[0:01] All right, good afternoon, everyone. Good afternoon, trustees, and those of you in the crowd. Welcome to the regular governing board meeting of the Cornellian Fire School District. It's 4 o'clock on Thursday, May 20th. I'll call this me, no order. And as usual, we'll do the Pledge of Allegiance. I think I want to stamp please.

[0:40] All

[0:46] right, we have a fairly robust agenda tonight with a lot of action items, we also have a number of yellow cards in public comments, so we'll get right to it.

[0:56] First, these are the approval of the agenda plays that item 2, is anyone have any changes to the agenda for tonight?

[1:04] And if I could have a motion on the little keypad here, and the motions are made.

[1:10] I'm a sanatorium in this because I thank you.

[1:14] Well, vote,

[1:21] and the motion is approved.

[1:23] Bye vote.

[1:23] So we can continue with the agenda.

[1:26] We have a great honor tonight, too. I recognize some outstanding certificate and employees at our last meeting. We did our classified employees, teachers of the year, and program that we started about three years ago. I believe this at 30. We've done this on the thank all of you for all of the teachers for all their contributions. We have some special teachers here that we're going to recognize tonight, and I'll turn that over to Superintendent Mueller to get that started.

[1:51] Thank you President Pontus, welcome everyone, and thank you trustees for joining us this evening.

[1:57] In a year of exceptional, exceptional change and shifts, we have an amazing staff across CUSD.

[2:07] The classified employees in this week, we celebrate classified school employee association week and appreciation.

[2:15] and this evening we get to honor after last week celebrating

[2:19] certificate at staff, appreciation week, some of our teachers and educators

[2:24] that really have contributed to our district to not just this year,

[2:30] but this year really demonstrated exceptional professionalism,

[2:34] support and service alongside their colleagues in providing

[2:37] supports in a very unique and unprecedented learning environment.

[2:42] So I'd like to congratulate all of our educators for their efforts this year and their role in supporting our students and this evening what I would like to do is ask the principal and the teacher from his or her site to please come up to the front and introduce and present your teacher of the year and we will go through the five those five that we are honoring this evening.

[3:08] I'd like to start with a principal change Michael recognizing Dana O'Connor from Coronado

[3:15] High School.

[3:16] Dana O'Connor.

[3:23] Good evening and thank you so much for allowing us this opportunity to celebrate Miss O'Connor

[3:29] and her contributions to our students and community.

[3:32] Miss O'Connor is the type of educator that is always anticipating the next set of educational

[3:38] and emotional needs of all of her students.

[3:41] and all of those in her co-taught classes, not just those with IEPs.

[3:47] Students are very comfortable with her. They trust her knowledge.

[3:52] Ms. O'Connor's consistently ahead of the curve with technology

[3:55] and uses her skillset to teach students in a variety of ways.

[4:00] Her students' parents know that Ms. O'Connor will do everything

[4:04] and her power to support their child. Her inquisitive nature

[4:09] leads into the environments where she leads students.

[4:13] She helps students find creative ways to understand concepts and plan for their future.

[4:19] And as always, at Cornell High School, if you want it, where did the best way have a student tell you about something?

[4:26] One of Miss O'Connor's students named Star said today that Miss O'Connor's one of her most caring teachers?

[4:35] She looks up to Mr. Connor as a strong woman, kind of like a mom.

[4:42] Anytime, star needs advice, Mr. Connor knows what to say.

[4:49] See, it's students are lucky to have Mr. Connor helping them be prepared for a happy and healthy life.

[4:55] Congratulations, Mr. Connor.

[5:07] Careful, those apples are a little loose, Mr. Schmacken.

[5:12] Okay, this isn't going to blow away.

[5:20] You can hold it.

[5:35] And then Miss O'Connor and Mr. Schmickel at the end of the ceremony,

[5:38] we'd like to ask everyone to come back up and take a photo of our district

[5:42] teachers of the year.

[5:44] Next, I would like to ask Principal Doctor Bergener.

[5:48] and exceptional physical education and student connector, Arthur Salui.

[5:54] Coach Salui.

[5:56] And I would like to also ask our Vice Principal, Ms. White.

[6:00] Come on up, Ms. White.

[6:02] We can't, we're a team here.

[6:04] Here we go.

[6:05] So first I would like to say thank you again for the opportunity to celebrate our,

[6:09] Our is an exceptional example of a teacher who challenges and supports all of our students

[6:16] of every age and ability.

[6:19] He's creative and engaging with students of all levels, and their enthusiasm for his

[6:24] class is present every single day, and that was even before COVID.

[6:30] Now with COVID, we see him taking on a new role, which Ms. White will talk a little bit

[6:37] more about, but his leadership and his integrity and his energy has completely transformed

[6:46] our PE department to something that is first class.

[6:53] We see him advocate not only for his students, but he has a large staff of six other employees

[7:00] that work alongside with him every single day during recess and PE.

[7:05] He advocates for his team on a number of occasions and is always there to provide support in his systems when needed.

[7:12] He's one of the most entirely, he works tirelessly and constantly thinking outside of the box to keep our children motivated and active.

[7:22] He's a team player and is always finding ways to increase communication and transparency.

[7:28] We, between not only the health office or general education teachers, teachers, admin, but

[7:35] including students and parents.

[7:37] I admire your commitment to your profession, and as well as the students, families, and

[7:43] staff, and Tanya's going to say just a minute.

[7:45] Well, I believe art is deserving of this recognition for all the reasons mentioned by Dr.

[7:51] Berger.

[7:51] It's for all the extra that he does this year that makes such a valuable member of our team.

[7:56] In addition to thoughtfully planning out fun, engaging lessons, and producing incredible

[8:02] key videos that I can't even keep up with, he has afforded his colleagues a meds piece

[8:07] of mind by overseeing the staff child care program.

[8:11] Mr. Sally provides these kiddos with care and opportunities to play an interact while still

[8:17] ensuring that they get that academic support.

[8:20] He has transformed the staff child care into a positive and engaging learning environment for

[8:24] all students.

[8:25] He does this with such grace and kindness.

[8:29] We could not be more grateful for the positive impact he has on the students and their

[8:33] families.

[8:34] And on a side note, my son said last night watching his video, I hope I can look like Mr.

[8:39] Sally when I'm in his age.

[8:52] That's going to need two hands.

[9:05] Can congratulations, Mr. Sally.

[9:14] I'm in a very special recognition and celebration. I'd like to ask our silver strand elementary principle. Miss Jenny Moore, come up and share a few words about honoring and celebrating the life of our silver strand elementary teacher of the year of a levied colleague.

[9:32] and friend, Mrs. Susan Larson, and joining principal more is Mr. Larson, Miss Moore.

[9:40] I'm here to recognize our forever voyage and special teacher of the year, Susan Larson,

[9:47] and my honored guest this evening is Mr. Rajiv Jain, Mrs. Larson's husband.

[9:55] Susan will be...

[9:56] Actually, the school would tease me and call me Mr. Larson.

[9:58] Yeah, that's... I was an important part of your identity.

[10:04] Mrs. Larson will be remembered as a passionate educator who dedicated her life to education.

[10:11] She was a master at the teaching of writing.

[10:14] And students would count on Mrs. Larson's honest opinions and high standards.

[10:19] She sought supports for students, whatever their need was a very strong and vocal advocate

[10:24] and offered tangible ideas for families to help their children at home as well.

[10:30] A firm but encouraging teacher, she always expected the best of her students and took such great pride in watching them thrive.

[10:37] She reserved lunch times for one-on-one special time with individual students, letting them know how important they were to her and our school.

[10:45] Susan was a champion and a voice for staff, a voice that I miss very very much, a voice that kept me honest as an administrator.

[10:56] She was passionate about helping colleagues maximize their benefits and plan wisely for retirement.

[11:03] She cared deeply about justice and fairness for both students and her colleagues.

[11:08] She was an advocate for healthy living and community building and organized activities for colleagues outside of school.

[11:14] like book clubs and other social events, we will be forever grateful for her contributions to

[11:20] our school and community and have a garden in her memory at school that we are all lovingly

[11:27] tending to. Thank you for lending her to us for so many years and for being here this evening

[11:36] so that we can honor her as teacher of the year for Silverstone Elementary School and our forever's

[12:14] Thank

[12:29] you, Principal Moore.

[12:31] At this time, I would like to celebrate an honor, our district office,

[12:36] Certificated Staff Member of the Year, and because she serves in the capacity

[12:41] which supports all school sites, all students, and all

[12:45] Certificated and classified staff members. I have the privilege and honor of introducing Miss Jennifer Landry, teacher of the year.

[13:03] I had to borrow some language from Principal Malina and Assistant Principal Hopper, who get to observe and witness on a daily basis. The impact Miss Landry has on their staff and on their students. Miss Malina shared.

[13:17] This exceptional educator doesn't miss a beat.

[13:20] Her precise laser-focused ability to complete multiple tasks in a timely manner continually

[13:26] affords teachers the ability to focus on teaching and learning and provide staff with

[13:31] the tools needed to complete their works successfully.

[13:34] When Jennifer is needed, Jennifer is there.

[13:37] Whether it's rescuing a student who can't log in, a parent that needs help navigating

[13:41] power school or a staff member on the brink of tech and disaster, Jennifer strategizes

[13:47] and quickly solves the problem. Jennifer is a dedicated and caring educator who's tireless

[13:52] efforts never go unseen. The Triton staff and I are grateful for her leadership and unwavering

[13:58] support. Mr. Hopper from Cornell High School shares, Jennifer Landry has been a tremendous

[14:04] asset to CHS. Every day she helps fellow teachers with technical issues, saving the day for dozens

[14:11] of teachers and hundreds of students each week so that effective teaching and learning continues

[14:16] during our hybrid instruction.

[14:18] She has been the backbone behind successful state testing,

[14:21] making sure all devices are updated

[14:23] and ready for student use.

[14:25] She works collaboratively with administration,

[14:28] partnering with them to solve problems,

[14:30] get ahead of issues and address individual staff

[14:33] and student needs.

[14:34] Jennifer Landry rounds out our team.

[14:37] She helps all of us at CHS maintain our standards of excellence.

[14:41] And as a personal note, I can share communication and collaboration with Jennifer Landry has been a gift to the staff across CUSD.

[14:54] She advocates tirelessly for her peers, for our students, and is available seemingly 24 hours a day, seven days a week.

[15:03] It is not uncommon for me to hear updates and to share ideas with Miss Landry and she always looks at things through a critical lens, but always what is in the best interest of our students and the staff who supported them.

[15:19] It's an honor to recognize Jennifer Landry as the district office teacher and educator of the Miss Landry.

[15:35] Thank

[15:58] you. And, you know, again, understanding that all of our teachers and support staff this year have really, you know,

[16:09] accepted the challenge and served as champions for our students to recognize, among this group of exceptional educators, the district teacher of the year. I would like to introduce

[16:27] Floor, and district office, or I'm sorry, CUSD and Coronado Middle School Teacher of the Year, Ms. Kathleen Cotton.

[16:35] It's gotten.

[16:42] Well, I'm very, very excited to be here tonight, who is especially with you.

[16:48] Okay, I am very honored to be here today to recognize Cathy Cotton, an exceptional educator with an unwavering commitment to her students, colleagues, and Coronado families.

[16:58] Kathy is a mother of two terrific kids, now adults, Gregory and Ashley, who were both graduates of CMS and CHS.

[17:07] And I know that they both wish that they could be here today to celebrate their mom, who clearly has been their hero and who I know that they're so proud of today.

[17:17] Kathy began her teaching career in Maryland in 2001 and she came to Coronado in 2006 and

[17:24] was hired as an instructional aid in the Academy program at CMS.

[17:29] She later went on to fill a couple of long-term sub-positions at Village Elementary and then

[17:35] headed to CMS where she subbed in two additional long-term positions.

[17:39] While subbing at CMS, it quickly became evident that Kathy was somebody that we wanted

[17:44] keep around. Not only was Kathy a great teacher, she exuded a level of kindness and positivity

[17:52] that was almost unbelievable.

[17:56] I wondered how someone could really be that lovely, but she was,

[18:02] and she is. In 2011, Kathy was hired on to the CMS staff as a humanities teacher and as a

[18:10] MS team member for the past 10 years,

[18:12] Kathy has championed hundreds of students.

[18:15] She has strengthened her department,

[18:17] and has been given and has been an absolute gift

[18:19] to the frightened team.

[18:21] Kathy's dynamic teaching positive attitude

[18:23] and kind demeanor immediately engages students

[18:26] as soon as they walk through her door.

[18:28] Her classroom is a place where students learn

[18:30] to embrace a group mindset

[18:32] and take pride in all of their accomplishments.

[18:35] She creates a caring and respectful classroom culture

[18:38] where students feel safe and inspired.

[18:41] This is not an easy thing to achieve with 13-year-olds,

[18:44] but Kathy seems to do it with ease.

[18:47] As stated by one of her students, Nicholas Reyes,

[18:50] Mrs. Cotton is an amazing person

[18:52] that helps us to grow into better people.

[18:56] And Bella Shial said,

[18:57] she's always in a good mood.

[18:59] And if someone is down,

[19:01] she always helps them back up.

[19:04] Happy is so passionate about what and how she teaches. She brings learning to life for her students and challenges them to take risks to think critically and beyond the four walls of the classroom.

[19:16] She's passionate about making sure that every student recognizes and celebrates their individual strengths, their gifts and their talents.

[19:24] And her awareness of the diversity is in each individual student, is exhibited through her mindful efforts to incorporate her students' interests into her teaching.

[19:33] Mary Lund said, Mrs. Cotton gives us assignments that are creative and you can use your imagination and all of your different skills that each of us have.

[19:45] Mrs. Cotton is so fun. She's energetic, interesting, and she doesn't just say she wants you to succeed. She shows it, said Morgan Nask.

[19:58] Cathy invests time into really getting to know her students.

[20:02] She always wants them to know that they are valued and cared for

[20:06] and that everything that they do really matters.

[20:09] Not only does Cathy want her students to know how important they are,

[20:13] but she also does the same with our entire staff.

[20:16] She always reaches out to help whenever someone needs support.

[20:21] You can often just find her checking in or stopping by just to smile at you.

[20:25] And personally, I am so grateful for Kathy for many, many reasons, but as we shifted to Zoom this year,

[20:33] I always make sure that Kathy is in my gallery view because she's always the one smiling and nodding and supporting me.

[20:43] Kathy is a remarkable teacher, teammate and friend who tirelessly goes above and beyond in all that she does.

[20:50] She is revered, respected, and loved by her students, and we are so fortunate that she is part of our Triton staff.

[20:59] I think seven-freeter Chase Craig may have summed it up the best.

[21:03] Mrs. Cotton is one of the best teachers out there. She is always energetic and ready to conquer the day.

[21:11] She really believes in every one of us.

[21:14] On behalf of the entire Triton family,

[21:16] We are so happy to recognize you, Kathy Cotton, and celebrate you as the Coronado Middle School and the Coronado Unified School District 2021 Teacher of the Year.

[21:29] Congratulations!

[21:39] Congratulations Ms. Cotton.

[21:41] I would like to ask after Ms. Cotton receives her loose apple and some flowers for all of our teachers of the year.

[21:53] our site administrators and the governing board to please come forward for a quick photo

[21:59] congratulating those in attendance.

[22:59] Oh my god, I don't know.

[23:48] Thank you very much.

[24:01] Do you want it? Do you want it? Do you really want it?

[24:28] Hotz.

[24:29] All right, as I depart, thank you once again teachers, outstanding hall of our teachers and principles.

[24:41] All right, we'll move along with the agenda though. We have board member comments coming up next. I know Ms. Morris on the edge of receipt over there.

[24:50] We do have a ten yellow cards to get through tonight. And Ms. McGillacad as about 11 minutes I believe have recorded comments.

[25:02] The will of the board last the meeting was we hear all of them, so I'm assuming it will pretty much be the same tonight.

[25:07] So, just put that out before you have your board member comments.

[25:14] So, we are now approaching item 2.4 which is board member comments and our customers

[25:18] Ms. Morris if you would take the lead, please.

[25:25] Hello everyone, today I'm super excited and eager to share some updates from each school site

[25:31] about upcoming activities and events look forward to.

[25:35] So, over the high school, students have begun AP testing, which will carry on into June.

[25:40] ASB finished X-Combin class officer elections and I look forward to introducing next year's ASB President Kate Carlson at the next board meeting.

[25:51] ASB has a Zoom student forum on Monday and we welcome all students to attend to give feedback and share their ideas.

[25:59] On June 6 we will be hosting a movie night at the school where we will announce our prom court.

[26:04] Powder profile will be on June 11th, this one include breakout activities and a flag football game on the field for juniors and seniors participating.

[26:13] Finally, graduation will take place on the high school field on June 17th.

[26:18] At the middle school, ASVs excited to plan their talent show. All students are able to submit a talent video to the CMS Trident's Power School page and the show will be put together by ASV hosts.

[26:30] Junior Optimists had their final meeting of the year with many students

[26:33] excited to enter the CHS Octagon Club and continue to serve their community.

[26:39] Finally CMS's new ASB class for the 2021-2022 school year was selected

[26:45] and they had their first meeting to plan for next year.

[26:49] They're very excited to plan registration and some new events and activities.

[26:53] CMS has been buzzing with excited students who are enjoying their longer day on campus.

[26:57] They have brought back almost 100 students who had committed to bridge for semester 2, but requested to return to campus for hybrid instructions.

[27:07] This month CMS has administered the cast statewide assessments in ELA in mathematics to a majority of their students.

[27:14] Eight-gooters have also taken the cast science assessment with may-being mental health awareness

[27:21] month.

[27:22] CMS has been focusing on the key of balance and the importance of taking time to check in

[27:26] on everyone's overall wellness.

[27:29] This week in T3, students use a wellness wheel to analyze six different dimensions of their

[27:35] wellness, social, emotional, occupational, physical, intellectual and inner.

[27:40] After analyzing their wheel, students were challenged to take a look at which areas may

[27:44] need some attention in order to find more life balance. CMS also held a lunchtime

[27:50] Zendan where students were able to participate in yoga and visit various

[27:53] stations to practice stress reduction, art, foreign gauge, and brain games.

[27:59] Promotion planning is in full swing and CMS is looking forward to celebrating all of the

[28:03] eighth graders on the meter mile field at 530 p.m. on June 16th.

[28:08] villas elementary, third through fifth graders are currently finishing up cast testing as well.

[28:14] villas just prepping for their end of your activities and look forward to celebrating their fifth graders

[28:19] who are moving on to sixth grade.

[28:21] Finally, they're wrapping up their no-place for hay activities and are excited about how much work they've completed within such a small amount of time.

[28:30] Over at Silver Strand, students and teachers are promoting mental health awareness and ability awareness through their Friday flag pull virtual assemblies

[28:38] and their new bitmoji inclusion lounge with breathing exercises,

[28:42] read alouds and videos of students and staff sharing experiences in knowledge.

[28:47] They are excited to celebrate their fifth graders with a promotion ceremony

[28:50] and other fun and of your activities.

[28:54] They are in the midst of state testing and are so proud of their students and teachers.

[28:58] Special thank you to the Village and Strand teachers who tested students remotely

[29:02] and successfully despite the challenges of supporting students from a distance.

[29:06] Silver Strand extends its gratitude to the families and KTO for their support all year long, but especially this month with staff appreciation.

[29:16] My board report next month will primarily be focused on transition in turn over, and I look forward to sharing more updates then.

[29:23] Thank you.

[29:26] Any questions for Miss Morris?

[29:29] I have a question, Miss Morris.

[29:32] Could you give me the name of your replacement in real quick?

[29:35] Oh yes, Kate Carlson.

[29:36] She's going to do amazing.

[29:38] I'm super excited to introduce her. I know there's a lot of Carlson general and I didn't hear it's first name. Thank you

[29:42] One more thing. Oh, yes. The pot of prep came to I put my money on the seniors or the juniors. Oh, that's the lead the seniors

[29:50] It's check

[29:53] All right, uh, then we're going to start a continued board member comments right now. I'm a miss cause I

[30:00] Good evening everyone. Thank you for joining us

[30:04] So last board meeting we had a very contentious

[30:07] challenges, so with regard to the 4x4, I'm glad we're able to kind of come out of that and move forward.

[30:18] But more importantly, I'm going to yield my time because I have a number of questions for student services report.

[30:23] So I'll yield my time.

[30:25] Very well. Thank you. It's good. Thank

[30:29] you all for being here.

[30:34] So nice to see faces in the audience still getting used to being actually in the board room.

[30:38] I have the pleasure this month of visiting Silver Strand Elementary for the first time as a trustee

[30:46] and the joy of seeing the garden we heard described for Ms. Larson and visiting with principal more

[30:52] and just struck me of what a special place it is and how lucky our students are to get to go there.

[30:58] The educators are so dedicated and the staff child care that they're providing there.

[31:07] such an incredible program. I'd like to say I hope to see it continue if we can in the future

[31:13] because it's providing such a sense of family and connectedness throughout our campus and I really

[31:19] enjoyed that. So thank y'all for being here and we've got a long meeting so I'm just excited to

[31:24] get going. Thank you for answering Dr. Aston Curry's good evening. Good evening and welcome everybody

[31:29] who's in the room. I share Ms. Andrew and Ms. Kazali's appreciation of having our

[31:34] in the audience. I'm going to be brief tonight and I'm going to add my congratulations to our teachers

[31:40] who were honored tonight. It's evident by the comments from their admin and their students

[31:46] that these are very special people and they are very much appreciate it.

[31:52] I wanted to focus on Miss Kelly Morris tonight because she has been an articulate representative for the

[32:04] each of the school. She's contributed her unique and insightful student perspective. You'll be missed Kelly.

[32:11] I know you'll be stellar wherever you go in your future and I was delighted to hear that among your choices for college is the best university in Los Angeles University of Southern California. You just keep that in your sights there, kiddo. Thanks, Kelly.

[32:30] Great. Good evening, just like my fellow trustees last week, we had another special board meeting

[32:38] to review board protocols. And we're always learning, we're always growing, we're learning

[32:44] to address all of the needs from a very diverse and wide community. And I just want to invoke

[32:50] the words of our own president, president Biden, when he invoked prayer in the national day of prayer.

[32:56] I think with the loss of recently of a Coronado high school student to suicide, and that it's mental health awareness.

[33:04] Our students need prayer more than ever, so I just invite everybody here in the community to take a moment and reflect on how we can help each other.

[33:14] And also on the Coronado Health on the Coronado Unified School District, there's also a link to the San Diego County Office of Education.

[33:21] They're offering free training for high school students for Suicide Prevention Training now more than ever the CDC is saying that

[33:32] Suicide is the second

[33:34] Leading cause of death for youth from the ages of 10 to 24 and that I've shared I've been very candid with my own struggles with depression as a teenager

[33:42] When I tried to take my life, but I know that it's only a rough patch and we can just encourage each other and give each other hope

[33:49] We can all move along together, including so, thank you, and thank you for your prayers.

[33:56] All right, thank you, Trustee Valvez.

[33:59] I would just like to say once again, thank you to the awardees tonight and just to all the teachers

[34:04] in the district for the effort they put in over the past year and past years.

[34:11] And they've just done amazing things with our student and we look forward to that continuing.

[34:15] With that, I'm going to turn over to Superintendent Mueller for his comments.

[34:21] Thank you, Captain Pantes. Thank you, Ms. Morris, and trustees for sharing. I wanted to again really honor and recognize

[34:31] this week as classified school employee appreciation week, and often known overlooked our CSEA colleagues.

[34:40] really are, they're the faces of our schools, they serve in our, in our health tech offices,

[34:45] and they keep our schools clean, and they feed our students, enter data, and they always interact

[34:52] with our students and our staff with a positive disposition and encouraging word. We wouldn't be

[34:59] the same district with that RCA brothers and sisters, so thank you for your efforts CSA. Congratulations

[35:08] to our teachers of the year, it was a special service honoring those in attendance and

[35:15] thank you principal more. That was a very special tribute to Miss Susan Marson and as Miss

[35:21] Moore mentioned we do have a memorial garden now on the campus of Silver Strand Elementary and I

[35:26] would encourage our trustees to please stop by and visit the next time you are on that special

[35:32] campus. I would like to really talk about end-of-year celebrations for a moment as we transition

[35:40] into end-of-year celebrations. We acknowledge that many of our students, especially those

[35:46] in transition from fifth to sixth, from eighth to ninth, and our graduating seniors, haven't

[35:51] had the right of passage type experiences that their peers in years prior have had. I know that

[35:59] administrators are doing an amazing job in partnership with our parent teacher organizations

[36:05] to try to provide experiences which will be memorable. And I know Kelly and her classmates

[36:13] and ASB are also trying to do that. But I'd like to take a moment on behalf of the governing

[36:19] board and our staff to really just acknowledge the fact that our parents, members of our community

[36:25] and in particular our students have had a very trying school year 2021 and we often talk

[36:31] about the role of the educators and they have really done an amazing job pivoting from one

[36:38] environment to the next challenging our students connecting with our children and serving as

[36:43] those champions but I don't think we say enough the gratitude that we have for our parents

[36:49] and the support that we've felt, the grace that has been, has been given, and the patience

[36:56] as we keep up with county of public health, ever changing guidelines and shifts and changes.

[37:03] So thank you parents, I'm watching, thank you parents in attending for being in our corner

[37:08] and supporting our efforts as we try our best to navigate, again, the changing landscape of COVID

[37:16] and school closures.

[37:18] We are very hopeful and our laser focuses on a full return

[37:21] to in-person instruction in the fall.

[37:24] But I'd like us to really focus our efforts on ensuring

[37:27] that these last few weeks are special for our current students.

[37:31] And I know that our parents and our administrators

[37:34] and staff want the same.

[37:36] So thank you.

[37:37] Last but not least, we yesterday in the Superintendent's

[37:42] newsletter that was information about a presentation

[37:46] from Veteran DEA agent, Rocky Heron.

[37:50] I will send a newsletter out to our community,

[37:52] but we have confirmed that a parent and community forum.

[37:56] By Mr. Heron will be available a week from tonight on May 27th

[38:00] in the CHS Theater at 530.

[38:03] I've had an opportunity to view Mr. Heron's presentation

[38:06] on a number of occasions.

[38:07] It's very informative.

[38:09] It's very relevant to what is happening to youth in San Diego County.

[38:15] He's a very dynamic, but rigorously honest speaker, and those parents who can attend, I would

[38:24] highly encourage them to do so, because your son's and daughter's will come home from

[38:29] June 1st in June 3rd with stories about what they witnessed from Mr. Heron. So again, we will

[38:35] send this information out to our community, but May 27th at 530 in the CHS Theater. That concludes

[38:42] This is my updates. Thank you, Captain Pontus.

[38:44] Thank you.

[38:44] You should have been a miller.

[38:46] All right.

[38:46] It brings aside him 30, which is comments from the audience.

[38:51] As usual, I'll lay down the rules here at the beginning by reading from the agenda.

[38:58] Anyone wishing to address the board on agenda, non agenda, and or close session items may do so.

[39:04] Individual speakers will be limited to three minutes and total public input on anyone's subject.

[39:09] There's normally limited to 20 minutes, but we are going to extend that a little bit tonight so that all can be heard.

[39:17] Comments on the agenda item may be taken when the agenda item is discussed by the board, and we have several of those on student services report tonight.

[39:27] Comments on non-agend items will be heard before the consent motion.

[39:32] If there are three speaker cards or less, and we have two speaker cards and three electronic recordings.

[39:40] We'll just ask those of you that are going to be speaking at the microphone tonight.

[39:45] Please try to keep your comments to three minutes.

[39:47] Mr. McGeele, we'll have a little clock.

[39:49] We'll come up on the board right there.

[39:51] If you start going much beyond that, I'll just ask you to cook with some rise your comments.

[39:57] We'll get through this pretty quickly, so I think that will be fine.

[40:01] I did have one request that was asked by one of the speakers tonight that I make up the board.

[40:08] One of the speakers requested that when they come to the podium, they'd be able to speak with their mask down.

[40:17] I told them that if there's any trustees or that would be uncomfortable with that, I would enforce the mask rule.

[40:28] So is that the will of the board, we want to do that?

[40:33] Okay, okay, all right, then per our conversation before answer

[40:41] We'll please wear our mask when it comes to the podium tonight, but thank you for asking

[40:47] That being said the only other thing I would say is I say we have

[40:51] I believe it's eight yellow cards and six electronic public comments that are coming at item 6.3

[40:59] We have a number of action items to

[41:04] to go tonight and then another couple of reports before that so it's going to be a while before we get to 6.3.

[41:13] If any of you that have yellow cards would like to be heard and need to leave before then and want to be heard right now in the next few minutes

[41:23] I'll ask that once again after we hear the other public comments and if some of you need to leave and you want to speak to the student service report

[41:30] and don't want to sit around for another hour, hour and a half or so.

[41:34] I will let you talk right now.

[41:37] So first of all, take the non-agenda items.

[41:41] And I think we'll do the electronic comments first.

[41:44] Mr. Gallagher, are you ready?

[41:45] We have three electronic public comments.

[41:47] I'm non-agenda items.

[41:49] We'll hear those now.

[41:56] I was reading your write-up and saw this request for feedback.

[42:00] I have been to multiple city council and CUSD board meetings.

[42:03] and feel that the school board should be more like the city council, especially with respect to citizen and community input.

[42:10] I love how city council gives any resident three minutes to talk on any subject at multiple occasions throughout the meeting.

[42:18] I hate how the school board requires a person to submit a written comment before that you that.

[42:24] The school board is restricting input by that simple procedure, just copy city council.

[42:29] Let people get up at the event and speak their mind.

[42:32] Thank you. While I understand fully support the focus to get children back in school full time

[42:39] for the next academic year, I am hoping that the district to can communicate to the community,

[42:45] the plan and timeline for re-establishing in-person adult education services. These were very

[42:51] valued and important to those who participated prior to the pandemic and are sorely missed.

[42:56] There has not been any information provided to date as to if when these will resume, especially

[43:04] considering the population's serve are able to be or are already vaccinated and are

[43:10] potentially a lower risk population to accommodate.

[43:14] It is my understanding that the pre pandemic staff contract we connected with regarding offered

[43:20] courses is no longer an employee.

[43:23] And the adult education website currently only has information about five spring virtual classes.

[43:31] So gaining information about the status of summer or fall options is currently a challenge.

[43:36] An update in an upcoming board meeting district newsletter and an email to previously enrolled adult students

[43:44] and former teachers would be greatly appreciated to advise interested parties on what the plan is

[43:50] for offering these critically beneficial services,

[43:54] which we hope can resume as soon as safely possible.

[43:58] Thank you.

[44:00] Close session notice violates the Brown Act

[44:03] because the one case listed cannot be both anticipated

[44:07] and or pending litigation.

[44:09] The litigation must be either pending or anticipated.

[44:13] One case cannot be both.

[44:15] If it is pending case,

[44:16] the district must identify the name of the case name

[44:19] or case number.

[44:20] Government Code Section 54956.9B. If it is anticipated litigation, based on a written

[44:29] threat of litigation, the district must make the document available for public inspection

[44:33] at least 72 hours prior to the meeting. This closed session item cannot legally proceed as

[44:58] notice.

[45:06] So I have a senior at the high school.

[45:10] Obviously this is a very momentous event.

[45:12] Graduation.

[45:13] And I just encourage everybody to remember your own graduation.

[45:16] your children's graduations, your grandchildren's graduations, sisters, brothers, etc.

[45:22] My point in bringing this up is university graduations are not necessarily being limited

[45:27] in number of attendees, so this begs the question to me in a lot of other parents. Why is the HHS limiting

[45:35] our graduation with four per student? I know that there is this active plan for the graduation,

[45:44] But what's the backup plan? I'd like to know a plan B specifically.

[45:50] We know that there are restrictions that are expected to change or actually be lifted all together on June 15th.

[45:57] So that begs the question also, where's the backup plan for that? Because our graduation to 17th.

[46:04] I would also like to know the metric that was used for choosing the number of guests per student who came up with this metric,

[46:11] and who's in charge of that plan currently.

[46:14] Please remember, this is an outdoor event.

[46:16] We have room for many more than just four people, per student. The bleachers are not being utilized. The students, in my opinion, deserve, as normal, a graduation as we can give them, period. They have been through enough with restrictions. My hope is that we can all come together for the graduates and not just the high school, like middle school, everybody.

[46:40] But these kiddos have been working really hard.

[46:43] In my opinion, science has spoken.

[46:45] It's safe to do outdoor events,

[46:48] especially if you're socially distant,

[46:50] especially if you want to mandate wearing masks even outdoors.

[46:56] So, in closing, let's just not put any more undo limits on these kids.

[47:01] Who have worked for 12 plus years to reach this pinnacle of graduation?

[47:05] It is there, right?

[47:06] It's not a privilege.

[47:07] I'm

[47:19] going to deny who's real faith as an artist.

[47:28] Thank you.

[47:30] You know, it's my belief that if you're going to do something we should do it right.

[47:35] And I've gone back and looked at the only action item pertaining to the 2020-2021

[47:41] Bell Schedule, which was the meeting that was held on May the 14th of 2020.

[47:47] And I watched the actual tape in 17 minutes dealing with item 6.6.

[47:57] And I can assure you that a four by four schedule for 21-22 was never considered or

[48:02] approved by this board at any point.

[48:06] And if you go back and look at what was set on the record, I can't believe the way that meeting

[48:10] was conducted, particularly with respect to whatever, quote, motion was supposedly made.

[48:17] And there was a lot of confusion on that record and you should go and go back and watch it.

[48:23] Because Dr. Battles talking about next year, Carl's talking about the following year,

[48:30] and somewhere in between is Maria Simon who's talking about how this isn't even going to impact 50% of the student population.

[48:39] I don't think the board had any idea what it was doing or what calendar year it was affecting,

[48:45] as far as a school calendar year as concerned.

[48:48] So I would invite the public to go back,

[48:50] because I'm most concerned with the process

[48:53] and the integrity of the process.

[48:56] And if you go back and look at that meeting,

[49:00] the tape doesn't lie.

[49:02] A four by four was talked about,

[49:06] but the only thing on the agenda was an action item

[49:09] for the 2020-21 Bell Schedule

[49:12] And right out of the gate, Dr. Battle makes it crystal clear that that

[49:19] Bell schedule is going to be for a six-period class schedule with some blocks to meet

[49:24] the extended minute requirements.

[49:28] So let's talk about the process. I can't believe the number of people who have

[49:33] come up to me and talk to me about this issue. I feel compelled to pursue it. Why?

[49:40] My parents went to CHS, my four brothers went to CHS, my brother has three kids here.

[49:46] I have two kids here and they are very frustrated by the leadership or lack of their

[49:51] oath and it starts at the top and where it starts in particular are some very good reminders

[49:58] of what it takes to get things done in a town like Coronado.

[50:04] Dave Blumenthal used to hold poker parties at his house with teachers and school board members.

[50:13] My dad was a former president of this board, and if you don't get consensus and buy

[50:19] in and collaboration and conduct business with integrity, it's not going to work.

[50:26] And the way you've done business with this particular issue is not going to work in my

[50:30] opinion, so I'm hoping for the best, but I hope this is a lesson for the right way to

[50:38] lead and the right way to do business.

[51:05] Parts, two-thirds of the report.

[51:08] Keep taking that at 6.3 or less.

[51:11] I want some space.

[51:13] Keep taking that at 6.3 or less.

[51:15] We're good with waiting until the end of that.

[51:19] Okay.

[51:20] How did you write down the bill?

[51:22] Your name, sir?

[51:23] Thanks, sir.

[51:24] Mr. Chestnut.

[51:25] You have the floor, sir.

[51:26] Three minutes, please.

[51:28] Very much.

[51:30] Distinguished board members.

[51:31] I'm the father of four daughters that are either in or have been in the school district here.

[51:37] A wise today is many Americans across our great nation, against the radical ideology that seem to be taking hold

[51:44] such as critical theory and no place for hate.

[51:48] That ask our children to look at their race and blame one race over another for the problems in today's world.

[51:55] I rise for compassion, understanding, forbearance, kindness, goodness, gentleness, self-control,

[52:03] and this spirit, I'm going to stand with anyone, shoulder to shoulder to fight injustice

[52:07] and racism.

[52:09] It's for this reason I am going to fight against these ideas that have roots in Marxism,

[52:16] and that will pit the supposed or posed against the oppressed, the oppressors.

[52:22] Any student of history will know that from the French Revolution, the Bolshevik Revolution, the Cultural Revolution, Poland, Cuba, Venezuela, we will see that ideology, ideology is only counterproductive, but doesn't work in his dangers.

[52:39] We should not allow our children to be taught such untrue and dangerous things.

[52:43] At first glance, no place for hate seems innocent, though maybe a little cringy, with this

[52:50] stated anti-bullying message in which we can all agree.

[52:54] However, this program developed by the ADL, an organization which I once had great respect

[52:59] for, which has become very partisan and labeled by many other organizations as an adjunct

[53:05] to the Democrat Party.

[53:07] The very subtle, no place for hate has insidious parallels to critical theory, examples.

[53:16] They stay from the website, kindness is not enough, you must move beyond kindness, implication

[53:21] here being is must be confrontational and you must be more of an activist.

[53:27] What concerns me is whenever you move from kindness to dark place, you're moving toward

[53:32] I teach my children always to move toward kindness.

[53:37] This is the great irony of this program.

[53:39] It's very dangerous.

[53:41] It's encouraging activism on one political side.

[53:44] The AVL also considers that a w-

[53:46] All on a line drawn through the Antifa symbol is hate speech. Is this what we want to teach our children? All of a sudden to be against

[53:55] down a key focus, to be hateful? My question is how is the no place for hate framework implemented? According to the

[54:16] on the thirties if we have receded this clerical organization, who authorizes when, who

[54:22] signed, and why weren't we informed?

[54:26] So I think that this needs to be looked at at this counterproductive and it would maybe

[54:30] a little bit dangerous.

[54:32] Otherwise, there is a product of the civil rights movement of the 1960s, and I remember the

[54:38] first class to be integrated in a small deep-south rule town in Georgia.

[54:42] I know first-hand what racism and systemic racism looked like.

[54:47] I saw the signs of colored only being brought down in my hometown.

[54:51] I made friends and played sports with many blacks in my hometown.

[54:55] Was it perfect?

[54:56] No.

[54:57] Promonius?

[54:58] Not always.

[54:59] But did we make progress?

[55:01] Oh yes.

[55:02] We absolutely make progress.

[55:03] By any objective standard.

[55:07] We're never the school administration tried to inject some type of sensitivity

[55:11] training for the students. It always backed by it. It was that push back from both sides on it.

[55:16] You could quite face Mr. Renn, wrap it up please.

[55:20] Okay, I'm happy to say that my 40th reunion meeting my old friends, many of them black,

[55:24] embraced me as I came back home and that we were always well-thought of. There was a man here where

[55:31] we lived, you often spoke of today, when we would judge his children. My mother color this

[55:35] by the contact of their character.

[55:38] He said, there was gonna not draw that darkness

[55:40] only like and do that.

[55:42] Hate cannot draw that hate, only love can do that.

[55:44] This was his dream.

[55:46] Thank you, Mr. Chestnut.

[55:47] I appreciate it.

[55:47] Thank you very much.

[55:55] Any other, is that I'm holding cards for

[55:58] all willing to wait till the item comes up, correct?

[56:01] Okay.

[56:02] That being said, we can move on to item 4, which is the consolidated motion for the consent calendar.

[56:11] I need a motion to approve the consent calendar, or we can take discussion if we need to do that.

[56:17] We can take a motion and then take comments after the motion is made, but we need to pull any of the items.

[56:24] Now it would be the time to do that.

[56:29] Hearing none, then I'll look for a motion to approve the consent calendar.

[56:31] and a second please

[56:37] coming up,

[56:40] I'm not getting in my machine here, I don't know

[56:42] something's wrong, but I have a move by Ms. Kazayan, seconded by a

[56:46] Dr. Anderson Cruz, thank you. Call for a vote, please.

[57:07] And consent counts have proved

[57:08] on a 5-O motion. I had a question and a dark calming.

[57:13] Go ahead and comment by just the elders.

[57:18] Actually, it was a question to the superintendent on page 37 with regard to the purchase

[57:25] in order items that were purchased on the bottom of page 37.

[57:30] There's a book called The Hate You Give, a Movie Tyin for those of you who don't know that

[57:36] is a book dealing with a black teenager who is killed by a police officer.

[57:42] it's timely, a major motion picture was made out of it, and I'm not addressing the social

[57:48] aspect. What I am asking was for which grades, which site made this purchase in that there's

[57:56] over 89 mentions of the word FU. Maybe I can say it if our students are reading it. It says

[58:07] fuck you, 89 times in the book, and then there is an acronym that's in the book called

[58:14] Thug Life, which means that you give little infants, infants, F's everybody. And that's just

[58:20] part of the book. So I'm not reading anything controversial. I just want to know which site,

[58:25] what was an age group that is reading this.

[58:31] Thank you, Trustee Valdez, Clayton. I have confirmed

[58:34] that those books were ordered from Coronado High School.

[58:38] I am securing information from Principal Schmeichel

[58:41] as to the purpose and audience for that book.

[58:46] We do have young adult novels on our high school campus

[58:49] that include profanity.

[58:51] I will secure an answer and provide that to the governing board.

[58:54] I appreciate it very much.

[58:55] Thank you.

[58:57] Yeah, there.

[58:58] Mr. Zai.

[59:00] Can we ensure none of the books have profanity

[59:02] in the libraries?

[59:09] I mean, we should be able to ensure that the books

[59:12] were purchasing for our school libraries.

[59:15] Don't have profanity.

[59:19] Or any type of sexual pornography, any of that?

[59:25] I will wait direction from the board, yeah.

[59:29] I think those are really Supreme Court

[59:33] first amendment issues that a lot of, and it's a good question,

[59:37] a lot of school districts are wrestling with

[59:39] including one school district in Texas that took upon themselves to review this particular book as well.

[59:48] But if we do it broadly and over broad and vague, which is the legal standard, I don't think we can do that appropriately.

[59:57] Otherwise, books such as a tequila mockingbird or catcher in the rye would fall into it.

[1:00:03] It is a community standard, so that's why I did ask the superintendent.

[1:00:08] did? No, we are community context and especially the voices that were even raised right now

[1:00:13] from the public comment that people want input, they want buy-in, they want knowledge,

[1:00:18] just having that conversation I think here in Coronada we can have it. I don't know if other

[1:00:26] people want to jump in.

[1:00:30] Did I ask your question, Names? Thank you. Any other items on the

[1:00:39] And we will proceed to the actions items at 5.1. 5.1, let me grab that.

[1:00:48] Action item 5.1 is to elect a one board member and one alternate board member to represent the Coronado Unified School District to serve in the Coronado financing authority in the successor agency.

[1:00:59] And comments from Mr. Mueller.

[1:01:02] Thank you, Captain Ponsis.

[1:01:02] I have a last deputy superintendent to come up.

[1:01:06] I would like to share that the local CDA has been dissolved,

[1:01:10] but there's always a possibility for a member of our governing board

[1:01:14] to send a representative to the county RDA agency.

[1:01:17] If the seat becomes available, I know a trustee has expressed some interest

[1:01:20] in serving in that capacity.

[1:01:22] And if you have any further additional questions,

[1:01:24] deputy Salamanka is available to answer.

[1:01:28] Any questions from Ms. Salamaka,

[1:01:32] right, and I believe that the trustee of your afferent

[1:01:36] who said Lieutenant Miller is that trustee Anderson Cruz, who has volunteered to be nominated

[1:01:43] for this position.

[1:01:44] That is correct, graciously.

[1:01:46] Thank you for that.

[1:01:48] I'll nominate Dr. Anderson Cruz, there are any other nominations?

[1:01:53] All second.

[1:01:54] Seconded by Trustee Valdez Clayton.

[1:01:57] We also, according to the background information there, we need a backup to that, is that correct?

[1:02:07] Understanding that this individual would serve as an alternate for a seat currently occupied by a resident within Coronado.

[1:02:16] I think that we are safe to have an alternate readily available in Dr. Anderson Cruz.

[1:02:21] without selecting a second, okay, all right,

[1:02:28] then at your night and 5.1 is to let the member,

[1:02:33] Dr. Anderson Cruz has been nominated without any others, so if we can approve,

[1:02:39] we have a motion, and a second, I had a motion in a second from a personal button here.

[1:02:47] We've got it up in the screen already, exactly because I beat you to it there.

[1:02:52] I was just, if I may, going back to our conversation about agenda items and everything else,

[1:02:57] the agenda item, the motion and progress as elect, one word and one alternate, the recommendation

[1:03:03] says shall select.

[1:03:05] So for clarity's purposes, I think it should be really clear that we're only doing one

[1:03:09] of the two, if that is the motion, but the motion says two things and we're only doing

[1:03:14] one of them.

[1:03:15] So I don't think that's.

[1:03:16] Ms. McGellicott, we've been sure to, within the notes include that the motion was to elect one board member and not an alternate.

[1:03:28] Thank you, Trustee Antroner.

[1:03:30] Thank you.

[1:03:31] And if we're ready to vote, please,

[1:03:42] the motion passes unanimously.

[1:03:44] Thank you, Trustee.

[1:03:48] Item 5.2 is a lengthy one in our agenda.

[1:03:52] But a short one on the action items.

[1:03:56] Item 5.2 is approval of the Cornell Unified School District of 2020.

[1:04:01] School plans for student achievement.

[1:04:04] You're the floor to Superintendent Mueller to give you a more information on that.

[1:04:09] Thank you, Captain Fontes. I would like to ask our Senior Director of Learning Dr. Megan Battle.

[1:04:14] I understand the trustees and the community have had opportunities to review each site

[1:04:20] SPSA. Dr. Battle is available to answer any questions the governing board may have prior

[1:04:27] to emotion.

[1:04:29] Thank you and good evening.

[1:04:30] Yes, our SPSA sounds are rather lengthy but for our newest members this is an annual

[1:04:38] process that we go through to approve each site plan. I will also share that we've

[1:04:45] done a lot of work over the past five years to align goals from the top down in the

[1:04:53] bottom up. So we're all speaking the same language when we look at our governing board

[1:04:58] goals on the wall. The goals we talk about in this office in the LRP, the LCAP which you'll

[1:05:06] the privilege of reviewing next month to our site plans.

[1:05:11] So the site plans tend to get more in the weeks,

[1:05:14] and the LCAP is kind of the umbrella that they live under.

[1:05:17] So I know you've had a chance to review each school site plan,

[1:05:22] and I'm available if you have any questions or any questions.

[1:05:24] Before I take questions, I'll just say Dr. Balfe,

[1:05:27] thank you for, I know you worked with each of the individual

[1:05:29] principles and schools and the school site councils for those

[1:05:34] may be interested within this package.

[1:05:36] The members of the school site councils and those that had input directly to this lengthy

[1:05:41] document are all in there.

[1:05:44] It is a really hefty item and requires a major effort to make this happen, so thank you

[1:05:52] and all those that work with you to make this happen.

[1:05:56] Once again, it is one of the biggest report that goes out every year of the thank you to the

[1:06:02] efforts.

[1:06:02] Are there questions for Dr. Battlehouse?

[1:06:05] She's up here.

[1:06:09] I have one that I'd like to highlight from a theme running through the plans and your previous

[1:06:16] comments and a study that I happen to pick up this past week and the idea is college and career

[1:06:25] readiness that we really want to make sure our children have when they leave CUSD and really

[1:06:35] education plans, which I love. We have a document, it's got an acronym, and studies show that

[1:06:42] first-size education plans are the often the greatest predictor of success. And so we have

[1:06:50] these goals, and one of them in particular for the high school. We talk about counselors, we'll support

[1:06:56] in planning the first-size education, and making sure that they meet better,

[1:07:05] better,

[1:07:05] us a lot of explanation of how that goal is going to be achieved whereas some of the other

[1:07:10] ones have strategies laid out and specific enumerated markers, if you will. And this

[1:07:16] is something that as a board member, I am really interested in supporting and making sure

[1:07:20] that those counselors have everything they need, whether it's mental health, because it plays

[1:07:27] so much into college and career readiness and graduation requirements and everything else

[1:07:31] kind of do, right? Get his off the D&F list and A through G requirements and everything else.

[1:07:36] So what are the plans specifically to support that goal and what can we do as a board

[1:07:42] to make sure that it can be followed through to really get that piece in place?

[1:07:48] Great. Yeah, that's a great question. The pet plans is something that we've been working on

[1:07:52] for a number of years. One of our dodea grants. So in it's something we're looking at

[1:07:58] articulating from Tinder. So our little guys will have a pet plan that, you know,

[1:08:04] it's actually infographic, can, you know, pictures. But really building student agencies through

[1:08:11] the student development of their own goals. So we have articulated pet plans at the elementary

[1:08:17] level through also through efforts in one of our dodeagrams. And then at the middle school,

[1:08:23] We are in year three, no COVID year has made it a little difficult with advisory period, but Miss

[1:08:31] Molina has worked with her staff for many hours refining and fine-tuning their plan and then

[1:08:38] at the high school is really our next steps is articulating that middle school document to a

[1:08:44] high school document. So it is something you'll see in the LCAP it continues to be a goal to further

[1:08:50] refined. As far as what a pet plan looks like for typical high school students, so in the

[1:08:56] system of ESV non-dance, that we used to track coursework, and are the on track, you see

[1:09:01] through G, everything the students doing, we now have another system similar called score.

[1:09:08] So the counselors, when they have their annual audit meetings, when they do course requests,

[1:09:13] in the early spring with our students, they go through, you know, are they on track to graduate?

[1:09:20] That's college readiness. Also looking at pathways that the students are interested in,

[1:09:26] can they complete a CTE capstone course, dual enrollment, so college credit, bearing opportunities

[1:09:33] for the students. And so that's documented in those, those annual meetings. And then the other

[1:09:39] on top of that are really those MTSS support. So you mentioned, you know, that social

[1:09:45] emotional learning is different for each high school child. And that's part of the work we're

[1:09:51] doing within our MTSS committee at the high school. So from the big picture, you know, tracking

[1:09:58] grades, courses, on track to graduate, those individual counselor meetings with the students,

[1:10:04] but there is also work that are staff at the high school

[1:10:08] does with administrators with high school

[1:10:11] to gather feedback on students that they see or struggling.

[1:10:15] So, you know, why is a student struggling?

[1:10:17] Is it an academic concern?

[1:10:18] Is it a behavioral concern?

[1:10:20] Is there something going on at home that we're not aware of?

[1:10:23] A lot of times our teachers, they get first-hand information

[1:10:27] that the administrators don't get or the counselor does it get.

[1:10:29] So, they have weekly meetings to discuss those students

[1:10:32] and then meet one-on-one with us students to develop a plan to get back on track.

[1:10:39] So those pet plans, it's really all encompassing with the social emotional, mental health,

[1:10:44] academic,

[1:10:47] and those are well documented right now.

[1:10:51] We're trying to streamline, though, you know, more documentation for students.

[1:10:55] And I think our transition to the new bell schedule will help us do that as far as those

[1:11:01] opportunities are concerned as well. But I appreciate that feedback because you do see a

[1:11:06] style and each SPSA based on the site administration and the feedback of, you know, their

[1:11:12] site council and the teachers and certain representatives. So I can share that.

[1:11:18] With our administrators too. Incudos to our administrators, it's very time consuming. I used to write them when I was a

[1:11:24] administrator as well. And so it takes a lot of time. There's a lot of meetings with the council and making sure they understand all the metrics.

[1:11:33] So really kudos to our site councils and our administrators for their work.

[1:11:40] And if I may just briefly jump in, Dr. Battle, Trustee Andrew Mike, I think it's also important to note.

[1:11:46] The counselors at our high school, we're very fortunate to have low in comparison to

[1:11:51] other county high schools, very low student to counselor ratios at Coronado High School.

[1:11:56] And so those conversations about a four-year plan as students select their course of study.

[1:12:02] That's a conversation with the counselor and the parent, and then revisiting that as students

[1:12:06] interests and or passions evolve.

[1:12:09] They start looking at what are some potential courses of study aligned with those interests,

[1:12:13] what are some potential post-secondary options.

[1:12:17] So really, it's somewhat, although we are creating

[1:12:20] the document that Dr. Battle referenced.

[1:12:22] It's also a very organic and personalized conversation

[1:12:26] that's responsive to the student's journey

[1:12:28] at Cornell High School.

[1:12:32] I just think of a value at the end of dinner.

[1:12:36] Thank you.

[1:12:37] So I did notice in the 2019 numbers

[1:12:41] that 40% of the students were not at their proficient,

[1:12:44] grade level with reading and math.

[1:12:46] How are we kind of the how are we catching those students earlier on to making sure that they don't fall

[1:12:53] fall behind as they go continue on? I know that we're going to be using them for by four for remediation

[1:12:58] but you know, if it's 40% in 2019 and then we've gone through 20 and 21 we may be much further behind

[1:13:06] and maybe even 60% now. So how are the how of where we're going to go from there?

[1:13:12] Yeah, so thank you for that question. The how is something we're always refining as a school district for all all students at all great levels. It involves a process of professional development for teachers, making sure that the curriculum that we're implementing is being implemented with fidelity that we're staying up to date on instructional strategies that struggling students would benefit by to get back on track, as well as formative assessment data.

[1:13:41] So one of the big goals in our LCAP that you'll see next month is more widespread use of regular

[1:13:48] formative types of assessments, assessments for learning.

[1:13:52] So we're being proactive and really catching students when they first start to fall off the

[1:13:58] track.

[1:13:59] It's also important to remember that, you know, the data we're seeing in here is the

[1:14:04] test scores and that's one snapshot in time where we, you know, student buy-in was a student

[1:14:12] tired. Do they try or do they just click? You know, there's a lot of variables that plans

[1:14:16] through that cast test. It's, you know, a total of about eight hours for junior, that is called

[1:14:22] to finish all of these exams. So, you know, it's one measure we use to measure student achievement,

[1:14:28] but we certainly look at grades and common assessments within our ELA and math teams to really

[1:14:35] get a better picture of math and English proficiency.

[1:14:41] If you compare our CAS to our EP scores, there's a little bit of a discrepancy there.

[1:14:46] And so we always use multiple measures to triangulate that data to get a better picture.

[1:14:52] but that's a great question and it is something we look at,

[1:14:56] especially I brought our subgroup report here.

[1:15:00] It's our equity report that's used on our school dashboard

[1:15:03] from 2019 and we like to drill down that data

[1:15:08] into our subgroups too and where there's struggling

[1:15:12] so we can really pinpoint interventions that'll help.

[1:15:19] Other questions?

[1:15:22] I want to thank you and the various committees

[1:15:25] from all the school sites and being able to aggregate all of this data, I want to point us back

[1:15:31] to another conversation we'll be having and how it ties into academic achievement. Under

[1:15:38] equity board policy 0.415, we are tasked to routinely assess student needs based on disaggregated

[1:15:46] data with regard to diversity. So that's the conversation that I want to have today. This is my

[1:15:55] is on some respects we've moved the needle

[1:15:59] with regard to our Hispanic students.

[1:16:01] We're getting closer to Hispanic students

[1:16:04] being 25% of all of our student population.

[1:16:08] Not only that, but we also have another subgroup,

[1:16:11] low social, economic, need student, disabled students.

[1:16:15] Those are some of our students that need the most attention.

[1:16:19] What I want to focus on primarily is also our successes.

[1:16:24] we've had some successes in Coronado High School with regard to the English language, but also

[1:16:30] with regard to just the overall performance data. On page 149 it says that we're still struggling

[1:16:39] with regard to our Hispanic students, especially in terms of disciplinary and suspension rates.

[1:16:47] I wanted to know what, if any new remediation,

[1:16:53] are we looking at that we haven't considered before?

[1:16:56] Like I said, this is my fifth year here.

[1:16:59] It seems that, yes, we're moving forward,

[1:17:01] and in particular on page 156,

[1:17:04] point number three that you make as a conclusion

[1:17:07] on the data's Hispanic students are not accessing

[1:17:10] college and career opportunities on the campus.

[1:17:14] When we talk about equity education is the number one way that we achieve equity in this country.

[1:17:21] If we don't have the right educational opportunities for students,

[1:17:25] if we can't do that at Coronado where can you get a great education.

[1:17:30] And that's really what I want to ask.

[1:17:32] Why do you think that Hispanic students are not being able to access college and career?

[1:17:37] Have we delved into a language barrier?

[1:17:39] Many of them are of foreign students transferred midway through the district, are these being offered on the weekend.

[1:17:47] Are they offered in Spanish for the parents that don't understand English?

[1:17:51] I was one of those students, so I had to translate for my parents.

[1:17:55] My father worked late into the evening, so I had to rely on the weekend.

[1:17:59] What is going on here? What are we delving into? What's the deep dive here now?

[1:18:05] And thank you, I really appreciate the question and it is something that you'll see once again in our goals and in the LCAP is providing more opportunities for Spanish-speaking families to engage.

[1:18:20] So, if we look at the California global 2030 plan, right, and it talks about the state demographics,

[1:18:28] what you're describing is what we're seeing across the entire state.

[1:18:34] And so, specifically, students, I'll go back to the counseling meetings, so they get that

[1:18:40] individualized support and, you know, high expectations, you can take an AP class, you know,

[1:18:46] equity and access in all of our...

[1:18:49] So we are doing more work in that arena. So we're pinpointing, you know, we're identifying students, where we can start to close those achievement gaps.

[1:19:01] But overall, parent outreach, that's a huge part of this in family engagement.

[1:19:07] The other piece that you'll find in the global 2030 plan is making sure we have a strong SEO, healthy, caring, learning community.

[1:19:17] And so work that we've been doing with MTSS, specifically for Behaviors.

[1:19:23] So you mentioned the suspension expulsion rates and is restorative practices.

[1:19:29] So we can't just jump to get out of my room, go home, because you misbehaved.

[1:19:35] What are we doing to restore the learning community and help the student find other ways of managing their behaviors.

[1:19:43] In that moment, but then long-term, what are the strategies that that student needs?

[1:19:49] Do they need to have some other counseling support?

[1:19:51] So then truly individualizing that support.

[1:19:54] The other piece that we've been engaging with, professional learning for staff, silver store

[1:19:59] practices, and then positive behavior intervention supports is kind of the more global school

[1:20:05] community down to the individualized classroom.

[1:20:09] So, really, you know, the next step for us is transitioning those pieces into an assets

[1:20:17] oriented learning environment.

[1:20:19] Every child that walks through that door has an asset, has something to offer, and that

[1:20:23] directly ties like you said to the equity work that we're doing, and so the research shows

[1:20:29] that if we develop that assets oriented environments that students feel value, they feel safe,

[1:20:35] feel reaffirmed and that translates to engagement. So now they're able to engage with the curriculum.

[1:20:43] The other piece is professional learning for our staff on culturally responsive teaching and

[1:20:51] pedagogie. So you know the examples that you give to build background knowledge as an instructor,

[1:20:58] you know some students maybe they don't know this is a silly example for lack of just thinking

[1:21:03] but not for example, but, you know, what a tractor looks like.

[1:21:07] And now we're learning about tractors.

[1:21:08] You know, those are for our little guys, but maybe they weren't exposed to other books

[1:21:13] that we take for granted, you know, you know, everyone's read Kat and I have, right?

[1:21:17] Well, maybe not, everyone has read it.

[1:21:19] And so, making sure that when we're building background knowledge,

[1:21:22] that we're giving multiple examples, so the students find the curriculum relevant.

[1:21:27] And so that relevant teaching does translate to academic achievement.

[1:21:32] It's really, it's a numbellic, it's that community engagement, the positive school culture as school-wide also within the classroom, and then really scaffolding and getting down to the teaching strategies for our students.

[1:21:47] And what connects all those dots, you touched on assessing how we constantly and consistently

[1:21:52] assessing our students.

[1:21:54] So, it truly is doing those formative assessments,

[1:21:59] those social-botional learning assessments,

[1:22:01] we have a data system that will be rolling out next year.

[1:22:04] Once you can, you'll see that as a uncle in our LCAP that does provide those formative

[1:22:09] opportunities but also ways that we can get immediate feedback on the social

[1:22:16] emotional well-being of where our students are at and then do it multiple times a year

[1:22:20] to see the growth and areas we need to focus. Something we implemented this year

[1:22:26] in COVID is working with Ms. Braga doing monthly outreach meetings not only for

[1:22:33] English learner families but we then widened the audience and sent it to all

[1:22:39] families, really strategically reaching out to families that have struggling students who might,

[1:22:46] you know, not be an English learner, but are we classified students who are still struggling?

[1:22:51] And those topics, they were expansive.

[1:22:54] I attended all of them with her, but ranging from just understanding the English learner program,

[1:23:00] the LPAC, how do I read the results to, how do I help my child at home who's struggling?

[1:23:06] how do I navigate technology? We know that's that's a huge one. That was a very well-attended one,

[1:23:13] but it's something we want to continue and then take it to the next level and offer it into language

[1:23:18] at Spanish and English. Yeah, so we're working on it as part of our goals in our action items.

[1:23:27] I'm really encouraged by the two main points, the two main takeaways that you're doing

[1:23:33] different is the expansive use of a second language of having these materials, access and

[1:23:39] Spanish, but also liaising strongly if you know a Hispanic culture, it's family oriented,

[1:23:45] getting the family to buy in and having both parents there to be able to do that.

[1:23:51] And perhaps we can reach out to the county office of education.

[1:23:55] I know that they've been doing this work, and I think it's really timely.

[1:23:59] the more our school district inches towards 25% of our student population.

[1:24:05] I'm looking at the numbers at Silver Strand, Hispanic Latino students are now 25.5%.

[1:24:11] It's a dramatic increase and we see these numbers inching forward and I know that various

[1:24:17] community members always ask, like, why are we focused on that group?

[1:24:21] It's because sometimes there's that connect with the grades as well, the lack of academic

[1:24:26] achievement, the huge academic achievement gap, that's really what equity is about, you know,

[1:24:32] having every child be able to access an equitable manner of public school education.

[1:24:38] Thank you for your work. Absolutely, thank you.

[1:24:40] Just a quick performance. If you just want to second Dr. Anderson, please, I just add on

[1:24:46] with Tiffy Valley Squadenette, there are four schools that have these school site plans

[1:24:55] and LCAP attachments. 280 pages of this agenda is devoted to those four schools. That's

[1:25:05] about 70 pages per school. And I just stood back up with Tiffy Valley Squadenette has pointed

[1:25:14] about. You cannot read through those 280 pages, and I'm not

[1:25:20] considered an I read word word every one, but there are a lot

[1:25:23] of diagrams, little speedometer diagrams, things like that.

[1:25:27] You cannot read that, and not notice that we need to better

[1:25:31] support our Hispanic students. And almost across the board, they

[1:25:38] like a few percentage points behind. And as you pointed

[1:25:42] out. It's been several years now. I know we've put a lot of attention on this, so we are aware.

[1:25:49] And I think Dr. Battlin and our people are going to work real hard to try to help you with

[1:25:53] that. And it is evident. So, take a look to the agenda. I didn't say if you have a few minutes

[1:26:00] and you will see exactly what she's been talking about.

[1:26:03] And this is a couple of online on the California School Dashboard, but it's my favorite report

[1:26:09] because it really shows in one page, not the click back and forth.

[1:26:14] You know, where the inequities are, and we can really...

[1:26:18] We see, you know, is it absenteeism, what's the subgroup who is struggling the most with chronic absenteeism, suspension, graduation rate, college career readiness, English language arts, and math.

[1:26:29] It is across the board.

[1:26:30] All of it.

[1:26:32] Well, those are the pages I had marked because I had noted that we have three subgroups that are overrepresented in suspensions.

[1:26:41] And I think sometimes if a child is constantly faced with your failing at this and is marginalized,

[1:26:51] then there's going to be some acting out and so I share that concern.

[1:26:55] And I'm hoping that at the end of next year we will see specifics on how these behaviors have been mitigated

[1:27:05] so that all of our children can actualize their full potential and we'll see the numbers move because

[1:27:12] I know we have the talent at the school to address the needs of the students and so I will be very interested

[1:27:21] Mr. Superintendent and seeing outcomes for next year.

[1:27:25] I think COVID has certainly been a significant intervening variable for some of the assessments.

[1:27:32] As was mentioned earlier, it's not beyond belief that these students are exhausted and just take their pencil and mark answers at random.

[1:27:44] I know that that has happened after 20 years of teaching high school.

[1:27:48] So, I'm not saying that's what happened, but I'm saying it's a possibility.

[1:27:53] And I think we'll get more accurate assessment results from students when they're back in school full time.

[1:28:00] And I personally put more stock in formative assessment than somebody because formative is that student, that teacher, that time in the classroom and I think it's a more accurate description of the students and I know that our teachers are doing their best so that our kids can actualize all of their full potential and I want to thank you in concert with my colleagues here.

[1:28:27] This is a substantial piece of work and having worked on these myself.

[1:28:34] I understand all the work that was done and please thank the admin and everybody who spent

[1:28:41] 17 years putting this together, you know, it's really, it's very well done and there are

[1:28:47] some red flags here and I appreciate that you noted them and put it on the head list of things

[1:28:54] that we're working on.

[1:28:55] Thank you, Dr. Battle.

[1:28:58] Can we make this part of the equity task committee?

[1:29:04] Because the focus really needs to be, I know, a little bit premature, but the equity task

[1:29:08] committee from SCCOE could help us with this direction, and in those 20 to 25% of students

[1:29:15] in the students that are underperforming really have some metrics that on the equity task

[1:29:22] meetings, on the committee meetings, we can look towards, you know,

[1:29:27] How are they doing it at other schools and if we're going to use them as it because we have a you know

[1:29:33] We have a contract with them for two years. This could be a main focus for that equity task committee

[1:29:38] So I think we're you'll see the alignment and I really appreciate that comment is with

[1:29:43] our some of our tiger teams the the recommendations that I know

[1:29:48] Miss Foley will be be highlighting for us

[1:29:51] Not sure today or you know next meeting, but

[1:29:54] The Tiger Team for Professional Learning, so when we talk about formative assessment, streamlining services under MCSS, that's a lot of staff professional learning and alignment of materials and resources.

[1:30:08] So I think between some of those staff Tiger teams, there's going to be a direct connection and connecting some of these dots.

[1:30:17] as well as other committees that we work in conjunction with that really go hand in hand with the equity committee or MGSS committees.

[1:30:26] It's all under that same umbrella.

[1:30:29] So, I know our Tiger teams have talked about, you know, the acquisition piece, the behavioral piece.

[1:30:35] Dr. Valice, Mr. Foley back there shaking their hands.

[1:30:39] Just trust me, because I want you repeat that question when we get the equity committee and ask it of Miss Foley.

[1:30:45] All right, I think that'd be a great thing.

[1:30:47] Great way to go.

[1:30:48] Any other questions?

[1:30:49] We're Dr. Battaloa, we're up here.

[1:30:51] I have up here.

[1:30:53] Hearing none, I will ask for a motion to approve the

[1:30:58] USB 2020 school plan for student achievement.

[1:31:04] I have a motion and a second.

[1:31:06] I believe.

[1:31:08] So see you after me.

[1:31:09] So she goes, I thank you.

[1:31:10] I'll call for the vote, please.

[1:31:20] Motion approved.

[1:31:21] Motion approved unanimously.

[1:31:23] please.

[1:31:25] If these things in the mail, I'm sure it'll be a great day.

[1:31:27] It'll be posted on our website tomorrow.

[1:31:30] Now it's proof.

[1:31:32] Thank you, Dr. Vattle.

[1:31:37] Our next item is 5.3, which is approval of local planning, sending a go planning office of education, and sending a go county districts plan for serving expelled pupils, 2021, 2024, and superintendent, Mueller, you have some comments for this one, I believe.

[1:31:54] Yes, thank you, Captain Pontus. I'd like to ask our director of student services, Ms. Nefully, to share with the governing board, our partnership with the San Diego County Office of Education, and how they provide services for expelled students.

[1:32:07] across the county, including potential expense students in Coronado, Miss Foley.

[1:32:13] Good afternoon. Nice to see everyone today. So as Mr. Mueller just stated, this plan is a plan that's developed every three years and it's a plan that looks backwards and looks forward.

[1:32:28] So what did we do back there? And then what do we need to improve going forward?

[1:32:32] So, what you will hear, and if you haven't heard this theme, you will hear it repeated over and over again in our reports tonight, it just so happens that all of our reports overlap similar topics.

[1:32:46] The emphasis of our plan for serving expelled students, collaboration and support from San Diego County Office of Education, restorative and trauma in restorative practices and trauma informed care.

[1:33:01] MTSS and equity work to improve student-connectedness.

[1:33:07] Other means of correction as necessary for students prior to expulsion.

[1:33:14] And this really provides that continuum of alternative options for expelled students.

[1:33:22] Oftentimes people will say when I participate in these committees with the county office,

[1:33:26] Well, why is Coranado on here?

[1:33:29] Well, we don't have many Excel students and that is phenomenal.

[1:33:34] That speaks to our community, that speaks to our educators, that speaks to the way that we

[1:33:39] provide a safety net around our students to capture them before this.

[1:33:44] But we also know that we need to have a plan in place.

[1:33:47] So this plan before you is extremely detailed.

[1:33:50] But this plan is what are those alternatives for a student?

[1:33:56] There's the big five areas that a student must be expelled.

[1:34:00] Related to weapons related to drugs, sale of drugs,

[1:34:06] explosives, things in those areas.

[1:34:09] And then what do we do?

[1:34:11] So in our case, the community schools that are throughout San Diego County

[1:34:17] would be the support for our students, and then that student is always our student, so that student may be away and off our campuses for a semester or up to a year, and then that student returns to us, and we need to be prepared for that restorative piece that student is coming back into a very small community, where everyone likely has known what has happened or some version of what they think has happened,

[1:34:44] And that's when that restorative piece really has to take place.

[1:34:49] That student is our student and will return and we will provide those supports in order for that student to do that safely.

[1:34:57] Any questions?

[1:34:58] Yeah, it looks like one question just for the public to, to expel a student in Coronado Unified School District, who has the final authority to do that?

[1:35:11] I see a gentleman, you want to help over that?

[1:35:13] They got running board.

[1:35:16] Okay, so, and I can't recall two or three years ago, once the last time, I can't...

[1:35:25] Two years ago.

[1:35:26] Yeah, we had an expulsion two years ago.

[1:35:28] They've, as, as Ms. Foley shared, they don't, they don't cross your desk often in, in our district,

[1:35:34] but we do have systems and supports in place and this partnership with County Office of Education as part of that.

[1:35:41] for the board. It's not a lead sets. Hopefully we'll never have to use this document.

[1:35:48] Any other questions for Mr. Foley?

[1:35:50] I'll be back up in a while.

[1:35:53] Thank you.

[1:35:54] Thank you.

[1:35:55] Then we need a motion please for approval of a local plan.

[1:36:01] And a second. Thank you.

[1:36:05] Let's get into the answer.

[1:36:06] Thank you very much.

[1:36:08] Call for a vote please.

[1:36:14] And it's one that's also approved unanimously and we can put this on in the mail also. Thank you.

[1:36:21] I'm just item 5.4, which is a approval of the U.S. to expand and learning opportunity grant plan, Superintendent Mueller.

[1:36:30] Thank you, Captain Pontus. We are going to call back up, our senior director of learning, Dr. Megan Battle, to answer any questions the governing board may have about this agenda item.

[1:36:45] Dr. Battle.

[1:36:47] Good evening.

[1:36:48] I know you've had an opportunity to read our grant plan.

[1:36:52] I worked on that in collaboration with Mr. Salamaca and also you note from the stakeholder

[1:36:59] engagement section of other stakeholders that also provided input on this plan.

[1:37:04] So these are one-time money that the state is providing to districts and please correct me

[1:37:11] among the money part, but we are receiving a little over $2 million dollars, that needs to

[1:37:20] be spent to provide supplemental instruction and support to students following this school

[1:37:26] year.

[1:37:27] So how are we going to accelerate learning and catch our students up and make sure that they

[1:37:33] are prepared not just for the next grade level, but also continue to provide those supports

[1:37:40] next school year during the school year. You will see along with the themes that have

[1:37:46] already been discussed this evening, the lens that we use to develop this plan is a

[1:37:53] social-emotional mental health lens for our students. So research that is recently

[1:37:59] come out of Rand Corporation, American Association of Pediatrics. The key to really reintroducing

[1:38:05] our students back into our educational system is mental health and social emotional support.

[1:38:13] So you saw highlighted how we plan to use the funding to remediate academics, get our students

[1:38:23] ready for the next grade of level who have fallen further behind and also widespread for

[1:38:30] students using our NTSS work and committee and additional counseling to make sure that those

[1:38:38] supports our employees throughout the school year. As we assess our kids and see, okay, really

[1:38:44] what was the learning loss and how are we going to mitigate it? So I'm available if you have any

[1:38:52] questions relative to our plan. Dr. Babley, some of this Monday is going to our summer school program

[1:38:59] is that correct? Yes, that is correct and so we strategically make sure that we're able to

[1:39:05] offer summer school this year as well as next summer. That is part of the plan for the funding.

[1:39:16] In addition to ESY, which we always offer. This is quite, you know, there's a lot of money came to

[1:39:21] us in the COVID window. If anybody is interested on page 4, 46 of the agenda, she has a

[1:39:30] looking down, or Mr. Salamukas, broken it down into the various categories that Dr.

[1:39:36] Battle just discussed.

[1:39:38] Any other questions for Dr. Battle on this topic?

[1:39:41] Dr. Battle, this also includes attention for our special needs students, correct?

[1:39:49] Yes, absolutely.

[1:39:51] We have a teacher very concerned about special needs students having the same amount or more

[1:39:59] time in Gen Ed classes so that they could, you know, be with their peers.

[1:40:06] And so I, I, I, I, very pleased to hear that, so that none of our children have

[1:40:11] denied the opportunity to, to get the education and the supports needed.

[1:40:15] And our Hispanic students and our, low-SES students, yes.

[1:40:20] Yes.

[1:40:20] So while the plan, it comes to all students and, it'll serve all students, there is a requirement

[1:40:27] for emphasis to be put on students that are socioeconomically disadvantaged, students with disabilities,

[1:40:33] or English learners, foster homeless youth.

[1:40:36] So all of the end-duplicated groups, as well as specific to core and autosub groups,

[1:40:40] what students have fallen behind for their behind during this time.

[1:40:45] Relative to special education as well, ten percent of these monies.

[1:40:50] It's a requirement to be used for instructional assistance,

[1:40:52] So, making sure that we're strategically using instructional assistance to push in to our Genet classrooms.

[1:41:00] So, our students do receive that best first instruction in the core curricular area and double-dip services to bring them back up to where they need to be.

[1:41:11] And the assistance will come as part of the academic program so that they're not embarrassed or set aside or, you know.

[1:41:19] Absolutely. I think our students are used to seeing adults in and out of the classrooms.

[1:41:25] And so it's part of the group work that our students are used to participating in.

[1:41:32] Thank you very much, Dr. Battle.

[1:41:35] I think that's exactly why.

[1:41:37] So we had a comment when we first started the meeting about the adult education with regards to disabilities

[1:41:44] And the comment from a parent asking when the adult education was coming back, I think we have some kids up, or young adults up to 22 that we support.

[1:41:55] So are those individuals going to be part of this summer program as well?

[1:41:59] So yeah, our transition program that we serve for students with disabilities up to 22 is separate from our adult education program.

[1:42:07] I believe what that comment was referring to and I made a note to myself to follow up on that was when pre-COVID, we had decreased the hobby type adulthood classes that were fee-based, we couldn't financially sustain it.

[1:42:27] And so we do get adult ed money specific for any adult in the community or other communities

[1:42:35] for our EL classes.

[1:42:37] So for English classes, also we have a business class.

[1:42:42] We've added a registered behavioral therapist certificate class.

[1:42:47] So we have those, it's two different.

[1:42:49] But this plan will serve our transition students as well as we did.

[1:42:54] Yeah.

[1:42:54] Mm-hmm.

[1:42:55] I have a question just for the general audience who may be viewing this, what percentage of

[1:43:01] our student population is socio-economicly disadvantaged?

[1:43:06] So we're at about 13% which is an increase as about 3% from last school year.

[1:43:13] And that's really important to note because you wouldn't think in a community like Coronado

[1:43:17] that we have needs, you know, we all have different needs, emotional, some financial,

[1:43:25] some

[1:43:25] know it's so important to drill down and be able to afford these extra resources and I'm

[1:43:30] looking in particular at Village Elementary, it's at 11% and then Coronado Middle School has,

[1:43:40] I just had that one, also noted in their report that social economic lead to disadvantaged

[1:43:48] students declined by 13 points in their e-mail.

[1:43:51] The LA scores demanding and warranting extra attention. That's the exact word, warranting our attention.

[1:43:58] And I continue to read our largest subgroup of students or Hispanic declined five points in LA, warranting attention again.

[1:44:06] So these are the red flags that we want to focus on with those money. So thank you for alerting us to that.

[1:44:14] other questions? In that case, we're on item 5.4, if I could get a motion to approve

[1:44:23] the learning opportunity grant plan. On the second please,

[1:44:35] please take a dive and

[1:44:36] enter them again. If I didn't believe, thank you Dr. Battler.

[1:44:43] Put them for some overtime tonight, wait.

[1:44:52] We're updating. A motion pass unanimously. Thank

[1:44:55] you again, Dr. Battler and trustees for approving that item.

[1:45:00] All right, item 5.5, approve the annual declaration of need for how we qualify the educators in the next school year.

[1:45:07] Thank you, Captain Pantes. As stated, this is an annual agenda item for the governing board.

[1:45:13] Coronado Unified School District does not anticipate the need for any emergency or interim type credentials.

[1:45:19] However, if the need does arise, we need to have authorization from the governing board via this agenda item anticipating.

[1:45:31] Just in case we have any issues filling certificated positions.

[1:45:36] Again, this is an annual document document.

[1:45:38] We list estimated number needed as placeholders.

[1:45:43] We have had years where zero teachers are on emergency or interim.

[1:45:48] Again, this is a safeguard and an approval that ensures if we do need to fill a vacant position with one of these types of emergency permits that we've already received authorization from the governing board.

[1:46:04] It's a fairly administrative item. Any questions for a familiar before we ask for motions?

[1:46:09] And if we give motion please.

[1:46:12] I just have a question.

[1:46:14] So we're with the four by four because we're offering more expanded classes.

[1:46:18] We have the number of teachers to teach those expanded classes, correct?

[1:46:24] Correct.

[1:46:37] You need to do it down there.

[1:46:40] All right.

[1:46:40] I have a move and a move.

[1:46:42] And second day, the call for a vote, please,

[1:46:44] Mr. Galcott.

[1:46:55] And the motion also passed unanimously.

[1:46:58] Is that a administrative item done?

[1:47:00] 5.6, the knowledge receipt of California, or CSEA, chapter 386, initial proposal for negotiations.

[1:47:07] The CUSB selected bargaining agreement, openers for the next school year.

[1:47:12] You can take a mule, or Sir Salamata, who's got this one.

[1:47:16] Thank you, President Pantes. I know the governing board is an opportunity to review the Sunshine Articles from CSEA.

[1:47:24] Director of Human Resources, Mr. Mando Fareas.

[1:47:29] It is his birthday today and for his birthday, he's here to answer any questions you may have on this agenda.

[1:47:34] Thank you. It's nice to be 35 again.

[1:47:37] Good afternoon everyone.

[1:47:39] CSEA Sunshine, they're articles.

[1:47:41] As for the CBA, they can sunshine 3.

[1:47:44] They decided to sunshine hours and over time, article 6,

[1:47:48] article 9, salary, and article 10, leaves.

[1:47:52] And we will be sun shining our articles of the next fourth meeting.

[1:47:59] Do you have any questions for me?

[1:48:01] Very standard.

[1:48:02] Any questions?

[1:48:04] All right.

[1:48:04] Thank you.

[1:48:05] Birthday, boy.

[1:48:06] Thank you very much.

[1:48:09] All right.

[1:48:10] A motion man, a second please for item 5.6, off of the boat.

[1:48:28] And that motion also passes unanimously for those items are sunshine.

[1:48:33] That brings us to reports and the will of the board we probably should take a 10 minute

[1:48:41] break here.

[1:48:43] We will adjourn and reassemble at 6 o'clock to continue with the reports.

[1:48:51] I'm meeting back in order. And we are item 6.1 that's learning department reports, Superintendent Mueller, turn it back over to you, and Dr. Battle I believe.

[1:49:03] Yes, thank you, Captain Pantes. As I shared earlier, Dr. Battle is carving a path through here.

[1:49:12] I know our trustees have had an opportunity and the community is at access to report 6.1. Dr. Battle is here to answer any questions.

[1:49:19] the governing board may have on this agenda item.

[1:49:29] Updates, one was reopening which is consistent with the recent newsletter, the Superintendent

[1:49:35] Mueller sent out relative to the fall.

[1:49:39] There was an update requested for just a broader description of what the happy minute

[1:49:46] program is at the village.

[1:49:48] I did want to inform the board and really send gratitude to two mitosis for the extra

[1:49:56] hours that they put in in evenings and weekends.

[1:49:59] We were happy to submit on May 7th another do-dea application.

[1:50:05] This one is a little over $2 million specific to World Language Programs, so I did include

[1:50:11] a report with the goals where and what was entailed in that application.

[1:50:16] So, right now we have two pending applications for those grants.

[1:50:22] We should find out in August or September for those two.

[1:50:26] So, that's very exciting work.

[1:50:29] And then the last update was highlighting what our next steps were with the high school staff

[1:50:36] for professional learning, relative to the transition to the new schedule.

[1:50:49] With, I will point out some additional details for the professional learning, so staff was presented with a voice in choice menu to meet the unique needs that each staff member has.

[1:51:02] At a staff meeting they were presented with this menu and then they by department and by individual within each department populated a Google doc.

[1:51:12] Based on what specifically do they need as an individual to successfully transition and be ready in August when our students come back from summer.

[1:51:23] We have taken that information and my department, my two mitosis as well as CHS administration are scheduling and we actually had two meetings yesterday.

[1:51:35] individual department meetings with each department, so there's nine departments.

[1:51:40] Yesterday we met with the science team on campus and then we did a Zoom meeting

[1:51:44] with the art instructors just to make sure we are all in the same page with what

[1:51:48] exactly they need and prioritize what that'll look like for them. The overwhelming

[1:51:53] theme is time and so we are compensating our teachers planning time to meet

[1:52:00] specific need as well. As well as facilitating visits. So our P department, they just

[1:52:08] they want to go hang out with a P team at a school for a day and then be able to ask

[1:52:11] them questions. So helping facilitate those visits, whether some departments want to try

[1:52:18] to do it now. Some said, no, I'd rather do it in the fall. Like, I'd rather start it and then

[1:52:23] I'll probably know more questions I have and make better use of my time. So we're individually

[1:52:29] working with them to mount about a PD plan that it's not a one-and-done. It'll be

[1:52:35] throughout next school year and refinement the next school year as the graphic

[1:52:39] indicates and then more the next year it takes a few years to really adjust

[1:52:45] everything as you know some educators in this room know the university or teacher

[1:52:50] right refining your craft takes a few years.

[1:52:57] Questions for Dr. Battle?

[1:53:00] I really appreciate that and hearing the the needs of the teachers. What about helping the students transition to the four by four?

[1:53:07] We heard a lot of apprehension from students and maybe this is more student services, but I know there's a lot of overlap.

[1:53:13] But what structures are we putting in place and really to help them embrace and succeed in the four by four?

[1:53:21] So, a lot of it will come from the qualitative feedback.

[1:53:25] Once we start, our plan is to gather that feedback from students,

[1:53:33] from teachers, with their reporting, their students are saying in class,

[1:53:36] where the struggles are, where the challenges are,

[1:53:39] and monitor that throughout the school year, the same with our teachers.

[1:53:45] Our counselors have been meeting individually with students for the schedule,

[1:53:49] a lot of questions I know have preliminarily been answered but until they get into this schedule,

[1:53:56] we know that more questions and challenges might surface that we'll be able to then gather that

[1:54:01] information and make sure that they're feeling supported in this. Some of that comes with

[1:54:09] that work-life balance, how am I going to manage these courses? I'm taking and getting strategic

[1:54:16] with individualized scheduling, so they're not piling on, you know, four APs in one term or

[1:54:22] things like that, or if they do sports or Kosa adjusting their individual schedules,

[1:54:27] so they have that balance.

[1:54:32] So this is more of a question from Carl, because he taught in a four

[1:54:36] by four correct? I did not, I was an administrator for high school. So I was an administrator,

[1:54:42] what challenges did you see that the students having and how did you as a administrator

[1:54:47] guide the students and the teachers through those challenges, having experienced with the

[1:54:51] four by four. That's a great question, Trustee, because I really believe strongly that

[1:54:56] that relationship within a four by four exists between the counselor and the student. Students

[1:55:03] are afforded opportunities to take balanced course loads in both the fall and the spring term.

[1:55:10] So some examples that I can share of a student feels that he or she possesses strength in

[1:55:16] the humanities. They may elect to separate their humanities and take an English class in the fall

[1:55:22] in a world history class in the spring to balance out those areas of focus. They may want to

[1:55:29] take an elective with their most problematic subject area. So if a student struggles in chemistry,

[1:55:36] they may elect to take an off-schedule period that term or an elective that they're passionate about

[1:55:42] within the arts. It really is how to balance term one in term two based off of your areas

[1:55:49] of interest and passion. But again, this type of schedule for numerous opportunities for students

[1:55:56] to pursue those passions in a much deeper level. So the student will sit down with his or

[1:56:01] her counselor and develop their course of study and be very intentional with what they schedule

[1:56:06] and how they schedule for the fall and the spring term to create that balance.

[1:56:12] Thank you.

[1:56:17] I had a follow-up to that. The at one point.

[1:56:21] There was mention that perhaps we could have an advisory or study skills for all students, as part of the four by four, will that be able to be offered next year, in terms of, I naively perhaps view that as a possible way to help support this transition.

[1:56:38] So advisory is something that the high school is interested in implementing at some point in time. It is not on our schedule for, for next school year.

[1:56:50] It's part of our negotiations contract as well that we have with our union.

[1:56:55] We can offer it, but we are planned for year one, just like any school year, but especially around

[1:57:03] this schedule is to gather data throughout the school year to see what refinement we need.

[1:57:09] We know advisory is in its third year of implementation of the middle school, and it's probably

[1:57:14] had its most successful year despite being in COVID because they now have a repository of lessons

[1:57:20] and a great program thriveally that really helps our students with their social

[1:57:25] emotional learning and interest. So it is something the high school that came out of the

[1:57:30] Bell Schedule study was advisory. We know other models in the county for my fours do

[1:57:36] have advisories, so they wanted to further explore that until it was implemented in it.

[1:57:44] Next year we'll be that exploration year for for that. We know we have to change to an 830 start time the following year

[1:57:51] so that that's been mandated and if we're gonna make more changes that might be the the optimum time to

[1:57:57] To do something like that, but you're right. It does offer that additional

[1:58:00] Kind of check in with the students

[1:58:02] There's a lot of data supporting that kind of time built into a schedule

[1:58:10] Any other questions should Dr. Badliner report?

[1:58:15] Thank you Dr. Battle. And just as Dr. Battle is heading back, I would like to remind

[1:58:21] staff that part of this professional learning plan includes opportunities to solicit feedback from shareholders that includes students.

[1:58:28] So if our students let us know additional resources or supports would really enhance their

[1:58:36] experience within a four by four. We're certainly interested in in listening and and making adjustments.

[1:58:42] I'd also like to point out at states on here, use of 2021 prep periods for preparing for next year.

[1:58:51] I do want to acknowledge as I did at the beginning of the meeting.

[1:58:54] Our teachers, TK-12, are really focusing on meaningful assessments and finalizing how

[1:59:01] the student performance has been this year during bridge, during hybrid instruction.

[1:59:06] And so I know that our teachers at CHS are using their current prep time to finalize assessments, final exams, et cetera.

[1:59:14] And I applaud the efforts of the learning department, working in collaboration with those departments and those department chairs to see where we can create time and opportunities for professional development outside of their current prep time.

[1:59:29] So thank you, Dr. Battle.

[1:59:32] All right.

[1:59:33] Yeah.

[1:59:33] Item 6.2 is a pre-school annual pre-school and child care report, Ms. Lanzo.

[1:59:40] Thank you, Captain Pontus. I'd like to introduce our director of pre-school and child care, Ms. Lanzo.

[1:59:48] Hello, and good evening, Board of Trustees, and Superintendent of Caromular. Thank you so much for your time.

[1:59:54] It's always a pleasure for me to come and present to you our pre-school report or annual report.

[2:00:02] And here we go. Thank you so much, Tammy. So just to kind of start off our presentation, I will go over what for not a unified offer. Just some basic background on the program.

[2:00:13] We have expanded the program over the past four years since I've been here.

[2:00:17] Coronado unified can now enroll up to 144 families across both sites between ECDC Crown

[2:00:23] preschool and Silver Strand State preschool. Our programs are three hours in length per day.

[2:00:31] Coronado's Crown preschool actually offers a little bit of an extension to that day and I'll explain

[2:00:37] that on the next slide. All of our teachers do have bachelor's degrees in early childhood education

[2:00:42] And our supporting staff along with the teachers also maintain California development teaching permits,

[2:00:50] which is somewhat of equivalent to a credential but not exactly because of the world of early education,

[2:00:57] our parameters are just a little bit different, but it is good to know that they have that background.

[2:01:03] So, Crown Pre-School, that Crown Pre-School alone, which is located at our ECVC campus,

[2:01:07] can hold up to 60, I'm sorry, 96 students per year, it is our location that currently offers

[2:01:14] our preschool inclusion program, we're very proud of that.

[2:01:17] We now offer both subsidized and private tuition care, formerly it was just private-based,

[2:01:23] but now we would do the expansion and are able to offer subsidized care.

[2:01:28] And this year we definitely had an increase at Crown, so it was really proud to be able to

[2:01:33] offer that to some of our families through this pandemic.

[2:01:36] In addition to that, Crown Preschool also offers extended care hours, and those are for our families that are working longer than need longer care.

[2:01:44] And Crown Preschool also is hosts our ESY every year.

[2:01:47] And we're very excited to host that in addition to CLSD sites this year.

[2:01:52] So that will be happening next month.

[2:01:54] And at the very top, on the other, back, that those are our two preschool teachers.

[2:01:58] On this, I mean, she's been, uh, our longest preschool teacher in the Court of Unified School District.

[2:02:02] and then Ms. Zulia, a new year, as is a new or preschool teacher who joined our team over the past couple of years.

[2:02:09] Very exciting for us to announce and recognize tonight, one of our preschool teachers, Ms. Feileen,

[2:02:16] is going to be recognized as Coronado Unified School Districts 2021,

[2:02:20] recipient of South County special education local planning agency award also known

[2:02:28] as Selpa for recognizing her as a distinguished educator and she was nominated

[2:02:34] alongside other Coronado unified teachers this year and she was selected and she

[2:02:41] was selected for the efforts and dedication that she has to our inclusion program

[2:02:46] and having been one of our longest teachers,

[2:02:49] preschool, early education teachers in this district.

[2:02:52] She's contributed greatly to the students and families

[2:02:55] over the past 20 years.

[2:02:57] And she will be honored this month.

[2:03:00] Next week, actually, it was self,

[2:03:02] self, but we'll be having a virtual art show.

[2:03:04] And she was even able to submit some of our students

[2:03:08] artworks that are a special student,

[2:03:10] so that was really exciting.

[2:03:11] So we'll see that next week.

[2:03:14] Our other school location, this is our other teacher, her name is Ms. Luke Lookaburguin.

[2:03:20] She has up to 48 students, that's one of the sites that we expanded.

[2:03:25] And over there, it is a subsidized omissite and that is based on needs.

[2:03:29] And I'm always looking year to year to see how the needs change and for now, as I take

[2:03:36] the pulse of the community, we are strong with having a subsidized site.

[2:03:40] most of the families, the 90%

[2:03:43] and greater armulatory families,

[2:03:46] and they're able to qualify for that service.

[2:03:48] So that's great.

[2:03:50] We are very proud.

[2:03:51] And a big highlight of our program is our grant

[2:03:54] that we've had with the San Diego County Office of Ed

[2:03:56] and I'm going on six years now.

[2:03:58] And the grant is known as

[2:04:00] Quality Preschool Initiative in San Diego.

[2:04:04] And it's an improvement program to enhance

[2:04:06] the supports that we're delivering for our

[2:04:09] it's learners or young learners so we're getting them ready for their next

[2:04:13] journey into kindergarten and even beyond that. In the program they focus on

[2:04:17] really looking at the whole child's development and that's inclusive of

[2:04:21] supporting families and students not just their education goals but also their

[2:04:26] health and overall well-being. The grant also lends to a lot of professional

[2:04:32] development for our teachers so they can stay current and current practices. They

[2:04:36] attend a minimum of 20 hours a year, if not more. They also, the grant also allows for us to invite individuals from the community that can present to our parents as well.

[2:04:48] And start teaching parents from the beginning, how to get involved with their children's education, and also different resources that can help them with their child's younger development.

[2:04:57] They also provide some partial funding that goes to enhance the classroom environment

[2:05:04] so use for materials and then through this grant we also receive a tier rating and that's

[2:05:11] a rating that's recognized by the State of California, the California Department of Education

[2:05:14] and also the public.

[2:05:16] We receive a four out of five in our current agency rating and see you next slide.

[2:05:24] Thank you Ms. Cammy.

[2:05:25] So one of the other resources that we're able to deliver with Sandy Group QPI is they have a relationship in a contract with a UCSD-strily eye center and the eye center actually has a mobile doctor's office for students.

[2:05:40] So what happens is once a year through this grant, I'm able to at a relatively low cost in using the funding from the grant to provide our students with hearing and vision at the youngest age.

[2:05:51] And it's pediatric screenings, and it's just an incredible resource.

[2:05:56] A year after year, we screen all of our families, and we usually always find a minimum of two or three students that are identified as actually needing classes.

[2:06:04] And they're even provided through this resource.

[2:06:08] So families do not have to pay for anything.

[2:06:10] This is at no cost to them.

[2:06:11] So I'll provide it at a very relatively low cost through the grant.

[2:06:15] And when students do receive glasses, it gets no cost to them and they are even provided with the replacement pair for in the events of a break or to get lost.

[2:06:26] So families really appreciate the service and a lot of times for our youngest learners, they don't have the words to say, they can't see the screen.

[2:06:34] They don't have the experience or knowledge to know when they can't see or hear, but it's just understanding their development as a whole child and being able to make sure that we're bridging that development.

[2:06:44] even sometimes got for them at this young age, so that we're getting them prepared as best we can as they move through their developmental stages and onto kindergarten.

[2:06:55] Another very exciting announcement that we can share this year is our adoption of a brand new curriculum in our preschool program.

[2:07:03] And my self along with our director of learning, Dr. Gato, and a pre-school member from our team looked at various curriculums and found and selected the one that we felt was most suitable for our students and our community needs.

[2:07:20] And that is known as creative curriculum. Creative curriculum has been, and in the pre-school field for quite some time, there's a lot of research behind it and many agencies have been using it for before.

[2:07:33] that there are as many abundant of curriculum as there are now.

[2:07:37] But one of the reasons we like to create a curriculum

[2:07:39] is that it's a comprehensive approach,

[2:07:41] so that it's not just focusing on academics,

[2:07:44] but it's also focusing on social emotional supports, as well.

[2:07:49] And so just in a snip, again, it really promotes exploring

[2:07:53] and discovering the learning through the environment

[2:07:56] in the classroom.

[2:07:57] It enables children to develop confidence

[2:07:59] at these young ages and be creative.

[2:08:01] And again, always underlining that it's lifelong critical thinking skills, lifelong skills that go beyond just during the preschool age.

[2:08:11] So yeah, so we're very excited about that.

[2:08:13] And one thing that I, in addition, I would like to share is that our program was actually gifted with a donation once we selected the curriculum.

[2:08:22] And the former co-author and CEO of Creative Crickulum actually recently relocated to

[2:08:29] Coronado Island and her name is Kaylee Burke.

[2:08:33] And Kaylee, when she discovered that we were seeking to implement the curriculum, she decided

[2:08:38] to donate some of money for our program, so that our teaching staff would be able to receive

[2:08:45] firsthand professional development.

[2:08:47] And professionals development sometimes can be very costly.

[2:08:50] So we are cells were looking at maybe offering a day or two, however with her donation to our program we will be able to receive a total of five

[2:09:00] trainings and so far we have received four of those six hour trainings and so we've been continuing to

[2:09:07] learn professionally

[2:09:08] even during the pandemic so that's been really great and we're very thankful for

[2:09:14] miss work for her donation and support. She unfortunately was not able to join us this evening.

[2:09:21] I wanted to take a moment to recognize her contribution.

[2:09:28] And here's some samples of some of the work that are reproduced from creative curriculum.

[2:09:33] A lot of the themes and topics are real life experiences that children live in that they see in the world around them.

[2:09:41] this one for example was on recycling. So really teaching children and really diving deeper into

[2:09:47] what it means for some of these basic concepts that are introduced in their life and this one is

[2:09:52] recycled and reuse.

[2:09:56] Overall I'd like to just finish by closing with what our program findings are for

[2:10:02] this school year of 2021. And so I'll start that conversation by just giving a snippet of what we've

[2:10:09] been doing for distance learning and bridge because our instruction has continued

[2:10:14] alongside with RTK-12 and we always strive in preschool and early education to try

[2:10:20] to deliver and quality education as children will receive at any grade in our

[2:10:26] district. So our preschool teachers this year were able to get not just creative

[2:10:31] but also use the new supports of our curriculum to offer an online program to our

[2:10:38] families every day when we were closed and then when we were opened we switched back to

[2:10:43] in person. But every day our families would receive enough material that would be

[2:10:48] equivalent to a three hour day span. The actual online time or screen time that we

[2:10:54] were very cautious with, especially at early ages, were at length 30 to 60 minutes

[2:11:00] depending on the age of the child, the children that were on longer were our older students.

[2:11:04] but we were very careful in offering breaks in between the session and keeping them very

[2:11:11] engaging and we had many compliments from our bridge program that families would share that

[2:11:17] that's actually sometimes they're most exciting as short but distance learning experience for

[2:11:22] the day because we definitely had to do our best to keep them entertained and engaged.

[2:11:28] So families were provided with and continue to receive weekly lesson plans from our teachers

[2:11:33] And then in those lesson plans, it has the learning activities that we've conducted in the classroom,

[2:11:37] or the families would be able to carry on at home.

[2:11:40] If for any reason their child may be is at home for quarantine, or if they're sick,

[2:11:44] they have the activities every day.

[2:11:47] And our preschool assistance is well, also participated in this rollout.

[2:11:52] And a lot of their help was to assemble our distance learning materials,

[2:11:57] because we also disperse those to our families throughout the school year.

[2:12:01] So our program in order to evaluate it every year, there are three main tools or components

[2:12:09] that we use to assess the preschool program.

[2:12:12] One of them does involve the classroom environment that the children are in or students

[2:12:17] are in.

[2:12:18] In addition, is student data and then family feedback.

[2:12:21] But just to point out with our anchors, which is referred to as anchors early childhood

[2:12:25] environmental rating scale. This year our guidance in order to use the tool. There are

[2:12:33] 41 measures and typical observation can be anywhere from 3 to 6 hours depending on the

[2:12:40] length of the program. I was able to conduct minimal errors. They were reduced because I wasn't

[2:12:46] able to be in the classrooms as long as I normally would be to conduct them. But I was able

[2:12:52] to measure in various areas and under that scale, which include health, health, and hygiene,

[2:13:00] safety, teachers, student interaction, and of the areas I found that the three areas

[2:13:07] that we will continue to work on as of now and going into next school year that we're identified

[2:13:14] using this tool, or our staff's use of encouraging children to communicate, using language

[2:13:20] to develop their reasoning skills, and also using informal use of language.

[2:13:24] So those are three areas that we will look at and try to build upon for next year

[2:13:30] and hope that when I do this report, we'll see improvement in those areas.

[2:13:34] The other tool that we use to collect student data is known as desired results development

[2:13:39] to profile also referred to as DRDPs.

[2:13:43] And we were able to see some improvement despite some of the challenges of the pandemic

[2:13:48] since it started toward the end of last year and then spilled over into this year.

[2:13:52] But we did have some improvement in the three following areas,

[2:13:56] social and emotional growth, which is important, especially during this time,

[2:14:00] language and literacy and cognition in math.

[2:14:03] So those are some areas that we saw strengths in in regards to the student data collective.

[2:14:09] And then the other tool that we look at every year is we invite families

[2:14:13] to have an opportunity to survey the program that they're in and to provide feedback.

[2:14:17] And some of the insight they provided from this year is they would like to know a little bit more information about the teaching staff and their experience, so I will make sure that when I deliver the program in the new year that I highlight more of that information for them. Also they would want it to seem more apparent.

[2:14:33] But unfortunately this year, we were not able to have as much parent involvement because we weren't able to have visitors and families on campus. So we're hoping that next year.

[2:14:44] That will change. But some of the more positive feedbacks are displayed on the screen. So it's always nice to hear when we're doing good things and good work.

[2:14:53] And I will conclude a report which is very brief overall of finances just in case I do

[2:14:59] know that preschool is not funded in the same way that the K-12 often is and how do we

[2:15:06] get the money to do all of this wonderful work? So a large part of our funding is now supported

[2:15:12] by the California Department of Ed. They do provide a big portion of our day-to-day operational

[2:15:18] costs and then in addition to that we may get up with our private paying tuition families.

[2:15:25] CDE is well because we do have a contract with them. Because of the pandemic, they are

[2:15:30] fully reimbursing for our potentially 72 students we can serve under that contract. Normally

[2:15:37] the reimbursement is based solely on enrollment and attendance, but this year they are holding

[2:15:42] us harmless and reimbursing the full amount. In addition, they are also providing stipends

[2:15:47] on top of that amount, which is really great support for us this year.

[2:15:51] And then in addition to that, I also applied for one grant with the YMCA to try to offset

[2:15:56] some of the loss revenue in the private program this year from families choosing not to participate

[2:16:03] for obvious reasons being in distance learning.

[2:16:06] But we did have quite a few families participate, which was great, but even though we offered

[2:16:10] that, we weren't able to offer it up at the normal rates when we were doing distance learning,

[2:16:14] we cut those rates in half in order to provide them with some education and have them retain

[2:16:18] a spot, but also not to charge them the full amount because they weren't getting the real

[2:16:22] three-hour in-person experience. So all of those really helped and came in handy this year first

[2:16:29] for a program. So that concludes my report. I'm happy to answer any questions that you have.

[2:16:38] Any questions from trustees?

[2:16:41] Okay, thank you. Thank you so much.

[2:16:45] Just say really quick before you run off, Lisa.

[2:16:48] I think you've been with us three years now, is that right?

[2:16:50] Going on, it'll be going on five.

[2:16:52] I'm going on five, including my fourth year.

[2:16:55] All right. Well, I remember when you came.

[2:16:57] Obviously not exactly, but I do remember.

[2:17:01] And there, the things you've done at ECDC and with the preschool program,

[2:17:07] The report that you just gave, you've added so much content and substance to what those kids

[2:17:12] are getting down there.

[2:17:14] So we can't thank you enough for the work that you've done for our kids and our district,

[2:17:17] the younger kids especially.

[2:17:19] So I just want to make sure you knew that.

[2:17:21] Thank you so much.

[2:17:22] I really appreciate that.

[2:17:23] Have a good evening.

[2:17:25] Thank you Lisa.

[2:17:29] That brings us to you 6.3. And thank you all for hanging around.

[2:17:37] It's because it's a little bit longer to get here than we had hoped, but we're at student services update, director of student services.

[2:17:44] Ms. Felida, have some comments, but we'll go ahead and take our yellow cards, so I think

[2:17:51] we'll take our yellow cards first, and then we'll do the recorded versions, because I

[2:17:56] know there's people in sitting on the edge of their seats for way too long.

[2:18:02] All right, the first card that I have, and I'm taking these on the order they were handed to

[2:18:06] me, Monica Pippin-Conder, she has three minutes and she or husband Joseph is with her.

[2:18:16] So he is yielding three minutes to her also if you need them.

[2:18:21] I don't think I need them, but okay.

[2:18:23] All right, so thank you everybody, appreciate it, as a CUSD parent and a member of the Equity

[2:18:31] committee. I'm concerned about the direction that CSD has headed. Education is very important

[2:18:36] to me and it's given me many opportunities in my life that I otherwise would not have

[2:18:40] to had. And I joined the Equity Committee with the goal of helping to find ways to lift

[2:18:46] the educational outcome for all students and all children and reviewing specifically the data for

[2:18:53] usd. So we all know instinctively that the shift from in person learning to zooming has negatively

[2:19:00] impacted, sorry, it's hard to breathe. Many students achievement and increase their feelings

[2:19:05] by solution. And students are falling behind in their suffering. And at a recent school board

[2:19:09] meeting, Trustee Valdez Clayton asked the Equity Committee specifically to focus on the underperforming

[2:19:15] children, especially those who have dropped to the D's and asked during the pandemic. So I've attended

[2:19:20] all of the equity committee meetings over the past seven months and I had yet to witness any effort

[2:19:25] to dig into the student achievement, data, and find creative ways to help support the students,

[2:19:31] that need our help right now. Sadly, instead of looking at helping the children,

[2:19:36] those children, as DCOE, through their leadership of the equity committee, they're hyper-focused

[2:19:42] on identity politics, gender pronouns, implicit bias, microaggressions, and all of the

[2:19:50] isms. Sexism, racism. And so, my question is, do we have a rampant problem at

[2:19:57] CUSD that deserves all this urgent focus above all us right now that is not being dealt

[2:20:03] with appropriately? So, I'd like to see the data and superintendent

[2:20:10] can you point to the data that we're supposed to be looking at and why the community is being pushed

[2:20:18] on this really divisive, SDCOE material that they're presenting every time in the equity committee.

[2:20:25] And it's being pushed down to kids in our school, presumably down to age, down to kindergarten.

[2:20:31] So the public schools don't have the right to mandate their version of the ideal collective social identity

[2:20:38] to our children during academic day.

[2:20:41] It's my duty of right to teach my own children.

[2:20:44] What's important to our family.

[2:20:47] Christian ideals, love of God, love of neighbor.

[2:20:49] Respect for life, goodness, charity, kindness.

[2:20:55] And then further in the Equity Committee meeting last week,

[2:20:58] it was stated that there's going to be an upcoming student survey.

[2:21:01] That will drive what the Equity Committee is going to do for the next year.

[2:21:05] And so, at the last month's Equity Committee meeting, it was stated that they'd like to

[2:21:09] have CSD students take the survey during class time, so students may be led to believe

[2:21:13] the students that the survey is not optional, so that they will be more likely to take

[2:21:17] the survey.

[2:21:18] So that's disturbing to me that I don't know who's drafting the survey, does SDCOE, who is divisive,

[2:21:26] drafting the survey, and what are students being asked, and why, is it trying to be defective

[2:21:31] to the students that it's not optional?

[2:21:34] So it kind of reminds me of the way that the no place for hate initiative is being pitched.

[2:21:39] So it's being touted as a student driven initiative.

[2:21:43] There's held during class time with the principles involvement and all,

[2:21:47] I'm not sure if the students are informed that these activities are optional.

[2:21:51] I'm not even sure if they were optional.

[2:21:54] During the freshman, no place for hate.

[2:21:56] The same time they weren't encouraged to use their gender pronouns and talk about their identities.

[2:22:00] And I don't know why this political program, which it is, has been sanctioned over other programs.

[2:22:06] Can my student lead a conservative club and get equal school time and sanctioned by the principles

[2:22:12] who's driving the bus?

[2:22:14] And is it the school board?

[2:22:15] Is it the students who's driving it?

[2:22:18] So if CUSD wants to survey our kids, so kind of going back to the survey,

[2:22:23] we need to make sure parents are aware about the survey questions will be in advance.

[2:22:27] And we need to know if we have the option of opting out the kids.

[2:22:30] In other school districts that I'm aware of, there were some student surveys that were

[2:22:35] highly inappropriate asking minor students, very invasive questions about their gender identities,

[2:22:41] sexual orientation, the preferences, their religion, their heritage, and so on with very few

[2:22:45] precautions taken for the child's privacy.

[2:22:48] And they also introduce racial consciousness by asking leading questions such as if the kid

[2:22:52] think it's possible to learn from a teacher that does not share their same skin color.

[2:22:56] So, I have not seen personally the proposed survey, but I would ask that we get involved and

[2:23:03] be able to review and approve survey questions, especially if it's intended to drive the policy.

[2:23:09] So, those are my main things.

[2:23:11] I want to see data and help with it.

[2:23:15] Thank you.

[2:23:21] Thank you, Mr. Southern Carter.

[2:23:23] The next card I have on the same topic, I believe, is Jim Sabzek.

[2:23:30] My phone is yours,

[2:23:34] Jim.

[2:23:34] Good evening, trustees, super attended parents. I'm Jim Fabzac. I am a parent to five students that have either currently in the system or have

[2:23:44] Attended corner of schools. I appreciate you all this to listen to contemplate and decide on a myriad of important topics over the number of years that I've been here

[2:23:52] I stand before you today to bring to you attention another very important topic critical theory or C.T. Why if you spend just five minutes watching the national news

[2:24:02] you're cutely where CT is sweeping across the nation. It must be prevented from being

[2:24:07] taught to our children, and we're not unified. Why? A bit of a little history lesson first.

[2:24:13] CT has its roots all the way back to the Age of Enlightenment. Dr. Valkor Mariffs

[2:24:17] and put in the paper on the Communist manifesto. Fundamentally, CT views the world through

[2:24:21] a single lens of power dividing citizens into opposing groups. In its simplest modern

[2:24:26] American form, post-muts of CT mandates, review one and others members of only one of two groups,

[2:24:32] oppressors and oppressed.

[2:24:34] A chosen do not have a choice that the witch group will be a part of.

[2:24:37] No more than they have a choice to pick the color of their skin.

[2:24:41] California, in California, in their own department of education,

[2:24:44] has pushed these Marxist ideas through the fields of gender,

[2:24:47] ethnic and cultural studies, critical race theory, and even math.

[2:24:52] Yes, even math.

[2:24:54] For a January Newsweek article, California's mathematics framework

[2:24:56] called a Pathway to Equivalent Math.

[2:24:59] Law of Instruction, labels teaching practices such as addressing mistakes, and focusing on the right answer as white supremacy culture.

[2:25:08] What does this even mean? This is math. This isn't chosal justice gymnastics.

[2:25:13] There is zero evidence that race-based blame curriculum improves student math achievement.

[2:25:19] So here we are today, a press was in a press, class warfare, a mayor of Chicago, banning all-light reporters from press corps,

[2:25:27] and most important to us parents race-based curriculum in our public schools.

[2:25:31] Well modern-day Marxism will be rebranded for easier parent and student consumption, sure.

[2:25:36] It will be cloaked by ill-defined and perhaps even racist term such as equity, white supremacy culture, and addressing mistakes.

[2:25:43] It will look and sound pleasing, but beneath the unicorns, the parades and the force pledges,

[2:25:47] it will be in the end, it will in the end divide an anger, just like Marxism always has.

[2:25:53] Ask yourself, was the CT, was CT the dream of Dr. Martin Luther King to identify our students

[2:25:58] by the color of their skin, voice the content of their character? We have to know and we have to do better.

[2:26:04] Over 20% of our students in Coronado have left in the last year and the 4 by 4 has left us largely broken and divided.

[2:26:11] The last thing we need now is another superintendent or school board proved reason to divide our community.

[2:26:15] Well, that said, I respectfully request each school board member, as well as SIPRATEM to

[2:26:20] earn your order.

[2:26:22] To go on record, condemning critical theory and out of schools and demonstrate commitment

[2:26:25] to eradicating all forms of CT and taxpayer funded curriculum, as well as the teachers

[2:26:30] supplemental material.

[2:26:32] To that end, we, the parents of Cornado, will be back here each and every month to ensure academic

[2:26:37] excellence, not social experimentation, remains your top priority.

[2:26:41] Thank you.

[2:26:49] Our next show of card is from Debory Gomez Grobe.

[2:26:57] I hope I pronounced it correctly.

[2:26:59] No.

[2:27:01] Go ahead and give it to us then, so.

[2:27:02] I think the equity committee wouldn't be happy with you for that,

[2:27:06] but because you're supposed to get the names right.

[2:27:08] I hope so.

[2:27:11] Okay.

[2:27:12] Good afternoon, Members of the Board.

[2:27:14] Good morning, Board.

[2:27:15] I'm going to have to drop this.

[2:27:16] I'm too old to be free.

[2:27:20] Good afternoon members of the governing board and Superintendent Mueller.

[2:27:24] I have come here this afternoon as a 21 year resident of Coronado and Grand Parent of

[2:27:28] two little girls for whom a decision will soon have to be made regarding their enrollment

[2:27:33] in CUSD schools for their K-12 education.

[2:27:38] I'm terribly concerned about the equity task force, which last August, I tried to plead

[2:27:43] that you do not implement, with no thought, no discussion, no community outreach and a total

[2:27:48] lack of transparency, the $30,000 task force was implemented anyway.

[2:27:54] I've reviewed the PowerPoint presentations from the county office and him dismayed that

[2:27:58] these slides communicate nothing to us parents and community members define no progress

[2:28:04] and reveal no outcomes. Many slides repeat themselves over this session and each session

[2:28:10] cost the district $2,000. Because the reminiscence does not really provide

[2:28:15] concerned community members with an opportunity for discourse and discussion, I'll skip

[2:28:21] many important things and move my answers to some questions.

[2:28:25] One, why was there no discussion with parents in the community through any means, such as perhaps

[2:28:31] town hall meetings or small group meetings before the decision was made to use the county

[2:28:35] offices equity department program?

[2:28:37] 2. What specific data were presented and justified the formation of the equity task force?

[2:28:46] 3. What are the names and roles of every individual involved in the chain approving the $30,000 contract?

[2:28:53] 4. What existing practices in CUSD were examined during year 1 and how was the application of an equity and access lens changed or impacted the decision making?

[2:29:05] 5. Where can I obtain a copy of the comprehensive review of CUSD data and how did that inform

[2:29:14] data-driven decisions? What data-driven decisions were identified?

[2:29:19] 6. Have all the board members been given a report to answer questions

[2:29:23] number 4 and 5 and will each board member respond to the thinking that they have after reviewing the report?

[2:29:30] 7. Has the Board examined the reporting of the entire product of the equity task force and will they use that to determine whether to pay the $15,000 or to spend the next $15,000.

[2:29:43] 8. Our instructional minutes used for student participation in the equity task force and are the teachers being paid for their time and participating on the equity task force either during the workday or beyond.

[2:29:55] 9. When will the videos of the equity task force be released so that parents and

[2:30:01] corn out of the community can openly see what is being done and how it is being

[2:30:07] done? And lastly, is there a plan in place to address the students who have

[2:30:11] fallen wave far behind because of the 2020 pandemic and what is that plan? So I'm

[2:30:18] running out of time, I see. So I am a retired educator with 32 years experience

[2:30:25] public education and vast experience leading multi-ethnic committees in large city school districts

[2:30:31] during the years of desegregation. I ask you please not to take the precious

[2:30:37] minutes that we have to teach our next generation reading, writing, math, and science in order to

[2:30:45] change hearts, minds, and morals. It doesn't work. It's preposterous. History has shown us that.

[2:30:51] While our kids are in school, let's watch their behavior and respond appropriate.

[2:30:58] Proprietly, let's be vigilant and model the idea that we should treat all people the way we wish to be treated.

[2:31:05] Let's trust in our parents and urge them to teach their children the moral, ethical, and social behaviors we desire to see in everyone.

[2:31:14] I see community discussion and overall transparency, not

[2:31:19] clandestine task forces with very few participants, and we will return, I will return because I want

[2:31:28] to school district that my two precious granddaughters can go to and be confident in that.

[2:31:42] Mr. Brian Flick.

[2:31:45] The board president, I asked that if I go over or I get to, if you can see me the 60 seconds

[2:31:50] Monica had left.

[2:31:54] I'm seeing the halftime.

[2:31:55] So, go ahead.

[2:31:56] Okay, thank you.

[2:31:57] Good evening, Governor and Board and Superintendent.

[2:31:59] I'm Brian Flick.

[2:32:00] A parent of a former village student and one that is considered a turn of my child into the

[2:32:04] Coronado Unified School District.

[2:32:05] I'm here this afternoon because I don't understand the reason behind the no place for

[2:32:08] hate signs on the village campus and I heard they were linked to the equity task force.

[2:32:12] My reaction when I first saw them walking home one evening in mid April was something

[2:32:15] is not right.

[2:32:16] After I share some research, I'm sure some of you will be as alarmed and concerned as I am

[2:32:20] that the administration is implementing this program, especially in light of the lack of transfer,

[2:32:26] especially in light of the lack of transparency regarding the forebikes.

[2:32:29] What is the origin for the no place for a no place for hate? They anti-deformation leak. From their website, they are anti-hate organization founded to combat anti-Semitism and bigotry. To achieve this aim, the ADL targets groups are individuals by labeling their actions as extremist, racist, sexist, and attempt to silence and censor them.

[2:32:48] Why is the school board adopting a program from a political, non-governmental organization?

[2:32:54] The Villageral Metropolitan School website sites no place for hate is being used to help

[2:32:57] see USDA be a welcoming and inclusive environment for everyone?

[2:33:00] What is the evidence that suggests the CSED is not a welcoming environment?

[2:33:04] According to administration at Villageral Elementary, military families and handicapped

[2:33:07] children do not feel included. I was told that even a single incident would be caused for

[2:33:12] concern and justification for the program. I disagree. I believe before adopting a partisan

[2:33:16] program with multiple genders on a checkered history of character assassination, the

[2:33:20] board should have had a serious conversation with the community, all the definition of

[2:33:23] hate, and the hateful incidents that apparently are taking place in CUSD.

[2:33:27] I was told the administration implemented it, so for the record, the superintendent decided

[2:33:31] to implement no place for hate without any justification without any conversation with the

[2:33:35] community.

[2:33:36] Question mark.

[2:33:37] When I asked how it was being implemented, I was told it was a student-led group of

[2:33:40] volunteer help, so the superintendent, along with the school's principals, think parents

[2:33:44] on their kids to school to be taught by other students.

[2:33:47] At this point, they're wondering what exactly is the program?

[2:33:50] I'll show what I learned by looking at the ADLs

[2:33:52] in a PlaySupply website.

[2:33:53] The No PlaySupply program is a framework for schools.

[2:33:55] It's seek to improve school-connet by incorporation,

[2:33:58] the following programming.

[2:33:59] One, political recommendations,

[2:34:01] support bias, bullying, diversity, and social justice education.

[2:34:04] Not a discussion of increasing your students'

[2:34:05] reading comprehension or lexiles score.

[2:34:08] Two, lesson plans such as toys and gender.

[2:34:10] Play the website.

[2:34:11] This lesson will give students the opportunity to learn about

[2:34:13] reflect on how toys are influenced by gender stereotypes, yada yada yada yada,

[2:34:17] three recommendations to educators, for instance, there's an eight-point plan to ensure

[2:34:21] communication is free of gender bias. Assuming I am wrong, the superintendent did not

[2:34:25] unilaterally decide to enroll with school in the ADL's no-place rate program,

[2:34:28] that is stands a reason the board approved this program. Believes the material in the ADL's website

[2:34:32] is appropriate for kindergarten through 12th grade students and therefore the board,

[2:34:35] once it's teacher used parallel language when referring to persons by sex and once teachers

[2:34:39] substitute neutral words for man and women in job titles.

[2:34:43] Lastly, I discovered last week, after corresponding with ADL San Diego office, that all

[2:34:47] coronada unified school districts are designated as no place for hate.

[2:34:50] For the community's awareness, not only did testify money get spent on receiving the

[2:34:54] designation, and 75% of the student body had to be controlled in assigning a pledge, but

[2:34:58] most significantly, the superintendent had to seek ADL pre-approval for coronada no place for

[2:35:03] hate activities.

[2:35:04] I think parents should know that the governing board is handing their child's education

[2:35:07] over to a political organization that believes the way to reduce hate is to identity division,

[2:35:11] attacking cultural norms, gender bias, and social justice, and Dr. Nation.

[2:35:15] Our request answers to be publicly addressed at the next school board meeting.

[2:35:18] Thank you.

[2:35:31] One more card before we get to the recorded comments.

[2:35:35] Jerry,

[2:35:36] the major.

[2:35:38] This is major.

[2:35:41] I'm asking her that one too.

[2:35:42] I'm sorry.

[2:35:43] Excuse me?

[2:35:44] I missed pronounce out.

[2:35:45] I'm sorry if I did.

[2:35:46] No.

[2:35:47] I just wanted to thank you for taking my comments.

[2:35:51] I'm a parent, a taxpayer, and a voter.

[2:35:54] And I have a sixth grader and a ninth grader in the public school system here.

[2:36:00] My daughter, the sixth grader, was distressed one day to hear in her class,

[2:36:08] a discussion about pronoun preference, and gender identity.

[2:36:13] And she asked me, Mom, what's that all about?

[2:36:15] She was confused, and then she had a questionnaire where she had to answer a question about

[2:36:21] what is her pronoun preference.

[2:36:23] And I assured her in all my years of education on 58,

[2:36:27] no one has ever asked me what my gender preference is.

[2:36:31] My husband I went and spoke with through Zoom.

[2:36:34] We spoke with the principals, and they told us to talk to the district,

[2:36:40] and so I decided to come.

[2:36:42] I've never had four kids in the system in California, I've never done this before, but I'm really

[2:36:48] concerned because it doesn't seem appropriate to have a 12-year-old discussing these kinds

[2:36:53] of things. And I'm wondering why hearing what the stats are academically, why are we doing this?

[2:37:02] I don't understand, and I'd love to hear what each of the board members feels about this subject,

[2:37:07] because I'm really concerned. Thank you.

[2:37:09] I

[2:37:16] believe that's everyone that submitted a yellow card as I corrected in Miss Any.

[2:37:21] Then Miss Miguel, I've got a few of you have played the recorded comments, please.

[2:37:29] We've received six comments on item 6.3.

[2:37:33] We applaud the board for making the now 8-month-old change in the DAG to end harassment in CUSD.

[2:37:39] However, it is unclear if the stronger sanctions for the use of bias language have been communicated

[2:37:44] assertively by CUSD administrative and teaching staff to all parents and students, to all students

[2:37:51] know how to report violations, was any proper training provided to teachers and coaches?

[2:37:57] It is the responsibility of the board to request an accounting from CUSD staff detailing

[2:38:02] exactly what they have done to implement this dig change. This request needs to be on the

[2:38:07] June CUSD board agenda. Thank you for addressing the issue of verbal discrimination and for updating

[2:38:13] the dead guidelines appropriately. Please make sure teachers and staff are trained on how to

[2:38:18] respond when racial slurs are used on school grounds and encourage students to report violations.

[2:38:25] Also important is that this messaging is translated into easy to understand guidelines for our

[2:38:30] different age group to kids and that everyone understands how important it is. Words matter and racist

[2:38:36] language is violent. Let's teach our kids how to be responsible and inclusive citizens and give them

[2:38:42] tools to recognize hate speech when they hear it and push back against it.

[2:38:47] Thank you.

[2:38:48] Thank you for the revised dive.

[2:38:50] Please instruct CUSD staff to provide a report on how they have communicated to the parents, students, teachers, and coaches about their revised discipline action guide.

[2:39:00] Which now prohibits use the bias language regarding race, gender, or disabilities.

[2:39:06] Where is the dive posted on the website?

[2:39:08] In which prominent location, at the school, can it be found, where is it highlighted in

[2:39:14] newsletters or direct emails and letters to parents, principals, and coaches?

[2:39:18] I request that training be provided for teachers and coaches on how to handle complaints regarding

[2:39:23] racial slurs, which would be in violation of the revised DAG. We would like continued reports of racial

[2:39:29] slurs on CUSD sports teams, and request that specific guidance be given to the coaches.

[2:39:35] What guidance is given to students to report racial slurs or harassment that happens online

[2:39:40] on campus and on sports teams?

[2:39:44] I would like to remind Superintendent Mueller and the school board that verbal harassment,

[2:39:48] which includes funding, insulting, humiliating, and intimidating the student of Prop.

[2:39:54] Prompt action is not taken through the Discipline Action Guide.

[2:39:58] Encry.

[2:39:59] Long term negative self-esteem issues, depression, and potentially suicide in a student. Last week's U.S.D. lost a pressure student life due to a drug overdose. Please do not dismiss the harmful reality and consequences of verbal harassment. You listen to parents and community and updated the day. Thank you.

[2:40:20] Now it's time for you to urgently, one, translate the day into age-appropriate language. So,

[2:40:26] young students clearly understand it's meaning to distribute the policy as stated in the

[2:40:32] day. Distribution plan, the district shall make every attempt to distribute a copy of this plan

[2:40:38] to all students and their parents and guardians in a language they can understand. It shall also be posted

[2:40:44] on the district website and in a visible, prominent location with an age school.

[2:40:50] It's a really require the CUSD superintendent to communicate to the CUSD community regarding

[2:40:55] the importance of this diet change.

[2:40:59] Why?

[2:41:00] It was created, CUSD's commitment to it.

[2:41:04] How it will be enforced and how to make a complaint of a violation occurs.

[2:41:08] For, trained teachers, coaches, and staff to handle violations of this tag policy, and encourage students to report violations.

[2:41:17] I'm John Mozier, father up to one daughter, a sophomore at CHS, another daughter who graduated CHS in 2020, and one son at CHS class in 2002.

[2:41:27] I've had children in the Coronado School District for over 20 years.

[2:41:32] I volunteer to serve as a parent on the District's Equity Committee, relevant detail.

[2:41:36] My daughters are Chinese, adopted in 2003 and 2005, respectively.

[2:41:42] From the equity perspective, ours as a race mixed race family.

[2:41:46] I've been troubled to observe almost a slavish obsession with the idea that human beings

[2:41:51] are to be thought of and treated based on group identities.

[2:41:55] Identities largely defined and are constrained by appearance and or behavioral choices.

[2:42:01] This is almost the precise opposite of moral and ethical principles I started to teach my children,

[2:42:08] and model for them as their father.

[2:42:10] I'm an advocate for the Dr. King content of their character, approach to morals and ethics,

[2:42:17] not to judge others by appearance, but how they act and the dignity their personal conduct affords to others.

[2:42:23] I will continue to serve on the equity committee, but those who can't foresee dangerous and teaching children to view identity as inexorably tied to race or sex, or behavior while simultaneously teaching these same children that some groups hating, other groups is pervasive, problem, and coronado schools is either naive or ideologically blind.

[2:42:48] These ideas will have consequences.

[2:42:51] I'd be happy to meet personally with any board member willing to do so thoughtfully,

[2:42:56] discuss and examine these entirely foreseeable consequences.

[2:43:00] My name is Bob Grove. After 22 years in Coronado, my wife and I have paid a little attention

[2:43:05] to the operation of the Coronado Univide School District.

[2:43:08] Here, about recently, I have a couple of troubling programs focused on social engineering

[2:43:12] students views and thoughts that are being actively promoted. A, no place for hate has been

[2:43:19] using Coronado for three years. I really do not want my granddaughters being subjected to this kind

[2:43:26] kind of activities listed in program examples or any activities related to racism and hate.

[2:43:33] The equity sessions just got started during the past year with a committee of parents, teachers and

[2:43:38] students and is led by San Diego County Office of Education consultants to create equity for all,

[2:43:46] which sounds like a lot of critical theory jargon. Information presented in slides from equity

[2:43:52] sessions must match the best word salad I've ever read. Words sound good and are thoroughly mixed and

[2:43:59] tossed but I'm not always sure of the meaning. It is nonsense. What bothers me most here is that within

[2:44:06] 38 years of experience in conducting research, evaluation, and assessment studies of educational

[2:44:12] programs including social engineering programs. I have never found any statistically significant

[2:44:18] effects relating, social engineering, participation, and improved academic success. These programs

[2:44:26] really accomplish anything. Stop implementation.

[2:44:38] That was the last one. Thank you.

[2:44:43] Thank you again for all your comments tonight. We will now

[2:44:46] proceed with the report six point three of the student services update on some of the topics we've just heard about.

[2:44:53] Mr. Mueller.

[2:44:56] Thank you, Captain Pontus.

[2:44:57] I would like to ask our Director of Student Services Miss Niefoli to come up and share her report with the governing board.

[2:45:07] After she presents her report, the governing board will have opportunities to ask questions about the report and then open up discussion.

[2:45:16] regarding public comments.

[2:45:20] Good evening, Captain Pontus, Trestes, Superintendent Mueller.

[2:45:25] Thank you for having me again this evening and thank you to all our

[2:45:29] comment commenters here in the board room with us and also those who took the time

[2:45:34] to send in recorded calls.

[2:45:37] I appreciate your input and think that this will lead to a robust discussion

[2:45:40] for our community.

[2:45:42] My report tonight is a student services report, which covers a couple of different areas.

[2:45:49] So it's special education, student services, as well as the Equity Committee update.

[2:45:55] So the first item was accolades for I-Lane Rodriguez, who is our self-overcipient.

[2:46:01] And we've already heard Ms. Lisa Lanzo, our director from the preschool discuss that.

[2:46:06] I would like to publicly say congratulations to Eileen and I look forward to next week when she

[2:46:12] will receive that actual Selpa Award for her inclusive education, her contributions to inclusive

[2:46:19] education at our preschool. Our next is just a brief highlight of our extended school year

[2:46:26] and really what I'm highlighting there is extended school year as services for students with

[2:46:31] abilities during those 20 days of June 21st through July 16th. What's significant about this

[2:46:40] is that we are increasing the number of hours of services so students will receive four hours

[2:46:46] of instruction specifically to their IEP goals. So that was the reason for that included in the report.

[2:46:54] If I'm moving too quickly I'm purposely just trying to cover things so we can get to the topics

[2:46:59] that have the most discussion.

[2:47:04] May is mental wellness as well as better speech and hearing month.

[2:47:08] I do want to publicly acknowledge all of our clinicians

[2:47:11] whether they be our clinical counselors, our herbs, clinicians,

[2:47:15] our school psychologists, our military family,

[2:47:17] life counselors for the work that they do with our students.

[2:47:21] Especially this year, more than ever before,

[2:47:25] the topics of mental wellness for students

[2:47:28] Good night.

[2:47:29] And staff have been topics of conversation, and so tremendous support from all of our counselling staff, so a tremendous thanks to them, as well as we celebrate our speech pathologists in the month of May with better speech and hearing months, month we have five SLPs in our district, and so I think them for their work that they do with our communication needs for students.

[2:47:55] The next, any, any questions before I move on.

[2:47:58] The next is our discussion of our review of the no place for hate.

[2:48:04] So, as, as is written there in the report,

[2:48:07] it's an organizing framework by ADL partnership with ADL for K-12 schools.

[2:48:14] The program is designed to be a very holistic approach.

[2:48:18] It amplifies student voice.

[2:48:20] We recognize that students are really where kindness begins and how students interact with each other is what is most important.

[2:48:31] As you see, our schools have been designated as no place for hate just this year.

[2:48:37] We initiated this in September and it was a tremendous effort on behalf of the committees at each campus to bring the

[2:48:49] the positivity that has come from no place for hate to our schools in the middle of a pandemic.

[2:48:56] What they did was they formed committees. The committees where have parent support

[2:49:02] have student voice administrators and teachers and they led school wide activities specifically

[2:49:09] around teaching respect, celebrating diversity and building positive school climate.

[2:49:14] The activities are approved, being that we were in the designation process, the activities

[2:49:23] had to be approved by the education consultants from no place for hate to ensure that we

[2:49:30] were doing activities that would make the goal of teaching about bias, prejudice, stereotypes,

[2:49:38] discrimination, bullying, and additionally cyberbullying.

[2:49:41] they were tailored to grade level so they weren't it wasn't a one-size-fits-all. If you look at the committee at

[2:49:49] Village Elementary it's very different than the committee at Coronado High School.

[2:49:53] May I ask a question right there with something you said.

[2:49:57] Why you would a 501c3 organization like and let's say with acronyms that anti-deformation link,

[2:50:05] which has a history of targeting a lot of black leaders and Arab organizations.

[2:50:12] Why would they be privy to information with regard to our students such as the one you said that you shared

[2:50:19] is so that we would acquire this designation.

[2:50:22] And what exactly was entailed reaching this designation?

[2:50:27] Was there a pledge of any sort reaching 75%.

[2:50:30] So, part of the initial activities is that the school puts together a committee and the committee

[2:50:38] then asks student members to pledge kindness, and so they do sign a pledge to commit to this.

[2:50:47] And that was one of the very first activities all the way back in the fall.

[2:50:52] And then some of the other activities that they conducted at Village, they did Mahalo Mondays,

[2:50:58] where they greeted students at the gate when they were coming in the gate and gave them

[2:51:03] kindness cards, reminders of how to be kind. They participated in the great kindness challenge,

[2:51:11] which gave students the ideas of here's 10 things that you could do that would demonstrate

[2:51:16] kindness today. So those would be some of the types of activities.

[2:51:22] But specifically the pledges I will be kind, that's what does 75% of our student body

[2:51:28] signed. I will be kind. The pledge is a lengthy, a full-page document that talks about.

[2:51:37] I don't know. I don't have it committed to memory, but I could bring it for you.

[2:51:41] That would be great. Thank you. When I apologize for the intention.

[2:51:43] And, Ms. Foley, I believe I heard in Trust Me if I'm mistaken. Trust you about this, Clayton.

[2:51:49] Did we disclose any student personal information to no place for hate or the anti-differentiations?

[2:51:53] No, we do not. Thank you.

[2:51:55] And I only mentioned that because some of their own curriculum asks for schools to report and I quote

[2:52:03] Any incidents of bias, bullying, and discrimination as soon as the harassment occurs.

[2:52:10] So we're not beholden to sharing any kind of information with this 501c3.

[2:52:16] That's important.

[2:52:16] We do not share any student information.

[2:52:19] Thank you.

[2:52:22] But we do get the training materials and direction if there is an issue from the ADL.

[2:52:30] And how many instances of hate have we had in like K-35 to remind us it is to be kind?

[2:52:37] I would like to ask the governing board if we're going to ask Ms. Foley questions that

[2:52:42] aren't part of her report that we have a board discussion and that the board for a future

[2:52:48] board agenda item, direct the superintendent to present a report to the governing board that

[2:52:53] addresses questions you may have.

[2:52:55] I know Ms. Foley's report does not outline data of our discipline action guide, so she

[2:53:02] wasn't prepared to respond to your question of number of incidents.

[2:53:05] I think in fairness to our staff providing her with opportunities and staff with opportunities

[2:53:10] to call, including some of the questions that were raised this evening by members of our

[2:53:15] community, Ms. Folley shared to present her report on student services and I would like questions

[2:53:21] directed to Ms. Folley to be specific to her report and then a board discussion.

[2:53:26] To be clear, Superintendent, she did mention a pledge. I happened to, I wasn't referring

[2:53:31] to your question about the pledge. I was referring to a number of incidents of trusty

[2:53:37] Because I ask questions.

[2:53:41] And I'm taking notes of the items to bring back for you.

[2:53:46] I think the concern is, I'm the only parent.

[2:53:48] I'm the only one that has, well, not parent,

[2:53:52] but it has children in the school.

[2:53:54] And I was very concerned when this came out, very concerned.

[2:53:57] I let it, because it does.

[2:54:00] It sounds, while it sounds a good pursuit of cause,

[2:54:04] just being aligned with a political organization,

[2:54:07] that's very hypertense of is a concern. And my kids do not sign that. You'll pledge for hate.

[2:54:13] I said absolutely not. And for my fourth grader to come to me and say, I don't want to sign this,

[2:54:19] because I don't hate. I think that there's different messages that are being presented.

[2:54:24] The students were coerced in deciding it. That's a concern to me. The other concern is that

[2:54:32] And the activities that the students are asked to do are during school curricular time.

[2:54:39] When we are already down 33% with students that have these in F's.

[2:54:44] If this is a club, it's what Superintendent Mueller mentioned, then why are we doing it during

[2:54:51] Keep curricular hours.

[2:55:03] And I think that the thing is, is my daughter had to fill out a form and unless you fill out the forms to its entirety, you can't submit them.

[2:55:12] She was not going to be given a point for an activity because she didn't fill it out to its entirety, asking pronouns, asking other personal questions.

[2:55:23] And I think that the school is not the third arm of the parent and I think programs such

[2:55:29] as this starts to wrap the third arm around the student and the school is not the third

[2:55:35] arm of the parent.

[2:55:37] The school is, our job is to ensure quality curriculum and I didn't know about this.

[2:55:46] This was when I was on the board in September, so I don't need to know if the board approved

[2:55:49] this program or this was approved through committees.

[2:55:56] Ms. Will, can you conclude your report and then we can start addressing some of the questions

[2:56:00] or concerns race?

[2:56:03] The next portion listed their goal 3.0 and goal 3.2 referred to our long-range plan, and

[2:56:12] the work of the no place for hate committees aligns with our long-range plan on the first

[2:56:18] goal being support, and that is maintained safe and supportive schools with appropriate resources,

[2:56:24] practices and procedures where students and staff thrive. That's the language right from our

[2:56:30] our LRP and also goal 3.2 strengthen programs and expand resources which support the physical

[2:56:37] and emotional health of COSD staff and students. Additionally, I included California Education Code

[2:56:44] which obviously aligns with federal anti-discrimination laws Title IX but some of the real key

[2:56:52] and ceiling at features out of California Education Code Section 201.

[2:56:57] Public schools are to take affirmative steps to combat racism, sexism, and other forms of bias.

[2:57:03] And also prevent and respond to acts of hate violence and bias related incidents in an urgent manner.

[2:57:10] And then that last one teach and inform students about their rights and rights of others in order to increase awareness and understanding in order to promote tolerance and sensitivity.

[2:57:25] Okay. So the next moving along is moving into the equity committee update.

[2:57:36] So our equity

[2:57:38] committee convened seven 90-minute sessions since November. I'll recall that we had our

[2:57:47] governing board workshop in September where the governing board took that time to write

[2:57:54] our board policy, O415, which is our equity board policy, and our equity board policy really

[2:58:01] clearly delineates the, do you mind pulling up those slides? Because I have the actual BP on

[2:58:08] there, and I don't want to miss speak. Thank you.

[2:58:18] So our equity board policy there addresses

[2:58:22] nine key areas, and those nine key areas specifically address routinely assessing student needs based

[2:58:32] on disaggregated data, analyzing expenditures and financial human resources that we developed

[2:58:41] a tiger team out of that one for human resources, enabling and encouraging students to enroll

[2:58:47] participate in complete, complete,

[2:58:49] excuse me, complete curricular and extracurricular courses,

[2:58:53] advanced college prep programs and other student activities,

[2:58:57] building a positive school climate that promotes student engagement,

[2:59:01] safety, and academic and other supports for students,

[2:59:05] augment instruction with resources and expand understanding

[2:59:08] and exposure to diverse perspectives, which support

[2:59:11] and enhanced student achievement,

[2:59:15] providing and or collaborating with local agencies to access support services for students

[2:59:20] in need, promoting employment and retention of diverse staff, providing district staff with

[2:59:26] ongoing research-based professional learning development on diversity and educational equity

[2:59:31] among all students, and then finally review current program evaluations focusing on educational

[2:59:37] equity and address the academic outcomes and performance of all students on all indicators.

[2:59:45] I included the board policy because I think it's a helpful reminder for all of us

[2:59:50] of how we have arrived where we have with our equity committee.

[2:59:55] Please note that the work that we do in the district not all equity work comes from the work

[3:00:00] of that committee.

[3:00:02] We make decisions based on student need every single day.

[3:00:05] I feel very comfortable and confident saying that decisions that are made, you know, most recently we were discussing summer school and the need for summer school and the need for students to really at our high school level in many cases it's remediation of course work.

[3:00:29] Those are equity-based decisions that is based on data that we sit and we pour over lists of students who have significant need.

[3:00:40] That is not based on race.

[3:00:42] That is not based on language.

[3:00:44] That is not based on disability.

[3:00:46] That is not based on anything other than the data and front of us indicates that that student has a need to remediate coursework.

[3:00:55] And we make those equity-based decisions every day, so not all decisions in our district that are related to student data goes through this equity committee that has met seven times in the last six months.

[3:01:13] So I wanted to say that publicly, the work that we have done on that equity committee has had stops and starts.

[3:01:21] We started off, we really were in phase one, and that was getting to know ourselves and what we bring to the table and building a culture of trust and open communication so we could have those hard discussions.

[3:01:38] But always coming back to those four areas of supplemental materials, professional development, human resources and positive school culture.

[3:01:48] Many of the comments that were the recorded comments tonight I heard about the Discipline Action Guide, so if I could, I just want to address some of those, they're not in this written report, but the positive school culture group, there were two groups, one was a student group and one was a parent group.

[3:02:11] And in that parent group, we talked a lot about understanding our discipline action guide and understanding our discipline matrix.

[3:02:22] Our discipline matrix is based on restorative practices, positive behavior intervention.

[3:02:29] And parents were saying, we don't understand that. What does that mean if my child gets sent to the office? So out of that parent committee of our equity committee of the positive school culture, we decided to focus on making the discipline action guide tangible to parents, understandable to parents.

[3:02:52] So that is the task that my department will take on this summer.

[3:02:57] We're creating what we call one-pagers.

[3:03:00] Simple ways to understand if my child receives a referral,

[3:03:05] if my child goes to the office, what will happen.

[3:03:09] And helping break down the somewhat cumbersome California education code

[3:03:16] that guides our discipline, action guide.

[3:03:19] So, I give you that as an example of some of the work that was occurring in those small

[3:03:25] tiger teams.

[3:03:28] Our positive school culture, the student group, students created, and this was one of our

[3:03:35] students here.

[3:03:36] Students created a survey that they would like to share with their peers.

[3:03:44] Many of the comments were that we don't have enough, there isn't enough presence of students on this committee.

[3:03:51] Students don't have enough voice.

[3:03:54] So, one way that we gather student information is student surveys such as our California Healthy Kids Survey.

[3:04:02] Another way that we can get information from our current students is to have them create the survey,

[3:04:09] and have them ask their peers about questions that are important to them.

[3:04:14] That survey has not been sent out yet.

[3:04:18] That is still in the working stages.

[3:04:21] And the students that were on the committee part of it was we wanted to wait until the very end of the school year to send it out.

[3:04:28] Students are right now focusing on statewide testing, APs, approaching the end of the school year.

[3:04:35] there's a lot of things. So we strategically held the survey, but the students have written a letter,

[3:04:41] a cover letter to explain, we're on the equity committee. We would like to know your opinions about,

[3:04:48] and then they worked in their tiger team to develop the survey questions. It is one more data point for us.

[3:04:57] It is information from students asking their peers questions.

[3:05:05] So that's a discussion of some of the work that the Tiger team has been doing.

[3:05:12] Thank you.

[3:05:13] Thank you, Ms. Foley.

[3:05:23] So, what other choices of programs, because the no place for hate, according to Superintendent

[3:05:31] Mueller, and looking at your presentation, which I appreciate you completing.

[3:05:36] It goes in line with the code of education, correct?

[3:05:40] I think this code is Section 201 and California Education Code Section 234 and thank you for

[3:05:48] sending this over, Carl.

[3:05:51] That being said, doesn't the DAG also, I mean, wouldn't the DAG serve as the, as what we

[3:05:58] needed instead of a no place for hate because it's giving us the breakdown, it's letting

[3:06:04] the community know that we are taking the serious inclusivity is this

[3:06:10] serious, it's in our, we have a bag for it, and we're passing it out, we're

[3:06:16] going to be ensuring that all families have it, but then going one step further

[3:06:19] for no place for hate, aligning with a political organization, I think that's

[3:06:23] where people are questioning, and then coaching to it or having students

[3:06:29] participate during prime curricular hours, especially during, you know, we're not even

[3:06:34] back 100% students grades are down, we have to remedial students. I mean, we're taking students

[3:06:42] out of a quality classroom and we're, and I think this is where it's getting confusing,

[3:06:46] is then you also have the media talking about critical theory. I mean, it's getting lost because

[3:06:53] it's aligned with a political organization. So don't we have another platform we can utilize to

[3:06:58] solve, or do we already have it, and we're just not utilizing it?

[3:07:03] Thank you, Trustee Kasi.

[3:07:05] The discipline action guide is, you know, it's our policy that we follow if students have an

[3:07:12] infraction.

[3:07:13] And then how we dispense appropriate consequences based off of that infraction.

[3:07:18] It's aligned with California educational code, programs like no place for hate are in response

[3:07:24] to California educational code language that states schools are to take affirmative

[3:07:28] steps to be proactive, to combat racism, bullying, sexism, some of those things, so programs

[3:07:35] like this are the proactive or the affirmative steps, not how we will respond to incidents

[3:07:42] that are in violation of a policy, but how we're being proactive to educate and guide our

[3:07:48] students on communal expectations and kindness to answer your follow-up question, if you're

[3:07:57] asking staff to look at other programs that provide the same types of resources and experiences

[3:08:05] to promote kindness to build positive school culture. That's certainly something that staff

[3:08:10] will look into. I assure you, despite some of the comments that may have been shared

[3:08:16] some of the perceptions that have been shared, the intent of this program was in direct response

[3:08:23] to our community learning that we didn't always have positive school cultures and students

[3:08:31] speaking up and sharing their experiences within our school communities that they didn't always

[3:08:36] feel safe valued and respected while in our care. So we started looking at creating programs

[3:08:43] that specifically addressed those voices.

[3:08:46] And we felt that this because it is present in 42 states over 100 schools here in San

[3:08:52] Diego County that this was a tested program for us to build these experiences by students

[3:09:00] for students.

[3:09:01] I know that no place for hate has a power school website page and that it's shown on

[3:09:07] the side of the high school report, it is not a class, it is not listed as a class.

[3:09:11] They and other clubs do have power school pages for their members.

[3:09:17] If the board is asking us to look at other programs that serve in a similar function,

[3:09:22] that certainly something that we'd be interested in doing, but please trust that the intent behind this was in response to what we're hearing from our students and in response to the directives and the mandates outlined in California educational code.

[3:09:37] I think the concern is, well, there's a handful of them, but the top are, line it's

[3:09:43] aligned to a political organization.

[3:09:45] That is a concern.

[3:09:47] We as a school, if we are going to, you know, we should not be aligned with any type of political

[3:09:53] organization with any of this.

[3:09:57] Also, it also try to tribalizes.

[3:09:59] If a person doesn't want to sign the pledge, and then another student says, no, you need to sign the pledge. Now you're tribalizing them.

[3:10:07] Well, you need to sign the pledge. No, I don't want to sign the pledge. And I understand that, you know, it's not required.

[3:10:15] But students feel as it's required if it's done during school hours. And if you are asked to fill out a form, and you have to fill out the form to the, it's entirety to submit it.

[3:10:25] versus, I'll just fill out my name and how this school can,

[3:10:30] or how the teacher can help me in this class.

[3:10:32] But there's other questions are embedded in there,

[3:10:35] and you can't submit it unless each

[3:10:37] have never wanted those questions were answered

[3:10:40] because I experienced that.

[3:10:42] So I do, I would like, or I would like us

[3:10:45] to follow the education code, absolutely.

[3:10:48] I address the situations that have happened

[3:10:50] in the past, for to ensure that we focus essentially

[3:10:55] on inclusivity. And some in students in fields they could come forward and say something.

[3:11:00] However, using a political organization as our driver in this is a concern. So if we could look

[3:11:05] for other platforms to ensure we follow the education code as well as support inclusivity,

[3:11:12] I move that we do that.

[3:11:16] I would just like to talk for a moment about the work that we have done

[3:11:20] with our multi-tiered systems of supports because I think what we're talking about oftentimes is

[3:11:26] school-wide expectations and and do students understand that it is an

[3:11:31] expectation not only to not run through the lunch tables but is it an

[3:11:36] expectation to be polite or is it an expectation to not have a physical

[3:11:44] confrontation with a peer when you have a conflict? Our our schools we have

[3:11:49] worked for the last three years and both with the learning department and the

[3:11:54] services department in working with small committees of our multi-tiered systems and supports,

[3:12:00] and we focused first on behavior, and then are moving into academic interventions. So a lot

[3:12:08] of the work that is supported by what we're doing in the no-place for hate committees is supplemental

[3:12:16] to the foundational work that is already established with the work that we've done with our

[3:12:23] multi-tier systems to support.

[3:12:29] Ask a question.

[3:12:30] Of course.

[3:12:30] The multi-tier systems to support.

[3:12:32] And we often see the acronym S-E-L.

[3:12:35] What is S-E-L, Stanford?

[3:12:37] Social Emotional Learning.

[3:12:38] Learning so many acronyms.

[3:12:40] Sorry.

[3:12:41] So that has been identified as a driver of academic success.

[3:12:47] Is that fair to say?

[3:12:48] Yes.

[3:12:49] And the tiers that we're implementing,

[3:12:52] I went ahead and googled the pledge.

[3:12:55] Do you mind if I read it?

[3:12:56] I can pass it around if you like, but it's a single flyer, and it says no place for hate promise.

[3:13:04] On the first asterisk reads, I promise to do my best to treat everyone fairly.

[3:13:08] The next one, I promise to do my best to be kind to everyone, even if they are not like me.

[3:13:14] The third is if I see someone being hurt or bullied, I will tell a teacher.

[3:13:18] The fourth is everyone should be able to feel safe and happy at school, and the fifth is I want our school to be no place for hate.

[3:13:26] So that's the pledge that I was able to find quickly.

[3:13:30] Does that sound like when you're talking about?

[3:13:32] That's exactly it.

[3:13:33] I have a similar one that I did the same thing.

[3:13:37] I wanted to see what the language was.

[3:13:40] I promised to do my best to treat everyone fairly.

[3:13:43] I promised to do my best to be kind to everyone, even if they're not like me.

[3:13:48] If I see someone being heard or bullied, I will tell a teacher.

[3:13:51] I will help others to feel safe and happy at school.

[3:13:54] I will be part of making my school no place for hate.

[3:13:59] I don't disagree with that.

[3:14:02] The thing is that parents don't want their kids to sign pledges.

[3:14:06] I mean, why do we have to be supported by the anti-deformation link?

[3:14:11] Can we create that ourselves if we want to?

[3:14:14] But I'm struggling with the anti-deformation link.

[3:14:16] I really am, and getting the material from them.

[3:14:18] First, I believe that we can actually, we can come up with that material ourselves, we have an employee handbook, we have, you know, PhDs, I'm sure we can come up with inclusivity material without including a hyperpartisan political organization.

[3:14:41] Thank you for your questions for Ms. Foley on her report.

[3:14:49] Thank you again for a lucidating.

[3:14:52] This is, I think, for a lot of people coming back to school and seeing the signs all over

[3:14:59] campus.

[3:15:00] No place for hate and, of course, being able to Google and see who is behind this.

[3:15:05] My main concern, and I remember sitting here on the days when we did Sanford Harmony.

[3:15:09] I had questions about Stanford Harmony precisely because of student privacy.

[3:15:14] Aside from the politics of it, you stated that none of our student data, including data

[3:15:22] about demographic, ethnicity, color is shared with this outside organization, is that correct?

[3:15:29] We haven't pushed data out to them.

[3:15:32] If they want to go on data quest, it's on our website, it's on the California, anyone could

[3:15:38] find that it's public information.

[3:15:41] Individual student data is not shared

[3:15:43] with outside organizations.

[3:15:45] So they just have the general dashboard data, Brett.

[3:15:48] Yes.

[3:15:48] That's accessible to anyone.

[3:15:51] So again, it's having the third party organization

[3:15:55] established a curriculum.

[3:15:57] And I understand that it needs a lot of our MTSS goals,

[3:16:01] which is commendable.

[3:16:03] Would it be possible to take a look at other curriculums

[3:16:06] that do that without the political bent.

[3:16:09] I don't know who or what or what entity proposed this organization

[3:16:15] to implement this curriculum at the schools,

[3:16:17] but just a cursory look at who and what is behind the organization.

[3:16:23] I can read you what they say that what the definition of racism is.

[3:16:29] And I quote that it's faced on ideas that quote,

[3:16:32] white people deserve to be in charge and treated better.

[3:16:34] I don't know if you've encountered that language or of children aren't countering that.

[3:16:40] We had a couple of parents take issue with a lot of the critical race theory that has been largely discredited for academic inaccuracies as well.

[3:16:52] So I feel like maybe taking a second look might be prudent, you know, well it's commendable in terms of kindness and equity and non bias and treating everybody with respect.

[3:17:04] perhaps separating the organization from the work that we need to do.

[3:17:12] Thank you, Trustee Valdez Clayton.

[3:17:15] We now have two trustees who have requested a staff report on other campus culture,

[3:17:22] anti-bullying type programs to present to the governing board.

[3:17:26] Is that accurate?

[3:17:27] I have two that have asked very much.

[3:17:29] I think we have to. I mean, does she answer me? Do you want to weigh in? No. No, I mean, I'll weigh in to say that I think it's an excellent program from what I've seen and that when I took my daughter, my daughter was feeling very anxious about starting kindergarten in the fall. And so I went to my silver strength site visit this week. And I took a picture of the no place for hate sign. And I came home and shared it to her and read it to her. And she skipped away. It's that I am no longer worried about kindergarten.

[3:17:59] how nice the the quotes that the students wrote. And so I think so so I I'm I plot the program.

[3:18:06] I know some highly partisan people view it as a partisan organization, but I have reviewed the materials.

[3:18:13] I haven't seen anything other than encouraging kindness and things that I think we all instill in our

[3:18:18] children in what I've observed.

[3:18:24] I don't think highly partisan people looked at the we looked at the

[3:18:31] Again, that's the concern, you know, the inclusivity, kindness, all that absolutely, but being aligned with a political organization as a school K through 12 using material that we have not

[3:18:59] line with a, and that's just my, my personal opinion, but I think that, you know, if it's

[3:19:04] aligned with a political organization, I think that as a school, especially now more than ever,

[3:19:09] we need to be focused on quality curriculum, and I know that some of this is social emotional

[3:19:14] learning. I understand it's the, it's the political ideology that's aligned with it.

[3:19:20] Thank you, Trustee Kesai, and Trustee Baba, it's Clayton. We've, we've heard your requests,

[3:19:24] and if that's the will of the board, we'll bring that information forward. I see,

[3:19:29] That grants and crews, would you share from you, please?

[3:19:33] Well, my nine-year-old granddaughter is involved in this club, and so my experience of what's happening on campus comes from our little nine-year-old heart.

[3:19:44] And what I have seen and what I've heard or described to me is that it's an organization

[3:19:54] that helps children to develop kindness and thoughtfulness and reach out to other students

[3:20:03] who are new and to be kind to them.

[3:20:07] Since she's nine, she doesn't belong to any political organizations, and she doesn't vote yet.

[3:20:13] But what I have seen, as a result of this program, and you know, I'm prejudiced, but she's always been a very kind child, that the kindness has spread to other children, and especially, sometimes children are hesitant to be around children who aren't exactly like them, and so I think that this has helped with that.

[3:20:38] And again, I say, my experience comes through my granddaughter and the way she talks about

[3:20:47] this club and now happy she is with it and how she has noted that her peers appear to be

[3:20:55] kinder and more thoughtful to one another and so I was quite taken aback by the

[3:21:06] passion

[3:21:07] that I heard in the comments from the audience and I'm certainly listening to them and I've recorded some of them.

[3:21:16] And so I don't see anything wrong with looking into other programs, but I also just haven't seen anything wrong with the program that we have.

[3:21:27] It's, uh, you have something else?

[3:21:30] Um, again, the focus is about the students and making sure they feel inclusive.

[3:21:36] And, uh, I just think that having a, again, I'll say it again, just a third party, when we

[3:21:42] have the ability to do it ourselves, and we can look into others, and maybe there's other

[3:21:46] similar to this, and just maybe it's just, if we're using the material, it's, it,

[3:21:55] yeah.

[3:21:55] It's March, did you have something you wanted to add?

[3:22:05] Okay, so I just wanted to give my perspective just thought it might help since I'm a student and I'm on both the equity committee and in the no place for hate committee

[3:22:14] So I do these both just by choice

[3:22:18] They're outside

[3:22:19] I guess you could call them clubs because I've never done any activities in school with no place for hate

[3:22:25] It's all been outside my own time like in the afternoon

[3:22:28] And I totally wasn't aware.

[3:22:31] It was politically affiliated just because the nature of the discussions and all the meetings are very focused on kindness and just having virtue like morals just being kind to your neighbor being kind to other students.

[3:22:48] It promotes really beneficial activities like, for example, for me, I really wish I had known about pronouns now younger, the first time I had heard of pronouns was when I was a sophomore in English class, and so I think that it's really beneficial for students who do identify with pronouns that they weren't given at birth and say they changed their pronouns.

[3:23:14] I think for them because I have a friend specifically who has changed his pronouns and has really struggled in school because no one talks about it and

[3:23:25] No teachers ask or go out of their way to ask what pronouns you go by, so

[3:23:29] He's been

[3:23:32] Mislabeled in all of his classes by all the teachers and continues to be so I think for students like that. It's it's really valuable and especially for students like me who have not changed my pronouns

[3:23:42] But I find it very valuable because it's something I wasn't aware of before.

[3:23:48] And even like in processes like in class or emailing teachers, emailing college admissions

[3:23:54] counselors recently, like adding my pronouns at the end of my name, has given me an edge

[3:23:59] over other people.

[3:24:00] So I think it is really beneficial for students to have access to this information and in a way

[3:24:07] It's not like I don't find it to be overly evasive or like push you.

[3:24:14] I think it's really well presented as it is and I'm totally open to changing the

[3:24:21] programmer like adding more students or whatever we think but I think as of now it's a

[3:24:27] really great program so yeah just thought I didn't ask you a question.

[3:24:33] Yeah, yeah, yeah, did you do an activity in which you chose your pronouns during this no place for hate club?

[3:24:40] So yes during the class we were at a couple of occasions

[3:24:44] We were given the opportunity to add in our pronouns in our Zoom like names

[3:24:49] And we've definitely done activities to discuss it. Oh, and for the survey

[3:24:54] I did want to address this too. So the like Tiger teams that were put into

[3:24:59] Thank you for the equity committee for the students. We were given access to the survey, and it was just us group

[3:25:07] students. It's a couple of little schoolers and then me and a couple of high schoolers. And we got to review it and add in questions that we thought were necessary to add into the survey. And we decided as students in discussion that it would be, we haven't, the survey hasn't been submitted or put out anywhere.

[3:25:25] but we thought it would be super beneficial to have it during school hours just because

[3:25:30] a lot of students, we feel that a lot of students won't take the time to go out of their way

[3:25:36] and block this survey which, it might not be necessary to push on to all students and we totally think it should be optional.

[3:25:43] But we thought it would be really important because even as I was reading the survey questions, there were so many things that I never even thought of.

[3:25:49] That I found to be super valuable even just to ask myself these questions if I didn't know the answer to them.

[3:25:53] like what kind of questions.

[3:25:56] I'm asking what pronouns you prefer or things of that nature, do you feel comfortable in your classroom?

[3:26:05] Just checking in on students who might not feel comfortable

[3:26:08] and I know of students who do feel not uncomfortable

[3:26:14] but feel misunderstood in classrooms.

[3:26:16] So I think for them specifically it's super important just to give them the opportunity to answer that in a survey if they would like to.

[3:26:25] Thank you.

[3:26:26] Thank you.

[3:26:30] We need to sum this up pretty quick out here.

[3:26:33] I had another question.

[3:26:35] Go ahead.

[3:26:36] Again, thank you so much Kelly.

[3:26:39] So we just heard from our student representative.

[3:26:41] This isn't just about kindness.

[3:26:43] Now, it's about sexual identity, gender identity and pronouns for students.

[3:26:48] That's pretty clear where you will wear of that, or where you just focused on the kindness portion,

[3:26:52] or what the MTSS portion?

[3:26:57] So that activity was an activity specifically for our middle and high school students, learning

[3:27:06] about themselves and how do they identify?

[3:27:11] So that was a separate activity.

[3:27:15] Thank you.

[3:27:18] Anybody else?

[3:27:20] All right, Ms. Kuzai.

[3:27:23] It's focused on training, focusing on color, identity, gender identity, and religious focuses.

[3:27:32] And the trainings that are provided are focused in those various areas.

[3:27:37] There's students out there that are comfortable with this, and there's parents out there, not comfortable with this,

[3:27:42] a number of on number of platforms and students that aren't comfortable with it

[3:27:48] won't speak up so now we're excluding students because they're maybe they're

[3:27:53] not comfortable filling out the paper to the form and if if they're doing

[3:27:57] this during the class time versus doing it with your send it to the parents first

[3:28:02] send any type of surveys to the parents before you send it to the student or send

[3:28:06] it to the parents to say with your student fill out the surveys and the reason

[3:28:11] being is that I think parents feel that we're getting further and further away from really

[3:28:16] understanding what's going on in school.

[3:28:19] Because we are looking up this information, community members are looking up this information.

[3:28:26] And now it's being uncovered that it's more than just about being kind.

[3:28:30] And I think that's where, and we all agree about inclusivity, but we can't exclude people

[3:28:35] while we're trying to include.

[3:28:37] And I kind of sense that that's that's what's happening with this with this no place for hate and going back and looking at other platforms

[3:28:44] I believe would be very helpful because we all want the same goal we're all there for the same every child every day.

[3:28:53] But we want to lose children along the way when when focusing on yeah thank you.

[3:29:02] Mr. President, unless you have a question, we still have to delve on the equity update.

[3:29:10] We've already covered that.

[3:29:11] Oh, did we?

[3:29:12] I'm sorry.

[3:29:13] You don't have one.

[3:29:13] I have one question.

[3:29:14] Okay.

[3:29:15] Okay.

[3:29:16] Now moving along with from the no place for hate.

[3:29:20] I'm going to finish up no place for hate, then.

[3:29:21] Yes.

[3:29:22] Oh, please.

[3:29:23] Go on.

[3:29:25] I think I've heard enough for me.

[3:29:30] that I'm not really willing to throw the baby out of the bathwater quite yet.

[3:29:35] I'm not willing to check no place for hate at this moment.

[3:29:39] But I think to there's been enough concerns that we at least need to vet it a little bit better.

[3:29:48] And maybe look at and compare it in other ways to ensure that we are not crossing any lines.

[3:29:54] say we are that no place for hate is in compliance with California

[3:29:59] code and other things and that if it's a club that's it is a club and it's

[3:30:06] not you know I'm not I can't from what I've heard not sure it's not bleeding

[3:30:11] over into a classroom here and there so I think we just need to vet the

[3:30:16] program to see what where really is I'm a little bit I have a little bit of a

[3:30:24] in each corner there. So that would be my proposal to the board that we give guidance to the

[3:30:31] superintendent to get the no place for hate program that we currently use not to throw it out

[3:30:38] immediately but to compare it to Ed code to make sure everything that is in there is legal that we're

[3:30:47] not crossing any boundaries as far as political organizations or things like that and bring that back

[3:30:54] before the next school year.

[3:30:56] Can I add something to that, man?

[3:30:58] Go ahead.

[3:31:00] While looking in vetting the program, maybe looking at other programs, that can also support education code.

[3:31:07] Because if the program comes where we're saying, well, we didn't really know this,

[3:31:12] then at least we've already taken the initiative to look at other opportunities,

[3:31:15] alignment with other programs.

[3:31:18] Do we need to do that before we vet this program?

[3:31:20] I wish it could be done at the same time.

[3:31:22] No,

[3:31:30] what's it so we're doing what business right now public comments requires thank you though, and all I mean

[3:31:35] I guess to concern again if it's a club then why are administrators running it that's what we're gonna

[3:31:40] That's gonna find out we've got it. We've got to get more information forms have to be filled up to its entirety

[3:31:47] I actually

[3:31:49] Got I see I was passing email that

[3:31:52] that Mr. Schmeichel said it wasn't a club.

[3:31:56] So there's obviously some disconnect with administrators,

[3:31:59] how to deliver this.

[3:32:01] And what reward are we getting by participating in this?

[3:32:04] Are we getting any financial,

[3:32:06] but if we hit that designation, which we have?

[3:32:08] All the information that when we've got the program

[3:32:10] and the different interviewer can come back and answer,

[3:32:14] he's got a list of the questions that have been asked,

[3:32:16] come back to us and give us precisely

[3:32:20] where this program is right now.

[3:32:21] And would you make a good decision for me?

[3:32:23] If I want to make a comment, I'm saving here right now.

[3:32:27] Just realizing that there was...

[3:32:29] Some administrator that approved this to a goalable community, that we had our best interest in sending

[3:32:38] our children to get an academic education and they come back, teaching them the pronouns

[3:32:45] causing confusion to sway without their parental consent, possibly or information. We just heard

[3:32:52] parents right now that didn't even know about this? I am just outraged. I'm outraged.

[3:32:59] I'm outraged.

[3:33:07] Was it that a trusty right now, can pull it up on her phone right now?

[3:33:11] Immediately at the pledge. And all this background data of this organization

[3:33:15] that has existed for over 50 years. We can do better.

[3:33:20] Exactly. This is outrageous.

[3:33:24] Sorry.

[3:33:27] Are we happy with the guidance to give the superintendent an opportunity

[3:33:33] to refuse some of the things that have been said and come back to us at the complete report

[3:33:37] and exactly where this program falls from what has been said.

[3:33:42] Yes.

[3:33:42] And all of your comments.

[3:33:43] Other programs.

[3:33:44] This one.

[3:33:45] He's obviously going to need more than the next two weeks to the next meeting to do that.

[3:33:50] Okay.

[3:33:51] Well, as long as we have it, we can make a decision before the start of the next school year.

[3:33:56] And it needs to be announced that parents, you do not have to have your child participate.

[3:34:01] You don't have to, and your child will not have punitive action if they're not comfortable, and it should not be done during school.

[3:34:08] It should be done after school.

[3:34:10] I know what it should be co-host.

[3:34:11] Thank you.

[3:34:12] Every opportunity

[3:34:18] to bring those concerns to the superintendent and reinforce those statements.

[3:34:26] All right.

[3:34:27] Does everybody good with the guidance that we have?

[3:34:29] Thank you.

[3:34:30] All right.

[3:34:31] Then we're closing.

[3:34:32] No place right is close for tonight.

[3:34:34] Thank you, once again, everybody, for bringing your comments.

[3:34:38] Equity.

[3:34:40] I do need a break first.

[3:34:44] Let's do equity because I don't want to be around that.

[3:34:46] So I've set on a couple of the equity task committees.

[3:34:53] And can you help me or help the community understand what, what are the actual,

[3:34:59] defineable goals for the equity task committee because I sat on them and I see that it is it is not really focusing on the

[3:35:11] The I mean hold up sorry I know there's supplemental material professional development

[3:35:17] I was in the breakout room with the subcommittee of the teachers and the teachers were looking at it was more very softball

[3:35:25] It wasn't you know, I can pull it up

[3:35:27] on what their initiatives were.

[3:35:30] It was more, what are other schools using for supplemental material

[3:35:34] through an equity lens?

[3:35:36] It wasn't anything about solving and resolving our decent F's.

[3:35:40] It wasn't anything about the students who are struggling in class,

[3:35:45] the minority students or the disability students.

[3:35:47] It had nothing to do with that.

[3:35:48] It was very much, and it has been through the times

[3:35:51] that I've been on the committee.

[3:35:53] It's very much driven through critical theory.

[3:35:56] It is.

[3:35:56] And I'm concerned about it.

[3:35:58] I've watched a couple of, and I've read through all the PowerPoint presentations.

[3:36:04] And I don't think we created a solution, and now we're in search of our problem.

[3:36:10] Because I don't, can you tell us the top three goals you've been able to achieve through the last seven meetings?

[3:36:14] So, Ms. Foley, do you mind if I address the trusty comments on this?

[3:36:18] Call you back up if we need additional support. Thank you.

[3:36:22] I think you may be disappointed in the response to that, trusty, because I, the board approved

[3:36:29] board policy 0415.

[3:36:32] It is the direction from the board was for staff to ensure adherence to board policy 0415.

[3:36:40] That is independent of a committee that was established.

[3:36:43] I heard on this dius from the governing board that establishing a community committee on equity

[3:36:51] was a mistake. Why are we involving shareholders and conversations about this topic? We decided

[3:37:00] as a staff to create an equity committee to bring voices into the room. We asked for volunteer

[3:37:06] students, parents, and staff. We solicited people including who are in this room that didn't

[3:37:11] volunteer to be a part of that committee, so we had a balanced representation. We knew going into

[3:37:18] that discussion that this was about dialogue in response to information that was coming to us

[3:37:24] from shareholders and members of our community.

[3:37:27] The trustees that were here during the summer are well aware of those voices and the

[3:37:32] petitions that we were responding to that said, we need dialogue, we need a voice, we need

[3:37:36] opportunities to talk about the culture and the community on our school campuses.

[3:37:42] We looked at, we need to ensure that our students feel trusted, valued, and safe while on our campus.

[3:37:52] And we decided to bring in the voices from the community to be a part of those conversations.

[3:37:57] Again, independent of the board policy that we're hired to enforce.

[3:38:03] So when Trustee Valdez Claynass about what are we doing in response to our dashboard numbers as it relates to a certain subgroup and demographic, that is nothing to do with the equity committee.

[3:38:17] That has alignment to BP-0415, goal action item number one.

[3:38:24] When I'm asked by community members, show me the data that demands that we have this equity committee.

[3:38:29] They're going to be disappointed.

[3:38:32] Our Equity Committee was designed for dialogue among shareholders in areas that were brought

[3:38:38] to our attention from our students, our parents, and members of our community.

[3:38:43] Every goal, every intent, was to bring a diverse and well-rounded group of varying perspectives

[3:38:51] in to have conversations about things that were brought to our attention during that summer.

[3:38:57] The governing board approved a two year consulting contract with the San Diego County Office of Education.

[3:39:05] They do not have the authority and this committee does not have the authority to change our curriculum.

[3:39:11] To adopt textbooks, to introduce critical race theory to kindergarteners as was suggested this evening.

[3:39:20] This is a committee that looks at four areas.

[3:39:23] our students are looking at positive school culture, middle school and high school students.

[3:39:30] Good. That's a great thing. Our teachers are looking at professional development. They're looking

[3:39:35] at supplemental instructional materials. We have board policy that says supplemental instructional

[3:39:42] materials have to be aligned to the California state standards, have to be age appropriate,

[3:39:47] it, and have to be approved by Site Administration.

[3:39:51] This committee does not trump our board policy.

[3:39:54] The parents and the parent group Tiger Team was looking at communication as a...

[3:39:59] It relates to our discipline action guide. Not how many suspensions we have, not how many incidents of hate have been reported. That's the work of our staff. That's not the work of this committee.

[3:40:11] I regret that across the board the entire spectrum this committee has been politicized. It's led to discussions and arguments here that have inflated the role of that committee.

[3:40:22] This was a platform for dialogue and it has been all along and we haven't wavered from that

[3:40:30] The board adopted and a policy zero four one five. It is our responsibility

[3:40:37] To align our efforts to meet that board policy and report back to the governing board period

[3:40:43] Anything above and beyond that we're opportunities for us to solicit dialogue among shareholders who said

[3:40:50] we're not talking about these things in our community, we're not talking about these things at our school.

[3:40:57] There is no agenda being driven. There is no shifts or changes to our curriculum.

[3:41:02] We're not getting rid of math and science.

[3:41:05] We're providing a platform for people who express interest in discussing these things to discuss these things.

[3:41:11] And at the end of the day, that's what this is about.

[3:41:16] And I don't disagree with you.

[3:41:18] I was on this subcommittee for the teachers and the teachers are looking up supplemental

[3:41:22] material.

[3:41:23] It's at their discretion because as we know, teachers have a wide lens of to utilize supplemental

[3:41:31] material.

[3:41:32] And I think that's where the concern is coming in from the community, from others that

[3:41:38] wait a second.

[3:41:39] And I did sit on there and that one of their goals is to look at supplemental material and

[3:41:43] what does that mean?

[3:41:44] and what does it mean as it relates to the equity task committee and when you go back to

[3:41:49] the equity task committee, then you start reading through it. What is it like? What supplement

[3:41:53] a material they're going to bring in? There's a lot of way in questions. And I do, if we can,

[3:42:00] I know, I know those are all via Zoom. Can't we have those lifted and put on the website next

[3:42:06] to next to the PowerPoints?

[3:42:09] I'm now to be candid.

[3:42:11] I'm weighing if this committee intended to promote dialogue

[3:42:19] is creating the type of community division that I'm hearing,

[3:42:25] then we don't have to have a committee to adhere to board policy.

[3:42:29] We didn't have to have a safety committee in response

[3:42:31] to the Parkland shooting,

[3:42:32] but our community wanted to talk about school safety.

[3:42:34] So we had a committee. This is not a governing committee that sets action of the governing board only the governing board does that so when I heard discussions in the professional development group

[3:42:48] I heard can we introduce some James Baldwin into our literature class?

[3:42:53] I didn't hear let's pound our students with critical race theory or any polarizing ideology.

[3:43:03] I heard how can we supplement with what we're currently doing with a diverse lens and a diverse perspective.

[3:43:11] And James Baldwin was the conversation I heard a part of.

[3:43:15] Not teaching our kids how to think, not taking power or authority away from our parents.

[3:43:20] So, I actually am channeling the comments from the governing board when we said we'd like

[3:43:25] to establish this community committee to have dialogue, we were cautioned against doing that.

[3:43:33] And I regret that we're aware we're at today because this was intended to be a platform

[3:43:38] for conversations about our students feeling safe and valued and respected well in our care.

[3:43:43] period. And that's what I believe we're attempting to do. The staff took the board policy

[3:43:52] and this was the approach that we wanted to take. It was a two year journey. We've completed

[3:43:58] ten months or nine months of that journey to date. We have not proposed shifts to curriculum.

[3:44:05] We have not proposed new textbook adoptions and we have not drastically changed what we've done

[3:44:12] as a result of this group so far as we've taken a critical look at our discipline action

[3:44:16] guide and made some changes that everyone on this board agreed to.

[3:44:20] And we're having a student group look critically at the cultures on their on their campus

[3:44:24] and asking how they can get a broader voice and representation from their peers.

[3:44:31] I'm going to regroup with my staff and really revisit the purpose and the why behind

[3:44:37] this committee, because it isn't healthy, we're not modeling healthy things or appropriate

[3:44:42] things for our students. And if we have lost sight of why we have this committee and need

[3:44:49] to refocus our efforts just on BP, 0, 4, 1, 5, then that will be the direction that staff

[3:44:55] takes and bring that back to the governing board.

[3:45:07] I think this is an important moment.

[3:45:10] I think we are having an uncomfortable conversation that a lot of the rest of our country

[3:45:15] is avoiding by staying in their separate corners.

[3:45:18] And it's hard.

[3:45:19] It's hard to feel uncomfortable, but you've opened my eyes to things I hadn't thought

[3:45:22] of.

[3:45:23] Things we need to look into, things we need to consider, but we and because of the committee

[3:45:28] And the diverse voices on it having these hard conversations because we are a unique community that wants to respect each other and wants to listen to how others want to be treated.

[3:45:39] It's not about what we're hearing anywhere else, but rather how do we take care of each other and feel respected and valued and a community of love.

[3:45:50] And that's what we want to be and I think as hard as it is, it's okay for us to feel uncomfortable.

[3:45:55] we are grown-ups. We can feel uncomfortable. No one should ever feel unsafe. And if that means

[3:46:03] they want to be called Mr. Pickle Pants. Okay, I'll call you that, but I think that this work

[3:46:10] is super important and powerful that we are having these conversations and I think we are modeling

[3:46:18] good things for our children because we're discussing them civilly. We're agreeing with one another,

[3:46:23] we're opening each other's eyes, in a way that doesn't happen when we stay in our separate

[3:46:28] corners. And so I appreciate the opportunity. I appreciate all your insight. I'm eager

[3:46:35] to keep doing this work and to learn more. And to make sure we are on the same page because

[3:46:40] we know we're all here for the same reasons.

[3:46:44] That was always the intent that Superintendent Miller at the point he was trying to make was

[3:46:49] to let those stakeholders hash it out, just as you said,

[3:46:53] Ms. Andrewman, and then at the end of that two years,

[3:46:57] they bring something back to us ideas that they had,

[3:47:01] suggestions for improvements,

[3:47:03] things that they might want to see change.

[3:47:06] At that particular time, would be when implementation

[3:47:10] would happen if at all.

[3:47:13] And the superintendent Miller said, board policy is set.

[3:47:16] We asked them to look at board policy,

[3:47:18] and come back to us to make sure we had it right and how do we enforce it equitably.

[3:47:27] So...

[3:47:29] That's what I'm waiting for. I'm willing to wait the two years for the committee to do their work and then I'll hear their report and we'll hear all the conversation.

[3:47:38] There shouldn't be anything.

[3:47:41] Teacher shouldn't be changing the curriculum based on what the committee says. That's for sure.

[3:47:45] If they are, then that's as simple as you for super-denumular right there.

[3:47:49] But that's where I am on this. I mean, I'm waiting for whatever.

[3:47:53] I think the concern is one, the cost, the wasted money for a two-year discussion, and the

[3:48:01] other is, as being, the direction is being taken from SDCOE.

[3:48:09] If we as a community need to have these discussion points and have this dialogue absolutely,

[3:48:15] but to have it directed by an outside party, San Diego County of Education, that's how this

[3:48:28] When staff made the determination to form and establish a committee of shareholders that represented our community, and differing perspectives, we felt as a staff that we would benefit from facilitators, outside of our roles, outside of our community,

[3:48:55] that have experienced in facilitating this work to support us in those efforts.

[3:49:01] We brought that request in front of the board and gained approval.

[3:49:06] So that $30,000 was a decision made by staff to bring in a third party to help facilitate

[3:49:14] these very difficult conversations.

[3:49:16] And I stand by that.

[3:49:19] We have a two-year contract with the SDCOE, and again, their role in their effort is to help us facilitate, they do not dictate, determine, or guide our course of action or anything that this governing board would have opportunities to deliberate and vote upon.

[3:49:41] But they can persuade the attendees of the meeting.

[3:49:47] So because it's how about we let the recordings sit on our website so that the community

[3:49:57] can see so that you're presenting your reasons of why and they have a better understanding

[3:50:04] of what's really being discussed rather than just seeing PowerPoint presentations.

[3:50:09] Because that may be the disconnect of the communication tool back and forth.

[3:50:16] You know, I would want to ensure that everyone that serves on that committee would be comfortable having their themselves recorded and put in front of the community.

[3:50:24] Understanding that this has become politicized in Coronado and that it has become contentious.

[3:50:29] I don't know that I would want the 14 year olds who serve on that committee to feel that pressure.

[3:50:35] I'm wanting to stick by a Y staff recommended the expenditure for a facilitator and trust that we're not going to bring anything before this board that has been influenced by a third party.

[3:50:50] They are helping us facilitate these difficult conversations that we've witnessed at this board meeting in previous board meeting.

[3:50:58] Can we agree that no surveys will be sent out directly to students?

[3:51:03] They should be set out to parents first.

[3:51:06] Staff will review any surveys.

[3:51:08] And if it's facilitated during the instructional day,

[3:51:10] then it has to be a staff facilitated survey.

[3:51:14] I think it's wonderful that the students are creating the survey.

[3:51:20] We are not going to push this out during second period

[3:51:22] and use instructional time if it isn't something

[3:51:26] that the administration or the district has endorsed or supported.

[3:51:29] This was a recommendation, as Ms. Morris just shared, that it would be helpful because they would have more participation.

[3:51:37] So, this is one of the efforts of their tiger team, and I support it.

[3:51:43] And, you know, we are going to adhere to our responsibility of instructional minutes and that anything presented to our students.

[3:51:51] I don't want any of our students feeling coerced into signing a document.

[3:51:57] And I will look into some of the concerns that were raised by our community and by our

[3:52:01] governing board tonight.

[3:52:04] That being said, I applaud the efforts of the students on this Tiger Team and their bravery

[3:52:09] for enduring some of these very uncomfortable conversations.

[3:52:13] They've demonstrated a remarkable level of maturity.

[3:52:20] I want to agree with everything that you mentioned on, this is just a committee, it's only a committee, let's not enlarge it as to what it can and cannot do.

[3:52:31] We're ultimately going to supervise the superintendent's actions as our sole employee of the governing board.

[3:52:42] But I do want to mention and reiterate some of the comments that we heard tonight regarding critical race theory.

[3:52:52] I think the division isn't within our community.

[3:52:55] It's not neighbor against neighbor.

[3:52:57] It's coming from this, this introduction of these ideas from what I sat through.

[3:53:03] And two of my fellow board members, we sat through presentation from the San Diego County Office of Education,

[3:53:09] where they started off right away and I was even joking about it they're going to start right

[3:53:13] away with critical race theory. America's institutionalized racism and America has deep-rooted

[3:53:19] racism at its court. That was literally almost paraphrasing what she started off with. And again

[3:53:26] was I saw it. You were there too. Two of the trustees were there and I interrupted the instructor

[3:53:33] and I said excuse me no you are taking out of context. Some of the writings you were

[3:53:38] separating the true historical analysis of what the civil war was and the colonial era

[3:53:43] I happened to be a history major and then she she shied away from it.

[3:53:49] My question is various community members have sat through committees and they're saying

[3:53:55] that they're hearing this quote unquote Marxist ideology that's separating oppressed

[3:54:02] groups into oppressed and non-opressed. So is it happening or not? That's my question.

[3:54:09] I don't sit on the equity committee. I've never sat on it, but I did sit on that one

[3:54:14] workshop that we had by a facilitator. And that was her get-go. America is a racist country at its core.

[3:54:21] Something that I dispute, I'm not oppressed, I'm Mexican, and I have never knelt to anybody, and nobody makes me feel inferior.

[3:54:28] So, I don't, I don't stand for them.

[3:54:33] And I know it's detrimental to students to think that they are oppressed.

[3:54:37] It hurts their academic achievement.

[3:54:40] That's why we hear this community outcry.

[3:54:43] So, I want to know if this is the type of dialogue that's happening at this in these community talks.

[3:54:50] That's what I heard from the community.

[3:54:53] I've sat on two of the meetings.

[3:54:59] And yes, there is a lot of that dialogue, and it's not coming from our community nonetheless. It's actually from the individuals that are presenting.

[3:55:07] From the SEC, COE, it's a bit that are guiding the conversation. And that's the concern.

[3:55:15] And a lot of it is about oppression, racial divisions. You know, we got to get them to listen to what we have to say. That's a quote during one of them, and it's a concern.

[3:55:31] Sorry, Monica, close public comments.

[3:55:37] Well,

[3:55:42] is anybody willing to give guidance to Superintendent?

[3:55:46] I guess the, you know, the Sanio County Office of Education materials that they provide have been provided on the power points and on the website.

[3:55:55] You know, it's a series of theory.

[3:55:57] Right? I mean it is.

[3:55:59] And they're all adults.

[3:56:00] And it's on the committee.

[3:56:01] to their students and their students on the committee.

[3:56:05] So I think if they are discussing those things, we should have the materials on the website

[3:56:09] so we can see them, people everyone can see them, and I think they are doing that.

[3:56:14] But the County Office of Ed is also a government entity mandated with complying with

[3:56:18] the California Education Code, the criminal code, and the government code.

[3:56:21] So I imagine what they're presenting is appropriate, but if there's concerns, we should

[3:56:26] be aware of them.

[3:56:27] So thank you for bringing it to our attention, and we'll make sure that these ideas are

[3:56:33] just discussed, but the data driven analysis is what we have to go by, just like we talked

[3:56:37] about earlier with the dashboard data, our socioeconomically disadvantaged, Hispanic children,

[3:56:44] making sure every group has what they need to succeed. And so that if that data is coming in

[3:56:49] and it's accurate, then that's what they should be looking at.

[3:56:55] I guess the only direction is that we

[3:56:57] continue this dialogue. It is important, just like Trustee Entry mentioned, we have to continue.

[3:57:04] We're going to continue, but we also have to address the shareholders at both ends of the scope,

[3:57:10] especially the ones who came out today and the ones that we get in the email on both sides of

[3:57:14] the political lens. But we did sit through that workshop. There was a facilitator. There

[3:57:21] she was espousing a critical race theory and it is divisive. We're seeing it now, so I've seen it myself, part of the day as a dog owner.

[3:57:32] Are you espousing the way you do away with them then, is that what we're trying to do?

[3:57:36] No, I just said that we continue with the dialogue.

[3:57:38] If you continue with the dialogue, if you continue to continue to legislate any participants, that's my question.

[3:57:43] Well, that's the contract, the superintendent mentioned that we have a two year contract.

[3:57:53] Can we break the contract, or can we utilize STCOE in a fashion that helps us with equitable

[3:58:04] guide in supporting our students in getting their grade tire, better academics, not because

[3:58:13] that's where we're equitably failing.

[3:58:21] If we have a contract with and let's utilize it, so we help our students get better grades.

[3:58:29] to be fair at the superintendent and to mention that he said that this is just a committee.

[3:58:35] The administrators are the true educators here. They're going to make.

[3:58:39] And we've got to trust that process. And I do.

[3:58:41] And I absolutely do. And I trust the process.

[3:58:45] Your educators were just giving you a clear direction to move forward with what you think is best.

[3:58:52] knowing that you've heard from community members with their concerns.

[3:58:55] And I heard that you said that you were going to address this concerns.

[3:58:58] So I'm confident in the superintendent's response.

[3:59:02] Thank you, Trustee Valdas Clayton.

[3:59:08] And they're...

[3:59:09] It's a no discussion other than the guidance other than the carry on.

[3:59:13] It's what I hear, correct?

[3:59:14] Absolutely.

[3:59:16] All right.

[3:59:16] And thank you all for serving on the committee all that time.

[3:59:19] And everything that is so repeated.

[3:59:21] Well, and I think tonight's meeting is an example that you can disagree without being disagreeable.

[3:59:29] I think that the dialogue was important tonight to copious notes on what I heard and we do

[3:59:38] listen to community input. And we're glad you're here. We're glad you're here. We're glad

[3:59:49] disagree on an issue, doesn't mean we, our enemies, and I appreciate that tonight that there

[3:59:59] could be discussion and passionate discussion, but it was, it was in a register of communication

[4:00:06] that was very respectful, so thank you very much for that.

[4:00:09] I don't think necessarily disagree, I think that it's a level of awareness is what's taking

[4:00:14] place in the, oh yeah, I didn't mean to imply that I simply said it is possible to disagree

[4:00:18] without being disagreeable and I appreciate that. I like civil discourse.

[4:00:27] We are finished and I'm going to close that item which was 6.3.

[4:00:34] And move on to 6.4. Is that agreeable to all the trustees?

[4:00:37] Yes. Thank you, Captain Pantes. I would like to call Deputy Superintendent Solomon to up to present the Deputy Superintendent's report.

[4:00:49] Thank you, Superintendent Mueller, giving trustees, members of the community, you know, that it's getting late in the evening.

[4:00:55] So I'm available for any questions that you have, but I did want to highlight one item that was included in the Deputy Superintendent's Department of Defense.

[4:01:02] And that's a letter that we received from the County Office of Education.

[4:01:06] As I often include in the end of my budget presentation,

[4:01:10] there's a number of levels of oversight,

[4:01:13] with regards to the district's budget.

[4:01:14] As the sendee of County Office of Education

[4:01:16] is one of those oversight bodies that

[4:01:18] reviews our budget.

[4:01:20] The external auditors are another opportunity

[4:01:23] to review our budget.

[4:01:25] This is a result of that review.

[4:01:28] The County Office of Education after each budget

[4:01:30] presentation or budget that we submit to them, they offer a letter either concurring or commenting on what was included in the budget.

[4:01:38] We're happy to report that they concur with the district certification of a positive certification for the second interim budget,

[4:01:46] meaning that we're going to be able to meet our fiscal obligations and the current and two subsequent fiscal years.

[4:01:52] One of the items that they included of notes in their letter was this acknowledgment of the district's pattern of ducts and spending.

[4:01:59] And it's important to note that when you look at the financial document as well as the response to this letter,

[4:02:05] they're focusing solely on the district's general fund.

[4:02:08] And so they do call out the pattern of deficit setting that we have in the district general fund.

[4:02:13] Almost acknowledging that we have other funds that are available to supplement the district's general fund budget.

[4:02:19] All of them, they want to remind us to pay attention to the district's pattern of deficit spending.

[4:02:27] It is something that we have acknowledged is a planned spend-down, which is included in the district's long range planning documents.

[4:02:35] We have the time to adapt to the spending.

[4:02:37] We do have a goal of spending down our large reserve and anticipate an anticipation of becoming a basic aid district in the 26-27th of the school year.

[4:02:47] And so they just wanted to remind us and bring this to our attention that we should continue to monitor the district's deficit spend

[4:02:53] and make sure that we find accordingly as we anticipate

[4:02:56] basic aid in 206-27 available for any questions.

[4:03:03] Stay, we've been that this a long time,

[4:03:05] but just for the trustees.

[4:03:06] This is a pretty important letter.

[4:03:09] I hated gloss over because it's late,

[4:03:13] but it doesn't read that differently than what we had

[4:03:16] the last couple of years.

[4:03:18] It recognized where ducks had spending a whole lot of hope.

[4:03:23] They send what I read about the California economy and what Governor Newsom is doing right now that we might get some help

[4:03:29] But we do need to continue to give our full attention to our budget. So thank you for bringing us to our attention. Thank you. It's all muka.

[4:03:38] Thank you, Mr. Salamaka

[4:03:43] The last item is the first read on 7.1 adoption of events, placement, human geography, textbooks.

[4:03:51] Thank you, President Pontus. Once again, Dr. Battle is available to answer any questions.

[4:03:58] I would like to remind trustees that this is the first read and also that this is a new course that will be made available to Coronado High School students as a result of the 4 by 4 bell schedule

[4:04:12] and increasing our course of study for our students, Dr. Vattle.

[4:04:18] Great, thank you. Yes, we're very excited to offer this new course next year.

[4:04:23] It's a course that I know the History Social Science Department at CHS has been thinking about for the last few years

[4:04:31] and we're excited for the opportunity. There is already an identified instructor for the course,

[4:04:37] And he was a big part of putting together this report and researching materials.

[4:04:46] He also serves as department chair at CHS, Mr. Aldworth.

[4:04:51] And so I appreciate his contribution to this report as well.

[4:04:58] Is this a strategic course I assume?

[4:05:01] Yes.

[4:05:03] I really, I had no idea what Jim and geography was. I did have to look that up by my submit.

[4:05:09] A.P. Hug is kind of the afternoon that they use.

[4:05:13] Yeah, things have changed, and that's for sure.

[4:05:17] Mr. Alborth.

[4:05:21] Any questions for Dr. Battle on this?

[4:05:24] It'll come back to us next month for approval.

[4:05:26] If there's any concerns or questions with the topic,

[4:05:30] they have plenty of time to talk to her before next month.

[4:05:34] Thank you, Dr. Battle. We're going to get you a skateboard.

[4:05:41] We are now on 8.1, which is upcoming meetings. They are listed in the board packet there. Next meeting will be on June 30, 4pm.

[4:05:50] The meeting at June 17 is also a 4pm meeting that is today's graduation. There was some discussion as it was not.

[4:05:58] We needed to change that off to a different date. And I think the decision was, the graduation starts at 7.30.

[4:06:09] Normally, that meeting is a pretty perfunctory meeting of some doesn't make that, and I didn't

[4:06:14] just close out the year, I think we can do our business within two and a half hours, and

[4:06:19] then head on over to graduate.

[4:06:21] So let's say some hard-burning with that will not change the data that meeting.

[4:06:28] And then the only other question I would have is we had discussed it our meeting last week about

[4:06:36] protocol workshop. There's been any luck in coming up with the date for that in this Miguel

[4:06:42] kind.

[4:06:46] We do not have a date at this time looking at board availability. We might be looking

[4:06:52] at the end of June because a lot of trustees will be out of town. We also need to send our

[4:07:03] availability for last week of June, but just these in the next couple of days can you

[4:07:08] afford to miss me Gallicada, if you would be available during the last week of June.

[4:07:12] Thank you.

[4:07:14] All right, and then we'll bring us to a point two, which is a personalist of agenda item

[4:07:19] for future board meetings, and you trust these have any ideas for those?

[4:07:25] I have that on my list also I think Superintendent Mueller is aware and in terms to do that with the next meeting is that correct correct and

[4:07:48] My documentation from the request was a communication update in general and inclusive of that would be discussions around

[4:07:56] support staff, but we also have information on other communication strategies and mechanisms

[4:08:04] to update the board on at that meeting.

[4:08:08] And I'm Mr. Mueller, there was one public comment on bringing back a build education that

[4:08:13] we're looking at that for.

[4:08:16] I will get information back out to our community and an upcoming newsletter and we'll

[4:08:21] reach out to Ms. Hart.

[4:08:22] I just need an update from our adult education staff on programming and study for summer and

[4:08:27] fall.

[4:08:28] All right.

[4:08:29] And an update on the alternative programs that we decided on that, looking for that,

[4:08:35] are just deep diving into no place for eight.

[4:08:39] Which I'll turn to programs for.

[4:08:41] Well, Trustee, because I had mentioned that she'd like the district to look into program

[4:08:52] similar to no place for hate that weren't attached to a political agenda.

[4:08:57] And I didn't know if that was, if we were doing that, and if we were, it should be put on

[4:09:02] the agenda.

[4:09:07] The next meeting?

[4:09:08] The next meeting?

[4:09:08] I think one of the questions would be addressed here.

[4:09:14] I'm seeking board direction.

[4:09:16] What I heard during that conversation was a thorough vetting of this program prior to school

[4:09:21] resuming in the fall, so we would probably get that at our first meeting.

[4:09:26] Well, can we look into other programs too prior to school in the fall so that we're not?

[4:09:34] We're not.

[4:09:35] I mean, if no place for hate doesn't suffice,

[4:09:38] happen when we look at it.

[4:09:39] There we have something in place to support the code of education.

[4:09:45] I think if the superintendent feels the need that there may be conflict that he would

[4:09:49] bring other programs forward.

[4:09:52] Correct.

[4:09:53] And trust me, as I, you can keep up in a conversation with him over the summer to see what he's thinking, okay?

[4:10:03] I did, I do need to bring up one other item.

[4:10:06] We received a public request for an agenda item from Ecluxio Coronado,

[4:10:14] which directed several questions to the DAG.

[4:10:16] And I'm wondering if we did not accomplish that tonight,

[4:10:19] Or do we need to have a separate agenda item and specifically answer questions for them?

[4:10:26] I

[4:10:32] don't know.

[4:10:33] This is that so tonight that they did post the specific questions when it was possible to compare

[4:10:37] ask plenty too much to ask the staff to prepare a report for responding specifically to those questions.

[4:10:46] I believe in various updates and different context we have provided all of the answers.

[4:10:52] we will organize those thoughts and those responses in a succinct email back to inclusion auto

[4:11:00] and make sure that we copy the governing board. Thank you for that effort.

[4:11:05] Any other items? I actually had a recommendation from a trustee for deliberation on the board.

[4:11:13] There was a request to take a look at funding for the Brian Bent Memorial Aquatics complex.

[4:11:19] I didn't upcoming board meeting, so look at financials for the BB map.

[4:11:25] We will take direction from the board.

[4:11:29] Is there anybody who would like to see a roll-up of the BB map finances?

[4:11:36] That's because I and anyone else want to see that.

[4:11:41] Right now, can we, if you have an interim coming up, Mr. Selamakai, what?

[4:11:51] Can you throw a few words in about the BB market at that time?

[4:11:55] That was going to be our suggestion.

[4:11:58] Wow, I got one right.

[4:12:03] I think I've raised me to the end of the list.

[4:12:06] Unless there's something else.

[4:12:08] We have a good another hour of closed session that looks forward to.

[4:12:14] Open session is closed. We will adjourn the closed session in 10 minutes.

May 20, 2021 School Board

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