
I THINK IT'S GOOD AND YOU ALL WERE VERY ARTICULATE AND MADE A VERY GOOD CASE, BUT PLEASE PROMISE ME YOU'LL DO THAT.
THANK YOU AGAIN FOR ACTUALLY STANDING BY THE RULES.
STAY AFTERWARD, I'LL GIVE YOU MY SON'S NAME AND GIVE THEM A LITTLE LECTURE FOR ME.
BUT THANK YOU. I REALLY APPRECIATE THAT, BUT PLEASE DO THAT. THANK YOU.
>> THANK YOU, LADIES FOR VOLUNTEERING TO SPEAK UP.
WITH REGARDS TO THE POLICY AND EVERYTHING, I THINK AS I UNDERSTAND IT, THE INTENTION IS NOT TO NECESSARILY BE PUNITIVE OR NOT PLACE ANY TRUST IN THE FRESHMAN CLASS, BUT RATHER IT IS AS I UNDERSTAND IT, TO ENCOURAGE THE INTERACTION AMONG THE FRESHMAN CLASS, TO BUILD CAMARADERIE, TO FORCE IN A WAY IN YOUR FREE TIME TO SPEND TIME WITH EACH OTHER AND GET TO KNOW EACH OTHER.
ESPECIALLY WHEN THE FRESHMAN CLASS PROBABLY HAS THE MOST ADDITIONAL FRESHMAN FROM INTER DISTRICT TRANSFERS, PEOPLE WHO ARE NEW TO CORONADO OR THE SCHOOL DISTRICT TO BUILD THAT ESPRIT DE CORP CAMARADERIE AMONG THE CLASS.
IT IS I DON'T THINK IT WAS EVER INTENDED WE CAN'T TRUST THE FRESHMAN, ETC.
HAVE YOU NOTICED THAT AT ALL? DO YOU SEE ANY VALUE IN BEING FORCED TO OR GIVEN THE OPPORTUNITY TO HANG OUT TOGETHER.
BEFORE YOU ANSWER, I'LL JUST SAY THAT MOST COLLEGES, WHEN YOU GO TO COLLEGE OR UNIVERSITY, THEY REQUIRE YOU TO GO INTO THE DORM.
YOU THEY WANT YOU TO EXPERIENCE THAT DORM LIFE, EVEN THOUGH MAYBE SOME PEOPLE DON'T END UP LIKING IT OR WHATEVER, BUT THEY WANT YOU TO BE IN THAT ENVIRONMENT SO THAT YOU CAN GET TO KNOW YOUR CLASS BETTER AND HAVE THAT EXPERIENCE.
ONE OF THE REASONS WHY I WANTED TO BRING THEM IN ADDITION TO THE FACT THAT THEY'VE STAYED ON CAMPUS IS BECAUSE THEY ARE IN ASB.
AT THE BEGINNING OF THE YEAR, I WENT TO ASB AND EXPLAINED EXACTLY THAT REASON AS I HAVE FOR THE PAST FOUR YEARS, WHY WE HAVE THIS IN PLACE.
WE WANT THE STUDENTS TO SPEND TIME TOGETHER TO GET TO KNOW ONE ANOTHER.
I ASKED THEM TO PUT ACTIVITIES TOGETHER SO THAT THE FRESHMAN CAN BOND WITH ONE ANOTHER.
DO YOU WANT TO SHARE A LITTLE BIT ABOUT ACTIVITIES?
>> I THINK THAT'S A REALLY EXCELLENT POINT.
THAT IS SOMETHING WE DID IN THE BEGINNING OF THE YEAR FOR ASP, WE DID HAVE A LOT OF ACTIVITIES.
BUT AS MISS MELINA MENTIONED, GOING THROUGH THE YEAR AS WE GET BUSIER AND BUSIER, IT JUST BECOMES SO MUCH WORK AND A LOT OF EXTRA TIME.
BUT IN THE BEGINNING OF THE YEAR WHEN WE HAVE THESE ACTIVITIES, I THINK IT IS A REALLY EASY WAY FOR EVERYONE TO MAKE FRIENDS.
BUT LATER IN THE YEAR, WHEN ALL THE FRESHMEN JUST HAVE THEIR GROUPS PRETTY MUCH AND THEY WANT TO LEAVE, I THINK IT'S HARD TO TRY TO FORCE THEM.
BUT I THINK IN THE BEGINNING IS WHEN WE REALLY FOCUS ON THE BONDING ACTIVITIES AND IN YOUR CLASSES, TRYING TO MEET EVERYONE.
I THINK THAT'S AN IMPORTANT PART LIKE WHAT ASP DOES.
BUT THEN I THINK IT'S HARD TO STRETCH THAT ACROSS THE WHOLE YEAR AND TRY TO FORCE THAT ON EVERYONE, ESPECIALLY AFTER PEOPLE MEET EACH OTHER IF THAT BEAKS.
>> I'M GOING TO SAY THE SAME THING, BUT I'M TAKING IT AS A PERSPECTIVE OF, I DIDN'T GO TO CORONADO UNIFIED SCHOOL DISTRICT MY WHOLE LIFE.
I WAS HERE THROUGH KINDERGARTEN THROUGH SECOND, AND THEN I TRANSFERRED.
I CAME BACK FRESHMAN YEAR, AND UNFORTUNATELY, I DIDN'T KNOW ANYBODY.
I'VE LIVED HERE MY WHOLE LIFE.
I'VE DONE CAMPS ON EVERYTHING, BUT I DIDN'T HAVE FRIENDS.
I DIDN'T HAVE A FRIEND GROUP AND NOW I HAVE A FRIEND GROUP, WHICH IS GOOD.
BUT AT THE BEGINNING OF THE SCHOOL YEAR, I WAS A PERSON THAT WAS CROSSING THEIR FINGERS TO HAVE ACTIVITIES LIKE ANNA SAID AND PLAN THINGS, AND WE DID.
WE DID SO MUCH PLANNING, WE DID POP SCHOOLS ON FRIDAY,
[01:20:03]
WE DID GAMES AND EVERYTHING.BUT AS THE YEAR WENT ON, I GOT MY FRIEND GROUP AND I EVEN ASK PEOPLE, I'M LIKE, HAVE YOU FOUND YOUR GROUP AND EVERYBODY WAS LIKE, YEAH.
DURING THIS WEEK, I ASKED SOME OF MY FRIENDS, I SAID, WOULD YOU WANT TO DO MORE FRESHMAN ACTIVITIES? SOME OF THEM SAID, YES, BUT A MAJORITY SAID THEY FOUND THEIR GROUP.
THEY'RE DONE SEARCHING, AND I THINK EVEN THOUGH IT'S FUN TO DO THINGS, IT'S A LOT.
WE HAVE TO DO FORMS, ASKING MISS MELINA IF WE CAN DO THINGS, AND IT CAN BE A LOT OF WORK AND PRESSURE TO CONSTANTLY FIND SOMETHING FUN AND TRENDING AND NEW TO DO WITH THE FRESHMAN CLASS. THANK YOU.
>> DOESN'T MEAN THEY DON'T ALL SPEND TIME TOGETHER AS A COMMUNITY.
AS DYLAN WAS MENTIONING, THERE ARE SO MANY THINGS THAT ARE GOING ON.
BUT IT IS TRUE AND DYLAN CAN SPEAK TO THAT AS WELL BEING THE ASB PRESIDENT.
>> IF I COULD COMMENT ON WHAT THEY WERE TALKING ABOUT.
I THINK I WAS PRESENT, WE CALL THEM FUN FRIDAYS.
THEY STARTED BY THE BEGINNING OF THE YEAR.
MISS MELINA ASKED US IF WE COULD START THESE THINGS AND DO DIFFERENT ACTIVITIES EACH WEEK AND TRY TO GET FRESHMEN TO BOND AND STAY ON CAMPUS BECAUSE IT'S A REAL PROBLEM.
AT THE START, WE WERE DOING SPIKE BALL NETS AND POPSICLES AND KIDS WOULD SHOW UP AND I THINK I ATTENDED ONE OF THE LAST ONES WE DID A COUPLE OF MONTHS AGO AND I REMEMBER THE ENTIRE LUNCH, IT WAS JUST ME AND THREE OTHER ASB KIDS.
I THINK A FEW SOPHOMORES WHO CHOSE TO STAY ON CAMPUS CAME UP AND PLAYED A LITTLE SPIKE BALL.
BUT AT THE END OF THE DAY, THESE FRESHMEN ARE COMING UP TO DO, THEY WERE THE START OF THE YEAR, BUT AS THE YEAR WENT ON, THEY WEREN'T STAYING ON THIS LIKE MONICA AND ANNA WERE SAYING, THEY FOUND THEIR GROUP.
THEY'RE NOT NECESSARILY LOOKING FOR THAT CONNECTION TO SPEND ALL OF LUNCH WITH EVERYBODY.
THEY WANT TO HANG WITH JUST THEIR FRIEND GROUP.
I THINK THEM HAVING THE CHANCE TO GO OFF CAMPUS WITH THEM WOULD JUST HELP THEM BOND FURTHER THAN MAKING THEM HANG OUT WITH ALL THESE KIDS THAT THEY'RE NOT NECESSARILY CLOSE WITH.
>> KEEP IN MIND TOO, WE HAVE OVER 75 CLUBS ON CAMPUS.
THERE ARE A LOT OF KIDS THAT ARE ON CAMPUS AT LUNCHTIME.
THEY'RE IN CLASSROOMS WITH THEIR TEACHER ADVISORS.
YOU JUST DON'T SEE A TON OF THEM IN THE QUAD BECAUSE THEY'RE IN THEIR CLUBS WITH A BUNCH OF KIDS.
SO THAT'S HAPPENING TOO AND THAT'S BUILDING COMMUNITY AS WELL.
>> I'LL PILE ON. I LIKE THE CAMARADERIE AND ESPRIT DE CORPS ASPECT OF IT.
HAVE WE THOUGHT ABOUT CLOSING THE CAMPUS SO THAT EVERYONE STAYS TOGETHER? I KNOW YOU'VE MENTIONED PRINCIPAL MELLINA, ABOUT THE MULTIPURPOSE ROOM BEING TOO SMALL TO FIT PEOPLE.
MY EXPERIENCE, I WENT TO HIGH SCHOOL, VERY SIMILAR PHYSICALLY AS CORONADO HIGH SCHOOL AND IT WAS A CLOSED CAMPUS, AND I THOUGHT THE CAMARADERIE AND ESPRIT DE CORPS WAS INCREDIBLE.
IN FACT, IT WAS SO GOOD THAT KIDS FROM OTHER HIGH SCHOOLS AT LUNCHTIME WOULD COME OVER TO OUR SCHOOL TO HAVE LUNCH.
JUST THROWING THAT OUT AS AN IDEA.
MAYBE THERE'S NOT ENOUGH PLACES FOR PEOPLE TO SIT OR THAT COULD BE AN ISSUE, BUT I JUST LOVE THE CAMARADERIE AND THE ESPRIT DE CORPS PART OF IT.
>> I WOULD LOVE TO SEE THAT TOO.
WE'RE ALL OUTSIDE DURING BREAK.
THERE AREN'T ENOUGH PLACES TO SIT.
CERTAINLY, IF IT RAINED, THERE WOULDN'T BE ENOUGH ROOM IN THE MPR.
BUT IS IT POSSIBLE? SURE, ANYTHING IS POSSIBLE? BUT ONE OF THE GREAT THINGS ABOUT THIS COMMUNITY IS THAT IT'S SMALL, IT'S CLOSE-KNIT.
IT'S A SPECIAL PLACE WHERE I FEEL LIKE KIDS HAVE AN OPPORTUNITY TO GO OFF CAMPUS AND GO DOWN TO ORANGE AVENUE AND GRAB LUNCH.
NOW, CERTAINLY, THERE ARE THINGS THAT HAPPEN SOMETIMES, I DON'T ALWAYS LIKE HEARING FROM VANS OR FROM PINERA, OR FROM THE POLICE ABOUT BIKE HELMETS AND SPEEDING, SO WE TALK ABOUT THOSE THINGS.
WE TALK ABOUT THOSE THINGS ON THE BROADCAST, WE TALK ABOUT THOSE THINGS ON OUR ANNOUNCEMENTS.
WE ADDRESS THOSE IN NEWSLETTERS.
BUT IT IS A SPECIAL LITTLE COMMUNITY WHERE THEY DO HAVE AN OPPORTUNITY TO GET SOMEWHERE VERY QUICKLY.
>> MAYBE THIS IS FOR THE SUPERINTENDENT, DOES THIS POSE ANY ADDITIONAL LIABILITY ISSUES FOR US?
>> THAT'S AN INTERESTING QUESTION.
MY VERY INFORMAL TAKE, AND MR. SALAMANCA, PLEASE FEEL FREE TO JUMP IN, REGARDING LIABILITY, I THINK THAT THERE ARE OPPORTUNITIES FOR US TO STRENGTHEN OUR PARENT NOTIFICATIONS DURING REGISTRATION FOR ALL STUDENTS.
WE HAVE WORRIED FOR YEARS THAT HAVING AN ENFORCEABLE POLICY IS PERHAPS MORE OF A LIABILITY.
[01:25:03]
WHAT'S CURRENTLY IN PLACE IS POTENTIALLY A GREATER LIABILITY THAN THE ALTERNATIVE.>> JUST TO CLARIFY, PARENTS HAVE THE FINAL DETERMINATION.
THEY CAN TELL THEIR STUDENT, I DON'T WANT YOU TO LEAVE CAMPUS, I KNOW YOU CAN, BUT I DON'T WANT YOU TO.
I LIKE THE FACT THAT YOU TALKED ABOUT REVOKING THE PRIVILEGE IF THERE'S TOO MANY TARDIES.
COULD WE DO SOMETHING WITH EXCESS ABSENTEEISM? [LAUGHTER].
>> I WILL TELL YOU THAT ONE OF THE THINGS THAT WE USE AS A CONSEQUENCE, WE HAVE MORNING DETENTION, WHICH IS CAMPUS BEAUTIFICATION OR GOING OVER TO VILLAGE WITH MISS LEWIS AND WALKING LITTLE KIDS INTO THEIR CLASSROOM.
WE LIKE TO DO COMMUNITY SERVICE-ORIENTED THINGS RATHER THAN A DETENTION.
WE DO HAVE A DETENTION AS WELL.
BUT ONE OF THE THINGS THAT THE KIDS HATE THE MOST IS HAVING TO STAY IN THE CONFERENCE ROOM ACROSS FROM MY OFFICE AT LUNCH AND STAY ON CAMPUS, ESPECIALLY THE SENIORS AND THE JUNIORS.
IF THEY HAVE THAT PRIVILEGE REVOKED, IT IS VERY MEANINGFUL TO THEM.
I WOULD LIKE, IF THIS IS POSSIBLE, TO PUT IN PLACE FOR THE NINTH GRADERS, I REALLY WANT TO PUT INTO PLACE THE THREE TARDY RULE FOR THEM AND POTENTIALLY PUT THAT IN PLACE EVERY YEAR AFTER FOR EVERY SINGLE GRADE BECAUSE THEY SHOULD NOT BE COMING BACK TARDY TO THIRD PERIOD.
THIRD PERIOD, THERE IS A TARDY PROBLEM.
AS FAR AS FULL ABSENCES GO, I DON'T KNOW ABOUT THE CHRONIC ABSENTEEISM AND TAKING AWAY LUNCH OFF CAMPUS, BUT [OVERLAPPING] CERTAINLY, IT IS A CARET FOR THE KIDS.
BECAUSE IT IS IN BOARD POLICY, THAT IT IS PRIVILEGE AND IT CAN BE REVOKED, WE CAN USE THAT TO OUR ADVANTAGE.
>> I WOULD DEFINITELY BE SUPPORTIVE OF THE THREE TARDIES NO MATTER WHAT GRADE YOU ARE.
BECAUSE IT SEEMS LIKE ONE OF THE UNDERLYING PROBLEMS IS THAT THERE'S NOT AS GOOD OF CONTROL OF EGRESS AS WE WOULD LIKE, HAVE WE LOOKED AT CHANGING ANY WAYS IN WHICH WE'RE DOING BUSINESS WITH RESPECT TO THAT? BECAUSE WE'RE TALKING ABOUT TAKING THE PRIVILEGE AWAY, BUT YET ON THE OTHER HAND, YOU'RE SAYING THAT A SIGNIFICANT PORTION OF THE FRESHMAN CLASSES, THEY DON'T HAVE THE PRIVILEGE, BUT THEY'RE EXERCISING IT ANYWAY.
DO WE SEE THE DISCONNECT IN WHAT WE'RE DISCUSSING HERE?
>> I DO. WE HAVE TRIED VERY HARD TO PUT SYSTEMS IN PLACE TO KEEP THE FRESHMEN ON CAMPUS.
I KNOW THAT WHEN MR. SCHMEICHEL WAS THE PRINCIPAL AT THE HIGH SCHOOL, HE HAD STUDENTS WEAR LANYARDS AND FRESHMEN HAD THEIR LANYARD ON, AND FRESHMAN PICTURES ARE VERTICAL VERSUS 10TH, 11TH, AND 12TH GRADE, WHICH IS HORIZONTAL.
BUT THOSE LANYARDS DIDN'T LAST FOR A VERY LONG TIME.
STUDENTS FORGET THEIR IDS, STUDENTS FORGET TO WEAR THEIR LANYARDS.
I BELIEVE THAT THIS HAS BEEN AN ISSUE FOR MANY YEARS WITH STUDENTS THAT ARE PRETTY STEALTHY IN HOW THEY GET OFF OF THE CAMPUS.
AS FAR AS HAVING PEOPLE IN PLACE TO STOP STUDENTS FROM LEAVING, BEGINNING OF THE YEAR, MYSELF, THE TWO OTHER ADMINISTRATORS, AND SECURITY, IT'S BASICALLY THE FOUR OF US, DO THE BEST THAT WE CAN TO BE AT THOSE EXITS AND ENTRANCES.
BUT THERE ARE A LOT AND WE HAVE A LOT GOING ON THAT WE CAN'T STAND AT THOSE EXITS AND ENTRANCES FOR EXTENDED PERIODS OF TIME.
CERTAINLY, IF I HAD FIVE SECURITY PEOPLE, YEAH, I COULD DO IT THEN, BUT THAT'S FIVE SECURITY PEOPLE, WE DON'T HAVE THAT, NOR DO WE REALLY NEED THAT.
>> I RECALL COMING ACROSS SOMETHING THAT MENTIONED A RADIUS.
DO WE CURRENTLY HAVE A RADIUS? EVEN THAT'S PROBABLY HARD TO ENFORCE, BUT AT SOME POINT, I CAN SEE THAT ALSO BEING A POTENTIAL LIABILITY.
>> [OVERLAPPING] I HAVE THE SAME QUESTION.
>> JUST WORKING WITH OUR POLICE DEPARTMENT, AND ALL THOSE FOLKS IF THEY HAPPENED.
NOW THESE WOULDN'T BE FRESHMEN NECESSARILY DRIVING, BUT IT JUST CAME TO ME AS MENTIONING THAT.
>> THERE'S NOTHING IN BOARD POLICY THAT SAYS ANYTHING ABOUT RADIUS, AND I WOULD BE HAPPY TO HAVE THAT ADDED.
BECAUSE I DO KNOW THAT THERE ARE STUDENTS THAT WILL GO DOWN TO [INAUDIBLE] [OVERLAPPING] OR GO TO THE [INAUDIBLE] THEY GO OVER THE BRIDGE.
THEY COME BACK TARDY AND THEY'RE LIKE, SORRY, WE WERE STUCK ON THE BRIDGE.
I'M LIKE, WHY ARE YOU GOING OVER THE BRIDGE?
[01:30:02]
I WOULD LOVE TO HAVE SOMETHING LIKE THAT IN BOARD POLICY.WE DO TELL THEM, YOU NEED TO REMEMBER, YOU HAVE 40 MINUTES FOR LUNCH, SO BE MINDFUL OF WHAT YOU'RE DOING, WHERE YOU'RE GOING.
WE DON'T HAVE A RADIUS IN PLACE, BUT IT'S UNDERSTOOD AND WE JUST BELIEVE THAT THEY WOULD STAY IN CORONADO.
BUT TO BE HONEST WITH YOU, SOME OF THEM LEAVE CORONADO.
>> WHAT I'M HEARING AND IT MAKES SENSE, THE TIME IS A IS A CONSTRAINT.
THAT MIGHT BE AN ITEM FOR DISCUSSION AS WE DISCUSS.
IS THIS WHAT YOU WOULD WANT TO SEE? THIS IS WHAT IS IN THE AGENDA.
THE WAY YOU'VE WRITTEN IT, THIS IS HOW YOU WOULD WANT TO SEE THE BOARD POLICY?
>> THAT'S THE CURRENT BOARD POLICY.
>> THIS IS A REPORT, THIS IS NOT AN ACTION ITEM.
MY RECOMMENDATION IS THAT STAFF WOULD BRING BACK A REVISED BOARD POLICY WITH SOME OF THE SUGGESTIONS THAT WERE MENTIONED THIS EVENING.
INCLUDE LANGUAGE AROUND STRENGTHENING LIABILITY, AND ALSO INSTITUTING A CONSEQUENCE OR AN ACCOUNTABILITY MEASURE IF STUDENTS VIOLATE THIS RESPONSIBILITY OR ABILITY TO LEAVE CAMPUS.
WE CAN INCLUDE LANGUAGE THAT WAS DISCUSSED TONIGHT, BRING THAT BACK AS A FIRST READ IN JUNE PRIOR TO TAKING ACTION.
THIS EVENING WAS REALLY JUST TO START THE CONVERSATION AND GET SUGGESTIONS ON WHAT POTENTIALLY COULD BE INCLUDED WITHIN A BOARD POLICY.
I ALSO REALLY APPRECIATED, AND I KNOW PRINCIPAL MELLINA AND HER TEAM, BOTH HER STAFF AND HER STUDENT TEAMS, THANK YOU BOTH FOR BEING HERE.
I WOULD ALSO ECHO WHAT TRUSTEE LEE HAD SHARED, REALLY MAKING AT THE BEGINNING OF THE YEAR PURPOSEFUL ACTIVITIES TO FOSTER A CLASS SPIRIT.
BUT HAVING BEEN A PRINCIPAL AT CORONADO HIGH SCHOOL, THAT WENT THROUGH THE TRANSITION, CHANGING IT FROM ALL FOUR GRADES THAT COULD GO OFF CAMPUS TO LIMITING THAT OPPORTUNITY FOR FRESHMEN.
I WILL SHARE THAT AFTER THE FIRST MONTH OR TWO.
THERE WERE SOME DIMINISHING RETURNS AS FAR AS THE CONNECTIONS THAT WERE ESTABLISHED.
PEOPLE FORMED THEIR GROUP AND THE POCKETS OF STUDENTS WHO REMAINED ON CAMPUS, THEY HAD BEEN ESTABLISHED EARLIER IN THE YEAR, BUT REALLY ENCOURAGING CONNECTIONS AT THE BEGINNING OF THE YEAR IN CLASS ACTIVITIES, LUNCHTIME ACTIVITIES, CLUB ACTIVITIES TO HIT AT THE BEGINNING OF THE YEAR, WE ARE ISLANDERS, WHETHER YOU'RE A NINTH, 10TH, 11TH OR 12TH.
ALL OF OUR CLUBS, ALL OF OUR ASB ACTIVITIES, ALL GRADE LEVELS ARE ENCOURAGED TO PARTICIPATE.
I THINK WE CAN BRING BACK A FIRST READ THAT WOULD REFLECT SOME OF THE CONCERNS EXPRESSED THIS EVENING WHILE HONORING OUR STUDENTS AND OUR PRINCIPAL AND HER TEAM WHO ARE ULTIMATELY RESPONSIBLE FOR MONITORING THESE BEHAVIORS.
>> I HAD ONE MORE QUESTION OR CONCERN.
IT TALKS ABOUT GETTING PARENT PERMISSION.
I'M WONDERING ABOUT THE ADMINISTRATIVE TASK OF GATHERING THAT AND MONITORING THAT AND THEN KNOWING WHICH STUDENT HAS A PARENT PERMISSION AND WHICH DOESN'T.
I DON'T KNOW WHAT YOUR THOUGHTS ARE ON THAT FOR YOUR TEAM MONITORING THAT IF IT'S IN THE BOARD POLICY.
>> I DON'T KNOW IF THERE'S SOMETHING IN THE REGISTRATION PACKET, BUT I BELIEVE WHEN THEY SIGN THE REGISTRATION PACKET, SOME OF THIS LANGUAGE IS EMBEDDED IN THERE.
THAT'S THE WRITTEN CONSENT FOR OFF-CAMPUS.
CERTAINLY, WE COULD THINK ABOUT TOO, FOR FRESHMEN THAT WE HAVE TO HAVE SOMETHING ELSE THAT'S IN WRITING TO US OR SIGNED FOR THE FRESHMAN.
THEY ARE YOUNGER AND THEY'RE COMING OUT OF A MIDDLE SCHOOL WHERE THEY HAVE NOT LEFT CAMPUS.
IT MIGHT BE BENEFICIAL TO HAVE A CONVERSATION AGAIN, WITH MY STUDENTS, WITH MY ADVISORY TEAM, WITH MY STAFF ABOUT SHOULD WE FOR AT LEAST THE FIRST TERM OR THE FIRST SEMESTER, HAVE THAT WRITTEN PARENTAL CONSENT FOR STUDENTS THAT ARE PERMITTED TO GO OFF-CAMPUS? ADMINISTRATIVELY, WOULD THAT BE A LOT? SURE. IT WOULD.
>> WELL, IT'S IN [OVERLAPPING] THE REGISTRATION PACKET.
>> IT'S IN THE REPORT THAT THAT'S THERE.
[01:35:01]
I THINK THAT WOULD BE TOO MUCH TO MONITOR TO HAVE SOMETHING SEPARATE FOR THE NINTH GRADERS.I THINK IT'S ALL THE SAME OR NOT DO IT BASICALLY.
I DON'T THINK WE NEED TO ADD ANYTHING.
YOU DON'T HAVE TIME FOR THAT. [LAUGHTER].
>> I WAS GOING TO SHARE WITH MISS MELINA.
STRENGTHENING DURING THE PROCESS OF REGISTRATION NOTIFICATIONS TO PARENTS AND THEN ENSURING THAT WE HAVE THE LIABILITY SIDE OF THE HOUSE STRENGTHENED WOULD BE CERTAINLY PART OF ANY PROPOSED CHANGES TO BOARD POLICY.
>> ANY OTHER QUESTIONS? THANK YOU SO MUCH FOR THE PRESENTATION, LADIES AND PRINCIPAL MELLINA.
[APPLAUSE]. DOES ANYONE NEED TO BREAK? WE'LL TAKE A QUICK FIVE-MINUTE BREAK. THANK YOU.
>> 7.3, LEARNING DEPARTMENT REPORT,
[7.3 Learning Department Report]
MATH CURRICULUM OVERVIEW, DR. BATTLE.DID YOU WANT TO INTRODUCE? SUPERINTENDENT MUELLER, WOULD YOU LIKE TO INTRODUCE?
>> JOINING DR. BATTLE IN THIS REPORT IS STACY MORRISEY, WHO IS OUR TEACHER ON SPECIAL ASSIGNMENT FOR MATH AND SCIENCE AND CO-AUTHOR OF ALL THINGS MATHEMATICS AND CUSD.
>> GOOD EVENING, GOVERNING BOARD.
IT'S MY PLEASURE TONIGHT TO CO-PRESENT WITH MY COLLEAGUE, STACY MORRISEY, OUR MATH SCIENCE TOSA, ALSO PROJECT DIRECTOR FOR MULTIPLE DDA GRANTS OVER THE YEARS.
WE WERE TASKED, I BELIEVE, IN THE FALL.
THERE WAS A REQUEST TO HAVE A REPORT ON OUR MATH CURRICULUM IN CUSD.
AN OVERVIEW OF WHAT CURRENT CURRICULUM WE USE AND WHY WE USE THAT CURRICULA.
I KNOW YOU'VE HAD AN OPPORTUNITY TO REVIEW THE REPORT, SO WE WON'T READ THE SLIDES TO YOU, BUT WE'LL JUST HIGHLIGHT SOME OF THE COMPONENTS AS WE GO THROUGHOUT OUR REPORT.
>> I MIGHT DO SOME OTHER READING.
>> SHE'S BETTER. I PROBABLY END UP READING.
CUSD'S COMMITMENT TO EXCELLENCE IN MATHEMATICS.
THIS SLIDE HIGHLIGHTS A LIST OF SOME OF THE PRIORITIES WE HAVE IN CUSD WHEN WE LOOK SPECIFICALLY AT OUR MATH CURRICULUM AND INSTRUCTION FOR TK TO 12.
WE WANT TO MAKE SURE IT'S RIGOROUS AND COHERENT.
YOU'LL SEE THAT THROUGHOUT OUR PRESENTATION WHEN WE TALK ABOUT PEDAGOGY AND THE DESIGN OF BOTH CPM AND BRIDGES CURRICULA.
ALIGNMENT OF INSTRUCTION WITH STANDARDS, NOT ONLY OUR MATH STANDARDS AT THE STATE LEVEL, BUT ALSO OUR COLLEGE AND CAREER READINESS STANDARDS.
SUPPORTING TEACHERS WITH HIGH-QUALITY CURRICULUM AND TRAINING IS ALWAYS A CONSIDERATION WHEN WE ADOPT CURRICULUM.
HOW DOES THE CURRICULUM HELP US FOSTER STUDENT ENGAGEMENT AND CONFIDENCE IN MATHEMATICS? THAT ALIGNS REALLY TO THE EIGHT MATHEMATICAL PRACTICES THAT ARE PART OF THE MATH FRAMEWORK AT THE STATE LEVEL.
THEN THE LAST BULLET IS ALIGNMENT WITH THE CUSD PORTRAITS OF A GRADUATE ADULT IN SYSTEM.
YOU'RE GOING TO SEE A LOT OF TERMINOLOGY IN THE REPORT THAT WILL HOPEFULLY MAKE YOU THINK OF OUR PORTRAITS.
THAT'S ONE OF THE EIGHT MATHEMATICAL PRACTICES.
HOW ARE WE GIVING STUDENTS AN OPPORTUNITY TO KEEP TRYING AND KEEP TRYING AND PERSEVERE, EVEN WHEN THEY'RE FACED WITH SOMETHING THAT'S CHALLENGING AND THEY CAN'T QUITE WRAP THEIR MIND AROUND IT?
>> THE NEXT SLIDE IS THE CURRICULUM OVERVIEW THE ALIGNMENT, THERE WE GO, BETWEEN OUR TWO MATH CURRICULA? FOR THE ELEMENTARY, TK THROUGH FIVE, WE USE BRIDGES IN MATHEMATICS.
IT'S FROM THE MATH LEARNING CENTER PRODUCES THIS CURRICULUM.
THE FOCUS FOR BRIDGES IS ON SOME OF THE FOUNDATIONAL CONCEPTUAL UNDERSTANDING AND THEN FLEXIBLE WITH NUMBERS SO THAT STUDENTS CAN HAVE THAT ABILITY TO SEE NUMBERS AND HOW THEY'RE REPRESENTED IN MULTIPLE DIFFERENT WAYS,
[01:40:01]
AS WELL AS DECOMPOSING NUMBERS.IT'S A BIG FOCUS IN THE BRIDGES EARLY YEARS.
THEN, FOR SECONDARY OR SIXTH THROUGH 12TH GRADE, WE USE CPM, COLLEGE-PREPARATORY MATH.
THIS CURRICULUM IS MAINLY FOCUSED ON PROBLEM-SOLVING, COLLABORATION.
YOU MAY HAVE HEARD ABOUT THEY'RE WORKING IN TEAMS OR IN GROUPS OF FOUR A LOT IN THE CLASSROOM WITH MORE ADVANCED REASONING.
BOTH OF THE CURRICULUM, I THINK WE ALREADY STATED THAT ARE ALIGNED TO OUR STATE STANDARDS, AND THEN THEY BOTH EMPHASIZE A LOT OF REAL-WORLD APPLICATION.
FIRST, WE WILL HIGHLIGHT THE BRIDGES IN MATH CURRICULUM, GIVING YOU A BRIEF SUMMARY AND THE WHY BEHIND THE PEDAGOGY OF BRIDGES.
IT IS FOCUSED ON CONCEPTUAL UNDERSTANDING, NOT JUST MEMORIZING FACTS, AND ALGORITHMS TO SOLVE PROBLEMS. THAT'S THAT NUMBER SENSE PIECE AND BEING ABLE TO DECOMPOSE AND PUT NUMBERS BACK TOGETHER, AND UNDERSTANDING THAT IS.
THERE'S ADVANCED PROBLEM SOLVING.
THERE IS SOME COMPONENTS OF PROCEDURAL FLUENCY.
WE DO WANT STUDENTS TO HAVE THEIR MULTIPLICATION FACTS, BUT BEFORE THEY'RE MEMORIZING MULTIPLICATION FACTS, FOR EXAMPLE, THAT'S A THIRD-GRADE STANDARD.
THEY'RE ALREADY STARTING TO DO VISUALIZATIONS AND PLAY AROUND WITH NUMBERS AND GROUP NUMBERS TOGETHER.
THEY UNDERSTAND WHAT HAPPENS WHEN YOU MULTIPLY AND NOT JUST MEMORIZING THE FACTS.
THAT DOES COME LATER, AND STUDENTS ARE INTRODUCED TO SOME ALGORITHMS AT SOME POINT AFTER THEY HAVE THAT DEEPER UNDERSTANDING OF WHAT THEY'RE LEARNING.
USES A LOT OF HANDS-ON ACTIVITIES, VISUAL MODELS THROUGH THE DIFFERENT COMPONENTS OF THE CURRICULUM.
IT'S VERY MUCH SET ON ROUTINES.
IN THE CLASSROOM, FOR EXAMPLE, IF YOU HAVE A LITTLE ONE, HOW ONE OF OUR ELEMENTARY SCHOOLS THEY DO A DAILY, WE CALL IT NUMBER CORNER, AND THAT BUILDS THEIR NUMBER SENSE.
IT ALSO ALLOWS THEM TO VISUALIZE PATTERNS AND THEN RELATE IT TO WHAT THEY'RE LEARNING, WHOLE GROUP AND THEN SMALL GROUP AND THEN INDIVIDUAL.
A LOT OF ROUTINES WITH THE CURRICULUM.
IT ALSO DOES A REALLY GREAT JOB WITH SCAFFOLDING.
BOTH OF THESE CURRICULA THEY SPIRAL, SO STUDENTS ARE CONSTANTLY COMING BACK TO SOMETHING THEY LEARNED A FEW MONTHS AGO, AND THEY'RE ALSO BEING INTRODUCED TO SOMETHING THEY MIGHT GET IN THE NEAR FUTURE.
THEY'RE JUST PRIMING THEIR BRAIN CONSTANTLY.
THERE'S A LOT OF SPIRALING THAT HAPPENS IN BOTH BRIDGES AND CPM TO MAKE SURE THAT THEY'RE RETAINING INFORMATION AND THEY'RE ABLE TO BUILD UPON KNOWLEDGE TO THEN LATER ON IN THE YEAR, WHEN THEY GET TO HARDER STANDARDS, APPLY IT TO A MORE CHALLENGING MATH PROBLEM.
THE PEDAGOGY AND WHY IT MATTERS.
THE PEDAGOGY, WHY ARE THE TEACHERS IN THE CURRICULUM? WHY IS IT DESIGNED TO HAVE TEACHERS TEACH IT IN A CERTAIN WAY? WE ALREADY TALKED ABOUT CONCEPTUAL BEFORE PROCEDURAL, SO THEY UNDERSTAND WHY THEY'RE DOING MATH, NOT JUST THE HOW.
THERE'S A LOT ON STUDENT TALK AND REASONINGS.
THEY'RE CALLED UPON TO EXPLAIN THEIR THINKING AND WHAT STRATEGIES THEY USED MOST OF THE TIME IN THE CLASSROOM, AS I KNOW TRUSTEE CAVANAUGH CAN ATTEST TO, IS THERE'S MULTIPLE WAYS TO SOLVE PROBLEMS. IT'S NOT JUST THE ONE ALGORITHM.
THEY START TO LEARN FROM EACH OTHER, WHY I SOLVE IT THIS WAY, WHY I GROUP THESE NUMBERS THIS WAY? ARE THEY ABLE TO EXPLAIN THEIR THINKING TO OTHERS AROUND THEM AND JUSTIFY IT? THAT'S PRIMING THEM FOR SECONDARY.
LIKE I SAID, THERE'S GAMES EXPLORATIONS.
THEY'RE ACTUALLY USING THE MATH IN REAL SITUATIONS, AND THERE'S A LOT OF OPPORTUNITY FOR HANDS-ON LEARNING AND DIFFERENT REPRESENTATIONS OF NUMBERS THROUGH THE NUMBER CORNER, THERE'S DAILY PRACTICE.
THERE'S THE WORKPLACES, WHICH IS REALLY WHERE THE DIFFERENTIATION FOR A RANGE OF LEARNERS IS BUILT IN.
IN ADDITION TO WHAT'S NOT ON HERE IS ALSO A CONCEPT QUIZ FOR KIDS THAT NEED SOMETHING MORE CHALLENGING.
WE HAVE A CONCEPT QUIZ AVAILABLE TO ALL OF OUR TEACHERS TO USE WITH STUDENTS THAT NEED MORE OF A CHALLENGE IF THEY'VE ALREADY MASTERED WHAT THEY'RE CURRENTLY LEARNING.
>> THE BRIDGE'S OUTCOME. BRIDGES, IT PREPARES OUR STUDENTS FOR SECONDARY, BASICALLY,
[01:45:01]
THROUGH ENSURING THAT THEY HAVE THE FOUNDATIONAL SKILLS THAT THEY'RE FLEXIBLE THINKERS, THAT THEY HAVE THEIR NUMBER SENSE REALLY STRONG, AND THAT THEY'RE ABLE THEN TO APPLY THOSE SKILLS IN SECONDARY WHEN THEY GET INTO MIDDLE SCHOOL AND HIGH SCHOOL.BRIDGES IS A REALLY GOOD PREDECESSOR FOR CPM AND OUR SECONDARY.
AS A MATTER OF FACT, CPM RECOMMENDS BRIDGES AS TO LEAD INTO THERE AND VICE VERSA, BRIDGES ALSO RECOMMEND CPM, AND THEY'RE NOT EVEN AFFILIATED WITH EACH OTHER, OTHER THAN THEY RECOGNIZE HOW BOTH OF THEIR PEDAGOGY ARE ALIGNED, AND THEY WORK WELL TOGETHER.
>> THAT WAS ONE OF THE IMPORTANT COMPONENTS WHEN WE ADOPTED BRIDGES RIGHT AFTER CPM WAS, WE NEED THAT VERTICAL ALIGNMENT OF DOWN OUR SYSTEM, AND SO WE'RE TEACHING THESE SKILLS AT A YOUNG AGE.
WE'LL MAKE STUDENTS MORE SUCCESSFUL WHEN THEY TRANSITION THE MIDDLE AND HIGH SCHOOL.
NOW WE WILL LOOK AT AN OVERVIEW OF COLLEGE PREPARATORY MATHEMATICS, CPM, WHICH IS OUR 612 CURRICULUM.
IT USES SIMILAR PEDAGOGY, AND IT'S DESIGNED INTENTIONALLY TO DO THAT.
PROBLEM SOLVING, TEAMWORK, RESILIENCE, THAT PERSEVERANCE.
STUDENTS TRANSITION FROM THAT CONCRETE REASONING TO MORE ABSTRACT REASONING WITH NUMBERS.
THAT ENSURES THAT THEY WILL HAVE LONG-TERM RETENTION.
ONCE AGAIN, IT DOES THAT SPIRALING WITH INTEGRATED MATH.
THEY'RE NOT LEARNING GEOMETRY ALGEBRA 2, LIKE WE LEARNED IT IN THESE SILOS, BUT IT'S ALL INTEGRATED TOGETHER WHERE THEY'RE ABLE TO APPLY WHAT THEY MIGHT BE LEARNING THAT MIGHT BE CONSIDERED MORE OF AN ALGEBRAIC TYPE OF PROBLEM TO SOMETHING IN THE REAL WORLD THAT'S MAYBE GEOMETRY RELATED AND HOW THAT RELATES TO EACH OTHER.
AGAIN, YOU'LL NOTICE SIMILARITIES IN THE PEDAGOGY OF CPM, THAT IT'S INQUIRY-DRIVEN.
ONCE AGAIN, IT'S NOT JUST MEMORIZING FACTS IN ALGORITHMS, BUT WANTING TO GET STUDENTS TO FOCUS ON THE WHY AND NOT JUST HOW TO SOLVE THE PROBLEMS. AS STACY MENTIONED, IT IS A COLLABORATIVE CLASSROOM AS IS BRIDGES, SO THE PEDAGOGY IS STRONGLY BASED IN COLLABORATION WITH SMALL TEAMS OF STUDENTS WHERE THEY'RE WORKING ON PROBLEMS TOGETHER, AND THE TEACHERS HAVE GONE THROUGH A LOT OF TRAINING, AND IT WAS A TRANSITION.
INSTEAD OF LECTURING AND I'M GOING TO SHOW YOU NOW YOU DO YOUR WORK, AND THEN HERE'S YOUR HOMEWORK PROBLEMS. IT WAS A TRANSITION TO BE MORE OF THAT FACILITATOR ON THE SIDE, WHERE I THINK THAT CAN BE FRUSTRATING TO STUDENTS SOMETIMES, IF THEY WANT TO COME UP AND, CAN YOU GIVE ME THE ANSWER, HELP ME, WE'LL GO BACK TO YOUR GROUP, TRY A DIFFERENT STRATEGY.
THEY'RE TRAINED IN QUESTIONING STRATEGIES TO ALIGN WITH OUR MATHEMATICAL PRACTICES, SO THEY CAN SOLVE PROBLEMS WITHOUT GIVING UP THAT SET PERSEVERANCE PIECE.
THEY'RE ABLE TO WORK TOGETHER TO USE THE TOOLS THAT THEY HAVE AND WHAT THEY'VE LEARNED TO SOLVE THE PROBLEMS. DISCUSSION RICH.
ONCE AGAIN, JUSTIFYING THEIR ANSWERS.
THEN, AS WE MENTIONED BEFORE, IT'S CONSTANTLY REINFORCING AND SPIRALING THE STANDARDS THROUGHOUT THE SCHOOL YEAR, AND SO THAT HELPS TO BUILD RETENTION WITH THE STANDARDS.
>> CPM NOT ONLY BUILDS THE MATHEMATICAL PROFICIENCY, BUT ALSO SOME OF THE SKILLS FROM OUR MATHEMATICS ARE EIGHT PRACTICES FOR MATH.
A LOT OF PERSISTENCE, COMMUNICATION.
IN CPM, THERE'S A LOT OF TALK IN THE TRAINING THAT LEADS UP TO ABOUT MASTERY OVER TIME.
THE IDEA THAT THE STUDENTS AREN'T EXPECTED TO HAVE MASTERED IT ON THE VERY FIRST WEEK, OR IF IT'S UNIT 1, IF THEY HAVEN'T MASTERED IT, YOU'RE LOOKING AT UNIT 2 AND UNIT 3 AND COMING BACK TO IT AND THAT SPIRALING TO SHOW THAT IT'S SOMETHING THAT THEY DEVELOP AS THEY GO THROUGHOUT THE COURSE.
THAT LEADS THEN TO A LOT OF THE MATH PRACTICES.
THIS PRODUCTIVE STRUGGLE IS ALSO ANOTHER PIECE THAT WE WORK ON A LOT IN OUR TRAINING,
[01:50:06]
SO THAT THEY ARE USING SOME MORE OF THEIR CRITICAL THINKING, PROBLEM-SOLVING SKILLS, THAT IS ACTUALLY GOING TO LEND TO WORKING WITH THEIR TEAM BETTER.THEN ALSO PREPARING THEM FOR COLLEGE MATH. I THINK I MISSED IT.
THE ALIGNMENT BETWEEN RTK 12 IS SEAMLESS.
BRIDGES, IT BUILDS THE STRONG FOUNDATION, THE CONCEPTUAL UNDERSTANDING FOUNDATION, AND THEN CPM USES THAT STRONG FOUNDATIONAL SKILLS, THEN TO APPLY THAT, APPLY IT TO THE PROBLEM SOLVING, TO WORKING WITH THEIR TEAMS, AND DEVELOPING THE HIGHER-LEVEL MATH SKILLS.
THEY ARE SIMILAR IN THE WAY THERE'S A LOT OF STUDENT DISCOURSE IS EXPECTED, STUDENTS TALKING WITH EACH OTHER IN THEIR GROUP, STUDENTS SHARING THEIR THINKING AND THEIR IDEAS, OR A LOT OF VISUAL REPRESENTATION IS EXPECTED, WHETHER IT'S IN KINDERGARTEN OR FIRST AND SECOND GRADE, OR IN HIGH SCHOOL AND THEN REAL-WORLD APPLICATION IS THROUGHOUT BOTH.
>> ONCE AGAIN, THE PEDAGOGY IS THE IMPORTANT PIECE HERE WITH BOTH CURRICULA THAT SPECIFICALLY ALIGNS TO THE FRAMEWORK AND THE INTENT OF OUR CALIFORNIA FRAMEWORK IN TEACHING MATHEMATICS, AS WELL AS THE EIGHT MATHEMATICAL PRACTICES.
RESEARCH SHOWS STUDENTS LEARN MATH BEST WHEN THEY CONSTRUCT MEANING, WHEN THEY'RE ABLE TO EXPLAIN WHAT THEY'RE LEARNING AND MAKE IT MEANINGFUL TO THEM WITH THOSE REAL WORLD APPLICATIONS THAT ARE BUILT INTO BOTH CURRICULA.
AS STACY JUST MENTIONED, THE COMMUNICATION, THE REASONING, IT'S AN ACTIVE LEARNING SPACE WHERE KIDS ARE COLLABORATING TOGETHER.
WE KNOW THAT THIS LEADS TO LONG TERM ATTENTION BECAUSE THEY CAN USE THOSE SKILLS IN A DIFFERENT SUBJECT AREA AND APPLY THEM SOMEWHERE ELSE.
THEN JUST A LIST OF THE NUMEROUS STUDENT BENEFITS WITH THIS PEDAGOGY, AND A LOT OF THIS COMES FROM OUR FRAMEWORK ON TEACHING MATHEMATICS AND PREPARING OUR KIDS FOR COLLEGE READINESS.
LASTLY, STATE AND LOCAL ASSESSMENTS, WHAT ASSESSMENTS DO WE USE IN MATH? YOU'VE SEEN THIS GRAPHIC OVER THE YEARS.
WE KNOW WE HAVE OUR STATE SUMMATIVE TEST CAASPP, WHICH IS NOT ALL GRADE LEVELS.
IT IS IMPORTANT THAT WE HAVE OTHER MEASURES THAT WE USE IN THE INTERIM AND OVER THE COURSE OF THE YEAR SO WE CAN TARGET STUDENTS THAT NEED MORE SUPPORT.
WE DO USE UNIVERSAL SCREENERS FOR GRADES K THROUGH EIGHT, AND THEN WE PILOTED SOME LICENSE OF THE STAR THIS YEAR AT THE HIGH SCHOOL WITH SOME OF OUR MATH SUPPORT CLASSES.
WE ARE LOOKING TO EXPAND THE STAR TESTS, WHICH CAN BE GIVEN AT EVERY GRADE LEVEL, K THROUGH 12.
WE HAVE A UNIVERSAL MEASURE THAT WILL FOLLOW THE STUDENT AS THEY ARTICULATE UP OUR GRADE LEVELS, SO THAT'S SOMETHING THAT'S EXCITING FOR US.
IT'S A LOCAL MEASURE. IT'S DATA WE HAVE IN REAL TIME RIGHT AWAY.
IT'S NOT A LONG ASSESSMENT LIKE THE CAASPP, IT'S ABOUT 30 MINUTES.
IT GIVES US ALSO THE OPPORTUNITY TO DO PROGRESS MONITORING, WHICH YOU SEE THERE IN THE ORANGE, WHERE YES, IT'S A UNIVERSAL SCREENER AT THE BEGINNING OF THE YEAR, BUT WE ALSO REQUIRE THAT OUR TEACHERS GIVE IT IN THE MIDDLE OF THE YEAR AND THEN THE END OF THE YEAR.
BUT IF STUDENTS IN THE BEGINNING OR MIDDLE ARE SHOWING THAT THEY'RE STRUGGLING, THEN WE CAN USE IT MORE OFTEN AS A PROGRESS MONITOR SO WE CAN TRY INTERVENTION STRATEGIES AND THEN FACILITATE A QUICK CHECK IN WITH IT EVERY ABOUT 6-8 WEEKS AND SEE IF WHAT WE'RE DOING IS ACTUALLY WORKING.
STACY HAS WORKED REALLY HARD TO GET ALL THAT DATA INTO EDGE CLIMBER, WHICH WE'VE TALKED ABOUT EDGE CLIMBER BEFORE FOR SSTS.
WE NOW HAVE DATA ANALYSIS TOOLS AT OUR FINGERTIPS FOR TEACHERS TO GO IN AND REALLY DIG DOWN DEEP INTO THE SKILL THAT THE STUDENTS ARE LACKING SO THEY CAN TARGET THEIR INSTRUCTION TO MEET THE NEEDS OF THEIR LEARNERS.
YOU SEE WE CAN DIG DEEPER WITH STUDENTS, SO THIS IS SIMILAR TO READING TO FIGURE OUT WHAT SKILLS THEY NEED SUPPORT WITH.
THEN ONGOING ARE FORMATIVE ASSESSMENTS.
[01:55:02]
WHEN WE LOOK AT OUR MATH CURRICULA, FORMATIVE ASSESSMENTS CAN BE GROUP ASSESSMENTS, SMALL PARTNER ASSESSMENTS WHERE I WANT TO DO A QUICK CHECK FOR LEARNING.AS THIS GROUP IS DOING A WORKPLACE OVER HERE, I WANT TO SEE IF THEY'RE ACTUALLY UNDERSTANDING THE PATTERNS THAT THEY'RE SUPPOSED TO UNDERSTAND WITH THE DICE THAT THEY'RE ROLLING, AND THEY'RE ACTUALLY UNDERSTANDING THE CONCEPT AND APPLYING IT TO THE GAME PROPERLY, OR DO THEY NEED ME TO HELP THEM.
THOSE QUICK CHECK INS, AND THEN WE ALSO HAVE, OF COURSE, INDIVIDUAL STUDENT ASSESSMENTS, FOR EXAMPLE, AT MIDDLE AND HIGH, THEY GIVE COMMON CPM GRADE LEVEL ASSESSMENTS THAT THEY CAN THEN AS A PLC TEAM, WORK TOGETHER AND ANALYZE THE DATA TO FIGURE OUT WHERE STUDENTS MIGHT BE STRUGGLING.
>> ANYTHING ELSE YOU WANT TO ADD, MS. MORRISSEY?
>> NO. I THINK ANOTHER HIGHLIGHT OF BOTH OF OUR CURRICULUM THAT WE MAY NOT HAVE HIT ON TOO MUCH WAS THE SUPPORT THAT'S PROVIDED BY BOTH BRIDGES AND CPM AT THE FIRST YEAR OR TWO OR THREE EVEN OF ADOPTION.
BOTH COMPANIES SEND OUT IN PERSON PEOPLE TO WORK WITH ALL OF THE MATH TEACHERS OR TEACHERS OF MATH IF IT'S ELEMENTARY.
IT'S A LOT OF LOOKING AT THE CURRICULUM, NOT JUST LIKE THESE ARE THE COMPONENTS OF IT, BUT HOW IT'S INTENDED TO BE TAUGHT, WHICH GOES A LOT BACK TO OUR MATHEMATICAL PRACTICES, REALLY FOCUSING ON BEING A RIGOROUS CURRICULUM THAT MEET ALL THE STUDENTS NEEDS, INCLUDING THE DIFFERENTIATION PIECES TO IT AND ENRICHMENT.
THERE'S A LOT OF SUPPORT ONGOING, NOT JUST YEAR 1, IT'S ONGOING AND I THINK EVEN NOW THEY HAVE A LOT OF WEBINARS THAT TEACHERS HAVE ACCESS TO.
IT'S AN IMPORTANT COMPONENT FOR BOTH.
>> STACY, AS WELL AS SARAH, ANOTHER TEACHER ON SPECIAL ASSIGNMENT THIS SUMMER WILL BE ATTENDING A BRIDGES LEADERSHIP TRAINING WHERE THEY WILL BECOME CERTIFIED TRAINER OF TRAINERS FOR BRIDGES.
NOW WE'LL HAVE IN-HOUSE CERTIFIED.
AS WE HIRE NEW TEACHERS OR WE NEED TO HAVE REFRESHERS, WE ARE BUILDING CAPACITY WITHIN. THANK YOU, STACY.
>> SPENDING SOME TIME AS OUR A TRAINER.
THAT'S SOMETHING WE ALWAYS HAVE BEEN TRYING TO IMPROVE UPON IS OUR ONBOARDING PROCESS WITH NEW TEACHERS.
IS THERE ANY PUBLIC COMMENT ON ITEM 7.3? TRUSTEES, ANY QUESTIONS OR COMMENTS?
>> I DO HAVE A QUESTION. THE COURT SET THIS UP.
MY WIFE CAME OUT HERE WHEN WE WERE MARRIED 31 YEARS AGO FROM FRANCE, AND SHE HAD TO TAKE THE SAT, SO WHAT'S SAT? SHE SCORED A PERFECT ON THE MATH.
SHE WENT THROUGH DIFFERENT COLLEGES THAT WE FOLLOWED BY NAVY AND THEN GRADUATED AS A FIRST STUDENT, I THINK FROM FRESNO STATE ENGINEERING.
SHE'S ELECTRICAL ENGINEER THE 4.0.
SHE KNOWS HOW TO DO MATH VERY WELL.
ONE OF THE THINGS THAT WE FOUND WHEN WE GOT HERE, I GUESS, THE CONCEPTS AND EVERYTHING THAT I SEE HER LOOKS REALLY GOOD.
WHEN WE FIRST ASKED TO START WORKING WITH OUR BOYS HELPING THEM, I'M LIKE 100+95, 0+9 CARRY THE 1, LIKE NO, THAT'S NOT HOW WE'RE TAUGHT.
BOTH MY WIFE AND I COULDN'T HELP OUR KIDS WITH MATH, AT LEAST INITIALLY.
IT WAS A WHOLE DIFFERENT BALL GAME.
BECAUSE WE ARE A MILITARY COMMUNITY, IS THIS PEDAGOGY BECAUSE IT WAS CERTAINLY EYE OPENING TO US.
HOW WELL SPREAD OUT IS THAT ACROSS THE COUNTRY? DO WE TEACH MATH DIFFERENTLY THAN OTHER FOLKS? AGAIN, I'M BAITING MYSELF A LITTLE BIT, BUT THINGS HAVE CHANGED.
HOW ALIGNED ARE WE IF SOMEONE COMING FROM TENNESSEE, MILLINGTON NOW THEY'RE COMING IN HERE, ARE THEY GOING TO GO, WHAT IS THIS? I'M JUST CURIOUS BECAUSE I DON'T KNOW. ANY THOUGHTS?
>> THESE ARE CURRICULA THAT ARE USED ACROSS THE NATION.
SPEAK SPECIFICALLY TO EVERY FRAMEWORK.
I'M NOT FAMILIAR WITH THAT, BUT WE ARE SEEING A MOVEMENT AS WE HAVE STEM.
THAT'S A PRIORITY AT THE FEDERAL LEVEL, WE KNOW, ALSO HERE IN OUR STATE.
IT'S REALLY GIVING STUDENTS THE OPPORTUNITY TO APPLY KNOWLEDGE AND THINK ABOUT NUMBERS DIFFERENTLY THAN WE WERE TAUGHT.
[02:00:03]
>> WITH MY KIDS WE'VE DONE PARENT NIGHTS IN THE BEGINNING FOR PARENTS TO COME AND IF YOU'RE A STUDENT IS [OVERLAPPING].
>> I HAVE HERE SO MANY MANIPULATIVES.
>> HERE'S WHAT YOUR STUDENT IS GOING TO BE DOING IN SCHOOL.
WE GAVE SOME SAMPLE PROBLEMS AND LET THEM WORK THROUGH IT AND GO THROUGH THE PROCESS [OVERLAPPING].
>> NIGHT CLASSES FOR SOME OF THE PARENTS.
>> IT IS DIFFERENT, ISN'T IT? OR IS IT JUST ME?
>> IT'S DIFFERENT THAN HOW I LEARNED, AND EVEN HOW I TAUGHT FOR SEVERAL YEARS.
IT'S NOT AN EASY CHANGE FOR THE TEACHERS.
>> SURE, CHANGE GENERAL RECENT.
>> IT'S MUCH EASIER TO STAND UP THERE AND DO A BUNCH OF PROBLEMS, SHOW THEM HOW TO DO IT, HAVE THEM DO 30 PROBLEMS, AND THEN COME BACK TOMORROW AND DO SOME MORE.
EVEN ON THE TEACHERS SIDE, IT'S MORE DIFFICULT.
YOU WANT TO JUST GIVE THEM THE ANSWER WHEN THEY WALK UP AND SAY, HOW DO YOU DO THIS LIKE THIS? BUT THAT DOESN'T REALLY HELP THEM.
THAT SHOWS THEM HOW TO DO THAT PARTICULAR PROBLEM, BUT IT DOESN'T HELP WITH THE PROBLEM THEY'RE GOING TO DO TOMORROW.
>> IT DOES SEEM LIKE A GREAT WAY. I HOPE THAT THE TEST SCORES WILL START TO REFLECT THAT AND WE'LL IMPROVE.
CALIFORNIA HAVE THE BEST REPUTATION FOR EDUCATION, UNFORTUNATELY WHEN YOU COMPARED TO THAT.
>> AT SOME POINT, THEY WILL SHOW THEM SOME ALGORITHMS MORE SO AT THE SECONDARY LEVEL.
I THINK OF THE QUADRATIC EQUATION, I CAN RECITE IT RIGHT NOW MAYBE.
I DON'T USE IT DAILY, BUT IF YOU ASK ME WHEN I WOULD USE IT, I DON'T KNOW. I DON'T REMEMBER.
IT'S REALLY GETTING THEM TO UNDERSTAND WHEN TO APPLY THESE FORMULAS OR WHATEVER THEY'RE LEARNING TO REAL WORLD SITUATIONS AND BE MORE INTERDISCIPLINARY WITH THE EXAMPLES THAT ARE IN THE TEXT.
BUT THOSE PRACTICES, FOR EXAMPLE, IF WE TURN THE MATH PRACTICES INTO I CAN STATEMENTS, YOU'RE GOING TO SEE A LOT OF OUR POG VERBIAGE IN HERE.
I CAN SOLVE PROBLEMS WITHOUT GIVING UP.
I CAN THINK ABOUT NUMBERS IN MANY WAYS.
I CAN EXPLAIN MY THINKING AND TRY TO UNDERSTAND OTHERS.
I CAN SHOW MY WORK IN MANY WAYS.
I CAN USE MATH TOOLS AND TELL WHY I CHOSE THAT TOOL.
I CAN WORK CAREFULLY AND CHECK MY WORK.
THERE IS A FOCUS ON PRECISION, WHICH DOES COME BACK TO THE ALGORITHM.
I CAN USE WHAT I KNOW TO SOLVE NEW PROBLEMS, I CAN SOLVE PROBLEMS BY LOOKING FOR RULES AND PATTERNS.
THAT SUPPORTS APPLYING REPEATED REASONING.
LOOKING FOR THOSE RULES OR PATTERNS ACROSS DIFFERENT SETTINGS AND NOT JUST, CAN YOU APPLY THE QUADRATIC EQUATION AND PLUG IN THESE NUMBERS 10 TIMES FOR THESE PROBLEMS TONIGHT? SURE.
>> BECAUSE WE'RE IN THE UNIT LEARNING QUADRATIC EQUATIONS, BUT WHEN YOU GET TO THE NEXT LEVEL OF MATH, WILL YOU KNOW WHERE TO USE IT?
>> SOMETHING WE'RE LOOKING AT DOING AND WE RECENTLY FACILITATED A PROFESSIONAL LEARNING SURVEY TO ALL OF OUR STAFF AND FOR MATH.
I KNOW AT THE ELEMENTARY LEVEL, WE'RE LOOKING AT, LET'S GET BACK TO THE BASICS.
LET'S REWIND AND LET'S ALL RESET.
WE HAVE A GRANT E3 DODEA, WHERE STACY AND OUR EVALUATOR FROM THE COUNTY OFFICE DO CLASSROOM WALK-THROUGHS FOR NUMBER CORNER AND WORKPLACES.
AS WE ONBOARD NEW STAFF, WE'VE HAD A LOT OF NEW STAFF REALLY SINCE COVID.
HOW ARE WE TEACHING WITH FIDELITY? IT REALLY DOES COME BACK TO MULTIPLE THINGS, NOT JUST YES, THE PEDAGOGY AND THE CURRICULUM, BUT IS THERE FIDELITY TO THAT.
>> FOR ALL THE PARENTS LISTENING, I JUST HOPE THAT THEY THINK ABOUT THIS.
LOOK WHAT THEY'RE LEARNING BECAUSE YOU MIGHT BE LIKE WE WERE LIKE, I CAN SOLVE THIS, BUT I HAVE NO IDEA HOW YOU'RE DOING IT.
>> I THINK YOUR PARENTS PROBABLY SAID THE SAME THING TOO.
>> [OVERLAPPING] RESOURCES FOR PARENTS ON THE MATH LEARNING CENTER SPECIFICALLY FOR BRIDGES FOR THE LITTLE ONES THAT HELP FAMILIES.
THEY HAVE GREAT LITTLE VIDEOS FOR THE FAMILIES TO WATCH.
>> I THINK THE TEACHERS HAVE IT POSTED ON THEIR CAMPUS PAGE.
THE PARENT RESOURCES WITH EXTRA PROBLEMS AND EXPLANATIONS AND DEFINITIONS.
THAT HELPS THOSE OF US THAT MAYBE LEARNED IT DIFFERENTLY THAN HOW OUR KIDS ARE LEARNING IT NOW.
>> WHO PICKS LIKE SAY THE CPM CURRICULUM?
[02:05:04]
WHO DECIDES TO GO WITH THAT? IS IT THAT THE HIGH SCHOOL MATH DEPARTMENT GETS TOGETHER AND DECIDES WHAT THE BEST WAY FOR IT IS OR HOW DOES THAT HAPPEN?>> IT'S JUST LIKE ANY CURRICULUM ADOPTION.
IT'S TEACHERS, ADMINISTRATORS, DISTRICT OFFICE, REPRESENTATIVES, AND TYPICALLY WE REVIEW THE LIST OF VETTED MATERIALS THAT HAVE COME OUT FROM THE STATE.
FOR CPM, IT'S 612, SO IT'S A LITTLE DIFFERENT.
BUT FOR HIGH SCHOOL, WE WOULD LOOK AT MULTIPLE CURRICULA ACCORDING TO A RUBRIC, SO THERE'S A RUBRIC THAT WE USE THAT LOOKS AT MULTIPLE FACETS OF A CURRICULUM.
FOR EXAMPLE, HOW WELL ALIGNED IS IT TO STATE STANDARDS? ALIGNMENTS. HOW IS THE VERTICAL AND HORIZONTAL ALIGNMENT AS WELL AS THEY MOVE UP THROUGH THE GRADE LEVELS.
IS THIS CURRICULUM ACCESSIBLE AND DOES IT HAVE SUPPORT FOR TEACHERS IF I HAVE ENGLISH LEARNERS IN MY CLASS OR STUDENTS WITH DISABILITIES? AM I ABLE TO USE OTHER TOOLS WITHIN THE CURRICULUM TO SUPPORT STUDENTS? THE RIGOR OF THE CURRICULUM, IS IT HIGH LEVEL REAL WORLD APPLICATION.
>> SUPPORT SUPPLEMENTAL MATERIALS.
ASSESSMENTS. ARE THE ASSESSMENTS ALIGNED TO THE STANDARD? THERE'S ALSO, I FORGET THE NAME OF THE WEBSITE RIGHT NOW.
>> IT RANKS ACCORDING TO THAT CRITERIA CURRICULUM AND IT GIVES IT A COLOR CODING, AND SO BRIDGES WAS REALLY HIGH RANKED AND SO WAS CPM.
WE ALSO CONSULT WITH [INAUDIBLE] ON A CURRICULUM AND INSTRUCTION NETWORK AT THE COUNTY OFFICE AND SO WE TALK A LOT ABOUT CURRICULUM.
WE ARE AWARE OF WHAT NEIGHBORING DISTRICTS ARE USING AND WHAT THEY'RE ADOPTING AND WHY THEY'RE ADOPTING.
AT THE TIME WHEN WE ADOPTED CPM, I WASN'T HERE, BUT OURS ALSO ADOPTED AT THE SAME TIME.
>> HOW OFTEN DOES THE CURRICULUM GET EVALUATED? HOW OFTEN DO WE LOOK AT IT?
>> THE STATE HAS A STATE ADOPTION TIMELINE WHEN THEY MIGHT REVISE STANDARDS OR FRAMEWORK, AND AT THAT TIME, THEN THEY COME OUT WITH NEW VETTED LISTS OF MATERIALS.
THE MATH FRAMEWORK, IF YOU RECALL A FEW YEARS AGO, IT JUST WENT THROUGH A REVISION, BUT NOT THE STANDARDS, THE FRAMEWORK, WHICH IS, THE HOW, AND SO THE FRAMEWORK WENT THROUGH SOME REVISIONS, BUT ALL OF THE CURRICULUM THAT'S ALREADY BEEN VETTED IS STILL ALIGNED.
RIGHT NOW THEY'RE WORKING ON A NEW VERSION OF CPM.
FOR THE SECONDARY LEVEL SPECIFICALLY FOR HIGH SCHOOL OR I AM 1, 2, 3, BECAUSE THEY JUST REVISED THE MIDDLE SCHOOL, IF YOU RECALL, WE DID MOVE TO THE UPGRADED VERSION FOR GRADE 6 AND 7.
THEY'RE CURRENTLY DOING THAT, SO ONCE THE STATE COMES OUT WITH STUFF, THEN WE FOLLOW AND CYCLE WITH THE STATE.
DIDN'T REALLY HAVE ANY SAMPLE PROBLEMS, SO IT'S VERY HARD TO HELP MY SON DO IT.
BUT THERE'S WEBSITE YOU CAN GO TO HERE AND THERE AND EVERYWHERE.
I'M USED TO JUST HAVING IT IN THE BOOK.
I ASKED THE DEPARTMENT AT THE HIGH SCHOOL WHEN THEY WERE A LITTLE, I THINK THEY WERE A LITTLE FRUSTRATED, TOO, THAT ALL THIS INFORMATION WAS IN THESE DIFFERENT PLACES, AND THESE KIDS ARE SUPPOSED TO FIGURE IT ALL OUT.
I GUESS THAT'S MAYBE IN REAL LIFE.
>> WE'RE EAGER TO SEE THE UPDATED VERSION.
WE REALLY LIKED WHAT THEY DID WITH THE INSPIRING CONNECTIONS AT MIDDLE SCHOOL.
IT JUST SEEMED MORE ACCESSIBLE FOR 13, 14-YEAR-OLDS, AND IT CAME WITH A CONSUMABLE WORKBOOK AND GUIDE, SO THE KIDS HAVE SOMETHING THAT THEY CAN DO THEIR NOTES IN AND MORE EXAMPLES AND IT'S JUST MORE FRIENDLY FOR OUR YOUNGER LEARNERS, SO THAT TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL, IT WAS A REALLY POSITIVE THING, AND SO I KNOW STACY AND I ARE EAGER TO SEE WHAT THE NEW ADDITIONS LOOK LIKE AND OTHER RESOURCES THAT THEY MIGHT COME OUT WITH TO SEE HOW IT CHANGES.
THE CURRICULUM IS ONE THING IN THE PEDAGOGY THAT COMES WITH IT IS THE TEACHING STRATEGIES.
THAT'S WHERE WE'RE FOCUSING OUR EFFORTS RIGHT NOW, IS HOW CAN WE ENSURE FIDELITY IN
[02:10:03]
OUR INSTRUCTION OF MATH WITH THE CURRICULUM THAT WE CURRENTLY HAVE, KNOWING THAT ON THE HORIZON, THE STATE IS LOOKING AT THE REVISIONS AND SO IS CPM, ACTUALLY.>> SPECIFICALLY AT THE HIGH SCHOOL LEVEL, I KNOW GROUPS AND TEAMS ARE WORKING TOGETHER.
DOES THE TEACHER PULL TOGETHER GROUPS BASED ON THEIR SKILL LEVEL, OR ARE THEY HETEROGENEOUS GROUPS? I CAN SEE IF I WERE IN A SKILL LEVEL GROUP, I WOULD PROBABLY AT SOME POINT, SHUT DOWN AND START CRYING BECAUSE [LAUGHTER] I DON'T KNOW WHAT I'M DOING HERE.
THEN THE HETEROGENEOUS GROUPS, IF YOU'VE GOT STUDENTS THAT ARE SUPER CAPABLE AND ONES THAT ARE STRUGGLING, HOW DOES THAT WORK?
>> IT VARIES DEPENDING ON THE UNIT AND/OR THE LESSON, AND IT VARIES WITH THE CLASS AS WELL, I'M SURE.
IF IT'S A RANDOM GROUPING, OR IF IT'S A RANDOM GROUPING WITH SUPPORT OF WANTING TO MAKE SURE IT'S LESS RANDOM, DEPENDING IF THE TEACHER WANTS TO MAKE SURE CERTAIN GROUPS ARE MAYBE SEPARATED.
I THINK IT VARIES BASED UPON THE LESSON AND THE NEEDS OF THE CLASS.
>> AT WHAT POINT IS EXPLICIT INSTRUCTION DELIVERED? AT WHAT POINT DOES THE TEACHER COME INTO THE GROUP AND GO, YOU STRUGGLED WITH THIS LONG ENOUGH.
THE STUDENTS MIGHT START TO WORK AS A TEAM OR INDIVIDUAL BECAUSE THERE ARE STILL INDIVIDUAL TIME, AND THEN IF I'M THE TEACHER, I'M GOING AROUND AND I'M DOING FORMATIVE QUESTIONING AND ASSESSING, THIS GROUP WROTE THEM WITH SOME QUESTIONS.
TAKE THEIR THINKING A LITTLE DEEPER.
IF I START NOTICING PATTERNS AND SAY, EVERYONE PENCILS DOWN.
THEN GIVE THEM THOSE LITTLE HINTS, MAYBE REVIEW SOMETHING.
>> THERE'S A STRATEGIES THAT THEY SUGGEST THROUGH THE CURRICULUM, IT'S CALLED, I THINK IT CHANGES THE NAME A LOT, BUT A SPY, WHERE ONE PERSON FROM A GROUP THEY CAN GO AND CHECK ANOTHER GROUP AND SEE WHAT THEY'RE DOING, ASK SOME QUESTIONS OF THAT GROUP AND BRING IT BACK TO THEIR GROUP, OR THE TEACHER COULD SOMETIMES HIGHLIGHT ONE GROUP, HAVE THEM SHOW THEIR WORKS, SHOW WHAT THEY'RE DOING, TALK THROUGH IT AND HAVE THE CLASS RESPOND TO THAT AND THEN SEND THEM BACK TO WORK A FEW MINUTES MORE.
IT'S LIKE THAT. IN A 87-MINUTE PERIOD, YOU CAN DO A LOT OF THE STARTING AND STOPPING AND LOOKING AND GOING BACK AND THEN HAVING SOME KEY QUESTIONS THAT YOU'RE GUIDING EACH GROUP THAT YOU'RE WORKING WITH.
THERE'S SO MANY DIFFERENT STRATEGIES.
THERE'S A RING OF DIFFERENT STRATEGIES THAT THEY CAN USE JUST TO CHANGE IT UP.
I CAN'T THINK OF ALL NAMES, BUT A LOT OF DIFFERENT WAYS TO STOP AND GET EVERYBODY BACK AND THEN SEND IT BACK OUT.
>> THEN MY LAST QUESTION, HOW WELL DO YOU THINK OUR HIGH SCHOOL STUDENTS ARE PREPARED FOR COLLEGE LEVEL MATH?
>> HARD FOR ME TO SAY. I WOULD WANT DATA FROM THEIR COLLEGE COURSES IN MATH TO LOOK AT, TO MAKE SOME CONNECTION THERE.
WE DO HAVE A LOT OF STUDENTS IF WE LOOK AT GRADES THAT ARE PASSING OUR MATH COURSES, THAT ARE TAKING HIGHER LEVEL MATH TO THE POINT WHERE WE WANT TO HAVE THE DUAL ENROLLMENT, FOR EXAMPLE, FOR CALC 3 THAT WE JUST ADDED, SO WE DO HAVE A LOT OF STUDENTS THAT RUN OUT OF MATH.
[OVERLAPPING] BUT I WANT TO LOOK AT WHAT THEY'RE DOING IN COLLEGE TO MAKE THAT DETERMINATION.
I ALSO KNOW WE DO THE EARLY ASSESSMENT PROGRAM.
IT'S PART OF THE 11TH GRADE CAST.
AGAIN, IT'S THAT ONE DIPSTICK, THAT ONE TIME, BUT IT SAYS EXTRA 15 QUESTIONS THAT STUDENTS CAN OPT INTO,
[02:15:02]
AND WHEN WE LOOK AT HOW MANY STUDENTS ARE, IT'S MODERATELY PREPARED BASED ON CALC STATE MATH, WHERE THEY WOULDN'T HAVE TO TAKE A REMEDIATION MATH CLASS AS A FRESHMAN IN COLLEGE.OUR NUMBERS ARE IN THE 70% FOR THE EARLY ASSESSMENT PROGRAM. WE HAVE SOME DATA.
>> ANY OTHER QUESTIONS? THANK YOU SO MUCH FOR YOUR REPORT.
ITEM 7.4, LEARNING DEPARTMENT REPORT, ARTIFICIAL INTELLIGENCE UPDATE.
[7.4 Learning Department Report]
SUPERINTENDENT MUELLER, WOULD YOU LIKE TO INTRODUCE HER AGAIN? DR. BATTLE.>> THANK YOU, PRESIDENT PALACIOS-PETERS.
DR. BATTLE, I'M GOING TO TURN THIS REPORT OVER TO YOU, BUT SOMETHING THAT'S VERY EXCITING.
I KNOW THE BOARD HAS HAD AN OPPORTUNITY TO REVIEW YOUR REPORT.
I'M SURE THEY HAVE A FEW QUESTIONS, BUT MAYBE SOME HIGHLIGHTS AND THEN TALK A LITTLE BIT ABOUT THE COMMITTEE THAT'S BEEN ESTABLISHED. THAT WOULD BE GREAT. THANK YOU.
>> AI, HOW DOES A ROBOT EAT A PIZZA? [LAUGHTER] ONE BYTE B-Y-T-E. LIGHTEN THE MOOD HERE.
[LAUGHTER] FIRST, I WANT TO START OFF BY ACKNOWLEDGING THAT THIS HAS BEEN A TEAM EFFORT AND A REALLY CLOSE COLLABORATION.
IT'S REALLY THREE OF US INDIVIDUALS THAT ARE FACILITATING IN WORKING TOGETHER TO LEAD THESE EFFORTS, JASON RAMOS, IT SUPERVISOR, MR. SHANE MICHAEL, OUR DIRECTOR OF SPECIAL PROGRAMS AND MYSELF, AND SO WE HAVE A LOT OF INTERIM PLANNING.
EVERY AI IS A SPECIAL PROGRAM.
[LAUGHTER] BUT THE REPORT WAS BRIEF AND JUST REALLY TO UPDATE YOU ON OUR EFFORTS WITH IMPLEMENTING AI IN OUR SCHOOL DISTRICT.
SOMETHING VERY EXCITING. WE CONVENED, AS I KNOW YOU READ THE AIC, THE ARTIFICIAL INTELLIGENCE COMMITTEE, THIS SPRING.
WE HAVE MULTIPLE REPRESENTATIVES FROM AROUND THE DISTRICT.
ALL SITES ARE REPRESENTED BY TEACHERS OR STAFF MEMBERS, ADMINISTRATORS, DISTRICT OFFICE STAFF.
IT'S AN EXCITING CROSS COLLABORATION, AND THE PRIMARY OBJECTIVES OF THE AIC, YOU CAN SEE THOSE FOUR BULLET POINTS THERE.
WITH THE FIRST BULLET POINT BEING ONE OF THE MOST IMPORTANT AND THAT'S BECAUSE IT'S RELATED TO DATA SECURITY.
I KNOW SHANE, JASON AND I TALKED A LITTLE BIT ABOUT FEELS LIKE PUTTING THE CART BEFORE THE HORSE.
BUT IN ORDER TO REALLY LEARN ABOUT AND IMPLEMENT AI IN A RESPONSIBLE WAY, WE HAVE TO MAKE SURE THE DATA THAT WE'RE PUTTING INTO AN AI PLATFORM IS SECURE, AND THAT'S SECURE FOR STAFF, AND IT'S SECURE FOR OUR STUDENTS THAT WE SERVE.
ONE OF THE FIRST ACTION ITEMS WAS WE CONVENED.
WE'RE GOING TO GO BACKWARDS. WE CONVENED IN APRIL FOR A FULL DAY AND WE HEARD FROM FOUR DIFFERENT CLOSED SYSTEM PLATFORMS, SCHOOLAI, MAGICSCHOOL, GEMINI, AND COPILOT.
WE CURRENTLY DO HAVE CONTRACTS WITH MICROSOFT AND WITH GOOGLE, WHICH IS GEMINI AND MICROSOFT COPILOT.
WE DON'T HAVE CONTRACTS WITH SCHOOLAI, MAGICSCHOOL.
BUT PART OF GEMINI AND COPILOT IS BECAUSE WE HAVE CONTRACTS WITH THEM.
WE ALREADY HAVE SOME ACCESS WITHIN A CLOSED SYSTEM, WHICH IS GREAT.
WE KNOW IT'S SECURE, AND IT'S BEEN VETTED THAT OUR TEACHERS WILL BE ABLE TO START USING.
WE ROLLED THAT OUT TO TEACHERS LAST WEEK.
HERE'S SOME OF THE FREE THINGS THAT WE HAVE, FOR EXAMPLE, CONMIGO, IT'S PART OF CON ACADEMY.
THAT'S AN AI TOOL, THE FREE VERSION, WE HAVE IT AND IT'S BEEN VETTED THROUGH OUR SITE SERVICES PROCESS.
THERE'S SOME FREE CLOSED SYSTEM AI PLATFORMS THAT WE'RE USING.
THIS YEAR, WE DID OPEN UP LAST SUMMER, CHATGPT AND SOME OTHER VARIOUS PLATFORMS JUST FOR STAFF, NOT FOR STUDENTS.
WHILE WE UNDERSTAND STUDENTS CAN GET ON AND OFF OUR NETWORK AND HAVE THEIR WORK AROUND.
WITH CHAT BEGINNING IN AUGUST, WE WILL NOT BE ALLOWING ANY OPEN SYSTEM AI TO BE AVAILABLE AND SO EVEN FOR STAFF.
[02:20:04]
THAT'S PART OF THIS PROCESS IS, WE NEED TO HAVE SOMETHING IN PLACE BECAUSE AI IS HERE, AND IT'S AN AMAZING TOOL AND I'LL EMPHASIZE TOOL AND HOW WE USE IT AND HOW WE USE IT RESPONSIBLY.BUT WE WANTED TO MAKE SURE WE HAVE A CLOSED SYSTEM OPTION IN PLACE WHEN WE START NEXT SCHOOL YEAR.
WE WILL CURRENTLY BE PILOTING SCHOOLAI, MAGICSCHOOL.
I HAVE A SURVEY OUT RIGHT NOW FOR STAFF.
WE CURRENTLY HAVE ALMOST 30 STAFF MEMBERS ACROSS THE SITES THAT WANT TO BE PART OF THAT SPECIAL PILOT.
IF STAFF MEMBERS DO NOT WANT TO BE PART OF THAT PILOT, THEY CAN PLAY AROUND RIGHT NOW WITH GEMINI AND COPILOT AND CONMIGO AND DIFFIT AND SOME OF THE OTHER FREE ONES THAT WE HAVE ACCESS TO.
THE GOAL IS TO ENGAGE IN A FIVE-MONTH PILOT AND IN THE FALL, WHEN WE START SCHOOL, THEY WILL STILL HAVE ACCESS TO IT AND BY NOVEMBER IS WHEN WE WANT TO MAKE A RECOMMENDATION FOR WHAT WE'LL GO WITH.
THOUGH SOME OF THE OTHER OBJECTIVES FOR OUR AI COMMITTEE IS TO MAKE A CLOSE SYSTEM RECOMMENDATION TO CREATE A CUSD AI GUIDEBOOK FOR STAFF AND FOR FAMILIES, FOR STUDENTS.
THAT INCLUDES AN IMPLEMENTATION PLAN, A COMMUNICATION PLAN, WHAT ARE THE DIFFERENT THINGS YOU CAN DO WITH THE SYSTEM? THAT'S AN ONGOING PROCESS.
CHICAGO PUBLIC SCHOOLS ACTUALLY HAS A GREAT GUIDE BOOK THAT THEY'VE CREATED, AND SO WE'RE STARTING TO SEE WHAT OTHER STATES ARE DOING.
IF THERE'S THINGS THAT WE HAVEN'T THOUGHT OF INSTEAD OF RECREATE THE WHEEL AND BORROW SOME OF THEIR IDEAS.
PART OF THE COMMITTEE WILL BE ALSO DEVELOPING A PROFESSIONAL LEARNING PLAN FOR STAFF, AND THAT WILL ALSO INCLUDE WHAT ARE THOSE MAIN COMPONENTS THAT STUDENTS NEED TO LEARN WHEN IT COMES TO AI, USING IT RESPONSIBLY, AND SO FORTH, AND A LOT OF THAT'S OUTLINED IN OUR PORTRAITS OF A GRADUATE AS WELL WITH TECHNOLOGY FOR THE ADULT PORTRAIT AND THE STUDENT PORTRAIT AND THE SYSTEM PORTRAIT.
IT'S ALL CONNECTED. THEN CURRICULUM INTEGRATION.
HOW DO WE USE IT AS A TOOL IN OUR CURRICULUM?
>> SOME OF THE CONSIDERATIONS WE HAVE IS DATA SECURITY, RESPONSIBLE IMPLEMENTATION.
WE KNOW WE WILL HAVE TO LOOK AT OUR AI POLICIES AND CURRENTLY WE HAVE ONE BP.
IT'S OUR ACADEMIC DISHONESTY POLICY LAST YEAR THAT WE ADDED A LITTLE AI COMPONENT, KNOWING THAT PLAGIARISM IS A CONCERN WITH STUDENTS.
THAT'S REALLY THE ONLY COMPONENT THAT WE'VE ADDED.
PART OF THAT, THAT CONSIDERATION.
I KNOW JASON AND I AND SOME MEMBERS OF HIS IT TEAM ARE PART OF THE COUNTY-WIDE AI NETWORK, AND SO WE MEET FIVE TIMES A YEAR.
THE LATEST MEETING THAT WE HAD, F3 LAW WAS THERE, TALKING ABOUT AI AND FROM A LEGAL STANDPOINT, DO YOU HAVE X, Y, AND Z POLICIES IN PLACE? AND SO THERE'S A LOT OF INFORMATION OUT THERE AND NETWORKS THAT WE CAN UTILIZE TO COME UP WITH THE POLICIES THAT WILL WORK FOR US.
LIKE I SAID, PROFESSIONAL LEARNING.
WHAT DOES OUR INFRASTRUCTURE SUPPORT AND DO WE NEED TO MAKE ANY ADJUSTMENTS WITH OUR INFRASTRUCTURE AND THEN THAT IMPLEMENTATION PLAN? YOU'RE PROBABLY AWARE OF THIS ALREADY, BUT JUST THIS MONTH ON MAY 1ST, AN EXECUTIVE ORDER WAS SIGNED THAT IS DIRECTING FEDERAL AGENCIES TO COORDINATE STEPS TO SUPPORT AI EDUCATION INITIATIVES NATIONWIDE.
THESE ARE JUST SOME OF THE HIGHLIGHTS OF THAT EXECUTIVE ORDER, BUT IT'S CENTERED AROUND WANTING TO ADVANCE AI EDUCATION FOR ALL OF OUR YOUTH ACROSS AMERICA.
IF YOU'VE READ IT OR IF YOU'VE READ A SUMMARY OF IT, WE'RE STILL WAITING FOR MORE DIRECTION ON WHAT THAT'LL LOOK LIKE, AND SO BASICALLY, THEY'RE CONVENING SOME SUBCOMMITTEES THAT ARE GOING TO BE DOING RESEARCH AND FORMULATING A PLAN TO THEN COMMUNICATE THAT TO LAS AND FOLKS AT THE STATE LEVEL.
WE'RE WATCHING THIS AND SEEING WHERE IT'LL GO,
[02:25:02]
BUT I DO FEEL LIKE WE'RE THOUGHTFULLY PLANNING HERE LOCALLY, AND OUR OBJECTIVES ARE ALIGNED TO WHAT'S WRITTEN AS FAR AS TRAINING FOR STAFF AND MAKING SURE OUR STUDENTS ARE READY AND HOW THEY'RE USING AI.I THINK WE'RE WELL-POSITIONED TO BE IN COMPLIANCE WHEN WE DO GET MORE DIRECTION.
THEN WE'LL GO BACK TO OUR TIMELINE.
WE WILL ADOPT AN AI PLATFORM SOMETIME THIS FALL, AND THEN WE WILL CONTINUE TO THIS FALL, ALSO WORK ON A DRAFT GUIDE BOOK, IMPLEMENTATION PLAN.
WE HAVE SOME PROFESSIONAL LEARNING.
WE CAN ALREADY START DOING WITH STAFF ON THE PILOT PLATFORMS. I WAS SCHEDULING ONE TODAY, FOR EXAMPLE, FOR MAGIC SCHOOL, SO PARTICIPANTS THAT ARE PART OF THAT PILOT WILL RECEIVE A 90-MINUTE PROFESSIONAL DEVELOPMENT SESSION.
WE'RE STILL MOVING FORWARD WITH PREPARING STAFF WITH THE TOOLS THAT THEY'LL HAVE IN THE FALL ACCESS TO, AND WHAT SOME OF THE IDEAS AND BEST PRACTICES THAT ARE OUT THERE FOR SPECIFICALLY TEACHERS IN THEIR CLASSROOM TO USE.
I'M AVAILABLE TO ANSWER ANY QUESTIONS.
>> THANK YOU SO MUCH. IS THERE ANY PUBLIC COMMENT ON ITEM 7.4? TRUSTEES, ANY QUESTIONS OR COMMENTS ON THIS?
>> I JUST WANT TO ACKNOWLEDGE PUBLICLY, THANK YOU TO YOU AND YOUR TEAM FOR GETTING OUT IN FRONT OF THIS.
TRULY, I DON'T THINK WE COULD OVERSTATE THE IMPACT AI IS GOING TO HAVE IN OUR WORLD, HOW WE EDUCATE.
TRULY, THIS IS GOING TO BE A REVOLUTION, LIKE YOU WENT FROM HORSE AND BUGGY TO CAR, FROM KITES TO BEING IN THE KITE, FLYING JETS ACROSS THE OCEAN.
I DID GO ALL THE WAY TO LEVEL 4 ON MAGIC.
THAT WAS JUST ONE EXAMPLE, FOR EXAMPLE. YOU NEED A CURRICULUM.
YOU NEED TO ADDRESS THAT CURRICULUM FOR SOMEONE WITH SPECIAL EDUCATION NEEDS OR ANYTHING LIKE THAT.
WHERE WE'RE GOING TO REALLY ALL HAVE TO COME TOGETHER, AND THIS IS THE HARDER NUT TO CRACK IS, HOW DO WE, MOVING FORWARD, EDUCATE KIDS SO THAT THEY HAVE BASIC TOOLS AND ANALYTICAL SKILLS? AGAIN, THIS IS LOOKING 5, 10, 15.
THIS IS MORE PHILOSOPHICAL POINT, BUT AGAIN, IT'S HARD TO OVERSTATE WHAT THIS IS GOING TO DO FOR US AND I REALLY APPRECIATE US STARTING TO LEAD IN THAT AREA.
THE NEXT PART IS GOING TO BE MAYBE EVEN HARDER.
HOW DO WE ACTUALLY START INTEGRATING THE TEACHING AND THE KIDS' USE OF AI? BUT THANK YOU FOR WHAT YOU ALL ARE DOING. APPRECIATE IT.
>> THANK YOU SO MUCH. ITEM 7.5: DEPUTY SUPERINTENDENT UPDATES.
[7.5 Deputy Superintendent Updates (5 min. + Board Discussion)]
DEPUTY SUPERINTENDENT SALAMANCA.>> THANK YOU. THE BOARD HAS HAD AN OPPORTUNITY TO REVIEW THE ATTACHMENTS.
JUST A FEW ITEMS THAT I WANTED TO HIGHLIGHT.
I THINK I TOUCHED ON THE LETTER FROM THE COUNTY OFFICE OF EDUCATION REGARDING OUR SECOND INTERIM LETTER.
WELL, MORE TO COME ON THAT WHEN WE PRESENT THE BUDGET IN JUNE.
BUT AGAIN, WANT TO REMIND THE BOARD AND COMMUNITY THAT WE HAVE A MANDATE FROM THE COUNTY OFFICE OF EDUCATION TO ASK THE BOARD TO PASS A RESOLUTION, IDENTIFYING BUDGET SOLUTIONS, EITHER NEW REVENUES, OR EXPENDITURE REDUCTIONS ALONGSIDE ADOPTION OF THE ANNUAL BUDGET, WHICH WILL BE PRESENTED AT THE FIRST AND SECOND BOARD MEETINGS IN JUNE.
ALSO WANTED TO HIGHLIGHT, THERE WERE A NUMBER OF RESOURCES ADDED, JUST SHARING VARIOUS ARTICLES ABOUT THE PROPOSED UPDATES TO THE GOVERNOR'S BUDGET AND MAY REVISE.
WE'LL NOTE THAT THE COST OF LIVING ADJUSTMENT DECREASED.
THIS TIME LAST YEAR WAS PROJECTED AT 2.93.
AS RECENTLY AS JANUARY, WAS 2.5, AND THEN NOW IT'S DOWN TO 2.3.
ALSO REDUCTIONS IN THE MANDATED OR THE DISCRETIONARY BLOCK GRANTS, AS WELL AS REDUCTIONS IN THE LEARNING RECOVERY EMERGENCY BLOCK GRANT.
AGAIN, ALL OF THESE ARE JUST PROPOSALS AND WE WILL LIKELY HAVE TO ADOPT OUR BUDGET PRIOR TO THE STATE'S ACTUAL BUDGET ADOPTION.
LASTLY, I JUST WANTED TO HIGHLIGHT THAT WE HOSTED ANOTHER BUDGET STUDY COMMITTEE IN APRIL, WE HAVE AN EFFORT TO RE-ENGAGE OUR MEMBERS.
[02:30:04]
WE CHANGED THE FORMAT A LITTLE BIT AT PRESIDENT LANDRY'S REQUEST.WE HAVE PUSHED THE START TIME A LITTLE BIT TO ENCOURAGE MORE STAFF TRANSITION TIME TO MAKE IT TO THE MEETING.
IT OFFICIALLY STARTS AT 4:00 PM, BUT WE HAVE AN OPPORTUNITY FROM 3:45-4:00 TO ESSENTIALLY ASK US ANYTHING.
WE INVITE MEMBERS OF THE COMMUNITY, MEMBERS OF THE COMMITTEE TO COME IN AND ASK US ANYTHING.
WE'LL DO OUR BEST TO RESPOND IF WE HAVE THE INFORMATION.
IF NOT, WE WILL PROVIDE THAT AT A LATER TIME.
WE ALSO REVAMPED THE PRESENTATIONS TO BE A LOT MORE INTERACTIVE, AND WE HOPE THAT NEW MEMBERS OR OTHERS THAT ARE INTERESTED IN OUR BUDGETS WILL CONTINUE TO ATTEND THESE MEETINGS.
I'M AVAILABLE FOR ANY QUESTIONS.
>> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 7.5? TRUSTEES, ANY QUESTIONS OR COMMENTS ON THIS REPORT? IT'S NOT GOING. ON THE ATTENDANCE, WE HAVE A GOAL OF 97%.
DOES THE COUNTY SEE THAT? WILL THEY SAY, "HEY, YOU'RE STILL BASING IT ON 97%.
YOU NEED TO BASE YOUR BUDGET ON 95%, SEEING THAT THAT'S WHERE IT LOOKS LIKE THINGS ARE GOING TO BE?
>> OR THEY JUST LET US SAY, NOW WE'RE GOING TO GO FOR 100%?
>> THAT'S A GREAT OBSERVATION. [LAUGHTER] YES.
INCLUDED WITH EVERY LETTER FROM THE COUNTY OFFICE OF EDUCATION, ONE OF THE MAJOR FACTORS THAT THEY ANALYZE AND COMMENT ON IS ENROLLMENT AND ATTENDANCE PROJECTIONS BECAUSE IT IS SUCH A MAJOR DRIVER OF OUR REVENUES, AND YOU'LL SEE THAT IN THIS MOST RECENT LETTER THAT WE RECEIVED FROM THEM.
WE WILL BE UPDATING OUR REVENUE PROJECTIONS WHEN YOU SEE THAT IN THE PROPOSED BUDGET IN JUNE.
WE HAVEN'T REVISED THEM DOWNWARD.
THERE'S THREE DIFFERENT WAYS THAT DISTRICTS CAN BE FUNDED BY ADA.
IT'S THE GREATER OF ANY OF THE THREE OPTIONS, CURRENT YEAR, PRIOR YEAR, OR A THREE-YEAR ROLLING AVERAGE.
THE REASON WHY WE HAVE CONSISTENTLY BUDGETED CLOSER TO 96%, BECAUSE WE HAVE BEEN.
THE PRIOR YEARS, WHEN YOU LOOK AT THREE-YEAR ROLLING AVERAGE, INCORPORATED THE HOLD HARMLESS PROVISIONS WITH REGARD TO COVID.
WE HAVE ACTUALLY SEEN YIELDS OF 96% WHEN FACTORING IN THAT THREE-YEAR AVERAGE.
NOW THAT THE PRE-COVID YEARS ARE GONE, THE HOLD HARMLESS PROVISIONS ARE GONE, A MORE REALISTIC REVENUE PROJECTION IS GOING TO BE BASED OFF OF THAT 95.3%, AND SO WE WILL CERTAINLY SEE THAT UPDATE IN THE JUNE BUDGET.
>> THANK YOU VERY MUCH FOR THE PRESENTATION.
I THINK IT'S PROBABLY WORTHWHILE FOR ME JUST TO READ PROBABLY THE MOST OPERATIVE SENTENCE THAT I FOUND IN THE LETTER FROM THE COUNTY OFFICE OF EDUCATION, WHICH SAYS, IN ORDER TO MAINTAIN A POSITIVE FUND BALANCE AND MEET THE 3% RESERVE REQUIREMENT, THE DISTRICT NEEDS TO MAKE BUDGET REDUCTIONS OF $2.1 MILLION IN FISCAL YEAR 2026-2027.
$2.1 MILLION IS WHAT WE NEED TO REDUCE.
I LOOK FORWARD TO WORKING TOWARD MEETING THAT GOAL. THANK YOU.
>> THANK YOU SO MUCH FOR YOUR REPORT.
ITEM 7.6: SUPERINTENDENT UPDATE. SUPERINTENDENT MUELLER.
[7.6 Superintendent Updates (5 min. + Board Discussion)]
>> THANK YOU, PRESIDENT PALACIOS-PETERS.
THANK YOU TO STAFF AND EARLIER THIS EVENING, STUDENT PARTICIPANTS OF THE BOARD MEETING.
I KNOW THE TRUSTEES IN THE COMMUNITY HAVE HAD AN OPPORTUNITY TO REVIEW MY REPORT.
A COUPLE OF QUICK HIGHLIGHTS, AND THEN I'LL MAKE MYSELF AVAILABLE FOR ANY QUESTIONS.
ONE NEW EXCITING INITIATIVE IS NEXT YEAR, WE WILL BE INTRODUCING THE MENTAL HEALTH FIRST AID TRAINING INTO OUR FRESHMAN ISLANDER EXPERIENCE, THAT NINE-WEEK FIVE CREDIT COURSE AT CHS WITH A GOAL AFTER FOUR YEARS TO HAVE EVERY CHS STUDENT HAVING PARTICIPATED IN THE CERTIFICATE PROGRAM FOR TEEN MENTAL HEALTH FIRST AID.
THE OTHER IS SOMETHING THAT IS JUST AN INTRODUCTION OF A NEW INITIATIVE THAT MS. FOLEY IS GOING TO PILOT OR TAKE ON, AND THAT'S A TK-12TH GRADE WELLNESS PROGRAM THAT IS REALLY INTERCONNECTED WITH OTHER FACETS WITHIN OUR COMMUNITY.
[02:35:04]
SHE'S REACHING OUT TO MEMBERS OF OUR PARENT-TEACHER ORGANIZATIONS, REPRESENTING ALL FOUR SCHOOL SITES, OUR COMMUNITY PARTNERS LIKE SAFE HARBOR, ISLANDER SPORTS FOUNDATION, THE CITY OF CORONADO WITH THE CORONADO POLICE DEPARTMENT, AND SOME PARENTS WHO HAVE BEEN VERY INVOLVED AND INTERESTED IN JOINING OUR EFFORTS TO REALLY INCREASE MENTAL HEALTH AND WELLNESS SUPPORTS FOR OUR STUDENTS.ADDITIONAL INFORMATION WILL BE PRESENTED IN AN ONGOING ROLLING FASHION WITH THAT GROUP'S TARGET GOALS.
BUT I DID WANT TO DRAW THE BOARD'S ATTENTION AND THE COMMUNITY'S ATTENTION TO A FEW THINGS THAT WERE IN THE CONSENT CALENDAR.
THANK YOU, PRESIDENT PALACIOS-PETERS DURING CONSENT FOR BRINGING THAT BACK TO ME, BUT I FELT IT WAS REALLY RELEVANT HERE WITHIN THIS REPORT.
EARLIER THIS EVENING IN CONSENT, AS YOU KNOW, THE BOARD APPROVED THE PURCHASE OF RADIOS FOR ALL CLASSROOMS AND ADDITIONAL RADIOS SO THAT ALL STAFF WOULD HAVE ACCESS TO RADIOS AND CONNECTIVITY.
WE ALSO CONTINUED THE CONTRACT OF OUR RAPTOR VISITOR MANAGEMENT SYSTEM, WHICH IS THE PROGRAM THAT ALL VISITORS ARE ENCOURAGED OR MANDATED TO PARTICIPATE IN.
WHEN THEY ENTER THE CAMPUS, THEY SUBMIT THEIR DRIVER'S LICENSE.
THERE WAS ALSO A CONTRACT FOR THE [INAUDIBLE] CONSULTING FOR MENTAL HEALTH SERVICES, CONSULTATION, AND TRAINING.
THAT WAS ALSO APPROVED THIS EVENING.
NUMBER 1, THAT FUNDING FOR THOSE INITIATIVES WERE PROVIDED THROUGH THE SCHOOL VIOLENCE PREVENTION PROGRAM GRANT, AND THAT WAS BROUGHT TO US THROUGH THE SCHOOL SAFETY OPERATIONS AUDIT.
THEN THE [INAUDIBLE] CONSULTING FOR MENTAL HEALTH SERVICES WAS PROVIDED THROUGH THE LIONS FAMILY GIFT, FACILITATED THROUGH THE CORONADO SCHOOLS FOUNDATION.
I WANTED TO HIGHLIGHT THAT BECAUSE WITHIN OUR PORTRAIT OF A GRADUATE, WE HAVE A STRONG EMPHASIS ON WELLNESS.
HOW ARE WE PROMOTING WELLNESS, BOTH PHYSICAL AND MENTAL SAFETY FOR OUR STUDENTS AND OUR STAFF? HOW ARE WE PROVIDING TRAININGS? HOW ARE WE GRADUATING STUDENTS WHO ARE EQUIPPED TO NAVIGATE THE CHALLENGES OF THE WORLD IN A SAFE AND SUPPORTIVE ENVIRONMENT? ALL OF THE INITIATIVES THAT WE ARE TAKING ON ARE SUPPORTED THROUGH THE PORTRAIT OF A GRADUATE, THROUGH OUR SCHOOL SAFETY OPERATIONS AUDIT, AND ALSO IN ALIGNMENT WITH A LOT OF THE MANDATED TRAININGS THAT, AS A PUBLIC SCHOOL DISTRICT IN CALIFORNIA, CALIFORNIA EDUCATIONAL CODE, BOARD POLICY.
THERE ARE REQUIRED RESOURCES THAT WE PROVIDE TO OUR FAMILIES AND TO OUR STUDENTS THAT ARE AVAILABLE ON OUR WEBSITE, THAT ARE INCLUDED IN BACK TO SCHOOL TRAININGS, STUDENT ASSEMBLIES, ETC.
THOSE REQUIREMENTS, ALL OF THESE THINGS WILL BE EMBEDDED, BUT WE REALLY WANTED TO ENSURE A MORE HOLISTIC APPROACH TO SHOW THE INTERCONNECTEDNESS AND THAT THIS IS A COMMUNITY INITIATIVE AND A COMMUNITY RESPONSIBILITY.
INCREASED EFFORTS IN A LOT OF THESE TRAININGS, I LISTED THEM HERE IN THE REPORT.
BUT INCLUSIVE OF A LOT OF THE REPORTS THAT WE'VE HEARD THIS EVENING, DIGITAL CITIZENSHIP, BULLYING PREVENTION, MENTAL WELLNESS, SAFETY AND RISK PROTOCOLS, AND SUICIDE PREVENTION.
WE HAVE A LOT OF THESE IMPORTANT INITIATIVES ALREADY IN PLACE AT OUR SCHOOLS.
WE WANT TO STRENGTHEN AND ALIGN TK-12, OUR EFFORTS.
I THANK MS. FOLEY FOR HER TAKING THE LEAD ON THIS INITIATIVE.
THIS CONVENING WILL TAKE PLACE NEXT WEEK.
WE HOPE TO HAVE AN UPDATE FOR THE GOVERNING BOARD IN JUNE ON A CALENDAR, A ROUGH TIMELINE OF HOW WE WILL START ROLLING THESE INITIATIVES OUT.
ABOVE AND BEYOND, THE STATE REQUIRED MANDATED TRAININGS AND RESOURCES FOR PARENTS.
HOW ARE WE INVOLVING OTHER MEMBERS OF OUR COMMUNITY, AND MOST IMPORTANTLY, OUR PARENTS IN THESE CONVERSATIONS? I'M AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE, BUT REALLY, THIS WAS JUST AN INTRODUCTION OF AN INITIATIVE THAT WE'RE EMBRACING HERE TO CONNECT THE DOTS BETWEEN ALL OF OUR SCHOOL SITES, OUR COMMUNITY PARTNERS, AND OUR PARENTS.
>> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 7.6? TRUSTEES, ANY QUESTIONS OR COMMENTS?
>> THANK YOU SO MUCH, SUPERINTENDENT MUELLER.
>> ITEM 8.1. THIS IS A FIRST READING THE ADOPTION OF
[8.1 Adoption of Teen Health Instructional Materials for CMS Physical Education Classes]
TEEN HEALTH INSTRUCTIONAL MATERIALS FOR CMS PHYSICAL EDUCATION CLASSES.IS THERE ANY PUBLIC COMMENT ON ITEM 8.1? TRUSTEES, ANY QUESTIONS OR COMMENTS?
>> QUICK ONE. JUST ONE. FOR ANYONE WHO MIGHT BE WATCHING THIS LATER, I KNOW SOMETIMES WE HAVE FOLKS COMPLAIN ABOUT WHAT MIGHT BE THERE.
THIS IS YOUR OPPORTUNITY TO GO LOOK AT ANY BOOK.
[02:40:02]
THIS IS ACTUALLY PART OF THE PROCESS.IT EXISTS SO THERE'S A COPY HERE AND YOU CAN COME ON OUT AND TAKE A LOOK AT THE TEEN HEALTH THAT THEY'RE PROPOSING.
I JUST WANT TO ENCOURAGE PARENTS TO DO THAT.
THIS IS YOUR OPPORTUNITY. THANKS.
>> RIGHT. THIS IS A FIRST READ, SO YOU HAVE UNTIL PROBABLY JUNE 2, THIS WILL COME BACK FOR ACTION UNLESS WE PUSH IT TO A DIFFERENT BUT WE'LL PUSH IT TO THE LAST BOARD MEETING ON JUNE 18.
>> WILL THIS BE USED FOR SIXTH, SEVENTH, AND EIGHTH GRADES?
>> NOTHING WAS PULLED FROM THE CONSOLIDATED MOTION FOR CONSENT CALENDAR.
SO ITEM 10.1, PUBLIC COMMENTS ON NON-AGENDIZED ITEMS. ANYONE WISHING TO SPEAK TO A NON-AGENDA ITEM OR A CLOSED SESSION ITEM ARE INVITED TO QUEUE BEHIND THE PODIUM AND STATE THEIR NAME AND CITY PRIOR TO SPEAKING.
EACH SPEAKER WILL HAVE THREE MINUTES.
IS THERE ANY PUBLIC COMMENT ON A NON-AGENDIZED ITEM OR A CLOSED SESSION ITEM AT THIS TIME? MOVING TO ITEM 10.2, BOARD MEMBER COMMENTS.
[10.2 Board Member Comments]
>> WHO WOULD LIKE TO START? TRUSTEE SANDIE.
>> ON THE NATIONAL LEVEL, I JUST SAW ON THE NEWS TODAY THAT THE SUPREME COURT DEADLOCKED 4-4 ON THERE WAS A CATHOLIC CHARTER SCHOOL IN OKLAHOMA THAT WAS TRYING TO GET FUNDING, AND IT WAS TRYING TO GET PUBLIC FUNDING.
IT GOT REJECTED BY THE OKLAHOMA STATE SUPREME COURT.
I WENT UP TO THE US SUPREME COURT.
AND JUSTICE BARRETT, RECUSE YOURSELF IN THE DEADLOCK 4-4.
REVERTS BACK TO THE OKLAHOMA RULING OF NO PUBLIC FUNDING FOR PAROCHIAL SCHOOLS.
LET'S SEE, OTHERWISE, LOCALLY, I WENT TO THE SEWAGE CLUB.
THE CHS STOPPED THE SEWAGE CLUB MEETING AT THE LIBRARY, WHICH IS FANTASTIC.
THEY HAD A BUNCH OF AMAZING SPEAKERS THERE.
I KNOW A BUNCH OF US WERE THERE.
WE HAD THE BUDGET STUDY COMMITTEE MEETING WITH DEPUTY SALAMANCA.
THE SPRING CARNIVAL, I WENT TO THAT AT LUNCH.
I GOT TO HELP GET THE MINIATURE PONY THROUGH THE GATE FOR THE PETTING ZOO, A LITTLE PETTING ZOO THERE.
VILLAGE ELEMENTARY SCHOOL OPEN HOUSE. I WALK THROUGH THERE.
I DON'T HAVE A CHILD IN SCHOOL, SO I FEEL WEIRD WALKING THROUGH, BUT I LOOK AT ALL THE ARTWORK THAT THEY PUT UP.
THAT'S WHAT THE LITTLE ONES DO. LOTS OF ARTWORK.
THE ART AND WINE FESTIVAL, IF YOU MISSED THAT, BOY, IT GETS BETTER EVERY YEAR.
SPEAKING OF FANTASTIC, THE GIRLS VARSITY LACROSSE.
I WENT AND WATCHED THEM PLAY THEIR SEMIFINAL GAME, AND THEY ARE ABSOLUTELY JUST OFF THE CHARTS.
NUMBER 1 IN THE STATE, AND WE MIGHT EVEN HAVE THE BEST PLAYER OF THE COUNTRY.
THE ONE OF OUR GIRLS SHE'S JUST OFF THE CHARTS.
I THINK SHE'S GOING TO GO PLAY FOR BROWN NEXT YEAR, BUT OUR GIRLS ARE FANTASTIC.
IN THE CHAMPIONSHIP GAME, I DIDN'T GET TO SEE IT, BUT THEY WERE WINNING 10 NOTHING IN THE FIRST QUARTER IN THE OPEN DIVISION CHAMPIONSHIP GAME.
BUT SO THEY ARE WAY BETTER THAN EVERYBODY ELSE IN THE AREA. THEY'RE INCREDIBLE.
MY SITE VISIT WAS TO THE PRESCHOOLS.
MY CHOICE THIS MONTH, SO I WENT TO THE TWO PRESCHOOLS.
WE HAVE ONE AT VILLAGE ELEMENTARY AND ONE DOWN AT SILVER STRAND ELEMENTARY.
THAT WAS FANTASTIC. THANK YOU.
THEN THEY HAD A CHS AWARD CEREMONY YESTERDAY IN THE QUARTER; YOUR SON GET AN AWARD THERE.
[OVERLAPPING] THEN THE LACROSSE BOYS BANQUET YESTERDAY AT THE TAVERN.
THE BOOSTERS FOR SOME OF OUR TEAMS DO SOME AMAZING JOBS SUPPORTING OUR SPORTS TEAM, SO THAT WAS GREAT.
>> THANK YOU. IT'S FUNNY, WHEN I WAS RUNNING FOR SCHOOL BOARD OR SOON THEREAFTER, I JOKED WITH A FEW PEOPLE BECAUSE OF ALL OF HOW EXCITING THE SCHOOL BOARD MEETINGS WERE IN YEARS PAST AND EVERYTHING THAT ONE OF MY GOALS WAS TO MAKE SCHOOL BOARD BORING AGAIN.
BASED ON THE NON-AGENDIZED COMMENT, [LAUGHTER] I MAY HAVE FOR BETTER OR WORSE HELP FULFILL THE CAMPAIGN PROMISE.
ANYWAY, I HAD THE OPPORTUNITY TO GO TO VILLAGE ELEMENTARY SCHOOL AND MEET WITH PRINCIPAL KOONS FOR MY SITE VISIT THIS PAST MONTH AND GOT TO TALK TO HIM IN DEPTH ABOUT THE EFFORTS THAT HE AND HIS STAFF ARE UNDERTAKING WITH REGARDS TO INCREASING STUDENT ACHIEVEMENT AND THE INTERIM TESTING AND THE GUIDED PATHWAYS FOR SUCCESS AND TRYING TO
[02:45:04]
BUILD THE TEAMS TO DO THAT AND EVERYTHING AND THE WORK BY THE TOS, WHICH WE HEARD FROM TONIGHT, SO POSITIVE FEEDBACK FOR THE MATH TOS, MISS MORRISSEY, AND ALSO THE SCIENCE TOS MISS [INAUDIBLE], IN TERMS OF HELPING THE CLASSROOM TEACHER AND GIVING THEM ACCESS AND RESOURCES TO REALLY MAKE THE EDUCATION MORE ROBUST, BECAUSE IT'S A LOT OF STUFF TO TRY TO PUT TOGETHER SO MANY DIFFERENT SUBJECTS AND LESSON PLANS FOR THE NEXT DAY EVERY DAY.ALSO WITH THE STUDENT SUCCESS TEAMS MEETING TOGETHER AND TRYING TO IDENTIFY STUDENTS WHO ARE MAYBE STRUGGLING THAT HADN'T PREVIOUSLY BEEN ON THE RADAR.
I GREATLY APPRECIATE HIS HOSPITALITY, AND SO THERE WERE GOOD THINGS GOING THERE.
I WISH EVERYONE, ALL THE STUDENTS THE BEST IN THEIR UPCOMING FINALS AND IN THEIR GRADUATION.
LOOKING FORWARD TO A GREAT COMMENCEMENT. THANK YOU.
>> I HAD A GREAT OPPORTUNITY TO GO TO WASHINGTON, DC, AS PART OF OUR PRESIDENT, ALEXIA PALACIOS-PETERS.
I WENT WITH HER. IT WAS REALLY GREAT EXPERIENCE FOR ME.
IT'S BEEN A WHILE SINCE I'VE BEEN IN DC.
LAST TIME WAS WHEN I WAS WORKING FOR SENATOR MCCAIN.
THIS IS A LITTLE DIFFERENT IN A ROOM WITH A LOT OF ENTHUSIASTIC SCHOOL MEMBERS.
IT WAS REALLY GOOD TO GET AN UNDERSTANDING OF THE LANDSCAPE FROM NATIONAL LEVEL.
THERE WERE SOME THINGS THAT WERE SOMEWHAT RELEVANT FOR US.
BUT AS WE KNOW, MOST OF WHAT CONTROLS OUR BUDGET, WHAT CONTROLS OUR EDUCATION REALLY HAPPENS IN SACRAMENTO.
BUT IT WAS WORTHWHILE FOR SURE TO MEET OTHER FOLKS IN DIFFERENT BOARDS, ESPECIALLY ME AS A NEW BOARD MEMBER.
SOME THINGS THAT WE NOTICED THAT WE THOUGH WE MIGHT TAKE A LITTLE DEEPER LOOK INTO AS WE MOVE FORWARD, SOCIAL MEDIA AND CELL PHONES.
WE'RE ALREADY DOING THAT, BUT TO SEE WHAT OTHER DISTRICTS ARE DOING AND MEETING THAT HARD CHALLENGE.
BESIDES, REALLY THE BEST PART OF IT FOR ME.
TO BE HONEST AND VERY SINCERE, NOT TRYING TO BE JOKING HERE IS TIME THAT I GOT TO SPENT WITH THE PRESIDENT.
IF YOU HAVEN'T SEEN IT, [OVERLAPPING] NO, [LAUGHTER] WE DIDN'T GO THERE.
BUT IN LINE WITH MY COLLEAGUE WHO WAS STAYING THERE, WE'VE MADE IT BORING AGAIN.
BUT MORE IMPORTANTLY, WHAT I HOPE PEOPLE SEE, YOU CAN STAY COMMITTED TO WHAT YOU BELIEVE IN, BUT YOU CAN WORK TOGETHER FOR THE COMMON GOOD.
I THINK WORKING WITH OUR PRESIDENT AND GETTING A CHANCE TO DO OR EVEN BETTER WAS EXCELLENT.
WE'LL STILL DISAGREE FROM TIME TO TIME.
BUT WHEN WE DO, IT'LL ALWAYS BE PROFESSIONAL AND WE'RE GOING RIGHT TO THE Y BAR AFTERWARDS.
CAN I SAY THAT IN IT'S TOO LATE NOW.
I REALLY DO APPRECIATE THAT OPPORTUNITY.
I GOT A CHANCE TO SIT DOWN WITH PRINCIPAL POLAR AND JUST GREAT TO RECONNECT WITH HER AGAIN.
MY FIRST WALKOUT WITH THE SUPERINTENDENT WAS TO HER ILAB, WHICH IS AMAZING.
I TALKED ABOUT IT, I THINK ON MY FIRST MEETING HERE.
I WON'T REPEAT THAT, BUT IT'S AMAZING AND THE STUFF THAT SHE'S DOING THERE.
IT WAS REALLY GOOD TO TALK TO HER AND JUST RECONNECT AND OF COURSE, GET HER INPUTS ON THINGS AS WELL.
OTHER THAN THAT, THAT'S ABOUT IT. THANKS
>> THANK YOU. I ATTENDED A LOT OF THINGS THAT SOME OF THE OTHER TRUSTEES HAVE ATTENDED THE BUDGET STUDY MEETING YESTERDAY, THE MAY BUDGET REVISE WORKSHOP, VERY LONG MEETING, VERY THOROUGH.
I'M SORRY, I MISSED THE SILVER STRAND LUAU.
IT'S THE FIRST TIME I THINK I'VE MISSED THE LUAU SINCE I WAS HERE, I WAS OUT OF TOWN, SO I FEEL BAD ABOUT THAT.
I DID HAVE AN OPPORTUNITY TO HELP WITH THE OPTIMIST CLUB AT THE CMS TRACK MEET.
TRACK MEETS THEY'VE HAD IN THE SPRING AND HOPEFULLY SOMEONE WILL CORRECT ME IF I'M WRONG, BUT I THINK OUR MIDDLE SCHOOL IS THE ONLY PUBLIC MIDDLE SCHOOL THAT WAS PARTICIPATING IN THOSE, THE OTHER SCHOOLS THAT PARTICIPATE ARE ALL PRIVATE SCHOOLS.
IT'S REALLY IMPRESSIVE THAT BRIAN SCHUMACHER AND SOME OF THE OTHER FACULTY THERE PUT THIS TOGETHER SO OUR STUDENTS HAVE AN OPPORTUNITY TO PARTICIPATE IN THAT.
I WANT TO GIVE THEM A BIG SHOUT OUT THERE.
THE OTHER DAY I WAS AT THE LIBRARY EVENT WITH MACK BARNETT.
[02:50:04]
THE QUESTIONS FROM THE STUDENTS, THOUGH, BECAUSE THEY WERE JUST LITTLE KIDS SITTING IN THE FRONT AND HE TOOK QUESTIONS FROM THEM LATER.ONE OF THE QUESTIONS WAS, HOW OLD WERE YOU WHEN YOU BECAME AN AUTHOR? HE SAID, "WELL, 21 WHEN I FIRST GOT PAID," SO I COULD BUY FOOD AND THINGS LIKE THAT.
BUT MY FIRST BOOK I WROTE WAS WHEN I WAS 7-YEARS-OLD, AND KIDS SAID, "I'M 7-YEARS-OLD." [LAUGHTER] IT ERUPTED THEY WERE SO EXCITED.
I GUESS THEY COULD REALIZE THEY COULD BE AUTHORS TOO.
THEN THEY ASKED HIM HOW OLD YOU WAS AND HE SAID 41 OR 42, AND THEY WERE LIKE, A HUGE GAS THERE.
[LAUGHTER] BUT THE WAY HE INTERACTED WITH THE STUDENTS WAS WONDERFUL.
I'M SO THANKFUL THAT WE HAD AN OPPORTUNITY TO HAVE THAT IN OUR COMMUNITY.
I THINK ONE OF THE HIGHLIGHTS AND NOT THAT IT'S SO MUCH BETTER THAN ANYTHING ELSE, BUT I DID HAVE AN OPPORTUNITY TO SIT IN ON MR. WONG'S ETHNIC LITERATURE CLASS LAST WEEK.
I HAD READ THE BRIEF WONDROUS LIFE OF OSCAR WAO, AND THEY WERE DOING THEIR DISCUSSION.
I WISH I COULD SIGN UP TO TAKE HIS CLASS.
I WOULD PAY MONEY IF I COULD GO IN [INAUDIBLE] [OVERLAPPING] SOME OF THAT ADA MONEY.
THE WAY HE INTERACTED WITH THE STUDENTS, HIS CALM DEMEANOR, THE LESSONS THAT HE HAD, HE HAD TEAMS OF STUDENTS WORKING TOGETHER AND EVERY PERSON, I THINK I HEARD FROM TEAM 6 OR WHATEVER.
THEY HAD TO PICK AN ELEMENT FROM THE BOOK TO DO ADDITIONAL RESEARCH ON AND ONE OF THE STUDENTS PICKED BASEBALL AND TALKED ABOUT WHY BASEBALL IS SO CULTURALLY IMPORTANT TO DOMINICAN REPUBLIC AND 40% OF MAJOR LEAGUE BASEBALL PLAYERS ARE FROM THE DOMINICAN REPUBLIC AND REALLY BRINGING THAT INFORMATION INTO UNDERSTANDING A DEEPER LEVEL OF THE BOOK, THE DISCUSSION QUESTIONS THEY HAD AROUND CULTURE AND VIOLENCE AND EXPECTATIONS.
I REALLY JUST WANTED TO GIVE HIM A SHOUT OUT FOR ONE LETTING ME SIT IN THERE AND BE A FLY ON THE WALL AND PARTICIPATE A LITTLE BIT.
I THINK WE'RE VERY FORTUNATE TO HAVE SOMEONE LIKE THAT WHO IS WILLING TO GO THE EXTRA MILE AND DO SOMETHING THAT EVERY STUDENT IN THAT CLASS WAS ENGAGED IN.
AGAIN, IT'S NOT JUST A GREAT ETHNIC LITERATURE CLASS.
THAT HAS BEEN MY HIGHLIGHT THIS TIME.
>> SINCE IT WAS MENTIONED, I WILL START WITH THE COAST TO COAST CONFERENCE.
IT WAS SPECIFIC TO SCHOOL BOARD TRUSTEES THROUGHOUT CALIFORNIA.
ALL 300 WERE FROM CALIFORNIA THROUGHOUT THE STATE.
WE DID MEET SOME FROM SAN DIEGO COUNTY AREA, LOCAL, AND SO IT WAS GREAT TO ENGAGE WITH OTHER TRUSTEES AND REALLY LEARN WHAT THEY'RE DOING AND SEE THE DIFFERENCES.
GO TO THE PRESENTATIONS TOGETHER AND ME TRY TO KEEP HIM FROM TALKING TOO MUCH.
[LAUGHTER] IF YOU SAY ONE MORE THING.
LOOK AT WHAT'S GOING ON AT THE NATIONAL LEVEL, HOW IT RELATES TO US HERE AND HOW WE CAN MAKE OUR DISTRICT BETTER AND JUST TALK ABOUT DIFFERENCES WE HAVE IN OUR VIEWS TOWARDS WHAT WE WANT FOR THE DISTRICT AND THE SIMILARITIES WE HAVE.
WE WANT WHAT'S BEST FOR OUR STUDENTS HERE, WE WANT WHAT'S BEST FOR OUR STAFF HERE, AND SO LENGTHY CONVERSATIONS, LOTS OF TIME JUST TO TALK AND CHAT AND GO TO THE HILL AND MEET WITH SCOTT PETER'S OFFICE, AND I LEARNED A LOT BECAUSE HE HAD EXPERIENCE WORKING ON THE HILL, SO I APPRECIATED THAT.
THAT EXPERIENCE FROM YOU AS WELL.
I THINK IT REALLY IS GOING TO HELP US AS BOARD TRUSTEES WORK TOGETHER AND CONTINUE ON FOR AT LEAST ANOTHER YEAR. SEE WHAT HAPPENS AFTER THAT.
>> SO I ATTENDED A GIRLS LACROSSE GAME.
I HAVE NO IDEA WHAT'S GOING ON, BUT THEY LOOKED AMAZING.
[LAUGHTER] THEY JUST KEEP GOING, AND I'M, SORRY, I TRY.
I NEED SOMEONE TO SIT NEXT TO ME AND EXPLAIN IT NEXT TIME.
[02:55:02]
I WENT TO CABARET CLOSING SHOW.COSA PUTS ON AN AMAZING SHOW, AND I SEE THESE SENIORS THAT ARE LEAVING US, AND I THINK WHAT'S OUR PROGRAM GOING TO LOOK LIKE NEXT YEAR? THEN THESE JUNIORS STEP UP INTO THE ROLE, AND IT'S ANOTHER AMAZING YEAR.
I'M SURE YOU GUYS KNOW BRUNO DOMINGUEZ, AND IS IT KATE? KATIE MARINO.
THEY ARE PERFORMING SUNDAY NIGHT FOR THE LOCAL BROADWAY SHOW TO TRY TO GET TO THE JIMMY AWARDS IN NEW YORK CITY.
CABARET WAS ONE OF THE TOP 5 MUSICALS PICKED FROM LOCAL SAN DIEGO TO PERFORM, SO IMPRESS WITH THAT PROGRAM AND EVERYTHING THEY'RE DOING.
I DON'T KNOW IF YOU GUYS HAD ANOTHER GAME SINCE THE FIRST PLAYOFF?
>> TOMORROW. WELL, GOOD LUCK TOMORROW.
YOU GUYS ARE DOING AMAZING IN THE PLAYOFFS AS WELL.
I DID ATTEND THE CHS FACULTY COMMENDATION AWARDS AS WELL, AND I THINK WHAT'S INTERESTING ABOUT THESE AWARDS SPECIFICALLY IS THE FACT THAT OUR TEACHERS, OUR FACULTY, MISS DAVIS, AND THEN IT'S BEEN PASSED ON, BUT MR. CHAO, THEY RUN THAT AND THE AWARDS ARE GIVEN BASED ON WHO THE STUDENTS ARE, YOUR AUTHENTIC PERSONALITIES.
IT'S NOT PEER VOTING, IT'S NOT GRADES BASED, IT REALLY HONORS THE STUDENT FOR WHO THEY ARE, AND THE WRITE UP THAT THE TEACHERS DO FOR EACH STUDENT.
IT'S NOT A COUPLE OF SENTENCES.
IT'S A FULL PARAGRAPH, AND I WAS FORTUNATE, VERY PROUD THAT TWO OF MY SONS GOT AWARDS, AS WELL AS TRUSTEE SANDIE.
WE WERE THE SECOND HALF OF THE ALPHABET.
BUT EVERY STUDENT, YOU CAN SEE HOW MUCH OUR FACULTY OR STAFF SEES THE KIDS.
MR. [INAUDIBLE] GIVING AWARDS, BECAUSE THEY REALLY CONNECT, AND I THINK THOSE AWARDS REALLY SHOW THE CONNECTION THAT OUR FACULTY AND STAFF HAS WITH THE STUDENTS.
I ALSO GOT TO ATTEND SAFE HARBORS COMMUNITY MEETING.
IT HAS VARIOUS MEMBERS OF OUR COMMUNITY, AND I THINK THAT WILL GO WELL WITH THE INITIATIVE COMING UP FOR THE TK-12 WELLNESS.
THEN LAST NIGHT WAS THE SPRING FAIR, AND SEEING SOME OF THE TEACHERS THAT ARE GOING TO BE LEAVING US, MR. RAMIREZ, MS. COLEMAN, IT'S VERY SWEET TO BE THERE AND SEE THESE AMAZING EDUCATORS LEAVING US, BUT REALLY A GREAT OPPORTUNITY TO SEE WHAT OUR KIDS HAVE BEEN DOING ALL YEAR.
IT WAS A GREAT MONTH, AND I LOOK FORWARD TO ALL THE UPCOMING PROMOTION AND GRADUATION ACTIVITIES THAT ARE ON THE WAY.
WITH THAT SUPERINTENDENT MUELLER.
[10.3 Superintendent's Comments]
>> THANK YOU, PRESIDENT PALACIOS-PETERS AND TRUSTEES FOR YOUR INVOLVEMENT IN ALL THINGS CUSD, YOUR SITE VISITS, YOUR ATTENDANCE AND SUPPORT OF OUR STUDENT ATHLETES AND OUR STUDENT ARTISTS.
IT'S NOTICED AND IT'S APPRECIATED BY OUR STAFF AND OUR STUDENT ATHLETES.
I'LL ATTEMPT TO KEEP MINE BRIEF BECAUSE I COULD SAY YES TO EVERYTHING THAT THE FIVE OF YOU OR MOST OF THE THINGS THAT THE FIVE OF YOU ATTENDED.
I WAS ABLE TO ATTEND THE LUAU AND JUST THE PARENT INVOLVEMENT AND HOW THE PTO REALLY THROWS THAT BIG PARTY.
IT'S ALWAYS A LOT OF FUN AND SAW A LOT OF FORMER SILVER STRAND STUDENTS THERE RECONNECTING WITH THEIR TEACHERS AND WITH THEIR PRINCIPAL.
IT'S JUST A GREAT COMMUNITY EVENT THAT SILVER STRAND HOSTS.
I WON'T LIST, BUT ATHLETIC EVENTS, CLASSROOM VISITS, FRIDAY FLAGPOLES, FRIDAY GATHERINGS AT THE TWO ELEMENTARY SITES.
I ALSO HAD A CHANCE TO SEE MACK BARNETT TODAY AND THE QUESTIONING STRATEGIES THAT HE HAD TO GET STUDENTS TO REALLY DIG INTO NOT JUST THE WORDS IN THE BOOK, BUT WHAT ARE THESE PICTURES TELLING US THAT AREN'T LISTED AND TO HEAR OUR STUDENTS' RESPONSES? I CAUGHT THE FOURTH AND FIFTH GRADE PRESENTATION TODAY AT VILLAGE, AND IT WAS GREAT.
A COUPLE OF HIGHLIGHTS FOR ME THAT HAVEN'T BEEN MENTIONED.
PARTICIPATED WITH DR. BATTLE IN TWO OR THREE ROBOTICS MEETINGS WITH ROBERTA LENERT, WHO HAS TAKEN THE ROLE OR THE LEAD ON OUR ROBOTICS TEAMS AND TO HEAR HER VISION AND HOW IT ALIGNS WITH THE VISION THAT WE HAVE FOR ROBOTICS.
WE HAVE ONE OF OUR ELEMENTARY ROBOTICS COACHES IS HERE, JD LAAPERI.
BUT JUST TO SEE HOW STUDENTS CAN GET EXPOSED AND INTRODUCED TO THE COMPETITION SIDE OF ROBOTICS, BUT REALLY IT'S THE PROCESS.
ONLY A VERY SMALL PORTION OF WHAT THOSE STUDENTS ARE PARTICIPATING IN IS THE COMPETITION.
THERE'S TEAMWORK, THERE'S MARKETING, THERE'S PROBLEM SOLVING, THERE'S COLLABORATION.
[03:00:03]
THEY REALLY DO AN AMAZING JOB FINDING A HOME FOR ALL STUDENTS WHO WANT TO PARTICIPATE.THEY HAVE CODERS, THEY HAVE 3D PRINTERS, BUT THEY ALSO HAVE STUDENTS WHO ARE ATHLETES OR WHO ARE COSA STUDENTS WHO JUST WANT TO HELP WITH THE PROMOTION OF THE CLUB OR HELP TO DESIGN THE T SHIRT FOR THE CLUB, AND REALLY EXCITED TO SEE WHERE THE FUTURE TAKES US AS WE CONTINUE TO STRENGTHEN THE K-12 ROBOTICS PATHWAY.
THANK YOU, DR. BATTLE, FOR ALLOWING ME TO CRASH THOSE MEETINGS, REALLY INSPIRING.
AN ANNUAL EVENT THAT I PARTICIPATE IN THAT I JUST WANT TO CELEBRATE BECAUSE IT WASN'T MENTIONED, ALTHOUGH SOME OF YOU WERE THERE IS THE BIZ TOWN INTERVIEWS WITH FIFTH GRADERS.
OUR TEACHERS DO SUCH AN AMAZING JOB PREPARING OUR KIDDOS TO COME IN.
SOME ARE WEARING VERY PROFESSIONAL DRESS.
THERE ARE SOME CANNED QUESTIONS THAT THE STUDENTS PREPARE FOR.
BUT ALL THE KIDDOS THAT I INTERVIEWED THIS YEAR, THEY REALLY GO OFF ON SOME TANGENT, AND THEY'RE SO INTERESTING.
THE PEOPLE NEXT TO ME HAVE INTERVIEWED TWO KIDS, WHILE I'M STILL ON MY FIRST INTERVIEW AND I GET A LOT OF PRESSURE. THE CULTURE CLUB.
I WANT TO REALLY JUST ACKNOWLEDGE THE GROUP OF TEACHERS REPRESENTING ALL FOUR OF OUR SCHOOL SITES WHO ARE PARTICIPATING IN A GROUP IN PARTNERSHIP WITH THE NATIONAL CONFLICT RESOLUTION CENTER ON COORDINATED EFFORTS AND TRAINING TO IMPROVE SYSTEMS OF COMMUNICATION, TRUST BUILDING, AND JUST STRENGTHENING CULTURE.
I DON'T WANT TO GET TOO MUCH INTO THAT.
WE WILL HAVE A REPORT ON THAT IN THE FALL BECAUSE WE ARE PLANNING AND EXPERIENCE FOR ALL STAFF WHEN WE RETURN IN THE FALL TO REALLY MAKE SURE THAT WE'RE USING THE SAME LANGUAGE.
WHEN WE HAVE TO NAVIGATE CRITICAL CONVERSATIONS AND WE DO WITH ONE ANOTHER AS ADULTS, WITH PARENTS IN OUR COMMUNITY.
BUT REALLY WHAT ARE THOSE NON NEGOTIABLES THAT WE HAVE FOR HOW WE COMMUNICATE WITH ONE ANOTHER.
THEN HOW DO WE INITIATE THOSE CONVERSATIONS WHEN WE REALLY DON'T WANT TO.
THANK YOU TO THE MEMBERS OF OUR STAFF WHO ARE PARTICIPATING IN THE CULTURE CLUB.
THE LAST THING I WANTED TO SAY BECAUSE I WAS ABLE TO SIT IN ON THIS AND SURPRISED DYLAN DIDN'T MENTION THIS, BUT I DID SIT IN ON THE SENIOR EXPECTATIONS ASSEMBLY.
[LAUGHTER] OH. DON'T GET IN TROUBLE.
YOU KNOW THAT THE HIGH SCHOOL ADMINISTRATIVE TEAM DOES A REALLY GOOD JOB.
WE WANT YOU TO EXPERIENCE THE UNIVERSAL STUDIOS AND THE GRADUATION AND YOUR PROM, AND ALL OF THE EXPERIENCE THAT OUR SENIORS HAVE OVER THE NEXT HOWEVER MANY DAYS ARE LEFT.
I'M SURE MAYA AND DYLAN BOTH KNOW.
TEN. BUT OUR EXPECTATIONS DON'T CHANGE.
TWO THINGS THAT I WANTED TO COMMENT ON THAT PRINCIPAL MELLINA REALLY WENT OUT OF HER WAY TO STRESS.
WE HAVE A REPUTATION WHEN WE GO TO THESE OTHER VENUES OF BEING WELL MANNERED AND KIND.
I REMEMBER THAT FONDLY FROM MY TIME AS A PRINCIPAL, IT'S SO NICE WHEN YOU'RE AT A PROM VENUE OR WHEN YOU'RE AT AN AMUSEMENT PARK OR A MUSEUM OR AN ORCHESTRA DEMONSTRATION AT ONE OF OUR THEATERS IN SAN DIEGO COUNTY.
THE DIRECTORS AND THE PEOPLE COME UP AND JUST SAY, WOW, YOUR STUDENTS ARE SO WELL BEHAVED.
MISS MELINA DID A GREAT JOB REMINDING THE STUDENTS, LIKE THAT'S THE BAR.
YOU'RE THERE REPRESENTING NOT ONLY YOUR SCHOOL AND YOUR PEERS, BUT THIS COMMUNITY.
THEN THE OTHER ONE THAT I THOUGHT WAS REALLY SPECIAL WAS HER PRESENTATION INCLUDED PHOTOS OF THIS YEAR SENIOR CLASS FROM THEIR EIGHTH GRADE PROMOTION.
I KNOW MAYA IS CHUCKLING IN THE CROWD.
ALL OF THE PHOTOS ARE KIDDOS WERE WEARING MASKS.
THEY WERE PARTICIPATING IN THIS PROMOTION CEREMONY.
THE ADMINISTRATION TOOK TIME TO SAY, AND GUESS WHAT? SOME OF THE STUDENTS IN THAT PICTURE WHO ARE STANDING NEXT TO EACH OTHER, CELEBRATING THEIR EIGHTH GRADE PROMOTION, THEY'RE SITTING NEXT TO EACH OTHER OVER THERE, AND IT JUST REALLY SHOWED THE CONNECTIONS WITHIN THIS COMMUNITY, AND THIS IS A TIME FOR CELEBRATION.
I KNOW WE HAVE TWO BOARD MEETINGS IN JUNE, ONE BEFORE AND ONE AFTER PROMOTION AND GRADUATION CEREMONIES.
BUT I HOPE EVERYONE LISTENING OR WATCHING LATER, HOWEVER, TRUSTEE YOUNGBLOOD SAID THAT.
MAKE SURE YOU TAKE SOME TIME TO REALLY REFLECT ON THE JOURNEY TO GET HERE, WHETHER YOU'RE IN SECOND GRADE, SEVENTH GRADE, OR 12TH GRADE.
[03:05:05]
WE HAVE WORK TO DO IN THIS DISTRICT, BUT THIS IS A PRETTY SPECIAL PLACE FOR OUR KIDS, AND THAT'S BECAUSE OF OUR ADULTS. THAT CONCLUDES MY REPORT.>> THANK YOU. MOVING ON TO ITEM 11.1,
[11.1 Proposed List of Agenda Items for Future Board Meetings]
PROPOSED LIST OF AGENDA ITEMS FOR FUTURE BOARD MEETINGS.DO WE HAVE ANY PUBLIC COMMENT ON ITEM 11.1? TRUSTEES, DO YOU SEE THE PROPOSED LIST OF AGENDA ITEMS FOR FUTURE BOARD MEETINGS? DO YOU HAVE ANY THING TO ADD? ANY QUESTIONS OR COMMENTS?
>> I DO. MY UNDERSTANDING IS THAT WHEN YOU AND TRUSTEE LEE WENT TO THAT MEETING IN DC, THAT SAN MARCOS HAD INTRODUCED NO CELL PHONE POLICY ON THEIR CAMPUS? WOULD IT BE POSSIBLE TO HAVE THEM COME BRIEF US ON HOW THEY IMPLEMENTED IT AND HOW IT'S GOING? IS THAT SOMETHING WE COULD LOOK AT?
>> I CAN PASS THE MATERIAL. ALSO, I CAN PASS YOU THE MATERIALS AND WE MADE CONTACT WITH SARAH.
SHE'S PRESIDENT OF THE BOARD THERE.
>> I THINK IT'S AN INTERESTING IDEA.
I KNOW LOS ANGELES COUNTY SCHOOL DISTRICT DID IT. I THINK IT WOULD BE INTERESTING.
>> I HAVE ONE THING REALLY QUICKLY.
I THINK IT WAS AT THE BEGINNING OF THE SCHOOL YEAR LAST YEAR WHEN WE DID THE OKAY FOR THE ESPORTS AT THE MIDDLE SCHOOL.
I DON'T KNOW IF THERE WOULD BE TIME AT THE NEXT TWO MEETINGS TO HEAR FROM A STUDENT OR TWO THAT PARTICIPATED IN THAT AND HOW THAT WENT.
I DON'T KNOW IF WE HAVE TIME FOR ANY REPORTER UPDATE BEFORE.
THERE'S TWO THINGS. YOU GOT THEM?
>> YES. CAN I COMMENT ON BOTH OF THOSE?
>> YES, PLEASE. >> I JUST WANT TO MAKE SURE I'M RECEIVING CLEAR DIRECTION.
I THINK I HEARD SOME FORM OF ESPORTS CLUB UPDATE INVOLVING A STUDENT PERSPECTIVE FROM THEIR TIME IN THAT CLUB.
I DON'T KNOW THAT WE CAN DO THAT BEFORE JUNE 2 OR JUNE 9?
>> WELL, STUDENTS WILL BE GONE.
THE FIRST MEETING IN JUNE 5. THANK YOU.
>> THANK YOU, MISS MORVY. I DON'T KNOW THAT WE CAN AT THIS TIME OF THE YEAR, I CAN TALK TO MR. SMITH AND MR. GARCIA, BUT I CAN COMMIT TO A REPORT IN THE FALL TO TALK ABOUT HOW MANY STUDENTS PARTICIPATED AND BRING IN SOME OF THOSE RETURNING STUDENTS BECAUSE THEY DO REPRESENT 6TH, 7TH, AND 8TH GRADERS.
I CAN'T PROMISE IN TWO WEEKS, BUT I CAN CREATE AN OPPORTUNITY FOR THE ESPORTS CLUB ADVISORS TO COME IN WITH SOME STUDENTS TO GIVE AN UPDATE ON THE CLUB AND SOME DATA.
I WOULD ASK, PERHAPS RATHER THAN ASKING ONE DISTRICT TO COME DOWN, I WOULD LIKE TO DO A LITTLE BIT OF RESEARCH TO SEE HOW MANY DISTRICTS HAVE IMPLEMENTED A POLICY OF ABSOLUTELY NO CELL PHONES ALLOWED ON CAMPUS, WHAT SOME OF THEIR CHALLENGES ARE, WHAT SOME OF THEIR CELEBRATIONS ARE.
I THINK THAT WOULD BE A MORE APPROPRIATE FIRST STEP.
I UNDERSTAND THAT THERE ARE SOME DISTRICTS WHO ARE ATTEMPTING TO DO THIS AND RATHER THAN BRINGING FOLKS DOWN, I THINK THE FIRST STEP WOULD BE TO REALLY TAKE A LOOK AT SOME PRACTICES THAT ARE OUT THERE AND MAYBE START TO IDENTIFY SOME BEST PRACTICES.
>> CERTAINLY, IF YOU LOOK DOWN THE ROAD, WE WOULD INVOLVE COMMUNITY TEACHER.
>> A SHIFT LIKE THAT WOULD BE MUCH MORE INVOLVED THAN A ONE OFF REPORT, BUT I HEAR THE REQUEST, TRUSTEE SANDIE, AND I KNOW THAT THIS IS PART OF THE MEETING THAT MS. FOLEY IS HAVING AS PART OF OUR K-12 WELLNESS INITIATIVE.
AGAIN, I WANT TO STRESS THE INTERCONNECTEDNESS OF A LOT OF THESE INITIATIVES AND THE IMPORTANCE OF BRINGING OUR PARENTS AND OUR FAMILIES IN.
A MAJORITY OF OUR STUDENTS BRING THEIR CELL PHONES TO SCHOOL.
THOSE ARE PURCHASED BY AND MAINTAINED THROUGH HOME.
IF WE ARE NOT ON THE SAME PAGE WITH SHARED EXPECTATIONS BETWEEN OUR PARENTS AND OUR SCHOOL DISTRICT, ANY INITIATIVE THAT WE ROLL OUT WILL FAIL.
THIS IS MORE OF AN ONGOING DIALOGUE, I THINK THAN A ONE OFF REPORT.
[11.2 Upcoming Meetings]
OUR NEXT REGULAR BOARD MEETING WILL BE ON THURSDAY, JUNE 5, 2025, AT 4:30 PM.NOTE, THERE IS A TIME CHANGE BECAUSE WE WILL BE CELEBRATING THE RETIREMENTS BEFOREHAND,
[03:10:03]
SO THAT MEETING IS MOVED BACK HALF AN HOUR.WITH THAT, WE'VE REACHED THE END OF OUR OPEN SESSION AND WE WILL ADJOURN TO CLOSED SESSION. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.