Oct 16, 2025 School Board

[00:00:04]

>> GOOD AFTERNOON. THE TIME IS NOW 4 O'CLOCK,

[4. RECONVENE TO OPEN SESSION]

PLEASE STAND FOR THE PLEDGE. MR. COOLEY.

>> READY? BEGIN.

>> THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY, AND JUSTICE FOR ALL.

>> THANK YOU. [NOISE] BEFORE WE BEGIN TODAY, I WOULD JUST LIKE TO READ A STATEMENT.

THIS PAST TUESDAY, A DEEPLY TROUBLING INCIDENT OCCURRED AT ONE OF OUR SCHOOLS THAT LEFT MANY OF US SHOCKED AND SHAKEN.

A SEVENTH GRADE STUDENT AT CORONADO MIDDLE SCHOOL WAS PHYSICALLY ASSAULTED WITH A KNIFE BY A FELLOW CLASSMATE.

OUR HEARTS AND THOUGHTS ARE WITH EVERYONE AFFECTED BY THIS TRAUMATIC EVENT, AND ESPECIALLY WITH THE VICTIM.

WE ARE INCREDIBLY GRATEFUL THAT THE STUDENT DID NOT SUSTAIN A LIFE THREATENING INJURY, AND IS NOW RECOVERING AT HOME.

AT THE CORE OF OUR MISSION IS A COMMITMENT TO PROVIDE A SAFE AND SUPPORTIVE LEARNING ENVIRONMENT THAT PRIORITIZES THE PHYSICAL, AND EMOTIONAL WELL BEING OF OUR STUDENTS AND STAFF.

INCIDENTS LIKE THIS UNDERSTANDABLY EVOKE STRONG EMOTIONS AMONG STUDENTS, FAMILIES, AND STAFF.

ON BEHALF OF THE GOVERNING BOARD, I WANT TO EXTEND MY GRATITUDE TO OUR SCHOOL COUNSELORS, AS WELL AS THE ADDITIONAL COUNSELING SUPPORT PERSONNEL WE HAVE BROUGHT IN WHO HAVE BEEN MEETING WITH STUDENTS AND STAFFS ON THE CMS CAMPUS AND WILL CONTINUE TO DO SO IN THE DAYS AHEAD.

ALTHOUGH THIS SPECIFIC INCIDENT IS NOT AGENDIZED FOR TONIGHT'S MEETING.

I ANTICIPATE THAT SOME OF MY COLLEAGUES MAY SPEAK TO IT DURING THEIR COMMENTS.

I WILL DEFER TO THOSE REMARKS FOR FURTHER DETAILS.

HOWEVER, I DO WANT TO SHARE THAT WE ARE IN THE PROCESS OF PLANNING A PARENT AND COMMUNITY FORUM TO PROVIDE SPACE FOR AN OPEN CONVERSATION, SHARE INFORMATION ABOUT THE DISTRICT'S RESPONSE, AND DISCUSS HOW WE APPROACH SAFETY AND CRISIS MANAGEMENT ACROSS OUR SCHOOLS.

THANK YOU. ITEM 4.3, THE AUDIENCE IS NOTIFIED OF PUBLIC COMMENT PROTOCOLS.

ANYONE WISHING TO SPEAK ON AN AGENDIZED ITEM MAY COME FORWARD WHEN CALLED BY THE BOARD PRESIDENT AT THE TIME THE BOARD CONSIDERS THAT ITEM.

NON-AGENDA PUBLIC COMMENT IS TOWARDS THE END OF OUR AGENDA TODAY.

ITEM 5, CONSOLIDATED MOTION FOR CONSENT CALENDAR.

[5. CONSOLIDATED MOTION FOR CONSENT CALENDAR (5 min.)]

>> HI. I'M ALSTER, AND I'M A SIXTH GRADE STUDENT AT CMS. I APPLIED FOR THE CMS ROBOTICS TEAM AT THE END OF FIFTH GRADE, AND BECAUSE I TRIED A SMALL LITTLE ROBOTICS CLUB THAT STARTED AT THE END OF THE YEAR, AND I WANTED TO CONTINUE DOING ROBOTICS BECAUSE I LIKED IT SO MUCH.

SADLY, I DIDN'T GET PICKED.

I WAS UPSET AND I REALLY WANTED TO BECOME AN ENGINEER WHEN I GREW UP AND NOW I DON'T WANT TO.

THEY DIDN'T TELL ME WHY OR HOW I DIDN'T GET PICKED.

ON CLUB DAY, I THOUGHT THERE WOULD BE A ROBOTICS CLUB DONE ON A DIFFERENT SCHEDULE FROM MY CLUB, BUT THERE WASN'T ONE.

THERE IS TWO OTHER ROBOTICS CLUBS OTHER THAN THE COMPETITIVE ONE AT THE CMS, ONE AT ELEMENTARY AND ONE AT THE HIGH.

I'M JUST ASKING, DO YOU THINK WE COULD HAVE ONE AT CMS? THANK YOU.

>> THEN I'D LIKE TO ADD TO MY SON'S COMMENTS.

I'M JACQUELINE HART. ALSTER' MOTHER.

I BELIEVE WE'RE MISSING A CRITICAL OPPORTUNITY IN OUR MIDDLE SCHOOL ROBOTICS PROGRAM TO SHAPE STUDENTS' FUTURES.

WHILE THE COMPETITIVE TEAM HAS A STRONG TRACK RECORD, THERE'S NO STRUCTURED PATHWAY FOR STUDENTS WHO AREN'T SELECTED, NO FEEDBACK, NO GUIDANCE, AND NO WAY TO BUILD THE SKILLS THEY'D NEED TO TRY AGAIN.

THIS GAP LIMITS ACCESS, AND DISCOURAGES STUDENTS WHO ARE EAGER TO LEARN, BUT DON'T CHECK THE RIGHT BOXES DURING THE EXTENSIVE APPLICATION PROCESS.

WITHOUT A DEVELOPMENTAL TRACK OR INCLUSIVE PROGRAMMING, WE SEND A MESSAGE INTENTIONALLY OR NOT THAT ROBOTICS IS RESERVED FOR THE FEW, AND NOT THE MANY AT THE MIDDLE SCHOOL LEVEL.

CSF HAS BEEN INCREDIBLY GENEROUS IN FUNDING ROBOTICS AT NOW THE ELEMENTARY,

[00:05:02]

I RESPECTFULLY ASK, WHY IS THERE NO EQUIVALENT CSF FUNDED PROGRAM AT THE MIDDLE SCHOOL LEVEL? WHY AREN'T WE CREATING SPACE FOR ALL INTERESTED STUDENTS TO LEARN, EXPLORE, AND GROW? A DEVELOPMENTAL ROBOTICS PROGRAM WOULD ALIGN BEAUTIFULLY WITH CSF'S MISSION, AND THE DISTRICT'S COMMITMENT TO EQUITY.

I SHARE THIS NOT ONLY AS A STEM PROFESSIONAL, BUT AS A PARENT.

MY CHILD DREAMED OF BECOMING AN ENGINEER.

THAT DREAM WAS DERAILED, NOT BECAUSE HE LACKED INTEREST OR POTENTIAL, BUT BECAUSE HE WAS SHUT OUT WITHOUT SUPPORT.

IT WAS ONE OF HIS FIRST EXPERIENCES OF EXCLUSION, AND IT LEFT HIM DISHEARTENED.

AS LANGSTON HUGHES WROTE, WHAT HAPPENS TO A DREAM DEFERRED? DOES IT DRY UP LIKE A RAISIN IN THE SUN? FOR MY SON, IT HAS.

I URGE THE DISTRICT TO TAKE A MORE INCLUSIVE APPROACH, ONE THAT ALLOCATES CSF FUNDS EQUITABLY ACROSS ALL GRADE LEVELS, AND GIVES EVERY STUDENT A CHANCE TO EXPLORE ROBOTICS IN A PROGRAM THAT PROMOTES SKILL BUILDING, AND INCLUSION, GIVING STUDENTS SPACE TO DEVELOP BEFORE BEING EVALUATED.

LET'S STOP DEFERRING DREAMS. LET'S NURTURE THEM.

>> THANK YOU. TRUSTEES, ANY COMMENTS ON THE CONSOLIDATED MOTION FOR CONSENT CALENDAR.

>> MOTION TO APPROVE.

>> IS THERE A SECOND?

>> SECOND.

>> CALL FOR THE VOTE, PLEASE.

>> MOTION PASSES. ITEM 6.1,

[6.1 Approve the Tentative Agreements and related AB1200 disclosures between the Coronado Unified School District (CUSD) and its employee organization, the Association of Coronado Teachers (ACT).]

>> THANK YOU, PRESIDENT PALACIOS-PETERS.

I'D LIKE TO TURN THIS OVER TO DEPUTY SUPERINTENDENT SALAMANCA, MR. SALAMANCA.

>> THANK YOU, SUPERINTENDENT MUELLER, AND BOARD MEMBERS AND MEMBERS OF THE COMMUNITY.

I TRUST, EVERYONE THAT HAS HAD AN OPPORTUNITY TO REVIEW THE HIGH LEVEL OVERVIEW OF THE TENTATIVE AGREEMENTS THAT ARE INCLUDED IN THE AGENDA ITEM.

I'LL JUST PROVIDE A BRIEF OVERVIEW AS WELL.

THERE WERE SOME LANGUAGE CHANGES TO LEAVES, AND EXPANDING SOME OPPORTUNITIES FOR ADDITIONAL PAID TIME OFF, AND MOU FOR ADJUSTMENT TO EVALUATION TIMELINES WITH RESPECT TO THE MOU THAT WE AGREED TO ADVANCE THE START OF THE SCHOOL YEAR, A FEW DAYS THIS YEAR, AND A FEW DAYS FOR THE 26/27 SCHOOL YEAR.

THERE WAS AGREEMENT AND A COMMITMENT TO CONTINUE TO DISCUSS DUE ENROLLMENT AS IT RELATES TO HIGH SCHOOL, AND OFFERINGS, AND THE FINANCIAL RELATED ASPECTS ARE SPECIFICALLY A SALARY PROVISION THAT CALLED FOR A 4% INCREASE, 2% RETROACTIVE TO THE BEGINNING OF THE 25/26 SCHOOL YEAR, AND AN ADDITIONAL 2% SALARY SCHEDULE INCREASE FOR THE 26/27 SCHOOL YEAR.

THERE WERE ALSO ONE TIME STIPENDS THAT ARE INCLUDED IN THIS RELATED TO CALENDAR.

ACCOMPANYING AN ADVANCE EARLIER START TO THE SCHOOL YEAR.

ONE TIME STIPENDS ARE BEING PROVIDED TO TEACHERS, AND ACC UNIT MEMBERS THAT ARE RETURNING FROM LAST YEAR AND THAT WILL RETURN IN THE SUBSEQUENT SCHOOL YEAR.

THE FINANCIAL PICKS ARE INCLUDED IN THE AB 1,200 DISCLOSURE, AND I'M AVAILABLE FOR ANY QUESTIONS YOU MIGHT HAVE.

>> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 6.1 AT THIS TIME? TRUSTEES, ANY QUESTIONS OR COMMENTS FOR DEPUTY SUPERINTENDENT SALAMANCA.

THIS IS AN ACTION ITEM. IS THERE A MOTION TO APPROVE ITEM 6.1?

>> SECOND.

>> SECOND.

>> PERFECT. CALL FOR THE VOTE.

MOTION PASSES. EARLIER THIS EVENING, WE PULLED ITEM 6.2, SO WE'LL MOVE TO REPORTS,

[7.1 ACT Report: President Jennifer Landry (5 min.]

>> GOOD AFTERNOON, EVERYONE.

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

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

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

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

THE PURPOSE OF THESE PRESENTATIONS EACH MONTH IS TO HELP EVERYONE GET TO KNOW OUR MEMBERS A BIT BETTER.

[00:10:03]

THIS MONTH, WE'RE FOCUSING ON CONNECTIONS.

I THINK, CONNECTIONS AND HOW WE'RE ALL RELATED TO EACH OTHER SOMEHOW ARE IMPORTANT.

I FOUND OUT, FOR EXAMPLE, ONE DAY MANY YEARS AGO THAT MY GREAT GRANDMOTHER IS DANNY DEVITO'S GRANDMOTHER.

THAT MADE SENSE.

[LAUGHTER] EVERY SO OFTEN, I HEAR ABOUT HOW A FELLOW COLLEAGUE USED TO BE A STUDENT OF A TEACHER WHO IS STILL WORKING AT CUSD.

I THOUGHT IT WOULD BE FUN TO SEE WHO THAT APPLIED TO.

HERE ARE SOME BUT NOT ALL OF OUR CURRENT ACT MEMBERS, AND THE CURRENT ACT MEMBERS WHO, BACK IN THE DAY, WERE THEIR TEACHERS.

CHS MATH TEACHER SEAN CASTILLO WAS IN CHS TEACHER, SCOTT DWINELL'S ENGLISH CLASS AS A STUDENT.

HE WAS ALSO A STUDENT IN CASEY TANAKA'S GOVERNMENT CLASS.

NOW, ALSO IN CASEY'S CLASS AS A STUDENT WAS CURRENT CHS COUNSELOR MORGAN CUMMINS.

NOW, I DID TAKE SOME OF THESE FROM THE YEARBOOK.

SOME PEOPLE I THINK THEIR YEARBOOK PHOTOS A LITTLE BETTER THAN OTHERS.

THEN MOVING ON, WE HAVE VILLAGE TEACHER BRITTANY LINDQUIST, WAS ALSO A TANAKA GOVERNMENT STUDENT.

SHE GREW IN HER ART PRACTICES UNDER THE TUTORAGE OF CURRENT CHS ART TEACHER LAURA HILL.

IN THE AUDIENCE TONIGHT OVER MY LEFT SHOULDER IS JD, AND JD IS CURRENTLY A TEACHER AT SILVER STRAND ELEMENTARY.

BUT BACK IN HIS HIGH SCHOOL DAYS, HE ALSO WAS LUCKY ENOUGH TO BE A CHS STUDENT IN LAURA HILL'S CLASS.

NOW, BROOKE NIXON, THAT'S HER NEW LAST NAME, NIXON.

SHE'S NOW A MATH TEACHER AT CMS. SHE GETS TO WORK ALONGSIDE HER FORMER SCIENCE TEACHER OVER AT CMS, CURRENT SCIENCE TEACHER MELODY JENSEN.

OVER AT THE HIGH SCHOOL WHERE SHE USED TO BE A STUDENT, BROOKE CAN STILL STOP BY AND SAY HI TO HER FORMER SCIENCE TEACHER, NICOLE BELONG.

AS I SAID, THESE ARE NOT ALL, FOR EXAMPLE, AR LUNA, ALSO OVER MY LEFT SHOULDER, FORMER STUDENT OF DWONELL'S AND OTHERS, BUT JUST DIDN'T MAKE IT INTO THE SLIDE SHOW.

IT IS NEAT TO SEE FORMER STUDENTS COMING BACK AND THEIR FORMER TEACHERS ARE NOW THEIR COLLEAGUES, AND THEY LUCKILY NEVER SAY TO US, WOW, YOU'RE OLD.

THAT'S REALLY NICE OF THEM.

THANKS TO THOSE OF YOU ON THE BOARD WHO HAVE TAKEN THE TIME TO MEET WITH ME TO DO A DEEPER DIVE INTO SOME OF OUR CONCERNS, ONE OF WHICH IS THE LACK OF COMMUNICATION ABOUT MAINTENANCE, AND THE OUTCOME OF SOME OF THE MAINTENANCE PROJECTS AS IT RELATES TO DAMAGE AND OVERSIGHT.

PROGRESS, MAINTENANCE, AND IMPROVEMENTS ARE IMPORTANT TO KEEP OUR SCHOOLS FUNCTIONING.

HOWEVER, WHEN WE, AS THE PEOPLE IN THE CLASSROOMS ARE NOT NOTIFIED OF PROJECTS, AND WE LEAVE OUR CLASSROOMS, LOOKING ONE WAY IN THE AFTERNOON, AND COME IN THE NEXT MORNING TO A VERY DIFFERENT LOOKING WORKSPACE.

IT'S CAUSING FRUSTRATION. WE ALREADY HAVE ENOUGH OF THAT.

INSTEAD OF BEING ABLE TO START OUR DAY, HOW WE PLANNED, WE NEED TO SPEND TIME CLEANING AND REARRANGING TO GET OUR SPACE READY AGAIN FOR STUDENTS.

DAMAGE TO ITEMS IN OUR ROOMS IS ALSO A PROBLEM.

DAMAGE IS OCCURRING NOT ONLY TO ITEMS PURCHASED BY OUR MEMBERS, BUT ALSO ITEMS PURCHASED BY DONORS, AND ALSO THE DISTRICT.

FILE CABINET DRAWERS NO LONGER OPEN, AND PARTS AND PIECES TO DAILY USE ITEMS ARE FOUND IN THE SITES DUMPSTER WHEN THE ITEM WASN'T BROKEN AND SHOULD NOT HAVE BEEN THROWN AWAY.

THEN WE COME TO FIND OUT THAT WORK WAS DONE FOR ONE REASON, SUCH AS TO COVER AN AIR CONDITIONING CONTROLLER TO KEEP US FROM ADJUSTING IT BASED UPON THE NEEDS OF OUR CLASSROOM, YET THOSE COVERS WERE ALSO INSTALLED OVER CONTROLLERS FOR SYSTEMS THAT ARE NOT FOR AIR CONDITIONERS, THEREBY PREVENTING A TEACHER FROM TURNING OFF A LOUD BLOWER THAT JUST MOVED AIR THAT THEY PREVIOUSLY COULD TURN OFF.

WE'RE ASKING FOR COMMUNICATION REGARDING PROJECTS THAT ARE GOING TO TAKE PLACE IN OUR WORKSPACES.

THE SPACES WHERE WE SPEND MORE WAKING HOURS THAN AT OUR HOMES.

CURRENTLY, WE'RE NOT TOLD ABOUT UPCOMING PROJECTS IN OUR SPACES.

WE'RE NOT TOLD ABOUT SUMMER PROJECTS IN OUR SPACES, AND SINCE WE CAN'T PUT IN OUR OWN MAINTENANCE REQUESTS, WE HAVE NO IDEA WHAT THE STATUSES OF WORK ORDERS THAT WE HAVE HAD IN OFFICE EMPLOYEES PLACE, SOME OF WHICH ARE OVER A YEAR OLD.

WHILE SOME MAY BE CATEGORIZED AS COSMETIC, SUCH AS A HOLE IN THE WALL.

THINGS SUCH AS THAT, THAT START SMALL, SOON INCREASE IN SIZE DUE TO THEM BEING SO TEMPTING TO PICK AT, PUT FINGERS IN, THEN HANDS, THEN YES, HEADS.

WE ALSO SEE PROJECTS GET STARTED SUCH AS SPARKLING A LARGE HOLE, BUT THEN THAT'S ALL THAT HAPPENS.

NO SANDING, NO PAINTING.

THEN THE SPARKLING GETS PICKED AT, THEREBY UNDOING SOME OF THE WORK THAT HAD BEEN DONE.

WE ARE ASKING FOR COMMUNICATION, EVEN IF IT'S JUST ONCE A QUARTER ABOUT WHAT IS GOING ON IN THE SPACE IN WHICH WE WORK,

[00:15:03]

THANK YOU FOR YOUR TIME TODAY AND EACH DAY.

>> THANK YOU. ITEM 7.2,

[7.2 Student Board Member Report: Haissam Kouli (5 min.)]

>> THANK YOU, PRESIDENT PALACIOS PETER.

I WILL ADDRESS THE INCIDENT FOLLOWING THE REPORT ON EVENTS AT SILVER STRAND, VILLAGE, CMS, AND CHS.

CHOIR AT SILVER STRAND STARTED SEPTEMBER 25TH.

THE PENNY WAR SEEMED LIKE A PRETTY FUN EVENT THAT WAS PUT ON BY THE PTO WHERE PEOPLE USED PENNIES AND COIN JUGS TO ADD POINTS TO THEIR TEAMS AND SILVER COINS TO TAKE AWAY POINTS FROM OTHER TEAMS. THE WINNING TEAM GOT A PIZZA PARTY.

SILVER STRAND ELEMENTARY ALSO EXPANDED THEIR SPECIAL MEAL PLANS AND ACCOMMODATIONS.

THE BOOK FAIR WAS ON THE 15TH THROUGH THE 18TH.

SILVER STRAND IS STILL INVITING PARENT VOLUNTEERS TO COME ON CAMPUS AND HELP OUT WHEREVER NEEDED.

TOMORROW IS THE DEMON HUNTER DISCO, AN EVENT RUN BY SILVER STRAND PTO WITH A THEME THAT RELATES TO THE HIT NETFLIX MOVIE KPOP DEMON HUNTERS.

VILLAGE ELEMENTARY NOW.

VILLAGE ELEMENTARY JUST HAD THE WYLAND MOBILE EXPERIENCE ON THE 6TH AND 7TH OF OCTOBER.

THEY TAUGHT ABOUT THE ENVIRONMENT THERE.

KONA ICE CAME ON OCTOBER 8TH.

THE HARVEST HOEDOWN WAS ON OCTOBER 10TH IN VILLAGE ELEMENTARY, AND ASB KIDS FROM CMS AND CHS CAME TO HELP OUT AND SET UP FOR THAT.

CHOIR AT VILLAGE ELEMENTARY STARTED ON SEPTEMBER 22ND, AND MS. WORKMAN IS ALSO WORKING DILIGENTLY TO GATHER A VILLAGE BAND.

VILLAGE STUDENTS OF THE WEEK ARE ALICE MILBURN AND NORAH SHAFER.

ILAB AT VILLAGE IS LOOKING FOR DONATIONS OF CARDBOARD TOILET PAPER ROLLS, CARDBOARD PAPER TOWEL ROLLS, BUBBLE WRAP, AND FLAT CEREAL BOXES.

AT CMS, THEY WERE RECENTLY AWARDED A SILVER BPIS AWARD FOR CONTRIBUTIONS ON ROBOTICS EDUCATION.

I DON'T KNOW IF I'M ALLOWED TO COMMENT ON ALISTER'S COMMENT AT THE BEGINNING OF THE MEETING, BUT HIS WORDS TOUCHED ME, AND I THINK HE HAD SOMETHING VALID TO SAY ABOUT THAT.

CMS AND THE REST OF THE DISTRICT DOES HAVE AN AMAZING ROBOTICS PROGRAM.

I THOUGHT HE HAD A GOOD POINT.

TEACHERS NOMINATED SAFE SCHOOL AMBASSADORS TO USE STUDENT INFLUENCE TO FOSTER CONNECTION AT CMS. CMS MILITARY CLUB MET ON OCTOBER 1ST FOR THE FIRST TIME.

IT IS ALSO OPEN TO ANY SIXTH THROUGH EIGHTH GRADER, NOT JUST MILITARY KIDS, AND THE HAUNTED HOLLYWOOD DANCE IS COMING UP ON THE 24TH.

NOW, FOR CHS, SOMETHING PRETTY IMPORTANT HAPPENED, HOMECOMING.

THE PARADE OCCURRED ON ORANGE AVENUE.

THERE WERE SOME REALLY GREAT DANCES AT THE PEP RALLY.

THE DANCE AT NOVA, SAN DIEGO WAS PRETTY FUN.

LEO SOLATA AND ANGELINA QUIJANO WERE ELECTED HOMECOMING KING AND QUEEN, AND THE FOOTBALL GAME WAS PRETTY FUN.

WE BLEW OUT MAR VISTA. THAT WAS GREAT.

THE SENIORS WON FLOAT BUILDING.

THE COSA CARNIVAL ALSO OCCURRED.

WE ORIGINALLY WERE GOING TO HAVE A SOCCER SENIOR EVENT THERE BUT INSTEAD, A LOT OF TEACHERS VOLUNTEERED TO BE A PART OF IT, INCLUDING MS. MALINA, WHO WAS ABLE TO RAISE, I BELIEVE IT WAS $450 OR WAS IT 400? JUST FOR LETTING KIDS POUR WATER ON HER.

GREAT JOB ON HER.

SOME OTHER TEACHERS WERE ALSO SOAKED THERE.

I THINK IT WAS EIGHT BUCKETS POURED ON KIMBERLY STRASSBURGER AND FIVE POURED ON COLEMAN RAY CLARK.

WE RAISED A LOT OF MONEY THERE. THAT WAS PRETTY GREAT.

INSTRUMENTAL MUSIC HAD A FULL RECITAL.

I WENT TO THAT. IT WAS REALLY GREAT.

I LOVE THE BAND.

THEY'RE SUPER DUPER TALENTED.

ALICE BY HEART, THE MUSICAL THAT COSA HAS BEEN PRODUCING IS GOING TO OPEN TOMORROW NIGHT.

I'D LOVE TO SEE PEOPLE GO TO THAT.

I AM THE PRODUCTION MANAGER FOR THAT, AND IT'S GOING REALLY GREAT.

DIG ARTS IS GOING TO HAVE THEIR WHISPER IN THE WOODS, WHICH WILL INCLUDE SOME SCARY SHORT FILMS AND ANIMATIONS.

CLUE AUDITIONS, CLUE BEING THE BOARD GAME OR THE MOVIE, IF SOME OF YOU KNOW THAT, ARE GOING TO BE OPEN TO ALL CHS STUDENTS.

IF ANY CHS STUDENT IS INTERESTED IN AUDITIONING FOR A WINTER PLAY, YOU CAN DO THAT THIS MONDAY AND TUESDAY.

[00:20:02]

SOME EVEN HAPPENED.

FALL SPORTS ARE CLOSING SOON.

FINALS FOR QUARTER 1 WERE TODAY AND ARE GOING TO BE TOMORROW AS WELL.

THE PSAT IS GOING TO BE ADMINISTERED THIS SATURDAY WITH ABOUT 350 STUDENTS TAKING IT, MANY OF THEM BEING JUNIORS WHO WILL POSSIBLY GET NOMINATED FOR THE NATIONAL MERIT SCHOLARSHIP.

COLLEGE VISITS HAVE BEEN ON CAMPUS DAILY.

SOME EXAMPLES OF SOME GREAT COLLEGES THAT WE'VE HAD ARE INCLUDING BUT NOT LIMITED TO CHAPMAN UNIVERSITY, COLORADO BOULDER, NORTHWESTERN AND UNIVERSITY OF CHICAGO.

COLLEGE NIGHT WAS OCTOBER 1ST.

WE HAD A GREAT TURNOUT OF ABOUT 150 PARENTS, SHOUT OUT COUNSELORS FOR PUTTING THAT ON AND ALL OF THE OTHER COLLEGE EVENTS ON AS WELL.

SHOUT OUT ADMINISTRATION FOR THE ADMINISTRATION WEEK.

I'M PRETTY SURE TODAY IS NATIONAL BOSS DAY, SOMETHING LIKE THAT.

ASB IS GOING TO BE HOSTING HAUNTED HALLS SOON.

WE'RE ALSO GOING TO HAVE OUR FALL FESTIVAL DURING LUNCH.

WE ARE GOING TO HAVE A PETTING ZOO, A LITTLE BIT OF FOOD THERE.

MAKE SURE YOUR KIDS COME, I BELIEVE IT'S GOING TO BE THIS FRIDAY, TO THAT FUN EVENT.

AN IMPORTANT EVENT WE'VE DONE IN THE PAST IS COMING UP, WHICH BRINGS UNITY AND KINDNESS AND CAMARADERIE, KNOWN AS UNITY DAY.

THIS WEDNESDAY, ASP HAS BEEN PLANNING ON GETTING A BUNCH OF ORANGE BEADS TO GIVE TO A LARGE MAJORITY OF THE STUDENTS AT CHS.

WE'RE GOING TO HAVE A SPECIAL BROADCASTING SHOWING ON WEDNESDAY AS WELL.

SUNDAY, OCTOBER 5TH WAS CORONADO SAFETY DAY, AND THERE WAS A STEM FAIR HOSTED BY THE CHS ROBOTICS TEAM.

NICHE, A COMPANY WHICH COMPARES SCHOOLS, GAVE CUSD AN A+ RANKING, MAKING IT WITHIN THE TOP 4 OF 42 DISTRICTS IN SAN DIEGO COUNTY AND PLACING CORONADO UNIFIED SCHOOL DISTRICT AMONG THE BEST SCHOOL DISTRICTS IN THE ENTIRE NATION.

[APPLAUSE] THANK YOU SO MUCH FOR LISTENING TO THAT.

I'D LIKE TO ADDRESS THE INCIDENT WHICH OCCURRED TWO DAYS AGO AT CMS NOW.

TO OPEN MY WORDS, I'D LIKE TO GIVE EVERYBODY A QUOTE FROM AMERICAN CIVIL RIGHTS ACTIVIST AND AUTHOR, JAMES BALDWIN.

"NOT EVERYTHING THAT IS FACED CAN BE CHANGED, BUT NOTHING CAN BE CHANGED UNTIL IT IS FACED." I UNDERSTAND FULLY THE IMPLICATIONS OF MY WORDS HERE.

I HOPE MY WORDS MOVE YOU.

THE INCIDENT WHICH OCCURRED TWO DAYS AGO AT CORONADO MIDDLE SCHOOL IS DEEPLY UPSETTING.

MY FULL HEART GOES OUT TO THE VICTIM OF THE INCIDENT.

I MUST SAY THAT AS A STUDENT BOARD REPRESENTATIVE, IT IS NOT MY PLACE TO COMMENT ON THE SPECIFIC EVENT AT HAND OR TO ADVISE AS TO WHAT SHOULD BE DONE.

BUT IT IS CERTAINLY MY PLACE AS THE STUDENT BOARD REPRESENTATIVE TO REPRESENT MY FELLOW STUDENTS.

I WILL STILL GIVE MY PERSPECTIVE ON WHAT EVERYONE, BEING STUDENTS, PARENTS, TEACHERS, AND ADMINISTRATION COULD DO TO STRENGTHEN OUR SAFE SCHOOL ENVIRONMENT.

I MUST RECOGNIZE ALL OF THE DILIGENT EFFORTS MADE ON BEHALF OF OUR SCHOOL DISTRICT TO ENSURE A BETTER PLACE FOR OUR STUDENTS, OUR FAMILY TO GO TO.

NO ONE PERSON IS AT FAULT FOR THIS, BUT WE ALL SHOULD RECOGNIZE THE EFFORTS WE HAVE ALL TAKEN AND MUST CONTINUE TO TAKE.

I RECOGNIZE OUR STUDENTS FIRST, WHO ALL EXPRESS EMPATHY FOR THE DISTRESSING EVENT, ITS VICTIM, AND ITS WITNESSES.

I RECOGNIZE OUR HARDWORKING ADMINISTRATION WHO ALWAYS PROVIDE RESOURCES FOR SUPPORT FOR ANYONE RELATED TO OUR SCHOOL DISTRICT.

I RECOGNIZE OUR BELOVED TEACHERS AND COUNSELORS WHO ALWAYS REACH OUT TO OUR STUDENTS.

LASTLY, I RECOGNIZE OUR PARENTS FOR ALL THE CARE YOU GIVE TO YOUR CHILDREN.

WE ALL HAVE PROPOSED WAYS TO MAKE OUR DISTRICT BETTER.

LET US CONTINUE TO CARE FOR OUR KIDS.

HAVING DIFFICULT, INSIGHTFUL AND MEANINGFUL CONVERSATIONS WITH OUR CHILDREN AND CONSISTENTLY CHECKING IN ON HOW THEY ARE DOING AND WHAT'S GOING ON AROUND THEM IS CRITICAL.

DURING THIS SPECIFIC TIME OF HEIGHTENED CIRCUMSTANCES AND EMOTIONS, IT IS ALSO CRITICAL THAT THESE CONVERSATIONS ARE APPROACHED WITH EMPATHY.

IT'S IMPORTANT TO APPROACH THESE DIFFICULT CONVERSATIONS WITH EMPATHY BECAUSE WE MAY NOT KNOW THE FULL EXTENT OF EFFORTS PEOPLE HAVE MADE TO STRENGTHEN OUR SAFE SCHOOL ENVIRONMENT.

IT IS MY OPINION THAT THE BEST THING EVERYONE CAN DO IS JUST THAT.

[00:25:01]

DURING THE PORTRAIT OF A GRADUATE MEETINGS THAT I WAS A PART OF, ALL THE STUDENTS WERE ASKED THIS QUESTION, WHAT IS THE BEST THING THAT TEACHERS, ADMINISTRATORS, AND PARENTS CAN DO TO SUPPORT YOU? WE CAME TO THE CONSENSUS THAT CHECKING IN ON US IS WHAT WE NEED.

CHECK IN ON US STUDENTS.

USE THE RESOURCES AVAILABLE TO HELP US.

RECOGNIZE WHEN IT IS TIME FOR YOU TO STEP IN AND TAKE PRECAUTIONARY MEASURES.

I AM SPEAKING TO THE PARENTS OF STUDENTS IN THIS DISTRICT HERE.

I'D LOVE TO SEE PARENTS GET EVEN MORE INVOLVED IN UNDERSTANDING ALL THE CIRCUMSTANCES SURROUNDING THEIR CHILDREN.

WE ARE ALL IN THIS TOGETHER.

WE ARE ONE DISTRICT.

WE ALL HAVE THE GOAL TO DO WHAT IS BEST FOR OUR STUDENTS.

NOT EVERYTHING THAT IS FACED CAN BE CHANGED, BUT NOTHING CAN BE CHANGED WITHOUT FACING IT.

TO CLOSE THIS ADDRESS, I WOULD LIKE TO THANK MY ENGLISH TEACHERS, MR. TOM HONG AND ALLISON GILMORE.

THANK YOU FOR GIVING ME THE GIFT TO WRITE FREELY.

I BELIEVE THAT WRITING CAN MAKE A POSITIVE CHANGE AND WITHOUT MY TEACHERS, I WOULDN'T.

I'M ETERNALLY GRATEFUL FOR THE PRIVILEGE THAT I HAVE TO SPEAK ON THIS BOARD AND GIVE THE STUDENTS INSIGHT THAT CONCLUDES MY REPORT.

>> WELL SAID, MR. COOLEY.

THANK YOU SO MUCH FOR SERVING AND FOR REPRESENTING ALL THE STUDENTS AND FOR SHARING YOUR WORDS WITH US DURING THIS TIME.

ITEM 7.3, SILVER STRAND ELEMENTARY SCHOOL ANNUAL REPORT.

[7.3 Silver Strand Elementary School Annual Report: Principal, Jennifer Moore (15 min. + Board Discussion)]

>> THANK YOU, PRESIDENT PALACIOS PETER.

IT'S A PRIVILEGE TO INTRODUCE THE PRINCIPAL AT SILVER STRAND ELEMENTARY, JOINED BY A NUMBER OF STAFF MEMBERS FROM SILVER STRAND. PRINCIPAL MOORE.

>> THANK YOU. TRUSTEES AND TEAMMATES AND SUPPORTERS IN THE AUDIENCE AND BEYOND, I'M HAPPY TO BE HERE AGAIN, REPRESENTING SILVER STRAND ELEMENTARY SCHOOL.

AS I ALWAYS SAY, I FEEL VERY PRIVILEGED AND PROUD TO BE LEADING THE SCHOOL AND ITS STAFF AND THE SCHOOL COMMUNITY THAT WE SERVE.

I LEARN SO MUCH EVERY DAY IN THIS PARTICULAR POSITION ABOUT HUMAN BEINGS, CHILDREN, DEVELOPMENT, BEHAVIOR, ETC.

IT FEELS LIKE AN IMPORTANT EXPERIENCE THAT I'M PART OF, SO THANK YOU.

I'M ALSO FEELING PROUD OF MY WORK WITH CANVA.

THERE WAS A SLIDE THAT SHOWS THE VARIOUS INITIATIVES THAT THE DISTRICT IS SUPPORTING THIS YEAR AND THAT THE SITES ARE ENDEAVORING TO WORK ON.

THOSE INCLUDE THE PORTRAIT OF A GRADUATE, THE NATIONAL CONFLICT RESOLUTION CENTER SUPPORTING US, OUR MTSS WORK AT EACH SITE, AND OUR SPSAS OR SCHOOL PLANS FOR STUDENT ACHIEVEMENT.

PART OF THE ENDEAVOR FOR THIS PRESENTATION, ON BEHALF OF SILVER STRAND AND THE OTHER SITES, IS TO HELP YOU ALL SEE HOW THOSE SYSTEMS ARE WORKING TOGETHER AT OUR SITES AND MAKING SENSE TO STUDENTS, STAFF, AND FAMILIES.

I'M GOING TO SAIL THROUGH THE LENS OF COMMUNITY TEACHING AND LEARNING, INTERVENTIONS AND ENRICHMENT, AND SOCIAL EMOTIONAL LEARNING AND SUPPORTS.

WE'LL START WITH COMMUNITY.

I ALWAYS POINT OUT THAT WE'RE A PRETTY UNIQUE COMMUNITY AT SILVER STRAND, BOTH IN OUR LOCATION, OUR SIZE, AND OUR DEMOGRAPHICS.

A HALLMARK OF SILVER STRAND, OF COURSE IS THAT WE'RE MILITARY CONNECTED.

WE HAVE THE DISTINCTION ALONG WITH OUR OTHER SITES IN THE DISTRICT TO BE A PURPLE STAR SCHOOL, MEANING THAT WE INVEST IN SUPPORTING OUR MILITARY FAMILIES AND THAT CULTURAL APPROACH REALLY ENRICHES OUR ENTIRE POPULATION AS WE WORK ON A CULTURE OF BEING WELCOMING OF DEVELOPING SKILLS OF RESILIENCE, FACING CHANGE AND MAKING TRANSITION SUCCESSFULLY.

OUR PTO, RECOGNIZING THE NEEDS OF OUR UNIQUE COMMUNITY AND HOW MANY DEPLOYED PARENTS, SINGLE PARENTS, YOUNG PARENTS WITH YOUNG CHILDREN, NOT ALWAYS WITH ACCESS TO CHILDCARE, ENDEAVOR TO MAKE OUR SCHOOL COMMUNITY ACTIVITIES FREE AND ACCESSIBLE AND SUPPORTIVE OF OUR ENTIRE COMMUNITY.

[00:30:05]

THIS IS A STAFF THAT CREATES AND JOINS COMMITTEES THAT BOTH SERVE DISTRICT WIDE.

WE HAVE SEVERAL ACT REPRESENTATIVES HERE, MTSS, AND PORTRAIT OF A GRADUATE.

SOMETIMES IN OUR SMALL STAFF, THOSE PEOPLE ARE THE SAME PEOPLE.

BUT EVERYONE'S INVOLVED IN SOME WAY IN THE CULTURE AND THE SUPPORT OF OUR SCHOOL, AND THE SYSTEMS OF OUR SCHOOL.

WE DID ENJOY A WONDERFUL POTLUCK TODAY THAT HAPPENS TO BE ONE OF OUR SUPERPOWERS.

IT'S FEEDING OURSELVES AND OTHERS.

OUR STUDENTS ARE EAGER TO BE HELPFUL.

YOU'RE GOING TO BE PART OF THE RUNNING OF OUR SCHOOL.

WE'VE EXPANDED OUR LEADERSHIP OPPORTUNITIES TO FOURTH GRADE THIS YEAR BECAUSE THERE'S SO MUCH DESIRE TO BE OUT THERE AND ASSISTING.

COUNSELING GROUPS THAT ARE MFLC AND OUR CLINICAL COUNSELOR RUN SUPPORT HEALTHY SOCIAL DYNAMICS.

WE HAVE BUDDY CLASSES.

UPPER GRADE CLASSES PAIR WITH YOUNGER GRADE CLASSES TO DO ART PROJECTS AND READING TOGETHER.

IN FACT, DURING AN SST MEETING TODAY, AN ANECDOTE FROM ONE OF THOSE EXPERIENCES CAME UP BECAUSE OF HOW POWERFUL AND EMPOWERING THOSE OPPORTUNITIES ARE FOR BOTH YOUNGER STUDENTS AND THE OLDER STUDENTS.

THEN FINALLY, THE SYSTEMS AND THE RESOURCES WHICH HELP BUILD COMMUNITY AT SILVER STRAND, INCLUDE THE FRIDAY FLAGPOLE ASSEMBLY, WHICH BRINGS US ALL TOGETHER, ALLOWS US TO HAVE SHARED MESSAGING.

OUR INCLUSION MODEL OF SPECIAL EDUCATION, WHICH MEANS THAT ALL STUDENTS ARE INVOLVED IN GENERAL EDUCATION AND ACTIVITIES AND INSTRUCTION, AND ALL STUDENTS UNDERSTAND AND KNOW WHO THEIR PEERS ARE.

SECOND STEP, OUR NEWLY ADOPTED SOCIAL EMOTIONAL LEARNING CURRICULUM, AND THEN NATIONAL CONFLICT RESOLUTION CENTER TRAININGS WHICH HAVE HELPED BOTH OUR STAFF AND OUR STUDENTS IN THE UPPER GRADES.

>> OBVIOUSLY, TEACHING AND LEARNING IS OUR CALLING.

THE MOST IMPORTANT PART OF WHAT WE DO BESIDES KEEPING STUDENTS SAFE SO THAT THEY CAN LEARN.

WE HAVE A SCHOOL-WIDE FOCUS THIS YEAR ON WRITING, AND THAT'S REFLECTED IN OUR SCHOOL PLAN FOR STUDENT ACHIEVEMENT.

IT IS RESPONSIVE TO THE DATA THAT WE GATHERED FROM NOT JUST OUR STATE TESTING, BUT ALSO ANECDOTALLY.

IT WAS A TEACHER-IDENTIFIED GOAL AREA, AND OUR MTSS COMMITTEE REALLY IS THE LIAISON BETWEEN WHAT OUR TEACHERS IDENTIFY AS NEEDS, AND THEN OUR MTSS COMMITTEE HELPS PARLAY THAT INTO PROFESSIONAL DEVELOPMENT THAT'S HOMEGROWN AND SUPPORTIVE OF OUR TEACHERS GOALS.

WRITING NOT JUST IN ENGLISH LANGUAGE ARTS, BUT ALSO IN MATH, BECAUSE WE KNOW THAT COMMUNICATING REASONING HAS BEEN A DATA POINT IN OUR CAST SCORES, AN AREA FOR GROWTH.

SO THAT'S A PIVOT FROM ACADEMIC DISCOURSE, WHICH HAS BEEN OUR SCHOOL-WIDE GOAL FOR SEVERAL YEARS, AND IT FEELS LIKE A REALLY PERFECT NEXT STEP.

OUR TEACHERS WRITE THESE GOALS ALIGNED WITH OUR INSTRUCTIONAL FOCUS, AND THEN OBVIOUSLY WE CONDUCT EVALUATIONS AND OBSERVATIONS RELATED TO THAT INDIVIDUALLY WITH TEACHERS BASED ON WHERE THEY FALL IN THEIR TIME AND TENURE HERE IN OUR DISTRICT.

SEPARATELY, WE'VE ALIGNED WITH THE NCUST WHICH PRODUCED RESEARCH BASED QUALITY INDICATORS, AND OUR DEPARTMENT OF LEARNING CREATED RUBRICS OUT OF THESE EIGHT QUALITY INDICATORS.

THOSE ARE THE INDICATORS THAT WE KNOW ARE THE HALLMARKS OF WHAT CREATE AN ENVIRONMENT OF HIGH STUDENT ACHIEVEMENT.

YOU HAVE AN ARTIFACT, ONE OF THESE RUBRICS IN FRONT OF YOU.

WE HAVE USED THEM DISTRICT-WIDE FOR INFORMAL WALK THROUGH FEEDBACK.

THE IDEA IS TO GIVE OUR TEACHERS FEEDBACK ON WHAT WE CAN SEE IN THEIR LEARNING ENVIRONMENT THAT ALIGNS WITH THESE HIGH QUALITY INDICATORS.

I SEE A DIRECT ALIGNMENT WITH THE PORTRAIT OF A GRADUATE, WHICH TALKS ABOUT WHAT WE WANT OUR GRADUATES TO LOOK LIKE AND WHAT ADULTS NEED TO DO AND CREATE TO HELP MAKE THAT HAPPEN, AND THEN THE ENVIRONMENT AND SYSTEMS THAT WE CREATE AS A DISTRICT TO SUPPORT BOTH THE ADULTS AND THE STUDENTS IN MAKING THE VISION REALITY.

THOSE NCUST QUALITY INDICATORS AND THAT INFORMAL FEEDBACK IS ALIGNED WITH THE IDEA THAT

[00:35:01]

IN TERMS OF VOYAGES UNDERWAY, THINGS THAT WE'RE FOCUSING ON OR LOOKING AT BOTH AT SILVER STRAND AND DISTRICT OR ELEMENTARY-WIDE.

ALL ELEMENTARY TEACHERS BETWEEN TK AND FIRST AND SECOND GRADE ARE TRAINING IN A FIVE-DAY PHONICS TRAINING, WHICH IS PRETTY AMAZING.

I HAD THE PLEASURE OF ATTENDING PART OVER THE SUMMER AND LEARNED A TON ABOUT OUR LANGUAGE AND RULES OF THE ENGLISH LANGUAGE THAT I'M EMBARRASSED TO SAY AS AN ENGLISH TEACHER, I DIDN'T KNOW.

I'M EXCITED FOR THE REMAINDER OF OUR ELEMENTARY TEACHERS TO GO THROUGH THIS TRAINING BY THE END OF NOVEMBER.

AT SILVER STRAND, WE'RE USING THE FOUNDATIONS PROGRAM, WHICH IS SIMILAR IN APPROACH AS AN INTERVENTION PROGRAM IN SPECIAL EDUCATION, BUT ALSO IN OUR EARLY GRADE LEVELS AS A PHONICS PROGRAM.

THERE'S AN ELEMENTARY-WIDE PUSH TO HAVE CONSISTENT PHONICS INSTRUCTION AND RECOGNITION OF THE IMPORTANCE OF THAT.

OUR BENCHMARK CURRICULUM IN ELA LEFT SOME DESIRE FOR MORE AUGMENTATION IN THAT AREA, AND WE'RE FILLING THAT NEED, WHICH IS TERRIFIC.

I THINK YOU'RE AWARE OF THE IMPORTANCE OF UNIVERSAL SCREENERS AND CALIFORNIA LEGISLATION, WHICH IS ASKING US TO LOOK FOR EARLY MARKERS FOR DYSLEXIA.

WE HAVE THAT PROCESS UNDERWAY.

PROGRESS MONITORING IS HAPPENING AND IN OUR SST MEETINGS AND ELSEWHERE, WE'RE DISCUSSING THOSE DATA.

THEN WE'RE GOING TO CONTINUE TO FAMILIARIZE OURSELVES WITH THE PORTRAIT OF THE GRADUATE AND WHAT THAT INFORMS US TO DO AS ADULTS TO BEST SUPPORT STUDENTS EVEN AT THE ELEMENTARY LEVEL MOVING TOWARD HIGH SCHOOL.

THEN OUR MTSS COMMITTEE WHICH HAS BEEN A REALLY IMPORTANT COMMITTEE ON OUR CAMPUS, LOOKING AT BEHAVIOR SUPPORT, LOOKING AT OUR AGREEMENTS.

IT'S THE TEAM THAT HELPS DETERMINE OUR ACADEMIC FOCUS AND ADOPT OUR NEW SEL CURRICULUM, MAKING THAT SHIFT TO USING THAT COMMITTEE TO TRACK ACADEMIC DATA AS WELL.

IN THE AREA OF INTERVENTIONS AND ENRICHMENT, SILVER STRAND HAS A LONG DEDICATED HISTORY OF THE READING BLOCK.

WHAT THAT MEANS IS THAT EACH GRADE LEVEL TEACHES READING AT THE SAME TIME.

IT'S STACKED OVER THE COURSE OF THE DAY SO THAT NO TWO GRADE LEVELS ARE DOING READING AT THE SAME TIME.

THE REASON FOR THAT IS A READING INTERVENTION SPECIALIST CAN THEN PROVIDE A GROUP OR SUPPORT AT EVERY GRADE LEVEL.

LIKEWISE, SPECIAL EDUCATORS CAN PROVIDE THEIR SAI OR SPECIALIZED ACADEMIC INSTRUCTION AT THE SAME TIME.

THIS IS IMPORTANT BECAUSE IF I'M A STUDENT WHO HAS BEEN A GENERAL EDUCATION STUDENT AND MAYBE I'M IDENTIFIED FOR EITHER READING INTERVENTION SUPPORT OR AN IEP WITH GOALS IN READING, I'M GETTING MY READING INSTRUCTION THE SAME TIME AS MY PEERS IN ANOTHER GROUP AT THEIR SKILL LEVEL, AND IT DOESN'T TAKE ME OUT OF THE CLASSROOM DURING OTHER INSTRUCTIONAL TIME.

IT'S JUST THE NORM, EVERYONE'S DOING READING AT THEIR OWN LEVEL AT THE SAME TIME.

WE BELIEVE IN THAT PRACTICE, WE FEEL LIKE WE SEE RESULTS FROM THAT PRACTICE, AND IT'S EMBEDDED IN OUR SCHEDULE SO THAT AS WE INCORPORATE PHONICS AND OTHER READING STRATEGIES, THEY WILL ALSO INFUSE THAT TIME.

WE'RE GRATEFUL FOR A MATH INTERVENTION TEACHER THROUGH THE DODEA GRANT.

SHE'S HAD DUAL FOCUSES IN WORKPLACES IN THE YOUNGER GRADES.

THAT'S WHERE STUDENTS ARE REALLY PRACTICING IN HANDS ON AND COLLABORATIVE WAYS, THE SKILLS THAT THEY'RE LEARNING THROUGH WHOLE GROUP INSTRUCTION.

THEN IN THE UPPER GRADES, SHE'S COMING IN TO WORK ON TARGETED SKILLS WITH TARGETED STUDENTS AT VARIOUS TIMES AS WELL AS TO HELP WITH GROUP LEARNING.

I MENTIONED THE INCLUSION MODEL FOR SPECIAL EDUCATION, WHICH MEANS OUR STUDENTS ARE RECEIVING THE FULL OUT SUPPORTS THAT THEY NEED, BUT ALSO BEING EXPOSED TO AS MUCH GENUINE INSTRUCTION AS POSSIBLE.

WE'VE SEEN LOTS OF CELEBRATIONS AS FAR AS WATCHING STUDENTS GROW, STUDENTS WHO MAY HAVE COME FROM A MORE SELF CONTAINED ENVIRONMENT, WHO ARE USING PEER MODELS TO GROW IN SOCIAL EMOTIONAL WAYS, AS WELL AS EXECUTIVE FUNCTIONING AND LIFE SKILLS WAYS.

THEN WE ALSO SEE THE DIVIDENDS IN TERMS OF STUDENTS GROWING IN COMPASSION AND UNDERSTANDING OF HOW OTHER HUMAN BEINGS ARE BUILT AND MADE AND OPERATE.

WE JUST BELIEVE THAT IN A COMMUNITY WHERE BOTH STUDENTS

[00:40:01]

OBVIOUSLY, THAT MODEL REQUIRES SOME STRUCTURES AND SUPPORTS THAT WE'RE STILL BUILDING AND THAT'S ANOTHER VOYAGE UNDERWAY.

AS FAR AS BEHAVIOR SUPPORT AND ECHOING THAT IDEA THAT ADULT BEHAVIORS ARE THE ONES THAT WE CAN PROBABLY MOST EFFECTIVELY CHANGE IMMEDIATELY.

[LAUGHTER] WE CONTINUE TO IDENTIFY THE TIMES THAT ARE MOST DIFFICULT FOR STUDENTS TO MANAGE THEIR OWN BEHAVIOR, REGULATE THEMSELVES, AND LOOK FOR WAYS TO ADJUST STRUCTURES LIKE LINEUPS TIMES, RECESS LINEUPS, HOW WE'RE MAKING STUDENTS WAIT AND WHY AND CHANGING OUR OWN APPROACHES IN HOPES THAT THOSE BETTER SUPPORT STUDENTS.

FINALLY, WE CONTINUE TO GROW IN THE AREA OF PROVIDING EXTENSION ACTIVITIES FOR STUDENTS.

STUDENTS WHO ARE READY TO MOVE ON OUR CURRICULA, MOST OF OUR CURRICULAR AREAS INCLUDE THOSE OPPORTUNITIES.

I KNOW THAT TEACHERS INDIVIDUAL GOALS, MANY OF THEM HAVE ALLUSIONS TO WANTING TO HAVE GENIUS HOUR OPPORTUNITIES OR PROVIDE VOICE AND CHOICE FOR STUDENTS SO THAT THEY CAN ATTACH SCHOOL ACTIVITIES TO THEIR OWN PASSIONS.

THEN, OF COURSE, WE'RE GRATEFUL FOR DODEA GRANTS, WHICH HAVE ALLOWED US TO HAVE SPANISH AND CSF FOR THE ILAB, AND ROBOTICS AND BAND AND CHOIR, WHICH ARE ALSO ENRICHMENT AND EXTENSION OPPORTUNITIES.

SOCIAL EMOTIONAL LEARNING AND SUPPORTS, I THINK YOU'RE SEEING THAT ALL THESE THINGS ARE CROSSING OVER.

WE HAVE OUR VOYAGER 4, SIMILAR TO VILLAGE, SAFE, RESPONSIBLE, RESPECTFUL AND KIND.

WE USE THAT VOCABULARY TO TALK ABOUT OUR OWN AGREEMENTS FOR EACH OTHER, BUT ALSO AS A WAY OF HELPING STUDENTS REFLECT ON WHAT OTHER CHOICES THEY MIGHT MAKE.

IT FITS RIGHT IN WITH OUR SECOND STEP, SOCIAL EMOTIONAL LEARNING CURRICULUM, WHICH IS REALLY WELL ARTICULATED ACROSS GRADE LEVELS AND BUILDS ON ON EACH GRADE LEVEL.

IT'S OUR FIRST YEAR IMPLEMENTING, SO WE'RE EXCITED TO SEE HOW HAVING CONSISTENT INSTRUCTION AND STRATEGIES TAUGHT AT ALL GRADE LEVELS WILL STRENGTHEN OUR STUDENTS SENSE OF SELF AS WELL AS THEIR OWN MANAGEMENT OF THEIR MOVEMENT THROUGH THE DAY AND THROUGH LIFE.

WE ARE OF OUR COUNSELING.

WE HAVE ROBUST COUNSELING, WE HAVE A FULL TIME COUNSELOR, WHICH WE'RE VERY GRATEFUL FOR.

WE ALSO HAVE A DEDICATED MFLC, AND THERE'S GREAT SYNERGY BETWEEN OUR COUNSELORS IN TERMS OF MAKING SURE THAT ALL STUDENTS HAVE A PLACE TO BE SUPPORTED IF THEY NEED IT.

LOTS OF SOCIAL SKILLS GROUPS AND OPPORTUNITIES FOR ALTERNATIVE PLAY WITHIN THAT MODEL.

THEN WE HAVE COMMUNITY PARTNERS THAT COME IN AND DO THINGS LIKE TURTLE TIME, NCRC, WHICH PROVIDES TRAININGS ON BEING UPSTANDERS, AND THE GREAT KINDNESS CHALLENGE AND MENTAL WELLNESS WEEKS MESH WITH ALL OF THIS AS WELL.

THEN I WANT TO JUST HIGHLIGHT THAT WE HAD AN OPPORTUNITY LAST SPRING TO USE THE NATIONAL CONFLICT RESOLUTION CENTER TO HOST AND HELP RUN A COMMUNITY CIRCLE AT SILVER STRAND, WHICH WAS AN EXTREMELY POWERFUL EXPERIENCE THAT I'VE COMMITTED TO WANTING TO INCLUDE EVERY YEAR IN OUR GROWTH AS A SCHOOL, GROWTH IN OUR PARTNERSHIP WITH PARENTS.

THE FINDINGS THAT CAME OUT OF THAT VERY OPEN-ENDED BUT STRUCTURED CONVERSATION INFORMED GOALS IN OUR SCHOOL PLAN FOR STUDENT ACHIEVEMENT, AND THEY WERE, AS WE'RE TALKING ABOUT THIS EVENING, FOCUSED AROUND STUDENT BEHAVIORS, STUDENT SAFETY AND COMMUNICATION BETWEEN THE SCHOOL AND FAMILIES.

WE LOOK FORWARD TO CONTINUING TO GROW IN THOSE WAYS AS WELL AND ARE GRATEFUL TO THE NCRC FOR MAKING A WAY FOR A PRINCIPAL TO HOST THAT KIND OF DISCUSSION WITHOUT BEING THE LEADER OF IT, SO THAT I COULD BE A PARTICIPANT AND GATHERER OF THOSE DATA.

MADE A VERY SAFE SPACE FOR EVERYONE TO DO THAT.

THEN YOU WERE GIVEN A PRIDE PASS.

I ENCOURAGE YOU TO FILL IT OUT FOR YOURSELF BECAUSE WE DO TALK AT SILVER STRAND.

YOU WILL HEAR ME SAY, I'M GIVING MYSELF A PRIDE PASS BECAUSE I JUST MET MY GOAL TODAY TO BE IN CLASSROOMS FOR HOWEVER LONG, OR I WAS ABLE TO INTERVENE WITH THE STUDENT SUCCESSFULLY.

THE IDEA OF THESE PASSES THAT TEACHERS CAN GIVE THEM TO STUDENTS TO IDENTIFY THEIR OWN MOMENTS OF PRIDE.

BUT THE IDEA IS REALLY TO BUILD THAT PRACTICE OF I'M

[00:45:01]

WHAT STUDENTS DO IF THEY GET ONE OF THESE IS THEY HAVE TO GO FIND AN ADULT AND DECLARE WHAT THEY'RE PROUD OF.

JUST TODAY, A STUDENT WHO HAD MAYBE NEEDED SOME CALM TIME ON OCCASION IN THE LAST COUPLE OF WEEKS WAS LOOKING FOR THE DAY THAT HE EARNED HIS PRIDE PASS, AND THAT WAS A GREAT CELEBRATION.

WE DO TEND TO MAKE A BIG DEAL.

OUR PEACEFUL PAUSES AT FRIDAY FLAGPOLE ARE ANOTHER WAY TO JUST WEEKLY REMINDERS OF THAT IMPORTANCE OF CALMING OURSELVES, ADULTS AND STUDENTS BEFORE WE INTERACT OR RESPOND.

THEN JUST THAT FOCUS ON UNDERSTANDING OURSELVES BETTER, UNDERSTANDING OUR STRENGTHS, BEING ABLE TO ARTICULATE WHERE WE'RE STILL GROWING AS A WAY TO BUILD COMMUNITY, BE BETTER MEMBERS OF THE COMMUNITY.

THEN I INCLUDED IN THE REPORT THE CUSTOMARY DEMOGRAPHICS.

I DIDN'T WANT TO SPEND TIME REVIEWING IT, BUT I WANTED TO BE OPEN TO QUESTIONS THAT YOU MIGHT HAVE ABOUT OUR DATA AND ANY OTHER INFORMATION I SHARED.

>> IS THERE ANY PUBLIC COMMENT ON ITEM 7.3? TRUSTEES, ANY QUESTIONS OR COMMENTS ON THIS REPORT?

>> HEY, MS.MOORE. THANK YOU FOR COMING UP HERE BY THE WAY. THAT WAS AWESOME.

I LOVE SEEING WHAT YOU ALWAYS HAVE PREPARED TO DO.

I LOVE HOW TRANSPARENT YOUR NEWSLETTERS ARE.

THEY'RE REALLY HELPFUL FOR MAKING THE REPORTS. [LAUGHTER]

>> I LOVE THAT YOU'RE WILLING TO READ THEM.

I JUST THOUGHT IT'S AMAZING.

>> READ THE NEWSLETTERS FOR EVERY SCHOOL. THEY'RE GREAT.

[LAUGHTER] I LOVE HOW YOU'RE TRYING TO ALIGN YOURSELF WITH A PORTRAIT OF A GRADUATE.

YOU'RE DOING A GREAT JOB. THAT'S GREAT.

I LOVE HOW YOU'RE GETTING INVOLVED WITH MILITARY FAMILIES.

I LOVE EVERYTHING YOU'RE DOING.

YOU'RE DOING A GREAT JOB. THANK YOU.

>> THANK YOU FOR THE PRIDE PASS.

[LAUGHTER] I'M PROUD OF YOUR ADVOCACY FOR YOURSELF AND STUDENTS ACROSS THE DISTRICT.

I THINK YOU'RE DOING A GREAT JOB OF REPRESENTING.

>> THANK YOU. YOU TOO.

>> I JUMP IN, WE GO DOWN THIS WAY.

THANK YOU FOR THIS FOR COPY OF THIS AND SEEING THE INCUS QUALITY INDICATOR.

IT LOOKS QUICK AND EASY TO FILL OUT IF YOU'RE A PRINCIPAL GOING THROUGH CLASSROOMS. WHAT HAS TEACHER RESPONSE BEEN TO THIS? LIKE I'M ASSUMING THAT YOU HAVE THIS AS YOU GO THROUGH AND DO.

IS THIS PART OF THE FORMAL EVALUATION.

>> I HAVE INTRODUCED IT AS A VALIDATING WALK THROUGH.

IN OTHER WORDS, WE'RE LOOKING FOR THE QUALITY INDICATORS, AND I'M GOING TO TELL YOU WHAT I FIND.

BECAUSE WE DO HAVE EVALUATIVE OBSERVATIONS AS PART OF OUR FORMAL EVALUATION PROCESS.

BUT WE WANT TO BE IN CLASSROOMS AND WE WANT TO OBSERVE INFORMALLY, AND WHAT THE LEARNING DEPARTMENT DID IN CREATING THESE RUBRICS FOR US WAS GIVE US A HEALTHY AND ALIGNED WITH RESEARCH WAY TO SAY, YOU'RE DOING THIS THING THAT IS THAT WORKS TO FOSTER STUDENT ACHIEVEMENT.

THEN DISCUSSIONS CAN HAPPEN IF WARRANTED.

IF A TEACHERS TELL ME MORE OR I HAVE FOLLOW UP QUESTIONS ABOUT SOMETHING A PROCESS THAT I SAW, BUT IT'S NOT MEANT TO BE EVALUATIVE.

>> THEN LET ME SEE IT. I THINK IT WAS ON ONE OF THE FIRST FEW SLIDES.

UNDER VOYAGES UNDERWAY.

YOU MENTIONED DYSLEXIA SCREENERS AND PROGRESS MONITORING. HOW DOES THAT WORK? IF A STUDENT IS IDENTIFIED AS HAVING DYSLEXIA? WHAT INSTRUCTION SUPPORT DO THEY GET? HA ALL TEACHERS BEEN TRAINED IN THAT, OR IS IT JUST THE READING SPECIALIST?

>> I THINK YOU'RE ASKING A REALLY IMPORTANT QUESTION.

TO BE CLEAR, OUR UNIVERSAL SCREENERS ARE NOT SPECIFICALLY SCREENING FOR DYSLEXIA.

THEY'RE SCREENING FOR STUDENTS WHO MAY HAVE NEEDS IN AREAS THAT ARE ALIGNED WITH POTENTIAL DYSLEXIA.

NOW, THE PROGRESS MONITORING IS, WE'RE WATCHING TO SEE IF THAT STUDENTS MAKING PROGRESS OVER TIME.

[00:50:03]

WHEN A STUDENT IS NOT MAKING PROGRESS AS WE EXPECT TO SEE, THEN THAT'S WHERE THE SST PROCESS WOULD KICK IN.

LET'S LET'S BRING TOGETHER A TEAM.

LET'S TALK ABOUT WHAT'S ALREADY IN PLACE, WHAT WE MIGHT ADD.

THEN AS WE GO THROUGH THAT PROCESS, IT COULD LEAD TO AN ASSESS, A PSYCHO EDUCATIONAL ASSESSMENT, WHICH MIGHT IDENTIFY A PROCESSING OR DYSLEXIA DISORDER.

THE IDEA, THE STATE OF CALIFORNIA IS HOLDING SCHOOLS ACCOUNTABLE FOR PROGRESS MONITORING, REALLY, SAYING, KEEP TRACK OF THESE KIDS AND MAKE SURE THEY'RE NOT SLIPPING THROUGH.

I THINK THE DISTRICT'S BEEN DOING THIS, BUT WE'RE GETTING EVEN MORE TOOLS TO PROVIDE INSTRUCTION IN MORE RESEARCH FACT WAYS. THANK YOU.

>> THANK YOU FOR THE PRESENTATION. I HAD A QUESTION TOO.

THE NATIONAL CENTER FOR URBAN SCHOOL TRANSFORMATION.

YOU MENTIONED THAT. IS THAT JUST HELP EDUCATE ME.

IS THIS A NEW SET OF METRICS THAT WE'RE USING? I UNDERSTAND WHAT THE ORGANIZATION DOES AND HOW IT TAKES A LOOK AT THE ACROSS THE BOARD ACHIEVEMENTS.

IT ACTUALLY SEEMS LIKE IT'S A PRETTY GOOD SYSTEM.

HAVE WE BEEN USING THIS BEFORE? I.

>> I'M GOING TO ATTEMPT TO ANSWER THIS QUESTION ACCURATELY AND THEN MIGHT NEED HELP FROM THE SUPERINTENDENT.

BUT WE CONTRACTED WITH TO DO AN AUDIT OF OUR PRACTICES, AND THEY PROVIDED US WITH FEEDBACK.

BASICALLY, WHICH QUALITY INDICATORS ARE YOUR SCHOOL SITES IN THE DISTRICT HAVE RELATIVE STRENGTHS AND RELATIVE AREAS OF GROWTH? IN THAT PROCESS, WE BECAME FAMILIAR WITH THE QUALITY INDICATORS, AND WE STARTED TO LOOK THROUGH THOSE LENSES AS PRINCIPALS AT OUR STAFF.

I BELIEVE THAT WAS TWO YEARS AGO.

AS FAR AS INCORPORATING THOSE WALK THROUGHS AND THAT IT'S A WORK IN PROGRESS I'D LOVE TO BE A PRINCIPAL WHO'S DOING THOSE MORE OFTEN THAN I AM.

BUT WHAT THAT ORGANIZATION HAS DONE HAS PROVIDED ME WITH A SET OF INDICATORS THAT ARE UNIVERSALLY APPLIED ACROSS OUR DISTRICT, AND THAT WE CAN SAY ARE BACKED BY RESEARCH.

I DON'T KNOW IF THERE'S A NEXT STEP, BUT I THINK HAVING THOSE QUALITY INDICATORS AS A LENS WE'RE LOOKING THROUGH IS HEALTHY FOR US, AND A LOT OF THEM ARE REFLECTED IN WHAT WE'VE PUT INTO THE PORTRAIT OF A GRADUATE.

SO THERE'S A SWITCH SYNERGY THERE.

>> THANK YOU. I APPRECIATE.

>> THANK YOU, PRINCIPAL MORE FOR A WONDERFUL PRESENTATION AND ALL YOUR WORK DOWN THERE. VERY IMPRESSIVE.

I JUST WANTED TO ASK, I'M SURE IF YOU EVER HAVE ANY DESIRES FOR NEW INITIATIVES OR FUNDING OR PROGRAMS OR YOU PASSED THOSE ALONG TO THE SUPERINTENDENT, ETC..

BUT IS THERE ANYTHING THAT THE BOARD CAN DO TO EVEN IF IT'S MAYBE NOT LOGISTICALLY POSSIBLE OR YOU MIGHT THINK IT'S SO, IS THERE ANYTHING WE CAN DO TO ASSIST OR MAKE SILVER STRAND MORE SUCCESSFUL?

>> I THINK I FEEL LIKE WE'RE BEING WELL SUPPORTED, AND I THINK WE'RE ON A TRACK TO HAVE ADDITIONAL RESOURCES AVAILABLE AS THE DISTRICT.

IF YOU'RE ASKING ME WHAT I'M DREAMING ABOUT.

>> YES.

>> I MEAN, THERE'S A LOT OF THINGS. TOP OF MIND TODAY IS AS WE'RE LOOKING AT YOUNG STUDENT BEHAVIOR, AND THE NEED WHAT I WOULD CHARACTERIZE AS SENSORY NEEDS AND STUDENTS WHO REALLY BENEFIT FROM BEING ACTIVE AND HAVING WHAT APPEARS TO BE WHAT I'VE LEARNED AT MY TIME IN STAND, LIKE A SENSORY DIET OR MOTOR TIME, AND WE'RE SEEING BENEFIT FROM INDIVIDUAL STUDENTS HAVING AN OPPORTUNITY TO ACCESS A SPACE WHERE THEY CAN DO THAT.

I'M LIKE THINKING IT WOULD BE GREAT TO HAVE A ZENDEN MEETS MOTOR ROOM SPACE AND SOMEBODY WHO WOULD FACILITATE GIVING STUDENTS THOSE BREAKS THAT WE WATCH, HELP THEM RE REGULATE AND RETURN TO LEARNING PRETTY EFFECTIVELY.

THAT OCCUPATIONAL THERAPY, WHICH I DIDN'T KNOW A LOT ABOUT, AND I'M LEARNING MORE AND MORE ABOUT FEELS LIKE AN APPROACH THAT IS SOMEHOW BECOMING MORE IMPORTANT BECAUSE I THINK IT'S A LOT ABOUT HOW OUR BODIES AND OUR SENSES INTERACT WITH THE WORLD,

[00:55:04]

I'LL MENTION THAT ONE AND MAYBE I'LL FOLLOW UP WITH A FEW MORE DRINKS.

>> THANK YOU. THANK YOU VERY MUCH.

>> THANK YOU, PRINCIPAL MORE.

I'M ALWAYS AMAZED ABOUT WHAT A WONDERFUL HAPPY PLACE SILVER STRAND ELEMENTARY SCHOOL ALWAYS IS EVERY TIME I GO TO VISIT YOU.

A LOT OF PEOPLE MAY NOT KNOW THAT IT'S A NAVY OWNED PROPERTY FACILITY DOWN THERE.

THAT LOOKS LIKE ON YOUR DATA, 62% OF THE KIDS ARE IN MILITARY HOUSINGS.

>> SIXTY TWO IN MILITARY HOUSING.

>> MILITARY HOUSING BUT SO AND THEN 80% ARE ACTUAL MILITARY.

YOU PROBABLY HAVE A HUGE TURNOVER, I WOULD IMAGINE.

>> WE DO. I MEAN AS FAR AS COHORTING GOES.

I MEAN, I'M AMAZED AT SOME OF THE STUDENTS THAT GO THROUGH OUR ENTIRE SCHOOL, FAMILIES THAT GET TO STAY.

IT DOESN'T ALWAYS IT'S FAIRLY ARBITRARY, HOW THAT HAPPENS.

ENAMIE ARE LIKE, WE DON'T KNOW WHY WE'RE STILL HERE.

WE'RE SLAB. BUT YES, WE HAVE A CULTURE OF WARM WELCOMES AND FOND FAREWELLS BECAUSE WE HAVE STUDENTS AND FAMILIES COMING AND GOING ALL THE TIME.

>> THEY CONTINUE TO EXCEL WITH THIS TURNOVER.

I APPLAUD YOU FOR THAT.

I ALSO NOTICE THAT YOU HAVE 3% OF YOUR STUDENTS LIVE IN FIDDLERS COVE, SO THEY LIVE ON THE BOATS.

>> FIDDLERS COVE HAS EXPANDED ITS RESIDENCY.

SO MORE AND MORE, FAMILIES ARE TAKING ADVANTAGE OF AN OPPORTUNITY TO LIVE IN AN RV AND ACCESS HOUSING CLOSE TO THEIR WORK AND BEING ABLE TO ATTEND CRADO SCHOOL.

THAT'S REALLY THE MILITARY RECOGNIZING THE INCREASE IN HOUSING PRICES AND PROVIDING ACCESS TO ALTERNATIVE HOUSING.

>> THAT'S FANTASTIC. THANK YOU SO MUCH.

>> THANK YOU SO MUCH. I'M THE LAST ONE.

STAYING WITH DEMOGRAPHICS, I NOTICED THAT THERE WERE EIGHT TRANSFERS TO VILLAGE ELEMENTARY THIS YEAR.

IS THAT THE FIRST TIME THAT WE'VE MOVED STUDENTS FROM SILVER STRAND TO VILLAGE BECAUSE WE JUST, YOUR CAPACITY IS ONLY SO MUCH, RIGHT?

>> PRACTICE STARTED LAST YEAR.

IT WAS TK RELATED.

LAST YEAR, VILLAGES TK WAS FULL, AND WE STARTED TAKING TK STUDENTS IN THE SPRING WHEN VILLAGE WAS FULL.

THIS YEAR, THIS ISN'T JUST CORNAA UNIFIED.

IN SAN DIEGO UNIFIED, IF YOU HAVE A TK STUDENT, YOU MAY NOT BE GUARANTEED THAT YOUR CHILD WILL ATTEND TK AT THAT SCHOOL THAT LOOKS LIKE YOUR NEIGHBORHOOD SCHOOL.

BECAUSE THERE'S A HARD CAP FOR TK AND THERE ISN'T ANY OTHER GRADE LEVEL, YOU EITHER HAVE 24 STUDENTS, OR YOU HAVE A CLASSROOM WITH THREE OR 12 YOU SAY SO SO THE DISTRICT WISELY LOOKED AT THE ENROLLMENT AT BOTH SITES AND MADE SOME DIFFICULT DECISIONS ABOUT, WHERE THINGS WERE IN THE LAND.

WE OBVIOUSLY DIDN'T HAVE ENOUGH STUDENTS TO REALLY HAVE 2TK CLASSES AS WE HOPED.

THOSE FAMILIES, THE DISTRICT HAD COMMUNICATED HOW IT WAS GOING TO GO.

THOSE STUDENTS AND SOME OF THEIR SIBLINGS TRANSFERRED TO VILLAGE.

THEN WE DO JUST HAVE SOME FAMILIES THAT HAVE ALREADY BEEN AT VILLAGE, AND THAT NUMBER IS ABOUT 25 WHEN YOU TAKE AWAY THE TWO THAT WE HAVE FROM VILLAGE,23 STUDENTS WHO COULD WOULD BE SILVER SPAN STUDENTS, THAT ARE AT VILLAGE.

>> THANK YOU SO MUCH. I WAS LOOKING AT THE CAST SCIENCE SCORES, AND THERE WAS A PRETTY BIG JUMP THIS YEAR, AND WE'RE NOW IN A PASSING.

I DIDN'T KNOW IF YOU HAD ANY INSIGHT AS TO WHAT MADE THE DIFFERENCE IN THIS LAST ASSESSMENT CYCLE.

>> I THINK A VERY COLLECTIVE, CONCERTED EFFORT, THE DO DIA GRANT FOR SCIENCE, WHICH PROVIDED US WITH A SCIENCE TSA FOR THE LAST YEAR AND A HALF, AND SARA CUTS REALLY ROLLED UP HER SLEEVES AND MADE TEACHING SCIENCE EASIER FOR OUR TEACHERS BY ORGANIZING RESOURCES WITH THE HELP OF THE LEARNING DEPARTMENT AND OUR OTHER TSAS AS WELL MADE SCIENCE MATERIALS, SCIENCE PLANNING, FOR SPOKEN SEQUENCE, HELP THEM IDENTIFY ESSENTIAL LEARNINGS TIED TO THE ASSESSMENTS.

THAT WAS A BIG INJECTION RIGHT THERE, AND OUR TEACHERS RESPONDED IN KIND WITH ENTHUSIASM FOR TEACHING SCIENCE AND IT'S BEING CONSISTENTLY IMPLEMENTED ACROSS GRADE LEVELS.

WE KNOW BECAUSE ONLY FIFTH GRADERS TAKE THE [INAUDIBLE] IT'S REALLY A GROUP EFFORT OVER YEARS TO ENSURE THAT OUR STUDENTS ARE LIVING SCIENCE EVERY YEAR AND BUILDING ON IT.

>> MY LAST QUESTION, YOU MENTIONED ABOUT THE INCLUSION MODEL AND THAT IT STILL REQUIRES SOME OTHER STRUCTURES AND SUPPORTS MOVING FORWARD.

CAN YOU GIVE AN EXAMPLE OF WHAT THAT LOOKS LIKE GOING FORWARD?

[01:00:01]

>> YEAH. I MEAN, IF YOU KEEP STUDENTS IN ONE CLASSROOM AND HAVE ALL OF THE LEARNING IN THERE, YOU CAN AND IT'S REALLY SELF CONTAINED AND THERE AREN'T A LOT OF TRANSITIONS AND YOU'RE NOT PUTTING THEM IN ENVIRONMENTS THAT ARE NEW LEARNINGS? THEY'RE SAFE IN THERE, MAYBE A FEWER ADULTS ARE REQUIRED.

SOON AS WE'RE TAKING A STUDENT WITH WHO MAY HAVE DISABILITIES, BOTH HEALTH AND MOBILITY AND LEARNING AND BEHAVIOR RELATED, AND WE'RE GOING TO GO TO RECESS, WE'RE GOING TO GO TO LUNCH, WE'RE GOING TO GO TO PE.

EXTRA SUPPORTS MAY BE REQUIRED TO ENSURE THAT THEY CAN ACCESS AND PARTICIPATE IN THOSE ACTIVITIES.

LIKEWISE, WHEN YOU ARE KEEPING STUDENTS AT YOUR SCHOOL SITE VERSUS BEING A BOUNDARY OR THRESHOLD THAT YOU KNOW STUDENTS OUTSIDE OF THIS OF THESE SKILLS REALLY NEED A DIFFERENT SCHOOL.

WE HAVE TO BUILD THE STRUCTURES THAT STUDENTS WITH A VARIETY OF DISABILITIES NEED.

WE'RE WORKING ON IT, AND I THINK WE'RE DOING A GREAT JOB. BUT IT'S A LOT.

>> THANK YOU. SUPERINTENDENT MILLER, DO YOU HAVE ANY FINAL COMMENT?

>> I DO. THANK YOU, PRESIDENT PLACOS, PETERS.

FIRST AND FOREMOST, MR. COLE, I JUST WANT TO DO EVERYTHING YOU SAID, I ECHO ABOUT MISS MOORE AND THE STAFF AT SILVER STRAND.

IT'S REMARKABLE. I WOULD LIKE TO HELP MISS MOORE ANSWER THE QUESTION FROM CAPTAIN YOUNGBLOOD, ONE OF MY WISH LIST ITEMS FOR SILVER STRAND, AS WE TRANSITION CLOSER TO BASIC AD IS TO RESTORE THE PROGRAM SPECIALIST MODEL.

I KNOW HOW IMPORTANT THAT ROLE WAS ON YOUR CAMPUS, AND THAT'S A COMMITMENT THAT WE MADE THAT WHEN WE RETURNED TO BASIC AID TO RESTORE THE PROGRAM SPECIALIST MODEL.

>> I APPRECIATE THAT. I'M THERE'S A LOT OF SPECIAL KNOWLEDGE ABOUT SPECIAL EDUCATION AND IEPS AND IP DEVELOPMENT AND MANAGEMENT THAT I HAVE GAINED OVER THE COURSE OF MY CAREER.

BUT THERE ARE STILL LOTS OF QUESTIONS THAT SOMEONE WITH THAT SPECIALIST TITLE CAN HELP BETTER SUPPORT OUR TEACHERS AND OUR BCBAS, ETC. THANK YOU.

[APPLAUSE]

>> AT THIS TIME, WE'LL TAKE WE'LL TAKE A QUICK FIVE MINUTE COMFORT BREAK.

WE ARE BACK ON RECORD. ITEM 7.4.

[7.4 Learning Department Report: Senior Director of Learning, Dr. Megan Battle (15 min. + Board Discussion)]

>> THANK YOU, PRESIDENT PACIOS PETERS.

AS DOCTOR BATTLE MAKES HER WAY UP TO THE PODIUM, I JUST WANT TO REMIND THE COMMUNITY AND THE GOVERNING BOARD.

THIS IS DOCTOR BATTLE'S ANNUAL REPORT ON ASSESSMENT ACROSS USD, BOTH STATEWIDE FORMAL ASSESSMENTS AND OUR INTERNAL OR LOCAL ASSESSMENTS. DOCTOR BATTLE.

>> THANK YOU. GOOD EVENING, GOVERNING BOARD.

AS MR. MUELLER SAID, THIS IS MY ANNUAL REPORT ON DATA AND ASSESSMENT.

IT PROBABLY LOOKS FAMILIAR TO YOU WITH THE CADENCE AND SOME OF THE SLIDES AND THE GRAPHS.

I KNOW YOU'VE HAD A CHANCE TO REVIEW IT, AND I'M HERE TO ANSWER ANY QUESTIONS YOU HAVE.

JESS KID. [LAUGHTER] THERE ARE SOME OF OUR TYPICAL SLIDES THAT WE HAVE IN HERE, JUST REMINDING US THE STUDENTS WILL IT WORK.

OUR STUDENTS THAT WE SERVE.

CURRENT DEMOGRAPHICS AS OF SEPTEMBER IN CPAS, YOU CAN SEE FOR EACH SCHOOL AND THEN OVERALL IN CUSD.

MOST OF OUR SUBGROUPS LONGITUDINALLY, IF WE LOOK ON THE NEXT SLIDE OVER THE DECADE, HAVE STAYED THE SAME, BUT WE ARE SEEING SOME GROWTH IN OUR HISPANIC AND LATINO POPULATION.

IN ADDITION TO FAMILIES THAT REPORT TWO OR MORE RACES, ALSO IN ADDITION TO FAMILIES THAT AREN'T COMFORTABLE REPORTING.

THIS WAS A SNAPSHOT FROM THE CDE WITH THE CHANGING DEMOGRAPHICS HERE IN CORONADO UNIFYING.

THIS EVENING, I KNOW YOU DID REVIEW MY REPORT, BUT WE WILL BE LOOKING AT OUR STATE AND NATIONAL ASSESSMENTS.

CAS I DID NOT INCLUDE LPAC.

WE WILL HAVE A SEPARATE REPORT LIKELY

[01:05:02]

WE'LL BE LOOKING AT CAST SCORES, AS WELL AS YOU HAD ADVANCED PLACEMENT DATA IN THE REPORT, AND THEN OUR LOCAL ASSESSMENTS.

UNIVERSAL SCREENERS, WHAT WE USE FOR PROGRESS MONITORING, AND THEN OUR BENCHMARK ASSESSMENTS.

>> THE MOST IMPORTANT QUESTION OUR TEACHERS ASK THEMSELVES ON A DAILY BASIS IS, HOW DO WE KNOW STUDENTS ARE LEARNING WHAT WE'RE TEACHING? AS A FORMER TEACHER IN THE CLASSROOM.

THAT WAS ALWAYS SOMETHING THAT IS TOP OF MIND, AND TEACHERS HAVE TOOLS IN THEIR TOOLBOX AND DIFFERENT STRATEGIES AND ASSESSMENTS THAT THEY USE TO DETERMINE THE ANSWER TO THAT QUESTION, SO IT CAN INFORM TEACHING AND LEARNING THE VERY NEXT DAY.

HOW DO WE EVALUATE WHAT STUDENTS KNOW AND WHAT THEY'RE ABLE TO DO? IT DOESN'T JUST START WITH OUR STATE ASSESSMENTS, DOESN'T START WITH LOCAL ASSESSMENTS, BUT INCLUDES DAILY ACTIVITIES, CONVERSATIONS, QUESTIONING STRATEGIES, INDIVIDUAL STUDENT CHECK INS, THINGS THAT OUR TEACHERS ARE DOING ALL THE TIME IN THEIR CLASSROOM TO ASSESS SUMMATIVE KNOWLEDGE, FORMATIVE KNOWLEDGE, ETC.

THE NEXT TWO SLIDES IS A SUMMARY OF WHAT ASSESSMENTS LOOK LIKE IN CUSD.

THIS GIVES YOU A SNAPSHOT OVER THE COURSE OF A YEAR.

THIS SLIDE REFERENCES ENGLISH LANGUAGE ARTS AND WHAT ASSESSMENTS WE GIVE IN ENGLISH LANGUAGE ARTS.

THAT TOP LINE, YOU CAN SEE SUMMARIZES OUR STATE ASSESSMENTS.

WE HAVE LPAC THAT IS GIVEN THROUGHOUT THE YEAR.

INITIAL LPACS ARE HAPPENING RIGHT NOW AND WHEN WE GET A NEW STUDENT, THAT SPEAKS A LANGUAGE OTHER THAN ENGLISH AT HOME.

WE HAVE 30 DAYS TO TEST THAT STUDENT IN THEIR ENGLISH PROFICIENCY.

THEN WE HAVE CAASPP IN THE SPRING? WE HAVE A LOT OF STATE ASSESSMENTS THAT HAPPEN IN THE SPRING TIME AS WELL AS WE DO STAMP TESTING, WHICH IS SUPPORTED BY OUR WORLD LANGUAGE GRANT TO TEST PROFICIENCY IN LOTS OF DIFFERENT LANGUAGES WITH THE STAMP ASSESSMENT, AND THAT WAS HIGHLIGHTED DURING OUR SYLLABI LITERACY CEREMONY LAST YEAR.

LOTS OF DIFFERENT LANGUAGES.

WE'RE ABLE TO ASSESS USING THE STAMP PROGRAM.

THE BOTTOM FOR ROS HIGHLIGHT OUR LOCAL ASSESSMENTS.

WHAT DO WE UTILIZE AS A UNIVERSAL SCREENER? WHAT DO WE UTILIZE AS DIAGNOSTIC? IF WE NEED TO DIG DEEPER WITH CERTAIN STUDENTS AND REALLY HIGHLIGHT A SPECIFIC SKILL OR STANDARD WHERE THEY NEED TO GROW.

THEN WHAT DO WE USE TO PROGRESS MONITOR AND MAKE SURE THE STRATEGIES THAT WE'RE USING ARE WORKING AND WE'RE SEEING STUDENTS GROW OVER TIME.

WE HAVE DISTRICT BENCHMARKS THAT WE'VE SET USING SOME OF OUR TESTS THAT ARE ALSO UNIVERSAL SCREENERS AND PROGRESS MONITORS LIKE STAR.

WE'VE EXPANDED STAR THIS YEAR TO INCLUDE KINDER IN FIRST GRADE CALLED STAR EARLY LITERACY.

NOW WE'RE DOING STAR TESTING AND ENGLISH LANGUAGE ARTS AND MATH IN GRADES K THROUGH EIGHT, WHICH IS GREAT DATA TO HAVE YEAR AFTER YEAR, SO WE CAN REALLY LOOK AT STUDENT GROWTH.

THEN THIS NEXT SIDE HIGHLIGHTS THE SAME CATEGORIES FOR MATHEMATICS, OUR STATE TESTING AND THEN OUR LOCAL TESTING, AND SOME OF THE PROGRAMS WE USE FOR PROGRESS MONITORING AND DIAGNOSTICS IN MATH.

IT'S ALWAYS IMPORTANT TO REMIND OURSELVES THAT WE USE MULTIPLE MEASURES AND ASSESSMENTS TO IMPROVE TEACHING AND LEARNING IN CSD, AS MOST DISTRICTS DO ACROSS THE STATE.

WHILE WE DEFINITELY LOOK AT OUR CAST DATA AND WE CAN DIG BELOW THE SURFACE A LITTLE BIT WITH CAST DATA.

IT TRULY IS OUR LOCAL ASSESSMENTS AND A MULTITUDE OF ASSESSMENTS THAT WE UTILIZE, WHICH HELPS US DETERMINE EVERY STUDENT'S POINT A AND WHAT WE NEED TO DO WITH EACH STUDENT TO GET THEM TO THEIR POINT B.

EVERY STUDENT'S POINT B MIGHT LOOK A LITTLE DIFFERENT ALONG THE JOURNEY.

BUT WE USE MULTIPLE ASSESSMENTS AND MTSS, WHICH IS OUR TIERED SUPPORTS, WHICH I KNOW PRINCIPAL MOORE SPOKE ABOUT, AND WE'VE TALKED ABOUT MTSS QUITE A BIT IN THIS ROOM, BUT WE USE THAT SYSTEM OF SUPPORTS TO HELP US WITH TEACHING AND LEARNING.

THIS IS NEW, JUST IN FYI AS WE MOVE INTO THE SCHOOL YEAR AND TESTING IN THE SPRING.

THE STATE HAD A WORK GROUP THAT MET FOR TWO YEARS.

[01:10:02]

STUDENTS CAN SCORE IN FOUR DIFFERENT LEVELS AND CORRESPONDING TO DESCRIPTORS.

STANDARD EXCEEDED, STANDARD MET, STANDARD NEARLY MET AND STANDARD NOT MET.

THIS WORK GROUP MET AND THEY MADE MULTIPLE RECOMMENDATIONS TO THE STATE BOARD OF ED, AND THEY FINALLY JUST APPROVED NEW DESCRIPTORS.

THIS SPRING, WHEN OUR FAMILIES GET THE SCORE REPORTS, AND WHEN WE LOOK AT OUR DATA NEXT FALL, THE DESCRIPTORS WILL NOW BE ADVANCED FOR LEVEL 4, PROFICIENT, DEVELOPING A MINIMAL THEN FOR LEVEL 1.

THE STANDARDS HAVE NOT CHANGED, THE FRAMEWORKS HAVE NOT CHANGED.

IT'S JUST HOW THEY'RE DESCRIBING ACHIEVEMENT.

THEY WANTED TO HAVE A COMMITTEE TO LOOK AT THAT.

>> I'M SORRY TO INTERRUPT. I HAVE A QUESTION.

YOU SAID THIS COMMITTEE MET FOR TWO YEARS.

DID THEY DO MORE THAN JUST THIS?

>> I DON'T KNOW.

>> TWO YEARS THAT CHASE SMALL DOG PUPPIES.

>> I WOULD GET UPDATES IN MY COUNTY.

>> I DO TOO. IT'S AN IMPROVEMENT FOR SURE.

>> BUT THEY WOULD UPDATE US IN OUR COUNTY MEETING SAYING THEY MADE A RECOMMENDATION, THE BOARD WANTS THEM TO GO BACK AND WORK ON THIS ONE.

THE BOARD DIDN'T LIKE THIS DESCRIPTOR AND NOW THEY WANT THEM TO GO BACK.

THERE WAS A LOT OF BACK AND FORTH.

BUT THIS IS WHERE WE LANDED AND SO OUR FAMILIES SCORE REPORTS THAT WE GET AND THEN HOW WE WILL TALK ABOUT PROFICIENCY WILL LOOK A LITTLE DIFFERENT OR BE DESCRIBED DIFFERENTLY IN THE FUTURE.

I HAD THIS MUCH. AS A REMINDER FOR STATE TESTING, WHICH WE WILL START WITH STATE TESTING IN BOTH ELA AND MATH.

THIS IS A REMINDER OF WHAT DOMAINS ARE ASSESSED IN ELA.

WE HAVE FOUR DOMAINS.

MATH, WE HAVE THREE DOMAINS, AND THEN FOR CAST, WE HAVE THREE DOMAINS.

THOSE ARE THE DOMAINS THAT OUR FAMILIES WILL SEE ON THEIR STUDENT SCORE REPORTS, WHICH FOR OUR FAMILIES OUT THERE ARE AVAILABLE IF YOU LOG IN TO PARENT VIEW AND SYNERGY, UNDER THE DOCUMENTS TAB AND THERE WILL BE A PDF REPORT FOR ANY YEAR THAT YOUR CHILD WOULD HAVE TAKEN THE CAST FORCAST.

THIS SLIDE HIGHLIGHTS THE DEMOGRAPHICS OF THE STUDENTS THAT TOOK OUR CAST TESTS IN SPRING OF 2025, SO JUST A FEW MONTHS AGO, A REMINDER THAT CAST IS ONLY GRADE 3 THROUGH EIGHT AND GRADE 11 IN HIGH SCHOOL FOR BOTH ELA AND MATH AND THEN FOR SCIENCE, IT'S ONLY THREE TESTED GRADE LEVELS, GRADE 5, 8, AND 11.

YOU CAN SEE A LITTLE OVER 1,300 STUDENTS WERE TESTED THIS LAST SPRING AND YOU CAN SEE THE BREAKDOWN OF THE SIGNIFICANT SUBGROUPS.

IF WE HAVE SUBGROUPS ON THE CAST THAT ARE LESS THAN 30 STUDENTS, THEY'RE NOT REPORTED.

WE CAN SEE THEIR SCORES INDIVIDUALLY AND WE UPLOAD ALL OF THAT DATA INDIVIDUALLY, BUT THEY'RE NOT REPORTED ON OUR DASHBOARD, FOR EXAMPLE.

THESE HAVE PRETTY MUCH STAYED THE SAME THROUGHOUT THE YEARS.

THIS IS ALSO ANOTHER SLIDE THAT I LIKE TO INCLUDE IS OUR MOBILITY RATE.

WE KNOW BEING A MILITARY CONNECTED DISTRICT, WE HAVE A LOT OF STUDENTS THAT ARE MOVING IN AND OUT OF CUSD.

IF WE LOOK AT OUR COHORT DATA, STUDENTS THAT WERE IN THIRD GRADE LAST YEAR, FOR EXAMPLE, OR TWO YEARS AGO, AND THEN IN FOURTH GRADE LAST YEAR WHEN THEY TESTED IN THE SPRING, HOW MANY OF THOSE WERE ACTUALLY THE SAME STUDENTS.

THIS SLIDE REMINDS US TO BE MINDFUL WHEN WE'RE LOOKING AT OUR DATA.

IN SOME GRADE LEVELS, THERE WAS 20% OF STUDENTS THAT TESTED WERE NEW STUDENTS TO US.

JUST WHEN WE'RE LOOKING AT DATA, IT'S NOT ALWAYS APPLES TO APPLES.

IT'S NOT ALWAYS 100% OF STUDENTS THAT ARE COHORTED AND MOVE UP THROUGH OUR GRADE LEVELS.

THERE'S A LOT OF OTHER VARIABLES THAT AFFECT OUR NUMBERS.

ESPECIALLY WHEN YOU LOOK AT EIGHTH GRADE TO 11TH GRADE, THE TESTED YEARS, KIDS THAT WERE IN EIGHTH GRADE BACK IN 2022, AND THEN IN 11TH GRADE LAST YEAR, MOST 30%, NEW STUDENTS TO US.

WE WILL DIVE INTO ELA.

I KNOW YOU'VE HAD AN OPPORTUNITY TO LOOK AT THIS SLIDE.

IF WE FOCUS IN ON THE BOTTOM LINE, WE SEE THAT OVER TIME,

[01:15:01]

COVERED IN THE 70% TILES, 76% A FEW YEARS AGO AND ALMOST 74% NOW.

STILL MAINTAINING HIGH ACHIEVEMENT LEVELS.

FOR ELA OUT OF ALL SAN DIEGO UNIFIED SCHOOL DISTRICTS, WE ARE NUMBER 2 IN THE COUNTY BEHIND POWAY UNIFIED FOR ELA FOR ALL STUDENTS THAT TESTED.

THAT'S WITH UNIFIED SCHOOL DISTRICTS.

WE'RE COMPARING DISTRICTS THAT TEST THE SAME GRADE LEVELS AS US.

THEN COHORT ANALYSIS, IF WE DO FOLLOW SOME OF THE COHORTING, KEEPING IN MIND SOME OF THOSE VARIABLES WE'VE TALKED ABOUT.

WE DID SEE SOME DIPS.

SOME GRADE COHORTS WENT UP.

BUT THIS IS DATA WE DO DIVE INTO.

WHY WAS THERE A DIP IN THIS AREA? WE CAN THEN DIG A LITTLE DEEPER INTO THOSE DOMAINS.

WAS THERE A DIP FOR CERTAIN GRADE LEVELS, MAYBE MORE IN WRITING OR SPEAKING OR LISTENING, AND WE DO THAT INTERNALLY.

OVERALL ACHIEVEMENT, AGAIN, WE'RE STILL PRETTY FLAT WHEN WE LOOK YEAR TO YEAR OVER THE LAST THREE YEARS.

THEN WE HAVE BY SCHOOL.

AGAIN, SIMILAR TRENDS.

THEN AGAIN BY GRADE LEVEL.

BY GRADE LEVELS REALLY WE LIKE TO DIG INTO THOSE DOMAINS.

YOU CAN SEE WHAT TARGET AREAS AND STANDARDS THEN MIGHT BE AN AREA FOR GROWTH.

THAT'S REALLY GIVES US THAT UMBRELLA STARTING POINT, AND THEN WE CAN USE OUR LOCAL ASSESSMENTS TO TRULY DIG DEEPER INTO THE DAY TO DAY TEACHING AND LEARNING AND WHAT WE NEED TO DO.

THEN THIS SLIDE HIGHLIGHTS OUR DEMOGRAPHIC TRENDS THAT WE'RE SEEING.

THE RIGHT COLUMN, IT SAYS 2024, SO WE'RE COMPARING 2025 ELA SCORES TO 2024.

IF THE PERCENTAGE CHANGE THEN IS HIGHLIGHTED COMPARED TO 2024 ON THE RIGHT COLUMN.

THIS IS A SLIDE THAT CHANGES YEAR TO YEAR.

WHENEVER I'M UPDATING THE SLIDE.

I THINK SOME OF IT HAS TO DO WITH OUR TRANSIENCY.

SOME YEARS, OUR ENGLISH LEARNING CATEGORY.

FOR EXAMPLE, WE HAVE 60 STUDENTS, SOME YEARS WE HAVE 25 STUDENTS.

LAST YEAR, ALMOST ALL OF OUR SUBGROUPS WENT UP.

THIS YEAR, WE'RE SEEING SOME DIPS.

THIS ONE TO ME IS A LITTLE BIT OF A ROLLERCOASTER WHEN WE LOOK AT IT.

OUR MILITARY CONNECTED STUDENTS ALWAYS OUTPERFORM OUR ALL STUDENT CATEGORY.

THAT'S TYPICAL WHAT WE SEE, THEY ALWAYS OUTPERFORM IN ELA AND MATH WHEN WE LOOK AT ALL STUDENTS.

BUT I THINK IT'S IMPORTANT LAST YEAR AND I GUESS I COULD HAVE HAD THAT SLIDE IN HERE AS WELL FOR A COMPARISON.

MAYBE WE LOOK AT MULTIPLE YEARS WITH DEMOGRAPHICS.

WE MADE SOME PRETTY BIG JUMPS LAST YEAR, 18 PERCENTAGE POINTS, FOR EXAMPLE, WITH OUR ECONOMICALLY DISADVANTAGED STUDENTS.

WHILE WE'RE SEEING AN ALMOST 8% DIP FROM LAST YEAR TO THIS YEAR, WE GREW AT THE YEAR BEFORE, AND SO WE'RE STILL SEEING, WE GROW MAYBE FLATTEN OUT OR DECLINE A BIT.

BUT STUDENTS WITH DISABILITIES, IF YOU REMEMBER FROM LAST YEAR TOO, I HIGHLIGHTED IT AND THE LCAP WAS A BIG AREA OF GROWTH AND CELEBRATION FOR US.

WHILE THIS ONLY HIGHLIGHTS TWO YEARS OF COMPARISON, WE DO LOOK AT TRENDS ACROSS MULTIPLE YEARS, AND WE ARE STILL MAKING PROGRESS AND CLOSING THOSE GAPS.

I THINK YOU'VE SEEN THIS BEFORE.

I DON'T KNOW HOW MUCH YOU WANT ME TO GO INTO THE SCIENCE OF READING AND THE READING ROPE.

BUT YOU'RE GOOD.

WHEN WE TRANSITION FROM OUR STATE ASSESSMENTS TO OUR LOCAL ASSESSMENTS, OUR LOCAL ASSESSMENTS REALLY HELP US BREAK APART THE STRANDS OF THE ROPE AND DETERMINE WHAT SKILLS OUR STUDENTS

[01:20:02]

THE LOCAL ASSESSMENTS THAT WE HAVE THAT YOU'RE WELL AWARE OF WERE IN OUR THIRD YEAR OF USING DIBELS, AND DIBELS IS NOW ARE ALSO EARLY READING DIFFICULTY SCREENER, WHICH HELPS US IDENTIFY STUDENTS AT AN EARLY AGE THAT MIGHT BE AT RISK FOR READING DIFFICULTIES OR POSSIBLE DYSLEXIA.

THIS IS THE BEGINNING OF THE YEAR WHERE STUDENTS ARE AT.

WE'LL GIVE DIBELS IN THE MIDDLE OF THE YEAR, AND THEN AGAIN AT THE END OF THE YEAR.

THIS HIGHLIGHTS WHERE THEY'RE AT RIGHT NOW, AND OUR TEACHERS CAN LOOK AT THOSE DIFFERENT SUB TESTS FOR EACH STUDENT AND DETERMINE WHAT AREA THEY MIGHT WANT TO WORK WITH THEM ON.

THEY CAN GROUP THEIR STUDENTS, FOR EXAMPLE, A LOT OF SMALL GROUP.

WORK SHOPPING GOES ON IN OUR ELEMENTARY CLASSROOMS. IF THERE'S A GROUP OF STUDENTS THAT ALL STRUGGLE WITH LETTER NAMING, WHICH IS A CRITICAL EARLY, ONE OF THOSE SKILLS THAT THEY'LL NEED IN ORDER TO ADVANCE TO THE OTHER SKILLS.

THEY MIGHT HAVE JUST A GROUP THAT'S WORKING ON LETTER NAMING FOR 20 MINUTES, AND THEN THEY'LL GO TO THEIR NEXT GROUP AND WORK ON ANOTHER SKILL.

THESE TESTS AS SCREENERS REALLY THEN HELP OUR TEACHERS DETERMINE HOW TO GROUP THEIR STUDENTS AND HOW TO WORK WITH THEM AND MEET THEM WHERE THEY'RE AT IN THEIR LEARNING TRAJECTORY.

THEN I ALSO INCLUDED SNAPSHOTS OF OUR STAR READING ASSESSMENT.

AS I STATED BEFORE, WE ARE GIVING THIS ASSESSMENT GRADES K THROUGH EIGHT NOW.

YOU SAW WHERE OUR STUDENTS ARE AT THE BEGINNING OF THE YEAR.

WE'LL GIVE IT AGAIN IN THE MIDDLE AND THEN AT THE END OF THE YEAR.

I DID NOT INCLUDE THE SLIDE IN THIS SLIDE SHOW, BUT LAST YEAR I DID STAR HAS THE CAPABILITY OF PREDICTING CAST PERFORMANCE.

WHEN WE LOOKED AT WHAT STAR PREDICTED OUR STUDENTS TO WHAT LEVEL TO BE IN CAST, WE WERE PRETTY CLOSE.

ACTUALLY, OUR STUDENTS, IT SAID 69% COULD, IF THEY MADE TYPICAL GROWTH DURING THE YEAR, BE AT OR ABOVE STANDARDS, AND WE WERE ABOVE THAT ON THE ACTUAL CAST SCORES.

IT'S A VALID PREDICTABILITY TOOL THAT NOW WE HAVE, AS A DISTRICT, MADE OUR CUT SCORES NEAR THE CAST.

IT'S ACTUALLY HARDER FOR OUR STUDENTS COMPARED TO SOME OTHER DISTRICTS THAT ARE USING STAR.

MEET SOME OF THESE LEVELS.

WHEN WE'RE LOOKING AT A LOT OF STUDENTS WHO ARE IN THE GREEN AND THE BLUE ALREADY, THAT'S REALLY GOOD BECAUSE WE HAVE ACTUALLY BUMPED UP OUR BENCHMARK THRESHOLDS FOR OUR STUDENTS TO MIRROR THAT OF THE STATE.

IF THAT'S ULTIMATELY HOW WE'RE TESTING THE BENCHMARKS, AND WE NEED TO MIRROR THAT LOCALLY.

>> THE GRADE 7 AND 8. THEN WE DO USE STAR READING IN SOME OF OUR CHS CLASSES AS WELL.

YOU'VE SEEN THIS EXAMPLE BEFORE, THE STAR REPORTS, THERE'S LOTS OF REPORTS IN STAR.

BUT IT REALLY GETS DOWN TO THE STANDARD LEVEL AND THEN THEY HAVE INSTRUCTIONAL PLANNING REPORTS THAT HELP OUR TEACHERS HIGHLIGHT WHAT THEY CALL THE FOCUS SKILLS.

ON THE LEFT COLUMN, YOU SEE A LITTLE LIGHTNING BOLT.

THOSE ARE FOCUS SKILLS THAT CORRELATE TO THE POWER STANDARDS OR THE FOCUS STANDARDS FOR GRADE LEVELS.

I'LL HIGHLIGHT AS A CLASS WHERE THEIR CLASS IS AT AND WHERE THE TEACHER MIGHT WANT TO FOCUS, AND THEN IT WILL ALSO HIGHLIGHT FOR INDIVIDUAL STUDENTS.

A LOT OF GREAT REPORTS IN THERE AND ALSO PROVIDES TEACHERS WITH SOME INSTRUCTIONAL PLANNING REPORTS AS WELL.

THEN AGAIN, WE'VE TALKED ABOUT COMMON LIT BEFORE.

SIMILAR TO STAR, THEY DO TEST DIFFERENT THINGS, BUT THE REPORT LOOKS SIMILAR WHERE YOU CAN LOOK AT TRENDS AMONGST READING STANDARDS AND DETERMINE WHERE TO MEET YOUR STUDENTS OR AS A CLASS.

I PAUSE FOR QUESTIONS ABOUT [INAUDIBLE] OR SHOULD WE JUST GO THROUGH THE WHOLE THING AND THEN KEEP GOING? MATH. YOU'RE GOING TO SEE A SIMILAR SET OF SLIDES, BUT FOR MATH SCORES.

ONCE AGAIN, WE CAN LOOK AT CAASPP OVERALL.

WE'RE MAINTAINING, PRETTY STAGNANT, PRETTY FLAT ACROSS THE BOARD.

WE WOULD LIKE TO CELEBRATE THAT WE'RE NUMBER 2 IN THE COUNTY FOR ALL UNIFIED DISTRICTS IN MATH BEHIND PEOHE, I THINK.

[01:25:03]

IT WAS LIKE PERCENTAGE, HUNDREDS.

>> THAT IS TO SAY MY ALMA MATER.

>> MY FORMER EMPLOYER [LAUGHTER].

NEAR AND DEAR TO OUR HEART. MATH-COHORT ANALYSIS.

YOU SEE WHERE OUR COHORTS MADE SOME GAINS AND WHERE WE DECLINED AND WE GO THROUGH A SIMILAR ANALYSIS CYCLE WITH MATH, WHERE WE WILL DIG DOWN THEN INTO THE DOMAINS AND DETERMINE, IS IT LOOKING AT PROCEDURAL CONCEPTS, PROCEDURES, FOR EXAMPLE? THEN AGAIN, BY ACHIEVEMENT LEVEL, BY SCHOOL, AND THEN ACROSS THE GRADE LEVELS.

THE GRADE LEVEL ANALYSIS IS REALLY WHERE WE START TO DRILL IN, AND THEN DOWN TO THOSE DOMAINS, AND THEN FROM THE DOMAINS, WE CAN GO DOWN TO A TARGET LEVEL.

IT JUST KEEPS DISSECTING OUR DATA FURTHER, SO WE CAN PINPOINT SPECIFIC STANDARDS TO FOCUS ON.

>> THESE ARE, LIKE A 64.

IS THAT A PERCENTAGE? SIXTY-FOUR, IF I DO THAT ON MY SCIENCE TEST, I'M NOT DOING SO WELL.

EIGHTY-FOUR, I'M LOOK ALL RIGHT.

I GOT A B. IS THERE THE EQUIVALENCY THERE?

>> NO. THIS IS JUST HOW MANY STUDENTS MET OR EXCEEDED.

I KNOW THAT'S OUT OF OUR TESTED STUDENTS, BUT THERE REALLY ISN'T AN EQUIVALENCY HERE.

>> BUT THE BOTTOM LINE IS 64 MET OR EXCEEDED STANDARD, WHICH MEANS [OVERLAPPING].

>> WHICH MEANS THAT THE REST WERE NEAR OR BELOW.

THAT'S WHEN WE GO BACK TO, AND WE CAN LOOK AT THOSE CATEGORIES BY GRADE LEVEL.

THAT HELPS US DISSECT FURTHER.

IN OUR EDUCLIMBER, DNA RENAISSANCE SYSTEM, WE CAN ACTUALLY PINPOINT AND GROUP THE NUMBER OF STUDENTS THAT, WE HAVE A LOT OF STUDENTS THAT ARE RIGHT AT THE CUSP IS LITERALLY NEAR.

HOW CAN WE JUST BOOST SOME OF THOSE STUDENTS THAT ARE REALLY CLOSE TO MEETING ALL GRADE LEVEL STANDARDS, AND WE CAN THEN HIGHLIGHT THE DOMAIN THAT THEY MIGHT NEED TO WORK ON.

I WILL SAY ACROSS THE BOARD, WRITING IS REALLY THE AREA OF FOCUS FOR US IN ELA.

BUT WRITING HELPS IN MATH, WRITING HELPS IN SCIENCE.

OUR STUDENTS ARE EXPECTED TO DO PERFORMANCE TASKS, AND THAT'S A LARGE PERCENTAGE OF THEIR SCORE AND CAST.

IF WE CAN GET OUR STUDENTS DOING MORE WRITING AND WE HAVE PRESCRIPTIVE FORMULAS, LIKE SCERT WRITING, FOR EXAMPLE, CLAIM EVIDENCE REASONING, AND WE GET THEM PRACTICE DOING THAT WRITING, WE'RE GOING TO SEE A LOT OF GROWTH ACROSS THE BOARD IN ALL AREAS.

THAT IS A FOCUS AS PRINCIPAL MOORE MENTIONED AT STRAND.

I KNOW IT'S SOMETHING AT VILLAGE, IT'S SOMETHING OUR ENGLISH DEPARTMENT AT THE MIDDLE SCHOOL IS LOOKING AT.

OUR HIGH SCHOOL TEACHERS HAVE DEVELOPED WRITING RUBRICS THAT ARE ARTICULATED ACROSS THE ENGLISH PROGRAM AT THE HIGH SCHOOL.

WRITING K-12 IS GOING TO HELP US IN ALL THESE AREAS, ESPECIALLY WITH THE PERFORMANCE TESTS.

>> THERE'S OTHER SCHOOLS IN CALIFORNIA THAT ARE ALL DOING THIS, AND WE'RE ONE OF THE TOP SCHOOLS, IS THAT CORRECT?

>> YEAH.

>> THANK YOU.

>> IS THERE A MATH INTERVENTION CLASS AT THE HIGH SCHOOL? FOR THOSE KIDS, THEY'RE ON THE CUSPS, THEY'RE RIGHT THERE.

IS THERE SOMETHING [OVERLAPPING].

>> FOR THE HIGH SCHOOL, THIS SCHOOL YEAR, WE HAVE TAKEN IM1 AND IM2 AND CREATED A YEAR LONG COURSE.

STUDENTS WILL BE IN THAT MATH CLASS, LET'S SAY, FIRST BLOCK FOR THE ENTIRE YEAR EVERY DAY.

THEY'RE REALLY GETTING TWICE THE NUMBER OF MATH MINUTES FOR THAT ONE CLASS AND IT'S A SLOWER PACE.

WE'VE IDENTIFIED STUDENTS THAT MATH IS CHALLENGING FOR THEM.

NOW, WE'VE CREATED A STRUCTURE THAT WILL SUPPORT A SLOWER PACE,

[01:30:01]

WE HAVE THOSE YEAR LONGS. THEN WE STILL HAVE THE MATH FOUNDATIONS CLASS, WHICH PRECEDES THE IM1 CLASS, WHERE STUDENTS GET SOME OF THOSE FOUNDATIONAL SKILLS AND BACK IN THE DAY, LIKE A PRE ALGEBRA.

YOU COULD LIKEN IT TO THAT WHERE THEY'RE BUILDING THOSE SKILLS AT THE HIGH SCHOOL.

SOME OF OUR HIGH SCHOOL TEACHERS IN THOSE SUPPORT CLASSES, THEY'RE USING STAR MATH TO HIGHLIGHT THE SKILLS THAT THE STUDENTS NEED TO WORK ON.

THEY'RE UTILIZING STAR IN THOSE MATH CLASSES TO IDENTIFY THE AREAS FOR GROWTH.

BUT ONCE AGAIN, PROVIDED THE STAR DATA THEN FOR MATH, BY GRADE LEVEL FOR BEGINNING OF THE YEAR.

AGAIN, WE'LL GIVE IT MIDDLE OF THE YEAR.

WE'LL GIVE IT END OF THE YEAR.

OUR TEACHERS ALSO FOR ELA AND MATH WITH STAR DO PROGRESS MONITORING FOR STUDENTS THAT MIGHT HAVE BEEN IN THE RED AND YELLOW AND OR BLUE THAT THEY'RE TRYING INTERVENTIONS WITH AND DOING SPECIFIC LEARNING STRATEGIES WITH.

THEY CAN PROGRESS MONITOR AND SEE IF THEY'RE MAKING SOME GROWTH.

IN JANUARY, AFTER THEY TAKE IT, THAT'S REALLY WHERE THE EXCITING DATA COMES IN BECAUSE WE CAN SEE HOW MUCH THEY'RE GROWING AND IF WE'RE MOVING THE NEEDLE FOR THE STUDENTS.

AGAIN, THAT INSTRUCTIONAL PLANNING REPORT.

>> CAN I ASK A QUICK QUESTION ON THAT ONE? I GUESS SINCE WE'RE ASKING ABOUT THAT.

>> A LOT OF RED.

>> THERE'S A LOT OF RED. THAT'S BAD, RIGHT?

>> NOT NECESSARILY.

IT'S GRADE LEVEL STANDARDS ACROSS THE BOARD, STANDARDS THAT WE HAVEN'T TAUGHT YET.

THIS WAS GIVEN IN SEPTEMBER, SO MIGHT BE THINGS THAT WE JUST HAVEN'T GOTTEN TO YET, WHICH IS VERY LIKELY WHERE WE WERE ONLY TWO WEEKS IN SCHOOL AND WE'RE GIVING THIS.

BUT IT'S REALLY GIVING US A BASELINE WHERE STUDENTS ARE AT, WHERE THEY SHOULD BE AT AT THE BEGINNING OF THE YEAR LEARNING THOSE STANDARDS.

RED IS VERY TYPICAL FOR THE BEGINNING OF THE YEAR FOR SOME OF THE AREAS THAT WE'RE TESTING.

BUT WE CAN SEE AS A CLASS, IF WE GO VERTICALLY, THE THIRD ONE OVER, DRAW A SCALED PICTURE GRAPH, LIKE OUR CLASS.

MAYBE I'M NOT GOING TO SPEND AS MUCH TIME ON THAT AND I'M GOING TO FOCUS IN ON OTHER THINGS.

THEN AGAIN, WE'RE STILL UTILIZING MDTP.

WE HAVE BEEN FOR MANY YEARS.

REMEMBER, IT IS CONSIDERED A DIAGNOSTIC, BUT IT'S A PREDICTOR AND IT GIVES US INFORMATION ON READINESS FOR THE NEXT MATH CLASS.

OUR STUDENTS TAKE IT AT THE END OF THE SCHOOL YEAR AND IT GIVES THE TEACHERS DATA ON MATH READINESS FOR THE MATH CLASS THEY WILL BE ENTERING.

IF I'M FINISHING IM1, I'M GOING TO TAKE THE IM2 MDTP READINESS TEST AND THE DATA WILL SHOW HOW MANY TOPICS I'VE MASTERED AND WHAT TOPICS ARE AT THAT I DIDN'T MEET THE CRITICAL LEVEL, THAT MIGHT BE A FOCUS AREA FOR ME OR A FOCUS AREA FOR THE CLASS.

IF WE LOOK AT THE SECOND COLUMN, EXPONENTS IN THE DATA, THE STUDENTS HIGHLIGHTED IN THIS SMALL SNAPSHOT, NO ONE MET THE CRITICAL AREA YET.

EXPONENTS MIGHT BE SOMETHING THAT'S A CHALLENGE FOR THIS ONE PERIOD AND SOME OF THESE STUDENTS THAT I WOULD FOCUS IN ON.

SCIENCE, LOTS TO CELEBRATE IN SCIENCE, AND I CONCUR WITH PRINCIPAL MOORE, ESPECIALLY AT THE K-8 LEVEL, WE HAVE HAD THROUGH THE DODEA GRANT, PROJECT SALE, UTILIZING THIS AREA, CUDA, OUR STEM TOSA, WORKING WITH OUR GRADE LEVEL TEAMS WITH THE CURRICULUM, MATERIALS MANAGEMENT.

THIS YEAR, THEY'RE DIVING INTO ASSESSMENTS, DOING THE PLANNING MEETINGS, DEVELOPING THE SCOPE AND SEQUENCE.

A LOT OF FOCUS WITH SCIENCE AND HELPING TEACHERS GIVING THEM A FORUM TO TO SAY, HERE'S A BARRIER I HAVE WITH SCIENCE AND FITTING IT IN AND HOW CAN YOU HELP ME WITH THAT.

REALLY FINDING OUT WHAT ARE THE BARRIERS THAT EXIST WITH TEACHING SCIENCE AND TRYING TO PROBLEM SOLVE.

ALL OF OUR STUDENTS ARE GETTING THOSE HIGH QUALITY OPPORTUNITIES.

[01:35:04]

FOR OUR HIGH SCHOOL, WE HAVE BEEN DOING PROFESSIONAL LEARNING WITH OUR HIGH SCHOOL TEACHERS.

WITH A GENTLEMAN, HE'LL BE COMING AGAIN IN JANUARY, BOZEMAN SCIENCE.

HE'S LIKE A ROCK STAR AND ALL OUR SCIENCE TEACHERS ARE HIS FANS, AND HE'LL BE COMING BACK AGAIN.

BUT HE RAN A GREAT PROFESSIONAL LEARNING FOR OUR SECONDARY TEACHERS WITH DIVING INTO PHENOMENA AND NGSS AND REALLY WRAPPING OUR HEAD AROUND HOW TO MAKE IT COME ALIVE IN THE CLASSROOM.

ANOTHER CELEBRATION FOR US IS OUR ADVANCED PLACEMENT RESULTS.

WE CONTINUE TO SEE WE'RE GIVING MORE EXAMS ARE BEING TAKEN.

WE INCREASED BY ABOUT 100 EXAMS. THIS LAST SCHOOL YEAR, MORE STUDENTS TOOK THE TEST AS WELL, AND I THINK THAT REFLECTED POSITIVELY IN OUR SCORES, MORE STUDENTS ARE TAKING THEM, BUT ALSO OUR PASS RATES CONTINUE TO BE ABOVE THE GLOBAL PASS RATE IN ALMOST EVERY SINGLE AP TEST.

LOT OF CELEBRATION HERE, AND WE HAVE SOME NEW AP TEACHERS THAT DID PROFESSIONAL LEARNING OVER THIS LAST SUMMER OR THE SUMMER BEFORE AND SO EXCITING NEWS AROUND OUR ADVANCED PLACEMENT RESULTS.

I DID ALREADY MENTION WRITING AS A FOCUS THAT WAS REALLY IN THE WEEDS, BUT WE'LL BRING IT BACK TO THE GLOBAL LEVEL.

THIS IS AN INITIATIVE DUMP OF ALL THE THINGS WE'RE FOCUSING ON THAT THEN TRANSLATE TO STUDENT ACHIEVEMENT, AND HELPING OUR STUDENTS NOT JUST PERFORM ON THESE TESTS, BUT ALSO WORK TOWARDS ATTAINING OUR NORTH STAR, WHICH IS OUR PORTRAIT OF A GRADUATE AND WHAT WE WANT TO SEE IN OUR GRADUATES.

WE HAVE A LOT OF THINGS HAPPENING IN THE DISTRICT, A LOT OF THINGS TO BE PROUD OF.

WE'RE GROWING PATHWAYS.

THE TOP LEFT HAND CORNER IS AROUND OUR GRANTS, AND THAT'S NOT ALL OF OUR GRANTS, BUT THOSE ARE SOME OF OUR BIGGEST ONES AND A LOT OF THEM RELATE TO PATHWAYS FOR OUR STUDENTS, ESPECIALLY IN STEM PATHWAYS.

WE GET A LOT OF MANDATES BY CDE.

I PUT THEIR ICON UP THERE AND WE HAVE TO MAKE SURE WE'RE MINDFUL OF WHAT THOSE MANDATES ARE AND WE'RE BEING RESPONSIVE.

THE BOTTOM LEFT SIDE, AS PRINCIPAL MOORE STATED, WE HAVE A FOCUS ON PHONICS.

WHILE WE'VE BEEN USING BENCHMARK ADVANCE AT THE ELEMENTARY LEVEL FOR OUR ADOPTION IS WE'RE IN OUR SIXTH YEAR OF BENCHMARK ADVANCE.

BENCHMARK ADVANCE CURRICULUM, NO CURRICULA IS PERFECT.

IT DOES HAVE GAPS IN THE PHONICS INSTRUCTION THAT CAME WITH THE PROGRAM AS WELL AS WRITING, AND THAT IS WHY WE HAVE A FOCUS ON THOSE TWO ITEMS. WE'RE GOING THROUGH THE MC TRAINING.

ALL OF OUR TK2 TEACHERS, INCLUDING EDUCATION SPECIALISTS, WILL BE TRAINED AFTER THE FIRST WEEK IN NOVEMBER.

SOME PARTICIPATED IN THE SUMMER TRAINING.

WE ALSO HAVE WILSON READING SYSTEM, WHICH IS OUR FOUNDATIONS PROGRAM THAT COMPLIMENT EACH OTHER THAT STRAND UTILIZES AS WELL, AND THEN OUR DIBELS ASSESSMENT, WHICH IS A MANDATE.

JUST HIGHLIGHTING A LOT OF THE DIFFERENT THINGS THAT ALL DEFINITELY FEED INTO OUR PORTRAIT OF A GRADUATE AND WILL BE IMPORTANT WHEN WE START TO DRILL DOWN INTO OUR STRATEGIC PLANS THAT WE'RE WORKING ON THIS SCHOOL YEAR WITH OUR PORTRAITS.

I'M AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU HAVE THIS EVENING.

>> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 7.4? TRUSTEES, ANY OTHER QUESTIONS OR COMMENTS? NO.

>> TRUSTEE CAVANAUGH. I DON'T KNOW IF IT'S A QUESTION OR IF IT'S AN OBSERVATION OR JUST SOMETHING FOR A TOPIC FOR FUTURE DISCUSSION.

WE KNOW THAT EARLY IDENTIFICATION OF STUDENTS THAT ARE HAVING DIFFICULTY, WHETHER IT'S READING OR ANYTHING LIKE THAT.

[01:40:03]

I UNDERSTAND THE STUDENT SUCCESS TEAM MODEL.

IS SET UP TO WATCH FOR GROWTH AND MAKE SMALL CHANGES AND SEE IF THAT HELPS.

BUT SOMETIMES THAT CAN BE A REALLY LONG PROCESS BEFORE STUDENTS ARE IDENTIFIED THAT MIGHT NEED HELP EARLY.

IT'S NOT JUST WEEKS OR MONTHS, IT CAN BE A YEAR OR MORE WHERE THAT'S A CRITICAL TIME TO GET THEM THE SERVICES THEY NEED OR IDENTIFY WHAT ISSUES THEY'RE HAVING.

WHAT QUESTION AM I ASKING HERE? HAS THERE BEEN DISCUSSION ABOUT HOW EARLY IDENTIFICATION IN THE STUDENT SUCCESS TEAM CAN MODIFICATIONS FOR THAT OR IS THAT TOO BIG OF A QUESTION I'M ASKING HERE?

>> I UNDERSTAND YOUR QUESTION.

THANK YOU FOR ASKING IT.

IT IS SOMETHING THAT WE'VE BEEN WORKING ON OVER THE LAST TWO YEARS THROUGH OUR EDGY CLIMBER SYSTEM, WHICH IS REVAMPING OUR SST PROCESS AND PROCEDURES.

JUST WHAT YOU SAID, THE EARLIER THE INTERVENTION THE BETTER.

BUT WE'RE REALLY TRYING TO REVAMP IT SO THE SST PROCESS ISN'T REACTIVE, LIKE, GOSH, NOW THIS STUDENT IS TWO GRADE LEVELS BEHIND WE BETTER HOLD AN SST QUICKLY.

BUT INTO REALLY MONITORING AND WHAT IS OUR PRE-SST PROCESS LOOKS LIKE? BECAUSE THAT'S REALLY WHERE WE CAN GET KIDS EARLY.

UTILIZING EDGE OF CLIMBER, THAT'S WHERE WE'RE ABLE TO MAKE THESE WATCH LISTS OF STUDENTS THAT ARE ON OUR RADAR AND QUITE DON'T NECESSARILY NEED AN SST TYPE INTERVENTION YET, BUT THE BEST FIRST INTERVENTION WE KNOW HAPPENS IN THE CLASSROOM WITH THE CLASSROOM TEACHER, WHICH IS WHY WE HAVE NOW A BATTERY OF ASSESSMENTS TO GIVE US THAT DATA SO WE CAN INTERVENE EARLY.

BUT ALL OF OUR SCHOOLS ARE HOLDING MONTHLY MEETINGS WHERE THEY'RE LOOKING AT STUDENT DATA, TALKING ABOUT STUDENTS WHO NEEDS TO HAVE A FORMALIZED SST BECAUSE WE'RE NOT SEEING THE GROWTH.

BUT WE'RE REALLY TRYING THROUGH MTSS AND OUR SYSTEMS, MAKE SURE IT'S A PROACTIVE PROCESS AND NOT REACTIVE.

BUT EDGY CLIMBER HAS BEEN A GAME CHANGER FOR OUR COUNSELORS IN OUR ADMINISTRATION AND OUR INTERVENTIONIST BECAUSE WE CAN TRACK DATA, WE CAN TRACK INTERVENTIONS.

WE CAN TRIANGULATE ACADEMIC BEHAVIORAL AND ATTENDANCE DATA.

IT'S NOT ALWAYS AN ACADEMIC ISSUE FOR AN SST.

IT MIGHT BE AN ATTENDANCE ISSUE.

IT MIGHT BE BEHAVIOR ENGAGEMENT ISSUE WHERE THE STUDENT IS SCORING GRADE ON ALL THESE ASSESSMENTS, BUT THEY'RE FAILING ALL THE CLASSES.

WHAT'S HAPPENING. I'M NOT SURE IF THAT REALLY.

>> YEAH. I JUST DIDN'T KNOW IF A TEACHER IDENTIFIED, HEY, THERE'S I THINK LITTLE SUSIE, THERE'S MAYBE SHE HAS DYSLEXIA OR THERE'S SOME SOMETHING SERIOUS HERE.

CAN THEY JUMP RIGHT A WAY? DO TESTING OR DO THEY HAVE TO GO THROUGH THE WHOLE SST PROCESS OR?

>> WELL, IF WE'RE TALKING ABOUT READING WITH THE ADOPTION OF OUR EARLY READING DIFFICULTY SCREENER, THERE IS A FLOW CHART THAT WE'VE DEVELOPED LOCALLY THAT TALKS ABOUT WHAT IS THE PROCESS FOR IF WE IDENTIFY THROUGH OUR SCREENERS THAT A STUDENT IS STRUGGLING, HERE'S THE NEXT STEP.

WE DO FOLLOW A PROCESS OF DATA COLLECTION THAT'LL GET TO THE POINT WHERE WE WOULD NEED TO DO OTHER BATTERIES FOR DYSLEXIA.

OUTSIDE OF OUR RISK SCREENER.

>> I FOLLOW UP ON JUST THE FLIP SIDE OF THAT COIN, I'M LOOKING AT ALL THIS.

TEACHERS OBVIOUSLY DO A LOT OF WORK.

I MEAN, YOU THINK ABOUT THE DAY TO DAY TEACHING AND CLASSROOM MANAGEMENT AND THEN ALL THESE ASSESSMENTS THAT WE SAW AT THE BEGINNING.

BUT IF A PARENT IDENTIFIES THAT THEIR CHILD NEEDS HELP.

WHAT IS THE PROCESS THEN FROM THAT SIDE AS WELL, PARENT INITIATED VERSUS TEACHER INITIATED BECAUSE THEY MIGHT CATCH IT ACTUALLY SOONER THAN THE DISTRICT MIGHT.

I DON'T KNOW IF THERE MIGHT JUST BE SOMETHING ABOUT INFORMING FAMILIES OF OPTIONS.

[01:45:03]

>> INITIATION IS ALWAYS AN OPTION, PERHAPS.

>> I JUST DON'T KNOW IF FAMILIES WOULD EVEN KNOW THAT.

I MEAN, HAVING BEEN THROUGH IT WHEN IT'S YOUR FIRST ONE, YOU KNOW NOTHING ABOUT WHAT'S GOING ON.

BY THE THIRD, YOU'RE LIKE, I GOT THIS.

I KNOW EXACTLY, BUT I THINK THERE'S AN INFORMATION PART OF THIS TOO WITH REGARDS TO FAMILIES AS WELL, SO WE'RE COMMUNICATING BETTER.

JUST MY THOUGHT ON THAT. ANYTHING ELSE, TRACY? ANYBODY ELSE?

>> SUPERITENDENT MUELLER, DO YOU HAVE ANY COMMENTS?

>> NO, I DO NOT.

>> THANK YOU SO MUCH, DR. BATTLE.

>> ITEM 7.5, SUPERINTENDENT UPDATE, SUPERITENDENT MUELLER.

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

>> THANK YOU, PRESIDENT PALACIOS-PETERS.

I KNOW THE BOARD AND THE COMMUNITY HAS HAD AN OPPORTUNITY TO REVIEW MY REPORT.

AGAIN, LINKING SUPERINTENDENT INITIATIVES TO THE PORTRAIT OF A GRADUATE.

I AM AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

>> IS THERE ANY PUBLIC COMMENT ON ITEM 7.5? TRUSTEES, ANY QUESTIONS OR COMMENTS ON THIS AGENDA ITEM? THANK YOU SO MUCH FOR YOUR REPORT.

EARLIER THIS EVENING, ITEM 8.1 WAS PULLED.

FROM THE AGENDA TODAY.

WE HAD NO ITEMS PULLED FROM THE CONSOLIDATED MOTION FOR CONSENT CALENDAR.

WE WILL MOVE TO ITEM 10.1, PUBLIC COMMENTS ON NON-AGENDIZED ITEMS. ANYONE WISHING TO SPEAK TO A NON-AGENDA ITEM OR A PREVIOUS 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.

ARE THERE ANY PUBLIC COMMENTS ON NON-AGENDIZED ITEMS? HEARING NONE, WE WILL TAKE A SHORT BREAK. THANK YOU.

WE'RE BACK ON RECORD. ITEM 10.2, BOARD MEMBER COMMENTS.

[10.2 Board Member Comments]

>> TRUSTEE SANDIE. THANK YOU.

>> LOTS HAPPENED THIS PAST MONTH.

THE HOMECOMING GAME I ATTENDED WAS GREAT.

ONE THING I NOTICED, I ATTEND ALL THE FOOTBALL GAMES OR A LOT OF THEM.

AND A LOT OF KIDS, HAVE BEEN HANGING OUT ON THE RAILING AT THE GAME, AND THE RAILINGS UP UP HIGH.

BUT I NOTICE AT THE HOMECOMING GAME, WE NOW HAVE A SECURITY PERSON WHO GETS THE KIDS OFF THE RAILING.

THAT WAS A NICE CHANGE BECAUSE THE ANNOUNCERS WILL SAY, HEY, GET OFF THE RAILINGS AND THE KIDS JUST IGNORE IT, BUT NOW THAT WE HAVE A SECURITY PERSON ACTUALLY ENFORCING IT, I THINK IT'S GREAT AND WE'LL MAKE IT A LOT SAFER.

HARVEST HOEDOWN WAS, AGAIN, I REALLY ENJOY GOING TO THAT.

EVERY YEAR, THERE'S SOMETHING NEW.

THIS YEAR, THEY HAD A COW MILKING STATION.

I WAS WONDERING WHAT WAS GOING ON, BUT THEY HAVE A COW.

NOT A REAL COW, A FAKE COW.

>> THEY HAD COW MILK THERE?

>> NO. NO, COW MILK.

THEY HAD A PETTING ZOO THOUGH AGAIN, THE PETTING ZOO IS ALWAYS GREAT.

THEN I WAS RIDING MY BIKE BY THE HIGH SCHOOL THE OTHER DAY AND I SAW A FOOD TRUCK AND IT WAS CALLED ROBBIE ROBOT, AND IT HAD THE FOOD ROBOT THAT WE HAVE AT THE HIGH SCHOOL.

THIS TRUCK HAD MULTIPLE FOOD ROBOTS IN IT.

I HAD TO STOP AND THEY WERE MAKING KUNG PAO CHICKEN FOR THE KIDS OUT OF THESE MULTIPLE FOOD ROBOTS.

DID MEET WITH PRINCIPAL MELLINA, TALKED ABOUT A WHOLE BUNCH OF DIFFERENT ITEMS. I'LL HIGHLIGHT TWO OF THEM THAT I THOUGHT WERE REALLY GOOD.

AS PART OF THE FRESHMAN ISLANDER EXPERIENCE, THERE'S A MENTAL HEALTH FIRST AID CALL.

THE KIDS LEARN IF THEIR FRIENDS ARE HAVING MENTAL HEALTH ISSUES HOW TO NAVIGATE TO GET THEIR FRIENDS HELP.

IT'S TIED INTO THE PORTRAIT OF GRADUATE AND IT TIES INTO THE SUPERINTENDENT'S REPORT ABOUT MENTAL HEALTH ISSUES, AND I THINK THE TIMING IS ABSOLUTELY PERFECT.

THE OTHER THING I WANTED TO HIGHLIGHT OF THE MANY ITEMS WAS WE HAVE A CAREER PATHWAY PROGRAMS IN ENGINEERING, BIOMEDICAL, AND COMPUTER SCIENCE, AND NOW THERE'S A CAPSTONE COURSE IN THOSE PATHWAYS.

THE KIDS WILL DO A FINAL PROJECT IN THOSE ITEMS AND I'M HOPEFUL THAT WE'LL GET TO SEE THE RESULTS OF SOME OF THOSE.

I THINK OUR KIDS ARE PRETTY INCREDIBLE AND WE'LL DEVELOP SOME PRETTY NEAT STUFF, SO HOPEFULLY WE'LL GET TO SEE THAT IN THE FUTURE.

THAT'S ALL FOR ME.

>> THANK YOU. I THINK TONIGHT, I WOULD LIKE TO TALK AND SPEND A FEW MINUTES OFFERING MY PERSPECTIVE ON THE EVENTS OF TUESDAY OR MAYBE THE BIGGER PICTURE.

I WANTED TO OFFER MY PERSPECTIVE AS A PHYSICIAN AND AS A PARENT OF THREE CHILDREN,

[01:50:03]

IT'S VERY OBVIOUS HOW THINGS HAVE CHANGED TO INCLUDE OUR SOCIETY.

IT'S VERY HARD NOT TO NOTICE HOW MUCH MENTAL HEALTH AND MENTAL OR EMOTIONAL HEALTH IS NOW PART OF AN IMBUED IN PUBLIC EDUCATION.

IT'S IMPOSSIBLE TO ATTEND A MEETING LIKE THIS OR HEAR PRINCIPAL MOORE TALK ABOUT OR GIVE HER PRESENTATION AND NOT REALIZE HOW IMPORTANT THIS IS.

I TOOK SOME TIME TO JOT DOWN SOME NOTES ABOUT CORONADO MIDDLE SCHOOL AND WHAT THEY DO FOR WHAT WE WOULD CALL BEHAVIOR MODELING CURRICULUM.

HOW DO WE GET KIDS TO ACT RIGHT AND TO TEACH EACH OTHER WITH RESPECT.

AS I GO THROUGH THIS, I'D LIKE YOU TO THINK ABOUT HOW YOUR SCHOOL WHEN YOU WERE GOING THROUGH MIDDLE SCHOOL OR JUNIOR HIGH SCHOOL, IF ANY OF THESE THINGS WERE PRESENT.

OF COURSE, I'LL JUST GO THROUGH THEM.

THEY HAVE THE TRITON THREE AT CMS CORONADO MIDDLE SCHOOL, WHICH IS TAKE OWNERSHIP, ACT WITH INTEGRITY, AND SHOW RESPECT.

THAT IS REPEATED SO OFTEN.

IT IS PART OF EVERYTHING THEY DO.

THEY TALK ABOUT IT ON KCMS, ETC, WHERE THEY HAVE THE PRESENTATIONS EVERY MORNING.

THEY ALL MEMORIZE IT AND THEIR EXAMPLES, ETC.

THERE'S ALSO T3 TIME.

THAT'S PART OF THE HOME ROOM WHERE FOUR DAYS A WEEK, THEY SPEND TIME DOING OTHER THINGS FOR HOME ROOM, BUT ALSO THEY HAVE T3 OR TRITON 3 TIME WHERE THEY GO THROUGH AND TRY TO DO TEAM BUILDING AND COMMUNITY BUILDING AND CONFLICT RESOLUTION, ETC.

THEN THEY HAVE CLUBS.

LIKE ANY SCHOOL THAT HAS CLUBS, THEY HAVE CULTURE CLUBS TO TRY TO MODEL GOOD BEHAVIOR AND ENCOURAGE IT.

THEY HAVE BEST BUDDIES, WHERE THEY HAVE SPECIAL EDUCATION STUDENTS WHO PARTNER WITH NON SPECIAL EDUCATION STUDENTS, AND LOTS OF THOSE TYPES OF THINGS TO GET PEOPLE TO MODEL GOOD BEHAVIOR.

THEN THEY HAVE THE ANNUAL BEGINNING OF THE YEAR, THEY HAVE THE RULES ASSEMBLY.

THAT'S WHERE THEY ALL GET INTO GRAN ZAHAR HALL AND GO OVER WHAT THE RULES ARE OF SCHOOL AND WHAT YOU CAN AND CAN'T DO AND GO OVER THE DISCIPLINE ACTION GUIDE.

I HAVE NO DOUBT THAT THERE WERE VIOLATIONS OF THAT ASSOCIATED WITH THIS HORRIFIC INCIDENT.

BUT THEY GO OVER THAT.

IN TERMS OF THE COUNSELOR RATIO, THE COUNSELOR TO STUDENT RATIO IS ONE OF THE HIGHER ONES IN THE COUNTY AND IT CERTAINLY IS MEANING A GOOD THING.

AND IT CERTAINLY IS HIGHER THAN THE STATE REQUIREMENT AND AVERAGE.

THERE'S A FULL TIME SECURITY PERSON, MR. CODY ENGLEHART, MR. CODY, ALL THE STUDENTS KNOW.

THEN WE HAVE THE SCHOOL RESOURCE OFFICER ON LOAN FROM THE CORONADO POLICE DEPARTMENT, THAT'S ASSIGNED TO THE DISTRICT.

THEN THERE ARE REPORTING MECHANISMS. THERE'S THE TIP LINE, WHICH IS CONFIDENTIAL AND INTERNET BASED, AND IF YOU HEAR SOMETHING, YOU SAY SOMETHING, THE KIDS ARE ENCOURAGED TO SUBMIT SOMETHING IF THEY HEAR SOMEONE SAY SOMETHING THAT COULD POTENTIALLY BE BAD OR IS CONCERNING.

THAT AGAIN IS REINFORCED AND IT'S ADVERTISED.

OF COURSE, THEY HAVE THE COUNSELORS THERE AND THEN AS REPORTING MECHANISMS. ALSO THERE'S LIGHT SPEED, WHICH IS THE PROGRAM BY WHICH, IF ANY STUDENT TYPES A WORD THAT IS CONCERNING INTO A COMPUTER, DOES AN INTERNET SEARCH, AND ANY OF A NUMBER OF WORDS WILL TRIGGER A REPORT THAT WILL THEN GO IMMEDIATELY TO THE SCHOOL FRONT OFFICE, ETC.

THOSE ARE JUST SOME THINGS THAT I JOTTED DOWN AND I AM SURE THAT I PROBABLY MISSED A LOT OF THINGS THAT WE DO.

BUT EACH OF US SHOULD ASK, DID MY MIDDLE SCHOOL OR JUNIOR HIGH SCHOOL DO ANYTHING TO THAT EXTENT IN TERMS OF MODELING BEHAVIOR AND ENCOURAGING BEHAVIOR AS A CURRICULUM.

OF COURSE, WHERE I WENT TO SCHOOL, IT HAD NOTHING LIKE THIS.

I'M NOT TRYING TO MAKE EXCUSES FOR CORONADO UNIFIED SCHOOL DISTRICT THAT TO SAY THAT EVERYTHING'S OKAY OR THAT WE'RE DOING EVERYTHING THAT WE CAN,

[01:55:04]

BUT I'M SAYING THAT I THINK THIS IS A MARKER OF SOCIETY THAT SOMETHING LIKE THIS HAPPENS, AND IT'S PROBABLY AFFECTING MANY SCHOOLS.

I WOULD ENCOURAGE EVERYONE TO ASK THEMSELVES WHY IT IS THAT OUR KIDS ARE SO EMOTIONALLY AND MENTALLY UNWELL.

PROBABLY MORE SO THAN ANY PRIOR GENERATION, AT LEAST THAT I EVER REMEMBER, AND WHY THAT IS.

>> I'VE TALKED ABOUT VARIOUS THINGS THAT HAVE CONTRIBUTED, I THINK TO KIDS BEING UNWELL.

I'VE TALKED ABOUT DIET.

I WENT AND VISITED THE DIETITIAN FOR THE SCHOOL DISTRICT AND TALKED ABOUT HOW HIGHLY PROCESSED FOODS THAT GIVE IT GOOD SUGAR RUSH AND THEN A BIG CRASH AND THOSE THINGS CONTRIBUTE TO, AND THERE'S LITERATURE TO SUPPORT THIS, THAT CONTRIBUTE TO EMOTIONAL OVER REACTIVITY TO ALTERCATIONS, TO ARGUMENTS, TO AGGRESSIVE BEHAVIOR.

THEN WHEN WE CHANGE THAT, THEN THAT THOSE INCIDENTS AND TYPES OF BEHAVIORS ACTUALLY GO DOWN.

THEN SECONDLY, THERE'S THE AUTISM EPIDEMIC, AND THAT'S EXACTLY WHAT IT IS.

IT'S AN EPIDEMIC.

THE DIAGNOSTIC CRITERIA FOR AUTISM HAS NOT CHANGED.

NOW ACROSS THE COUNTRY, I THINK THE AVERAGE IS SOMETHING LIKE 24% OF PRIMARY AND SECONDARY SCHOOL BUDGETS ARE DEDICATED TO SPECIAL EDUCATION.

CORONADO UNIFIED IS NOT FAR OFF FROM THAT.

YOU HAVE AUTISM, YOU HAVE LEARNING DISORDERS, EMOTIONAL REACTIVITY.

THEN YOU HAVE CHILDREN WHO ARE ON MEDICATIONS, SOME OF WHICH ARE NOT EXACTLY BENIGN, I ACTUALLY DO CREDIT SECRETARY KENNEDY OF HEALTH AND HUMAN SERVICES, WHO REGARDLESS OF WHAT ANYONE THINKS OF HIM, HE'S AT LEAST BROACHING THE SUBJECT AND HAVING US ASK, WHY IS THIS HAPPENING TO OUR CHILDREN? MY HAT IS OFF TO HIM FOR AT LEAST HAVING THE CONVERSATION AND NOT PATTING US ON THE HEAD THAT IT'S THAT NO ONE KNOWS, ET CETERA OR WE DON'T UNDERSTAND, ET CETERA.

NUMBER 3 FOR MIDDLE SCHOOL IN PARTICULAR.

OBVIOUSLY, THIS IS AROUND PUBERTY AND ALL OF THE CHANGES THAT COME ALONG WITH THAT AND THE HORMONES AND ALL THAT.

I THINK IN TALKING WITH ANY SCHOOL ADMINISTRATOR OR TEACHER, MIDDLE SCHOOL AGE CHILDREN ARE THE HARDEST TO HAVE TO MANAGE IN TERMS OF THEIR BEHAVIOR AND DEAL WITH ALL THE OTHER THINGS.

THEN FINALLY, THERE'S SOCIAL MEDIA AND THE INTERNET.

IT IS VERY REMARKABLE TO ME THAT PEOPLE WILL GO ONLINE AND THEY WILL SAY ANYTHING THEY WANT TO, SOMETIMES JUST TREMENDOUSLY HATEFUL AND VICIOUS THINGS BEHIND THEIR KEYBOARD SITTING IN FRONT OF THEIR SCREEN, BUT YET THEY WILL NOT COME UP TO A PODIUM AND CRITICIZE SOMEONE.

IT'S SO MUCH DIFFERENT.

I THINK THAT WE GET INURED TO THAT KIND OF CONTENT WHEN WE SEE IT ALL THE TIME ON THE INTERNET.

THEN I ALSO THINK AS IN 2007, STEVE JOBS STOOD UP AND INTRODUCED THE WORLD TO THE IPHONE OR THE FIRST SMARTPHONE.

NOW, PRETTY MUCH ALL OF OUR KIDS HAVE THESE THINGS, AND MANY OF THEM, SOME PARENTS ARE ABLE TO CONSTRICT WHAT THEY CAN SEE AND DO ON IT.

BUT I WOULD THINK IT'S SAFE TO SAY THAT THE MAJORITY OF OUR CHILDREN ARE ABLE TO GET UNFETTERED ACCESS TO THE INTERNET WITHIN A FEW CLICKS, CAN SEE ALL JUST HORRIFIC CONTENT THAT THEY WANT TO SEE.

OR EVEN MAYBE EVEN DON'T WANT TO SEE.

I'M NOT SURE THAT THEIR YOUNG DEVELOPING BRAINS ARE READY FOR IT.

I THINK THAT WE AS ADULTS, PROBABLY UNBEKNOWNST TO US.

I DON'T KNOW THAT WE MADE THE CONSCIOUS DECISION THAT WE WERE GOING TO DO THIS, BUT WE ARE RUNNING A GRAND SOCIAL EXPERIMENT ON OUR CHILDREN, AND THE EARLY RESULTS ARE ATROCIOUS.

ALSO WITH THE HYPERSEXUALIZATION, IT'S JUST CRAZY THAT THE AMOUNT OF EXPOSURE TO THIS CONTENT THAT CAN OCCUR AT THE AGES OF FIFTH, SIXTH, SEVENTH,

[02:00:03]

YOU JUST WONDER WHY IS IT HAPPENING.

I WOULD ENCOURAGE EVERYONE OF THOSE THINGS THAT I MENTIONED, WHY IS THIS HAPPENING AND WHY ARE OUR KIDS AS UNWELL AS THEY ARE? I WOULD ENCOURAGE YOU TO THINK ABOUT THAT.

MAYBE I'M SURE I MISSED SOME THINGS AND ASK YOURSELF WHAT WE CAN DO TO TRY TO ADDRESS ANY OF THOSE CAUSES AND HOPEFULLY HELP OUR CHILDREN. THANK YOU.

>> I WAS ACTUALLY GOING TO TALK ABOUT SOME OTHER THINGS BUT THEY SEEM RELATIVELY UNIMPORTANT.

AT THIS POINT, I THINK MY COLLEAGUES STATEMENTS WERE SO SPOT ON THAT I JUST REALLY JUST WANT TO DROP THE MIC, BUT I DO WANT TO SAY THAT FOR OUR COMMUNITY.

I'M ACTUALLY HAPPY TO NOT SEE AN OVERREACTION HERE POTENTIALLY.

THIS IS A FRESH INCIDENT, AND HONESTLY WAS EXPECTING PERHAPS FOLKS WOULD BE HERE.

UNDERSTANDABLY, IT'S AN EMOTIONAL ISSUE.

WE SHOULD BE PROUD OF THE FACT THAT THAT HAS NOT HAPPENED AND THERE'S MORE TIME TO LEARN WHAT'S GOING ON.

BUT I'M THANKFUL THAT THERE'S THAT CALM RIGHT NOW AS WE GO THROUGH THIS AND PROCESS THIS, BUT ALL I CAN SAY IS ECHO MY COLLEAGUES COMMENTS, AND THEY'RE OUTSTANDING. THANKS.

>> THE FIRST LINE OF THE OPTIMIST CREED IS PROMISE YOURSELF TO BE SO STRONG THAT NOTHING CAN DISTURB YOUR PEACE OF MIND.

I THINK SOME MIDDLE SCHOOL STUDENTS AND PARENTS THROUGHOUT THE DISTRICT HAD THEIR PEACE OF MIND A LITTLE BIT SHAKEN THIS WEEK.

UNDERSTANDABLY, YOU SEE IT HAPPEN OTHER PLACES, YOU DON'T THINK IT'S GOING TO HAPPEN WHERE YOU LIVE AND WHERE YOUR KIDS GO TO SCHOOL.

I KNOW THERE'S STILL A LOT TO LEARN AND I'M LOOKING FORWARD TO THE COMMUNITY FORUM ON SAFETY THAT WE'RE GOING TO HAVE TO BE ABLE TO ANSWER QUESTIONS AND LOOK INTO HOW WE CAN HOW WE CAN CONTINUE TO IMPROVE AND DO BETTER TO ENSURE THE SAFETY OF OUR STUDENTS.

THAT BEING SAID, THERE ARE A FEW THINGS THAT I WANTED TO HIGHLIGHT THROUGHOUT THE DISTRICT.

THERE'S LOTS OF STUFF GOING ON.

I'VE BEEN ABLE TO GO TO SOME CMS BASEBALL GAMES, WHICH IS REALLY FUN TO SEE.

I THINK MAYBE WE MIGHT NEED TO LOOK FOR A LITTLE SHADE COVER DOWN THERE, MAYBE AT SOME POINT.

I ATTENDED HOMECOMING, WHICH WAS GREAT.

I WANT TO GIVE A SHOUT OUT TO BOB BLUMENTHAL WHO DOES AN AMAZING JOB ANNOUNCING.

I WAS ABLE TO ASSIST WITH THE WYLAND PROGRAM ONE DAY AT VILLAGE ELEMENTARY THIS WEEK, AND I WANT TO GIVE A SHOUT OUT TO OUR CHS VOLUNTEERS THAT WERE THERE.

TRULY, I'M WONDERING IF MAYBE ALL ELEMENTARY SCHOOL TEACHERS SHOULDN'T JUST BE HIGH SCHOOL STUDENTS BECAUSE THEY LISTENED TO EVERYTHING THAT THEY SAID.

THEY WERE ENGAGED WITH THEM THE WHOLE TIME.

THEY DID A PHENOMENAL JOB.

I APOLOGIZE TO VILLAGE FOR JUST DRIVING BY HARVEST TOW DOWN AND NOT WORKING ON SETTING UP THIS YEAR, BUT IT LOOKED LIKE A GREAT TIME WAS BEING HAD BY ALL.

I WAS ABLE TO ATTEND AN OPEN HOUSE FOR EDUCATORS AT THE TIMKEN MUSEUM OF ART LAST NIGHT.

THEY HAD SOME INTERESTING AND POWERFUL WAYS TO BRING ART INTO THE CLASSROOM AND ENGAGE STUDENTS WITH THOSE PIECES OF ART AND WAYS TO REACH ALL STUDENTS.

I WAS GLAD I GOT TO GO TO THAT.

I CONTINUE TO BE IMPRESSED WITH OUR PARTNERSHIP WITH THE NCRC AND THE TEACHERS THAT COME EVERY MONTH TO SHARE THEIR THOUGHTS AND FEELINGS TO HELP US GROW OUR POSITIVE CULTURE AND CLIMATE HERE IN THE DISTRICT, AND I APPRECIATE THAT.

>> I JUST WANT TO HIGHLIGHT A COUPLE OF THINGS THAT HAPPENED THIS LAST MONTH.

AT THE END OF OUR LAST MEETING, I ENDED UP FLYING OUT THAT WEEKEND TO GO TO DC FOR THE NAFIS CONFERENCE.

[02:05:02]

THIS CAME UP LAST MINUTE. I HAD NO IDEA WHAT IT WAS REALLY UNTIL I GOT THERE.

IT TARGETS DISTRICTS WHO RECEIVE FEDERAL FUNDS TO HELP MAKE UP FOR THE FACT THAT WE SERVICE STUDENTS WHO LIVE OR WORK IN AREAS WHERE WE DON'T GET FUNDING.

WE HAVE THE BASES HERE.

WE HAVE SILVER STRAND.

IF THE ENTIRE SILVER STRAND HOUSING AREA WAS CORONADO AND NOT FEDERAL, WE WOULD BE GETTING PROPERTY TAX MONEY ON THAT WHEN WE GET TO BASIC AID.

WE WOULD GET THAT. THOSE FEDERAL FORMS THAT EVERYONE GETS TO FILL OUT AT THE BEGINNING OF THE YEAR.

WE WANT IT WITHIN 24 HOURS AND YOU'RE SUPER ANNOYED.

THAT ACTUALLY BRINGS IN MONEY FOR US, SO I REALLY GOT TO LEARN A LOT ABOUT THIS AT THE CONFERENCE. THERE'S DIFFERENT AREAS.

THERE'S MILITARY IMPACTED SCHOOLS, THERE'S FEDERAL LAND SCHOOLS, THERE'S THE TRIBAL LANDS, AND THEN THERE'S LOW LOT, WHICH I DEFINITELY DIDN'T KNOW WHAT WE WERE AND I WAS FRANTICALLY TEXTING DEPUTY SUPERINTENDENT SALAMANCA TO SEE IF I NEEDED TO ATTEND THAT MEETING BECAUSE I DIDN'T KNOW WHAT IT MEANT.

WHAT I LEARNED WAS IS WE FILL OUT THESE FORMS AND BASED ON OUR NUMBERS OF MILITARY STUDENTS, WE SHOULD RECEIVE ABOUT $4 MILLION FROM THE FEDERAL GOVERNMENT TO REIMBURSE US FOR EDUCATING THESE STUDENTS WHO THE FAMILIES AREN'T PROVIDING TAXES BASED ON LIVING HERE, AND THE FEDERAL GOVERNMENT HASN'T ACTUALLY FULLY FUNDED THAT IN QUITE A WHILE.

WE GET ABOUT HALF THAT MONEY INSTEAD OF THE 4 MILLION, WE GET ABOUT 2 MILLION A YEAR, WHICH ISN'T ANYTHING TO SNEEZE AT.

HOWEVER, THE FEDERAL GOVERNMENT ISN'T DOING ITS PART, AS WE'VE SEEN ALSO WITH SPED FUNDING THAT THEY'VE NEVER FULLY FUNDED.

ON TOP OF LEARNING ABOUT ALL OF THIS AND MEETING DISTRICTS FROM ACROSS THE COUNTRY WHO ARE IN ALL SIMILAR SITUATIONS.

SOME GET MORE THAN OTHER PERCENTAGES BASED ON THEIR DEMOGRAPHICS.

IT WAS AN ADVOCACY EXPERIENCE AS WELL.

I GOT TO SIT WITH STAFF FROM SENATOR PADILLA'S OFFICE AND TALK WITH OTHER ADMINISTRATORS AND TRUSTEES ABOUT MAKING SURE WE AT LEAST HAVE STABLE FUNDING, SAME LEVEL THAT WE GOT THIS YEAR, AND OF COURSE, TO RAISE IT IF THEY CAN.

BUT THE WAY IT'S LOOKING RIGHT NOW IS WE WILL AT LEAST HAVE THE SIMILAR FUNDING.

THAT WAS EYE OPENING, AND I THINK THE DISTRICT FOR THE WORK WITH THOSE FORMS, SOME DISTRICTS OPT NOT TO EVEN DO THE FORMS BECAUSE THEY WOULDN'T EVEN GET SOME OF THE MONEY BECAUSE THEY DON'T HAVE AS MANY MILITARY IMPACTED AS WE DO.

BUT THANK YOU FOR DOING ALL THAT WORK AND ALL THAT NUMBER CRUNCHING.

THEN I WOULD ALSO LIKE TO ADDRESS THE INCIDENT THAT HAPPENED ON TUESDAY.

I THINK MAYBE SOMETIMES PEOPLE FORGET THAT AS A TRUSTEE.

SOME OF US, I THINK ALMOST ALL OF WE LIVE HERE TOO, AND I HAVE THREE KIDS IN THE SCHOOL DISTRICT, ONE OF WHO IS AT CMS AND WHO WAS THERE WHEN IT HAPPENED.

I DIDN'T NECESSARILY GET MORE INFORMATION THAN ANYBODY ELSE DID.

I GOT A TEXT.

THERE WAS AN INCIDENT, EVERYBODY'S SAFE.

THAT'S ALL I NEEDED TO KNOW.

I MEAN, I OBVIOUSLY HAVE A DIFFERENT RELATIONSHIP WITH THE SUPERINTENDENT, I COULD TRUST THAT MY CHILD WAS SAFE.

BUT I UNDERSTAND HOW SCARY THAT WAS TO NOT BE ABLE TO REACH YOUR CHILD.

SHE ALSO LOST HER CELL PHONE, SO I DIDN'T GET A TEXT LIKE MAYBE SOME PARENTS DID.

IT'S BEEN A HARD WEEK FOR CMS FAMILIES AND KNOWING THE PARTIES INVOLVED.

I MEAN, I AGREE THERE'S A LOT GOING ON IN OUR SOCIETY, THERE'S A LOT OF THINGS WE CAN WORK ON.

SORRY, I MEAN, THIS HAS BEEN A STRUGGLE, BUT I TRUST THE ADMINISTRATION.

I TRUST BROOK FULLER AND BROOK BARTO AND EVERYTHING THEY'VE DONE, AND, THANKFULLY, MY CHILD WAS SAFE AND FELT SAFE IMMEDIATELY AFTERWARDS.

JUST KNOW THAT EVEN THOUGH WE SIT UP HERE AND WE HAVE TO GO THROUGH ALL THESE BUDGET REVIEWS, THANK YOU, AND LISTEN TO REPORTS.

IT'S IN OUR MIND. WE HAVE TO DO ALL OF THE JOB AT THE SAME TIME.

WE HAVE TO STILL CONDUCT OUR MEETING AND DO ALL OF THIS WHILE STILL KNOWING THAT THERE'S MORE WORK TO DO.

THAT CAN BE DONE AND THERE'S FORUMS COMING UP AND JUST BASED ON HOW STATE LAW RUNS, WE COULDN'T ADDRESS IT AS AN AGENDA ITEM TODAY.

OR ELSE I THINK THERE'S NO DOUBT WE WOULD HAVE.

BUT SO PLEASE, IF YOU HAVE ANYTHING YOU WOULD LIKE TO SHARE.

[02:10:01]

THANK YOU FOR THAT, WITH THAT, I WILL PASS IT ON TO SUPERINTENDENTS COMMENTS.

[10.3 Superintendent's Comments]

>> THANK YOU, TRUSTEES.

I'M GOING TO ATTEMPT TO CELEBRATE SOME OF THE ACTIVITIES IN THE DISTRICT OVER THE LAST MONTH AND THEN SHARE SOME OF MY PERSPECTIVES.

THE EVENTS OF THE WEEK.

I WAS ABLE TO ATTEND A FEW ATHLETIC EVENTS, TWO FOOTBALL GAMES.

LOVE THE FAN SUPPORT AT HOMECOMING, BUT ALSO AT THE AWAY GAME.

I WAS IMPRESSED WITH HOW MANY OF OUR FAMILIES ATTENDED THE CLAREMONT FOOTBALL GAME LAST FRIDAY.

I THINK A HIGHLIGHT FOR ME, AS FAR AS A STUDENT ACTIVITY OVER THE PAST FEW WEEKS WAS WOMEN'S VOLLEYBALL MATCH AGAINST OLP THAT I WAS ABLE TO ATTEND.

THE ISLANDERS WERE DOWN TWO GAMES OUT OF FIVE AND CAME BACK IN THRILLING FASHION TO WIN IN FIVE PACKED HOUSE.

IT WAS THE PINK OUT FOR BREAST CANCER AWARENESS AND JUST A GREAT COMMUNITY EVENT.

STANDS WERE FULL AND OUR TEAM REALLY SHOWED UP TO COMPETE.

I HIGHLY ENCOURAGE ANYONE WHO'S HERE OR LISTENING TO CHECK OUT OUR WOMEN'S VOLLEYBALL TEAM BECAUSE THEY'RE VERY IMPRESSIVE.

BEEN ABLE TO ATTEND FRIDAY FLAGPOLES AT BOTH ELEMENTARY SCHOOL SITES FOR COMMUNITY BUILDING AND CULTURE.

THOSE ARE ALWAYS A GREAT WAY TO KICK OFF A FRIDAY MORNING.

THE CULTURE CLUB WAS REFERENCED BY TRUSTEE CAVANAUGH, AND I REALLY JUST APPRECIATE THE AUTHENTIC AND RAW DIALOGUE THAT OCCURS IN THAT SHARED SPACE, AND THE MISSION OF THAT GROUP IS TO SPREAD SOME OF THOSE CONVERSATIONS AND OPPORTUNITIES FOR DIALOGUE OUTSIDE OF THAT SETTING AND COMING UP WITH SOME ACTION STEPS FOR THIS SCHOOL YEAR.

THANK YOU TO THOSE TEACHERS WHO VOLUNTEER THEIR TIME TO SERVE IN THAT CAPACITY.

I WANT TO ACKNOWLEDGE THAT THE DIFFERENT LEADERSHIP STRUCTURES WITHIN OUR PARENT GROUPS, HAD AN OPPORTUNITY TO ATTEND THE PARENT LEADERSHIP COUNCIL.

WHERE WE HAD THE PTO PRESIDENTS FROM ALL FOUR OF OUR SCHOOL SITES, THE ISF LIAISON, THE CSF LIAISON, SAFE HARBOR, OUR AMAZING PARTNERS AT SAFE HARBOR, BAND IN CHOIR BOOSTERS, REALLY, IT'S JUST AN OPPORTUNITY TO COORDINATE OPPORTUNITIES AND EXPERIENCES FOR OUR STUDENTS.

WE HAVE AN AMAZING PARENT VOLUNTEER FORCE HERE IN CUSD.

HARVEST HOEDOWN.

I WAS ABLE TO STOP BY THERE AND SPEND SOME TIME.

I ALSO WENT TO THE PETTING ZOO, WHICH WAS INTERESTING.

>> BUT MORE IMPORTANTLY AND ON A SERIOUS NOTE, I DO WANT TO TALK ABOUT THE EVENTS OF TUESDAY.

REALLY, AFTER THE EVENT ITSELF, WHAT I WAS ABLE TO WITNESS.

I WAS REMINDED AS A PARENT MYSELF.

I HAVE TWO SONS, THE RESILIENCE OF OUR STUDENTS.

BUT ALSO, THE RESILIENCE OF OUR STAFF, OUR ADULTS, OUR COMMUNITY.

I WAS REMINDED THAT WE'RE HUMANS.

THOSE OF US WHO WORK IN EDUCATION WERE HUMANS WHO WORK WITH OTHER HUMANS.

THEY'RE YOUNGER HUMANS. THEY'RE LITTLE HUMANS.

THEY'RE DEVELOPING, BUT ALL HUMANS CAN GET DYSREGULATED AND CAN BE UNPREDICTABLE.

AND IT IS A GOOD REMINDER FOR ALL OF US THAT WE CAN DO A BETTER JOB PROMOTING AND ENCOURAGING USE OF SOME OF THE MECHANISMS THAT TRUSTEE YOUNGBLOOD REFERENCED HERE THIS EVENING, IN PARTICULAR, WETIP.

IT IS A CONFIDENTIAL REPORTING MECHANISM WHERE STUDENTS WHO HAVE CONCERNS ABOUT BEHAVIOR OF PEERS OR SOMETHING THEY'VE OBSERVED IN THE COMMUNITY.

ALL OF OUR WETIP REFERRALS ARE NOT TIED TO ACTIVITIES ON CAMPUS.

THERE ARE THINGS THAT HAPPEN ON THE WEEKEND.

THERE ARE OBSERVATIONS THAT STUDENTS HAVE REPORTED TO US ABOUT SUSPICIOUS VEHICLES OR INDIVIDUALS IN AND AROUND OUR SCHOOLS.

THAT IS A DIRECT LINE TO OUR ADMINISTRATION AND TO OUR COUNSELING STAFF, AND WE NEED TO DO A BETTER JOB.

SUPPORTING OUR KIDS AND ENCOURAGING THEM TO TRUST THE VOICE IN THEIR HEAD.

IF THEY SENSE SOMETHING IS OFF WITH ONE OF THEIR PEERS TO REACH OUT TO AN ADULT AND TO BRING THAT TO OUR ATTENTION,

[02:15:02]

I WANT TO ACKNOWLEDGE THE STUDENTS ON TUESDAY.

THEY WERE SCARED. THAT WAS VERY REAL.

THEY WENT BACK INTO THEIR CLASSROOMS. THEY WERE VISITED BY THE ADMINISTRATORS TO REASSURE THEM THAT THE INCIDENT WAS ISOLATED AND THAT THEY WERE SAFE, THAT THEIR PARENTS HAD BEEN NOTIFIED, AND THAT WE WERE GOING TO TRY TO FINISH THE DAY TOGETHER, AND HOW THEY RESPONDED TO THAT WAS INSPIRING, AND I WAS JUST REMINDED OF THEIR RESILIENCE.

THE CMS STAFF, ALL OF THEM ON TUESDAY, THE FRONT OFFICE STAFF, OUR INSTRUCTIONAL ASSISTANTS, OUR CUSTODIAL STAFF, ALL OF OUR TEACHERS, JUST REMARKABLE IN HOW THEY EXERCISE THEIR DUTY OF CARE TO OTHER INDIVIDUALS CHILDREN, AND DID SO WHILE THEY WERE ALSO PROCESSING, AN INCIDENT THAT WAS DISTURBING AND TRAUMATIC FOR THEM AS ADULTS.

I WANT TO REALLY GIVE A SHOUT OUT TO THE COUNSELORS IN THIS DISTRICT.

THERE WAS A LIST.

WE STARTED CREATING A LIST OF STUDENTS TO TRIAGE STUDENTS WHO WANTED TO TALK TO AN ADULT, WHO WANTED TO TALK TO A COUNSELOR.

WE HAD COUNSELORS THAT CAME OVER FROM CORONADO HIGH SCHOOL TO LEND SUPPORT.

THE STUDENTS WERE CHECKED ON AND IN GOOD CARE WHILE THEY WERE WAITING TO BE SEEN BY A COUNSELOR.

MANY OF OUR PARENTS CAME TO JOIN THEIR CHILDREN IN THOSE SESSIONS.

OUR COUNSELORS WERE AMAZING, AND TALK ABOUT DEDICATION TO OUR STUDENTS.

AFTER SCHOOL THAT DAY, I WAS WITH MRS. FALAR WHEN SHE SPOKE TO HER STAFF AS AN AFTER ACTION DEBRIEF.

AND THEN I WENT INTO THE CMS LIBRARY.

THERE WERE THREE OR FOUR OF OUR EDUCATORS, INCLUDING ONE OF OUR COUNSELORS, PROVIDING TUTORING SUPPORTS TO OUR STUDENTS.

SO TO LEAVE THAT TYPE OF CHAOTIC SITUATION AND TO HANDLE YOUR RESPONSIBILITIES WITH SUCH PROFESSIONALISM AND GRACE, AND THEN TO GO AND TO CONNECT INDIVIDUALLY OR IN SMALL GROUPS WITH STUDENTS TO SUPPORT THEM ACADEMICALLY.

MY ACKNOWLEDGMENT OF THEIR COMMITMENT TO THE STUDENTS IN THIS DISTRICT CANNOT BE OVERSTATED.

AND THEN I WANT TO TALK ABOUT OUR ADMINISTRATORS AT CMS. THERE ARE DIFFICULT WEEKS.

THERE ARE DIFFICULT DAYS.

MOST DAYS ARE DIFFICULT AND CHALLENGING FOR EDUCATORS AND FOR ADMINISTRATORS.

TUESDAY WAS NO EXCEPTION, AN EXCEPTIONAL, EXAMPLE OF THAT.

THE TWO BROOKE'S DID JUST SUCH AN AMAZING JOB LEADING THAT TEAM AND SUPPORTING THE EFFORTS OF THE CORONADO POLICE DEPARTMENT AND THE DETECTIVES WHO WERE ON SITE, AND STOPPING WHEN THEY NOTICED A STUDENT WHO LOOKED CONCERNED OR SCARED AND SAID, "HEY, MRS. KENT IS GOING TO SEE YOU SHORTLY.

IS THERE ANYTHING THAT I CAN GET FOR YOU?" JUST THE ABILITY FOR THEM TO STAY FOCUSED ON THE NEEDS OF THEIR STUDENTS AND THEIR STAFF AND TO PRIORITIZE THAT.

I'M SURE EVERYONE IS FAMILIAR WITH THE THEODORE ROOSEVELT IN THE ARENA.

MRS. BARTO AND MRS. FALAR ARE IN THE ARENA.

WHENEVER THERE'S AN INCIDENT, A TRAGEDY, A LAWSUIT, AN ALTERCATION, A STUDENT UNDER THE INFLUENCE, VANDALISM ON A CAMPUS, PEOPLE LOOK TOWARDS THE ADMINISTRATION, AND THEY SAY, WHY AREN'T YOU DOING THIS DIFFERENTLY? WHY AREN'T YOU DOING THIS BETTER TO SHOW THE EFFORT AND THE PASSION AND THE LOVE THAT THEY PUT INTO THEIR WORK, ONLY TO GO HOME AND TO BE INFORMED THAT PEOPLE WERE SECOND GUESSING THEIR COMMITMENT TO OUR KIDS.

THEY'RE IN THE ARENA, AND THEY SHOWED UP ON WEDNESDAY MORNING.

I WAS IN THE OFFICE WHEN MRS. FALAR GOT ON THE INTERCOM AND SPOKE TO HER STUDENTS AND TO HER STAFF ABOUT TUESDAY AND ABOUT WHAT IT MEANS TO BE A TRITON AND HOW THAT IS THE SCHOOL COMMUNITY THAT SHE'S PROUD OF, THAT SHE LOVES, AND THAT SHE WANTS TO SEE DO THE RIGHT THING FOR EACH OTHER.

SO I'LL CONCLUDE MY COMMENTS WITH THAT.

JUST A LOT OF SADNESS, BUT ALSO A LOT OF GRATITUDE, AND A LOT OF REALLY HEALTHY REMINDERS ABOUT WHAT THIS PROFESSION IS REALLY ABOUT, AND THAT'S TAKING CARE OF CHILDREN AND TAKING CARE OF EACH OTHER. THANK YOU FOR LETTING ME SPEAK.

>> THANK YOU, SUPERINTENDENT MUELLER.

[02:20:03]

[11.1 Proposed List of Agenda Items for Future Board Meetings]

>> YEAH. I'D LIKE TO ASK THE SUPERINTENDENT FOR NEXT TIME, WE COULD HAVE A REPORT THAT ADDRESSES THE CHALLENGES OF COMMUNICATION CRISIS SITUATION.

AND HERE'S WHY I THINK THIS IS IMPORTANT.

AGAIN, I ECHO ALL THE STATEMENTS THAT HAVE BEEN MADE FROM MY COLLEAGUES.

I JUST UNDERLINE THEM ALL, ESPECIALLY WITH PRINCIPAL FALAR AND BARTO AS WELL, THE WORK THEY'RE DOING.

I HAVE LEARNED SOME THINGS THROUGH THIS EXPERIENCE, BUT I'VE ALSO OBSERVED SOME THINGS HAPPENED.

WE HAVE A GREAT COMMUNICATIONS TEAM.

FOR INSTANCE, IN THIS PARTICULAR INSTANCE, THE POLICE REPORT COMES OUT WITH A CERTAIN DESCRIPTION OF THE INCIDENT.

WE COME OUT WITH AN INCIDENT.

THE ONE BY THE POLICE IS MUCH MORE DETAILED AND SPELLS IT OUT IN LANGUAGE.

THIS IS EXACTLY WHAT HAPPENED.

WE'RE CONSTRAINED OVER HERE.

SOME FOLKS, UNTIL YOU HAVE TO SIT DOWN AND TALK WITH THEM, THEY'RE THINKING, WHAT ARE YOU HIDING? WHAT ARE YOU TRYING TO SUGARCOAT? NOTHING, ACTUALLY.

THERE'S JUST REGULATIONS THAT I'M NOT EVEN FAMILIAR WITH ALL OF THEM.

THAT'S WHY I'M ASKING THAT WE EDUCATE OURSELVES MORE AND MAYBE EVEN THE PUBLIC THAT SHOWS WHY THIS HAPPENS.

THIS IS NOT SOMEONE HIDING ANY INFORMATION.

THIS IS JUST THE REGULATIONS THAT WE'RE BOUND BY.

I WOULD HOPE THAT IT MAY BE OUT OF THESE EFFORTS, TOO, WE MIGHT BE ABLE TO GET SOME CONNECTION WITH THE POLICE PUBLIC AFFAIRS AND SEE IF MAYBE EVEN OUT OF THAT, WE COULD COME UP WITH SOMETHING THAT WE ALL HAVE EMERGENCY PLANS.

WHAT'S OUR EMERGENCY COM PLAN? HOW COULD WE MAYBE LINK THOSE UP? SO WE DON'T CREATE UNNECESSARILY AND UNINTENDED FOR SURE.

THE PERCEPTION THOUGH THAT PEOPLE, AND I GET IT HOW THEY'RE LIKE, WHAT ARE YOU HIDING? ACTUALLY NOTHING. IT'S JUST THOSE ARE THE REGULATIONS THAT WE'RE BOUND FOR.

I THINK THAT WOULD BE GOOD FOR ALL OF US TO KNOW A LITTLE BIT MORE ABOUT.

>> YEAH. ANYTHING ELSE? NO?

>> I HAVE ONE.

>> SUPERINTENDENT MUELLER.

>> IT'S REALLY NOT MY ROLE TO PROPOSE SOMETHING FOR WORK FOR THE GOVERNING BOARD, BUT HERE I GO.

WE HAVE HAD [OVERLAPPING] [LAUGHTER].

>> THIS IS WHERE I WAS SUPPOSED TO BRING UP ABOUT OUR POLICY COMMITTEE. THAT WAS MY DEAL.

SORRY. I CHECKED OUT THERE FOR A MINUTE.

[LAUGHTER] GO AHEAD.

>> WE HAVE HAD A SERIES OF CYCLES OF BOARD POLICIES.

FOR THOSE OF YOU WHO AREN'T AWARE, WE'RE CONSTANTLY RECEIVING UPDATES TO BOARD POLICIES.

CHANGES TO LEGISLATION AT THE STATE LEVEL, CHANGES AT THE FEDERAL LEVEL THAT REQUIRE US TO UPDATE OUR BOARD POLICIES TO REFLECT THE LAW.

OFTENTIMES WE GET THESE IN BUNCHES, AND IF YOU'VE BEEN FOLLOWING OUR BOARD MEETINGS, YOU SEE THAT THAT CYCLE IS FIRST READS, AND THEN A MONTH LATER THEY COME BACK FOR ACTION, FOR APPROVAL.

WE HAVE FOUND THAT OUR COMMUNITY WOULD LIKE US TO NOT RUBBER STAMP RECOMMENDATIONS FROM CSPA NECESSARILY, BUT TO REALLY ENSURE THAT WE'RE IN ALIGNMENT WITH THE LAW AND THE SPIRIT OF THE LAW.

BUT THAT SOME OF THESE POLICIES REQUIRE A LITTLE BIT MORE ATTENTION THAT FALLS OUTSIDE OF OUR EXISTING SYSTEM OF FIRST READS AND THEN APPROVAL.

SO I WOULD LIKE TO TASK TWO OF YOU WITH FORMING A SUBCOMMITTEE TO TAKING A LOOK AT THOSE BOARD POLICIES PRIOR TO COMING TO THE COMMUNITY AS FIRST READS.

SO WHEN THEY COME TO FIRST READS, OUR STAFF, CUSD STAFF, WE TAKE A LOOK AT ANY PROPOSED CHANGES IN BOARD POLICY, AND WE SHARE WITH OUR GOVERNING BOARD THE IMPACT ON CUSD, WHETHER THAT'S A POLICY THAT WILL CHANGE A FUNDING STRUCTURE OR STAFFING RATIOS, OR INSTRUCTIONAL MINUTES IN A CERTAIN SUBJECT AREA, WHATEVER THE BOARD POLICY IS, WE TRY TO IDENTIFY, HERE WILL BE THE IMPACT ON CUSD.

BUT THE GOVERNING BOARD REALLY THEN JUST TAKES THOSE AS FIRST READS, THEY READ THROUGH THEM, AND THEN THEY'RE UP FOR ACTION.

SO I'D LIKE TO PROPOSE ANOTHER STEP IN OUR SYSTEM WHERE OUR TRUSTEES HAVE A SUBCOMMITTEE.

THEY LOOK AT THESE POLICIES PRIOR TO BECOMING FIRST READS.

THEN STAFF WILL HAVE THEIR EYES ON THEM.

TWO TRUSTEES FROM THE GOVERNING BOARD WILL HAVE THEIR EYES ON THEM, THEN THEY COME FORWARD AS FIRST READS, AND THEN THEY COME FORWARD FOR APPROVAL.

I FEEL THAT WILL

[02:25:05]

THAT'S PART OF A THIRD OF YOUR RESPONSIBILITY, OUR BOARD POLICIES.

AND IN DOING SO, WE WILL CONTINUE TO UPDATE.

I DON'T WANT ANYONE TO MISUNDERSTAND WHAT I'M REQUESTING HERE.

WHEN WE GET NEW BOARD UPDATES, IF THERE ARE ANYTHING THAT ARE TIME SPECIFIC BECAUSE A NEW LAW HAS BEEN PASSED, WE ADHERE TO THE LAW, AND WE WILL ALWAYS ADHERE TO THE LAW.

I KNOW THAT IN THE PAST, THERE HAVE BEEN BOARD MEETINGS WHERE PEOPLE CHALLENGE BOARD POLICIES THAT WE'RE ADHERING TO THE LAW AND THE CHANGES THAT ARE BEING REQUESTED BY COMMUNITY MEMBERS ARE OUTSIDE OF OUR JURISDICTION.

BUT I TRUST THAT THIS BOARD CAN GIVE IT A FIRST SCRUB WITH FEEDBACK FROM OUR STAFF PRIOR TO THOSE COMING FORWARD TO THE PUBLIC FOR ACTION.

>> DO WE NEED TO DECIDE WHO'S ON THAT SUBCOMMITTEE TODAY OR?

>> I'M GOING TO DEFER TO THE FIVE OF YOU.

I'VE DIRECTED YOUR WORK ENOUGH.

>> IS THAT A FUTURE?

>> REALLY QUICK QUESTION JUST FOR CLARIFICATION.

HOW ARE WE GOING TO ENSURE THAT ANY CHANGES MADE TO A POLICY ADHERE TO THE LAW? I MAY TOTALLY CRAFT SOMETHING THAT DOESN'T ADHERE TO THE LAW, AND WOULD WE NEED TO GET RECOMMENDATION FROM OUR ATTORNEY OR?

>> WHEN CSBA PROVIDES US WITH UPDATES TO EXISTING BOARD POLICY, THEY'RE VERY CLEAR EVEN IN HOW THEY PRESENT THE TEXT.

THE BOLD LANGUAGE IS LAW.

SO WE WILL ALL BE ABLE TO SEE ANY STRIKE THROUGH, ANY SUGGESTED CHANGES TO THAT, AND THE TWO OF YOU WOULD NEED TO MAKE SURE THAT WE'RE STILL IN ALIGNMENT WITH THE LAW.

WE'RE NOT GOING TO BRING ANYTHING FORWARD FOR ACTION THAT ISN'T IN COMPLIANCE WITH THE STATE OR FEDERAL LAW.

>> HOW ARE WE GOING TO MAKE SURE THAT IT ADHERES TO THE LAW?

>> DON'T HAVE TO. NO, NOT REQUIRED.

I'VE DONE WORK ON THIS AND THIS IS WHY BECAUSE IT'S REALLY NOT REQUIRED.

IT'S REALLY THE WAY IT'S WORDED.

THERE'S BRINGING IT MORE IN LINE WITH OUR VALUES.

YOU DO NOT AT ALL COMPROMISE ON THE LAW.

IT'S NO ONE SUGGESTING THAT.

AND BECAUSE ALL OF THAT'S ALREADY DONE FOR US THROUGH THE CSB, THEY'VE CITED ALL THE LAWS.

I COULD READ SOME EXAMPLES.

>> I JUST WONDER IF THIS IS GOING OUTSIDE OF THE BOUNDS OF JUST THIS AGENDA ITEM BECAUSE THIS IS TO PUT FUTURE AGENDA ITEMS ON, SO I'M WONDERING MAYBE THEN THE SUBCOMMITTEE CAN MEET WITH THE SUPERINTENDENT TO DISCUSS THESE CONCERNS AND THEN MAKE SURE THAT ANYTHING THAT'S BROUGHT BACK BEFORE THE BOARD WILL BE IN COMPLIANCE.

THE SUBCOMMITTEE WITH THE SUPERINTENDENT.

IS THAT ADEQUATE? LEGAL ADVICE.

>> I'M OFFERING TO PARTICIPATE IN THIS PROCESS AT ANY STEP DEEMED APPROPRIATE BY THE FIVE OF YOU.

>> WE'LL REACH OUT TO THE SUPERINTENDENT AND DECIDE WHO'S ON THE SUBCOMMITTEE.

DOES THAT WORK? OR DO YOU WANT IT TO SAY.

>> I THINK EITHER WE DETERMINE WHO THOSE TWO ARE HERE IN A PUBLIC SETTING AS WE'RE LOOKING AT MAKING A PROPOSED CHANGE OR WE BRING THAT FORWARD AT A FUTURE BOARD MEETING.

>> I CAN BE ON THE SUBCOMMITTEE.

>> I'D LIKE TO BE.

>> ANYBODY ELSE CARE TO BE ON THE SUBCOMMITTEE? YOU'VE GOT TWO. WELL, I KNOW, BUT I'M WILLING TO STEP OFF IF SOMEBODY ELSE WANTS TO BE ON THE SUBCOMMITTEE.

>> THANK YOU.

>> ANY OTHER PROPOSED AGENDA ITEMS FOR FUTURE BOARD MEETINGS? WITH THAT, OUR NEXT REGULAR BOARD MEETING WILL BE ON THURSDAY, NOVEMBER 13TH.

[11.2 Upcoming Meetings]

[NOISE] THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.