[00:00:08]
WE ARE RECONVENING TO OPEN SESSION.
[3.1 Reconvene to Open Session and report out Action taken in Closed Session]
NO ACTION WAS TAKEN ON ITEMS IN CLOSED SESSION.THE ITEMS WE DIDN'T GET TO WILL BE TRAILED TO AFTER THIS MEETING TO CONTINUE.
ITEM 3.2 IS PLEDGE THE AMERICAN FLAG.
I'M SO EXCITED TO SEE SO MANY CIVICALLY ENGAGED STUDENTS HERE TODAY.
SO LET'S STAND FOR THE PLEDGE PLEASE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
ITEM 3.3 IS APPROVING THE AGENDA.
[3.3 Approval of the Agenda: Any changes to the agenda must be made at this time]
AND I'M GOING TO ASK TRUSTEES SINCE WE HAVE SO MANY STUDENTS HERE AND THEIR PARENTS WHO WOULD LIKE TO ADDRESS THE BOARD, I WANT TO DEFINITELY HEAR FROM THEM.AND I DON'T WANT TO HAVE TO MAKE THEM WAIT TWO OR THREE HOURS FOR PUBLIC COMMENTS ON NON-AGENDIZED ITEMS AT THE END.
SO I'M GOING TO ASK TRUSTEES IF WE CAN ALTER THE AGENDA AND MOVE ITEM 8, ITEM 9, WHICH ARE COMMENTS, PUBLIC COMMENTS ON NON-AGENDIZED ITEM TO BE MOVED RIGHT BEFORE ITEM 4.
THAT'S RIGHT, IT'S THE NEW SCHOOL YEAR.
I'VE GOT TO FIGURE OUT HOW TO USE THE NEW TECHNOLOGY AGAIN.
OK, I SHOULD ALSO ADDRESS TRUSTEE PALACIOS-PETERS IS NOT ABLE TO BE WITH US TONIGHT.
BUT I'D ALSO LIKE TO WELCOME OUR NEW STUDENT BOARD MEMBER, INEZ.
AND WE'RE GOING TO GET TO HEAR FROM YOU A LITTLE BIT MORE LATER ON IN THE AGENDA.
I'D ALSO LIKE TO INTRODUCE A NEW SCHOOL YEAR AND WE HAVE A NEW SCHOOL RESOURCE OFFICER.
I'D LIKE THE GOVERNING BOARD AND COMMUNITY TO WELCOME OFFICER PRISCILLA ROOD.
ITEM 3.4, AUDIENCE IS NOTIFIED OF PUBLIC COMMENT PROTOCOLS.
[3.4 Audience is Notified of Public Comment Protocols]
SO WHEN AN ITEM IS CALLED ON THE AGENDA, THERE'LL BE OPPORTUNITY FOR PUBLIC COMMENT AT THAT TIME, WE ASK THAT YOU COME UP TO THE MICROPHONE AND YOU'LL HAVE TIME TO MAKE PUBLIC COMMENT ON THAT.SINCE WE'RE MOVING THE PUBLIC COMMENTS ON NON-AGENDIZED ITEM, THAT ITEM UP BECAUSE THE ITEMS THAT YOU WANT TO SPEAK ON, THE ISSUE YOU WANT TO SPEAK ON WAS NOT DETAILED ON OUR AGENDA.
SO PLEASE NOTE THAT WE'RE NOT NOT HEARING YOU OR BEING DISRESPECTFUL.
WE CAN'T HAVE AN ACTION ITEM ON THIS.
BUT I DID WANT TO GIVE YOU AN OPPORTUNITY NOW AT THE BEGINNING OF THE MEETING SINCE YOU'RE HERE.
AND SO THAT WAY YOU CAN FINISH YOUR COMMENTS AND MAYBE GO HOME AND HAVE DINNER AND HOMEWORK AND ALL THAT KIND OF GOOD STUFF.
SO IF ANYONE WOULD LIKE TO MAKE A COMMENT
[9.1 Public Comments on Non-Agendized Items]
ON A NON-AGENDIZED ITEM, WHICH I THINK ARE THESE ISSUES, COME ON UP TO THE PODIUM AND YOU CAN YOU CAN QUEUE BEHIND THE PODIUM.YOU'LL HAVE THREE MINUTES EACH TO SPEAK AND THERE'LL BE A TIME WE'RE UP HERE FOR FOR YOU TO KIND OF GUIDE YOU THERE.
BUT THEY'RE SEPARATING US FROM OUR FRIENDS.
YESTERDAY, SOME OF MY FRIENDS WERE PLAYING A MINI BASEBALL GAME AND I COULDN'T GET OR AND I COULDN'T PLAY WITH THEM BECAUSE I WAS A DIFFERENT ZONE.
WE KEEP HEARING THAT THAT WE WILL GET CLOSE CLOSE TO A CROSSOVER AND PLAY WITH OUR FRIENDS IN OTHER CLASSES TWICE A WEEK.
AND SOON WE WILL MAYBE GET MORE CHOICE.
[00:05:02]
RECESS IS ONE OF THE ONLY TIMES WE HAVE TO JUST HAVE FUN AND PLAY, HAVE FUN TOGETHER.LAST NIGHT I CRIED BECAUSE I FEEL LIKE THIS IS TEARING MY FRIENDSHIP APART.
I DON'T THINK KIDS SHOULD HAVE TO EARN THE RIGHT TO PLAY WITH THEIR FRIENDS.
AND I DON'T THINK ADULTS SHOULD CHOOSE OR SHOULD DECIDE WHO WE CAN PLAY WITH.
AND WHEN WE HAVEN'T DONE ANYTHING ON.
WE'VE BEEN TELLING YOU THAT THIS MAKES US UNHAPPY.
PLEASE GIVE US OUR REAL RECESS BACK.
I'M IN THIRD GRADE ELEMENTARY.
I WANT TO TALK ABOUT THE RULES FOR RECESS.
I DO NOT GET TO PLAY WITH MY FRIENDS IN OTHER CLASSES.
AND IN ALL THE ZONES I CAN'T PLAY OR RUN FREE.
I DON'T LIKE PLAYING IN ONE ZONE.
I WANT TO BE ABLE TO CHANGE MY MIND TO GO PLAY WHERE I WANT TO PLAY.
I THINK THAT IT IS UNFAIR THAT TWO CLASSES GET TO PLAY IN THE BLUE ZONE.
AND ONLY ONE CLASS GETS TO PLAY IN THE RED AND GREEN ZONE.
AND CAN YOU TAKE AWAY THE ZONES AND LET US PLAY FREELY? I WANT TO LISTEN.
WE HAVE TO LISTEN AND SIT IN OUR CLASSROOMS DURING THE DAY.
I NEED TO BE ACTIVE SO I CAN SIT, LISTEN, AND LEARN.
THANK YOU FOR LISTENING TO ME.
I LIKE THE ZONES BECAUSE THEY SEPARATE US FROM OUR FRIENDS.
AND I DON'T THINK THAT ADULTS COULD JUST SEPARATE.
I HAVEN'T BEEN ABLE TO PLAY WITH BASICALLY ANY OF MY FRIENDS ANY DAY.
AND I COULDN'T JUST PLAY WITH THEM.
AND THE UPPER PLAYGROUND GOT UPGRADED.
AND I'VE ONLY BEEN PLAYING TWO TIMES.
AND I JUST CAN'T STOP THINKING ABOUT IT.
TWO NIGHTS AGO, I EVEN CRIED AND I COULDN'T SLEEP FOR IT.
IT JUST I DON'T THINK THAT ADULTS CAN JUST SEPARATE US FROM FRIENDS.
AND THIS YEAR, I EVEN ONLY GOT ONE FRIEND THAT'S ONE OF MY FARTHEST FRIENDS.
AND I BARELY EVEN GOT EIGHT FRIENDS, WHICH DOESN'T REALLY MATTER.
BUT IT'S UNFAIR THAT THE PRINCIPLES CAN JUST SEPARATE US FROM OUR FRIENDS.
AND I BARELY EVEN GET TO PLAY FUNNILY.
AND THIS IS THE ONLY TIME THAT WE GET TO GO OUTSIDE AND PLAY AND LET OUR ENERGY OUT.
AND IF I DON'T LET MY ENERGY OUT, I'LL JUST LAY DOWN.
I DON'T THINK THAT ADULTS CAN SEPARATE US JUST BY WHATEVER REASON.
I'M HERE BECAUSE I WANT MY RECESS BACK.
I THINK IT'S UNFAIR TO BE PUNISHED BECAUSE I AM GOOD AND ALWAYS LISTEN.
IT'S NOT FAIR BECAUSE I DON'T GET TO PLAY WITH MY FRIENDS IN OTHER ZONES.
LAST YEAR, SOME OF THE GIRLS AND BOYS IN SECOND GRADE ORGANIZED A FOUR-SQUARE COMPETITION EVERY DAY AT RECESS.
SOME OF THE BOYS WANTED TO BE ON THE GIRLS' TEAM.
NOW WE DON'T HAVE THE ABILITY TO DO THAT ANYMORE.
I WISH THE KIDS WHO MISBEHAVE WOULD BE PUNISHED SO WE CAN ENJOY RECESS.
I GOT KICKED IN THE BACK TWICE BY THE SAME BOY.
AND THE SECOND TIME, IT MADE ME FALL ON THE BALANCE BEAM.
AND I HAD A BIG BRUISE ON MY LEG FROM IT.
AND HE HAS ALSO HURT SOME OF MY FRIENDS.
HE NEVER GETS PUNISHED, SO HE KEEPS HURTING KIDS.
KIDS GO TO THE OFFICE AND WATCH AN IPAD AND PLAY WHEN THEY GET IN TROUBLE.
PLEASE DON'T PUNISH ME AND MY FRIENDS.
AND LET US PLAY FREELY AT RECESS.
[00:10:08]
HI.AND THE REASON I DON'T LIKE ZONES IS BECAUSE I FEEL LIKE SCHOOL IS TRYING TO CONTROL WHAT I DO.
WHENEVER I WANT TO PLAY VOLLEYBALL, I NEVER GET A PLAY BECAUSE ALL THE VOLLEYBALL PLAYERS ARE SEPARATED.
ALSO, A BULLY IS IN THE SAME ZONE AS ME, SO I'M NEVER ABLE TO GET AWAY FROM HIM.
EVEN IF I COULD PICK MY ZONES, I'M NOT SURE IF MY FRIENDS WILL BE IN IT.
OR MAYBE THE KID THAT BULLIES ME WILL STILL BE IN THE SAME ZONE AS ME.
THERE IS NO GRASS WE RUN ON, AND WE HAVE TO PLAY ON THE HARD CEMENT.
SO IF I FALL, I GET REALLY HURT.
I REALLY WANT TO PLAY ON THE KICKBALL FIELD.
WE HARDLY EVER HAVE TIME TO PLAY AT THE FIRST RECESS.
I WISH WE COULD HAVE LONGER TIME TO PLAY, LIKE DEVILS.
PLEASE HELP ME HAVE THE FREEDOM TO CHOOSE WHAT I WANT TO DO IN MY FREE TIME.
I WANT TO PLAY WITH ALL MY FRIENDS AT SCHOOL.
PEOPLE THAT ARE PLAYING VOLLEYBALL ARE IN DIFFERENT ZONES.
I WANT TO PLAY WITH THEM LONGER, TOO.
I WANT TO PLAY ON GRASS, BUT THERE'S NO GRASS.
I WANT TO SIT UNDER A TREE, BUT THERE'S NO TREES.
SO I CAN'T SIT UNDER A TREE, CAN'T SIT UNDER A TREE.
PLEASE DON'T KEEP ME IN A ZONE.
ANY MORE STUDENTS COME UP? STUDENTS, PARENTS? HI, I'M A PARENT.
I AM HERE ACTUALLY FOR A DIFFERENT DISCUSSION, WHICH IS IN REGARDS TO THE HIGH FIVE SCAN THAT WAS IMPLEMENTED.
I FELT ONE, THAT THERE WAS NOT SUFFICIENT NOTIFICATION.
I THINK LIKE MOST OF US, WE'RE BUSY.
WE HAVE LOTS OF FAMILY AND OTHER PEOPLE, PARENTS, THAT WE'RE TAKING CARE OF AS WELL.
SOMETHING LIKE THAT BEING IMPLEMENTED AT THE SCHOOL NEEDS TO COME WITH SOME KIND OF HEADER, SOME INFORMATION.
THE VILLAGE ELEMENTARY INCLUDED IT IN THE NEWSLETTER ON PAGE 10.
IN THE MIDDLE SCHOOL, THE ONLY WAY THAT YOU COULD HAVE CAUGHT IT WAS IF YOU ACTUALLY CLICKED ON THE LINK WITHIN THE NEWSLETTER.
I FOUND OUT WHEN MY SON WENT TO GO AND ENROLL IN CLASS AND GET HIS SCHEDULE, AND HE CAME HOME AND SAID, MOM, THEY SCANNED MY HAND.
I AM AWARE OF MANY THINGS IN THIS SOCIETY THAT WE USE TO MONITOR PEOPLE DUE TO THE NATURE OF MY WORK.
I'VE BEEN AWARE OF FLOCK CAMERAS FOR MANY MORE THAN NOW THAT IT HAS BECOME VERY PUBLIC KNOWLEDGE.
I'VE BEEN AWARE OF THEM FOR A LONG TIME.
I DO NOT TRUST SOMETHING LIKE THIS FROM SOME BIG TECH COMPANY COMING IN.
IT IS A BIOMETRIC THAT THEY ARE TAKING OF OUR CHILDREN.
THE FACT THAT IT WAS ALSO NOT AN OPT-IN AND IS ONLY AN OPT-OUT, IT'S JUST UNREALISTIC AND IT'S UNFAIR.
TO GO TO A STADIUM, TO GO TO DISNEYLAND AND HAVE TO USE ONE OF THOSE SCANNERS, THAT'S A CHOICE.
PUBLIC SCHOOL IS REQUIRED BY THE LAW.
MY CHILDREN SHOULD NOT BE SUBJECTED TO A BIOMETRIC THAT IS SCANNING THEM, AND LORD KNOWS AFTER THE CANVAS BREAK-IN WHERE THIS INFORMATION IS GOING TO GO AND WHAT HACKERS MIGHT DO WITH IT.
IF I TOUCH SOMETHING AND SOMEONE ELSE COMES AND TOUCHES IT, AND THEN ALL OF A SUDDEN THEIR DNA, MY DNA HAS CAUGHT UP IN THE SYSTEM, I COULD GET ARRESTED FOR THAT.
I UNDERSTAND DNA AND TRANSFERENCE AND HOW THAT INFORMATION GETS USED, BUT MOST PEOPLE DON'T.
I AM VERY CONCERNED THAT THE VAST MAJORITY OF OUR COMMUNITY RIGHT NOW HAS NO IDEA WHY THIS WAS IMPLEMENTED AND WHAT WAS THE BASIS.
I AM EXTREMELY UPSET ABOUT THAT.
I ALSO WANT TO ADDRESS THE YOUTUBE ON THE LAPTOPS.
THERE IS ACCESSIBILITY TO YOUTUBE AT ALL TIMES ON THESE LAPTOPS.
I KNOW THAT THEY HAVE SAID TO ME THAT IT IS FOR EDUCATIONAL PURPOSES, BUT FOR CHILDREN WHO HAVE LOW DOPAMINE THAT HAVE 504S FOR THOSE REASONS AND WE CAN'T GET THE YOUTUBE DELETED FROM THEIR DEVICES IS PROHIBITIVE TO THEIR LEARNING ABILITY.
[00:15:01]
IT IS DIFFICULT FOR ANY ONE OF US TO PUT DOWN OUR PHONE.HOW DO WE EXPECT CHILDREN TO NOT LOG ON TO SOMETHING THAT IS SO EXCITING WHEN REALLY THEY SHOULD BE PAYING ATTENTION IN THE CLASSROOM? I APPLAUD YOU FOR TAKING AWAY THE CELL PHONES.
I THINK THAT IS A STEP IN THE RIGHT DIRECTION.
MY NAME IS ANNE-MARIE SCHMIDT AND I AM A MOTHER OF SIX KIDS WHO HAVE ALL GONE THROUGH THE CORONADO SCHOOLS.
I AM ADDRESSING THE DECISION OF IMPLEMENTING PLAY WORK ZONES INTO THE ELEMENTARY SCHOOL.
THESE ZONES HAVE COST A WHOPPING $27,000 AND ARE MADE TO ORGANIZE THE KIDS' PLAY TO DECREASE INCIDENCES, SO WE ARE TOLD, ROUNDING UP ALL THE KIDS AND SEPARATING THEM BY CLASS AND BEHAVIOR AND PUTTING ARMBANDS ON THEM IS SOMETHING WE DO NOT WANT THEM TO GET USED TO.
WE FEEL THIS IS UNNECESSARY CONTROL OF OUR CHILDREN AND WE CAN SEE THAT THE ISSUE IS MUCH DEEPER.
IN THESE LAST THREE YEARS, WE DON'T HAVE REAL TRANSPARENCY FROM PRINCIPALS, COMMUNICATION TO THE FAMILIES OF ISSUES AT SCHOOL.
WE DON'T HAVE PARENT INVOLVEMENT WITH THOSE ISSUES, TEACHERS' OPINIONS ON CHANGE HAVE NOT BEEN ADDRESSED, DISCIPLINE FOR THE REPEAT OFFENDERS, WE DON'T HAVE THAT, POSITIVE REINFORCEMENT AND RECONCILIATION OF STUDENTS IS NEEDED, AND STUDENTS DON'T HAVE THE SPACE TO PROCESS OR TO LEAVE AN AREA OF CONFLICT WITH ZONES.
WE TELL THE PRINCIPAL AND SUPERINTENDENT AND THEY DISMISS ALL OF OUR VOICES, EVEN TEACHERS' VOICES, BUT THE WORST WAS THE CHILDREN'S VOICES.
WHEN THEY DREW CHALK ON THE SIDEWALK, IT WAS WASHED AWAY AND CALLED VANDALISM.
WE EXPECT MORE FROM OUR DISTRICT LEADERS.
THE TRUTH IS WE DON'T NEED ZONES.
WE NEED MORE TIME FOR THE KIDS TO HAVE FREE, UNSTRUCTURED PLAY AND TO ACTUALLY UNWIND, TO MAKE THE PLAY YARD MORE FUN AND TO OPEN THE GRASS AREAS, TO PROVIDE THE PLAY YARD WITH MORE SUPERVISORS, TO INVOLVE THE PARENTS, MEET AND WORK ON COMPLEX RESOLUTION POINTS TO TEACH THEIR KIDS AND HAVE THEIR KIDS THERE MEETING.
STUDIES HAVE SHOWN THAT IT TAKES 20 MINUTES FOR JUST A CHILD TO ENTER INTO CREATIVE PLAY.
AN INADEQUATE AMOUNT OF RECESS TIME OR LACK THEREOF CAN DIRECTLY AFFECT THE CHILDREN'S ABILITY TO PAY ATTENTION, SELF-REGULATE, SOCIALIZE INTELLIGENTLY AND MASTER COMPLEX LEARNING SKILLS.
STATES RULE THAT THE AVERAGE SCHOOL DAY NEEDS TO BE 280 MINUTES, BUT CORONADO'S CLOCKING IN AT AN ALARMING 405 MINUTES.
THEY CAN AFFORD MORE RECESS TIME.
OUR CHILDREN'S FIRST BREAK IS ONLY 15 MINUTES WITH SNACK AND THEIR SECOND 45 MINUTES FOR LUNCH AND RECESS COMBINED.
IT'S NOT ENOUGH TIME FOR THEM TO TRULY UNWIND.
FRUSTRATION AND IRRITATION BUILD UP IN THE CHILDREN WHEN THEY KNOW THEY ONLY HAVE A SHORT TIME TO GET TO DO WHAT THEY WANT.
THIS CREATES SHORT TEMPERS, PUSHING, SHOVING TO PLAY IN THE YARD AND THAT ALL STARTS TO OCCUR.
WITH BAD BEHAVIOR IN STUDENTS, GETTING THE PARENTS INVOLVED IS THE KEY.
IT WILL SOLVE MANY PROBLEMS IF THE PARENTS KNOW THERE'S REAL PRESSURE AT HOME TO BEHAVE AT SCHOOL.
ZONES DON'T REPAIR THE KIDS' RELATIONSHIPS, ZONES AVOID THEM.
PLEASE GET RID OF THESE ZONES, INVOLVE THE PARENTS, AND GIVE THE KIDS MORE STATE MANDATED, UNSTRUCTURED FREE PLAY.
HI, MY NAME IS ERIC GROBY, I HAVE TWO DAUGHTERS AT DOVE VILLAGE, ONE I'M DYLAN, YOU ALREADY HEARD FROM.
TONIGHT WE'RE HERE BECAUSE OF RECESS, BUT THIS DEBATE RAISES A DEEPER QUESTION.
WHAT DO CHILDREN NEED FROM THE ADULTS RESPONSIBLE FOR THEM? WHEN SCHOOL BEGAN LAST YEAR, WE KEPT HEARING HOW STRICT DYLAN'S TEACHER WAS.
I FINALLY ASKED DYLAN, IS SHE STRICT WITH YOU? DYLAN SAID, NO, SHE'S ONLY STRICT WITH THE KIDS WHO MISBEHAVE.
BY HALLOWEEN, THOSE STORIES HAD STOPPED.
WHEN I WENT IN TO VOLUNTEER FOR THEIR CLASS PARTY, I FOUND THE MOST POLITE, WELL-BEHAVED CLASS THAT I'VE EXPERIENCED SINCE THEY'VE BEEN AT VILLAGE.
I HAVE NEVER SEEN CHILDREN ADORE THEIR TEACHER SO MUCH.
DYLAN'S TEACHER GAVE THEM THE DISCIPLINE THEY NEEDED AND THE LOVE THEY WANTED.
THEY ADORED HER BECAUSE SHE HELD THEM ACCOUNTABLE AND BECAUSE THEY KNEW HOW DEEPLY SHE CARED ABOUT THEM.
DISCIPLINE AND LOVE ARE NOT OPPOSITES.
ACCOUNTABILITY IS NOT CRUELTY.
SHE DID NOT NEED A CONSULTANT, WRISTBANDS, ASSIGNED AREAS, OR UNIVERSAL RESTRICTIONS.
SHE SET CLEAR EXPECTATIONS, APPLIED CONSISTENT CONSEQUENCES, AND HAD THE COURAGE TO ENFORCE THEM.
THAT IS WHY THE DISTRICT'S RESPONSE TO RECESS IS SO TROUBLING.
ITS OWN PRESENTATION SHOWED THAT 93% OF STUDENTS HAD ZERO OR ONLY ONE OFFICE REFERRAL LAST YEAR.
RATHER THAN ADDRESS THE CONCENTRATED PROBLEM, THE ADMINISTRATION RESTRICTED EVERY CHILD.
AND NOW PRINCIPAL KUHN'S DESCRIPTION OF PHASE TWO INCLUDES ZONED WRISTBANDS, CAPACITY LIMITS, ASSIGNED AREAS, REQUIRED PERMISSION TO CHANGE ZONES, DAILY REVIEWS OF EXPECTATIONS.
[00:20:02]
DID ANY OF THOSE TERMS TAKE ANY OF YOU BACK TO YOUR CHILDHOOD RECESS? THEY DID NOT MEAN.THOSE ARE THE TERMS I WOULD EXPECT TO HEAR DESCRIBING A PRISON, NOT AN ELEMENTARY SCHOOL PLAYGROUND.
THEY BEAR NO RESEMBLANCE TO HOW CALIFORNIA ED CODE DEFINES RECESS, SUPERVISED AND UNSTRUCTURED.
CALLING IT CHOICE DOES NOT MAKE A CHOICE.
CALLING IT UNSTRUCTURED DOES NOT MAKE IT UNSTRUCTURED.
I'M ASKING THIS BOARD USE ITS OVERSIGHT RESPONSIBILITY IN THE MANDATORY ZONES, RESTORE THE OPEN RECESS, PROVIDE ACTIVE SUPERVISION, AND HOLD INDIVIDUAL STUDENTS ACCOUNTABLE FOR THEIR BEHAVIORS.
VILLAGE ELEMENTARY'S LEADERSHIP HAS LOST THE TRUST OF MANY PARENTS.
RECESS DID NOT CREATE THAT BREAKDOWN.
RESTORING THE TRUST REQUIRES THE SAME THING DYLAN'S TEACHER GAVE HER STUDENTS.
CLEAR EXPECTATIONS, CONSISTENCY AND ACCOUNTABILITY, COURAGE, AND GENUINE CARE.
MY NAME IS FIORELLE AND I'M A PARENT FOR ONE OF MY SON ELEMENTARY SCHOOLS AND I WANT TO START WITH A QUESTION TO YOU ALL.
ARE WE SOLVING THE ACTUAL PROBLEM OR SIMPLY MAKING THE PROBLEM EASIER TO SUPERVISE? VILLAGE'S OWN DATA SHOWS THAT MAJOR BEHAVIORAL INCIDENTS DID NOT INCREASE ONLY IN THE PLAYGROUND.
THEY INCREASED DRAMATICALLY ACROSS THE ENTIRE SCHOOL.
YET, THE RESPONSE HAS BEEN TO PLACE GREATER RESTRICTIONS ON THE RECESS EXPERIENCE OF EVERY CHILD.
THAT SHOULD GIVE US ALL US A PAUSE.
WE'RE NOT HERE BECAUSE WE OPPOSE PLAY WORKS, WE'RE NOT ASKING FOR AN UNSAFE OR UNMANAGED PLAYGROUND, AND WE ABSOLUTELY SUPPORT OUR AWESOME TEACHERS AND CAMPUS STAFF.
WE'RE ASKING THE DISTRICT TO ADDRESS THE ROOT CAUSE BEFORE MAKING SCHOOL-WIDE RESTRICTIONS THE SOLUTION.
IF THE PROBLEM IS INSUFFICIENT SUPERVISION, THEN ADDRESSING STAFFING AND TRAINING IS WHAT WE SHOULD DO.
IF A SMALLER NUMBER OF STUDENTS ARE DRIVING REPEATED INCIDENTS, PROVIDE THOSE CHILDREN WITH TARGETED INTERVENTION AND SUPPORT.
IF THE PROBLEM IS PLAYGROUND DESIGN OR UNCLEAR EXPECTATIONS, FIX THOSE PROBLEMS. BUT IF HUNDREDS OF CHILDREN ARE GOING TO LOSE MEANINGFUL CHOICE, MOVEMENT, SOCIAL CONNECTION, AND INDEPENDENCE BECAUSE OF THE BEHAVIOR OF A FRACTION OF THE STUDENT BODY, THE DISTRICT SHOULD BE ABLE TO DEMONSTRATE WITH EVIDENCE THAT THOSE RESTRICTIONS ARE NECESSARY.
AND THAT IS WHY WE'RE ASKING FOR, SHOW US THE UNDERLYING DATA, SHOW US THE STAFFING AND SUPERVISION ANALYSIS, SHOW US WHAT PLAY WORKS ACTUALLY RECOMMENDED, SHOW US HOW THE IMPLEMENTATION PRESERVES THE SUPERVISED AND UNSTRUCTURED RECESS CALIFORNIA LAW PROTECTS, AND GIVE FAMILIES OBJECTIVE MEASURABLE CRITERIA FOR DETERMINING WHETHER THIS SYSTEM IS WORKING AND WHEN RESTRICTIONS WILL BE REDUCED.
BECAUSE THE CHILDREN SHOULD NOT HAVE TO COLLECTIVELY EARN BACK INDEPENDENCE, THAT WAS REMOVED WITHOUT FIRST DEMONSTRATING THAT REMOVING WHAT WAS NECESSARY.
RECESS IS NOT SIMPLY 20 OR 30 MINUTES WE NEED TO CONTROL.
IT IS WHERE OUR CHILDREN LEARN TO NEGOTIATE, RESOLVE CONFLICT.
THEY ALSO CHOOSE THEIR FRIENDS, REGULATE THEMSELVES, MAKE MISTAKES, SOLVE PROBLEMS, AND BECOME INCREASINGLY INDEPENDENT.
THOSE ARE NOT PROBLEMS TO MANAGE.
THOSE ARE SKILLS WE ARE SUPPOSED TO HELP THEM DEVELOP.
SO THE QUESTION BEFORE THIS BOARD SHOULD NOT BE, IS THE PLAYGROUND EASIER TO MANAGE? IT SHOULD BE, ARE OUR CHILDREN SAFER AND BETTER SUPPORTER? ARE WE ACCOMPLISHING THAT IN THE LEAST RESTRICTIVE WAY POSSIBLE? IF THE ANSWER IS YES, THEN EVIDENCE SHOULD SHOW IT.
AND IF THE EVIDENCE DOES NOT SHOW IT, THEN WE HAVE A RESPONSIBILITY TO CHANGE THE SYSTEM, NOT ASK OUR CHILDREN TO ADAPT INDEFINITELY TO ONE THAT DOES NOT DESERVE THEM.
THANK YOU SO MUCH FOR YOUR TIME.
I'M THE MOM OF TWO VILLAGE STUDENTS, AND I'M ALSO A FORMER VILLAGE EXPLORER MYSELF.
MY FAMILY HAS DEEP ROOTS IN THIS COMMUNITY, AND THAT IS PRECISELY WHY WHAT HAS HAPPENED OVER THE PAST TWO WEEKS HAS BEEN SO UPSETTING.
THIS IS NOT A CASE OF PARENTS BEING UNCOMFORTABLE WITH CHANGE.
THIS HAS BECOME A QUESTION OF CONFIDENCE IN LEADERSHIP.
I'M DEEPLY UNCOMFORTABLE WITH A SYSTEM THAT FIRST REMOVES CHILDREN'S ORDINARY AUTONOMY AND THEN MAKES ITS RESTORATION CONTINGENT ON THEIR COMPLIANCE.
WE SHOULD BE TEACHING CHILDREN SELF-REGULATION, JUDGMENT, RESPONSIBLE INTERVENTION, AND INDEPENDENCE, NOT TEACHING THEM THAT FREEDOM IS SOMETHING AUTHORITY FIGURES DISPENSE INCREMENTALLY WHEN THE GROUP BEHAVES SUFFICIENTLY WELL.
BUT WHAT CONCERNS ME BEYOND THIS POLICY ITSELF IS THAT OUR SCHOOL AND DISTRICT LEADERSHIP APPARENTLY CONSIDERED THIS
[00:25:01]
APPROACH NOT ONLY APPROPRIATE, THEY APPROVED IT, IMPLEMENTED IT WITHOUT FIRST SEEKING MEANINGFUL INPUT FROM EITHER TEACHERS OR PARENTS.THAT HAS SHAKEN MY CONFIDENCE IN THE JUDGMENT BEHIND THE DECISIONS BEING MADE FOR OUR CHILDREN, BECAUSE THE QUESTION IS NO LONGER SIMPLY, WILL YOU CHANGE THIS POLICY? THE QUESTION FOR ME IS, HOW DO THE PEOPLE ENTRUSTED WITH OUR CHILDREN ARRIVE AT A CONCLUSION THAT THIS WAS A GOOD IDEA IN THE FIRST PLACE? AND NOW, AFTER SIGNIFICANT OBJECTIONS FROM OUR STUDENTS AND FAMILIES, WE'RE BEING TOLD THAT SOME OF THE AUTONOMY THAT HAS BEEN TAKEN AWAY WILL GRADUALLY BE RETURNED AS THE CHILDREN DEMONSTRATE SUFFICIENT COMPLIANCE.
THAT WORD, I KEEP HEARING IT, IT MAKES ME WANT TO SCREAM.
THAT RESPONSE DOES NOT RESTORE MY CONFIDENCE, AND IN SOME WAYS IT TRULY DEEPENS MY CONCERN ABOUT THE PHILOSOPHY THAT UNDERLIES THESE DECISIONS.
PARENTS SHOULD NOT HAVE TO PROTEST FOR THEIR CHILDREN TO REGAIN FREEDOMS THAT THEY PREVIOUSLY HAD, AND WE SHOULD NOT BE ASKED TO CELEBRATE THIS INCREMENTAL RETURN OF THOSE FREEDOMS AS EVIDENCE THAT A SYSTEM IS WORKING.
I NEED TO KNOW THAT THE PEOPLE MAKING DECISIONS FOR MY CHILDREN SHARE SOME BASIC VALUES WITH OUR FAMILY ABOUT CHILDHOOD, THAT INDEPENDENCE MATTERS, THAT SOCIAL DEVELOPMENT MATTERS, AND THAT CHILDREN DESERVE REASONABLE AUTONOMY, AND THAT COMPLIANCE IS NOT THE SAME THING AS CHARACTER.
RIGHT NOW, I'M NO LONGER CONFIDENT OF THAT. THANK YOU.
YOU CAN THINK ABOUT IT AND COME BACK.
IT SEEMED LIKE A GOOD IDEA AT THE TIME, RIGHT? HELLO.
SO OUR OLDEST GRADUATED FROM HIGH SCHOOL TWO YEARS AGO, AND OUR YOUNGEST IS IN FIRST GRADE.
SO WE'VE HAD THE ADVANTAGE OF SEEING THE INCREMENTAL CHANGES IN THE SCHOOL.
FIRST, I WANT TO START OFF AND SAY I LIKE THE NEW PLAYGROUND STRUCTURE.
BUT I STILL WANT TO ASK, IS VILLAGE ELEMENTARY BETTER OFF THAN FOUR YEARS AGO? WE NO LONGER HAVE A SCIENCE LAB.
THE INNER COURTYARD NO LONGER HAS FRESH GRASS.
THE KIDS CAN NO LONGER MAKE LITTLE GARDENS IN THERE OR HAVE TINY APPLE TREES.
THE KID AND TEACHERS AREN'T EVEN ALLOWED TO ACCESS THE COMMUNITY GARDEN ON THE SCHOOL PROPERTY.
PARENTS CAN NO LONGER JOIN THEIR KIDS FOR LUNCH, AND THE KIDS CAN'T ACCESS THE GREEN FIELD LIKE THEY USED TO.
THERE'S NO LONGER A SECURITY GUARD ON CAMPUS.
WE DON'T HAVE READING AIDS TO HELP BEGINNING READERS.
THERE'S NO AIDS FOR ENGLISH LEARNERS, AND NOW THOSE STUDENTS ARE BEING SEGREGATED AWAY FROM OTHER STUDENTS.
PRESCHOOL, TK, AND KINDERGARTEN HAVE LOST THEIR DEDICATED PLAYGROUND, GREEN FIELDS, AND TREES AT CROWN.
WHEN THE CROWN CAMPUS WAS CLOSED, WE WERE TOLD IT WAS A NECESSARY FINANCIAL MOVE.
YET THOSE SAVINGS APPEARED TO JUST GIVE THE DISTRICT ROOM TO CREATE NEW POSITIONS LIKE THE UNCONTESTED PUBLIC RELATIONS DIRECTOR AND OTHER QUESTIONABLE EXPENSES, LIKE SUPPLYING AN OUT-OF-TOWN MAINTENANCE MANAGER WITH A TESLA.
WE NEED TO ASK OURSELVES, ARE ADMINISTRATIVE PR AND LUXURY PERKS TRULY MORE IMPORTANT THAN AIR CONDITIONING, GREEN SPACES, AND BASIC FACILITIES FOR OUR CHILDREN? AT VILLAGE, IT NOW TAKES FOUR HIGH-PAYING ADMINISTRATIVE POSITIONS TO DO WHAT HISTORICALLY WAS A TWO-PERSON JOB.
IT USED TO BE PRINCIPAL AND VICE-PRINCIPAL, AND THE LAST TWO PEOPLE, DR.
HEIDI BURGENER AND TANYA WHITE, DID THE JOB VERY WELL.
WHILE SOME MAY LEAVE, CLEARLY OTHERS HAVE BEEN TAKEN AWAY, AND DISTRICT CREATES NEW JOBS TO SILENCE THEM.
IT ALMOST SEEMS LIKE SOME OF THEM HAD A GAG ORDER ENFORCED ON THEM.
WHY WAS COONS NOT ABLE TO WORK WITH AN EFFECTIVE LEADER THAT THE COMMUNITY LOVED? COMPOUNDING THIS IS A SERIOUS LACK OF TRANSPARENCY AND TRUST.
ADMINISTRATION WILL TELL US ONE THING, BUT WE HEAR DIFFERENT STORIES FROM TEACHERS AND OTHER PARENTS, AND I FEEL LIKE THE WOOL IS BEING PULLED OVER YOUR GUYS' EYES AS WELL.
COONS WILL TELL US ONE THING IN A MEETING, THAT THERE'S NO WAY TO ACT FOR LETTING KIDS HAVE THE FREEDOM TO PLAY WHERE THEY WANT, BUT THEN HE SENDS OUT AN EMAIL A WEEK LATER AFTER COMPLAINTS THAT THIS PHASE THREE WAS ALWAYS PART OF THE PLAN, HE JUST DIDN'T LET US KNOW AT THE MEETING.
AND THEN HE GIVES THE IMPRESSION THAT THE TEACHERS ARE ON BOARD, WHERE WE INSTEAD FIND OUT THEY WERE ONLY TOLD ABOUT THE DAY BEFORE SCHOOL STARTED.
WE WERE TOLD THAT WE COULD ATTEND A MEETING AND HAVE AN OPEN DIALOGUE WITH MUELLER, BUT ONCE WE'RE THERE, HE TELLS US HE WON'T TAKE ANY QUESTIONS, AND HE WILL ONLY ISOLATE PARENTS IN ONE-ON-ONE MEETINGS WITHOUT A PUBLIC RECORD OR ACCOUNTABILITY.
IT ALLOWS FOR HIM TO DISMISS OUR CONCERNS AND TELL US THAT HE HEARS WHAT WE ARE SAYING.
I DON'T LIKE THAT WE HAVE TO BE DETECTIVES TO TRY TO PIECE TOGETHER WHAT OUR KIDS, TEACHERS, AND THE ADMINISTRATION ARE TELLING US.
IT'S FRUSTRATING TO BE LIED BY THE SCHOOL ADMINISTRATION.
I WANT CLEAR TRANSPARENCY AND MORE EMPHASIS ON WHAT WOULD BE BEST FOR OUR KIDS.
I WISH THEY WOULD CONSULT US ABOUT THESE CHANGES, AND SAY THAT SOMETHING IS A BIG PROBLEM, AND TRY TO COME UP WITH WAYS TO SOLVE IT.
WHEN THE COMMUNITY GIVES FEEDBACK, I WISH THEY WOULD LISTEN INSTEAD OF DOING JUST WHAT THEY WANT.
THE POSITIONS IN THE DISTRICT OFFICE HAVE EXPANDED QUITE A BIT SINCE 2015, EVEN THOUGH WE HAVE LESS STUDENTS.
IS THAT THE BEST WAY TO USE OUR RESOURCES? MAYBE WE NEED A SERIOUS CHANGE
[00:30:01]
AT THE DISTRICT LEVEL.I WANT VILLAGE ELEMENTARY TO BE A BETTER PLACE FOUR YEARS FROM NOW.
I DON'T WANT IT TO CONTINUE THIS SLIDE.
HI, GOOD AFTERNOON. MY NAME IS RAMON IBARRA.
I WASN'T GOING TO SPEAK, BUT ONE OF THE THINGS THAT I DO WHEN MY SON IS RIGHT THERE, AND SOME OF THE KIDS THAT WE COACH, AND MY FAMILY, AND PEOPLE THAT WE LOVE HERE, IS THAT IT'S COMMUNITY, AND A PUBLIC SCHOOL IS FROM THE COMMUNITY.
MY BACKGROUND IS IN ARCHITECTURE HERE IN SAN DIEGO.
SAN DIEGO UNIFIED HAS 222 SCHOOLS.
OF THOSE, 117 ARE KINDERGARTEN.
OF THOSE, WE'VE PROBABLY DESIGNED PROBABLY LIKE 40 OF THEM, AND I'VE BUILT 60 OF THEM.
ANYTHING THAT HAS TO DO WITH EITHER TALKING ABOUT RECESS, ANYTHING THAT'S GOING TO BE TAKING A THEATER OUT, SCIENCE, BECAUSE WHY? IT IS PUBLIC.
IT'S PUBLIC FUNDS THAT PAY ME AS A CIVILIAN, AND THEN WHAT HAPPENED IS THAT WHAT WE DID, I BECAME THE SAN DIEGO UNIFIED OVERSEER OF THE GUIDELINES.
SO WE CREATED GUIDELINES, GUIDELINES THAT AFFECT EVERYTHING FROM HOW THE PUBLIC GOES INTO THE OTHER PUBLIC'S POT, OR WHO GETS HIRED, WHO GETS DONE ANYTHING ELSE.
I DON'T BELIEVE THAT WHAT HAS BEEN DONE HERE MIGHT HAVE BEEN PULLED BY SOMEBODY ELSE.
I'M NOT TRYING TO POINT FINGERS, BUT IT'S NOT THE BEST FOR OUR KIDS, BECAUSE AS FAMILY MEMBERS OR AS PEOPLE THAT WE HAVE FUNDS FROM THE PUBLIC TO WORK WITH AND CREATE THIS ENVIRONMENT FOR THEM, THEY'RE NOT GETTING IT.
THEY'RE NOT ONLY UPSET BECAUSE THEY DON'T HAVE TO PLAY WITH THEIR KIDS.
THEY'RE UPSET BECAUSE THEY DON'T HAVE A DECISION, AND THAT DECISION IS NOT BEING MADE BY THEM OR BY TEACHERS OR BY NOBODY ELSE.
THEY DON'T HAVE THE OPPORTUNITY TO CHOOSE.
AS MANY OF THEM HAVE SAID RIGHT NOW, THE OPPORTUNITY TO BE ABLE TO HAVE A CONFLICT, TO HAVE OTHER KIDS THAT HELP YOU IN THAT CONFLICT, THAT HAVE THE ABILITY TO DO A KID THAT'S BIGGER THAN MY SON OR A DAUGHTER.
HEY, LOOK, SOMETHING HAPPENED, BUT LET'S PULL THAT WAY.
BUT THE ENVIRONMENT, IF I WOULD READ CODES THAT WE HAVE CREATED FOR SAN DIEGO UNIFIED, 117 SCHOOLS, THEY WOULD NEVER DO THIS.
I UNDERSTAND, BECAUSE I COME FROM THAT BACKGROUND, THERE'S A CAUSE FOR WATERING PLANTS, THERE'S A CAUSE FOR MAINTENANCE, BUT THAT'S WHERE THERE'S ALL THESE BEAUTIFUL GRASS OR FAKE GRASS, LET'S CALL IT THAT WAY, THAT YOU CAN BE USED.
CANOPY AREAS, OTHER PLACES, BUT I DON'T KNOW, SEGREGATING THEM? WHERE ARE WE GOING? WHAT COUNTRY ARE WE MOVING TO? CORONADO AND SAN DIEGO IS NOT THIS COMMUNITY, AS WELL AS CALIFORNIA, AND I ACCEPT THE WHOLE COUNTRY THIS WAY.
I WASN'T GOING TO SPEAK, BUT AFTER I SEE ALL OUR COMMUNITY THINKING, AND I KNOW I'M INVOLVED IN THESE THINGS, MAYBE WE HAVE TO LOOK AHEAD ON THE OTHER SIDE OF THE BRIDGE, AND YOU CAN SEE THOSE OTHER OPTIONS OF PLAYGROUNDS THAT DO NOT ALIENATE.
DO YOU THINK THERE'S NO BULLIES IN SAN DIEGO? DO YOU THINK THERE'S NO BULLIES UNDER THE BRIDGE? DO YOU THINK THERE'S NO BULLIES IN CHULA VISTA? EVERY SCHOOL, WOMEN OR KIDS, THERE'S BULLIES.
BUT IF YOU KEEP ON DOING THIS, THE ONLY THING YOU BECOME IS YOU BECOME OUR KEY TO BECOME A WEAKER PART OF SOCIETY, AND THAT'S NOT WHAT WE WANT.
IN THIS SCHOOL, THIS MIGHT NOT BE A VERY FUN YEAR FOR ME, AND I REALLY WANT TO PLAY BEFORE MY FRIENDS, BECAUSE THEY'RE A THING THAT REALLY MAKES ME HAPPY, AND SO MANY PEOPLE TELL ME THEY ENJOY MY CHILDHOOD, AND I'M TRYING TO ENJOY THE BEST OF IT, AND SO MANY PEOPLE, ACTUALLY, YOU KNOW, SEVERAL OF PEOPLE TELL ME TO MAKE SO MANY FRIENDS, AND I MADE SO MANY FRIENDS THAT MAKE ME HAPPY, BUT NOW I HAVE TO GET SEPARATED WITH THE ZONES IN THE WRISTBANDS.
I ONLY HAVE A FEW FRIENDS IN MY CLASS THAT I CAN PLAY WITH, AND IT'S NOT THE BEST, BUT I TRY TO MAKE THE BEST OF IT, AND IT'S NOT AS FUN AS I CAN, AND IT'S LIKE THE ONLY PART WHERE I REALLY, REALLY GET TO PLAY WITH MY FRIENDS, BUT THE ZONES CAME, AND IT'S NOT THE BEST, AND IT JUST MAKES ME FEEL REALLY SAD THAT I DON'T GET TO PLAY WITH ANY OF MY FRIENDS, BUT JUST THREE.
THANK YOU VERY MUCH. GOOD JOB.
FIRST OFF, I WANT TO THANK OUR BOARD MEMBERS FOR THE VERY GRACIOUS MOTION TO MOVE PUBLIC COMMENT TO NON-AGENDIZED ITEMS TO THE FRONT OF THIS MEETING.
I MUST SAY IT'S A BREATH OF FRESH AIR FOR PEOPLE TO BE
[00:35:01]
PUTTING THEIR MONEY WHERE THEIR MOUTH IS AND ACTUALLY MAKE OUR VOICES FEEL HEARD.SO, AGAIN, THANK YOU ALL FOR THAT MOTION.
I'M GOING TO SAY I HAD A SPEECH THAT I SPENT A LOT OF TIME PREPARING, BUT AFTER HEARING SOME OF THE OTHER COMMENTS, THIS IS A REALLY TOUGH ACT TO FOLLOW.
SO WHAT I WANT TO SAY IS YOU'VE ALL HEARD IT STRAIGHT FROM THE HORSE'S MOUTH.
THERE'S MANY CONCERNS THAT WE AS PARENTS AND STUDENTS HAVE WITH THE MOST RECENT PLAYWORKS PROGRAM ROLLOUT.
I THINK WHAT RINGS CLEAR IS OUR BIGGEST CONCERN IS THE GROSS EROSION OF PUBLIC TRUST WITH THE CORONADO UNIFIED SCHOOL DISTRICT THAT HAS HAPPENED SINCE THIS ROLLOUT.
FROM THE LARGE PURCHASE THAT WAS MADE, THE PROGRAM ROLLOUT THAT WAS MADE WITHOUT ANY CONSULTATION WITH PARENTS TO THE CONSTANT BACKPEDALING, THE MISLEADING LANGUAGE, THERE HAVE BEEN MANY THINGS THAT HAVE OCCURRED THAT PUT US AS PARENTS IN VERY UNCOMFORTABLE POSITIONS.
SO I WANT TO MAKE IT VERY CLEAR THAT THESE CONCERNS EXTEND FAR BEYOND WHAT IS JUST PERCEIVED AS RECESS AND LUNCH.
I WOULD ENCOURAGE OUR BOARD MEMBERS TO CONSIDER THIS IN THE FUTURE WHEN SELECTING PEOPLE FOR SEATS AS SUPERINTENDENT AND PRINCIPAL MOVING FORWARD.
HI. I'M GOING TO PIGGYBACK ON WHAT YOU SAID.
I HAD A BIG SPEECH PREPARED, AND HEARING THESE OTHER PARENTS SPEAK SO PASSIONATELY ABOUT IT REALLY WARMS MY HEART.
BUT THE BIGGEST THING IS THE TEACHERS OF VILLAGE ELEMENTARY HAVE GIVEN THESE KIDS THE TOOLS TO COME UP HERE AND SPEAK THEIR MIND TO YOU GUYS, WHICH IS A TESTAMENT TO THE EDUCATORS WE HAVE.
I THINK THAT WHATEVER WE SAY, IT'S GOING TO BE THERE.
I THINK YOU NEED TO LISTEN TO THESE VOICES, BECAUSE THESE ARE THE VOICES THAT HAVE TO DO IT EVERY SINGLE DAY.
AND THEY'RE THE ONES THAT ARE SUFFERING FROM THIS.
I'M A FIFTH GRADE TEACHER AND A MOM AT VILLAGE.
I JUST WANT TO SAY HOW PROUD I AM OF THESE KIDS.
I KNOW THE BOARD CAN'T RESPOND TO YOU, BUT YOU GUYS ARE AMAZING.
USING YOUR VOICE CONFIDENTLY AND ENGAGING IN THIS PUBLIC DISCOURSE IS A REALLY POWERFUL THING, SO REALLY GOOD JOB.
I DO WANT TO END WITH GRATITUDE.
I AM GRATEFUL FOR THE PARENT VOICE.
I FEEL LIKE IT PUSHES US AND MAKES US BETTER.
I FEEL LIKE THE REACTIONS, WHILE THEY'RE VERY HARD TO BE ON THE RECEIVING END OF, IT'S GOING TO MAKE US BETTER FOR THIS.
SO THANK YOU TO THE PARENTS FOR JUST USING YOUR VOICE TO MAKE CSUSB BETTER IN ANY AND EVERY WAY.
THEN I WANT TO EXPRESS A LOT OF GRATITUDE TO THE STAFF AT VILLAGE, AND I DON'T WANT THAT TO BE OVERSHADOWED BY WHAT IS GOING ON HERE.
THE PE IAS, THE INSTRUCTIONAL IAS, THE SUBSTITUTES, THE TEACHERS, THE CLASSIFIED STAFF, THEY HAVE ALL BEEN PIVOTING AND MANEUVERING THEMSELVES EACH AND EVERY DAY TO CATCH UP WITH THIS SYSTEM, AND THEY'VE DONE IT BEAUTIFULLY.
THEY'VE DONE IT PROFESSIONALLY, AND THEY'VE DONE IT WITH THE INTEREST OF THESE CHILDREN IN MIND, AND IT'S BEEN WONDERFUL, AND THEY SHOULD ALL BE APPLAUDED.
I ALSO DON'T WANT TO, I REALLY WANT TO SHOUT OUT TO THE VILLAGE OFFICE STAFF, WHO'S BEEN ON THE FRONT LINES OF THIS.
BEING THERE AND RECEIVING PARENTS WHEN THEY'RE UPSET, KIDS WHEN THEY'RE UPSET, AND THEY'VE DONE A BEAUTIFUL JOB HANDLING THIS PROFESSIONALLY AND LEADING FROM THE HEART AND JUST MAKING PEOPLE FEEL WELCOME AND WARM.
AND I DON'T WANT TO OVERSHADOW HOW BEAUTIFUL OUR SCHOOL LOOKS EITHER BEFORE WE ARRIVED.
WE HAD NEW FLOORS, A NEW PLAYGROUND.
THE MNO STAFF WORKED TIRELESSLY, SO THERE'S A LOT OF GOOD HAPPENING TOO AMONGST ALL THIS JUST CHAOS, AND I JUST WANTED TO END WITH SOME OF THE GOOD.
MR. GROBY, DID YOUR DAUGHTER CHANGE HER MIND? SHE LEFT, SHE LEFT.
ANYONE ELSE? I THINK YOU, YOU KNOW WHAT? WHY DON'T YOU HAVE HER WRITE US A NOTE? HOW ABOUT THAT? THAT'D BE GOOD.
[00:40:16]
CAN I SAY ONE THING? WELL, I THINK IF I...THEY USE THE WORD PLAY, BUT I THINK THEY'RE TRYING TO SAY IS ENGAGE.
IT'S NOT THE WORD PLAY THAT THEY'RE MAKING.
I'M GOING TO DO LIKE A GOING ONCE, GOING TWICE, LAST CALL FOR SPEAKERS.
I'M GOING TO THANK YOU FOR BEING HERE, TAKING THE TIME.
I LOVE THE ADVOCACY FOR YOURSELF AND FOR YOUR OTHER STUDENTS, FOR YOUR PEERS.
I JUST WANTED TO THANK YOU FOR BEING HERE.
WE'RE GOING TO TAKE A QUICK FIVE-MINUTE BATHROOM BREAK, AND THEN WE'RE GOING TO JUMP BACK TO THE VERY BEGINNING OF OUR AGENDA.
WE ARE STARTING OUR MEETING BACK HERE AGAIN.
AND AS YOU'RE PROBABLY THINKING, WHAT IS GOING ON HERE WITH THIS?
[4. CONSOLIDATED MOTION FOR CONSENT CALENDAR]
OKAY.WE ARE AT ITEM FOUR, WHICH IS OUR CONSOLIDATED MOTION FOR A CONSENT CALENDAR.
DO WE HAVE ANY PUBLIC COMMENT ON THIS ITEM? TRUSTEES, ANY QUESTIONS OR COMMENTS ON THE CONSENT CALENDAR? NO.
SEEING NONE, DO I HAVE A MOTION TO APPROVE? STAFF HAS A COMMENT.
I WOULD JUST LIKE TO ACKNOWLEDGE IN OUR CONSENT CALENDAR IS THE RETIREMENT OF MR. JOHN BONNET.
HE SERVED OUR DISTRICT FOR DECADES, AND I JUST WANT TO ACKNOWLEDGE JOHN AND HIS CONTRIBUTIONS TO THE CUSD CULTURE AND WISH HIM THE BEST IN HIS RETIREMENT.
I SEE JOHN BONNET WALKING ALL THE TIME.
HE'S ALWAYS WALKING BETWEEN CAMPUSES.
DO I HAVE A MOTION TO APPROVE? THANK YOU, MR. SANDY.
[5.1 Public Hearing on Sufficiency of Instructional Materials for 2026-27]
OKAY.ITEM FIVE IS A PUBLIC HEARING.
IT'S A PUBLIC HEARING ON SUFFICIENCY OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL YEAR 2026-27.
NOW IS THE TIME AND PLACE FOR COMMENTS FROM THE PUBLIC CONCERNING THE SUFFICIENCY OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS.
ARE THERE ANY COMMENTS FROM THE PUBLIC ON THIS ITEM? OKAY.
ACTION ITEM SIX, OR SIX IS OUR ACTION ITEM,
[6.1 Adopt Resolution on Sufficiency of Instructional Materials for 2026-27]
SO WE HAVE 6.1 IS THE ADOPT THE RESOLUTION ON SUFFICIENCY OF INSTRUCTIONAL MATERIALS FOR CALENDAR YEAR 2026-27 SCHOOL YEAR.DO I HAVE ANY COMMENTS ON THE ITEM? ANY QUESTIONS OR COMMENTS FROM TRUSTEES? NO? DO I HAVE A MOTION? OKAY.
I'LL MAKE THE MOTION SINCE WE WERE HESITANT.
[6.2 Approve the 2026-27 Consolidated Application (ConApp), Spring Release]
WONDERFUL.DO I HAVE A MOTION TO APPROVE THE 2026-27 CONSOLIDATED APPLICATION OR CONAP SPRING RELEASE? SUPERINTENDENT MUELLER, DO YOU HAVE COMMENTS ON THE REPORT? THANK YOU, PRESIDENT KAVANAGH.
I'D LIKE TO CALL UP DR. MEGAN BATTLE FROM THE DEPARTMENT OF LEARNING.
THIS IS AN ANNUAL ACTION ITEM FOR US.
WE DO APPLY ANNUALLY FOR FEDERAL FUNDING, TITLE FUNDING, AND EVERY SPRING WE GET AN ALLOCATION BASED ON OUR STUDENT ENROLLMENT, AND SO THIS ITEM IS JUST APPROVING OUR CATEGORICAL FUNDS FOR THIS COMING SCHOOL YEAR FOR TITLE I, TITLE II, AND
[00:45:01]
TITLE IV.TITLE I IS ALLOCATED ALL TO SILVER STRAND ELEMENTARY SCHOOL, AND IT'S USED TO PAY FOR OUR READING INTERVENTION SPECIALIST AND OTHER PARENT OUTREACH AT SILVER STRAND FOR INTERVENTION.
TITLE II IS ALL TOWARDS OUR PROFESSIONAL LEARNING AND PROFESSIONAL DEVELOPMENT, SO THERE'S A LOT OF PARAMETERS THAT COME WITH OUR ACCEPTANCE OF THESE FEDERAL FUNDS AS WELL AS COMPLIANCE.
AND THEN TITLE IV, WE HAVE AN OPTION EVERY YEAR.
WE CHOOSE TO TAKE OUR TITLE IV BECAUSE IT'S A SMALL AMOUNT, 16,000, AND WE ADD IT TO OUR TITLE II SO WE HAVE MORE MONEY TO SPEND ON PROFESSIONAL LEARNING THROUGHOUT THE SCHOOL YEAR.
PART OF THE COMPLIANCE PROGRAM FOR THESE CATEGORICAL FUNDS IS WE ALSO HAVE AN ALLOCATION BASED ON ENROLLMENT OF OTHER PRIVATE SCHOOLS WITHIN OUR BOUNDARIES, SO I CONSULT EVERY SEPTEMBER WITH SACRED HEART AND CHRIST CHURCH AND THEIR HEADS OF SCHOOL, AND I DO THE CALCULATIONS AND TELL THEM THE AMOUNT THAT THEY GET BASED ON THEIR STUDENT ENROLLMENT.
IT'S TYPICALLY AROUND $1,500 FOR CHRIST CHURCH BASED ON THEIR ENROLLMENT OF OUR TITLE II ONLY FUNDS IS WHAT THEY OPT INTO FOR PROFESSIONAL LEARNING FOR THEIR STAFF, AND THEN ABOUT $3,500 FOR SACRED HEART TOWARDS TITLE II FOR PROFESSIONAL LEARNING, SO THAT'S PART OF THE LAW WITH OUR FEDERAL FUNDS.
SO THIS SIMPLY IS TO APPROVE OUR ALLOCATION FOR THIS COMING YEAR, AND I'M AVAILABLE IF YOU HAVE QUESTIONS.
ANY PUBLIC COMMENT ON THIS ITEM? QUESTIONS FROM TRUSTEES? MAYBE MORE OF A COMMENT BECAUSE IT WAS A TOPIC OF DISCUSSION ALREADY TODAY.
SO TITLE II FUNDS COME FROM THE FEDERAL GOVERNMENT, STATE MANAGES THEM, THEN WE MANAGE THEM THERE, AND AT THE END OF THE DAY, THE PLAYWORKS CONTRACT IS TITLE II FUNDED, CORRECT? I'D HAVE TO LOOK BACK TO SEE WHAT FUNDING, BUT WE CAN USE PROFESSIONAL LEARNING FUNDS FROM OTHER VARIOUS SOURCES.
FOR EXAMPLE, WE RECENTLY HAD AN EDUCATOR EFFECTIVENESS BLOCK GRANT OF $800,000 THAT WE HAD TO SPEND DOWN, AND THAT JUST ENDED THE SCHOOL YEAR, SO NOT ALL PROFESSIONAL LEARNING IS TITLE II, BUT BEING A SMALL DISTRICT, YEAH, SOME OF IT IS TITLE II.
AND I GUESS THE POINT IS THAT THAT'S WAYS WE CAN SPEND MONEY ONLY IN CERTAIN WAYS, SO WHEN YOU DO SOMETHING LIKE PLAYWORKS, AND MAYBE MR. SALAMANCA CAN TALK TO THAT, THAT WAS FUNDED BY TITLE II, CORRECT? WHAT I'M TRYING TO MAKE A POINT IS THAT IT'S A GOOD, MONEY CAN ONLY BE SPENT IN CERTAIN AREAS, SO IT'S NOT LIKE WE ROBBED PETER TO PAY PAUL IN SOME PARTICULAR AREAS.
I DON'T KNOW THE SPECIFIC FUNDING SOURCE THAT WAS APPROVED IN THE SPRING OF 26, BUT TO YOUR POINT, THERE ARE SPECIFIC BUCKETS OF MONEY.
IN OUR LANGUAGE, WE CALL IT CATEGORICAL FUNDS.
IT'S FUNDS THAT COME FROM THE FEDERAL OR STATE GOVERNMENT, AND THEY'RE TO BE USED FOR SPECIFIC PURPOSES.
ONE OF THOSE, AN EXAMPLE WOULD BE PROFESSIONAL DEVELOPMENT OR INSTRUCTIONAL MATERIALS, SO IT'S MONEY THAT COMES WITH STRINGS TO SPEND SPECIFICALLY FOR THOSE PURPOSES.
REALLY QUICKLY, DOES SACRED HEART AND CHRIST CHURCH EVER DO ANY PROFESSIONAL DEVELOPMENT WITH OUR TEACHERS? YEAH, SO EVERY SEPTEMBER WHEN I HAVE MY MEETING, I SHARE WHAT OUR PRIORITIES ARE, AND I WILL OPEN UP ANY KIND OF LEARNING THAT WE'RE DOING, AND I'LL INVITE THEIR TEACHERS.
SOME OF THEIR TEACHERS LAST SUMMER AND IN THE FALL CAME TO OUR MZ PHONICS TRAINING FOR EARLY LITERACY.
THEY'VE JOINED US WITH MATH BEFORE.
MY TEAM AND I HAVE ALSO GONE OVER TO SACRED HEART MOSTLY, AND WE'VE PROVIDED PROFESSIONAL LEARNING TO THEIR STAFF, SO MOSTLY IT'S JUST MY TIME WITH THEIR STAFF.
FOR ELD SUPPORT, WE DID THINGS AROUND COLLABORATIVE DISCUSSION, SO YEAH, WE HAVE A VERY GREAT RELATIONSHIP WITH THEM AND PARTNERSHIP, AND SO YEAH, I ALWAYS OPEN THE DOORS FOR THEIR TEACHERS TO JOIN, BECAUSE YOU NEVER KNOW IF WE GET ONE OF THEIR TEACHERS COMING TO US, AND THEN THEY'RE TRAINED.
ANY OTHER QUESTIONS? DO I HAVE A MOTION TO APPROVE? AWESOME.
THANK YOU, AND WE'LL CALL FOR THE VOTE.
[6.3 Adoption of Resolution No. 2026-08-01: Approval of New Board Policies and Administrative Regulations]
[00:50:06]
OKAY, AND MOTION PASSES.ITEM 6.3 IS TO ADOPT THE RESOLUTION NUMBER 2026-08-01, APPROVAL OF NEW BOARD POLICIES AND ADMINISTRATIVE REGULATIONS.
CAN I SAY HOW SUPER EXCITED I AM ABOUT THIS? I'M MORE EXCITED.
I WOULD START REWRITING THE OTHER ONES.
ANYTHING YOU WANT TO ADD ON THIS? JUST THAT THIS IS THE FINAL REQUEST FOR ACTION AFTER, AS THE GOVERNING BOARD AND COMMUNITY MAY BE AWARE, THIS FOLLOWS A LENGTHY VETTING PROCESS.
THE DIFFERENCES BETWEEN THE SMALL SCHOOLS DISTRICT ASSOCIATION POLICIES AND OUR EXISTING CSBA POLICIES, INCLUSIVE OF A BOARD WORKSHOP, A FIRST READ, SO TONIGHT IS THE ACTION ITEM, AND I'M PLEASED WE'RE HEADED IN THIS DIRECTION AS WELL.
I THINK ANYONE WHO IS OUT THERE TO TRY TO READ OR EVEN FIND OUR BOARD POLICIES, YOU'RE GOING TO REALLY APPRECIATE THESE.
THEY'RE STRAIGHTFORWARD, RIGHT DOWN THE MIDDLE.
THE STATE CONTROLS MOST OF OUR POLICIES.
THAT'S THE WAY EDUCATION WORKS, AND THAT'S GREAT, BUT YOU'LL BE ABLE TO UNDERSTAND THEM, AND I THINK IT'S A MUCH BETTER PRODUCT AND CHEAPER, CORRECT? SAVING MONEY.
WE SAVED WHAT? $20,000? YEAH, LOTS OF MONEY SAVED, SO I'M GLAD WE'RE DOING THIS.
ANY PUBLIC COMMENT ON THIS ITEM? ANY QUESTIONS OR COMMENTS FROM TRUSTEES? DO I HAVE A MOTION TO APPROVE? SO MOVED.
I'LL SECOND, UNLESS SOMEONE'S ALREADY PUSHED THE BUTTON THERE.
[6.4 Approve Rescheduling of December Regular Board Meeting & Annual Organizational Meeting to Tuesday, December 15, 2026]
THANK YOU, AND MOTION PASSED.AND THE LAST ACTION, ITEM 6.4, APPROVE RESCHEDULING OF DECEMBER REGULAR BOARD MEETING AND ANNUAL ORGANIZATIONAL MEETING TO TUESDAY, DECEMBER 15TH, 2026.
I THINK THE EXPLANATION WAS IN THE AGENDA.
DO I HAVE ANY PUBLIC COMMENT ON THIS ITEM? ANY QUESTIONS OR COMMENTS FROM TRUSTEES? JUST, YEAH, MARK YOUR CALENDAR.
IT'S NOT GOING TO BE ON A THURSDAY.
IT'S GOING TO BE ON A TUESDAY, SO DON'T COME ON THAT TUESDAY.
ON THAT THURSDAY, IT'S ON A TUESDAY.
OKAY, I'LL MAKE A MOTION THAT WE APPROVE.
THERE WE GO, AND MOTION PASSES.
[7.1 ACT Report: President Jennifer Landry]
THANK YOU.ITEM 7.1 IS OUR ACT REPORT WITH PRESIDENT JENNIFER LANDRY.
MS. LANDRY? I HAD SNUCK IN EARLY AND PUT THIS DOWN.
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 AT THE CENTER OF EVERYTHING WE DO, AND WE WANT TO ENSURE THAT EVERY STUDENT HAS A CARING, QUALIFIED, COMMITTED EDUCATOR.
ALTHOUGH THE WORD TEACHER IS IN OUR NAME, WE ARE ALSO SPEECH LANGUAGE PATHOLOGISTS, SCHOOL PSYCHOLOGISTS, COUNSELORS, AND NURSES.
THE PURPOSE OF THESE PRESENTATIONS EACH MONTH IS TO HELP EVERYONE GET TO KNOW OUR MEMBERS A BIT BETTER.
PERHAPS SOMETHING THAT YOU LEARN WILL HELP TO BE A CONVERSATION STARTER AS YOU VISIT OUR WORKPLACES.
THE INFORMATION IN THESE REPORTS, AS WELL AS SOME OF THE VERBIAGE USED IN THESE REPORTS, COMES DIRECTLY FROM MEMBERS.
THIS SUMMER WE LEARNED ABOUT SOME REALLY UNIQUE CONNECTIONS AMONGST OUR NEW STAFF MEMBERS, SO THIS IS NOT IN THEIR BIO.
I PROMISE I'M NOT REHASHING WHAT YOU'VE ALREADY READ.
SO THIS SUMMER, WHILE HELPING MY SISTER UNPACK HER NEW HOME IN THE DALLAS AREA, EACH DAY I WAS CALLING SOME OF OUR NEW MEMBERS.
WHEN I CALLED BRITTANY HENDERSON, FORMER CUSD STUDENT, SHE LET ME KNOW THAT SHE WAS MOVING BACK TO CORONADO FROM THE DALLAS AREA.
BRITTANY IS A FORMER CUSD STUDENT, AS I SAID.
I STILL REMEMBER THE YELLOW HOUSE THAT SHE USED TO LIVE IN.
SHE ASKED IF I HAD CALLED CLAUDIA EDGEWORTH YET, AND SHE LET ME KNOW THAT WHEN CLAUDIA WAS IN HIGH SCHOOL IN THE DALLAS AREA, PLEASE NOTE AT THAT TIME WHEN WE WERE TALKING ABOUT HER, CLAUDIA WAS LIVING IN THE
[00:55:01]
NORTHERN VIRGINIA AREA, BUT WHEN CLAUDIA WAS IN HIGH SCHOOL IN THE DALLAS AREA, SHE, MEANING BRITTANY, WAS CLAUDIA'S CHEER COACH.SO HERE WE HAVE TWO FOLKS MOVING FROM DIFFERENT AREAS OF THE COUNTRY TO COME AND TEACH IN CORONADO WHO HAD A CONNECTION ELSEWHERE.
I SAID, WELL, WHAT IS CLAUDIA'S CONNECTION? SHE HAD SPENT SUMMERS IN CORONADO AND HAS NOW MOVED HERE, SO WE'RE SO EXCITED TO HAVE THEM HERE, AND WHAT YOU CAN'T REALLY TELL FROM THE PICTURES IS THEY'RE ACTUALLY NEIGHBORS IN THE FIFTH GRADE POD AT VILLAGE.
SO JUST A REALLY NEAT CONNECTION.
DR. ALLISON BLACK WAS MY TEACHING PARTNER AT CMS FOR MANY YEARS BEFORE SHE LEFT TO TEACH IN THE EDUCATION DEPARTMENT AT UCSD.
PICTURED THERE IS CHS ENGLISH TEACHER MICHAEL CLOGSTON, AND HE HAD DR. BLACK AS HIS PROFESSOR FOR AT LEAST FIVE CLASSES AT UCSD.
MICHAEL HAS ALREADY MADE SOME MEANINGFUL CONNECTIONS WITH FELLOW STAFF MEMBERS AND STUDENTS.
HE'S VERY OUTGOING, AND HIS TALES OF HIS EXPERIENCES WORKING IN AND OUT ARE A HIT WITH HIS STUDENTS.
BEFORE COMING TO CHS, CYBERSECURITY AND AP COMPUTER SCIENCE TEACHER CLAUDIO, ON THE LEFT THERE, TAUGHT AT RAMONA HIGH SCHOOL.
THIS YEAR WE HIRED AP CALCULUS TEACHER GARRETT NEWELL, PICTURED ON THE RIGHT, AND ON THE FIRST DAY AT CHS THIS YEAR HE AND CLAUDIO HAD A REUNION AS GARRETT ALSO PREVIOUSLY TAUGHT AT RAMONA HIGH SCHOOL.
WE'RE GLAD THEY'VE BOTH COME DOWN THE HILL TO CORONADO.
NEW CHS ASSISTANT PRINCIPAL RICK AYALA, NOT ONE OF OUR MEMBERS, BUT HE'S PART OF THE STORY, HAS FOUND AT LEAST ONE FAMILIAR FACE IN HALEY TEBOW FROM CMS. THEY KNOW EACH OTHER FROM TEACHING IN POWAY AND ALSO THE BAMA SPORTS GATHERING SPOT IN DOWNTOWN SAN DIEGO.
THEY HELPED ME WITH THE TITLE FOR THIS SLIDE.
SO THIS HAS BEEN A HOT, MUGGY, AND HECTIC WEEK AND A HALF, BUT SEEING AND HEARING ABOUT THE INTERACTIONS BETWEEN MEMBERS AND THEIR STUDENTS HAS BEEN SO UPLIFTING.
WE WILL CONTINUE TO WORK OUT THE KINKS AND ASK FOR ASSISTANCE WHERE NEEDED.
WE LOOK FORWARD TO SEEING YOU IN OUR CLASSROOMS AND HOPE TO HEAR FROM YOU AFTERWARDS ABOUT YOUR VISIT.
JUST A LITTLE POINT OF PERSONAL PRIVILEGE, WE WERE INTRODUCED TO OUR NEW SRO EARLIER IN THE EVENING AND I WANT TO LET YOU KNOW I'M ALREADY SO, SO, SO IMPRESSED BECAUSE WE REACHED OUT AND SAID WILL YOU COME SPEAK IN OUR FRESHMAN ISLANDER EXPERIENCE CLASSES AND SHE RESPONDED RIGHT AWAY AND WILL BE IN, I BELIEVE IT'S SEPTEMBER 4TH, SPEAKING TO BOTH OF THOSE CLASSES AND I JUST REALLY WANT TO COMPLIMENT HER FOR TRULY DIVING RIGHT IN.
PUBLIC SPEAKING IS NOT EVERYBODY'S LOVE OR EVEN LIKE SO WE REALLY APPRECIATE HER ALREADY SUPPORTING OUR STUDENTS IN SO MANY DIFFERENT WAYS.
INFORMATION AND CONCERNS FOR TONIGHT, I WAS ASKED TO SPEAK ABOUT THE CALENDAR AND I'M NOT TALKING ABOUT THE WORK YEAR CALENDAR FOR ONCE OR ANYTHING LIKE THAT.
I'M TALKING ABOUT YESTERDAY AND TODAY.
YESTERDAY WAS VILLAGE AND THE MIDDLE SCHOOLS BACK TO SCHOOL NIGHT.
TONIGHT AS YOU'RE OBVIOUSLY AWARE WE HAVE A SCHOOL BOARD MEETING BUT THEN CURRENTLY GOING ON RIGHT NOW IS THE HIGH SCHOOL BACK TO SCHOOL NIGHT WHICH I'LL BE JETTING OUT TO IN JUST A MOMENT.
WE'RE ASKING THAT IN THE FUTURE THOSE BE SPREAD OUT SO THAT OUR MEMBERS WHO ARE PARENTS CAN GET TO THEIR KIDS' SCHOOL IF IT'S NOT AT THEIR OWN SITE AND JUST EASE THE HECTICNESS, A LITTLE BIT OF SMASHING FOUR THINGS INTO TWO DAYS.
SO THANK YOU FOR YOUR CONSIDERATION OF THAT.
USUALLY I ASK FOR QUESTIONS BUT I NEED TO GO TO BACK TO SCHOOL NIGHT.
[7.2 Student Board Member Report: Ines Gil]
OKAY.WE HAVE ITEM 7.2 IS OUR NEW STUDENT REP, INES GILL.
I'M VERY EXCITED AND VERY MUCH LOOKING FORWARD TO THIS YEAR AND WORKING WITH EVERYONE.
SO THIS IS MY VERY FIRST REPORT.
SO AT THE VILLAGE ELEMENTARY, YOU KNOW, ALL THREE SCHOOLS HAVE OUR FIRST TWO WEEKS.
SO THEY HAVE THEIR FIRST FLAGPOLE ASSEMBLY TOMORROW AT VILLAGE.
[01:00:03]
AS MS. LANDRIE MENTIONED, THEY HAD THEIR BACK TO SCHOOL NIGHT.ON THEIR NEWSLETTER IT SAID IT'S ON THE 26TH BUT MS. LANDRIE SAID IT WAS YESTERDAY.
SO I WANTED TO SHARE ABOUT FROM 5 TO 6 P.M.
AND THEN THEIR DEVICE POLICY THAT HAS BEEN IMPLEMENTED IN ALL THREE SCHOOLS BUT AT THE VILLAGE SPECIFICALLY IT'S THEY HAVE NO ACCESS TO DEVICES WHATSOEVER THROUGHOUT THEIR OWN DEVICES THROUGHOUT THE SCHOOL DAY.
AND AS WE HEARD, THEY HAVE NEW PLAYGROUND RULES WHERE THEY HAVE DIFFERENT ZONES.
SO THE KIDS HAVE WRISTBANDS AND THEY'RE ASSIGNED TO DIFFERENT ZONES FOR SAFETY.
AND THEN THEY HAVE A FUNDRAISER COMING UP CALLED BINGO FOR BOOKS.
SO IT'S ON AUGUST 20TH FROM 530 TO 7, THE FLYER IS UP THERE.
AND THEY BRING ELEMENTARY BOOKS TO DONATE AND THEY HAVE BINGO AND THEY HAVE PIZZA AND IT'S A VERY NICE MIX UP.
SO AT CORONADO REAL SCHOOL AGAIN THEY HAVE THEIR FIRST TWO WEEKS.
THE NEW DEVICE POLICY IS THAT THEY IMPLEMENTED THESE PHONE POUCHES.
SO EACH KID IS ASSIGNED A YONDER POUCH.
SO IT LOCKS AWAY THEIR PHONE FOR THE WHOLE DAY AND THEN THEY GET IT BACK AT THE END OF THE DAY SO THEY HAVE TO LOCK IT AWAY IN THE MORNING.
THEY HAD BACK TO SCHOOL NIGHT YESTERDAY FROM 5 TO 7.
THEY HAD THE 8TH GRADE STUDENT EXPECTATION ASSEMBLY TODAY.
AND THEN THEY HAVE THE CUYAMACA OUTDOOR SCHOOL OPEN HOUSE ON SEPTEMBER 12TH.
SO IT'S ON A SATURDAY AND PARENTS AND KIDS ARE INVITED TO COME SEE THIS.
IT'S LIKE AN OUTDOOR SCHOOL AND IT'S THE ORIGINAL 6-3 CAMP.
SO IT'S A VERY FUN EXPERIENCE AND A LOT OF KIDS ARE ENCOURAGED TO GO.
SO FOR HIGH SCHOOL, WE ALSO HAD OUR FIRST TWO WEEKS.
SO WE HAD FRESHMEN ON CAMPUS FOR THE FIRST TWO WEEKS.
AND ASB, WE PUT OUT ACTIVITIES EVERY DAY AND WE STAYED AND INTERACTED WITH THE FRESHMEN.
SO WE HAD ACTIVITIES SUCH AS VOLLEYBALL, SPIKE BALL, AND MANY DIFFERENT ONES SO THEY COULD INTERACT WITH EACH OTHER.
AND OUR CELL PHONE POLICY, IN EVERY CLASS WE HAVE LOCK BOXES.
SO AT THE BEGINNING OF THE PERIOD, WE HAVE TO LOCK AWAY OUR PHONES IN THE LOCK BOXES AND THEY'VE BEEN VERY EFFECTIVE.
I HAVEN'T SEEN ANY PHONES DURING CLASS.
SO YEAH, IT'S WORKING VERY WELL.
WE HAVE OUR BACK TO SCHOOL NIGHT TONIGHT.
I WILL HEAD OVER AS WELL AFTER THIS MEETING.
WE HAD THE STUDENT INFORMATION ASSEMBLY ON THE FIRST DAY OF SCHOOL WHERE NO, ON THE FIRST DAY, ON THE FIRST WEEK WHERE MR. AYALA WAS INTRODUCED, MS. MOLINA GAVE MS. MOLINA AND MS. LEWIS.
THERE WAS A LOT OF SPIRITS, KIDS.
I HAD A LOT OF FUN IN THE ASSEMBLY BECAUSE MS. MOLINA MADE IT VERY SPIRITED.
WE HAVE CLUB RUSH TODAY AND TOMORROW SO THERE WAS A TON OF KIDS OUT THERE.
THAT'S A PHOTO OF ME IN MY CLUB A FEW YEARS AGO.
BUT WE HAD A TON OF KIDS OUT THERE.
IT WAS GREAT, A LOT OF INVOLVEMENT.
WE HAD FOR THE FIRST YEAR, WE DID STAR TESTING THIS WEEK.
SO ACCORDING TO MS. MOLINA, THEY WENT GREAT.
PEOPLE, STUDENTS PUT A LOT OF EFFORT INTO THEM.
I DIDN'T THINK IT WAS TOO BAD.
AND IT WAS EASY TO ACCESS EVERYTHING.
THEN WE HAVE OUR FIRST HOME FOOTBALL GAME TOMORROW.
SO I'M PRETTY SURE IT'S AT 7 IF ANYONE WANTS TO COME AND SHOW SOME SPIRIT.
AND WE ARE LOOKING FORWARD TO HOMECOMING PREP IN SEPTEMBER IN ASB, WHICH WILL BE A PARK VENUE.
DO WE HAVE ANY PUBLIC COMMENT ON THIS ITEM? QUESTIONS? TRUSTEES, DO YOU HAVE ANY QUESTIONS OR COMMENTS? I WAS WONDERING HOW THE FRESHMEN ON CAMPUS WENT FOR THE FIRST TWO WEEKS DURING LUNCH.
YEAH, THERE WAS A LOT OF KIDS IN THE ACTIVITIES, ESPECIALLY WITH VOLLEYBALL AND SPIKEBALL.
AND I SAW SOME FRESHMEN, BUT THEY'RE GOING OFF CAMPUS.
BUT A LOT OF THEM DID STAY AND DID FOLLOW THE RULES AND INTERACT WITH EACH OTHER.
AND I WAS TALKING TO SOME OF THEM.
SOME OF THEM WERE MORE SHY THAN OTHERS, BUT THEY WERE SUPER
[01:05:01]
FRIENDLY AND THEY SEEMED VERY HAPPY TO BE THERE.DO YOU KNOW WHEN HOMECOMING IS? OCTOBER 2ND IS THE PARADE, AND THEN OCTOBER 3RD IS THE DANCE.
ANY OTHER QUESTIONS? I LOVE THE PRESENTATION.
I'D LOVE TO BE ABLE TO SEE THAT.
[7.3 School Safety Blueprint: Risk and Threat Assessments]
THAT'S GREAT.ITEM 7.3 IS OUR SCHOOL SAFETY BLUEPRINT RISK AND THREAT ASSESSMENTS.
HAVE TO RAISE THE PODIUM A TINY BIT.
WELL, GOOD AFTERNOON, PRESIDENT KAVANAUGH, TRUSTEES, COLLEAGUES.
CONGRATULATIONS ON YOUR FIRST REPORT.
WELCOME BACK TO ANOTHER WONDERFUL YEAR.
THE BEGINNING OF THE YEAR IS A GREAT TIME FOR US OFTEN TO REVIEW SAFETY PROTOCOLS.
SO THE TIMING OF THIS REPORT IS IDEAL.
THIS IS ENTITLED THE SAFETY BLUEPRINT SIMPLY BECAUSE IT'S A STRATEGIC FRAMEWORK FOR COMPREHENSIVE SCHOOL SAFETY.
THE GOAL OF THIS BLUEPRINT IS TO KEEP OUR STUDENTS SAFE, OUR COMMUNITY SAFE, AND SECURE IMMEDIATE HELP FOR THOSE IN DISTRESS AND CONNECT EVERY STUDENT TO LONG-TERM SUSTAINABLE SUPPORT.
BEFORE I GET STARTED TONIGHT, I REALLY WANT TO THANK THOSE WHO TIRELESSLY WORK BEHIND THE SCENES IN DOING THIS WORK.
IF IT WASN'T FOR BACK TO SCHOOL TONIGHT AT CHS, OUR LEAD COUNSELOR FOR THE DISTRICT IS KRISTEN ARENO, AND KRISTEN WOULD LIKELY BE HERE GIVING THIS PRESENTATION.
BUT KRISTEN IS GIVING PRESENTATIONS ON DUAL ENROLLMENT TONIGHT, SO SHE'S WEARING MULTIPLE HATS.
BUT KRISTEN, WITH THE SUPPORT OF OUR CLINICAL COUNSELING TEAM, WHICH IS AFSANA SAFAI AT THE HIGH SCHOOL, ELISE AGRELA O'ROURKE AT CMS, SOPHIA FROST AT SILVER STRAND, AND JEN SLUSHER AT VILLAGE, HAVE WRITTEN, REVISED, AND HONED THESE PROTOCOLS FROM THEIR EXPERIENCE WORKING WITH KIDS.
SO THIS IS THEY HAVE SAT IN THESE MEETINGS AND FOUND THE NEED TO REVISE THESE PROTOCOLS OVER THE YEARS, AND WE REVISE THESE EVERY SINGLE YEAR.
SO WHAT YOU'RE HEARING ABOUT TONIGHT IS THEY'RE INTERNAL DOCUMENTS THAT ARE USED BY OUR CLINICAL COUNSELORS AND OUR ADMINISTRATORS, BUT IT'S AN OVERALL BLUEPRINT OF SCHOOL SAFETY.
ADDITIONALLY, I'D LIKE TO THANK THE GOVERNING BOARD FOR YOUR VISION IN SUPPORTING THIS WORK WITH OUR EXECUTIVE CONSULTANT, DR. MARGARET SEADOR.
DR. SEADOR HAS WALKED WITH US ON THIS JOURNEY OF SCHOOL SAFETY.
SHE'S A RETIRED SCHOOL PSYCHOLOGIST IN SAN DIEGO COUNTY.
SHE'S ON THE SCHOOL SAFETY AND CRISIS RESPONSE COMMITTEE WITH THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS.
SHE PRESENTS NATIONALLY ON TOPICS OF SCHOOL SAFETY.
SHE WAS INSTRUMENTAL IN BRINGING TEEN MENTAL HEALTH FIRST AID TO CHF LAST YEAR FOR THE FIRST TIME AND CONTINUING THAT WORK THIS YEAR.
SHE ALSO DID ALL OF OUR SUICIDE PREVENTION TRAINING ACROSS THE DISTRICT LAST YEAR AND WILL CONTINUE WITH US DOING THIS THREAT ASSESSMENT TRAINING THIS YEAR.
AND FINALLY, WE COULDN'T DO THIS WORK WITHOUT THE PARTNERSHIP OF OUR COMMUNITY PARTNERS WITH THE CITY OF CORONADO, PRIMARILY THE POLICE DEPARTMENT AND THE FIRE DEPARTMENT.
YOU KNOW THAT THEY UTILIZE OUR FACILITIES FOR THEIR TRAINING DURING THE SUMMER.
THIS SUMMER WE HAD THE ACTIVE SHOOTER TRAINING HELD ON THE CHF CAMPUS.
THE POLICE DEPARTMENT WORKED VERY CLOSELY WITH US IN ALL OF THIS WORK.
I WAS GOING TO TAKE THE OPPORTUNITY TO INTRODUCE OUR NEW SRO TONIGHT, BUT EVERYONE HAS MET OFFICER RUDE.
BUT I WILL SAY THAT PRISCILLA HAS BEEN IN THIS POSITION.
SHE'S BEEN WITH THE DEPARTMENT FOR FOUR YEARS, BUT IN THIS POSITION SINCE MONDAY.
ON MONDAY MORNING AT 11 O'CLOCK SHE WAS IN MY OFFICE.
SO WE SPENT 90 MINUTES TOGETHER WITH OFFICER DELBANIO REALLY TALKING ABOUT HOW DOES OUR SCHOOL DISTRICT WORK.
SHE KNOWS OUR COMMUNITY, BUT NOW SHE WANTS TO KNOW OUR DISTRICT.
SO SHE HAS BEEN OUT THIS WEEK AT ALL OF OUR SCHOOL SITES GETTING TO KNOW OUR ADMINISTRATORS AND OUR COUNSELORS.
SO OFFICER RUDE, WE'RE SO EXCITED THAT YOU'RE HERE.
ALL RIGHT, SO LET ME MOVE INTO OUR REPORT.
SO WHEN WE THINK OF SCHOOL SAFETY, WE AUTOMATICALLY THINK OF PHYSICAL SAFETY, OUTDOORS, ROBUST FACILITIES WITH ONE-WAY GATES, ALL OF THOSE THINGS, FIRE DRILLS.
BUT WE DON'T GENERALLY TALK ABOUT OUR PLAN FOR PSYCHOLOGICAL SAFETY.
[01:10:02]
THREE PILLARS OF COMPREHENSIVE SCHOOL SAFETY.AND WE EMPLOY THIS MULTI-PILLARED APPROACH TO ENSURE THAT NO STUDENT FALLS THROUGH THE CRACKS REGARDLESS OF WHETHER THE THREAT IS SELF-DIRECTED, WHETHER IT'S EXTERNAL OR WHETHER IT'S BEHAVIORAL.
SO LET ME UNPACK THAT A LITTLE BIT.
ON THE LEFT-HAND SIDE IN THE DARK BLUE YOU SEE A PILLAR THAT'S TITLED CHILD ABUSE MANDATED REPORTING.
WE ARE ALL MANDATED REPORTERS AND WE HAVE AN OBLIGATION TO REPORT, RECOGNIZE THE SIGNS OF ABUSE AND NEGLECT AND REPORT.
THAT PILLAR IS OUR LEGAL BRIDGE BETWEEN WHAT WE OBSERVE AT SCHOOL AND PROTECTIVE SERVICES.
THE SECOND PILLAR IN THE MIDDLE IS OUR SUICIDE RISK ASSESSMENT, AND THAT IS RISK OF HARM TO SELF.
SO WE ALSO HAVE AN OBLIGATION TO IDENTIFY THOSE SYMPTOMS, MITIGATE IMMEDIATE CRISIS BY IDENTIFYING, OPERATE HOPE AND SUPPORT AND WHATEVER WE NEED TO DO TO INTERVENE TO INTERRUPT THAT.
THE THIRD ONE, THAT KIND OF GOLDENROD COLOR, IS OUR BEHAVIORAL THREAT ASSESSMENT MANAGEMENT.
YOU'LL HEAR ME REFER TO IT AS BTAM.
THE BEHAVIORAL THREAT ASSESSMENT MANAGEMENT IS OUR DISRUPTION TO THE PATHWAY OF VIOLENCE.
THIS PILLAR MOVES THE DISTRICT FROM BEING REACTIVE, DISCIPLINARY REACTION, TO PROACTIVE BEHAVIORAL MANAGEMENT.
SO LET ME BACK UP A LITTLE BIT.
WE RECOGNIZE THAT EARLY INTERVENTION REQUIRES MULTIPLE MEANS OF REPORTING, AND WE HAVE INFRASTRUCTURE TO DO THAT.
WE PROVIDE AVENUES FOR SHARING CONCERNS.
WE EMPOWER STUDENTS, PARENTS, STAFF TO ACT AS ACTIVE PARTICIPANTS IN OUR SAFETY CULTURE.
SO WHAT DOES THAT LOOK LIKE? HOW DO WE REPORT A CONCERN? TALK TO A TRUSTED ADULT.
THAT'S THE FIRST THING WE ALWAYS SAY.
IF A STUDENT HAS A CONCERN, TALK TO A TRUSTED ADULT.
IF YOU DON'T FEEL COMFORTABLE OR YOU'RE NOT IN A CLASSROOM AT THAT MOMENT, WE HAVE MULTIPLE WAYS TO REPORT.
WETIP IS THE PLATFORM THAT WE USE.
WETIP ALLOWS US TO REPORT VIA PHONE, VIA TEXT, WITH A QR CODE OR VIA EMAIL.
ALSO, AS AN OVERRIDE, IF IT IS AN EMERGENCY SITUATION, 911.
WITHOUT A QUESTION, DON'T GO TO WETIP.
DON'T LOOK FOR A TRUSTED ADULT.
IF YOU'RE SEEING AN EMERGENCY HAPPENING, 911 IMMEDIATELY.
SO OUR RESPONSE, WHEN WE HAVE THAT TIP, LET'S SAY, FOR EXAMPLE, WE RECEIVE A WETIP, WE COLLECT THE INFORMATION.
THAT'S THE SECURE INFORMATION IN BOX NUMBER ONE.
OFTENTIMES, THAT COMES TO US FROM A STUDENT STATEMENT, AND SO WE ACT UPON THAT IMMEDIATELY.
MAINTAIN THAT WITNESS IN A SAFE PLACE.
GATHER AS MUCH INFORMATION AS WE CAN AT THAT VERY MOMENT.
AND THEN MOVE TO SECURING THE STUDENT THAT HAS BEEN REPORTED.
SO LOCATING THE STUDENT OF CONCERN, ESCORTING THAT STUDENT TO THE MAIN OFFICE IF SAFE, AND MAINTAINING CONSTANT SUPERVISION ON THAT STUDENT.
DEPENDING ON THE CIRCUMSTANCE, THAT MAY BE AN IMMEDIATE CALL TO 911, DEPENDING ON WHAT HAS BEEN REPORTED.
AND THE INDIVIDUAL MAINTAINING CONSTANT SUPERVISION OR RETRIEVING THAT STUDENT FROM THE CLASSROOM, MAYBE ENFORCEMENT.
BUT IN THE CASE OF A STUDENT AT SCHOOL THAT WE GET A TIP AND WE ARE GOING TO INVESTIGATE, THAT IS USUALLY A COUNSELOR OR ADMINISTRATION THAT GO TO A CLASSROOM AND SECURE THAT STUDENT.
THE NEXT STEP IS TO SEPARATE THE STUDENT FROM THEIR BELONGINGS AND THEIR DEVICES.
THAT IS A SAFETY PRECAUTION FOR EVERYONE INVOLVED.
AND IT IS ALSO OFTENTIMES LATER MAYBE SOMETHING THAT IS EVIDENCE.
SO WE DON'T KNOW WHAT'S HAPPENING YET.
SO WE ARE ACTING WITH CAUTION.
AND THEN WE'RE GOING TO ACTIVATE THE TEAM.
AND I'M GOING TO GO BACK AND TELL YOU A LITTLE BIT ABOUT OUR MULTIDISCIPLINARY TEAM.
SO OUR MULTIDISCIPLINARY TEAM IS, DEPENDING ON THE CIRCUMSTANCES, MAY BE MADE UP OF USUALLY ALWAYS OUR MENTAL HEALTH PROFESSIONALS, SO OUR CLINICAL COUNSELORS.
WE ARE VERY FORTUNATE IN THIS DISTRICT THAT WE HAVE CLINICAL COUNSELORS AS WELL AS OUR SCHOOL COUNSELORS.
SO ANY ONE OF THOSE AND OUR PSYCHOLOGISTS, ALL THREE OF THOSE WOULD BE CATEGORIES OF MENTAL HEALTH PROFESSIONALS.
SO WE WOULD RELY ON THOSE THREE, CERTAINLY ADMINISTRATION.
OUR NURSES SOMETIMES ARE INVOLVED DEPENDING ON WHAT THE CIRCUMSTANCES.
SPECIAL EDUCATION MAY BE INVOLVED DEPENDING ON THE
[01:15:01]
CIRCUMSTANCES AND THE NEEDS OF THE STUDENT.AND THEN OUR SRO AND LAW ENFORCEMENT.
SO AGAIN, THE TEAM DEPENDS ON WHAT THE SITUATION IS, WHO THE MEMBERS OF THE TEAM ARE.
BUT IN OUR SCREENING PHASE, BEST PRACTICE IS AT LEAST TWO INDIVIDUALS.
SO IT'S USUALLY A COUNSELOR AND AN ADMINISTRATOR.
AND THEN IF WE MOVE BEYOND THE SCREENING PHASE, WE ACTIVATE THE FULL MULTIDISCIPLINARY TEAM.
AND THAT IS MULTIPLE MEMBERS DEPENDING ON WHAT THE SCENARIO IS.
MS. FOLEY, WHO DECIDES WHO IS PART OF THE TEAM? SO THIS IS BASED ON RESEARCH-BASED PRACTICE.
AND WE HAVE WORKED CLOSELY WITH NASP, WHICH IS THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS, THROUGH DR. SIDOR'S WORK.
BUT THAT TEAM IS, NAMES ARE ASSIGNED TO THOSE BOXES BY THE PRINCIPAL THE VERY FIRST WEEK OF SCHOOL.
AS A MATTER OF FACT, WE DID IT THIS YEAR AT AD CABINET, WHICH WAS THE WEEK BEFORE STAFF CAME BACK.
BUT YOU SAID DEPENDING ON THE SITUATION, IT MAY BE SOME OF THESE OR IT MAY NOT BE SOME OF THESE.
SO WHO DECIDES ON? AT THE MOMENT, THE ADMINISTRATOR.
LET ME CATCH UP WITH MY NOTES BECAUSE I START TALKING AND THEN I GO OFF MY NOTES.
I'M GOING BACK TO THIS BECAUSE THIS CANNOT BE REITERATED CLEARLY ENOUGH THAT ANYTIME THERE IS AN IMMINENT THREAT, 911, THAT IS, WE MOVE IMMEDIATELY TO THAT.
ALL THOSE OTHER THINGS ARE HAPPENING.
WE GENERALLY, SITE ADMINISTRATOR IS CONTACTING 911, LAW ENFORCEMENT, AND THEN CONTACTING THE DISTRICT OFFICE.
HERE AT THE DISTRICT OFFICE, WE HAVE A PROTOCOL FOR HEADING OUT TO THE SITE OF ALL OF THE ADMINISTRATORS THAT ARE IN THIS BUILDING, HEADING TO THE SITE, ACTIVATING PHONE TREES, ALL OF THE THINGS THAT WE DO.
THOSE ARE INTERNAL HERE IN THE DISTRICT OFFICE TO SUPPORT WHAT'S HAPPENING AT OUR SCHOOL SITES.
AND THEN THE CONTINUUM OF SCHOOL SAFETY CONCERNS.
SO THIS ONE IS A CHALLENGING ONE BECAUSE BASED ON THE INFORMATION THAT WE HAVE IN A CRISIS SITUATION, WE DON'T KNOW WHAT IS HAPPENING.
BUT RESEARCH INDICATES THAT A PERSON WHO IS HAVING HOMICIDAL IDEATION MAY IN FACT ALSO BE HAVING SUICIDAL IDEATION.
WE KNOW THAT FROM THE RESEARCH THAT HAS BEEN DONE ON ACTIVE SCHOOL SHOOTERS OVER THE MANY YEARS THAT WE'VE SEEN THAT IN SCHOOLS.
AN INDIVIDUAL WHO IS DEMONSTRATING ON THE BLUE SIDE OF THAT SCREEN, THREATENING TO KILL THEMSELVES, GIVING AWAY PRIZED POSSESSIONS, SEVERE SOCIAL WITHDRAWAL, THOSE ALL MAY BE SIGNS AND SYMPTOMS THAT SOMEONE IS HAVING SUICIDAL IDEATION.
BASED ON THAT INFORMATION, WE KNOW WHAT OUR RESPONSE IS GOING TO BE.
A PERSON THAT IS HAVING HOMICIDAL IDEATION MAY PRESENT WITH ESCALATING AGGRESSION, PLANNING AN ATTACK, EXPRESSIONS OR JUSTIFICATIONS FOR VIOLENCE, PEERS MAY BE FEARFUL.
THOSE WOULD BE RED FLAGS TO US THAT WE MAY THINK THAT THIS IS A PERSON WHO IS THREATENING OTHERS.
WE DON'T HAVE ENOUGH INFORMATION YET.
THAT'S WHAT WE ARE TRAINED AS ADMINISTRATORS IS WE ONLY HAVE THE THINGS THAT WE CAN SEE RIGHT OFF THE BAT AND POSSIBLY A TIP, A WE-TIP TYPE THING OR A STUDENT COMING IN AND TELLING US SOMETHING.
SO RIGHT THERE, WE ARE GOING TO ASSUME BOTH.
AND THEN WE START ASKING QUESTIONS AND WE START ASKING SCREENING QUESTIONS.
THE SUICIDE SCREENING ONE SOUNDS SOMETHING LIKE, IN THE PAST MONTH, HAVE YOU WISHED YOU WERE DEAD? HAVE YOU HAD THOUGHTS OF KILLING YOURSELF? HOW MIGHT YOU GO ABOUT DOING THAT? DO YOU HAVE A PLAN? THOSE ARE SCREENING TYPE QUESTIONS FOR SUICIDAL IDEATION ON THE BLUE SIDE OF THAT SCREEN.
HOMICIDAL QUESTIONS, IN THE PAST MONTH, HAVE YOU HAD THOUGHTS OF HARMING OTHERS? DO YOU HAVE A PLAN TO DO THAT? WHAT MIGHT THAT LOOK LIKE? DO YOU HAVE ACCESS TO WEAPONS? THOSE ARE THE TYPE OF QUESTIONS THAT WE WOULD BE ASKING ON A SCREENING FOR A HOMICIDAL IDEATION.
SO LET ME BACK UP A LITTLE BIT BECAUSE THIS IS SUPPOSED TO BE A FRAMEWORK, RIGHT? AND I KNOW THIS IS HEAVY MATERIAL, BUT THIS IS REALLY IMPORTANT TO THE WORK THAT WE DO AND BEING PREPARED FOR THE WHAT IF AND BEST PREPARED THAN NOT PREPARED.
SO AGAIN, ON THE BLUE SIDE, SUICIDAL RISK ASSESSMENT.
OUR GOAL IS TO FOSTER HOPE AND REDUCE PAIN.
WE ARE INTERVENING AT A MOMENT THAT WE ARE OFFERING HOPE.
[01:20:01]
WE ARE OFFERING SUPPORT.WE ARE GETTING CONNECTIONS FOR THAT INDIVIDUAL THAT IS EXPERIENCING THAT MUCH PAIN.
WE USE A TOOL CALLED THE COLUMBIA PROTOCOL, WHICH IS OUT OF COLUMBIA UNIVERSITY, THE SUICIDE SEVERITY RATING SCALE.
OUR COUNSELORS ARE TRAINED IN USING THIS, AND THAT IS THE CORE TOOL THAT WE USE.
SO WE'VE GONE PAST THE SCREENING QUESTIONS, AND WE'VE SAID, YES, THIS INDIVIDUAL HAS ANSWERED, YES, I'VE WISHED MYSELF DEAD, OR THEY'VE POSTED, I'M GOING TO KILL MYSELF.
WE ARE IMMEDIATELY GOING TO THAT LEVEL OF ASSESSMENT.
AND THE TEAM COMPOSITION COULD BE THOSE INDIVIDUALS, OUR MENTAL HEALTH TEAM.
WE MAY INCLUDE LAW ENFORCEMENT AT THAT POINT BECAUSE OUR LAW ENFORCEMENT ALSO IS, IF WE ARE UTILIZING PERT, THE PSYCHIATRIC EMERGENCY RESPONSE TEAM, THAT WOULD BE WHEN WE WOULD UTILIZE LAW ENFORCEMENT FOR THE LEFT SIDE OF THE SCREEN.
FOR THE BEHAVIORAL THREAT ASSESSMENT MANAGEMENT, THE FOCUS IS THREAT TO OTHERS.
SO OUR GOAL IS TO IMMEDIATELY INTERRUPT THE PATH TO VIOLENCE.
SO HOW DO WE DO THAT? WE HAVE A TOOL.
IT IS THAT NATIONAL THREAT ASSESSMENT GUIDELINES AND SCREENER.
AND THEN THE TEAM COMPOSITION LOOKS A LITTLE BIT DIFFERENT.
IT'S GOING TO BE SCHOOL RESOURCE OFFICER, LAW ENFORCEMENT, DEPENDING ON IF WE'VE GONE PAST THE LEVEL OF SCREENER TO ASSESSMENT, THAT'S WHERE WE'RE BRINGING IN LAW ENFORCEMENT.
IT MAY INCLUDE OUR MENTAL HEALTH INDIVIDUALS.
IT JUST DEPENDS ON THE SITUATION.
SO THIS IS JUST KIND OF A LITTLE VISUAL OF THE BOX ON THE LEFT IS THE SUICIDE SCREENING.
THE PURPLE ONE IS THE HOMICIDE SCREENING.
AND THEN IF IT'S A NEGATIVE SCREEN, THEN WE'RE LOOKING AT RESTORATIVE APPROACHES TO CARE, SUPPORT, A BEHAVIOR INTERVENTION PLAN.
THERE'S MANY THINGS THAT COULD FALL UNDER THAT.
IT MAY BE A PARENT'S RESTORATIVE SESSION WITH THE PARENTS INVOLVED.
THE RED SIDE IS THE POSITIVE SCREEN.
WE ESCALATE TO THAT FULL ASSESSMENT.
SO NOW WE'RE IN THE FULL ASSESSMENT FOR BOTH, AGAIN, THE LEFT SIDE AND THE RIGHT SIDE OF THE SCREEN.
AND OUR JOB IN THE ASSESSMENT IS TO DETERMINE THE LEVELS OF RISK.
SO A LOW RISK, THEN IT TELLS US WHAT OUR ACTION IS GOING TO BE.
A MODERATE RISK AND A HIGH RISK FOR BOTH SUICIDE OR HOMICIDE.
SO HARM TO SELF, HARM TO OTHERS.
AND THEN WE'RE GOING TO GO THROUGH ALL THOSE STEPS IN THE ASSESSMENT TOOL.
SO WHERE WE SEE A LOW RISK, WE'RE DEVELOPING A PLAN.
AND IT LIKELY IS NOT GOING BEYOND THAT OTHER THAN CHECK-INS AND FOLLOW-UP AND SUPPORT PLANNING AT SCHOOL.
MODERATE RISK AND THEN HIGHER RISK IS WHEN WE ARE, THE RED BAR THERE, THE HIGH RISK IN BOTH, IS IMMEDIATE ACTIVATION OF WE'RE EITHER GETTING HOSPITALIZATION OR WE'VE INVOLVED THE AUTHORITIES, LAW ENFORCEMENT.
THIS SLIDE REPRESENTS OUR PLANNING AFTER FOLLOWING A DEATH BY SUICIDE TO PREVENT CONTAGION.
THIS WALKS US THROUGH THE STEPS THAT WE FOLLOW AS A DISTRICT.
AGAIN, THIS IS BASED ON THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS, THEIR PREPARE MODEL.
AND THEIR PREPARE MODEL STARTS WITH IMMEDIATE SUPPORT.
SO WE'RE CONNECTING WITH THE FAMILY.
WE'RE NOTIFYING SCHOOL STAFF AND FACULTY.
WE'RE IDENTIFYING THOSE THAT HAD PROXIMITY TO THE EVENT AND PROVIDING COUNSELING, TRIAGE.
WHAT DO THOSE INDIVIDUALS NEED? THEN WE IMMEDIATELY START CONTAGION MONITORING.
WITH SUICIDE, WE KNOW THAT THERE IS OFTEN A CONTAGION EFFECT.
AND WE ARE RESPONSIBLE TO ENSURE THAT WE ARE MONITORING FOR THAT AND PROVIDING SUPPORTS FOR PEERS WHO MAY BE IMPACTED BY THAT.
AND THEN ULTIMATELY EVALUATING THE CRISIS RESPONSE AND COLLABORATING WITH OUR COMMUNITY PARTNERS.
THAT'S AN ONGOING HEALING AND WORKING WITH OUR COMMUNITY IN THAT HEALING.
AND FINALLY, WE RECOGNIZE THAT SCHOOL SAFETY IS AN EVOLVING COMMITMENT AND NOT A STATIC DESTINATION.
[01:25:02]
OUR FRAMEWORK OPERATES ON A CONTINUOUS CYCLE.SO YOU CAN KIND OF SEE THAT IN THE INFINITY THERE.
WE PREVENT BY BUILDING A POSITIVE SCHOOL CLIMATE, INCREASING MENTAL HEALTH LITERACY, REDUCING STIGMA AND ADDRESSING STIGMA OF MENTAL HEALTH.
WE IDENTIFY USING BYSTANDER REPORTING, TRUSTED ADULTS RECOGNIZING WARNING SIGNS, CERTAINLY OUR TEEN MENTAL HEALTH FIRST AID.
YOU MAY BE FAMILIAR WITH A PROGRAM THAT WE USE CALLED SIGNS OF SUICIDE.
BUT THOSE ARE ALL RECOGNIZING THE SYMPTOMS. AND THAT'S IN OUR TRAINING FOR OUR STAFF.
WE ASSESS AND INTERVENE, APPLYING THAT DUAL TRACK PROTOCOL OF THE SUICIDE RISK AND THE BEHAVIOR THREAT ASSESSMENT THROUGH OUR MULTIDISCIPLINARY TEAMS TO TARGET THAT RISK MANAGEMENT.
AND LASTLY, WE HEAL AND LEARN AND PROVIDE POSTVENTION SUPPORT, EVALUATE OUR RESPONSE AND UPDATE OUR PREVENTION STRATEGIES.
AND I THINK THIS ONE WAS SO POWERFUL TO ME.
I WILL ADMIT USING AI TO HELP WITH GRAPHICS.
WHEN I SAW THIS GRAPHIC OF PUTTING ALL THOSE PROMPTS IN THERE AND THEN IT CAME UP WITH THAT INFINITY, I THOUGHT, OH, THAT'S THE PERFECT VISUAL OF HOW TO EXPLAIN THE PROCESS THAT WE'RE NOT STANDING STILL ON THIS.
WE'RE CONSTANTLY MOVING THROUGH THAT.
SO THAT STATEMENT AT THE END, SAFETY IS NOT A STATIC DOCUMENT.
IT'S ACTIVE, IT'S CONTINUOUS, IT'S EVOLVING, AND IT'S DESIGNED TO PROTECT EVERY STUDENT AND STAFF MEMBER EVERY TIME.
I'M HAPPY TO ANSWER ANY QUESTIONS ABOUT THESE PROTOCOLS.
THANK YOU. DO WE HAVE ANY PUBLIC COMMENT ON THIS ITEM? YOU CAN MAKE A PUBLIC COMMENT.
I HAVE TO FIRST APOLOGIZE FOR MY VOICE. I HAVE A VOCAL CORD ISSUE.
I DID WANT TO ASK, YOU MENTIONED THREAT ASSESSMENT TRAINING.
I WANT TO ASK, WHAT IS THE NATURE OF THE TRAINING, WHO IS DOING THE TRAINING, AND WHO IS GOING TO BE GETTING THE TRAINING? I HAVE TWO GRANDCHILDREN GOING THROUGH THE SYSTEM RIGHT NOW IN THE MIDDLE SCHOOL AND THE GRADE SCHOOL.
MY NAME IS CARRIE WELLS HAMER.
I WANTED TO ADDRESS AN INCIDENT THAT HAPPENED LAST SEMESTER THAT I THINK MAY HAVE BEEN SOMEWHAT AN IMPETUS FOR THE REDOING OF THIS THREAT ASSESSMENT PROTOCOL.
AND THAT IS THE DEATH NOTE THAT WAS WRITTEN BY A FIFTH GRADE STUDENT THAT NAMED TWO OTHER FIFTH GRADE STUDENTS.
AND WHEN I HEARD ABOUT THAT, OF COURSE, MY REACTION WAS SHOCK THAT ANY FIFTH GRADER WOULD BE THINKING ABOUT KILLING OTHER STUDENTS.
BUT I WAS PRETTY ASSURED AT THE TIME THAT THE SCHOOL DISTRICT WOULD DO AN APPROPRIATE JOB OF ASSESSING THE THREAT.
I NOW BELIEVE THAT THEY REALLY KIND OF BUNGLED THE JOB.
AND FOR JUST A LITTLE BIT OF BACKGROUND ON ME VERY QUICKLY, I'M A RETIRED SUPERIOR COURT JUDGE.
FOR 15 YEARS, I WAS A DEPUTY DISTRICT ATTORNEY FOR 20 YEARS, THE LAST 10 YEARS OF WHICH I HANDLED THREAT AND ASSAULT CASES.
I AM A MEMBER OF ATAP, THE ASSOCIATION OF THREAT ASSESSMENT PROFESSIONALS.
AND I PUT TOGETHER THE WHOLE THREAT ASSESSMENT PROTOCOL FOR STALKING CASES.
SO I KIND OF FEEL LIKE I HAVE SOME BACKGROUND IN ASSESSING HOW THIS WAS HANDLED.
AND THERE WERE NUMEROUS THINGS THAT DID NOT OCCUR THAT IS BEING SUGGESTED NOW SHOULD OCCUR IN THIS NEW PROTOCOL.
AND IT LOOKS LIKE A MUCH MORE DETAILED PROTOCOL THAN WHAT YOU HAD BEFORE.
BUT FOR EXAMPLE, TO BEGIN WITH, THE INITIAL ASSESSMENT OF THIS THREAT, THIS DEATH NOTE THREAT, WAS BASED SOLELY ON AN INTERVIEW WITH THE STUDENT WHO MADE THE THREAT.
AND THAT WAS IT. INTERVIEW THE STUDENT. YES, I WROTE IT. NO, I DON'T REALLY MEAN ANYTHING BAD ABOUT IT. THANK YOU.
HE HAD THE STUDENT ERASE THE THREAT, WHICH IS ANOTHER ISSUE, RETURNED TO THE SCHOOL, TO HIS CLASSROOM.
NOT SEPARATED. NO DISCUSSION WITH ANYBODY ELSE FROM ANY MULTIDISCIPLINARY TEAM RETURNED TO HIS CLASSROOM.
AND THE TEACHERS OF THE CLASSROOM OF THE KIDS THAT HAD BEEN THREATENED WERE NOT EVEN NOTIFIED
[01:30:02]
ABOUT THIS THREAT FOR A GOOD COUPLE OF DAYS.AND BY THE WAY, THE ADMINISTRATION ULTIMATELY PUT OUT A LETTER OR A NOTICE AFTER THEY HEARD THAT A LOT OF PARENTS WERE COMPLAINING ABOUT THIS THREAT.
AND WHAT WAS INDICATED IN THAT WAS THAT THEY DIDN'T NEED TO BE WORRIED ABOUT THE DEATH NOTE BECAUSE IT WAS BASICALLY ATTRIBUTABLE TO POP CULTURE, TO THE MOVIE DEATH NOTE.
I AM SO SORRY. I HATE TO INTERRUPT, BUT YOUR TIME IS UP. TIME IS UP ALREADY? YOU HAVE THREE MINUTES. SORRY.
I DO WANT YOU TO BE ABLE TO GET YOUR QUESTIONS ANSWERED AND PERHAPS YOU CAN CONNECT WITH MS. FOLEY AFTER THE MEETING.
IS THERE GOING TO BE ANY THREAT ASSESSMENT ACTUAL TRAINING THAT'S GOING TO BE GIVEN TO THESE PEOPLE? IT'S ONE THING TO HAVE A PROTOCOL. IT'S ANOTHER THING TO KNOW HOW TO ASSESS THREATS. AND IT WAS NOT DONE CORRECTLY HERE.
I THINK MS. FOLEY IS GOING TO ADDRESS THAT QUESTION.
SO AS I MENTIONED IN THE PRESENTATION, OUR WORK IS BASED IN THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS.
SO THREAT ASSESSMENTS IN SCHOOLS ARE DEVELOPED BY, THREAT ASSESSMENT PROTOCOLS IN SCHOOLS ARE DEVELOPED BY SCHOOL PSYCHOLOGISTS.
DR. MARGARET SEADOR IS THE CONSULTANT WHO HAS WORKED WITH US AND WHO HAS DONE THIS TRAINING FOR US.
BUT I AM MORE THAN HAPPY TO MEET WITH YOU SEPARATELY AND KIND OF TALK THROUGH MORE DETAILS OF THAT BECAUSE I FEEL LIKE THAT WAS, THERE'S STUDENT SPECIFIC INFORMATION THERE THAT I DON'T WANT TO GO INTO.
I DON'T WANT TO ADDRESS FOR CONFIDENTIALITY PURPOSES.
TRUSTEES, DO YOU HAVE ANY QUESTIONS, COMMENTS? SO I HAD A COUPLE. THANK YOU, NIAMH.
I ALWAYS SAY WE GO BACK A WAYS AND IT'S GOOD. GREAT HELP WITH OUR SON.
SO I HAVE THREE. WHO OWNS FOLLOW-UP AFTER AN SRA OR BTA? SO AFTER YOU'VE GONE THROUGH THIS, IS THERE A FOLLOW-UP PROCESS THAT, IN FACT, LIKE A HOT WASH THAT GOES, OKAY, WHAT COULD WE HAVE DONE BETTER? WHAT DID WE MISS OR SOMETHING LIKE THAT? IS THERE THAT BUILT INTO THE PROCESS? ABSOLUTELY. SO THAT MULTIDISCIPLINARY TEAM, THEY, SO THERE IS A SCHOOL REINTEGRATION PLAN AND THE REINTEGRATION PLAN LOOKS DIFFERENT BASED ON EVERY STUDENT.
BUT THAT SAME TEAM WOULD RECONVENE TO TALK ABOUT WHAT THAT PLAN IS.
SO LET'S SAY THE SCHOOL REINTEGRATION PLAN WAS FOR A STUDENT TO CHECK IN AT THE OFFICE EACH DAY OR A STUDENT TO HAVE COUNSELING SESSIONS OR A STUDENT TO WHATEVER IT IS.
THEN THAT IS FOLLOWED BY THAT COUNSELOR THAT WOULD BE WORKING WITH THE STUDENT.
BUT THE TEAM DEVELOPS THE SCHOOL REINTEGRATION PLAN.
OKAY, THANK YOU. AND THEN WHEN OUR PARENTS, HOW ARE OUR PARENTS INCORPORATED INTO THE PROCESS? YES. SO DEPENDING ON WHERE IT IS IN THE PROCESS, PARENTS ARE NOTIFIED IMMEDIATELY TO COME IN TO SUPPORT, DEPENDING ON, AGAIN, WHAT THE SITUATION IS.
IF LAW ENFORCEMENT IS INVOLVED, WE OFTEN CALL PARENTS, BUT THEN THEY HAVE TO GO THROUGH LAW ENFORCEMENT, DEPENDING ON IF THE STUDENT, HOW INVOLVED LAW ENFORCEMENT IS WITH THE STUDENT.
SO, BUT PARENTS ARE DEFINITELY INVOLVED IN THAT AND CERTAINLY IN THE PLAN TO RETURN TO SCHOOL.
AND IT'S BASED ON WHAT HAS BEEN PRESENTED IN THE LAST FIVE MINUTES.
IT IS, IT KIND OF REITERATES HOW IMPORTANT IT IS.
AND I KNOW WE'VE GOT GOOD STAFF.
IT'S A CRITICAL TASK, I MEAN, BECAUSE WE MISS ASSESS SOMEBODY AND DON'T TAKE THEM OUT OF, SAY, THE GENERAL POPULATION.
SO I UNDERSTAND IT'S CRITICAL.
THAT WAS A GOOD REMINDER, SOME OF THOSE COMMENTS.
AND THEN LASTLY, THIS IS ONE I THINK WOULD INTEREST ME. I'M NOT SURE WE CAN DO IT THOUGH.
SO CAN WE RECEIVE PERIODIC AGGREGATE METRICS? YOU KNOW, BASICALLY CASES, YOU KNOW, BASICALLY WOULD BE, YOU TAKE OUT THE INFORMATION THAT WE CAN'T SEE, YOU KNOW, THE PRIVACY INFORMATION, BUT SOMEHOW WE WOULD GET A GENERAL IDEA OF WHAT THE ENVIRONMENT IS OUT THERE.
LIKE HOW MANY ARE WE SEEING AND JUST SOMETHING THAT WOULD BE GENERIC, BUT GIVE US A BETTER INSIGHT
[01:35:01]
INTO HOW AN OVERSIGHT OF HOW MAYBE EFFECTIVE OR TO ASSESS THE EFFECTIVENESS OF THE PROGRAM, IF THAT'S POSSIBLE.BECAUSE I REALIZE WE'RE DEALING WITH SOME VERY DIFFICULT SITUATIONS. WE'RE TALKING ABOUT PSYCHOLOGICAL AND EVERYTHING ELSE AND EMOTIONAL.
IS THAT POSSIBLE? MAYBE. AND I MEAN, YOU MAY NOT KNOW.
IN THE ART OF THE POSSIBLE, MAYBE.
AND I'M ENVISIONING KIND OF A DASHBOARD OF RISK ASSESSMENTS AND THREAT ASSESSMENTS, THE NUMBER, THE QUANTITY DONE. IS THAT WHAT YOU'RE LOOKING FOR? MAYBE WE CAN THINK TOGETHER OR JUST FIGURE OUT SOMETHING THAT WOULD BE USEFUL FOR THE BOARD JUST TO BE ABLE TO ASSESS THE PROGRAM.
AND ALSO, I KNOW IF I SAW SOMETHING LIKE THAT, IT WOULD HELP ME GET A BETTER FLAVOR TO SOME OF THE CHALLENGES THAT ARE OUT THERE AND WHERE THEY'RE AT.
I WAS WONDERING, WHAT IS OUR RESPONSIBILITY AS FAR AS, I KNOW WHEN THINGS HAPPEN ON SCHOOL OR ON CAMPUS, THAT IS ONE THING.
WHAT'S OUR RESPONSIBILITY WITH SHARING INFORMATION WITH THE POLICE DEPARTMENT? BECAUSE MAYBE TO MAKE THEM AWARE OF MAYBE THE ISSUE HASN'T RISEN TO THE LEVEL OF THREAT OR RISK ON SITE.
BUT IF POLICE COME IN CONTACT WITH A STUDENT AT THE LIBRARY OR AT A RESTAURANT AND THEY KNOW, OH, YEAH, WE'VE THEY'VE HAD SOME ISSUES AT SCHOOL, THAT THEY'RE AWARE OF THIS PERSON.
DOES THAT MAKE SENSE? LIKE, WHAT'S OUR RESPONSIBILITY FOR INFORMING THE POLICE OF? SO THERE'S A TWO-WAY STREET.
WE HAVE SOMETHING CALLED HANDLE WITH CARE, WHICH IS IF POLICE HAVE BEEN CALLED TO A STUDENT'S HOME, LET'S SAY, OR A STUDENT HAS BEEN INVOLVED IN SOMETHING THAT MAY BE THAT THEY WILL NOTIFY THE SCHOOL.
AND THEY MAY SIMPLY ONLY TELL US, HANDLE WITH CARE.
AND THAT ALERTS ADMINISTRATORS AND COUNSELORS THAT SOMETHING HAS HAPPENED THAT HAS INCLUDED LAW ENFORCEMENT ACTIVITY AND THEREFORE TO PROVIDE MAYBE EXTRA SUPPORT OR AN OPPORTUNITY FOR THAT STUDENT TO SHARE.
SO FROM THAT STANDPOINT, WE DO WORK CLOSELY.
I GUESS GIVING POLICE A HEADS UP THAT, HEY, THIS KIDDO HAS BEEN HAVING SOME ISSUES THAT HAVEN'T RISEN TO THE LEVEL THAT WE NEEDED TO CONTACT THEM OR IS THAT LIKE A PRIVACY ISSUE? SO I HATE TO USE THE TERM BECAUSE IT SOUNDS LIKE I'M AN ATTORNEY, BUT IT DEPENDS.
BUT STUDENT CONFIDENTIALITY IS PROTECTED.
AND SO I WOULD BE CAUTIOUS TO SAY THAT WE WOULD CONTACT LAW ENFORCEMENT IF A STUDENT WAS INVOLVED IN SOMETHING THAT WAS MANAGED AT SCHOOL.
ANY OTHER QUESTIONS? OK, THANK YOU.
[7.4 A-G Completion Improvement Grant Program Report (5min. + Discussion]
OK, ITEM SEVEN POINT FOUR IS THE A THROUGH G COMPLETION IMPROVEMENT GRANT PROGRAM REPORT.SUPERINTENDENT MUELLER OR IS THAT DR. BATTLE? DR. BATTLE.
WE RECEIVED AN A THROUGH G COMPLETION IMPROVEMENT GRANT DURING OUR COVID YEARS.
WE HAD A NUMBER OF GRANTS THAT THE STATE ALLOCATED TO DISTRICTS.
WE THE GRANT CLOSED DURING THE TWENTY FIVE, TWENTY SIX SCHOOL YEARS.
SO ALL OF THE FUNDS HAD TO BE EXPENDED IN JUNE TWENTY TWENTY SIX.
AND ONE OF THE REQUIREMENTS PER THE BILL WAS THAT WE HAD TO PROVIDE A MIDYEAR REPORT, WHICH WAS PROVIDED TO THE BOARD IN TWENTY TWENTY THREE SHOWING HOW WE WERE USING THE FUNDS AND MEASURING THE IMPACT OF THE FUNDING.
AND THEN WE ALSO HAVE TO PROVIDE A CLOSEOUT REPORT.
SO THAT'S THE PURPOSE OF THIS REPORT TONIGHT IS GIVING YOU INFORMATION ON WHERE THOSE FUNDS WENT AND WHAT THE OUTCOMES OF THE FUNDING WERE.
AND THEN WE HAVE TO SUBMIT A FINANCIAL ACCOUNTABILITY MEASURE.
I SHOULDN'T SAY WE BUT DEPUTY SUBMITTING THE FINANCIAL REPORT TO THE STATE.
[01:40:01]
THIRTY FIVE THOUSAND FOUR HUNDRED AND FIFTEEN DOLLARS.THERE ARE TWO SUBGRANTS WITHIN THAT TOTAL ALLOCATION.
ONE WAS CALLED THE ACCESS GRANT AND THEN THE OTHER WAS THE LEARNING LOSS GRANT.
AND YOU CAN SEE THE BREAKDOWN OF WHAT WE SPENT BASED ON SCHOOL YEAR.
OVERALL, WE WE PROVIDE A PROFESSIONAL LEARNING TO MAKE SURE THAT TEACHERS HAD PROFESSIONAL LEARNING.
IF THEY WERE, FOR EXAMPLE, A NEW TEACHER TO AN AP COURSE AND I'VE NEVER TAUGHT THAT THAT IS AN A THROUGH G CLASS.
SO WE WOULD GET THEM THE TRAINING THAT THEY NEED.
WE ALSO HAD TEACHERS THAT WERE SUBMITTING COURSES.
KRISTEN ARENA AND HAS BEEN AMAZING IN GUIDING THE TEACHERS AND HELPING THEM THROUGH A THROUGH G SUBMISSIONS.
AND WE HAVE HAD I WOULD SAY CLOSE TO 70 COURSES OVER BECAUSE ALL THE LITTLE SUB COURSES THAT ARE WITHIN LIKE AN ART CLASS, FOR EXAMPLE, HOW THEY HAVE MANY LEVELS WITHIN ONE PERIOD.
WE HAVE SUBMITTED A LOT OF COURSES OVER THE YEARS AND THAT DIRECTLY HAS IMPACTED AN INCREASE IN OUR A THROUGH G COMPLETION RATE.
BUT WE WOULD PAY TEACHERS HOURLY TO WORK ON THOSE SUBMISSIONS.
SO FUNDS WERE USED TO COMPENSATE TEACHERS WITH THE EXTRA TIME THEY WERE SPENDING TO PREPARE THOSE SUBMISSIONS FOR A THROUGH G APPROVAL.
AND YOU CAN SEE THE OTHER THINGS THAT WE DID.
WE USED THE COUNTY BACK IN 23, 24 TO WORK WITH OUR COUNSELORS ON HOW TO READ TRANSCRIPTS AND EVALUATE TRANSCRIPTS WITH THE WITH THE MOVEMENT THAT WE HAVE WITH KIDS COMING AND GOING AND HOW WE TAKE COURSES.
THAT THEY HAD IN OTHER STATES OR EVEN OTHER COUNTRIES AND PUT THEM ON OUR TRANSCRIPTS AND IF THAT'S A THROUGH G MEETING A THROUGH G OR NOT.
SO WE'VE DONE A LOT OF THAT LEGWORK.
AND THEN WE'VE ALSO USED THE FUNDING FOR SOME OF OUR FTE FOR OUR CREDIT RECOVERY PROGRAM THAT WE HAVE.
SO IT WASN'T A GIANT ALLOCATION, BUT WE WERE REQUIRED TO JUST REPORT BACK TO THE BOARD WHERE THAT FUNDING WENT.
DO WE HAVE ANY PUBLIC COMMENT ON THIS ITEM? DO WE HAVE ANY QUESTIONS OR COMMENTS FROM TRUSTEES? THE DATA SHOWS THAT THERE WAS LOOKS LIKE THERE'S SOME PRETTY GOOD IMPROVEMENT.
ARE THERE NOW THE GRANTS EXPIRED? WERE THERE ANY INTERVENTIONS OR PROGRAMS OR THAT PRODUCE ENOUGH VALUE THAT WE WOULD CONSIDER TO KEEP IN PLACE AND FUND ON OUR OWN? WE DIDN'T REALLY FUND A LOT OF INTERVENTION PROGRAMS FOR THIS THAT WE DIDN'T ALREADY HAVE IN PLACE.
BUT I THINK WE'RE JUST COMMITTED TO CONTINUING TO MAKE SURE THAT OUR COURSES ARE SUBMITTED FOR A THROUGH G APPROVAL.
AS WE BRING NEW COURSES ON BOARD AND ALSO LOOKING AT ARTICULATING OUR COURSES WITH COLLEGE CREDITS.
WE'LL CONTINUE TO FUND OPPORTUNITIES TO IMPROVE OUR A THROUGH G RATE.
[7.5 Superintendent Updates (5 min. + Board Discussion)]
THANK YOU. ANY OTHER QUESTIONS? THANK YOU.ITEM SEVEN POINT FIVE IS OUR SUPERINTENDENT UPDATE.
THANK YOU, PRESIDENT KAVANAUGH.
I TRUST THAT THE GOVERNING BOARD AND COMMUNITY HAS HAD AN OPPORTUNITY TO REVIEW THIS REPORT.
BUT I DID WANT TO TAKE A FEW MOMENTS AND KIND OF EXPLAIN THE VISION FOR THIS AND WHAT THIS DISCIPLINE DASHBOARD WILL INVOLVE AND INCLUDE IN RESPONSE TO QUESTIONS IN THE COMMUNITY THROUGHOUT THE YEAR LAST YEAR.
AND ALSO AFTER HAVING CONVERSATIONS WITH COMMUNITY MEMBERS REGARDING DISCIPLINE INCIDENTS THAT OCCUR ON OUR CAMPUS, WANT TO PILOT AND INTRODUCE TO THE COMMUNITY A DISCIPLINE DASHBOARD FOR SCHOOL YEAR 26, 27.
THE PURPOSE OF THIS REALLY IS TWOFOLD.
ONE IS TO PROVIDE OUR COMMUNITY WITH A SNAPSHOT OF OCCURRENCES WHICH HAVE TAKEN PLACE ON OUR CAMPUSES THROUGHOUT A MONTH.
THIS INFORMATION REQUIRES CALIBRATION BETWEEN OUR SCHOOL SITES AND HOW THINGS ARE BEING CODED WITHIN OUR STUDENT INFORMATION SYSTEM.
BUT WE BELIEVE IT WILL PROVIDE SOME CLARITY AND TRANSPARENCY FOR OUR PARENTS AS TO SOME OF THE CHALLENGES AND OPPORTUNITIES FOR PARENTAL PARTNERSHIP IN HOW WE, AS A SCHOOL DISTRICT AND AS A COMMUNITY, SUPPORT THOSE INFRACTIONS.
AND YOU'LL NOTICE ON THIS CHART, AND PLEASE, THIS IS A DRAFT.
THESE ARE NOT ACTUAL DISCIPLINE
[01:45:01]
INFRACTIONS THAT OCCURRED IN THE FIRST TWO WEEKS OF SCHOOL.HOWEVER, WE WANTED TO SHOW YOU WHAT THE LEGEND DESCRIPTIONS OF THOSE BEHAVIORS ARE.
THIS IS DIRECTLY CONNECTED TO OUR DISCIPLINE ACTION GUIDE.
SO PARENTS WILL SEE AT THEIR SPECIFIC SCHOOL SITE WHAT PERCENTAGE OF DISCIPLINE INFRACTIONS ARE RELATED TO WHICH TYPES OF BEHAVIORS.
OUR GOAL HERE IS REALLY TO STRENGTHEN THE PARTNERSHIP BETWEEN CUSD AND OUR PARENTS.
WE WILL INCLUDE A LINK TO OUR DISCIPLINE ACTION GUIDE.
WE WILL INCLUDE A QR CODE TO WETIP.
BUT MOST IMPORTANTLY, WE WILL TRACK TRENDS, THINGS THAT WE'RE SEEING ON OUR VARIOUS CAMPUSES, AND THEN OUTLINE OUR RESPONSE AS A CUSD STAFF TO THOSE TRENDS.
IN ADDITION, WE WILL PROVIDE RESOURCES AND LINKS TO OUR PARENTS ON HOW TO ENGAGE IN CONVERSATIONS WITH THEIR CHILD OR CHILDREN ABOUT SOME OF THE SHIFTS OR TRENDS THAT WE'RE NOTICING AS A STAFF.
WE'RE LOOKING FORWARD TO THIS.
OUR FIRST DISCIPLINE DASHBOARD, WHICH WILL BE DELIVERED VIA THE NEWSLETTER, THE SUPERINTENDENT'S NEWSLETTER, WHICH REACHES ALL DISTRICT STAFF AND FAMILIES, IS PLANNED TO ROLL OUT AT THE END OF SEPTEMBER.
I'M SURE WE WILL HEAR FEEDBACK FROM OUR STAFF AND FROM OUR PARENTS AND FROM OUR COMMUNITY MEMBERS ABOUT THIS TOOL AND THIS RESOURCE.
BUT WE'RE VERY HOPEFUL THAT KNOWLEDGE AND EMPOWERING OUR PARENTS TO UNDERSTAND A SNAPSHOT OF WHAT IS OCCURRING ON OUR CAMPUSES CAN REALLY LEAD TO SOME IMPORTANT CONVERSATIONS AT HOME.
WE, AS WE ARE AWARE, OFTENTIMES WHEN THERE IS AN INCIDENT ON OUR CAMPUS, THERE IS THE INVOLVED STUDENT AND PERHAPS OTHER STUDENTS.
BUT THE REST OF OUR STUDENT BODY WITHIN A CLASSROOM OR ON THE QUAD UNDERSTAND WHAT THEIR REACTION OR RESPONSIBILITY IS.
AND SO WE WANT TO BRING PARENTS INTO HOW WE AS A DISTRICT ARE RESPONDING TO INCIDENTS AND TRENDS AND THEN PROVIDE OUR PARENTS WITH RESOURCES TO PROVIDE US WITH SOME HELP AND SOME SUPPORT.
THOSE RESOURCES WILL INCLUDE COMMON LANGUAGE, HOW WE ARE DISCUSSING THESE INCIDENTS WITHIN A CLASSROOM OR WITHIN OUR CAMPUS, OBVIOUSLY FOR FERPA AND OTHER CONFIDENTIALITY RIGHTS.
THESE WILL BE NONSPECIFIC STUDENT NAMES, TIMES OF OCCURRENCE AND DATES WILL NOT BE INCLUDED.
THIS IS A GENERAL OVERVIEW OF OUR MONTH AT A GLANCE.
AND I AM EXCITED TO SEE HOW THIS WORKS AND HOW THIS ROLLS OUT.
I'M AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
I'M GLAD YOU MADE THAT DISTINCTION.
I THINK IT'S IMPORTANT THAT TEACHERS KNOW THAT THE BOARD IS INTERESTED IN SEEING WHERE WE NEED SUPPORT IN PLACES.
SO IT'S NOT TO SEE, I MEAN, IT WOULD BE GREAT TO SEE, YOU KNOW, ZERO ALL ACROSS THE BOARD, BUT THAT'S NOT REALISTIC.
SO, YOU KNOW, WHERE DO WE NEED TO PUT MORE RESOURCES AND SUPPORT TO HELP STUDENTS, TO HELP TEACHERS, TO HELP PARENTS? SO THAT'S ONE OF THE REASONS AND FOR MORE TRANSPARENCY FOR THAT.
DO WE HAVE ANY PUBLIC COMMENT ON THIS ITEM? TRUSTEES, QUESTIONS OR COMMENTS? YES, THANK YOU FOR THIS.
I REALIZE THIS IS A DRAFT, BUT AT THE TOP ROW, ARE THERE GOING TO BE LIKE THE NUMBER OF INCIDENTS OR THE CUMULATIVE NUMBER, NOT JUST THE PERCENTAGE? SO WHAT'S DOWN BELOW? I REALIZE IT'S DOWN BELOW AND IT LOOKS LIKE IT'S BY DIFFERENT MONTHS.
YEAH, I MEAN, IT ABSOLUTELY CAN.
YOU COULD SAY LIKE 67 PERCENT OF THE INCIDENTS WERE, BUT IF YOU DON'T KNOW THE NUMERATOR.
AND GREAT OBSERVATION AND POINT.
WE ARE EXTRACTING THESE DATA POINTS FROM OUR STUDENT INFORMATION SYSTEM, AND I WILL WORK WITH MY TEAM TO SEE WHAT THOSE TALLIES, HOW THEY CAN BE INTRODUCED TO THE EXPORTED CHARTS.
AND NORMALLY, AS YOU KNOW, WE GOT KIND OF VERY BUSY IN THE LAST FEW DAYS AND WE'RE NORMALLY INTERACTING A LITTLE BIT MORE.
AND WE REALLY PROBABLY HAD A LOT OF WORK TO DO.
SO I HAVE I KIND OF THREE, FIVE SUGGESTIONS OR THOUGHTS WE CAN TALK ABOUT, BUT I'LL JUST SAY THEM OUT HERE.
AND I KNOW THIS IS JUST THE BEGINNING OF THE WORK.
SO AND I THINK THIS GETS A LITTLE BIT TO WHAT MY COLLEAGUE WAS SAYING.
CAN RATES BE NORMALIZED FOR ENROLLMENT? THAT WOULD BE SO WE CAN TAKE THAT INTO CONSIDERATION.
AND CAN UNIQUE STUDENTS BE DISTINGUISHED
[01:50:01]
FROM REPEAT INCIDENTS? SO I ALMOST LIKE, YOU KNOW, SO IF THERE'S A POTENTIAL TO THAT, DON'T WORRY, YOU DON'T HAVE TO COPY THAT MIGHT SEEM TO BE MORE INTERNAL.IN FACT, YOU KNOW WHAT? WE'LL JUST WE'LL WORK ON IT BEHIND THE SCENES.
AND I JUST HAD A COUPLE OF OTHER THINGS THAT MIGHT WORK.
ANYTHING ELSE? ANY OTHER QUESTIONS? I DO HAVE ONE OF THE COMMENTS SINCE WE'RE TALKING ABOUT DISCIPLINE.
YOU KNOW, ONE OF THE COMMENTS THAT WE HEAR FROM PUBLIC INPUT IS AND PARENT INPUT IS THAT THIS OCCURRED ON THE PLAYGROUND.
THIS, YOU KNOW, THE BULLY, THIS, THAT AND THE AND THE PERPETRATOR WASN'T PUNISHED.
THE PERPETRATOR, NOTHING HAPPENED OR WAS INVESTIGATED OR INCORRECTLY OR OR WHATEVER IT MIGHT BE.
HOW DOES ONE SAY THIS? I THINK THE BOARD HAS AND I CAN CERTAINLY SPEAK FOR MYSELF, BUT WE'VE BEEN VERY SUPPORTIVE OF, YOU KNOW, HOLDING PERPETRATORS TO THE BEST OR TO THE MOST APPROPRIATE EXTENT POSSIBLE TO ACCOUNT.
OBVIOUSLY, THERE HAS TO BE AN INVESTIGATION AND WHATNOT.
BUT I'M NOT SURE THERE'S ANY RESPONSE NEEDED FROM THAT.
BUT JUST LIKE IF WE NEED WE SHOULD DEFINITELY HOLD THOSE PEOPLE ACCOUNTABLE TO INCLUDE STUDENTS WHO ARE MISBEHAVING AND ENFORCE THE DISCIPLINARY ACTION GUIDE APPROPRIATELY.
AND I THINK THE BOARD I THINK THE BOARD FULLY SUPPORTS THAT.
THE PERPETRATOR SOUNDS LIKE SUCH A HARSH WORD.
WELL, I'M THINKING ABOUT A KINDERGARTNER.
THANK YOU, DR. YOUNG LEAD AND NOTED AND HEARD.
I WILL SHARE THAT OUR SITE ADMINISTRATORS HAVE BEEN INFORMED THAT ADHERENCE TO THE DISCIPLINE ACTION GUIDE AND ENFORCEMENT AND HOW CONSEQUENCES ARE DISPENSED IS SOMETHING THAT THE BOARD IS NOT ONLY INVESTED IN, BUT ENCOURAGING A LITTLE BIT MORE INFORMATION TO NOT ONLY THE GOVERNING BOARD, BUT THE COMMUNITY.
I WILL SHARE THAT I'VE BEEN IN PUBLIC EDUCATION FOR A LONG TIME.
IT IS IT IS OFTEN THAT WE HEAR A PERPETRATOR, TO USE THAT WORD AGAIN, WAS NOT PUNISHED FOR AN INFRACTION.
THAT CAN BE CHALLENGING BECAUSE OUR SITE ADMINISTRATORS, OUR DISTRICT ADMINISTRATION IS NOT AT LIBERTY TO DISCUSS WITH OTHERS WHAT THOSE CONSEQUENCES ARE OR HAVE BEEN.
BUT I'M I'M HOPEFUL THAT THIS TOOL, AS WE CONTINUE TO EVOLVE IN WHAT THIS LOOKS LIKE, WE'LL WE'LL PROVIDE A LITTLE BIT MORE CLARITY OF OF INFRACTION.
THANK YOU. THANK YOU FOR THAT REPORT.
ITEM EIGHT, WE HAD NO ITEMS PULLED FROM THE CONSENT CALENDAR.
WE'VE ALREADY HAD THE PUBLIC COMMENT SECTION
[9.2 Board Member Comments]
ON NON AGENDIZED ITEMS. WE HAVE BOARD MEMBER COMMENTS.TRUSTEE YOUNGBLOOD, CAN I START WITH YOU AND WORK OUR WAY DOWN? SURE. I'D LIKE TO JUST WELCOME EVERYBODY BACK TO A SCHOOL YEAR.
IT'S GOING TO BE A GREAT ONE AND LOOK FORWARD TO THE FIRST FOOTBALL GAME TOMORROW NIGHT OR THE NEXT FOOTBALL GAME, I SHOULD SAY.
I WOULD MAKE THE COMMENT THAT IF YOU HAD ASKED ME A MONTH OR TWO AGO WHAT WOULD BE THE MOST CONTENTIOUS ISSUE AT THE SCHOOL BOARD MEETING IN AUGUST, I WOULD HAVE PREDICTED THE CELL PHONE POLICY AND THE YONDER POUCHES AND THOSE THINGS.
WE DIDN'T HAVE ONE COMMENT ABOUT THAT TONIGHT OR DIRECTED COMMENT.
THERE WERE SOME SOME SUPPORT THAT WAS MENTIONED AS OH, BY THE WAY.
BUT I THINK THAT WAS A REALLY AN IDEAL MODEL ON HOW WE CAN ROLL OUT CHANGE IN THE DISTRICT, WHICH IS TO SAY THAT WE GOT THE WORD OUT.
WE TOOK PUBLIC INPUT AND COMMENT.
WE HAD ONE BOARD MEETING WHERE WE ROLLED OUT THE POLICY AND, OF COURSE, THE NEXT ONE WHERE WE VOTED AND APPROVED IT.
SO I THINK THAT CERTAINLY IS THE MODEL THAT WE SHOULD FOLLOW WHEN WE ROLL OUT A NEW POLICY.
GOT TO ATTEND A BUNCH OF US ATTENDED THE WELCOME BACK FOR TEACHERS ASSEMBLY WHERE WE GOT TO SEE SUPERINTENDENT MUELLER STEP OUT OF HIS COMFORT ZONE AND PERFORM KARAOKE FOR US.
SO THAT WAS THAT WAS PRETTY AMAZING.
YES, HE WAS BACKED UP BY MISS LEWIS AND MISS FILAR AND THEY WERE THEY'RE PRETTY MUCH
[01:55:01]
PROFESSIONAL SINGERS.THERE WAS A WELCOME BACK PICNIC FOR ALL THE STAFF AND THAT WAS A WONDERFUL OPPORTUNITY TO MEET THE TEACHERS STAFF AND THEIR FAMILIES.
YOU NEVER GET TO SEE THE FAMILIES.
THEY MEET LUCY SALAMANCA, WHO'S VERY BUSY, BUSY LITTLE GIRL.
IF YOU'RE AROUND THE SUMMER, YOU WOULD HAVE SEEN LOTS OF MAINTENANCE, LOTS OF THINGS GOING GOING ON.
NEW AIR CONDITIONERS BEING INSTALLED FOR FOR COOL ZONES AT EVERY SCHOOL.
THE NEW TURF FIELD AT THE MIDDLE SCHOOL.
I NOW KNOW HOW THEY DO THE LINES AT THE MIDDLE SCHOOL ARE TURF FIELDS.
I ALWAYS WONDERED HOW THEY DID THAT.
THEY'RE NOT PRE-PAINTED AND THEY'RE NOT PAINTED ON AFTERWARDS.
THEY ACTUALLY CUT THE LITTLE STRIPES AND THEY FILL IN THE LITTLE STRIPES.
THE SIDEWALKS WERE DONE AROUND THE CORNELL MIDDLE SCHOOL.
I HAD A SITE VISIT WITH A SILVER STRAND ELEMENTARY WITH PRINCIPAL JENNY MOORE.
ALWAYS INTERESTING WHEN I GO SEE HER.
LAST TIME I WENT TO SEE HER, IT WAS HER.
THEY WERE CELEBRATING HER UNBIRTHDAY, EVEN THOUGH IT WAS HER BIRTHDAY.
ALL THESE KIND OF CRAZY BALLOONS.
THIS TIME SHE WAS DRESSED AS A CHICKEN.
SO I GOT THERE AND SHE WAS THE SAFETY CHICKEN FOR THEIR AGREEMENTS ASSEMBLY.
I GUESS TO GET THE KIDS ATTENTION, SHE DRESSES AS A CHICKEN.
LOTS OF REPAIRS OF THE FACILITIES DOWN THERE.
THEY SUFFER FROM SOME RUST ISSUES IN THE ROOFS OF THE BUILDINGS DOWN THERE.
THE NAVY OWNED BUILDINGS ARE METAL.
SO I SAW A LOT OF REPAIRS ON THE METAL ROOFS.
SO THAT WAS GREAT AS SOON AS I WALKED UP.
THEY'VE BEEN USING THE PLAYGROUND, ACCORDING TO PRINCIPAL MOORE, THEY'VE BEEN USING THAT PLAYGROUND ZONE SYSTEM FOR MANY YEARS.
THEY HAD SOME HEARTBURN WHEN THEY INITIALLY IMPLEMENTED IT.
BUT I THINK SHE SAID IT'S GOING VERY WELL NOW.
IT'S BEEN ACCEPTED AND EVERYONE LIKES IT.
BUNCH OF US WENT TO THE PLAY STRUCTURE AT VILLAGE ELEMENTARY SCHOOL PLAY STRUCTURE RIBBON CUTTING CEREMONY.
AND IT WAS MORE THAN JUST A PLAY STRUCTURE.
IT HAD A WHOLE BUNCH OF BALLS AND NEW EQUIPMENT FOR THE KIDS TO PLAY WITH.
I WAS WORRIED ABOUT THE PLAY STRUCTURE BECAUSE I THOUGHT, OKAY, AT RECESS THERE'S GOING TO BE A MAD RUSH FOR THE PLAY STRUCTURE.
EVERY KID IS GOING TO WANT TO USE IT.
SO I GO BY AND IT WAS AMAZING.
ALL THE KIDS WERE SPREAD OUT ALL OVER THE PLAYGROUND.
THERE WAS LOTS OF ADULT SUPERVISION.
THERE WERE NO KIDS SITTING BY THEMSELVES ALONG THE FENCE.
THERE WAS NO BULLYING GOING ON.
AND I THOUGHT, WHAT THE HECK IS GOING ON HERE? THIS IS FABULOUS.
AND THEN I STARTED SEEING THE LETTERS FROM THE PARENTS.
I DIDN'T REALIZE THEY HAD IMPLEMENTED THAT SYSTEM.
I'VE GONE BY EVERY DAY SINCE SCHOOL STARTED.
AND SAME, I SEE ALL THESE KIDS PLAYING.
I SEE A LOT OF HAPPY FACES OUT THERE.
AND THEN THIS WEEK I STARTED TO SEE THE LITTLE SHADE STRUCTURES.
I PUT SHADE STRUCTURES OUT THERE.
THERE'S NOT A LOT OF SHADE OUT THERE.
IT SEEMS LIKE WE'RE INCREMENTALLY IMPROVING.
TRUSTEE KAVANAGH AND I MET WITH JENNIFER LANDRY ABOUT TEACHERS' ASSOCIATION STUFF AND LEARNED A LOT OF STUFF, HEARD A LOT OF CONCERNS.
ALSO, SHE HAD SOME VERY INTERESTING IDEAS ABOUT SOLAR FOR BUILDINGS AND EV CHARGES FOR VEHICLES.
AND I GOT TO SEE THE LOCKBOX IN PERSON.
I HADN'T SEEN THE LOCKBOXES IN OUR CLASSROOMS. SO I GOT TO SEE HOW THOSE WORKED.
AND I THOUGHT THAT WAS INTERESTING, TOO, BECAUSE IF YOU'RE LATE FOR SCHOOL, YOUR PHONE GETS KEPT IN THE FRONT OFFICE SO THAT WHEN THEY GO TO YOUR CLASS, THE TEACHER DOESN'T HAVE TO STOP WHAT HE OR SHE IS DOING, UNLOCK THE LOCKBOX AND STICK IT IN.
THERE WERE SOME INTERESTING COMMENTS UP HERE.
WHAT'S THE HIGH FIVE SCAM? I DID KNOW ABOUT THE HAND READER FOR THE MEALS.
I THINK THAT WAS PRETTY WELL ADVERTISED.
AND I DON'T KNOW A WHOLE LOT OF DETAILS ABOUT IT.
SO I NEED TO LOOK INTO THAT AND THE YOUTUBE ON CHROMEBOOKS.
THAT'S SOMETHING ELSE I NEED TO LOOK INTO.
I DID SEE PEOPLE DOING CHALK DRAWINGS OUTSIDE THE VILLAGE ELEMENTARY SCHOOL ON THE SIDEWALKS.
SO I'LL HAVE TO FIND OUT WHAT'S GOING ON THERE.
OUR OUT OF TOWN MAINTENANCE MANAGER SUPPLIED WITH A TESLA.
SO MOST OF THE EMPLOYEES HERE I SUSPECT DON'T ACTUALLY LIVE IN CORONADO.
I DON'T THINK GARY HALL IS SUPPLIED WITH A TESLA.
THAT'S HIS OWN PERSONAL VEHICLE.
AND HE DOES HAVE A LONG COMMUTE.
HE'S ACTUALLY GONE THROUGH FIVE WIND SCREENS ON HIS LITTLE TESLA III.
BUT SO I DON'T THINK THAT WAS AN ACCURATE COMMENT.
AND THE COMMENT, PARENTS ARE BEING LIED TO BY SCHOOL ADMINISTRATION.
AND THAT'S IT FOR MY COMMENTS.
[02:00:01]
ALL RIGHT.I'LL START OFF BY ECHOING MY COLLEAGUES' COMMENTS ABOUT THE BACK TO SCHOOL.
IT'S REALLY BRAVE OF YOU ALL TO DO THAT IN THE AGE OF YOUTUBE AND EVERYTHING ELSE.
I REALLY APOLOGIZE TO YOU, SUPERINTENDENT MUELLER.
AND IN ALL SERIOUSNESS, YOU'RE A VERY GOOD SPEAKER.
YOU'RE LIKE KEEPING TRACK OF YOUR OWN MISTAKES OUT LOUD WITH EVERYBODY.
AND IT WAS A GREAT WAY TO KICK THINGS OFF.
I HAD A CHANCE AS WELL TO VISIT ELEMENTARY SCHOOL AND TAKE A LOOK AT THINGS.
AND OBVIOUSLY THERE WAS A LOT OF CONVERSATION TODAY.
I'M VERY PROUD OF THE COMMUNITY TONIGHT.
AND THEY WERE VERY GOOD COMMENTS OVERALL.
SO I'D LIKE TO SEE THAT DEMOCRACY IN ACTION WITH SIX-YEAR-OLDS.
I'VE BEEN DOING A LOT OF RESEARCH ON THE BACK FOR THE LAST COUPLE MONTHS, BUT I'LL SAVE THAT FOR OUR FUTURE ITEMS WHEN WE GET THERE.
WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER.
SO I'LL RESERVE THE REMAINDER OF MY TIME FOR THAT TIME.
I WENT TO THE NEW PLAYGROUND DEDICATION, WHICH WAS WONDERFUL.
I'VE HAD A CHANCE TO GO TO A COUPLE OF PTO MEETINGS AT VILLAGE ELEMENTARY AND TALK TO SOME PARENTS.
I'M LOOKING FORWARD TO THE FOOTBALL GAME TOMORROW NIGHT.
AND I'M SURE THERE'S LOTS OF OTHER THINGS THAT I'VE DONE.
I JUST DID NOT WRITE EVERYTHING DOWN.
SO IT'S JUST BEEN A WHIRLWIND OF THE FIRST TWO WEEKS, BUT I THINK THIS IS GOING
[9.3 Superintendent's Comments]
TO BE A GREAT SCHOOL YEAR.WE HAVE LOTS OF OPPORTUNITIES.
THANK YOU, PRESIDENT KAVANAUGH.
I'LL ATTEMPT TO MAKE MY COMMENTS BRIEF.
LOVE THE MAGIC OF THE FIRST WEEK OF SCHOOL.
I HAD AN OPPORTUNITY TO VISIT MOST CLASSROOMS ACROSS OUR DISTRICT AT OUR FOUR SCHOOL SITES DURING THAT FIRST WEEK.
I ALWAYS MAKE AN EFFORT TO VISIT OUR NEWEST TEACHERS TO CUSD AND ALWAYS LOVE TO WELCOME THEM, NOT ONLY AT OUR NEW TEACHER ORIENTATION, BUT ALSO ON THEIR FIRST DAY OF SCHOOL.
I REALLY APPRECIATED MS. LANDRY'S PRESENTATION TO SHOW SOME OF THOSE CONNECTIONS.
I WANTED TO ALSO SHARE, I HAD AN OPPORTUNITY TO ATTEND THE FIRST PEP RALLY OF THE SCHOOL YEAR AT CORONADO HIGH SCHOOL.
WELCOME OUR NEW SCHOOL RESOURCE OFFICER, WHICH REALLY HIGHLIGHTS OUR PARTNERSHIP WITH THE CITY OF CORONADO.
THEY ALSO SUPPLY US WITH OUR CROSSING GUARDS AND NOT MANY DISTRICTS WHERE THE CHIEF OF POLICE WILL DO A WALK OF CAMPUSES ON THE FIRST DAY OF SCHOOL TO MONITOR TRAFFIC FLOW AND STUDENT PEDESTRIAN CROSSING.
SO THANK YOU TO THE CITY OF CORONADO FOR SUPPORTING OUR EFFORTS HERE IN CUSD.
I WANTED TO TALK ABOUT THE CHS ORIENTATION MEETINGS AT CHS AND I LOVED INEZ'S COMMENT ABOUT MS. MOLINA'S SPIRIT, BUT IT'S ALSO A GREAT OPPORTUNITY IN THE THEATER FOR OUR ENTIRE STUDENT BODY TO KIND OF HEAR AN OVERVIEW OF EXPECTATIONS, ISLANDER PRIDE, AND HOW EACH AND EVERY STUDENT SHOULD FEEL AN OWNERSHIP IN THE OPERATIONS OF THE SCHOOL AND IN OUR COMMITMENT TO CONNECT STUDENTS WITH EACH OTHER AND ALSO WITH ADULTS.
I DID ATTEND TWO OF OUR BACK TO SCHOOL NIGHTS LAST NIGHT AT VILLAGE ELEMENTARY SCHOOL AND AT CMS, I SEE ONE OF OUR TEACHERS HERE, GOT TO POP INTO SOME CLASSROOMS, BUT ALSO HAVE SOME INFORMAL CONVERSATIONS WITH PARENTS, BOTH SCHOOL SITES, GREAT PARENT INVOLVEMENT, BUT THE ENERGY AND ENTHUSIASM OF BACK TO SCHOOL NIGHT WHEN YOU'RE HEARING A TEACHER TALK ABOUT STRUCTURES AND SYSTEMS AND FOCUS WITHIN THOSE SPACES IS INSPIRING.
SO I WANT TO THANK OUR TWO SCHOOL SITES.
I'M SURE OUR PARENTS AT CHS THIS EVENING AND SOON AT SILVER STRAND ARE GOING TO FEEL A LOT OF THAT SAME ENTHUSIASM.
YOU KNOW, I WAS THINKING ABOUT EARLIER SOME OF THE PUBLIC COMMENTS AND ALSO SOME OF THE EMAILS THAT WE'VE RECEIVED, AND I JUST REALLY WANT TO STRESS THAT I REGRET ANY SITUATION ACROSS OUR DISTRICT WHICH MAY ERODE THE TRUST BETWEEN OUR COMMUNITY AND CUSD AND WANT THE COMMUNITY TO HEAR THAT I'M COMMITTED TO TAKING THE NECESSARY STEPS AND TIME TO RESTORE THAT TRUST AND OPEN INVITATION TO MEMBERS OF OUR COMMUNITY OR STAFF TO REACH OUT TO ME TO BEGIN SOME OF THAT WORK.
[10.1 Proposed List of Agenda Items for Future Board Meeting]
[02:05:02]
THANK YOU.ITEM 10 IS ORGANIZATIONAL BUSINESS, PROPOSED LIST OF AGENDA ITEMS FOR FUTURE BOARD MEETINGS.
I KNOW TRUSTEE LEE HAS SAID THAT, OKAY.
SO THIS ALL BEGAN IN A SLEEPLESS NIGHT, NOT IN SEATTLE, BUT IN LONDON ON A LAYOVER BACK IN SEPTEMBER.
AND, YOU KNOW, LIKE A LOT OF US, WE'VE HEARD ABOUT HOW COULD WE DO SOLAR, HOW COULD WE GET THE AIR CONDITIONING.
AND, OF COURSE, WE WERE, AT THAT TIME, THE DISTRICT WAS, YOU KNOW, WE WERE TRYING TO LAND THE AIRPLANE, WHICH WE KIND OF DID BEFORE WE TRANSITIONED TO BASIC AID.
BUT IN THOSE INTERVENING MONTHS, I'VE BEEN DOING RESEARCH AND SOME OTHER THINGS THAT ARE LEADING TO THIS INITIAL REQUEST TONIGHT, AND I WANTED TO PUT IT DOWN IN WORDS SO I DIDN'T MESS IT UP THAT I COULD ACTUALLY READ.
SO I'D LIKE TO REQUEST A FUTURE AGENDA ITEM ON CLASSROOM COOLING AND OUR BROADER ENERGY INFRASTRUCTURE, BUT I WANT TO NARROW WHAT I'M ASKING FOR AT THIS STAGE.
THE DISTRICT HAS ALREADY DONE SUBSTANTIAL WORK IN THIS AREA.
WE HAD THE 2017 HVAC ANALYSIS.
WE HAD THE 2019 SOLAR AND BATTERY STUDY, THE WORK OF THE CASEL COMMITTEE, 21 AND 22, AND SUBSEQUENT CONSIDERATION OF HVAC AND SOLAR TOGETHER.
SO I'M NOT SUGGESTING THAT WE START OVER, NOT AT ALL.
I THINK THAT WORK SHOULD BE THE FOUNDATION FOR WHAT COMES NEXT.
WHAT I'M PROPOSING IS THAT WE FIRST AGREE ON A METHODOLOGY FOR UPDATING AND INTEGRATING THAT WORK BEFORE WE AUTHORIZE A LARGER STUDY OR SELECT ANY PROJECT TECHNOLOGY OR FINANCIAL MECHANISM.
I'VE PREPARED A PROPOSED METHODOLOGY AND WORK PLAN.
FOR THE NEXT MEETING, I WOULD ASK STAFF TO REVIEW IT AND COME BACK WITH A BASIC PROFESSIONAL ASSESSMENT.
IS THIS A REASONABLE METHODOLOGY? WHAT WOULD YOU ADD, REMOVE, REORDER, OR MODIFY? AND WHAT STAFF TIME OR OUTSIDE EXPERTISE WOULD YOU BE NEEDED TO EXECUTE IT RESPONSIBLY? THE BOARD COULD THEN AGREE ON THE METHODOLOGY AND SCOPE, AND ONLY AFTER THAT, AUTHORIZE THE ACTUAL ANALYSIS.
MY HOPE IS THAT ONCE THE METHODOLOGY IS APPROVED, THE SUBSTANTIVE WORK COULD BE COMPLETED IN ROUGHLY A YEAR.
BUT I WOULD LIKE STAFF TO TELL US WHETHER THAT TIMELINE IS REALISTIC.
THE GOAL IS TO BUILD ON THE WORK ALREADY DONE AND EVENTUALLY GIVE THE BOARD A CURRENT FACT-BASED COMPARISON OF OUR NEEDS, REALISTIC ALTERNATIVES, LIFECYCLE COSTS, PHASING, ENERGY IMPLICATIONS, AND FINANCING CHOICES WITHOUT PREDETERMINING THE ANSWER.
SO AGAIN, THIS IS JUST HERE'S A METHODOLOGY.
AS MY COLLEAGUES HERE AND THE TWO SUITS NEXT TO ME, WE GET PRETTY WELL TRAINED ON ANALYSIS AND METHODOLOGY IN OUR LAST JOBS.
SO KIND OF TAKING THAT EXPERIENCE, APPLYING IT TO THE PROCESS HERE, BUT QA-ING IT THROUGH YOU ALL, COMING UP WITH THAT, AND THEN PRESSING ON.
YOU'VE HEARD ME TALK EVERY MONTH.
WE'RE GOING TO HAVE TO BUILD UP OUR RESERVES.
BUT SOMETHING LIKE THIS REQUIRES SOME LONG-RANGE PLANNING, GET EVERYTHING RIGHT, AND THEN WE START GOING.
SO IT'S STILL, EVEN IF THIS WERE TO WORK OUT, IT'S PROBABLY A COUPLE YEARS, TWO, THREE YEARS OUT MAYBE.
MAYBE NOT THAT LONG. WE'LL SEE.
BUT IT'S LONG-TERM, BUT WE NEED TO START, AND WE NEED A GOOD METHODOLOGY, HOLD OURSELVES ACCOUNTABLE, AND MOVE FORWARD POTENTIALLY TOWARDS A GOAL. AND AGAIN, WELL, THAT'S ALL. I'LL SAY THAT RIGHT THERE. THAT'S IT.
THANKS. I WOULD SUPPORT THAT. I WOULD SECOND THAT OR THIRD. I DO THINK THAT THE DISTRICT OVER THE NEXT YEAR OR TWO NEEDS TO DEVELOP A LONG-RANGE PLAN FOR FACILITIES AND SPECIFICALLY FOR COOLING HVAC IF IT'S POSSIBLE AND HOW WE'RE GOING TO GET THERE OVER THE NEXT 10 TO 15 YEARS. I THINK WE ALL HAVE HIT NODS. I HAD AN OPPORTUNITY IN A CONVERSATION WITH CAPTAIN LEE TO HEAR ABOUT HIS REQUEST FOR A REPORT.
I HAD AN OPPORTUNITY TO DISCUSS THAT WITH MR. SALAMANCA, AND WE BELIEVE THAT WE CAN ADHERE TO THE TIMELINE PRESENTED IN YOUR PROPOSAL THIS EVENING.
OKAY, THANK YOU. I THINK THAT TO NOT RECOGNIZE ALL OF THE PARENTS AND THE STUDENTS THAT WERE HERE TONIGHT WITH THEIR CONCERNS WITH THE RECESS LUNCH PROTOCOLS AT VILLAGE WOULD BE IRRESPONSIBLE FOR US TO NOT LOOK INTO THAT A LITTLE BIT FURTHER. I KNOW I HAVE QUESTIONS. HOW MUCH RECESS DO STUDENTS GET? WHAT'S THE DIFFERENCE IN RECESS IN PE? HOW ARE THE FACILITIES USED? SO I WOULD LIKE SOME KIND OF SUMMARY ON THAT OR SOME MORE INFORMATION. DO WE HAVE A SECOND HEAD NOD ON THAT? NO.
[02:10:01]
YES, I SECOND. DEFINITELY.RECESS USED TO BE SO EASY, SO EASY. THAT COMPLICATED. IT WAS NOT EASY. WE JUST FORGOT.
THANK YOU. STAFF WILL INCLUDE IT IN A SOON-TO-BE-FUTURE AGENDA ITEM. THANK YOU. ANY OTHER ITEMS GO TO THE CAUSE? OKAY. ITEM 10.2, WE HAVE
[10.2 Upcoming Meetings]
UPCOMING MEETINGS ON THURSDAY, SEPTEMBER 10, THURSDAY, OCTOBER 14, THURSDAY, NOVEMBER 12, AND THEN DECEMBER IS A TUESDAY. SO MAKE THAT ON THEIR CALENDAR. OKAY. I THINK THAT IS IT. WE ARE GOING TO MOVE BACK TO CLOSED SESSION AND FINISH THOSE ITEMS.