[0:05] Okay, we are a little behind, so we need to

[0:09] get started.

[0:13] » Like to call this meeting to order, please.

[0:16] » Yeah, it is. >> Yeah. Can you turn the volume up? Seems

[0:19] like it's really quiet. Not too loud.

[0:24] Is that better? Okay. Good evening. I'd like to call this meeting to order,

[0:28] please. Uh, it's September 24th. This is the um

[0:34] October, no September 24th, 2026 meeting of the Lagouna Beach

[0:40] Unified School Board. We're call to order at 609.

[0:46] Logan, can you please lead us in the pledge of allegiance?

[0:49] » Absolutely. I pledge allegiance to the flag of the

[0:54] United States of America and to the republic for which it stands, one nation

[0:59] under God, indivisible, with liberty and justice for all. Great. Thank you. We

[1:05] have no reportable action coming out of close session. So, we're going to move

[1:08] quickly on to item number five, public comments on items not on the agenda. Um,

[1:14] clerk Perry, do you have any speaker cards?

[1:17] » Yes, I do. >> Okay. Okay, if you have cards with

[1:19] student on them, please call them first on each item and then go into the

[1:23] regular cards. >> I do not have student.

[1:25] » Okay, great. Thank you. >> Okay, so I will call the first three.

[1:29] Alexandra Holtz, Heather Hansen, and Harpal Sadal.

[1:38] » Hi, my name is Alexander Holtz and I've been a high school teacher in the

[1:42] district for 12 years. I proudly serve my union as our site representative and

[1:47] have served on the negotiations team for four years as well. I was compelled to

[1:52] speak here tonight due to the inflammatory remarks of President

[1:55] Morgan. At the September 10th meeting, there was a conversation regarding

[1:59] compensation for employees. President Morgan ranted at length about taxpayers

[2:04] finances and their buckets of money, implying that staff should have to worry

[2:07] about their expenses and incomes like others struggling in town. The

[2:12] implication of that was that negotiating fair and just compensation for staff

[2:17] directly impacts taxpayers disposable income. I'd like to clarify how that

[2:22] actually works. Property taxes are collected from home owners. A portion of

[2:26] that goes to the school district. Budget meetings determine how that money is

[2:30] allocated and from that a percentage of for compensation is determined and then

[2:36] during negotiations we determine how to divide that money between salary and

[2:39] benefits. At no point does our compensation increase taxpayers

[2:44] financial responsibility. At no point does our salary affect the amount of

[2:48] money our school receives from property taxes. What then is the point of

[2:52] implying that our salary detracts from taxpayers? In my assessment, the intent

[2:57] may be to pit working people against working people to offer a scapegoat

[3:02] scapegoat for individuals material conditions or to shame teachers into

[3:07] asking for less. to be quiet and be grateful. Working people should be able

[3:12] to afford to live in Orange County and teachers are part of that community. We

[3:15] are professionals with years of experience and education. Many teachers

[3:19] cannot afford to live in Laguna on the salaries we are paid, but that does not

[3:22] mean we deserve less. To clarify, all homeowners in the state pay property

[3:26] taxes that go towards their local schools. As a community funded district,

[3:30] we exceed LCFF targets and therefore do not require additional funds from the

[3:34] state. So while we might not pay property taxes specifi that go

[3:38] specifically to our school district, we pay towards our local schools wherever

[3:42] we reside. I will concede that we are amongst the highest paid teachers in

[3:46] Orange County. I believe that our that our compensation reflects what all

[3:50] teachers should make. In Orange County, a single person household making

[3:55] $104,000 per year or less is considered low

[3:59] income. An income of $116,000 per year is considered moderate for one

[4:05] person, while a moderate income for a family of four is $166,000

[4:09] per year. The average salary for a teacher in our district this year is

[4:13] $158,000. Most teachers in this district have

[4:17] families they provide for. Do we not deserve moderate pay? Have we not worked

[4:22] hard enough to earn that? What we earn will not change the tax responsibility

[4:26] of the residents of this city. Property tax assessment and allocations to our

[4:30] schools are determined by county assessors, not by our negotiations team.

[4:34] Our salary affects internal bud district budgeting. Full stop. I am proud to work

[4:39] alongside all of the employees in this district, and I'm proud to serve my

[4:43] colleagues as a as the union site representative. All staff deserve fair

[4:47] compensation. Teaching and supporting students is not an easy job, but we love

[4:51] what we do and we deserve and we have earned the ability to afford to live.

[4:55] Thank you. Thank you, Alexandra.

[5:07] » Hi. Um, Heather Hansen. I teach at the high school. Um, I wanted to thank Joan

[5:12] and Jim for your always thoughtful leadership. And I wanted to thank Jim

[5:16] for articulating what it felt like for me watching the last board meeting. Um,

[5:21] and listening to everything that Alex perfectly articulated and then hearing

[5:26] how much the board majority supports staff and loves staff. Um, cuz that's

[5:32] not what it felt like. Um, and I, as a history teacher, I appreciated that

[5:37] President Morgan said that multiple things can be true at the same time, but

[5:42] we also cover in class that just saying something doesn't make it true. And I

[5:49] think if the board majority continues to say that they support staff and if

[5:54] teachers and staff overwhelmingly show their dissatisfaction with the

[5:59] direction of this board majority and overwhelmingly endorse a shift in

[6:04] governance, I think that this community I believe that this community will trust

[6:08] the teachers.

[6:13] » Thank you, Heather.

[6:24] Good evening. My name is Harpal Suddle. I'm here tonight as a father primarily

[6:29] to address board member Howard Hills. This past Tuesday, September 22nd,

[6:34] during an official governance committee meeting, Howard, you made a remark that

[6:37] I found deeply inappropriate, particularly because it was made in the

[6:42] presence of my daughter, Seama. Samia is one of this year's two student board

[6:46] representatives seated right here. At hour one at 1 hour 33 minutes and 9

[6:52] seconds into the meeting. The discussion turned to whether student board

[6:55] representatives should receive compensation. You interrupted the

[6:59] discussion to say, "I really love this. I've been wanting to have this

[7:03] discussion for 5 years. I'm really turned on." Turned on here. You smirked.

[7:09] Others in the room shook their heads. Board President Morgan responded, "Okay,

[7:13] Howard." And most everybody was deeply uncomfortable in this moment. Howard,

[7:19] you may want to consider your remark a harmless joke, but no, but words matter

[7:22] and context matters. And when an adult serving in an official capacity makes a

[7:27] remark with an obvious sexual connotation

[7:30] in the presence of a minor student, it's entirely inappropriate.

[7:34] This was an official LBUSD meeting. You were acting in your capacity as an

[7:39] elected board member. you were on district property and the discussion

[7:43] itself concerned student board representatives who themselves are

[7:48] minors. My daughter was there to serve her

[7:51] school community to learn about governance and to contribute her

[7:54] perspective as a student. She should not have to navigate inappropriate remarks

[7:59] from the very adults who are supposed to be there and model professionalism and

[8:02] respect. I am now the second father of a student student board representative who

[8:08] has felt compelled to come here before this board to address the conduct of its

[8:13] members. In March, John Dabs stood here to defend his daughter against

[8:17] allegations concerning the independence of student board representatives.

[8:21] So Howard, you have repeatedly called for accountability and even censure when

[8:26] you believe your fellow board members have acted inappropriately. So I ask

[8:30] you, what standard of conduct should apply to you? I want to be absolutely

[8:35] clear. Our student board representatives deserve to be treated with dignity and

[8:39] respect. They deserve to participate in district governance without being made

[8:44] uncomfortable by the adults around them. And they deserve to know that when a

[8:49] board member crosses a line, the adults entrusted with their education will

[8:54] address the behavior immediately. Howard, I hope you will reflect on your

[8:58] words, acknowledge their impact, and offer my daughter and this community an

[9:04] apology. Thank you.

[9:10] » We're not clapping, please. Thank you. We've come a long way. Let's not take a

[9:13] step back. Thank you. >> Um, next, Ketta Brown and Lesie Elliot.

[9:24] » Good evening. Boy, am I glad the new governance committee isn't ad hoc. This

[9:28] needs agendas and recordings. And wow, Howard stating in a room with parents,

[9:35] staff, and wait for it, a student that he was really turned on by the

[9:40] discussion was not just gross, it was downright creepy. Add to that his oddly

[9:44] racist comment about blonde, blue-eyed children, and the script writes itself.

[9:49] And Sherry's musings about getting compensated just hit all the wrong

[9:53] notes. Can't wait for episode two.

[10:03] Lesie Elliot. First time doing another show and tell. I want to show our

[10:07] family's long history of of protesting. Here I am with my daughters at on

[10:13] January, 2016.

[10:17] Here we are at the uh what was it? March for uh

[10:22] » it was the woman's march. >> No, right. The first one was the woman's

[10:25] march. This is the the uh what was it? March for our lives.

[10:31] Sarah in in uh New York, Lauren and Graham in Washington DC, and Rob and I

[10:35] in San Francisco. So maybe because of that, I think protest is a great idea.

[10:40] Uh, and maybe because I was born in Berkeley, people protest because they

[10:46] believe that something is wrong and want their elected officials to listen.

[10:51] Parents and community members show up showed up because of your actions. The

[10:56] tipping point was the removal of Dr. Glass. And yes, we directed our

[11:02] criticism at the three trustees responsible. Calling that bullying

[11:06] doesn't make it so. I'm glad parents brought their children. Speaking up

[11:11] teaches children that their voices matter and that they can question people

[11:16] in power. They're watching you, too. How you treat staff, handle criticism, and

[11:23] respond to disagreement is all part of that lesson. Your investigation's

[11:27] purpose was obvious. To cast individual protesters and community group as an

[11:34] angry mob and rude, undisiplined kids. to find someone to buy.

[11:38] » Lesley, excuse me. We do have this item later on the agenda. If you'd like to

[11:41] wait and speak to it then or if you speak to it now, I won't call you to

[11:44] speak to it the next time. So, I just want to make sure you're aware of that.

[11:47] » Yes. Because this is this is a little bit different because I'm not talking

[11:51] about the safety part. >> Okay. The purpose of this. Okay. Can you

[11:55] please add time to her clock or let it extend 15 seconds beyond? Thank you.

[11:59] » Okay. Uh to find someone to blame for allegedly not giving D a path to enter

[12:04] and allegedly hurting D. The questions I was asked I was asked by the

[12:08] investigators were 100% focused on non-safety issues. D. Had I seen her

[12:13] fall? No. Did kids have inappropriate signs? Yes, a couple. And was it

[12:19] different than any of the board meeting at the other board meetings? Yes. You

[12:23] spent more than $15,000 trying to prove the to the community and their children

[12:28] that we were a bunch of lawless thugs. You and your colleagues pushed that

[12:33] narrative on social media. Now that the report hasn't supported those

[12:38] accusations, you're pivoting and describing the investigation as an

[12:41] exercise in safety and preparedness. Want to improve safety? Great. Do it. If

[12:47] the district lack procedures for handling protests, address that. Setting

[12:51] policy is your responsibility. But don't expect us to forget the wild accusations

[12:56] you made and the chaos you caused. Reframing the investigation as

[13:02] preparedness doesn't erase how you portrayed the community. Peaceful

[13:07] doesn't mean silent. People can be angry. They can speak loudly and

[13:11] criticize your decisions without being bullies. You chose to run for school

[13:16] board. Listening to people tell you that you're wrong comes with the job. That's

[13:22] not bullying. That's democracy.

[13:27] » Thank you. That's the last comment.

[13:33] Great. Thank you for those comments. Um,

[13:39] okay. We're moving on to item six, the superintendent um action item, approval

[13:43] of board visioning goals. Dr. Austin will reduce will introduce. Go ahead.

[13:50] » Give me one second. I'm just pulling something up here.

[13:56] There we go. Okay,

[14:01] we are tonight um having round three of our um visioning session. So, our our

[14:07] board goals are shaping up and we tried to capture the feedback from the first

[14:12] two. Uh tonight, just to make it more interesting and more fun, uh I have some

[14:19] guests here with us that'll be presenting uh specific sections

[14:23] throughout the report. The full report just for everybody is is attached and it

[14:28] has not only the paragraph goals that you'll see projected in just a moment,

[14:32] but you'll see uh some of the uh metrics that we plan to use and and uh some of

[14:38] the inputs and and uh hopefully on the back end some outcomes. Uh each person

[14:45] tonight is only going to speak a minute or so and we're not going through each

[14:48] bullet point. We asked each of them to pick a pick a couple places of of

[14:54] emphasis and each of these uh guests tonight has uh some real direct

[15:00] involvement expertise in the area that they'll be presenting on tonight.

[15:05] So with that, let's start with Jennifer Moss who's going to come up and and lead

[15:12] us through a piece of the Laguna experience. that I will share before she

[15:16] starts that uh you know this this one has evolved a little bit and it was

[15:20] actually a meeting with a couple parents who came in to talk about their

[15:24] experience which really got us into this idea of inclusion as part of part of the

[15:29] uh the total experience and and after speaking with with Miss Moss thought

[15:34] she'd be the perfect person to lead us through this piece. Jennifer, thank you.

[15:38] » Thank you Dr. Austin. Good evening um President Morgan and board members. I'm

[15:43] speaking to the Lagona experience. The Lagona experience goal reflects LBUSD's

[15:48] commitment to ensuring that every student benefits from the distinctive

[15:51] opportunities available within our schools in the broader Laguna Beach

[15:55] community. Building on a strong foundation of student engagement,

[15:59] academic achievement, supportive relationships, and community connected

[16:03] learning. The goal asks us to examine more intentionally which opportunities

[16:08] each student actually experiences. The key takeaways focus on four priorities.

[16:13] Building on our current strengths, ensuring equitable access and

[16:17] participation, creating an inclusive experience, and

[16:21] measuring the quality, reach, and impact of these opportunities. Together, these

[16:25] priorities will move LBUSD from identifying what is offered to ensuring

[16:29] that every student is connected, challenged, supported, and included in

[16:33] the Laguna experience. We will build on a strong foundation of engaging in

[16:38] meaningful learning. We know that LBUSD currently provides a wide range of

[16:43] academic, artistic, athletic, civic, service, leadership, outdoor, and

[16:48] community connected experiences. Current student data reflects this strong

[16:52] foundation. 84% of our students report engaging in relevant learning. 82%

[16:58] participate in challenging learning and 88% report having a trusted adult at

[17:03] school. Civic engagement is also growing with 37% of our 2026 graduates earning

[17:09] the state seal of civic engagement. We will also ensure that every student

[17:14] experiences the opportunities LBUSD has to offer. The district will develop a K

[17:19] through2 Laguna experience map and establish a participation index and

[17:23] examine participation for students across schools, grade levels, programs,

[17:27] and student groups. The key accountability shift will be not what

[17:32] opportunities do we offer, but which opportunities does each student actually

[17:36] experience. We will create an inclusive Lagoon

[17:40] experience. Every student should feel known, welcome, respected, and connected

[17:45] to the LBUSD community. The district will identify and address barriers to

[17:49] participation and design programs, facilities, learning environments, and

[17:54] community connected experiences that support our diverse students strengths

[17:57] and needs. Specifically aligned with this goal, currently we are conducting a

[18:03] feasibility study to explore expanded programming for our students with

[18:07] extensive support needs. The study will examine options that could allow more

[18:12] students who are currently served outside of the community to learn,

[18:16] participate, and build relationships in Laguna Beach when appropriate to their

[18:20] individualized needs. We will also measure the quality, reach, and impact

[18:24] of the Lagona experience. The district will use participation, access,

[18:29] attendance, feedback, and belonging data to increase engagement, reduce gaps

[18:34] among students, and align resources and partnerships with the experiences

[18:38] envisioned for every single student.

[18:43] » Before we transition, I want to repeat one thing that uh Jennifer just said

[18:50] because we're both pretty excited about it. We're not the only two, but we

[18:54] really want to look and see where the opportunities are to bring

[19:00] students back to Laguna Beach to serve them here where appropriate. And again,

[19:05] sometimes if it's a a number so small that we we really can't do service, then

[19:12] we have to look at options. But we think that there are some opportunities to

[19:16] bring students back here. And I just didn't want that lost because that was

[19:20] kind of a nugget that was in there. And look at her smile. Come on. She's she's

[19:25] happy. All right, we're going to move next to the next goal, mental health,

[19:30] wellness, and digital balance. And uh Dr. Keller is going to lead us through

[19:35] here. But before he does, I would just want to offer that uh spending time with

[19:40] Dr. Keller and and and the whole team and seeing the support systems we have

[19:44] in place has been pretty pretty exciting. and and we still even with

[19:49] everything in place think that there are some places to grow and and evolve and

[19:53] everyone has just been so receptive about looking at these things deeper. So

[19:58] Dr. Keller you >> uh thank you very much Dr. Austin, uh,

[20:01] board president Morgan, members of the board, thank you so much for your time

[20:04] this evening. I'd like to highlight the mental health and wellness and digital

[20:08] balance goal. So, the board has been committed over the past decade to build

[20:13] and strengthen a system of support around mental health systems of care for

[20:18] our students and families. And I want to honor the incredible team of experts

[20:22] that provide these services, including our school counselors, our school social

[20:26] workers, school psychologists, teachers, school nurses, classified team members,

[20:32] and administrators who support this foundational work. The mental health and

[20:37] wellness and digital balance goal builds on the long-standing board priority of

[20:41] ensuring that every student is known, including their strengths, needs, hopes,

[20:46] and supporting their connections. It calls us to support students in building

[20:51] healthy coping skills, uh, instilling confidence, cultivating

[20:56] positive relationships that help them thrive. There are multiple measures that

[21:01] stand out amongst the several that are are subparts of this goal. But first,

[21:06] we'll periodically review student wellness data as an ongoing best

[21:10] practice. And we've done that for over nine years. And that will measure will

[21:16] measure student belonging, their experiences with stress, their levels of

[21:21] resilience and access to trusted adults. This helps guide our prevention work and

[21:26] ensures that we have robust timely responses with qualified staff when new

[21:31] students need support. And second, we'll be a more intentional

[21:35] we'll be more intentional with students and families who are new to Laguna Beach

[21:39] Unified. We're a close-knit community, which is a definite strength. However,

[21:44] entering an established community can come with transitional challenges. We

[21:49] want to support new families with expanded opportunities to build new

[21:52] relationships, understand how to get involved with schools and with the

[21:56] community, and develop a strong sense of belonging. Finally, the school calls us

[22:01] to promote age appropriate digital balance and healthy technology use

[22:05] requiring requiring us to remain vigilant and intentional

[22:10] um and useful using enriching technology in our instructional design and

[22:15] supporting safeguards to reduce harm wherever possible and increase human

[22:19] connection. Uh thank you for your leadership in this important work.

[22:26] » All right. Thank you, Dr. Keller. >> Thank you, Dr. Keller. Um next we have

[22:30] growth, challenge and relevance for every learner. This is um you know the

[22:35] the internal working title on this is you know the middle student but before

[22:41] Mr. Chris gets started I I do just want to share my own thought on this uh

[22:48] calling it the middle student has some danger and that I don't think that

[22:52] that's clearly defined and I don't expect to do that tonight. I just think

[22:57] uh when we talk about middle middle student for some people that means the

[23:01] student is getting C's. For some people it means that student isn't being seen

[23:07] enough. For some students it's um they're not in an honors level and the

[23:13] level that they're in is not challenging enough. So I think at some point we need

[23:17] to do a little deeper dive on what we're even talking about with the middle

[23:21] student. But that being said, uh we definitely have enough to get started.

[23:25] But I just think uh precision matters and we're not quite precise yet. But

[23:29] we've asked uh Mr. Andy Crisp to come here with us tonight uh for a plethora

[23:35] of reasons. Um won a long career here at Thirstston and now has a district lens

[23:41] uh district level lens in reach and I think has a really good handle on this

[23:47] on this item. So Mr. Chris, thank you. >> Yeah, thank you guys. Um I want to just

[23:51] focus in mostly on challenge and relevance in talking about this. So um

[23:57] we want challenge both within courses and across courses. Within our courses,

[24:03] we obviously want students building stamina and endurance around reading and

[24:08] writing primarily. Um but around thinking and working through hard

[24:11] challenging problems more generally. Um, we want to continue to provide

[24:16] opportunities, uh, challenging opportunities for things like the state

[24:20] seal of civic engagement at the high school, uh, the cool program at

[24:24] Thirstston, and things like the fourth grade gratitude project where kids are

[24:29] connecting with, uh, other kids around the world. Um, and then across courses,

[24:36] we obviously want to make sure that we're reviewing any potential gaps

[24:39] between general ed course, general courses, and AP courses. uh any

[24:44] sequencing and articulation gaps across grade spans and subjects. Um removing

[24:48] potential barriers for course availability and then continuing to

[24:52] provide opportunities for students through tutorial and clubs um and other

[24:57] student driven interests that there isn't a course uh equivalent or faximile

[25:01] for. Um, but that dovetales into relevance. And one of the things that I

[25:05] am most excited about as it relates to relevance is a new piece that we've

[25:09] begun incorporating into our our seminal professional development, which is unit

[25:14] design. And that's working with teachers to provide community-based learning

[25:19] experiences similar to what um, Miss Moss talked about as a structured

[25:23] assessment component in teacher units. So, I learned recently that the Latin

[25:30] for the word assess is acid, which I'm sure I did not say that right. Uh, I

[25:35] don't speak Latin, but that literally means to to sit beside. The word assess,

[25:40] the roots of it mean to sit beside.

[25:45] We want to sit beside our students to learn what motivates them and continue

[25:50] to provide opportunities for them to give feedback to push our existing high

[25:54] relevance uh student feedback closer and closer to 100% and to use that feedback

[25:59] to continue to drive decisions. But we also want our students to sit beside

[26:05] members of the community to learn, contribute and take action

[26:09] and then use those experiences as an assessment tool to measure specific

[26:13] competencies as we work towards compet competency based assessment. So um our

[26:19] coordinators are a huge uh important part of this and finding connections

[26:22] with the community to make sure that our teachers and students have those

[26:25] opportunities. Um but those are my focus areas.

[26:30] » Thank you Mr. >> Chris. Thank you. Um, we were only

[26:34] joking when we told you that you had to say something in Latin, but you know,

[26:39] good job. All right. And next up, policy, governance, and organizational

[26:44] clarity. That one's mine. Um, already starting work here. Um, we were able to

[26:52] work through some initial policies, had some good discussion on another couple

[26:58] uh that'll be moving forward. also um had agreement that things that are

[27:03] really truly routine, some of which were backlogged on are going to come directly

[27:09] to the board and that will come to the board from consideration after uh Miss

[27:14] Weber goes through these and looks at the CSBA recommendations. We'll have the

[27:19] same notes so we can start knocking off some of the uh I don't know, we're

[27:24] estimating somewhere in the 50s uh 50-ish policies that need a look and

[27:30] that the governance committee then can take deeper dives on some of the bigger

[27:35] topics that have local uh implications. But I think we're off to a good start

[27:40] here. uh making things routine and open for people to uh weigh in are our top

[27:48] priorities. All right, Victoria. Next one. Uh next we have reading and writing

[27:55] achievement and engagement. Before I pass this off to Dr. Mayberry, I I'll

[27:59] say that uh uh my meetings with each of the four principles has already provided

[28:05] evidence that they're taking it seriously that they are building these

[28:09] goals not only into their their site goals but their own personal uh goals as

[28:15] as principles and that will also become part of their evaluation process uh

[28:21] which is the things that are measured are the things that are done and uh

[28:26] they're already showing that they are taking these great steps. I really

[28:29] appreciate that, Dr. Mayberry. >> Thank you. Good evening. What I

[28:34] appreciate about this goal the most is that it defines literacy as more than a

[28:38] test score. We absolutely want strong achievement and growth uh in this area.

[28:43] But we also want students who have the stamina, confidence, independence, and

[28:47] joy in reading and writing and and communication literacy to engage with

[28:52] complex texts and communicate their thinking clearly, whether that's through

[28:55] verbal or written expression. The upcoming English language arts

[28:59] instructional materials adoption gives us another valuable opportunity to

[29:03] examine this examine this work comprehensively at across K12. It also

[29:08] allows us to clarify what students should know and be able to do at key

[29:12] transition points. uh while ensuring their reading and

[29:15] writing experiences become increasingly rigorous, coherent, and developmentally

[29:19] appropriate. I also appreciate the emphasis on

[29:23] explicit writing instruction and the recognition or how it calls out that

[29:27] writing is not solely the responsibility of English language arts teachers.

[29:31] Students should have meaningful opportunities to write, reason, revise,

[29:34] and communicate across all subject areas. Ultimately, this goal prioritizes

[29:39] developing engaged and empowered readers, writers, and communicators.

[29:46] Mary, thank you very much. Uh, next, visual and performing arts.

[29:51] And as Alexis Carol is coming to the mic, uh you'll have another opportunity

[29:58] to hear from her. Uh I believe it's our next board meeting uh where she'll be

[30:04] able to outline more about uh her work in her new role as our coordinator. But

[30:09] Alexis, thank you for coming tonight and it's all yours.

[30:12] » Good evening. As I step into my new role as FAPA coordinator, I'm thrilled to see

[30:20] visual and performing arts. so prominently represented in these goals,

[30:24] especially knowing that we have such a strong foundation to stand on.

[30:30] Our annual stakeholder survey supports this with over 90% of parents and

[30:35] students expressing positive or neutral perceptions of access to high quality

[30:41] arts opportunities. Something that really resonates with me

[30:46] here is the shift from asking what opportunities do we offer to what

[30:52] opportunities does each student actually experience?

[30:56] We already have many wonderful arts opportunities across our schools. Our

[31:01] work now is to look at how those experiences connect across grade levels

[31:06] and school sites, ensuring broad access for all students while also

[31:12] strengthening pathways for students who want to deepen their skills through

[31:16] advanced opportunities that reflect the rigor of pre-professional study.

[31:22] And we have an incredible advantage here in Laguna Beach. We are surrounded by

[31:28] working artists, arts organizations, and a community that deeply treasures the

[31:34] arts. I'm excited to continue strengthening

[31:37] those connections so we can create more opportunities for our students to learn

[31:42] from and work alongside the artists and arts organizations in our community.

[31:49] I'll have an opportunity to share more about our VAP programs and the work

[31:54] we're doing at the October 8th meeting. But for tonight, I remain encouraged to

[31:59] see visual and performing arts reflected so clearly as a district priority.

[32:06] » Alexis, thank you. >> Um, that concludes our presentation for

[32:13] tonight. Uh at this time, Miss Morgan, we we will uh take take the feedback

[32:19] from the board and then if you reach a place where you feel that you're ready

[32:24] to vote tonight, that's great. And if you would like as a group to bring it

[32:29] back, we can do that also. >> Great. Okay. Thank you for that

[32:32] instruction and thank you or the direction and thank you so much for the

[32:34] great presentation. Um very excited. Okay. Uh let's start with

[32:41] um board questions. I'll start with Dr. uh with the student uh their students.

[32:49] No questions. Okay, Dr. Kelly. >> No. Okay. Dr. Meski,

[32:54] » question. >> Okay. Um

[32:57] Clickberry Perry,

[33:01] » I just wondered if if we were able to add to the um visual and performing arts

[33:13] What would you like to add? >> Uh oh, I thought I sent you something.

[33:17] » Oh yeah, I received your email today. Uh if you why don't you if you can share

[33:22] that with the group, it'd be great. And then that's easy to add and and to

[33:28] President Morgan. Um when we're done here, if we have some revisions or some

[33:33] light editing, whatever it might be, uh you at the end can move to approve with

[33:39] the revisions. So, we're happy to do that. Do you have that in front of you?

[33:45] » Yeah, I do now. Um Okay. Yeah, just a small part for um Lagouna Beach Unified

[33:51] School District will preserve and strengthen a coherent TK to2 visual and

[33:57] performing arts program that provides broad student access, advanced

[34:02] opportunities, strong public visibility, adherence to California art standards,

[34:09] and meaningful connections with Laguna Beach's art community. And then the rest

[34:13] all the same. >> We have it.

[34:22] » Thank you. Do we have any further questions about I know we're going to

[34:25] come back after we do public comment. We'll come back around for com for

[34:28] comments. Okay. Because this is um an an emotion if we want. Um Mr. Hills.

[34:37] No comments. Okay. I just had a couple real quick ones on um since we were on

[34:40] the visual and performing arts and I think Alexis did a great job of of

[34:44] hitting on this as far as or you know as far as students having access outside of

[34:49] you know if they're on a math pathway they have access to music or because

[34:54] music is a foundation of math right or math is a foundation of music. I guess I

[34:58] said that backwards. So, I was just wondering if on and I don't know if it's

[35:01] different um if it's necessary, but on page 21 where you have the paragraph of

[35:06] visual and performing arts, could we add outside of the pathway? Is that even

[35:11] makes sense to include to focus to ensure that we're focusing on, you know,

[35:16] non theater arts? I mean, it's in the presentation, but it wasn't in the

[35:21] final. >> I Yes, I I think I understand exactly

[35:25] what you're saying. >> You know what I'm trying to say and

[35:27] struggling with a little bit. Okay. >> Easy easy addition.

[35:30] » Great. Okay. Thank you. Um, and then

[35:40] I think in the same thing and I think it was just as I was reading through the

[35:43] report and then I was reading towards the end um, reading and writing um,

[35:47] because we talked again about having it be consistent across

[35:52] different subjects as well as vertically and I think it's in the bullet bulleted

[35:57] items but I don't know if we need to include it in the paragraph afterwards

[36:00] because I'm not sure what's appearing. ing where so that's the only reason why

[36:03] I'm mentioning it um I am grateful thank you for the student that's a comment so

[36:08] I'll wait um do we on the digital balance is this an item that we need to

[36:14] have an involvement with governance because we don't have we have been

[36:18] working on the ro on the we did a resolution for screen time but I don't

[36:22] think we've addressed the policy and then we have the whole AI and I mean

[36:27] certainly we're addressing it, but I don't know that we

[36:32] are as in front of it as as a lot of other districts across the country or

[36:36] even in our state. And I'm not trying to race to get something just so it's in

[36:40] there, but I'm wondering if we need to include that where we need to build

[36:44] build on our policies. >> Um, I believe there's an expectation

[36:49] that those items are policy items. Uh, so there's different components to it.

[36:55] There's a parent involved uh parent education, student education, working

[36:59] with teachers and then there's an actual policy uh piece. I would expect that to

[37:05] come uh through the through the governance committee andor full board.

[37:14] » I just same thing on this this paragraph part from where we come from the

[37:18] bulleted items on the Luna experience. Um I think it's the third sentence. Uh,

[37:23] every LBSU student will experience a school environment that is joyful,

[37:27] connected, challenging, creative, welcoming, inclusive, and reflective of

[37:31] the distinct character of Laguna Beach. All students will be treated with

[37:34] dignity and respect. We say every in the beginning, but I would love to have all

[37:38] there. So, we just continue to re-emphasize that what we're asking for

[37:40] is for all students. Just it's just repetitive emphasis.

[37:54] I think those are my only questions, but thank you. And observations, thank you.

[37:57] And I think I got all those in my original questions, but uh I appreciate

[38:01] the time. Okay, let's move to public comment. Uh Clerk Perry,

[38:10] » I'm sorry. No, go ahead. >> My apologies.

[38:23] when we're looking at the mental balance. Um I and that sense of

[38:30] belonging. What I hear from students is that it's really important that they

[38:35] have a friend and a lot of them don't feel they have a friend. they they may

[38:39] feel like they have an adult they can go through to, but I would love it if we

[38:44] put something in here where you check to see if they had a friend.

[38:50] So, I think that's I don't know exactly how that would fit, but from a number of

[38:55] students I've talked to, that's where they just feel lonely and alone.

[39:00] » Certainly. Um, that's an easy addition. Um, along those lines, Dr. Keller and I

[39:07] have talked and just foreshadow a tiny shift. Um the idea of asking is do you

[39:14] have a caring adult also shifting to is there an adult who believes that you're

[39:19] going to be successful and we thought that's just a it's a it's a different

[39:24] it's a gets it a different thing. So your addition easy no problem.

[39:31] » Thank you very much.

[39:39] Yes, >> Ka Brown.

[39:46] » Great goals. So well done. So well executed. Well, we hope it's well

[39:51] executed. Please make sure you keep this particular goal somewhere for quick

[39:55] reference. Sherry Howard and D. LBUSD will maintain a governance framework

[40:00] through which the board establishes direction and staff implements that

[40:05] direction.

[40:10] » Thanks. That's it for this one. >> That's the only comments. Okay, let's go

[40:15] back to So, um staff is looking for direction on if we'd like to approve

[40:19] this as it is or if we want to bring it back again. Um, but let's start with um,

[40:24] so I would need a motion for that, but I want to start with board comments. Let's

[40:27] start with the student board reps. Any any further comments on the goals of the

[40:31] district? No. Okay. Um, Dr. Kelly. >> Okay. Member Hills,

[40:39] » Dr. Monteski,

[40:44] » I agree. I think it's very well done.

[40:53] Um to Keta's point, uh these are excellent goals. I appreciate you all

[40:59] the hard work that you all did on this and I appreciate you all coming in. Uh

[41:02] this is something that as Dr. Austin pointed out has been in the works and

[41:05] something we've been trying to bring forward for the last two years and um

[41:09] I'm super excited for um the swiftness of

[41:14] which you were able to capture what has been discussed over the last two years

[41:17] and desired by this board to for our students and for the direction of our

[41:20] district. And so I appreciate you. So thank you very much.

[41:24] And I think with the Yep. Okay. I think that's it. So do we have a motion to

[41:29] approve the goals uh as presented or as revised?

[41:35] Okay. All in favor? Roll call vote. Student provisional vote first.

[41:41] » Yes. >> Okay. Yeah. Okay. Jim,

[41:45] » Howard? >> Yes. Okay. Dr. Macheski,

[41:49] » yes. >> Dean,

[41:50] » yes. >> Okay. I vote yes. Thank you very much,

[41:53] Dr. Austin. Well done. Okay. Uh let's move on to item seven.

[41:59] Sup. This is another superintendent item. school board meeting safety and

[42:02] preparedness preparedness information and discussion.

[42:06] Dr. Dr. Austin.

[42:10] » All right. See, can we get our slide?

[42:18] I have a lengthy presentation. It's one slide.

[42:22] Um,

[42:26] you know, it's a topic we've talked a lot about

[42:30] with with our team and a couple things just framing this up. Um, as our team

[42:37] looked at this and and went through the report as well,

[42:42] um, our lens is on

[42:46] the extraordinary events, the nights and like while there's a lot of attention on

[42:52] on this particular one, um, I've been here when we had other big

[42:58] ones and and had to move locations and had

[43:04] had some spirited conversations. Um

[43:10] the time to plan for these things is when they're not happening.

[43:16] And so the recommendations from the report are the only thing that we're

[43:21] going to present on tonight. Um there are a couple things that aren't in the

[43:26] recommendations though. And and one thing that's not in the recommendation I

[43:30] believe is the biggest thing and that is if it is known that there is going to be

[43:38] a different size crowd than a standard crowd.

[43:44] the step that just got missed and and and just so everyone knows I've had this

[43:49] discussion with our full team and and checked for my understanding because I

[43:54] wasn't here and and nobody disputes this that for a variety of reasons

[44:02] there was no all hands on deck stop everything you're doing let's get

[44:06] everybody in the room and talk through everything that we might want to

[44:09] consider in my estimation that's the most

[44:14] important thing that has to happen. Um, you you just bring the group together.

[44:19] You bring you bring the staff together when you know or when you suspect.

[44:23] And in my opinion, you plan for the worst. You plan for everything to be the

[44:30] worst it can be. And you plan for that. And then a lot of those things that

[44:35] might have happened don't. And more often than not, it ends up a lot better

[44:41] than it could have. So, out of all the recommendations,

[44:44] that's going to be my only editorial comment is is that um you know, I think

[44:50] the entire team knows it doesn't have to be the superintendent to to make that

[44:54] recommendation that we pull everyone together. Um if I'm here, I'd certainly

[44:58] do it, but anyone can do it. Get together, brainstorm.

[45:04] Otherwise, I'm not going to read the bullets. If people are interested, have

[45:08] read the reports. They're up on the screen right now. We don't have to go

[45:11] one by one. I'm sure there's going to be questions uh questions and um and

[45:17] suggestions. We're going to take notes as we go. Happy to respond as as we can,

[45:23] but I think this is really going to be a board discussion with with public

[45:26] comment. That's all I have. >> Great. Thank you. Um, okay. I want to

[45:31] start. So, I think what we'd like to because I understand this could be a

[45:35] very contentious topic, but I think we're trying to stay focused um on the

[45:39] report and uh the recommendations. Um I'm going to go through and ask have

[45:43] everyone if you have any questions. Okay? And then we'll go to board comment

[45:47] or to public comment and then we'll come back through for board discussion. I

[45:51] would like everyone to keep in mind um civility and let people speak. Don't

[45:55] interrupt and wait to be recognized. Thank you. Student board reps.

[46:00] » The students have no questions at this time.

[46:04] » Great. Thank you, Dr. Kelly. >> Okay. Member Hills.

[46:13] » What's the status of the schools campus uh camera videos? Have they been made

[46:20] available to the public? the videos that have been requested have

[46:27] been uh provided. Yes. >> So, uh just make sure that I understand

[46:33] something based on uh statements that have been made in previous meetings

[46:37] about this. Is it correct that or am I recalling it

[46:42] correctly that the principal advised that he turned the campus over to the

[46:47] police at some point to sort of take over because there was a transition from

[46:52] it being the school day when that it was basically a school campus and then it

[46:57] became the site of a public meeting and because of the fact that there was

[47:02] anticipated demonstration that he if I recall what he correctly if I call

[47:08] recall correctly what he He then turned the campus over to the police. Did I

[47:12] hear that right? >> I believe the and I have some other

[47:16] people here that might weigh in on this. Um

[47:20] there was a question about at what point in time would the school no longer be

[47:26] just a school becomes a civic center. And he gave the time of 3:30.

[47:32] » Right. Um, that's a I know this isn't probably the purpose of your question,

[47:38] but that's a great example of personally I don't believe the site

[47:45] principal should have been put in the position to make that determination. He

[47:49] did and I I don't think there was any harm in it, but that's a that's a great

[47:53] example. That should have been a whole team sitting together having that

[47:57] conversation. >> Uh, yeah, I agree with the second part

[48:01] of your statement. And I don't agree with the first part of it. Um uh I don't

[48:06] think it was a good decision, but um it having been made, I just want to confirm

[48:11] that it was made because it has a lot of implications down the road um looking at

[48:17] this. Um so what is the status of those videos um that were made by the school

[48:26] cameras? because as as of 3:30, if I understand it correctly, that would

[48:32] mean that uh the the Brown Act provisions that protect the right of um

[48:40] the public and the right of people at the meeting to videotape, photograph,

[48:48] and record whatever is taking place. And you know, there's been some

[48:52] misunderstanding. And I have a legal memorandum from our council right now

[48:56] about um accusations that were made previously that somebody on the board

[49:01] had released uh student private information and that the rights of

[49:07] students were being violated. One of the points that the council makes is that

[49:11] under the Brown Act, the district is prohibited by law to interfere with

[49:17] anybody's photograph uh or filming or recording of anything that takes place

[49:22] in a board meeting. In other words, there is no right of privacy. There is

[49:26] no protection for um differentiating between adults, children, or what

[49:31] anything else. if you're in a public meeting, as I understand what the Brown

[49:35] Act says, um, uh, that's a public setting and there's no restriction. And

[49:41] so I'm just wondering if that Brown Act rule that prohibits the board or the

[49:46] district from interfering with recordings in a public meeting, whether

[49:50] that would apply to the campus at the point where it had been turned over at

[49:54] 3:30 to the police. So that any recordings that were made on the stool

[49:59] school camera after 3:30 would be unrestricted and would be basically um

[50:07] any the normal school day require uh restrictions on recording or whatnot. Uh

[50:14] uh would basically ended at 3:30 would be kind of a logical way of you looking

[50:19] at it. Um yes, that is our interpretation as

[50:24] well. And additionally um you may have seen or everyone may have seen to make

[50:31] that very clear to everyone. We now have large posted signs that our our

[50:36] information department put outside to just make sure everyone understands if

[50:40] you're here for a public meeting. Um, the actual kind of technical way of

[50:45] saying it is there should be no expectation of privacy, meaning that you

[50:49] can be you can be filmed. >> And I think that's really important to

[50:52] get that out because we had a couple instances last year where um uh there

[50:59] was concern about who was taking pictures of who and whatnot. And the

[51:04] reason why what you just said is so important and that why I asked the

[51:08] question is that parents need to protect their kids. Um if you're going to bring

[51:13] kids to a meeting where there's no brighter privacy for the kids, the

[51:19] adults involved need to um make sure that like some people tonight expressed

[51:25] the fact that they thought it was great that the kids saw everything that the

[51:28] kids saw. >> Keep it to questions and we'll come back

[51:30] for comments. >> Okay.

[51:32] » Thank you. Um, so the the the point is that the importance of my question and

[51:38] I'm commenting on your answer and that is that it's really important that

[51:43] adults keep kids safe when there's an event like that where there's no

[51:48] protection and no privacy.

[51:57] Do >> you have any further questions? Thank

[51:59] you, Dr. Meski. questions at this time.

[52:04] » Thank you, member. Um, clerk Perry.

[52:11] » So, maybe I maybe I didn't look at this carefully, but I I didn't think I had

[52:16] access to all of these videos. I do.

[52:27] » So, all all of the thirst and videos. Okay, thanks. And all of the screenshots

[52:33] and the videos from private cameras. >> Okay, thank you.

[52:38] » Who Who's answering the question? >> Somebody from the community.

[52:42] » Can we confirm that? I just not that I don't believe, but I think for all

[52:46] intents of purposes, it would be good for staff to have to appro to

[52:51] » Yes, those are all >> reaffirm what you just said.

[52:52] » They're all available. Yes.

[53:02] So is your question are the three videos that are in the report included in the

[53:05] Google Drive with that which I think the answer is yes but then you're also

[53:08] asking are all of the rest of the videos in the drive as well and the question

[53:11] and the answer to that is also yes I've not looked at that drive recently

[53:18] » I have not looked at the drive um and the person that can answer that question

[53:22] had to step out so I'm I'm sorry I will get you a confirmed answer when I can is

[53:28] my understanding though that everything that we have is publicly available

[53:35] and clerk Perry if if I am wrong about that I will correct that. Okay,

[53:41] » thank you very much. >> Thank you. Um any other questions? No.

[53:45] Okay, that was actually one of my questions because I have not looked at

[53:48] that. And so before I went back in, I was going to ask if all of the items

[53:52] that are listed um in the investigation are included in

[53:58] that drive. So, thank you for for that and I'll I'll check it out, too. And if

[54:02] there's not, so thank you. Um I had a couple more questions. Um do we have

[54:06] information on how far the public space for the board meeting extends? Is it the

[54:10] entire campus and the parking lot or is it a 50- foot perimeter around the

[54:14] library or how does it how is it determined what

[54:19] area becomes the civic center where a public meeting can be held? Is it a time

[54:25] issue or is it also a location issue? I think it's a fair question. It it it's

[54:30] splitting hairs a little bit though. Once a once a site becomes available as

[54:34] a civic center, I would call it the entire site. Otherwise,

[54:40] um I don't know how we would be able to distinguish between what's allowed and

[54:44] not allowed if we're dividing that up. So, I I can say on that particular

[54:50] night, the determination was the entire site was a civic center at 3:30.

[54:56] » Okay. And then I wanted to follow up with that because I and one of the

[55:00] reasons why I asked that question is um for a couple following questions. Um

[55:07] what protocols? So as we're looking at this uh these recommendations,

[55:12] do you believe that there are or do you feel that there are substantial

[55:15] recommendations to identify the process of transitioning from a public space

[55:23] from a school ground to a public space?

[55:27] No, I think the recommendations are largely silent on that piece about a

[55:32] transition from um a public school to a civic center.

[55:40] » Okay. So, I asked that question because I'm curious as to how we help our

[55:45] students understand the difference. I'm pretty sure

[55:52] or I shouldn't I that would be a comment but I'm there's I'm I would like to know

[55:56] how we are identifying the difference and if we aren't that's fine that would

[55:59] just be something that we need to include in the recommendation because

[56:02] the qu the fact that the question comes up helps identify what other things we

[56:06] need to re what we need to identified for recommendations.

[56:10] » Sure. I I think it's going to be at some point in this conversation if we get to

[56:17] um trying to look for the what which number

[56:20] it is, but the idea of moving the site if we're anticipating a large group

[56:27] might make that that question moot and um it would just be determined we'd go

[56:32] to somewhere that doesn't have that same issue.

[56:36] » Okay. Thank you. And then um I think the last one I had uh

[56:45] no I had a couple more. Um so assuming it's so knowing that it's

[56:50] the entire campus that turns into a civic area, how does our board policy

[56:55] 3515 which is campus safety come into play? So there's also um ED code that um

[57:02] 32280 that outlines all of the details of like

[57:05] law enforcement, our security pro plans which obviously are not part of of this

[57:10] discussion. But these these policies outline campus security site level um

[57:16] plans and um as well as entire institutional plans for the whole

[57:20] district. So how I'm concerned because the report did not re did not reference

[57:26] 3515. So, I'm just curious if that was if that would be I mean, I don't know if

[57:32] you can answer this, but having that be part of the consideration as we develop

[57:35] these this these recommendations would be campus security being brought in

[57:39] because if it goes from being a school to a public, but it's on our campus.

[57:44] It's it's a civic center, but it is still district property. So, I think

[57:49] that there's nuances there that I I'm I have concern that it's going to be this

[57:54] gray area regardless, and I'm trying to find paths and questions to help us

[57:59] delineate that so that it's a little bit more black and white. So, there's not so

[58:02] much debate over is it allowed, is it not allowed, what is this? There's too

[58:07] I'm trying to put some of these things to rest so that we can keep moving

[58:10] forward in a positive direction. And so this gray area of of how do we uphold

[58:14] policy if it's a becomes a civic center but it's actually our campus and our

[58:18] property. So those are just some questions that I have about the report.

[58:23] » Okay. I think I'm going to have to think through that a little bit.

[58:25] » Fair enough. >> Um the the one thing it is pretty clear

[58:29] in my head is the responsibility would shift from a site principal if it were a

[58:36] school site to the district that manages a board

[58:40] meeting. I I don't think it's fair to have a site principal be in charge of

[58:44] that piece. >> So that would be something great to have

[58:47] clarified, right? Because I think that's also part of it was one of the questions

[58:50] is when did it get turned over? And so if we and then who was in charge? So if

[58:54] we have that clarity, I think that would really help.

[58:56] » Um so thank you for that. Um and then um I think the last one was based on

[59:02] reviewing the district's agreement. I think it's number five and protocols

[59:06] with local law enforcement. Um, that's one that I would like to have that I

[59:10] would like to request comes back with a little bit more um depth because I know

[59:15] we've talked about theou with the um SRO's in the city and it's came back and

[59:20] has continued this year because we didn't have we our meetings kept getting

[59:24] cancelled. Um, but this is a really important topic uh because one of the

[59:28] items in the in the contract states that the police officers up will not take

[59:32] direction from the board or the board president, whoever it is, but they will

[59:37] uphold the district's policies, procedures, and and ed code. So again,

[59:43] we have this interesting situation because if we have a situation where

[59:46] someone needs to be removed for various reasons,

[59:51] how do we how how do we approach that? Right? This is a public setting. We have

[59:56] an agreement with our law law enforcement there, but they won't help

[59:59] uphold the policies during a meeting. So, what that role of the SRO's becomes,

[1:00:03] I know they're not in our meetings at this point anymore unless they're giving

[1:00:07] a report, but they're a valuable asset to our students and a valuable asset on

[1:00:12] campus. they they come to games and things like that, but how do we

[1:00:16] delineate that? That if it's not if the policies that we put in place are not

[1:00:20] going to be upheld in this room or whatever room is the boardroom, what is

[1:00:24] our plan? So, I would like to see something like that.

[1:00:28] Okay. Yeah. Because I guess whose role is it

[1:00:32] to remove someone >> is the question.

[1:00:37] » Additional question. Um,

[1:00:45] I think that's my last question. I think my last comment on the last part was

[1:00:48] just a matter of how we can't pick and choose, right? And I think that's that

[1:00:52] to create more problems as well if we start picking and choosing when we have

[1:00:55] protection or when we uphold our policies and when we don't. So, thank

[1:00:58] you. Go ahead, Howard. Thanks. Um, I'm I'm going to touch upon this when we

[1:01:03] make comments, but I did want to just pose a preliminary question about it.

[1:01:09] at the point where the site administrator

[1:01:12] um turned the campus over to the police. The police were here. Um I was here

[1:01:21] » 15 minutes before the campus was turned over. Um

[1:01:27] what then is the role of the site administrator after he's turned it over

[1:01:31] to the police? what is the role of the police after they've taken the con and

[1:01:37] and have um control uh because um I think what I witnessed was that both the

[1:01:45] site administrator and the police were making decisions about how to respond to

[1:01:50] what was occurring. So there's a chain of command issue. um if the site

[1:01:55] administrator turned it over to the police and the site administrator

[1:01:59] continued to consult with um protesters and consult with the police and and make

[1:02:05] decisions and give direction to activities that were taking place which

[1:02:09] I observed um and the police did nothing essentially um until um after uh there

[1:02:18] were some incidents. So would you agree that um there's a chain of command

[1:02:24] situation that needs to be defined in that in that context?

[1:02:29] » Yeah. And and in fact, one of the recommendations is to identify that

[1:02:33] person. I think that's actually really easy that that person's the

[1:02:38] superintendent and the superintendent puts the team in place and say, "Okay,

[1:02:42] you've got this piece, this piece, whatever it might be." Um and as far as

[1:02:47] the site is concerned, let let's just say that that we had a similar thing

[1:02:52] that was still thirsten. I might assign that principal a role,

[1:02:58] but the role would not be being in charge of the entire operation. Does

[1:03:04] that make sense, Mr.? >> Yeah, it does. Okay.

[1:03:08] Do you think it would be a good idea to not have the board meet on campuses?

[1:03:16] » Uh mixed feelings on that. Um I you know for for five years I attended

[1:03:25] board meetings in our little tiny boardroom down at the at the district

[1:03:28] office. That was certainly imperfect. Um but

[1:03:34] yeah, can make it work. This is imperfect, but we can make it work. The

[1:03:37] space is, you know, it's a good size and it it's set up for us now with the

[1:03:42] audiovisisual equipment. It still presents challenges, but it's it's okay.

[1:03:48] Um, I think if there's going to be an

[1:03:52] extraordinary meeting, yes, I do think it's a good idea to move away from a

[1:03:57] school site. If if we have notice that something's going to be really big, why

[1:04:02] not just remove a variable of of having to worry about the students and um

[1:04:09] traffic if we have an acceptable place. >> Thanks. Thank you.

[1:04:17] » Any further questions from anyone before we go to public comment?

[1:04:21] Okay. You're not looking for a motion on this tonight, right? We're discussing

[1:04:24] this and it's coming back again or as part of the plan or it'll start

[1:04:28] appearing in part. >> This is tonight is agendaized as

[1:04:30] information only with discussion and it' be up to president and uh agenda setting

[1:04:37] to determine if it comes back. That's that is completely up to the board.

[1:04:41] » Okay. But recommendations are are being we don't need a you don't need a motion

[1:04:45] tonight for we can't give you a motion tonight for for direction on

[1:04:48] recommendations. So it either needs to come back or it can be

[1:04:51] » you do not >> incorporated and we can just get a later

[1:04:54] report. >> Correct. So you do not have to make a

[1:04:57] motion. Um does not mean we we can't have a discussion where we take notes

[1:05:03] and say we can do all these things and if if that satisfies the board then

[1:05:06] we're done. If you want like to formalize it and bring it back or have

[1:05:10] us do additional work and bring it back that's that we'll do that for you also.

[1:05:14] » Great. Thank you clarification. Um, okay. Let's go to switch over to public

[1:05:18] comments. Uh, Clerk Perry. >> Okay. Um, Ketta Brown, Heather Hansen,

[1:05:24] and I might not get this right. Aisha Mahapatra.

[1:05:36] You can try to reframe this all you want, but let's be clear. The events of

[1:05:39] May 14th are directly attributable to abysmal board governance. The public was

[1:05:44] jerked around for months. Requests to restore public comment to the beginning

[1:05:48] of the meeting fell on deaf ears. The queries as to why there was ironically

[1:05:52] this evening a constant public employee discipline dismissal or release item on

[1:05:56] closed session also never addressed. And the cudigra was the cruel and heartless

[1:06:01] dismissal of Dr. Glass, the instantaneous full-blown press release

[1:06:05] and the suspension of board policy 2120. How much more was the community expected

[1:06:10] to tolerate without acting? The May 14th event was an organic grassroots response

[1:06:16] to a board majority who basically thumbed their noses at us at every turn.

[1:06:21] Our con our constitution's first amendment allows for freedom of assembly

[1:06:26] and expression. And that is what we did. Period.

[1:06:40] Hi. Um, Heather Hansen again. Um, I I've found it so deeply troubling uh the way

[1:06:45] that the board majority has exploited the events of a protest that was the

[1:06:51] direct result of the actions of the board majority. And if there wasn't a

[1:06:56] superintendent there to oversee it, it was because of the separation agreement,

[1:07:01] which was the protest what the protest was about. And I see it as part of a

[1:07:06] pattern of disscent, a a a troubling pattern of stifling disscent and

[1:07:10] chilling speech from Howard's ad where he said that teachers who speak out in

[1:07:15] board meetings need to be disciplined and retrained

[1:07:19] to reframing every critique of power as an act of bullying. Um, as as Keta said,

[1:07:26] you know, these are expressions of democracy and and school boards are

[1:07:31] laboratories of democracy and this is unacceptable. And this is why you see

[1:07:37] staff saying that they're afraid to speak out or you see, you know,

[1:07:40] concerned staff comments instead of people putting their names on public

[1:07:44] comments. And it's just really unacceptable.

[1:07:55] Good evening. Um, my name is Aisha Mahapatra and I'm a parent of two

[1:07:59] students in the district. I'm here to address the critical importance of

[1:08:04] constitutional free speech protections and viewpoint neutrality, including our

[1:08:08] right to peacefully protest. Under the Brown Act, the board is legally required

[1:08:13] to allow public comment. Courts have established that this forum is a limited

[1:08:17] public forum under the First Amendment. While you may enforce uniform time

[1:08:21] limits, you are strictly prohibited from suppressing speech based on the

[1:08:25] viewpoints expressed. The act clearly explicitly forbids you from prohibiting

[1:08:30] public criticism of your policies, actions, or omissions.

[1:08:35] This protection extends to our school grounds. The peaceful protest by parents

[1:08:40] and students on May 14th, 2026 was a lawful exercise of free expression.

[1:08:46] Under the California Ed Code, students have robust rights to peacefully

[1:08:50] demonstrate. Under the California Constitution and Ed Code, parents,

[1:08:54] teachers, and staff possess a co-extensive protections to assemble and

[1:09:00] advocate without fear of administrative retaliation or exclusion. True civic

[1:09:05] collaboration requires trustees to listen thoughtfully to dissenting

[1:09:10] voices. Disagreement is not disruption. When a

[1:09:15] board responds to unpopular parental viewpoints with dismissive behavior or

[1:09:20] premature gavlling, it erodess community trust and risks violating federal and

[1:09:26] state civil rights laws. I urge this board to approach all opposing

[1:09:31] viewpoints and peaceful advocacy with the constitutional respect required of

[1:09:35] your office. Thank you.

[1:09:41] » Thank you, Taylor Bennett.

[1:09:44] Danielle Rotor Sharmmer, Bana Heathcott, and Meredith McMahon.

[1:09:55] Good evening. Uh, I'm Taylor Bennett. I'm a district parent, and May 14th was

[1:10:00] my very first school board meeting. Uh, tonight I feel utter disappointment in

[1:10:06] leadership. Um, attention has shifted from the concerns that brought families

[1:10:10] here toward portraying those families as the problem. Investigators concluded

[1:10:15] that the demonstration was an exercise of first amendment rights. They found no

[1:10:19] evidence of criminal activity or intent to physically harm anyone and concluded

[1:10:25] the meeting remained nonviolent despite the disruption. Calling the protest

[1:10:30] targeted overlooks that criticism often addresses officials responsible for the

[1:10:36] decisions. Asking them to answer is accountability.

[1:10:40] I saw the board president recording attendees and from my perspective

[1:10:45] smirking while walking through the crowd. I struggled to reconcile that

[1:10:50] conduct with this gathering's portrayal as a threat to safety. I also saw

[1:10:55] children holding signs. And do you know what they said? Dr. Glass, I'm so sorry.

[1:11:03] From my perspective, this investigation was unnecessary. It felt like an attempt

[1:11:07] to shift blame and create false narratives. I support safe, orderly

[1:11:11] meetings. I also support standing up for what's right. And Mr. Hills. You raised

[1:11:16] parents responsibility to keep their children safe.

[1:11:21] I take that seriously. But less than 48 hours ago, you made a comment at a

[1:11:26] governance meeting in front of children that I found inappropriate. If you're

[1:11:31] asking parents to consider what children are exposed to, that standard must also

[1:11:38] apply to you. Your credibility on this issue depends

[1:11:44] on holding yourself to the same standard you ask of the rest of us. I ask you to

[1:11:49] look around the room and ask yourselves how we got here, what role your own

[1:11:53] decisions have played. Rebuilding trust begins with examining your own

[1:11:57] leadership as closely as you examine this community's response to it. I came

[1:12:01] to my first meeting believing that voices mattered. I'm standing here

[1:12:05] tonight because I still believe they should. You have an opportunity to take

[1:12:09] responsibility, to listen, to give this community a

[1:12:13] reason to trust you again. What you do next will tell us whether you you're

[1:12:18] willing or whether you're not. Thank you.

[1:12:31] By the way, this was to warn you that this same smirk was showing up and it's

[1:12:35] going to be on camera, so I was trying to give you a solid, so maybe don't go

[1:12:38] to Vegas. Um, what I see here tonight is splitting

[1:12:43] hairs over hours, times of day, whether it's the principal or the police putting

[1:12:47] up barriers. You all have completely missed the point.

[1:12:52] We sat in the same room and we watched the same documentary,

[1:12:56] watched board meetings where there was actually physically aggressive behavior

[1:13:00] that took place. You have to look at the fact that there have been contentious

[1:13:04] issues in these meetings before, whether they were here or down the hill, bell

[1:13:09] schedules before Labor Day calendars and no organized gatherings took place.

[1:13:15] Hm. That means you need to be introspective

[1:13:19] and look at your role in the genesis that created that gathering in the first

[1:13:24] place. What you are doing is trying to deflect

[1:13:27] away from your personal responsibility on what made people in this community so

[1:13:32] upset and compelled to gather in the first place.

[1:13:37] Now I'm talking to you. I appreciate your poker face, by the way. I

[1:13:39] appreciate that you stay neutral for the whole meeting, Mr. Hills. However, words

[1:13:43] matter. You need to stay out of commenting on somebody's parenting. You

[1:13:48] are so far out of your lane. You wonder why you don't draw crowds at events. And

[1:13:54] it's moment like this that make you not a welcome in most places anymore.

[1:14:00] Honestly, you owe every parent in this community an apology whether their

[1:14:04] children were here or not, which mine weren't, by the way, cuz they're grown

[1:14:08] and on their own. So, I'm speaking for all of them.

[1:14:12] You don't decide what's appropriate for a parent for their child. That is not

[1:14:17] your job. Whether they want to bring a child to a first amendment exercise or

[1:14:21] not, not for you to say or comment on. You may choose to judge, but that's when

[1:14:28] you close your mouth and you keep the thoughts inside. You don't criticize

[1:14:32] other people's parenting. Would you like me or anyone else to come up here and

[1:14:37] review your parenting? I don't think so because none of us are perfect. I'm sure

[1:14:43] we all have moments where maybe we raised our voice, lost a little bit,

[1:14:47] maybe punished a little bit more than the actual event called for. We don't

[1:14:52] want it reviewed upon by anybody else, let alone in a public venue on a

[1:14:58] transcript available forever. So, would you want that to happen to you? I don't

[1:15:03] think you would. So maybe you should extend the same

[1:15:08] courtesy to everyone else.

[1:15:25] Uh Brianna Heathcott, I was going to try not to speak tonight. Um I I don't

[1:15:30] believe in wasting my time if I don't think that my words can make a

[1:15:33] difference. I really am am just hoping that the three of you will reflect on

[1:15:38] where we've gotten to. The most troubling thing about everything that's

[1:15:43] happened since May 14th is that the board majority still does not seem to

[1:15:47] understand what the public was trying to say. You investigated the meeting. You

[1:15:52] investigated the crowd. You investigated security. You spent months discussing

[1:15:57] conduct, civility, procedures, and how to handle this if something happens

[1:16:02] again. Who? How are we going to throw someone out? Is it the cops? Is it

[1:16:05] security? We've missed the plot. Okay. Where is that same level of examination

[1:16:12] of what brought people to that point? Because May 14th did not happen in a

[1:16:16] vacuum. People did not suddenly wake up one day angry at the school board. For

[1:16:21] months, members of this community had been writing to you, speaking at this

[1:16:25] podium, questioning decisions, asking for information, and telling you that

[1:16:30] they did not feel heard. And instead of recognizing that as a warning about the

[1:16:34] relationship between the board and the community, the response after May 14th

[1:16:38] has largely focused on the reaction. That's backwards.

[1:16:43] The investigation concluded that there was no evidence that protesters intended

[1:16:47] to physically harm anyone. D, I'm so sorry that you felt that way you did

[1:16:52] that day. I cannot imagine walking up and feeling that way. I also believe in

[1:16:56] accountability. You made a decision. you upset the community and there is

[1:17:01] accountability for your actions. I would never want anyone to feel that way, but

[1:17:06] it it's accountability. You make a decision, you ran to be elected on this

[1:17:11] board and know that some decisions people aren't going to agree with. It

[1:17:15] happens, but you have to deal with that. After all of this, after the

[1:17:20] investigation, the attorney, the meetings, the security discussions, and

[1:17:24] the recommendations, I hope the majority will finally ask the question that

[1:17:28] should have been asked from the beginning. Why are so many people angry?

[1:17:31] Not whether you agree with them, not whether you like their signs, not

[1:17:35] whether they express themselves in the way you would have preferred. Why do

[1:17:38] members of your own community, people who voted for you, people who supported

[1:17:43] you, show up in force because that was the only way that they thought you might

[1:17:47] listen? Because you can adopt every

[1:17:50] recommendation in the report. You can change security. You can change meeting

[1:17:53] procedures. You can change location. You can change how people enter this room.

[1:17:58] But none of that repairs trust. And none of it fixes the fundamental problem if

[1:18:02] people continue to believe that decisions are already made before they

[1:18:06] ever reach the podium. Public comment is not something the

[1:18:11] board simply has to endure before moving on to vote. It's supposed to mean

[1:18:14] something. The lesson of May 14th should not be how to control the room the next

[1:18:19] time people are angry. The lesson should be figuring out why your community had

[1:18:23] to get that loud before you notice them at all. Thank you.

[1:18:35] Hi, Meredith McMahon. I want to correct the record about May 14th. I organized

[1:18:41] the protest independently as a parent and community member. The rumors about

[1:18:46] fuel or shaheen shakes it all per planning it are false. I stepped off the

[1:18:52] fuel board nearly 10 months earlier on July 16th, 2025.

[1:18:57] I emailed every board member when you announced the investigation and told you

[1:19:01] directly that I organized it. The report notes that I declined to be interviewed.

[1:19:06] What it doesn't explain is why the ACLU had sent a demand letter on my behalf

[1:19:11] challenging the legality of an investigation and demanding that it be

[1:19:15] halted. I was not going to participate in investigation. I was simultaneously

[1:19:20] challenging through counsel. Now that the investigation is over and the report

[1:19:24] is public, the facts are clear. There was no evidence of criminal activity or

[1:19:28] intent to physically harm anyone. May 14th was loud. People were angry. Some

[1:19:33] board members felt intimidated. Those feelings are real, but discomfort is not

[1:19:38] danger and criticism is not a threat. My family and I have po protested alongside

[1:19:45] President Morgan in the past when we both understood that peaceful protest

[1:19:50] was a legitimate way to speak out. May 14th simply put us on different sides.

[1:19:55] The principle shouldn't change because you're now the person being protested.

[1:20:00] That brings me to Sherry's public Instagram post after the report was

[1:20:04] released. In that post, she referred to the person behind the ACL filings as a

[1:20:09] quote fuel founding member. I assume you were referring to me. Why is my former

[1:20:15] affiliation with Fuel relevant? I organized the protest independently. You

[1:20:20] knew that because I told you myself and your own report does not conclude that

[1:20:25] Fuel organized the protest. So, if you disagree with what I did, say my name. I

[1:20:30] can defend my own decisions. from Sherry's same post. What is even more

[1:20:34] troubling is her characterization that it was a missed opportunity to teach

[1:20:38] students how to behave when they don't get what they want rather than protest.

[1:20:43] I fundamentally disagree. Peaceful protest is not misbehavior. It is a

[1:20:47] bedrock principle of our democracy. In fact, the demonstration was an exercise

[1:20:52] of a fundamental constitutionally guaranteed right of public display of

[1:20:56] free speech. I am proud that this community did not miss an opportunity to

[1:21:00] teach our children to use their right to free speech. In fact, the real missed

[1:21:04] opportunity is on the part of the board majorities failing to heed their

[1:21:07] constituents voice. We should teach our children that they can peacefully

[1:21:11] assemble, speak out, and criticize their elected officials even when those in

[1:21:14] power disagree. Dissent is not a threat to leadership. It is a check on

[1:21:18] leadership. When those in power use their authority to investigate or

[1:21:22] discredit people for peacefully protesting them, we should all pay

[1:21:26] attention. And that is a lesson worth modeling for our children. They should

[1:21:30] know that having a voice means being willing to use it, even when it makes

[1:21:33] people in power uncomfortable. Our children are watching. Let's make sure

[1:21:37] that what they see is democracy and action. Vote on November 3rd.

[1:21:49] Thank you for our speakers. I'm going to open it back up to uh board comments.

[1:21:53] I'll start with our student board reps. >> I have no comments at this time.

[1:22:00] » I as well have no comments at this time. >> Great. Thank you.

[1:22:05] » Member Kelly.

[1:22:09] » I want to congratulate and thank all the parents and citizens who came and spoke.

[1:22:14] Um you make me so happy. Uh four years ago, I begged you to run for the board.

[1:22:19] Uh I went to every PTA meeting. I begged you. I begged individuals, individuals

[1:22:25] who's sitting there in yellow back there to run for the board. None of you did

[1:22:29] because everything was going okay. Democracy

[1:22:34] has to be protected. You just can't sit back and allow the fools to take over.

[1:22:39] And I just want to thank you all.

[1:22:48] Member Hills, >> I'll just start on the other end.

[1:22:52] » Member Maleski.

[1:22:57] » Yeah, I'm just going to start with a couple of short comments that are a

[1:23:01] little bit redundant to what's been said, but um uh I'll share them anyway.

[1:23:06] Um so first of all um and I'm going to have comments about the recommendations

[1:23:11] later but just on the initial presentation

[1:23:14] um what what I want to restate that what was missing from the recommendations

[1:23:19] understandably is what the board could have done to prevent such a protest. I

[1:23:24] find it shocking but not surprising that the board majority has demonstrated no

[1:23:29] ability to be reflective about the events on May 14th or to think deeply

[1:23:33] about how their actions contributed to what followed. And it's entirely

[1:23:39] laughable for any board member to claim that they were targeted. People

[1:23:43] protested board members who made bad decisions. It's not bullying. It's the

[1:23:48] reason for the protest. I'm also deeply disturbed by comments about how to keep

[1:23:53] our children safe. I just want to reiterate what I've said at many

[1:23:57] meetings. I am so thankful that students are learning about civic engagement by

[1:24:02] attending these meetings and that includes my own child and it includes my

[1:24:07] own um experiences of having attended many protests. Um Alexis Dtoqueville

[1:24:13] talks about the power of association. It's important to democracy. There's no

[1:24:17] better exercise of democracy than students watching these meetings so they

[1:24:22] can see democracy in action and they can learn how to evaluate democratic

[1:24:26] leadership in good form and in bad. You have to watch it to understand it.

[1:24:33] It's what we're here for. Educating our children. The problem with regard to the

[1:24:39] photos is not that legally, because that came up as if having our children here

[1:24:44] and getting photographed was bad parenting. The problem is not that

[1:24:48] legally they can be filmed, but the glee I feel from board members because

[1:24:53] they're allowed to use them to publicly shame the kids who were here and from

[1:24:58] what I heard on the deis to also publicly shame their parents as if they

[1:25:03] did something wrong by allowing their children to attend and protest. I would

[1:25:07] like to congratulate parents who decided to exercise exercise their first

[1:25:12] amendment rights and encourage their children to attend to exercise their

[1:25:16] first amendment rights and let their children know that right in our local

[1:25:21] district up at the school or whether it's down at the city council chambers.

[1:25:26] You can watch democracy in action. There is no better moment right now nationally

[1:25:33] in the state and locally than to understand what democracy is about. And

[1:25:38] the idea that anyone on this day would criticize parents or students for trying

[1:25:44] to engage to be civically engaged in participating in our democracy and to

[1:25:50] learn about how to exercise it is just so disappointing to me. So, I just want

[1:25:56] to voice my strong disagreement to that. And that's all I'm going to say for now.

[1:26:05] » Perry. >> Clerk Perry.

[1:26:08] » Thank you. Um, I definitely believe in everybody's first amendment rights. I

[1:26:15] love that we have passionate parents here who care very much about their

[1:26:19] children. What bothers me bothered me is the hate

[1:26:24] signs. I hate Sherry. I hate D. I hate Howard. We have a whole program called

[1:26:30] No Place for Hate. We spend a lot of money on social emotional issues and we

[1:26:35] have people come up and say, you know, you have no friends. We don't like you.

[1:26:39] I would never I would never allow that in my classroom

[1:26:44] or with my own children. I would never allow them to come and tell people that

[1:26:50] they hate them. And I could see the anger in people's eyes and that was

[1:26:55] really really concerning to me. This is a community that I've loved very much

[1:26:59] for many many years and I've done I've done

[1:27:06] a lot. I've used my own money for a lawsuit for special ed children. I've

[1:27:11] done a lot. and to have people just turn all of a sudden turn and be so angry and

[1:27:18] hateful. I thought this investigation was about

[1:27:24] safety and don't laugh. That's what I thought it

[1:27:29] was about that we would have safe meetings. And I worry because I know how

[1:27:34] passionate parents are not I I wanted us to talk about and I've

[1:27:40] asked this for a long time about having um metal detectors and I'm afraid of a

[1:27:47] shooter coming up here because people get crazy about things like books that

[1:27:52] their kids are are reading or um you know girls and boys and bathrooms. I I

[1:28:00] would like us to practice here. What do we do if a shooter comes in? Do we duck

[1:28:04] under? Do we try to attack them? Do we run out the doors? I am truly worried

[1:28:09] for kids safety. And I was I'm hoping that we will do more about that for

[1:28:17] everybody's safety, for children's, for the audience, for staff, for everyone.

[1:28:22] And I know um it was I I they didn't say it was a peaceful protest. It was a

[1:28:30] protest and you had that right. Absolutely. But as I walked up, I could

[1:28:36] not get to the door. I could not I went to the side and I was hoping that

[1:28:42] » Quiet please. um a couple of people that maybe despised me, but I was hoping

[1:28:48] they'd let me get to the wall and they didn't and came at me and startled me.

[1:28:53] And I said right away, >> "Please, please."

[1:28:56] » I said right away, >> "Excuse me."

[1:28:58] » And I I wrote Ketta that night that no one pushed me, no one touched me. I

[1:29:05] didn't want anyone blamed for anything like that. I fell or

[1:29:11] dropped my bag myself on my foot, which was very swollen and and bleeding. But

[1:29:18] that was that's on me. That's on me that that happened. I don't

[1:29:24] I just don't feel like this was um a a safe situation

[1:29:32] because of all of the anger. If you're just if you're just protesting because

[1:29:37] you don't believe in an idea, that's one thing. But to um attack and discuss

[1:29:44] ideas respectfully, I I have never screamed and at you guys

[1:29:51] and called you hateful. I just wouldn't do that. And I'm really disappointed

[1:29:56] that that's the example that's being given to our students.

[1:30:08] I'm pretty sure we were respectful when you all were speaking. I would like to

[1:30:11] ask for the same. Thank you.

[1:30:21] I have a couple of comments. I have a couple of comments. I'm sure we'll come

[1:30:24] back around. Um I appreciate this item coming forward and giving everyone the

[1:30:30] opportunity to address it. The report and the scope of the

[1:30:34] investigation was very clear. It's about evaluating the events and safety

[1:30:39] protocols associated with the demonstration. This includes assessment

[1:30:43] of current procedures and recommendations to strengthen safety

[1:30:46] protocols while preserving public access to compliance with first amendment

[1:30:51] rights and applicable laws. The investigation was not about pe people's

[1:30:55] f first amendment rights. And there was no investigation of people and who was

[1:30:59] here and how they behaved. It was about the safety.

[1:31:04] I don't believe that we need to do another investigation regarding the

[1:31:08] impact that this situation may have had on our students,

[1:31:13] our staff, or our community. We have a social emotional team with exceptional

[1:31:17] abilities and a robust budget of over $3 million to address this with.

[1:31:26] I can wait. Okay. I do not I say this because the opinion of those that

[1:31:33] participated is not the feeling of the entire community. To accuse this board

[1:31:38] of not listening to you all is not true. And I've said this before. We do listen.

[1:31:44] But there are many voices involved in all of this, not just yours. And I don't

[1:31:50] know how else to express that to you all other than to share how we're getting

[1:31:54] complaints that people feel bullied if they don't support this effort. Um, and

[1:32:00] we'll call it fuel. Um, there are screenshots that are in the report that

[1:32:05] should be in the file of other members that helped coordinate the meeting.

[1:32:10] There are screenshots of letters from from the unions encouraging people to

[1:32:15] show up. So to say that one person organized it is not true. It's a lot of

[1:32:19] energy coming into the same place. All of our speakers have mentioned that

[1:32:24] we're not listening. I've already said that. Um and not hap and many in the

[1:32:28] community are not happy with what they saw. The actions of those that

[1:32:32] participated are not what many in our community wish to see on our school

[1:32:36] campuses or from our students. We have been here and protested the calendar,

[1:32:40] but we didn't protest and scream with pompoms and signs. We all met down in

[1:32:44] the library and everybody was yelling and it was a very very difficult

[1:32:48] meeting. At that time the board president referred to the parents that

[1:32:52] were quite upset and 54% actually did not want the calendar changed yet they

[1:32:56] moved it anyway. So when we start talking about who's listening there's a

[1:33:00] history in this community of of information being not skewed the

[1:33:04] direction that you want. And at that time the president would call everyone

[1:33:08] angry parents. And maybe none of you remember that, but I do because I was

[1:33:12] here in this room with you asking for things to be different. I

[1:33:18] have protested with all of you down at Maine Beach, not in this room.

[1:33:25] So, as I said, the actions of those that participated are not what many in our

[1:33:29] community wish to see in our school campuses or from our students. The

[1:33:32] protest was deemed angry, intense, loud, hostile, and targeted. Targeted.

[1:33:38] even confirmed by a participant online. Targeting is defined as spe as a

[1:33:44] specific process a bully uses to single out an individual to abuse, harass, or

[1:33:48] marginalize them. This is true whether it's cyber bullying or imp or in person,

[1:33:53] facts matter. And this is a public role. You're right.

[1:33:58] Whether you're elected or appointed, we have an obligation to this community.

[1:34:03] And as citizens in the community, your rights are extended because yes, you're

[1:34:06] right. You can be hostile when you protest.

[1:34:11] But whether we are elected or appointed, I think what's missing from our

[1:34:16] perspective or my perspective at least is that not only are we elected

[1:34:21] officials up here that have to and uphold first amendment rights. Not even

[1:34:25] have to. I love First Amendment rights. I've been down protesting as you guys

[1:34:28] all said. I think it's really important. The pro problem I have is how

[1:34:36] we are not only elected members of this board, but we are your neighbors.

[1:34:41] We're your neighbors. We're taxpayers. We're parents. We're grandparents. We

[1:34:46] have businesses. Some people are employees. We're friends, former

[1:34:51] friends, parents of kids that your kids know. And I think that's the thing that

[1:34:59] keeps being missed.

[1:35:03] We are longtime volunteers and we continue to volunteer to sit here today.

[1:35:07] I'll wait. I'm not done. I'm waiting for the room

[1:35:12] to clear. Have a nice evening. Drive safe.

[1:35:24] It is

[1:35:29] longtime volunteers who continue to volunteer as we sit here

[1:35:33] today. As it was clarified, we are not paid.

[1:35:38] Collectively, we have an average and I think Howard, you actually skew the

[1:35:41] entire time. So, I put some of the years to you, Dr. Malchesky, but I think we

[1:35:45] have over 50 years of residency and as stewards of this community. Kids that

[1:35:50] day were watching and were participating and they were learning from what you

[1:35:54] what they saw. You're right. But that's not the behavior or the manner in which

[1:35:58] I believe our district encourages us to resolve differences, disagreements, how

[1:36:03] we build resilience, grit, or determination. It was still targeting.

[1:36:07] So, I am concerned that while some parents believe they're showing their

[1:36:10] children how to stand up for their rights and exercising their first

[1:36:13] amendment rights. I have done that. I've done it at Maine Beach with a sign with

[1:36:17] other people united as well. But at Maine Beach,

[1:36:22] once a protest becomes targeted, whether it's online or in person, it's

[1:36:27] frightening. Targeting is frightening. It's intimidating and it's harassing.

[1:36:33] It is not any of our place to judge or criticize how someone feels based on our

[1:36:38] actions. And I'm really glad that somebody said that earlier. It is not

[1:36:42] our place to judge how our message is being delivered to someone else. I am

[1:36:46] listening. I hear what you guys are saying. I understand you're upset. The

[1:36:49] problem is nobody will come and talk to me about it. They just want to yell and

[1:36:52] scream. I have said many times I am available. Let's talk.

[1:36:57] It's not our place to judge or criticize how someone feels based on our actions.

[1:37:01] It's not our right to determine if someone feels intimidated, frightened,

[1:37:04] or afraid as a result of our actions actions. It is our place to control how

[1:37:09] we react, respond, demonstrate empathy. Have we asked questions? Are they are

[1:37:15] those questions able to be answered? We cannot discuss personnel issues that are

[1:37:20] done in close session. It is not legally allowed. So to insist that there are

[1:37:25] details that we are withholding from you, we are upholding the law.

[1:37:32] Have we tried to work together? We have a whole department in our schools

[1:37:35] designed to address the address this. The district's social and emotional

[1:37:38] programming budget is over $3 million and we should be doing better. People

[1:37:42] were people were heard, but as I've said it before, it's not just the loudest

[1:37:46] group. I listen to all people and not everyone's going to like the outcomes.

[1:37:49] Think of the pool. That's a great physical example. People showed up

[1:37:52] there, but they were civilized and that's a $25 million flex of their tax

[1:37:57] dollars. I've mentioned before that while some call the experience, the

[1:38:01] children present that day an exercise of their first amendment rights. I am

[1:38:05] concerned, as I expressed earlier, that these young students will feel that it's

[1:38:08] normal to target people if they don't get their way. In some ways, it's like

[1:38:12] prohibited content on the internet. If our kids come across something, even

[1:38:16] without an awareness, they can't unsee it. I express this concern as it is the

[1:38:22] role of the board to protect our students. And I bring this up again as a

[1:38:25] prelude to my to my request on some of the directions that I would like to

[1:38:29] bring to the board because not only have I stated this concern, but Tuesday in

[1:38:33] our governance committee, we opened the discussion for policy on student board

[1:38:38] reps. Samia was present. How are they elected? What's the process? What does

[1:38:43] the statute say? How are the youngest students, the ones that were here

[1:38:47] present on on May 14th? How are the youngest students represented? What's

[1:38:52] the discussion as it how what's the discussion as it relates to their

[1:38:56] concerns? Is it more crayons, longer lunch? Is there in in an elementary

[1:39:01] school? Those are some of the topics that come up. How are the youngest

[1:39:05] students represented as it relates to electing and relaying topics of interest

[1:39:10] was one of the questions. The statute does state that it has to be a high

[1:39:13] school student. So that was an easy one. And I mentioned this because it I

[1:39:16] because I made some interesting observations that reinforced my concern.

[1:39:20] As the student board rep, how do they represent the middle and the elementary

[1:39:24] students? As I said, we joked about crayons and longer lunch. But the point

[1:39:28] that Samia made and goes back to the very concern of the actions that day,

[1:39:33] and I thought it was really well stated, so thank you. Young students do not know

[1:39:38] that there's a school board. They do not know what a school board rep is.

[1:39:44] I'm sure they don't know what a school board member is. So, if all of those

[1:39:48] kids that were here on this campus were sat down and given a civics lesson

[1:39:53] and said, "Now, let's make it real clear. You are at a public space. You

[1:39:57] will be recorded. We are protesting for our first amendment rights, but there

[1:40:01] are young children there. And our student board rep, who is elected to

[1:40:04] represent the students, made it very clear. These students do not know what a

[1:40:08] school board rep is and I would not have expected it either. They have elections

[1:40:14] starting in fourth grade to answer your question. Uh they do and that is all

[1:40:18] part of that process. So they start to get experience with it. But I'm pretty

[1:40:22] sure because I know my daughter did it and I know she was an officer. They

[1:40:24] didn't have conversations about now this is where you can protest and this is

[1:40:27] where you isn't you can't. So, I'm I'm guessing it's pretty safe to assume that

[1:40:33] these young students do not know what a schoolboard member is responsible for.

[1:40:37] They don't know the difference between it being a school setting or an open

[1:40:40] public space where they can and will be photographed, videoed, and taught that

[1:40:43] this is how we respond when we don't like something. So, I would like to

[1:40:47] request the following for just for the staff to consider. I would like to see

[1:40:55] staff include a process for follow-up as incidents such as this occurs. It can be

[1:40:59] an incident if there's a social that has any type of a social and emotional touch

[1:41:03] point. Programs we have in the past reflect on what bullying looks like,

[1:41:07] what intimidation looks like, and what targeting looks like. Yes, our first

[1:41:11] amendment rights, but our students probably don't understand that there

[1:41:15] should be be no cost to this district for this exercise because we already

[1:41:18] spend $3 million in our social emotional programming and have excellent staff. So

[1:41:23] based on the activity of May 14th, I would like to recommend that we rethink

[1:41:27] our approach. Finally, I am not responsible for the actions of others.

[1:41:32] I'm not responsible for the actions of the people in this room or the people

[1:41:35] when they protest. That is your responsibility. I am responsible for how

[1:41:39] I respond. I am responsible for my actions and my votes. Since this whole

[1:41:44] thing circled back to a protest I identified as being triggered by a

[1:41:47] mutual separation, I think it's important to mention that I

[1:41:52] am responsible for upholding the law, protecting close session discussions in

[1:41:55] all places applicable, as is my colleagues, whether they are just

[1:41:58] starting or ending their time on the board. Adults need to take the lead, and

[1:42:02] we need to say to say to trust that there was something else or something

[1:42:05] going on that we weren't privy to. We can wish everyone well and move

[1:42:11] forward. That action would indicate to me that our district and our students

[1:42:14] are not being politicized. That we are working to ensure that we raise

[1:42:18] politically minded students, not students that are bullying, harassing,

[1:42:21] or intimidating others whether they're aware of it or not. And I don't believe

[1:42:24] these kids were aware of it. So, I will state it again. I'd like to see

[1:42:28] something added to this effort that addresses our social and emotional

[1:42:31] well-being follow-up. I know so far I've mentioned only one person has asked if

[1:42:36] we were okay after all that and how did we feel cuz it was frightening.

[1:42:41] only one person. So,

[1:42:46] I will leave it up to staff to frame that and I look forward to understanding

[1:42:49] how this can be improved. >> Thank you.

[1:42:54] » You can move I'll go around again for comments.

[1:42:57] » Can we make our comments before or would you like to go Mr. Hills? I didn't know

[1:43:00] if you were trying to go last. That's the only reason I asked.

[1:43:03] » I know, but I just was wondering because you'd asked to go to the other room if

[1:43:06] you wanted to. >> No, I mixed it up. I made a comment

[1:43:08] next. Okay.

[1:43:12] » Uh yes, me will go first. >> Okay. So, first of all, I'd like to say

[1:43:15] that um being a student in LBUSD is a privilege, right? We have endless

[1:43:19] opportunities, incredible staff. I'm pretty sure all of us have at least

[1:43:24] found one great friend and teacher we can turn to for um support and advice

[1:43:28] whenever we need it. I know Logan and I can relate when we say we have the same

[1:43:32] teacher in mind. Um teachers also encourage individualism. They encourage

[1:43:36] us to express our thoughts, our concerns, and speak our mind when we

[1:43:39] feel that there's something unjust. If protesting is the way that students feel

[1:43:43] is necessary, then it should be encouraged. I would also like to define

[1:43:48] what a peaceful protest is. So, it's a public gathering where people use

[1:43:51] non-violent methods to express their views, share a message, or demand social

[1:43:54] and political change. Key features of this are no violence, unarmed, and in

[1:43:59] public spaces, which when the school is turned into a civic center, it becomes

[1:44:03] public property. And common methods of this are marches,

[1:44:07] rallies, signs and banners, boycots or sitins

[1:44:11] in terms of so I also don't necessarily appreciate my words being taken out of

[1:44:16] context and used against what I believe. Okay.

[1:44:18] » Um so I would like to set the record straight as to what I said in the

[1:44:22] governance committee. >> When I said that students don't

[1:44:25] necessarily know what a school board is, I didn't mean that they didn't know what

[1:44:30] they were protesting for. I'm sure all the parents here correctly educated

[1:44:34] their kids on what was going on and why coming to a protest would be meaningful.

[1:44:40] I also want to make it known that as most of you or all of you here know, Dr.

[1:44:44] Glass has kids. So most some of those kids must have been friends with him and

[1:44:49] friends with his kids and must have seen the unjustice that their friend's father

[1:44:54] was facing. And I also believe that first amendment rights were taught at a

[1:44:58] very young age. For what I can remember, fourth grade is when I started learning

[1:45:01] about my first amendment rights. Right in the same time that elections were

[1:45:03] happening, I was my fourth grade class governor. And then co hit so I could

[1:45:06] unfortunately not, you know, continue on my time as a officer to the fifth grade

[1:45:14] class. And also many students have come and spoken at board meetings whether

[1:45:17] that be regarding the pool or stating that they love their teachers. So I

[1:45:20] don't think it's fair to say that students did not necessarily know what

[1:45:22] they were coming to speak for. If I don't know if you have heard that

[1:45:27] parents have forced their kids to come and protest for something they were

[1:45:30] unaware of, I think then that's a different situation. But saying that

[1:45:33] kids were, you know, didn't know what they were protesting for and don't know

[1:45:37] what a school board is, I agree. A lot of students don't know what a school

[1:45:40] board is, but I think the students that were here know what a school board is

[1:45:43] and most of them have been to a meeting and have public commented before. So, I

[1:45:46] just wanted to make all of that very clear.

[1:45:49] As for my comments, I mean, I think what Sumia has just talked about in relation

[1:45:53] to it being factually true that uh young students in the district are aware of

[1:45:59] what a schoolboard is and what school we're members of, I can personally

[1:46:01] attest to this that I during my freshman year and into my sophomore year

[1:46:08] taught a LBHS mUN program at the high school or at the UW, excuse me, with

[1:46:14] fourth and fifth graders where I was asked questions all the time about what

[1:46:18] was a school board member that we had the then school board member Carter

[1:46:22] McKenzie and um Kate Hennessy speak to them so they could get a better

[1:46:26] definition of the role. They was actually offered to have a potential

[1:46:29] field trip to the class to go to a board meeting so they could better understand

[1:46:32] civic engagement. And I think that's just something really important to clear

[1:46:37] up is that beyond whether it's factually true or not, whether students are aware

[1:46:43] of what a school board is and what a school board member is. I'm really

[1:46:48] really concerned with your remarks, President Morgan. It's so dimminionative

[1:46:52] to insinuate that kids, it's not even insinuation. You're just flat out saying

[1:46:56] that little kids only care about crayons and that's the only thing that's

[1:46:59] important to them in a district. You know what's important to them in a

[1:47:02] district when they're constantly seeing leadership change, when they're

[1:47:05] constantly seeing unrest in schools, when they're hearing teachers talk about

[1:47:09] the inappropriate actions of the board. The fact that little kids are even

[1:47:14] remotely aware of it just completely gives more insight into how the board

[1:47:20] majority and you in particular refuse to have any level of introspection about

[1:47:25] maybe we're doing something wrong that's causing the community and kids to react

[1:47:29] in this way. And the other thing is this is a clear path

[1:47:35] to why protests happen. You described the protest as angry and hostile.

[1:47:39] Protests happen and this particular protest happened in particular in

[1:47:43] relation to the students because they felt like their voices weren't being

[1:47:46] heard. They felt like their voices weren't being heard about graduation

[1:47:49] when the board blatantly disregarded or the board majority I should say

[1:47:53] blatantly disregarded a survey where students clearly expressed their views

[1:47:57] about the desired outcome that they had which related exclusively to them

[1:48:03] and the board completely disregarded it. Students at this meeting and at the May

[1:48:07] 14th meeting spoke about how they had felt like their voices were not being

[1:48:10] heard. And you know the another definition that I

[1:48:15] would like to add on is the definition of targeting. Targeting is the act of

[1:48:20] focusing an action, message or resource on a specific person, group or

[1:48:24] objective. >> In this case, the target of the protest

[1:48:28] is the board majority because students in particular, and I can't speak on

[1:48:31] everyone's motive for going to the protest, but this is what students have

[1:48:34] expressed to me as their representative because they didn't feel like their

[1:48:38] voice was being heard. And this is ev this is so clearly evident in the

[1:48:42] district. It's seen at all levels. Whether it's someone who's in fourth

[1:48:46] grade or whether it's someone who's in 12th grade. It you cannot just

[1:48:51] characterize little kids as not knowing what schoolboard members are

[1:48:57] because it's just it's not fair. It's an insult to their intelligence. And on a

[1:49:02] second uh note, they may not know what a school board member is, but they

[1:49:07] certainly know what unkindness and abuse of power looks like. It's one of the

[1:49:12] number one things that's taught in history classes. It's one of the most

[1:49:15] commonly things talked about in America. You go in any place anywhere in the

[1:49:19] world. The only place where we have conversations about, you know, liberty

[1:49:24] and freedom as commonplace as we do is here. It's such a fundamental part of

[1:49:29] not only our democracy, but it's a part of our culture. And I I just feel like

[1:49:35] this is such a testament to members of the board majorities being blinded by

[1:49:39] righteousness where there's such an odd sentiment about how they're they're

[1:49:45] being wronged somehow by students wanting to participate in our democratic

[1:49:50] system. And then to talk about how parents are not correctly managing their

[1:49:56] children's behavior simply because they disagree with you. I don't I didn't hear

[1:50:00] anyone talking about how parents are mismanaging their students when we had

[1:50:05] students who were sending nasty comments to fuel members on Instagram.

[1:50:10] That there was never an address or an addressment of of that. So,

[1:50:16] I I just think this investigation does not have to do with safety. I think

[1:50:21] it has clearly an ulterior motive. And I think just doing my job and duty to

[1:50:27] represent to the students, it just needs to be spoken about how unbelievably

[1:50:32] unfair and insulting it is to have the continued remarks. I remember there was

[1:50:37] a time last year when I was speaking to you directly, President Morgan, about

[1:50:41] how you had insinuated that my views and the views of my then colleague and

[1:50:45] student board member Ivy Dabs were some fuel proposed, you know, facts that we

[1:50:51] were just being told what to say. It's ridiculous. It's insanely insulting and

[1:50:56] it's just the word I love the words that Miss Hansen used. It's unacceptable.

[1:51:00] It's not something that we stand for in this community. It's not something we

[1:51:04] stand for as students and it is certainly not something that we should

[1:51:07] stand for as Americans.

[1:51:14] » Did you already speak? You already spoke.

[1:51:16] » You did. Okay, Howard, I'm sorry. Your It's your turn

[1:51:22] » on this >> first part.

[1:51:26] » Okay. So, then you want to have two comments?

[1:51:28] » She said she was going to go around again. That's

[1:51:30] » Howard, you have the floor. I'm I'm out of sequence of what I

[1:51:34] normally do and that's my apologies. >> Yeah.

[1:51:36] » But it's you have the floor. >> So I was just trying to establish am I

[1:51:40] the only member that hasn't made comments yet?

[1:51:42] » Yes. >> Okay. Thank you.

[1:51:45] » Well, uh, a lot to unpack here. Um, want to clarify a couple of things.

[1:51:52] One is that uh you know I was really glad that Joan

[1:51:57] mentioned toqueville and and uh I agree with you Logan. I nothing you said that

[1:52:03] I don't agree with. Um in fact I don't agree I don't disagree with anything

[1:52:08] that I heard anybody say tonight. Uh but um it's interesting because

[1:52:17] the uh you know I've always quoted the saying that uh it's in the clash of

[1:52:21] opinion that freedom rings and we want protest and we want and I just want to

[1:52:28] clarify my comments were not critical of the parents that were here that day. My

[1:52:34] comments were exactly what I was saying, the same thing Joan was saying, although

[1:52:39] he said it differently. I'm saying if you bring your kids, you know, make sure

[1:52:44] they know what the what the I used to participate. I used to march with Martin

[1:52:50] Luther King, Caesar Chavez before he became uh politically controversial. Um,

[1:52:55] and um, I've been involved in civil rights demonstrations for 50 years. And

[1:53:02] one of the things that when I was a teenager here in Lagouna Beach and we

[1:53:06] were going to go do a demonstration, um, you know, the the adults got everybody

[1:53:11] together and made sure everybody understood what what to do and what not

[1:53:15] to do and how if things get out of control, how to handle the things and um

[1:53:20] and so that's very much a part of it and that's what I was speaking to and I was

[1:53:25] asking questions because I wanted the school to do a better job of making sure

[1:53:33] that people in the public who are protesting so that they can exercise

[1:53:37] their rights, they have an orderly situation and they have a predictable

[1:53:41] situation. And um so that's what I was commenting to the superintendent that we

[1:53:47] need a chain of command so that um there can be predictable outcomes for

[1:53:52] predictable behavior. And that's a way of actually I mean if you look at how

[1:53:56] this is done that's the way you protect the right to protest and you Yeah. So

[1:54:01] anyway I won't belabor me for I do have a couple comments I want to make. Um

[1:54:06] first of all uh

[1:54:09] the by board bylaw uh 9124 and education code section 35204

[1:54:18] specifically authorized district council and designated advisers to provide

[1:54:23] precisely the kind offormational and advisory report that was was requested

[1:54:28] and and um and prepared. So this was a very routine thing to do and it could be

[1:54:35] and it has been done and it will be done in the future with regard to matters

[1:54:39] that are completely non-controversial uh and and as well as uh issues that are

[1:54:45] controversial. Um the board action on September 10th releasing 10th releasing

[1:54:51] the report did not adopt or ratify its findings, conclusions or

[1:54:55] recommendations. Rather the board decided public's discussion of instance

[1:54:59] in incidences at thirst middle school should be informed by many facts

[1:55:04] documented in the report. Uh the board will deter determine how

[1:55:09] the district should address issues arising um from the report if any. Um

[1:55:16] the I think one thing I would observe is that we can say that the rights of the

[1:55:22] protesters were respected. I was here and I was glad to see that freedom of

[1:55:30] speech was respected. The protesters got to do what they wanted to do in the way

[1:55:35] they wanted to do it and they got to express themselves and that was good.

[1:55:40] But one of the things that um Joan mentioned when she was talking about

[1:55:44] Dtoqueville is associative rights and um that's what was not protected on Mayuh

[1:55:52] 14th and um associative rights uh are embodied in the first amendment with

[1:55:59] equivalence with free speech. So, you might not want to listen to this, but

[1:56:05] this is where I'm coming from and came from from on the day that this occurred.

[1:56:11] You have free speech under the first amendment. You also have freedom of

[1:56:16] assembly and the Supreme Court has interpreted that to be associative

[1:56:22] rights and it involves the rights of labor unions. It involved to to

[1:56:26] associate and to assemble peaceibly. Just as the right of freedom of speech

[1:56:33] has to be it has to be possible for you to freely exercise it without being

[1:56:38] impeded. The right of association and assembly is has is an equivalent right

[1:56:44] in the first amendment. And that's where we had a breakdown on May 14th. So I'm

[1:56:49] very critical of the report. I think the report missed missed the uh the point.

[1:56:55] People talk tonight about missing the point. I think the investigators missed

[1:56:59] the point and that is that the the difference between freedom of speech and

[1:57:06] freedom of assembly and respect for both uh broke down at a couple of different

[1:57:12] points. It broke down at the point where you have a situation where the report

[1:57:19] says that D had five feet separation from the crowd.

[1:57:25] So okay, so 5T separation of the crowd. So they use the wrong standard of proof.

[1:57:32] They said that they use the preponderance of the evidence standard

[1:57:36] to evaluate whether D was prevented from exercising her right of assembly. In

[1:57:41] other words, De had a first amendment right to get out of her car and to walk

[1:57:47] in here and participate in the meeting like she's done for 12 years. That was a

[1:57:53] constitutional right of protected just as much by the first amendment as the

[1:57:56] freedom of speech of the protesters. So the question is why did the

[1:58:01] investigators use a preponderance of evidence? That's the wrong standard. The

[1:58:05] correct standard of proof is the but for standard. And the question is,

[1:58:11] would D have had a problem getting here and exercising her right to

[1:58:17] freedom of assembly freely, but for the crowd that made it

[1:58:22] impossible for her to do that, at least for a period of time. So, you could say,

[1:58:26] well, okay, she was detained. She was uh she was delayed. she was not she wasn't

[1:58:32] able to freely exercise her right of assembly but it only lasted for you know

[1:58:36] a few seconds and then she was free to go. So then you ask yourself is that our

[1:58:41] standard is our standard that uh if somebody was wanting to exercise their

[1:58:46] right of free speech and I came up to them and shouted them down so that they

[1:58:51] couldn't exercise their right of free speech, would that be interfering with

[1:58:55] their right of free speech? What I'm saying is that it would be and you have

[1:58:58] to be able to freely exercise your first amendment rights and D was not freely

[1:59:03] able to exercise her first amendment right to freedom of assembly. Yeah, it

[1:59:07] was that the detainment did not go on and on. She eventually got in her but I

[1:59:12] videotaped her being carried through the door by uh Ketta Brown and I went up to

[1:59:16] Ketta Brown and thanked her for helping de get out of that situation that she

[1:59:20] was in.

[1:59:24] And um

[1:59:28] so

[1:59:32] and I I would comment if you would need to conceptualize that more. Imagine if

[1:59:39] there were a meeting here of trans students and trans parents who were

[1:59:44] trying to come in here and have a meeting and and or a meeting uh where

[1:59:50] people of color in the community were trying to assemble to address their

[1:59:54] agendas and and and there was a a crowd of people that opposed them and

[2:00:00] prevented them from freely entering the building. um that is uh you know an

[2:00:06] analogous analogous situation that could have occurred and if it did I think that

[2:00:10] we would recognize it as such and I just think that we need to recognize that

[2:00:14] de's freedom of assembly was um was interfered with. I also want to uh add

[2:00:22] that um some of the comments that were made tonight.

[2:00:28] You know, it is true that we uh have a contract with Dr.

[2:00:37] Glass. Uh we have an agreement with Dr. Glass.

[2:00:42] And it sets forth the mutually agreed terms under which he left. And one of

[2:00:47] those mutually agreed terms is that we can't make disparaging comments about

[2:00:52] him. We can't talk about uh what we um uh what was meeting our expectations and

[2:01:02] what wasn't meeting our expectations. He can't talk about what was meeting his

[2:01:06] expectations and what wasn't meeting his expectations. Um and so it puts us in a

[2:01:12] difficult situation when we're told you were cruel to this person or you you

[2:01:17] were you know you you were acted in a way that was unjust. Um, I don't believe

[2:01:22] that we acted in a way that was unjust. I don't believe that we acted in a way

[2:01:26] that was cruel. Um, I think he was not fired for cause. He was not um

[2:01:32] terminated without cause. Um, his employment ended based on a mutually

[2:01:36] agreed terms. And um, so we have a lot of um, a narrative going uh, that u puts

[2:01:45] us in a situation where we can listen to the community, but we can't necessarily

[2:01:49] respond. Um and uh that goes to a lot of issues. Um at last at the last meeting I

[2:01:56] called in and I talked about the fact that um uh for example

[2:02:03] uh it was characterized that Dr. Glass did not refer the audit report to the

[2:02:11] DA. I read his December 13th email in which he explained that he had um

[2:02:19] referred the um uh the audit report to the DA. He did did it by himself

[2:02:25] unilaterally. It wasn't in conjunction with the board president or the board

[2:02:28] majority. Um and I read his email in which he was fairly blunt and accusatory

[2:02:35] about the audit being uh recognizing a problem. I just want to read to you um

[2:02:41] very briefly. Um >> this is not on the agenda.

[2:02:46] » Well, what's on the agenda is the same thing that you talked about.

[2:02:49] » It's the May 14th protest. >> Well,

[2:02:53] in that context, um you raised issues about um whether or not we are

[2:02:59] communicating to the public on matters including uh the subject that was

[2:03:05] protested on May, which was the which was Dr. glasses termination. So this is

[2:03:09] germanine to the >> but that doesn't mean you get to go in.

[2:03:12] » It is gerine to the agenda item control of the meeting.

[2:03:16] » I Yes, I do. As long as I can have you respectfully wait to be recognized, then

[2:03:21] I will also have control of the meeting. >> And let me and let me let me

[2:03:24] » Howard is asking to address it. Um the investigation was based on um the mutual

[2:03:31] separation. This report is about the safety.

[2:03:33] » That's what the May 14th protest was about. safety let me the safety excuse

[2:03:38] me the safety and procedural aspects of the meeting

[2:03:42] are the topic of the re of the report I'm sorry we have all we have all

[2:03:47] contributed comments that are beyond that that are relevant to the event in

[2:03:53] and of itself so because everyone has made those comments I will allow Go

[2:03:57] ahead >> well I'm sorry but my comments

[2:03:59] » move the agenda move the agenda is there a second

[2:04:02] » so the second we need to vote on that >> okay all in favor on moving the agenda.

[2:04:06] » I >> I

[2:04:07] » All opposed. >> I No.

[2:04:10] » No. Thank you. >> We didn't do the student vote. Um it's

[2:04:13] » pro provisional vote. >> I

[2:04:17] » thank you. >> So,

[2:04:19] » please continue. Howard. >> Yeah. Uh

[2:04:24] this this my comments right now are gerine to the subject because audience

[2:04:30] and other board members and the topic itself relate to the termination of Dr.

[2:04:35] Glass. We clarified that. Go ahead. Justify this.

[2:04:37] » We've clarified that. Go ahead. >> What I want to comment is that while Dr.

[2:04:41] Glass uh sent the audit report to the DA and

[2:04:46] um stated that um I'll read it. This is Dr. Glass to the DA uh to D explaining

[2:04:53] what he said to the DA. Um I identified myself as superintendent

[2:04:59] and wrote that our healthc care spending exceeded the level specified in the

[2:05:03] bargaining agreement and our associations

[2:05:07] uh accumulating uh over $1 million over several years. I reported that we

[2:05:12] completed an internal investigation and con consulted with counsel and was

[2:05:17] advised to report the issue to the district attorney's office. I also said

[2:05:21] we were available. So that's what that's what Dr. Glass said to the DA and I just

[2:05:26] want to read what um >> keep it on May 14th. So I

[2:05:29] » Yeah. No, I'm coming back to that. Okay. um uh the the the communication that

[2:05:35] went from the board president to the DA after the board president found out that

[2:05:41] that um Glass had sent it on his own without consulting with the board

[2:05:45] president. The board president then wrote to the DA and said this. The

[2:05:51] content of this referral is not in the nature of allegations, but information

[2:05:56] intended to support impartial and competent assessment of this matter by

[2:06:00] duly authorized state or federal compliance and enforcement.

[2:06:05] And it goes on to say that we make no assumptions about the legal implications

[2:06:11] of the reports, audit reports, findings and related communications. So the point

[2:06:16] is u there was not an injustice or there was not a a roughshot treatment of um

[2:06:22] the superintendent. And the last point I want to make is this. Member Malchesy

[2:06:28] uh talked about being condescending and and uh arrogant or inappropriate or

[2:06:33] whatever for um uh uh for me to suggest that parents need to understand the

[2:06:39] rules so that they can properly uh uh enable the students to participate in

[2:06:47] protests. And um yet when there was a controversy that involved her and her

[2:06:54] family, she filed a a furpa uh complaint against people for violating the rights

[2:07:01] of uh students and the board council investigated it and the board council

[2:07:07] reported there was no furer violation. So on one hand, she's in here saying

[2:07:13] that we shouldn't advise parents that they need to get educated and understand

[2:07:17] and competently protect their kids and make sure they can participate in

[2:07:22] protest and do it safely. Uh when she was the parent involved in that

[2:07:27] situation, um she filed a complaint because she didn't understand what her

[2:07:33] stu her her students rights were. And so here I am saying parents need to

[2:07:38] understand their students rights so they can protect those rights and enable

[2:07:42] participation in protest. And when she was when the shoe was on the other foot,

[2:07:47] she um >> Howard file he's wrapping up and then it

[2:07:51] will be your turn. >> I I suggest that you stop talking about

[2:07:54] this. >> Thank you.

[2:07:55] » Well, I know you've always suggested that you talk about everybody else's

[2:07:58] personal situation, but you never want anybody to talk about your

[2:08:02] » because you're not going to like the response. This is I need both of you to

[2:08:05] contribute to the solution of keeping this meeting under control. Howard, I

[2:08:08] need you to wrap up because you are starting to deviate a little bit even

[2:08:11] though I understand your perspective of how it's all entertained.

[2:08:14] » I'm just trying to get some material on the record which I've done and

[2:08:19] » thank you very much. All right. So, we've gone through one pass on comment.

[2:08:23] Uh I will start again if anyone would like to make a final comment before we

[2:08:28] move on. Stu, I will start with the students first.

[2:08:35] No. Okay. >> You don't have any. Okay. Um, Dr. Kelly,

[2:08:40] » I don't know why the investigators did not understand what they were supposed

[2:08:43] to do, Howard, because you took half of my time. So, you had an hour and a half

[2:08:47] to to explain to them. I had 30 30 minutes

[2:08:51] » and it is the building. Okay. Howard and the building closed at 4:00. I was on

[2:08:57] their clock. I didn't set the clock. I responded to their questions and when

[2:09:01] they were done with me then they excuse me so my I didn't interfere with your

[2:09:06] » Mr. Hillsation that I

[2:09:08] » Mr. Hills >> interfered with his

[2:09:10] » point of order please. >> Thank you.

[2:09:12] » President concerned about you continuing to go on about the $3 million that we

[2:09:17] invest in social emotional and that somehow that social emotional folks are

[2:09:21] responsible for not keeping under control the children and the

[2:09:26] demonstration. I mean, uh, I I think it's just outrageous for you to keep

[2:09:30] doing this. Uh, that $3 million is so important for everything that we do in

[2:09:35] this district, and it's been so successful. We have not had a suicide

[2:09:39] during the period of time, the seven years, eight years I've been on this

[2:09:42] board, and we've not had a major altercation. So, we need to invest the

[2:09:47] $3 million and even more so. And and you need to keep doing what you're doing.

[2:09:51] Um, thank you.

[2:09:56] Thank you, Dr. Maleski. >> So, again, I want to reiterate a couple

[2:10:01] things. Um, the concerns that every time a child expresses something you don't

[2:10:06] like, you deny their agency. It's been going on for two years. It's so unfair

[2:10:10] to our students. You should also not be surprised about the response from

[2:10:14] students at this meetings. At this meeting on May 14th, many of those

[2:10:19] students were friends with Dr. glasses children who went to school here at

[2:10:23] Thirstston and you should be sympathetic to that and I'm sorry de that your

[2:10:27] feelings were hurt but that is why it is important for students to protest and

[2:10:32] exercise their dem democratic rights because with free speech rights comes

[2:10:37] responsibility and our job as a board should have been to turn that into an

[2:10:42] important lesson by talking about how we reflected on what students said, how we

[2:10:49] thought about the fact that there was protest, how we wanted to have

[2:10:53] conversations about how that protest could be heard and processed and we

[2:10:58] could acknowledge what the students did in terms of exercising their free speech

[2:11:03] rights. That would have been a beautiful lesson in democracy. And instead, this

[2:11:08] board majority instead of having an educative moment, launched an

[2:11:13] investigation that was targeted toward parents, students, and staff. And it was

[2:11:17] not about safety. And finally, Sherry, you're using the wrong definition of

[2:11:22] targeting. In its ordinary meaning, to target someone simply means you direct

[2:11:27] an action statement or criticism toward that person. So like you have four kids.

[2:11:33] If one of the four does something wrong and you discipline the one, you're not

[2:11:38] going to discipline all four of them. You're going to discipline one of them.

[2:11:41] That's not target that's that's targeting them in a particular moment.

[2:11:46] But an angry protester can direct comments at an individual. That's not

[2:11:51] bullying. You are confusing being the target of a particular act and targeting

[2:11:57] as a pattern of conduct, which we use in psychology. Two totally different uses

[2:12:02] of the word targeting and an inappropriate use of it. It wasn't

[2:12:06] bullying. It was targeting your actions specifically because they were wrong.

[2:12:12] Finally, you can claim that this investigation is about safety, but this

[2:12:16] the community has seen the Instagram posts and anger is not bullying.

[2:12:23] » That's it. >> Thank you, member. Uh, Clerk Perry,

[2:12:30] » I truly thought it was about safety and it wasn't my feelings that were hurt. It

[2:12:36] was my foot. Um I and what really bothered me was the

[2:12:42] hate signs. Not people being upset about the decision, but the hate signs. I just

[2:12:50] was really hurt that that was what people

[2:12:54] had out there and having having children hold.

[2:13:01] » Thank you, Clerk Perry.

[2:13:05] I've got any final comments. I've got a final comment then we're going to move

[2:13:07] on. >> Yeah, I I have one additional comment

[2:13:09] that is that I agree with. >> Hang on. I did not recognize you. I will

[2:13:13] recognize you next. >> Student board.

[2:13:16] » I think if we're talking about examples that are being set for the students, I

[2:13:19] think the consistent need to regulate the actions of some board members.

[2:13:23] That's more of an example than parents encouraging their kids to speak up for

[2:13:26] what they believe in. >> Thank you.

[2:13:31] Member Marshall. >> May I just cover what I was going to

[2:13:33] talk about? I'm sorry. What?

[2:13:37] » Samia just did a great job. She covered exactly what I was going to say.

[2:13:39] » Thank you, Clerk. Um, member Hills,

[2:13:44] » I'd just like to say that um, in the prepared remarks I had that I didn't get

[2:13:48] to, um, the uh, uh, I've been a civil rights lawyer for

[2:13:54] 50 years and I believe that everything I heard and saw from the protesters on May

[2:14:02] 14th was um, consistent with their rights of free speech. I didn't see

[2:14:08] anything or hear anything um that I heard obscenities. I heard some

[2:14:14] profanity. Um I did have comments that were directed towards me that were

[2:14:20] extremely vituporative and and um but that's all freedom of speech. Having

[2:14:26] people say things that are upsetting to you or that are offensive to you or that

[2:14:30] hurt your feelings or whatnot, that's part of free speech. And so I agree with

[2:14:35] uh Joan about that. I don't think I I I I already had in my prepared remarks

[2:14:41] that I thought um everything I saw and heard was was consistent with the right

[2:14:46] of free speech. As I stated earlier, I I saw things and and recorded things that

[2:14:53] were not consistent with the right of freedom of association and freedom of

[2:14:58] assembly. And I think those were concerns that the investigators missed.

[2:15:02] I also think that the investigators were offt target um with respect to how they

[2:15:08] described the role of staff and whether or not staff had responsibility. Um uh

[2:15:13] although we have said that the campus was turned over at 3:30, um the fact is

[2:15:19] that the site administrator uh stayed involved in uh communicating and

[2:15:24] coordinating with um uh people involved in the protest and there was no

[2:15:30] coordination with members of the board. members of the board did not know what

[2:15:34] they were walking into and other people including people on the staff did know

[2:15:38] what they were walking into. And it would have been good if the board had

[2:15:42] been advised of what they were walking into. If if the staff uh and the

[2:15:47] district and for that matter the police had communicated to board members what

[2:15:52] they knew and were communicating with each other. the whole problem um of uh

[2:16:00] uh freedom of assembly being interfered with would not have occurred. And so

[2:16:04] those are things that I think need to be part of the record of this discussion.

[2:16:10] » Thank you, Howard. Before we move on, any last final comments? Okay, I would

[2:16:15] like to make a couple of clarifications. Um I uh I appreciate everyone's

[2:16:21] comments. Um, I think that it's awfully assumptive to assume that I don't

[2:16:25] reflect. Um, I think that it's also fair to say that as I've said before, um, we

[2:16:32] represent the community, not just the people in the room. Um, I am a parent,

[2:16:39] so I take this stuff pretty seriously. Um, when we talk about the students that

[2:16:45] were there and they were aware of what they were there for, I agree the fourth

[2:16:48] and fifth graders might have had a decent idea, but there were small

[2:16:51] children there. There were young children there. And as a board member, I

[2:16:56] do have the ability and the right to express my concern with what perception

[2:17:00] these students are seeing. That is the role of the board. So, I am

[2:17:06] exercising that by stating that I am concerned with some of these students

[2:17:09] that will think that this kind of behavior is acceptable.

[2:17:12] We've decid we've determined right frontal cortex development. What is the

[2:17:17] interest of young children? Some children are more advanced, some aren't

[2:17:21] to try and politicize and then blow up a comment. I I find very um unfortunate

[2:17:28] because I do feel that we have gotten to a point where we can't even disagree

[2:17:33] civily. And I think that's the underlying concern about this whole

[2:17:38] thing is that I have been in this room wherever it was for 15 16 years. I've

[2:17:44] never seen anything like this. And we have had serious issues like not opening

[2:17:49] our schools, the calendar and what the community is asking for the two the 2x3,

[2:17:54] the 4x4. I've said all those before. Um that does not mean I don't uphold

[2:18:00] people's first amendment rights. It means that I think as a very small

[2:18:04] community, we are too small to be this divided and the energy that is coming

[2:18:10] out of May 14th and into the community. Hey, political season, I get it. Um, but

[2:18:16] it is really disheartening on all sides to see um the effort and maybe it's not

[2:18:22] the people sitting here directly um but it's certainly people out there that

[2:18:26] support either side and to say that it's this board majority's fault. um is not

[2:18:32] taking responsibility for the adults in the room to come together and say how

[2:18:36] can we resolve this and I have asked and I have offered. So that's my final

[2:18:41] comment on that. Uh moving on to item 7B, draft of 2027 board meeting dates.

[2:18:46] Dr. Austin.

[2:18:51] » Yeah, just so we're all on the same page, this is not an action item. Uh it

[2:18:55] will not be an action item until December. So, um, right now we're trying

[2:19:00] to again provide a long runway, make sure that, uh, we capture thoughts now,

[2:19:08] uh, for board meeting dates that, uh, will will be held in the future. Um, we

[2:19:15] thought giving everyone a look right now might, uh, avoid some conflicts. If you

[2:19:21] if anyone sees things that are uh either personal or group or whatever kind of

[2:19:28] conflict might exist or if you have thoughts, this is the time to share

[2:19:31] them. And I asked Miss Weber to walk us through because there are some some uh

[2:19:37] some changes, some different looks if if it's a direction the board would like to

[2:19:42] go. >> Thank you. So, you'll notice first off

[2:19:46] that we don't have um any recognitions listed. We're looking at changing that

[2:19:50] process. Again, we do have two meetings listed in January with the second

[2:19:55] meeting in January being held for a held for a study session. There is no topic

[2:20:00] listed with that as of yet. And if there is nothing that needs to be brought

[2:20:04] forward, we may request um cancelling that meeting or changing it to a regular

[2:20:08] meeting. But at this point, uh there may be a need for a study session. One

[2:20:12] meeting in February as always, two in March. The April meeting is held uh

[2:20:18] scheduled for the third meeting in Wednesday in in sorry the third

[2:20:23] Thursday due to Passover. Two meetings in May going back to that

[2:20:28] schedule to prepare for the LCAP meetings in uh LCAP and budget meetings

[2:20:33] in June. The June meeting being held the first week due to school graduations and

[2:20:39] propo promotion and other end of school activities. The second week we are

[2:20:44] proposing a no meeting or dark month for the month of July.

[2:20:51] August would be August 12th prior to the first day of school and an if needed

[2:20:56] meeting in August the 2nd for the second meeting. We generally only have one

[2:21:01] meeting in August. Uh so that meeting may not be needed. Two meetings in

[2:21:06] September and October as usual. the third

[2:21:11] week for November due to Veterans Day. And then because next year is not an

[2:21:17] election year, the December meeting would be back on schedule and could be

[2:21:20] held the second Thursday of the month for December 9th.

[2:21:25] And that's it. This won't be brought forward for

[2:21:30] approval until the December 15th meeting during the annual organizational portion

[2:21:34] of the meeting. So this is just for, like Dr. Austin said for the board to

[2:21:38] review, see if you have any conflicts uh coming in the future that you can

[2:21:42] discuss um in December.

[2:21:47] » Great. Thank you. Are there any questions from the board? Starting with

[2:21:50] the student board reps,

[2:21:54] » Dr. Kelly,

[2:21:59] » member Hills, Dr. Machoski.

[2:22:04] Um, first, thank you for making a manageable schedule. What are you doing

[2:22:09] about recognitions that are different or we we're not ready to talk about that?

[2:22:13] » Not quite ready.

[2:22:18] » Clerk Perry. No. Okay.

[2:22:22] Okay. Are there any public comments on this item? Okay. Um, all right. I think

[2:22:28] I just had one comment. Um, and I can go back around if there are any comments. I

[2:22:31] appreciate uh the schedule. Um, I appreciate that we have a governance

[2:22:36] committee where we can do some of the work that needed to be done in meetings

[2:22:39] that were scheduled this year because we were unable to get governance meetings

[2:22:42] last year, which has now resulted in the fact that we have the 50 plus something

[2:22:46] that we're actually behind on. Um, so that was unfortunate that we couldn't

[2:22:50] get some of that stuff done. Um, otherwise I have no I think I see a

[2:22:56] couple of conflicts but I can address them later. Um, okay. Any other comments

[2:23:01] on the calendar? Okay, great. Moving on.

[2:23:07] Uh, we're on 8A, the uh, reports for the bargaining units. And I'm realizing we

[2:23:12] never took a time stamp of when we were going to finish. Missed missed

[2:23:16] opportunity. Okay, bargaining units. Uh, CSA, please.

[2:23:22] » Good evening. We're finishing our survey and sunshine process so we can start

[2:23:27] negotiations in November, way ahead of our usual time, which we greatly

[2:23:32] appreciate. Our staff has been very busy supporting students on a daily basis in

[2:23:39] every aspect of the students school day from academics, mental health, safety,

[2:23:44] and nutrition. Our special ed are receiving their CPI training on

[2:23:49] deescalation by our own Jay Lynn. Our classified staff are showing up and

[2:23:54] giving 100% every day for every student. We are dedicated. We are essential. We

[2:23:59] are CSEA. Now, on to the bigger issue. At the last board meeting, Sherry stated

[2:24:05] that only 15% of our staff live in Lagona Beach and pay property taxes

[2:24:10] here, implying that the voices of the remaining 85% should carry less weight.

[2:24:16] I do not know the source or accuracy of those figures. I'm using them only

[2:24:21] because Sherry public stated them. That implication is not only insulting, it is

[2:24:27] also false. Where employees live does not determine their value, knowledge, or

[2:24:32] commitment. Our teachers and classified employees educate, support, protect, and

[2:24:37] care for Laguna Beach students and families every day. They are a big part

[2:24:42] of the fabric of this community regardless of their home address. Our

[2:24:47] schools are not supported exclusively by local property taxes. The district also

[2:24:52] benefits from state funding, including Proposition 28 for arts and music

[2:24:57] education, as well as federal funding for special education, nutrition, and

[2:25:01] services for English learners. Those public dollars come from taxpayers

[2:25:06] everywhere, including the employees whose voices are being discounted.

[2:25:10] Public education exists because society has made a shared commitment to educate

[2:25:14] children. Just as public revenue supports police departments, fire

[2:25:18] departments, and other essential services,

[2:25:22] public schools are not owned exclusively by local property owners, and staff

[2:25:27] expertise does not become less valuable at the city boundary. Imagine if members

[2:25:32] of the city council told our police officers, including the SRO's who serve

[2:25:37] in our schools and our firefighters, that their voices mattered less because

[2:25:41] they did not live in Laguna Beach. Would we question the commitment of a

[2:25:46] firefighter who risks their life protecting a Laguna Beach home simply

[2:25:50] because that firefighter goes home to another city? Would we dismiss the

[2:25:54] professional judgment of a police officer who protects our community and

[2:25:59] schools simply because that officer commutes to work? Of course not. We

[2:26:04] recognize that their service, experience, and commitment are defined

[2:26:08] by what they do for this community, not by their home address. Where they live

[2:26:13] does not diminish the value of their service. And the same is true for our

[2:26:17] teachers and classified employees. Using property tax status to determine whose

[2:26:22] voices deserve to be heard is both unfair and illogical. Renters,

[2:26:27] homeowners, and staff members all have valuable perspectives.

[2:26:32] A property deed does not create knowledge or commitment or a deeper

[2:26:36] understanding of our schools. Those qualities come from showing up, doing

[2:26:40] the work, and serving our students every day. No one is claiming that

[2:26:45] non-resident employees have the same voting status as residents. The point is

[2:26:50] that voting residency does not erase an employees standing as a stakeholder or

[2:26:55] diminish the value of firstirhand professional knowledge. Staff members

[2:27:00] experience the effects of board decisions every day. Their perspective

[2:27:04] is not outside interference. It is essential information that responsible

[2:27:09] leadership should welcome. This board must stop treating dedicated employees

[2:27:14] like outsiders while relying on their skill, commitment, and labor every day.

[2:27:19] I am asking this board to reject this argument publicly and affirm that every

[2:27:25] employees experience and professional voice are valued regardless of where

[2:27:30] that employee lives. and Sherry. Only 15% of our staff may

[2:27:35] live in Laguna Beach, but 100% of them serve Laguna Beach students and families

[2:27:40] every day. So, please stop the nonsense.

[2:27:48] » It's the Buffas. Um, we'll come around for comments or

[2:27:51] » I just want to say that um I think when uh union representatives are addressing

[2:27:57] the members of the board, they should use their names and not their first

[2:28:00] names. And the same thing would say the the CSEA U representative frequently

[2:28:06] refers to the superintendent by his first name and I don't think it's

[2:28:10] appropriate. Um and uh I would like to make that uh point for the record.

[2:28:16] » Thank you. >> Miss Bum.

[2:28:22] » Good evening. First hello from one of the VIP 15enters sitting here uh because

[2:28:28] apparently I happen to be one of the educators who both works in this

[2:28:31] district is a parent lives and yes owns votes pays property taxes in Laguna

[2:28:37] Beach. Over the last several days there has been considerable public commentary

[2:28:41] questioning the significance of our teachers union's endorsement of

[2:28:44] schoolboard candidates including commentary pointing out that as Thesa

[2:28:48] said approximately 50% of our staff live in Laguna Beach and therefore a vote in

[2:28:51] this election. I think it's important for our community to understand what

[2:28:55] teachers union endorsement actually means. An endorsement is not an attempt

[2:28:59] by teachers to choose the board for the community. The voters do that. An

[2:29:03] endorsement tells the community something different. These are the

[2:29:06] candidates whom the educators working inside this school system believe will

[2:29:10] best represent the values and priorities they identified through their union's

[2:29:14] endorsement process. We continue to hear publicly about the support the board

[2:29:19] provides its employees. our salaries, our benefits, our class sizes, and most

[2:29:23] recently the suggestion that our teachers in other districts would

[2:29:25] question what we possibly have to complain about. But our members concerns

[2:29:29] have never simply been about whether Lagouna Beach teachers are well

[2:29:32] compensated. Compensation is not the same thing as

[2:29:35] respect. Benefits are not the same thing as trust. And approving a contract does

[2:29:40] not by itself demonstrate a healthy relationship with the people who work

[2:29:43] under that contract. So, I think our community deserves some

[2:29:47] context about what that support has actually looked like from the

[2:29:49] perspective of the employees represented by our unions. During bargaining, our

[2:29:54] represented employees were presented with 3% in available compensation. Our

[2:29:58] members did not receive that 3% as salary. We received 1% salary increase

[2:30:03] while the equivalent of 2% was directed toward increasing the district's

[2:30:07] contribution to the health and welfare cap. We agreed to that because health

[2:30:10] care costs matter to our members and because we were told that fiscal

[2:30:14] responsibility required difficult choices. After we bargained in good

[2:30:19] faith, management received a full 3% salary increase with none of that 3%

[2:30:24] required to go toward the health and welfare cap.

[2:30:28] Let me say that again because the distinction matters.

[2:30:33] Represented employees received 1% in salary with 2% going toward the health

[2:30:37] and welfare cap. management received the full 3% in salary. We are not raising

[2:30:42] this because we regrudge anyone fair compensation. We are raising it because

[2:30:45] when our members hear publicly that this board has been exceptionally supportive

[2:30:49] of employees, they are entitled to look at the actual decisions being made and

[2:30:52] ask whether the support has been applied equitably.

[2:30:56] Approving a collective bargaining agreement is not a gift to employees. It

[2:31:00] is the board fulfilling the agreement reached through the bargaining process.

[2:31:04] So when people ask what's the real issue, this is part of the answer. The

[2:31:08] issue is trust. The issue is whether what employees are told about shared

[2:31:12] sacrifice is reflected consistently in the decisions that follow. Teachers and

[2:31:17] staff occupy a unique position in a school district. We are in classrooms

[2:31:21] every day. We implement district initiatives. We experience the effects

[2:31:24] of board decisions. We work directly with students and families, collaborate

[2:31:28] with administrators and support staff and understand in a very practical way

[2:31:33] how governance ultimately reaches our classrooms. 87% of the members who

[2:31:38] participated in our endorsement voted unanimously to endorse Joan Shaheen and

[2:31:43] Kimberly. 87%. That number deserves to be heard for what it is. It means that

[2:31:48] among the educators who participated in our union's endorsement process, there

[2:31:52] was overwhelming agreement about the direction they want to see in district

[2:31:55] governance. Whether an educator lives in Laguna Beach, Alisa VJO, Irvine, Costa

[2:32:00] Mesa, or somewhere else does not change what that educator knows about working

[2:32:04] here in LBSD. It does not diminish their professional experience and certainly

[2:32:08] does not make their perspective on the governance of their workplace

[2:32:11] irrelevant. happen to be in that 15%. But my voice should not carry more

[2:32:15] weight within my profession simply because my home happens to sit inside

[2:32:19] Laguna Beach city limits. I hope we can stop debating whether our educators

[2:32:22] voices matter because of where they happen to live instead become curious

[2:32:26] about something much more important. Why did 87% of the educators who

[2:32:30] participated in participated in this process come to the same conclusion? I

[2:32:35] believe that is the conversation worth having. Thank you.

[2:32:40] » Thank you Dr. Austin.

[2:32:45] Yes. Um I I rarely try to correct anything, but

[2:32:51] I do have one little piece for u and I I don't think it was done intentionally.

[2:32:56] It management is a bigger number than the

[2:33:02] contracted managers that uh management positions that received the full 3% that

[2:33:07] was actually three employees. So, I just want to make sure that we're not um

[2:33:13] we're not making it sound like it was all the principles, assistant

[2:33:16] principles, court uh directors that was they they received exactly the same

[2:33:21] settlement. So, we're really talking about Mr. comment. I'm just making sure

[2:33:24] I've I've got this correct that it was the three assistant superintendent that

[2:33:29] that did exactly what you said, received the 3% in salary, which is different

[2:33:34] than everybody else, but I just don't want that to be um u looking like it was

[2:33:40] all of management and um that was it. And um nothing else on on that topic at

[2:33:47] all. Um in fact, in the interest of time, I I think I've spent enough time

[2:33:51] speaking tonight about other items. So, I'm going to wave the rest of my report.

[2:33:58] » Thank you. Um, student board reps.

[2:34:04] » So, I'm going to kick us off talking about uh El Mororrow. Uh, El Mororrow

[2:34:08] has some announcements where they announced its 26 and 27 PAL students.

[2:34:13] The students are really really excited about their kickoff for

[2:34:19] um the annual Boo Blast t-shirt contest where the winner will be featured on a

[2:34:24] very special 75th anniversary edition of the Boo Blast. They also named their

[2:34:29] first semester sealine senators and are excited for these students to meet with

[2:34:33] our superintendent uh Dr. Austin for a student focus group next month. At TOW,

[2:34:38] students held their first official monthly activity for to's newly formed

[2:34:43] Good Vibes Club. The Good Vibes Club is a fifth grade initiative to bring

[2:34:47] together our general education students with special needs for an inclusive

[2:34:50] activity. The September activity was a LEAF project led by uh Mrs. I hope I'm

[2:34:55] not pronouncing this wrong, Walsy, and will go on a display in the NPR. Fifth

[2:34:59] graders are also participating in a fantasy football league along with staff

[2:35:02] members. It has generated a lot of interest and excitement among boys and

[2:35:05] girls alike. and Mr. Turner is on team Haley and they could use some help at

[2:35:10] wide receiver if anyone has any tips in the crowd.

[2:35:14] » So Thirsten ASB students helped lead a successful club rush giving students an

[2:35:18] opportunity to learn about existing clubs, connect with peers who share

[2:35:21] similar interests and explore how to start a new club of their own. In

[2:35:24] recognition of suicide prevention month, ASB is hosting a stress less tutorial

[2:35:29] focused on positive mental health strategies. And students will decorate

[2:35:32] stress balls and participate in an interactive review of healthy ways to

[2:35:35] manage stress and bring more positivity in their lives. Students are also

[2:35:39] creating a wall of hope by writing encouraging messages for classmates who

[2:35:42] may be experiencing a difficult day. The counselors recently visited classrooms

[2:35:46] to provide lessons focused on student well-being, school connectedness, and

[2:35:50] helpseeking. And at LBHS, as we mentioned at the last meeting, our

[2:35:54] annual club rush took place with over 80 clubs in attendance, and it was a huge

[2:35:57] success. In college and career news, we're also hosting our passport to

[2:36:01] college event with many colleges coming to LBHS to answer student and parent

[2:36:05] questions. Additionally, the editor and chief of the Princeton Review will be

[2:36:08] coming as a keynote speaker to kick kick off the event, excuse me. Dr. Esparonza,

[2:36:13] our new athletic director, has been working hard to increase our social

[2:36:16] media presence both on main the main LBHS athletics account and the

[2:36:20] individual sports accounts. He has also redesigned the athletes of character

[2:36:24] program and turned it into the selfless exceptionalism accountability student

[2:36:27] athlete leadership team or sea salt. Um there has also been something

[2:36:32] implemented on campus called super fan games where a game is selected during

[2:36:36] the week and the student body as well as the sea salt members focus on increasing

[2:36:39] the presence of students and school spirit to cheer on that team. So huge

[2:36:44] shout out to all the work he's been doing as of recently and we can't wait

[2:36:46] to see what else he can bring to LBHS. And finally, homecoming season is

[2:36:50] officially upon us. ASB has selected the theme of Avengers for the student body

[2:36:53] this year and our homecoming football game is and the second annual school

[2:36:57] power homecoming huddle are happening on October 16th and the dance happening on

[2:37:01] October 17th. Thank you.

[2:37:05] » Great. Thank you. Great report. Uh Dr.

[2:37:09] I'm just going to concentrate on one thing tonight and um there's a lot of

[2:37:14] show and tell that I could do but I'm con concentrating on trying to get

[2:37:18] something on the agenda and I'm not going to talk about the item. I'm going

[2:37:22] to just talk about the process that I went through on the 13th of September.

[2:37:27] Uh which was a Sunday. I emailed or I text the superintendent and asked him to

[2:37:33] put this on the agenda. On the 14th, I got a text back from him who because he

[2:37:39] wanted to know exactly what I was requesting. So, I consulted with some

[2:37:44] people to make sure my English was accurate and then I sent back to him

[2:37:47] with a copy to Mrs. Morgan on the 15th as far as asking my request and uh I

[2:37:54] have 10 different responses back and forth, but needless to say, my request

[2:37:59] never got happened. Um, and on the 18th, the last uh comment that I got from the

[2:38:06] superintendent was, "As previously established, the board president

[2:38:09] determines the agenda." And this is where the confusion is. Mr. Hills was

[2:38:13] kind enough to say that everything's working great. That really the

[2:38:17] administration does the agenda and the president approves it. Well, as

[2:38:22] previously established by the board president determines the agenda. As a

[2:38:26] practical matter, the request came on September 15th. No, it came on the 13th.

[2:38:32] Uh, at that point the agenda had been set by the president. Additionally, all

[2:38:36] items had been submitted by the staff, reviewed by our whole team, and the

[2:38:40] revision process had begun. The agenda is posted in a few minutes. I don't want

[2:38:45] to be in the middle of these issues. The board took a great deal of time on the

[2:38:50] topic a year ago. I have provided information on each request from board

[2:38:54] members. Everyone has the best information we have. If an item appears

[2:38:59] in the future, it will be through one of two avenues. The president can place the

[2:39:03] item on the agenda um by uh number 9322 board policy um or it is completely is

[2:39:11] appropriate meth mechanism. The information I sent to the board is not

[2:39:15] confidential. So that's why I can read this to you. But I was I've only asked

[2:39:20] for one item on the agenda since the majority took over and you can see what

[2:39:25] I've gone through and my item did not come on the agenda and I was kind of

[2:39:30] accused of what I was trying to do as far as with this item. I had no ulterior

[2:39:34] motives. There was a lot of miscommunication in the in the

[2:39:37] community. A lot of people got to me and I thought it was that this should be an

[2:39:42] item on the agenda that should be openly discussed.

[2:39:46] So, you wanted me to turn it over to you as far as how you wanted how you're

[2:39:50] going to do with deal with this. >> Do you want to say what the item was?

[2:39:55] » No, I I I was just talking about the process. I think that I think that if if

[2:39:59] the superintendent and president want to talk about what I asked for

[2:40:04] and and my I have all my 10 uh texts are available so you can see the date and

[2:40:09] time. These are all requested and what I got back.

[2:40:12] » Yeah, they're working on that. So, um, the the policy cited and the directions

[2:40:19] back were that you would bring it up here. I clarified that it did not have

[2:40:23] to be previously agenda. So, one thing that was requested was to agendaize an

[2:40:28] item to ask for, I'm paraphrasing, but agendaize an item,

[2:40:34] asking the board to vote to place an item on an agenda. And I clarify that's

[2:40:40] actually unnecessary. And in fact, um, practically speaking, and I did some

[2:40:46] research on this, that could be blocked by a president, which would keep you

[2:40:52] from doing exactly what you're asking to do, which is to have it heard for the

[2:40:56] board. So, in that case, I I I uh clarified that you could bring it up

[2:41:03] here. Does not have to be pre-aggendized. You can tell everyone

[2:41:06] exactly what the topic is that you would like on the agenda, but there could not

[2:41:11] be a substantive discussion about the underlying pieces of the uh the item

[2:41:18] that you'd like. Is that fair enough? So in doing that uh if we just followed our

[2:41:25] own procedures uh you would state the item um as as concisely as you can can

[2:41:31] to capture and then the board would take a vote to place on uh an upcoming

[2:41:37] agenda.

[2:41:41] you can make the motion, but I told I can go through the communications as

[2:41:45] well because one of the processes that we changed you you I did receive your

[2:41:49] email um asking for the item. I we were also told that we would be giving that

[2:41:54] information the next day in a report. So I mistakenly assumed that by getting a

[2:42:02] report that had the information that you were seeking that's that sufficed the

[2:42:06] request that you were making. I did not understand that you still wanted it

[2:42:11] agendaized because I also believe that this information is coming out on

[2:42:15] Friday. I could be wrong. Um, but the item is graduation and the cost and the

[2:42:20] cost difference. Correct. Because there was a couple different things that were

[2:42:22] being discussed. And so I have no problem with it being on the agenda. You

[2:42:26] can ask for a motion if you want, but I'm happy to tell Dr. Dr. Austin, please

[2:42:30] have it on the agenda on the 10th because I had no issue with it. But hang

[2:42:33] on. when you mentioned it again on Friday because the process has changed

[2:42:38] under Dr. Austin's leadership. I had not seen the agenda from since two weeks

[2:42:43] before until I sat down for a final review of the agenda. I don't might have

[2:42:48] been t I can't even remember what day that was Tuesday. It was like last week,

[2:42:51] Sunday. But anyway, it was posting on Friday. So when I got your next email

[2:42:55] saying I want to make this sure this is on. Why isn't it on? I'm I I will say I

[2:43:00] was a little surprised because as I explained in my email, I thought the

[2:43:04] information on Wednesday was what you were seeking. So, I didn't really

[2:43:07] revisit it and I don't sit on my emails all day. So, I apologize. But by Friday,

[2:43:12] they had the binders done. They had the agenda printed and it was going to be

[2:43:16] released within minutes of when we re we you and I were exchanging emails. And

[2:43:20] so, I told you then, I am happy to have that on the October 10th meeting. I have

[2:43:24] no problem with it. There was no issue that you brought it up. It was just a

[2:43:28] miscommunication of timing and what the intention was because I thought the

[2:43:31] report was what you were looking for, not that you wanted to have it out

[2:43:34] publicly and open and debate because everybody can access the report. It's

[2:43:37] not a that's not a problem either. It's just a little complicated because I

[2:43:40] think as Dr. Austin said he had to kind of go through and make sure it was

[2:43:43] » first have to apologize that Friday I was in pre-op when I was basically

[2:43:48] continuing all all this stuff and then my last email was I was in posttop. So I

[2:43:54] was full of a lot of drugs as far as at that at that time. Uh but uh my last

[2:44:00] communication to you was that in the past we have put uh we've changed the

[2:44:05] agenda on a Monday uh and that met the legal qualifications and that was that

[2:44:11] was where it ended and then I got the superintendent's response that I had

[2:44:15] done this on the 15th. I did it on the 13th and again I have all of the text if

[2:44:19] anyone wants. >> Yeah, I'm happy with that. I also want

[2:44:22] to remind you that we we announced a while back that we were going to start

[2:44:25] releasing the agendas on Friday because one of the concerns that Dr. Malchesky

[2:44:29] had indicated is that there wasn't enough time to go through the binder. So

[2:44:32] Dr. Austin and I came upon his commencement of his position and with

[2:44:37] working with Victoria established a new process that we have upheld now for

[2:44:41] every meeting that we've had since Dr. Austin has been here. Every agenda has

[2:44:44] gone out on a Friday. So yes, previously it was on Monday. There's a lot of

[2:44:49] different reasons about that and that we're off topic and not and it's not

[2:44:51] agendaized. But again, I am you can make a motion if you want, but I'm happy to

[2:44:56] put it on October 10th. Not a problem whatsoever. There's absolutely zero

[2:44:59] question in my mind. Great. Okay. Who's next on the reporting? Uh Howard, uh

[2:45:05] member Hills.

[2:45:11] » Okay. Um

[2:45:17] I uh first thing I wanted to say is that uh I was very inter interested in the

[2:45:22] report by the by the Laboufa representative, but I guess she's gone

[2:45:28] about the uh the salary matter that the superintendent addressed. Um, I'm going

[2:45:34] to have to research this, but um I didn't understand that the the uh that

[2:45:43] the that the unions got the array of salary

[2:45:50] increases that was described uh including the u I think it's a one 1%

[2:45:57] bump up if the revenues are sufficient. Um, in other words, I thought the

[2:46:03] management I thought the assistant superintendent were getting the same

[2:46:06] deal that the union was getting. And um, >> what's that?

[2:46:11] » What was the me too? We took that out. >> Yeah. Well, no,

[2:46:15] we took the me too out so that it wasn't mandatory that it be the same. But that

[2:46:21] doesn't mean we can't by our own valition make them the same. And I

[2:46:28] thought we were treating them the same. And um I'm concerned because to the

[2:46:33] extent that they're not the same um

[2:46:38] you know the deal that the union accepted um uh reflected the uh

[2:46:46] priorities that we had and the resources that we had uh including after we

[2:46:52] legalized the um healthc care payment increases that began in 2021.

[2:46:59] Um and uh so I just I I wish that the um the BUFFA representative was still here

[2:47:06] because I was very interested in her remarks and appreciate her report and um

[2:47:11] I want to look at that some more. Um I also um wanted to point out that we did

[2:47:18] have a good governance meeting. Uh I was very um happy to see uh the people that

[2:47:25] turned out for the governance meeting and I was very pleased with the

[2:47:29] discussion. There was only one item on the agenda that was an item that any

[2:47:36] board member proposed and that was the item related to the student

[2:47:40] representative representative. All the other items on the agenda were staff

[2:47:44] proposed items and um that includes both um uh matters that the staff determined

[2:47:52] were legislatively mandated and it also included matters that the staff

[2:47:57] determined were um recommendations of CSBA that should be considered. And so,

[2:48:03] um, when we get those, um, items in through the staff process for, uh, bylaw

[2:48:11] revision, um, that represents the, um, the, uh, selections of those items made

[2:48:18] by the staff. And, uh, I thought it was a very productive meeting. Uh, I I I

[2:48:24] don't think that, um, other than did we pass the 2110 thing about the

[2:48:28] superintendent's roles and responsibility? Um I can't remember. Um

[2:48:35] » I believe it's moving forward for a first reading at

[2:48:38] » Yeah. So anyway, um I thought it was a very good good session. Uh I do want to

[2:48:45] um unfortunately I would prefer not to, but I think I'm compelled uh as a matter

[2:48:51] of honor to respond to the some of the comments that were made tonight.

[2:48:57] First of all, um I was just looking at um from last April 25 um an email that

[2:49:05] was posted um on a fake Instagram account um uh referring to um or

[2:49:13] implying that uh there was some type of a

[2:49:17] well frankly uh it was a Instagram that indicated that um I was um stalking

[2:49:27] students in the high school and that I was um and that warning that I'm going

[2:49:35] to be getting into sex education classes where I'm going to in some manner uh

[2:49:40] behave inappropriately. Um and that um the board council

[2:49:46] reviewed that and determined that I was being I'd been slandered and that I had

[2:49:50] been accused of being a pedophile. And that Instagram account was sent to all

[2:49:56] my grandchildren uh as well as my children and my friends and my clients.

[2:50:01] And um pretty aggressive tactic. And um I frankly um I'm going to go back and

[2:50:10] look at the video of the um the meeting that we had uh two days ago. But um as I

[2:50:18] just want to say for the record that as I recall it, I was at that at the point

[2:50:24] in that discussion uh I was addressing and responding to um uh a couple of

[2:50:33] gentlemen on the board. Um I don't believe I was responding to or

[2:50:37] addressing um the student representative on the board, but I'll go back and look

[2:50:42] at it. I want to go on record saying that I could have said, "Hey, I'm really

[2:50:48] stoked about this because we're finally getting to do this." I could have said,

[2:50:51] "I'm really jazzed about this." Um, when you're 74 years old and you say, um, and

[2:50:58] you're doing something that is in the nature of a policy wonk, um, uh,

[2:51:03] discussion about, uh, you know, arcane legal issues and you say, "Boy, this is

[2:51:10] the kind of stuff that really turns me on here now. I really like I really like

[2:51:14] these issues and I'm glad we're discussing it. Um uh it did not for me

[2:51:20] subjectively have any kind of a sexual connotation at all. When when Sherry

[2:51:25] reacted to it as if it might have a sexual uh connotation, I was very

[2:51:31] offended that she would react that way. And I'm very offended that um uh uh that

[2:51:38] it was characterized as a certainty that that I did have uh that was making that

[2:51:44] connotation. What I don't want what I hope is not

[2:51:47] happening is I hope that this is not a continuation of the politics of personal

[2:51:54] destruction and character assassination that were represented by the um fake

[2:51:59] emails from last April. And um and so um I'm going to have to review the video of

[2:52:06] that. Um because uh this has been uh this has been very uh painful for me

[2:52:15] since last April when those accusations that the board council determined were

[2:52:20] slander um and advised me to um take legal action which which I decided not

[2:52:27] to do. Um, so I can't allow um the statements that were made here tonight

[2:52:32] to go unanswered as much as I'd prefer not to respond to them. And um

[2:52:39] after I review it, I may have more to say about it, but um I I know that um uh

[2:52:46] that I I was responding to the fact that um there were several uh people in the

[2:52:53] meeting who were really digging in on the issues and we were breaking new

[2:52:57] ground. And I was genuinely, exuberantly excited about the progress we were

[2:53:02] making. and um to suggest that I would make an inappropriate remark to a female

[2:53:09] student uh you know or have any kind of an intention along those lines uh is

[2:53:16] imponderable to me and so um I just want to state that for the record. Um

[2:53:23] I also uh want to respond to a few remarks that were made tonight. First of

[2:53:28] all, Ketta Brown correctly cited the um the language in the visioning remark uh

[2:53:34] document that said that the board directs and the staff implements. And I

[2:53:41] think that's obvious. I think anybody that knows how um schools uh business is

[2:53:46] conducted know that that's the case and it's certainly the case under our

[2:53:50] bylaws. And I think um Logan, you I remember said uh recently you said that

[2:53:57] the the board decides what and the superintendent decides how. I I believe

[2:54:02] is what you said if I remember correctly.

[2:54:06] » Uh I to be honest I'd have to check the record. I don't believe those are exact

[2:54:09] my my exact words. >> Gentlemen, can we keep this to board

[2:54:12] reports and and keep moving along here shortly?

[2:54:14] » Yeah, keep board reports. >> Yeah. Um,

[2:54:18] so your remark is true. Keta's remark is true, but it oversimplifies

[2:54:27] because um I would urge Keta to take a look at section 35161 of the education

[2:54:35] code because we had this discussion during the governance meeting. Um and

[2:54:41] what it comes down to is that um this is not when you talk about the board

[2:54:48] directs and the staff implements or the board says what and the superintendent

[2:54:54] says how that is oversimplifying because it

[2:54:59] suggests that there's a separation of powers and there is no separation of

[2:55:04] powers. what every power that the board the staff has um is delegated by the

[2:55:12] board and once the board delegates the board then lives with that delegation

[2:55:17] and accepts exactly what Kata and you were saying and that is that the board

[2:55:22] directs and the staff implements. But the other aspect of it that makes it

[2:55:29] um a functional system is that the bylaws also require collaboration. And

[2:55:36] we hear a lot of use of the word collaboration around. And the bottom

[2:55:39] line is that the system works. The delegation system works only when after

[2:55:46] the delegation has been made, the superintendent and the staff and the

[2:55:52] board um are collaborating in the in areas of shared powers. And the shared

[2:55:58] powers include the use of legal counsel. The shared powers include

[2:56:02] communications. The shared powers include agenda setting. the, you know,

[2:56:08] Mr. Kelly was talking about agenda setting. The statute and the bylaw are

[2:56:12] very clear. It says the president works with the superintendent to develop

[2:56:18] the agenda. The noun is the president. The verb is develop the agenda and the

[2:56:26] um the the condition of it is that um the president will work with the

[2:56:33] superintendent in doing that. So it's when collaboration breaks down that you

[2:56:39] then have problems. But if collaboration continues uh and the system is meant to

[2:56:45] be collaborative but ultimately it is a delegate system of delegation. It's

[2:56:49] there's no inherent power in in staff um and um the board is not intended to

[2:56:56] administer. The board is intended to delegate so then the staff can

[2:57:00] administer. And I just think that um we're talking past each other when we

[2:57:05] make um oversimplifications about that process.

[2:57:07] » Can I ask you to collaborate with me and help me move this meeting along?

[2:57:10] » Yeah. >> And wrap up your report. Thank you.

[2:57:14] » Do you have any final comments? Are you done?

[2:57:16] » Uh I just want to make one reference and that is I recommend that everybody look

[2:57:20] at the um the California schools quarterly by the CSB CSBA. It's got an

[2:57:28] article by CSBA CEO and executive director Vernon Billy

[2:57:32] about reciprocal accountability. And that's really what I'm talking about.

[2:57:36] The there's changes going on because they're recognizing that there's a

[2:57:41] disconnect between the executive and administrative functions and the

[2:57:45] legislative functions in the whole California school education system. So

[2:57:49] what I'm talking about now is not Howard Hills just making this up. This article

[2:57:54] by the CEO of the CSBA is about the fact that we need to do it differently

[2:57:58] because we've gotten too compartmentalized and separated where

[2:58:02] the staff is going and doing its thing and the the the the legislative bodies

[2:58:08] are going and doing this thing and they're not having reciprocal

[2:58:11] accountability. They both want to assert their prerogatives but they don't want

[2:58:16] to have accountability between one another. So they talk about um

[2:58:20] collaboration, they talk about trust, but there can never be trust without

[2:58:24] accountability. That's what I've been saying for a couple of years and that's

[2:58:27] what the CEO of CSBA is saying right here.

[2:58:30] » Thank you, Howard. That's a interesting point. Can't have trust without

[2:58:33] accountability. Thank you. Uh me Dr. Meski.

[2:58:39] » Okay. Um I spent almost entire an entire day at the high school last week. It

[2:58:45] started with the breakfast for mentors who will be involved in this year's AER

[2:58:49] program that stands for authentic exploratory research an important or an

[2:58:54] independent research course designed for students to explore passions and career

[2:58:58] pathways. I really love this program because it fosters intellectual

[2:59:03] curiosity and the independent pursuit of knowledge. And I'm very excited that I'm

[2:59:07] going to mentor a student who is interested in studying the effect of the

[2:59:11] Cold War on higher education policy and funding in the United States and the

[2:59:15] former Soviet Union, which is just a great way for students to pursue their

[2:59:19] interests. And I'm um excited to be able to participate. I then visited a

[2:59:24] journalism class, the journalism classroom, and got to hear this year's

[2:59:27] student journalism leaders introduce the agenda for the day. And then I was

[2:59:31] interviewed, and um they tried out some new podcast equipment. They asked some

[2:59:36] follow-up questions to a survey that was done last spring of all board members

[2:59:40] and the work that we do on the board. I was incredibly impressed by the

[2:59:44] professionalism of these two students and the scope of our journalism program

[2:59:47] at the high school. I was also happy to end the day in a conversation the school

[2:59:52] day in a conversation with Glenn Warren about reading and writing initiatives in

[2:59:56] the district. I know our librarians and our teachers have been thinking about

[3:00:00] developing a culture of reading and I was particularly grateful for Mr. for

[3:00:04] Warren's suggestions about how we can incentivize reading and writing. In the

[3:00:09] evening, I returned for the high to the high school for back to school night.

[3:00:13] Um, we were just so impressed by the program and the presentations of each of

[3:00:18] the teachers that we saw. So, this day just really demonstrated for me in

[3:00:23] multiple dimensions the great work our teachers, administrators, and staff are

[3:00:28] doing at the school sites. Um, and I love any opportunity that we can have to

[3:00:34] get that information out to the public. We have programs and classes that are

[3:00:38] truly impressive. I'm grateful for the educational expertise and and innovative

[3:00:44] student focused work that's going on in each of our schools. That's it.

[3:00:49] » Great. Thank you, U Clerk Perry.

[3:00:56] » Thank you. Um, I just wanted to address member Hill's comment. Um, I'm of that

[3:01:05] age where, uh, when you say something turns you on, you would say like math

[3:01:11] turns me on. And I just looked it up in the dictionary. And it means keenly

[3:01:15] aware of, and responsive. The adjectives are hip, groovy,

[3:01:22] cool. Um, and that's what I know it as. So, um, also I

[3:01:32] met with or spoke with the president of the Chamber of Commerce and

[3:01:40] I'm happy to report that Hogue is our official inaugural healthc care partner

[3:01:46] for the for our new futures program. We will be meeting in early October to

[3:01:52] hopefully set dates for the 2027 semester when it will start. So that

[3:01:57] will give a lot of opportunities for our students in the healthcare industry. Um

[3:02:04] well that's all I'll say. >> Thank you, Clerk Perry. Um okay, I just

[3:02:11] have a couple things. Um but I do want to circle back and I am glad that um the

[3:02:15] unions brought up the 15% comment. Um, I also was not going to comment on it, but

[3:02:20] since they brought it up, I thought it would be good to address that. I if

[3:02:24] there was some interpretation that my comment about where our property tax

[3:02:30] comes from, um, that was that was my intention. Um, then I'm sorry. Um I you

[3:02:37] know we can say what we want to say and somebody else can turn it and turn it

[3:02:42] into something else but if you don't actually talk to the person you're

[3:02:46] making assumptions of what somebody means without validating if it's true

[3:02:51] and I do find that that's happened quite a bit. Um I think to the same point if

[3:02:57] um I would love to know where and when I have made a comment that stated that

[3:03:02] because our staff doesn't it may not have the same zip code that they are

[3:03:07] devalued. Um I don't recall ever saying that if that is um and for somebody to

[3:03:13] say well it was implied. Well implied is not a fact. Implied is somebody's

[3:03:17] assumption that something might be meaning that but maybe we could look at

[3:03:21] it and discuss and analyze. Right? I have not had that conversation with

[3:03:25] anyone. So I was merely the point of that whole conversation was um

[3:03:34] the concerns that have been expressed to me from community members about their

[3:03:39] perception of the finances of this district. So I'm not going to go much

[3:03:43] more into that than that. But I will say um I thought some of the comments that

[3:03:46] were interesting um because I do appreciate um that someone said I think

[3:03:52] it was I'm not sure which union member it was um who pays more doesn't matter.

[3:03:59] Property deeds they talked about if you have a deed doesn't validate your your

[3:04:03] your your voice in the school district. And I find

[3:04:07] that to be really interesting because I know when we first took this seat, one

[3:04:11] of the comments made, and I I have to say they're a few members, so it just

[3:04:16] kind of all goes together, that they bought their house more recently than

[3:04:20] the elder people that live in town. Therefore, they pay more property tax,

[3:04:24] therefore their voice is more important. So maybe that was not what that implied,

[3:04:29] but that was said in this room at that microphone. So I and I don't agree with

[3:04:36] that. So if I don't agree with that, if I agree that everyone's voice matters,

[3:04:39] that includes our staff. The point of it was merely of the percentage when we

[3:04:44] start looking at logistics and I it started two years ago when I said hey

[3:04:48] it's important because one of the things I'd love to see is is working with the

[3:04:51] city on the housing and can we offer teacher housing and that's what's

[3:04:54] prompted that conversation which turned into the best teacher housing is housing

[3:04:58] that you build on your properties and the only property I think we even have a

[3:05:02] remote possibility would be the canyon bus depot which is not even remotely

[3:05:07] poss right so it started a conversation that I was able to pursue down a path

[3:05:13] and that is what the intention of it was to imply anything else is someone else

[3:05:18] trying to put words or or a definition to what I said and that's not accurate.

[3:05:23] Um so I I I really hope that puts that to rest. Um I'm really glad that the

[3:05:29] unions are happy about getting our sunshine getting about sunshining early.

[3:05:33] Um I think that the board as a whole um and people always

[3:05:41] say led by this majority. Well, we have brought forward sunshining sooner. We um

[3:05:47] were able to increase contributions to insurance. We have

[3:05:52] approved every single program that has come across this board. We've started a

[3:05:57] new committee. We've hired from with for the arts. We've hired from within. We

[3:06:01] have brought community voices together. So when people say I'm not listening or

[3:06:05] I devalue the students, that's not true. I I started a club in 2021-22, the PTA

[3:06:11] did that was a um breakers club that was specifically bringing club voices,

[3:06:16] presidents, voices and their club president, vice president, what have you

[3:06:20] together to discuss the issues on campus. It was very wellreceived. Um Mr.

[3:06:24] Alvarez was one of the mentors to it and it was really great. Um, so I I I would

[3:06:31] like to dispel the idea that I devalue staff. That is not true. Um, it was a

[3:06:36] data point. I've said that before. I pursued that data point earlier last

[3:06:41] year. Um, and was not able to get any further with it, but it was a great data

[3:06:45] point to have. So, um, so I just like to say that and this fact that if I don't

[3:06:50] devalue student, that's not true either. I have four students. I've started a lot

[3:06:53] of the committees that we've started as a as a new board had all of them have

[3:06:57] students on them and they were all at the at the vision of the board majority

[3:07:02] who has um and now is actually on all of them because nobody else will

[3:07:06] participate. So um I I think that that's a demonstration of of collaboration. All

[3:07:11] of these committees have members from fuel from uh they have students they

[3:07:15] have members of sensible lagona they have people that have no idea what any

[3:07:19] of that stuff is. So I think the actions actually show um a they show things that

[3:07:24] I'm very proud of actually because I think we've done a lot for this

[3:07:27] community and a lot for the students and a lot for our staff. Um if there is

[3:07:30] things that I have done specifically, please bring them to my attention. I am

[3:07:34] very open to reflecting. I am very open to um understanding how I've impacted

[3:07:40] someone else. I stand by what I say. I don't sit up here and say these things

[3:07:44] and then don't practice them. So, but I So, please be specific when you and I

[3:07:50] would sit down and talk to anyone. Be specific. What is it that I have done

[3:07:53] that the staff is not sure? We've approved everything. So, I I really I

[3:07:57] don't understand. I still don't understand. Um, and I'm sorry if that

[3:08:00] seems like I'm tonedeaf. I am not tonedeaf. I am truly trying to

[3:08:03] understand. And so, if someone can explain it, I will be happy. I will even

[3:08:07] buy coffee. Um, so, um, I had a couple of agenda meetings. Um, as

[3:08:14] I said the couple week, we started almost two weeks ago with this new

[3:08:17] agenda process that Dr. Austin has introduced. Um, I worked with staff and

[3:08:21] um, Clerk Perry was there on both agendas for the governance committee and

[3:08:24] the agenda tonight. Uh, the board only brings a couple of items as as Howard

[3:08:30] mentioned, he only brought one one item forward for the governance committee and

[3:08:33] the rest the staff brought forward. Um, that's how the agendas work. Um, that's

[3:08:37] how they supposed to be working. Um, and I'm glad to see that they're back on

[3:08:41] track. Um I also attended back to school night at the high school. I agree with

[3:08:45] um Dr. Mountesky. The AER program is fabulous. Um the kickoff is always very

[3:08:51] exciting. Uh so did they have the kickoff or are they still talking about

[3:08:55] it when they have the room the library filled with all their with their

[3:08:58] » mentoring breakfast. >> So mentoring breakfast. So they have

[3:09:00] have they not launched the programs themselves or are we beyond that?

[3:09:05] » Okay, great. Well, I know we would I went to that last year. I would love to

[3:09:07] know when that is because it was an excellent opportunity to see what our

[3:09:10] students are up to. Um I went to the surf museum opening as well as the uh

[3:09:15] Laguna open. It was a terrific weekend for Laguna Beach last weekend. Uh so I

[3:09:20] love that. And I attended the governance committee. I also thought it was a great

[3:09:24] committee um effort. I thought we um identified a great process that we were

[3:09:29] going to push forward the ones that and we have done it this way before, but I

[3:09:32] thought it was great to have it established that we're pushing through

[3:09:35] some of the more clerical changes to um to policies and that we're going to use

[3:09:43] the governance committee to get dive deeper into some of those policies and

[3:09:47] and that actually has at I think four um four parents I think that align um

[3:09:54] together with fuel but not um and that was so

[3:09:58] that was great. It was a good conversation. I thought it was really

[3:10:00] really helpful. Um okay and then I think otherwise

[3:10:10] I think that was it. So thank you very much. That's my report.

[3:10:14] Um okay the next item is the approval of the ad hoc transportation

[3:10:20] committee for the 2627 school year through June 30th 2027. I've been asked

[3:10:24] to introduce this item. Uh this item has come up because the transportation

[3:10:28] committee that wrapped up the 26 the 25 26 school year um has requested to

[3:10:35] continue because they have um items that they would like to continue to explore

[3:10:40] and address. Um

[3:10:45] I know that member uh Perry was on is on this committee and I think that um

[3:10:52] trying to find the emails. I don't know if it really matters, but I know that

[3:10:54] there was a long list of some things that have come up that they would like

[3:10:57] to address and they're concerned with and I think um bring keeping this

[3:11:02] committee going is important. So the right now the request is for new members

[3:11:07] to fill out an application. I would like to request that this item be moved

[3:11:11] forward and um give those that are already on the committee the ability to

[3:11:16] return to the committee without having to file an application. But so that's

[3:11:20] that's the item and I'd like to see if there's any board questions starting

[3:11:23] with the student board reps and and just for reference it is the

[3:11:28] student one of the student board reps are one of the ones that have asked for

[3:11:31] this to come back. So um bringing their voice forward so that's great. No

[3:11:34] questions. Okay. Member Kelly member Hills.

[3:11:39] Okay. Dr. Malchesky. >> Yeah. I actually I mean I don't really

[3:11:43] care if people want to keep meeting but I am actually curious about what has to

[3:11:48] still be done because so much was accomplished last year and it seemed to

[3:11:51] me that the one thing that was left which was the problem of the bus

[3:11:54] monitors is an administrative issue not a committee meeting issue. Um again I

[3:12:01] don't really care. It's just a lot of staff time and stuff to have to be

[3:12:04] managing these meetings. And I think that if we're going to continue an ad

[3:12:07] hoc committee meeting, we should just have some idea of what the goals of the

[3:12:12] meeting are. >> And those are goals that we establish in

[3:12:16] the committee. Did you want to volunteer for the committee?

[3:12:22] » No, we're not doing meeting right now.

[3:12:24] » I was asking No, but if we pick this back up again. So, um I have a couple of

[3:12:29] things that again that the committee has asked to bring to bring forward. um they

[3:12:33] want some information on the on some new on some new systems that we've put in

[3:12:37] place, bus monitors. They'd like to have another um meet with the uh Durham team

[3:12:42] and so I think as a team they feel that they've got more work to do and um have

[3:12:46] requested that it comes back. So there is a series of emails about that uh and

[3:12:50] that's why this item is here tonight. >> So again, I I um you know I I I don't

[3:12:59] know why we we need these subcommittees. I I'm glad about what the transportation

[3:13:03] committee meeting accomplished. Those two things don't sound like a

[3:13:08] reason to have a committee meet for a whole year. Again, I don't really care,

[3:13:11] but it seems like a lot of resources going into subcommittee meetings, and

[3:13:15] I'm not even clear what the agenda is, but you know, if you guys want to keep

[3:13:20] meeting, godspeed.

[3:13:23] This this was a request from parents and um another part of that is

[3:13:30] » and the student and students >> students

[3:13:32] » and students. Yeah. >> Um because of things that still are

[3:13:36] problematic and I had another request from some special education parents on

[3:13:42] some transportation issues there. >> So,

[3:13:46] » you're welcome. Okay. So, I need a motion. Um are there Okay. Uh, are there

[3:13:52] any board comments on this item or I mean any comments from the public D on

[3:13:55] this item? Clerk Perry, do we have any speaker cards? Okay, so no speaker

[3:14:00] cards. Um, are there any other comments from the board?

[3:14:03] » No. Okay, I need a motion to approve the ad hoc committ committee for 2627. Thank

[3:14:07] you. I need a second. >> Second.

[3:14:09] » Thank you. All in favor? >> I Thank you.

[3:14:14] » Thank you. Motion passes. Um, okay. Last item is item 10. Is this Yeah. Last

[3:14:20] item, item 10. I would I might win in my head. Um, okay. The last item is item 10

[3:14:26] A, the approval of the consent calendar, items B through L. Clerk Perry, are

[3:14:30] there any speaker cards on these items? >> Okay. Are there any items that members

[3:14:34] um have questions on that do not require pulling the items or any items that need

[3:14:38] to be pulled? >> Students, no.

[3:14:40] » I just had >> Dr. Kelly. No. Howard?

[3:14:44] » I do. >> Okay. What item would you like pulled or

[3:14:47] is it just a question? >> Well, I don't I have two uh minor edits

[3:14:50] to the minutes. So, do I have to pull that to do that?

[3:14:53] » Okay. So, the first is um the minutes for September 10th uh state that the can

[3:15:01] the that CSA endorsed the candidates, but the number is wrong. It was 98% of

[3:15:08] CSEA members endorsed the candidates. Um I don't know how many supported me

[3:15:13] measure A, but I wondered if the numbers just got flipped. So, you might want to

[3:15:17] check that. And for the August minutes, um, just wanted to clarify, Ryan Dak,

[3:15:21] uh, I had met with him. He's from the South Orange County Community College

[3:15:25] District. >> Where are those?

[3:15:27] » The August minutes. >> The August. What?

[3:15:30] » It's just filling in Ryan Dak's title. >> Yeah, I know. I just want to look at it

[3:15:34] and see. I like to follow along. >> Just said 87%.

[3:15:39] » Yeah, she said 87%. >> That was Laboua. She's talking about

[3:15:43] CSA. Yeah, 87% of Laboufa voted, 100%

[3:15:48] endorsed. CSEA, 98% of the people who voted endorsed.

[3:15:54] So, I just want to make sure the minutes reflect that correctly.

[3:15:59] » Great. Uh, okay. Anything else? Um, D, you said you had a couple.

[3:16:04] Oh, I just had um I just wondered why the

[3:16:13] occupational therapist is part of CSEA. >> I can speak to that D. So back in 2009,

[3:16:21] the position was classified unrepresented. So when we decided to

[3:16:25] bring the it back in house, I brought it back as as the same uh as the same

[3:16:29] placement. And then when meeting with with CSEA there's a they said if the

[3:16:34] position doesn't supervise anyone then it technically qualifies as a CSEA

[3:16:39] position and I met with legal counsel and he they confirmed that the position

[3:16:44] should be under the umbrella of CSEA. So we went through the process to to bring

[3:16:48] it under under CSA. >> Okay. I thought um because other

[3:16:53] therapists are under Dr. Mayberry maybe and this person also works on IEPs etc.

[3:17:00] that it would be more of a laba thing but

[3:17:03] » yeah unfortunately the occupational therapist does not have a credential

[3:17:06] through the CTC so it uh it can't be a certificated position.

[3:17:11] » Okay. Thanks.

[3:17:15] » Okay. Thank you. I just had two quick things. Um item H uh approval to renew

[3:17:19] the contract with good trust. Um I know we talked about that earlier.

[3:17:25] This is the state planning that we offer to the employees, right?

[3:17:29] » Yeah. During the 20 24 or 25 26, the wellness committee. So, we have a

[3:17:34] district wellness committee that meets quarterly and they look at ways to

[3:17:38] provide various benefits be it you know wellness benefits from physical wellness

[3:17:42] to financial wellness. So we had come across this product and the committee um

[3:17:47] went ahead and recommended it to uh to the prior board to to get approved and

[3:17:52] again it's been it's been a great resource for staff that are utilizing

[3:17:55] it. It's a completely digital you know will trust platform. Um so this is just

[3:18:00] bringing it back for renewal. >> Okay. Is that now I see the fiscal

[3:18:04] impact is 83.88. What does that cost the employees?

[3:18:07] » There's no cost to the employees. >> There's no cost. So we pick up the tab

[3:18:09] on that. I mean it's not doesn't look like it's just it's an annual fee for

[3:18:13] anyone um to have access to it plus I think several of their their family

[3:18:17] members as well. >> Yeah. Okay. Yeah, I see that four um I

[3:18:20] think it's financial wellness benefit for all employees and up to four family

[3:18:23] members. So that's a great service. So thank you for bringing that forward. And

[3:18:26] then item K, approval of Nicole Miller Associates Services Agreement. What

[3:18:31] services? She does investigation. What services? What kind of investigations

[3:18:34] does she do? >> Uh she handles instructional services

[3:18:38] and personnel. um investigations.

[3:18:48] » Does she do all of our investigations if any complaint comes forward?

[3:18:52] » No, it's she's utilized when it's a it's a complaint that's maybe sensitive in

[3:18:56] nature or one that um could be lead to potential legal implications.

[3:19:04] » Okay. Thank you. That's the only questions that I have. Do I need a

[3:19:07] motion to approve items B through L? >> Second.

[3:19:11] » All in favor? >> I I

[3:19:14] » Thank you. That passes. Thank you. Student board reps. Okay. Um our last

[3:19:18] item, if anybody would have said 9:30, they would have won.

[3:19:22] Um our next regular meeting is October 8th and we have do we have any

[3:19:27] governance meetings or committees and prior to that? I don't think so.

[3:19:31] Victoria, can we start scheduling um transportation and then also opening up

[3:19:36] applications? Can we do that? >> We Yes.

[3:19:40] » Okay. >> That's already set.

[3:19:44] » Yeah. Okay. All right. So, I have a motion to adjurnn. I need a second.

[3:19:49] » That was Howard. And then all in favor? >> Great. Thank you so much. Meeting is

[3:19:53] adjourned at 9:28.

Regular Meeting - Sep 24 2026

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